more in this article across two decades and thousands of pages of reports, the world ' s most authoritative voice on climate science has consistently understated the rate and intensity of climate change and the danger those impacts represent, say a growing number of studies on the topic. this conservative bias, say some scientists, could have significant political implications, as reports from the group – the u. n. intergovernmental panel on climate change – influence policy and planning decisions worldwide, from national governments down to local town councils. as the latest round of united nations climate talks in doha wrap up this week, climate experts warn that the ipcc ' s failure to adequately project the threats that rising global carbon emissions represent has serious consequences : the ipcc ’ s overly conservative reading of the science, they say, means governments and the public could be blindsided by the rapid onset of the flooding, extreme storms, drought, and other impacts associated with catastrophic global warming. " we ' re underestimating the fact that climate change is rearing its head, " said kevin trenberth, head of the climate analysis section at the national center for atmospheric research and a lead author of key sections of the 2001 and 2007 ipcc reports. " and we ' re underestimating the role of humans, and this means we ' re underestimating what it means for the future and what we should be planning for. " underplaying the intensity a comparison of past ipcc predictions against 22 years of weather data and the latest climate science find that the ipcc has consistently underplayed the intensity of global warming in each of its four major reports released since 1990. the drastic decline of summer arctic sea ice is one recent example : in the 2007 report, the ipcc concluded the arctic would not lose its summer ice before 2070 at the earliest. but the ice pack has shrunk far faster than any scenario scientists felt policymakers should consider ; now researchers say the region could see ice - free summers within 20 years. sea - level rise is another. in its 2001 report, the ipcc predicted an annual sea - level rise of less than 2 millimeters per year. but from 1993 through 2006, the oceans actually rose 3. 3 millimeters per year, more than 50 percent above that projection. some climate researchers also worry that recent institutional changes could accentuate the organization ' s conservative bias in the fifth ipcc assessment, to be released in parts starting in september 2013. the tendency to underplay climate impacts needs to be recognized, conclude the authors of a


the journal science published a paper this week about the increase and spread of dead zones in the world oceans. these dead zones are created when large amounts of nutrients decompose and use up all of the oxygen in the water causing mass deaths ( literally suffocation ) of marine species. there are various causes for this, but changes in wind, temperature and current regimes are increasingly thought to play an important role. interestingly the paper concludes that these dead zones may be a symptom of global warming. description of thousands of dead crabs and other crustaceans found at the bottom of the ocean in one of these dead zones brings to mind the severe coral bleaching event which occurred in the seychelles and elsewhere following the one month extreme warming of parts of the indian ocean in 1998. what was left behind was a mass grave of dead corals and loss of livelihood to islanders and coastal people. in fact in a statement by the us department of state in 1999 the following important conclusion was made : " these events ( i. e. the coral bleaching of 1998 ) cannot be accounted for by localized stressors or natural variability alone. nor can el nino by itself explain the patterns observed worldwide. rather, the impact of these factors was likely accentuated by an underlying global cause. thus the geographic extent, increasing frequency, and regional severity of mass bleaching events are likely a consequence of a steadily rising baseline of marine temperatures, driven by anthropogenic global warming. " the number of dead sea zones have effectively doubled per decade, since scientists have started to document them. notable areas include parts of the us coastline, south african and namibian coastline and other parts of the world. these dead zones further threaten the livelihood of people dependent upon the coast to survive. we once believed that the oceans could take all of the worlds waste, we were soon proved wrong. we are also wrong about the atmosphere, it cannot take all of our waste, we need to reduce emissions, we need to promote renewables so that there can be more research and the price can go down and both china and india will be able to afford energy technologies. that is the message i have for the skeptics, the signal for immediate action on climate change can be found in the oceans. islanders have learnt to live, respect and protect the oceans, the continental world needs to understand how important the ocean is to them as well.


• dandelion roots can be roasted as a coffee - substitute, or boiled and stir - fried as a cooked vegetable. • dandelion flowers can be made into a wine. dandelions are a rich source of vitamins a, b complex, c, and d, as well as minerals such as iron, potassium, and zinc. and in traditional medicine, dandelion roots and leaves were used to treat liver problems. native americans used dandelion decoctions ( liquid made by boiling down the herb in water ) to treat kidney disease, swelling, skin problems, heartburn, and stomach upset. my musings : it makes sense that, at the end of winter, when our ancestors were probably hungry and vitamin deficient, that nature would see to it that they had a great source of vitamins proliferating all around them! no one had to seed them or turn over the soil... the dandelions appeared just for the picking! and today we spend so much money just to make them go away.... something is wrong here.... just make sure to avoid harvesting near roads, since road salt and / or toxins may be present. likewise, you obviously shouldn ' t harvest from a lawn where herbicides have been used. here is a great medical reference book for all health practitioners :


the summer is not the only time you are at risk for damage from the sun. find out how to protect yourself no matter what the season. you are probably in the habit of packing sunscreen for a day at the beach or pool. but the sun is up there 365 days a year, and you need protection much of that time to reduce your lifetime sun - exposure total. everyday exposure counts ; you do not have to be actively sunbathing to get a damaging dose of the sun. practice these sun - protection basics all year round to give your skin the best chance of long - term health : use a sunscreen of spf 15 or higher whenever you spend time outdoors. - this applies to all outdoor activities : athletics, shopping, picnicking, walking or jogging, gardening, even waiting for a bus. - use a broad spectrum ( uva / uvb ) sunscreen with an spf of 15 or higher every day. for extended outdoor activity, use a water - resistant broad spectrum ( uva / uvb ) sunscreen with an spf of 30 or higher. - apply liberally and evenly to all exposed skin. the average adult in a bathing suit should use approximately one ounce of sunscreen per application. not using enough will effectively reduce the product ' s spf and the protection you get. - be sure to cover often - missed spots : lips, ears, around eyes, neck, scalp if hair is thinning, hands, and feet. - reapply at least every 2 hours, more often if some of the product may have been removed while swimming, sweating, or towel - drying. - choose a product that suits your skin and your activity. sunscreens are available in lotion, gel, spray, cream, and stick forms. some are labeled as water resistant, sweatproof, or especially for sports ; as fragrance - free, hypoallergenic, or especially for sensitive skin or children. - wear long - sleeved shirts and long pants. tightly woven fabrics and dark colors, such as deep blue and black, or bright colors, such as orange and red, offer more protection. if you can see light through a fabric, uv rays can get through too. water makes fabrics more translucent, so do not rely on a wet t - shirt. - a broad - brimmed hat goes a long way toward preventing skin cancer in often - exposed areas like the neck, ears, scalp, and face. opt for a 3 - 4 inch brim that extends all around the hat


- shirt. - a broad - brimmed hat goes a long way toward preventing skin cancer in often - exposed areas like the neck, ears, scalp, and face. opt for a 3 - 4 inch brim that extends all around the hat. baseball caps and visors shade the face but leave neck, lower face, and ears exposed. - uv - blocking sunglasses with wraparound or large frames protect your eyelids and the sensitive skin around your eyes, common sites for skin cancer and sun - induced aging. sunglasses also help reduce the risk of cataracts later in life. seek the shade. - be aware, however, that sunlight bouncing off reflective surfaces can reach you even beneath an umbrella or a tree. never seek a tan. - there is no such thing as a healthy tan. a tan is the skin ' s response to the sun ' s damaging rays. stay away from tanning parlors and artificial tanning devices. - the uv radiation emitted by indoor tanning lamps is many times more intense than natural sunlight. dangers include burns, premature aging of the skin, and the increased risk of skin cancer. protect your children and teach them sun safety at an early age. - healthy habits are best learned young. because skin damage occurs with each unprotected exposure and accumulates over the course of a lifetime, sun safety for children should be a priority.


best known for its unmistakable flavor, cinnamon is a spice that is derived from the bark of several trees in the genus cinnamomum. cinnamon trees were first cultivated in sri lanka ; today, they are native throughout southeast asia. the trees thrive in tropical countries, such as mexico. cinnamon trees, which can grow to heights of 30 feet, are harvested after three years. the trees grow for the first two years. then, they are pruned in the third year before the tree ’ s shoots are stripped on the thin, inner bark, the part of the tree that contains cinnamon. when cultivated, cinnamon is peeled into sticks ; however, it is often sold in ground form. cinnamon ’ s primary use is as a sweet and savory food additive. its history as a spice dates back to 2000 bc ; cinnamon is even mentioned in the bible. for many years, cinnamon was a highly sought after spice often used only by the upper class. it was even used as a gift for ancient monarchs and gods. only in time did middle - class citizens begin to use cinnamon, considered a luxury, as a spice. in the food industry, cinnamon is used in many desserts, including pies, doughnuts, cookies, and cinnamon buns. some manufacturers use cinnamon to make chocolate. it is a popular spice to add to coffee, cocoa, tea, and liqueurs. its varied functions make cinnamon a popular spice, one that is often combined with sugar to flavor a range of foods. cinnamon ’ s use extends beyond its traditional one as a spice. it also has a history of being used in ayurvedic medicine, which is indian traditional medicine, as well as other asian medicines. as an herbal therapy, cinnamon can help to treat a number of ailments. research has indicated that cinnamon can treat upset stomach and diarrhea as well as gastric ulcers. it can help treat bronchitis, coughs, and respiratory ailments. loss of appetite and hypertension can be remedied by cinnamon as well. it is even believed to help couples conceive when used alternately with damiana. individuals suffering from specific health conditions often turn to cinnamon as a natural remedy. cinnamon ’ s anti - inflammatory properties encourage arthritis sufferers to combine it with honey and warm water to create a paste to apply directly to aching or itching body parts. a similar combination of honey, cinnamon, and water in liquid form can help ease cold symptoms. diabetics turn to cinnamon to reduce tri


combine it with honey and warm water to create a paste to apply directly to aching or itching body parts. a similar combination of honey, cinnamon, and water in liquid form can help ease cold symptoms. diabetics turn to cinnamon to reduce triglyceride and cholesterol levels. in essential oil form, cinnamon can be used in aromatherapy to promote blood circulation. in aromatherapy, cinnamon creates a warm, safe feeling and encourages contented and uplifted feelings. the essential oil also has antifungal and antibacterial properties. in fact, cinnamon can be applied directly to wounds to kill bacteria and prevent infections. cinnamon has aromatic qualities — it works well as a room freshener by warming cinnamon essential oil or ground cinnamon. cinnamon ’ s spicy, warming scent can even serve as an aphrodisiac for some. cinnamon ’ s properties prove beneficial in the beauty and skin care industries as well. research indicates that cinnamon can improve collagen production in skin cells. a protein found in the skin that reduces with age, collagen loss can result in less skin elasticity and strength, making skin look older. when applied topically, studies indicate that cinnamon can encourage collagen production, which can have long - lasting effects on the skin ’ s elasticity. thus, cinnamon - based skin care products can help skin look healthier and younger. cinnamon ’ s antibacterial properties make the spice useful as an astringent in skin care products. cinnamon is an effective ingredient in many acne treatments ; often, acne sufferers can combine cinnamon with other natural ingredients that they can find at home, such as honey, to create a mask that helps combat blemishes, redness, and irritation caused by acne. rich in antioxidants, cinnamon is an ideal skin care ingredient, and it can help reduce skin inflammation caused by a number of conditions. in addition, cinnamon is a common ingredient in shampoos and conditioners, body washes, bubble baths, soaps, and lip balms. in these products, cinnamon is primarily used for its warming, enticing aroma. added to a range of beauty and skin care products, cinnamon can alter the scent of beauty and skin care products, making them more appealing.


the new new world order to most of the world, the fall of the berlin wall in 1989 symbolized freedom, democracy, the end of tyranny. to a small band of cognoscenti in washington, new york, and a few university towns, the fall of the berlin wall also symbolized unprecedented professional opportunity. from the moment it happened, the competition was on : who would be the first to describe the new era? george kennan had been the first analyst to describe what was to become the cold war and the first to use the word " containment, " in a famous article, " the sources of soviet conduct, " published in 1947 in foreign affairs magazine. who would name the new paradigm? there were many contributions to this debate, but two became famous. one was francis fukuyama ' s article on " the end of history, " published in the national interest in 1989. the other was samuel huntington ' s " the clash of civilizations? " published in foreign affairs in 1993. ( for those who don ' t remember, fukuyama argued — or was caricatured as arguing — that liberal democracy had now triumphed for good, ideological struggle was over, and universal peace was just around the corner. huntington, on the other hand, argued that there were still fundamental civilizational differences, mainly between the west, the confucian world, and islam. ) no one, however, predicted the brevity of the post - cold - war era. in essence, it lasted what might be called a long decade, from november 1989 to september 2001. during this long decade, america lacked a real organizing diplomatic principle. george bush sr. spoke of the " new world order " but had no policy to fit the phrase. bill clinton had a clutch of policies but never found a neat way to describe them. " nation building " was the phrase sometimes used. " democracy promotion " is perhaps more accurate. in practice, this meant that all around the world — in china, in russia, in malaysia, all over africa, and above all in serbia — the united states lectured and scolded and promoted its system, complaining about the closure of opposition newspapers, protesting the incarceration of opposition leaders. the state department issued annual assessments of other countries ' human rights records. the organization for security and cooperation in europe threw itself into the business of monitoring elections. madeleine albright tried to organize a " democracy caucus " within the united nations and pointedly wore miniskirts on visits to the arab world. but although


rights records. the organization for security and cooperation in europe threw itself into the business of monitoring elections. madeleine albright tried to organize a " democracy caucus " within the united nations and pointedly wore miniskirts on visits to the arab world. but although there were some individual successes, democracy promotion will now be remembered as a failure. professional diplomats hated it : one told me this week of the relief he feels, knowing he will no longer have to spend his days pushing american values down other people ' s unwilling throats. members of congress hated it : they could never explain to their constituents where the american national interest lay in kosovo. ordinary americans could never follow the intricacies of democracy promotion and have, as a result, consistently refused to read, think, or even speak about foreign affairs for the past decade. the business community couldn ' t understand why the oppression of tibet need disrupt their lucrative trade with china. human rights activists hated the inconsistencies. everyone knew that the united states complained far more about the anti - democratic policies of indebted kenya than it did about the far nastier anti - democratic policies of oil - rich saudi arabia. everyone knew that the united states put sanctions on india and pakistan for possessing nuclear weapons, but not on israel. many have argued that the hypocrisy of america partly explains the hatred of america, particularly in the muslim world. they are probably right. that explains, in part, the breathtaking speed with which democracy promotion is now being dismantled and the mind - boggling rapidity with which the new paradigm, the war on terrorism — the new new world order — is falling into place. already we have new allies ( russia, iran, china ), new goals ( defense of the " homeland " ), and a new military strategy. already the fumbling attempts at morality, the naive human rights rhetoric, the teach - yourself - democracy schemes seem as hopeless and as charming as the league of nations or the war to end all wars. and already we have an argument about whether all this is good or bad. claudia rosett of the wall street journal has already written what will be the classic realist defense of the new paradigm : " [ w ] e cannot reliably reengineer other societies, and we risk enormous resentment when we try. " slate ' s william saletan has already written an impassioned version of what will become the classic liberal attack : just like the cold war, the war on terrorism puts us in bed with some extremely unpleasant regimes, whose unpleasant


when we try. " slate ' s william saletan has already written an impassioned version of what will become the classic liberal attack : just like the cold war, the war on terrorism puts us in bed with some extremely unpleasant regimes, whose unpleasantness will throw our claim to be fighting for " progress and pluralism " into doubt. what worries me about the new new world order is something different : how cleanly and easily it explains the world and how like an academic article everything suddenly appears to be. like the cold war, the war on terrorism will tell us everything about abroad that we need to know : who are our friends, who are our enemies, where our priorities lie. like the cold war, the war on terrorism seems to appease both the idealism of americans — we are, after all, fighting to rid the world of an evil — and the realism. no intellectual contortions are required to explain why the fight against osama bin laden is well within the sphere of america ' s national interest. yet as saletan wrote, even the war on terrorism is going to get morally complicated further down the road, just as the cold war did. it is also going to require more concentration on the specifics of individual countries, just as democracy promotion did. what happens if we really do unseat the taliban? i ' m afraid we might be forced to engage in some nation building in afghanistan, too. what if we destabilize saddam? we ' ll have to think about how to replace him, to ensure that we aren ' t suddenly confronted with someone worse. more to the point, have we really thought about what terrorism is? george bush spoke of a war against " terrorism with a global reach. " i assume that means " terrorism that can reach the territory of the united states. " we are not, presumably, at war with the ira, the basque separatists, the tamil tigers, or hamas. not for the moment. but what if it turns out ( as no doubt it will ) that the terrorists we are fighting have made common cause with some of the terrorists we are not fighting? a few months ago, ira members were discovered in colombia, happily exchanging bomb - making information with colombian guerrillas. ( see this " international papers " for more on this. ) it isn ' t hard to imagine osama bin laden ' s men involving themselves in clandestine exchanges of information as well. when we find out that they have, this too will draw us into the intricate, complicated, internal politics of


on this. ) it isn ' t hard to imagine osama bin laden ' s men involving themselves in clandestine exchanges of information as well. when we find out that they have, this too will draw us into the intricate, complicated, internal politics of faraway countries. there are other complications. terrorism has the same organic relationship with organized crime that communism had with the secret police : you can ' t have one without the other. nowadays, islamic fundamentalists make use of the same shell companies, the same off - shore accounts, and the same money - laundering operations as the various branches of the mafia. unraveling all of that necessarily involves us in the financial affairs of other nations. i predict we will also find ourselves more interested in other people ' s immigration and asylum policies ; other people ' s police forces ; even other people ' s education systems. the taliban, after all, are the product of the pakistani madrasahs, the islamic school system. hamas is kept going partly thanks to the hate rhetoric taught in palestinian schools. alas, the real world isn ' t like an academic article. it is certainly comforting to have one big idea around which all other policies easily fall into place, and it is easy to see why everyone is so relieved. even i am relieved. but i am also afraid that in the complicated, interlinked, globalized modern world, one big idea isn ' t going to be enough.


when you exercise exhaustively, lactic acid builds up within your muscles and pours out into the bloodstream. it refers to the lack of available oxygen which is necessary for exercising and this can cause the pain associated with exercising which can sometimes be rather intense. lactic acid is involved with the way in which your muscles work and how they use energy. as muscles actively contract they obtain adenosine triphosphate ( atp ) from the glucose which is located within the blood. they also retrieve this substance through the breakdown of glycogen which is stored in muscles. when muscles work hard for prolonged periods of time, the amount of oxygen that is delivered to the muscles begins to be put under strain. during these times, lactic acid is produced as a result of glucose being broken down. as more is produced within the muscles, leakages into the blood occur and it is circulated throughout the body. the build up of lactic acid causes the functionality of body mechanics to decline and this can mean that performance and the ability to continue to push your body harder also become diminished. muscle fatigue and overall tiring of the body are the main symptoms of such conditions. at the extreme, this condition is known as the anaerobic threshold or the lactic threshold. removing this substance from the muscles takes around an hour usually. warming down efficiently can mean that the removal is accelerated and performed much more effectively. this warm down period ensures that the muscles receive a continuous and fast supply of essential oxygen to the muscles. despite common belief, this substance is neither responsible for the pain associated with hard exercise nor is it the cause of the aching experienced sometimes following periods of extensive exercise. it actually helps to delay the lowering blood glucose concentrations and this is known as hypoglycaemia. this condition actually causes people to feel the fatigue, aching and lowered performances related to exercising vigorously. by products of exercising include exothermic reactions which cause sweating to occur in order to reduce the heat gained and the conversion of oxygen into carbon dioxide. the body fails to cope with the number of by products produced and cannot effectively remove them from the muscles.


by jesse berst if you have friends at san diego gas & electric, then you ' ve heard of the difficulties rooftop solar can cause. with one of the nation ' s highest penetrations of solar pv, sdg & e is racing around to find ways to control the massive swings up and down. they ' re even considering grid scale storage. solar on every rooftop will be enough of a problem as it gradually arrives in other regions. but what if there were solar in every window? that is the possibility held out by scientists at ucla. they have invented a thin, transparent plastic solar cell that could be used on windows to generate power, the los angeles times reported. solar panel is 70 % transparent to the whole human eye. its power conversion efficiency is only 4 %, but that figure would undoubtedly go up if the material is perfected for mass production. this solar - cell material could even be fabricated as a liquid and sprayed on the surfaces a€ “ windows, consumer electronics, or even a skyscraper. the ucla team claims the cells can be produced at a very low cost and in high volumes. and that suggests a future where every south - facing wall and window is a power producer. 6 new smart grid ( and related ) technologies : brilliant or bizarre? take a quick tour of 5 smart energy projects with big potential startup wants to be the steve jobs of solar jesse berst is the founder and chief analyst of smart grid news. com, the industry ' s oldest and largest smart grid site. a frequent keynoter at industry events in the u. s. and abroad, he also serves on advisory committees for pacific northwest national laboratory and the institute for electric efficiency. he often provides strategic consulting to large corporations and venture - backed startups. he is a member of the advisory boards of gridglo and calico energy services.


do fruit trees like acidic soil? yes, fruit trees like soil that is slightly acidic. there are a few factors to consider in order to successfully grow fruit trees. examples of fruit tree varieties are cranberry trees, japanese wineberries, filberts and medlars. different varieties of fruit trees will have different requirements as to soil drainage, soil fertility, air drainage and sunlight exposure, aside from the general climate of the site. when it comes to fruit trees, the type of soil that is recommended is slightly acidic soil. ideal soil acidity for fruit trees the acidity of soil is measured by its ph number. the ph number refers to the measure of the concentration of hydrogen ( h ) ions in a given substance. soil, as with other substances, are considered acidic if they have a ph level below 7. 0. soil that is slightly acidic is soil that has ph levels between 6 to 6. 5. soil that has medium acidity has ph levels 5. 5 to 6, while soil that is strongly acidic has ph levels of 4 to 5. 5. why is soil acidity important? soil acidity is important because it determines the fertility of the soil. if the soil is too acidic, the amount of nutrients that are available of the trees is reduced. in addition to there being less nutrients being made available to the soil, the presence of toxic nutrients such as aluminum and manganese becomes greater. how to manage soil acidity in order to make the soil more ideal and productive for growing fruit trees, the acidity of the soil must be corrected in order for its ph levels to be within the range of 6 to 6. 5 ( slightly acidic soil ). if the soil is too acidic, lime must be added to moist soil in order to achieve the ideal level of slight acidity for growing fruit trees. this process is called liming. liming removes the toxic


fighting the " venereal menace " an unspeakable problem the oregon social hygiene society just after war was declared, the society took steps to reach all of the oregon national guard units as they were mobilized. the men were provided circulars on the subject and received lectures on the wisdom of avoiding infection. helping develop an education plan as a result of the work at fort lewis, the army planned an education campaign in which a medical officer was dispatched to speak to every group of men inducted into the service. the campaign also distributed circulars to " practically every man " as well as posting warning placards on every latrine. the effort was rounded out by the display of the society ' s " keeping fit " exhibit and the showing of the film " how life begins. " back in oregon, the education continued with a cooperative arrangement between the society and the army. the army detailed a medical officer from fort lewis to lecture all conscripted men in the state while the society made the arrangements and picked up the tab. meetings were held in every county seat except for gold beach with attendance reaching a robust 40, 890. attacking the civilian problem as an outgrowth of the stepped up enforcement, a " v. d. hospital " was installed " where cases could be observed and treated. " the city of portland also planned and equipped a " detention hospital " that handled the city ' s cases as well as some from around the state. women and girls who were detained at the hospital could work to improve themselves. the society " employed a young lady especially qualified for this kind of work and she has devoted her entire time to rehabilitation work since march 1918. " according to the military, even with the law enforcement efforts of the society and local police, the problem persisted with the civilian world. the armed services had instituted effective education that significantly reduced the problem of contracting vd after entry into the service. it continued to blame civilian communities that " had been afraid to attack the problems of venereal disease.... " the governor employs shock power the governor first argued that it was treasonous to contract venereal disease during war. since the country was mobilizing with " both blood and treasure " to fight the " war - maddened imperialists, " everyone needed to contribute. citing the definition of treason in the u. s. constitution as giving aid and comfort to the enemy, withycombe contended that " if a soldier wilfully injures himself and thereby renders himself unfit for military service, he delivers a


citing the definition of treason in the u. s. constitution as giving aid and comfort to the enemy, withycombe contended that " if a soldier wilfully injures himself and thereby renders himself unfit for military service, he delivers a blow against this country. if he permits himself to become infected with a dangerous and contagious disease, he deprives the government of his own services and puts in jeopardy the health of all men in the service with whom he may come in contact, " thereby giving aid to the enemy and committing treason. unafraid to stir up a little hatred for the cause, he deplored the " fiendish devices of war " that germany had adopted to weaken its enemies : " no act of cruelty seems too horrible if she thinks it will accomplish her purpose. we hear tales that are almost unbelievable in their depravity. " withycombe referred to one report of the enemy sending women and girls infected with syphilis and gonorrhea into cities housing the allies ' soldiers to have sex and render the soldiers unfit for combat. the governor championed education since " too many of our boys exposed themselves to infection because of ignorance.... " withycombe wanted to use the information taught by the military to reach boys before they went into the service. he wanted to dispel the popular myth that sexual intercourse was " necessary to preserve good health, " and to remind boys that there is " a nobler purpose than promiscuous indulgence with immoral women. " praising the military training on the subject, withycombe noted the need to overcome a common double standard among young men : he appealed to the boys ' sense of shame, reminding them of the grief to parents and loved ones that could follow from the wrong decision. the records of the army and navy described conditions, including venereal disease of the soldiers and sailors. what boy would want his parents to know that he had been " checked up as a noneffective because of having syphilis or gonorrhea? " and the governor warned those who may have contemplated purposefully contracting the disease to avoid service, saying that it would not exempt them. the draftee would report to camp where his condition would " be known immediately. " moreover, " instead of being welcomed by comrades in arms, you will be isolated in a hospital and given treatment until you are no longer a menace to other human beings. " adding ostracism to his list, withycombe described how men


gavin started coughing, just occasionally, one cough here, one cough there. we thought our childhood vaccinations had us covered. whooping cough is highly contagious you could pass pertussis to your baby. if one member of a household has it, there ' s a 90 % to 100 % chance that other susceptible household members will catch it. 2, 9 questions for your doctor talk to your doctor about the tdap pertussis booster and make an appointment to get vaccinated. ask your doctor : 1. how will getting a pertussis booster ( tdap ) help protect my baby? 2. if i got vaccinated when i was a child, why do i need to do this again as an adult? 3. who else should get vaccinated to help protect my baby from pertussis? 4. when is the best time to get vaccinated? 5. will i experience any side effects from the tdap booster? 6. are there any other steps i should take to help protect my baby from pertussis ( whooping cough )? 7. what other diseases should i get vaccinated against ( ie, hepatitis a and b, measles, mumps, rubella, influenza, pneumonia, meningitis, chicken pox / zoster )? even when you get your baby vaccinated, he or she may not be fully protected until he or she has received at least 3 doses of the dtap ( diphtheria, tetanus, and acellular pertussis ) vaccine. 15 until babies have received the infant series of immunizations, they are most vulnerable to pertussis. you can create a ' cocoon ' of protection around babies by making sure your infant is fully vaccinated and by getting those who are closest to your baby to receive a single dose of the adult pertussis vaccine. 1, 2, 10, 11, 15 adults need to get vaccinated, too parents, siblings, and other caregivers of infants are often the ones who unknowingly spread pertussis to babies. 11 that ' s why it ' s so important that adults and adolescents, especially those in close contact with an infant, receive a single dose of tdap ( tetanus, diphtheria, and acellular pertussis ) vaccine. click here for the most current cdc guidelines. 1, 2 find out more about childhood vaccines the centers for disease control and prevention ( cdc )


spanish phrases sorted into useful everyday topics. spanish vocabulary divided into themed vocabulary lists. about this site the aim of speak spanish! is to provide a high quality resource for adults who wish to learn spanish online. it is part of the speak languages! network of websites. access to the site is completely free. we are currently adding sound, and soon users will also be able to hear all the phrases and vocabulary spoken by native spanish speakers. if you have any comments or suggestions, or spot any mistakes however small, please contact us – we appreciate your feedback. the alhambra, granada, spain about the spanish language spanish is spoken by about 350 million people worldwide as a first language, with a further 70 million speaking it as a second language. it is the main language of spain, and is also spoken as a first language in most countries in south and central america ( excluding brazil ), north america, and some other countries around the world. so why learn spanish? as one of the world ' s major languages, a knowledge of spanish is almost essential for the traveller in south america, especially outside the major cities. also spain itself has many places of interest where a knowledge of the language would make a visit more enjoyable. spain has some of the richest literature in the world which is best enjoyed in the original to be fully appreciated. the so - called " golden age " of spanish literature is the seventeenth century with writers such as cervantes, lope de vega, and calderon. easy to learn spanish is relatively easy to learn. the pronunciation takes some mastering but is regular in the sense that, once having learnt how to pronounce a certain sound, it can be applied consistently to other words. a knowledge of other romance languages such as french, italian, or portuguese gives an obvious advantage as much of the vocabulary is similar.


the beginner golfer spends their limited time, money, and formative hours learning “ fundamentals ” that are not remotely standard among the game ’ s best players. this means that they are not fundamental at all. we believe the game of golf is fundamentally misinterpreted. the progression for learning golf is out of order because the fundamentals of the game are poorly defined. furthermore, the rules that govern how the ball flies are fundamentally misunderstood. thus, golfers have no understanding of the essential mechanics of the swing and do not understand how to correct their ball flight. consequently, they default to bits of jargon, handed down dogma, or cliches that have little to no bearing on the problems that afflict them. all of this results in a barrier to entry to golf that is too high for most beginning players. golfers routinely leave the game out of frustration, lack of direction, or improvement that is too slow to justify. golf needs to be presented as a workable challenge for the beginning player that adds sophistication as the players desire to improve increases or as the expert players situation necessities. to make this increase in sophistication or progression workable requires a system of explaining and organizing the game. it must be a system that is broad enough to explain variations in all players but simple enough for the beginning player to use effectively. the science of classification is known as taxonomy, and through it we can organize all swings to understand the essential elements. the problem is that the word system in golf has been used with a negative connotation. the insinuation is that everyone using the same system is given the same lesson or swings exactly the same way. this is short sighted and naive. in fact, any serious discipline has a system of measuring and standardizing procedures. doctors learn to use systematic diagnosis to treat the ill, yet not all illnesses are the same. patients are given systematic directions to follow to implement the doctors orders, yet the medicines are different. a surgeon has procedures they must allow for surgery, yet not all surgeries are the same. these systems are designed to make the procedure easier and more reliable. the same is true in golf. not everyone wants to know the intricate details regarding this classification. golfers just want to know which portions apply to them. this is fine when it comes to training a player as many of the game ’ s best players are not necessarily the most sophisticated at understanding how the swing works. what they do have is predictable pattern on the ball and a reliable


portions apply to them. this is fine when it comes to training a player as many of the game ’ s best players are not necessarily the most sophisticated at understanding how the swing works. what they do have is predictable pattern on the ball and a reliable set of feels that they recognize to project the ball in a familiar way. after all we recognize ultimately all golfers are feel players. developing a reliable feel to project the ball in a predictable way is what we are all about. the name stack & tilt® has made it easy for our critics to dismiss us as a fad ( wall street journal ). to that criticism we would ask this question, ” what is the difference between a fad and a paradigm shift? ” we see the way golf is being played is in the process of changing. the way the game is being taught to the masses is changing. the interpretation of the game is changing. we believe a paradigm shift is taking place. a paradigm shift can be defined as a dramatic shift in methodology or in a practice that has been universally accepted. the term was first used by thomas kuhn. he stated that paradigm shifts do not just happen, they are driven by agents of change. we believe the process of changing from one way of thinking to another in playing golf has been set in motion. as far as golf instruction is concerned, these agents of change are the early adopters, who will apply new techniques without risk to their reputations as they differentiate themselves. there are many coaches who have adopted many of our techniques but have been exempted from the criticism because the label stack & tilt is not attached. scores of players have adopted a number of these techniques in their swing. others of higher esteem will quietly implement the techniques as they re - brand themselves. often, the paradigm shift does not come from the establishment as they have a vested interest in keeping the status - quo. what are the paradigm shifts in golf? they start with the most basic questions about golf. that is what determines the start line and curvature of the ball. the rules that govern how the ball flies are being rewritten. next, the fundamentals or standards for recognizing how golf is played are being reorganized. how force is applied to the ball is being reexamined. specifically, in the swing itself, a three dimensional understanding of how the spine works for a golfer to catapult the ball is changing the lexicon of golf terminology. this is why we chose the name stack & tilt to convey this concept of the spine changing its flex while keeping the


during the old time, one or two months before norooz people were going to bazaar and buying their norooz clothes. those clothes were bought which had red or yellow color and were bright. they believed if they be sewing their clothes on monday or friday its better than thursday. because on thursday the time is heavy! and their clothes won ' t be sewing soon! and if they cut clothes on tuesday it ' s going to be for thief and on wednesday it ' ll be burned! they thought they have to bake sweet bread or make cookies too ; ( those were works that should be done before norooz ). about ten days before norooz people grew the grassplot in the dishes and one or two weeks before norooz they began house cleaning. the most important thing in norooz is sofreye haft sin [ people lay the table that spread somagh ( sumac ) - senjend ( oleaster ) - samano ( juice of germinating wheat ) - sir ( garlic ) - serke ( vinegar ) - sabze ( grassplot ) - and seke ( coin ) on it ; all of the things on the dinner - cloth have philosophical reasons. for example ( candle ) is a symbol for light, ( qoran ) is a symbol to pay attention to god, ( money ) is a symbol for blessed, ( spand ) is a symbol to avoid harm, ( rice ) a symbol for welfare, ( water ) a symbol for cleanliness, ( little red fish ) bring people good luck, ( mirror ) a symbol for cleanliness and gold metal a symbol for hope to have a good position in new year. the candles should not be turned off with blowing out, but also they should burn completely or turned off with sugar. from morning of the first day of norooz people beginning meet each other. in all families it ' s a custom that first of all, people going to visit the old person of their relatives. in the first day of norooz is a custom that people eating a food that makes from rice, vegetables and fish.... [ continues ] cite this essay ( 2005, 11 ). norooz celebration. studymode. com. retrieved 11, 2005, from http : / / www. studymode. com / essays / norooz - celebration - 70770. html " norooz celebration " studymode. com. 11 2005. 11 2005 < http : / / www.


[ name of the writer ] [ name of the institution ] christianity in japan japan has been a home for shinto and buddhist religions for centuries. the christian missionaries during the 16th, 19th and 20th centuries worked hard to evangelize the japanese nation but could not get desired success. there efforts in past failed partly due to sanctions imposed by the local rulers. the jesuits missionaries traveled with spanish and portuguese traders to many areas of america and asia - pacific and established their churches and religious missions. they were funded, sponsored and trained by their respective governments in order to spread christianity. at several places they preached the christian faith by force but the aboriginal population did not accept it wholeheartedly. initially the jesuits targeted the elite class of the country and a large number was converted. the rulers also forced their subject to embrace the same faith. about 300, 000 japanese were converted in the first phase. later on, christianity was prohibited as the rulers started seeing them as a threat to their authority. following a change of regime, the ban was lifted and missionaries were again allowed to enter japan. like many native american tribes, the japanese also resisted the new religion. as a result, presently christians form only 1 % of the total population in japan. this paper is focused on how the christian religion was introduced in japan, the evolution of evangelism, establishment of churches, the restrictions and hurdles faced by the missionaries and priest of the new religion and the response of japanese nation towards an alien faith. all these queries are answered in detail given as follows. christianity in japan spread in various phases. like many other parts of world, it was brought by religious missionaries and the european traders and invaders. it is almost in middle of the 16th century that the portuguese traders arrived on the " land of rising sun ". the... [ continues ] cite this essay ( 2004, 01 ). the spread of christianity to japan. studymode. com. retrieved 01, 2004, from http : / / www. studymode. com / essays / spread - christianity - japan - 45374. html " the spread of christianity to japan " studymode. com. 01 2004. 01 2004 < http : / / www. studymode. com / essays / spread - christianity - japan - 45374. html >. " the spread of christianity to japan. " studymode. com. 01, 2004. accessed 01, 2004. http : / / www. studymode. com / essays / spread - christianity - japan - 4537


in class workshop : the process of writing engc1011 university writing and critical reading kevin l. callahan engc1011 writing instructor the purpose of this class is to discuss the process of writing and to do a diagnostic paragraph and a focused freewriting exercise. - a reminder : i am available on an individual basis for anyone who would like to learn or needs a refresher on how to use a computer, use e - mail, find a website, or search the internet. - a short question and answer period about the syllabus, first two assignments, and handouts. - editing practice and proofreading the syllabus. - a description of the folder that later assignments are to be handed in with. - 5 minute warm up writing exercise. you will write a 3 sentence ( minimum ), handwritten and double spaced diagnostic paragraph for your instructor on the following topics. " where do you actually go to read and study? if it is a different location or environment, where do you efficiently get written work done? " " define what the optimal environment for writing and studying is for you? " try to edit and proofread this and correct all spelling errors and mechanical errors. 6 ) we will collectively discuss the various steps involved with writing a typical research paper and list them on the board. - 15 minute freewriting exercise. - discussion of the experience of freewriting. instructions for focused freewriting : - think of a topic that is " autobiographical " in nature ( a personal experience from your life that you would want to still remember 40 years from now ). it should be an experience that you learned a lesson from i. e. there was a point to it. it can be either serious or entertaining in nature, but it should not be boring. this topic may eventually be discussed in public, so you probably do not want to pick the most embarrassing moment in your life, unless you are no longer embarrassed by it. - " concentrate entirely on writing without stopping, even if you think you have nothing to say. simply writing " im stuck, im stuck " will at least force you to begin writing. " ( longman, 2000 : 23 ). - do not lift your pen from the paper. do not stop writing. - do not worry about spelling, punctuation, or grammar just keep writing. - do not be concerned about where your mind goes with it. just keep writing.


academic standards correlations on teachers ' domain use the achievement standards network ( asn ) database of state and national standards, provided to nsdl projects courtesy of jes & co. we assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. if a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by asn or by teachers ' domain. we will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment. air is a mixture of different molecules. its composition is the result of chemical reactions, atmospheric motion, and emissions from a variety of sources, both natural and manmade. one of these emissions is carbon dioxide ( co2 ). co2 is a greenhouse gas : it traps the heat from sunlight close to earth ' s surface. in their natural balance, greenhouse gases make earth habitable for humans and other living things. however, a change in their concentration may affect atmospheric temperatures dramatically. in fact, most climate scientists are convinced that an increased concentration of co2 in the atmosphere is one of the leading drivers of global warming today. in this lesson, students will discover how carbon dioxide is added into the atmosphere and the effect it ' s having on environmental public health. the lesson begins with a brief review of the molecules that make up air. students use lego bricks to model these molecules, with individual bricks representing the atoms that make up the molecules. continuing with lego bricks, they investigate how co2 enters the atmosphere through a chemical reaction called combustion. next, students learn about the relationship between air and atmospheric conditions, and watch a video that describes environmental disasters associated with atmospheric warming. they learn how the concentration of co2 in the atmosphere correlates with temperature and then explore an interactive activity that details the potential impact of atmospheric warming on human health. the lesson ends with a class discussion of ways to reduce the concentration of co2 in the air. note : this lesson may be followed up with the understanding air : air pollution and modeling pollutants with lego® bricks lesson plan, which demonstrates other forms of pollution that result from incomplete combustion and other chemical reactions in the air. climate change and human health interactive printing instructions : set scaling to " 0 % " or " none " so that the lego bricks on the printouts are actual size. print two - page documents back - to - back and laminate, if possible ; or


change and human health interactive printing instructions : set scaling to " 0 % " or " none " so that the lego bricks on the printouts are actual size. print two - page documents back - to - back and laminate, if possible ; or print one - sided and use a plastic sleeve. 1. explain that air is a mixture of gases and is essential to life. even though air is invisible, it is all around us. air is made up of molecules ( groups of two or more atoms that are bonded together ). the types and amounts of atoms and molecules in air can impact both environmental and public health. 2. to pique student interest, and to uncover any misconceptions students may have about air, conduct a class survey. hand out the what is air made of? guess! document survey, have students look at it, and then have them vote anonymously by raising their hands with their heads down and eyes closed. before revealing the correct answer ( b ), tally their votes and put them up on the board. note : the answer to the survey question is printed on the back of the handout, so tell students not to turn it over. if time allows, have students debate the question, then vote to see whose answer was most convincing. or, ask students to discuss what they know about air that might help them answer the question. you may reveal the correct answer to the class or allow them to discover it for themselves in the next step. 3. tell students they will now have a chance to make a model of air. distribute one lego® atoms and molecules layout mat document to each group of two or three students. this document explains the contents of the lego brick set. you may also distribute the lego® atoms and molecules : chemical reactions student worksheet document to refresh the students ' understanding of the types of matter. explain that they will use the lego bricks to model tiny particles of matter that are too small to be seen. each brick represents an atom, and they will use these atoms to build four types of molecules : nitrogen, oxygen, carbon dioxide, and water. using the back of the what is air made of? guess! document as their guide, have them construct a model of air that reflects the correct components and their concentrations. after they have done this, point out the " 390 parts per million ( ppm ) " label under the co2 molecule. have students convert 20 percent oxygen and 80 percent nitrogen into ppm. ( that is, convert the fractions 20 /


after they have done this, point out the " 390 parts per million ( ppm ) " label under the co2 molecule. have students convert 20 percent oxygen and 80 percent nitrogen into ppm. ( that is, convert the fractions 20 / 100 = x / 1, 000, 000 and 80 / 100 = x / 1, 000, 000. ) the answers are 200, 000 ppm for oxygen and 800, 000 ppm for nitrogen. compare the figures for oxygen and nitrogen with that of co2. finally, ask students if they know what the number " 350 " stands for in the context of co2 and climate change. ( it is the ppm number that climate scientists have determined is the safe upper limit for co2 in our atmosphere. this suggests that the current concentration is unsafe. ) 4. explain to students that the burning of fossil fuels is the largest humanmade source of carbon dioxide, and that driving cars is one of the primary activities during which fossil fuels are burned. tell the class that they are now going to use their lego sets for an inquiry activity to discover how co2 is produced in an automobile engine. first, ask students, what makes conventional car engines run? ( newer electric and hybrid cars should be omitted from the discussion. ) in other words, what three things go into the engine? student answers should include gas, air, and a spark. if they don ' t mention a spark, you might give them a hint by telling them spark plugs are positioned inside the engine chamber, to provide one of the three things the engine needs to run. next, ask, what comes out of the engine when it is running? their answers should include heat, exhaust gases, water, and black particles or soot. if they need prompting, ask them what the hood of a car feels like after a long drive, or if they ' ve ever seen smoke coming out of a car or something dripping from the tailpipe. finally, ask students to summarize what they ' ve learned : " a car engine runs because it burns fuel. " or " fuel + air + a spark ( to start ) makes for combustion. " be sure to mention the name of the reaction — combustion — and give a general description of it. for example, " when fuels burn, combustion is taking place. " or, " if you put a tiny amount of high - energy fuel ( like gasoline ) in a small, enclosed space and ignite it, an incredible amount of energy is released in the form of


when fuels burn, combustion is taking place. " or, " if you put a tiny amount of high - energy fuel ( like gasoline ) in a small, enclosed space and ignite it, an incredible amount of energy is released in the form of expanding gas. " 5. students will now model how co2 is produced during combustion. first, explain to students that fuels, such as the gasoline used in cars, are mixtures of different molecular compounds called hydrocarbons. hydrocarbons contain only hydrogen and carbon atoms. next, have students build oxygen and hydrocarbon molecules using the lego bricks and the burning fuel : complete combustion document as a guide. wait until all students have built the lego molecules and placed them on the pictures on side 1 of the handout. instruct students to return all the other bricks to the kit. note : the handout will provide shapes for c3h8 ( propane ), o2, h2o, and co2 and instructions for modeling the chemical reaction. explain that propane is another type of fuel. students might recognize the name because it is commonly used for outdoor grills. you might mention that octane, which is found in gasoline, is similar to propane but has eight carbon atoms instead of three. for this lesson, propane is easier to model. next, write the following chemical reaction on the board : mention the " spark! " then have students turn the burning fuel : complete combustion document over to side 2 and build the products using the same lego - brick atoms from the reactants. students should recognize that water and carbon dioxide ( shown in panels 1 and 2 ) are the products of complete combustion. panel 3 introduces the fact that a co2 molecule has the ability to trap heat, preventing its escape into space. you may want to reiterate to your students that, in reality, co2 molecules are much too small to be seen. note : before moving to part iii, have students put away the lego bricks and close the lid to avoid possible distractions. 6. briefly discuss with the class that the composition of air can affect the temperature in earth ' s atmosphere. emphasize that what ' s contained in the " less than 1 percent " has the most influence. then show students the global warming and the greenhouse effect video. it describes some of the types of environmental disasters caused by atmospheric warming and suggests that " pollution " caused by humans is to blame for the rise in global temperature. watch the first 1 : 10 of the video, until the narrator says "


effect video. it describes some of the types of environmental disasters caused by atmospheric warming and suggests that " pollution " caused by humans is to blame for the rise in global temperature. watch the first 1 : 10 of the video, until the narrator says " … to power our energy - intensive world. " after showing the video, you might mention that in december 2009, epa announced for the first time that greenhouse gases, including co2, contribute to air pollution that may endanger public health. 7. lead a brief discussion about co2. even though it makes up such a small part of air, it is a potent greenhouse gas. most scientists agree that the recent increase in global temperature results at least in part from human activities. data used to support this conclusion show a rise in the concentrations of certain greenhouse gases that correlate with rising global temperatures. 8. to reinforce this idea with respect to co2, have students review the chart in the co2 concentrations at mauna loa observatory hawaiʻi document. this chart illustrates co2 ' s rise over time in the atmosphere, from 1958 through 2003. overall, co2 levels have risen from fairly stable levels before the industrial revolution ( 280 parts per million ), to much higher levels today ( 392 parts per million as of 2011 ). before moving on, ask the class why they think average co2 levels increased each year as represented in the graph. 9. next, tell the class they ' re going to review the physics of the greenhouse effect and explore how co2 gets into the atmosphere. show students the global warming : the physics of the greenhouse effect video. after watching the video, ask students to do the following : 10. in the proper balance, greenhouse gases make life on earth possible. however, any increase in the concentration of these gases can alter the natural balance and dramatically change global temperatures. when co2 and other heat - trapping emissions are released into the air, they act like a blanket, holding heat in our atmosphere and warming the planet. lead a brief discussion of the blanket analogy. ensure that students understand that an increased concentration of co2 molecules in the atmosphere means that there are more molecules present to absorb and " trap " the energy from the sun, which will cause the temperature of the atmosphere to increase. show students the climate change and human health interactive. it explores how unchecked co2 emissions may affect human health. specifically, it examines the link between atmospheric warming and increased incidence of disease. it also describes the potential consequences of exposures and outbreaks and


the climate change and human health interactive. it explores how unchecked co2 emissions may affect human health. specifically, it examines the link between atmospheric warming and increased incidence of disease. it also describes the potential consequences of exposures and outbreaks and suggests some ways communities, governments, and public health workers can act to reduce the impact. 11. around the world, people are growing increasingly concerned about co2 emissions. while there are skeptics who argue that global warming is a natural phenomenon, the idea that humans are contributing to it is much more widely accepted. ask students to think of some things individuals, scientists, and governments can do to reduce co2 emissions and help slow climate change. students ' ideas might include the following : optional : you may want to direct advanced students to review the carbon cycle diagram image to learn more about human activities and other sources that release co2 into the atmosphere, and the capturing carbon : where do we put it? interactive to learn about some of the places we might store co2 and prevent its release into the atmosphere. these resources may also provide helpful background information for teachers. each group of two or three students should be able to model ( with legos ) the production of co2 from burning hydrocarbons, summarize the physics of the greenhouse effect, and describe some potential effects of atmospheric warming on human health. you might also have students extend their thinking on this subject by asking, what other activities besides driving cars do millions of people do that emit tons of carbon dioxide into the atmosphere? answers might include breathing, heating our homes by burning wood or coal, cutting down trees, flying on jets, and manufacturing cement — which by itself accounts for 5 to 10 percent of the world ' s co2 emissions.


it ' s been unfairly maligned as sexist, but women and men alike would benefit from bringing it back. this past spring marked the 100th anniversary of the sinking of the titanic. on april 14, 1912, as the ship was on its maiden journey from southampton, uk, to new york city, it hit an iceberg in the north atlantic. about three hours later, it sank. three - quarters of the women on the ship survived ; over three quarters of the men, by contrast, died. in washington dc, there is a memorial to these men. the inscription on it reads : " to the brave men who perished in the wreck of the titanic... they gave their lives that women and children might be saved. " about a year ago, a group of today ' s men were tested the way that the men on board the titanic were. when the cruise ship costa concordia hit a rock and capsized off the coast of isola del giglio, tuscany, last january, men pushed women and children out of the way to save themselves. one australian woman on board reported at the time : the people that pushed their way on to the boat were then trying to tell them to shut the door, not to let any more people on the [ life ] boat after they had pushed their way on... we just couldn ' t believe it — especially the men, they were worse than the women. this contrast is indicative of a larger trend — the decline of chivalry and the rise of boorish behavior among men. according to a 2010 harris poll, 80 percent of americans say that women are treated with less chivalry today than in the past. this is a problem that all women — especially feminists — should push back against. after the women ' s liberation movement of the 1960s, which insisted on the equal treatment of women in all domains of life, feminists dismissed chivalry as sexist. they still do. a new study, published in the feminist journal psychology of women quarterly, questions the entire enterprise of male chivalry, which, in an orwellian flourish, it calls " benevolent sexism. " chivalrous behavior is benevolent because it flatters women and leads to their preferential treatment. but it is sexist because it relies on the " gendered premise " that women are weak and in need of protection while men are strong. " benevolent sexism, " kathleen connelly and martin heesacker of the university of florida write in the study, " is an ideology


relies on the " gendered premise " that women are weak and in need of protection while men are strong. " benevolent sexism, " kathleen connelly and martin heesacker of the university of florida write in the study, " is an ideology that perpetuates gender inequality. " they advocate interventions to reduce its prevalence, even though, they found, chivalry is associated with greater life satisfaction and the sense that the world is fair, well - ordered, and a good place. charles murray, the libertarian social scientist at the american enterprise institute, summed up the study with tongue - in - cheek, writing " the bad news is that gentlemanly behavior makes people happy. " he goes on to ask, " when social scientists discover something that increases life satisfaction for both sexes, shouldn ' t they at least consider the possibility that they have come across something that is positive? healthy? something that might even conceivably be grounded in the nature of homo sapiens? " in an interview, connelly tells me that despite murray ' s points, the problem with chivalry is that it assumes " women are wonderful but weak. " this assumption of female weakness puts women down, connelly says. perhaps because of women ' s ambivalence about chivalry, men have grown confused about how to treat women. will holding doors open for them or paying for the first date be interpreted as sexist? does carrying their groceries imply they ' re weak? the breakdown in the old rules, which at one extreme has given rise to the hookup culture, has killed dating and is leaving a lot of well - meaning men and women at a loss. historically, the chivalry ideal and the practices that it gave rise to were never about putting women down, as connelly and other feminists argue. chivalry, as a social idea, was about respecting and aggrandizing women, and recognizing that their attention was worth seeking, competing for, and holding. if there is a victim of " benevolent sexism, " it is not the career - oriented single college - aged feminist. rather, it is unconstrained masculinity. " we should have a clear notion of what chivalry is, " argues pier massimo forni, an award - winning professor of italian literature and the founder of the civility institute at johns hopkins. " it was a form of preferential treatment that men once accorded to women generations ago, inspired by the sense that there was something special about women


an award - winning professor of italian literature and the founder of the civility institute at johns hopkins. " it was a form of preferential treatment that men once accorded to women generations ago, inspired by the sense that there was something special about women, that they deserve added respect, and that not doing so was uncouth, cowardly and essentially despicable. " chivalry arose as a response to the violence and barbarism of the middle ages. it cautioned men to temper their aggression, deploying it only in appropriate circumstances — like to protect the physically weak and defenseless members of society. as the author and self - described " equity feminist " christina hoff sommers tells me in an interview, " masculinity with morality and civility is a very powerful force for good. but masculinity without these virtues is dangerous — even lethal. " chivalry is grounded in a fundamental reality that defines the relationship between the sexes, she explains. given that most men are physically stronger than most women, men can overpower women at any time to get what they want. gentlemen developed symbolic practices to communicate to women that they would not inflict harm upon them and would even protect them against harm. the tacit assumption that men would risk their lives to protect women only underscores how valued women are — how elevated their status is — under the system of chivalry. a story from the life of samuel proctor ( d. 1997 ) comes to mind here. proctor was the beloved pastor of harlem ' s abyssinian baptist church. apparently, he was in the elevator one day when a young woman came in. proctor tipped his hat at her. she was offended and said, " what is that supposed to mean? " the pastor ' s response was : " madame, by tipping my hat i was telling you several things. that i would not harm you in any way. that if someone came into this elevator and threatened you, i would defend you. that if you fell ill, i would tend to you and if necessary carry you to safety. i was telling you that even though i am a man and physically stronger than you, i will treat you with both respect and solicitude. but frankly, madame, it would have taken too much time to tell you all of that ; so, instead, i just tipped my hat. " some women are trying to bring back chivalry. since 2009, for instance, a group of women at arizona state university have devoted themselves to res


much time to tell you all of that ; so, instead, i just tipped my hat. " some women are trying to bring back chivalry. since 2009, for instance, a group of women at arizona state university have devoted themselves to resuscitating gentlemanly behavior and chivalry on a campus whose social life is overwhelmingly defined by partying, frat life, and casual sex. every spring for the past three years, these women have gathered for the " gentlemen ' s showcase " to honor men who have acted chivalrously by, for example, opening the door for a woman or digging a woman ' s car out of several feet of snow. the event has spread to campuses nationwide. its goal is " to encourage mutual respect between the sexes, " karin agness tells me in an interview. agness is the founder and president of the network of enlightened women, the organization that hosts gentlemen ' s showcases at colleges each spring. " the current framework is not generating healthy relationships, " blayne bennett, the organizer of asu ' s first gentlemen ' s showcase, has said. " i believe that chivalry provides the positive framework to maximize the overall happiness of men and women. " women, she said, " want to be treated like ladies. " bennett and her fellow chivalry advocates have the right idea. " if women give up on chivalry, it will be gone, " sommers tells me. " if boys can get away with being boorish, they will, happily. women will pay the price. " if feminists want to level the playing field between men and women, they should find common cause with traditionalist women, like those at asu, on the issue of chivalry. both groups are concerned with how men treat women. they just differ in what that means : feminists want men to treat women as equals ; traditionalists want men to treat women like ladies. are the two mutually exclusive? chivalry is about respect. it is about not harming or hurting others, especially those who are more vulnerable than you. it is about putting other people first and serving others often in a heroic or courageous manner. it is about being polite and courteous. in other words, chivalry in the age of post - feminism is another name we give to civility. when we give up on civility, understood in this way, we can never have relationships that are as meaningful as they could be. if women today — feminists and


in the age of post - feminism is another name we give to civility. when we give up on civility, understood in this way, we can never have relationships that are as meaningful as they could be. if women today — feminists and non - feminists alike — encouraged both men and women to adopt the principles of civil and chivalrous conduct, then the standards of behavior for the two sexes would be the same, fostering the equality that feminists desire. moreover, the relations between the sexes would be once again based on mutual respect, as the traditionalists want. men and women may end up being civil and well - mannered in different ways, but at least they would be civil and well - mannered, an improvement on the current situation. through a tragic event that occurred last summer, our nation was jolted into recognizing chivalry ' s enduring power. during a screening of the dark knight, a deranged gunman opened fire in an aurora, colorado, theater, murdering twelve innocent people. three men, all in their twenties, were in the audience that day with their girlfriends. when the shots rang out across the theater, these men threw themselves over their girlfriends, saving the women ' s lives. all three of the men died. at the time, hanna rosin noted that what these men did was " deeper " than chivalry. it was heroic. i agree. but heroism and chivalry share a basic feature in common — the recognition, a transcendent one, that there is something greater than the self worth protecting, and that there is something greater than the self worth sacrificing your own needs, desires, and even life for. if we can all agree that the kind of culture we should aspire to live in is one in which men and women protect and honor each other in the ways that they can — and not one in which men are pushing past women and children to save their own lives — then that is progress that women everywhere should support.


faulty gene causes foetal abnormalities, find experts researchers from university of leeds, england together with colleagues in paris, rome, and san diego established that a defective gene tmem216 is the cause of various foetal deformities in infants. defective tmem216 or transmembrane protein 216 was known to cause meckel - gruber and joubert syndromes in kids. the hindu quoted lead researcher colin a. johnson, professor, leeds university as saying, “ these findings may ultimately lead to treatments for more common related disorders, such as spina bifida and polycystic kidney disease. ” “ spina bifida, for example, is one of the most common birth defects, affecting one in every 1, 000 children, ” added the researcher. researchers conducted the study on people having a family history of meckel - gruber and joubert syndromes. for the study, researchers collected dna samples from subjects ’ skin cells and from in vitro cells ( cells grown in the lab ). researchers also studied zebrafish, which is known to have extremely visible embryos. they learnt that the previously unknown gene tmem216 was known to trigger meckel - gruber and joubert syndromes in subjects. meckel - gruber syndrome is rare genetic disorder characterized by renal cystic dysplasia ( abnormality of development ) and hepatic ( liver ) developmental defects. joubert syndrome is a genetic disorder affecting the area of the brain that controls balance and coordination. the two syndromes are part of a family of disorders called ‘ ciliopathies ’. it is known so because the cilia, or cell ’ s finger - like antennae, do not function in the manner they should and do not respond properly to signals. the faulty tmem216 gene hence was found to stop cells from making a protein that is needed for signaling, stated the researchers. they further added that this lack of communication could prevent the neural tube from developing properly in maturing embryos, thus causing abnormalities in the brain. “ affected embryos can also develop abnormalities in the eyes, extra fingers or toes, and multiple cysts in their kidneys, ” the hindu quoted johnson as saying. “ these defects are often only picked up on a 12 week ultrasound scan, ” added johnson. researchers also found that meckel - gruber and joubert syndromes were genetic disorders with recessive characteristics. hence, couples who both have a copy of the


the machine was described as having a wooden centerpiece, fifteen feet long, covered with a thin piece of brass. from the centerpiece there extended spikes of wood three feet long, over which were placed wooden rings six feet in diameter. over the rings were drawn rubber and canvas sails. in the front there was a rubber balloon, large enough to hold five men and an electric battery, which was to furnish both light and propelling power. the steering apparatus was in the rear. on november 18th, 1896 the sacramento evening bee reported that an " aerial ship " had been seen by hundreds of eyewitnesses bobbing in the wind over their fair city. did leon leave early? was his ship faster then he realized? had he indeed achieved his transcontinental flight? the bee went on to say that these eye witnesses stated that the object appeared as a bright light, or an " electric arc lamp, " if you will, and that it was " propelled by some mysterious force. " moreover some witnesses claimed to have heard " voices " coming from the object! one witness said he heard a voice say, " lift her up quick, your making for that steeple! " that article which was of course front page news was the beginning of a wave of sightings that continued through the end of 1897 and became a " national phenomenon. " today ufo researchers refer to that period as the " air ships of 1896 - 1897. " the focus here will be on that very first sighting as reported by the bee, and later by san francisco papers. in analyzing the article ( s ), there are some very interesting observations one can make about our culture during that time period as well as from a psychological standpoint. first let ' s understand the flavor of the times : jules verne had people ' s minds churning with his science fiction novels about mysterious inventors creating " futuristic machines, " e. g., captain nemo and his submarine. top astronomers of the time ironically were publishing papers on the question of " mars being inhabited. " cities were being illuminated by the installation of electric lights. manned balloon flight had been around since the 1700 ' s. the first successful glider flight was made forty - three years earlier. it was nearing the end of the century, and man knew he was destined to conquer the skies – it was only a matter of time. having said that, was the sight of this contraption overwhelming for the average man or woman on the street to comprehend? the answer to that, for the most part is mixed.


destined to conquer the skies – it was only a matter of time. having said that, was the sight of this contraption overwhelming for the average man or woman on the street to comprehend? the answer to that, for the most part is mixed. san francisco papers initially scoffed at the reports of the so - called flying machine. on the 18th, the san francisco chronicle wrote : " what is probably one of the greatest hoaxes that has ever been sprung on any community has been started in this city, and yet were it not for the improbability of the thing there would be the best of reasons for believing it true. " on the 20th this was published : " are there up in the sky four jolly and intrepid human travelers, paying their respects to mars, singing quartets to venus, and saluting the planets generally within hailing distance, or are the people of sacramento affected with the disease known in polite society as ' illuminated staggers? ' " san francisco ' s skeptical attitude changed the next day when they had a rash of their own sightings. in the mean time sacramentans were still pondering over what they saw. most people, two days after the sightings said it must have been a meteor or a balloon with some sort of light attached to it. the thought of it being some type of aircraft was called " ridiculous " by the bee. i find it interesting that even after a hundred years, man still exhibits the same behavioral characteristics. that is to say, when a group of people witnesses something beyond the realm of normalcy, even when the event is clearly seen, it seems they choose to explain it with answers that fall within that realm, e. g., when interviewed by the bee, weather observer barwick admits that the object couldn ' t have been a meteor based on the description of the light and the speed of the object, so he goes onto say that it must have been a hoax. many see strange ' airship ' february 27, 1913 ufo chronicle | 6 - 5 - 1910 : object resembling airship ( ufo ) emerges from ocean report a mysterious airship december 10, 1901 share your ufo experience ↑grab this headline animator


produced by students for teachers, students, parents, and caregivers students ' take guidelines students ' take release forms (. pdf file ) welcome to thirteen ed online ' s " students ' take "! this project provides a place for students to speak out on issues affecting their lives. each month, students create an original web piece, often including interviews, video, articles, graphics, interactive features, and more, based on a thought - provoking theme. we are always impressed and encouraged by the sincerity, thoughtfulness, and candor of the projects. it ' s so important to know what students really think - - that ' s why we publish these projects as we receive them. therefore, the ideas and opinions showcased in " students ' take " do not necessarily represent the views of thirteen / wnet new york. this also means that we ask students to take responsibility for securing rights and properly citing the source of any images or other content on the site. this is a valuable lesson in web publishing, and students ' take affords kids a real - life opportunity in the web publishing world. big shots and bad guys of nyc sports sixth and seventh graders from the mott hall ii after - school program give their take on sports heroes and villains from their home town. check it out! our take on the war young people from the intel computer clubhouse research and share their thoughts on war as a friend and mentor prepares to leave for active duty in the middle east. learning more through financial literacy young men and women from the phipps after - school program explore the different ways boys and girls budget their allowances, and create a vision for a future investment. our journey as chinese americans through original art work, poetry and prose, students from the chinese - american planning council explore what it means to " become american. " the art of the poetry slam students from video link celebrate the arts by writing and performing original poetry. check out how these " leading young men and women " from the bronx have integrated technology into the art of the poetry slam. the green - wood cemetery story students from the project reach youth learning center at m. s. 88 researched the green - wood cemetery, a brooklyn, n. y. landmark located right in their neighborhood. get the story on the cemetery ' s fascinating history and architecture and enjoy the activities designed by the students. students from aspira of new york ( http : / / www. aspira. org ) reflect on different holidays through their words and pictures. a bloody delight students from aspira of new


and enjoy the activities designed by the students. students from aspira of new york ( http : / / www. aspira. org ) reflect on different holidays through their words and pictures. a bloody delight students from aspira of new york ( http : / / www. aspira. org ) share their artistic perspectives on vampire bats and the mythological creature from puerto rico, the chupacabra. heroes of the world this month read about heroes who inspired the students at the boys ' club of new york - milliken clubhouse. discover how each student defines " hero " and learn more about the individuals who inspire them, from politicians to sports stars to musicians to family members. harlem : our community this month listen to what students from harlem live have to say about their community as they share their thoughts on the culture, people, and beauty of harlem. watch their student created videos on their project web site. join students from the digital clubhouse network in the process of self exploration. see how these students used the art of filmmaking in creating their own digital movies and read about their experiences. monitoring scientific progress join these 9th grade students from the school of the future in their exploration of scientific progress in the field of hydrology. see how these students applied this concept in their exploration of new york city ' s water system. in this special edition of students ' take, five after - school groups and classes produced projects on the theme of latino culture. these students - - including students of latino heritage and other diverse backgrounds - - created original artwork and text to express what latino culture means to them. new frontiers in science and space technology in this students ' take project, members of the harriman boys ' club of new york examine some of the benefits of research conducted in space. see what they have to say about innovations in space technology as they explore these new frontiers. the art of the poetry slam the students of video link explore the theme of the arts by writing and performing original poetry. the environment : are people its worst nightmare? the harriman boys ' club put together an exciting multimedia project about how the environment impacts endangered animal populations. in this students ' take project, members of the harriman clubhouse of the boys ' club of new york try out some of the fun and educational math games from the cyberchase web site and tell us their thoughts on why math matters. oldest synagogue & famous jews in america explore a little bit of jewish culture with the harriman boy ' s club, as they examine america ' s oldest synagogue


math games from the cyberchase web site and tell us their thoughts on why math matters. oldest synagogue & famous jews in america explore a little bit of jewish culture with the harriman boy ' s club, as they examine america ' s oldest synagogue, and one of this country ' s most prominent jews - steven spielberg. the children who care about muslims by crafting " the children who care about muslims ", members of the harriman clubhouse of the boys ' club of new york offer their perspectives of islamic culture including their thoughts about our muslim friends and factual information about the religion. the world trade center bombing : an american holocaust members of the harriman clubhouse of the boys ' club of new york share their feelings about the events of september 11th and interview fellow new yorkers to get their reactions to the tragedy. the black experience this student - generated project explores how history, heritage, and society have shaped the identities of african and afro - caribbean students. created at the norwalk housing authority ' s computer learning centers, this web site features poetry, interviews, and essays, all celebrating the pride of being black in america today. who am i? this students ' take features a web site entitled " who am i? " created by students from the video - link summer media program of 2001. the page features a list of adjectives the students feel best describe who they are and letters by the students describing " what we really are all about : our likes, our dislikes, our hopes and our thoughts. " 125 - year history of the harriman boys ' club! students from the harriman boys ' club turn their investigative skills inward on their own environment. in this multimedia project, the boys explore the role that the boys ' club has played in the lower east side of manhattan for more than a century through research, photos, and video interviews with boys ' club alumni. gay and lesbian rights students from the after - school drop - in center of the hetrick - martin institute banded together to share their thoughts about gay and lesbian life. check out their web pages for their insightful personal essays and poetry on the topic! the history of chinatown in new york city students from the boys ' club explore part of the new york asian american community in " the history of chinatown in new york city, " with pictorial references, video clips, and interviews. members of the boys ' club did research, interviews, and artwork on air pollution. the boys explored both human and natural causes of air pollution, and provided information on their program through text


city, " with pictorial references, video clips, and interviews. members of the boys ' club did research, interviews, and artwork on air pollution. the boys explored both human and natural causes of air pollution, and provided information on their program through text, video, and drawing. women ' s history month the grand street settlement ' s girl ' s and young women ' s initiative ( gywi ) has produced a special web piece in celebration of women ' s history month. find out why eleanor roosevelt, toni morrison, and rosa parks are some of these girls ' favorite women. speaking out about culture students from the video - link after school program in ms 321 in community school district 10 in the bronx, new york, speak about culture in their community. " heart in the middle of the world " an installation created by students at the united nations international school dedicated to children surviving war and ethnic conflict. teachers and learning environments students from girls ' and young women ' s initiative try to find out what makes a good teacher and a good learning environment. they write thoughtfully about their learning environments, discuss the importance of education, interview their teachers, analyze teaching styles, and offer suggestions. diversity in school find out what kids have to say about race, gender, and equality in the classroom. high school students from talent search produced this piece on diversity in school. students grades 8 - 12 from harlemlive produced this piece on teen smoking. breaking the glass ceiling who is bessie coleman? high school students from harlemlive have submitted profiles of this and other accomplished women. also, find out what students think about women in the military, abortion, and pop media. this students ' take focusses on the inequity of access to technology in schools, cities, and suburbs. check out a video clip that students from harlemlive produced and read some of their comments.


if you came to this page directly and do not see a navigation frame on top, please go to the home page. dessau - roßlau is situated at an altitude of 61 m at the confluence of the rivers elbe and mulde. the town was formed by merger of the towns dessau and roßlau ( elbe ) on 1 july 2007. dessau - roßlau is the third town of saxony - anhalt by population ( 2006 : ca. 91, 200 ), after magdeburg and halle ( saale ). dessau is the largest population centre within dessau - roßlau, with approximately 77, 000 inhabitants ( 2006 ). most of the town is located on the left bank of the mulde, south of its confluence with the elbe. dessau was first mentioned in 1213, and became the capital of a small state ( anhalt - dessau ) in the 14th century. between 1863 and 1918, it was the capital of anhalt. since the second half of the 19th century, dessau is an industrial city. the famous art and architecture school bauhaus was located in dessau between 1925 and 1932. the erbprinzen - palais [ left ] was originally built in 1740 / 1741 by prince leopold i of anhalt - dessau as one of two palais for his sons leopold maximilian and friedrich heinrich eugen ( second and fourth son ). eugen died in 1781 and in his last will confirmed that the palais should always remain in the family. in 1792 it became the home of hereditary prince friedrich ( son of leopold iii of anhalt - dessau ) and his wife princess amalie of hesse - homburg. the old palace was demolished in 1884 / 1885 and was replaced by a new palais in historicist style ( depicted on glass no. 2625 ). in 1927 the palais was demolished to make place for a new theatre. however, the theatre was not built due to the great depression of 1929. the park, however, was opened to the general public. roßlau has approximately 13, 000 inhabitants ( 2006 ). it is located on the right bank of the elbe, near its confluence with the mulde, about 7 kilometers north of the centre of dessau. before it merged with dessau, it was part of the district anhalt - zerbst. roßlau was first mentioned as rozelowe in 1215. the name is of dutch origin an refers to a settlement founded by immigrants from the area of reuzel in northern brabant. the


of the district anhalt - zerbst. roßlau was first mentioned as rozelowe in 1215. the name is of dutch origin an refers to a settlement founded by immigrants from the area of reuzel in northern brabant. the first bridge across the river elbe was built in 1583, and already 20 years later roßlau was granted the privileges of a market town. between 1765 and 1767 roßlau was the point of departure of many colonists who were called into russia by empress catherine the great, a princess of anhalt - zerbst by birth. the berlin - anhalt railroad company was founded in 1839 ; the first section between kothen and dessau was opened in 1840. in 1841 the section to wittenberg was added and in the same year the line between berlin and juterbog was completed. the final section between juterbog and wittenberg followed later in the same year. a tram line between dessau and roßlau was opened in 1907. between 1935 and 1946 roßlau ( elbe ) was incorporated into the municipality of dessau. in 1994 the districts roßlau, zerbst and parts of the district grafenhainichen were merged to become the district anhalt - zerbst. on 1 july 2007 the district was dissolved and divided between the districts anhalt - bitterfeld, jerichower land and wittenberg ; at the same time the municipality of roßlau ( elbe ) was merged with dessau to become the new municipality dessau - roßlau. the town church sankt marien [ left ] was first mentioned in 1316. in 1626 it was completely destroyed during a battle. in 1651 prince johann vi of anhalt - zerbst gave the permission to rebuild the church. in 18511854 the church was remodeled in gothic revival style by christian conrad hengst.


yomtov, vol. i, # 37 the shofar : a wake - up call by : rabbi yehudah prero we find that when the torah speaks of rosh hashana, it tells us " yom teru ' ah yih ' yeh lachem ", " a day of teru ' ah ( sounding the horn ) should be to you ". although the verses do not elaborate on what type of horn or instrument is being sounded, our sages have taught us that it refers to the shofar, which is usually a ram ' s horn. why do we sound the shofar? what is it supposed to accomplish? the sefer hachinuch tells us that we must understand the nature of " man ", human beings. as ' man ' is a creature from the physical realm, he is only aroused and inspired to action by something stirring, something that will cause him to snap out of the ordinary routine. we see this concept in practice at a time of war : in order to stir up the troops, trumpets are sounded, in hope that this arouses and motivates the soldiers to action. on rosh hashana, we do the same. we " awaken ", by means of the shofar, all who are to be judged on this day. we try to incite all who have sinned to plead with hashem and request mercy from him when judging. hashem is receptive, as he is gracious, compassionate and forgiving, of those who return to him with a complete heart. if the sounding of the shofar has its intended effect, hashem will graciously accept the repentance of all on rosh hashana. the sound that eminates from and the shape of the shofar are meant to inspire us as well. the sefer hachinuch writes that the shofar is a reminder that man should strive to break the impulses of his heart which are evil with the sinful cravings of the world. how does the sound of the shofar accomplsih this? the actual sound emitted from the shofar is broken ; it is not one straight note, but a series of staccato blasts. the broken sound reminds us that we have a job of " breaking " to do as well - the breaking of our evil the shape of the shofar is not straight like a trumpet. rather, the end of the shofar is curved and bent. this bent shape is to remind us that we should bend