An aeolipile, aeolipyle, or eolipile, from the Greek "αιολουπυλη", also known as a Hero's engine, is a simple, bladeless radial steam turbine which spins when the central water container is heated. Torque is produced by steam jets exiting the turbine. The Greek-Egyptian mathematician and engineer Hero of Alexandria described the device in the 1st century AD, and many sources give him the credit for its invention. However, Vitruvius was the first to describe this appliance in his De architectura (ca. 30–20 BC).
The aeolipile is considered to be the first recorded steam engine or reaction steam turbine, but it is neither a practical source of power nor a direct predecessor of the type of steam engine invented during the Industrial Revolution.
The name – derived from the Greek word Αἴολος and Latin word pila – translates to "the ball of Aeolus", Aeolus being the Greek god of the air and wind.
The aeolipile usually consists of a spherical or cylindrical vessel with oppositely bent or curved nozzles projecting outwards. It is designed to rotate on its axis. When the vessel is pressurised with steam, the gas is expelled out of the nozzles, which generates thrust due to the rocket principle as a consequence of the 2nd and 3rd of Newton's laws of motion. When the nozzles, pointing in different directions, produce forces along different lines of action perpendicular to the axis of the bearings, the thrusts combine to result in a rotational moment (mechanical couple), or torque, causing the vessel to spin about its axis. Aerodynamic drag and frictional forces in the bearings build up quickly with increasing rotational speed (rpm) and consume the accelerating torque, eventually cancelling it and achieving a steady state speed.
Typically, and as Hero described the device, the water is heated in a simple boiler which forms part of a stand for the rotating vessel. Where this is the case, the boiler is connected to the rotating chamber by a pair of pipes that also serve as the pivots for the chamber. Alternatively the rotating chamber may itself serve as the boiler, and this arrangement greatly simplifies the pivot/bearing arrangements, as they then do not need to pass steam. This can be seen in the illustration of a classroom model shown here.
Both Hero and Vitruvius draw on the much earlier work by Ctesibius (285–222 BC), also known as Ktēsíbios or Tesibius, who was an inventor and mathematician in Alexandria, Ptolemaic Egypt. He wrote the first treatises on the science of compressed air and its uses in pumps.
Vitruvius (c. 80 BC – c. 15 BC) mentions aeolipiles by name:
Aeolipilae are hollow brazen vessels, which have an opening or mouth of small size, by means of which they can be filled with water. Prior to the water being heated over the fire, but little wind is emitted. As soon, however, as the water begins to boil, a violent wind issues forth.
Hero (c. 10–70 AD) takes a more practical approach, in that he gives instructions how to make one:
No. 50. The Steam-Engine. PLACE a cauldron over a fire: a ball shall revolve on a pivot. A fire is ignited under a cauldron, A B, (fig. 50), containing water, and covered at the mouth by the lid C D; with this the bent tube E F G communicates, the extremity of the tube being fitted into a hollow ball, H K. Opposite to the extremity G place a pivot, L M, resting on the lid C D; and let the ball contain two bent pipes, communicating with it at the opposite extremities of a diameter, and bent in opposite directions, the bends being at right angles and across the lines F G, L M. As the cauldron gets hot it will be found that the steam, entering the ball through E F G, passes out through the bent tubes towards the lid, and causes the ball to revolve, as in the case of the dancing figures.
It is not known whether the aeolipile was put to any practical use in ancient times, and if it was seen as a pragmatic device, a whimsical novelty, an object of reverence, or some other thing. A source described it as a mere curiosity for the ancient Greeks, or a "party trick". Hero's drawing shows a standalone device, and was presumably intended as a "temple wonder", like many of the other devices described in Pneumatica.[clarification needed]
Vitruvius, on the other hand, mentions use of the aeolipile for demonstrating the physical properties of the weather. He describes them as:
brazen æolipylæ, which clearly shew that an attentive examination of human inventions often leads to a knowledge of the general laws of nature.
After describing the device's construction (see above) he concludes:
Thus a simple experiment enables us to ascertain and determine the causes and effects of the great operations of the heavens and the winds.
In 1543, Blasco de Garay, a scientist and a captain in the Spanish navy, allegedly demonstrated before the Holy Roman Emperor, Charles V and a committee of high officials an invention he claimed could propel large ships in the absence of wind using an apparatus consisted of copper boiler and moving wheels on either side of the ship. This account was preserved by the royal Spanish archives at Simancas. It is proposed that de Garay used Hero's aeolipile and combined it with the technology used in Roman boats and late medieval galleys. Here, de Garay's invention introduced an innovation where the aeolipile had practical usage, which was to generate motion to the paddlewheels, demonstrating the feasibility of steam-driven boats. This claim was denied by Spanish authorities.
- ^ a b c Hero (1851), "Section 50 – The Steam Engine", The Pneumatics of Hero of Alexandria, translated by Bennet Woodcroft, London: Taylor Walton and Maberly, Bibcode:1851phal.book.....W, archived from the original on 11 February 2012 – via University of Rochester
- ^ Hero (1899). "Pneumatika, Book II, Chapter XI". Herons von Alexandria Druckwerke und Automatentheater (in Greek and German). Wilhelm Schmidt (translator). Leipzig: B.G. Teubner. pp. 228–232.
- ^ Kirk, William. "The geographical significance of Vitruvius’ de architectura." Scottish Geographical Magazine 69.1 (1953): 1-10.
- ^ "This toy [Aeolipile] was not the forerunner of any real steam engine, then or later. Such devices represent technical ingenuity but not technological progress." See A.G. Drachmann, The Classical Civilization, pp. 55–56.
- ^ Aeolipile
- ^ a b c Vitruvius (17 May 2008). De Architectura, book 1. Ten Books on Architecture. Chapter VI, paragraph 2 (pages 24–25). Retrieved 9 December 2021.
- ^ Gruntman, Mike (2004). Blazing the Trail: The Early History of Spacecraft and Rocketry. Reston, VA: American Institute of Aeronautics and Astronautics, Inc. p. 1. ISBN 156347705X.
- ^ a b Kitsikopoulos, Harry (2015). Innovation and Technological Diffusion: An economic history of early steam engines. Oxon: Routledge. p. 5. ISBN 9781138948112.
- ^ a b Stone, Joe (2015). Floating Palaces of the Great Lakes: A History of Passenger Steamships on the Inland Seas. Ann Arbor: University of Michigan Press. p. 9. ISBN 9780472071753.
- Maloney, Dan (6 October 2020). "Making a Modern Version of a Steam Engine From Antiquity". Hackaday. Retrieved 6 October 2020.


Holiday Foods That Are Safe & Healthy To Share With Our Pets
Thanksgiving is a day for giving thanks AND for eating huge meals. So many of us are tempted to share special treats with our pets under the table – yet we know it is wrong to do this. There are, however, quite a few holiday foods that are safe and healthy to share with our pets. Here are a few of them:
Sweet potatoes are full of fiber, vitamins, and antioxidants to help fight the effects of aging.
Brussels sprouts are rich in fiber and vitamins and have cancer-fighting properties that can benefit your cat or dog as much as they benefit you. These can be fed as a snack raw or cooked.
Carrots, fresh and raw, are often mentioned as ideal snack for dogs. They also have lots of vitamins, fiber and potassium. Cats also enjoy the benefits of carrots but raw carrots can be hard for some cats to digest. It is best to offer them cooked carrots.
Cranberries have vitamins A, B1, B2, and C. They help maintain healthy urinary tracts. Cats especially can benefit from eating cranberries. If you make your cranberry sauce using fresh cranberries you can safely share this with your dog or cat. Canned or jellied cranberry sauce has too much sugar and should not be given to pets.
Pumpkin is good for dogs to eat not only because it’s low in calories and bursting with vitamins, beta carotene and fiber, but also because it helps with a dog’s digestion. If Fido is suffering from an upset tummy, diarrhea or constipation, a little bit of pumpkin may be just what the veterinarian ordered. It is important to use fresh or the plain canned variety and not pumpkin pie filling. Pumpkin pie filling contains sugars and spices.
Offer these as snacks and avoid feeding them too much at one time. Do not add salt, butter, other dressings, or spices.
Our pets will be thankful for their healthy Thanksgiving snacks.


operating systems Online Quiz - 67
|Description: operating systems Online Quiz - 67
|Number of Questions: 20
|Created by: Aliensbrain Bot
|Tags: operating systems
Shell Varialbles are ?
How many prompts are available in a UNIX system and what it is ?
What option can you use with the Unix "ls" command to display file attributes?
This is the command used for finding the free disk space for all filesystems
Which command shows network status
The diff command only works with input files that are text files
This command displays the current environment or sets the environment for the execution of a command
This Reexecutes a Previously Entered Command
f command is the same as finger command
What is the output of the following command in an empty directory touch -c Filethtdoesntexist.txt
What is the output of the following echo My && echo little || echo world
The command 'id' displays user's
To cut the selected it we normally use Ctrl + X .What is the alternative shortcut for this ?
Alternative option for Ctrl + C (Copy selected item).
Alternative option for Ctrl + V (Paste)
Winkey + D will bring desktop to the top of other windows.We can also do this with...
we use winkey to bring start up menu (Start in the task bar).Another way is there.What is that?
When did the first ANSI programming language standard come out ?
Which of the following is not a Standards issuing body ?
List in chronological order, when these languages became officially recognised as a standard i. ANSI C ii. ANSI COMMON LISP iii. ANSI Cobol iv. ANSI ADA


[neɪm] or [nem]
(noun.) by the sanction or authority of; 'halt in the name of the law'.
(noun.) a language unit by which a person or thing is known; 'his name really is George Washington'; 'those are two names for the same thing'.
(noun.) a defamatory or abusive word or phrase.
(noun.) family based on male descent; 'he had no sons and there was no one to carry on his name'.
(noun.) a well-known or notable person; 'they studied all the great names in the history of France'; 'she is an important figure in modern music'.
(noun.) a person's reputation; 'he wanted to protect his good name'.
(verb.) mention and identify by name; 'name your accomplices!'.
(verb.) give the name or identifying characteristics of; refer to by name or some other identifying characteristic property; 'Many senators were named in connection with the scandal'; 'The almanac identifies the auspicious months'.
(verb.) assign a specified (usually proper) proper name to; 'They named their son David'; 'The new school was named after the famous Civil Rights leader'.
(verb.) charge with a function; charge to be; 'She was named Head of the Committee'; 'She was made president of the club'.
(n.) The title by which any person or thing is known or designated; a distinctive specific appellation, whether of an individual or a class.
(n.) A descriptive or qualifying appellation given to a person or thing, on account of a character or acts.
(n.) Reputed character; reputation, good or bad; estimation; fame; especially, illustrious character or fame; honorable estimation; distinction.
(n.) Those of a certain name; a race; a family.
(n.) A person, an individual.
(n.) To give a distinctive name or appellation to; to entitle; to denominate; to style; to call.
(n.) To mention by name; to utter or publish the name of; to refer to by distinctive title; to mention.
(n.) To designate by name or specifically for any purpose; to nominate; to specify; to appoint; as, to name a day for the wedding.
(n.) To designate (a member) by name, as the Speaker does by way of reprimand.
n. . Appellation, title, epithet, denomination, designation, descriptive term.. Reputation, repute, credit, character.. Note, distinction, fame, renown, celebrity, eminence, honor.
v. a. . Denominate, entitle, style, term, call, dub, phrase, christen, give an appellation to.. Mention, speak of, call by name.. Nominate, designate, specify.
SYN:Designation, cognomination, appellation, title, fame, reputation, authority,appointment, stead, representation
ANT:Namelessness, anonymousness, misnomer, pseudonym, obscurity, ingloriousness,disrepute, individuality, person
SYN:Spectry, designate, call, Indicate
ANT:Misname, miscall, misdesignate, misindicate, hint, suggest, shadow, adumbrate
n. that by which a person or a thing is known or called: a designation: that which is said of a person: reputed character: reputation: fame: celebrity: remembrance: a race or family: appearance not reality: authority: behalf: assumed character of another: (gram.) a noun.—v.t. to give a name to: to designate: to speak of or to call by name: to mention for a post or office: to nominate: to mention formally by name a person in the House of Commons as guilty of disorderly conduct.—adjs. Nam′able Name′able; Name′less without a name: undistinguished: indescribable; Name′worthy distinguished.—adv. Name′lessly.—n. Name′lessness.—adv. Name′ly by name: that is to say.—ns. Name′-plate a plate of metal having on it the name of a person usually affixed to a door or a gate; Nam′er; Name′sake one bearing the same name as another for his sake.—Name the day to fix a day esp. for a marriage.—Call names to nickname; Christian name (see Christian); In name of on behalf of: by the authority of; Proper name a name given to a particular person place or thing; Take a name in vain to use a name lightly or profanely.
- The Unquenchables had done their best to be worthy of the name, for like elves they had worked by night and conjured up a comical surprise. 路易莎·梅·奥尔科特. 小妇人.
- He knew how to blow any sort of bridge that you could name and he had blown them of all sizes and constructions. 欧内斯特·海明威. 丧钟为谁而鸣.
- Name your day, and I will come. 简·奥斯汀. 爱玛.
- There is no coffin in that tomb; and may it be many, many years, before another name is placed above it! 查尔斯·狄更斯. 雾都孤儿.
- In the service I mentally insert Miss Shepherd's name--I put her in among the Royal Family. 查尔斯·狄更斯. 大卫·科波菲尔.
- I wish to leave the poor girls some little independence, as well as a good name. 查尔斯·狄更斯. 荒凉山庄.
- I would like to know if it could not be possible to change the name of that tractor factory. 欧内斯特·海明威. 丧钟为谁而鸣.
- There are names, and Christian symbols, and prayers, or sentences expressive of Christian hopes, carved upon nearly every sarcophagus. 马克·吐温. 傻子出国记.
- Hence the carved names. 马克·吐温. 傻子出国记.
- How Tom, genius-like, struck out new paths, and, relinquishing the old names of the letters, called U _bell_ and P _bottle_. 本杰明·富兰克林. 富兰克林自传.
- We need only note two of their names, Carnot, who was an honest republican, and Barras, who was conspicuously a rogue. 赫伯特·乔治·威尔斯. 世界史纲.
- Tiglath Pileser III and Sargon II, names already familiar in this story, profess to have made them pay tribute. 赫伯特·乔治·威尔斯. 世界史纲.
- Names everywhere! 马克·吐温. 傻子出国记.
- The bacteria are further divided into species, and names are given them to distinguish the different forms. Edward W. Byrn. 十九世纪发明进展.
- My son Johnny, named so after his uncle, was at the grammar-school, and a towardly child. 乔纳森·斯威夫特. 格列佛游记.
- It was given to me, Comrade General, by an _Ingl閟_ named Roberto who had come to us as a dynamiter for this of the bridge. 欧内斯特·海明威. 丧钟为谁而鸣.
- But his spirits were soon rising again, and with laughing eyes, after mentioning the expected return of the Campbells, he named the name of Dixon. 简·奥斯汀. 爱玛.
- We backed a horse named Light For Me that finished fourth in a field of five. 欧内斯特·海明威. 永别了,武器.
- Six of those last-named little promissory notes, all due on the same day, Ben, and all intrusted to me! 查尔斯·狄更斯. 匹克威克外传.
- To one who had named him slave, and, on any point, banned him from respect, he must now have peculiar feelings. 夏洛蒂·勃朗特. 维莱特.
- One other Abbasid Caliph only need be named, and that quite as much for his legendary as for his real importance, Haroun-al-Raschid (786-809). 赫伯特·乔治·威尔斯. 世界史纲.
- She found it difficult to induce Martha to speak of any of her personal interests; but at last she touched the right chord, in naming Mrs. Thornton. 伊丽莎白·盖斯凯尔. 南方与北方.
- If a gentleman was the victim of spies, intruders, and informers (but still naming no names), that was his own pleasure. 查尔斯·狄更斯. 大卫·科波菲尔.
- It was the delight of Adrian and myself to wait on Clara, naming her the little queen of the world, ourselves her humblest servitors. 玛丽·雪莱. 最后一个人.
- Margaret had never spoken of Helstone since she left it, except just naming the place incidentally. 伊丽莎白·盖斯凯尔. 南方与北方.
- I could not help naming him slow and sure, from what I observed of him. 哈里特·威尔逊. 哈里特·威尔逊回忆录.
- Jeremiah then says to me, “As to banns, next Sunday being the third time of asking (for I've put 'em up a fortnight), is my reason for naming Monday. 查尔斯·狄更斯. 小杜丽.
- That is your paper, Gomez said to him naming the leading Catholic-Conservative organ published in Madrid before the movement. 欧内斯特·海明威. 丧钟为谁而鸣.


Norwegian Skjold class Surface Effect Patrol Boat:
While the United States experimented with surface effect craft, they never built or operated a fully militarized version. Only the Norwegian and Soviet / Russian Navy built combatant surface effect craft. Surface effect ships are much faster than most conventional craft due to having far less hull area in the water to create drag. Speed in excess of 80 knots have been achieved in some designs. They also have the advantage of being able to operate in extremely shallow water.
Surface Effect Ships differ greatly from air cushion designs because they use rigid sidewalls for stability and support instead of a flexible skirt to contain the lift air. The Surface Effect Ship design does have flexible seals or "skirts" forward and aft and internal lift fans.
The first Norwegian Skjold, or "Shield", class Patrol Boat was commissioned at the very end of the Twentieth Century. Much smaller than the Soviet / Russian designs and also sometimes called a "Light Corvette", it was followed by six more vessels of the same basic design over the course of the next decade. The first boat of the class was original built without many of the features carried on later boats and had to be rebuilt. This included the replacement of the original diesels with Gas Turbine engines. Instead of grey, as with most naval vessels including those of the Royal Norwegian Navy, these boats were painted in camouflage schemes because they were designed to hide inside of bays and fiords.
Weaponry was a forward mounted 76 mm Oto-Breta super rapid gun, eight "Naval Strike Missiles" cruise missiles in a vertical launch system, and a twin Mistral Surface to air missile mount. The gun generally was for use against smaller targets while the anti-ship missiles were for use against larger targets. Basic tactic against larger vessels would be for these boats would race towards the enemy vessel, fire off their anti-ship missiles, and race away before the could be engaged. The boats used a large amount of composites and were extremely stealthy. There boats were designed with the ability to operate at speeds up to sixty knots on calm waters and forty-five knots in rough waters.
Radar gave the patrol boats a range of up to 180 km against air targets and the able to track surface skimming targets as well. Various improvements were worked into the electronics of the radar system but it was retained throughout the boat's life span. The twin mistral missile mounts could not deal with large numbers of missiles and the 76 mm cannon was also limited in this role. As a result, the vessels mostly relied on the "Softkill" decoy system against incoming missiles. They did not mount any jamming equipment although carried radar detection equipment. These boats only had a relatively small crew of sixteen with four officers.
Like many other militaries, the revolution during the Twenty-Thirties in high strength composites and alloys meant that these patrol boats were incredibly fragile. This had been the case even with conventional weaponry. Instead of building new patrol boats, it was decided to refit these boats. Trying to get authorizing for building new boats from the Norwegian Parliament was almost impossible.
Still, the rebuilding of these boats was more or less building new boats using the original frame. In effect, the entire hull was stripped from the frame and a new hull was build. The hull had to be build from composites to retain the patrol boat's stealth. Weapon systems were retained but new and more powerful ordnance was fitted.
Initially the conventional gas turbines were retained but in later refits, the original engines were also replaced by fusion turbines when they became available. Fusion turbines were initially developed for the use on aircraft, especially fighters, but were soon adapted to a number of different uses including naval vessels. These fusion turbines gave the patrol boats effectively unlimited range and increased top speed by several knots up to sixty four knots in calm water and forty-eight knots in rough seas.
Eventually the Norwegian Parliament was persuaded to build more surface effect boats as tensions increased. Both a class of similar size to the Skjold class and a far larger "heavy corvette" design were authorized. Sixteen of the smaller design were build and four of the larger vessels were built in total. The smaller design was mostly based off of the Skjold class and carried similar weaponry although has much better missile defense. The larger design was much better equipped for general purpose although still much smaller than the Soviet Perekat class Surface Effect Ship Corvette. A second batch of sixteen more of the smaller boats and four of the larger design just before the coming of the Rifts. As it was, construction was never begun on these new surface effect designs. The lighter design would have replaced the 76 mm cannon with a medium railgun.
By the coming of the Rifts, two of the Skjold class had been retired, used for parts for the remaining operation boats. Of the remaining boats, two were kept as training boats and two remained in full active service. It had been planned to finally retire the old patrol boats when the second batch was completed. Most ships and boats were destroyed with the coming of the Rifts. Most likely most of the Skjold class patrol boats were destroyed as well but at least one survived. Unfortunately, it ended up in the hands of pirates in whom hands it has been terrorizing merchant traffic. It can easily disappear back into jumbled fiords.
Model Type: Skjold class Surface Effect Patrol Boat (Project
Class: Ocean, Surface Effect Ship Light Corvette
Crew: 16 (4 officers and 12 enlisted)
Vehicle Compliment: None.
M.D.C. by Location:
|OTO-Melara 3 inch (76-mm)/62-cal Super Rapid (1, Bow):||200|
|Vertical Long Range Missile Launchers (8, fantail):||80 each|
|Sinbad Twin Short Range Missile Launcher (1, Superstructure):||60|
|"Soft Kill" Chaff / Decoy Launcher (1, Bow):||10|
| Thales MRR-3D-NG Multi-Role Radar:||50|
|Bridge / Superstructure:||120|
| Propulsion Water-Jets (2, Rear):||60 each|
| Skirts (2, Forward and aft):||50 each|
| Main Body:||360|
 Destroying Search Radar Tower will eliminate long range radar system. The ship still has backup systems equal to those on robot vehicles.
 Destruction of a Water-Jets will reduce top speed by one half by each water-jet destroyed. Destruction of a Skirt will reduce top speed to 20 knots (23.0 mph / 37.1 kph)
 Destroying the main body destroys propulsion and power systems, disabling the ship. The ship is fitted with an advanced polymer armors that allow the ship to withstand up to -100 M.D.C. before losing structural integrity and sinking. There are enough life preservers and inflatable life boats to accommodate everyone on the ship.
On Water, Hull Borne: 11.5 mph (10 knots/ 18.5 kph)
On Water, On Air Cushion: Calm Seas: 73.7 mph (64 knots/ 118.6 kph) Rough Seas: 55.3 mph (48 knots / 89.0 kph)
Range: Unlimited due to fusion engines (needs to refuel every 5 years and requires maintenance as well). Boat carries one week of supplies on board.
Draft: Hull Borne: 8.20 feet (2.50 meters), On Air Cushion: 3.28 feet (1.00 meters)
Width: 44.29 feet (13.50 meters)
Length: 155.83 feet (47.50 meters)
Displacement: 274 tons fully loaded
Cargo: Can carry 5 tons (4.53 metric tons) of extraneous cargo. Each enlisted crew member has a small locker for personal items and uniforms. Ships officers have some more space for personal items. Most of the ship’s spaces are taken up by extra ammo, armor, troops, weapons, and engines.
Power System: Originally four gas turbines, converted to four nuclear reactors with an average life span of 5 years.
Black Market Price: 100 to 150 million credits on the black market for an intact model.
- One (1) OTO Melara 76mm/62 Super Rapid Naval Gun: The ship mounts a rapid fire three inch gun mount near the bow of vessel. The gun is very reliable and fires very rapidly (About 120 rounds per minute). The main weaknesses of the gun are its relatively short range and the fact it cannot use rocket assisted projectiles. The gun was carried on many ship classes around the world until well into the twenty first century. The guns can be used against other ships, ground targets, aircraft, and even missiles. These guns were among the smallest that could use a proximity fuse for their warheads.
- Eight (8) Long Range Vertical Launch Tubes: On the deck near the fantail of the patrol boat are eight vertical launch tubes. The boat will usually race towards an enemy craft, fire off all of its missiles, and then race off as fast as possible before being engaged. While any long range missile type can be carried, usually special surface skimming missiles will be carried in launchers and are used against surface targets only.
- One (1) Sinbad Twin Short Range Missile Launcher: Mounted on the superstructure, the Sinbad launcher is the only active defensive system aboard the Skjold class. Manually aimed, the launcher has two short range missiles ready to fire. Afterwards the launcher needs to be manually reloaded as well. Some consideration was given towards replacing the launcher with an autonomous system but was never refitted. These missile mounts main purpose is for inner anti-missile point defense and was originally designed to deal with helicopters. SAM type missiles are often carried.
- One (1) Multi Ammunition Softkill System: Located on the bow of the boat, this system is designed to confuse incoming missiles. Reduce effects by 20% against smart missiles (Add +20% to rolls for smart missiles.) Rifts Earth decoys systems are assumed to not operate on Phase World missiles due to technological difference.
Maximum Effective Range: 4.9 miles (4.3 nautical miles/8.0 km) for standard projectiles
Mega-Damage: High Explosive: 1D4x10 M.D.C. with 10 ft (3 m) blast radius per single shot and 3D4x10 M.D.C. with 20 ft (6.1 m) blast radius for three round burst. High Explosive Armor Piercing: 1D6x10 M.D.C. with 4 ft (1.2 m) blast radius per single shot and 3D6x10 M.D.C. with 8 ft blast radius for three round burst. Plasma: 2D4x10 M.D.C. with 12 ft (3.7 m) blast radius per single shot and 6D4x10 M.D.C. with 25 ft (7.6 m) blast radius for three round burst.
Rate of Fire: Equal to Gunners Hand to Hand (Three round bursts count as one attack).
Payload: 85 Rounds ready to fire. Ship normally carries usually carries and additional 85 rounds.
Maximum Effective Range: As per long range missile type (Surface skimming missiles have 25% less range than normal long range missile, Go to revised bomb and missile tables for details.)
Mega Damage: As per long range missile type (See revised bomb and missile tables for details.)
Rate of fire: One at a time or in volleys of two (2), four (4), or eight (8) [All launcher operates together]
Payload: One missile each launcher for a grand total of eight (8) long range missiles (Has no missiles in storage for reloads).
Maximum Effective Range: As per short range missile type (See revised bomb and missile tables for details.)
Mega Damage: As per short range missile type (See revised bomb and missile tables for details - SAM missiles normally.)
Rate of fire: One at a time or in volleys of two (2). Requires two melee rounds to manually reload
Payload: two (2) 2 missiles ready to fire (16 additional missiles carried)
Range: Around Ship
Mega Damage: None
- 01-35 - Enemy missile or missile volley detonates in chaff cloud - Missiles are all destroyed.
36-60 - Enemy missile or missile volley loses track of real target and veers away in wrong direction (May lock onto another target.)
61-00 - No effect, enemy missile or missile volley is still on target.
The ship has all systems standard on a robot vehicle plus the following special features:
- Thales MRR-3D-NG Multi-Role Radar: Long range air search radar system. Has a 111.85 mile (97.1 nautical miles / 180 km) range and can track up to 128 different targets.
- E.S.M.: The system can detect another radar system at 125% of the range of the transmitting radar. all radar guided weapons.
- Radar Defeating Profile & Radar Absorbing Materials: The ship superstructure is designed so that the radar profile of the ship is reduced and the ship is covered with radar absorbing materials and constructed from composites. Because of this, attempts to detect the ship using radar are made with a -40% penalty to read sensor rolls when attempting to detect this ship. Go to General Detection Penalties for more information on penalties and bonuses to use with stealth.
[ Altarian TM, Bandito Arms TM, Brodkil TM, Chipwell Armaments TM, Coalition States TM, Cyber-Knight TM, Federation of Magic TM, Free Quebec TM, Golden Age Weaponsmiths TM, Iron Heart Armaments TM, Kankoran TM, Kittani TM, Larsen's Brigade TM, M.D.C. TM, Mechanoids TM, Mega-Damage TM, Megaversal Legion TM, Millennium Tree TM, Mutants in Orbit TM, Naruni Enterprises TM, New Navy TM, New Sovietskiy TM, NGR TM, Nog Heng TM, Northern Gun TM, Phase World TM, Psyscape TM, Rifter TM, SAMAS TM, S.D.C. TM, Shemarrian TM, Splugorth TM, Stormspire TM, Sunaj TM, Tolkeen TM, Triax TM, Wellington Industries TM, Wilk's Laser Technologies TM, Xiticix TM, and Zaayr TM are trademarks owned by Kevin Siembieda and Palladium Books Inc. ]
[ Beyond the Supernatural®, Heroes Unlimited®, Nightbane®, Ninjas & Superspies®, Palladium Fantasy®, and Rifts® are registered trademarks owned by Kevin Siembieda and Palladium Books Inc. ]
Image drawn and copyrighted by M Conrad.
Writeup by Kitsune (E-Mail Kitsune).
Copyright © 2011, Kitsune. All rights reserved.


The City of Hobbs Office of Emergency Management (OEM) provides planning, training, exercises, and educational programs to assist citizens of Hobbs to prepare for and recover from emergencies and disasters. The OEM is responsible for the overall management of the Emergency Operations Center (EOC).
Fire, rescue, health, medical, law enforcement, and HAZMAT experts all have collaborated in the development and maintenance of a comprehensive Emergency Operations Plan (EOP) to deal with the four phases of emergency management.
MITIGATION - Any action taken to eliminate or reduce the degree of long-term risk to human life and property (including family pets) from any type of hazards. Some examples of mitigation are: building codes, public education, risk-area mapping, disaster insurance, tax incentives and statutes/ordinances/codes.
PREPAREDNESS - Any activity taken IN ADVANCE of an emergency that facilitates the implementation of a coordinated response. Some examples of preparedness are: hazard identification, emergency exercises, emergency operations' plans, emergency operations' centers, emergency broadcast systems, sirens and continuity of government.
RESPONSE - Any action taken immediately before, during or directly after an emergency occurs, which saves lives, minimizes damage to property and enhances the effectiveness of recovery. Some examples of response are: activation of the Emergency Operations Center (EOC), evacuation, emergency medical assistance, law enforcement response, emergency sheltering, fire and rescue response, and protective action announcements.
RECOVERY - A short-term activity to return vital life-support systems to minimum operating standards and long term activity designed to return society to safe and normal levels of activity. Some examples of recovery are: damage assessment, decontamination, disaster assistance, reconstruction, debris clearance, counseling, and temporary housing
There are many agencies, public officials, law enforcement, the media, amateur radio operators, volunteer organizations, private citizens and industry that are essential to the effectiveness of Emergency Management. Working together we can continue to keep Hobbs in a state of readiness.


Canaan, CT – College students face many challenges: peer pressure, difficult coursework, and for most, the responsibilities of living on their own for the first time. College students often struggle with the academic, extracurricular, and social expectations that come with the newfound freedom. Young adults can often buckle under the pressure; however, parents can help guide them toward a safe and rewarding college experience and connect them with additional assistance, if needed. There are several steps parents can take to make this transition easier:
1. Speak with their student about the risks of drugs and alcohol. New freedoms and opportunities at college can bring peer pressure and the desire to achieve. Eagerness to fit in with a new crowd can cloud students’ judgment, making them susceptible to drug and alcohol abuse. Others misuse Adderall and other amphetamines – drugs typically prescribed to treat ADHD – in order to enhance their concentration and academic performance. The potentially harmful effects of these drugs include memory loss, hallucinations, and even seizures.
Binge drinking in college can have other dangerous outcomes: alcohol consumption raises students’ risk of injury, addiction, sexual assault, and even death. More than 1,500 students die each year due to excessive drinking, while alcohol has factored into an estimated 97,000 cases of sexual assault every year, according to the National Institute on Alcohol Abuse and Alcoholism. As a result, parents should learn to recognize some of the telltale signs of substance abuse, including changes in physical appearance, decreased motivation, secrecy, irritability, and a loss of interest in activities they once enjoyed. By regularly checking in with their young adults, parents may be able to better understand and confront risk-taking behaviors before they spiral out of control.
“A young person’s first year of college sets the stage for their success moving forward, not just academically but in every aspect of their life. This is the time for them to learn how to form authentic connections with their peers and establish healthy coping mechanisms for dealing with conflict,” says Seon Kim, Assistant Clinical Director at Mountainside treatment center in Canaan, CT. “It’s critical for parents to intervene early on if they suspect that their young adults are using substances or making other decisions that could endanger their health.” Parents can reach out to a treatment facility, such as Mountainside, if they suspect their son or daughter needs assistance.
2. Listen, and have empathy. College students require their independence as well as the space to make their own decisions, but sometimes, they also require a sympathetic ear. College students, particularly incoming freshman, should feel safe voicing their apprehensions without judgment. Parents play an important role in keeping their young adults grounded and can continue to shape their development even while they are away from home. To better understand their young adults’ influences and behavior, parents can schedule regular calls and ask open-ended questions about their friends, professors, and coursework. By showing compassion and interest, parents can proactively catch signs of declining mental health in their sons and daughters while helping them express themselves constructively.
3. Understand the warning signs of poor mental health. Sometimes, parents can misinterpret their child’s complaints or mood swings as attention seeking when these behaviors could actually constitute an underlying mental health issue. In 2017, the National Institute of Mental Health found that young adults between the ages of 18 and 25 are most likely to suffer from a mental health disorder, making college students an especially vulnerable group. Therefore, parents need to be active listeners in their young adults’ lives and resist any urge to dismiss their concerns. They should keep an eye out for the common red flags of a mental health disorder, including excessive worrying or low mood, a tendency to isolate from others, changes in appetite or sleep patterns, substance use, or suicidal ideation. By observing these changes in behavior, parents can become better positioned to address them and provide support when needed.
4. Become familiarized with on-campus resources. Parents who suspect that their sons and daughters are struggling should become familiar with support services that may be available on campus. Parents can boost students’ chances of success by encouraging them to meet with professors, tutors, and resident assistants as well as their college’s career center. Many schools also have a health center, where counselors can help students manage symptoms of anxiety, depression, and other behavioral health issues. If substance abuse is suspected, parents can contact local treatment centers, as many provide recovery resources tailored toward young adults.
Parents can provide a pivotal source of guidance and reassurance during college years. By keeping the lines of communication open, they can make sure their son or daughter remains safe and supported.


There are some who state that the increasing jobs and low numbers of unemployment are sign of prosperity; however studies show that the middle class have hardship in one or more sectors. Paying of medical bills is one sector that is a huge hardship. When the wages are stagnant or so tiny of an increase, the prosperity is not to be had for the middle class or the poor. Another sector is housing.
Per The Center Economic and Policy Research, de-unionization by labor management is standard practice. In 1980 there was a 20 percent union rate. It fell to 7 percent.
Another cited reason is the corporate control and plunder by executives and CEO’s. CEO pay for Fortune 500 companies now averages almost 300 times the pay of an average production worker.
http://cepr.net/publications/briefings/testimony/economic-hardship-middle-class. This report cites 4 main reasons why the middle class have rising economic hardship.


A university education is expensive, but many hope to gain the best return on their academic investment by earning an engineering degree. Many factors influence an engineering student’s choice of major. Besides having a genuine interest in the subject matter, students pursue degrees in engineering because of the potential for high pay and benefits as well as positive job growth estimates. Here are some top engineering programs that offer some of the best returns for one’s education dollars.
When the discipline of engineering is mentioned, most people immediately think of mechanical, civil and electrical engineers designing systems and structures. The study of petroleum engineering is hardly considered, but it should be according to the Bureau of Labor Statistics (BLS). The oil and gas industry fuels the work products of many other engineering disciplines, and petroleum engineers help to ensure that oil is safely extracted for use by industry with minimal impacts to the surrounding environment. These engineers must have thorough knowledge of subjects like geology, mathematics, physics and chemistry. Monitoring oil drilling activities or helping to design oil refineries are some examples of typical job tasks of petroleum engineers. According to the BLS, petroleum engineers in 2012 made a median annual salary of $130,280 with only an undergraduate degree. These engineers also benefit from working in a career field that is projected to grow at a rate of 26 percent until 2022 which is much faster than the average for jobs across all industries. The University of Texas at Austin is one of the top rated schools for awards of petroleum engineering degrees in the United States, and state residents pay an estimated $45,000 for a four-year petroleum engineering degree.
Nuclear engineering is another uncommon engineering discipline that contributes greatly to the operations of a modern society. Nuclear engineers are tasked with developing safer and more efficient methods, systems and tools for using radiation as an energy source. Nuclear power is used prevalently within the U.S. military, and many of these engineering professionals get their foundational, hands on training while working on U.S. Navy nuclear powered submarines. Those who show skill and decide to pursue a degree in nuclear engineering broaden their job opportunities to civilian positions at nuclear power plants across the country. Nuclear engineers were some of the highest paid engineers in the country in 2012. They had an annual median salary of $104,270, and the estimated job growth in the field of nuclear engineering was as fast as the average for all jobs. The University of Michigan at Ann Arbor is one of the top awarders of nuclear engineering degrees in the nation, and state residents can expect to pay about $58,000 for the degree.
Aerospace engineers design and develop the launch vehicles and satellites that make modern communication systems possible. These engineers also help design, build and maintain traditional aviation systems. Aerospace engineering positions are available in both public and private sector organizations. According to the BLS, aerospace engineers made an annual median salary of $103,720, but projected job growth for the career field is slightly slower than the average for all jobs. The University of Illinois at Urbana Champaign has one of the highest ranked aerospace engineering programs in the country, and in state students pay about $62,000 for the four-year degree.
The new global business environment has brought many opportunities to businesses in nearly every sector, but these benefits are also accompanied by increases in competition as the world’s top talent contends for the best positions. Subsequently, engineering degree programs that lead to employment in careers that are not likely to be outsourced overseas are ones that offer a great value as well.


Also found in: Thesaurus, Medical, Legal, Encyclopedia, Wikipedia.
intr. & tr.v. de·railed, de·rail·ing, de·rails
1. To run or cause to run off the rails.
2. To come or bring to a sudden halt: a campaign derailed by lack of funds; a policy that derailed under the new administration.
[French dérailler : dé-, off (from Old French de-; see de-) + rail, rail (from English; see rail1).]
(Railways) to go or cause to go off the rails, as a train, tram, etc
(Railways) chiefly Also called: derailer US a device designed to make rolling stock or locomotives leave the rails to avoid a collision or accident
1. to cause (a train, streetcar, etc.) to run off the rails of a track.
2. to cause to be deflected from a purpose or direction, permanently or temporarily: A skiing accident derailed her dancing career.v.i.
3. to run off the rails of a track.
4. to become derailed; go astray.
Past participle: derailed
Switch to new thesaurus
|Verb||1.||derail - cause to run off the tracks; "they had planned to derail the trains that carried atomic waste"|
|2.||derail - run off or leave the rails; "the train derailed because a cow was standing on the tracks"|
go, locomote, move, travel - change location; move, travel, or proceed, also metaphorically; "How fast does your new car go?"; "We travelled from Rome to Naples by bus"; "The policemen went from door to door looking for the suspect"; "The soldiers moved towards the city in an attempt to take it before night fell"; "news travelled fast"


Fight Poverty With Mast-Producing Trees
Afghanistan was once famous for its fruit and nut orchards. In the 1960’s, the country was food self-sufficient and earned more than half of its export income from crops such as almonds, apricots, and grapes. In fact, Afghanistan once produced more than 50% of the world’s annual supply of raisins.
The orchards also supported Afghanistan’s legendary carpet industry. Agricultural by-products such as walnut husks and pomegranate rinds were used to create the brightly colored dyes prized by Afghan carpet makers.
Sadly, decades of war have taken their toll on both the country’s famous orchards and the store of knowledge required to tend them. 70% of Afghanistan’s orchards and vineyards have been destroyed since the outbreak of war in the 1970’s. Today, Afghan farms are best known for illegal opium production, and less than 2% of the country is forested, increasing not only poverty and food insecurity, but also environmental degradation. Flooding exacerbated by loss of tree cover due to war and drought devastated 11 central and eastern provinces of Afghanistan in 2010.
Several organizations are working to fight poverty, terrorism, and environmental degradation by rebuilding Afghanistan’s orchards, hoping to restore food security and a legal source of income to Afghan farmers and households. Two of the most prominent of these organizations include Roots of Peace, which works to clear agricultural land of land mines and replace them with crops such as almonds, grapes, pomegranates, walnuts, apples, and apricots, and the Global Partnership for Afghanistan, which provides training and plants to farming families, with a special emphasis on empowering widows and other female heads of household.
Afghanistan isn’t the only country benefiting from efforts to alleviate poverty by planting trees. Several innovative programs have sprung up to help the poor and hungry in the United States as well. The Fruit Tree Planting Foundation hopes to plant 18 billion fruit trees worldwide, about three for every man, woman, and child alive today. This goal would not only make a major dent in world poverty and hunger, it would also help fight global climate change, desertification, and deforestation. The FTPF strategically donates orchards in areas where they can do the most good, such as low income neighborhoods, international hunger relief sites, community gardens, Native American reservations, and public schools.
Another interesting US program that uses tree fruits to fight poverty and hunger is Seattle-based City Fruit, an effort to harvest unwanted and surplus fruit to feed the homeless. Depending on the size and variety, a single apple tree can produce up to ten bushels of fruit (more than 400 pounds), yet the average American eats just 50 pounds of fresh and processed apples per year. Other tree fruits have similarly generous yields: pear trees can produce as much as 15 bushels, peach trees as much as six. Most families with fruit trees leave tens or hundreds of pounds of good fruit to rot every year because they simply can’t eat it all.
Founded in 2008, City Fruit harvested and delivered more than 10,000 pounds of this fresh, nutritious surplus fruit for the city’s hungry in 2009. City Fruit also works to educate homeowners about fruit tree care in order to improve the health of Seattle’s urban forest and is currently engaged in an urban orchard mapping project.
Innovative programs such as Roots for Peace, the Global Partnership for Afghanistan, the Fruit Tree Planting Foundation, and City Fruit are just a few of the ways mast-producing trees can be used to fight poverty and hunger. Here are some ways you can help:
- Donate to Roots for Peace, the Global Partnership for Afghanistan, the Fruit Tree Planting Foundation, City Fruit, or a similar organization.
- Call your local food bank to see if they will accept donations of good quality extra fruits and nuts from your trees.
- Encourage your local parks department to plant fruit and nut bearing trees in parks, and encourage local residents to harvest them.
- Start a fruit or nut tree farm or business, or support fruit and nut based businesses in your local community.
- Educate your friends and neighbors about the importance of landscaping with mast-producing trees, and how to plant and care properly for them.


What you don't know can hurt you
It's hard to talk about Holy Spirit without understanding both the Old and New Testament Pentecost.
So let’s begin our conversation there.
Pentecost as recorded in the book of Acts was not the first Pentecost.
The first Pentecost is recorded in Exodus 19 and 20. God gave Moses and His people the law. It was one of the three mandatory feasts that every Jewish male celebrated yearly. (I explain more in my book “Precious Holy Spirit”.) It is a holy day on the Jewish calendar. Both the Old Testament and the New Testament types of Pentecost are important for today’s believer.
Everything in the Bible is important, right?
But in the grand scheme of things, is knowing about Pentecost a deal breaker?
It was to Jesus.
He communicated the importance of Pentecost to not only His disciples, but His followers as well. He commanded them to stay in town until they received God’s gift- the Holy Spirit. Acts 1:1-5
Acts 2:1-4 On the day of Pentecost, 50 days after Passover, God sent the Holy Spirit, not just to rest upon people, but to fill them, to indwell them. There is a huge difference between His indwelling presence and His presence resting on people to accomplish specific tasks.
It’s important to understand Pentecost is NOT
- a religion or group of people.
- extinct like a dinosaur.
Old Testament Pentecost God gave the law.
New Testament Pentecost God gave Precious Holy Spirit.
It’s “The Promise” Jesus talked about.
Pentecost is the fulfillment of God’s promise to send precious Holy Spirit to become a resident inside believers.
Pentecost is an event that actually occurred on Pentecost Day. But it’s much more than an event. It announced the arrival of Holy Spirit to dwell; not with, but in believers.
Precious Holy Spirit
Pentecost made experiencing and receiving the Person of Holy Spirit available to every believer, not just a select few or only for specific tasks.
Holy Spirit came to be a living dynamo – the power generator – inside each believer.
Disciples had Great Training, but training wasn’t enough!
You Were Made to Know God
Christianity is not one more self-help program!
It’s not God’s intention to just help you act better. Yes, the Bible outlines laws and regulations of conduct that are necessary for successful living. But many of the biblical mandates are impossible to live out through our natural efforts. We need more than more will-power; we need real power-Holy Spirit Power. We need the Holy Spirit empowerment, wisdom and love to live out biblical principles. And the reality is…He is available to help believers–including you today.
Who is the Holy Spirit?
But the problem is…
We know about Jesus; He’s the Savior of the World. We know and want to share with everyone how much God the Father loves us. But, it’s much harder to talk about the Holy Spirit, because we don’t know much about him. Even His name “Holy Spirit” is offend misunderstood.
There is lots and lots of fiery controversy over the doctrine of the Holy Spirit! The temptation is to tell ourselves something like, “I’m no Bible expert. I’ll leave the controversy in the hands of scholars.”
It’s true that none of us will ever, EVER totally understand everything about Precious Holy Spirit. But He is simply too important in our spiritual life to ignore Him!
So, in the light of all the controversy…Does experiencing Holy Spirit really matter?
Yes! It absolutely matters!
Don’t miss all God has for you just because you don’t understand things.
Questions are a good thing.
If you have questions about Holy Spirit then you are in good company. The Apostle Paul found a small group of believer’s in Ephesus “and asked them, “Did you receive the Holy Spirit when you believed?” They answered, “No, we have not even heard that there is a Holy Spirit.” –Acts 19:2 NIV
Did you catch that?
They hadn’t even heard that there was a Holy Spirit. I can hear lots of questions in that statement. Maybe they sounded something like the ones I’ve been asked. Questions like…
What is the Holy Spirit?
Who it the Holy Ghost?
What does the Bible say about the Holy Spirit?
Did I receive the Holy Spirit when I got saved?
Has being filled with Holy Spirit passed away
Who should be filled with the Holy Spirit?
What will happen when a person is filled with Holy Spirit?
Will I act wierd if I get filled with Holy Spirit
Why should I be filled with Holy Spirit?
How do I get filled with Holy Spirit?
The question that got me started…
on this journey to be filled with Precious Holy Spirit began when Alicia moved into the house on the corner. She knew God in a way that I wanted to know Him. There was something different about her. When I went to church with her I sensed the power and presence of God. I had to ask, “What is different about you?”
She responded, “It’s the Holy Spirit!”
The Holy Spirit?
I had no idea who He was. I had gone to church my whole life. I loved God. I loved the Bible. But I knew nothing about the Holy Spirit. Knowing more about Him became very important to me, because I wanted to know Jesus better. I wanted to experience His love in my life like never before.
I want to ask you a question,
“Why is experiencing the fullness of the Holy Spirit import to you?”
Because you, just like the disciples and believers in the early church need Holy Spirit power to help you know Jesus better and fulfill God’s purpose for your life.
Especially in light of the troubled age we are living in today!
I hope you know Jesus as Savior and Friend, that’s the first step.
I hope you know, really know God the God Father as a loving father, protecting, providing and guiding.
But don’t stop there, you need to experience the communion of the Holy Spirit that Paul talks about in 2 Corinthians 13:14 NIV “May the grace of the Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit be with you all.”
I thank God for the saving grace of Jesus that I enjoy as a believer. I revel in my heavenly Father’s love, but we are missing so much if we fail to experience the power of the Holy Spirit and the strength that a friendship with Him brings.
Fellowship means friendship.
We can’t be friends with someone we don’t know. Precious Holy Spirit is my friend. I call Him Precious Holy Spirit because He is my friend. He’s not an it. He’s not someone far off. He’s my precious, precious friend. I was filled with Precious Holy Spirit when I was 12 years old and He’s been my friend ever since. I’ve made staying full a lifelong pursuit, because I want to fulfill God’s purpose for my life.
The Disciples had great training, but
training wasn't Enough
After three years of intense training, Jesus warned his followers that He was going away. You can imagine their alarm.
Jesus explained that He had to go, because God had more for them. Even after three years of intense discipleship, praying with Jesus and experiencing hands-on-training; they still needed something MORE. Jesus said, “I am going to send you what my Father has promised; but stay in the city until you have been clothed with power from on high.” Luke 24:49 NIV He is so much more than a power source. He is a Person — the third person of the Trinity, Precious Holy Spirit.
You and the people in your church or your class can discover and experience what the disciples experienced on the day of Pentecost.
The Disciples Needed Help- They Needed Holy Spirit.
And what about you?
- Would you like to be more loving?
- Would you like to have someone help you understand the Bible?
- Would you like to know Jesus better?
- Do you sometimes know what you should do, but lack the spiritual stamina to do it?
- Would you like to have a prayer partner that ALWAYS knows how to pray the perfect will of God?
Holy Spirit came to help believers live victorious lives.
We all need some help… all of us need His Help!
1. Holy Spirit enables you to obey and follow God’s laws and instructions. (Ezekiel 36:27) Chapter 1 of the book “Precious Holy Spirit” uncovers the mystery of Pentecost by establishing the historical events of both Old and New Testament occurrences.
2. His presence brings you abundant life that overflows. (John 7:38,39) Chapter 2 of the book “Precious Holy Spirit” shows the significance of His presence and how it brings life to the believer like water does to a desert.
3. God’s Gift enriches and blesses every area of your life. (Romans 14:17) Chapter 3 of the book “Precious Holy Spirit” illustrates that every believer can receive God’s life empowering presence.
4. Holy Spirit helps you pray more effectively. (Romans 8:26) Pnema, the wind or life giving breath, covered in chapter 4 of the book “Precious Holy Spirit”, helps believers understand Holy Spirit’s role as their prayer partner.
5. Holy Spirit helps you to love more deeply. (Romans 5:5) Chapter 5 of the book “Precious Holy Spirit” emphasizes how Spirit filled living can ignite spiritual passion to love God and people.
6. Holy Spirit anointing enables believers to do the works of Jesus. (John 14:12) Chapter 6 of the book “Precious Holy Spirit” encourages believers to allow Holy Spirit anointing to flow through them so they can fulfill their life purpose.
7. Holy Spirit empowers believers to be His effective witnesses. (Acts 1:8) Chapter 7 of the book “Precious Holy Spirit” reminds believers to plug into God’s power to be agents of change in a dark world
Are You Hungry for more of God?
Resources on Precious Holy Spirit
Experience His Fullness
3 Formats to suit your needs:
7 Teaching Sermons on Precious Holy Spirit $24.99
Teaching Session 1-
The Who, What and Why of Pentecost
Teaching Session 2 Experiencing His Presence in the Wilderness
Session 3- Receiving God’s Gift
Session 4- My Favorite Prayer Partner
Session 5– Receiving and Living Out God’s Love
Session 6- The Purpose Behind the Anointing
Session 7- Plug Into the Power


Gorgias (ca. 480-ca. 376 B.C.) was a Greek sophist and rhetorician. He believed that prose should rival poetry as a vehicle of persuasive and lofty expression and made important contributions to the development of epideictic, or ceremonial, oratory.
Gorgias was born in Leontini on the island of Sicily and is said to have lived more than 100 years. He went to Athens in 427 B.C. at the head of a delegation from his native city and caused a great stir with his new rhetorical style. His fame became immense throughout the Greek world, and according to Isocrates, his pupil, he was able to make a handsome fortune through the fees he charged. Noteworthy among the honors he received were invitations to deliver a funeral oration at Athens and to speak on Hellenic unity at Olympia. He was permitted to have a golden statue of himself erected at Delphi. Although he was popular, he was not without enemies, among whom was Aristophanes, the Athenian comic poet, who lampooned him and his extravagant rhetorical style in at least three comedies. Gorgias never married and left no direct descendants.
Writings and Ideas
Gorgias's writings include a single philosophical essay, listed by Sextus Empiricus as either On Being or On Nature, and Gorgias also wrote a Handbook of Rhetoric (now lost) and several speeches of which extensive fragments remain. The main points of the philosophical essay as preserved by Sextus are: nothing exists; if anything does exist, it is unknowable; if anything can be known, knowledge of it is incommunicable. In the tradition of Parmenides and Zeno of Elea, who developed certain types of rigorous logical arguments, Gorgias pursues an indirect kind of argumentation to arrive at an extreme conclusion.
More important than his contributions to philosophy are Gorgias's rhetorical works. His lost rhetorical treatise probably contained extensive examples of various types of arguments and rhetorical devices with little or no theoretical discussion (a fault of all of the handbooks before Aristotle). But if Gorgias published no elaborate theory, it is nevertheless evident from the extant Encomium of Helen that he had strong theoretical arguments for the power of the logos, and the importance and effect of his innovations could be readily seen in his successes as a speaker and teacher.
Gorgias's influence was immediate and widespread. His prose, which made lavish use of poetic diction, symmetrical clauses, various rhythms, and musical effects, revealed new possibilities to writers and speakers.
Further Reading on Gorgias
The surviving fragments of Gorgias's works are collected in Hermann Diels, ed., Die Fragmente der Vorsokratiker, translated by Kathleen Freeman in Ancilla to the Pre-Socratic Philosophers (1946; 3d ed. 1953) and discussed by her in The Pre-Socratic Philosophers (1946; 3d ed. 1953). Assessments of Gorgias's importance are given in George Kennedy, The Art of Persuasion in Greece (1963); C. S. Baldwin, Ancient Rhetoric and Poetic (1965); and Albin Lesky, A History of Greek Literature (trans. 1966).


If you have ever paid for a textbook amounting to more than $100 and even $200 you can support the idea that textbook prices are out of hand at times. University can be a burdening expense as is and when the cost of textbook has risen 82% between 2002 and 2012, we begin to see higher education becoming increasingly inaccessible¹. Not to mention that the price of course materials sometimes force students to compromise their educational experience. In one recent survey conducted by Student PIRGs found that 65% of students, at one time or another, decided not to purchase an assigned textbook because the price was too high².
What are Open Education Resources (OERs)
OERs are any type of educational materials that are in the public domain or are created with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adjust and re-distribute them. OERs can range from textbooks, syllabi, lecture notes, assignments, tests, projects, audio, video, etc. The governments of BC, Alberta, and Saskatchewan signed a Memorandum of Understanding in 2014 so that the 3 provinces can share resources and best practices when it comes to OERs. The movement is gaining momentum across Canada, so now let’s bring it to Bishop’s and Quebec!
What is the SRC’s Open Education Resource (OER) project and campaign?
This campaign is designed to advocate for reducing the financial cost of post-secondary education for our students.
This campaign will recognizes and will work towards short-term and long-term goals. The short-term goals being increase adoption and use of E-TEXTBOOKS. Our professors have the opportunity to select material that has an offered e-version, which can save students between 40-50%. Additionally, to encourage faculty to utilize LIBRARY RESERVES – permitting the library to stock copies of course materials.
What is the long-term goal though? To raise awareness surrounding OERs and encourage professors to use OERs in the classroom. This initiative takes time and money – to write these materials, to introduce the benefits to faculty and train and support them on the material. Interested in some examples? One of the most popular OERs are provided through OpenStax Commons (https://openstaxcollege.org/faculty) -- some of the most widely used are the books for sociology and physics.
How are we going to do this?
- Raise awareness – Many people don’t know about OERs and the first step is education
- Mobilize our Students’ Association (you guys!) – Give our students to opportunity and knowledge to speak to their peers and professors about OERs. We’re committed to passing a resolution through the SRC to support this program
- Build faculty support – Professors choose the material that is used in the class, so their support is vital to the success of this program!
- Win administrative support – Ultimately, we want this to be a university recognized initiative
Tell us about your experience!
¹ “Students Have Greater Access to Textbook Information,” U.S. Government Accountability Office, June 6, 2013, http://www.gao.gov/products/GAO-13-368.
² “Fixing the Broken Textbook Market,” Student PIRGs, January 27, 2014, http://www.uspirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf.


In this tutorial, we will explain how to create a cute and scary children's illustration in Photoshop. Let's get started!
The following assets were used during the production of this tutorial.
Create a New File by going to File > New (Command/Ctrl + N). In Preset select International Paper and in Size, A4.
With Paint Bucket (G) and a bit darker and slightly desaturated blue, fill the Background Layer.
Add a new layer (Shift + Command + N). With the Brush Tool (B) with Pen Pressure activated mode and Transfer mode (optional), start doing the sketch that we will do.
When finished, lower the Opacity of this layer to 29% and put it in Multiply mode. Below, create a new group and name it "doll".
For this work will be important to create each group of items within folders, to maintain some order.
Select the Ellipse Tool (U) to create the doll's head. Give it a lighter blue than the background. Press Command + T and use the nodes to rotate it and adapt to the shape of the head.
With the Pen Tool (P) draw the shape of the hat. With the Alt key, place the pointer between this layer and the one of the head and click to create a Clipping Mask.
With the Direct Selection Tool (A) modifies the curves of the hat to soften and adapt them to the head.
To make the eyes, make an oval with the Ellipse Tool (U) with black color. Press Command + T and tilt it. Duplicate the oval by dragging it with Alt pressed and place it on its site. Click on it with the right button and select Flip Horizontal.
Create two circles underneath the head. Above, creates a new group and call it "hair clip". Make a circle of a slightly bluish white.
To make the teeth of the skull, first click on the Vector Mask Thumbnail to select the path. In the options of Pen Tool (P), select Add to Shape Area ( + ) so that everything you draw will be in the same layer. Use the Ellipse Tool (U) for the eyes and put them in a Clipping Mask in the skull.
Select the group "hair clip" duplicate it and place it between the head and the circle of hair, rotate it and make it smaller to fit.
Create a group underneath and name it "Body". Draw the shape of the body. Remember that you can use the Direct Selection Tool (A) to fit the shape to the drawing.
Create a group for the legs and using Clipping Mask, do the stripes and the shoe. Duplicate the layers, put them under and rotate them to locate the back leg.
Let's put some volume. Double click on the head to use the Layer Style. Select Inner Shadow, and choose a color equal to the face but a little darker. Set the rest of the options as in the image below.
Click the right mouse button and select Copy Layer Style. Select all layers of the same color and paste the options of Layer Style.
In some cases such as hands, you will need to go to the Layers Style options and change the size of the Inner Shadow to make it smaller.
In this case, I do not like the inclination of the head so I select the group and turn it slightly using Command + T.
Create a new group for the "mouse". Draw all the parts separately as we did with the doll. I made the legs of another color, momentarily, to see them well.
Draw the mouth using the Brush Tool (B) with a hard brush and Pen Pressure activated. If you don't have a tablet, you can do it with the Pen Tool (P).
Turn off the groups "doll" and "mouse" and creates a new group below for the arc. Press Command + R to view the document ruler and place a guide in the middle. Use the Pen Tool (P) and the Direct Selection Tool (A) to draw half the arc.
Begin to add the embellishments. It is not necessary to always follow the ways of the sketch.
For the central ornament, use the skull of the hair clip. Duplicate the group and make it bigger using Command + T. Now, create a circle for the back of the skull.
Duplicate the circle by dragging the layer pressing Alt. Change the color to a darker blue and press Command + T. In the Transform options, select Mantain Aspect Ratio, and set the Scale to 60%. Repeat with a third circle of the same color as the first.
Place the circles behind, above and below the skull.
Now add the black stripes and place them within the white shapes using Clipping Mask.
Now, paste the Layer Style on the arc, use a darker color if necessary, and change its size to create a sense of volume.
Do the same with the white shapes. This time use a dark, desaturated blue. Copy the Layer Style and paste it on the other Shapes. Modify the Size where is necessary.
Duplicate the group arc, press Command + T, click the right mouse button and select Flip Horizontal. Move the picture to put in place. You can turn on the other groups to go see the result.
Copy the skull once again and add various embellishments, in this case, a pair of horns, and add Inner Shadow to them.
Now, draw a new group within for the crow (or whatever you want). Start by drawing the body and then add the eyes and beak, always using the Pen Tool (P), the Ellipse Tool (U) and the Direct Selection Tool (A). Then, scale it to fit.
Now, create a new group called "background" and draw a spot with a very dark blue. Soften the forms with the Direct Selection Tool (A).
Add a layer below. With the Gradient Tool (G), select from the options the Radial Gradient and Foreground to Transparent and select black as foreground color. Make a gradient from the center of the canvas that does not touch the margins.
With the Rectangle Tool (U) creates a strip of blue.
Duplicate it as many times as necessary to make a striped background. Merge all stripes by selecting them and pressing Command + E. Set the resulting layer in Multiply mode set it to 27% Opacity. Use the Eraser Tool (E) with 41% opacity to slightly clear the outside and corners.
The next step is to give light and shade. Deletes the group of half the arc, leaving only one. In each of the parts of the drawing put a Clipping Masks and start painting with white on a layer in Overlay mode and black on a Multiply layer mode, using a soft brush (B) and smoothing with the help of the Eraser Tool (E) with low opacity.
You will have to go changing the opacity of these layers in function of the visibility it makes on each background color. Some must be more visible and others less. The aim is to give a bit of volume and separate the figures.
Duplicate the half arc, and place it on its site. Select both groups and duplicate them. Merge them in a single layer and place it underneath. Press Command + T. Now move the central pivot down to the center point as in the image below.
Click the right mouse button and click Flip Vertical. You can see that the base of the image is placed where the base of the original. Put within the ground spot with Clipping Mask.
Add a new layer under the arch and paint shadows with the Brush Tool (B) under the characters. Put the reflected arc layer in Lighten mode set to 47% Opacity.
Duplicate the groups with the other characters, merge them and repeat the same process as with the arc to make the reflection.
Now, create a new group and placed in it all other groups. Duplicate it, select and click each figure or group of figures, and press Command + E, just like in the picture below.
Now, using layers in Multiply mode, with a bluish gray color, add some shadows to separate even more a figure of another.
At this point, I see the need to make more visible the reflection of the characters, so in that layer, hit Command + L (Levels) and put the Grey point level at 2.52, to give more clarity.
Select the Pen Tool (P) and underneath it all, draws the drops.
With the Brush Tool (B), with Shape Dynamics activated and white color, draw the lights of the drops.
Double click on the layer of the doll, select Inner Shadow, set Blend Mode to Normal and choose a light blue color. Uncheck the box "Use Global Light" and set it at 40. Set the other options as in the image below. Copy and paste the Layer Style in the other layers except of the ground, drops and background.
Add a new layer on top (Shift + Command + N), paint it gray with the Paint Bucket Tool (G). Go to Filter>Noise>Add noise. Set the amount to 153%, Distribution: Uniform and check Monochromatic.
Set the layer to Overlay mode, and 10% Opacity.
Place the texture covering the entire canvas and open Hue / Saturation (Command + U). Set Saturation to -100
Now, put the layer in overlay Mode, 13% Opacity. Pick the Eraser Tool (E), and with a soft brush with low Opacity, erase in the center of the image very softly.
Add an Adjustment Layer, choose Brightness/Contrast. Set Brightness: 16 and Contrast: -2.
On top of the background stripes, add a Hue/Saturation Adjustment Layer and set Hue: -9 and Saturation: -3.
Now add a new layer above the doll, choose a soft brush to 9% opacity and with blue like the shadows of the face, paint the color of the cheeks.
Now, let's go for the bubbles. Make a circle with Ellipse Tool while holding Shift to make it round and take off all the opacity.
Double click the layer and choose Inner Shadow. Set as the image below.
Now select Bevel and Emboss. Set as the image below.
With the Brush Tool with Shape Dynamics activated and using white, paint the highlights in a new layer.
Duplicate the layers and merge them (Command + E) and place a few of them around in different sizes.
Finally, create a new group. Use the Pen Tool (P) to make shapes like in the image. Duplicate them and place them on every corner. Add a few lines as a frame with the Rectangle Tool (U).


Language Immersion – Frequently Asked Questions
In an immersion program, teachers and students spend the majority of their class time, in all subjects, speaking the target (second) language. This allows students to acquire the new language almost effortlessly, while developing the full range of expected academic skills in their other subjects.
Many people associate the term “bilingual” with near-perfect skill in speaking two languages. In linguistics, the term can be used for any amount of proficiency in more than one language.
At ISI we mean that our students will achieve high levels of proficiency in two or more languages. Like most multilingual people, they will likely always maintain a native language in which they feel strongest and most comfortable.
Still, upon graduation our students are often capable of studying at college level in two (or more) languages.
No. Studies suggest that the brain is very skilled at learning multiple languages simultaneously without mixing them up. In fact, there is evidence that bilingualism helps keep the brain alert and slows down onset of brain deterioration in old age.
Bilingual people also tend to be “smarter,” not necessarily as measured on an IQ test, but in terms of the way they approach new situations. They have a stronger set of critical thinking skills and strategies with which to solve problems.
“Learning” suggests the more typical foreign language instruction found in schools and night classes around the world, in which students spend a few hours per week being taught the target language. In such situations, the teacher will often not be a native speaker and will spend most of each lesson explaining in students’ native language rather than communicating in the target language. Students in such programs end up “knowing” a lot about the language – vocabulary and grammar rules, for example – but may still not be able to speak the language very well.
“Acquisition” describes the natural way that we learn our own first language. Parents typically do not teach their young children grammar – they do not teach long lists of vocabulary or correct their child’s language unless they say something factually wrong. In spite of this, all young children learn their native language very quickly. They make errors, to be sure, but quickly learn to self-correct as they begin to recognize the patterns of those more skilled at the language.
No. It’s not necessary to wait to learn additional languages. Children will still develop their primary language if they still use it regularly – for example with parents and other family – even if it is not one of the languages taught at school.
There is a difference, though, between spoken and written language. Even children with severe learning difficulties can develop spoken fluency in multiple languages. Reading and writing, however, require higher order abilities, which is why most children speak even their first language quite well some years before they are able to read and write.
Children who are very confident and extroverted may try using the new language immediately, and proudly show off new words and phrases. Most children, however, may appear unable or reluctant to use the new language. This is perfectly normal. Learners naturally go through a “silent period” at the beginning of the acquisition process. In fact, there is a lot of activity going on within the brain.
It is important to understand and respect this silent period, which can last many months in some children. There’s no advantage in forcing the child to speak, and in fact it can do more harm than good.
In the early stages, the child will comprehend much more than he or she can say or write. Perception and understanding are always far ahead of production, or active use, of the language.
Possibly. The term “culture shock” generally refers to the emotional and physical symptoms experienced by those in an unfamiliar country or culture. Entering a language immersion program seems to involve some form of mild culture shock, and also “language shock.”
When added to the challenges of entering a new school and fitting in with a new group of children, these factors can have an effect on a child’s psyche. The child may seem sad, angry, unsettled, or moody.
Happily, these symptoms are normal and temporary, and our teachers and counselors are skilled in dealing with them. Our students emerge from the experience greatly strengthened in many ways.
Though we understand the impulse to provide your child extra help at home, the answer is no.
You can best help your child by providing a strong foundation in their primary language. Keep speaking to them just as you have been, and make sure your child has as much authentic exposure to their native language as possible. Languages have strong emotional ties, and the child may not feel right speaking with you in the target language.
If your home language is not one of the school’s languages, this may take the form of finding suitable children’s books, DVDs, recordings, and so on, plus extra efforts to keep in touch with the wider family through letters, cards, email, phone, webcam, etc., so that your child continues to develop spoken language and literacy in his or her native language.
Occasionally in a family, a child’s parents will each speak a different language. The situations vary by case, but the best advice is that each parent should use his or her own language with the child.
Many schools offering immersion programs similar to ours do see students score below other monolingual, English-speaking students on standardized tests at around Grades 2 and 3. However, most schools also report that by fifth grade the immersion students catch up to and begin to outperform their non-immersion peers.
There are a number of reasons for this: For one, standardized tests in the United States are designed specifically for students who are educated entirely in English and follow a math curriculum in a specific order. At the early elementary level, these tests can be a hurdle for children who have not been educated entirely in English. They also aren’t designed to measure any additional skills that children in immersion are acquiring.
For another, immersion students may in fact experience some very temporary delay in their development of academic concepts, due to having to learn the language of instruction at the same time as the academic content.
Finally, studies have shown that children educated bilingually gain significant academic advantage on their monolingual peers, but this does not necessarily show up until the later elementary grades.
Bilingual education requires long-term perspective and a long-term commitment from parents. In the end, a bilingual education is far more powerful than a monolingual one.
No, because it’s easy to mistake this level of fluency for the deeper fluency that comes later.
Jim Cummins, a respected Canadian researcher who conducts research into the Canadian French and English immersion programs, talks about a difference between two types of language skills: BICS and CALP. BICS stands for basic interpersonal communication skills. Typically BICS comes to language learners quite easily and fairly rapidly.
CALP, or cognitive academic language proficiency, comes only after a student has spent several years learning science, humanities, math, etc., in the target language. CALP comes from dealing with challenging, abstract topics in the target language.
Parents who move their child out of the immersion program before CALP progress is well underway will undoubtedly waste much of their child’s early development in the language, even if they employ a tutor at home. They also risk placing the child in a setting that will not fully value the child’s immersion learning.


- Bombers of World War II Collection
- Realistic Collectible Model
- Diecast & Plastic parts
- Highly detailed
- Stand included
- Measures 7.25” L x 8.25” Wingspan
- Display model, recommended for adult hobbyists and collectors
The Short Stirling was a British four-engined heavy bomber of the Second World War. It has the distinction of being the first four-engined bomber to be introduced into service with the Royal Air Force (RAF).
The Stirling was designed during the late 1930s by Short Brothers to conform with the requirements laid out in Air Ministry Specification B.12/36. Prior to this, the RAF had been primarily interested in developing increasingly capable twin-engined bombers but had been persuaded to investigate a prospective four-engined bomber as a result of promising foreign developments in the field. Out of the submissions made to the specification, Supermarine proposed the Type 317 which was viewed as the favourite, while Short's submission, named the S.29, was selected as an alternative. When the preferred Type 317 had to be abandoned, the S.29, which later received the name Stirling, proceeded to production.
During early 1941, the Stirling entered squadron service. During its use as a bomber, pilots praised the type for its ability to out-turn enemy night fighters and its favourable handling characteristics, while the altitude ceiling was often a subject of criticism. The Stirling had a relatively brief operational career as a bomber before being relegated to second line duties from late 1943. This was due to the increasing availability of the more capable Handley Page Halifax and Avro Lancaster, which took over the strategic bombing of Germany. Decisions by the Air Ministry on certain performance requirements, such as to restrict the wingspan of the aircraft to 100 feet, had played a role in limiting the Stirling's performance; these restrictive demands had not been placed upon the Halifax and Lancaster bombers.
During its later service, the Stirling was used for mining German ports; new and converted aircraft also flew as glider tugs and supply aircraft during the Allied invasion of Europe during 1944–1945. In the aftermath of the Second World War, the type was rapidly withdrawn from RAF service, having been replaced in the transport role by the Avro York, a derivative of the Lancaster that had previously displaced it from the bomber role. A handful of ex-military Stirlings were rebuilt for the civil market.
This model represents a Short Stirling from 90 Squadron Royal Air Force. 90 Squadron operated the Stirling from December 1942 until June 1944.
This Short Stirling is an excellent addition to your model aircraft collection.


Leviticus 23: 5 – 8:
5 In the first month, on the fourteenth day of the month, between the evening times is the Lord’s Passover. 6 And on the fifteenth day of this month is the feast of unleavened bread to the Lord; seven days shall ye eat unleavened bread. 7 And the first day shall be a holy convocation to you: ye shall do no servile work. 8 And ye shall offer whole-burnt-offerings to the Lord seven days; and the seventh day shall be a holy convocation to you: ye shall do no servile work.
Free Passover Scriptures Printable
Passover is the first of the Spring High Holidays of the Lord. It occurs on the 14th day of Nisan/ Aviv which is the first month of the Biblical calendar. It is the celebration of the Hebrews being spared from the angel of death right before their Exodus from Egypt.
The next two spring holidays are oftentimes collectively referred to as “Passover” because they occur during the same week and all include the omission of leavened bread and all leavening products.
The Feast of Unleavened Bread occurs on the 15th of Nisan and lasts for 7 days, where the first and last days are sabbath rest days. The next holiday of First Fruits occurs on secular Easter and is the celebration of the wave offering and the barley harvest.
This week of celebration is filled with meaning, rejoicing, and remembrance. Remembrance of the mercy of God, the deliverance of our people, and His provision for us now.
As we draw closer to this important time, I hope these scriptures for Passover and Unleavened Bread will help you better understand this holiday, its meaning, and holiness, and that you draw closer to God and connect with this season on a deeper level.
Don’t forget to grab this Passover Scriptures Printable, so you keep it as a reference for your Passover meal or during your Bible study time on your Shabbat rest days!
When Does the Biblical New Year Begin?
Passover Cleaning Planning and Ideas
Verses for Passover and Unleavened Bread
Scriptures for the Feast of First Fruits


FOR LEXICAL ALIMENTATION, TAKE THIS WORD OF THE DAY QUIZ!
OTHER WORDS FROM bronchopneumoniabron·cho·pneu·mon·ic [brong-koh-noo-mon-ik, -nyoo-], /ˌbrɒŋ koʊ nʊˈmɒn ɪk, -nyʊ-/, adjective
Words nearby bronchopneumonia
Example sentences from the Web for bronchopneumonia
The lung tissue in bronchopneumonia is not enlarged, but rather more contracted than the normal tissue around it.
The neighboring lung tissue, when collapsed and involved in bronchopneumonia, has the color and consistency of pale-red flesh.
It is non-specific when it may be due to a variety of organisms, as enteritis (generally), bronchopneumonia, wound infections.The Fundamentals of Bacteriology|Charles Bradfield Morrey
In general, the distinction between pleuropneumonia and bronchopneumonia is not difficult to make.


For the past few weeks, Israeli machinery and bulldozers have been working at the northern entrance of Bethlehem city to construct the Segregation Wall. The path of the wall is almost complete in the area, confiscating Palestinian land and olive groves, and segregating Palestinian houses in the vicinity.
Yesterday (March 30), the residents of Bethlehem city went out to peacefully protest against the Israeli policies and the theft of their land for the on-going construction of the Segregation Wall. The demonstration was part of a national day of action to commemorate Yom Al-Ard (“Land Day”) in Palestine.
Yom al-Ard memorializes bloody confrontations in 1976 when Palestinian citizens of Israel marched to protest land confiscations in the Galilee. Six Palestinians were killed and around 100 injured by Israeli police, who opened fire on the demonstration. Since then, Yom al-Ard has been a time for Palestinians around the world to march for their national rights.
Foremost among the rights that Israel has stripped from Palestinians is land rights. Like many colonized indigenous people, Palestinians have seen the Israeli state appropriate massive quantities of land for Jewish settlements and colonization. As Marwan Bishara explains:
“In 1948 and the subsequent few years, Israel confiscated nearly 85 percent of the territory within the Green Line [what is now Israel] from Palestinians. Most of this land was taken from the 800,000 Palestinian refugees who were thrown out or fled for fear of massacres during the 1948 war. Over the five decades since then, Israel confiscated more than two-thirds of the land owned by its Palestinian citizens and on which they depended for their livelihood. Their share of land has dropped from 9 percent in 1948 to less than 3 percent in 2000.”
There are many shared experiences between the Palestinians who have remained in what is now Israel and those who currently live under occupation in the West Bank and Gaza Strip or in exile around the world. Yom al-Ard, however, is one of the few national events commemorated by Palestinians everywhere.
The day was highlighted by marches and demonstrations throughout Palestine. In Bethlehem, approximately 100 Palestinians, together with internationals, marched at noon from the center of the city to the checkpoint where the wall construction is taking place. The demonstrators chanted, sang songs and waved Palestinian flags and posters.
As the march neared an Israeli military base and a home occupied by the Israeli army, a line of soldiers met the marchers on the street. The soldiers pushed against the leaders but the rest of the march flooded past, as the chants and cheers grew louder. The process was repeated 3 or 4 times as the soldiers, realizing they were soon left at the back of the march, ran forward to try again to head off the demonstration. Each time, the march overwhelmed the army and surged ahead.
The march proceeded for several hundred meters in this manner before it was met by a large number of Israeli soldiers who parked military jeeps across the road to block the path. There, in the shadow of the Segregation Wall, the crowd sat in the street and sang songs for Palestine. The soldiers stood in a line and clutched their weapons which were loaded with live ammunition (instead of the rubber coated metal bullets which Israeli army regulations specify for use as “crowd control”).
Palestinians at the demonstration affirmed that their struggle against the Wall, and the Israeli policies in the area, would continue, and condemned any unilateral action taken by Israel to kill the hope of Palestinians to establish their own state and their right to live on their own lands.
Bethlehem Bloggers are Palestinians and internationals who are living in the Bethlehem region (see Map), and who want to tell the world what it is like to be living in occupied territory, under an economic siege, encircled by a wall and military checkpoints: what it is like to live in a Palestinian Ghetto. Visit the Bethlehem Bloggers site at bethlehemghetto.blogspot.com


Giant tortoises, the iconic image of the Galapagos and emblem of the Galapagos National Park Service, were the theme and focus of the day today. It was another early morning for us as we were up and out on the zodiacs by 7:30 to ride over to the town of Puerto Ayora in Santa Cruz. Our itinerary had us spending the entire day on the second largest island in the Galapagos to see giant tortoises, learn about the conservation efforts, and also find out how people of the Galapagos live.
A short walk from the docks took us to the national park’s offices and to the famed Charles Darwin Research Station (CDRS). Our naturalist this morning was Ximena, who took us around the research and conservation facility to explain how introduced animals such as goats and rats are threatening the survival of the endemic and native species of the Galapagos, and what humans are doing now to bring the islands back to the way they were thousands of years ago . We saw a lot of baby tortoises being cared for (they’ll eventually be repatriated to their native islands) and rescued adult tortoises (they will live out their days at the research center as they are no long capable of fending for themselves). And we visited “Lonesome George.”
No one is quite sure of El Solitario George‘s exact age but the staff at CDRS have picked a birthday for him and this December, he’ll celebrate his 103rd. He is described by the Guiness Book of Records as “the rarest living creature,” as he is the very last one of the giant saddleback (saddleback = galapagos in Spanish) tortoises in the world. When George was found on Pinta Island in 1971 he was alone, malnourished, and completely surrounded by goats. Scientists removed him from his native environment because there was no real chance of George surviving there. Since then they’ve introduced two female tortoises from the island of Isabela for him (subspecies, not quite like George), but Ximena told us that it took George 12 years to barely acknowledge the two females, and all efforts for them to mate have failed so far. Some believe there may be others like George who have been smuggled out of Ecuador and living somewhere in Europe, but for now George is all alone in the world.
The population of Galapagos tortoises declined (there are several species that are now completely extinct) not only because of introduced animals but also because they were used for meat, water, and oil by the early explorers, buccaneers, pirates, and whalers. Giant tortoises can live with little food or water for up to a year, which made it perfect for long sea voyages. Sailors gathered and took as many tortoises as possible, especially the females who were smaller and easier to collect (during their nesting season they could be found on the beach laying eggs). Charles Darwin himself wrote that when he came to the Galapagos, he and his crew lived solely on tortoise meat… Now the conservation efforts are firmly in place and researchers and scientists are committed to saving the Galapagos tortoises, and continuing Lonesome George’s line.
Once we finished our visit at CDRS, we were free to walk through the town. It was a surprise for me to find out that humans live in the Galapagos and even a bigger surprise to find such a large population (~18,000 on Santa Cruz Island). Not only is Santa Cruz home to CDRS and the national park service (where all the naturalists study and get certified), but to Jason, the American transplant and naturalist who lives there with his family. In fact, one of the options today was to visit the school where Jason’s 8 year old son attends. Another option was go mountain biking, but we decided to go to a sugarcane press and then do a quick 1 mile walk to a hilltop restaurant for lunch. We strolled the quiet main street of Santa Cruz with the port and the ocean to our left, stopping at souvenir shops along the way and watching brown pelicans fighting for scraps by the fishermen. I mailed a few postcards (with real postage unlike from Post Office Bay yesterday) and then joined the others for our afternoon activities.
Our stop at a sugarcane press was short but fun- we tasted locally made cheese with pure sugarcane molasses (apparently a typical Christmas time treat), tried 120 proof sugarcane alcohol (agua-ardiente), drank freshly squeezed sugarcane juice, and had a small cup of Galapagos coffee. After lunch, we continued up into the highlands to visit two huge sinkholes (elevation 2,000 feet) created by volcanic activities. Called Los Gemelos, they were surrounded by a forest of scalesia trees and wrapped in a blanket of dense fog. It felt as if we were in the completely different world from where we started off just a few hours ago. This area has one of the rarest and most endangered ecosystems in the archipelago, with ferns, moss, orchids, and a number of interesting bird species. It reminded me of the cloud forests of Costa Rica. We had to put on extra layers to keep ourselves warm and dry, but it was so green and lush- I could only imagine what it’d be like during the rainy/hot season here. No matter what I tried, the scale and the beauty of the place could not be captured by a photo…
Our last stop on Santa Cruz Island was a private property, a farm at the heart of the annual giant tortoise migratory route where we could observe giant tortoises roaming around in their natural habitat. There were everywhere we looked; in the bushes, under trees, in a muddy pond, up on the hill. I loved watching them stick their heads in the mud, stretching their necks out to chomp on vegetation, and “running.” One of them actually charged at me. It happened so fast that I couldn’t get out of the way. I thought I could hear my heart thumping when he stopped just a few feet away from me. I looked straight into his eyes. It was amazing.
After a full day I was ready to skip a meal (gasp!) and just go to bed, but dragging my feet to dinner was all worth it. We were fortunate this evening to be joined by Karen and Bill from National Geographic, who had us laughing all throughout dinner. It was really great fun talking to Karen about her experience and career as photographer for National Geographic, and Bill about how special editions of National Geographic come together. It’s always fascinating and inspiring to talk to those who are not only good at what they do but are also passionate about their life’s work. As we finished our dinner some musicians from Santa Cruz came into the dining room to play for us, and we were invited to the lounge to hear them and watch the local dancers, but I really couldn’t do it. What another great day…
Highlights & animals seen: Lonesome George, huge sinkholes, giant tortoises in their natural habitat, dinner with Karen and Bill from National Geographic
06:00: Yoga on the Sky Deck
07:30: Dry landing, walk to the Charles Darwin Research Station
10:30: After the CDRS visit and walk through town to meet at “the Rock”
11:00: Depart for a sugar cane press tour
12:30: Lunch at “Altair” in the highlands
02:00: Options for hiking around Los Gemelos, farm visit to see more giant tortoises
06:00: Last zodiac returns to the ship
18:45: Cocktails and briefing