the minds of some individuals than the words of the gospel or that of councils and popes. ironically, the piety which is thus exalted is actually weakened, in the long run, if it is emphasized at the expense of familiarity with the apostolic and ecclesiastical testimony from which its very justification and value is derived. in other words, neglect of the ground of the faith in exchange for an exclusive or exaggerated commitment to a particular pious practice, even one which has the highest backing of the church, may well bring that specific practice itself into question over time. critics of the roman school claim that the piety thus inspired was an egotistical one, centered upon individual devotions and stressing self - sanctification at the expense of a more balanced appreciation of the unity of all believers in that communal enterprise of adoration of the true god from which personal sanctification flows. this self - centeredness was then said to stand as an obstacle to true liturgical revival. one might well note in passing, however, that such a complaint seems to contradict or at least weaken the argument that adulation of the character of the church gradually obscured interest in personal union with christ. a third potential defect of the roman school, and an ironic one, is its rationalism. despite the fact that the enlightenment and its heritage are often popularly thought to have been rationalist in character, the " age of reason " was, in fact, reductionist in its arguments, allowing scope for only one kind of experimental reasoning to flourish. this experimental reasoning soon began to understand human life as something hopelessly enchained to passion, will, subjective value judgment, and irrationality. nineteenth century catholicism, on the other hand, was one of the few forces defending the objective value and significance of the human reason as such. the first vatican council gave eloquent testimony to this fact with its dogmatic constitution concerning the catholic faith, which reiterated the church ' s belief that reason could prove the existence of god. the problem lay not in this defense of reason, but in the tendency by the end of the century and the beginning of the next to focus on one specific line of speculative reasoningthomistto the exclusion of other philosophical approaches. this exclusivity was accompanied by a neglect of historical and other studies which would have helped to reveal the inadequacy of such a development. thus, it was often only with great difficulty, and with accusations of suspicious orthodoxy to boot, that one could speak of the historical context in which men like st. thomas a


would have helped to reveal the inadequacy of such a development. thus, it was often only with great difficulty, and with accusations of suspicious orthodoxy to boot, that one could speak of the historical context in which men like st. thomas aquinas wrote, suggest that this context necessarily limited the completeness of their work, and argue that their labor could well be complemented by the efforts of other thinkers of other eras. to say that the method and writings of st. thomas are not in and of themselves completely sufficient, to argue that they do not by themselves alone give the fullest possible expression to the christian faith, to discuss the historical circumstances in which st. thomas labored and how these may have limited the scope of the questions to which he directed his attention, is not at all the same as saying that thomism is wrong or beside the point. similarly, to say that knowledge of christian dogma might grow beyond the manner in which st. thomas expressed it is not the same thing as denying to dogma an objective, god - given content, anymore than appreciation of st. thomas ' s doctrinal use of aristotelian language amounts to a denial of the divine character of the non - aristotelian doctrinal statements of the apostles. still, such inferences were often drawn by many members of the roman school, with the consequence that any non - thomistic, biblical, patristic, experiential, or historically - based exploration of the faith, was often condemned as " modernist " or intrinsically invalid. this proved to be especially unfortunate when clever students, realizing the gaps in their education, confronted less than gifted teachers who failed to address real problems in a substantive way, and yet presented their work as " authoritative ". it was under circumstances such as these, by the 1890 ' s, that students were seduced by true heretics with superior teaching skills and charismatic personalitiesmen such as the scriptural scholar alfred loisy ( 1857 - 1940 ). neo - ultramontanism also had its negative side which, alas, has become more clear to traditionalist catholics in recent times. like all centralizing movements, it caused problems at the diocesan level, hampering the development of local initiative. this was not so much due to the disturbing but ultimately salutary rocking of the many rather listless parochial boats of the day, as it was to a gradual encouragement of the hope that rome could handle all future problems on its own. when rome could not do so, or


to the disturbing but ultimately salutary rocking of the many rather listless parochial boats of the day, as it was to a gradual encouragement of the hope that rome could handle all future problems on its own. when rome could not do so, or when rome itself became a source of confusion, local clerical and lay stimulus to confront debilitating crises was often therefore missing. moreover, the manner in which the definition of papal infallibility was " resolved " at vatican one was itself problematic. official plans had called for a general schema on the nature of the church to be discussed and promulgated at the council, and it was into this schema that the issue of papal infallibility was introduced. difficulties arose, however, due to intense lobbying for and against the doctrine, inside and outside the council. problems also accompanied the lifting of the discussion of papal infallibility from the basic explanatory framework in which it was embedded, and treating it on its ownfirst, and out of context. the storm grew more violent still. when it was calmed, the resulting definition in no way met the expectations of more fervent infallibilists. fallout from the franco - prussian war then shut the holy synod down, leaving the schema on the church a schema alone. vatican one did indeed bequeath the catholic world a real understanding of the importance of papal power and prerogatives, but failed adequately to explain how these were to be practiced, and what relation they had with the work of ordinary bishops in their own dioceses. it especially left a certain confusion about how infallibility applied to the use of the ordinary magisterium, feeding that constant debate over whether or not it actually had been invoked in specific matters that we have witnessed for one hundred thirty four years. parenthetically, however, in defense of the council ' s procedure, one ought to note that all such synods have tended to treat issues as they arose, in the envelope of ecclesiastical crisis. all have thus left terrible conundrums for posterity. still, the confusion was real, and many romanists acted, unjustifiably, as though the maximalist position which had definitely not been adopted by the council was the one that " real catholics ", in practice, were obliged to accept anyway. fifthly, the call for transformation of everything in christ through the activity of a mobilized laity had the undesired consequence of promoting laicization within the church. such difficulties were not new. they have


practice, were obliged to accept anyway. fifthly, the call for transformation of everything in christ through the activity of a mobilized laity had the undesired consequence of promoting laicization within the church. such difficulties were not new. they have always followed upon attempts to achieve a deeper understanding of what the christian life entails for all the members of the church. they have, in fact, manifested themselves repeatedly since the tenth century, at which time the first serious attempts were made to dig deeper into the meaning and repercussions of the incarnation. roots of the dilemma go back far indeed, and the issue itself is examined in more detail in my upcoming article entitled all borrowed armor chokes us. suffice it to say, at the moment, the laity became more conscious, through the work of the roman school, of its own mission and responsibilities. that consciousness opened it to a willingness to judge its ecclesiastical guides and their performance as spiritual leaders. such judging led to many laymen and laywomen presuming that the teaching church had, herself, to be taught, and to be taught from the bottom up by the faithful as a whole. hence, ironically, a jansenist presbyterianism broke through the armor of romanist neo - ultramontanism. moreover, dangerous mennaisien influences reappeared through the medium of the roman school as well as through that of its enemies, the democratic ( though ultramontanist ) laity claiming the right to command insufficiently intransigent priests and prelates in the new age that was a - dawning. harshness of spirit and tone, attribution of nothing but bad motivation and hidden heresy to opponents, and stubborn conviction of the necessity and goodness of their own approach were, indeed, not absent from the work of many prominent standard bearers of the roman school. this was true of laity and clergy, high and low, alike. denunciation and calls for papal support of the denouncers accompanied the growth of the movement throughout the nineteenth century and into the next. but where did this spirit come from? it definitely did not come from rome. rather, it too, to a large degree, was the inheritance of that prophetic brutality of the mennaisiens, lamented from the 1820 ' s onwards by many bishops, including those who were not hostile to much that the disciples of lamennais had to say and offer. although his followers may well have condemned and abandoned their master, many seem to have found his whole brutal, prophetic


s onwards by many bishops, including those who were not hostile to much that the disciples of lamennais had to say and offer. although his followers may well have condemned and abandoned their master, many seem to have found his whole brutal, prophetic deportment more difficult to reject. anyone interested in investigating this question further can do so by examining the rough tactics utilized by mennaisien reformers in order to rid french seminaries of gallican texts and to introduce the roman liturgy into french dioceses with different ancient traditions. a number of the criticisms of the roman school outlined above can be discovered in the writings of some of its most prominent membersthe editors of la civilto cattolica and l ' univers, theologians of the caliber of cardinal pie and cardinal victor dechamps ( 1810 - 1883 ) of malines, neo - scholastics like joseph kleutgen, liturgists such as don guuranger, the historian, ludwig von pastor, and popes leo xiii and pius xand often in very unexpected ways indeed. hence, the fervent ultramontanists, pie and dechamps, were among the most harsh judges of exaggerations of the procedure and apologetics of the infallibalists at the first vatican council ; the neo - scholastic kleutgen demonstrated an awareness of the importance of history and mystical theology ; pastor presented individual nefarious popes in his " apologetic " history in anything but an apologetic manner ; the " authoritarian legalist ", pius x, was the man who actually, in practice, democratized the roman curia and encouraged the revivification of the understanding of the liturgy as the communal prayer of the church ; and the thomist leo xiii did more for historical and scriptural studies than any pontiff of the century. in fact, leo ' s insouciance regarding potential dangers emerging from uncontrolled studies underlines the absence of authoritative intervention during his long, centralizing pontificate : there are some restless and worried spirits who press the roman congregations to pronounce upon still doubtful questions. i oppose this, i stop them, because it is necessary not to prevent the intelligent from working. it is necessary to leave them the leisure to hesitate and even to err. the truth can only win by this. the church will always arrive in time to put them back onto the right path ( jedin and dolan, ix, p. 330 ). perhaps the case of dietrich von hildebrand in the twentieth century illustrates the point


only win by this. the church will always arrive in time to put them back onto the right path ( jedin and dolan, ix, p. 330 ). perhaps the case of dietrich von hildebrand in the twentieth century illustrates the point most clearly. von hildebrand spent much of his professional life criticizing the dominant neo - scholasticism of his contemporaries, pious practices obscuring the primary focus on adoration of the godhead essential to true transformation in christ, failures to appreciate the riches of the liturgy, and the dangers of the militant lay spirit running amok. yet while doing so, he never, for one moment, considered himself to be anything other than a fervent supporter of a roman school of thought. in fact, a meditation upon the example of von hildebrand and all the other figures noted above, might lead one to reach the conclusion that the roman school was actually a conglomerate of potentially contradictory tendencies, some of which definitely rose to the fore, though without destroying the others entirely. more than anything else, what then would appear faulty in its " curriculum " was a certain lack of coordination and rigorous self - examination, accompanied by a want of nuance and humor on the part of some neo - scholastics and exaggerated neo - ultramontanists holding important academic and curial positions but let us now turn to the opposition. in indicating a nineteenth century anti - roman complex, i do not intend to speak of men who merely disagreed with certain features of the roman school ' s approach, and happened to have frequent contact with those militantly rejecting it, figures like john henry newman ( 1801 - 1890 ) and fr. marie joseph lagrange ( 1855 - 1938 ). newman was indeed concerned for the history of the development of doctrine in a way that appeared to give him more in common with anti - speculative historians than with the anti - historical theologians increasingly dominating the papal entourage by the time of pius x. lagrange did indeed lament the exegetical backwardness of many powerful leaders of the roman school, who began to cause him severe difficulties when they fully realized where he was headed with his own scriptural studies by the time of the international congress of fribourg in 1897. anti - romanists admittedly did like to claim both of these men as sympathizers. nevertheless, we have already seen that " card carrying " romanists themselves could utter similar criticisms. moreover, the attack by newman on the kind of liberal theology which would later evolve into what is called modernism, and the assault


as sympathizers. nevertheless, we have already seen that " card carrying " romanists themselves could utter similar criticisms. moreover, the attack by newman on the kind of liberal theology which would later evolve into what is called modernism, and the assault by lagrange on loisy ' s dogmatic refusal to allow even the possibility of a perception of supernatural activity in the natural world, created an iron curtain between their attitudes and the one that i am identifying here. newman and lagrange were men who thought with the church, were sometimes unjustly treated by fellow catholics, and whose intelligent criticisms required patience and perspicacity equal to their own to digest. one has to look elsewhere to locate the real center of opposition. the truly committed foes of the roman school in the nineteenth century were a formidable lot, even if ( for a time ) defeated. many of them were heirs of enlightenment and jansenist ideas about the relationship of nature and the supernatural, piety, theological methodology, the papacy, and catholic militancy in general. others were supporters of condemned mennaisien views concerning democracy and the need to submit to " vital " contemporary forces, spokesmen for the supremacy of a purely historical or scriptural approach to truth, or one basing itself on philosophical systems allowing no room whatsoever for speculative theology. such thinkers bemoaned the church ' s loss of esteem in the eyes of an " energetic ", modern, secular world which the romanists condemned. nationalists also formed an important part of the serious nineteeth - century anti - roman complex. roman universalism represented for them an obstacle to a full appreciation of the truths taught by the individual genius of each ethnic group ; " truths " which somehow regularly seemed to emphasize the enlightened, jansenist, democratic, vitalist, and anti - speculative attitudes indicated above. more specifically, followers of the " kantian " georges hermes and " hegelian " anton grnther ( 1783 - 1863 ), both of whom ran into certain troubles with the holy see, helped to form the nineteenth - century anti - roman complex in germany. they were joined by a few angry historians, the most famous being ignaz von d÷llinger ( 1799 - 1800 ). d÷llinger resented the growing flirtation of many of his fellow countryman with what he irrationally dismissed as an outdated scholastic theology. his speech on " the past and present of theology " at the congress of munich in september of 1863 was a declaration of war upon the roman


growing flirtation of many of his fellow countryman with what he irrationally dismissed as an outdated scholastic theology. his speech on " the past and present of theology " at the congress of munich in september of 1863 was a declaration of war upon the roman school. d÷llinger ' s anti - scholastic historicism had a great impact upon vehement anti - romanists outside of germany as well, lord john acton ( 1834 - 1902 ) prominent among them. many of the disciples of grnther and d÷llinger formed the backbone of the schismatic old catholic church, which refused to accept the decree of vatican one on papal infallibility. admirers of the protestant biblical exegesis of david strauss ( 1808 - 1874 ) and ferdinand christian baur ( 1792 - 1860 ) increased the numbers of the anti - roman cam. so did governmental bureaucrats upset by the ecclesiastical autonomy demanded by romanists, and moralists convinced that their anti - jansenist spirituality would shape a vulgarized, superstitious, and lazy catholic flock. those stirred by german national feeling were not averse to calling in the secular authority to support their positions when they believed that such intervention could guarantee them victoryhence, the old catholic encouragement of german states engaging in kulturkampf in the 1870 ' s. the french anti - roman complex was created by an alliance between gallicans and certain mennaisiens which would have been deemed inconceivable before 1850. gallican - minded bishops had, up till that point, been deeply angered by the assault on their seminaries and their liturgies by the neo - ultramontanism of which the mennaisiens had been a major stimulus. such bishops, however, generally supported french governmental policies, whatever they might be. thus, when the second empire entered the lists against militant, anti - modernist " romanism ", they were gradually able to make common cause with mennaisiens like the liberal catholic, charles de montalembert ( 1810 - 1870 ). montalembert ' s speech on liberal concepts of freedom and separation of church and state at the congress of malines of 1863 had the same impact, mutatis mutandis, as that of d÷llinger at munich. although french bishops tended to be restrained in their outright anti - romanism, some, like henri louis maret ( 1805 - 1884 ), were quite openly eager to fight attempts by the romanists to free the church and catholics from complete submission to the civil law.


tended to be restrained in their outright anti - romanism, some, like henri louis maret ( 1805 - 1884 ), were quite openly eager to fight attempts by the romanists to free the church and catholics from complete submission to the civil law. again, as in germany, they were joined by bureaucrats and jansenists who lamented the turn of the tide against naturalism and enlightened piety. it was only gradually that the biblical criticism of a joseph ernest renan ( 1823 - 1895 ), perfected by the work of men such as alfred loisy, and kantian - based philosophical approaches populated the ranks of the anti - romanists with a different clientele. french influences, along with those coming from germany, were then central to the formation of the anti - roman complex in other countries, italy and the united kingdom prominent among them. all - out foes of the roman school were by no means always self - interested or off - target in their attacks. however, they differed from scholars like newman and lagrange in that their perspicacity was seriously marred by a bitterness and an arrogance that were as unedifyingif not, indeed, much more sothan anything they ascribed to their opposition. every defeat rankled with them, justified or not. one sees in their writings and actions a desire for vengeance at the first available opportunity. one can almost imagine a collective unclenching of teeth in the graves of anti - romanists across christendom during the 1960 ' s, as one ecclesiastical change after another apparently vindicated their own position. conspiratorial myth - making was one of the anti - romanist fortes. this is a bit ironic. here were men who satirized as overblown and a - historical all efforts by speculative thinkers to tie together theological principles, historical developments, and pastoral approaches in modern times into some cohesive intelligible whole ; men whose dislike of speculation contributed mightily to killing that speculative schema on the church at vatican one which would have made the infallibility decree more cohesive, comprehensible, and efficacious. and yet they insisted upon belief in the existence of a murky, age - old intellectual - political plot, led by intransigent jesuits and their scholastic drones, responsible for every setback and defeat that they and progress - loving peoples everywhere experienced. one would be tempted to sayas modernists do when rejecting pius x ' s attack upon them as members of a unified alliancethat there would


their scholastic drones, responsible for every setback and defeat that they and progress - loving peoples everywhere experienced. one would be tempted to sayas modernists do when rejecting pius x ' s attack upon them as members of a unified alliancethat there would be no " roman school " to criticize at all were it not for the work anti - romanists did in bringing its disparate elements together into what was actually an artificial and illusory union. though it is tempting to argue that the roman school existed only in the minds of its opponents, there were clearly those who relished the title of romanist, and felt a spirit of camaraderie with others of like mind. let us therefore, if only for their sakes, admit its substantial reality. insofar as it did exist, however, it was, as indicated repeatedly above, both a more divided and a much more nuanced and positive force than its opponents from the 1800 ' s onwards have made it out to be. what is most striking about the picture painted of the roman school by the twentieth century anti - roman complex is just how much its strong and weak features are simultaneously neglected by it. why should this be the case? a conscious desire on the part of the anti - romanists to distort " romanism " cannot be excluded as an hypothesis, though the effort to prove and document this would require a book - length study. in any case, there is another, ironic explanation for the shortcomings of the critique which is readily available. it is, once again, fair to say that the dominant romanists did not give to historical studies the importance that they deserved, and that despite the school ' s birth in a rediscovery of the christian past. nevertheless, infinitely more damage has been done to church history in the long run by the anti - romanists of our own day. this is due to the fact that contemporary anti - romanists have embedded the appreciation for a rigorous historical methodology which they inherited from their nineteenth century ancestors in that overall modernist vision of life which glorifies will, action, and prophetic democracy. and this vision has the contrary effect of justifying a complete disdain for the " dead past ". in other words, twentieth century anti - romanists teach us a great deal, in practical terms, about how to research and write history in a superior manner, but they also have given us all the reasons for not bothering to take up that historical activity in the first place! history, like metaphysics


teach us a great deal, in practical terms, about how to research and write history in a superior manner, but they also have given us all the reasons for not bothering to take up that historical activity in the first place! history, like metaphysics, is a block to a completely vital, action - centered, liberated life. it provides too many lessons, too many models to follow, all of which hamper guidance from one ' s own creative will, whose veracity and goodness is proven through success. a mennaisien faith in an emerging, evolving christianity, taught by the people and its prophets, provides another impulse to look forward and ignore what lies behind. actually, the same result follows with respect to other studies neglected or treated with restraint by the roman school, such as sociology. a powerful stimulus to rigorous sociological work is given by the critics, but fitted into that view of life which ( to paraphrase james burnham ' s critique of eleanor roosevelt ) dissolves every solid bit of evidence in a murky goo of directionless will and democratic rapture. in the last analysis, the anti - romanists of our own day seat us upon a mountain of data, and then tell us to make our judgments on the basis of what we " will " and " feel " ; whatever succeeds in giving us that which we desire. they then appeal to our " faith - in - the - future " to revive our flagging spirits when unhappiness ensues. where does all this lead us with respect to an accurate historical appreciation of the roman school? into a black hole. for the anti - romanist foot soldier of modernity, history is really only valid in so far as it can help to guide us to a confidence in will, action, and democratic faith. historical research into an understanding of the growth of this confidence is undertaken and praised, and, given the roman school ' s basic failure to support such confidence - building, much attention is devoted to its terrible error in this regard. positive teachings of the roman school, which explain the reasons for its theological and philosophical stance, are ignored as a useless waste of vital human time and energy. any of its true flaws that might impact badly on the modern vitalist argument are tossed into the abyss along with them. creative historical writing thus becomes the rule. to hate the roman school is to know it ; to know it in its fullness is beside the point. one all too famous history of the reign of pope pius ix devotes pages to a description of the " vital


writing thus becomes the rule. to hate the roman school is to know it ; to know it in its fullness is beside the point. one all too famous history of the reign of pope pius ix devotes pages to a description of the " vital " and " forward - looking " journal l ' ere nouvelle, which lasted but briefly in 1848, while it pays scant attention to la civilto cattolica, founded in 1850, and still published today. this is because la civilto cattolica testified to the positive character of the anti - modern roman school. i, personally, had discussions at oxford with a scholar who criticized vehemently the " obscurantist " character of that journal, while at the same time i was enjoying the privilege of cutting open large numbers of the thousand pages of its volumes for the fifteen year period from 1850 - 1865, thus, presumably, becoming the first man actually to read them in the university library as well. i would not be surprised if the same were true for students in other libraries elsewhere. the committed opponents of the roman school have no interest in its history as such ; a scholar making a painstaking case for its achievements according to the best rules of the modern historiography to which they themselves ascribe is lost in space. a public formed in the spirit of willful, democratic, prophetic action has no time for him. it has more vital, energetic, important things to do than finding out the simple, boring, truth. the result is that very few people have any idea of the positive accomplishments of the roman school. they know little or nothing about its concern for the doctrine of the mystical body of christ and of individual divinization, concepts partly inspired by men like m÷hler, whom proponents of the new theology of the 1930 ' s and 1940 ' s claimed to be rediscovering for the first time. they know little or nothing of the roman school ' s sustained fight for catholic universalism against arrogant, condescending, secularist, modernist imperialists. they leave buried in scholarly texts the record of the romanist battle versus nationalist parochialism, alongside rabid, chauvinist, progressive pronouncements which would make most twenty - first century liberals shudder. they are, in short, ignorant of the central nature of the struggle of the roman school against modernity, which was a fight for human freedom and dignity against the fraudulent gods of democracy and arbitrary willfulness. similarly, few people are aware of what i think to be


short, ignorant of the central nature of the struggle of the roman school against modernity, which was a fight for human freedom and dignity against the fraudulent gods of democracy and arbitrary willfulness. similarly, few people are aware of what i think to be the greatest ( though unwitting ) flaw of the roman school : namely, its tendency, in seeking to galvanize the entire catholic population, to open the backdoor to the carping presbyterianism and lay, democratic, mennaisien spirit which i discuss in all borrowed armor chokes us. and, finally, almost no one recognizes that the anti - roman complex is really not new at all ; that a great deal of what it stands for, both in general and in its specifics, concerning themes ranging from church organization to liturgy to the relationship of the ecclesiastical authority to the state and to common law, is actually resurrected enlightenment and jansenist theology, philosophy, and pastoral vision, gussied up in ball gowns designed by lamennais. i have often quoted louis veuillot ' s observation that catholics grow worse the farther they stray from their beliefs, while their opponents grow worse the more faithful they stay to theirs. something similar might be said for the proponents of the roman school and their enemies. the spirit of the roman school contained within it the stimulus to the rediscovery and development of the whole catholic tradition ; the narrowness and bitterness of a number of its followers led them away from that high road down limiting and even self - destructive byways. the critical spirit of many of the enemies of the roman school, on the other hand, enabled them to pass down immensely valuable insights to their present - day heirs. but that critical outlook was set to work in minds shaped essentially by bitterness, jansenism, and an adulation of the will, energetic action of whatever variety, and the religion of democracy. such minds were poisoned, and their catholic faith badly obscured, provoking understandably vigorous, though sometimes disjointed, and often equally acerbic reactions from romanists. a retreat from the cult of modernity would put the specifics of the criticisms of the anti - roman camp into rational perspective. the roman school needed better and more fully - rounded romans, something which merely critical opponents could have helped to produce. it did not need a full - scale dismantling, and the establishment of a company of enlightened, jansenist, mennaisien cheerleaders in the campus of the saints.


- this article, or parts of this article, has been imported from the page wikipedia : egypt. egypt ( arabic : مصر, romanized misr, officially the arab republic of egypt, is a middle eastern country in north africa. while the country is geographically situated in africa, the sinai peninsula, east of the suez canal, is a land bridge to asia. covering an area of about 1, 001, 450 square kilometres ( 386, 560 square miles ), egypt borders libya to the west, sudan to the south, and israel and the gaza strip to the northeast ; on the north and the east are the mediterranean sea and the red sea, respectively. egypt is the sixteenth most populous country in the world. the vast majority of its 78. 8 million population ( 2006 ) live near the banks of the nile river ( about 40, 000 km² or 15, 450 sq. miles ), where the only arable agricultural land is found. large areas of land are part of the sahara desert and are sparsely inhabited. about half of the egyptian people today are urban, living in the densely populated centres of greater cairo, the largest city in africa and the middle east, and alexandria. egypt is famous for its ancient civilization and some of the world ' s most ancient and important monuments, including the giza pyramids and the great sphinx of giza ; the southern city of luxor contains a particularly large number of ancient artifacts such as the karnak temple and the valley of the kings. today, egypt is widely regarded as the main political and cultural centre of the arab and middle eastern regions. egypt ' s popularity as a tourist destination continues to grow amongst european countries, particularly in italy, germany and the uk. whilst tourists have traditionally visited egypt in search of the ancient monuments the country is famed for, many are now drawn by the lure of the bordering red sea and the magnificent sea life within. as a result, egyptian holiday resorts including sharm el - sheikh, taba, hurghada and marsa alam are growing increasingly popular with diving enthusiasts.


doing things with paracord has become very popular. this lesson will show you how to build a simple jig that will make tying the paracord bundle or fob much easier and how to tie a length of paracord into a small package that can quickly be undone. there is a youtube video at the bottom that shows all of this as well. - measuring and layout - selecting a drill size, a simple depth indicator and drilling holes in wood - paracord wrapping and tying - bits – twist drill type - pencil for marking - clamp ( desirable ) - board – 2×4 or similar at least 18 ″ long - two round school pencils - tape – masking or blue painters - using your ruler and pencil or sharpie measure from one end of your board and make a mark at 4 ″, 6 ″, 8 ″, 10 ″ & 16 ″. you want these marks to be in the center of the board. - select the drill bit the size of your pencils and hold it next to the board so that the point is a little higher than the bottom of the board and put a piece of tape on the bit even with the top of the board. this is your depth indicator. - put the bit in your drill and drill the holes, stopping when the tape reaches the top of the board. try to keep the drill a vertical as possible, this is called plumb by carpenters. - put the pencils in the holes and you are done. the advantage of a jig for anything is repeat - ability. in this case you can learn how many wraps each length of paracord needs to come out correctly. i ’ m not even going to try to explain how to use the jig, watch the video. however i did list the settings i ’ ve found to work at the bottom. you may need to adjust them for the way you tie, but this will give you a starting point that should at least work. the first hole always gets a pencil and 2nd pencil is placed in the hole that corresponds to the length of paracord you are using and then wrap the number of times indicated. again see table below the video for the values that worked for me.


| stylistic origins | | rock and roll • folk • rockabilly • ska • surf rock • garage rock • glam rock • pub rock • protopunk | | cultural origins | | mid - 1970s, united states, united kingdom, and australia | | typical instruments | | vocals • electric guitar • bass • drums • occasional use of other instruments | | mainstream popularity | | topped charts in uk during late 1970s. international commercial success for pop punk and ska - punk, mid - 1990s – 2000s. | | derivative forms | | new wave • post - punk • gothic rock • alternative rock • grunge • emo | | anarcho - punk • art punk • christian punk • crust punk • garage punk • glam punk • hardcore punk • oi! • riot grrrl • skate punk | | 2 tone • anti - folk • avant - punk • celtic punk • chicano punk • cowpunk • folk punk • gaelic punk • gypsy punk • pop punk • psychobilly • punk blues • punk jazz • ska punk | punk rock ( or " punk " ) is a music genre related to rock music. it is often described as harder, louder, and cruder than other rock music. many punk rock songs have lyrics ( words ) which tell angry stories or which use rude or controversial words. about punk rock [ change ] punk rock is a style of music. many musicians and punk rock music listeners ( " punk rockers " ) want to protest or rebel against the norms or rules of society. punks say that people should " do it yourself ", which means that people should try to accomplish their goals using the materials in their own communities. many punk bands make their own music recordings and distribute them without using a major record company. many punks have strong political beliefs. punk rock musicians are often mad at the government, the police, and laws. many punk rock songs protest injustice, lies, and unfairness in countries. almost all punks are leftists, who believe that a country should share the products and food that it produces with all the people in the country. some punks are vegetarian or vegans, because they believe that animals should not be killed for food. some punks are anarchists. very few punks are conservative, libertarian, or republican. punk rock developed in new york city in the mid - 1970s. bands like the ramones, television, the heartbreakers, blondie, and patti smith played loud, angry songs. many bands played at a club called cb


libertarian, or republican. punk rock developed in new york city in the mid - 1970s. bands like the ramones, television, the heartbreakers, blondie, and patti smith played loud, angry songs. many bands played at a club called cbgb ' s. the music soon spread to australia and britain, were bands started playing punk rock in 1976 - 1977. british bands like buzzcocks, the clash, the damned, generation x, the jam, and sex pistols played punk rock music that was inspired by the music being played in new york, as well as by garage rock, pub rock, and other protopunk music. these early " punks " rejected the excesses of mainstream 1970s rock. they created fast, hard - edged music, with short songs, stripped - down instrumentation, and often political, anti - establishment lyrics. they often did controversial things, such as saying bad words in public. many newspapers wrote articles about the " bad " behavior of punk rock musicians. in the 1980s, a new type of punk rock called " hardcore punk " or " hardcore " developed. punk rock music began being mixed with heavy metal rock music. many hardcore bands began playing in the united states. in the 1990s, punk rock began being mixed with pop music to create a new lighter style of music called pop - punk. pop - punk bands include green day and good charlotte. some pop - punk bands mixed punk rock with ska music. pop - punk was still popular in the 2000s. some people who like the 1970s - style punk rock criticize pop - punk because pop - punk is commercialized. some people say that punk rock is dead. but that is not true, because the spirit lives on and many punk rockers are around today. - bad brains - bad religion - black flag - the clash - dead kennedys - green day - iggy pop - meat puppets - minor threat - the misfits - new york dolls - the offspring - the sex pistols - social distortion - " punk rock " ( in english ). springfield : merriam - webster, incorporated. 2010. http : / / www. merriam - webster. com / dictionary / punk + rock. retrieved 23 january 2010.


preparation. i wrote simple scenarios on the back of about 20 - 25 die cut fish and hid them around the primary room. ( i didn ' t get into how christ was a fisher of men for time ' s sake, but the idea was there. ) - your sister sits at your seat at dinner. you get mad and yell at her. - your mom is working hard making dinner and the table isn ' t set. you say " i ' ll set the table! " - it ' s early in the morning and your mom says it ' s time to get ready for church. you are so tired but you get up and get dressed without complaining. - your brother spills his crayons all over the floor. you say " you ' re going to be in big trouble and don ' t help him pick them up. " how it rolled. we sang the song. i asked a teacher to choose two or three kids to each find a fish and bring it up. i read each scenario and the group gave me a ' thumbs up ' if it was trying to be like jesus or a ' thumbs down ' if it wasn ' t. we came up with a solution for the scenarios that weren ' t christlike. then we sang the song again and two or three more children found fish. we continued until the fish were all found, sometimes singing just part of the song they needed work on. why this worked. lots of kids got to find fish. everyone was involved in the singing and voting with their thumb. it moved quickly with the short scenarios. we got lots of repetitions of the song in. they really connected with the scenarios. senior primarypreparation. i displayed a dozen paintings of christ in action. for example, christ healing the blind man, the boy jesus working with joseph, christ calming the storm, christ being baptized, etc. i gathered these pictures from the gospel art kit and old calendars of paintings done by simon dewey and liz lemon swindle. explanation. i told the children that since we were singing about ' trying to be like jesus ' that we were going to share things we do that are like things that christ did. i asked the children to look at all the pictures and find one that they connected with and then be willing to share what they do that is ' trying to be like jesus. ' how it rolled. first we sang one verse. then i choose a teacher to send up two children from their class. the children each chose a picture and showed it to the group


share what they do that is ' trying to be like jesus. ' how it rolled. first we sang one verse. then i choose a teacher to send up two children from their class. the children each chose a picture and showed it to the group. they told ( in one sentence ) what was happening and what they do that is similar. then we sang another verse and two more children came up until the pictures were gone. sometimes they needed a little prompting from me, other times they did they whole thing by themselves. child " christ is raising the girl from the dead. " me " have you raised anyone from the dead? " me " have you helped anyone that was sick? " child " yes, i helped my mom when she had surgery. " me " what did you do? " child " i filled up her water bottle and helped her get up. i cleaned up the kitchen. " me " i bet she really appreciated that. you know when you help her you are doing exactly what jesus would do. you are being like jesus. " lessons learned. i especially loved the connections they made with two of the pictures. one was with the picture of christ calming the raging sea. i asked what raging seas we might see during the day. ' arguing or anger ' was the answer and we talked briefly about being the peacemaker. another was with the picture of christ carrying a child on his back by liz lemon swindle. an 11 year old girl chose that one and talked about taking care of her little brothers and sister. i told her that jesus loves her little brothers and sister so much and is so happy when she treats them with love. idea for small primariesif my primary group was smaller i would ask the parents to tell me about an instance when their child did something that was showing that they are trying to be like jesus, and share them between singing verses of the song. even better, have them send a picture of them doing something christlike and make a video of it set to the song.


if you shop in the city of san jose, beginning january 1, 2012 ( that ' s about 4 months away ) there will no longer be disposable plastic bags for your merchandise. that means you will need to bring your own bags to put your groceries or other purchases in. plastic bags are a convenience that just isn ' t worth the price on the environment. did you know that plastic bags are the most commonly found items during creek clean - ups or that californians use 4 million plastic bags a year? plastic bags are considered to be dangerous to over 260 species of wildlife including sea turtles who mistake the bags in the ocean for jellyfish and then try to eat them. swapping out plastic bags for reusable ones is a change that everyone can easily make! what can you do to get ready for the change? recycle your plastic grocery bags by turning them into " yarn " that you can then use to crochet a reusable shopping bag. this is recycling / reuse at its finest. i ' ve made a couple of these myself - they are quick to make and they are flexible and strong! this video shows you how to do it! purchase bags at your local store. they are only a few dollars and if you start now buying one a week, you ' ll easily have enough for your weekly grocery run before the ordinance goes into effect. check out the book bags the library friends sell! these bags are built for toting books, but they ' ll carry your canned goods and loaves of bread just as easily. and you ' ll be supporting the library as well!


leadership involves defining and communicating an organization ’ s long - term vision and mission while conflict resolution typically deals with the situation at hand. by articulating what you want to accomplish, providing support for talented subordinates, overcoming obstacles, exploiting opportunities, demanding excellence, behaving ethically, you set a good example for your organization. an effective leader builds teams that work well together. as a leader, you facilitate the resolution of conflicts that distract the team members, decrease productivity, destroy motivation and lead frustration and anger. you also recognize that some conflict is natural and necessary to produce innovative solutions to problems, encourage meaningful communication between team members and leads to clarification and cooperation. using the thomas - kilmann conflict mode instrument, developed in the 1970s by conflict resolution experts kenneth w. thomas and ralph h. kilmann, you can identify the best way to handle conflict in your organization. leaders use their position, expertise or persuasive ability to exercise control over their subordinates. in an emergency situation, when a decision needs to made quickly, you typically use the autocratic leadership style to resolve the problem. on an ongoing basis, however, to prevent conflict from festering in the organization, effective team leaders take the time to gather input from subordinates and refrain from behaving as if decisions represent a win or loss for subordinates. by using the participative leadership style, you foster an environment of cooperation and collaboration that typically enables employees to function effectively as a team. an effective leader quickly diagnoses issues that hinder team productivity, takes prompt corrective action to resolve disagreements and helps the team members to develop the skills necessary to resolve conflicts on their own, without management intervention. by compromising, both sides in a conflict give up something in order to gain an agreement. effective leaders encourage team members to accept concessions when necessary to maintain a level of productivity rather than continuing to debate or argue. they help team members overcome interpersonal conflicts and promote acceptance of other cultures and experiences in the workplace. to meet the needs of the team, a team member may surrender his position. when the stakes are low, accommodating the needs of others can promote harmony and foster a productive work environment. however, long - term conflict can arise if more aggressive individuals take advantage of team members who don ’ t act assertively. effective leaders monitor their team environment and provide coaching and mentoring to members that enables them to function productively together without operating at the expense of others. when a conflict involves a controversial or unpopular decision


bernini ' s bust of medusa gian lorenzo bernini, bust of medusa, marble, c. 1644 - 48 ( capitoline museum ) medusa, one of the three gorgons, daughter of phorcys and ceto. she was the only one of the gorgons who was subject to mortality. she is celebrated for her personal charms and the beauty of her locks. neptune became enamoured of her, and obtained her favours in the temple of minerva. this violation of the sanctity of the temple provoked minerva, and she changed the beautiful locks of medusa, which had inspired neptune ’ s love to serpents. according to apollodorus, medusa and her sisters came into the world with snakes on their heads, instead of hair, with yellow wings and brazen hands. their bodies were also covered with impenetrable scales, and their very looks had the power of killing or turning to stones. perseus rendered his name immortal by his conquest of medusa. he cut off her head, and the blood that dropped from the wound produced the innumerable serpents that infest africa. the conqueror placed medusa ' s head on the shield of minerva, which he had used in his expedition. the head still retained the same petrifying power as before, as it was fatally known in the court of cepheus.... some suppose that the gorgons were a nation of women, whom perseus conquered. ( from lempriere ’ s classical dictionary of proper names mentioned in ancient authors writ large. ed. j. lempriere and f. a. wright. london : routledge & kegan paul. as quoted by modern american poetry site, department of english, university of illinois )


a recent study shows that working the muscles may strengthen not only your body, but your brain as wemay improve the brain ’ s ability to think. in past research, lab animals and people generally performed better on cognition tests after engaging in exercise for several weeks. researchers designed an experiment to observe the exact effects of exercise on the brain. using two drugs that simulate the effects of exercise on lab animals for 2 weeks, the experiment confirmed that changes in muscles did indeed affect the mind. the lab animals that received the drugs performed significantly better on tests of memory and learning than control animals that had been idle for the same 2 weeks. the results suggested, however, that exercise may need to be aerobic in order to substantially affect the brain. for more details, go to http : / / well. blogs. nytimes. com / a study conducted in oregon state university has recently observed the positive effects of short bouts of exercise as compared to the recommended 30 minute structured exercise regimen we are usually told to strive for. researchers say that instead of dedicating 30 minutes to exercise all at once, it can be broken up into spurts of physical activity as short as one or two minutes at a time, which at the end of the day can easily add up to 30 minutes. they suggest becoming aware of your ability to add physical movement into any part of your day and making small changes in your normal routine, such as pacing while talking on the phone, taking the stairs instead of the elevator, using a rake instead of a leaf blower, and shopping in stores instead of online. the study found that 43 % of people who engaged in short bouts of physical activity met the physical guidelines of getting 30 minutes of exercise daily. however, less than 10 % of people engaging in longer bouts of exercise met the same federal guidelines. these new findings provide an easy alternative for those of us who don ’ t have the time to fit 30 or more consecutive minutes of exercise into our busy days. for more details, go to http : / / www. sciencedaily. com / releases / 2013 / 01 / 130129100118. htm weight training alone is not an effective way to reduce the risk of heart disease or diabetes if you are overweight, but aerobic training might be, according to a new study from the duke university medical center. participants in the study were divided into three groups for eight months. one group did only resistance training, working out on eight different weight machines three times per week. the second group did two hours of


to a new study from the duke university medical center. participants in the study were divided into three groups for eight months. one group did only resistance training, working out on eight different weight machines three times per week. the second group did two hours of aerobic training per week, and the third group did both programs. people in the weight training group gained an average of 1. 5 pounds, added to their waistline and failed to reduce their risk for heart disease or diabetes. the aerobic training group lost three pounds and a half - inch from their waists, and participants who did both cardio and weights in the study lost four pounds and an inch from their waists. both groups also decreased their risk of illness. although the combination of weight training and aerobic training produced the best results, the study published in the american journal of cardiology says that it is hard to determine whether the difference between the combined group and the aerobic group was due to the combination of training being more effective or simply forcing participants to work out twice as much. “ when weighing the time commitment versus health benefit, the data suggest that at ( aerobic training ) alone was the most efficient mode of exercise for improving cardiometabolic health, ” says the study, titled “ comparison of aerobic versus resistance exercise training effects on metabolic syndrome. ” exercise also plays a prominent role in reducing the risk of sudden cardiac death, which is the result of a sudden loss of heart function due to problems with the heart ’ s electrical impulses, according to another study published earlier this month in the journal of the american medical association. by analyzing data on lifestyle factors of more than 80, 000 women over the span of 25 years, researchers found that those who worked out regularly and also had a healthy body mass index ( under 25 ), did not smoke and ate a well - balanced diet significantly reduced their chances of sudden cardiac death. it ’ s pretty common to be excited when you start a new exercise program. there ’ s hope that you ’ ll finally reach your goals, you ’ re immersed in a new regime, and because you are starting fresh, your mind is a little more engaged and curious to see what ’ s coming next. but after a few months, how do you keep that going? here is a list of 10 ways tostay excited about exercising, and below are some of my favorites that i use too : 1. ) make exercise a part of your schedule. this personally is crucial for me. if i block out the hour, and have a


of 10 ways tostay excited about exercising, and below are some of my favorites that i use too : 1. ) make exercise a part of your schedule. this personally is crucial for me. if i block out the hour, and have a workout regularly dedicated to this time slot, that ’ s it - i have my plans set in stone and there ’ s no backing out! 2. ) mix it up. i try one new exercise routine or format every other week. even just slightly mixing up something i normally do keeps me engaged and challenged. 3. ) if you ever happen to miss a workout ( life gets in the way, so this does happen sometimes! ) re - motivate and make a game plan right away. figure out how you can reschedule that workout and stick to it! our very own annique roberts was recently written up in the new york times as one of the 10 best new dancers in new york! annique s. roberts is a native of atlanta, ga and magna cum laude graduate of howard university where she earned a bfa in dance. she toured nationally and internationally with garth fagan dance for over 5 years. currently, she dances with ronald k. brown / evidence based in brooklyn, ny. annique is afaa group fitness certified and you can take a class with her at smart workout. sign up on the righthand side of this page, or visit www. smartworkout. net, to enroll in a free promotional class with annique.


what is the rule for using the " passive se " ( e. g. " ¿ como se dice? " ) with a reflexive verb that involves another se pronoun? for example, how would you translate " one takes a shower ( ducharse ) frequently in hot weather. "? do the two se pronouns simply combine into one? | show 3 more comments | the two pronouns just combine in one : " one takes a shower frequently in hot weather " - - > se ducha frecuentemente cuando hace calor. she takes a shower frequently in hot weather - - > ( ella ) se ducha frecuentemente cuando hace calor. as far as i know there is no " passive se ". as others have introduced, there are mainly two uses for " se ". however, in the case of reflexive verbs, the third person changes and " se " is used in the third person ( both singular and plural ) instead of the corresponding " le " or " les ". if you speak german, also a germanic language like english, this case applies exactly in the same way : i guess your doubt is the following : can a reflexive verb ( which uses the " se " particle ) be combined with the impersonal " se " ( what you call " the passive se " ) in the same sentence? hope this helps. i ' m posting a new answer since i misunderstood and needed some more room than a comment. in english you use an auxiliary verb " do " in " how does one shave? ", but in spanish you don ' t. there is only one verb in the sentence " ¿ como se afeita uno? ". we could get in an deep debate about where that " se " comes from, but i think it ' s safe and easy to just assume it ' s a fixed impersonal particle. thinking it is a verb does not help and confuses more. the first " se " is therefore just the " impersonal se ". think about how you ask impersonal " how to " questions with " se " in spanish : that ' s just a fixed formula. a small break here that hope clarifies the thing about " se " in reflexive verbs, which is not so special after all. in a general sentence we have a subject + verb ( action ) + direct object ( what ) + indirect object ( receiver ). as you know, you can substitute both direct and indirect object for pronouns


verbs, which is not so special after all. in a general sentence we have a subject + verb ( action ) + direct object ( what ) + indirect object ( receiver ). as you know, you can substitute both direct and indirect object for pronouns. which in spanish can be tricky because not only is the order of the sentence altered but there is also an exception. this is the case of the indirect object " le " ( to him / to her ) that changes to " se " when both a direct and indirect object pronouns are present in the same sentence. if you only use a pronoun for the indirect object, you say : but if you use both pronouns, instead of the logical : which is incorrect, " le " is changed to avoid the le - la " cacophony " ( bad sound ) : this is where the infamous third person " se " for the indirect object comes from. reflexive verbs are not so special after all. it just happens that the receiver of the action ( indirect object ) is the same as the performer ( subject ), so logically speaking they are simply a normal verb with an indirect object pronoun sticked to them to mark that they can be applied to oneself. " ducharse " is just a special case of " duchar " ( you can " duchar a alguien " / shower somebody ). ducharse just means that this verb can be applied to oneself, and the one who ' s being showered is the same as " the showerer " : ) : but that sounds weird so we just use reflexive pronouns ( which as you see have a lot to do with indirect object personal pronouns ), that in the third person is " se " to clarify that te showering is to oneself, not to a third person. and now, back to the original answer. remember the general impersonal form of asking " how to "? why should reflexive verbs be special? we just say " uno " ( meaning " un hombre ", " uno a si mismo " ) just like in english you say " oneself ". if it ' s referred specifically to a girl, then " una " is generally used : pfew. hope it ' s clear now. i just wanted to make clear where the " reflexive se " comes from and what the relation is. i don ' t understand it either. you use " se " mostly when the subject performs actions on itself or if you want to make an impersonal statement like


freighter ( or barge ) was the term given to any spacecraft that was used to transport freight or cargo ( such as parts and supplies ). both legitimate businesspersons and smugglers could be found captaining such transports. freighters were needed from the time space travel began because of the need for supplies to all reaches of the galaxy. freighters usually traveled with hyperdrives because people would often pay more for quick delivery. for obvious reasons, freighters were used mainly for trade. although very few fought in great battles, many freighters did see action. smugglers and legitimate traders alike had some tangles now and then, but freighters were often armed and shielded so that they could resist attempts on their cargo. smuggling was a very prominent criminal fringe activity in the galaxy that involved the transportation of contraband between planets. to do this, a freighter generally of small size such as the millennium falcon, was required to transport the contraband past planetary security forces. some examples of contraband include spice, blasters and medical supplies. smugglers often added upgrades to their ships so that they could beat competitors and outwit planetary security forces. almost every smugglers vessel had improved light speed and sub - light speed drives for increased speed as well as boosted weapons systems to fight their way out of tough situations. another of the most prevalent modifications to a smugglers freighter were numerous secret compartments to hide contraband from security checks while legitimate cargo occupied the cargo bays. on the millennium falcon, these consisted of removable floor plates. some freighters became so heavily modified that the mess of cross wired and non traditional parts prevented starship mechanics from working on them effectively. the smugglers themselves were therefore required to have a detailed knowledge of freighter mechanics and electronics to be able to keep their vessels in working order. most smugglers preferred it this way as they didn ' t trust anyone tampering with their prized possessions. most smugglers freighters required a crew of more than one and as such most smugglers hired a copilot, such as chewbacca on the millennium falcon or the droid le - bo2d9 aboard the outrider. to a smuggler, their freighter was everything ; their job, their home, their lives. many smugglers lived in their freighters as they had no terrestrial home. - star wars : the old republic - tempest feud - the clone wars : decide your destiny : crisis on coruscant - " the heart " - " maze run " — star wars insider 131 - star wars episode iv : a


balete is a strangling, smooth plant, assuming a tree form and reaching a height of 15 meters or more. branches are drooping. leaves are leathery, oblong - ovate, 6 to 9 centimeters long, with prominent and rather slender point, rounded base, entire margins, smooth green and shining ; the nerves slender and spreading, not prominent. petioles are 5 to 10 millimeters long. fruit is axillary, solitary, stalkless, dark - purple and fleshy when mature, somewhat spherical, and 1 centimeter in diameter. - from northern luzon to mindanao, in most islands and provinces, n primary forests at low and medium altitudes. - in manila, planted as avenue and shade tree. - also occurs in india to southern china, malaya, northern australia, and the islands of the south pacific. - bark contains 4. 2 percent tannin. - latex contains 30 % caoutchouc, along with 59 % resin. - wax contains cerotic acid. extraction of leaves, bark, and fruits yielded six compounds : cinnamic acid, lactose, naringenin, quercetin, caffeic acid and stigmasterol. ( 11 ) - dermatitis and allergic reactions : plant sap from all parts reported to cause minor skin irritation. frequent contact may cause itching of the eyes, coughing, and wheezing. ( 4 ) bark, root, leaves. • root, bark of root and leaves boiled in oil and applied on wounds and bruises. • juice of bark used for liver diseases. • pounded leaves and bark applied as poultice for rheumatic headache. • landscape : in manila, used as an avenue and shade tree. • rope : in the provinces, rope made from its bast. • household allergen : ficus benjamin is a relatively common source of indoor household allergen, with a prevalence of sensitization similar to moulds. ( 1 ) • allergic / toxic irritative : study showed more complaints of asthmatic bronchitis, rhinoconjunctivitis and skin symptoms among gardeners handling ficus benjamina ( weeping fig ) and hedera helix ( ivy ). ( 2 ) • asthma / weeping fig / cross - reactivities : study showed hypersensitivity to f. benjamina may cause ige - mediated respiratory allergy. the association with allergy to fig and papains is likely due to cross - reactive allergen structures. ( 3 ) study showed


##ities : study showed hypersensitivity to f. benjamina may cause ige - mediated respiratory allergy. the association with allergy to fig and papains is likely due to cross - reactive allergen structures. ( 3 ) study showed a hepatoprotective activity of an ethanolic extract of ficus benjamina against ccl4 - induced liver damage in rats. silymarin was used as standard reference drug. ( 7 ) • leaves as indicator of atmospheric pollution : study evaluated the suitability of ficus benjamina leaves as a captor of heavy metal particles from atmospheric dusts in urban areas. samples collected yielded values almost ten times higher than those obtained from unpolluted reference. ( 8 ) • hypersensitivity to ficus benjamina / implications in food allergy : study of exposure to ficus benjamina and other ficus species was documented in 101 ( 29 % ) of patients. of the 22 with hypersensitivity to f. benjamina, 8 showed hypersensitivity to common edible fig, seven to kiwi and two to latex. study concludes that both prevalence of exposure and sensitization to f. benjamina and presence of allergic manifestations in some patients should be a concern for the plant as an indoor allergen which may also have implications in food allergy. ( 9 ) • cross - reactivity / latex and fig fruit : allergic reactions to fresh or dried figs can present as a consequence of primary sensitization to airborne fb allergens independent of sensitization to rubber latex allergens. other fruits like kiwi, papaya, avocado, pineapple, and banana may be associated with sensitization to ficus allergens. ( 10 ) • constituents / antibacterial / cytotoxicity : leaves, bark, and fruits yielded six compounds : cinnamic acid, lactose, naringenin, quercetin, caffeic acid and stigmasterol. caffeic acid showed strong cytotoxic activity against t - lymphoblastic leukemic ( cem - ss ) cell line. the compounds showed antibacterial activity against b. cereus and p. aeruginosa.


algoritma nyaeta susunan parentah, nu jumlahna kawates, pikeun ngolah sababaraha parentah nu, sakumpulan data asupanana, bakal ngahasilkeun sarupaning bentuk ahir nu bisa dipikawanoh ; sabalikna ti heuristik. konsep algoritma mindeng digambarkeun ku conto hiji resep, sanajan loba algoritma kacida ruwetna ; algoritma sering miboga lengkah - lengkah anu malikan ( iterasi ) atawa merlukeun kaputusan ( saperti logika atawa perbandingan ) nepi ka tugas direngsekeunnana. | artikel ieu keur dikeureuyeuh, ditarjamahkeun tina basa inggris. bantosanna diantos kanggo narjamahkeun. sababaraha alogaritma bisa anggeus ku pagawean nu sarua make susunan parentah nu beda in more or less time, space, or effort than others. for example, given two different recipes for making potato salad, one may have peel the potato before boil the potato while the other presents the steps in the reverse order, yet they both call for these steps to be repeated for all potatoes and end when the potato salad is ready to be eaten. correctly performing an algorithm will not solve a problem if the algorithm is flawed or not appropriate to the problem. for example, performing the potato salad algorithm will fail if there are no potatoes present, even if all the motions of preparing the salad are performed as if the potatoes were there. in some countries, such as the usa, some algorithms can effectively be patented if an embodiment is possible ( for example, a multiplication algorithm embodied in the arithmetic unit of a microprocessor ). algoritma nu dirumuskeun [ edit ] algorithms are essential to the way computers process information, because a computer program is essentially an algorithm that tells the computer what specific steps to perform ( in what specific order ) in order to carry out a specified task, such as calculating employees ’ paychecks or printing students ’ report cards. thus, an algorithm can be considered to be any sequence of operations which can be performed by a turing -


in what specific order ) in order to carry out a specified task, such as calculating employees ’ paychecks or printing students ’ report cards. thus, an algorithm can be considered to be any sequence of operations which can be performed by a turing - complete system. typically, when an algorithm is associated with processing information, data is read from an input source or device, written to an output sink or device, and / or stored for further use. stored data is regarded as part of the internal state of the entity performing the algorithm. for any such computational process, the algorithm must be rigorously defined : specified in the way it applies in all possible circumstances that could arise. that is, any conditional steps must be systematically dealt with, case - by - case ; the criteria for each case must be clear ( and computable ). because an algorithm is a precise list of precise steps, the order of computation will almost always be critical to the functioning of the algorithm. instructions are usually assumed to be listed explicitly, and are described as starting ' from the top ' and going ' down to the bottom ', an idea that is described more formally by flow of control. so far, this discussion of the formalisation of an algorithm has assumed the premises of imperative programming. this is the most common conception, and it attempts to describe a task in discrete, ' mechanical ' means. unique to this conception of formalized algorithms is the assignment operation, setting the value of a variable. it derives from the intuition of ' memory ' as a scratchpad. there is an example below of such an assignment. ngalarapkeun algoritma [ edit ] algorithms are sometimes implemented as computer programs but are more often implemented by other means, such as in a biological neural network ( for example, the human brain implementing arithmetic or an insect relocating food ), or in electric circuits or in a mechanical device. the analysis and study of algorithms is one discipline of computer science, and is often practiced abstractly ( without the use of a specific programming language or other implementation ). in this sense, it resembles other mathematical disciplines in that the analysis focuses on the underlying principles of the algorithm, and not on any particular implementation. one way to embody ( or sometimes codify ) an algorithm is the writing of pseudocode. some writers restrict the definition of algorithm to procedures that eventually finish. others include procedures that could run forever without stopping, arguing that some entity may be required to carry out such permanent tasks. in the latter case, success can no longer be


pseudocode. some writers restrict the definition of algorithm to procedures that eventually finish. others include procedures that could run forever without stopping, arguing that some entity may be required to carry out such permanent tasks. in the latter case, success can no longer be defined in terms of halting with a meaningful output. instead, terms of success that allow for unbounded output sequences must be defined. for example, an algorithm that verifies if there are more zeros than ones in an infinite random binary sequence must run forever to be effective. if it is implemented correctly, however, the algorithm ' s output will be useful : for as long as it examines the sequence, the algorithm will give a positive response while the number of examined zeros outnumber the ones, and a negative response otherwise. success for this algorithm could then be defined as eventually outputting only positive responses if there are actually more zeros than ones in the sequence, and in any other case outputting any mixture of positive and negative responses. di dieu aya conto sederhana dina algoritma. bayangkeun anjeun mibanda wilangan random dina daptar nu teu kasortir. tujuan ahirna keur manggihkeun wilangan panggedena tina eta daptar. lengkah mimiti nyaeta kudu nempo kana sakabeh nilai nu aya dina deret. lengkah saterusna nyaeta nempo kana eta nilai ngan sakali. asupkeun kana itungan, algoritma basajan ngeunaan hal eta saperti di handap ieu : - pretend the first number in the list is the largest number. - look at the next number, and compare it with this largest number. - only if this next number is larger, then keep that as the new largest number. - repeat steps 2 and 3 until you have gone through the whole list. given : a list " list " largest = list counter = 2 while counter < = length ( list ) : if list [ counter ] > largest : largest = list [ counter ] counter = counter + 1 print largest notes on notation : - = as used here indicates assignment. that is, the value on the right - hand side of the expression is assigned to the container ( or variable ) on the left - hand side of the expression. - list [ counter ] as used here indicates the


= as used here indicates assignment. that is, the value on the right - hand side of the expression is assigned to the container ( or variable ) on the left - hand side of the expression. - list [ counter ] as used here indicates the counterth element of the list. for example : if the value of counter is 5, then list [ counter ] refers to the 5th element of the list. - < = as used here indicates ' less than or equal to ' note also the algorithm assumes that the list contains at least one number. it will fail when presented an empty list. most algorithms have similar assumptions on their inputs, called pre - conditions. as it happens, most people who implement algorithms want to know how much of a particular resource ( such as time or storage ) a given algorithm requires. methods have been developed for the analysis of algorithms to obtain such quantitative answers ; for example, the algorithm above has a time requirement of o ( n ), using the big o notation with n representing for the length of the list. kecap algoritma comes ultimately from the name of the 9th - century mathematician abu abdullah muhammad bin musa al - khwarizmi. the word algorism originally referred only to the rules of performing arithmetic using arabic numerals but evolved into algorithm by the 18th century. the word has now evolved to include all definite procedures for solving problems or performing tasks. the first case of an algorithm written for a computer was ada byron ' s notes on the analytical engine written in 1842, for which she is considered by many to be the world ' s first programmer. however, since charles babbage never completed his analytical engine the algorithm was never implemented on it. the lack of mathematical rigor in the " well - defined procedure " definition of algorithms posed some difficulties for mathematicians and logicians of the 19th and early 20th centuries. this problem was largely solved with the description of the turing machine, an abstract model of a computer formulated by alan turing, and the demonstration that every method yet found for describing " well - defined procedures " advanced by other mathematicians could be emulated on a turing machine ( a statement known as the church - turing thesis ). nowadays, a formal criterion for an algorithm is that it is a procedure that can be implemented on a completely - specified turing machine or one of the equivalent formalisms. turing ' s initial interest was in the halting problem : deciding when an algorithm describes a terminating procedure. in practical terms computational complexity theory matters more : it includes the puzzling problem of the algorithms


specified turing machine or one of the equivalent formalisms. turing ' s initial interest was in the halting problem : deciding when an algorithm describes a terminating procedure. in practical terms computational complexity theory matters more : it includes the puzzling problem of the algorithms called np - complete, which are generally presumed to take more than polynomial time. kelas algoritma [ edit ] aya sababaraha cara keur nyieun kelas algoritma, and the merits of each classification have been the subject of ongoing debate. one way of classifying algorithms is by their design methodology or paradigm. there is a certain number of paradigms, each different from the other. furthermore, each of these categories will include many different types of algorithm. some commonly found paradigms include : - divide and conquer. a divide - and - conquer algorithm reduces an instance of a problem to one or more smaller instances of the same problem ( usually recursively ), until the instances are small enough to be directly expressible in the programming language employed ( what is ' direct ' is often discretionary ). - dynamic programming. when a problem shows optimal substructure, i. e when the optimal solution to a problem consists of optimal solutions to subproblems ( for instance the shortest path between two vertices on a weighted graph consists of the shortest path between all the vertices in between. ) you solve such a problem bottom - up by solving the simplest problems first and then procceding to increasingly difficult problems until you have solved the original problem. this is called a dynamic programming algorithm. - the greedy method. a greedy algorithm is similar to a dynamic programming algorithm, but the difference is that at each stage you don ' t have to have the solutions to the subproblems, you can make a " greedy " choice of what looks best for the moment. - linear programming. when you solve a problem using linear programming you put the program into a number of linear inequalities and then try to maximize ( or minimize ) the inputs. many problems ( such as the maximum flow for directed graphs ) can be stated in a linear programming way, and then be solved by a ' generic ' algorithm such as the simplex algorithm. - search and enumeration. many problems ( such as playing chess ) can be modelled as problems on graphs. a graph exploration algorithm specifies rules for moving around a graph and is useful for such problems. this category also includes the search algorithms and backtracking. - the probabilistic and heuri


playing chess ) can be modelled as problems on graphs. a graph exploration algorithm specifies rules for moving around a graph and is useful for such problems. this category also includes the search algorithms and backtracking. - the probabilistic and heuristic paradigm. algorithms belonging to this class fit the definition of an algorithm more loosely. probabilistic algorithms are those that make some choices randomly ( or pseudo - randomly ) ; for some problems, it can in fact be proved that the fastest solutions must involve some randomness. genetic algorithms attempt to find solutions to problems by mimicking biological evolutionary processes, with a cycle of random mutations yielding successive generations of ' solutions '. thus, they emulate reproduction and " survival of the fittest ". in genetic programming, this approach is extended to algorithms, by regarding the algorithm itself as a ' solution ' to a problem. also there are heuristic algorithms, whose general purpose is not to find a final solution, but an approximate solution where the time or resources to find a perfect solution are not practical. an example of this would be simulated annealing algorithms, a class of heuristic probabilistic algorithms that vary the solution of a problem by a random amount. the name ' simulated annealing ' alludes to the metallurgic term meaning the heating and cooling of metal to achieve freedom from defects. the purpose of the random variance is to find close to globally optimal solutions rather than simply locally optimal ones, the idea being that the random element will be decreased as the algorithm settles down to a solution. another way to classify algorithms is by implementation. a recursive algorithm is one that invokes ( makes reference to ) itself repeatedly until a certain condition matches, which is a method common to functional programming. algorithms are usually discussed with the assumption that computers execute one instruction of an algorithm at a time. those computers are sometimes called serial computers. an algorithm designed for such an environment is called a serial algorithm, as opposed to parallel algorithms, which take advantage of computer architectures where several processors can work on a problem at the same time. the various heuristic algorithm would probably also fall into this category, as their name ( e. g. a genetic algorithm ) describes its implementation. a list of algorithms discussed in wikipedia is available. tempo oge [ edit ] - bulletproof algorithms - numerical analysis - cryptographic algorithms - sort algorithms - search algorithms - merge algorithms - string algorithms - list of algorithms - timeline of algorithms - struktur data - genetic algorithms - randomised


rica dela cruz mentor : dr. monica chander soxr is a redox - sensitive transcriptional dual regulator and activator protein. homologs of this protein, in addition to the specific dna sequences it binds, exist in various bacterial species. traditionally, soxr has been known to be an oxidative stress - defense protein, such as in the enteric bacterium, e. coli. in the presence of oxidative stress agents, soxr ’ s characteristic iron - sulfur clusters become oxidized inducing a conformational change. this allows the protein to bind to a specific dna promoter site to activate the expression of certain genes, which in turn produce various antioxidant proteins. unlike e. coli, however, studies in other bacterial species have suggested that soxr may play a role in the transport and / or modification of small molecules within the cell. for example, it has recently been found that soxr regulates the efflux of the redox - active antibiotic, pyocynin, produced by the bacteria, pseudomonas aeruginosa. analogous to p. aeruginosa, the soil bacterium, streptomyces coelicolor, also seems to show a possible link between soxr and one of the redox - active antibiotic it produces, actinorhodin. though, this has only been shown phenotypically. dna sequences homologous to the consensus sequence of the soxr binding site have been found in promoter regions of s. coelicolor genes, sco2478 and sco4266. it is hypothesized that soxr may either be activating or inhibiting the expression of sco2478 and sco4266 in the presence of endogenous actinorhodin. gel shift assays do show that soxr can bind to these regions in vitro. however, how soxr binds and its downstream mechanisms are still unknown. other consensus sequences of the soxr binding site have also been found in regions upstream of the ecaa, ecab, and ecac genes of s. coelicolor. one goal is to find out whether soxr does bind to these regions. this will be answered by the analysis of gel shift assays. another goal is to find out whether soxr functions to activate or inhibit the expression of these genes : sco2478, sco4266, and possibly the eca genes. thus, quantitative rt - pcr and micro


russia is a transcontinental country that lies on the northern part of asia and europe. it is the world ’ s biggest country and is an eighth of the total land area of earth. it covers the northern part of asia and almost half of europe. it is a nation that spans 11 time zones, is home to more than 142 million people and is the ninth most country populous in the world as of 2007. the russian federation has the most mineral and energy resources on earth, and has the largest forest reserves in the world. due to its enormous land area, russia shares land borders with a number of nations, including finland, poland, ukraine, china, and north korea. moscow is the capital city of russia. it is the largest city in the country and is one of the largest urban areas in the world. moscow is also the largest city in europe. in terms of educational, economic, financial, and transportation, moscow is at the center of russia and holds a very significant role in international trade and business. the city is also home to a number of billionaires, and in 2007 was named the most expensive city in the world for the second time in a row. the russians are known for their craftsmanship and engineering prowess. it is in moscow that one of the most complex transport systems is located. known for its architecture, the metro system of moscow is one of the most admired and busiest in the world. the moscow international business center, also referred to as moscow - city, is a project being developed to be a part of central moscow. this ambitious project is designed to create a city within a city. the idea is to have a separate economic activity center inside the city where living space, business, and entertainment are to be combined. the project started in 1992. the federation tower, upon its completion in 2008, will be the tallest building in europe. the construction of four new transport stations, two of which are already operational, will broaden the metro system of the city. the two other stations will be used for the moscow - city project. | « london | | mumbai » |


we all get stages in our life where we feel a bit low. these troughs can be triggered by a number of factors : relationship problems, feeling stuck in a job we don ’ t like, not having enough time for relaxation and all kinds of other reasons. such periods of low mood generally pass in time but there can be a danger that genuine clinical depression can develop and go undiagnosed.. because depression is such a serious condition, with the very real risk of self - harm and suicide if left untreated, there is a great deal of mental health support on offer for sufferers. if you think someone you know has depression here are some things you can do to help. - share the load : one of the key symptoms of depression is a profound sense of isolation, which can lead the sufferer to withdraw from people, making them feel more isolated which feeds their feelings of anxiety and depression. try and talk to them, and let them know you care about what is happening to them. be as supportive as you can, and listen to what they are saying. just being able to communicate how they feel to another person can be a huge help. - keep them active : people suffering with depression often find their energy levels sapped, so the thought of doing something as simple as getting dressed can seem an exhausting ordeal. however, mental health support professionals know that exercise increases endorphin levels in the brain, which leads to an uplift in mood. don ’ t send them on a route march, but try and encourage them to go for a gentle walk, a swim or perhaps do something like yoga. again, offer to go with them to keep them motivated. - seek professional help : this may seem obvious, but encouraging them to talk to a professional will help immeasurably. the first step should be to see their gp, who can diagnose the severity of the depression and begin treatment. this may include referral for counseling and other psychological therapies, and prescription of anti - depressants for severe cases. there is a wide range of mental health support out there, from cognitive behaviour therapy to alternative methods such as arts therapies and they are all worth exploring. if you ’ re worried that you or someone you care about is suffering from depression then it ’ s important to seek help now. a charity that specializes in mental health support can be a good place to start. beating depression isn ’ t easy, but by taking it one step at a time it can be overcome.


monday january 28, 2013 making a calendar – by hand ironically enough, the printing of a calendar for the future begins with an ancient guidebook. at the royal press, the printing of a traditional peranakan calendar begins with the planning of calendar dates. tan boon kian, 52, the operations manager, leafs through a 160 - year chinese guidebook and locates the guide for the upcoming year. the making of this peranakan calendar goes all the way to the very heart of the printing press. among the millions of lead blocks lining the walls, foong yoke chan, 74, expertly selects a few blocks of different sizes and fonts. according to the guidebook, she composes them in a frame and deftly dabs printers ’ ink on the blocks. the entire thing goes into a proofing machine : she cranks a wheel, a cylinder turns and swallows the blocks whole, and a sheet of paper emerges with a clear imprint of the calendar. after this copy is proofread and approved, the actual printing begins with the preparation of ink. unlike offset printing, letterpress requires colours to be mixed and printed individually. the mixing of coloured inks is so precise that a colour guide and weighing scales are needed to obtain the exact hue required. adam man ful, 38, a royal press staff, then prints each colour separately in the heidelberg platen press – a feat requiring a sharp eye and good instincts. next, the calendar goes to a stapling machine the size of a large desk. a worker operates this machine by foot, making a rhythmic “ thunk ” each time a staple is driven into paper. the final touches are done with a punching machine to make a hole in the calendar. an automatic eyeletter inserts a golden eyelet into the hole. after countless hours of planning, composing, proofreading, mixing, printing, stapling, punching and eyeleting, 1, 200 copies of this calendar are finally ready to be sold to the baba nyonya community for rm1. 50 each. – by hannah khaw


rory carroll reports from haiti : at first sight the business resembles a thriving pottery. in a dusty courtyard women mould clay and water into hundreds of little platters and lay them out to harden under the caribbean sun. the craftsmanship is rough and the finished products are uneven. but customers do not object. this is cite soleil, haiti ’ s most notorious slum, and these platters are not to hold food. they are food. brittle and gritty – and as revolting as they sound – these are “ mud cakes ”. for years they have been consumed by impoverished pregnant women seeking calcium, a risky and medically unproven supplement, but now the cakes have become a staple for entire families. it is not for the taste and nutrition – smidgins of salt and margarine do not disguise what is essentially dirt, and the guardian can testify that the aftertaste lingers – but because they are the cheapest and increasingly only way to fill bellies. here ’ s another report. except note that both of these articles are from 2008, before the earthquake. since that time, obviously, the physical devastation will have reduced the country ’ s ability to grow, harvest, and distribute food. it will also have reduced people ’ s ability to earn a living and purchase imported food. and this was a population already living on the brink of starvation, with no margin for error. under the circumstances, aid is vital but it ’ s emigration that offers the best hope for most haitians. if developed countries really care about helping, they ’ ll change their policies and make it possible for more haitians to move.


by brother nathanael kapner, copyright 2010 real jew news ( jewish propagandists would have us believe that hitler ’ s unfavorable attitude toward jewry was based solely on a “ racial ” hostility between aryans and the jewish people. but as we examine hitler ’ s early views regarding the jewish question, we do not find a predominantly racial line of disputation, but rather, a social line of argumentation. although the future fuhrer did identify jewry as having a “ racial character ” formed by centuries of jewish insulation within their host nations, he did not ground his opposition on genetic predetermination. thus, the accusation that hitler was a “ racist ” is a jewish lie. beginning with a letter written in 1919 in reply to an inquirer on the subject of jewry ’ s influence in the weimar republic, hitler stressed the need for a rational basis for anti - semitism that would oppose the ethos and actions of jewry : “ anti - semitism as a political movement cannot be defined by emotional impulses but by recognition of the facts. the facts are these : first, jewry is absolutely a race and not a religious association. jews never designate themselves as jewish germans, jewish poles, or jewish americans - but always as german, polish, or american jews. through thousands of years of the closest kind of inbreeding, jews have maintained their peculiarities far more distinctly than many of the peoples among whom they have lived. thus there lives amongst us an alien race that neither wishes to neither sacrifice its racial character nor deny its feeling, thinking, and striving. nevertheless, it possesses all the political rights we do. if the ethos of the jews is revealed in the purely material realm, it is even clearer in their thinking and striving. in their dance around the golden calf the value of the individual is no longer decided by his character but by the size of his fortune. the loftiness of a nation is no longer to be measured by the sum of its moral and spiritual powers, but rather by the wealth of its material possessions. this thinking and striving after money and power, and the feelings that go along with it, serve the purposes of the jew who is unscrupulous in the choice of methods and pitiless in their employment. his power is the power of money, which multiplies in his hands through interest, and which forces peoples under the most dangerous of yokes. its golden glitter, so attractive in the beginning, conceal


methods and pitiless in their employment. his power is the power of money, which multiplies in his hands through interest, and which forces peoples under the most dangerous of yokes. its golden glitter, so attractive in the beginning, conceals the ultimately tragic consequences. everything men strive after as a higher goal, be it religion, socialism, democracy, is to the jew only means to an end, the way to satisfy his lust for gold and domination. in his effects and consequences he is like a racial cancer of the nations. thus, an anti - semitism based purely on emotional grounds will find its ultimate expression in the form of the pogrom. but an anti - semitism based on reason must lead to a systematic legal elimination of the privileges of the jews. the ultimate objective of such legislation must, however, be the irrevocable removal of the jews from civil and cultural influence. to this end, the installation of nationally - minded leadership personalities with an inner sense of responsibility is necessary. ” view entire story here. clearly, hitler outlined a “ social ” problem posed by jewry in its materialistic pursuits that acted as a “ cancer ” upon germany. this could only be eliminated by denying the jews civil and cultural influence through legal means. as mentioned above, the relevance of hitler ’ s early views on the jews to today ’ s jewish problem is to be considered. the question must be asked : is a legal denial of jewry ’ s pernicious influence on society the means of ridding ourselves of the jewish menace? this model was set forth not in racial terms, but again, based on the activities pursued by jewry, which hitler viewed as destructive to the culture and destiny of germany. first, let us explore an “ encounter ” the future fuhrer experienced with a religious jew while walking the streets of vienna when still a young artist which acted as a catalyst for his ensuing opposition to jewry : “ in the jew i saw only a man who was of a different religion, and therefore, on grounds of human tolerance, was against the idea that he should be attacked because he had a different faith. once, when passing through the inner city of vienna, i suddenly encountered a phenomenon in a long caftan and wearing black side - locks. my first thought was : ‘ is this a jew? they certainly did not have this appearance in linz. ’ but the longer i gazed at the strange countenance and examined it feature by feature, the more the question shaped itself in my mind : ‘