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realistic, because what is real is not the exterior but the idea, the essence of things." (Constantin Brancusi) "When you see a fish you don't think of its scales, do you? You think of its speed, its floating, flashing body seen through the water... If I made fins and eyes and scales, I would arrest its movement, give a pattern |
or shape of reality. I want just the flash of its spirit." (Constantin Brancusi) "Do not copy nature too much. Art is an abstraction." (Paul Gauguin) Painting with a Concept At first, learning to paint must include painting things well. This is reasonable. Consequently, most painters feel they have succeeded in this quest when they can paint the subject convincingly |
and capture a look of reality. However, any thinking person might ask if more is possible than this technical proficiency. If you have ever been moved by a great work of art, you may have wondered if it possesses something else. ''How can paint, shapes, color, and edges be so compelling?'' Paintings with more impressive technique often lack this ability |
to move the viewer. Instead, they impress with rendered detail and inspire wonder at the work involved. Some may lack technical prowess and instead rely on sentiment or storytelling. Some may simply depend on bravura brushwork. Standing before a great painting, the inquisitive painter must wonder where the magic lies. The image compels you to examine the surface beauty and |
return again and again, leaving a lasting impression. What is the lure? The underlying culprit is the concept. Rather than seeing each object as a separate entity, concept creates a relationship between objects, thereby creating something greater than the whole. This underlying visual message creates a beauty beyond subject matter and is the real reason behind the painting. Abstract ideas, |
though difficult to grasp, directly affect the development of an artist. The less personal and the more universal the motive, the more compelling and sublime the statement becomes. How misty, indistinct and abstract can I go and still have a landscape? (David Leffel) If you just copy your subject matter you're missing ninety per cent of the art. Visual concepts |
must be understood before you can learn to paint. Concepts are plans for solving problems of light, air/space, dimensions or form, color, value, edges. How the painting will be read, the value range, the colors that will be used, the brushstrokes, etc. Great paintings are simple in concept. Great paintings have one essential visual idea. They have an underlying idea |
about color, shapes, values, edges, alone or in combination. These are things that paint can do. The idea, or visual concept, creates a relationship between objects. This is an idea that you find exciting or meaningful to the extent that you are willing to put in the hard work of abstracting from reality and showing others in paint what it |
is you find important. You must have this fixed in your mind and work towards it in the final work. Others may look at your chosen subject and easily miss what is so obvious to you. On your canvas you do not merely recreate the subject in paint. Knowing what can be done with paint you are saying something in |
this scene connects me with a universal truth, with an elevating thought, or an inexpressible feeling-tone. Examples of Concepts Why start a painting before you have a visual concept or idea? Use one or more thumbnail sketches to find a good concept for your painting. Write down in words the idea you have decided on. Evaluate your painting...did you communicate |
your idea? Analyze the old masters' and new masters' paintings. What visual concept or idea do you see? Make a note of it. Try the same thing in your painting. "The difference between a professional and an amateur is: A professional borrows from a master and an amateur borrows from an apprentice." What is the visual concept in this self-portrait |
by Rembrandt? Hint: it's not the man. Light and Shadow or Chiaroscuro. See how the figure seems to be emerging from the shadows? Very dramatic and entertaining. Rembrandt used this idea a lot, but it's only one possibility. Imagine this same painting, but with uniform lighting. Boring. What is the visual concept in this painting by Vermeer? It has to |
do with light, but this time it's about light washing across the painting from left to right. That's the artistic idea behind the painting that makes it hold together as a work of art, relating all the objects to one another. The subject matter is a woman with a jug and various other subordinate objects. Imagine this picture with uniform |
frontal lighting. It would still have great composition, great shapes, lines, textures. But the unifying principle is gone and with it the magic. And this one by Turner...what's the idea? How misty, indistinct and abstract can I go and still have a landscape? Venice by Donald Teague... The remarkable atmospheric feeling of volume, space and light quality is what this |
is about. A built environment on the ocean unique in all the world. conception/execution - Conception is the birth process of an artistic idea, from the initial creative impulse through aesthetic refinement, problem-solving, and visualization/realization. Execution is the second half of the creative process: the actual carrying out of the idea, in terms of method and materials, which often involves |
compromises and alterations of the initial conception. Artists often see the initial conception as the guiding force for their aesthetic decisions, in terms of formal elements of design, and in terms of the expressive content desired. Contemporary conceptual artists place more emphasis on the first part of the creative process; traditional artists are somewhat more concerned with the techniques and |
methods involved in producing the artwork. The painter Henri Matisse advised, in his essay On Painting, that artists should keep their initial impulse in the front of their minds when working on a painting, to make the best expressive and formal decisions. Read about the creative process. More Painting Secrets: Help Support this site Learning to make art is a |
life-long process. These are the best books on my shelf for that purpose. Some are more advanced. No particular order. These links will take you to Amazon.com, new or used is your choice. You might also check your local library...ask about interlibrary loans, or a used book store. "Too often emerging artists focus on nuts-and-bolts techniques--form--as the key to creating |
powerful paintings. Here author Gerald Brommer reveals that emotional content is the most vital consideration." A must have for anyone who wants to make real art, beginner to advanced. This is the part of picture making that is almost never discussed in depth. Here is a whole book about it. Many professionals know this, but may not be able to |
articulate it. The book is in three parts: Selecting Elements, Sketching the Scene and Using Color to Evoke Emotion. The Elements of Art - good Cybernetic art program - amazing Dip 'n Daub - abstract art generator 358k Cityscapes - artificial creativity, good one Generative Art - program <300k “There are mighty few people who think what they think they |
think.” So wrote Robert Henri, author of The Art Spirit, 3 speaking of the various answers to the question, What do I do when I paint? Beginners in art usually think of themselves as “painting that ” – say, a landscape. So they include every visible cow, barn, tree, and cloud. In reality, their first artistic impulse sprung from a |
rather quick glance, which is something far different from a photographic visualization of everything stimulating their retinas. What attracted them to notice this landscape was the massive, quiet dignity of a weathered-red barn surrounded by wind-shook acres of grain. In their original glimpse, they never saw the cows, they didn’t notice the clouds, and they barely registered the trees. Later, |
upon reflection, they think they did, and that mistake in thinking accounts for many an ineffective painting. Accomplished artists do not think of themselves as painting the total landscape seen after inspection. Rather they feel moved by some image, and they lay paint on canvas in a way that they hope will create a similar reaction in a viewer. They |
will leave out the cows and rearrange the clouds to enhance the impression of the majesty of that barn rising from those fields. They often remind themselves, “I am not painting that – a visible figure over there. I am painting this – a mélange of paint that expresses my disposition when I see that and promises to evoke the |
same disposition in someone else.” This image may be something in nature, a sitting model, the memory of several experiences, or even the pure image of colors in a pattern. ...the specific symbol most significant to us is the human face. Infants, in their earliest differentiations of consciousness, learn to notice faces. I am always amazed how they spontaneously look |
at our looking organs – not our ears extending out from the sides, not our noses sticking out in front, not our lips that sing them lullabies and smooch them with kisses -- but our eyes. They “read” a frown far earlier than they understand a word. This image of the face and eyes is loaded with feeling and remains |
Every individual passes through a waiting or a changing time in his or her life. The earlier it happens, the better. The shorter its duration, the good. During this time life is vulnerable to bad elements. It is a waiting time and calls for caution and quick adjustment. Man has |
understood the importance of this phase of life by understanding the life history of butterflies. Our elders have called this “Chrysalis time”. Chrysalis is the gold colored Pupa. It is the third stage in the life history of Butterfly. It follows the caterpillar stage. When the caterpillar grows large enough, |
it crawls to a safe spot on the underside of a twig. It hangs upside down with a firm grip by its last pair of legs for 12 to 15 hours. It slowly sheds its skin and becomes the pupa. The pupal stage of the Monarch butterfly is called Chrysalis |
and is one of the most studied things of the living world. It is a smooth green object with golden spots . It is very beautiful to look at. The Chrysalis hangs motionless, but inside the chrysalis case, changes take place at a rapid pace. All caterpillar structures breakdown and |
adult butterfly structures appear. In about 9 to 12 days, a fully developed butterfly positioned head down could be seen. By then, the chrysalis becomes a thin transparent cover, 24 hours before the emergence of the butterfly. Usually the butterfly emerges in the morning hours of the day, by splitting |
the chrysalis case. Its wet folded wings become dry in the air, expand due to flow of liquids in its veins from the body. Now, the wings are ready to give the butterfly its first take off. Chrysalis is an important defenseless stage in the life of a butterfly. It |
is during this stage, the most important changes of differentiation and growth occur. And everything happens very fast. Before any danger that may strike, the butterfly is gone free and far. “Chrysalis time” in man too, is an important waiting time, when he or she may discover what it means |
A Reason for Science teaches basic science through a fun, hands-on approach! Based on the National Science Content Standard [?] s, each weekly lesson also features a Scripture object lesson. The yearly cycle covers life, earth, and physical science. The teacher guidebooks are designed to make you the science expert! |
Proofread to make sure your work is an accurate and clean transcription of your final draft. Proofread after you revise and edit. If you try to proofread while you edit, one process might distract from the other. - You may |
want to proofread with a ruler so that you can focus on one line at a time. - It can be helpful to start at the end so you avoid becoming distracted by the content of - Read your final |
draft aloud, to yourself or to a friend; this process can help you hear and see errors that have slipped past your notice. - Look for letters or words inadvertently left out. Revising is paying attention to the meaning that |
you want your material to deliver effectively. Add. Insert needed words, sentences, and paragraphs. Cut. Get rid of whatever veers from the topic or repeats what has already been said. Replace. As needed, substitute new words, sentences, and paragraphs for |
what you have Move material around. Change the sequence of paragraphs if the material is not presented in logical order. Move sentences within paragraphs or to other paragraphs if any paragraph arrangement seems illogical. Now check the technical correctness of |
your writing--grammar, spelling, and punctuation--and the correct use of capitals, numbers, italics, and abbreviations. Is your grammar correct? (subject-verb agreement, pronoun-noun antecedent agreement, Is your spelling correct, and are your hyphens correct? Have you correctly used commas? (check for run |
Book Description: This leading mathematics text for elementary and middle school educators helps you quickly develop a true understanding of mathematical concepts. It integrates rich problem-solving strategies with relevant topics and extensive opportunities for hands-on experience. By progressing from the |
concrete to the pictorial to the abstract, Musser captures the way math is generally taught in elementary schools.This title will give you all the essentials mathematics teachers need for teaching at the elementary and middle school levels:Highlights algebraic concepts throughout |
the text and includes additional supporting information. Provides enhanced coverage of order of operations, Z-scores, union of two events, Least Common Multiple, and Greatest Common Factor. Focuses on solid mathematical content in an accessible and appealing way. Offers the largest |
© 2005-2012 American Society of Clinical Oncology (ASCO). All rights reserved worldwide. - CPR is used restore a person’s heart rhythm and breathing, but it is rarely successful for someone with incurable cancer. - A DNR is a legal order that tells the health care team not to give CPR if a person’s heart and/or breathing stop. - Discuss DNR |
orders and other end-of-life care issues with the patient’s health care team before a crisis occurs. CPR (cardiopulmonary resuscitation) is a combination of chest compressions and rescue breathing given to a person whose heart has stopped beating and who has stopped breathing. CPR can temporarily help a small amount of blood flow to the heart and brain and attempts to |
get the heart to beat again. CPR may include the following: - Manual chest compressions (performed using the hands) - Defibrillation (a brief electric shock applied to the chest to restore a normal heart rhythm) - The use of drugs to stimulate the heart - Mouth-to-mouth breathing - Bag-valve mask ventilation (the use of a football-size bag, attached to a |
face mask, that is squeezed by hand to push air into the lungs) - Insertion of breathing tube down the throat into the lungs It is important to know that for patients with cancer, especially those with advanced, terminal, or end-stage cancer, CPR rarely works. Fewer than 5% of people with a serious illness will recover enough to be released |
from the hospital after CPR. What CPR does CPR dose not usually restore a person’s regular heart rhythm. If it does, the person will not be able to breathe without assistance and will be placed on a mechanical ventilator, or artificial respirator, which pumps oxygen into the lungs and breathes for the person with cancer. Being placed on a ventilator |
is sometimes referred to as being "on life support." While on a ventilator, the patient cannot speak or eat, and will have to remain in the intensive care unit on many intravenous medications (meaning the medications are given through a vein). For someone with advanced cancer, the heart, lungs, and other organs will begin to fail as death approaches. Even |
if CPR is effective, the heart or lungs will likely fail again soon. CPR may also be only partially successful, and the person may suffer brain damage (due to a lack of blood flow and oxygen to the brain) or may have to remain on a ventilator and in the intensive care unit indefinitely. Do not resuscitate (DNR) orders A |
DNR order is a type of advance directive, a document that instructs medical personnel that the person with cancer does not wish to receive CPR if his or her heart and/or breathing stops. Advanced directives only take effect when a person is not able to communicate his or her wishes. A person’s doctors and family members can use them to |
make sure the patient is receiving the desired care. For instance, medical personnel will automatically perform CPR for a patient in the hospital or a nursing home when his or her heart and/or breathing stops, unless there is a DNR order. Unlike other advance directives that are written and signed by the individual (such as a living will or a |
durable power of attorney for health care), a DNR order must be completed and signed by the doctor or other health care provider, such as a hospice nurse practitioner. Once completed, the DNR order is added to your medical record. Health personnel can only follow a DNR order if they know one exists. It is important to notify doctors, nurses, |
caregivers, and family members that the person with cancer prefers to avoid CPR. In situations where a patient is transferred from one facility to another, or if a new health care team takes over in the same hospital, regulations from the Health Insurance Portability and Accountability Act (HIPAA) require that the patient restate that this issue has been addressed and |
that he or she has a strong opinion in favor or against the use of CPR. It may be useful, too, to remind your family members, so they know of your wishes and can help advocate for you if you are unable to do so. Calling 911 and out-of-hospital DNR orders In some states, DNR orders do not apply to |
emergency medical services (EMS) personnel who respond to a 911 call; they are only valid in a hospital. EMS personnel will perform CPR on a person in cardiac or respiratory arrest, even if the person has a DNR order. A 911 call requires an immediate response, and EMS personnel do not have the time to verify a DNR order or |
to identify the person they are treating. Therefore, caregivers and family members caring at home for someone with a DNR order are advised not to call 911 if the person's heart or breathing stops. Some states have started out-of-hospital DNR programs that allow EMS personnel to honor DNR orders in people's homes. Out-of-hospital DNR orders may include a special DNR |
form that is posted in the person's home in a readily accessible location (such as on the refrigerator) and/or a special DNR bracelet worn by the individual. Similar to in-hospital DNR orders, the patient's doctor must sign out-of-hospital DNR orders. In some states, out-of-hospital DNR orders are also called comfort care DNR orders or physician orders for life-sustaining treatment (POLST), |
as they allow EMS personnel to provide medications to make the person as comfortable as possible and to help relieve the symptoms and side effects that result from the cancer and cancer treatment. Be sure that your family understands your wishes regarding DNR orders. This will spare them the trauma of having to make difficult and emotional decisions, and will |
allow you to remain in control of what medical procedures you desire. Talk with your doctor or nurse, or contact your state's health department, to find out if your state has an out-of-hospital DNR program. Points to think about when considering a DNR order Ideally, decisions about end-of-life care should be made early in the care process before there is |
a need for them. If a crisis occurs, it may be too late to communicate one’s wishes about a DNR order or other advance directives. In addition, starting the dialogue early on often strengthens the relationship with the health care team. Although discussing death and dying is difficult and sad, people living with advanced cancer are encouraged to revise and |
review their wishes for end-of-life care with family and health care professionals. A person can revise his or her goals and plans to reflect new events or changing preferences. As you make your decision, consider the following points: - Do you have strong personal, religious, or spiritual views about dying and care at the end of life? - Would CPR |
likely enable you to return to a quality of life and level of activity that would be acceptable to you? - If CPR is performed, you will be placed on a ventilator. If you do not want to be placed on a ventilator, you should consider not allowing CPR to occur. - Do you have strong feelings about dying at |
home versus in a hospital setting? (CPR may increase the likelihood of dying in a hospital setting) - Having a DNR order does not stop any other treatments. You can still receive any treatments appropriate for your condition, including chemotherapy, radiation therapy, antibiotics or other medications. Your health care team will always continue to provide medications for comfort and will |
continue to support you. This is called palliative care or supportive care and is an important part of your treatment plan. Open communication with your loved ones and your health care team will allow them to provide you with care and support while respecting your wishes. LIVESTRONG: Planning Your Medical Future Family Caregiver Alliance: End-of-Life Choices: CPR & DNR |
This site aims to provide a permanent archive of the volunteers from the West Indies who flew for the Royal Air Force during the Second World War. The general public in the United Kingdom and elsewhere is scarcely aware of the involvement of Caribbean crew in the airwar of 1940-1945. In 1940, no so-called ‘men of colour’ could have joined |
the Royal Air Force; but by the end of the war in 1945, there were between 300 and 500 aircrew from the Caribbean out of a total of around six thousand volunteers who served during World War 2. About seventy were commissioned and one hundred and three received decorations. Yet these facts are not generally known even to the present |
Black British population in Britain. Since so little is recorded, we encourage surviving crew as well as their relatives and descendants to add to this body of information. Anyone who has a story to tell, information to share, or pictures to show is heartily invited to contribute to this website. How does this site work? The main body of this |
site consists of a list of names of aircrew that are known to us. The names are accessible either by country of origin, rank or decoration or by entering a name in the search-box. Each entry offers the option to add a comment.Here you can submit your information regarding the individual concerned. Pictures are best sent directly with a reference |
to the webmaster, who will place them in the entry. African Heritage personnel in RAF Museums The RAF Museum London and subsequently the RAF Museum Cosford will celebrate the Afro-Caribbean contribution to the RAF – the first service to instigate an equal ops policy. Beginning with WWI through to WWII and The Cold War to currently serving members, the exhibition |
will include personal recollections, photos and more. The exhibition will open 1st November 2013. West Indians in Britain (1944) In this film, made during the Second World War by the Ministry of Information, a group of West Indians, led by Una Marson and Learie Constantine, assemble at Broadcasting House in London. They describe to listeners of a popular BBC radio |
series, ‘Calling the West Indies’, how people from the Caribbean are supporting the war effort. Constantine speaks about factory workers, and introduces some war-workers, including Ulric Cross, a bomber navigator from Trinidad. Cross speaks of West Indian volunteers in the armed forces and Spitfire-pilot James Hyde (killed in action later in the war) is portrayed briefly. [Adaptation of the original |
caption by Stephen Bourne; You-tube link courtesy Peter Devitt, RAF Museum London] RAF Bomber Command Memorial Unveiling The RAF Bomber Command Memorial was unveiled by HM Queen Elizabeth II on June 28th 2012. ‘Bloody marvellous but long overdue’ (The Telegraph) F/O Ambassador Hon. Dudley Thompson OD QC passed on January 20, 2012. He was a day past 95. He was |
buried with full national and military honors at UP Park Camp, Jamaica on feb 10th. Read the commemorative text by Gabriel Christian. Red Tails: Tuskegee Airmen portrayed in Lucasfilm production The story of the Tuskegee Airmen, the first African-American pilots to fly in a combat squadron during World War II. Approval for Bomber Command Memorial Westminster City Council in London |
has given the go-ahead for the erection of a memorial to the 55,573 aircrew of Bomber Command that were killed during World War 2. The monument will be built in Green Park and should be ready by 2012. Cy Grant, the founder and inspirator of this website who died recently, devoted the last years of his life to promoting the |
memorial – which he referred to as a peace memorial – and emphasizing that the Caribbean sacrifices made in service of Bomber Command should be explicitly commemorated. the Telegraph BBC News More news George Stanislaus Lau Sqn Ldr George Stanislaus Lau, died peacefully on 1st April 2010. Beloved husband of Elaine. Funeral Service will take place at St Augustine’s, High |
Wycombe on Thursday 8th April at 1.30 p.m. RAF-veteran Cy Grant dies at 90 We received the sad news that RAF-veteran Cy Grant, the great inspirator for this website, has passed away during the night of Saturday February 13th, 2010. Right up till the end his mind and energies were aimed at the acknowledgement of the Caribbean contribution and sacrifices |
to the Second World War. May he rest in peace. Cy was to be honoured personally at a meeting in the House of Lords on March 4th 2010. The Attorney General Baroness Scotland of Asthal QC presented an award to his daughter Sami instead. The tribute was organised by the Bomber Command Association which presented its plans for the Bomber |
Command Memorial. Wikipedia BBC Guardian Times-online Kurt Barling’s blog Telegraph ATV Network Caribbeanworldnews You can leave a message in our guestbook. - Appointment in London In 1953 the movie ‘Appointment in London’ was released. The story was about a Bomber Command squadron in 1943. Someone involved in the movie had the knowledge and courtesy to include a reference to black |
aircrew. It lasted only a few seconds, but must have confounded the audience at the time – as it did me when I watched a few days ago! Above is a screen shot. It shows the Wing Commander (played by Dirk Bogarde) chatting to a black airman. One of the script writers for the movie was John Wooldridge, a commander |
of 105 Squadron RAF during WW2. It seems reasonable to assume that he was aware of the presence of black aircrew in the RAF and inserted the scene into the movie as a mark of recognition and respect. [courtesy Tom Graham from Perth, Australia] Wikipedia Flight Sergeant James Hyde of San Juan, Trinidad, a Spitfire pilot who arrived in Britain |
in 1942 to begin his training, here pictured in 1944 with his Squadron’s mascot, a dog called ‘Dingo’. He is wearing a life jacket, known universally as a Mae West, and is holding an oxygen mask and his flying gloves. Most air battles took place at altitudes in excess of 15,000 feet (c. 5000 metres) and oxygen and thermal protection |
raiders over Scapa Flow. It flew from bases in the south of England from January 1943 and transferred to the Second Tactical Air Force in November flying offensive sweeps over France and providing fighter escorts. Involved in the “D” Day Invasion, 602 later flew from airfields in Europe before returning to England in September 1944 to concentrate on strikes against |
V2 rocket sites and other prime targets. The squadron disbanded on 15 May 1945 by which time it was credited with the destruction of 150 enemy aircraft.” [Source: 602 (City of Glasgow) RAuxAF museum] RAF honours ethnic minorities To celebrate the contribution that members of the Afro-Caribbean, Indian and other ethnic communities have made to the growth and development of |
the Royal Air Force, as well as the defence of the U.K. during times of adversity, the Royal Air Force Museum Cosford will be honouring their achievements with a permanent exhibition Diversity in the Royal Air Force. This display does not explicitly address the historial perspective of West Indians who volunteered to serve in the Royal Air Force in WW2 |
Caribbean. There seems to be no official record at the Ministry of Defence, the Air Ministry or the National Archives. This site makes an attempt to redress this oversight. . Royal Mail issues RAF Uniforms stamps Royal Mail issued a series of six unique stamps focusing on the RAF’s illustrious history as reflected through its uniforms and flying kits. Each |
stamp bears an illustration of a uniformed member of the RAF by the artist Graham Turner, who illustrated last year’s Army Uniforms stamps. (Click on image to go to Royal Mail website) Telegraph supports Bomber Command Association The Telegraph has joined the Bomber Command Association to help raise funds to erect a permanent memorial to the 55,000 bomber aircrew killed |
in the Second World War. The website of the newspaper features many articles with stories and backgrounds about the men who flew the risky missions for Bomber Command. Article fails to recognize Caribbean contribution Under the heading ‘Bomber Command to be honoured after 63 years‘ the website of the Telegraph features an article on the campaign for a memorial for |
the men of Bomber Command that served during the Second World War. In all, 55,573 were killed and 8,325 were lost. Sadly, where numbers of casualities from Canada, Australia and New Zealand are separately quoted in this article, the Caribbean contribution remains unmentioned. The Telegraph has however published an interview with Guyanese Navigator and POW Cy Grant. |
The bridge "na plášti" or "on the cloak" spans the moat on the western side of the Upper Castle (Castle No. 59 - Upper Castle). The bridge derives its name from the fortifications which used to protect the western side of the castle. The three-storied covered arched bridge stands on massive stone pillars. This technically daring and impressive work connects |
the IV. and Vth Courtyard of Český Krumlov Castle. The lower passage links the Masquerade Hall with the theatre, and the top passage links the Castle Gallery with the castle gardens. To make our way through the connecting corridor we could go across the roof of the castle and go as far as the Minorite monastery on the Latrán.Unfortunately, that\'s |
impossible to do today. History of its formation : The first mention of the Cloak Bridge can be found in texts dating from the15th century, when the bridge was probably built of wood. During the rule of Rudolf II of Habsburg it was mentioned as a" draw-bridge with gate and wicket". As the new owner of the domain, Eggenberg ruler |
Johann Christian I. von Eggenberg began to build a new wooden bridge leading to the upper castle garden in 1686. The first wooden part of the covered corridor going to the garden was only half built in 1706. This entrance, which still exists today, was located at the gallery on the second floor of the mansion. The Castle Theater in |
Český Krumlov was connected by stairs to the corridor. From 1707 - 1708 the lower passage was built, which linked the Masquerade Hall to the royal box in the theatre. Toilets were built near the royal box, and the supporting pillars carried the waste away. During the invasion of the French army in 1741 the long corridor above the Cloak |
Bridge was pulled down, then was rebuilt higher from 1748 - 1749. In 1764 the long project of remodelling the bridge began. The main part was replaced by a stone bridge connecting the IV. and V. courtyards, and the lower corridor was reconstructed. The connection of both corridors was finished in 1777 by cutting away the truss of the lower |
CDC Launches the "Get Smart: Know When Antibiotics Work" Program Published: October 9, 2009 The Get Smart campaign seeks to educate the public about the proper use of antibiotics. Once again it's that time of year when sneezing, sniffling, sore throats, and coughing affect us all and send many of |
us to our healthcare providers and pharmacies. What time is that, you ask? The cold and flu season. While many of us will search for ways to obtain relief from these symptoms, antibiotics are not the answer. CDC's Get Smart: Know When Antibiotics Work program (Get Smart) is educating pharmacists, |
healthcare providers and the general public about the importance of appropriate antibiotic use and the growing threat of antibiotic resistance. Antibiotic Resistance: What You Don't Know Can Hurt You Antibiotic resistance is the ability of bacteria to resist the effects of an antibiotic designed to treat infections. Every time a |
person takes an antibiotic, bacteria that normally live in our bodies are killed, but resistant germs may be left to grow and multiply. Repeated use of antibiotics can lead to an increase in dangerous bacteria that are difficult to treat. These are often referred to by the media as "superbugs." |
Why is this important? Upper respiratory infections account for three quarters of all antibiotics prescribed by office-based physicians. Although prescribing rates for respiratory infections have decreased among office-based physicians in recent years, according to an August 2009 article in the Journal of the American Medical Association, tens of millions of |
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