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help children to learn to control their impulses - this is necessary for success in sport as well as social relationships - help build friendships - start lifetime interests - help children learn about rules and fair play - help children to cope with winning and losing - help children do better at school work. Increasing overweight and obesity is |
happening world wide. People who are overweight or obese are more likely to have health problems. Helping young children to develop good eating patterns and enjoyment from sport and exercise may help them avoid later health problems. Children and young people who play and enjoy sport are less likely to join in anti-social activities. If children have a disability or |
ongoing medical problem there are many sports they can play. Discuss this with your child's doctor and then find out what is available in your area. The National Junior Sport Policy recommends that children should generally not play organised competitive sport until 8-10 years. If children are started in competitive sport before they are emotionally or physically ready they are |
likely to experience disappointment and stress and may give up playing altogether. - Children under 8 need to have the freedom to play, explore and learn the skills of throwing and catching, kicking and hitting a ball, jumping, running and swimming in an enjoyable way. - It is having these skills that enables them to confidently move on to the |
next step. - Parents can play an important role in playing games with children that help them to learn these skills in an enjoyable way without pressure. For example kicking a ball to each other in the backyard or park, throwing a ball through a hoop, or playing bat and ball games where everyone has a turn and the scores |
are not counted. Children need lots of practice at doing well before they can learn to lose. See the topic 'Winning, losing and cheating'. 8-10 year olds - Depending on their individual development 8-10 year olds can join in organised competition (eg inter-school competition) that is adapted to meet the children's developing needs. - They will still need help with |
skill development and with coping with disappointment. - Children who lose too often are most likely to give up, so making sure that each child has some successes is important. - This is a time when children can try lots of different sports to see what they enjoy most. 11-12 years and over - Children and young people can enjoy |
the competition and still be learning skills. - Some children at this age are showing special talent at and interest in a particular sport and can benefit from individual coaching. - Children and young people need to learn about how to behave when playing, and when winning and losing. - Sport at this stage can involve trips away with a |
team and opportunities for team leadership. - It is important not to push any young people beyond what they are physically ready for and to find out about what is appropriate in relation to their age and the sport they are playing. - For young people who want to drop out of competitive team sport, activities such as bush walking, |
orienteering, gymnastics (or exercise classes at the local gym), roller-skating or horse riding may take their place. See the topic 'Physical activity for children'. Note: the suggestions above are general and the interests and abilities of each individual child should be taken into account when helping them choose what sports to play and at what level. - Younger children learning |
the skills of sport usually enjoy games and don't worry whether they are playing with boys or girls or both. - Primary school age girls are usually physically capable of playing successfully in mixed sex teams, although they may not want to. Those who do want to can generally "hold their own" with boys. - In adolescence, girls may be |
disadvantaged by the physical strength and size of boys although in some "fun" competitions boys and girls and men and women still enjoy mixed sport. - To enjoy playing sport children need to be prepared and to follow some safety rules. Sporting injuries to children often happen because of not following safety rules. - Most sports have particular suggested safety |
equipment, eg helmet, shin guards, mouth guards. Find out from the coach what your child needs for her sport and make sure she has well fitted equipment. - Children's playing areas should be safe from hazards. - Before and after playing warm-ups and warm-downs help to prevent soreness and muscle pain. See the topic 'Physical activity for children'. - Young |
children should not do exercises that put a strain on their developing bones, joints and muscles. It is best to do a variety of exercises, not over emphasise one, and not to go on for too long. Training with weights is not appropriate before adolescence and should always be done with trained supervision. - It is best for children to |
be playing against others of similar size and age. - Children's bodies can get too hot or too cold more quickly than adults'. They should not: - play sport for sessions that last longer than half an hour - play sport in very hot weather (over about 30º Centigrade) - stay in very cold water for long periods of time |
when swimming - and they should wear warm clothing between events if the weather is cold. - Children do not always know when they need to drink, and often need to drink before they feel thirsty. Make sure they drink water before, during and after playing. - In hot weather children need sunscreen, protective clothing and hats. - It is |
also important to protect children from emotional injuries such as: - being forced to do something they don't want to or are afraid to - being blamed, labelled or criticised for not doing well - being yelled at or abused by anyone - spectators, coach or players. - If children are injured during play it is important to get correct |
treatment to protect growing young bodies. See 'Cuts, grazes and bruises' for First Aid and seek medical advice. - The Australian Sports Commission - Junior Sport recommends that young children participate in modified sport so as to avoid the risk of injury and also to ensure that appropriate skills are developed using equipment that is suitable for young people. There |
are over 40 sports that have been modified to meet the needs of younger children. Your child's school will have information about modified sports. What parents can do Much sport for children and young people would not exist without support from parents as coaches, drivers, umpires, fundraisers and cheerleaders so parents play a very important role. For their own children |
parents can encourage their enjoyment of and participation in sport in lots of ways. - play and enjoy sports themselves so children are more likely to want to copy them and join in - play with children and teach them the skills - set challenges that children can succeed at and develop confidence, eg set the target for a throwing |
game just within the child's skill level - support children to take part in sports without making them do so or pressuring them to do what they don't enjoy - go with children to their sport and stay to watch them - encourage children and help them to focus on improving their own skills and doing the best they can |
do - give children encouragement for what they do well - show children how to be a "good sport" by how they themselves react to winning and losing, eg clap whenever there is good play, not just when it is your child or team that has succeeded - help children to learn the rules of the game and explain why |
rules are important - never criticise or blame children for mistakes. Help them see that everyone makes mistakes, and mistakes are to learn from. - Explain to your child that winning does not simply mean coming first or being the best. Achieving a personal best or performing a skill for the first time is just as important as winning and |
if things do not seem to be going well. - It is important that parents show courtesy and consideration at sporting events and do not argue with or abuse the umpires or other players. This stresses their own children as well as making it uncomfortable for everyone else. - If you believe that you cannot manage your own feelings at |
sporting events it is better to let someone else take your child. Resources and further reading Australian Sports Commission World Health Organisation, 'Diet and physical activity: a public health priority' The information on this site should not be used as an alternative to professional care. If you have a particular problem, see a doctor, or ring the Parent Helpline on |
Alcohol threatens production of mothers' breast milk Last updated at 17:47 06 April 2005 Breast milk: Affected by alcohol Drinking just small amounts of alcohol reduces the amount of milk women produce and affects breast-feeding, research have revealed. Just one or two glasses of wine was enough to affect negatively |
the hormones responsible for milk production, the study in the United States found. The researchers said their findings disproved the myth that drinking alcohol was good for milk production. The team, from Monell Chemical Senses Centre in Philadelphia, studied 17 women with babies between two and four months old. They |
were given either orange juice containing alcohol - equivalent to one or two glasses of wine - or just plain juice on different days. The women then used electric breast pumps to stimulate milk production, while blood samples were taken to measure oxytocin and prolactin - the two key hormones |
involved in breast-feedings. Produced less milk After consuming alcohol women took longer to release the first drop of milk and produced less milk overall. Oxytocin levels decreased by an average of 78 per cent and prolactin levels increased by 336 per cent when alcohol was consumed compared to when the |
women had just plain orange juice. Researcher Yanina Pepino said: "Under normal breast-feeding conditions, oxytocin and prolactin usually behave in tandem, such that sucking-induced breast stimulation results in transient release of both. "However, following alcohol consumption we saw divergent responses in these two key hormones that control lactation." Lead author |
Julie Mennella said the information from their study was important for women. "If a mother is drinking alcohol just to improve the quality or quantity of her milk, she needs to know that there is no evidence to support this claim. "In fact, what happens is quite the opposite." She |
added: "It's important for women to realise that these data should not frighten them away from breast-feeding. "Unlike the situation during pregnancy, when alcohol consumed at any time is always passed on to the foetus, a lactating woman who drinks occasionally can wait a few hours after she stops drinking |
to breast-feed so that her infant is not exposed to the alcohol in her milk. "However, she needs to be aware that the hormones underlying lactation and her milk production will be affected in the short-term." Dr Mennella said that as breast milk was a critical form of nutrients to |
only just works, sometimes! Looking at the 'Overall Tempate Program(Version 1.00 20051115).bas' it was easy to see why. The low voltage battery test was always being done because Now the response to the IR controller was snappy. But RoboNova still wasn't responsive during moves so I added a couple of lines in MAIN: to blink the blue LED to let me know when RoboNova |
'2006-07-09 robot_voltage: ' missing ENDIF before RETURN ' maximum AD(6) is 88 on fully charged battery ' not 148 as in original code ' test set at 80 as quite quickly 88 is too high '2006-07-09 MAIN: added LED blink in so we can tell when robot is ready to receive IR cmnds ' OUT 52,1 'blue LED OFF ' GOSUB robot_voltage ' GOSUB |
connectors is not in the printed manual nor in the PDF ( did Hitec have a zillion pixel screen to view the PDF?! Really unuseable as you have to keep scrolling sideways as well as up and down). Apparently though 0v is on the AD6 port and +V is on S11. ( I haven't yet tried the modification). Still the test seems to work |
Mixed and Interface Circuits : Most of the sensor interface and instrument inputs are analog; even if it event based like a limit switch, analog circuit protection and signal conditioning is required before it reaches the level sensitive digital circuit blocks. Starting with Schmitt triggers and to the VCO and A-D Converters, are grades of Mixed Circuits. I feel Comparators like LM339, Timers like |
the 555 and Phase Locked Loop PLL are fundamental mixed circuits as they have a analog voltage detection. DSP and uC with built in A-D or D-A or even SOC are Public ASICs and Fall in the Embedded Systems Block. Public ASICs are not user specific, they can be branded, numbered and provided with Application notes for the use of the Design Departments of |
any firm. User Specific ASICs are custom built and have only an application with that manufacturer for a Specific Product type. This also protects the IP of Code and Device Design. Custom ASICs are limited to the Platform and Technologies for which they were designed. Then we have programmable and configurable chips other than uC for logic like PLD, CPLD, FPGA and SOC, there |
is even some talk of mixed or analog configurable chips. It would be nice if they made a breadboard chip with 12 opamps, 24 comparators, Some PLD and a couple of uC. Then we certainly need software trimmable or tweakable Resistors and Trimpots. This is the Magnum Opus of EDA. A EDA Chip Printer may be coming soon ! (Affordable by small firms). Read |
How open-source technology can make government decision-making more expert and more democratic. George Bernard Shaw once wrote, "All professions are conspiracies against the laity," and nowhere is this more the case than in a democracy. Although political legitimacy demands accountability |
to an electoral process, those living in a democracy readily submit to what sociologist Michael Schudson calls the "permanent embarrassment" of expertise. We believe that administrative governance by a professional elite is the best way to organize decision-making in the |
public interest. Experts decide on acceptable levels of mercury emissions in the air, anti-discrimination rules in education and the workplace, and the standards for cross-ownership of newspapers and broadcasting stations. The justification for this professional decision-making, articulated by theorists ranging |
from Max Weber to Walter Lippmann, is that while citizens can express personal opinions based on values, they are incapable of making fact-based decisions on matters of policy. For Weber, the complexities of modern governance call for "the personally detached |
and strictly objective expert." Only institutionalized and governmental professionals possess the expertise, resources, discipline, and time to make public-policy decisions. And citizen participation is hard to organize and administer, and even harder to scale. It is one thing for 10 |
bureaucrats to debate a policy and come to an informed consensus; try getting the same result with 10,000 people–or 10 million. Now, however, new technology may be changing the relationship between democracy and expertise, affording an opportunity to improve competence |
by making good information available for better governance. Large-scale knowledge-sharing projects, such as the Wikipedia online encyclopedia, and volunteer software-programming initiatives, such as the Apache Webserver (which runs two-thirds of the websites in the world), demonstrate the inadequacy of our |
assumptions about expertise in the twenty-first century. Ordinary people, regardless of institutional affiliation or professional status, possess information–serious, expert, fact-based, scientific information–to enhance decision-making, information not otherwise available to isolated bureaucrats. Partly as a result of the simple tools now |
available for collaboration and partly as a result of a highly mobile labor market of "knowledge workers," people are ready and willing to share that information across geographic, disciplinary, and institutional boundaries. Consider how communal pooling of knowledge is already |
at work. An individual may submit the first "stub" about the history of the Ming Dynasty or the biography of Winston Churchill in Wikipedia, and a wider community of millions collaborates on writing, editing, and refining every article. Wikipedia is |
open enough to allow expertise to emerge, but it is also structured enough, with outlines and to-do lists, to set the rules for a certain kind of group collaboration–and that collaboration is producing high-quality results. Or take sites that utilize |
self-reinforcing "reputation" systems to improve quality and reliability. These so-called social-networking sites–like Dopplr for travelers, LinkedIn for business professionals, or Facebook and MySpace–use community rating and friend-of-a-friend (FOAF) accreditation mechanisms to build the reputation and trust necessary to form knowledge |
groups and communities. Making expertise relevant for the complex processes of policy-making also requires forming communities that can collaborate, but it goes beyond that. It demands "civic networking," tools designed for groups to transform data into knowledge useful to decision-makers, |
as well as the concomitant institutional practices designed to make use of that knowledge. Political philosophers from Aristotle to Rousseau to Rawls have suggested that when groups engage in the public exchange of reason, they produce better ideas. In practice, |
however, more talk usually slows decision-making and comes with the attendant problem of groupthink. Increasingly, however, we are discovering how to use computers to enable deliberation without endless talk and without having to be in the same room. And those |
structures–enforced through software–are what transform the subjective, free-wheeling, dynamic expertise of amateurs into effective communities of experts. For example, the Omidyar Network, the philanthropy launched by eBay founder Pierre Omidyar, asks the public to participate in awarding its grants. Rather |
than invite submissions from thousands of individuals–which would have strained resources to review–the Omidyar Network created an online framework for the interested community to deliberate and winnow the proposals first. Or consider New Assignment, which was launched to demonstrate that |
"open collaboration over the Internet among reporters, editors and large groups of users can produce high-quality work that serves the public interest, holds up under scrutiny, and builds trust." The site set forth the social practices to elicit collaborative reporting |
(instead of collaborative gossip-mongering), resulting in the publication of seven original essays and 80 interviews, as well as a series of stories about collaborative journalism for Wired magazine. While this fell short of the number of pieces the organizers had |
wanted, New Assignment still enabled the "crowd" to produce stories as good as any found in a national magazine and demonstrated how to organize (and how not) the process. Similarly, the Sense.us program at the University of California–Berkeley provides public |
mechanisms to allow people across disciplinary boundaries to collaborate in making, and thereby making sense of, census data graphs and charts. And the United States Patent and Trademark Office (USPTO) is taking this idea to the next level: connecting experts |
The Khampagar yogi center, called “drubde”, literally meaning “community of practitioners”, was originally started by the 4th Khamtrul Rinpoche (1730-1779), whose name was Chokyi Nyima. After the founding the Khampagar |
Monastery in the Eastern Tibetan area call Lhathok, he started the retreat center. From the very beginning only 13 yogis entered that retreat center, a number that manifested as an |
auspicious connection. The 4th Khamtrul Chokyi Nyima’s residence was near the place where the retreat center was built, and before starting it he offered a white torma at the place |
where he intended to build. Afterwards a self-arisen water source manifested there, and when he offered a torma to get rid of the obstructing forces, he asked his monks to |
erect some rocks at that place. The monks put up 13 rocks, which he perceived as an auspicious link to always have 13 yogis in the retreat center. The amount |
of water from the source there always remained the same, just enough for 13 people to sustain themselves. The masters Jampal Pawo and Khamtrul Chokyi Nyima were the teachers of |
Hamma Hamma Balds Natural Area Preserve Features Protected: This preserve protects rare ecosystems and plants on fragile grassland balds atop ancient oceanic basalt. (Mason County) Ecoregion: Puget Trough This 957-acre site protects a montane herbaceous bald ecosystem that supports two additional rare ecological features identified in the Washington State Natural |
Heritage Plan: the Roemer’s fescue-field chickweed-Junegrass community and the common bluecup plant (which actually is not very common in Washington State). Balds are open spaces within forests, typically found in rocky areas with shallow soils, which support a very different suite of plants and animals than the surrounding forest communities. |
The rock underlying the balds at Hamma Hamma consists mostly of basalt of oceanic origin created in the lower to middle Eocene period—roughly 60 million years ago. This fragile ecosystem hosts nearly 200 plant, moss and lichen species. Science, Research and Monitoring Public and private universities, other research institutions and |
All it feels like is someone is hammering against the inside of your skull. The pain may feel the same, but there are many different reasons why we get them. |
General headaches are some of the most common. These dull-feeling headaches can be brought on by things such as stress, lack of sleep, environmental factors such as smoke and pollution, |
hormonal changes, certain medications, too much or too little caffeine, and more. These types of headaches can be easily treated with over-the-counter medication, and are temporary. Other types of common |
In this set of video clips, Virginia educators demonstrate strategies and activities that can be used in vocabulary instruction in middle school classrooms. The strategies and activities presented here are not limited to English class, but can be used for any subject or content area involving vocabulary instruction. A facilitator's guide (PPT) provides additional staff development opportunities. The following video clips require the free |
Adobe Flash Player plug-in. Play Video Introduction by Dr. Linda M. Wallinger Assistant Superintendent for Instruction, Virginia Department of Education - Play Video Variation on Thesaurus Activity modifies the Thesaurus Activity and uses the concept to teach vocabulary from a novel unit. Play video Word Bugs and Word Flowers uses graphic organizers to teach vocabulary. - Play video Word Sketches shows an instructional strategy |
of teaching vocabulary through students' illustrations of words. Working with Words Manipulating letters and building words will increase students' vocabulary. The brain looks for patterns in words. By finding patterns, students will better learn and remember the words. - Play Video Open Word Sorts models a lesson on sorting multiple meaning words. - Play Video Closed Word Sorts incorporates mathematics terms into the language |
arts classroom. - Play Video Analogy Hangman demonstrates an innovative lesson teaching analogies using the synonym/antonym pattern with the game hangman. - Play Video Word Splash connects prior knowledge and vocabulary instruction in the content area. - Play Video Discuss Brainstorm Web models introducing a new unit of study in the content area classroom. Visualization and movement provide opportunities for students to imbed new |
vocabulary or concepts into their long-term memory. This lesson provides six activities, based on the six levels of Bloom's Taxonomy to teach a vocabulary word. - Play Video Reinforcing Vocabulary incorporates visualization and kinesthetic movement into vocabulary instruction. Special thanks to Annie Samsky , Newport News Public Schools; Beverly Loehn, Virginia Beach Public Schools; Kerri White and Anne Pennypacker, Chesterfield County Public Schools; Carrie |
From leaving the lights on to throwing empty water bottles in the trash, we all pollute one way or another. Most of the time, we don’t even know it (shocking, right?).The best way to reduce pollution is to avoid these |
common mistakes. 1. Washing your car near grass Sure, washing your car saves money, but it also causes pollution. The run-off from water gets contaminated by chemicals in fertilizers on nearby grass. Park your car away from grassy areas and |
wash away! 2. Using plastic or paper bags A huge amount of air and water pollution is made from producing plastic and paper bags. Bring a reusable bag when you shop instead. 3. Driving a short distance Instead of driving |
to your friend’s house around the block, take a walk. Not only will you be reducing carbon dioxide, but you will be saving money on gas and staying active. 4. Leaving chargers plugged in Leaving your phone charger plugged in |
when your phone is fully charged won’t make your battery last longer. Unplugging chargers is a simple way to reduce electricity, which will in turn reduce air pollution. 5. Eating meat Meat is an important source of protein, but certain |
types are actually worse for the environment. Organic fed animals produce less carbon dioxide than animals that are given hormones to grow larger. Buying free range meats will reduce air pollution and support the humane treatment of animals. Reduce pollution |
Dr. Greene’s Answer: An average weight for a 30-month-old boy is about 30 pounds. But anywhere from 25 to 35 pounds does not provoke concern, since 5 percent of healthy 30-month-old boys do weigh less than 25 pounds. However, this |
is still the level where you should look into possible causes for your child’s low weight. There are many problems that can cause this. When children don’t gain weight, it could mean they are not taking in enough calories, they |
are not absorbing enough of what they are taking in, they are burning too many calories, or they are not able to use the calories they do have for growth. You can try boosting your son’s caloric intake by giving |
him high-calorie nutritional drinks such as Pediasure. You can also make delicious, high-calorie drinks at home with whole milk, ice-cream or yogurt, and fruit. Additional calories can be obtained by adding, high-fat foods such as peanut butter and cheese to |
his diet. I also recommend starting a daily children’s multivitamin. There are many causes of failure to gain weight, and your pediatrician would be the best person to determine what type of evaluation would be needed in your child, if |
any. Keep a food diary for a week and bring it to your appointment with the doctor. Your doctor may determine that your child is at the perfect weight for his height and doesn’t need any extra food. It’s possible |
that he’s following his genetically programmed size and decreasing his appetite to hit his ideal weight. If he is at a good weight for him, then you can relax while sorting out the feeding issues. Last reviewed: September 24, 2008 |
Ketamine is as anesthetic drug used as medicine in both human and veterinary sciences. It is often known by other names such as special k, k, kett, cat valium amongst others. In its legal form ketamine is found as a liquid. When used as a recreational drug it can be injected or ingested orally and is common to find in |
powder which can be snorted. Ketamine was first synthesized in 1965 in the hopes of finding an alternative anesthetic to PCP. The United States Drug Enforcement Agency (DEA) believes that over 80% of the ketamine used recreationally illegally in America comes from Mexico. In the Unites States of America ketamine is classed a Schedule III substance. This means that if |
caught in possession of ketamine one could face up to five years in imprisonment and/or a fine of up to $250,000 In the United Kingdom ketamine is a Class C drug. This means that anyone found in possession could face 2 years in jail and/or an unlimited fine. If charged with possession and intent to supply one could face up |
to 14 years in jail and/or an unlimited fine. What is Ketamine? Ketamine on the street often comes in the form of powdered/crushed crystal with a bitter taste. Ketamine's full name is 2-(2-chlorophenyl)-2-(methylamino)-cyclohexanone with a chemical formula of: Ketamine is often mixed with ephedrine (used for allergies) by dealers in order to bulk and impure the powder to make more |
profit. Ketamine has a short acting hallucinatory effect usually lasting for 60 minutes when snorted and up to two hours when injected or taken orally. Effects of Ketamine include a sense of detachment from the body and external world. When taken in large amounts a stronger effect, often referred to as a 'k hole' is felt. A k hole consists |
of heavy dissociation believed to be similar to the effects felt by schizophrenia. Ketamine users may not be able to move physically when high (ataxia). Ketamine can induce panic attacks, depression and make existing mental disorders worse. While high on ketamine the user may experience slurred speech and nausea. Those using ketamine are at risk of serious physical injury due |
to the anesthetic affect numbing pain felt. Medical research is being done but it is believed that ketamine may cause a shrunken bladder. High doses of ketamine suppress breathing and heart function. This can lead to unconsciousness and even death. Ketamine is not believed to cause a physical dependency so no physical withdrawals are felt. Long term usage may create |
feelings of tension, a poor attention span and restlessness when abstinent from ketamine. Ketamine can create a psychological addiction and dependency. Because of this someone who develops the addiction is likely to keep using with complete disregard for potential harm to themselves. It is common for someone who uses regularly to have an increasing tolerance making it more dangerous for |
addicts as they feel the need to use more and more to get the same high as before. When unable to obtain ketamine, an addict may experience anxiety, depression and insomnia due to an inability to associate pleasurable experiences without ketamine involved. |
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