the relationship that jesus has with the church, not after the helper relationship that adam had with eve. furthermore, in the parable of the ten virgins ( matthew 25 : 1 - 13 ), jesus describes himself using an analogy of a bridegroom that is preparing to marry ten women. why would jesus really compare himself to a polygamist if it were detestable to him? " elders should be men of one wife " many use titus 1 : 6 and 1 timothy 3 : 2, 12 against polygamy. they say that these verses talk about how deacons, overseers, and elders should be men of " one wife ". point 1 : simply because elders should be a " man of one wife ", does not prevent polygamy among everyone else in the church. point 2 : translation of this " one wife " is not as cut - and - dry as it may seem to fully understand point 2, i want to compare these three passages to 1 timothy 5 : 9 : a widow is to be put on the list only if she is not less than sixty years old, having been the wife of one man the greek for the word " one " here is heis. from strongs concordance 1520, this word is translated as however, if we look at titus 1 : 6 and 1 timothy 3 : 2, 12, the word we see for " one " is mias. this is the same word used in matthew 28 : 1 for " first ". while it ' s not definitive that mias should be translated as " first " instead of " one ", it definitely shows that " a man of one wife " can have multiple translations. in fact, let ' s look at the niv version of this : titus 1 : 6 ( niv ) an elder must be blameless, faithful to his wife, a man whose children believe and are not open to the charge of being wild and disobedient. " faithful to his wife "? why did they translate it that way? is it because they ' re trying to " please the polygamy crowd "? absolutely not! the purpose of this passage is to indicate that the elders should be above reproach, faithful to his wife. if you accept the mias as " first ", it changes the translation of this passage to " man of his first wife ", which means someone who ' s never been divorced! that is the purpose of this passage : not to exclude polygamist, but to find men


as " first ", it changes the translation of this passage to " man of his first wife ", which means someone who ' s never been divorced! that is the purpose of this passage : not to exclude polygamist, but to find men who should be held up as models for the community. men who are faithful and can maintain a marriage faithfully. two become one flesh note that this was written by moses, who had ( at least ) two wives that is why a man leaves his father and mother and is united to his wife, and they become one flesh. there are several passages that show that a man becomes " one flesh " with a woman regardless if it is his wife or a prostitute. the idea of " one flesh " does not mean that the man is exclusive to that woman. it means that they join themselves as if married. this is true regardless of who the man does this with. this is also clear in ephisians 6 : 16 - 17 ( niv ) 16 do you not know that he who unites himself with a prostitute is one with her in body? for it is said, “ the two will become one flesh. ” 17 but whoever is united with the lord is one with him in spirit. it is clear that many believers can unite with the lord as many prostitutes can unite with one man. furthermore, in john skinner ' s genesis : international critical commentary ( t & t clarke, edinburgh, 1930 ) p. 70, skinner notes that the word for " flesh " here is synonymous for " clan " or " family group " - - both in the hebrew and arabic. this word for " flesh ", in fact, is the same word used here in leviticus 25 : 49 an uncle or a cousin or any blood relative in their clan may redeem them. or if they prosper, they may redeem themselves. clearly, there is no restriction of one man becoming an exclusive single flesh with a woman. there are many other arguments that can be heard and answered at biblicalpolygamy. com


a universal ex vivo / in vivo hybrid platform for the in situ tracking of behavior and fate determination of defined stem cell populations : a bridge towards clinical application of stem cell therapy for cns pathology early translational i novel applications for stem cell therapy have been proposed for a broad range of congenital and acquired pathology. the central nervous system ( cns ) represents a key target for stem cell therapy. malignant brain and spinal cord tumors remain a leading cause of morbidity and mortality for children and adults. pediatric brain tumors are second only to leukemia as the most common malignancy of childhood and now represent the leading cause of cancer - related death in children. accumulating data documents permanent functional disability exhibited by the few fortunate survivors. amyotrophic lateral sclerosis ( als ) ( lou gehrig ’ s disease, currently affecting stephen hawkins ) is a progressive and usually fatal, neurodegenerative disease ultimately resulting from the loss of motor neurons. this leads to progressive muscle weakness and atrophy throughout the body. als is one of the most common neuromuscular diseases worldwide, affecting people of all races and ethnic backgrounds, with an incidence of approximately 2 per 100, 000 annually. new approaches to the treatment of brain tumors and als are desperately needed. a universal platform is needed for realistic, rapid and cost - effective pre - clinical development and testing for human stem cell therapies aimed at specific diseases, such as brain tumors and als. the current dilemma of stem cell research arises from attempts to extrapolate results from two disparate techniques. classically, stem cell development and survival has been solely characterized by describing the fate of dissociated cells grown on highly artificial plastic tissue culture plates. the artifactual nature of this completely foreign tissue culture system with the resultant conflicting results is becoming well recognized, as evidenced by confusing and contradictory results reported by different researchers. pre - clinical testing of stem cell therapies has classically been evaluated by transplanting stem cell populations into animal disease models to observe for clinical improvement. this essentially represents a process in which stem cells are introduced into a “ black box ” with the hope of observing some desirable outcome exhibited by the transplanted animal. here, we propose a universal hybrid platform, which allows for the tracking of stem cell fate after transplantation of these stem cell populations into small slices of brain or spinal cord, replicating human brain tumors and als, respectively. finally, the fate of the patient ’ s own stem cells will be characterized when reintroduced into their own brain tumor containing brain


transplantation of these stem cell populations into small slices of brain or spinal cord, replicating human brain tumors and als, respectively. finally, the fate of the patient ’ s own stem cells will be characterized when reintroduced into their own brain tumor containing brain slices. through the application of the systematic stem cell investigation paradigm proposed in this application, it is hoped that more reliable pre - clinical assessment of stem cell fate and subsequent biological outcome will translate into improved predictability enabling more rapid development of efficacious, disease - specific stem cell clinical therapies. statement of benefit to california : malignant brain and spinal cord tumors remain a leading cause of morbidity and mortality for children and adults including california. pediatric brain tumors are second only to leukemia as the most common malignancy of childhood and now represent the leading cause of cancer - related death in children. the prognosis for malignant brain tumors remains dismal, best appreciated in poor long - term survival statistics. accumulating data document permanent functional disability exhibited by the fortunate survivors. the costs for the patient and family cannot be overestimated. overall estimates of the incidence of brain cancers in the united states show that about 20, 000 will be diagnosed annually with about 2500 in california. the economic costs are high. repeated use of physician, inpatient, outpatient and laboratory services as well as lost future earnings and occurrence of secondary diseases cost californians of more than 1. 5 billion dollars annually. fundamentally new approaches to the treatment of brain tumors are desperately needed. the objectives of this proposal focus upon utilizing a refined biological model to allow for the direct study of in situ behaviors of stem cell ( neural stem cells, embryonic stem cells, induced pluripotent stem cells ) and cancer stem cell populations within brain and spinal cord microenvironments with the ultimate goal being improved therapeutic applications. this is a proposal to determine whether organotypic slice models from brain and spinal cord can be used to predict the fate of human embryonic ( hesc ) or adult stem cells introduced into human patients, as the applicants feel the slice model is an important preclinical, predictive assay tool. in the first aim, stem cells will be injected into organotypic slices derived from human tumor specimens from the central nervous system, or from spinal cord sections from a mouse genetically altered to model amyotrophic lateral sclerosis ( als ). migration, differentiation and survival of the cells will be tracked using confocal and multiphoton microscopy ( mpm )


system, or from spinal cord sections from a mouse genetically altered to model amyotrophic lateral sclerosis ( als ). migration, differentiation and survival of the cells will be tracked using confocal and multiphoton microscopy ( mpm ) and optical coherence tomography ( oct ). in the second aim, a fiber - based multiphoton microscopy ( mpm ) system with a miniature probe will be used to perform in vivo imaging and tracking of stem cell in animal models. reviewers agreed that the disease targets chosen ( als and pediatric tumors ) are important, but felt that the applicants had not made a case that the research planned would positively impact the progress toward cell therapies for these ( or other ) disorders. the applicant did not discuss a compelling rationale for stem cell therapies for pediatric cancer ( though they may be important ), nor for the use of tumor material as a good model for cell transplantation studies. reviewers felt they had to read between the lines. in the case of als, reviewers understood the rationale for the slice model, as stem cells may be a good candidate for repair and restoration of motor neurons that are lost in this disease. the behavior of human embryonic stem cells ( hescs ) cultured in vitro likely does not mimic their activity in vivo, where tissue - specific environmental factors and stromal elements modify their phenotype. so in principle, reviewers agreed with the applicant that comparison of the properties of hescs in their slice model with the behavior after injection into the brains or spinal cords of mice might inform one of the utility and predictive powers of the slice model, noting that organotypic slide models from rodents have been used for a long time, but the comparisons ( sufficient preliminary data ) needed to justify the proposal were not presented clearly. reviewers commented that it was difficult to assess the feasibility of the project as the proposal lacked clarity and was extremely disorganized. the applicant often referred reviewers to published data rather than providing a brief description of the intended experiments, stem cells and assays to be used, and follow - up experiments to be performed, and much of the research design and methods seemed to be derivative. preliminary data were lacking ( a major issue since the comparison data between slice and in vivo transplants are the core of data needed to convince reviewers of the necessity of developing a new preclinical model ). for the first aim, the attributes of the organotypic slice cultures are described but no relevant data are provided. the second


##s are the core of data needed to convince reviewers of the necessity of developing a new preclinical model ). for the first aim, the attributes of the organotypic slice cultures are described but no relevant data are provided. the second aim places a great deal of emphasis upon developing an imager, but again preliminary data are not presented and if such an instrument is not forthcoming the entire aim will be difficult to execute. reviewers commended the principal applicant ’ s academic credentials and training, and commented that the listed collaborators are well - qualified and the research environment is excellent. however, they also noted that the application did not highlight the organotypic slide experience of the investigators, which contributed to concerns about the project ’ s feasibility. in summary, this proposal attempts to address the bottleneck of understanding behavior of cells after transplantation, devising a model to predict reliably stem cell behavior, using als and pediatric tumor models as test - beds for the organotypic slice work. the application did not highlight its assets in a way that reviewers could be convinced that the project was worth investment, and reviewers pointed out many weaknesses, including a diffuse and vague focus, lack of important details and preliminary data. without the relevant preliminary data and absence of a discussion of significant experience with organotypic slice model when the roles of personnel were discussed, the reviewers had major concerns about feasibility of the project.


atlanta is a real peach for visitors the city of atlanta owes a huge debt to union gen. william tecumseh sherman. during the latter stages of the u. s. civil war, sherman famously marched his army across georgia destroying everything in its path, in an effort to cut supply lines to confederate troops farther north. his “ march to the sea ” left the state, along with the booming metropolis of atlanta, in ruins. georgia ’ s largest city at the time, savannah, was left intact and later “ presented ” by sherman to president abraham lincoln in an 1864 christmas card. atlanta, however, had to rebuild from scratch. money poured in throughout the period of southern reconstruction as several major corporations chose atlanta for their headquarters. the result was a modern city that quickly became the economic centre of the south. coca - cola, perhaps atlanta ’ s best - known company, was first formulated and served in 1886. created in response to local prohibition laws, the drink was an instant hit at local soda fountains. the coca - cola corporation quickly set up shop in atlanta, forever safe - guarding its “ secret formula ” of the drink ’ s ingredients. today, the world of coca - cola museum attracts millions of visitors every year. exhibits and videos detail the company ’ s history and worldwide appeal. the company ’ s iconic advertising history is vividly displayed via hundreds of signs, pushcarts, billboards and nearly every other advertising medium one can think of. the highlight for most visitors is the taste it! exhibit, where visitors can try samples of coke products from around the world. next door to the world of coca - cola is the gargantuan georgia aquarium. opened in 2005, the aquarium was the brainchild of noted jewish philanthropist bernard marcus, co - founder of home depot hardware stores. in 2001, marcus travelled to 13 countries and more than 50 aquariums in order to research designs that would appeal to visitors worldwide. his $ 250 - million gift to the city of atlanta resulted in a stunning edifice, home to more than 100, 000 species of animals. kids will especially enjoy the stingray petting tank and the incredible dolphin tales show. atlanta was home to noted u. s. civil rights leader rev. martin luther king jr. his childhood house and church are now part of the american national park system and have been designated a national historic site. the museum guides visitors through the leader ’ s childhood in fiercely segregated atlanta through to his adulthood as a noted baptist preacher and civil rights activist. king and his wife, coretta,


the american national park system and have been designated a national historic site. the museum guides visitors through the leader ’ s childhood in fiercely segregated atlanta through to his adulthood as a noted baptist preacher and civil rights activist. king and his wife, coretta, are interred nearby. not to be missed is atlanta ’ s infamous stone mountain park, the site of the 1915 revival of the ku klux klan. the daughters of the confederacy organization commissioned a massive carving on the face of the mountain as a civil war memorial in 1916. the detailed relief depicts confederate states of america president jefferson davis, along with generals robert e. lee and stonewall jackson. today, stone mountain park is home to numerous attractions, including an amusement park, a historic georgia plantation and countless miles of hiking trails. the city ’ s jewish community dates back to before the civil war. although they made up just a tiny percentage of the city ’ s population, by the start of the war, jews owned a disproportionally large number of the city ’ s retail shops. during the early 20th century, jews were routinely excluded from many professions and social clubs by other southern whites, but usually didn ’ t experience the racism felt by african - americans. this changed dramatically in 1913 during the trial of leo frank. frank, a jewish factory worker originally from new york, was tried and convicted for the murder of a white female co - worker. his conviction was based mostly on the testimony of a black janitor ; something that would never have occurred had the defendant been christian. frank was later abducted from prison by an angry white mob and lynched in the nearby city of marietta. throughout segregation, jewish storeowners in atlanta were among the only whites that employed black workers and extended credit to black patrons. atlanta ’ s jews were generally very supportive of the civil rights movement of the 1960s, much to the ire of their white, christian neighbours. today, more than 100, 000 jews live in the atlanta metropolitan area, making it the largest jewish community in the “ bible belt. ” while jews are mostly centred in the north druid hills area of town, there are numerous smaller communities spread throughout the region. outreach groups chabad and aish hatorah have a strong presence in atlanta and have contributed to a religious resurgence in the last decade. conveniently located along one of the traditional “ snowbird ” routes to florida, atlanta is a must - see with activities available for the whole family! michael stavsky acknowledges the assistance of the atlanta convention and visitors bureau in planning


u. s. : hurrican sandy - the new " normal " some called it frankenstorm sandy, some superstorm sandy, needless to say hurricane sandy was the worst storm the new york metro area and new jersy has seen in decades, if not ever. earlier in october many islands in the carribean were devastated by the storm. as it made it ' s way north up the atlantic coast of the u. s. it became apparent that hurricane sandy would turn to the west and slam directly into the densly populated metro area. photos of the aftermath [ here, here and here ] give a sense of the destruction, but it ' s the stories [ here, and here ] on the ground that describe the impact on people, the environment and other species. while some referred to hurricane sandy as a 100 - year, or even a 500 - hundred year storm, many climate watchers pointed out the obvious : a warmer climate facilitates stronger storms. and none other than respected climate scientists like james hansen have the data. the devastation of sandy on the new york metro area now has even moderate politicians finally speaking up about climate change. that in the wake of three u. s. presidential debates where the word " climate " never even came up. most people picking up what ' s left of their homes and lives on the east coast of the united states and in the carribean probably think it ' s time to end climate silence now.


( other useful character entities ) ‐ = hyphen ( ‑ = non ‐ breaking hyphen ( ‒ = figure dash ( – = en dash ( — = em dash ( − = minus sign ( - = default hyphen ‐ minus ( what is shown when you press the key next to zero on the keyboard ) following is taken from http : / / www. alistapart. com / articles / emen / : that hyphen you can insert with the key next to the zero on your keyboard is an ambiguous character suffering from an identity crisis. it can ’ t decide if it ’ s a hyphen, a minus, or an en dash — in fact, the unicode specification describes it as “ hyphen ‐ minus ” and defines very specific replacements for each of its personalities. use it if you need to insert a hyphen, but never for a minus ( − ) or a dash, since it does not have the correct width for either, or the vertical position for the latter ( compare “ 1 + 4 - 2 = 3 ” to “ 1 + 4−2 = 3 ” ). the soft hyphen ( a. k. a. “ discretionary hyphen ” and “ optional hyphen ” ) is to be used for one purpose only — to indicate where a word may be broken at the end of a line. otherwise, it is to remain invisible and not affect the appearance of the word. some browsers display it no matter where it falls, but this is not the correct behavior. others in the past have recommended against its use because its behavior was not well ‐ defined, but the html 4. 01 spec makes its use and behavior clear and unambiguous. three other hyphen characters exist in unicode, but are unfortunately not defined in the html entity set ( although they should be ) : - the non ‐ breaking hyphen ( ‑ not in html ) does just what its name implies. - the hyphen character ( ‐ not in html ) is meant to be used in place of the hyphen ‐ minus when a hyphen is exactly the desired character. - the hyphenation point ( not in html ) is that bullet ‐ like character you find in some dictionaries to separate syllables. that is its only use, but if you ’ re creating an online dictionary, using it will make your entries look more professional. - figure dash the figure dash ( ‒ ) is so named because it is the same width as


some typographers prefer to use an en dash surrounded by full spaces instead of an em dash. others prefer to insert hair spaces on either side of the em dash, but this is problematic with some web browsers ( see the section on spaces for more detail ). - em dash the em dash ( — ) is used to indicate a sudden break in thought ( “ i was thinking about writing a — what time did you say the movie started? ” ), a parenthetical statement that deserves more attention than parentheses indicate, or instead of a colon or semicolon to link clauses. it is also used to indicate an open range, such as from a given date with no end yet ( as in “ peter sheerin [ 1969 — ] authored this document. ” ), or vague dates ( as a stand ‐ in for the last two digits of a four ‐ digit year ). two adjacent em dashes ( a 2 ‐ em dash ) are used to indicate missing letters in a word ( “ i just don ’ t f — — ing care about 3. 0 browsers ” ). three adjacent em dashes ( a 3 ‐ em dash ) are used to substitute for the author ’ s name when a repeated series of works are presented in a bibliography, as well as to indicate an entire missing word in the text. more info can be found at http : / / en. wikipedia. org / wiki / dash.


guidelines for phast facilitators and programme managers in the countries where phast has been tested, the results have been inspiring : hygiene behaviours and sanitation have improved, and communities have taken over management of sanitation and water facilities. the investments made in developing the tools necessary for the approach paid off. the toolkit materials are vital for helping group participants to develop the skills and confidence to think problems through, identify solutions and plan for change. we strongly recommend that you take the time to carefully plan the development of your toolkit with an artist, or artists, using the guidelines which follow here and in the guidelines for phast artists. for further information about making a toolkit see srinivasan ( 1991 ). types of toolkits the ideal toolkit consists of drawings made by local artists to reflect the local culture and conditions. most of the instructions which follow refer to this type of toolkit. prototype toolkits : these are drawings that are generally applicable over a wide cultural area where customs, housing and clothing are nearly the same. once a prototype toolkit has been made, it may only be necessary to modify a few drawings to look like the specific local setting in which you will be working. modification will be much simpler if the prototype toolkit drawings have been done as black and white line drawings. this makes it easier to adapt and modify the drawings to suit different situations. these modifications can be done by tracing or photocopying the original drawings and using colour to show regional variations. a prototype toolkit is a good investment at the national level. remember, though, that rural and urban areas are very different physical environments and often have different water, sanitation and hygiene problems. for this reason you generally cannot use the same toolkit for rural and urban areas, even within the same country. creating new drawings for each toolkit can be expensive, but there are ways to cut costs by using a combination of different materials that may be available to you. some suggestions follow. using photographs : existing photographs can be used to help design specific tools. they can be reproduced in sizes appropriate to the activity and several sets made. this can be an effective technique for some of the tools, for example, for sanitation options and for planning posters, especially if photographs of existing technologies and processes are readily available. but it is less than ideal because details in the photographs may distract participants from the purpose of the discussion. the presence of familiar people and places in the photos can also be misleading and can tend to personalize the discussions and even put people on


available. but it is less than ideal because details in the photographs may distract participants from the purpose of the discussion. the presence of familiar people and places in the photos can also be misleading and can tend to personalize the discussions and even put people on the defensive. using existing materials : existing hygiene education materials, such as posters and flip - charts can be used creatively and inexpensively to develop the materials for specific activities. different drawings are separated or cut apart and used in three - pile sorting, for example. such materials may need to be supplemented with additional drawings. the disadvantage of using existing materials is that they are often not open to different interpretations, which can create problems for the facilitator, particularly with the more open - ended activities. technical and project manuals can also be a good source of pictures and drawings which can be cut out and separated for specific activities. timeframe to make a toolkit in most instances you will already have a prototype toolkit - usually made up of black and white line drawings - obtained from a phast training workshop. this kit will need to be modified to suit local circumstances. you should allow about one month to prepare the local toolkit because : - you will need to find an artist, or artists 5 a useful strategy for providing this explanation is to arrange to have the artist or artists attend a phast training workshop and to make the drawings during the workshop. see section entitled, “ involve artists in a training workshop ”. you should make a budget for producing the toolkit. this will be based on the number of drawings needed. if possible, it would be best to get estimates of the cost for the same work from three artists, together with a sample of their work. you can then compare prices and the skills of the different artists. sometimes the cheapest price will not be the best choice. one of the artists might be a little more expensive. but the drawings may be a lot better and the artist may understand what you want much more clearly than the other artist ( s ) you are considering. in which case, provided you can afford it, it would be better to choose the slightly more expensive artist. more experienced and professional artists tend to charge by the drawing, while others by the “ set ”, or by the time spent. if there is a clear work plan and timeframe, and particularly when a workshop is involved, it may be useful to draw up a contract for two, four, or even six weeks. in recruiting artists, it is also useful to consider the possibility of


there is a clear work plan and timeframe, and particularly when a workshop is involved, it may be useful to draw up a contract for two, four, or even six weeks. in recruiting artists, it is also useful to consider the possibility of establishing a long - term relationship, giving preference to artists employed by development organizations or freelance artists with an interest in and sensitivity to participatory and development activities. finally, when negotiating with artists, it is useful to keep in mind that their important skills are frequently undervalued. remember to make allowance for any travel costs that might arise when the artist visits the community. there will be costs for materials ( such as paper and paints ), for making copies of the drawings and perhaps for having the drawings laminated to make them more durable. you may find it useful to provide the artist with a form to estimate costs. you can use this form to compare the costs of several artists. it may also mean that costs are not forgotten at the start. it can be a real problem later on if an artist forgets to include, for example, the cost of paper, special drawing pens and inks, and then asks you for more money. finding an artist try to find an artist who lives in or close to the communities or ethnic group you will be working with. this will produce the best results and also save time and money, as the artist will need to visit the community more than once to observe the people, type of buildings and facilities, etc. explaining the task to an artist explain that a participatory approach is one that does not focus on transferring a particular message from the facilitator to group participants. rather, the opposite is true, with more importance attached to getting the participants to share their experiences, ideas, feelings and beliefs, and through this process developing the ability to solve their own problems ( see srinivasan, 1991 ). explain that the drawings will be used to help group members think for themselves and participate in the process of making environmental improvements. give a brief outline of the activities, explain what they are designed to achieve, and show sample drawings. explain the number of drawings needed, what they should be of, and how you want the drawings done. use the guidelines for phast artists in part iii to help you. explain that the people, types of housing, vegetation, clothing and types of facilities drawn must look similar to the community or ethnic group you are working with and that this will help people to use the drawings more successfully. invite the


iii to help you. explain that the people, types of housing, vegetation, clothing and types of facilities drawn must look similar to the community or ethnic group you are working with and that this will help people to use the drawings more successfully. invite the artist to visit the community with you. visiting the community arrange a time to meet the artist when you can walk around the community together and get really familiar with the way people dress, where they live, the type of water and sanitation facilities they have, and any problem areas in the community, particularly those relating to water and sanitation. make notes and rough sketches of what you see, so that later it will be easier to discuss the drawings that will be needed. after you have visited the community, either on the same day, or the day after, sit down somewhere quiet with the artist and discuss what you have seen together. make a list of the drawings you will need. involve artists in a training workshop if possible, the artists should attend a complete phast training workshop. when the workshop participants visit a community, the artist should come along and make initial sketches. then, while the training workshop continues, the artist should be making the drawings. the draft drawings can be used and discussed in the training sessions, and during further visits to the community, and modified as a result of these visits and discussions. this is a practical and participatory form of pretesting. supervise the artist ' s work the artist ' s work should be carefully supervised. regularly reviewing pencil sketches before they are completed and the final drawing made is advisable. making changes to a completed drawing can be difficult. the drawings should also be pretested with community members. this is done by taking the drawings to the community and asking people what they see, and whether they think the drawings look like their area and show cultural features correctly. drawings should be modified according to the feedback received. quality of drawings drawings made for phast or other sarar activities are generally simple line drawings. they should be clear and uncluttered and preferably in colour. however, it is best if the original drawings created for a prototype toolkit are first made as black and white line drawings and plenty of copies made, either by tracing or by photocopying the original drawings. these copies can be adapted to reflect local regional situations much more easily than coloured drawings. copies of drawings facilitators will generally need a number of sets of drawings. so keep a master set in black and white that can be photocopied ;


prof : mark jensen web page : www. plu. edu / ~ jensenmk / office hours : m 1 : 45 p. m. - 3 : 45 p. m., w 1 : 45 p. m. - 3 : 45 p. m., f 1 : 45 p. m. - 2 : 45 p. m. this course is a continuation of french 201, but because of a change of instructor and ongoing program revision, french 202 will not use the materials used in french 201 in spring 2009. apologies to those who have to buy new books! all work in this class will be in french. wish infrequent exceptions like this syllabus, all our communication will be in french. the classroom is a french - language zone where use of other languages is inappropriate except in exceptional circumstances. the goals of french 202 : first, the course aims : 1 ) to help you master elements of grammar essential to effective communication in french ; 2 ) to expand your vocabulary in french in a systematic fashion ; 3 ) to develop your ability to speak and write effectively in authentic french ; 4 ) to improve your french pronunciation ; 5 ) to make you more aware of the generic and social dimensions of linguistic communication in french. second, french 202 seeks to help you : 1 ) to gain insights into the values of francopohone cultures, especially french culture, with, as an organizing theme, a special emphasis in the class on the notion of justice ; 2 ) to learn more about how french culture has influenced your own culture. third, this course aspires : 1 ) to enhance your ability to analyze and compare ideas and opinions, both your own and those of others ; 2 ) through works of literature and discussion of them, to deepen your acquaintance with conventions of genre, the influence of history, and the progress of ideas, and how these have affected and shaped human experience ; 3 ) to learn to challenge assumptions intellectually, reflect upon different perspectives, evaluate and explain different viewpoints on complex issues, and defend judgments. in addition, intensive work with the french language at this level will give you new perspectives on your own native language and stimulate your reflection on language itself. in the fourteen weeks of this course, you will 1 ) work through the second half of a fairly rigorous presentation of french grammar text, written entirely in french, referring back to the first half of the text as needed ; 2 ) read several works of french literature and study a film, using the language to engage not only with dimensions of french


a fairly rigorous presentation of french grammar text, written entirely in french, referring back to the first half of the text as needed ; 2 ) read several works of french literature and study a film, using the language to engage not only with dimensions of french culture and civilization but also to acquaint the student with some rudimentary critical notions. in additon, the course also aims systematically to expand your vocabulary. activities in class will vary, usually according to the day of the week. mondays will usually be devoted to grammar study and practice. you ' ll be asked to study pages in grammar text in preparation for the class. a short written composition ( or, on the following week, the revision of the previous week ' s composition ) will be also be due in class. wednesdays will be devoted to further work on grammar, usually with additonal attention to pronunciation and group work, occasionally including performances, games, or class presentations. fridays will be usually be devoted to work with literary texts or with film. wed., sept. 9 ( 11 : 50 a. m. ) : introductions. discussion of course, study methods, and expectations for the course. fri., sept. 11 : before class : read the first act of le malentendu by camus, and study the vocabulary and sentences in fournier, i, § § 4 - 7. also review briefly chapters 1 - 6 in barson. in class : review, using act i of le malentendu. bring camus, fournier, and barson to class. sign - up for a conversation session sept. 14 - 25. mon., sept. 14 : barson, chapter 7 grammar. prepare the vocabulary in fournier, ii, § § 6 - 10. wed., sept. 16 : barson, chapter 7 group work. fournier, iii, § § 4 - 6. fril, sept. 18 : camus le malentendu, act ii. fournier, iv, § § 4 - 7. mon., sept. 21 : barson, chapter 8 grammar. fournier, v, § § 3 - 4. wed., sept. 23 : barson, chapter 8 group work. fournier, vi, § § 4 - 7. fri., sept. 25 : camus, le malentendu, act iii. fournier, vii, § § 4 - 6. mon., sept. 28 : barson, chapter 8 grammar. four


4 - 7. fri., sept. 25 : camus, le malentendu, act iii. fournier, vii, § § 4 - 6. mon., sept. 28 : barson, chapter 8 grammar. fournier, viii, § § 3 - 5. wed., sept. 30 : barson, chapter 8 group work. fournier, ix, § § 3 - 4. fri., oct. 2 : maupassant, « la peur » fournier, x, § § 3 - 5. mon., oct. 5 : barson, chapter 9 grammar. fournier, xi, § § 3 - 5. wed., oct. 7 : barson, chapter 9 group work. fournier, xii, § § 3 - 4. fri., oct. 9 : film in class : la nuit de varennes ( first half ). mon., oct. 12 : barson, chapter 9 grammar. fournier, xiii, § § 4 - 7. wed., oct. 14 : barson, chapter 9 group work. fournier, xiv, § § 4 - 6. fri., oct. 16 : film in class : la nuit de varennes ( second half ). fournier, xv, § § 4 - 6. mon., oct. 19 : midterm review. wed., oct. 21 : midterm exam. fri., oct. 23 : mid - semester break. mon., oct. 26 : barson, chapter 10 grammar. fournier, xvi, § § 3 - 4. wed., oct. 28 : barson, chapter 10 group work. fournier, xvii, § § 4 - 7. fri. oct. 30 : simenon, l ' affaire saint - fiacre, chapters 1 - 2. fournier, xviii, § § 2 - 3. mon., nov. 2 : barson, chapter 10 grammar. fournier, xix § § 3 - 5. wed., nov. 4 : barson, chapter 10 group work. fournier, xx, § § 3 - 5. fri., nov. 6 : simenon, l ' affaire saint - fiacre, chapters 3 - 4. fournier, xxi, § § 4 - 6. mon., nov. 9 : barson, chapter 11 grammar. fournier, xxii, §


. : final exam. quia homework schedule exercises should be done before class on the date indicated. recommended : as you do exercises, use the cuthbertson verb wheel to review verbs you ' ve forgotten or with which you ' re not familiar. note : this is the first edition of barson ' s book to be quia - ized, and there are mistakes in the corrections to the exercises. anyone who correctly identifies an error and explains it grammatically in writing will get extra credit for each error found. mon., sept. 14 : § § 7 - 1. 1 - 5 wed., sept. 16 : § § 7 - 2. 1 - 3 fri., sept. 18 : § § 7 - 2. 2 - 4 mon., sept. 21 : § § 8 - 1. 1 - 4 wed., sept. 23 : § § 8 - 2. 1 - 3 fri., sept. 25 : § § 8 - 2. 4 - 6 mon., oct. 5 : § § 9 - 1. 1 - 4 wed., oct. 7 : § § 9 - 2. 1 - 4 fri., oct. 9 : § § 9 - 2. 6 mon., oct. 12 : § § 9 - 1. 5 - 10 wed., oct. 14 : § § 9 - 2. 7 - 10 mon., oct. 26 : § § 10 - 1. 1 - 2 wed., oct. 28 : § § 10 - 2. 1 - 5 mon., nov. 2 : § § 10 - 1. 3 - 5 wed., nov. 4 : § § 10 - 2. 6 - 8 mon., nov. 9 : § § 11 - 1. 1 - 2 wed., nov. 11 : § § 11 - 2. 1 - 2 mon., nov. 16 : § § 11 - 1. 3 - 4 wed., nov. 18 : § § 11 - 2. 3 - 4 mon., nov. 23 : § § 12 - 1. 1 - 4 wed., nov. 25 : § § 12 - 2. 1 - 2 mon., nov. 30 : § § 12 - 2. 3 wed., dec. 2 : § § 12 - 2. 5 - 6 schedule of compositions mon., sept. 28 : racontez l ' histoire de quelqu ' un qui s ' est sacrifie soit par amour, soit par patriotisme


§ 12 - 2. 5 - 6 schedule of compositions mon., sept. 28 : racontez l ' histoire de quelqu ' un qui s ' est sacrifie soit par amour, soit par patriotisme, soit par ferveur religieuse. utilisez des verbes pronominaux. mon., oct. 12 : vous etes soupconne ( e ), a tort, d ' etre un agent secret. vous retrouvez un ami et vous lui racontez vos mesaventures, en essayant de le convaincre que vous n ' etes pas un ( e ) espion ( ne ). utilisez des negations. mon., nov. 2 : decrivez le pays de vos reves. ce pays existe - t - il? utilisez une grande variete d ' adjectifs. mon., nov. 16 : sous forme d ' une lettre a un ( e ) nouvel ( le ) etudiant ( e ) de plu, offrez quelques bons conseils bases sur votre experience personnelle. utilisez les tournures suivantes : ( 1 ) il faut que ( 2 ) ne pensez pas que ( 3 ) il est possible que ( 4 ) c ' est une bonne idee que ( 5 ) je suis content ( e ) que ( 6 ) il serait utile que ( 7 ) il est probable que ( 8 ) je suis certain ( e ) que ( 9 ) j ' espere que ( 10 ) c ' est dommage que. mon., nov. 30 : racontez un moment ou vous avez agi avec courage. employez autant de pronoms relatifs que possible. calculation of grades your grade will be determined as follows : note : plu ' s expectation is that students will not cheat or plagiarize, and that they will not condone these behaviors or assist others who plagiarize. in work in a foreign language, this includes the use of machine ( i. e. computer ) translation. academic misconduct jeopardizes the career of the individual student involved, and also undermines the scholastic achievements of all plu students in the sense that it attacks the mission of this institution. it should go


( i. e. computer ) translation. academic misconduct jeopardizes the career of the individual student involved, and also undermines the scholastic achievements of all plu students in the sense that it attacks the mission of this institution. it should go without saying that students are responsible for doing their own work, thereby insuring the integrity of their academic records. in addition, civil conversation is central to the university ' s academic enterprise and guided by faculty expertise. [ the university ] is committed to protecting the rights of community members to engage in dialogue and express ideas in an environment that is free from harassment, discrimination, and exploitation. this freedom of expression does not, however, entail the freedom to threaten, stalk, intimidate, harass, or abuse. students are therefore expected to treat every individual with respect and civility. ( student code of conduct, p. 12 ) an additional note : if you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. if you have questions concerning the services available for students with disabilities at plu, please contact the office of disability support services, x7206. bonne chance et bon courage! * * * * * * * * * * * * * * *


| 37th president of the united states | from : january 20, 1969 – august 9, 1974 | vice president | | spiro agnew | | 36th vice president of the united states | from : january 20, 1953 – january 20, 1961 | predecessor | | alben w. barkley | | former u. s. senator from california | from : december 4, 1950 – january 1, 1953 | former u. s. representative from california ' s 12th district | from : january 3, 1947 – december 1, 1950 | successor | | patrick j. hillings | | spouse ( s ) | | thelma catherine " pat " ryan | richard milhous nixon was the 37th president of the united states of america, serving from 1969 to 1974. he was the only u. s. president to resign the office. he also served as the 36th vice president of the united states of america under president dwight d. eisenhower from 1953 to 1961. in 1946, he was elected as a u. s. representative. as a congressman from california, and as a member of the house committee on un - american activities, he investigated communists and instigated the successful prosecution of alger hiss for spying for the soviet union during world war ii. after two terms in the house, he was elected to the u. s. senate in november of 1950. after losing his first presidential race to john f. kennedy by a narrow margin in 1960, he unsuccessfully ran for governor of california in 1962, losing to incumbent edmund g brown. in 1968 he was elected president, and was reelected in 1972 by a landslide, but resigned the presidency on august 9, 1974 due to a threat of impeachment by congress for the watergate affair. the main impeachment charge was that nixon obstructed justice by telling employees to mislead fbi investigators about the watergate burglary. richard milhous nixon was born in yorba linda, california, on january 9, 1913. soon after, his family moved to whittier, california. nixon ' s childhood years were not unusual for someone growing up in two small towns near los angeles. his parents, frank and hannah nixon, were devout quakers. nixon had four siblings and saw two of his brothers die from tuberculosis. nixon grew up relatively poor, as his father earned a modest income from his gas station and grocery store. due to these hard times, he established a quality of determination and strong work ethic. a good student and a hard worker, nixon excelled scholastically.


up relatively poor, as his father earned a modest income from his gas station and grocery store. due to these hard times, he established a quality of determination and strong work ethic. a good student and a hard worker, nixon excelled scholastically. nixon attended fullerton high school and whittier high school. he graduated second in his class from whittier with honor in the study of shakespeare and latin. he was awarded scholarships to harvard and yale university, but declined due to his family ' s financial condition. he instead enrolled at whittier college, a local quaker school, where he co - founded the " orthogonian society ", a new organzation to the campus geared towards working - class students. at whittier, nixon, a formidable debater, was elected freshman class president, and served as student body vice president in his junior year and president in his senior year. while at whittier, he taught sunday school at east whittier friends church and remained a member all his life. a lifelong football fan, nixon practiced with the team, but played little. in 1934, he graduated second in his class from whittier, and went on to duke university school of law, where he received a full scholarship, was elected president of the duke bar association, and graduated third in his class. in 1942 nixon became a lawyer for the office of price administration, the wartime liberal new deal program that regulated all prices and rationed basic commodities. during world war ii, nixon served in the navy as a reserve officer, serving in the supply corps on several islands in the south pacific, commanding cargo handling units in the scat. there he was known as " nick " and for his exceptional poker - playing skills, banking a large sum of money that helped finance his first campaign for congress. he rose to the rank of lieutenant commander and resigned after the war in march, 1946. - see related article : legacy of alger hiss after service in the navy he entered an entirely unstructured california political environment - - parties hardly existed there in the 1940s, and many voters were recent arrivals. as a result nixon never built a secure base in california ( or anywhere else ). in 1946 he defeated five - term democrat representative jerry voorhis, a leading liberal. two years later, nixon ran for reelection in both the republican and democrat primaries and won endorsement of both parties in the general election. nixon took typical positions for a california republican : he was hostile to communism, internationalist in outlook, and middle - of


two years later, nixon ran for reelection in both the republican and democrat primaries and won endorsement of both parties in the general election. nixon took typical positions for a california republican : he was hostile to communism, internationalist in outlook, and middle - of - the road in economic and social issues. nixon ' s first major breakthrough came in congress, where his dogged investigation broke the impasse of the alger hiss spy case in 1948. the idea that hiss - - a former senior adviser to president franklin roosevelt - - was a soviet spy alarmed the nation, and won the lifelong hatred of the left, whose veneer of patriotism was dissolved. in 1950 nixon was elected to the united states senate by defeating a leading hollywood liberal, helen gahagan douglas using tough campaign tactics that emphasized her votes with the far left. because of his membership of the california delegation at the 1952 republican national convention, his strong anti - communist credentials, and his appeal to the western part of the united states, nixon was named as general dwight eisenhower ' s vice presidential running mate. in the midst of the campaign questions arose about a group of seventy - six businessman from southern california who had contributed to a secret slush fund for richard nixon, being paid $ 900 a month ( totaling $ 18, 168 up to that point ). there was talk of nixon dropping from the ticket. nixon claimed that money was used for office expenses only. on september 23, 1952 he gave the now infamous " checkers speech " in which he said that he and his wife, pat nixon do not live lavishly, saying that his wife had not even owned a fur coat but only " a respectable republican cloth coat ". he went on to bring up a gift someone gave his children, a " little cocker spaniel dog " named checkers, and said defiantly, " regardless of what they about it, we ' re going to keep it. " the speech was meet with overwhelming public approval. in november, eisenhower and nixon swept their way in office, winning 55 percent of the vote, to 44 percent for democrat opponent adlai stevenson. as vice president richard nixon occasionally presided over the senate and chaired the president ' s commission on government contracts, which dealt with radical discrimination by government contractors, and the cabinet committee on price stability for economic growth ( although nixon had little influence over it ). nixon also chaired the national security council. however, in a press conference president eisenhower was asked to give an example of richard nixon ' s contributions as vice president, to which eisenhower replied, "


economic growth ( although nixon had little influence over it ). nixon also chaired the national security council. however, in a press conference president eisenhower was asked to give an example of richard nixon ' s contributions as vice president, to which eisenhower replied, " if you give me a week, i might think of one. " nixon did have an influential role in white house political operations. he campaigned for republican members of congress in 1954 and 1958. nixon positioned himself as presidential and his famous 1959 " kitchen debate " in moscow with soviet union president nikita khrushchev boosted his public appeal. by the end of the eisenhower administration nixon had become the top contender to be the republican nomination for the 1960 presidential election. 1960 presidential campaign main article : united states presidential election, 1960 nixon easily won the republican nomination for the presidency, but ran a poor campaign in the general election. despite division over the modern civil rights movement, the country was enjoying a period of relative prosperity. the most prominent issues were the cold war and the new assumption of power of dictator fidel castro of cuba. public opinion polls showed that the country trusted nixon more on foreign policy issues while democrat opponent john f. kennedy was favored on domestic issues. 1960 marked the first presidential election in which televised debates were used. kennedy won the debates, which resulted in him defeating nixon by a razor - thin margin of 49. 7 percent of the vote to 49. 5 percent. nixon believed that there was voter fraud in cook county, illinois which resulted in him losing that state, however nixon chose not to contest the results. kennedy ' s lead in the electoral college was such that he still would have been elected even if he had lost illinois. 1962 gubernatorial campaign after the election nixon returned to california and ran for governor in 1962 against incumbent pat brown. brown defeated nixon with 52 percent of the vote to 46 percent. in a post - election press conference nixon announced the end of his political career and said to the press " you won ' t have richard nixon to kick around with anymore. " however, nixon continued to campaign for republican congressional candidates and traveled the world, sharpening his knowledge of foreign issues. 1968 presidential campaign main article : united states presidential election, 1968 by 1967 nixon ' s financial backers were raising funds to bankroll another bid for the white house. in the republican primaries and caucuses moderates and liberals supported michigan governor george romney and later new york governor nelson rockefeller, while conservatives supported california governor ronald reagan. nixon was able to win support from southern conservatives and pass reagan in the polls, eventually


. in the republican primaries and caucuses moderates and liberals supported michigan governor george romney and later new york governor nelson rockefeller, while conservatives supported california governor ronald reagan. nixon was able to win support from southern conservatives and pass reagan in the polls, eventually winning the nomination. in nixon ' s second attempt for the presidency the united states was in the midst of the vietnam war, with democrats associated with the violence. with president lyndon johnson losing credibility because of the increasingly unpopular war, he declined to run for another term. vice president hubert humphrey narrowly won the democrat nomination. alabama governor george wallace, a strong segregationist, entered the race as a third party candidate. nixon promised to end the bombing in vietnam, unify the nation and restore law and order to the country. president johnson helped humphrey after he announced that bombing in north vietnam would be halted and that a cease - fire would follow, however his announcement was too late. on election day, nixon defeated humphrey by over 100 electoral votes, although he won the election with only 43 percent of the vote to 42 percent, partly because wallace took 13 percent. 1972 reelection campaign main article : united states presidential election, 1972 president nixon ' s reelection campaign got underway in 1972. he had high approval ratings for his handling china and the soviet union. nixon ' s democrat opponent, south dakota senator george mcgovern was viewed too liberal by many americans. however, there was still concern in the nixon camp because of his close victory in 1968 and the continued involvement in the vietnam war. he chose to engage in tactics that included an effort to steal information in the democrat party ' s headquarters. five nixon supporters broke into the party ' s office at the watergate complex in washington, d. c. on june 17, 1972. however, this did not become an issue in the campaign, with president nixon trumping mcgovern in 49 out of 50 states. vietnam warharvard professor henry kissinger as national security adviser, who had secret peace talks with the north vietnamese. peace negations dragged on throughout nixon ' s first term. his vietnam strategies included " vietnamization, " a policy aimed at reducing u. s. casualties and troops, while convincing the american public that the vietnamese people could assume the primary responsibility of waging war. to win support for the war among the " silent majority, " nixon pursued the " politics of polarization. " instrumental to this cause was nixon ' s first vice president spiro t. agnew, who criticized opponents of the war as " nattering nabo


the war among the " silent majority, " nixon pursued the " politics of polarization. " instrumental to this cause was nixon ' s first vice president spiro t. agnew, who criticized opponents of the war as " nattering nabobs of negativism, " and an " effete corps of impudent snobs. " nixon also sought to instill in the north vietnamese the belief that he was volatile and unstable, and willing to use nuclear weapons in the war, a strategy known as the " madman scenario. " on april 30, 1970, ten days after announcing that 150, 000 american troops would be withdrawn from vietnam in the following year, nixon announced that u. s. troops had invaded cambodia. this announcement brought widespread protests and college and university campuses across the nation. four students were shot by national guardsmen at kent state university in ohio and two died at jackson state university in mississippi. many campuses shut down, some for the remainder of the academic year. the paris peace accords were signed on january 27, 1973, signaling the beginning of the peace process that ended with the evacuation of the last american personnel two years later on april 30, 1975. pictures of the last u. s. marines evacuating the american embassy by helicopter while civilians, many of which were employed by the americans during the war, attempted to climb aboard, has become a symbol of the u. s. defeat in vietnam. policy of detentechina. the soviets were not pleased of nixon, a man who spent his career attacking communism, had become president. although still a strong anti - communist, nixon understood the growing role of china and western europe, realizing that he had to be more diplomatic. with the help of national security adviser henry kissinger, nixon created an approach called detente, which was relaxed tensions between the united states and its two major communist rivals, the soviet union and china. nixon began the policy of detente by lifting trade and travel restrictions. after a long series of highly secret negations between kissinger and chinese leaders, nixon announced that he would visit china in february 1972. during the historic trip, the leaders of both nations agreed to have a more normal relationship. nixon told the chinese during a banquet toast, " let us start a long march together, not in lockstep, but on different roads leading to the same goal, the goal of building world structure of peace and justice. " in taking the trip, nixon hoped to both strengthen ties with china but also believed it would


long march together, not in lockstep, but on different roads leading to the same goal, the goal of building world structure of peace and justice. " in taking the trip, nixon hoped to both strengthen ties with china but also believed it would encourage the soviet union to be more diplomatic. he proved to be correct. shortly after the public learned about china, the soviets proposed an american - soviet summit, a high level diplomatic meeting that was held in may 1972. president nixon flew to moscow for a week long summit, thus becoming the first american president since world war 2 to visit the soviet union. the two superpowers signed the first strategic arms limitation treaty, or salt 1, a plan to limit nuclear arms that the two nations had been working on for years. nixon and soviet president leonid brezhnev also agreed to increase trade and exchange scientific information. president nixon had made a significant mark on the world stage with major foreign policy triumphs. the event that ended the nixon presidency began on june 17, 1972, when five men, all employees of nixon ' s reelection campaign ( creep ), were caught breaking into rival democratic headquarters at the watergate complex in washington, dc. the intruders and two other accomplices were convicted of burglary and wiretapping in jan. 1973. the watergate affair ultimately caused nixon to resign on august 9, 1974. on september 9, 1974, his successor gerald ford granted him " a full, free, and absolute pardon. " this effectively ended investigation into the depth of nixon ' s involvement in the break - in at democratic national committee headquarters in the watergate hotel, or any other criminal activities. former white house counsel john dean testified to a congressional investigating committee of nixon ' s involvement in the cover - up. executive privilege, refused to turn the tapes over to the committee. in october 1973 nixon ordered elliot richardson, the attorney general, to fire archibald cox, the special prosecutor who had subpoenaed the tapes, but richardson resigned in protest. richardson ' s assistant, william ruckelshaus, also refused to fire cox and was fired by nixon. finally, solicitor general robert bork fired cox. the incident, which was trumped in the press as the " saturday night massacre ", led to widespread calls for nixon ' s impeachment. the white house released edited transcripts of the tapes in april 1974, and eventually the tapes themselves, after the supreme court rejected nixon ' s claim to executive privilege. the house judiciary committee issued three articles of impeachment


' s impeachment. the white house released edited transcripts of the tapes in april 1974, and eventually the tapes themselves, after the supreme court rejected nixon ' s claim to executive privilege. the house judiciary committee issued three articles of impeachment on july 30, 1974. " in all of this, " the articles of impeachment summarize, " richard m. nixon has acted in a manner contrary to his trust as president and subversive of constitutional government, to the great prejudice of the cause of law and justice, and to the manifest injury of the people of the united states. " after conferring with republican senators nixon resigned on august 9, 1974. nixon was succeeded in office the same day by gerald ford. ford later pardoned nixon. nixon married thelma catherine ryan, known as " pat ", in 1940. they had two children : patricia ( b. 1946 ) and julie ( b. 1948 ). - ↑ only california allowed this sort of " cross filing, " and they later dropped it and went to normal intra - party primaries. richard matthew pious, the presidents, pg. 515 - aitken, jonathan. nixon : a life ( 1993 ). - ambrose, stephen. nixon ( 3v 1987 - 1991 ), the standard scholarly biography excerpt and text search vol 1 ; hostile to rn - black, conrad. richard m. nixon : a life in full ( 2007 ) 1150pp ; by a conservative ; friendly to rn - bundy, william. a tangled web : the making of foreign policy in the nixon presidency ( 1998 ). excerpt and text search - congressional quarterly. congress and the nation, 1968 - 1972 ( 1973 ). detailed coverage of all the official actions in washington - dallek, robert. nixon and kissinger : partners in power ( 2007 ) excerpt and text search - frick, daniel. reinventing richard nixon : a cultural history of an american obsession. ( 2008 ). 344 pages - greenberg, david. nixon ' s shadow : the history of the image ( 2004 ), influential study of his changing reputation excerpt and text search - hoff, joan. nixon without watergate ( 1994 ) a favorable estimate of the presidential years ; also titled nixon reconsidered ; online edition - kutler, stanley i. wars of watergate : the last crisis of richard nixon ( 1992 ), strongly hostile excerpt and text search - macmillan, margaret. nixon and mao : the week that changed the world ( 2007 ) - matusow, allen j


, stanley i. wars of watergate : the last crisis of richard nixon ( 1992 ), strongly hostile excerpt and text search - macmillan, margaret. nixon and mao : the week that changed the world ( 2007 ) - matusow, allen j. nixon ' s economy : booms, busts, dollars, and votes ( 1998 ) excerpt and text search - nixon, richard. rn : memoirs ( 1978 ), a primary source ; one of the most important presidential autobiographies excerpt and text search - pietrusza, david 1960 : lbj vs. jfk vs. nixon : the epic campaign that forged three presidencies new york : union square press, 2008 - reeves, richard. president nixon : alone in the white house ( 2002 ). well - received study of the white house years ( 2002 ) excerpt and text search - schoenebaum, eleanora, ed. political profiles : the nixon / ford years ( 1979 ), biographies of all the main political figures - small, melvin. the presidency of richard nixon ( 1999 ) excerpt and text search ; hostile - suri, jeremi. henry kissinger and the american century ( 2007 ) primary sources by nixon - victory without war, new york, ny : pocket books, 1989. - beyond peace, new york, ny : random house, 1994. - four great americans : tributes delivered by president richard nixon. garden city, ny : doubleday, 1973. - in the arena : a memoir of victory, defeat, and renewal, new york, ny : simon & schuster, 1990. - leaders new york, ny : warner books, 1982. - nixon in retrospect, 1946 - 1962 : selected quotations. silver spring, md : research data publishers, 1973. - no more vietnams, new york, ny : arbor house, 1985. - real peace. new york, ny : simon & schuster, 1990. - rn : the memoirs of richard nixon, new york, ny : simon & schuster, 1990. - seize the moment : america ’ s challenge in a one - superpowerworld. new york, ny : simon & schuster, 1992. - setting the course ; the first year, new york, ny : funk & wagnalls, 1970. - six crises. new york, ny : simon & schuster, 1990. - summons to greatness : a collage of inspirational thought and practical ideas from the messages and addresses of richard nixon, thirty - seventh president of the united states, washington, d.


ok state dept of ed sent this bulletin at 09 / 21 / 2012 05 : 11 pm cdt think through math is free to all schools!!! we are excited to announce that the oklahoma state department of education is making think through math available to all schools in oklahoma for free. all oklahoma schools can now take advantage of this award - winning math program for their students in grades 4 – 8 at absolutely no cost whatsoever. think through math is a research - based math intervention system designed to support students who are struggling with mathematics. the program transitions students to the rigor of the common core state standards and prepares them for algebra and beyond. think through math uses a powerful blend of web - based, adaptive instruction and live, state - credentialed teachers, think through math transforms the way students think about – and think through – mathematics. for more information on think through math, click here all professional development for using think through math is also available at no cost. you can get started by using the embedded support, including videos, webinars and a support forum, available on the teacher and administrator portals. if you are interested in getting an account, please contact emily robertson, lead program manager - oklahoma. coming soon : the social studies implementation guide with the initial implementation of the recently adopted oklahoma c3 standards for the social studies, the oklahoma state department of education ’ s office of instruction anticipates the release of the oklahoma c3 standards for the social studies implementation guide within the next two weeks. the new standards can be accessed on the department ’ s website at http : / / ok. gov / sde / sites / ok. gov. sde / files / c3 - socialstudies. pdf. the implementation guide will contain the following : civic mission of social studies education in oklahoma overview of social studies coherency storyline used to develop the new standards changes to the standards from the old social studies priority academic student skills role of the common core state literacy standards for history / social studies in elementary and secondary levels building academic vocabulary ( bav ) strategies and word lists for social studies based upon the new standards a frequently asked questions ( faq ) section covering questions about the new standards, student assessment for 2012 - 2013, and resources along with suggestions for noting the new standards in lesson plans and curriculum maps will be included. the guide will be posted on the oklahoma state department of education ’ s social studies webpage http : / / www. ok. gov / sde / social - studies. once the implementation guide is accessible


lesson plans and curriculum maps will be included. the guide will be posted on the oklahoma state department of education ’ s social studies webpage http : / / www. ok. gov / sde / social - studies. once the implementation guide is accessible, teachers will be informed through the social studies listserv and the reac3h network ’ s newsletter. for information regarding the new oklahoma c3 standards for the social studies contact mr. kelly curtright, director for social studies education at kelly. curtright @ sde. ok. gov or ( 405 ) 522 - 3523. social studies : it counts! the oklahoma council for the social studies is hosting the fall 2012 conference, social studies : it counts! the conference is scheduled for friday and saturday, september 28 - 29, 2012 at the moore norman technology center – s. penn campus, 13301 south penn, okc, ok 73170. on friday the conference will focus on helping secondary teachers, grades 6 - 12, implement the new literacy standards for reading and writing in social studies classrooms. saturday the breakout sessions will be wider in scope and topics for elementary through high school. since this school year is the social studies textbook adoption, textbook publishers and other exhibitors will be onsite both days.


which is it : to or too? from beginning to end life seems to be a series of losses. we learn to deal with them, and how we deal with them in a small part defines who we are. as we get older and as we experience more, the losses become more regular and have greater impact. in her poem " one art " elizabeth bishop demonstrates these losses and how they affect our lives. the poem begins almost trivially as the speaker suggests that there are some things that have " the intent to be lost " ( 2, 3 ). people lose things everyday. it might be something so trivial as a set of keys or maybe a lost hour. yet losing these things can drive even the sanest person mad. according to the speaker, losing these trivial things " isn ' t hard to master " ( 6 ). eventually the loss of such things becomes as insignificant as the objects that have been lost. the loss or misplacement of these items occurs so often that living through it becomes second nature. once again the speaker reminds the reader that the loss " isn ' t a disaster " ( 3 ). in the third quatrain the practice of losing happens " faster " and goes " farther " ( 7 ) and becomes more intense, " places, and names, and where it was you meant / to travel " ( 8, 9 ). everyone has experienced the in ability to remember a name, a face, or a phone number. we often make plans and lists that fall by the wayside as victims of our often - busy lives. still the speaker insists, " none of these will bring disaster " ( 9 ). it is almost as if the speaker is not only trying to convince her reader, but also herself, that the losses she has suffered will not cause her to lose control. the next stanza seems to become more personal as the speaker mentions the loss of her mother ' s watch and the loss of a house. it seems that here the speaker begins to lose control so she trivializes the items she lists that have been lost. the loss of her mother ' s watch could actually represent the time and companionship bishop lost with her mother when she passed on. it is interesting that the speaker uses the word " houses " ( 11 ) instead of " homes, " as if using the word " house " takes away the warmth and memories related to the word " home. " again she ends the stanza by repeating, " the art of losing isn ' t hard to master " ( 12 ). the reader


, " as if using the word " house " takes away the warmth and memories related to the word " home. " again she ends the stanza by repeating, " the art of losing isn ' t hard to master " ( 12 ). the reader begins to feel the poem build in the fifth quatrain as the losses become more vast and deeper. she says, " i lost two cities /... two rivers, and a continent " ( 13 ). of course she could not have lost these things in reality because she could have never owned them. perhaps it is the treasured memories or the excitement of a time long passed that she mourns. when she says she owned these places one gets the idea that maybe she was a lady of the world ; if this is the case maybe she misses the attention and the acknowledgment that came along with that kind of recognition. these are obviously places that are important to her that she lost touch with, for whatever reason. she admits that she " misses them, " but again repeats that their loss " wasn ' t a disaster " ( 15 ). in the final stanza the tone of the poem becomes more personal. it moves from seemingly inconsequential losses to the loss of something that is the hardest to control : the loss of love. it is here that the speaker begins to lose her composure. as if to get herself through this line the speaker jokingly uses the more proper " shan ' t " ( 17 ) instead of haven ' t. then, in the next line she changes the original line by adding the word " too " ( 18 ). the insertion of this word exhibits the speaker trying to convince herself that the loss of love will not cause her to lose control. it ' s as if she is trying to categorize the loss as trivial so that she can handle it with more ease. in the final line of the poem, the speaker is forcing herself on, making herself write the words in the hopes that if she writes it, it will be so. her internal struggle comes through when she commands herself, " ( write it! ) like disaster " ( 19 ). here she finally gives in and briefly allows herself to lose control of her emotions. " one art " is a beautiful poem of loss and love. bishop ' s ability to create this villanelle may in itself be an exercise in restraint. maybe bishop thinks that the constraints of the villanelle will help her to control her emotions. bishop masterfully builds " one


courtesy of jerry ehman / bigear. org | the code " 6equj5 " indicates a radio signal detected in 1977 at the big ear radio observatory in ohio - a signal so strong that astronomer jerry ehman wrote " wow! " exactly 30 years ago today, astronomer jerry ehman was looking over a printout of radio data from ohio state university ' s big ear radio observatory when he saw a string of code so remarkable that he had to circle it and scribble " wow! " in the margin. the printout recorded an anomalous signal so strong that it had to come from an extraordinary source. was it a burst of human - made interference? or an alien broadcast from the stars? no one knows. the source of the " wow " signal has never been heard from again - even though astronomers have looked for it dozens of times. now the seti institute is gearing up to look for it one more time, using the latest tool for seeking signals from extraterrestrial civilizations : the allen telescope array in california. the array combines observations from dozens of separate 20 - foot - wide ( 6 - meter - wide ) radio dishes to produce an instrument that will eventually become more sensitive than the world ' s largest single - dish telescope, the arecibo observatory. " once the allen telescope array is up and running, and that should be later this year, there ' s going to be a small project in which we ' ll look at the same section where the ' wow ' signal was detected, and of course the same spot on the radio dial, " seth shostak, senior astronomer at the seti institute, told me today. although that area of the sky has been searched dozens of times before, the allen telescope array will bring more sensitivity and wider spectral coverage to the quest, shostak said. the renewed search came as welcome news to ehman, the man behind the " wow. " " back in 1977, of course, the computers weren ' t very powerful, " he told me. " nowadays, if you have the money, you can get excellent receivers, filter banks, computers - you can do much more now than you could in 1977. " but he cautioned that the search could well come up empty again. " with the big ear radio telescope, we stayed on that same strip of sky for close to two months and didn ' t see anything, " he said. " a few years later, we looked at that same area of sky and didn ' t see anything


the big ear radio telescope, we stayed on that same strip of sky for close to two months and didn ' t see anything, " he said. " a few years later, we looked at that same area of sky and didn ' t see anything. that was frustrating. " after the single radio burst was detected, astronomers tried to track down a terrestrial cause. but they could find no glitch in the system, and no source that could have explained the strength and the frequency of the seconds - long signal. since then, the " wow " signal has stood as one of the central enigmas for alien - hunters, inspiring a scene in " the x - files. " " the ' wow ' signal is the best evidence of extraterrestrial intelligence, " says one character, who refers to ehman as " my buddy. " ehman said aliens weren ' t the first thing that came to his mind when he saw the big ear data and wrote his famous word. " the ' wow ' was just an instantaneous response in writing, " he said. " i had no expectations, other than ' here ' s something extremely interesting - and gee, let ' s try to find out what it is, or what it isn ' t. ' " ehman recently updated his own report on the " wow " signal for the 30th anniversary, but the report ' s conclusion hasn ' t changed over all this time. " it ' s still an open question what the source of the signal was, " he told me. " we just don ' t have enough information to determine that.... we just can ' t draw any conclusion other than it still allows for the possibility that it was a signal from an extraterrestrial civilization. " over the past three decades, signal searchers have developed strategies for dealing with " wow " - type anomalies, shostak said. for example, if an interesting signal happens to be on a precisely tuned frequency like 14. 2700000 mhz, shostak said it ' s safe to assume that " some earthly engineer " is responsible ( unless e. t. also uses a decimal counting system and measures time in earthly seconds ). if astronomers pick up an interesting signal from one point in the sky, they ' ll shift their telescope ' s focus to aim at a different spot. if the signal doesn ' t go away, the astronomers assume that terrestrial interference is affecting the observations. that kind of reality check will be much easier to do with the allen telescope array,


shift their telescope ' s focus to aim at a different spot. if the signal doesn ' t go away, the astronomers assume that terrestrial interference is affecting the observations. that kind of reality check will be much easier to do with the allen telescope array, shostak said. " you can very quickly switch the telescope to ' point ' in a different direction without physically moving the antenna, " he said. for these reasons, the modern search for extraterrestrial intelligence hasn ' t produced a fresh crop of " wow " signals, although every once in a while there ' s a false alarm that sets shostak ' s heart racing. it could well be that the " wow " signal will remain in a class by itself for millennia to come : never repeated, but never eliminated as a potential alien transmission. i can easily imagine that a civilization might send out a one - shot broadcast rather than a continuous stream of signals. after all, that ' s what we did. in 1974, scientists at the arecibo observatory sent a coded signal in the direction of the globular star cluster m13 for three minutes - and then just stopped. " it was really just a demo, " shostak said. it will take 25, 000 years for the signal to reach m13, but once it arrives, the arecibo signal might be as enigmatic for the aliens as the " wow " signal is for us. " if there is somebody on the other end, they ' re going to call it the ' zork ' signal, or whatever you want to call it, " shostak said. " they may puzzle over that for years. "


although nearly half of mexico ' s total land area is officially classified as agricultural, only 12 percent of the total area is cultivated. in the early 1990s, only some 24 million hectares of a possible 32 million hectares were under cultivation. extensive irrigation projects carried out in the 1940s and 1950s greatly expanded mexico ' s cropland, especially in the north. the government created areas of intensive irrigated agriculture by constructing storage dams across the valleys of the rio bravo del norte ( rio grande ) and the rivers flowing down from the sierra madre occidental, by controlling the lower rio colorado ( colorado river ), and by tapping subterranean aquifers. these water - control projects allowed mexico to expand rapidly its total land area under cultivation. between 1950 and 1965, the total area of irrigated land in mexico more than doubled, from 1. 5 million hectares to 3. 5 million hectares. despite a slowdown in the development of irrigated land after 1965, the total irrigated area had expanded to more than 6 million hectares by 1987. in the early 1990s, 80 percent of mexico ' s cultivated land required regular irrigation. because of the high cost of irrigation, however, the government has emphasized expanding production on existing farmland rather than expanding the area under irrigation. agricultural practices in mexico range from traditional techniques, such as the slash - and - burn cultivation of indigenous plants for family subsistence, to the use of advanced technology and marketing expertise in large - scale, capital - intensive export agriculture. government extension programs have fostered the wider use of machinery, fertilizers, and soil conservation techniques. although corn is grown on almost half of mexico ' s cropland, the country became a net importer of grain during the 1970s. | country studies main page | mexico country studies main page | celebrity |


| | the curve of the key to energy production in stars lies in what nuclear physicists call the curve of binding energy, which is illustrated in the following figure. curve of binding energy. this plot shows the amount of binding energy per nucleon ( a nucleon is either a neutron or a proton. the nucleon number is the sum of the number of protons in a nucleus ; thus, it is equal to the atomic mass number ) as a function of the atomic mass number a. the energy units are mev, which stands for " million electron - volts ", a standard unit of energy in this curve indicates how stable atomic nuclei are ; the higher the curve the more stable the nucleus. notice the characteristic shape, with a peak near a = 60. these nuclei ( which are near iron in the periodic table and are called the iron peak nuclei ) are the most stable in the universe. the shape of this curve suggests two possibilites for converting significant amounts of mass into energy. from the curve of binding energy, the heaviest nuclei are less stable than the nuclei near a = 60. this suggests that energy can be released if heavy nuclei split apart into smaller nuclei having masses nearer a = 60. this process is called fission. it is the process that powers atomic bombs and nuclear power the curve of binding energy suggests a second way in which energy could be released in nuclear reactions. the lightest elements ( like hydrogen and helium ) have nuclei that are less stable than heavier elements up to a ~ 60. thus, sticking two light nuclei together to form a heavier nucleus can release energy. this process is called fusion, and is the process that powers hydrogen ( thermonuclear ) bombs and ( perhaps eventually ) fusion energy reactors. in both fission and fusion reactions the total masses after the reaction are less than those before. the " missing mass " appears as energy, with the amount given by the famous einstein equation. stellar energy production both fission and fusion reactions have the potential to convert a small amount of mass into a large amount of energy and could conceivably account for the energy sources of stars. however, stars are made from light elements ( mostly hydrogen and helium ). thus, fission cannot be initiated in stars as a source of energy, but fusion is quite possible if the right conditions prevail. as we shall see, these conditions can be found in the cores of stars, and thermonuclear fusion is the primary source of stellar energy.


- our story - in memory a major achievement! the alzheimer ' s genome project the alzheimer ’ s genome project™ ( agp ), funded by cure alzheimer ’ s fund ( caf ), is making great scientific progress. this work is providing new understanding of ad pathology and revealing novel genetic information. the more we know about how the disease works, the better the chances are for identifying therapeutic intervention and finding a way to stop it before it starts or interfere once it has started. this is the kind of progress we set out to achieve at caf and are proud to report on the success of this critical work. four years ago cure alzheimer ’ s fund agreed to support the effort to identify all the genes affecting risk for alzheimer ’ s disease ( ad ). until the mid - 1990s, the ad research field had agreed on only four genes as contributing to ad pathology. three of these were co - discovered by dr. rudy tanzi and his colleagues at massachusetts general hospital and harvard medical school. all four genes were shown to be involved in the production or clearance of the abeta protein, which is thought to be at the heart of ad pathology. most researchers agreed there were many more genes affecting ad pathology, but they were very hard to find and confirm given the limited technology, databases and analytical computer programs at the time. the advent of “ gene chips, ” the sequencing of the whole human genome in the early 2000s, and major advances in statistical genetics made it now possible to expand upon genetic studies for many complex diseases. the idea was simple in principle — collect samples from families with ad clusters, look at a human genome apparently free of disease and compare it with the genomes of relatives affected by ad. then focus on those genes or combination of genes that are different in some way in the genomes of those with and without the disease. this is exactly what rudy tanzi and his colleagues proposed to do in late 2005, and they have made great progress. with the help of new technology that provided dna on computer chips for much more rapid analysis than had been possible, the complete “ normal ” human genome, and the largest collection of family - based ad dna in the world, the tanzi team agreed to a budget of about $ 3. 5 million and a timetable of three years to identify all or most of the remaining genes that affect risk for ad. identifying more than 120 new alzheimer ’ s disease candidate genes the investigation followed two tracks. one was internal to the tanzi lab, working with the more than 1, 000 families and 4, 000 individuals


of the remaining genes that affect risk for ad. identifying more than 120 new alzheimer ’ s disease candidate genes the investigation followed two tracks. one was internal to the tanzi lab, working with the more than 1, 000 families and 4, 000 individuals from the various ad family - based samples the lab obtained from the national institute of mental health ( nimh ), the national cell repository for alzheimer ’ s disease ( ncrad ), complementary data sets from australia and sweden, and samples from mgh / harvard colleagues brad hyman and deborah blacker. the second track was to analyze data from all other researchers publishing papers about their identification of ad genes, all of which were collected on a cure alzheimer ’ s fund - sponsored website called alzgene ( www. alzgene. org ). this site not only lists all genes identified by other researchers, but does a “ meta analysis ” of all the papers ’ data to help researchers determine which genes are genuine ad candidate genes and how they rank in terms of genetic power against other such genes. you can see these rankings on the website. from this intensive, two - track system emerged more than 120 genes newly identified as possible ad genes, or, as the team likes to call them, ad candidate genes. this was done “ on time and on budget ” — a major scientific and management achievement! four of the most strongly associated genes were described in a paper published by dr. tanzi and colleagues in 2008 ; this earned recognition as one of the top ten medical breakthroughs of 2008 by time magazine / cnn. understanding how the candidate genes affect alzheimer ’ s pathology the objective now that an entirely new set of genes influencing ad pathology has been identified has been to determine which of these genes has the greatest effect on the pathology, either in terms of increasing risk or increasing protection against the disease. phase 2, in other words, focuses on the highest - priority “ hits ” as defined by genetic ranking to see what those genes actually do and whether the biological processes in which they are involved might be amenable to modification by drugs. more precisely, in dr. tanzi ’ s words, the objective was to “ identify the causal genetic variants and / or mutations responsible for ad. ” for example, gene “ a ” in its original state may have no relationship to ad pathology at all. however, gene “ a ” may have developed a mutation over time that now creates a gene that contributes to ad pathology. in tanzi ’ s genetic studies, statistically significant association is observed between the


may have no relationship to ad pathology at all. however, gene “ a ” may have developed a mutation over time that now creates a gene that contributes to ad pathology. in tanzi ’ s genetic studies, statistically significant association is observed between the gene mutation and the inheritance of ad. those mutations that show up most often ( prevalence ) or those that seem to have the most certain or profound effect on brain pathology and dementia ( penetrance ) are the top priority genes for further investigation. of these genes, those that provide the greatest opportunities for drug discovery and development then are assigned the highest priority. further investigation of these highest - priority genes is called “ functional analysis, ” because the task now is to determine exactly how the gene affects ad pathology. as researchers look more carefully into these newly identified genes, they are finding that virtually all of them have something to do with either ( a ) effects on the processing of the app protein from which abeta is derived ; ( b ) the production, clearance or in some cases the aggregation of abeta protein molecules ; ( c ) effects on other ad - related proteins such as tau ; and / or ( d ) cell death. another common theme is effects on the brain ’ s defense system, called the innate immune system. when this system is triggered, abeta production is enhanced. dr. tanzi is finding that many of the new ad candidate genes gauge how robustly the brain ’ s defense system reacts to such insults as strokes, head bangs, infections and neurotoxins. if one ’ s genetics leads them to overreact to an insult, the brain produces excessive abeta. while this may help protect the brain from such things as infection in the short term, too much abeta in the longer term can cause ad. two examples of this functional analysis phase are instructive. one of the genes featured in the time / cnn recognition is called adam10. the gene has two rare mutations that can cause late - onset ( sometimes called “ sporadic ” onset ) ad. not many people have these mutations, but when they do occur, the individual bearing them has a much higher chance of getting late - onset ad than the general population. adam10 ’ s normal activity reduces the level of abeta production. both of these mutations impair the activity of adam10. the mutations, in other words, contribute to ad pathology by “ taking the brakes off ” the production of abeta, which is normally controlled at least in part by the “ normal, ” nonmutated adam10


##air the activity of adam10. the mutations, in other words, contribute to ad pathology by “ taking the brakes off ” the production of abeta, which is normally controlled at least in part by the “ normal, ” nonmutated adam10 gene. enough work and confirmation of this process has been done by tanzi ’ s lab, caf research consortium member dr. sam gandy at mount sinai medical school and others to confirm adam10 as a genuine alzheimer ’ s gene. the second example is a discovery that may lead to a whole new way of looking at alzheimer ’ s pathology and how to prevent it from taking hold or stopping it after it has begun. as mentioned above, dr. tanzi identified a number of the newly pegged ad candidate genes as being involved in the innate immune system of the brain. rob moir of massachusetts general hospital / harvard medical school, working in dr. tanzi ’ s unit, found that abeta may play a role in the innate immune system as an anti - microbial peptide that can fight infection. that means that abeta may in fact have a positive, constructive role to play in the brain, but becomes toxic and leads to ad when it accumulates in excessive amounts. what follows from both these examples is that rather than trying to extinguish completely the production of abeta as some drugs have tried to do, or trying to limit its presence in the brain to negligible levels as others have tried, the more successful approach may be to modulate the process of production and clearance to maintain the “ appropriate ” level of abeta in the brain to allow it to do its more positive and helpful work, but not to accumulate to excessive levels. along these lines, cure alzheimer ’ s fund is supporting a drug discovery program in dr. tanzi ’ s lab and dr. steven wagner ’ s lab at the university of california, san diego to develop “ gamma secretase modulators, ” drugs that will safely lower abeta levels in the brain without wiping them out. these and other discoveries will come more rapidly now that the whole alzheimer ’ s genome has been mapped or “ sequenced ” and if the resources are available to follow up and confirm the strong ad candidate genes and their role in alzheimer ’ s pathology. the more we know about them and how they do their work, the more able we are to stop them from starting ad pathology and to slow or stop it once it starts.


lyndon baines johnson ’ s ability to convince others to see things his way, vote for his legislation, serve at his command, and do what he needed them to do is so legendary that there is even a familiar description of his tactics — “ the johnson treatment ”. read any biography of lbj and you ’ ll be sure to find the words “ bully ” and “ cajole ” somewhere in the text. the towering texan often used his imposing physical presence ( he was nearly 6 ’ 4 ” ) to grab lapels, jab fingers in chests, wrap his arms on his target, and literally lean on others in order to get what he needed, as displayed in the famous series of photographs above of the johnson treatment being used on a somwehat terrified - looking senator theodore green of rhode island. but the johnson treatment wasn ’ t always a physical onslaught. lyndon johnson had an innate, often stunning ability to read the personalities of others and immediately understand exactly how to ingratiate himself with them. with giants of capitol hill like senator richard russell of georgia and longtime house speaker sam rayburn of texas, lbj recognized two lonely, childless men who had nothing in their lives but an intense devotion to politics. with both men, johnson built relationships bordering on familial. russell and rayburn both had something close to paternal affection for johnson, who was endlessly deferential to them and brought them into his home for dinners with his family because, as he once explained to senator russell, who lived alone in a small apartment in washington, “ you ’ re gonna have to eat somewhere, you know. ” the relationships he built were real, but there was a reasoning behind the deference and for the personal bonds forged with such men, too. johnson recognized their influence and how they could further his goals for himself and for his country. as lbj often said, “ power is where power goes. ” johnson would tailor his strategy differently for everybody he approached, and his success rate was astonishing. the johnson treatment ’ s tactics were effective, if not always admirable. the man who would one day become lbj ’ s vice president, hubert h. humphrey, once pulled up the leg of his trousers to show bruises where johnson had kicked him while saying “ get going! ” after giving humphrey marching orders. in the dark days following president john f. kennedy ’ s assassination, johnson decided to appoint a special presidential commission to uncover all of the facts of the murder and report back to the country. to chair the