Year Opened: 1867
Year Closed: 1892
he Vernon was purchased in January 1867. It was refitted and declared a Public Industrial School in May 1867. The ship was the embodiment of the principles of the Society for the Relief of Destitute Children. In 1853 the Society had stated its aims: to provide relief for children found in a degraded and neglected state, to place them in protection under good influences, and to train them in the habits of honest industry.
On 10 May, 1867 James Seton Veitch Mein was appointed Commander and Naval Instructor of the “Vernon” and on 17 May, 1867 he was made Superintendent of the “Vernon”.
The Vernon was initially moored between the Government Domain and Garden Island. Admissions commenced on 20 May 1867 and by July the following year, 113 boys had been admitted, with some as young as three being sent to the ship. On board, the boys were given moral training, nautical and industrial training and instruction, and elementary schooling.
On board the “Vernon”, boys received a combination of moral training, nautical and industrial training and instruction, and elementary schooling. The curriculum was well-defined.
In 1871 the Vernon was moved and moored off Cockatoo Island. The island provided a small plot for the boys to have a vegetable patch and for use as a drill ground and recreational area.
“An Act to amend the Industrial Schools Act of 1866” [34 Victoria, Act No. 4, 1870] was assented to on 17 October, 1870. This Industrial Schools Act Amendment made provision for boys who were younger than seven when sent to an Industrial School to be placed in a Female Industrial School until the age of seven. Subsequently, young boys admitted to the “Vernon” were cared for by the Biloela Public Industrial School for Girls on Cockatoo Island. On 28 February, 1878 there were nine boys at Biloela.
The Sobraon succeeded the Vernon in 1892.
The commander of the Vernon and Sobraon ships was Frederick Neitenstein (1850–1921), introduced a system of “discipline, surveillance, physical drill and a system of grading and marks. He aimed at creating a ‘moral earthquake’ in each new boy. Every new admission was placed in the lowest grade and, through hard work and obedience, gradually won a restricted number of privileges
If anyone has any photos or information relating to this home could you please send it to CLAN.
Information courtesy to the Dictionary of Sydney
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Incidence of Salmonella enteritidis infection is common in hospitals for children, the elderly, and immuno-suppressed individuals. A paper in the December 28, 2007 of the World Journal of Gastroenterology (volume 5, issue 48) is notable because of its potential significance for Salmonella enteritidis therapy in the future.
Salmonella enteritidis can be transmitted to humans through the food production chain. In China, the consumption of poultry products is very high. However, Salmonella enteritidis in the poultry industry has risen dramatically in recent years. As a result of its increased prevalence and its complex life cycle, identifying the regular distribution pattern of Salmonella enteritidis in the gastrointestinal tract will help us to understand its mechanism of action. To discover the port of entry, Dr. Cheng et al (Sichuan Agricultural University, China) used a serovar specific real time PCR for the detection and quantification of Salmonella enteritidis in the gastrointestinal tract of mice.
Based on their results, the jejunum and ileum were positive at 8 h post inoculation and the DNA copies number of Salmonella enteritidis being 10 - 10,000 times more than those in other regions over a 9 d period. One conclusion reported by the investigators is that the jejunum and ileum are the primary sites for Salmonella enteritidis penetration after oral challenge, and these sites are responsible for the organism reaching the heart, liver and spleen.
The reservoir for Salmonella enteritidis is mainly poultry, often adopting asymptomatic infection, and Salmonella enteritidis colonization in the gastrointestinal tract can persist for as long as 18 wk PI in hens. Dr. Cheng et al also found Salmonella enteritidis can present up to 9 d post inoculation in the jejunum, ileum and cecum, without causing apparent symptoms. Does this mean Salmonella enteritidis sets itself up as a commensal over a long time in humans too? This finding is of great significance for future studies; and this paper may increase the evidence that Salmonella enteritidis is a kind of opportunistic pathogen in humans.
Finally, rapid identification of Salmonella enteritidis based on a specific real-time PCR amplifying species specific DNA sequence is a wonderful tool for clinical diagnosis. We believe this study will aid understanding of the mechanisms of action of Salmonella enteritidis infection in vivo, and encourage new studies on how to produce medicines to prevent and treat Salmonella enteritidis infection.
6.1 Reference: Deng SX, Cheng AC, Wang MS, Cao P. Gastrointestinal tract distribution of Salmonella enteritidis in orally infected mice with a species-specific fluorescent quantitative polymerase chain reaction. World J Gastroenterol 2007; 13(48): 6568-6574
6.2 Correspondence to: Professor An-Chun Cheng, Avian Diseases Research Center, College of Veterinary Medicine of Sichuan Agricultural University, Yaan 625014, Sichuan Province, China. email@example.com
Telephone: +86-835-2885774 Fax: +86-835-2885774
6.3 About World Journal of Gastroenterology
World Journal of Gastroenterology (WJG), a leading international journal in gastroenterology and hepatology, has established a reputation for publishing first class research on esophageal cancer, gastric cancer, liver cancer, viral hepatitis, colorectal cancer, and H pylori infection and provides a forum for both clinicians and scientists. WJG has been indexed and abstracted in Current Contents/Clinical Medicine, Science Citation Index Expanded (also known as SciSearch) and Journal Citation Reports/Science Edition, Index Medicus, MEDLINE and PubMed, Chemical Abstracts, EMBASE/Excerpta Medica, Abstracts Journals, Nature Clinical Practice Gastroenterology and Hepatology, CAB Abstracts and Global Health. ISI JCR 2003-2000 IF: 3.318, 2.532, 1.445 and 0.993. WJG is a weekly journal published by WJG Press. The publication dates are the 7th, 14th, 21st, and 28th day of every month. The WJG is supported by The National Natural Science Foundation of China, No. 30224801 and No. 30424812, and was founded with the name of China National Journal of New Gastroenterology on October 1, 1995, and renamed WJG on January 25, 1998.
6.4 About The WJG Press
The WJG Press mainly publishes World Journal of Gastroenterology.
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.


Setting the Context: It’s all about the land
In a harsh and regressive display of colonial paternalism, the Canadian government has used the acute housing crisis in Attawapiskat, a Northern Ontario Cree First Nation, to deny the community’s inherent right to handle its own affairs. The Federal government has done this by imposing Third Party Management (TPM), seizing complete control of all the community’s financial decisions for programs and services on the reserve. TPM is the most extreme and intrusive step the department of Aboriginal Affairs and Northern Development Canada (AANDC) can impose financially on a First Nation community. It is a shameful act of colonialism — one imposed on at least 10 other First Nations communities in Canada. The Algonquin First Nation of Barriere Lake whom IPSMO have been supporting for over three years is also under Third-Party Management.
Denial: The Oppressive Shape of Canadian Colonialism Today
Instead of providing immediate support for Attawapiskat to overcome their inhuman living conditions, the Harper government insinuated that the problem was due to financial mismanagement by the band council and imposed TPM. By doing so he blamed the victims, denied his responsibility and ignored the urgent needs of the people. He knows that to accept responsibility and act for Attawapiskat would mean accepting responsibility for many other similar situations in Canada.
We need to remember how long it has taken, and continues to take, for the government to accept responsibility for the horror of residential schools. The response of the Minister to the situation of Attawapiskat and other First Nations is similar in its pattern of denial.
Attawapiskat First Nation (Treaty 9, Ontario) is not the only community suffering from housing crises and other dire living conditions including lack of clean running water, sanitation services, electricity and health care. Many other communities such as Pikangikum (Treaty 5, Ontario), Kashechewan (Treaty 9, Ontario), Sandy Bay (Treaty 1, Manitoba), and Kwicksutaineuk-Ah-kwa-mish (BC) are also in the same predicament as Attawapiskat. This has been going on for years and the list of communities could be expanded.
Why do the First Nations communities live in such dire conditions in a country that is rich in natural resources and whose human development index is ranked No. 6 in the world in 2011?
The answers are simple.
The root causes behind the crises facing Attawapiskat and many other First Nations communities across Canada, and their treatments from both the federal and provincial governments might seem complex, however, they can be traced to a few important points:
- Racism. The original peoples of this land have been treated as they do not seem to exist when making decisions on the use of their home territory. Their existence as peoples, as part of the lands, have not been respected.
- Canada’s continuous colonial policies of dispossession and exploitation of native lands, as well as assimilation, displacement and genocide of native communities.
- Dishonour of the Crown, Canada and Provinces in the signed nation-to-nation treaties and agreements.
Canada’s ”Indian” policy is all about the wresting control of the land and its valuable “resources” from the land. How can you take the Land? The following two articles explain it.
Attawapiskat and colonialism: Seeing the forest and the trees
By Robert Lovelace | December 6, 2011
But there are reasons behind this suffering. There is a history. There is a structure to oppression, denial and indifference that houses this suffering and there is a system that perpetuates it. – Robert Lovelace
Colonialism and State Dependency
By Gerald Taiaiake Alfred | Novembre 2009
The solution to the problem of First Nations psychological and financial dependency on the state caused by colonialism is the return of land to First Nations and the re-establishment of First Nations presences on and connections to their homelands. – Taiaiake Alfred
Overview – What have been going on?
On October 28, Theresa Spence, the chief of Attiwapiskat First Nation declared a state of emergency due to a chronic, systemic housing crisis and poor living conditions in the community. About 300 families and 90 people on this Northern Ontario reserve are living in makeshift housing such as unheated tents, sheds, and trailers, many with no running water, heat, plumbing or electricity. Many of the houses in the community are infested with mold. The medical workers there say peoples’ lives are at risk from the coming winter cold and health problems, such as infectious diseases, scabies, lice, respiratory problems and acute depression, associated with the crowded, unsanitary living conditions. Substance abuse and suicide often follow.
The chief estimated at least 268 new houses are needed, and many other houses are in need of major repair.
Since a state of emergency was declared almost two months ago, instead of receiving immediate supports from both the federal and provincial governments, the community has received:
- Jurisdictional wrangling between the federal government and Ontario on who should be responsible for the emergency, who should pay for the needs of the people
- Blaming from the feds on their financial mismanagement, which isn’t true
- Punishment with third-party management
- Red tape & bureaucracy in order to have their state of emergency recognized and needed funds allocated
While the spotlights were on the Attawapiskat’s state of emergency and the governments’ illogical, irrational victim blaming and finger pointing on who should be responsible for the emergency, other news also brought to light that the federal government has spent tones of money in spying on a respectful First Nations child welfare advocate – Cindy Blackstock – as well as many other Indigenous peoples and their supporters for defending Indigenous Peoples’ self-determination and land rights.
Canadian Government Keeps Close Tabs on Child Advocate Cindy Blackstock
By ICTMN Staff November 16, 2011
RCMP spied on protesting First Nations
Intelligence unit collaborated with partners in energy and private sector
By TIM GROVES and MARTIN LUKACS
It is very clear that Canada has not changed its colonial attitude and its ultimate objective of genocide of the First peoples of this land, even after its Residential School Apology issued on June 11, 2008. The actions of the Canadian government speak louder than its words.
Read about Attawapiskat: https://ipsmo.wordpress.com/attawapiskat-first-nation/
On December 1, Attawapiskat First Nation issued a press release in response to the fed’s decision on putting the community under third-party management and its misinformation on the community’s financial situation. In this release:
Chief Spence has said. “On our traditional lands, that we once shared in the past with the visitors to our land, our lands, have proven to be bountiful in natural resources, and have been a benefit to all of Ontario, and Canada, but we were left behind. In our territory, we have a world class diamond mine, the pride of the Canadian, and Ontario governments, as well as De Beers Canada. They have every right to be proud of that mine, but each party has failed to acknowledge the First Nation peoples who continue to use the land as our grandparents did.
While they reap the riches, my people shiver in cold shacks, and are becoming increasing ill, while precious diamonds from my land grace the fingers, and necklaces of Hollywood celebrities, and the mace of the Ontario Legislature.
My people deserve dignity, humane living conditions, for that our community asked for the assistance from my fellow citizens, for our simple request for human dignity, the government’s decision was to impose a colonial Indian Agent.”
For other insightful analysis of the crisis in Attawapiskat:
Colonial foundations to blame in native crisis by David McLaren: http://www.stratfordbeaconherald.com/ArticleDisplay.aspx?e=3400812
Dealing with comments about Attiwapiskat by âpihtawikosisân: http://apihtawikosisan.wordpress.com/2011/11/30/dealing-with-comments-about-attawapiskat/
Compare and contrast: Those Attawapiskat numbers vs. Toronto numbers by Lorraine Land: http://rabble.ca/news/2011/12/compare-and-contrast-those-attawapiskat-numbers-vs-toronto-numbers
Brave Leadership Spreads Hope: Attawapiskat Takes on the Ultimate Bull by Pam Palmeter http://indigenousnationhood.blogspot.com/2011/12/brave-leadership-spreads-hope.html


What is the difference between a yak and an ox?
is that yak is an ox-like mammal native to the himalayas and tibet with dark, long and silky hair a horse like tail and a full, bushy mane or yak can be a talk, particular an informal one such as chattering while ox is any animal of the tribe bovini used as a beast of burden typically refers to the adult castrated male …
What is the difference between a bull and a yak?
The Horns. Both species are noted for their significant horns. Those of the yak look like handlebars. The cow’s horns usually sweep upward, while of the bull are larger and point outward.
What is difference between yak and cow?
The Yak has a dense coat of fur with a super soft undercoat. Their coats are typically brown or black in color. On the other hand, Highland Cattle have thick coats of fur that appear long and shaggy. They are usually red but can also be white, cream, silver, and brindle.
Are musk ox and yak related?
Don’t feel bad if you’ve confused a musk ox with a yak. These large members of the family bovidae have similar traits, including long, shaggy coats and impressive horns. Despite being herbivores, each of these guys makes an imposing presence.
What type of ox is a yak?
The domestic yak (Bos grunniens) is a type of long-haired domesticated cattle found throughout the Himalayan region of the Indian subcontinent, the Tibetan Plateau, Northern Myanmar, Yunnan, Sichuan and as far north as Mongolia and Siberia. It is descended from the wild yak (Bos mutus).
What’s the difference between a bull and an ox?
Ox, or oxen, are actually used for different purposes than bulls. An ox is typically used for things like pulling. The bull is how we refer to cattle (or cows) when we speak of the male gender of the species. The ox is scientifically coded as a sub-genus of the cattle.
What’s the difference between a ox and bull?
Which is stronger a bull or an ox?
2. Oxen Are Usually Stronger Than Bulls. Oxen are usually stronger than bulls since they are selected for strength and durability. In comparison, bulls are usually chosen for their meat, for their dairy production genetics, and/or for their easy calving ability.
Are ox and bison the same?
Oxen and bison are both large creatures with imposing presence. However, they’re certainly different beasts. Oxen are basically castrated domestic cattle used as working animals. Musk oxen, on the other hand, are similar to bison, sporting shaggy coats.
Is ox an animal?
ox, (Bos taurus, or B. taurus primigenius), a domesticated form of the large horned mammals that once moved in herds across North America and Europe (whence they have disappeared) and Asia and Africa, where some still exist in the wild state. South America and Australia have no wild oxen.
Are bison and musk ox related?
Muskoxen are even- toed ungulates (artiodactyla) and members of the Bovidae family. Although they may visually resemble some kind of ox or bison, they belong to the caprinae sub-family, making them more closely related to sheep and goats then cows or bison.
Wikipedia Yak. The domestic yak (Bos grunniens) is a long-haired domesticated bovid found throughout the Himalayan region of the Indian subcontinent, the Tibetan Plateau and as far north as Mongolia and Russia. Ox. An ox (plural oxen), also known as a bullock in Australia and India, is a bovine trained as a draft animal.
What is the meaning of yak?
Yak (noun) An ox-like mammal native to the Himalayas and Tibet with dark, long, and silky hair, a horse-like tail, and a full, bushy mane. Yak (noun) A talk, particular an informal talk; chattering; gossip.
What are the different types of yaks?
Our yaks are mostly Trim yaks and Royal yaks. This is a photo of Dakota, a Trim bull yak, and I5, a Royal yak. I5, or i5, called that because of her ear tag number, is the mother of our other bull, Boy. Pin It Now! Here’s a little bit of info on the different types of yaks or Bos grunniens (grunting ox).
Is a musk ox a herbivore?
Musk oxen and yaks are herbivores and their diets are dictated by habitat. Some yak herds seasonally migrate to eat moss, grass and lichens. Most yaks graze on low-lying grasses and plants, including shrubs, and they’ll eat snow if they need water. Musk oxen are grazers, too, eating just about any vegetation they come across.


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It is difficult to believe that September is rapidly approaching! Soon the lazy days of summer will be a distant memory. Our job now, as parents, is to prepare our children for their transition back to school. This transition is harder for some children than others. Starting the process early, by easing back into several fall routines, helps prepare your child and yourself. Here are a few suggestions that are helpful in combating fall/school anxiety and stress.
- Have a solid bedtime routine – Children do best when they know what to expect and what is expected of them. Summer bedtimes are generally later than the child’s fall bedtime. Start the bedtime routine a little earlier each night. Set up bath time, reading together and bed time now, so that by the beginning of school, regular bedtimes are re-established. Of course, your child’s bedtime is a personal decision and one that will be reflective of their age. Just remember that when your child is negotiating for more awake time, a sleepy child cannot learn to their full potential.
- General evening routine– Empower children to play a part in making their life and yours a little easier. Let them help choose and set out their clothes for the following day. To build independence children should pack their own backpacks with a parent check. Doing more at night will ensure a more relaxing and less stressful morning. It’s always better for everyone to start the day with the right attitude and a smile.
- Develop a morning routine – Wake your child with enough time to eat a healthy breakfast. Discuss healthy food choices and let your child help comprise the shopping list for their breakfast, lunch and snack items. Also review the school menu, ensuring that if your child buys lunch, there is something they will eat and enjoy. You do not want your child to be distracted by hunger during the school day. An older child can begin displaying more independence in the morning. Set or have them set their alarm clock. Encourage them to get themselves out of bed, washed, dressed and ready for breakfast. Of course, verbal reminders to move the process along will be necessary.
- Celebrate the beginning of school – Make the start of school an exciting time, rather than a dreaded one. Buying new clothes is always fun! Also, let your child select their own backpack and participate in buying school supplies when possible. A little get together for friends, who were out of sight this summer, is a great way to get reacquainted. It relieves some social stress for the upcoming first day of school.
- Talk– School for your child may not have always been a positive experience. Remind your child that this is a new year and lots of good things are about to happen. Let them know you have confidence that they will always do their best and you are proud of them!! Make sure they know that their teachers are there to help them! Always remain positive when talking to your child about their teacher, school etc., even if you do not always feel that way. Children will react negatively if you do.
- If possible, meet your child’s teachers – All teachers receive reports about their incoming students, but whenever possible, meeting your child’s teacher in advance relieves your anxiety. Take this opportunity to discuss your child’s likes and dislikes, any health issues/needs, best method of communication and any other pertinent information.
Taking a deep breath and implementing a few easy steps, will help you and your child get off to the new school year with the perfect attitude.
Wishing you and your children a great year! !! Enjoy all the wonderful learning adventures that await!!!
If you are unable to implement all of these strategies, prioritize the steps to make it work you. For additional support on developing schedules and routines in your home please email Danielle Meyer at DEMTutoring@gmail.com. Tutors can provide an unbiased and professional approach to routine development in the home.
School is out for summer!!!
The school year is drawing to an end and ‘lazy’ days of summer are closing in on us. While it is essential for kids to enjoy an opportunity to relax and experience unstructured days, it is important to remember that the “summer slide” is an inevitable reality. Finding a balance, by infusing learning opportunities into play, can help prevent, or at least lessen “the slide”. Following are some suggestions to keep your child on track so they will be confident and ready for the fall.
- Visit your local library. This is a FREE way to beat the heat. While there, check out the opportunity to join a book club, enjoy story time and of course, pick up some new summer reading books.
- Remember to encourage your child to read something every day. Opportunities to read are all around us. Have your child read the menu at the pool snack bar or the rules at the park. They can even read comic strips, something that they never have time for during the busy school year. Of course if you are lucky enough to have a child who loves to read classic novels, too much encouragement is probably not required. Just make sure a new book is always available.
- Develop weekly summer themes. This is something you and your child can do together. Incorporate reading, writing, and math activities around these themes to keep things interesting and exciting for your child. Reading Rockets has a variety of themes and activities you can chose from.
- How about taking a virtual field trip? Take a trip to Hershey ‘s Chocolate Factory, the Louvre, Climb Mt. Everest or go all the way to Outer Space from the comfort and convenience of your own home. Encourage your child to research the location you plan to visit and watch their field trip. They can even create their own travel guide.
- Take a family excursion. There are many fun and educational destinations in and around the tri-state are that are in driving distance. Visit a museum, a seaport or a park. Select a place the whole family can enjoy, regardless of age.
- Listen to audio books on the car ride there. Each child can have their own set of headphones so they can listen to age appropriate books, or find a book the entire family can enjoy, pausing for discussions or questions as you listen.
- Taking a break with technology is something all kids enjoy. How about these apps – Words with Friends, Brain Pop, or even Math Doodles to encourage reluctant kids to learn during their summer vacation.
- Have your child keep their writing skills sharp by sending letters to pen pals, keeping a summer journal, or creating a summer bucket list. Help them make a photo collage of a favorite activity or trip and then write captions. If your child likes to cook or bake, have then make their own recipe cards/book. Younger children can bring sidewalk chalk outside and practice writing number, letters or drawing shapes etc.
- Playing board games is a great way to have fun while learning. Monopoly, Apples to Apples, Boggle, Scattergories, Robot Turtles Game, Jenga, Telestrations and Clue are just some of the games that work on skills such as math, logic, patience, strategy, vocabulary building etc. Fractus Learning has an article that breaks down the benefits of these popular board games.
- Create a word jar to develop vocabulary. Make it a goal to practice new words each day and incorporate them into your conversations. You can have a contest to see who uses the most “word jar” words on a daily basis.
It’s important to keep in mind, that although your child has a summer break, you may not. It is understandable that it may be difficult to find the time to work/play with your child during these months. Just remember that learning can and should happen as part of their daily routine and many of these activities can be done around your work schedule.
Your goal is to help your child to continue to lean and grow during the summer months. You want them to feel confident when they return to school in the fall. You want them to be ready to take on all the wonderful learning that awaits them from the very first day back at school. Hey, who knows….Maybe the “slide” is not inevitable after all!!!
Embrace and enjoy the summer.
Great article written by a Pediatric OT to discuss 10 sensory ‘red flag’ behaviors. Check it out! Sensory Warning Signs
How to prepare for testing…
It is elementary and middle school testing time! A long few weeks for many children and their families! Here are a few suggestions to help ease the anxiety in the home and to help your child go into testing as relaxed and confident as possible:
Standardized Testing Coping Strategies
Before the Test:
- Ensure you have a positive environment (lights are appropriate, organized, calm, no TV, computer or cell phone)
- Take a short study break to engage in a loved activity (ex: drawing, listening to music, dancing…)
- Create a calming mantra for yourself (ex: I can do this or I have this…)
- Believe in your ability to do well
- Generate after test celebration ideas with friends and family
- Get plenty of practice with test timing and pacing strategies
- Look critically at questions you have gotten wrong and understand why to not make the same mistake again
- Set a study schedule and routine (ex: Every day when I get home from school I will eat a snack and study 20 vocabulary words…)
- Parents: Understand your child’s anxiety around test taking and do not place great pressure on them for a specific score
- Parents: Select the test morning menu together and make a special “brain breakfast” (ex: omelette with fresh veggies, yogurt and granola…)
DAY OF THE TEST:
- Don’t forget to sleep
- Eat your brain breakfast before leaving for the test… you will need the energy!
- Lots of anxiety: do some jumping jacks, take a short walk, listen to calming music
During the test:
- Use new pencils that you selected yourself (something special)
- Take a deep breathe
- Recite calming mantra
- Continue to believe in your ability to do well
After the test:
Kindergarten has evolved over the last several years. Half days and naptime are essentially a thing of the past. With these changes, many parents are concerned about how to prepare their child for the first day of Kindergarten and the academic challenges ahead. Keep in mind that many of your child’s prerequisite skills have already been developed through play, nursery school and an enriched home environment.
Here are some additional steps you can take to further develop those skills and to make sure that your child’s first big step will be a successful one.
Fine Motor Skills:
Building your child’s hand strength is an important step to prepare them for writing, cutting and pasting activities.
- When your child is engaged in a writing/coloring activity, always provide different size pencils, markers and crayons. Try to encourage an age appropriate tripod (3 finger) grip. This allows the child to write more efficiently and will increase their endurance.
- Have manipulatives like Play-Doh and kinetic sand available for them to manipulate and build hand strength.
- Have them string large and small beads and build with different Lego shapes and sizes. Encourage them to follow patterns and sequences. This will help build eye hand coordination as well.
- Let your child use scissors to cut along lines on paper, cardboard and even chunks of play-doh. It may be surprising, but cutting is a skill they are expected to have already acquired upon entering Kindergarten.
- Have your child identify all 26 letters of the alphabet in both upper and lower case forms. Place magnets on the fridge in random order. See if your child can point to the letters as you name them and then ask your child to name the letters as you point to them. Have him/her organize the letters alphabetically. See if they can separate vowels from consonants. Have them find the letters to spell their own name.
- Make them aware of letters and words all around them by playing “I spy”. Today we are searching for the letter ‘S’. Let’s see if we can find 10 words that have an ‘S’ in them during our trip today.
- Most of us exposed our children to reading when they were infants. We understood that literacy skills start early, as a young child is able to identify the front cover of a book, as well as the back cover and the pages. Now it’s time to familiarize your child with the authors and illustrators of their favorite books, explaining what those words mean.
- When you read to your child, provide a model by pointing to the words so your child will learn to read from the left to the right and from the top to the bottom.
- Nursery rhymes and Dr. Seuss books are especially wonderful because they teach rhyming in a fun way. Rhyming is an essential skill for reading, spelling and writing in later grades. You can make reading an interactive activity by leaving out words and letting your child fill in the rhyming words or phrases. They feel like they are already reading along with you. They may even like to “read” to a younger sibling
- Have your child practice writing his/her name by copying your model. Then remove the model and have your child write his/her name independently. Begin with all uppercase letters and then move to the initial uppercase, followed by lowercase.
- Practice writing letters of the alphabet, again presenting a model and then removing the model when your child is ready. Keep in mind, it is best to teach your child the proper letter formation right from the beginning!
- Use different textures to make the writing experience multi-sensory and more fun! Write with shaving cream, use sandpaper or little carpet scraps. A white board and dry erase markers help pass the time on a long car ride. A sponge square and a chalkboard is also a fun way to practice letter formation.
- Practice counting aloud with your child as you go about your day. Count the number of plates you need to set the table. How many cheerios are left on his/her plate? Use math words like “more” and “less” or “most” and “least” when you are making comparisons. During screen time use some hands on math apps.
- Look for numbers in your daily life – what number is your house? Can you find the number 7 in the grocery store? Let’s count out 4 apples. Use the numbers all around us so to teach counting and number recognition.
- Don’t forget to work on shapes, colors and size too. Most children already recognize shapes, colors and sizes independently, but help them generalize those skills by finding different shapes embedded in other objects. Reinforce colors by asking your child to be specific in a request, “would you like the little blue ball or the big red ball?”
Classroom Behavior: Becoming a member of the classroom community is not always an easy step for children. According to kindergarten teacher, Julie Cappuccilli, it is important that “students be able to take turns, share, and work in a cooperative environment”. Here are some additional steps you can take to help make the kindergarten transition easier.
- Practice building reading stamina and attention to task by reading longer stories and eventually increasing to chapter books. Some suggested titles can be found here: http://www.daddyread.com/earlyElem.html
- Increase the number of multi-step directions you expect your child to follow through games such as ‘Simon Says’ and by performing multi-step tasks around your house. This will also facilitate independence e.g., “After you eat breakfast, please bring your plate to the sink, and wipe your face and hands.”
- Provide your child with social opportunities with peers. Take your child to playgrounds, play-groups or classes. Use real life situations to discuss problem solving strategies, to find ways to deal with frustrations and to learn what it means to compromise. Help them to find the words to let a peer know that they hurt their feelings.
Remember, every child is different and every child develops at their own pace. Your child’s Kindergarten teacher understands that not every child will enter their classroom with the same set of skills. If your child does not have all of the skills outlined above, before he/she walks through the school doors, do not fret! With the guidance from their teachers and your continued support, these skills will emerge in their own time. Remember that your child is a butterfly. She/he will develop at his/her own time with his/her own special qualities and strengths and you will always be there to guide them along their journey.
- Danielle Meyer, Founder DEM Tutoring
I am currently in the middle of a placement discussion with a family. The public school no longer feels they can service the child adequately. The family is not understanding why they are not able to meet his needs. Particularly since no official diagnosis has been made. http://www.northjersey.com/news/133343638_Private_schools_call_their_success_hard_to_replicate.html?c=y&page=1
How can public schools evolve to meet a variety of student needs and testing demands? Is it possible? This may be a jumping off point to the needed education reform our country needs… particularly with special education. Would you send your child to a private school for $88,000/year to help better their education? Who should pay this bill?


WEAPONS that can incapacitate crowds of people by sweeping a lightning-like beam of electricity across them are being readied for sale to military and police forces in the US and Europe.
At present, commercial stun guns target one person at a time, and work only at close quarters. The new breed of non-lethal weapons can be used on many people at once and operate over far greater distances.
But human rights groups are appalled by the fact that no independent safety tests have been carried out, and by their potential for indiscriminate use.
The weapons are designed to address the perceived shortcomings of the Taser, the electric-shock gun already used by 4000 police departments in the US and undergoing trials with some police forces in the UK.
It hits the victim with two darts that trail current-carrying wires, which limit its range to a maximum of 7 metres (see Graphic). As a single shot, short-range weapon, the Taser is of little use in crowd control. And Tasers have no effect on vehicles.
These limitations are beginning to be overcome. Engineers working for the US Department of Defense's research division, DARPA, and defence companies in Europe have been working out how to create an electrically conductive path between a gun and a target without using wires. A weapon under development by Rheinmetall, based in Düsseldorf, Germany, creates a conducting channel by using a small explosive charge to squirt a stream of tiny conductive fibres through the air at the victim (New Scientist, 24 May 2003, p 19).
Meanwhile, Xtreme Alternative Defense Systems (XADS), based in Anderson, Indiana, will be one of the first companies to market another type of wireless weapon. Instead of using fibres, the $9000 Close Quarters Shock Rifle (pictured) projects an ionised gas, or plasma, towards the target, producing a conducting channel. It will also interfere with electronic ignition systems and stop vehicles.
"We will be able to fire a stream of electricity like water out of a hose at one or many targets in a single sweep," claims XADS president Peter Bitar.
The gun has been designed for the US Marine Corps to use for crowd control and security purposes and is due out next year. It is based on early, unwieldy technology and has a range of only 3 metres, but an operator can debilitate multiple targets by sweeping it across them for "as long as there is an input power source," says Bitar.
XADS is also planning a more advanced weapon which it hopes will have a range of 100 metres or more. Instead of firing ionised gas, it will probably use a powerful laser to ionise the air itself. The idea has been around for decades, says LaVerne Schlie, a laser expert at the US Air Force Research Lab in Kirtland, New Mexico. It has only become practical with advances in high-power solid-state lasers.
"Before, it took a laser about the size of two trucks," says Schlie. "Now we can do it with something that fits on a tabletop."
The laser pulse must be very intense, but can be brief. So the makers of the weapons plan to use a UV laser to fire a 5-joule pulse lasting just 0.4 picoseconds- equating to a momentary power of more than 10 million megawatts.
This intense pulse - which is said not to harm the eyes - ionises the air, producing long, thread-like filaments of glowing plasma that can be sustained by repeating the pulse every few milliseconds. This plasma channel is then used to deliver a shock to the victims similar to a Taser's 50,000-volt, 26-watt shock.
HSV Technologies of San Diego, California is also working on stun and vehicle-stopping shock weapons with ranges of over 100 metres. And another company, Ionatron of Tuscon, Arizona, is due to supply a prototype wireless vehicle-mounted weapon to the US Department of Defense by the end of the year.
But the advent of wireless stun weapons has horrified human rights groups. Robin Coupland of the Red Cross says they risk becoming a new instrument of torture. And Brian Wood of Amnesty International says the long-range stun guns could "inflict pain and other suffering on innocent bystanders".
And there are safety concerns. Of the 30,000 times US police officers have fired Tasers, in 40 instances people stunned by them later died. The deaths have been attributed to factors such as overdoses of drugs and alcohol, or fighting with officers, rather than the electric shock.
In a statement, Taser International chief Rick Smith said: "In every single case the medical examiner has attributed the direct cause of death to causes other than the Taser." Amnesty is not convinced, however, and wants an independent study of the effects of all existing and emerging electric-shock weapons.
Source: Eurekalert & othersLast reviewed: By John M. Grohol, Psy.D. on 21 Feb 2009
Published on PsychCentral.com. All rights reserved.
I have not failed 10,000 times. I found 10,000 ways that won't work.
~ Thomas Edison


Over half of all Americans over the age of 20 years used dietary supplements in 2003-2006, with multivitamins being the most common. More people are purchasing other supplements, such as calcium and vitamin D, a new report issued by the NCHS (National Center For Health Statistics), part of the CDC (Centers for Disease Control and Prevention) informs. However, supplemental folic acid usage among females between 20 and 29 years of age hardly went up at all.
Dietary supplements, also known as nutritional supplements or food supplements are preparations aimed at supplementing the diet by providing essential nutrients, such as minerals, amino acids, fatty acids, vitamins, and fiber that a person's diet may be lacking. In some countries dietary supplements are defined as foods, while in others they are classed as health products or drugs.
Dietary supplements may have nutrients in equivalent or higher quantities to the Institute of Medicine's Recommended Dietary Reference Intakes - they can contribute significantly to an individual's total nutrient intake.
The CDC informs that monitoring American usage of dietary supplements is crucial when measuring the nation's nutritional habits, the NCHS wrote "It is an important component of the National Nutrition Monitoring System." Any national survey on nutrition and diets that did not include these data would be misleading and inaccurate.
In a communiqué, they wrote regarding the new report:
"This report provides estimates of dietary supplement use for specific population groups over time. In addition to overall use of dietary supplements, this report focuses on estimates for specific nutrients consumed through dietary supplement use."
The report explains that dietary use is widespread among Americans aged 20 years or more. During the period 1988-1994, approximately 42% of US adults used one or more dietary supplement, and during 2003-2006 the figure rose to 53%. During both periods the authors explain that the use of dietary supplements was more common in females than males.
Multivitamin/multimineral usageIn 1998-1994, 30% of U.S. adults used at least one multivitamin/ multimineral, and in 2003-2006 the figure rose to 39%. A multivitamin/multimineral is a dietary supplement that contains three or more vitamins - minerals may or may not be included.
Supplemental calciumUsage of dietary supplements of antacids containing calcium grew steadily during both periods 1998-1994 and 1999-2002 among females of all ethnic and racial groups aged at least 60 years.
Supplemental calcium usage grew overall during 2003-2006 for females aged at least 60. However, the growth among non-Hispanic African-American women was defined as not significant. The authors also report that non-Hispanic African-American females aged at least 60 were less likely to use at least one dietary supplement containing calcium compared to Mexican-American women.
Folic acid dietary supplementsAmong females aged 20 to 39 years, folic acid supplement use remained virtually unchanged during both periods, 1998-1994 and 2003-2006. Non-Hispanic Caucasian females are more likely to use at least one dietary supplement which contains folic acid compared to Mexican-American or non-Hispanic African-American women.
The report revealed that non-Hispanic white females take supplements containing folic acid at twice the rate of Mexican-American or non-Hispanic black women.
Supplements containing vitamin D24% of adult males and 30% of adult females took supplements containing vitamin D in 1988-1994. Among males and females aged 20 to 29 years rates remained stable through 2003-2006. Among males and females aged 40-59 rates went up from 1988-1994 through 1999-2002, and remained unchanged in 2003-2006.
Among males aged at least 60 years, the increase in vitamin D supplement use was not significant between 1999-2002 and 2003-2006. However, among females of the same age rates grew from 49.7% in 1999-2002 to 56.3% in 2003 to 2006.
Report summaryThe authors rate the USA adults' use of dietary supplements as "high", rising from 28% among males and 38% among females during the early 1970s to 53% overall (both sexes) during 2003-2006.
Many vitamins are added to foods, with lower rates for vitamin D. Making estimates of the population's nutritional habits without including dietary supplements is pointless, the authors explain.
"Dietary Supplement Use Among U.S. Adults Has Increased Since NHANES III (1988-1994)"
Jaime Gahche, M.P.H.; Regan Bailey, Ph.D., R.D.; Vicki Burt, Sc.M., R.N.; Jeffery Hughes, M.P.H.; Elizabeth Yetley, Ph.D.; Johanna Dwyer, D.Sc., R.D.; Mary Frances Picciano, Ph.D.; Margaret McDowell, Ph.D., R.D.; and Christopher Sempos, Ph.D.
National Center For Health Statistics
Written by Christian Nordqvist


The History of the World since 1300, Computer Architecture, and and Statistics One are just some of the Princeton University courses you can take without ever applying to Princeton, paying tuition or even stepping on to the campus, thanks to a new partnership between the school and a new online education organization founded by two Stanford University professors.
As part of efforts to use technology to enhance the Princeton academic experience and enable faculty to extend their teaching beyond the physical borders of the campus, the University is exploring the development of online class materials through the new education platform Coursera.
Princeton will join Stanford University, the University of Michigan and the University of Pennsylvania in developing web-based course materials covering a variety of academic fields.
“The Coursera platform will allow our faculty to explore ways to improve teaching in our own classrooms, while at the same time allowing them to make exceptional educational opportunities available well beyond the confines of our campus,” Princeton President Shirley M. Tilghman said in a release about the partnership. “We are very pleased that faculty in a broad range of disciplines are interested in tailoring the use of this technology to their own particular courses for the purposes of improving both the impact and the scope of their teaching.”
Coursera, which was founded in 2011 by two Stanford computer science professors, is modeled on an interactive learning experience. The Coursera website features recorded video lectures that are embedded with quizzes and interactive exercises as well as forums for viewers to discuss materials and pose questions. Users from around the world may access Coursera for free.
“Coursera’s innovative platform will provide valuable opportunities for some Princeton professors who want to use online supplements to enhance their classroom teaching in ways that reinforce Princeton’s vibrant culture of student engagement,” University Provost Christopher Eisgruber said. “Princeton will also continue efforts to identify other collaborations and approaches that facilitate the pedagogical initiatives of its faculty, whether they are invoking new technologies or sustaining the virtues of traditional teaching methods.”
Deputy Dean of the College Clayton Marsh, who is helping oversee the collaboration with Coursera, said the venture is part of Princeton’s broader efforts to support and encourage innovative uses of technology in teaching and learning.
The self-assessments embedded within the pre-recorded online materials, for example, provide faculty with real-time feedback about student learning so that classes may be used in more focused ways to address areas that require special attention.
“Students will be able to work through and review pre-recorded course materials at their own pace, giving them a better chance to master difficult concepts that are especially elusive when presented through the fleeting medium of live lecture,” Marsh said.
Psychology professor Andrew Conway said online lectures could supplement a course much like a good textbook, meaning more class time could be devoted to discussion.
Historian Jeremy Adelman, the director of the Council for International Teaching and Research, said such educational technologies promote more experimental and global learning opportunities. Coursera also supports supplemental materials such as interactive maps, he said.
“One of my big themes is change in global commerce,” Adelman said. “Imagine during the first weeks of the course asking students to go online to fill in a blank map of the world with what they have learned about what commodities were traded, who did the trading, where the main arrows of long-distance of trade are traced, and the technologies and religious beliefs of merchants…The point is, what is posted is not just my lectures and my chosen readings, but the product of the students.”
Adelman said the opportunity to share lectures with a worldwide audience is also an exciting prospect.
“My first priority is to my students at Princeton, but what I can share with them and encourage them to explore can equally be of value to others,” he said.
According to the Coursera website, the first Princeton class, Introduction to Sociology, begins in June. The six-week class will be taught by Mitchell Duneier. The class is one of eight Princeton offerings listed so far.


‘NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else.’
These opening lines of Charles Dickens’ novel Hard Times came to mind recently when I read an opinion piece in the Chronicle of Higher Education written by Peter Wood, the President of the National Association of Scholars. The piece related to the recent news that, when he was governor of Indiana, Mitch Daniels (now president of Purdue University) had an email exchange questioning the use of Howard Zinn’s People’s History of the United States in Indiana schools, which Daniels reportedly described as “anti-factual” and a fraud, in his less colorful moments. In his commentary, Woods argued that Daniels was correct in questioning the worth of Zinn’s tome, pointing to a range of reviews of the work from historians teaching at prestigious universities that critiqued Zinn’s construction of his narrative.
Woods, though, failed to question Daniels’ sense of pedagogy. If Zinn’s book presents a biased narrative, Woods and Daniels suggest, then the book should not be used. Woods asserts that using it is “academic malfeasance” for teaching “that Zinn’s book is reputable history.” His assertion assumes that the books used in a course are simply accepted as the final authority. They present the Facts that are poured into the “little pitchers,” as Thomas Gradgrind refers to his students in Hard Times.
For many educators, though, selected texts do not simply provide the facts. Texts provide an opening to discuss issues of representations. Zinn’s work, which self-reflexively acknowledges that his narrative is his own construction, could be employed with great skill to teach students, including educators taking professional development courses, to critique not only the traditional narratives of US history but also Zinn’s own narrative and each student’s individual assumptions. To emphasize the importance of training students to critique narratives as interpretations,” Jonathan Z. Smith quotes John Robert Seeley, a late nineteenth century educational reformer at Cambridge University, who told students “In history, everything depends on turning narrative into problems” (“Narratives into Problems” JAAR 56 (4): 729).
Sadly, it is not surprising that a politician (and university president) holds a view of pedagogy closer to the notion of education that Dickens portrayed negatively in the mid-1800’s than the techniques that Seeley, Smith, and many of us employ in educational institutions of all levels.


The Hollywood Version of the Holocaust has been losing ground for decades. On this page you will find out why, and you will also find a balanced explanation of what actually happened during World War II as regards this most controversial subject — something you will have a very hard time finding almost anywhere else.
We will be adding more to the below introductory comments as time permits — until they are finished. If you see “to be continued” at the end of the Introductory Comments then you will know that more will be added as soon as possible. These Introductory comments are necessary to frame the issue, and under them we we offer several important videos and articles for your consideration.
Before starting with comments on the subject of “the Holocaust”, I want to say that the unjust death of even one person is an infinite outrage against justice, and against God, Who created all human beings in His image and likeness. — And you and I would especially feel that way if the person unjustly killed — were you or me.
There WAS a “Holocaust” against everyday European Jews as a key (and planned) part of World War II. But even the use of the word “Holocaust” is an admission of guilt on the part of those who engineered it.
The historical definition of the word “holocaust” was a burnt offering of an animal one owned, offered as a sacrifice to God. Since 1978, the Jewish-Lobby-owned Big Media popularized the word “Holocaust” in regard to World War II with the 4-part television mini-series carried on NBC called the “Holocaust”.
1978? Yes. The word “Holocaust” was not used, even once, at the Nuremberg Trials, held as a series of military tribunals right after World War II in late 1945 and 1946. (By the way, the concept of the Nuremberg Trials was condemned by Senator Robert A. Taft as unprecedented in the history of warfare; Taft was paid tribute for this stance in the book “Profiles in Courage”, released in 1955 by then-Senator John F. Kennedy.)
The “lesser brethern” (the everyday Jewish people) during World War II were the “burnt offering”, or sacrifice, to their Talmudic god in order to achieve their goals, i.e., the founding of “Israel”, which happened in 1948 — three years after World War II ended. And who are “They”? The usual suspects: the Rothschild-related International Banksters behind the FED (started 1913), Goldman-Sachs (founded 1869), and eventually the International Monetary Fund (IMF), founded in 1944.
What you won’t find in almost any other analysis is that the Nazis were another mask of the International Banksters — just like their other masks of Communism and Zionism. Hitler was funded to power to get the everyday Jews of Europe down to Palestine in anticipation of the takeover. Eventually this meant rounding the everyday Jewish people up — who were put in concentration camps. The ones that died of starvation and typhus near the end of the war formed the basis of the “Hollywood version of the Holocaust.” The ones who survived were descended upon after the war by top Zionist from Europe, America, and Russia — who cajoled, incentivised, and/or bribed them to go down to Palestine because “Europe had become a hostile place.” The two youtube videos at the top of the “Nazi-Zionist Connection” page on this website go into this aspect of World War II in depth. You can also find key documents about the Nazi-Zionist collaboration, such as “51 Documents: Zionist Cooperation with the Nazis” by socialist Jewish author, Lenni Brenner, is one such source. You can read about it here: http://www.counterpunch.org/2002/12/23/51-documents/
Another book by a Jewish author, “Perfidy” (1961) by Hollywood screen writer, Ben Hecht — should be required reading for anyone wanting to understand World War II and the Holocaust.
Everyday Jews were rounded up, ripped from their homes, thrown in concentration camps, sometimes tortured and killed by the sadists that are always drawn to concentration camps during war, eventually undernourished and worked to death, and, if they survived, pressured to go down to Palestine after the war.
The piles of dead bodies we see that were photographed as the Allies liberated the camps were of all the people who had died of malnutrition and typhus in the waning days of World War II, as the Allies bombed the railroad tracks to the concentration camps and the German infrastructure collapsed almost entirely.
But the evidence shows there were no homicidal Gas Chambers. The 1974 challenge of the French Professor Robert Faurrison to the top world Jewish-Zionist organizations as to how the Gas Chambers worked — has remained unanswered. When asked why there is no replica of a Gas Chamber in the Holocaust Museum in Washington D.C., Director Michael Berenbaum said that there was no original available for the Museum to replicate. (!!!!!!!!)
When I was in High School and College (1967-1974), I thought that gas chambers in Germany during World War II were as numerous as Walgreens or Walmarts in the United States today. I imagined those “evil Germans” rubbing their hands together, smelling the smoke billowing from the Gas Chamber chimneys, and saying to themselves, “We’ve gottem’ now!”
Then in the mid to late 1980s I read about the Ernst Zundel trial in Canada. The Canadian government had put Zundel on trial for “spreading false news” by passing out a pamphlet entitled, “Did Six Million Really Die?”
During the trial, Zundel’s lawyer, Doug Christie, called one of the top Jewish Holocaust experts, Raul Hilberg, to the stand to testify. In response to a question about where the gas chambers were located, Hilberg stated that THERE WERE NO GAS CHAMBERS in Germany — that they were all located in Poland. (!!!!!!!!!!!!!!!) (This was convenient, since Poland was under Communism, another mask worn by the International Banksters, no one was allowed to investigate those concentration camps until 1989.)
When I heard that, I said to myself: “Wait a minute. Wait just a doggone minute.” And I began, for the first time, to investigate the truth about the World War II Holocaust. Before that moment, I had accepted the entire Holocaust brainwashing fastened on Americans by the Jewish-Lobby-controlled Big Media.
(To be continued . . . )
Jim Condit Jr.
Mark Weber debates “skeptic” Michael Shermer on the Holocaust
Mark Weber from the Institute for Historical Review debates Michael Shermer of Skeptic Magazine. — Problem is: Shermer is only skeptical of those who challenge the tired, old Establishment Mainstream Line, on this or any other subject. The video and sound are not top notch, but it’s worth wading through for an excellent demonstration by Weber that the Hollywood Version of the Holocaust cannot be accepted at face value, and must be put under the microscope of true historical inquiry.
David Cole in Auschwitz – Full Documentary
David Cole, a brave Jewish Holocaust investigator visited Auschwitz in 1992 and paid for a personal tour. He wore his yarmulke so everybody knew he was a Jew and the information he obtained was surprising to say the least. Get your pen and notepad out to take notes on this amazing documentary.
Here is another link as the video below has been removed…
One Third of the Holocaust
Long, at points a bit dry — but devastating to the “Hollywood version of the Holocaust”.
Edwin Black on his book, The Transfer Agreement
Edwin Black spins the beans on the Transfer Agreements between the Nazis and the Zionists in this telling interview.
SIX MILLION JEWS?
10 newspapers from 1915-1938
Printing 6,000,000 BEFORE the Holocaust…
The Holocaust Testimonies You DIDN’T Hear
Red Cross Official Numbers
Websites which advocate Open Debate on what really happened in “The Holocaust”:
http://www.codoh.com/ — the website of Bradley Smith
www.ihr.org — the Institute for Historical Review
www.vho.org — Germar Rudolph’s website
www.barnesreview.org — The website of the Barnes Review
http://www.fpp.co.uk/ — The website of David Irving
http://www.zundelsite.org/ — The website of Ernst Zundel and Ingrid Rimland
(Remember, it is recommended by those behind this website that all information on “the Holocaust” of World War II be interpreted in light of the information presented on the DVD and CD offered at www.hitlerdvd.com , both of which are offered freely in the “Nazi-Zionist Connection” section of this website— this DVD and CD are anti-Hitler, anti-Stalin, anti-Churchill, and anti-Roosevelt — four front men for the Rothschild Banksters during WW II; this DVD and CD also reveal information about the Ruling Elite behind Hitler, Stalin, Roosevelt, Churchill, and the founders of Israel in 1948 — which powerful forces want suppressed to this day.)
Some of the items below will eventually be put on other pages on this website, but for now they may be of interest to people interested in “hidden history.”
Anything by Fr. Denis Fahey (1883-1953), here’s a two of his short essays:
http://www.thetruth247.com/fr_fahey_intro_mysbodyChristiinmw.htm — we believe all other books on real history should be evaluated in light of the books of Fr. Denis Fahey; his books can be found at the link offered below to the Omni/Christian Book Club.
www.IamTheWitness.com – the website of Daryl Bradford Smith – much excellent material; many excellent interviews on audio.
www.BrasscheckTV.com — a lot of interesting short videos on hidden history
www.RealNews247.com – my website on the real interpretation behind current events and problems; articles down the right hand side largely about the crisis in the structures of the Catholic Church
The Nazi-Zionist Connection: The Final Solution to Adolph Hitler by Jim Condit Jr:
www.hitlerdvd.com — an anti-Hitler website, but also anti-Stalin, anti-Roosevelt, and anti-Churchill — four super-criminals funded by the International banksters; 70,000,000 lay dead on the battlefield of Europe when the smoke cleared. Most egregious to the politically incorrect, this DVD and the accompanying CD (radio interview with Christopher Jon Bjerknes) — exposes the cooperation between Hitler, the Nazis, and the top Zionists who founded and became the first leaders of the state of Israel in 1948. (The information on this DVD and CD is so “hot” — that we were banned from selling it on Paypal in 2008. Paypal has refused to this day to specify in writing why the sale of this information was banned on Paypal. We had been selling both the DVD and CD on PayPal since 2004.)
Any book by Douglas Reed – here’s one online:
Other Reed books are listed here: http://www.controversyofzion.info/Controversybook/Controversybook_eng_Other_Works.htm
Any book offered by http://www.ihspress.com/
Another interesting source of hundreds of books dealing with hidden history is the Omni-Christian Book Club, found here:
http://www.omnicbc.com/ — the website of the Omni-Christian Book Club;
www.americanfreepress.net — the website of the American Free Press


These Gun Control Facts Speak Volumes About America’s Mass Shooting Epidemic Vs. Other Nations
In 2018, the state of gun control in America has reached a boiling point. There have been over 23 school shootings in 2018 alone, according to CNN, with this number accounting for all shootings that occurred on school grounds and injured at least one person. And yet, gun control facts about America reveal how few laws and measures have been passed in recent history to increase the regulation of both the sale and use of guns. This response to mass shootings is just one of the aspects of American gun control that sets the country apart from other developed nations.
Since the horrific Sandy Hook school shooting in December 2012, over 1,600 mass shootings have taken place, according to The New York Times. The outlet defined a mass shooting as a shooting that injured or killed at least four people in a single event or place. Congress couldn't agree on any meaningful gun control legislation until over five years later in 2018.
The New York Times notes that finally on March 23, 2018, President Trump signed a spending bill that, in part, intended to improve record reporting for the background checking system. The spending bill he signed marked one of the only big moments of congressional action related to gun control, safety, or regulation since 2007 when Congress approved a bill that also strengthened background checks and mental health data reporting, according to The Hill. President George W. Bush later signed that NICS Improvement Amendments Act into law, USA Today reports.
This pattern of congressional inaction illustrates how few laws have been changed or amended in recent history, despite the increasing level of mass violence caused by gun-related incidents. Since the 2008 Supreme Court ruling that affirmed the right to own a handgun for self-defense, gun deaths have risen in the United States by 17 percent, according to the Violence Policy Center.
For example, the legal age required to purchase a shotgun (18 years old) as well as the legal age required to purchase a handgun (21 years old) were both established in the Gun Control Act of 1968. This act also established the requirement for a background check by the FBI before purchasing a gun; however, purchases at gun shows can often occur without background checks, depending upon whether or not the owner has a Federal Firearms License.
Other gun control laws are determined entirely state by state, and vary widely. For example, some states allow residents to carry handguns without permits and others don't. Similarly, some states require purchase permits for firearms and others don't.
In contrast to this inaction, other developed countries have continuously passed gun control laws to reflect the needs of their societies.
For example, in the wake of a 1989 Montreal shooting that left 14 people dead, Canada enacted a series of gun control reforms, including a 28 day required waiting period for anyone who wishes to purchase a gun. Canada also requires mandatory safety training courses, and assault weapons are banned entirely, unless they were purchased before 1978.
There is no federal waiting period for anyone who wishes to purchase a gun in the United States. A gun retailer or dealer simply has to wait until the results of the background check are in, or they must wait three business days. Beyond that, only five states require longer waiting periods than three days, with California and the District of Columbia requiring the longest wait time at 10 days.
Australia is another country with more intensive gun control laws. It has become famous for its National Agreement of Firearms, which instituted among other things a temporary buy back program, recalling 650,000 guns in total. But beyond this, a lesser known Australian gun control law is the requirement for gun owners to prove a "genuine need" for the weapon they wish to purchase.
For example, you have to prove that you're a hunter, or a member of a target club. You can't simply buy a gun because you want to own one. Australia also requires safety training courses, like Canada.
There is no explanation required for purchasing a gun in the United States. There's also no required safety training course.
Japan has perhaps the most extensive gun control regulations of any developed country; its firearm and sword law entails that the only permitted types of guns are shotguns, air guns, guns with specific industrial purposes, or guns used for competitions. If you do buy a gun, then you must undergo formal instruction, as well as pass a series of mental, physical, and drug tests, and an extensive background check.
As both advancements in technology and culture change a society's relationship with weaponry, it's only natural that a nation would continue to amend and create regulations to match these changes. Luckily, there are dozens of examples of modern gun control legislation in other developed countries that the United States could look to emulate in the future.
If you're interested in finding out how your congressional representatives have voted on gun control measures in the past, you can check out this interactive chart by NPR.


Note: In Australia and some other countries the word thrush refers to vaginal yeast, whereas in other countries thrush is only used in reference to oral (mouth) candida/yeast overgrowth.
Carbs (carbohydrates) are foods that are not classified as protein or fat, which are “all plant foods,” including vegetables, fruits, grains, nuts, seeds, spices, herbs, sugars, etc.
Table of Contents
- What is Oral Thrush?
- The Body Itself Creates All Bugs (Infection) as Needed
- What is Fermentation?
- What Causes Oral Thrush?
- How to Get Rid of Oral Thrush
- Your Health Depends Upon You!
- Mouth Treatments
Also see How to Care for Your Teeth & Gums.
What is Oral Thrush?
Oral thrush is normally described as an infection of yeast fungi, called Candida, on the mucous membranes of the mouth. Oral thrush may refer to candidiasis in the mouths of babies, while if occurring in the mouth or throat of adults it may also be called candidosis or moniliasis.
However, the body itself creates infection and inflammation in order to heal and detoxify an area, which are normal healing processes that are not caused by any outside sources – see Inflammation & Infection are Natural Healing Processes. Therefore oral thrush is created by the body itself in its efforts to maintain its health.
In fact all bugs, like viruses, bacteria, candida (fungus) and even cancer, are formed by the body in any areas they are needed, which are mainly created to clean up of toxins. This is what happens everywhere in Nature. For example, a compost heap of garbage automatically forms all kinds of bacteria in order to break down the garbage and change it into nutrient-rich dark soil.
The reason that bugs like candida (fungus) are created in the mouth is same reason bugs are automatically form in a compost heap, which is to clean it up!
The Body Itself Creates All Bugs (Infection) as Needed
The Germ Theory of Disease is Not True— it is based upon research done by Louis Pasteur who was a fraud! Pasteur’s colleague, Antonie Bechamp discovered the “truth” about bugs which is in his book The Third Element of The Blood:
Page 1: “As a blood smear slide ages over one to two days, organisms literally can be seen wiggling out of the red blood cells, organisms that change into more degenerate and pathological forms as the process proceeds.
When the rotting or putrefaction process is over, when there is nothing more for the newly formed viruses, bacteria and fungi to eat, they all break apart again, disappear, and turn back into the “little dots” they came from, called microzymas. They eat themselves and are reborn . . .”
Note: Other researchers independently discovered those same “little dots” in the cells, and called them by different names. Gunther Enderlein called them protits, and Gaston Naessens called them somatids.
Page 2: “It is only in illness that they [bugs] become agents of fermentation [see the definition below]. The waste or byproducts of these bacteria and other organisms are alcohol, CO2 lactic acid, vinegar, etc. that are produced in such processes. Again these waste products of fermentation, which is followed by putrefaction, are what make us ill in disease, not the germs. [Note: In other words, bugs are the “result” of disease and not the “cause.”]
Page 3: “Mycrozymas isolated from a mammoth frozen more than 50,000 years ago were shown to spontaneously show life again and begin fermentation in sugar solutions. . . . the internal milieu, . . . determines what form the mycrozymas take, i.e. whether they are good guys or not so good. The ‘good guys’ turn into the cells that regenerate the body, organ specific mycrozymas. The not so good guys are the protits that go in the direction of fermentation and putrefaction. See “What is Fermentation?” below.
Page 5: “The essential biological characteristics of the microzymas is that they are creators of cellules (cells) by synthesis and of virioniens (viruses, bacteria, fungi) by pleomorphism.”
Synthesis means a combination of two or more things that together form something new.
Pleomorphism means the ability of bacteria to change their shape dramatically or to exist in a number of forms, i.e. changing from a virus into bacteria, and changing of bacteria into fungus.
What is Fermentation?
Fermentation is a process in which an agent [typically bacteria and yeast] causes an organic substance to break down into simpler substances; especially, the anaerobic [no oxygen] breakdown of sugar into alcohol, i.e. the making of beer or wine.
Fermentation is based upon the word “ferment” which means any agent or substance, such as a bacterium, mould, yeast, or enzyme, that causes fermentation. Ferment comes from the Latin word “fermentare” which means to leaven, ferment,, which is from the word “fermentum” a substance causing fermentation, from the root word (original word) “fervere” to boil, seethe, or brew.
Fermentation in food processing is the conversion of carbohydrates (plant foods) to alcohols and carbon dioxide (gas) or organic acids using yeasts, bacteria, or a combination thereof, under anaerobic (no oxygen) conditions.
Fermentation usually implies the action of microorganisms is desirable, and the process is used to produce alcoholic beverages such as wine, beer, and cider. Fermentation is also employed in the leavening of bread, and for preservation techniques to create lactic acid in sour foods such as sauerkraut, dry sausages, kimchi and yogurt, or vinegar (acetic acid) for use in pickling foods.
However, as explained above, fermentation in the body means it is unhealthy and diseased! Healthy cells do not ferment, and instead are respirating, meaning using oxygen. Otto Warburg discovered that The Prime Cause & Prevention of Cancer was because the body’s cells changed over from respiration to fermentation.
What Causes Oral Thrush?
Three main conditions in the mouth cause the formation of bacteria, candida/yeast or cancer:
- Injuries to the mouth with metal braces, plastic tooth guards or appliances (which are also toxic), teeth-cleaning instruments and procedures, flosses that tear and damage the gums, harsh brushing, eating something like nuts that injure the gums, etc.
- Eating high-carb foods, particularly sugars and starches.
- Toxins, from three main sources:
- Toxins being eliminated through the mouth from other areas of the body. The mouth and other areas of the body also have skin, i.e. inside the cheeks, the floor and roof of the mouth, etc. And the skin is one of ways the body eliminates toxins, along with other organs involved in detoxification, i.e. liver, kidneys, lungs, large intestines, etc.
- Toxins being eliminated from the mouth, that can be from current or past toxic substances, i.e. x-rays, fluoride, mouth washes, toothpaste, breath sprays or mints, lozenges, gum, anesthetics such as novacaine, mercury or other metals in fillings, etc. and toxins in foods or drinks.
- Root canals, metal plates, implants, etc. which are similar to having a wood sliver in the skin, that the body works hard to eliminate since they are an intrusion (invasion), i.e. foreign to the body.
All abnormal conditions and diseases in the mouth are mainly caused by these conditions, in addition to those listed below, which includes cavities in the teeth, plaque build-up, gum diseases, discoloration of the teeth (grey or brown spots and yellowing), mouth sores, abcesses, aphus ulcers, canker sores, black or brown hairy tongue, inflammation, infection, etc.
However, mouth health is related to overall health, and The Five Primary Causes of All Failing Health.That’s why Bee’s Candida Program improves anyone’s health because it:
- Provides all of the nutrients all Humans need in order to be healthy (diet plus supplements).
- Eliminates foods that are damaging to the body.
- Eliminates toxins, mainly in foods, drinks, but also toxins in general.
How to Get Rid of Oral Thrush
You cannot get rid of oral thrush by “killing off candida or any kinds of bugs in your mouth.” As you learned above, the body itself creates all viruses, bacteria, candida/fungi/yeast, etc., so killing them off doesn’t work. Therefore the only way is to get healthy with Bee’s Candida Program.
When you are healthy enough your body will automatically “make” candida (or any bug, cancer, etc.) “change back” into the organism it is supposed to be when the body is healthy.
It is like the manure pile and the flies, with the manure pile representing the poor condition of the body. You cannot get rid of the manure pile by killing off the flies. You must clean up the manure pile instead, which means getting healthy according to Nature’s Fundamental Laws on Health.
Your Health Depends Upon You!
Nature’s laws ensure survival of the fittest. Your survival and how well you live depends upon you taking charge of your own health. No one else can do that for you, not doctors, not your mother, not your spouse, and certainly not the government!
Medical and drug businesses are “just that” businesses! Businesses have one major goal, and that is to make money! Therefore their services, products, and advice will not necessarily help you. In fact the medical field is rampant with false theories, deception, toxic treatments, and information that has caused a great deal of harm to you, your family and your friends.
Drug companies are behind most of the deception and false information being fed to you, and they use doctors like puppets. Drug companies make the highest profits of any other company on Earth, and they manipulate governments to pass laws that benefit them and protect their precious profits! However, you need to know that any and all drugs are toxic to the human body and they deteriorate and ruin health!
Your overall health is dependent upon cellular health, which can only be improved if you:
- Give your body the correct combination of nutrients it needs to heal and maintain health according to Nature’s Fundamental Laws on Health. Food is medicine!
- Increase your body’s oxygen levels and it’s ability to utilize and transport oxygen.
- Eliminate as many sources of toxins and poisons as possible, particularly in foods and drinks.
- Improve your digestion so all of the nutrients are available to your body.
- Improve your body’s ability to eliminate toxins (detoxify), and to get rid of natural wastes from your cells.
If you do these five things you and your body will better able to withstand negative influences such as stress, shock, injury, emotional upsets, relationship or financial worries and concerns, and even toxins. Also these five things can ensure your future health. Only the body can heal itself, if it is given what it needs to do its job!
Bee’s Candida Program is an OVERALL Healthy Program that improves anyone’s health, as witnessed by these miraculous Success Stories. To learn the five primary causes of all failing health, and to understand what you need to do to take charge of your health and life! Read: How to Successfully Overcome Candida
You can improve your oral thrush, as well as mouth sores, black or brown tongue, abscesses, aphus ulcers, canker sores, etc., which are all caused by toxins coming out through your mouth, by using some solutions that help your mouth detoxify itself.
But remember, that healing and detoxifying must come from inside, which is mainly due to consuming all of the nutrients the body needs to heal and detoxify itself naturally. That takes time, patience and persistence. It takes your body about 1 month of natural healing for every year you’ve been unhealthy, and for most people today that is since before they were born.
Use one of the solutions below at least once a day, preferably in the morning since your body detoxifies itself mostly at night.
Instructions on how to use the solutions: Put a mouthful of the solution into your mouth, and hold it in your mouth for 2 minutes, swishing it around well into all areas, i.e. between teeth, up into the cheeks, etc., and then spit it out.
Solutions You can Use
- Sea Salt and Water: Mix 1/4 teaspoon of a good ocean sea salt, like Celtic or Himalayan, in 1/2 cup of non-chlorinated water. You save it in a covered glass container until all of it is used.
- Hydrogen Peroxide: Mix 3% hydrogen peroxide (available at the drug store) and non-chlorinated water — Use equal amount of each and stir to mix them together. You save it in a covered glass container until all of it is used.
- Vitamin C & Baking Soda: Make this solution fresh each time, since exposing it to the air chemically changes it. Put 1/8 teaspoon of ascorbic acid crystals (vitamin C) and 1/8 teaspoon of baking soda in a small glass and mix it well. Add 1/8 cup (about 1 ounce) of non-chlorinated water, and stir until it is totally dissolved. Do not save this solution.
- Baking Soda: Put 1/2 teaspoon of baking soda (not baking powder) in a small glass, add 1/2 cup of non-chlorinated water and stir it well. You save it in a covered glass container until all of it is used.


Alaska yellow cedar
Habit: medium sized evergreen tree with a pyramidal crown, pendulous branches and a slightly twisted trunk. The foliage is in flat sprays, with dark green, scale-leaves and is prickly when touched against the grain. The bark appears grayish brown, and strips off the trunk. Pollen cones are oval and yellow while seed cones are spherical 4-6 mushroom shaped scales, blue and waxy when young. Seeds are winged.
Ecology: found in moist, rocky areas, bog forests, mountains and near the coast in Alaska south into Northern California at mid to high elevations.
Growing Conditions: full sun to partial shade, with deep well-drained moist to wet soil. Chamaecyparis nootkaenisis is often associated with wet boggy sites. Cold hardy.
Alaska yellow cedar as a component of old-growth forests can provide critical thermal and hiding cover for large and small mammals. It is a long-lived tree up to 3500 years.
Evergreen Coniferous Tree
65-130 ft (20-40 m)
25 ft (7.5m)


The Constitution developed a system of government, federalism, that ideally is the best form of government, a combination of republicanism and democracy that balances power between the legislative, executive, and judicial. Federalism means that the Constitution is based on a working relationship between local, state, and federal government.
The first century of the U.S. under the Constitution featured an extensive, often violent, debate about the relationship between local, state, and federal power. At issue was the question: when does federal power trump state and local power, and should it?
The Constitution as written seemed to imply that federal power, the power of the whole, would trump the power of the individual, as represented by state and local government. This is the thrust of the Preamble.
But beginning in 1791 this apparent theme of the Constitution was altered by amendments, most importantly the Bill of Rights, such as:
1st Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof”;
5th Amendment: individuals cannot be “deprived of life, liberty, or property, without due process of law”;
9th Amendment: “The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.”
10th Amendment: “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”
And later amendments, such as the 14th: “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”
But, during the first 70 years of the 19th century the federal government slowly grew in strength compared to the states. In the aftermath of the Civil War, the balance between state and federal power became more even, as Republicans turned more to a laissez-faire approach to federal power. But during the 20th century, and continuing to today, the power of the federal government has expanded.
The reason: most politicians, and the two dominant political parties, sensed that federal power was not a problem but a solution. But is this true?
If there was any sort of balance between federal and state/local power, it ended in the 1930s during the New Deal. With Franklin Roosevelt, the President, in addition to those powers constituted (power to execute laws and power of commander-in-chief), becomes:
- Economic Leader of the Nation: solutions for unemployment, solutions for prices, solutions for wages, solutions for relationships between workers (labor) and bosses (management), solutions for trade, solutions for production, solutions to banking, solutions to investment problems;
- Legislative Leader of the Nation: President will propose programs to address all of the economic/social problems, then Congress will act on them;
- Social Leader of the Nation: President is responsible to heal social wounds, to solve problems in society (race relations, labor relations, economic inequality, how to help the poor, education, drug abuse, immigration, and recently, gender and sexuality).
After Roosevelt, our economy/society/government became a mixed economy: some attributes of capitalism and some attributes of socialism.
The 18th century English poet, Alexander Pope, in Essays on Man, wrote of government:
“For forms of government, let fools contest,
That which is best administered is best.”
It is difficult to debate Pope’s conclusion, especially in light of the history of American government.
The question remains, which expression, which interpretation, of the Constitution, is best administered.
I would argue it is as the Constitution written and amended, without the concerns of party politics and ideology. This is what Madison thought (in Federalist #10) that the Constitution would do, but he certainly did not anticipate the dominance of our two-party system and all of the hidden (and not so hidden) consequences that result from it.
Best administered, to my idealistic mind, is what Aristotle had in mind when he wrote that government should be the means of promoting virtue among the citizenry.
Does government promote virtue among citizens?
The answer to this question will tell us whether or not our government is best administered.


Five years ago, the Western Prelacy of the Armenian Apostolic Church of America filed a $105 million lawsuit against the J. Paul Getty Museum alleging that the museum was wrongfully in possession of seven pages ripped out of the 13th century Bible that belongs to the Church. Now the parties have come to an agreement: the Getty acknowledges that the Armenian Apostolic Church owns the pages; the Church donates the pages to the Getty. This way nothing has to actually move or change hands, but the Getty, which in its initial response to the suit insisted that it had “legal ownership” of the pages and that the lawsuit was “groundless and should be dismissed,” has to admit the Armenian Apostolic Church is the true owner.
The Zeyt’un Gospels were commissioned in 1256 by the Catholikos, the leader of the Armenian Church, Constantine I. This Bible is the first signed works of T’oros Roslin, scribe and the greatest Armenian illuminator of the Middle Ages. The pages (there are actually eight of them; the Church didn’t know about the last one when it filed) are canon tables, concordances listing passages in the Gospels that describe the same event. The text is therefore sparse, just chapter and verse references.
In the Middle Ages, canon tables were often depicted in an architectural setting, the columns of numbers placed between drawings of literal columns. What makes these pages exceptional is the illumination by T’oros Roslin who decorated each page in a riot of brilliant colors and gold paint. The tables are divided by columns and topped with intricately detailed geometric panels. Birds, vines, trees, vases line the borders and stand proudly atop the header panels. No two pages are the same.
This Bible, in addition to being an irreplaceable Armenian national treasure, is held to be sacred and miraculous. The Zeyt’un Gospels were venerated as having protective powers which is why in 1915 when the Ottoman government began massacring Armenians, the book was carried through every street of Zeyt’un in an attempt to ensure the entire city would be under its divine protection.
Later that year, church officials gave the Bible to a member of the Armenian royal Sourenian family. The Sourenians had connections in the upper echelons of the Ottoman government, so the hope was they wouldn’t be killed or deported and could keep the Gospels safe. They lasted a year before they were deported to Marash in 1916, but they did receive special treatment that allowed them to survive transportation instead of starving to death like so many of their compatriots.
The Sourenian pater familias loaned the Bible to his friend Dr. H. Der Ghazarian for what was supposed to be a few days. At the perfectly wrong time, the Sourenians were unexpectedly deported and lost track of the Zeyt’un Gospels. It seems the book remained in Marash for the duration of World War I. It surfaced there in 1928 but various obstacles kept it out of the Church’s hands until 1948 when the Armenian Patriarch of Istanbul took possession of it and gave it to the Mesrop Mashtots Institute of Ancient Manuscripts in Yerevan, Armenia, for safekeeping and display. The Bible remains there to this day.
The missing pages were spotted in 1948 when the Bible returned from Aleppo after it was authenticated by the same Dr. Ghazarian who had it for a while during the war. Although the Church investigated, it was never able to discover who stole the pages and when. At some point the pages ended up in an anonymous private collection in Watertown, Massachusetts. They were seen in public for the first time since the Genocide when the collector loaned the pages to the Morgan Library for a 1994 exhibition. After that exhibition, the Getty acquired the pages. Thirteen years later, Armenian attorney Vartkes Yeghiayan who has often represented victims of the Armenian Genocide discovered the pages were at the Getty and alerted the Church. The Getty refused all requests to repatriate the unquestionably stolen pages and the lawsuit ensued.
It seems to me the Church is conceding a great deal for the sake of a statement of historical ownership. There really is no question that the pages were stolen, so why shouldn’t they be reunited with the rest of the Bible?
The following statement from Getty director Timothy Potts irks me:
“That the pages were saved from destruction and conserved in a museum all these years means that these irreplaceable representations of Armenia’s rich artistic heritage have been and will be preserved for future generations.”
The removal of the pages was the destruction. They weren’t “saved.” They were ripped out and sold on the black market, bought by unscrupulous collectors and the Getty. The Bible itself survived a genocide and two world wars and has been conserved in a museum for 67 years. The Getty having taken care of blatantly stolen pages for a decade hardly makes it the heritage-preserving hero of the piece.
The plaintiffs’ attorneys seem happy, at any rate.
“This is a momentous occasion for the Armenian people, coming at a historic time, on the 100th anniversary of the Armenian Genocide. I want to thank the Getty for joining in a solution that recognizes the historical suffering of the Armenian people and that will also allow this Armenian treasure to remain in the museum which has cared for it and made it available to the Armenian and larger community in Los Angeles. We are pleased that both sides arrived at an amicable solution,” said Lee Crawford Boyd, the Brownstein Hyatt Farber Schreck shareholder representing the Western Prelacy of the Armenian Apostolic Church of America. “The sacred Canon Tables are now being recognized as having belonged to the Armenian Church. Together with the Church and the Armenian people, we are thrilled with this outcome.”
To learn more about the Armenian Genocide, including primary sources, maps, eye-witness statements, a timeline of events and a collection of horrifying photographs, please visit the website of the Armenian Genocide Museum-Institute.