“My daughter was diagnosed with dyslexia more than two years ago. We have tried many reading intervention programs . My husband and I are both very impressed with your intervention and are thrilled with how much it has helped our daughter.“
Barbara S. / Cardiff-by-the-Sea, California (Select link above to read entire letter.)
Systematic Phonics Instruction is Essential for Students Diagnosed with Dyslexia or a Learning Disability
Tightly-structured, multisensory, and comprehensive phonics instruction presented in a mature format appropriate for older students in late elementary, middle and high school, and adults is essential for struggling readers who have been labeled as learning disabled (LD) or dyslexic.
Individuals with a learning disability or dyslexia have difficulty with accurate and/or fluent word recognition and exhibit poor spelling and decoding abilities. Students with skill deficits in decoding, fluency and spelling also usually experience poor comprehension skills, low vocabulary, and a general lack of background knowledge that one normally acquires from reading. Not surprisingly, students who don’t read well avoid the activity of reading as much as possible. For students diagnosed as LD (learning disabled) or dyslexic, reading as an activity represents an area of personal failure and shame. (Almost half of all students eligible for special education are classified as being learning disabled in reading.)
Students with LD or Dyslexia Can Learn to Read and Spell with the Proper Instruction!
Students with a learning disability or dyslexia must be taught phonics (the relationship of English letters and sounds) in a systematic, tightly-structured, multisensory and comprehensive manner. Direct and focused instruction in the sound/symbol relationship of English must provide a requisite amount of practice for these students to learn and consolidate the sound/symbol relationship as each new discrete phonic element is introduced.
Phonics is a skill that must be directly taught. Students denied access to the information regarding the relationship of English letters and sounds are not able to acquire this information on their own. If LD/dyslexic students are ever to become independent readers, they must be taught phonics. Our online reading program makes learning phonics possible for LD/dyslexic students of all ages and all grade levels.
Many Students Labeled as Dyslexic or Learning Disabled Do Not Have a Learning Disability!
The truth is many students who fail to receive systematic phonics instruction by the second grade, never receive that foundation; many of these students will fall further and further behind as they proceed through the upper grades in elementary school and then middle and high school. Many teachers assume that by middle school if a student is still is unable to read at grade level, then he must have a learning disability or be dyslexic. These labels of learning disability and dyslexia are often used as catch-all terms to describe what is in fact often not a clinical condition on the part of the student. Instead many struggling readers are behind not because they possess some inherent learning disability, but instead they struggle as a result of a methodological failure on the part of the educational establishment to provide an effective and proven reading curriculum in the critical early school years. When a child receives a label of being learning disabled or dyslexic, the onus of responsibility for his reading difficulties then falls not on the school system but instead upon the child himself. Fortunately almost any student at any age is able to become an independent reader with the proper foundation in reading instruction. It is never too late for a student to become a successful reader!
The We All Can Read Program organically integrates Orton-Gillinghams principles of instruction into its curriculum.
(Select above link for additional information.)


Why Do Your Feet Hurt?
While your feet are a small part of your body, they are required to support your entire body weight and allow you to move freely. Not only are your feet incredibly strong, they are also a very complicated structure of 33 joints comprised of 20 bones all attached by many tiny muscles and tendons. When one part of this complex system is damaged by injury, disease, or inflammation it can cause pain that ranges from annoying to horribly debilitating. There are many potential reasons for you to be experiencing pain in your feet, or even in just one foot. These common cause of foot pain include:
- Bunions – An inflamed lump on the bottom of the big toe, usually caused by shoes that are too narrow.
- Flat feet or falling arches – The arch of the foot is no longer present when standing.
- Corns and warts – A thickening of the skin or sores on the soles of feet from rubbing or pressure.
- Hammer toes – Toes that almost look like claws because they curl downward.
- Arthritis – A rheumatic disease with many causes.
- Break & fractures – Traumatic injury as well as stress from weight or normal movement.
- Bursitis – An inflammation in a fluid filled sac that is between the tendons and the skin.
- Gout – Increases in the uric acid in the blood causing joint inflammation.
- Plantar Fasciitis – The thicker tissue on the bottom of a foot become inflamed.
- Sprains & strains – Over stretched or pulled ligaments in one of the foot’s joint.
- Tendinitis – Inflammation that occurs on one of the tendons.
What Can Be Done About Your Foot Pain?
Since there are many potential reasons that your feet are hurting, it is never a good idea to treat yourself without first consulting a podiatrist (a physician who specializes in feet). Depending on your diagnosis your physician may simply ask you to stay off your feet for a few days while applying R.I.C.E (Rest, Ice, Compression, Elevation) to the affected area. If the cause of the foot pain is not as easy to treat you may require more intricate care. This may include physical therapy, medication, or prescription orthotics. As a last resort in more severe cases your physician may recommend surgery.
When Should You See A Podiatrist?
As always, if you are concerned enough about your foot pain that you are considering treating yourself at home you should instead consult with a physician. Some other signs that you should schedule an appointment with podiatry specialist, like those at IBJI include:
- Persistent swelling that doesn’t reduce in two or three days
- Reddening, tenderness, burning, swelling or fever
- Ankle stiffness or swelling that are worse in the morning
- Numbness and tingling in your feet
- A cut or sore that is producing pus
- A wound to your feet that won’t heal
- You can’t stand or put weight on your foot
- Unbearable or severe pain
If you have any of the above symptoms, or your pain is chronic and persistent it is time to schedule an appointment with one of the podiatrists at IBJI. We are the right place to get complete and passionate care for your foot problems.
This information is not intended to provide advise or treatment for a specific situation. Consult your physician and medical team for information and treatment plans on your specific condition(s).


Mumbai, 22 Nov 2018 23:22 IST
Gouri Patwardhan's documentary delves into the non-existence of the dalit community's history during the rule of the peshwas and the ongoing reclamation.
The violence that took place at Bhima Koregaon in Pune district this year on 1 January, an important date in the dalit calendar, is still fresh in our memories, and Gouri Patwardhan's documentary, Bin Savalyanchya Gavat, begins at the same spot, with dalit crowds gathering at the victory column built to mark the fall of the Maratha empire at the hands of the East India Company in 1818.
Around 500 soldiers from the Mahar community had fought with the British to defeat a strong peshwa army.
While the event is often seen as the sad end of Maratha resistance to the growing power of the British in the subcontinent, it also marked a revolt against decades of subjugation of the so-called Untouchables by the peshwa system which worked within the rigid confines of the caste system.
On 1 January 1927, Dr BR Ambedkar visited and paid his respects to the martyrs at the spot, making the memorial an important reminder of the ongoing fight against caste discrimination.
This documentary manages to put into perspective why this reclamation of dalit history is important. The battle was the beginning of a revolt against the custodians of the caste system and an assertion of the so-called lower castes' right to dignity and self-respect.
The memorial at Bhima Koregaon is a reminder to continue reclaiming lost history and dignity.
Patwardhan's documentary discovers, through Pune's heritage sites and conversations with history teachers and social activists, how the city's dalit history is almost non-existent, with their heroes not even remembered, let alone celebrated.
While it is easy to find heritage sites, buildings, memorials and roads named after influential people attached to the peshwas during the 18th and 19th centuries, there is no sign of the dalits anywhere.
Most of the peshwa rule is viewed as a golden period in Maharashtra's history. With the patronage of the Maratha empire, the peshwas built houses, roads, temples, bridges, schools, parks, and lakes, and Pune flourished. But the prosperity was limited to the so-called upper castes, mostly the brahmins, the caste the peshwas belonged to.
The documentary, while educative, feels like a lesson in history at times. The narrator makes several statements in the early part of the film instead of letting us discover for ourselves. What makes it interesting is the first-hand stories that put forth a narrative that hasn't found space in Pune's political and social conversations.
Patwardhan delves into how, while the glory of the Maratha empire and the peshwas is protected and celebrated throughout the city even today, the system of violence used to suppress the lower castes in those years is brushed under the carpet — a glorification of feudalism and a wipeout of its atrocities.
Rich and poweful moneylenders, Kokanastha brahmins like Raste, Bhide, Gadgil and Khare, among several others (who acquired lots of property under the patronage of the peshwas) have had their houses declared as heritage sites and marked with blue plaques in the brahmin-dominated localities of Pune like Sadashiv Peth, Narayan Peth, Rasta Peth and Nana Peth.
The Sadashiv Peth heritage walk covers revolutionaries like Vasudev Balwant Phadke, who was inspired by Justice Mahadev Govind Ranade and Dadabhai Naoroji's speeches and decided to rebel against the British, Gadre Sahukar, who built the Khunya Murlidhar temple, Vasudev Balwant Gogate, who shot then Bombay governor Sir Ernest Hotson, among several others. Blue plaques adorn the doors of those residences.
But there are no such signs when you look for dalit revolutionaries or leaders in Somwar Peth, Mangalwar Peth, Ganesh Peth, Ravivar Peth, Bhavani Peth, Ganj Peth, Ghorpade Peth or the cantonment areas which had a predominantly dalit population. In fact, most of the history, houses and efforts have been lost.
Social activist Baba Adhav narrates how hard it was to even get hold of Mahatma Jyotiba Phule's pictures and how it took years of protests and rallies to get his house restored, declared a heritage site, and turned into a museum.
Phule began the anti-caste movement from Ganj Peth, started a school for the Untouchables, and fought hard for the rights of the lower castes. Despite his great work, he got his first statue only in 1929. Patwardhan looks into the politics of why it has been so difficult to acknowledge a hero like him.
While Phule at least has a presence in the city today, the likes of Shivram Janba Kamble, who led the Untouchable movement after Phule, has almost been forgotten.
The director also touches upon the politics of how the Parvati temple in Pune houses the peshwa museum, but there is no placard mentioning a 30-day satyagraha by dalits who were barred from entering the temple.
The director describes how the loss of history is in part because of the lack of writing skills within the community as they were prohibited from seeking education and knowledge by the brahmins.
The dalit narrative was almost non-existent until the early 20th century and most of it will likely never be recovered, but the process of reclaiming the past is what is the most rewarding part about watching this documentary.
Related topicsUrban Lens
You might also like
Ek Thi Begum review: Excellent performances elevate this long revenge saga
Said to be based on a true incident, the web-series takes you back to 1980s Bombay (now Mumbai), and...
Samantar review: The intriguing plot of two lives in parallel keeps you hooked
Directed by Satish Rajwade, the web-series has compelling performances by Swwapnil Joshi and Nitish...
AB Aani CD review: The wait for Amitabh Bachchan’s cameo isn’t worth it
The film suffers from poor writing and handling and only Vikram Gokhale's towering presence it...


An Intelligence Quotient or IQ is a score derived from one of several different standardized tests attempting to measure intelligence. Although the term "IQ" is still in common use, the scoring of modern IQ tests such as the Wechsler Adult Intelligence Scale is now based on a projection of the subject's measured rank on the Gaussian bell curve with a center value (average IQ) of 100, and a standard deviation of 15, although different tests may have different standard deviations. The average IQ scores for many populations have been rising at an average rate of three points per decade since the early 20th century with most of the increase in the lower half of the IQ range: a phenomenon called the Flynn effect. It is disputed whether these changes in scores reflect real changes in intellectual abilities, or merely methodological problems with past or present testing. (Wikipedie)
IQ test lasts approximately 30 minutes and contains 40 questions !
In the IQ test you must focus on the maximum. Test questions are simple. In the IQ test may not use the calculator and paper.


Clara Michelle Cheng
Before the popular Ice Bucket Challenge, there was #FeedTheDeed.
The premise is simple: Perform a random act of kindness, share a video of it to social media, then nominate friends to continue the chain of good deeds. Since it began in 2014, #FeedTheDeed has spread to thousands of individuals across more than 25 countries (What is #FeedTheDeed, n.d.).
Action Teaching with #FeedTheDeed
I have been implementing a variation of #FeedTheDeed in my undergraduate Social Psychology course as an action teaching project. Coined by Plous in 2000, “action teaching” is analogous to Lewin’s (1948) “action research,” which promotes scientific endeavors that both contributes to knowledge and tackles societal issues. Action teaching thus refers to a project or class activity that fosters student learning while simultaneously benefitting the community at large (Plous, 2000, 2012).
Pedagogically, my goal of the #FeedTheDeed project is for students to personally experience the effect of prosocial behavior on happiness and to learn more about research methodology, while engaging in behaviors that promote and spread kindness to others.
Class Project Design
Students taking Social Psychology at Carlow University are nominated to #FeedTheDeed, which entails recording themselves performing a good deed, with the twist that they are randomly assigned to perform the good deed for 1) a stranger or 2) a friend or family member. I do this purposely, to create an experimental design aimed at conceptually replicating past research that shows that prosocial behavior increases happiness (Dunn, Aknin, & Norton, 2008), particularly if said generosity is directed at those with whom we share close social ties (Aknin, Sandstrom, Dunn, & Norton, 2011). Students have the freedom to choose their good deed as long as it is not already a part of their regular routine, and that it must have a direct impact on the recipient.
Students rate their happiness levels on a 5-point scale prior to and again following the good deed (1 = not at all, 5 = extremely). In addition, they report the amount of time it took to plan their good deed, how connected they felt towards the recipient of the good deed, and how anxious they felt while performing the good deed.
I use the act of kindness and the questionnaire measures to give students the experience of how a generous behavior affects them emotionally. Incorporating an experimental design into the project served the goal of deepening students’ understanding of research methods.
Thus far, two cohorts of students have participated in the #FeedTheDeed class project. Examples of good deeds include paying for a stranger’s frozen yogurt, giving food to a homeless person, giving away cookies to college students, surprising mother and grandmother with thank you cards, and buying a dress for a friend who indicated that she wanted it on a recent shopping trip.
After students have completed their good deeds, we have a class discussion during the course unit on prosocial behavior, to examine the results of the project in the context of research on the benefits of doing good. For example, combining two years’ data thus far (N = 39), students rated their happiness significantly higher after performing the good deed (M = 4.49, SD = .64) compared to before (M = 3.36, SD = .67), F(1, 37) = 71.89, p < .001. This result replicates existing research on the positive effect of prosocial behavior on mood (e.g., Dunn et al., 2008). However, contrary to past research (Aknin et al., 2011), this effect was not moderated by whether the recipient of the good deed was a stranger or a friend/family member, F(1, 37) = .97, p = .33. These results provided the basis for discussion on why the effect previously demonstrated in the literature was not fully replicated.
Since I designed the project as an experiment, the class discussion also serves as a forum for critically evaluating the methodology of the project as a scientific study. Students came up with such critiques as that the sample was small and biased, consisting of mostly female students with similar backgrounds; demand characteristics; and a reliance on self-report data. The points made during the discussion also serve to inform the project in subsequent years. For example, a student from the first year of the project’s implementation suggested that people assigned to perform a good deed for a stranger may have experienced more anxiety than those who were in the friend/family member condition. As a result, we added anxiety as a factor in the following year to examine its influence on the results.
The class discussion further provided an opportunity for students to reflect on prosocial behaviors in general. For example, our data yielded no significant correlation between the amount of time spent planning the good deed and increase in happiness, r(37)= -.10, p = .55. One implication of this finding is that even a simple act of kindness that doesn’t take much effort to prepare can offer benefits to a person’s mood.
In addition, we discussed research demonstrating that people who benefitted from generosity are themselves more likely to be generous towards others and pay the good deed forward (Stanca, 2009). Thus, although we have no way of tracking this, it is possible that not only did the recipients of the students’ good deeds experience direct benefits, but this project may have indirectly inspired further good deeds and benefits beyond the class project itself.
Students’ Reactions to the Project
Anonymous surveys conducted at the end of the semester indicated that students generally enjoyed the project (M = 5.64, SD = 1.56, N = 33, on a 7-point scale where 1 = not at all and 7 = extremely) and felt that the project helped them learn about the effects of prosocial behavior (M = 5.91, SD = 1.49, N = 33). Here is a sample of students’ comments:
- “I liked how we got to experience first hand the feeling of giving out and spreading kindness and how it affects us as much as who we do the deed for.”
- “I like the idea of doing a good deed for a random person because it was not something I would normally do.”
- “I liked doing the good deed. It actually made me feel better to brighten someone’s day. I also like that I now think about, and do more prosocial behavior.”
- “It was nerve-wrecking thinking of a good deed to perform on a stranger.”
- “It was hard to video someone that we didn’t know and to get them to accept the deed.”
- “It was different than any project I have ever done. Also, I liked that we got to go out in the community and do something nice for someone.”
- “I did not have to write a long paper, but I still feel like I learned a lot.”
The last two comments above, in particular, illustrate that there are creative ways to promote learning, and that students can reap great educational rewards from a relatively simple assignment such as this.
Incorporating #FeedTheDeed in Your Class
Although I personally use the #FeedTheDeed project in my Social Psychology course, I believe this project is appropriate for any course that deals with the topic of prosocial behavior, such as Introduction to Psychology or Positive Psychology.
You can adapt #FeedTheDeed to work in both small and large classes. For example, while the class discussion format I currently adopt works well in my small class of around 20, you can achieve the same purpose in large classes by having discussions in breakout groups or online, or through reflection papers.
In addition, you can add or modify elements of the project to suit the learning objectives you have for your students. For example, part of my assignment involves students giving a presentation on this project at Carlow University’s annual Scholarship Day. Through working on this presentation, students have the opportunity to learn more about the research literature on prosocial behavior, to reflect deeply on and share their experience, to hone their presentation skills, and to showcase how their course work integrates Carlow’s core values of mercy, service, hospitality, discovery, and sacredness of creation.
One specific suggestion for implementing this project in your class is to limit student videos to no more than 3 or so minutes, which is plenty of time to demonstrate the student’s good deed and helps limit the amount of time spent grading the videos. Students also find it helpful, prior to doing their own good deeds, to view a sample #FeedTheDeed video—easily found online—to better understand what is required of them. In addition, some students have expressed discomfort in taking videos of strangers. In one case, a student delivered flowers and food to a women’s shelter but was not permitted to take a video despite having called the facility and obtained permission to do so ahead of time. In such cases, it may be a good idea to provide an alternative option, such as a photo or a video of the student describing the good deed, rather than a video that shows them committing the good deed.
One issue that warrants special attention is that of privacy. In the United States, it is generally legal to make video recordings in public spaces where privacy cannot reasonably be expected. However, individual states do vary on their wiretap laws with respect to audio recordings of private conversations. It is thus important to research the laws in your country or state, have safeguards in place, and ensure that students understand what they can and cannot do prior to implementing this project. In the case of private spaces (such as someone’s home), I provide my students with a consent form that those who appear in their video can sign.
Despite a few minor concerns, there are many benefits of using #FeedTheDeed as a class project. It’s fun, it spreads kindness, and it’s also highly rewarding for the instructor. I can think of no better kind of grading than watching videos of your students brightening someone’s day, all because of you nominated them to #FeedTheDeed.
Clara Michelle Cheng is an Associate Professor of Psychology at Carlow University in Pittsburgh, Pennsylvania. She received her Hon. BSc. (2000) in Psychology from the University of Toronto and her M.A. (2002) and Ph.D. (2006) in Social Psychology from The Ohio State University, where she was the recipient of two teaching awards. She currently teaches undergraduate classes in introductory psychology, social psychology, and statistics. Her research interests are in the area of automaticity, social cognition, and mindfulness. More recently, she has delved into the scholarship of teaching and learning in a project examining the efficacy of the flipped learning format in statistics. She met her husband at the National Institute for the Teaching of Psychology conference (NITOP) 10 years ago and they have been happily married for 4 years.
Aknin, L. B., Sandstrom, G. M., Dunn, E. W., & Norton, M. I. (2011). It’s the recipient that counts: Spending money on strong social ties leads to greater happiness than spending on weak social ties. PLOS ONE, 6, e17018. doi: 10.1371/journal.pone.0017019
Dunn, E. W., Aknin, L. B., & Norton, M. I. (2008). Spending money on others promotes happiness, Science, 319, 1687-1688. doi: 10.1126/science.1150952.
Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. New York, NY: Harper.
Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching of Psychology, 27, 198-200.
Plous, S. (2012). Action Teaching. In D. J. Christie (Ed.), The Encyclopedia of Peace Psychology (Vol. 1, pp. 1-5). New York: Wiley-Blackwell.
Stanca, L. (2009). Measuring indirect reciprocity: Whose back do we scratch? Journal of Economic Psychology, 30, 190-202. doi: 10.1016/j.joep.2008.07.010
What is #FeedtheDeed. (n.d.). Retrieved from http://kindnesscountsfoundation.com/feedthedeed/what-isfeedthedeed/


By Brian M. Fagan,Nadia Durrani
This brief account of the self-discipline of archaeology tells of striking discoveries and the colourful lives of the archaeologists who made them, in addition to of fixing theories and present debates within the box. Spanning over thousand years of heritage, the ebook info early digs in addition to protecting the improvement of archaeology as a multidisciplinary technological know-how, the modernization of meticulous excavation equipment through the 20th century, and the real discoveries that ended in new principles in regards to the evolution of human societies.
A short background of Archaeology is a bright narrative that would have interaction readers who're new to the self-discipline, drawing at the authors’ vast adventure within the box and lecture room. Early study at Stonehenge in Britain, burial mound excavations, and the exploration of Herculaneum and Pompeii culminate within the 19th century debates over human antiquity and the speculation of evolution. The booklet then strikes directly to the invention of the world’s pre-industrial civilizations in Egypt, Mesopotamia, and principal the US, the excavations at Troy and Mycenae, the Royal Burials at Ur, Iraq, and the dramatic discovering of the pharaoh Tutankhamun in 1922. The ebook concludes by way of contemplating contemporary sensational discoveries, resembling the Lords of Sipán in Peru, and exploring the debates over processual and postprocessual idea that have intrigued archaeologists within the early 21st century. the second one version updates this revered advent to 1 of the sciences’ so much attention-grabbing disciplines.
Read or Download A Brief History of Archaeology: Classical Times to the Twenty-First Century PDF
Best archaeology books
An goal consultant to this attention-grabbing technological know-how of background and tradition Archaeology always makes headlines--from fresh discoveries just like the frozen Copper-Age guy within the Italian Alps to the latest courting of the 1st humans in the USA at over 14,0000 years in the past. Archaeology For Dummies bargains a desirable examine this interesting box, taking readers on-site and revealing little-known information about a number of the world's maximum archaeological discoveries.
The chance that Polynesian seafarers made landfall and interacted with the local humans of the recent international sooner than Columbus has been the subject of educational dialogue for good over a century, even if American archaeologists have thought of the belief verboten because the Seventies. clean discoveries made simply by new applied sciences in addition to second look of longstanding yet often-ignored facts supply a more robust case than ever prior to for a number of prehistoric Polynesian landfalls.
The 5th and fourth millennia BCE observed significant cultural adjustments within the southern Levant and Northeast Africa: the unfold of agriculture; advancements in animal husbandry; elevated touch among cultures; and using alloy bronze. 'Metal, Nomads and tradition touch' integrates archaeological information from around the Chalcolithic interval to contextualise those alterations.
The Smithsonian Institution’s River Basin Surveys and the Interagency Archeological Salvage application have been the main formidable archaeological tasks ever undertaken within the usa. Administered via the nationwide Park carrier from 1945–1969, the courses had profound effects—methodological, theoretical, and historical—on American archaeology, lots of that are nonetheless being felt this present day.
- Community Identity and Archaeology: Dynamic Communities at Aphrodisias and Beycesultan
- The Neanderthal Legacy: An Archaeological Perspective from Western Europe
- Chief Of Seers: Egyptian Studies in Memory of Cyril Aldred (Studies in Egyptology)
- Seals, Craft, and Community in Bronze Age Crete
- Inside an Ancient Assyrian Palace: Looking at Austen Henry Layard's Reconstruction
Extra info for A Brief History of Archaeology: Classical Times to the Twenty-First Century
A Brief History of Archaeology: Classical Times to the Twenty-First Century by Brian M. Fagan,Nadia Durrani


Do Cucurbita pepo Gourds Float Fish Nets?
|Title||Do Cucurbita pepo Gourds Float Fish Nets?|
|Publication Type||Journal Article|
|Year of Publication||2004|
|Authors||Hart, JP, Daniels, RA, Sheviak, CJ|
|Keywords||crop dispersals, Cucurbita pepo, fishnet floats, gourds|
Among the various pre-maize indigenous crops of eastern North America, Cucurbita pepo gourd is the most enigmatic. C. pepo gourd remains have been found on mid-Holocene (8000-4000 B.P.) archaeological sites as far north and east as Maine. Their presumably extremely bitter flesh would have made the fruits inedible. Two not mutually exclusive hypotheses for use of the fruit are currently being debated: (1) the nutritious seeds were processed to remove bitterness and consumed and (2) dried fruits were used as fishnet floats and/or containers for general use. We report on a series of experiments that demonstrate the gourds function extremely well as fishnet floats. These results lend support to the second hypothesis, but do not conclusively prove they were used for this purpose.


As the seasonal Wheel of the Year turns, for those of us residing south of the equator, the festival of Lughnasadh is almost upon us. Taken from a Celtic word thought to mean “the commemoration of Lugh”, the Irish God associated with the sun and agriculture, the festival of Lughnasadh marked the funeral games that Lugh held in honour of his foster mother, Tailte, who died while clearing the Forest of Breg and making it a plain for cultivation. The modern day Telltown (Tailtean) in County Meath, Eire, is believed to have been named after Tailte.
Being the first of three harvest festivals, Lughnasadh is considered to be the festival of first fruits, where a blessing of the crop would take place as now was the time that apples were beginning to ripen on the trees, the summer vegetables being picked from the gardens, and the corn waiting to be harvested. The first harvests of grain, wheat and barley are also harvested around this time of the year (save for here in South Australia where such grain harvests often take place ain December, round mid summer).
To the Anglo-Saxons, this was the festival of Lammas (meaning “loaf-mas day”), marking the harvesting of the grain. The first sheaf of wheat was said to have been ceremonially reaped, threshed, milled and baked into a loaf which is then eaten, providing life. The Christian sacrament of Communion, where the bread is blessed, becomes the body of God and is then eaten to nourish the faithful, echoes the Pagan Mystery of the Grain God.
Grain has always been associated with Gods who are killed and dismembered and then resurrected from the Underworld, such as Tammuz, Osiris and Adonis. The Greek myth of Demeter and Persephone is a story about the cycle of death and rebirth associated with grain. Demeter, the fertility Goddess, will not allow anything to grow until she finds her daughter who has been carried off to the Underworld. The ancient Eleusinian Mysteries, believed to have been celebrated around the Autumn Equinox, culminated in the revelation of a single ear of corn, a symbol to the initiate of the cyclical nature of life, for the corn is both seed and fruit, promise and fulfilment.
Within many traditions of Pagan traditions including contemporary Wytchcraft, the God is moving from his guise as the Sun King to that of the Shadow One. Just like the sun, his power and energy is waning as he freely gives it to the crops in order to ensure life. As February is often our hottest month, any draining power of the Sun King might seem to be a long way off, however to the more observant, the dwindling hours of light can start to be noticed, despite daylight savings.
The Goddess too is also changing, slowly moving from her guise as the bountiful mother to that of the wise old Crone. While it is the God who figures prominently at this sabbat, without the Goddess, there would be no crops, no harvest to be thankful for.
Lughnasadh is the festival that reminds us to refresh and vitalise the body and spirit for the important harvesting work that lies ahead. It is also the time of giving thanks for the bountiful harvest that can be seen and felt all around. You should be seeing the efforts of your labour beginning to manifest.
Look at your life and see where you have aimed. What have you accomplished that you set out to do? What still needs to be done? Now is the time to stop and look at the big picture – are you still on track? Are you where you want to be? Are you who you want to be? If you are unhappy, not satisfied, are you able to see what needs to be changed? Are you prepared to make that change?
The Goddess provides but only what we are willing to work for and harvest by our own efforts. All that she provides will rot on the vine and grow wild if we do not add our own labour of love and care to her efforts.
As it was believed the Celts commenced their festival celebrations at dusk the previous day and carried through the night until the dawn, in the Southern Hemisphere Lughnasadh is celebrated around 31 January through until 2 February, or if astrological observances are taken into consideration, when the sun has entered 15 degrees Aquarius.
Hoof and horn, hoof and horn
All that dies shall be reborn
Corn and grain, corn and grain
All that falls shall rise again.
Dancing the Sacred Wheel by Frances Billinghurst
Wheel of the Year: Myth and Magic through the Seasons by Teresa Moorey and Jane Brideson
Magick Without Peers by Ariadne Rainbird and David Rankine
The Witches’ Sabbats by Mike Nichols


Children don't learn financial intelligence in a vacuum. As a parent you should be teaching by example, writes Marchelle Abrahams.Teaching children good money habits should be the top of any parent’s mind. Teaching them how to become budding entrepreneurs puts them on the right path to financial success.
Modern-day parents have often been chastised for giving in to temper tantrums and arguments and in many instances their response is: “I want my child to have the things I didn’t.”
Creative parenting expert and author Nikki Bush has a four-pronged approach on how parents should be putting strategies in place to counter this way of thinking.
“We should be teaching our children how not to fall into the debt trap,” she notes.
“Second, they need to know they cannot always have everything they want when they want them. They need to learn the value of money and to respect and look after their possessions. And, they need to learn how to save and invest because money makes money.”
Bush stresses the final point because she believes it’s a lesson that many adults have failed to learn.
She also urges parents to encourage entrepreneurial ambitions in children from a young age, but letting them independently come up with ideas and putting them into practise.
“My niece and nephew made themselves R155 on a weekend by selling candy-floss, popcorn and lemonade to passing neighbours in their estate. They got a bee in their bonnet that they wanted to create a pop up shop on the verge outside their home.
“Of course the money was split both ways, but on reflection, the workload was also split down the middle and many lessons were learnt,” says Bush.
Children don’t learn financial intelligence in a vacuum, adds Bush.
She says they need us to show them how, and making things as real as possible is the only way they can learn about money. Case in point: her niece and nephew’s pavement stall.
She does have a few tips on how to get them started:
Save for big ticket items
Children should be encouraged to save towards big ticket items. Get them to agree to save towards something, and you add the equivalent or double. They will take more care of things that they've bought.
Open a bank account
Less than 25 percent of South African children don't have bank accounts. Many parents may argue that there is no need for one, but it's quite the opposite. The idea is to teach them how to spend and save by becoming a “spaver”. Spavers know when it is important to spend and how much to save for something.
Invest, invest, invest
Teach your children to invest so that they can learn how to make money work for them. This is part of our financial education most of us missed. It's important for them to understand the magic of compound interest.
Most schools have market days as fund-raising ventures. Brainstorm ideas with them by getting them excited about it. Once they've decided on a product to sell, advertising is essential. Help them draw up posters and pin them up around the neighbourhood or school. Teach them to have confidence in their idea – if they don't believe in it, it won't sell!
* Visit Nikki Bush’s website: http://nikkibush.com/ or contact her: [email protected]kkibush.com
Famous entrepreneurs who made their millions in their youth
The founder of Facebook started raking in the cash while he was a college student and had just started the social networking site in 2004. He is worth $20 billion (R261bn).
At age nine, Johnson began making money by selling invitation cards. By the age of 11, he had saved enough money to form his company Cheers And Tears. His net worth is $3.2 million.
Brindak made her millions after launching the website Miss O And Friends when she was 10 years old. Her brand is worth $15m.
Gray started selling body lotion at the age of six. At age 13, he founded Farr-Out Food. He became a millionaire at age 14 and is the youngest person to have a Wall Street office. He is estimated to be worth $20m.
At 14 years old, Adam Hildreth and his six friends launched the famous English social networking site Dubit in 1999. He was ranked 23 in the top 100 richest young people in the UK, according to the 2011 Sunday Times Rich List.


Camellias have a long blooming season and can put on a real show. Their blooms come in lots of different shades, sometimes peeking out from under a late spring snow. Here’s how to care for camellias (Camellia Japonica), so you can enjoy their gorgeous flowers in your own garden.
Cultivated for many centuries in the Orient, Camellias appeared in the United States around 1800. The climates of the West Coast and Southeast are best, but with care, these popular flowers may also be grown farther north.
Camellia – A Beautiful Evergreen Shrub
The Camellia is an evergreen shrub which grows in the mountain forest of Japan, Taiwan and Korea. Its takes the name from its discoverer, George Joseph Kami (1661-1706) who was the first to describe its beauty to the rest of the world.
Camellias: An Illustrated Guide To Varieties, Cultivation And Care, With Step-By-Step Instructions And Over 140 Beautiful Photographs The English were the first to cultivate this tender plant but interest soon spread throughout the world. Today the centers of Camellia culture are on the East Coast, from The Carolinas to Florida, and on the West Coast. A few grow in Seattle, but the majority in the western U.S. are found in California where there are huge collections of botanical gardens.
Camellias belong to the tea family. The leaves are very similar to tea leaves being shiny and slightly toothed at the edges. You will find Camellia flowers in shades of pink and red or white and there are single, double and even fancier flowers.
You might also like to learn more about blue, pink and purple hydrangeas.
In almost every country there are keen fanciers of Camellias, even if they cannot grow them in the garden.
There are many Camellia societies that exchange ideas and experiences growing what can be a perplexing plant. Today there are literally thousands of varieties and cultivars to choose from.
How To Care For Camellias Successfully
Some people trying to grow camellias give up. But you don’t have to. If you plant it right, the camellia plant is quite easy to care for.
With so many people in the world who grow Camellias, some might think that it is an easy plant to grow. If conditions are just right, it is. All a Camellia demands is the proper range of temperatures and the right amount of humidity. But these are not easily met indoors and many give up trying to grow this beautiful plant.Jobe’s Fertilizer Spikes for Azalea, Camellia and Rhododendron, 9-8-7 Time Release Fertilizer for Acid Loving Plants, 10 Spikes per Package
If the winter temperatures exceed 50-60F, transpiration is to rapid and too much moisture is lost. The result: everything falls off: the buds, leaves and all. It is better to keep it cool than too warm.
A home with central heating will also be too dry since Camellias need humidity. It is the Asian mountain conditions that should be duplicated-mild and misty.
When to feed camellias
Camellias don’t need a lot of fertilizer, but they can use a bit in the spring right after their blooms are spent, and once more towards the end of summer.
The Camellia’s Annual Rhythm
During this time of the year,Camellias are grown best outdoors, so keep them on a balcony or terrace or in the garden. Never leave them at the mercy of the burning sun. Grow Camellias in a sheltered, half-shady spot, and if there is not adequate rainfall, water regularly.
Fertilize during this growing season when the buds for spring flowers are forming. Move the plant indoors at the first hint of frost.
During winter, keep the Camellias inside at temperatures ranging between the upper 40’s and lower 50s (probably in your garage or enclosed porch).
And while Camellias need to be kept cool, never let the temperature drop below freezing. If you keep them in a greenhouse don’t let them get too warm or get too much sun. Don’t feed them either.
This is when Camellias bloom. The exact time varies with the variety. The plant still needs to be kept cool but temperatures can be in the upper 50s now. Each flowering period can last a month.
Flower size may be influenced by removing all side buds and keeping only the top bud at the tip of the shoot.
This is the time to prune plants to control their shape before growth begins. When growth begins, start fertilizing.
The cut stems, incidentally, will last about eight days in water with a cut-flower preservative added.
Camellia Plant Diseases
Leaves and buds fall off
A certain amount of this may be natural, as some Camellias produce more buds than will flower.
Other causes may be under or over-watering, or the wrong balance between temperature, humidity, water and fertilizer.
Petal blight will cause them to rapidly turn brown
If only the petal edges are brown, sun or wind may be the culprit. In cases of blight, however, the discoloration extends into the flower center. Infected flowers and mulch must be discarded and ground treatment with a fungicide may be necessary.
Camellia Flower Colors
Camellias come in many shades of pink, going from deep pinks to white, as well as all the way to red.
There are even some yellow camellias, going from very pale yellow to deep yellows.
These days you can even see some variegated camellias, just like this one.
There are close to 3000 different types of camellia shrubs and plants, ranging in many colors and shapes, some fragrant and some not.
Growing Camellias In Pots
Camellias are beautiful in ground, but they make gorgeous looking containers.
Camellia Plant Varieties
I love it when there are lots of varieties for a plant, and camellia has plenty of them.
Here are just a few I heard of:
- camellia sinensis tea plant
- camellia japonica nobilissima
- camellia japonica mathotiana
- camellia japonica desire
- camellia japonica alba plena
- camellia sasanqua (see this one just below)
Camellia Flower Pictures
Before buying plants love lookign at pictures and imagining how they’d fit into my current flower garden. I’m sure others like that too, so i gathered some pictures with different types for camellia flowers. I hope you enjoy this beautiful collection of camellias.
These red camellia flowers are stunning! I love the simplicity of this flower 🙂
Another beauty, this camellia was photographed at the Locarno Camellia exhibition in Europe.
What a pretty flower! I love the peach accents on this one, and can just imagine a quiet spot next to a potted plant this color. I wonder if this is one of the fragrant camellia varieties.
Nature is so amazing! Check out this red and white camellia plant! Looks like an artist has some fun with these two colors. GORGEOUS!
I love the yellow white and pink combination in this camellia.
Don’t you wish you could have them all: they are all so beautiful!
If you’d lire to try your hand at growing camellias from seed, Amazon has lots of them. Here are just a few.
Rare Purple Camellia Seeds Potted Garden Flower Seeds Potted Ornamental Plants Japanese Camellia Seeds 100pcs Free shipping11 Kinds of Categories Camellia Seeds Potted Plants Garden Flower Seeds Plants Common Camellia Seeds a Pack 100 PcsPromotion!!! 50 pieces/bag,Camellia seeds, Camellia flowers seeds 24kinds color for chose
I hope you figured out how to care for camellias and enjoy their beauty throughout the year.


Zebra Danio - Danio rerio
Species name: Danio rerio
Synonym: Cyprinus chapalio; Cyprinus rerio; Brachydanio rerio; Perilampus striatus; Brachydanio frankei; Danio frankei; Danio lineatus
Common Names: Zebra Danio
Family: Cyprinidae (Minnows or carps)
Order: Cypriniformes (carps)
Class: Actinopterygii (ray-finned fishes)
Max. size: 6.0 cm / 2 inches
Origin: India, Bangladesh, Myanmar, Nepal and Pakistan.
Company:Keep with tetras, Gouramis, small cichlids, catfish, livebearers, barbs, and other minnows.
Water parameters: Temperature 18-24°C / 65-75°F; pH 6.0 – 8.0
Aquarium setup: Danio rerio (Zebra danio) is very tough and often used to cycle tanks. These fish like to be in groups of 6 or more. They are top dwellers. They are often used as "dither fish" to distract bigger, more aggressive fish. These guys make a great community fish and fish for beginners. They require a tank of at least 10 gallons preferable more.
Feeding: Accepts flake floods and live foods such as bloodworms and brine shrimp.
Breeding: Move male and female into a separate tank with a layer of round marbles at the bottom. Eggs will fall in between the marbles so the parents can't eat them. Fry usually hatch within 36 hours and look like little white tadpoles against the glass. They become free swimming in 3 days.
Picture of Zebra fish / Zebra Danio - Danio rerio. Copyright www.jjphoto.dk
Didn't find the info you were looking for? Register for free and ask your question in our Aquarium forum !
Our knowledgeable staff usually responds to any question within 24 hours
Other Barb And Barb Like Fish Profiles:


Cultural heritage impact assessments provide a means for new hydro projects to avoid alterations to sites of exceptional national and international heritage value.
In the absence of an adequate assessment, new hydropower schemes may end up submerging heritage sites and areas of cultural value. The construction of infrastructure, roads and power lines can also disturb or damage items with cultural significance. This may in cases result in the loss of, or damage to, sites with religious or ceremonial meaning for people.
Without sufficient involvement of relevant local and cultural groups, the values and risks for heritage issues may not be realised and adequately addressed.
Strategic impact assessments can assist in determining areas or places known to be of heritage value that should be excluded from hydropower development. Many such sites are now protected by law and where feasible should be avoided. At a project level the identification of cultural heritage sites is a key component in the planning and environmental impact assessment process.
Under the guidance and direction of indigenous and local people, anthropologists, architects and archaeologists can undertake cultural heritage impact assessments. When sensitive sites or artefacts are identified, decisions can be made about their significance and appropriate steps taken to mitigate risk of damage or loss. As part of a comprehensive environmental impact assessment process, adequate time and budgetary allowances should be made for studies to be completed and mitigation measures undertaken.
If mitigation or avoidance is not possible, conservation efforts can be directed towards recovery of outstanding artefacts and relocation of them to appropriate protected areas as agreed with the communities involved and the authorities. Sensitive and appropriate management of cultural heritage can assist in increasing a community’s acceptance of, and reducing opposition to, the construction of hydropower schemes.
It can also facilitate social and cultural re-establishment and rehabilitation once the scheme is in operation.


Umbrella trees grow to 50 feet in their native Australia and New Guinea. In colder climates, they grow as houseplants. Trees can be pruned to control size and grow best with protection from hot afternoon sun. Water regularly and cut back in the winter as needed. Plants can be moved outdoors in summer into shade.


- Grades: 3–5
Lincoln Memorial Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. . . .On a sunny day in November 1863, President Abraham Lincoln began to speak. Lincoln had traveled from Washington to Gettysburg, Pennsylvania, to dedicate a cemetery for soldiers. In his speech he paid tribute to the soldiers who had died to uphold America's ideals of freedom and equality.At that time the United States was fighting the terrible Civil War. The Northern states of the Union battled to keep the Southern states from splitting apart and forming a separate country. As President, Lincoln kept the Union together. During the war he also freed the slaves.For those two great accomplishments - preserving the Union and ending slavery - the Lincoln Memorial honors our sixteenth President. The building looks like a temple in ancient Greece, where democracy began. Around the outside are 36 columns, one for each state when Lincoln was President. Broad stone steps lead up to a 19-foot-tall statue of the Great Emancipator, as Lincoln was called. You can read the words of the Gettysburg Address on one wall.One hundred years after Lincoln freed the slaves, another great leader came to Washington to speak to a large crowd. Standing on the steps of the Lincoln Memorial, Dr. Martin Luther King, Jr., called on all Americans to turn our nation's ideals into reality for everyone: I have a dream my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.Lincoln Memorial reproducibleTry ThisRead more about Abraham Lincoln and Martin Luther King, Jr. Then imagine that they could talk with each other. What do you think they'd say? With a friend, act out this conversation.


In machining, boring is the process of enlarging a hole that has already been drilled (or cast) by means of a single-point cutting tool (or of a boring head containing several such tools), such as in boring a gun barrel or an engine cylinder. Boring is used to achieve greater accuracy of the diameter of a hole, and can be used to cut a tapered hole. Boring can be viewed as the internal-diameter counterpart to turning, which cuts external diameters.
There are various types of boring. The boring bar may be supported on both ends (which only works if the existing hole is a through hole), or it may be supported at one end (which works for both, through holes and blind holes). Lineboring (line boring, line-boring) implies the former. Backboring (back boring, back-boring) is the process of reaching through an existing hole and then boring on the "back" side of the workpiece (relative to the machine headstock).
Because of the limitations on tooling design imposed by the fact that the workpiece mostly surrounds the tool, boring is inherently somewhat more challenging than turning, in terms of decreased toolholding rigidity, increased clearance angle requirements (limiting the amount of support that can be given to the cutting edge), and difficulty of inspection of the resulting surface (size, form, surface roughness). These are the reasons why boring is viewed as an area of machining practice in its own right, separate from turning, with its own tips, tricks, challenges, and body of expertise, despite the fact that they are in some ways identical.
Boring and turning have abrasive counterparts in internal and external cylindrical grinding. Each process is chosen based on the requirements and parameter values of a particular application.
Machine tools used
The boring process can be executed on various machine tools, including (1) general-purpose or universal machines, such as lathes (/turning centers) or milling machines (/machining centers), and (2) machines designed to specialize in boring as a primary function, such as jig borers and boring machines or boring mills, which include vertical boring mills (workpiece rotates around a vertical axis while boring bar/head moves linearly; essentially a vertical lathe) and horizontal boring mills (workpiece sits on a table while the boring bar rotates around a horizontal axis; essentially a specialized horizontal milling machine).
Boring mills and milling machines
The dimensions between the piece and the tool bit can be changed about two axes to cut both vertically and horizontally into the internal surface. The cutting tool is usually single point, made of M2 and M3 high-speed steel or P10 and P01 carbide. A tapered hole can also be made by swiveling the head.
Boring machines come in a large variety of sizes and styles. Boring operations on small workpieces can be carried out on a lathe while larger workpieces are machined on boring mills. Workpieces are commonly 1 to 4 metres (3 ft 3 in to 13 ft 1 in) in diameter, but can be as large as 20 m (66 ft). Power requirements can be as much as 200 horsepower (150 kW). Cooling of the bores is done through a hollow passageway through the boring bar where coolant can flow freely. Tungsten-alloy disks are sealed in the bar to counteract vibration and chatter during boring. The control systems can be computer-based, allowing for automation and increased consistency.
Because boring is meant to decrease the product tolerances on pre-existing holes, several design considerations apply. First, large length-to-bore-diameters are not preferred due to cutting tool deflection. Next, through holes are preferred over blind holes (holes that do not traverse the thickness of the work piece). Interrupted internal working surfaces—where the cutting tool and surface have discontinuous contact—are preferably avoided. The boring bar is the protruding arm of the machine that holds the cutting tool(s), and must be very rigid.
Because of the factors just mentioned, deep-hole drilling and deep-hole boring are inherently challenging areas of practice that demand special tooling and techniques. Nevertheless, technologies have been developed that produce deep holes with impressive accuracy. In most cases they involve multiple cutting points, diametrically opposed, whose deflection forces cancel each other out. They also usually involve delivery of cutting fluid pumped under pressure through the tool to orifices near the cutting edges. Gun drilling and cannon boring are classic examples. First developed to make the barrels of firearms and artillery, these machining techniques find wide use today for manufacturing in many industries.
Various fixed cycles for boring are available in CNC controls. These are preprogrammed subroutines that move the tool through successive passes of cut, retract, advance, cut again, retract again, return to the initial position, and so on. These are called using G-codes such as G76, G85, G86, G87, G88, G89; and also by other less common codes specific to particular control builders or machine tool builders.
Lathe boring is a cutting operation that uses a single-point cutting tool or a boring head to produce conical or cylindrical surfaces by enlarging an existing opening in a workpiece. For nontapered holes, the cutting tool moves parallel to the axis of rotation. For tapered holes, the cutting tool moves at an angle to the axis of rotation. Geometries ranging from simple to extremely complex in a variety of diameters can be produced using boring applications. Boring is one of the most basic lathe operations next to turning and drilling.
Lathe boring usually requires that the workpiece be held in the chuck and rotated. As the workpiece is rotated, a boring bar with an insert attached to the tip of the bar is fed into an existing hole. When the cutting tool engages the workpiece, a chip is formed. Depending on the type of tool used, the material, and the feed rate, the chip may be continuous or segmented. The surface produced is called a bore.
The geometry produced by lathe boring is usually of two types: straight holes and tapered holes. Several diameters can also be added to each shape hole if required. To produce a taper, the tool may be fed at an angle to the axis of rotation or both feed and axial motions may be concurrent. Straight holes and counterbores are produced by moving the tool parallel to the axis of workpiece rotation.
The four most commonly used workholding devices are the three-jaw chuck, the four-jaw chuck, the collet, and the faceplate. The three-jaw chuck is used to hold round or hex workpieces because the work is automatically centered. On these chucks the runout faces limitations; on late-model CNCs, it can be quite low if all conditions are excellent, but traditionally it is usually at least .001-.003 in (0.025-0.075 mm). The four-jaw chuck is used either to hold irregular shapes or to hold round or hex to extremely low runout (with time spent indicating and clamping each piece), in both cases because of its independent action on each jaw. The face plate is also used for irregular shapes. Collets combine self-centering chucking with low runout, but they involve higher costs.
For most lathe boring applications, tolerances greater than ±0.010 in (±0.25 mm) are easily held. Tolerances from there down to ±0.005 in (±0.13 mm) are usually held without especial difficulty or expense, even in deep holes. Tolerances between ±0.004 in (±0.10 mm) and ±0.001 in (±0.025 mm) are where the challenge begins rising. In deep holes with tolerances this tight, the limiting factor is just as often the geometric constraint as the size constraint. In other words, it may be easy to hold the diameter within .002" at any diametrical measurement point, but difficult to hold the cylindricity of the hole to within a zone delimited by the .002" constraint, across more than 5 diameters of hole depth (depth measured in terms of diameter:depth aspect ratio). For highest-precision applications, tolerances can generally be held within ±0.0005 in (±0.013 mm) only for shallow holes. In some cases tolerances as tight as ±0.0001 in (±0.0038 mm) can be held in shallow holes, but it is expensive, with 100% inspection and loss of nonconforming parts adding to the cost. Grinding, honing, and lapping are the recourse for when the limits of boring repeatability and accuracy have been met.
Surface finish (roughness) in boring may range from 8 to 250 microinches, with a typical range between 32 and 125 microinches.
Sometimes a part may require higher accuracy of form and size than can be provided by boring. For example, even in optimized boring, the amount that the diameter varies on different portions of the bore is seldom less than 3 micrometre (.0001 inches, "a tenth"), and it may easily be 5 to 20 micrometre (.0002-.0008 inches, "2 to 8 tenths"). Taper, roundness error, and cylindricity error of such a hole, although they would be considered negligible in most other parts, may be unacceptable for a few applications. For such parts, internal cylindrical grinding is a typical follow-up operation. Often a part will be roughed and semifinished in the machining operation, then heat treated, and finally, finished by internal cylindrical grinding.
The limitations of boring in terms of its geometric accuracy (form, position) and the hardness of the workpiece have been shrinking in recent decades as machining technology continues to advance. For example, new grades of carbide and ceramic cutting inserts have increased the accuracy and surface quality that can be achieved without grinding, and have increased the range of workpiece hardness values that are workable. However, working to tolerances of only a few micrometres (a few tenths) forces the manufacturing process to rationally confront, and compensate for, the fact that no actual workpiece is ideally rigid and immobile. Each time a cut is taken (no matter how small), or a temperature change of a few hundred degrees takes place (no matter how temporary), the workpiece, or a portion of it, is likely to spring into a new shape, even if the movement is extremely small. In some cases a movement of a fraction of a micrometre in one area is amplified in lever fashion to create a positional error of several micrometres for a feature of the workpiece several decimetres away. It is factors such as these that sometimes preclude finishing by boring and turning as opposed to internal and external cylindrical grinding. At the extreme, no perfection of machining or grinding may be enough when, despite the part being within tolerance when it is made, it warps out of tolerance in following days or months. When engineers are confronted with such a case, it drives the quest to find other workpiece materials, or alternate designs that avoid relying so heavily on the immobility of part features on the micro or nano scales.
- Pictorial History of England: Being a History of the People, as Well as a History of the Kingdom, Volume 1, By George Lillie Craik, Charles MacFarlane
- Kalpakjian 2001
- Todd & Allen 1994
- Kalpakjian, Schmid (2001), Manufacturing Engineering and Technology, Upper Saddle River, NJ, USA: Prentice Hall
- Todd, Robert H.; Allen, Dell K. (1994), Manufacturing Processes Reference Guide, New York, NY, USA: Industrial Press


A GREAT EDUCATION is so important. We don’t want anything—especially dental problems—to get in the way of your child’s learning. We encourage you to schedule a dental visit before your son or daughter returns to class.
Typically, During Back-To-School Exams We:
- Go over your child’s dental and medical history.
- Examine your child’s teeth, jaws, and oral tissue.
- Take x-rays if needed.
- Clean and polish your child’s teeth.
- Apply a fluoride, cavity prevention treatment.
Together, Let’s Keep Your Child Healthy For Class
According to the American Academy of Pediatrics, tooth decay is one of the most common chronic diseases among children. In fact, by the time children begin kindergarten, 40 percent have some form of tooth decay! We want to catch issues early, before they affect your child’s oral health and disrupt his or her school year.
Help Your Child By Making Sure He Or She:
- Gently brushes at least twice a day, paying special attention to the gum line.
- Flosses every day.
- Practices good eating habits—a healthy breakfast and lunch can help with energy and focus as well as help protect teeth between cleanings.
- Brushes with a travel toothbrush or chews sugarless gum after eating school lunch (if possible).
When you take an active role in your child’s oral health, you help more than his or her teeth. You help your child form habits that can positively shape oral and overall health for life. To schedule your child’s back-to-school examination, call now or request an appointment. You can also do that directly on our Facebook page.


Flashcards in Meninges and spinal cord Deck (19):
Name the meninges
Dura mater, arachnoid mater, pia mater
Describe the dura mater in the skull
2 layers, endosteal is similar to the periosteum, inner meningeal layer
Usually fused but sometimes separate to form sinuses for venous blood drainage
Describe the dura mater in the spinal cord
Continuous with meningeal dura, separated from the periosteum of spinal vertebrae by loose fatty CT that contains the internal vertebral venous plexus
What is the falx cerebri?
Fold of dura in the mid saggital plane between the 2 hemispheres
What is the tentorum cerebelli?
Dura that covers the cerebellum and supports occipital lobes. Attached to petrous temporal bone and occipital bone
What is the falx cerebelli?
Small vertical fold of dura between two cerebellum hemispheres (attaches to occipital bone and tentorum cerebelli)
What happens to the dura when cranial nerves leave the skull?
Blends with epineurium
What is the blood supply to the dura?
Middle meningeal artery lies between meningeal and endosteal layers of dura
What is in the subarachnoid space?
CSF and cerebral vessels, cranial nerves also pass through
What are arachnoid granulations?
Protrusions of arachnoid mater that provide a route for CSF to return to blood, found in venous sinuses (esp. superior sagittal sinus)
Describe the pia mater
Closely invests in the brain and accompanies cerebral arteries into the substance of the brain
What is a cistern? Name 3 examples
An enlargement of subarachnoid space
E.g. interpenduncular, cerbromedullary and pontine
What happens if there is a rupture of an aneurysm of the circle of willis?
Thunderclap headache at back of head
What happens if there is a tearing of the veins in the brain?
Occurs in very young and very old due to smaller brains
Slower and self limiting as bleeds into venous sinuses
What happens if there is a minor blow to the head at the pterion?
Middle meningeal vessel damage
Where is a lumbar puncture taken and why?
Subarachnoid space (containing CSF) extends to S2 whereas spinal cord terminates at L1 so L2-L4 is safe
What is the ligamentum denticulatum?
Attaches pia mater to dura and arachnoid mater so the spinal cord is suspended in the dural sheath
What is the blood supply of the spinal cord?
Anterior spinal artery and 2 posterior spinal arteries (from vertebral arteries)
Reinforced by segmental arteries from intervertebral foramina
All that enter spinal medulla are end arteries


Why is the ninth month called September?
1874, a back-formation from extrapolation by analogy of interpolate. Said in early references to be an expression of Sir George Airy (1801-1892), English mathematician and astronomer. Related: Extrapolated; extrapolating.
A mathematical procedure designed to enable one to estimate unknown values of a parameter from known values. A common method of extrapolation is to look at data on a curve, then extend the curve into regions for which there is no data. Extrapolation is often used to predict the future.


It's important to distinguish between measures and analyses, because only analyses can be quantitative or qualitative, not measures.
Measures are, essentially, systematic processes by which we acquire our data, and analyses are processes we use to look at the data. As a rule of thumb, the difference is not hard to find and is given in the name: quantitative analysis deals with numbers, and qualitative analysis doesn't. It looks more complex than it is.
ANOVA and t-tests are both forms of statistical linear regression, for example. They 'concentrate' many standardized observations down to a manageable model we can easily deal with, like an extremely effective form of memory chunking. They're quantitative because they have to do with numbers. Analyses can be quantitative or qualitative, and you can easily tell them apart by whether the technique relies on numbers or judgment.
You didn't actually give any examples of qualitative analysis in the question, but the prototypical example of qualitative analysis is the case study. For various reasons, it's sometimes necessary or just useful to conduct a study based on a single case (e.g., the memory patient HM). These studies can draw meaningful and very useful conclusions based on qualitative analyses like comparative studies, double dichotomy, etc., when we would never be able to reach a meaningful level of statistical power (e.g., because only one or very few patients is/are known to exist in the world).
Measures are neither quantitative or qualitative. Analytic techniques are quantitative or qualitative based on whether or not they work through numbers or human judgment. (Sorry about the formatting, I'm posting from a tablet and will clean it up later.)


Themeda triandra - (Imsinde, Red Grass) 30—90 cm high. Leaves flat, often greyish when young, turning reddish
or purplish with age. Inflorescence nodding, triangular in outline; spathes tapering to long point; spikelets ending in long
twisted awns, multicoloured when mature. Flowers from Oct - July
Red grass is abundant in undisturbed open grassland and bushveld in parts with an average to high rainfall.
It grows mostly in clay soils.
This grass is widespread in South Africa, growing in undisturbed grasslands to savanna, in areas of average to high rainfall.
Although the grass grows in any type of soil, it prefers clay and soils with high organic content.
Red grass is the most important grazing grass in open grassland regions of Southern and East Africa.
This is a very important and well-known grazing grass that is palatable especially when young. In some parts of Africa it is used
for thatching but the forms found in southern Africa tend to be flimsy and not durable enough. In
Lesotho and bordering areas it is used sometimes for thatching and some basketry. Paper pulp can also be
made from the culms (stems). In Australia it has been used as an ornamental and landscape plant.
Swaziland's Flora Database


A senior editor at Nature has scotched rumours that the magazine was about to publish proof of the existence of dark matter.
For the last couple of days, rumours have been circulating that the Soudan Underground Laboratory in Minnesota had pipped the Large Hadron Collider to the post and actually detected some Weakly Interacting Massive Particles (WIMPs).
Given that up to 90 percent of the universe is believed to consist of dark matter, you might not think it would be that hard to find. Scientists reckon that plenty of WIMPs zap through the Earth every second. The problem is that they barely react with normal matter.
The Soudan lab consists of a bunch of supercooled germanium and silicon 'ice hockey pucks' which should show a different reaction to a WIMP than to other particles.
Physics bloggers reckoned that two key 'facts' hinted that the lab had actually detected a WIMP. First, they reckoned that it had had a paper accepted by Nature, embargoed until next week; second, that all the organisation's seminars in the meantime were cancelled, along with a planned documentary.
But in an email to the Resonaances blog, Dr Leslie Sage, senior editor for physical sciences at Nature, poured scorn on the idea. Rather stroppily, he said: "Your "fact" #1, that Nature is about to publish a CDMS paper on dark matter, is completely false. This would be instantly obvious to the most casual observer because the purported date of publication is a Friday, and Nature is published on Thursdays.
"Your "fact" therefore contains as much truth as the average Fox News story, and I would be grateful if you would correct it immediately."


Antarctic sea ice. Photo: Antarctica New Zealand
Sea ice at both poles is a crucial component of the Earth system, regulating ocean and air temperatures, circulating ocean water, supporting animal habitats, and reflecting sunlight back into space. Arctic sea ice has been melting away for decades as the world warms, yet Antarctic sea ice hasn’t – why?
Sea ice around Antarctica has a huge seasonal cycle, growing 15 million square kilometres every winter, then melting away again in summer. On top of that, it’s exposed to the winds and storms of the Southern Ocean, and to climate variations from near and far. It’s difficult to untangle all this variability from climate change, but we really need to. Understanding the future of the sea-ice field is a key to understanding how the oceans, the atmosphere, the ice sheets and the climate system will respond to changing climate drivers.
Sea ice cycles and trends
In winter, seawater freezes into a layer of floating sea ice, which melts (or partially melts) in the summer months. The maximum winter extent can be up to five times the summer minimum (ranging from 4 million km2 in late summer, to 19 million km2 in late winter). In winter, this effectively doubles Antarctica’s ice-cover.
The timing and distribution of this annual cycle varies from year to year, and over longer time periods. Until 2014/15, the year-to-year variability was superimposed on a generally increasing trend in sea-ice cover (the extent of the sea-ice had been growing since satellite records began in 1979). That underlying trend now appears to have reversed. Since 2015, sea-ice extent in the Ross Sea region has declined so unexpectedly and sharply, that circum-Antarctic sea-ice loss in February over three years is equivalent to 30 years of sea-ice loss in the Arctic.
Sea ice extent around Antarctica grows 15 million square kilometres every winter to a peak extent as shown above (it’s all-time maximum in 2014), then melts away again in summer (Source: NASA's Scientific Visualization Studio/Cindy Starr) Click here to watch the video.
Sea ice influencers
Sea ice dynamics are influenced by climatic drivers and the interactions between the ice, ocean and atmosphere, but there’s no consensus on what’s driving the observed trends (or even if they are trends at all, rather than being random ups and downs). Factors affecting sea ice dynamics include atmospheric temperatures, changes in surface wind patterns around the continent, and oceanic factors such as the addition of cool fresh water from melting ice shelves or warming ocean currents.
Antarctic sea ice is greatly influenced by ocean and atmospheric circulation because, as it grows northwards, it’s unconstrained by continental boundaries. Sea ice covers a vast area of the vigorous Southern Ocean, spanning multiple oceanic and atmospheric zones, exposed to very strong winds and ocean currents.
Southern Ocean conditions and local weather events also influence sea ice. We’ve seen this near Scott Base recently. Unusually-late sea ice formation in the McMurdo Sound in winter 2022 has been attributed to a series of strong storms blowing freshly-formed sea ice out of McMurdo Sound before it could grow thick enough to withstand the next storm.
It seems logical that polar conditions would have a strong influence on sea-ice distribution, but those polar conditions themselves are affected by climate patterns far from Antarctica. The climate in the tropics can change the winds buffeting the Antarctic coast, which influences sea-ice formation and retreat. This link between weather phenomena and climate patterns at widely-separated locations on Earth is called teleconnections.
For example, numerous studies suggest a strong link between the tropical Pacific El Niño-Southern Oscillation (ENSO) phenomenon and Antarctic sea-ice variability. Changes in the tropics ripple across the Pacific Basin, causing large-scale atmospheric waves that tweak atmospheric circulation all the way to the Antarctic coast – ultimately shaping how sea ice behaves, especially on the West Antarctic coast.
Another key Southern Hemisphere climate pattern is the Southern Annular Mode (SAM). It controls how the westerly winds and bands of storms over the Southern Ocean move from week to week. Under a positive SAM, winds and storms move closer to the Antarctic coast. This brings unsettled conditions over the sea-ice field, but fine and dry weather to mid-latitude countries like New Zealand. The negative SAM, on the other hand, takes the storms and westerlies north over the mid-latitudes (including New Zealand) and brings more settled conditions to the Antarctic. Edmund Hillary’s expedition to the South Pole from Scott Base in 1957 got underway in a negative SAM period, “brilliantly fine” weather was reported at the time.
A positive SAM results in a colder sea surface and increased sea-ice production (due to affects of winds on currents in the upper circum-Antarctic ocean). SAM also affects the Amundsen Sea Low, a climatologically low pressure area over the Southern Ocean north of West Antarctica that shapes north-south wind fields, and is influential to the Ross Sea. These competing forces cause sea ice to grow in some places and to melt away in others. Better understanding of the effects of the SAM on sea ice and polynyas (areas of ice-free water) in the Ross Sea is an area of active research.
The future of sea ice
Over forty years of satellite observations of Antarctic sea-ice extent poses many puzzles. Where is the climate change trend? What exactly is driving regional changes? What explains the increasing sea ice cover from the early 1980s to 2014/15, and what explains the shrinkage since then? The way to tease out these questions is through careful observation and analysis, and by the use of models that can show how the sea-ice field responds to different influences.
The extreme natural variability in Antarctic sea-ice cover means it’s too soon to know if a significant sea-ice decline has begun – but it may have. Improved understanding of local and teleconnected drivers of sea-ice variability will help clarify the picture and help us better represent sea ice in climate and Earth System models, in turn improving near-term forecasting and long-term projections of Antarctic sea ice.
Article prepared by James Renwick.


Ohio is a state in the Midwestern United States. Ohio is the 34th most extensive, the 7th most populous, and the 10th most densely populated of the 50 United States. The state's capital and largest city is Columbus.
The name "Ohio" originated from Iroquois word ohi-yo’, meaning "great river". The state, originally partitioned from the Northwest Territory, was admitted to the Union as the 17th state (and the first under the Northwest Ordinance) on March 1, 1803. Although there are conflicting narratives regarding the origin of the nickname, Ohio is historically known as the "Buckeye State" (relating to the Ohio buckeye tree) and Ohioans are also known as "Buckeyes".
The government of Ohio is composed of the executive branch, led by the Governor; the legislative branch, which comprises the Ohio General Assembly; and the judicial branch, which is led by the Supreme Court. Currently, Ohio occupies 18 seats in the United States House of Representatives. Ohio is known for its status as both a swing state and a bellwether in national elections.


Here are additional materials and activities I have created for teaching Deutsche Welle’s Top-Thema module entitled “Europa wird alt“. The original Deutsche Welle materials can be accessed from the theme webpage, or the text and exercises (pdf) and audio (mp3) can be downloaded for offline use.
In the post Teaching with Deutsche Welle’s Top-Thema and Video Thema, I outline how I use these Deutsche Welle modules in an intermediate- to advanced-level courses with varied goals. Visit that page to see how my students begin to work with the materials Deutsche Welle provides. Here I am offering and explaining the extension activities that I use (before and) after we have exhausted all of the excellent materials Deutsche Welle provides to accompany the text. Downloads of all exercises described here are linked at the bottom of the page.
Before assigning the text “Europa wird alt,” I have students examine some demographic data as a sort of advance organizer. Was zeigt diese Grafik? Welchen Trend zeigt die grüne Linie? Welchen Trend zeigt die blaue Linie? Seit wann gibt es mehr Geborene als Gestorbene? Warum fällt die Anzahl der Geborenen zwischen 1965 und 1975 auf einmal so steil ab? (die Einführung der Geburtenkontrolle!)
When students read the article, they recognize the demographic problem that the text discusses is tied to the chart they saw. They can surmise what kinds of consequences such a trend can have. Most understand that this means the population is declining. Others may be able to carry their extrapolations further. Either way, this background knowledge better prepares them for approaching the text “Europa wird alt.”
After they have read the text and the accompanying Deutsche Welle activities have been exhausted, we work with the text in new ways.
Students work with vocabulary from the text, referencing the article as necessary for context, to find the German synonym or definition that fits best.
Vocabulary flash card game
On Day 2 of working with the text, students work with vocabulary again. This time, they use flashcards containing vocabulary words. Sitting in groups of 4 (ideally), pairs of students take turns trying to describe the word on their card to the other pair, but without using the word or any root contained within the word. For example, if the word is Geburtenrate, students are prohibited from using the words Geburt and Rate. The words can be copied onto slips of paper or index cards. Or you can print my set of cards using two pieces of paper or cardstock — or print multiple sets if you have a lot of students. Use a different color paper for each set so it’s easy to keep them separated. If you want to turn it into a game, have students keep track of which pair or which student correctly guesses the most words.
Students explore the content further using a set of questions I put together. First, they discuss answers in small groups, and then we talk about each issue as a class. During the class discussion, I introduce supporting evidence for or against claims they may make and ask them to evaluate it against what they are saying. For instance, students offer opinions on the effectiveness of each of the three factors named in the article as ways to counter current demographic trends: “mehr Kinder, längeres Arbeiten und Zuwanderung.”
• “Mehr Kinder.” When students offer “mehr Kinder” as the answer to Germany’s demographic problem and suggest that incentives could spur women in Germany to have more children, I offer up some data — or ask students what they already know — about what Germany is already offering (and has been progressively expanding over time) to make having children easier and financially more feasible for parents. For instance, Kindergeld until the child reaches 18, or 25 if pursuing further education or training:
|Kindergeld in Euro|
|Jahr||Kind||2. Kind||3. Kind||weiteres|
|1970 bis 1975||0||13||31||31|
|1975 bis 1977||26||36||61||61|
|1978 bis 1988||26||41||77||77|
|1990 bis 1991||26||66||112||123|
|1992 bis 1995||36||66||112||123|
|1997 und 1998||112||112||153||179|
|2000 und 2001||138||138||153||179|
|2002 bis 2003||154||154||154||179|
|2004 bis 2008||154||154||154||179|
|2010 und 2011||184||184||190||215|
But not only Kindergeld. Also Elterngeld in the first 12 to 14 months to replace lost income so that a parent can stay home with the infant, Elternzeit which allows a parent to stay home until the child’s 3rd birthday and not be terminated from a job, and Betreuungsgeld for children who stay home with a parent instead of going to a day care facility. Students discuss in this context what cultural factors contribute to Germans having fewer children despite financial incentives and what kinds of incentives might be more attractive. Was könnte die Regierung noch tun, damit man mehr Kinder haben will?
• “Zuwanderung.” Statistics for the period after 2010 show that the German population on the whole rose ever so slightly three years in a row, reversing the multi-year downward trend. And it rose only because increased immigration made up for the low birthrate.
• “Länger arbeiten.” Workers who have paid into the social system for 45 years can retire at 63, but the current retirement age for most workers is 65. A norm of 67 is gradually being phased in and there is talk of eventually adding a tier of 69 years for the youngest workers.
Read up on current thoughts about pension reform and immigration and check the most the current table of federal child care support to supplement the discussion of the text.
I have assigned other work with this text. As I have mentioned elsewhere, I like to give intermediate and advanced students individualized language assigments so I can target the areas where I feel each needs extra practice. For instance, students who need help with prepositions and cases have the task of listing 15 different prepositional phrases that occur within the text, underlining the preposition in each, and naming the case of the prepositional object. For example:
in Europa – dative
vom Institut der deutschen Wirtschaft – dative
Assigning this activity lets me see what’s going on in students’ heads. Many don’t know where a prepositional phrase begins and ends. Some identify adverbs, separable prefixes, and other parts of speech as prepositions. Prepositional phrases often contain the “extra information”, the details of a sentence and students can get bogged down by them when trying to make basic sense of longer sentences. If they learn to bracket off prepositional phrases in their minds, they can more easily break down the language chunks in front of them. But first they have to learn what a prepositional phrase looks like!
Here are all the downloads for “Europa wird alt” one more time:
Vokabelübung zu “Europa wird alt” (Vocabulary definitions)
Vokabelkarten zum “Europa wird alt” (Vocabulary flash card game)
And the original Deutsche Welle Top-Thema page in HTML, with audio and comprehension exercises, is here:”Europa wird alt“.


There are many types of lace bugs, but this particular type feasts on azalea and rhododendron.
Azalea lace bugs are common sucking insects that occur on many trees and shrubs, injuring foliage and detracting from the plants’ beauty; high numbers of lace bugs cause plant stress or even death.
This introduced pest, native to Japan, was first detected in New Jersey in 1915. It spread quickly to other mid-Atlantic and southeastern states. S. pyrioides was confirmed in 2008 in Washington State and 2009 in Oregon.
Azalea lace bugs feed on both evergreen and deciduous azaleas and rhododendrons. Damage on rhododendrons appears to be more severe than the damage reported from rhododendron lace bug (S. rhododendri).
Photo credits: Tracy Wootten, University of Delaware; Jason Sharman, Vitalitree; Pest and Diseases Image Library; Jim Baker, North Carolina State University | Bugwood.org


If one of your direct relatives, such as a parent, sibling, or grandparent, has been diagnosed with Lynch syndrome, you may be at risk for the genetic condition and consequently, at an increased risk for developing cancer.
If a family member has been diagnosed with Lynch syndrome, it’s important to learn as much as you can about Lynch syndrome and your own risk. Review your family medical history and find out which specific mutation has been identified in your family. Your relative with the diagnosis can provide valuable information to you regarding the known mutation, family history, and the next steps that he/she has been advised to take. The next step may be for you or another family member to undergo genetic testing for the known mutation in the family.
If a parent has Lynch syndrome, then you have a 50 percent risk of having inherited a Lynch syndrome gene mutation. The burden of responsibility for your health lies with you to take action and get tested to see if you carry the mutation as well and take any necessary preventive steps. Because your relative was diagnosed and not you, there is no physician or genetic counselor overseeing how this diagnosis may impact you. In fact, even if a physician or genetic counselor knows that one of your relatives has Lynch syndrome, The Health Insurance Portability and Accountability Act of 1996 (HIPAA) prevents them from disclosing this information to you, despite the fact that it could mean you have inherited the condition. HIPAA is a privacy rule that provides federal protections for personal health information. The HIPAA legislation provides a variety of different and worthwhile protections for consumers; however, one drawback of this important legislation is that it means healthcare practitioners are not at liberty to divulge private medical information about patients to the patients’ family members.
In other words, if a direct relative informs you that he/she has been diagnosed with Lynch syndrome, you are now responsible for following up on this information. It is now more important than ever that you take responsibility for your own health and health information. If a family member has a confirmed diagnosis of Lynch syndrome, it’s important for you to act on this information. You may wish to schedule an appointment with your physician and/or a genetic counselor to determine the risks and benefits of undergoing genetic testing. Furthermore, you will want to contact other family members who may also be at risk.
Genetic Testing for Lynch Syndrome
If a family member has been diagnosed with Lynch syndrome, you need to decide if you want to undergo genetic testing. At the very least, you should meet with a genetic counselor to review your family medical history, learn about Lynch syndrome and discuss the risks and benefits of genetic testing. To locate a genetic counselor in your area go to How to Find a Genetic Counselor.
Some of the benefits of genetic testing may include:
Some of the risks of genetic testing may include:
The decision to undergo genetic testing for Lynch syndrome is a personal and complicated one. It’s important to weigh the risks and benefits in order to make an informed decision that is best for you.
If you are diagnosed with Lynch syndrome, it is important to share this information with direct relatives so that they can make informed decisions about their health. Your relatives may have no way of knowing that they have an increased risk of developing cancer. The information could prove lifesaving to family members, as it would allow them to employ screening and prevention strategies.
A diagnosis of Lynch syndrome presents an increased risk of cancer; however, it also presents an opportunity—for screening, prevention, and risk reduction. Even if you opt out of genetic testing to confirm the presence of Lynch syndrome, your doctor may recommend more vigilant cancer screening for you based on your family history.
Screening tests are tests that are designed to detect cancer prior to the presence of any symptoms. Screening for cancer helps ensure that cancer is detected in its earliest stages when it is most treatable. Furthermore, screening for some cancers, such as colorectal cancer, can also help to prevent cancer by detecting precancerous changes. Examples of screening tests include mammograms, colonoscopy and pap smears.
Screening tests are not 100% accurate. Some screening tests are more accurate than others. Screening test results may incorrectly show positive for those without disease (false positive), or negative for people who have the condition (false negative). It is important to keep this in mind when undergoing screening for cancers. If you are having unexplained symptoms and have had a negative screening test it is important to talk to your doctor about your symptoms. To read about the different types of cancer screening tests please visit Managing Lynch Syndrome.
Next Section: If You Have Lynch Syndrome»


Personality psychology is the research of personal differences in behavior and thinking. We think of persons as having special people, and we have words to spell it out them-your buddy is great, your teacher is suggest, your younger brother is afraid, and therefore on. But whenever you explore deeper into personality, it’s much more complex than one-word characteristics or even many qualities set together. Your friend is good for your requirements, but is she great to her worst opponent? Your teacher is mean, but how does he act together with his wife and children? Your young brother is timid, but how does he behave inside the home and in the clear presence of just your family? Our people may change with regards to the condition we’re in. However it looks like there has to be some personality, or primary, or some crucial home that sets people besides others. Therefore just what constitutes character? It’s this that Personality psychology tries to analyze, discover and explain.
To begin with, personality has ahead from somewhere. Personality is looked at anything individuals are born with, something that’s “them” and who they are. Indeed, personality is very genetic-you may find yourself presenting the exact same character traits and gestures as your parents, and similar twins have already been demonstrated to show very similar dispositions. Biology will help describe how persons believe and behave, but others would argue relating to this being the entire picture.
The study of individual and pet emotional operates and conduct is known as Psychology. It has been recognized that the first civilizations, such as for example China, Egypt, Greece and Persia, have previously been understanding this branch of research actually since. Along the way, it turned more methodological, clinical and developed into what we will have as a branch of study that quantitatively and qualitatively studies mind and behaviors.
Anybody who practices or is really a skilled researcher on psychology is a cultural scientist called psychologist. A number of the conditions that are underneath the scientific work of psychologists are character, behavior and interpersonal relationships. In general, everything about individual brain and relationships between people are subjects of passions for a psychologist.
Certainly one of the most used divisions within psychology is called personality psychology. Once you are asked to answer tests or examinations that involve addressing issues of how you would respond about certain situations, you are previously being subjected to personality psychology. A person’s emotions, behavior and thought are what make up their personality, and these are what this branch of psychology desires to understand.
Personality psychology starts with building a defined photograph of an individual through pieces of information received from anyone being studied. The results of a person’s character tests should then be compared to individuals who are in exactly the same situations, circumstances or setting as he or she is. Finally, a study how they are similar is also undertaken.
Coming up next, is a number joke, decade’s worth of hard work and research that’s been recognized as a personality psychology theory called the Large 5. Said to be the phrases that establish every aspect of human character are neuroticism, openness, extroversion, agreeableness and conscientiousness. Psychologists state why these would be the personality faculties which can be seen in everybody but some are more bending towards a certain trait compared to others.
Environmental influences and your choices we produce can also provide a large effect on our personalities. A content child might knowledge trauma and develop to be fearful as an adult, or he might decide to over come struggle and develop up to be resilient. Character, foster and free can all interact with each other and it’s that interplay that seems to form personality.
The absolute most current idea in personality psychology is the “if…then” profile. It describes character through this model-if an individual is in this situation, it triggers specific ideas and emotions, causing the person to behave because way. Everybody posseses an inner product that includes what’re called “cognitive-affective units.” They are organized so that an outside function initiates specific units, which stimulate the others, and so on in a string till it results in an action. The cognitive-affective model structures we are suffering from be determined by our implicit temperament, culture, and situation.Others