Geocaching to Promote Scouting
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Geocaching is an exciting new sport that uses GPS navigation to find hidden treasures. It provides another tool for the fun-with-a-purpose toolbox and can combine outdoor adventure with advancement, recruiting, retention, and public relations. The following training provides an overview of the sport and includes ideas on how to use it in Boy Scouting to enhance the level of program for all youth. Trainers for this course should have some experience with GPS use and geocaching, and should be familiar with the Internet resources given in the course.
- This training is intended for adults or older youth leaders.
At the end of this lesson, participants will be able to
- Experience the fun of a geohunt themselves.
- Describe geocaching and how it can be used to support the Scouting program.
- Discover new games and learning opportunities for Boy Scouts.
- Understand geocaching rules and etiquette and why they are important.
- Learn how geocaching can enhance advancement opportunities.
- Develop a plan to use geocaching for recruiting.
- Begin thinking about how geocaching can be used in public relations events.
- Gain an understanding of how GPS technology works.
- Practice using a GPS receiver (GPSr).
This training includes a hands-on session in learning to use a basic GPS receiver (GPSr) and will allow the participants to try a simple geocache hide-and-seek event.
- Sample geocache map specific to training region (one per participant)
- Geocaching References (one per participant) temporarily unavailable
- Rules of the Game (one per team)
- Geocaching Rules and Etiquette (one per participant)
- Geocacher's Creed (one per participant)
- Flip chart and markers
- Basic GPS units (minimum one for each team)
- Sample geocache container
- Three caches, name tags, pens, color-coded questions, and prizes for sample geocaching game
- Recognition items (optional)
Geocaching is an entertaining adventure game for GPS users, with hundreds of thousands of active members in more than 200 countries. It is a modified treasure hunt using GPS coordinates to locate the prize, or cache. There are numerous public geocaches hidden around your community, probably very close to where you live. Finding many of these treasures involves taking beautiful hikes and, perhaps, puzzles to solve.
What could be a more natural partnership than Scouting and geocaching?
Pathfinding has been part of Scouting from its very beginning. GPS technology provides an augmented compass and measuring system, which is an essential part of the increasingly technology-oriented lives of this generation. Remember, however, that GPS technology simply is updating an old and traditional Scouting skill; the older methods should not be forgotten. Map and compass skills are an invaluable supplement to any GPS use, and the importance of these skills should be reinforced whenever possible. Most importantly, the Scouting's values, including "fun with a purpose," are paramount to any Scouting activity.
How Does GPS Work?
Briefly explain the global positioning system and how GPS receivers use signals from satellites to find a location.
The 24 satellites that make up the GPS network broadcast radio signals that a GPSr can receive. Once the receiver has received a minimum of three satellite signals, it can calculate its location coordinates. The more satellites the GPSr has tracked, the more accurate its calculations will be. The signals are subject to interference and will affect the GPSr accuracy as well. Overcast weather, power lines, trees, buildings, steep canyons, and valleys all can affect the signal strength and therefore change the accuracy of the GPSr readings. A GPS unit will be most accurate when the user has a clear, unobstructed view of the sky and horizon.
In addition, no GPS unit has 100 percent accuracy, and it will rarely lead you to the exact spot. Usually, the accuracy is 20 feet or less—and that's the radius—so there is easily an area with a 40-foot diameter to search. Thus, once you've reached your search point, there is usually still some searching to do. Take care that the boys don't get frustrated. Hints are invaluable!
Make the following points on the limitations of GPS use.
- Your GPS arrow points you "as the crow flies," which might not be the best route.
- You may lose signal.
- Your accuracy may be very low.
- The receiver's batteries can die.
- You might have programmed in the wrong information.
Suggest to geocaching leaders that they design these limitations into an event to be sure the boys understand the problems that can occur. Geocaching is the perfect tool to illustrate the need for map and compass skills!
Sample Geocache Game
Instructor's Note: Before the course, find easy hiding spots for three caches. All waypoints should be preprogrammed into the GPS units, as this session does not focus on programming the GPSr, but only on finding a cache. These can be as simple as having the cache sitting on the tire of a car in the parking lot—the point is simply to have the participants have a chance to follow the arrow of the GPS unit and experience the thrill of the find.
It is best to use similar units for all teams and not have the participants bring and use their own GPS units. There is a wide variety of unit types, each with a different mode of operation, and there is not time to program waypoints into additional units. Tell them that they should experience using the same GPSr that the boys use.
Ask the participants how many are familiar with geocaching and/or GPS use and how many are novices. Divide the teams with a mix of experienced and inexperienced users. It is good if team members do not know all the members on their team, but do not do introductions yet. That will be a part of the game. Hand out the GPSrs to each team and orient them to the specifics of the GPS operation for these units using a visual that shows the buttons and screens needed for the game. Explain just what is needed for the game—it is easy to bog down in all the advanced features of the GPS units, and that is not the scope of this session.
Explain the Challenge
The goal is to find three geocaches. Give each team a copy of the Rules of the Game.
Go outside to the parking lot or other nearby spot where there is good GPS reception. Have each team look at the GPS unit; it should be preactivated so that it has acquired the satellites.
Briefly review GPS operation. Explain the initial screen, and point out that the GPSr has tracked the satellite signals. Illustrate how to go to the "Find Waypoint" screen to bring up the arrow.
Explain that the GPSr is tracking the signals of the satellites that are currently in the horizon sky. As each GPSr establishes a signal connection with at least three satellites, the screen should say "Ready to Navigate." Remind participants that the accuracy shown will change depending on the number of satellites tracked and the amount of interference of the signals. Emphasize that the GPSr only gets them close to the actual location and that they will likely have to hunt for the cache. Depending on the GPS units used, you may have to explain that the arrow only changes direction when they are moving.
As the team prepares to begin hunting, explain the team rules as follows.
- All team members should stay together.
- Do not run. There is no need to get injured.
- Remember the principles of Leave No Trace, and do not tread on things you shouldn't (gardens, private property, etc.).
- Attempt to involve everyone on the team. Everyone should have a responsibility.
- Each team should have a troop guide (staff member) as its chaperone. Do not ditch the troop guide.
Show everyone the cache container so they know what they are looking for. Have all teams proceed together to waypoint 001, and meet them there. (The teams should then begin traveling in the direction the GPSr arrow indicates. You may need to remind them to MOVE to get the directional arrow to change)
Waypoint One: The first cache should contain color-coded participant name tags or colored tape or dots to add to their existing name tag. In case participants have not pre-registered, have blank nametags and a pen in the cache in addition to the name tags. Have participants introduce themselves to their team as they put on their name tags.
Once everyone has located the first cache, they should have a good feel how this game works. Tell them that they simply need to find two more caches and do what it says to do at the site. They will find the next two locations preprogrammed in the GPSr. Show them how to find these waypoints in the unit with a "Go To." There is not time for teaching how to program the GPS unit in this training, but this can be covered in detail later.
Entertain any questions and tell them they need to be back at the classroom in no later than 15 minutes. The entire team needs to be present at the classroom to be considered on time. Stress the importance of returning on time even if they don't find all of the caches.
Waypoints Two and Three: Send the teams out to find two more easy caches. The second cache will have a small trinket or gift, like an inexpensive pin or cache-in-trash-out (CITO) container, which is a simple film can with a label and a trash bag inside of it. Everyone gets a prize.
The third cache will have color-coded "getting to know me" questions, like "Find a Scouter who is an Eagle Scout." Each participant takes a question and returns to the classroom.
Following the exercise, have the participants return to the training room. As they reassemble in the classroom, have them introduce themselves to another Scouter and ask the question they got from the final cache. For example, if the Scouter's question is on yellow paper, he or she needs to meet someone with a yellow nametag. Take two to three minutes to do this.
The hidden point of the game is to have the team get to know each other and to provide a small gift (such as a cache-in-trash-out token) that will support the material to come later in the course. This point will be debriefed when they reassemble.
Ask the participants if they had fun and if they learned anything. See if they come up with the fact that they accomplished the introduction and ice-breaker portion of the training in a novel manner. If they don't, explain what you did. If you chose to put CITO containers into the caches, tell participants that they will understand the significance of the gift shortly when we explain geocaching and service ideas.
Ask the participants write down an idea of how they think geocaching can augment the Scouting program. Then ask them to share with the group. Possible answers include:
- It's a lot of fun.
- It adds variety and novelty to many existing events (hikes, camporees, etc.).
- Both programs love and support the outdoors.
- It allows the youth to use their brains as well as be outdoors.
- Both get us all away from the TV and video games!
Use the results of brainstorming to make the following points.
- Geocaching is fun. It can be coupled with advancement and team-building exercises.
- It leads to the discovery of new places one might not visit otherwise.
- Geocaching can add pizzazz and variety to advancement requirements.
- It's a great recruitment tool. Older youth love the sport!
- It's also good for retention of youth members. When they have fun, they stay in the program.
- Geocaching is a great way to showcase Scouting to the public. For example, we will describe the Cache to Eagle series, where public caches are hidden at the sites of Eagle Scout service projects for the public to find.
Geocaching to Promote Scouting: The Plan
The overview will include discussion of the following:
- How to use geocaching for troop, district, and council Boy Scout events
- Geocaching rules and etiquette
- Which advancement requirements can use geocaching (and which cannot)
- How to use geocaching events for recruiting
- The Cache to Eagle program and CITO events to enhance public relations
Using Geocaching for Troop, District, and Council Events
Note: This session will simply provide a short list of program ideas; the 60-minute timeframe is not suitable to go over a wide assortment of games or hands-on learning. It is suggested that separate, longer training sessions be developed to focus on the details of these games. These additional modules could include information on how to build and hide caches, demonstrations of a variety of games, and instructing troop leaders to incorporate geocaching into the troop meeting and calendar plan.
Ask the group to share any experiences they have had using geocaching and/or GPS technology in their troops. List answers on the flip chart. Point out to the group that there are many opportunities to use geocaching games in the Boy Scout program.
Geocaching will have a different appeal for each age group, as the boys' interests and skills vary dramatically with their ages. In general, young Scouts need a lot of help with the GPS units, require very easy finds with a tangible reward, and are more likely to become bored if the event lasts longer than 45 to 60 minutes. This is important to remember if the troop uses a geocaching event for recruiting Cub Scouts. Boy Scouts like more challenge, both mentally and physically, and appreciate a complex event with a goal such as "reaching Eagle." Geocaching captures all aspects of the Venture patrol (and Venturing) program, and it can complement high-adventure activities and provide wonderful teaching opportunities for older youth to share the sport with others.
Briefly describe some examples of geocaching games for different ages.
Boy Scout Activities
Patrol Activities—Patrols can use GPS-related games in a wide variety of ways, both at troop meetings and on troop or patrol outings. As in the National Youth Leadership Training course, learning to use the GPS unit is a great way for the patrol leader to model the Teaching EDGE(TM). Patrols can use GPS and geocaching to support patrol outings, including public geocaching, hikes with a geocache-assisted theme, advancement, and more.
Troop Activities—Geocaching is easy to build into a troop meeting night, especially as a part of the interpatrol activity section of the troop meeting. Geohunts can be themed to any topic—a shortened version of a hunt for Eagle merit badges, or hunting for rank advancement is always popular. In addition, the boys can have a lot of fun building cache containers in troop meetings, designing puzzle caches, and setting themed courses for each other. Teamwork should be encouraged, and while competition is fun, troop leaders can and should reinforce the concept of helping other Scouts succeed whenever possible.
Note: It is a good idea to deliberately plan at least one location on a troop geocache event where getting signal is not possible. Geocaching is a great way to learn how vital map and compass skills are, as well as to remind Scouts that one can never trust technology 100 percent—batteries die, coordinates are programmed incorrectly, etc.
District and Council Activities
Geohunt for Eagle—Geocaching events are fun and relatively easy to put on for quite large groups. One prime location for a district, council, or intercouncil event is at one of the council's summer camp properties. For example, you can design a simple event themed for Boy Scouts, with the objective to find "merit badges" to reach Eagle rank. The geocaches can be hidden at the actual sites where the event occurs at camp—Swimming by the lake, Rifle Shooting at the range, etc. Care must be taken in placement of the caches as described in the safety rules—for example, one could hide a cache outside of the rifle range but never in an area where Scouts should not cross without a rangemaster present.
It is recommended that 30 to 50 caches of varying difficulty be hidden for a three- to four-hour-long event. Additional finds above the 21 required for Eagle rank count toward Eagle Palms. This type of event can easily accommodate hundreds of participants.
This type of camp location has the added advantage of showcasing the council's properties and camp facilities to encourage summer camp attendance and off-season use.
Geocaching Rules and Etiquette
Rules for hiding caches hold for private Scout events as well as public caches.
As with any Scout event, rule No. 1 is safety. Boys are likely to be excited about finding the cache and may or may not use common sense to get to it, so take care that you don't place a cache that in any way leads them into a dangerous situation. This includes the following obvious rules:
- Stay far away from road traffic and railroad crossings.
- Don't place a cache higher than 6 feet or require any dangerous climbing to reach it.
- Don't require Scouts to swim to reach the cache.
- Public caches are often magnetic containers stuck onto electrical switch boxes. Common sense says to avoid these as well.
- Always enforce the buddy system.
Rule No. 2 is to respect the environment.
- Never bury a cache in the ground. You can place a pile of sticks or rocks over it, however.
- Avoid sensitive ecosystems. Remember that hunters will make a beeline for the cache and might trample vegetation in the vicinity. Place caches so that they can be reached by existing trail access.
- Don't place caches in archaeological or historic sites.
- Don't deface any object, natural or manmade.
- Many geocachers hide small caches in lightpost bases, sprinkler heads, etc. These should be avoided, as we don't want the Scouts ripping up all the bona fide hardware looking for the loose or "fake" one.
Rule No. 3 is to respect private property.
- Get permission from land managers to use parks, Scout camps, etc., for your events
- Do not put caches on national park land, national wildlife refuges, etc. These are currently not allowed. Local laws and policies vary, so check with any relevant agency before placing caches.
- Caches in or near military installations are not allowed.
- Caches are not allowed on elementary and secondary school property.
- Avoid sites that could be deemed potential or possible targets for terrorist attacks. These include but are not limited to highway bridges, dams, government buildings, and airports.
Rule No. 4 is to be a positive ambassador for Scouting. As with all else we do, cache using the Scout Oath and Law.
We want Boy Scouts to go above and beyond the regular guidelines. It only takes one or two groups who don't follow the rules to give all of BSA—and geocaching—a bad name. There is a growing concern about Scout troops who set up caches and then abandon them, or who have unsupervised kids who trash the area. Don't let this be your group. There are a number of ongoing negotiations to open up state parks, open-space districts, etc., to geocaching, and we can help this effort by doing our best to be good geocaching citizens.
- Practice Cache In and Trash Out (CITO) - always carry a trash bag and remove litter along your route.
- Follow Leave No Trace guidelines in the natural environment. This doesn't mean you can't find or place a cache near a trail in the woods. It does mean that we follow all LNT guidelines, especially in the wilderness.
- Be careful of the area around the cache - don't trample the grounds, rip up all the sprinkler heads, etc in your frenzy to find the cache
- Follow all laws and Regulations - never enter private property without permission
- Write an entry in the logbook at the cache.
- Take a toy, leave a toy. Items are there for fun and for trade. Try to leave something of equal value to what you take for yourself
- Respect other visitors around the area.
Summarize the section by reading or showing a slide of the Geocacher's Creed.
Advancement Dos and Don'ts
Ask the participants to think of Advancement requirements that could be enhanced by geocaching. List answers on flipchart. Possibilities include:
- Tenderfoot—Have GPS lead to a poisonous plant so they know what to look for.
- Second Class—Set up a GPS course to find and identify evidence of native animals, or use a geocache theme for a patrol or troop campout to earn the five activities.
- First Class—As with Second Class, geocache events at campouts are a fun way to earn some of the 10 required activities. A GPS course can assist with finding evidence of 10 native plants.
Remind participants that we cannot change or modify the requirements in any way. For example, it is not allowed to use a GPS unit for Second Class requirements 1a and 1b or First Class requirements 1 and 2, which call for orienteering and/or use of a map and compass. You could use geocaching to complement the 5-mile hike for First Class, as long as a map and compass are still used. At this time, the Orienteering merit badge does not use GPS technology in any way.
Recruiting and Public Relations
GPS use can greatly enhance the Venture patrol or high-adventure program. Older youth love the large-event format and can master more complicated types of caches, such as multipart caches or those with puzzles that must be solved to get the correct coordinates for the actual cache.
Running geocaching events is a great way for troops to recruit and retain older members. High schools will often sanction these events, which can be a foot in the door to show large non-Scouting groups how much fun the Scouting program can be.
The Cache to Eagle Program
The Cache to Eagle program consists of dozens of public geocaches that are posted on geocaching.com. These are normal public caches set up at the sites of nice Eagle projects that also offer good cache spots. In most ways they are like an ordinary cache: all rules followed, caches are properly maintained by the owners, they are located in a good site, etc. The additions are twofold: The cache description includes information about the service that was done and there is a prize (such as a patch) that can be earned or purchased. Most of the series consist of 12 sites, with each site having a point of the Scout Law as the clue that must be turned in to earn the patch.
Initial response to the Cache to Eagle series pilot has been fantastic. Hundreds of people visit and observe Scouting Eagle projects, and many of them write public notes on the logs at geocaching.com. Scouts and Scouters love to visit these, as they get to see a wide variety of Eagle projects themselves, as well as have fun finding the cache. It is free, easy and a true win-win situation for both Scouting and the geocaching community.
All councils and districts are encouraged to expand on this program with public caches of their own. If each district set up only 12 Cache to Eagle geocaches, we would have 1,320,000 visits to our Eagle projects by the public each year—and this is a minimum estimate!
There are additional guidelines that must be followed, however. It is important that we do not ask for money or for membership to a specific unit, and that the Eagle projects that are chosen are lasting tributes to Scouting's service.
Cache In Trash Out Program (CITO)
Remind participants about Good Turn for America and the value that Scouting service brings to the community. Explain that the CITO program is an easy way for troops and councils to help the environment while having fun.
The CITO program is a wonderful way to merge Scouting, Leave No Trace, and geocaching. Scouts and other geocachers are encouraged to bring out any trash they find while geocaching, thus enhancing the sport (and Scouting) in the eyes of the park system and the public. CITO events are simple, easy-to-arrange park cleanup and service events, usually coupled with a small geohunt. There are often public CITO events sponsored by local geocaching groups, or a troop or council could sponsor an event, which can be listed for free on geocaching.com and provide yet another fun and free way to promote the positive values of Scouting to the community at large.
A travel bug is a small item with a registered dog tag that travels around the world. These bugs often have a mission—for example, a travel bug Scout toy may have the mission to visit as many councils as possible before a trip to Gilwell Field in England. One travel bug, "Back to Gilwell," has already traveled thousands of miles over many continents in its quest to return to Gilwell Park in England. This is a lot of fun, and each one of these brings Scouting into the minds of the public.
Conclusion and Recognition
The presenter concludes the session by thanking all participants for coming and awarding recognition items, if desired.
A low-cost recognition item is a simple CITO container—these are low cost (requires only a film canister with a label and a plastic trash bag) and yet supports the Leave No Trace aspect of geocaching. It can make a great, easily personalized gift for participants.
End the session with the reminder that the Boy Scout program is boy-led. Give them a certificate and a copy of the Geocacher's Creed.
Encourage them to share their knowledge with the troop youth leadership, and to turn the planning and implementation of events over to them to the greatest degree possible.


Ultra nationalism, like nationalism involves the devotion to ones nation, and is basically just an extreme form of nationalism. The downfall to this is, ultra nationalism often involves the people being fanatically loyal to their nation, and hostile and racist to others nations. Ultra nationalism can cause war, succession and genocide. Throughout history, we have experienced ultra nationalism and all its negative effects, whether it was Russia under Joseph Stalin or the well known Holocaust in Nazi Germany.
Ultra nationalism develops from nationalism, as previously discussed but it doesn’t just instantaneously develop. Generally it requires various factors and events combined to transform nationalism into ultra nationalism such as social and economic crises, and the rising of a charismatic leader. Along with these factors come national traditions and myths that promote feelings of superiority, and propaganda.
The problem with ultra nationalism is quite obvious. When you have a nation with these feelings of aggression and hostility to other nations, especially if they have a particularly charismatic and influential leader such as Hitler was, it is easy to provoke conflict between them. As a group, the people who are ultranationalists may begin to segregate or isolate the group or groups of which they are against. They also may be blamed for things that go wrong in society. These actions are what lead to crimes against humanity.
Crimes against humanity are offenses that...


Histopathology of Valley Fever (coccidioidomycosis) seen in lung tissue.
Valley Fever is a disease caught by inhaling the microscopic spores of a soil-dwelling fungus known as cocci, a fungus found buried in the desert of the Southwest from California to Texas.
Over the past 10 years, Valley Fever has increased 10-fold and an estimated 150,000 people are affected by it every year. According to infectious disease specialists, that's equal to the impact of Polio or Chicken Pox before vaccines were discovered, but there's no vaccine for Valley Fever.
Most people who show symptoms feel like they have a bad case of the flu, but for a small minority, it can be fatal. No one seems to know why it sickens some and kills others.
The New Yorker's Dana Goodyear has been researching Valley Fever. She joins the show with more.


All stories must start somewhere, so we will start with a horse named Gold and Black. The twenty-something rider on top of Gold and Black was one of Western Australia’s most skilled equestrians, Bertha Elvina Locke, although everyone called her Daisy. Daisy was to suffer several horse-related accidents throughout her life, but she just treated these as a risk of the sport. It is quite clear that this young woman was the sort to take life’s ups and downs in her stride.
Daisy lived at Wonnerup or, to be more specific, at Lockville Farmhouse, a picturesque building with an original wattle and daub cottage and a later two-storey limestone extension. It was probably slightly unusual in that part of the state for Daisy to have another hobby: reading mining manuals. She also discovered the whale which was Perth Museum’s most famous exhibit for more than a century, although it now lies hidden in a Welshpool warehouse awaiting a new home.
Picture Daisy riding one her horses along Lockeville Beach, accompanied only by her large white parasol, lined with green, on Tuesday 17 August 1897. This is when Miss Locke came to see a giant whale stranded near the jetty. Turning her horse around, she galloped to Wonnerup House to seek her uncle’s assistance. Together with another man, they went out in a small boat, harpooned the great creature, and securely anchored it to the shore. Daisy, with the knowledge gained from her mining manuals that everything of value must be within four pegs, decided to stake the beast in case anyone else claimed it. Three long pieces of wood were found, but the fourth corner required the sacrifice of her much-loved parasol. Unhappily for the whale, though, it took a week to die after the harpooning.
When the news reached Busselton the next day, large crowds came out to see the amazing discovery. Among these was Water Police Constable Tonkin, an ex-whaler, who valued the 26-metre creature’s oil alone at £200. Even if Constable Tonkin was right, Daisy was never to financially benefit from her staked-out claim since no one in the area had the skills or the equipment to extract the valuable substance. Instead it was proposed to offer the whole whale to the Perth Museum, and the locals thought this would be a simple matter since the railway line was less than two miles away.
The museum must have been delighted with the offer, given how dull recent donations had been: a report from the Department of Mines, two coins, a drawing of a bore in the Collie coalfields, three pebbles, three newts, and two caterpillars. As it turned out, it was much more complicated to relocate a gigantic whale than to receive two caterpillars. But that was no longer Daisy’s problem, since the responsibility now fell on the shoulders of the museum’s taxidermist, Herman Franz Otto Lipfert.
But his story has to wait for another day.


In Texas, we may poke fun at “yous guys” or even the northern “eh?” at the end of a question. Truth be told, they poke equal fun at us for something that we all understand just fine: the stacked modal “might could.”
“Modal verbs” are words used in combination with other verbs, and are used to change the verb’s meaning to something different from simple fact. Modals express possibility, ability, prediction, permission, and necessity. We may go to the store, but we may not. We ought to be good, but we won’t. We might win the lottery, but the odds are against us. These words are great on their own, but are also somewhat interchangeable in certain contexts. “May,” “might,” and “could” can all be used to say that something is possible, as in “The story may/might/could be true” or “The painting may/might/could be very old.” You can use any of the three in contexts like these.
Enter the Texas and Southern phrase “might could.” What does that even mean? As a native Texan, my first encounter with the idea that this phrase is anything other than normal came in my mid 30’s in an interaction with a lady from Minnesota. “Might could” nearly melted her brain when it came out of my mouth, even though we both knew good and well that we were both plenty well educated.
Putting two modals together, particularly “might could” implies a level of uncertainty to the proposal. Not only is it uncertain (it might not happen), it is also conditional. It could happen, if something else happened. It carries the sense of “probably be able to.” There’s an element of probability as opposed to certainty, and there’s an element of marginal capability as opposed to certain completion.
The stacking of modals is considered a “regional use,” particularly in the Southern US, rather than a “grammatical error” where the words are simply used incorrectly. It is also more common in spoken language than in written forms, because even (or especially) in the South we are trained to write more formally than we speak.
Readers might could understand a little better with some good examples. (I laughed a little because my “grammar check” function suggested that “might” is sufficient here.)
- We might could make it to Amarillo by mornin.’
- You might could just turn that top screw to the right to adjust that carburetor.
- “Want to go fishing this weekend?” “If it doesn’t rain and my wife doesn’t throw a fit we might could!”
- Texas might could solve its own problems without Federal interference. We might could even get an independence referendum in the next legislative session!
And so, it’s a linguistic train wreck to say “Yous guys might could win the ice hockey tournament, eh?” Even in Texas, we might could understand.


In the age of working remotely, a virtual world unnoticed for years allows for creative engagement among individuals with Parkinson’s disease. Research behind the effects of virtual reality in the use of therapy is opening new doors in the world of medicine.
Second Life is an online virtual world inhabited by avatars and creatively designed spaces that serve as fronts for entire communities. The software allows for the implementation of a vision that simply isn’t possible in the real world. But a hidden value in the virtual world can benefit many more than gamers and creators.
“Most neurologists are completely unaware of this phenomenon,” David Denton said in an interview.
David Denton, retired architect, lives with Parkinson’s disease and discovered that Second Life can give an individual a second chance to continue to do what they love.
Eighteen years ago, Denton was diagnosed with Parkinson’s disease in the midst of a successful career in architecture.
“I had to prepare myself that it was going to progress rapidly, and I would not be able to practice architecture in the conventional way,” Denton said. “So I started looking for what would be the alternatives to allow me to still be involved in the world of architecture and design.”
A virtual reality world gives the freedom of endless creativity, interaction and motion to people with Parkinson’s — a freedom they cannot physically find in the real world.
“It’s been discovered recently, in the past three or four years that many people with Parkinson’s and I am one of them experience a surge in creativity,” Denton said. “…because when involved in creative activity, they have found, and I have experienced this, significant reduction in the symptoms.”
The research backs up his experience. “Virtual reality training can improve the balance, motor function, and sensitivity of sensory organs in patients with PD, helping patients better participate in daily life,” according to research in the American Journal of Physical Medicine and Rehabilitation.
Denton is a member of a Parkinson’s support group that has been meeting on Second Life for a decade. The group talks, creates together, and has the opportunity to interact with others like themselves in a way that lets them be whoever they want to be.
“A lot of people don’t like seeing themselves on the screen and prefer to have themselves be presented in avatar form because they can be 18 years old and beautiful and energetic,” Denton said. “They can be all the things they’d like to be but aren’t.”
Increased awareness will allow more individuals with Parkinson’s disease to connect and engage in creative activity they cannot do in real life. Allowing them to continue to fully live in an alternate way. While research continues, individuals will be able to use virtual reality to better their overall quality of life while living with Parkinson’s disease.


Camille Parmesan of the University of Texas at Austin and Gary Yohe of Wesleyan University examined data on 1,700 species of plants and animals to assess the global biological impacts of climate change. They determined that there have been significant overall species range shifts of 6.1 kilometers a decade, on average, toward the planet's poles. Meanwhile, spring events such as egg laying and migration are occurring 2.3 days earlier each decade. The authors conclude that, according to the Intergovernmental Panel on Climate Change's guidelines, there is "'very high confidence' that climate change is already affecting living systems."
In the second report, Terry L. Root of Stanford University and her colleagues analyzed data from 143 previously published scientific studies that included information on 1,473 species. The team found that a consistent temperature-related shift, noting that "the balance of evidence from these studies strongly suggests that a significant impact of global warming is already discernible in animal and plant populations." Species that live at higher latitudes are particularly affected because temperature increases in these regions have been more pronounced than those at lower latitudes, according to the report. The authors posit that their findings may only hint at what is to come. Says Root: "Clearly, if such ecological changes are now being detected when the globe has warmed by an estimated average of only one degree Fahrenheit over the past 100 years, then many more far-reaching effect on species and ecosystems will probably occur by 2100, when temperatures could increase as much as 11 degrees Fahrenheit."


GENERATORS WIRING DIAGRAMS
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Collection of onan generator wiring diagram. A wiring diagram is a simplified traditional pictorial depiction of an electric circuit. It reveals the components of the circuit as streamlined forms, and the power and signal links in between the tools.
WIRING DIAGRAMS FOR A TYPICAL STANDBY GENERATOR ~ KW
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Connecting Portable Generator To Home Wiring: 4-Prong and
How to connect a generator to home without a transfer switch in an emergency. Diagrams for wiring 3 and 4-prong dryer outlets. Pinout of 4-wire generator plug and safety rules.
Standby Generator Wiring Diagram | Free Wiring Diagram
Collection of standby generator wiring diagram. A wiring diagram is a simplified traditional pictorial representation of an electric circuit. It reveals the components of the circuit as streamlined forms, and the power as well as signal connections in between the tools.
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Automatic Generator Wiring Diagrams. Relay Timing Tables. The relay timing of your AGS may be different than shown in the followings one-page diagrams. EB11000 Gas Generators Wiring Diagram EM3500SX Wiring Diagram EM3800SX, EM5000SX, EM6500SX Wiring Diagram EM5000is, EM7000is, EU6500is Wiring Diagram
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Manual changeover switch wiring diagram for portable
Manual changeover switch wiring diagram for portable generator or how to connect a generator to house wiring with changeover transfer switch. Electrical Online 4u A platform to learn electrical wiring, single phase, 3 phase wiring, controlling, HVAC, electrical installation, electrical diagrams.
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|View animated image|
|View static image|
|Number of cells||16|
|Discovered by||David Buckingham|
|Year of discovery||1976|
Unix (plural: unices) is a period-6 oscillator that was found by David Buckingham on February 10, 1976. It consists of two blocks eating a long barge and is a useful sparker. Its name derives from the fact that it was for some time the mascot of the Unix lab of the mathematics faculty at the University of Waterloo in Ontario, Canada. With just 16 cells, it is the smallest known period 6 oscillator.
Unix is about the twenty-sixth most common naturally-occurring oscillator in Achim Flammenkamp's census, being about as common as octagon 2. On Catagolue, it is the most common period 6 oscillator and the only non-trivial one to have appeared naturally, as all others consist of period 2 and 3 rotors that do not interact.
- Dean Hickerson's oscillator stamp collection.
- "Class 2 Objects Catalog". Retrieved on March 14, 2009.
- Jeremy Tan (May 14, 2019). Re: Synthesising Oscillators (discussion thread) at the ConwayLife.com forums
- Achim Flammenkamp (September 7, 2004). "Most seen natural occurring ash objects in Game of Life". Retrieved on January 15, 2009.
- Adam P. Goucher. "Statistics". Catagolue. Retrieved on October 27, 2018.
- 16P6.1 at Heinrich Koenig's Game of Life Object Catalogs


Many people have already seen a version of this graph from Munich Re, one of the giants of the re-insurance industry:
It’s their accounting of the number of natural catastrophes due to weather-related phenomena each year from 1980 through 2011. They even account separately the meteorological (storms), hydrological (flood and mass movement), and climatological (heat waves, drought, forest fire) events.
The most obvious thing — visually obvious, and yes it’s statistically significant — is that the number of weather-related catastrophes has increased. A lot.
One might wonder, “By how much?”
The clearest indicator — again, visually obvious — is that in just 30 years the number of catastrophes has more than doubled.
To get a better handle on the numbers, I digitized this graph, then analyzed the data. First: for all three categories, the increase in the number of catastrophes is statistically significant. These are very real trends. Of course from one year to the next the numbers fluctuate, but year after year, decade after decade, the trends have risen inexorably. More storms. More floods. More heat waves/drought/forest fires.
More damage, more cost — it’s hard to count the billions of dollars. What do you think this is doing to our economy? To the economies of other nations?
The trends show that catastrophic storms have increased by about 7 per year. Catastrophic floods/mass movement by about 8 per year. Heat/drought/fire catastrophes about 3 per year. That’s an extra 18 catastrophes per year.
18 more catastrophes per year, per year.
What if these trends continue? Then by mid-century, the number of weather-related catastrophes will have nearly doubled again. By century’s end, we’ll have increased from about 300 catastrophes per year in 1980, to over 2400.
I’ve warned against the uncertainty in extrapolating trends far into the future. There’s no guarantee (thank goodness) the future trends will be as fast. But there’s no guarantee they won’t be even faster. It could be even worse than this dire outlook. A lot worse. Uncertainty is not our friend.
This is the future we’re headed for. Many of us have children who we hope will still be alive then. That’s the world we’ll be leaving our children — one in which nature’s wrath is no longer a rare disaster, but an all-too-common occurrence. A world in which nature is less the beautiful home of life in its infinity variety, but has become something to be feared.
Our children, and our grandchildren, will lose more than a hospitable planet. Catastrophes affect more than just human beings. So many other forms of life, so many species, will be lost to the ravages of destruction, and that too will be an irreversible loss to our posterity.
This is not some distant, future threat. This is already happening.
We know the reason. It’s global warming, stupid.
We can do something about it. We can stem the tide — at least partly. There’s no way to avoid that what’s in store is dreadful, but we can avoid the worst. We owe it to ourselves. We owe it to our kids. We owe it to life itself.


What is involved in managing an Asbestos risk?
Managing the risks associated with asbestos involves:
- Identifying asbestos and ACM at the workplace and recording this in the asbestos register and producing a management plan
- Assessing the risk of exposure to airborne asbestos
- Eliminating or minimising the risks by implementing control measures
- Reviewing control measures to ensure they are effective
When choosing the most appropriate control measure, the following Hierarchy of Controls must be considered:
- Eliminating the risk (for example, removing the asbestos)
- Substituting the risk, isolating the risk or applying engineering controls (for example, enclosing, encapsulation, sealing or using certain tools)
- Using administrative controls (for example, safe work practices)
- Using PPE.
A combination of these controls may be required in order to adequately manage and control asbestos or ACM, with the ultimate goal of having an asbestos free environment.
“The Code of Practice 2011 – How to Manage Asbestos in the Workplace states:
- Must ensure an asbestos register is prepared, maintained, reviewed and kept at the workplace. It must be readily available to workers, their health and safety representatives and other persons
- Must ensure, when management or control of the workplace is relinquished, a copy of the asbestos register is given to the person assuming management or control.
Asbestos Management Plan
- Must, where asbestos has been identified at the workplace, ensure an asbestos management plan is prepared, maintained and reviewed. It must be accessible to workers, their health and safety representatives and other persons.”


Growing Ice - An Overview
Dr. James R. Carter, Professor Emeritus
Illinois State University, Normal IL 61790-4400
This page was put together in 2012 support of a radio discussion of my world of growing ice. As such it gives a quick overview of the many types of ice discussed on my other web pages athttp://my.ilstu.edu/~jrcarter/ice/
Ice Flowers - Growing on Plant Stems
I found my first ice flowers on a hike in east Tennessee in late December 2003.
I found the ice ribbons below in northern Kentucky in November 2005.
I found seeds of White Crownbeard and planted them in my yard, in big black buckets. In fall 2007 I had ice growing on the stems of these plants. below.
In spring 2008 I planted seeds of White Crownbeard in the buckets and in other places in the yard. In late October I found my first ice.
I have continued to grow White Crownbeard in my yard and some years have had better ice than other years. Below I am kneeling beside a bed of the plants. This photo shows the relative size of the growths of ice. Note the bricks bordering the bed are 8 inches long (20 cm).
I refer to the ice that grows on plant stems as Ice Flowers and Ice Ribbons. There is no widely accepted term. One person has proposed the name Crystallofolia - meaning flowers made of crystals (of ice).
Based on correspondence with persons who have seen my pages, I know of about 40 species of plants around the world which support the growth of such ice. This occurs when the moisture in the ground is still liquid but the air temperature has fallen below freezing. Thus, it is most likely to occur in the morning on a fall day, but it may happen at other times when the conditions are right.
In 2014 I produced a web page explaining the confusion around two different types of ice being called Frost Flowers - one on plant stems as here and the other on frozen surfaces in the Arctic.
Hair Ice - Growing from Dead Pieces of Wood
Soon after posting my first web pages in 2004 I started to get inquiries from persons who had taken photos of ice they found and wanted an explanation of what they had seen. This is a wonderful way to find ice formations that I could never find on my own.
Below is an example of Hair Ice growing on a dead piece of wood. I have never seen this personally .
Figure 6 -- This photo by bobbi fabellano from the Olympic Peninsula, Washington, USA, distinctly shows the piece of wood without any bark on it. In the photo the hair ice seems to wrap around the piece of wood. And, it appears that the wood is not lying on the ground.
The specialist on Hair Ice is Dr. Gerhart Wagner of
Needle Ice from Soil
Recently, I observed that some of the areas in my yard crunched underfoot as I walked across the grass early on a cold morning. I looked closer and found many crystals of ice growing out of the top of the soil. Four hours later the soil had warmed and the icy areas were now mud. The next morning there were needles of ice again only to turn back to mud in a few hours.
Such ice growing from the soil is known as Needle Ice and is quite common with the right soil texture, moisture conditions and temperature conditions. Some needle ice can be quite large, but in my yard it is a rather basic. The conditions that produce Needle Ice are the same that produce Ice Flowers.
Figure 7 -- Close-up photos of a
small piece of silty soil in my yard in central Illinois. I
stood a Penny up between the needles of ice in the soil, but when
the soil melted it turned to mud and the Penny fell over. In
some cases this process is repeated day after day if the soil
remains wet and the temperatures cycle above and below freezing.
Figure 7 -- Close-up photos of a small piece of silty soil in my yard in central Illinois. I stood a Penny up between the needles of ice in the soil, but when the soil melted it turned to mud and the Penny fell over. In some cases this process is repeated day after day if the soil remains wet and the temperatures cycle above and below freezing.
Ice Growing from Pebbles
Two persons have sent me photos of ice growing from small rocks. Below are photos of ice growing from rocks in Missouri.
I had colleagues in Alabama and Missouri send me rocks on which they had seen ice grow. I put those rocks in the area of my yard that had needle ice. Indeed, those rocks did grow a little ice. It was not as dramatic as shown in their photos, but it demonstrated the process that produced needle ice also produces growths of ice on rocks.
Rather than wait for cold mornings to produce such ice, I set out to replicate the process in a refrigerator. I started with a small ice chest that would fit in a freezer compartment. I put a small light bulb in the bottom to generate heat to keep water in the soil from freezing. I then filled a plastic bucket with wet sand and placed it over my heat source - the light bulb. I then adjusted the amount of light with a rheostat and worked to find the right combination of temperatures that might grow ice on the rocks I put on the wet sand/soil. Sometimes it worked very well, as in the example below.
Growths of Ice in Birdbaths, Caps and Pans
When water freezes it expands as anyone who ever had pipes freezes knows all too well. In an ice cube tray the water freezes from all sides, including top and bottom. Look at ice cubes and you will see that most of them have a bump on the top where freezing water in the center pushed up in the only direction it could go.
Sometimes this bump becomes an Ice Spike, as in the cap of a pill bottle below. Such spikes have been seen by many people. I put many bottle caps outside in the winter and on rare occasions I get ice spikes. I also put out pans of water and examine the patterns formed at the top of the water. Below is one example. Note, how the needles of ice in the pan intersect to form triangles. See reflections for more images from pan surfaces and structures for what lies below the surface .
As water freezes it sometimes sends up a single jet making an ice spike. But, as shown in the photos below, sometimes a triangle of ice grows upward.
I have never seen big triangles of ice like that in Figure 11, but I have seen photos of similar ice formations from many places. Note the similarity in the patterns of the triangles in my pan with the triangle of ice in the birdbath. In most cases as the water freezes solid, the triangular needles disappear into a smoother ice surface.
What this should tell you is to look for such ice on cold mornings or evenings.
Extruding Ice from Steel Structures
In 2007 I received photos from Sheri Terris of Canada showing ice being extruded from a steel fence post. I corresponded with her and she gave me permission to use her photos. Her most impressive photo shows an overlapping ribbon of ice, reminding me of ribbon candy.
Wow, I was impressed and set out to determine how such a ribbon of ice could be made. Obviously, water got into the fence post, froze and pushed out of a slit at the top. Could I duplicate that process and extrude my own ribbons of ice?
Figure 12 -- Sheryl Terris of British Columbia,
Canada, captured photos of ice being extruded from a steel
fence. Her photo on the left shows a long ribbon
of ice that folds back on itself, like ribbon
candy. In an attempt to explain how that ice was
extruded from the fence, I experimented with steel pipes. The
middle and right photos are two examples of what I
Figure 12 -- Sheryl Terris of British Columbia, Canada, captured photos of ice being extruded from a steel fence. Her photo on the left shows a long ribbon of ice that folds back on itself, like ribbon candy. In an attempt to explain how that ice was extruded from the fence, I experimented with steel pipes. The middle and right photos are two examples of what I produced.
In addition to the ice extruded from her fence, I have received photos of spirals of ice extruded from posts of a steel stair railing in England, from a railing in northern England, from playground equipment in Moscow, Russia, and from a pipe supporting a piece of art in Hamburg, Germany.
Reflections on a World of Ice Formations
Ten years ago I knew about icicles and patches of ice on streets and walkways, and that was about it. Now when it is above freezing part of the day and below freezing part of the day I look for ice in many places, and often find it. I have learned much by observing these many forms of ice. I hope you will join me in the search for ice in its many forms.
What we do know is that this ice is not a form of frost. Frost comes about when the air becomes saturated and water vapor is deposited on a surface as an ice crystal. If the air temperatures are above freezing we get dew, but when it is below freezing moisture is deposited out of the air as frost. Figure 2 above shows that frost has been deposited on leaves and blades of grass. Certainly, in most cases the conditions that are appropriate to the growth of ice are also appropriate to the formation of frost. For this reason some of the older names for the formations of ice on plants are called frost flowers and the plants are called such names as frost weed.
More recently I have come to realize the commonality of ice segregation as the process producing ice on plant stems, pieces of dead wood, pebbles and soil.
Indeed there is beauty in the many ways frost forms on surfaces and objects. There are many sites on the web where photographers show their frost pictures.
Thank goodness for the Internet and digital cameras for they let us exchange information about these attractive ice formations. Please look for interesting ice when the freeze/thaw processes are underway. If you want to know more see my web pages at http://my.ilstu.edu/~jrcarter/ice/
Feel free to contact me at firstname.lastname@example.org to share your photos of ice of this nature from your early morning outings.
One of the many web pages of Dr. Jim Carter
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How to help build your son’s self-esteem
Adolescence is a crucial time in the development of a boy’s self-esteem. With rates of depression and anxiety in teenage boys continuing to climb, it is important that parents are aware of what they can do to help their sons develop healthy self-esteem.
A vital factor in a boy developing healthy self-esteem is his sense of belonging and acceptance at home. When a boy feels accepted at home, it gives him a great springboard from which to approach other areas of his life with confidence.
Belonging is communicated in many ways. However, there is no better way to help your son feel a strong sense of belonging than spending time with him. This can be doing everyday things together, such as regularly eating a meal as a family, relaxing in front of the TV, driving in the car, or doing homework.
All of these contribute to his sense of acceptance and belonging. However, if you want to supercharge a boy’s sense of connectedness and self-worth, do something with him that he enjoys, and do it regularly.
The words parents use around their son should be considered the fuel that feeds his self-worth.
A healthy diet consisting of affirming, respectful and encouraging words will help produce a boy with a strong and positive view of himself. However, a diet of ‘junk words’ – demeaning names, insults, constant criticism and put downs – will produce a boy who finds it hard to see his own worth.
Healthy words that are especially important for younger teen boys’ self-esteem include:
- words that validate their feelings, particularly the negative ones
- words that seek their opinion and invite them to contribute to conversations.
Encourage, don’t praise
Using positive words doesn’t mean resorting to meaningless praise. Always praising boys, or telling them they are special or good at something when they are not, creates just as many self-esteem issues as insults and put downs.
Boys tend to know where they stand in the pecking order. When adults try to tell boys something they intuitively know is untrue, the result is diminished self-worth, as boys will feel pitied or lied to.
My advice is to stay away from praising your son altogether. Instead, focus on encouraging him. Praise focuses on approval or comparison with others. However, encouragement focuses on affirming the feelings, efforts, character and growth of the individual. Encouragement is linked to actual observable behaviours and demonstrated character traits, and does not involve using adjectives such as “smart”, “nice” or “special”.
The easiest way to encourage your son is to affirm him when you see him display a desirable trait. Acknowledge him when he makes a good choice, puts in a real effort, improves in a certain area, displays kindness or patience, demonstrates courage or honesty, or solves a problem. You can also simply express gratitude for him being him.
Play to his strengths
Confidence is contagious. One of the best ways to help a boy develop a healthy self-concept is to focus on the areas of life where he feels good about himself or displays competence.
By consistently affirming your son’s strengths, you assist in establishing his personal belief about who he is and what he is capable of. This belief defines his self-concept, which he can’t help but take into other pursuits in life.
You won’t help a boy improve his weaknesses by diminishing his involvement in, or exposure to, his strengths. However, by leveraging off those aspects of life where he feels confident, you can help him increase his self-belief and willingness in other areas.Chris Hudson is a youth expert, parenting coach and the editor of Understanding Teenagers. Find him at understandingteenagers.com.au. This article is about Wellbeing
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Definition of bugger in English:
verb[with object] Back to top
exclamation(also buggeration) Back to top
Middle English (originally denoting a heretic, specifically an Albigensian): from Middle Dutch, from Old French bougre 'heretic', from medieval Latin Bulgarus 'Bulgarian', particularly one belonging to the Orthodox Church and therefore regarded as a heretic by the Roman Church. The sense 'sodomite' (16th century) arose from an association of heresy with forbidden sexual practices; its use as a general insult dates from the early 18th century.
A bugger was originally a heretic—this was the meaning of Old French bougre. The word ultimately comes from Bulgarus, which was the Latin term for a Bulgarian, in particular one who belonged to the Orthodox Church, which was regarded by the Roman Catholic Church as heretical. Bugger was first used in English in reference to members of a heretical Christian sect based in Albi in southern France in the 12th and 13th centuries, the Albigensians. The sexual use of the term arose in the 16th century from an association of heresy with forbidden sexual practices.
Words that rhyme with buggerhugger, lugger, mugger, plugger, rugger, slugger, Srinagar, tugger
Definition of bugger in:
- US English dictionary
What do you find interesting about this word or phrase?
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Leif Eriksson (970–1020)
Episode #1 of the course “Europe’s greatest explorers”
Leif Eriksson, or “Leif the Lucky,” was a Norse chieftain and explorer, and the first European to set foot on the North American continent. He and his Viking crew established a settlement known as “Vinland,” where they lived throughout the winter of 1000 AD. Leif Eriksson’s tale is told in the The Sagas of Icelanders as part of the story of his father, “The Saga of Erik the Red.”
Leif was the second of Erik the Red’s three sons. Erik established the first Norse settlements in Greenland when he was banished from Iceland for three years for his involvement in a rockslide that killed several men. Erik returned to Iceland the triumphant ruler of a new land, and Leif was born in Iceland into a kind of dual-citizen chiefdom.
As a Viking chief, he was a skilled seafaring navigator, and Eriksson’s imagination was sparked by tales of Bjarni Herjólfsson, who described catching a glimpse of an unexplored land from the deck of his ship but not landing on it. Intrigued, Eriksson bought Herjólfsson’s ship and set sail to see what he could find.
Eriksson’s crew left Greenland in the summer, but they were blown off course and landed in Norway. Eriksson spent a year serving the King of Norway, Olaf Tryggvason, who converted Eriksson to Christianity. The Viking planned to return and preach his new religion in Greenland but was blown off course again. He sighted and visited a few sites before he and his men spent the winter in a land filled with trees with “trunks so large they were used in house-building.”
Sagas tells of Eriksson’s visits to “Helluland” (Land of Flat Rocks) and “Markland” (Land of the Forests) before he established a settlement at “Vinland.” Helluland is speculated to be modern-day Cape Chidley in Canada, and Markland is probably the central coast of Labrador. Scholars continue to debate the location of Eriksson’s settlement “Vinland,” which he named for its vines and grapes.
In the 1960s, a Viking settlement was discovered at the tip of L’Anse-aux-Meadows in northwestern Newfoundland. Many scholars believe that this is the settlement spoken of in the Sagas. If this is true, Eriksson’s journey was over 6700 miles—the longest known voyage for a ship in the 11th century.
After spending one winter in Vinland, Eriksson and his men sailed home to Iceland. Although it is unlikely that he returned to North America, Eriksson did lend his ship to his younger brother, Thorvald, and sent him out again. Thorvald is thought to have settled in the Cape Cod area until he was killed in a skirmish with indigenous Americans. Thorvald Eriksson was likely the first European to die and be buried in North America.
Leif Eriksson spent the remainder of his life in Greenland as chieftain. He is credited with bringing Christianity to the people of Greenland, leading conversion efforts. His mother converted and built the first church in Greenland. Leif Eriksson fathered two sons, and the younger, named Thorkell, succeeded him as chieftain.
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Emond EugÃ¨ne Joseph Alexis Rostand was born on 1st April 1868 in Marseilles, eldest child and only son of a prosperous and cultured family. After a happy childhood and education at the lycee de Marseilles, Edmond moved to Paris to take his baccalaureate and to study for his law degree...
But he was determined to be a poet and never practised law. Nor did he return, except for brief visits, to his native town of Marseilles, but he never lost his love for the warm sun of Provence. Another major influence on the young Edmond was the spa of BagnÃ¨res de Luchon, in the Pyrenees. Here as a boy he learned to love nature and the countryside.
At first the would-be poet had little success. His first book of poems, Les Musardises
(1890), was a flop. An early attempt to write in prose for the theatre: a farce, Le Gant rouge
, written with a friend and performed at the Cluny Theatre in 1888, also failed. But in 1894 the ComÃ©die-FranÃ§aise put on Rostand's first verse play, Les Romanesque
s, as part of a triple bill, and it was a success. A lighthearted treatment of the Romeo and Juliet story, it was agreed by all to be charmingly entertaining and written in sparkling verse. (The success of Les Romanesques
continues to this day in the form of the musical, The Fantasticks.
But Rostand wanted to write more serious plays. He was appalled by the materialism and cynicism of his times, and dreamt of restoring to France the ancient gallic virtues of heroism, wit and self-sacrificing enthusiasm for a noble ideal. His aim as a dramatist was to give ?leÃ§ons d'Ã¢me? ? lessons for the soul. Encouraged by his success with Les Romanesques
he poured all his idealism and poetry into a verse play about a distant princess, loved from afar by a troubadour. La Princesse Lointaine
is about the redeeming power of love, and is based on the true story of Joffroy Rudel.
This, too, should have been a success, given that the heroine was played by Sarah Bernhardt, then at the height of her popularity. The play appealed to her desire, in her mature years, to perform in serious poetic plays. However, the Paris public and especially the critics, expected another lightweight entertainment from the young poet, and did not appreciate Rostand's fine sentiments. La Princesse Lointaine
had a cool reception and was taken off after thirty performances.
Rostand was disheartened and, not for the first time, went through a period of depression. But Sarah Bernhardt still had faith in him, and had commissioned another play in verse for Easter week, 1897. La Samaritaine
, about Jesus's meeting with the Samaritan woman at the well, was warmly received by both press and critics.
While writing La Samaritaine
, Rostand was also working on another project. Sarah Bernhardt had been so enthusiastic about La Princesse Lointain
e that she had invited a friend to attend the first reading. Constant Coquelin, known for his playing of classic comic character roles in particular, had known Sarah earlier at the ComÃ©die-FranÃ§aise, from which he had recently retired. He had been so impressed by Rostand's play that he had exclaimed to Edmond: ?Write a role for me and I'll play it when you want, where you want!?
Rostand had long wanted to write a play based on his childhood hero, Cyrano de Bergerac, a seventeenth-century poet known for his refusal to conform or compromise. Coquelin would be the ideal actor to incarnate Rostand's idea of this character, whose ugly exterior would belie a noble soul. The dramatist exaggerated the ugliness by giving his character a grotesque nose (an exaggeration dating back to ThÃ©ophile Gautier's account of Cyrano in Les Grotesque
, Book VI (1844)), and invented a plot in which Cyrano would woo the woman he loved on behalf of another.
The success of such a play in the commercial theatre was dubious: verse plays were generally performed at the state theatre, if at all, and few had heard of this minor 17th-century poet who was the hero of the play. However, Coquelin believed in Rostand's drama, and put up some of his own money to produce it at the Porte-Saint-Martin theatre, where he was a director.
The Success of Cyrano de Bergerac and its aftermath
The amazing success of Cyrano de Bergerac
at its premiere on 28th December 1897 is unique in the annals of the Paris theatre. Never had there been such a unanimous triumph. The audience was delirious with enthusiasm and joy. Rostand's dream of reviving national pride with his hero's heroism, wit and typically French panache had succeeded beyond his expectations. Life would never be the same again.
Rostand became a national hero overnight. At the next performance he was awarded the ribbon of a Chevalier of the Legion of Honour. His photograph was in all the shop windows, along with hastily produced Cyrano wines, Cyrano sweets, Cyrano ashtrays, and even Cyrano hats. He was interviewed by journalists, along with his family: his wife Rosemonde, also a poet, and their two young sons. Invitations from the rich and famous flowed in, along with bouquets and letters of congratulation. Rostand's publishers, Fasquelle, printed the play in the distinctive pale-green covers that were to be used for all Rostand's plays; by the first of February, it was already on its sixth printing.
Since then, Rostand's play has travelled all over the world and been translated into almost every language. It has been transformed into operas, musicals, films, parodies and even ballets. Cyrano's nose, familiar to all, has often been used in advertisements; his psychology has been investigated by experts. Cyrano's wit and courage, his panache and integrity, are qualities which continue to inspire audiences worldwide.
For the rest of his life, much would be expected of Rostand. The public wanted more plays like Cyrano de Bergerac
; theatre critics expected him to inaugurate a new age of classic French verse drama. His fame, however welcome at first, would become a heavy burden which made writing a sacred duty he had to fulfil, while fearing he did not have the creative ability to do so successfully.
However, with his next play, L'Aiglo
n (The Eaglet
), written for Sarah Bernhardt to perform at the Paris Exhibition of 1900, Rostand continued to satisfy both critics and public. The tragic story of Napoleon's son, brought up as a an Austrian duke by his mother Marie-Louise, but secretly longing to return to Paris and regain his rightful position as ruler of the French people, was told in lyrical and moving verse. Bernhardt triumphed in the role of the young duke, which she revived again and again for the rest of her life.
But the strain on Rostand was beginning to tell. Never in robust health, he succumbed to pleurisy and pneumonia immediately after the successful premiere of L'Aiglon
. For some days his life was in danger ? the nation held its breath. On recovering some of his strength, he moved, on the advice of his doctor, to the milder climate of Cambo-les-bains, in the French Basque country. Here he found the life of a quiet country gentleman suited him very well. Forbidden by his doctor to do any work, he walked or rode through the country lanes, rediscovering the joys of nature he had known as a boy, on holidays in the Pyrenees at Luchon.
But Parisian literary life would not leave him in peace: he was begged to stand for a vacant seat in the AcadÃ©mie franÃ§aise, a seat which he won, the youngest academician ever to be appointed. It took Rostand three years to write his acceptance speech. When he did take his seat, in 1903, le Tout Paris was there, crammed onto benches and overflowing into the courtyard.
Life in Cambo
Rostand and his wife had by now decided that they wanted to make their home for good in the peace of the Basque countryside. Their villa, Arnaga, now open to the public as a Rostand museum, took many years to build. Rostand designed much of it himself, down to the smallest details. He also took enormous pleasure in planning the gardens. But at the same time, Coquelin was demanding another play from ?his poet?.
These works of creativity ran side by side, interrupted by periods of illness and depression. Yet again, Rostand found the burden of his fame inhibiting. His creative juices did not always flow, and when they did, he was afraid that what he wrote was not good enough. Just as he had expressed his youthful idealism in his character Cyrano, he now expressed these fears about his creativity in his new character, Chantecler, who was not a man but a cockerel. Rostand's characters in this projected new play would all be animals, a fact which caused some resistance by the audience when the play was finally performed.
is the most moving and lyrical of all Rostand's plays. In it, he expresses his deep love of the countryside, especially the countryside around Cambo which he now knew so well. It is also the most personal of all his plays, so it was a terrible blow when, after many delays, it was finally performed in Paris in February 1910 to a less than enthusiastic audience. There were many reasons at the time for this lukewarm reception. Rostand's support for Dreyfus, the Jewish army officer wrongly accused of spying, had made him many enemies on the political right; other writers were envious of his success; the use of animal characters was in advance of his times, and the poet's idealistic attitude and his harsh criticism of Parisian moeurs was resented by society people.
The play's true worth was shown by the enthusiasm it has generated at later French revivals. It deserves to be better known, in France and abroad.
Rostand returned to Cambo and continued to write poetry, but not plays for performance. An exception was the short verse piece, La DerniÃ¨re Nuit de Don Juan
, written for his actor friend Le Bargy. This inventive drama has some special effects which make it more suited to film than the stage. However, it was performed posthumously in Paris in 1922.
When the Great War broke out in 1914, Rostand was declared unfit to serve as a soldier. Deeply disappointed, he did what he could to help the wounded in local hospitals at Cambo, and wrote patriotic verse for the papers. But his plays, especially Cyrano de Bergerac
, were already helping to boost morale, as many fighting men wrote to tell him how inspiring they found them.
Rostand was determined to celebrate the armistice in Paris. But he caught the virulent strain of Spanish influenza, and died on 2nd December 1918 after a brief struggle. He was only fifty years old.
His sons were later eminent in their own right: Maurice as a poet and playwright, and Jean as a biologist and philosopher. Rosemonde Gerard, his wife, continued to write poetry and lived until 1953.
Â© Sue Lloyd Genge Press


Handles For Glass Cabinet Doors - Going in history, doors were made from fabrics and animal hides. Nevertheless, during Egyptian era and the primeval Mesopotamia, wooden doors were developed. Soon, for making doors, substances expanded to comprise metal, glass, rock, and even paper.
Doors throughout history have altered regarding functionality. For example, we nonetheless find doors of all kinds, those that slide, roll, swing, and fold. For doors to function, naturally, the hardware is required to incorporate door handles. Just as with doors, handles possess a very long history although these were first produced during the mid-19th century in America. The very first handle was shaped to be an egg and now, they are still seen in many homes, especially older homes.
We have also seen door handles although most people think of some form of metal, made from a variety of stuff. One of the earliest stuff which are still among the popular options is brass. For starters, brass appears magnificent but it's rust resistant. Today's brass door handle is somewhat not the same as those.
The typical handle has basic components while distinct kinds of door handles are designed with unique elements. For example, along with the knob top, which can be the large knob which you would really grab hold of handles are created using a spindle, shank, and knob increased. This piece is adapted so it can be attached to the real door. Then, there's that spindle, which can be the thin piece to.


Historically, Indigenous people have been amongst the most economically deprived and excluded of all the demographics found throughout Latin America. Not only have they faced severe discrimination in terms of their basic right-of-access to their ancestral land, their cultures, languages, and forms of governance; but also in relation to access to basic social services such as education, water, sanitation, and housing, which are all the necessary material conditions needed to live a satisfactory standard of living.
The country with the largest proportion of indigenous people in Latin America is Bolivia with 62% of the total population considers themselves to be of native descent. The main indigenous groups within Bolivia are Quechua and Aymara which constitute the majority of the population throughout the northern region of the Aliplano, as well as in the upper valleys and basins of the Andes. Indigenous people in Bolivia suffered tremendously, primarily as a result of Spanish Colonisation as these colonisers exploited the cheap and widely available indigenous labour for activities such as mining and agriculture. During this period, it was difficult for indigenous people to escape from this life of exploitation under the the Spanish as many were enslaved. This led many migrated to cities with a lower percentage of Spanish population and where there was a high demand for tradespersons and domestic staff. As of this, the Spanish and their descendants took the dominant positions in society, as it greatly impacted the way social classes were viewed up until the late 20th century. Therefore, Mestizos and indigenous people were the subordinate class along with people who worked in the mines. In this essay I will go into detail of how indigenous people in Bolivia continued to suffer after the Bolivian Revolution in 1951 and how neoliberalism and the emergence social movements greatly affect the indigenous community.
Bolivia, located in the centre of the Southern Andean Mountains has been a land accented with a predominantly long problematic past. The country has had 84 presidents from 1825 to the present day as well as even more military coups that have interrupted its post-Independence political history. Amerindians in Bolivia have been involved in an endless struggle since the colonial period as political authorities and later systems have been tarnished for indigenous oppression and exploitation. Through many different decades of different methods of protest and empowerment, the indigenous peoples of Bolivia have endeavored to reclaim their inherited rights such as communal lands, independence, and negotiated rule. In Bolivia today, indigenous peoples are finally beginning to grasp these rights they have sought for the last 500 years. Hensley
Due to the loss of the Chaco war it led to great dissatisfaction with the ruling elite which resulted the National Revolutionary Movement to emerge in 1951. After firstly being denied victory that year in the presidential elections, they led a successful revolution in 1952. This revolution began when a hunger march through La Paz attracted most segments of society. The Bolivian military was severely demoralized, and the high command called unsuccessfully for unity in the armed forces. Many officers assigned themselves abroad, charged each other with coup attempts, or deserted. Throughout this the revolution they introduced universal adult suffrage, carried out a sweeping land reform, promoted rural education, and nationalized the country’s largest tin mines under Victor Paz. Victor Paz served as president of Bolivia until 1956 as under the country’s establishment, he could not serve more than one term at a time. Hernan Siles was another leader of the Revolutionary Movement then Zuazo, was then elected president. He served as Bolivia’s president until 1960, when Paz was re-elected. But a military uprising forced Paz from office in 1964.
Although the revolution was successful with having a great political significance, it failed to empower the indigenous people. As a result of the 1952 popular insurrection under the leadership of the Nationalistic Revolutionary Movement (MNR), a major land reform was implemented in 1953. Which changed the stigmatizing term “Indian” with “campesinos” (Molina 2009). The land reform focused on the rights of individuals to own land and did not take the shared construction of indigenous organizations into consideration. The reforms were based on the ideology of the “peasantry,” thus assuming peasants to be the natural ally for the urban “working class” in a common class struggle against the entrepreneurial class. The agrarian reform had a double-edged effect on indigenous peoples. On the one hand, the Aymara as a group benefited from the redistribution of lands, but on the other the class ideology of the reform undermined indigenous identity and tried to “integrate” indigenous peoples into the “campesino” class (Healy, 2001).
Amid 1964, President Paz Estenssoro was exiled by a coup drove by his Vice President, Barrientos. The following twenty years in Bolivian history came to be characterized by a progression of battle ready despots, discontent and slaughters of mineworkers and their families. Additionally, amid this time came constant financial changes that had an antagonistic effect on the indigenous individuals’ lifestyle. The military government tried to balance out the political condition by pulling in outside speculation and capital and attempted serious “modernization” endeavours to depoliticize mass legislative issues
In the vicinity of 1971 and 1979, the military kept on endeavouring to diminish the requests from the indigenous individuals and campesinos through power under the administer of Colonel Hugo Suarez Banzar. Colonel Banzar consistently curbed work, labourers, understudies and political gatherings with a specific end goal to advance his own particular welfare. (Spirits 2009). Thusly, with the progressing concealment of class-based conditions and the descending cycling economy, old types of ethnic character remerged and in the long run prompted general mass dissents.
What’s more, the majority of the previously mentioned factors prompted the development of the Katarista (named for the authentic Aymaran pioneer, Tupaj Katari) and Indian developments of the 1970s and the 1980s (Van Cott 2000). These developments looked to restore the legislature to a popular government and one in light of non military personnel manage and a dynamic common society. The Katarista development significantly affected the part of the indigenous group, especially on the ladies inside society. These developments looked to build ethnic awareness, re-establish indigenous group customs and take out financial and social segregation of the indigenous population.
Later in 1980s, neoliberal adjustments social movements emerged which led indigenous people into poverty by the new structured adjustment program introduced by the Bolivian Government in 1985. This program was named “New Economic Policy” in which came from the International Monetary Fund and the World Bank as recommendations and was the first wave of neoliberal adjustments that hit Bolivia. These recommendations aimed at stabilizing and restructuring the Bolivian Economy. At first the programme had major positive impacts on indigenous peoples of Bolivia as the policies of the programme combined extensive economic returns, such as the privatization of state-owned enterprises, with progressive policies of decentralisation, education reforms and land reforms. The reason for these policies to have had the positive impact on indigenous people was that they led to a stabilization of prices and the economy as a whole and the goal was shared by the majority of politician parties. However, those positive impacts soon came to an end and many indigenous people especially the Aymara and Quechua people whom in which embedded into the market economy than other indigenous peoples from the eastern lowlands. (Gilger, 2009). During this period, labor organizations were undermined and the social costs rose for the poorest parts of the population, especially the indigenous peasants. Poverty increased more than twenty percent in the first ten years and large parts of the working class such as ex- miners, peasants, and the unemployed found occupation in the informal sector or in small-scale agricultural production. (Siotos,).


Biological and biomedical research laboratories employ many types of specialised equipment to aid researchers in their work. Biology is a discipline with several sub-disciplines, ranging from ecology and animal behaviour to protein synthesis and genetic regulation of cellular processes. The types of equipment a laboratory utilises will vary according to the particular research interests of the investigator. Some pieces of equipment are highly specialised whereas others can be found in laboratories across a range of sub-disciplines.
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Microscopes can be found in laboratories across biological sub-disciplines. There are many different types of microscopes. Dissection microscopes allow researchers a large area beneath the objectives in which to manipulate biological samples while magnifying the image. Electron microscopes are typically used to view extremely small organisms, such as bacteria or individual components of cellular organelles. Fluorescence microscopes are used to view samples of cells or tissues tagged with small antibody-bound molecules called fluorophores.
For some biological applications, samples of cells or organisms grow best in a media that allows free rotational movement. For example, laboratories that use E. coli bacteria in their experiments often use rotating platforms called orbital shakers on which to grow up bacterial cultures overnight. Laboratory shakers are often available with other optional features. Most shakers have a programmable speed control. Some shakers can incubate samples at a steady temperature while shaking.
Biological laboratories that utilise specific cell populations or tissue types in their research use incubators. These specialised devices provide a sterile and homeostatic environment for cell and tissue cultures to live. Similar to a small refrigerator in appearance, an incubator ensures that cell and tissue samples are maintained in an environment where the temperature and oxygen content of the air are kept constant.
For many biological experiments, it is important to keep samples at a constant temperature or cycle of temperatures for a specific period of time. Temperature blocks are available in many different varieties to assist researchers with this need. Specialised temperature blocks known as thermocyclers feature the ability to fluctuate the temperature for a given amount of time. Thermocyclers are used in molecular biology applications such as the polymerase chain reaction, or PCR.
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