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The Mythical Team Leader

Focus Area: Project Management for Systems Development

Author: Russ Finney

Year: 2000

Published: The Quality Observer

John Erskine once observed that "in the simplest terms, a leader is one who knows where he or she wants to go, then gets up and goes". Joel Barker defines a leader as "a person you would follow to a place you wouldn't go by yourself". A good definition for a development team leader might be:

The person who understands the ultimate project objectives, each step of the way, and who guides the rest of the team down this path through clear vision setting and effective communication.

An interesting observation regarding development projects is that occasionally, the person who fits this bill is not always the person who is formally leading the project. Even when this situation occurs, this individual can still wield great influence and ultimately make significant contributions to the teams success. Obviously, the better situation is when the formal Team Leader is also a possessor of effective leadership skills, vision, and experience.

Some of the major challenges facing the systems building Team Leader are:

Creating the System Vision

One of the Team Leader's more vital responsibilities, and one which never fails to present an incredible challenge, is the creation of an overall "vision", within the minds of the project team members and the business clients, of both the proposed system, as well as the necessary steps to insure its completion. These images should convey the functional depth and breadth of the system, the direction and proposed steps of the project, the overall expectations and responsibilities of each team member, and the creative "boundaries" and limitations of the development effort. This system "vision" represents clear, common, shared objectives upon which all activities will be grounded throughout each successive project development stage.

Determining Task Assignments

Another difficult responsibility is the dividing up of the work. This is the part which seems to give every project manager premature gray hairs - if it hasn't already happened on a prior development effort! It is important to assign tasks, responsibilities, and deliverables early for each upcoming phase. Make certain each team member has both a primary and a secondary list of assignments. This insures that when decisions or issue resolutions are pending, secondary tasks can be focused on instead of the individual having to shift into an idle period.

Consideration must also be given to the experience level, the technical ability, the management skill, and the availability of each team member. These all have an important bearing on the nature of the assigned tasks. Care must be taken to avoid putting anyone into a situation where he or she feels "in over their head" - yet, at the same time, each team member must feel a sense of challenge, and believe that his or her work is relevant and important.

An even higher consideration is the willingness, as well as the ability, of each individual to accept and carry out the assigned responsibility. For the team leader, this represents an act of trust, for the team member, it represents challenge and opportunity. These interests can sometimes seem to compete with one and other, but the overall objective is to optimize each person's individual talents and to avoid useless busy work or idle time. Making appropriate assignments which are important, challenging, and consuming, along with the additional responsibility for reviewing and reassigning tasks when necessary, all make the team leader's job one which which requires a keen human insight as well as the willingness to let people grow.

Making Decisions

A team leader is a decision maker. This fact for some may seem to be a blessing, but for others it may feel like a curse. With decision making ability comes both control (which most leaders like) and accountability (which most leaders fear). In some cases, a decision is strikingly apparent to everyone, and the team leader serves only to confirm the choice and to set the dependent actions into motion. In other cases, the decision is between two or more choices with equal merit. Most decisions are somewhere in between. As a team leader, being a perfect decision maker is simply not possible - but being an effective decision maker is! The following rules of thumb can help to increase decision making effectiveness:

  1. Delegate decision making authority wherever appropriate. This keeps detailed decisions at the optimal level.
  2. When all relevant facts, opinions, and viewpoints have been collected and assessed - Make the decision! If no more light can be shed on the situation, delaying the inevitable only wastes time and team goodwill.
  3. If time is truly available to improve the quality of a decision - take it! This is especially true if the decision will have significant long-term impact.

Thomas Jefferson once advised back in 1792, when making critical decisions that "delay is preferable to error". Many times an iterative, focusing decision approach can result in the highest quality outcome and the broadest consensus and support.

Monitoring Progress

The way in which team leaders monitor progress tends to be a matter a management style. Some may have quick team meetings, others may require written reports, and others may put into place formal time collection procedures. In all cases, a few fundamental elements should be present. First, clearly identifiable units of work must be assigned to each team member. These may range anywhere from a broad mandate to a detailed programming task. Second, a milestone date for each defined deliverable should be agreed upon. These both should present reasonable yet challenging objectives. Third, a formal accounting of these objectives and goals must periodically be required. This aids in keeping a sense of urgency in place, in providing a basis for later performance evaluations, and in keeping a sense of accomplishment alive and well through each successive phase.

Opening Communication Channels

This sounds so easy, yet many team leaders tend to gravitate toward one of two extremes. One is the "keep your fingers crossed" approach. This is where a team leader hopes that the clients, analysts, and programmers are all busily communicating away with each other about every aspect of the system without him or her having to do anything. The other is the "my way or the highway" approach. In this situation, the team leader controls all of the communication opportunities and only lets others into the loop on a "need to know" basis. Both extremes eventually lead to frustration or resentment.

The team leader must achieve proper and balanced communication between everyone involved. This means that he or she must organize, orchestrate, prod, and maneuver both business clients and system builders into meetings, sessions, and informal encounters:

  • to collect information
  • to resolve issues
  • to heighten awareness and
  • to make decisions.

This applies across the board - the team leader is ultimately responsible for ensuring steady progress and for making things happen. At the same time the he or she should not stifle informal communication. Most system builders thrive on learning, sharing, and comparing. A certain amount of this is to be expected and is productive as long as milestones are being met.

The last challenge facing the team leader is his or her own communication style. As a manager, the team leader must discipline himself or herself to react to both good news and bad news with moderation and maturity. A balanced reaction to both increases the odds of actually hearing both, and this awareness keeps project surprises to a minimum.

Deflecting Unnecessary Distractions

These sometimes seem to come from every direction! Clients may ask for a little help in an unrelated area, management might put the team through a "fire drill" to rejustify the project, or a new software tool may arrive which seems to fascinate everyone. The team leader must strive to keep these distractions to a minimum. Keeping the team focused on the primary objectives while at the same time running interference with the client or the team can keep a team leader hopping! Sometimes interruptions can be handled through subtle deadline reminders, other times it may take creative thinking to find alternate means of handling the unplanned requests. In the worst case, no choice is given, and the team must react. When this happens, the team leader must make sure that the distraction is taken care of as quickly and effectively as possible - then get back to the primary mission: building the system.

Enforcing Quality Standards

Sometimes team leaders seem to get so engrossed into the minute details of standards enforcement, they begin to bare more resemblance to the programming police rather than mere human system builders. This is unfortunate, quality should be inspired rather than dictated. Quality standards should be a reflection of the desire for excellence on the part of the team. This is tough assignment for the team leader since it requires discipline and temperament.

The spirit of the review process should be one of both confirmation of quality as well as identification of improvement opportunities. Make no mistake about it, work product reviews are an essential ingredient in making high quality a reality; they provide needed recognition for sincere efforts toward the creation of high quality products. In addition, team leaders should dedicate themselves to the "review it once" rule. This means that all observations, input, and changes are brought out in the first review. A second review should be called for in only very rare cases. This puts the burden on the team leader to be equally complete and penetrating when reviewing each team member's work.

Watching Scope Boundaries

This is the part which is kind of like being a sheep herder. No matter how hard a team leader tries to keep the delivered functionality in scope, someone always seems to come up with a clever new feature, or an undiscovered requirement, or a "twist" on the original vision which will require more time. Sometimes these may seem to be just a little time here or a little time there, but it all eventually adds up to a significant amount of time, and a missed deadline.

So how can this be prevented? The answer is it can't.

Changes to scope are an inevitable part of system building; the key is to keep the changes in control. Each proposed change must be evaluated as to both its importance and its necessity. If the change doesn't pass the "gotta have it" test, direct the effort back within the established project boundaries. Otherwise reasonable change control procedures should be utilized to recognize and plan for the effect of the work increase.

An alert project manager should be able to spot true improvement opportunities, and then either build the case for a scope increase (if the benefits merit the effort), or identify sensible design trade-offs for the more beneficial features.

Supporting a Career Development Atmosphere

Sherman Hamilton, while writing on teamwork, pointed out that "a leader inspires his or her staff to believe in themselves and their ability to succeed long before they could recognize their own potential". This is a frequently overlooked responsibility of the development team leader. Meetings, issues, and deadlines can sometimes lower the priority for ensuring that a learning environment exists for the less experienced project team members. This is unfortunate, since the investment in making sure that every team member is ascending his or her personal learning curve can pay off in many subtle, unexpected ways with surprising impact.

The inexperienced programmers gain by learning efficient and sensible approaches to creating high quality software from the more senior team members. This not only contributes to their personal confidence, it also reduces the potential for easily avoided program re-work and testing problems. The more experienced analysts and programmers gain by being given greater levels of responsibility and challenge. This provides an opportunity for them to stretch and grow to the point where they are ready to be entrusted with increasingly significant leadership roles.

As long as individual team members are not put into situations where they are "in over their heads", a sensibly managed learning environment can not only produce systems, people, and results of exceptional quality, but it can also invigorate overall team morale by reassuring everyone that they are being given the opportunity to advance through performance.

Managing Issues and Problems

Some people make a career out of doing nothing but this, and they even enjoy it! What these team leaders have realized is that being an effective problem solver requires both discipline and organization. But this isn't enough, the most important rule for managing issues is: when you hear it, write it down. This ensures that the issues and the related details are really captured, and can be subsequently reviewed, prioritized, and organized.

Warning: If human memory is all that is used to keep track of the issues for a complex project, eventually selective system builder thinking will begin to creep in, and before you know it - zap! Those nagging, unwanted, negative thoughts will be forgotten within a matter of seconds, and they will silently wait to be remembered at the least opportune and inconvenient moment (like during prototyping or acceptance testing).

Another important point is made by Robert Townsend when he states that "an important task of a manager is to reduce his or her people's excuses for failure". These excuses sooner or later appear to the team leader as issues or problems. As long as they remain unresolved, safe, valid excuses for delay, unaccountability, and failure will exist within the minds of the affected team members. Not only should the team leader swiftly and effectively act to resolve each new issue or problem, he or she must also be on constant guard to make sure none slip by unnoticed.

In many cases, the issues are just too numerous for one person to possibly be able to work through without help. When this situation occurs, the team leader must assign the responsibility for each specific issue resolution to either a business client or to another person on the project. By doing this, the team leader effectively delegates all of the tasks required to arrive at acceptable answer to others. What he or she is not giving up, is the responsibility for making sure that all outstanding issues ultimately do get resolved.

Counteracting Project "Threats"

This last category can be one of the most difficult. It deals directly with the impact of "Murphy's Law" (if it can go wrong it will!) on the project. Arnold Glasow once observed that "one of the tests of leadership is the ability to recognize a problem before it becomes an emergency". Some examples of typical project threats are:

  • Unreasonable business requirements
  • System performance roadblocks
  • Unproven technical solutions
  • Hostile business clients

The astute leader remains on the alert for these potential treats, and as soon as they are recognized, he or she then deals with them in their early stages .


Play How Well Do You Know JoJo? - Play How Well Do You Know JoJo? Online, Free Online Kids Games

How Well Do You Know JoJo? Description

Do you know Jojo Siwa? If you do than are you sure you her well enough? Well it is high time to learn for this is quiz girls game that will give you hard time. The questions are not that simple. You can answer them unless you are true fan of this wonderful and talented girl who has such a good personality. She attracts people with her great heart and her talent. The quiz includes various questions about her life and her character. Think twice before you answer as there is no step back anymore as you pick an answer. It will give you multiple choice so that you can guess easily or vice versa get confused. Are you ready to test your knowledge? Can you get all the answers correct? It is a fun kids game with interesting concept. However, do not get upset if you do not remember the correct answer try to guess logically. It is just a game so have fun and good luck on you journey to Jojo’s magic world.


Arthur Woods «The Cosmic Dancer» 1993 - 2003.

Arthur Woods, Cosmic Dancer 2, 1993

The Cosmic Dancer, created in 1993 by Arthur Woods, an American artist living in Switzerland. The primary viewers for The Cosmic Dancer lived with the «terrors and pleasures of levitation» in conditions of zero gravity. A sharp-angled form launched to the Mir Space Station on May 22, 1993, The Cosmic Dancer stressed the cultural dimension of space since it created the experience of art integrated into a human environment beyond Earth.

Arthur Woods, Cosmic Dancer, 1993
Cosmonaut Gennadi Manakov dancing with the Cosmic Dancer Sculpture.

The video that documents the project shows the two Russian cosmonauts Alexander Polischuk and Gennadi Mannakov performing (rotating, hovering, flying) with the sculpture in the confines of Mir, where the sculpture was left. The flaming remnants of the Mir space station plunged into the South Pacific on March 23, 2002. In the case of Arthur Woods, the performance of the cosmonauts complements his project.

As one watches the video documentation, one feels that the cosmonauts stand vicariously for all viewers, that is, all those who in the future will have the opportunity to experience space as a social and cultural milieu, and not only as a research lab. The Cosmic Dancer opens a new world of speculative inquiry into the future of art in worlds other than the Earth. While we remain confined to the blue planet, artists seeking to explore levitation beyond magnetism and electromagnetism can investigate advanced techniques presently only found in research laboratories. A high-temperature electrostatic levitator allows the control of heating and levitation independently and, unlike an electromagnetic levitator, does not require that the floating object be a conductor of electric charge. Acoustic levitators enable the suspension of liquids in a state of equilibrium through acoustic radiation force. Also, liquids can be suspended by a gas jet and stabilized by acoustic forces. Superconductor levitators enable objects to float above a magnet in fog of liquid nitrogen. With a laser levitator it is possible to trap gas bubbles in water and create a condition of stable levitation by applying optical radiation pressure of the light beam horizontally and vertically. At last, as levitation touches biology, molecular magnetism is predicated on the application of ordinary but very strong magnetic forces over a regular object. The forces are directed upwards and take advantage of the very weak magnetic response of the object present in the field, enabling the levitation of objects usually not regarded as capable of levitation (such as plastics) and living organisms (plants, insects, small animals -- and conceivably humans, if the field could be made strong enough). These techniques offer a glimpse into what might be possible when life in the international space station becomes more common, when colonization of the Moon goes from science fiction to science fact, and when the space program overcomes what, in the public opinion, is its most exciting challenge: the Mars landing. The creation of new alloys and compounds in zero gravity and the prospect of interplanetary colonization suggest that space exploration is more than a metaphor in art. It is a physical and conceptual challenge that must be met.


The aim of the school is to give the pupils a training that will ensure sound character formation required to develop true moral values in order to promote intellectual, cultural and physical Acharyadeva 1.jpgdevelopment of the students for becoming worthy citizens of our country. Discipline is not thrust upon the students but inculcated in the hearts of students. The Vidyamandir provides the necessary physical, emotional and aesthetic environment to help students achieve balance and equilibrium in life, both in relation to self and to the rest of the world. The school commences with the morning assembly. The school prayer is followed by the chanting of hymns from the Bhagad Geeta followed by the daily news.Moral Science is a subject taught upto the middle school level inculcating in students the knowledge and ideals which Indian saints and philosophers conceived and stored in The Vedas, The Upanisadas and The Gita and as practised by Acharya Swami Pranavanandaji Maharaj.
The school aims to achieve in every student more than just literacy. The integrated curriculum concentrates on the qualitative development of every individual child in a very special and conducive Ashramik environment where every child learns not just academics but lessons of life, character, ethics and values. Lord Krishna in Srimad Bhagavad Geeta (4/34) and (4/39) advised Arjuna how a student acquire knowledge : “Tad viddhi pranipātena Pariprashnena sevayā” Students learn that Knowledge from their teacher or Guru by Reverence (by prostrating), by Questioning and by Service. And “Shraddhāvān labhate jnānam Tatparah samyatendriya” Those who have reverence and faith, is steadfast and continent, gain Wisdom. Students have access to varied activities of the Sangha and take active part in the celebration of the birth anniversary of Acharya Dev which fosters in them the feelings of peace and harmony. The uniqueness of this Vidyamandir lies in the bridging the traditional values with modern outlook to prepare the future society based on the tenets of Patience, Fortitude, Endurance and Compassion.

Based on the concept and doctrines of Acharya Swami Pranavanandaji Maharaj, the school lives up to the commitment of nurturing self-discipline, self-confidence, self-motivation, self-development in all its pupils, to uphold the traditional values of our country, encourages humanity and service to mankind, to inculcate a sense of pride for our tradition and heritage, to practice the philosophy of Indian thought and culture for a total quality development of the body, mind and soul alongwith academic, curricular and co-curricular activities.


 Myanmar Education System, Burma Education
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Myanmar Education System

The literacy rate of Burma, according the UNESCO Institute of Statistics (2005) stands at 89.7% (males: 93.7%, females: 86.2%), although there is dispute over the accuracy of the provided literacy rates. The annual budget allocated to education by the government is low; only about 1.2% is spent per year on education. English is taught as a second language from Kindergarten.

Most of the early mission schools are since 1860 (such as La Salle schools) in Burma were nationalized on April 1, 1965 after the order restoration of general Ne Win.

During British colonial rule, educational access for women improved tremendously. In the pre-colonial era, male education was emphasized in the traditional Buddhist monastic education system. The number of female students enrolled in school rose 61% (by 45,000 students) from 1911-1921, and another 82% (100,000 students) from 1921 to 1931 with expansion of the colonial and private education system, primarily in the form of all girls schools. This was mirrored by an increase in female employment. From 1921 to 1931, there was a 33% increase in employment of women in public administration, law, medicine (96% increase), education (64% increase), and journalism sectors.

Due to students' protest of 8888 Uprising, all universities were closed around Burma for 2 years. Since 1990s, new structure of education system was weak as government faced crisis to universities' clash and set up a 6th months term for an academic year. The SPDC government arranged irregular commencement dates for universities and colleges, however, students were still in que and clash/ Another series of students' strike in 1996 and 1998 resulted in another 3 years of closure. After the re-opening of universities and colleges in 1999, the government scattered universities in different regions. The relocation of certain universities were made under relative ministries. New system had been made that the university term was shortened by one year, providing a bachelor degree for just three year course. However, improvement were rapidly made despite the early disturbances. In 2005, the Ministry of Foreign Affairs officially announced that Burma education was reaching an international standard and the government had fully entitled to 156 universities and colleges in Myanmar.

Today, Myanmar lags far behind in terms of educational standards. Once at its zenith in the region, Myanmar today has well-trained qualified teachers, though very little resources, and aging materials. Many universities have been built and scattered throughout cities to prevent students participation in potential unrest.

Preschool and kindergarten

Primary education

Secondary education

Secondary education is divided into middle schools (standards 6 - 8), and upon passing the Basic Education Standard VIII Examination, students continue onto high schools, which cover standards 9 -10. At the end of standard 10, students must pass the Basic Education Standard 10 Examination (matriculation exam) in order to receive their diplomas. Students who do pass the matriculation examination receive either Diploma A or Diploma B. Those with Diploma A are allowed to continue their educations at university.

Secondary schools are usually combined, containing both middle and high schools. Children of military personnel and those with military connections are often given easier access to the more prestigious secondary schools. There is much corruption in educational equality. But in both primary and secondary schools, the system is "no-failure education system". Only at the end of the high schools or at the entrance of the college/university, the system is changed.

High schools students choose one of 2 tracks upon entering high school: science or arts. All high school students take Myanmar, English, and mathematics. However, Science-specialized students also take 3 additional subjects: chemistry, physics and biology as part of their coursework, while arts-specialized students take geography, history and economics. These routes also determine what matriculation subject exams they are administered and what tertiary schools they can apply to.

At the end of Standard 10, students take the University Entrance Examination commonly referred to as the matriculation exam in English, administered by the Myanmar Board of Examinations annually in mid-March. Students who attend international English-language schools or other private schools are not eligible to sit for the matriculation exam, nor are they allowed to enroll in Burmese universities. High marks in a subject garner a distinction known as gondu. Students who achieve distinctions in five or more subjects (or a combined total of approximately 500/600) are generally guaranteed placement in one of Myanmar's medical universities, the most selective of universities. Test score results are released at testing sites throughout the country in June.

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April 12, 2016 08:00 ET

The US Department of Homeland Security Joins as Board Member of

PISCATAWAY, NJ--(Marketwired - Apr 12, 2016) - The US Department of Homeland Security (DHS) has joined as a board member. DHS is partnering with TagVault to promote adoption of the SWID tag standard, and to clarify and refine guidance on the implementation and use of SWID tags on public and private sector systems. This allows DHS to be engaged with commercial providers such as Microsoft, IBM and Symantec to determine how can best support the wider software community in its efforts to evangelize Software Identification (SWID) tags.

DHS joined the board to ensure that all organizations in the software market have equal access to the various tools, technology and documentation created by as well as to drive interoperability between software publishers and tool providers around the SWID tagging standard. SWID tags are critical to cybersecurity automation efforts, and as a board member, DHS has the ability to ensure the implementation of SWID tags meets the mutually supportive goals of automation for both software licensing and cybersecurity requirements.

Steve Klos, Executive Director, said, "It's fantastic to see the US Government actively participating in the Alliance as the organization provides benefits to any producer or consumer of software and includes additional security related data that can be used by the US Government, or by software consumers. Additionally, more software vendors are providing SWID tags today and it's extremely encouraging to see the US Government stepping up to ensure that there is equal and uninhibited access to information for all organizations when it comes to providing critical data such as SWID tags which can be used to significantly lower costs and more completely automate security management systems."

If broadly implemented by software providers, SWID tags promise to significantly enhance the ability of government departments and agencies to rapidly and accurately characterize the software assets discovered within their enterprise networks. This will facilitate efforts to reduce vulnerabilities in information technology systems and prevent future attacks. In addition to their value for cybersecurity, SWID tags will also help government departments and agencies improve their ability to track and manage software licenses, thereby reducing cost and increasing efficiency. is a non-profit Federation Member Program of IEEE-ISTO and publishes its bylaws for public access. Organizations interested in joining can download the membership packet from

About is a certification authority for software identification tags based on the ISO/IEC 19770-2 standard. provides a shared library of software tools, technical knowledge and communications forums that decrease the costs of creating, managing and using software identification tags.


September 09, 2017

I often think about how I got to where I am today and how somehow everything that has happened, big or small in my lifetime have made me a better, happier, wiser and stronger person.

Now this is coming from someone who’s lost a parent, struggled with depression and suicidal thoughts among a boatload full of other things. If you’ve ever heard the saying, “you can learn and grow from every experience,” I want you to know that this is indeed true.

When I look back to some of the hardest moments of my life, I can tell you that honestly each of these experience have taught me some of the most important things you’ll ever learn: That love can heal, there are good people out there if you allow them in, memories of loved ones live on forever, you cannot love anyone until you love yourself, you alone are good enough, words can kill, friendship is sometimes bitter sweet, you cannot please everyone and most of all, never settle or give up because life is a journey full of roadblocks and failures but the best comes when you refuse to let one closed door break you down and acknowledge that there is a purpose for everything.

I’m 14 turning 15 in September. Whenever I tell people my story, they often ask me “why are you so resilient, how can you be so strong, what makes you so positive, etc, etc?” I usually laugh or smile in response. The truth is sometimes you don’t have a choice. When you fall into really bad situations, you cannot waste a second feeling sorry for yourself. You have to survive, build a wall around yourself and push on. Whenever people ask me “how did you get through losing your dad at such a young age?” I always say sometimes you don’t get through it. There were so many days when I couldn’t get out of bed. I was a mess always breaking down and other times I felt nothing at all. Grief spiraled me into so many different directions. Sometimes I felt like I wasn’t living, just floating around like a lifeless fish. For me, I found peace and happiness through the kind hearts I met of friends, teachers, counselors and other who kept me going.

Picture this, all of the hard stuff you’ve gone through are not what powers the stove. They are rather minor parts of the elements on the stove top that allow you to run smoothly. There experiences do not define or dictate who you are. Never forget your past or where you came from but use them as motivation to be a better person.

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Tonearm Nightmare

I have been trying to set up my Spacedeck with Ace/Space arm and have encountered a problem that has me totally clueless. The tonearm pulls back to its rest (away from platter) with significant authority even with anti-skating disengaged. It is impossible to cue the arm as it moves away from the record immediately. I'm sure there must be some big (and perhaps even obvious to someone who knows what to look for) issue that is causing this. I have not set up an arm before but have tried to gather as much information as possible to guide my efforts - I even watched Mikey's DVD twice!

If anyone has any advice or suggestions, I would would be very appreciative.
If new have you called your seller, if used have you called Nottingham? Either would probably only to glad to help.
Try checking the 'dressing" of the tone arm cabling.
Are you sure you did't set AS to max instead of min?
Is the turntable level? I'm not familiar with how the arm wiring is done on your setup--is there any tension on the arm wiring (where it exits the arm)?
The turntable is perfectly level. The AS weight has been removed and the lever rotated away from the arm. The arm has been rewired with Cardas and has a lot of slack hanging out the back. When working to align the cartridge, I did have to rotate it quite sharply clockwise so this may have created some unforseen force. I will check this as it may be the causative effect.

Thanks for the responses.
You said that the arm was rewired. Is it possible that the wiring got twisted when it was rewired and that could be causing the problem? Remember that for a number of years with the VPI arms they had no antiskate provision except for twisting the tonearm wiring.


Recipe for Pregnancy Confinement

Best Bird Nest Recipe for Pregnancy Confinement.

Adding Ginseng to the bird’s nest soup can also help woman restores strength and energy after giving birth or severe loss of blood during child birth by improving blood circulation. It also helps to promote digestion and improves the mother’s appetite which ensures adequate production of breast milk for the new born child. In addition, ginseng can revitalise the body and aids in the recovery process of the operation by boosting the body’s immunity. (Have a look at the video shown at the beginning of the article and fast forward to 2:33 to avoid consuming ginseng at the wrong phase of pregnancy.)

Ingredients (per bowl):
1 piece of bird nest
3 pieces of ginseng slices
5-6 piece of rock sugar according to personal taste preference

Cooking method:
Refer to the video above and fast forward to 1:04.

Why is confinement period important?

Giving birth to a child causes a lot of stress to a woman’s body. Excessive bleeding, sweating, body pains are some of the common problems. The confinement period has the objective of strengthening the mother’s body to its original health or even better, as well as to restore the uterus back to its original size.

Remember to also purchase bird’s nest from trusted source that sells only pure bird’s nest without any chemical added to it (you would not wish to spend money on a health tonic that harms your body instead of benefitting it). Prices of bird’s nest can also varies from wholesaler to retailer. Purchase it from a bird nest wholesaler directly to save more money.

Bird Nest Health Benefits         edible bird nest

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Chapter 8

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University of Toronto Scarborough
George Cree

Chapter 8 Emotion and Cognition Early psychology was built on the principles of philosophy where emotion and cognition were viewed as two distinct concepts. Plato believed that human beings have three souls i.e. the intellect, the will and the emotions Todays concept of cognitive revolution that builds on the technological advances e.g. computer fails to grasp the concept of emotion An issue is whether or not emotion can be experienced without cognitive appraisal i.e. the interpretation of the reason for feeling Two schools of thoughts exist: i. Zajonc argues that affective judgements (emotional judgements) occur before and independently of cognition ii. Lazarus argues that emotion cannot be experienced without cognitive appraisal e.g. physiological arousal occurs when you are happyscared but cognitive interpretation is required to perceive the true emotion behind the arousal Amygdala is a small structure in the medial temporal lobe anterior to hippocampus that is responsible for emotion. This structure influences and gets influenced by cognition. Therefore, emotion and cognition are interdependent Defining Emotion Emotion refers to the mental and physical processes that include aspects of subjective experience, evaluation and appraisal (judgement), motivation and other bodily processes e.g. arousal Emotion in terms of cognitive psychology is defined a brief episode of synchronized responses (including bodily responses, facial expressions and subjective evaluation) that indicate the evaluation of internal or external events as significant. Emotions are the range of reactions to events that are limited in time Mood refers to a diffuse affective state that is most pronounced as a change in subjective feeling. Moods are generally low intensity affective states, have a relatively long duration and could exist without any cause. Attitudes are persistent, affective beliefs, preferences or predisposition towards persons or objects 1 www.notesolution.com Motivation refers to the tendency to act according to some affective response. A primary function of emotion is to motivate action Basic Emotions Ekman suggested 6 basic expression of emotions i.e. anger, disgust, fear, happiness, sadness and surprise Each expression is characterized by a unique subset of facial muscle movements, and the ability to convey emotions appears to be innate since not only infant but blind people are able to express the emotions in a similar way. Some neural systems specialize for the perception of specific emotional expressions e.g. bilateral damage to amygdale produces a deficit in the perception of expressions of fear, insula and basal ganglia help perceive the expressions of disgust, neurotransmitter system activated by dopamine is involved in the perception of expressions of anger Although the 6 emotions defined by Ekman do not capture all human experiences but they are the basic emotions i.e. emotional reactions that are universal across cultures Dimensional Approaches Human emotions do not exist as distinct categories but rather lie on a continuum. The Circumplex model Arousal refers to the bodily changes that occur in emotion e.g. heart rate, sweating etc. The intensity of emotional reactions can be assessed by the strength of these responses. Valence is the subjective quality (positive or negative) of the emotional response to a specific object or event. Circumplex model puts arousal on one axis and valence of the other axis. In this model, arousal refers to the strength of stimulus and activation of resources whereas valence refers to the degree to which we perceive the emotion as positive or negative. Emotions are then plotted on the axis where the data falls in a circular pattern. In a study, it was found that amygdala responded to the intensity of smell and orbitofrontal cortex helped differentiate between positive or negative smell Amygdala codes several different aspects of emotional experience The Approach-Withdrawal Distinction 2 www.notesolution.com
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Reader, I finished Jane Eyre

In high school, my precocious classmate Lourdes recommended that I read Emily Brontë’s Wuthering Heights. She had already made me read The Thorn Birds and Gone With the Wind so I could visualize two of her ideal men (Fr. Ralph de Bricassart and Rhett Butler, the male protagonists of these books), and she wanted introduce me to yet another one: Heathcliff. Unfortunately, I found it difficult to read the Gothic romance beyond the first few pages.

I’m happy, then, that in my forties I finished the equally famous Gothic novel of Emily’s sister Charlotte, who is celebrating her 200th birthday in a couple of days, on April 21. The protagonist Jane Eyre tells her Reader the story of her search for herself before she could find her true love. Her voice is so uniquely unconventional and convincing that I had the sensation of being the confidant of a living, breathing human being.

Jane talks about the challenges that she faced in life and the choices she made that shaped her identity. As an orphan at Gateshead, she was abused by her aunt and cousins. As a student in Lowood, she experienced cold and hunger and faced the risk of dying from consumption (tuberculosis). As a governess in Thornfield Hall, she went against the strict social conventions of Victorian England when she fell in love and gave her consent to be married to her “master” Edward Fairfax Rochester who was 20 years her senior. When she found out at the altar that Rochester already had a wife- albeit a crazy one– she ran away from Thornfield Hall without most of her possessions and lived for a while as a hungry beggar, until she found refuge in Moor House, the home of the pastor St. John Rivers and his two sisters. Later on, Jane found out that the Rivers were actually her cousins and shared the money she inherited from a long lost uncle with them, so that they all attained a measure of independence and financial security. St. John, he with the features- and apparently the heart- of a Grecian marble statue, proposed marriage to Jane so that she could be a “missionary’s wife” serving with him in India; intuiting that St. John didn’t love her romantically nor passionately, she refused it (though she offered to accompany him to India as his cousin and assistant, a scenario that he in turn found scandalous). Then, when she finally learned that Rochester was living in Ferndean, she found out that, because of the fire that burned down Thornfield Manor, he has lost his sight; one of his hands also had to be amputated (his first wife Bertha Mason leaped to her death during the fire).

“Reader, I married him,” Jane says in the last chapter of the book. This is supposedly one of the most famous lines in all of English literature. While many fairy tales end with the female protagonist marrying a handsome prince with a castle- Beauty and the Beast is one example- Jane Eyre presents an ideal of romantic love that seems to transcend the values that Victorian society held dear: physical beauty, class, wealth, and even religious zeal.

Jane says,

There are many ways of reading Jane Eyre– I’ve encountered Jungian, Marxist and post-colonial readings of the book, all of which are compelling. While reading the novel, however, it was the strength of Jane’s personality, her detailed observations of people and places, and her choices that fascinated and sustained me until the last page.


Maximize Your Productivity To Stop Working So Hard

Everyone wants to get ahead in life, but putting in the extra hours neccessary to succeed can be a nightmare. If you’re tired of putting in ten hour days, then try working smarter rather than harder these tips from Pick the Brain’s fantastic list of ways to maximize your productivity:

  1. Focus on your top 3 daily priorities.
  2. Exercise for 30 minutes every day.
  3. Start work early and leave on time.
  4. Stop checking your email.
  5. Set limits for everything.
  6. Apply the 80/20 rule.
  7. Stop multitasking.
  8. Attend fewer meetings.
  9. Start an information diet.
  10. Create thinking time.

Of course, you’ll have to visit the original source to find the details about all of these steps, and not all of them will work for everyone (some people can’t attend fewer meetings), but these tips really can help you save time and energy while increasing your productivity.

© 2005 - 2018 Lifehack · All Rights Reserved.


Equality is a claim that men should be treated as equal, not that they are in fact equal. The logic in support of this claim is that all men as such are rational beings, endowed with faculty of reason, and created equal by God. It is in this lucid manner that this book will teach you equality. It clearly explains the types of equality like the legal equality, political equality, economic equality and social equality. It analyzes legal equality. It throws light on the nature of legal equality: ‘Legal equality implies granting of equal legal status to all in society irrespective of the differences in birth, sex, physique, mentality, et cetera.’ It appraises political equality. It sheds light on the nuances of political equality: ‘In the penumbra of equality, it means, in the political sphere, that my will, as a factor in the counting of heads, is equal to the will of any other. It means that I can move forward to any office in the State for which men are prepared to choose me.’ It evaluates economic equality. It casts light on the character of economic equality: ‘Economic equality means the provision of equal opportunity for all in all spheres of economic life.’ It discusses social equality. It highlights the intricacy of social equality: ‘Without that (social equality), political equality is an illusion; a wealthy elite would continue to exercise effective political power; judges and legislators would still be drawn from its ranks, and predisposed to favour it; and legal costs would put justice beyond the poor man’s reach. Without social equality, equality before the law would remain an empty form.’

Detalhes do Produto

    • Ano de Edição: 2017
    • Ano:  2017
    • País de Produção: Canada
    • Código de Barras:  2001120798813
    • ISBN:  9781370211098

Avaliação dos Consumidores


CNR researchers study the acid drainages in Baccatoio creek

CNR researchers study the acid drainages in Baccatoio creek

Thallium is a shining, soft and malleable metal, similar to tin that, if exposed to air, oxidized and becomes gray-blue, similar to lead, until it develops, in the case of long exposure, a layer of oxide on the surface. In the presence of water, a layer of thallium hydroxide is formed.

Its name comes from the Greek thallos, i.e. “green sprout” due to its green emission lines in the spectrum, and it was identified by Claude Auguste Lamy and William Crookes using flame spectroscopy, a method developed by Robert Bunsen and Gustav Kirchhoff in the years 1859-1860.

Thallium and its compounds are very toxic and can be present in the water as both +1 ion, forming the most common thallous compounds, and +3 ion forming the thallic compounds, two species of thallium with different water solubility, different behaviors in the environment and different toxicity, resulting from the ability of the metal to replace alkali metal cations in the body, mainly sodium and potassium, disrupting many of the normal cellular processes.

The effects of poisoning due to thallium include hair loss, peripheral nervous damage, as well as suspected carcinogenicity, which is why the use of thallium for rat-poisoning has been banned in many countries. The thallium +3 species are thousands of times more toxic than thallium +1 based on the results from tests conducted on Daphna magna, a small crustacean often used for ecotoxicology tests, and other algae.

A team of researchers of the Institute of Chemistry of Organometallic Compounds of CNR in Pisa, the HydroScience research labs of CNRS-University of Montpellier (France) and the Department of Earth Sciences of the University of Pisa have developed an innovative method to measure thallium in the water of Baccatoio creek and in tap water from of Valdicastello Carducci (Lucca) with regard to water contamination due to thallium.

Even if specific studies in men are lacking, this study, published in the international journal ‘Talanta’, shows that both thalium +1 and +3 are present in the water of Baccatoio creek, and also, in variable amounts, in some samples of tap water. Thallium +3 probably comes from piping encrustations and is associated with nanoparticles that do not generate apparent turbidity.

The study used the data of Thallium +1 detected in 150 urine samples and 318 hair samples from the Valdicastello-Pietrasanta population that showed significant contamination with Thallium +1, with values higher than the population reference values.

The study results pave the way to new scenarios in the processes of thallium distribution both in surface ecosystem and in water mains system, and provide the basis to mitigate dispersion of this contaminant with strongly targeted and effective measures.

Baccatoio is a medium-sized creek that crosses Valdicastello Carducci valley that has had an important role in the development and local economy since the Middle-Ages; along the coasts of this creek, there have always been a number of mills and alive-oil mills.

Publication date 05/30/2017
Source CNR
Tag Green Chemistry , Physical Sciences and Engineering


Kristi Midgette Photography

Outer Banks Wedding and Beach Portrait Photographer Kristi Midgette is passionate about capturing the pure emotion of the moment. Whether it be weddings, family portraits, beach portraits or simply capturing expressions of love, Kristi Midgette Photography will transform those special moments into memories of a lifetime.


watertemperature.org logo2

Sea temperatures, water sports and vacation activities near Rasht, Iran

Water temperatures throughout the year and general information about Rasht...

Rasht is a coastal city in Iran. It is a quite huge city close to the ocean with a population of 594590 people. The water temperature around Rasht varies dramatically year round. The temperature ranges from 10.5°C (50.8°F) in February up to 28.5°C (83.3°F) in the month of August, as illustrated below. The average water temperature throughout the year is 19°C (65°F) and the best time for water activities is late summer, since Rasht is located in the northern hemisphere.

What is the current water temperature near Rasht?

The current water temperature in the month of March in the waters near Rasht is about:
11°C (52°F)

Are there surf spots close by?

Not many surf spots are in proximity to Rasht. The next good one is Sandy Beach-Chekka, which is almost 817.7km (507.9miles) away from Rasht. Click here for directions and to check out more information on Sandy Beach-Chekka and its water temperature. If you don't mind the long travel, you can also check out Tam tam, which is ca 826.7km (513.5miles) away from Rasht. Another good surfspot is Tam tam, located roughly 826.7km (513.5miles) from Rasht.

Are there beaches close by?

There are several gorgeous beaches near to Rasht. The closest one is Rasht, which is just 0km (0miles) away from Rasht. Another fun beach near Rasht is Bandar-e Anzali, which is 13.9km (8.6miles) away.

What kind of wetsuit thickness do I need for Rasht?

The sea temperature around Rasht is extremely warm, reaching up to 29°C (83°F) in the months of July, August, and September. During this time, in the late summer, a wetsuit is typically not needed for surfing, swimming, snorkelling, or scuba diving around Rasht. However, during late winter, temperatures drop down to nearly 10°C (51°F). During this time, a 4-5mm wetsuit is required to feel not too cold, but some might even be fine with a very good 4/3mm suit for short periods of time . For very cold conditions and cold mornings/evenings, it might be advisable to bring a pair of boots, a hoodie and a gloves.

How is the diving and fishing near Rasht?

Due to comparatively large water temperature changes during the year, fishing and diving conditions change quite a bit depending on the season. The temperature ranges from 10 to 15°C (51-60°F) during winter. Atlantic Mackerel, Winter Flounder, and Tautog love this temperature range. However, the conditions usually change during July, August, and September when temperatures go up to 24 to 29°C (74-83°F). Fish which can often be found in waters of this temperature range include: Bonefish, Permit, Red Drum, and Tarpon.

Directions to Rasht: How do I get there?

Please follow the directions in the map below.

Some fun facts about Rasht...

Do you know what the the city Harbor in the United States, the city Cupar in the United Kingdom, and the city Kellinghusen in the Germany have in common with Rasht? Click on the links to find out...


NMDA receptors and brain malformations: GRIN1-associated polymicrogyria

Imbalance of a rare second messenger – FIG4 mutations in polymicrogyria

Brain malformations. Various brain malformations are thought to have a genetic basis, and several genes have already been identified. Polymicrogyria is a particular form of congenital brain malformation due to an excessive number of small and sometimes malformed gyri. In a recent publication in Neurology, mutations in FIG4 are described in a familial form of polymicrogyria. However, the FIG4 gene is no stranger in the field of neurogenetics. Continue reading

Microcephaly, WDR62, and how to analyze recessive epilepsy families

Success rate. What is in an exome? There are lots of rare and unknown variants that are hard to make sense of unless we can ask a specific question or have further data to limit the number of genes that we look at. Genetic studies in recessive diseases with limited candidate genes to consider might represent one of the most straightforward cases. In a recent paper in BMC Neurology, the genetic cause of a recessive epilepsy/intellectual disability syndrome in a consanguineous family presenting with primary microcephaly was solved using a single exome of an affected individual. Was this just lucky or can this strategy be applied to any recessive family with a reasonable chance? Continue reading

C6orf70, neuronal migration and periventricular heterotopia


KIBIT, which can understand human subtleties (tacit knowledge, intuition, and judgment) helps humans make decisions in various social scenes. By applying this AI engine, we will advance into new business fields, including healthcare and digital communications.

Solving human and social challenges through services that leverage proprietary AI technology

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Ancient healer Kapur Kachari oil100ml

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Middle Ages.

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Presentation on theme: "Middle Ages."— Presentation transcript:

1 Middle Ages

2 Essential Questions Describe the effects of the Crusades.
What impact did Feudalism have on Europe? What were the political, economic, and social effects of the Black Death?

3 No Baths for 1000 years a disease that wipes out Europe survival of the fittest

4 Decline of the Roman Empire
The Middle Ages: 500 – 1500 The Medieval Period Rise of the Middle Ages Decline of the Roman Empire

5 Western Europe

6 Justinian and the Byzantine Empire
Strong Central Government Strong, well-trained military with advanced technology. Justinian the Emperor of the Byzantines codified the laws. Constantinople was the new capital of the Byzantine Empire Gradually weakened by constant battles with Persia

7 Split in the Catholic Church
In the West, the Pope was the head of the Church In the East, the Emperor of Constantinople was the most powerful church leader. Byzantines differed from the Western Christian Church on issues of religious practices. West services in Latin doesn’t believe in Icons East services in local languages Believe in Icons Christianity split into the Roman Catholic Church and the Eastern Orthodox Church.

8 Ottoman Empire After Justinian died, the Empire was threatened by outside powers including the Seljuk Turks (the Ottomans) By the 1300’s the Ottomans had, captured Constantinople and ended the Byzantine Empire.

9 The Ottoman’s Muslim beliefs were later challenged by the Crusades.

10 What were the Dark Ages? After the decline of the Roman Empire:
Barbarian tribes ruled Europe Art and Learning declined St. Patrick ( Ireland) adopted Christianity He had Monasteries built that became centers for learning and culture. People came from all over to study at these monasteries Monasteries began to pop up all over Europe.

11 Religious officials had different ranks within the church structure
The Clergy Religious officials had different ranks within the church structure

12 Vikings Attack invaders who would attack by sea, raid and plunder, then be quickly out to sea again. Vikings – Germanic people called Norsemen From Scandinavia Worshipped warlike gods

14 Feudalism Think of a chess set

15 Relationship Between Lords and Vassals
Lord – The person in charge of the land Vassal- provided military service to the Lord in return for land. The relationship between lords and vassals made up a big part of the political and social structure of the feudal system Vassals had certain duties to perform for the lord All nobles were ultimately vassals of the king. The relationship between lords and vassals made up a big part of the political and social structure of the feudal system. Based on ties of loyalty and duty among nobles Nobles were both lords and vassals Ties were made official by the “act of homage” Fiefs were given to vassals by lords Lords gave vassals the right to govern the people who lived on their fiefs Lords promised to give protection to the vassals Breaking the feudal contract could mean loss of land Vassals had certain duties to perform for the lord. Helped the lord in battle Participated personally in military service 40 – 60 days a year Gave money when the lord’s daughters married and when sons were knighted Paid the lord’s ransom or took his place if he was captured Attended the lord’s court Provided food and entertainment when the lord visited All nobles were ultimately vassals of the king. Nobles provided the king with knights to form an army for defense and conquest Because of this, the real power belonged to the nobles.

21 Workers on the Manor ( Fiefdom)
There were peasant workers on the manor Serfs – workers bound to the land by contract with the nobles. (They had no freedom - they where the noble’s property.) There were two groups of workers on the manor Freemen: Usually had a skill needed by others on the manor Included seneschals and bailiffs who helped run the manor - Seneschals looked after fiefs by visiting each regularly - Bailif made sure peasants worked - Towns (called shires) also had peace-keepers known as reeves Serfs: Required to work the noble’s land Also worked their own land and gave a part of their crops to the noble Had no freedom – they were the noble’s property Peasants had no political power

22 Feudalism Manors The lords estate –
The lord provided the serfs with housing, farmland and protection Serfs tended the lands, cared for the animals, maintained the estate

23 Feudalism Manors Peasants rarely traveled more than 25 miles from the manor Was home to 15 – 30 families Self-Sufficient community Peasants heavily taxed, including a tithe – a church tax of 1/10 their income

24 land in exchange for service
Fief land in exchange for service

25 Same thing was happening in Japan
A war between two clans lead to a clear leader, Yoritomo, became the first Shogun. supreme general of the Emperors Army. Surrounded himself with Samurai (one who serves). Each warrior lived by a code called “Bushido” After different losses, the Shogun lost money. Individual samurai chose to support their local lords for land in return for service…Feudalism.

26 Feudal Japan Religious leader with no real power Emperor Shogun
Noble in the warrior class and the leader of the Military Emperor Shogun Samurai Ronin Peasant Merchant Members of the warrior class and loyal to the Shoguns paid soldiers whose loyalty was with the leader they defended at the time. Farmers and fishermen made up 90% of the population sold goods and produce made by others. They produced nothing of value

27 A violent society Noble’s constantly fought each other Defend estates
Seize new territories Increased wealth Kept Europe fragmented Glorification of warriors, became superstars

28 The Age of Chivalry The mounted Knights were the most important part of an Army Professional solders – main obligation was to serve in battle Rewarded with land Devoted lives to war

29 The Age of Chivalry Chivalry – a complex set of ideals, demanded that a knight fight bravely in defense of three masters His feudal Lord His Heavenly Lord His Queen Meant to protect the weak and the poor Be loyal, brave, and courteous

30 Is Chivalry around today?

31 The Age of Chivalry Sons of nobles began training at an early age for knighthood Page – at 7 they were sent to another lord to be trained Squire – at 14 they act as a servant to a knight Knight- at 21 they become a knight and gain experience in local wars and tournaments

32 The Age of Chivalry Tournaments – mock battles that combined recreation and combat training Fierce and bloody competitions

33 Castles and Keeps Stone castles were encircled by massive walls and guard towers Home to lord and lady, their family, knights solders, and servants A fortress of defense

34 Castles and Keeps

39 Crusades military expeditions by the Christians to recover the Holy Land from the Muslims Consequences: the Holy Land remained in Muslim control religious intolerance trade increased decrease in Popes power increase in Kings power

40 Magna Carta document signed by King John of England in 1215
1st document to limit the power of a king in Medieval Europe guaranteed certain rights to citizens

41 major developments of the Late Middle Ages
The Hundred Years War Fought between the French and English for the French throne Massively destructive Gun powder and heavy artillery Joan of Arc, a French peasant, helped change the course of the war France is victorious over England

42 Famines Population doubled Climate became colder and rainier
Harvests shrank Moved back to the city

43 The Black Death

44 Plague Biotic- disease spread by fleas and rats (living organisms)
also called the Black Plague or Bubonic Plague killed 1/3 of Europe’s population helped bring about the end of feudalism: workers were in higher demand and sought more freedom more people moved to cities

45 The Culprits

46 Septicemic Form: almost 100% mortality rate.
The Symptoms Bulbous Septicemic Form: almost 100% mortality rate.

47 From the Toggenburg Bible, 1411

48 Lancing a Buboe

50 Medieval Art & the Plague
Bring out your dead!

51 Attempts to Stop the Plague
“Leeching” A Doctor’s Robe

52 The Mortality Rate 35% - 70% 25,000,000 dead !!!

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Touichirou Suzuki

Touichirou Suzuki is an extremely powerful Esper and the founder and leader of Claw. He is the primary antagonist of the Claw arc and is one of the most powerful beings that Mob have faced so far, even being able to go toe to toe with his 100% form.

Powers and Stats

Tier: 8-A

Name: Touichirou Suzuki

Origin: Mob Psycho 100

Gender: Male

Age: 48

Classification: Esper

Powers and Abilities: Superhuman Physical Characteristics,Telekinesis, Telepathy, Flight, Barrier Creation, Energy Manipulation, Lightning Manipulation, Body Clones, Cryokinesis, Pyrokinesis, Gravity Manipulation

Attack Potency: Multi-City Block level (Was matching Mob at a 100% of his power)

Speed: At least Massively Hypersonic+, likely Sub-Relativistic (Kept up with Mob in combat, who could react to the lightning he created at 40% of his power)

Lifting Strength: At least Class G

Striking Strength: Multi-City Block Class

Durability: Multi-City Block level (Survived being pressed by dozens of buildings, took multiple attacks from Mob at a 100%)

Stamina: Average

Range: Several hundred meters

Standard Equipment: None

Intelligence: Average

Notable Victories:

Notable Losses:

Inconclusive Matches:

Start a Discussion Discussions about Touichirou Suzuki


Items filtered by date: Sunday, 11 March 2018

(Solomon Dibaba : ENA )

Ethiopia and the U.S. have been working on various areas of mutual interests including health, education and agriculture as well as cooperation on regional peace and security.

The recent official visit paid to Ethiopia by the US Secretary of State Rex Tillerson indicates that both countries are interested to foster mutual cooperation both on bilateral and regional issues.

Twenty six years after the American Declaration of Independence, Ethiopia was the only country in Africa to get into the first people to people relations, which consequently turned out to be the establishment of a diplomatic relation between the two countries in December 27, 1903 with official signature of Emperor Menelik II and Robert P.Skinner , who was a special envoy of the US in Paris, came to  Ethiopia and co signed with the emperor a “Treaty of Amity, Reciprocal Establishments and Commerce".

On January 6, 1909 a US legation was established in Addis Ababa only to be closed in 1913 as the result of the death of Emperor Menelik II, which triggered a palace feud. The same US legation was closed on March 4, 1937 with a pretext of the Italian aggression on Ethiopia. On November 9, 1949 an Ethiopian legation was commissioned in Washington and was later upgraded into an embassy with full capacity.

The establishment of an Ethiopian Embassy not only strengthened the relations between the two countries but also further triggered the spirit of pan-Africansim and Afro-American sympathy on the aggression committed on Ethiopia. For instance, John C. Robertson, an Afro-American pilot came to Ethiopia in 1935 to personally support Ethiopian patriot’s resistance against the Italian Fascist forces who invaded Ethiopia.

One of the most significant events in the relations between Ethiopia and the US was the signing of the Point Four Program, which was signed in 1951 (later restructured into USAID) to promote technical and economic cooperation between the two countries. The program focused on education, agricultural development and providing research and defense capacity of Ethiopia.

Based on the Point Four agreement the US funded the construction of Haromaya College of Agriculture as and Mechanical Arts with the vision of making Ethiopia “the Bread Basket of Africa”. The first Institute of Agricultural Research was established in Holeta with US support to be followed by the establishment of similar institutions in Ambo, Jimma, Debre Zeit, Bako, Melka Werer, Kulumsa and Pawe.

In 1952, the US supported the establishment of the former University College of Addis Ababa and the Law School (1963) and the construction of Kennedy Library.

As a strategy of modernizing the Ethiopian educational system of those days, a new capacity building program called “American Peace Corps” was initiated by the American government in 1962. The Ethiopian Airlines was also established in 1945 as a joint venture with the Trans-World Airlines (TWA). The US also financed the establishment of the Ethio-US Mapping Mission in 1963 followed by the commissioning of the former Ethiopian Highway Authority.

The United States set up a Military Advisory and Assistance Group (MAAG) which supported the modernization of the Ethiopian Military forces. It is to be recalled that an information center was also established under the auspices of the US embassy to provide bilateral information exchange system between the US and the government of Ethiopia.

Between 1909 and 1973, the US used foreign aid as a tool for pursuing the countries diplomacy and national interest. In the context of the Cold War, the US established a ground based satellite information system in Asmara commonly known as Kagnew Station to monitor the activities of the socialist countries particularly the former USSR and used Ethiopia as a listening post.

Pre-1974 Ethiopia’s foreign policy was based on the emperor’s personal charismatic diplomacy and was never institutional and lacked any consolidated foreign policy and diplomacy strategic document.

The fall of the defunct feudal order in 1974 left a political vacuum that was used by the military to usurp power. This led to a traumatic situation between the two countries, which were triggered by the closure of major US facilities in Ethiopia, as the US did not assist Ethiopia when the country was invaded by Said Barre regime of Somalia. The Derg, a military junta, was confronted with an irredentist war by Somalia in 1977 and demanded to purchase arms from the US with 20 million USD prepaid fund. In retaliation the Carter Administration refused to sell arms to Ethiopia paving the way for Ethiopia’s request to the socialist countries. Later on the former USSR urgently dumped a military hardware worth about 2 billion USD at Bole International Airport within a period of two weeks.

Although the US was a major supplier of humanitarian assistance to Ethiopia from 1982 up to 1994, the diplomatic relations between the two countries was at its lowest level during the period of the military regime.

With the downfall of Derg, in 1991 and the establishment of a Transitional Government and later on the Federal Democratic Republic of Ethiopia, A new democratic constitution was put in place with massive public participation and support.

This led to a total shift in Ethiopia’s foreign policy. Article 86 of the constitution provided for the promotion of national interest of the country, mutual respect for national sovereignty of states, promotion of mutual interest and mutual benefit, observance of international agreements which ensure the interest of the Ethiopian people, promoting economic and fraternal relations between the neighboring countries and peaceful settlement of disputes

Ethiopia’s Foreign Affairs and National Security Policy and Strategy, which was issued in 2004, devotes a special part to the restoration of the foreign relations and diplomatic cooperation between Ethiopia and the US ( pages 147- 150 ). Ethiopia’s foreign relations with the US are based on the promotion of national development, democracy and peace building, investment promotion. This has been tested on Ethio-US cooperation in the struggle against terrorism, promotion of regional and global peace.

Ethiopia’s economic relation with the US is based on mutual partnership on Ethiopia’s development programs and possible expansion of partnership in trade and investment.

In terms of peace keeping, Ethiopia has been actively partnering with the US on promoting peace and mutual security in the Horn of Africa. Ethiopia was also benefiting from the AGOA tax free trade between Ethiopia and markets in the US.

The Ethiopia and the US had conducted commendable projects in the prevention and control of HIV and AIDS through the PEPFAR (US President Emergency Plan for AIDS Relief) program and through supports in the Global Fund Program.

Ethiopia and the US had continued to cooperate in the areas of government efforts to promote quality education. The Ministry of Education and the US cooperated in providing numerous trainings for teachers and also by preparing and publishing various educational books for intermediate and secondary schools in the country with a particular focus on science and the English language.

In terms of support on maintaining justice and democracy in Ethiopia, the Addis Ababa University Law School has been supported by US in providing legal services for poor persons who were not able to acquire justice by taking their cases to the courts of law.

In assisting the government programs in the conservation of the country’s cultural heritages, the US is now supporting the renovation of some of the rock hewn churches of Lalibella.

In his visit to Ethiopia a couple of days back, Secretary of State Rex Tillerson said the United States would support Ethiopia’s efforts to maintain peace and security in the country.  He also appreciated Ethiopia for its role in keeping peace in the region, especially in Somalia through AMISOM as well as the efforts in Sudan and South Sudan. He noted that Ethiopia and the US had diplomatic ties that exceeded hundred years.

The fact that the Secretary of State mentioned about economic, trade and investment opportunities between the two countries will help to open up wider opportunities to mutual economic cooperation. In this regard there is a consonance between foreign policy objectives of Ethiopia and the US. Ethiopia shoulders national responsibilities of becoming a mid level developed country by 2025 and the growing relations between the two countries is expected to foster mutual respect, cooperation and partnership for mutual economic development.

Published in Feature News
Sunday, 11 March 2018 20:16

GERD Federal Female Ambassadors Selected

Addis Ababa March 11/2018 Grand Ethiopian Renaissance Dam (GERD) Federal Female Ambassadors that would promote the dam were selected yesterday evening in a ceremony held at Ghion Hotel.

The three female finalists have been selected from the total of 33 Ambassadors chosen from the 9 regions and 2 city administrations which took place at regional level.

The winners were Ruta Ayalew, Suad Haji, and Lucy Gedamu from Amhara and Benishangul-Gumuz regional states and Addis Ababa Administration respectively.

The first winner was awarded 35,000 birr GERD bond, the second 25,000 birr GERD bond, and third 15,000 birr bond from the Development Bank of Ethiopia.

Following her crowning, Ambassador Ruta said Ethiopia has a long history. “We were united in the past; and we shall remain so in the future. Together we shall finish the Grand Ethiopian Renaissance Dam.”

Deputy Director-General of the Office of the National Council for the Coordination of Public Participation on the Construction of GERD, Tagel Qenubeh told journalists that the aim of the competition is to enhance the role of women in the construction of the dam.

It is also a program designed to give more information about the Grand Renaissance Dam, he added.

Ministry of Culture and Tourism Public Relations Manager, Gezahegn Abate said though all Ethiopians are ambassador of the dam these female ambassadors would in particular engage in promoting the dam in their respective regions and among diplomatic circles at home and abroad.

Published in Economy

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VAH358: yellow giant star with 1 planets

Solar system 'VAH358' is a dual star system that comprises the stars 'VAH358.A' and 'VAH358.B' and the retinue of celestial objects gravitationally bound to them: 1 planets and their 0 moons, as well as asteroids, meteoroids, planetoids, comets, and interplanetary dust.

The principal components of this star system are the stars 'VAH358.A' and 'VAH358.B' that dominate it gravitationally. 'VAH358.A' is a yellow giant class star that contains about 96% of the system's known mass, 'VAH358.B' is a red giant class star that contains about 3% of the system's known mass.

System 'VAH358' is located more than 1440 lightyears from the center of the galaxy.

This solar system comprises 1 planets

VAH358.1 is a small terrestrial planet (3697 km radius) which orbits its star in 82 Earth days, one day on VAH358.1 lasts 19 Earth hours. Its average temperature is 1548 K (1275 C), its atmosphere mainly consists of nitrogen and it has 0 moons.
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Planetary Orbits

Use the following URL to link to this solar system:

Planetary Statistics

distance from star:25*106 km
radius:3697 km
mass:404*1021 kg
surface gravity: 1.97 m/s2
0.20 Earths
escape velocity:3.819 km/s
year: 103 VAH358.1 days
82 Earth days
day:19 hrs
axial tilt:55°
temperature:1548 K
1275 C
atmosphere:91% N2
9% O2
0% other

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Your Pregnancy - - Pregnancy Files -

The name spina bifida means “split spine”. Think of your baby’s spine as a zip that gets done up around his spinal cord, which is the line of nerves that connect his brain to his body. When it doesn’t close up properly, a gap is formed through which these nerves protrude. There are different types of spina bifida, both open and closed. The myelomeningocele type (SBM) is the most serious form of open spina bifida. In this form, a soft, unprotected area is left, which can bulge through the skin as a dark bag. This bag consists of spinal nerves, cerebrospinal fluid and meninges (the membrane surrounding the brain and spinal cord). It’s exposed to infection, injury or drying out, and needs to be closed surgically as soon as possible. The most common closed form of the condition is spina bifida occulta, where a layer of skin covers the opening in the vertebrae. There are many health issues that affect a person with spina bifida, depending on the severity of the syndrome. Many children with spina bifida have some degree of paralysis of the limbs below the level of the spinal malformation, and malfunctioning of the bladder and rectum. Other common issues include hydrocephalus (excess brain fluid), limb and foot abnormalities, developmental delay and cognitive disability. Research has shown that some women who conceive babies with spina bifida have lower levels of folic acid in their bodies. This is why supplementation of this important vitamin during pregnancy is encouraged.

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Springfield police, FBI investigate bank robbery

SPRINGFIELD - The Springfield Division of the FBI is seeking the public's assistance in identifying a suspect in a bank robbery that happened Monday morning.

Authorities say at about 9:41 a.m., a white male entered the PNC Bank in the 2000 block of South MacArthur Street in Springfield and presented a note to a teller at the bank.  The suspect then left the building, and was last seen running south down an alley.

Authorities have released still images from surveillance video that show the suspect in this incident.  The suspect is being described as in his 40's or 50's, standing between 5'6" and 5'9" tall, and was wearing a white baseball cap, blue or grey shirt, bright blue pants, and white tennis shoes.

If you have any information on the identity of this man, you are asked to contact the FBI at (217) 522-9675 or the Springfield Police Department at (217) 788-8311.

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Emotional Intelligence: A Priceless Leadership Skill

Emotional Intelligence: A Priceless Leadership Skill

Recent studies strongly suggest that emotional intelligence plays a greater role in determining the success of leaders than many other measures, including intelligence or traditional management skills. A person with an average IQ cannot practice skill-building techniques for a few hours a day and reach a genius level after a few years. In contrast, emotional intelligence (or “EI”) is a learned skillset.

Improving Emotional Intelligence

Each of us has the ability to improve our emotional intelligence and use it as a resource in making a long-term, positive impact on the organization, the people around us, and our professional satisfaction. While some people are wired to be more emotionally in tune with their peers, those who are not can still learn the skills required to excel in this area.

Leaders can increase their personal self-awareness and understanding of their emotional reactions to situations. With practice, they can also learn to sense what others are feeling and regulate and respond to situations in an emotionally appropriate way.

A person with high emotional intelligence knows how to respond in the right way, at the right time, with the right person.

Emotional Intelligence Infographic

Why is Emotional Intelligence Important?

Too often, organizational morale and the bottom line both suffer when leaders set the wrong example and display inappropriate emotional responses. The number-one reason people leave organizations is the relationship they have with their immediate supervisor.

The cost of turnover is high, but what’s worse is employees who stay and give the bare minimum each day because they have a poor relationship with their boss.

Emotional Intelligence in the Workplace

Helping your leadership team develop emotional intelligence will allow them to change how they respond to the feelings they experience. These changes will have a profound, positive impact on their behavior—and ultimately, on their job performance.

Leaders who can successfully regulate their emotions are also better positioned to influence other employees and their performance on the job.

CMOE works with leaders to increase emotional intelligence in four main areas: self-awareness, self-regulation, social awareness, and relationship management. Self-awareness and self-regulation have to do with understanding and successfully managing one’s own emotions; social awareness and relationship management focus on the ability to understand the emotions of the people around you and apply that understanding to your relationships with others.

Daniel Goleman, the author of Working with Emotional Intelligence, says that traditional intelligence (IQ) does not determine who succeeds and who fails at work. At best, it leaves 75 percent of job success unexplained. Everyone operates with both logical, rational thinking and with an emotional mind. We believe people who are aware of their emotions and able to manage interactions with others are better positioned for professional success.

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Olie Brice | Achim Kaufmann | Of Tides

by Stamish Malcuss
In December of 2014 Olie Brice and pianist Achim Kaufman recorded live at The Vortex in a duo setting. Though bass and piano is not an uncommon sound the duo has a unique cohesive sound that compliments the sparse sound a duo can offer.
The five tracks here, totaling just over an hour of music, contain a plentiful of moments that display the   versatility and ability of each player that come from diverse backgrounds to find common ground to create a coherent and nourishing sound. A plethora of improvisation, and nuances are throughout this recording, making it a satisfying blend.
What is best about a duo sound is the evident empathy and sense of discovery that can be found in the paired setting and Brice and Kaufman certainly rise to the task.  What is most striking about these two players, is their reverential approach to the overall result. Each prepared to give the other respect and space, while still offering a supportive role and not focusing on their own individuality, rather the group result.   Normally I would pick out one track or another to focus on in my review, but this album is more of a feeling or connecting of moments, that it truly will take listening to each track as a collective piece to absorb the deeper meaning of its free style and avant nature.


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In this visualization it is presented demographic projections for European countries from two sources: Eurostat and United Nations. Charts and data below are focused on the zero-migration variant of forecast, i.e. estimates of natural population change only due to births and deaths. That is why predictions are based on the assumptions of levels of fertility rate and life expectancy at birth which will prevail across the forecast period in the given country. Since each provider of forecasts assumes its own input parameters based on its knowledge, experience, data availability and judgments, estimates of population may differ from source to source. Thus, the more sources are taken in the consideration the more objective estimate can be obtained.

Country Profile | Cross Country Comparison

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Russia Population | Data and Charts, 1900-2013

146,544.7 thousand people currently live in Russia as of January 1, 2016 according to Russian Federal State Statistics Service estimate. United Nations Department of Economic and Social Affairs gives another estimate - 143,456.9 thousand persons. The difference of about 3 million persons is because data from Russian national statistical service include population of the Crimea since 2015, while international agencies like UN or World Bank does not consider the Crimea as a part of Russia. As of January 1, 2015 population of the Crimea was estimated at 2,294.9 thousand persons. With or without the Crimea, Russia is nineth most populated...

US Population by Age and Generation

Demography statistics by countries: France

India Population

The population of India was 1.311 billion in 2015, according to an estimate from the United Nations, making it the second most populated country in the world after China. But, as early as in 2022, the population of India is widely expected to surpass that of China to make India the most populous country in the world. Even now India contributes twice as much as China to global population growth. By 2050, the Population Division of the UN expects India population to exceed 1.62 billion people. According to the 2011 census data, the most populous Indian state is Uttar Pradesh with population of roughly 200 million. To put this into context,...


worldA new study has found that around the world, mental illnesses are under-treated compared to their physical disorder counterparts, even though respondents more often attributed their disability to a mental disorder.

The findings were similar regardless of whether the country was considered a high-income (Belgium, France, The Netherlands, Germany, Italy, Spain, Japan, the USA and New Zealand) or middle- or low-income (Colombia, Lebanon, People’s Republic of China, South Africa, Ukraine) country.

The goals of the World Health Organization’s (WHO) 15-country, 73,441-person study were to establish the degree and type of disability, and level of treatment, of specific mental and physical disorders. The WHO’s World Mental Health Surveys were carried out in six countries classified by the World Bank as low- and middle-income and nine as high-income.

The researchers measured treatment sought and received for both physical and mental disorders, and assessed the level and type of disability attributed to them by respondents. The four disability areas explored were home management, ability to work, social life and close personal relationships.

In addition to finding that subjects generally attributed more of their disability to a mental disorder rather than a physical disorder, the researchers discovered that the higher level of disability associated with mental disorders was much more pronounced in social and personal relationships than in productive roles, such as work and housework.

The study also found that the proportion of people receiving treatment at the time of interview was much lower for mental than for physical disorders in high-income countries, and even more so in low- and middle-income countries.

These results are consistent with previous comparative burden-of-illness studies in suggesting that musculoskeletal disorders and major depression are the most disabling disorders across the socioeconomic spectrum.

The researchers comment that these new results imply that mental disorders are disabling more because they create psychological barriers rather than physical barriers to functioning. Among these barriers are limitations in cognitive and motivational capacity, regulation of feelings, embarrassment and stigma.

Disability in productive role functioning, such as work and home management, was generally comparable for mental and physical disorders.

The researchers found it disturbing to find that only a minority of people with severe mental disorders receive treatment and that treatment is substantially more common for severe physical disorders, the researchers say.

Combined with the burden of disability that mental disorders produce, the low treatment rates call for more attention to be paid to mental disorders, they believe. Treatment effectiveness trials show that common anxiety and mood disorders can often be successfully treated, although long-term outcomes are more uncertain and further research is needed.

Despite this uncertainty, the findings of this study strongly imply that more attention should be given to the treatment of mental disorders, particularly in middle- and low- income countries.

The study was published in the May issue of the British Journal of Psychiatry.

Kessler R. C. et al. (2008). Disability and treatment of specific mental and physical disorders across the world. British Journal of Psychiatry 192, 5, 368-375.


New research suggests the storytelling aspect of video games provides benefit as it helps players engage in meaningful choices.

In the study, investigators discovered that non-violent video games that capitalize on such storytelling have prosocial benefits. Researchers believe the games may ultimately be helpful to clinical disorders such as autism.

“The motivation to engage in and enjoy video games corresponds with principals that apply to human motivation in general,” says Daniel Bormann of the University of Freiburg.

“For instance, successful game franchises offer players a spectrum of meaningful choices to shape the game’s narrative and environment, provide carefully balanced challenges, or encourage players to experience social connectedness and meaningful social interactions.”

Research has suggested that the satisfaction of those needs results not only greater motivation to play but also enhanced well-being and a more immersive experience.

In the new study, Bormann and his colleague Tobias Greitemeyer wanted to see whether storytelling fosters immersion and changes how players are able to assess the mental states of others (called “theory of mind”).

“Immersion,” Bormann says, “is characterized by an experience you might have enjoyed while watching your favorite movie for the first time — the sensation of being transported to another time or space, as though you are taking a real journey, or the feeling of being emotionally impacted by the protagonist’s fate.”

To test the role of in-game storytelling, the researchers randomly assigned participants to play one of two video games. In the first game Gone Home, the player slips into the role of a female American college student, arriving home after a year abroad.

The player comes upon an empty house and has to use various clues to figure out what happened to her missing family members. For the control condition, the game was Against the Wall, in which the player has to climb up an infinite wall by interacting with the bricks, in surreal but human-made surroundings. As part of the study, the game provided did not provide a narrative element apart from a brief description of the environment and goals.

For the game rich in storytelling (Gone Home), researchers provided one group of participants the game developers’ instructions and provided a second group of participants instructions to register, memorize, and evaluate various properties of the game.

After 20 minutes of gameplay, all participants completed a task in which they assessed facially expressed emotions. The researchers used this task to evaluate the players’ capacity to apprehend others emotional states (theory of mind). The players also completed a survey to assess the amount of immersion and need satisfaction they experienced while playing.

Researchers found that narrative game elements contributed to a more immersive video game experience. They also found that being immersed in a game’s story supports players in perceiving opportunities for meaningful choices and relationships. And they found that the narrative elements affected theory of mind.

Study results have been published in the journal Social Psychological and Personality Science.

“Although the effects regarding theory of mind were relatively small, we were excited to see initial evidence for the short-term enhancement through in-game storytelling,” Bormann says.

“Importantly, this effect was specific to the condition in which participants actively engaged in the games narration, while the mere exposure to the narrative video game did not affect theory of mind, in comparison to playing a neutral video game.”

Researchers believe the results suggest that in-game storytelling contributes to a more immersive and satisfying video game experience. The game also fosters skills that are useful to players on a day-to-day basis. While more work needs to be done to examine these effects, Bormann says that long-term work on narration in video games could yield promising opportunities.

“If further research could reveal how exactly in-game storytelling affects theory of mind,” he says, “clinicians and software developers could utilize this knowledge to develop tools to aid the treatment of disorders characterized by social-interaction impairments, like autistic disorders.”

Source: Sage Publications


Hazel Weymouth, born in 1911, said she attended a school that looked like a barn, with eight grades in one room. Weymouth remembers one teacher who carried a ruler in her hand who was “fat and mean.” One day she told a boy, “Put out your hand,” and the teacher put her hand under his. But as she brought down the ruler to slap his hand, the boy pulled his hand away and she hit her own hand.

“Everybody just roared,” said Weymouth.

Today is Hundred’s Day — the 100th day of school for the students. So on Wednesday morning, 23 excited children were able to ask prepared questions of Weymouth, a Midlander who is 100 years old.

“Welcome Grandma Weymouth!” read the wipe board in Terri Dulude’s second grade classroom at Chestnut Hill Elementary School.

The second-graders had questions about what school was like back then.

“Did you have computer labs?” a student asked.

Weymouth said students wrote on slates and there was “quite a bit of memorization.” There was no electricity at school. Instead, they used oil lamps that burned kerosene.

Girls wore dresses. “You never saw a girl with any slacks of any kind,” said Weymouth.

Weymouth also walked two miles to school. They brought sandwiches and fruit in their lunch pails.

She noted people could get “a loaf of bread for a quarter.” The children were surprised. Dresses were seven to eight dollars back then, although Weymouth’s mother made clothes for all 11 children in her family. “Even our coats,” she said.

“If we found a nickel or a dime, we were rich,” she said. What would she would do if she found a half-dollar? “Spend it. I’d buy 50 cents worth of candy.”

What if you found a couple of dollars? “I’d try to find out who it belonged to.”

Weymouth remembers the family’s first car, a Ford that cost $90 new. It was black; cars didn’t come in different colors until she was 10 or 15 years old. Her family drove from Illinois to Michigan with six people in the car, Weymouth’s mom carrying the baby on her lap.

Weymouth also remembers when her uncle got a radio. Only one person could listen at a time because there were ear phones.

Their family had an ice box, not a freezer. Weymouth said the ice man would come along and you’d buy ice. She said you had to change the pan as it melted or you would have water on the floor.

Mattresses were also different. Weymouth said they had straw in their mattresses for stuffing. You would fill them with fresh straw, but it would mat down in six months, so you had to keep refilling it.

For Christmas, they hung their stockings and would find an orange at the toe of the stocking on Christmas Day. Weymouth said they often had apples but eating an orange was a treat. The children received toys. Girls were given dolls made with metal heads with a cloth body. Presents were in the stockings. There wasn’t too much under the tree, except perhaps a sled that would be for everyone.

One student asked, “Was George Washington our president?”

“No. I’m only one hundred you know,” Weymouth said.

Another student asked if video games existed. “No, honey,” Weymouth said.

And students asked if Albert Einstein was around, if people at school wore “greased up hair like Elvis” (No), if there were cowboys, if slavery still existed and how old was she during Pearl Harbor.

Dulude said it’s hard for children to grasp 100, but Weymouth’s visit made the concept more concrete for them, giving them a point of reference.

Adeline Doyle, 7, and Drew Barrie, 8, enjoyed hearing from Weymouth.

“I was surprised how different it was back then,” said Barrie. “If you found 25 cents on the ground, you’d think you were rich back then,” he said.

Doyle enjoyed hearing about Weymouth’s teacher. “It’s pretty funny that she accidentally slapped herself with a ruler,” she said.