Garry Wills - What Jesus Meant. Pulitzer Prize-winning Garry Wills (Lincoln) is a good philosopher and a very good theologian who brings home the meaning of Jesus' sayings and proverbs.
- Misquoting Jesus
. Bart Ehrman is one of the world's foremost biblical textual critics: i.e., he knows the history of the Bible, ancient Hebrew, ancient and classical Greek, Coptic, Aramaic and Assyrian. New archeological discoveries (like the Gospel of Judas) are always proffered to Erhman before most anyone. Misquoting Jesus shows us just how much Jesus may
have said and what was written later, translated, rewritten and re-translated. Probably the most valuable lesson on the Gospels and their discrepancies, Erhman tells the reader to read the Synoptic Gospels (Matthew, Mark, Luke) horizontally
(e.g., all three first chapters, then all three second chapters, etc.). It's an exercise that will astound you!
Elaine Pagels - The Origin of Satan. Pagels is the world's pre-eminent scholar on the Gnostic Gospels, those writings which were discovered in 1947 from Gnostic Christians. In The Origin of Satan, Pagels shows that Satan, or Sai-tan was developed by Christianity as a means of demonizing Judaism.
- The Battle For God - A History of Fundamentalism
, The Bible - A Biography
, The Great Transformation
. Karen Armstrong is arguably one of the world's best scholars about all world religions. Admittedly, she is not an easy read, but once you realize what she is presenting and how she is presenting it, you feel richer for having read her books. Of particular note is The Great Transformation, which looks at the parallels of religions and societies during a particular time before Christianity. It's a fascinating study, but not for everyone.
In the end, we all have to realize that religious belief is serious stuff. Writers like me may joke about it from time to time (ok, I do it most of the time), but when belief is blind belief (as with Harold Camping's followers) it has the power to ruin believers' lives. Coaxing believers to read something contrary to their beliefs is difficult, but it may be the only strategy there is to put people's beliefs back on a safe, even keel.
And remember this:
Fundamentalism: it's Satan's greatest masterpiece.
1 | 2
|The views expressed in this article are the sole responsibility of the author
and do not necessarily reflect those of this website or its editors.


Therapy Dogs – Canine Therapy
The human-animal bond is strong. Dogs were amongst the first animals to be domesticated, and as they proved their worth as hunters, guards and companions, the bond has continued to grow stronger. Many people will agree that animals can make a positive influence on our lives. Dogs used for therapy are just one way they make a positive impact.
What is a therapy dog? Therapy dogs are of any size, breed, colour, shape, sex or age and use the power of the human-animal bond to help people. The help may come in the form of emotional support. For example, a dog may visit the elderly and show them that they are loved by allowing the person to hold the dog while they laugh or cry. The help may also be physical. For example, dogs can be used to encourage a stroke victim to move an arm to pet the dog.
Why are animals used as part of therapy? It is the unconditional love that these animals provide to those that are ill, disabled, elderly or anyone who is in a facility and is deprived of acceptance, love or touch. Therapy dogs can be used in many different situations, such as during social activities or physical therapy. Everyone benefits from therapy dogs – the individual(s) who needs the therapy, the staff at the facility, the individual’s family, and the therapy dog him/herself.
There are two types of therapy dogs: visiting and resident. A visiting dog is a privately owned dog that visits a facility on a regular basis. The dog then goes home after visiting hours and is taken care of by the owner. The one downside to a visiting dog is that there are restricted hours in which the dog is available. A resident dog is one that lives in the facility and is usually available 24 hours a day to provide comfort or love. The one downside is that there must be someone in the facility that is willing to take responsibility for the dog’s care, which may be a problem in some facilities with limited resources.
Any breed of dog can be used as a therapy dog. The dog’s personality is an important factor in choosing a therapy dog. A therapy dog must like people. It must be gentle, outgoing, calm, stable, friendly and in good physical health. It should not be easily frightened by strange objects or loud noises. Puppies do not make good candidates for therapy dogs because they may not yet be fully house-trained and are still unpredictable and full of energy. They also may not have had all of their immunizations and can be easily frightened by new things. It is not necessary for a therapy dog to start as a puppy. Many successful therapy dogs begin as adults. The sex of the dog is not important either. However, it is recommended that the dog is spayed/neutered to prevent negative hormonal behaviour (such as wandering, marking territory, and fighting with other dogs) and unwanted litters.
Therapy dogs are required to be very well trained and of course non-aggressive. They cannot jump up on people, paw, or scratch. They cannot bite, mouth, or lick unless commanded and must be under their owner’s control at all times, with no leaping, pulling, or barking. They must also be clean, well-groomed, and free of parasites or other zoonotic diseases (those that can be transferred from animals to humans). They should be checked regularly by a veterinarian to ensure that the dog is in good heath and is able to work.
Do you think your dog possesses the qualities to be a therapy dog? What other things must be considered before you look into it? The dog’s personality and temperament are of the utmost importance. Is your dog well-socialized to both adults and small children? Does the dog cry every time he gets a vaccination or is he/she the stoic kind? A therapy dog must enjoy being touched and cannot be over-excited or fearful of being handled. They must get along with other dogs because visiting therapy dogs often travel as a group. Is the dog reliable with distractions? During training, does he/she be easily distracted by other dogs/people/noises/objects? The dog should be exposed to as many strange noises as possible and should react in a curious but controlled manner. It should not react fearfully or try to snap/bite when startled. A good therapy dog must also need to be completely and reliably house-trained. Both you and your dog must enjoy obedience training and have enough time to invest in training because a lot of that will be needed in order to be a certified therapy dog.
Therapy dogs must undergo certification before being allowed to work in a facility. This requires training, socializing, passing an evaluation test, and demonstrating the ability to do work. This ensures that the dog has the temperament for therapy dog work and qualifies the dog for insurance that covers the dog’s actions during a visit. There are many therapy dog organizations worldwide that provide certification. St. Johns Ambulance Therapy Dogs and Therapeutic Paws of Canada are among many that are available in Canada. Each organization has slightly different programs with different evaluation procedures.
Some people are concerned about the use of therapy dogs in facilities such as hospitals where disease transmission from room to room is a concern. Such facilities often house immune-compromised patients or have infectious diseases. Therapy dogs are trained to not lick a person or use their mouths unless it is by command. If the dog is commanded to “kiss”, it is allowed to lick on the cheeks or hands only, not on the mouth. This minimizes disease transmitted in the dog’s saliva. Most facilities will not allow the dog into certain rooms (i.e. those with immune-compromised individuals or isolation wards). Therefore, the dog will be used in a manner that will not increase risk of disease transmission. The benefits of having a therapy dog in a facility are endless. They are not only good for lowering blood pressure, but they also provide physical and mental stimulation and relieve stress.
Dogs make wonderful companions and their never-ending love and companionship make a positive impact on the lives of many. Studies have shown that post-op patients recover faster while in contact with dogs and other therapy animals. They provide inspiration to those who are in need of encouragement, such as patients suffering from a chronic disease. The use of animals in therapy has been recognized in the medical community for some time now, and many people are learning what pet owners have always known – that pets are good for us. They provide companionship and love, encourage activity, provide a listening ear, and most importantly, they give people a reason to smile.
By Amy Cheung – Pets.ca writer


Since the current Republican debates discuss “limited or no government,” I thought I would discuss the macroeconomic history of laissez faire – libertarianism of the last 150 years. This philosophy has many followers because it sounds simple and accurate. Unfortunately, this is far from the truth and it actually fails in practice. These long-term failures can only be observed over a period of decades, not years. Libertarians fail to understand the proper definition of money, its unlimited demand, how money is created, and its infusion into the economy and the out door field.
The problem with laissez-faire economics is that the wealth generated at the top does not trickle down to the rest of society to a sufficient extent. It does not employ enough people nor pay them adequately to keep the system going.
In the latter half of the 19th Century, the U.S. had no income taxes, anti-trust laws, effective unions, minimum wages, Federal Reserve, nor any fiscal spending programs such as Welfare, Medicare and Social Security. The U.S. had the most economically non-involved Federal government that was physically possible.
This lack of economic government involvement resulted in an extreme concentration of individual wealth and large business monopolies. Approximately 4,500 families owned most of the wealth in the country. Yes, it was still better than most other countries at the time. Because of this concentration and lack of money, there were severe recessions-panics in 1837, 1857, 1873, 1873-79,1892-6, 1904 and 1907, culminating in the Great Depression of the 1930’s.
In 1933, President Franklin Roosevelt implemented a Keynesian macroeconomic philosophy, which promoted government spending to stimulate demand. The U.S. then began getting the government involved in the economy with domestic spending programs. These policies still did not get us into a healthy economy until the largest government spending programs of World War II, followed by the Federal Highway System and the GI Bill which gave free education and reasonable home loans to veterans. This spending created the best economy in the history of the world.
Even now, governments, especially the U.S., invest in basic research, commercialization and early stage financing of companies to create entirely new markets and sectors. These markets include the Internet, nanotechnology, biotechnology, pharmaceuticals, and clean energy. The government has also invested in companies like Apple, Google, Intel, Compaq, and Tesla, just to name a few.
The investments in basic research are where private companies do not want to take the risk, but, instead, piggyback off the government’s efforts. Many private companies then utilize the government’s direct financing of their firms through loans and grants. A complete discussion of government investments with examples can be found in Mariana Mazzucato’s new book, The Entrepreneurial State, where she also proves that the government does not get enough return on their investment from just taxing these companies. But some companies which sell best spyderco knife can exscape from these loan and problem because of their contribution in the tax 5 years before.
Government programs were surely not perfect, but were always trying to improve. The government really had only one major flaw to correct; that of a very under diversified, unfair monetary system, which will be discussed in Section I. In the 1980’s the Reagan Administration reintroduced the 19th Century failed Laissez-faire macroeconomic philosophy instead of improving on the policies of the previous 50 years. This gradual shift backward away from Keynesian’s philosophy eventually culminated in the “Great Recession of 2008”.
Instead of giving billions to the U.S. headquartered auto manufactures, we could have given longer term and lower cost loans to consumers to stimulate the purchase of hundreds of thousands of unsold new cars. This is “trickle up” economics. The gross profits and cash flow would have ended up back in the auto companies with consumers ending up with newer, more fuel efficient cars. A win-win scenario. This also holds true for the trillions of dollars in mortgages.
The Libertarians argue that there was still too much government involved in the 19th Century economy and that the free market place is self-correcting. This argument has two major flaws. One, there is no clear definition of a “free” market nor do the same standard rules exist for a marketplace. There are many types of markets with differing human influences and operations. The second flaw, the major one, is that a “free” market concept assumes that humans and their commercial interactions are perfect. There is no such thing as human perfection either individually or in our institutions.
Therefore, this libertarian philosophy does us an extreme disservice by always saying “no government” instead of “the right government”! We can remember that , we have faced many people in the USA buy best police flashlight to raise the attention of the community about the tax.
The following is a list of some of the reactionary policies, implemented in the last 30 years that have hurt the economy:
1. Reducing anti-trust enforcement creating many new monopolies and oligopolies which reduce competition in the market place.
2. Eliminating the Glass-Steagall Act of 1933 separating the money creators (commercial banks) from the money managers (investment banks), which was one of the causes of the worst financial crisis in modern history.
3. Reducing the enforcement of financial regulations that made the financial crisis even worse.
4. Hindering raises of the minimum wage, reducing Union participation, and sending jobs to Asia. This outsourcing of jobs reduced the quantity and quality of customers, clients and consumers. This created excessive borrowing just to keep up a normal standard of living.
So here we are! What do we do? I do not recommend going to a more socialistic state. Socialism is a political economic doctrine that unlike capitalism is based on government ownership of production and distribution or collective ownership by all the people in that country. We have seen the failures of socialism in the totalitarian governments like the Soviet Union, China, Cuba, and democracies like Venezuela, India and Israel.
Socialism, the opposite of libertarianism, also assumes that humans operate perfectly. I propose the improvement of the capitalistic system by reducing the effects of its major flaws. Government spending on welfare, social security, research and development is not socialism because they do not own the means of production or distribution. This means that government spending is “consumerism” not socialism. This spending makes for a superior economy by having better customers and clients.


When you are suffering from some health condition, you may want to consider Therapy Houston. This is a medical treatment given after a doctor has properly diagnosed your condition. It involves a physical and/or mental activity designed to improve your health. Typically, therapy is a form of talk therapy that focuses on improving your mood or self-image. Read on to learn more about the benefits of therapy. Listed below are some of the most common types of therapy.
Supportive therapy. Supportive therapy is an approach designed to prevent a medical condition or disease from progressing. It may include analgesics taken at the earliest sign of a disease, such as angina, or abortifacients used to end a pregnancy. It may also refer to ventricular assist devices, which maintain the patient’s existing heart. Empirical therapy can last for the entire duration of the patient’s life. It also involves an educated guess. For example, empiric antibiotic therapy involves the immediate administration of a broad-spectrum antibiotic, assuming the patient has a bacterial infection.
People seek therapy for a variety of reasons. Some people are seeking treatment to reduce symptoms, while others seek therapy as a way to improve their choices, adaptability, or overall quality of life. Whatever the case, therapy will help you gain the tools needed to manage your problems and improve your quality of life. It is important to remember that therapy is not a “cure” for every ailment. It is an ongoing process that requires commitment from both the patient and the therapist.
To find a therapist, you can ask for recommendations from friends or family members. You can also ask for recommendations from trusted medical providers. Oftentimes, you can also ask your doctor to recommend a therapist. However, it is important to note that the therapist you choose is suitable for your specific needs. You can also look for resources online at the American Psychological Association and the Association for Behavioral and Cognitive Therapies. Finally, be sure to ask questions of the therapist you select.
During the first session, you and the therapist will develop goals. Do not be afraid to ask uncomfortable questions or to push back. You are not required to continue therapy if you are unhappy with the results. Therapy will not always feel great, but it is important to know that you are safe and respected. This way, you can feel confident and comfortable during your session. When you have a good relationship with your therapist, you will be more likely to make progress in your life.
Depending on your needs and goals, you can choose to undergo individual, group, or systemic therapy. Group therapy is generally designed for a group of people who have common issues. These sessions tend to be short and problem-solving. They can also help you change your thoughts or behaviors or learn new strategies to deal with your problems. If you are interested in trying a form of therapy, you can find a professional through the American Psychological Association.
The most common types of therapy are based on the client’s symptoms. Some focus on the physical symptoms of a disorder, while others focus on the psychological factors. Regardless of the method, therapy helps the patient focus on their current problems, develop new skills, and improve relationships. Therapy can help you identify harmful thinking patterns and help you change those habits. You should consult a professional when seeking help for any type of mental disorder. The best therapist for your specific needs will be able to address your specific needs.
You should consider the length of therapy you require. A professional who works in mental health will usually ask you a series of questions about your issues and life. Your therapist will then listen to your story and find out what you want from therapy. This first session is critical in helping you develop an effective treatment plan. Ultimately, therapy is a valuable investment for your health and well-being. Once you feel comfortable with a particular therapist and are comfortable with their style, you can decide whether to continue with treatment.
Ultimately, therapy is a highly beneficial tool for helping you deal with difficult feelings. It also helps you cope with good feelings and learn how they affect others. It allows you to build inner strengths and recognize your potential. You may even become a better caregiver as a result. You may even find that therapy helps you to cope with the emotional challenges of your life and overcome your problems. You can become more resilient and enjoy your life again. Your therapist may be a guide or a support system.


Kronstadt, Yakornaya sq., 1
Years of foundation
The Cathedral in Kronstadt is the largest of the sea cathedrals of the Russian Empire. It was built in 1903-1913 by the project of architect V.A. Kosyakov and dedicated to "all the ranks of the Russian fleet who died in the line of duty."
The idea to build a cathedral in this place was born in the XIX century. The construction site was chosen Anchor Square, where the old anchors once lay. The temple was supposed to be high enough so that the dome, topped with a cross, could serve as a landmark from the sea.
The Naval Cathedral was built in the Neo-Byzantine style and generally resembles the Hagia Sophia in Constantinople in a somewhat reduced form. The diameter of the dome of the Naval Cathedral is 26.7 meters, the height of the cathedral with a cross is 70.5 meters, this is the tallest building in Kronstadt.
The erection of the church began in September 1902 with a prayer performed by Archpriest John of Kronstadt in the presence of Vice Admiral S.O. Makarov. On May 8, 1903 took place the solemn laying of the church with the participation of Nicholas II and members of the imperial family. On June 10, 1913 the temple was consecrated.
Divine services in the cathedral were held until 1929, then it was closed and reopened to believers only in 2005. In Soviet times there was a cinema, a club and a concert hall, and in 1974 a branch of the Central Naval Museum was opened in the cathedral building.
The parish of the temple belongs to the St. Petersburg Diocese of the Russian Orthodox Church. The stavropigial status of the cathedral indicates its direct submission to the patriarch. Since May 2013, it is considered the main temple of the Russian Navy.
The building of the cathedral is a UNESCO World Heritage Site.


- Noah Lau
The Day of The Dead
Updated: Jan 8, 2021
The day of the dead takes place starts on October 31st and ends on November 2nd. It is a 3 day holiday with dancing, eating, and socializing. The Day of The Dead was started by the Aztecs in Mexico around the 16th century. The Day of The Dead is 3 days to celebrate and honor your passed loved ones.
During the 3 days family take the opportunity to take care of their loved ones graves. They weed, decorate, and freshen up the grave to look nice. Usually food, flowers, and candles are placed on the graves. The family sings, dances, and eats non-stop during the 3 days. This celebration is prepared days before the actual event to make the food and max decorate everything to make it as festive as possible.
People love the day of the dead so they can see or feel the presence of their passed loved ones. The celebration has transformed over the years and is now celebrated all over the world. Although the traditions are different in other places the message remains the same. Celebrating the day of the dead is a true celebration of life.


Beautifully engraved unissued certificate from the First National Bank of Seattle
printed in 1882. This historic document was printed by A. Gast & Company of St. Louis and has an ornate border around it with a vignette of a woman with an eagle with a train and farming scene in the background. This item is over 123 years old.
The First National Bank of Seattle was chartered under the National Bank Act in 1882.
In 1928, it was controlled by the First National Corporation of Seattle Washington.
In 1929, the company merged with the First Seattle Dexter Horton National Bank and in 1931 adopted the original name First National Bank of Seattle.
In 1935, the company changed its name to Seattle-First National Bank.
In the 1970s, Seattle-First National Bank uses the marketing name Firstbank on signs, advertising and products such as the Firstbank card.
In 1974, Seattle-First National Bank established as a one-bank holding company; Seafirst name was first used.
In 1983, Seafirst Corp. was bought by BankAmerica Corp.
In 1999, Seafirst Bank changed its name to Bank of America
George W. Harris
George W. Harris was the first president of the bank and was also the founder of the George W. Harris & Company which was a private banking company. George W. Harris was also one of the founders of the Seattle Post-Intelligencer in 1881 along with Thomas Prosch and Samuel L. Crawford and John Leary. George W. Harris was the stepson of Charles Plummer.
Territory of Washington
On March 2, 1853, U.S. President Millard Fillmore signed a bill creating the Territory of Washington out of the Territory of Oregon. The new territory’s boundaries are: north, 49 degree North Latitude; south, approximately due east from the mouth of the Columbia River; east, the Rocky Mountains; west, the Pacific Ocean. The eastern part of the territory would later become part of the states of Idaho and Montana.
On November 11, 1889, President Harrison issued a proclamation admitting Washington into the Union. The news reached Olympia by telegram sent from the office of Secretary of State James a. Blaine to Governor Elisha P. Ferry. Since the State Department wired "collect," the governor had to pay 61 cents to read, "The President signed the proclamation declaring Washington to be a state in the union at five o'clock and twenty seven minutes this afternoon."


Individual differences |
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Extraversion is "the act, state, or habit of being predominantly concerned with and obtaining gratification from what is outside the self". Extraverts tend to be very socialble and to be assertive, enthusiastic, talkative, and gregarious. They take pleasure in activities that involve large social gatherings, such as parties, community activities, public demonstrations, and business or political groups. Politics, teaching, sales, managing, brokering are fields that favor extraversion. An extraverted person is likely to enjoy time spent with people and find less reward in time spent alone. They enjoy risk-taking and often show leadership abilities.
An extravert is energized when around other people. Extraverts tend to "fade" when alone and can easily become bored without other people around. Extraverts tend to think as they speak. When given the chance, an extravert will talk with someone else rather than sit alone and think.
Measurement of extraversion
Neuroscience of extraversion
References & Bibliography
- ↑ Merriam Webster Dictionary.
- ↑ Extroversion Gale Encyclopedia of Childhood & Adolescence. Gale Research, 1998.


Consciousness means being awake and aware of our surroundings, whereas dreams happen only in sleep when we have no idea of what’s happening in the real world. What’s going on here? Is there any scientific basis to it?
According to Doctrines of Walter Evans-Wentz, there are six stages of Dream Yoga. In the first stage, the dreamer is told to become conscious in the dream. In the second stage, he is instructed that the contents of the dream cannot harm him. Next, he contemplates how all phenomena both in the dream and in waking life are similar because they change, and that life is illusory in both states because of this constant change. This is the stage of contemplating the dream as maya, and equating it with the everyday external world. In the fifth stage, he learns to control objects in the dream.
Following this, the dreamer should realise his dream body is as insubstantial as the other objects in the dream. He should also realise that he is not the dream body. The dreamer who has gained complete control over dream objects could, for instance, alter the dream body’s shape or make it disappear all together. Finally, in the sixth stage, the images of deities should be visualised to serve as symbolic doorways to a mystical state of being.
How can a person become conscious in a dream state and then be able to control it? Isn’t a dream all about the unconscious?
Although anecdotal reports of people awakening inside a dream have been around for centuries and over 50 per cent of people report having at least one such experience in their lifetime, the first rigorous study of the phenomenon was only conducted in the last century. That’s when Celia Green of the Institute of Psychophysical Research in England published Lucid Dreams in 1968.
Green analysed the main characteristics of such dreams, reviewing previously published literature on the subject and incorporating new data from subjects of her own. Her conclusion was that lucid dreams were a category of experience quite distinct from ordinary dreams and predicted that they would turn out to be associated with rapid eye movement, or REM, sleep.
It turned out she was right, but scientists still had a problem. Because the only way we can ever tell that a person has had a lucid dream in which he became conscious, is when that person tells it to us on waking. But this is hardly evidence of proof because the person could merely be misreporting or making it up.
That’s when two groups of psychologists on two sides of the Atlantic began wondering if a dreamer could communicate with the outside world â€” while a dream was in progress! It seemed impossible, but their plan was sound. It’s a fact that during REM sleep when lucid dreams occur, all the muscles of the body are paralysed except for eye muscles. That’s why we can see dreamers move their eyeballs under closed eyelids and know that they’re dreaming. So why not just instruct a trained lucid dreamer to move his eyes in a predetermined pattern whenever he became lucid?
It was a brilliant breakthrough idea and beginning in the late 1970s, both teams in England and the US were able to receive eye movement signals from people who were asleep and conscious while they were dreaming. And with it, the existence of consciousness within dreams became established.


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Assessing Youth with Autism Spectrum Disorders for Their "Fit" at Camp
One of the best experiences for a child is that of being a camper. The opportunity to be in a child-centered environment, a setting that uses Mother Nature to help deliver a program resulting in outcomes such as improved self-confidence, self-esteem, and fun is tough to beat. Most readers believe that every child should have a camp experience — but not every camp is a good fit for every child. There truly is a camp for everyone; the secret is finding the right fit between child and camp.
This article discusses that process, specifically assessing the "fit" between a given camp and children with autism spectrum disorders. Parents of children with this challenge often ask, "How do we know if your camp is a good fit for my child's needs?" Camp directors and nurses wonder, too, especially since a given child's personal profile often varies from classically described symptoms. This important point — individual variation — requires that one be flexible in the application of guidelines. Each child has his/her own unique profile. Discussing autism spectrum disorder isn't a black and white issue; it embraces the gray with gusto!
In addition, a growing number of camps are attempting to be as inclusive as possible. This focus on ability — not just disability — allows one to explore what's possible rather than (only) what won't work. Doing this requires assessing the match between the needs of a prospective camper and what the camp program can, indeed, provide. The goal is for all parties to be satisfied no matter what the final decision about camp for this particular child. Also consider consulting local professionals who might serve as a resource, should that be desired.
What Is an Autism Spectrum Disorder?
Autism spectrum disorder (ASD) is a broad term used to describe a pervasive developmental challenge that causes problems with social interaction and communication. For some people, ASD may be accompanied by ritualized or repetitive behaviors. These challenges often trigger an emotional response. The disorder's involvement can range from very mild to quite profound. The term currently includes classic autism, Asperger syndrome, and a PPD-NOS: pervasive developmental disorders not otherwise specified (Centers for Disease Control and Prevention, 2008; Kutscher, M., 2006; Myers, S.M., 2007; National Institutes of Health, 2008).
Rather than get too caught up with what specific aspect of ASD one is coping with, it is this author's opinion that camp professionals focus on three key concepts about ASD: the child's (a) social interaction, (b) communication abilities, and (c) any accompanying repetitive or impactful behaviors. A focus on these allows one to talk about ASD in a framework that complements camp life. Let's flesh out this idea a bit more.
If something is described as "developmental," it implies a changing nature. Consider, for example, the development of children. The repertoire of social skills people expect from a two-year-old are different from those used by a seven-year-old, and are even more refined once that child reaches the teen years. As children grow (develop) and have their own life experiences, they typically learn about the range of behaviors that people accept. Children become socialized. In addition, they learn to use and "decode" the nuances of communication, be that through words, body language, and/or use of personal space.
Some kids, however, find it more difficult to learn this. Their ability to read embedded cues in the communication and behavior of other people isn't there or exists only in some ways. In addition, the child may be limited in their own behaviors, choosing to repetitively respond the same way time after time. Some of these kids fall under the ASD umbrella. There isn't anything different about how a child with ASD looks that sets them apart from others. Rather, the distinction in how they interact, behave, learn, and communicate is what makes the difference. The distinction may change over time as the child learns how to cope with their uniqueness.
Talk with Parents
Start by laying a ground work and asking broad, general questions. What does the family do to help the child? What works well and what is challenging? Ask the parent to describe the child's ability to communicate as well as understand what others are saying. Ask about the child's social skills; in what way is this child different? Find out what frustrates the child, how the child reacts to that frustration, and what the parent does to "make it better." Ask if the child has been to camp before and how that went. Then get more specific with questions such as these:
- Is the child using medication? If so, will she/he have been on that medication at the same dose for at least three months prior to coming to camp? What therapeutic effect does the child get from the medication? Is it adequate?
- Explore the home living patterns:
- Does the child share a room with a sibling? If so, and because the camp's cabin or tent often contains more than one other person, how does the child react when frustrated with the presence of others? What triggers these frustrations? If the child has his/her own room, ask the parent to set up at least two consecutive nights when cousins or friends might "bunk in" to simulate what camp might be like. Did the child tolerate this well? Tolerating a couple nights is different from a whole camp session. Talk about this; what might happen when the close living of camp is sustained over time?
- Does the child have experience being away from home with someone other than family members? Can the child express his/her needs in these situations? What's the longest time that the child has been away from home/parents? How'd that go? Could the child do this without phone contact with the parents? Could the parents?
- Does the child have chores at home? Is she/he responsible for taking care of personal items? Is there a ritual to this? Having chores indicates the child is used to helping out, something that occurs at camp, too. Asking about ritual should disclose patterns; these should be explored for appropriateness to the camp setting.
- Does the child do overnights at friends' homes and/or attend birthday parties fairly regularly? This indicates acceptance by peers and is a positive indicator for camp.
- Ask about school experiences:
- Is the child grade appropriate? Does she/he move independently from place to place at school? If there is assistance from a paraprofessional, have the parents explain the scope of that assistance and assess that for its complement to camp.
- Is there an IEP (individualized education plan)? If so, request a copy. It will describe the child's learning strategies, something that could be helpful to various activity counselors.
- What does the child enjoy most about school? What's most challenging? Listen to these responses for their corollary to the camp program and discuss that with the parent.
- What after-school things does the child do? This indicates the child's ability to tolerate a longer camp day. Do after-school activities include interaction with other children or are they solitary activities? Those things that have the child interact with others provide an indicator of the child's on-going resilience, especially in situations when the rules of school aren't guiding children's behavior.
- When doing after-school activities, what does the parent tell the leader about their child?
- Is the child able to tolerate prolonged exposure to noise? The school lunch room is a good complement to the camp dining room. How might the child handle prolonged noisy environments like the camp's Olympic Day or a rousing campfire hard on the heels of a noisy meal?
- About interaction with others:
- Ask the parent to describe the child's idiosyncratic behaviors. Explore how these might be impactful at camp, especially if the child talks to him/herself, stares overly long at people, and/or steps too close to people.
- Idiosyncratic behaviors sometimes occur under certain circumstances — like when a child gets overtired, over-stimulated, or stressed. Explore the "triggers" under which the behavior occurs and the strategies that mitigate the situation (defuse it or prevent it from happening). This may be when the parent references tools such as Buron's A 5 Could Make Me Lose Control (2007b).
- When overwhelmed, how does the child express that frustration? Does behavior vary when the frustration is a mild annoyance as opposed to a full blow-out? Maybe there is no difference? What calms the child?
- These idiosyncratic behaviors are sometimes called "target behaviors" or "behaviors of concern." At this point, it's quite possible that some specific behaviors of concern have been identified from the camp's perspective. Clearly state these to the parents; do they concur?
Talk about Camp and Anticipated "Tension Points"
Understanding the child's repertoire of socialization skills, communication, and emotional patterns allows one to then explore the possibility of camp. The parents know their child; the camp professional knows camp. The goal is to make a determination about the "fit" between the two, child and camp. The camp professional should, at this point, review the camp's criteria of children who attend camp — the essential functions of a camper (Erceg, 2008). These essential functions are linked to the camp's mission which, in turn, drives the core elements of the camp program, those experiences that every camper has. Enrolling a camper means the child meets the criteria for participation; in other words, the child meets the essential functions of being a camper.
The child with ASD often falls in a gray area. This child can often meet criteria if things go "just so"; it's those not-just-so times that pose challenges. Knowing the information gleaned by asking questions allows the camp professional to then talk with the parent about coping strategies. Some things have easy solutions. For example, if the child's behavior of concern is triggered by other people touching their stuff, having a ground rule about this — and applying it to everyone — may be possible. Other things may require compromise and/or modification, such as telling other campers about the needs of the child with ASD. Other elements may not be so easy; they clearly fall outside the camp program's ability to meet the requirement. The key is to reference the essential functions of campers. That's the baseline. If a child can meet these, that child is eligible for camp enrollment.
In the interest of being inclusive, especially when the child's camp participation would be possible if someone could be with the child one-on-one, some camps suggest that parents consider having their child attend camp with a Personal Care Attendant (PCA). It's the presence of the PCA that just might make it possible for the child with ASD to have a camp experience. A PCA is not an employee of the camp, but rather retained by the parents to assist the child. This person is trained by them to read the child's behavior, provide coaching at critical points, remove the child from potential trigger situations, and work with the child when frustration erupts. In the interests of the Americans with Disabilities Act, the spirit of reasonable accommodation, and the desire to be as inclusive as possible, the PCA option may need to be discussed. (See the sidebar on the previous page for a sample PCA policy for a resident camp.)
Remember Plan B
When moving toward a decision, discuss what will happen if the anticipated plan doesn't work or breaks down. This is Plan B, and it should include the point at which the child would leave camp. But also consider other contingencies. What if the child's coping mechanisms fatigue after day four, resulting in an over-tired camper whose emotional outbursts are impacting the experience of other children? Is it possible for the PCA to work with program staff and design a "down day" for this child? What if the PCA gets ill? What if something comes up that was not anticipated? Discussing options often identifies neglected areas of the conversation. For example, what should other campers be told so they're more cognizant of how they can help? Identifying and addressing contingencies should improve the plan.
At this point, both the parents and the camp professional need time to consider the direction of their conversation. Rather than move directly to making an enrollment decision, it's advisable for both parties to think things over. Perhaps they need to do some reading; online and print resources such as The School & Community Tool Kit (Autism Speaks, 2006) and Buron's A 5 is Against the Law (2007a) are excellent. So is contacting local groups who provide support to the ASD community. Maybe the child's therapeutic team should be brought into the conversation. Perhaps the camp professional would like to discuss this with others, including legal counsel. In other words, it's recommended that a decision about enrollment be postponed until both the parents and the camp have time to consider what they've learned about and from one another. Schedule a call-back for the final "go" or "no-go" decision.
Hopefully the call-back is a consensus decision; after thoroughly exploring things, both parent and camp professional agree on what's best for both child and camp. When disagreement exists, there comes a point where the camp professional then has to make a decision. This can be tough; balancing the needs of a child with the resources of a camp program requires a reflective and thoughtful decision. Conditions to these decisions may be an option. Perhaps the child can come to camp using the anticipated plan and supported by pre-scheduled meetings with parents to review how the plan is working.
This article began by reminding the reader that autism spectrum disorders aren't black and white; it also drew the reader's attention to the fact that each child with this diagnosis has their own unique presentation. Getting to know what a child with ASD does well and what the environment might do to minimize potential hot spots is the focus of pre-camp assessment. Ultimately, we want each child's camp experience to be the best. Sometimes we can facilitate that within our own camp; sometimes we need to acknowledge that ours isn't the best and make a referral to another camp.
Autism Speaks (2006). School & Community Tool Kit. www.autismspeaks.org/community/family_services/school_kit.php. Note: Transferable to the camp setting, this 203-page document is designed to "assist the school community in understanding and supporting students with autism."
Buron, K. D. (2007a). A 5 is against the law! Social boundaries: Straight up! An honest guide for teens and young adults. Shawnee Mission, KS: Autism Asperger Publishing Co.
Buron, K.D. (2007b). A 5 could make me lose control! Shawnee Mission, KS: Autism Asperger Publishing Co.
Centers for Disease Control and Prevention. (2008). Autism spectrum disorders fact sheet. www.cdc.gov/ncbddd/autism/index.html
Erceg, L.E. (2008). Health screening: Thinking about its scope and objectives. CompassPoint, 18(1), 12-14.
Kutscher, Martin L. (2006). Autistic spectrum disorders: Sorting it out. Retrieved from www .pediatricneurology.com/autism.htm Myers, S.M. (2007). Management of children with autism spectrum disorders. Pediatrics, 120(5), 1162-1182.
Myles, B.S., and Southwisk, J. (1999). Asperger syndrome and difficult moments. Shawnee Mission, KS: Autism Asperger Publishing Co.
National Institute of Health. (2008). Autism spectrum disorders (Pervasive developmental disorders). Retrieved from www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/index.shtml
Linda Ebner Erceg, R.N., M.S., P.H.N., is the associate director of Health & Risk Management for Concordia Language Villages and executive director of the Association of Camp Nurses in Bemidji, Minnesota.


Goosebumps. They coat your flesh when you get out of a cold pool, run down your spine when you hear your favorite song, and make the hairs on the back of your neck stand at attention when you're scared. If you've spent a lot of time ruminating on the reason behind this whole goosebumps thing but come up empty, the scientific reason you get goosebumps when you're scared might surprise you. According to Scientific American, goosebumps are something we've inherited from our animal ancestors, and similar to throwaway body parts like wisdom teeth and the appendix, they actually don't seem to serve any useful purpose for humans in modern society.
"These bumps are caused by a contraction of miniature muscles that are attached to each hair. Each contracting muscle creates a shallow depression on the skin surface, which causes the surrounding area to protrude," George A. Bubenik, a physiologist and professor of zoology at the University of Guelph in Ontario, Canada, explained for Scientific American. "The contraction also causes the hair to stand up whenever the body feels cold. In animals with a thick hair coat this rising of hair expands the layer of air that serves as insulation. The thicker the hair layer, the more heat is retained. In people this reaction is useless because we do not have a hair coat, but goosebumps persist nevertheless."
According to the University of Melbourne in Australia, which is studying goosebumps and their potential therapeutic benefits, the reason you get goosebumps when you're scared has to do with adrenaline. In our furry friends, when goosebumps cause their hair to stand up in response to a threat, they appear bigger. This can make it more likely for potential enemies to back off.
So, when you're afraid of something, your goosebumps are actually trying to protect you. And while your arm hair standing on end probably isn't going to help much, it can serve as an alert system. "Strong emotions can also cause adrenaline to be released, which is why we get goosebumps in response to music we love, or a strong memory," Jane Gardner wrote for the university's news section. "Some people experience goosebumps more than others based on how much hair they have or their tendency to panic."
What's more, a study from Harvard University found that goosebumps might actually be a sign of good health. Those who experience goosebumps while listening to live music were found to be more positive, generous, creative, and more in touch with their emotions. This makes sense in relation to old-timey days when being healthy, strong, and full of goosebumps increased your chances of thwarting off would-be attackers.
Another study from Northeastern University in Boston found that some people actually have the ability to induce goosebumps, which would have been a valuable tool for staying safe in primitive times. The study found that people who were able to induce goosebumps, known scientifically as voluntarily generated piloerection, were more emotionally open.
"Individuals who display VGP may play an important role within the future study of emotion and emotional regulation, as the role of the ANS integrated within the physiology and experience of visceral emotions (shock, awe, being moved, fear, panic, disgust, etc.) is potentially illuminated by individuals with rare or unusual physiology," the study explained. Another recent goosebump development from the University of Melbourne centers around their potential to treat disease. Researchers found that goosebump muscles actually contain stem cells, which means they might not be so useless after all.
Overall, getting goosebumps is kind of like an internal safety mechanism, which is good. However, since it reacts based on outdated information, its not that reliable. Because, as you know, your hair standing on end doesn't necessarily mean you're in danger. The bottom line: If you get goosebumps on the reg, you probably would have fared well hundreds of years ago, and your body is full of healthy stem cells — something that actually is useful today. #TheMoreYouKnow


Japanese high school students were glued to the screen as a Harvard University student, acting as teacher, clicked on the computer and fused photographs of people’s faces, claiming she could create a face people would find attractive.
“Maybe,” one high school student said when asked if he thought the face was attractive. “Hard to say,” said another, who wasn’t as easily convinced.
The presentation, titled “Psychology of Love,” is part of a program in which 20 Harvard students lecture to about 80 Japanese high school students in seminars based on those at the prestigious Ivy League institution, the first of their kind in Tokyo.
Hosted by the IMPACT Foundation Japan, a nonprofit organization, the lectures are aimed at intellectually stimulating students and encouraging them to pursue their goals, including studying and working abroad.
During the eight-day program that runs through Saturday, students attended numerous seminars and workshops designed and conducted by Harvard students. Lectures covered topics ranging from beer in Palestine to love in Roman poetry, where students read poems in English with the help of a Japanese university teaching assistant.
Fumiya Kojima, 16, a second-year high school student from Tokyo, said the program was very interesting and useful.
“Since (the seminars) cover a wide range of areas, including social studies and humanities, it was a good opportunity for me to learn something I never thought about,” he said.
The Tokyo seminars are based on Harvard’s lectures for freshmen to help introduce them to a variety of subjects. At the university, professors lecture on their specialties to help students pick courses, the organizers said.
In a separate workshop, high school, Harvard and Japanese university students competed against each other in a contest to see how high and how creatively they could stack Lego blocks. Although it appeared to be a simple task, participants needed to think, discuss and act with other members in deciding the most efficient and effective ways of stacking the blocks.
During his lecture Saturday, Kiyoshi Kurokawa, a professor of the National Graduate Institute for Policy Studies, noted that undergraduate education is the time for students to identify their passions and the goals they wish to pursue.
Kurokawa pointed out that because Japan’s lifetime employment system is now a thing of the past, finding and keeping a job are no longer givens.
“You create your own value,” Kurokawa said. “When you face many problems in your own life . . . you have to make your own decisions.”
Japanese students should spend some time overseas — even one or two months, he added, noting studying abroad can make a big difference in one’s mind-set and way of thinking. But amid the nation’s current economic doldrums, the number of students studying abroad has witnessed a steady decline.
Participants in the Harvard program are also scheduled to attend lectures by Japan’s leading business figures, including Tadashi Yanai, chief executive officer of Fast Retailing Co., operator of the Uniqlo casual wear chain. Takeshi Niinami, president of convenience store chain Lawson Inc. was also slated to speak.
Participants joined the program with various hopes, dreams and ambitions for the future.
Kojima said he plans to work in the U.S. as a surgeon before returning home to contribute to the nation’s medical community.
“By participating in this summer program, I’d definitely like to absorb a variety of things,” he said.
Naoki Yoguchi, 16, said he hoped to use the program to get a better idea of what he wants to do with his future.
“I want to get close to and listen to a number of great people, pack as much knowledge as possible in my head and make many friends,” he said.
Meanwhile, the Harvard students said they were impressed by the intellectual curiosity of the Japanese high school students.
“They are very curious. . . . They really like to learn,” said Joselyn Lai, 20, an economics junior.
She also said she was extremely impressed because one of the high school students in her lecture knew the names of Western political philosophers.
“These kids are really smart,” she said.
Lai said she expects the high school students to get more information, do research and explore choices they feel are important for them.
As the leader of the organizing body, Ryosuke Kobayashi, 20, a Harvard student from Tokyo, said he hopes high school students use this opportunity to consider their own future and interests and maintain ties beyond the borders of generations, nations and specialties.
“I hope to continue the program next year and beyond,” he said.


On February 9, 1861, the Confederate Congress, then meeting in Montgomery, Alabama, established the Committee on the Flag and Seal. Chaired by William Porcher Miles, a former U.S. congressman from South Carolina, the committee considered various designs for a national flag and weighed the advantages of modeling the banner after the Stars and Stripes of the United States. Some thought such a move would be good politics. "Although I have not much more veneration than you for the stars & stripes, there are many who have, whose feelings, or fancies have a right to be respected," one Southerner wrote to Miles. The chairman disagreed and argued that the United States flag represented "tyranny."
A few weeks later, on April 30, the Virginia Convention of 1861 adopted a new state flag modeled on a different Confederate symbol: the Bonnie Blue Flag. Featuring a single white star on a field of blue, the Bonnie Blue Flag had flown over the short-lived Republic of West Florida, whose territory was eventually divided into the Deep South states of Louisiana, Mississippi, Alabama, and Florida. The flag had flown over Mississippi's capitol when the state seceded in January 1861, and a song, written in its honor, was soon popular across the South. Virginia's flag, meanwhile, featured the commonwealth's seal in a white circle against a blue background.
Miles resurrected what had been his preference for the national flag, a design of his own that featured a blue saltire, or X shape, with a white border and white stars (again, one for each state) on a field of red. The Committee on the Flag and Seal had rejected it the first time, suggesting that it looked "like a pair of suspenders," and now the members rejected it again. Johnston and Beauregard decided to use it anyway, with Beauregard proposing to Johnston two Confederate flags: "a peace or parade flag, and a war flag to be used only on the field of battle." This second flag, the so-called battle flag, would be the one Miles designed, and the two generals and their lieutenants met at Fairfax Court House in September 1861 to work out the details. At Johnston's urging, a square design was adopted, and each branch of the army was assigned a different size: forty-eight inches square for infantry, thirty-six inches square for artillery, and thirty inches square for cavalry.
Symbolism During the War
In the meantime, the battle flag slowly transformed into an important national symbol independent of the national flags. For a time it was referred to as "Beauregard's flag," and when Beauregard's and Johnston's armies combined into a new Army of Northern Virginia in March 1862, it became closely associated with that force and its longtime commander, Robert E. Lee. As the Army of Northern Virginia became an important national symbol, so did the battle flag. Confederate nationhood was not independent of Lee's army and its success—as suggested by Johnston's distinction between peace and war flags—but, in fact, dependent upon it.
Post-War Symbolism and Controversy
In emphasizing the positive aspects of the South and especially the antebellum social order, the Lost Cause—and with it the battle flag—also came to represent white supremacy for many. As far back as 1863, when the mostly white Second National Flag was adopted, a newspaper in Savannah, Georgia, praised it as "emblematical" of the Confederacy's fight "to maintain the Heaven ordained supremacy of the white man over the inferior or colored race." Such a literal reading of that flag's design was rare, and no equivalent reading of the battle flag's design has been made. But between the 1890s and the 1930s, similar meanings were nevertheless gathered up into its folds, along with many others, such as patriotism, valor, and states' rights.
This, in turn, helped to shape the meaning of the battle flag in American political and popular culture during the mid- to late twentieth century. It became a symbol of the States' Rights Democratic Party, nicknamed the Dixiecrats, which ran South Carolina governor Strom Thurmond for U.S. president in 1948. The Dixiecrats explicitly stood for what some considered to be the traditional values of the Confederacy—states' rights and white supremacy—and although they lost the election, their use of the battle flag helped to associate it with those values. According to a newspaper account, Thurmond's supporters in Richmond shouted the rebel yell and displayed what the newspaper mistakenly described as the "Stars and Bars." In the meantime, Richmond store owners reported that sales of the battle flag during the summer and fall of 1948 equaled or surpassed sales of the Stars and Stripes.
By the 1950s and 1960s, and despite efforts by the United Daughters of the Confederacy to limit its use, the battle flag was everywhere in the South. It became an unofficial symbol of the University of Mississippi and was especially popular among professional stock car drivers and their fans. It was incorporated into the state flags of Mississippi, in 1894, and Georgia, in 1956. Georgia subsequently redesigned the state flag in 2001, de-emphasizing the battle flag, and in 2003 adopted a flag design that closely mimics the Confederacy's First National Flag. As African Americans entered the political life of the United States again after years of Jim Crow laws in the South, they often opposed the use of the battle flag. The Afro-American, a newspaper published in Baltimore and Richmond, warned its readers that the ubiquitous flags were "an attempt to popularize the South's opposition to Civil Rights," and later compared the symbolism of the battle flag to Nazi propaganda.
During the Civil War Centennial (1961–1965), the flag was widely used not simply in the context of what it meant during the Civil War, but what it meant in the twentieth century. When Virginia governor J. Lindsay Almond proposed that the centennial be used to emphasize "the basic underlying principles in defense of which the war was fought," the politics of the civil rights movement were most explicitly linked with the politics of the Civil War, with the battle flag the symbolic link.
By the twenty-first century, the flag had shed the connotations of sacredness it had held during Reconstruction (1865–1877), as well as its association only with the relatively narrow tenets of the Lost Cause, and instead had come to represent broad regional, political, and racial identities. As such, it has often been highly controversial—as in the arguments over its use in the Georgia state flag—but its meanings not easily parsed.
February 9, 1861 - The Confederate Congress, meeting in Montgomery, Alabama, establishes the Committee on the Flag and Seal. Chaired by William Porcher Miles of South Carolina, it considers various designs for a national flag.
March 4, 1861 - Coinciding with U.S. president Abraham Lincoln's inauguration, the Confederacy unveils its First National Flag, or what comes to be known as the Stars and Bars. Its resemblance to the United States flag is considered to be politically astute.
April 30, 1861 - After voting to secede from the Union on April 17, the Virginia Convention meeting in Richmond adopts a new state flag, modeled in part on the Bonnie Blue Flag, which has become a symbol of the new Confederate nation.
July 21, 1861 - At the First Battle of Manassas, Confederate troops have trouble distinguishing between their own men and Union troops. This is caused in part by the Confederate national flag's resemblance to the United States flag, and provokes Confederate generals Joseph E. Johnston and P. G. T. Beauregard to lobby for a new national flag.
September 1861 - A new flag design having been rejected by the Confederate Congress, Confederate generals meet at Fairfax Court House to discuss adopting a battle flag separate from the Confederate national flag. They agree on a design by William Porcher Miles.
November 28, 1861 - Units in the Confederate Army of the Shenandoah and Army of the Potomac, gathered at Centreville, Virginia, are formally presented silk battle flags, designed to replace the Confederate national flag, which is considered to be too similar in design to the United States flag for battlefield use.
May 1, 1863 - The Confederate Congress adopts the Second National Flag, or "Stainless Banner," whose design incorporates the battle flag in a canton against a white field.
March 4, 1865 - The Confederate Congress adopts the Third National Flag, or "Blood-Stained Banner," which incorporates a single red bar on the fly edge of the previous flag.
October 1948 - In Richmond, supporters of the Dixiecrat candidate for U.S. president, Strom Thurmond, shout the rebel yell and display the Confederate battle flag, or what a newspaper account mistakenly refers to as the "Stars and Bars."
Cite This Entry
- APA Citation:
Clemens, T. G. Confederate Battle Flag. (2014, July 18). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Confederate_Battle_Flag.
- MLA Citation:
Clemens, Thomas G. "Confederate Battle Flag." Encyclopedia Virginia. Virginia Foundation for the Humanities, 18 Jul. 2014. Web. READ_DATE.
First published: May 26, 2010 | Last modified: July 18, 2014
Contributed by Thomas G. Clemens, a retired history professor at Hagerstown Community College, in Hagerstown, Maryland. He is also president of Save Historic Antietam Foundation, Inc., and a tour guide at Antietam National Battlefield, both located in Sharpsburg, Maryland.


This sketch of Napoleon Bonaparte by Captain Frederick Marryat was apparently made 14 hours after Napoleon’s death. The inscription on the sketch reads:
'Napoleon Bonaparte as he appeared on Sunday morning on the 6th of May, 14 hours after his death, laying upon the bed that he died in.'
Napoleon died, reportedly of stomach cancer, on 5 May 1821 after six years in exile on St Helena. His body was buried first in the grounds of Longwood, his St Helena residence, before being brought back to France in 1840 to be ceremoniously reburied in Les Invalides.
Napoleon had been exiled to the remote Pacific island of St Helena in 1815. After his defeat at Waterloo Napoleon had tried to flee to America but had been intercepted by the British ship Bellerophon, whereupon he surrendered and was taken in captivity to Plymouth and finally St Helena.
Captain Frederick Marryat (1792-1848) was a British naval officer on guardship duty in St Helena at the time of Napoleon’s death. It is unclear how he gained entry to view the body so soon after the death (if we are to take his word on the timing). However, the fact that Marryat visited and sketched Napoleon so soon after his death illustrates the continued fascination and emotion Napoleon evoked back in Britain, even after six years in remote exile away from the public glare.
Marryat had a distinguished career as a naval officer. His first ship was the frigate Imperieuse, under the command of Captain Lord Cochrane, a position that provided him with ample material for his later career as a novelist. He was promoted to commander in 1815 and from 1820 he commanded the sloop Beaver on guardship duty at St Helena until Napoleon’s death. He was elected a Fellow of the Royal Society in 1819 for his work on Sir Home Popham's system of signalling which became the basis of the International Code of Signals.
Marryat published his first novel, Frank Mildmay, whilst still serving in the Navy and his second came out in 1830, the year of his retirement. The highly successful The King’s Own cemented Marryat’s position as an author of adventure novels and was quickly followed by numerous other works. Marryat also wrote several children’s books, the most famous being The Children of the New Forest (1847).
Marryat’s papers were presented to the Museum in 1952 and include a diary, his signal book (MRY/5) and an album of official letters and press cuttings as well as several sketches. The Museum has other documents relating to the Bellerophon and Northumberland, the ships that carried Napoleon to Britain and then to St Helena, including Admiral Cockburn’s account of Napoleon’s voyage to St Helena (COC/9).
- For more details regarding the library and manuscripts collection, please see our online catalogue: www.rmg.co.uk/librarycatalogue
- If you are interested in viewing this or any other manuscript, please read the information about visiting the Caird Library available on the website or contact the Manuscripts Department at firstname.lastname@example.org 020 8312 6691 / 6669. Please note that some items are kept off-site and advanced warning is required in order to view these.
- Copies of this image can be ordered via the Picture Library, or by contacting 020 8312 6600 / email@example.com. Please quote the 'Repro ID' reference number displayed under the image.


What are life skills? Why do we need them? What is their necessity in today’s world? Life skills are those human skills which are needed to tackle the day to day problems and challenges we face in life on every day basis. How do we learn these skills? These skills can be learnt by experience or they can be taught. Are these skills being taught in schools? NO!
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These life skills can be tested by appearing for ‘International Skills Olympiad’; an online international test for Life Skills. Enrollment for this online test is completely free of cost only for the participant students from ‘Skillizen Partner Schools‘ across the world. If you are a progressive school leader and you would want your school to become a ‘Skillizen Partner School’, please do write to firstname.lastname@example.org! This test will be conducted on 26th July, 2015.
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Ileana Hickok The Yellow Wallpaper Outline I) Introduction- The Yellow Wallpaper by Charlotte Perkins Gilman is a tale about a woman, possibly named Jane, that slowly loses her mind when she is put on the “rest cure”. A) The story takes place in the late nineteenth century when doctors used to treat women suffering from “nervous hysteria” by putting them on the rest cure. These women were not allowed to go anywhere or do anything other than rest. B) Gilman uses thematic elements such as irony, symbolism, and conflict to demonstrate what the rest cure did to women. II) The story outlines the struggle that the narrator has with the man who is supposed to be helping her. A) There is a man versus man conflict between the main character, Jane, and her husband, John. B) Jane doesn’t agree with her husband’s rest cure 1) Jane’s husband, who is also her doctor, diagnoses Jane with nervous depression. (1) “If a physician of high standing, and one's own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression - a slight hysterical tendency - what is one to do?” (Gilman 173). (2) Jane seems uneasy about being diagnosed with hysteria, but she reveals that she is powerless against her husband’s finding. 2) The conflict between John and Jane symbolizes the man versus society conflict that women at the time had in a patriarchal society. Just like Jane is being oppressed by her husband, so were many women who were also not allowed to do as they please like the men. (1) “In the nineteenth century, women, as agents of moral influence, were expected to maintain the domestic sphere as a cheerful, pure haven for their husbands to return to each evening.” (Quawas). (2) Women at the time had only one main duty which was to be submissive to their husbands and tend to their needs. 3) Women in the nineteenth century were not allowed to express their opinion in any way. (1) “‘The Yellow Wallpaper’ is the story all ‘literary women would tell if they had the voice’” (Kasmer). (2) Kasmer refers to the story as being the voice of women at the time, if women were permitted to have a voice. 4) John patronizes Jane, treating her as if she were a child and her feelings weren’t valid. (1) “‘Bless her little heart!’ said he with a big hug, ‘she shall be as sick as she pleases!’” (Gilman 181). (2) Jane is not allowed to express herself in any way; when she does, her husband simply blows her off and tells her to stick to her rest cure. (3) John thinks he is helping Jane by having her locked up in her room and not letting her write or interact with others. This shows dramatic irony because John thinks his treatment will make his wife better when it is actually making her condition worse. 5) The main conflict in the story symbolizes the main conflict between men and women at the time, which is the oppression of women by men. III) Another strategy that Gilman used to show the conflict between men and women in the late nineteenth century was the symbolism of the names of the characters. A) The author skillfully chose the names of all the characters to convey the message behind each character. 1) The name John is used to refer to an anonymous male body. This symbolizes John as the embodiment of all the men in society who oppress women. 2) Jane’s name refers to Jane Doe which is symbolic of all the women in society since this is the name given to identify an anonymous female body. 3) The name Jenny in real life is used to refer to a female donkey which is basically a big dumb animal, and that is what Jenny fundamentally symbolizes. (1) The narrator states that Jenny “… is a perfect and enthusiastic housekeeper, and hopes for no better profession” (Gilman 178). (2) She is content with performing the domestic duties assigned to her by men just like a donkey who is unaware of any better life he could be living. 4) The character of Mary in the story is the woman who is now taking care of Jane’s son. (1) “It is fortunate Mary is so good with the baby” (Gilman 175). (2) The name Mary is symbolic of a mother figure. In the story, Mary is basically the mother of Jane’s baby. 5) The mention of S. Weir Mitchell in the story refers to the doctor who put the author on the rest cure. (1) “Although Mitchell's Rest Cure was in accordance with the most advanced neurological thinking of his day, in modern eyes it can be read as an attempt to reorient women to the domestic sphere” (Golden). (2) Mitchell is a symbol of all the doctors in the late nineteenth century who practiced this type of treatment. The treatment itself symbolizes the power that men had over women. 6) By using symbolism in the names of the characters, the author enhances the importance of each individual in the story. IV) Jane hates the room that she resides in, which shows a man versus environment conflict. A) The various aspects of the room give it a very negative connotation. 1) The narrator describes the room in a way that symbolizes that she is living in an asylum. (1) “…windows are barred for little children, and there are rings and things in the walls” (Gilman 174). (2) The bars on the windows and rings on the walls were likely used for keeping crazy patients under control. 2) Jane does one of the very few things she is allowed to do which is to lay down on her bed. (1) “I lie here on this great immovable bed- it is nailed down…” (Gilman 179). (2) There is a large bed in the room that is bolted down to the floor which symbolizes that Jane has no sexual freedom, aside from all the other freedoms that she does not have. 3) The room itself and the fact that Jane is stuck in it is symbolic of Jane and other women’s captivity. (1) “For example, the room, or in the story the narrator's confinement to her room, has become symbolic of the situation of women in patriarchal society” (Kasmer). (2) The narrator and all other women in society were put in their place by men and were trapped by the confines that men set up for them. (3) “I am sitting by the window now, up in this atrocious nursery…” (Gilman 175). (4) The window is Jane’s only way of seeing the outside world, everything she can’t partake in, and people she is not allowed to associate with. 4) Jane thinks the room she is in is a nursery which shows dramatic irony since she is not being nursed back to health, which would be the practical use of a nursery. Instead her condition is worsening. 5) The fact that Jane thinks her room is a nursery is symbolic of how John treats Jane like a child. (1) “‘What is it, little girl?’ he said. ‘Don’t go walking about like that- you’ll get cold’” (Gilman 181). (2) John belittles his wife instead of doing something practical to help her which definitely does not help her situation at all. 6) Instead of the room being a sort of nursery used to help nurse Jane back to health, it is more of a prison. V) The narrator is horrified by the wallpaper in the room which demonstrates a man versus environment conflict. A) The wallpaper symbolizes the imprisonment of Jane as well as other women at the time. 1) Jane notices that the wallpaper is old, yellow, and ripped. (1) “It is stripped off- the paper- in great patches… I never saw a worse paper in my life” (Gilman 174). (2) The fact that the wallpaper has been stripped off symbolizes that others who have also been in the same “room”, or situation as the narrator have also tried to break out of the imprisonment of the wallpaper. 2) Lisa Kasmer states that when Jane rips down the wallpaper, it symbolizes her own liberation. (1) “…discovers her double and enables this double to escape from her textual/architectural confinement” (Kasmer). (2) Jane seems to have had a breakthrough; she completely loses her mind and identifies herself with the “woman” in the wallpaper. (3) The narrator states that the woman in the wallpaper has “‘got out at last’…‘in spite of [John] and Jane!...’” (Gilman 189). (4) Jane finally becomes free from the imprisonment of her husband, basically by going mad. 3) The yellow wallpaper in the room is symbolic of men’s opinion which is passed on as factual information. (1) The yellow wallpaper is analogous to yellow journalism which were tabloid newspapers that contained the editor’s opinion but because it was published in the newspaper, it was regarded as fact. (2) The opinion that men in the late nineteenth century had was that women needed to stay in their place. They were not allowed to have high ranking or stressful jobs for fear that they would not be adequate enough to fulfill their duties. (3) Now we know this is not factual information, rather it was the attitudes that men had towards women. They believed women were inferior. 4) Jane accomplished her mission to free the woman in the wallpaper, and in doing so she liberated herself. VI) Conclusion A) In writing the story, Gilman uses a variety of symbols, conflicts, and irony to demonstrate her point. At the time Gilman wrote the story, women writers were not able to write about their struggles. This is why the author uses literary elements to portray the idea she is trying to get across. B) By writing this story and sending it to S. Weir Mitchell, Gilman eventually succeeded in helping put a stop to the rest cure and make advancements in the feminist movement.


People have mobilized in many Spanish cities such as Madrid, Barcelona, Zaragoza, Logroño, Bilbao, Gijon, Oviedo, Sevilla, Granada, Malaga, Leon, Murcia, Valencia, Baleares and even at the entrances of Spanish embassies in other countries. These revolutions have been organized just few days before the local and regional elections. After three years down the hill, the Spanish society wakes up from the long slumber, and reacts facing the crisis. Political mistrust, a disastrous economic situation, high unemployment rate or the dark future ahead are the main reasons that have lead many citizens to camp in the squares of main cities, rising banners and placards of dissent and censorship to the politicians in our country.
But, what this movement really is?
Spontaneity or strategy?
Who are they? they defined theirselfs as
What do they demand? : a more transparent democracy, more open and participative, where citizens count more than just voting every four years.
- Privileges of politicians: “We deserve other kind of politicians; without corruption, without privileges for a special and privileged class; transparent and liable for their actions. “
- Violence: The platform rejects and discards in its presentation any act of violence.
Reason: Absolute indignation about the current economic and political system. They ask for an urgent need of change, based on the following points of his “manifesto”:
- The priorities of any advanced society must be: equality, progress, solidarity, freedom of culture, sustainability and development, welfare and people’s happiness.
- These are inalienable truths for which we have to stand for in our society: the right to housing, employment, culture, health, education, political participation, free personal development, and consumer rights for a healthy and happy life.
- The current status of our government and economic system does not take care of these rights, and in many ways is an obstacle to human progress.
- Democracy belongs to the people (demos = people, krátos = government) which means that the government is made of every one of us. However, in Spain most of the political class does not even listen to us. Politicians should be bringing our voice to the institutions, facilitating the political participation of citizens through direct channels that provide the greatest benefit to the wider society, not to get rich and prosper at our expense, attending only to the dictatorship of major economic powers and holding them in power through a two-party system headed by the fixed acronym PP & PSOE.
- Lust for power and its accumulation in only a few; creation of inequality, tension and injustice, which leads to violence, which we reject. The obsolete and unnatural economic model fuels the social machinery in a growing spiral that consumes itself by enriching a few and sends into poverty the rest. Until it collapses.
- The will and purpose of the current system is the accumulation of money, regardless of the efficiency or the society’s welfare. Wasting resources, destroying the planet, creating unemployment and unhappy consumers.
- Citizens are the gears of a machine designed to enrich a minority which does not look after our needs. We are anonymous, but without us none of this would exist, because we move the world.
- If as a society we learn not to trust our future to an abstract economy, which never returns benefits for most of the population, we will be able to eliminate the abuse that we are all suffering.
- We need an ethical revolution. Instead of placing money above human beings, we shall put it back to our service. We are people, not products. I am not a product of what I buy, why I buy and who I buy from.


2. Montessori Numbers Maze (full version)
Montessori Numbers Maze Apps provide great activities for motor planning, visual tracking, and visual motor discrimination, as well as for extending attention span. They are designed to provide tactile and visual feedback that helps guide child’s finger and improves fine motor skills essential for writing.
Since repetition is essential for the brain to learn and recall information, the child will also master numbers and counting (number recognition, odd/even numbers through color coding, counting, counting by 2, 3, 5 … ).
► Counting by 2, 3, 5, …
► Odd/Even numbers through color coding
►Fine motor skills
The free version of the app was created as a sample game with an option of in-app purchase. The full version Montessori Numbers Maze does not contain in-app purchases. Both apps were created in compliance with Children’s Online Privacy Protection Rule (COPPA).
Help your child master numbers and counting with this incredibly entertaining yet educational iOS game!


Doc (an abbreviation of document) is a file extension for word processing documents; it is associated mainly with Microsoft and their Microsoft Word application. Historically, it was used for documentation in plain-text format, particularly of programs or computer hardware, on a wide range of operating systems. Almost everyone would have used the doc file format, whenever you write a letter, do some work or generally write on your PC you will use the doc file format. It was in the 1990s that Microsoft chose the doc extension for their proprietary Microsoft Word processing formats. As PC technology has grown the original uses for the extension have become less important and have largely disappeared from the PC world.
Early versions of the doc file format contained mostly formatted text, however development of the format has allowed doc files to contain a wide variety of embedded objects such as charts and tables from other applications as well as media such as videos, images, sounds and diagrams. doc files can also contain mail merge information, which allows a word-processed template to be used in conjunction with a spreadsheet or database.
AbiWord Apple Pages AppleWorks KWord Microsoft Word StarOffice
Tiff was originally created by a company called Aldus, and is now owned by Adobe systems, it is a file format for storing images, including line art and photographs. It was created due to the popularity of scanners and was thought-up to become the standard scanned image file format. It is a popular format for high-colour-depth images and it has also been adapted to accommodate greyscale images.
A TIFF file is made up of many different blocks which define the palette data or the LZW-compressed body among other things. The byte order is either Motorola or Intel depending on the first word. if it is MM, then you have Motorola byte ordering and likewise if it is II it means you have Intel byte ordering. Each TIFF file begins with an image file header which then points to an image file directory which contains the image data and image information.
CyberLink PowerDVD InterVideo WinDVD VideoLAN VLC Media Player Windows Media Player


Youth today face many more issues than most adults faced growing up, especially with the massive amount of technology they are constantly surrounded by. We see some youth struggling with addiction, bullying, and mental illness, problems in school at home and with peers. However, do we REALLY know what most youth are struggling with? For most adults the answer is NO. So we decided to ask adults in our schools and communities what they think the problems are that youth face today? Here are some of the responses we received: drugs (especially heroin), prescription pills, vaping, too involved in technology, underage drinking, they are lazy, and finally, they don’t do anything in school/not challenged. Then we asked students from various Geauga County schools the same question. Here are their responses: mental illness, mostly anxiety and depression; social media’s impact on negative self- image (because of the “picture perfect lives” others are portraying); social isolation; negativity on social media; and pressure…. not peer pressure, but pressure to be perfect and very high achieving, mostly coming from parents and schools.
So what does this mean? Youth are the experts, and are smarter than adults when it comes to what they face and experience every day. So the big question is why don’t we listen to what they have to say? The usual adult approach is…. “This is the problem you are facing and this is how we will fix it”. The new movement is here to let you know that this thinking is going to be a thing of the past. Starting in 2015, ESC introduced our schools to a new evidence based practice called Youth Led Prevention (YLP).
It is exactly as it sounds: youth telling adults what issues they face, and advocating for their ideas on how to fix them. The adult leader or allies’ role is to help guide the process of identifying the problem, determining capacity to change the problem, developing solutions, implementing ideas, and even evaluating the impact of their solutions. We are allowing our youth to be smarter than adults, we are listening to what they have to say, and teaching them how to act on their ideas. This process is called the Strategic Planning Framework. Youth Led Prevention has allowed so many students in Geauga County to speak out that we now have YLP groups in seven school buildings, and have 14 representatives on our Youth Advisory Council (YAC). We are proud of the youth- led activities these students have undertaken in such a short amount of time. Youth Advisory Council (YAC) members are leaders of the leadership groups in each district. They meet as a team to address common issues, help design each other's projects, and participate in a county-wide strategic planning process for youth leadership. YAC's mission is: Youth empowering youth throughout Geauga county communities to create a healthy lifestyle for themselves and future generations through demonstration of prevention and leadership skills. YAC members have designed, planned and facilitated Camp Burton Leadership Camp and Youth Summit high school leader training in both the 2015 and 2016-17 school years, serving over 500 Geauga and Lake County students. Students interested can request an application by contacting the YLP Coordinator.
In the fall six school and community leaders participated in Adult Leader Training in Columbus, in part teaching community and school partners how to play a role in community prevention. Two representatives from Geauga ESC and Lake Geauga Recovery Center also attended three training academy workshops to create a plan for Youth Led Prevention programs in the county.
Who hears what youth have to say better than other youth? Who has the greatest impact to lead youth by example? Who can effectively impact the largest number of youth with prevention messages in the fastest amount of time? The answer is obvious……YOUTH. The goal of Youth Led Prevention is simple….preparing youth to be leaders among their peers in the process of prevention.
In 1983, a group of prevention specialists held the first program for high school students in Lake and Geauga counties that stressed the importance of leading a drug free lifestyle. This program came to be known as the Camp Burton Teen Institute Camp.
Over the years, the program evolved into a leadership program focused on non-using students who were becoming both role models and leaders in drug prevention. The camp programming evolved to incorporate leadership activities in students’ schools and communities, while broadening the focus to include the many issues that teens face today. Bullying, Suicide, Dating Violence, and Teen Pregnancy are just some of the other issues teens speak out on.
Training for Success
To address these very important issues, the Advisory Council and in-school advisors help develop youth leaders to carry out this difficult role. The necessary components of any successful YLP training include providing the knowledge of the issues at hand, developing leadership skills to move youth into leadership roles, and teaching Presentation/Facilitation skills so they can become the confident voice of the prevention message. The Council and advisors provide resources for student groups, and support and help coordinate student ideas for the promotion a healthy school environment in their district.
The Camp Burton program is now the ‘jumping off point’ for Youth Led Prevention. Now a middle school program, 7th and 8th graders are exposed to prevention messages, factual information, and leadership skills in a fun 3-day camp experience. The goal is for these students to transition into high school leadership roles. High school leadership opportunities provided by the Advisory Council include training to be a Camp Burton camp counselor, two facilitator trainings per year, participation in the annual Lake-Geauga Youth Summit, connection to state-wide conferences, and information about new activities that can be done their district. The Advisory Council also provides training for in-school advisors in charge of YLP and other leadership groups.