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Language Development in Bilingual Children
At the time of writing this article, we’re getting ready for International Mother Language Day (21st February). As passionate Speech Language Pathologists, we thought it would be the perfect time to discuss common myths about language development in bilingual children.
We understand that as a parent or a professional (like a doctor) you may have concerns around whether introducing multiple languages at once to a young child is a good idea. Will it be confusing? Will it impact their overall language development?
With best and current practices for working with linguistically diverse and bilingual populations in mind, lets explore some of the most common myths surrounding language development in bilingual children.
Common Myths About Language Development in Bilingual Children
#1: Being bilingual causes a language delay.
This is simply untrue! This misconception may stem from the fact that a bilingual child’s vocabulary in each individual language may be smaller than average, however, the child’s total vocabulary (including both languages) will be at least the same as a monolingual child. Being bilingual in and of itself does not cause a language delay, however if a bilingual child is experiencing significant delays in reaching language milestones, they could have a language disorder and should be referred to a Speech Pathologist. (Sources:4,5,8)
#2: If a child mixes their languages in the same sentence, it means they are confused and are struggling with being bilingual.
This one is another myth, but it’s understandable that some parents, teachers, or professionals may be initially concerned. There’s actually a term for this one! “Code switching” or “Code mixing” describes when an individual (adult or child) uses different languages within the same sentence or conversation. This is a natural part of being bilingual – adults who speak multiple languages often code switch when they converse with others who speak multiple languages. (Sources: 3,4,5,8)
#3: Parents should adopt the “one parent – one language” approach when exposing their child to two languages.
The idea of this myth is that each parent should only speak one of the languages to the child. For example, Mum will speak in French and Dad will speak in English. While this is one way to raise a bilingual child, there is actually no evidence to suggest that this is an effective way to raise a child bilingually.
Parents shouldn’t worry if they both speak their native language to the child or if they speak multiple languages with their child (i.e. Code Switching). It’s understood that children will begin to Code Switch regardless of their parents’ approach to teaching them multiple languages. Instead, parents should focus on speaking to their child in a way that is comfortable for them. (Sources: 4,6,8)
#4: You shouldn’t speak multiple languages to a child if they have a developmental or language disorder.
Often parents of children who have autism, developmental delays, or other disorders worry that speaking two languages might delay or otherwise impact their child’s language development. Thankfully, there is a growing body of research dismissing this myth. More and more valuable research is indicating that children with a wide range of communication disorders can become bilingual. Researchers compared the social language abilities of three groups of children with autism spectrum disorder (ASD) from Quebec and Ontario. Their findings suggested that children with ASD who were simultaneously bilinguals did not experience additional language development delays.
The researchers examined several language aspects such as social responsiveness, initiation of and response to pointing, attention to voice, vocabulary size, acquisition of first words, and phrases. In addition, their findings also indicated that the timing of the bilingual exposure did not affect the child’s language abilities but more importantly, the findings suggested that children on the Autism Spectrum can become bilingual.
How to Support Your Bilingual Child
As a parent of a bilingual child, there are many ways you can support your child’s language development in both languages simultaneously. Here are a few things to keep in mind when interacting with your child at home and while out and about.
- Don’t worry if your child mixes their two (or more) languages, this is a normal part of becoming bilingual.
- Provide your child with lots of opportunities to hear, speak, play, and interact with others using your mother language.
- If you think your child has a language delay, consult a Speech Pathologist for an assessment and tailored advice.
- Genesee, F. H. (2009). Early childhood bilingualism: Perils and possibilities. Journal of Applied Research on Learning, 2 (Special Issue), Article 2, pp. 1-21.
- Paradis, J., Genesee, F., & Crago, M. (2011). Dual Language Development and Disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Paul H. Brookes Publishing.
- Pearson, B.Z., Fernandez, S.C., Lewedeg, V., & Oller, D.K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41-58.
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Alchemy is an ancient and powerful practice rooted in the intersection of mythology, magic, religion, and spirituality. Often considered a protoscience, alchemy has contributed significantly to modern chemistry and medicine development.
The root of the word “alchemy” is traced back to the Old French “alquimie”, which originated from the Arabic term “al-kimia.”
Alchemy was practiced by diverse cultures throughout history, each with its distinct outlook and value. This article explores the evolution of alchemy across various civilizations and the basic principles that underlie this mysterious art.
Alchemy in Different Cultures
Greco-Roman Egypt: The Birthplace of European Alchemy
The origins of European alchemy can be traced back to Hellenistic Egypt, where the city of Alexandria became a hub for Greek alchemical knowledge. This trend persisted through the Greek and Roman eras, during which Alexandria housed many scholars and philosophers dedicated to unlocking nature’s secrets. The fusion of Greek philosophy with Egyptian mysticism in Alexandria created a foundation for advancing Western alchemy.
Distinguished Greco-Roman alchemists, including Zosimos of Panopolis and Maria the Jewess, achieved groundbreaking insights into alchemical principles and innovated laboratory equipment, like the kerotakis and the bain-marie. Their achievements established the basis for futuristic alchemists to build upon, refining their innovations and discoveries.
The Islamic World: A New Chapter in Alchemy’s Evolution
After the fall of the Roman Empire, the focus of alchemical advancement shifted to the Islamic world. Islamic scholars and alchemists, such as Jabir ibn Hayyan (also known as Geber), made significant strides in alchemy by synthesizing Greek, Indian, and Persian knowledge. Jabir’s contributions to alchemy include the discovery of aqua regia, a mixture of nitric and hydrochloric acids capable of dissolving gold, as well as the classification of substances and the development of alchemical apparatus.
Islamic alchemy also focused on pursuing the elixir of life and the philosopher’s stone, which were believed to grant immortality and transmute base metals into gold, respectively. This period marked a turning point in alchemical thought as scholars began to develop systematic approaches to experimentation and observation.
Medieval Europe: The Transmission of Alchemical Knowledge
Robert of Chester’s completion of the Arabic Book of the Composition of Alchemy on February 11, 1144, brought about the introduction of alchemy in Latin Europe. The subject piqued the interest of a diverse group, ranging from monks to laypeople, who saw it as a path to comprehend divinity and undergo spiritual metamorphosis.
Albertus Magnus and Roger Bacon were prominent European alchemists who delved extensively into the topic, conducting experiments and producing written works that added to the field’s evolution.
The Renaissance and Modern Age: A Rebirth of Hermetic and Platonic Alchemy
The Renaissance marked alchemy’s revival, where Hermetic and Platonic foundations were brought back to Europe. This brought an increased focus on alchemy’s medical and pharmaceutical applications, along with a renewed interest in its esoteric and occult aspects. Paracelsus, a Swiss physician, and alchemist, revolutionized medicine by incorporating alchemical principles and focusing on observation and experimentation, which paved the way for modern medicine.
This era also saw the emergence of alchemical entrepreneurialism, where alchemists sought patronage from wealthy individuals and rulers. With the hope of transmuting base metals into gold, famous alchemists such as John Dee, Edward Kelley, and Heinrich Cornelius Agrippa studied occult sciences and alchemy.
However, as the scientific revolution gained momentum, alchemy began to lose significance and gave way to modern chemistry. Despite this, the principles and techniques developed throughout history by alchemists continue to influence contemporary fields such as psychology, symbolism, and archetypes, depicting that the impact of alchemy is long-lasting.
Indian Alchemy: A Quest for Immortality and Gold
Ancient Vedic texts reveal that Indian alchemy has always been fascinated with the link between eternal life and gold. Mercury, a key element in alchemy, was documented for the first time in the Artha-śāstra during the 4th- to 3rd-century BC. Greek alchemy found its way into Ancient India through Alexander the Great’s conquests in 325 BC and the Greek-ruled Gandhāra region’s cultural influence that followed.
Buddhist scriptures from the 2nd to the 5th century AD make mention of Indian alchemists’ quest to transmute base metals into gold. However, their primary focus remained to discover the “elixir of life,” better known as amrita or soma, which was believed to grant immortality to those who consumed it. Exceptional Indian alchemists, such as Nagarjuna, contributed significantly to the progression of metallurgy and comprehension of various substances’ properties.
Chinese Alchemy: A Bridge Between Medicine and Immortality
Chinese alchemy was believed to be strongly connected with medicine and the desire to achieve immortality. The Taoist alchemists who studied and practiced this art were driven by a quest to create a unique elixir of life that would grant them immortality. These alchemists combined various elements, including mercury, arsenic, and sulfur, to formulate this magical concoction. Their pursuit of eternal life was often linked to their search for spiritual enlightenment and harmony with the universe.
One of the most significant contributions that Chinese alchemists made was the creation of black powder, the precursor to modern gunpowder. It is believed that the discovery of gunpowder was an unintentional outcome of these alchemists’ endless efforts to create the famous elixir of life.
The Great Work of Alchemy: A Journey Through Colors
The ultimate goal of alchemy, known as the Great Work, is often described as a process consisting of four stages, each represented by a color:
- Nigredo (Blackening or Melanosis): The first stage involves the decomposition or purification of substances, symbolizing the death and rebirth of the material being worked upon.
- Albedo (Whitening or Leucosis): In this stage, the purified material is cleansed and refined, representing the purification of the soul and the emergence of a new state of being.
- Citrinitas (Yellowing or Xanthosis): This phase is marked by the transformation of the material into a more exalted state, often symbolized by the color yellow or gold, signifying the dawning of spiritual enlightenment.
- Rubedo (Reddening, Purpling, or Iosis): The final stage is the culmination of the alchemical process, where the material achieves perfection and is united with its divine essence.
To conclude, delving into the world of alchemy brings a captivating peek into the past ways of human mindset and the pursuit to unravel the secrets of the natural world and the cosmos. The impact of alchemy enthusiasts from diverse cultures has significantly influenced the evolution of present-day disciplines like chemistry, medicine, and psychology. The imprint of alchemy lives on as its principles drive and enlighten current research areas.
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If you're a writer, you know that plotting a story is essential. You have to have a roadmap to keep your characters and readers on track. But what about the end of your story? What happens after your climax? That's where falling action comes in. In this article we're going to explore what falling action is, why it's important, and some common questions writers have about it. So let's get started!
What does falling action mean?
Falling action in a basic plot structure is the events that happen after the climax and before the resolution. This part of your story is often used to show the consequences of the climax and how it affects the characters.
Why is falling action important?
Falling action sets up your ending so you can close out all of those loose ends and give the audience closure on what they've just read. This is the part where your audience gets to witness what happens after your climax occurs.
Finally falling action lets characters learn about themselves and how they've changed by experiencing their struggles throughout the story. This can help shape them into better versions of themselves or create change in their lives that wasn't possible before falling action happened.
How does falling action relate to rising action?
Falling action and rising action are the two parts of your story that create tension. They're like falling into a big pool (rising action) and then climbing out on the other side (falling action.) Together, they make a complete story.
Rising action is all of the events that lead up to the big thing: Your climax!
A story's falling action occurs after your climax, before everything gets wrapped up with a bow at resolution. You can't have falling without rising because they work together in perfect harmony!
What comes after falling action?
One more question writers commonly have about falling action: What comes next - or does anything come after falling action? The answer is this: Your resolution!
The resolution in a story occurs after falling action and before the epilogue. It's when you wrap everything up and give readers a satisfying conclusion. So what do you need to include in your resolution?
- All of the loose ends tied up
- A reflection on what has just happened
- The fate of your characters
The Anatomy of Story
Many writers struggle with creating compelling and effective stories. Without a strong understanding of storytelling essentials, writers risk falling short in engaging their audiences and achieving success.
"The Anatomy of Story" by John Truby provides a comprehensive guide to the key elements of storytelling, including premise, character, plot, theme, and more. By following Truby's step-by-step approach to story creation, writers can develop unique and compelling stories that resonate with audiences.
The Secrets of Story
Writing a story that captivates readers can be challenging. It's easy to become the unwelcome storyteller, struggling to convince an audience to care about your work.
You want your stories to stand out and draw in readers, but you don't know how to make sure every aspect of your fiction writing is up-to-par. You need help perfecting concepts, characters, structure and plot, scenes, dialogue, tone and theme – all while keeping the audience engaged.
The Secrets of Story provides comprehensive strategies for mastering storytelling with its Ultimate Story Checklist. This guide helps writers improve their craft by asking incisive questions such as "Is the one sentence description of your story uniquely appealing?" or "Are you using multiple ironies throughout the story to create meaning?". With this book you'll learn how to write stories that captivate readers and ensure each scene advances the plot while revealing character through emotional reactions.
What you'll learn:
- Comprehensive and audience-focused strategies for perfecting their fiction writing.
- How to use the Ultimate Story Checklist to improve all aspects of their story, from concept to tone and theme.
- Techniques for ensuring each scene advances the plot while revealing character through emotional reactions.
What is Freytag's Pyramid?
Freytag's Pyramid is a diagram that illustrates the different parts of a story. It was created by Gustav Freytag, a German playwright and novelist, in the 1850s. The pyramid has five sections: exposition, rising action, climax, falling action, and resolution.
This is an important tool to help you understand the structure of your story and how each part works together to create a complete narrative. Knowing about Freytag's Pyramid can help you better map out your plot and make sure all the necessary elements are included in your story!
How long should my falling action be?
It depends on your story, but falling action in a story should be brief. Some stories may only need a paragraph while others might span several chapters. How you write your story will determine how much time you spend in this section of your novel.
How do you write falling action in a story?
You can write falling action in your story by having your protagonist deal with the consequences of their actions. For example, if they killed someone in a fit of rage leading up to the climax, falling action would have them coming face-to-face with what they did and how it affected others around him or her.
If you're having trouble writing falling action into your story, try thinking about one thing that could happen following your climax that's significant enough for readers to get an understanding on where everything is going from here.
Can I skip falling action?
Yes, you can skip falling action in your story if it's not necessary to the plot. For example, if your climax is an action scene that doesn't leave much time for falling action, you can jump from rising action right into resolution. Just make sure that everything that needs to happen in order for your audience to have a complete story does indeed happen!
Falling action examples
Harry Potter and the Sorcerer's Stone
The climax of the first Harry Potter novel is Harry battling Quirrel/Voldemort and escaping. After the climax, there are a couple of scenes of falling action such as Harry's discussion with Dumbledore in the hospital wing and the revelation that Gryffindor has won the house cup at the end of the year feast. Both of these scenes of falling action are derived from the climax–Harry's discussion with Dumbledore is about Voldemort and the Sorcerer's Stone, and Gryffindor wins the house cup because of the heroic action Harry, Ron, and Hermione took to get to and during the climax.
Star Wars: The Phantom Menace
After the battles in space and ground are over (climax), the characters deal with the events. An important scene of the falling action of the Phantom Menace is the funeral pyre for Qui-Gon Jinn where the characters mourn and discuss the possibility of the return of the Sith. This scene of falling action has tension that is stemmed from the climax and the main conflict of the story: A Sith menace has orchestrated a war and one has killed Qui-Gon Jinn.
The Lord of the Rings: The Return of the King
In the movie and the book of the Lord of the Rings: The Return of the King there are numerous scenes of falling action. The falling action begins after the ring is destroyed and the first scene of this part of the story is Frodo and Sam trying to escape the exploding Mount Doom. Then there are many more scenes with Aragon being crowned king and the journey back to the Shire.
Falling action is one of the last parts of your story, but it doesn't have to be boring. Keep your falling action interesting by making sure something significant happens following the climax of your story. Knowing what falling action is and how to write falling action in a story will help you plan out your plot and better execute all parts of your creative work!
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What Is The Difference Between ‘Learning Styles’ & ‘Multimodal Learning’?
The learning styles debate has been going on for some time.
We saw the concept of learning styles experience significant popularity in the late 20th century. Many teachers have likely seen or distributed a learning styles inventory as a first-day-of-school activity. In the last several years, many have asserted that learning styles are actually a myth.
We have written about learning styles before–and we’re not ready to abandon the concept just yet. That being said, we do believe that the term ‘learning styles’ is often misunderstood, misused, and misrepresented. In this post, we’re setting out to separate myth from reality (based on research).
What Is The Learning Styles Theory & Where Did It Originate?
According to the learning styles theory, a self-reported visual learner learns best through interacting with visual content, a self-reported auditory learner learns best through hearing content, a self-reported reader/writer learner learns best when they read or write content, and a kinesthetic learner learns best by physically manipulating new content or moving in some way.
‘Learning styles’ were recognized as early as 334 BC by Aristotle, who espoused that “each child possessed specific talents and skills” (Reiff & NEA,1992). Future researchers have since come up with their own theories about learning. For example, Lev Vygotsky believed that learning is social, and Jean Piaget believed that cognitive development is a precursor for learning. Howard Gardner’s multiple intelligences theory proposes that students can be categorized as a composite of distinct learning styles (visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical). Neil Fleming developed the VARK questionnaire – which stands for ‘visual, aural, read/write, and kinesthetic’ to determine someone’s ‘learning style’–the preference of students in how they absorb and share information.
It is here, perhaps, where the concept of learning styles started to take on mythical proportions.
How Did The Idea Of Learning Styles Gain Popularity?
Perhaps the naturally appealing notion of being able to understand one’s own brain processes with just a few questions on the VARK questionnaire is why learning styles morphed into a misunderstanding. Some believe that the ‘Everyone is Special’ self-esteem movement of the 80s and 90s is responsible.
The current conception of learning styles is not so much mythical as it is an incomplete perspective that persists in modern education. A 2017 study conducted by researchers at the University of Houston and the University of Denver recruited over 3,800 people (including 598 teachers) to take a survey on brain myths. The researchers found that 93% of the public, 76% of teachers, and 78% with neuroscience education endorsed the idea that each person has one primary mode of learning.
Education leaders are unsure why the incomplete perspective of learning styles remains popular. Some wonder if teacher education programs are promoting the idea. In a literature review of scholarly research on learning styles, 94% of the research papers include a positive view of learning styles (in its limited conception), and 89% endorse its use in higher ed. Others propose that teachers may be repeating the strategies their own teachers deployed in their personal K-12 experience.
What Are Educators And Education Leaders Missing When It Comes To Learning Styles?
So what’s the problem? Does every person out there in the world have a different learning style? Yes. Is it important for teachers to know how their students learn best in order to plan for instruction? Yes. Should teachers prompt students to think about how they learn best as a way to approach a task? Yes.
Can the complexity of how the brain learns be so simply boiled down as to one of three distinct modalities? No. Should teachers label students as strictly visual learners, auditory learners, or kinesthetic learners? No. Should teachers design your entire curriculum and tailor instruction according to results from a basic learning styles inventory? No.
There are two immediately obvious problems with the popular conception of learning styles.
First, recent neurobiology research suggests that, as we learn, our brains are constantly wiring and rewiring connections–this phenomenon of the brain is called neuroplasticity. Our software is constantly updating, which means that how we learn is also constantly evolving. More accurately, we use a combination of auditory, kinesthetic, visual, and reading/writing faculties to learn, depending on the purpose, our motivation, and audience. We may learn differently depending on the level of complexity our brains are being tasked with navigating.
Second, if we could label and categorize students based on their learning styles, that assumes that a student’s effort and ability are not connected to their success; rather, the teacher’s ability to identify and cater to their learning style is paramount. Learning just isn’t that simple.
Learning Styles And Multimodal Learning, Not Versus
Instead of investing in learning style inventories or categorizing students according to their self-reported learning styles, teachers should really be aiming to facilitate multimodal learning – planning to engage students with visual, auditory, and kinesthetic ways of interacting with content. That’s what the original conception of learning styles was all about.
Let’s set up an analogy. Imagine that you’re making pasta bolognese. If the elements of the sauce symbolize the ways in which we learn, then we know that not everyone’s pasta is going to taste the same! In some iterations, the ground beef, pork, or veal are the prominent elements. Other chefs may rely more on the onions, celery, carrots, and mushrooms. Others, still, may want the tomato sauce to outshine the other elements. It comes down to a matter of preference and wiring, but without all of the ingredients I just listed, there’s not going to be a delicious bolognese.
Research clearly indicates that significant improvements in learning can be reached through the effective use of multimodal learning. We know the following to be accurate:
- Learners retain more through words and pictures versus through words alone
- Learners retain more when words and pictures are close in proximity
- Learners retain more when words and pictures are presented simultaneously
- Learners retain more when extraneous words, pictures, and sounds are omitted
- Learners retain more from animation and narration versus animation and on-screen words
- Learners retain more when redundancy is avoided
When planning for curriculum and instruction, look inside your teacher toolbox and consider:
- Which tools, activities, and interactions are best suited for helping students retain new content?
- How do my current multimedia materials aid or hamper the learning process?
- How can I get my students to think about their own learning?
The mutation of the concept of learning styles challenges teachers with being all things for all learners, which isn’t what students need. The best way to foster learning in your classroom is to give students multiple avenues to interact with new content in meaningful ways through multimodal learning.
Reiff, J. C. (1992). Learning styles. What research says to the teacher, 7. Washington, DC: National Education Association.
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In 1916, the New York Commissioner of Agriculture reported that Essex County is “by far the most broken and mountainous section of the state.” In spite of the fact that only about one-third of the area of the county is in farms and only about one-eighth improved farms, there is a remarkably good report of agricultural production. County farmers produced 96,383 bushels of corn in 1915, along with barley, oats, buckwheat, potatoes, and hay and forage.
Corn has long been a staple food in the Americas. It is a domesticated plant, bred from a wild grass native to southern Mexico nearly 7,000 years ago. Its use as a cultivated food plant in the northeastern United States began about 1,000 years ago.
Although the Adirondack climate is not generally conducive to agriculture, there are pockets in the valleys and surrounding areas where the growing season is long enough, and the soil rich enough, to grow corn. The vegetable was one of the staples of the Haudenosaunee (Iroquois) diet. European settlers in the region grew corn where they could, not only to feed themselves but to feed their livestock as well. As settlement and tourism in the region grew, Adirondack hotels and resorts kept kitchen gardens to feed guests. Adirondack families grew their own vegetables, preserving what they did not eat in season for the long winter months. Locally grown corn was featured on the menu for human and animal consumption.
Although the Commissioner’s 1916 report indicating that most crops grown in Essex County were produced “for the supply of camps, cottages, hotels, and summer tourists,” by the late 1800s, some northern New York farms were growing enough corn to export to wholesale dealers in cities like Boston, Syracuse, Rochester, Watertown, and New York City.
During the Depression, newspapers like the Malone Farmer offered advice on creating healthy and inexpensive meals. In October 1931, readers were advised that “as for cost, corn preparations are among the more economical of the common foods. Two pounds for five cents is the average price per pound by bulk for both cornmeal and hominy.”
A regular column, called the “Market Basket,” offered readers tips on shopping, canning, cooking, and sample menus. The May 20th, 1931 edition also included a recipe for corn soup:
• 2 cups canned crushed corn
• 1 cup water
• 1-quart milk
• 1 onion, cut in halves
• 1 tablespoon flour
• 4 tablespoons butter
• Salt to taste
Combine the corn and the water, cook for 10 minutes, and stir constantly to keep from sticking to the pan. Press the corn through a strainer. Heat the milk and the onion in the double boiler and thicken with the flour and fat, which have been well blended. Add the corn pulp, salt, and pepper, Heat, remove the onion, and serve. Buttered popcorn makes an interesting substitute for croutons to serve with corn soup.
Adirondack farmers hosted “husking bees” during harvest. Families and neighbors gathered together to remove cornhusks before cooking for a crowd. In Willsboro, an unidentified farmer or family member used a small wooden peg, pointed on one end and held with a strap of leather to the thumb as an aid in removing husks from many ears of corn. Made by hand near the turn of the 20th century, it would have made such a repetitive task easier.
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The team collaborated with an EV charging service provider that works with property owners to install EV supply equipment, which is then accessed by EV owners for a fee. However, it was found that trust among the parties was low, with no way of knowing if all sides were acting in good faith and honouring agreed payment terms. According to the study, an open, decentralised blockchain platform could ensure that EV owners did not overpay for energy and that property owners were fairly compensated by charging service providers.
"Energy services are increasingly being provided by entities that do not have well-established trust relationships with their customers and partners," said Christian Gorenflo, a PhD candidate in Waterloo's David R Cheriton School of Computer Science.
"In this context, blockchains are a promising approach for replacing a central trusted party, for example, making it possible to implement direct peer-to-peer energy trading."
Blockchains are essentially open digital ledgers where every transaction is both visible and immutable, so all parties have full knowledge of interactions which cannot be retrospectively amended. According to the Waterloo team, a blockchain system could be integrated with a legacy EV charging system with minimal changes. Their paper, published recently in the Proceedings of the Tenth ACM International Conference on Future Energy Systems, states that they are working with EV charging service provider SWTCH to roll out their solution.
"Mitigating trust issues in EV charging could result in people who have charging stations and even those who just have an outdoor outlet being much more willing to team up with an EV charging service provider resulting in much better coverage of charging stations," said Gorenflo.
"In the end, we could even have a system where there is machine-to-machine communication rather than people-to-machine. If an autonomous vehicle needs power, it could detect that and drive to the nearest charging station and communicate on a platform with that charging station for the power."
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Psoriasis is a chronic skin disorder that is marked by patches of intensely itchy and flaky skin that doesn’t go away with regular moisturizers the way most ordinary dry skin will. It can affect any part of the body, even the scalp and nails, and can be mild, moderate or severe. Most medical experts agree that it is a genetic condition, though a number of environmental factors — stress and physical injury chief among them — can cause flare-ups. People who suffer from the condition are often very self-conscious about it, particularly when skin aberrations occur on the face, hands, or other highly visible parts of the body. It is not contagious and can’t be transmitted to others, but it often looks unsightly and is usually very uncomfortable, too. Certain medicated creams and other lifestyle choices can help reduce the appearance and severity of the condition, but there isn’t usually any way to completely cure it.
Skin itchiness and general discomfort are the two things people most commonly associate with the disease, and it often starts out as no more than brief rashes over certain parts of the body that look like little more than dry skin. As the condition worsens, though, those dry patches tend to get increasingly red and to grow; ultimately, the surface of the skin will dry out and form rough scales that often have a blistered look. Sometimes they flake off, either on their own or as a result of itching. The condition often covers large swaths of the body, and can move around, too.
There are usually five recognized types of the disorder, each with its own intensity and symptom specifications. Plaque psoriasis causes red, silvery-white, scaly skin lesions, and this is the most common variety. The condition can also come in pustular form, which causes blisters to erupt on the skin that can leak pus or other fluids. This variation is most common on the hands and feet.
Erythrodermic versions of the condition lead to severe redness and shedding of the body surface, and the skin becomes excessively flaky, often coming off in large patches. In its guttate form, the disease appears as red, drop-like dots on the skin and a condition known as “inverse psoriasis” causes smooth, inflamed lesions in body creases, most commonly elbows, knees, and underarms.
Triggers and Causes
The condition is caused by genes, and is usually recognized by those in the medical profession as an inherited genetic disorder. Not everyone who carries the genes for the disorder will necessarily suffer from it, though, which is where environment begins to play a very big role.
Climate and weather, cold and dry temperatures in particular, can trigger the disease in many people. Physical trauma can also be to blame. Psoriatic lesions often develop at the site of a skin injury, usually right where things are healing and the skin is trying to regenerate itself. In a similar vein, infections can also be causes, either internal like respiratory conditions or external like infected cuts or blisters.
Most practitioners also think that stress and emotional health play a role in symptom suppression and flare-ups. People who are under a great deal of stress often see the condition appear for the first time, or worsen if it is already present. Certain pharmaceutical drugs, particularly those containing lithium, can also make the condition worse for many people.
There isn’t usually any way to completely cure the condition, insofar as it is not medically possible to re-code peoples’ genetic predispositions. Certain medications and treatment regimens can help keep flare-ups suppressed, though, and can dramatically alter patients’ quality of and enjoyment of life. Skincare experts usually start by looking for ways to reduce triggers. Medicated creams and ointments are commonly prescribed, and in some cases UV light therapy, also known as “phototherapy,” can be useful, particularly for people who live in relatively dark and cold climates or who spend most of their days indoors away from natural sunlight. A number or oral medications can be prescribed to try to treat the condition internally, though these often have a number of side effects and are typically only used in extreme cases.
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Portrait of a Sahrawi man in Algeria, one of the oldest refugee groups in the world. This year 40 years have passed since they fled from Western Sahara. Picture: United Nation Photo, Flickr
In the wake of the refugee crisis is Europe, concerns are often voiced regarding the challenges of integrating refugees into society and the workforce, as well as counteracting physical and societal segregation. While it is clear that a lot more can be done in Europe on the issue, often many other countries have a far gloomier record. Refugees are often kept on the sidelines of society for years. Let’s take a look at some of the oldest refugee camps in existence in the world today.
Palestinians are among one of the most well known people to be settled in refugee camps for an extensive period of time. Many Palestinian refugee camps have existed since the 1948 Arab-Israeli war – over 65 years. Despite their lengthy stay, the Palestinians, and their children, are often denied citizenship by their host countries and have limited political and economic rights. Most of the camps are located in Jordan, Lebanon and Syria, as well as the Gaza strip and the West Bank. Among the largest and oldest Palestinian refugee camps is Ain al-Hilweh (1948) Lebanon, and Jabalia Camp (1948) and Rafah (1949), the Gaza Strip. Conditions vary depending on the country; in Lebanon for example, they are not considered citizens, and since 2001, they are not allowed to own property. Roughly half of the Palestinian population in Lebanon live in 12 different refugee camps. Poverty is rife and the conditions miserable. In contrast, Jordan has granted most Palestinians citizenship, and they are often well integrated into society. Nevertheless, 10 camps are still in existence in Jordan, with roughly 370 000 people living there.
Of far lesser numbers, but of even older refugee status, are the people living in Cooper Camp, West Bengal, India. The over 7000 people living in this forgotten camp fled (or is a descendant of those who fled) modern-day Bangladesh after the partition of British India in 1947. This makes Cooper Camp the oldest refugee camp in India, and possibly the world. Despite this, few Indians even know of its existence, and this poverty stricken camp is even lesser known to the outside world. Here, people have lived for decades – given birth and died – waiting for the right to reside in the country. Since 1947, millions of Bangladeshi refugees have continued to seek shelter in India, but integration and acceptance is clearly lacking. Only the ones who can afford to pay bribes can obtain citizenship and own property. Anti-immigration sentiments have, from time to time, exploded with tragic consequences; as in 1983 when 2000 Bangladeshi migrants were brutally killed in the Nellie massacre, in the span of just six hours.
In Algeria we find the next refugee group; the Sahrawi people, originally from Western Sahara. Like the biblical Hebrews fleeing Egypt, they have lived for 40 years in the desert. Many of those who live in the five camps near the city of Tindouf, have been there since the war between the Sahrawi Polisario Front and Morocco, that erupted in 1975. The number of refugees currently living in these five camp is uncertain; the Algerian government puts the number at roughly 165 000, while UNHCR base their assistance programme on the figure 90 000. Regardless of their numbers, the people living in the camps live in abject poverty, with restricted job opportunities. With running water often lacking and a limited possibility of growing food on the desolate desert plain, the inhabitants largely survive on humanitarian aid. The Polisario Front have governed the camps for decades, with little involvement from the Algerian government. The humanitarian situation was worsened this October by large floods, affecting all five camps and resulting in widespread damage.
Refugees in the Mae La refugee camp in Thailand. Photo: Mikhail Esteves, Flickr
Thailand is home to the last refugee camp we’ll visit: Mae La. It is the largest camp out of nine camps in Thailand where Burmese refugees are currently seeking shelter. Mae La was established in 1984 and today it is home to over 40 000 refugees, although the exact number is uncertain. The situation for the refugees themselves is highly problematic; the camps are overcrowded and its residents impoverished. The lack of health care facilities, and their limited ability to support themselves has resulted in aid dependency. In addition, the refugees have to remain in the camp – living or working outside its borders puts them at risk of arrest and deportation back to Burma.
These four refugee groups are just a small share of the protracted refugees in the world today. Indeed, there are numerous more examples of people that have lived as refugees for decades. Clearly, this is not a new phenomenon, and while the current refugee crisis in Europe is in the spotlight, we should do well to remember the plight of the millions of refugees living indefinitely in legal limbo and poverty. And perhaps, start to increasingly question the states that host these refugees for years on end without providing asylum or integration.
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Spectrum of science12/2023 A strange substance made of light
One of the most impressive experiences of my studies was visiting an alpine glacier in Graubünden: we hiked up the glacial tongue of the Cerva Glacier to look closely at typical features such as crevasses and ice moraines, overlying moraines and lateral moraines. The battlefield with the Glacier Gate, Meltwater Lake, and Terminal Moraine was also very exciting. We now saw things firsthand that we had previously known only through lectures on the Ice Age and landscape evolution.
This visit was over 20 years ago, and it was clear that the glacier was already retreating at that time. Our professor there conducted studies on the succession of plants in areas that have been exposed to ice at different times since then. Since then, the decline of the Cerva Glacier has accelerated, a fate it shares with many ice giants in the Alps and around the world.
Despite observations of less-than-permanent ice in the mountains, some of which has persisted for more than 100 years, glaciologists are still discovering new phenomena and details about melting glaciers. Our article on page 54 – which is impressively illustrated – explains the mechanisms, for example, that contribute to the collapse of entire glaciers. Years ago, patterns in the ice could be used to identify rapid retreats that were beginning to occur. The collapse of ice worlds due to climate change will have serious and tangible consequences for us. It still serves as a water storehouse in the summer and its meltwater is used to alleviate drought and falling river levels. The summer of 2022 in northern Italy offered a preview of the time after the expected end of most Alpine glaciers: a winter with little snow followed by a dry spring, the Po River greatly shrinking, and Lake Garda a better pond. The little water reaching the rivers used to come from stricken glaciers – and that’s not much anymore.
Yahya is concerned
Contents of this edition
Retrieve the full table of contents (PDF)
All the advantages of Scientific Spectrum at a glance
- New knowledge every month: New insights 12 times a year
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- Look forward: Today’s research becomes tomorrow’s technology
“Alcohol buff. Troublemaker. Introvert. Student. Social media lover. Web ninja. Bacon fan. Reader.”
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In our daily lives, we make countless decisions that shape our present and future. From deciding what to wear in the morning to choosing a career path, the decisions we make have a profound impact on our lives. However, have you ever stopped to wonder what goes on in our minds when we make these decisions? What factors influence our choices, and how can we make better decisions? Decoding the decision-making process is an essential step towards making informed and rational decisions. In this blog post, we will explore the science behind decision making and provide practical tips to help you improve your decision-making skills.
What is Decision Making?
Decision making refers to the cognitive process of selecting a course of action from among different options or alternatives. It involves evaluating available choices, considering potential outcomes, and making a judgment or choice based on personal preferences, values, and goals. Decision making can occur in various contexts, ranging from simple everyday choices such as what to eat for breakfast to more complex decisions like choosing a career, buying a house, or making investment decisions.
Decision making is a fundamental aspect of human behavior and plays a critical role in shaping our lives. It involves a series of cognitive processes, including perception, attention, memory, reasoning, and judgment. These cognitive processes are influenced by various internal and external factors, such as emotions, past experiences, social norms, cultural influences, and personal biases. As a result, decision making can be a complex and multi-dimensional process.
Importance of Decision Making in Everyday Life
Decision making is a critical aspect of our everyday lives, as it shapes our actions, behaviors, and outcomes. Here are some reasons why decision making is important in our daily lives:
- Personal Growth: The decisions we make on a daily basis contribute to our personal growth and development. From choosing healthy habits to pursuing learning opportunities, decisions can help us improve ourselves physically, mentally, and emotionally. Making wise choices in areas such as education, career, relationships, and self-care can positively impact our personal growth and well-being.
- Achievement of Goals: Decision making plays a crucial role in setting and achieving our goals. Whether it’s short-term goals like completing a task or long-term goals like planning for retirement, effective decision making helps us prioritize, plan, and take action towards achieving our desired outcomes.
- Relationships: Decision making is vital in our relationships with others. From choosing who we spend time with to how we communicate and resolve conflicts, decisions can impact the quality and dynamics of our relationships. Good decision making can foster healthy relationships, while poor decision making may lead to conflicts, misunderstandings, and strained relationships.
- Professional Success: Decision making is essential in our professional lives. From making strategic business decisions to managing teams and solving problems at work, effective decision making can contribute to professional success. Making informed decisions based on data, analysis, and critical thinking can lead to better outcomes in the workplace.
- Financial Management: Decision making plays a critical role in managing our finances. From budgeting to investing, saving, and spending, the choices we make with our money can impact our financial well-being. Good decision making in financial matters can lead to savings, investments, and long-term financial security, while poor decisions may result in debt, financial stress, and instability.
- Life Satisfaction: Decision making is closely linked to our overall life satisfaction. Making choices that align with our values, goals, and desires can lead to a sense of fulfillment and satisfaction. On the other hand, making decisions that are not in line with our values or that lead to negative consequences can result in regrets and unhappiness.
The Cognitive Science of Decision Making
The process of decision making is complex and involves various cognitive processes that are influenced by our thoughts, emotions, and behaviors. Here are some key aspects of the cognitive science of decision making:
- Perception and Information Processing: Our perception of the world and how we process information plays a crucial role in decision making. Our brains constantly receive and process sensory inputs from our environment, which are used to make sense of the world and make decisions based on our perceptions. However, our perceptions can be influenced by biases, filters, and cognitive shortcuts, which can impact the quality of our decisions.
- Attention and Focus: Attention is a limited cognitive resource, and what we choose to focus on can impact our decision making. Our attention can be influenced by various factors, such as our goals, emotions, and external stimuli. Our ability to selectively focus our attention on relevant information and filter out distractions can impact our decision making by affecting what information we consider and how we weigh different options.
- Memory and Learning: Our past experiences, memories, and learning play a crucial role in decision making. Our memories, both conscious and unconscious, shape our beliefs, preferences, and biases, which can influence our decision making. Our ability to recall relevant information from our memory and use it to inform our decisions can impact the quality of our choices.
- Cognitive Biases: Our brains are susceptible to cognitive biases, which are systematic errors in our thinking that can influence our decision making. Common cognitive biases include confirmation bias (favoring information that confirms our beliefs), availability bias (relying on readily available information), and anchoring bias (relying too heavily on the first piece of information encountered). Being aware of these biases and actively mitigating their influence can lead to more rational and informed decision making.
- Emotions and Affective States: Emotions play a significant role in decision making. Our emotional state can impact our perceptions, attention, memory, and judgment, which can in turn affect our decision making. Emotions such as fear, joy, anger, and sadness can influence our risk tolerance, decision framing, and choices. Understanding and managing our emotions can lead to more balanced and informed decision making.
- Problem Solving and Reasoning: Decision making often involves problem solving and reasoning processes. Our ability to define problems, generate options, evaluate alternatives, and make choices based on logical reasoning can impact the quality of our decisions. Developing critical thinking and problem-solving skills can enhance our decision-making abilities.
Good decision-making is not a trait of the privileged, but rather a skill that can be developed by anyone.Noreena Hertz
Emotions and Decision Making
Emotions play a significant role in the decision-making process. Our emotional state can impact our perceptions, attention, memory, judgment, and ultimately our choices. Here are some key points to consider regarding the relationship between emotions and decision making:
- Emotions as Information: Emotions can serve as valuable sources of information in decision making. They can provide insights into our preferences, values, and desires, which can guide our choices. For example, feeling excited about a new job offer may indicate that it aligns with our career goals, while feeling anxious about a risky investment may signal potential risks.
- Emotional Biases: Emotions can also introduce biases into our decision making. For instance, being in a positive mood can lead to optimistic and risk-seeking decisions, while being in a negative mood can lead to pessimistic and risk-averse decisions. Emotions can color our perceptions and evaluations of options, leading to biased choices.
- Intuition and Gut Feelings: Emotions can influence our intuition and gut feelings in decision making. Intuition refers to quick, automatic, and emotional judgments that can guide decision making without conscious deliberation. Gut feelings can arise from emotional cues that signal something is right or wrong, even before we can articulate why. These emotional cues can impact our decision making, sometimes leading to effective choices, and sometimes resulting in errors.
- Emotional Regulation: Our ability to regulate our emotions can impact decision making. Emotion regulation involves managing our emotions to adaptively influence our thoughts, behaviors, and decision making. Effective emotion regulation strategies, such as mindfulness, can help us make more rational and balanced decisions, while poorly regulated emotions may lead to impulsive or irrational choices.
- Framing and Emotional Appeal: The way options are framed or presented can evoke different emotions, influencing our decision making. For example, options framed positively may appeal to our emotions and lead to more favorable choices, while options framed negatively may evoke fear or aversion, leading to avoidance or rejection. Emotional appeals in marketing and advertising can also influence consumer decisions, leveraging emotions such as happiness, fear, or nostalgia to sway choices.
- Social Emotions and Social Influence: Emotions in social contexts can also impact decision making. Social emotions such as trust, empathy, and social norms can influence our choices in social interactions. Social influence, such as peer pressure or conformity, can also evoke emotional responses that impact our decision making.
Neurobiology of Decision Making
The field of neuroscience has shed light on the underlying neurobiology of decision making, providing insights into how our brains process information and make choices. Here are some key points to consider regarding the neurobiology of decision making:
- Brain Regions Involved in Decision Making: Several brain regions are involved in the decision-making process. The prefrontal cortex, located at the front of the brain, is responsible for higher cognitive functions such as reasoning, planning, and decision making. The anterior cingulate cortex, insula, and amygdala are also involved in emotional processing, which can impact decision making. The basal ganglia and ventral striatum are associated with reward and motivation, which can influence our choices.
- Neural Networks in Decision Making: Decision making involves complex neural networks that process information and integrate various factors, such as emotions, memories, and cognitive processes. These networks communicate with each other to reach a decision. For example, the dorsolateral prefrontal cortex is associated with reasoning and cognitive control, while the ventromedial prefrontal cortex is involved in emotional processing and value-based decision making.
- Role of Neurotransmitters: Neurotransmitters, such as dopamine and serotonin, play a crucial role in decision making. Dopamine is involved in reward processing, motivation, and reinforcement learning, influencing our choices based on the anticipated outcome. Serotonin is involved in mood regulation and social decision making, impacting our social and emotional choices.
- Heuristics and Biases: The brain often relies on heuristics, which are mental shortcuts or rules of thumb, in decision making. However, these heuristics can lead to biases and errors in judgment. For example, the availability heuristic, where we rely on readily available information, can lead to biased decision making based on recent or vivid events, rather than considering all relevant information.
- Role of Emotions in Neural Processing: Emotions can impact neural processing in decision making. Emotional cues can activate the amygdala, which can influence our choices by modulating our perception of risks and rewards. Emotional information can also interact with cognitive processes in the prefrontal cortex, influencing our choices based on emotional valence and intensity.
- Developmental Factors: The neurobiology of decision making can also be influenced by developmental factors. Brain regions associated with decision making continue to develop throughout childhood and adolescence, with ongoing changes in neural networks and neurotransmitter systems. These developmental changes can impact decision making abilities at different stages of life.
Social Factors in Decision Making
Decision making is not solely a cognitive or individual process, but is also influenced by social factors. Here are some key points to consider regarding the social factors in decision making:
- Social Influence: Social influence plays a significant role in decision making. We are often influenced by the opinions, beliefs, and actions of others in our social circle, including family, friends, colleagues, and society at large. This can impact our decision making in various ways, such as conforming to social norms, seeking social approval, or succumbing to peer pressure.
- Group Decision Making: Many decisions are made in a group or social context, such as in organizations, teams, or families. Group decision making can be influenced by various factors, such as group dynamics, leadership, and social hierarchies. Group members may conform to the majority opinion, engage in groupthink, or consider social relationships and dynamics in their decision-making process.
- Cultural and Societal Norms: Cultural and societal norms shape our beliefs, values, and behaviors, which can influence our decision making. Cultural norms regarding family, gender roles, religion, and other societal expectations can impact the choices we make. These norms may be explicit or implicit and can vary across different cultures and societies, shaping our decision-making process.
- Social Identity and Self-concept: Our social identity, or how we perceive ourselves in relation to social groups, can also impact our decision making. Our self-concept, which includes our beliefs, attitudes, and values, is shaped by social factors and can influence our choices. For example, we may make decisions that align with our social identity or seek approval from our social group.
- Social Emotions: Emotions play a significant role in decision making, and social emotions, such as empathy, guilt, shame, and pride, can impact our choices. Social emotions can arise from social interactions and relationships and can influence our decision-making process. For example, feeling guilty about going against social norms or experiencing pride in conforming to social expectations can impact our decisions.
- Social Context and External Influences: The social context in which we make decisions can also impact our choices. Factors such as the availability of resources, social support, economic conditions, and societal structures can all influence our decision making. For example, financial constraints, peer pressure, or cultural expectations can impact the choices we make in various life domains, such as career, relationships, and lifestyle.
Decision Making under Uncertainty
Decision making under uncertainty is a common challenge that individuals face in various aspects of life, including business, finance, healthcare, and personal choices. Here are some key points to consider when it comes to decision making under uncertainty:
- Lack of Complete Information: One of the main challenges of decision making under uncertainty is the lack of complete information. In many situations, we do not have all the relevant information needed to make an informed decision. This can create ambiguity and increase the complexity of the decision-making process.
- Risk and Probability: Decision making under uncertainty often involves assessing and managing risks and probabilities. Risks are the potential negative outcomes associated with a decision, while probabilities represent the likelihood of different outcomes occurring. Understanding and quantifying risks and probabilities can help individuals make more informed decisions and manage uncertainties effectively.
- Cognitive Biases: Our cognitive biases, or mental shortcuts and biases in our thinking, can impact decision making under uncertainty. For example, the availability bias may cause us to rely on easily accessible information rather than seeking out all relevant information. The anchoring bias may cause us to rely too heavily on the first piece of information we receive. Being aware of these cognitive biases and actively mitigating their impact can improve decision making under uncertainty.
- Decision-making Tools and Techniques: There are various decision-making tools and techniques that can help individuals make decisions under uncertainty. For example, decision trees, scenario analysis, and simulation models can assist in quantifying risks and probabilities. Bayesian analysis, sensitivity analysis, and decision matrices are other tools that can aid in making decisions when facing uncertainty.
- Flexibility and Adaptability: Decision making under uncertainty requires flexibility and adaptability. As the situation evolves or new information becomes available, decisions may need to be adjusted or revised. Being open to reevaluating decisions and adapting to changing circumstances is essential in navigating uncertainty effectively.
- Evaluating Trade-offs: Decision making under uncertainty often involves evaluating trade-offs between different options. Individuals may need to weigh the potential risks and benefits of different choices and make decisions based on the best available information and their values, priorities, and goals.
- Seeking Input from Others: In uncertain situations, seeking input from others can be valuable. Consulting with experts, gathering diverse perspectives, and engaging in collaborative decision-making processes can help individuals gain additional insights and consider different viewpoints, improving the quality of decisions made under uncertainty.
Practical Tips for Better Decision Making
Making better decisions is a skill that can be developed and refined over time. Here are some practical tips to improve your decision-making process:
- Define the Decision: Clearly articulate the decision you need to make and the specific goals or outcomes you want to achieve. This will help you stay focused and avoid distractions.
- Gather Relevant Information: Take the time to collect and evaluate all relevant information related to the decision at hand. Avoid relying solely on readily available information or biased sources, and strive to gather a comprehensive and balanced set of data and facts.
- Consider Alternatives: Generate and evaluate multiple alternatives before settling on a decision. Avoid jumping to conclusions or settling for the first option that comes to mind. Engage in critical thinking and consider various perspectives, options, and potential outcomes.
- Evaluate Pros and Cons: Weigh the pros and cons of each alternative, considering the potential benefits and risks associated with each option. Make a list of the advantages and disadvantages of each alternative to objectively assess their strengths and weaknesses.
- Involve Others: Seek input from others who may have different perspectives or expertise. This can help you gain valuable insights, uncover blind spots, and broaden your decision-making perspective. However, be cautious of groupthink and strive to gather diverse opinions.
- Manage Emotions: Be aware of how emotions may influence your decision-making process. Emotions such as fear, stress, or excitement can cloud judgment and lead to impulsive or irrational decisions. Take a step back, manage your emotions, and strive for objectivity.
- Evaluate Long-term Consequences: Consider the potential long-term consequences of your decision, rather than just focusing on short-term gains or losses. Think about how your decision may impact your future goals, relationships, and overall well-being.
- Take your Time: Avoid rushing into decisions, especially for important or complex ones. Take the time you need to thoroughly evaluate all relevant information, weigh the alternatives, and consider the potential outcomes. However, be mindful of deadlines or time constraints that may impact your decision-making process.
- Learn from Past Decisions: Reflect on past decisions and learn from them. Consider what worked well and what didn’t, and use those lessons to improve your decision-making skills moving forward.
- Trust your Instincts: While it’s important to gather and analyze data, also trust your instincts and intuition. Your gut feelings can sometimes provide valuable insights and guide you towards the right decision.
In conclusion, decision making is a fundamental aspect of our everyday lives, and understanding the science behind our choices can lead to better outcomes. By exploring the cognitive, emotional, and social factors that influence decision making, as well as the potential biases and pitfalls, we can develop practical tips to improve our decision-making abilities. With the right tools and knowledge, we can make more informed and confident decisions that can positively impact our lives and the lives of those around us.
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For a small city Canterbury packs a huge punch, not just for the visitor but also in the history of England.The Romans first built the city walls and it was here that St. Augustine brought Christianity to these islands nearly 1500 years ago. It is here that the battles between the church and the monarchy have been fought out shaping the structure of how England is ruled and governed.
The Romans were largely responsible for building the first city and the city walls follow the original Roman walls which had seven gates in and out of the city, Augustine established the church in the city and built the first cathedral here in 602, the present cathedral is the mother church of the Anglican faith and was started in 1077.
There are many historical buildings to see from the Norman castle to the impressive West Gate. You will find plenty of shopping streets filled with pubs and restaurants offering a chance to refresh before learning about the city’s rich history.Ask a Question Get a Quote
Morning: Depart from school and travel to Canterbury.
Afternoon: Upon arrival your group will gain admission to visit the castle Canterbury Cathedral (site of the murder of Thomas Becket in 1170 & seat of the Archbishop of Canterbury and the Church of England) Afterwards, enjoy the city of Canterbury at your leisure. Visit Canterbury Castle, St. Augustine’s Abbey, St. Martin’s Church and much more.
Evening: Depart from Canterbury in the early evening and travel back to school. End of tour.
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If you live in or have visited a big city, you’ve probably run into street vendors – people who sell everything from hot dogs to umbrellas – on the streets and sidewalks. Many of these entrepreneurs sell completely unrelated products, such as coffee and ice cream.
At first glance, this approach seems a bit odd, but it turns out to be quite clever. When the weather is cold, it’s easier to sell hot cups of coffee. When the weather is hot, it’s easier to sell ice cream. By selling both, vendors reduce the risk of losing money on any given day.
Asset allocation applies this same concept to managing investment risk. Under this approach, investors divide their money among different asset classes, such as stocks, bonds, and cash alternatives, like money market accounts. These asset classes have different risk profiles and potential returns.1
The idea behind asset allocation is to offset any losses from one class with gains in another, and thus, reduce the overall risk of the portfolio. It’s important to remember that asset allocation is an approach to help manage investment risk. It does not guarantee against investment loss.2
Determining the Most Appropriate Mix
The most appropriate asset allocation will depend on an individual’s situation. Among other considerations, it may be determined by two broad factors.
- Time. Investors with longer timeframes may be comfortable with investments that offer higher potential returns, but also carry a higher risk. A longer timeframe may allow individuals to ride out the market’s ups and downs. An investor with a shorter timeframe may need to consider market volatility when evaluating various investment choices.
- Risk tolerance. An investor with higher risk tolerance may be more willing to accept greater market volatility in the pursuit of potential returns. An investor with a lower risk tolerance may be willing to forgo some potential return in favor of investments that attempt to limit price swings.
Asset allocation is a critical building block of investment portfolio creation. Having a strong knowledge of the concept may help you when considering which investments may be appropriate for your long-term strategy.
1. The return and principal value of stock prices will fluctuate as market conditions change. And shares, when sold, may be worth more or less than their original cost. The market value of a bond will fluctuate with changes in interest rates. As rates rise, the value of existing bonds typically falls. If an investor sells a bond before maturity, it may be worth more or less than the initial purchase price. By holding a bond to maturity investors will receive the interest payments due plus their original principal, barring default by the issuer. Money market funds seek to preserve the value of your investment at $1.00 a share. Money held in money market funds is not insured or guaranteed by the FDIC or any other government agency. It’s possible to lose money by investing in a money market fund. Mutual funds are sold by prospectus. Please consider the charges, risks, expenses, and investment objectives carefully before investing. A prospectus containing this and other information about the investment company can be obtained from your financial professional. Read it carefully before you invest or send money.
2. Investments seeking to achieve higher potential returns also involve a higher degree of risk. Past performance does not guarantee future results. Actual results will vary.
The content is developed from sources believed to be providing accurate information. The information in this material is not intended as tax or legal advice. It may not be used for the purpose of avoiding any federal tax penalties. Please consult legal or tax professionals for specific information regarding your individual situation. This material was developed and produced by FMG Suite to provide information on a topic that may be of interest. FMG Suite is not affiliated with the named broker-dealer, state- or SEC-registered investment advisory firm. The opinions expressed and material provided are for general information, and should not be considered a solicitation for the purchase or sale of any security. Copyright FMG Suite.
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Certain oxo acid lithium salts such as Li3PO4 and Li4SiO4 have high Li+ conductivity at high temperatures. The conductivity of some oxyacid double salts, especially those series compounds with γⅡ-Li3PO4 type structure, is higher than that of LiI-Al2O3 at low temperature or even at room temperature. The γⅡ-Li3PO4 type structure belongs to the orthogonal rhombohedral system, in which oxygen ions are densely packed in the hcp lattice, and the octahedral gap formed by it is only partially occupied by cations, and Li+ can be conducted in the a-b plane through the empty gap position. But the conductivity of the compound in the ideal γⅡ structure is usually very low, because all the lithium ions are used to build the framework of the structure. Therefore, in order to obtain a high-conductivity solid electrolyte, the ratio of cations in the oxo acid salt such as Li4SiO4 [(Li+Si): oxide ion] cannot be less than 1.
The compound xLi3PO4-(1-x)Li4SiO4 can be rewritten as a defective γⅡ form: Li*1-xLi3Si1-xPxO4, where Li* represents conductive lithium ions in the a-b plane, that is, these lithium ions do not participate in the construction of the structural framework of the material. The conductivity of this solid electrolyte reaches its maximum value (4×10-6S/cm) when the x value reaches 0.5, which means that half of the cation sites in the a-b plane are occupied. Some complex oxo acid salts that do not contain PO4 groups, such as xLi4GeO4-(1-x)Zn2GeO4 (when x=3/4, become LISICON) or xLi4GeO4-(1-x)Li3VO4 also belong to the γⅡ structure. As shown in the table in Figure 1, it exhibits very good lithium ion conductivity.
These compounds (in the Li4SiO4-Li3VO4 system) are synthesized as follows: toluene is used as a dispersant, and an appropriate amount of high-purity Li2CO3, SiO2 and V2O5 are thoroughly mixed. After evaporating the toluene, the mixture was heated at 600°C to remove CO2, and then sintered at 700°C for 40h, and the product obtained was ground into fine powder. Then, it is pressed into a cake under a pressure of several tons per square centimeter, and sintered at 1000°C for 1 hour to obtain the final solid electrolyte. The solid electrolyte of other components can be prepared in the same way.
The amorphous film of xLi3PO4-(1-x)Li4SiO4 is made on the substrate by sputtering technology in an Ar-40% oxygen atmosphere (total pressure 3Pa) using excess lithium as a target. At 25°C, the conductivity of the Li3.6Si0.6P0.4O4 film prepared in this way can reach 5×10-6S/cm, which is greater than the conductivity of the crystalline phase bulk material of the same composition. Due to the amorphous nature of this film, the details of the structure are unclear. However, these films may have a γⅡ-Li3PO4 type structure, in which the arrangement of SiO4 and PO4 tetrahedrons is somewhat disordered. The higher conductivity observed in the film may be due to the wider window in the conductive channel caused by the disordered arrangement.
The electrical conductivity properties of solid electrolytes based on oxo acid salts are summarized in Figure 1. It should be pointed out that unlike Li3N or LiI-Al2O3 systems, these solid electrolytes are very stable in general environments.
The perovskite structure material ABO3 (where A=La or Li; B=Ti) has a high lithium ion conductivity, with a bulk conductivity of 1.2×10-3S/cm at 30°C, and an apparent grain boundary conductivity of 0.03×10-3S/cm. The stable voltage of this solid electrolyte is only 1.6V (compared to metallic lithium), below which Ti4+ will be reduced to Ti3+. There is a perovskite structure Li-Sr-Ta-Zr-O with higher conductivity, in which the A and B cations in SrZrO3 are replaced by Li and Ta, respectively. The lithium ion conductivity of the optimized composition Li3/8Sr7/16Ta3/4Zr1/4O3 at 300℃ is 0.2×10-3S/cm, and the apparent grain boundary conductivity is 0.13×10-3S/cm. This electrolyte is stable above 1.0V (relative to metallic lithium). Below 1.0V, about 0.08 mol of lithium can be irreversibly inserted into 1 mol of Li3/8Sr7/16Ta3/4Zr3/4O3.
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In millions of households across the country, bottles containing multivitamin tablets sit next to the toaster, on a cabinet shelf next to the sugar or some other handy location. They’re a staple for people who want daily diet supplements. Among the familiar substances in those bottles is a secret weapon that also helps people ravaged by alcohol use.
It’s vitamin B1, or thiamine, a substance that plays a key role in converting the foods we eat into energy. Most people get plenty of it through their diet or those multivitamin supplements. But thiamine has a small number of enemies. One of them is chronic alcohol consumption, which often leads people to poor nourishment. That means that the body gets less thiamine and also has greater difficulty absorbing and utilizing what it gets of the vitamin.
Thiamine deficiency, in turn, can lead to acute Wernicke encephalopathy, a form of brain damage that causes confusion, vision problems and difficulty moving. The good news is there is a quick, inexpensive treatment for it: intravenous infusion of thiamine as soon as possible after the symptoms appear. Screening alcohol-use patients for Wernicke encephalopathy and treating those at risk with IV thiamine is now an established protocol at the UCHealth Center for Dependency, Addiction and Rehabilitation (CeDAR) on the Anschutz Medical Campus, thanks in large part to the work of CeDAR nurse Gene Shiling.
Shiling developed the protocol as a credentialing project for UEXCEL, the professional development ladder for nurses at UCHealth University of Colorado Hospital. It began when he looked at gaps between the time CeDAR admits patients and the time physicians enter orders that initiate treatment. He wanted to be sure that all patients admitted for alcohol use who could benefit from Vitamin B1 received it as quickly as possible.
Shiling was eager to work on the problem because Wernicke encephalopathy is completely reversible once patients receive IV thiamine. In the past, providers often looked for all three of the main symptoms – loss of control of bodily movements, confusion and vision problems like nystagmus (rapid, uncontrolled eye movements) – before giving patients treatments. New research shows treatment is beneficial even if patients have just one symptom. Most importantly, the treatment saves brain function and can help to stave off the even more serious Wernicke-Korsakoff syndrome, which permanently damages the brain.
“Thiamine is easy to get and it’s relatively inexpensive,” said Dr. Daniel Bebo, an addiction medicine specialist at CeDAR. “But the effect of Wernicke encephalopathy and Wernicke-Korsakoff is brain damage. The end result is patients can become non-functional.”
To illustrate the significance of thiamine treatment in CeDAR’s patient population, Bebo noted that Wernicke encephalopathy appears on autopsy – the only way to definitely diagnose it – in between .4 percent and 2.8 percent the general population. For heavy alcohol users, it’s about 12.5 percent, and in those who die alcohol-related deaths, it ranges from 25 percent to 59 percent. Given those numbers, Bebo said, “It’s curious that thiamine deficiency is still undertreated.”
Indeed, Shiling said in his research for the UEXCEL project that he couldn’t find another substance use disorder facility anywhere in the country that follows an IV thiamine protocol like the one that he helped to put in place at CeDAR. It includes screening all alcohol-use patients for Wernicke encephalopathy and administering IV thiamine within the 72-hour window to all who exhibit at least one of the three indicators or who are too intoxicated to be screened.
In addition, Shiling designed training in recognizing Wernicke encephalopathy for all CeDAR nurses and physicians and a tool for assessing the condition that is now in the Epic electronic health record. He also successfully advocated for adding thiamine to the initial order set for physicians.
Payoff for patients
The results of the work were significant. After implementing the protocol, Shiling analyzed three months of data and found that of 57 patients admitted to CeDAR for alcohol use disorder, 22 received IV thiamine. Another five met the screening standard but did not receive the therapy for a variety of reasons, he said.
It’s difficult to identify definitively the benefits of the treatment, but for Shiling the “probable consequences” of thiamine deficiency have been on display during his seven years as a CeDAR nurse. “We frequently see patients after detox, inpatient care, counseling and multiple modalities of treatment who still have cognitive deficits, but we can’t figure out what they are,” he said.
In the wider world, Shiling added, the damage caused by Wernicke encephalopathy ranges from increased difficulties for individuals working in fields like accounting and law that require high-level cognitive ability to a complete loss of executive function in the most serious cases.
Shiling and Bebo pointed to the case of a patient who arrived at CeDAR severely intoxicated and exhibited “the classic triad of symptoms” of Wernicke encephalopathy, as Bebo put it. The patient received IV thiamine treatment within one hour, helping to lead to a positive outcome.
“Our concern was that he would lose cognitive ability, but he walked out just fine,” Bebo said.
What if the Wernicke encephalopathy diagnosis is wrong but providers initiate treatment? Well, nothing. If a person gets too much thiamine, the body simply gets rid of it through the call of nature.
“If we give thiamine to a whole bunch of people who don’t really need it, there is no harm done,” Shiling said. It’s also inexpensive, he noted. The total cost of the thiamine and supplies to administer it is $89 for a total of six 500-milligram treatments delivered three times a day for two days.
“At CeDAR, we’ve said, let’s go ahead and be aggressive,” Bebo said. “Gene’s role was to recognize the need and implement a policy that we have adopted. He has also opened up the view to others at CeDAR of research being really important.”
Professional and personal interest
The project seems to have opened an avenue of interest beyond CeDAR. Shiling presented his work in early October to the annual conference of the International Nurses Society on Addictions and said he received a good response. He’s also submitted it to the American Society of Addiction Medicine and to the UCHealth-sponsored Rocky Mountain Interprofessional Research and Evidence-based Practice Symposium, which will be held next spring.
The commitment Shiling has made to patient care also has a personal component. He was a patient at CeDAR in 2009 for treatment of a heroin addiction. In July 2019 he looks forward to celebrating a decade of sobriety.
“I feel like I can relate to our patients on a personal level,” he said. “I know what it feels like to be in their shoes, what it feels like to have to give up control and surrender, to take advice from strangers and have people tell you how to live your life and how difficult that is.”
His commitment has not gone unnoticed at UCHealth. “It’s very exciting to see the impact our clinical nurses are making with patient outcomes when they lead quality improvement work,” said Danielle Schloffman, director of the Magnet Program for nursing at UCH. “One goal of the UEXCEL credentialing program is to support direct care nurses to improve care delivery. Gene’s dedication to evidenced-based practice and his passion for improving lives for this vulnerable patient population is exemplary. Due to his efforts, patients are receiving preventative treatment that may have lasting positive effects on their overall health and wellbeing.”
Those words sum up Shiling’s primary motivation as a nurse at CeDAR. “We’re trying to give people better quality of life,” he said. “If we save just one person, I’ve done my job.”
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Once a logistics warehouse shifting goods from trains to trucks in an industrial no-mans-land, the 600 metre long Entrepôt Macdonald has been renovated into a piece of city, helping bridge the gap between the infamously isolated banlieues of the Parisian periphery and the city centre. Mariabruna Fabrizi and Fosco Lucarelli look at the transformation of the longest building in Paris and find a scheme keen to avoid the mistakes of the monster Grands Ensembles housing blocks of the past.
Renowned for its sumptuous boulevards, Hausmannian urban fabric, and sophisticated monuments, the French capital has always sold the public an image of elegance and romanticism. In popular perception, Paris has never been an industrial city. While the nineteenth century industrial revolution transformed the European urban landscape in general, in Paris Haussmann’s boulevards and avenues transformed the city centre while pushing industrial buildings and impoverished populations out to the north-east. What used to be an almost rural periphery was progressively transformed into an industrial node with large warehouses woven into a complex of canals and railways. Although huge in size, this area remained a well kept secret to tourists and Parisians alike. Even in the 1950s, Guy Debord and his fellow situationists led their “dérives” towards the northern parts of the city and referred to its landscape as an almost exotic found.
Nowadays, Paris is one of the densest cities in Europe. With a growing population, almost no free land left for development within its city limits and the progressive gentrification of previously insalubrious zones, the search for sites for new social housing is focusing on these northern, previously industrial sectors, even crossing the “Périphérique”, the huge motorway which surrounds Paris and materially defines its borders. In this complex quest for space, abandoned industrial heritage takes on a key importance. This search for new residential development sites in areas still littered with huge industrial relics that are too expensive to demolish, is generating new and unexpected urban forms with contemporary schemes having to adapt, mostly for economic reasons, to the existing condition. This formal clash between raw industrial heritage and contemporary architecture at the same time is further underlining the heteroclite character of northern Paris.
Nothing exemplifies this change better than the conversion of the former “Entrepôt Macdonald” (“Macdonald Warehouses”), into a residential megastructure, a highly ambitious programme begun in 2002 which covers almost 200 hectares of the Parisian north-east, between Porte de La Chapelle and Porte de La Villette. The 616m-long building was originally designed by the architect Marcel Forest and constructed in 1970 for the company Calberson SNTR as a logistics warehouse connecting trains on one side and trucks from Boulevard Macdonald on the other.
In order not to permanently prevent future additional mixed use of the site, the city of Paris prescribed that the warehouse be conceived from the planning stage onwards with the idea of a future development in mind. Its massive structure of concrete columns and beams was therefore designed to be capable of carrying loads of around two tons per square metre, effectively meaning it could act as a “basement-building” able to support a further four to five storeys above.
After falling into disuse, the warehouse was acquired by “Paris Nord-Est”, a company controlled by the city of Paris and the “Caisse des Dépôts” in 2006. The following year, after winning an international competition, OMA was chosen to carry out a masterplan for the conversion of the site. The programme, developed under the direction of Floris Alkemade (an OMA partner at the time) and Xaveer De Geyter, included the creation of social housing, office buildings, a school, a library and a new street, as well as a passage underneath the former warehouse; attempting – in line with the brief – to create a mixed-use “piece of the city” with a wide demographic range of users.
The position of the Entrepôts Macdonald is, in fact, a strategic one: directly on the “Périphérique”, its conversion is a key element in the “Grand Paris” project, a plan to progressively incorporate the infamous “banlieue” estates of the periphery into the city better and bridge the historical, economic and demographic gap which separates them from the historic centre. Indeed one of the risks in keeping such an enormous wall-like building is its potential to remain like a barrier, further separating the two sides.
Therefore, while the horizontal character of the original platform has been maintained by keeping the line of the base facing the boulevard, a search to create porosity through the two blocks has been a priority since the beginning of its conversion, including the excavation of a large central inner courtyard and several others, which breaks down the building’s 80 metre width, making it suitable for domestic units, while creating communal spaces for residents.
Similarly, in order to avoid the monolithic look of previous housing models, a superficial diversity has been built into the ensemble, with the design of separate blocks assigned to fifteen different architecture practices. Each one, consisting of individual units, rises four or five more floors above the original slab-level of the warehouse and is independently accessed from ground level. On the main boulevard side, a single warehouse-like façade is preserved; but to the other side each of the separate volumes contributes to a varied and fragmented skyline.
The project is now faced with the challenge of mimicking the social dynamics of a neighbourhood that developed organically over time, and to avoid the fate of the infamous Grands Ensembles, massive post-war housing complexes, that were mono-functional, lacked connections to the street, and projected visual monotony. The designers of the Entrepôts Macdonald have tried to escape this by adopting a strategy of creating artificial diversity through variations in façades and volumes.
It is too early to judge if the project will succeed in inventing a new urbanity in this area of the city with its troubled history, but whatever its successes or shortcomings, it is an important initiative in a city where the increasing cost of land is equalled only by the increasing need for affordable housing.
Mariabruna Fabrizi (*1982) and Fosco Lucarelli (*1981) are architects and educators from Italy. They are currently based in Paris where they have founded the architectural practice Microcities and conduct independent architectural research through their website SOCKS.
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Liver and bladder ligaments and its evolution importance. Disclosure 18
When performing the necropsy of newborn mammals there are three formations based on the umbilical cord, two caudal and one in the cranial direction. The two caudal formations are the two umbilical arteria, and the cranial one in the only umbilical vein.
Some days after birthday, the two umbilical arteria are retracted and round the urinary bladder, becoming the lateral suspensor ligaments of bladder. At the same way the umbilical vein is transformed and forms part of the round ligament of liver and in small proportion, known as Arancio conduct, becomes the venous ligament.
The two umbilical arteria, once have became ligaments, gave origin to the two primitive iliac arteries that are linked in cranial direction at the height of the vertebra L4, becoming the ascendant aorta. If both sides of the iliac arteria are observed we can find a lymphatic ganglions chain formed by two groups. The first is the right iliac side at the side of right primitive iliac arteria and the second is the left iliac side, placed at the side of the left primitive iliac arteria. Both lymphatic iliac groups are the start of the lumboaortic ganglion chain (4 or 5 pair of lumbar ganglions) going from the first lumbar vertebras to the aortic arch and beyond to the retro laryngitic ganglions.
This connexion between the two umbilical arteria and the two primitive iliac arteries with the first lumboaortic lymphatic ganglions is essential for the explanation of bacterial infections transmission (actinobacillosis) and virical ones (aujezky) from the sow to the piglets during pregnancy.
Finally point that this transmission way connects lumbar lymphatic ganglions chains with the ascendant transmission, od bacterial infections to the ganglion lymphatic system and in descendent direction of virical infections to the nervous system. This connexion way will be used later to explain the evolution of the “rope ladder” of annelids to nervous system and lymphatic system (both built by pairs of nervous or lymphatic ganglions)
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Every avenue of the healthcare industry from medical education, to clinical support, to pain management will soon be positively impacted by a revolutionary tool that is not even tangible but rather virtual. Virtual Reality has been around for some time and is mostly identified with gaming, but it’s way more than that! Studies on practical applications of VR are now underway. VR is on the verge of having a wide-spread and profound impact on the healthcare industry.
First, it’s important to understand how Virtual Reality, or VR, is used. VR can be set up for many different environments called Virtual Environments, or VEs. A VE can be created for almost anything, not just gaming. When you start thinking beyond gaming, practically anything is possible. For instance, environments can be set up to simulate a virtual classroom for college labs or a virtual operating room and beyond.
Once an environment is created, then a headset can be used to virtually immerse a person into that environment or smartglasses are used to project Augmented Reality, or AR, which is a mixed variation of the media.
Using AR, the user is able to see what’s going on around them in real-time, yet the smartglasses superimpose virtual elements, overlays, or other information in the user’s sight at the same time. The user can attend to a hands-on task and receive additional information as they work via the superimposed virtual elements.
When considering all the technical healthcare industry procedures that there are, the possibilities for integration of VR and AR are infinite.
Here are the top three health care integrations of VR/AR we love right now that you need to know about:
How skilled do you want your future doctor to be?
If you were about to have a complex surgery, chances are high that you want someone with experience, someone who has done that particular surgery hundreds or thousands of times. VR and AR are creating educational opportunities for medical students and doctors, who participate in continuing education, to have more interactive experiences before they ever see their patients. It is proving to be useful for improving overall healthcare education.
In the study, Augmented Reality In Healthcare Education: An Integrative Review, researches looked at studied material and found that ninety-six percent of the papers claimed that AR is useful for improving healthcare education. The comprehensive review found that AR helped in all of these areas:
- decreased amount of practice needed
- reduced failure rate
- improved performance accuracy
- accelerated learning
- shortened learning curve
- easier to capture learner’s attention
- better understanding of spatial relationships
- provided experiences with new kinds of authentic science inquiry
- improved assessment of trainees
Tactile, or hands-on education, is ideal especially for those who study and perform technical procedures. If practice makes perfect, let’s practice virtually first and leave the human error in the virtual world.
Clinical Support Tool From The OR To The Battlefield
Due to the real-time and virtual functions of AR smartglasses, they can be used at any time, even during surgery or other procedures. They provide instantaneous information and guidance on complex procedures immediately while the procedure is in progress. Because of this feature, they can be integrated in the operating room or even on the battle field.
Imagine you have just completed medical training and have to perform a multi-step, complex procedure in the operating room or in a more intense situation like on the frontlines of a battlefield. Would you be able to accurately place a bore catheter in a soldier hit by an improvised explosive device to release tension pneumothorax while you’re still in a hostile environment? Or would you freeze and forget your training?
A study in Military Medicine looked at using augmented reality glasses as a clinical support tool to reduce the number of preventable deaths of the soldiers serving their country. The study hypothesized that “augmented reality (AR) can fill the void between insufficient training and lack of experience by delivering auditory, visual, or tactile cues for combat medics during not only training, but also in real-time battlefield resuscitations.”
The study confirmed that the trainee medics using the smartglasses had a “higher degree of competency” than the trainees that just relied on lecture material, and they completed the procedure more accurately.
If the use of smartglasses can help save lives, they will be considered an invaluable clinical support tool.
Pain Management & Chronic Pain Treatment
VR has been used in clinical settings on patients, adults and children, undergoing painful medical procedures such as burn treatment, cancer treatment, dental procedures, and other routine medical procedures. Basically, VR environments allow patients to shift their focus away from the acute pain caused by the procedure by allowing the patient to immerse themselves into a different virtual environment as a “distraction.”
In the comprehensive review, Virtual Reality and Pain Management: Current Trends and Future Directions, researchers hypothesized that the use of VR “acts as a nonpharmacologic form of analgesia by exerting an array of emotional affective, emotion-based cognitive and attentional processes on the body’s intricate pain modulation system.”
Participants who used VR during different procedures reported reduced levels of pain, less general distress, and they attested that they wanted to use VR again if they had to undergo additional painful medical procedures.
Reducing acute pain with VR is proving very effective, but another important area that is still being researched is using VR for chronic pain management. Millions of Americans live with chronic pain from different illnesses, and the use of VR is being investigated to help those individuals have an alternative, nonpharmacological form of treatment. Research using VR for chronic pain management is in its infancy but is also proving to be effective.
One 2016 study using a virtual environment called Cryoslide is just the beginning of research that addresses promising chronic pain management via VR. Researchers found that “Cryoslide can be effectively used as an analgesic intervention for chronic pain management to lessen pain intensity during short-term symptom spikes.”
The positive results of this study have sparked additional interest in this arena. Now, much more research is being conducted to assess implementation of VR for chronic pain management that can be applied in clinical settings and via mobile devices from the comfort of a patient’s own home.
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Dr. William Benitz walks past the rows of clear plastic isolettes in the neonatal intensive care unit at Lucile Packard Children's Hospital at Stanford University.
There's little room to navigate — the space is jampacked with beeping machines and ventilators. The health team in the unit can care for as many as 70 fragile infants. One tiny, pink baby girl here today was born weighing 13 ounces.
"A can of Coke is 12 ounces. So imagine a baby who could almost curl up in a fetal position and fit inside a Coke can," says Benitz, the hospital's chief of neonatology.
He first came to Stanford 42 years ago as a medical student, and says the ability of doctors today to save babies this small feels like something of a miracle.
But as far as medical technology has come, some of the sickest and most premature babies who pass through his NICU won't make it, Benitz says. Others will go on to have severe, lifelong disabilities. Only 30 percent of the babies born at 24 weeks of gestation, for example, survive without impairments.
One of the most difficult parts of Benitz's job is determining how much treatment to give babies like these, and figuring out when it's time to let them go. More and more, doctors like Benitz are looking to parents to help make these decisions, based on the parents' values and preferences.
The American Academy of Pediatrics recently advised that parents should be given wide latitude in deciding how aggressive doctors should be with treatment in cases where their child is at high risk of death or serious disability. In practice, this means parents willing to raise a child with severe disabilities might elect to pursue more aggressive care than parents who do not want to take on that risk.
That's a big change. When Benitz first started at Stanford in 1973, doctors were considered the absolute authorities in life-and-death decisions, he says. They consulted with colleagues and decided how much intensive care to give, based on what they thought was the likeliest outcome. Often these doctors didn't even tell the parents about the decision before taking action.
"It never occurred to anyone that that might be a reasonable conversation to have," Benitz says. "We were in unexplored territory."
As technology improved and doctors tried to save sicker babies, and some born even earlier in gestation, there were new decisions to make: Should the health team put the tiny child on a ventilator? Attempt heart surgery? Those interventions helped many infants survive. Others did not fare as well.
"A lot of them ended up with significant impairments," Benitz recalls. And doctors started to get pushback. "In the mid-80s we began to hear from families that maybe that wasn't consistent with their goals for their children."
Packard Children's Hospital social worker Jane Zimmerman, who works with Benitz, says many doctors back then were trying to protect parents.
"The rationale for it," she says, "was they didn't want parents to have to take on that lifelong responsibility at having felt they made a decision that resulted in their child's death."
But some parents were angry that doctors had stopped intensive care without consulting them. Others were furious that they had not been given the option to end treatment of babies who ended up with severe cognitive and physical disabilities. Some filed lawsuits accusing doctors of causing their children "wrongful death" or "wrongful life."
Such cases coincided with a larger movement in which adults fought for more say in their own medical care. By the mid-90s, parents in the NICU had become much more involved in decision-making for their babies.
The choices parents face are often heartbreaking. In May 2015, Chris and Karin Belluomini had a daughter they named Joy. She was born with Down syndrome, multiple heart defects and fluid around her lungs. From the very start, doctors at Packard gave them the option of providing just comfort care, treatments that would soothe their daughter and relieve any suffering, but weren't aimed at fixing her heart problems.
On one hand, the Belluominis, whose child was a patient of Benitz and Zimmerman, have strong faith in God and were more than willing to raise a child with disabilities, even severe ones.
On the other hand, they didn't want their daughter to suffer unnecessarily.
Their final decision was to have doctors do everything they could — up to a point.
"We let them know, if her heart stopped, we did not want her to be resuscitated," recalls Karin Belluomini. "We just wanted her to be comfortable."
Joy remained in the NICU for three difficult weeks. By the end, her blood oxygen levels were so low that the doctors said she could die at any time — possibly when her parents weren't there. That's when the Belluominis decided to remove life support, so that Joy could die peacefully in their arms, disconnected from the tubes and needles.
Both parents say it was difficult to even imagine not being a part of such decisions.
"As a parent, you just want to do everything and anything to protect your child," says Karin. "So to be able to really understand her condition and how it's affecting her, and to know that we did have a say in that, was extremely important."
"You kind of don't want that responsibility," adds Chris, "and would rather have someone say or do it for you. But in the end, I wouldn't want it to have been any other way."
Copyright 2016 Kaiser Health News. To see more, visit Kaiser Health News.
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It is a joy when parents see their children become independent and grow up to meet their desired goals. This occurs as a result of years of hard work and guidance.
Many parents find it tough to watch a child wrestle with a problem or be unhappy. Young children hardly understand the idea of doing things on time and being responsible for their actions. Parents try to protect their children, which is a natural reaction to the situation.
However, this situation presents an opportunity for parents to teach their children a valuable lesson in responsibility and be independent. Parents often ponder how to make kids self-reliant in the right way without coming across as a punishment.
Getting your child to become self-reliant is a gradual process. It does bring satisfaction as you see your child become independent. Here are practical ways to help your child become independent
1. Give responsibilities gradually
It takes time to be the best at any activity, likewise being independent. Start with little responsibilities that are age-suitable. You can start by letting them pick chores they feel they can handle. Further, this will increase their willingness to try.
As your children begin to take responsibility, they feel like part of the team running the family. Moreover, your children become more confident, which encourages them to want to do even more.
Get your child to make a list of duties they think they can handle and assign them this task in bits. For example, they can handle chores related to cleaning their room and tidying up the bed.
Older kids can babysit younger ones and toddlers. As your child handles their responsibility well, you can give them a more important task.
2. Allow them to make personal decisions
A great way to help your child become independent is by allowing them to make some decisions. The ability to make a correct decision is important in all aspects of life. Teach your child how to process information that influences their choices.
Encourage your child to tell you what they think about issues on current events. Allow some degree of freedom to your child, but this should be in the appropriate situations.
For instance, allow your child to choose what time they would like to play and what snack they prefer to eat.
Helping your child make a better decision can also mean they get the benefits or repercussions of their action. Do not try to rescue him by paying off his debts or making excuses for him. However, let him feel the effect, and the lesson will be long-lasting.
3. Set a good example
Children tend to copy a lot of their parents day to day actions. So, set a pattern in this regard. It will be very hard to convince your child to be efficient in their responsibilities if you are not.
Granted, nobody is perfect. All of us feel overburdened at times. But your example is probably the best way to help your children see the value of responsible behavior.
On occasion, you can take your child with you to work and see what your job entails.
Engage in charity or community work where your child can accompany you. Then, discuss the satisfaction you received from caring for that responsibility.
As your child sees how important you take your responsibilities, this will have a knock-on effect on them. It will help your child to become more independent.
4. Be patient and sensible
Do not expect perfection from your kids as they learn to take on responsibilities. This undue pressure can cause anxiety for them. Instead, be realistic in your expectations. You should know the task that is suitable for your child.
Always support your child’s effort and help them to succeed. Engaging in new roles might take your child out of his comfort zone and might need some time to adjust.
Avoid being overly critical or be quick to scold your child when he makes a mistake. Instead, show or share a working solution that can help resolve the problem.
Your words should be encouraging when they find a task challenging. Moreover, give commendation for work well done.
5. Teach them life skills
Many adults can attribute some of their life skills to a parent’s teaching. This further shows the importance of providing guidance and lessons from an early age.
Your child should be fully responsible for some situations. However, you can provide a different perspective on the situation. For example, when he disagrees with his friends, he should be the one to resolve it.
Teaching your child hands-on skills will be beneficial now and in the future. For instance, you can teach your child plumbing techniques. This skill can come in handy in the home as he can help to fix blocked pipes and drainage. While in later time he can get paid even on a part-time basis if he decides to use this skill.
6. Provide routine and structure
Your child’s new responsibilities can be overwhelming. Try to soften the effect. You can also help your child become independent by planning a fixed routine. You can get the best result if you allow them to plan the activities themselves while supervising.
Providing structured routines will serve to be a safety net for your kids. Let your child write down important dates and appointments in a calendar. This will help him learn to keep appointments.
Practice with your child the steps necessary to overcome the challenges. Manifest your belief in the child’s ability.
If you continue to protect your children from difficulty, you may hinder their ability to take on life’s challenges. Instead, encourage your children by raising them to accept responsibility. Doing so will be one of the most treasured gifts you can give them.
In summary, It might seem easier and quicker to do things for your children instead of allowing them to do it themselves. However, children need to learn how to perform a task on their own if there are to be independent.
Helping your child become independent from an early age helps them develop a sense of responsibility and accomplishment.
Knowing how to perform a task and having basic skills will help them tackle new situations better as they grow older. It might be difficult for both you and our child initially, but it is surely rewarding to see your child become more self-reliant.
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by Vihari-Lala Mitra | 1891 | 1,121,132 words | ISBN-10: 8171101519
The English translation of the Yoga-vasistha: a Hindu philosophical and spiritual text written by sage Valmiki from an Advaita-vedanta perspective. The book contains epic narratives similar to puranas and chronologically precedes the Ramayana. The Yoga-vasistha is believed by some Hindus to answer all the questions that arise in the human mind, an...
Argument. The Faculties of the Mind, and their Various Functions and appellations.
1. [Sanskrit available]
The mind is mere thought, and thought is the mind in motion (literally, having the property of fluctuation). Its actions are directed by the nature of the thoughts (lit. according to the nature of the objects of thought); and the result of the acts is felt by every body in his mind.
2. [Sanskrit available]
Sir, I pray you will explain in length, regarding the immaterial mind as opposed to the material body, and its inseparable property of will or volition (contrary to the inertness of dull matter).
3. [Sanskrit available]
The nature of the mind is known to be composed of the property of Volition, which is an attribute of the infinite and almighty power of the Supreme soul (i. e. the mind is the volitive principle of the soul).
4. [Sanskrit available]
The mind is known to be of the form of that self moving principle, which determines the dubitation of men between the affirmative and negative sides (as whether it is so or not dwikotika). I. e. The principle of rationality or the Reasoning faculty, consisting of the two great alternatives; viz. 1. The principle of contradiction; or of two contradictory propositions of which one is true, and the other untrue, i. e. Is, or, is not. 2. Raison determinantic or determining by a priori reasoning, as, why so and not otherwise.
5. [Sanskrit available]
The mind is known to be of the form of Ego, which is ignorant of the self manifesting soul of God; and believes itself as the subject of its thoughts and actions.
6. [Sanskrit available]
The mind is of the nature of imagination (Kalpana), which is ever busy in its operations:hence the inactivity of the mind is as impossible in this world, as the insapience of the sapient man. (Imagination is an active faculty, representing the phenomena of the internal and external worlds, Sir W. Hamilton. It is an operation of the mind consisting of manifold functions, such as:—1. of receiving by the faculty of conception. 2. of retaining by the faculty of memory. 3. of recalling by the power of reproductive fancy; 4. of combining by productive fancy. In modern philosophy, it is the power of apprehending ideas, and combining them into new forms).
7. [Sanskrit available]
As there is no difference in the essence of fire and heat; so there is no difference whatever between mind and its activity, and so betwixt the mind and soul (i. e. the living soul).
8. [Sanskrit available]
The mind is known by many names in the same person and body, according to its various faculties and functions, its various thoughts and desires, and their manifold operations and consequences. (The mind, soul and intellect taken together as the same thing, comprise all the powers of intellect and intelligence).
9. [Sanskrit available]
The Divine Mind is said to be distributed into all souls by mistake and without any reason; since the All—to pan is without any substance or substratum, and indivisible in its nature. It is a mere fabrication of our desires and fancies to diversify it in different persons. (The Divine mind being the Anima mundi, contains all within itself, and having no container of it).
10. [Sanskrit available]
Whoever has set his desire in any thing as if it were a reality, finds the same to be attended with the like fruit as he had expected of it. (It means either that Association of ideas in the mind, introducing as by a chord; a train of kindred consecutive ideas, which are realised by their constant repetition, or that the primary desires of our nature, which are not factitious, but rising from our constitutions, are soon satisfied).
11. [Sanskrit available]
It is the movement of the mind, which is said and perceived by us to be the source of our actions; and the actions of the mind are as various as the branches, leaves and fruits of trees. (So it is said, the tree of desire has the mind for its seed, which gives force to the action of bodily organs, resembling its branches; and the activities of the body, are the causes which fructify the tree of desire).
12. [Sanskrit available]
Whatever is determined by the mind, is readily brought into performance by the external organs of action (Karmendriya); thus because the mind is the cause of action, it is identified with the effect. (By the law of the similarity of the cause and effect, in the growth of one seed from another. Or that the efficient cause a quo, is the same with the final-propter quod by inversion of the causa-cognoscendi—in the effect being taken for the cause).
13. [Sanskrit available]
The mind, understanding, egoism, intellect, action and imagination, together with memory, or retentiveness, desire, ignorance, exertion and memory, are all synonyms of the mind. (The powers of the mind, constitute the mind itself).
14. [Sanskrit available]
So also sensation, nature, delusion and actions, are words applied to the mind for bewilderment of the understanding. (Many words for the same thing, are misleading from its true meaning).
15. [Sanskrit available]
The simultaneous collision of many sensations (like the Kakatali sanyoga), diverts the mind from its clear sight of the object of its thought, and causes it to turn about in many ways.
Rama asked said:—
16. [Sanskrit available]
How is it Sir, that so many words with their different significations, were invented to express the transcendent cause of our consciousness (the mind), and heap them on the same thing for our confusion only?
17. [Sanskrit available]
As man began to lose sight of his consciousness, and laboured under suppositions about his self, it was then that he found the mind to be the waking principle within him (i. e. it is after one has lost the knowledge of his conscious soul, that he thinks himself to be composed of the mind. Or it was after man's degradation from his spiritual nature, that he came to consider himself as an intellectual being with no higher power than his mental faculties the manas (whence he derives his name as man, manava or manusha)).
18. [Sanskrit available]
When man after considering himself and other things comes to understand them in their true light; he is then said to have his understanding—buddhi. (We understand with or by means of reason, as we say—a proposition is right by its reasons hetuvada; but not reason on any thing without understanding it; as we cannot judge of a thing without knowing what it is).
19. [Sanskrit available]
When man by false conception of himself, assumes a personality to him by his pride, he is called an egoist, with the principle of ego or egoism in him, causing his bondage on earth. Absolute egoism is the doubting of every thing beside self-existence. Persona est rationalis naturae individua substantia. Boethius.
20. [Sanskrit available]
It is called thought which passes from one object to another in quick succession, and like the whims of boys, shifts from one thing to another without forming a right judgement of any. (Thoughts are fickle and fleeting, and flying from one subject to another, without dwelling long upon any).
21. [Sanskrit available]
The mind is identified with acts, done by the exercise of a power immanent in itself as the agent; and the result of the actions, whether physical or moral, good or bad, recurs to the mind in their effects. (The mind is the agent and recipient of the effects of all its various internal and external actions, such as right or wrong, virtuous or vicious, praiseworthy or blamable, perfect or imperfect and the like).
22. [Sanskrit available]
The mind is termed fancy for its holding fast on fleeting phantasies by letting loose its solid and certain truths. It is also the imagination, for giving various images or to the objects of its desire—ihita Kalpana. It is called Kakataliya Sanyoga or accidental assemblage of fancied objects. It is defined as the agglutinative and associative power to collect materials for imagination which builds up on them. (Imaginari est quam rei corporae figuram contemplari. Descartes).
23. [Sanskrit available]
The Memory or retention is that power of the mind, which retains an image whether known or unknown before, as if it were a certainty known already;and when it is attended with the effort of recalling it to the mind, it is termed as remembrance or recollection. (Memory is the storehouse of ideas preconceived or thought to be known before in the mind. Retention is the keeping of the ideas got from sensation and reflection. Remembrance is the spontaneous act of the mind; and recollection and reminiscence, are intentional acts of the will. All these powers and acts of the mind, are singly and collectively called the mind itself; as when I say, I have got it in mind, I may mean, I have it in memory, remembrance &c. &c.)
24. [Sanskrit available]
The appetence which resides in the region of the mind, for possession of the objects of past enjoyment; as also the efforts of the mind for attainment of other things, are called its desires. (Appetites or desires are—common to all, and are sensitive and rational, irascible
&c. Vide Reed and Stewart. The mind is the same as desire; as when I say, I have a mind to do a thing, I mean, I have a desire to do it).
25. [Sanskrit available]
When the mind's clear sight of the light of the soul or self, is obscured by the shadow of other gross things, which appear to be real instead of the true spiritual, it is called ignorance; and is another name of the deluded understanding. (It is called avidya or absence of Vidya or knowledge of spiritual truth. It becomes Mahavidya or incorrigible or invincible ignorance, when the manners and the mind are both vitiated by falsehood and error).
26. [Sanskrit available]
The next is doubt, which entraps the dubious mind in the snare of scepticism, and tends to be the destruction of the soul, by causing it to disbelieve and forget the supreme spirit. (To the sceptic doubts for knowledge rise; but they give way before the advance of spiritual light).
27. [Sanskrit available]
The mind is called sensation, because all its actions of hearing and feeling, of seeing and smelling, thinking and enjoying, serve to delight the senses, which convey the impressions back to the mind. (The doctrine that all knowledge is derived originally from senses, holds the single fact of sensation as sufficient for all mental phenomena. It is the philosophy of Condillac, called Dirt philosophy by Fichte).
28. [Sanskrit available]
The mind that views all the phenomena of nature in the Supreme Spirit, and takes outward nature as a copy of the eternal mind of God, is designated by the name of nature itself. (Because God is the Natura naturans or the Author of Nature; and the works of nature—matter and mind, are the Natura naturata. Hence the mind knowing its own nature and that of its cause, is said to be an union of both natures, and is the personality of Brahma the Demiurge, who is combined of nature and mind).
29. [Sanskrit available]
The mind is called maya or magic, because it converts the real into unreal, and the unreal into real. Thus showing the realities as unrealities, and the vice-versa by turns. It is termed error or mistake of our judgement, giving ascent to what is untrue and the contrary. The causes of error are said to be ignorance (avidya) and passions (tamas).
30. [Sanskrit available]
The sensible actions are seeing and hearing, feeling, tasting and smelling, of the outward organs of sense; but the mind is the cause both of these actions and their acts. (The mind moves the organs to their actions, as also feels and perceives their acts in itself).
31. [Sanskrit available]
The intellect (chit) being bewildered in its view of the intellectual world (chetyas), manifests itself in the form of the mind, and becomes the subject of the various functions which are attributed to it. (The intellect having lost its universality, and the faculty of intellection or discernment of universal propositions, falls into the faults of sensitivity and volition, by employing itself to particular objects of sense and sensible desires).
32. [Sanskrit available]
Being changed into the category of the mind, the intellect loses its original state of purity, and becomes subject to a hundred desires of its own making (by its volitive faculty).
33. [Sanskrit available]
Its abstract knowledge of general truths being shadowed by its percipience of concrete and particular gross bodies, it comes to the knowledge of numbers and parts, and is overwhelmed by the multiplicity of its thoughts and the objects of its desires (i. e. having lost the knowledge of the universal whole and discrete numbers, the mind comes to know the concrete particulars only).
35. [Sanskrit available]
The intellect being depraved by its falling off from the sole supreme soul, is variously named by the learned according to its successive phases and functions, owing to its being vitiated by its various desires, and the variety of their objects.
36. [Sanskrit available]
O Sir! that art acquainted with all truths, please tell me, whether the mind is a material or immaterial thing, which I have not been able to ascertain as yet. (It is said to be matter by materialists and as spirit by spiritualists).
37. [Sanskrit available]
The mind, O Rama! is neither a gross substance nor an intelligent principle altogether: it is originally as intelligent as the intellect; but being sullied by the evils of the world and the passions and desires of the body, it takes the name of the mind. (From its minding of many things).
38. [Sanskrit available]
The intellect (chit) which is the cause of the world, is called the chitta or heart, when it is situated in the bosom of sentient bodies, with all its affections and feelings (avilam). It then has a nature between goodness and badness (by reason of its moral feelings and bad passions).
39. [Sanskrit available]
When the heart remains without a certain and uniform fixity to its purpose, and steadiness in its own nature, it feels all the inner changes with the vicissitudes of the outer world, and is as a reflector of the same. (The text says, the fluctuations of the heart, cause the vicissitudes of the world. But how can the heart be subjective, and the world the objective? Is the heart author of its feelings without receiving them from without? Yes).
40. [Sanskrit available]
The intellect hanging between its intelligence and gross objects, takes the name of the mind, when it is vitiated by its contact with outward objects.
41. [Sanskrit available]
When the action of the Intellect or the faculty of intellection, is vitiated by sensitivity, and becomes dull by reason of its inward dross; it is then styled the mind, which is neither a gross material thing, nor an intelligent spiritual principle.
42. [Sanskrit available]
The intellectual principle is variously designated by many such names, as the mind, the understanding, the ego, and the living soul or principle of animation.
43. [Sanskrit available]
The mind bears its different appellations according to the variety of its functions;just as an actor in the theatre, appears under different names and garbs of the dramatic personages on the stage. (The world is a stage, where one man acts many parts. Shakespeare).
44. [Sanskrit available]
As a man passes under many titles, according to his various occupations and professions; so the mind takes different appellations according to the various operations of its nature. (Thus one man is a scholar, a householder, an officer, a subject and many others at once).
45. [Sanskrit available]
Besides the names that I have mentioned regarding the mind, the disputants in mental philosophy, have invented many others agreeably to their diverse theories.
46. [Sanskrit available]
They have attributed to the mind many designations, according to the views in which they designed to exhibit its nature; such as some calling it the intellect, another the understanding, the sensation and so forth.
47. [Sanskrit available]
One takes it as dull matter, and another as the living principle; some one calls it the ego, while others apply the term understanding to it. (As Manas or Manu is the father of and of the same nature with all mankind; so is the mind manas or mens, similar in its nature and names with every one and all its operations).
48. [Sanskrit available]
I have told you, Rama that egoism, mind and the light of understanding, together with the volition of creation, are but different properties of the one and same internal principle. (Ego—the subjective, mind—the motive, understanding—the thinking, and the volitive powers, all relate to the same soul. All these are different faculties having the one and same common root—the one universal soul).
49. [Sanskrit available]
The Nyaya philosophy has taken the mind &c., in different lights according to its own view of them; and so the Sankhya system explains the perception and senses in a way peculiar to itself. (Namely: the Nyaya says, the Ego to be a dravya or substance; the living soul as God; the mind a sensitive particle and internal organ; and understanding as a transitory property of the mind. The Sankhya has the understanding as a product of matter, and egoism a resultant of the same, and the mind as the eleventh organ of sense).
50. [Sanskrit available]
In this manner are all these terms taken in very different acceptations, by the different systems of Mimamsa, Vaiseshika, Arhata and Buddhist philosophy. The Pancharatra and some other systems, have given them particular senses disagreeing with one another. (See Rakhaldasa Nyayaratna's tract on the identity of the mind and the soul atma; and Hiralal's reply to and refutation of the same).
51. [Sanskrit available]
All these various doctrines, arising at different times and in distant countries, lead at last to the same supreme Being, like the very many different ways, leading their passengers to the same imperial city. (All systems of philosophy, like every scheme of religion and its different sects and schisms, lead their followers to the same truth of one Superintending power or Deity).
52. [Sanskrit available]
It is ignorance of this supreme truth or misunderstanding of the discordant doctrines, that causes the votaries of different systems and sects, to carry on an endless dispute among themselves with bitter acrimony. (All party contentions, are but effects of ignorance of the various terminology bearing the same sense).
53. [Sanskrit available]
The disputants maintain their particular positions by their respective dogmatism; just as passengers persist in their accustomed paths as the best suited to them. (Bias has a stronger basis in the mind and has a faster hold of the human heart, than the best reason and the surest truth).
54. [Sanskrit available]
They have spoken falsely, whose words point out every thing as the fruit of our acts, and direct mankind only to the performance of their actions. It is according to the various prospects that men have in view, that they have given their reasons in their own ways. (Ask of the learned, the learned are blind, this bids you shun, and that to love mankind. Pope).
55. [Sanskrit available]
The mind receives its various names from its different functions as a man is called a Snataka or early bather, and a data—donor, from his acts of sacred ablutions and religious gifts.
56. As the actor gets his many titles, according to the several parts which he performs; so the mind takes the name of a Jiva or living being, from its animation of the body and its desires. (The mind is repeatedly said to be the animating and volitive principle).
57. [Sanskrit available]
The mind is said to be the heart also, which is perceived by every body to reside within himself. A man without the heart, has no feeling nor sensation.
58. [Sanskrit available]
It is the heart which feels the inward pleasure or pain, derived from the sight or touch, hearing or smelling, and eating and drinking of pleasurable and painful things.
59. [Sanskrit available]
As the light shows the colours of things to the sight, so the mind is the organ, that reflects and shows the sensations of all sensible objects in the cranium and sensory.
60. [Sanskrit available]
Know him as the dullest of beings, who thinks the mind to be a dull material substance; and whose gross understanding cannot understand the nature of the Intellect.
61. [Sanskrit available]
The mind is neither intelligence (chetana) nor inert matter (jada);it is the ego that has sprung amidst the various joys and griefs in this world. (The pure intelligence knows no pleasure nor pain; but the mind which is the same with the conscious ego, is subjected to both in this world).
62. [Sanskrit available]
The mind which is one with the divine Intellect (i. e. sedately fixed in the one Brahma), perceives the world to be absorbed into itself; but being polluted with matter (like fresh water with soil), it falls into the error of taking the world for real. (The clear mind like clear water is unsullied with the soil of the material world; but the vitiated mind, like foul water, is full of the filth of worldliness).
63. [Sanskrit available]
Know Rama, that neither the pure immaterial intellect, nor gross matter as the inert stone, can be the cause of the material world. (The spirit cannot produce matter, nor can dull matter be productive of itself).
64. [Sanskrit available]
Know then, O Raghava, that neither intelligence nor inertia, is the cause of the world; it is the mind that is the cause of visible objects, as it is the light which unfolds them to the view. (Intelligence is the knowledge of the self-evident, and not their cause).
65. [Sanskrit available]
For where there is no mind, there is no perception of the outer world, nor does dull matter know of the existence of anything; but everything is extinct with the extinction of the mind. (A dead body like a dull block, is insensible of every thing).
66. [Sanskrit available]
The mind has a multiplicity of synonyms, varied by its multifarious avocations;as the one continuous duration undergoes a hundred homonyms, by the variations of its times and seasons.
67. [Sanskrit available]
If egoism is not granted to be a mental action, and the sensations be reckoned as actions of the body; yet its name of the living principle, answers for all the acts of the body and mind. (Egoism or knowledge of the self, is attributed to the soul by some schools of philosophy, and sensations are said to be corporeal and nervous actions;yet the moving and animating power of the mind, must account for all bodily and mental actions.)
68. [Sanskrit available]
Whatever varieties are mentioned of the mind, by the reasonings of different systems of philosophy, and sometimes by the advocates of an opinion, and at others by their adversaries:—
69. [Sanskrit available]
They are neither intelligible nor distinguishable from one another, except that they are all powers of the self-same mind; which like the profluent sea, pours its waters into innumerable outlets.
70. [Sanskrit available]
As soon as men began to attribute materialistic powers and force to the nature of the pure (immaterial) consciousness, they fell into the error of these varieties of their own making.
71. [Sanskrit available]
As the spider lets out its thread from itself, it is in the same manner that the inert has sprung from the intellect, and matter has come into existence from the ever active spirit of Brahma. (The Sruti says:—Every thing comes out of the spirit as the thread from the spider, the hairs and nails from the animal body, and as rocks and vegetables springing from the earth).
72. [Sanskrit available]
It is ignorance (of the said Sruti), that has introduced the various opinions concerning the essence of the mind; and hence arose the various synonymous expressions, significant of the Intellect among the opponents.
73. [Sanskrit available]
The same pure Intellect, is brought to bear the different designations of the mind, as understanding, living principle and egoism;and the same is expressed in the world by the terms intelligence, heart, animation and many other synonyms, which being taken as expressive of the same thing, must put an end to all dispute. (So all metaphysical disputes owe their origin to the difference of terminology. Such as, Kant regarded the mind under its true faculties of cognition, desire and moral feeling, called as Erkenntnißvermögen or Denkvermögen, Begehrungsvermögen, and Gefühlsvermögen. Instead of multiplying the synonyms of Mind here, I refer the reader to Roget's Thesaurus for them).
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Look at the sunrise and sunset worldwide in this real-time illustration of the Earth’s patterns of sunlight and darkness. The clouds on this image are updated daily with real weather satellite imagery. Refresh your browser in 5-10 minutes for a map update.
Sunrises and sunsets worldwide are generated in real-time on Google maps.
The globe accurately represents the Earth; provided it is large enough, all parts of the Earth’s surface are represented in their actual shape, relative size, and shape. But, one of the most significant problems in making maps is how to draw tho curved surface of the globe onto a flat piece of paper. This is what is called projection.
The map projection is a systematic arrangement of meridians and parallels portraying the globe’s curved surface on a plane. Different types of map projection are used. This is because they are needed for various purposes. A suitable projection for showing countries near the Equator may not be so for showing the lands lying within the Arctic Circle.
Rectangular view – Known as a plate carrée or equirectangular projection. This map is one way of looking at the spherical Earth as a flat map projected on Google maps. However, it distorts area, shape, and angles; this map view is often used in computer applications because the X and Y axis map directly to latitude and longitude.
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This lesson aims to present the unique difficulties that mothers in the ghetto experienced and the ways in which they dealt with them, as well as further discussion on the question of what strengths the mothers needed in order to contend with hardships in the ghetto.
Background: The reality of life in the ghettos affected the way that mothers functioned. On the one hand, it increased the mother’s natural desire and commitment to care for the needs of her family, especially those of the children, but at the same time, it undermined her ability to function in this reality. The overcrowding, hunger, loss, and constant deprivation had become an inseparable part of the reality of life in the ghettos, turning day-to-day life into an incessant battle for one’s very physical and human existence. The need to obtain food, as well as fuel to heat and cook, to maintain the home and care for the children was translated into an arduous daily battle for each family, but especially for mothers. In this unit, we will discuss how mothers contended with the various hardships they faced in the ghetto.
Irena, who was a young girl in the Lodz ghetto, wrote:
From what magical stream does my mother draw strength for all of this? She is a beautiful and pampered woman who never did a day of physical work in her life.
Irena Liebman, Yad Vashem Archives 03/3752
- What can we learn from what Irena says about the way her mother functioned in the ghetto?
Read the following data – what, in your opinion are the unique difficulties that mothers faced in the ghetto?
- The average number of calories per day allotted to people doing difficult physical labor was 1,100. There were cases in which the full amount of food was not supplied.
- The cost of a kilogram of bread on the black market at its highest was 1,600 marks.
- The average weekly salary of a ghetto worker was 15-130 marks per week.
- 1 in every 5 ghetto inhabitants died as a result of the living conditions in the ghetto.
- The percentage of people in the ghetto that were working was 66%-78%.
- Epidemics of tuberculosis, dysentery, and other diseases broke out in the ghetto periodically.
- An average of 8-10 people lived in each room.
- About 63% of the homes did not have bathrooms.
- Fewer than 2% of the homes were connected to gas.
- The Lodz ghetto existed from May 1940 to August 1944 (more than 4 years).
- About 440,000 people lived in the Warsaw ghetto.
- The ghetto covered an area of about 2.4% of the city, and about 30% of the population of the city was crowded into it.
- The official food ration for non-workers was 184 calories a day.
- About 80% of the food was smuggled into the ghetto.
- In the summer of 1941, the death rate was about 5,500 people each month.
- According to German figures, 6 to 7 people lived in each room.
- The Warsaw ghetto existed from November 1940 to May 1943 (about 2.5 years).
Shavli (Šiauliai) Ghetto
- On September 1, 1941 the two parts of the Shavli ghetto were officially sealed and fenced off. Lithuanian guards were stationed at its gates and only people with special permits were permitted to enter and exit the ghetto.
- About 5,500 Jews and refugees lived on an area of about 8,000 square meters, meaning that the average amount of living space per person was 1.5 meters. In addition, the ghetto area was repeatedly reduced.
- In January 1943, women represented 65% of the ghetto’s population.
- In September 1943, the inhabitants of the ghetto were categorized based on their fitness for work. Those considered unfit for work were deported from the ghetto and murdered.
Problems of Food in the GhettoProblems of Food in the Ghetto
Background: One of the most difficult tasks was the distribution of food to the family members in order to prevent ongoing starvation. The bread and other food products were distributed once every few days and the families had to make do until the next food distribution. The incessant hunger they suffered from caused the adults and children to constantly seek a feeling of satiation, even if only temporarily, sometimes without thought for the coming days. Often it was the women who took the distribution of the rations upon themselves, and they hid them out of consideration for the coming days of scarcity. Women in the ghetto stood for many long hours in lines for food. They were forced to improvise various dishes from the inferior products they were able to obtain, such as potato peels, in addition to the shortage of gas in many ghettos that required the rationing of cooking time according to the size of the family.
A further difficulty faced by the women in the ghetto involved caring for ill family members. The reality of life in the ghetto created a shortage of medications and caused their prices to soar. Often, a family was forced to sell its belongings or ration coupons in order to obtain medications for family members. In many cases, it was the mothers that gave up their own food rations in order to obtain the needed medicines.
The reality that the Germans created meant that it was extremely difficult for the mothers to fulfill their traditional role, forcing them to contend with impossible dilemmas.
In an essay, Josef Zelkowicz, a Jewish journalist imprisoned in the Lodz ghetto describes the terrible hardships he saw while visiting in the homes of people in the ghetto. From one such visit, he describes the following scene:
[...] Mendel, who, although already fourteen years old, cries like mother’s little baby:
– Mommy, I’m hungry…
– Mommy, if you only knew how hungry I am…
Josef Zelkowicz, In Those Terrible Days, Yad Vashem, Jerusalem, 2002, pp. 144-145
This description can be read from two perspectives. From the first, one’s heart is filled with compassion for the 14-year-old boy who is so hungry that he is not ashamed to cry in front of strangers. However, it can also be read from the perspective of the mother and the helplessness she must have felt in this situation. There is nothing more natural than for a mother to care for and feed her children. From the moment a baby is born, his mother takes care of all his needs and keeps him from being hungry, but in the reality of the ghetto, even the most natural thing became impossible.
Following are some excerpts of testimonies dealing with the subject of food in the ghetto. Hand out the testimonies to the students and after reading them, discuss the dilemmas that arise from them and how to deal with them.
Please note: The purpose of the discussion is to underscore the complexity and problematic nature of the ghetto reality, to bring the dilemmas to the surface along with the difficulty in making rational decisions and the need to maneuver among the various types of difficulties.
The dilemmas dealt with a number of subjects:
- How did they obtain food?
- What was involved in obtaining food (discuss the dangers and moral dilemmas)
- What issues were caused by the need to obtain food, in addition to the dangers and moral dilemmas?
Preparing food under conditions of a shortage of products and staples – the need to improvise
- How did they cook food?
- What dishes did they prepare? What products did they make them from?
The distribution of food to the family members
- How was the food distributed among the family members?
- What problems and tensions did the distribution of food create?
Choose a statement from among the testimonies that in your view reflects the main difficulty that the mothers suffered in regard to the subject of food.
Food in the GhettoFood in the Ghetto
Read the testimonies below. Please note the subjects that come up in the testimonies:
- Obtaining food
- Preparing food under conditions of shortage
- The distribution of food to the family members
My mother managed to save the bread by hiding it from us in her bed. We children knew where the hiding place was but she always watched it. We were afraid to take the bread because she knew that if we ate it, there wouldn’t be any food afterwards. [...] Women filled a unique role in the organization and administration of the food. [...]I would say that my poor mother, who was eventually taken to Treblinka, was a genius in the way she managed to do it.
Feygl Peltel (Wladka Miedzyrzecki-Meed), born in Warsaw, Poland, 1921, Yad Vashem Archives, 3542 0.3
The apartment was big and contained a large number of rooms, large rooms, with at least 20 people living in each room, and eight to five people living in the smaller rooms. [...] On the other side was the kitchen. The kitchen was shared by all the families living in the apartment, and each family had its own corner and cooking time. And so the women would go to the kitchen carrying the food products with them through all the rooms and then return to their rooms, carrying the warm cooked food in the pot.
Shoshana Rabinowitz, A Mother and Daughter, Yad Vashem, Jerusalem 2002, p. 42.
[...] Mendel, who, although already fourteen years old, cries like mother’s little baby:
– Mommy, I’m hungry…
– Mommy, if you only knew how hungry I am…
Josef Zelkowicz, In Those Terrible Days, Yad Vashem, Jerusalem, 2002, pp. 144-145
My siblings fell ill, one after another. The stove was cold and neglected because there was nothing to heat it up with. Mother, who was herself ill, ran around incessantly in an effort to obtain some food to revive us with. When she entered the room with empty hands, without even a cup of hot water, which she got at a neighbor’s, she looked helpless, although she tried to hide her anguish from us.
Sara Selver-Urbach, Through the Window of my Home, Yad Vashem, Jerusalem, 1986, p. 96.
There were all kinds of methods that families used to live with the food rations they received. There were families in which each member guarded his own ration and ate it whenever he felt like it or whenever it was convenient. And there were families that shared, in which the children allotted from their portion for the parents, and that was seemingly more humane. And there were families that didn’t distinguish between my portion and yours, but continued to share family life.
And our family was among the last type, that lived according to the system in which there was no distinction between what I received and what you received, and if you got more. Everyone brought their ration home, and mother gave each one what she thought needed to be given, and there were no arguments or discussions, so that at that time, I lived at the expense of others in my family.
Alfreda Aizenman, Yad Vashem Archives, 03/5663
[...] “I don’t understand you,” Avraham said one day to Mother, banging his fist on the table. “Everyone is jealous of me because my mother has been working in the kitchen for two months, and you, you haven’t even stolen one potato.” “That’s true, but I give you my bread ration, because I eat soup twice a day,” Mother replied. “All right, but starting tomorrow, I want you to measure the bread in centimeters. You always give Lucie more!” “No, my son, I always divide it into equal parts, but if you want, I’ll measure the bread in centimeters to be sure both pieces are the same.”
The following day, Mother returned from work as pale as chalk. She was close to fainting. From her sleeve, she slid out two potatoes the size of a nut. When Avraham saw them, he kissed her hands. “Don’t do it anymore, Mother. I don’t want you to get sick. You’ll see, the Russians or someone else will liberate us. Don’t cry, little mother, our Pik-Cytryn princess. You’ll see, everything will be all right, the world won’t let us die. Dearest Mother, don’t cry!”
Avraham Cytryn, A Youth Writing Between the Walls, Yad Vashem, Jerusalem, 2005, pp. 247-248.
Up to David’s illness, we never brought meat into our house because the miserly amount that we were allotted was non-kosher, either pork or horsemeat. But when David fell ill, mother determined that we had reached a crucial stage and should start using non-kosher meat.
At first, only David ate this meat, and we kept two separate kitchens, one kosher and one non-kosher. At the end of a year, however, we found it very difficult to observe punctiliously every rule of Kashrut, and as the two other boys started showing symptoms of ill-health, we gave in and ate from the non-kosher meat.
Sara Selver-Urbach, Through the Window of my Home, Yad Vashem, Jerusalem, 1986, p. 85.
Mother, despite her fatigue, peeled some potatoes, and, with a little flour and a lot of water, made a soup which we ate for supper. The soup was very watery, but it was still important for us to eat something hot before going to bed. Some of the soup Mother reserved for Talka to have as a meal the next day.
Sara Zyskind, Struggle, Lerner Publications, Minneapolis, 1989, p. 98
Mother decided as always that we would eat the bread we had, but mother continued to lose weight. Her physical condition kept getting worse. She lost 30 kilos of her weight. We realized at home that mother wasn’t eating, so that she would have more to give the rest of the family. And so we began to argue amongst ourselves and we insisted with Mother that we would divide the bread up, because otherwise she wouldn’t eat anything and wouldn’t be able to carry on. It got to the point that she could no longer walk and I had to go to work. [...]I think that thanks to that, the family held on for much longer. The emotional support and the fact that each at least ate the portion needed to survive. Mother went above and beyond what was needed to keep the family going. The family atmosphere also continued, the lighting of candles – I have no idea what was used to light them – Shabbat was Shabbat, there were candlesticks, and we made Kiddush.
Dvora Berger, Yad Vashem Archives, 0.3/7033
A dish made of grated potatoes mixed with a little flour / or grated radish, kohlrabi, etc. / coffee substitute, sweetened with saccharine / with the addition of spices – cooked in boiling water / as a kind of pudding for an hour to an hour and a half. When potatoes were distributed in greater quantities, it served as a pleasant substitute for bread. During periods of famine, this dish would be made of potato peels or a coffee substitute.
Nahman Blumenthal, “Encyclopedia of the Lodz ghetto, Introduction and Part 1, Ghetto Fighters News 7, p. 14.
Mothers’ WorkMothers’ Work
Background for the teacher:
Due to the severe hardship in the ghettos, as well as the deportations that were anticipated in many places for those who did not have a work permit, mothers were forced to go out to work, and in many cases had no choice but to leave their young children for many long hours alone without supervision.
Many women and men did whatever they could to obtain a work permit, which in many ghettos was equivalent to a “life permit” for the entire family. This permit provided protection, albeit temporarily, from deportation. In some of the ghettos, the workers received food of a slightly better quality, part of which they saved for their children. The requirement to work, on the one hand, and the lack of any educational frameworks and supervision for the children, on the other, created enormous difficulty for the parents, and especially for the mothers. It is also worth noting that there were cases in which mothers went out to work on the orders of the Germans.
Re-read the words of Irena Liebman with which we began the lesson:
...From what wondrous spring does my mother draw her strength for all this? She is a beautiful and pampered woman who never did a day of physical work in her life.
- With what difficulty was Irena’s mother forced to contend?
My mother was a very quick and hard-working woman who never complained. They took away her sewing machine and she didn’t complain. In the ghetto, people grew and clothing tore. If you look at the pictures, you’ll see that people wore rags. Mother would go from door to door and ask for pieces of fabric to sew and fix all kinds of things. She took very little money so that it would be worth the people’s while. That’s how she found buyers, and people who began to give her clothing to sew. It was difficult to sew without a machine and she had to sew everything by hand with a needle and thread. When winter came, her hands froze because there was nothing with which to warm them. I remember that a tailor lived across from us and he told my mother that she was sitting and sewing and freezing and didn’t feel well and that he was no longer able to bear it because it was so difficult. He lay in bed all day in order to keep warm. Afterwards, he starved to death. My mother continued to work for pennies, which were barely enough to buy bread. She sewed as long as she had customers. Afterwards, she found work in a laundry.
Esther Zychlinski, Yad Vashem Archives 03.8362
- What difficulties did Esther’s mother have to deal with?
- What characterized the way her mother contended with these difficulties?
- Beyond the physical difficulties, how did the fact that the mothers went out to work affect them?
For instance, I cannot recollect how my mother managed to open a small vegetable store, or where she obtained her wares. Our huge window served as the counter. We placed scales on the windowsill, and some of the passers-by would stop and buy something. We were not particularly enthusiastic about that venture and hampered mother by acting like stupid snobs. It never occurred to us that mother was sacrificing her own dignity in an effort to improve a little her ungrateful children’s material circumstances.
Sara Selver-Urbach, Through the Window of my Home, Yad Vashem, Jerusalem, 1986, p. 65.
October 3, 1943
The young children are a cause of great concern now in the ghetto. All the parents are forced to leave the home for 12 hours and longer. The toddlers remain at home for many hours without any supervision. The mothers are worried: What is to be done with the children for an entire day?
Eliezer Yerushalmi, Pinkas Shavli, Mossad Bialik and Yad Vashem, Jerusalem, 1998, p. 279.
And I was quite neglected at the beginning because there was no one to watch over me. I was dirty and had lice. I even had ringworm.
Esther Dublin, Yad Vashem Archives 0.3/5492
Sara Selver-Urbach notes that the fact that her mother began to sell vegetables was not “dignified.” It is interesting to try to gain an understanding of why the children felt that this activity offended their dignity.
It may be assumed that this was a reflection of the dramatic change that occurred in their world compared to the conditions they had been accustomed to in their home before the Holocaust. Then, their mother had been a homemaker who kept a clean and well-tended home, and now any passerby could look inside, into the privacy of their neglected home.
The fact that the children still had certain expectations of their mother was due to her efforts to preserve the family norms in which she continued to function as the mother, the leader of the family and its representative to the world. Consequently, what they perceived as a change in her status because of a job that they viewed as inferior harmed their status as well.
Background: In addition to having to go out to work to help support the family, the mothers also bore the burden of the housework. One of the most difficult tasks was keeping the house clean and doing the laundry. The women did the best they could to preserve the previous habits of cleanliness, however because of the severe shortage of cleaning supplies, keeping the house clean was an almost impossible task. There was a severe shortage of soap, no fuel with which to heat the water for the laundry, and most importantly, after many long hours of hard work and after standing in lines for hours on end to obtain food and in their continuing state of starvation, the women had no strength left to wash the floors of their home or do laundry in the tub. In addition to their physical exhaustion, the women also suffered from emotional exhaustion due to the constant struggle to survive under conditions of extreme hardship, uncertainty as to what the future would bring and concern for the safety and welfare of their families.
The condition of the buildings in the ghetto also made it difficult to maintain cleanliness. The ghettos were usually established in the poorest, most squalid parts of the city, whose buildings were old and dilapidated, many lacking proper drainage and sewage systems. A number of families lived in each house and the overcrowding further increased the difficulty involved in maintaining hygiene and cleanliness. The inability to keep the houses clean and maintain personal hygiene had serious implications for the health of the ghetto inhabitants. Disease was rampant and epidemics broke out frequently, contributing to the high mortality rate.
Sara Selver-Urbach describes her home before the war:
My father was employed in a big commercial firm, my mother was a housewife. We lived in one large room and a kitchen. Our home was filled with light and always sparklingly clean. It seemed to be constantly smiling. Our kitchen was oblong. Its white furniture and shiny red floor lent it a pleasant, holiday mood.
Sara Selver-Urbach, Through the Window of my Home, Yad Vashem, Jerusalem, 1986, p. 14.
- Why do you think that the cleanliness and order in her home from before the war are so dominant in Sara’s memory?
- What difficulties did mothers who tried to keep their homes and family clean in the ghetto encounter?
- How did they deal with these difficulties?
[…] The housewives are not at fault for the filth in the ghetto apartments. It’s the fault of the walls, which keep crying and wetting the floor with plaster tears […] it is not the housewives’ indolence that makes the ghetto inhabitants’ sheets and linens so grimy. The conditions forced on them are to blame: there is no fuel to heat the water for laundering the linens, there is no soap, and – this is the main thing – after hours of queuing and days of fasting, people no longer have the strength to squat behind the bucket and scrub laundry in cold water without soap
Josef Zelkowicz, In those Terrible Days, Yad Vashem, Jerusalem, 2002, p. 106-107 (edited by Michal Unger).
- Besides the physical difficulties, what other difficulties did the mothers face?
- Read Esther Dublin’s testimony again. Why did her situation worsen?
- Some mothers insisted on trying to maintain a certain level of cleanliness, despite the difficulty. What motivated them?
We had no hot water for our laundry, nor fuel to boil it. My hands were not skilled in that chore and the things I washed came out grey and still soiled. With time, we started to itch. To our shame, mother found lice in the seams of our clothes. An embarrassing situation ensued, especially when a strong urge to scratch would seize us in the company of strangers and we had to curb that shameful urge. How to get rid of this affliction? Because of the cold, we could neither wash our bodies properly nor thoroughly launder our clothes. Our room was very damp, the corners actually wet so that, when the frost first set in, the water-drops would turn into glistening icicles.
Sara Selver-Urbach, Through the Window of my Home, Yad Vashem, Jerusalem, 1986, p. 67.
In the ghetto, Mother proved to be extremely resourceful. Mother, whom I had never seen in the kitchen before the war, who never cleaned, did laundry, polished or washed dishes with her own hands, in the ghetto fought like a tiger to keep our apartment clean. We still had the large, heavy brush that Michia [the servant who had worked in our home before the war] had sometimes used to polish the parquet floors. She even had to polish the floor under the rug! In the ghetto, we no longer had any rugs, but Mother, with Father’s help, continued to meticulously polish the floor…
Mother once asked me to look on the Polish side* for wax and a little soap to help us keep ourselves clean and healthy. She once asked me to go to a pharmacy and buy a preparation against head lice. “Mother, who has lice?” I asked. “You do, Hanke, and so does Maricia and we have to get rid of them.” But I was too embarrassed to do so… Mother found a can of kerosene somewhere in the ghetto and smeared Maricia’s hair with kerosene with its terrible smell…
Hanna Avrutzki, A Star among Crosses, Kinneret, Tel Aviv 1995, pp. 96-97.
* Hanna Avrutzki smuggled food into the ghetto.
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Every day, about eight babies in the U.S. are born with spina bifida, a birth defect that literally means "split spine" or "cleft spine," and essentially means that the brain, spinal cord, the protective covering around them or all of the above didn't develop properly in utero.
Most parents of babies born with the condition, which typically appears as a sort of bulb coming out of the spine, are expecting the news since the condition is detectable via a blood test during pregnancy. But that doesn't mean they always feel completely prepared to handle the potential complications, which can range from minor physical issues to severe mental and physical disabilities.
"There's a huge spectrum [of prognoses] depending on the level of the lesion and the management of other systems," explains Rebecca Sherlock, a nurse practitioner and the clinical coordinator of Boston Children's Hospital's Spina Bifida and Spinal Cord Conditions Center. "This is a multi-system problem," which can include bowel and bladder problems like urinary tract infections and incontinence, orthopedic issues like physical deformities and neurological consequences like learning disabilities, she adds.
But spina bifida can be managed, and babies born with it today can grow into fulfilled children and adults. In fact, the Spina Bifida Association reports, most succeed in school and are involved in other activities like sports. "It's really rewarding to see how they grow and develop," says Megan Geno, a physical therapist at Boston Children's Hospital's spina bifida center.
Here's an overview of what else is known about the neural tube defect:
Possible Causes of Spina Bifida
It's unclear what causes spina bifida, but like many conditions, it's likely a combination of genetic and environmental factors. Folic acid, for one, seems to play a role. The B vitamin helps to prevent spina bifida and other neural tube defects, which was a key reason the U.S. government mandated certain cereal products be fortified with the vitamin starting in the late 1990s, Sherlock points out. The Centers for Disease Control and Prevention recommends women who are or who could become pregnant supplement with 400 micrograms of folic acid daily, and potentially more if they've already had a pregnancy affected by the condition.
Types of Spina Bifida
Most babies with spina bifida have one of these three kinds; each of which is typically treated differently (if at all) soon after birth:
-- Spina Bifida Occulta, the least severe type of spina bifida, involves a small gap in the spine. Because it doesn't result in an opening or sac on the back, like the other types, and typically doesn't cause any disabilities or need treatment, it may not be diagnosed until adolescence or adulthood -- if it is at all. In fact, about 15 percent of healthy people have it but don't know it, the Spina Bifida Association reports.
-- Meningocele is the type of spina bifida in which a sac of nerve fluid emerges through a gap in the infant's back. It's usually treated with surgery in childhood, but can still cause minor disabilities and require doctor visits throughout life.
-- Myelomeningocele is the most disabling and common type of the condition, and so it's often what people mean when they use the shorthand "spina bifida." It involves a sac of fluid coming through the spine like meningocele, but in this case, the sac also includes part of the spinal cord and nerves, which are damaged. While newborns with this form typically undergo surgery to protect the spinal cord from subsequent damage right away, it's not a cure. Babies, children and adults with it may still have lifelong complications including bowel and bladder issues and paralysis or other mobility issues.
Potential Consequences of Spina Bifida
The complications and other conditions associated with spina bifida vary widely depending on the type of the condition, as well as where the malformation is located, according to the National Institute of Neurological Disorders and Stroke. For example, a baby with an opening low on the spine will have fewer complications related to muscle function and sensation than one whose defect is higher, since it's the nerves below the malformation that are affected. Outside of mobility issues, gastrointestinal problems and learning disabilities, people with spina bifida may also have latex allergies and skin issues, tendonitis and sexual problems.
Due to a common neck area malformation in children with myelomeningocele, trouble eating, swallowing and breathing normally can also occur, NINDS reports, as can a buildup of fluid in and around the brain (aka hydrocephalus) which can lead to its own complications if not treated.
Living With Spina Bifida
Before 1960, only 10 to 12 percent of babies with any type spina bifida survived beyond a few years, due to infections and complications related to swelling of the brain, studies report. Today, the outlook is much brighter, with 90 percent of babies with it living into adulthood, according to the Spina Bifida Association. One notable and ongoing advance has been the finding that treating the malformation while the child is still in utero rather than after he or she is born can significantly improve outcomes, experts say, though the procedure isn't yet commonplace or always recommended. Another newer treatment manages hydrocephalus without implanting a shunt, the typical course of action. "The hope is that you can avoid long-term shunting and the complications associated," Sherlock says.
Still, even the latest advances don't eliminate the daily challenges people with myelomeningocele face. But with a strong team of professionals -- neurologists, physical therapists, surgeons, urologists, social workers and nurses may be among them -- patients and their families can maximize functioning and quality of life, Sherlock says. For example, physical therapists can help with mobility issues (some people with spina bifida use braces or wheelchairs), while urologists can help monitor and protect kidney function (another advance has been the introduction of "clean intermittent catheterization" for patients with incontinence). "Coordination of care ... makes a huge difference for these families navigating these complex illnesses," Sherlock says.
Connecting to other families affected by spina bifida is also very helpful for many patients and their parents and siblings, she finds. Some camps, for instance, can normalize little-discussed topics like catheterization for kids, while support networks for parents can be encouraging and useful resources. A lot of coping with spina bifida, Sherlock says, is being realistic -- but not accepting limitations.
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Gambling is a form of risk-taking where people wager something of value (money, items, or services) on the outcome of a random event. In addition to requiring consideration, risk, and a prize, gambling also requires a certain level of skill, although some games of chance make this element nearly impossible.
Gambling can have both positive and negative effects on a person’s life, depending on how it is used and the underlying reasons that drive the behavior. A number of issues can contribute to the development of gambling problems, including family, personality, and psychological factors. These include the presence of coexisting mental health disorders, a tendency to engage in risky behaviors, and poor financial management skills.
The first step in dealing with a problem gambling situation is to recognize that there is a problem. This can be a difficult step for some people, especially if they have lost money or strained relationships as a result of their gambling addiction. The next step is to seek professional help. This may include individual therapy, marriage counseling, or family therapy. It may also involve credit and debt counseling to address the root causes of the gambling problem.
Historically, gambling was often viewed as an evil practice. It was considered unpatriotic, demeaning, and an indication of moral weakness. However, it is now accepted by many as a legitimate form of entertainment and even economic development. Many state governments operate casinos, racetracks, and lotteries to raise funds for public programs. Private businesses such as hotels, restaurants, and casinos benefit from the increased patronage.
One of the most important aspects of gambling is that it occupies societal idlers who would otherwise be engaged in criminal activities like assault, burglary, robbery, and drug peddling. These crimes can have a significant impact on local communities, and the presence of casinos has been credited with reducing crime rates in some areas.
Another benefit of gambling is that it improves mental health by stimulating the brain and providing a sense of achievement. It can also improve social interactions and increase a person’s self-esteem. In addition, some studies have shown that gambling enhances a variety of cognitive abilities, including mathematical skills, pattern recognition, and critical thinking.
Gambling has also been linked to depression and other mood disorders, so if you find yourself gambling as a way of relieving unpleasant feelings or as a distraction from them, it’s important to learn how to do it in healthier ways. This can include exercise, spending time with friends who don’t gamble, and practicing relaxation techniques. It’s also a good idea to get treatment for any underlying conditions, such as anxiety or depression, that could be contributing to your gambling problems. Getting help for these conditions is easier than ever before, and can be provided through online therapists or by calling the free, confidential helpline StepChange. It’s never too late to take control of your gambling habits and rebuild your life.
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Human life-like in vitro model of radiation damage sustained to the lung opens an unprecedented window into the early disease process, and opportunities for drug development
By Benjamin Boettner
(BOSTON) — The lung is one of the tissues most sensitive to radiation in the human body. People exposed to high radiation doses following nuclear incidents develop radiation-induced lung injury (RILI), which affects the function of many cell types in the lung, causing acute and sustained inflammation, and in the longer term, the thickening and scarring of lung tissue known as fibrosis. RILI also is a common side effect of radiation therapy administered to cancer patients to kill malignant cells in their bodies, and can limit the maximum radiation dose doctors can use to control their tumors, as well as dramatically impair patients’ quality of life.
Anti-inflammatory drugs given to patients during radiation therapy can dampen the inflammation in the lungs, called pneumonitis, but not all patients respond equally well. This is because RILI is a complex disorder that varies between patients and is influenced by risk factors, such as age, lung cancer state, and other pre-existing lung diseases, and likely the patient’s genetic makeup. In the event of nuclear accidents, which usually involve the one-time exposure to much higher doses of radiation, no medical countermeasures are available yet that could prevent and protect against the damage to the lungs and other organs, making this a key priority of the US Food and Drug Administration (FDA).
A major obstacle to developing a much deeper understanding of the pathological processes triggered by radiation in the lung and other organs, which is the basis for discovering medical countermeasures, is the lack of experimental model systems that recapitulate how exactly the damage occurs in people. Small animal preclinical models fail to produce key hallmarks of the human pathophysiology and do not mimic the dose sensitivities observed in humans. And although non-human primate models are considered the gold-standard for radiation injury, they are in short supply, costly, and raise serious ethical concerns; they also are not human and sometimes fail to predict responses observed when drugs move into the clinic.
Now, a multi-disciplinary research team at the Wyss Institute for Biologically Inspired Engineering at Harvard University and Boston Children’s Hospital led by Wyss Founding Director Donald Ingber, M.D., Ph.D., in an FDA-funded project, has developed a human in vitro model that closely mimics the complexities of RILI and radiation dose sensitivity of the human lung. Lung alveoli are the small air sacs where oxygen and CO2 exchange between the lung and blood takes place, and the major site of radiation pneumonitis. Using a previously developed microfluidic human Lung Alveolus Chip lined by human lung alveolar epithelial cells interfaced with lung capillary cells to recreate the alveolar-capillary interface in vitro, the researchers recapitulated many of the hallmarks of RILI, including radiation-induced DNA damage in lung tissue, cell-specific changes in gene expression, inflammation, and injury to both the lung epithelial cells and blood vessel-lining endothelial cells. By also evaluating the potential of two drugs to suppress the effects of acute RILI, the researchers demonstrated their model’s capabilities as an advanced, human-relevant, preclinical, drug discovery platform. The findings are published in Nature Communications.
“Forming a better understanding of how radiation injury occurs and finding new strategies to treat and prevent it poses a multifaceted challenge that in the face of nuclear threats and the realities of current cancer therapies needs entirely new solutions,” said Ingber. “The Lung Chip model that we developed to recapitulate development of RILI leverages our extensive microfluidic Organ Chip culture expertise and, in combination with new analytical and computational drug and biomarker discovery tools, gives us powerful new inroads into this problem.” Ingber is also the Judah Folkman Professor of Vascular Biology at Harvard Medical School and Boston Children’s Hospital, and the Hansjörg Wyss Professor of Bioinspired Engineering at the Harvard John A. Paulson School of Engineering and Applied Sciences.
Advanced human in vitro model of RILI
The human Lung Alveolus Chip is a 2-channel microfluidic culture system in which primary human lung alveolar epithelial cells are cultured in one channel where they are exposed to air as they would be in the lung. They are also interfaced across a porous membrane with primary human lung capillary endothelial cells in the parallel channel that are constantly perfused with a blood-like nutrient medium that contains circulating human immune cells, which also can contribute to radiation responses. This carefully engineered, immunologically active, alveolar-capillary interface also experiences cyclic mechanical movements mimicking actual breathing motions. Importantly, this living breathing Lung Chip can be transiently exposed to clinically relevant doses of radiation, and then investigated for the effects over an extended period of time.
When the Lung Alveolus Chip was exposed to increasing doses of radiation, the cell, tissue, and organ-level responses modeled on-chip closely aligned with clinical observations and, importantly, offered new insights into RILI. Following a one-time radiation treatment, the team could observe breaks in the cells’ chromosomes with activation of associated DNA repair machinery, whose numbers increased with the amount of radiation applied to the Lung Alveolus Chip. This was paralleled by increased levels of reactive oxygen species that are known to also damage DNA, as well as many other types of molecules. Cells started to increase their size, a phenomenon known as hypertrophy that is commonly seen in alveolar injury in vivo, the barrier comprised by tightly packed endothelial and epithelial cells started to break down and liquid flowed through the endothelial channel accumulated in the epithelial channel.
“Interestingly, we mapped the levels of multiple pro-inflammatory cytokines over a seven-day course following the radiation treatment, which is especially important for assessing oncoming radiation injury to the lung. RILI symptoms in patients only begin to appear after a week following exposure, but the preceding inflammation cannot be captured in patients,” said first-author Queeny Dasgupta, Ph.D., who led the project as a Postdoctoral Fellow on Ingber’s team, and now is a Scientist at Systemic Bio, a 3D Systems company. “Once overt RILI has manifested itself in patients, it is often too late to rescue the affected lung tissue.”
The team found that the first pro-inflammatory cytokines started to be upregulated already 6 hours following the application of high radiation doses, and that their numbers and levels kept increasing until day seven, the end of their observation period. Importantly, this trend was much stronger pronounced in vascular endothelial cells than lung epithelial cells. In parallel, the cellular injury in the Lung Alveolus Chip was reversed in epithelial cells over time but, in contrast, it was sustained in endothelial cells, replicating clinical observations that found RILI to predominantly impact the vascular endothelium in alveoli.
From radiation injury to genes to targets
To more systematically understand the cellular changes triggered by radiation in the Lung Chip, and identify potential drug targets, the researchers analyzed the complete gene expression programs of epithelial and endothelial cells over time. This allowed them to not only further define the cell-specific early and later-stage inflammatory responses, but also to generate whole-genome gene expression data that they could feed into a machine learning-based computational algorithm called “Network Model for Causality-Aware Discovery” (NeMoCAD). NeMoCAD previously enabled Ingber’s team to predict therapeutic targets and repurpose drugs that reverse disease states. The analysis led them to home in on a gene called HMOX1, which is involved in an anti-oxidant response, and whose expression was upregulated immediately following radiation exposure and remained elevated throughout the seven-day course of the investigation.
“We found that further increasing HMOX1 levels with the drug lovastatin in the Lung Alveolus Chip reduced DNA damage and cellular hypertrophy early after the radiation, similarly to the anti-inflammatory drug prednisolone, which we used as a positive control. Later, however, lovastatin worsened the disruption of the endothelial barrier. In fact, by experimentally knocking down HMOX1 expression during later stages, we could partially reverse its later adverse effects,” explained Dasgupta. “This showed that HMOX1 function indeed is very relevant to the development of RILI, but also suggests that targeting HMOX1 and perhaps targets related to other potential processes might require a more balanced therapeutic approach.”
The study is part of a larger campaign at the Wyss Institute aiming to investigate acute radiation damage across several organs and tissues. The group has previously modeled acute radiation injury in Organ Chip models of intestine and bone marrow as well, and each exhibited a different radiation dose sensitivity that matched that of humans. Ingber’s team also speculates that radiation damage in one organ might also affect the function of other organs and plans to address this possibility by microfluidically linking different Organ Chips in the future. They also think that the hypersensitivities of patients predisposed by other lung diseases to radiation could be modeled in personalized Lung Alveolus Chips.
Other authors on the study are past and present members of Ingber’s team, including Amanda Jiang, Amy Wen, Robert Mannix, Yuncheng Man, Sean Hall, and Emilia Javorsky. The work was funded by the FDA (under grant #75F40119C10098), and the Wyss Institute at Harvard University.
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Can gratitude help one live longer and healthier? Research shows that gratitude is strongly associated with greater happiness, positive emotions and improved mental and physical health. Conscious aging is recognizing and accepting the aging process as a natural part of the life cycle or learning to love growing older and eliminating what prevents us from appreciating our golden years. Truth is, we are all in the process of aging at any given moment. How we handle that realization may predict how well we age. It appears that a negative view of aging may actually speed the aging process. Like a self-fulfilling prophecy, fear of memory loss can actually create memory decline. Belief that physical and mental decline is inevitable accelerates whatever decline occurs.
How old is old anyway? Certainly not middle-aged or even late middle-aged as the youngest among us might imagine, if they could even picture themselves growing older. Someone once said that old is always 15 years older than your present age. One survey found that young adults in their 20’s thought that old age began at 60; middle-agers thought it was 70; and those older than 65 thought to add another 10 years before they themselves reached old age. Many people in their 50’s say they feel at least 10 years younger than their actual age, while the healthiest people in their 60’s felt 20 years younger. In other words, as we age most people move the goalposts that represent major life stages.
As long as one remains in a healthy state, perhaps it’s true that age is just a number and you are only as old as you feel. That is not to say that we needn’t live a healthy lifestyle. Not surprisingly, grateful people are more likely to take care of their health by maintaining a healthy weight, staying active and practicing preventive medicine by getting regular health screenings. When not addressed, changes that occur with normal aging, such as high blood pressure or high blood sugar, may make one more likely to develop certain disorders. Timely addressing preventable modifiable risk factors with lifestyle adjustments or medications can potentially prevent development of cardiovascular disease, diabetes and other chronic conditions.
How we age
- Chronological age is a person’s age in years based solely on the passage of time.
- Biological age refers to bodily changes that occur naturally as one ages. Different from chronological age, biological age is measure of determining the state of health, which can be influenced by lifestyle factors.
- Psychological age is based on either a negative or positive attitude towards the aging process.
- Cellular aging is generally defined as a progressive decline in resistance to stress and gradual loss of cellular functions. Cells also have a life span and eventually reach their replication limit.
- Metabolic aging is based on an individual’s basal metabolic rate, or the amount of energy or calories burned while at rest to keep the body functioning. Basal functions include breathing, circulation, cell production, nutrient processing, protein synthesis and more. As we age metabolism slows, affecting body composition, muscle loss and fat accumulation, which is one reason why a healthy diet and exercise are so important to long-term health.
Aging is a lifelong gradual and continual process of natural change that occurs on multiple levels. It is the combination of the impact of time on the human body, as well as the result of how well we take care of ourselves. Taking measures to compensate for changes in various physiological functions that occur during normal aging may slow the biological clock and lead to a longer and healthier lifespan.
Healthy ways to delay the aging process
Eat better: Eat more fruits and vegetables. There are thousands of disease-fighting antioxidants and phytonutrients in fruits and vegetables and many have unique roles in fighting free radical and age-related cellular damage. Strive to obtain 25 to 30 grams of protein at each meal to maintain muscle mass.
Make exercise part of your daily routine: Strength training can improve metabolism and mobility by preventing muscle wasting. Aerobic exercise has many health benefits, including improved cardiovascular conditioning, lowered blood pressure, weight management and better controlled blood sugar.
Take a staycation: In our busy lives, we sometimes feel we don’t even have time to destress. Reduce chronic stress and its detrimental effects on health by taking some time each day to relax and rejuvenate. Every small effort can help to reduce stress hormone production. Try taking a short walk in nature or a warm bath before bed.
Seriously, get some sleep: The quality and quantity of sleep affects mood, energy level, concentration and overall healthy function. Chronic sleep deprivation can result in fatigue and increased appetite leading to weight gain and can negatively affect cognitive and emotional function.
Maintain a positive outlook. Negative attitudes about aging can affect both physical and cognitive health in later years. Aging consciously with a healthy lifestyle and positive attitude may help prevent both physical and cognitive decline. Remember that negative self-fulfilling prophecy? Research has shown that positive self-perceptions about the benefits of aging well can help one to stay mentally, physically and psychologically younger.
Professional Supplement Center offers these and other high quality supplements in support of overall wellness:
Sleep Balance Herbal by Diamond Formulations: Formulated to address occasional restless sleep, Sleep Balance Herbal provides well-researched ingredients that promote sleep onset, aid in sleep/wake cycle regulation and provide calming support for the central nervous system. Free of wheat, yeast, soy, gluten, animal and dairy products, fish, shellfish, peanuts, tree nuts, eggs, and artificial colors, sweeteners and preservatives. Non-GMO kosher formulation.
AntiOxidant Formula by Pure Encapsulations®: This hypoallergenic proprietary formula provides a broad spectrum of antioxidant nutrients in support of the body’s natural free radical defense mechanisms. Gluten free, Non-GMO formulation.
Stress Suppress by Diamond Formulations: Stress Suppress provides specific therapeutic ingredients that encourage natural stress and inflammatory responses, relieve symptoms of stress and frustration and support relaxation without drowsiness. Free of wheat, yeast, soy, gluten, animal and dairy products, fish, shellfish, peanuts, tree nuts, eggs, and artificial colors, sweeteners and preservatives. Non-GMO kosher formulation.
Green Superfood® Antioxidant Sweet Berry by Amazing Grass®: This powerful daily greens formula provides nutrient dense antioxidant super fruits, farm fresh organic greens, digestive enzymes, pre- and probiotics and fiber in support of free radical defense and overall health. Gluten free, Non-GMO, kosher, vegan formulation.
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Learning to Love Growing Old. https://www.psychologytoday.com/us/articles/199409/learning-love-growing-old
10 Things to Stop Doing If You Want a Longer Life. https://www.verywellhealth.com/things-to-stop-if-you-want-to-live-longer-2223866
Aging Types, Causes, and Prevention. https://www.verywellhealth.com/what-is-aging-2224347
Overview of Aging. https://www.merckmanuals.com/home/older-people%E2%80%99s-health-issues/the-aging-body/overview-of-aging
[Aging, basal metabolic rate, and nutrition]. https://www.ncbi.nlm.nih.gov/pubmed/8361073
Positive Attitudes About Aging May Be a “Fountain of Youth.” https://www.psychologytoday.com/us/blog/the-athletes-way/201601/positive-attitudes-about-aging-may-be-fountain-youth
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The study focuses on contemporary forms of folklore and their relationship to Internet. In the Czech lands, the spreading of literacy and print in the nineteenth century, together with the invention of radio and television in the twentieth, contributed to the displacement of oral transmission of many forms of literary folklore. At present, to a certain extent continue to exist short stories (especially urban stories), and also remembrances and short folklore genres (anecdotes, jokes, proverbs, adages, locutions). Internet, that began to expand in the Czech Republic in the second half of the 1990s, became a new platform for circulation of some forms of folklore. The principle of electronic mail in certain respects comes close to the procedure of oral transmission. Besides electronic mail, there exist many web pages that collect for example anecdotes. In these cases, it is difficult or impossible to ascertain their provenance, but this is not a crucial question. Many of the texts presented are parodies to classical folklore genres, but also literary works or film. There is often erotic or pornographic vertone. Thanks to internet and the use of e-mail, the literary folklore (especially its shorter and more humorous forms) acquired new possibilities for spreading and development.
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Click Image for Larger Map
Back to Education IndexArchispirostreptus Gigas, the giant African millipede, is one of the largest millipedes, growing up to 38.5 centimetres (15.2 in) in length, 67 millimetres (2.6 in) in circumference. It has approximately 256 legs, although the number of legs changes with each moulting so it can vary according to each individual.
It is a widespread species in lowland parts of East Africa, from Mozambique to Kenya, but rarely reaches altitudes above 1,000 metres (3,300 ft). It lives mostly in forests, but can also be found in areas of coastal habitat which contain at least a few trees. It is known in Zulu as amashongololo. It is also native to Southern Arabia, especially in Dhofar.
Archispirostreptus gigas is black in colour, and is often kept as a pet. In general, giant millipedes have a life expectancy of about 5–7 years. Giant millipedes have two main modes of defence if they feel threatened: curling into a tight spiral exposing only the hard exoskeleton, and secretion of an irritating liquid from pores on their body. This liquid can be harmful if introduced into the eyes or mouth.
Giant African millipedes are primarily nocturnal, preferring dark, damp areas where they can spend their time foraging and eating. They move their strong legs in a wave-like motion to burrow under leaves and other organic matter.
Giant African millipedes have a symbiotic relationship with mites which live on their exoskeleton and near their legs. They provide the mites with a home and food, and the mites keep the millipede’s exoskeleton clean by eating debris off of it. These mites are harmless to people. There are over 1000 species of millipedes worldwide.
This page is about the crawly Giant African Millipede (Archispirostreptus Gigas)
Click HERE for a Giant African Millipede care sheet.
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Pandemic Unleashes 'Startling' Rise in Dog Bites
WEDNESDAY, Sept. 9, 2020 (HealthDay News) -- Lockdowns gave people lots to growl about. Their dogs may have felt a bit more aggressive, too.
A pediatric emergency department in Colorado saw nearly three times as many children with injuries from dog bites this spring compared to last year at the same time, prompting concerns that stay-at-home orders and other COVID-19-related lifestyle changes may be to blame.
In a commentary published recently in the Journal of Pediatrics, physicians from Children's Hospital Colorado reported the significant increase in dog bite injuries seen in their emergency department since March. They also provided some strategies to prevent these injuries.
"It is well known that the number of dog bites tends to increase during the spring and summer months," said Dr. Cinnamon Dixon, an attending physician at the hospital. "However, this year's rates of emergency department visits due to dog bites have been startling."
She added that "these findings are likely not unique to Colorado nor this institution."
According to the researchers, the increase in dog bite rates began when stay-at-home orders were initiated in March. Still, the high rates have continued even as these orders went away.
"There are approximately 82 million children and 77 million pet dogs in the U.S. who are all living in some variation of restriction," Dixon said. "Families across the country are living under extreme stress and angst during the pandemic, and our canine friends are not immune to their human caregivers' increased anxiety."
The researchers identified some factors that may have contributed to the increase in dog bites during the pandemic:
Increased child-dog exposure earlier in the year because of shelter-in-place regulations
Heightened stress for dogs as they pick up on amplified household stress
Decreased adult supervision around dogs and children as adults juggle increased responsibilities at home
Children and teenagers suffer more than 40% of the dog bite injuries that require emergency care, according to the U.S. Centers for Disease Control and Prevention.
"Dogs can be amazing companions and enrich our lives in so many ways; however it's important to remember that any dog can bite given the right circumstance," Dixon said. "Recognizing the intense pressures and responsibilities that families are under, it is critical that parents and caregivers of children prioritize the best way to prevent dog bites -- which is to always, always supervise infants and children whenever they are near a dog."
She recommended teaching children to never disturb a dog who is caring for puppies, eating or sleeping; never reach through a fence to pet a dog, and never run from a dog.
She also said it's important for dog owners to keep their dogs healthy, maintain routine veterinary care, and properly train and socialize their dogs.
There's more about preventing dog bites at the American Society for the Prevention of Cruelty to Animals (ASPCA).
SOURCE: Children's Hospital Colorado, news release, Aug. 11, 2020
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The immune system is a magnificent creation, yet frequently, its function and performance are oversimplified. The knowledge about the immune system expanded significantly, but we are still in the infancy in terms of understanding its function. In terms of affecting the function of the immune system in illness, we are simply blind.
The immune system works in the allosteric models. There is simple no homeostasis. The system is continuously challenged and has to be regulated, adjusted, and railed in. All these components create an extremely dynamic system which is responding to gut, skin and oral flora, environmental factors, aging of the system at all the time. The system is frequently challenged by a variety of pathogens and internal damage products. Quite often, the system is able to react without exuberant response or is able to establish a new stasis with the offending agent. Occasionally system is overwhelmed. Sepsis, trauma, or surgery are examples of incredible challenges to the immune system.
The immune system is critical for healing. This healing has to happen in the aftermath of inflammation. There is no redemption without confession as one would say 😉 Immune system is the hormonal regulator. The immune system consists of not only leukocytes but also endothelium and other organs. The immune system comes in many shapes and forms. Each organ has a specific and unique immune system. Communication between a component of the immune system is a critical factor in regulation. Conversely, the break-in co-ordination is the hallmark of immune dysfunction. The complexity of regulation is the primary obstacle in influencing this system in disease. The system is too complicated for current understanding. Perhaps a quantum computer could give us enough power.
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Have you ever “lost yourself” in a performance, becoming so absorbed in the act of playing that you forgot your self-consciousness and your sense of time? Nearly all musicians report similar experiences. It’s one of the reasons we play. Psychologists refer to this as flow, an intrinsically enjoyable state of seemingly effortless mastery resulting from full engagement in a difficult task (Csikszentmihalyi, 1990).
Yet that effortless enjoyment also poses a risk. During practice, we often slip into this flow state unintentionally; worse, we do so before true mastery has been achieved, thoughtlessly coasting through our repertoire. We succumb to the impulse to keep playing in pursuit of this state, even through mistakes. But what, in that case, are we really practicing? Exactly those mistakes.
Flow is not a good way to improve performance over time. Instead, research has shown that effective practice requires mindful engagement and conscious self-observation. Actively, continuously reflecting on and correcting one’s performance is necessary to efficiently improve any skill, especially complex psychomotor skills like musicianship. In the research literature on learning, this is known as deliberate practice.
This is one reason why a teacher is so helpful: they engage fully in the task of listening even when we do not. They hear the mistakes, stop us, and bring our focused attention to the mistakes so that we can correct them. The key skill in the transition to learning without a teacher is the ability to listen to your own practice, so that you still have this feedback cycle that is necessary for improvement.
Conversely, flow is enjoyable but in a sense mindless; while it’s important for keeping up motivation and preventing burnout, its overuse leads to inadvertent practice of undesirable motion and expression. Dr. K. Anders Ericsson, a leading researcher on expertise, explains:
Recent analyses of inherent enjoyment in adults reveal an enjoyable state of “flow,” in which individuals are completely immersed in an activity (Csikszentmihalyi, 1990). Similarly, analyses of reported “peak experiences” in sports reveal an enjoyable state of effortless mastery and execution of activity (Ravizza, 1984). This state of diffused attention is almost antithetical to focused attention required by deliberate practice to maximize feedback and information about corrective action.
(from Ericsson et al., 1993; emphasis mine). Dr. Cal Newport phrases this more provocatively: Flow is the Opiate of the Mediocre. Perhaps that’s a little strong, but the accomplished player he quotes gives important advice, in particular to “do what does not come easy.”
Why should we believe that deliberate practice is so important?
The research tells us nearly unanimously that it’s the amount of quality practice, not innate skills or the number of hours mindlessly put in, that matters most in developing expertise. From the same review by Ericsson:
People believe that because expert performance is qualitatively different from normal performance the expert performer must be endowed with characteristics qualitatively different from those of normal adults. This view has discouraged scientists from systematically examining expert performers and accounting for their performance in terms of the laws and principles of general psychology. We agree that expert performance is qualitatively different from normal performance and even that expert performers have characteristics and abilities that are qualitatively different from or at least outside the range of normal adults. However, we deny that these differences are immutable, that is, due to innate talent. Only a few exceptions, most notably height, are genetically prescribed. Instead, we argue that the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific domain.
(Emphasis mine.) Again and again, studies of amateur and professional musicians (and athletes, and essentially every domain in which one can gain expertise) have shown how much the quality of practice matters. This should come as no surprise. We all have things we’ve been doing our entire lives but in which we’re not world-class experts: typing at the computer, reading, scrambling eggs, shaving, driving. That’s because the hours we pour into these activities are not deliberately directed toward specific goals of improvement, incorporating a tightly repeating cycle of feedback and correction. We’re not aggressively poking at the boundaries of our ability. We just do these things, and often that’s good enough.
You’ve probably even had plateaus like this in aspects of your own music. You put the hours in, yet week after week it sounds the same. But in this case, we have both the knowledge and motivation to go beyond “good enough” in our practice.
So what are the key components of effective practice? In How Learning Works (2010) the educators and researchers Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman summarize the state of scientific knowledge on teaching and learning. This isn’t a book about “cutting-edge” experimental results yet to be truly put to work in classrooms—the authors talk about some of the most robust results in psychology, time-tested and persistent across domains. They devote an entire chapter to the question: What kinds of practice and feedback enhance learning?
The answer, broadly, is that goal-directed practice and targeted, timely feedback are critical. You can read a summary or the book itself for more details on the relevant research, but the essential points relevant to musicians are the following:
1. Use explicit, specific goals. That is, a goal of “practice harder” won’t be very effective. Better to say: “I want to be able to play this passage without stumbling, at any speed,” or even better, “I want to eliminate this particular error.”
2. Progressively refine your goals. As you accomplish goals like the above, focus in greater detail on speed, interpretation, touch, and the connection with the rest of the piece.
3. Practice at an appropriate difficulty. For the most part, you should play at a speed where you’re not making mistakes, but just barely. (It is still important to vary your practice, for example by playing much faster, slower, or with exaggerated expression.) You don’t want to practice wrong notes and bad habits, but you need to find the boundaries of your abilities and push them. “Flow” implies some difficulty: just enough to engage our skills and attention to the point where our mind has no time left for reflection. But there’s no focused improvement there. Deliberate practice, in contrast, is effortful and repetitious.
4. “Scaffold” your practice to encourage deliberate practice. Slow things down or break passages apart to the point where you can focus all of your deliberate attention on what you’re trying to improve. Don’t play the whole piece if you have particular mistakes you want to fix—you’re likely to lose focus by the time you get to the tricky part, when you could have really hammered on it alone for that whole time. Build in cues to make sure you don’t fall into flow states, for example with a recurring timer or by playing passages in a random order.
5. Take frequent opportunities to evaluate your practice and incorporate self-feedback. Don’t play through the whole piece, recall your mistakes, then play through the piece again expecting to correct them. Break your practice into shorter units like passages or even individual figures, where you have the opportunity to directly and immediately correct what you hear. Each mistake is an opportunity to never have to make that mistake again.
These principles of deliberate practice guided the development of Piano Practice Assistant, an app for Android phones and tablets. You can use it to track your progress toward passage-specific, self-determined goals as you practice. Even better, you can divide each piece into sections and subsections, which are then automatically scheduled for a practice session in a random order on short timers, with a preference towards more difficult and longer-forgotten passages. The additional principles of spaced repetition and interleaved practice, as well as the idea of building practice habits through self-directed learning, are also core design principles of the software to improve both your music and your memory.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. (Amazon) (summary)
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
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I read an interesting article the other day. It really caused me, as a sustainable agriculture researcher, to pause and think. The article was titled: “Urban bees are living healthier lives than rural bees”. You can read it here1.
What made me think was just the audacity of the statement. The researchers introduced colonies of wild-caught bumblebees to urban and agricultural environments. The colonies in the urban environments grew quicker, and larger than the ones in the agricultural environments. This is crazy to think. My natural assumption would be that any living thing should grow better in rural areas. There is the fresh air, less people, etc.
Two reasons were provided for why they found the results they did. 1) There is a greater diversity of flowers, as a source of pollen, from the gardens in cities. 2) There are much less pesticides prevalent in cities.
For a more in-depth discussion on this read Sustainable food production: Is agriculture playing its part?
The point of this blog was more to make us think again. I realised again that there is still a lot of work for us, as the sustainable agriculture community, to do. We need to continue improving the health of agricultural land. Two of the many ways we can do this are highlighted by the article. 1) Increase the plant diversity on agricultural land, for example through multispecies pastures, diverse cover crops and intercropping. 2) Reduce pesticide, herbicide and fungicide use.
I am excited by the potential of sustainable agriculture to create healthy, thriving rural communities. Rural areas with flourishing, diverse plants and animals, unencumbered by the burden of harmful chemicals. Rural communities which provide sufficient, healthy food for the global population, while contributing positively to the health of the environment. I realise it is a massive task, but that’s what excites me.
Let’s continue working to create a rural environment where bees can once again thrive.
- https://qz.com/1365290/cities-could-save-the-bees-theyre-healthier-than-farm-bees/ – Accessed 20 October 2018
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Syntax: FOR control-variable = start-count TO stop-count [STEP increment]
Discussion: The FOR statement starts a repetitive series of program statements (i.e., a loop). The statements following a FOR statement up to the associated NEXT statement form the loop.
The control-variable parameter is a previously-defined numeric variable with sufficient length and precision to store the values specified by the start-count, stop-count, and increment parameters.
The start-count parameter is the initial value assigned to the control-variable. It may be a numeric constant or numeric variable.
The stop-count parameter is the maximum value assigned to the control-variable. Stop-count may be a numeric constant or numeric variable. When the maximum value has been reached, the statements inside the loop will be executed for a final time and program flow will continue at the statement immediately following the NEXT statement. (The control-variable will retain the maximum value assigned.)
During the looping process, the value of the control-variable is incremented according to the increment parameter. If not specified, the increment is 1. The increment may be a numeric constant or numeric variable.
FOR/NEXT loops may be nested to any level.
FOR VALUE = 1 TO 250 ! Start loop from 1 to 250 SQUARE = VALUE * VALUE ! Compute square PRINT (0) VALUE;SQUARE ! Print value and square NEXT VALUE ! Continue loop
FOR LINE = 1 TO 60 ! Loop from 1 to 60 READ (1,DATA) EXCP=9999 ! Read the next data record PRINT (2,INFO) ! Print a line on the printer NEXT LINE ! Continue loop
FOR I = J TO K STEP M ! Loop using variable values PRINT (0) "Value is: ";I ! Print the value NEXT I ! Continue loop
FOR ROW = 1 TO 50 ! Start outer loop (count 1 to 50) FOR COLUMN = 1 TO 200 ! Start inner loop (count 1 to 200) SUM=SUM+DATA(COLUMN,ROW) ! Add up array elements NEXT COLUMN ! Continue inner loop NEXT ROW ! Continue outer loop
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Write down your homework assignments.
In my son Colin’s third grade classroom, all the homework assignments were written on the chalkboard, right next to the door. In my son Jared’s fifth grade classroom, the week’s worth of homework was posted on a board; each day’s work could be found under its day’s heading – Monday, Tuesday, etc. School life is a lot easier when expectations are clearly stated, and learners given the time and skills to meet them. It’s a good practice, this writing down assignments.
This past week, I began my fifth year as my public library’s learning gardener. With Marcia and Katarina, my co-leaders, an eight week plan was created, materials selected, and our overall expectations for the program listed. Each day, I do my best to encourage the pre-school participants (and their parents, grandparents, siblings, and other guardians) to experience the garden, learn one new skill or idea, and try a garden-based snack. Each week, my co-leaders and I sit down to review the week and evaluate what did and did not work. Ideas for the next year are jotted down – our best attempt to learn from our successes and failures. At the end of the summer, we’ll look back over the entire program – not just for the pleasure it gives, but to grow next year’s program from its fertile soil.
If I were to write my assignments on a board – what I need to do to grow as I foster the growth of my young learners, I guess the list would look something like this…
- Keep what brought joy to the children and adults who spent time in the garden.
- Leave the outside world in better shape every year – garden beds, trees, bushes, patios and pathways.
- Point out the startlingly beautiful everyday miracles – butterflies, birds, spiderwebs, fireflies, flowers, and rocks.
- Be a good neighbor to the bunnies, squirrels, hawk, and groundhog that call the garden area home.
- Remember that the assignments are a means to a holy life, not ends unto themselves.
- Be a good partner, and let others lead when they are ready.
- Love the people life gives you.
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A city in Saudi Arabia with 870,000 inhabitants (2003 estimate), situated in Hijaz, in western Saudi Arabia.
The city was originally called Yathrib, but after Muhammad (Peace be upon him) and the Muslim community fled Makkah in 622, Yathrib was chosen as the new headquarter, 330 km north of Makkah. Soon the city was called ‘City of the Prophet’, ‘madūnatu n-nabiyy’. From this place Muhammad (PBUH)’s community grew in strength, size and importance. After 8 years they had grown strong enough to force Makkah to give in.
Muhammad (PBUH) did visit Makkah after this, but he departed from this world in 632 in Yathrib. Muhammad (PBUH) was buried here, and a mosque was built around his grave.
Medina was the capital of the Muslim community until 661, when Damascus became the capital of the Ummawiyys.
Soon after the departure of Muhammad (PBUH), people started coming to Medina, to pay respects at his grave. This tradition has grown in importance, and today all those who has the means, try to visit Medina after doing the hajj in Makkah.
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Four well-preserved residences in an ancient village were unearthed in two large excavation projects in 2003 and 2005 in Henan Province, providing an insight into rural life dating back 2,000 years.
The village in Neihuang County of Henan dates back to the late Western Han Dynasty (206 BC - AD 25), according to Sun Xinmin, director of the Henan Provincial Institute of Cultural Relics and Archaeology.
"With the excavation, archaeologists were able to map out the layout of the ancient village and the architecture of village residences in the Western Han Dynasty for the first time," Sun said.
The unearthed residences are separated by surrounding farmland, contrary to what archaeologists first thought. Sun argued that this shows the basic social structure in rural areas at that time, which is one of the most valuable findings.
Every residence has tile roofs, a courtyard and its own well and consists of a gatehouse, wing-rooms, porches and washrooms.
Archaeologists believe there used to be mulberries, elms, crops and alleyways outside the courtyards.
The roofs, which are well-preserved in their original state, are considered extremely precious by archaeologists.
The village is near the ancient Yellow River and was probably submerged by a flood, where it lay silent for many years, archaeologists said.
(Xinhua News Agency February 6, 2006)
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It seems that spring has finally sprung, the changing of the seasons heralded by the blooming of daffodils and dandelions along the city sidewalks. This burst of springtime brings with it a milestone for Cute and Mundane - we've just passed one million page views! So, in celebration, I'd like to share a reflection on beauty and art in this latest edition of the Inspired by Art series- and who better to guide this reflection than impressionist master, Pierre Auguste Renoir!
Renoir was born into a French working-class family in 1841. At an early age, he took a job at a porcelain factory to help support his family. It was there that his talent for the arts was first noticed, and he became tasked with painting intricate designs on fine china. In his early twenties Renoir began studying art formally in Paris, where he met fellow impressionists, among them Claude Monet and Alfred Sisley. Unlike his contemporaries however, Renoir never had the benefit of family affluence or wealthy patronage, and often struggled to afford even the basic paints he needed for his work. Perhaps this is why Renoir painted (and was often criticized for) overly idyllic scenes – scenes that shirked the bitter realities of life, exchanging them for utopian daydreams. Renoir himself once said, referring to his paintings: “There are enough ugly things in life for us not to add to them.”
Renoir's beautiful 1879 painting Acrobats at the Cirque Fernando is a shining example of the dreamy aspect of his work. The painting depicts a pair of happy, innocent young girls collecting oranges tossed by the audience after a successful performance. In reality, the two girls, Francisca and Angelina Wartenberg, are aged 17 and 14, much older and more mature than the painting suggests. Furthermore, it almost goes without saying that circuses (especially of that era) were certainly not innocent and playful places. We could easily write off the painting as a gross embellishment of the truth. Perhaps what we should take away instead, however, is that Renoir managed to take a place as dark and exploitative as the circus, and find a nugget of beauty within it to cultivate and share with the world.
To add definition in this Renoir inspired look, one can use the classic dark brown of the acrobats' hair and eyes. Bobbi Brown Black Chocolate (reviewed here) is a nice dark brown liner shade. For more interest, a brilliant blue can be used instead. You might notice that much of the shading in Renoir's painting is done with a dark blue. My favorite blue is NARS Outremer (reviewed here). An alternative color to pair with the yellow would be an orange, such as MAC Optimistic Orange.
Alternatively, colors from the surrounding could be used to color tips and toes. Sephora by OPI Going Nude Eh? is a pale tan like that of the floor. Sephora by OPI Hi Def is a bright orange. Sephora by OPI Blue Grotto channels the blue of of the background crowd.
Finally, my Renoir based look wouldn't be complete without a scent to match! For the past couple of Inspired by Art posts, I've been incorporating perfume to quite literally add another 'layer' to the experience. I was particularly inspired by the tissue wrapped oranges tossed to the acrobats, so I've chosen a couple celebratory orange-family scents. Fan di Fendi Eau de Toilette (reviewed here) has tangerine citrus notes, with florals to add a playful whimsy like the acrobats' ruffly outfits, and soft leather, like their yellow boots. A more French option, by one of my favorite perfumers, Jean Claude Ellena, is Hermès Elixir des Merveilles. Elixir des Merveilles is an oriental orange with a delightful round bottle to match!
It's true that Renoir didn't paint a realistic depiction of the Wartenberg sisters. He even went so far as to paint them not from memory, but posed in his studio under natural daylight. (In explanation, Renoir remarked that the circus tent gas lighting “turns faces into grimaces”). What is equally true, however, is that Renoir would have never created such a wonderful work of art had he not seen the beauty hidden in the reality. As beauty enthusiasts, we can take this sentiment to heart; makeup and perfumes may be pleasant to look at and smell, but they aren't what make us beautiful – we've already got true beauty tucked away inside ourselves.
Thanks for reading!
P.S. Be sure to check out more posts from my Inspired by Art series here!
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Contact lenses (CL:s) increases the risk of certain medical conditions. This is due to various factors, and many of them are within our control to at least decrease the risk of even if we can’t eliminate them completely.
One risk associated with CL is the risk of the cornea not getting enough oxygen (corneal hypoxia). There are several things we can do to reduce the risk of developing complications from corneal hypoxia.
- Have routines in place that prevents you from falling asleep when using CL:s that aren’t suitable for sleeping with. Do you have a tendency to fall asleep in front of the TV at night? Switch to glasses before you sit down in front of the telly. You may also want to consider getting CL:s that are safe for use while sleeping.
- Never use CL:s longer than recommended by the manufacturer.
- Have your eyes checked once a year by an eye care professional, e.g. an optician. They can detect early warning signs.
Another problem associated with CL:s is problems caused by pathogens such as bacteria, virus, fungi, amoebas, etc.
- Be strict about hygiene when putting in and taking out CL:s.
- Be strict about hygiene for eye make-up products.
- Avoid touching your eyes without cleaning your hands first. Also remember that pathogens can be transferred from the area around the eyes if you are scratching your eyes.
- Have a pair of glasses as back-up for high-risk situations, e.g. when you are sick with the flu or taking care of infectious family members.
- Eye abrasions will increase the risk of eye infections. Never use CL:s that hasn’t been fitted for your eyes.
- Don’t leave the CL in the eye longer than recommended.
- Discard the CL in accordance with the manufacturer’s recommendations or earlier.
- Multi-use CL:s must be properly cleaned between uses.
- If you are using multi-use CL:s, remember that the CL case can turn into a breeding ground for pathogens. Follow the manufacturer’s recommendations for cleaning, airing and replacing the case. If problems persists, you might want to consider switching to single-use CL:s.
Corneal abrasions is another problem associated with contact lens wear.
- Only use CL:s fitted for your eyes.
- When you are new to CL:s, cut your fingernails short to avoid poking yourself in the eye when inserting and removing the CL:s.
- Use moisturizing eye drops before removing the CL if the eye feels dry.
The tips above are just a few suggestions and are not exhaustive. Your eye care professional and the CL manufacturer will be able to provide you with more instructions regarding safe CL use and how you can decrease the risk of developing any of the complications listed here below.
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Earth Day began in 1970 as a way to bring awareness to the environment and especially air and water pollution. Many people did not know much about environmental science at that time, and people who did were considered a bit on the strange side. Fast forward more than forty years and environmental science and being green are the wave of the future. It’s actually trendy to show concern!
Many people try to live sustainable lives, leave a low carbon footprint on the land, buy local by joining a Farm CSA, or support clean energy sources for their homes. It’s just the right thing to do for our planet.
Simple Ways that you can do your part to support Earth Day with your Eating Habits for the coming year are:
- Use all leftovers to avoid waste: There are several ways to do this. Eat the same meal twice, take lunch leftovers, or repurpose the meal into another meal that does not resemble the first meal. This is so simple to do, but takes a bit of planning. If you plan a roast one day, you can make a stew in the next few days from the leftovers. There are many ideas for repurposing leftovers.
- Consider making a pot of healthy soup each week that can use all of the leftover vegetables that you might be tempted to throw out before shopping. Some of my most amazing soups have been made from my weekly refrigerator clean out. Make it your goal to throw away no food and see if you can accomplish this. You will be amazed at the money that you will save. A huge pot of soup will also yield lunches for most of the week as an added benefit.
- Take up the lost art of Canning and Freezing to celebrate Earth Day. Start a vegetable garden, join a local CSA, or visit your local farmer’s market to purchase the freshest produce. Can and freeze for the coming year. This might mean you need to purchase canning jars, a canning water bath, pressure cooker, or a freezer, but those are one time purchases. My mom freezes much of her vegetables for the year, and they are nicely stacked and labeled in her freezer.
- Consider joining a local farm CSA or at least shop from your local farmer’s market. You can purchase local, freshly picked produce that has not been transported half way around the globe. Food tastes and smells so much better fresh picked. Know which foods are heavily treated with pesticides and purchase organic choices as much as you can for them. Organics have come down in price in the last few years and there are often sales. A savvy frugal shopper who does not waste 40% of his/her food purchases can afford organics!
- Recycle in any way that you can and avoid using the dump. Many communities have huge recycle programs. Recycle all of your papers, cans, plastics, newspapers, and magazines. Don’t be lazy. Compost your food scraps, if you have a place to do so, or get into the art of red wiggler worms! These are all simple to do and will save landfills. Don’t buy single packaged goods, but buy the largest containers possible to generate less trash. Get creative.
Life is to be lived to the full, but not in excess. Many of you live in excess; excess weight, excess stuff, and excess bills, from overeating and overbuying, which leads to overproducing in the world. Please protect the earth this year by living prudently. Happy Earth Day for the Entire Year!
Earth Day Kids Project at Squaw Valley, California on 4/21/12
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How long does it take for a pregnant woman to sleep on her right side before the fetus becomes hypoxic? This is a question that concerns many expectant parents. During pregnancy, the sleeping position of a pregnant woman may affect the health and comfort of the fetus, so it is very important to understand how long sleeping on the right side can lead to fetal hypoxia. First of all, we need to understand why sleeping on the right side of a pregnant woman for a long time can lead to fetal hypoxia. This is because pregnant women staying in the same sleeping position for a long time may compress the veins, affect the return of blood, and prevent the placenta from receiving sufficient blood supply, resulting in fetal hypoxia. [The most complete and best sound quality in history] 32 sets of 100 must-listen late-pregnancy music for free. So, how should pregnant women solve the problem of hypoxia in the fetus after sleeping on the right side for a long time? First of all, pregnant women need to change sleeping positions regularly and avoid staying in the same sleeping position for a long time. Secondly, pregnant women can use some pillows or cushions to support their bodies to increase comfort. In addition, pregnant women can also receive massage to promote blood circulation and relieve fatigue. Next, let us use a case to analyze the problem of fetal hypoxia for how long pregnant women sleep on the right side. Xiao Li is a 6-month pregnant woman. She usually likes to sleep on her right side because it makes her feel more comfortable. However, she recently heard that sleeping on the right side for a long time may affect the oxygen supply to the fetus, which made her very worried. So she went to the hospital for a checkup, and the results showed that the fetus\’s oxygen supply was normal, but the doctor advised her to pay attention to her sleeping position and avoid staying in the same sleeping position for a long time. From this case, we can see that sleeping on the right side of a pregnant woman for a long time does not necessarily lead to fetal hypoxia. However, in order to ensure the health and comfort of the fetus, pregnant women still need to pay attention to their sleeping posture, change sleeping positions regularly, and pay attention to maintaining the sleep environment. The quietness and comfort. In short, the issue of fetal hypoxia needs to be taken seriously as to how long a pregnant woman sleeps on her right side. In order to ensure the health and comfort of the fetus, pregnant women need to regularly change sleeping positions, use some pillows or cushions to support the body, and perform massages and other measures to relieve fatigue and promote blood circulation. At the same time, pregnant women should also pay attention to keeping the sleeping environment quiet and comfortable. Finally, let us end this article with a famous quote: \”Proper rest is the main factor in fitness.\” – Plato. This sentence tells us that proper rest is very important during pregnancy. Pregnant women need to maintain good sleep habits and lifestyle to ensure the physical and mental health of themselves and their fetus.
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Dramaturgical study of the concept of “Anorexia mirabilis”
An emaciated body will more readily pass through the narrow gate of Paradise,
a light body will resurrect more rapidly, and in the grave a wasted body will be preserved best.
Tertullian, De anima, (early 3rd century)
The historical evolution of the significance of female self-starvation has appeared in many morbid guises – in the extremes of religious fasting and the abstinence of saints, in hunger strikes, the exhibitions of hunger artists, and the compulsion of the depressed and the possessed. In the 1800s it achieved the rank of a syndrome, anorexia nervosa, and has continued to inspire a glut of theories and a vast literature.
Many fasting women are reported by chronics or process documents, attesting the fame they have been able to reach. In the summer 1826 the Dutch fasting girl Engeltje van der Vlies receided more than 1000 visits and even appeared as an actraction in an english traveller’s guide. Also famous and recognized were Mollie Francher, the “Brooklyn Enigma”, Elizaneth Barrett, the “Angelic Invalid”, Clare de Serval, the “Apostle of Hunger”. From saints Catharine of Siena, Catharine of Genoa, Margaret of Hungary, Joan of Arc, Lidwina of Schiedam, Beatrice of Nazareth till the sophisticated Christina Georgina Rossetti, model and sister of Gabriël Rossetti, starving women give out a strong message, performing it with their own bodies.
The history of the concept of female self-starvation is the starting-point of a music theatre project in which a group of women performers, representing fasting saints and anorexics from early to modern times, appears together on the stage.
Around them, invisible, is positioned a second group, consisting of disembodied male speaking voices, commenting, condemning and speculating. They are hagiographers, doctors, priests, judges, heads of family and theoreticians who have, over the centuries, sought, ultimately unsuccessfully, to explain the causes of this condition.
The libretto will be realized by Guido Barbieri collecting documents, testimonies, oral histories and transcripts related to self-starving women in different historical situations, bringing to life some characters. Each character will be represented by one soloist of the female choir, doubled by a tremble female voice.
An ensemble of musical portraits of real women of the past, each telling her story and expressing her ideas through a specific vocal style, in a superimposition of different “solitudes” of female vocal idioms focused on starving.
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MBMG geoscientists collect, interpret, and distribute geologic data used to manage Montana’s water, land, mineral, and energy resources, and to assess geologic hazards. Our geologists have detailed knowledge of Montana’s stratigraphy, structure, and geologic history, and expertise in tectonics, geochronology, earthquakes, landslides, fossil fuels, economic geology, mineralogy, environmental assessment, and science education.
An inventory and characterization of abandoned and inactive mines in Montana, in cooperation with the USFS and BLM. Also gathers new information on the economic geology and hydrogeology associated with these abandoned and inactive mines.
Geologic mapping in Montana is supported by the U.S. Geological Survey’s STATEMAP Program, a component of the National Cooperative Geologic Mapping Program. All published STATEMAP products are available for free download from the MBMG website and also from the USGS National Geologic Map Database.
The MBMG Earthquake Studies Office operates the Montana Regional Seismic Network, a network of 42 permanent seismic stations located throughout western Montana. Our mission is to monitor, analyze, and report on Montana earthquakes and make these data available for seismic hazard research and to the public. MBMG geologists also use new fault mapping, paleoseismology, radiometric dating techniques, and remote sensing techniques using Light Detection and Ranging (LiDAR) to identify new active faults and update Montana’s Quaternary fault database used for the National Seismic Hazards Maps. The Landslide Hazards Program aims to identify, map, and categorize landslide areas across the State of Montana to better understand spatial distribution and causes of ground failure to help mitigate against landslide hazards.
MBMG’s Economic Geology program supports metallic mining and conducts studies to generate interest in future exploration for new mineral deposits. MBMG geologists conduct detailed studies on historic mining districts that update understanding of mineral resource genesis and generate new isotope geochemistry, fluid inclusion, trace element geochemistry, and mineralogical data useful for future exploration programs. MBMG geologists also participate in the Earth Mapping Resources Initiative (Earth MRI), sponsored by the USGS. Earth MRI uses state-of-the-art geologic mapping and airborne geophysical and topographic (LiDAR) surveys to map critical mineral resources in the U.S.
MBMG geologists conduct scientific investigations of the State’s energy resources, including coal, oil and gas, geothermal resources, and uranium, providing data and information to promote and support the responsible development and utilization of these resources. We provide knowledge about our energy resources to a variety of audiences, from those making energy and land-use policy decisions to the general public.
The MBMG’s Mining Archives repository includes thousands of mining-related maps and files for many Montana mining properties. The information ranges from engineering, geologic, and historical reports to photographs, correspondence, and some production information. With funding support from the Montana State Legislature, the MBMG began digitizing documents and maps in the collection to preserve them electronically and make them accessible online to the public.
GWAP oversees the collection, interpretation, and publication of essential groundwater information. GWAP includes three complementary efforts to improve the understanding of Montana’s groundwater resources:
GWIP encompasses site-specific studies of groundwater resource concerns that support statewide and local decisions regarding water. The Montana Legislature established GWIP in 2009, with a design that allows local communities or other stakeholders to nominate projects for study. GWIP projects address both groundwater quality and quantity, encompassing questions related to effects of existing and proposed groundwater development on streamflow, changes in land use, and evaluating effects of drought on groundwater and surface-water supplies.
The Environmental Program undertakes site-specific investigations with an emphasis on water quality, water level, and discharge from abandoned mines. Studies primarily focus on environmental impacts related to historic mining and milling operations. Some of these projects extend in various forms over decades, with a notable example being MBMG monitoring of the Berkeley Pit and underground mines in Butte and abandoned coal mines in Belt. Other topical studies have related to the presence of organic compounds in groundwater, reclamation of dryland salinity problems throughout central and south-central MT, and elevated concentrations of antimony and arsenic in drinking water supplies.
The Energy Program, housed in our Billings office, includes both resource mapping of coal and hydrocarbon reserves as well as groundwater studies and monitoring around coal, gas, and oil development. The MBMG has been responsible for measuring and interpreting groundwater responses to coal mining since the late 1960s and includes one of the nation’s longest continuously measured monitoring well networks. This work was extended into the coalbed methane fields (CBM; a form of natural gas in coalbeds) when CBM production was introduced to southeastern Montana in 1999. The MBMG has developed good working relationships with landowners, industry, and regulators near coal development, and the science provided by the MBMG has eased concerns about water loss and contamination.
Many other groundwater studies conducted by the MBMG address various aspects of Montana’s environment, including investigations of water quantity issues related to agricultural irrigation, identifying groundwater resources and availability, and attending to specific concerns brought to the MBMG by Montana’s communities.
SWAMP is a joint program initiated by the Department of Natural Resources and Conservation (DNRC) and the Montana Bureau of Mines and Geology to collect real-time stream-flow data and conduct watershed assessments to aid decision making and policy development in Montana. While data collection, compilation, and dissemination are critical in the short term, these data provide important information to support watershed studies aimed at constructing predictive models of surface-water and groundwater resources subject to development and climate change. Watershed studies conducted under this program will provide opportunities for applied research and training for students of the Montana University System.
The Data Center on the MBMG website links to our many databases of useful and critical information on groundwater, mines, coal, geology, earthquakes, publications, historic maps, and more.
Our catalog contains all MBMG publications as well as U.S. Geological Survey publications related to Montana's geology, hydrogeology, etc.
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This year’s first total eclipse of the moon will last an unusually long time.
That is, unless you live in Canada or the United States. North America will not be privy to Wednesday’s lunar spectacle.
The period when earth’s shadow completely blocks the moon will last 1 hour and 40 minutes. The last time the moon was covered for so long was back in July 2000, when it lasted 7 minutes longer.
Normally, the full moon glows with reflected sunlight. A total lunar eclipse happens when the moon glides through the long shadow cast by the Earth and is blocked from the sunlight illuminating it.
As the moon plunges deeper into the shadow of the earth, the disk appears to gradually change color, turning from silver to red or orange. This is because some indirect sunlight still reaches the moon after passing through the atmosphere, which scatters blue light blue. Only red light hits the moon.
Because the moon will pass close to the center of the earth’s shadow, the total eclipse phase will last longer than usual.
The entire eclipse should last a little over 5 1/2 hours. Observers in Europe will miss the first part of the show because it will happen before the moon rises. Eastern Asia and eastern Australia will not catch the final stages, which will happen after the moon sets. Portions of South America will be able see the moon completely shrouded.
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Hash table is a data structure that combines an array with a linked list. It takes the random access ability of an array and combines it with dynamism of linked list.
If implemented well we are basically taking all the advantages of both the data structure to get insertion,deletion and search in constant time.
Hash table is a combination of two things:
- Hash function: it returns a positive integer that is called hash code.
- An Array: it is capable of storing data of the type we want to store
The basic idea of hash table is we take our data and run that data through the hash function, so the data is processed and return a number (called hash code) and with that number we just store the data we want to store in the data structure.
But how can we define our hash function? There is no one particular way to define a hash function. There are lot of good and bad hash function. And as we’re trying to get the operation close to constant time we’ll have to implement good hash function.
A good hash function should have:
- Use only the data being hashed -> we don’t want to incorporate anything else other than the data
- Use all the data being hashed -> we want to use all of the data
- Be deterministic -> every time we pass the same data we should get the same hash code
- Uniformly distribute data -> data should be spread out through out the able
- Generate very different hash code for very similar data
In the picture above we are taking a string ans adding ASCII value of each of the character and returning the sum mod the size of hashTable(i.e HASH_MAX) and that is our hash code and we are saving the string to that position of hash table.
What about Collision?
But if there is two input first- “aaop” and second- “paoa” both of them will return the hash code 7 if we use the above hash function. So, which ever data will save in the hash table that will be overwritten by the later one. We call this problem collision.
Collision occurs when two pieces of data run through the same hash function and returns the same hash code.
But we want to save both the data into the hash table. So, how do we do it? one way can be linear probing.
In linear probing, if we have a collision, we try to place data in the next consecutive element in the array until we find a vacancy.So, if we can not put any of the two strings in hash code 7 then we’ll try to put it in 8 and if that is also not vacant we’ll increase hash code until we find it. That means we are stretching away from constant time and leaning toward order of n with this process, and this problem is called clustering.
So, linear probing is subject to a problem called clustering. That means once there is a miss, two adjacent cells will contain data, making more likely that in the future cluster will grow.
The other problem is in our code we are still have room for specific amount of string(i.e HASH_MAX) that means we are still limited. We can only store as much data as we have location in the array.
So, how can we solve these problems? This is where chaining comes in play. And this is where we bring the linked list back to the picture. What if each element of array holding one piece of data, it held multiple pieces of data?
But that doesn’t make sense, we know each element of array can only one piece of data of a data type. But what if that data type is a linked list?So, what if every element of an array is a pointer to the head of a linked list? Then we can build these linked list and grow them arbitrarily.
So, we start to grow these chains out of the array locations. Now we can store an arbitrary amount of data into the hash table without ever running into collision.
And we know that when we insert something in the front of the linked list, that is a O(1) operation.
But we know search or find function in linked list takes O(n) time. But instead of having one linked list, we now have HASH_MAX(i.e size of array) number of linked list where HASH_MAX can be 10 or 1000 whatever the size of array is, then time complexity is O(n/10) or O(n/1000).
We know theoretically we disregard constants when we measure complexity, but in real world these things matter. We will notice this happens to run 10 times or 1000 times faster, because we’re distributing one long chain (linked list) across the 1000 smaller chains.So, each time we search through one of those chains we can ignore the other 999 chains we don’t care about.
As we are focusing on only one linked list which on average going to be thousand times shorter. So, we still are tending toward the average case of being constant time.
How Chaining works
We take the hash code and make it point to the node which contains the string. And in collision i.e if we try to put “paoa” in the hash table:
We make a new node with that data and put it in end of the list that was pointed by 7.
Implementation of Hash Table with Chaining
First thing we’ll do is — create a class called HashTable.
In this class at first we’ll declare a private variable called HASH_MAX that will be the size of hash table. Next we’ll create a class called linkedList. And after this will declare the hashTable array that is linkedList type.
Now will declare the constructor and functions we need. First function is the hash function that I’ve talked about earlier. Next we’ll declare the insertItem() function through which we’ll insert our hash table values. And the last two functions are numberOfItemsInIndex() that returns size of every index and printTable() will print the values of the hash table.
Now let’s see in details how these constructors and functions work.
In this constructor we’re just putting default values to every index of the hashTable. First we are creating a new linkedList and assigning it in hashTable’s every index, then we are giving a default data to the linked list of that index and giving default value to the next pointer.
This is the same hashFunction we used earlier. we’re just adding up all the ASCII values of the string and returning sum mod HASH_MAX.
For insertion, first we’ll pass the string through the hashFucntion and initialize the returned value in the index variable. Then we’ll check if any value is saved in that index or not. If the data element of the first element is equal to “empty”(that is out default value) then there is no value saved in this index, so we’ll just initialize the data of the first element of that list as the string we provided. But if there is one or more values saved in that linked list, then we’ll create a pointer called tmp and initialize it with hashTable[index] linkedList and then create a new node for this linked list called x and will initialize data of this node with the provided string and the next pointer of this node with NULL. After that we’ll run a loop till end of the list and when we’ll go to the last element, we’ll just initialize it’s next pointer with the new node (i.e. x) we created.
Thais fuction takes a index number as parameter and returns how many strings are saved in that linked list. First we check if the list is empty of not, if it is empty we’ll return 0 else we’ll increase the count then declare a linkedList type pointer called tmp and initialize it with linkedList of the provided index. Then we’ll just run loop till end of the list and increase the count variable and then return the value.
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The present paper is based on field work conducted in village Mana in Joshimath subdivision of the District Chamoli, Uttarakhand, among Bhotias. The group of Bhotias residing in this village belongs to the Marcha Bhotia category and is transhumant in nature. The paper gives an ethnographic background of the Bhotias and then focuses on the major ethno-medicines which are used by these people. These medicines have been in use through the ages. This traditional knowledge is of significance since the health services in this region are limited and these medicines are effective in curing patients. The intellectual property right of these medicines belongs to these people and they must be given the credit for it.
Key words: Mana village, Bhotias, ethno-medicine, traditional knowledge.
Copyright © 2023 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0
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Lesson Three: Votes for Women, A Voice for All: Helen Keller, Suffragist
Helen Keller never ceased to demand that women, the poor, and the disenfranchised be afforded an equal chance to live a full life. The digital Helen Keller Archive holds a rich collection of her writings agitating for women’s suffrage. These letters, articles, and speeches reveal the breadth and depth of Helen Keller’s advocacy for women’s voting rights, including the intersection of her beliefs about suffrage and economic justice.
Students find, read, and analyze primary source documents in the digital Helen Keller Archive related to women’s suffrage. Through close reading and guided exploration, students learn about Helen Keller’s activism in support of suffrage and analyze her multi-pronged and audience-specific arguments.
Teachers may expand this lesson with written or oral performance tasks. Guidance for implementing a Document-Based Question discussion and essay are included in the second half of the lesson plan.
Note: This lesson focuses on Helen Keller and her support for women’s right to vote. It works best in conjunction with broader study of the 20th century suffrage movement and the passage of the 19th Amendment. If you are in need of more comprehensive suffrage lesson plans, see the Resources section of this document.
- Read and understand primary source documents from the early 20th century.
- Analyze and dissect arguments in favor of women’s suffrage.
- Identify specific evidence used to support a primary argument.
- Digest and summarize complex documents to present to classmates.
- How do I use primary sources in a digital archive to understand history?
- Who is Helen Keller?
- What was Helen Keller’s role in the women’s suffrage movement?
- What methods did Helen Keller use to campaign on behalf of women’s political empowerment?
- What other political, social, and economic issues did Helen Keller link to the right to vote?
- Computer, laptop, or tablet
- Internet connection
- Projector or Smartboard (if available)
- Worksheets (provided, print for students)
Core Lesson: 45-60 minutes
“Making A Difference” Activity: 30 mins
Document-Based Question Discussion and Performance Task: 60-90 minutes
About the Helen Keller Archive
The Helen Keller Archive at the American Foundation for the Blind (AFB) is the world’s largest repository of materials about and by Helen Keller. Materials include correspondence, speeches, press clippings, scrapbooks, photographs, photograph albums, architectural drawings, audio recordings, audio-visual materials and artifacts.
The collection contains detailed biographical information about Helen Keller (1880-1968), as well as a fascinating record of over 80 years of social and political change worldwide. Keller was a feminist, a suffragist, a social activist, and a pacifist, as well as a prolific writer and published author. The AFB began collecting material by and about Keller in 1932, and the collection has only grown since then. Most importantly, the Helen Keller Archive is being made accessible to blind, deaf, deaf-blind, sighted and hearing audiences alike.
Suffrage: The right to vote in political elections.
Women’s Suffrage: The right of women to vote in political elections.
Suffragist: An advocate for the right of women to vote.
Franchise: The right to vote; the rights of citizenship.
Enfranchise: To give a right or privilege, especially the right to vote.
Disenfranchise: To deprive, restrict, or limit a right, especially the right to vote.
Evidence: Factual information used to support a claim. Evidence can take many forms, including statistics/empirical data, anecdotes, documents, testimony (expert or eyewitness).
Rhetorical devices: Writing techniques used to convey an idea or persuade an audience. For example: Allusion, analogy, metaphor, pathos, parallelism.
What is the difference between suffragist and suffragette?
In the early 20th century, both terms were used by English-speaking people advocating for women’s suffrage. In the United Kingdom, suffragette was the term preferred by the more radical members of the movement. However, in the United States, the term suffragette was considered demeaning, so this lesson uses their preferred term, suffragist.
By “accessibility,” we mean the design and development of a website that allows everyone, including people with disabilities, to independently use and interact with it. For more detail, read and review the digital Helen Keller Archive Accessibility Statement. (https://www.afb.org/archiveaccessibility)
These are names and events which appear in the primary source worksheets. If students ask follow up questions about these unfamiliar names, here is a brief summary of each with relevant details. However, students should be able to draw all inferences essential to a basic understanding of the documents from the documents themselves.
Mrs. Grindon: Rosa Leo Grindon, a British suffragist and Shakespeare scholar. At the time she was corresponding with Helen Keller, she was living in Manchester, UK.
Mr. Zangwill: Israel Zangwill, a British writer and Zionist activist. Mr. Zangwill spoke in favor of women’s suffrage, particularly of the more militant tactics used by radical members of the suffrage movement.
Miss Pankhurst: Emmeline Pankhurst, a leading British suffragist. Beginning in 1908, Pankhurst was arrested multiple times for her activism and used hunger strikes to protest her imprisonment.
Suffrage March in Washington: Alice Paul and the National American Woman Suffrage Association organized a march on Washington D.C. the day before President Wilson’s inauguration in 1913. While the march attracted thousands of women, spectators (primarily male) also gathered to jeer at, trip, and grab the marchers, and the police did little to end the harassment. One hundred marchers were taken to the local hospital. Helen Keller was scheduled to speak at the event, but was so unnerved by the experience that she was unable to deliver her speech.
David I. Walsh: The first Irish-Catholic Democratic Governor of Massachusetts (at the time, a Republican-leaning state) and an active supporter of the fight for women’s suffrage in his state. At a 1915 suffrage march in Massachusetts, Helen Keller presented Walsh with a letter thanking him for his work.
The Woman’s Party: The National Woman’s Party, a political party active in states where women had the right to vote. In 1916, the party’s primary goal was a federal amendment securing women’s right to vote.
Part 1: Core Lesson Plan
1.1 Ask and Discuss:
- Who is Helen Keller? What do you know about her life?
- Did you know that Helen Keller was a suffragist?
- Helen Keller lost her sight and hearing at a young age but learned to tactile fingerspell, read, write, speak, and graduated college.
- Like other women of her era, when Helen Keller came of age, she was denied the right to vote because of her gender.
- Women’s suffrage was one of many causes that Helen Keller fought for during her lifetime.
- Helen Keller followed the news about suffrage, corresponded with suffragists, and wrote and spoke out on behalf of the women’s suffrage movement.
For classrooms that have not already studied the women’s suffrage movement, the following is a brief introduction to the suffrage movement. (Skip to 1.4 if not using.) We have provided optional images (included in the “Resource” section of this document) and slides.
- Until the passage of the 19th Amendment in 1920, women did not have the right to vote nationwide.
- However, as early as 1890, some women could vote on a state level.
- In our state, women could vote beginning in [Year].
- Ask: What other groups of Americans have been denied the right to vote? Why were they denied the right to vote?
- American women were demanding the right to vote even before the United States won its independence.
- Women began to work together to demand the right to vote in the 1840s.
- The 1848 Seneca Falls Convention brought together hundreds of women looking for change.
- The movement lost momentum during the Civil War, but re-emerged in the late 19th century.
- Ask: Why is the right to vote so important? What is the role of voting in a democracy?
- Today, we are going to analyze primary source documents on women’s suffrage. Specifically, we are going to look at speeches, articles, and letters by Helen Keller.
1.4 Ask and Discuss:
- Have you ever heard of an archive? Where/in what context?
- What is an archive?
- Have you ever used an archive? What about a digital archive?
1.5 Define an Archive:
- An archive is a collection of unique documents, objects, and other artifacts that has been organized to make sense of a collection so that people can find what they are looking for.
- Most archives are physical. For example, they have an actual space full of actual documents organized into boxes and folders.
- Some archives are also digital. For example, archivists have scanned and labeled the artifacts in their collection and made them available via the internet.
- Today, we are going to use the digital Helen Keller Archive. This archive is the world’s largest collection of artifacts by and about Helen Keller. It is also fully accessible for people with disabilities. That means that people with disabilities, including those who have low vision or hearing, can use this website independently.
Part 2: Core Lesson Activities
- There are six documents to work on in class:
- Letter from Helen Keller to Mrs. Grindon about women’s suffrage written January 12, 1911
- Speech written by Helen Keller regarding women’s suffrage and the freedom of men and women, March 3, 1913
- Letter from Helen Keller to David Walsh, Governor of Massachusetts, advocating for women’s suffrage, 1912
- Article by Helen Keller “Why Men Need Woman Suffrage” republished in Outlook, originally published in October 17, 1915 edition of the New York Call
- Helen Keller’s speech to delegates of the new Woman’s Party in Chicago endorsing suffrage movement, June 11, 1916
- Speech given by Helen Keller in favor of women’s suffrage entitled “Why Woman Wants to Vote.” 1920
- Break students up into groups and assign one document to each group.
- Distribute the corresponding document worksheet to each group.
- Worksheet: Analyzing Helen Keller’s 1911 Letter to Mrs. Grindon (HTML)
(Downloadable PDF: Analyzing Helen Keller’s 1911 Letter to Mrs. Grindon)
- Worksheet: Helen Keller’s Undelivered Speech on Women’s Suffrage, 1913 (HTML)
(Downloadable PDF: Helen Keller’s Undelivered Speech on Women’s Suffrage, 1913)
- Worksheet: Analyzing Helen Keller’s 1912 Letter to Governor Walsh (HTML)
(Downloadable PDF: Analyzing Helen Keller’s 1912 Letter to Governor Walsh)
- Worksheet: Analyzing Helen Keller’s 1915 Article “Why Men Need Woman Suffrage” (HTML)
(Downloadable PDF: Analyzing Helen Keller’s 1915 Article “Why Men Need Woman Suffrage”)
- Worksheet: Analyzing Helen Keller’s 1916 Speech to the Woman’s Party in Chicago (HTML)
(Downloadable PDF: Analyzing Helen Keller’s 1916 Speech to the Woman’s Party in Chicago)
- Worksheet: Analyzing Helen Keller’s 1920 Speech “Why Woman Wants to Vote” (HTML)
(Downloadable PDF: Analyzing Helen Keller’s 1920 Speech “Why Woman Wants to Vote”)
- Worksheet: Analyzing Helen Keller’s 1911 Letter to Mrs. Grindon (HTML)
- Review the questions with the class. While all documents and questions are slightly different, the questions all fall into the same broad categories: Sourcing, Close Reading, Contextualization, and Rhetoric and Analysis.
- The document may mention people and events that you aren’t familiar with. That’s OK! If you are curious, you can ask me after you finish your analysis.
- Analyze these documents with your group and answer the questions. When you are finished, your group will summarize your document for the class.
- Navigate to the source on your group’s source worksheet.
- Optional: For an additional challenge, you can remove the links from the worksheets and ask students to search or browse to the document described in their worksheet.
When students have located their document, show them where to find:
- Transcription of the selected image. You may read your source directly from the image of the source or using the transcription.
- Contents of this item (multiple document images/pages). Many of these sources have multiple pages. Use the “Next Image” button or “Contents of this Item” box to navigate to the next page.
- Metadata. The metadata contains essential information about your source, like when it was written and who wrote it.
For classes or students who need practice constructing and deconstructing arguments, you can model the process using an excerpt from “Why Woman Wants to Vote”, a 1920 speech by Helen Keller. (Skip to 2.5 if not using.)
“We demand the vote for women because it is in accordance with the principles of a true democracy. Many labor under the delusion that we live in a democracy. I have to smile– several ways– when I read that ours is “a government of the people, by the people, and for the people.” We are neither a democracy nor a true representative republic. We are a government of parties and partisans, and lo, at least half the adult population may not even belong to these parties.”
Helen Keller is arguing that women should be able to vote because it is in accordance with democratic principles.
She supports her argument by invoking shared values (“principles of true democracy” “a government of the people, by the people, for the people”), undermining widely held assumptions (“many labor under the delusion”) and citing statistics (“half the adult population may not even belong to those parties”).
The Big Idea
Helen Keller assumes that we all believe in democracy and value living in a government by, of, and for the people. She points to the simple fact that half of the people in that democracy cannot vote, and therefore cannot participate in the government. She contends that America is not a democracy because women cannot vote. If the nation were to accept her argument and extend the vote to women, she implies, we would then live in accordance with true democratic principles.
While each group presents, take notes (or ask a student to take notes) on the board or slide.
2.6 Closing Conversation:
- What is similar/consistent about Helen Keller’s arguments in these documents?
- What is different? How do her arguments change from document to document? Why do you think they change?
- If necessary, highlight differences in the audience Keller addresses. For example, compare the following:
- What do these documents tell us about Helen Keller? About the women’s suffrage movement?
- How do you think Helen Keller’s identity and social status—for example, her gender, race, and class—shaped her perspective on women’s suffrage?
Part 3: Extension Activity: “Making a Difference”
Part 4: Extension Activity: Document-Based Question (DBQ)
- Preview the extension activity
- Distribute the documents, including the graphic organizer (Word file) or graphic organizer (PDF).
- Introduce each document individually.
- Read each excerpt together as a class.
- Share contextual information.
- Discuss the main idea of each document.
- Review assignment instructions.
Women’s Suffrage Educational Resources:
5 Black Suffragists Who Fought for the 19th Amendment—And Much More
National Education Association
Library of Congress
National Women’s History Museum
Belmont-Paul Women’s Equality National Monument (timeline)
Figure 1. Helen Keller visiting Menlo Park Observatory, 1930
American Foundation for the Blind, Helen Keller Archive
Figure 2. Helen Keller outdoors with a group of women, 1916
American Foundation for the Blind, Helen Keller Archive
Figure 3. Alison Turnbull Hopkins at the White House protesting, 1917
Courtesy of the Library of Congress
Figure 4. Screenshot of the digital Helen Keller Archive
The digital Helen Keller website address is https://www.afb.org/HelenKellerArchive.
Figure 5. Newspaper clippings from Anne Sullivan Macy’s scrapbook
American Foundation for the Blind, Helen Keller Archive
Figure 6. Broadside created by the National American Woman Suffrage Association
Courtesy of Gilder Lehrman Institute of American History
Figure 7. Screenshot of article in The Crisis, September 1912
Figure 8. Screenshot of article in The Journal and Tribune in Knoxville, Tennessee, 1914
This Lesson Meets Common Core Curriculum Standards:
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
C3/National Council for Social Studies
BY THE END OF GRADE 8
Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
Organize applicable evidence into a coherent argument about the past.
Evaluate the credibility of a source by determining its relevance and intended use.
BY THE END OF GRADE 12
Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
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Title: Start Mandi Rate Phone Facility: Empowering Farmers with Mobile Access to Market Rates
In a bid to bridge the gap between farmers and market information, the Indian government has introduced an innovative service called “Start Mandi Rate Phone Facility.” Leveraging mobile technology, this initiative aims to empower farmers by providing them with timely and accurate market rates via their smartphones. This article explores the significance of this service and its potential impact on the agricultural sector.
Access to Market Rates:
For farmers, staying informed about market rates is crucial for making informed decisions about when and where to sell their produce. Traditionally, farmers have relied on visiting local mandis (agricultural markets) or word-of-mouth information to ascertain market prices. However, these methods often involve time-consuming and uncertain processes that can leave farmers vulnerable to exploitation.
The Start Mandi Rate Phone Facility seeks to change that. By utilizing mobile phones, farmers can access real-time market rates from the comfort of their own homes. This service enables farmers to make informed decisions about crop selection, timing of sales, and negotiating prices confidently. Such decentralization of information allows farmers to better plan their agricultural activities, minimizing losses and optimizing profits.
How the Service Works:
The Start Mandi Rate Phone Facility is a simple and user-friendly service that can be accessed via any mobile device. Farmers can register for the service using their Aadhaar card number, which ensures authentication and prevents misuse.
Upon registration, farmers can access the service by dialing a dedicated toll-free number. The system will prompt them to input their location, type of produce, and other relevant information. Subsequently, the service provides farmers with real-time data on market rates for their specific crop in different mandis across the region. This information empowers farmers to make informed decisions, choose the most favorable markets, and negotiate fair prices.
Benefits and Impact:
The introduction of the Start Mandi Rate Phone Facility brings several key benefits to farmers and the agriculture sector as a whole:
1. Empowering Farmers: This initiative puts the power of information directly into the hands of farmers, allowing them to make informed decisions independently without middlemen or brokers who may exploit their lack of market knowledge.
2. Market Transparency: By providing transparent and real-time market rates, the service addresses the issue of information asymmetry between buyers and sellers. This transparency fosters fair competition in the market and protects farmers from price manipulation.
3. Improved Agricultural Productivity: Armed with market information, farmers can plan their produce accordingly, reducing wastage due to overproduction or delayed sales. This, in turn, contributes to higher agricultural productivity and profitability.
4. Financial Inclusion: The Start Mandi Rate Phone Facility supports financial inclusion by helping farmers make informed decisions related to sales, which can lead to greater access to credit, loans, insurance, and other financial services.
The Start Mandi Rate Phone Facility is a game-changer for Indian farmers seeking to harness the power of technology in navigating the complex agricultural market. By providing easy access to real-time market rates, this initiative empowers farmers, promotes market transparency, and enhances agricultural productivity. With the potential to positively impact millions of farmers across the country, this service exemplifies the transformative role that mobile technology can play in rural development and agricultural growth.
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Botrytis blight is among the deadliest diseases that can descend upon your cannabis crop. Even worse than reduced production is the destruction of your entire grow over the course of a few weeks – which is entirely possible with a botrytis infection. Not to worry, we can help you combat botrytis on your cannabis plants. Read on to learn how you can spot and stop this deadly infection. And, learn the surprising way you can help prevent it altogether.
What is Botrytis Blight?
Botrytis is otherwise known as gray mold. It’s a fungal infection that takes advantage of damaged plant parts to grow and begin producing spores. Once it has established a foothold, it aggressively attacks healthy tissue in the plant. As botrytis spreads, a brown rot forms across the plant, and more spores are released and spread to adjacent plants. The Penn State Extension says that these spores can even land and remain dormant on a plant for almost its entire lifecycle, in some cases.
What to Look For
You can detect botrytis by its mycelia, the fine layer of gray, velvet-like mold on the surface of leaves or buds. Sites where an infection may start include areas damaged by cutting, broken stems, and also dying leaves. As infection progresses, affected leaves may be withered, and stems will be weaker. Watch carefully for these signs in all plants nearby as well.
Unfortunately, controlling botrytis on your cannabis plants means removing the ones that are already affected. Botrytis releases spores with every movement, whether it’s water, air, or just general jostling – so be sure to carefully remove the plant from the grow space, bagging it if possible. Of course, an ounce of prevention is worth a pound of cure – there is a way to help prevent botrytis infection entirely.
Airoclean 420 – Stop Botrytis on Cannabis
As an airborne fungus, you can stop the spread of botrytis by purifying the air in your grow space. Airoclean 420 uses technology Developed for NASA to eliminate airborne threats like fungal spores. It can purify the air in your space, so you and your plants can breathe easy – without worrying about airborne infections. Destroy the spores lurking in your grow room’s air. Learn more about Airoclean 420 and see how you can have pure, clean air protecting your plants.
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Smiles are a representation of facial expression. Smile icon is a yellow face with smiling eyes and a broad, closed smile turning up to rosy cheeks. Often expresses genuine happiness and warm, positive feelings.
The first introduction of Smile symbol in popular culture happened in 1963. It was part of a promotion by New York radio station WMCA. Fans who answered their phone “WMCA Good Guys!” would get a reward of a “WMCA good guys” sweatshirt that included a happy face into its design. Thousands of these sweatshirts were given away. In 1963, Harvey Ross Ball, an American graphic artist, created the smiley face as we know it today. It was a yellow circle with two black dots representing eyes and a black arc representing the mouth.
Smiles became a feature of popular communication apps of the 90’s such as MSN, Yahoo, and AOL Messenger. They still are a big part of popular social networks such as Facebook, Twitter, Snapchat, and Instagram.
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The Benefits of Training Your Puppy at a Young Age
Training your puppy at a young age comes with a multitude of benefits. One of the main advantages is that it helps establish a strong foundation for their behavior and learning abilities. When you start training your puppy early, they are more receptive to new experiences and can quickly grasp basic commands. This lays the groundwork for more advanced training as they grow older.
Another benefit of early training is that it helps prevent behavioral problems in the long run. By teaching your puppy appropriate behavior and socializing them with other dogs and people, you are setting them up for success in various situations. Early training helps instill good habits and prevents the development of undesirable behaviors like aggression, anxiety, and fear. It also enhances their ability to adapt to new environments and builds their confidence, ensuring a well-rounded and well-behaved dog in the future.
Common Challenges Faced by Untrained Dogs in the Long Run
Untrained dogs may face a range of challenges as they grow older, often resulting in frustration for both the dog and their owners. One common challenge is the inability to follow basic commands, such as sit, stay, or come. Without proper training, dogs may have difficulty understanding what is expected of them, leading to a lack of control and potential safety issues. Imagine calling your dog in a dangerous situation, only to have them ignore you because they have never been trained to respond to your commands. This lack of reliability can be extremely stressful and potentially dangerous for both dog and owner.
Another challenge faced by untrained dogs is behavioral issues. Without guidance and boundaries, dogs may develop poor manners, such as jumping on people, excessive barking, or destructive chewing. These behaviors, if left unchecked, can not only cause irritation to others but can also damage the dog-owner bond and lead to strained relationships. Untrained dogs may also struggle with socialization, making it difficult for them to interact appropriately with other dogs and people. This can result in fearfulness or aggression, creating potentially dangerous situations for everyone involved.
It is clear that the challenges faced by untrained dogs in the long run are numerous and can have wide-reaching effects on their overall well-being and the harmony of their living environment. The importance of early training cannot be overstated, as it lays the foundation for a well-behaved and happy canine companion. In the following sections, we will explore the benefits of training your puppy at a young age and discuss effective techniques for establishing boundaries, teaching basic commands, and preventing behavioral issues.
Building a Strong Foundation: Why Early Training is Crucial
When it comes to training a puppy, starting early is key to building a strong foundation for their long-term success. Early training allows puppies to learn essential skills and behaviors that will help them navigate the world around them. By introducing basic commands and establishing boundaries from a young age, puppies can develop good habits, making it easier to manage their behavior as they grow older.
One of the main reasons why early training is crucial is the role it plays in socialization.
The Role of Socialization in a Puppy’s Long-Term Success
Socialization plays a vital role in a puppy’s long-term success. The early stages of a puppy’s life are crucial for them to learn how to interact with other animals and humans. By exposing them to different environments, people, and situations, we are helping them develop into well-rounded and confident dogs.
When a puppy is socialized from an early age, they become more comfortable in unfamiliar settings.
Overall, socialization is the key to ensuring a puppy’s long-term success. It sets the foundation for their future behavior and temperament. By providing them with varied and positive experiences during their critical developmental period, we are equipping them with the necessary skills to navigate the world with confidence and ease.
Establishing Boundaries and Rules for a Well-Behaved Dog
Just like children, dogs also need boundaries and rules to thrive and become well-behaved members of society. Establishing these boundaries and setting clear rules from an early age is crucial in shaping their behavior and ensuring their safety. Dogs are quick learners, and by consistently reinforcing these boundaries, you can prevent unwanted behaviors and encourage positive ones.
When it comes to establishing boundaries for your dog, consistency is key. Decide what behaviors are acceptable and what are not, and convey this to your dog through consistent reinforcement. For example, if you don’t want your dog to jump on the furniture, make sure you never allow them to do so, even if it’s just for a second. Consistency in enforcing rules will help your dog understand what is expected of them and will reduce confusion. By providing clear boundaries, you are not only promoting well-behaved behavior but also ensuring a safe and harmonious environment for both you and your furry friend.
Teaching Basic Commands for Safety and Control
Teaching your puppy basic commands is not just about obedience—it’s also crucial for their safety and your peace of mind. By establishing clear commands early on, you can ensure that your furry friend responds appropriately to different situations. One of the first commands you should teach is “sit.” This allows you to easily gain control of your puppy in potentially dangerous situations or when strangers approach. It’s a simple command that can prevent your pup from running into the road or jumping on people out of excitement.
Another essential command is “stay.” This teaches your puppy to remain calm and in one place until you provide further instructions. Whether you’re at a park, a crowded event, or just opening the front door, a well-trained dog who understands the command to stay can prevent accidents and keep them safe. Additionally, teaching your pup to “come” when called is vital for their safety outdoors. This command can save them from wandering too far or running towards something potentially harmful. By starting with these basic commands, you lay the foundation for a well-behaved and controlled dog that can navigate the world with confidence and safety.
Preventing Behavioral Issues Through Early Training
One of the most effective ways to prevent behavioral issues in dogs is through early training. When puppies are introduced to training at a young age, they develop important behaviors and habits that can last a lifetime. By setting clear boundaries and rules, owners can establish a foundation of discipline and respect. This helps prevent common issues such as excessive barking, jumping on people, and destructive chewing.
Early training also plays a crucial role in socializing puppies, allowing them to become comfortable and confident in various environments and around different people and animals. Socialization helps reduce anxiety and fear, preventing potential aggression or timidity in the future. By exposing puppies to different situations and encouraging positive interactions, owners can shape their pup’s behavior and ensure long-term success. So, investing time and effort in early training can go a long way in preventing behavioral issues and promoting a harmonious relationship between dogs and their owners.
The Importance of Consistency and Reinforcement in Puppy Training
Consistency and reinforcement are key elements in successful puppy training.
Reinforcement is another vital component of puppy training. Dogs learn through positive reinforcement, which involves rewarding them for good behavior. Whether it’s verbal praise, treats, or a favorite toy, positive reinforcement reinforces the idea that they are doing something right. On the flip side, it’s crucial to avoid using punishment or harsh methods, as these can lead to fear and anxiety in your puppy. By consistently using positive reinforcement, you create a positive association with training and build a strong bond with your furry companion. So, be sure to stay consistent and reinforce those positive behaviors for optimal training results.
Training Techniques and Methods for Optimal Results
When it comes to training techniques and methods for optimal results, there are a few key factors to keep in mind. Firstly, consistency is key. Dogs thrive on routine and predictability, so it’s important to establish a consistent training schedule and stick to it. This means setting aside dedicated time each day for training sessions, and ensuring that everyone in the household is on the same page with the training methods being used.
Another important aspect of training is positive reinforcement. Reward-based training techniques, such as using treats or praise, can help motivate your puppy and reinforce positive behaviors. Remember to be patient and avoid punishment-based approaches, as this can create fear and anxiety in your furry friend. By using positive reinforcement, you are not only teaching your puppy new skills, but also building a strong bond of trust and mutual understanding. So, be sure to focus on rewarding good behavior and redirecting unwanted behavior to set your pup up for success in the long run.
• Consistency is key in training dogs
• Establish a consistent training schedule and stick to it
• Set aside dedicated time each day for training sessions
• Ensure everyone in the household is on the same page with the training methods being used
• Positive reinforcement is an important aspect of training
• Reward-based techniques using treats or praise can motivate your puppy
• Avoid punishment-based approaches as they can create fear and anxiety
• By using positive reinforcement, you are building a strong bond of trust and understanding
• Focus on rewarding good behavior
• Redirect unwanted behavior to set your pup up for success.
Continuing Education: The Lifelong Learning Journey for Dogs
As humans, we understand the importance of lifelong learning. We constantly strive to expand our knowledge and skillset. But did you know that dogs can also benefit from continuing education? That’s right! Just like us, dogs thrive when they are given opportunities to learn and grow throughout their lives.
Continuing education for dogs is not just about teaching them new tricks or commands. It goes beyond that. It’s about keeping their minds sharp, their bodies active, and their spirits engaged. By providing regular mental and physical stimulation, we can help our furry friends lead fulfilling lives. Whether it’s through puzzle toys, interactive games, or even agility training, there are countless ways to offer ongoing learning experiences for our canine companions.
So, why is continuing education so important for dogs? Well, for starters, it keeps them mentally stimulated. Dogs are curious creatures who love to explore and discover new things. By introducing them to novel experiences and challenges, we can prevent boredom and the associated behavior problems. Moreover, ongoing training also strengthens the bond between dogs and their human companions, enhancing communication and trust. It’s a win-win situation for both parties involved.
When should I start training my puppy?
It’s best to start training your puppy as early as possible, preferably around 8-12 weeks old. This is when they are most receptive to learning and can develop good habits from the start.
What are the benefits of training my puppy at a young age?
Training your puppy at a young age has numerous benefits. It helps establish a strong foundation for future learning, improves their socialization skills, prevents behavioral problems, and promotes safety and control.
What challenges can untrained dogs face in the long run?
Untrained dogs can face a variety of challenges in the long run. They may struggle with obedience, have difficulty socializing with other dogs and people, exhibit destructive behaviors, and could potentially pose a risk to themselves and others.
Why is early training crucial for building a strong foundation?
Early training is crucial for building a strong foundation because it helps shape your puppy’s behavior and establishes the rules and boundaries they need to follow. By starting early, you set the stage for lifelong learning and obedience.
How does socialization contribute to a puppy’s long-term success?
Socialization plays a crucial role in a puppy’s long-term success. It exposes them to different environments, people, and animals, helping them become well-adjusted adults. Socialization also reduces fear and aggression, making them more confident and friendly.
How can I establish boundaries and rules for my dog?
Establishing boundaries and rules for your dog is essential for their well-being. You can do this by setting clear expectations, using consistent commands, and providing positive reinforcement when they follow the rules. Consistency is key to ensuring they understand and respect boundaries.
What basic commands should I teach my puppy for safety and control?
Teaching basic commands such as sit, stay, come, and leave it are essential for your puppy’s safety and control. These commands enable you to manage potentially dangerous situations, keep them out of harm’s way, and ensure their obedience in various environments.
How can early training prevent behavioral issues in dogs?
Early training can prevent behavioral issues in dogs by teaching them appropriate ways to behave and interact with their surroundings. It helps them understand what is expected of them, reduces anxiety, and promotes positive behaviors instead of undesirable ones.
Why is consistency and reinforcement important in puppy training?
Consistency and reinforcement are crucial in puppy training because dogs learn through repetition and reinforcement. By consistently using the same commands and rewarding good behavior, you reinforce the lessons and make it easier for your puppy to learn and remember what is expected of them.
What are some effective training techniques and methods for optimal results?
There are various effective training techniques and methods you can use for optimal results. Positive reinforcement, using treats and praise, is highly effective. Clicker training, where a click sound marks desired behavior, can also be helpful. It’s important to find a training method that works best for you and your puppy’s learning style.
Do dogs need continuing education throughout their lives?
Yes, dogs benefit from continuing education throughout their lives. Just like humans, dogs can continue to learn and develop new skills. Ongoing training sessions, enrichment activities, and mental stimulation are important to keep their minds sharp and maintain a well-behaved and happy dog.
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Understanding Canine UTIs: The Basics of Urinary Tract Infections in Dogs
Urinary tract infections (UTIs) in dogs are a common health issue that can cause discomfort and distress. Just like humans, dogs have a urinary tract system that includes the bladder, kidneys, ureters, and urethra. When bacteria or other pathogens enter this system, it can lead to an infection.
Symptoms of a UTI in dogs may include frequent urination, straining to urinate, blood in the urine, and accidents in the house. It’s important for pet owners to be aware of these signs and seek veterinary care promptly if they suspect a UTI. Left untreated, UTIs can progress and potentially lead to more serious health complications. By understanding the basics of urinary tract infections in dogs, pet owners can become empowered to recognize the signs and take proactive steps towards their pet’s health and well-being.
Recognizing the Signs and Symptoms of a Canine UTI
Recognizing the signs and symptoms of a canine urinary tract infection (UTI) is crucial in ensuring the timely treatment and well-being of your furry friend. Dogs with UTIs may exhibit various symptoms that can range from mild to severe. One common indication is an increase in the frequency and urgency of urination. Your dog may need to go outside more frequently or have accidents in the house. Additionally, you may notice that your dog is straining to urinate or only producing small amounts of urine at a time. Keep an eye out for any blood in the urine, as this can be a clear sign of a UTI. In some cases, dogs may exhibit behavioral changes such as increased agitation or depression. If you observe any of these symptoms, it is recommended to consult a veterinarian for a thorough diagnosis and appropriate treatment.
It is important to note that the signs and symptoms of a canine UTI can sometimes be similar to those of other health issues. For instance, dogs with bladder stones or urinary obstructions may also display similar symptoms. Therefore, it is crucial to seek professional veterinary advice for an accurate diagnosis. Prompt recognition of the signs and symptoms of a UTI can help ensure your dog receives the appropriate treatment to alleviate discomfort and prevent any potential complications.
The Importance of Proper Hydration for a Healthy Urinary Tract
Proper hydration is not just important for humans, but also for our furry friends. Ensuring that your dog stays well-hydrated is crucial for maintaining a healthy urinary tract. Water is essential for flushing out bacteria and toxins from the urinary system, preventing the buildup of harmful substances.
When your dog drinks enough water, it helps to dilute the urine, reducing the concentration of substances that can irritate the bladder and urethra. This dilution also promotes regular urination, which can help to flush out any bacteria that may have entered the urinary tract. Adequate water intake is especially important for dogs with a history of UTIs or those prone to developing them. So, always make sure your furry companion has access to fresh, clean water throughout the day, especially during warm weather or after physical activity.
Diet and Canine UTIs: Choosing the Right Food for Urinary Tract Health
When it comes to preventing urinary tract infections (UTIs) in dogs, choosing the right food is crucial. Diet plays a significant role in maintaining a healthy urinary tract for your canine companion. Incorporating nutritionally balanced meals can help prevent the occurrence of UTIs and support overall urinary tract health. It is important to opt for high-quality commercial dog foods that are specifically formulated for urinary tract health. These foods are designed to be low in ingredients that may irritate the urinary system, such as excessive grains, artificial additives, and preservatives.
Ensuring your dog’s diet includes enough moisture is also important for maintaining a healthy urinary tract. Dry kibble diets can be lacking in hydration, which can contribute to the formation of crystals and stones in the urinary system. Choosing wet or canned foods can help increase your dog’s water intake, promoting proper hydration and flushing out toxins from the urinary tract. Additionally, incorporating moisture-rich foods such as fresh fruits and vegetables into your dog’s diet can provide additional hydration and essential nutrients.
• Opt for high-quality commercial dog foods that are specifically formulated for urinary tract health
• Choose foods that are low in ingredients that may irritate the urinary system, such as excessive grains, artificial additives, and preservatives
• Ensure your dog’s diet includes enough moisture to maintain a healthy urinary tract
• Consider incorporating wet or canned foods to increase water intake and promote proper hydration
• Include moisture-rich foods such as fresh fruits and vegetables in your dog’s diet for additional hydration and essential nutrients
The Role of Regular Exercise in Preventing Canine UTIs
Regular exercise plays a crucial role in preventing urinary tract infections (UTIs) in dogs. Just like in humans, staying physically active helps to maintain overall health and promotes proper functioning of various body systems, including the urinary tract. When dogs engage in exercise, their muscles get stronger, their blood circulation improves, and their immune system becomes more robust. All these factors contribute to reducing the risk of UTIs.
Exercise helps to increase the flow of urine in dogs, which aids in flushing out any potential bacteria or toxins that may be present in the urinary tract. Additionally, exercise helps to strengthen the bladder muscles, allowing the bladder to fully empty during urination. This prevents the buildup of stagnant urine, which can create a breeding ground for bacteria and increase the likelihood of a UTI. Therefore, incorporating regular exercise, such as daily walks, playtime, or interactive games, into your dog’s routine can significantly contribute to their urinary tract health and reduce the chances of UTIs occurring.
Maintaining Good Hygiene Practices to Prevent Urinary Tract Infections in Dogs
Maintaining good hygiene practices is essential for preventing urinary tract infections (UTIs) in dogs. Regularly keeping your furry friend clean and dry can help minimize the risk of bacteria entering the urinary tract. One important aspect of hygiene is to ensure that your dog’s potty areas, whether it’s a designated spot in the backyard or a litter box indoors, are always clean and free from waste. Remove urine and feces promptly and disinfect the area regularly to prevent the buildup of bacteria that could potentially lead to UTIs.
In addition to keeping their potty areas clean, it is crucial to maintain proper grooming habits for your canine companion. Regularly brushing your dog’s coat helps prevent the accumulation of dirt, debris, and potentially harmful bacteria that can cause UTIs. Pay special attention to the genital area, ensuring it remains clean and dry. If your dog has long hair, consider trimming the fur around the genitals to minimize the risk of contamination.
Stress and Canine UTIs: Managing Anxiety for a Healthy Urinary Tract
Dogs, like humans, can experience stress and anxiety, and these emotions can have an impact on their overall health, including their urinary tract. When dogs are stressed or anxious, their immune system may weaken, making them more susceptible to urinary tract infections (UTIs). Therefore, it is important for dog owners to manage their pets’ anxiety to promote a healthy urinary tract.
One way to manage stress and anxiety in dogs is through regular exercise. Exercise is not only beneficial for a dog’s physical well-being but also for their mental health. Engaging in regular physical activity helps to release endorphins, which are natural mood boosters. Additionally, exercise provides an outlet for pent-up energy and helps to reduce anxiety. Taking your dog for daily walks, playing fetch, or engaging in other forms of physical activity can be effective in managing their stress levels and ultimately promoting a healthy urinary tract.
The Impact of Age and Breed on Canine UTI Risk
As dogs age, their risk of developing urinary tract infections (UTIs) may increase. This is because aging can weaken their immune system and make it more difficult for their bodies to fight off infections. Additionally, older dogs may have underlying health conditions such as diabetes or kidney disease, which can further compromise their urinary tract health. Certain breeds may also be more susceptible to UTIs than others. For example, small breeds like Yorkshire Terriers and Shih Tzus may be more prone to urinary tract issues due to their smaller bladder size and higher likelihood of developing bladder stones. On the other hand, large and giant breeds such as Great Danes or Mastiffs may have a higher risk of UTIs because of their predisposition to urinary incontinence.
Understanding the Connection Between Canine UTIs and Spaying/Neutering
Spaying and neutering are common surgical procedures performed on dogs to prevent unwanted pregnancies and control the pet population. While these procedures are primarily known for their reproductive benefits, they also play a significant role in preventing canine urinary tract infections (UTIs).
When a female dog is spayed, her uterus and ovaries are removed, which eliminates the risk of uterine infections that can travel up to the urinary tract. This is particularly important because UTIs in female dogs can be quite common and can lead to discomfort and other health issues. By removing the reproductive organs, the risk of UTIs significantly decreases, as there is no longer a pathway for bacteria to enter and infect the urinary tract.
In male dogs, neutering involves the removal of the testes, which reduces the production of testosterone. This hormonal change can lead to a decrease in marking behavior, where dogs urinate to establish territory. Marking behavior increases the risk of UTIs because it involves repeated and frequent urination, allowing bacteria to enter the urinary tract. Therefore, by neutering male dogs, the incidence of UTIs can be lowered as well.
It is important to note that while spaying and neutering can have a positive impact on preventing UTIs, it is not a guaranteed solution. Other factors such as proper hygiene, regular veterinary check-ups, and a balanced diet also play integral roles in maintaining a healthy urinary tract for your canine companion. By considering all these factors collectively, you can significantly reduce the risk of UTIs and help your dog enjoy a happy and healthy life.
Natural Remedies and Supplements for Supporting a Healthy Urinary Tract in Dogs
When it comes to maintaining a healthy urinary tract in dogs, natural remedies and supplements can play a helpful role. While it is important to consult with a veterinarian before starting any new treatments, there are a few options that have shown promise in supporting urinary tract health in dogs.
One natural remedy that can be beneficial is cranberry extract. Cranberries contain compounds that can help prevent bacteria from sticking to the walls of the urinary tract, reducing the risk of infection. It is available in both capsule and liquid form, making it easy to add to your dog’s daily routine. Another supplement that can be helpful is D-mannose. This naturally occurring sugar has been shown to help flush out bacteria from the urinary tract, reducing the likelihood of infection. It is available in powder form and can be easily mixed into your dog’s food or water. While these natural remedies can support urinary tract health, it is important to remember that they should not replace proper veterinary care and medical treatments.
The Importance of Regular Veterinary Check-ups in Preventing Canine UTIs
Regular veterinary check-ups play a crucial role in preventing canine urinary tract infections (UTIs). These check-ups allow veterinarians to thoroughly examine and assess the overall health of your dog, including the condition of their urinary tract. During these visits, the veterinarian may conduct diagnostic tests such as urine analysis to detect any early signs of UTIs or underlying urinary tract issues. By identifying potential problems at an early stage, prompt treatment can be initiated before the infection worsens. Moreover, these check-ups provide an opportunity for veterinarians to educate dog owners on proper hygiene practices, diet, and lifestyle factors that can help maintain a healthy urinary tract for their canine companions.
In addition to early detection, regular veterinary check-ups also give veterinarians the chance to monitor any pre-existing conditions that may increase the risk of UTIs in dogs. For example, dogs with diabetes, bladder stones, or anatomical abnormalities are more susceptible to UTIs. By closely monitoring these conditions and making appropriate adjustments to the treatment plan, veterinarians can help prevent UTIs from occurring or recurring in these at-risk dogs. Furthermore, veterinarians can address any concerns or questions that dog owners may have and provide guidance on urinary tract health maintenance, reinforcing the importance of regular check-ups as a valuable tool in preventing canine UTIs.
Preventing Canine UTIs in Female Dogs: Tips for Owners
Maintaining the urinary tract health of your female dog is crucial in preventing painful and potentially harmful urinary tract infections (UTIs). As a responsible owner, there are several tips you can follow to reduce the risk of UTIs in your furry companion. Firstly, it is essential to ensure that your dog drinks an adequate amount of water each day. Proper hydration plays a vital role in flushing out bacteria from the urinary system and preventing infections. Remember to provide fresh, clean water at all times and encourage your dog to drink regularly throughout the day.
Another important aspect of preventing UTIs in female dogs is proper hygiene practices. Keeping your dog’s genital area clean and dry is crucial to reduce the risk of bacterial growth. Regularly check for any signs of discharge or irritation and clean the area gently with a mild, dog-friendly cleanser if necessary. Additionally, it is vital to always wipe your female dog from front to back after she has urinated or defecated to prevent the spread of bacteria. By maintaining good hygiene practices, you can significantly decrease the likelihood of UTIs in your female dog.
Preventing Canine UTIs in Male Dogs: Tips for Owners
As a responsible dog owner, it is important to take certain measures to prevent urinary tract infections (UTIs) in male dogs. UTIs can be painful for your furry companion and lead to more serious health issues if left untreated. Here are some tips that can help you keep your male dog’s urinary tract healthy and minimize the risk of UTIs.
First and foremost, proper hygiene is crucial in preventing UTIs in male dogs. It is essential to regularly clean your dog’s genital area, especially after urination. Gently wiping the area with a clean cloth or using pet wipes specifically designed for this purpose can help remove any bacteria or dirt that may cause an infection. Additionally, it is important to ensure that your male dog’s genital area is dry, as bacteria thrive in moist environments. Patting the area dry with a clean towel after cleaning can help prevent the growth of bacteria.
What is a urinary tract infection (UTI) in dogs?
A urinary tract infection (UTI) in dogs is an infection that affects the urinary system, including the bladder, urethra, and in some cases, the kidneys. It is usually caused by bacteria entering the urinary tract and can lead to discomfort and other health issues if left untreated.
How can I recognize the signs and symptoms of a canine UTI?
Common signs and symptoms of a canine UTI include frequent urination, straining or difficulty urinating, blood in the urine, foul-smelling urine, and increased thirst. Some dogs may also show signs of discomfort or pain when urinating.
Why is proper hydration important for maintaining a healthy urinary tract in dogs?
Proper hydration is crucial for maintaining a healthy urinary tract in dogs as it helps to flush out bacteria and toxins from the urinary system. It also ensures that the urine is not concentrated, reducing the risk of bacterial growth.
How can diet contribute to urinary tract health in dogs?
Choosing the right food for urinary tract health can help prevent canine UTIs. Look for diets that are low in certain minerals, such as magnesium and phosphorus, which can contribute to the formation of urinary crystals or stones. Additionally, some diets contain ingredients that promote a healthy urinary pH, making it less favorable for bacterial growth.
What role does regular exercise play in preventing canine UTIs?
Regular exercise helps promote overall health in dogs, including a healthy urinary tract. Exercise can help stimulate the bladder and encourage regular urination, which can help flush out bacteria and prevent urinary tract infections.
How can maintaining good hygiene practices prevent urinary tract infections in dogs?
Maintaining good hygiene practices, such as regularly cleaning your dog’s genital area and ensuring they have access to clean water, can help prevent the spread of bacteria that can cause UTIs. It is also important to regularly clean and replace your dog’s bedding to minimize bacterial growth.
Can stress contribute to canine UTIs?
Yes, stress can contribute to canine UTIs. Stress weakens the immune system, making dogs more susceptible to infections. Additionally, stress can lead to changes in urinary habits, such as holding urine for longer periods, which can increase the risk of UTIs.
Does age and breed affect the risk of canine UTIs?
Yes, age and breed can affect the risk of canine UTIs. Older dogs and certain breeds, such as Dalmatians and Yorkshire Terriers, may be more prone to developing UTIs.
Is there a connection between spaying/neutering and canine UTIs?
Yes, there is a connection between spaying/neutering and canine UTIs. Spaying and neutering can alter the hormone levels in dogs, which can affect the urinary tract’s health. However, proper hygiene and preventive measures can still help reduce the risk of UTIs in spayed/neutered dogs.
Are there any natural remedies or supplements that can support a healthy urinary tract in dogs?
Natural remedies and supplements, such as cranberry supplements and herbal remedies, may help support a healthy urinary tract in dogs. However, it is important to consult with a veterinarian before introducing any new products to your dog’s diet.
How often should I take my dog for regular veterinary check-ups to prevent UTIs?
Regular veterinary check-ups are crucial for preventing canine UTIs. It is recommended to take your dog for annual check-ups, or as advised by your veterinarian, to monitor their overall health and catch any potential issues, including UTIs, early on.
Are there specific tips for preventing UTIs in female dogs?
Yes, there are specific tips for preventing UTIs in female dogs. These can include wiping their genital area after urination, encouraging regular urination, avoiding harsh chemicals when cleaning, and providing them with a healthy diet and regular exercise.
Are there specific tips for preventing UTIs in male dogs?
Yes, there are specific tips for preventing UTIs in male dogs. These can include regular bathroom breaks to prevent urine retention, avoiding exposure to contaminated water sources, proper hygiene around the genital area, and providing a balanced diet and regular exercise.
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Water filtration systems are devices that remove contaminants from water to make it safe and clean for drinking, cooking, bathing, and other purposes. Numerous varieties of water filtration systems can be found in the market, and each one comes with its own set of advantages and disadvantages. In this article, we will compare some of the most common water filtration systems and their pros and cons.
Reverse Osmosis (RO) Systems
This water filtration system uses a semi-permeable membrane to filter out dissolved solids, metals, bacteria, viruses, and other impurities from water. The water passes through the membrane under high pressure, leaving behind the contaminants. The purified water is then stored in a tank or delivered to a faucet.
- RO systems can remove up to 99% of contaminants from water, making it very pure and safe for drinking.
- RO systems can also reduce the hardness of water by removing minerals like calcium and magnesium, which can cause scaling and damage to pipes and appliances.
- RO systems are easy to maintain and have a long lifespan. The membrane only needs to be replaced every 2-3 years, depending on the water quality and usage.
- Reverse osmosis (RO) systems result in significant water wastage as part of the filtration procedure. For every gallon of purified water, 3-5 gallons of water are discarded as wastewater. This can increase the water bill and hurt the environment.
- RO systems can also remove some beneficial minerals from water, such as potassium, sodium, and fluoride, which are essential for human health. Some people may find the taste of RO water bland or acidic.
- RO systems are expensive to install and require electricity to operate. They also take up a lot of space under the sink or in a cabinet.
Activated Carbon Filtration Systems
Activated carbon filtration systems use activated carbon to remove impurities from water. The carbon attracts and absorbs contaminants such as chlorine, pesticides, and volatile organic compounds.
- Effectively removes bad taste and odor from water
- Does not remove beneficial minerals from water
- Low cost and easy to install
- Compared to alternative filtration systems, it is not as proficient in eliminating bacteria and viruses from the water.
- Requires frequent filter replacements to maintain effectiveness
- May not remove all contaminants, depending on the quality of the activated carbon used.
Ultraviolet (UV) Purifiers
Ultraviolet purifiers use ultraviolet light to disinfect water by killing bacteria, viruses, protozoa, and other microorganisms that can cause diseases. The water passes through a chamber where it is exposed to a UV lamp that emits UV-C rays. The UV rays damage the DNA and RNA of the microorganisms, preventing them from reproducing or infecting humans.
- UV purifiers can eliminate 99.99% of microorganisms from water without adding any chemicals or altering the taste or odor of water.
- UV purifiers are environmentally friendly and energy efficient. They do not produce any waste or by-products during the purification process. They also consume very little electricity compared to other filtration methods.
- UV purifiers are simple and reliable. These devices feature a small number of mobile components and necessitate minimal maintenance. The UV lamp only needs to be replaced once a year.
- UV purifiers cannot remove dissolved solids, metals, chemicals, or other non-living contaminants from water. They may need to be paired with other filtration methods for comprehensive purification.
- UV purifiers are ineffective if the water is cloudy or turbid because the UV rays cannot penetrate through the suspended particles. The water needs to be pre-filtered before entering the UV chamber.
- UV purifiers are expensive to install and require a constant power supply to operate. They also need to be protected from exposure to sunlight or high temperatures.
Ceramic Water Filters
Ceramic water filters use a porous ceramic material to filter impurities from water. The ceramic material has small pores that trap contaminants such as bacteria, protozoa, and cysts.
- Highly effective in removing bacteria, protozoa, and cysts
- Long-lasting and durable
- Does not require electricity to operate
- Less effective in removing chemicals and heavy metals compared to other filtration systems
- Requires frequent cleaning to maintain effectiveness
- May clog and require replacement if not maintained properly.
Distillation Filtration Systems
Distillation filtration systems heat water to create steam, which is then cooled and condensed back into water. It removes impurities and contaminants from water, leaving behind clean, pure water.
- This water treatment method is exceptionally efficient at eliminating pollutants and undesired substances from water.
- Does not require electricity to operate
- Produces pure water with no impurities or contaminants
- Slow process, which may not be practical for large quantities of water
- Removes beneficial minerals from water, which may affect the taste and quality of water
- Expensive to install and maintain.
Aon Water Technology offers a wide range of Kinetico water filtration in Huntsville, Alabama. They use innovative technology to remove the necessary contaminants and impurities from your water, leaving you with cleaner and better-tasting water. Plus, our water filtration systems are designed to be efficient and eco-friendly, so you can feel good about your impact on the environment.
Ready to experience the difference for yourself? Contact us today to get the perfect water filtration in Huntsville according to your needs!
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Definition of Consideration Economics
Definition of Consideration Economics
In ordinary language, the term ‘consideration’ means anything given in exchange (specially the money) for procuring some other thing. Hence, it is so believed that the measurement of consideration is mostly in ‘money`.
Consideration is an important element of a valid contract: It means ‘quid pro quo’, i.e., something in return or in lieu of. When a person is giving or promising to give something, must get something in return too. That ‘something’ which is agreed to be received, is known as ‘consideration”.
Pollock has defined consideration’ as, “Consideration is the price for which the promise of the other is bought, and the promise thus given for value is enforceable”.
Section 2 (d) of Indian Contract Act- When at the desire of the promisor, the promisee or any other person has done or abstained from doing, or does or abstains from doing or promises to do or abstain from doing something, such act or abstinence or promise is called a consideration for the promise”. T From the above definitions, it can be concluded that consideration is a promise done by the promisee which must be something that have some value in the eye of law.
Example. Manohar agrees to sell his house to Deewan for a sum of Rs. 50,000. Here for the Manohar’s promise, the consideration is Rs. 50,000 and for Dcewan’s promise, the consideration is the house.
On analysing the definition of ‘consideration’, as given by the Indian Contract Act mentioned above, it is clear that a consideration may be :
(1) An Act. The promiser promises to do some act in favour of the promisee.
(2) An Abstinence. The consideration may include even an abstinence, i.e., not doing certain act.
(3) A Return Promise. The consideration is based on the principle of mutuality, i.e., an act or abstinence on the part of one party is consideration for the other in return.
(4) Consideration may be Past, Present or Future.The act or abstinence which forms consideration may be present, past or future one.
Rules Pertaining to
Following are the rules (essentials) pertaining to the ‘consideration’
(1) At the Desire of the Promiser. A consideration which involves an act or abstinence, would be valid only when it is offered at the desire of the promiser. When an act is done at the instance of the third party and not at the will of the promiser, it shall not be a valid consideration. For example, A saves B’s house from fire at the instance of C. A cannot demand any payment or consideration from B for this act of saving his house from fire.
(2) Consideration from the Promisee or Any Other Person. The consideration may move from the promise to any other person. Under the Indian Contract Act, the consideration may not necessarily come from the promisee; i may be furnished even by a stranger. For example, A gifted a house to B on the condition that B will remit a sum of Rs.200 per month to C, out of the rental income, so long as C is alive. In this case, C is not passing on any consideration to B. Even then C can sue B if the latter refuses to pay the sumof Rs. 200 per month to him.
(3) Consideration Includes Any Act or Abstinence, Which May Be Past, Present or Future. The consideration may include any act or abstinence which has already been. executed or may be executed in future. The act of abstinence may go simultaneously with the promise of the other party.
(4) Consideration must be Real and Not Imaginary or Illusionary. The consideration must be real and should have some value in the eyes of law. Any act which cannot be performed or checked tangibly, cannot constitute a legal and valid consideration. Uncertain and physically impossible considerations are not valid considerations..
(5) Consideration must be Something which the Promiser is Not Legally Bound To Do. Any act which the promiser is legally or otherwise bound to do, cannot constitute a valid consideration.
(6) Adequacy of Considerations is Immaterial. For a valid contract, barring few exceptions, there must be at least some consideration. It is not necessary that the consideration should be adequate. Adequacy of consideration is not material. For example, X promises to donate his house to Y.But later on, X refuses to donate his house to Y. Y cannot bring any action against X because Y is not offering any consideration to X.
The point could further be illustrated by another example. A promises to sell his house to B for Rs. 50,000 whereas the market value of the house is about Rs. 5,000,000. A’s promise is valid provided he has accorded free consent to B and he is competent to enter into contract.
(7) Consideration Must Not be Illegal, Immoral and Against the Public Policy. The consideration offered for an agreement must be legal and not opposed to the public policy. In case the consideration is unlawful, immoral and opposed to public policy, the agreement cannot be enforced by law.
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Gustave Courbet (1819–1877) is a famous French realist painter and the pioneer of the realist school. He has practiced his believes all his life: “I don’t think I can paint angels because I have not seen them.”
《画室》是库尔贝最具有影响力的一幅作品，画面中共有23人，都是对库尔贝的人生带来很大影响的人物。左侧为法国社会的劳苦大众 — — 乞丐、失业者、妓女、农民、商人、神父、濒临死亡的人，他们被称为“以死为生的人”，右侧为一群有理想、有抱负的人，包括画家的同行、社会活动者、诗人等，他们被称为“以生为生的人”。左右两个世界天差地别，画家本人位于正在画面中央作画画，他的身边的小孩或许象征着“无邪”，身旁的裸体模特，似乎是在表明画家不站立场，只做两个世界的忠实描绘者。
“The Painter’s Studio” is Courbet’s most influential work. There are 23 people in the picture, all of whom have greatly influenced Courbet’s life. On the left are the working people of French society — — beggars, unemployed, prostitutes, farmers, businessmen, priests, and people on the verge of death. They are called “people who live by death,” and on the right are a group of people in ideality, including fellow painters, social activists, poets, etc., are called “people who live bylife”. The left and right worlds are very different. The painter himself is in the center of the painting. The child beside him may symbolize “innocence”. The nude model beside him indicates that the painter is not standing, but only two A faithful portrayal of the world.
This work accommodates hundreds of rivers and layers, painting different social classes, each class’s daily world, sorrow and happiness, poverty and wealth, fortune and suffering. Looking at each character individually, you can read its charm. The entire picture is composed of complete, uniform colors, and harmonious. It can be seen that the painter has firm control over the painting and has strong painting skills.
“L’Origine du monde” is another sensational work by Courbet, which depicts a naked woman’s torso, legs, and genitals. This work inspired countless painters, including Marcel Duchamp, Orlan, etc.
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Perspective of the Economist Building, 25 St James's Street, London, viewed from Green Park (1964) by Artist: Gordon Cullen and Architects: Alison & Peter SmithsonRoyal Institute of British Architects
A natural respite within urban noise
Contrasting the urban environment, parks allow citizens a moment to breathe, play and rest. Access to green areas for city dwellers has even proven to deliver wellbeing benefits, both physically and mentally.
Design for a park, Golders Hill, London (1953) by Architect: Ivor Cunningham (1928-2007)Royal Institute of British Architects
A place for all
Most importantly, parks are democratic spaces. They provide unique experiences for all ages, either through landscaped zones or designated play spaces.
But as this story shows, parks mean different things to different people.
A place to congregate
Parks provide a common ground for communities to congregate, socialise and share pastimes. This space is important for generations to come together but also to combat loneliness.
Bandstand (1862) by Architect: Jacob Wrey Mould (1825-1886)Royal Institute of British Architects
A bandstand is a classic feature of parks and the perfect enabler of convivial gathering. Designed as a multi-purpose structure, it is a truly universal structure, appearing in parks across continents, both new and old. This bandstand was designed by English architect Jacob Wrey Mould for the opening of Central Park on Manhattan in the style of Islamic Revival.
Described as “one of the most exotic structures ever to be built in the park – or in all of Manhattan”, it was originally envisioned to be a floating pagoda. It was built using decorative Minton tiles, made in Stoke-on-Trent in the north of England.
A place for creativity
Artists and architects have a longstanding tradition of using outdoor space as an open canvas to spark public imagination. While artwork and installations might provide insight into the minds of their artists, they also nurture creativity for the park users, offering moments of visual surprise.
Park Güell, Barcelona is a public park system that consists of gardens and architectural elements. It was inspired by the 19th-century British Garden City movement whereby housing communities were designed with generous green spaces alongside industrial and commercial amenities. This explains why the original name of the park, given by the architect Antoni Gaudí himself, used the English word ‘park’ rather than the Catalan 'parc'.
The Ogre, Parco dei Mostri, Bomarzo (2010) by Photographer: Danica O Kus and Architect: Pirro Ligorio (1510-1583)Royal Institute of British Architects
Parco dei Mostri, Bomarzo, Italy
Translated as ‘Park of the Monsters’ this grotesque attraction was designed by the Italian Renaissance architect Pirro Ligorio in 1552 in the mannerist style for Prince Pier Francesco Orsini in memory of his late wife.
Neptune, Parco dei Mostri, Bomarzo (2010) by Photographer: Danica O Kus and Architect: Pirro Ligorio (1510-1583)Royal Institute of British Architects
A place for eccentricity and fantasy, it features around 24 sculptures, including a leaning building and many mythological figures. After Orsini died, the park was left neglected until 1954 when it was restored and brought back to public life. Visitors can now meander around the ‘horror show’, interpreting the park monsters according to their own imagination.
A place to commemorate
Some public parks are built in memory of a person or event as a place to reflect, mourn or celebrate. These parks often feature a memorial; a structure which serves as a focal point for the commemoration.
Design for a memorial fountain in Locke Park, Barnsley, South Yorkshire (1877) by Architect: Richard Phene Spiers (1838-1916)Royal Institute of British Architects
Locke Park, Barnsley, England
Locke Park, known as the People's Park, was in 1862 donated to the people of Barnsley by Phoebe Locke, widow of railway engineer Joseph Locke. Following Phoebe’s death, her sister Sarah McCreery donated more adjoining land in 1874. Designed by architect, author and proficient watercolourist Richard Phene Spiers, this fountain was built and dedicated by the working men of Barnsley to Miss McCreery.
The enlarged park includes Locke Park Tower, built in memory of Phoebe Locke and also to the design of Richard Phene Spiers.
Hiroshima Peace Memorial Park, Japan
At 8.16am on 6 August 1945, the first atomic bomb hit this area of Hiroshima, causing complete devastation to what was once a political and commercial centre, spanning 120,000 square metres.
Cenotaph for the A-Bomb Victims, Hiroshima Peace Memorial Park, Hiroshima (2011) by Photographer: John Barr and Architect: Kenzō Tange (1913-2005)Royal Institute of British Architects
Rather than redeveloping the land, Hiroshima Peace Memorial Park was built to commemorate the vast number of lives impacted by the tragic event, including a museum and this cenotaph. Below the arch, a stone chest holds a register of the 220,000 names, who either lost their lives because of the initial blast or were exposed to radiation.
The area is now a UNESCO World Heritage Site, where the A-Bomb Dome, one of the surviving buildings, stands alongside new monuments built to commemorate the event.
Northala Fields, London, England
This park has a unique story to tell. Perhaps not immediately noticeable, Northala Fields is a memorial park. The four conical mounds are shaped by waste from the original Wembley Stadium, including its iconic Twin Towers (as featured in the Olympic Architecture). Their demolition was controversial due to their architectural history, however their memory lives on in a new unique landmark that doubles as a rich habitat for wildlife.
Princess Diana Memorial Fountain, Hyde Park, London, England
Designed to reflect the qualities of the Princess of Wales, this open and accessible memorial park designed by Gustafson Porter and Bowman has received critical acclaim for its achievements in landscape design. Made from 545 pieces of Cornish granite, the sculptural form is integrated into the natural slope of the land. The use of water invites people to play as well as reflect on the nature and life of Diana.
View of a lake in a London park (possibly Hyde Park) with buildings seen in the distance (1950) by Artist: Albert OppenheimRoyal Institute of British Architects
A place for people...
This narrative demonstrates the multifunctional nature of parks and the importance it plays in the lives of people both locally and more widely. Parks continue to be a focal place within our urban landscapes, providing so many benefits, both emotionally and socially.
This narrative is part of a series, exploring the influence and importance of Parks. Visit Central Park in New York and also explore some of the structures and stories behind Urban Parks from around the world.
Explore more from RIBA Collections here.
All images are from the RIBA Collections unless listed.
Image: Jardin des Plantes, Paris: people playing cards. Rights: Nicholas Breach / RIBA Collections
Image: Elephant, Parco dei Mostri, Bomarzo. Rights: Edwin Smith / RIBA Collections
Images of Park Guell. Rights: Christopher Hope-Fitch / RIBA Collections
Image: The Ogre and Neptune, Parco dei Mostri, Bomarzo. Rights: Danica O'Kus / RIBA Collections
Image: Cenotaph, Hiroshima Peace Memorial Park. Image rights: John Barr / RIBA Collections
Curation and Interpretation by RIBA Public Programmes
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Tay Sachs Disease
Tay-Sachs disease is a fatal genetic disorder that causes gradual deterioration of the central nervous system. Tay-Sachs disease is normally noticed in infants. Important enzymes such as Hexosaminidase A (Hex A) are responsible for removing the fatty substances in the brain to facilitate the growth in the baby. These enzymes also help the infants to develop vision, hearing, movement and such other important functions of the body. Absence of this vital enzyme leads to Tay-Sachs disease. High amount of a fatty substance called ganglioside builds up in tissues and nerve cells of the brain. Defects in a gene on chromosome 15 that facilitates production of the enzyme Hex-A.
This is a genetic disorder. Both parents must be carriers for the child to be affected. When both the parents are carriers there is a 1 in 4 chance that their child will inherit a Tay-Sachs gene. In few of the cases, children may just become carriers and not have the disease. There is also 25% chance that, when both the parents are carriers, the child will not be a carrier and not have the disease. Tay-Sachs disease normally occurs in infants. Very rarely the symptoms begin in later childhood or adolescence and adulthood. Most children with Tay-Sachs disease usually die before reaching the age of five.
This disease is normally found in the people of Ashkenazi (eastern and central European) Jews. It is also found in French-Canadian communities of Quebec, the Old Order Amish community in Pennsylvania, and the Cajun population of Louisiana.
Signs and Symptoms of Tay-Sachs
The signs and symptoms of the Tay-Sachs differ according to the onset of the disease. Infants with Tay-Sachs disease appear to develop normally for the first few months of their life. It is only after 5 or 6 months, that gradually baby loses the vision, ability to hear, and move. A red spot develops in the back of the child's eyes. The child experiences loss of motor skills like crawling, turning over, and reaching out for things. As the child ages, he/she may suffer from seizures, mental retardation, paralysis and become completely disabled. Death usually occurs by the time the child is 5 years old.
One more form of Tay-Sachs disease is adult-onset. It is rare to find this form of the disease. Symptoms of Tay-Sachs disease for late onset include muscle weakness, loss of muscle coordination, difficulty in movement, speech problems and even mental illness.
Apart from studying the symptoms, family history, a simple blood test is conducted to assess the level of Hex-A in a person's blood. Carriers have less Hex-A in their body fluid and cells than non-carriers.
Expectant mothers can go for prenatal testing for Tay-Sachs around the 11th week of pregnancy through chorionic villi sampling (CVS). Between the 15th and 18th weeks of pregnancy, fetus can be tested with amniocentesis for the Tay-Sachs gene.
Treatment for Tay-Sachs
Presently, there is no cure or effective treatment for Tay-Sachs. Few anticonvulsant medicines are prescribed to control seizures. Patients with Tay-Sachs tend to get dehydrated easily, hence sufficient amount of fluids is recommended along with proper nutrition. Special care also needs to be taken to keep the airways open.
Chorionic Villus Sampling
The diagnostic procedure of taking out a sample tissue (Choroinic Villi) from the placenta to detect congenital abnormalities in a fetus is known as Chorionic Villus Sampling (CVS). With the guidance of ultrasound, the position of placenta is first determined. There are two methods - trans-cervical and trans-abdominal to perform this test. The position of the placenta helps the physician choose a suitable method. For trans-cervical CVS, parameters like the position of the uterus, the size of the gestational sac and the position of the placenta inside the uterus are first determined using abdominal ultrasound. Using a good antiseptic, the vulva, vagina and the cervix are cleansed. The abdomen is also cleansed for trans-abdominal procedure.
Trans cervical procedure: A thin plastic tube is inserted through the vagina and cervix for the trans-cervical procedure to reach the placenta. A tiny sample of chorionic villus tissue is taken out after locating the exact position of the placenta.
Trans-abdominal procedure: This procedure is similar to the earlier one, but a needle is inserted through the abdomen in this test to reach the uterus and then to the placenta. The chorionic villus sample tissue is drawn into the syringe, while the needle is guided by ultrasound.
This sample is then taken to the laboratory for evaluation. This procedure can be conducted even earlier than amniocentesis to detect any congenital defects present in the fetus. It is done at around 10 to 12 weeks after the last menstruation. Study of the DNA, chromosomes and enzymes of the fetus can be conducted using the sample taken out during the test. Results are available within a week or two. If there are any abnormalities found in the fetus, it is easy to conduct a therapeutic abortion, in case it is necessary. Pregnant women over the age of 35 who are at risk for giving birth to a baby with Downs Syndrome or those who have had birth defects in an earlier pregnancy are advised this test. For detecting neural tube defects and the Rh-incompatibility, amniocentesis is a better option. Hemoglobinopathies and Tay-Sachs disease can be detected through Chorionic Villus Sampling.
The risk involved in using CVS is slightly higher when compared to amniocentesis. Some complications like rupture of the amniotic membrane, miscarriage, infection, bleeding, Rh-incompatibility in the mother if she is Rh-negative and contamination of the sample with maternal cells can occur. When CVS is performed after 10 weeks of gestational period, there is a risk for limb defects in the fetus. If the mother's blood is Rh-negative, she has to receive Rho GAM to avoid Rh incompatibility. After the CVS, it is advised to have an ultrasound done after about two or four days to ensure the fetus is fine.
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Diseases, Symptoms, Tests and Treatment arranged in alphabetical order:
Bibliography / Reference
Collection of Pages - Last revised Date: December 6, 2023
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Isaac Casaubon (1559-1614) was born in Geneva where he became a professor of Greek. He later worked in France and England, but finally settled on editing Greek literature as a more rewarding occupation. Among his works was a 1587 commentary on Strabo and it was this production which inadvertently brought him into the Atlantis controversy in the early part of the 19th century.
In commenting on Strabo 2.3.6., Casaubon refers to Aristotle doubting the existence of the Achaeans walls reported by Homer in the Iliad. Casaubon notes that this statement was taken by Posidonius, who then inserted Plato’s Atlantis in place of the Achaean walls. Franke explains that this was done “in order to reject this comparison.” Nowhere does Casaubon attribute to Aristotle any claim that Atlantis was an invention by Plato.
However in 1816, Jean Baptiste Joseph Delambre when referring to Casaubon’s commentary hastily misinterprets the passage and describes Atlantis as the object of Aristotle’s doubt. This error was then repeated by later writers until gradually the idea reached critical mass so that in the 20th century it became “received wisdom”.
Nevertheless, in 2012, Thorwald C. Franke published a complete refutation of this incorrect addition by Delambre in his forensic study Aristotle and Atlantis, an English translation of the original German.
Aristotle and Atlantis is an English translation of Thorwald C. Franke’s book, Aristoteles und Atlantis, first published in German in 2010. From the beginning the author makes it clear that this monograph is not concerned with debating the existence of Atlantis but is focused on how Aristotle viewed Plato’s Atlantis.
When I began my own research the prevailing understanding was that Aristotle had rejected the story of Atlantis as an invention. Franke’s study has turned this idea completely on its head, clearly demonstrating that there is implicit evidence that Aristotle was “rather inclined towards the existence of Atlantis”. However, he goes further and forensically demolishes the idea that the two passages in Strabo’s Geographica (2.3.6.& 13.1.36) were quotations from Aristotle and even if they had been, that they were references to Homer not Plato.
Perhaps even more important is Franke’s revelation of how the prevailing attitude regarding Aristotle’s opinion of the Atlantis story arose. He has carried out extensive research that brought him back to 1587 when a commentary on Strabo by Isaac Casaubon was published, which in turn was badly misinterpreted in 1816 by Jean Baptiste Joseph Delambre who attributed a critical comment by Aristotle regarding Homer’s Achaean wall in the Illiad to be instead a reference to Plato’s Atlantis. This had far-reaching consequences as Delambre’s book was probably more generally available than Casaubon’s, resulting in Delambre’s error being widely disseminated and so in time his misinterpretation gained sufficient critical mass to become ‘received wisdom’.
If the work of one person, Delambre, initiated nearly two centuries of misinformation, I hope that another individual, Thorwald C. Franke, can now begin to redress that situation.
This book is a ‘must read’ for anyone interested in a serious study of the Atlantis question.
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The African Union Policy Framework and Reform Strategy for Fisheries and Aquaculture in Africa prioritizes fish trade and aims to promote responsible and equitable fish trade.
ECOWAS, based in Abuja, Nigeria, was established on 28th May 1975 as a community of fifteen Member States. It was created as a Regional Economic Community aiming at promoting cooperation and development, abolishing trade restrictions, removing the obstacles to the free movement of people, goods and services, and harmonising sectoral policies. The overriding objective of the establishment of ECOWAS is the establishment of a Common Market, and the creation of a Monetary Union characterized by a single currency and a common Central Bank.
The Intergovernmental Authority on Development (IGAD), based in Djibouti, was created in 1996 to supersede the Intergovernmental Authority on Drought and Development (IGADD) which was founded in 1986. The IGAD Mission is to assist and complement the efforts of the Member States to achieve, through increased cooperation in the areas of food security and environmental protection, promotion and maintenance of peace and security and humanitarian affairs and, economic cooperation and integration.
The Southern African Development Community (SADC), based in Gaborone, Botswana, started as Frontline States whose objective was political liberation of Southern Africa. SADC, launched in 1992, was preceded by the Southern African Development Coordination Conference (SADCC), which was formed in Lusaka, Zambia on 1st April 1980 with the adoption of the Lusaka Declaration (Southern Africa: Towards Economic Liberation).
The Economic Community of Central African States (ECCAS), based in Libreville, Gabon, was established on 18th October 1983 by merging Central African Customs and Economic Union (UCEAC) and the Economic Community of the Great Lakes States (CEPGL). Sao Tomé & Principe and Angola became full members in 1999. Rwanda resumed full membership in 2002. ECCAS became operational in 1985. The over-arching objective of the Community is to establish a trade system between the Member Countries free of customs, administrative and other obstacles and to achieve economic integration.
The East African Community (EAC), based in Arusha, Tanzania, is the Regional Intergovernmental Organisation of five East African Nations. The Treaty for Establishment of the East African Community was signed on 30th November 1999 and entered into force on 7th July 2000 following its ratification by the original three Partner States – Kenya, Tanzania and Uganda. The Republics of Rwanda and Burundi acceded to the EAC Treaty on 18th June 2007 and became full members of the Community with effect from 1st July 2007.
The Community of Sahel-Saharan States CEN-SAD, based in Tripoli, Libya, is a framework for integration and complementarity. Its vision is to work, together with the other Regional Economic Communities and the African Union, to strengthen peace, security and stability and achieve global economic and social development. CEN-SAD was established on 4th February 1998 following the Conference of Leaders and Heads of States held in Tripoli, Libya.
The Common Market for Eastern and Southern Africa, based in Lusaka, Zambia, was founded in 1993 as a successor to the Preferential Trade Area for Eastern and Southern Africa (PTA), which was established in 1981. COMESA's Vision is to be a fully integrated, internationally competitive Regional Economic Community with high standards of living for all of its people ready to merge into an African Economic Community.
Arab Maghreb Union, based in Rabat, Morocco, is a Regional Inter-governmental Union of the five Maghreb Countries in Northern Africa, which was created in 1989 in Marrakesh (Morocco).
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NASA is still willing to fund unusual concepts in its bid to advance space exploration. The agency is handing out $175,000 initial study grants to 14 projects that could be useful for missions in and beyond the Solar System. The highlight may be TitanAir, a seaplane from Planet Enterprises' Quinn Morley that could both fly through the nitrogen-and-methane atmosphere of Saturn's moon Titan and sail its oceans. The "flying boat" would collect methane and complex organic material for study by sucking it in through a porous leading edge.
A project from UCLA's Artur Davoyan, meanwhile, could speed up missions to the outer edge of the Solar System and even interstellar space. His design (shown at middle) would propel spacecraft by producing a "pellet-beam" of microscopic particles travelling at very high speed (over 74 miles per second) using laser blasts. The concept could dramatically shorten the time it takes to explore deep space. Where Voyager 1 took 35 years to reach interstellar space (the heliopause, roughly 123AU from the Sun), a one-ton spacecraft could reach 100AU in just three years. It could travel 500AU in 15 years.
Other efforts are sometimes similarly ambitious. MIT's Mary Knapp has proposed a deep space observatory that would use a swarm of thousands of tiny satellites to detect low-frequency radio emissions from the early universe, not to mention the magnetic fields of Earth-like exoplanets. Congrui Jin from the University of Nebraska in Lincoln has envisioned self-growing habitat building blocks that could save space on missions to Mars, while Lunar Resources' Peter Curreri has devised pipelines that could shuttle oxygen between Moon bases.
These are all very early initiatives that aren't guaranteed to lead to real-world tests, let alone missions. However, they illustrate NASA's thinking. The administration is funding the projects now in hopes that at least one will eventually pay off. If there's even partial success, NASA could make discoveries that aren't practical using existing technology.
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Elephant toothpaste erupts a foam that children can create in this experiment that resembles toothpaste being squeezed from a tube.
- Dry active yeast
- Warm water
- 6% hydrogen peroxide
- Dish soap
- Narrow necked bottle
- Liquid watercolours
- Tray or container
What To Do
- Take 1 teaspoon of yeast and dissolve it in 2 teaspoons of very warm water. You need to mix them well so that there are no yeast lumps in the mixture.
- Now place the bottle on the work table. Add ½ cup of hydrogen peroxide to the bottle.
- You could also add the liquid watercolour now.
- Now place the funnel into the bottle and add the yeast mixture into the bottle through it.
- Quickly remove the funnel and see your elephant toothpaste erupting.
Hints And Tips
- 6% hydrogen peroxide will work best for this experiment. Lesser than this would not give the desired result. Of course, you can try more than 6%. But be prepared for the tremendous eruption.
- While using the dish soap, make sure they are not antibacterial ones as they are not apt for this activity.
- Make sure you place the bottle in a large tray or container to collect all the foam.
- As soon as you start adding yeast, the reaction starts in the bottle with bubbles starting to come up. So, you need to be very quick while doing this step.
- Keep the kids at a distance while you do this experiment.
- You can even make the kids wear safety goggles if they involve themselves in adding of the ingredients. But still, they need to be under your constant supervision and stay a few feet away.
- Kids could help you out by dissolving the yeast in water. This is a nice fine motor activity for tiny hands.
- The foam which comes out is a perfect sensory play for the kids. They are absolutely safe to touch. They are soft and fluffy too. Let your kids enjoy themselves and have a fun time.
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The following article provides information on how children can benefit from being barefoot and how you facilitate the process.
A child being barefoot can stimulate a variety of senses for children. The feeling of cool prickly grass in the shade, the warm soft grass in the sun, the gritty concrete path, the stones that prick their toes, expanding and bending their toes to grip to run faster. It gives children a sense of different textures under their feet and it helps their feet develop naturally.
For more information, please read the following: Benefits For Children From Being Barefoot
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Cpl. Alpheus Ward Brown was born on August 23, 1919, in Spirit Lake, Iowa to William H. Brown ad Lois O. Edwards-Brown. It is known that he had three sisters and two brothers and the family resided in Spirit Lake and later in Superior, Iowa. He moved to Lake Hubert, Minnesota, where he lived with his two brothers and worked as a mason in road construction. When the Selective Service Act took effect on October 16, 1940, he registered and named his father as his contact person. To fulfill his military obligation, he joined the Minnesota National Guard tank company in Brainerd with his brother, Billie.
After the German tank divisions rolled through Europe in 1939 and 1940, the Army created the U.S. Armored Forces on July 10, 1940. Included in the force were the National Guard General Headquarters tank battalions. The GHQ tank battalions – which were still considered infantry – were notified on September 1, 1940, they were being called up to federal service. The belief was this would create a “buffer” between the armored forces and infantry protecting the regular army tank battalions from requests from the infantry for tanks and allowing the Armored Forces to develop into a real fighting force. If the infantry wanted tanks, the National Guard tank battalions were available to the infantry.
The tank company was scheduled to be called up on November 25th and serve for one year in the regular Army, but the date was postponed until January 6, 1941, because of a lumber strike in Washington State. In December, when it was known the battalion’s barracks would not be completed on time, the date was changed to February 10th. That morning, he was given a physical, passed, and then signed papers that transferred him from the Minnesota National Guard to the regular army as a private. After this was done, the men were issued clothing, field equipment, and barracks baggage. They also were issued tick bags, to be filled with straw and serve as mattresses. Bunks were set up in the armory on the main drill floor, the stage, and the second floor of the armory. Their first meal as members of the army was pork and beans, boiled potatoes, bread and butter, cabbage salad, cheese, apple pie, and coffee. Sgt. Russell Swearingen had the job of inspecting the company’s tanks and other equipment which was being shipped to Ft. Lewis, Washington, ahead of the company.
The soldiers’ second day of living in the armory was spent preparing for the trip to Washington State. Their first meal of the day was breakfast which was: stewed prunes, oatmeal, scrambled eggs, bacon, sweet rolls, milk, butter, and coffee. For lunch, they were fed boiled pork sausages, boiled potatoes, spinach, head lettuce, bread and butter, pie, and coffee. This was followed by a dinner of stewed chicken, mashed potatoes, celery and radishes, bread and butter, ice cream for dessert, and coffee.
The company’s two tanks, six trucks, reconnaissance car, tents, and tent stoves were sent to Ft. Lewis on a freight train on February 18. Just before midnight on February 19, the soldiers arrived at the Northern Pacific Railway Station led by the Brainerd Ladies Drum and Bugle Corps. Although it was 20 degrees below zero, the platform was jammed with families and friends wishing them well on their trip to Fort Lewis, Washington. It was said that many teary-eyed mothers and soldiers could be seen in the crowd. The train was scheduled to leave at 12:19, but it was 15 minutes late and left about 12:35. After it arrived the men got on and attempted to find their sleeping berths. The company had three sleeping cars, one kitchen baggage car, and a baggage car assigned to it. One man was too tall for his berth, so he spent the night sleeping in a chair. Another man couldn’t be found the next morning. He had gotten tired of trying to find his berth and went to sleep in an empty one.
At 6:45 the next morning, the soldiers were awakened and had to attempt to get dressed in their berths. Their first breakfast on the train was oatmeal, bacon, bread, oranges, and coffee, and served to them in tubs that ran down the center of three train cars and had been cooked in the baggage car’s kitchen. They were served it in their mess kits and ate it in their mess kits on their laps as the train swayed side to side. One soldier, Pvt. Robert Swanson, lost his meal when the train suddenly jerked and his mess kit went flying off his lap onto the floor.
At Staples, Minnesota, the train cars were transferred to the Alaskan and the company had a six-hour delay because of a train wreck 25 miles outside of Fargo, North Dakota. The train was rerouted to Fergus Falls, Minnesota, and from there was routed to Fargo. The train made a stop at Moorhead, Minnesota, and two of the company’s sergeants – who had orders to buy an ax – got off the train. Both men believed they had stopped at Fargo where the train had a ten-minute stop. As they got to the station, they saw the train pulling away. A truck driver drove them the short distance to Fargo, where they rejoined the company. The train reached Mandan, North Dakota, at 5:15 that evening and had a 15-minute stop. To stretch their legs, the men got off the train to look around. It was there that PFCs Kenneth and Ernest Gorden received a telegram that their father had died and they were allowed to board another train to return to Brainerd. They rejoined the company after the funeral.
The next morning the train arrived at Livingston, Montana, and had a 15-minute stop. Again the soldiers left the train to see what they could see. It was there the train had to be held because Pvt. Arthur Thomas and Pvt. Raymond Fox had roamed too far from the depot – while looking for a present for someone – and did not get back to the station on time. Cpl. Kenneth Porwoll was caught by the men with KP and ended up on the crew cleaning up after the meal.
At 12:30 P.M. on February 22, the train arrived in Tacoma, Washington. From the station, they were taken by truck to Ft. Lewis. As they entered the base, they passed barrack after barrack and kept going. Many of the men wondered where they were being taken. When the trucks stopped, they found themselves in front of an area known as Area 12 with 200 brand-new barracks that were built among the fir trees. It was referred to as being scenic since they had a view of Mount Rainier to the east 70 miles away. The barracks were located at the south end of Gray Army Air Field. Their twelve two-story wooden barracks and recreational and supply houses were on both sides of the road and covered an area of four city blocks.
The barracks were long and low and could sleep, 65 men. The buildings had forced air heating, but two soldiers in each one had to take turns at night to feed the coal furnaces. The barracks had electricity and adequate showers and washrooms for the men. There was a battalion mess hall that allowed 250 men to be fed at one time. Located across the street from the barracks was a branch of the post exchange.
Their first lunch at the base was waiting for them and had been prepared by C Company, who had arrived at the fort ahead of them. They had to wait to eat for about an hour because their mess kits had not arrived from the train depot. After they ate, they got to work fixing their cots in their barracks. Each man was issued two sheets, a mattress, a comforter, and a pillow and pillow cover.
Sunday morning the men got up and many went to church. The church was described as very beautiful for an army base. Catholic services were at 9:00 followed by Protestant services at 10:45. After church, the men spent much of their day working in their barracks. One of the major jobs was cleaning stickers off the window panes.
The weather was described as being constantly rainy. This resulted in many of the men being put in the base hospital to stop the spread of colds. Meals, at first, were somewhat improvised because both company cooks were in the hospital with colds. It was noted by the members of the company that the members of the other two companies found the morning temperature hard to deal with while it was warm to them. The longer they were there, the weather improved.
Once off duty many of the men visited the canteen near their barracks or went to the theater located in the main part of the base. The movies shown were newer but not the latest movies. A theater near their barracks was still being built, but when it was finished they only had to walk across the street. Since they were off Saturday afternoons on weekends, the men went to Tacoma or Olympia by bus that was provided by the Army and cost 25 cents. Tacoma was a little over 11 miles from the base and Olympia was a little over 22 miles from the base. Many of the men went to see the remains of the Narrows Bridge which had collapsed on November 7, 1940. On base, they played football, basketball, and softball. Cpl. Walter Straka who was in charge of the team held practice every evening.
At the end of February, the first detachment of men was sent to Ft. Knox, Kentucky, for training as radio operators for 13 weeks. On March 5, the soldiers were paid for the first time receiving pay for 18 days of service. It is known that a second detachment of men was sent to Ft. Knox the second week of March. Another detachment of men was sent to mechanics school and gunnery school at Ft. Knox the last week in March. On March 10, the company took a 3-mile hike with backpacks. When they returned they had to pitch their tents and there was an inspection. They took an 8-mile road march through the fir trees on March 14. The next day they had a field inspection.
For the next six months, the battalion trained at Fort Lewis, Washington. A typical day started at 6:00 AM with the first call. At 6:30 they had breakfast. When they finished they policed the grounds of their barracks and cleaned the barracks. This was followed by drill from 7:30 until 9:30 AM. During the drill, the men did calisthenics and marched around the parade grounds. At 9:30, they went to the barracks’ day rooms and took classes until 11:30 when they had lunch. The soldiers were free so many took naps until 1:00 PM when they drilled again or received training in chemical warfare. They often took part in work details during this time. At 4:30 PM, they returned to their barracks to get cleaned up before retreat at 5:00 PM. At 5:30 they had dinner and were free afterward. During this time many played baseball or cards while other men wrote home. The lights out were at 9:00 PM. but men could go to the dayroom.
The uniforms they wore were a collection of various uniforms with some men wearing WWI uniforms, others denim work uniforms, while still others had the latest issue. One day three officers on horseback rode up to one of the companies and asked the sergeant in charge why the men were dressed the way they were. The sergeant explained they were a federalized National Guard tank battalion and what they were wearing is what they had. After this conversation, the three officers rode away. That afternoon, two trucks with new coveralls pulled up to the battalion’s barracks, and each man was issued a pair. Since they were the best clothing they had, many of the men wore them as their dress uniform. As it turned out, one of the three officers who had talked to the sergeant was Col. Dwight D. Eisenhower who had overseen tank training for the army at one time.
The battalion at one point had more men at Ft. Knox than at Ft. Lewis, so they were given the job of garbage collection and distributing coal to buildings for the coal-fired furnaces. To train with their tanks, Major Ernest Miller, the commanding officer of the battalion had those still on the base train on the weekends. A Company reported for its weekly field inspection on April 20, and there were only 20 men left in the company. A few days later, seven more men were sent to Ft. Knox, and those left behind wondered how they would be able to get all the jobs expected of the company done.
The entire battalion on April 23rd went on an all-day march, having dinner out in the woods, brought to them by cooks in trucks. It was a two-hour march each way and covered about 10 miles total. They stopped at noon in a beautiful spot in a valley where there was an old deserted apple orchard in bloom, the blossoms were like small yellow sweetpeas and it was just a mass of yellow. The other hill in the back of the valley was thickly covered with woods, many of the trees were flowering dogwood and the many other flowers and strange plants made the soldiers conscious of the fact they weren’t in Minnesota. The company also received twelve motorcycles and every man in the company had to learn to ride them. The entire battalion on April 30, except ‘the selectees,’ who didn’t have shelter halves, went on their first overnight bivouac together. They left at noon and returned before noon the next day. Part of the reason they did this was to practice pitching tents and for the cooks, it gave them the chance to supply food to the men out in the field.
In May, seventeen “selectees” joined the company but lived with Headquarters Company. Their basic training was condensed down to six weeks under the direction of Sgts. Nelson, Hyatt, Goodrich, and Paine. The sergeants lived with them and dealt with all their problems or directed them to someone who could help them. They supervised the selectees’ calisthenics and drill, besides holding classes in all the different subjects they needed to be trained as tank battalion members.
The battalion during June trained under what was called, “wartime conditions.” On one date, orders they received orders at 2:00 A.M. to move out as soon as possible to the attack position. They found themselves in dense woods in pitch-black conditions. For the tanks to move, a soldier guided them with a small green flashlight. The soldiers were expected to have their gas masks with them and had to use them if ordered to do so.
The company on June 10th, celebrated the fifth anniversary of its being mustered into the Minnesota National Guard. The soldiers had a large banquet dinner with a few cases of beer to make the celebration more festive. Major Ernest Miller gave a talk about the company’s history since it was formed in Brainerd. Many felt this was done for the benefit of the men from selective service. After dinner, they went to the theater that was located by their barracks and watched the official training film of the University of Minnesota football team. Ironically, the Golden Gophers’ official photographer’s son was in C Company.
The battalion, in July, still had only the eight M2 tanks that came with the companies to Ft. Lewis. It received some single turret tanks in late July that had been built in 1937, and a few beeps (later known as “jeeps”). It was the only unit at the base with them. On August 1st, the battalion was told it was losing B Company. The company was detached from the battalion and issued orders to Alaska. The rest of the battalion took part in what was called the Pacific maneuvers. During the maneuvers, the battalion was ordered back to Ft. Lewis and learned it was being sent overseas.
The story that Col. Ernest Miller, in his book Bataan Uncensored, told was that the decision to send the battalion overseas was made on August 15, 1941, and was the result of an event that took place in the summer of 1941. In the story, a squadron of American fighters was flying over Lingayen Gulf, in the Philippines, when one of the pilots, who was flying at a lower altitude, noticed something odd. He took his plane down and identified a flagged buoy in the water and saw another in the distance. He came upon more buoys that lined up, in a straight line for 30 miles to the northwest, in the direction of Formosa which had a large radio transmitter used by the Japanese military. The squadron continued its flight plan south to Mariveles and returned to Clark Field. When the planes landed, it was too late to do anything that day. The next day, when another squadron was sent to the area, the buoys had been picked up by a fishing boat – with buoys on its deck covered by a tarp – which was seen making its way to shore. Since communication between the Air Corps and the Navy was difficult, the boat escaped. It was at that time the decision was made to build up the American military presence in the Philippines.
The fact was that the battalion was part of the First Tank Group which was headquartered at Ft. Knox and operational by June 1941. Available information suggests that the tank group had been selected to be sent to the Philippines early in 1941. Besides the 194th at Ft. Lewis, the group was made up of the 70th and 191st Tank Battalions – the 191st was a National Guard medium tank battalion while the 70th was a regular army tank battalion – at Ft. Meade, Maryland, the 193rd was at Ft. Benning, Georgia, and the 192nd was at Ft. Knox, Kentucky. The 192nd, 193rd, and 194th had been National Guard light tank battalions.
On August 13, 1941, Congress voted to extend federalized National Guard units’ time in the regular Army by 18 months. Major Ernest Miller was ordered to Ft. Knox by plane arriving the next day August 14th. That afternoon he received the battalion’s overseas orders. During the meeting, one of General Jacob L. Dever’s staff officers – Dever was the commanding officer of Ft. Knox – let it slip that the battalion was being sent to the Philippines. On August 18th, Miller stopped in Brainerd to see his family after receiving the battalion’s orders. When asked, he informed the Brainerd Daily Dispatch that the battalion was being sent overseas, but he did not disclose where they were being sent. Miller later flew to Minneapolis and then flew to Ft. Lewis. Different newspapers speculated that the battalion was being sent to the Philippines. The fact there were only three “overseas” locations the tanks could be sent which were Alaska, Hawaii, or the Philippines, and Alaska was already eliminated because B Company was being sent there. Ironically, a week before this, the wife a 194th officer, from St. Joseph, Missouri, wrote him a letter and asked her husband, “Is it true that your unit is going to the Philippines?”
Documents show that the entire First Tank Group was scheduled to be sent to the Philippines. The buoys being spotted by the pilot may have sped up the transfer of the tank battalions to the Philippines with only the 192nd and 194th reaching the islands, but it was not the reason for the battalions going to the Philippines. The 193rd Tank Battalion had sailed for Hawaii – on its way to the Philippines – when Pearl Harbor was attacked. After it arrived in Hawaii, the battalion was held there. One of the two medium tank battalions – most likely the 191st – had standby orders for the Philippines, but the orders were canceled on December 10th because the war with Japan had started. Some military documents from the time show the tank group in the Philippines was scheduled to be made up of three light tank battalions and two medium tank battalions. Other documents show the Provisional Tank Group in the Philippines was also called the First Provisional Tank Group. At the same time, the men in the Philippines referred to the tank group as the First Tank Group.
Different newspapers speculated that the battalion was being sent to the Philippines. The reality was there were only three places where the tanks could be sent; Alaska, Hawaii, or the Philippines. Alaska was already eliminated since B Company was being sent there. The fact was that the battalion was part of the First Tank Group which was headquartered at Ft. Knox and operational by June 1941. Besides the 194th, the tank group was made up of the 70th and 191st medium tank battalions at Ft. Meade, Maryland. The 70th was a regular Army tank battalion while the 191st had been a National Guard tank battalion. The 193rd at Ft. Benning, Georgia, and the 192nd at Ft. Knox, Kentucky, were also part of the tank group. The 192nd, 193rd, and 194th had been National Guard light tank battalions. It is also known that the 193rd Tank Battalion had sailed for Hawaii – on its way to the Philippines – when Pearl Harbor was attacked. After it arrived in Hawaii, the battalion was held there. One of the two medium tank battalions – most likely the 191st – had received standby orders for the Philippines, but the orders were canceled on December 10th because the war with Japan had started. Some military documents from the time show the name of the Provisional Tank Group in the Philippines as the First Provisional Tank Group.
It was at this time men who were 29 years old or older and/or married with dependents were allowed to be transferred from the battalion. On September 4th, 1941, the 194th, without B Company, was sent to Ft. Mason, north of San Francisco, by train and arrived at 7:30 A.M. on the 5th. From there, they were ferried, on the U.S.A.T. General Frank M. Coxe to Ft. MacDowell on Angel Island where they were inoculated. Those men with medical conditions were replaced with men who had never trained in tanks.
The battalion’s new tanks were sent west from Ft. Knox, Kentucky, where they had been requisitioned by an officer of the 192nd Tank Battalion, 2nd Lt. William Gentry, for the battalion. Gentry was given written orders from the War Department giving him authority to take tanks from any unit so the 194th had its full complement of tanks. In some cases, the tanks he took had just arrived at the fort on flatcars and were about to be unloaded when he and his detachment arrived and took the tanks from soldiers waiting to unload them. From Ft. Knox, the tanks were sent west by train and were waiting for the battalion at Ft. Mason.
The tanks fit fine in the ship’s first and second hold, but the deckhead in the ship’s third hold was too low, so 19 tanks had to have their turrets removed to fit them in the hold. So that the turrets went on the tanks they came off of, the tanks’ serial numbers were painted on the turrets. The ship’s captain also ordered that all ammunition, fuel, and batteries be removed from the tanks. He stated they would be sent later, but it appears the batteries were sent to the Philippines with the tanks.
The soldiers boarded the U.S.A.T. President Calvin Coolidge which sailed at 9 PM. The enlisted men found themselves assigned to bunks in the ship’s holds with the tanks. Those men with lower bunks found them unbearable to sleep in because of the heat and humidity. Soon, most men were sleeping on deck but learned quickly to get up early because the crew hosed down the deck each morning. Many of the men had seasickness during this part of the voyage. The soldiers spent their time attending lectures, playing craps and cards, reading, writing letters, and sunning themselves on deck. Other men did the required work like turning over the tanks’ engines by hand and the clerks caught up on their paperwork. The ship arrived at 7:00 A.M. on September 13th in Honolulu, Hawaii, and the soldiers were given four-hour passes ashore. At 5:00 PM that evening the ship sailed.
The next morning, the members of the battalion were called together and they were informed the battalion was going to the Philippines. On the next leg of the voyage, the ship was joined by the U.S.S. Guadalupe, a replenishment oiler. The heavy cruiser, U.S.S. Astoria, and an unknown destroyer were the ships’ escorts. During rough weather, the destroyer approached the Coolidge for a personnel transfer. The soldiers recalled that the destroyer bobbed up and down and from side to side in the water with waves breaking over its deck as an attempt was made to make the transfer. When it became apparent that a small boat would be crushed if it attempted to transfer someone from one ship to the other, a bosun’s chair was rigged and the man was sent from the Coolidge to the destroyer. A few of the tanks in the hold broke loose from their moorings and rolled back and forth slamming into the ship’s hull. They did this until the tankers secured them.
The ships crossed the International Dateline the night of Tuesday, September 16th, and the date became Thursday, September 18th. A few days past Guam, the soldiers saw the first islands of the Philippines. The ships sailed south along the east coast of Luzon, around the southern end of the island, and up the west coast. On Friday, September 26th, the ships entered Manila Bay at about 7:00 in the morning. The soldiers remained on board and disembarked at 3:00 P.M. and were bused to Fort Stotsenburg. The battalion’s maintenance section, remained behind at the pier, with the 17th Ordnance Company, to unload the tanks and reattach the tanks’ turrets.
The maintenance section and 17th Ordnance reinstalled the batteries, but they needed aviation fuel for the tanks’ engines to get them off the docks. 2nd Lt. Russell Swearingen went to the quartermaster and asked him for the fuel. He was told that they did not have any at the port so he would have to go to the Army Air Corps to get it. When he arrived at the Air Corps command, he was informed that they couldn’t give him the aviation fuel without a written order. It took two weeks to get the tanks off the docks. While all this was going on, the battalion’s half-tracks arrived as well as motorcycles. The battalion’s reconnaissance detachment had Harley-Davidsons at Ft. Lewis but the new motorcycles were Indian Motorcycles with all the controls on the opposite side of the bikes. The reconnaissance section also had peeps (later known as jeeps), but many of these were taken by high-ranking officers for their own use since they were new to the Army.
Upon arriving at the fort, they were greeted by General Edward P. King Jr. who apologized that they had to live in tents and receive their meals from food trucks until their barracks were completed on November 15. He informed the battalion he had learned of their arrival just days before they arrived. After he was satisfied that they were settled in, he left them. That night there was heavy rain and many of the tents flooded. Men also quickly learned that leaving their shoes on the ground resulted in them being covered in mold. After spending three weeks in tents, they moved into their barracks on October 18, the barracks were described as being on stilts with walls that from the floor were five feet of a weaved matting called sawali This allowed the men to dress. Above five feet the walls were open and allowed for breezes to blow through the barracks making them more comfortable than the tents. There were no doors or windows. The wood that was used for the support beams was the best mahogany available. For personal hygiene, a man was lucky if he was near a faucet with running water.
The days were described as hot and humid, but if a man was able to find shade it was always cooler in the shade. The Filipino winter had started when they arrived, and although it was warm when they went to sleep by morning the soldiers needed a blanket. They turned in all their wool uniforms and were issued cotton shirts and trousers which were the regular uniform in the Philippines. They were also scheduled to receive sun helmets.
A typical workday was from 7:00 to 11:30 A.M. with an hour and a half lunch. The afternoon work time was from 1:30 to 2:30 P.M. At that time, it was considered too hot to work, but the battalion continued working and called it, “recreation in the motor pool.” Tank commanders studied books on their tanks and instructed their crews on the 30 and 50 caliber machine guns. The tankers learned to dismantle the guns and put them together. They did it so often that many men could take the guns apart and assemble them while wearing blindfolds. They never fired the guns because Gen. King could not get Gen. MacArthur to release ammunition for them.
For the next several weeks, the tankers spent their time removing the cosmoline from their weapons. They also had the opportunity to familiarize themselves with their M3 tanks. None of them had ever trained in one during their time at Ft. Lewis. In October, the battalion was allowed to travel to Lingayen Gulf. This was done under simulated conditions that enemy troops had landed there. Two months later, enemy troops would land there. It is known that they were paid at least once after arriving which was confusing since they were paid in pesos and centavos. Many men at first had to learn how much things cost in the new currency.
At the end of the workday, the men had free time. The fort had a bowling alley and movie theaters. The men also played softball, horseshoes, and badminton. Men would also throw footballs around. On Wednesday afternoons, the men went swimming. Once a month, men put their names for the chance to go into Manila. The number of men allowed on these trips was limited. Other men were allowed to go to Aarayat National Park where there was a swimming pool that was filled with mountain water. Other men went canoeing at the Pagsanjan Falls and stated the scenery was beautiful.
The 192nd Tank Battalion arrived in the Philippines on November 20. It was at this time that the process of transferring the battalion’s D Company to the 194th was begun which would give each tank battalion three tank companies. The 192nd was sent to the Philippines with a great deal of radio equipment to set up a radio school to train radio operators for the Philippine Army. The battalion had a large number of ham radio operators and set up a communications tent that was in contact with the United States within hours after its arrival. The communications monitoring station in Manila went crazy attempting to figure out where all these new radio messages were coming from. When it was informed it was the 192nd, they gave the battalion frequencies to use and men were able to send messages home to their families.
With the arrival of the 192nd Tank Battalion, the Provisional Tank Group was activated on November 27. Besides the 194th, the tank group contained the 192nd and the 17th Ordnance Company which arrived in the Philippines with the 194th joined on the 29th. Military documents written after the war show the tank group was scheduled to be composed of three light tank battalions and two medium tank battalions. Col. James Weaver who had been put in command of the 192nd in San Francisco left the 192nd and was appointed head of the tank group and promoted to brigadier general.
It is known that during this time the battalions went on at least two practice reconnaissance missions under the guidance of the 194th. They traveled to Baguio on one maneuver and to the Lingayen Gulf on the other maneuver. Gen. Weaver, the tank group commander, was able to get ammunition from the post’s ordnance department on the 30th, but the tank group could not get time at one of the firings ranges at the base.
The tanks also took part in an alert that was scheduled for November 30th. What was learned during this alert was that moving the tanks to their assigned positions at night was a disaster. In particular, the 194th’s position below Watch Hill was among drums of 100-octane fuel and the entire bomb reserve for the airfield. The next day the tanks were ordered back to the airfield to guard against Japanese paratroopers after reconnaissance planes reported Japanese transports milling about in a large circle in the South China Sea. The 194th’s position was moved to an area between the two runways below Watch Hill. From this time on, two tank crew members remained with each tank at all times and were fed from food trucks.
It was the men manning the radios in the 192nd’s communication tent who were the first to learn of the Japanese attack on Pearl Harbor on the morning of December 8. Major Ernest Miller, Major Ted Wickord, CO, 192nd, Captain Richard Kadel, CO, 17th Ordnance Company, and Gen. Weaver read the messages of the attack. Maj. Miller left the tent and informed the officers of the 194th about the Japanese attack on Pearl Harbor. All the members of the tank crews were ordered to their tanks which were joined by the battalion’s half-tracks.
Around 8:00 A.M., the planes of the Army Air Corps took off and filled the sky. It was said that no matter what direction one looked the sky was filled with American planes. At noon, the planes landed and were lined up – near the pilots’ mess hall – in a straight line to be refueled. While the planes were being serviced, the pilots went to lunch. The members of the tank crews received their lunches from the battalion’s food trucks. At 12:45 in the afternoon on December 8, 1941, just ten hours after the attack on Pearl Harbor, the company lived through the Japanese attack on Clark Field. The tankers were eating lunch when planes approached the airfield from the north. At first, they thought the planes were American and counted 54 planes in formation. They then saw what looked like “raindrops” falling from the planes. It was only when bombs began exploding on the runways that the tankers knew the planes were Japanese. It was stated that no sooner had one wave of planes finished bombing and were returning to Formosa than another wave came in and bombed. The second wave was followed by a third wave of bombers.
The bombers were quickly followed by Japanese fighters that sounded like angry bees to the tankers as they strafed the airfield. The tankers watched as American pilots attempted to get their planes off the ground. As they roared down the runway, Japanese fighters strafed the planes causing them to swerve, crash, and burn. Those that did get airborne were barely off the ground when they were hit. The planes exploded and crashed to the ground tumbling down the runways. The Japanese planes were as low as 50 feet above the ground and the pilots would lean out of the cockpits so they could more accurately pick out targets to strafe. The tankers said they saw the pilots’ scarfs flapping in the wind. One tanker stated that a man with a shotgun could have shot a plane down. When the Japanese were finished, there was not much left of the airfield. The soldiers watched as the dead, the dying, and the wounded were hauled to the hospital on bomb racks, trucks, and anything else, that could carry the wounded, was in use. When the hospital filled, they watched the medics place the wounded under the building. Many of these men had their arms and legs missing. One result of the attack was that the transfer of D Company to the 194th was never completed, and the company fought with the 194th but remained part of the 192nd.
The tankers lived through two more attacks on December 10th and 12th. On the night of the 12th, the battalion was ordered to bivouac south of San Fernando near the Calumpit Bridge. Attempting to move the battalion at night was a nightmare, and they finally arrived at their new bivouac at 6:00 A.M. on December 13th. It was also stated the battalion was sent to Batangas in southern Luzon for about two weeks. During this time, little happened, but the tankers were strafed a few times by Japanese planes. The tanks spent much of their time doing reconnaissance and hunting down fifth columnists who used flares at night and mirrors during the day to show Japanese planes where ammunition dumps were located. They were ordered back north to the Agno River. On the 15th, the battalion received 15 Bren gun carriers but turned some over to the 26th Cavalry, Philippine Scouts. These were manned by grounded Air Corps men and used to test the ground to see if it could support the weight of tanks.
On December 22nd, A Company and D Company, 192nd, were ordered to the Agno River near Carmen. C Company remained behind at Batangas. The tankers at 2:15 P.M. started the more than 150 mile movement north to meet the Japanese at an area 85 miles northwest of Manila. When they got close to their objective, to protect the battalion from strafing, most of the battalion went to the left on Route 3 toward Tarlec and the river while A Company was sent down Route 5 toward Cabanatuan and San Jose and then along the river until it rejoined the rest of the battalion. When the tanks passed through the barrio of San Jose, they saw the dead bodies of Filipino men, women, and children who had mistaken Japanese Zeros for American planes. When they came out to wave at the planes, they were strafed.
The tank battalions formed a defensive line along the southern bank of the Agno River with the tanks of the 192nd holding the Agno River from Carmen to Tayug, and the 194th holding the line on the Carmen-Alcala-Bautista Road. The tanks were about five yards apart. It was on the 26th that the Japanese artillery fire began landing near the tanks. The Self-propelled mounts of the Filipino Scout would take positions between the tanks fire several rounds and move to another position. Shells began landing around the tanks, so the crews buttoned themselves in their tanks. The tanks did not have anti-personnel shells to use against infantry, but the tankers used the tanks’ 37 millimeter guns against armored vehicles and their machine guns against infantry. The fire stopped the Japanese advance for a while but the Japanese brought up more artillery and resumed the attack.
Two volunteers were needed to set up machine guns at the far end of the bridge to harass the Japanese. Pvt. Gerald Bell and Pvt. August Bender, who were assistant tank drivers, volunteered to take two antiaircraft machine guns from the tanks to the far end of the bridge and set up machine gun nests. It was stated that Bell and Bender held their position and died after being surrounded. The Japanese attempted to cross the river in several places. The tankers fired on them with their machine guns killing as many as 500 enemy troops and knocking out three tanks with the support of two divisions of the Philippine Army. According to Capt. John Riley, most of the men had already concluded they would lose the battle for Luzon, but they also made the decision that they would tie up the Japanese as long as possible. Men stated that the U.S. had asked them to hold out for six months.
The two Filipino Army Divisions withdrew leaving the tank battalions alone to face the Japanese. The tankers held up the Japanese as long as possible before withdrawing. The 192nd received the order to withdraw but for some unknown reason, the 194th did not receive the order. The battalion finally was ordered to withdraw and 1st Lt. Harold Costigan informed the members of A Company, and D Company, 192nd, that they would have to fight their way out. The tanks fought their way through Carmen losing two tanks but saving the crews except for Capt. Edward Burke who had been hit by enemy fire. He was presumed dead but had been captured by the Japanese.
As the company’s tanks withdrew, they came to a blown-up bridge. Attempting to find a place to ford the river they drove along the bank. It was at that time that a tank was hit by artillery fire in front and back resulting in a fire in the tank. The driver of the tank, PFC Carl Kramp, could not see the tank ahead of him because of dust, so his tank continued upstream and went right through the Japanese Army. Pvt. Carlson Hopkins, the tank’s bow gunner, used up three belts of bullets killing a large number of Japanese. While this was going on, Pvt. Jim Bogart was fighting the fire in the tank and pulled the cord out of the radio jack ending communications with the other tanks. He did manage to fire on the Japanese with his pistol using the pistol port. The tank would not shift into fourth or fifth gear and the crew believed it had been damaged by the shell that hit the front of the tank. Later, they found a musette bag between the shift lever and the power tunnel. The tank did make it to the defensive line but had enough damage that it had to be repaired by 17th Ordnance, so the members of the tank’s crew joined other crews.
D Company found the bridge they were supposed to cross had been destroyed and abandoned their tanks. The company commander had the crews disable the tanks, but he hoped they would be recovered so he did not have the men make them inoperable. The tanks were captured and repaired by the Japanese and put into use in Bataan. One tank commander – who refused to abandon his tank and had his handgun pointed at the back of the head of his tank driver – found a place to ford the river a few hundred yards from the bridge. The tank commander received the Silver Star for saving his tank.
That day, the tank battalions were also given the job of holding the line against enemy armor and major thrusts until 5:00 A.M. on December 27th. Col. Ernest Miller – being the senior officer – was given authority to withdraw both tank battalions before 5:00 A.M. if he felt it was necessary. The tanks held the line but withdrew at 7:30 P.M. before the bridges they needed to cross were blown up at 11:30 P.M. that night. The 192nd and part of the 194th fell back to form a new defensive line the night of December 27th and 28th. Arrangements had been made for the tanks to pick up their rations at Tarlac Depot. From there they fell back to the south bank of the BamBan River which they were supposed to hold for as long as possible. The tankers found their tanks being used as “mobile pillboxes.” The tanks were at Santo Tomas near Cabanatuan on December 28th and 29th serving as a rear guard against the Japanese.
The tank battalions, on the 31st, were holding open two bridges at Calumpit so that the Southern Luzon forces could withdraw toward Bataan. It was noted that convoys of trucks would pass the tanks carrying absolutely nothing. It was then that Maj. Miller sent out detachments of trucks to warehouses and had the men load them with ammunition, food, and high-octane fuel that was used by the tanks. It was stated that one detachment went all the way to Ft. Stotsenburg. The trucks returned carrying 6 tons of canned food and 12,000 gallons of fuel.
The 194th, at 2:00 AM the morning of January 1st, crossed a bridge over the San Fernando River which was destroyed since all Filipino and American units had already crossed. They were now on the main road into Bataan. A defensive line was set up from Guagua to Porac to the swamps along Pampanga Bay. The bridge on a side road that ran from Guagua to Sexmoan and back onto Route 7 was destroyed. At 4:00 AM, the A Company’s tanks had taken up new positions and the crews were told to get some rest. The tankers were well hidden and listened to the Japanese troop movement and Japanese planes flew over constantly. They next heard the sound of Japanese 89A medium tanks approaching their position. Since the Japanese had not done any reconnaissance, they stopped in the middle of an open field. When they did, A Company opened fire; In less than 5 minutes, all five of the Japanese tanks had been destroyed.
That same day, conflicting orders were received by the defenders who were attempting to stop the Japanese advance down Route 5. Doing this would allow the Southern Luzon Forces to withdraw toward Bataan. General Wainwright was unaware of the orders since they came from Gen. MacArthur’s chief of staff. Because of the orders, there was confusion among the Filipinos and American forces defending the bridge, over the Pampanga River, about withdrawing from the bridge and half of the defenders withdrawing. Due to the efforts of the Self-Propelled Mounts, the 71st Field Artillery, and a frenzied attack by the 192nd Tank Battalion the Japanese were halted and the Southern Luzon forces escaped.
From January 2nd to 4th, the 192nd held the road open from San Fernando to Dinalupihan so the Southern forces could escape while the 194th held the bridge open. On January 3rd a platoon of C Company tanks were driven back to Guagua from Betis and Guagua began receiving fire from Japanese artillery. When enemy fire became too intense the battalion dropped back. The tanks and Self Propelled Mounts were the only units that held the line against the Japanese at Guagua on January 5th. That night, the tank battalion was holding a position near Lubao. It was about 2:00 in the morning when one of the battalion’s outposts challenged approaching soldiers. The soldiers turned out to be Japanese. When they attacked, the Japanese were mowed down by the guns of the tanks. The Japanese sent up flares to show where the American tanks were located and charged toward the tanks, through an open field and were mowed down. When the Japanese disengaged at 3:00 A.M., there were large numbers of Japanese dead and wounded in front of the tanks. It was estimated they had lost half their troops.
At 2:30 A.M., on January 6th, the Japanese attacked Remedios in force using smoke, an attempt by the Japanese to destroy the tank battalions. That night the tanks withdrew into the peninsula with the 192nd holding its position so that the 194th Tank Battalion could leapfrog past it, cross the bridge, and then cover the 192nd’s withdrawal over the bridge. Once the 192nd crossed the bridge, the engineers destroyed it ending the Battle of Luzon. On the 7th, the food rations were cut in half, and not too long after this was done that malaria, dysentery, and dengue fever began hitting the soldiers.
On January 8th, a composite tank company was formed under the command of Capt. Donald Hanes, B Co., 192nd. Its job was to protect the East Coast Road north of Hermosa open and to stop Japanese tanks attempting to use it to overrun the next defensive line that was forming. While in this position, the tanks were under constant enemy artillery fire. The remainder of the tanks were ordered to bivouac south of Aubucay Hacienda Road. While there, the tank crews had their first break from action in nearly a month. The tanks, which were long overdue for maintenance, were serviced by 17th Ordnance and the tank crews had two or three days of rest. It was also at this time that tank companies were reduced to ten tanks, with three tanks in each platoon. This was done so that D Company would have tanks. It was on January 9th that the Japanese launched a major offensive on what was called the Aubucay Hacienda line that stretched from Aubucay on the east coast of Bataan to the China Sea on the west.
The Japanese attacked through the Aubucay Hacienda Plantation which was the location of most of the fighting took place. The defenders stated that the bodies of the dead Japanese piled up in front of them and actually made it more difficult for the next Japanese troops to advance against the line. One tanker from B Co., 192nd, said that when they walked among the Japanese dead, they found hypodermic needles on them. To him, this explained why they kept coming at the tanks even after they had been hit by machine gun fire. The defenders’ artillery was so accurate that the Japanese later stated the defenders were using artillery pieces like they were rifles. The biggest problem was that the defenders had no air cover so they were bombed and stated constantly and were constantly harassed by snipers. The tanks often had the job of protecting the artillery. None of the tank companies liked doing this job since after the guns fired a few rounds it didn’t take the Japanese long to zero in on where the guns were located. It didn’t take long for the gun crews to learn how to “shoot and scoot.”
On January 12th, Co. D, 192nd, and Co. C, 194th, were sent to Cadre Road in a forward position with little alert time. Land mines were planted on January 13 by ordnance to prevent the Japanese from reaching Cadre Road. C Co., 194th, was sent to Bagac to reopen the Moron Highway which had been cut by the Japanese on January 16. At the junction of Trail 162 and the Moron Highway, the tanks were fired on by an anti-tank gun which was knocked out by the tanks. They cleared the roadblock with the support of infantry.
General Weaver also issued the following orders to the tank battalions around this time: “Tanks will execute maximum delay, staying in position and firing at visible enemy until further delay will jeopardize withdrawal. If a tank is immobilized, it will be fought until the close approach of the enemy, then destroyed; the crew previously taking positions outside and continuing to fight with the salvaged and personal weapons. Considerations of personal safety and expediency will not interfere with accomplishing the greatest possible delay.”
During this time, the tanks often found themselves dealing with officers who claimed they were the ranking officer in the area and that they could change the tank company’s orders. Most wanted the tanks to kill snipers or do some other job the infantry had not succeeded at doing. This situation continued until Gen Weaver gave a written order to every tank commander that if an officer attempted to change their orders, they should hand the officer the orders. When the officer looked up at the tank commander, the tank commander had his handgun aimed at the officer. Gen Weaver had ordered the tank commanders to shoot any officer attempting to change their orders. This ended the problem.
On January 20th, A Company was sent to save the command post of the 31st Infantry. On the 24th, they supported the troops along the Hacienda Road, but they could not reach the objective because of landmines that had been planted by ordnance. The battalion held a position a kilometer north of the Pilar-Bagac Road with four self-propelled mounts. At 9:45 A.M., a Filipino warned the tankers that a large force of Japanese was on their way. When they appeared the battalion and self-propelled mounts opened up with everything they had. The Japanese broke off the attack, at 10:30 A.M., after losing 500 of their 1200 men. It was also at this time that the Japanese ended the assault and waited for fresh troops to arrive.
The defenders were ordered to withdraw on the 25th to a new line known as the Pilar-Begac Line. The tanks were given the job of covering the withdrawal with the 192nd covering the withdrawing troops in the Aubucay area and the 194th covering the troops in the Hacienda area. At 6:00 PM the withdrawal started over the only two roads out of the area which quickly became blocked, and the Japanese could have wiped out the troops but did not take advantage of the situation.
On January 28th, the tank battalions were given beach duty with the 194th assigned the coast from Limay to Cacaben. The half-tracks were used to patrol the roads. One night while on this duty, the B Co., 192nd, engaged the Japanese in a firefight as they attempted to land troops on the beach. When morning came, not one Japanese soldier had successfully landed on the beach. The Japanese later told the tankers that their presence on the beach stopped them from attempting landings. While doing this job, the tankers noticed that each morning when the PT boats were off the coast they were attacked by Japanese Zeros. The tank crews made arrangements with the PT boats to be at a certain place at a certain time and waited for the Zeros to arrive and attack. This time they were met by machine gun fire from the boats but also from the machine guns of the tanks and half-tracks. When the Zeros broke off the attack, they had lost nine of twelve planes.
The battalions guarded the airfields in Bataan in February, which had been constructed because of the belief that aid would be coming by air. Throughout the Battle of Bataan, men held the belief that aid would arrive. The Japanese bombed the airfields during the day and at night the engineers would repair them. 50-gallon drums were placed around the airfields to mark the runways, and at night fires could be lit in them to outline the landing strip. The well-camouflaged tanks surrounded the airfield and had several plans on how they would defend the airfields from paratroopers.
The Battle of the Points also took place at this time. The Japanese landed Marines behind the main line of defense in an attempt to cut the supply lines from Mariveles to Baguio. After they had landed they were quickly trapped on a point sticking out into the China Sea. When the Japanese attempted to reinforce the point, they landed on another point, and the second group was quickly trapped. The Army Air Corps men converted to infantry, the 45th and 57th Philippine Scouts. and companies from the 192nd and 194th Tank Battalion were involved in the elimination of the points. When the Japanese attempted to send in a third detachment of reinforcements, the last three P-40s appeared and strafed the barges. The strafing ended the Japanese attempt to reinforce their troops. Through a coordinated attack by the infantry and the tanks, the Japanese were pushed back to the caves below the points before being wiped out.
Tanks parts were now rare and 17th Ordnance made repairs however they were able to make them. Tanks that had damaged main guns often had the barrels cut down – similar to a sawed-off shotgun – to keep them firing. 17th Ordnance also provided anti-personnel by converting WWI shells from the Philippine Ordnance Department so that they could be fired by the tanks. The company also had to deal with the fact the tane tanks’ suspension systems were locking up after being near or in salt water. The information was sent to the War Department which replaced the suspension system on all vehicles using it.
On March 1st, the soldiers had their rations cut in half again and the men were starving. This meant that they only ate two meals a day. It was said that if an animal could be eaten, the defenders of Bataan ate it. Only monkeys were hard to eat since their faces made them look human. The Japanese also were dropping surrender leaflets with a picture of a scantily clad blond on them. They would have been more successful at getting the Americans to surrender if the picture had been a hamburger since the men were so hungry and more likely would have surrendered for a good meal. Since the leaflets were printed on tissue paper, they made good toilet paper. The amount of gasoline was reduced to 15 gallons a day for all vehicles except the tanks. This would later be dropped to ten gallons a day except for the tanks. There was only one major alert in March when 73 Japanese planes came over on their way to the Dutch East Indies. Also at this time, Gen. Weaver suggested to Gen. Wainwright that a platoon of tanks be sent to Corregidor, but Wainwright declined this suggestion.
During this time, two tanks had gotten stuck in the mud, and the crews were working to free them. While they were doing this, a Japanese regiment entered the area. Lt. Colonel Ernest Miller ordered his tanks to fire on the Japanese at point-blank range. He also ran from tank to tank directing the crew’s fire. The Japanese were wiped out. On March 21st, the last major battle was fought by the tanks.
The reality was that the same illnesses that were taking their toll on the Bataan defenders were also taking their toll on the Japanese. American newspapers wrote about the lull in the fighting and the building of defenses against the expected assault that most likely would take place. The soldiers on Bataan also knew that an assault was coming, they just didn’t know when it would take place. Having brought in combat harden troops from Singapore, the Japanese launched a major offensive on April 3rd supported by artillery and aircraft. The artillery barrage started at 10 AM and lasted until noon and each shell seemed to be followed by another that exploded on top of the previous shell. At the same time, wave after wave of Japanese bombers hit the same area dropping incendiary bombs that set the jungle on fire. The defenders had to choose between staying in their foxholes and being burned to death or seeking safety somewhere else. As the fire approached their foxholes those men who chose to attempt to flee were torn to pieces by shrapnel. It was said that arms, legs, and other body parts hung from tree branches. A large section of the defensive line at Mount Samat was wiped out. The next day a large force of Japanese troops came over Mt. Samat and descended down the south face of the volcano. This attack wiped out two divisions of defenders and left a large area of the defensive line open to the Japanese.
It was the evening of April 8th that Gen. King decided that further resistance was futile, since approximately 25% of his men were healthy enough to fight, and he estimated they would last one more day. In addition, he had over 6,000 troops who were sick or wounded and 40,000 civilians who he feared would be massacred. His troops were on one-quarter rations, and even at that ration, he had two days of food left. He also believed his troops could fight for one more day. Companies B and D, 192nd, and A Company, 194th, were preparing for a suicide attack on the Japanese in an attempt to stop the advance. At 6:00 P.M. that tank battalion commanders received this order: “You will make plans, to be communicated to company commanders only, and be prepared to destroy within one hour after receipt by radio, or other means, of the word ‘CRASH’, all tanks and combat vehicles, arms, ammunition, gas, and radios: reserving sufficient trucks to close to rear echelons as soon as accomplished.”
It was at 10:00 P.M. that the decision was made to send a jeep – under a white flag – behind enemy lines to negotiate terms of surrender. The problem soon became that no white cloth could be found. Phil Parish, a truck driver for A Company realized that he had bedding buried in the back of his truck and searched for it. The bedding became the “white flags” that were flown on the jeeps. At 11:40 P.M., the ammunition dumps were destroyed. At midnight Companies B and D, and A Company, 194th, received an order from Gen. Weaver to stand down. At 2:oo A.M. April 9, Gen. King sent a jeep under a white flag carrying Colonel Everett C. Williams, Col. James V. Collier, and Major Marshall Hurt to meet with the Japanese commander about terms of surrender. (The driver was from the tank group.)
Shortly after daylight Collier and Hunt returned with word of the appointment. It was at about 6:45 A.M. that tank battalion commanders received the order “crash.” Capt. Arthur Root, the company commander, ordered the crews to destroy their tanks. They cut the gas lines and threw torches into the tanks. Within minutes, the ammunition inside the tanks began exploding. Most of the company waited in their bivouac for the Japanese to make contact, while others attempted to reach Corregidor which had not surrendered.
According to a member of HQ Company, Gen. King spoke to the men and said, “I’m the man who surrendered you, men. It’s not your fault.” He also spoke to the members of B Company, 192nd, and told them something similar. King ordered them to surrender and threatened to court-martial anyone who didn’t. Gen. King with his two aides, Maj. Wade R. Cothran and Captain Achille C. Tisdelle Jr. got into a jeep carrying a large white flag. They were followed by another jeep – also flying another large white flag – with Col. Collier and Maj. Hurt in it. As the jeeps made their way north, they were strafed and small bombs were dropped by a Japanese plane. The drivers of both jeeps managed to avoid the bullets. The strafing ended when a Japanese reconnaissance plane ordered the fighter pilot to stop strafing.
At about 10:00 A.M. the jeeps reached Lamao where they were received by a Japanese Major General who informed King that he reported his coming to negotiate a surrender and that an officer from the Japanese command would arrive to do the negotiations. The Japanese officer also told him that his troops would not attack for thirty minutes while King decided what he would do. No Japanese officer had arrived from their headquarters and the Japanese attack had resumed.
King sent Col. Collier and Maj. Hunt back to his command with instructions that any unit in the line of the Japanese advance should fly white flags. After this was done a Japanese colonel and interpreter arrived and King was told the officer was Homma’s Chief of Staff who had come to discuss King’s surrender. King attempted to get assurances from the Japanese that his men would be treated as prisoners of war, but the Japanese officer – through his interpreter – accused him of declining to surrender unconditionally. At one point King stated he had enough trucks and gasoline to carry his troops out of Bataan. He was told that the Japanese would handle the movement of the prisoners. The two men talked back and forth until the colonel said through the interpreter, “The Imperial Japanese Army are not barbarians.” King found no choice but to accept him at his word.
Unknown to Gen. King, an order attributed to Gen. Masaharu Homma – but in all likelihood from one of his subordinates – had been given. It stated, “Every troop which fought against our army on Bataan should be wiped out thoroughly, whether he surrendered or not, and any American captive who is unable to continue marching all the way to the concentration camp should be put to death in the area of 200 meters off the road.”
Col. Miller gathered the members of all the companies together and told them of the surrender. He stated that Gen. King surrendered because he wanted to prevent the needless slaughter of his men. He then instructed them to destroy their tanks and half-tracks. An officer from the finance department showed up and each man received about $15.00 in pesos as partial payment for the last four months, Men gamble it away while others made wisecracks about how they were going to spend it.
A Company was ordered to move to the headquarters of the Provisional Tank Group, which was at kilometer marker 168.2. The company had already destroyed all its tanks and vehicles except for one half-track that men rode to the Tank Group Headquarters. Two of the soldier’s clothes were soaked in gasoline so they could use the clothing to burn the half-track. When they arrived at tank group headquarters they had just missed breakfast which was the best one any of the tankers had had in months. The cooks at the HQ were able to give the members of the company a can of food and a can of condensed milk. With a guard escorting them, the men were allowed to get water from a well that was down a hill. When the Japanese realized that they were not a threat, they allowed the prisoners to go to the well unescorted. The Japanese ordered them to remain where they were the rest of the day and they went to sleep along the side of a road. The next day they woke to the sound of Japanese artillery firing at Corregidor. The island had not surrendered. From the battalion’s officers, an older Japanese general attempted to find out where the water line to Corregidor was located. The water line did not exist, but the Japanese believed that it did and that they could get the island to surrender by cutting off its water.
The POWs were put into detachments of 100 men and marched about one kilometer when they were stopped. The Japanese then began searching the POWs. The first thing they had the POWs do is to show their hands. The GI tank wristwatch he was wearing was easily seen. A guard noticed the ring on one man’s hand and asked, “Wife-oo” and the man nodded yes, and the guards moved on to the next POW. They went from man to man taking rings and watches. If a POW attempted to argue for the ring, the guards simply took their bayonets and cut the man’s finger off. A Japanese officer arrived and shouted at the guards who stopped searching the POWs. The POWs were motioned to face left and march toward Cabcaben Airfield.
At 7:00 P.M., the POWs were ordered to go out on the road near their bivouac. The members of the company were marched to the main north-south road where they were searched and stripped of watches, rings, wallets, and anything else the Japanese wanted. They next were made to form detachments of 100 men and made to march. They had started what they simply called “the hike” or “the march.” The POWs march for three or four kilometers and then turned around and marched back to where they started. They were ordered to fall out and left sitting in the sun with few trees for shade. They were ordered to fall in again and marched 12 kilometers to Cabcaben where they joined other POWs who had already been marched there. It was nearly dusk and more and more detachments of POWs kept arriving. The POWs were put on the airfield and given enough space to lie down for the night.
The next morning the Japanese woke them and had them form ranks. As they made their way north toward the Lamao area of Bataan. As they made their way north toward the Lamao, they were joined by other POWs coming from side roads and trails. There were many more Filipino POWs than Americans and the two groups mixed together. The road was hard to walk on because of the holes from the shelling and bombings. The POWs were moved to the side of the road whenever a Japanese convoy came by heading south. The Japanese soldiers tried to hit the POWs in their heads with their rifle butts as they passed them. They passed large crows that were eating the bodies of the dead Filipinos, Americans, and Japanese. Some of the crows circled over the POWs as they made their way north.
The march for the members of the 194th really started in Limay at 8:00 AM. Up to that time, the guards were combat veterans who saw the POWs as combat veterans and treated them that way. When they had a rest in Lamao at noon they were allowed to rest and look for food. While they were doing this, the Japanese changed guards. It was in this barrio that anyone with the rank of major, or higher, was separated from the enlisted men. Once this was done, these officers were driven, in trucks, to Orani, where they were put in a bullpen on April 12. They could smell the enclosure before they got to it. Once inside of it, they were ordered to sit. They had no idea that they were sitting in human waste. In the corner of the enclosure was a trench for the POWs to use as a washroom. It was at this barrio that the lower-ranking officers and enlisted men would be reunited with the high-ranking officers.
In Lamao, the enlisted POWs were put in bullpens along the way. At 6:30 in the evening, the POWs were ordered to form detachments of 100 men. Once this was done, they resumed the trip north, but this time they were marched at a faster pace and were given very few breaks. The new guards were not combat-harden troops, and they also expected the POWs to move at a faster pace and did not care about their physical condition. The guards were assigned a certain distance to cover and wanted to finish it as fast as possible so they moved the POWs at a fast pace which was hard for the POWs in worse shape. If a man fell the guards did not want to stop the column so they shot or bayoneted the man. When the guards finished their assigned part of the march, the POWs were allowed to rest, but when the new guards took over, they also wanted to finish their part of the march as fast as possible, so the POWs once again were moved at a fast pace. When they did receive a break, they had to sit in the road until they were ordered to move.
The Japanese provided no water to the POWs. Since it was dark, men were able to fill their canteen cups at artesian wells since the guards could not see them. At a small barrio, Filipinos appeared with buckets of water for the POWs. The Filipinos were gone by the time the guards arrived to see what was going on among the POWs. The POWs were left in the compound for the day, and there was no cover from the sun that beat down on them. The Japanese gave enough water to the men to wet their tongues. The POWs did not know it, but they were receiving the sun treatment. Some men went out of their heads and drifted into comas. At 6:30 in the evening, the POWs were ordered to form detachments of 100 men. Once this was done, they resumed the trip north, but this time they were marched at a faster pace and were given very few breaks. When they did receive a break, they had to sit in the road until they were ordered to move.
The POWs made their way to Balanga where they were searched again. North of the barrio they were herded into a field. The POWs were forced to sleep on top of each other. The next morning the POWs were ordered to assemble and those who had died continued to lie on the ground. The large crows circled the field. The POWs finally received their first meal. It was also at this time that the Filipinos were separated from the Americans and the officers rejoined the march. The POWs marched through Abucay, Samal, and Orani.
When they were north of Hermosa, the POWs reached pavement which made the march easier. At 2:00 A.M., they received an hour break, but any POW who attempted to lay down was jabbed with a bayonet. After the break, they were marched through Layac and Lubao. It was at this time that a heavy shower took place and many of the men opened their mouths in an attempt to get water. At Lubao, they were put into a bullpen the size of a football field.
The next morning, the POWs marched 13 kilometers to San Fernando. Once there, they were herded into a bullpen, surrounded by barbed wire, and put into groups of 200 men. One POW from each group went to the cooking area which was next to the latrine and received a box of rice that was divided among the men. Water was given out in a similar manner with each group receiving a pottery jar of water to share. At 4:00 A.M., the Japanese woke the men up and organized them into detachments of 100 men. From the compound, they were marched to the train station, where they were packed into small wooden boxcars known as “forty or eights.” Each boxcar could hold forty men or eight horses, but the Japanese packed 100 men into each car and closed the doors. The POWs were packed in so tightly that the dead could not fall to the floor. At Capas, as the living left the cars and those who had died – during the trip – fell to the floors of the cars. As they left the cars, the Filipino civilians threw sugarcane and gave the POWs water.
From Capas, the POWs walked 8 kilometers, to Camp O’Donnell an unfinished Filipino military base that the Japanese put into use as a POW camp on April 1, 1942. The Japanese estimated that the camp could hold from 15,000 to 20,000 POWs. Once in the camp, they were taken into a large field where they were counted and searched and all extra clothing that they had was taken from them and not returned. Blankets, knives, and matches were taken from them. If a man was found to have Japanese money on them, they were taken to the guardhouse. Finally, the camp commandant came out, stood on the back of a flatbed truck, and told them that they were enemies of Japan and would always be Japan’s enemies. He also told them that they were captives and not prisoners of war and would be treated accordingly. After the speech, the prisoners were allowed to go to their barracks. Over the next several days, gunshots were heard to the southeast of the camp as the POWs who had Japanese items on them were executed for looting.
There was not enough housing for the POWs and most slept under buildings or on the ground. The barracks were designed for 40 men and those who did sleep in one slept in one with as many 80 to 120 men. Most of the POWs slept on the ground under the barracks. There was no netting to protect the men from malaria-carrying mosquitos as they slept, so many men soon became ill with malaria. The ranking American officer was slapped after asking for building materials to repair the buildings.
The POWs received three meals a day which were mainly rice. For breakfast, they were fed a half cup of soupy rice and occasionally some type of coffee. Lunch each day was half of a mess kit of steamed rice and a half cup of sweet potato soup. They received the same meal for dinner. All meals were served outside regardless of the weather. By May 1, the food had improved a little when the Japanese began issuing a little wheat flour, some native beans, and a small issue of coconut oil. About once every ten days, 3 or 4 small calves were brought into the camp. When the meat was given out, there was only enough for one-fourth of the POWs to receive a piece that was an inch square. A native potato, the camote, was given to the POWs, but most were rotten and thrown out. The POWs had to post guards to prevent other POWs from eating them. The camp had a Black Market and POWs who had money could buy a small can of fish from the guards for $5.00.
There was only one water faucet in the camp, and the prisoners stood in line for two to eight hours waiting for a drink. The Japanese guards at the faucet would turn it off for no reason and the next man in line would stand as long as four hours waiting for it to be turned on again. This situation improved when a second faucet was added by the POWs who came up with the pipe, dug the trench, and ran the waterline. Just like the first faucet, the Japanese turned off the water when they wanted water to bathe, but unlike the first water line, the POWs had the ability to turn on the water again without the Japanese knowing it.
There was no water for washing clothes, so the POWs would throw out their clothing when it had been soiled. In addition, water for cooking had to be carried three miles from a river to the camp, and mess kits could not be washed. The slit trenches in the camp were inadequate and were soon overflowing since most of the POWs had dysentery. The result was that flies were everywhere in the camp including the POW kitchens and in the food.
The camp hospital had no soap, water, or disinfectant. The ranking American doctor wrote a letter asking for medical supplies to the camp commandant, Capt. Yohio Tsuneyoshi. He was told never to write another letter. The Archbishop of Manila sent a truckload of medical supplies to the camp, but the Japanese commandant refused to allow the truck into the camp. When the Philippine Red Cross sent medical supplies to the camp the Japanese took 95% of the supplies for their own use. When a second truck was sent to the camp by the Red Cross, it was turned away. The POWs in the camp hospital lay on the floor elbow to elbow and only one medic – out of the six medics assigned to care for 50 sick POWs – was healthy enough to care for them. When a representative of the Philippine Red Cross stated they could supply a 150-bed hospital for the camp, he was slapped in the face by a Japanese lieutenant.
Each morning, the bodies of the dead were found all over the camp and were carried to the hospital and placed underneath it. The bodies lay there for two or three days before they were buried in the camp cemetery by other POWs who were suffering from dysentery and/or malaria. To clean the ground under the hospital, the bodies were moved to one side, the ground was scraped and lime was spread over it. The bodies were placed in the cleaned area, and the area they had lain was scraped and lime was spread over it. At one point, 80 bodies lay under the hospital.
Work details were sent out on a daily basis. Each day, the American doctors gave a list of names to the Japanese of the POWs who were healthier enough to work. If the quota of POWs needed to work could not be met, the Japanese put those POWs who were sick but could walk, to work. The death rate among the POWs reached 50 men dying a day.
While a POW at Camp O’Donnell, Al was sent out on a work detail to scavenge destroyed American equipment as scrap metal known as the Calacoon Detail. During the six months Alex spent on this detail, he drove a truck carrying the scrap metal to Manila. Al and the other POWs received treatment that was much better than that given to other prisoners.
It is known that the POWs tied disabled vehicles together with rope. They then tied the rope to an operating vehicle that pulled the vehicles. While doing this job the POWs learned that if they applied the breaks, the stress from doing this weakened the rope and it would snap. The POWs learned to do this as they entered a barrio so that the rope snapped near the center of the town. The column came to a stop and while the rope was being tied together, the Filipinos gave food to the POWs. The guards did not stop the Filipinos. When the scrap metal collection part of the detail ended, Alex apparently had been trained in tank maintenance and was sent to the Bachrach Garage to repair vehicles.
In May, his parents received a message from the War Department.
“Dear Mrs. L. Brown:
“According to War Department records, you have been designated as the emergency addressee of Corporal Alpheus W. Brown, 20, 700, 220, who, according to the latest information available, was serving in the Philippine Islands at the time of the final surrender.
“I deeply regret that it is impossible for me to give you more information than is contained in this letter. In the last days before the surrender of Bataan, there were casualties which were not reported to the War Department. Conceivably the same is true of the surrender of Corregidor and possibly other islands of the Philippines. The Japanese Government has indicated its intention of conforming to the terms of the Geneva Convention with respect to the interchange of information regarding prisoners of war. At some future date, this Government will receive through Geneva a list of persons who have been taken prisoners of war. Until that time the War Department cannot give you positive information.
“The War Department will consider the persons serving in the Philippine Islands as “missing in action” from the date of surrender of Corregidor, May 7, 1942, until definite information to the contrary is received. It is to be hoped that the Japanese Government will communicate a list of prisoners of war at an early date. At that time you will be notified by this office in the event that his name is contained in the list of prisoners of war. In the case of persons known to have been present in the Philippines and who are not reported to be prisoners of war by the Japanese Government, the War Department will continue to carry them as “missing in action” in the absence of information to the contrary, until twelve months have expired. At the expiration of twelve months and in the absence of other information the War Department is authorized to make a final determination.
“Recent legislation makes provision to continue the pay and allowances of persons carried in a “missing” status for a period not to exceed twelve months; to continue, for the duration of the war, the pay and allowances of persons known to have been captured by the enemy; to continue allotments made by missing personnel for a period of twelve months and allotments or increase allotments made by persons by the enemy during the time they are so held; to make new allotments or increase allotments to certain dependents defined in Public Law 490, 77th Congress. The latter dependents generally include the legal wife, dependent children under twenty-one years of age, and dependent mother, or such dependents as having been designated in official records. Eligible dependents who can establish a need for financial assistance and are eligible to receive this assistance the amount allotted will be deducted from pay which would otherwise accrue to the credit of the missing individual.
“Very Truly yours
J. A. Ulio (signed)
The Adjutant General”
The Bachrach Garage Detail had been part of the Calacoon Detail but since they were repairing vehicles, the detail continued its work after the scrap metal collection was completed. It appears the POWs lived in the garage building itself until near the end of 1943. At that time with the arrival of more Japanese troops, the POWs were told they had to build a barracks for themselves. To do this, the POWs were given sheet metal that came from warehouses or small stores in Manila. The barrack they built was 30 feet wide and 50 feet long, and along the sides was a bed shelf that came out ten feet from the wall and three feet above the ground. On the shelf were blankets and mosquito netting. The roof of the building was about 20 feet high and sheet metal closed off sheet metal baffles at each end that kept the rain out but allowed for ventilation but kept the rain out. In the center of the building was a table built with two-foot by eight-foot wooden planks where the POWs played cards, talked, ate, and drew. The only problem they had with living in it was that it got extremely cold.
It is not known when, but Al became ill and was sent to Cabanatuan which had opened to replace Camp O’Donnell. Cabanatuan was actually three camps. Camp 1 was where most of the men who were captured on Bataan and took part in the death march were held. Camp 2 did not have an adequate water supply and was closed. It later reopened and housed Naval POWs. Camp 3 was where most of those men captured when Corregidor surrendered were taken. Camp 3 was later consolidated into Camp 1.
Once in the camp, the POWs were allowed to run the camp. The Japanese only entered if they had an issue they wanted to deal with. To prevent escapes, the POWs set up a detail that patrolled the fence of the camp. The reason this was done was that those who did escape and were caught were tortured before being executed, while the other POWs were made to watch. It is believed that no POW successfully escaped from the camp.
The barracks in the camp were built to house 50 POWs, but most had between 60 to 120 POWs in them. The POWs slept on double-deck bamboo shelves nine feet wide and eight feet long, without mattresses, bedding, or mosquito netting. Many developed sores and became ill. The POWs were assigned to barracks which meant that the members of their group lived together and went out on work details together since the Japanese had instituted the “Blood Brothers” rule. If one man escaped the other nine men in his group would be executed. POWs caught trying to escape were beaten. Those who did escape and were caught were tortured before being executed. It is not known if any POW successfully escaped from the camp. It was said that the Japanese guards would attempt to get the POWs assigned to guard the inside of the fence to come outside the perimeter of the fence. If the man did, he was shot and the guards told their commanding officer that the POWs were “trying to escape.”
Rice was the main food given to the POWs fed to them as “lugow” which meant “wet rice.” The rice smelled and appeared to have been swept up off the floor. The other problem was that the men assigned to be cooks had no idea of how to prepare the rice since they had no experience in cooking it. During their time in the camp, they received few vegetables and almost no fruit. Once in a while, the POWs received corn to serve to the prisoners. From the corn, the cooks would make hominy. The prisoners were so hungry that some men would eat the corn cobs. This resulted in many men being taken to the hospital to have the cobs removed because they would not pass through the men’s bowels. Sometimes they received bread, and if they received fish it was rotten and covered with maggots.
To supplement their diets, the men would search for grasshoppers, rats, and dogs to eat. The POWs assigned to handing out the food used a sardine can to assure that each man received the same amount. They were closely watched by their fellow prisoners who wanted to make sure that everyone received the same portion and that no one received extra rice.
The POWs were sent out on work details near the camp to cut wood for the POW kitchens. Other POWs worked in rice paddies. While working in the fields, the favorite punishment given to the men in the rice paddies was to have their faces pushed into the mud and stepped on by a guard to drive their faces deeper into the mud. Returning from a detail the POWs bought or were given, medicine, food, and tobacco, which they somehow managed to get into the camp even though they were searched when they returned. The worst detail the POWs worked on was the latrine detail where the POWs cleaned the Japanese latrines with their bare hands. The POWs removed the feces and put it in 55-gallon drums. It is not known what happened to the feces, but it is known it was often used as fertilizer by the Japanese. Returning from the work details in the evening, the POWs – even though they were searched – somehow managed to bring medicine, food, and tobacco into the camp. The POWs ate supper but after they finished there wasn’t much time for them to do anything since duck was an hour after supper. Later, the POWs had books to read that were sent by the Red Cross.
The camp hospital consisted of 30 wards that could hold 40 men each, but it was more common for them to have 100 men in them. Each man had approximately an area of 2 feet by 6 feet to lie in. The sickest POWs were put in “Zero Ward,” which was called this because it was missed by the Japanese when they counted barracks. The Japanese put a fence up around the building to protect themselves and would not go into the area. There were two rolls of wooden platforms around the perimeter of the building. The sickest POWs were put on the lower platform which had holes cut into it so they could relieve themselves but the platform was covered in excrement. This was made worse by the excrement from the higher platform dripping down on the POWs on the lower platform. Most of those who entered the ward died.
From September through December, the Japanese began assigning numbers to the POWs. The Tottori Maru sailed on October 8, and those POWs on the ship were the first POWs known to have received identification numbers. It was at this time that Alpheus received the number 1-02945 which was his POW no matter where he was sent in the Philippines. The number “1” meant the number was assigned at Cabanatuan.
The Japanese announced to the POWs in the camp that on October 14, 1942, the daily food ration for each POW would be 550 grams of rice, 100 grams of meat, 330 grams of vegetables, 20 grams of fat, 20 grams of sugar, 15 grams of salt, and 1 gram of tea. In reality, the POWs noted that the meals were wet rice and rice coffee for breakfast, Pechi green soup and rice for lunch, and Mongo bean soup, Carabao meat, and rice for dinner.
On October 22nd, Alpheus was in a POW detachment that left the camp. Records indicate that he was sent to the Port Area to work on the docks. What is known about the Port Area Detail was that it was created on June 13, 1942. The POWs on this detail loaded and unloaded ships for the Japanese working in work parties which were known to work 24 hours straight. Men on the detail stated that many of the ships had Red Crosses on them indicating they were carrying wounded but in reality, were loaded with munitions and ammunition. The boxes they unloaded clearly were marked with Red Crosses but when they opened them they contained bayonets, helmets, and hand grenades. In one case, the ship had 5,000 Japanese troops on it. According to the POWs, they worked all day unloading the ships. Besides the war materials, they unloaded flour and sugar. One of the things that angered them was the American food they loaded onto ships going to Japan. It had sat in warehouses as they starved on Bataan.
On January 1, 1943, his parents learned he was a POW.
“REPORT JUST RECEIVED THROUGH INTERNATIONAL RED CROSS STATES THAT YOUR SON CORPORAL ALPHEUS W BROWN IS A PRISONER OF WAR OF THE JAPANESE GOVERNMENT IN PHILIPPINE ISLANDS LETTER OF INFORMATION FOLLOWS FROM THE PROVOST MARSHALL GENERAL=
“ULIO THE ADJUTANT GENERAL=”
Several days later that his family received another message from the War Department.
“Mrs. Lois Brown
Lake Hubert, Minnesota
“Report has been received that your son, Corporal Alpheus W. Brown, 20,700,220, infantry, is now a prisoner of war of the Japanese Government in the Philippine Islands. This will confirm my telegram of February 17, 1943.
“The Provost Marshal General, Prisoner of War Information Bureau, Washington, D. C. the address to which the mail may be sent. Any future correspondence in connection with his status as a prisoner of war should be addressed to that office.
“Very Truly Yours
The Adjutant General”
A short time later, his mother received a second letter from the War Department.
Lake Hubert, Minnesota
“The Provost Marshal General directs me to inform you that you may communicate with your son, postage free, by following the inclosed instructions:
“It is suggested that you address him as follows:
“Cpl. Alpheus W. Brown, U.S. Army
Interned in the Philippine Islands
C/O Japanese Red Cross, Tokyo, Japan
Via New York, New York
“Packages cannot be sent to the Orient at this time. When transportation facilities are available a package permit will be issued you.
“Further information will be forwarded you as soon as it is received.
“Howard F. Bresee
“Chief Information Bureau”
Although they heard that Al was a POW, they had no word on his brother, Billie’s, status.
The POWs on the detail were described as being ragged and unkept and dressed mostly in shorts. Many were said to work barefoot in the sun without hats. It was said that many looked emaciated. In the rainy season, they were drenched. It was said that they also were used to build a runway down Dewey Boulevard and did the grading and manual labor.
Each work day for the POWs started the same with the POWs awakened early and having breakfast. They then had a roll call. Those not going to the docks did calisthenics, and if they did them half-hearted they were hit with a stick. The POWs working at the docks left and went to work.
Beatings happened on the detail. In May 1943, the POWs were moving junk and spare parts in a building. One POW either did something the guards didn’t like or was not working hard enough because he was severely beaten. They refused to let him receive medical treatment unless he signed a statement that said he had fallen down a flight of stairs. The POWs also stated that the Filipinos working on the docks were strung up by their thumbs. It is known that one POW was killed by a guard in April 1944 after he had argued with the guard.
The Japanese in October moved the POW housing from a warehouse behind the Customs House to the Port Area Building. In his group were three doctors, a dentist, and three medics. The Japanese officer in command negotiated with the American officers which resulted in the improvement in medical care. With his detachment’s arrival, there were 425 men working on the docks.
Medical records show that Al was sent to Bilibid Prison which was designated a hospital by the Japanese on June 15. The POWs stated that if they had to be hospitalized, the prison was where they wanted to be sent. Other records kept by the POWs show that the Japanese officer in charge gave the POW medical staff more medical supplies than in other camps. The records state Al had beriberi and that it was affecting his vision. He was discharged on June 28 and sent to Cabanatuan.
Al did not remain at Cabanatuan for long because shortly after he arrived his name was on a list of POWs being sent to Japan. The POWs rode trucks to Bilibid Prison where they received a superficial medical examination. The only POWs prevented from being sent to Japan were those with dysentery which the Japanese were extremely afraid of catching.
At 7:00 A.M. on July 17, the POWs were marched to Pier 5 in the Port Area and boarded the Nissyo Maru which appeared to be barely seaworthy to the POWs. Besides the POWs, the ship carried Japanese women and children who were being evacuated from the Philippines. The POWs went to the rear of the ship and removed their shoes and dropped their bags through a hatch into hold number three. They then went down a narrow, wooden stairway that led into the dark hold. The Japanese attempted to put the entire POW detachment in the rear hold but failed. They finally admitted that all the POWs would not fit in the hold, so they opened the number two hold which was just forward of the bridge. About 900 POWs were put into the forward hold. The POWs were moved to it in groups of 50 men and each group was allocated a part of the hold. Since they were still crowded, no one could lie down. Each man sat on the floor with his knees drawn up in front of him. Another POW would sit between his knees with his head resting on the first man’s chest.
This left about 700 men in number three hold which could comfortably hold one hundred men. There were three sets of wooden tiers that lined the hold. One was 4 feet high and 10 feet wide. The guards packed the POWs into the tiers. The tiers filled but the guards kept shoving in more men. Those who could move their arms twirled their shirts above their heads to stir the air. The heat was oppressive and the POWs still on deck could feel it as they entered the hold. The guards beat POWs who refused to go into the hold. Inside the hold, fights broke out among the POWs for space and air. Men also began to pass out from suffocation.
The ship was moved to the breakwater and remained outside the breakwater from July 18th until July 23 while the Japanese attempted to form Convoy H168. Around 9 p.m. that evening, large wooden buckets of steamed rice were lowered into the hold. There was no organized system of distribution, so the sick POWs did not eat. Many POWs could not swallow the rice since their mouths were too dry. They did not receive their first ration of water until 30 hours after entering the hold with each man being allowed one pint of water a day. It was stated that each day they were fed rice and vegetables that had been cooked together and received two canteen cups of water. Some of the POWs dried to get water from the condensation that had formed on the walls of the holds. Still, others continue to drink urine while others cut the throats of men and drank blood.
The possessions of the POWs had been thrown below them onto coal in the lower part of the hold. In the possessions of the men who had worked on the Port Area Detail was food from their Red Cross boxes. In the evening, POWs would go down to the luggage and raid it in an attempt to find any food hidden in it. The Japanese ended the stealing when those caught reading the baggage were made to sit on the deck of the ship in the sun with their hands tied behind their backs. They were not fed for three days.
The convoy of 21 ships left Manila on July 24 at 8:00 A.M. and headed north by northeast for Formosa. The ships hugged the coast to avoid submarines, but the subs had a good idea where the convoy was located. At 2:00 A.M. July 26, the USS Flasher surfaced, made contact with the convoy, and radioed its position to the two other subs in its wolf-pack. At 3:00 in the morning, there was an explosion, flames flew over the open hatches of the holds where the POWs were, and lit the hold. The Otari Yama Maru, an oil tanker, had been hit by a torpedo from the U.S.S. Flasher. As the ship sunk, the POWs said they heard a hissing sound as its hull which was red hot went under. Other torpedos were fired at the ship, but because it was so high in the water, they passed harmlessly under the ship and hit other ships. When the POWs realized they could die they began to panic in the holds, so the guards pointed machine guns down at them and threatened to shoot unless they quieted down. Maj. John L. Curran, a Catholic chaplain, said, “Now, there’s nothing we can do about this. So let’s go ahead and start praying.“He led the POWs in prayer. According to men on the ship, the wolf pack hunted the convoy for three days.
The POWs were fed each day ¼ cup of potato, barley, greens, and an onion soup, which were cooked together. After four days, the POWs no longer received the soup. They also received one cup of water each day and attempted to catch rain in their mouths. POWs fainted and those who fell to the floor were trampled. The POWs passed the unconscious men above their heads forward to the hatch and up the stairs onto the deck. The POWs in the hold panicked and many were heard praying. Others cursed and their screams echoed off the steel walls of the hold. Those who were lucky enough to have water drank it to prevent their canteens from being stolen. Some men were so desperate that they drank their own urine.
During this time, the Japanese lowered what was called “benjo buckets” into the holds to be used as toilets. The buckets were lowered into the holds in the morning, but they soon were overflowing, and when they were removed from the holds in the evening, the feces in them fell onto the POWs below. In addition, many of the POWs had dysentery and could not even reach the buckets. The floor was soon covered in human waste as deep as the POWs’ ankles. The POWs finally organized lines to use the buckets since an aisle to reach them was available.
On July 27, the POWs held a boat drill where the POWs went to lifeboats. It was noted by them that the Japanese were jumpy after the sinking of the tanker. The next day the ship arrived at Takao, Formosa, docked at 9:00 A.M., and was loaded with food while the POWs remained in the holds with the hatch covers on them. The ship sailed at 7:00 P.M. the same day and continued its northward trip for the next two days. On July 30, the ship ran into a storm which finally passed by August 2.
The death of a second POW was recorded on August 2, clothing was issued to the POWs on August 3, and the ship arrived at Moji on August 4 at midnight. The entire voyage to Japan took seventeen days because the convoy was attempting to avoid American submarines. At 8:00 in the morning, the POWs disembarked the ship and were taken to a theater and held in it all day. That night they were put into detachments of 200 men and taken to the train station. From there, the POWs boarded different trains. The detachment Al was in took a two-day trip to Omuta, Kyushu, Japan. From there, the POWs were taken to Fukuoka #3-B which was near Nakanaru, Kokura City on the Tobata Line of the West Railroad Company.
The camp commander made it clear to the POWs that they were in a work camp. There were ten barracks of flimsy construction that could hold 150 POWs with each POW having a three-foot by six-foot living space, with a straw mat and three thin blankets for warmth, to sleep in. There were no stoves for heat but each had a charcoal pit for heat but no fuel was given to the POWs to use them. If they had used them, there were no flues to vent the smoke. Each building had two platforms for sleeping on both sides of the barracks running the length of the building. The lower tier was six inches off the ground and the upper tier was six feet from the ground and was reached by ladders. There were also shelves above each tier for the POWs to store their possessions. The floors were concrete and the roofs were tiled. Lighting was provided by meager light bulbs. The barracks were infested with lice, bedbugs, and fleas. The Japanese refused to give the POWs any supplies to kill the pests. At the end of the barracks were latrines with 6 wooden stalls, 1 urinal, and 4 sinks. The POWs were given one gallon of lime for use in each of the latrines.
Food for the POWs consisted of a main dish of rice, wheat, wheat flour, corn, and, Kaoliang, a millet. The POWs carried their lunches, which were millet, to work in small bento boxes. It was estimated that each POW received about 150 grams of rice and barley and 200 grams of bread each day. It was said, those working received 750 grams a day and 550 grams for non-workers. They also received a soup made from seaweed that was pretty much hot water and seaweed. To supplement their diets, the POWs in the camp would hunt rats at night for meat. There was a camp garden, but the Japanese took all the vegetables and left the POWs with the leaves and stalks. On the two occasions, the POWs had meat, the meat that was given to them was rotten shark, whale, or fish. The POWs went to the garbage dump to look for food. The unsanitary conditions in the kitchen resulted in many POWs having diarrhea. For Christmas, each POW received a tangerine, and they ate the fruit but also the peels.
The hospital had steam pipes installed, but the building was heated only part of the night during the winter, so the patients had to wear heavy overcoats during the day to keep reasonably warm. This building was always overcrowded and understaffed. A second hospital was built but the POWs were denied its use, and it remained unoccupied until Oct. 1944. The sick lay in bunks with straw mats. The original hospital could hold from 50 to 60 patients but usually, there were 120 patients. The rear of each barracks contained a washroom equipped with concrete sinks and contaminated running cold water. The men were warned against drinking this water.
When they arrived they were issued one set of “seaweed” clothes resembling heavy mosquito netting. Clothing was handed out by a Japanese supply sergeant who would hold clothing inspections on the POWs’ day off. It was during these inspections that the POWs were supposed to present their worn-out clothing to him for new clothing. Before he would issue new clothing to the POWs he would beat them with a club and hit them with his fists. The POWs went without clothing to avoid the beatings which resulted in men developing pneumonia and dying. On January 1, 1945, each POW received an overcoat. After the war, 1500 work uniforms were found in a warehouse. In addition, the POWs went barefoot in the winter instead of receiving new shoes. The CO of the camp claimed they didn’t have any shoes for the POWs. The Japanese stated that they issued 3,000 to 4,000 working suits, 700 pairs of rubber-soled footwear, 3,000 pairs of gloves, 500 pairs of socks, and 1,500 towels. It is known the POWs received towels. After the war in the camp’s warehouse was found, 100 pairs of Japanese leather shoes, 250 pounds of shoe repair leather sent by the Red Cross, 500 pairs of socks, and 1300 work uniforms.
On a few occasions, the POWs did receive Red Cross boxes. It was noted that the canned meat and other food were missing from the boxes. On several occasions, the POWs saw the Japanese guards eating stew that came from the cans. One POW stated that if 100 Red Cross boxes arrived at the camp, the POWs got 75 of them. Some of the guards were seen wearing Red Cross clothing sent to the camp for the POWs and smoking American cigarettes. One guard during one winter was seen wearing fourteen different pairs of Red Cross shoes.
Each day after work, the sick call was held. The POW doctors would diagnose cases and determine what medicine was needed to treat the POW. A Japanese doctor or orderly was always present to tell the POW doctor if the POW would be allowed to be treated. To meet quotas for workers, the sick POWs were required to work even if it meant they could possibly die from doing it. The Japanese camp doctor made the sick stand out in the cold for hours. He also beat them and allowed the guards to beat them. He also withheld the medicine that the POW doctors requested for the sick. Although medical supplies for the POWs were sent to the camp by the Red Cross, the Japanese commandant would not give the American medical staff the medicine that was in the packages. Any surgery in the camp had to be performed with hacksaw blades and crude medical tools even though the Red Cross had sent the proper surgical tools to the camp. The first Japanese doctor was replaced by a second doctor who liked to make the POWs, who were shivering from fevers, stand outside and pour water on them. The hospital was built for 50 POWs, but on an average day, there were 200 POWs in it. If POWs were allowed to stay in the camp, they had to police the grounds or work in the camp garden. It appears pneumonia was one of the major killers in the camp. One Japanese orderly was known to say when a POW died, “he was not worth a damn anyway.” It was noted by the British POWs that the Americans were already malnourished when they arrived at the camp. Records show that 65 Americans, 13 British, 49 Dutch, 25 Indian, and 6 POWs of other nationalities died in the camp.
The POWs could not understand the interpreter which resulted in them being beaten for failing to follow orders. The POWs were beaten daily with fists and sticks for violating camp rules, and the guards often required them to stand at attention, in the cold, while standing water. The camp commander was said to carry a stick that he used to hit the POWs across the top of their heads. In one incident an entire barracks was slapped in the face, by the guards, because some POWs had smoked in the barracks. During the winter, POWs who were being punished often had water thrown on them. A group of about 60 POWs was made to crawl on their hands and knees, while carrying other POWs, on their backs. As they crawled, they were hit with bamboo sticks, belts, and rifle butts. There were two brigs in the camp which had as many as 20 POWs in them at a time. All POWs who died were reported to have died in the camp hospital. Another incident involved an American soldier who traded with the Japanese. The war was almost over and Japan was about to surrender. The soldier traded for roasted beans. As it turned out, the beans had been tainted with arsenic. The soldier died the next day. After going through all he had suffered, the soldier died when freedom was almost his. If a POW attempted to escape, he dug his own grave and was shot.
One POW stated, “The men were beaten with sticks, clubs, rifle butts for no reason at all. This was a daily affair. In some cases, men were beaten for violating camp orders; such as getting caught smoking out of hours. The guard would take the men up to the guardhouse beat them up with their fists, stripped them of their clothes, and then threw them outside in a water tank. This usually happened in the wintertime. After about two or three hours of this kind of torture, they would be sent back to the barracks the men would most always be given some form of punishment; such as in being unable to get the next issue of cigarettes.”
The POWs worked in a steel mill that had been built by an American company before the war. They worked seven days a week and had one day off a month that was used for house cleaning and inspection. After that, these things were done they had a half-day off.
Each man was issued a towel for the purpose of wiping off the sweat while working. Their workdays started at 5 A.M. when they woke. They had breakfast and fell out for work call at 6:30. They worked from 7:00 A.M. until 6:00 P.M. and received a half-hour lunch. Other documents indicated they worked from 8:00 AM to 4:00 PM with a half-hour lunch and two ten-minute breaks; one in the morning and one in the afternoon. It also stated they received three days off each month. During the winter, they never saw daylight.
To get to the mill, the POWs walked downhill through the town and rode a train to the mill which was about 18 miles from the camp. They rode in flat cars with low sides which were on hinges. Sometimes these sides would be fastened in place by only one pin, but despite the fact that prisoners were so crowded into them that they were forced to press against the sides; there was no instance in which the sides gave way. Sometimes they sat in cars with a heavy layer of soot on the floor and also in cars containing glowing clinkers. Being open, the cars offered no protection against the weather, and many times I was compelled to sit out in the rain or snow for long periods before the cars were moved.
Some of the prisoners worked in the nearby steel factories of Tabata, while the rest worked in the Seitetsu Steel Mills at Yawata. The POWs loaded and unloaded ships, worked in the pipe shops, worked in machine shops, worked at brick making, worked in the motor car repair shop, worked at tool making, and some had to chip cast iron with hammers. Much of the POW work was to shovel iron ore and rebuild the ovens and were sent into the ovens to clean out the debris while the ovens were hot because the Japanese would not let them cool off. To get out of the ovens POWs worked fast. Hand grenades and shell casings from the mill helped the Japanese war effort. If an air raid took place while the POWs were at the mill, they were put into railway cars and the train was pulled into a tunnel. They got one day off a month for house cleaning and half of the day was completely free from work. They worked from 8:00 A.M. until 4:00 P.M. and received a half-hour lunch.
There was a second interpreter at the mill who the POWs liked. He had been to the States and could speak English fluently. He was never known to have abused a POW. When he saw a POW being beaten, he would attempt to help the POWs and find out what the problem was. He made the guard stop hitting the POWs if he found that there was no reason for the abuse. The POWs believed he tried to help them as much as he could.
On August 20, 1944, the second air raid in the area took place. The first took place in July before the POWs arrived. During the air raid, the POWs kept working in the mill and were forbidden to stop working. After four or five air raids, the Japanese allowed the POWs to take cover. When an air raid took place while the POWs were at the mill, they were put into railway cars and the train was pulled into a tunnel. Those POWs further from the tunnel took cover in two air raid shelters. Those POWs too far away from the train or shelters simply had to ride out the air raid. On one occasion, the POWs were put into shelters, but when the Japanese realized it was a major air raid, they made the POWs run a mile and a half to the tunnel. Air raids began occurring as many as five times a day and they began to take place at night. It was indicated that at the camp there were adequate air-raid shelters for the POWs.
A POW recalled, “During Allied air raids on the steel mill, prisoners were allowed to go to the safety of a nearby railway tunnel, while guards with fixed bayonets chased and beat us all the way.” When the air raids took place while the POWs were in the camp, he said, “During night raids at the prison compound, there was the ha;f-shelter of bamboo and dirt huts, with bamboo poles covering the top to prevent American prisoners from cheering the American bombers that flew overhead. We were warned we would be executed if we even looked up at the planes while going to nearby shelters.”
It is known that on January 16, 1945, his parents received a POW postcard from him in which he sent them Christmas greetings. The card had been written over a year earlier.The next day, they received a second card. he said he was well, and asked them to, “Give my best regards to all and please do not worry.” They received another card on May 22. He said, “I am in Japan, My health is excellent. I think of you all of the time. Tell all hello”
The majority of POW officers in the camp were sent to Korea in April 1945. The beatings of the POWs also seemed to increase and they were beaten for playing cards, failing to salute, or failing to follow a camp rule. Collective beatings also seemed to increase when the Japanese suffered another military defeat. One POW guessed that of the 1200 POWs in the camp, at most there were only 50 POWs in camp who had never been beaten by him. One POW guessed that of the 1200 POWs in the camp, at most there were only 50 POWs in camp who had never been beaten by him.
When the first atomic bomb was dropped on Hiroshima, the prisoners were returned to the camp early. They did not return to work for days. When they did go back to the mills, they again came back to the camp early. The Yawata Steel Mills were the primary target for the second atomic bomb, but since the sky was extremely overcast, the bomb was dropped on Nagasaki. It was at this time, the POWs saw Japanese workers facing the direction of radio speakers with their heads bowed. The Americans thought that the emperor had passed away. The truth was that the second atomic bomb had been dropped on Nagasaki, and the emperor was announcing Japan’s surrender. An American ensign, who could read and speak Japanese, saw a newspaper with the announcement of the surrender. He was the first person to inform his fellow POWs that the war was over. They were then told the same news by a Japanese officer. The camp was officially turned over to the POWs on August 20, 1945. It was at that time the POWs found 350 large Red Cross boxes with four smaller boxes in each one. The camp was officially turned over to the POWs on August 20, 1945. It was at that time the POWs found 350 large Red Cross boxes with four smaller boxes in each one.
The camp was liberated on September 13, and the former POWs were taken to the Dejima Docks. There, they stripped the clothing that had been dropped to them by B-29s and it was burned in steel drums. They were deloused and then showered and issued new clothing. They boarded a hospital ship and were given medical examinations where it was determined who would remain on the ship, who would be immediately returned to the United States, and who would be returned to the Philippines.
The camp was liberated on September 13, 1945. It was shortly after this that his parents received a telegram from the War Department.
“Mr. and Mrs. W. Brown: The secretary of war has asked me to inform you that your son, Cpl. Alpheus W. Brown was returned to military control Sept. 13 and is being returned to the United States within the near future. He will be given the opportunity to communicate with you upon his arrival if he has not already done so.
“E. F. Witsell
Acting Adjutant General of the Army
The POWs were taken by train to American hospital ships and given physicals after being deloused and having their clothes burnt. It was determined he should be returned to the Philippines for more medical care. He was also promoted to Sergeant. On October 9, he sailed for the United States on the S.S. Klepfontein arriving on October 28 at Seattle, Washington. There, he was sent to Madagan General Hospital at Ft. Lewis. Later he was sent to another hospital closer to home. He married Arlene Liebold on February 2o, 1946, in a triple wedding with S/Sgt. Carl Kramp, A Company, and T/Sgt. Kenneth E. Davis, 31st Infantry, married their fiancees. He was discharged from the army on May 16, 1946. The couple became the parents of three daughters and two sons and resided in Lake Hubert, Minnesota.
Alpheus Brown die of a heart attack while fishing on February 11, 1976, in Beltrami County, Minnesota, and was buried at Lake Edwards Cemetery, Lake Edwards, Minnesota.
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In her ground breaking book, The Female Brain, physician and neurobiologist Dr. Louann Brizendine tackles the issue of hormones and depression in women. Intrigued by research data which shows that women suffer from depression at a ratio of 2 to 1 compared to men, Dr. Brizendine outlines the different stages of a woman’s life and the effect that her hormones have on her moods. Confirming that hormones are often the source and cause of depression among women in perimenopause is one thing. Knowing what to do about it, however, is everything.
Recognizing Depression during Perimenopause
By medical definition, clinical depression is an imbalance of the brain chemicals, serotonin, norepinephrine and dopamine, over an extended period of time. While both men and women can become clinically depressed, women can be especially prone to depression during perimenopause because of hormone fluctuations. Also known as neurotransmitters, serotonin, norepinephrine and dopamine, play a key role in regulating mood. When these neurotransmitters are in balance, they are able to reduce anxiety, improve sleep, diminish sadness and depression and generally take us to a happy place of calm and contentment.
During perimenopause, however, when women begin to experience an imbalance of their reproductive hormones, estrogen and progesterone, these mood regulators also become disrupted. The changes in the hormone levels not only affect how much of these chemicals the brain is able to produce, but also the efficiency and effectiveness of their function in the brain as well. What this results in is what many women often complain of during perimenopause: insomnia, excessive sweating at night, irritability, rages, weepiness, and at times, heavy and debilitating depression.
Many physicians prescribe antidepressants for perimenopausal women. While antidepressants, also known as SSRIs (selective serotonin reuptake inhibitors), can provide some measure of relief from depression for some people, they also come with a whole host of undesirable side effects, and a great deal of skepticism as to their long-term effectiveness. In particular, when it comes to the issue of feeling like you're overheating while sleeping, these prescriptions often prove to be an ineffective medication for night sweats.
Depression in perimenopause, is not an isolated problem that can be simply treated with antidepressants. Important factors such as diet, exercise, exposure to enough sunlight, sleep, handling extreme night sweats and dealing with the mind also need to be taken into consideration as well.
Healthy Hormone Balance: Diet, Exercise, Sunlight, and Sleep
The importance of a healthy diet, plenty of exercise, regular exposure to sunlight and deep, restorative sleep to improve mood and break the cycle of depression cannot be overstated.
Diet: Complex carbohydrates, whole grains and lean proteins not only help stabilize blood sugar (which also helps to improve mood) but they naturally raise the levels of serotonin, norepinephrine and dopamine in the brain.
Exercise: Cardiovascular exercise such as brisk walking increases oxygen rich blood to the brain, which helps to lift the fog of depression. If you’re walking outside, you will have the added benefit of exposure to sunlight which also increases serotonin, norepinephrine and dopamine levels in the brain.
Sunlight & Sleep: In addition, regular exposure to sunlight during the day will help the brain restore the body’s circadian rhythm, an internal biological clock which regulates sleep, among other bodily functions. Together with a consistent sleep schedule, diet, exercise and exposure to sunlight will help to improve and promote deep, restorative sleep. All of which will work together in synergy to help break the cycle of depression. If your sleep is frequently disrupted due to severe night sweats and hot flashes – very common symptoms of perimenopause – you can find cooling relief and get back to restorative sleep with the BedJet. It’s the first clinically proven device to relieve night sweats and hot flashes. In a clinical study of perimenopausal women, 94% reported improved sleep using the BedJet.
Finally, taking a mental inventory of our thoughts and thinking patterns is imperative if you want to rid yourself of depression. Certainly, the change of perimenopause is a time that causes many women difficulty. The reality of middle age and a different time of life settles in. Not surprisingly, this change is not always easy to embrace. However, how we choose to view it will have a direct impact on our moods. A gloomy outlook and chronic negativity will only serve to undermine all of our efforts at health and wellness. So, it’s important to realize the power of our thoughts and how we perceive our life’s circumstances when it comes to dealing with depression.
If you are feeling depressed, don’t hesitate to talk with your healthcare provider about how you’re feeling right away. For more reading on relief from depression during perimenopause, check out:
- The Mind-Body Solution: The Breakthrough Drug Free Program for Lasting Relief from Depression by Dr. Jeffrey Rossman, Ph.D.
- The Female Brain by Dr. Louann Brizendine
Got questions about BedJet? We’re happy to help. Call us at (401) 404–5250 to speak to a real human being or email us at [email protected]. Sign up for our VIP list and follow us elsewhere on the web to get the latest BedJet deals, promos and news!
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As the leading cause of cancer death for Canadian men and women, lung cancer has a poor image. It needs reframing. I’m willing to be one of its poster children because I want to change how we think about lung cancer.
It didn’t take long for me to understand that my stigmatized view of lung cancer, and our collective perception, negatively affect the support, attention, and funding lung cancer receives. When initially diagnosed, everyone asked directly or indirectly if I smoked. I was relieved to say “Never” with the implicit message I wasn’t the cause of my disease.
Now, approaching my third anniversary since diagnosis, I understand lung cancer is a complex, heterogeneous disease affecting men and women, smokers and never-smokers. Sure, smoking is a significant risk factor contributing to about 50% of lung cancer diagnoses. Other risk factors include radon, asbestos, air pollution, and family history.
Cancer mainly affects Canadians 50 years and older but can occur at any age. Two in five Canadians are expected to be diagnosed with cancer in their lifetime. According to the Canadian Cancer Society 2021 Statistics, there are reasons for hope. Cancer incidence for men and women has declined annually since 2011, and mortality is decreasing, meaning an increased survival rate. Despite this, lung cancer remains the leading cause of cancer death for both men and women, accounting for 25% of cancer deaths. Did you know:
- In 2021, an equal number (14,800) of Canadian men and women were diagnosed with lung cancer.
- Lung cancer is far deadlier for women than breast cancer. While the incidence of breast cancer is higher, lung cancer deaths in women are approximately double.
- The five-year mortality rate for women with lung cancer is 89% compared to 26% for breast cancer.
When I was first diagnosed and aware of lung cancer’s poor five-year survival rate, my former colleague Faizan Dhanani shared a hopeful story of long-term survival. While I listened, I wasn’t ready to believe. Today, I’m a believer. Far more cancer patients, particularly those with lung cancer, find their personal stories are changing from tragic to hopeful. The quality of life my targeted therapy provides allows me to advocate for lung cancer. Thanks to the growing menu of treatment options, the availability of Ontario’s high-risk screening for long-time smokers (soon to be available in BC and Quebec), and an increasing awareness among clinicians of the need for early biogenetic testing, more lung cancer patients can hope for longer, high-quality lives. I now expect to live longer than what was initially projected, six months to three years.
Please take a moment to read the following –
Canadian Hockey Legend, Guy Lafleur, Advocates for Lung Cancer
Thankfully for all of us, Lafleur uses his fame to raise awareness in partnership with Merck Canada. Read his story and learn to play to play offensive – be our most valuable player.
A former client, now a dear friend, writes, “Great Causes, Great Women.”
I was honored to be recognized by Sunnybrook Foundation
With a huge “thank you” to all our supporters and donors, our successful 2021 fundraising caught Sunnybrook Foundation’s attention. Read the Foundation’s year-end Community Impact Report.
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All the three Synoptic Gospels record the narrative of the Transfiguration immediately following this prediction. There is no break in the narrative—no chapter or verse division in the Greek original—and furthermore all three mention the fact that the Transfiguration occurred about a week after this statement, implying that the event was the fulfillment of the prediction. The connection between the two sections of narrative seems to preclude the possibility that Jesus here referred to anything but the Transfiguration, which was a miniature demonstration of the kingdom of glory. And Peter understood it that way (2 Peter 1:16–18).
After 6 days, Jesus took Peter, James and John, up on the mountain apart by themselves, and He was transfigured before them. His clothes became shining exceeding white like snow and Elijah appeared to them with Moses and they were talking to Jesus.
Moses represented those who died and are resurrected (Jude 9). Elijah represented those who are translated without seeing death (2 Kings 2:11). God the Father came in a cloud and said, ‘This is my Beloved Son.’ What the disciples had was a miniature picture of the Second Coming. Jesus said I’m going to give you a preview, before you die, of my Kingdom coming. And that’s what happened on that mountain. By giving them a glimpse of His kingdom, the Lord wanted to comfort His disciples to endure the severe pain they were going to have during His crucifixion.
In His service,
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Decades later, many of the consequences (both intended and unintended) of the Great Society era continue to be debated. More fundamental to the debate on those specific issues is a debate about the nature of rights themselves. Do they come from God and/or nature, or do they come from government?
On one side of these debates are those people who believe that rights come from God and/or nature. Because inalienable rights are natural rights, we are all born with them. Nobody – government or otherwise – has to provide us with anything for us to have those rights. We need government though, to ensure our security in these rights which would be vulnerable to attack from others in a “state of nature.” We are born with the capacity and the right to believe, to speak, to develop and exercise our consciences. Those on this side of the debate would likely support laws that limit government to protecting the natural rights to life, liberty, and property. Though they support state and local governments providing education, they would be skeptical of federal involvement in public schools. And though they might favor state-based welfare programs and be personally charitable, they would not support the national government’s role in redistributing wealth. They might support a federal safety net for the poor, but not middle-class entitlements.
In this negative view of rights – the Founders’ view – government exists to protect those rights that we already had before government came along. Government makes rights secure; before government, in the “state of nature” they were very insecure.
Government should provide us with security in our equal natural rights through just laws and consistent enforcement of them. Equal rights make for inequality because people with different capacities exercise them differently. So government makes possible the various inequalities that justice requires. Therefore, those who perform better are compensated better.
On the other side of the debate are progressive liberals who believe that natural and inalienable rights are not enough for everyone to reach their full potential. They believe that rights include a basic standard of living and the means to thrive on a level playing field. They believe it would be possible for government to provide these things, and that it should have the power to try.
They would likely support the national government requiring employers to pay a minimum wage, access to education paid for by the public, and affordable health insurance paid for by the public as rights, even if it meant that government could take from some in order to give to others. This positive view of rights holds that natural and inalienable rights are not enough for everyone to reach their full potential.
Therefore, government has the responsibility not only to protect our natural rights, but also to provide us with certain goods and services, such as education, healthcare, law enforcement, military defense.
Without this help some people would not be able to exercise their rights “meaningfully.” Therefore positive rights in practice come at the expense of rights in the negative sense: greater restrictions on liberty and higher taxes.
The controversy over the Affordable Care Act (ACA) is a modern example of this debate. The ACA has so far been one of the most divisive pieces of federal legislation in the history of the United States. Debate about it often centers on the law’s requirement that all people buy a certain product (health insurance) whether they want it or not, or pay a penalty. In response to a constitutional challenge to the law’s individual mandate, the Supreme Court declared that the fines imposed by the law amounted to a “tax” and were therefore constitutional. Significantly, though, the Court held that the Commerce Clause did not give the national government the power to force citizens to buy a certain product.
President Barack Obama signs the Affordable Care Act (2010), while his congressional allies look on.
Another doubtful aspect of the ACA from the conservative standpoint depends on the nature of rights. This controversial provision is the ACA’s requirement that companies provide insurance that covers birth control with no co-payments – including drugs that prevent the implantation of a fertilized egg, which Catholics consider to be abortion – and sterilization. Catholics and some Protestants see these practices as morally wrong. But the law requires them to provide insurance options that cover these services even if they run counter to their religious beliefs. While the law exempts churches, it contains no exemption for religious organizations that are not houses of worship.
The right to free exercise of religion is a constitutional right protected by the First Amendment.
But like all individual rights, it is not unlimited. You cannot take whatever action you want in the name of religion. Further, there is a history of constitutional laws stopping people from doing certain things even though their religions require it. For example, there are laws banning bigamy although some Mormon fundamentalist sects believe plural marriage is a requirement. General laws banning animal cruelty are constitutional, even if some religions practice animal sacrifice.
But the Affordable Care Act’s mandate was challenged not because it stops people from doing things required by their religion, but because it forces citizens to actively participate in an action that they believe to be evil, or pay fines. This provision of the ACA has been challenged by numerous individuals and associations, including Catholic universities, professional organizations, and religious communities such as Little Sisters of the Poor (nuns who operate nursing homes for the elderly).
David Green, the CEO of Hobby Lobby, a company who challenged the law, wrote in USA Today:
“A new government health care mandate says that our family business must provide what I believe are abortion-causing drugs as part of our health insurance. Being Christians, we don’t pay for drugs that might cause abortions. Which means that we don’t cover emergency contraception, the morning-after pill or the week-after pill. We believe doing so might end a life after the moment of conception, something that is contrary to our most important beliefs. It goes against the biblical principles on which we have run this company since day one. If we refuse to comply, we could face $1.3 million per day in government fines” (David Green, “Christian companies can’t bow to sinful mandate,” USA Today, September 12, 2012).
In Burwell v. Hobby Lobby (2014), the Supreme Court held that Hobby Lobby and other similar companies could not be forced to provide certain types of birth control to which they object on religious grounds, namely those which they believe cause abortions. The Court held that doing so violates the Religious Freedom Restoration Act. According to Justice Alito, author of the majority opinion, employees of such corporations, similar to employees of non-profit organizations, will be still be able to obtain these types of birth control through the insurance company to which the company is a client.
Some see a conflict of rights in this situation. But there is only a conflict of rights if you believe birth control or sterilization paid for by someone else is a “right.” If you do not believe birth control or sterilization paid for by someone else is a right, then there is no conflict. This is why the debate on the nature of rights matters.
The same question – “what is a right?” – is at the crux of many modern debates on rights.
- Is there a right to a state-sanctioned marriage?
- If so, are laws banning gay marriage unjust? What about bigamy?
- Is there a right to have children?
- If so, can governments prevent gay couples from adopting?
- What about couples who are just friends?
- Should the government have to provide in-vitro fertilization for those couples who desire it?
- Should it have to provide in-vitro fertilization to gay couples?
- If not, can government impose child-limits or force abortions?
- Is there a right not to be offended?
- If so, can government ban “hate speech”?
- Is there a right to good healthcare?
- If so, how much should certain people be required to pay for the care of others?
- If so, can government force medical workers to work longer hours if there are not enough doctors to guarantee everyone’s access to this right?
- If so, can government force medical workers to work for free for a certain length of time if there is not enough money to pay their salaries?
- Is there a right to an excellent education?
- If so, should the national government impose national standards and corresponding testing?
- Should government be able to take children away from parents who do not send their children to school?
- What about those parents who do not attend parent-teacher meetings, or who do not help with homework?
In the end, it matters where we believe rights come from. Do they come to us naturally? Or do rights come from government? If they come from government, how much power should government have to enforce those rights by taking property (including the right of conscience, which Madison called “the most sacred property”) away from certain people to give it to certain others?
Modern Debates on Rights
Decades later, both the purpose and the consequences of the Great Society are disputed. More fundamental is the question of the nature of rights themselves. Do they come from God and/or nature, or do they come from government? Or some mixture? The controversy over the Affordable Care Act (ACA) is a modern example. The ACA requires that companies provide insurance that covers birth control - including drugs that prevent the implantation of a fertilized egg, which some consider to be abortion - and sterilization. Catholics and some Protestants see these practices as wrong and contrary to the word of God. Conservatives also think it is against what is best in human nature that individuals be promised entitlements.
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- Students will understand the historical roots of the right to keep and bear arms.
- Students will analyze Second Amendment controversies.
- Students will analyze how colonists and the British regarded control of weapons.
- Students will compare gun issues in 1775 to a modern gun controversy.
- Students will evaluate arguments about how best to protect personal security.
- Handout A: Background Essay – What Are the Origins of the Right to Keep and Bear Arms?
- Handout B: The Second Amendment
- Handout C: Tickets
- Handout D: Group Discussion Guide
- Handout E: Town Council Discussion Guide
- Using Handout C: Tickets, copy enough tickets before class for approximately three equal groups: British Soldiers, Concord Town Council, and Sons of Liberty.
- As students enter the room, hand each one a “ticket.” Use the tickets to assemble the students into three identity groups (“Group One”) from 1775.
- In a jigsaw activity, have each “Group One” meet to read and discuss the scenario on Handout D: Group Discussion Guide. Have them record their answers on their own paper.
- Choose two students from each of the groups to form new six-member groups. Each “Group Two” will be made be made up of two from the British Soldiers, two from the Concord Town Council, and two from the Sons of Liberty groups.
(Time estimate includes time for independent research.)
- Have students jigsaw into their newly assigned “Group Two” configuration and give each group a copy of Handout E: Town Council Discussion Guide. Have each pair of students explain their response on Handout D to the Concord Town Council members.
- Record general types of responses from each Sons of Liberty and British Soldiers group.
- Ask the pair representing the Concord Town Council within each group to listen to each group and then fill out Handout E and explain which side (if either) the council will support in the deepening controversy.
- Have the Town Council members from each Group Two report to the whole class their answers to Handout E.
- Close by asking the class to discuss any lessons for today that they can draw from the role-playing activity. Possible discussion questions:
- Does the United States face any current challenges that might be similar to the challenges faced by Concord citizens?
- What future challenges might the United States face that might be similar to those faced by Concord citizens?
- How might the right to bear arms relate to the need to provide security today?
- Why might some people favor more or less restrictive gun regulation laws?
- Present political cartoons related to the Second Amendment, gun control laws, and other pertinent current issues. Have students analyze the cartoons for what they reveal about views of the Second Amendment.
- Have students draw a political cartoon presenting their point of view on a current gun issue such as allowing airline pilots to carry guns, laws forcing people to register their guns with the government, school shootings, or kids not being allowed by schools to wear shirts with slogans mentioning guns or illustrations picturing guns.
- Have students write a two to three paragraph response to the following question: One argument against gun control laws is that tyrants will always try to take citizens’ weapons. Do you agree or disagree? Use examples from history or today to support your answer.
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Skeletons found in Pompeii reveal Roman families provided basic health care
The remains of the Roman town of Pompeii destroyed by a volcanic eruption in AD79 continue to provide intriguing and unexpected insights into Roman life – from diet and health care to the gap between rich and poor.
The basement storeroom under a large agricultural depot in the little suburb of Oplontis was full of pomegranates. To many of the Pompeiians trying to find shelter from the eruption of Mount Vesuvius, it must have seemed strong and safe.
About 50 people took cover there. We know they did because archaeologists in the 1980s found their skeletons, well preserved.
They were overwhelmed by the volcanic debris and burning gases in the very place where they hoped they would be saved.
We know how these poor people died and we know what killed them. But these skeletons can also tell us fascinating things about how the people in Pompeii actually lived.
There are some very simple surprises.
For a start, we often imagine that the Romans, or anyone in the past for that matter, were all much shorter than we are. Well, not so these people.
In fact, on average, they are taller than the population of modern Naples.
We also imagine that the Romans would have died young. Again, this is another myth – as these skeletons show. There are plenty of middle-aged to elderly people among them.
The truth is that childhood was the really dangerous time. All kinds of illnesses that we now vaccinate against or can easily cure with antibiotics were devastating killers.
Only half the population would have made it to the age of 10. But if you got that far, you could look forward to a reasonable life expectancy in our terms.
Interestingly, infectious diseases leave tell-tale marks and lines in the enamel of children’s teeth. Many of the skeletons in the cellar show these – a visual history of the illnesses these people had survived.
There are some more curious – and startling – discoveries too.
The skeletons of a pair of twins show what were almost certainly the signs of congenital syphilis. If that is correct, then it puts paid to the usual idea that the disease was brought back to Europe from the New World by Christopher Columbus and his sailors in the 15th Century.
That is interesting in itself – we are going to have to stop blaming Columbus, or the Americans, for syphilis.
But the discovery tells us even more about ancient Roman society and Roman families than you might think as Fabian Kanz, the anthropologist from Vienna who examined the bones, points out.
A pair of children with congenital syphilis would need a lot of care and a lot of nursing, he explains.
Pompeii has provided richer finds for archaeologists than any other Roman site
The simple fact that they survived shows something about the support networks of the Roman world. There were families who were willing and able to devote time, attention and skill to looking after a pair of very sick offspring.
But these 54 skeletons reveal other sides of Roman society too.
As soon as they were unearthed, archaeologists realised that they were in two groups. One lot, on one side of the room, were found with nothing – they were just bodies, with no possessions found with them at all.
The others, on the other side of the room, died with cash, gold and jewels and all kinds of precious objects.
One of these skeletons was discovered with almost the largest amount of money found in one place anywhere in Pompeii. Not a vast fortune in terms of the richest plutocrats from the capital city of Rome itself – Pompeii was a small town remember – but it was someone’s very substantial life-savings.
So how do we explain these two groups? Well, archaeology is not an exact science.
It could be that those found without anything were those that had just panicked and ran, and those with the riches had made a more planned getaway.
Or, maybe, that group were criminals, who had done some looting on their way out of Pompeii to Oplontis.
We cannot know for certain. But the likelihood is that we are dealing with a group of the poor with no possessions and of the rich who had jewels and cash.
It is interesting to see if we can spot differences in the skeletons. Is one group obviously less well nourished? Is one group shorter? The answer is no.
Exploring the archaeology of the town of Pompeii and the surrounding area gives us an idea what life was like for rich and poor.
One conclusion, if you exclude the destitute who had no support networks at all, is that both rich and poor in Pompeii had a decent diet. True, the rich may have had more elaborate dining rooms, but the poor ate decently too.
How do we know? The contents of a cesspit which collected the waste from the lavatories of a block of modest flats in Herculaneum – the next-door town to Pompeii – show that the ordinary people in this block were eating a marvellous diet, from sea urchins to nuts and figs, eggs and chicken.
And, as Andrew Wallace-Hadrill – who excavated this cesspit – agrees, you do not get closer to the Roman world than in its excrement.
This article is from the BBC News website. © British Broadcasting Corporation, The BBC is not responsible for the content of external internet sites.
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The Internet is an enormous collection of answers. The challenge is to find them! Start by doing a scavenger hunt, be yourself the teacher of your class and prepare an activity to your students. You will learn lots of interesting stuff.
What is a scavenger hunt?
A scavenger hunt is a web page with a number of questions and a list of web addresses to find the answers to those questions. At the end there is usually “the big question”. The answer to that is not found directly in any of the suggested web pages, so you have to read, understand, process and produce their own answer.
Scavenger hunts are very useful activities for a number of reasons: you and your classmates can research and learn a lot about a certain topic, you prepare your project reading real English, you practice different abilities in relation with the use of ICT, and you improve your reading comprehension and your written and/or oral production.
😎 Try it! You can work in groups of 2 or 3 students. Choose a topic from the English culture you want to learn more about (Art, History, Sites and Monuments, Important people, Sports…). Look for information on the net. Then, try to do your own scavenger hunt. The next class, exchange your hunts with the rest of the groups and try to solve the other scavenger hunts. You will learn a lot of things and spend a good time.
Useful web pages:
Scavenger hunts at Education World: A collection of scavenger hunts organized by month.
Scavenger hunt generator: you can use this web page as a model to create your scavenger hunt.
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We’ll never run out of interesting mathematical questions, according to one of the world’s leading mathematicians who applies insights from his work to everyday life, from tidying away the dishes to assessing the risks of a heart operation.
At the Oxford Mathematics London Public Lecture, Sir Tim Gowers of the University of Cambridge joked that being a mathematician is ‘not just being a bad pocket calculator – there is actually rather more to it than that.’
In 1998, Sir Tim won a Fields Medal, one of the greatest honours in the field, for teasing out deep connections between two mathematical disciplines – functional analysis and combinatorics.
The medal ‘has made a massive difference to my life in a way that it shouldn’t have if the world were really a just place.’
In conversation with Science Museum Group Trustee Dr. Hannah Fry of UCL, author of Hello World and Christmas lecturer for 2019, it became clear that Sir Tim adopts a mathematical approach to his everyday life.
He has had a problem with abnormal heart rhythm and used his expertise to weigh up the risks of a heart operation, in which cardiac tissue responsible for atrial fibrillation is burnt out.
‘Do I really want to have this one in a thousand risk of dying?’ he asked himself. Further research led him to ponder the mortality risk for two months at the age of 50.
He found that, in effect, a month’s risk would be concentrated into the operation, so he decided to go ahead. The operation worked.
He has also pondered the politics of Brexit and tactical voting, adopting a game theoretic approach, and puzzled over a deep postprandial issue, namely the most efficient way to tidy away dishes from the table to sink to the cupboard, in what must be the ‘travelling washer-up problem.’
‘I promise I have a life beyond that,’ he added, though he admitted he did not often tell his family about his quest to make everyday life more efficient with the aid of mathematics. When he has suggested more ergonomic approaches, ‘I have been slapped down very quickly.’
Sir Tim used ‘the largest slide I have ever had the pleasure of presenting’ on the IMAX screen to begin his lecture on how it is possible to go from mathematical patterns to general definitions, concepts and statements.
He went on to demonstrate how it is possible to generate new insights and questions by cross-fertilising generalisations that are ‘orthogonal’ (utterly different) from each other.
By this approach, one can chart a path to ‘the frontiers of mathematics’ – where he is currently venturing forth with one of his students – and where ‘we will never run out of interesting mathematical questions.’
Sir Tim believes that computers will play an increasingly important role in pure mathematics. Their use in automatic theorem proving, for instance, to verify proofs in number theory, or to cross-reference your work with other findings, ‘really interests me.’
He holds the ‘minority view’ that computers will eventually take over from human mathematicians, even if they are able to intuitively understand answers (Ramanujan is a famous example).
He believes humans will still play an important role for the foreseeable future though, at some point, there will be a ‘Golden Age of Mathematics,’ where computers prove to be extremely useful, ‘but don’t quite yet spoil all the fun.’
But the golden age might be short lived, he added.
His evening public lecture was the third held in the museum after earlier events with Andrew Wiles and Roger Penrose, and I started the proceedings with Oxford Mathematical Institute’s Director of External Relations, Prof Alain Goriely.
Mathematics is at the heart of the Science Museum, from Mathematics: The Winton Gallery, where architect-mathematician Zaha Hadid crystallised abstract mathematical thinking into beautiful physical forms, to the cryptography in our Top Secret exhibition, artificial intelligence in Driverless and the scanners, crystallography, epidemiology and more in Medicine: The Wellcome Galleries.
All around the museum is evidence, as if we need it, of what physicist-mathematician Eugene Wigner described in a lecture 60 years ago as “The Unreasonable Effectiveness of Mathematics.”
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Reusing and citing research data
Reusing research data
Sharing data when possible is wise. By sharing data:
- You can reuse data produced by others in your own research.
- You can provide your datasets for others to be utilised.
Further use of existing research data is economical and saves limited resources. It is good for researchers to utilise already existing research data in their study, because
- It speeds up the process.
- Existing data may work as reference material for their own data, or their own data can be merged with existing data.
- It will save research resources, when they do not need to conjure up everything by themselves.
Research data can be searched via various search services, data repositories, archives and portals. Research data services that can be used for searching existing datasets are presented in the previous part (Sharing data – Where and how?).
Research data must be cited as all other sources produced in research. The Copyright Act and good scientific practice require that the author’s name is mentioned in a proper manner. Data citations work just like book or scientific article citations.
Data reference should consist of following elements:
- Host organisation
- Publication time and/or date
- Persistent identifier
Useful additional elements are:
- Resource type
- Embargo information
Citations to your data can add to your academic impact. Indicate how you want your data cited when reused. Data repositories and archives usually have guidelines for data citation and they provide a citation model for each dataset. Publishers can also have their own guidelines as to how to refer to data in journals.
- Reuse of existing research data is wise. It saves limited resources and speeds up the research process.
- Data must be cited in a similar manner to scientific articles and books.
- To sum up the entire course, watch Sally’s PhD journey as an open researcher (CC BY MoMoSci20 MOVING).
How does your journey as an open scientist begin?
You have now completed this course material!
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Watching positive, healthy movement engages ‘mirror neurons’, producing more healthful states for body and mind.
Maybe you have seen our Moving Meditations app, or watched one of our videos? Here is how they work.
There are two things to understand: first, why movement is so important; and second, why just watching is so effective.
Neuroscientists know that the brain evolved to deal with movement. Animals, which have the capacity to move, have brains. Plants, which don’t move, don’t have brains.
When we are little children the main way we deal with the world is through movement. We communicate through gesture long before we communicate through words. We express our feelings through movement; one might even say that our feelings ARE inner movements. We get what we need through reaching and grasping; we keep ourselves safe by pulling in or pushing away; we give and receive love through embracing and holding.
We push away our emotions by blocking movement, keeping ourselves stiff. This damages us, and can lead to physical and mental problems. Trying to change our bad moods just by thinking doesn’t work very well; much better to loosen our body, to bring movement and fluidity where there was stiffness and rigidity. And that feels good!
This is why movement is so important.
But then, why is simply watching movement so powerful?
Neuroscientists now know that we understand the world, and each other, through imitating movement. Several years ago, they discovered “mirror neurons” (di Pellegrino): brain cells which activate when we perform a certain movement, but also when we see someone else doing that same movement. Mirror neurons!
Later, in a theory called “Embodied Cognition” (Barsalou), scientists realized that we do not understand things abstractly; we understand by imagining how we would move and use that thing. I understand a hammer by feeling how I would hold it and hit things; I understand a chair by imagining how I would sit on it; and so forth.
In the same way, I understand what someone else is doing by imagining how it would feel if I did the same thing. I understand by imitating! If someone waves at me excitedly, or shakes their fist in anger, I imitate them in my imagination, I feel what it would be like to do that, and only then I can realize, “Oh! She is glad to see me,” or, “He is angry.”
When we are infants, this imitation is actually physical and obvious. Think of a mother and her baby making funny faces at each other. As we get older, we do it internally, but it is still imitation. It is automatic and unconscious, and it is how we understand each other.
Another recent theory in neuroscience, called “Predictive Processing” (Friston), explains that these inner images of movement are actually how we move ourselves! We imagine ourselves on the other side of the room, and automatically the movements we need begin to happen. This has actually been known about for many decades, and is called “ideokinesis”; you actually cannot imagine, for instance, a golf swing, without your “golf swing” muscles engaging—just a little bit. What scientists realize now is that all movement is controlled like that, through the inner movement images.
So, when we watch a Magic Mirror video, we begin to move, automatically, inside ourselves, in the same way as the person (or the birds, or the water) in the video. We can feel this easily if we pay attention. Watch one of our videos, or any video of living beings moving, or just watch people. You will notice that you can feel inside yourself that same movement. This is why we like to watch beautiful or powerful movement, such as dance, martial arts, wild animals, and natural phenomena like waves or clouds. It makes us feel good inside, and helps open up places where we have stiffened or blocked our own movements.
The movements shown in the Magic Mirror videos are carefully chosen to help you open up the inner movements and feelings of calm, of strength, of love, of ease. This can help to shift you away from negative mood states of anger, anxiety, or agitation. Doing the movements physically is important, but just watching can support the same goals. Give it a try, and let the Magic Mirror do the work!
If you would like to see our Moving Meditations app, here are the links.
Our new App, Moving Meditations for Autism (available for Android and Apple devices), offers 18 short videos to help kids (and their families) find peace and balance. The videos are fun and engaging, and effortless to use—all you have to do is watch them!
But you might wonder, what does watching someone doing gentle movements have to do with meditation? Doesn’t meditation mean sitting still? And, what IS meditation, anyway?
Here are some answers.
First, “meditation” is simply a way of coming to a balanced, comfortable state. It means we are present and at ease, not stressed out and distracted. We are able to be with each other easily, to do what we need to do effectively, and generally to enjoy life.
It’s what we all want, right? Amazing how hard it can be to get there!
When we are stressed or distracted, we often get into blame and judgement. We may criticize ourselves or others, tell ourselves we should feel differently, or plan how things will be different in the future.
But, we can all recognize that this mental struggle does not really help. Our thoughts and judgements are really very superficial, and have little power to change our mood.
In the same way, if your child is stressed and anxious, just telling them to try to calm down doesn’t help much. Thoughts and words are just on the surface. It’s kind of like trying to stop the waves of the ocean by pressing down on them!
So, how can we change mood? In a word, MOVEMENT.
When we are babies, our parents relate to us first through movement. We are held, caressed, guided. Gradually we become able to do things for ourselves; we gain the skills to stand, walk, and do things, we develop a sense of self, confidence, pride. We learn about the world and ourselves through movement. We express ourselves through movement. We relate to each other through movement. Movement is fundamental!
Movement is not just physical motion. It is feeling! We speak of “being moved” by a beautiful story, or feeling moved to help a loved one. Movement is inseparable from impulse, from wanting, reaching, holding. It is how we relate to the world!
Have I conveyed how powerful movement is? Movement is what has the power to calm the agitation of the mind, to smooth the ripples and ease the deep tides of emotion.
The videos show you and your child images of movement; both images of a child doing the motions, but also images of natural movements, of birds, animals, water, trees. What happens inside you as you watch? Can you feel how these images trigger feelings of movement inside you? Can you feel a sense of settling, opening, softening? Our nervous system is designed so that just watching a movement triggers that same movement inside us! That is how we learn about the world as an infant—and that is how we can learn to find balance and ease when we are stressed or anxious. Best of all, no words are needed. So even someone who does not relate well to words—like a young child, someone with autism, or a person with dementia—can still learn to find peace and balance.
Of course you can also actually follow along and do the physical motions. But it’s not so much that you try to learn the movements as a skill, it’s more like you move with a certain feeling. It’s not about “getting it right”, but riding the wave of the feeling.
Then without the videos, during daily life at any time, you can remember the feeling, you can remember the images, you might even let your body move just a little bit, but mainly you feel inside the quality of the movement—the settling down, the floating up, the spreading out, whatever brings you back into balance and comfort. And, if your child has watched the videos, you can remind him or her, “remember the birds flying slowly in the sky? Remember the kangaroo? Remember the stars floating gently down?” And your child will feel again that same moving quality inside.
It may be interesting for you to know that scientific studies of the brain and nervous system fully support what have been saying. “Mirror neurons” enable us to feel within ourselves the movements we see. Centers in the midbrain link emotion with movement. Developmental neuroscience affirms the fundamental role of movement. Elsewhere on our web site you can find more about scientific documentation. Although you do not at all need to understand the science in order to fully benefit from the videos, we think it is important to know that these are not just pretty ideas, but thoroughly based in solid, verified scientific understanding.
Check out the links below for more about the App and the principles behind it, and feel free to email us with any questions at: BodymindScience4Research (at)Gmail.com.
On Saturday September 8th, I attended the yearly conference (yearly since last year!) of the New England Somatic Experiencing(TM) group. (Somatic Experiencing (SE) is a form of body-oriented psychotherapy focused specifically on trauma. It works primarily by guiding the client’s attention to bodily sensation. I am a certified practitioner).
The conference was a truly amazing experience for me. I had been invited by Ted Plimpton, the organizer, to give a presentation, as I had at last year’s conference. I accepted with pleasure as last year’s had been very enjoyable. My expectations were vastly surpassed.
Yours Truly at the microphone
My presentation came first; I presented on “Practice and Somatic Experiencing”, by which I mean the role of some form of daily practice in the field of SE and in body oriented psychotherapies generally. Although Dr. Levine describes various practices in his books, and although different teachers have their own particular expertise in certain practices, there is no standard set of practices taught as part of SE. I think this is a lack, and it is a topic of importance to me. There are two kinds of practice: “daily practice”, which is done at a specific time and place for a future result; and what I call “daylong practice,” which is done all the time and in which there is no difference between the practice and the desired result. A major difference between the two is that daylong practice requires no time taken out of one’s daily schedule! There are five main ways in which practice could reinforce aspects of Somatic Experiencing: cultivating interoception, strengthening the container, opening the expressive pathways, improving the witness stance, and facilitating autonomic discharge. If you’re interested in learning more, my Powerpoint file is available here.
Next, Alex Diaz gave a very thorough presentation on the treatment of concussion by SE, emphasizing the need for a multi-disciplinary team approach. One thing I had not realized was that you do not have to lose consciousness to be concussed!
Ted Plimpton, the conference organizer, had the brilliant idea of convoking a panel of SE practitioners using SE in the context of bodywork, somatic education and therapy, movement, dance, and other non-psychotherapeutic methods. He said, and I agree, that non-psychotherapists tend to be somewhat marginalized in SE.
SE Bodyworkers panel. Left to right: Cecily Sam Legg, Kristen Chamberlin, Catherine Hondorp, Jacqueline Katz, Maureen-Elise Quinn
I think this is a sign of the persistence of the Cartesian dualism between mind and body, with a greater valuation given to mind than to body. So I was delighted that Ted was encouraging this group to find their voice. In this limited space, I cannot do justice to everyone in this panel, but I want to highlight one presentation.
Kristen Chamberlin, who is also a practitioner and teacher of a form of Indian Tantra, showed us a portion of a movie she is working on, which absolutely blew my mind. Impossible to describe in words, it was an evocation of the fundamental life force in humans as in nature. I and many others in the room were very deeply moved. Several shared their feelings, and I felt a wonderful harmony and connection in the room. I felt the movie expressed the true unification of body and mind, the authentic resolution of the Cartesian split. In one of my comments during the ensuing discussion, I suggested that to ignore the unity of body and mind in the therapeutic context is a form of malpractice (laughter and applause!)
Photo credit: Marcy Andrew
Marcy Andrew, a midwife, presented “Courting the Reptilian Brain During Childbirth”. She showed that SE therapy and childbirth are very similar processes, and can deeply inform each other. Anecdotes from her personal experience interwove with poignant and powerful photos from her life experiences. I was deeply moved by the raw expressions on the faces of many of the people in the photos, and I felt the same unification was manifesting as evoked in Kristen’s movie. As I write this, I am suddenly struck by Marcy’s use of the word “courting” in her title. Courtship leads to marriage, and an inner “alchemical” marriage leads to the natural, unified state, where reptilian, mammalian and primate brains are in a blissful ménage à trois, birthing the authentic human being.
Left to right: Sage Hayes, Lisa Newell
Sage Hayes and Lisa Newell, co-founders of the SE Working Group for Racial Justice, presented on “Somatic Practice with Marginalized Communities. They have been active in bringing awareness of the issues of racism, sexism, and a host of other forms of social oppression, to the SE community. Their presentation was lucid and poignant, and made me think deeply. They clarified that these forms of oppression are traumatic, and that unlike most sources of trauma, they never stop; thus the usual tools of SE therapy do not suffice and new insights and approaches are necessary. As a white, well-educated male, it is very hard for me to grasp the experience of marginalized people. As I listened to Sage’s presentation, I felt such a sense of outrage, and a terrible frustration: “so, what can you do?” The process most commonly used in SE therapy is “biological completion”, the completing of the interrupted defensive response; but because social marginalization is an ongoing trauma, other approaches may be necessary. It seems clear to me that the SE community, and the psychotherapeutic community in general, need to pay serious attention to these issues, and to integrate awareness of social oppression into their practice as well as training, outreach, administration and financial areas.
Paula with Nelson (Pam White)
The final presentation was a very touching look at working with horses, by Paula Josa Jones, author of Our Horses, Our Selves. The photos of her work showed the way that horses, naturally in their midbrain and limbic system, can relate to humans on this level, and help humans to connect with that part of their own being.
At several points in the conference, various attendees commented on the extraordinary quality of the conference. The overall group spirit reminded me of my early training, when I was awed by the openness, integrity and authenticity of this wonderful approach to healing. Then, as now, SE seems to me more a spiritual cultural transformation than a therapeutic technique, a birthing of the True Self into the world.
“Martial arts” is a very broad category, with various aims—some incompatible with each other! Sport martial arts operate under specific rules, and offer excellent recreation and exercise for the reasonably fit. Self-defense is a claim often made, but there is a lot of hype around this; in my opinion, the only appropriate training in this arena involves training intuition and situational awareness, emotional resilience, verbal defusing, escape, and improvised weapons. Military martial arts have no rules and aim to kill or maim. My own interest is in what martial arts offer in terms of skills for feeling and functioning better in everyday life.
In my experience the “internal” martial arts offer the most profound and sophisticated training relevant to this aim. The best known of these include the Chinese arts of Taijiquan, Baguazhang, Xingyiquan, Yiquan, and Liou He Ba Fa; Aikido from Japan; and Systema from Russia. The word “internal” in this context means these arts do not just rely on ordinary strength, fitness, and speed, but on subtler “internal” factors like sensitivity, breath awareness, and the use of intention and imagery.
What is special to me about these arts is not the specific movements and martial techniques, but the way they are done. Taijiquan, for instance, is NOT a long sequence of precise motions, but a WAY of moving or acting (and, in its martial aspect, a way of sensing and responding to an aggressor). Qigong teaches these same principles separately from martial application; although what tends to get lost there is the relational aspect, how to relate to someone else using these principles.
So what is this “way of moving”? In the Chinese internal arts it is formulated in terms of using intention(“I”) to direct the “energy” (“qi” (chi)) to move the body (“li”). This is of course problematic from the point of view of the biosciences, which have proven that there is no such thing as “life energy” (Qi), and therefore tend to regard traditional Chinese theory as fantasy. But with the recent increased interest in the neuroscience of interoception, it is easy to translate traditional Chinese theory. As one of my internal martial arts teachers, Peter Ralston, told me: “I don’t believe in Qi. I believe in feeling!” In other words, the traditional Chinese description is phenomenological, a description of one’s interoceptive experience rather than a description of biological mechanisms. The use of I, Qi and Li involve appropriate functioning of certain regions of the brain—roughly speaking, prefrontal, premotor, and motor cortex—and not mysterious quasi-physical energies.
This translation of traditional Chinese theory into neuroscience is not reductive. It simply says that traditional Chinese theory is coherent with modern neuroscience. It seems clear to me that Qigong and the internal martial arts have profound practical insights into effective use of body and mind, for skilled activity, harmonious relationships, and well-being. Unfortunately the previously mentioned difficulties in translation, as well as the traditional Chinese reticence in sharing these ‘secrets’ openly, mean that these profound insights are not widely understood or taught.
This difficulty was recognized by Wang, Xiang-Zhai, one of the greatest Chinese martial arts masters of the early 20th century. He created Yiquan (“Intention Fist”) in an attempt to simplify and make accessible these insights. This training is centered around “Standing like a Tree” (Zhan Zhuang), an apparently simple practice which many great martial artists have credited as the secret to their extraordinary accomplishments. It also makes much use of imagined movement (zhi li, or “testing strength”, also termed “moving without moving”). In the West, medical science and sport science have proven the effectiveness of this kind of practice, and many Western Somatic practices use variants (e.g. Ideokinesis, the Franklin Method, the Alexander Technique, Awareness Through Movement).
Wang Xiang-Zhai said:
“A small movement is better than a large movement; no movement is better than a small movement. Stillness is the mother of all movement.”
This apparently mysterious quotation is a compressed description of a specific form of practice.
In the Chinese tradition, the use of interoception and interoceptive imaging of this sort is inseparable from methods aiming at health and positive states of mind. Western psychology has only recently begun to touch on these areas, and in my opinion the traditional Chinese methods offer a vast and largely untapped resource of experience, practice and theory, the exploration of which could hugely accelerate the development of psychology and psychophysiology.
Current neuroscience acknowledges the importance of interoception, posture and movement for physical and psychological health, but has barely begun* to explore the structure of interoception. In other words, what kinds of inner experience are associated with optimized functioning, and what influence does voluntary interoceptive imaging have? Here are some examples of interoceptive experiences seen in the traditional Chinese arts as having critical roles in physical and psychological health:
Correct relation to gravity, through awareness of the line of gravity (or more accurately, the acceleration vector) as the center-line of the body;
Awareness of the center of gravity on the front of the lower lumbar vertebrae;
Awareness of the heart center at the level of the 6th thoracic vertebra;
Awareness of the center of the head at the meeting of the three axes of rotation of the skull;
Spatial kinesthetic awareness of the space below the ground, above the head, and outside the body;
Internal sensing of momentum transfer from ground contact through the bones and fascia (termed “sinews” in Chinese translations).
Again, I want to emphasize that these are seen as essential to optimal emotional and cognitive function, as well as physical; and also, that these apply to the very simplest of activities, including ordinary standing, sitting, and walking, as well as pushing, pulling and lifting. It is not necessary (although it is very enjoyable!) to master feats of acrobatics, balance, and skilled performance, in order to develop optimal everyday functioning; and, these internal principles facilitate the acquisition of these advanced skills, as well as the “everyday superpowers” of standing, sitting, moving, and interacting!
In my system of Bodymind Training, I have made learning these profound principles as easy as I can, with a minimum of extraneous things to learn—just the meat, no padding! You can access a current version of this training in our App, “Resilient Family: Happy Child!”, which is available for download at the App Store and Google Play. This App has a selection of Bodymind Training practices for kids as well as for adults.
*But see the ground-breaking research by Amit Abraham into the use of the Franklin Method of interoceptive imaging with Parkinson’s patients; Abraham, A., et al. (2018). “Dynamic Neuro-Cognitive Imagery Improves Mental Imagery Ability, Disease Severity, and Motor and Cognitive Functions in People with Parkinson’s Disease.” Neural plasticity 2018.
I would like to explain as clearly as I can the core ideas of the system I call Bodymind Training (BmT). These concepts also apply to many other forms of Somatic education and therapy.
Bodymind Training shows you simple and easy ways to feel better and be more effective in daily life.
The most central idea is what we call the Natural State. Similar to concepts like the “flow state”, Zen concepts of present awareness, Taoist ideas of effortlessness and naturalness, the Natural State is when we are at our best – open, present, strong, capable, loving, balanced. Our physiology reflects this, with our lungs, heart, and gut all functioning optimally. This is the state that arises naturally in the nervous system in the absence of threat or deprivation. Everything is in the Goldilocks place—not too tight, not too loose: just right! This is a state of effortless well-being, with no inner conflict. Our relationship to the world around us is balanced, able to open and close; we are able to respond spontaneously effectively to what happens around us.
If the Natural State is such a nice place to be, then what keeps us away from that state? To understand this, we bring in the idea of the “Preparatory Set”.
In evolutionary terms, living beings have always had to deal with various challenges from the environment: we might get eaten, or we might not get enough to eat; we might need to kill a rival, or care for our young. We have evolved basic patterns to help us respond to these circumstances. Affective neuroscientist Jaak Panksepp classifies these patterns as RAGE, SEEKING, LUST, JOY, CARE, GRIEF, FEAR (this list is not written in stone, one could add DISGUST and likely others).
They are integrated states of our whole organism, organized deep in the midbrain, readying ourselves to deal with challenge. It is easy to feel and imagine each of these states; if we imagine angrily confronting a rival, lovingly holding an infant, or joyfully playing with a friend, we can feel the changes in our tension patterns, posture, movement impulses, breathing, our gut, our feelings, our attitude towards the world, even our thoughts
Of course, each of these patterns is vital for dealing with the changing challenges of life. But problems arise when we are preparing for a situation which is not actually happening. Do you ever get the feeling that you are always getting ready for an attack that never comes? Continually anticipating loss? Itching for a fight all the time? Then you are Stuck in a Prep Set.
This, of course, prevents one from being in the Natural State.
So, the aim of BmT is to re-establish and reinforce the Natural State, by showing how to let go of the stuck Prep Sets that are getting in the way.
Since the Natural State and the Prep Sets are States of the whole being, we need to work with our whole being to change them; this means body and feelings as well as mind.
So BmT teaches specific postures, movements, breathing, internal awareness, orientation, and images, which foster the Natural State and encourage release of stuck Prep Sets. The training uses a step-by-step-step approach which enables you to move as slowly or as fast as you wish.
In keeping with the idea of the Natural State, the postures and movements are the casual motions of everyday life—standing, sitting, walking, or just being. Through these daily activities you learn and put into practice the principles of the Natural State, which apply equally to movement, bodily sensations and feelings, relationships with others, and attitude towards life.
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machinery in the mill was connected, it got off at full speed, and the motion was accelerated to such a degree, as, from the centrifugal force it had acquired, to break the fly-wheel into a great many pieces before the fireman could stop the engine. The broken pieces of the ring and arms flew in all directions through the side walls of the engine-room, and also through the ceiling above. After the accident it was found on examination that the throttle valve was broken in two pieces, and was, consequently, rendered useless as a regulator. To prevent the recurrence of accidents of this nature, a very simple contrivance might be adopted, which is as follows:-Place an additional valve in the steam pipe between the boiler and the engine, as near the latter as possible; let this valve be wrought by an apparatus connected with the governor, so arranged that when the engine exceeds its fastest speed the governor balls, by their centrifugal force, would act upon the apparatus so as to shut the valve. This might be effected in various ways, and would prevent the engine from attaining such dangerous degrees of speed.
The common throttle-valve and governor is certainly a most admirable and efficient contrivance; but in cases like the present, when the valve happens to break, the governor loses all control over the engine. At this moment, the above-mentioned appliance would come into action, and check the engine in time. It is not uncommon to have a separate shut-off valve of this description applied to engines. to be wrought by hand by the engine-man, and it is found to be a very convenient way of regulating the motion of the engine until the belts, &c., are put on, and the engine has its regular work to perform. All that I would suggest is, that this valve should be connected with the governor, or otherwise, so as to be self-acting when the ordinary throttle-valve is disqualified for performing its proper duty, which might happen when the fireman was negligent, or absent from his post; but it is easy to perceive that, independent of these contingencies, very little time indeed is sufficient to allow the engine (especially if in good working order, and lightly burdened,) to attain such a high velocity as to work destruction before the fireman could get it checked. The accident at Dundee is a verification of the truth of this remark. The poor fellow that lost his life was struck by one of the pieces of the fly-wheel when in the act of running from the lower flat of the mill to convey intelligence of the accident to the fireman; and sufficient time had not elapsed to afford an opportunity of shutting off the communication between the engine and boilers, by the valves generally placed on the top of the boilers for this purpose. Certainly, the ordinary way of stopping the engine might have been resorted to, viz., to throw the eccentric rod out of gear; but this was not done in time nor would it be likely to be attended to in most cases of this nature.
I may mention, in conclusion, that the engine was of twelve horse power. The fly-wheel had been found deficient in weight, and in consequence pieces were put on the ring to increase the momentum of it. The original ring was cast in six pieces, or segments, and held together by the arms, which were cast in one piece, overlapping the joints, and secured by bolts. On examining the fractures it was evi
dent the arms had broken first across where they joined the ring. In measuring the section of this part of the arms, and calculating their ultimate strength by Tredgold's rules for the strength of cast-iron, the centrifugal force, or tensile strain, must have exceeded 30 to 35 tons on each of the arms before they had given way. The wheel was 12 feet in diameter, and sufficiently strong, even with the enlarged ring, to withstand the strain upon it while the engine moved at its ordinary speed; this was proved by the experience of a considerable number of years.
Dundee, 25th December, 1844.
Glasgow Mechanic and Engineer's Magazine.
Locomotive Engine Explosions.
We have to record the occurrence of the second important explosion of a locomotive boiler-for we reckon the boiler of the iron steamer Telegraph, a locomotive boiler in all essential respects—that has occurred in this country. It took place on the 11th ult., upon the Dover Railway, with the engine "Forrester," in connexion with a goods train of twelve luggage wagons, on its way to Dover. It is stated that two successive explosions took place, the second one being of by far the greater force. As soon as the steam and smoke had cleared away, the line was found to be completely blocked up with wagons, which were spread across the whole line, and piled on each other; the engine had gone over the viaduct, and was partially buried in the earth beneath, whilst the tender was hanging over the side of the viaduct, torn and folded together like paste-board, its carriage having fallen about twenty yards from where the engine lay. The engine-driver was found dead; the stoker was found nearly dead, with the whole of his jacket, except the cuffs, blown off his back, and was conveyed to Guy's hospital. A strict examination into the circumstances of the accident was instituted, and the result is shortly as follows:
The bursting of the locomotive being the supposed cause of the accident, their first object was to examine the engine as it lay imbedded in the earth. After getting off the viaduct it had pitched head foremost into the earth a depth of four feet, and then turned over. They found the fire-box was blown out, as well as the firebars, and the inner casing, between which and the outer casing the steam generated, were also torn away. The next point was to examine what effect the explosion had upon the viaduct, and the probable cause of the engine getting off the line. They found that there had been two explosions-the first apparently took place about eighty feet from the spot where the engine was lying. The fire-bars at the bottom of the fire-box had been blown completely through the viaduct into arch No. 134, making a hole three or four feet square. The second explosion, the more severe of the two, not only blew the firebox through the arch No. 133, but such was the force of the steam,
that the engine "jumped," and descended partly on the rails, and partly off, a distance of eight or ten yards, crushing the immense pieces of timber that supported the viaduct. It was deposed by Mr. Bury, of the firm Bury, Curtis & Kennedy, the makers of the engine, that he could account for the explosion only by the excessive pressure of the steam, arising either from want of freedom of the safety valve, or from a deficiency of water in the boiler.
Description of several WATER-WHEELS called "TURBINES," exhibiled at the Exposition de l'Industrie Française, at Paris. Knowing the earnest desire of the scientific public for information, and the interest which attaches to French ingenuity and mechanical skill, we have availed ourselves of the valuable reports of M. Burat, C. E., to give an account of some of the most remarkable and interesting objects exhibited at the recent Exposition de l'Industrie Française, at Paris. A feature quite novel to us is the number of turbines exhibited, a class of machine, of which, we believe, no specimen exists in England, and of which the only description is a slight sketch by Mr. George Rennie, C. E., who has not, however, introduced any mention of it in his edition of Buchanan's Millwork. In France, however, we suppose that at least a hundred must be now in operation, and they must undoubtedly be successful, or they would not so early have secured the patronage of a class so prejudiced as the French millers.
Hydraulic Machines.-Not the least interesting section of the Exposition was that devoted to hydraulic apparatus. The rapporteur, in introducing the subject, says "Many people imagine that the first cost and fitting up an hydraulic motor are less than those of a steam engine. What has had a great influence in propagating this error has been that the establishment of hydraulic motors generally took place under such unfavorable conditions, and on such a defective system, that the first expense was diminished at the expense of the power of which only a third, or fourth, was utilized. When, however, we calculate, beyond the purchase of the right of water, and the adjoining ground, the construction of dams, head of water, mill race, and wheel well made, we shall find that for an equal amount of power, the fitting up of a steam engine is less expensive. The advantage, however, of hydraulic motors is, that though the cost of establishment may be considerable, the cost of maintenance is next to nothing, and the charge only the interest of the money laid out." It is calculated that the amount of water power utilized in the factories of France is equal to 20,000 horse power, though from the bad construction of the machinery it is supposed to be under estimated, and that the real power of the water is at least double.
Many endeavors have been made by men of science to improve this state of affairs, and latterly, a great deal of attention has been directed to the turbine. Under the general name of turbine are included water-wheels formed on very different principles, and which
have nothing in common but the property of all turning on vertical shafts. M. Burdini, mining engineer, first imagined and made known, under the name of turbine, machines which received the water in the upper part of a vertical cylinder, or drum, and eject it from the lower part; the water is guided by vertical channels in the rim of the drum, which must have a height equal to half the entire height of the available fall of water.
M. Fourneyron has occupied himself a good deal with turbines, and the model of one erected at the mills of St. Maur, near Paris, was exhibited. In Fourneyron's turbine the drum is always made rather narrow. The water glances obliquely in horizontal jets on the whole contour of an internal vertical cylinder, and penetrates in every direction the compartments of the wheel, which, in turning, just touches this external cylinder, and follows by passing the curved buckets, or chambers, enclosed in the horizontal bases, and escapes horizontally from the external rim of the drum.
The construction of turbines suggests the most complicated problems of hydraulics, and theory has not yet afforded the means of solving them á priori; practice alone gives any solution at present. The greatest difficulties in the turbine are in the details of execution. The water to produce the maximum effect must enter without shock, and leave without velocity. M. Fourneyron has constructed several turbines, but he has not made known the proportions which he gives to them. From the experiments of M. Savory, it was established that even with falls so slight as one foot, up to 3, 10, 15 and 25 feet, the disposable work transmitted by the turbine reached from 7 to 8-tenths of the motive power.
Turbines, of all hydraulic wheels, are those which under the smallest volume of water utilize the greatest quantity. The water which propels them does not press on the axis. The high and variable speed which can be given to them, without sacrifice of power, allows the abandonment, in many factories, of a quantity of mill work and heavy spindles, for the purpose of accelerating the movements. Another property of the turbine, and perhaps the most important, is that of working when it is completely immerged in the stream a fraction of the absolute power at least as great as when working above. This allows, at all times, the whole fall of a stream to be turned to account. From this property, M. Arago has conceived the plan of establishing a complete system of turbines on the Seine, in order to provide for the supply of water to Paris.
M. Fontaine Baron has sent to the Exposition a turbine of 18 h. p., which much resembles that of M. Fourneyron, though differing in some details, and particularly in the direction given to the chambers, or buckets. M. Fontaine, who lives at Chartres, has already constructed thirty or forty in that part of France, where the corn trade is a principal one. M. Taffe has frequently applied a register to M. Fontaine's machine, and certified the useful effect to be seventy-nine per cent.
Koechlin's Turbine.-M. A. Koechlin also exhibited a turbine patented by him, the construction of which consists of two hollow
conical centres surrounded with helical blades a and d, the upper one d, is fixed, and serves as a guide for the flow of water on to the blades of the lower one a, called the turbine; by the force of the current the
water causes the turbine to revolve, and with it the vertical shaft on which it is keyed, and the beveled wheels above. Both the fixed and movable turbines are placed within the mouth of a tube, the orifice of which is contracted in such a manner as to allow the proper quantity of water to pass through, that is due to the velocity arising from the difference of two levels of water above and below the turbine. The advantages of Koechlin's turbine are, that the turbine may be placed at any point taken in the height of the fall according to
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To maintain the healthy beach environment, it is best to avoid food plastic in favor of biodegradable materials. Use trash cans, separate waste if possible, or pick up litter during your stay. We also do not recommend taking shells or sand from the beach in order to protect it from erosion. Do not disperse cigarette butts in the sand as they contain plastic. We advise against feeding wild animals, including seagulls, as this negatively affects their health. The use of soap and shampoo in showers is also harmful to the environment. There are sunscreens that can pollute the sea, please wear mineral sun protection.
Children must be under the constant supervision of parents or responsible persons in or near water. Children and inexperienced swimmers should wear life jackets.
It’s safer to swim in a lifeguarded area: obey the warning flags of the lifeguards and never swim when the RED flag is flying. Check conditions before entering the water, watch and prepare for other people’s activities, such as boating or fishing. Swimming behind buoys, in stormy weather, in areas of strong surf and strong currents and whirlpools can be dangerous. Avoid swimming or diving in unfamiliar places as hidden rocks or shallow waters can cause serious injury or death. It is strongly recommended against swimming near passing ships or hanging on to boats, and climbing on buoys. Sailing far from the coast on inflatable boats and swimming in secluded remote bays, near rocks and in unknown areas can be extremely dangerous.
Try not to enter the water immediately after eating or drinking alcohol. Regardless of your age or level of swimming skills, avoid swimming alone.
Observe your condition in the water and try not to overcool.
Remember to put on sunscreen, wear a hat, or sit in the shade so you don't get sunstroke.
To increase your awareness, review the meanings of the beach safety flags:
Red over yellow flag is for swimming area that is safe with lifeguard supervision.
Green flag means it is safe to swim. The water is calm and there is no particular danger.
Yellow flag warns that the swimming is dangerous. Do not enter the water alone and do not leave children in the water unsupervised.
Red flag means no swimming. There is a danger of moderate surf and currents.
Red flag over red flag means entering the water is forbidden. There is a high surf or strong current.
Purple flag warns that dangerous marine life are present in the water e.g. jellyfish, stingrays etc.
Brown flag means there is a danger of pollution with mud, suspension or dangerous substances.
Black and white (or quartered) flag is designated for surfing area, no swimming.
Blue over white flag means diving in progress.
Yellow flag with black ball warns that watercraft use and surfing are prohibited.
We kindly ask you to be polite and keep your distance from other visitors, also try not to raise your voice or listen to loud music. Remember that playing beach games such as volleyball and football should not bother others. Consider the wind direction before spraying an aerosol or shaking out your towel. Smoking is harmful to the health of others, so use designated smoking areas. Not everyone loves dogs so it’s your responsibility as a pet owner to keep your pets under control at all times. If you or your children feel the need to visit the toilet, do so instead of peeing in the sea. Comply with local laws regarding barbecues or campfires and free camping. Please take all your belongings with you before leaving the beach. When going outside the beach, remember to wear clothes over swimwear. If you prefer to go topless in public, check out the local laws.
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LTC Harold Kelly Hoskins
February 15,1927-May 1, 2012
Graduation Date: 10/12/48
Unit: 332nd Fighter Group, 301st Fighter Squadron
While he did not serve overseas during WWII, he and eleven other African American pilots, who completed their advanced pilot training beyond Tuskegee, would be considered Tuskegee Airmen because they were assigned to Tuskegee Airmen organizations before those units were inactivated in 1949. In fact, between the middle of 1946 and the middle of 1949, all new African American military pilots received their flight training at bases beyond Tuskegee, because Tuskegee Army Air Field ceased pilot training by the end of June 1946, even though they were assigned eventually to the all-black flying units. Among those other flying training bases were Stewart Field, New York; Enid Army Air Base, Oklahoma; and Williams Air Force Base, Arizona. If one considers all eleven of these pilots as Tuskegee Airmen, there were more than 1000 Tuskegee Airmen who were pilots, 992 of whom completed their pilot training at Tuskegee
The Program at Tuskegee
“Hands down, Tuskegee was much harder,” Harold Hoskins, shared during an interview with Melissa T. Miller of Military.com
As a former student both at Tuskegee and later at an integrated pilot school at Texas’ Randolph Air Force Base, and having served under Colonel Benjamin Davis and logged 9500 flight hours in the Air Force, Hoskins is in a unique position to compare both experiences. Since retiring from the Air Force, he has become Assistant V.P. of Student Affairs at California State University in Hayward.
“The Tuskegee program was so rigorous, you didn’t have time to think,” says Hoskins. “A history master’s student, who happened to be Jewish, was interviewing me for her thesis, asked me if I knew anything about the Holocaust. Honestly, all that was on my mind was ‘Can I get through this program?’ I didn’t have the faintest idea about the Holocaust, nor about anything else that was happening in American society either, for that matter.”
An initial part of the Tuskegee experience was getting hazed by upper classmen, a tradition brought over from the military academies and four national Black fraternities where many cadets had gone to school before enlisting in the Army Air Corps. Cadets were forced to “eat a square meal”: they were only allowed to sit on one corner of their dining room chair, made to sit perfectly straight, and bring their forks from their plates to their mouths at a perfect right angle, without moving their heads. If food was dribbled, the cadet had to stand up and scream the humiliating phrase, “I am a sloppy dummy.”
Pre-flight cadets were also awoken in the middle of the night, ordered to put on their rubberized ponchos and gas masks, and made to do various physical drills all night — while still being expected to do their full physical training regimen in the morning, which began at 6 a.m., as well as class all afternoon.
“I guess it was supposed to make you tougher,” explains Hoskins. “But when I got to Texas, I found out those white boys had no idea what hazing and fazing was all about. I didn’t let on, but Texas was a piece of cake.
“Just to give you an example, we had to hem our own pants and sew on our own buttons on our shirts at Tuskegee. At Texas, we had tailors!” he laughs. “At Texas, they even customized our shirts so they fit just right and we looked sharp. At Tuskegee, we had to make sharp folds in our shirts, wrapping them sometimes all the way to our backside, to make them fit properly.”
It is important to note that at the time African-American pilots trained at Tuskegee, the military was still completely segregated, which means the pilots’ planes serviced by African-American mechanics and other specialists. Armament specialists trained at Lowry Field in Colorado, radio specialists at Scott Field, Illinois, and mechanics at Chanute Army Air Field in Illinois.
After he retired from the service Harold continued his work in public service, earning a Masters of Public Administration from Cal State University. Harold was the Assistant Director of Student Services for the University and was a pioneer in the development, and management of student housing.
Culminating his lifetime of public service, Harold was awarded a replica of the Congressional Gold Medal from President George W. Bush on March 29th, 2007, at the Library of Congress in Washington, D.C. He was also an active member of the Diablo Black Men’s Group, and assisted in raising thousands of dollars for college scholarships for underprivileged youth.
Lieutenant Colonel Harold Hoskins passed away peacefully on Tuesday, May 1, 2012, leaving behind a long legacy of service to his country, commitment to education, and an eternal dedication to the community and to his loving family. We are honored to celebrate a life well lived.
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Training is a broad term when used in relation to the Canadian Army.
There are two main types of training:
Training was done in various ways suitable to the subject matter and resources at hand, including classroom instruction, parade drill, what we call "home study" today, and on exercises, including tactical field exercises, cloth model studies, or TEWTs.
The majority of Canadian soldiers in 1939-1940 may have had no formal basic training, given the nature of mobilization, and it is likely training was done collectively. Only a small number of prewar regulars of the Permanent Force went overseas in 1939; many stayed in Canada initially to help train the initial contingent of the Canadian Active Service Force.
Much training that was actually accomplished was outdated; the 1st Canadian Infantry Division focused on First World War ear trench routine, right up into the summer of 1940; even as the conquest of France by the Germans was nearing completion, the division in England practiced night reliefs in trench systems on Salisbury Plain. The 2nd Canadian Infantry Division did not deploy to the UK until Aug 1940, and their training (at their home stations in the winter of 1939-1940 and at concentration areas in Shilo and Valcartier in the summer) had been hampered by transport shortages, weapon shortages, uniform shortages and equipment shortages.
From 1940 to the end of 1941, training in the UK was hampered by the need to employ troops on coastal defence duties given the poor equipment state of the remnants of the British Army after the battles in France.
Training changed in 1942 when The Calgary Highlanders introduced "Battle Drill" to the Canadians, borrowing from the 47th (London) Division. Battle Drill focused on individual and small subunit collective training - the actual nitty-gritty of what a section did in battle.
By that time, Canada had created Basic Training Centres and trade specific Canadian Army Training Centres across the country, with formalized instruction that the 1939 veterans probably never received. This was done after the introduction of conscription in 1940 under the auspices of the National Resources Mobilization Act, which compelled men initially for just a few weeks, then later for longer terms of service. By 1942 all recruits into the army received a full Basic Training course, followed by trade specific courses. Battle Drill training centres were also established in Canada.
Battle Drill was a specific name for a system of training utilized by the Canadian Army in the Second World War.
During 1941, the 47th (London) Division, a training formation of the British Army, began to demonstrate its new system of training, called "Battle Drill" to officers of the Canadian Army. Lieutenant Colonel J. Fred Scott and Captain John Campbell of The Calgary Highlanders attended a demonstration on 8 Oct and found their imagination fired by what they saw. On 22 Oct, officers of that regiment attended a battle drill school at Chelwood Gate, and according to unit historian Roy Farran, "No more fanatical disciples of the new system could have returned to the unit."
The Calgary Highlanders immediately set up their own Battle Drill school at Burnt Wood, and on 23 Oct, a demonstration was made before Colonel Ralston (Minister of Defence), General McNaughton (General Officer Commanding the Canadian forces in England), Lieutenant General Crerar (the commander of I Canadian Corps), and Major General Odlum (commander of the 2nd Canadian Infantry Division). The platoon that participated in the demonstration were complimented by the senior officers.
The entire battalion began to cycle through the battle drill school in two week rotations, each course culminating in a demonstration to which officers of neighbouring units came to spectate. While Battle Drill began to spread through the Canadian Army, opposition to it from the British War Office led to the 47th Division school being closed down in November. "Battle Drill bibles," originally printed by the 47th Division, had to be printed "surreptitiously" in the Calgary Highlanders orderly room, in order to be distributed to other interested Canadian units.
Opposition to the new training met with opposition in the Canadian Army as well; the First Canadian Division forbade their troops from attending the Calgary Highlanders' battle drill courses, to whom NCOs from other units were routinely invited. By the end of December 1941, the Highlanders had sold more than 50 of their "Battle Drill bibles", twenty of them in a single day after demonstrating the new training to the Second Canadian Division on 30 December.
For the Calgary Highlanders, and indeed, the entire Canadian contingent in the UK, Battle Drill was a relief from months of monotonous training. The War Diarist of the battalion, writing on New Year's Eve, remarked that "morale is higher than at any time in the past two and a half years. A man is proud to say "I have taken Battle Drill" because without a doubt it is a physical accomplishment, particularly to the private. To the Junior Leader who has added Battle Drill to his training, it is both a physical and mental achievement."
In Jan 1942, General Crerar wrote to the battalion to say "It is evident that a very satisfactory number, both of officers and ORs in the Canadian Corps have obtained the tactical and psychological advantages which are so evident in this particular course." On the 16th of January, demonstrations were held for representatives of many Canadian units, with another demonstration on the 30th. The orderly room printed 250 more copies of the Battle Drill bible.
Description of Battle Drill
At its most basic, Battle Drill taught at the section level simply taught men how to react when coming under enemy fire. In an article in Military Illustrated: Past and Present (No. 20, Aug/Sep 1989 issue), section battle drills were described by eminent British historians Ian V. Hogg and Mike Chappell as follows:
The above illustrates several things; firstly, that at its most basic level, Battle Drill could be a parade square exercise. Also note the "Down, Crawl, Observe, Fire!"; more than just a motto, many Canadian regimental histories make mention of this phrase, which was driven home firmly into the minds of infantrymen, who would need to practice it instinctively when in combat:
Upon taking fire from the enemy, infantrymen were trained to:
The section had to be taught to operate in two groups; the Bren group and the rifle group. Ideally, one group would provide cover fire, to distract or inflict damage on the enemy, while the other group exposed itself by moving to close the range. The section commander had to be able to instantly appreciate what cover was available, and order an appropriate maneuver, such as a right or left flanking.
Once the section had mastered basic battle drills, the next step was platoon training, where the platoon commander had to also demonstrate his appreciation of tactical situations and be able to employ his three sections effectively.
What the Calgary Highlanders found being taught by the 47th (London) Division went beyond mere Battle Drills however, and an entire system of training, also falling under the blanket description "Battle Drill", was not only observed, but quickly adopted by the Highlanders.
Battle Drills, whether at the section, platoon or company levels, came to encompass more than just the drills themselves. Soldiers were put into their full battle kit and made to double time everywhere they went. Battle innoculation became part of Battle Drill training, where live ammunition was fired over and around them, with the addition of simulated artillery fire and grenades ("thunder flashes"). Some troops were taken to livestock slaughter houses, or else made to run obstacle courses littered with blood and animal entrails, in order to accustom them to the sight of gore. The obstacle courses were quite popular with instructors, and combined with speed marching, contributed to "hardening training" - turning soft civilians into tough soldiers.
Terence Robertson (in his book The Shame and the Glory) described Battle Drill as:
There were other reasons to "tone down" Battle Drill training, according to Farran's history. One Calgary Highlanders company is reported as having refused to attend church parade, citing that since they were given such "barbaric" instruction during battle drill, they could not see the point in attending church.
The opinions of several Calgary Highlanders towards Battle Drill training is recorded in Bercuson's regimental history:
Bert Pittaway: "....running wide open and killing yourself for nothing...it was crazy, you never did anything like that in action."
Arthur Wildeman: "Us ignorant privates, we're supposed to run across there, and jump through this god-damned stuff, and wade and hold your rifle up so you don't get it wet. You don't go around any obstacles, you go through them or over them....The sarge was running around yelling 'kill, kill, kill."
Perhaps, however, the most revealing description of Battle Drill training comes from a lieutenant in the Hastings and Prince Edward Regiment named Farley Mowat, in his book "And No Birds Sang":
We marched or ran a minimum of ten miles a day and twenty on Sundays. We crawled, squirmed and wriggled for endless hours through gorse thickets while the training staff fired live ammunition under, over and all around us; threw percussion grenades between our outflung legs, or heaved gas canisters (which made us puke) under our noses. For variety we practiced unarmed combat with bronzed killers who hit us in the windpipe, kicked us in the testicles, cartwheeled us over their shoulders and belted us across the kidneys with rifle butts.
Other Calgary Highlanders had great appreciation for the training they underwent. Again, from Bercuson's history, several Calgary Highlanders veterans comment:
Arthur Ames: "It was a tough course....In December...you were out there in the wet...soaking wet...we never saw a hot bath...the whole time the course was on....(it was) the only training we got in the army that was realistic."
Floyd Rourke: "(When a machine gun opened up) You would drop and hit the dirt, and then possibly return the fire or give covering fire so that somebody else could move in from another direction...you have no time to stop and think, you have to deal with it right now."
Red Anderson: "When you went into action, you knew that you would be in good shape and know what to do."
Robert Bingham: "We didn't like that kind of tough training, but it was all for the good. When you got into battle, everything felt so simple."
Battle Drill training has been soundly criticized by many historians after the fact, feeling that it contributed little to preparing the Canadian Army for the combat it would encounter in Normandy and afterwards. It is worthy to note that British General Bernard Law Montgomery, at that time the commander of South East Army in England (under whom the Canadians were placed) had some very definite criticisms as early as March 1942, when he visited the battalion.
Montgomery (quoted in Terry Copp's book "The Brigade") wrote that as far as the Calgary Highlanders were concerned, "It does not seem to be understood that Battle Drill is really a procedure, applicable to unit and sub-unit action. The company still has to be taught how to carry out the various operations of war." His notes further elaborated his criticisms:
At this time, Montgomery was inspecting all the Canadian units in the United Kingdom and passing his judgements (often very quickly reached) to the senior Canadian commanders. The Calgary Highlanders benefited from his low appraisal of their state of training when the Dieppe forces were selected; while Fourth and Sixth brigades were tapped to comprise the assault force, the Fifth Brigade was only asked to contribute a company of the Black Watch and a platoon of Calgary Highlanders.
Battle Drill's Fate
The British Army placed General Utterson-Kelso, the former commander of the 47th Division, in charge of the infantry-training directorate, and his chief Battle Drill instructor, a Lieutenant Colonel Wigman, took command of a newly created GHQ Battle School, while authorizing the formation of battle schools in each division. In the Canadian Army, Calgary Highlanders carried the new doctrine to the rest of the army. Lieutenant Colonel Scott, sent to Canada to instruct at RMC, soon found himself in command of the new Canadian Battle Drill School at Vernon, BC, while the Battle Drill Wing of the Canadian Training School in England was commanded by Captain John Campbell.
Battle Drill, in the end, prepared platoons and companies for battle, but the Canadian Army would have to look beyond simple battle drill to prepare their brigades and divisions for combat.
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Around California with Children’s Books: A History of the Golden State for Intermediate Grades serves as a guide for a one-year course for students in about fourth through sixth grade. This is a greatly expanded and rewritten version of Beautiful Feet Books' previous course based on their History of California Study Guide.
This new guide is beautifully designed with full-color illustrations. It requires the use of a number of literary works that you can either borrow from the library or purchase. (Beautiful Feet Books offers a complete package with all of the literature.)
The course begins by jumping back thousands of years to a period when mastodons and saber-toothed cats roamed the area and to the arrival of those who first crossed the Bering Land Bridge. It then devotes quite a bit of time to Native Americans before moving on to the explorers and settlers of the sixteenth through eighteenth centuries. Students learn about the California missions, the westward expansion, immigrants, the Gold Rush, and modern developments. They read biographies of famous figures in California history such as Father Junipero Serra, John Muir, Biddy Mason, Walt Disney, and Steve Jobs. Nature study also receives a great deal of attention with a focus on animals and the giant redwoods.
Some of the 22 books required for this study are:
- The Discovery of the Americas by Giulio and Betsy Maestro
- California Indians by Elizabeth Sonneborn
- Island of the Blue Dolphins by Scott O’Dell
- The Cruise of the Arctic Star by Scott O’Dell
- Patty Reed’s Doll by Rachel Laurgaard
- Riders of the Pony Express by Ralph Moody
- Jessie Benton Fremont: California Pioneer by Marguerite Higgins
- Blue Willow by Doris Gates
- Song of the Swallows by Leo Politi
- Who Was Walt Disney? by Whitney Stewart
The guide provides some of the actual lesson content along with detailed lesson plans that have assignments, questions, and activities. Parents might read some of the guide content aloud and direct students in their assignments, but I think it will be more efficient if students work directly from the guide on their own as much as possible.
Students will also create a notebook for the course. The notebook is intended to be artistically attractive rather than just a collection of written notes. While students will do some writing in the notebook, they will also use colored pencils or watercolors to color images included with the course for key events, people, and nature studies.
The course uses a four-step methodology—reading, reasoning, relating, and recording—along with other activities such as field trips and cooking.
Typically, students read assigned pages from one of the books (or you read them aloud together), then discuss the questions in the guide. The guide breaks down the reading of each book into groups of pages or chapters, with discussion and activity following immediately rather than after a student completes an entire book. Students are not expected to write out answers to the questions, but they do write out vocabulary words and their definitions in their notebook. The guide has an answer key at the back with suggested answers. There is at least one research project where students are to choose a California tribe to study and then write a brief report (page 21).
The occasional “Nature Connection” introduces students to animals that are native to California. Lovely line-drawn images in the back of the book are to be cut out, colored or painted, and mounted in the student’s notebook. (You might want to transfer images to heavier paper for painting.) They might also write or dictate interesting information about that animal.
“Library Connections” recommend additional books that you might want to read, although I doubt you will have time for additional books as part of your coursework. You might consider letting your child select some to read just for their own interests, aside from the course.
“Culinary Connections” introduce foods that relate to various time periods or cultural groups using background information and recipes. For example, you might try making “Hangtown Fry,” an omelet made with eggs, bacon, and oysters that was very expensive during the Gold Rush. Or try making “Moo Shu Chicken” to connect with the experience of Chinese immigrants in the mid-1800s.
“Field Trip Connections” offer lots of great suggestions accompanied by descriptive information and photos. You will know some important things to look for if you are able to make some of these field trips.
The occasional “Biographical Connection” highlights key people not necessarily covered in the reading.
All of these “Connections” are arranged so that related material is together. For instance, in the section on the gold rush and the transcontinental railroad, there is a biographical connection about Pio Pico, the last Mexican governor of California who was active in both business and politics throughout that period. The next page has a field-trip connection that suggests a visit to Olvera Street and the nearby Pico House, a luxurious hotel built by Pico.
Timeline figures are also included at the back of the guide. Students can color or paint these and mount them in their notebooks. Students will also copy stanzas from “The California Story” poem on page 77 into their notebook—there is one stanza in the poem about each timeline figure. (Students do not create a separate timeline as you might expect.)
While Around California with Children’s Books is not overtly Christian, it gives attention to the founding of the California missions and religious development since this is a major component of California’s history.
This guide is available as either a softcover book or as a download. The pack for the course includes the guide (printed book), the 22 books, and a blank book with acid-free paper for students to create their notebook.
Around California with Children’s Books is a multifaceted course that should be much more interesting than a textbook for learning the history of California.
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Vegan Diets During Pregnancy: Considerations and Keys to Success
This continuing education course reviews the safety and adequacy of vegan diets during pregnancy, the potential dietary gaps and their effects on maternal and fetal health, limitations in existing research, and how nutrition professionals can best support vegans during pregnancy.
After completing this continuing education course, nutrition professionals should be able to:
- Compare the effects of a vegan/vegetarian diet vs a nonvegetarian diet on fetal and maternal pregnancy outcomes.
- Describe key micronutrients essential to promote positive pregnancy outcomes in vegans.
- Differentiate between the use of food vs supplements in effectively meeting nutrient needs.
- Evaluate the need for supplementation in indivduals who may be at risk for deficiencies, especially of vitamin B12 and iron.
- Identify at least two possible risks associated with vegan diet during pregnancy.
Elizabeth Devine, MS, RDN, LDN, is a private practice dietitian specializing in sports, wellness, and plant-based nutrition at Eat and Run, LLC, in Amherst, Massachusetts.
The author has no relevant disclosures to report regarding this program. She have certified that no conflicts of interest exists for this program. View our disclosure policy.
- 2.00 CDR
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The Southeast Asia region, known for its rich marine biodiversity, has become a hotspot for illegal wildlife trade.
A recent report has shed light on the alarming extent of wildlife trafficking in the Southeast Asian maritime border zone between Indonesia, Malaysia, and the Philippines. The region, known for its rich marine biodiversity, has become a hotspot for illegal wildlife trade, leading experts to call for urgent intergovernmental action to safeguard this ecologically significant area.
RELEVANT SUSTAINABLE GOALS
Unveiling the Extent of Wildlife Trafficking
The report, compiled by wildlife trade monitoring nonprofit TRAFFIC, reveals shocking statistics from the Sulu and Celebes seas region. Over the period of 2003 to 2021, more than 25,000 live animals and a staggering 120,000 metric tons of wildlife, parts, and plants were seized in this area alone. Rays, sharks, turtles, and a diverse range of species were trafficked primarily between Indonesia, the Philippines, and Malaysia.
Marine turtle smuggling constitutes a significant concern, with 28% of all seizures involving turtle eggs. The majority of these seizures occur between the southern Philippines and Sabah, Malaysia, with the bustling city of Sandakan serving as a key entry point for their illegal transport. Sharks and rays, including endangered species, are also heavily targeted, with over 29,000 shark products seized primarily in the Philippines. The online trade of these species, particularly through platforms like Lazada and Shopee, continues to fuel the illegal wildlife trade.
Marine Biodiversity at Risk and Transboundary Links
The Sulu and Celebes seas region lies at the apex of the Coral Triangle, a global marine biodiversity hotspot. TRAFFIC’s findings underscore the urgent need for intergovernmental intervention to protect this vital ecosystem. The targeted species, including marine turtles, giant clams, seahorses, sharks, and rays, play crucial roles in maintaining ecological balance. However, their populations are dwindling due to the alarming frequency of illicit activities in the region.
The people residing in the Sulu and Celebes seas region share strong transboundary cultural and trade connections, which have inadvertently facilitated illegal wildlife trade. Their engagement in local trade, often involving illicit goods, has created a complex network for the trafficking of endangered species. The report emphasizes the need for enhanced international cooperation in enforcement efforts to curb this rampant activity.
Combatting the Illicit Trades
TRAFFIC calls for increased vigilance and cooperation among law enforcement agencies and tech companies to tackle the persistent issue of online trade. The report highlights the importance of employing existing traceability tools to combat wildlife trafficking and implementing enhanced regulations for the legal trade of sharks and rays. The ASEAN Centre for Biodiversity (ACB) echoes these concerns, emphasizing the need for collective efforts to curb biodiversity loss and protect vulnerable species in the region.
Given the intricate nature of the illegal wildlife trade and the low number of successful convictions, the report emphasizes the significance of a comprehensive, regional approach to finding solutions. Increased interagency and transboundary cooperation is essential to tackle this multifaceted problem effectively. By joining forces, the countries involved can address the interconnected challenges posed by wildlife trafficking and preserve the remarkable biodiversity of the Southeast Asian marine ecosystem.
Lead image courtesy of Raw Pixel.
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Argentine poet Juan Gelman (1930-2014) died last month. President Cristina Fernández proclaimed three day’s of national mourning. Argentina’s flags flew at half-mast. Yet there was no state funeral for Gelman. Instead his ashes were spread in Mexico on the slopes of Popocatépetl.
Such was Gelman’s admiration for writer/poet Sor Juana Inés de la
Cruz (1648-95) that he had asked that his ashes be spread near her
childhood home in Nepantla. His widow and friends fulfilled Gelman’s
request by tossing his ashes from a railroad bridge into a fast running
Gelman had been living in exile in France when his daughter, son and
pregnant daughter-in-law were seized by a repressive Argentina
government in 1976. His son and daughter-in-law were killed; their
infant child disappeared. Gelman spent 20 years in an ultimately
successful search for the child. Throughout his life, he used his poetic
voice to bring attention to injustice. Gelman relocated to Mexico and
for many years wrote from here for Argentina’s “Página 12.”
Each time I visit the Sor Juana Museum I take a detour to that
bridge. On the way is an abandoned steam locomotive. It may be the same
locomotive that broke down around the turn of the 20th century leaving
Mexican poet Amado Nervo (1870-1919) and other passengers stranded in
Nepantla for three star-lit hours. Nervo wrote about his delight having
time to walk the same streets Sor Juana had walked as a child all the
while wondering which had been her house.
Amado Nervo became the Mexican ambassador to Argentina and Uruguay.
When he died in Montevideo the Uruguayan president dispatched the
cruiser “Uruguay” to repatriate his remains.
I asked Digs collaborator Carol Hopkins “what is it about poets —
especially Latin American poets — that earns them such acclaim?” She
answered by quoting other poets.
“A good poem speaks volumes in mere words,” Indian poet Meena
Alexander has said. “Poets are the unacknowledged legislators of the
world. In time of violence, their task is, in some way, to reconcile us
to our world and to allow us a measure of tenderness and grace with
which to exist.”
A British anthology of poetry published last October, “In Protest:
150 Poems for Human Rights,” contains poems about slavery, indigenous
human rights, massacres, genocide — even the current war in Syria. The
book’s editor, Helle Abelivik-Lawson, says: “Reading and writing poetry
is a therapeutic way to process some of the darker aspects of humanity.
That said, it’s not all doom and gloom — there are some very empowering,
fun and funny poems in this book.”
Many of Carol’s favorite poets are singer-songwriters. Harry Chapin
(1942-81) often gave three concerts a day, donating 50 percent of all
proceeds to world hunger programs. When asked about his commitment on a
radio program, Harry answered, “Pete Seeger was asked the same question.
Pete said: ‘I don’t know whether anything I’ve done has made a
difference in the world.’ This said by a man who stood up for every
progressive cause of the 20th century. ‘What I do know is that my
commitment to those causes has allowed me to be with the people with the
live eyes, live hearts, live heads and that has been its own reward.’”
Two weeks after Juan Gelman’s death, Pete Seeger (1919-2014) died.
Though they used different mediums, both spent their lives in the ether
of poetry, struggling for justice while enduring heroic clashes with
governments that tried to silence and imprison them. Both were fortunate
to live long enough to die lionized — Gelman acclaimed throughout the
Spanish-speaking world; Pete Seeger invited to sing at President Obama’s
inauguration — and at Occupy Wall Street.
Last Sunday, in a long ranging conversation, I asked
Minneapolis-based writer/poet Alison Morse for her view on why Latin
American poets gain such acclaim. She told me: “There is a tradition in
Latin American poetry of having the responsibility to be the bearer of
news in poetry. It’s about giving voice to things that can’t be given
voice to. There is a different view of language in Latin America — it
involves turning language into art. Reading poetry in the United States
isn’t as important as it is here.”
Referring to Mexican poet Javier Sicilia, who ends every speech and
article with a signature paragraph that begins with “Además opino …”
(“Furthermore, I am of the opinion that …) followed by a listing of the
political demands of the social groups he supports, Alison said, “That’s
poetry!” Adding, “If he did that in the United States he’d be a
Saturday Night Live skit. On the other hand people would probably love
him. Maybe poets in the United States just aren’t as brave. However,
there are some U.S. poets that are really proud they’ve been banned from
school libraries in Arizona. Banned because they’re too political or
because they have other languages in their poems, besides English.”
Perhaps it all boils down to what Max said to Liesel in the wonderful new movie The Book Thief. “Words are life.”
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Cultural Studies Overview
Cultural Studies is the place where critical and creative study of textual perceptions meets the faces and facts of social experience, so as to generate deepened forms of justice, truth, and beauty.
—KAREN S. KINGSBURY, professor of humanities and Asian studies
Alumna Profile: Ciera Marie Young ‘14
Growing up in a low-income neighborhood, Ciera Marie Young ’14 got some mixed messages. Her father told her that she could be the first in her family to get a college education, but people in her neighborhood made it clear that she needed to be thinking about looking good, about getting married.
Explore the Cultural Studies Degree:
A required core of courses provides students with the tools necessary to analyze representations of culture. The electives allow students the opportunity to focus on an aspect of the field that meets their particular interests.
- All students complete a capstone seminar that channels the knowledge they’ve accumulated into a discipline-specific project under close faculty guidance.
- If you choose to pursue an African American concentration, you will delve even deeper into the history, culture, politics, religion, and literature of the African Diaspora—the communities created by the dispersion of peoples from the African continent.
- Chatham is walking distance to many of Pittsburgh’s cultural institutions and organizations, including the Carnegie Museum of Art, Carnegie Music Hall, and the Frick Fine Arts Museum.
Representations of Race and Gender
This course introduces students to the methodology of cultural studies. In this survey, students learn those skills essential to analyzing social constructions of identity. Specific attention is paid to diverse texts, including film, in order to locate how representations of race, gender, ethnicity, and “otherness” are culturally produced and disseminated.
Critical theory offers a critical study of the key debates in theories of media and communication interfaced with cultural studies. This course also examines the communication circuit from production to consumption within the broader paradigms of cultural studies, feminism, politics of identity, and theories of ideology and postmodernism. Connections are made between these debates and wider debates in communication studies.
Toni Morrison Seminar
This seminar is a study of Toni Morrison’s literature within the context of African-American critical theory. Through Morrison’s work, students will engage in current issues regarding the politics of language, narrative authority, historical revision, the production of meaning, and African-American subjectivity.
If one word could best sum up Chatham's faculty, it would be engaged. Professors bring experiences to relate the course lessons to real-world situations.
Film and Culture
Just Films is an annual series that shows documentaries focused on gender equity and social justice, usually being shown in Pittsburgh for the first time.Learn About Just Films : Checkerboard 1 - Film and Culture
Students benefit from the resources of the Chatham University Women’s Institute, which provides opportunities including programming, a certificate in Women’s Leadership, and involvement in community initiatives.Explore Centers and Community Outreach : Checkerboard 2 - Learning Resources
International Certificate Program
Students can enhance their degree with a certificate in international studies in one of five major global regions: Africa, Asia, Europe, Latin America, and the Middle East. The certificate includes a language requirement, history and culture courses, and study abroad or internship. Certificate students are eligible for additional study abroad funding.
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Children with disabilities tend to be more isolated, often receive intimate care from multiple caregivers, may not know about personal safety and sexuality, and can be socially invisible. Other risk factors for abuse and neglect that are unique to children with disabilities follow.
- Children and adults with disabilities in our culture have been traditionally treated as being less valuable, invisible, and “different than” others. People with disabilities are still living in institutions, kept apart from the community, and isolated with other people with disabilities and underpaid service providers.
- Children with disabilities are still seen as less trustworthy witnesses to their own abuse.
- Children with physical disabilities may need help with using the toilet, bathing, or dressing. These tasks may require a number of family caregivers or personal attendants.
- Abusers may believe that children with disabilities, particularly children with intellectual disabilities, are easier to trick, bribe, or coerce.
- Social isolation can increase the risk for sexual abuse.
Not Having Information
- Children with disabilities, who are often trained to comply with people in authority, may never have been given permission or the chance to practice saying no.
- Children with disabilities are often seen as being asexual, and not in need of sexuality education that could help them recognize that what is happening is abuse. All children need education about their bodies, sexuality, and how to protect themselves.
Barriers to Reporting
- Children with communication disabilities may have difficulty telling people what happened.
- The stereotype that children (and adults) with disabilities are non-sexual, lacking intelligence, and not credible witnesses means that when abuse is discovered, it may not even be reported.
Lack of Awareness
- Parents, guardians, and disability service providers often do not know the high risks of abuse or recognize signs of abuse.
- Changes in behavior by children with disabilities are often assumed to be related to the disability, rather than a symptom of abuse.
When Children Don't Tell
Children with disabilities may not tell about the abuse for a number of reasons: They may love and want to protect the abuser. They may be frightened by the abuser or frightened of getting in trouble themselves. They may not want to upset the family. They may feel guilty. They may not know that what is happening to them is wrong. Or they simply may not have the ability to communicate what is happening.
- Abusers can threaten to hurt the child or their family if they tell anyone about the abuse.
- Children can be afraid that their parents or caregivers will not believe them, or that they will be punished.
- Guilt. The child may feel guilty for “letting” the abuse happen, particularly if some of what the abuser does feels good.
- Manipulation. Abusers can convince the child that they share a rare relationship, and that what the abuser does is because the child is special.
- Lack of awareness. Some children with disabilities don’t realize they are being abused.
- Protection. The child may be afraid of getting the abuser in trouble, particularly if it is a family member, friend, or service provider. Children may not want to upset their parents, guardian, or other family members.
Indirect disclosures. When children do tell, it may be long after the abuse. Or they may tell indirectly. They may test their listener by giving the story in small pieces, or talk about someone else who was hurt, giving hints that are easy to miss.
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Now since the example is "I" being the subject, so there're no difference of sentence structure using either 自信 (self-assurance, confidence in yourself) or 信心 (confidence in yourself or someone/something else). The difference will occur in a sentence like this:
Pinyin: rén men duì jīn nián de jīng jì qián jǐng méi duō dà xìn xīn。
Meaning: People don't give much hope to the economic growth.
Note: In this sentence, don't replace 信心 with 自信, though I can't say it's utterly wrong to use 自信 here.
In your example, you can use both 信心 and 自信, because "confidence in oneself" is the common point between these two words:
Pinyin: zài wǔ tái shàng tiào wǔ，wǒ méi xìn xīn。
Pinyin: zài wǔ tái shàng tiào wǔ，wǒ méi zì xìn。
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Nǐmen zài nǎlǐ rènshi de?
Where did you meet?
What does the character 的 mean in this sentence?
Chinese Language Stack Exchange is a question and answer site for students, teachers, and linguists wanting to discuss the finer points of the Chinese language. It only takes a minute to sign up.Sign up to join this community
One of the functions of 的 is being an adjectival marker that marks a phrase as an adjectival phrase
我们在中国认识 = We met in China
的 marks 在中国认识 as an adjectival phrase that describes 我們
[我們 (topic)] + [在中国认识的 (comment)] = [We] (are someones) [met in China]
你们在哪里认识的? just replaced 中国 with 哪里. 在哪里认识的 is still an adjectival phrase in an Interrogative sentence
In this kind of construction, when 是 X 的 is used, it is not just about the validation of X, but also about the possibility of "other than X" (which is discarded by virtue of the validation of X).
It is more obvious in the following examples when an adjective is used:
It is a known fact that, in Chinese, adjectives associable to degrees of intensity must be used with an adverb of degree in an example like (3). Usually, the adverb 很 is used by default. It does not really mean "very" in this case, but just to indicate that we have a positive value of 珍贵.
In (4), it is not necessary to use an adverb of degree to tilt the balance towards positive. By bringing up the possibility of non-X (i.e. other than X) and then discarding it, 是 X 的 serves to reinforce/confirm/stress the status of positive value of X.
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Train and anticipate emergency situations with our of the #clearedtoland success principle
Permanent multitasking is essential when flying: scanning the instruments, keeping an eye on the airspace outside, working through the checklists, doing the navigation, never losing your bearings, listening to the radio and understanding it. This makes it all the more important to anticipate developments and events during the flight.
The “What if’s…”, the mental anticipation of possible events, is a constant companion of every flight preparation and every flight.
For pilots it is essential to always be one step ahead of the aircraft and the events around it.
The motto is always: “First fly the aircraft”. With all the multitasking: the actual basic task of flying the aircraft must never be lost sight of.
Mistakes can always happen in hectic or stressful situations. There is often a chain of several errors. It is important not to allow yourself to be put under pressure, to choose your own speed if possible and to always make time for yourself, e.g. by extending the “traffic circuit”, a predefined procedure in which the approach is flown.
So it is better to take a step back and think through the decisions and next steps in peace. This is the equivalent of “going around”, for example, when flying.
During this procedure, you gain time, can re-sort yourself and coordinate the steps for landing and work through them again at your pace.
Stress creates a tunnel vision or blackout and makes clear decisions impossible. However, calm reaction in extraordinary situations can be trained. Mental or physical checklists also help to ensure that a “normal state” can be restored as quickly as possible even in a “state of emergency”.
The standard training of pilots includes numerous emergency procedures. They are practised intensively during the training of becoming a pilot. These include power-off landings (simulated engine failure), take-off exercises, the abort of your take-off in the event of technical problems, “power-off after take-off” – incidentally one of the most unfavourable situations because the engine fails at take-off at even lower altitudes and the aircraft is in the process of climbing – or even the behaviour in the event of a “stall”, i.e. stalling.
So, during the flight, pilots always have in mind that the engine might fail or that there might be some other technical problem. This sounds rather pessimistic, but can be described as “protective pessimism”. This term comes from a book we strongly recommend: “Shoot for the Moon” by Richard Wyseman, an American psychologist (R. Wyseman, 2019, p. 175).
The #clearedtoland success principle with its 8 key points is about the mindset, among other things, which makes the difference: “I am cleared to land” or simply “I can do it! A mindset that helps even under adverse circumstances, such as a worldwide pandemic – as we have all just experienced – with all the associated challenges for our professional and private lives.
A strong mindset and confidence in one’s own abilities not only helps in unforeseen situations, but also helps in running a company, leading a team, successfully completing a project or privately overcoming a difficult situation or life crisis.
What does the #clearedtoland key point 2 mean for your professional and private life?
We do not land all planes. But we face new and sometimes unexpected challenges every day, respectively in 2020 the already mentioned worldwide pandemic including lockdown with far-reaching consequences for the whole world. Every now and then such an unforeseen situation may seem like an emergency landing to us.
This is where #clearedtoland key point 2 “expect the unexpected” helps you by making sure you are prepared for an lot of unexpected things!
Anticipating unexpected events
For your professional life, #clearedtoland core point 2 means to always remember that a situation can change quite unexpectedly. Always anticipate the unexpected! You don’t have to look far, if you look at the aviation and tourism industry towards the end of the Corona crisis.
Now, of course, you don’t have to go through life constantly imagining the worst. But maybe the “protective pessimism” helps you not to take the current carefree state for granted, but to be grateful for it – and at the same time to have a plan B and C in the back of your mind just in case.
Anticipating unexpected events: Have a plan B or C…
What to do if the requirements for your job change suddenly? Do you have a plan B and C for this too? Which you can call up immediately to react quickly to new situations? For example, do you feel prepared for digital change and changing requirements in your job?
Do not let yourself be overwhelmed by changing conditions and upheavals! Prepare yourself, also for future challenges. With a plan B and C. This is how you get fit and remain capable of acting!
The principle applies equally to your private life:
Have you made provisions, also financially, for the case that the “high fly” of marriage and family formation suddenly comes to an abrupt end?
For example, do you stay in your job with at least one foot, even though this becomes a juggling act with children?
Do you remain independent and earn your own money, even if this does not always seem sensible in view of the high childcare costs? Are you driving your own career forward, even though the compatibility of family and work almost brings you to a nervous breakdown?
Even though the divorce rate in Switzerland has fallen in recent years, separation poses major financial challenges a lot of times. Often it is one partner who has reduced the workload for years because of family and children – still mostly the woman – who faces precisely these challenges.
Ultimately, it is a matter of being at least one step ahead of events – both professionally and privately – with alternative courses of action.
Cultivate this “protective pessimism”.
“Expect the unexpected”, but at the same time enjoy, when none of it comes true and you can navigate calmly through your life.
In the end, the very absence of misfortune is already a great happiness!
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CCCS: Canadian Centre for Climate Services
The CCCS is an initiative of the Government of Canada and provides access to all things climate, from climate basics through to data and resources that support adaptation decision-making. The new CCCS website is designed to facilitate access to climate data and tools through features such as the Library of Climate Resources, interactive climate data viewer, and extraction tool. For the first time, Canadians can access Environment and Climate Change Canada’s climate data through an interactive map, download climate data subsets relevant for their purpose, and use our the library of resources to access climate datasets and resources consolidated across federal, provincial, and territorial governments, national professional organizations, climate consortia and established international organizations. The CCCS has also launched their Climate Services Support Desk which is staffed by climate experts ready to help users understand and use climate information to support adaptation decision-making. The support desk can be reached via email or phone: 1-833-517-0376. A video describing their services is also available here.
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When a porous material that is saturated with liquid is heated, the liquid expands much more than the solid phase. If the permeability is low, then the liquid may not be able to escape as it expands, so it expands within the pores and causes dilatation of the body. In that case, by analyzing the kinetics of dilatation during a change in temperature, it is possible to extract the permeability. Previous papers have examined the behavior of an elastic or viscoelastic (VE) porous solid subjected to a thermal cycle slow enough to avoid internal temperature gradients. However, for cementitious samples, the sample size must be large enough that thermal gradients are likely. In this paper, we show that the effect of the gradient can be readily incorporated into the analysis of experimental data. For cement paste, experiments reveal that VE relaxation has a greater influence on the results than the gradient in temperature.
All Science Journal Classification (ASJC) codes
- Ceramics and Composites
- Materials Chemistry
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What IS IRIS website?
IRIS provides management of, and access to, observed and derived data for the global earth science community. This includes ground motion, atmospheric, infrasonic, hydrological, and hydroacoustic data.
What does Iris Seismology mean?
IRIS (Incorporated Research Institutions for Seismology) is a university research consortium dedicated to exploring the Earth’s interior through the collection and distribution of seismographic data.
What is an iris study?
The IRIS trial will test a new treatment strategy based on evidence linking insulin resistance to increased risk for stroke and other vascular diseases. Insulin resistance is a condition in which insulin, a normal human hormone, does not work effectively because the body is resistant to its effects.
Do irises spread?
Bearded Irises Grow from Rhizomes Such plants also spread by rhizomes, and irises are no exception. While some rhizomatous plants, like bamboo, spread rapidly and even invasively, the iris spreads fairly gradually—one of its main virtues for gardeners. But, as iris rhizomes spread, they become crowded.
Is iris poisonous?
There are more than 200 species of iris and related plants. The entire plant is toxic. Iris toxicity is generally mild in humans, but in pets and cattle, it can cause serious illness and death. Symptoms of iris poisoning in pets vary in severity depending on amount of exposure and which part of the plant was ingested.
What color is an iris?
Iris is an ambiguous color term, usually referring to shades ranging from blue-violet to violet. However, in certain applications, it has been applied to an even wider array of colors, including pale blue, mauve, pink, and even yellow (the color of the inner part of the iris flower).
What is seismology used for?
Seismology is the science of earthquakes to study the causes and effects of minute pulsation to most catastrophic natural phenomenon inside the earth.
Are iris modules free?
Through December 2021, the IRIS Center is offering FREE certificates to verify module completion and effort toward PD hours. Self-guided and self-paced, IRIS Modules cover numerous relevant topics in a way that is in-depth but approachable.
Should I deadhead irises?
Deadheading, or removing the old flowers, keeps the plants attractive and allows the leaves to collect energy for healthy root formation instead of setting seeds. Some irises may bloom twice a year if you deadhead properly. Break off the individual flowers on each flowering stem after they finish blooming.
Do irises multiply?
Irises multiply fairly quickly and when the plants become overcrowded they produce fewer of their lovely blooms. It is very easy to divide iris plants to rejuvenate them, and for the best display, bearded irises should be divided every three to four years.
Are irises safe for pets?
While many people enjoy iris in their garden or as a cut flower inside in a vase, the plant is actually poisonous to your family cat. While iris toxicity is generally mild to moderate in nature, it can cause serious discomfort and damage to your cat if left untreated.
What is Iris Portal?
IRIS Web Portal The IRIS Web Portal is an entry point into a wide array of administrative functions. It provides employees the ability to access Employee Self-Service for functions such as accessing pay statements, W-2s, and time reporting. It provides access for researchers to certify effort and access financial reports.
What is Iris inquiry?
The Inquiry Routing and Information System (IRIS) is our secure email messaging system. IRIS is a secure way to send queries that would contain your personally identifiable information (PII) to us via the internet.
What is an iris report?
The IRIS report is used to calculate the amount of reimbursement the hospital will receive for the direct and indirect costs of the Graduate Medical Education programs. The IRIS report contains information regarding all residents that are training at the hospital and enrolled in a Medicare approved program .
What is the IRIS Center?
The IRIS Center is a women’s community-based organization that offers free and low-cost mental health, substance abuse, and HIV prevention services to high-risk women of color, focusing on low-income single mothers, homeless women, sex workers, and drug abusers. The mission of the IRIS Center is to provide high-quality prevention, education,…
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I have been reading that DES is slow. Is it only slow in software or slow overall? Also, as far as Triple DES being slow is concerned, is double AES with two 128 bit keys slower than single AES with a 256 bit key?
DES is slow in software because it was designed back in the early 70's even before the 8086 processor existed, and uses several bit oriented operations that are just not implemented efficiently in a processor with a word oriented instruction set.
Its intended product was ASIC hardware designs, in which DES runs quickly. DES hardware processors are quite common on older network cards intended for use in servers and workstations (I still have LAN card with wire speed TDES hardware). DES was already considered obsolete by the time the technology would have trickled down into consumer grade hardware.
DES becomes even slower when we compare it from a security standpoint against AES. DES in software is probably half the speed of AES, and it is also half the key space. Therefore TDES is used to increase the key space, but now it is 1/6th the speed of AES. AES is also better designed to resist attacks other than brute force.
Double AES with two 128 bit keys requires about 1.5X the processing of AES with a 256-bit key, and at least from a brute force perspective is not as secure. The reason TDES is used instead of double DES is because it requires 3 operations in order to double the key space.
DES is slow compared to AES including in hardware because
- for comparable security we must use 3DES, which triples the number of rounds per block, to 48 for 3DES versus 10, 12, or 14 for AES;
- DES's block size is 64 bits, half of AES's 128 bit; so when encrypting a sizable block of data, 3DES does more rounds that AES by a factor of 96/10, 96/12, or 96/14;
- these is no (or little) hardware support for DES in modern CPUs, when there is for AES in increasingly many CPUs, including most targeting servers; hence hardware DES is offloaded to a distant IC, when AES is often in-core;
- DES is often used in CBC mode which does not allow parallelization and in-advance processing during encryption, when AES is often used in CTR mode which does.
However when we compare DPA-protected implementations as used in Smart Cards, there is not so much of a difference, and it is tends to be buried among other delays.
Double AES with two 128 bit keys would be significantly slower than single AES with a 256 bit key (20 rounds versus 14). Also double AES-128 would theoretically be vulnerable to a Meet-in-the-Middle attack, when AES-256 is not.
The Digital Encryption Standard is the description of an algorithm originally requiring a hardware implementation to be compliant.
The Initial Permutation when implemented with an 8 bit interface is 8 wires, the Inverse Permutation swaps the L and R block by swapping odd and even elements on the 8 bit interface.
The issue with performance in software comes from not having instructions to do things that we can describe in hardware that have no performance penalty (permutations).
Intel had an i8048 based implementation using embedded programming and couldn't keep up with a 300 baud MODEM.
At the same time Fairchild Federal had a bipolar CMOS chipset that was used in encrypting satellite transponders (105 Mbits/sec). We've seen papers describing high speed hardware implementations in the 5.4 GHz range in the past.
A decade ago Stretch Inc. had a programmable instruction coprocessor that could perform a complete DES round. There can be separate instructions for things like the Initial Permutation. Unfortunately their reconfigurable hardware isn't big enough for more complex algorithms, DES can be implemented in around 4.7K NAND gate equivalents, a DES round the majority of that).
As noted in the other answers once we accepted the idea of implementing encryption algorithms in higher performance computers we started developing algorithms targeting software implementation. There's also no real security advantage imposed in requiring complexity best left to hardware with the advent of higher performance FPGAs (or ASICs when you need that last factor of 10 speed up).
The restriction to hardware implementations was to control the dissemination of cryptography, which is now pervasive (and systemically attacked in different ways such as through key exchange weaknesses or secret subpoenas).
The original UNIX libcrypt had a DES implementation that could be initialized with a null salt (it was used for password hashing) and with some input and output alignment be compatible with the DES standard, executing 16 rounds once (instead of 25 DES interations). Essentially the cat had already been let out of the bottle (mixing metaphors).
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The rise of blockchain technology has paved the way for decentralized financial systems. One of the most prominent players in this space is Ethereum. While Bitcoin is considered the first blockchain network, Ethereum is seen as the first blockchain platform that offers smart contract functionality. This article will explore Ethereum’s role in disrupting the traditional financial industry.
Ethereum is an open-source, decentralized blockchain platform that enables developers to create and deploy decentralized applications (DApps). Ethereum uses a programming language called Solidity, which allows developers to create smart contracts. Smart contracts are self-executing contracts that enforce the rules and regulations of an agreement.
Ethereum’s Role in Decentralization
Decentralization is a key aspect of Ethereum’s design. Traditional financial systems are centralized, meaning that they are controlled by a single entity, such as a government or a bank. Decentralized financial systems, on the other hand, are not controlled by any single entity. Instead, they are run on a network of computers that are spread out across the world.
Ethereum enables developers to create decentralized applications that operate on the Ethereum network. These applications are not controlled by any single entity, but rather by the network of computers that make up the Ethereum network. This decentralization ensures that there is no single point of failure, which makes the system more resilient and secure.
Smart Contracts and Automation
One of the most significant benefits of Ethereum is its smart contract functionality. Smart contracts are self-executing contracts that enforce the rules and regulations of an agreement. This functionality enables the automation of various processes, including financial transactions.
Smart contracts can be used to create financial instruments such as loans, insurance policies, and derivatives. These financial instruments can be executed automatically once the conditions of the contract are met. This automation reduces the need for intermediaries, such as banks and insurance companies, which can result in lower fees and faster transaction times.
Decentralized Finance (DeFi)
Decentralized Finance (DeFi) is a term used to describe the use of blockchain technology to create decentralized financial systems. DeFi applications operate on a blockchain network, such as Ethereum, and are not controlled by any single entity. These applications enable users to access financial services without the need for intermediaries, such as banks.
DeFi applications are built using smart contracts, which enable the automation of various financial processes. Some of the most popular DeFi applications include decentralized exchanges, lending platforms, and stablecoins.
Ethereum’s Role in DeFi
Ethereum is one of the most popular blockchain networks for DeFi applications. This is because of its smart contract functionality, which enables the automation of various financial processes. DeFi applications built on Ethereum operate on a decentralized network of computers, which ensures that there is no single point of failure.
Some of the most popular DeFi applications built on Ethereum include:
- Uniswap – A decentralized exchange that enables users to trade cryptocurrencies without the need for intermediaries.
- Aave – A decentralized lending platform that enables users to borrow and lend cryptocurrencies.
- MakerDAO – A decentralized platform that enables users to create and trade stablecoins.
- Compound – A decentralized lending platform that enables users to earn interest on their cryptocurrency holdings.
The Future of Ethereum and DeFi
Ethereum’s role in disrupting the traditional financial industry is only going to grow in the future. As more developers build decentralized applications on Ethereum, the network will become more robust and secure. This will result in a more efficient and cost-effective financial system.
The growth of DeFi is also expected to continue in the future. The total value locked in DeFi applications has already surpassed $100 billion, and this is expected to grow in the coming years. DeFi applications are becoming increasingly sophisticated, and new applications are being developed to address various financial needs.
The increased adoption of Ethereum and DeFi has not gone unnoticed by traditional financial institutions. Some banks are already exploring ways to integrate blockchain technology into their operations. This is an indication that traditional financial institutions are starting to recognize the potential of blockchain technology to disrupt their industry.
However, the integration of blockchain technology into traditional financial systems is likely to be a slow and complex process. There are regulatory hurdles to overcome, and traditional financial institutions may be resistant to change.
Ethereum’s role in disrupting the traditional financial industry is becoming increasingly evident. Its smart contract functionality and decentralized nature enable the automation of various financial processes, reducing the need for intermediaries and increasing efficiency.
The growth of DeFi applications built on Ethereum has also been impressive, with the total value locked in these applications surpassing $100 billion. As more developers build decentralized applications on Ethereum, the network will become more robust and secure.
While the integration of blockchain technology into traditional financial systems is likely to be a slow process, it is clear that the potential for disruption is significant. Traditional financial institutions may need to adapt to this new reality or risk being left behind.
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|Teaching our children to honor September 11, 2001|
On September 9th my 8th grader came home from the first day of school with an assignment: Ask your parents where they were on the day of September 11, 2001, and how did that day affect our country? For these past 2 years in middle school she has been reading novels with increasingly tougher subjects. Some of the subjects caused her some anxiety and concern. Now that she has become exposed to some of these subjects, as an 8th grader, it’s time that some really tough subjects are discussed at home. This is something we, as her parents, have tried to shield her from, because, knowing our child, we didn’t feel she could digest the subjects.
The answer to her assigned question began with my husband. He told her he was at home with her (she was 1 year old at the time). He spoke of viewing the towers on television when the second plane hit. He explained terrorism, hijacking and heroism. He spoke of the heightened airport security, as this was at a time where he, personally, was air traveling quite a bit for work. He showed her a video of the towers at the time of collapse. What he was not prepared for was her reaction of nonchalance. My husband’s reaction was disappointment, frustration, and he decided to walk away from her in disbelief of her lack of understanding. His reaction smacked her right in the heart as she began to well up with tears. At that point she knew he was upset with her reaction, and that the day of September 11th was a painful day to recollect.
From this moment I began to speak of the impact tragedy has on people. I spoke of people who lost their love ones, of children that would never see their parents again. I spoke of stories I heard from friends who personally knew others who lost a friend or relative. I even told her that one of her best friends had a relative who died on one of the hijacked planes. Of course, she was surprised to hear that she knew someone who was personally affected. I told her of my personal fear, as a mother of a 1 year old child, and the feeling that war would come to Los Angeles. I told her that our lives are not to be taken for granted and we should be grateful every day.
Though we are on the entire opposite end of the country, this event effected every one of us in a most profound and deeply, hurtful way. I spoke that, as we are in the proximity of Hollywood, the capital of make believe, it’s easy to see something on film and think the violence is something that isn’t real, isn’t true. By watching it on YouTube, on a screen, it doesn’t appear to be something real. However, this was very real; this hurt the nation to the core. I then brought it out globally, speaking of, how the world currently has children who fear for their lives every day from war, hunger and diseases.
I know my daughter, I know she is a child who is sensitive, and I know her empathy can sometimes cause her anxious pain. As a sister, with a special needs little brother, her empathy is cellular. So, it was not a surprise that she was in tears while I was explaining the events of September 11, 2001. Of course I know it was a mixture of personal hurt, from her dad’s reaction, and the deep, painful understanding upon discussing such a tragic day. Shielding her from discussing these subjects is no longer an option, nurturing her continued growth into an understanding of honor is of utmost importance.
Her school has asked the students to wear patriotic colors to honor those who lost their lives on September 11, 2001. Now, when she wears these colors, she will understand the hurt of a country, and what it means to honor another.
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What Is Custom Fabrication
Metal is the material of choice for heavy-duty hardware, tools and machinery parts due to its excellent tensile strength. It is also easy to manipulate, which means it is the ideal material for fabrication. Custom fabrication is the process of taking raw, dimensionally accurate metal and turning it into finished parts to meet specific requirements. These requirements may be as basic as creating a piece of jewelry or as sophisticated as the design of an entire machine. Regardless of the specifics, metal fabrication requires an intricate mix of industrial machines to cut, bend and roll the metal into its desired form.
The most common types of metal used for custom fabrication include steel, stainless steel and aluminum. The fabricated metal is then assembled and used in a variety of applications, from machine parts to structural components and even complete equipment. Metal fabrication is an important part of many industries, including automotive, construction, aerospace and military and defense.
A metal fabricator or plastic fabricator will take a wide range of raw materials as its starting point, from sheet and plate stock to hollow structural shapes (HSS), angle iron and channel iron. The metals can be in the form of rectangular sheets or rolls, or they can be preformed into a specific shape, such as HSS beams, angles and channels or solid circular cross-sections, like pipes.
Once the raw materials have been sourced, the fabricator begins by cutting the metal to the required dimensions. This can be done with a laser cutter, a waterjet or a plasma cutter, and the cutting is typically followed by bending or rolling to form the raw materials into their final form.
This step can be as simple as forming the material around a mandrel or form, or it could involve more complex processes such as cold or hot rolling. This is a major stage in custom fabrication, and it is essential to ensure that the finished product has accurate tolerances and the right strength and quality.
After the bending or rolling is complete, the fabrication team will weld the pieces together to create the final products. For most projects, this is accomplished through welding, but for some projects it is necessary to use a different joining method, such as brazing or soldering. The completed product will then be ready for shipment to the customer or end user.
A good metal fabricator will also have other capabilities, such as welding, metal bending, grinding, powder coating and possibly some machining and stamping. This allows them to offer their customers a full package of services that can eliminate the need for multiple vendors.
People in the investment world tend to put metal fabricators into one of two categories: those that compete mainly on price, and those that compete on overall value. Increasingly, though, fabricators are moving beyond the pigeonholes to develop a more integrated business model. This may include changing component design to make them easier to manufacture, incorporating assembly and packaging services, implementing supply chain management programs such as kanban replenishment or delivering finished goods directly to the customer’s customers.
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What is Machine Learning? What is Artificial Intelligence? What is Big Data and Data Analysis?
People working in IT industry are bowled with these questions now a days. What will be the features of AI in eCommerce website in the coming years? The launch of OpenAI and ChatGPT have generated high hopes and expectations among the IT people.
Are not computers intelligent enough to do almost all the tasks perceived by human beings? Why is it necessary that machine should learn? Are not our software engineers making them to learn to do any kind of task? Are computers capable of learning?
Massive amount of data is being stored and manipulated on the servers and in the data-centres. Data is being stored to convert it into information by various types of report generating algorithms. So what is Big Data?
What is the need for further analysis of data? What is Data Analysis?
I know these questions are lingering as doubts in your mind. In this article , there is an attempt to clear these doubts in a simple way.
Artificial Intelligence (AI) based programs attempt to solve this basic problem of not having intelligence.
Artificial Intelligence(AI) is a term given to a set of programs(based on AI algorithms) that builds intelligence in the computer programs so that they evolve and learn when they are used with new set of data.So the responses of such programs change according to time. They keep becoming more accurate as more real world data is given to them. This is also called fine-tuning AI model or training the AI model. The OpenAI provides lot of APIs to do fine-tuning of AI models. These programs have capacity of modification of their rules and problem solving logic for giving responses as new knowledge or data is given to them.
Now a days, cloud based platforms are available to store data as knowledge base. Artificial Intelligence(AI) is a generic term given to such hardware or software or combination of both which demonstrates such capacity. AI based robot is the excellent example of such hardware and software. Pinecone is one such cloud based service to store vector database for machine learning and AI based models. It is also called long term memory for AI.
|Structure of Artificial Intelligence Programs|
What is a difference between a normal non AI program and AI program?
A normal non-AI program can give predetermined answers to a predetermined set of questions for which it has been designed. Any question out of the set for which it is not designed will not be answered or taken.
An AI based program will treat questions out of set as new knowledge or data and it will modify itself and it’s rules. It is called learning. These are called self learning AI models. Next time, if the same question is presented, it will give appropriate answer as per what it has learned. So AI programs are like little children. You keep giving them new information and they keep learning day by day. Their answers and responses changes day by day with new knowledge and insight in the direction of highest accuracy.
Differences between non AI and AI based programs or software
How AI in Ecommerce Website will change online retail industry?
|AI in Ecommerce Website|
AI in Ecommerce Website will make it possible to have feature like look and feel enhancement of store as individual customer wise
AI based E-commerce stores will have intelligent look and feel or User Interface(UI) design. They will be adaptive in layout and theme colour display. They will change layout and theme as per the taste of customer.
How AI in Ecommerce website will determine taste and preference of customer on individual basis? The answer lies into their product or service buying habit. If a customer consistently shops for apparel of red and blue colours, he/she is choosing simple designs of apparel with out any fancy items, the customer has preference for simplicity and taste for the above colours.
Here is a good article on this subject:
The layout will be adjusted from simple to complex as per their mouse clicking habit. If a customer is using simple widgets to perform the tasks on the store , it indicates that he/she is not tech savvy. If a customer is using complex features of the store, it indicates that he/she is tech savvy and AI based store will present advanced features of User Interface or UI to that customer.
All that is possible because AI in Ecommerce website will maintain distinct persona of each customer in their database. The distinct persona will consist of demographic information,buying habit,income level,family details,hobbies,passions,dreams and other relevant information. It will be codified as “IF THEN ELSE RULE” in the knowledge base of the store. It will be maintained per customer wise.
AI in Ecommerce website will be able to do product or service recommendations as individual customer wise
companies. It is not individualistic or personalised as per the single customer. So all customers find
same kind of recommendations delivered to them based on their selection of products in the cart.
individual customers and no two customers will be given same recommendations as their choices in the cart
may vary drastically. It is possible because AI algorithms will maintain distinct persona of each customer in their database. The distinct persona will consist of demographic information,buying habit,income level,family details,hobbies,passions,dreams and other relevant information.
AI in Ecommerce website will provide customised search for products/services as per individual customer taste
- Country from where customer is visiting the online store
- Date & Time of customer visit
- Any festivals are being celebrated in the country
- Any political situation or unrest is going in the country
AI in Ecommerce Website will help in anomaly detection and fraud detection
- New customer profiles
- Order detail of new and old customers
- Banking Details of new and old customers, credit card, debit card and Net Banking details except sensitive information
- Addresses and delivery information where geo-graphic data is also part of it.
E-commerce companies have to deal often with abusive or fraud customers who make excessive or
fraud orders with stolen credit and debit cards or banking details. It is a major source of financial loss and tarnishing of reputation for these companies.
AI algorithms can maintain a common database for fraud detection collectively pulled with member E-commerce companies or E-tailing companies. Just like in INDIA , CIBIL (TransUnion CIBIL) maintains a list of bank defaulters which is a co-operative umbrella organisation for all the banks and financial companies in INDIA.
The above database can use to detect fraud customers or users visiting the website of online store.
AI in Ecommerce website will have applications in customer support
On-line customers are made to wait long for resolving queries because of limitation of human resources in customer support or call centres. A significant amount of Operating Expenditure (OPEX) is required to provide desirable lever of customer support and service.
AI algorithms and Machine Learning algorithms are going to reduce that. Intelligent chat bots or software robots will answer phone calls and they will solve the basic problems or queries of the customers. To solve more complex queries or problems, they will escalate the issue to human customer support.
Chat bots and software robots will keep enhancing their knowledge of customer problems day by day as they will interact with more and more customers. Speech recognition and natural language processing via. deep learning will play a major role into this.
Apart from phone calls, intelligent chat bots and software robots will automatically answer phone calls,categorise emails, complain, request for information. They will also provide feedback content to various other departments of the organisation.
AI in Ecommerce website will provide features of adaptive pricing or dynamic pricing of products/services
AI in Ecommerce website is a promising technology for E-commerce or E-tailing vendors to create WOW factor in their on-line stores. Let us keep our fingers crossed.
You can also read more on this topic here:
#artificialintelligence #ai #machinelearning #technology #datascience #bigdata #deeplearning #tech #robotics #python #iot #innovation #programming #blockchain #data #coding #business #science #robots #datascientist #analytics #dataanalytics #hacking #ml #startup #cybersecurity #coder #robot #computerscience #bhfyp #theoutofboxsalesman
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Table of Contents[Hide][Show]
Quality of sleep is an often overlooked and under appreciated factor in overall health and blood glucose regulation. You see, type 2 diabetes is a condition rooted in a disruption of hormones and lack of sleep affects our hormones, therefore it can directly influence blood sugar levels, which is what I’m about to explain.
How much sleep are you getting right now? A full 8 hours? Or is it around 6?
According to the National Sleep Foundation, the average person is sleeping 6 hours and 40 minutes on work days and 7 hours 25 minutes on weekends. Not quite the full 8 hours we really need.
Sleep is absolutely essential to healthy bodily function – for brain function, mental alertness and focus, mood stability, healing and repair of blood vessels, immune function, and like I already pointed out, hormonal regulation – which is the most important factor for you as a diabetic.
The human body functions on an internal biological clock, it’s known as your circadian rhythm. Basically this just means the 24 hour sleep/wake cycle that your body naturally goes through each day.
When your circadian rhythm is altered or ignored, this leads to metabolic imbalance – things going wrong with your natural metabolic functions.
This is one of the reasons shift workers tend to have increased health problems and why we experience jet lag when traveling across time zones – because it affects our natural cycle.
Your circadian rhythm is basically ruled by the interaction of hormones in the body. The stress hormone cortisol, which gets directly influenced with lack of sleep, is also directly tied to insulin and blood glucose regulation.
Remember that diabetes is a condition rooted in a disruption of hormones (most specifically insulin and glucagon) and anything that disturbs healthy hormone balance will influence your diabetes and can increase blood sugar levels.
Ways Lack Of Sleep Can Affect Your Body
Decreased insulin and beta cell function
Several studies have shown that if you have a lack of sleep for less than a week, this can result in a significant decrease in insulin sensitivity. The studies also show that the beta cells (the cells in the pancreas that make insulin) do not compensate by making more.
What that means for you is that lack of sleep can make blood sugar levels rise and make you less able to deal with the high glucose, too.
There is a strong link between sleep quality and appetite regulation.
What happens is your body gets increased production of the hormone ghrelin (the hunger hormone) and decreased production of leptin (the satiety or “full” hormone).
What this means for you is that you feel hungrier all the time and no matter what you eat you don’t seem to feel full.
Sleep deprived people self-report having more cravings for high carb foods including salty starchy snacks and sweets. And quite incredibly it’s not just them thinking this as the studies have shown higher activation of their brain’s reward centers when viewing high calorie foods.
What this means for you is that you’re not only hungrier, you’re also more vulnerable to making poor diet choices – just another reason to avoid watching TV late at night!
Chronic pain, increased inflammation and disease
In addition to problems with blood glucose control, poor sleep has been linked to chronic pain, which is likely due to increased inflammation. Cortisol is one of the bodies natural anti-inflammatory agents, but when it is disrupted (such as when you’re sleep deprived) the opposite can occur, the cortisol having less of an effect.
Realize this is a bit of a chicken and egg scenario….pain can prevent sleep and poor sleep increases chronic pain, cardiovascular health risks, poor cognition (including memory), contributes to emotional health issues – including depression and anxiety, increases your risk of being overweight/obesity, and even increases your risk of mortality (aka death).
These are all great reasons why we need restorative sleep, wouldn’t you agree?
What you can do to get more sleep
While sleep requirements vary from person to person, research shows that there is a U-shaped relationship between sleep duration and type 2 diabetes with the lowest risk associated with 7-8 hours of sleep per night – risk increases with both more and less.
If you’re not currently getting that amount of sleep, here are some ideas to help you get more.
Make Sleep a Priority
While some factors are outside of our control, it seems that those who are intentional about making sleep a priority do sleep better – getting an average of 36 minutes more per night.
Those who exercise regularly have higher quality sleep whereas those with less activity during the day have higher rates of sleep apnea, a common complication associated with diabetes and other chronic health conditions.
Develop a Routine
Get into a habit of going to bed at the same time – preferably before 11 pm.
Before going to bed reduce stimulating activities and use of electronic screens (TV, computer, phone) and do something relaxing (listening to calming music, taking a bath, or reading a good book) right before bed.
Be Mindful of What and When you Eat
What you eat affects your sleep quality.
Diets low in fiber and high in sugar are linked with poor sleep quality and more sleep interruptions. Eat a healthy low carb diet that includes lots of fresh vegetables for fiber and nutrients every day.
Also, keep in mind that water will increase the need to urinate during the night and food provides energy. Therefore, it’s best to eat during the day and early evening rather than late in the evening. And, minimize your water intake leading up to bed.
It’s also an interesting fact that most people make less healthy choices later at night. When was the last time you mindlessly sauntered into to fridge during commercial break for some celery?
Cutting your food consumption off a few hours before bedtime is wise. Keep in mind that caffeine and alcohol both disrupt sleep patterns, too. Along the same lines, it is wise to look at any medications or supplements you may be taking that may disrupt your sleep as well.
Expose Yourself to Natural Light During the Day
Adequate exposure to sunlight during the day (especially first thing in the morning) helps maintain your circadian rhythm as well as reduces depression, optimizes vitamin D production, and aids in natural synthesis of melatonin.
This can be an especially difficult challenge for many in the winter, but if you are able, try to get outside even for a short time in the morning or during the middle of the day.
If all else fails, get yourself a UV sun lamp as these have also been shown to be effective in reseting hormonal balance.
Avoid Light and Electronics after Sundown
Artificial light tends to disturb sleep patterns so try to minimize your exposure to it after sundown. Have low light lamps in the house instead of bright ones.
Have your phone and/or alarm clocks turned so they aren’t emitting light. Or even better, eliminate electronic items from your bedroom all together.
Black out curtains and sleep masks are also helpful tools in minimizing light exposure.
Turn off Your Mind
Racing thoughts, worry, and anxiety will all work to prevent sound sleep.
Commit to stopping work-related or stressful thoughts a few hours before bedtime and especially as you lie in bed.
Use Tracking Apps
While tracking apps won’t actually help you sleep better, they are able to analyze (to some degree) your movement, sleep patterns and quality, which can provide helpful information about your current sleep status. On top of this, whenever we’re do track something, it helps us become more focused on that thing and prioritize it. Then; we’re likely to make better decisions based on what we know.
How are your sleep patterns right now? Have you noticed changes in your blood glucose when you don’t get enough sleep?
Please share, pin, or tweet this info to help others – thanks!
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<urn:uuid:f44badc0-3fb6-496c-85ec-490bcb97e319>
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CC-MAIN-2023-50
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https://diabetesmealplans.com/7327/sleep-and-blood-sugar-regulation/?replytocom=1332
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en
| 0.946452 | 1,652 | 3.171875 | 3 |
The USMLE(United States Medical Licensing Examination) is a three-part examination for medical licensure in the US. It is a crucial step for International Medical Graduates (IMGs) who wish to pursue residency in the United States. In this article, we will discuss the role of the US Medical Licensing Examination in an IMG’s residency application.
What is an International Medical Graduate?
International Medical Graduates (IMGs) are physicians who have obtained their basic medical degree from a medical school located outside of the United States of America (USA). IMGs face unique challenges when applying for residency positions in the USA due to differences in medical school accreditation requirements between the USA and their country of origin. In the USA, the Liaison Committee on Medical Education and the American Osteopathic Association are the accrediting bodies for medical schools. IMGs must ensure that their medical school has been accredited by a U.S. accrediting body, or ECFMG (Educational Commission for Foreign Medical Graduates) if their medical school is not accredited in the USA, in order to be eligible for residency positions.
IMGs may struggle with residency application process due to unfamiliarity with US culture and language barriers. Without US medical school support, challenges may arise in obtaining strong recommendations, preparing for interviews, and obtaining necessary visas.
IMGs are important to the U.S healthcare system, especially in primary care where they help fill staffing gaps. The U.S has talented IMGs who are willing to navigate through the residency application process.
Becoming a resident doctors in the USA as an IMG is challenging but rewarding for hardworking individuals.
Overview Of The USMLE Exams:
The USMLE is a 3-step exam series that evaluates a medical professional’s capacity to offer patients with safe and effective care. Here is an overview of each exam:
- USMLE Step-1: This exam evaluates a physician’s knowledge of the sciences, including anatomy, biochemistry, pathology, pharmacology, and physiology. It is a computer-based test consisting of 280 multiple-choice questions and is typically taken after the second year of medical school.
- USMLE Step 2: This exam is divided into two parts:
- Step 2 Clinical Knowledge (CK): This exam evaluates a doctor’s clinical knowledge and decision-making abilities. It is a computer-based test consisting of 318 multiple-choice questions, and it can be taken at any time after Step 1.
- Step 2 Clinical Skills (CS): This exam evaluates a doctor’s ability to communicate effectively and interact with patients in a clinical setting. It is a practical test that is taken in person at one of the five testing centers in the US. The exam involves 12 standardized patient encounters, and physicians are evaluated on their ability to take a medical history, perform a physical examination, and efficiently communicate with patients.
- USMLE Step 3: This exam evaluates a doctor’s competency to apply medical knowledge and understanding of biomedical and clinical science essential for the unsupervised practice of medicine. It is a computer-based test consisting of approximately 300 mcqs and 13 computer-based case simulations.
Overall, the USMLE exams are a comprehensive evaluation of a physician’s knowledge, skills, and abilities. Passing the USMLE is essential for physicians who want to practise medicine in the US, as it is required for eligibility for residency programs, medical license eligibility, and to compete for residency positions. It is important for physicians to adequately prepare for the exams and seek out resources and support to ensure their success.
Preparing for USMLE:
Studying for the USMLE exams can be a daunting task, especially for international medical graduates (IMGs). The USMLE is a series of exams that evaluate a physician’s medical knowledge, clinical skills, and ability to apply clinical knowledge to patient care. The three exams within the USMLE series are USMLE Step-1, Step 2 Clinical Knowledge (CK), and Step 3, each serving different purposes.
USMLE Step-1 primarily evaluates a candidate’s understanding of fundamental science and their ability to apply these concepts to clinical scenarios. Step 2 CK focuses on a candidate’s clinical knowledge and readiness for patient care. Step 3 evaluates a physician’s ability to apply medical knowledge and clinical skills to patient care in an unsupervised setting.
IMGs should understand basic science concepts, organize study materials, set up a schedule, and choose relevant resources for exam preparation. Immigrants can approach us at different diagnosis and get personally analysed the current status and get proper guidance to pass USMLE step 1 exam with 100% guarantee.
Practice exams are a crucial component of USMLE preparation, as they offer candidates the chance to track their progress and pinpoint areas of strength and weakness. Success on the USMLE requires a strategic approach to its algorithmic format and question style, rather than simply testing one’s medical knowledge. IMGs often encounter difficulties in their preparation, such as failing to appreciate the value of clinical experience, studying alone, and not managing their time effectively.
IMGs should ask for advice from peers, educators, and professional associations. Feedback from other IMGs can provide insights into the USMLE preparation process. Educators can offer study technique guidance and recommend resources. Professional associations can provide exam information and updates on policies and procedures.
To prepare for the USMLE exams, IMGs need a well-organized study plan, dedicated effort, and a strategic mindset. They should understand basic science concepts and use relevant study materials. Practice exams and advice from peers, educators, and professional associations are essential. With enough preparation and dedication, IMGs can meet the USMLE exam requirements and achieve their career goals.
Importance of USMLE for IMGs:
The United States Medical Licensing Examination (USMLE) is an essential examination for international medical graduates (IMGs) who wish to practice medicine in the US. Passing the USMLE is a prerequisite for many residency programs, and residency is required to obtain a medical license to practice independently in the US.
Here are some of the reasons why the USMLE is crucial for IMGs:
Eligibility for residency programs: Many residency programs in the US require applicants to pass the USMLE as part of their application process. Without passing the USMLE, IMGs may not be eligible for residency programs and, therefore, cannot continue their medical training in the US.
Medical license eligibility: To practice medicine independently in the US, all physicians must obtain a medical license. To qualify for licensure, physicians must have completed an accredited residency program and passed all three parts of the US Medical Licensing Examination.
Competitive edge: The USMLE scores are used by residency programs to evaluate the knowledge and skills of applicants. A high USMLE score can give IMGs a competitive edge when applying for residency programs.
Standardization of medical knowledge: The USMLE is designed to evaluate a physician’s knowledge, skills, and effective patient care. By passing the USMLE, IMGs demonstrate that they have the same level of knowledge and skills as US medical graduates, ensuring that they meet the same standards of care.
Passing the USMLE is essential for IMGs who wish to practice medicine in the US. It is required for eligibility for residency programs, medical license eligibility, and to compete for residency positions in the US.
The Role of USMLE in Residency Applications:
The USMLE exams play a crucial role in the residency applications of international medical graduates (IMGs). Residency program directors rely heavily on USMLE scores to evaluate the clinical skills and readiness of IMGs, particularly in competitive specialties like internal medicine and primary care specialties.
USMLE scores are important for IMGs to get into a residency program. A good score can make them stand out and improve their chances of being selected. IMGs who are not US citizens must meet certain eligibility requirements, including the J-1 visa and necessary clinical experience and documentation for medical licensure.
USMLE Steps are important for international medical graduates applying to residency programs in the US. Program directors use the exams to evaluate clinical skills and readiness, especially for competitive specialties. Non-US citizen IMGs need to meet extra criteria for residency training in the US.
This article discusses the challenges faced by international medical graduates (IMG) when transitioning to the US Graduate Medical Education (GME) system. The challenges include cultural differences, adapting to the US healthcare system, communication skills, emotional distress, racial discrimination, and financial burden. Resources such as orientation courses, mentorship programs, and mental health support can help IMG overcome these challenges. Future research can focus on mentorship programs, orientation courses, and mental health concerns. The transition to the US GME system can be difficult, but with support and resources, IMG can succeed in their careers.
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<urn:uuid:59ed0081-1846-43ff-81f0-1e997959cdb5>
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CC-MAIN-2023-50
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https://differentialdiagnosis.net/blog/role-of-usmle-in-international-medical-graduates-residency-applications/
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en
| 0.934545 | 1,859 | 2.671875 | 3 |
Resistance in persisting bat populations after white-nose syndrome invasion
Please visit https://digitalcommons.usf.edu/kip_articles/4959 to view this article.
Increases in anthropogenic movement have led to a rise in pathogen introductions and the emergence of infectious diseases in naive host communities worldwide. We combined empirical data and mathematical models to examine changes in disease dynamics in little brown bat (Myotis lucifugus) populations following the introduction of the emerging fungal pathogen Pseudogymnoascus destructans, which causes the disease white-nose syndrome. We found that infection intensity was much lower in persisting populations than in declining populations where the fungus has recently invaded. Fitted models indicate that this is most consistent with a reduction in the growth rate of the pathogen when fungal loads become high. The data are inconsistent with the evolution of tolerance or an overall reduced pathogen growth rate that might be caused by environmental factors. The existence of resistance in some persisting populations of little brown bats offers a glimmer of hope that a precipitously declining species will persist in the face of this deadly pathogen. This article is part of the themed issue ‘Human influences on evolution, and the ecological and societal consequences’.
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<urn:uuid:9b844bc6-75cd-4ed5-a854-e87e8f594e00>
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CC-MAIN-2023-50
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https://digitalcommons.usf.edu/kip_articles/4582/
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en
| 0.917684 | 260 | 2.96875 | 3 |
Upon X-ray irradiation, a number of glasses undergo a fluidization process: The atoms move from their original positions while keeping a similar distribution of interatomic distances, as for two snapshots of a liquid. This process has been studied looking at the atomic displacements over interatomic distances. We here extend these investigations to much longer length scales in the few nanometer range. For silica irradiated at doses of ∼5 GGy, our experiments clarify that this process is not characterized by the common atomic diffusion typical of liquids: It is rather the outcome of an atomic acceleration due to X-ray-induced local stresses random in both time and space, as in the famous example of stochastic acceleration of charged particles by interstellar fields.
Photo credits: Disordered Systems Group, University of Padova, 2023.
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<urn:uuid:33479c88-8e67-4ffe-98d2-879fc7c289d4>
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CC-MAIN-2023-50
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https://disorderedsystems.dfa.unipd.it/stochastic-atomic-acceleration-during-the-x-ray-induced-fluidization-of-a-silica-glass/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00200.warc.gz
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en
| 0.93338 | 165 | 2.625 | 3 |
Authentication and Authorization
When connecting to a server, a client has to make sure that it is actually talking to the server it expects. There are two different aspects, securing the network path, and making sure that the expected user runs the process on the target host. There are several ways to ensure that:
The server uses a TLS certificate which is valid according to the web browser public key infrastructure, and the client verifies the certificate and the host name.
The server uses a TLS certificate which is expected by the client (perhaps it is stored in a configuration file read by the client). In this case, no host name checking is required.
On Linux, UNIX domain sockets (of the
PF_UNIXprotocol family, sometimes called
PF_LOCAL) are restricted by file system permissions. If the server socket path is not world-writable, the server identity cannot be spoofed by local users.
Port numbers less than 1024 (trusted ports) can only be used by
root, so if a UDP or TCP server is running on the local host and it uses a trusted port, its identity is assured. (Not all operating systems enforce the trusted ports concept, and the network might not be trusted, so it is only useful on the local system.)
Transport Layer Security (TLS) is the recommended way for securing connections over untrusted networks.
If the server port number is 1024 is higher, a local user can impersonate the process by binding to this socket, perhaps after crashing the real server by exploiting a denial-of-service vulnerability.
Host-based authentication uses access control lists (ACLs) to
accept or deny requests from clients. This authentication
method comes in two flavors: IP-based (or, more generally,
address-based) and name-based (with the name coming from DNS or
/etc/hosts). IP-based ACLs often use
prefix notation to extend access to entire subnets. Name-based
ACLs sometimes use wildcards for adding groups of hosts (from
entire DNS subtrees). (In the SSH context, host-based
authentication means something completely different and is not
covered in this section.)
Host-based authentication trust the network and may not offer sufficient granularity, so it has to be considered a weak form of authentication. On the other hand, IP-based authentication can be made extremely robust and can be applied very early in input processing, so it offers an opportunity for significantly reducing the number of potential attackers for many services.
The names returned by
getnameinfo functions cannot be trusted.
(DNS PTR records can be set to arbitrary values, not just names
belong to the address owner.) If these names are used for ACL
matching, a forward lookup using
getaddrinfo has to be performed. The name
is only valid if the original address is found among the results
of the forward lookup (double-reverse
An empty ACL should deny all access (deny-by-default). If empty ACLs permits all access, configuring any access list must switch to deny-by-default for all unconfigured protocols, in both name-based and address-based variants.
Similarly, if an address or name is not matched by the list, it should be denied. However, many implementations behave differently, so the actual behavior must be documented properly.
IPv6 addresses can embed IPv4 addresses. There is no universally correct way to deal with this ambiguity. The behavior of the ACL implementation should be documented.
UNIX domain sockets (with address family
restricted to the local host and offer a special authentication
mechanism: credentials passing.
Nowadays, most systems support the
SO_PEERCRED (Linux) or
LOCAL_PEERCRED (FreeBSD) socket options, or
getpeereid (other BSDs, OS X).
These interfaces provide direct access to the (effective) user
ID on the other end of a domain socket connect, without
cooperation from the other end.
Historically, credentials passing was implemented using
ancillary data in the
recvmsg functions. On some systems, only
credentials data that the peer has explicitly sent can be
received, and the kernel checks the data for correctness on the
sending side. This means that both peers need to deal with
ancillary data. Compared to that, the modern interfaces are
easier to use. Both sets of interfaces vary considerably among
UNIX-like systems, unfortunately.
If you want to authenticate based on supplementary groups, you
should obtain the user ID using one of these methods, and look
up the list of supplementary groups using
getgrouplist. Using the PID and
/proc/PID/status is prone
to race conditions and insecure.
Netlink messages are used as a high-performance data transfer mechanism between the kernel and the user space. Traditionally, they are used to exchange information related to the network stack, such as routing table entries.
When processing Netlink messages from the kernel, it is
important to check that these messages actually originate from
the kernel, by checking that the port ID (or PID) field
nl_pid in the
0. (This structure can be
recvmsg, it is different from the
nlmsghdr structure.) The kernel does not
prevent other processes from sending unicast Netlink messages,
nl_pid field in the sender’s socket
address will be non-zero in such cases.
Applications should not use
sockets as an IPC mechanism among processes, but prefer UNIX
domain sockets for this tasks.
Want to help? Learn how to contribute to Fedora Docs ›
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<urn:uuid:4970ba85-e831-4a34-a0c2-afd60e0888a7>
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CC-MAIN-2023-50
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https://docs.fedoraproject.org/az/defensive-coding/features/Features-Authentication/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00200.warc.gz
|
en
| 0.889962 | 1,204 | 3.34375 | 3 |
If you’re like most people, you use some form of battery-powered device every day. But have you ever thought about how those batteries are made? Or what goes into keeping them charged? Industrial batteries are a bit different than the ones you might find in your laptop or smartphone. They’re larger, they’re used for more heavy-duty applications, and they require a bit more care. In this blog post, we’ll explore 10 tips to keep your industrial battery charged and ready to go.
Why do batteries need to be charged?
Batteries are like people in that they need to be charged in order to function properly. Batteries store energy in the form of chemical reactions, and when these reactions are used up, the battery is “drained.” In order to recharge a battery, you need to put energy back into it so that the chemical reactions can happen again.
There are a few reasons why batteries need to be charged:
1. To maintain peak performance – Batteries will gradually lose capacity over time, and if they’re not regularly charged, they won’t be able to perform as well as they used to. Charging them regularly will help them maintain their peak performance.
2. To prolong their lifespan – Batteries will also slowly degrade over time, even when they’re not in use. By regularly charging them, you can help extend their lifespan.
3. To avoid damage – If a battery is allowed to drain completely, it can become irreversibly damaged. Charging it regularly will help prevent this from happening.
What are the consequences of an uncharged battery?
If an industrial battery is not properly charged, it can lead to a number of consequences. Most notably, an uncharged battery will significantly reduce the lifespan of the battery. Additionally, an uncharged battery will have reduced capacity and may not be able to power equipment for as long as a fully charged battery. This can lead to decreased productivity and increased downtime. Ultimately, an uncharged industrial battery can cost a business time and money.
How often should you charge your battery?
Charging your industrial battery is an important part of maintaining it. But how often should you charge it? The answer may vary depending on the type of battery you have and how you use it.
For lead-acid batteries, it’s generally recommended to charge them after every use. If you’re using your battery for heavy duty applications, you may need to charge it more frequently. For lithium-ion batteries, you can usually get away with charging them once a month or so.
If you’re not sure how often to charge your particular battery, consult the manufacturer’s recommendations. And if you have any questions, don’t hesitate to ask a professional for help.
What are the different types of charging methods?
There are three main types of industrial battery charging methods: fast, slow, and opportunity.
Fast charging is the process of adding charge to a battery at a rate that causes it to heat up. This method is typically used when a battery needs to be quickly recharged, such as after it has been discharged during use. Slow charging is the process of adding charge to a battery at a rate that does not cause it to heat up. This method is typically used when a battery does not need to be quickly recharged, such as when it is being stored for long periods of time. Opportunity charging is the process of adding charge to a battery whenever there is an opportunity to do so, regardless of the battery’s current state of charge. This method is typically used when a battery needs to be regularly recharged, such as during extended use or in applications where power is unavailable for extended periods of time.
How do you know when your battery is fully charged?
You can tell when your battery is fully charged by the color of the indicator light on the charger. If the light is green, then your battery is fully charged.
What are some tips to keep your battery charged?
1. Keep your industrial battery charged by regularly checking the electrolyte level and keeping it topped off.
2. Make sure the battery is kept clean and free of dirt and debris.
3. Inspect the battery regularly for any signs of damage or wear.
4. Keep the terminals of the battery clean and free of corrosion.
Following these 10 tips will help you keep your industrial battery charged so that it is always ready to use. A fully charged battery is essential for keeping your equipment running smoothly and avoiding downtime. By taking care of your battery, you can extend its life and ensure that it is always ready to power your industrial equipment.
PT Duta Swarna Dwipa is Supplier for Industrial Factory Needs Throughout Indonesia
PT Duta Swarna Dwipa is a leading supplier of batteries and charging systems for industrial factories throughout Indonesia. We provide a complete range of products and services to meet the specific needs of our customers. Our team of experts can help you select the right battery and charger for your application, and we offer a wide variety of options to suit any budget. We also offer installation and maintenance services to keep your system running smoothly.
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<urn:uuid:38a26af3-47fb-4792-856e-8ab607275b2c>
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CC-MAIN-2023-50
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https://dutaswarnadwipa.co.id/industrial-battery-charged/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00200.warc.gz
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en
| 0.960456 | 1,073 | 2.953125 | 3 |
Are Pela Cases Really Compostable?
The Rise of Sustainable Phone Cases
In recent years, there has been a growing interest in sustainable products, with consumers seeking eco-friendly alternatives for everyday items. This trend has extended to phone cases, where environmentally conscious individuals are now considering compostable options. One popular brand that frequently comes up in these discussions is Pela Case. But are Pela cases really compostable?
Understanding Compostability and Biodegradability
Before delving into the specifics of Pela cases, it’s essential to clarify the difference between “compostability” and “biodegradability.” While both terms relate to how materials break down over time, they have distinct meanings.
Compostable materials are organic compounds that can decompose within a specific timeframe under controlled conditions while leaving no harmful residues behind. These materials contribute valuable nutrients to the soil during decomposition.
On the other hand, biodegradable materials break down naturally over time through enzymatic processes or bacterial action without causing harm to nature. However, unlike composting, which requires specific environmental conditions and microbial activity for efficient breakdown, biodegradation can occur under various circumstances.
Now that we understand these concepts let’s examine whether Pela cases meet the criteria for being truly compostable.
The Truth Behind Pela Cases’ Compostability Claims
Pela Case proudly advertises its products as 100% compostable phone cases made from plant-based materials such as flax straw waste and biopolymers derived from renewable resources like cornstarch. Let’s explore what this means in practice:
Pela cases primarily consist of Flaxstic®, their patented blend of flax straw waste combined with biopolymers derived from cornstarches or sugarcane resins. This unique combination aims to provide durability while minimizing environmental impact.
Pela Case has obtained certification from reputable organizations, such as the Biodegradable Products Institute (BPI) and TÜV Austria. These certifications ensure that Pela cases meet strict compostability standards, proving their ability to break down within industrial composting facilities.
Industrial Composting Conditions:
It’s important to note that compostable materials like Pela cases require specific conditions for efficient decomposition. They need exposure to high temperatures, moisture, oxygen, and a suitable microbial environment found in industrial composting facilities or municipal compost systems. Therefore, tossing your Pela case into a backyard compost pile may not yield the desired results.
Taking Care of Your Pela Case
To maximize the lifespan and potential for proper decomposition of your Pela case:
Avoid Extreme Temperatures:
Exposing your phone case to extreme heat or cold for extended periods can compromise its integrity and shorten its lifespan. It is best to keep it within a temperature range of -10°C (14°F) to 60°C (140°F).
Maintain Proper Hygiene:
Regularly clean your Pela case using mild soap or a natural cleaning solution. Avoid harsh chemicals or abrasive cleaners as they might damage both the material and any design printed on it.
Disposal at End-of-Life:
When you’re ready to part ways with your old Pela case, consider sending it back through their “Pela 360 Program.” This initiative allows you to return used cases directly so they can be properly processed by specialized recycling partners if industrial composting isn’t an option in your area yet.
In conclusion, yes—Pela cases are genuinely compostable when exposed to proper conditions found in industrial or municipal composting facilities. They meet strict certification standards and are made from a unique blend of plant-based materials. However, it’s crucial to understand that achieving optimal compostability requires specific environmental conditions. By properly caring for your Pela case throughout its lifespan and disposing of it responsibly, you can contribute to the sustainability cycle without compromising on style or protection for your phone.
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<urn:uuid:8539d482-38be-4aa4-9768-190da720ac28>
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CC-MAIN-2023-50
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https://earthwildgardens.com/are-pela-cases-really-compostable/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00200.warc.gz
|
en
| 0.899744 | 822 | 2.78125 | 3 |
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