nar 1 : joseph did not give up and kept looking for a place. click - ( joseph knocks and moves back – a door is opened ) nar 2 : the inner owner asks nar 3 : “ welcome my friend, you seem to have been travelling for a long time ; can i help you with anything? “ click - ( mary approaches joseph ) joseph “ my wife and i have just arrived from nazareth ; do you have a room where we can have shelter for the night? ” click - ( innkeeper stretches out his arms. ) nar 2 : the innkeeper does not have good news for joseph and says. innkeeper : “ i am sorry, we are full and there is not even a single corner where you and your wife might stay. i am really sorry. ” mary : “ what a pity! my baby will soon be born and we do not even have some shelter! ” nar 1 : when the innkeeper hears this, he replies ; nar 3 : “ let me tell you … click - ( innkeeper giving directions ) nar 3 :... just some distance away, just outside town, there is an animal shed. shepherds often take shelter there. it is not at all comfortable, surely not fitting for a baby to be born in but it is better than staying out in the open air. this is the best i can offer. ” mary : “ thank you, good man, you will always be remembered for this good deed! ” slide 13 : approaching the animal shed click - ( sound of an owl. the holy family enters and stops. ) mary : “ joseph … i feel that the baby will soon be born ”. joseph : “ it will be all right ”. 4.! the son of god became one of us the story of the first christmas _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ click - ( family exits. movement in the animal shed. ) slide 14 : joseph and mary in the cave click - ( the family approaches the cave. read while they are entering it ) nar 1 : at last mary and joseph found the animal shed which was a cave in the rock. they entered and joseph put the place


joseph and mary in the cave click - ( the family approaches the cave. read while they are entering it ) nar 1 : at last mary and joseph found the animal shed which was a cave in the rock. they entered and joseph put the place in order as best as he could. click - ( music and movement in the skies. wait until movement stops. ) slide 15 : the birth of the messiah click - ( the family in the cave. ) nar 2 : during that night jesus was born. – the one israel had waited for for so long. click - ( baby jesus cries – carol singing together ‘ away in a manger ’. ) slide 16 : the angels singing in heaven click - ( angels appear ) nar 1 : hundreds of angels appeared in heaven, singing and praising god! click - ( music and movement of angels. wait till the music stops. ) slide 17 : the shepherds in the fields click - ( sound of a cricket ) nar 2 : some distance away from where jesus was born … click - ( sound of sheep – shepherds tending their flocks ) nar 1 :... there were some shepherds tending their flocks. who would have thought that the simple shepherds of bethlehem would be the first people to come to know of the birth of jesus? click - ( music and angels ) nar 2 : some angels of the lord appear to them in all their glory. the poor shepherds were so stunned and terrified by their presence. an angel told them : nar 3 : “ do not be afraid ; for see - - i am bringing you good news of great joy for all the people. to you is born this day in the city of david a saviour, who is the messiah. this will be a sign for you : you will find a child wrapped in bands of cloth and lying in a manger. " slide 18 : the shepherds visit baby jesus in the cave click - ( shepherds and sheep in the cave. ) nar 1 : the shepherds hurried and found exactly what the angel has told them. they saw mary and joseph and the baby lying in the manger. slide 19 : the arrival of the magi 5.! the son of god became one of us the story of the first christmas _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


the first christmas _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ click - ( music and the magi. start reading as soon as the music stops. ) nar 2 : later on, there were three very important people approaching bethlehem. these were wise men coming from far off countries. they have observed an unusual bright star in the sky and have found out that this was a sign that a great king was to be born. they decided to follow the moving star and start on a long journey. the star stopped over bethlehem and they knew that it was the right place. slide 20 : the magi adore jesus click - ( music and the magi enter. ) nar 1 : the magi entered the cave and were very surprised to find a new born child, just as the writings had said. they were filed with joy. they bowed down before the baby. before leaving, each one gives jesus a gift. slide 21 : the presentation of the gifts click - ( gold. ) nar 2 : the first wise man gave him a box of gold. this is a sign that jesus was a king. click - ( frankincense. ) nar 1 : the second one offered frankincense, a nice smelling resin made from trees. this was a sign that jesus is the son of god. click - ( myrrh. ) nar 2 : the third wise man offered myrrh. myrrh is obtained from trees and is used as medicine to heal wounds. this is a sign that jesus would suffer when he grew up. after presenting the gifts, the wise men returned to their countries following a different road. slide 22 : final scene in the cave click - ( scene in the cave. ) nar 1 : this is the story of the birth of our lord jesus christ ; the story of the first christmas when jesus was given to us as a gift from our loving father in heaven. we can try to be like the people in this story : • we can be like the angels when we make jesus known by living as he taught us to. • we can be like the shepherds when we recognise jesus especially in the eucharist. • we can be


like the people in this story : • we can be like the angels when we make jesus known by living as he taught us to. • we can be like the shepherds when we recognise jesus especially in the eucharist. • we can be like the magi when we share our gifts with others. we can live the story of christmas every single day of our lives. slide 23 : christmas collage click - ( music ‘ o silent night ’. a nice collage is created and finally the book appears. ) slide 24 : the book appears slide 25 : final scene of the holy family in the animal shed 6.! the son of god became one of us the story of the first christmas _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ click the end. adapted from original text with permission from sdc adelaide 96 east st brompton sa 5007 http : / / sdcprecaoz. org http : / / www. sdcmuseum. org firstname. lastname @ example. org to be distributed freely so that jesus will be known and loved special thanks to original creator neville galea pirotta, a member of sdc 7.


how to write a book review shared by : wul12666 how to write a book review • readers don ’ t have to know everything that happens in your book, or all of your reasons for liking it. • try to say enough so other students can decide if they want to read it themselves. these questions should be answered in your review : • what is the title of the book? • who is the author of the book? • what is the book about? • what is the book ’ s theme or message? • what do i like about this book? what is the title of the book? who is the author of the book? characters • who were the main characters in your book? • choose one of those main characters and write three detailed sentences describing that character. • make sure your descriptions paint a picture of your character in our minds. setting • where does your story take place? • give three detailed sentences about where your story takes place. • use words that help us to visualize where this is taking place. what is the book about? what events happen in the story? only highlight a few events – don ’ t give the whole story away. what do i like about the book? • does the book start in an exciting or interesting way? • does the book contain a lot of action or suspense? • does the main character show courage or strength? • does the book end in a surprising way? what is the book ’ s theme? • what message about life is the author trying to make? • how do you know that this is the message?


experienced anglers know that choppy waters make for difficult fishing, so they try not to rock the boat. thanks to a new microscopy technique, cell biology researchers can heed that same advice. university of illinois researchers developed a method they call ' ' trolling afm, ' ' which allows them to study soft biological samples in liquid with high resolution and high quality. led by mechanical science and engineering professor min - feng yu, the group published its findings in the journal nanotechnology. ' ' we developed a highly sensitive method for high - resolution imaging of soft biological samples, such as living cells, in their physiological condition, ' ' said majid minary, a recent graduate of yu ' s group and first author of the paper. minary now is a professor at the university of texas - dallas. ' ' we improved the quality factor of common atomic force microscopy imaging methods by two orders of magnitude, ' ' minary said. the widely used atomic force microscope provides images of tiny structures with high resolution at the atomic scale. the afm has a sharp probe at the end of an arm, called a cantilever. the tip of the probe skims the surface of a sample to measure mechanical, electrical or chemical properties. when scientists want to study cells, tissue or other live biological materials, the samples must be submerged in a liquid to keep them alive. this poses difficulties for atomic force microscopy, because the cantilever has to be submerged as well. cells and tissues are so soft that if the afm probe were simply dragged across the surface, it would damage or displace the sample instead of reading it. therefore, scientists have to operate the afm in oscillation mode – with the probe gently tapping along the sample and detecting resistance. but oscillation in liquid brings a tide of complications in its wake.


why do we use roundabouts? roundabouts are often used in new or remodeled intersections to lower the incidence of crashes. view video the insurance institute for highway safety has a video featuring roundabouts. roundabouts show a 39 percent decrease in all crashes and an 89 percent decrease in fatal crashes. more better traffic flow roundabouts can handle high levels of traffic with less delay than most stop signs or signals. the tight curves slow traffic so entering and exiting are easier and more efficient. better fuel efficiency and air quality where roundabouts replace signals, idling decreases which reduces vehicle emissions and fuel consumption by 30 percent or more. roundabouts in minnesota minnesota is installing roundabouts at some intersections that have a high crash rate or where more than two roads intersect. how to drive a roundabout - slow down as you approach the roundabout. - for multi - lane roundabouts, as with any intersection, get into the appropriate lane as you approach the roundabout. - yield to pedestrians and bicyclists crossing the roadway. - watch for signs or pavement markings that require or prohibit - when entering a roundabout, yield to vehicles already in the roundabout. do not cross into the roundabout until all traffic from the left has cleared. - after entering the roundabout, drive in a counter - clockwise direction until you reach your exit. - do not stop, pass or change lanes within a roundabout. - if an emergency vehicle approaches, exit the roundabout immediately and then pull over. cyclists can either ride with traffic inside the roundabout or use the crosswalks appropriately. cyclists who ride with traffic must follow the same rules as vehicles and must yield as they enter the roundabout. since traffic moves slowly in the circle, cyclists should be able to travel at or near the same speed as motorists, staying in line with circulating traffic. cross only at crosswalks, and always stay on the designated walkways. never cross to the central island. cross the roadways one direction at a time. use the median island as a halfway point where you can check for approaching traffic.


patients who undergo surgery to correct arthritis in the foot are often diabetics with a type of arthritis known as charcot foot. the average age of patients developing a charcot foot is 40 years. about one - third of patients develop a charcot foot in both feet and / or ankles. this form of arthritis can develop suddenly and without pain. quite suddenly, the bones in the foot and / or ankle can spontaneously fracture and fragment, often causing a severe deformity. the arch of the foot often collapses, and pressure areas develop on the bottom of the foot, leading to open sores or ulcers. while many of these deformities can be treated with nonsurgical care, surgery may be required. such instances may include : - chronic deformity with increased plantar pressures and risk of ulcers. - chronic deformity with significant instability that cannot be corrected by braces. - significant deformity that may include ulcers that don ' t heal or respond to therapy. surgical procedures used to treat arthritis include : - hindfoot and ankle realignment. this kind of procedure is usually prescribed when there is significant instability resulting in a patient being unable to walk. various types of internal fixation are placed within the foot during this kind of procedures. - midfoot realignment. this kind of procedure is usually prescribed when there is significant instability of the middle portion of the foot. during a midfoot realignment, various types of internal fixation are placed within the foot. - ostectomy. in this procedure, a portion of bone is removed from the bottom of the foot. it is usually performed for a wound on the bottom of the foot that is secondary to pressure from a bony prominence.


i can ’ t seem to get my infant to eat vegetables. any helpful ideas? dr. greene ’ s answer : if you drink coffee, you probably remember the first time you took a taste. it was horrible! how could anyone like that disgusting stuff! many baby foods that we consider very bland have the same impact on children. children have extremely sensitive taste buds. their vision may have slightly soft focus, but their sense of taste and smell is much sharper than ours. when it comes to introducing new foods, breast fed babies have an advantage since the taste of mom ’ s milk varies depending on what she has eaten. formula fed babies get the exact same taste every time they drink a bottle, and the introduction of new foods can be particularly difficult for them. it ’ s normal – even good – for a baby not to like a new vegetable the first several tries. on average it takes 6 to 10 tries during infancy to develop a preference for a new flavor ( sometimes, some of these can happen through breast milk or even in the womb ). sadly, 94 percent of parents give up on a new vegetable before they get to 6 tries. only 1 or 2 parents in a hundred will try 10 times ( see feeding baby green ). one way to get your infant to love any new food is to repeatedly expose them to the taste. you can accomplish this by using the new food for their first bite of solids each day for ten days straight. the first day, they may take one mouthful and spit it out. the second day, they may swallow the first mouthful, but may refuse any more of that food. the third and fourth days, they will probably take a few bites, but will undoubtedly want a food to which they are already accustomed. if you continue this pattern for ten consecutive days, most children will acquire a taste for the new food — even vegetables! seeing you eat the same food makes it even more likely they will enjoy it. mushing some vegetables you are eating ( or you eating some of theirs – nonchalantly ) can have real power. don ’ t try to sell them on it ; this just communicates the vegetable isn ’ t good. but they want to learn what you like to eat. given a chance to share flavors with you as an infant, kids will learn your food culture in much the same way they learn your language. - tip : while your child is in the process of learning to eat a new food, try scooping a small portion of it into a bowl and serving your child from the


pediatric dental care ( children ’ s dental care ) - what is a pediatric dentist? - when will my infant ’ s primary teeth ( aka deciduous or baby teeth ) grow in, and how do you care for them? - baby ( primary ) teeth development chart - what can i do to prevent my baby from developing cavities? - why are baby teeth important? - when will my child ’ s adult teeth grow in, and how do i care for them? - adult ( permanent ) teeth development chart - what can i do if i have difficulty cleaning my baby ’ s mouth? - is it alright to let my baby sleep with a pacifier, sippy cup or bottle? - how do i control my child ’ s drooling and teething pain? - i heard that sometimes a baby could be born with one or more teeth ( natal teeth ), if that happens what should i do? - when should i first take my child to the dentist? - how should i prepare my child for their dental visits? - when does my child need fluoride and what is the right amount? - can water filters reduce the benefits a fluoridated water system would otherwise offer to my children ’ s teeth? - is it better to use a manual toothbrush or an electric toothbrush for my child ’ s teeth? - at what age should a child brush their teeth on their own? - how often should i brush my child ’ s teeth, and at what times of the day? - when should my child start flossing? - which foods are bad for my child ’ s teeth? - dental sealants? - what do i do if my toddler won ’ t let me brush their teeth? - my baby has white patches inside the mouth. what causes this? - does it really matter if my child has a cavity in their baby tooth ; they will lose it soon anyway? - what happens if a baby tooth comes out too early? - what are space maintainers, and are they really necessary? - what can be done to address the large space ( diastema ) between my child ’ s front teeth? - why do some teeth grow behind another? what should be done when that happens? - what are peg laterals? - what should be done to treat a peg shaped tooth ( peg laterals )? - how many people are born missing one or more of their adult teeth? - how many people are born with extra teeth? - my dentist told me i have a double tooth. why does


to treat a peg shaped tooth ( peg laterals )? - how many people are born missing one or more of their adult teeth? - how many people are born with extra teeth? - my dentist told me i have a double tooth. why does this happen, and is there any way to make it appear more like a normal, single tooth? dr. marc lazare takes great pride in shaping and creating smiles starting from 2 years of age. when children start young, they develop home care techniques and positive associations that last a lifetime. your child ’ s first visit to the dentist should be fun and enjoyable, and result in their looking forward to the next visit. in order to create a memorable visit, we utilize interactive homecare techniques ; take the child on a tour of their mouth using our intraoral camera ; make balloon animals, perform magic tricks and give out kooky pens. we have kid friendly music, some of their favorite dvd ’ s, tv and nitrous oxide sedation. what is a pediatric dentist? a pediatric dentist ( formerly pedodontist ) specializes in the oral health care needs of young people, including infants, children and adolescents. pediatric dentists have completed an additional 2 - 3 years of study and hands - on training after dental school, to prepare them to aid in the unique dental needs of their younger population. if your general dentist feels your child needs unusual procedures or might be difficult to treat, you may be referred to a pediatric dentist. when will my infant ’ s primary teeth ( aka deciduous or baby teeth ) grow in, and how do you care for them? a baby ’ s first tooth will usually erupt into the mouth by around six months of age. some infants will be early, and some may be a few months later. if your baby still has not displayed their first tooth by the time they are 1 year old, then you can bring your child to the dentist for an exam. from day one you should be cleaning your baby ’ s gums, and tongue with a washcloth, rubber finger brush, or cloth finger tender ( even though no teeth are present ). clean the gums at least twice each day — after breakfast and after the last feeding of the day. even better — clean your baby ’ s gums and tongue after every feeding to keep your the breath fresh and to get them accustomed to this routine. once the first tooth erupts, you should be cleaning these teeth, trading in your cloth wipe for an appropriate sized, soft toothbrush.


the age of four as the jaw, supporting bone structure and facial bones begin to grow. the first baby teeth to be lost are the two lower front teeth. these come out between 6 - 7 years of age and are very soon replaced with the two lower adult front teeth. at the same time, the six year molars are starting to grow in. from six to twelve, it is typical for your child to have a combination of both baby teeth and permanent teeth in their mouth. below is a chart showing when to expect the emergence of all the adult teeth. if your baby does not want to open their mouth, place your finger near their mouth, and they will slowly open as they think that you are trying to feed them. even if your baby tries to bite down on your finger, be patient, keep trying, and they will soon open up again. reach inside along the cheek till you get between the upper and lower gums, and your baby will then open more to allow you to wipe the gums in the very back. in the case that one or more ulcers are found in your baby ’ s mouth, just clean around the ulcer until they are healed ( usually within one week ). get your child accustomed to cleaning his mouth regularly and going to bed with a clean mouth. is it alright to let my baby sleep with a pacifier, sippy cup or bottle? if your child uses a pacifier, do not dip it in honey or anything that has sugar, as this can cause cavities. do not put your child to bed with a bottle or sippy cup that contains milk, formula, fruit juices or soda, since these contain sugary substances that can cause cavities too. plain water is the only acceptable fluid to give your child when they are going to nap or sleep. how do i control my child ’ s drooling and teething pain? babies are very easily agitated by the teething process. parents should try to distract their children with activities, and allow your child to chew on a clean, chilled, liquid - filled teething ring to relieve the discomfort and irritation. drooling during this time is normal and expected. just wipe your child ’ s mouth often to keep them clean and dry. swollen gums are normal at this time, however if the gum turns blue or red, then bring your child to the dentist to evaluate. additionally, teething should not cause fever. since your baby is picking up anything and everything that has germs on it,


normal at this time, however if the gum turns blue or red, then bring your child to the dentist to evaluate. additionally, teething should not cause fever. since your baby is picking up anything and everything that has germs on it, and putting it in their mouth to chew on, it is possible that their fever is due to this spreading of illness, in which case parents should bring their child to their pediatrician. i heard that sometimes a baby could be born with one or more teeth ( natal teeth ), if that happens what should i do? occasionally a baby may be born with teeth ( natal teeth ) or erupt through the gums within the first month of life ( neonatal teeth ). their occurrence is about 1 in 30, 000 and usually just the lower front baby teeth ( posterior tooth eruption is extremely rare ). these teeth are usually the normal baby lower front teeth erupting early. due to this early eruption, the tooth will not be fully developed. if this should occur, leave them alone, unless they are very loose or causing traumatic ulcers, or causing any discomfort to the baby or mother during breast feeding, in which case you would have them removed. this is a non - traumatic procedure and painless to the infant. because natal and neonatal teeth are usually normal baby teeth, a new baby tooth will not replace them once they are lost. the space is usually left alone until the adult teeth eventually grow into that area. teeth that are stable after 4 months have a good prognosis, although they may be discolored and not as esthetic as the other teeth. when should i first take my child to the dentist? parents should take their children to the dentist for their first check - up by the age of 2, unless your doctor recommends and earlier exam. subsequently, they should go for regular check - ups every 6 to 12 months, so your child ’ s dentist can monitor their oral hygiene, diet and growth patterns. it is best if your child ’ s first experience occurs at a time before invasive dental work becomes necessary. a ride on the dental chair, magic tricks with “ mr. thirsty ” and visiting the toy chest should make your child ’ s visit pleasurable and non - threatening. the first visit should also include the counting of teeth while your child looks at what is happening in a hand held mirror. remember, early dental check - up makes it easier to build a good rapport with your child to establish a foundation of trust and comfort for future visits. how


the counting of teeth while your child looks at what is happening in a hand held mirror. remember, early dental check - up makes it easier to build a good rapport with your child to establish a foundation of trust and comfort for future visits. how should i prepare my child for their dental visits? tell your child that the dentist is there to help take care of his / her teeth. read your child a fun children ’ s book about going to the dentist. describe to your child the surroundings of a dental office and role play the job of a dentist. it may help to tell your child the date for dental visit in advance so that they can prepare for the visit and hopefully look forward to it. remember, never use the dentist as a threat for not taking care of their teeth, this will just instill a fear in them that will last well into the future. speak positively about dental visits, and make it something to look forward to. it is important to establish a positive relationship between your child and the dentist by starling early and continuing to see the dentist for regular check - ups. and don ’ t forget to share this valuable knowledge with anyone else who may be helping to care for your child. when does my child need fluoride and what is the right amount? fluoride is a mineral helps prevent tooth decay by strengthening the tooth ’ s enamel and making it more resistant to acids and harmful bacteria. most municipal water supplies are fortified with fluoride ( check with your local water authority to find out about yours ). some bottled water companies will fortify some of their water products with fluoride, so be sure to check the labels. if the fluoride content of your water supply has less than 0. 3 parts per million, ask your child ’ s doctor whether you should give your child a fluoride supplement ( the amount recommended for children from 6 months - 3yrs old is 0. 25 milligrams per day ). your doctor can prescribe fluoride in the form of drops that you can add to your baby ’ s bottle or food once per day, or they can be prescribed as part of your child ’ s vitamin. the american academy of pediatrics doesn ’ t recommend fluoride supplements for babies under 6 months old. your child will not get any fluoride from breast milk. if you live in an area with fluoridated water, your child will get fluoride from the water you use to make the formula. a little fluoride is good


your child will not get any fluoride from breast milk. if you live in an area with fluoridated water, your child will get fluoride from the water you use to make the formula. a little fluoride is good for your baby ’ s teeth, but too much of it can lead to a condition called fluorosis, which can cause white spots on your child ’ s adult teeth. it is recommended to wait until your child is old enough to spit out before giving your child fluoridated toothpaste, and even then you should let them use only a tiny ( pea - sized ) amount each time. this is because young children tend to swallow their toothpaste rather than spit it out and swallowing too much toothpaste over time can lead to fluorosis, or become toxic in large quantities. | age | | fluoride ion level in drinking water ( ppm ) * | | < 0. 3 ppm | | 0. 3 - 0. 6 ppm | | > 0. 6 ppm | | 6 months - 3 years | | 0. 25 mg / day * * | | none | | none | | 3 - 6 years | | 0. 50 mg / day | | 0. 25 mg / day | | none | | 6 - 16 years | | 1. 0 mg / day | | 0. 50 mg / day | | none | | * 1. 0 ppm = 1 mg / liter * * 2. 2 mg sodium fluoride contains 1 mg fluoride ion. | can water filters reduce the benefits a fluoridated water system would otherwise offer to my children ’ s teeth? yes, some types of water treatment systems that are installed in one ’ s home can decrease the fluoride levels, thus potentially reducing the cavity - preventing effects of a water supply that has been optimally fluoridated. it has been documented that the reverse osmosis systems and distillation units remove significant amounts of fluoride. however, studies have also shown that water softeners do not cause a significant loss in fluoride levels. the concentration of fluoride found in your water will depend on the type and quality of the water filter you purchased, the current status of the filter and its age. for questions about the level of fluoride in your water supply or to arrange to have your filtered water tested, contact your local and state public health departments. your dentist should also be contacted to determine if your


status of the filter and its age. for questions about the level of fluoride in your water supply or to arrange to have your filtered water tested, contact your local and state public health departments. your dentist should also be contacted to determine if your children are candidates for fluoride supplementation, as it is available by prescription only. those individuals who drink bottled water as their primary source of water may also be depriving themselves of the benefits of fluoride, as many brands fall short of the optimum levels of 0. 7 - 1. 2 ppm. is it better to use a manual toothbrush or an electric toothbrush for my child ’ s teeth? an electric brush has a few advantages over a manual brush. first it generates more brush strokes per second ; making it more effective for the amount of time it is being used. keep in mind that while it is recommended to brush for 2 minutes, the average person only brushes for 30 seconds. with an electric brush it is easier to clean behind the back teeth. many of these electric brushes have certain extra bells and whistles such as a digital timer so you know when 2 minutes are up, and an indicator light to show if you are pressing too hard. there is usually less trauma to the gums and teeth when brushing with an electric brush since many over - zealous manual toothbrush users bang into their gums with the wrong technique, or scrub too hard. a manual toothbrush can be very effective with the right technique, and conversely, an electric toothbrush can be virtually useless with the wrong technique. if using a manual brush, use small, vibratory strokes on a 45 degree angle so that the bristles get in the pockets between the teeth and gums. avoid the up and down or circular motion, as that can just traumatize the gums. if you are using an electric brush, try to spend at least 2 full seconds on each tooth surface ( inside, outside and top ), making sure to angle the brush between the teeth and having the bristles go between the tooth and the gums. spin brushes are just a watered down version of an electric brush that may attract the attention of your child with its various themed versions. whether you use a manual brush or an electric, make sure you always change your brush or brush head every three months, or sooner if you just had a cold so you don ’ t re - infect yourself. at what age should a child brush their teeth on their own? this will depend on the


sure you always change your brush or brush head every three months, or sooner if you just had a cold so you don ’ t re - infect yourself. at what age should a child brush their teeth on their own? this will depend on the child. while it is great to build up a child ’ s self - confidence and independence, children don ’ t usually develop the full coordination and understanding of what they are trying to accomplish until the age of 6 or 7. even though they may want to do this all by themselves, it is recommended that the parent or guardian supervise, check, and when necessary, do additional brushing for their child at least up until the age of 10. your toddler can have their toothbrush available to “ pretend or play ” tooth - brushing along with you. cavities prevented during this time will save a lot of time, money and trauma in the future. how often should i brush my child ’ s teeth, and at what times of the day? it is recommended that everyone brush at least twice each day with a soft - bristled brush or electric brush. the first time should be in the morning, after breakfast, so your child ’ s teeth are clean before leaving for school. it defeats the purpose of brushing if you give your child their sugary vitamin after they brush, or give them their breakfast to nibble on the bus, because these substances will stay lodged in the top grooves of their molars and in between their teeth for hours to come, contributing to the formation of cavities. the most important time to brush is right before you go to sleep at night so that nothing is left on or in between your teeth when you are sleeping. the reason is that when you are awake, your saliva helps to bathe and rinse your teeth, but while asleep, you do not salivate that much, and your teeth is more susceptible to developing cavities from the debris left on them. additionally, if you have the chance to brush after other meals or snacks, it would be advisable. and don ’ t forget to brush their teeth after they are given medicine, as the acids contained in medicines may break down the tooth enamel. when should my child start flossing? parent - assisted dental flossing is recommended as soon as the teeth erupt next to each other. independent flossing is recommended once children develop the dexterity to be able to do it on their own ( often by six or seven years of age ). which foods are bad for my


as soon as the teeth erupt next to each other. independent flossing is recommended once children develop the dexterity to be able to do it on their own ( often by six or seven years of age ). which foods are bad for my child ’ s teeth? any food or snack that can become trapped within the pits and grooves of your child ’ s teeth or between their teeth can become harmful if not cleaned properly. chewy candy ( i. e. taffies, caramels, jellybeans, and licorice ) are among the biggest cavity culprits. however, you may be surprised to know that nuts, raisins and dried fruits can also cause a lot of damage, since they too get readily stuck in and around the teeth. the complex carbohydrates such as pretzels and potato chips get broken down into the same sugars that are found in cakes and cookies. any food debris left on the tooth creates an acid attack in the mouth to break it down. the less likely the food is to dissolve or rinse away, the longer the acid attacks will be. chocolate, which is full of sugar, is actually not as bad for your teeth as dried fruit and nuts, because chocolate dissolves quickly. however, you can prolong any acid attack by eating or drinking things slowly over a longer period of time. aside from the introduction of fluoride, dental sealants have become one of the biggest breakthroughs in terms of dental prevention. they are used to protect teeth from decay and are appropriate as soon as a posterior tooth erupts. the chewing surfaces of these back teeth have many pits and grooves that can trap food debris and cause cavities. children and adults alike can benefit from dental sealants, which are a plastic resin that flows into the cleaned out grooves of the tooth, and hardened to make a more shallow, ice - skating like surface for which the food debris can be more readily brushed away. sealants should be checked at your regular dental visits and redone periodically if wear or breakdown is evident. what do i do if my toddler won ’ t let me brush their teeth? there are a few techniques you can pull out of your arsenal. the first is to have several different fun tooth brushes to choose from. when you go to brush their teeth with one of them, they will reach out and grab it from you. then you pick up another brush and try to brush their teeth with that one knowing that they will now grab that brush from


to choose from. when you go to brush their teeth with one of them, they will reach out and grab it from you. then you pick up another brush and try to brush their teeth with that one knowing that they will now grab that brush from you with their other free hand. now that both of their hands are occupied, you can go in with a third brush, preferably an electric one so you can get more accomplished in less time. another technique is to say all the things you might see in there, recalling their meals and snacks that day as you brush ( i. e. “ i see a little pretzel there, let me get that away …. oh look a piece of chicken, let me get that piece of cookie out … ”, etc. ). you can try brushing to music or while they are watching a show, or doing anything fun and creative. if all else fails, then try the two person technique where one person holds the legs down and the other straddles the head while pinning their straight arms along the side of their head. they will cry and scream, which is good because their mouths will now be wide open. within several times of doing this they will start to realize that it is just easier to allow you to brush them without resistance, and they won ’ t remember this experience anyway. my baby has white patches inside the mouth. what causes this? it most likely could be caused by a common and harmless yeast infection known as thrush. thrush looks like cottage cheese on the sides, roof, and sometimes the tongue of a baby ’ s mouth. usually you will find it in babies 2 months and younger, but it can appear in older babies as well. what happens is that after your baby is born, antibiotics taken by you ( if you ’ re breastfeeding ) or your baby can trigger a case of thrush. these antibiotics kill off the “ good ” bacteria that can prevent a yeast imbalance. often moms and babies pass the infection back and forth : your baby can pass thrush on to you if you ’ re breastfeeding, resulting in a painful yeast infection on your nipples that would require a doctor ’ s treatment. and you can trigger a case of thrush in your baby if you ’ re breastfeeding and you develop a yeast infection on your nipples from taking antibiotics. does it really matter if my child has a cavity in their baby tooth ; they will lose it soon anyway? yes, it does matter. baby molars enter the mouth around the


esthetic areas. not every tooth that is lost requires a space maintainer. usually if one of the four upper front teeth is lost early, the space will be maintained on its own until the permanent tooth comes in. your dentist will periodically take an x - ray to follow the growth progress of the adult tooth. when it is ready to erupt, the space maintainer will then be removed. what can be done to address the large space ( diastema ) between my child ’ s front teeth? this gap or space, ( aka diastema ) most often occurs between the two upper front teeth. it is normal to have this diastema during some stages of dental development. the space eventually closes after the permanent canine teeth ( eye teeth ) erupt into the mouth. however, in some people, the space does not close. if that is the case orthodontic treatment may become necessary. if this gap is caused by an overly large frenum ( thick gum tissue above and between your front teeth ) then orthodontic treatment would not be effective here. in that case a frenectomy ( removal of that tissue ) would be indicated to allow the teeth to come together again. if the large space is due to undersized lateral incisors ( the teeth next to the two front ones ) then bonding, crowns or veneers may become indicated to help close the gaps. why do some teeth grow behind another? what should be done when that happens? teeth are normally supposed to grow beneath the tooth it is replacing, as to slowly cause the roots of the baby teeth to be resorbed as the adult teeth grow in. as the roots are being resorbed, the baby teeth will start to loosen and come out on their own. on occasion, the adult teeth will grow in differently, usually towards the inside of the mouth when this happens. if the second set of teeth are growing inside of the teeth they are supposed to replace, then the first set would need to be removed by your dentist in order to create the space needed to allow for the adult tooth to grow into the right position. in most cases the tongue will naturally guide the tooth into the correct position. in some cases, when there is too much crowding, interceptive orthodontics may become necessary to help create the space necessary for the adult teeth that are growing in. what are peg laterals? peg laterals are your top lateral incisors ( the teeth on either side of your upper front teeth ) which


teeth ( about 90 % ) will occur in the upper arch of teeth ( maxilla ). supernumerary teeth may also be referred to as polydontia or hyperdontia, with the most common type being the mesiodens ( an extra tooth that tends to form between and just inside of the upper two front teeth. most of the time, these extra teeth don ’ t even come through the gums, and they are discovered when taking an x - ray in that area. other types of supernumerary teeth include the rare fourth molar ( also referred to as paramolar or distomolar ). multiple supernumerary teeth are very rare in people that don ’ t have any syndrome or disease associated with it. it is more common to be missing certain teeth, than to develop extra teeth. my dentist told me i have a double tooth. why does this happen, and is there any way to make it appear more like a normal, single tooth? a double tooth, or joined tooth occurs in one of a few ways. - fusion – where two separate teeth are attached together, sharing the dentin and enamel ( the inner and outer layer of tooth structure ) and often sharing the pulp chamber ( where the nerves of the tooth are located ) as well. the roots are separate. - gemination – is when you have what appears to be two teeth developing from a single tooth germ, sharing the pulp chamber and the root. when you count the teeth, it would still appear that you have the correct number of teeth, unlike fusion, where the count would be reduced. - concrescence – is different than germination in that the joining of tooth roots by cementum ( the outer layer of the root ) occurs after tooth formation is complete. this condition doesn ’ t have much clinical significance unless you need to have the tooth extracted. if this were to become necessary, careful examination of the x - rays would be very important. there are ways to make a fused tooth appear to be more like a single tooth. this may involve some reshaping of the enamel, some bonding to add better anatomy, and sometimes the use of porcelain veneers to create the individualized appearance.


minority fifth graders face health obstacles, study finds wednesday aug. 22, 2012 - - black and latino fifth graders in the united states are more likely than white students to be obese, to get too little exercise, to witness violence and to ride without seatbelts and bike helmets, all signs of significant disparities that could put their health and safety at risk, a new study finds. yet, despite what researchers characterize as " striking " differences in how black and latino children are faring compared to whites, their report gives clues about what may lie at the heart of it - - and it ' s largely not race or ethnicity itself. instead, the analysis showed that when household income, family education level and the schools the children attended were taken into account, some of those disparities disappeared. in other words, a black or latino child from a similar economic background, attending a similar school and whose parents had an equal level of education did about as well as a white child from the same demographic on many health measures. " we do find substantial differences in a number of health related experiences, behaviors and outcomes with black and latino children. most of the time, they ' re not doing as well as white children on the various health indicators, " said study author dr. mark schuster, chief of general pediatrics at boston children ' s hospital and a professor of pediatrics at harvard medical school. " what happened when we controlled for various factors such as the school, household income and family education level, we found the differences were not as substantial. " the study is published in the aug. 23 issue of the new england journal of medicine. the study included interviews with more than 5, 000 children aged 10 and 11 and their parents in three u. s. metropolitan areas : birmingham, ala., houston and los angeles. researchers measured 16 aspects of health and health - related behavior, and found significant differences between black and white children on all 16 indicators, and significant differences between white and latino children on 12 of the 16 indicators. among the key findings : - about 5 percent of white kids witnessed gun - related threats or violence, compared to 20 percent of black children and 11 percent of latino children. that makes black children four times more likely and latino children twice as likely as white kids to see a threat or injury with a gun. - black fifth graders were more likely to have smoked cigarettes ( 10 percent ) than latino ( 6 percent ) and white children ( 5 percent ). black kids were also slightly more likely to have tried alcohol. -


a threat or injury with a gun. - black fifth graders were more likely to have smoked cigarettes ( 10 percent ) than latino ( 6 percent ) and white children ( 5 percent ). black kids were also slightly more likely to have tried alcohol. - about 29 percent of black kids and 32 percent of latino kids were obese, compared to 17 percent of white kids. black and latino kids were less likely than whites to report getting vigorous exercise in the past week. - nearly half of white children always wore a bike helmet, compared to 14 percent of black children and 18 percent of latinos children. black and latino children were also somewhat less likely than white children to always wear a seatbelt. - black and latino children were more likely to report worse overall health. - discrimination because of race, ethnicity, weight and other issues was more common for black and latino children than whites. - black children were victimized by peers more often than latino or white children. and yet, when researchers took into account other demographic factors and schools, the differences were much less stark, even largely vanishing between white children and latino children. when comparing black and white children at the same school and with relatively equal household income and parental education levels, health disparities were eliminated on six of the 16 measures, and most of the others were substantially less dramatic. for latino children, taking into account those other socioeconomic factors, seven health disparities were eliminated. others were substantially reduced, and on three measures, latino children fared better than white kids from similar backgrounds. ( those included the likelihood of being victimized by a peer and of perpetrating physical or nonphysical aggression. ) dr. sherald leonard, a pediatrician at rush university medical center in chicago, said the findings show just how complex the issue of health disparities is, with race, ethnicity, neighborhoods, schools, poverty and multiple other factors potentially playing a part. " it adds to the growing knowledge that this problem is bigger than race or ethnicity. it ' s how much you earn. your neighborhood. your school. your experiences. it ' s so complex, " she said. the study also highlights how important it is to reach kids early in childhood, " to try to make sure every child has the best chance in life for success, " leonard said. schuster said he was intrigued about the role of schools. researchers don ' t have details about the characteristics of the specific schools, but many schools associated with the most positive effect on children ' s health behavior were in lower - income


how to create a new workbook in excel 2010 if you ’ re working in microsoft excel 2010 and want to begin work in a new excel workbook file, you can easily create a new workbook. to do so, you can use a command on the file tab or a keyboard shortcut. click the file tab. backstage view shows templates you can choose from in the middle column. click the blank workbook icon. the blank workbook icon resides at the top left corner of the middle column. click the create button. excel creates a new, blank workbook based on the default template. you can press ctrl + n to create a new workbook without displaying the backstage view. the worksheet cell that contains the cell cursor. each worksheet can have only one active cell. an excel 2007 add - in program that adds extra financial, statistical, and engineering functions to excel ' s pool of built - in functions. a feature that looks at the entries that you make in a worksheet column and automatically duplicates them in subsequent rows whenever you start a new entry that begins with the same letter or letters as an existing entry in that column. a feature that alerts excel 2007 to common typing errors and your own typing errors ( that you specify ) and tells the program how it should automatically fix them for you. an excel 2007 feature that quickly creates a series of entries based on the data you enter in one or two cells. autofill works with days of the week, months of the year, yearly quarters ; consecutive series of numbers ; and formulas. you also can add your own custom autofill series. a feature in excel 2010 that enables you to temporarily hide everything in a table except the records you specifically want to view, based on criteria you specify. a new feature in excel 2010 — accessible from the green file tab — that enables you to manage files and to view the properties and stats about the workbook file you ' re editing. the intersection of a column and row in the worksheet. the cell identifier, determined by its column letter ( s ) followed by the row number, as in cell a1, the very first cell of each worksheet at the intersection of column a and row 1. an electronic version of a sticky note that you can add to a cell but that does not print. the black border that surrounds the active cell in a worksheet. readymade drawings, illustrations, and photos offered by microsoft for use in microsoft office applications. graphical or text


sticky note that you can add to a cell but that does not print. the black border that surrounds the active cell in a worksheet. readymade drawings, illustrations, and photos offered by microsoft for use in microsoft office applications. graphical or text buttons located in groups on excel 2007 ' s ribbon that you select to perform a particular action or to open a gallery from which you can click a particular thumbnail. a utility in excel 2007 and 2010 that you use to find potential compatibility issues if you plan to save an excel workbook file in the older excel 97 – 2003 file format. a feature that enables you to have excel 2007 change the appearance of your cell data if certain conditions ( that you specify ) are met. the worksheet cell that contains the cell cursor. each worksheet can have only one current cell. a range of cells in a worksheet in which you enter a series of possible values that excel plugs into a formula so you can perform what - if analysis on the data. a rectangular window with settings and commands that appears when you click a dialog box launcher or certain other commands on the ribbon. a small icon in the lower - right corner of a group of command buttons on the ribbon that you click to access a dialog box with additional related settings and commands. a type of cell entry that instructs excel to perform a calculation. the horizontal toolbar located below the ribbon that displays the cell address and the contents of the current cell. use the formula bar to enter or edit formulas and cell entries and assign names to cells. a part of a formula that takes a number of specific arguments and then returns a single value based on those arguments. a drop - down list of thumbnail selections that appears when you click certain command buttons on the ribbon. a section of a tab on the excel 2007 ribbon that organizes related command buttons into subtasks normally performed as part of the tab ' s larger core task. the name of a group appears at the bottom of the group, such as the font group on the home tab. a combination of keys that you can press to execute certain commands, as opposed to finding and clicking the commands ' buttons on the ribbon or elsewhere. a feature in excel 2007 that enables you to point to thumbnails on a drop - down gallery to see how a new font, font size, table style, or cell style would look on your selected data before you actually apply it. a series of commands or actions in excel that are recorded and saved together in a file


a drop - down gallery to see how a new font, font size, table style, or cell style would look on your selected data before you actually apply it. a series of commands or actions in excel that are recorded and saved together in a file. you can run the macro whenever you need to perform the task. a small toolbar that displays commonly used formatting commands ( along with a shortcut menu ) when you right - click a cell in the worksheet. the left - most section of the formula bar that displays the address or name of the current cell. the round button with the four - color office icon at the top left corner of the excel 2007 program window, which provides access to common file - related commands. file format developed by adobe systems incorporated that enables people to open and print documents without access to the original programs with which the documents were created. a special type of table unique to excel 2007 that enables you to summarize large amounts of data and pivot or rearrange the table ' s data to display different summaries of the information it contains. a small toolbar to the right of the office button that includes buttons for commands you use often, such as save and undo. you can add buttons to customize the toolbar. a new feature of the excel 2007 interface that replaces the menus and toolbars of previous versions ; appears at the top of the excel window, just below the title bar. a small window that displays descriptive text when you point to but don ' t click a command on the ribbon or other objects in a worksheet. horizontal and vertical bars that appear on the bottom and right side of the worksheet window and enable you to quickly move to a different area of a worksheet. icons that appear immediately to the left of the sheet tabs in a workbook, which enable you to bring new tabs into view for worksheets that contain too many sheets for their tab names to appear at the bottom of a workbook. small tabs near the bottom of a worksheet that you click to move between the worksheets in a workbook. you can assign descriptive names to sheet tabs. a menu that displays context - sensitive commands when you right - click a cell or object in a worksheet. new graphic objects in excel 2010 that enable you to quickly filter the contents of a pivottable on more than one field. a type of graphic object in excel 2007 that gives you the ability to quickly and easily construct graphical lists and


worksheet. new graphic objects in excel 2010 that enable you to quickly filter the contents of a pivottable on more than one field. a type of graphic object in excel 2007 that gives you the ability to quickly and easily construct graphical lists and diagrams in the worksheet. tiny graphs ( miniature charts ) that fit within a single cell in the worksheet, used to show basic trends in data. a horizontal bar that appears at the bottom of the excel 2007 window and keeps you informed of excel ' s current mode. in addition, you can use the status bar to select a new worksheet view and to zoom in and out on the worksheet. the various " pages " of excel 2007 ' s ribbon interface that you click to display command buttons relating to the tab ' s name, such as page layout and formulas. a pre - designed worksheet that can be used as a basis for creating new worksheets. stylized text objects that you use to add pizzazz and emphasis to headings and other text in excel 2007 worksheets. the basic file type that you create when you use excel 2007. a new workbook consists of three worksheets by default. the main document that you work in when you enter data into cells within excel 2007. a worksheet is stored in a workbook file. the portion of an excel 2007 worksheet in which you enter cell data and add objects such as charts and graphics. a file format developed by microsoft that enables people to open and print documents in xps reader without access to the original programs with which the documents were created ( such as excel ). an object on the status bar in excel 2007 that enables you to increase the magnification in a worksheet or shrink it down to get an overall picture of the worksheet data.


pastels for dummies drawing with pastels can be both fun and intimidating, but a few tips and tools can help you set pastel compositions and choose colors like a pro. with your sketchbook, viewfinder, and color wheel in hand, you ’ re ready to create artwork. choosing pastel colors with the color wheel when working with pastel ( or any art medium ), a color wheel is a tool you should be familiar with because it helps you understand hue relationships and choose colors for pastel compositions. the following color wheel and terms can help you select colors for your artwork : primary hues : red, blue, and yellow. theoretically, all other hues are made from these hues. secondary hues : violet, orange, and green. secondary hues are a mix of two primary hues and situated halfway between those primary hues on the color wheel. tertiary hues : red - orange, yellow - orange, yellow - green, blue - green, blue - violet, and red - violet. tertiary hues are a combination of a primary hue and a secondary hue. analogous hues : three to five hues next to each other on the color wheel, such as red, red - orange, orange, and yellow - orange. complementary hues : hues directly across from each other on the color wheel, such as red / green, violet / yellow, and blue / orange. warm / cool hues : warm hues include the hues from red through yellow and yellow - green on the color wheel. cool colors include the hues from blue - green through blue to violet on the color wheel. the leftovers — red - violet and green — appear warm when surrounded by cool hues and cool when surrounded by warm hues. you can use the color wheel to help you determine colors for your pastel composition two ways : when choosing colors for modeling ( giving realism to ) individual objects and when choosing the overall patterns of colors in the composition. for example, understanding the primary, secondary, and tertiary colors helps you blend pastel colors to make new colors you don ’ t have in your pastel palette ( such as creating just the right orange out of red and yellow. you can also choose a set of analogous hues, selecting a color for the body of the object and then hatching ( stroking ) cooler and warmer colors from nearby on the wheel into the shadowed and lighter areas making and using a viewfinder to set pastel compositions a viewfinder helps you focus your scene and determine your


for the body of the object and then hatching ( stroking ) cooler and warmer colors from nearby on the wheel into the shadowed and lighter areas making and using a viewfinder to set pastel compositions a viewfinder helps you focus your scene and determine your pastel work ’ s orientation. you can buy various adjustable and window viewfinders, but you can easily make your own as well. your pastel composition will thank you. when you use a viewfinder, you hold it so that you can see the scene you are drawing in its window. the viewfinder isolates your scene by cropping out everything except the part of the scene you want to draw so that you can see exactly what it will look like on your paper if you transfer it accurately. the viewfinder also helps you establish accurate positions of your subjects on the paper in your initial drawing. if you bisect the window of your viewfinder with threads, you can draw lines on your paper to bisect it in a similar manner so that you can use them as guides to transfer your image, drawing the shapes according to their positions on the grid you created. to make a basic window viewfinder, stick to these simple steps : take an index card and cut a window in the center using the same proportion of height and width as the paper you ’ re using. for example, if your paper is 12 inches x 16 inches, measure and cut a window 1 - 1 / 2 inches x 2 inches in the center of the card. use a metal ruler and a utility knife to cut straight edges. after you cut the window, mark the middle point of each side and tape a thread from one side to the opposite side, bisecting the window horizontally and vertically. see our following example. to use the viewfinder, look through the window at your scene and notice where objects in your scene line up with the threads or corners of the viewfinder. lightly mark the halfway points on each side of your paper and use them to help you map the size, shape, and positions of the objects in your scene. coming up with fresh ideas to draw with your pastels whether you ’ re new to drawing with pastels or have drawn hundreds of pastel works, you may find yourself in need of fresh subject ideas. when the idea tank is dry, fill it up with the following drawing strategies : draw something from a different point of view. changing your point of view forces you to think more consciously about what you ’ re drawing. try mouse - eye and bird ’ s - eye views


is dry, fill it up with the following drawing strategies : draw something from a different point of view. changing your point of view forces you to think more consciously about what you ’ re drawing. try mouse - eye and bird ’ s - eye views, which are very low ( as if you were lying on the floor looking up at your subject ) and very high ( as if you were standing over the subject looking down on it ) in relation to your subject, respectively. use your viewfinder to find an interesting but unrecognizable section of a larger object. instead of drawing the same old shapes you ’ re used to, this strategy lets you focus on the textures, colors, and so on your work may not typically show. hold your viewfinder so that you can see through its window and look for an interesting composition of shapes, textures, colors, or values of light and dark. dramatic combinations of dark and light shapes are particularly effective. make a collage out of images cut from magazines and photographs and then use it to create a pastel drawing. this playful idea helps you break out of the realistic box. you can put impossible, dreamlike images together as you find in the work of surrealist artists salvador dali or rene magritte, or you can make an abstract design. start to build an image by adding clippings to an existing photograph or by putting many clippings of photographs together ( but keep the collage simple the first time you try it ). after you make the collage, refer to it as you make your pastel drawing. choose a masterpiece and put a portrait or figure of yourself in the picture or update the masterpiece to modern times. secretly adding yourself to your study of a masterpiece or making yourself the main focus of the work adds a humorous element to it and breaks up the monotony you may be feeling in your normal drawing. in another approach, updating a masterpiece gives you the chance to put your own spin on a time - honored work, like creating west side story out of romeo and juliet. do an inside / outside drawing that incorporates an interior with a view outside the window. this kind of composition helps you think about how to balance color, light, and competing areas of focus in a way your usual work may not. decide where you want the viewers to look first and work out how to use contrasting colors to attract their attention. at the same time, determine where to use similar colors to quiet areas of the composition and make them recede. make a pastel


free printed copies and an interactive online version of the guide are available from the center for research on environmental decisions a poll conducted in october shows that the proportion of americans who are convinced that human activity is warming earth ’ s climate has dropped sharply since last year, to under 40 percent - - even though most scientists say the evidence is overwhelming. a concise new publication delves into what goes on in human minds that causes this disconnect, and what communicators of climate science can do about it. the new 43 - page guide, the psychology of climate change communication, released today by columbia university ’ s center for research on environmental decisions, looks at how people process information and decide to take action, or not. using research into groups as disparate as african farmers and conservative u. s. voters, it offers insights on how scientists, journalists and educators can convey evolving scientific knowledge, increase chances that the public will understand what they are saying, and take action when appropriate. for the nonscientist, climate can seem alternately confusing, overwhelming and politically loaded, say lead authors debika shome and sabine marx. in eight brief chapters, the guide identifies basic tactics to overcome predictable roadblocks. for one, communicators would do well to frame complex issues in ways that people can relate to personally : new yorkers may respond more to the idea that sea - level rise threatens to flood their subways, than to the idea that it also threatens much of bangladesh. communicators also need to do a better job of sorting the larger picture from smaller uncertainties — for instance, concentrating on the strong consensus that sea levels will rise in the 21st century, versus confusing readers with disagreements over exactly how much levels will rise. scientists generally acknowledge that nothing can be known with absolute certainty ; their trade involves reducing the amount of uncertainty. but, as with the numbers they give out, the words they habitually use can be misinterpreted to mean they do not really know what they are talking about. for instance, a recent report from the intergovernmental panel on climate change states that global temperature increases that have taken place in the last 50 years have been “ very likely due to the observed increase in anthropogenic ghg concentrations. ” panel scientists have agreed that “ very likely ” means 90 percent certain or more - - but when researchers asked ordinary people to assign a percentage to that specific phrase, most came up with a much lower number. the guide also attacks fancy words like anthropogenic


have agreed that “ very likely ” means 90 percent certain or more - - but when researchers asked ordinary people to assign a percentage to that specific phrase, most came up with a much lower number. the guide also attacks fancy words like anthropogenic ( translation : manmade ) and acronyms such as ghg, ( greenhouse gases ), which may alienate even educated people. even many graphs that in the eyes of scientists show alarming trends elicit only yawns or incomprehension from almost everyone else. one chart in the guide lists words with columns showing their meaning as perceived by scientists, and by nonscientists. to scientists, a “ theory ” is the “ physical understanding of how [ something ] works. ” hence, the well - accepted theory of evolution, the theory that the earth formed over billions of years — and now, the theory of manmade climate change. but to the public, a theory may be just “ a hunch, conjecture or speculation. ” ( politicians long ago learned the lesson that language matters : one recent study by the authors and their colleagues finds that conservative americans find “ carbon offsets ” more acceptable than a “ carbon tax ” — even though it might be argued the two are essentially the same. climate legislation now before congress avoids mention of anything labeled “ tax. ” ) the public has its own chronic problems. for one thing, there is a phenomenon that social scientists call the “ finite pool of worry. ” in other words, people can deal with only so much bad news at a time before they tune out. for another, when individuals respond to threats like climate change, they are likely to alleviate their worries by taking only one action, even if it is in their interest to take more than one — an effect called “ single action bias. ” for americans, recycling often serves as a catchall green measure ; some people will zealously separate out their trash, but neglect to do anything more to curb high energy usage in their homes or vehicles. one study showed that farmers in argentina who had capacity to store grain in the face of drought were less likely to use irrigation or crop insurance, even though those added measures would have made their operations more resilient to weather. " gaining public support for climate change policies and encouraging environmentally responsible behavior depends on a clear understanding of how people process information and make decisions, ” say shome and marx. “ social science provides an essential part of the puzzle. ” free printed copies and an interactive online version of the guide are available from


digestive health recipes and menus digestive problems — from constipation to lactose intolerance — affect up to 70 million people, according to the national institutes of health. modifying your diet to treat a digestive problem requires a lot of trial and error and should be done in conjunction with your health - care provider. still, making a few simple dietary changes ( e. g., eating a healthful diet rich in fiber and making sure to drink plenty of fluids ) often can go a long way in improving your digestive health. the nutrition experts at eatingwell recommend following these guidelines for healthy digestion. fiber adds bulk to the stool and helps it move through the colon quicker, which helps prevent digestive problems like constipation and diarrhea. a fiber - rich diet may also play a part in lowering your risk of colon and rectal cancer. shoot for 25 to 30 grams of fiber per day — most americans only get half that — by eating plenty of fruits and vegetables, whole grains and beans. if you have trouble getting enough fiber in your diet, consider a fiber supplement. [ note : eating high - fiber foods is a healthy choice for most people, but they can exacerbate symptoms of a few digestive conditions. if you ’ ve ever received medical treatment for a digestive problem, check with your health - care provider before you start loading up. ] liquids lubricate the colon and soften stool so it ’ s easier to pass, helping to prevent constipation. aim to drink at least 8 cups per day. since it ’ s calorie - free, water is an excellent choice, but most beverages — such as milk and juice — are about 90 percent water, so they count too. too much fat slows digestion, which can lead to heartburn, bloating and constipation. what ’ s more, research suggests that a diet high in saturated fat may increase your risk of colon cancer. drinking too much alcohol can irritate your stomach lining and relax your lower esophageal sphincter — the valve that prevents stomach acid from backing up into your esophagus. this can cause bleeding or heartburn. if you drink, do so in moderation — no more than one drink a day for women or two drinks a day for men. alcohol is also dehydrating, which can worsen constipation.


researchers tell the journal science that the creatures fill an important gap between older hominids and the group of more modern species known as homo, which includes our own kind. the team has assigned the name australopithecus sediba to their finds. “ it ’ s at the point where we transition from an ape that walks on two legs to, effectively, us, ” lead scientist professor lee berger of the university of the witwatersrand told bbc news. “ i think that probably everyone is aware that this period of time – that period between 1. 8 and just over two million years [ ago ] – is one of the most poorly represented in the entire early hominid fossil record. you ’ re talking about a very small, very fragmentary record, ” he explained. their bones were laid down with the remains of other dead animals, including a sabre - toothed cat, antelope, mice and rabbits. the fact that none of the bodies appear to have been scavenged indicates that all died suddenly and were entombed rapidly. “ we think that there must have been some sort of calamity taking place at the time that caused all of these fossils to come down together into the cave where they got trapped and ultimately buried, ” said team - member professor paul dirks from james cook university in queensland, australia. all were preserved in the hard calcified clastic sediment that formed at the bottom of a pool of water.


types of auctions this section looks at different forms of auctions. different types of auctions have different bidding behaviors. how a bidder will behave in an auction depends on the reason with which the bidder is participating in the auction in the first place. one reason for participating in an auction is that the bidder wishes to aquire the auctioned good for personal consumption. one can consider a painting being auctioned and a buyer bidding on it for personal use. in this situation, the bidder estimates his personal consumption value of the item, and no one other than the bidder knows what that value is. it is probably useful to note that even the seller does not know the values that the bidders place on the auctioned item, since if he did he would just set the price equal to the highest valuation. the other reason for participating in an auction is to resell the item or use it for commercial use. in such a situation the bidder ' s valuation of the auctioned item is determined by his estimate of the future resale value of the item. so the item is actually worth the same to all, however no one actually knows what that common value is. think of business houses trying buy a piece of land to aquire mineral rights. each has different information and different estimates of the future value of this land and consequently would bid differently for it. william vickrey ( 1961 ) modeled four different types of single unit auctions : - english auction - this is the most familiar form of an auction ; it is also known as an open outcry or an ascending price auction. the type of auction is commonly used to sell wine, art, antiques, cattle, tobacco, and many other goods. - dutch auction - in the netherlands, this form is used to sell produce and flowers, and hence the name. this is also known as a descending price auction. in zamibia they use this auction to sell fish. the bidding starts at an a very high price and is progressively lowered until a buyer claims the item. - first - price sealed - bid auction - the main distinguishing feature of this auction as the name suggests is that the bids of individual bidders are sealed and not known to all, and thus hidden from all except the bidder and the seller. in a buyer - bid auction, the highest bidder buys the item and pays the amount of his bid. in a seller - bid auction, the lowest bidder sells the item and is paid the amount of her bid. this form of


in this lesson our instructor talks about subcellular structure. first, she talks about prokaryotic cells. second, she talks about eukaryotic cells structure. then she talks about the cytoskeleton. finally she talks about plant cell structure. four complete example videos round up this lesson. have cell walls containing peptidogylcan. some bacteria are covered by a capsule that helps them to evade the immune system. genetic material in bacteria found in the nucleoid region. some bacteria also have small rings of dna called plasmids, which contain are projections from the bacterial surface. sex pili transfer dna from one cell to another. provide a means of motility in some prokaryotes. cells contain membrane bound organelles including rough and smooth endoplasmic reticulum, golgi apparatus, mitochondria, lysosomes, peroxisomes and ribosomes. dna is organized as chromosomes bound by histone proteins and is located within a membrane bound nucleus. the nucleolus is the site of ribosomal rna synthesis. cytoskeleton is a network of filaments composed of microtubules, microfilaments and intermediate filaments. cells do not have cell walls. the primary cell walls in plants contain cellulose. plants may also have a secondary cell wall composed of both cellulose and lignin. cells have a large central vacuole and organelles called plastids, including chloroplasts, the site of photosynthesis. lecture slides are screen - captured images of important points in the lecture. students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture. the book and cd package include three full length practice exams that are presented with all questions answered and explained. the author also presents detailed reviews of all test topics and includes multiple - choice and free - response questions with answers at the end of each topic ' s chapter. this book has a great topic - by topic breakdown of the 14 must - know principles with sample questions and answers for each of the subjects. laboratory review includes a focused review of all 12 ap laboratory exercises. included in this is 2 full length practice tests that stimulate the actual test along with answers and complete explanations. this book includes a comprehensive biology test topic review, covering everything from photosynthesis to genetics to evolution. cracking the ap biology also includes testing strategies for the grid - in and essay section, great guidance on writing


memristors were conceived by electrical engineer leon chua in his seminal 1971 paper " memristor - - the missing circuit element " ( ieee transactions on circuit theory ). his peer - reviewed claim startled electrical engineers by detailing how there was a " missing link " in circuit theory. by mathematical necessity, according to chua, a fourth passive electronics component - - after resistors, capacitors and inductors - - must exist. his argument was reminiscent of the inventor of the periodic table, russian chemist dmitri mendeleev, who claimed that by mathematical necessity there were missing elements in the periodic table that must exist. both were right. mendeleev ' s missing elements were eventually discovered, and in 2006 hewlett packard senior fellow stan williams likewise discovered chua ' s missing - memristor in a common semiconductor material. chua called his fourth passive circuit component a memristor, because it " remembered " the amount of current that had recently been flowing through it by changing its internal resistance - - making it a memory - resistor. hp ' s formulation was titanium - dioxide, but since them many other semiconductor manufacturers have come forward to disclose that they had also been working on memristive materials in their efforts to build a universal memory type - - called a resistive random access memory ( reram ). as a result, approximately 40 years after memristors were postulated by chua, these materials are finally achieving widespread commercialization as universal memory chips that are nonvolatile, denser than flash, and yet faster than dram. a remarkable spectrum of semiconductor houses are promising memristive microchips, some as early as 2013, including adesto technologies, elpida, fujitsu, global foundries, hewlett packard, hynix, ibm, macronix, nanya, nec, panasonic, rambus, sandisk, samsung, sharp, sony, st microelectronics, winbond, 4ds, and several research labs like imec collaborating with foundry partners like tsmc. what you may not be aware of, however, is that the next 40 years are likely to be even more significant for memristors, as the basis of a new era of cognitive computers based on the architecture of the human brain. spear - headed by the defense advanced research projects agency ( darpa ) program called systems of neuromorphic adaptive plastic scalable electronics ( synapse ) research labs are pioneering


description from flora of china climbers, with simple hairs, usually pubescent to tomentose and sometimes copiously so. leaf blade with many stout parallel secondary veins. inflorescences mostly leaf - opposed or terminal, less often axillary or infra - axillary, 1 - to many flowered and forming cymes, glomerules, or branched panicles. pedicel often with several bracteoles from base to middle. flower buds ovoid or oblong - conic. sepals 3, small, valvate, connate at very base. petals 6, in 2 whorls, valvate, leathery, margin thickened ; outer petals slightly larger than inner petals, erect or spreading, inside flat to convex ; inner petals 3 - edged, base concave. stamens many ; connectives slightly enlarged, apically oblique, obtuse, or slightly apiculate. carpels many, free, often pubescent, slightly curved, grooved on inner side ; ovules 1 - 16 per carpel, in 1 or 2 sutural series ; styles sometimes narrowly clavate but usually not enlarging ; stigmas very short and not clearly differentiated from style, apex 2 - cleft or entire. fruit apocarpous ; monocarps few to many, stipitate, spherical, ovoid, or oblong, thick walled, usually pubescent to tomentose. seeds 1 - 10 per monocarp, in 1 or 2 series, smooth, shiny. about 75 species : old world tropics and subtropics ; 23 species ( eight endemic ) in china. ( authors : li bingtao ( 李 li ping - tao ) ; michael g. gilbert )


we would like you to take a reading of your school ’ s electricity meter at the start and end of the week prior to launching your carbon footprint awareness week. this will give you an idea of the number of units of electricity your school uses in a typical week. during this week you will need to walk round your school between 10. 00a. m to 11. 00a. m and carry out the survey. it is important that all the schools doing this survey carry it between these times to give a fair comparison. you will then need to launch your carbon footprint awareness week promoting as many energy saving ideas as you can ( based on some of your findings in your energy survey ). take the electricity meter reading at the beginning of this week and at the end of the week, once again between 10. 00a. m and 11. 00a. m. compare the two readings, work out how many units of electricity you have managed to save, and if you can work out the cost of these units and there contribution to your school ’ s carbon footprint ( i will try and find a formula to help you do this ) once you have carried out your surveys and awareness week you will need to publish your results on your school website and email each of the participating schools with your results so that comparisons can be made. it would also be great if we could email each other with any great ideas each school has to reduce their electricity usage. discuss this project and share your ideas here get pupils ' classes in school to work out their carbon footprint using the carbon footprint link : this project leads towards : earth day on 27th march schools low carbon day on 24th june | reducing carbon footprint - a health perspective. ppt 175. 0 kb | | five ways to save the planet. ppt 65. 5 kb | | how to go green at home. ppt 65. 5 kb | | energy use survey in jnv bhiwani india. doc 27. 0 kb | | our average co2 emissions - jnv bhiwani. doc 20. 5 kb | | answers to questions of woodhey high school. doc 29. 5 kb | | what we learnt through participation in project. doc 24. 0 kb |


world ’ s most energy efficient light nanolight surpasses standard fluorescents and it may look a little funny, but nanolight is used to the stares. the futuristic - looking light bulb has an unconventional look big enough to match its unique a 12 - watt nanolight in white. the bulbs look a bit like a three - dimensional jigsaw puzzle, all sharp corners and seams, because that ’ s essentially what they are : several small circuit boards with leds connected that are cut to fit together. the loose, interconnected design allows the bulb to dissipate more heat than a standard bulb while also directing light in all directions. “ most bulbs are hidden away in enclosures and never seen, ” say nanolight ’ s creators, gimmy chu, tom rodinger, and christian yan. “ the look should not be important. in certain installations though, we think the nanolight is quite fitting, offering a unique futuristic look. we can ’ t wait to see what people do with them. ” currently, nanolight comes in 10w and 12w bulbs. while the 10w uses 50 % less energy than a compact fluorescent bulb with the same light output, the 12w is nanolight ’ s breakthrough product. the bulb generates more than 1600 lumens, equivalent to a 100w incandescent light bulb. that works out to a little more than 133 lumens per watt — about 200 % more efficient than other light bulbs on the market. 10 - watt black nanolight in a desk despite its incredible efficiency, both versions of nanolight stay cool to the touch even after hours of use. and, unlike compact fluorescent lights, the nanolight achieves full brightness the instant it is turned on, eliminating the slow, the project almost immediately surpassed its $ 20, 000 goal on kickstarter with more than 2, 000 backers pledging over $ 100, 000. until march 8, you can add your pledge to the campaign. a 10w bulb is available for a $ 30 pledge, while the 12w version requires a $ 45 pledge. despite their success, chu, rodinger, and yan continue to improve on nanolight. they ’ re working with a graphic designer on the possibility of printing artwork onto the bulb and are also developing a dimmable prototype of nanolight. to learn more about nanolight, visit the kickstarter page. ■


guide for a balanced diet here is a brief guide for making healthy food choices using the usda ' s food guide. healthy choices from each of the food groups, in appropriate amounts, will help you have a balanced diet. for a personalized food and activity tracker, see the interactive website : www. choosemyplate. gov. limit fats and oils, including those used in cooking. when you do use fats, choose oils that are liquid at room temperature ( unsaturated fats ), such as canola oil and olive oil. avoid hydrogenated oils ( trans fat ) and foods that contain them. choose margarines that have no trans fat and come in a soft tub or squeeze bottle. limit sweets and high - fat snacks. most of these foods are high in fat and sugar and should be limited to occasional use. choose fruit instead of sweets as often as you can. emedicinehealth medical reference from healthwise to learn more visit healthwise. org © 1995 - 2012 healthwise, incorporated. healthwise, healthwise for every health decision, and the healthwise logo are trademarks of healthwise, incorporated. find out what women really need. most popular topics pill identifier on rxlist - quick, easy, find a local pharmacy - including 24 hour, pharmacies


nonsteroidal anti - inflammatory drugs ( nsaids ) nonsteroidal anti - inflammatory drugs ( nsaids ) reduce fever and inflammation and relieve pain. examples of nsaids include aspirin, ibuprofen, and naproxen. be sure to follow the nonprescription medicine precautions. always take these medicines exactly as prescribed or according to the label. ibuprofen ( such as motrin or advil ) - adults : the initial dose is 400 mg. follow - up doses are 200 mg to 400 mg every 4 hours as needed, up to a maximum of 4 doses in a 24 - hour period. - children : check with your child ' s doctor if your child is less than 6 months old or less than 12 pounds. dosages are based on the child ' s weight. give follow - up doses every 6 hours as needed, up to a maximum of 4 doses in a 24 - hour period. - talk to your doctor before you give medicine to reduce a fever in a baby who is 3 months of age or younger. this is to make sure a young baby ' s fever is not a sign of a serious illness. the exception is if your baby has just had an immunization. fevers sometimes occur as a reaction to immunizations. after immunizations, you can give your baby medicine to reduce a fever. ibuprofen dose for your child ' s weight | child ' s weight in pounds ( lb ) | | child ' s weight in kilograms ( kg ) | | dose | | less than 12 lb | | less than 6 kg | | ask a doctor | | 12 – 17 lb | | 7 – 8 kg | | 50 mg | | 18 – 23 lb | | 9 – 10 kg | | 75 mg | | 24 – 35 lb | | 11 – 16 kg | | 100 mg | | 36 – 47 lb | | 17 – 21 kg | | 150 mg | | 48 – 59 lb | | 22 – 27 kg | | 200 mg | | 60 – 71 lb | | 28 – 32 kg | | 250 mg | | 72 – 95 lb | | 33 – 43 kg | | 300 mg | | 96 lb and above | | 44 kg and above | | adult dose | naproxen ( such as aleve ) - adults : initial dose is 440 mg. follow - up doses are 220 mg every 8 to 12 hours as needed. drink a full glass of water with each dose. do not take more than 440 mg in


liver, or intestinal disease are at higher risk for problems. for other people, the benefits outweigh the risks. do not take nsaids if you have ever had an allergic reaction to any type of pain medicine. if you are pregnant, trying to become pregnant, or breast - feeding, talk to your doctor before you use nsaids. it is especially important to avoid using nsaids during the last 3 months of pregnancy unless your doctor tells you to. they can cause problems with the baby or the delivery. talk to your doctor before taking nsaids if you have : - ulcers or a history of stomach or intestinal bleeding. - stomach pain, upset stomach, or heartburn that lasts or comes back. - bleeding problems. - a habit of drinking more than 3 alcoholic drinks a day. this increases your risk of stomach bleeding. - high blood pressure. - kidney, liver, or heart disease. - any serious health condition. talk to your doctor before using nsaids if you take : - blood thinners ( anticoagulants ). - diuretics ( water pills ). - medicine for arthritis or diabetes. - aspirin to protect your heart. - any other drugs. do not give aspirin to anyone younger than 20 because of the risk of reye syndrome, a rare but serious disease.


most six - year - olds can ' t wait to go to school on that first day in september. it ' s a sign of coming of age. they get to go to school like the big kids. for an alarmingly large number of these children, however, boredom, anxiety, and fear of learning quickly set in. this happens because societies build schools that achieve much less than they promise, are frustrating for students, and generally fail to help children become adults who can think for themselves. education has always been considered to be a process whereby some essential body of knowledge is transmitted to students ; schools have simply been places where that transmission officially takes place. the development of flexible, inquiring minds has rarely been the primary consideration in the design of educational systems. making students into proper members of society has usually been of much greater concern than developing students who are creative thinkers. today, the level of dissatisfaction and even outright anger at the educational system is tremendously high. we hear a great deal about the failure of our schools, about falling test scores, and about inequalities in education. a variety of solutions have been put on the table, solutions that run the gamut from applying corporate methods to gain efficiency to simply spending a lot more money. some of the proposals to fix the situation are even more frightening than the situation they are trying to fix. clearly, the schools are a mess. today ' s schools are organized around yesterday ' s ideas, yesterday ' s needs, and yesterday ' s resources ( and they weren ' t even doing very well yesterday ). consider the most common classroom approach : one teacher standing in front of thirty children trying to get each one to be at the same place at the same time. this approach has the advantage of being relatively inexpensive, but it flies in the face of everything scientists have discovered about children ' s natural learning mechanisms, which are primarily experimentation and reflection. in other words, learning by doing. consider also the concept of curriculum : that there is a particular body of knowledge everyone should know. this idea may comfort those who are concerned that our children know the " right stuff. " children, however, learn facts about the world because they feel the need to know them, often because these facts will help them do something they want to do. what is the right stuff for one may be the wrong or irrelevant stuff for another. purpose of engines for education where am i in the content of the book?


one in eight people suffer from malnutrition in a world where technology has advanced to a point where i can instantly have a face - to - face conversation via online video with a friend in tokyo, nearly 870 million people, or one in eight, still suffer from malnutrition, according to a new un report. while worldwide hunger declined from 1990 to 2007, progress was slowed by the global economic crisis. over the last few years, numerous and record - breaking extreme weather events have also taken tolls on food production. currently, food prices hover just below crisis levels. " we find it entirely unacceptable that more than 100 million children under five are underweight, " the heads of the food and agriculture organization ( fao ), international fund for agricultural development ( ifad ), and the world food programme ( wfp ) write in a forward to the report, state of food insecurity in the world 2012, adding that such children " are unable to realize their full human and socio - economic potential, and that childhood malnutrition is a cause of death for more than 2. 5 million children every year. " from the early 1990s to today, the number of those going to bed hungry has fallen by around 132 million, dropping from 18. 6 percent to 12. 5 percent of the total world population. while this is laudable progress, regions still make a big difference. in fact, hunger has actually risen in africa : 64 million people have been added to the number of hungry on the continent since the early 1990s. population growth rates are also highest in africa. article continues at malnutrition, famine image via wikipedia.


by john mccaskill biomolecular computing, computations performed by biomolecules, is challenging traditional approaches to computation both theoretically and technologically. often placed within the wider context of natural or even unconventional computing, the study of natural and artificial molecular computations is adding to our understanding both of biology and computer science well beyond the framework of neuroscience. the papers in this special theme document only a part of an increasing involvement of europe in this far reaching undertaking. in this introduction, i wish to outline the current scope of the field and assemble some basic arguments that biomolecular computation is of central importance to both computer science and biology. readers will also find arguments for not dismissing dna computing as limited to exhaustive search and for a qualitatively distinctive advantage over all other types of computation including quantum computing. the idea that molecular systems can perform computations is not new and was indeed more natural in the pre - transistor age. most computer scientists know of von neumanns discussions of self - reproducing automata in the late 1940s, some of which were framed in molecular terms. here the basic issue was that of bootstrapping : can a machine construct a machine more complex than itself? important was the idea, appearing less natural in the current age of dichotomy between hardware and software, that the computations of a device can alter the device itself. this vision is natural at the scale of molecular reactions, although it may appear utopic to those running huge chip production facilities. alan turing also looked beyond purely symbolic processing to natural bootstrapping mechanisms in his work on self - structuring in molecular and biological systems. purely chemical computers have been proposed by ross and hjelmfelt extending this approach. in biology, the idea of molecular information processing took hold starting from the unraveling of the genetic code and translation machinery and extended to genetic regulation, cellular signaling, protein trafficking, morphogenesis and evolution - all of this independently of the development in the neurosciences. for example, because of the fundamental role of information processing in evolution, and the ability to address these issues on laboratory time scales at the molecular level, i founded the first multi - disciplinary department of molecular information processing in 1992. in 1994 came adlemans key experiment demonstrating that the tools of laboratory molecular biology could be used to program computations with dna in vitro. the huge information storage capacity of dna and the low energy dissipation of dna processing lead to an explosion of interest in massively parallel dna computing.