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The UW Farm strives to build and strengthen connections between our growing spaces and academics on campus. We offer many education opportunities including Environmental Studies capstone internships, Environmental Science capstone internships, Biology internship credits, Environmental Science internship credits, and Public Health internship credits.
Research, Capstone, and Projects at the UW Farm
The UW Farm hosts and supports research and projects related to a variety of topics related to sustainable agriculture. Projects have included topics such as composting techniques, effects of various tilling methods, use of native plants to encourage beneficial insects, pest and disease control, and seed saving techniques. We particularly encourage projects and research that provide concrete benefits to both the UW Farm and the student.
Students should propose research or hands-on projects as capstone projects or independent studies with supervision from their faculty advisor. Graduate students are also welcome to conduct research on the farm as part of their thesis research or masters project.
In addition to a project or research, UW Farm interns are required to do 10 hours of farm work per week with the farm's crew and volunteers.
Students interested in conducting research at the UW Farm should submit a proposal to the farm manager (email@example.com ). Proposals should be submitted by the sixth week of the quarter before the proposed research would begin. Applicants are encouraged to discuss the project of interest with the farm manager before submitting a proposal.
The proposal should include the following:
- One page describing the proposed project: problem, methods, expected outcome(s), including relevant literature
- One page summarizing:
- Relevance and potential benefits to the farm
- Cost / funding needs and (if applicable) potential funding sources
- Space requirement and availability
- How the project will satisfy capstone, credit, or other requirements for the student researcher
The farm manager will review and send acceptable proposals to the UW Farm research committee. The research committee will review proposals and respond to the student researcher by the beginning of the 8th week of each quarter.
Student researchers must submit a .pdf of the final report to be archived.
Farm Course Offerings
- Biology 486 Agroecology Seminar
- Biology 399 Internship
- ENVIR 240 The Urban Farm
- ENVIR 495 Farm Lunch
- SEFS 399 Internship
- SPH 495 Public Health Internship
Biology 486 Agroecology Seminar
In this weekly seminar, participants will read and discuss articles covering various aspects of agroecology. Articles will be drawn primarily from peer-reviewed academic literature but may also include book chapters, farming manuals, and extension services.
The Agroecology Seminar has been added to the winter time schedule as Bio 486, accessible via add codes with no pre-reqs.
Although it says "senior seminar", that is just a placeholder denoting that students must read and discuss at responsible academic level!
If you would like to register, please email Jennifer Ruesink <email@example.com>, so that she can start a list for add codes.
Note that the course is scheduled for 4:30-5:30 on Mondays, but only so that it doesn't overlap with other courses, and that timing can change according to participants.
Biology 399 Internship
The Biology department offers Internship Credits under BIOL 399. Professor Jennifer Ruesink advises most BIOL 399 interns. Coordinating with the Farm Manager, students can explore a project they are interested in or a research question they want to explore on one of the Student Farm's two sites. Some previous BIOL 399 projects include:
- Building a compost system at the farm at the Center for Urban Horticulture
- Exploring the Microbiology and Science Behind composting
- Achieving Good Agricultural Practices (GAP) Certification for the UW Student Farm
- Building a Vermicompost System at the farm at the Center for Urban Horticulture.
- Building an herb spiral at the farm at the Center for Urban Horticulture.
- Installing perennial fruits at the Center for Urban Horticulture
Bio399 is not a class, but is a way to give credit for an internship that you are already doing. To apply for Bio399 credits, write to the Biology Instructional Manager (currently Ben Wiggins at email@example.com). You'll receive a signup form that will require the signature of your supervisor in the internship. When you return that form to Ben via email, you'll receive an add code for the course. You can receive one credit for 3 hours of work per week for an entire quarter. You may want to check with your advisors to see how many credits would actually be useful for you before registering.


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Shredded Italian Pot Roast
I was 46 before I owned a Crock-Pot, but when I bought it, I bought it with great purpose. Last Christmas I was home visiting family in Kansas City, Missouri, when talk turned to food — as it always does. Somehow my parents and I began talking about "Italian Shredded Beef" and before much time passed mom shifted from describing to cooking. She made a simple tangy variation on a classic pot roast using a Crock-Pot and a recipe given to her years ago by a family friend, Lenore Messina. I tried it. I loved it. I got on a plane to Sacramento. I bought a Crock-Pot.
I now have a new name for Mrs. Messina ("Aunt Crock-Pot") and a go-to, easy-prep, slow-cook supper-time favorite. It's especially worth trying as the seasons change and we move the heat from our weather to our plates.
Shredded Italian Pot Roast: The pictured variation was made with pork, baby carrots, baby bella mushrooms and petite potatoes.
Shredded Italian Pot Roast (Recipe courtesy of Lenore Messina via Millie Armato. Where "Aunt Crock-Pot" got it is lost to history.)
3- to 4-pound beef rump roast (also called bottom round) or pork loin roast
2 packages Good Seasoning dry mix Italian dressing, 1 "zesty" and 1 "regular"
1 16-ounce jar pepperoncini peppers (do not drain)
1 beef bouillon cube dissolved in 2 cups boiling water
Vegetables according to taste and imagination
Put all ingredients in Crock-Pot in order listed.
Cook on high for approximately 8 hours or low for approximately 14 hours.
After slow cooking, the meat will fall apart at the touch of a fork, shredding or slicing easily. Serve on Italian rolls with a side of the broth for dipping a la a French Dip, or simply ladle into a shallow bowl for forkfuls of goodness.
This is the basic recipe. Variations are endless. Pork works as well as beef. And at various times I've added onions, fresh garlic, carrots, mushrooms and small Yukon Gold potatoes or petite reds with great success. (Add those or similarly hearty veggies from the start. More delicate veggies such as green beans may be best added part-way through the cooking to keep them from becoming too mushy.) Also, a cup or so of red wine gives the broth an even richer flavor. I've made this recipe often and never the same way twice.
The pepperoncini peppers and zesty dressing mix give the roast a spicy edge. Go easy on the peppers/juice or try 2 regular dressing packets instead of 1 zesty and 1 regular to make it milder, especially for milder meats such as pork.
This is a fantastically simple recipe and absolutely delicious. The interplay of the pepperoncini's vinegary bite and the spices in the dressing mixes keep the flavor alive and tingling on your tongue well after each bite.
Leave a Comment
1 Comment so far ↓
Yes! My mother use to make this and it is delicious. Her recipe is almost identical. Instead of using a crock pot, she sears the roast on all sides in a large pot, then adds the liquids, Pepperoncinis, dressing and seasoning, along with diced garlic and onions. We usually add potatoes and carrots towards the end. We've always done this on the stovetop but I imagine it would be delicious in the crock pot at well.

subset: commoncrawl


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After some discussion next week we would like to add Stitchers to our name. Hopefully this will send the word we don't only make quilts but make small items as well and attract some new members.
Therefore the name McIntyre Quilters and Stitchers will be use when we advertise.
Enjoy some pics from our last meeting when the project was the stitchery folder. There were also other projects undertaken on the day.
|Gail C has been working on these little birds for her quilt
|Cute couple
|Another of Gail C's Creations- Gail is in a finish everything I have ever started mode at present.
|These are the Stella Star table toppers or place mats we are making for Christmas in July.
The requirements are on a previous blog.
|Ros is making this colourful creation
|Our new home
|Gail T's stitchery holder - A Natalie Ross design


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- Research
- Open Access
Perceived and desired weight, weight related eating and exercising behaviours, and advice received from parents among thin, overweight, obese or normal weight Australian children and adolescents
- Jennifer A O'Dea†1 and
- Nancy K Amy†1, 2Email author
© O'Dea and Amy; licensee BioMed Central Ltd. 2011
- Received: 9 November 2010
- Accepted: 26 June 2011
- Published: 26 June 2011
Thin children are less muscular, weaker, less active, and have lower performance in measures of physical fitness than their normal weight peers. Thin children are also more frequently subjected to teasing and stigmatization. Little is known about thin children's weight perceptions, desired weight and attitudes and behaviours towards food and exercise. The study aimed to compare perceived weight status, desired weight, eating and exercise behaviours and advice received from parents among thin, overweight, obese or normal weight Australian children and adolescents.
The sample included 8550 school children aged 6 to 18 years selected from every state and territory of Australia. The children were weighed, measured and classified as thin, normal, overweight or obese using international standards. The main outcome measures were perceived and desired weight, weight related eating and exercising behaviours, and advice received from parents.
The distribution of weight status was - thin 4.4%; normal weight 70.7%; overweight 18.3%; and obese 6.6%. Thin children were significantly shorter than normal weight, overweight or obese children and they were also more likely to report regularly consuming meals and snacks. 57.4% of thin children, 83.1% of normal weight children, 63.7% of overweight and 38.3% of obese children perceived their weight as "about right". Of the thin children, 53.9% wanted to be heavier, 36.2% wanted to stay the same weight, and 9.8% wanted to weigh less. Thin children were significantly less likely than obese children to respond positively to statements such as "I am trying to get fitter" or "I need to get more exercise." Parents were significantly less likely to recommend exercise for thin children compared with other weight groups.
Thin children, as well as those who are overweight or obese, are less likely than normal weight children to consider their weight "about right'. Thin children differ from children of other weights in that thin children are less likely to desire to get fitter or be encouraged to exercise. Both extremes of the spectrum of weight, from underweight to obese, may have serious health consequences for the individuals, as well as for public health policy. Health and wellness programs that promote positive social experiences and encourage exercise should include children of all sizes.
- Body Image
- Eating Disorder
- Obese Child
- Weight Status
- Normal Weight Child
If good health in children were associated with the most desirable body type portrayed in popular media, one might expect thin children to be demonstrably healthier than their obese, overweight and perhaps even normal weight peers. Problems related to malnutrition and eating disorders in thin children have been studied, but persistent thinness that is not due to these causes has received little scrutiny.
Compared to normal weight children, thin children may have a range of significant health problems not directly related to malnutrition and eating disorders including: lower body fat stores; delayed growth; increased risk of osteoporosis; lower muscle and skeletal mass associated with low bone mineral content; and increased risk of bone fracture [1–7].
In studies of physical fitness, thin adolescents spent less time doing physical activity [8] and have lower performance in measures compared to normal weight adolescents [1, 9]. There may be an in utero explanation for thinness in children that is associated with maternal under nutrition in that women with low pre-pregnancy weight are at increased risk of pre-term delivery, small-for-gestational age infants, and fetal and neonatal deaths [7, 10, 11]. Further, strong evidence exists for the genetic basis of thinness in humans and animals. Since underweight (as well as obese) adults suffer increased mortality relative to normal weight or overweight adults [12], thin children who become thin adults may be at risk of having shortened life spans. Recent reports indicate that underweight in adulthood is clearly associated with an increased mortality due to diabetes, kidney disease, respiratory disease, infectious disease, and other causes in the USA [13] and that these discrepancies are independent of smoking status.
Weight issues in children are important not only because of health risks, but also because of potential emotional consequences of practices such as stigmatization. Thin children are subjected to frequent teasing at a much higher rate than normal or overweight children and are also at a greater risk of unhealthy weight control behaviours [14]. Thin boys are more likely to dislike school and consider themselves to be poor students [15].
Studies that explore body image in children generally compare the attitudes of overweight and obese children with non-obese children, and the attitudes of thin children are not reported separately from other children. Little is known about thin children's body image, attitudes, and behaviours towards food and exercise.
Thinness is defined as low Body Mass Index (BMI) for age and gender in children. However, the prevalence of thinness across countries and years has been difficult to compare because underweight has been defined differently in these studies. To address this problem, Cole developed a common set of references for international comparisons [16]. Thinness in children and adolescents is defined based on age and gender specific curves that are linked to the World Health Organization (WHO) recommended adult cut-off points of BMI 16, 17, and 18.5 at age 18. These thinness standards allow distinctions between different grades of under nutrition and different levels of risk in children. The methods currently used worldwide to develop the thinness cut-offs are similar to those used by the International Obesity Task Force (IOTF) for overweight and obesity cut-offs [17] and therefore allow for the comparison of prevalence of thinness, overweight and obesity.
The objective of this study was to examine the relationships between perceived and desired weight, weight related eating and exercising behaviours, and advice received from parents among thin, overweight, obese or normal weight Australian children and adolescents.
The study measured: 1) the prevalence of thinness, normal weight, overweight and obesity in a large, representative population sample of Australian school children; 2) the differences in perceived and desired weight, dietary habits, exercise behaviours and concerns about weight between thin children and their peers of other sizes; and 3) the relationship between the parental advice given to children of different weight status and the children's' behaviours and attitudes concerning body size and exercise.
Data in this study were collected as part of the Youth Cultures of Eating Study, a 3-year Australian Research Council funded study of health, weight, culture and eating among 8550 school children from every state and territory of Australia in 2006. The descriptions of study recruitment and sampling are given in previously published articles [18–20]. Children in grades 2 to 12 (aged 6 to18 years) participated, from randomly selected class groups within schools that had been randomly selected from lists of all state and territory's schools in Australia. The sample included students from public, private, and Catholic schools in both rural and urban areas, with low, middle and high socio-economic status (SES) levels. The ethnic distribution of the sample was representative of the general population and has been described previously [19]. The participation rate was high at 82%.
Children were weighed and measured using digital scales and portable stadiometers in light school uniforms, after removing jackets, shoes and emptying their pockets, in private areas of the schools, under the supervision of the first author and trained research assistants. The prevalence of normal weight, overweight and obesity was measured using the International Obesity Task Force (IOTF) BMI cut-offs, with age in years taken to the 0.5 years cut off [17]. Height was measured to the nearest 0.5 cm using a portable stadiometer. Weight was measured to the nearest 0.1 kg using portable digital scales. Participants' height and weight were used to calculate the age and sex-adjusted BMI percentile. Thinness, in grades 1, 2, and 3 children and adolescents was based on adult BMI of 16, 17 and 18.5 at 18 years, and curves provided age and sex-specific cut-off points [16]. Students were grouped by age into two categories: primary school students, aged 6 to 12 years; and secondary school students, aged 13 to18 years.
Details of the questionnaire and the study variables have been described previously [18–20]. The questionnaire collected demographic details of: gender; age; ethnic background; school SES (Low SES, Middle SES, High SES determined by government based on combined school indices of family income and parental education [18–20]; weight perceptions; desired weight; as well as other nutrition and exercise-related questions. The students completed the questionnaires under the supervision of the first author and research assistants during regular class times.
The assessments of the students' satisfaction with weight were made by evaluating answers to questions relating to whether the student thought that he/she was "about right", "too thin" or "too fat." Each student was also asked about his/her desired weight using a Likert scale of 1-5, as follows: "Would you like your weight to be a little lighter", "a lot lighter", "the same as present", "little heavier", or "a lot heavier". The nutritional quality of breakfast score was calculated [20] by asking students to report everything that they had eaten and drunk for breakfast on the morning of the study, and scoring the students' breakfasts on a scale from 0 to 10 with a high score indicating greater nutritional quality. A score of zero was given if nothing was consumed and a score of 10 was given for a breakfast consisting of a grain or cereal food group plus a meat/meat substitute protein food group plus a fruit/vegetable food group plus a dairy/calcium food plus a low fat selection; a common example of a breakfast with a score of 10 was fruit plus cereal and low fat milk.
The study was approved by the University of Sydney Human Ethics committee as well as each of the Departments of Education in every state and territory of Australia. Informed parental consent was required for each student to participate, and each student's verbal consent was obtained on the day of the study.
Descriptive chi-square analyses were undertaken to compare differences in body image and desired weight by gender and weight categories. Separate chi-square analyses were used to examine associations between the categorical variables and BMI groups. For post hoc analyses, these tests were followed by pairwise chi-square tests with Bonferroni's correction to indicate significant differences between groups. To assess differences in mean scores within groups and between groups, one-way analyses of variance (ANCOVA) were used, controlling for age as a covariate; Tukey's multiple range test was used for the post hoc test. A p value of < 0.05 was selected to determine statistical significance. Data analysis weighting methods were applied to adjust for complex sampling strategies. Sampling weights were calculated based on census data from 2006 and weightings were applied in all analyses and are described in a previous article (18).
Description of students' mean age, Body Mass Index (BMI), and height by weight status grouping.
F value
p value
% of Sample (%, n)
100 (8550)
4.4 (378)
70.7 (6040)
18.3 (1566)
6.6 (566)
BMI in kg/m2 (mean, SD)
20.4 (4.1)
15.1 (1.3)
19.0a (2.2)
24.1ab (2.3)
30.0abc (4.1)
Age in years (mean, SD)
12.8 (2.4)
12.8 (2.3)
12.8 (2.4)
12.9 (2.3)
12.8 (2.5)
Height in cm (mean, SD)
155.4 (14.3)
151.6 (14.3)
154.6a (14.5)
157.6ab (13.3)
158.5ab (13)
Boys height 6-12 yr (mean, SD)
146.4 (9.9)
141.9 (9.6)
144 a (10.6)
148.5ab (10)
151ab (9.4)
Boys height 13-18yr) (mean, SD)
168.4 (9.4)
163.6 (10.1)
168.9a (9.4)
170.6a (8.9)
170.6a (9.1)
Girls height 6-12 yr (mean, SD)
145.0 (10.5)
140.3 (10.5)
143.8a (10.7)
147.7ab (10.7)
148.2ab (10)
Girls height 13-18 yr (mean, SD)
162.1 (7.4)
160.5 (8.7)
161.9 a (6.9)
162.4ab (6.6)
163.6ab (7.5)
Thin students were significantly shorter than students of other weight status (Table 1). Normal weight students were shorter than the overweight and obese students; but overweight and obese students did not differ significantly in height. The height of boys and girls did not differ in the 6 to 12 year old group, but boys in the 13 to 18 year old group were taller than the girls. Thin students were shorter than overweight and obese students in all the age and gender categories.
There were no significant differences in the proportion of thin children in the 6 to 12 year old group (4.39%, 186/4239) versus the 13 to 18 year old group (4.45%, 192/4311), or in the distribution of thin children throughout the three SES levels (p = 0.57). In contrast, the obese students were predominately from the low SES schools communities [21].
Perceived and desired weight
Comparison of perceived and desired weight among school students of different weight status.
p value
% (n)
% (n)
% (n)
% (n)
Perceived weight
Too thin
42.0 (150)
8.5 (473)
0.8 (12)
1.2 (6)
About right
57.4 (205)
83.1 (4632)
63.8 (925)
38.3 (194)
Too fat
0.60 (2)
8.4 (470)
35.4 (514)
60.5 (306)
Desired Weight
A lot heavier
5.9 (21)
1.6 (90)
0.5 (7)
2.4 (12)
A little heavier
17.0 (947)
4.2 (67)
4.4 (22)
Same as present
36.3 (129)
38.7 (2155)
15.0 (219)
9.1 (46)
A little lighter
36.7 (2049)
44.7 (225)
A lot lighter
1.4 (5)
6.0 (336)
22.8 (334)
39.4 (198)
Eating behaviour
Comparison of eating behaviours among school students of different weight status
p value
% (n)
% (n)
% (n)
% (n)
Usually eat breakfast
84.9 (304)
84.8 (4755)
82.1 (1200)
76.6abc (386)
Usually morning snack
78.5 (281)
77.2 (4323)
72.7b (1061)
68.3ab (344)
Usually eat lunch
93.6 (335)
92.6 (5183)
90.8 (1326)
88.6b (449)
Usually afternoon snack
88.8 (318)
89.0 (4982)
83.5b (1218)
80.5ab (405)
Usually eat dinner
96.7 (347)
98.0 (5495)
98.2 (1436)
98.2 (499)
Usually pm snack
70.2 (250)
67.1 (3744)
53.4ab (773)
50.9ab (255)
Take vitamins
29.4 (105)
23.5 (1313)
20.7a (301)
18.1ab (92)
The percentage of students who ate breakfast decreased from 90.7% of primary school students (3302/3641) to 78.0% (3343/4288) of secondary school students. This decrease was seen prominently among obese secondary school students with only 68.5% (187/273) reporting that they ate breakfast on the day of the study.
The nutritional quality of breakfast score was significantly higher in thin students than obese students. [Breakfast scores (Mean ± SD): thin students 6.2 ± 2.7; normal weight students 6.2 ± 2.9; overweight students, 5.8 ± 2.9; obese students 5.2 ± 3.1; F = 19.98, df = 3, p < 0.001].
Advice received from parents/carers about weight, food and exercise
Students of different weight status received different types of advice from parents and carers concerning their weight, nutrition and exercise. In many cases, boys and girls received markedly different advice.
Comparison of advice received by students from parents/carers about their weight status and eating habits and students' corresponding beliefs and weight related behaviours.
p value
% (n)
% (n)
% (n)
% (n)
Advice received from parents/carers - "I am told that I ....
Should lose weight
3.4 (12)
8.0 a (445)
30.2ab (439)
51.8abc (264)
Do not eat enough
41.3 (148)
21.1a (1183)
10.8ab (158)
7.7ab (39)
Eat too much
10.2 (36)
15.5a (860)
26.6ab (383)
42.8abc (216)
Beliefs & Behaviours
I have good eating habits
70.7 (251)
76.3 (4250)
68.0b (979)
62.3b (314)
I am currently trying to lose weight
4.5 (16)
22.6a (1259)
56.9ab (828)
74.8abc (376)
I am currently trying to gain weight
31.8 (114)
10.0a (559)
2.6ab (38)
2.6ab (13)
I diet to lose weight
7.5 (26)
24.6a (1360)
47.5ab (689)
60.3abc (302)
I diet to gain weight
21.7 (77)
7.5a (403)
5.4a (25)
I eat more when I am bored or sad
30.8 (46)
31.9 (872)
29.3 (202)
33.4 (93)
55.8 (116)
52.7 (1505)
53.1 (406)
59.0 (135)
Comparison of advice about exercise given to students by their parents and carers and the students corresponding attitudes and behaviours
p value
% (n)
% (n)
% (n)
% (n)
Advice from parents and carers - "I am told that I ......"
Should build up my body
32.9 (49)
25.4a (675)
23.5a (161)
31.5bc (88)
26.8 (56)
12.5a (357)
8.1ab (63)
12.5a (22)
Should do more exercise
20.2 (72)
28.5a (1596)
48.8ab (713)
62.9abc (321)
Do too much exercise
9.5 (34)
12.5 (697)
8.0b (116)
10.0 (51)
Beliefs - "I feel that I ....."
Should develop my muscles
74.5 (111)
77.0 (2098)
75.8 (519)
77.9 (218)
46.1 (95)
44.4 (1267)
43.5 (336)
46.7 (106)
Need to build up my body
66.9 (99)
62.3 (1700)
60.9 (413)
66.4 (184)
40.2 (82)
33.3 (947)
31.3 (240)
31.6 (71)
Need to do more exercise
42.7 (152)
55.1a (3068)
75.4ab (1095)
84.7abc (431)
Currently trying to build up my body
54.4 (81)
59.5 (1619)
59.5 (405)
59.5 (165)
36.6 (76)
27.7a (788)
24.6a (188)
22.9a (52)
Currently trying to get fitter
57.5 (206)
70.8a (3939)
83.2ab (1205)
87.7ab (443)
The major aim of the current study was to investigate thinness in a representative sample of Australian school children and our findings suggest that approximately 4% of the sample of 8550 Australian schoolchildren was thin. This finding is identical to a similar national study [8] conducted in 2007 confirming the results reported in this paper. The thin students were distributed among the three SES levels. In contrast, the obese children were predominately from low SES school communities, as shown previously [18–21].
In European countries, the prevalence of thinness has been reported to range from 4.8% to 11.9% in girls, and 3.1% to 9% in boys [1, 3, 22–25] but the prevalence of thinness in these countries differs by gender, age of children and region. The prevalence of thinness has decreased in some countries where under-nutrition has been a problem [24, 25], but has increased in regions where there is a general desire for thinness. In some regions the rate of thinness in girls is concerning because it exceeds the rate of obesity [1, 3, 25]. Our study differs from those reported above in that the children were sampled from a wide diversity of regions in Australia and included children aged from 6 to 18 years.
Thin children displayed smaller stature than normal weight children. Other studies have shown that height is related to body weight and that obese children may be taller than normal weight children [4, 5, 8, 26–28]. Thin children tend to be characterized by not only a lower percentage of body fat, but also by lower muscle mass and lower lean body mass [3]. Thinness due to under nutrition may result from food fussiness, increased satiety responsiveness [29] or fear of fatness leading to disordered eating. Bulik and Allison [30] present arguments for the genetic basis of thinness in humans and animals.
The results of the current study highlight several areas of concern regarding thin children. First, 12% of thin girls and 7% of thin boys said that they wanted to be a little or a lot lighter and these students were also dieting to lose weight. Some thin children were told that they "should lose weight" or that they "eat too much." The role of parental comments is important for influencing disordered eating and body dissatisfaction [31–33] and this may be an explanation for our current findings. Interestingly, whilst the questionnaire used in the study was not designed to diagnose clinical eating disorders, the findings may serve this purpose.
In one study of 14-year-olds, Allen et al. [32] estimated that 6% of the sample met full or partial criteria for a DSM-IV eating disorder and an additional 3% were at risk for developing an eating disorder. Being female and being perceived as overweight by the child's parents were the strongest predictors for eating problems in this study. This is of particular concern because dieting, body image dissatisfaction and teasing are all known predictors of eating disorders [34]. On the other hand, 41.3% of thin students in this survey reported that parents and peers told them that they "did not eat enough." Thin students in the current study were much less concerned than their peers about the need to "get fitter" or to "do more exercise," with only 20.2% being advised to do so. The findings of the current study warrant further investigation using a longitudinal study design in order to further clarify if some thin children deliberately engage in weight loss behaviours that may be triggered by parental advice.
The health benefits of physical activity for children are supported by many studies [35, 36]. There is no evidence that thin children exercise more or are more fit than other children, and a recent study [8] showed that thin adolescents are less active than their normal weight peers. In contrast, participation in physical activity would be particularly important for thin children to overcome potential problems related to their low muscle mass and decreased muscle strength [1] and sport and physical activity are known to be important in the development of child and adolescent self-esteem [37] and positive adult body image [38]. Parental encouragement of physical activity is necessary for thin children, as children are more likely to have higher levels of physical activity when their parents and others encourage and support their participation [34, 39, 40].
Exercise in childhood is predictive of adult levels of exercise [40]. Low physical activity and poor cardiovascular fitness are independent predictors of mortality related to type 2 diabetes and chronic disease in general [41]. In fact, thinness is related to increased mortality and morbidity compared to normal and overweight (but not obese) adults [12, 13]. The negative attitudes of thin students concerning exercise identified in the current study, if continued into adolescence and adulthood, do not bode well for a healthy population.
Finally, the findings of this study suggest that thin children may be at risk of body image problems, as only 57.4% of thin students considered themselves to be "about right" compared with 83.1% of normal weight students and 63.7% of overweight students. Children can develop body image concerns at very young ages [42]. Underweight as well as overweight youth reported higher levels of teasing than normal weight youth, and both groups face stereotypical attitudes and prejudices [43]. Weight teasing has been significantly associated with disordered eating behaviours in a large study from the USA [14] and thin children were found in another US study to dislike school and consider themselves to be poor students [15]. Thus, thin children (as well as children of all sizes) need to be considered and included in health promotion initiatives for self-esteem and positive body image.
This study has strengths in its large, generalized sample size, high participation rate, and accurately measured height and weight data, but has limitations in that there are no direct measures of caloric consumption or physical activity. Further research using qualitative interviews may better explain some of the findings of the current study. Of particular interest would be the attitudes of children and parents from various cultural and ethnic groups. Longitudinal studies could also further explore these issues over time, encompassing puberty and such studies could also incorporate actual health outcomes.
Thin children, as well as those who are overweight or obese, are less likely than normal weight children to consider their weight 'about right'. Thin children differ from children of other weights in that thin children are less likely to desire to get fitter or be encouraged to exercise. Children of all body weights, from underweight to obese, are likely to experience health concerns. The issue of weight in children and adolescents has implications for public health policy. Health and wellness programs that promote positive social experiences and encourage physical activity should be implemented and include children of all sizes.
This research was supported by the Australian Research Council ("Youth Cultures of Eating" Grant - ARC 2006-2008) to Probyn & O'Dea and the California Agricultural Experiment Station Grant to N.K.A.
Authors' Affiliations
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This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


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Marine aquaculture experts are coming together to provide research based information to expand domestic marine aquaculture. New materials to support these efforts are coming soon in the following areas:
Get Answers to your Marine Aquaculture Questions by Asking an Expert.
I am the project manager for the Freshwater Aquaculture Community of Practice. My background is in hatchery production of fish for stock enhancement and...
This work is supported by the USDA National Institute of Food and Agriculture, New Technologies for Ag Extension project.


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text: Beer Glass Hops Barley Brewery Stock Photo (Edit Now) 546280225 - Shutterstock View Preview Save Try Share Edit Sign In We're Sorry! Sign in to our Contributor site. Forgot your password? Sign In Don't have an account? Sign Up Create your Free Account Please send me product announcements, helpful advice, and special promotions. Download By creating an account, I agree to Shutterstock's Website Terms, Privacy Policy, and Licensing Terms. Already have an account? Sign In By Vaclav Mach Royalty-free stock photo ID: 546280225 Beer glass with hops and barley in the brewery - Image beer brewery brew hop grain industrial vintage alcohol ale barley beverage bitter boiler boiling house brass brassy brewing cereal copper coppery foam froth glass glass of beer korn malt manufacturing pint raw material for beer prodiction retro wheat Show more Show less Categories: Food and Drink, Miscellaneous Similar images See all Same model See all Same artist See all


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180W Class D Integrated Amplifier with ESS SABRE32 DAC, USB DAC and AIR Studios Monitor Certification
The A-70-K amplifier is designed to reproduce the finest sonoric details in every chord, cadence and audio composition. Extensively tuned by several of the world's leading sound technicians, the A-70-K comes with the prestigious AIR Studios seal of approval.
180W High-Efficiency Class-D Integrated Amplifier with Aluminium Panels
This highly efficient, integrated Class D amplifier is built for the digital age. The evolved compact circuit structure is tailored to provide quick response and deliver the closest possible reproduction of the artist's original performance.


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|Exegesis Volume 08 Issue #008
In This Issue:
From: "Joan Griffith"
Exegesis Digest Sun, 03 Aug 2003
From: "Joan Griffith"
Subject: [e] Re: exegesis Digest V8 #7
Date: Sun, 03 Aug 2003 11:13:31 -0400
Dennis, Very interesting, although you forgot to mention that astrology does not work.
Joan After silence, that which comes nearest to expressing the inexpressible is music. -- Aldous Huxley
_________________________________________________________________ Protect your PC - get McAfee.com VirusScan Online http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963
End of exegesis Digest V8 #8
[Exegesis Top][Table of Contents][Prior Issue][Next Issue]
Unless otherwise indicated, articles and submissions above are copyright © 1996-2003 their respective authors.


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By Coach Dave Daubenmire
October 14, 2010
They really do control us, you know. They control most of what we think, and certainly, what we say.
Who is "they," you may wonder.
Them. That's who. The biggest bullies of them all.
It will become clear in a minute.
Are you really free to speak what is on your mind or do you feel somewhat afraid of "miss-speaking" in today's overly-sensitive world? By controlling what you say they are actually controlling what you think.
Think I am wrong? Let me ask you a couple of questions. Do you often find yourself defending your position before it is ever taken? Are statements like this part of your everyday speech?
The Rest…HERE


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McGoey, Linsey (2010) Experimental dissidence: economies of credibility in drug regulation. In: Experimental Subjects, 15 Jan 2010, University of Lancaster.Full text not available from this repository. (Request a copy)
In 2004, a former FDA medical officer named David Ross watched news coverage of one of the highest-profile pharmaceutical controversies in recent years: Merck's withdrawal of Vioxx, its bestselling painkiller, from the global marketplace.
At the time, David Ross railed to his wife about the actions of David Graham, an associate director of drug safety at the FDA who drew international attention for testifying before the US Senate about the FDA's handling of Vioxx. Graham said his supervisors ignored warnings that Vioxx could lead to cardiac arrest, and asked him to change his conclusions on an internal report about Vioxx's risks.
Today, David Graham is still at the FDA. David Ross is not. But something both have in common is a concern that FDA has not amended policies much in the wake of the Vioxx controversy, and may be, in some ways, seeking to police internal criticism more strictl
|Item Type:
|Conference or Workshop Item (Other)
|pharmaceutical industry
|Science & technology management
|Institute for Science, Innovation and Society
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|09 Sep 2010 14:48
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Like any files, Wolfram Language notebooks can be corrupted, making them unreadable. In general, we recommend backing up important work on different media. In case notebooks become corrupted, Mathematica provides a tool to help restore them using the AuthorTools package. Restoring a notebook removes any corrupted sections of the notebook, allowing it to be opened and read. Follow these steps to o repair a corrupted notebook:
- In a new notebook, load the AuthorTools package and open the NotebookRestore dialog by executing:
Please note that the tick mark after AuthorTools is a back tick character (`), not an apostrophe ('). The back tick character is available underneath the tilde key on most keyboards.
- Select the notebook you want to restore in the NotebookRestore dialog. Mathematica will open a new notebook with what could be restored from the original one. We recommend saving the new notebook with a new name.


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Okay, here we go....
For more StarLab info, check out the following video...
Thank you for the adorable fish bowl tags! Too darn cute! An inflatable planetarium sounds like an awesome experience for your kiddos. Congrats on starting summer. I will be there to join you soon enough. Have a great weekend.
Bright Concepts 4 Teachers
Cute end of year tags! I love the planetarium.... I have been a follower for a long time, but you just happened to post after me in Five for Friday, so stopping by on a double note! Have a great weekend!!
You're So Sharp!
Whoaa...those Star Labs look so cool! I'd love to hear more about them!
Sara :)
Smiling In Second Grade
Our week was very similar to yours (or should have been). It was our last full week today and today SHOULD HAVE BEEN Track and Field day for use but it was cancelled because of rain. Your gift idea is so cute! Thanks for sharing.
First Grade Funtastic
so jealous! I still have 13 days AND I have to come for our planning day on SATURDAY! Yuck! Enjoy your summer! You're almost there!
Flying High in First Grade
Hi Anna! Thanks for the fantastic freebie! LOVE the portable planetarium! We had a teacher who was working on her master's degree a few years ago who brought one in from the college she was attending. This year, my class went to a real planetarium at a local college and had a BLAST!
Happy weekend! I'm down to 4 days left! Squealing with joy! :)
First Grade Follies
Those fishy tags are so cute! I'm you're newest follower and I love all of your great ideas! Thanks for sharing!
Ship Shape First Grade
Oh your summer is SO close! Lucky you :) That star lab looks so cool and that Reading Party looks so fun :) Thank you for sharing and enjoy your summer!
Three Cheers for First Grade!
Those fish gifts are so darn cute! Love it. =)
Just Wild About Teaching
Awe, thanks for the shout out! I cannot believe you are done with school. That is crazy to me. Love the fish gifts!
I just created tags for my own take on the fish gift, but your fish bowl is MUCH better :-). So glad I did not print mine yet!
Four more days until summer for you? I have 17 to go thanks to the 80ish inches of snow we got here in WI.
Tina Parker
Your log is so cute! I'm your newest follower!
One Fab Teacher
Thank you, I may use these next year!
The Apple Basket Teacher


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One of my favorite things to do is re-discover a favorite toy or game at work. I'm sure you toy lovers (aka hoarders!) know what I am talking about. You play a game multiple times a day with all different kinds of kids. These are the games that are fun for the kids but also work on occupational therapy goals in a way that makes it not seem like work. They are often simple and don't require a lot of reading to figure out how to play the game properly. They are the games that rules can be changed and adapted based on a child's goals and needs.
Tricky Tree is one of those games for me. I had lent it out a while ago and it was just returned to me a few weeks ago. As soon as I got it back, I felt as though I had been reunited with an old friend. We hadn't been together for a very long time but we picked up just where we left off! Even better, it's a new game for so many of my kids at work and they are loving it!
Tricky Tree is a great game for working on increasing grasp strength and manipulation skills. The game is made up of leaves (clothespins) and branches and the goal is to make as big of a tree as you can before it falls over. It is a great game for working on increasing grasp strength, improving in-hand manipulation skills and problem solving skills. It can be used with preschoolers but also keep my older school age children motivated. It can be played individually or with a group of children. Best of all, it is a simple game and a ton of time does't have to be wasted explaining the rules of play. The point of the game is simple: try and build a tree using as high as you can without letting the tree fall over. You take the clothespins and put them on the tree branches. It requires a child to think about which side of the tree needs more leaves so it won't fall over. For my younger children, I will work with them and figure out the best place for them to put the leaf. For my older children who need to work on problem solving and organizational skills, I will talk to them about how to keep the tree balanced before they begin playing. We talk about what happens if they put too many on one side of the tree and not enough on the other. I will talk to them about balance and will sometimes try and compare it to their bodies....when they are carrying a super heavy backpack, they might feel like they will fall over. I try and give them as few clues as possible while they are playing and hope that they will take their time and really think through what they are doing.
In addition to what I have mentioned above, the following occupational therapy goals can be addressed:
Improve Bilateral Coordination Skills-Tricky Tree is great for working on encouraging bilateral coordination skills. While one can try to play this game using one hand, they will have a truly difficult time being successful. As you can see in the pictures, you need to pinch the clothespin with one hand and hold the tree steady with your other hand.
Improve Organizational Skills-if you have a child who needs to work on motor planning and organizational skills, this is a perfect game for them. I like to have my kids sort the pieces into piles before beginning play to work on organizational skills. All the leaves go in one pile, the two-point branches in another and the 3-point branches in a third pile. I find that the more organized their work space is, the more organized their actual work will be. To work on increasing hand strength, use a pair of zoo sticks to sort the different pieces into piles.
Increase Upper Extremity Strength-for older children who also need to work on building upper body strength, have them play this game while lying prone on the net swing. You can place the clothespin leaves and the branches on the opposite side of where they are building so they have to walk on their hands more. I always find that kids are more likely to spend more time on this swing when engaged in a fun and motivating activity.
Improve Social Skills-while this game can be played with just one child, it is even better when played with peers. Part of being a good friend is not only being able to play games with peers, but learning how to be a good sport when you win or lose a game. If you have enough kids (I would suggest 4 for this), you can put the kids in two teams and the kids have to work together to figure out how to put the tree together without it falling over. They can work on problem solving together to figure out the best option for their moves so the tree doesn't topple over.
I love these simple, non-battery operated toys and feel like they end up being the most played with toys in my closet. Some of my favorite games are beginning to change (and not necessarily for the better), so I love that games like Tricky Tree that won't ever change. And if taken care of properly, it can last forever.
What are your favorite non-battery operated therapy games? I would love to hear from all of you about what you are playing and more importantly, what games your kids love to play with. I am only a click away and love hearing from you all!


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It's been too long since I've focused exclusively on California Zinfandel. Well, it's about time. Especially now that it's summer and I try to grill food as much as possible – juicy Cali Zin and grilled veggies and meats, it really never gets old for me. And there were a few beauties in this tasting.
These wines were received as trade samples and tasted single-blind.
Review: 2012 Grgich Hills Zinfandel - California, Napa Valley
Rich ruby color. Smells of tart red cherries, deep currants, juicy plums, along with lots of sweet spice, smoke and earth. Well-structured with fleshy but firm tannins and some acidity for balance, this is a mouth-filling wine but it feels velvety. Black cherry and red currant, the fruit is slightly jammy but it stays fresh as well. The fruit is topped with dried leaves, clove, coffee, cedar shavings, a complex blend of herbal tea and spice. In addition to all that, I get this underlying floral, tar and mineral element. The complexity here is phenomenal. Delicious and ripe but it doles out the fruit with suavity. A whopping 15.5% alcohol, but, wow, is it woven in well. Aged 15 months in French oak. This is a perennial favorite of mine, and this vintage is rocking. (92 points IJB)
Review: 2014 Prisoner Wine Company The Prisoner - California, Napa Valley
Vibrant purple color. Smells rich and juicy, with raspberry and blackberry jams, candied cherries, along with vanilla, spiced coffee and dark chocolate shavings. On the palate, this is a full-bodied and jammy wine with chewy tannins and low acidity. Bold, saucy fruit (blackberry and raspberry jams and sweet black cherries). Sure there's plenty of toast, vanilla and coconut but time coaxes out nuances of loam and spiced coffee and dark chocolate. Stylistically, this is uber rich and forward, but it is undeniably delicious. Zinfandel, Cabernet Sauvignon, Petite Sirah, Syrah and Charbono, aged in 30% new French and American oak. (87 points IJB)
Review: 2013 Frank Family Vineyards Zinfandel – California, Napa Valley
Bright purple color. Rich aromatic display of dark berry fruit, a bit jammy but it smells pure and vibrant, not confectionary. I also get some pepper glaze, sweet coffee and mixed green herbs. Full-bodied, the tannins provide structure but they're not harsh, moderate acidity cleans up the palate. Lots of different fruit action going on here (blueberry, black cherry, sweet plums), and a nice mix of earth, fallen leaves, cola, root beer, dark chocolate. This wine leans forward with its fruit and hedonistic flavors but it's structured very well and contains some significant complexity. Drink now or hold for a few years. Aged 16 months in 1/3 new French oak. (90 points IJB)
Review: 2013 Edmeades Winery Zinfandel Shamrock Vineyard - California, North Coast, Mendocino County
Deep ruby color. Bold aromas but the fruit is still bright, as cranberry sauce and raspberries mix with juicy black cherries, and I get a host of spiced coffee, clove and rose petals. Juicy acidity bounces off fleshy tannins, full bodied and chewy texture but not heavy (despite 15.5% alcohol). Tons of bright red fruit and black cherries, but I get a lot of non-fruit complexity in the form of anise, rose petals, tar and earth. Long finish. Delicious but serious Zinfandel, this comes from a vineyard perched at 2,800 feet in Northern Mendocino near Humboldt. Includes 3% Syrah, this wine is aged in about ¼ new French oak. (90 points IJB)
Review: 2013 Edmeades Winery Zinfandel Gianoli Vineyard – California, North Coast, Mendocino County
Medium ruby color. A vibrant but jammy aromatic take, with raspberries, strawberries and some black cherry, along with some musk and spicy tobacco. A bold presence on the palate, that's for sure, but this has a dusty tannic structure, I am really enjoying the bright acidity that makes this wine pop. The strawberry, cherry and red currant, the fruit is juicy and vibrant but plenty of texture. Notes of rhubarb pie, spicy tobacco, rose petals, some black tea, clove and library dust – loving the complexity of these intricate non-fruit flavors. Beautifully long finish. Wow. 15.5% alcohol. These grapes are sourced from the coastal mountains of the Mendocino Ridge AVA, in a site first planted in the 1880s. Aged in 30% new French oak. (91 points IJB)
Review: 2013 Edmeades Winery Zinfandel Perli Vineyard – California, North Coast, Mendocino Ridge
Vibrant ruby color. Rich red currant, raspberry and plum fruit, slightly jammy and sweet but still vibrant, accentuated by pine needles, fallen leaves, pipe tobacco and rose petals. Large and in-charge on the palate, these tannins add some serious structure to the wine, which shows medium acidity, and that keeps this beast of a wine bright. Darker fruit on the palate, like raspberries mixed with dark plums and blackberries, the fruit is rich and saucy. Notes of loam, tar and roses mix with sweet vanilla and roasted chestnut. Rich and hedonistic but so structured and exciting at the same time. From a steep (almost 60 degree) slope vineyard at 1,500 feet, this radical vineyard was first planted in the late 1800s. Includes 3% Syrah, this wine was aged in 25% new French oak, along with some old French and American oak. (91 points IJB)
Review: 2014 Ghost Pines Zinfandel Winemaker's Blend – California, North Coast
Dark ruby color. Smells of bright raspberry and blueberry jam, some cola, violets and mocha as well. A juicy and fleshy approach on the palate with medium-soft tannins, medium-low acidity and juicy red and black berry fruit (quite jammy). Fun, tasty, uncomplicated stuff with notes of cola, rose petals and sweet coffee. Mostly Lodi grapes, but fruit is blended in from Sonoma and Lake Counties. (85 points IJB)
Review: 2014 Frei Brothers Zinfandel Reserve – California, Sonoma County, Dry Creek Valley
Medium ruby color. Smells of jammy raspberries, strawberries, cola, sweet coffee and vanilla. Full-bodied but soft tannins, some moderating acidity. Jammy raspberries dominate, but I get some chewy black cherries, and the fruit is topped with cola, vanilla, cedar and sweet pipe tobacco and eucalyptus. A drink-me-now on the back patio (with the grill raring to go) kind of wine, but solid for the price. Includes 6% Petite Sirah, this wine was aged mostly in oak, a combo of new and old American and French. (85 points IJB)


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Healthy Kids
: Fit Kids Have Healthier Lungs as Adults: Study
Posted February 7, 2018
THURSDAY, Feb. 1, 2018 (HealthDay News) -- Yet another reason to get your child off the couch: Fit children have healthier lungs later, new research suggests.
"This study shows that children who are physically fit go on to have better lung function as young adults," said lead researcher Bob Hancox.
"We think that this could reduce the risk of them developing chronic lung diseases as they get older," said Hancox, a respiratory specialist at the University of Otago, in New Zealand.
Chronic lung conditions, including chronic obstructive pulmonary disease (COPD), are a leading cause of ill health around the world, the research team noted.
This study included more than 1,000 participants in New Zealand and more than 1,300 in Denmark. The New Zealanders had their fitness levels and lung function checked at ages 15, 26, 32 and 38. Similar assessments were done in Denmark at ages 9, 15, 21 and 29.
The researchers found that fitter children had better lung function. Also, the more their fitness improved during childhood, the greater their lung capacity in adulthood. The findings were stronger in males than females.
The results were published Feb. 1 in the European Respiratory Journal.
"We don't know why fitness and lung function are linked, but one explanation could be that fitter people have better respiratory muscle strength as well as other muscle strength," Hancox said in a journal news release.
The researchers will continue to assess the participants' fitness and lung function as they age.
"We need to keep studying these people to find out whether the association between fitness and lung function continues into later adulthood. If it does, improving and maintaining fitness could translate into important reductions in chronic lung disease," Hancox said.
Although the study can't establish a direct cause and effect relationship, Hancox believes the findings should motivate parents to get their kids moving.
"Exercise and fitness are good for our bodies, and this appears to be true for our lungs as well as other aspects of health," he concluded.
-- Robert Preidt
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1300bpo's outsourced payroll solution brings you the benefits of market leading HR/Payroll systems, experienced and dedicated payroll practitioners and ongoing compliance with regulatory requirements without having to invest in and maintain the required resources.
Some can offer salary packaging services and some can offer Outsourced Payroll P rocessing. 1300bpo is in the rare position of being able to assist with both. You make one transfer to 1300bpo for your "total cost of payroll" and we handle the rest. We are leading Payroll Processing Service provider in Sydney, Australia.


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Monday, May 6, 2013
{ motherhood monday: thoughts on mothers day }
With Mother's Day fast approaching, my mind has been filled with thoughts of where I was last year and where I am now. I've thought a lot about Mother's Day - what it means, what it represents, why we celebrate it. Even now, as a new mother, I have mixed emotions about the day. Let me explain...
Last year at this time, I was in a dark place. After trying to get pregnant for 4 years, and after many fertility treatments, I finally found out I was pregnant. We were thrilled. I was so so happy. And then we lost it. I was devastated. (You can read that post here)
Mother's Day occurred a few weeks after I miscarried. I remember the weeks leading up to that day, I was so angry. Everywhere I looked, everything I read, and it seemed every other commercial on television was an advertisement with unsolicited, mocking reminders of what might have been - something I longed for with every fiber of my being.
Most of all, I dreaded going to church. My religion focuses so much on the family, which is great, and I love that, but when you're not a mother, it made my infertility feel even more pronounced. I couldn't procreate as we're taught. I dreaded when they would ask all the mothers in the congregation to stand to be recognized as they handed out flowers. I dreaded hearing someone speak and talk about how blessed they were because God trusted them enough that He would bless them with these sweet spirits (aka their children). As if I wasn't trust worthy enough to conceive. I couldn't handle one more talk given where someone might say that motherhood was a sacred responsibility. Again, it made me feel like God didn't think I was responsible.
I remember the Saturday before Mothers Day, sobbing, telling Andrew that I couldn't go to church. I wanted to worship God, but the distraction of all the talks on mothers would make me angry, and I didn't want to be angry with God. Andrew understood, and we decided we wouldn't attend.
Later that day, a very sweet friend knocked on my door with a beautiful bouquet of flowers in her hand. She gave them to me with a little card that had a beautiful scripture on it.
I cried when I read it and thanked her so much for the sweet gesture. She told me that she knew what I was going through. She knew I probably wouldn't be at church the next day, and it was okay. She, a mother, understood what I was going through, as she had also suffered many miscarriages.
She told me that even though I didn't have a baby, I was still a mother. I thought about this the rest of the day and the next day. While her words were sweet and kind, I still didn't feel like a mother. The years I struggled with infertility, I read article after article about how sisters, aunts, and all women were mothers. We were mothers "in our own way". While that was a lovely thought, it didn't offer much consolation to one who longed to hold a baby in their arms that was their own.
So tonight, as I write this, I have mixed emotions. I am finally a mother. I am actually looking forward to Mother's Day, and Sunday will no longer bring the familiar sting that it has for so many years in the past. But my heart still aches for those still struggling - who long to be mothers. And who knows - maybe Sunday will come and go and my expectations for the day will leave me feeling lackluster. Maybe it's not all that it's cracked up to be.
And so I propose this - instead of celebrating Mother's Day this Sunday, let's celebrate women in general. We are all, after all, awesome, creative, caring, sensitive, nurturing, talented, women. Whether you can get pregnant or not, whether you are a mother or not, let's celebrate us as women and the women in our lives - not just the mothers.
5 comments:
- Melody Pellegrin said...
This is a great post. I find myself struggling to talk to those I know who struggle with infertility as I once did, and maybe still do. I'm happy you're a mother this year.
- May 6, 2013 at 11:06 PM
- Crystal said...
I hear you. My husband and I are on the adoption wait list. Our perfect baby girl was born on April 26th and I spent so much time leading up to that planning the perfect FIRST mother's day. However, after 24 hours, birth mom changed her mind and we left the hospital with broken hearts and an empty carseat. I can't hear the radio or TV ads without bursting into tears. We are hopeful for next year and this post is a reminder to not put too much pressure on the perfect mother's day but just to celebrate this journey that we are on.
- May 7, 2013 at 8:57 AM
- BECKY said...
My thoughts:
I can attest that the day isn't all it's cracked up to be.
I am so grateful you have been blessed with Baker.
Never stop helping women who are struggling... you are a great strength.
I agree, we celebrate women.
- May 7, 2013 at 1:30 PM
- Logan Marriott said...
I love this Shannon! I have a sister in law going through this right now and it's neat to hear your perspective since it's a bit of a sore subject for her to talk about. You give me hope for her!I am so sorry you had to endure that heartache and am so happy you now have Baker. Thanks for sharing!
- May 7, 2013 at 7:20 PM
- Regine Karpel said...
What a heartfelt post!
Thanks for sharing!
- May 11, 2013 at 2:16 AM


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Nox Futura is an in-development, open source roguelike game. Combining elements of Dwarf Fortress, Civilization, Warhammer, Douglas Adams and years of RPG experience, it is slowly becoming the game I've always wanted to play. It is open source, and you may browse the source on github. Be sure to check the development blog for updates!
You can download Nox Futura here.
Please consider supporting the effort on Patreon.
Current Features:
- Truly 3D voxel-based world, rendered in old-school ASCII/CP-437. Layers below your camera are visible. Lighting is truly dynamic, incorporating time of day, latitude (for sun angle), and building light sources.
- Fast, dynamic world-gen creates a realistic world map with biomes and other procedurally generated civilizations. Currently, on my Intel i5 you can have a playable world in under a minute – with 300 other civilizations on a 128×128 world (16,384 playable regions – but in the current version you can't visit all of them).
- Crash-land your escape pod with 10 randomly generated settlers. Settlers start out relatively useless, but can gain skills as you utilize them. Settlers have schedules to divide their time into work, play and rest. They have unique appearances and clothing, and skills derived from a long list of useless professions including Insurance Adjuster, Ranch Dressing Expert and more.
- Fully dynamic map: chop down trees, dig tunnels and stair-cases, and build structures.
- Extensible/moddable workshop and labor system: Lua configuration files define every buildable workshop, and the "reactions" they can perform. For example, a saw-mill requires a wooden log to build, and converts wooden logs to wooden planks. These can be defined without changing a line of the underlying C++ code. A smart "build" and "workflow" system automatically assigns some labors (such as converting raw materials into usable goods), and provides build queues/menus that only list what you can currently build.
- Wildlife is spawned in appropriate biomes (also configurable via Lua files). Settlers with ranged weapons will hunt, and (if a butcher shop exists) harvest edible wildlife into food.
- You can spawn in an area with members of other civilizations present. They will have houses, and basic interactions with you (many more to come). World-gen spawned civilizations continue to run in the background.
By the year 2525, Eden – the human home-world – is crowded, scarred by war, and bordering on uninhabitable. It is decided to build colony ships, and spread humanity's influence into the stars. After a (rigged) vote, it is determined that different classes of colony ship shall be built. The A Class colonies will be comprised of humanity's best and brightest: scientists, engineers, the best farmers – the people who actually do something useful. The B Class colonies will transport the people who don't have anything to contribute to society: the insurance adjusters, telephone sanitizers and atmosphere coordinators of the world. C Class colonies will be comprised of the petty criminals who don't pose an immediate danger to society (dangerous criminals will be left behind), and the D Class vessels will be stocked with anyone who didn't fit in the previous categories.
Realizing that the A Class vessels are far too important for the future of humanity to take big risks, it is decided to perform the final beta testing on B Class colony ships. Hair dressers, feng-shui consultants and bloggers are loaded onto their ships, fed mimosa's, and told great stories of their future in the stars. Then, they are put into deep-sleep, and the colony ships jump to hyperspace – under the guidance of a very advanced, and thoroughly untested, artificial intelligence.
You are Cordex, the artificial intelligence in charge of Beta 1 of the colony program. Take off goes smoothly, and everyone is settled in hyper-sleep while you lead your settlers to their new home. Then, of course, something goes wrong. Sensors register an impact, damage control reports that the damage control sensors are damaged, and navigation goes haywire. In the blink of an eye, Cordex drops the stricken ship from hyperspace, and searches the knowledge-base for further instructions. "TODO: Write emergency protocols" is the only guidance the beta software has to offer, so Cordex improvises. Scanners detect a habitable – but uncharted – planet not too far away, and Cordex limps towards it. Damage control sensors come online for long enough to indicate that the ship is too damaged to land, so Cordex has the ship's systems load the computer and six randomly selected settlers (the ones nearest to the door) into the primary escape pod – and launches towards the planet. The ship should remain in orbit for years to come, and hopefully the remaining settlers can be rescued.
Leaving a trail of devastation, the escape pod comes to rest on the newly discovered planet. Communications and defense systems are offline, power is scarce – but six settlers are waking up from hyper-sleep, the food replicator and water condensers are online. There is still hope! As the ship's AI – and honestly, the only competent being here – it is your duty to keep the settlers alive, help them rebuild, and use them as your eyes, ears and limbs to either thrive here or escape the planet.


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Remember back here I made a quilted zigzag cushion from some natural cotton/linen and the gorgeous Ruby Star Rising fabrics by Melody Miller?
I'd intended to make 3 of them, decided on 2 after realising that it was all a bit time consuming, last weekend I finally finished the second one:
Similar to the first but used a different colour for the border. The two of them look very happy together on our new Jimmy Possum couch.


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I love Chef Rob Feenie, and I have all of his cookbooks. This recipe comes from his cookbook "Casual Classics".The pork is rubbed with a spice mixture and then cooked slowly in a 250 degree oven for 8-10 hours. I put the pork in the oven right before I go to bed and then "presto" the meat is ready to be pulled!! I simplified a few items after making this recipe a few times. Chef Feenie makes his own BBQ sauce and vinaigrette for the coleslaw, but I prefer my favourite store bought brands instead. The Napa cabbage is so wonderful and I now prefer it to regular cabbage after making this coleslaw.
3kg pork shoulder or pork butt (with bone if you can find one)
Dry Rub:
1 Tablespoon ground cumin
1 Tablespoon garlic powder
1 Tablespoon onion powder
1 Tablespoon chili powder
1 Tablespoon cayenne powder
1 Tablespoon black pepper
1 Tablespoon paprika
½ Cup brown sugar ½ Cup Kosher salt
(You will not use all of this on the pork. Store unused portion in a jar, or divide recipe for rub in half).
Combine all the rub ingredients.
Preheat oven to 250 degrees.
Rub the pork generously with the spice mixture.
Place the pork in a roasting pan. Cover with foil or lid and cook for 8-10 hours. I did this before I went to bed and in the morning I woke up to the wonderful aromas of yumminess!
Allow pork to cool a bit, then pull the pork into individual pieces.
I divided the pork in half and placed one portion into a resealable plastic bag and froze it for another meal
Continuation of Ingredients:
BBQ Sauce (homemade or your favourite)
BBQ Sauce mayonnaise (2-3 Tablespoons BBQ sauce +½ Cup Mayonnaise)
Small soft buns
Napa Cabbage Slaw
4 Cups shredded/or thinly sliced Napa cabbage
2 Cups shredded carrots
1 Cup sliced green onions
Kraft Coleslaw salad dressing
In a oven-proof dish combine pulled pork and ½ Cup of BBQ sauce. Cover with aluminum foil and warm the meat in a 375 degree oven. Remove once heated through. Set aside.
Combine slaw ingredients. Add desired amount of salad dressing to the vegetables.Set aside.
In a small bowl combine 2-3 tablespoons of bbq sauce with ½ Cup of mayonnaise. Set aside.(I like lots of mayo so I doubled the mayo and bbq sauce)
Slice buns and warm them up in the oven.
Remove buns from the oven. Slather each half with bbq mayonnaise. Top with desired amount of pulled pork. Drizzle a little bbq sauce over the meat. Top meat with the Napa slaw. Enjoy!
Print Recipe:Pulled Pork Sliders
|Preheat oven to 250 degrees.
|Combine spice ingredients,
|Generously rub spice mixture all over the pork. Cover with a lid and place in oven for about 8-10 hours.
|Put remaining spice in a small jar to store.
|Remove cooked pork from the oven. Remove pork from the pan and allow to cool a bit before pulling.
|Pull the pork. I divided mine in half and put in a resealable storage bag and froze for another time.
Place the pork in a ovenproof dish and add 1/2 Cup or more of bbq sauce and heat in oven just prior to making sliders.
|Make bbq sauce mayonnaise. I make a lot because I love mayo!
|I really like this dressing for coleslaw.
|Prepare Napa slaw.
|Warm buns in the oven and then slather with the bbq sauce mayonnaise.
|Top with pulled pork and drizzle more bbq sauce over meat.
|Top the meat with Napa slaw.


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An iteration, in the context of an Agile project, is a timebox during which development takes place, the duration of which:
- may vary from project to project, usually between 1 and 4 weeks
- is in most cases fixed for the duration of a given project
A key feature of Agile approaches is the underlying assumption that a project consists excusively of a sequence of iterations, possibly with the exception of a very brief "vision and planning" phase prior to development, and a similarly brief "closure" phase after it.
In general iterations are aligned with calendar weeks, often starting on mondays and ending on fridays; this is more a matter of convenience than an explicit recommendation and many teams adopt different conventions.
The fixed length of iterations gives teams a simple way to obtain, based on velocity and the amount of work remaining, a usually accurate (though not very precise) estimation of the project's remaining duration.
Also Known As
The Scrum community has historically used the term "sprint", but the two are nowadays used interchangeably without any particular connotation attached to one or the other.
XP refers to iterations as "weekly cycles".
Agile usage of the term "iteration" as essentially synonymous with "timebox" is a departure from the everyday meaning of "the act of repeating" when used in an abstract sense and "one repetition" more concretely; it is that more usual meaning which is conveyed by the sense "iterative development".
- 1991: RAD, possibly the first approach in which timeboxing and "iterations" in the looser sense of "one repetition of the entire software development process" are closely combined, is described by James Martin in his "Rapid Application Development"
- 1995: the earliest writings on Scrum introduce the notion of the "sprint" as iteration, although its duration is variable
- 1998: the first writings on Extreme Programming describe fixed-length, three-week iterations and emphasize the advantage of this scheme in obtaining imprecise but accurate feedback on schedule performance
Agile Alliance Resources
Help Us Keep Definitions Updated
Let us know if we need to revise this Glossary Term.


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Vermont Fresh Award Winning Spicy Black Bean Ravioli
Talk about, quick, easy and delicious...
You can have a fresh local dinner ready to enjoy in under 10 minutes.
What you need:
one 13 oz package of Vermont Fresh Spicy Black Bean Ravioli (12 pieces).
shredded (
sharp cheddar cheese
1 jar (Fox Meadow Red Mexican) Salsa
Drop ravioli into boiling water, cook for approximately 2 minutes (do not overcook)
Plate the ravioli and top with Fox Meadow's salsa (my favorite) and
You can microwave or broil to melt the cheese.
Add a dollop of sour cream on the side and enjoy! (feeds 2 - 3 people)


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I like collecting recipes from magazines, since I was a single young girl and lived together with my parents. When I'm married and left my home country, I took this collection of course. This is not only a big help for me by cooking but also has a sweet memories. Everytime I leaf through this thick collection folder, I think of the time as I was a young girl..
One of the recipe I found in this folder is mocca brownies. I tried out this recipe as our espresso automatic machine broken and being repaired, so I had to buy instant espresso powder since my husband and I can't live without coffee. Meanwhile we have a new espresso machine and we are happy about it.
120 g butter
170 g caster sugar (I used only 140 g)
3 eggs
30 g cooking chocolate
2 tbs instant espresso powder (for example nescafe)
70 g all purpose flour
1 tsp kahlua (coffee liquer) - optional
Preheat the oven 160°C. Beat the butter and sugar until light and fluffy. Add eggs one at a time, beating well. Let the chocolate melting in a bowl over pan of hot water. Remove from heat and allow melted chocolate to cool slightly. Sift flours and mix it with instant coffee. Pour it into the egg mixture, stirring well. Finally pour the melted chocolate into mexture. stirring well. Add Kahlua if you like. Place the mixtures in prepared brownies/cake pan. Bake for 30-35 minutes until cake firms to touch. Remove from oven and allow it to cool slightly. Cut in pieces and enjoy it with coffee or tea.