One might think a priori that in the absence of strong hierarchies, we could all afford to tell each other what we think and show what we feel; but things are not so simple. The viability of an idea or argument is closely related to its epistemological validity, and so the opposite misconception could occur: My interest, however, is in the design of conventions governing the give and take among rough social equals, and the influence that a generally egalitarian social ideal should have on conventions of reticence and acknowledgment.
If you are an artist who just loves working with aboriginal images, then please try to ensure your work is authentic and does not incorporate restricted symbols or perpetuate stereotypes. Would it be so hard just to acknowledge that other, reasonable people, might take a different view, but then argue that, on the balance of considerations, his own view is better?
From the founding until today, the meaning of "commerce" has not been much changed. Temporal anisotropy is not determined by the expansion of the universe, nor by the direction of electromagnetic radiation. Adopting the thesis makes as much sense as adopting the thesis that the universe is five minutes old.
When sitting for that Purpose, they shall be on Oath or Affirmation. Leibniz's Principle of the Identity of Indiscernibles states that if there is no possible way to distinguish two entities then they really are the same entity. Hundreds of them settled throughout the river and lake systems that afforded access to the interior of the continent, married Indian women, and had mixed-race children.
Law is a public good. The Amish have some internal mechanisms to prevent this: Does equality support greater exposure or not? If someone killed, their family would give up the relevant number of camels, and then everyone would be on their way.
Politeness is also a disadvantage where one party to a situation takes advantage of the conventions of mutual restraint to make excessive claims whose excessiveness he knows cannot be publicly pointed out without impoliteness.
Two circumstances are causally unrelated if neither could ever influence the other. After all, if they wanted to engage with people outside that chamber, they would have to address one or more of the ideologies that are actually, and self-consciously, held by people outside that chamber.
Its effect is to make it difficult to breathe, because the atmosphere is so thick with significance and falsity.
Because of this, the government regulates the behaviour of businesses to… Dbq — Crime and Punishment Law is good. If you choose to be disrespectful, please do not be surprised when people are offended… regardless of why you think you are entitled to do this.
The fairly puritanical climate of the s and early s was displaced not by a tacit admission of sexual pluralism and withdrawal of the enforcement of orthodoxy, but by a frontal public attack, so that explicit sexual images and language, and open extramarital cohabitation and homosexuality became part of everyday life.
While some will no doubt find this controversial, it important to note that it is a perfectly reasonable position to want to defend.
They work like this: The court asks him to pay a fine, and he refuses, so the court declares him an outlaw and legally killable. This is the cultural recognition of the complexity of life, and of the great variety of essentially ununifiable worlds in which we live.05Aug03 - Bank watching in Basel All pictures on this page are by Richard Janssen I was on business-travel from city to city in Switzerland.
After the work in Basel I. Footnotes. 1. The Sociology of Georg Simmel, Kurt H. Wolff, ed.,(New York: The Free Press, ), pp.
; translated from Soziologie ().
2. Surface. The objective theory of contract states that an agreement between two parties exists if a reasonable person could judge the acts and behaviors of the parties enough to objectively construe agreement.
Kingsworth, you have quite the ability to give me goosebumps and make me question everything I do. As a college student studying forestry, while engaging myself in environmental and sustainability “movements,” your essays have often sent me into crises of faith, causing me to.
When I was an undergraduate, I believed that the prevalence of positivism in the social sciences – the idea of studying social phenomena in an “objective” or “value-free” manner –. English contract law is a body of law regulating contracts in England and Wales.
With its roots in the lex mercatoria and the activism of the judiciary during the industrial revolution, it shares a heritage with countries across the Commonwealth (such as Australia, Canada, India), and to a lesser extent the United agronumericus.com is also experiencing gradual change because of the UK's membership of.Download


In this article, we go through the plots, themes and key contextual points in The Great Gatsby.
Do you find The Great Gatsby challenging? Are you trying to understand Fitzgerald’s stylistic and textual choices? This is your ultimate cheatsheet for The Great Gatsby! Enjoy our plot summary, discussion of the main themes and analysis of some key contextual points.
Download your annotated The Great Gatsby essay
Learn why HSC markers would score this essay highly!
In Year 11, there are no set texts for study, so schools can choose to study The Great Gatsby (1925) under any of the three modules: Common Module, Module A and Module B. This means you need to be aware of the syllabus rubric and consider The Great Gatsby with respect to the module you are studying.
As the title suggests, this module is about analysing texts to learn writing skills and techniques from accomplished writers. From this, you should be able to use a greater range of language forms and features in your writing, and reflect on how you were inspired by other texts to make specific writing choices. You will study several different texts of different text types. This exposure to different forms and genres will help you develop an understanding of how composers try and convey meaning.
Need more explanation? We break down all the Common Module syllabus dot points in our Year 11 English Advanced Common Module Guide.
Module A: Narratives that Shape Our World is a contextual study. A contextual study asks you to look at a text’s context in detail as part of your study of the text.
Context, for our purposes, is the circumstances of the historical period and conditions during which a text was composed and its composer lived. When studying Narratives that Shape Our World, you need to think about the conditions that influenced the composer when they composed the text and how their text reflects the context.
The other focus of Module A: Narratives that shape Our World is the importance of narratives and storytelling to human society. Storytelling and narratives are important aspects of how humans view themselves as individuals, cultures, and nations. This Module asks you to interrogate how the importance of storytelling is reflected in the texts that they study.
Are you still confused? We break down all the Module A syllabus dot points in our Year 11 English Advanced Module A Guide.
Module B requires you to be a literary critic.
Essentially, you’re a literary critic assessing whether the text’s reputation is deserved. You need to ask, does it live up to the hype? Is it still relevant to us today?
We break down all the syllabus dot points in our Year 11 English Advanced Module B Guide.
Now that you know what the modules are all about, let’s take a look at The Great Gatsby and see how it fits in.
Nick Carraway, a young man from Minnesota, narrates his recount of the summer of 1922 when he moved to New York to learn about the bond business. Nick rents a house in the fictional district of West Egg, which is mostly inhabited by individuals who have recently become wealthy. The district of East Egg, located across the water from West Egg, is contrastingly filled with upper-class people like Nick, who have well-established social connections.
Not long after moving to West Egg, Nick visits his cousin, Daisy Buchanan, and her very wealthy husband, Tom, in East Egg for dinner. Nick learns from Daisy’s friend, Jordan Baker who is also a famous golf champion, that Tom has a mistress in New York. Nick later becomes romantically involved with Jordan, but he splits up with her near the end of the novel.
Back in West Egg, Nick continues to find his next-door neighbour, Jay Gatsby, very enigmatic. Gatsby lives in a large mansion and holds lavish parties every Saturday night. Nick eventually finds out that Gatsby has been throwing these parties to attract the attention of Daisy, who he has been in love with for almost five years after meeting her while he was serving in the military. Gatsby asks Nick to set up a meeting between Daisy and himself, so that they can reconcile.
Nick agrees to do so, and Gatsby and Daisy fall in love again. They are happy in their extramarital affair for some time, until Tom becomes suspicious of their association and Gatsby pressures Daisy to tell Tom that she never loved him and start a new life with Gatsby.
Soon Nick, Gatsby and Jordan are all invited to the Buchanans’ house for lunch, and en route to town, Tom confronts Gatsby about his relationship with Daisy. While Daisy tries to diffuse the situation, Gatsby argues that he and Daisy have always been in love and Tom accuses Gatsby of earning him money by illegally bootlegging alcohol. Gatsby denies these claims, but ultimately Daisy seems to have lost trust in him.
Recognising this, Tom insists that Daisy and Gatsby should leave together, and on the way, they accidentally hit and kill Myrtle who runs in front of their car because she thought that it was Tom driving. Shocked and unsure what to do, Daisy drives past the scene and returns with Gatsby to her East Egg home. Following after the pair, Tom is horrified to discover Myrtle’s dead body and later tells her husband, George Wilson, that Gatsby was the one who killed his wife.
The next morning Nick visits Gatsby who reveals that he actually came from a farming family and had met Daisy while serving in the army, but was too poor to marry her then. He confirms Tom’s accusations and admits he earned his wealth by bootlegging.
While Nick urges Gatsby to leave in case his car will be traced to him for the hit-and-run, Gatsby refuses to leave as he hopes that Daisy will call him. Daisy never calls and Myrtle’s enraged husband shoots Gatsby, who was waiting for Daisy’s call in his pool, then proceeds to shoot himself.
Nick holds a funeral for Gatsby, but only two people attend and this does not include any guests from his extravagant parties. Tom and Daisy leave East Egg, and Nick moves back to the Midwest.
Learn with our HSC experts to level-up your analysis. Learn more about the Matrix English Courses now.
Francis Scott Key Fitzgerald was alive between 1896 and 1940. In order to make sense of his novel, it’s important to think about how the time he lived in was different from today.
Fitzgerald was born in Minnesota and raised in an upper middle-class family in New York. He attended Princeton University, but dropped out to serve in the army. During his service, he met and fell in love with socialite Zelda Sayre. Despite initially rejecting Fitzgerald because he was not rich enough, Zelda eventually agreed to marry Fitzgerald after he became financially successful with the commercial success of This Side of Paradise (1920).
The Great Gatsby is inspired by much of his own life; Gatsby also falls in love while on military service, but is unable to marry Daisy at the time because he does not have enough money. Nick is also educated at an Ivy League school and moves to New York after the war.
The novel is set in New York City during the ‘Roaring Twenties’ when many new technologies were becoming popularised and unprecedented levels of material wealth served to compensate for the horrors of WWI. Fitzgerald famously dubbed this era in America as ‘The Jazz Age’ and strongly captures the materialistic fixations that undermine the characters’ integrity and pursuit of genuine happiness.
In another essay, Fitzgerald even claims that the era had “a whole race going hedonistic, deciding on pleasure.”
During the 1920s, the suffragette movement resulted in some progress for women, as they were given the right to vote and were beginning to be accepted into the workforce. However, there still remained rigid social expectations for women to act docile and obey males.
Jordan especially subverts this period’s gender norms as an independent, unmarried and childless woman. As a result, she faces criticism from Tom who says “they oughtn’t to let her run around the country this way”, which highlights the sexist social expectations of the time.
Daisy even hopes her daughter will be a “beautiful little fool”, revealing how she feels a woman’s intelligence and critical awareness only makes it more difficult and upsetting for her to navigate such a society. It’s also interesting to note that Daisy’s dialogue was inspired by something that Fitzgerald’s wife said after she gave birth to their daughter.
Now that we know a bit about Fitzgerald’s context, it’s time to consider the major themes which his novel explores.
There are three main class backgrounds that the novel focuses on:
Class and wealth underscore almost all the events in the novel:
Nick eloquently explains Tom and Daisy’s class privilege in this metaphor:
they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they had made…
The American Dream was a particularly prominent set of ideals during Fitzgerald’s time. It promotes that all individuals in the United States, regardless of who they are or what they were born into, can become successful and move up social classes with hard work.
Fitzgerald captures the American Dream in Nick’s hopeful dialogue:
‘Anything can happen now that we’ve slid over this bridge,’ I thought; ‘anything at all….’
Gatsby chases this dream in an attempt to win over Daisy. He ends up becoming wealthy, but ironically this leaves him unhappy and ultimately he chooses to sacrifice himself for Daisy, who carelessly returns to Tom.
In a way, the characters’ materialistic and selfish desires undermine any love in this novel. The marriages are formed to conform to class expectations and Gatsby’s love for Daisy is idealistic and almost dismissive of her true character. Daisy is more like a dream and an object of desire to Gatsby, rather than a human being who he wants to get to know:
He hadn’t once ceased looking at Daisy and I think he revalued everything in his house according to the measure of response it drew from her well-loved eyes.
Fitzgerald suggests that Daisy’s material wealth and possession cannot compensate her sadness in her loveless marriage in Nick’s description of her:
Her face was sad and lovely with bright things in it


All or parts of the resources on this page may be used by any teacher and their school, college and community partners interested in forming a ‘future teacher’, ‘Teacher Academy’ or related courses, clubs and/or programs. RWT courses may be CTE associated, or not, depending on what the best situation for the district is. However, if you are planning on meeting the OSPI administered, CTE-Careers in Education requirements, the OSPI links to information in this section will be important for you and your district partners to read. In addition, OSPI offers annual professional development for new and continuing programs. Refer to the OSPI – CTE online resources that are continually updated at http://www.k12.wa.us/CareerTechEd/clusters. Choose the “Education and Training” Career Cluster link.
Career and Technical Education
Every Career and Technical Education class falls into one of 16 “career clusters.” A career cluster is a group of jobs and industries that are related by skills or products. Within each cluster, there are cluster “pathways” that correspond to a collection of courses and training opportunities to prepare students for specific careers. The 16 clusters are consistent and recognizable across the nation from middle school to high school, in higher education and the workforce. Learn about current national initiatives and general CTE information from the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) at http://www.careertech.org/.
Use the Careers in Education Framework to design your program
Career and Technical Education is a planned program of courses and learning experiences that begin with the exploration of career options, supports basic academic and life skills, and enables achievement of high academic standards, leadership, options for high skill, high wage employment preparation, and advanced and continuing education. (RCW28C.04.100) See: http://www.k12.wa.us/CareerTechEd/Forms/CTEProgramStandards2011.pdf
This guide is an updating of the OSPI state model framework for the CTE – Careers in Education course, which is part of the “Education and Training” career cluster under the “Teaching and Training” career pathway1. Find the required forms to apply to be an approved Careers in Education program at http://www.k12.wa.us/CareerTechEd/FormsStandards.aspx
A framework is more than a high school syllabus or a course outline. A framework serves as a guide and a tool to support you to plan for your Careers in Education program. Your framework will align with:
- National and Industry Standards (Washington State Teacher Preparation Standards and the new Washington State Careers in Education Principles of Practice),
- Washington State K-12 Learning Standards (Including State Common Core Content Standards), and
- Leadership, Employability, Relevance to Work and Thinking Skills Standards (21st Century Learning Skills).
Your completed framework will:
- Identify an overview of the outcomes that students will meet in your CTE – Careers in Education course,
- Ensure student outcomes are relevant to the current needs of the program’s industry and national standards (Washington State Teacher Preparation Standards),
- Include performance based assessments that require students to demonstrate understanding of defined outcomes, and
- Support the continuous improvement of your CTE program as the framework should be reviewed annually by your program advisory committee and by program supervisors at OSPI.
Note: The revision of the CTE – Careers in Education Curriculum and Framework has resulted in requiring programs to use the Washington State Teacher Preparation Standards, and the new Washington State Careers in Education Curriculum and Principles of Practice to meet current industry standards.
School District stakeholders report they have found the following standards helpful in their program planning as well: Family and Consumer Science Standards (FCS) at http://www.nasafacs.org/ and the Council for the Accreditation of Educator Preparation (CAEP) Standards at http://caepnet.org/, among others. Additionally, we have created a crosswalk of RWT, CIE, and related standards.
Expanding Leadership Experience Opportunities
OSPI publicizes ways to meet the CTE program requirements by offering information on careers, affiliated student leadership organizations, education and training options for high school graduates after high school, and other related student resources.2
Meeting the strongly emphasized focus of recruiting a diversity of future teachers who are passionate about impacting the opportunity gap3 also means compiling annual opportunities for high school students to engage in discussions and presentations on issues of equity in education. One example of the many statewide future teacher leadership opportunities is the annual Teaching Equity Conference usually held at Highline Community College4. The State of Washington Center of Excellence for Careers in Education located at Green River Community College is another resource which posts future teacher conferences to support high school programs.
Get to know or create your own locally developed and engaging equity focused leadership opportunities for students who want to make a difference in their own communities. Local community based organizations are a great place to start networking. A new web portal under development for Careers in Education will be a place to share these opportunities.
Who Should Teach A CIE Course and Coordinate the Program?
Recruiting and retaining exceptional teachers to coordinate and instruct in Careers in Education courses is essential because these teachers will be the “face” of the program. If you are considering teaching a Careers in Education course, or you are an administrator looking for a teacher to teach and coordinate such a program, consider if the teacher is able to work with others in their school and wider community:
- To be able to recruit and retain students from a variety and diversity of groups within the school,
- To create wrap around programmatic services designed to support those diverse students,
- To collaborate with building leaders to leverage existing supports,
- To be able to coordinate, organize, and or create relevant leadership opportunities designed to extend classroom learning,
- To be able to understand and implement classroom strategies that meet the needs of diverse learners,
- To be able to link to and also embed academic advising and college access information into their courses, To demonstrate appropriate and current knowledge and skills about a career in education and
- To convey a passion to be a role model for future teachers who will work to eliminate the opportunity gap.
The Certification Pathways for Careers in Education Teachers
- WAC 181-77A establishes PESB’s oversight for Career & Technical Education Business & Industry (CTE B&I) route teacher preparation programs, including the approval standards for these programs.
- WAC 181-77 specifies the certification requirements for teachers prepared by these programs. See: http://www.k12.wa.us/certification/CTE/Initial.aspx.
Teacher Approval Requirements
Teachers for Careers in Education Courses must have the following teacher credentials in order to teach this course:
(1) You must be a current teacher plus complete requirements for the CTE Business and Industry Route (modulated program while current educator) See: Approved programs.
(2) Be a Family and Consumer Science Teacher. See: http://wafacse.org/.
More Information on the (1) CTE Business and Industry Route: An example of a current program of study for a current teacher to become CTE certified is as follows:
If you have your Education degree and a Washington State teaching certificate, submit copies of the certificate and relevant official transcripts for review at a CTE Business and Industry approved program. Applicants with Education degrees will participate in a modified program. Programs may accept up to three classes from your Education degree. To pursue a Business an Industry CTE Certification Route, please see the PESB website for a list of programs that offer this certification. The certification is a variable-credit program. This means that you register only for the credits that you need to fulfill your individual certification requirements. Typically for teachers already certified this requires a monthly Saturday commitment throughout the course of the academic year.
For currently certified teachers modulated courses can include:
- Coordination Techniques for Cooperative Education
- Principles and Philosophy
- Personal and Student Leadership
- School Law and Issues Related to Abuse
Putting Together a Team of Key Professionals and Community Partners
Finding the right teacher for a successful Careers in Education program is foundational to eventually finding the full professional team that must be recruited as key partners. Renton SD describes the collaborations their Careers in Education teacher facilitates:
Building and district staff support the teacher-coordinator to: recruit students, coordinate the Family Information Night, supervise during the Summer Academy visits to Central WA University sites, facilitate the Careers in Education coursework, implement and advise the Future Educators Association (FEA) activities, coordinate the students’ practicum experience, collaborate with community partners, plan and supervise field trips and present at various education conferences and stakeholder meetings.
Your district may choose different ways to compile a supportive team. Here is one list to consider provided by Dr. Michael Hillis of Pacific Lutheran University, member of the RWT, 2014-2015 research team.
Internship Supervisors or Mentor Teachers: A challenge for all programs is to develop partnerships with district schools to provide a place for internships. Research from the RWT programs indicates the importance of finding key people in the schools who would advocate for the program. For example, in the Burlington-Edison SD program, the elementary school principal talked at length about how these students are known in the community and, as a consequence, it has been relatively easy to place the high school students in the classrooms. However, as one of the cooperating teachers for the Renton Teacher Academy commented, “It’s critical that the mentor teachers understand the expectations of the internships. There is additional work (and also benefits of course) that will be required if they are to agree to place a student in their classroom.”
High School Counselors: it is essential to establish a strong working relationship with the high school counselors. Since counselors are the ones who are directing students into various curricular choices, the teachers and coordinators of Careers in Education courses need to ensure that counselors are fully aware of their program and are actively promoting it. For example, a Burlington-Edison student commented that her advisor helped her because “….when I read the description of the program in the catalog when scheduling, I knew that it was speaking to me.” (personal communication, March, 2016).
Students who are the first in their families to attend college are at greater risk for being unprepared for the rigors of college.
Counselors are consequently key partners to support students to create a career pathway plan that includes appropriate and challenging coursework (Vegas et al, 2001).5
School Administrators: The role of a supportive administrative staff is evident in the eight years of research on the RWT programs. While the administration does not need to be directly involved in the program, ensuring that the school administrators are aware of the work, support the goals of the program, and understand that these will potentially be teachers in the future who could be hired by their districts will help to solidify the program’s support and advocacy. For Tacoma Public Schools’ Teach 253 program, school administrators have been present on panel discussions, at year end ceremonies, and involved in advisory groups.
Central Administrators: Careers in Education programs that provide the wraparound advising, leadership and college access supports require additional resources of the district. This includes transportation, meeting spaces, and monies for various field based learning activities. Consequently, there is a need to elicit support from central administrators who can help coordinate the work or support fund raising efforts. For example, in Renton, Mr. Leviton is a critical partner since he provides additional monies and has advocated for the many logistical demands of the program.
Community Colleges and Universities: One of the primary goals of a future teacher program is to ensure that the students are aware of the path to higher education. This includes both community college and universities.
Community Colleges – For many of the students targeted in these programs, a route to teaching through a community college will be the most practical option. Consequently, establishing strong relationships with the community colleges is a critical element for student success. At the Renton Teachers Academy (RTA), they have been able to find key people at Highline Community College (HCC) who work with the high school students closely. This is facilitated first in a “summer academy” when the students are brought to the HCC campus for two days of orientation to the expectations of college with specific sessions on scholarships and financial aid processes and opportunities. Additionally, the high school works closely with the admissions department to help facilitate their entry into the college.
Universities – Teacher education programs within the state are required to follow the teacher certification standards that have been established by the PESB and are therefore experts in currently required practices based in educational research and evidence. Universities may play a critical advisory function for a Careers in Education program because the “industry standards” currently required are embedded in the state teaching standards. The universities can help with the transition from the previous OSPI ( 2002) Careers in Education model curriculum and the updated curriculum offered in this guide. Second, universities can provide experiences for the students that might not be available in other high school programs. For example, the summer academy in Tacoma brings students to the Pacific Lutheran University (PLU) campus where they are provided with admissions information, are able to interact with college students, and are given a glimpse of what is possible in their educational careers. Additionally, students have also come to campus during the school year and participated in panel discussions with PLU teacher candidates. At the RTA, the program brings students to the Central Washington University (CWU) campus where they spend a night in the residence halls. Even if RWT students decide to pursue a path that is different than becoming a teacher, these experiences are important in helping them imagine what it would be like to attend a university and to realize that it is within their grasp. As one of the Burlington-Edison student stated “If I hadn’t been a part of (this program), I wouldn’t know what I wanted to do with my life.” (personal communication, March, 2015).
Community Based Organizations: Establishing a strong community presence for the programs can be manifested in many ways. For the Tacoma PS – Teach 253 program, there has been an intentional effort to reach out to community groups who support students of color in multiple ways. For example, the Teach 253 Steering Committee consists of people from the district, the College Success Foundation, Achievers Program, the Northwest Leadership Foundation, and university personnel. Additionally, during its first year, the program hosted a “listening post” that invited people from various groups within the community to solicit their feedback into how the program was being set up. The rationale for this approach is that with broader community knowledge and support of the program, there is a greater likelihood that the work will continue and students will be encouraged to enroll by members in their communities. From a practical perspective, students are advantaged with community mentors, scholarship information and other business support.
Statewide Networks of Teachers and Program Partners: Another important partner within this work is the state. While it’s obvious that the monies being furnished for CTE – Careers in Education are an important piece of helping to initiate and sustain these programs6, as important are the networks that have been established to share the knowledge gained about these programs. For example, during the first year of Teach 253, the teacher was able to travel to the Skagit Valley to hear and observe the work of the Burlington-Edison High School future teacher program. By participating in this visit, the teacher started to imagine a far different program than the one she had been teaching in the previous years. Careers in Education will be further supported with a web portal of resources as well as continuing to offer the OSPI sponsored professional development conferences.
New course approval: If Careers in Education is offered as a CTE course, OSPI approval is required. The process for course approval may be found at the OSPI website at http://www.k12.wa.us/CareerTechEd/FormsStandards.aspx
Contact OSPI at email@example.com or (360-725-6245).
1 See the OPSI website for links to the 16 ‘career clusters’ and to associated ‘career pathways’ at http://www.k12.wa.us/CareerTechEd/clusters.
2 See the OSPI website for links to resources in the Education and Training Career Cluster at http://www.k12.wa.us/CareerTechEd/clusters/EducationTrng.aspx
3 Educational Opportunity and Oversight and Accountability Committee (2015). http://www.k12.wa.us/Workgroups/EOGOAC.aspx
4 Teaching Equity Conference (2015). http://www.teachingequity.com/
5 Vegas, E., Murnane, R.J., Willett, J.B. (2001). From high school to teaching: Many steps, who makes it. Teachers College Record, 103(3), pp. 427-499.
6 OSPI. Carl D. Perkins Act . http://www.k12.wa.us/CareerTechEd/PerkinsGrant.aspx


Pre-Hispanic tombs found in Colombia are over 2,000 years old
Colombian archaeologists have identified three tombs dating back more than 2,000 years, pinpointed while working squarely in metropolitan Medellin, officials said Friday.
|The excavation site of tombs that date back more than 2000 years, discovered during construction work in Itagui, |
Antioquia department, Colombia on May 26, 2016 [Credit: Raul Arboleda/AFP]
The finds include ceramics, known as Incised Brown Ware, and metalwork bowls, some of which were funeral urns in these farming and metalworking communities.
"One of the urns was being used as a lid for the other, and in that one we found what are most likely cremated human remains," he explained.
The artifacts are now undergoing a number of lab tests. Diez said he hoped they will end up in a new local archaeological museum.
Source: AFP [June 04, 2016]


Full-text VersionPublisher’s Version
Contribution to Book
ConflictInternational encyclopedia of organization studies
Document TypeEncyclopedia entry
AbstractManaging conflict is an intellectual challenge to understand and an important practical management issue of which to be aware. Researchers have exposed the traditional idea that conflict is inevitably destructive and demonstrated the value of conflict for solving problems. Indeed, conflict, when well managed, contributes very critically to team and leader effectiveness. Recognizing both the positive and negative consequences of conflicts, researchers have proposed various ways to identify and distinguish the nature of productive conflict. They have identified dynamics and conditions under which conflicts can be constructive for people and their organizations. However, making conflict positive for organizations has proved difficult. This entry first defines conflict and then empirically reviews developed frameworks and comments on their limitations and potential for future development. Conflict has traditionally been defined as opposing interests involving scarce resources and goal divergence and frustration.
Access to external full text or publisher's version may require subscription.
Additional InformationISBN of the source publication: 9781412915151
Citation InformationTjosvold, D., & Chen, N. (2008). Conflict. In S. Clegg, & J. Bailey (Eds.), International encyclopedia of organization studies. (pp. 253-257). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781412956246.n87


Deforestation has a significant environmental impact. Many studies suggest that is a contributor to global warming; it impacts the water cycle by reducing the amount of water in the soil and air; it contributes to soil loss; and it results in a decline in biodiversity. We can either work with nature, or work against it. On this spectrum, these architects have decided to find a middle ground: instead of chopping down trees and building their houses, the trees are incorporated as a part of the new structures.
#1 The Tree Was There First
#2 Kindergarten Around The Tree
#3 The Tea House
#4 Casa Vogue
#5 Niavaran Residential Complex
#6 Lakeview Residence
#8 Kook Osteria & Pizzeria
#9 Tree Hugger
#10 Cylindrical Glass House Built Around A Tree
#11 Tree Apartments
#12 How About This?
#13 Casa Del Bosque
#14 Palm Tree
#15 Kit Kat Restaurant In Toronto Has A 4 Story Tree Growing Out The Of The Kitchen Area.
#16 Ferradura Bar, In Santiago De Compostela
#17 Treehouse In The Palms


|Name: _________________________||Period: ___________________|
This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.
Short Answer Questions
1. Which area of New York does Malcolm discover during his train rides?
2. What does Malcolm say Bimbi uses to command respect?
3. Whose word does Malcolm's father spread?
4. Which of the following characters is not a member of Malcolm's Boston gang?
5. What area of the city does Malcolm claim he prefers?
Short Essay Questions
1. Describe Malcolm's job with the madam?
2. In what way are Malcolm's problems getting worse in Chapter 8?
3. In what way is Malcolm disillusioned with life in Chapter 8?
4. Why does Malcolm regret trying to change his hair into a conk style?
5. In what way does Malcolm go about helping to change the Nation of Islam in Chapter 12?
6. In what way does Harlem educate Malcolm in the inequalities facing black Americans?
7. Why does Malcolm think hustling is preferable to a normal, straight life?
8. How do the whites react to Malcolm having a relationship with a white woman?
9. Describe what Malcolm calls the turning point in his life.
10. Why is Malcolm disappointed in the media's coverage of the Nation of Islam?
Essay Topic 1
Discuss the values of the 1960s.
1) Why did Afro American politics come to the fore during this time ?
2) What significant changes do you think occurred during this period?
3)Does today's society share any values with 1960s America?
Essay Topic 2
Look at the differences between Islam and Christianity. What are the strengths and weaknesses of both religions? How much do people in America know about the Islamic religion compared to Christianity? Do the students think that we need to understand other religions before we criticize them? Has this been a problem in the past?
Essay Topic 3
What do you think are the problems with the way Malcolm represents Muhammad in the book? What do you think Muhammad would say about Malcolm? Does this subjectivity highlight the problem with reliability of autobiographies?
This section contains 1,728 words
(approx. 6 pages at 300 words per page)


Why Common Core isn’t needed
One of the most frustrating things about public education today is that the federal Department of Education keeps trying to run the schools, but while its motives may be pure, its tinkering more often than not makes things worse.
The infamous Common Core, for example, was shoved down the throats of educators who adopted it, such as we did in California. Common core, however, generally made education worse instead of better. It was meant to be the foundation for a national curriculum — something that wasn’t needed, but which its writers thought was necessary.
Instead of improving education, it turned students and teachers into test mills.
Which is too bad, because the ways to improve schools are right in front of us. All we have to do is look at what already works best and apply it elsewhere.
We also need to remind ourselves that in general, students from poorer homes have a harder time in school. Unless their parents make an extra effort to help their kids get through school successfully, those children will fall behind. The parent is as much the teacher, in the home, as is the teacher in the school.
Maybe instead of spending billions trying to wedge Common Core into the educational system, some money could be well spent by having home visitors from the schools work with parents to help their children study, and work with the children on subjects with which they are having problems or in which they might want to do extra work.
Schools should be smaller. Beyond a certain size of school, students become like cattle at a dairy regardless of efforts to treat them as individuals.
Big schools have big problems.
Diane Ravitch, an educational historian and author of “The Life and Death of the Great American School System: How Testing and Choice Are Undermining Education,” has examined Common Core and found it destructive.
Writing in The New York Times of July 24, she says that racial and household-income disparities are much greater determinants of student success than are contrived tests.
She also says teachers should be in charge of designing curricula, not bureaucrats in Washington, D.C., or Sacramento.
“If we really cared about improving the education of all students,” Ravitch writes, we would give teachers the autonomy to tailor instruction to meet the needs of the children in front of them, and to write their own tests. We would insist that students in every school had an equal opportunity to learn in well-maintained schools in classes of reasonable size, taught by expert teachers ... That doesn’t require national standards or national tests, which improve neither teaching nor learning.” I think we’ve just learned something.


Pengembangan Game Up Down pada Materi Aljabar SMP
This study discusses the game development media on al-Jabar operation material. This study aims to: 1) develop learning media for a game up down games, 2) the feasibility of Game Up Down learning media, 3) increase motivation to learn mathematics in class VIIA SMP Raudlatul Ulum Gondanglegi 2018/2019 academic year. This type of research is research and development (R&D) using the ADDIE development model. The subjects in this study were 26 students of class VIIA SMP Raudlatul Ulum Gondnaglegi. The data collection technique is done by using a questionnaire or questionnaire. Data analysis techniques on the feasibility of media with quantitative descriptive and motivation to learn using t-test paired sample test. The results showed: 1) Development of Up Down Game Learning Media through five stages, namely: a) Analysis Phase, b) Design Phase, c) Development Phase, d) Implementation Stage, e) Evaluation Stage. 2) Feasibility Level of Up Down Game Learning Media based on an assessment by 2 Material Experts (Junior High School Lecturers and Teachers) and 1 Media Expert. The Up Down Game Learning Media is very feasible, it is known that based on the assessment of the Material Expert, the average score of Lecturers is 4.8 and SMK Teachers are 4.5 in the "Very Appropriate" category, Media Experts with a score of 4.3 in the "Very Appropriate" category. 3) Up Down Game Learning Media can increase Learning Motivation marked by the average score per child increasing from 73% to 83%. Increased Mathematics Learning Motivation by 9%. In the paired-sample t-test results obtained a correlation of 0.542 and count of -6.890 which shows a significant difference between before and after using Up Down Game Learning Media.


Carved out of a portion of the Austin colony grant
of Richardson Harris, the town of Harrisburg was laid out in 1826.
Located on Buffalo Bayou near present day Houston, it became an
important trading center before the Texas Revolution.
Before it was burned by Santa Anna a few days before the Battle
of San Jacinto, the town was used as a temporary capital for the
Ad Interim government of the Republic of Texas.
The town was rebuilt after the revolution. However, the town of
Houston, a few miles up the Buffalo Bayou, was laid out soon after
the Battle of San Jacinto and became capital of the Republic from
the Spring of 1837 until November of 1839.


To our knowledge, such a large phyllodes tumour (weighing more than 5 kg) A giant tumour in the right breast: The tumour measures 24 × 22 × 20 cm in size.
This subtype is characterized by its large size and rapid growth., Giant breast tumours are rapidly growing breast masses with diameters exceeding 5 cm and/ or.
Giant breast masses are those larger than 5 cm in maximum dimension. Ill defined mass on mammogram included breast carcinoma and breast abscess. . for outcome prediction in breast phyllodes tumours in a large patient cohort.
Learn more about fibroadenoma, a common benign breast condition. can grow to more than 5cm and may be called a giant fibroadenoma. called an excision biopsy, is needed to remove a fibroadenoma if it's a large, complex or juvenile.
Download scientific diagram | Picture showing huge giant fibroadenoma of the breast reaching below the umbilical level to the pelvis of the patient with.


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A sophisticated artificial intelligence (AI) system has been delivered to address traffic issues in the Chinese city of Hangzhou.
Google implements an artificial intelligence (AI) software to predict the energy produced by wind farms.
The government of China plans a series of new infrastructure projects to boost the economy after the depression caused by the coronavirus outburst.
Scientists have developed a new method based on Artificial Intelligence (AI) to detect defects in the blades of wind turbines.
New evidence suggest that sea water level will rise much faster than anticipated and will soon affect many millions of people.
ESA (European Space Agency) reported changing a satellite's course to avoid a collision with a SpaceX aircraft.
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Rats can carry plenty of diseases can ruin a house’s structure by nibbling or biting through wood while seeking places to nest and populate. Sometimes it can be hard to detect early signs of infestation because rats are secretive and tend to hide in places we may not see.
Here are a few signs of possible rat infestation:
1. Scratching and squeaking noises. Rats make distinct, squeaking noises. Rats communicate verbally which means if one is making a sound, it’s most likely “talking” to another.
2. Presence of tiny bite marks. If you left food on your kitchen counter during the night and woke up the next morning to find tiny nibbles all over an apple (or similar item), a rat may have made an appearance for a late night snack.
3. Presence of holes. Rats prefer to hide from their predators in the dark where they can nest and live in peace. Unfortunately, their bite marks and nibbling on walls can affect the home structure, inviting more parasites to invade our homes.
4. Rat droppings. Do not touch or pick up droppings, or inhale the dust around them. Direct contact may lead to illness.
5. Presence of dead rats. A dead rat can indicate the population is growing. Dead rats can have an unpleasant odor that spreads throughout the entire house.
If you notice some of these signs, immediately call for professional pest control. For more than twenty years, JDM Pest Control has helped home and business owners with rat infestation in Ontario.To learn more about our services, please call us at (416) 729-3568 and get a free assessment.


|1. heavy||6. surface area|
|2. surgery||7. tubes|
|3. beetles||8. pressure|
|4. gas||9. submarines|
|5. moving||10. fuel|
In my talk today I’ll be exploring the idea of artificial gills. I’ll start by introducing the concept, giving some background and so forth and then I’ll go on to explain the technological applications, including a short, very simple, experiment I conducted.
Starting with the background ... As everyone knows, all living creatures need oxygen to live. Mammals take in oxygen from the atmosphere by using their lungs, and fishes take oxygen from water by means of their gills, which of course in most fishes are located either side of their head.
But human beings have always dreamt of being able to swim underwater like the fishes, breathing without the help of oxygen tanks. I don’t know whether any of you have done any scuba diving but it’s a real pain having to use all that equipment. You need special training, and it’s generally agreed that tanks are too heavy and big to enable most people to move and work comfortably underwater. So scientists are trying a different tack: rather than humans carrying an oxygen supply as they go underwater, wouldn’t it possible to extract oxygen in situ, that is, directly from the water, whilst swimming?
In the nineteen sixties the famous underwater explorer Jacques Cousteau, for example, predicted that one day surgery could be used to equip humans with gills. He believed our lungs could be bypassed and we would learn to live underwater just as naturally as we live on land. But of course, most of us would prefer not to go to such extremes.
I’ve been looking at some fairly simple technologies developed to extract oxygen from water - ways to produce a simple, practical artificial gill enabling humans to live and breathe in water without harm. Now, how scientists and inventors went about this was to look at the way different animals handled this - fairly obviously they looked at the way fishes breathe but also how they move down and float up to the surface using inflatable sacs, called swim bladders. Scientists also looked at animals without gills, which use bubbles of air underwater, notably beetles. These insects contrive to stay underwater for long periods by breathing from this bubble which they hold under their wing cases.
By looking at these animal adaptations, inventors began to come up with their own ‘artificial gills’. Now making a crude gill is actually rather easy - more straightforward than you would think. You take a watertight box ... which is made of a material which is permeable to gas, that is, it allows it to pass through, inwards and outwards. You then fill this with air, fix it to the diver’s face and go down underwater. But a crucial factor is that the diver has to keep the water moving, so that water high in oxygen is always in contact with the gill, so he can’t really stay still. And to maximise this contact it’s necessary for your gill to have a big surface area. Different gill designers have addressed this problem in different ways but many choose to use a network or lattice-arrangement of tiny tubes as part of their artificial gills. Then the diver is able to breathe in and out - oxygen from the water passes through the outer walls of the gill and carbon-dioxide is expelled. In a nut-shell, that’s how the artificial gill works.
So, having read about these simple gill mechanisms, I decided to create my own. I followed the procedure I’ve just described and it worked pretty well when I tried it out in the swimming pool ... I lasted underwater for nearly forty minutes! However, I’ve read about other people breathing through their gill for several hours.
So the basic idea works well, but the real limitation is that these simple gills don’t work as the diver descends to any great depth because the pressure builds and a whole different set of problems are caused by that ... Research is being done into how these problems might be overcome . but that’s another story which has to be the subject of another talk!
Despite this serious limitation, many people have high hopes for the artificial gill and they think it might have applications beyond simply enabling an individual to stay underwater for a length of time. For example, the same technology might be used to provide oxygen for submarines ... enabling them to stay submerged for months on end without resorting to potentially dangerous technologies such as nuclear power. Another idea is to use oxygen derived from the water as energy for fuel cells. These could power machinery underwater, such as robotic devices ...
So, in my view, this is an area of technology with great potential. Now, if anyone has any questions, I’d be happy to answer ...


A new study ranks Canada 12th out of 33 high-income countries on a wide range of environmental indicators that relate both to the protection of human health, such as air pollution, and the preservation of Canada’s ecosystems, such as water quality.
Canada ranks 12th overall with a score of 67 out of a possible 100 on a list of Organization for Economic Cooperation and Development (OECD) countries that produced an average score of 62.2.
Many of the top-ranked countries in this second edition of the study’s list are clustered closely together. For example, Canada and 2nd place New Zealand (which scored 74.7) are less than eight points apart. Sweden ranks 1st with a score of 80, while South Korea came in last at 41.4.
“The reality is most wealthy, developed countries have established sound environmental protection systems, and Canada compares favourably,” said Elmira Aliakbari, associate director of environment studies at the Fraser Institute and co-author of the Environmental Ranking for Canada and the OECD, in an announcement to media.
The Fraser Institute, an independent, non-partisan Canadian policy think-tank, determined that for some critical categories, Canada ranks particularly high, including 1st and 4th best on two separate air quality measures, and 4th best in fertilizer use and 8th best for low-emissions electricity production, namely electricity generated by nuclear power and renewable energy sources.
Under the heading of protecting human health and well-being, the study examined air quality, water quality, and greenhouse gases. Under the objective of protecting ecosystems, the study considered six core categories: air emissions, water resources, forests, biodiversity, agriculture, and fisheries.
For water quality, Canada ranks 13th out of 33 countries based on the two indicators that assess the health risks posed by water pollution: access to improved sanitation facilities and access to improved water sources.
Canada ranks 19th for its wastewater treatment rate (the Netherlands topped the ranking) and 4th for the intensity of use of its water resources. On the latter measure, only Iceland, Latvia, Norway, the Slovak Republic, and Luxembourg perform better than Canada, the study found.
For greenhouse gases, Canada ranks 31st and 21st, respectively, for its carbon intensity (CO2 emissions per unit of GDP) and its ability to reduce its carbon intensity over a decade. However, it ranks 8th based on low-emissions electricity production, which measures the share of total electricity generated by low-emitting sources of energy — that is, renewables and nuclear.
“The main implication of this report is that Canada is not the environmental laggard that has been claimed in the past,” the report’s authors state. “Canadians enjoy high levels of environmental quality in absolute terms and in comparison to our OECD peers. In specific areas where our ranking is low it is sometimes an unavoidable result of our geography or climate, and in other cases it reflects the tight distribution of outcomes among the world’s wealthiest nations,” the authors add.
The Fraser Institute suggests that reports in recent years have presented Canada as an environmental laggard, ranking it near the bottom of the list of OECD countries. In particular, a 2016 report by the Conference Board of Canada compared environmental performance to 15 peer countries, awarding Canada a “D” grade and a ranking of 14th out of 16. Likewise, a report by the David Suzuki Foundation in 2010 concluded that Canada’s record was among the worst of developed countries, placing it 24th out of 25 countries. A 2001 study by University of Victoria researcher David Boyd, titled Canada vs. the OECD: An Environmental Comparison, concluded that Canada had a very poor environmental record, ranking 28th out of 29 developed countries.
“We regard the methodologies behind these studies as flawed as they unfairly represent Canada’s environmental performance in some respects and do not always use the most meaningful and relevant performance measures,” states the Fraser Institute study.
The study was released April 21, the day prior to Earth Day. Read the full report here.


From UPSC perspective, the following things are important :
Prelims level : Programme for Development of Semiconductors and Display Manufacturing Ecosystem
Mains level : Read the attached story
The Union Cabinet has approved a uniform incentive of 50% of the project cost for setting up semiconductor, display and compound semiconductor fabrication units.
Why in news?
- Maharashtra is witnessing a political firestorm.
- The Vedanta Limited shifted its decision to set up a $20 billion Vedanta-Foxconn semiconductor manufacturing facility in neighbouring Gujarat, despite finalising its location near Pune (Mh).
- Foxconn is a major chip supplier to Apple. It has suspended its operations in the Chinese tech hub of Shenzhen and is now shifting to India.
- Bigger companies, such as Intel, TSMC, Samsung, etc., have announced such plans.
Spats between states over the location of critical industries display the grim picture of competitive bidding in India. This portrays India’s negative image as against ease of doing business.
About the Incentive Scheme
- The scheme has been named the “Programme for Development of Semiconductors and Display Manufacturing Ecosystem.”
- Previously, the three schemes had an incentive range of 30-50%.
- While incentives for setting up semiconductor fabrication were based on the size of the chip, for display fabrication and compound semiconductor fabs, the incentives were largely 30% of the total cost of the project.
- This scheme aims to project India’s position as global hub for electronics manufacturing with semiconductors as the foundational building block.
Why need such an incentive?
- Huge Investments involved: Semiconductor Fabrication facility requires many expensive devices to function. Complex tools and equipment are required to test quality and move silicon from location to location within the ultra-clean confines of the plant.
- Economy of scale: In semiconductor fabrication, a high volume production is required to be maintain so as to meet the increasing demand of the marketplace, at the same time, a strong financial backing as Indian market is very much uncertain about financial fluctuations.
- Requirement highly skilled labour: Semiconductor fabrication is a multiple-step sequence of photolithographic and chemical processing steps during which electronic circuits are gradually created on a wafer made of pure semiconducting material. This actually requires high skills.
- Scarcity of raw materials: From a value-chain perspective, it needs silicon, Germanium & Gallium arsenide and Silicon carbide which are not available in India and needs to be imported.
- Uncertain Indian market: A semiconductor fabrication facility in India cannot independently rely on Indian customers for their entire sales structure. They have to maintain overseas customer base to balance inflections from Indian market due to market trends, government policies etc.
- Disposal of hazardous waste: Many toxic materials are used in the fabrication process such as arsenic, antimony, and phosphorus. Hazardous impact on the environment by the industry may act as an impediment to India’s commitment to mitigate climate change.
Other supportive initiatives in India
- India Semiconductor Mission (ISM): It was announced with the aim to attract large-scale investments for manufacturing facilities in the midst of a global chip crisis.
- Make in India: This aims to transform India into a global hub for Electronic System Design and Manufacturing (ESDM).
- PLI scheme: In December 2021 the Centre sanctioned ₹76,000 crore under the production-linked incentive (PLI) scheme to encourage the manufacturing of various semiconductor goods within India.
- DLI scheme: It offers financial incentives, design infrastructure support across various stages of development and deployment of semiconductor design for Integrated Circuits (ICs), Chipsets, System on Chips (SoCs), Systems & IP Cores and semiconductor linked design.
- Digital RISC-V (DIR-V) program: It intends to enable the production of microprocessors in India in the upcoming days achieving industry-grade silicon and design wins by December 2023.
- India Semiconductor Mission (ISM): The vision is to build a vibrant semiconductor and display design and innovation ecosystem to enable India’s emergence as a global hub for electronics manufacturing and design
- Policy framework: As foundry setup is highly Capital intensive, it must be supported with a solid long term plan and financial backing. This backing is required from the entrepreneur & the government both.
- Fiscal sustenance: In text of Indian Government as tax holiday, subsidy, zero duty, financial investment etc. will play an important role in promoting the Fab along with the semiconductor industry in India; this will put further pressure on already large Fiscal Deficit.
- Support Infrastructure: World class, sustainable infrastructure, as required by a modern Fab be provided, with swift transportation, large quantity of pure water, uninterrupted electricity, communication, pollutant free environment etc.


What is a dead zone?
May 3, 2022 By American Society of Agronomy (ASA), Crop Science Society of America (CSSA), Soil Science Society of America (SSSA)
Dead Zones are an area with no living beings. When a dead zone occurs within a waterbody, that zone has no aquatic life. Dead zones can be found around the world. They are a problem for coastal waters, bays, and lakes. The Soil Science Society of America’s (SSSA) May 1st Soils Matter blog reviews dead zones and practices that are reducing their size.
According to blogger Janith Chandrasoma, Dead Zones are typically caused by excess nutrients in the water, such as nitrogen and phosphorus. These nutrients cause an overgrowth of algae in a short period, commonly called “algae bloom.” As these microscopic “plants” grow, they consume oxygen in the water. And their multiplying population blocks sunlight for underwater plants. In addition, when the algae die, they sink to the bottom. As they decompose, more oxygen is consumed. | READ MORE
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Protecting infants from AIDS
Interview with Professor Luc Montagnier, President of the World Foundation for Aids Research and Prevention
The HIV/AIDS virus was first identified in 1983–1984 by Professor Luc Montagnier of the Institut Pasteur (France) and Professor Robert Gallo of the National Institute of Health in Bethesda (USA).
Two main factors explain why the transmission rate of AIDS to African babies is so high. Firstly, there is the general problem of the Third World’s lack of access to medication, on account of the cost and the quasi-total absence of testing for AIDS. The problem is especially acute in Sub-Saharan Africa. As a result, very few African women infected with the AIDS virus receive any treatment at all during their pregnancy. Nor do their newborn babies.
The second factor concerns the efficacity of treatment. The reason we waited until 2002 to begin developing a pediatric vaccine is because therapeutic treatments reducing mother–child transmission already existed, so there didn’t seem to be a problem. Just before delivery, Nevirapine is administered to the mother. This treatment is relatively straightforward and may be administered over a short period. It reduces from 25% to only 3-5% the infection rate in newborns. But there is still no treatment which is 100% effective. Recently, we realized that breastfeeding reinfects the infant and that the infection rate after a year is the same as if the child had received no treatment at all.
And most African babies are breastfed…
Yes, because, thanks to the mother’s antibodies, breastfeeding offers protection from the diseases which so often kill babies in Africa. Diarrhoea, for instance, causes an enormous number of infant deaths. The problem is that mothers’ milk can contain the AIDS virus in a form we still don’t understand very well.
Our project for a pediatric vaccine targets infants infected by breastfeeding. The vaccine must be able to protect the child for the first two years of life, until it is weaned.
Infants in some West African countries are currently being vaccinated against the tuberculosis bacillus. The BCG is a living, pasturized vaccine made up of an attenuated tuberculosis bacillus. It doesn’t offer complete protection from tuberculosis but it does erect a barrier against the most serious effects. It also has a very stimulating effect on the immune system. We take advantage of this immunity to add HIV proteins – we are still choosing the most appropriate molecules – to create a pediatric vaccine against AIDS.
At what stage is your research?
We have conducted trials on mice and are presently testing the vaccine on macaques to see if we can obtain a good cellular immunity. The next step will be to begin phase 1 clinical trials on adult volunteers a year or two from now, before testing the vaccine on infants in a second phase.
These trials will be conducted on 10–20 volunteer adults from countries in the North and in Africa. This is important not only because there are variations of the AIDS virus but also because genetic variability means that different populations react in different ways to the virus. Since we are going to be using the vaccine in Côte d’Ivoire, Burkina Faso and Cameroon to begin with, the researchers working with us from these three countries have had to identify the differences in the genetic response of their respective populations.
So you are working directly with African researchers?
It is even central to the project. Our Foundation’s approach is to create centres in Africa which associate AIDS prevention, treatment and research. Each centre treats patients and, in parallel, participates actively in clinical research, including that on a pediatric vaccine. By grouping prevention, treatment and research under the same roof, the idea is to combine scientific and educational activities to ensure that both the population and the trainers are well-informed. Hence our plans to equip each centre with a multimedia training room. Each centre trains civil servants, including administrators, police and teachers, specialists and other groups. As for the researchers and doctors working in these centres, all have received, or will receive, advanced training on AIDS in either Paris, Baltimore or Rome.
The first centre was set up by the Foundation in Abidjan, Côte d’Ivoire, in 1996. We are now equipping a second centre in Ouagadougou and the Cameroon government is building a third centre in Yaoundé to serve the sub-region – as long as US$2 million can be found to equip it. Professor Gallo’s team is setting up similar centres in Nigeria and other English-speaking countries of Africa.
The Abidjan centre is headed by Dr Henri Chenal, a surgeon who was himself infected with the AIDS virus while operating. The centre has been approved by UNAIDS for the distribution of tritherapies but is financed solely by our Foundation and the Government of Côte d’Ivoire. An estimated 12% of the population is infected with the AIDS virus. Half of the declared AIDS cases in Abidjan – about 1500 people – come to the centre regularly to receive a bi- or tritherapy. Only those who can afford to pay are expected to do so. But the majority of those infected, those who have not yet fallen sick, don’t wish to know their state of health and choose to hide their illness from their entourage, out of fear of rejection or of losing their job. Unfortunately, even those who do come to the centre have often waited too long; they are already very sick with tuberculosis or other diseases and in need of hospitalizing. The problem is, there are not enough beds.
Côte d’Ivoire has a population of 16 million. That means nearly 2 million people are infected with the AIDS virus, yet you say there are only 3,000 declared cases in Abidjan?
It’s far from exceptional. Merely an estimated 1% of AIDS victims in Africa know they are infected. And even those who do take the AIDS test these days and discover they are seropositive are told to wait until they are ill to come for treatment. We want to incite people to follow treatment from the outset. But first, clinical trials need to be conducted to design treatments which are less toxic than a tritherapy for people who still have a reactive immunity system. In passing, I should explain that, if a tritherapy is administered over a long period and, above all, not on a daily basis, this can allow the virus to mutate and develop resistance to treatment. Hence the current approach of administering a tritherapy solely to patients who are already heavily infected with AIDS; we are talking about a category which represents approximately 10% of the 30 million Africans infected with the virus.
To limit the spread of the epidemic, our vaccine could also be administered to adults for therapeutic purposes via our own centres. By adding an immuno-stimulating treatment, it would be possible to reduce the dose or even halt the tritherapy altogether. That would slow down the infection’s progression and make it harder for people to pass on the virus to their sexual partners.
Are any other public or private research projects working with African researchers?
African researchers are collaborating on many projects but not, to my knowledge, on any project to develop a pediatric vaccine.
Earlier, you explained that the lack of access to medication was a major problem for the developing world. What is being done to lower the cost of medication for poor countries ?
There is already a significant difference in the price of medicines in rich and poor countries. The social security system in Western countries pays a high price for medicines so that these can be sold at lower prices to poor countries. There are also some international initiatives like the World Fund created in 2002 by the G8 and the United Nations. This Fund will make it possible to lower prices even further.
The pharmaceutical companies have also made a big effort to improve their image. Bilateral agreements have brought the cost of a tritherapy down from US$10,000 to US$300. Moreover, an agreement signed at the World Trade Organization last September will allow countries like India and Brazil to produce copies of the products manufactured by major pharmaceutical groups and to sell cheaper generic medicines for diseases such as AIDS, malaria and tuberculosis in the developing world.
If you succeed in your endeavour, do you plan to patent the pediatric vaccine and, if so, under what conditions?
The World Foundation for AIDS Research and Prevention is an NGO. As such, it is a non-profit organization. Our current project is pre-clinical and concerns solely the feasibility of a pediatric vaccine. Since UNESCO cannot engage its responsibility in the area of clinical trials, the clinical part will probably be placed under the auspices of WHO rather than under the auspices of UNESCO.
The universities involved in the project, namely those of Tor Vergata in Rome and of Maryland in Baltimore, do have policies for intellectual property protection policies, as do all universities – not to mention own Foundation for that matter – but up until now we have never envisaged this aspect. Once we move on to clinical trials on people, we may think about protecting the vaccine. Its development will either be undertaken in tandem with a pharmaceutical company or within the framework of a public project.
If we receive public support, the vaccine won’t cost patients anything. If, on the other hand, we need to enter into partnership with a pharmaceutical company for the vaccine’s manufacture, that will of course entail putting a price on the vaccine. Yet, for Africa, the cost of the treatment will need to be extremely low. At UNESCO’s General Conference last October, all countries were asked to support the project.
What level of investment will you need to complete the trials on infants?
At this stage, we need to be able to equip the centres in Burkina Faso, Cameroon and elsewhere with specialized facilities. It will take a minimum of US$6 million to complete the second clinical phase, that of trials on infants.
Generally speaking, why, when the AIDS virus was first discovered 20 years ago, is it proving so difficult to develop a vaccine to fight it?
There are several reasons. One is the variability of certain parts of the virus which enable it to dodge the body’s immune response. There is also the lack of animal models and the difficulty in testing the vaccine’s efficacity on an exposed human population – even though we are certain of its innocuousness.
In fact, it is possible to surmount these difficulties – and this is what we are attempting to do at the Foundation – by modifying the virus’s surface protein using biotechnology, in order to expose the virus’s least variable regions to the body’s immune response, and by testing the candidate vaccine first as a complementary therapy. The immune system of a patient who has already been treated with a tritherapy is sufficiently restored to respond well to the vaccine. Whether or not the vaccine works will be determined by whether or not the virus begins to multiply once more after we stop the tritherapy. If the virus doesn’t begin multiplying again, we will know we have a good candidate for a preventive vaccine.
Is the project well under way?
We would be able to progress faster with more substantial financial means.
Interview by Susan Schneegans


An unbalanced pH level in body can allow cancer to multiply – Here is how you can restore balance
Maintaining a balanced pH level in body is vital for our body as it serves as an important homeostatic function. A very high or a very low pH level can lead to several diseases and eventually cause death in many cases. People tend to be in an acidic state if their pH level is below 7.35. It is this state of acidic pH that allows cancer to thrive in the body. Thus, in order to remain in homeostasis or in a healthy state it is imperative that our blood pH levels remains within the normal range of 7.35 to 7.45. A safety measure to decrease the rate of cancer is to maintain a normal acid base balance homeostasis because it makes the body capable to fight against cancer and other diseases. Read ahead and know how you can restore balance of your pH level in body.
1 How you can establish your pH level with saliva?
If you want to know you pH level of your body, then you can opt for buying a pH testing kit from the chemist shop or any health food store. These come in rolls and contain a set of strips for pH level testing. You can test with your saliva samples or with your urine samples.
If you are testing your saliva then refrain from eating or drinking two hours before the test. Wash your mouth with water and then swallow it. Then keep saliva in your mouth and place the strip on your tongue. Then compare the result with the color chart that comes with the strip to establish your blood pH level.
If the saliva pH is very high (over 6.8) then it means that the body is suffering from excess gas and constipation and fungus, mold and yeast production. Too low pH (below 6.5) shows that the body eliminates them through urine.
2 How to establish your pH level with urine?
If you are opting for urine test to know your pH level then conduct the test in the morning when you wake up.
Urinate on the strip and then compare the result with guide that comes with the kit. The lower acid levels need to be taken care of in case of urine test. If the average pH of urine is less than 6.5 then it means that the fluids present in the body are highly acidic.
3 What factors are responsible for a change in pH level of the body?
The pH level of your body depends on a number of factors. Usually, it is what goes inside our body that determines the creation of the body pH level. Too much consumption of fatty food, unhealthy diet, etc allows the pH level to become acidic leading to many diseases including cancer.
4 How to restore pH balance quickly?
If you want to maintain a healthy pH balance then it is mandatory to lead a healthy lifestyle. If you are a smoker or a drinker then it is high time you say goodbye to the habit. Not only these things disrupt the pH balance but are the leading causes of several diseases including cancer.
Also restrict the consumption of processed food. Eating clean is really very important if you want to balance the pH level in your body. Processed foods contain a lot of harmful chemicals so it is better to start eating organic products as they are healthy and safe. These reduce the amount of chemicals that go into your body and help in maintaining a healthy pH level in body.
If you want to restore the pH level of your body to homeostasis then you should learn which foods are acidic and which are alkaline.
Raw vegetables are alkaline in nature and meats are known to be acidic. However, this does mean that you need to totally exclude meat from your diet and eat raw vegetables only. It will be wise and healthy to eat vegetables in excess of meat. This will help to maintain alkaline pH levels in the body.
Apart from that, regular exercise and a holistic approach towards life are highly essential to reduce the acid in your pH level.


John Alexander Logan was born in 1826 near what is now Murphysboro, Jackson County, Illinois. Logan was the son of Dr. and Mrs. John Logan, a prominent family in the area.
He had no schooling until age 14; he then studied for three years at Shiloh College.
Logan was 35 years old when the Civil War began.
|John Logan with his wife, Mary Simmerson Cunningham Logan, son Manning and daughter Mary Elizabeth "Dollie", about 1870|
Logan served in the Mexican-American War as a second lieutenant in the 1st Illinois Infantry, studied law in the office of an uncle, graduated from the Law Department of the University of Louisville in 1851, and practiced law with success. He entered politics as a Douglas Democrat, was elected county clerk in 1849, served in the State House of Representatives from 1853 to 1854 and in 1857; and for a time, during the interval, was prosecuting attorney of the Third Judicial District of Illinois. In 1858 and 1860, he was elected as a Democrat to the U.S. House of Representatives.
Logan fought at Bull Run as an unattached volunteer to a Michigan regiment, and then returned to Washington, resigned his congressional seat, and entered the Union army as Colonel of the 31st Illinois Volunteers, which he organized. He was known by his soldiers with the nickname "Black Jack" because of his black eyes and hair and swarthy complexion, and was regarded as one of the most able officers to enter the army from civilian life. He served in the army of Ulysses S. Grant in the Western Theater and was present at the Battle of Belmont, where his horse was killed, and at Fort Donelson, where he was wounded. Soon after the victory at Donelson, he was promoted to brigadier general, as of March 21, 1862. Major John Hotaling served as his chief of staff. During the Siege of Corinth, Logan commanded first a brigade and then the 1st Division of the Army of the Tennessee. In the spring of 1863, he was promoted to major general to rank from November 29, 1862.
In Grant's Vicksburg Campaign, Logan commanded the 3rd Division of James B. McPherson's XVII Corps, which was the first to enter the city of Vicksburg in 1863, and after its capture, Logan served as its military governor. In November 1863 he succeeded William Tecumseh Sherman in command of the XV Corps; and after the death of McPherson he commanded the Army of the Tennessee at the Battle of Atlanta (July 22, 1864) until relieved by Oliver O. Howard. He returned to Illinois for the 1864 elections but rejoined the army afterward and commanded his XV corps in the Carolinas Campaign.
In December 1864, Grant became impatient with George H. Thomas's performance at Nashville and sent Logan to relieve him. Logan was stopped in Louisville when news came that Thomas had completely smashed John Bell Hood's Confederate army in the Battle of Nashville.
After the war, Logan resumed his political career, now as a Republican, and was a member of the United States House of Representatives from 1867 to 1871, and of the United States Senate from 1871 until 1877 and again from 1879 until his death in 1886. After the war, Logan, who had always been a staunch partisan, was identified with the radical wing of the Republican Party. His forceful, passionate speaking, popular on the platform, was less effective in the halls of legislation. In 1868, he was one of the managers in the impeachment of President Andrew Johnson.
He was active in veterans' affairs and helped lead the call for creation of Memorial Day as a national public holiday. His war record and his great personal following, especially in the Grand Army of the Republic, contributed to his nomination for Vice President in 1884 on the ticket with James G. Blaine, but they were not elected.
His likeness appears on a statue at the center of Logan Circle, Washington, D.C. He is also honored with a statue in Grant Park in Chicago, Illinois. Logan is one of only three people mentioned by name in the Illinois state song. Upon his death, he lay in state in the United States Capitol rotunda.


On one occasion Jesus was asked: “Master, which is the great commandment of the law?” (Matt. 22:36). He answered: ” . . . Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets” (vv. 37-40). What Jesus described was the Ten Commandments, for they teach exactly that-how to love God and how to love our fellow man. The first four teach us how to love God, and the last six tell us how to love our fellow man. So in reality Jesus placed love toward one’s neighbor second to love toward God and said it is great also.
Jesus used the word “love.” What does love mean? The word love is an English translation of the Greek word agapao. It means “to love,” “value,” “esteem,” “feel or manifest generous concern for,” “be faithful towards,” “to delight in,” “to set store upon.” It carries no sexual connotation. In fact, no Greek word used in the New Testament suggests this, though there are other words found in Greek literature that do. The word Christ used for love implies a feeling stronger than friendship and can exceed any physical limitation. In a physical relationship, it could be described as “outgoing concern.” The confused but common notion today defines love as a kind of sick, dreamy eyed, gushy, nostalgic emotion that actually blinds the eyes to reality.
The Bible says a great deal about the love Jesus mentioned in Matthew 22:36. The Apostle John was inspired to write: “And this is love, that we walk after his commandments. This is the commandment, That, as ye have heard from the beginning, ye should walk in it” (2 John 6). Even more emphatic is 1 John 5:3: “For this is the love of God, that we keep his commandments: and his commandments are not grievous.” In brief, God defines love toward Him as obedience to His Law. This is why Jesus said that on the Great Commandment, which includes love toward both God and one’s neighbor, hung all the Law and the prophets.
Love God with Heart, Soul, and Might
The Old Testament instruction for the nation of Israel was this: “And thou shalt love the LORD thy God with all thine heart, and with all thy soul, and with all thy might” (Deut. 6:5). So Jesus simply repeated what had been recorded in the Scriptures many years before. This instruction is emphasized over and over again in the Old Testament.
For example, we read:
And now, Israel, what doth the LORD thy God require of thee, but to fear the LORD thy God, to walk in all his ways, and to love him, and to serve the LORD thy God with all thy heart and with all thy soul, To keep the commandments of the LORD, and his statutes, which I command thee this day for thy good? (Deut. 10:12-13)
In that I command thee this day to love the LORD thy God, to walk in his ways, and to keep his commandments and his statutes and his judgments, that thou mayest live and multiply: and the LORD thy God shall bless thee in the land whither thou goest to possess it. (Deut. 30:16)
That thou mayest love the LORD thy God, and that thou mayest obey his voice, and that thou mayest cleave unto him: for he is thy life, and the length of thy days: that thou mayest dwell in the land which the LORD sware unto thy fathers, to Abraham, to Isaac, and to Jacob, to give them. (Deut. 30:20)
But if from thence thou shalt seek the LORD thy God, thou shalt find him, if thou seek him with all thy heart and with all thy soul. (Deut. 4:29)
Remember, Jesus called the commandment to love God “the Great Commandment.” Love for God must exceed love toward anything else. There can be no equality of affection even for our loved ones. “He that loveth father or mother more than me is not worthy of me: and he that loveth son or daughter more than me is not worthy of me” (Matt. 10:37).
Jesus gave this instruction:
If any man come to me, and hate not [love less by comparison] his father, and mother, and wife, and children, and brethren, and sisters, yea, and his own life also, he cannot be my disciple. And whosoever doth not bear his cross, and come after me, cannot be my disciple. For which of you, intending to build a tower, sitteth not down first, and counteth the cost, whether he have sufficient to finish it? Lest haply, after he hath laid the foundation, and is not able to finish it, all that behold it begin to mock him, Saying, This man began to build, and was not able to finish. Or what king, going to make war against another king, sitteth not down first, and consulteth whether he be able with ten thousand to meet him that cometh against him with twenty thousand? Or else, while the other is yet a great way off, he sendeth an ambassage, and desireth conditions of peace. So likewise, whosoever he be of you that forsaketh not all that he hath, he cannot be my disciple. (Luke 14:26-33)
This is plain language, and many are not able to bear it. But unless God is absolutely first in our lives, eventually a choice will have to be made that may force us to compromise God’s Truth. Those who have made the decision to place God first will never regret it over the long run. The long run includes what will take place after our sojourn on this earth is over.
Love Our Neighbor as Ourselves
When Jesus was asked about the Great Commandment in Matthew 22:36, He replied that the second commandment was like the first. “And the second is like unto it, Thou shalt love thy neighbour as thyself” (v. 39). Is this command in the Law? Yes, indeed. “Thou shalt not avenge, nor bear any grudge against the children of thy people, but thou shalt love thy neighbour as thyself: I am the LORD” (Lev. 19:18). Jesus specifically instructed the disciples to have love for one another. “This is my commandment, That ye love one another, as I have loved you. Greater love hath no man than this, that a man lay down his life for his friends” (John 15:12-13).
The Apostles continued this New Testament instruction for Christians. Peter wrote: “Seeing ye have purified your souls in obeying the truth through the Spirit unto unfeigned love of the brethren, see that ye love one another with a pure heart fervently” (1 Pet. 1:22). The Apostle Paul adds: “Let love be without dissimulation. Abhor that which is evil; cleave to that which is good. Be kindly affectioned one to another with brotherly love; in honour preferring one another” (Rom. 12:9-10). Love is something that is a continual debt. “Owe no man any thing, but to love one another: for he that loveth another hath fulfilled the law” (Rom. 13:8).
The spiritual intent of the Law, however, goes even beyond this. Here is what Jesus charged:
Ye have heard that it hath been said, Thou shalt love thy neighbour, and hate thine enemy. But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you; That ye may be the children of your Father which is in heaven: for he maketh his sun to rise on the evil and on the good, and sendeth rain on the just and on the unjust. For if ye love them which love you, what reward have ye? do not even the publicans the same? And if ye salute your brethren only, what do ye more than others? do not even the publicans so? Be ye therefore perfect, even as your Father which is in heaven is perfect. (Matt. 5:43-48)
This command is very difficult, if not impossible, for most. It is more natural to hate (Gal 5:20), and to place our selfish interests first (2 Tim. 3:2). We are told: “Let nothing be done through strife or vainglory; but in lowliness of mind let each esteem other better than themselves. Look not every man on his own things, but every man also on the things of others” (Phil. 2:3-4). A true disciple of Christ will not hate anyone, yet some professing Christianity harbor hatred toward their brethren. This is why the Apostle John wrote: “If a man say, I love God, and hateth his brother, he is a liar: for he that loveth not his brother whom he hath seen, how can he love God whom he hath not seen? And this commandment have we from him, That he who loveth God love his brother also” (1 John 4:20-21). “In this the children of God are manifest, and the children of the devil: whosoever doeth not righteousness is not of God, neither he that loveth not his brother. For this is the message that ye heard from the beginning, that we should love one another” (1 John 3:10-11).
How to Love God
The first principle to remember is that love for God means keeping His commandments. Recall what we read in Deuteronomy 10:12-13. “And now, Israel, what doth the LORD thy God require of thee, but to fear the LORD thy God, to walk in all his ways, and to love him, and to serve the LORD thy God with all thy heart and with all thy soul, To keep the commandments of the LORD, and his statutes, which I command thee this day for thy good?” Love for God is equated with obedience to His Law. The Apostle John emphasizes this rule. “For this is the love of God, that we keep his commandments: and his commandments are not grievous” (1 John 5:3).
The first and second commandments tell us how to love God. When we consider them, it is clear what they define. The first two commandments instruct us to make God the sole object of our worship. The spiritual intent of the law helps us to understand that this devotion exceeds the worship of material objects or images. The spiritual intent of the law tells us that anything we place ahead of God becomes an idol, including wrong desires. “Mortify therefore your members which are upon the earth; fornication, uncleanness, inordinate affection, evil concupiscence, and covetousness, which is idolatry” (Col. 3:5).
The third commandment teaches us how to have reverence and respect for God. We must honor His name and not abuse it in any fashion, neither by using it lightly nor by profanity, nor by using His name when swearing falsely. The Bible instructs: ” . . . For the LORD will not hold him guiltless that taketh his name in vain” (Ex. 20:7). His name is to be revered. “He sent redemption unto his people: he hath commanded his covenant for ever: holy and reverend is his name” (Ps. 111:9). God’s name must never be misused.
The fourth commandment emphasizes the need for regular worship. If we do not keep His Sabbath each week, it will only be a matter of time before we become indifferent and lackadaisical in our obedience. Worshiping God on a weekly basis is absolutely essential in order to maintain contact with Him. We are commanded to keep the Sabbath day holy, and to refrain from our normal work routine. The Sabbath day is day for physical rest, a day for spiritual rejuvenation, not a day to seek our own pursuits and pleasures.
Concerning the Sabbath, the prophet Isaiah wrote:
If thou turn away thy foot from the sabbath, from doing thy pleasure on my holy day; and call the sabbath a delight, the holy of the LORD, honourable; and shalt honour him, not doing thine own ways, nor finding thine own pleasure, nor speaking thine own words: Then shalt thou delight thyself in the LORD; and I will cause thee to ride upon the high places of the earth, and feed thee with the heritage of Jacob thy father: for the mouth of the LORD hath spoken it. (Isa. 58:13-14)
The failure to observe this day, or to observe it properly, has led to much emptiness and lack of fulfillment in the lives of millions. We love God by keeping His commandments, and the first four of the Ten Commandments give us specific instruction how to do this.
How to Love One’s Fellow Man
Since loving our fellow man is included as a Great Commandment of the law, how does the Bible instruct us to accomplish this? There are some New Testament instructions that are helpful. One of the major reasons many find it difficult to love others is that they are too much in love with themselves and their feelings self-importance.
Here is what Jesus told His disciples about this attitude:
. . . Ye know that the princes of the Gentiles exercise dominion over them [the Gentiles], and they that are great exercise authority upon them. But it shall not be so among you: but whosoever will be great among you, let him be your minister; And whosoever will be chief among you, let him be your servant: Even as the Son of man came not to be ministered unto, but to minister, and to give his life a ransom for many. (Matt. 20:25-28)
The attitude of service toward others is a mark of love, although one should always be sure he is not being taken advantage of. The Apostle Paul wrote: “We then that are strong ought to bear the infirmities of the weak, and not to please ourselves. Let every one of us please his neighbour for his good to edification” (Rom. 15:1-2). “Let no man seek his own, but every man another’s [welfare]” (1 Cor. 10:24). These instructions are hard for some to take. They find it very difficult to think of the best interests of others, but this is what true Christianity is all about. The Apostle John expressed the true Christian attitude as follows: “But whoso hath this world’s good, and seeth his brother have need, and shutteth up his bowels of compassion from him, how dwelleth the love of God in him?” (1 John 3:17).
The Apostle James related good deeds to faith. He gave this example:
What doth it profit, my brethren, though a man say he hath faith, and have not works? can faith save him? If a brother or sister be naked, and destitute of daily food, And one of you say unto them, Depart in peace, be ye warmed and filled; notwithstanding ye give them not those things which are needful to the body; what doth it profit? Even so faith, if it hath not works, is dead, being alone. (Jas. 2:14-17)
This is why the Bible admonishes: “But to do good and to communicate forget not: for with such sacrifices God is well pleased” (Heb. 13:16). The above are just a few examples of how to manifest love. Much more could be stated, but this should give us enough insight to help us understand how to love both God and our fellow man.
When we look at the last six of the Ten Commandments, we learn the following: (1) They teach us the value of family relationships, because charity begins at home. (2) They show the value of human life. (3) They teach the value of personal and moral purity. (4) They illustrate the rights of property. (5) They emphasize the value of one’s reputation. (6) They emphasize the need to curb unlawful desires. The violation of any or all of these principles leads to much sorrow and hurt. We cannot love our neighbor as ourselves if we treat these commandments with disrespect. God is love. His commandments are the epitome of His character. If we are godly, we also will endeavor to practice love toward God, and love for our neighbor. “He that loveth not knoweth not God; for God is love” (1 John 4:8).