CHAPTER 22. ADJECTIVES USED IN COMPARISONS: PART 1
As well as being used to describe persons and things, adjectives which refer to qualities can also be used to compare two or more different persons or things. For instance, in the following sentences, the adjectives used in comparisons are underlined.
e.g. He is as tall as his brother.
She is older than her sister.
They are the youngest students in the class.
1. Positive forms of adjectives preceded and followed by As
The unaltered form of an adjective is often referred to as the positive form of the adjective. In the preceding chapter, only the positive form of adjectives was used.
The positive forms of adjectives referring to qualities can be used in making certain types of comparisons. For example, in the following sentences, the positive forms of the adjectives proud and intelligent are combined with the word as in order to make comparisons.
e.g. She is as proud as a peacock.
They are as intelligent as I am.
When used in making comparisons, the positive form of an adjective is usually employed as a predicate adjective, preceded and followed by the word as. This construction is summarized below, followed by examples.
noun, pronoun or to be positive noun, pronoun or
other expression + or other + as + form of + as + other expression
representing 1st linking adjective representing 2nd
thing being compared verb thing being compared
Swans are as white as snow.
Tom is as tall as his father.
This type of construction can be used to indicate that the things being compared are equal in some respect. For instance, the first example indicates that swans and snow are equally white. The second example indicates that Tom and his father are equally tall.
The sentence She is as proud as a peacock gives an example of a traditional English saying which compares a person having a certain quality to an animal which is noted for possessing that quality. In the following sentences, the traditional expressions are underlined.
e.g. He is as clever as a monkey.
She is as wise as an owl.
My sister looks as pretty as a princess.
The use of this construction with as to compare two different types of thing, such as a person and an animal, results in a type of comparison referred to as a simile.
See Exercise 1.
The meaning of an expression using as, followed by an adjective, followed by as can be qualified by adverbs such as not, almost, twice, three times, half, one-third and so on. The adverbs in the following sentences are underlined.
e.g. He is not as hard-working as his brother.
She is almost as tall as he is.
Her sister is twice as old as I am.
A millimeter is one-tenth as long as a centimeter.
As shown below, in such a construction, the adverb is placed before the first occurrence of the word as.
noun, pronoun or noun, pronoun or
other expression to be positive other expression
representing + or other + adverb + as + form of + as + representing
1st thing linking adjective 2nd thing
being compared verb being compared
He is nearly as clever as his uncle.
The trees are not as tall as the house.
a. The positive form combined with a noun
The construction as, followed by an adjective, followed by as can also be combined with a noun, as shown in the following examples.
e.g. Gail is as strong a swimmer as Beth.
Mabel is as clever an administrator as Robin.
The girls are as good students as the boys.
In the first example, Gail is being compared as a swimmer to Beth. In the second example, Mabel is being compared as an administrator to Robin. In the third example, the girls are being compared as students to the boys.
As illustrated in these examples, if the noun following the adjective is a singular countable noun, it must be separated from the adjective by the indefinite article a or an. The position of a or an is indicated in the summary below.
positive a or
as + form of + an + noun + as
He is as fine a man as his father.
She is as good an instructor as her colleague.
In the case of plural nouns, no article is required.
e.g. The boys are as reliable workers as one can find.
They are as powerful athletes as their competitors.
b. The use of ellipsis
The construction as followed by an adjective, followed by as, can also be combined with longer phrases and clauses, as illustrated in the following examples.
e.g. New York is as distant from San Francisco as Boston is from London.
Music is as important to Cora as literature is to her brother.
In the first example, the distance of New York from San Francisco is being compared to the distance of Boston from London. In the second example, the importance of music to Cora is being compared to the importance of literature to her brother.
The preceding examples illustrate the use of ellipsis. The sentences could also be written as follows. The words which would usually be omitted are enclosed in square brackets.
e.g. New York is as distant from San Francisco as Boston is [distant] from London.
Music is as important to Cora as literature is [important] to her brother.
In such sentences, the adjective in the second part of the sentence is usually omitted, in order to make the sentence less awkward.
Ellipsis is also commonly used following a noun representing the second thing being compared. For instance, in the following sentences, the final verbs are omitted.
I am as good a swimmer as her sisters.
These sentences could also be written:
e.g. He is as tall as his brother is.
I am as good a swimmer as her sisters are.
In informal English, the final verb is usually not omitted following a personal pronoun representing the second thing being compared.
e.g. I am as tall as he is.
She is as good a swimmer as I am.
However, in formal English, the final verb following a personal pronoun representing the second thing being compared is sometimes omitted.
e.g. I am as tall as he.
She is as good a swimmer as I.
c. The use of the subjective case
As shown above, when a personal pronoun is used in a comparison to represent the second thing being compared, the subjective case of the pronoun should be used. The reason for this is that the pronoun is the subject of a verb, even when the verb is omitted by means of ellipsis.
In informal English, the objective case of such personal pronouns is sometimes used.
e.g. I am as tall as him.
She is as good as swimmer as me.
However, this use of the objective case is considered to be grammatically incorrect.
2. Comparative and superlative forms of adjectives which use endings
As pointed out in the discussion on the possessive forms of nouns, some elements of English grammar are derived from Teutonic languages, such as German, while other elements are derived from Romance languages, particularly French.
Many English adjectives follow the model of French adjectives. These adjectives are combined with adverbs in order to express different types of comparison. In the following examples, the adjectives careful and excitable are combined with the adverbs more and most.
e.g. She is more careful than I am.
He is the most excitable boy in the class.
However, in general, the shortest and most commonly used English adjectives follow the model of languages such as German. These adjectives use endings in order to express different types of comparison.
e.g. She is taller than I am.
He is the oldest boy in the class.
The adjectives which use endings in order to express different types of comparison include most one-syllable adjectives, and two-syllable adjectives ending in y. For example:
In the above examples, brave and tall are one-syllable adjectives, while easy and happy are two-syllable adjectives ending in y.
A few other two-syllable adjectives are also sometimes used with endings. For example:
It should be noted that one-syllable past participles used as adjectives are usually not used with endings.
a. Comparative forms of adjectives which use endings
The comparative form of an adjective is most often used to compare things which differ in some respect. In the following examples, the comparative forms of adjectives are underlined.
e.g. Louis is younger than Mark.
You are a better actor than he is.
The comparative form of adjectives which use endings is formed with the ending er. As illustrated below, the spelling rules which apply when adding the ending er to an adjective are the same as those which apply when adding the ending ed to a verb.
i. Spelling Rules
In most cases, the ending er is simply added to the positive form of the adjective. For example:
Positive Form Comparative Form
fast faster
strong stronger
tall taller
young younger
However, when an adjective ends in a silent e, the silent e is dropped before the ending er is added. For example:
brave braver
close closer
late later
When an adjective ends in y preceded by a consonant, the y is changed to i before the ending er is added. For example:
dry drier
early earlier
easy easier
When an adjective ends in a single consonant other than w, x or y, following a single stressed vowel, the final consonant is doubled before the ending er is added. For example:
big bigger
hot hotter
sad sadder
When an adjective ends in w, x or y, following a single stressed vowel, the final consonant is not doubled before the ending er is added. For example:
slow slower
lax laxer
grey greyer
It should be kept in mind that when an adjective ends in a single consonant following two vowels, the final consonant is not doubled before the ending er is added. For example:
loud louder
neat neater
soon sooner
ii. Irregular adjectives
A few of the adjectives which are used with endings have irregular comparative forms. The comparative forms of the irregular English adjectives are as follows.
bad worse
far farther or further
good better
As shown above, the adjective far has two comparative forms. The distinction is sometimes made that farther is used to refer to physical distances, while further is used to refer to figurative distances. For example:
The farther side of the river is more picturesque than this side.
Nothing could have been further from my mind.
It should be noted that the adjectives many and much both have the same comparative form, more.
iii. The comparative form followed by Than
When used in comparisons, the comparative forms of adjectives are usually followed by the word than. For instance, the way in which two things differ in some respect can be expressed by using the comparative form of an adjective as a predicate adjective followed by than.
e.g. Paul is wiser than Greg.
The tree is taller than the house.
The first sentence indicates that Paul possesses greater wisdom than Greg. The second sentence indicates that the tree possesses greater height than the house.
This type of construction is summarized below, followed by examples.
noun, pronoun or to be comparative noun, pronoun or
other expression + or other + form of + than + other expression
Jill is shorter than Maureen.
Ice feels colder than snow.
Driving a car is easier than riding a horse.
iv. The comparative form followed by a noun, followed by Than
The comparative form of an adjective followed by than can also be combined with a noun.
e.g. She is a better cook than her sister.
He has wiser ideas than they do.
It should be noted that in this type of construction, when a singular countable noun is used after the adjective, the comparative form of the adjective follows the indefinite article a or an. This position of a or an is indicated in the summary below.
a or comparative
verb + an + form of + noun + than
Kate is a braver person than you are.
Steel is a stronger material than iron.
He has a busier schedule than I do.
It should be noted that this position of a or an is in contrast to the word order found in the construction with as. For instance, in the following examples, the adjectives are underlined and the indefinite article a is printed in bold type.
e.g. Kate is as brave a person as Robin.
Kate is a braver person than I am.
In the case of nouns which are uncountable or plural, no article is required. In the following examples, the uncountable or plural nouns preceding the word than are underlined.
e.g. We produce sweeter honey than they do.
They are better actors than we are.
She has warmer gloves than her friend does.
The comparative form of an adjective followed by than can also be combined with longer phrases and clauses, as illustrated in the following examples.
e.g. The air is fresher in the mountains than in the valleys.
The work seems easier once one becomes familiar with it than it does at first.
v. The use of ellipsis
In comparisons using the comparative form of an adjective, the second half of the comparison is often omitted completely, when it is considered obvious what is meant. In each of the following examples, the part of the comparison which might normally be omitted is enclosed in square brackets.
e.g. Things could get worse [than they are now].
I do not want to walk much further [than this].
Would you like more milk [than you already have]?
vi. The use of the subjective case
In comparisons using than, personal pronouns following than should be in the subjective case.
e.g. I am taller than he is.
She is a better student than I am.
In formal English, the final verb of such sentences is sometimes omitted.
e.g. I am taller than he.
She is a better student than I.
In informal English, the objective case of a personal pronoun is often used after than.
e.g. I am taller than him.
She is a better student than me.
vii. Progressive comparisons
As well as being used in combination with than to compare objects which differ in some respect, the comparative form of an adjective can also be used to describe a characteristic which is becoming progressively more pronounced.
e.g. The waves are growing rougher and rougher.
The sounds became fainter and fainter.
The first example indicates that the waves are growing progressively rougher than they were before. The second example indicates that the sounds became progressively fainter than they were before. The meaning expressed in these two examples can also be expressed as follows.
e.g. The waves are growing increasingly rough.
The sounds became increasingly faint.
In this type of construction, the comparative form of an adjective is used as a predicate adjective, and is repeated. The two occurrences of the adjective are connected by the word and. This construction is summarized below, followed by examples.
noun, pronoun or linking verb, comparative comparative
other expression + such as + form of + and + form of
representing thing to grow or adjective adjective
being described to become
The noise is becoming louder and louder.
The lights grew brighter and brighter.
In informal English, the verb to get is often used in this type of construction.
e.g. The noise is getting louder and louder.
The lights got brighter and brighter.
See Exercise 10.
b. Superlative forms of adjectives which use endings
The superlative form of an adjective is used to describe something which possesses a characteristic in the greatest degree. In the following examples, the superlative forms of the adjectives are underlined.
e.g. Louis is the youngest boy in our class.
She is the best actress I have ever seen.
The superlative form of adjectives which use endings is formed with the ending est. As illustrated in the following table, the spelling rules for adding the ending est to the positive form of an adjective are the same as those which apply when adding the ending er.
Illustration of Spelling Rules for Adjectives which use Endings
Final Letter(s) of Positive Form of Adjective Positive Form Comparative Form Superlative Form
two consonants (other than y) fast faster fastest
y preceded by a consonant dry drier driest
silent e brave braver bravest
one consonant preceded by 2 vowels loud louder loudest
w, x or y preceded by a vowel new newer newest
one consonant (other than w, x or y), fat fatter fattest
preceded by a single stressed vowel
As can be seen from the following table, the superlative forms of the English irregular adjectives are closely related to the comparative forms of these adjectives.
English Irregular Adjectives
Positive Form Comparative Form Superlative Form
bad worse worst
far farther or further farthest or furthest
good better best
little less least
many more most
much more most
It should be noted that the adjective far has two superlative forms, farthest and furthest, corresponding to the two comparative forms farther and further; and also that the adjectives many and much share the same superlative form, most, corresponding to the comparative form more.
iii. The superlative form preceded by The
The superlative forms of adjectives are usually preceded by the, and followed by the nouns they modify. For example, in the following sentences, the superlative forms tallest and fastest are preceded by the and followed by the nouns boy and runner.
e.g. Frank is the tallest boy in the class.
Nancy is the fastest runner on the team.
The first example indicates that no other boy in the class is as tall as Frank. The second example indicates that no one else on the team is as fast a runner as Nancy.
superlative
the + form of + noun
This is the newest building in the city.
They are the best students I have met.
It should be noted that this use of the is consistent with the previously discussed use of the to refer to things which are considered unique in some way.
See Exercises 13 and 14.
It should also be noted that the superlative forms of adjectives can be preceded by possessive adjectives, instead of by the definite article the. In the following examples, the possessive adjectives are underlined.
e.g. My worst suspicions were aroused.
He promised to give it his closest attention.
Jack's best friend is a member of the hockey team.
iv. The use of ellipsis
When the superlative forms of adjectives are employed to make comparisons, ellipsis is commonly used in the second part of the comparisons. The following are examples of the use of ellipsis in this type of comparison.
e.g. She is the best doctor I know.
This is the worst thing that could have happened.
These two sentences could also be written as follows. The words which would usually be omitted are enclosed in square brackets.
e.g. She is the best doctor [of all the doctors that] I know.
This is the worst thing [of all the things] that could have happened.
It should be noted that the noun following the superlative form of an adjective is often omitted, when it is obvious what is meant. This is illustrated in the following examples.
e.g. That star is the brightest.
These cookies are the best.
These sentences could also be written as follows. The nouns which would usually be omitted are enclosed in square brackets.
e.g. That star is the brightest [star].
These cookies are the best [cookies].
v. The comparison of one or more things with a group
When one or more things are compared with a group to which they do not belong, the comparative form of an adjective is normally used.
e.g. Alan is younger than all the other boys in the class.
In this example, Alan is being compared with all the other boys in the class. Thus, he is being compared with a group to which he does not belong, and the comparative form younger is used.
In general, the presence of the word other in the second half of a comparison usually indicates that one or more things are being compared with a group to which they do not belong.
In contrast, when one or more things are compared with members of a group to which they belong, the superlative form of an adjective is normally used.
e.g. Alan is the youngest of all the boys in the class.
In this example, Alan is being compared with members of the group identified as all the boys in the class. This is a group to which he belongs. Therefore, the superlative form youngest is used.
The following examples provide a further illustration of the difference between the two types of comparison.
e.g. The girls are neater than the boys.
The girls are the best students in the school.
In the first example, the girls are being compared with the boys, a group to which they do not belong. Therefore, the comparative form neater is used.
In the second example, the girls are being compared with members of a group consisting of all the students in the school, a group to which the girls belong. Therefore, the superlative form best is used.


Home » Scene from James Fenimore Cooper's "The Spy"
Scene from James Fenimore Cooper's "The Spy"
N0381.1955
Paintings of early American theatrical productions are extremely rare. This example depicts a scene from a dramatization of Cooper's novel, The Spy, in which Harry Wharton, a loyalist, is unable to deceive Captain Lawton and removes his disguise. The first production took place in the Park Theatre, New York City, on May 1, 1822. Although successful for several years, The Spy was the only play taken from one of Cooper's novels during his lifetime. William Dunlap was uniquely situated as the artist of this painting. A friend of Cooper, he divided his career between the stage and painting on canvas. Most of his artistic production consisted of portraits and miniatures. He became more important historically than artistically. In 1824, he helped bring the landscape paintings of Thomas Cole to public notice and was a founder of the National Academy of Design in 1826. His most lasting work came as a writer. In 1832, he published A History of the American Theatre and two years later, A History of the Rise and Progress of the Arts of Design in the United States-two important sources for American cultural history.
depth 2.5 in ; height 28.25 in ; width 33.25 in


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Horwath, Edie Specialist I, Financial Aid, A.A.S., Monroe Community College
Howard, Donald Technical Assistant, Engineering Science and Physics, A.A.S., Monroe Community College
Howell, Ambika Program Coordinator, Pathways to Success, B.S., SUNY College at Brockport, M.S.
Hughes, Anne Career Counselor (Professor), B.S., SUNY, College at Brockport, M.S.Ed., SUNY, College at Brockport
Hutton, Pamela Publications Coordinator, A.A.S., Monroe Community College
Islam, Daniel Resident Director
Jachim-Moore, Darrell Associate Vice President, B.S., San Diego State University, M.A. Saint Bernards Institute, C.P.A.
Jacobs, Michael Dean, B.A, SUNY University at Buffalo, M.A., SUNY University at Buffalo, D.Arts St. John's University
Jarkowski, Melissa Director, Financial Aid Operations, A.A.S., SUNY College of Technology at Alfred, B.S., Roberts Wesleyan College
Johnson, Gary Director, Schools and Integrated Pathways, M.S., SUNY College at Buffalo
Johnson, Michael Counselor (Professor), B.A., State University of New York at Buffalo; M.S., State University of New York, College at Brockport
Johnson, Yolanda Coordinator, B.S., Roberts Wesleyan College
Jones, Clayton W. Assistant to the President, Government and Community Relations, (Assistant Professor), B.A., Florida A & M University; M.S., Florida State University
Juma, Phil Technical Assistant, DC Learning Resources
Kaminsky, Margaret Dean of STEM and Health, B.S. Lehigh University, M.S. Rochester Institute of Technology
Kennell, Morgan Counselor, MSW; State University of New York at Buffalo
Keys, Terrance Associate Vice President (Professor), B.A., Hamilton College; M.Ed., University of Massachusetts at Amherst, D.M., University of Maryland University College
Kindle, Cynthia Senior Technical Assistant, Psychology, B.A., SUNY University at Binghamton
Kingston, Andrea
King, Robert Senior Specialist, B.S. Penn State University, State College PA, MBA Shippensburg Univeristy, Shippensburg PA, Ph.d. Penn State University, State College PA
Kinslow, Jennifer Specialist, B.A., SUNY College at Fredonia, M.S., SUNY College at Buffalo
Klein, Denise Coordinator, A.S., Monroe Community College
Kress, Anne M. President, B.S., University of Florida, B.A., University of Florida, M.A., University of Florida, Ph.D., University of Florida
Kulak, John Early Intervention Specialist, Master's, Buffalo State
Kwiatkowski, Darren Textbook Manager, A.S., Genesee Community College
Latta, Andrew Senior Systems Specialist, B.S., Rochester, Institute of Technology
Lawson, Mathew Assistant Director, Orientation/FYE
Lazio, Pam Career Counselor (Assistant Professor), B.A., University of Akron; M.S.Ed., State University of New York, College at Brockport
Lederhouse, David Network Specialist, B.S., SUNY Institute of Technology, Utica/Rome
Lee , Stephanie Coordinator, A.S., Monroe Community College; B.S., State University of New York, College at Brockport; MSW., State University of New York, University at Buffalo
Lee, Christina H Coordinator, Global Education, M.A., University of Colorado, Boulder
Lillis, Nancy Grants Coordinator, MSW Florida State University 1994
Linzy, Charlene M. Counselor, B.S., The College at Brockport, M.S. Ed., The College at Brockport
Liquori, Catherine Resident Director
Lopez, Judith Senior Technical Assistant, L.P.N.
Lowe, Kristin Director, Human Resources, B.A., Providence College, M.A., Boston College, J.D., Albany Law School
Lynch, Marcia Program Director 11, Health Care Programs, Ed.D., Higher Ed: Leadership and Management, Capella University; M.S., Training and Human Performance Improvement, Capella University
MacDonald, Martha Senior Technical Assistant, Learning Support Systems, A.S., Monroe Community College, B.A., Nazareth College
Mack, Rebecca Transfer Counselor (Professor), B.A., University of Rochester, M.S.W., SUNY University at Buffalo
Malik, Amanuel Senior Advisor, Student Support Services, B.A., St. John Fisher, M. A., St. Bernard's Institute
Manns, Sheila Specialist
Marchese, Jr., Joseph Assistant Controller, B.S., SUNY College at Geneseo
Marini, Sharon L. Assistant Director, Environmental Health & Safety, B.S., Wilkes University
Martin, Denee Admissions Counselor, B.S., Florida State University, M.A., Rider University
Matthew, Ivan Counselor (Associate Professor), B.S., State University of New York at Oneonta; M.S.W., State University of New York at Buffalo, L.M.S.W.
Mayo, Michelle Director, Associate Professor, B.S., Seton Hall University; M.S., State University of New York, College at Buffalo, C.P.R.W.
McCale, William Counselor, M.S.W., SUNY Albany.
McCullough, Michael Reference/Learning Services Librarian (Associate Professor), B.S., State University of New York, College at Brockport; M.L.S., University of Buffalo
McKinsey-Mabry, Kimberly Dean, Business & Entrepreneurial Studies; Community Engagement & Development, M.B.A., Metropolitan College of New York, D. Ed., St. John Fisher College
McPhee, Jill Senior Technical Assistant, B.S., SUNY University at Binghamton
Mead, Andrew Senior Systems Specialist, B.S., Rochester Institute of Technology
Mendez, Sylvia Assistant Director, B.A., St. John Fisher College
Merliss, Gena Coordinator, BA in Biological Anthropology, Swarthmore College; MsED of Education, University of Pennsylvania
Messenger, Ryan Assistant to the Vice President, Student Services, M.F.A., SUNY College at Brockport
Miller, Douglas Assistant Director (Assistant Professor), B.A., University of Rochester, M.B.A., Simon School @ University of Rochester
Milligan, Kathleen Senior Technical Assistant, Mathematics, B.S., SUNY University at Albany, M.A., SUNY College at Brockport
Mitchell, Remegia Director of Grants, B.S., SUNY College at Brockport, M.P.A., SUNY College at Brockport
Moorehead, Joan L. Admissions Counselor (Professor), A.A.S., Monroe Community College; B.S., Rochester Institute of Technology; M.S., Buffalo State College
Morelli, Jessica Assistant Director (Assistant Professor), B.S., SUNY College at Fredonia, M.S. Ed., St. John Fisher College
Navarro, Diane Senior Technical Assistant, B.A., St. John Fisher College
Noblett, Daniel Computer Specialist, A.A.S., Monroe Community College
Noonan, Susan M Technical Assistant, M.S. Keuka College
O’Connor, Matthew Assistant Vice President, B.S., Cornell University, M.Eng., Cornell University
O'Keefe, Carly Coordinator, International Services, M. Ed., SUNY Buffalo, B.A. SUNY Geneseo
Oettinger, Philip Assistant Director, Learning Environments, B.S., Robert Wesleyan College
Oldfield, Mary Kay Senior Technical Assistant, Chemistry, A.A.S.,SUNY Alfred College of Technology, B.S., Rochester Institute of Technology
Oldham, Todd Vice President, Economic Development, Workforce and Career Technical Education, A.A., Orange Cost College, B.A., California State University, Los Angeles, M.B.A., Chapman University, Ed.D., Northeastern University
Oliver, Deborah Director II, B.S., Nazareth College of Rochester.
Oriel, Jodi Associate Direction , Masters of Science, Buffalo State College
Ornt, Patricia Specialist, B.S., Rochester Institute of Technology
Osterling, Philip Specialist, Graphic/Visual Design, B.A., Hartwick College
Palmer, Stephen Specialist, A.S., Monroe Community College
Pankratz, Vicki Specialist, AS, Monroe Community College
Parasnis-Samar, Angali
Parker, Jason Director, Learning Support Systems , M. A., Counseling, Missouri Baptist University
Parker, Jean M. Counselor (Associate Professor), Learning Support Systems, B.A., Gordon College; M.S. Ed., State University College at Brockport; LMHC, NCC
Pasto-Ziobro, Dolores Institutional Compliance Officer and Internal Auditor, B.S., Rochester Institute of Technology, M.S., University of Rochester
Pastorella, Mark Director of Development
Patterson, Vilma Assistant Director (Professor), B.A., Ithaca College; M.S., State University of New York, College at Brockport
Pearce, Dale Program Director, Curriculum Development & Apprenticeships , A.S. Genesee Community College, B.S. The College at Brockport, M.S.Ed. Buffalo State College, M.S.Ed. The College at Brockport
Pearston, Denise Senior Technical Assistant, Biology, B.S., SUNY Empire State College
Pentz, Meryll Admissions Counselor (Associate Professor), B.A.., University of Hartford, M.S.Ed., University of Hartford
Penwarden, Ann Assistant Director (Professor), B.A., University of Pennsylvania; M.L.S., State University of New York at Buffalo
Perez, Tony Director, Public Safety
Peters, Janet Senior Technical Assistant, Biology, A.S., Monroe Community College
Piro, Chris Coordinator - Investigations, A.A.S.
Preische, Holly Wynn Associate Director (Professor), B.S., SUNY College at Oswego, M.S.Ed., The College at Brockport, N.C.C.
Presutti, Lyndsey Coordinator, B.S., SUNY College at Brockport, M.B.A., Colorado Technical University
Quinn, Michael Controller, B.S., SUNY College at Geneseo
Raimondo, Dan Director of Campus Events and Project Administration, A.A.S., Erie Community College, B.S., State University of New York, College at Brockport, M.S., State University of New York, College at Buffalo, Ph.D., University at Buffalo
Rambish, Madea Dean
Reid, Lincoln Technical Assistant, DCC Biology, A.A.S., Monroe Community College, A.S., Monroe Community College
Revello, Sara D Coordinator II, Course-Based Learning Assistance, M.A. English Literature, Southern New Hampshire University
Reyes, Marisol Senior Advisor, A.A.S., Monroe Community College, B.S.W., SUNY College at Brockport
Reynolds, Robert Senior Web Specialist, B.S. Ball State Univeristy
Rhodes, Quent Director, Facilities
Rich, Tanya Senior Technical Assistant, A.A., Finger Lakes Community College, A.A.S., Monroe Community College, B.S., Johnson and Wales University
Ripton, Elizabeth Director, MSc from London School of Economics & Political Science
Rivers, Rosanne Marketing Communications Specialist, B.A., Nazareth College of Rochester
Rizzo, Mary Méndez Coordinator, Dual Enrollment, B.A., SUNY University at Buffalo, M.S.Ed., SUNY College at Brockport
Robbins, Toni Specialist, B.A., University of Rochester, M.S., SUNY College at Buffalo
Rock-McCrossen, Susan Specialist, A.A.S., Monroe Community College
Rodriguez, Ramon Financial Aid Specialist, B.S.,University of Puerto Rico Cayey, M.S.Ed., SUNY College at Brockport
Rooney, Carly Coordinator, B.A., Communication and Rhetoric, Nazareth College
Ruiz, Lauri A. Technical Assistant, Emergency Medical Services Support, A.A.S. Bryant and Stratton
Sadwick, Rick Associate Director (Professor), B.A., Syracuse University, M.P.A., SUNY College at Brockport, M.S., SUNY College at Brockport
Santiago, Melissa Financial Aid Specialist, B.S., Roberts Wesleyan College
Santos, Joann L. Project Director, CSTEP & STEP
Scahill, Marjorie Senior Technical Assistant, Law Enforcement, B.A., SUNY College at Geneseo
Schichler, Teresa Systems and Technologies Manager, M.S. Rochester Institute of Technology
Schwartz, Mark Financial Aid Counselor (Associate Professor), B.S., SUNY College at Brockport, M.S., State University of New York, College at Brockport
Shanahan, Corinne Counselor (Associate Professor), B.A. State University of New York College at Geneseo; M.S.W. Roberts Wesleyan College
Shaw, Karen Alumni and Annual Giving Coordinator, A.A.S., Monroe Community College
Simmons, Hezekiah Chief Financial Officer and Vice President, Administrative Services, B.S., Johnson C. Smith University, M.B.A., Harvard University
Simpson, Elliote Assistant Director of Purchasing, A.A.S., Rochester Institute of Technology
Sine-Kinz, Kristin M. Director, B.F.A., Rochester Institute of Technology, M.B.A., Western Governors University
Slate, Julie K. Assistant Director (Associate Professor), B.S., State University of New York, College at Oswego; M.B.A., Medaille College
Sleight, Travis Energy Manager, B.S., Clarkson University
Smith, Brenda Director, B.S., Bethune-Cookman College, M.S., SUNY College at Brockport, C.A.S
Smith, Debbie Technical Coordinator
Smith, Jaime Operations Coordinator, B.B.A. Medaille College
Snowden, Joe Manager, Education to Employment , B.S., Business Administration, Marketing, Elmira College; A.S., Business Administration, Corning Community College, SUNY
Snow, Darwin Senior Technical Assistant, Applied Technologies
Sprague, Courtney Building Manager - DTC, A.S., Monroe Community College, B.S., Roberts Wesleyan College, M.S., SUNY Buffalo State
Spring-Buckley, April Specialist, Financial, A.S., Monroe Community College, B.S., SUNY College at Brockport
Squires, Richard D. Collection and Electronic Resource Librarian (Associate Professor), A.S., Monroe Community College; B.S., State University of New York, College at Brockport; M.L.S., State University of New York, College at Buffalo
Stewart, Elizabeth Director (Associate Professor), B.A., State University of New York, College at Geneseo; M.A., Slippery Rock University
Strong, Sheila Executive Assistant to the President, A.S., Monroe Community College, B.S., SUNY College at Brockport, M.P.A., SUNY College at Brockport
St. Croix, Jerome Director, B.A., SUNY College at Potsdam, M.S. Ed., SUNY College at Potsdam
Suter, Charlene Manager College Bookstore, B.B.A., Bellevue University, NE; M.B.A. Bellevue University, NE
Tachco, Rachael Program Director, B.A., Saint Bonaventure University
Thomas, Denise Senior Budget Specialist, B.S., Rochester Institute of Technology, M.P.A., SUNY College at Brockport
Timmons, Mary Multi-Campus Outreach Librarian (Professor), B.A., SUNY, College at Brockport, M.L.S., SUNY University at Albany
Torcello, Jody Coordinator, Academic Advisement Systems, A.S. Monroe Community College,
Troy, John Program Director II, Skilled Trades and Industrial Teclrnology, A.A.S., Criminal Justice, Genesee Community College; B.S., Business Management, Empire State College
Trudeau, Terry Senior Technical Assistant, Engineering Technologies, A.A.S., Monroe Community College
Upson, Bradley B. Senior Systems Specialist, B.S., SUNY College at Brockport
Vinci, Taine Associate Director, (Professor), A.S., Monroe Community College; B.S.W., Rochester Institute of Technology; M.S.Ed., State University of New York, College at Brockport
Wade, Andrea Provost and Vice President, Academic Services, A.A.S., Broome Community College, B.S., Catholic University of America, M.S.,University of Notre Dame, Ph.D., University of Notre Dame
Walton, Nicholas Assistant Director
Warner, Susan Specialist, B. S., Roberts Wesleyan College
Watkins, Craig H. Associate Director, Web & Digital Communications, B.A., Ohio University
Watkins, E. Jamall Assistant Director, (Associate Professor), , M.S. Ed., The College at Brockport
Wheat, Lynda Senior Technical Assistant, A.S., Monroe Community College
Wheeler, Eric Assistant Director, A.S., B.S., M.A., M.P.A.
Willard, Jeffrey Computer Specialist, B.S., Florida Institute of Technology
Wilson, Alice Associate Director (Professor), B.A., LeMoyne College, M.L.S., Syracuse University
Wilson, Gregory Operations Coordinator, Office of Campus LIve
Wilson, Mary Elizabeth Associate Professor of Psychology, M.S., Virginia Commonwealth University, Ph.D., Virginia Commonwealth University
Winslow, Tom Coordinator, BS, Sports Management, St. John Fisher College
Wirley, Eileen Chief Information Officer and Associate Vice President, Technology Services, B.A., University of Notre Dame, M.B.A., University of Rochester
Wolf, Sandra Facilities Specialist, B.A., Cornell University
Wood, Gretchen D. Gretchen D. Wood, CFRE, Chief Advancement Officer and Executive Director, B.A., Syracuse University, M.P.A., SUNY Brockport
Wynn-Preische, Holly Director (Professor), B.S., SUNY College at Oswego, M.S.Ed., SUNY College at Brockport
Yuen-Eng, Hency College Relations Specialist, B.A., University of Hawaii at Manoa
Yule, Rosanna Director, Community Relations, B.A., The College at Brockport, M.S., Syracuse University
Zager, Matthew Assistant Director of Development, B.S., Roberts Wesleyan College


Archive | May 4, 2017
Star Wars: The Visual Encyclopedia
Cole Horton
Tricia Barr
DK Publishing, 2017
Forty years ago when most of the world was dancing to Saturday Night Fever George Lucas created a collection of characters who lived “a long time ago in a galaxy far, far away”. Star Wars was launched and Hans Solo, Princess Leia, C-3PO, R2D2,, Eowks and Darth Vader became part of our vocabulary and light sabres and X-wings were in everyone’s home!
Fast forward to 2017 and Star Wars has more fans now than then and it holds the Guinness Book of records record for the most successful film merchandising franchise ever. So on this, the 40th Star Wars day, this visual encyclopedia will be greeted with enthusiasm from fans new and old.
The publisher describes it best…
“Covering more than 2500 characters, creatures, planets, vehicles, Droids, weapons, technology and more from the Star Wars universe, this visual tour is the ultimate compendium for the epic saga and beyond.
With a full history of the galactic politics, the Jedi Council, and the Empire, Star wars: The Visual Dictionary walks fans through the entire timeline of Star Wars. Galleries of images and information on every page, including lightsabers, languages, clothing and more are showcased with fascinating facts and trivia…Discover the food, architecture, transportation and more from this galaxy far, far away. Each section of the book focuses on different topics to dedicate special attention and detail to every part of the universe, no matter how small. From the planets in the outer rim to Padme’s bridal wear, nothing is missed.
A celebration of all things Star Wars, this visual museum is the perfect addition to any fan’s bookshelf.”
Given that I couldn’t keep the books on the shelves in my primary library two years ago, this would also be a great addition to a library’s shelves too.
This entry was posted on May 4, 2017, in Movie Tie-in, Non fiction, Older Readers, Picture Book, Ready Reference, Review, Science Fiction, STEM.


People of Brookline
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Marian Dudley Richards, Brookline High School Class of 1898
1879 - 1949; 1917: married, 1917, Bispham Homer Emerson; lived at 44 Linden St., later at 247 Fisher Ave.;
Graduated from the Tuckerman School on Beacon Hill. She became prominent in the Unitarian Universalist movement as a Sunday school teacher, superintendent, public speaker, and social worker. She was also active in support of peace movements and the welfare of Native Americans. She married fellow Unitarian activist B. Homer Emerson in in 1917 and continued to live in Brookline until her death.


How Everything Works
Lou Bloomfield
Lou’s Books
Old Web Site
Why does air speed up as it flows over an airplane wing?
January 14, 1999 January 14, 1999 Lou Bloomfield airplanes
Why does air speed up as it flows over an airplane wing? — MS
When air flows past an airplane wing, it breaks into two airstreams. The one that goes under the wing encounters the wing’s surface, which acts as a ramp and pushes the air downward and forward. The air slows somewhat and its pressure increases. Forces between this lower airstream and the wing’s undersurface provide some of the lift that supports the wing.
But the airstream that goes over the wing has a complicated trip. First it encounters the leading edge of the wing and is pushed upward and forward. This air slows somewhat and its pressure increases. So far, this upper airstream isn’t helpful to the plane because it pushes the plane backward. But the airstream then follows the curving upper surface of the wing because of a phenomenon known as the Coanda effect. The Coanda effect is a common behavior in fluids—viscosity and friction keep them flowing along surfaces as long as they don’t have to turn too quickly. (The next time your coffee dribbles down the side of the pitcher when you poured too slowly, blame it on the Coanda effect.)
Because of the Coanda effect, the upper airstream now has to bend inward to follow the wing’s upper surface. This inward bending involves an inward acceleration that requires an inward force. That force appears as the result of a pressure imbalance between the ambient pressure far above the wing and a reduced pressure at the top surface of the wing. The Coanda effect is the result (i.e. air follows the wing’s top surface) but air pressure is the means to achieve that result (i.e. a low pressure region must form above the wing in order for the airstream to arc inward and follow the plane’s top surface).
The low pressure region above the wing helps to support the plane because it allows air pressure below the wing to be more effective at lifting the wing. But this low pressure also causes the upper airstream to accelerate. With more pressure behind it than in front of it, the airstream accelerates—it’s pushed forward by the pressure imbalance. Of course, the low pressure region doesn’t last forever and the upper airstream has to decelerate as it approaches the wing’s trailing edge—a complicated process that produces a small amount of turbulence on even the most carefully designed wing.
In short, the curvature of the upper airstream gives rise to a drop in air pressure above the wing and the drop in air pressure above the wing causes a temporary increase in the speed of the upper airstream as it passes over much of the wing.
I tried freezing two cups of water, one with salt added and one with sugar added…
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Live at The Gaslight
Entry count: 3335
2020 can be kinda lame...
Come Join us in 1970
News Creedence Clearwater Revival
July 6th, 1965: The early days of Creedence Clearwater Revival
Read Count: 3335
The events we write about at Gaslight Records happened in some form or another 50 years ago to the day. Roll along with us and imagine you are back in 1970.
Support Gaslight Records
The Golliwogs were an American rock band who would later become Creedence Clearwater Revival. In July 1965, they released the single "You Can't Be True", recorded at Fantasy Studios in Berkeley, CA. Listen to the single below, featuring a twenty-year-old John Fogerty on lead vocals.
December 23rd, 1969: Watch The Jackson 5 perform single from their debut album on Ed Sullivan
Diana Ross Presents The Jackson 5 is the latest release from Motown
December 20th, 1969: The Clancy Brothers have released a new album of Christmas songs: Listen
Irish folk group, The Clancy Brothers have recorded 11 songs to bring a little joy to your Christmas
December 18th, 1969: See photos from The Doors album cover shoot in Los Angeles today
The new Doors album is due for release early next year.
December 10th, 1969: Four people died over the weekend at The Altamont Speedway Free Festival
Here's the story of Altamont in quotes from many of the people involved.
December 5th, 1969: The Rolling Stones have released a new studio album ahead of their free concert tomorrow at Altamont
As The Stones finish their run of U.S. concert dates they have released their eighth album, Let It Bleed.
December 4th, 1969: This summer Bob Dylan sat down for an interview with Jann Wenner of Rolling Stone magazine
Read the transcript below of Dylan and Wenner's interview from June this year
December 3rd, 1969: Emmylou Harris covers Bob Dylan on debut album
Listen to Harris's cover of Dylan's "I'll Be Your Baby Tonight" from her album Gliding Bird
Peter Stone Brown covers Bob Dylan's "She Belongs To Me"
Recorded in Atlantic City at Dylan Fest in 2015
October 4th, 1969: Watch Roy Orbison perform "Oh, Pretty Woman" with Johnny Cash last week
Orbison appeared on The Johnny Cash Show in Nashville
October 1st, 1969: Mixtape October 1969
It's the end of Summer 1969, here's what I'm listening to.
October 1st, 1969: Tyrannosaurus Rex released a new single "Pewter Suitor" this week - Listen
The new single was left off the band's album Unicorn, from earlier this year.
October 1st, 1969: "I was just about all through as a man" Johnny Cash talks to Richard Green of NME
Cash gave a brief interview recently while visiting London
Please support Gaslight Records.
Here at Gaslight Records we’re trying shine a light in the dark, to reanimate a bygone era of musical brilliance…of peculiarity and independence.
And we’re trying to maintain that same peculiarity and independence ourselves. That ain’t easy. We believe that Mr Dylan summed it up nicely back in 1964: that ‘Advertising signs they con’ So we’re keeping the Gaslight distraction free.
But hey, we’re working hard blowin’ our thumbs out for no dollars a day, so consider this the cap on the road. Any little bit helps...
Whatever you can contribute - from wherever you are - it helps us get more articles written by more writers, and more ‘Live at the Gaslight’ recorded by more bands.
But first and foremost we’re here for you to enjoy…so it’s alright, ma, if you’re only reading.


The Catholic Community of Gloucester & Rockport (CCGR) offers many opportunities for prayer, fellowship, and service for adults of all ages and interests. All are welcome to prayerfully consider joining us in service to God and each other through acts of faith, friendship, and charity in the following organizations.
Assisi Project
Last Saturday of the Month
Founded in 2007, the Assisi Project is an international fellowship of “Franciscans in Spirit” with friends and followers in the United States, Canada, Europe, and Africa. We are dedicated to helping adults of all ages to more faithfully live the Gospel of Christ in the spirit of Saint Francis and Saint Clare of Assisi. Approximately six times each year, we gather for Mass, a community meal, and period of faith formation and discussion. Each year, we also sponsor a pilgrimage and other opportunities for prayer and fellowship. For more information, please contact Cliff Garvey at cgarvey@ccgronline.com. Please join us! All are invited! All are welcome!
Learn More: The Assisi Project
Follow Us on Twitter: @_AssisiProject
CCGR Music Ministry
Saint Augustine once wrote: “To sing is to pray twice.” This is especially true when our Adult Choir sings at Mass or performs at special events during the year (especially our Annual Advent & Christmas Concert). Under the direction of Thomas Misuraca, the Catholic Community of Gloucester & Rockport’s Music Ministry meets for rehearsal on Wednesday evenings at 7:00pm in Saint Ann Church. Each member of our music ministry offers their own personal gifts of time and talent to praise and thank the Lord for his abundant blessings. And all members acknowledge that they belong to a ministry that strives to praise God through prayer, fellowship, and music. For more information about becoming a part of this beautiful and important ministry, please contact Tom Misuraca, Associate Minister for Music, at tmis1@verizon.net. New members are always welcome! Please join us!
CCGR Youth Choir
Tuesday Afternoons
The Catholic Community of Gloucester & Rockport (CCGR) Youth Choir meets for practice and rehearsal every Tuesday afternoon at 5:00pm in Saint Ann Church. The Youth Choir sings every weekend at one of our three churches: Saint Ann Church, Saint Joachim Church, and Our Lady of Good Voyage Church. The Youth Choir welcomes new members (ranging in age from kindergarten through eighth grade). And singing in the choir is a great way to make new friends and participate in the life of our parishes! For more information, please contact Patty Natti at pnatti@comcast.net. Please join us! All are welcome!
Holy Family Cevicos Mission
Founded in 2001, the Holy Family Parish Mission offers direct medical, financial, educational, and spiritual support to the poor families of the village of Cevicos in the Dominican Republic. The Holy Family Mission at Cevicos offers its donors and volunteers an opportunity to participate in rewarding service work by answering Christ’s call to love and serve the poor. For more information about the Cevicos Mission, please contact us at info@holyfamilycevicos.com. Please join us! All are welcome!
Learn More: Holy Family Cevicos Mission
Holy Family Women’s Guild
First Tuesday of the Month
Established in 2005 with the creation of Holy Family Parish, the Women’s Guild brings together women of all ages in prayer, fellowship, and service to the parish and wider community. Throughout the year, the Holy Family Parish Women’s Guild hosts various fundraising events and social gatherings, including the Palm Sunday Bake Sale, the Strawberry Festival in June, the Harvest Festival in October, and the Christmas Fair in December. The Women’s Guild meets on the first Tuesday of each month at 7:00pm in the Monsignor Sullivan Hall of Saint Ann Church. For more information, please contact Lydia Bertolino at lbertolino4@msn.com. Please join us! All are welcome!
First Sunday of the Month
The Holy Name Society of Our Lady of Good Voyage Parish is a service-driven organization of men which was founded to support the parish through volunteering and fundraising. The Holy Name Society meets on the first Sunday evening of each month in Our Lady’s Parish Hall. New members are always welcome! For more information about the Holy Name Society and its good work in our parish, please contact Bill Proposki at william.proposki@verizon.net. Please join us! All are welcome!
Second Tuesday of the Month
The Knights of Columbus (Council 215) is a fraternal and charitable organization of Catholic men that serves the Catholic Community of Gloucester & Rockport at both Holy Family Parish and Our Lady of Good Voyage Parish. Since 1897, our award-winning council has sponsored many works of charity on Cape Ann, including annual events like our blood drive, food drive, golf tournament, and Coats for Kids; along with ongoing support for the Saint Vincent de Paul Society and Holy Family Women’s Guild. If you have twenty-four hours to volunteer for charity, we can transform that commitment into meaningful results for you, your family, and our communities. The Knights of Columbus meet on the second Tuesday of each month in the Parish Center (located at 74 Pleasant Street in Gloucester) at 7:00pm. For more information, please contact us at info@kofc215.com. Please join us! New members are always welcome!
Learn More: Knights of Columbus (Council 215)
Wednesdays at 4:00pm
Founded in Ireland in 1921, the Legion of Mary is an international fellowship of lay men and women who volunteer their time, talent, and prayer under the banner of the Blessed Virgin Mary to practice the “spiritual works of mercy” in our parish communities. Their primary apostolate is to visit and pray with the disabled, homebound, and sick. Our members also serve in many other volunteer ministries in our parishes. Each Wednesday at 4:00pm, the Legion of Mary meets at the Holy Family Parish Center to pray the Rosary, share their faith, and participate in a period of faith formation under the guidance of a spiritual director. For more information, please contact Joan Foster at ajay7@verizon.net or Sue Demetri at sdemetri2000@yahoo.com. Please join us! All are welcome!
The Men’s Fellowship meets every Saturday morning at 6:30am in the Parish Center (Saint Ann Church Campus). All are invited to join us for prayer, faith sharing, and mutual support as we work on deepening our faith and personal relationship with Jesus Christ. For more information, please contact Albie Mitchell at albiemitchell@me.com or 978-879-3655. Please join us! All are welcome!
Our Lady’s Guild
First Monday of the Month
Since 1944, Our Lady’s Guild has worked to build community among women of all ages in Our Lady of Good Voyage Parish through prayer, good works, social activities, and fundraising events. The Guild meets on the first Monday evening of each month in the Our Lady’s Parish Hall at 6:30pm. New members are always welcome! For more information about Our Lady’s Guild and upcoming events, please contact Linda Galvin at lingalv2010@gmail.com.
Second Wednesday of the Month
Founded in Paris in 1833, the Saint Vincent de Paul Society is an international society of lay men and women who seek to follow Christ and to give witness to His love and compassion through person-to-person service to those in need. Each year, our local chapter of the Saint Vincent de Paul Society serves approximately 1,000 individuals and families each year. Members make personal visits in order to assess need and assistance is provided in many ways: clothing, food, furniture, and funding for utilities and rent. In addition, the Society maintains a non-perishable food pantry at Saint Ann Church and a clothes closet at Saint Ann School (West Parish School). The Society also maintains storage space for donated furniture and necessities. The Saint Vincent de Paul Society meets on the second Wednesday of each month at 4:00pm in Our Lady’s Hall. For more information about becoming a member, please contact Harry Miller at 978-281-2701. For assistance, please contact the Saint Vincent de Paul Hotline at 978-281-8672. New members are always welcome! Please join us!
Established in 2014, the Catholic Community of Gloucester & Rockport is a collaborative of two historic parishes: Holy Family Parish and Our Lady of Good Voyage Parish. Our worship sites include Saint Ann Church in Gloucester, Saint Anthony Chapel in Gloucester, Saint Joachim Church in Rockport, and Our Lady of Good Voyage Church in Gloucester. We are a Roman Catholic faith community united in prayer, fellowship, and service. For more information about becoming a member of one of our parishes, please contact Father Jim at frjim@ccgronline.com. Please join us! All are welcome!


The Average Person Will Watch Over 78,000 Hours Of Television “Programming” Over The Course Of A Lifetime
TOPICS:ConsciousnessMichael Snydermind controlPropaganda
If you want to waste your life, a great way to do that is to spend tens of thousands of hours watching television. Today, it is so difficult to get people to leave their homes and get active in their communities, because most of us are absolutely glued to one screen or another.
After a long day at school or a hard day at work, most of us understandably want to relax, and from a very early age most of us have been trained to turn to the television as our main source of relaxation. But of course there is great danger in allowing anyone to pump thousands upon thousands of hours of “programming” into our minds. More than 90 percent of the “programming” that we consume is controlled by just a handful of exceedingly powerful corporations, and those corporations are owned by the elite of the world. So when you endlessly consume their “programming”, you are willingly being bombarded by news and entertainment that reflects their beliefs, their values and their agendas. They openly admit that they are trying to shape the future of society, and up to this point they have been extremely successful.
Unfortunately, we live at a time when most people need television or some other insidious addiction to take their minds off of the gnawing emptiness that they feel deep inside of them. As I was doing some research the other day, a comment that someone posted on an Internet message board really struck a chord with me…
As a kid life seems so amazing and you can dream of big things and have faith. The older you get it seems the world tries to take away your faith. I have had 8 jobs in my life starting in high school and I’m just sick of this ****. I’m lucky to make 100 a day . I know that’s poverty level. But I manage. But thinking ahead I have to do this every day for the next 30 years . How the hell do you guys and gals cope with reality.
I’m on empty.
I want out.
In just a few sentences, this individual summed up what millions upon millions of Americans are feeling.
The harsh realities of modern society have absolutely sucked the life out of so many people around us, and the vast majority of Americans are barely getting by and are living lives of quiet desperation.
If television allows them to forget about their troubles for a while, it is understandable why so many use it as a crutch.
But do we have to watch so much of it? One recent survey found that the average adult will watch more than 78,000 hours of television over the course of a lifetime…
Television has become such a common part of all of our lives that most don’t even think about just how much time they spend staring at their TV screen. Of course, all of those hours are undoubtedly adding up, and a recent survey of 2,000 British adults finds that the average TV viewer will watch an astounding 78,705 hours of programming (movies, sports, news, etc) in their lifetime. That’s a whole lot of screen time that may have been better spent on more productive endeavors.
On a day-to-day basis, the average adult watches TV for three-and-a-half hours, amounting to 1,248 hours each year.
I know that some of my readers will point out that this was a British survey, but the truth is that Americans actually watch even more television. The following comes from Wikipedia…
In the US, there is an estimated 119.9 million TV households in the TV season 2018/19.
In 2017 alone, an average U.S. consumer spent 238 minutes (3h 58min) daily watching TV.
Those numbers are absolutely staggering. And when you break them down further they become even more alarming. In the first survey that I mentioned above, the researchers actually discovered that the average person “will watch 11,278 different TV series”…
The survey, commissioned by LG Electronics, broke down those numbers even further and concluded that the average adult these days will watch 3,639 movies at home, and 31,507 episodes of TV during their lifespan. As far as different programs, the average person will watch 11,278 different TV series as well.
Are there really 11,278 television series worth watching?
I would think that you would have to go really deep into the well to watch that many, but apparently that is what many people are doing.
Of course I am not entirely against television. For example, I think that Poldark is an absolute masterpiece. But everything should be done in moderation.
The fact that we are endlessly watching so much television could help to explain why our society has become so “dumbed down”. Yesterday, I discussed a recent study that found that 15-year-old U.S. students are about four grade levels behind 15-year-old Chinese students in math.
I bet those Chinese students are spending a lot more time studying and a lot less time watching television.
At this point, America has truly become an “idiocracy”.
For example, have you heard what the hottest new toy for this holiday season is?
It is actually a “fart launcher” that allows children to blast foul smelling air at one another. The following comes from the New York Post…
Toy insiders and wincing parents tell The Post that the Buttheads Fart Launcher 3000 — a Nerf gun-like gadget that shoots farts instead of darts — is topping off kids’ wish lists this year.
“This is my worst nightmare,” mom Angie Wong, the 42-year-old founder of the private Facebook group Brooklyn Moms, tells The Post. She recently caved and got the gas-blasting gizmo for her 5-year-old son, Will, and 7-year-old daughter, Maddie. “I can see that thing [being] used on my face one unsuspecting morning.”
Of course a “fart launcher” is not the end of the world, but as I document regularly in my articles, there are literally thousands of signs that the fabric of our society is coming apart all around us.
If our society continues to degenerate at this rate, there is only one way that our story can end.
Sadly, most people seem to think that everything is going to be just fine, because that is what their televisions are telling them to think.
Most of us are willingly plugging ourselves into “the matrix” for multiple hours every day, and so it shouldn’t be a surprise that most of us see the world the way that the elite want us to see it.
If you want to start making positive changes in your life, breaking free of your addictions is one of the most important things that you can do.
And at this point, for many Americans watching television is one of the most insidious addictions of all.
About the Author: I am a voice crying out for change in a society that generally seems content to stay asleep. My name is Michael Snyder and I am the publisher of The Economic Collapse Blog, End Of The American Dream and The Most Important News, and the articles that I publish on those sites are republished on dozens of other prominent websites all over the globe. I have written four books that are available on Amazon.com including The Beginning Of The End, Get Prepared Now, and Living A Life That Really Matters. (#CommissionsEarned) By purchasing those books you help to support my work. I always freely and happily allow others to republish my articles on their own websites, but due to government regulations I need those that republish my articles to include this “About the Author” section with each article. In order to comply with those government regulations, I need to tell you that the controversial opinions in this article are mine alone and do not necessarily reflect the views of the websites where my work is republished. This article may contain opinions on political matters, but it is not intended to promote the candidacy of any particular political candidate. The material contained in this article is for general information purposes only, and readers should consult licensed professionals before making any legal, business, financial or health decisions. Those responding to this article by making comments are solely responsible for their viewpoints, and those viewpoints do not necessarily represent the viewpoints of Michael Snyder or the operators of the websites where my work is republished. I encourage you to follow me on social media on Facebook and Twitter, and any way that you can share these articles with others is a great help.
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By: Sam Harris
Narrated by: Sam Harris
A belief in free will touches nearly everything that human beings value. It is difficult to think about law, politics, religion, public policy, intimate relationships, morality—as well as feelings of remorse or personal achievement—without first imagining that every person is the true source of his or her thoughts and actions. And yet the facts tell us that free will is an illusion.
genuinely thought provoking
By Angelina Russo on 25-05-2016
A must read for everyone.
Not enough people know about determinism but this is one of the best introduction to it
An Astronaut's Guide to Life on Earth
By: Chris Hadfield
Narrated by: Chris Hadfield
An Astronaut's Guide to Life on Earth is an inspirational memoir of space exploration and hard-won wisdom, from an astronaut who has spent a lifetime making the impossible a reality. Colonel Chris Hadfield has spent decades training as an astronaut and has logged nearly 4,000 hours in space. During this time he has broken into a Space Station with a Swiss army knife, disposed of a live snake while piloting a plane, been temporarily blinded while clinging to the exterior of an orbiting spacecraft, and become a YouTube sensation with his performance of David Bowie's ‘Space Oddity' in space.
A spectacular and humble insight into one continuous lifetime of applied dedication
Miles better than most BS "self-improvement" books
I've read many books on self-improvement, but they're usually full of the same-old hype and "go get'em, tiger!" messages. They're also mostly written by people who make a living out of selling books about self-improvement. This book, however, is different. Chris actually walks through every detail of how he achieved his goals, the process, the people he met, the problems and how he solved them, and how he planned his progression.
The book is full of great lessons you don't hear from other authors, and he shares very real and normal personal issues his family overcame.
Most of all, this book is GENUINE.
It is currently my favourite non-fiction of all time.


Speech-Language-Hearing-Sciences
PSYCHOLOGY STUDENTS
Julie Hecht
Raymond Moody
Mr. Raymond Moody – a 4th year doctoral student in Health Psychology and Clinical Science training program (www.cunyhpcs.org) at the CUNY Graduate Center and a graduate student researcher at Hunter College’s Center for HIV/AIDS Educational Studies and Training (CHEST; www.chestnyc.org) – has been awarded a two year grant totaling $155,972 from the National Institute on Drug Abuse (NIDA) to support his dissertation research.
Gay and bisexual men continue to account for a significant majority of all new HIV infections in the U.S, with condomless anal sex in the absence of PrEP being the most common HIV transmission risk behavior. An HIV syndemic has been identified that consists of several factors (e.g., substance use, sexual compulsivity, depression, partner violence, and trauma from childhood sexual abuse) that have high levels of comorbidity and work synergistically to increase risk. The primary goal of Mr. Moody’s dissertation is to examine three potentially linking mechanisms of syndemic factors: emotion regulation, executive attention, and attentional bias.
The grant will include two distinct studies of HIV-negative gay and bisexual men. Study one will examine the mechanisms as part of One Thousand Strong, an ongoing NIDA-funded study of more than 1,000 gay and bisexual men from across the U.S. Study two will involve the recruitment of a New York City based sample of 90 men stratified by substance use and sexual compulsivity and examine these mechanisms using a combination of online and laboratory based methods. The dissertation aims to advance syndemic research and to inform the development of interventions to reduce the burden of HIV among gay and bisexual men.
Mr. Moody’s research team includes Drs. Tyrel Starks and Jon Rendina, all members of the Hunter College Department of Psychology and the Health Psychology and Clinical Science doctoral training program at CUNY. The project will also involve many students and interns from the Hunter College CHEST.
CHEST’s mission is to conduct research to identify and promote strategies that prevent the spread of HIV and improve the lives of people living with HIV. We have been advocating for and working with the LGBT community since 1996. www.chestnyc.org
Text provided by CHEST
LEARN MORE ABOUT OUR PSYCHOLOGY PROGRAM


The 4-month-long tomato trade dispute with Mexico is ending, but at what cost to eaters?
iStock / Leafedge
Half of the fresh tomatoes in U.S. grocery stores come from Mexico. Trade-induced higher prices play out on our plates.
by Marilyn Noble
Access Issues Policy Systems
The Great Tomato Trade War of 2019 appears to be coming to an end, but the impacts on the $2 billion tomato import business and on tomato-loving shoppers countrywide remain to be seen.
Last week, the Department of Commerce (DOC) announced that U.S. and Mexican growers have initialed a draft agreement to once again suspend DOC’S investigation into the dumping of Mexican tomatoes on the U.S. market, which was accompanied by a 17.56 percent import duty levied on those tomatoes since May of this year. Here’s our backgrounder on that springtime saga.
The investigation, which started in the 1990s but had been on hold as a result of successive 5-year suspension agreements, began again after the Trump administration pulled out of the 2013 Tomato Suspension Agreement (TSA). This came at the behest of Florida politicians and the Florida Tomato Exchange, a trade group of tomato growers who allege that Mexico takes advantage of loopholes in the TSA to unfairly compete in the U.S. marketplace.
While the draft agreement was initially lauded by both sides, some of the stipulations are causing significant concern for distributors along the U.S.-Mexico border.
In a major shift, the new draft agreement prohibits anything but the destruction or return to Mexico of tomatoes with defects.
The issue at hand is what happens when Mexican tomatoes enter the U.S. Florida growers claim that Mexican growers are shipping low quality tomatoes to markets in the U.S. Under the 2013 TSA, if a buyer received a load of tomatoes and a percentage showed condition defects like spoilage, blemishes, or other quality issues, that buyer could repack the tomatoes and then either destroy, return, or donate the rejects to non-profit food banks, receiving an allowance for the associated costs in the process. Mexican growers say their audits show this hasn’t been a widespread practice, and that significantly less than one percent of their shipments have issues.
In a major shift, the new draft agreement prohibits anything but the destruction (under USDA oversight) or return to Mexico of tomatoes with defects, thus increasing food waste, shutting down a source of edible food for the hungry, and doubling the consumption of fuel used in trucking the tomatoes back and forth. According to Jaime Chamberlain of Chamberlain Distributing, a Nogales, Arizona-based importer of Mexican fruits and vegetables, this stipulation is also an egregious restraint of trade. “If you buy a car and one of the dealers says you’ve got a guarantee on the transmission and the other one says you don’t have a guarantee, take it or leave it, you’re not going to buy the one with no guarantee. That’s how we look at it with tomatoes.” While buyers of domestic tomatoes can negotiate return policies for defective product, the new agreement prohibits compensation for rejected Mexican imports.
The draft agreement also sets a floor price for all fresh-market Mexican tomatoes—those intended for processing are exempt. A floor price, or reference price in the language of the agreement, has been the case in past trade agreements, but new in this version is a 40 percent premium on organic tomatoes, a cost that will most likely be passed on to consumers. For Wholesum Family Farms, a Fair Trade Certified organic vegetable grower with operations on both sides of the border, the situation is concerning at best. While the company has planned to shift all of its organic beefsteak tomato growing operations from Mexico to Arizona since before the latest dispute began, it still works with its own farms and others in Mexico. “Right now, we’re facing a lot of uncertainty, so we’re just rolling with the punches,” says spokesperson Joanna Jaramillo.
“The inspection provision is essentially a non-tariff trade barrier whose ripple effects will not only damage the U.S. tomato market, but many other industries that trade with Mexico.”
According to Commerce, quality inspections at the border will increase, and that’s another source of contention. Under the new agreement, all round, Roma, and unpackaged grape tomatoes will be subject to inspection. Tomatoes on the vine, specialty tomatoes, and packaged grape tomatoes are excluded. While Commerce claims that amounts to about 66 percent of all shipments being inspected, The Fresh Produce Association of the Americas (FPAA), a trade organization representing U.S. importers and distributors, estimates the number will be closer to 92 percent. No matter which, the increased inspections will result in diminished tomato quality because of the length of time the perishable product will have to wait for inspection, and will create a bottleneck at the Ports of Entry, not just for tomatoes—about 20 percent of the border’s total import traffic at the Nogales Mariposa Port of Entry—but for other fruits and vegetables and consumer goods, auto parts, and other imported products as well. “The inspection provision is essentially a non-tariff trade barrier whose ripple effects will not only damage the U.S. tomato market, but many other industries that trade with Mexico,” said Lance Jungmeier, FPAA’s president, in a written statement.
Why would the Mexican growers enter into an agreement so seemingly detrimental to their interests? Chamberlain says he suspects Commerce pressured them into it with the threat of future duties. “This was a forced concession, not an agreement.” he said. “These concessions are horrible for the industry and will drastically change the landscape of the Ports of Entry.”
The public comment period on the agreement is open now, and several organizations declined requests for interviews since they’re in the process of working with their members to prepare formal statements.
The stakes are high. According to a 2018 University of Arizona study, at almost $3 billion in GDP and 33,000 U.S. jobs, the imported Mexican tomato business has an impact on the U.S. economy, especially in border states like Texas, Arizona, and California. The draft agreement is due for final adoption and entry into the Federal Register on September 19, but if that fails, the Mexican growers and their U.S. importers could be facing duties of up to 25 percent. And since half of the fresh tomatoes in U.S. grocery stores come from Mexico, eaters could once again be the unwilling beneficiaries of trade-induced higher prices.
Access, Issues, Policy, Systemsanti-dumpingMexicotomatotrade war
Marilyn Noble
Marilyn Noble has written hundreds of articles about everything from aviation to food and agriculture. She’s also the author of four Southwestern cookbooks. She’s based in Arizona and may be reached via twitter @mariwrites or her website marilynnoble.com.
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U.S. food buys offer little relief from trade war
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