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An important component of the seemingly perpetual Holocaust media campaign is the promotion of ugly and hateful images of Germans. A good example is the cartoon shown here. It appeared in the April 1, 1994, issue of the Jewish Press, an influential Brooklyn, New York, weekly with a claimed circulation of 160,000.
Such hate-mongering is not confined to papers such as the Jewish Week. Jewish writer Elie Wiesel, who has been honored by American presidents, wrote in one widely circulated work, Legends of Our Time: "Every Jew, somewhere in his being, should set apart a zone of hate – healthy, virile hate – for what the German personifies and for what persists in the German." Similarly, Steven Spielberg's widely acclaimed motion picture "Schindler's List" depicts Germans as brutal, corrupt, evil and mindless. The only exception is the main character, Oskar Schindler, who is portrayed positively only in so far as he helps Jews.
Even US government officials contribute to the bigotry. During the March 20, 1994, "60 Minutes" broadcast, Michael Berenbaum, an official of the US Holocaust Memorial Museum in Washington, DC, blamed "the Germans" for killing millions of European Jews during the Second World War.
So acceptable is such anti-German defamation in American newspapers, books, motion pictures and television that examples such as these rarely provoke even the slightest murmur of protest, even by groups such as the powerful Anti-Defamation League, which hypocritically claims to be concerned for the dignity of all.
Additional information about this document
|Title:||Holocaust Hate Propaganda Targets Germans|
|Sources:||The Journal of Historical Review, vol. 14, no. 5 (September/October 1994), p. 36|
|First posted on CODOH:||Dec. 10, 2012, 6 p.m.|


Creative genius and neurotic thought patterns might have the same root cause, perhaps explaining why many artists are tortured souls. This post from Live Science investigates the truth behind creativity and neuroticism being two sides of the same coin.
Sir Isaac Newton formulated the laws of gravity, built telescopes and delved into mathematical theories. He was also prone to bouts of depression and once suffered a mental breakdown.
In this sense, Newton was like many other creative, driven individuals. Charles Darwin, for example, struggled with nausea and gastrointestinal distress in response to stress, so much so that modern psychologists have suggested that he may have had a panic disorder. Winston Churchill referred to his dark moods as his “black dog,” leading to speculation that he might have had episodes of depression.
Whatever the truth behind these prominent men’s mental health, multiple studies have found a link between creativity and neuroticism — a tendency toward rumination and negative thinking. Now, British researchers have proposed a possible reason for the connection: Creativity and neuroticism could be two sides of the same coin. [Creative Genius: The World’s Greatest Minds]
Neuroticism is a personality trait that lends itself to worry, anxiety and isolation. Highly neurotic people are more susceptible to mental illness than happy-go-lucky types; they’re also worse at high-risk professions like military aviation or bomb disposal, which require coolness under pressure. On the other hand, neuroticism seems linked to creative pursuits. Studies have found, for example, that artists and other creative people score higher on tests of neuroticism than people who aren’t in creative fields.
“This is something that bothered me for a long time,” said Adam Perkins, a lecturer in the neurobiology of personality at King’s College London. Perkins is the co-author of a new opinion piece published Aug. 27 in the journal Trends in Cognitive Sciences that lays out the possible links between neuroticism and creativity in the brain.
Perkins was listening to a lecture by Jonathan Smallwood, a psychologist and expert on daydreaming at the University of York in England, when Smallwood mentioned that people who report high levels of negative thoughts show lots of activation in a brain region called the medial prefrontal cortex, even when they’re just resting in a brain scanner. This area, which sits behind the forehead, is involved in the appraisal of threat.
“It’s quite a simple leap to think they’ve got a sort of internal threat generator in their heads,” Perkins told Live Science. “They can be lying down in bed or sitting in an armchair in a perfectly neutral environment, and yet they’re feeling as if they’re under threat.”
These “self-generated thoughts” can obviously make people miserable, Perkins said. In essence, people are imagining problems that don’t exist. Studies show that neurotic people have sensitive amygdalae, the almond-shaped brain structures involved in processing fear and anxiety. So, neurotic people not only invent problems, but tend to become very stressed by them.
But self-generated thoughts are also linked to planning skills and the ability to delay gratification. Perkins realized that the brain’s internal threat generator might have pros as well.
“Neurotic people feel sort of miserable spontaneously, and they also tend to be better at coming up with creative solutions for things,” he said. Isaac Newton, for example, once wrote that he solved problems by chewing over them incessantly. “I keep the subject constantly before me,” he said, “and wait till the first dawnings open slowly, by little and little, into a full and clear light.”
Thus, the neurotic tendency to dwell on things might be the very root of creativity and problem solving, Perkins said. [Mad Geniuses: 10 Odd Tales of Famous Scientists]
Anxiety and genius
According to Perkins and his colleagues’ hypothesis, the brains of neurotic people might have a particularly persistent “default mode network,” which is the circuit in the brain that becomes activated when people are doing nothing in particular. The medial prefrontal cortex is part of that system. If neurotic people have trouble turning off this thought-generating network, it might make them more prone to overthinking, dwelling and otherwise mulling over problems — real and imagined.
This can be a problem because neurotic people also have oversensitive amygdalae. The tendency to become panicked over imagined problems can make neurotic people quite miserable, Perkins said.
On the other hand, neuroticism could have benefits, he said. “If you dwell on problems for a long time, when those problems are not in front of you … it seems quite obvious that you’ll be more likely to come across a solution than one of those happy-go-lucky people who live their life in the moment,” Perkins noted.
It’s a tantalizing notion, but no one has yet done the experimental work that would prove that the same processes cause neurotic worrying andcreative genius.
And finding proof will be difficult, Perkins warned. It’s difficult to measure creativity in the lab. Most tests involve giving participants an ordinary object and asking them to come up with as many uses for that object as they can. That’s not really the same thing as laying out the theory of evolution or inventing the jet engine, Perkins said. (Frank Whittle, inventor of the jet engine, also suffered several nervous breakdowns during his life.)
“Really creative people are rare,” Perkins said. “It just seems that a lot of them are neurotic.”
One concrete step toward proving the link could be to study medial prefrontal cortex activity in people with high levels of neuroticism, Perkins said. However, it might take a neurotic genius to come up with other ways forward.
“We just hope this will give some impetus to people who are cleverer than us to come up with some good tests,” Perkins said.


The Republic of North Macedonia is one of the regions included in the six Balkan countries alongside Greece, Bulgaria, Albania, Serbia, and Kosovo. North Macedonia is considered one of Europe’s few undiscovered wine countries. The vineyards, mountains, lakes, and rivers are amid grand historic ruins and idyllic small villages that have remained relatively unchanged for centuries.
Macedonian wine production dates to the 13th century BC. Wine was made from grapes and mixed with honey, because sugar aided in preservation. Wine was stored in clay amphoras and topped with olive oil to prevent the wine from being exposed to oxygen, then it was buried in the ground where it was cool. This slowed down the aging of the wine.
Grapes are Macedonia’s second largest agricultural export, after tobacco. Vineyards cover about 82,780 acres of which 70% are wine grapes, with the remainder being table grapes. The country produces up to 31.7 million gallons of wine a year and is ranked the 25th country in terms of wine production in the world. Of the wine produced there, 40% is bottled and 60% is sold in bulk. Unlike many other countries, Macedonia sees up to 85% of its wine exported with only 15% sold in the domestic market.
The country is divided into three wine growing regions. The Pelagonija-Polog region is in the south and southwest areas of the country, and represents about 13% of the wine produced country-wide. The next region is the Vardar River Valley, which is in the center of the country and produces about 83% of the country’s wine. The last wine growing region is Pčinja-Osogovo which is to the east, on the border with Bulgaria. Here, the vines are grown on mountain slopes at altitudes of 1400 to 2800 feet.
The leading grape for white wine production in North Macedonia is Smederevka. Wines from this grape are fruity, aromatic, bright, low in alcohol and ready to drink. Other white wines in Macedonia are made from Welschriesling, Chardonnay, Sauvignon Blanc, Temjanika (Muscat Blanc a Petit Grains), Zhilavka, and the up and comer Rkatsiteli, having been brought in from the Caucasus.
The most common red grape in North Macedonia is Vranec. Wines made from Vranec have aromas and flavors of red berries and fruit jams along with firm tannins. As the wines age, more complex aromas of cinnamon, chocolate, licorice, black fruit, and herbs appear. Red wines from this country are often made of Kratosija, Stanushina, Cabernet Sauvignon, or Merlot.
This Saturday, August 3rd 2019, City Vino, will be tasting Jordanov Rkaciteli 2018 from North Macedonia. A fine example of this wine as expressed in North Macedonia is clean, crisp, and bright, with aromas of orchard and stone fruit and a hint of fresh linen. Pair this with some crab or shrimp on a warm, sunny afternoon.


Methodology on Our Educational Opportunity Project: About the Data and Our Analysis
ProPublica’s analysis tracks from the most comprehensive data set of access to advanced classes and special programs in U.S. public schools—known as the Civil Rights Data Set released by the U.S. Department of Education Office of Civil Rights. As of January 24, 2013, our analysis includes new figures: AP test pass rates and participation in sports programs. You can search the data for yourself in our interactive feature.
The office is charged with making sure that all students have access to educational programs. The data track access to several programs, including AP, gifted and talented programs and advanced math and science classes. Those factors are aggregated by race, disability status, gender and English proficiency. The data also track whether teachers at schools are certified and how much experience they have.
The data in our analysis were gathered for all schools in districts with at least 3,000 students. The data also track district characteristics such as whether it is under a desegregation plan or whether it has anti-bullying policies.
The data were reported by schools and districts to the Office of Civil Rights. ProPublica spent several weeks verifying the accuracy of the data. Where we were able, we corrected extreme outliers and contacted hundreds of schools to verify their data. Because of some of the problems we found in the initial data, Assistant Secretary for Civil Rights Russlynn Ali said that the office is revamping its process for gathering and verifying their data. We also vetted our analysis with education research experts.
We may not have accounted for every problem in the data and welcome feedback from schools and districts.
Using a statistical tool called linear regression, ProPublica analyzed the data to see if schools with certain student compositions were more or less likely to have students enrolled in those programs. We did not include alternative, magnet or charter schools in our data because they often offer specialized programs and do not draw from the general population. We also included only schools with at least 20 students, to eliminate problems inherent to small populations.
While we found some relationship between the proportion of minority students at schools and access to programs, we found the strongest relationship with the percent of students getting free- reduced-price lunches—a variable often used in education research to estimate poverty at schools. We found a similar relationship between poverty and AP pass rates. Because the Office of Civil Rights does not regulate access to programs by low-income students, we obtained data on free- or reduced-price lunches from the National Center for Education Statistics.
If the programs and courses in this data were available to all students, there would be no relationship between poverty and the proportion of students in those programs. But our analysis found that in some states, more than half of the change in enrollment in certain programs can be explained by an increase in the percentage of poor students. That means that higher- poverty schools do not have the same access to programs.
For example, in Oklahoma, for every 10-point increase in the percent of low-income students, the percentage of students enrolled in AP drops by three points, on average.
In Massachusetts, for every 1-point increase in the percent of low-income students, the AP pass rate drops by six points.
In many states with little relationship between advanced programs and poverty, specific policies had been put in place to require widespread access to those programs.
For more information about our analysis, please contact Jennifer LaFleur, the Director of Computer-Assisted Reporting.


Yoga provides a number of well-documented physical, mental, and emotional benefits, including reduced blood pressure, enhanced feelings of relaxation, stress reduction, improved digestion, better posture, increased strength and flexibility, and improved balance. Yoga also has been shown to benefit individuals with chronic diseases and disabilities through improved body awareness and orientation, the development of focus and concentration, the encouragement of learning and creativity, and increased awareness of our connectedness to others.
Yoga practice involves breath work (pranayama) to connect the mind and body, as well as to connect our thoughts and feelings with movement. You can choose from a wide variety of yoga classes offering different types of yoga and different teachers and styles. Make sure to select an appropriate class and instructor for your skill level.
Types or styles of yoga vary in pace and emphasis from slower-paced practices that include breathing and meditation to faster, flowing movement sequences combined with rhythmic breathing.
The ACSM’s flyer provides information on the different types of yoga as well as safety, equipment, clothing, and etiquette.


Key Readings on Children’s Development of Social Inclusion and Respect for Diversity
Publication Date: July 2010
This is an excerpt from the full bibliography
This resource includes a sample of research and policy books, articles, reports, and other resources on how children from birth to 10 years of age develop concepts related to social inclusion and respect for diversity (SI & RD). Three separate research traditions directly or indirectly address this question:
- Research from developmental, cognitive, and social psychology, which explores processes in laboratory settings. Issues examined include: prejudice development; intergroup contact; racial perspective taking ability and racial attitudes; implicit and explicit biases and stereotypes; empathy; attachment; social categorization and social identity; and perceived threat and stereotype threat. Questions remain about how the research findings are circumscribed to the broader context within which research takes place or how they may apply to children’s natural contexts.
- Research from multicultural education and critical cultural studies of education, schools and peer cultures, which examines children in schools, peer groups, and other contexts where they grow and develop. Based on an analysis and critique of how society, culture, and the economy structure children’s experiences and trajectories, this literature explores such issues as: peer cultures; class, race and gender stratification and socialization; teacher-student interaction; teacher preparation; and school curriculum and school knowledge, among others. Questions remain about how the processes of identity formation, group formation, exclusion, attachment, or solidarity discussed in this literature are grounded on children’s psychological capacities and developmental stages.
- The literature in early childhood education, describing direct work with young children and their caregivers. Based largely on the anti-bias work of Louise Derman-Sparks* and to a lesser extent on multicultural education, this literature examines issues of teacher perspectives; teacher preparation; curriculum content, specifically with regards to rationales for selecting story books and literacy activities; and the role of media. With a somewhat weak theoretical and empirical basis, this literature proceeds with little discussion of the psychological foundations or the social, political, cultural and economic contexts within which children grow and develop.
There is, however, little communication and cross-fertilization across these traditions, resulting in the lack of a consistent, articulated message from the research to the community of program evaluators, practitioners, teachers and trainers, and policymakers in early childhood education.
This resource constitutes an effort to facilitate the introduction of researchers new to the field of SI & RD, as well as of professionals and stakeholders in early childhood education, to the key research findings on how young children develop concepts related to SI & RD; the role of schools, preschools, peer groups, families and communities; and promising practices in early education. The list presents each citation followed by a brief description, organized according to broad topical categories within each research tradition:
- Research from psychology and related disciplines: implicit bias; intergroup contact; prejudice development and reduction; racial attitudes and perspective taking; social categorization and social identity;
- Research from critical cultural studies and multicultural education: identities and peer cultures; racial segregation; school mechanisms of social exclusion; curricula and educational knowledge; teachers; and
- Research from early childhood education: identities and peer cultures; education workforce; teacher preparation; curricula and educational knowledge; the role of media.
For a more exhaustive list of research publications since 2005 see Romero, Mariajosé. 2010. An Annotated Bibliography on Children’s Development of Social Inclusion and Respect for Diversity. New York: National Center for Children in Poverty, Columbia University Mailman School of Public Health.
For publications prior to 2005, with a greater emphasis on respect for diversity and tolerance see Romero, Mariajosé. 2008. Annotated Bibliography: Promoting Tolerance and Respect for Diversity in Early Childhood. National Center for Children in Poverty, Columbia University Mailman School of Public Health.
For a definition of the broad topical categories and a summary of key research findings see Romero, Mariajosé. 2010. Promoting Social Inclusion and Respect for Diversity in Early Childhood: What are the Research Findings? Report of a Meeting, Nov. 6, 2008. New York: National Center for Children in Poverty, Columbia University Mailman School of Public Health.
* Derman-Sparks, Louise. 1990. Anti-bias Curriculum: Tools for Empowering Young Children. Washington, DC: National Association for the Education of Young Children; Derman-Sparks, Louise. The ABC Task Force. 1989. The Anti-bias Curriculum: Tools for Empowering Young Children. Washington, DC: National Association for the Education of Young Children; and Derman-Sparks, Louise; Phillips, Carol B. (1997). Teaching/Learning Anti-racism: A Developmental Approach. New York: Teachers College Press.


Lakes as sentinels and integrators for the effects of climate change on watersheds, airsheds, and landscapes
Limnol. Oceanogr., 54(6_part_2), 2009, 2349-2358 | DOI: 10.4319/lo.2009.54.6_part_2.2349
ABSTRACT: Lakes provide unique sentinels and integrators of events in their catchments and airsheds and in the total landscapes in which they are embedded. A variety of physical, chemical, and biological properties of lakes are amenable to simple, precise, and inexpensive long-term monitoring. Changes to watersheds caused by climate warming can in turn affect the properties of lakes to which they drain. Examples include changes to nutrient inputs, the balance between base cations and strong acid anions, carbon cycles, and mercury, in some cases associated with insect outbreaks and forest fires caused by warmer weather. Paleolimnology also allows integration and interpretation of changes in lakes and catchments for millennia. Such studies indicate that much drier conditions occurred in the past in central and western Canada, causing the closing of lake basins, increased salinity, eutrophication, and even the disappearance of some lakes, as forested catchments were invaded by grasslands. Such historical perspectives indicate that large areas of western Canada may be adversely affected by climate warming.


Your Roadmap to Home Education
What is Homeschooling?
Find foundational information about homeschooling, its legality, and terms used in the homeschool community.
- What is Homeschooling?
- Why Do Families Homeschool?
- How Do Families Homeschool?
- Is Homeschooling Legal?
The Homeschool Decision
Is homeschooling the best decision for your family? Find answers, tips, and suggestions for walking through the decision-making process.
- Am I Qualified?
- Before I Begin Homeschooling...
- Can I Afford Homeschool?
- What About Socialization?
- Will My Child Get Into College?
How do you choose the best curriculum for you? Find information about selecting the best options for your family.
- Evaluating Where to Start
- What are Learning Styles
- Overview of Homeschool Curriculum
- How Do I Choose Curriculum?
Planning & Organizing
Explore tips, suggestions, and more to help you walk easily through the process of daily, monthly, and yearly planning and record-keeping.
- How Do I Plan for the Year?
- But I'm Not a Planner!
- How Do I Create a Daily Schedule?
- How Do I Keep Records?
- Do I Need to Keep It All?
Day to Day Homeschooling
No matter how much we love homeschooling, it doesn’t always go as planned. Discover practical ways to navigate the unexpected.
- Daily Confidence
- Making Schedules Work
- My Child Doesn't Understand!
- What if My Curriculum Doesn't Work?
- This Subject is Too Tough for Me!
- Where Can We Homeschool?
- Independent or Teacher-Directed?
- Dealing with Interruptions


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Fine sediment deposition Rio Ramis, Peru (river geomorphology)
Deposition of fine sediments occurs in the lower reaches of rivers. Here, fine sediments have deposited in the lower reaches of the Rio Ramis (Peru), about 30 km from Lake Titicaca. The stark landscape is due to high altitude (> 12,800 ft; 3900 m) and overgrazing.


With the spread of the COVID-19 pandemic around the world, many companies have joined the fight to stop the deadly virus by creating and producing various types of medical supplies and healthcare solutions. Clothing companies began to sew aprons and protective N95 masks, chemical companies produced antibacterial gels, public and private universities and research centers started projects to create solutions that would help in a simple and quick way to study and prevent the disease.
Copper3D just released new model of its mask. You can dowload it here.
Companies from the 3D printing industry have also taken on this challenge by successively presenting projects that are easy and quick to implement, increasing protection and safety of people. Until now, we have described examples of cooperation between The FabLab in Milan and Isinnova, who created the missing valves for an intensive care device for the Italian hospital in Brescia, the Belgian Materialise, which created a simple and fast 3D printing model of a safe door opener or the Czech PRUSA Research, which has created its own antibacterial gel. Now we are presenting another design…
Copper 3D – A Chilean manufacturer of innovative antibacterial filaments designed the own version of the popular N95 protective mask and prepared it perfectly optimized for 3D printing on desktop 3D printers of the FDM / FFF type. The project is released under an open-source license and has been simultaneously patent pending to prevent other entities from commercializing it.
Seeing the problem of the global shortage of N95 masks due to the exponential increase in world demand for them due to COVID-19 pandemic, Copper 3D team quickly got to work on developing the patent for a model similar to a standard N95 mask but with some peculiarities (Antiviral, Reusable, Modular, Washable, Recyclable, Low-Cost), which were completely designed in a digital environment so that it could be downloaded anywhere in the world and 3D printed with any FDM/FFF equipment, even a low cost one. The mask was called “NanoHack”.
Daniel Martínez – Director of Innovation at Copper 3D comments:
Now the challenge was purely logistical because there was a breakdown of the distribution chains in the world. On the other hand, 3D printing takes time, for example one of these masks takes around 2:00 hrs. to print what forced us to think collaboratively based on the concept of Distributed Manufacturing and networks of 3D printers working 24/7 in order to make a big amount of masks in a short time.
That’s when we decided that we should coordinate a worldwide network of startups, makers, universities and partner companies that will help us to print these masks, in order to quickly amplify access to this design and make it really have a global impact. And that’s exactly what we did: Hack this pandemic with Nanotechnology, 3D Printing, Distributed Manufacturing and Networks of Collaboration with many organizations and people around the world.
Additionally, we decided to immediately release the patent (which was filed and pending) so that this design would be completely Open Source. This is probably the first case in the history of 3D printing that the same design is downloaded massively worldwide to prevent more deaths in the context of a pandemic.
Copper 3D launched website dedicated to this project: www.copper3d.com/hackthepandemic
There you can find out all the technical details of the N95 mask and download set of STL files for printing on own 3D printer.
Claudio Soto MD – Medical Director of Copper3D, comments:
We feel that we have a great responsibility as a company and we wanted this design to be as similar as possible to a standard N95, which is what is suggested in this type of emergency with viral infections. I think the result is excellent and will be of great use to millions of people.
In these difficult times, it is now that united and collaborating each other, we can find solutions to cope with this pandemic, all together. I´m totally convinced that using our minds, ideas, innovation and technology we will find new ways to tackle this virus”.
Copper 3D is one of the most innovative companies in the 3D Printing industry worldwide. Between mid-2018 and the 1st half of 2019, they managed to raise two NASA funds to study the antimicrobial capabilities of their materials on the International Space Station (ISS).Copper 3D filament production technology is based on a patented and highly effective additive based on copper nanoparticles, transforming PLA thermoplastic into fully antibacterial nanocomposites. Most know material is PLACTIVE AN1 – a high quality PLA polymer with a 1% nanoporous additive, having “active” properties that eliminate a wide range of microorganisms. The manufacturer has also developed a medical material called NANOCLEAN – a high quality PETG anti-bacterial polymer, designed for more specific projects in the production of tools and components used in medical devices, and elastic filament with full antibacterial properties, called MDflexTM.


Very intense neutrino beams and large neutrino detectors will be needed in order to enable the discovery of CP violation in the leptonic sector. We propose to use the proton linac of the European Spoliation Source currently under construction in Lund, Sweden, to deliver, in parallel with the spoliation neutron production, a very intense, cost effective and high performance neutrino beam. The baseline program for the European Spoliation Source linac is that it will be fully operational at 5 MW average power by 2022, producing 2 GeV 2.86 ms long proton pulses at a rate of 14 Hz. Our proposal is to upgrade the linac to 10 MW average power and 28 Hz, producing 14 pulses/s for neutron production and 14 pulses/s for neutrino production. Furthermore, because of the high current required in the pulsed neutrino horn, the length of the pulses used for neutrino production needs to be compressed to a few mu s with the aid of an accumulator ring. A long baseline experiment using this Super Beam and a megaton underground Water Cherenkov detector located in existing mines 300-600 km from Lund will make it possible to discover leptonic CP violation at 5 sigma significance level in up to 50% of the leptonic Dirac CP-violating phase range. This experiment could also determine the neutrino mass hierarchy at a significance level of more than 3 sigma if this issue will not already have been settled by other experiments by then. The mass hierarchy performance could be increased by combining the neutrino beam results with those obtained from atmospheric neutrinos detected by the same large volume detector. This detector will also be used to measure the proton lifetime, detect cosmological neutrinos and neutrinos from supernova explosions. Results on the sensitivity to leptonic CP violation and the neutrino mass hierarchy are presented. (C) 2014 The Authors. Published by Elsevier B.V.
The information about affiliations in this record was updated in December 2015.
The record was previously connected to the following departments: Nuclear Physics (Faculty of Technology) (011013007), Department of Physics (011013000), European Spallation Source ESS AB (911080000)


Question 1: Define "to
2. (RIGHT): The New
Oxford English Dictionary, 1993 edition, page 2231, gives three
the verb 'to plagiarize' (or 'plagiarise'):
- To take and use as your own (the thoughts, inventions and
writings of someone else)
- to pass off the work of someone else as your own
- to copy improperly or without acknowledging sources
- take and use as one's own (the thoughts, writings, inventions,
etc., of another person)
- copy (literary work, ideas, etc) improperly or without
- pass off the thoughts, work, etc., of (another person) as one's
What is wrong with the first answer?
Answer: It is clearly taken from the Oxford Dictionary (the small
do not succeed in hiding this). But the source (Oxford
is not acknowledged. So the first
answer is plagiarised.
- Why is plagiarism not allowed?
- Plagiarism is theft of intellectual property. It is
dishonest. We cannot condone this. As a future professional,
neither should you.
- It may involve breach of copyright, which is illegal.
Copyright comes into existence by the mere publishing of work; no
registration process is needed. So copyrighted works are very
- Why should we give credit (marks) to you for work done by
- How would you feel if someone else used your work or ideas
without acknowledgment or permission?
- The purpose of exercises is to help you learn the material we
teach. You are not doing this if you use someone else's work
- It is not fair to the majority of students who did the work
themselves if you get credit for work that someone else did.
- An Imperial degree is a certification to employers and others
have competence in the degree subject. It carries a lot of weight
because of the College's reputation. Like any currency, the value
of the degree is in the end based on trust, and it must continually
be defended. Students gaining credit through passing others' work
off as their own are presenting the certificate under false pretences
--- they acquired it in part through cheating, and so in their case the
certificate does not mean what it says at face value.
Essentially, it is a forgery. It devalues the Imperial degree and
hurts the College and all our students, past, present, and future.
- If I don't just copy but change
the work and add my own ideas, how can this be plagiarism?
It can be. Read the definition above.
- Well then, I don't understand
what's allowed and what's not. When is it OK to use work without
acknowledgment, when should/must I acknowledge, and when can't I use
work at all?
If in doubt, ask a member of
staff --- e.g., the lecturer or the lab coordinator.
- You can use without
acknowledgement material in notes issued to you by staff in the
Department, and notes you took in lectures, because we already know you
- When you use publicly available material
(like lecture notes on the web, or library books), there are some grey
If in doubt,
It never does you harm, and it may get
you extra credit for showing initiative in researching relevant
material or for your deep knowledge of the literature.
- If you simply learn the background material, or part of
through online notes, etc., and then write
your own solution to the exercise, the solution not being substantially
similar to material in the notes, then no acknowledgment is needed, though it does you
no harm to give one.
- If you use publicly available material as a base, adapt
it a lot to fit the problem you have been set, and add your own
contributions too, but your final submission still contains material
substantially similar to the source, then you must acknowledge the
- If you are lucky enough (or so you think!) to find work
the web that nearly or exactly solves the exercise, then it cannot be used even with an
Pasting large chunks
of someone else's text into your work is unacceptable and pointless
with an acknowledgment, and plagiarism without one.
You must produce your own original solutions to
- It is never allowed
to use other students' work, even with their permission, and even if
you give an acknowledgment. "Other students" means students other
than yourself; it doesn't matter whether they are or were at Imperial
College or elsewhere.
- Surely I can use, say, a
dictionary without acknowledging it? That's what it's there for.
If you use it to correct your spelling, yes. If you
quote material from it, as at the top of this page, then you are using
intellectual property belonging to another and you should acknowledge
- But I hate giving
- Because it takes credit away
from me and I will get a lower mark.
- This makes my point. By not giving an acknowledgment,
are trying to claim credit for someone else's work. You will
probably not get a lower mark if you acknowledge. You could get a
much lower mark if you don't, and are caught. Don't be selfish:
acknowledge where it is due.
- What is the purpose of an
acknowledgment? Why does it make everything alright?
It doesn't always make everything alright: see Q3 above. The
reasons for giving an acknowledgment are:
- It is honest and serves natural justice to name and give
appropriate credit to your sources. It is a matter of your
- It is standard academic practice to identify sources of work,
so that your own contribution can be judged, and so that the original
sources can be examined, if need be, to resolve
- What form should an
It should be sufficiently precise to allow the source to be
You can briefly explain how you used the material, if you think this
- for a book (or journal article): title, author, publisher (or
journal and volume number), year of publication, page number(s)
- for a web source: URL(s) of all material used, plus brief
details of what it is --- e.g., "course notes by Prof XXX, University
of YYY", with date of publication if available.
It is not adequate just to cite
the URL of a large website where the source and many other documents can be found.
If the source is long, further details should be included,
such as "page 23" or "section 4.2" or a section heading, or, failing this, a percent
estimate of how far down the relevant material is within the document.
- If you yourself are submitting webpages (as is sometimes the
case), it is easy to include links to original sources --- but links
should work, and be clearly visible with appropriate text to
Acknowledgments should be accurate. If we cannot find the
material, you may be asked to locate it. You may want to save
copies of web material you use, in case it disappears between
submission and marking.
- What if I make my work available
to others to use? What
if someone steals my work without permission, or finds it lying around?
If your work is used with your permission, you will be punished.
If it is used without your permission, you may still be punished if
you contributed to the theft by recklessness or not taking proper
- Do not allow your work to be copied.
- Do not give or lend your work to other students for any
reason, even if you tell them not to copy it.
- Be careful what happens to your printouts.
- Keep your home directory privileges set so outsiders cannot
or copy your files. If you need help with this, ask the Lab
Coordinator or CSG.
- Be careful transferring files to and from home by placing
your public_html directory. This is publicly accessible.
there are no links to your files, Google can find them.
- What happens if I work together
with my friend to produce an original solution?
If the lecturer/lab coordinator stated that the assignment
was to be done jointly, then fine. If not, and you submit as
individual solutions work that was produced jointly, then this is
plagiarism and you will be punished.
- Am I not allowed to work with other
students at all then?
We encourage preliminary discussions of exercises among students.
Working effectively with others is an important "life skill". But
the work students finally submit should always be their own original
- I am stuck on the
exercise. Can I ask other students for help?
By all means discuss work with other students; but do not copy their
work, and never ask them for printouts or files of their work to help
you or as a guide. You may always ask lab assistants or the Lab
Coordinator for help with labwork, and the lecturer or their helpers
for help with coursework. This is always safe, and you will get
better help! Please contact the lecturer, lab coordinator,
the student reps, or the course/year coordinator,
if you have difficulties in getting help from these.
- I have ten other courseworks to
do, the schedule is too demanding right now.
I have personal problems and I've been ill, and I'm
completely stressed out.
I have to copy someone else's work just to get the assignment done by
the deadline. It's the Department's fault for making us work so
Copying is plagiarism. You will be punished and will
probably end up with a low mark as well as a stain on your
record. You would be better off not submitting the exercise at
all. If you have personal problems/illness,
the solution is not to cheat but to contact your personal tutor, the
senior tutor, or (for M.Sc.) the course coordinator, who may be able to
arrange for some allowance to be made. Possibly you may be
allowed to submit late
--- this is far preferable to plagiarising.
- I found another student's home
directory open for access and copied her work, with some original
inputs of my own. Surely I am OK because it's her fault for
leaving her directory accessible.
Using another student's work without permission is a major case of
plagiarism. Please read the definition of
- I found another student's work
lying around, and I copied it. It wasn't very good so I added
some improvements of my own. Surely I am OK because it's his
leaving his work around, and anyway I improved it.
Using another student's work without permission is a major case of
plagiarism. Please read the definition of
- I have a brother in a university
in Canada who was set a similar exercise. He has given me
permission to use his solution. Surely if I just copy parts of it, it's
OK, and anyway you'll never catch me.
This incident happened in a recent year (some details have been
modified to protect the guilty). We did catch them. It is
never allowed to use work of other students, even with their
- I found I can buy courseworks
off the web by credit card. They are being sold by commercial
organisations. Surely it's OK to use them if I pay for
them? They are then my property.
Using such work is a major case of plagiarism. Please read the definition of 'plagiarism' above.
- I don't believe you catch
anyone. Students are too clever, we can hide our
We have more years of experience in catching than you have
of cheating. We catch cases every year. Dealing with them
is time-consuming and unpleasant for all parties. Staff are
here to teach you a wonderful subject and open up a world of
possibilities to you. It is saddening and angering for us to find students
cheating, and be forced to spend time on disciplinary matters. It
would be better for everyone if you simply did the exercises as
intended --- using your own ideas.
- What will happen when I am
The Department is bound by the College's Cheating Offences Policy and Procedures.
- Will any record kept on my file
affect references written for me?
Well, what do you think?
Please don't commit plagiarism.
This document is for Department of Computing and JMC students only.
In the event of a conflict with College policy, College policy takes precedence.


What is a psychologist?
Psychologists have the professional training and clinical skills to help people learn to cope more effectively with life issues and problems.
Why do kids see psychologists?
Many children and teens face problems that affect how they feel, act or learn. When children face problems that they cannot deal with alone or with the help of a parent or supportive adult, they might see a psychologist. Psychologists engage children in therapyto help them to learn strategies to manage their feelings and behaviors. Therapy can also help to teach kids strategies that help with learning. Psychologists can also do assessmentsto clarify what particular areas kids may be struggling with, especially in school with things like reading, writing or math.
What kinds of problems do you help kids with?
I help kids who may be facing family problems, school problems, health problems and even bullying. I also help kids with feelings like sadness, anger, stress and worry, low self-esteem and grief.
How old do I have to be to see a psychologist?
I work with children and teens from the age of 4 to 18 and sometimes older. When children come to therapy, their parents or guardians are almost always involved as well.
What happens in therapy?
At first, the psychologist will meet with you and your parents to ask questions and listen to learn all about you, your family and the problem that you are struggling with. The psychologist will then let you know how they can help. In future sessions, you will talk with the psychologist to express your feelings, you will do activities that will help you to learn skills to manage your problem, you will practice the skills that you are learning and you may even learn problem solving skills that will help you to manage when challenges arise in the future.
How long will I need to see a psychologist?
The goal of therapy is to teach you ways to manage problems when they arise. Since you will be learning how to better cope with problems, you will not need to see a psychologist forever. Most times, you will have weekly appointments for a few months.


Cellphones Pose Greater Risk to Airplanes Than Previously Thought
Published on: 1st Mar 2006
Note -- this news article is more than a year old.
A study by Carnegie Mellon University researchers in the Department of Engineering and Public Policy (EPP) has found that cell phones and other portable electronic devices like laptops and game playing devices can pose dangers to the normal operation of critical electronics on airplanes. The study will be featured in an article appearing in the March issue of IEEE Spectrum. The researchers found that on average one to four cell phone calls are typically made from every commercial flight in the northeast United States. Some of these calls are made during critical flight stages such as climb out or on final approach. This could cause accidents the investigators report.
"We found that the risk posed by these portable devices is higher than previously believed," said Bill Strauss, who recently completed his Ph.D. in EPP at Carnegie Mellon. "These devices can disrupt normal operation of key cockpit instruments, especially Global Positioning System (GPS) receivers, which are increasingly vital for safe landings." Strauss is an expert in aircraft electromagnetic compatibility at the Naval Air Warfare Center in Patuxent River, Md.
With support from the Federal Aviation Administration, three major airlines and the Transportation Security Agency, EPP researchers crisscrossed the northeast United States on commercial flights, monitoring radio emissions from passenger use of cell phones and other electronic devices. They tracked these radio emissions via a broadband antenna attached to a compact portable spectrum analyzer that fit into an innocuous carry-on bag.
"A laptop computer controlled the system and logged the data," said Granger Morgan, head of the EPP Department. "While we looked primarily at wireless phones, we also discovered that emissions from other portable electronic devices were problematic."
Both Strauss and Morgan, along with Carnegie Mellon researchers Jay Apt and Dan Stancil, recommend that the Federal Communications Commission (FCC) and the FAA begin to coordinate electronic emission standards. At the moment, there is no formal coordination between the two federal agencies. The researchers also recommend routine monitoring of on-board radio emissions by flight data recorders and deploying specially designed tools for flight crews to monitor passenger use of electronic devices during final approach.
While the FCC recently suggested that it might be appropriate to allow passengers to use cell phones and other electronic devices on airplanes, Morgan disagrees.
"We feel that passenger use of portable electronic devices on aircraft should continue to be limited for the safety of all concerned," Morgan said."


What is digital badging?
Digital badges (also known as ebadges, or singularly as ebadge) are a validated indicator of accomplishment, skill, quality or interest that can be earned in various learning environments.
A digital badge is a recognition for the learning(s) outside the traditional academic records.
Digital badges validate the accomplishment, skill, or competencies earned in learning environments, where the learning environment is typically online.
Digital badges have embedded metadata that provide richer validation of qualifications. They contain shareable information about the badge issuer, receiver, criteria for issuing, issue date, expiration date, standards adhered to and evidence of achievement.
Successful completion of all EIT Trades Academy courses and particular EIT micro-credential courses will be acknowledged with digital badging.
Digital Badges are accessible by future employees and tertiary training establishments.
Set up my profile
Credly is the world’s largest network of individuals and organizations using verified achievements to unlock opportunities. Join millions of professionals in sharing your achievements online.


1,001 Physics Practice Problems for Dummies, by Consumer Dummies
- ISBN: 9781118853153 | 1118853156
- Cover: Paperback
- Copyright: 5/4/2015
1,001 Physics I Practice Problems For Dummies takes readers beyond the instruction and practice provided in Physics I For Dummies, giving them 1,001 opportunities to solve problems from the major concepts introduced in a Physics I course. With the book, readers also get access to practice problems online. This content features 1,001 practice problems presented in multiple choice format; on-the-go access from smart phones, computers, and tablets; customizable practice sets for self-directed study; practice problems categorized as easy, medium, or hard; and a one-year subscription with book purchase.


Improve retention rates by 10% compared to the departmental average between the freshman and sophomore year by establishing purpose for education through mentoring, professional career development, and exposure to the breadth and depth of occupations in food, agriculture and natural resources emphasizing animal related positions like those with USDA, state agencies and private industry.
Career development creates a sense of purposefor education, a goal for student involvement in the academic enterprise, inturn supporting student success. Exposure to the array of opportunities in the fields of food, agriculture and natural resources will motivate students to recognize the need for and value of a college degree. Students will be better able to benefit from professional networking opportunities, develop relationships and acquire social capital that can lead to opportunities, such as internships and job placements. Moreover, exposure to production agriculture and associated activities will connect course material with application and utilization.
This page was last updated on: September 15, 2011


A clip from the film, Speaking in Tongues.
From SpeakingInTonguesFilm.info: Sometimes a small idea has big implications. Consider America’s resolute commitment to remaining an “English only” nation. It turns out that our attitudes about language reflect much bigger concerns: that language is a metaphor for the barriers that come between neighbors, be they across the street or around the world.
Our idea in making Speaking in Tongues was to showcase a world where these communication barriers are being addressed. An African-American boy from public housing learns to read, write, and speak Mandarin. A Mexican-American boy, whose parents are not literate in any language, develops professional-level Spanish while mastering English. A Chinese-American girl regains her grandparents’ mother tongue—a language her parents lost through assimilation. A Caucasian teen travels to Beijing to stay with a Mandarin speaking host family. Their stories reveal the promise of a multilingual America. Each kid’s world opens up when they start learning two languages on the first day of kindergarten; each is developing both bi-cultural and bi-lingual fluency.


Similar in size to a chestnut, the prostate is the largest accessory gland of the male reproductive tract. The prostate slowly increases in size from birth to puberty then grows at an increased pace until a man enters his 30s. Its size then becomes stable and remains so until about age 45, when further enlargement may occur. For reasons not yet completely understood, the prostate frequently enlarges in older men.
The prostate secretes a milky, slightly acidic fluid containing enzymes that balance the acid levels of interacting fluids and help sperm motility.
Although the focus of intensive, ongoing research, the prostate remains one of the body's least understood structures. It is known that the hormone testosterone stimulates zinc uptake and concentration in the prostate, which parallels its stimulation of citrate accumulation and secretion.
ZINC is a component of semen and it is thought that at least 1 mg of zinc is excreted by one ejaculum.
Zinc plays an important role in the processes of fertility, reproduction and sexual maturation. Prostatic fluids and ocular tissues contain the highest levels of zinc in the body.
At a biochemical level, zinc’s primary role is as a component of zinc metalloenzymes. Many enzymes of the cell nucleus involved with genetic information transfer, protein synthesis, and cellular replication are metalloenzymes of zinc. Zinc also participates in RNA metabolism.
Zinc a component of semen, plays an important role in the processes of fertility, reproduction and sexual maturation.
Magnesium is vital in muscle contractility, which is important to the prostate because the muscular contractility precedes secretion of prostatic fluid.
Vitamin E protects unsaturated fatty acids from oxidation.
Pantothenic Acid is an important part of the Krebs Cycle, serving as a constituent of coenzyme A, which is essential for the transfer of pyruvic acid into the cycle. It also serves in the conversion of lipids and amino acids into glucose.
Glycine is involved in muscle cell metabolism and is important to the Krebs Cycle. It is converted in the body to creatine, which stores high energy phosphate in muscles and serves to maintain adequate amounts of ATP (adenosine triphosphate), the source of energy for muscle contraction.
Alanine is another amino acid which participates in the Krebs energy production cycle. The amine enters the cycle for oxidation with acetyl CoA, where it may be used to produce ATP or to synthesize new proteins for body growth and repair.
-Eat fresh foods like leafy greens, fruits and fresh juices.
-Drink plenty of water, spring or distilled water is best.
-Consume raw pumpkin seeds everyday.
-Eliminate caffeine, spicy foods and junk food.
-A low-fat, high fiber diet with whole grains is beneficial.
-Avoid red meat, fried foods, soda and acidic foods.
-Do not smoke or drink alcohol.
-Get regular exercise.


Dash and Dot are robots that can sense, act and think! Students use block coding on four different iPad apps to control their robots. The durable and child friendly robots are a safe and easy way to encourage STEAM learning in your classroom.
Maker materials can be added such as lego, tape, cardboard and more to transform your robots!
Dash and dot also have educational accessories that can be purchased to support art, music and engineering.


What is less secret is the decline in Freemason numbers, with the group losing almost 3.8 million members since their peak in the late 1950s.
Is the reason this male-dominated society is claiming to be more open and contemporary an attempt to drum up support and combat declining membership?
The earliest masonic text, The Halliwell Manuscript, dates back to between 1390 and 1425. This ancient fraternity has included some of the world’s most prominent historic figures, including Winston Churchill, George Washington, Mark Twain and Mozart.
However, the once compelling, enigmatic and elaborate secret society, which saw world capitals such as Washington D.C built around Masonic symbolization, no longer holds the magnetism and sway it once did.
As older members die, the Freemasons are struggling to recruit new members. Consequently numbers are dwindling.
According to the Masonic publication Freemasonry Today (1), during the last two decades, many Freemason lodges around the world have lost half of their members.
When asked whether the Masons are a secret society, the UCLA history professor Margaret Jacob, a leading expert on Freemasonry, said that the suggestion was absolutely false (2).
James Stolhand, who is trying to start a Freemason club at Weber State University, supports Jacob’s claim that the Freemasons are not an especially secret culture.
“We’re not necessarily a secret society; we are a society with secrets,” said Stolhand (2).
Stolhand has been a Freemason for five years. He is the worshipful master of Gateway Lodge in Clearfield, Utah. The Freemason is striving to raise awareness about the Masons and create a place to share information that helps the fraternity to be perceived as more open and less secretive.
He admits that Freemasonry has experienced a sharp decline in membership over recent decades and has continuously declined in the United States since 1959.
I want to provide a forum for those who are interested in the fraternity to come together and talk about it with well-informed brethren without having to go through the intimidation of actually going to a Masonic temple,” (3) Stolhand told The Signpost, a Weber State University publication.
29-year-old Lee Ballard is a member of the Lafayette Kiwanis Club. Talking to JC Online (5), Ballard explained what it was like being a younger member of a group that comprised mostly of people of retirement age.
“It is a little concerning that most of them are older and [retired], but that makes sense,” said Ballard (5).
Lee Ballard said that himself and his fellow young members of the Lafayette Kiwanis Club don’t mind being the youthful minority of the group and that they find the older members’ stories insightful.
Reasons for Dwindling Numbers
However, Ballard is definitely in a minority as given the Freemasons’ dwindling numbers, the majority of youngsters are not especially keen on joining a club comprising predominantly of grandparents.
In order to combat the lack of youthful enthusiasm for the antiquated society, suggestions have been made that the organization is undergoing a rebranding exercise.
Evidence of the Freemason’s rebranding was seen in 2012 when the United Grand Lodge, the largest Masonic group in the UK, published its first independent report.
According to the BBC, the Future of Freemasonry researched by the Social Issues Research Centre aims to begin an “open and transparent” discussion before the group’s tercentenary in 2017.
It’s time to banish the reputation for secrecy,” said Nigel Brown, grand secretary of the United Grand Lodge.
“We’re being proactive now, it’s essential we get people’s minds away from these myths,” Brown told the BBC (4).
The Future of Freemasonry report spoke of a “quiet revolution” taking part among Freemasonries. However, Brown believes that certain information about the society should be kept secret from the public.
“Keeping a bit of mystery is good news. If people joining know absolutely everything, where would the excitement be?” Brown asked.
For the last three centuries, Freemasonry has been a dominant force of society. Today, the Freemasons face major membership challenges.
In order to overcome such challenges and to appeal to younger members of society, freemasonry, it seems, is having to adapt to 21st century practices, including losing much of the secrecy and mystery that was perhaps the biggest defining Freemason feature for centuries.


AP Photo/Pat Wellenbach
How to Write a Biography
At some point in their academic careers, all students will be required to write a biography. In this guide, learn how to write a biography with tips for every phase of the process, from planning to research and writing. And because a biography is only as good as the author’s research, find links below to the best sources of biographical information on the Web, including interviews and obituaries.
Get advice on how to write a biography from those who have done it before. The following resources ... read more »
Encyclopedias, newsmagazines and history Web sites are good places to begin your research. Many ... read more »
Interviews have the potential to offer writers an intimate window into a person’s world, and ... read more »
Obituaries are a useful source of biographical information for deceased persons. Found in all major ... read more »
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N.J. Weed Gallery: N.J. Weed Gallery Latin Names
... .J. Weed Gallery Latin Names Home | RCRE Research | Program Areas | RCRE Extension | Information | Publications | Counties | Rutgers' Cook College | Calendars | About Us N.J. Weed Gallery N.J. Weed Gallery Latin Names A Abutilon theophrasti ...
Flook & Brooks: Using Latin Names
... : Using Latin Names Home Schedule Activities Join Naming History Why Ratings Midst Favorites Sources Naming Genus Navigate . Using Latin Names by Marnie Flook and Dick Brooks Rhododendron dauricum 'Arctic Pearl ... in the middle 1700's. The formation of Latin names is now governed by the universally accepted International Code of Botanical Nomenclature. Latin names of plants are precise, and can be ...
... Latin names Common Names and the Latin names of some popular garden plants Common Names Index - the common names of plants mentioned in these pages, with their Latin ...
Names of few highland flowers - Name That Plant Forum - GardenWeb
... be useful: Highland Flowers of Slovakia, Europe Follow-Up Postings: RE: Names of few highland flowers clip this post email this post what ... to say: English or Latin names are fine for me... ;-) Here is a link that might be useful: VVPG RE: Names of few highland flowers ... flower in the eigth row is a species of Cinquefoil (Potentilla) RE: Names of few highland flowers clip this post email this post what ...
... July 2006 Latin Lovers ORCHID NAMES CAN LITERALLY BE “ALL GREEK MYTHOLOGY” TO SOME. Have you ever wondered how the Latin names of many things ... through the generations, but where doe it come from? The Latin title is obviously derived from the Roman’s own language, ... Paphio” for Aphrodite, or if you wish Venus, and “Pedilum” the Latin word meaning foot, which when translated would roughly mean the ...
Understanding Scientific Names
... or others. The scientific name is in Latin, which is the international language of science. Some people have difficulty with Latin names. Two small inexpensive dictionaries (Coombes, 1994; Johnson and Smith, 1972), give the pronunciation and a short definition for many Latin terms. Binomial ...
Making Sense of Botanical Names
... Latin words she was using. He said the proper species name, and then they had a lovely time going around the garden conversing in "botanicalese"! If we look beyond the intimidating Latin names for plants, a very simple classification system is revealed. All plants are identified according to a binomial system--bi meaning two, nom meaning name. So all plants have two names ...
Latin name index A - Plants For A Future database report
... Latin name index A - Plants For A Future database report Full Contact Details Registered Charity No. 1057719 Home page Database Name: Keyword: Search Page Index of Latin Names Index of Common Name ... of Latin Names: A Latin Names: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Common Names: A ... Azorina vidalii Latin Names: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Common Names: A ...
Index of Common Names: A - Plants For A Future database report
... Index of Common Names: A - Plants For A Future database report Full Contact Details Registered Charity No. 1057719 Home page Database Name: Keyword: Search Page Index of Latin Names Index of Common Name ... Common Names: A Latin Names: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Common Names: A ... On Age Latin Names: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Common Names: A ...
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... Plant Names Most people know that plants have been given botanical names. Why can't we use common names, as they are much easier to learn than those difficult Latin names? For several years I managed to purchase plants getting along with common names. Then ...
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Spotting Aquarium Fish Diseases Before It’s Too Late
The article gives an analysis of Spotting Aquarium Fish Diseases Before It’s Too Late. No matter how great is the fish tank filter that you have set up or how well you you’ve cared for your fish, they will potentially get sick. Fish can get sick for any number of reasons but mainly it is either due to the introduction of new fish into the tank or too frequent changing of the aquarium water or even when a fish has been in a fight and has an open wound.
Aquarium Fish Diseases
Whatever are the reasons for your fish getting sick, the most urgent thing to do is to isolate them in a quarantine tank so that they would have a chance to recover and also so that the disease does not spread to the other fish. The following are some of the most common aquarium fish diseases:
Aquarium Fish Diseases #1: Ich
Ich is among the most common aquarium fish diseases. When a fish has Ich, their scales break out in little spots all over as if they have been sprinkled with salt. The fish would feel itchy and would usually rub themselves against the aquarium decorations until they bleed. Ich is highly contagious. The infected fish needs to be isolated immediately and the entire tank washed. You would have to treat all the fish, not only the infected fish or else the rest of the fish will soon succumb to Ich as well. You can treat the fish with Fish Pen.
Aquarium Fish Diseases #2: Fungus
Fungus looks like slimy white puffs on the fish’s body. Just like Ich, fungus will cause the fish to scrape itself against any rough surfaces, causing it to bleed. Left on its own, the fungus will eat away at the fishes outer skin and kill it. Fungus too is highly contagious and the entire tank must be treated. You can also use Fish Pen to treat fungus.
Aquarium Fish Diseases #3: Clamped Fins
Clamped fins is actually the first sign that a fish is getting sick. The best way to treat clamped fins is to thoroughly clean and sanitize the tank. You can still use Fish Pen to treat clamped fins. Also add some aquarium salt to the newly changed water. Doing this will help get rid of whatever was affecting your fish.
Aquarium Fish Diseases #4: Open Sores
Most of time time, open sores happen because the fish had gotten hurt in a fight or for roughly scraping itself against the decor. To treat open sores, isolate the fish from the other fish in new water and treat it with Fish Pen. Only return the fish back into the aquarium once the sores have healed. These are some of the most common aquarium fish diseases that your fish might encounter. For most aquarium fish diseases, Fish Pen is a miracle cure and is one I would highly recommend.


- 1 What does it mean when cats pupils are big?
- 2 What does the shape of a cat’s eyes mean?
- 3 What do cats eyes look like when they are happy?
- 4 Why you should never look into cats eyes?
- 5 Should you stare at a cat?
- 6 Do cats understand when you kiss them?
- 7 What is the rarest eye color in cats?
- 8 Why do cats squint when they look at you?
- 9 What does it mean when a cat stares at you?
- 10 Why does my cat reach his paw out to me?
- 11 How do you tell if a cat likes you?
- 12 How do I know if my cat is sad?
- 13 Can cats see into your soul?
- 14 Can cats tell humans apart?
- 15 Can cats sense a good person?
What does it mean when cats pupils are big?
Dilated (large) pupils are another source of understanding the meaning of cats‘ mysterious eyes, and often indicate an excited cat. It can also be a display of surprise or fear, depending on the situation. It is not unusual for a cat’s pupils to fully dilate when they are really excited.
What does the shape of a cat’s eyes mean?
Whether they are blue, green, or gold, round, oval, or almond-shaped, your cat’s eyes communicate emotions through physiological changes in pupil size and eyelid position. A cat’s pupils can shrink to the narrowest of slits or widen into black pools. Eyelids may be fully open, partially closed, or drawn into a squint.
What do cats eyes look like when they are happy?
Your cat’s eyes are very expressive. Sudden dilation of the eyes indicates they are extremely happy. A cat is also in a happy-place when their ears are facing forward, but tilted back just slightly.
Why you should never look into cats eyes?
Because a cat’s eyes have vertical slit pupils, they are unusual and bewitching. I would never go as far as to call them creepy. A cat’s pupils are designed as they are to allow ore light in even when they are not dilated. This helps them to focus and keep a watch for danger at all times.
Should you stare at a cat?
Cat owners are often encouraged to slowly blink or wink their eyes (e.g. sleepy eyes) when directly looking toward their cats. This sends a message that you are not a threat and they should not be alarmed. However, cats always prefer their owners using their peripheral vision to look at them rather than a direct gaze.
Do cats understand when you kiss them?
Do Cats Understand Kisses? While researching this topic, the general consensus was that because cats communicate in different ways than humans do, they don’t really understand what the gesture means.
What is the rarest eye color in cats?
The most common cat eyes colors are greenish-yellow to gold. This would mean that their eyes have very low melanin content. The rarest cat eye color leans toward the ones that have more melanin content. Usually, this would be the darker shades of brown, copper, or orange.
Why do cats squint when they look at you?
Cats‘ pupils dilate when they are angry or on the attack, and cats smile at us and other cat friends with appreciative eyes by squinting. Your cat will slowly, almost, but usually not quite, close her eyes and reopen them while looking at you. When almost closed, the eyes are held at the lowest point for a second.
What does it mean when a cat stares at you?
If your cat’s staring at you whilst also in a crouched position with their tail tucked in, it’s generally a sign that your cat’s frightened. They may also be hiding underneath a coffee table or bed and their staring is because they’re keeping an eye on the potential ‘danger’.
Why does my cat reach his paw out to me?
According to experts, cats have scent glands that can be found in the bottom part of their feet. Most of the time, they use it in order to claim their territory. So, if your cat reaches out his paws to you and touches your face or kneads on you, then he might be putting his scent on you because you are his favorite.
How do you tell if a cat likes you?
Here are a few behaviors that show a cat really likes you.
- Your cat headbutts you out of love.
- Its tail is always twitching at the tip or curled around your leg.
- It shows you its tummy.
- Purring means your cat is happy in your presence.
- Your cat brings you “gifts.”
- Your cat nibbles you a lot.
- It gurgles all the time.
How do I know if my cat is sad?
Signs of Depression in Cats
- Loss of appetite and disinterest in treats.
- Sleeping when they would usually be awake.
- Lack of grooming.
- Withdrawal from tactile exchanges such as head bumping or lap cuddles.
- Intermittent tummy upsets.
- Altered habits such as not coming to greet you.
- Loss of interest in favorite toys.
Can cats see into your soul?
Next time you gaze lovingly into the soul of your beloved cat through those limpid pools of color, you will know not only that they freely and generously return your loving affection but that they can also see deeply into your own soul as well.
Can cats tell humans apart?
Cats either can‘t tell human faces apart or just don’t care what we look like. Instead of facial recognition, cats may use other cues, like our scent, the way we feel, or the sound of our voices to identify us. Researchers from Tokyo University found that cats do recognize their owners’ voices.
Can cats sense a good person?
Your cat’s reflexes are what keep them safe from harm, and are also what protect them strange movements or people. And when it comes to emotions, cats can certainly sense the emotions of humans, as well as other animals.


Traumatic Brain Injury: General Recovery Information
What to Do to Feel Better After a Concussion
Although most people recover fully after a concussion, how quickly they improve depends on many factors. These factors include how severe their concussion was, their age, how healthy they were before the concussion, and how they take care of themselves after the injury.
Some people who have had a concussion find that at first it is hard to do their daily activities, their job, to get along with everyone at home, or to relax.
Rest is very important after a concussion because it helps the brain to heal.
Ignoring your symptoms and trying to "tough it out" often makes symptoms worse. Be patient because healing takes time. Only when your symptoms have reduced significantly, in consultation with your health care professional, should you slowly and gradually return to your daily activities, such as work or school. If your symptoms come back or you get new symptoms as you become more active, this is a sign that you are pushing yourself too hard. Stop these activities and take more time to rest and recover. As the days go by, you can expect to gradually feel better.
Recovery - Is a Process
Medical care and evaluation after brain injury is a process, not an event. Many people, when hospitalized for a brain injury, need ongoing medical care, evaluation and rehabilitation therapies after discharge. A hospital works to stabilize a person's medical condition. Once stabilized, the person is usually then discharged. However, medical problems related to the brain injury often arise after hospital discharge, leaving the responsibility for accessing needed services up to the patient or his/her family.
A primary care physician (your family physician) will play a key role in making referrals and signing medical documentation in order for you to access brain injury services. It is important for the person with brain injury to stay in communication with his/her primary physician.
The Defense and Veterans Brain Injury Center provides these Recovery Reminders:
- There is no "normal" time frame for recovery.
- Recovery depends on how serious the injury is and what areas of the brain are affected. Other injuries to the body also can affect recovery.
- Most patients will learn useful ways to work around the new challenges from their injury.
Effects of brain injury vary from person to person.
Many experience significant changes as they proceed through the recovery process. Brain injury can cause changes in general health, personality, behavior and emotions, prior interests and abilities in hobbies, recreational activities and sports, etc.
After the Hospital, many persons with brain injury need services for their recovery.
Your primary care physician should work with you and be involved in all aspects of the rehabilitation process. Should your primary care physician not be familiar with brain injury issues, he/she can access helpful information at Centers for Disease Control & Prevention. Patients may access helpful information at the Centers for Disease Control & Prevention website as well.
Rehabilitation specialists work as a team. In addition to a physiatrist and the person with the brain injury, the rehabilitation team may include the person's loved ones, neuropsychologists, psychologists, occupational, speech, recreation and physical therapists (see the Types of Brain Injury Professionals section for descriptions of these professionals).
Preventing Long-Term Problems
If you already had a medical condition at the time of your concussion (such as chronic headaches), it may take longer for you to recover from the concussion. Anxiety and depression may also make it harder to adjust to the symptoms of a concussion. While you are healing, you should be very careful to avoid doing anything that could cause a bump, blow, or jolt to the head or body. On rare occasions, receiving another concussion before the brain has healed can result in brain swelling, permanent brain damage, and even death, particularly among children and teens.
After you have recovered from your concussion, you should protect yourself from having another one. People who have had repeated concussions may have serious long-term problems, including chronic difficulty with concentration, memory, headache, and occasionally, physical skills, such as keeping one's balance.


More than 190 countries are meeting in Paris next week to create a durable framework for addressing climate change and to implement a process to reduce greenhouse gases over time. A key part of this agreement would be the pledges made by individual countries to reduce their emissions.
A study published in Science today shows that if implemented and followed by measures of equal or greater ambition, the Paris pledges have the potential to reduce the probability of the highest levels of warming, and increase the probability of limiting global warming to 2 degrees Celsius.
In the lead up to the Paris meetings, countries have announced the contributions that they are willing to make to combat global climate change, based on their own national circumstances. These Intended Nationally Determined Contributions, or INDCs, take many different forms and extend through 2025 or 2030.
Examples of these commitments include the United States' vow to reduce emissions in 2025 by 26-28 percent of 2005 levels and China's pledge to peak emissions by 2030 and increase its share of non-fossil fuels in primary energy consumption to around 20 percent. In the study, the scientists tallied up these INDCs and simulated the range of temperature outcomes the resulting emissions would bring in 2100 under different assumptions about possible emissions reductions beyond 2030.
"We wanted to know how the commitments would play out from a risk management perspective," said economist Allen Fawcett of the U.S. Environmental Protection Agency, the lead author of the study. "We analyzed not only what the commitments would achieve over the next ten to fifteen years, but also how they might lay a foundation for the future."
Although many researchers have focused on the importance of the 2 degree limit, Fawcett and colleagues assessed uncertainty in the climate change system from an overall risk management perspective. They analyzed the full range of temperatures the INDCs might attain, and determined the odds for achieving each of those temperatures. To determine odds, they modeled the future climate hundreds of times to find the range of temperatures these various conditions produce.
"It's not just about 2 degrees," said Gokul Iyer, the study's lead scientist at the Joint Global Change Research Institute, a collaboration between the Department of Energy's Pacific Northwest National Laboratory and the University of Maryland. "It is also important to understand what the INDCs imply for the worst levels of climate change."
In the study, the scientists compare the Paris commitments to a world in which countries don't act at all or start reducing greenhouse gas emissions only in 2030.
The team found that if countries do nothing to reduce emissions, the earth has almost no chance of staying under the 2 degree limit, and it is likely that the temperature increase would exceed 4 degrees. They went on to show that the INDCs and the future abatement enabled by Paris introduce a chance of meeting the 2 degree target, and greatly reduce the chance that warming exceeds 4 degrees. The extent to which the odds are improved depends on how much emissions limits are tightened in future pledges after 2030.
Read more at Pacific Northwest National Laboratory.


Welcome to the Spotlight on Student Learning! This edition of the Spotlight provides an overview of Piedmont Unified’s many initiatives to develop and deliver relevant curriculum through innovative instructional strategies.
Over the last few years, teachers at all levels have been teaching new curriculum aligned to Common Core State Standards and have been implementing new Common Core instructional strategies. At the elementary level, the District adopted new reading, writing, math, and social emotional curriculum. Middle and high school teachers have been piloting new math curriculum. Science teachers at all levels are learning Next Generation Science Standards and how to instruct on all three dimensions of the science standards, as discussed in the science article by Dan Kessler and Camilla Thayer. A coordinated TK-12 social and emotional health curriculum is being developed as we continue to monitor student stress and well being. To support our staff through these many changes, professional development and mentoring of teachers are being provided.
This edition of the Spotlight features articles and updates on these exciting changes. There is an article discussing what it means to be a 21st Century learner, and what it means to be an effective 21st Century teacher. There is an update on the implementation of Common Core Math, the transition to Next Generation Science Standards, arts-centered learning, and World Language.
It is important to emphasize that readiness for higher education and future careers requires different types of knowledge, different educational experiences, and a different set of skills than in the past. For example, students must have the opportunity to learn through project-based exploration, collaboration, and shared presentation. Students must have the opportunity to investigate the connections among the sciences and develop and test hypotheses. They must have opportunities to work individually, in small groups, and in large groups, to complete service projects, and to take full advantage of modern educational technologies.
Piedmont Unified is dedicated to providing an excellent education that prepares and inspires students for whatever educational and career paths they may pursue. We will review and refine curriculum and instructional strategies continually, to meet the needs of students and to keep pace with the changing needs of the world outside the classroom.
If you have questions or comments about this, please contact the District’s Director of Curriculum and Instruction, Dr. Cheryl Wozniak, at email@example.com or me at firstname.lastname@example.org
Finally, there are many opportunities for families to provide input into District policies. Upcoming meetings include:
- April 26th – 7:00pm: LCAP Community Engagement Night, PHS Student Center
- April 27th – 7:00pm: PUSD Board of Education Meeting, Piedmont City Hall
- May 3rd – 7:00pm: GATE Advisory Committee Meeting, Havens Library
- May 11th – 7:00pm: PUSD Board of Education Meeting, Piedmont City Hall
- May 19th – 3:30pm: PUSD Budget Advisory Committee Meeting, PUSD District Office
I strongly encourage families to participate and share their ideas.
Randall Booker, Superintendent – Piedmont Unified School District


Global climate change
There is already an extensive literature on global climate change, not least that associated with the web site of the Intergovernmental Panel on Climate Change (http://188.8.131.52/). Wikipedia also has an extensive collection of articles about the IPCC (http://en.wikipedia.org/wiki/IPCC) as well as many contributions (including contentious views) on global warming (http://en.wikipedia.org/wiki/Global_warming) and climate change (http://en.wikipedia.org/wiki/Climate_change).
Consideration should be given to looking at the implications more specifically for European coasts and seas. We know for example that the combined effects of land claim and sea level rise have resulted in a loss of salt marsh in southeast England. This has in turn resulted in policy initiatives including managed realignment. To what extent is our European experience matched by other geographical areas?
Please note that others may also have edited the contents of this article.


- What would happen if u shoot a gun in space?
- Can fire burn underwater?
- Can fire burn in vacuum of space?
- Is white fire hotter than blue fire?
- Can you light a fire on the moon?
- What would fire look like in space?
- Can things explode in space?
- Is Fire affected by gravity?
- What does space smell like?
- Why does your head explode in space?
- Can there be a fire in space?
- How does fire burn in space without oxygen?
What would happen if u shoot a gun in space?
On Earth, gravity eventually pulls the bullet down, even if it doesn’t hit anything — or anyone.
In space, where there is no gravity, your bullet could keep moving forever as long as it doesn’t hit something — like an asteroid or a planet..
Can fire burn underwater?
Commonly a fifty-fifty mixture of rust and aluminum powder, thermite requires the high temperatures of a burning strip of magnesium to light, but once it gets started it’s almost impossible to extinguish. It can burn through pavement, melt through engine blocks, and even stay on fire underwater.
Can fire burn in vacuum of space?
When flames burn on Earth, heated gases rise from the fire, drawing oxygen in and pushing combustion products out. In microgravity, hot gases don’t rise. … Space flames can also burn at a lower temperature and with less oxygen than fires on Earth.
Is white fire hotter than blue fire?
When temperatures approach 2,400º F to 2,700º F, flames appear white. … The color blue indicates a temperature even hotter than white. Blue flames usually appear at a temperature between 2,600º F and 3,000º F. Blue flames have more oxygen and get hotter because gases burn hotter than organic materials, such as wood.
Can you light a fire on the moon?
No. Fire can not be lit on the moon because there is no oxygen there. without one of these elements it is impossible to lit fire.
What would fire look like in space?
Without gravity, hot air expands but doesn’t move upward. The flame persists because of the diffusion of oxygen, with random oxygen molecules drifting into the fire. Absent the upward flow of hot air, fires in microgravity are dome-shaped or spherical—and sluggish, thanks to meager oxygen flow.
Can things explode in space?
In space no one can hear you explode… Many astronomical objects such as novae, supernovae and black hole mergers are known to catastrophically ‘explode’. … But as long as the explosion doesn’t require oxygen, then it will work in much the same way in space as on Earth.
Is Fire affected by gravity?
Fires on earth are anchored by gravity, but the combustion gases are hot and light, so they rise. As the flame goes up, more air is sucked into the base of the fire, feeding more oxygen to the fire and making it burn more strongly.
What does space smell like?
sweet-smelling welding fumes’, ‘burning metal’, ‘a distinct odour of ozone, an acrid smell’, ‘walnuts and brake pads’, ‘gunpowder’ and even ‘burnt almond cookie’. Some astronauts have likened the smells of space to walnuts.
Why does your head explode in space?
Why does your head explode in space, disappointingly, the answer is that, it doesn’t. … But their heads didnt explode, the reason for this is because there are too kinds of pressures, normal pressure and vacuum. Vacuum pressure is not strong enough to cause a head to explode, but it can still kill you.
Can there be a fire in space?
In space, of course, you can’t have any fires because there isn’t any oxidizer (i.e. oxygen) to sustain the combustion process. … In space, of course, you can’t have any fires because there isn’t any oxidizer (i.e. oxygen) to sustain the combustion process.
How does fire burn in space without oxygen?
The fire you mentioned burning in absence of oxygen, will be only in the ‘Sun’, that is by nuclear fusion of hydrogen molecules/Atoms, to Helium molecules/Atoms, by self sustaining atomic level nuclear fusion, which needs only very high temp.


Recovering From Family Trauma: Strategies for Reducing Complications and Supporting Recovery
Trauma in families is often linked to mental illness. Having a family member with complex mental illness can trigger all kinds of complications, including traumatic experiences and their repercussions. Treatment for the individual, family education and support, protective factors against trauma, and a cultivation of resilience can all help in preventing and minimizing trauma as well as recovery.
Living in a family affected by complex mental illness is a challenge for every single member. Often the focus is placed largely on the person with mental health issues, while other family members’ needs are left unaddressed or minimized.
Siblings, parents, and children of someone with serious mental illness need mental health care too. And not just for minor issues, but sometimes for trauma. It is not unusual for family members to be traumatized by this experience, but it can be prevented or managed.
Treatment for the family as a whole, education, support groups, and other measures minimize and reverse the trauma and damage caused by mental illness.
How Does Complex Mental Illness Impact Families?
If you have a family member living with a complex mental illness, don’t assume it isn’t your problem. Not only does that loved one need your support, you need guidance for coping with and managing your own resulting mental health issues.
Mental illness, especially complex situations with severe co-occurring conditions, can have a lot of effects on family members:
- Increased risk of mental health diagnosis
- Financial problems
- Stigma and discrimination
- Unstable home environment
- Emotional turmoil
- Difficult relationships
- Behavioral challenges, such as acting out at school for children
- Trauma and trauma disorders
The Risk of Trauma in Families
While there are many harmful potential consequences of mental illness in the family, trauma is one of the most serious. The chaos of the home environment, which may include abuse or neglect, is a major risk factor for traumatic experiences.
Children may be particularly vulnerable, but studies show adults may struggle with trauma as well. One group of researchers found that parents of patients with schizophrenia, especially those who experienced violent outburst, have an increased risk of developing post-traumatic stress disorder (PTSD).
Trauma is a reaction rather than a specific event, and it causes a range of mental health symptoms. Certain types of events or experiences, such as abuse or a natural disaster, are more likely to cause trauma, but how people react varies. Some people may become traumatized in a home with mental illness, while others do not. Noted risk factors for PTSD include family psychiatric conditions.
Get the Best Possible Treatment
If you have a loved one struggling with mental health issues, the best thing you can do for the whole family is to make sure they get adequate treatment. Even for the most difficult mental illnesses, treatment can be effective, both for the individual and for the family.
Consider a residential treatment program that will allow your loved one to spend a focused amount of time in a safe, healing environment. Residential centers can provide expert staff, individualized treatment plans, family therapy and support, and aftercare.
Manage Mental Illness as a Family Illness
The best way to deal with trauma resulting from a mentally ill family member is to prevent it. While the mental illness cannot necessarily be prevented, how the family copes with it can have powerful repercussions. Poor management can lead to ripple effects, including trauma. Positive support for the family as a whole can prevent trauma.
Mental illness is not restricted to the one person with the diagnosis. It impacts everyone in the family. The individual who is ill needs family support for recovery. In turn, every other family member must have positive support to cope with the complications. When families approach mental illness as a strong unit, openly and with consideration for everyone’s needs, trauma can be minimized or prevented.
Call For a Confidential Phone Assessment.619-466-0547
Get Involved in Treatment
What does treating mental illness as a family illness look like? Simply recognizing that it impacts everyone is not enough. You must take active steps to treat and support the entire family. Start with your loved one’s treatment program. The best facilities include families because they know how important it is.
You should be able to participate in family and relationship therapy, family psychoeducation programming, and support groups. These will help you learn more about your loved one’s mental illness, how to support them, and how to cope individually and as a family.
Total involvement in treatment will strengthen family relationships, improve communication, and provide the foundation for creating a more stable, healthy home environment. It also means that any other family member who needs more dedicated individual help can be identified and supported. For instance, a therapist in a family session may see the signs that you are struggling with depression, which requires diagnosis and treatment.
Provide Protective Factors for Children
Any member of the family can be negatively impacted or even traumatized by mental illness, but children are always most vulnerable. Parents and older siblings can be instrumental in minimizing or preventing trauma by providing as many protective factors as possible:
- Open communication—age-appropriate, of course—about the individual’s mental illness helps children understand difficult situations and know that it is not their fault.
- Stability is essential and is hard to provide with complex mental illness. Anything that makes the home more stable, such as routine and scheduling, is helpful.
- Kids need good self-esteem to face potentially traumatic experiences. They can develop more confidence by getting involved in hobbies and activities, sports, community groups, and by having responsibilities in the home.
- Strong, loving relationships with adults are highly protective. When a parent cannot provide this, having other adults in a child’s life is positive. Aunts and uncles, grandparents, older siblings, and even trusted friends, coaches, or teachers can play this role.
- Children are not too young to learn positive coping skills. They can benefit from early practices in mindfulness, meditation, and relaxation strategies.
- Mental health care, including individual or family therapy, can help a child learn how to better cope with their difficult home environment and relationships. Even if they are not diagnosed with mental illness, proactive care provides benefits.
Families cannot change the fact of mental illness. They will have struggles other families do not, including trauma. Once traumatized, the experience cannot be taken back. However, all of these challenges can be met with resilience.
Resilience is the ability to adapt to stressful situations and trauma. It can be learned, and the more resilient you are, the easier it will be to cope with and live with family mental illness. There are many things you can do to become more resilient, individually and as a family, including:
- Building social connections and relying on the support of others
- Taking care of physical health, with good sleep, diet, and exercise
- Practicing mindfulness, such as meditation, journaling, yoga, and other strategies to learn to accept emotions and situations as they occur
- Avoiding negativity and self-destructive behaviors, such as substance abuse
- Cultivating purpose, volunteering, finding a hobby you can be passionate about or goals to achieve
- Practicing acceptance and tolerance with positivity
- Being grateful every day
- Getting professional mental health care as needed
Recovering from the trauma of a family member’s mental illness is easiest when those bad experiences can be minimized. Prevention is the best medicine for mental health too, so any steps you can take to protect your family will help. But, even with your best efforts, trauma may be a result of living with mental illness in the home. Good treatment, full family involvement, protective factors, and resilience will help with providing a more stable, positive environment to both lessen and recover from family trauma.
If you’re concerned about a loved one and believe they may need residential care, we can help. BrightQuest offers long-term treatment for people struggling with complex mental illness. Contact us to learn more about our renowned program and how we can help you or your loved one start the journey toward recovery.


According to a recently published study, the Carolingian Emperor Charlemagne (ca. 747–814) was taller than most of his subjects, but not overweight. The findings were reported in the July 2010 issue of Economics & Human Biology.
A trio of scholars from Switzerland, Germany and Australia were allowed special access to the left tibia of Charlemagne, whose remains are kept in the Aachen Cathedral. Using x-rays and CT Scans, they found that the bone was about 17 inches long. According to various estimating methods, this meant that Charlemagne’s height was somewhere between 1.79 and 1.92 meters tall (between 5′ 10″ and 6′ 4″). According to other research, a typical male in the Carolingian period stood about 1.69 meters (5′ 6″).
Click here to read this article on Medievalists.net