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Observing Conditions Example: NIRI Spectroscopy of an Extended Object
This is an example of aspects to consider when choosing observing condition constraints. The science drivers for each program are distinct, of course, and thus the appropriate set of conditions for your own observations may be quite different. The example is taken from the NIRI System Verification plan.
Consider a program to take an H-band (1.7µm) spectrum across the star-forming core of the galaxy M82 to measure the relative H and He recombination line strengths. Good spectral resolution is required, both to separate the Brackett-series H lines and to achieve good line-to-continuum contrast against the underlying stellar emission. NIRI in its f/14 configuration was selected as spectral resolution is more important than slit throughput for this program.
- Image quality - the target is spatially extended and thus the flux through the slit is very insensitive to observing conditions. To maximise the likelihood of the observation being executed, "any" (100%-ile) conditions was chosen.
- Sky transparency (cloud cover) - although the program is designed to measure relative line fluxes, photometric conditions are required in order to derive the dust extinction using data at other wavelengths. The 50%-ile conditions ("photometric") was chosen. Had photometry not been required, 70%-ile ("thin cirrus") would likely have been selected, even though it would increase the integration time, to improve the likelihood of observation execution.
- Sky transparency (water vapour content) - from the transmission spectra of this wavelength region, there is very little sensitivity to water vapour content, therefore "any" conditions was chosen.
- Sky background - Aside from the period soon after sunset and before sunrise, the variation in OH background is adequately small, therefore 80%-ile conditions was chosen.
Note that the statistical likelihood of execution of this observation, if all of the observing conditions are truly uncorrelated, is 100% * 50% * 100% * 80% = 40% of the time when the target is accessible in the sky. (In fact one would expect some mild correlation and so this is a slight underestimate). Note that 40% is not the probability of observations being completed successfully in the queue since a project will be allocated time when conditions are right for that project.


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Moderators: Three Stars, dagny, pfim, netwolf
llipgh2 wrote:I wish Root would carry these games. I've been listening to them online.
relantel wrote:Loved the shot of Sabourin with Boys of Winter playing.
Noticed quite a bit of empty seats though.
Pens4Life wrote:How is Nick Peterson playing or how has he done this season? Could be PF that we could use maybe in season or two?
Three Stars wrote:I totally dig those uniforms.
Streaks House wrote:Despres wins it in 2-OT from Street and Tangradi!
tfrizz wrote:Streaks House wrote:Despres wins it in 2-OT from Street and Tangradi!
Seems like Tangradi is an impact player for the Baby Pens. Every time I check a game he's putting up points.
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subset: commoncrawl


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You have a unique medical history. Therefore, it is essential to talk with your doctor or healthcare provider about your personal risk factors and/or experience with endometriosis. By talking openly and regularly with your healthcare provider, you can take an active role in your care.
Here are some tips that will make it easier for you to talk to your healthcare provider:
- Bring someone else with you. It helps to have another person hear what is said and think of questions to ask.
- Write your questions ahead of time, so you don't forget them.
- Write down the answers you get, and make sure you understand what you are hearing. Ask for clarification, if necessary.
- Don't be afraid to ask your questions or ask where you can find more information about what you are discussing. You have a right to know.
- What causes endometriosis?
- Based on my medical history, lifestyle, and family background, am I at risk for endometriosis?
- How do I know if someone in my family had or has endometriosis? What symptoms should I ask about?
- Am I currently taking any medication that puts me at higher risk for developing endometriosis?
- Do I currently have any habits that may cause endometriosis?
- How do I best prevent endometriosis?
- Is there a cure for endometriosis?
- How do I best treat endometriosis?
What medications are available to help me?
- What are the benefits/side effects of these medications?
- Will these medications interact with other medications, over-the-counter products, or dietary or herbal supplements I am already taking for other conditions?
- Is there any surgery that will help endometriosis? How do I know if one is right for me?
- Are there any alternative or complementary therapies that will help me?
Are there other dietary changes I should make? How do I go about it?
- Can you refer me to a registered dietitian who can help me with my diet?
Should I engage in exercise?
- What kind of exercise is best?
- How often should I exercise?
- How do I get started with an exercise program?
- Should I stop drinking alcohol?
- Should I stop drinking beverages with caffeine?
- How do I know that my prevention or treatment program is effective?
- Are there any tests I can have to find out if I have endometriosis?
- Will I be able to have children if I have endometriosis?
Revision Information
- Reviewer: EBSCO Medical Review Board Beverly Siegal, MD, FACOG
- Review Date: 09/2018 -
- Update Date: 09/17/2014 -


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Lebanon Population: 6,237,7381 VISITOR FROM HERE!
« Previous Country | Next Country » Back to Flag Counter Overview
|Following World War I, France acquired a mandate over the northern portion of the former Ottoman Empire province of Syria. The French demarcated the region of Lebanon in 1920 and granted this area independence in 1943. Since independence the country has been marked by periods of political turmoil interspersed with prosperity built on its position as a regional center for finance and trade. The country's 1975-90 civil war that resulted in an estimated 120,000 fatalities, was followed by years of social and political instability. Sectarianism is a key element of Lebanese political life. Neighboring Syria has historically influenced Lebanon's foreign policy and internal policies, and its military occupied Lebanon from 1976 until 2005. The Lebanon-based Hizballah militia and Israel continued attacks and counterattacks against each other after Syria's withdrawal, and fought a brief war in 2006. Lebanon's borders with Syria and Israel remain unresolved.
Smallest country in continental Asia; Nahr el Litani is the only major river in Near East not crossing an international boundary; rugged terrain historically helped isolate, protect, and develop numerous factional groups based on religion, clan, and ethnicity
|Middle East, bordering the Mediterranean Sea, between Israel and Syria
|Geographic coordinates:
| total: 10,400 sq km
land: 10,230 sq km
water: 170 sq km
Size comparison: about one-third the size of Maryland
|Land Boundaries:
|total: 484 km border countries (2): Israel 81 km, Syria 403 km
|225 km
|Maritime claims:
|territorial sea: 12 nm
|Mediterranean; mild to cool, wet winters with hot, dry summers; the Lebanon Mountains experience heavy winter snows
|narrow coastal plain; El Beqaa (Bekaa Valley) separates Lebanon and Anti-Lebanon Mountains
|Elevation extremes:
|Natural resources:
|limestone, iron ore, salt, water-surplus state in a water-deficit region, arable land
|Land use:
| agricultural land: 63.3% arable land 11.9%; permanent crops 12.3%; permanent pasture 39.1% forest: 13.4%
other: 23.3% (2011 est.)
|Irrigated land:
|1,040 sq km (2012)
|Natural hazards:
|dust storms, sandstorms
|Current Environment Issues:
|deforestation; soil erosion; desertification; air pollution in Beirut from vehicular traffic and the burning of industrial wastes; pollution of coastal waters from raw sewage and oil spills
|International Environment Agreements:
| party to: Biodiversity, Climate Change, Climate Change-Kyoto Protocol, Desertification, Hazardous Wastes, Law of the Sea, Ozone Layer Protection, Ship Pollution, Wetlands
signed, but not ratified: Environmental Modification, Marine Life Conservation
|^Back to Top
| noun: Lebanese (singular and plural)
adjective: Lebanese
|Ethnic groups:
|Arab 95%, Armenian 4%, other 1% note: many Christian Lebanese do not identify themselves as Arab but rather as descendants of the ancient Canaanites and prefer to be called Phoenicians
|Arabic (official), French, English, Armenian
| Muslim 54% (27% Sunni, 27% Shia), Christian 40.5% (includes 21% Maronite Catholic, 8% Greek Orthodox, 5% Greek Catholic, 6.5% other Christian), Druze 5.6%, very small numbers of Jews, Baha'is, Buddhists, Hindus, and Mormons
note: 18 religious sects recognized (2012 est.)
|6,237,738 (July 2016 est.)
|Age structure:
| 0-14 years: 24.65% (male 786,842/female 750,449)
15-24 years: 16.73% (male 534,040/female 509,663)
25-54 years: 44.44% (male 1,401,857/female 1,370,462)
55-64 years: 7.54% (male 220,020/female 250,288)
65 years and over: 6.64% (male 181,627/female 232,490) (2016 est.)
|Dependency ratios:
| total dependency ratio: 47.3%
youth dependency ratio: 35.4%
elderly dependency ratio: 12%
potential support ratio: 8.3% (2015 est.)
|Median age:
| total: 29.9 years
male: 29.3 years
female: 30.5 years (2016 est.)
|Population growth rate:
|0.85% (2016 est.)
|Birth rate:
|14.4 births/1,000 population (2016 est.)
|Death rate:
|4.9 deaths/1,000 population (2016 est.)
|Net migration rate:
|-1.1 migrant(s)/1,000 population (2016 est.)
| urban population: 87.8% of total population (2015)
rate of urbanization: 3.18% annual rate of change (2010-15 est.)
|Major urban areas - population:
|BEIRUT (capital) 2.226 million (2015)
|Sex ratio:
| at birth: 1.05 male(s)/female
0-14 years: 1.05 male(s)/female
15-24 years: 1.05 male(s)/female
25-54 years: 1.02 male(s)/female
55-64 years: 0.88 male(s)/female
65 years and over: 0.79 male(s)/female
total population: 1 male(s)/female (2016 est.)
|Maternal mortality rate:
|15 deaths/100,000 live births (2015 est.)
|Infant mortality rate:
| total: 7.6 deaths/1,000 live births male: 8 deaths/1,000 live births
female: 7.1 deaths/1,000 live births (2016 est.)
|Life expectancy at birth:
| total population: 77.6 years male: 76.3 years
female: 78.9 years (2016 est.)
|Total fertility rate:
|1.73 children born/woman (2016 est.)
|Health expenditures:
|6.4% of GDP (2014)
|Physicians density:
|3.2 physicians/1,000 population (2011)
|Hospital bed density:
|3.5 beds/1,000 population (2012)
|Drinking water source:
| improved:
urban: 99% of population
rural: 99% of population
total: 99% of population
urban: 1% of population
rural: 1% of population
total: 1% of population (2015 est.)
|Sanitation facility access:
| improved:
urban: 80.7% of population
rural: 80.7% of population
total: 80.7% of population
urban: 19.3% of population
rural: 19.3% of population
total: 19.3% of population (2015 est.)
|HIV/AIDS - adult prevalence rate:
|0.06% (2015 est.)
|HIV/AIDS - people living with HIV/AIDS:
|2,400 (2015 est.)
|HIV/AIDS - deaths:
|100 (2015 est.)
|Obesity - adult prevalence rate:
|30.8% (2014)
|Education expenditures:
|2.6% of GDP (2013)
| definition: age 15 and over can read and write
total population: 93.9%
male: 96%
female: 91.8% (2015 est.)
|School life expectancy (primary to tertiary education):
| total: 12 years male: 12 years
female: 12 years (2013)
|Unemployment, youth ages 15-24:
| total: 22.1% male: 22.3%
female: 21.5% (2007 est.)
|^Back to Top
|Country name:
| conventional long form: Lebanese Republic
conventional short form: Lebanon
local long form: Al Jumhuriyah al Lubnaniyah
local short form: Lubnan
former: Greater Lebanon
etymology: derives from the Semitic root "lbn" meaning "white" and refers to snow-capped Mount Lebanon
|Government type:
|parliamentary republic
| name: Beirut
geographic coordinates: 33 52 N, 35 30 E
time difference: UTC+2 (7 hours ahead of Washington, DC, during Standard Time)
daylight saving time: +1hr, begins last Sunday in March; ends last Sunday in October
|Administrative divisions:
|8 governorates (mohafazat, singular - mohafazah); Aakkar, Baalbek-Hermel, Beqaa, Beyrouth (Beirut), Liban-Nord (North Lebanon), Liban-Sud (South Lebanon), Mont-Liban (Mount Lebanon), Nabatiye
|22 November 1943 (from League of Nations mandate under French administration)
|National holiday:
|Independence Day, 22 November (1943)
|drafted 15 May 1926, adopted 23 May 1926; amended several times, last in 2004 (2016)
|Legal system:
|mixed legal system of civil law based on the French civil code, Ottoman legal tradition, and religious laws covering personal status, marriage, divorce, and other family relations of the Jewish, Islamic, and Christian communities
|21 years of age; compulsory for all males; authorized for women at age 21 with elementary education; excludes military personnel
|Executive branch:
| chief of state: President Michel AWN (since 31 October 2016)
head of government: Prime Minister Saad al-HARIRI (since 18 December 2016); Deputy Prime Minister Ghassan HASBANI (since 18 December 2016)
cabinet: Cabinet chosen by the prime minister in consultation with the president and National Assembly elections/appointments: president indirectly elected by the National Assembly with two-thirds majority vote in the first round and if needed absolute majority vote in a second round for a 6-year term (eligible for non-consecutive terms); (next to be held in 2022); prime minister and deputy prime minister appointed by the president in consultation with the National Assembly
election results: Michel AWN elected president; National Assembly vote in second round - Michel AWN (FPM) 83; note - in the initial election held on 23 April 2014, no candidate received the required two-thirds vote, and subsequent attempts failed because the National Assembly lacked a quorum to hold a vote; the president was elected in the 46th attempt on 31 October 2016
|Legislative branch:
| description: unicameral National Assembly or Majlis al-Nuwab in Arabic or Assemblee Nationale in French (128 seats; members directly elected in multi-seat constituencies by majority vote; members serve 4-year terms); note - seats are apportioned among the Christian and Muslim denominations note: Lebanon's Constitution states the National Assembly cannot conduct regular business until it elects a president when the position is vacant
elections: last held on 7 June 2009 (next to be held in May 2017)
election results: percent of vote by coalition - March 8 Coalition 54.7%, March 14 Coalition 45.3%; seats by coalition - March 14 Coalition 71; March 8 Coalition 57; seats by coalition following 16 July 2012 byelection held to fill one seat - March 14 Coalition 72, March 8 Coalition 56
|Judicial branch:
| highest court(s): Court of Cassation or Supreme Court (organized into 8 chambers, each with a presiding judge and 2 associate judges); Constitutional Council (consists of 10 members) judge selection and term of office: Court of Cassation judges appointed by Supreme Judicial Council, a 10-member body headed by the chief justice, and includes other judicial officials; judge tenure NA; Constitutional Council members appointed - 5 by the Council of Ministers and 5 by parliament; members serve 5-year terms
subordinate courts: Courts of Appeal; Courts of First Instance; specialized tribunals, religious courts; military courts
|Political parties and leaders:
|14 March Coalition: Future Movement Bloc [Sa'ad al-HARIRI] Kata'ib Party [Sami GEMAYEL] Lebanese Forces or LF [Samir JA'JA] Marada Movement [Sulayman FRANJIEH] Social Democrat Hunshaqian Party [Sebouh KELPAKIAN] Hizballah-led bloc (formerly 8 March Coalition): Amal Movement [Nabih BERRI] Ba'th Arab Socialist Party of Lebanon [Fayez SHUKR] Free Patriotic Movement or FPM [Gibran BASSIL] Hizballah [Hassan NASRALLAH] Islamic Actions Front [Sheikh Zuhair al-JU'AYD] Marada Movement [Sulayman FRANJIEH] Syrian Social Nationalist Party [Ali QANSO] Tashnag or Armenian Revolutionary Federation [Hagop PAKRADOUNIAN] Independent: Progressive Socialist Party or PSP [Walid JUNBLATT]
|Political pressure groups and leaders:
|Grand Mufti of Lebanon [Sheikh Abdul Latif DERIAN] Maronite Church [Patriarch Bishara al-RA'I] note: most sects retain militias and a number of Sunni militant groups operate in Palestinian refugee camps
|International organization participation:
|ABEDA, AFESD, AMF, CAEU, FAO, G-24, G-77, IAEA, IBRD, ICAO, ICC (national committees), ICRM, IDA, IDB, IFAD, IFC, IFRCS, ILO, IMF, IMO, IMSO, Interpol, IOC, IPU, ISO, ITSO, ITU, LAS, MIGA, NAM, OAS (observer), OIC, OIF, OPCW, PCA, UN, UNCTAD, UNESCO, UNHCR, UNIDO, UNRWA, UNWTO, UPU, WCO, WFTU (NGOs), WHO, WIPO, WMO, WTO (observer)
|National symbol(s):
|cedar tree; national colors: red, white, green
|National anthem:
| name: "Kulluna lil-watan" (All Of Us, For Our Country!)
lyrics/music: Rachid NAKHLE/Wadih SABRA
note: adopted 1927; chosen following a nationwide competition
|Diplomatic representation in the US:
| chief of mission: Ambassador (vacant); Charge d'Affaries Carla JAZZAR (since 28 January 2016)
chancery: 2560 28th Street NW, Washington, DC 20008
telephone: [1] (202) 939-6300
consulate(s) general: Detroit, New York, Los Angeles
|Diplomatic representation from the US:
| chief of mission: Ambassador Elizabeth H. RICHARD (since May 2016)
embassy: Awkar, Lebanon (Awkar facing the Municipality)
mailing address: P. O. Box 70-840, Antelias, Lebanon; from US: US Embassy Beirut, 6070 Beirut Place, Washington, DC 20521-6070
telephone: [961] (4) 542600, 543600
|^Back to Top
Lebanon has a free-market economy and a strong laissez-faire commercial tradition. The government does not restrict foreign investment; however, the investment climate suffers from red tape, corruption, arbitrary licensing decisions, complex customs procedures, high taxes, tariffs, and fees, archaic legislation, and weak intellectual property rights. The Lebanese economy is service-oriented; main growth sectors include banking and tourism. The 1975-90 civil war seriously damaged Lebanon's economic infrastructure, cut national output by half, and derailed Lebanon's position as a Middle Eastern entrepot and banking hub. Following the civil war, Lebanon rebuilt much of its war-torn physical and financial infrastructure by borrowing heavily, mostly from domestic banks, which saddled the government with a huge debt burden. Pledges of economic and financial reforms made at separate international donor conferences during the 2000s have mostly gone unfulfilled, including those made during the Paris III Donor Conference in 2007, following the July 2006 war. Spillover from the Syrian conflict, including the influx of more than 1.1 million registered Syrian refugees, has increased internal tension and slowed economic growth to the 1-2% range in 2011-15, after four years of averaging 8% growth. Syrian refugees have increased the labor supply, but pushed more Lebanese into unemployment. Chronic fiscal deficits have increased Lebanon's debt-to-GDP ratio, the fourth highest in the world; most of the debt is held internally by Lebanese banks. Weak economic growth limits tax revenues, while the largest government expenditures remain debt servicing, salaries for government workers, and transfers to the electricity sector. These limitations constrain other government spending and limit the government's ability to invest in necessary infrastructure improvements, such as water, electricity, and transportation.
|GDP (purchasing power parity):
| GDP (purchasing power parity): $85.16 billion (2016 est.) $84.32 billion (2015 est.) $83.48 billion (2014 est.)
note: data are in 2016 dollars
|GDP (official exchange rate):
|GDP (official exchange rate): $51.82 billion (2015 est.)
|GDP - real growth rate:
|1% (2016 est.) 1% (2015 est.) 2% (2014 est.)
|GDP - per capita (PPP):
| GDP - per capita (PPP): $18,500 (2016 est.) $18,500 (2015 est.) $18,500 (2014 est.)
note: data are in 2016 dollars
|Gross national saving:
|2% of GDP (2016 est.) 1.1% of GDP (2015 est.) -1.6% of GDP (2014 est.)
|GDP - composition, by end use:
| household consumption: 93.4%
government consumption: 13.7%
investment in fixed capital: 27.2%
investment in inventories: 0.6%
exports of goods and services: 20.2%
imports of goods and services: -55.1% (2016 est.)
|GDP - composition, by sector of origin:
| household consumption: 93.4%
government consumption: 13.7%
investment in fixed capital: 27.2%
investment in inventories: 0.6%
exports of goods and services: 20.2%
imports of goods and services: -55.1% (2016 est.)
|Agriculture - products:
|citrus, grapes, tomatoes, apples, vegetables, potatoes, olives, tobacco; sheep, goats
|banking, tourism, food processing, wine, jewelry, cement, textiles, mineral and chemical products, wood and furniture products, oil refining, metal fabricating
|Industrial production growth rate:
|1.4% (2016 est.)
|Labor force:
|1.628 million note: does not include as many as 1 million foreign workers, nor refugees (2013 est.)
|Labor force - by occupation:
| agriculture: NA%
industry: NA%
services: NA%
|Unemployment rate:
|Population below poverty line:
|28.6% (2004 est.)
|Household income or consumption by percentage share:
| lowest 10%: NA%
highest 10%: NA%
| revenues: $9.953 billion
expenditures: $14.44 billion (2016 est.)
|Taxes and other revenues:
|19.2% of GDP (2016 est.)
|Public debt:
| 161.5% of GDP (2016 est.) 147.6% of GDP (2015 est.)
note: data cover central government debt, and exclude debt instruments issued (or owned) by government entities other than the treasury; the data include treasury debt held by foreign entities; the data include debt issued by subnational entities, as well as in
|Fiscal year:
|calendar year
|Inflation rate (consumer prices):
|Inflation rate (consumer prices): -1% (2016 est.) -3.8% (2015 est.)
|Current account balance:
|-$10.56 billion (2016 est.) -$10.65 billion (2015 est.)
|$3.108 billion (2016 est.) $3.551 billion (2015 est.)
|Exports - commodities:
|jewelry, base metals, chemicals, consumer goods, fruit and vegetables, tobacco, construction minerals, electric power machinery and switchgear, textile fibers, paper
|Exports - partners:
|Saudi Arabia 12.1%, UAE 10.6%, Iraq 7.6%, Syria 7.1%, South Africa 6.6% (2015)
|$17.98 billion (2016 est.) $16.71 billion (2015 est.)
|Imports - commodities:
|petroleum products, cars, medicinal products, clothing, meat and live animals, consumer goods, paper, textile fabrics, tobacco, electrical machinery and equipment, chemicals
|Imports - partners:
|China 11.5%, Italy 7.1%, Germany 6.8%, France 6%, US 5.7%, Russia 4.6%, Greece 4.4% (2015)
|Reserves of foreign exchange and gold:
|$47.74 billion (31 December 2016 est.) $48.6 billion (31 December 2015 est.)
|Debt - external:
|$40.74 billion (31 December 2016 est.) $37.08 billion (31 December 2015 est.)
|Stock of direct foreign investment - at home:
|Stock of direct foreign investment - abroad:
|Market value of publicly traded shares:
|$11.22 billion (30 December 2014 est.) $10.54 billion (30 December 2013 est.) $10.42 billion (28 December 2012 est.)
|Exchange rates:
|Lebanese pounds (LBP) per US dollar - 1,507.5 (2016 est.) 1,507.5 (2015 est.) 1,507.5 (2014 est.) 1,507.5 (2013 est.) 1,507.5 (2012 est.)
|^Back to Top
|Electricity - production:
|18 billion kWh (2014 est.)
|Electricity - consumption:
|16 billion kWh (2014 est.)
|Electricity - exports:
|0 kWh (2013 est.)
|Electricity - imports:
|100 million kWh (2014 est.)
|Electricity - installed generating capacity:
|2.3 million kW (2014 est.)
|Electricity - from fossil fuels:
|90.2% of total installed capacity (2012 est.)
|Electricity - from nuclear fuels:
|0% of total installed capacity (2012 est.)
|Electricity - from hydroelectric plants:
|9.8% of total installed capacity (2012 est.)
|Electricity - from other renewable sources:
|0% of total installed capacity (2012 est.)
|Crude oil - production:
|0 bbl/day (2015 est.)
|Crude oil - exports:
|0 bbl/day (2013 est.)
|Crude oil - imports:
|0 bbl/day (2013 est.)
|Crude oil - proved reserves:
|0 bbl (1 January 2016 es)
|Refined petroleum products - production:
|0 bbl/day (2013 est.)
|Refined petroleum products - consumption:
|143,000 bbl/day (2014 est.)
|Refined petroleum products - exports:
|0 bbl/day (2013 est.)
|Refined petroleum products - imports:
|139,900 bbl/day (2013 est.)
|Natural gas - production:
|0 cu m (2013 est.)
|Natural gas - consumption:
|150.1 million cu m (2010 est.)
|Natural gas - exports:
|0 cu m (2013 est.)
|Natural gas - imports:
|150.1 million cu m (2010 est.)
|Natural gas - proved reserves:
|0 cu m (1 January 2014 es)
|Carbon dioxide emissions from consumption of energy:
|16 million Mt (2013 est.)
|^Back to Top
|Cellular Phones in use:
|total: 4.4 million subscriptions per 100 inhabitants: 71 (July 2015 est.)
|Telephone system:
| general assessment: repair of the telecommunications system, severely damaged during the civil war, now complete
domestic: two mobile-cellular networks provide good service; combined fixed-line and mobile-cellular subscribership almost 90 per 100 persons
international: country code - 961; submarine cable links to Cyprus, Egypt, and Syria; satellite earth stations - 2 Intelsat (1 Indian Ocean and 1 Atlantic Ocean); coaxial cable to Syria (2015)
|Broadcast media:
|7 TV stations, 1 of which is state owned; more than 30 radio stations, 1 of which is state owned; satellite and cable TV services available; transmissions of at least 2 international broadcasters are accessible through partner stations (2007)
|Internet country code:
|Internet users:
|total: 4.577 million percent of population: 74% (July 2015 est.)
|^Back to Top
|8 (2013)
|Airports (paved runways):
| total 5
over 3,047 m: 1
2,438 to 3,047 m: 2
1,524 to 2,437 m: 1
under 914 m: 1 (2013)
|Airports (unpaved runways):
| total 3
914 to 1,523 m: 2
under 914 m: 1 (2013)
|1 (2013)
|gas 88 km (2013)
| total 401 km
standard gauge: 319 km 1.435-m gauge
narrow gauge: 82 km 1.050-m gauge
note: rail system unusable due to damage sustained from fighting in the 1980s and in 2006 (2008)
| total 6,970 km
(includes 170 km of expressways) (2005)
|Merchant marine:
| total 29
by type: bulk carrier 4, cargo 7, carrier 17, vehicle carrier 1
foreign-owned: 2 (Syria 2)
registered in other countries: 34 (Barbados 2, Cambodia 5, Comoros 2, Egypt 1, Georgia 1, Honduras 2, Liberia 1, Malta 6, Moldova 1, Panama 2, Saint Vincent and the Grenadines 2, Sierra Leone 2, Togo 6, unknown 1) (2010)
|Ports and terminals:
|major seaport(s): Beirut, Tripoli container port(s) (TEUs): Beirut (1,034,249)
|^Back to Top
|Military branches:
|Lebanese Armed Forces (LAF): Lebanese Army ((Al Jaysh al Lubnani) includes Lebanese Navy (Al Quwwat al Bahiriyya al Lubnaniya), Lebanese Air Force (Al Quwwat al Jawwiya al Lubnaniya)) (2013)
|Military service age and obligation:
|17-30 years of age for voluntary military service; 18-24 years of age for officer candidates; no conscription (2013)
|Military expenditures:
|4.04% of GDP (2012) 4.06% of GDP (2011) 4.04% of GDP (2010)
|^Back to Top
|Transnational Issues
|Disputes - International:
|lacking a treaty or other documentation describing the boundary, portions of the Lebanon-Syria boundary are unclear with several sections in dispute; since 2000, Lebanon has claimed Shab'a Farms area in the Israeli-occupied Golan Heights; the roughly 2,000-strong UN Interim Force in Lebanon has been in place since 1978
|Refugees and internally displaced persons:
| refugees (country of origin): 452,669 (Palestinian refugees); 7,234 (Iraq) (2015); 1,033,513 (Syria) (2016) IDPs: 12,000 (2007 Lebanese security forces' destruction of Palestinian refugee camp) (2015)
stateless persons: undetermined (2014); note - tens of thousands of persons are stateless in Lebanon, including many Palestinian refugees and their descendants, Syrian Kurds denaturalized in Syria in 1962, children born to Lebanese women married to foreign or stateless men; most babies born to Syrian refugees, and Lebanese children whose births are unregistered
|Illicit drugs:
|cannabis cultivation dramatically reduced to 2,500 hectares in 2002 despite continued significant cannabis consumption; opium poppy cultivation minimal; small amounts of Latin American cocaine and Southwest Asian heroin transit country on way to European markets and for Middle Eastern consumption; money laundering of drug proceeds fuels concern that extremists are benefiting from drug trafficking
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Source: CIA - The World Factbook


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Every day last week, Paul, Otis, Lilah, and I took the funky white and blue striped public bus to a little pebbled cove a few miles from town. Paul taught the kids to skip rocks while I devoured Keith Richard's autobiography.
I apologize for not having a recipe to share with you today. I haven't cooked since we left our Bali house, though we have eaten like royalty - actually more like happy peasants. My favorite Greek food is the rustic, grandma-style cooking that still seems to dominate taverna menus. We scarfed succulent meats, long stewed in local tomatoes, olive oil, and herbs. Greek salads filled with tangy local feta, juicy tomatoes, crisp cucumbers, and fragrant red onion, and a generous drizzle of olive oil were a daily necessity at our table. Sweet stuffed tomatoes with rice and oregano and thyme were perfect, as were the tatziki and fava spreads. We snacked on local almonds, firm red cherries, and plump apricots with plenty of creamy yogurt drizzled with honey.
I am itching to get back to my Berkeley kitchen, bust out my grandmother's old dogeared Greek cookbooks and get cooking.
Do any of you have any Greek recipes or cookbooks you adore? Please share with us if you do! For a while now, I've been eying Vefa's Kitchen. I'd love to hear from anyone who has tried it.
We are heading to Istanbul in a few days - more to come soon...


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What are "Indoor" Shoes?
MSGL students get to play outside every day that the weather allows. This means their shoes can get wet and muddy. To avoid tracking that dirt onto the carpet, we ask that you provide your child with one pair of shoes to wear inside the classroom. These shoes will stay at school.
Your child will probably change outdoor shoes with the seasons - from sandals to sneakers to snow boots - but indoor shoes can stay the same all year. Walking around in the classroom with bare feet is not allowed, so a comfy pair of shoes that the child enjoys wearing is a must.
Below are some good examples of indoor shoes that work well for the children. These styles of shoes keep a child's foot dry from spills, are non-slip, stay attached to the foot, and they allow the child to get them on and off by themselves.
Below are some examples of indoor shoes that DO NOT work well for the children. Slippers are not water-resistant and they can be difficult to walk in. If a child has not yet learned to tie, shoes with laces can be impossible for a child to get on and off by himself. Please save these types of shoes to wear at home.
If you want to be sure your child's belongings find their way home, you can order personalized labels for shoes, clothing, lunch boxes, and etc. online. This year, we are partnering with Mabel's Labels for a handy fundraiser. During August and September, 2015, you can buy labels and MSGL will receive a percentage of your purchase price.
Your thoughtfulness when shopping for indoor shoes will help put your child on the path to independence. Thank you!
Somdatta and Felicia of the Canoe Birch Class and Cathy and Mary of the All-Day Program invited the children to tell who and what they are thankful for and then wrote their answers on leaves. Each class has a paper tree by the door displaying the children's gratitude. As this Thanksgiving Day draws to a close I thought it would be nice to share the gratitude of these 3, 4, and 5-year-olds with all of you.
Enjoy your holiday weekend!
Grace's first day of Montessori preschool, 1997.
Last summer, my 19-year-old daughter was getting ready to move into her first apartment. I was excited for her to have the chance to live on her own and had been setting aside household items that I thought she could use. One day, after admiring the "steal" of a chair I had found at Goodwill, she asked me, "Aren't you sad that I won't live here anymore?"
"Well, honey," I said, "I always imagined that you would grow up and move out of the house. That was our goal all along for you to be an independent, self-sufficient person."
"I know," she said. "But I'm kind of sad that I won't be sleeping here anymore."
I reminded her that she had hardly slept at home at all since she started college last year. She lived in the dorm, four hours away from home and we often didn't hear from her for days.
"Yeah, but this is different. I just can't believe this won't be my home address anymore. Are you going to change the garage door code?"
A-ha! Then I figured it out. She was worried about cutting the cord from the house where she grew up. I had been concerning myself with making sure she was comfortable "out there" and she was worried she would no longer be welcome back at home.
It occurred to me that not much has changed between that day and the day sixteen years ago when we were preparing to send her to preschool here at the Montessori School of Greater Lafayette. Back then we were so excited to help our "baby" pick out a new lunch box and indoor shoes but we had little idea what to do to help prepare her (or ourselves) emotionally for this new chapter. She sailed through preschool and is now working through nursing school just fine, but we have learned a lot since then. Today I am sharing some tips and advice gathered from teachers and parents here at MSGL to help you and your child prepare for the first days of preschool.
Talk about school - mindfully.
Talk with your child about preschool when he is in the mood. Maybe he will bring it up or you can start the conversation, just don't push too hard. If your child seems "done" with the conversation or is becoming anxious, let the topic drop until later. And be honest about your feelings when you do talk about school. Some children worry that their parents will be sad or lonely when they are gone. When you say, "I am going to miss being with you in the morning, but it makes me happy to know you will be enjoying yourself at school," it lets him know that you will miss him but you are confident that school is a good place for him to be.
Check out the new environment.
MSGL's Parent Work Day is Saturday, August 16th. This is a great time to get familiar with the school and classroom environments and to be part of the school community. Children are encouraged to help clean lockers, pull weeds, and load and unload wheelbarrows full of mulch right alongside their parents and new classmates. And, each family member's time counts towards your volunteer hours requirement.
You will have another opportunity to get familiar with the school when your child attends her New Student Orientation visit on Monday, August 18th. This is her first opportunity to see her teachers and classmates in her new classroom. She can put her indoor shoes in her locker, locate her cubby and extra clothes box, and see where the bathroom is. The whole family can attend the Parent Orientation later that evening and maybe your child can give a tour of her new classroom.
Make new friends.
You will receive a class list via email in August. Consider contacting a few families on the list to set up a playdate before school starts. Even if you can't get together with any other families, you and your child can look over the names on the list together. You may discover that one of his classmates lives on your street or maybe someone has the same name as a sibling or a friend.
Help her dress for success.
Our Montessori classrooms are prepared to encourage your child's independence and you can help by providing your child with shoes and clothing that she can put on and take off by herself. Belts, suspenders, and jumpsuits look smart but they can be difficult for your child to use successfully. Provide your child a choice of clothing that allows her complete independence in her self-care routines. And please remember that preschool is a time to jump in and explore. Paint, snack, sand, and dirt from the garden can stain your child's clothing, so please send her to school in clothes that can stand to get dirty.
Plan a morning routine.
Now is a good time to do a mental run-through of your morning routine. Consider how much time your child needs to wake up, get dressed, and eat breakfast. Allow time for packing lunches, finding coats and shoes, and getting on the bike or in the car. Then add a few extra minutes. Parents and children who are not in a rush tend to have much better experiences at drop-off. Some families even do a few "practice runs" in the summer to see if they can get to school and work on time.
Create a goodbye routine.
Discuss with your child how you each want to say goodbye at drop-off. Some families say, "After you put on your inside shoes and put away your lunch box, we will walk to the classroom and I will give you three hugs and two kisses before I go to work." Some children like to wave to dad out the window and some parents leave their children with specific plans for what they will do after school. "Sonia is picking you up today" or "we are going to the Farmer's Market on our bikes after school today." Children have so little control over their daily lives that they appreciate at least knowing what is happening and when.
And while we're talking about goodbyes, let's take just a moment to consider the specter of separation anxiety.
What if my child cries when I walk away?
Separating from your child that first time can be heart-breaking, but remember - it's only for a few moments. The majority of children who are sad when they separate from their parents are able to calm themselves and choose an activity within a few minutes. If you have gone through the goodbye routine and are finding it hard to turn around and walk away, ask your teacher for help. Sometimes parents say, "Please help me. I need to leave." That is the teacher's sign that she needs to hold your child's hand or pick her up so that you can walk away. Teachers don't want to step in before you are ready to go but they are happy to help when you ask them.
The best thing you can do for your child at drop-off is to be consistent and walk away when you say you will. Lingering tends to just prolong the heartache for the parent and the child. The first few times you drop your child off may be difficult, but trust that with consistent repetition you and your child will develop a peaceful good-bye routine.
Talk with the teachers.
Talk with your child's teachers about how the adjustment period is going. The teachers help dozens of children adjust to school every year but this may be your first time. They expect you will have questions and concerns. Email is a great way to communicate with your child's teachers and all of the contact information is available on the classroom web page at Msgl.org.
Help your child talk about his day.
If this is the first time your child has been away from home you will no doubt be very eager to know what he did all day. Unfortunately, preschoolers often say they "did nothing" or "just played." A lot of things happened between the time you dropped him off that morning and when you picked him up several hours later, but he might not yet be able to give a sequential list of his activities. Here are some ideas to help your child tell you about his day.
Take care of yourself!
The best thing you can do during these last few weeks of summer is to give you and your child the gift of a regular bedtime that allows enough sleep to wake up refreshed and ready for the big days ahead. Fill up with a good breakfast each morning and be extra patient with your child and especially with yourself. Parenting preschoolers, like college students, is hard work and there is no right way to do it. Follow your heart and follow your child, and in sixteen years, or so, you will be very proud of the people you have both become.
What did your child do at preschool today? You can try asking, but often they will say they did nothing or they "played." The most common question I receive from parents is, "How can I know he is doing anything at school? He never tells me anything and his cubby has been empty for days."
Please believe me, your child is doing something. A lot of stuff, actually. But he may not remember "doing" anything at all that day. And his accomplishments often cannot be held in the hand or seen with the eye at pick-up time. If he could tell you, it might sound like this:
I concentrated today!
When someone asked to play with me, I said yes.
I looked at the caterpillars in the jar - for a very long time. Then my teacher read me a book about butterflies. Twice. Because I asked.
I sat next to a friend who was labeling the lifecycle of the frog. I handed her the labels and helped her match them. I got her a paper towel when her fingers were gluey.
When everyone was talking about bees I told them, "Bumblebees don't sting. Only honey bees sting. Bumblebees just bumble." Everyone agreed with me.
I looked at a real chicken egg and a real duck egg. I said the duck egg was bigger.
I used the very heavy tortilla press to make playdough tortillas. My friends helped and we laughed. None of us pinched our fingers.
I compromised about sitting in the comfy chair.
I served myself a snack, ate it politely alongside my friends, and cleaned up after myself.
I felt sad - just for a little bit - because I missed my mom.
I noticed that the lizard's food bowl was empty and cut some lettuce for him.
I waited for a turn on the orange bike.
I heard that a friend is going to Korea for the summer and I gave him a hug to say goodbye.
A preschooler's greatest and most important work often doesn't have any external product to show for it. Having and being a friend, acting out of kindness, demonstrating patience and self-control, taking care of oneself, feeling satisfied with a job well done - these things are all internalized. The children in our classrooms build their character and their understanding of the world every day, but they can't always verbalize it. They are doing so much challenging work! But they do not yet see their actions and successes as separate from themselves.
After a sunflower seed sprouts in the garden we might notice as the stem grows taller, but we cannot see the acts of photosynthesis and respiration and transpiration that take place every single day. The sunflower plant continues to do its work converting sunlight to sugars and sugars to fuel - the internal work of living - whether we take notice or not. Then, one day it blooms and we look at it and say, "Finally!"
Maria Montessori believed that the child reveals himself through his work, not through his outwardly visible successes and accomplishments. Every experience he has is internalized and becomes a part of his very being. She put it this way, "The things he sees are not just remembered; they form a part of his soul."
Stories from their day and recorded work, like the blooms of a sunflower, are parts of the child we can see and they might be pleasing to us, but they are only the product of a monumental amount of internal work. So please don't worry when your child says she did nothing all day. Nothing to grown-ups can be everything in the life of a child.
Lots of peace, lots of love ~ Heather
- Thanks to Jennifer Tyrrell for this guest post. Jennifer is a Montessori teacher who worked in the Spruce Toddler class at MSGL from 2003 - 2005.
One of the arguments I hear most often when I'm describing Montessori is that the open workspace—in particular the freedom to move around, to work where you do best for a specific task, and the ability to make a snack when you like—is not properly preparing children for the realities of life or the workforce: at some point they will have to learn to stay at their desk and do their work like everyone else. I think my husband's workplace shows the opposite to be true.
My husband Jeremiah took the family to visit his "office" in Cummins's COM building. Cummins is a well-known, large, international, Fortune 500 company that makes diesel engines, and they've recently built this COM building in their Columbus, Indiana, headquarters with a "collaborative workspace" design. They have converted several spaces in other buildings to this open style, as well. With this collaborative workspace, departments are located on the same floor, as much as possible. Though employees can work wherever they like on any floor, they are encouraged to work amongst their department's floor.
He showed us his locker (hook and cubby) with a couple drawers for his personal items and work laptop (each employee is given one as their primary work tool), and a thin cabinet for his coat and outerwear. Then we walked around a huge floor with areas that have a variety of tables, some standing height, some for chairs; other areas with couches and coffee tables; other more intimate areas with armchairs and footstools (Jeremy's favorite). A couple of kitchenettes with long counters and stools (snack tables) are located centrally with no walls enclosing them. There are cabinets (shelves) that divide some places and contain files and materials for everyone to access.
There are even treadmills with laptop spaces and hookups for those who need movement as they work (they are calibrated for walking, not running . . . we walk in the workplace :) There are walls to divide the elevators and small conference rooms (which can be used and reserved by any employee), but other than those areas, there are no rooms, no "offices", no cubicles, it is all shared space: managers working amongst underlings. It looks like, well . . . a grown-up Montessori classroom :)
They are doing this to encourage collaborative problem solving and to make the workday more pleasant so that Cummins continues to retain younger employees. Please share with anyone who questions the appropriateness of Montessori's open workspace. :)
You can read a news article about more of the company's redesigned workspaces see additional photos, here.
Photo courtesy of Lena Atkinson
What is Montessori?
Rather than explaining what Montessori is, I am offering an excerpt from an article that does a beautiful job of describing what Montessorians do. Maria Montessori's Decalogue is a set of 10 rules for adults working in a Montessori classroom. It is relevant to parents, grandparents, and caregivers of all types who strive to relate to children peacefully and respectfully in any environment.
I hope you will enjoy this expanded version of the Montessori Decalogue as written by The Mammolina Children's Home Montessori Kindergarten in Beijing, China.
The Montessori Decalogue
1. Never touch the child unless invited by him (in some way or another).
Unless there is a very strong reason to (like avoiding an accident, for example), one should never touch a child unless a child requests it. Picking up a child without the child's consent, even if in a playful manner, or grabbing her hand, pushing her, etc., should always be avoided. If children are engaged, looking at a book, working, playing, resting, the same principle applies. Children invite contact in many ways, and parents and adults in general, who work with children, know how to interpret the signs they send. It is important also to respect a child when she is angry and does not want to be touched or picked up.
2. Never speak ill of the child in his presence or absence.
Speaking ill of a child, or making negative comments about a child, either in the child's presence or absence, denotes lack of respect for the child. It also sets a frame of mind and denotes an attitude that is negative and conducive to confrontation—and not always open! Preconceived ideas often linger as negative thoughts and breed reactive behavior. If an adult falls into this trap, it is very easy for a lack of patience and negative attitudes to creep in and damage the relationship with the child.
3. Concentrate on strengthening and helping the development of what is good in the child, so that its presence may leave less and less space for what is negative.
If adults focus on negative behavior, children will feel inadequate. This will result in low self-esteem, and a self-fulfilling prophecy like behavioral patterns will take over. Negativity will become second nature. Instead, by focusing on what is positive, the child will feel safe and confident. Children are learning what is and is not acceptable behavior can and cannot be done, etc. They do not need punishments or rewards. Simply to be shown what is and is not acceptable, by adults that model appropriate behavior.
4. Be proactive in preparing the environment, take meticulous and constant care of it. Help the child establish constructive relations with it. Show the proper place where the means of development are kept and demonstrate their proper use.
If the child is presented with a prepared environment, there is little need for much more. Again, modeling appropriate behavior is essential. A child that is shown an orderly environment will likewise feel encouraged to keep it orderly. If a child has available manipulatives she can handle, play and work with, rather than things she cannot touch, she will feel at ease to explore the world around her. If objects are at reach, that the child may break or hurt herself with, she should be shown how to handle them, rather than told "don't touch!" A kitchen is a world full of wonder for a child! Cutting, cooking, stirring, pouring, etc., are all activities the child will want—and need!—to master in order to become independent. Include the child in as many activities as possible at home, from cleaning to cooking; there is enough to keep any child busy and engaged all day long.
5. Be ever ready to answer the call of the child who stands in need of you, and always listen and respond to the child who appeals to you.
There is nothing worse for a child than to feel insecure and ignored. Abandonment is a feeling no child should have to live with. "If a child asks for attention, then that child needs attention," stressed Montessorian Margaret Homfray. When people brush a child aside and say, "she just wants attention," that person is missing the point: a child only wants attention when she needs attention. Children who feel cared for and do not have to worry about being abandoned, even if for a short time, are far more likely to care for others and show concern for and trust others, than those who experience this sort of "cold shoulder" treatment. Also, "timeout" and "go to your room and stay there" approaches are also expressions of abandonment.
6. Respect the child who makes a mistake and can then or later correct it herself, but stop firmly and immediately any misuse of the environment and any action which endangers the child, its own development or that of others.
Avoid rushing to correct mistakes a child has committed. Children are learning to cope and function. They will persist and practice to their heart's content whatever skill they need to acquire, until they master it. If a child starts throwing things around and disrespecting the environment, by all means, stop her. Yet, explain why you had to stop her. Reason and listen to what the child may have to say. Maria Montessori said that "a child's first tantrums are the first ills of her soul." There is always a reason for everything. Try to bring the reason to light. Punishing, isolating the child, etc., will only feed her pain, and burry deep those reasons—she will learn to hide rather than communicate.
7. Respect the child who takes a rest or watches others working or ponders over what she herself has done or will do. Neither call her nor force her to other forms of activity.
A child that is idle is often not idle at all… Children need to be given space to find what it is they are interested in and want to do. Once they do, they pursue their interests with unrestrained passion and perseverance! A child that is observing other children or adults is also learning. If the child is resting, she is not being lazy and doing nothing just lying there—she is most probably processing information, observing, reflecting on something she did, or saw, or is planning on doing.
8. Help those who are in search of activity and cannot find it.
Be sensitive to the needs of the child including differentiating when apparent inactivity is inner activity, or in contrast, a child is simply lost. A child in search of activity and unable to find it is usually restless. If sitting or lying down, it can be noticed that she is not "engaged;" she is not resting, but simply lost and prostrated. There is a thin line that separates these two worlds. It is the adult's responsibility to observe carefully and find out the signs—often very different from child to child—that can reveal what the child is experiencing. Abandonment differs from rest and contemplation.
9. Be untiring in repeating presentations to the child who refused them earlier, in helping the child to acquire what is not yet her own and to overcome imperfections. Do this by animating the environment, with care, with purposive restraint and silence, with mild words and loving presence. Make your ready presence felt to the child who searches and hide from the child who has found.
A child may need to be shown the right way to do something, say a word, express her feelings or acquire any sort of new skill, many, many times. One should never grow tired of repeating it, such as reading the same bedtime story or singing the same jingle. Children seek perfection in all they do until they reach a level which meets their needs (not what the adult may think "perfect" is, or means.) To be always available but not intrusive is an art. When a child needs help, she will ask for it. When a skill has been acquired and the child no longer needs assistance, adults should respect the child's new acquired or reached level of independence.
10. Always treat the child with the best of good manners and offer her the best you have in yourself and at your disposal.
Children who are respected will learn to respect others. Giving the child the best one has to give helps the child learn that you are someone she can count on, and teaches her to also give others the best she has to give. It is important the way Montessori puts it, "the best you have in yourself," as if to say, always reach higher, but do not feel dismayed if you fall short, and "the best" that you can give is not the best you think or know you should give. If your best manners are not always what they should be—a common feeling parents harbor when children seem to be pushing their patience beyond the limits, do not lose heart. The way Dr. Montessori put it, is basically this: have realistic expectations towards the child, and yourself too. Give the best you have to give, but don't feel guilty if you fall short. Simply keep striving to improve and always do your best. If you commit a mistake, giving the child your best may well be recognizing it and apologizing. "Amy, Mommy got upset and shouted. That was not nice of me. I am sorry." Children also need to recognize mistakes, learn to apologize, and that parents are not always perfect.
These are basic principles. What Montessori strives for is to protect the child from all sorts of negative influences that can create deviations in the child's spirit and psyche. To preserve the natural curiosity of the child, help her find her interests, protect her passion for learning, foster it and let it grow in a healthy way. In this way, the child can contribute her best to society. This is conducive to world peace, as Dr. Montessori envisioned it, and Montessorians believe is possible. It takes passion, it takes commitment, and it takes working together.
- Excerpted from Montessori: Committed People with a Passion for Children by the Mammolina Children's Home Montessori Kindergarten in Beijing, China.
I had the great pleasure of working in my former classroom today and it reminded me of why the three-year cycle in Montessori classrooms is so beneficial, not least of all, to the teachers.
Our Montessori preschool classrooms are composed of a mixed-age group of children who remain, ideally, in one classroom for three years. A child starts at age three and stays through her Kindergarten year. This is called the three year cycle. Each of those years brings new and unique learning opportunities for the child. As a three-year-old, the child observes her older peers and benefits from their experience. As a four-year-old, she starts to see herself as one of the "big kids" and expands her social circle. In her Kindergarten year she is recognized as a leader and takes pride in helping others.
When I took a sabbatical at the end of the school year in May, I left behind children who had been in my classroom for one or two years. I was able to catch up with many of those students today when I visited the classroom. I observed that two of "my" third-year students, I'll call them S and K, were part of what Montessorian John Chattin-McNichols calls a "roving pack of 5-year-olds." They were wandering around with some other boys and mixing it up a little. I knew these two boys when they were just barely three years old. I knew them before they could consciously control their bodies at group time and even before they could dress themselves successfully. Now, here they were - big, bold 5-year-olds and I was curious to see who they had become eight months after we last worked together.
Angie, my dear friend and the lead teacher of my former class, shared with me that S and K had been working on the squaring and cubing chains in the math area, so I asked them about those activities. They were eager to show me what they had already done and tell me what came next. Within a few minutes, they broke off from the pack and were ready to master the 10 cubing chain.
The 10 cubing chain - or 1000 chain - is a concrete representation of 10 cubed. It's made up of one thousand pea-sized beads organized into bars of ten. The bars of ten are attached at the ends to make a chain. Children are ready for this work after they have mastered the 1 - 10 squaring chains and the 1 - 9 cubing chains. This video from the DuPage Montessori School in Naperville, Illinois provides a good overview of how the squaring and cubing chains are presented in the Montessori classroom.
The 10 cubing chain is nearly 30 feet long so it must be laid out in the hallway outside the classroom. So, off to the hallway we went.
S and K divided up the tasks between themselves. One carried the rolled-up mat and the other carried the chain. We established the space we would use in the hallway and K unrolled the mat while S went back into the classroom for the number tabs. We discussed how they would sort the tabs on the tray and move it down the mat as they worked.
S found the 1000 tab. He knew it went at the very end of the chain but he left it on the tray. There was a pause before they started and I asked what number they would start with. S said, "We have to count them all."
That is certainly one way to do it. But when a child is ready for the 1000 chain, he is generally ready to complete it without counting every number because he can now count by tens and hundreds. Once you trust that 10 is ten, you don't have to count it again.
I asked if they thought they could first put tabs on the hundreds. Yes! They were sure they could. Together, we counted the bars as 10, 20, 30 and so on until we got to 100. S got the 100 tab and marked that spot. K quickly grasped the system and immediately went to work sorting out all of the hundreds tabs in a separate group so that S could place them. This was my cue to find something else to do. I went back inside the classroom to assist Miss Angie while the boys marked off every 100th bead on the chain with the appropriate tab.
They repeated the process, stopping after each bar of ten. K was the sorter, S was the placer. "150! I need 150," S said. K had it ready. There was never any disagreement, that I heard, over who would do which task. They just got started and they each found their niche as they went. And they were really digging their work.
They started the cubing chain work at 9:45 and I checked in with them every few minutes. They finished at 11:00. One of them stopped to use the bathroom then went straight back to his work. Other children would step into the hall to see what was happening and then go back inside to their work.
Sometimes I checked on S and K without speaking and other times I acknowledged their progress. Once, I said I would be back to check on them in a bit unless they needed some help. "We need some help," S said. They could not find the tab for 590. I suggested they leave a space for that number and they could put it there when they found it. They never found it, but they were able to move on without hesitation.
As they got to the very end, S picked up the 1000 tab and started to place it under the 1000th bead. K said, "Hey! We decided we would put that one on together!" And so they did. That's when this photo was snapped.
If you had asked me three years ago if these children were developing normally and if they were going to learn to read and write and grow up to be compassionate humans I would have responded, "Of course they will!" But in the back of my head there would have been a tiny voice saying, "What if they aren't? What if they are never able to sit in a chair for more than 8 seconds? What if they never learn to put their shoes on by themselves? What if they show no interest in reading? What if they always write six as 9?"
That doubtful voice is a familiar one to parents because most of us only get to experience the development of one or two children. We fear we will do something wrong and our children will not achieve their potential. Preschool teachers should know better because we get to observe hundreds of children over the course of our careers, right? But sometimes, even with years of experience, we forget that our job is simply to prepare a nourishing environment. It is the child who must do the work of building the man.
In 1949, Maria Montessori offered us some guidance in our quest to relax and trust that each child will reveal himself as a competent and confident being in his own time. In The Absorbent Mind she wrote, "...for while, in the traditional schools, the teacher sees the immediate behavior of her pupils, knowing that she must look after them and what she has to teach, the Montessori teacher is constantly looking for a child who is not yet there."
Dr. Montessori also implemented the three-year cycle in our classrooms to give us enough time to look for that child and see him before he moves on to primary school.
I am not at all surprised that S and K can count to 1000 by tens and hundreds. I am not surprised that they can recognize 3-digit numerals or that they can prepare, complete, and put away their work. I am not even surprised that two 5-year-old boys willingly work together on a math material for 1 hour and and 15 minutes with only a bathroom break and very limited guidance. I've seen it before.
I am surprised at the sense of joyous relief I feel each time children reveal themselves in this way. It's an experience that never gets old. I suppose that's the ultimate reward of being a teacher.
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Time for this month's Daring Bakers' challenge. Host Jenny of Jenny Bakes presented us with an easy challenge - cheesecake. She gave us the freedom to do any flavor cheesecake and any kind of crust as long as we used the recipe she gave us as the starting point. The recipe comes from Jenny's friend Abbey. Abbey's recipe was very similar to the recipe that I've been using for years. My batter is made with three sticks (24 ounces) of cream cheese, 3 large eggs, 1 cup of sugar, and a little heavy cream and/or butter. Any number of flavors can be added to the batter and, over the last 15 years, I have tried many combinations. The major difference between my usual recipe and Abbey's is the amount of heavy cream. I usually use about 2 to 4 ounces heavy cream which adds some mellow richness to the cheesecake. Abbey's recipe uses a full 8 ounces. Oh my, how decadent! Not that I'm complaining. If you're going to make cheesecake, might as well make the richest, creamiest one you can.
Many people love cheesecake, but I am not one of them. Most of the time it's too tangy-sour-cheesy for me. Even so, I've baked a lot of cheesecakes in my lifetime and people are always impressed by homemade cheesecake. Cheesecake is not as hard as people imagine it is to make, but let's keep that little secret between you and me.
Since I'm not a fan of cheesecake, I prefer batters with flavors that downplay that cream-cheesiness. I know that defeats the purpose of a cheesecake. One of my favorite flavors is espresso/coffee. I gave up coffee about a year ago due to health reasons, but I can still have one very teeny-tiny cappuccino every few weeks. Having one is pretty much a special occasion for me. I can tell you the exact details surrounding each one I've had in the last 6 months. Can you tell how much I miss drinking coffee? For my birthday last month my husband asked me what I wanted to do. I said I wanted to go to the Blue Bottle Café at the Mint Plaza and share a cappuccino. Hey, what can I say? I'm a cheap date.
Anyway, like I was saying, espresso cheesecake sounded really good. I didn't want to do a graham cracker, cookie, shortbread or pastry crust, so I decided to make a chocolate brownie for my crust using a recipe from Tish Boyle's "The Cake Book". The brownie bottom was a perfect complement to the espresso bean flecked cafe latte filling. The bottom layer was like a really moist and fudgy brownie and the filling layer was extremely smooth and creamy. It must be from all that heavy cream. That Abbey really knows her stuff. Thanks to hostess Jenny for sharing this great recipe. So there you have it. Another DB challenge under my belt - that makes 24 and counting. I can't wait to see what's in store for next month.
The fine print:
The April 2009 challenge is hosted by Jenny from Jenny Bakes. She has chosen Abbey's Infamous Cheesecake as the challenge. Please visit Jenny Bakes to see the original recipe for Abbey's infamous cheesecake.
Brownie Bottom Latte Cheesecake
(One 10-inch cheesecake)
Brownie Bottom Ingredients:
4 ounces bittersweet chocolate, coarsely chopped (I like using 60-72%cacao)
4 ounces (1 stick) unsalted butter, cut in 8 pieces
1 tbsp instant espresso powder
1 tsp pure vanilla extract
1/4 tsp salt
1 cup granulated sugar
2 large eggs
1/2 cup all purpose flour
Cheesecake Ingredients:
24 ounces cream cheese, at room temperature
1 cup granulated sugar
3 large eggs
1 cup (8 fl oz) heavy cream
2 tsp pure vanilla extract
2 tsp instant espresso powder dissolved in 1 tbsp hot water
2 tsp finely ground espresso beans
Make the brownie bottom:
1. Preheat the oven to 325F. Lightly butter the bottom and sides of a 10x3 inch springform pan. Line the bottom with a circle of parchment paper and butter the parchment. Cut two or three 18-inch squares of heavy duty aluminum foil and wrap the foil around the outside of the pan.
2. In a double boiler, heat the chocolate and butter until just melted. Add the espresso powder, vanilla and salt, Whisk in the sugar until well combined. Whisk in the eggs, one at a time, whisking well after each addition. Stir in the flour until just incorporated.
3. Scrape batter in the prepared pan and smooth the batter into an even layer. Bake the brownie for 25 to 30 minutes until a tester inserted in the middle comes out with a few moist crumbs. Place the pan on a cooling rack while you make the filling. Increase oven temperature to 350F.
Make the cheesecake filling:
1. Combine cream cheese and sugar in the bowl of a stand mixer and cream together until smooth. Add eggs, one at a time, beating well after each addition, scraping down the bowl in between each egg. Add heavy cream, vanilla extract, espresso powder mixture, ground espresso beans and blend until smooth and creamy. Don't overbeat.
2. Pour batter into your baked brownie bottom and gently tap the pan on the counter a few times to bring all air bubbles to the surface. Place pan into a larger pan and pour boiling water into the larger pan until halfway up the side of the cheesecake pan. (The foil wrapped around the pan should help keep the water from seeping into the cake.)
3. Bake at 350F for 45 to 55 minutes, until the edges are set and the center is still a little wobbly. You don't want the cheesecake to be completely firm at this stage. Close the oven door, turn the heat off, and let the cheesecake rest in the cooling oven for one hour. This lets the cake finish cooking and cool down gently enough so that it won't crack on the top.
4. After one hour, remove cheesecake from oven and lift carefully out of water bath. Let it finish cooling on the counter (about 2 hours), and then cover and chill in the refrigerator. Chilling it for at least 4 hours before cutting is important. Otherwise the cheesecake won't be completely set and might be runny when you cut into it.
How to remove the cheesecake from the springform pan:
Run a thin bladed knife along the sides to loosen the cake from the pan. Undo the latch of the springform and remove the ring. Run a thin blade or spatula underneath the parchment paper to loosen the cheesecake from the bottom of the springform pan. I like to use an icing spatula for this. Now place a piece of parchment on top of the cheesecake and then place a plate on top of the parchment so that the cheesecake is sandwiched between the cake pan bottom and the parchment-plate. Invert. Remove the cake pan bottom and gently peel away the parchment from the brownie. Place your serving platter on the brownie and re-invert so that the cheesecake is right side up. Remove the plate and parchment from the top.


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Coach, Nick, Ellis, and Rochelle will soon be controllable in yet another game, but it's not Left 4 Dead 3. Instead, Capcom is borrowing Valve's iconic zombie-slaughtering quartet for the upcoming PC version of Resident Evil 6 and loaning some of its zombies as new downloadable enemies for Left 4 Dead 2.
The Left 4 Dead 2 protagonists will be available in a special "Mercenaries No Mercy" mode in RE6 through a free download available on April 5, two weeks after the game's March 22 PC release. The mode will also make use of the Witch and Mini-Tank special infected zombies from the series, which should prove to be about a million times scarier than any of the undead that were actually featured in the original Resident Evil 6. Speaking of which, sometime this spring, Left 4 Dead 2 players will be able to fight against the Lepotitsa, Napad, and Ogroman zombies from Resident Evil 6, rebuilt by Valve's designers using public Steam Workshop tools.
On one level, this is an obvious cross-marketing opportunity, joining together two of the best-known zombie-killing franchises in video gaming (and bringing to mind Left 4 Dead's previous crossover with Payday: The Heist). On the other hand, while both Left 4 Dead games have been nearly universally praised by critics and fans, Resident Evil 6 was seen as a major critical failure for the storied franchise, with reviews generally ranging from bad to mediocre.
That said, Resident Evil 6 shipped nearly 5 million copies through the end of 2012, proving that the brand is still quite the draw among gamers in general. Nevertheless, Capcom has scaled back its initial projections of 7 million sales for the game by the end of March.
And what about Left 4 Dead 3? We know some people were mad when the second game in the series was announced so soon after the first, but it's now approaching 4 years since the last time Valve offered up a chance to take on the zombie hordes (DLC updates and patches notwithstanding). The closest we've gotten to an official confirmation of a new L4D is Valve's Chet Falsizek telling Eurogamer in October that the game would be coming "some time down the road." What would that sequel look like? According to a Falsizek interview with NowGamer, it would "[need] to be more than a new city with four characters." And... that's about all we've heard from Valve so far.
In the meantime, at least we get to control the familiar survivors in another series. For his part, Faliszek said in a statement, "We're huge Resident Evil fans, so when the opportunity arose to work directly with Capcom to combine L4D2 and RE6, we jumped at it." Yeah right... I bet they're just jumping at a chance to procrastinate more on the next Left 4 Dead, right commenters? [/sarcasm].


text:
|MLBPA Press Release
Courtesy of the Players Trust, the students will receive round-trip transportation to the game, meet the players and receive free tickets, food, beverages and souvenirs.
This season, Buses for Baseball will provide transportation and personal greetings for more than 750 underprivileged children attending Major League Baseball games as invited guests of their big league heroes. Buses for Baseball will provide many of the children with their first chance to attend a Major League Baseball game.
The Players Trust enjoys support from the Houston Astros organization in providing this unique, up close and personal opportunity to share the thrill of Major League Baseball with those less fortunate.
The CAN DO program works extensively with high risk school children ages 5-12 by using the Kids Connection curriculum designed and developed to help nurture strengths, develop self-esteem and help children make healthy choices. The goal of the CAN DO program is to provide community-based, comprehensive and coordinated activities to increase the students' life skills reduce school dropouts and prevent the involvement of youth in gangs, tobacco, drug use and other illegal activities in Houston and surrounding communities.
To watch a brief video featuring the Buses for Baseball program, please visit the Players Trust Channel on YouTube at http://www.youtube.com/MLBPlayersTrust.
Follow the Players Trust on Twitter: @MLBPlayersTrust


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Express Inc
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Serve with your choice of Grace Viennas, Grace Luncheon Meat, Grace Tuna, poultry, fish or as a condiment with any meal.
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