Every student is entitled to receive an education and is protected by law against sexual harassment while in school.
In today’s school setting, a student may encounter sexual harassment from other students, teachers, or school staff members.
Sexual harassment doesn’t affect women only. Many boys also are sexually harassed.
Same sex sexual harassment is also a prevailing issue that must be dealt with in the school system.
Unwanted love letters, or even the classic “writing in the boy’s locker room are not simply innocent acts of affection or pranks. In today’s school environment, these acts are considered sexual harassment and may be punished by law.
Some other examples of sexual harassment include unwanted touching, flashing, mooning, or exposing, verbal name calling with a sexual undertone, spying on someone while they are taking a shower, using the restroom, or undressing in school, and spreading rumors about someone’s sexual life, gender, or orientation.
When someone is facing sexual harassment in their school, they begin to suffer psychological and emotional distress.
They may have difficulty concentrating on their work and they may become fearful of certain situations, classes, and people.
Unfortunately, many school officials do not take sexual harassment as seriously as they should. They often make the mistake of thinking that children are just simply playing games or teasing and that with a warning the behavior will stop.
This often isn’t’ the case and sexual harassment should never be dismissed lightly. It is a serious crime that may lead to detrimental consequences.
An attorney should always be contacted to handle cases of sexual harassment in the school setting.


This is HMS Victory, of over 100 guns, a typical “first-rate” line-of-battle warship of the late 18th century. As a rule, ships of the line were of 74 guns and over. They were designed to be used in fleets, against other ships of the line. During the Napoleonic wars, Britain kept over a hundred vessels like this in service. To support these main line battleships, there were also many frigates (roughly 30-50 guns) used for patrol, escort, blockade, raiding and cruising. The American USS Constitution, was a frigate, albeit a very powerful and advanced one. Smaller ships, like corvettes, were for scouting, picket duty, and for carrying dispatches and relaying flag signals.
“they built ships of the line.” John Ruskin
Take it all in all, a Ship of the Line is the most honorable thing that man, as a gregarious animal, has ever produced. By himself, unhelped, he can do better things than ships of the line; he can make poems and pictures, and other such concentrations of what is best in him. But as a being living in flocks, and hammering out, with alternate strokes and mutual agreement, what is necessary for him in those flocks, to get or produce, the ship of the line is his first work. Into that he has put as much of his human patience, common sense, forethought, experimental philosophy, self-control, habits of order and obedience, thoroughly wrought handwork, defiance of brute elements, careless courage, careful patriotism, and calm expectation of the judgment of God, as can well be put into a space of 300 feet long by 80 broad. And I am thankful to have lived in an age when I could see this thing so done.


Farm Safety Week Day 4 – Consider Child Safety
Today, the fourth day of Farm Safety Week, the focus is on keeping children safe on the farm.
Farms can be family homes as well as workplaces, with children often present. Tragically, between 2007 and 2016, in Ireland, 23 children lost their lives due to farm accidents.
According to Caroline Farrell, IFA Farm Family Chairperson: “Summer is a particularly dangerous time for children on farms as they’re off school and are about more when work activity is running at a very high level – often with contractors on-site operating potentially dangerous vehicles and machinery.
“A farm can be a magical place for children, where independence and responsibility are fostered and family relationships are strengthened, but it can also be a dangerous place where the unthinkable can happen in a matter of seconds. Growing up on a farm brings both challenges and blessings. It builds character and a solid work ethic and creates an attitude of optimism, but it also has its dangers, which is why it is so important to educate children on safety and risks from an early age.”
Agri Aware Chairman Richard Richard Moeran said, “It is vital that every possible step is taken to reduce the number of fatalities that happen each year on Irish farms, the first step is educating people, especially children. If we can instil in their minds, from an early age, an awareness of the dangers on the farm, and help them to form good farm safety habits, that lesson will be with them for a lifetime.”
Agri Aware the agri-food educational body has a number of resources focusing on farm safety including the “Once Upon a Farm” farm safety awareness video. For more information visit www.agriaware.ie
For more information on Farm Safety Week UK & Ireland visit ifalegacystagi.wpengine.com/farm-safety or follow @IFAmedia on Twitter using the hashtag #FarmSafetyWeek


Seven thousand, seven hundred years ago Mount Mazama, in southern Oregon, erupted violently, leaving behind a gigantic crater six miles wide and a half mile deep. For over 7,000 years, rain, snow and glacial ice slid down the sides of this crater to form a lake–the deepest in North America. At nearly 2,000 feet in depth, there are no inlets or outlets to cause sedimentation. It is so deep and clear that it is one of the bluest lakes of our continent.
In the 1870s, the naturalist John Muir spoke with a Hewisedawi (Pit River Indian) elder, who described an ancient oral tradition of a gigantic volcanic eruption. Muir recorded this in his book Steep Trails (1918): A mountain erupted so violently that “the whole sky was full of cinders and threatened all living things. When the eruption finally ceased, the sun peered through the dark volcanic clouds as a blood-red ball.” Most of present-day, northern California and southern Oregon is full of lava cliffs, lava beds, and cinder cones.
My wife, Maura, and I traveled with friends of ours to Crater Lake National Park in October 1997. Once we arrived, we could see nothing through thick layers of fog and mist. Douglas fir trees drooped with icicles, and five-foot piles of snow lined the rim-top road. At Phantom Ship Overlook, we could sense a vast void of space out there, but the few gusts of wind exposed nothing more than sheer cliffs with snow-laced trees clinging to the sides. Needless to say we were all quite disappointed!
Seventeen years later in September, 2014, Maura and I drove up from Crescent City, California, to Roseburg, Oregon, to have a nice, hot lunch. We continued on highway 138 for perhaps an hour before we saw the sign for the north entrance to Crater Lake National Park. We continued through scattered forests and passed the great volcanic Pumice Beds before we reached Merriam Point on the north shore of the lake. Unlike seventeen years ago, it was a crystal clear, cold and windy day with a very bright sun.
We anxiously climbed up to an overlook slightly above 7,000 feet elevation to see a vast expanse of a sparkling deep blue lake and Wizard Island, rising straight out of the western shoreline with its miniature crater at the very top. We just stood and stared in the cold wind for perhaps fifteen minutes before continue to a higher point of the rim and look across to Cleetwood Cove, the lowest point of the crater’s rim. During the summer months, boat tours sail around the lake and provided an amazing perspective from below.
2,000 feet at the bottom of the lake, geologists have determined that there are hydro-thermal pools that much deeper residual lava continue to heat. These pools have thick mats of bacteria that thrive in these warm spots deep in the lake. As far down as 400 feet, layers of bright green moss line the underwater cliffs. Scientists in the Deep Rover, an exploratory submarine, discovered these features just a few years ago.
We climbed back down to our car and proceeded to the East Rim Drive and the Rim Village, where visitors can stay a the famed Crater Lake Lodge. We could not help but become mesmerized by the sheer beauty of rim views all along the way. We just had to stop a half dozen times to get out and look at things, whether the lake itself, Wizard Island, windblown forests, pumice fields or distant dormant craters rising into the sky. After a nice hot cup of coffee and huckleberry rolls at village’s café, we continued our journey northward to Bend, Oregon, and eventually to our home in Denver, Colorado.


|Asterism Travels & Tours - Myanmar||Chin state on the west of Myanmar - Burma|
States and divisions - Chin state
The mountainous state is bordering with Bangladesh and India on the west, and Rakhine state on the south, Magwe and Sagaing divisons on the east. The whole region is made up of high hills and deep valleys, and there is hardly any plain or plateau. The average elevation varies between 1500 and 2700 meters, the highest being Nat Ma Taung or Mt. Victoria in southern Chin state at 3100 meters above sea level.
Manipur river flows from India into Chin state from the northern tip, passes Ton Zang, Tiddim, Falam and then turns to the east to the low land to join Myittha river in Magwe division. Myittha river in turn flows into Chindwin river in Sagaing division. Near Falam there is a hydroelectric power station.
Other important rivers are Kissipanadi or Kaladan river, and Laymyo river both of them flow southward to Rakhine state and later empty themselves into the bay of Bengal (Indian ocean). The rivers in the state are full of rapids and white waters, and thus not suitable for navigation. Only small boats and canoes can travel in certain sections, mostly downstream.
Ethnic groups living in Chin state include Chin, Lai, Simbhrin, Kumi, Cho, Siyin, Matu, and Bamar. Majority of population is Christian. Major occupation is agriculture, however it is not well developed due to the scarcity of large valleys and plains. Shifting cultivation is still prevalent. Terrance cultivation is slowly being introduced along the hillsides. Due to difficult terrain human labour is the main driving force of work done. Mountain rice, wheat, maize, coffee, orange, damson and apple are grown. Chin textiles especially blankets and Yaw Longyi (circular ring of cloth worn at the waist to cover the lower part of the body) are famous. Many Chins still use the traditional method of hand weaving.
Teak and other hardwoods are found at elevation below 900 meters. Above 900 meters there are oaks and pines. Teak, pines, canes, resin and turpentine are important forest products. Since electricity is not available in most villages people depend on the wood for cooking.
Travel and tourism
Travel to Chin state is mainly by car on poor roads cut along the mountain sides and valleys. Very rugged nature of the landscape makes travel difficult, and land slides are not un-common. In certain areas cars have to carry shovels and garden hoe to clear the land slide and stones cover. Normal Chin villagers would travel daily on foot from village to village and to and from the farms.
Palatwa town in the southern Chin state could be reached from northern Rakhine state by Kissipanadi river. It is possible by only small motor boats. The road from Kyauk Taw (Rakhing state) is good only in the dry season for rough trucks. The other southern towns such as Kanpetlet (where Nat Ma Taung or Mt. Victoria national park is), Mindat, Madupi could be reached from the central plain region. The roads are not so good, however they are in so so conditions. The only north-south highway within the state connects the northern border town of Chikha (close to Indian border) to Ton Zang, Tiddin, Falam, Hakha, Aika and Madupi.
From Kalay (Sagaing division) both large and small trucks carrying passengers and goods travel to Tiddin, Falam and Hakha daily in summer (February - July) and winter (October - February).
Tourism is by permission. Climbing the peak of Mt. Victoria is usually done from Bagan. In Kampatlet there is (January, 2004) a lodge offering basic bungalow style accommodation. In other towns tourists have to use government guest houses since small private hotels do not have basic tourist facilities. There is a beautiful heart shape lake called "Reh" close to the Indian border, which can be reached from Falam by jeep. The border check point at Chikha is opened to local people only.


The many names of God and their Meaning (Part 1)
In the book of Genesis the book of beginnings Gods name Elohim means creator.In the beginning God or Elohim created the heaven and the earth and the earth was without form and void and darkness was upon the face of the deep, and the spirit of God moved upon the face of the waters. And God said let there be light and there was light (Genesis 1:1-3)KJV.
When we think about creators today and their craft, what they create must be copyrighted in order to protect their project from being stolen. The consistency that is found with every creator is that they must take materials that have already been created for them to create. God or Elohim created the heaven and earth from nothing except his spoken word. Hebrews 11:3 declares through faith we understand that the worlds were framed by the word of God so that things which are seen were not made of things which do appear.
So what does God's name Elohim mean for the world today? That God can take nothing and make something out of it. Lets begin with mankind and how God formed him from the dust of the ground and breathed into him and he became a living soul. Dust is considered nothing and in fact it is dusted off of furniture and if it gets into the eyes it is irritating and wiped out, but God took nothing (dust) and created something out of it (mankind).
Every creator looks at their creation and critiques it, and God (Elohim) did the same thing when he voiced that his creation was good and that his creation of man was very good. It should then be understood that when God takes the circumstances of our life that are nothing for him to handle because the bible says is there anything too hard for God? And he always works all things together for good to them that love the Lord and to them who are the called according to his purpose (Roman 8:28).
We have all experienced situations in life where there was no way out and nothing could be done practically speaking, but these are the exact cases that Elohim specializes in because he makes a way out of no way. An example of this can be seen at the Red sea where the children of Israel had no way out. They were at the Red sea and could not go forward and Pharaoh and his army were fast approaching behind them and the mountains were on both sides of them. Elohim became creative with his creation and made a way out of no way by forming a walk way on dry ground as the water became walls standing up on both sides. Only Elohim could create walls out of water and drown the enemy from the same water that Israel walked through.
Values create reality
As a creative artist one of the laws of painting are properly placed values. Values are different shades created from the same color. For instance with the right amount of the color white in a color there will be lighter and darker shades of that color. Properly placed it can make a painting look 3d and real while one color without values make a painting look flat and uninteresting. Elohim places values in our life from his word to create genuine and real people. People can spot phonies and if the body of Christ is going to impact the world then Christians must be real. By real I mean to live the life they preach about because Matthew 5 says to let your light so shine that men may see your good works and glorify the Father which is in heaven. By real I mean living the life of holiness even if nothing is said but only observed.
More by this Author
In the book of Genesis chapter one and verse twenty-eight we read...and God blessed them and said be fruitful, multiply, replenish, subdue and have dominion (Paraphrase). The blessing of the Lord is not the tangible...
The subject of finance as it relates to the church is a controversial subject to many people because of the misuse and abuse of it. And because of the abuse of it by some clergy, people have had a tendency to throw the...
One of the Hebrew meanings for midnight is chatsoth which means middle of the night and during this special time God brought many fantastic things to pass. He is willing to do the same thing today...


1 Answer | Add Yours
With regard to indigenous Australians, protectionism was an early policy that was taken by the Australian government. It was very similar to paternalism in that it assumed that the aboriginal people could not take care of themselves. It assumed that they needed to be protected from white Australians.
In the early colonial days, the relationship between white Australians and aborigines could be very violent. As the white population grew and white settlements expanded, conflict between them and the aborigines increased. There were numerous instances of violence and even massacres such as the Myall Creek Massacre of 1838 in New South Wales.
Because of this, the government eventually decided that something had to be done to protect the aborigines. They were dying out because of the violence and because of disease and the loss of their lands. The government therefore set up systems to try to protect them and care for them. This was very closely connected to the paternalistic policies discussed in the answer to your question on paternalism.
Thus, the policy of protectionism was very similar to paternalism. It was an early policy in Australian history meant to protect aboriginal Australians from the harm that white settlement was doing to them.
We’ve answered 319,201 questions. We can answer yours, too.Ask a question


New Screen Time Recommendations for Babies, Kids, and Teens Released
Parenting is a heck of a lot more complicated than it used to be. For one, raising a child in a hyper-connected world raises a lot of questions about the benefits and drawbacks of technology use. The American Academy of Pediatrics (AAP) does its best to offer answers, and has just updated its recommendations on media use for kids.
Today, October 21, the AAP put out two updates, both published in the journal Pediatrics: “Media and Young Minds” recommendations for infants, toddlers, and preschoolers [PDF]; and “Media Use in School-Aged Children and Adolescents” [PDF]. The upshot of both is that parents should approach the screen-time issue with a strategy.
“Families should proactively think about their children’s media use and talk with children about it,” report author Jenny Radesky said in a statement, “because too much media use can mean that children don’t have enough time during the day to play, study, talk, or sleep. What’s most important is that parents be their child’s ‘media mentor.’ That means teaching them how to use it as a tool to create, connect, and learn.”
The new recommendations lift the AAP’s previous ban on screen time for kids under 2 years old, but it still warns parents and pediatricians to restrict media time for very small children.
Other recommendations include:
- For children younger than 18 months, avoid use of screen media other than video-chatting. Parents of children 18 to 24 months of age who want to introduce digital media should choose high-quality and interactive programming, and watch it with their children to help them understand what they’re seeing.
- For children ages 2 to 5 years, limit screen use to 1 hour per day of high-quality programs. Parents should co-view media with children to help them understand what they are seeing and apply it to the world around them.
- For children ages 6 and older, place consistent limits on the time spent using media, and the types of media, and make sure media does not take the place of adequate sleep, physical activity, and other behaviors essential to health.
- Designate media-free times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms.
- Have ongoing communication about online citizenship and safety, including treating others with respect online and offline.
Older kids and teens are not immune to media influence, the report cautions. Scores of studies have linked childhood consumption of TV and other media to lower self-esteem, unrealistic expectations, and believing harmful stereotypes.
Physician and education expert Megan Moreno co-authored the policy report on media use in older children. “Parents play an important role in helping children and teens navigate media, which can have both positive and negative effects,” she said. “Parents can set expectations and boundaries to make sure their children’s media experience is a positive one. The key is mindful use of media within a family.”
Know of something you think we should cover? Email us at firstname.lastname@example.org.


Constructing Meaning through Talk: A Research Study Examining the Use of Dialogic Discourse in Guided Reading to Promote Student-Centered Classroom Practices in Primary Classrooms
Type of DegreePhD Dissertation
Curriculum and Teaching
MetadataShow full item record
Teachers have been tackling the best approaches to teaching reading comprehension for decades. The classroom teacher becomes a vital component in improving the critical thinking students must develop within academic settings. Fostering the development of the metacognitive processes needed to support students’ ability to think critically and meaningfully before, during, and after reading requires the classroom teacher to utilize a multitude of skills and strategies. One way teachers can encourage and strengthen students’ thought processes is through dialogic discourse. Dialogic discourse is thinking and talking about reading at a deeper and more meaningful level. From this discourse, emerges new knowledge and learning. The strategic use of dialogic discourse during small group instruction, specifically during the implementation of the guided reading structure, has the potential to better enhance students’ metacognitive processes, which leads to more student-centered classroom practices. An embedded mixed methods study was conducted to understand how teachers and students experience and perceive the use of dialogic discourse within guided reading and to further examine implications which can be made on the use of dialogic teaching in guided reading to promote student-centered classroom practices. Using the social constructivist grounded theory approach (Charmaz, 2008), this study collected various points of data in order to examine how dialogic discourse might help to develop more student-centered classrooms when strategically placed within the guided reading framework. This study included five primary classroom teachers with intact kindergarten, first grade, and second grade classrooms in a Southeastern state in the United States. Data were analyzed using the open and focused coding process to potentially develop a theory grounded in the data. Evidence derived from the data supported teacher-participants who made attempts to engage students with more opportunities to read books and have more dialogue around text were able to create opportunities for students to transfer knowledge from one task to the next task. Teacher-participants who made attempts to use questioning as an instructional support to construct meaning also created more student-centered classroom environments as the students were taking more ownership in their learning.


This 1973 photograph shows an habitation à loyer modéré (HLMs, English: ”housing at moderated rents”), which is similar to housing projects in the United States built around the same time. The HLM pictured is in Sarcelles, a French commune approximately 16 kilometers north of Paris. The area is home to a sizable immigrant population, the majority of which are Algerian Jews and Northwest Africans, but also large numbers of Maghrebi Muslim immigrants. HLMs were built during the 1950s and 1960s in response to booming population and lack of housing due to a halt on construction during the second world war.
Creator 1 Role
City Planning -- Housing -- Low-income housing; Cities and towns -- France -- Sarcelles;
Smolski, Chet, "Sarcelles: HLMs (Subsidized Housing in France)" (1973). Browse All. 888.
new towns; HLM; housing, rental; immigrants; low-income housing;


This is a fun Christmas-themed activity that will allow you to target a variety of areas such as core vocabulary, inferencing, pronouns, adjectives, mean length of utterance, describing, commenting and more in Spanish & English!
Read the prompt to your student and have he/she guess what's inside the present. Reveal what is inside the present by dragging the present. Have your student drag the toy item onto the sentence strip and then say the sentence strip. Reveal a hidden video by dragging the rectangle. Watch the video about the toy and create more language opportunities! Want to see a preview? Click here
Core words targeted:
- open (abre)
- he/she (él/ella)
- see (veo)
- have (tiene)
Sentence strips included:
- I + have / Tengo + un(a)
- He/She+ has / Él/Ella + tiene
- I +see / Veo + un(a)
- Verb+article+adjective+noun /Verbo+articulo+sustantivo+adjetivo
- Boom Cards MUST be accessed through the website Boom Learning
- You will receive a link upon purchase or upon downloading this product.
- Boom Cards™ cannot be printed. Boom Cards can be accessed via modern browser, Android, iPads, iPhones, and Kindle Fires.
- You will be prompted to open free or paid Boom Learning account to use decks and assign them to students (for security and privacy purposes).
- In order to redeem your Boom Cards, you must sign up for a FREE Boom Learning account.
- Free accounts include the ability to generate student progress reports for 5 students and to make up to five decks.
YOU WILL NEED THE FOLLOWING TO ACCESS BOOM CARDS:
- A computer, laptop, tablet, or Chromebook
- An internet browser OR the FREE BOOM app in order to access from tablet or phone
- A Boom Learning account (THIS IS FREE)


At least 60 million Indians — a number more than the population of South Africa — suffer from mental disorders, even as the country lags the world in medical professionals and spending on mental-health issues.
Nearly 10-20 million Indians (1-2 per cent of the population) suffered from severe mental disorders such as schizophrenia and bipolar disorder, and nearly 50 million (5 per cent of population) suffered from common mental disorders like depression and anxiety at the end of 2005, Health and Family Welfare Minister J.P. Nadda informed the Lok Sabha (lower house of Parliament) in May 2016, quoting data from the National Commission on Macroeconomics and Health, 2005, the last report available.
India spends 0.06 per cent of its health budget on mental health care. This is less than Bangladesh (0.44 per cent). Most developed nations spend above four per cent of their budgets on mental health research, infrastructure, frameworks and talent pool, according to a 2011 World Health Organisation (WHO) report.
The government has commissioned a national mental health survey through the National Institute of Mental Health and Neuro Sciences (NIMHANS), Bengaluru, to estimate the number of mental patients and utilisation patterns of mental health services.
Started on June 1, 2015, the study interviewed 27,000 respondents by April 5, 2016, according to a reply in the Lok Sabha from the Ministry of Health and Family Welfare.
India is short of health professionals to address mental issues, particularly at the district and sub-district level.
There are 3,800 psychiatrists, 898 clinical psychologists, 850 psychiatric social workers and 1,500 psychiatric nurses nationwide, according to a reply by the Ministry of Health and Family Welfare in the Lok Sabha in December 2015.
This means there were three psychiatrists per million people, according to data from WHO, 18 times fewer than the commonwealth norm of 5.6 psychiatrists per 100,000 people.
By this estimate, India is short of 66,200 psychiatrists. Similarly, based on the global average of 21.7 psychiatric nurses per 100,000 people, India needs 269,750 nurses.
The Mental Health Care Bill, 2013, which provides for protection and promotion of rights of persons with mental illness during the delivery of health care in institutions and in the community, was passed unanimously by a voice vote in the Rajya Sabha (upper house of Parliament) on August 8, 2016.
The new Bill has increased the funding to centres of excellence in mental health, from Rs 30 crore to Rs 33.70 crore per centre.
As many as 15 centres of excellence in mental health and 35 post-graduate training departments in mental health specialties have been funded to address the shortage of mental health professionals nationwide.


Crop development information
Surveys in this category focus on canopy development or growth of the crop(s) cultivated on the FMU throughout the cropping season. The frequency at which such information should be collected during the cropping season will depend, among other things, on the crop type, the parameter being measured, available labor vis-à-vis measurement equipment and the frequency of satellite image acquisition. Within the STARS project, information on crop canopy development were collected every 2 weeks.
Because these parameters will be periodically measured during the cropping season, a sampling approach needs to be adopted in order to reduce the amount of work. For example, a FMU can be sub-divided into square quadrats of 1 or 4 m2 area, from which a sample can be selected within which measurements will take place (Wagner et al., 2000). This approach was, for instance, adopted by the STARS team in Mali/Nigeria. FMUs were sub-divided into 2 x 2 m quadrats from which five were selected for measurement of seasonal canopy development variables. As much as possible, the quadrats selected should be evenly distributed over the FMU and represent the spatial variability within it (Figure 1).
On each visit (depending on the adopted frequency), it is advisable to take a series of geo-referenced pictures of the FMU to provide an overview snapshot of the general field status and plant conditions. These pictures can be taken from multiple directions, i.e. outside or inside the field perimeter, before initiating field measurements.
Measurements in the selected quadrats should always follow a standard sequence (e.g. clockwise direction) starting with quadrat 1, quadrat 2, quadrat 3, quadrat 4, quadrat 5, etc. Within each quadrat, a horizontal picture can be taken at the centre before any other measurement or biomass samples are taken.
Canopy development parameters that are worth monitoring during the cropping season are:
- Phenological development: this entails monitoring the different crop developmental stages, e.g. germination, leaf development, flowering, fruiting, maturity and senescence. For each FMU and each visit, it is important to note the developmental stage of the crop(s) cultivated. This information is fundamental to crop identification on RS data.
- Plant height: The height of crop(s) should be measured at each visit to an FMU. This information complements the phenological information in (1) above, as it depicts the continual growth of a crop up to maturity. This can be used to, among other things, validate canopy height models generated from UAV or other stereo images.
- Leaf Area Index (LAI): LAI is defined as the ratio of one sided leaf area per unit ground area (m2/m2). The index characterizes plant canopy structure and gives an idea of the amount of biomass available in a field. Different crop types may have different LAI and at different growth stages (i.e. due essentially to different leaf structure/sizes). Thus, if the appropriate measurement equipment is available, it is important to measure the LAI of crops at each visit.
- Ground crop cover/fraction: this is defined as the percentage of plant material which covers the soil surface. There is a natural relationship between this and LAI. Measuring and monitoring crop ground cover can assist in reducing the susceptibility of soils to erosion. Similar to LAI, this parameter could differ for different crops, and hence potential for separability during crop classification. Other application of this information is in irrigation scheduling.
- Chlorophyll content: this indicates the level/amount of greenness of a plant. Measuring and monitoring this in different quadrats of a field over time may reveal variation in plant conditions (e.g. plant stress) across a FMU.


Radar Imager for Mars' subsurFAce eXperiment (RIMFAX)
The Radar Imager for Mars' subsurFAce eXperiment (RIMFAX) is ground-penetrating radar (GPR) instrument selected to fly on the 2020 rover and designed to produce from the surface of Mars, for the first time, high-resolution stratigraphic information about the subsurface of the Red Planet.
RIMFAX will operate as the rover drives and will be commanded to produce individual soundings in different modes, where some modes are for shallow and others are for deep penetration. The default operation will produce interleaved pairs of shallow- and deep-soundings at every 10 cm along a rover traverse. The expectation is for RIMFAX signals to achieve penetrations of 10 m, but it may well exceed that for subsurface conditions that are friendly to the propagation of radar waves.
The overarching goal of RIMFAX is to image the subsurface structure and constrain the nature of the material underlying the landing site. This is made possible because the propagation of radar waves is sensitive to the dielectric properties of materials, such that variations in composition and porosity across geologic strata yield radar reflections that can be identified, mapped, and interpreted in the geological sense.
Specifically, RIMFAX supports and enhances the Mars 2020 investigation in the following, but not limited, ways:
- Assess the depth and extent of regolith;
- Detect different subsurface layers and their relationship to visible surface outcrops;
- Characterize the stratigraphic section from which a cored-and-cached sample derives, including crosscutting relations and features indicative of past environments.


How stress related to autism spectrum disorder affects families
Family members experience and respond to stress in different ways. There's no one right way of feeling or responding to your child with autism spectrum disorder (ASD). But it does help to be understanding of each other's feelings.
Feelings and stress
It's normal to feel a range of emotions. At different stages in your child's life, you might feel shock, sadness, anger, denial, loneliness and acceptance. These feelings can be a source of stress for you and other people in your family.
But these feelings are all stages in the grieving process, which parents of children with special needs often go through after getting a diagnosis. It's completely natural to feel any of these at any time.
After all, you might have imagined teaching your child his ABCs, hosting birthday parties, going to sports day or wondering what your child might be like as a teenager. What you had imagined might be different from the reality, depending on your child's abilities. You might need to adjust your expectations.
Whatever your feelings, it's important to recognise them and acknowledge that they're OK.
Different family members, different feelings
You and your partner might be at different stages in your feelings, which can also cause stress. Also, different things cause different people stress.
For example, mothers are often more stressed than fathers - possibly because mothers tend to be the primary caregivers in many families. Particular sources of stress for mothers include children's unpredictable sleeping patterns, difficulties with social skills, limited ability to express emotion, and fussy eating.
For fathers, children's difficult behaviour often seems to be a cause of stress.
Siblings of children with ASD also experience ASD-related stress. They're sometimes bothered by their siblings' behaviour difficulties - often because this behaviour embarrasses them or stops them from bringing friends home to play.
Members of the extended family can feel stress too, as they watch how the family is responding to the child with ASD.Stress not only affects family members as individuals but their relationships with each other as well. Looking after your family relationships can help with family stress management.
Family stress and autism spectrum disorder: common causes
Families with children with autism spectrum disorder (ASD) often experience more stress than other families. They can feel stressed because they:
- are coming to terms with the diagnosis
- feel overwhelmed by the things they don't yet know or understand about ASD and what it means for their children
- feel they have little control over the future for their children with ASD
- are having trouble handling children's challenging behaviour, including how children interact with others, eat or sleep
- are having trouble navigating the ASD service system, which is quite complex
- are finding it hard to manage daily life with children with ASD - doing things with a child with ASD can simply take longer and can often be quite frustrating
- worry about who can care for their children with ASD when they need a break.
Avoiding stress when you have a child with autism spectrum disorder
Although stress is part of life, there are some things you can do to avoid getting too stressed in the first place.
Stress is often related to the feeling that things are out of your control. Getting organised is a very effective way to get things - including your stress levels - under control.
In your daily life, for example, focus on getting one thing done at a time. Try to put some family routines into action. You can adjust routines for children with disabilities like autism spectrum disorder (ASD).
Looking after yourself
When you have a child with ASD, it's easy to forget to make time for yourself. But you can reduce the stress levels in your family by making sure that all family members - including you - have time to do things that make them feel good.
Get everyone to make a list of things that they enjoy. Try to make sure that everyone gets to do something from their list every day, or every couple of days. The lists should have a mix of activities that vary in cost and time. Having a range of activities on your lists can help ensure that everyone can do something they enjoy, even during busy times. A roster can help you keep track. If you put the roster somewhere that everyone can see it - the fridge door, for example - it can remind you to make fun part of your daily life.
Maintaining family traditions
Family traditions can give you a sense of stability, even in stressful times. You might have to modify your traditions to suit the needs of your child - for example, a weekend camping trip several hours away might need to be moved closer to home so you spend less time in the car.
Coping with stress
Although stress is part of family life, you can learn to cope with it more positively.
Support from family and friends
When a child gets a diagnosis of autism spectrum disorder (ASD), it can help to share this information with family and friends.
And it's good to ask for help. It could be as simple as asking an extended family member to babysit for a few hours one night, or asking an older niece or nephew to take your children to the park while you go shopping. This could turn into a fun activity for your child and extended family member, as well as giving you a break.
Respite care can give you a break from caring for your child with ASD and help you cope with stress. If you feel worried about leaving your child with someone outside the family, make some time for respite carers to get to know your child before you urgently need a break.
Positive thinking and self-talk
Positive thinking and positive self-talk are effective ways of dealing with stress. They increase your positive feelings and therefore your ability to cope with stressful situations.
For example, you might have a negative thought like 'People probably think I'm a bad parent'. You can challenge it by asking yourself, 'How do I know that people will think this?'. You might also use more positive thoughts, like 'Who cares what other people think?', 'I can do this', or 'I will stay calm'.
The more you practise positive self-talk, the more automatic it will become in your life. Start practising in one situation that causes you stress, and then move on to another one.
Relaxation and breathing strategies
Practise some breathing exercises and muscle relaxation techniques. If you practise and use relaxation exercises as soon as you feel signs of stress, or when you know you're going into a situation that makes you stressed, it can calm things down.
You could even consider setting aside a little bit of time each day for relaxation or meditation. Even 10 minutes at the beginning or end of the day could be enough. This might help you sleep better and feel more positive during the day.
Read our article on stress management for more information on signs of stress and tips for coping with stress.
Strategies for challenging behaviour
The challenging behaviour of children with autism spectrum disorder (ASD) causes parents and families a lot of stress.
It helps to pay particular attention to the specific situations that seem to trigger your child's behaviour, and to how or why this causes you stress. When you know about situations that cause stress, you can either avoid or change them.
It's also very important to try to stick with the behaviour strategies that have been designed for your child. If you find it hard to put the behaviour strategies into action, try to work out what's causing the difficulty. For example, do you feel your child isn't responding to the strategies? Or are you having trouble understanding what you're supposed to do?
Whatever it is, you can ask your early intervention provider for help.
Stress management tips from parents of children with autism spectrum disorder
Parents of children with autism spectrum disorder (ASD) have found the following ideas and strategies useful for family stress management:
- Make sure you prepare yourself for situations that cause you stress. This includes practising healthy coping responses to these situations.
- The more you know about how your child's individual ASD characteristics affect your child's learning and development, the better equipped you'll be to minimise and prevent your stress.
- Be aware that your partner and other children will respond differently to your child with ASD. Their experiences of stress will also be different from yours. They might need different kinds of support from you.
- Connect with service providers and other parents in similar situations so your family feels competent and supported.
- Accept that there will be ups and downs in your family as a result of living with ASD.
When he was three, Tom would run away on to the street. It was a constant worry to us. I would yell at him out of pure distress, telling him that he was really bad and naughty. Then I learned how to control my own stress, and think about his behaviour in a different way. I discovered what it meant to him (attraction to the neighbour's dog barking!). At the same time, I learned what I needed to do when he ran away. It all helped in the end.
If you need help to cope with stress, you have many options:
- Counselling - although you don't need a referral, you can ask your GP to suggest someone appropriate.
- Respite care - contact your state or territory autism association, or a Commonwealth Respite and Carelink Centre. You can find your local centre by calling 1800 052 222.
- Financial assistance - contact the National Disability Insurance Scheme, your state or territory autism association or autism advisor to get started with accessing financial support.
- Support groups.


Easy Ways to Reduce Energy Consumption
Saving energy is about more than simply saving money. Lowering your energy consumption can also reduce your impact on the environment as a whole. And that's a proverbial win-win for everyone.
Saving energy also doesn't have to be hard. Making even a few small changes around your home can potentially result in big financial savings. Below are a few tips on ways you can get started.
Get an Energy Audit
Determining the energy efficiency of your home is the first step toward understanding what you need to do to fix the places where your home is leaking energy. Perhaps your windows need caulking or maybe your heating and cooling equipment is antiquated and needs replacing. Maybe your older home has less insulation than is ideal.
All this and more can be determined by having a certified professional visit your home and perform an energy audit.
For more information about energy audits, see our blog
Set Your Thermostat Higher
Heating and cooling account for about 56 percent of the energy use in a typical home, making it the largest energy expense, according to the U.S. Department of Energy. Set thermostats a few degrees higher and use ceiling fans. Every degree you lower your thermostat by can increase your energy use by 6 to 8 percent.
The location of your home’s thermostat can also affect its performance and efficiency. Read the manufacturer’s installation instructions to prevent “ghost readings” or unnecessary furnace or air conditioner cycling. Place thermostats away from direct sunlight, drafts, doorways, skylights and windows.
Ways to Save Electricity, Natural Gas & Water at Home
- Turn off pool pumps and unplug appliances when not in use, such as your cell phone charger, toaster oven, coffee maker, printer and so on. Even though they aren’t on or you aren’t using them, they are still using energy!
- Turn off the TV when you aren’t watching it.
- Avoid using large appliances, like the stove or washer and dryer, during peak hours (3-8 p.m.).
- Make sure no cold or hot air is coming in through your closed windows or doors. If there is, try to fix it with caulk or weather stripping.
- Open shades in the winter and close shades in the summer and turn off the lights during the daytime. Or install smart shades.
- Remember to turn off lights when you leave a room.
- Enable your computer and monitor to "sleep" when not in use.
- Don’t leave the doors open to the outside for too long, and try to keep air conditioning/heat contained in the house to conserve on the amount of energy you have to use.
- Turn off the water when brushing your teeth.
- When doing the dishes, wash all the dishes first; then rinse. Get more water conservation tips here.
Check Your Appliances
There may be one price tag on an appliance at the store but there is another invisible one beyond what it costs to purchase it: the price it costs to operate it. If your appliances are over 10 years old, it's likely the energy technology to run them has improved dramatically. Given that appliances account for nearly 20 percent of the average household’s energy use, updating an outdated appliance might make good energy sense.
When looking for new appliances, look for those with the ENERGY STAR qualification. These appliances use advanced technologies to ensure anywhere from 10 to 50 percent less energy usage than standard appliances. Products in more than 60 categories, from dishwashers to refrigerators, are currently eligible for an ENERGY STAR rating.
For more information, check out our Appliance Guide.
Heating and Cooling Efficiency Tips
- On warm days raise your thermostat to 80 degrees or higher, if leaving your home for more than four hours.
- Keep windows and doors shut tight.
- Going in and out of the house repeatedly will make your air conditioner or furnace work harder.
- Use shades or curtains to block the sun and heat during warm weather and open them to let the sun warm your home during cooler months.
- Make sure your air conditioner filter is clean.
- Washing the outside coils and clearing high grass and debris will help prevent blockage of the air-flow.
- 15 Ways to Cool Down a Room Fast
- Calculate the Cost to Run Your Air Conditioner
- How Often Should You Change Your Air Filter?
- How to Insulate Windows to Keep Heat Out
- Recommended Temperature for an Empty House
- What to Do If Your House is Hot Upstairs and Cold Downstairs
- Does Shade Help an Air Conditioner Save Energy and Peform More Efficiently?
- 13 Ways You Are Wasting Energy at Home
- Which Way Should Your Ceiling Fan Turn in the Summer and Winter?
- How to Keep Your House Cool Without Raising Your Energy Bill
- 9 Fall Energy-Saving Tips for Your Home
- 9 Winter Home Improvements to Help You Save Energy
- How to Heat Your Home More Efficiently


Twelve Questions to Ask About a Complementary or Alternative Therapy
Questions related to the underlying theoretical basis for the therapy
1. Is the treatment based on a theory that is overly simplistic?
2. Is the treatment based on proposed forces or principles that are inconsistent with accumulated knowledge from other scientific disciplines?
3. Has the treatment changed little over a very long period?
Questions related to the scientific evaluation of the therapy
4. Is it possible to test the treatment claim?
5. Have well-designed studies of the treatment been published in the peer-reviewed medical literature?
6. Do proponents of the treatment “cherry pick” data that support the value of the treatment while ignoring contradictory evidence?
7. Do proponents of the treatment assume a treatment is effective until there is sufficient evidence to the contrary?
8. Do proponents claim that a particular treatment cannot be studied in isolation, only in combination with a package of other interventions or practices?
Questions related to the promotion and marketing of the therapy
9. Is the treatment promoted as being free of adverse effects?
10. Is the treatment promoted primarily through the use of anecdotes?
11. Do proponents of the treatment use scientific-sounding but nonsensical terminology to describe the treatment?
12. Is the treatment promoted for a wide range of physiologically diverse conditions?
Challman TD, Myers SM. Complementary and Alternative Medicine in Developmental and Behavioral Pediatrics. In Voigt RG, Macias MM, Myers SM (Eds.): AAP Developmental and Behavioral Pediatrics. American Academy of Pediatrics, Elk Grove Village, 2011, pp 449-465.


In these two forgotten gems of English literature, Jane Austen and Charles Dickens offer delightful, irreverent histories of their native land.
hen she was only sixteen years old, Jane Austen composed her bitingly satirical History of England for performance in her family's drawingroom. A startling and precocious example of her celebrated wit--not to mention a brilliant social commentary--this lively piece sweeps rapidly across almost four centuries of British monarchy. In rambunctious and wickedly funny prose, Austen's critique spans from Henry IV to Charles I, from Richard III to Mary Queen of Scots, offering a fierce parody of the kind of biased history that young ladies of Austen's time were being forced to study. Reproduced here in its entirety, this is a rare, tantalizing look at the great novelist's budding talent, and an extraordinary bit of literary history that lay unpublished for more than 130 years.
Charles Dickens's A Child's History of England, by contrast, was written and published at the height of its author's considerable fame. A gory and dramatic account, full of villains and heroes, the essay was originally intended as a study-piece for his children, but in fact represented a sly, unconventional countertext to the more straitlaced historical canon. Dickens's exciting, flamboyant narrative is hugely evocative, both of the history he describes and of the time in which he himself was writing.
With an insightful introduction by bestselling historian David Starkey, Two Histories of England brings together, in a single, irresistible volume, these remarkable--and remarkably overlooked--literary treasures by two of the world's most beloved writers.
Unbeknownst to most readers today, Austen and Dickens each wrote a satiric history of England. Austen's The History of England from the Reign of Henry the 4th to the Death of Charles the 1st--written in 1791 when she was 16--is a deliberate parody of the intellectually vapid histories to which girls of her class were routinely subjected. Reprinted in its entirety, Austen's juvenilia is witty, cold-blooded and contrarian: during Henry V's reign, she writes, Lord Cobham was burnt alive, but I forget what for, and the history's purpose is supposedly to vindicate Mary Queen of Scots and abuse Elizabeth. Dickens was already a bestselling novelist when he published A Child's History of England in the early 1850s, which was part of the British school curriculum for decades; an excerpt appears here. Using plain language, sharp if heavy irony and evocative detail, Dickens is radical and opinionated: Elizabeth is coarse, capricious, and treacherous and James I is a greedy, dirty drunk. Although a knowledgeable introduction by historian and TV presenter Starkey (Elizabeth) offers interesting biographical tidbits and puts each book in its proper context, American readers will find these to be amusing minor works by a pair of English national treasures. (Oct. 2)
Copyright (c) Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
-- PUBLISHERS WEEKLY.
There are no customer reviews available at this time. Would you like to write a review?
September 30, 2007
Number of Print Pages*
Adobe DRM EPUB
* Number of eBook pages may differ. Click here for more information.


Nearly every single day we hear a new story about how the arts contribute to the well being and wellbeing of individuals and communities. Naj Wikoff is the Founder and President of the Inventive Therapeutic Connections, which organizes arts and healing retreats for girls residing with cancer and different persistent diseases, veterans of battle, and different particular populations, and the Arts Coordinator for Connecting Youth and Community, a neighborhood coalition that’s mission is to cut back the usage of tobacco, alcohol and different medication by teens.
Based mostly on evaluate of the sector survey, area texts and literature, and academic curricula; examination of grammar, syntax, and of scope of practices; and intensive dialogue among the educators gathered, the time period arts in well being” was identified as the term that, for instructional purposes, finest describes the discipline.
Despite strong historic beginnings in veterans’ hospitals throughout World Battle II, having earlier research funded through grant awards from the Department of Well being and Human Companies, and having inclusion in federal packages such as the Older People Act, arts in health is still below-funded and below-researched.
These practices have been recognized as enhancing the culture of care in well being institutions and communities at giant, while simultaneously advancing the necessity for targeted training and professionalism of these training in this discipline (Moss & ‘Neill, 2009).
There may be also evidence that use of artwork and music reduces hospital stays, with studies exhibiting earlier discharges amongst patients participating in visible and performing arts interventions than amongst these not doing so. 69 , 70 In 1 examine, surgical procedure or important care sufferers who participated in guided imagery or had a picture of a panorama on their wall had a decreased want of narcotic ache remedy relative to their counterparts and left the hospital earlier.


Who was Eugen Rosenstock-Huessy?
He was a thinker of startling power and originality; in my view an authentic genius of whom no age produces more than a handful.
—Page Smith (1984)
I have no doubt that one day—perhaps soon—the academic historians will discover that Rosenstock-Huessy was also one of the great pioneers in a new and significant interpretation of the history of mankind… His distrust of academic pretensions to total objectivity is shared today by the best scholars, as are his basic insights into the power of language, or speech, to draw people together into a common future…
Rosenstock-Huessy was a prophet who, like many great prophets, failed in his own time, but whose time may now be coming.
—Harold J. Berman (1993)
Without Eugen, I would never have written The Star of Redemption.
—Franz Rosenzweig, in a letter to Rudolf Hallo (1920)
Rosenstock-Huessy’s is a powerful and original mind. What is most important in his work is the understanding of the relevance of traditional values to a civilization still undergoing revolutionary transformations.
I am a poet by vocation and, therefore, do not expect to learn much about Language from a writer of Prose. Yet, half of what I now know about the difference between Personal Speech, based upon Proper Names… words of command and obedience, summons and response, and the impersonal “objective” use of words as a communication code between individuals, I owe to Rosenstock-Huessy… I can only say that, by listening to Rosenstock-Huessy, I have been changed.
—W.H. Auden (1970)
Rosenstock-Huessy’s Speech and Reality is to sociology what Galileo’s “Discourse on Two New Sciences” is to modern mathematical physics because both books transform philosophy—natural in the case of Galileo and social in the case of ERH—into a positive science.
—James Eric Lane (2006)
Building upon the works of Augustine, Vico, Hamann, Herder, Goethe, and Saint-Simon, and working in tandem with Franz Rosenzweig, Rosenstock-Huessy has provided an urgent and timely program for the social or human sciences. It is based on the recognition that to be human is to be torn between the intersection of the inner and outer dimensions of space, and the ‘trajective’ and ‘prejective’ dimensions of time. This is what he calls the cross of reality.
Our different names, traditions, cultures, and institutions are the creative responses of founders and communities to past catastrophic events and processes. Rosenstock-Huessy calls upon us to pool and contribute to the spiritual resources that have been stored in the great treasure houses of languages and traditions, and create institutions for a genuine future peace. Thus his greatest work—the two volume Sociology, In the Cross of Reality—is devoted to achieving what he calls the Full Number of the Times.
—Wayne Cristaudo (2019)
And what is the Eugen Rosenstock-Huessy Fund?
The Eugen Rosenstock-Huessy Fund began in the early 1950s as a line item in the budget of Dartmouth College’s chaplaincy program, the Tucker Foundation, when the students recording Rosenstock-Huessy’s class lectures needed to raise money to buy tape stock. Former students went on to print a number of Rosenstock-Huessy’s books under the imprints “Beachhead” and “Four Wells,” and, after the Fund’s reinvention as a Vermont non-profit in 1976, through its publishing arm, Argo Books.
Over the years, the Fund has underwritten translations and publication of Rosenstock-Huessy’s works in France, Poland, Russia, and China. The Fund has also transcribed, published, and remastered the hundreds of hours of lectures which his students and friends had recorded, microfilmed his published and unpublished works, and created a digital archive of the letters and documents collected by the Rosenstock-Huessys.
Clinton C. Gardner founded Argo Books and ran it for almost twenty years, keeping Rosenstock-Huessy’s English-language works in print and issuing hitherto unpublished manuscripts as books; after Gardner’s retirement, Mark Huessy ran Argo for another twenty years as executive director of the Fund. (In Germany, the Eugen Rosenstock-Huessy Gesellschaft did similar work with the German-language works, and in Holland, the Respondeo Association published a number of translations into Dutch.) The Fund closed Argo Books in 2013, after finding another publisher to take on long-term responsibility for keeping Rosenstock-Huessy’s works in print: Wipf and Stock of Eugene, Oregon, who also publish Jacques Ellul and William Stringfellow.
In 2016, the Eugen Rosenstock-Huessy Literary Heirs generously agreed to make all the lecture recordings available for free download on the Fund’s website. (To see the selection of available lectures, click on the “Rosenstock-Huessy Live!” button in the navigation stack to the left, or here.) The Eugen Rosenstock-Huessy Literary Heirs ask that you consider making a donation to the Fund in lieu of payment for listening to or downloading the lecture audio and transcripts.
The Fund continues to serve the interest in Eugen Rosenstock-Huessy’s life and work. The Fund and its programs, including the ongoing expansion of this website, are entirely dependent on private contributions. Please consider making a tax-deductible donation to the Fund by clicking on one of the “donate” buttons on any page of this site.
If you would like to connect with other people interested in Rosenstock-Huessy, you should consider joining the Eugen Rosenstock-Huessy Society of North America. The Society’s website offers a curated list of publications on Rosenstock-Huessy, including books, articles and essays, dissertations, and unpublished works; a compilation of articles about Rosenstock-Huessy from the Harvard Crimson; some twenty essays by Bill Cane, Wayne Cristaudo, Norman Fiering, and Peter Leithart; and links to online material by Robert Castle, Cristaudo, Douglas Floyd, Charles Howard Hartman, Leithart, Mike McDuffee, Scott Preston, and Donald Williamson, Jr. The members of the Society are a great resource for opinions and answers to questions on almost any aspect of Rosenstock-Huessy’s work.
Authors and Publishers:
The Eugen Rosenstock-Huessy Fund will gladly consider posting information about new titles by, about, or related to Eugen Rosenstock-Huessy and his colleagues on this website. The Fund requests full bibliographic information as well as the URL of a cover picture (if available) and the URL for more detailed information about the publication. The Fund requests the courtesy of reciprocal links to www.erhfund.org. To contact the Fund, get in touch with us here.
Publishers interested in publishing translations or new editions of Rosenstock-Huessy’s work may also contact the Eugen Rosenstock-Huessy Heirs through the Fund.