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Bart Stouten - Haydn, het Al en ik
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Bart Stouten is a Belgian poet and writer who has made a significant impact on the literary scene of his country. As a radio personality, he has shifted his focus lately to writing, and since then, has become a prolific author of poetry, essays, and prose. Stouten's work is known for its depth of emotion, clarity of language, and philosophical themes that explore the complexities of human experience. His poetry has been widely published in anthologies and literary magazines and has received critical acclaim for its thought-provoking nature. With his unique voice and talent for capturing the beauty and complexity of the human condition, Bart Stouten is a major force in the world of Belgian literature.
At a certain moment, Bart was invited by an organization to write seven verses that were inspired by Die sieben letzten Worte unseres Erlösers am Kreuze - an orchestral work by Joseph Haydn. Bart wrote text's with a contemporary touch, approximately 250 years after the original. In this publication titled 'Haydn, het Al en Ik', Bart Stouten shares these writings and his feeling's on the world today.
Thanks to publisher Bruno Devos, Bart Stouten was introduced to the artist Arpaïs Du Bois. Bart discovered that her personal and intimate, poetic and playful, reflective and still artworks matched his writing, and so they were bought together in dialogue in this publication.
Haydn, het Al en Ik is a testimonial - bringing intellectual and artistic people from different eras together
Elena Bollette designed Bart Stouten's book 'Haydn, het Al en Ik' under three themes: blue - silence - music.
BLUE was generated due to the philosophical and almost holy texts, therefore the blue colour becomes the red-thread of the book, enhancing and repeating the sacred use of blue in historical religious painting.
SILENCE appears through symbols, that crop up seven times throughout the book. These symbols are used in music theory writing and symbolise The Seven Last Words of Christ which are mentioned in the text: the seven sonatas in Haydn's composition.
MUSIC embodies rhythm and the design of the book attempts to resonate a graphical interpretation of this within the pages. Rhythm is also seen in Arpaïs Du Bois' works on paper which appear alongside the texts, like a diva's voice in an opera. Essentially, the elements of the book are conceived like a music score.
|165 x 230 mm
|Number of pages:


-29.985 I 6.015
Now determine the direction in which you'd have to move the center point of the 3D image to align it with the 2D image. For our tutorial image, we need to make the following changes: 6.88 R, 0.504 P, 6.015 I. This should be relatively straightforward from an examination of the landmark coordinates for the two images and the differences between them.
Finally, make appropriate additions and subtractions from the current center points (see Centering above)
For the tutorial data:
X: (A-P) _PHONE_-0.504=_PHONE_
Y: (S-I) _PHONE_-6.015=_PHONE_
Z: (L-R) 96.45-6.88=89.57
To make the actual changes as calculated, use 3drefit. Here is the command you'll want to enter for the tutorial data:
>3drefit -xorigin _PHONE_ -yorigin _PHONE_ -zorigin 89.57 brain3d+orig.BRIK
Sometimes this takes a few tries to get it right. You should end up being able to move the crosshairs around on the two images and get similar xyz coordinates.


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What is KPI?
Key Performance Indicators (KPI) are a measure in business studies that help the owner or the chief executive to monitor their business. Each field of business has its own KPI. In the field of Marketing or customer service, the indicators are as follows:
 - Average Wait Time: it is the mean time taken by the front line to respond to a query.
 - Average Resolution Times: the time taken for the team to resolve the customer's issue.
 - Customer Churn: when the customers stop dealing with a company.
 - Customer Satisfaction Score: measures the happiness of your clients over a short period of time.
Assessment of the company on five key performance indicators
What does KPI stand for?
KPI, or key performance indicator, is a value that shows us how effectively the company achieves key business goals. Organizations use KPIs to evaluate their success in achieving their goals. Thanks to tracking this data, they know whether their actions are effective or not.
What are the examples of KPI?
KPIs depend on what your company wants to monitor. For example, in the marketing department, these may be: brand awareness, customer engagement, Marketing Qualified Leads (MQL) and Customer Acquisition Cost (CAC), in the sales department it will be: monthly sales increase, average profit margin, or product performance. In SaaS, on the other hand, these may be: liquidity index, KPI Net Promoter Score (NPS) and KPI of customer acquisition cost (CAC).
When to use KPI?
We use KPI when we want to track the progress towards achieving a specific goal over time. Goals can change, and so do results and progress towards them. It's extremely important to keep track of them and determine if they are satisfactory or not.
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new zealand curriculum
The New Zealand Curriculum is
built around the acquisition of essential academic and practical
skills. It identifies 7 academic or essential
These are balanced by 8 practical
or essential skills:
- Language and languages
- Social sciences
- The arts
- Health & physical
- Communication skills
- Numeracy skills
- Information skills
- Problem-solving skills
- Self-management and
- Social and co-operative
- Physical skills
- Work and study skills
Each term, most schools prepare
student Progress Reports and hold parent-teacher evenings.
Subjects Taught At New Zealand Schools
The following is a general list of subjects taught in
New Zealand schools. Not all schools offer all the subjects
listed and others may offer additional disciplines. Some subjects
||Agriculture & Horticulture |
||Business Studies |
||Classical Studies |
||Media Studies |
||Physical Education |
||Social Studies |
||Graphics & Design |
||Clothing & Design
The school year begins in late January or early
February, after a summer holiday of about 6 weeks, and ends in
December. It is divided into 4 terms with breaks of two to three
weeks between them.
Secondary school students have slightly longer holidays
then primary school students.
Check with your local New Zealand school for actual term dates,
however the terms usually run as follows:
Term 1 - End of January to early April
Term 2 - Late April to end of June
Term 3 - Mid July to late September
Term 4 - Mid October to mid December (or early December for
New Zealand's qualifications system is changing from traditional examination based awards to standards based qualifications. In 2002, level 1 of the National Certificate of Educational Achievement (NCEA) replaced School Certificate. The NCEA will replace Sixth Form Certificate in 2003 and University Bursaries in 2004.
National Certificate of Educational Achievement
NCEA (National Certificate of Educational Achievement) is New Zealand's main national qualification for secondary school students and part of the National Qualifications Framework.
The Qualifications Framework covers industry and education qualifications from year 11 (formerly Form 5) of secondary schooling and entry level to vocations, through to post-graduate level.
All qualifications currently on the Framework are made up of national standards. A standard describes what a learner should aim to achieve in a skill or knowledge area. Standards are set by written criteria along with a national moderation system. Learners who meet all requirements get credit for that standard; those who don't may be reassessed when they are ready.
Each standard is at a level from 1 to 8. Level 1 is similar to School Certificate level; level 2 to Sixth Form Certificate; levels 3 and 4 are similar to University Bursaries. Each standard also has a credit rating.
Schools can also use many standards from beyond the school curriculum. Any number or combination of standards may be assessed within a course, so schools can develop courses to suit their students.
Students accumulate Framework credits towards National Certificates and National Diplomas. As well as being able to work towards a range of National Certificates, eg, National Certificate in Computing, from 2002 school students will work towards a general qualification, the National Certificate of Educational Achievement (NCEA). Students can start on Framework qualifications at school and carry on in the workplace or tertiary studies.
NCEA provides the pathway to tertiary education and workplace training and gives everyone a full picture of what students know and can do.
- Challenges students of all abilities, in all learning areas
- Reports more details about a student's achievement
- Is officially recognised in New Zealand and internationally
- Is recognised by employers, universities and polytechnics and used as the benchmark for selection
- Provides opportunities to begin studying for tertiary and industry qualifications * Enables students to gain credits from traditional school curriculum areas AND alternative school curriculum programmes
- Has exams as well as internal assessment
- Has a national system for checking internal assessments
- Shows credits and grades for separate skills and knowledge in some standards
The National Qualifications Framework contains two types of national standards: achievement standards and unit standards. Credits from all achievement standards and all unit standards count towards NCEA.
Choosing A School
Most New Zealand students attend state-funded schools
and every student has the right to enrol at the state school
nearest to their home. If the school is at risk of overcrowding,
it can set a home zone that is geographically
defined. Students living in this zone have the right to go to
that school. Those living outside the zone can be enrolled only
under special circumstances. These include situations where
students have brothers or sisters attending the school or require
access to special programmes such as special education or Maori
language. If the school is still at risk of over-crowding,
selection is made through a supervised ballot.
ERO reports are available at no charge from New Zealand schools
and ERO offices.
Families also have the right to visit schools and meet with the
principal and staff before deciding to enrol their children as
State schools are fully funded by the Government. At
primary and intermediate level they are co-educational with
classes that include both boys and girls. Both co-educational and
single-sex schooling is available at secondary level.
State schools do not charge fees, however parents are expected to
make donations towards the support of special programmes or
services. These are also charges for stationery and uniforms.
Meals are not provided but snacks can generally be purchased from
the school Tuck Shop, but many parents prefer to
provide a packed lunch.
The term integrated schools generally refers
to schools with a religious focus - usually Roman Catholic
in denomination that used to operate as private institutions. In
recent years, these schools have been integrated into the state
system, hence the name, integrated schools, and receive
government funding. Although they follow the state curriculum
requirements, all have retained their special religious or
philosophical character. A small number of institutions, such as
Montessori or Rudolf Steiner schools, are secular in character.
Private or independent schools receive only limited
government funding and are almost entirely dependent on income
derived from student fees. There are no standard fees as each
school determines its own fee scale. Fees also vary according to
levels, with fees in Years 12 and 13 usually significantly higher
than those charged in Years 9 and 10.
Fees at primary schools also vary according to level, although
these are generally much lower than secondary school fees.
Private schools are governed by their own independent boards but
must meet government standards in order to be registered and they
are also subject to the same ERO audits as state schools.
Boarding schools exist mainly at secondary school level.
Currently 78 state and integrated schools and 24 private schools
have boarding arrangements.
The Correspondence School teaches a full range of school
Home-based schooling must meet the same standards as
registered schools, and approval to exempt the student from
regular schooling must be obtained from the Ministry of
A small annual grant is available for teaching materials.
Home schooling accounts for less than 1% of school enrolments.
Most schools require students to wear a uniform at all
times unless the school has an optional uniform policy. School
uniforms are sold by most major department stores and some
schools also operate their own Uniform Shops and sell both new
and second-hand items.
Teachers are not allowed to physically punish students
in their care. Legal disciplinary methods include removal of
privileges, extra homework or detention. Parents or guardians are
advised in advance if a child is given detention, as this will
require the child to stay at school for a specified time after
the end of the standard school day.
For serious offences, students may be suspended from school for a
period of time and if they are over 16 years of age, they can be
expelled permanently. Expulsion generally occurs when a
students conduct either sets a dangerous example to other
students or threatens their safety. There are formal procedures
for suspending or expelling a student.
Most secondary and primary schools expect students to do
homework. Each school has its own rules on the amount and type of
Parents or guardians are responsible for ensuring that a
child can get to school. Each year about 100,000 children use
school buses. Although school bus services are contracted by the
Ministry of Education, students are expected to meet the costs of
If a child has to travel a long distance to school, and there is
no public transport or school bus service, financial assistance
can be provided. Financial assistance and/or bus and taxi
services are provided for special education students.
If you plan to change schools, the principal of your
childs current school should be informed as soon as
Transfer involving a change in the level of schooling, such as
from primary to intermediate or intermediate to secondary,
require additional documentation. Details of application
procedures are provided by the school the student plans to
transfer to. Most intermediate and secondary schools have open

source: HuggingFaceFW/fineweb-edu


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Communities in Kenya have adopted one another's food preferences and recipes. With the exception of the Coast and Indian communities for whom food preparation is an elaborate process, nearly all other communities garnish their food by frying it. They also boil, bake in hot ashes and roast. Common foods include:
It is a sticky mixture of flour and water and is accompanied by vegetables, meat, milk or milk mixed with blood especially for pastoralist communities. Traditionally, it is made from millet or cassava. But maize flour has increasingly taken pride of place.
lt is used to prepare sauces and stews. Communities have different ways of preparing meat, but roast meat is widely eaten as a delicacy especially in urban areas. Animals slaughtered for meat depend on the location, with beef and mutton the most common. Camel and game are the preserve of communities with access to the animals.
In the last quarter ofthe 20th century, maize replaced sorghum as the most important cereal in Kenya. lt is roasted and eaten as a snack and sold on the streets and in markets.
Green boiled maize, often garnished with salt, is also common. Among the Somali, fresh maize (galeey) is
fried in oil and eaten as a snack. Dry maize is also fried to make popcorn, popular with children.
A mixture of green or dry maize and beans, cowpeas, pigeon peas or even groundnuts is also popular. lt is eaten as a main course or snack. Sometimes, it is pounded with Irish or sweet potatoes, bananas and green vegetables.
A wide range of traditional and exotic fruits are consumed in Kenya, usually as snacks. Mango, citrus fruits, banana, jackfruit, papaya, melons, guava, passion fruit, custard apple and avocado pear are common. Many traditional fruits such as baobab, wild custard apple, carissa, dialium, flacourtia (Indian plum), marula, vangueria, tamarind, vitex and 'jujube' are picked in the wild.
They are used as accompaniments for starchy food such as ugali. Common traditional vegetables include
baobab, cowpeas, amaranth, vine spinach, Ethiopian kale, pumpkin leaves, spider plant and hibiscus.
Kale (sukuma wiki) is now the most common vegetable in Kenya.


Collections, Memorials, and The Holocaust
by Brent Harris
February 16, 2006
"The collection of materials connects the past with the present."
That was one of the thoughts expressed by Professor Daniel Magilow in his discussion Thursday afternoon on "Counting to Six Million: Collecting Projects and Holocaust Memorialization."
Magilow, who will spend the year as the Pearl Resnick Postdoctoral Fellow at the United States Holocaust Memorial Museum's Center for Advanced Holocaust Study, told the story of the schoolchildren of Whitwell, Tennessee.
In 1998 a group of students began collecting paper clips as a way to understand the number 6,000,000 - the number of Jews killed in the Holocaust. Their efforts sparked approximately 125 other collections around the country.
Magilow's research has taken him beyond the basic study of the events of the systematic extermination of the Jews by the Nazis during World War II, but of the process of collecting items or materials to represent those victims.
"There have been some strong critiques and objections to collections such as the Whitwell Project," said Magilow. "The criticisms have been historical, philosophical, and aesthetic."
One example is the historical inaccuracy of the collection rests in the wearing of paper clips by Norwegians during the German occupation.
"Norwegians wore paper clips to show they were proud to be Norwegian, not to show support for the Jews," Magilow said.
Another irony of the Whitwell collection was unplanned. The United States effort to smuggle German scientists out of the country during World War II was given the code name Project Paperclip.
Philosophical debates have included whether objects such as paper clips, buttons, or other items used to show a representation of the six million victims can truly provide an understanding of the events of that period.
Despite the arguments for or against the various collections and the efforts to serve as a memorial of the horrors of the Holocaust, Magilow spoke of the importance of the process.
"The criticisms overlook an important aspect. The Whitwell collection, and other Holocaust collections of buttons, eyeglasses or other items representing the victims emphasize the process of the memorialization over the memorials themselves."
For more information see:


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Virtues for their characters. Any player will be able to access the display on any character's paperdoll by pressing a certain "Virtue button."
- One button for each of the eight Virtues. Clicking on one of the Virtue buttons will display:
- a message describing what is needed to gain in that Virtue
- the benefits associated with that Virtue
- A "status" button. Clicking the "status" button will describe to the player how close that character is toward achieving the next step of that Shrine's related Virtue.
- "You have not even started on the path of this Virtue."
- "You have barely begun your journey through the path of this Virtue."
- "You have progressed in this Virtue, but still have much to do."
- "Your journey through the path of this Virtue is going well."
- "You feel very close to achieving your next goal in this Virtue."
- "You have achieved a goal in this Virtue."
Double-clicking the "Virtue button" will present the player with a graphic display, indicating what steps they have attained in the Virtues. There will be eight sections, one for each Virtue, in the form of an engraved stone.
- The button used to access this display will be the mailbag icon currently in place on 2D paperdoll gumps.
- A new Virtue symbol icon which will be added to the 3D paperdoll.
Players who progress any number of steps on the path of a given Virtue, but do not continue to actively pursue it, may discover that their Virtuous title reduces in steps over time.
- For characters who have not yet achieved the first step of a given Virtue, the respective engraving is empty. The engraved symbols for each of the Virtues are as follows:
- Humility: a shepherd's crook
- Sacrifice: a teardrop
- Honor: a chalice
- Compassion: a heart
- Valor: a sword
- Honesty: a open-palmed hand
- Spirituality: an ankh
- Justice: a set of scales
- When characters have achieved the first step on the path of a given Virtue, the engraved symbol for that Virtue will fill with the appropriate Virtue symbol, tinted light gray.
- When characters have achieved the second step on the path of a given Virtue, the engraved symbol for that Virtue will fill with the appropriate Virtue symbol, colored a light tint of that Virtue's respective color.
- Humility: a tint of black ("medium grey")
- Sacrifice: a tint of orange ("light orange")
- Honor: a tint of purple ("light purple")
- Compassion: a tint of yellow ("pale yellow")
- Valor: a tint of red ("pinkish")
- Honesty: a tint of blue ("light blue")
- Spirituality: a tint of white ("pale grey")
- Justice: a tint of green ("light green")
- When characters have achieved the third step on the path of a given Virtue, the engraved symbol for that Virtue will fill with the appropriate Virtue symbol, colored in the respective color of that Virtue.
- Humility: black ("dark grey")
- Sacrifice: orange
- Honor: purple
- Compassion: yellow
- Valor: red
- Honesty: blue
- Spirituality: white
- Justice: green
- Progressing any number of steps in a Virtue will grant a character some special abilities. Players will be able to access these abilities by clicking the related Virtue symbol on their own Virtue gump. For example, clicking on the symbol for "Sacrifice" will activate the Virtuous ability for Sacrifice.
- When a player moves his cursor over a given Virtue symbol, a title will be displayed under the respective symbol, indicating the step currently achieved for that Virtue by that character.
- First step: Seeker of [name of that Virtue]
- Second step: Follower of [name of that Virtue]
- Third step: Guardian of [name of that Virtue]
- A character that has achieved all three steps in all eight Virtues will earn the title "The Virtuous" on their paperdoll.
HUMILITY AS DEFINED BY THE VIRTUE SYSTEM
Humility is part of a philosophy within Ultima Online known as the Virtues, and is one of eight pursuits within the upcoming Virtue system.
The Virtue of Humility has been described as:
"Perceiving one's place in the world, not according to one's own accomplishments, but according to the intrinsic value of all individuals."
Pursuit of Humility will be designed to encourage veteran players to help new players, in that they will specifically advance in this Virtue by helping [young] players.
Squire System: Veteran players will be able to invite [young] players to become their squires.
Virtuous Title & Abilities: When a character has achieved any number of Humility points, he is considered to have achieved a certain step on the path of Humility.
- [Young] players can be invited to become a squire in the following manner:
- Open up the Virtue gump.
- Double-click the Humility (shepherd's crook) symbol
- Target the [young] character
- Once invited, the [young] player will receive a special invitation message. The [young] player can accept the invitation by:
- Opening up the Virtue gump.
- Double-click the Humility (shepherd's crook) symbol
- Target the veteran character
- If the [young] player accepts this invitation…
- …and does not have a current sponsor, he will become the squire to the veteran character.
- …and already has a current sponsor, he will receive a gump, stating: "You are a squire to another player. If you accept this new invitation you will no longer be a squire to [current sponsor's name]."
- Whenever a [young] character gains skill points in the following skills while within a squire-sponsor relationship exists, the sponsor may gain points in Humility:
- Animal Taming
- Mace Fighting
- There are certain situations which will affect a sponsor's gaining of Humility points:
- In order for the sponsor to gain in Humility, he must remain close to the [young] character as that [young] character gains skill.
- Skill points gained through the use of a training dummy will not count toward possible Humility increases.
- Skill points gained by paying for training from NPCs will not count toward possible Humility increases.
- [Young] characters will not gain Humility points.
- The sponsor cannot gain Humility points while dead.
- When a player moves his cursor over the Humility symbol, a title will be displayed, indicating the step currently achieved in Humility for that character.
- First step: Seeker of Humility
- Second step: Follower of Humility
- Third step: Guardian of Humility
- Players who progress any number of steps on the path of Humility, but do not continue to actively pursue it, may discover that this Virtuous title reduces in steps over time.
- Gaining steps in Humility will grant a character some special abilities. Players will be able to access these abilities by clicking the Humility symbol on their own Virtue gump.
- First step: +10 Hit Points, +10 Mana, +10 Stamina
- Second step: +20 Hit Points, +20 Mana, +20 Stamina
- Third step: +30 Hit Points, +30 Mana, +30 Stamina
SACRIFICE AS DEFINED BY THE VIRTUE SYSTEM
Sacrifice is part of a philosophy within Ultima Online known as the Virtues, and is one of eight pursuits within the upcoming Virtue system.
The Virtue of Sacrifice has been described as:
"The courage to give of oneself in the name of love."
Pursuit of Sacrifice will be designed to allow players to interact with "monsters" in a manner other than one of combat.
Sacrifice & Redemption: Characters that attain a level of Reputation (Fame or Karma) will be able to use "sacrifice" their Reputation in order to defeat certain monsters.
Virtuous Title & Abilities: When a character has achieved any number of Sacrifice points, he is considered to have achieved a certain step on the path of Sacrifice.
- Upon encountering a related, "redeemable" monster, players will be able to sacrifice their reputation to defeat the monster in the following manner:
- Open up the Virtue gump.
- Double-click the Sacrifice (teardrop) symbol
- Target the monster
- The following is a list of monsters which may be redeemed with the sacrifice of one's Reputation:
- Enslaved Gargoyle
- Gargoyle Enforcer
- (Regular) Demon
- Evil Mage
- You cannot target a redeemable monster if:
- It has already taken more than 15% of its maximum hit points in damage.
- You cannot see it (you must have line-of-sight).
- You are invisible.
- You are dead.
- Attempts to sacrifice Reputation to anything other than the redeemable monsters will have no effect.
- Once a monster is redeemed, the following will occur:
- The character's Reputation (both Fame and Karma) is set to "zero."
- The monster disappears in a cloud of particles
- The character will gain a certain amount in Sacrifice, depending on how much Reputation was lost in the redemption—the greater the Reputation loss, the

source: openbmb/Ultra-FineWeb


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The Learning Success Blog
"Phenomenal" improvements for son after Fast ForWord, says Father
primary-boy.380.285.jpgDr Con Kafataris, father of six, describes the changes he saw in his son George, aged nine, as phenomenal" after George completed the Fast ForWord program.
Or read more below for the complete podcast transcript.
Topics covered
People mentioned
Resources/books/articles mentioned
Episode 32 of The Learning Capacity Podcast
"Phenomenal" improvements for son after Fast ForWord, says Father
Colin Klupiec: This is the Learning Capacity podcast. You're with Colin Klupiec, a warm welcome to you. This podcast is bought to you by LearnFast Australia, improving student learning outcomes with neuroscience programs since 1999.
In this episode we hear the story of Dr. Con Kafataris, father of six, with two children currently working through the Fast ForWord programs.
It was a little bit of a journey to find solutions for his children, but after trying a few avenues including speech pathology, Dr. Kafataris came across Fast ForWord through a book titled, "The Brain That Changes Itself" by Dr. Norman Doidge.
The science seemed plausible so he decided he'd give it a go. In his own words, the changes have been "phenomenal" a truly heart-warming story. Dr. Kafataris, welcome to the conversation.
Dr. Kafataris: No worries, Colin. Thanks for having me.
Colin: It's a great pleasure. You have two of your six children, I believe, who have recently done or are still doing the Fast ForWord program, is that right?
Dr. Kafataris: Yes, yes. George has done the Fast ForWord Language program and Fast ForWord Reading levels 2 & 3, and he is now progressed to the Reading Assistant module.
And we're starting Eleni, she's six years old, at the beginning of the Fast ForWord Language program, so yeah. She's starting at the beginning where George started. He's been on it for about six months or so.
Colin: What were the presenting issues that made you realise that something was not quite right, that you had to do something, and how did you go about making a decision with that?
Dr. Kafataris: Well, George has had learning support for probably since he started school. We knew from the time he was about three or four that he could learn, but it seemed that he learned differently, his interests were different. He wasn't socially awkward or anything like that. He never had any problems making friends but just language was delayed.
And so we tried the usual that people try, speech therapy - and he goes to a normal school and he was having learning support there, but unfortunately things were just not progressing.
So I started to look around and look at other options, and that's how we came to know about LearnFast.
Colin: So when you say that things weren't progressing, what kind of things were you expecting from speech pathology? Can you explain to me what kind of things were you particularly looking out for
Dr. Kafataris: Well look, I guess I was really just looking. My focus is, and I'm probably a little bit different than some other parents, I'm not big on academics, because as we all know some people who don't do well at school go on to become very successful in other spheres of life whether it's business, or even science. I mean, look at Albert Einstein.
But kids, they need to read and write and they need to be able to do maths all he time and stuff like that, and those sorts of things, especially the reading and the comprehension, just weren't really happening.
So George could read. He could sound the words out, but his comprehension was relatively non-existent and he would read in a very awkward fashion. The sentence would read like there...was...a man...called...Bill. That would be a sentence that George would read.
And I guess I knew that we weren't going to go anywhere with him if that wasn't addressed
Colin: So did that seem a little bit strange to George as well? Or was he perceiving that as, what's the problem? I think I'm reading normally.
Dr. Kafataris: To George, he didn't see that there was a problem. I mean, he's had a diagnosis. We had him assessed by Aspect and he's had a diagnosis of, they've placed him on the spectrum at some point, at some place but they've called him a high functioning ASD.
He doesn't manifest with the features of autism. He doesn't manifest with the features of Aspergers. So the label they gave him was PDD-NOS, which is pervasive developmental disorder, not otherwise specified.
Colin: Right. I guess that must have been a mouthful for George to try and understand.
Dr. Kafataris: Yeah it was, and, you know, we've always been supportive and really helpful, doing the best we could, but he was nine at the time that we started this program and the school was very supportive too. His friends were great.
But I just knew that if we didn't do something, middle school and high school would become a real challenge.
Colin: So with George's experience then, going through the program, did he notice that anything was changing? Has there been any particular emotional behavioural change within himself?
Dr. Kafataris: Oh yeah, well to give you an idea around where he was at, George was never a really problematic child behaviour-wise. Like I said, he doesn't manifest as autistic kids do and I don't believe that's the right label for him but we just left it at that.
But I knew that he had an issue with learning. But he was also very visual, and so what happened was I ended up and, this is just an aside, but my wife and I are Christians and I was speaking to a group of men about pornography. And in my research I ended up reading the book, "The Brain That Changes Itself" by Dr. Norman Doidge. I'm sure you've heard of it.
Colin: Yes, I have.
Dr. Kafataris: When I was reading it there's a chapter in there about Fast ForWord. And I thought, well, this could be something that could help George.
So I just did a search to see if there was anybody doing Fast ForWord in Australia. I mean, the science made sense and Norman Doidge has explored it really well and I just thought this makes sense. So I checked it out and that's how I came across LearnFast.
And the results have been quite phenomenal, to be perfectly frank.
Colin: Well, how would you put a better description on "phenomenal?" Can you give us something like a concrete example of how that's improved?
Dr. Kafataris: What I really liked about the Fast ForWord was he was able to do something that was visual but also stimulating and was teaching him the basics. Even things like relative pronouns and all of that, the basic grammatical stuff, that he never really got.
And it's not really taught that well at school anyway. It's just assumed that kids pick it up. But when children are like George and they don't learn the way every other kid learns. He didn't pick it up.
And so I started to see that his comprehension levels, like the amount of assistance he needed from me, was dropping substantially.
He actually did two modules in the first three months we had, which was quite substantial and Monique, his supervisor, was really excited about the progress he's made.
And as I've shared with Monique, we've actually got about four emails, messages from both his teachers and the learning support teacher at school talking about the progress George has made. His reading has improved. His speaking has dramatically improved.
He was never non-verbal, but George would only speak when he would need to speak to you. And basically, he would grunt a lot of the time to his teachers.
He wouldn't follow instructions so he would be in parts of the playground he wasn't supposed to be. Within the first three months or four months of doing Fast ForWord all that's changed.
He's now speaking clearly, coherently. They do a daily prayer at school, and he volunteered to do it one day. And the teacher wrote back saying that it was clear, it was lucid, it was understandable, and it was just a great joy to see the progress he's made.
See All Skills Strengthened by Fast ForWord
Colin: Coming now to Eleni. Is her situation similar or different?
Dr. Kafataris: Her situation is different in that she's further ahead than what George was. She's in kindergarten, she's further ahead than what George was in kindergarten. Much the same diagnosis in that there's a basic delay, but we don't exactly know what it is.
But in between George and Eleni, we have another daughter that's at the top of her class. So, you know, we don't really...you could argue all day as to where that's come from.
So she's now started the first module, the one that's got Sky Gym and Space Commander and all of those exercises.
She is making steady progress. I think she's done one


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Does Science Allow for the Supernatural and Miracles?
Appendix A – Does Science Allow for the Supernatural and Miracles?
Some people think the miraculous is impossible, and use science as a justification for this claim. The miraculous could be miracles from God, or worked through Holy angels. Or the miraculous can come in the form of false signs, miracles and wonders from fallen angels.
The goal of the following, is to show the miraculous abilities of God, Holy and fallen angels are allowed by science, using modern physics terminology and theories. This is towards being about to explain how they might do such things, from a modern physics perspective.
The main point of doing this is to show that modern science does not preclude the existence of the miraculous. I believe modern science actually completely allows for either God or angels of either kind to work miracles without violating the laws of science, and for the existence of angels and their Biblically described abilities. The science involved is all just theoretical, mainly secular theories, and I do not claim any of it is correct, though much of it is accepted as such by some people.
How the Miraculous Does Not Conflict with Modern Science Theories
All of the categories of angelic Visions would be called supernatural events. There are some words in the Bible to describe the "supernatural" activities of God, Holy angels, and fallen angels.
Greek – signs "semeion" (4592), wonders "teras" (5059), and miracles "dynamis" (1411). These same 3 words are all used in the context of:
1. God – the power of God in signs, wonders, and miracles that God, Jesus Christ, and the Holy Spirit through the gift of miracles, as seen throughout the Bible
2. Holy Angels – Holy angels. (Acts 2:22, 5:12, 2 Peter 2:11, Heb 2:4)
3. Fallen angels, of the dragon and beast, and the "3 evil spirits like frogs". (Matt 24:24, 2 Thess 2:9, Rev 13:2, 14, 16:14)
From the Bible it is clear that God in His three persons, Holy angels, and also Fallen angels, are all capable of performing signs, wonders, and miracles. How, in physics terminology, might God work signs, wonders, and miracles?
Gen 1:1 In the beginning God created the heavens and the earth.
Eph 3:18 May be able to comprehend with all saints what [is] the breadth, and length, and depth, and height
Rev 1:8 I am Alpha and Omega, the beginning and the ending, saith the Lord, which is, and which was, and which is to come, the Almighty.
According to modern science, we live in an observably 4 dimensional universe. The universe is made of space(3) + and time(1) dimensions, which equal the Spacetime we can see. God made all the 3 dimensions of space that we see (length, width, and height), when God "created the heavens and the earth". (Eph 3:18 also references to the "depth" which compares more the size or extent or full scope of something.) God made the dimension of time "in the beginning", which marked the creation of time itself, the dimension of time as we know it. God is eternal, and having made time itself, God is outside of time, and was here before time was created. God has complete authority and control over the dimension of time. God also made the three dimensions of space that we can see, and is also outside of them. So, God made it all, and is outside of the entire universe, having created it.
Above I use the term "dimension" as it is referred to in science. To quote Wikipedia,
"In physical terms, dimension refers to the constituent structure of all space (cf. volume) and its position in time (perceived as a scalar dimension along the t-axis), as well as the spatial constitution of objects within —structures that have correlations with both particle and field conceptions, interact according to relative properties of mass, and which are fundamentally mathematical in description. These or other axes may be referenced to uniquely identify a point or structure in its attitude and relationship to other objects and events. Physical theories that incorporate time, such as general relativity, are said to work in 4-dimensional "space-time", (defined as a Minkowski space). Modern theories tend to be "higher-dimensional" including quantum field and string theories. The state-space of quantum mechanics is an infinite-dimensional function space." – Dimension, Wikipedia
This use of the term "dimension" should not be confused with the science fiction concept of a "parallel universe". Again to quote Wikipedia on the term "Dimension",
"Science fiction texts often mention the concept of dimension, when really referring to parallel universes, alternate universes, or other planes of existence. This usage is derived from the idea that to travel to parallel/alternate universes/planes of existence one must travel in a direction/dimension besides the standard ones. In effect, the other universes/planes are just a small distance away from our own, but the distance is in a fourth (or higher) spatial (or non-spatial) dimension, not the standard ones."
The "parallel universe" concept in science fiction actually is very different from the use of the term "dimension" in science, as you can see above. In theory, a "parallel universe" would also have 3 spatial dimensions (length, width, height) and a time dimension. That means a "parallel universe" in theory actually has 4 dimensions of its own. Additionally the assumption is that there is a 5thdimension to our universe which would be used to allow travel to the parallel world, which has its own 4 dimensions.
It would not be accurate to say a "parallel universe" uses the same 4 dimensions that our universe has, because by definition a "universe" is everything that is. So a "parallel universe" would have to have its own construct of dimensions which define its reality and cosmological structure, and not just borrow use of the dimensions inherit in our own universe. This is of course all fictional theories that come from science fiction, which has nothing to do with actual science. And I want to clarify this, as any statement that science has straight theories on "other dimensions" does NOT have anything to do with the science fiction concept of "parallel universes". If science were to find some evidence of observation of a "5th dimension" inherent in our universe, this has nothing to do with a "parallel universe". The term "dimension" is a science term first, and has been misleadingly borrowed by science fiction in such a way that its meaning is construed.
The Bible teaches that "in the beginning" God made the "heavens and the earth", and that at the end of the 6th day God " saw every thing that He had made, and, behold, [it was] very good…Thus the heavens and the earth were finished, and all the host of them." Gen 1:31,2:1.
This means that in making the heavens and the earth, and the host of them, God made everything that He made. There isn't anything else besides what God made, and there is no mention made of any other universe besides the entirety of the universe we know which God made. So there actually are no "parallel universes" and the concept itself contradicts the Bible, as this universe is all God is said to have made, and is well-defined by the Bible. God made the heavens and the earth, and these terms are well-defined, and there is nothing more that God made besides the heavens and the Earth, and the host of them.
We know what the Earth is, but beyond this there are multiple heaven(s) that God made, and the Bible defines each of them for us.
The first heaven is the sky or atmosphere, and is where the rain comes from and where the birds fly. (Gen 1:7-8, Jer 4:25, Rev 19:17, Deut 11:17, 28:12, Jud 5:4, Acts 14:17)
The second heaven is outer-space, where the sun and moon, and all the stars, planets, and galaxies are located. (Jer 8:2, Isa 13:10)
The third heaven is where God dwells, where God's throne is, and this is where the angels are who are in heaven. (1 Kin 8:30, Psa 2:4, 11:4, Isa 66:1, 2 Ch 18:18, Matt 5:16) The third heaven is also called the "highest heaven" or the "heaven of heavens". It is called the "heaven of heavens" because it is the heaven of the first and second heavens. (1 Kin 8:27, Deut 10:14)
And so the Earth, the atmosphere (first heaven), outer-space (second heaven), and where God's throne and the angels in heaven dwell (third heaven) is all the areas that exist in all of God's creation. None of these are a "parallel universe", and so the Bible does not describe any "parallel universes" to exist. Rather, the Bible's thorough defining of the entirety of creation actually precludes the existence of anything along the lines of the concept of a "parallel universe".
All that being said, using the term "dimensions" in a science context, (spatial length


Military Medical Standards: Spine and Sacroiliac Joints
Spine and Sacroiliac Joints
Hips Test at MEPS
When a recruit goes to MEPS (Military Entrance Processing Station), he/she will be thoroughly tested and evaluated medically as well as take the ASVAB. Prior to this meeting with military doctors, whose sole job is to see if recruits have any medical issues that will prevent them from military service, the recruiter will pre-approve candidates after the recruit fills out medical questionnaires. Many times, recruits will need waivers due to medical procedures, surgeries, injuries, illnesses, and any congenital defects. Many of these will disqualify a recruit from joining the military, however depending upon the severity of the issue, waivers may be offered to recruits on a case by case basis. The following is a list of spinal and hip defects, injuries, and histories that may be disqualifying from military service:
Disqualifying Medical Conditions of the Spine
The causes for rejection for appointment, enlistment, and induction (without an approved waiver) are an authenticated history of:
Current or history of ankylosing spondylitis or other inflammatory spondylopathies is disqualifying.
Ankylosing Spondylitis or AS, is a form of arthritis that typically affects the spine, but other joints can suffer from similar inflammation, pain, and discomfort. In more advanced cases, inflammation can lead to fusing of the vertebrae, called ankylosis. This is basically bone formation in the spine that causes immobility between the joints – also known of spinal fusing. Inflammatory Spondylopathies are other diseases of the vertebrae or spinal column.
General Spinal and Hip Pain and Weakness
 - Prevents the individual from successfully following a physically active vocation in civilian life or that is associated with local or referred pain to the extremities, muscular spasm, postural deformities, or limitation of motion is disqualifying.
 - Requires external support or braces is disqualifying.
 - Requires limitation of physical activity or frequent treatment is disqualifying
 - History of congenital fusion, involving more than two vertebral bodies is disqualifying.
 - Any surgical fusion of spinal vertebrae is disqualifying.
Types of Spinal Curvatures
The spine has three types of curves: lordotic, kyphotic (the outward curve of the thoracic region), and scoliotic (sideways curving). A small degree of both kyphotic and lordotic curvature is normal.
Lumbar Scoliosis is a side-to-side curve in the spine in the lumbar region (L1 through L5). Degenerative scoliosis is a result of wear and tear on the discs and joints of the spine. It is the most common type of scoliosis in adults, and usually happens in the lumbar (lower) spine.
Thoracic scoliosis – Though more rare than Lumbar Scoliosis, Thoracic scoliosis is a curvature of the spine within the mid-back or thoracic region (rib care area).
Current deviation or curvature of spine from normal alignment, structure, or function is disqualifying if:
- The Scoliosis prevents the individual from following a physically active vocation or sports in civilian life.
- It interferes with the proper wearing of a uniform or military equipment.
- It is symptomatic.
- There is lumbar scoliosis greater than 20 degrees, thoracic scoliosis greater than 30 degrees, or kyphosis and lordosis greater than 55 degrees when measured by the Cobb method is disqualifying for military service.
Kyphosis is a deformity of the vertebrae in the upper back. This bone thinning disorder can be caused by a variety of issues but can results in crushed vertebrae (compression fractures).
Spinal Fractures, Herniations, or Dislocations
History of juvenile epiphysitis with any degree of residual change indicated by x-ray or kyphosis is disqualifying.
Current herniated nucleus pulposus (disks) or history of surgery to correct this condition is disqualifying.
The most frequent cause of a herniated "disk" is age-related degeneration that develops over time as the spine bears the strain and stress of everyday life. Certain factors, however, may encourage or exacerbate a herniated disk, such as:
- Excess weight or obesity, lack of exercise, sudden lifting or compression injuries, such as those that may occur during a motor vehicle accident, fall or high-impact sport, even smoking, excessive alcohol consumption and genetics.
Spina Bifida
Current or history of spina bifida when symptomatic, if there is more than one vertebra level involved or with dimpling of the overlying skin is disqualifying. History of surgical repair of spina bifida is disqualifying.
Spina bifida is a birth defect that occurs when the spine and spinal cord don't form properly.
Current or history of spondylolysis (congenital or acquired and spondylolisthesis (congenital or acquired) are disqualifying.


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Henry Levinson established a small family company in 1933, named Permanent Pigments Company. He initially only made artist oil colors. In 1955, Permanent Pigments invented the first water-based acrylic gesso. Levinson tried to think of a name that aptly described this new invention, a medium that could go from fluidity to heavy texture. He decided on the name Liquid Texture, or Liquitex.
Mr. Levinson's idea soon took off, and in 1956, the first commercially available fluid acrylic colors, known as Soft Body paints, were developed. The first heavy bodied, water-based acrylic colors, called Heavy Body, followed in 1963.
Liquitex has a long history of creativity, but creativity doesn't always begin in a laboratory. With this in mind, the company created a Lecture Demonstration Program that still continues to this day. In 1965, it was the first program of lectures and demonstrations given by practicing artists to students at colleges and universities throughout the United States. This program is known today as the Artist Outreach Program. [ visit manufacturer website ]


Lee County forms task force to tackle hoarding
By Staff Writer
Hoarding is an obsessive-compulsive condition that does not only cost individuals their livelihood, but taxpayers as well. Many towns are forced to spend money to evict compulsive hoarders who cannot keep their property clean and infringe upon neighbors. Lee County, Florida is the latest region to take proactive measures.
The county recently created a task force to provide resources to individuals suffering from compulsive hoarding, according to the Cape Coral Daily Breeze. Police, fire, mental health and animal control authorities will come together in January to discuss incorporating the skill sets of each department into the task force.
Chief animal control officer Adam Leath founded the group after dealing with a number of hoarding cases across the county. Many individuals with the condition are willing to receive treatment, but lack the resources and assistance to find it. Leath hopes that by combining efforts with other agencies in the area, hoarding cases will be reduced in a small amount of time.
One in every 50 individuals suffers from severe hoarding, according to the International Obsessive-Compulsive Disorder Foundation. Rehabilitation facilities can provide individuals with the therapy they need to overcome the condition.


Best Ipad Games
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iPhone App Reviews: Reiner Knizia's Monumental A Fun Cerebral Puzzler
Reiner Knizia's Monumental, yet another offering from the genius behind Robot Master, Roto, and Knights of Charlemagne, has been released by Conlan Rios in the app store. As usual, a clean interface mixed with "simple to learn, hard to master" rules is a recipe for a fun, cerebral puzzler.
Dr. Knizia's latest takes place in a Mayan setting, with a pair of 3 x 4 grids. A solid column separates the grids. This column fills with rectangular stones, which must be shuttled either left or right into the grids. Each stone has a distinct color and number of symbols upon its face. The goal is to fill rows on either side of the center column that match as many distinctive features as possible. Ideally, you would want to have three red stones with one bird on each, for example. This would earn an excellent score for matching colors, symbols, and number of symbols. Of course, it will be rare to match across all three elements. If you can place stones with the same symbols in a row, even if these are a blue, red, and yellow stone, or two stones with two birds and one stone with three birds, these still qualify as symbol matches. You also score points if you match an identical pair in a row, regardless of what is contained on the third stone. Broken stones without symbols will appear, too. These can only match by color.
When you slide a stone left or right, it must go to the end of the row. There is no scoring or bonuses for anything matching in columns. When a stone is moved, all stones above it drop down one row. Therefore, once a stone reaches the bottom of the center column, it has no where to go but in either side of the bottom row. Planning ahead is key to avoid being stuck having to place stones in certain spots. There is but one way to "fix" a mistake such as this. You'll notice a small jeep in the bottom left corner of the screen. Each move propels the jeep a small step closer to its base camp. When it reaches base camp, you are rewarded with a stick of dynamite. This dynamite can be dragged onto any one stone, blowing it up and removing it from the board. This dynamite can be used right away or saved for later use. You can even have more than one bundle in your inventory at the same time.
As you progress further into the game, more colors and symbols will appear, as well as greater numbers of symbols on some stones. This greater variety typically serves to make matching more difficult, requiring even greater care in the placement of stones. When a row of three is completed, it will indicate its point total, but will not add it to your overall score just yet. Rows remain uncleared until the bottom row on both sides is full. That full row will be cleared and any others in sequence above it until there is an empty row or a row that is not completely filled. As rows are cleared, their scores are added to your overall score. If the entire bottom row does not incur any points, the result will depend on the game mode that you are playing.
Monumental offers two modes of play: Challenge and Action. Challenge is untimed, allowing you to carefully plan your moves. The trade-off is that as soon as neither side of the bottom row scores points, the game ends. Action mode is a bit more lenient, but you are timed, limiting your ability to plan your moves. The face of the Mayan god at the top of the screen is surrounded by lighted dots and a timer in the upper right corner is drained while you decide which stone to move. Moving the first stone starts the time, and moving any subsequent stone resets the timer. If the timer runs out, one of the lights around the Mayan god is extinguished. Failing to match stones in the bottom row extinguishes multiple dots. Once all of the dots have gone dark, the game ends.
The graphics are appealing, with a great Mayan theme and bright colors. The sounds add to the experience, with cool gong noises and other effects occurring during the course of play. Music from your own library can be played as an alternative. Controls are simple, utilizing dragging to accomplish your goal. There is a quick how-to-play section in the form of a few pages of an explorer's journal. As with many Reiner Knizia games, the explanations often sound confusing. Everything tends to click within the first couple minutes of playing, so have no fear if you have had trouble following along.
There are local leaderboards, as well as country-specific and global leaderboards to which you can submit your scores. These, along with intelligent, addictive gameplay, add to the replay value of the game. The game also autosaves and allows you to resume your last game, making for easy pick-up-and-play. Monumental will set you back $1.99, a fair price for this 5-Dimple strategic puzzler.
Reiner Knizia's Monumental gets our AppSmile 5-Dimple rating:
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A fragment of a large bone, probably from a mammoth, Pat Shipman reports, was placed in this dog's mouth shortly after death. This finding suggests the animal was according special mortuary treatment, perhaps acknowledging its role in mammoth hunting. The fossil comes from the site of Predmosti, in the Czech republic, and is about 27,000 years B.P. old. This object is one of three canid skulls from Predmosti that were identified as dogs based on analysis of their morphology.
Spectacular archaeological sites yielding stone tools and extraordinary numbers of dead mammoths -- some containing the remains of hundreds of individuals -- suddenly became common in central and eastern Eurasia between about 45,000 and 15,000 years ago, although mammoths previously had been hunted by humans and their extinct relatives and ancestors for at least a million years. Some of these mysterious sites have huts built of mammoth bones in complex, geometric patterns as well as piles of butchered mammoth bones.
"One of the greatest puzzles about these sites is how such large numbers of mammoths could have been killed with the weapons available during that time," Shipman said. Many earlier studies of the age distribution of the mammoths at these sites found similarities with modern elephants killed by hunting or natural disasters, but Shipman's new analysis of the earlier studies found that they lacked the statistical evaluations necessary for concluding with any certainty how these animals were killed.
Surprisingly, Shipman said, she found that "few of the mortality patterns from these mammoth deaths matched either those from natural deaths among modern elephants killed by droughts or by culling operations with modern weapons that kill entire family herds of modern elephants at once." This discovery suggested to Shipman that a successful new technique for killing such large animals had been developed and its repeated use over time could explain the mysterious, massive collections of mammoth bones in Europe.
The key to Shipman's new hypothesis is recent work by a team led by Mietje Germonpré of the Royal Belgian Institute of Natural Sciences, which has uncovered evidence that some of the large carnivores at these sites were early domesticated dogs, not wolves as generally had been assumed. Then, with this evidence as a clue, Shipman used information about how humans hunt with dogs to formulate a series of testable predictions about these mammoth sites.
"Dogs help hunters find prey faster and more often, and dogs also can surround a large animal and hold it in place by growling and charging while hunters move in. Both of these effects would increase hunting success," Shipman said. "Furthermore, large dogs like those identified by Germonpré either can help carry the prey home or, by guarding the carcass from other carnivores, can make it possible for the hunters to camp at the kill sites." Shipman said that these predictions already have been confirmed by other analyses. In addition, she said, "if hunters working with dogs catch more prey, have a higher intake of protein and fat, and have a lower expenditure of energy, their reproductive rate is likely to rise."
Another unusual feature of these large mammoth kill sites is the presence of extraordinary numbers of other predators, particularly wolves and foxes. "Both dogs and wolves are very alert to the presence of other related carnivores -- the canids -- and they defend their territories and food fiercely," Shipman explained. "If humans were working and living with domesticated dogs or even semi-domesticated wolves at these archaeological sites, we would expect to find the new focus on killing the wild wolves that we see there."
Two other types of studies have yielded data that support Shipman's hypothesis. Hervé Bocherens and Dorothée Drucker of the University of Tubingen in Germany, carried out an isotopic analysis of the ones of wolves and purported dogs from the Czech site of Predmostí. They found that the individuals identified as dogs had different diets from those identified as wolves, possibly indicating feeding by humans. Also, analysis of mitochondrial DNA by Olaf Thalmann of the University of Turku in Finland, and others, showed that the individuals identified as dogs have a distinctive genetic signature that is not known from any other canid. "Since mitochondrial DNA is carried only by females, this finding may indicate that these odd canids did not give rise to modern domesticated dogs and were simply a peculiar, extinct group of wolves," Shipman said. "Alternatively, it may indicate that early humans did domesticate wolves into dogs or a doglike group, but the female canids interbred with wild wolf males and so the distinctive female mitochondrial DNA lineage was lost."
As more information is gathered on fossil canids dated to between 45,000 and 15,000 years ago, Shipman's hunting-dog hypothesis will be supported "if more of these distinctive doglike canids are found at large, long-term sites with unusually high numbers of dead mammoths and wolves; if the canids are consistently large, strong individuals; and if their diets differ from those of wolves," Shipman said. "Dogs may indeed be man's best friend."
Contacts and sources:
Barbara K. Kennedy


text: Ecotourism A Sustainable Option? Edited by Erlet Cater University of Reading, UK and Gwen Lowman Royal Geographical Society, UK Recent years have witnessed growing public and professional concern with environmental issues, including the fields of tourism and leisure. The adverse impacts of conventional mass tourism have led to demands for more environmentally sensitive approaches to tourist and leisure development. Increasing environmental awareness has also led to a rise in travel to destinations offering a wealth of unspoiled nature. These trends, broadly defined as "ecotourism", have produced one of the fastest growing and most hotly debated sectors in the tourism industry. This well-balanced and wide-ranging book provides the first overview of this key area, providing definitions, theoretical perspectives and detailed case studies, contributed by researchers, professionals and activists. This is an essential introduction to a dynamic and central topic in contemporary tourism.


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Science and the Environment Summary
The major goal of environmental science is to understand and solve environmental problems. Ecologry studies the interactions of organisms with each other and their nonliving environment. Environmental science is the study of how humans interact with the environment.
Major Fields of study that contribute to Enviromental Science.
-physics is the study of matter and energy
-chemistry is the study of chemicals and their interactions
-social sciences are the study of human populations


How to Make a Dog Wheelchair?
To make a dog wheelchair you will need a harness, two wheels, a drill, some nuts, some bolts, a tape measure, an aluminum pole, a U shape bar, some tennis racket padding and some tape. You can find more information here:
Q&A Related to "How to Make a Dog Wheelchair?"
1. Choose your material. If you have a large or heavy dog, a metal frame works best. For a smaller dog, PVC works well and is light so the dog can easily pull it. 2. Cut the pipe.
You can make a dog kennel with fencing to make it secure. Set the fence posts i concrete, then put up the fence. Include a place so the dogs can get out of the weather, and stay warm
To do this, you must take into consideration the size of your dog, the type terrain
1. Heat the oil in a deep fryer or deep pan. The ideal temperature for frying is between 350 and 360 degrees. 2. Mix together yellow cornmeal, salt, flour, black or cayenne pepper
1 Additional Answer Answer for: how to make a dog wheelchair
How to Make a Wheelchair for a Dog
If you have a handicapped, elderly or special-needs dog, it may need a wheelchair in order to move on its own. Buying a wheelchair for your dog from a manufacturer is expensive, because each one needs to be custom made for the individual animal.... More »
Difficulty: Moderate


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What is Persistence?
Persistence is just taking today's weather and forecasting that tomorrow's weather will be exactly the same. This is considered an unskilled forecast because it doesn't take any special training to make. You can forecast the weather yourself this way! Just take today's high temperature, low temperature, and precipitation and say that tomorrow, and the next day, and the next, will be exactly the same.
If you see that the Persistence forecast has a higher accuracy percentage than the skilled forecasts, then you will know that they are not doing their job! The Persistence forecast should always be less accurate than the weather professionals.


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Earth Observations from Space: The First 50 Years of Scientific Achievements (November 2007)Report in Brief
Over the past 50 years, thousands of satellites have been sent into space on missions to collect data about the Earth. Today, the ability to forecast weather, climate, and natural hazards depends critically on these satellite-based observations. At the request of the National Aeronautics and Space Administration, the National Research Council convened a committee to examine the scientific accomplishments that have resulted from space-based observations. This report describes how the ability to view the entire globe at once, uniquely available from satellite observations, has revolutionized Earth studies and ushered in a new era of multidisciplinary Earth sciences. In particular, the ability to gather satellite images frequently enough to create "movies" of the changing planet is improving the understanding of Earth's dynamic processes and helping society to manage limited resources and environmental challenges. The report concludes that continued Earth observations from space will be required to address scientific and societal challenges of the future.


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Gap Funding
The Monroe Foundation specializes in 'gap funding'.
Educational research studies have highlighted that many students are unable to begin or complete their educational studies for lack of smaller amounts of balances that remain after all other sources of funding have been exhausted.
Rather than providing full scholarships, the Foundation seeks to 'fill the gap' after all sources of tuition funding have been exhausted – including financial aid and grants, veteran aid, personal resources, and loans. Average grants per semester range from $1,000 to $5,000 and often are the difference between a student continuing with his/her studies or having to withdraw from classes and discontinue their education. Academic performance is reviewed at the conclusion of each semester in order to determine eligibility for continued funding.


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Most, if not all, cable modems are easily configured for use with Linux. Most cable modems have two possible interfaces for connection to your computer: Ethernet or USB. If your version of Linux is like most, there is very little you will need to do to to get your cable modem working with an Ethernet interface as long as you have support for networking and the driver for your specific networking hardware installed.
An open Ethernet interface is the most likely means that a cable provider will use or recommend when setting up your cable internet service. Your ISP may even deliver and/or install a new NIC card to access the modem if you have no open Ethernet cards available.The cable connects to the modem, which then connects to your NIC using ordinary 10BaseT/100BaseT Ethernet cable. If you are uncertain about any of the above, and your modem and/or NIC are not already physically installed for you, read the Ethernet HOWTO and your cable modem's instruction manual before proceeding any further.
Do not try to install an NIC by yourself unless you are already familiar with the process or are assisted by someone who is.
For software support, most base installs of Linux distributions come enabled for TCP/IP networking and common Ethernet hardware drivers 'out of the box,' so if you are using a preconfigured kernel from a boxed or downloaded version of a Linux distribution you can probably skip to Section 2.4. If you don't know what a kernel is and/or are curious about it, see the Kernel HOWTO for more information.
The (Linux kernel) networking support requirements for use of a cable modem include the following, and which you will need to select using whatever kernel configuration front-end application (whether make config, make menuconfig or make xconfig) prior to compiling a custom kernel. For 2.4.x and earlier kernels under the heading 'Networking options' you will require 'TCP/IP Networking' along with 'Network Device Support,' go to 'Ethernet (10 or 100Mbit) Support' and enable your specific NIC driver. If you use the 2.6.x series, the heading 'Drivers' has a sub-heading 'Networking Support,' where you should enable 'Network Device Support' and 'Ethernet Connection Support/Ethernet (10 or 100Mbit), as well as your specific NIC hardware driver.
There seems to be no reliable data regarding testing bandwidth or performance of an Ethernet connection vs. the USB port of cable modems. In theory they should be equivalent, though some believe there is poorer performance (at least in Linux) using USB. Unless you have no way to use an Ethernet interface, have no ability to add a cheap NIC, or are just plain determined, there is probably no advantage to using USB. If so, you will need the following, in addition to Networking support outlined above: 1) USB Subsystem support 2) your host controller driver (UHCI, OHCI or EHCI) and one of the following:
Kernel Version 2.4.x
CDC Ethernet Support
For kernel 2.6.x you will need
Multi-purpose USB Networking Framework (CONFIG_USB_USBNET) with
CDC Ethernet support (CONFIG_USB_CDCETHER)
See Section 3.3 for instructions on how to load modules when time to test the modem.
First, plug in and turn on the cable modem. Connect your Ethernet card to the modem with 10BaseT/100BaseT cable into the non-USB interface if this was not already done for you. Be sure the modem isn't on standby mode or turned off; this should be obvious looking at the LEDs. The standby button is on the top of the device on most models. Note that your cable internet provider should be able to tell remotely whether your modem is connected and functioning properly, which is helpful to differentiate hardware from configuration problems on your end. They will also need the MAC (Media Access Control) hardware address of your modem to allow the device access to their network. If at any time you substitute one modem for another you will need to inform them so the MAC address can be updated and your access to the cable network restored.
Your modem will be assigned an IP address once connected for the first time that may remain the same or may change periodically depending on the IP address turnover of your ISP's DHCP server and how long you remain offline if you disconnect.
Debian requires you have a DHCP client package installed and running. As of this writing there are two user-space programs for this. In Woody (stable), there is the dhcp-client package, automatically installed as a part of the base packages as /sbin/dhclient. For Sarge (testing) and up, this has been replaced by the dhcpcd package. The latter has its configuration files under /etc/dhcpc, but nothing really needs to be modified if you have only one Ethernet card you will be using for the cable internet service. The dhcpcd daemon is easily installed for those using testing branch as root with apt-get install dhcpcd.
For.rpmor.tgz-based distributions, I offer the following link that walks you through the setup of a DHCP client, in the DHCP mini-HOWTO.
Just run /sbin/dhclient or whichever client you use to get a dynamic IP address.


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After a long wait, bearded vultures started to breed this year in Écrins National Park (western Alps, France). Bearded vultures often passed through this national park, which has seemingly suitable habitats for breeding, and good food resources, but they had never settled – so the observations of a trio of birds building a nest this year, and then laying eggs, left the local staff and volunteers ecstatic!
The trio – an adult female and two males, one adult and the other one a 5th year – have settled in Haute-Romanche, an area that has been frequented by bearded vultures for the last three winters. These birds had repeatedly shown the beginnings of reproductive behavior but they have never gone beyond the stage of intentions … until now!
Egg laying is thought to have occurred around the 13th February, which means that hatching would occur in early April. So when Nils Paulet, warden of the Park in the Briançonnais sector, and Mikaël Robert, a wildlife watcher, spotted changes in the behavior of the birds, everybody suspected that the young bearded vulture was born. This is Mikael's report: "When I arrived at the observation post, a bird was on the nest, – I found out later that it was the female. Then the subadult male arrived with food. The two birds then stood on the nest, watching the nest center as they moved around for several moments, and then the female caught the food and started pulling out small pieces then lowering the head towards the bottom of the nest".
Even though it is impossible to see the bottom of the nest, and so is difficult to confirm 100% that adults are feeding a chick, all points to a baby bearded vulture. Nils Paulet also observed that "the two male birds have, during the day, repeatedly hunted a juvenile eagle that tried to "attack" the nest.
One of the male vulture which is part of the trio is Basalte, hatched in Berlin Zoo as part of the bearded vulture captive-breeding network, and released in 2012 in Grands Causses. The bird has colour rings, which allowed him to be identified.
The birds will continue to be monitored by staff from the park and also by Envergures Alpines, an association that coordinates the sightings of large raptors on the Dauphiné and contributes to the knowledge of the species in the alpine arc. All observations are valuable in this sensitive period – you can send your information to: _EMAIL_ and _EMAIL_
The VCF and its partners will still be releasing birds in the Alps this year, with a dual objective of diversifying the genetic pool of the wild populations (still smaller than what would be expected from a population of the same size) and to promote the connection between the Alpine and the Pyrenean populations.
Photo: Hansruedi Weyrich/VCF


Brown Clay Enlarge
Dec. 1. 1807. Publish'd by Ja.s Sowerby London.
British Mineralogy
Quartzum argillaceum
Brown Clay
 - Class 2. Earths.
 - Order 2. Mixed.
 - Gen. 2. Pulverulent Quartz.
 - Spec. 1. Mixed with Argilla.
 - Syn.
 - Potters Clay. Kirw. 1. 180.
 - Clay. Bab. 50.
 - Argile glaise. Haüy, 4. 442.
 - Loam, Potters Clay, Pipe Clay, and Variegated Clay. Jameson, 1. 301.
Bricks, tiles, pans, and garden pots are most commonly made of these brown Clays, which do not differ much in quality. The lighter brown Clays generally make the lightest-coloured bricks, their texture chiefly depending on the sand. The common brown Clays are preferred for modelling at the Royal Academy, &c. The upper figure represents a specimen of good red brick Clay, which was found 85 feet below the surface of the ground in Richmond Park. Sometimes the beds of Clay lie more in strata than, at others, and when out of their places separate in a slaty manner. A specimen found at 138 feet of depth at the same place, is something in this manner—see the middle figure—which is rather grayer-coloured and more sandy, and is generally called Blue Clay; taking its name from the blue cast it has when fresh dug. This probably proceeds from the blue or gray Oxide of Iron, which soon bleaches. I have seen it where there have been rifts, allowing passage for water, when, in the parts where the light did not enter, it has shown the most vivid Prussian blue and purplish tints; but these on exposure to light passed off in a few minutes. All wet substances are darker than dry ones; but in these it is most remarkable—see the darker blotches on the left hand of the figures. The lower figure is a sort of Clay, which generally has more or less red or reddish brown sand in it, and is used in great quantities for making coarser pans, garden pots, &c, It is little else than a stiff loamy Earth of the farmers, when it is too coarsely mixed with gravel for the potters, which at the same time is convenient for the purpose of the former, and helps to separate it for the growth of plants. A little addition of common gravel might sometimes greatly help such a soil, and be a little saving as to the quantity of Lime. Good oak lands are nearly of this nature.


text:
Johannes Wilcke invented and then Alessandro Volta perfected the electrophorus over two hundred years ago. This device was quickly adopted by scientists throughout the world because it filled the need for a reliable and easy-to-use source of charge and voltage for experimental researches in electrostatics [Dibner, 1957]. Many old natural philosophy texts contain lithographs of the electrophorus.
A hand-held electrophorus can produce significant amounts of charge conveniently and repeatedly. It is operated by first frictionally charging a flat insulating plate called a "cake". In Volta's day, the cake was made of shellac/resin mixtures or a carnauba wax film deposited on glass. Nowadays, excellent substitutes are available. TeflonTM, though a bit expensive, is a good choice because it is an excellent insulator, charges readily, and is easy to clean and maintain. The electrophorus is ideal for generating energetic capacitive sparks required for vapor ignition demonstrations.
The basic operational steps for the electrophorus are depicted in the sequence of diagrams below. Note that the electrode, though making intimate contact with the tribocharged plate, actually charges by induction. No charge is removed from the charged cake and, in principle, the electrode can be charged any number of time by repeating the steps depicted. Click here to view a neat animation of the electrophorus charging process. Ainslie describes interesting experiments with an electrophorus that was charged in the Springtime and then its charge monitored throughout the summer [Ainslie, 1982]. The apparent disappearance of the charge during humid weather and its reappearance in the Fall must be attributed to changes in the humidity.
The energy for each capacitive spark drawn from the electrophorus is actually supplied by the action of lifting the electrode off the cake. This statement can be confirmed by investigating the strength of the sparks as a function of the height to which the electrode is lifted. Layton makes this point and further demonstrates with a small fluorescent tube the dependence of the electrostatic potential on the position of the electrode [Layton, 1991]. Lifting the electrode higher gives stronger sparks [Lapp, 1992].
CLICK HERE to view an interactive, animated version of this demonstration that reveals the movement of charge as the steps of the demonstration are followed. Please be patient while the Java script loads!
The electrophorus works most reliably if the charged insulating plate rests atop a grounded plane, such as a metal sheet, foil, or conductive plastic. [See Bakken Museum booklet, pp. 78-80.] The ground plane limits the potential as the electrode is first lifted from the plate, thus preventing a premature brush discharge. In dry weather, powerful 3/4" (2 cm) sparks can be drawn easily from a 6" (15 cm) diameter, polished, nick-free aluminum electrode. Estimating the potential of the electrode at V = ~50 kV and the capacitance at C = ~20 pF, we get
Q = CV = ~1 microCoulomb
for the charge and
Ue = CV2/2 = ~30 milliJoules
for the capacitive energy. This energy value easily exceeds the minimum ignition energy (MIE) of most flammable vapors.
Click here to learn about a new type of electrophorus invented by S. Kamachi. The web site of the world-famous Exploratorium in San Francisco describes a simple electrophorus made of aluminum pie plates and other inexpensive materials. Young scientists should check out this page. In addition, the library references below contain interesting information about the electrophorus and other electrostatics demonstrations. One example is the cylindrical electrophorus [Ainslie, 1980].
A simple leaf electroscope attachment, shown in the figure below, makes it very easy to reveal some of the important charging and charge redistribution phenomena of the electrophorus. This accessory is especially handy because it works even on warm, humid days when large, impressive sparks can not be coaxed out of the electrophorus. Refer to the electroscope page for details on how to make this convenient accessory.
The electroscope is operated in the same way as before, but now the electroscope reveals information about the charge and its distribution on the electrode. In particular, it should be noted that, as the electrophorus is lifted up, its charge does not change. The leaves of the electroscope spread apart because the constant charge on the electrode redistributes itself, with about half of the charge moving to the top surface. Another thing to notice is that the leaves, which spread to a wide angle when the electrode is first lifted, slowly come back together with time, indicating the leakage of electric charge, presumably due to corona discharge from the edges of the leaves.
Corona discharge accessory
Another simple accessory is a corona discharge point that can be attached to the electrophorus. The attachment is a metal rod of diameter 1/16" or greater with one end sharpened to a point. When the charged electrode is lifted, the electric field at the sharpened tip exceeds the corona limit and a local discharge starts, dissipating the charge on the electrophorus. If one listens closely as the electrode is lifted, a soft, varied-pitch buzzing noise lasting just a few seconds may be heard. This is the corona, and it stops after the voltage has been reduced below the corona threshold. Passive corona discharge points are used widely in manufacturing to dissipate unwanted static charge.
The corona discharge can be largely suppressed by covering the sharpened point with a small piece of antistatic plastic foam of the type used for packaging ESD-sensitive electronic components. The figure below shows how this scheme -- called resistive grading -- works to reduce or stop corona discharges.
D.S. Ainslie, "Inversion of electrostatic charges in a cylindrical electrophorus", Physics Teacher, vol. 18, No. 7, October, 1980, p. 530.
D.S. Ainslie, "Can an electrophorus lose its charge and then recharge itself?", Physics Teacher, vol. 20, No. 4, April, 1982, p. 254.
Bakken Library and Museum, Sparks and Shocks, Kendall/Hunt Publishing Co., Dubuque, IA, 1996, pp. 53-55.
B. Dibner, Early Electrical Machines, pub. #14, Burndy Library, Norwalk, CT, 1957, p. 50-53.
R.A. Ford, Homemade Lightning: creative experiments in electricity (2nd ed.), TAB Books (McGraw-Hill), New York 1996, chapter 10.
O.D. Jefimenko, "Long-lasting electrization and electrets," in Electrostatics and its Applications (A.D. Moore, ed.), Wiley-Interscience, New York, 1973, pp. 117-118.
D.R. Lapp, "Letters," Physics Teacher, November, 1992, p. 454.
W. Layton, "A different light on an old electrostatic demonstration," Physics Teacher, Vol. 29, No. 1, January, 1991, p. 50-51.
K.L. Ostlund and M.A. Dispezio, "Static electricity dynamically explored," Science Scope, February, 1996, pp. 12-16.


text:
Nitrates in drinking water pose serious health problems, but a new low-tech solution from Israel is coming to the rescue.
Rainstorms wash away what nature can't clean up, but this often comes at a price. Runoff from agricultural fertilizers, animal waste and human sewage are poisoning wells and aquifers with nitrates. These compounds cause harmful algae blooms and pose health risks for pregnant women and formula-fed newborns.
Water companies currently deal with the problem in a very rudimentary way because getting the nitrates out by reverse osmosis is too expensive. They simply dilute the nitrate-laden water, explain professors Amos Nussinovitch and Jaap van Rijn from the Hebrew University of Jerusalem.
The two scientists have developed a novel low-tech solution to take nitrates out of water in a cost-effective, environmentally friendly and non-toxic way.
Nussinovitch, an expert in biological carriers, and van Rijn, a specialist in bacteria, paired up to develop a bio-filter composed of tiny Styrofoam-like white beads that carry nitrate-eating bacteria. When added to a water well, aquifer or aquarium, the bio-filter does its job effectively and cheaply.
Showcased at WATEC
Now in the prototype stage, the product is being tested to see how well it can work in larger bodies of water. It is being developed commercially by the technology transfer arm of Hebrew University, Yissum, and was launched at the WATEC water conference in Tel Aviv in November.
Water infrastructure companies everywhere are paying attention.
Nitrates are an increasing problem for both the developed and developing world. As our populations grow, so does the need for fertilizers, sewage reservoirs and animals for food.
Nitrate is odorless, tasteless and colorless, so only regular testing of wells and aquifers can detect its presence. When they drink nitrate-laden water in formula, newborns' digestive systems respond by producing high levels of bacteria, leading to the potentially fatal blue baby syndrome as blood oxygen decreases.
Van Rijn, the same man behind an aquaculture technology called Grow Fish Anywhere for fish farming in urban environments, says that this new technology is meant for drinking water and aquarium water, which need to be extremely clean.
A wellspring of opportunities
The beads work so that "water goes through a matrix and comes out clean," he tells ISRAEL21c. "For aquaria there are almost no solutions – or the ones that exist are very unreliable. For drinking water there is reverse osmosis, but this is very expensive."
Nitrate loading is a pressing problem in coastal areas of Israel, where van Rijn says about 50 percent of the wells are polluted due to nitrates, and in places with similar climates, such as California and Colorado.
Yissum is now looking for commercial partners to develop a pilot plant to provide onsite water treatment. It could be hooked up to factories, agriculture processing plants or paper mills, for example.
Nussinovitch says that he has been working with polymers and biodegradable materials all his life. His contribution to the project was developing the biopolymers into an appropriate carrying mechanism to house the bacteria so that beads could entrap the bacteria for the right amount of time before dissolving and releasing nitrogen gas.
The beads in dry form have a long shelf life, and leave no trace behind once dissolved. They work well in both fresh and saltwater conditions.


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Admissions Specialist I - 997198
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Department: Undergraduate Admissions
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Job Title: Admissions Specialist I - 997198
Location: Fort Lauderdale-Davie, Florida
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Essential Job Functions: 1. Provides assistance in completing application and enrollment documents.
2. Reviews student applications by analyzing credentials, computing GPAs, reviewing support documents such as transcripts, and preparing application packages for admissions decisions.
3. Collaborates with admissions colleagues, academic advisers, financial aid officers, and residential life personnel to create an effective yield team and ensure a smooth transition from inquiry to enrolled student status.
4. Participates in promotional activities, including educational fairs, career days, open houses, or special events to present programs to prospective students.
5. Inputs status of significant admission decisions into database.
6. Maintains student data integrity and confidentiality.
7. Sorts or classifies information according to guidelines, such as content, purpose, user criteria, or chronological, alphabetical, or numerical order.
8. Compiles, sorts and verifies the accuracy of data before it is entered.
9. Compares data with source documents, or re-enters data in verification format to detect errors.
10. Stores completed documents in appropriate locations.
12. Locates and corrects data entry errors, or reports them to supervisors.
13. Answers questions about records or files.
14. Keeps records of materials filed or removed, using logbooks or computers and generate computerized reports.
15. Answers telephones, directs calls, and takes messages.
16. Greets persons entering establishment, determines nature and purpose of visit, and directs or escorts them to specific destinations.
17. Provides information about establishment, such as location of departments or offices, employees within the organization, or services provided.
18. Collects, sorts, distributes, or prepares mail, messages, or courier deliveries.
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21. Uses computers for various applications, such as database management or word processing.
22. Performs administrative support tasks, such as proofreading, transcribing handwritten information, or operating calculators or computers.
23. Completes special projects as assigned.
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1. Basic knowledge of MS Office Suite (Outlook, Word and Excel).
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3. Social Perceptiveness - Basic skills in being aware of others' reactions and understanding why they react as they do.
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