woman who helps support her family has remained in place, " she added. during the war, portugal maintained a permanent force of 220, 000 military troops – an enormous figure compared to a population at the time of 8. 8 million ( 10. 6 million today ). in the 1960s, one million people from portugal moved abroad for economic reasons or to avoid being sent to war in africa. women, torres said, " took on a central role in a country with very few men of working age. " nevertheless, " the predominant sexism persisted, and men continue to make a show of unacceptable machismo today, " she said. " by refusing to help do things around the home on the argument that ‘ i am a man, i don ' t do that kind of work ', which also causes serious domestic violence problems, men show that the sexist culture is still in place. " women are sometimes the target of violence, often with tragic results, because many men " base their masculinity on their wage - earning power, even though both men and women have been working and supporting the family for a long time now in portugal, " torres added. between january and november 2012, 30 women were killed in portugal by their partners or ex - partners, according to umar, one of the largest women ' s organisations in the country. that makes portugal the country with the largest number of femicides – gender - related murders – in the european union, in proportion to the population. but " working is also a kind of insurance against machismo, in the sense of women being aware that they are making a living and don ' t need men, " torres said. sociologist and researcher sofia aboim of the university of lisbon ' s institute of social sciences said that in the last eight years, the proportion of couples in which the woman is the main breadwinner has risen from two to 16. 5 percent. it is " obvious " that many men " have suffered a strong blow to their self - esteem, because their masculinity is traditionally associated closely with supporting the family, " she wrote in the newspaper publico about the conclusions of a study on the subject. aboim said this situation was seen especially in couples with low levels of education and in older couples, especially between the ages of 51 and 65. but torres said discrimination against women is also deeply rooted among more educated segments of the population, even though " there are many women with excellent educations - teachers and professors, for instance. " in general


, especially between the ages of 51 and 65. but torres said discrimination against women is also deeply rooted among more educated segments of the population, even though " there are many women with excellent educations - teachers and professors, for instance. " in general, " the highest - level posts are filled by men, even though, for example in the academic world, studies show that there is no difference in the production of research or articles. but women are not heads of institutes and are not on the boards of universities, with very few exceptions, " she said. one big exception is the centre for judicial studies, which provides training for future judges and prosecutors. because the centre accepts lawyers on the basis of competitive examinations, " 80 percent of those who have been accepted for training as magistrates in the last decade were women, because they scored higher than men. " the problems plaguing portugal affect everyone, " but in the crisis, women face greater difficulties, aggravated in cases in which their husbands are unemployed, because they still have to take everything on their shoulders. " the worst thing about this government ( of conservative prime minister pedro passos coelho ) is its complete insensitivity and indifference towards the plight of the people, " torres said. this is especially serious in portugal and other countries where sexism is predominant, she said, because " if a woman has work and her partner does not, she continues to do the housework, unlike what occurs in other places, where men participate in the housework when they are unemployed. " © inter press service ( 2013 ) — all rights reservedoriginal source : inter press service latest news headlines read the latest news stories : - u. s. strategy on water, development a “ major advance ” wednesday, may 22, 2013 - stressed ecosystems leaving humanity high and dry tuesday, may 21, 2013 - organic cooperative proves that agriculture can prosper in cuba tuesday, may 21, 2013 - indigenous brazilians learn to fight for the right to food tuesday, may 21, 2013 - seeking justice for dictatorship victims – two continents apart tuesday, may 21, 2013 - tackling crime takes on import as urban populations rise tuesday, may 21, 2013 - q & a : guantanamo ' has no right to exist ' tuesday, may 21, 2013 - unfpa focuses on contraception for 222 million in developing world tuesday, may 21, 2013 - caribbean farming gets its roots wet tuesday, may 21, 2013 - zimbabwe ’ s ruling party militias spread fear of voting tuesday, may 21, 2013


gnu mix development kit ( mdk ) mix is donald knuth ' s mythical computer as described in his monumental work the art of computer programming. as any of its real counterparts, the mix features registers, memory cells, an overflow toggle, comparison flags, input - output devices, and a set of binary instructions executable by its virtual cpu. you can program the mix using an assembly language called mixal, the mix assembly language. so, what ' s the use of learning mixal? the mix computer is a simplified version of real cisc computers, and its assembly language closely resembles real ones. you can learn mix / mixal as an introduction to computer architecture and assembly programming : see the mdk documentation for a tutorial on mix and mixal. mdk ( mix development kit ) offers an emulation of mix and mixal. the current version of mdk includes the following applications : - mixasm a mixal compiler, which translates your source files into binary ones, executable by the mix virtual machine. - mixvm a mix virtual machine which is able to run and debug compiled mixal programs, using a command line interface with readline ' s line editting capabilities. - gmixvm a mix virtual machine with a gtk + gui which allows you running and debugging your mixal programs through a nice graphical interface ( see screenshots ). - mixguile a guile interpreter with an embedded mix virtual machine, manipulable through a library of scheme functions. - mixal - mode. el an emacs major mode for mixal source files editing, providing syntax highlighting, documentation lookup and invocation of mixvm within emacs ( since version 22, mixal - mode is part of the standard emacs distribuition ). - mixvm. el an elisp program which allows you to run mixvm within an emacs gud window, simultaneously viewing your mixal source file in another buffer. using the mdk tools, you ' ll be able to - write, compile and execute mixal programs, - set breakpoints and run your programs step by step, - set conditional breakpoints ( register change, memory change, etc. ), - collect execution timing statistics, - trace executed instructions, - inspect and modify the mix registers, flags and memory contents at any step, - simulate mix input - output devices using the standard output and your file system. the user ' s manual


how to use bitmap in turbo c + + this simple program explain you about how to use bitmap in turbo c + +. note : before running this program you have to copy one file in your " bgi " directory. that file either you have to download from the net or i will provide you. the file name is " svga256. bgi ". copy this file at your " tc \ bgi \ ". your tc path. i am not able to attach this file because the file extension is not supported.. if you need this file, i will provide you. 1 ) you have to use the bitmap structure, there is no need to change anything in this structure. just copy this structure in one of the. cpp file like " bitmap. cpp ". char type ; / * magic identifier * / unsigned long size ; / * file size in bytes * / unsigned short int reserved1, reserved2 ; unsigned long offset ; / * offset to image data, bytes * / extern a header, header1 ; unsigned long size ; / * header size in bytes * / unsigned long width, height ; / * width and height of image * / unsigned short int planes ; / * number of colour planes * / unsigned short int bits ; / * bits per pixel * / unsigned long compression ; / * compression type * / unsigned long imagesize ; / * image size in bytes * / unsigned long xresolution, yresolution ; / * pixels per meter * / unsigned long ncolours ; / * number of colours * / unsigned long importantcolours ; / * important colours * / extern b infoheader, infoheader1 ; 2 ) in the main file i mean the file which contain the " main " function write this code. / / this global function is used for the resolution of the bitmap. you can set the return value either 1, 2 or 3. for me 3 is the best combination. int gd = detect, md, a ; initgraph ( & gd, & md, " c : \ \ tc \ \ bgi " ) ; / / path may be different in your computer. / / suppose you have one show function which read the bitmap from the disk. then this show function looks like this. / / here you have to define the path of the bitmap file. like according to this example i have to open one board1. b


show function which read the bitmap from the disk. then this show function looks like this. / / here you have to define the path of the bitmap file. like according to this example i have to open one board1. bmp file. so write you bitmap file path here. unsigned char ch ; file. read ( ( char * ) & header, 14 ) ; / / this is the header part of the bitmap. it always looks like same. don ' t change the content hear. the value remains 14 here. file. read ( ( char * ) & infoheader, 40 ) ; / / this is another part of the bitmap, here also the value remains same like 40 here. unsigned int i ; if ( palettedata ) / / if memory allocated successfully / / read color data / / don ' t change the code here because i have done some shifting here. its working fine. outp ( 0x03c8, 0 ) ; / / tell dac that data is coming for ( i = 0 ; i < 256 * 3 ; i + + ) / / send data to svga dac for ( i = 0 ; i < infoheader. height ; i + + ) / / this for loop is used to display the bitmap. file. read ( & ch, 1 ) ; / / here ch reads the color of your bitmap. putpixel ( xcor + j + +, ycor + infoheader. height - i - 1, ch ) ; / / xcor and ycor are the x and y cordinates. it depends upon you. / / another way to display the bitmap is. suppose i have another show1 ( ) function. this is simple as compare to previous show function. file. seekg ( 54, ios : : beg ) ; / / its remains same. means value always remains 54 file. seekg ( 256 * 4, ios : : cur ) ; / / its remains same means value always remain 256 * 4. for ( int i = 0 ; i < 40 ; i + + ) / / here 40 shows the height of the bitmap. it may be differ it depends upon the size of your bitmap. for ( int j = 0 ; j < 36 ; j + + ) / / here 36 shows the width of the bitmap. it may be differ it depends upon the size of your bit


it will take tens of billions of dollars to repair the damage wrought by superstorm sandy. but scientists who study climate change say repair is not enough. as the climate warms, ice sheets and glaciers will melt, raising the sea level. that means coastal storms will more likely cause flooding. so new yorkers, local politicians and scientists face a tough decision : how to spend limited funds to defend themselves from what climate experts call " the new normal. " new york city faces the atlantic ocean like a chin waiting to be hit, and sandy stepped up and whacked it. and there will be more storms like sandy. " storms today are different, " says jane lubchenco, who heads the national oceanic and atmospheric administration, which includes the national weather service. " because of sea level rise, the storm surge was much more intense, much higher than it would have been in a non - climate changed world. " even garden - variety storms may someday heave water up to your doorstep. so the question now is : how to prepare for the next big one? some things are a given. you can see this as you drive through staten island ' s shore neighborhoods. many of these houses are a coin toss above sea level. sandy knocked one - story bungalows off their foundations and flooded the rest. repair crews go from house to house, cutting up soggy flooring and hauling away debris. green and yellow stickers on the front doors tell a story : yellow means the house isn ' t habitable ; green means it ' s ok. marit larson, with the city ' s parks and recreation department, says most of the ok ones were built after the late 1990s, when building codes changed. " zoning codes required that no utilities were in the basement, " she says. " electrical and gas, heating whatever utilities they had, had to be built on the second floor. " in between houses you can see wetlands tall reeds and twisted trees in standing water. larson says normally they slow runoff from rainstorms. but sandy ' s 10 - foot - high surge overwhelmed them. " just simply the amount of water that came in and inundated these people ' s property that couldn ' t be held back by these wetlands, " larson says. she says wetlands could be useful for future storms, however, if you put them in the right place and make them big enough. along a beach, for example, wetlands help blunt the energy of incoming waves. but you need more. at this beachfront community, the beach


useful for future storms, however, if you put them in the right place and make them big enough. along a beach, for example, wetlands help blunt the energy of incoming waves. but you need more. at this beachfront community, the beach is flat and narrow not much help. sand dunes and sea walls engineer franco montalto of drexel university says it could be " nourished " built up with sand or sediment to create dunes that hold back the water. " and the evidence seems to be that places that had rehabilitated beaches suffered less damage than places that didn ' t, " montalto says. for years, the army corps of engineers has built sand dunes along east coast beaches. although many got swept away by sandy, they ' re relatively cheap to rebuild. it ' s the kind of defense that montalto calls " green infrastructure. " he says the green strategy has multiple benefits. " you know, a beach nourishment project could have value in terms of protecting houses, it could add habitat and could sort of enhance the value of this beach, " montalto says. new york is seeking about $ 10 billion to prepare for the next big storm. some experts, like montalto, say you get more bang for your buck with a " distributed " defense dunes, wetlands, bigger stormwater culverts, even urban parks that slow down the flow of water. they ' re cheaper and designed to fit the needs of a particular community. but city officials are contemplating plans to build huge sea walls across the mouths of the hudson and east rivers, for example, and even one from new jersey to new york. each would cost $ 6 billion or more. klaus jacob, a geoscientist at columbia university ' s lamont - doherty laboratory in new york, is skeptical about sea walls. " the only thing that barriers do is prevent storm surges, " he says. " now that ' s wonderful. it would have taken care of sandy and will take care of future storm surges up to a point. " that point being when sea levels rise enough to push a storm surge over the top of the sea wall. since no one knows how high levels will go, a sea wall could become obsolete in a few decades. moreover, a sea wall is open most of the time to let traffic through. so as the ocean rises, it will raise the river level, too. " so now we have barriers. the sea level rise still goes wherever it wants to go,


moreover, a sea wall is open most of the time to let traffic through. so as the ocean rises, it will raise the river level, too. " so now we have barriers. the sea level rise still goes wherever it wants to go, " he says. jacob isn ' t against sea walls, but he says the city needs to figure out ways to live with higher sea levels and flooding, even if that means abandoning some flood zones. cynthia rosenzweig, a climate scientist at nasa ' s goddard institute for space studies, says most new yorkers have reached a tipping point on the subject of climate change. " the evidence is indeed piling up that climate change is no longer something that is happening in future decades, and everyone ' s eyes are glazing over as the scientists are talking about it, " she says. rosenzweig co - authored a report that looked at the costs and benefits of preparing the city for climate change. it calculated that $ 1 of prevention saves $ 4 in future repairs. " if we ' re going to be having this much damage again and again, our whole economy of our region will not be able to survive, " she says. and as former new york mayor ed koch once said, " new york city is where the future comes to rehearse. " copyright 2012 national public radio. to see more, visit http : / / www. npr. org /.


what if each new fragrance we test was actually leeching away our brain ’ s processing power? that ’ s the first thing i thought when i read an article on salon. com reporting the findings of dr. eric spangenberg, an environmental psychologist and the dean of washington state university ’ s college of business. dr. spangenberg carried out a study in a home - goods store in switzerland and two others with his undergraduates in the us to compare the effects of three olfactive environments : unscented, scented with orange, and scented with a more complex blend of orange, basil and green tea ( the two scents both tested as similarly pleasant ). it turns out the single - note scent was the only one to make a difference : in the swiss store, customers spent 20 percent more, while the undergraduates solve more computerized anagrams more quickly. no - scent and complex scent environments yielded identical results. it would make sense that a pleasant scent, if it is compatible with the environment, would drive customers to linger in a store and therefore be exposed to more temptations. it ’ s also quite possible that the smell of oranges lifts the mood of students solving anagrams, therefore enhancing their intellectual performance because they ’ re less stressed out. when i reached out to dr. spangenberg to discuss these issues, this is what he answered : “ our interpretation of fluency theory suggests that it is either, as you suggest, increased affect for the simple scent and therefore they are in a better mood, or the scent enhances cognitive capacity ( and isn ’ t too complex and therefore taking up processing capacity ). it could be some combination of both explanations which would help explain why we found no difference in response behaviors between complex and no - scent, and simple scent was better ( significantly ) that both of those conditions. ” the processing fluency theory he refers to is “ the ease with which information is processed in the human mind ” ( according to wikipedia ). it seems that “ high fluency is subjectively experienced as positive ” : in other words, we feel good when we can suss something out easily. in this theory, fluency has a bearing on what we find beautiful based on symmetry, familiarity, etc. this would explain why the orange - basil - tea, though as pleasant as the orange, doesn ’ t produce the same effect when people experience it without being aware of it. their brains are actually using up processing resources to identify the notes – a bit like a background program slowing other software down


- tea, though as pleasant as the orange, doesn ’ t produce the same effect when people experience it without being aware of it. their brains are actually using up processing resources to identify the notes – a bit like a background program slowing other software down. because the fragrance itself becomes a problem to be solved, they are less engaged by other stimuli ( buying napkins or solving anagrams ). it ’ s like a nagging, subconscious “ i ’ ve got it on the tip of my tongue ” feeling. this may be why i, for one, refrain from testing a new fragrance – or even from wearing fragrance at all – when i ’ m about to tackle a tricky intellectual task. as though i needed to shut the “ background program ”, the floating attention required to turn my impressions of a fragrance into words as i experience it over the hours. but on the other hand, floating attention – as opposed to knitted - brow, “ pick out the notes ” sessions over blotters – is usually what yields the most creative results. it ’ s when i forget the fragrance that i find the words. they pop up while i ’ m performing some mindless activity like walking or taking a shower. which is where processing fluency must kick in : i ’ ve trained the smell = > words paths in my brain, so the connection happens spontaneously when i ’ m not trying to force it. all perfume lovers are familiar with that eureka moment. this makes me wonder whether it ’ s possible that some fine fragrances, despite their complexity, achieve a harmony that makes people process them fluently without even being aware of it. not necessarily because they are simple, figurative and / or familiar, but because somehow their olfactory forms make as much sense as the smell of oranges, echoing proportions, or achieving the same relationship between their notes, as something produced by nature. perhaps that is the key to the success of some original fragrances – as opposed to copycats : people perceive these proportions subconsciously and respond to their harmony. it ' s also possible that becoming more fluent in the language of scent, dedicated perfume lovers may experience the pleasurable feelings procured by fluent processing more frequently. in that case, though testing different scents drains some of our brainpower, we ’ d be benefitting because this fluent processing would subtly enhance our mood, and maybe even our cognitive capacities. that ’ s probably not something that can be tested in labs, but it ’ s a damn sight more reassuring than to think all those vials around my computer


top online resources for homework help from atlases to study guides, these recommended websites will help students ace their assignments. by miriam myers does your child ' s math homework have you stumped? does he need help with a science project? direct him online to the growing number of homework help websites to help him find answers to his burning questions. such resources range from reference sites to those staffed by experts. a site may have teachers or professionals your child can email to ask a question. if she has a question about the planets, she can find an expert astronomer. help your child check the site to see when she can expect an answer — it may take a few days or weeks. reference sites range from atlases to encyclopedias. they are a place your child can go to access information to help answer their questions. if your child is doing research on sea animals, he can use a reference online such as an almanac or an encyclopedia to help complete his homework and develop his research skills. check your local library ' s website too. some, like the boston public library, offer reference material as well as online help from real people. to access the online help features, you may need to enter your library card number. there are websites that are subject and grade level specific. some sites give free advice, while others charge a fee. help your child learn that it ' s important to evaluate the source of any information she gets online and show her how to find the " about us " section of a site. inform your child that these sites are tools to help her answer questions and that she will need to cite and acknowledge others ' work correctly. the following sites will assist you in finding resources to help your child successfully complete his homework assignments. while these sites are for kids, it is always a good idea to supervise your child while he is online. fact monster : homework center this kid - friendly site from information please, a pearson education company, sorts information by subjects, homework skills, reference sources and tools. find information on how to write a research paper and how to cite sources. browse the almanac and find an interactive periodic table or click on the atlas to find country, state and city profiles. this website, created by an elementary school teacher, has compiled a list of homework help, reference resources, and search engines for kids. you can do a search or click through the topics to find information about subjects, such as insects or the history of toys. education world : study skills and homework help this site for teachers lists several homework resources. check


floating gardens ( mexico, bangladesh ) floating gardens extend the growing area of rural communities where land is scarce. they are built by piling mud on top of anchored reeds in the water to construct a fertile bed for growing vegetables. the method is both cheap and sustainable. the method dates from pre - hispanic times in mexico, when the aztecs constructed chinampas or floating gardens in the canals of lago texcoco. the gardens became one of the most productive farming systems ever developed. by the time the conquistadors came, the area of xochimilco had become a rich agricultural district where many of the city ' s flowers, fruits and vegetables were grown. the gardens still produce flowers, fruits and vegetables today, and have become a favourite spot for both locals and tourists alike. floating gardens are amongst the options promoted to support the lives of the rural poor bangladesh. crops produced include kang kong ( leafy vegetables ), okra ( lady ' s finger ), gourd, brinjal ( aubergine ), pumpkin, and onions. when the rafts decay they are broken up and used as compost. a new raft is prepared for the next crop. the lives of once destitute families have been transformed by cultivating floating vegetable gardens on the brahmaputra waters. as one farmer put it : “ this has made a great difference to my life. now i have enough food in the floods and i can give some to help my relatives as well ”. training on the construction and use of floating gardens is provided by practical action and gono unnayan kendro ( guk ), a local ngo. green growth opportunities in the greater mekong


walruses in greenland the walrus with its large body and highly distinctive tusks is easily recognisable. its tusks can grow up to 50 centimetres ( 20 inches ) in length and are used by the walrus as a useful tool, for example when hauling itself up onto an ice floe. the tusks are also used in self - defence when killer whales or polar bears attack the walrus, which can be up to 3 metres ( 10 feet ) in length and weigh 1000 kg ( 2, 200 lbs ). where to find walruses walruses are seen on land and along the coast throughout east greenland, in particular between 63° and 81° n. in north greenland the davis strait, baffin bay and the thule district are the best places to see walruses. in west greenland - where the walrus does not venture onto land - they can be seen from sisimiut and north towards the thule district. considering that greenland ' s coastline is more than 44, 000 km ( 27, 500 miles ) in length, walruses are relatively few in number. forage for food walruses generally stay close to the edge of the sea ice or on drifting ice floes where the depth of the sea is less than 100 metres ( 330 feet ). here it can dive to pick up mussels and molluscs, which make up its chief sources of nutrition, and it is thought that it uses its tusks to scrape the seabed looking for food. hunting for walruses for the inuits the walrus has always been an important animal to hunt, and one which was also particularly dangerous to meet in a kayak. its beautiful tusks have afforded it respect in greenlandic myths and legends, but also almost cost it its existence due to intensive hunting by foreign companies which began as early as the 17th century. in 1952 the walrus became a fully protected species, and since that time populations have gradually recovered. today quota - based hunting of the walrus takes place in greenland ' s hunting districts, and the export of souvenir products from the walrus requires a cites certificate, which can be obtained from tourist offices or in souvenir shops.


griffin hospital and the valley school districts ( shelton, ansonia, derby, oxford, and seymour schools, including emmett o ’ brien technical ), are committed to promoting the health of the valley community and to combating childhood obesity. the valley initiative to advance health & learning in schools ( vitahls ) brings together griffin hospital, the yale - griffin prevention research center, and the 5 valley school districts to develop, implement, evaluate, and sustain a valley - wide school - based childhood obesity prevention program to reduce the prevalence of obesity in students in grades pre - k – 12. - to reduce the prevalence of obesity and to promote the health, wellbeing, and academic readiness of students enrolled in the 5 valley school districts. - to develop a comprehensive and sustainable obesity prevention initiative that focuses on nutrition and physical activity for children in grades pre - k – 12. - to extend the health promotion efforts to include parents / family and school staff. objectives of the vitahls initiative - to create an obesity prevention initiative designed to increase nutrition knowledge and healthy eating and increase physical activity within and outside of the school day - to create and support a health promoting environment within the school setting. - to create programs / activities that can be easily incorporated into, and with minimal disruption, to the school day - to include policy, environmental / structural and educational components - to create programs / activities that are sustainable over time with little to no budget impact on schools, and / or - to secure funding to support any program related costs - to include and encourage participation at all levels – students, parents, family, teachers, staff - to increase community awareness of obesity and health related risks - be communicated and promoted effectively - to evaluate the impact of the vitahls initiative - to demonstrate improvement in the health of students by - reducing the prevalence of obesity - reducing the average number of sick days per student griffin gala 2012 : dr. david katz dr. katz talks about the desperate need for the vitahls program, and what needs to be done to combat the childhood obesity epidemic. examples of abc for fitness© ( activity bursts in the classroom ) mrs. card ' s abc for fitness© ( activity bursts in the classroom ) todd howes ' sports galore abc for fitness© ( activity bursts in the classroom )


the battle was the royal navy ' s last battleship action, against the last major surface threat to the fraught russian convoy route between scotland and murmansk via iceland. each convoy had three layers of protection : a close escort of destroyers, intermediate cover by cruisers and the distant support of battleships of the home fleet, commanded by admiral sir bruce fraser. the germans ' occupation of norway enabled them to threaten passing convoys with aircraft, u - boats and surface ships separately or simultaneously, which made the route uniquely dangerous for the allies even without the appalling weather. grand admiral karl donitz, commander of the german navy, persuaded a reluctant hitler in december 1943 to sanction a new surface foray against the russian convoys. rear - admiral erich bey left the altenfjord in north norway in the scharnhorst, escorted by five destroyers. admiral fraser had anticipated the move as he organised the distant cover for one westbound and two eastbound convoys aboard his flagship duke of york. intermediate cover was provided by vice - admiral robert burnett ' s three cruisers, including hms norfolk, on which lieutenant - commander pollock was gunnery officer. german aerial activity and a flurry of signals, deciphered at bletchley park, revealed that the scharnhorst was about to come out and attack eastbound convoy jw 55b. fraser raced eastward from iceland. he hoped to catch the germans between burnett to the north - east and himself to the south - west while the threatened convoy was diverted away from the scene. the cruisers sighted the scharnhorst on the morning of december 26 and opened fire. pollock ' s shooting was the best, enabling the norfolk to score a few hits before the heavily armoured scharnhorst, several knots faster, drew away for a second pass at the convoy. but burnett remained between her and her target, leading to a second clash in which the norfolk lost a gun turret. none the less the cruisers conveniently caused the scharnhorst to turn towards the duke of york, approaching at top speed. fraser ' s flagship sighted her just after 4pm. he surprised the germans when he opened fire at six miles, the start of a big - gun duel that lasted 90 minutes. a torpedo attack by destroyers finally slowed the scharnhorst sufficiently to enable the duke of york and the cruisers to surround her and hammer home their final salvoes. only 36 out of nearly 2, 000 german sailors survived. pollock was born in altrincham, cheshire, in 1916, into


berkeley lake - the term " summer camp " usually conjures images of outdoor play and physical activity. however, these assumptions are false when it comes to camp invention, a summer day camp focused on hands - on education. the nationally acclaimed camp is a weeklong program for rising first - through sixth - graders that combines science and creativity to open up kids ' minds and broaden their horizons. camp invention uses hands - on activities that teach kids to use their imaginations to invent solutions to problems. the camp consists of five modules to help accomplish this feat. these modules, or classes, encourage kids to take apart used appliances, and then recycle the different parts to create something new. each module focuses on something different, and the focus ranges from transportation to alien invasion. the unique idea for camp invention was developed by the national inventors hall of fame in 1990. the camp began as a summer program taking place in two elementary schools, but has since grown to reach more than 800 schools in 46 states. in georgia, camp invention takes place at several elementary schools throughout the summer. at berkeley lake elementary school, students and staff friday finished a successful week at camp invention. director kathy bentley said the camp concentrates on bringing the participants creative, problem - solving experiences that don ' t involve homework, tests or worksheets. " the kids think of things in different ways here, " bentley said. " they have fun with the hands - on activities. " in the " wild blue y ' under " module, campers created different modes of transportation. sixth - grader parker cutler, and her team, the " motorgirlz, " were trying to invent a rolling car that would be faster than the other team ' s creations. to make their car, the girls and their fellow campers were using supplies from a large table of appliance parts. " we get to use our imagination for these projects, " cutler said. cutler ' s friend, fifth - grader hayley williams, agreed. " you can create anything you want, " williams said. " there are no limits. " the motorgirlz collectively decided heavier cars rolled faster, so were determined to create a heavy, unique car. " the teacher gives you a general idea about the project, " cutler said. " but you get to make whatever you want. " just down the hall, in the " i can invent module, " third - grader olivia johnson was surrounded by appliance parts as she concentrated on creating a robot. "


said. " but you get to make whatever you want. " just down the hall, in the " i can invent module, " third - grader olivia johnson was surrounded by appliance parts as she concentrated on creating a robot. " i want to make a robot that can cook, " johnson said. " so he can help my mom cook when she is too tired. " johnson was using the cover pieces from a portable cd player for the robot ' s head, and the case of a graphic calculator as one of the robot ' s arms. johnson said her favorite part of camp is taking appliances apart. " you get to see things you never knew about, " johnson said. third - grader blake davis was also working hard on his own invention. davis was trying to create a shocking device. camp invention has stringent safety regulations, so none of the supplies davis used in his device carry an electric charge. however, davis used his imagination to overcome his creation ' s physical short comings. " this is to shock annoying people, " davis said, as he described his invention. at camp invention, participants also get a taste of forensic science as they investigate a pretend crime scene. in the " solve it " module, campers are encouraged to be detectives and discover who stole an inventor ' s log. " the kids get really serious and are very observant, " bentley said. " they focus on putting information together. " jack kraus, a second - grader, said the crime scene investigation was his favorite part of camp invention. " i like finding out different clues, " kraus said. with it ' s unique approach, it ' s no surprise camp invention continues to grow and attract more campers. " the program appeals to a wide range of kids, " bentley said. " everyone can be successful at camp invention. " most people don ' t expect summer camp to be a haven of knowledge and scientific discovery. but then again, most people don ' t usually expect science and learning to be so much fun. when asked about her favorite part of camp invention, fifth - grader sarah krix couldn ' t decide. " i can ' t choose, " krix said. " it ' s all fun and i like everything about it. " camp invention is clearly breaking the mold for both science and summer camps alike. todd bentley, a staff member at camp invention, said he loves seeing the kids be inventive and create new things. when asked to describe camp invention,


| create time | listen carefully and attentively | be honest | be a credible source | communicate clearly | have reasonable expectations | empathize with your child every parent grapples with the " best " way to respond to those difficult questions that inevitably pop up as children get older. it is often hard to develop an explanation that will provide accurate information and be appropriate to your child ' s age and maturity level. and let ' s face it — sometimes certain questions are just plain uncomfortable. yet parents are the best resource a child has — and experts agree that developing an established pattern of open communication right from the start can give your son or daughter a healthy base of security and the ability to make sound decisions in the future. but, if parents communicate the message that " you can ' t talk to me about that, " children will seek their answers elsewhere. there is no magic answer for every question your son or daughter asks. but, here are some guidelines that can help you address these questions with confidence. establish a habit of open communication at the beginning of your child ' s life. even before she can properly phrase a question, explain things to her constantly. simply hearing language encourages vocabulary and communication. children ' s first questions often consist of two words such as " go bye - bye? " or " more cookie? " instead of responding with a simple " yes " or " no, " respond with an explanation using full sentences. for example, in response to the question " go bye - bye? " you might say, " yes, it ' s time to go to the store. we need to pick up some food for dinner. do you want to help mommy? " frequent dialogue throughout these formative years will encourage healthy communication patterns. in addition, children learn that parents are a resource for having their questions answered. stop what you are doing, look her in the eye, and focus on what your child is saying and asking. children will be drawn to whomever they perceive as taking an interest in them. if they sense that their parents don ' t have time, are not interested, or are uncomfortable answering their questions, they will find their answers elsewhere. amanda, age 16, states, " i hate it when i ask my mom a question and she just keeps working on her computer. i get mad at her and she tells me she ' s still thinking, and she ' ll get back to me. but she never does. " in addition to carefully focusing on the question, also take note of what they are not asking


computer. i get mad at her and she tells me she ' s still thinking, and she ' ll get back to me. but she never does. " in addition to carefully focusing on the question, also take note of what they are not asking. this can be helpful in understanding them better. listen carefully and attentively a child ' s innocence is often reflected through her questions. questions like " where do babies come from? " and " is grandpa going to die? " are questions that deserve an honest answer, yet many adults are tempted to give false or vague answers in an effort to protect the child from the truth. children are seeking to make sense of their world. even though the reality of life is sometimes difficult for anyone to face, giving children false information only confuses their sense of reality and creates distrust. eventually they will be faced with the truth. consider their age, experience, and maturity. then, present them with an honest and developmentally appropriate answer. do not be afraid to say " i don ' t know the answer to that question " when it is the most honest response. then discuss how you can explore the answer together. balancing the truth and your child ' s stage of development can be a challenge. children learn best when they can base new information on existing knowledge. therefore, when you are answering your child ' s question, consider what is already familiar to her. this can be a guide as you explain the answer. be a credible source to be effective, you need to be a credible source. if your child is asking questions about topics like sex and drugs, be sure you are well informed. your advice will be most credible in the eyes of your child when you give them accurate and current information. do not just rely on your own experiences and / or personal assumptions. investigate the facts. if you need time to do this, be honest with your child and let her know that you need to get more information. children will respect your perspective more when they know it is based on facts and that you care enough to invest time in them as well as their questions. janelle, a mother of two girls, morgan, age 6 and elli, age 8, learned this lesson first hand. at age 6, morgan approached her mother with the question " what is a rapist? " she thought carefully, then responded by telling her that a rapist is someone who touches you where you do not want to be touched. morgan seemed satisfied with this explanation. the following morning as morgan was saying goodbye to her


is a rapist? " she thought carefully, then responded by telling her that a rapist is someone who touches you where you do not want to be touched. morgan seemed satisfied with this explanation. the following morning as morgan was saying goodbye to her mother, she said " bye mommy, i hope no one rapes your eyes today. " at that point janelle realized that her explanation was not clear and had been misunderstood. over the next several months, janelle began explaining the difference between healthy and unhealthy sexual experiences. with this as a background, janelle was able to give a more clear explanation of a rapist. it is tempting to give vague explanations when we are unsure of what children know and understand. begin by asking the child what she thinks the answer is. this can help guide parents in giving a more clear explanation. have reasonable expectations children need time to process information. sometimes the questions they ask trigger a great deal of emotion and parents become eager for the child to respond in a certain way to the advice they have given. when the child feels pressure to conform, she will often respond with resistance. it is best to offer suggestions and further questions instead of giving orders. empathize with your child growing up is difficult. a child ' s perspective is often very different than a parent ' s perspective. take time to consider the child ' s point of view. think about her individual temperament, circumstances, relationships, and other factors. all of these issues affect the child ' s development. children need to feel that they are understood, even when they cannot understand themselves.


part 4 - darwinists ' methods of deception of the world - 5 10. darwinists try to use the similarities between monkeys and humans we have already mentioned that darwinism is based on a most simplistic logic and tends to account for life in a most superficial and facile way. as a result, one of darwinists ' most important propaganda tools are monkeys. due to various aspects of their anatomical characteristics, monkeys really are created to be similar to be humans. these similarities are something that deceive most darwinists, and thus lead them to mislead others. in order to be able to make use of the similarity between humans and monkeys, darwinists look at a monkey and emphasize various aspects of its behavior, such as use of tools or ability to learn. the aim is to supposedly legitimize the famous darwinist deception that humans are descended from apes and cause people to form that impression. once some people have been exposed to such conditioning, and go to the zoo or watch a documentary about monkeys, they develop a specific opinion along those lines. so influenced do they become by this darwinist deception that they are easily able to believe that a living thing they see could easily turn into human being " if it grew a bit, shaved off its fur and ate better food. " a few technical similarities laid the foundation for successful darwinist conditioning. programs about monkeys that have learned various primitive forms of behavior similar to those in human beings appear again and again on darwinist tv stations and internet sites. some viewers who see what a monkey can do when trained, and who have little knowledge of darwinism, come to possess a completely erroneous perspective because of the darwinist conditioning they are subjected to. intelligent behavior exhibited by monkeys is shown over and over again in order to strengthen the propaganda regarding these creatures being man ' s supposed earliest forebears. yet this is just another darwinist deception. it is true that monkeys do have some characteristics that resemble those in humans. but this does not alter the fact that humans and monkeys are two completely different entities. by allah ' s leave, so long as there are monkeys in this world they will never be anything other than monkeys. no matter how much they are trained they will never turn into humans with characteristics such as the ability to think, perceive, interpret, foresee, behave intelligently, make judgments, act in a planned and conscious manner or speak. no matter how much they repeat their efforts, monkeys will never be able to design airplanes, build skyscrapers, write poems or


, perceive, interpret, foresee, behave intelligently, make judgments, act in a planned and conscious manner or speak. no matter how much they repeat their efforts, monkeys will never be able to design airplanes, build skyscrapers, write poems or study human beings in the laboratory. no matter how much training they receive, they will never be able to design a project, or produce a superior civilization through reflection and planning. this is because a monkey is an entity with the anatomical features specially bestowed on it by allah, but bereft of the ability to speak and, most importantly, bereft of the human consciousness, of mind and soul. the fact it has a few abilities is definitely not proof of the claim that it is the ancestor of man. in making these claims, darwinists try to make forget the main difference between humans and monkeys. man is an entity capable of saying " i am, " who is aware of his own existence and why he is created, who is capable of reflecting on the reason for his existence and of making judgments. for that reason, man is a totally different entity to other life forms. compared with this, anatomical similarities and abilities have only a minor differential capacity. a conscious entity, aware of its own existence and capable of saying " this is me, " cannot be accounted for in any materialist terms. no materialist account can explain a supposed transition from a life form unconscious and unaware of its own existence into one with a soul and aware of its existence. darwinists can produce as much false evidence for this unscientific account as they wish ( and all the fossils so far produced have been fraud ), but they will never be able to account for the human soul and consciousness. that is what darwinists do not wish to speak of and that inflicts total despair on them as they speak of the co - called evolution of man and try to impose a whole series of false skulls as evidence for this. in addition to all this, there are other living things that display far more intelligent characteristics than monkeys, whose abilities darwinists imagine are the greatest form of evidence. crows, bees, beavers and termites sometimes behave far more intelligently than monkeys, and behave in a way that requires far more ability. for that reason, this claim based on ability and skills is totally misleading. first and foremost, darwinists need to account for what makes human beings human ; how they are affected by what they see and hear, how they think about these, use reason, possess feelings such as respect


based on ability and skills is totally misleading. first and foremost, darwinists need to account for what makes human beings human ; how they are affected by what they see and hear, how they think about these, use reason, possess feelings such as respect, love and loyalty, and possess a soul that enables them to make decisions and judgments. this mindset, that believes in the absolute existence of matter and that regards human consciousness as simply a collection of neurons, is totally speechless in the face of the existence of the soul. for a long time now, darwinists have been working on the origin of consciousness and on imaginary evolution ; or, to put it another way, they have been producing propaganda methods on the subject. but since it is impossible for them to account for matter with a concept that has no material existence, or even to produce an alternative interpretation, they make no claims on that subject at all. indeed, the origin of consciousness, the soul that makes human beings human, belongs to allah. allah has bestowed this as a blessing from himself, and in this way has made humans different to other life forms. the darwinist deception is speechless and baffled on this matter. allah reveals in the qur ' an that he creates man from his own spirit : he who has created all things in the best possible way. he commenced the creation of man from clay ; then produced his seed from an extract of base fluid ; then formed him and breathed his spirit into him and gave you hearing, sight and hearts. what little thanks you show! ( surat as - sajda, 7 - 9 ) an intelligent crow crows from the species corvus moneduloides living on new caledonia in the pacific islands are far superior to chimpanzees when it comes to making tools. researchers investigating crows in their natural habitat on the island of new caledonia in 2003 concluded that the knowledge of tools these animals employed revealed a " technological progress " handed down between generations and individuals. the final example of this miraculous behavior is the behavior of a crow called betty studied in a laboratory in oxford university. betty turned a metal rod into a tool by bending it, with no outside intervention. when her beak was unable to reach food at the bottle of a deep bowl, she found a metal rod for herself in the laboratory and bent the end, turning it into a hook. she was then easily able to extract the food. there is one very important point here that really amazed scientists ; betty was able to realize how the length and flexibility of a material she had never encountered


and bent the end, turning it into a hook. she was then easily able to extract the food. there is one very important point here that really amazed scientists ; betty was able to realize how the length and flexibility of a material she had never encountered before would be of use to her. she managed to bend that flexible material in a manner entirely appropriate to her needs. when scientists wishing to establish whether this achievement of betty ' s was the work of coincidence tested the crow, she achieved the same success 9 times out of 10. the scientists stated that despite tiny betty ' s brain she exhibited a level of intelligence far higher than that of chimpanzees. the bbc, which maintains its darwinist prejudices, commented that " betty has put our closest relatives to shame. " betty is just one of many birds capable of " intelligent " behavior. much research into this is going on is the scientific world. ( for details see, the miracle of talking birds by harun yahya ) these all reveal that evolutionist claims about chimpanzee behavior are largely for propaganda purposes. all comments based on the intelligence of chimpanzees, and claims of a family link between human beings and chimpanzees, are obviously false. 11. darwinists try to spread their visual conditioning and bewitchment you have probably seen this in all darwinist publications. for years, they attempted to portray nebraska man as the most important evidence for evolution. a familiar picture accompanies the articles written about this fictitious creature. an ape - man with a slight stoop, with his wife, habitat, the weapons he used for hunting etc. etc. so detailed is the picture that people have developed a sufficient mental image of this mythical entity. the darwinist aim has been achieved for readers with little opportunity to do their own research and with little knowledge of the subject. readers unaware of the darwinist deception have easily been convinced of the existence of an ape - man living with his family in a primitive environment. but this is not true. the fictitious entity known as nebraska man was based on a single tooth. as we have already described in detail, the tooth in question belonged to a wild pig. in other words, a conviction formed by conditioning people with visual stimuli was produced on the basis of a molar tooth belonging to a wild pig. images of the mythical family of nebraska man were then produced in some way from this pig tooth. to put it another way, enormous cheating went on, and people were blatantly lied to. this


a molar tooth belonging to a wild pig. images of the mythical family of nebraska man were then produced in some way from this pig tooth. to put it another way, enormous cheating went on, and people were blatantly lied to. this method of conditioning is still going on. pictures of fish starting to move from the sea onto dry land and whose fins are gradually turning into legs are total figments of the imagination. darwinists use the same methods in order to make people believe in such a passage, which is devoid of any evidence. placing a series of monkeys gradually becoming more and more erect and turning into humans alongside such reports in scientific journals or web sites carrying this deception makes it possible for the issue to be equated with evolution. shown this report and accompanying visual indoctrination, any reader may perceive this as part of, or even evidence for evolution. most of the time they do not even read the words in the reports, but these pictures reminiscent of evolution remain in their memories. the same people are subjected to the same conditioning from pictures of evolution placed alongside reports about cloning or the human genome project, but which actually have nothing to do with it. the impression is given that any scientific progress in the human genome project is actually scientific proof of evolution. this fraudulent visual conditioning is a typical element of darwinist propaganda. it is one of the most frequently employed psychological conditioning techniques. the fact remains, however, that elaborate reconstructions based on a fossil skull are just works of art that if nothing else, certainly reflect the imaginative powers of different artists. just as in the example of nebraska man. this had absolutely nothing to do with science. not anything to do with evolution. all that is happening is fraudulent indoctrination rather than the production of any scientific evidence. jonathan wells summarized this darwinist fraud : this remarkable set of drawings shows clearly how a single set of fossil bones can be reconstructed in a variety of ways. someone looking for an intermediate form to plug into ape - to - human sequence could pick whichever drawing seems to fit best. the reason why darwinists can perpetrate such fraud so easily is that they can take fossils of extinct life forms, shape them as they wish, and give them whatever appearance they so choose. darwinists use these reconstructions they manufacture so intensively that a book about evolution many volumes in size could be filled with these false pictures alone. indeed, these reconstructions may be the only materials in the possession of a museum of natural history. they show people these false pictures and models


manufacture so intensively that a book about evolution many volumes in size could be filled with these false pictures alone. indeed, these reconstructions may be the only materials in the possession of a museum of natural history. they show people these false pictures and models over many years and give the impressions that the subject really once existed. of course, many people who visit such museums may not admit to the possibility that everything exhibited in a museum of natural history, with official backing and supervised by professors and scientists, is actually a lie and a fraud. they may be affected in this way by what they see and form the opinion that such a mythical life form, with a tiny head, a huge jaw, a stooped gait and a body covered in hair must indeed once have existed. many people there will not know, and will never investigate, that the subjects of these false statues and pictures never lived at all, that they are completely fraudulent, that not a single fossil remain exists to corroborate them and that, on the contrary, the fossil record totally refutes them. the conditioning they are subjected to is so powerful, and the people supporting it so eminent, that even questioning its veracity may seem utterly illogical to them. but in this way, they are constantly deceived, and a mendacious environment is created. when people go to museums of natural history, they are generally shown such false models or drawings rather than the fossils themselves. darwinists cannot produce fossils, because all fossils belong to perfectly formed entities. all fossils show that life forms millions of years ago were perfectly and fully formed. moreover, fossils also show that present - day life forms were around millions of years ago, and have never changed since. this is why fossils, which should be a paleontology museums ' sole reference material, are left out of the equation. since all fossils prove the fact of creation, darwinists kept all the 300 million - plus fossils that had been found hidden away. they never put them on show or displayed them for people. darwinists also use various scientific magazines as tools for visual conditioning. since darwinist journals cannot provide any scientific evidence, they concentrate on propaganda instead. as a requirement of this propaganda, they regard it as sufficient to use striking cover designs, the colors used on the cover and inside pages, the photographs chosen and the language employed in order to send the desired message to the reader. the spell concealed under this mask ensures that the person reading the magazine will be influenced by its visual appearance and the photos within it,


the cover and inside pages, the photographs chosen and the language employed in order to send the desired message to the reader. the spell concealed under this mask ensures that the person reading the magazine will be influenced by its visual appearance and the photos within it, and hugely impressed by the strange, almost mystical latin terminology employed in it. every opportunity, from advertising to movies, from music clips to song lyrics, cartoons, books and newspaper and magazine articles are used to prevent this spell from being broken. the aim is for people to memorize certain words and cliched sentences and be familiarized with certain images. every moment of people ' s lives are filled with the fictitious transitional stages between monkeys and man, mendacious images of transitional fossils, and fraudulent reconstructions of primitive humans. there is huge concentration on this in newspapers and magazines, great or small, in the form of a single word of much more comprehension. the aim is to prevent the effect of the darwinist spell on people being broken. the language deliberately developed against creation, and what they foolishly imagine to be a mocking attitude, are also intended to complete the effect of this spell. the reason for all the jokes, articles, talk and cartoons about belief in allah ( surely allah is beyond that ) is to familiarize people with darwinist indoctrination. this unpleasant spectacle, intended to eliminate any tendency in people towards belief in allah and to lay the foundation for darwinism in their minds, is part of the dajjal ' s stratagem. but this spell has at last been broken. the supporters of the dajjal fail to understand the position in which they find themselves. there can be no question of people continuing to believe in the theory of evolution once they have been told, just one time, of all the evidence that disproves darwinism. that is why, as in all their propaganda techniques, darwinists resort to complicated verbiage, latin terminology and visual conditioning. but all it takes is to tell the true facts just one time, using a very simple form of language, to reveal the evidence that demonstrates the invalidity of darwinism. even someone who has been exposed to a lifetime of darwinist conditioning can never continue to believe in the lie that is darwinism in the face of these irrefutable facts, because he now knows the truth. all it takes is for someone in a pitch dark room to see the sun behind the drapes for just a second. no matter how dark the room he is in, it will no longer


be strong, and that behaving unjustly can benefit him, will constantly suffer the pains of these unpleasant misconceptions. the moral vice he exhibits rebounds against him. the physical and psychological damage inflicted by living in an environment where nobody loves anybody else, where nobody makes sacrifices for anyone else, where nobody protects or watches over anybody else and where there is no justice, love or compassion wears his life away. in short, the darwinist inculcation of irresponsibility is not, as some people imagine, something that makes their lives easier, but rather and on the contrary makes their lives ugly and unpleasant and inflicts material and spiritual suffering. this can be better realized when one considers the social collapse going on in many western countries. believing in darwinism may seem rather more acceptable for some people who prefer not to think about all this. because some people may have a predisposition to take things easy, imagining this will " simplify " their lives. most people see nothing wrong in thinking of themselves as irresponsible beings descended from animals. and that is what darwinism does, literally equating human beings with flies or insects. the evolutionist and paleontologist stephen jay gould summarizes this way of thinking : humans represent just one tiny, largely, fortuitous, and late - arising twig on the enormously arborescent bush of life. 179 the bus posters supported by the atheist richard dawkins in various countries are a clear and explicit instance of the ugly propaganda in question. the posters backed by dawkins indoctrinate people with atheism and thus foolishly advise people to " enjoy life free of any responsibilities. " this call may seem quite realistic to someone who does not think too deeply, and he will quickly receive the darwinist conditioning in question. everything is set out so simplistically that such a person will be unaware of the error he has fallen into and how he has been deceived. the fact is that these posters constitute a great fraud and a grave error. even if one does not believe, one still sees the proofs of allah ' s sublime existence all the time and one still lives the destiny appointed by allah, whether one wishes to or not. the proofs of faith are everywhere – for people who can truly see and think. people can only achieve happiness and enjoy what they experience through faith and love of allah. of course allah, who creates the delights of this world as a blessing, will bestow most of the


everywhere – for people who can truly see and think. people can only achieve happiness and enjoy what they experience through faith and love of allah. of course allah, who creates the delights of this world as a blessing, will bestow most of the beauty and joy of these blessings on those who love him most and who are closest to him. since unbelievers forget that it is allah who bestows blessings and pleasures, they imagine they can attain happiness by living irresponsibly and without restraint. but the fact is that living heedless of allah, in an unrestrained and irresponsible manner, always inflicts stress, troubles and sorrows on them. blessings have always turned into afflictions and pleasures to be enjoyed have always ended in disappointment. since these people are unable to reflect on the beauty of being close to, and believing in, allah and since they fail to comprehend that allah bestows all blessings, they imagine they can succeed by the use of such false propaganda techniques. but the fact is that they cannot live pleasant and peaceful lives, and neither can they influence the people around them. ( the bus posters espoused by dawkins attracted a great deal of criticism in many countries. bus drivers in european countries such as finland boycotted them because of the extreme reactions they attracted, bus companies decided not to use the posters, and they were also torn up by members of the public. ) as a result, the posters in question were banned in many places. 180 ) another place where this conditioning is carried out on an intensive basis is schools. biology, a university text book, teaches students that in learning about the " nature of life " they must always bear in mind that " evolution is random and not designed ". 181 students reading the university text book life : the science of biology encounter the following passage : " darwinian world view " means accepting not only the processes of evolution, but also the view that... evolutionary change is not directed toward a final goal or state. " 182 there can be no doubt that an education system that teaches the lie that man came into being by chance, as the result of blind and unconscious coincidences means regarding the poisoning of young minds by ideas that encourage anarchy, conflict, slaughter and selfishness as legitimate, and people receiving such indoctrination can be directed as desired. for example, the error taught to students in douglas futuyma ' s text book evolutionary biology is this : futuyma ' s unscientific statement continues


, and people receiving such indoctrination can be directed as desired. for example, the error taught to students in douglas futuyma ' s text book evolutionary biology is this : futuyma ' s unscientific statement continues : but this is all a deception. human beings are not freed from their responsibilities by regarding everything as simple and unconscious. and it is impossible for a feeling of avoiding one ' s responsibilities to make people happy. once people cast off this feeling, they will not suddenly enjoy earthly pleasures or at once be freed from all their worries. there is a very important truth that atheists and darwinists either do not know, or refuse to admit : allah creates all things. it is also allah who creates blessings and pleasures in this world. and it is therefore allah who bestows the sensation of enjoying earthly pleasures and a pleasant life. if allah so wishes he can make a person suffer the worst unhappiness and torment in the midst of all blessings and in great plenty and abundance. no matter how much a person may strive to have unlimited enjoyment of all delights, it is still allah who bestows pleasure and happiness on him. one of atheists ' and darwinists ' gravest errors is that they ignore this reality. everyone who thinks he has no responsibilities is also searching for love, comfort and security, just like everyone else. but he will possess none of these in a society made up of individuals like himself. throughout his life, the irresponsible person tries to forget that he will one day die. but he is in fact constantly in the shadow of death. he sees the deaths of people around him and constantly witnesses sickness and accidents. even the death of an insect will remind him of the death he is trying to get away from. no matter how much he tries to deny the fact of death, the fear of it will eventually enfold his entire body. he grieves for people around him who die and, according to his own beliefs, just cease to exist. he begins to find it impossible to deny that his own body cannot withstand the ravages of time, and that death is drawing closer all the time. far from comforting him, denying the fact of death will bring with it fear, stress and worry. living irresponsibly in fact opens the door to all troubles and difficulties. a person who fails to properly appreciate that everything is under allah ' s control will be terrified of the future. a person who fails to appreciate that all profit and loss lies with


who fears allah knows he will have to account for himself to him and cannot live in violation of his conscience. nobody who fears allah can harm anyone else, display poor moral values, or regard human beings as random entities. someone who trusts allah knows that it is allah who creates him, preserves him and gives him his daily bread, health and strength and knows he can ask these things from him alone. someone who fears allah knows that he is subject to an auspicious destiny created by allah, that he is solely tested in this world, and that his real life will be the one appointed for him by allah in the hereafter. for that reason, they constantly strive in this world. they know that are responsible to allah, that they must render account to him, and that allah does not create them to be unfettered and irresponsible. for them, blessings are means for rejoicing, and it is only believers who can properly appreciate and enjoy blessings. people imagine that they will achieve satisfaction when they enjoy unlimited pleasures. but this lack of restraint leads people to become tired of, and even disgusted with, blessings. the delights they expected to enjoy suddenly turn into afflictions and burdens. but the state of mind that loves blessings from allah and enjoys them because allah created them is very different. someone who lives in that way enjoys extraordinary delight. and by allah ' s leave, the reward for living in that awareness is a pleasant life in this world and the hereafter. allah reveals in verses that : yes, the friends of allah will feel no fear and will know no sorrow : those who believe and show piety, there is good news for them in the life of this world and in the hereafter. there is no changing the words of allah. that is the great victory! ( surah yunus, 62 - 64 ) 13. darwinists inculcate the lie that " darwinism does not conflict with belief in allah " materialism represents the basis of darwinism. according to the error of materialism, matter is eternal and there is no power greater than matter. to put it another way, materialism denies the existence of a sublime creator above matter who rules the entire universe and keeps it under his constant control. ( surely allah is beyond that. ) the sole reason for the endeavor to prop up darwinism, put forth with the assumption that matter is the only absolute reality, and for all the deceptions and frauds perpetrated for that purpose, is to try to prevent


beyond that. ) the sole reason for the endeavor to prop up darwinism, put forth with the assumption that matter is the only absolute reality, and for all the deceptions and frauds perpetrated for that purpose, is to try to prevent acceptance of the fact that an almighty and sublime creator brought all things into being. darwinists have pursued that objective for the last 150 years and struggle hard to retain it. and that is the only reason for the adoption of darwinism as a false religion. but this fact is generally kept concealed, because for people to know it would prevent large masses of people from feeling any sympathy for darwinism. in particular, it will have a negative impact on people who believe in and respect allah. the fact that darwinism is a theory opposed to belief in allah attracted criticism from religious circles in darwin ' s time, and the theory was not easily adopted by people of the day. it began being adopted as a result of darwinist conditioning and propaganda. people who are currently taught in schools that human beings are descended from apes, and that dinosaurs grew wings and took to the air, generally imagine the theory of evolution to be a harmless one. they are unaware of the true face of the theory. they do not know that it is this perverse theory, devoid of any scientific foundation, that lies at the root of irreligion, dictatorial regimes, degeneration, terror and the martyrdom of so many troops in turkey. darwinists also try to conceal the true face of the theory they espouse. that is why they propagate the lie that darwinism is not incompatible with religion, in order to mislead the masses of people who believe in allah, to supposedly portray darwinism as harmless and to gain support from those people, as well. they believe that by these means they can win supporters and weaken the intellectual struggle against the theory of evolution. despite being exceedingly illogical and inconsistent, the lie of " evolutionary creation " they propagate to that end is secretly supported and raised by darwinists at every available opportunity. to that end they even resort to the deception that darwin was himself a devout religious believer. the atheist and darwinist richard dawkins admits the existence of a darwinist lobby serving that very purpose as follows : but the fact is that evolution is in no way compatible with religion. even though darwinists do not themselves believe in allah, and make a god out of chance ( surely allah is beyond that ), are totally opposed to the fact of creation and


: but the fact is that evolution is in no way compatible with religion. even though darwinists do not themselves believe in allah, and make a god out of chance ( surely allah is beyond that ), are totally opposed to the fact of creation and are engaged in a struggle against it, they suddenly become the greatest exponents of the false concept that allah created the universe through evolution. yet because of their blind devotion to materialism, darwinists never accept belief in allah. being a darwinist means rejecting belief in allah. the only reason why someone supports this pagan religion, devoid of any scientific evidence, that deifies chance, is to be able to deny the existence of allah ( surely allah is beyond that ). and there is nothing that darwinists will not do to turn people away from belief in allah. that is why people must always be on their guard against this deception! in his documentary expelled : " no intelligence allowed, " which explains how darwinism is a false religion based on indoctrination, the journalist larry witham makes the following statement : so even though darwinists definitively oppose belief in allah, they still play this unpleasant trick on people. but the people who believe in this nasty deception fail to consider the fact that almighty allah is certainly powerful enough to create all things by a variety of means. had he wished, our lord could have created living things by way of evolution. but he did not. all living things came into being on earth in a single moment, created from nothing. not a single verse of the qur ' an points to evolution. according to the qur ' an, the universe and all living things were created by allah commanding them to " be! " allah has revealed, with all the divine religions he has sent to man, that he created the entire universe, that he created it with a single command and that he creates in the form he wishes. indeed, when we look at the evidence on earth, we see that creation took place just as described in the qur ' an. the fossils of all life forms are perfect. they emerged suddenly, with perfect appearances, and never changed thereafter. living things never changed over millions of years. there is no chance of life emerging from inanimate matter. it is impossible for even a single protein to form spontaneously. the idea of extraordinarily complex life forms turning into one another is totally unscientific. there is no mechanism that can endow a life form with new, beneficial information. science has revealed with incontrovertible and


spontaneously. the idea of extraordinarily complex life forms turning into one another is totally unscientific. there is no mechanism that can endow a life form with new, beneficial information. science has revealed with incontrovertible and certain evidence that all living things possess a glorious complexity, right down to their proteins and even atoms, that they appeared in a single moment and that they never turned into one another. therefore, the idea that allah created through evolution is a monstrous lie, and part of the darwinist deception. ( for detailed information on the subject, see, harun yahya, why darwinism is imcompatible with the qur ' an ) everything created is evidence of allah ' s infinite might. allah tells us of this sublime creation in many verses of the qur ' an : [ allah is ] the originator of the heavens and earth. when he decides on something, he just says to it, ' be! ' and it is. ( surat al - baqara, 117 ) the likeness of ' isa in allah ' s sight is the same as adam. he created him from earth and then he said to him, ' be! ' and he was. ( surat al - ' imran, 59 ) it is he who created the heavens and the earth with truth. the day he says ' be! ' it is. his speech is truth. the kingdom will be his on the day the trumpet is blown, the knower of the unseen and the visible. he is the all - wise, the all - aware. ( surat al - an ' am, 73 ) our word to a thing when we desire it is just to say to it ' be! ' and it is. ( surat al - nahl, 40 ) does he who created the heavens and earth not have the power to create the same again? yes indeed! he is the creator, the all - knowing. his command when he desires a thing is just to say to it, ' be! ' and it is. ( surah ya sin, 81 - 82 ) modern - day science shows the invalidity of the materialist - evolutionist claim. contrary to what the theory of evolution maintains, the evidence of every piece of creation that surrounds us proves that there is no room for chance in the universe. if any evidence were found on earth that allah uses evolution as his instrument in creating, and if allah had revealed such a thing in the qur ' an, then people would of course at once


proves that there is no room for chance in the universe. if any evidence were found on earth that allah uses evolution as his instrument in creating, and if allah had revealed such a thing in the qur ' an, then people would of course at once sign up to and espouse the idea that " our lord created through evolution. " but allah reveals in the qur ' an that he creates with the command " be! " and there are no verses suggestive of creation through evolution. moreover, there is most definitely not a single piece of scientific evidence for evolution. the facts are therefore clear. every detail emerging from an investigation of the earth and sky, and all living things, is proof of the great might and power of allah. all living things came into being from nothing at our almighty lord allah ' s command. allah certainly has no need of natural causes in order to create. ( surely allah is beyond that. ) this is the most important point that darwinists need to grasp. allah reveals in one verse that : what about the one who argued with ibrahim about his lord, on the basis that allah had given him sovereignty? ibrahim said, ' my lord is he who gives life and causes to die. ' he said, ' i too give life and cause to die. ' ibrahim said, ' allah makes the sun come from the east. make it come from the west. ' and the one who was an unbeliever was dumbfounded. allah does not guide wrongdoing people. ( surat al - baqara, 258 ) those who seek to suggest that allah creates through evolution also have to account for how the djinn and angels were created. these people are silent when the issue of the creation of the djinn and angels is raised. allah reveals the creation of djinn and angels in verses : we created mankind out of dried clay formed from fetid black mud. we created the jinn before out of the fire of a searing wind. ( surat al - hijr, 26 - 27 ) praise be to allah, the bringer into being of the heavens and earth, he who made the angels messengers, with wings – two, three or four. he adds to creation in any way he wills. allah has power over all things. ( surah fatir, 1 ) those who maintain that man and living things came into being through evolution are of course unable to account for angels, created from light, and djinn, created from fire, in terms of evolution. for people who fail


surah fatir, 1 ) those who maintain that man and living things came into being through evolution are of course unable to account for angels, created from light, and djinn, created from fire, in terms of evolution. for people who fail to appreciate the might of allah, who do not realize that allah is unfettered by any natural causes, and who deny that our lord creates all things by telling them to " be! " the existence of angels and djinn does away with all their false claims. because the existence of djinn and angels reveals this reality ; since djinn and angels were not created through evolution, neither was man. those people who blindly espouse darwinism can never account for the staff of the prophet moses ( pbuh ) turning into a snake, as described in the qur ' an, or a bird fashioned from a piece of clay by the prophet jesus ( pbuh ) coming to life. almighty allah describes how the prophet moses ' ' ( pbuh ) staff turned into a snake in these verses : he said, ' it is my staff. i lean on it and beat down leaves for my sheep with it and have other uses for it. ' he said, ' throw it down, moses. ' he threw it down and suddenly it was a slithering snake. ( surah ta ha, 18 - 20 ) we revealed to moses, ' throw down your staff. ' and it immediately swallowed up what they had forged. ( surat al - a ' raf, 117 ) at allah ' s command, the wooden staff the prophet moses ( pbuh ) used to lean on suddenly turned into a living, multiplying, feeding and fully formed snake. by allah ' s choosing, a piece of wood instantaneously turned into a snake. this totally eradicates the claim that the qur ' an contains evidence for evolution. our lord reveals in this verse how, by his choosing, the prophet jesus ( pbuh ) turned a bird he fashioned from a piece of clay into a living bird : remember when allah said, ' ' jesus, son of mary, remember my blessing to you and to your mother when i reinforced you with the purest spirit so that you could speak to people in the cradle and when you were fully grown ; and when i taught you the book and wisdom, and the torah and the gospel ; and when you created a bird - shape out of clay by my permission, and then breathed into it and it became a bird by my permission ; and


fully grown ; and when i taught you the book and wisdom, and the torah and the gospel ; and when you created a bird - shape out of clay by my permission, and then breathed into it and it became a bird by my permission ; and healed the blind and the leper by my permission ; and when you brought forth the dead by my permission ; and when i held back the tribe of israel from you... " ( surat al - ma ' ida, 110 ) the bird made from clay by the prophet jesus ( pbuh ) suddenly, by allah ' s leave and at his choosing, turned into a living, fully formed and flawless bird with wings, capable of flying, reproducing and feeding. this creation from nothing is a great miracle that darwinists can never account. and it is also proof that all living things on earth are created. all this reveals a manifest reality. darwinists, who claim that evolution does not conflict with belief in allah, are trying to inflict a huge deception on devout believers and are seeking to take improper advantage of their faith. darwinism is one of the greatest dangers to, and opponents of, belief in allah today. darwinism is the most wide - ranging and effective snare of the dajjal, who is engaged in a direct campaign against faith in allah. true believers in allah must realize this danger and engage in intensive intellectual activities against it. supporting this danger by regarding it as harmless merely strengthens it and supports a perilous movement engaged in a struggle against belief in allah. it must not be forgotten that darwinism is a false and perverse pagan religion whose sole aim is to lead people to irreligion. 177 michael j. behe, darwin ' s black box : the biochemical challenge to evolution, free press, p. 233 178 jonathan wells, the icons of evolution, january 2003, p. 202 179 ibid., p. 209 181 miller and levine, biology 182 pirves, orians, heller ve sadava, life : the science of biology 183 jonathan wells, the icons of evolution, january 2003, pp. 190 - 191 184 ben stein, expelled " no intelligence allowed ", 2008


about the hawaiian luau lu ' au weren ' t always called lu ' au. until the mid - 1800s small get - togethers were called pa ' ina and large banquets — the equivalent of today ' s lu ' au — were referred to as ' aha ' aina. these root words mean, among other things, " gathering " ( ' aha ) and " eating " ( ' aina ). local records show much has changed since the days of the ancient lu ' au. women and men are allowed to eat together, which was forbidden in hawai ' i before the hawaiian culture ' s system of kapu ( taboos ) was eliminated in 1819. women are also allowed to eat foods that were once denied them, such as bananas, coconuts, pork, turtle and several types of fish. the lyrical hula dance — now referred to as the ancient, or kahiko, style of hula — was once accompanied with chants ( mele ) to honor the gods. today it is performed for entertainment and to remember the ways of old. a more modern style, called ' auana, has become popular since the 1970s, when a renaissance of native hawaiian culture began. both styles are performed at lu ' au, and commercial events often showcase tahitian and samoan dance styles as well. tahiti and samoa are believed to be ancestral homelands of the hawaiians. although some lu ' au menus have evolved to include sushi, teriyaki chicken, chinese manapua buns and the ubiquitous macaroni salad, traditional lu ' au food is served at many events. authentic dishes include : - kalua pork ( an entire pig roasted underground in a handmade pit called an imu oven ) - lomi lomi salmon ( diced with tomatoes and onions, like a salsa ) - chicken long rice ( transparent noodles ) - huli - huli ( barbequed ) chicken - haupia ( coconut custard ) - laulau ( pork, chicken or fish wrapped and steamed in ti leaves ) - poi ( taro root mashed with water into a pale purple paste ) as christianity swept through hawai ' i in the 19th century, the lu ' au lost its pagan roots and became more commonly a chance to relax and enjoy family and friends with good food and music. this spirit prevails in nearly every aspect of life in hawai ' i. one of the most dutifully observed local rituals is the " baby lu ' au, " a


to relax and enjoy family and friends with good food and music. this spirit prevails in nearly every aspect of life in hawai ' i. one of the most dutifully observed local rituals is the " baby lu ' au, " a grand celebration staged on a child ' s first birthday. lu ' au are also held for graduations, class reunions, and other important events. - $ 859 + waikoloa beach marriott resort & spa : 3 nights w / air and free hertz convertible, minivan, jeep or suv! kids 17 & younger stay free. - take a relaxing sunset dinner cruise. - dolphin encounter, guided snorkel, and underwater scooter ride with dolphin quest hawaii - $ 1, 245 + mauna kea beach hotel : 3 nights w / air and free hertz convertible, minivan, jeep or suv! plus kids 17 & younger stay free. - aston shores at waikoloa - $ 179 - get a bird ' s eye view of kilauea volcano! big island helicopter tours from $ 196 - you must do a luau! fire knife dancers, hula dancers, mai tais, lots of food, and more! pick one here. - soar over the kona coast on a parasailing adventure. - aston waikoloa colony villas - $ 207 - from $ 1145 - 6 nights island hopping : big island & maui w / air, hotel & breakfast. spend 3 nights in each island. hawaiian airlines : special offers - splash into summer at aston hotels from $ 99! - find your flippers … dive into great deals on hawaii packages, hotels and cruises! - save 25 % on your maui condo when you add a car to your reservation! - na pali coast, waimea canyon, and - $ 775 + hawaii trips w / air & free convertible, suv or minivan - over 35 oahu attractions & activities, 1 low price! save up to 55 % now! - royal experience package at royal kona resort from $ 229 / nt


rhizomelic chondrodysplasia punctata rhizomelic chondrodysplasia punctata is a rare, severe, inherited disease. the main features are limb shortening, bone and cartilage abnormalities visible on x ray, abnormal facial appearance, severe mental retardation, profound psychomotor retardation, and cataracts. skeletal abnormalities can be seen prenatally. most affected persons die in infancy. no treatments are available. rhizomelic chondrodysplasia punctata ( rcdp ) is caused by an abnormal protein in a part of the cell called the peroxisome. the inside of the cell contains compartments ( called " organelles " ) that perform specific functions. the peroxisome functions in many metabolic processes, especially those involving lipids ( fats ) and hydrogen peroxide. multiple peroxisomes are in almost every human cell. rcdp is one of many peroxisomal disorders, as well as a metabolic disorder. three other conditions are also called " chondrodysplasia punctata. " these conditions are different from rcdp. they have almost the same name because it describes a feature that is present in all four conditions. however, the causes, features, and patterns of inheritance of the other chondrodysplasia punctata conditions are different from those of rcdp. rhizomelic chondrodysplasia punctata is an autosomal recessive condition. this means that it occurs in both males and females, and often affects people who have no family history of the condition. humans have two copies of every gene, one maternally and one paternally inherited. autosomal recessive conditions occur when a person has two abnormal copies of the same gene. people who have one abnormal copy and one normal copy of a particular gene are unaffected ; they are called " carriers. " an affected person has inherited two abnormal rcdp genes, one from each carrier parent. the risk for the carrier parents to have another affected child is then 25 % with each pregnancy. in 1997, the gene that causes rcdp was identified. the gene is called pex7 and it is on chromosome 6. fifteen genes involved in the synthesis of peroxisomes have been identified in humans. these genes are called pex genes, and the proteins they code for are called peroxins. disorders caused by abnormalities of peroxin proteins are often called " peroxisomal


the synthesis of peroxisomes have been identified in humans. these genes are called pex genes, and the proteins they code for are called peroxins. disorders caused by abnormalities of peroxin proteins are often called " peroxisomal biogenesis " disorders. the pex7 gene codes for a peroxisomal component that helps transport other important proteins into the peroxisome. the proteins to be transported contain a signal, called " pts2 " ( peroxisome targeting sequence 2 ) that is recognized by the receptor on the peroxisome. when pex7 is abnormal, the receptor that usually recognizes and helps transport the pts2 proteins is abnormal. thus, the abnormality of this one receptor has a cascade effect on many other proteins. rhizomelic chondrodysplasia punctata is quite rare. it occurs in fewer than 1 / 100, 000 births. the incidence of peroxisomal biogenesis disorders is approximately 1 / 50, 000 births ; rcdp accounts for fewer than one fifth of these. signs and symptoms " rhizomelic " refers to shortening of the bones near the center of the body ( the bones of the thighs and upper arms more so than the bones of the forearms and lower legs ). " chondro " refers to cartilage and " dysplasia " to abnormal development. " punctata " refers to specific abnormalities seen on radiological studies such as x ray. the ends of the bones near joints appear to be spotted. the spots represent dense, abnormal cartilage. the spots are also called " punctate calcifications. " other abnormalities include frozen joints ( called contractures ), abnormal facial features, cataracts, hearing loss, severe mental retardation, and profound psychomotor retardation. people with rcdp may also have other bone abnormalities, small heads, coarse and sparse hair, and dry, red skin. the proximal shortening of the bones causes short stature, which is apparent before birth. growth after birth is retarded as well. the rhizomelic shortening is severe, and occurs to the same degree on both sides of the body. the stippling ( spotting ) of the bones mainly involves the ends of the bones near the hip, knee, elbow, and shoulder. " severe " mental retardation describes cognitive deficits worse than those of typical down syndrome. some researchers have described degeneration of brain tissue after


the bones mainly involves the ends of the bones near the hip, knee, elbow, and shoulder. " severe " mental retardation describes cognitive deficits worse than those of typical down syndrome. some researchers have described degeneration of brain tissue after birth. researchers are not sure of the reason for this ; it may be due to toxic effects of excess phytanic acid. cataracts are symmetrical and occur in both eyes. the abnormal facial features have been called " koala bear facies. " facial features include a broad forehead and a saddle nose. a subset of people with rcdp do not have some of the typical symptoms, such as shortening of proximal bones and / or severe mental retardation. the diagnosis in these individuals was confirmed to be rcdp. therefore, the spectrum of features in rcdp is variable ; although suspicion of rcdp is raised by the physical and radiographic features, the diagnosis is made by laboratory testing. people with rcdp have very specific biochemical abnormalities, i. e. abnormal levels of particular substances in bodily fluids. these abnormalities are due to the underlying defect in the peroxisome. the specific abnormalities are : 1 ) deficient plasmalogen synthesis with very low plasmalogen levels in red blood cells, 2 ) inability to process ( oxidize ) phytanic acid leading to elevated levels of phytanic acid in the blood, and 3 ) an unprocessed form of peroxisomal thiolase. phytanic acid levels are normal at birth and increase to at least ten times normal by one year of age. some experts recommend that confimatory studies be performed on cells obtained by skin biopsy. the biochemical studies diagnostic of rcdp can be performed prenatally on cells obtained by chorionic villus sampling ( cvs ) or amniocentesis. cvs is usually performed at 10 – 12 weeks of pregnancy and amniocentesis is usually performed after 15 weeks of pregnancy. rcpd may be suspected in a fetus based on ultrasound findings. each feature of rcdp is seen in many other conditions, for example rhizomelic limb shortening is seen in other conditions that cause dwarfism. chondrodysplasia punctata is seen in many inherited conditions but can also be caused by prenatal exposure to the anticoagulant drug, warfarin. doctors who specialize in diagnosing rare genetic conditions use subtle differences between the symptoms of these