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west from Mojave to the California Portland Cement plant at Creal, carrying coal up and cement back. Mojave's flimsy buildings were destroyed by fire several times over the next century, most spectacularly in 1884 when 90 cases of powder in the railroad depot exploded with a bang heard 25 miles |
away. GOLD was discovered in 1894 on Soledad Mountain and at other nearby locations, spwning mines with colorful names like Elephant-Eagle, Asher, Yellow Dog and Golden Queen. Mojave's history of providing hospitality to weary travelers, a tradition that continues to this day, began with the opening of the Morrissey Ho... |
in 1876. The famous Fred Harvey organization operated a "Harvey House," in the old two-story railroad depot, complete with a contingent of "Harvey Girls" serving delicious meals to travelers and miners. BORAX played a role in Mojave's history, especially between 1884 and 1889 when the famous 20-Mule Team Wagons hauled |
borax between mines in Death Valley and the railroad in Mojave, a 160 mile, 15-day trip. A monument on Sierra Highway in front of the Kentucky Fried Chicken store honors the spot where the wagons unloaded. The huge wagons, which can be seen at Death Valley and in nearby Boron, |
were built by J.W.S. Perry on land at the southeast corner of K and Nadeau Streets, the present location of Don's Oil Changers. Perry charged $900 each for his wagons. CEMENT production began in the area in 1908 to provide cement for the Los Angeles Aqueduct. The plant has been |
modernized over the years and is operated today by Calaveras Cement. California Portland Cement built the Creal plant west of Mojave in 1955. The plant is one of the world's most modern. Several small AIRPORTS were built in the Mojave area over the years, including Meyer Field behind the homes |
along Barstow Road. Mojave Airport began life in 1942 when a Naval Air Station was built on the present site on the east side of town. During World War II the field trained thousands of Navy and Marine pilots for combat, using SBD dive bombers and F4U Corsairs. Decommissioned after |
the war, the field was reborn to again train pilots for the Korean Conflict. Closed again in 1959, the airport entered its third life in 1972 with formation of the Mojave (now East Kern) Airport District. Jump to the Mojave Airport page for more information on this facility, home of |
the National Test Pilot School, Burt Rutan's Scaled Composites, XCOR Aerospace and Voyager, the first aircraft to circumnavigate the globe without refueling. Mojave's rich past is prelude to the history that continues to be made on the land and in the air - and soon, space - above this exciting |
The Getting Word oral history project was begun at Monticello in 1993 to preserve the histories of the African American families at Thomas Jefferson’s Virginia plantation. Over 100 interviews with their descendants and additional archival research have brought remarkable individuals out of the shadows of slavery. We ca... |
community activism. "He was a Civil War hero" Learn about all the participants in the Getting Word project and some of their ancestors from previous centuries: blacksmiths and farmers, educators and ministers, soldiers and suffragists. |
Memory loss (amnesia) is unusual forgetfulness. You may not be able to remember new events, recall one or more memories of the past, or both. Forgetfulness; Amnesia; Impaired memory; Loss of memory; Amnestic syndrome Normal aging may cause some forgetfullness. It's normal to have some trouble learning new material, or |
needing more time to remember it. However, normal aging does NOT lead to dramatic memory loss. Such memory loss is due to other diseases. Sometimes, memory loss may be seen with depression. It can be hard to tell the difference between memory loss and confusion due to depression. Some types |
of memory loss may cause you to forget recent or new events, past or remote events, or both. You may forget memories from a single event, or all events. Memory loss may cause you to have trouble learning new information or forming new memories. The memory loss may be temporary |
(transient), or permanent. Memory loss can be caused by many different things. To determine a cause, your doctor or nurse will ask if the problem came on suddenly or slowly. Many areas of the brain help you create and retrieve memories. A problem in any of these areas can lead |
to memory loss. Causes of memory loss include: Alcohol or use of illicit drugs Not enough oxygen to the brain (heart stopped, stopped breathing, complications from anesthesia) Brain growths (caused by tumors or infection) Brain infections such as Lyme disease, syphilis, or HIV/AIDS A person with memory loss needs a |
lot of support. It helps to show them familiar objects, music, or photos. Write down when the person should take any medication or complete any other important tasks. It is important to write it down. If a person needs help with everyday tasks, or safety or nutrition is a concern, |
you may want to consider extended care facilities, such as a nursing home. What to expect at your health care provider's office The doctor or nurse will perform a physical exam and ask questions about the person's medical history and symptoms. This will almost always include asking questions of family |
members and friends. They should come to the appointment. Medical history questions may include: Can the person remember recent events (is there impaired short-term memory)? Can the person remember events from further in the past (is there impaired long-term memory)? Is there a loss of memory about events that occurred |
before a specific experience (anterograde amnesia)? Is there a loss of memory about events that occurred soon after a specific experience (retrograde amnesia)? Is there only a minimal loss of memory? Does the person make up stories to cover gaps in memory (confabulation)? Is the person suffering from low moods |
that impair concentration? Has the memory loss been getting worse over years? Has the memory loss been developing over weeks or months? Is the memory loss present all the time or are there distinct episodes of amnesia? If there are amnesia episodes, how long do they last? Aggravating or triggering |
factors Has there been a head injury in the recent past? Has the person experienced an event that was emotionally traumatic? Has there been a surgery or procedure requiring general anesthesia? Does the person use alcohol? How much? Does the person use illegal/illicit drugs? How much? What type? What other |
symptoms does the person have? Is the person confused or disoriented? Can they independently eat, dress, and perform similar self-care activities? Have they had seizures? Tests that may be done include: Blood tests for specific diseases that are suspected (such as low vitamin B12 or thyroid disease) Kirshner HS. Approa... |
to intellectual and memory impairments. In: Gradley WG, Daroff RB, Fenichel GM, Jankovic J, eds. Neurology in Clinical Practice. 5th ed. Philadelphia, Pa: Butterworth-Heinemann; 2008:chap 6. Luc Jasmin, MD, PhD, Department of Neurosurgery at Cedars-Sinai Medical Center, Los Angeles, and Department of Anatomy at UCSF, S... |
The Bassoon is a woodwind instrument that was developed in the 16th century to add a stronger bass to the wind band ensemble. From the double reed family, the bassoon plays in the tenor range and below. It is known for its distinctive tone, wide range and agility. Six main pieces make up the bassoon, including the reed... |
joint, connects the bell and the boot; the boot (or butt) is at the bottom of the instrument and folds over on itself; the wing (or tenor) joint, extends from boot to bocal; and the bocal (or crook), attaches the wing joint to a reed. Bassoon players must learn three different clefs: Bass (first and foremost), Tenor, a... |
With a deer, you would never grab the bull by the horns. For a few good reasons: Male deer are not called bulls, they are bucks, and they do not |
have horns, only antlers. Antlers and horns are two distinctly different accessories. Horns are hollow and are held atop the head of members of the bovid family. Bovids include cows, |
sheep, bison and goats. Horns grow continuously year-round and are covered in keratin. They do not usually branch and are found on both male and female bovids. Antlers, on the |
other hand, are temporary bones found on the heads of members of the cervid family. Cervids include deer, moose, elk, caribou and others. Antlers are temporary, often branching structures, growing |
generally on males for only part of the year. After eight months of growth and development, antlers will drop off the animal’s head. These cranial appendages are covered with a |
soft skin called velvet, which supplies blood, oxygen and nutrients to the growing antler bone. It is this velvet that will be rubbed against trees during mating, or rutting season |
in December. It is not only form, but function that is different for these two toppers. Horns mainly protect the skull, while antlers are for communicating, to establish dominance, and |
for seducing members of the opposite sex. Seduction is accomplished by the antlers because the velvet covering and the animal’s head contain the highest concentration of oil and scent-producing glands |
that will attract the fairer sex. Size matters when it comes to antlers. Bigger is better — a nice rack can be up to nine pounds and spread to 25 |
inches wide! The ladies, or does, will notice a sizable rack, which is the result of a combination of factors, including good nutrition, age and genetics. Bucks are headstrong and |
will challenge each other, engaging in shoving matches to impress the girls and dissuade the competition. It is interesting to imagine the growth process of antlers, which start as nubs, |
grow to substantial size, and then fall off. Spring starts the antler growth cycle again. In April, longer days stimulate a buck’s hormones and his antlers will begin to develop. |
Antlers are the fastest growing bone known to science, increasing up to a half an inch per day. Contrast this with human hair, which takes a month to grown that |
same half inch. Antlers will grow until early fall, then the bone will die and the velvet dries up and falls or is rubbed off. Finally, the antlers will be |
dropped or shed. Now is the time for “shed,” or antler hunting, a sport that requires no weapon. On-Island, of the cervids, one only finds deer so one only finds |
deer antlers, and only if you are lucky. Mid-December through mid-February is the time to look for shed antlers. Don’t be surprised if you don’t find any. Antlers, no matter |
how large, disappear quickly. They are speedily consumed by rodents, rabbits, squirrels and other animals that crave their high calcium and phosphorus and have the right incisor teeth to chew |
the tough bone. If you are fortunate and find an antler, look for teeth marks and evidence of nibbles. Antler’s hard bone has been used for needles, weapons, arrowheads and |
even harpoons. In the 18th century, French naturalist Georges Louis Leclerc de Buffon hypothesized that antlers were made of vegetable matter or wood, which caused his doubters to raise questions |
about how antlers were attached to the deer’s head. Luckily, French zoologist Georges Cuvier ascertained their true nature a few years later. Antler shape varies from animal to animal. They |
can be categorized as typical or nontypical and can have tines or points. Typical antlers are symmetrical and shoot up evenly from a beam, while a nontypical antler is asymmetrical |
with points or tines shooting out at different angles. Antlers are a victory of form and strength, though they are heavy to haul around and cumbersome to carry. And while |
the well-endowed buck will likely get the girl, he will also have to contend with the ever present possibility that with his colossal crown, he could end up a terrific |
To really do justice to the entire world of traditional Japanese kites would take a larger website than this one! Each different region in the country, called a Prefecture, tended to come up with it's own designs. This all happened during the Edo period from the early 1600s to the |
mid 1800s. The kites' names often refer to objects, folk heroes or creatures. Besides the variety in decoration, it's amazing how unique Japanese kites are in terms of overall design. That is, the shape of the frame and sails. Quaintly, the Japanese refer to the frame as the bones of |
the kite! The big majority of them were, and in some cases still are, made from split bamboo for the spars and Washi paper for the sails. Washi might just be paper, but this hand-made mulberry-based product it is very strong and ideal for kites - as long as you |
don't get it wet! I'm just going to focus on a couple of designs which have been much copied or adapted in the West. You are likely to see at least one of these types at any large kite festival around the world! Apart from these 2 designs, I wouldn't |
be surprised if other traditional Japanese kites have been copied too, from time to time. The shape of the Sode Dako looks somewhat like a Japanese kimono laid flat. In fact, 'Sode' means 'sleeves of a Kimono'. Photo courtesy of Schnitzgeli. Like some other Japanese kites, and many other Asian |
designs too, this one lends itself to having a 'hummer' strung across the upper horizontal spar. The hummer makes musical noises when aloft in fresh breezes. This feature doesn't seem to have been copied in the West though. Traditionally, Sodes were built and flown to celebrate the birth of a |
son, and to ensure his future happiness and health. In general, the larger Japanese kites need more complex bridle lines. At the small end of the scale, I've seen a child's paper Sode with no bridle at all - just a hole over the vertical spar allowing the flying line |
to be tied on directly! Larger Sodes would work well with a 4-point bridle, with 2 lines from each horizontal spar. This helps to relieve the stress at the center of the horizontal spars, in fresher winds. Most of the biggest Sodes seem to have 6-point bridles. That is, lines |
run from the center and each tip of both horizontal spars. This gives even more rigidity, allowing for the use of even lighter spars than would otherwise be possible. More rigidity also helps the kite to cope with stronger winds. This example of a modern Sode kite is by Janneke |
Groen, who is well known for her artistic Sode kites. She specializes in appliqué and patchwork techniques. Janneke, who comes from The Netherlands has been putting her eye-catching flying works of art on show at kite festivals since the 1990s. It was at one of these festivals that Roy Reed |
took the picture opposite. Modern Japanese kites like this one usually employ fiberglass or carbon fiber rods for spars, and use rip-stop nylon for the sails. The 4 narrow tails on this particular design help to keep it stable. However, I suspect they are very much a part of the |
kite's artistic concept! Photo by Roy Reed. An interesting addition is the bracing of the upper horizontal spar which I presume is there to improve the flying characteristics of the kite. That's the line going out from the nose to the tips. With a bit of ingenuity I guess it |
could be made to double as a pair of hummers! Tuned to 2 different notes perhaps... Being a decent sized kite, Janneke has chosen to go with the full 6-point bridle. The bridle lines are clearly visible in the photo, and the bridle appears to be very long. Usually, with |
this kind of bridle, the 2 groups of three lines reduce to just 2 lines before being connected to the flying line itself. Here's our own Sode design, which you can make for yourself ... Photo courtesy of Jeff Attaway. This design is so named because it originated in the |
region of Sanjo. It's more commonly referred to as the Rokkaku. Many non-Japanese abbreviate the name even further to just 'Rok'. The interesting thing about this design is how popular it has become in the West. There's an example of a non-traditional Rok up there in the photo. The traditional |
Japanese kites were actually fighters, where people would try to knock each other out of the air by various devious means. Kite battles with the Rokkaku are still organized from time to time, all over the world.. In the West, versions of this kite are constructed with more modern materials, |
and when organized battles take place, the rules are different. When it comes to bridling, there are some similarities to the Sode. Bridle lines are attached to various points along each horizontal spar. A common arrangement on these Japanese kites is the 4-point bridle which just has 2 lines on |
each horizontal spar. The next step up would be the 6-point bridle as used on the big Sodes. In the case of the largest Roks flying in fresh wind, an extra line may even be attached to the vertical spar, at the very center. This prevents the vertical spar from |
bending under extreme air pressure. Some commercially available kites have names. Like the one in the picture on the left, the LoonDance. How's that for an elaborate design! This modern Rok is screen-printed by hand, which still takes some time due to the number of colors. Other larger designs by |
3/4 oz. Contender Nylite, which I presume is a specialty nylon cloth, while the spars are spiral-wound epoxy tubing. Sounds exotic! According to the makers, this Rok likes winds of around 10 kph (6 mph), but can be adjusted to fly in much stronger breezes. The photo shows a standard |
4-point bridle being used. Here's our own Rokkaku design, which you can make for yourself ... If you would like a real insight into the world of traditional Japanese kites, perhaps the ultimate experience would be to visit the Kite Museum in Tokyo! Although there are only 3 rooms, they |
are crammed with approximately 3000 kites. These cover virtually every region of Japan. Apparently, the aroma of bamboo fills the air in this small but remarkable museum. Mmm, can't say my bamboo skewer spars smell like much, but then they are probably processed to death... It's possible to buy Japanese |
kites from the museum. They have small and relatively inexpensive souvenir kites made from bamboo and paper. However, if you have money to burn, you could splash out on something bigger and even more exquisite, made by master craftsmen! The museum is a 10-minute walk from the Yaesu central exit |
of the Tokyo station (Japan Railways), or a 1-minute walk from the C5 exit of the Nihonbashi subway station. The museum's address is: Taimeiken Restaurant (5th Floor), 1-12-10 Nihonbashi, Chuoh-ku, Tokyo 103-0027 Never made a kite? Child wants one? Check out the... MBK Beginner E-course Watch it fly! A closer |
view Make all the Dowel kites, including the one above... The ultimate kite-making resource, and naturally much better value... Are the e-books good? Find out by trying... 'Simplest Dowel Kites' (wait for cover page to appear) |
Too many of our young people are caught up in conflicts every day that they do not know how to manage -- teasing, jealousy, and physical aggression. Juvenile delinquency and violence are symptoms of youth's inability to manage conflict in their lives. Teaching youth how to manage conflict in a |
productive way can help reduce incidents of violent behavior. Conflict resolution education is a beneficial component of a comprehensive violence prevention and intervention program in schools and communities. Conflict resolution education encompasses problem solving in which the parties in dispute express their points... |
mutually acceptable solutions. Conflict resolution education programs help the parties recognize that while conflict happens all the time, people can learn new skills to deal with conflict in nonviolent ways. The programs that appear to be most effective are comprehensive and involve multiple components such as the pro... |
principles of conflict resolution, the basics of effective communication and listening, critical and creative thinking, and an emphasis on personal responsibility and self-discipline. Effective conflict resolution education programs can: Four Common Strategies for Approaching Conflict Resolution Experts identify four s... |
These are commonly referred to as: (1) Peer Mediation, (2) Process Curriculum, (3) Peaceable Classrooms, and (4) Peaceable Schools. In all four approaches, conflict resolution education is viewed as giving youth nonviolent tools to deal with daily conflicts that can lead to self-destructive and violent behaviors. It is... |
each local school district to decide how conflict resolution education will be integrated into its overall educational environment. The expectation is that when youth learn to recognize and constructively address what takes place before conflict or differences lead to violence, the incidence and intensity of that situa... |
program examples provided below empower young people with the processes and skills of conflict resolution. However, youth need to know that conflict resolution does not take precedence over adult responsibility to provide the final word in a variety of circumstances or situations. Conflict resolution has a place in the... |
school, and community, but it can only supplement, not supplant, adult authority. 1) Peer Mediation Approach Recognizing the importance of directly involving youth in conflict resolution, many schools and communities are using the Peer Mediation approach. Under this approach, specially trained student mediators work wi... |
Mediation programs reduce the use of traditional disciplinary actions such as suspension, detention, and expulsion; encourage effective problem solving; decrease the need for teacher involvement in student conflicts; and improve school climate. An example of a Peer Mediation program is We Can Work It Out, developed by ... |
for Citizenship Education in the Law and the National Crime Prevention Council. The program promotes mediation, negotiation, or other non-litigating methods as strategies to settle unresolved confrontations and fighting. One Albuquerque elementary school principal reported, "We were having 100 to 150 fights every month... |
the New Mexico Center for Dispute Resolution's Mediation in the Schools Program. By the end of the school year, we were having maybe 10 (fights)." Other elementary schools using the same Peer Mediation approach to conflict resolution education reported that playground fighting had been reduced to such an extent that |
peer mediators found themselves out of a job. Process Curriculum Approach Teachers who devote a specific time -- a separate course, a distinct curriculum, or a daily lesson -- to the principles, foundation abilities, and problem-solving processes of conflict resolution are implementing the Process Curriculum approach. ... |
Negotiators, based on the Harvard Negotiation Project, is representative of this approach. Participating students, teachers, and administrators are taught how to use principled negotiation to achieve goals and resolve disputes. This type of negotiation helps disputants envision scenarios and generate options for achiev... |
North Carolina middle school with more than 700 students, conflict resolution education was initiated. The school used the Peace Foundation's Fighting Fair curriculum and a combination of components from various conflict resolution projects. After a school year, in-school suspensions decreased from 52 to 30 incidents (... |
suspensions decreased from 40 incidents to 1 (a 97-percent decrease). Peaceable Classroom Approach The Peaceable Classroom approach integrates conflict resolution into the curriculum and daily management of the classroom. It uses the instructional methods of cooperative learning and "academic controversy." The Educator... |
Security, and Peacemaking, is a peaceable classroom approach to conflict resolution. The program shows teachers how to integrate conflict resolution into the curriculum, classroom management, and discipline practices. It emphasizes opportunities to practice cooperation, appreciation of diversity, and caring and effecti... |
basis into the classroom setting and are the building blocks of the peaceable school. Studies on the effectiveness of the Teaching Students To Be Peacemakers program, a Peaceable Classroom approach to conflict resolution, show that discipline problems requiring teacher management decreased by approximately 80 percent a... |
were reduced to zero. Peaceable School Approach The Peaceable School approach incorporates the above three approaches. This approach seeks to create schools where conflict resolution has been adopted by every member of the school community, from the crossing guard to the classroom teacher. A peaceable school promotes a... |
challenges youth and adults to believe and act on the understanding that a diverse, nonviolent society is a realistic goal. In creating the Peaceable School Program of the Illinois Institute for Dispute Resolution, students are empowered with conflict resolution skills and strategies to regulate and control their own b... |
resolution is infused into the way business is conducted at the school between students, between students and teachers and other personnel, between teachers and administrators, and between parents and teachers and administrators. In an evaluation of the Resolving Conflict Creatively Program in four multiethnic school d... |
teachers of the Peaceable School approach to conflict resolution reported a 71-percent decrease in physical violence in the classroom and observed 66 percent less name calling and fewer verbal insults. Other changes in student behavior reported by the teachers included greater acceptance of differences, increased aware... |
and a spontaneous use of conflict resolution skills throughout the school day in a variety of academic and nonacademic settings. The effective conflict resolution education programs highlighted above have helped to improve the climate in school, community and juvenile justice settings by reducing the number of disrupti... |
in these settings; by decreasing the number of chronic school absences due to a fear of violence; by reducing the number of disciplinary referrals and suspensions; by increasing academic instruction during the school day; and by increasing the self-esteem and self-respect, as well as the personal responsibility and sel... |
the young people involved in these programs. Young people cannot be expected to promote and encourage the peaceful resolution of conflicts if they do not see conflict resolution principles and strategies being modeled by adults in all areas of their lives, such as in business, sports, entertainment, and personal relati... |
Adults play a part in making the environment more peaceful by practicing nonviolent conflict resolution when minor or major disputes arise in their daily lives. (Information provided by the U.S. Department of Education.) |
China Service Medal The China Service Medal was a relatively early entry into the hallowed halls of the medals of America when it was created by an Act of Congress in August of 1940. These US military medals were established |
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