MANSOOR, JIM K.; ELDRIDGE, MARLOWE W.; YONEDA, KEN Y.; SCHELEGLE, ED S.; WOOD, STEVE C.
Ascent to altitude is characterized by reductions in the PIO2 leading to changes in breathing pattern that are often accompanied by sensations of dyspnea, often described as “air hunger” or “breathlessness”(21). The mechanisms responsible for sensations of dyspnea in normal healthy individuals have not been fully elucidated. Ascent to altitude presents the individual with a variety of stimuli, including hypoxia because of the reduced barometric pressure, cold, and decreases in relative humidity, which may result in different or additional mechanisms being responsible for dyspneic sensations. For example, both subclinical interstitial edema and clinically relevant alveolar edema can occur with ascent to altitude, particularly if accompanied by exercise (10). The lung edema can stimulate a variety of pulmonary afferent fibers (5) that could potentially play a role in both the breathing pattern changes and sensations of dyspnea experienced by individuals at altitude. To our knowledge, there has been no attempt made to examine the mechanisms behind sensations of dyspnea experienced by individuals on either acute ascent to altitude or after prolonged acclimatization to altitude.
A variety of mechanisms have been proposed to explain dyspnea. One mechanism proposes that pulmonary receptors may be responsible for dyspneic sensations. Guz et al. (9) showed that bilateral vagal and glossopharyngeal blockade in conscious humans reduced the sensations of respiratory discomfort associated with breath-holding. However, Banner et al. (4) showed similar intensities in sensations of breathlessness in heart-lung transplant patients compared with heart transplant patients and healthy controls. In addition, Winning et al. (22) showed no significant reduction in dyspneic sensations after delivery of bupivacaine aerosol in exercising humans. Although these studies suggest that pulmonary vagal afferents do not play a significant role in sensations of dyspnea at sea level, the role that these receptors play in respiratory-related sensations at altitude has never been studied in humans and may be potentially important. Rapid ascent to altitude combined with heavy exercise can significantly increase pulmonary arterial and wedge pressures (8), which in turn may lead to increases in interstitial (3) or pulmonary edema (20). Lung edema has been shown to be an important stimulus for both pulmonary C-fibers (5) and rapidly adapting receptors (17).
The purpose of this study was to examine respiratory-related sensations in men and women on acute ascent to altitude and after prolonged acclimatization to altitude. We examined the intensity and type of respiratory-related sensations using nine different respiratory-related descriptors adopted from Simon et al. (18) in seven male and five female subjects after acute ascent to 3500 m and after prolonged acclimatization at 5000 m. These sensations were examined in the presence and absence of inhaled aerosolized tetracaine in order to determine if airway pulmonary afferents play a role in these responses. Additionally, we examined these sensations at rest and during exercise to increase the hypoxic stress and in turn the respiratory-related sensations experienced by the subjects.
Seven male subjects (age, 33 ± 9 yr (mean ± SD); weight, 71 ± 5 kg; height, 176 ± 5 cm) and five female subjects (age, 31 ± 5 yr; weight, 57 ± 9 kg; height, 162 ± 7 cm) between the ages of 16 and 41 yr gave their informed written consent to participate in this study, which was approved by the Institutional Review Board at Summa Health System Foundation of Akron, OH. All of the subjects were healthy and free of disease at the start of the study. All but three subjects exercised regularly before the expedition. Six subjects had little experience at altitude, never having been above 2400 m, whereas the other six subjects had been above 3600 m hiking, skiing, or climbing on many occasions (at least 5–10 times). Of those that had been above 3600 m, three had experienced acute mountain sickness. None of the subjects had a history of high altitude pulmonary or cerebral edema before the start of the study.
During the study, one of the male subjects developed high-altitude pulmonary edema and was safely evacuated to Leh Hospital, where he recovered completely. There are no data from this subject beyond 3500 m. There are also no data from a second male subject at sea level because of complications in collecting these data. When possible, their data were included in the data analysis.
Expedition and ascent profile.
The subjects left the United States at different times in the Spring of 1998 and gathered in Delhi, India, on May 30, 1998. Sea level data was collected on five of the subjects in Delhi, India, whereas the sea level data from six subjects were collected at the University of California, Davis (Davis, CA). All of the subjects then flew to the city of Leh in the Ladakh region of northern India. Leh is located at an elevation of approximately 3500 m. The subjects spent the first day in Leh relaxing and sightseeing. On the following 2 d, data were collected on all of the subjects (Fig. 1).
From Leh, the subjects and investigators drove to Tsomuri, a lake located a day’s drive from Leh at an elevation of 4540 m. The next 14 d were spent trekking in the Himalayas between the elevations of approximately 4000 and 5400 m. A high camp was established at the base of Kang Yaze at an elevation of approximately 5000 m, where the final data were collected over the course of 2 d. Subjects thus had 18 d of acclimatization at elevations ranging from 3500–5400 m (Fig. 1).
Research design and general protocol.
Data were collected at three different elevations: sea level, 3500 m, and 5000 m. At each of these elevations, subjects gargled with Dyclone (0.5% dyclonine HCl), a topical anesthetic for mucous membranes, and then inhaled either aerosolized tetracaine or normal saline before data collection. Subjects were randomized in a single-blind fashion to determine which treatment they would receive for that given day, either aerosolized tetracaine or normal saline, and the other treatment was given on the following day. After the aerosol treatment, subjects rated on a 0–10 modified Borg scale the intensity of each of the following respiratory-related descriptors:
“I feel my breathing is rapid.”
“My breath does not go out all the way.”
“My breathing requires more concentration.”
“My breathing is shallow.”
“My breathing requires more work.”
“My chest feels tight.”
“I feel a hunger for more air.”
“My breathing is heavy.”
“I am gasping for breath.”
A zero rating meant an absence of the sensation and a 10 rating meant the sensation was felt as strongly as possible. Heart rate and peripheral O2 saturation (SpO2) was monitored continuously. Subjects then breathed 3% aerosolized saline and a sputum sample was collected for substance P analysis. Each subject then exercised at four different exercise workloads for 3 min, with 3 min of rest between bouts. At the end of each exercise bout, subjects again rated the intensity of respiratory-related descriptors, and heart rates and SpO2 data were recorded. At the end of the exercise bouts, subjects again breathed 3% aerosolized saline and a second sputum sample was collected for substance P analysis.
Before inhaling either tetracaine or saline, subjects gargled with 15 mL of Dyclone for approximately 2 min in order to disguise which aerosolized solution they were receiving. Subjects then inhaled either 5 mL of 0.9% sterile saline as a sham anesthesia or 5 mL of 0.9% sterile saline with 20 mg of tetracaine added for a concentration of 4 mg·mL−1. Subjects inhaled the solutions from either a DeVilbiss 35b or 99 nebulizer over the course of 5–10 min until the nebulizer was empty. Subjects inhaled the aerosolized solution through their mouths while wearing nose clips.
Subjects inhaled 3% saline before and after exercise and brought up sputum from the deep lung to be analyzed for substance P concentration. Because of technical errors, substance P values were not obtained.
Subjects performed step exercise at four different workloads. Male subjects exercised at rates of 22, 26, 32, and 38 steps·min−1, and female subjects exercised at rates of 18, 24, 30, and 36 steps·min−1. The box step height was 30.5 cm. One complete step cycle consisted of stepping from the ground onto the box with both feet, legs extended, and back down to the ground. Subjects were instructed to alternate legs used to step up onto the box to prevent fatigue in one leg. Each work bout lasted 3 min, with 3 min of rest between bouts. Some subjects were not able to finish the last work bout, especially at 5000 m. Only the third work bout was used for the analyses. The average power for this work bout was 85.8 ± 12.7 W for female subjects and 113.7 ± 8.3 W for male subjects.
All data were initially analyzed using a three-way ANOVA with repeated measures (StatView 5, SAS Institute, Inc., Cary, NC). Independent factors for this initial analysis were barometric pressure (sea level vs 3500 m for acute altitude exposure or sea level vs 5000 m for prolonged altitude exposure), gender (male vs female), and treatment (saline vs tetracaine). Separate three-way ANOVAs were performed for acute and prolonged altitude exposure and for rest and exercise. The third exercise bout was used for all exercise analyses. After this initial analysis, it was found that there was no significant effect of tetracaine on any of the variables studied; as a consequence, all data were reanalyzed using a two-way ANOVA with repeated measures. In order to identify mean differences, multiple paired t-tests were performed using an appropriate Bonferroni correction factor. The level of significance was set at P ≤ 0.05. All data are presented as means ± SD.
Acute exposure to 3500 m.
Acute exposure to altitude of approximately 3500 m resulted in an increase in resting heart rate in both male and female subjects (Table 1). This increase in resting heart rate approached statistical significance (P = 0.06). SpO2 at rest on acute exposure to 3500 m was significantly lower than at sea level. Acute mountain sickness scores using the Lake Louise scoring system were higher for female subjects than for male subjects on acute exposure to altitude.
Heart rate and rating of perceived exertion (RPE) during exercise at 3500 m was significantly higher than during sea level exercise (Table 1). Additionally, SpO2 was lower during exercise at 3500 m than at sea level. These findings indicate both a physiological hypoxic stress as well as a psychological or perceived whole-body stress.
Subjects also perceived a change in the intensity of specific respiratory-related sensations when going from sea level to 3500 m. Of the nine respiratory-related sensation descriptors, the descriptor “I feel my breathing is rapid” was rated higher at 3500 m than at sea level during rest (Fig. 2). During exercise at 3500 m, subjects rated four respiratory-related descriptors as being more intense than at sea level: “I feel my breathing is rapid,” “I feel a hunger for more air,” “My breathing is heavy,” and “My chest feels tight.” These higher ratings may be an indication that dyspnea on acute exposure to altitude is associated with respiratory sensations of rapid, heavy breathing, air hunger, and chest tightness. Inhalation of tetracaine had no effect on any of the dependent variables.
Prolonged acclimatization to 5000 m.
After 18 d of acclimatization at elevations between 3500 and 5400 m, resting heart rates of male and female subjects remained higher at 5000 m compared with sea level, but this difference was not significant (Table 1). SpO2 was significantly lower at 5000 m than at sea level during rest. In the only comparison made between 3500 m and 5000 m, acute mountain sickness scores at rest were significantly lower after prolonged acclimatization than after acute exposure to altitude.
Interestingly, there was no significant difference between exercise heart rates at 5000 m and sea level (Table 1). SpO2 during exercise, however, was significantly lower at 5000 m than at sea level. In addition, RPE during exercise was higher at 5000 m than at sea level.
It is also interesting to note that after acclimatization, none of the respiratory-related sensation descriptors were significantly different in intensity than that perceived at sea level during rest. During exercise at 5000 m, however, four respiratory-related sensation descriptors were rated as being significantly more intense than at sea level: “I feel my breathing is rapid,” “I feel a hunger for more air,” “My breathing is heavy,” and “I am gasping for breath” (Fig. 3). The first three, namely, rapid, heavy, and air hunger, were also rated by subjects as being more intense than at sea level during acute exposure to 3500 m. The descriptor “My chest feels tight” was no longer perceived as more intense than at sea level during exercise after acclimatization, but subjects felt a sensation related to gasping during exercise at 5000 m. Again, tetracaine had no significant effect on any of the dependent variables.
The purpose of this study was to examine respiratory-related sensations after acute exposure and prolonged acclimatization to altitude. We examined the intensity and type of respiratory-related sensations in the presence and absence of aerosolized tetracaine during rest and exercise at sea level, after acute ascent to 3500 m, and after 18 d of acclimatization at 5000 m. This is the first study that we are aware of that has attempted to differentiate respiratory-related sensations at altitude and also examine the role played by airway receptors in these sensations.
The respiratory response to altitude consists of hyperventilation caused by hypoxic stimulation of peripheral chemoreceptors. This response occurs on acute exposure to altitude and continues after acclimatization (20). Because of this physiological response, individuals often become aware of respiratory-related sensations, termed “dyspnea.” The terms “breathlessness” and “air hunger” are often used generically by researchers to describe the respiratory-related sensations experienced by individuals at altitude (21) and during exercise (1). In this study, we attempted to differentiate between respiratory-related sensations at sea level and altitude during rest and exercise by having subjects rate the intensity of nine different respiratory-related sensation descriptors adopted from Simon et al. (18) in the presence and absence of airway anesthesia with tetracaine. We found that during resting conditions after acute exposure to 3500 m subjects rated “I feel my breathing is rapid” significantly higher than at sea level, and that this difference was no longer significant after acclimatization at 5000 m. This indicates that healthy subjects at rest only experience a dyspneic sensation after acute exposure to altitude, and that the mechanisms responsible adapt on acclimatization. Others have also shown adaptation of respiratory-related sensations with prolonged altitude exposure (7,14,15,21). Interestingly, the descriptors “I feel a hunger for more air” and “I am gasping for breath,” descriptors similar to air hunger and breathlessness, were not significantly different from sea level at either 3500 m or 5000 m during rest.
We had subjects exercise during this study in an attempt to increase their hypoxic stress. Our subjects had significant reductions in oxygen saturations because of both altitude and exercise (Table 1). During exercise at both 3500 m and 5000 m, subjects rated three respiratory-related sensation descriptors significantly higher than at sea level: “I feel my breathing is rapid,” “My breathing is heavy,” and “I feel a hunger for more air.” Subjects also rated “My chest feels tight” and “I am gasping for breath” significantly higher at 3500 m and 5000 m, respectively, during exercise. It is clear from these results that subjects experienced rapid heavy breathing, and also air hunger (“I feel a hunger for more air”) both during acute altitude exposure and after prolonged acclimatization, as well as breathlessness (“I am gasping for breath”) at 5000 m during exercise. These data seem to indicate that the greater the hypoxic stress, the greater the intensity and variation in dyspneic sensations. This is consistent with studies by Del Volgo and Noel-Jorand (7), who found that exercise in combination with ascent to higher altitudes increased “breathing discomfort” over resting conditions, and Ward and Whipp (19), who found that hypoxia during exercise leads to greater “respiratory difficulty” than exercise alone at the same level of ventilation.
The mechanisms responsible for dyspneic sensations have not been fully elucidated. Most theories suggest that input into the CNS from some peripheral afferent receptor and/or central pathway is responsible for respiratory-related sensations (2). One such pathway that has been considered in the genesis of dyspnea is stimulation of pulmonary receptors. Winning et al. (22) showed that breathlessness with exercise and CO2 inhalation was not abolished by inhalation of aerosolized bupivacaine, suggesting that pulmonary afferents in the larger airways are not responsible for dyspneic sensations. Additionally, heart-lung transplant patients are known to experience dyspneic sensations in the absence of an intact vagus nerve (4). With ascent to altitude, however, pulmonary arterial pressures increase (12), which may cause an increase in interstitial water (3,8,12). Increases in interstitial water have been shown to stimulate both rapidly adapting receptors (5,13,17) as well as pulmonary C-fibers (5,16). These fibers, when stimulated, are known to contribute to alterations in breathing pattern (5,16). The extent to which these fibers contribute to sensations of dyspnea when stimulated above basal levels is unknown.
In order to determine whether lung C-fibers become more active and contribute to dyspneic sensations with ascent to altitude, we attempted to measure substance P in induced sputum and block lung afferents with tetracaine. Because of technical difficulties, we were not able to obtain reliable measures of substance P in the induced sputum of our subjects. Tetracaine inhalation had no effect on respiratory-related sensations, suggesting that airway lung afferents, either after acute altitude exposure or prolonged acclimatization, play no role in the genesis of dyspnea at altitude. We do not know, however, the extent to which tetracaine inhalation blocked the variety of pulmonary afferent receptors. It is entirely possible that deeper airway or parenchymal afferent receptors, such as pulmonary C-fibers (J receptors), were not blocked by tetracaine inhalation (6,11,22) and continued to contribute to respiratory-related sensations.
We would like to acknowledge the guides and Sherpas at Rimo Expeditions of Leh, India, who were invaluable in carrying out this research.
This work was supported by Summa Health System Foundation, Akron, OH; a Scholarly Activity & Artistic Grant from the University of the Pacific; and a grant from the Hibbard Williams Research Fund from the University of California, Davis.
Address for correspondence: Jim K. Mansoor, Ph.D., Physical Therapy Department, School of Pharmacy and Health Sciences, University of the Pacific, 3601 Pacific Ave., Stockton, CA 95211; E-mail: firstname.lastname@example.org.
1. Adams, L., and A. Guz. Dyspnea on exertion. In: Exercise: Pulmonary Physiology and Pathophysiology, B. J. Whipp and K. Wasserman (Eds.). New York: Marcel Dekker, 1991, pp. 449–494.
2. American Thoracic Society. Dyspnea: mechanisms, assessment, and management—a consensus statement. Am. J. Respir. Crit. Care Med. 159: 321–340, 1999.
3. Anholm, J. D., E. N. Milne, P. Stark, J. C. Bourne, and P. Friedman. Radiographic evidence of interstitial pulmonary edema after exercise at altitude. J. Appl. Physiol. 86: 503–509, 1999.
4. Banner, N. R., M. H. Lloyd, R. D. Hamilton, J. A. Innes, A. Guz, and M. H. Yacoub. Cardiopulmonary response to dynamic exercise after heart and combined heart-lung transplantation. Br. Heart J. 61: 215–23, 1989.
5. Coleridge, H. M., and J. C. G. Coleridge. The control of breathing, part I: reflexes evoked from tracheobronchial tree and lungs. In: Handbook of Physiology, Section 3: The Respiratory System, A. P. Fishman, N. S. Cherniack, J. G. Widdicombe, and S. R. Geiger (Eds.). Bethesda, MD: American Physiological Society, 1986, pp. 395–429.
6. Cross, B. A., A. Guz, S. K. Jain, S. Archer, J. Stevens, and F. Reynolds. The effect of anaesthesia of the airway in dog and man: a study of respiratory reflexes, sensations and lung mechanics. Clin. Sci. Mol. Med. 50: 439–454, 1976.
7. Del Volgo, M. J., and M. C. Noel-Jorand. The respiratory sensation at high altitude. Arch. Int. Physiol. Biochim. Biophys. 100: 113–119, 1992.
8. Eldridge, M. W., A. Podolsky, R. S. Richardson, et al. Pulmonary hemodynamic responses to exercise in subjects with prior high altitude pulmonary edema. J. Appl. Physiol. 81: 911–921, 1996.
9. Guz, A., M. I. M. Noble, J. H. Eisele, and D. Trechard. Experimental results of vagal block in cardiopulmonary disease. In: Breathing: Hering-Breuer Centenary Symposium, R. Porter (Ed.). London: Churchill, 1970, pp. 315–328.
10. Hackett, P. H., and R. C. Roach. High altitude pulmonary edema. J. Wilderness Med. 1: 3–26, 1990.
11. Hamilton, R. D., A. J. Winning, and A. Guz. Blockade of ‘alveolar’ and airway reflexes by local anesthetic aerosol in dogs. Respir. Physiol. 67: 159–170, 1987.
12. Hultgren, H. N. High altitude pulmonary edema: hemodynamic aspects. Int. J. Sports Med. 18: 20–25, 1997.
13. Kappagoda, C. T., G. C. W. Man, and K. K. Teo. Behaviour of canine pulmonary vagal afferent receptors during sustained acute pulmonary venous pressure elevation. J. Physiol. 394: 249–265, 1987.
14. Noel-Jorand, M. C., and H. Burnet. Changes in human respiratory sensation induced by acute high altitude hypoxia. Neuroreport 5: 1562–1566, 1994.
15. Noel-Jorand, M. C., and H. Burnet. The sensation of respiration in men experiencing high-altitude chronic hypoxia. Biol. Psychol. 43: 1–12, 1996.
16. Paintal, A. S. The mechanism of excitation of type J receptors and the J reflex. In: Breathing: Hering-Breuer Centenary Symposium, R. Porter (Ed.). London: Churchill, 1970, pp. 59–71.
17. Ravi K., K. K. Teo, and C. T. Kappagoda. Stimulation of rapidly adapting pulmonary stretch receptors by pulmonary lymphatic obstruction in dogs. Can. J. Physiol. Pharmacol. 66: 630–636, 1988.
18. Simon, P. M., R. M. Schwartzstein, J. W. Weiss, K. Lahive, V. Fencl, M. Teghtsoonian, and S. E. Weinberger. Distinguishable sensations of breathlessness induced in normal volunteers. Am. Rev. Respir. Dis. 140: 1021–1027, 1989.
19. Ward, S. A., and B. J. Whipp. Effects of peripheral and central chemoreflex activation on the isopneic rating of breathing in exercise in humans. J. Physiol. 411: 27–43, 1989.
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21. Wilson, R. C., W. L. G. Oldfield, and P. W. Jones. Effect of residence at altitude on the perception of breathlessness on return to sea level in normal subjects. Clin. Sci. 84: 159–167, 1993.
22. Winning, A. J., R. D. Hamilton, S. A. Shea, C. Knott, and A. Guz. The effect of airway anaesthesia on the control of breathing and the sensation of breathlessness in man. Clin. Sci. 68: 215–225, 1985.
© 2001 Lippincott Williams & Wilkins, Inc.


Nature as Man’s teacher
Contrast the heavy human hammer with the woodpecker’s delicate head. They both deliver the same impact. After thousands of years of ‘research and development’ we always find that nature’s solutions are smarter, more energy-efficient, agile, adaptable, fault-tolerant, eco-friendly and multifunctional.
They follow nine basic principles: Nature runs on sunlight, uses only the energy it needs, fits form to function, recycles everything, rewards cooperation, banks on diversity, demands local expertise, curbs excesses from within and taps the power of limits. If we followed these patterns, there would be neither shortage, nor scarcity. "From a tiny apple pip comes the seedling; from the seedling the plant, from the plant the tree and from the tree the fruit with many more pips to produce many more trees for many more years. The tree leaves decompose to nourish the tree and soil. Abundance all around. Nature knows no scarcity, because it knows no waste." Mimicking nature’s strategies could improve the way we grow food, harvest energy, run our businesses and make buildings and materials. The natural model is there, it just needs recognising.
Nature’s creations have given us very elegant engineering solutions. The first suspension bridge across the Niagara came after looking at the suspension web of a spider. Velcro resulted from the observation of burrs sticking to a dog’s fur. A seaside trip showed a scientist how a protein made by mussels enabled them to cling fast to rocks. He realized that tofu could be adapted to make a similar superglue and this produced water-resistant adhesives used for wood composite products. From mother of pearl made of layers of calcium carbonate found in shells, scientists are learning how to make a strong lightweight armour. The "500-Series Shinkansen" one of the fastest trains in the world uses bird features. Its nose is fashioned after a kingfisher’s beak and its pantograph (the device which maintains electrical contact with the wire and transfers power from it to the traction unit) on an owl’s wing plumage whose small saw toothed feathers generate small whirlpools that break up the large whirlpools of noise in the air flow that giving the secret to its silent flight. These features reduced air pressure by 30% and electricity use by 15% while increasing speeds by 10% to a silent 300 km/hr!
Geese flying in formation prompted Chrysler engineers to think about how objects moved against air resistance resulting in the 1934 Chrysler Airflow known as the first ‘streamlined car’. When Mercedes-Benz wanted to create an aerodynamically efficient compact car without sacrificing safety or spaciousness, they studied the bony structure of the boxfish who moves in confined spaces, can withstand high pressure, has a rigid outer skin to protect its body during collisions and despite its angular shape, is an excellent swimmer. The resulting design gave the car body 40% more rigidity whilst making it 30% lighter. Turbine noise was reduced mimicking the large, irregular bumps on the leading edge of humpback whale flippers which reduce turbulence across the surface.
Scientists are trying to make six-legged robots imitate the way a cockroach moves, scampers over rough terrain, and evades obstacles. Lizards run up walls at lightning speeds and hang onto ceilings. Cockroach legs and gecko feet combine for the perfect limb for climbing robots suited for search-and-rescue operations and space exploration. Like snails whose sticky slime on their underbellies allows movement in any direction, a robot comprised of moveable segments on top of a thin layer of synthetic snail sludge is able to climb walls and stick to ceilings. There is a robolobster that imitates how lobsters trace the odour of food to its source and will now be used to track chemicals in water to their source to determine underwater sources of pollution and detect explosives and deep-sea vents.
Other inventions inspired by animals include airplane wings based on birds whose wing shape depends on how fast they fly; fish-shaped boat hulls made of material that imitates dolphin and shark membranes; torpedoes that swim like tuna; radar and sonar navigation technology and medical imaging inspired by bat echo-location; swim and sportswear that mimic sharkskin; coatings for car windshields as hard as mother of pearl, and solar panels that copy the way leaves collect energy from the sun.
Nature has plenty of lessons for medical science. Millions of people are fitted with new or replacement pacemakers costing lakhs per patient. Now research is exploring how the Humpback’s 2,000-pound heart pumps the equivalent of six bathtubs of oxygenated blood through a circulatory system 4,500 times as extensive as ours keeping a low rate of three to four beats a minute and how electrical stimulation is achieved even through the mass of blubber that shields the whale’s heart from cold. This could result in finding the key to stimulating heartbeats by ‘bridging’ dead heart muscle via special whale-like wiring – an invention that costs a few hundred rupees and replaces pacemakers.
Two million children a year die from vaccine-preventable diseases like typhoid and measles. Vaccines require refrigeration and refrigeration breakdowns make half of all vaccines ineffective. Myrothamnus Flabellifolia is an African plant whose tissues can be dried to a crisp then revived without damage because of a sugary substance called trehaloses produced in its cells during drought. Based on the plant’s sugars, scientists have developed fridge-free vaccines that will save lives, money and energy. The vaccine is sprayed with trehalose coating to form inert sugary beads that can be packaged in an injectable form that can safely sit in a doctor’s bag for years. Other applications include new kinds of food preservation.
A new adhesive, Geckel combines a synthetic version of a mussel gland’s secretion with a gecko type strategy into reusable sticky patches of tape that work wet or dry and can be used instead of sutures for tissue repair. It will replace stitches in surgery, repair cuts and join broken bones. Other potential areas of applications are in retina repair, as a fixative for dental prostheses and for anchoring tissue samples on slides for microscopic examination.
70% of all human infections are a result of congregations of bacteria that require 1,000 times more antibiotic to kill. These also increase antibiotic resistance causing the rise of super bugs like Staphylococcus Aureus that now kills more people each year than Aids. Delisea Pulchra is a feathery red seaweed found off the Australian coast whose surface is free from clusters of bacteria despite being in polluted waters. It has a compound called halogenated furanone that stops bacteria from signaling to each other to form dense groups. This shows humans how bacteria can be controlled and environmental pollution reduced without using tons of chemicals.
Man has so much to learn from nature that an entire new field of study has been dedicated to this called biomemetics (from bios, meaning life, and mimesis, meaning to imitate) that studies nature,systems, processes and elements and then imitates or takes creative inspiration from them to create man made solutions. The wasp’s octagonal rooms have led to more economical building design. Dolphin blowholes through which water is ejected has created low flow showers. How much we can learn from other beings. It seems silly to kill our teachers when they have the answers to our technological and sustainability problems.
To join the animal welfare
movement contact firstname.lastname@example.org


about WHALE SONGS in space
Humpback whales are known to make most likely the longest, loudest and slowest songs in nature.continue reading arrow_forward
BBC’s In Our Time with Melvyn Bragg. This episode: Symmetry
Melvyn Bragg and guests discuss symmetry. Found in Nature – from snowflakes to butterflies – and in art in the music of Bach and the poems of Pushkin, symmetry is both aesthetically pleasing and an essential tool to understanding our physical world.
The Greek philosopher Aristotle described symmetry as one of the greatest forms of beauty to be found in the mathematical sciences, while the French poet Paul Valery went further, declaring; “The universe is built on a plan, the profound symmetry of which is somehow present in the inner structure of our intellect”.The story of symmetry tracks an extraordinary shift from its role as an aesthetic model – found in the tiles in the Alhambra and Bach’s compositions – to becoming a key tool to understanding how the physical world works.
It provides a major breakthrough in mathematics with the development of group theory in the 19th century. And it is the unexpected breakdown of symmetry at sub-atomic level that is so tantalising for contemporary quantum physicists.So why is symmetry so prevalent and appealing in both art and nature? How does symmetry enable us to grapple with monstrous numbers? And how might symmetry contribute to the elusive Theory of Everything?
With Fay Dowker, Reader in Theoretical Physics at Imperial College, London; Marcus du Sautoy, Professor of Mathematics at the University of Oxford; Ian Stewart, Professor of Mathematics at the University of Warwick.
LINK to In Our Time, episode Symmetry


Why does President Trump always shoot himself in the foot? His policies of lower taxes and decreased regulation has the economy on a tear and the stock market booming. He has destroyed ISIS, forced NATO to pay its fair share and kept many of his campaign promises. So why insult African Americans – whose unemployment has plummeted because of his policies – by calling Haiti and Africa a s***hole? President Trump should apologize and allow the 58,000 Haitians given temporary legal status after the earthquake remain in the United States.
As a young man, I spent a volunteer year as a physician in Haiti with the Missionaries of Charity, Mother Teresa’s order. I learned the language, culture, diseases and history of these wonderful people. Haiti is a disaster, with massive unemployment, high infant mortality rates, starvation and punishing poverty. But once one understands the history of these proud people, it is hard not to sympathize with their plight.
Haiti was created by the only successful slave revolt in history. During the 1600s and 1700s when the slave trade flourished, Africa consisted on numerous tribes – some more peaceful than others. The slaves that were brought to Haiti by France came from West African regions of Dahomey and Benin. These tribes were fierce warriors who did not take kindly to being enslaved.
Thus Haiti had constant slave revolts. This culminated in the late 1700s with the Haitians seizing control of their country and killing all their enslavers. It became an independent republic in 1804 but was ostracized by the international community. Napoleon sent an armada to Haiti to crush the revolt. This armada was supposed to then continue to New Orleans and protect the Louisiana Territory. The Haitians destroyed the armada, forcing Napoleon to sell the Louisiana Territory to the United States for a cheap price.
The ungrateful United States did not recognize Haiti until after the Civil War; for fear that the slave revolt would spread. Thus, Haiti never developed the democratic and legal institutions that allow countries to flourish. Ironically, countries like Barbados and Bermuda – whose enslaved ancestors descended from more docile tribes – tolerated colonialism long enough to become thriving democracies.
Haiti was slowly improving until the earthquake hit in 2010. Over 200,000 people died and millions were left homeless. The country has yet to recover. As a humanitarian gesture, 58,000 Haitians living in the United States illegally were offered Temporary Protected Status (TPS), giving them work permits and legal status. But recently, President Trump revoked this status.
President Trump is reported to have speculated that many Haitian have AIDS. This too is unfair. When AIDS became an epidemic in the United States, the CDC (Centers for Disease Control) in Atlanta came up with four risk groups known as the 4 H’s – homosexuals, heroin addicts (through IV drug injection), hemophiliacs (through blood transfusions) and Haitians. But further research revealed that there was no racial reason for Haitians to have AIDS. The disease was brought to Haiti by gay American tourists. Yet the entire country was ostracized. I will never forget listening to a Haitian business man angrily describe the indignity of having a customs agent use tweezers to open his passport when he visited his family in Florida.
President Trump should do the right thing – apologize to the Haitian people and let those granted temporary status remain in the United States. Haitians are polite and forgiving people. They will accept the President’s apology and get on with their lives.


Number sense is the ability to understand and use numbers in a variety of contexts. It involves being able to recognize patterns, recognize relationships between numbers, and use mental math and estimation strategies to solve problems. Number sense can also involve a knowledge of basic math facts and the ability to use them to solve problems. It is a key part of mathematical fluency, and an important skill for students to learn in order to be successful in math.
Good Number Sense Versus Poor Number Sense
Good number sense is the ability to understand and use mathematics effectively, as stated above. Poor number sense, on the other hand, is an inability to understand and work with numerical data. This can lead to difficulty with basic math operations and lead to confusion and frustration when trying to solve problems.
What Does Number Sense Involve?
Number sense involves:
A deep understanding of numbers, including being aware of the magnitude of numbers and the relationships between them.
The ability to quickly recognize, compare, and work with numbers.
Being able to visualize and calculate mentally.
Understanding the various operations of mathematics, such as addition, subtraction, multiplication, and division, and how to use them to solve problems.
Being able to reason logically and use numbers and operations to solve problems, both in mathematics and in real-world situations.
The Number Sense is a great resource to get started.
When Does Number Sense Develop?
Number sense is a fundamental cognitive skill that develops in early childhood. It is a foundation for many of the mathematical skills children will need to develop in the future. Number sense generally begins to emerge between the ages of 3 and 4, when children begin to recognize and understand basic numerical concepts such as counting, quantity, and number relationships. As children progress through school, their number sense grows, allowing them to progress to more advanced mathematical concepts.
Why Is Number Sense Important for Teachers to Understand?
Number sense is an important concept for teachers to understand because it helps them develop a greater understanding of how students learn and think about mathematics. By developing a strong number sense, teachers can better support their students’ learning and easily identify individual students’ strengths and weaknesses in mathematics, allowing them to tailor instruction for each student. Ultimately, number sense is essential for teachers to be able to effectively teach mathematics to their students.
Why Is Number Sense Important for Young Math Learners?
Number sense helps students develop an intuitive understanding of the relationships between numbers, which can help them to solve problems faster and with more accuracy. It also establishes a strong base for more advanced mathematical concepts and strategies, such as fractions, decimals, and algebra. As students gain a better understanding of the relationship between numbers, they also develop a deeper appreciation of the power of mathematics and its applications in everyday life.
Some Ideas for Promoting Number Sense in a Grade One Student
There are a lot of great ways to promote number sense in a grade one student. Here are some ideas that can help:
Use visuals to illustrate numbers, such as counting blocks or counting with fingers.
Introduce simple math activities like sorting, counting, adding, and subtracting.
Use games and activities that involve number recognition and patterns, such as a memory game or matching numbers with their corresponding quantities.
Utilize storybooks and stories to introduce numbers, such as counting how many items the characters have.
Have the child draw and color pictures with numbers to practice counting and number recognition.
Use counting songs and rhymes to help the child learn to count.
Ask simple questions about numbers when out and about, such as counting steps, counting items in store shelves, etc.
These are just a few ideas that help promote number sense in a grade one student. With some creativity and patience, the child will be counting like a pro in no time!
How to Spot Number Sense
Spotting number sense in children can be done by observing how they think and approach math problems. For example, do they see relationships between numbers? Can they identify the different operations (addition, subtraction, multiplication, division) and use them to solve problems? Do they think abstractly and use problem solving strategies?
Encouraging children to think mathematically and engage in math talk can also be a great way to spot number sense. Asking questions about the process and thought behind each problem can be helpful in understanding how a child approaches math.
How to Track a Child’s Progress With Number Sense
Tracking a child’s progress with number sense can be a great way to ensure they are making progress and understanding the concepts they are learning. The following are some tips to help you do this effectively:
Regularly review the child’s work. Take the time to check their work and help them understand any mistakes they may have made.
Ask the child questions about their work. This will help you gauge their understanding and provide an opportunity to explain any concepts they may not have grasped.
Set goals and rewards. Give the child specific goals to reach and reward them when they do. This will encourage them to keep trying and give them a sense of accomplishment.
Track progress. Use a chart or other tracking system to keep track of the child’s progress. It will give you an idea what topics they have mastered and which ones need more work.


(On the sixth day Manjunath sports a self-designed T-Shirt)
When Manjunath Kamath joined facebook almost a year back, he used to keep his daily status as ‘Ha’ (an expression to symbolize his laughter). The next day it would be ‘Ha Ha’ and it went on like that. People started responding to it. Many joined the laughter and many took it as an offence. Manjunath kept on laughing. It was almost like art critic Abhijit Tamhane’s ‘Google Vipaasana’ (his gmail status for over a year as he decided not to chat with anyone).
Humor, a group of German sociologists studying on the subject has observed, is a most violent weapon, which is used against the social ills. By saying this, they reversed the generic view on humor and laughter. Humor and laughter is no longer the protective shield of the weak. On the contrary, it functions as a camouflage of a guerrilla fighter, who could consciously single out issues and attack it with his acerbic wit and laughter. One who smiles is the most powerful. One who shows a countenance that reflects severe constipation in brain and intestines, thinking that such a face would project their intellectual depth in fact declare it for the world that they are cowards and weaklings.
Laughter is a way to exercise power over people but with good intentions. Manjunath Kamath still exercises his artistic power to laugh, laugh at and laughed at. It is almost like the canned laughter heard in the television shows. Zizek cites that the canned laughter is a method television has invented to create a reflexive society. A society that needs to be taught even the basic human emotions is a reflexive society, according to Zizek and he says that the canned laughter teaches the audience when to laugh, where to laugh and how to laugh; thereby creating a different sort of system of appreciation and power play.
Manjunath’s works are like the canned laughter, especially reserved for all those who are suffering from intellectual constipation (and indigestion too). Hence, when he comes to Gallery Espace on the sixth day, he can do nothing but laugh at what he has done. He looks around and smiles to himself. From a laughing personality, he has turned into a smiling personality; it is like changing your old bayonet gun and picking up an ultra modern sniper.
Manjunath starts with a wall in the ground floor. He creates a dark chamber where an upturned human head functions as a chandelier. And folding side of the wall, through an illusionary hole, a single bulb comes out. Why the bulb again, the artist asks to himself.
(The Dark Chamber)
From the Black Chamber, Manjunath moves on to a niche sort of space in the same floor where he creates a durbar with a hooded and packed king conspire with his similarly packed and hooded courtiers. This mock epic theatre/theatrical presentation speaks volumes about the artist’s innate resistance to power structures and his ability to stand up and laugh at these mock heroes; these scarecrows. But scarecrows could be dangerous, as the crows sitting on the trees outside Gallery Espace. They come and peck at your head. Power always pecks at the wrong part of your system.
(The Durbar begins)
The Durbar of Veiled Power establishes an uncanny connection with an adjacent image of a heap of human feet; the plebian on the move. Manjunath, I am sure, sub-consciously reverses the first shot of Charlie Chaplin’s ‘Modern Times’- a herd of bowler hats thronging in the
Behind the Elephant of Espace and the Hangman there appears a landscape. From behind the hills, faces come out and peer at you. When a layer of black paint is applied on the wall, the whole scene turns into something eerie.
(The new landscape)
Manjunath moves on to the ceiling where he makes squiggling lines to create a pattern. It seems that he can go on endlessly with these lines as he enjoys doing it forgetting even the strangest body posture that he needs to adopt to draw these lines.
Manjunath moves on to the ‘Carnival of Hidden Terrors’. It has transformed so much since the first day. A group of Jamia Millila students and a few of them from Delhi College of Art, watch the artist adding new images of hooded men and their connections with the already existing ones.
(Manjunath adding new images to the Carnival of hidden terror)
The project must be cathartic to Manjunath. He goes back to the image of plumbing. Next to the wall where he had drawn the ‘Rain’ on the first day, he draws a plumbing system with pipes that turns soft at the metal straps, giving away the impression that they are made of clothes.
Artist Somu Desai comes from Vapi to be with Manjunath. And for the young viewers, today is a day of frolicking.
(Somu Desai at the dark chamber)
(Jamia students making maximum out of it)
Friends and art lovers come in. Artist Megha Joshi has been here since morning. Artists Sreejata Roy and Koushal Sonkaria also pay a visit. Sabih Ahmed, young art historian and the Assistant Archivist of India Region for Asia Art Archives spends time with the images and us.
(Artist Sreejata Roy)
(JohnyML and artist Kaushal Sonkaria)
(Young Art Historian and Archivist Sabih Ahmed, Somu Desai and JohnyML)
(Espace director Renu Modi with friends)
Manjunath, Somu and myself sit on the gallery floor and chat on the other wall projects. ‘All for one and one for all,’ comments Somu Desai.
(View and We)
It was a great Tuesday and in
all the sisters were going to meet their brothers to tie Rakhi (a thread that is tied to the hands of brothers by sisters to re-affirm their love and faith for each other). Brothers-in-law were taking decorated wives to their brothers. And the city was choked with brothers and sisters. And in the never ending traffic jams, most of them were uttering expletives which had references to brother, sister, mother and so on. Delhi


“What do you call an alligator in a vest? An investigator.” Did that pun make you laugh? If so, congratulations – you just strengthened your immune system, lowered your stress level, and got in a little bit of exercise. A simple laugh can cause the above health benefits, as well as many others, to happen within your body. We have all heard the quote “laughter is the best medicine,” but do you know why?
Laughter has been known to be a positive healing force. It has physical, mental, and social advantages. When looking at your physical health, research shows a good laugh helps boost your T-cells. These cells are specialized immune system cells which, when activated, help your body fight off sickness. In addition, laughing releases endorphins, your body’s natural painkillers. When they are released, chronic pain can be relieved. Another benefit is lower blood pressure and stress hormone levels. Lowering a person’s blood pressure helps reduce their risk of stroke and heart attacks. Stress and anxiety levels can also be decreased, which triggers the T-cells to increase your body’s immune resistance. Lastly, humor can help a person add exercise into her day. When you are laughing, your stomach muscles expand and contract, providing effects similar to doing ab workouts. Along with your abs, laughing gets your heart pumping and can burn as many calories as walking at a slow to moderate pace. Can’t complete a physical activity due to injury, illness, or another health problem? Start laughing to get your body moving.
Humor has many mental health benefits. When a person’s stress and anxiety levels are decreased, a sense of well-being and joy can occur. Laughing is known to help create a positive and optimistic outlook. It helps a person shift her attitude and perspective during a disappointing and difficult time. Psychological research states humor allows people to see things more realistically and stop them from feeling overwhelmed. Another benefit is when you are laughing, you can’t feel any other emotions. You can’t be angry or sad when you have a smile on your face. Instead, your energy is increased, giving you a sense of hope and strength to face life’s challenges. A simple smile or small chuckle can go a long way, no matter how you are feeling.
Lastly, relationships are strengthened, and your social health can improve through laughter. There is a reason why people say laughter is contagious because when one person starts laughing, it is easy to join in. It helps people connect and share a moment of humor and happiness. Humor can be used as a way to communicate and produce positive feelings among people. When a positive bond is created, people will be more spontaneous, express their emotions more, and there are fewer disappointments and disagreements.
All people learn how to laugh as babies. However, as you grow up, it can be harder to find things that humor you. Life’s challenges could make it hard or you might not feel like laughing because of one thing or another. Sometimes you have to make an effort to laugh during the tough times. Easier said than done, right? Try bringing humor into your day by completing small tasks, such as renting a funny movie, reading a funny book, or watching a funny television show. Every Sunday, your newspaper has a section dedicated to making you laugh, so why not check it out? Also, take a walk down memory lane and remember the hilarious moments of when things didn’t go right. Keep up to date on good jokes and stories, or play with a pet or children. Finding laughter in your everyday life can be trying, but take the time to do fun activities with your family and friends. Be silly and goof around. Once you start laughing, you’ll recognize the many benefits. After all, Charlie Chaplin once said, “A day without laughter is a day wasted.”


TORONTO – As Canadian kids prepare to head back to school, there’s a growing movement gaining traction across the country that involves students learning their lessons at home and doing their homework at school.
It’s called the “flipped classroom” – students watch an online video of a lesson as homework, and then work on problems during class time.
The method is becoming more prominent as technology in schools allows for videos to be accessed easily, either on custom-made sites, on YouTube or downloaded to a device.
A high school in Newmarket, Ont. – Sir William Mulock Secondary School – is making the leap. Colloquially, they call it a “Bring-Your-Own-Device” school where every student has to have a laptop or tablet to be able to use the technology.
That technology has allowed teachers to flip their classrooms.
Donna Green, a math teacher at the school, flipped her Grade 10 academic math class in the second semester. She uses technology that captures video of her computer screen along with her voice as she progresses through a lesson.
The videos are usually shorter than in-class lectures, she says, because there are no disruptions.
“What I like about it is I am spending more time with the students than up at the board,” Green says.
“What I don’t like is when they are watching the video (at home) and they have an immediate question, there is no one to ask.”
Green tries to mitigate that problem by getting the students to write their questions down, and she goes over those questions first thing in class the next day.
Despite some of the drawbacks – most of the criticism has centred on the fact that low-income students may not have access to the technology required – Green and other teachers argue that flipped classrooms are better for the students.
There’s some evidence to back up their opinion. A high school in Michigan, one of the worst academic performers in the state, flipped every classroom in 2011, and saw failure rates decline significantly while graduation rates soared.
Green and her colleague, Amanda Belanger, surveyed their students in Newmarket through an online questionnaire about the new style. Two-thirds said they preferred it to the traditional “chalk-and-talk” method.
The results, Green says, show students like the ability to watch the videos at their own pace – they can pause, rewind and review them if they’re puzzled.
Then they apply what they’ve learned from the video lessons to problems that they work through in class.
“When we assigned homework before, the deeper problems were the stuff they weren’t finishing at home because they didn’t know how to do it,” she says. “Now they’re finishing that at school, and we can help because we’re around.”
Math and science are natural fits for the method, but Green’s colleague, Derrick Schellenberg, uses it in his English class sometimes too.
He employed it, for example, when teaching the 12 stages of the so-called quest pattern in mythology.
“They would watch the video ahead of time and then we would deconstruct the idea in class; then we would apply it to a film or short story or a book or a play,” he says.
An important facet to the flipped classroom, both Green and Schellenberg say, is asking questions at the end of class to ensure all the students understand the lessons and the subsequent in-class homework. The teachers then immediately compile and tabulate the responses electronically.
“What’s great is I’ve immediately got a spreadsheet with 30 students, and I can go through them quickly and I can find the students who didn’t get the question rather than wait for a test to find out who’s struggling,” Schellenberg says.
Donna Feledichuk, a University of Alberta professor who researches teaching methods, recently turned her attention to an economics class at the school that taught traditionally in one semester, then used the flipped method in the second semester – with the same content and the same instructor.
Feledichuk was trying to understand why international students in the class were lagging significantly behind their Canadian counterparts. In the flipped classroom, there was an overall increase of 11.4 per cent in the final grade compared to the traditional class.
As a side benefit, she notes, attendance increased to nearly 90 per cent from 65 per cent.
She says students can pick up the theory much easier via the flipped classroom.
“We get these big gaps in ability because some kids get it right away, but most students need more than one or two examples to understand a subject – many need more than seven,” she says.
“You don’t do that many in a traditional classroom, but you do in a flipped classroom. There seems to be a real benefit to students teaching this way.”


T IS FREQUENTLY argued that the Council of Trent, as part of the Counter-Reformation, sought to universalize Roman liturgical practices. In the case of the Missale Romanum, this seems clearly to be the case, as the missal of Pius V was formulated to take the place of any missal not in use for two-hundred years or more. Whether this universalizing tendency is true, also, of the marriage rite is less clear.
Matrimony has always been celebrated with greater leeway for adaptation than other Sacraments, largely on account of its pre-Christian history as a purely domestic and civil affair. For certain, Trent decreed that marriage is a Sacrament and that it must be celebrated in church, in the presence of a priest. But Trent also left room for local adaptation (“earnestly” 1 so).
The marriage formula contained in the Missale Romanum of 1570 is so bare that the austerity, itself, almost implies that it was meant to be the bare minimum to which local customs would be added. Notably, the Rituale Romanum was not published until 1614, nearly half a century after the Missale Romanum of the same council had been promulgated. During those intervening years, all that was provided was a Mass formulary in the 1570 missal. Even after the publication of the Rituale, “one must doubt that it was ever intended to be used as it stood.” 2 Evidence shows, in fact, that local customs continued to be used in the period before the Rituale was published and even afterward, up until the late nineteenth century. 3 In the case of the marriage rites, therefore, it seems that the major force in the standardization of the liturgy was not so much the Council of Trent as it was the influence of later Ultramontanism.
The praenotanda of the 1969 marriage ritual that emerged from the reforms of the Second Vatican Council is unlike any of the rituals that preceded it, and there are two developments that are particularly interesting. First, the 1969 ritual stresses the opportunity for making adaptations to the rite even more strongly than had Tametsi, Trent’s decree on matrimonial law. Whereas Tametsi gave vehement encouragement to retain local customs, the Vatican II ritual takes it a step further, making allowance for customs to be added, altered, or even omitted from the rite.
The 1969 ritual provides for the addition of material that would supplement the formularies of the questioning and the consent (praenotanda, article 13), as well as the option of crowning or veiling the bride (15). It further permits the inclusion of customs from cultures in missionary lands, saying that “whatever is good and is not indissolubly bound up with superstition and error” should be “sympathetically considered” (16). In terms of alteration, the 1969 ritual permits the adaptation of the questions before the consent and even the vows, themselves (13). Additionally permitted is the rearrangement of various parts of the marriage liturgy (14). As regards the possibility of omissions, the ritual grants permission to eliminate the joining of hands or the blessing and exchange of rings, if they are not in conformity with the practice of the people (15). Perhaps most dramatically, it affords to conferences of bishops the prerogative of preparing an entirely new rite of marriage, insisting only on the exchange of consent before the priest and the giving of the nuptial blessing as necessary conditions (17).
These various allowances show a clear stress on the possibilities of adaptation. One of these allowances, however, is unlike the others, namely the permission to incorporate the crowning or veiling of the bride into the ceremony (15). What is unique about this permission is that the crowning constitutes in another rite the form of the Sacrament. The bridal veiling has a long history in the Western rites, but the crowning in most of the Eastern tradition is understood to constitute the Sacrament.
The second significant development of the marriage rite promulgated following the Second Vatican Council is the special consideration it gives toward non-Catholics and non-practicing Catholics. To begin with, different forms of the ritual are provided for cases wherein one of the parties is a non-Catholic Christian or even unbaptized. Still more, the praenotanda give pastoral advice for occasions when non-Catholics and non-practicing Catholics might be among the congregation. The introduction advises priests in this way:
Show special consideration for those who take part in liturgical celebrations or hear the Gospel only on the occasion of a wedding, either because they are not Catholics or because they are Catholics who rarely if ever take part in the Eucharist or who apparently have lost their faith. Priests after all are ministers of Christ’s Gospel to everyone (9).
These instructions are an open admission of the post-Christendom situation of the Western Church. This admonishment to the priest also shows evidence of a ritual that has become self-aware of its historical development. Originally the purview of families in secular celebrations, the marriage rites were gradually subsumed into the sacramental authority of the Church. It is an unsurprising result, therefore, that weddings later grew to be occasions on which non-practicing Catholics and non-believers would frequently be present in church. In this pastoral encouragement of the 1969 ritual, we find an acknowledgment of new realities in the modern age.
NOTES FROM THIS ARTICLE:
1 Vehementer, as it appears in Trent, session 24, chapter 1.
2 Mark Searle & Kenneth Stevenson, Documents of the Marriage Liturgy (Collegeville, MN: Liturgical Press, 1992), 184.
3 Kenneth Stevenson, To Join Together: The Rite of Marriage (New York: Pueblo Publishing, 1987), 100.


‘ENFANTS LUMINOUS’: 21ST CENTURY CHILDREN
Excerpt: narrative for developing the label of quality for children-focused museums
The voices calling out about the unsustainability of human civilization have grown much stronger in last years, children among them calling the loudest. They cannot be ignored any more.
Alberto Villoldo, a psychologist and anthropologist, trained in the medical practices of the Inkas, joins in the general tenor of voices by describing the early 21st century as a time of global challenge: recent humankind, is not able to use its talents and power to ward off the massive damages of Earth’s eco-systems, which is becoming a serious threat to humankind as a whole.
Villoldo uses a very metaphorical language, referencing mythology and the lyrical invocation of the muses, rather than the formal and verbatim tone of most of the modern scientists. This unusual choice of style also marks the core of his analysis: Humankind is currently trapped in a predatory and destructive dogma which ‘passes the furtive costs onto future generations and expresses itself in our economic, political, social, and educational systems.’
For him, the current era marks an era of change, holding the potential for next generations to create a new, sustainable self-concept. Villoldo provides a figurative illustration of qualities needed to reach this positive shift, the Homo Luminous. The children born today, are already part of this ‘enlightened generation’ whose different mindset might allow them to make the needed changes happen. Villoldo describes his Homo Luminous as more intuitive, empathetic, and capable of networked thinking and accessing currently unused cognitive potential and as such will be able to find new ways for life.
Today`s children, who already embody these skills, are the natural leaders of this change in his narrative. Therefore, he is calling adults for a shift of perspective, opening up our eyes for talents and views of children growing up today, talents we do not necessarily possess ourselves, and ideas we are not able to imagine.
A Letter to 21st Century Children
Another “prophet” of these days, Yuval Noah Harari, also talks about the transition of Homo Sapiens into a new life form. The historian mapping “the history of the human future” who sells millions of books worldwide, describes his vision of a new humanity as a Homo Deus: a human being, who uses powers previously only attributed to God(s).
In one of Yuval Noah Harari’s books there is a letter he wrote to children about what they can expect from the future and how they shall get ready for this:
‘The best advice I could give a fifteen-year-old stuck in an outdated school somewhere in Mexico, India or Alabama is: don’t rely on the adults too much. Most of them mean well, but they just don’t understand the world. In the past, it was a relatively safe bet to follow the adults, because they knew the world quite well, and the world changed slowly. But the twenty-first century is different. Due to the growing pace of change you can never be certain whether what the adults are telling you is timeless wisdom or outdated bias.
[…] Technology isn’t bad. If you know what you want in life, technology can help you get it. But if you don’t know what you want in life, it will be all too easy for technology to shape your aims for you and take control of your life. […]
[…] Should you rely on yourself, then? … The voice we hear in our heads was never trustworthy, because it always reflected state propaganda, ideological brainwashing and commercial advertisement, not to mention biochemical bugs. As biotechnology and machine learning improve, it will become easier to manipulate people’s deepest emotions and desires, and it will become more dangerous than ever to just follow your heart. […] To know what you are, and what you want from life … know thyself. For thousands of years philosophers and prophets have urged people to know themselves. But this advice was never more urgent than in the twenty-first century. The algorithms are watching you right now. They are watching where you go, what you buy, who you meet. Soon they will monitor all your steps, all your breaths, all your heartbeats. And once these algorithms know you better thank you can know yourself; they could control and manipulate you, and you won’t be able to do much about it. You will live in the matrix, or in The Truman Show.
[…] and if, however, you want to retain some control of your personal existence and of the future of life, you have to run faster than the algorithms and the government and get to know yourself before they do. To run fast, don’t take too much luggage with you. Leave all your illusions behind. They are very heavy’.
In this radical letter, Harari outlines some major social threats and challenges of 21st century. Therefore it is not surprising that his advice for the upcoming generation shows strong parallels to instructions provided to heroes in old legends before setting on their heroic journey: he encourages young ones to know themselves, which can be interpreted as personal development and integrity, and he also warns them against “taking too much luggage”. He encourages them to understand oneself as an “operational system” and also to understand “the operational systems” of globalized enterprises.
Can we imagine that museums can support children of the 21st century in packing light and efficiently for their heroic journey following distant signs of new humanity?
There are already well-articulated cue words and phrases marking the requirements for skills and competencies. The following is a non-exhaustive list of key-elements serving as indicators of what 21st century education should provide : active learning, critical thinking, making responsible decisions, problem solving, scanning multiple domains, self-reliance, effective communication, taking creative action, work with complex ideas, teamwork and cooperation, keeping pace with technology, media literacy, informational literacy, digital literacy, civic literacy, creativity, content creation and understanding, metacognitive skills, failing forward, personalised learning, life-long learning, articulating opinions, collaboration, innovative capacity, creative spirit, divergent thinking, enthusiastic experimenting, breaking new ground, envisioning strategies, ICT skills, social and cross-cultural skills, emotional resilience and empathy, the ability to self-govern, adaptability, making sense out of significant and complex global issues, entrepreneurial thinking, questioning conventional wisdom, imagining new scenarios, recognising and acting on opportunities, inventive thinking.
If the ‘curriculum development has not kept pace with current expectations about learning’, what are these expectations founded on, what do they reflect upon in society?
“The world of the nineteenth and twentieth centuries, which needed armies of men and women in factories, demonstrations, and battlefields, is dying inevitably”, wrote Erich Fromm, psychologist and philosopher already in the 1950s.
It is becoming unjustifiable to raise children as obedient system upholder, as our parents and teachers did. By realistic assumptions, in 10 years up to 40% of jobs will cease to exist. These people’s skills will no longer be needed.
These realistic assumptions mean serious threats for those ‘who inadvertently shift the center of their lives to forces over which they feel no power, and thus flee from freedom and personal responsibility. […]’that means to the vast majority of society educated to work in armies for factories, hospitals, offices and shopping malls. “[…] Man stopped looking for the ultimate purpose of life in himself and made himself an instrument serving the economic machine he made with his own hands. We are concerned about efficiency and success instead of our happiness and mental growth.”
This approach to humanity and education is both unsustainable and unsatisfying on multiple levels.
The crumbling of the growth-ideology is vividly expressed by the omnipresent urge to transform contemporary education. Education holds the potential to support this re-orientation of humankind, by encouraging the next generations to create new ways to respond to its ultimate needs.
To correct this ideological stray of last decades requires complete rethinking, reimagining the role of humans in the world, as possessors of unique powers fuelled by creativity and technology, which are capable of systematically transforming Earth like no other species.
Cultural institutions as a key player of 21st century education
Museums, arisen and nurtured by a compound of human existential coping mechanisms, have a much better starting position as platforms to prepare children to live and work in rigid systems of centralized power, than schools, with their operational policies developed in the 19th century.
Furthermore, the key elements of innovative pedagogy can be very often associated with arts and culture: learning through direct experience, holistic experiencing, flow, freedom, strong emotional involvement, and storytelling. Cultural institutions are competent to combine these elements into one complex educational structure, appealing to all senses and providing an applied learning context.
Hence, museums have an unmatched advantage to play this crucial role for the education of „Enfants Luminous“, making it their duty to serve society by living up to their potential as 21st century learning hubs.
 Yuval Noah Harari: 21 Lessons for the 21st Century, Jonatan Cape, London, 2018  The list isn’t exhaustive and doesn’t prioritize and structerize the skills and comptentencies.  Erich Fromm: Psychoanalyses and Religion, Yale University Press, 1959  Erich Fromm: Psychoanalyses and Religion, Yale University Press, 1959  Erich Fromm: Psychoanalyses and Religion, Yale University Press, 1959
-Tereza Dobiasova, January 2020
21st CENTURY CHILDREN PROJECT
The over-all objective of this project, which is generously supported by the Creative Europe programme of the European Union, is to showcase and to tackle the potential of the unique quality and character of children-oriented museums for benefiting society as future-oriented, 21st Century learning spots.
Actions of the project:
- Unite stake holders of the field to create a global mission & quality standards
- Create a global brand and marketing tools for the sector
- Map the sector and provide capacity building tools and content for professional development


Ball Python Genetics
Some aspects of an animal are determined by their environment, their experiences, their diet, or even accidents (perhaps during development) but many are determined by their genes.
With few exceptions, genes are found in pairs, with one member of each pair inherited from mom and the other from dad. There are a great number of different genes doing a great number of different things. Every now and then a mutation happens that changes what one of those genes does in such a way as to make a different (“mutant”) looking animal. With the huge number of ball pythons exported from their native Africa each year (as many as 150, 000 some years) we have had the opportunity to discover quite a variety of mutant genes. We then breed these odd looking animals in captivity to confirm if the odd appearance is genetically reproducible and if so how it works and how it might combine with other mutant genes.
A few basic terms are helpful to describe the possible inheritance of an unusual ball python appearance:
Phenotype: The appearance type of an animal. Ball python phenotypes include normal/wild type (which can vary a lot), albino, pastel, super pastel, spider, and many many more. The phenotype doesn’t always tell you about an animal’s genes and in some cases some recognized phenotypes might not even have a genetic cause. For example, the recognizable classic jungle appearance might be caused by incubation environment — or it might be complex genetics we just haven’t figured out yet.
Genotype: The gene type of an animal with respect to one or more known genes. Remember that genes come in pairs (except for gender genes of the mismatched sex – females in snakes). One copy of each gene comes from each parent. We really only know ball python genes with respect to the mutations we have identified so far. As far as we know, there are only two versions of the gene at the location we refer to as the “albino locus” – albino mutant and normal for the albino gene (without the albino mutation). Depending on which version of this gene a baby ball python gets from each of it’s parents it has three possible genotypes for the albino locus – homozygous normal (two normal for albino copies), heterozygous albino (one normal and one albino mutant copy of the gene), or homozygous mutant (an albino mutant copy of the gene from each parent).
The genotype can be expanded to also include other gene locations, for example an axanthic gene. A double het for snowball python is both heterozygous for the albino gene (one albino and one normal for albino gene at the albino locus) and heterozygous for axanthic (one axanthic and one normal for axanthic gene at the separate axanthic locus).
Mutation Type: The third important concept for understanding ball python mutations is classifying the interaction between genotype (the genes) and the phenotype (the appearance). There are three basic categories of mutation types.
With recessive mutations (albino for example) just one normal copy of the gene is enough to compensate for one mutant copy of the gene. In a heterozygous albino the one normal for albino gene inherited from one of the parents covers the one albino copy of the gene from the other parent and makes the “het” albino look normal.
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Google Mail or Gmail is commonly used to create social media accounts or other applications.
How to create an account at this time is also quite easy, only requires personal data in the form of name to place of birth date.
Do not forget also for the password that is only known by one person who created the account so that access is safe.
However, as technology becomes more sophisticated, accounts are easy to hack, so we need to create secure passwords .
If you have already created a password which is a personal name and number, you need to change it.
There is a way to change gmail password which can be done directly on smartphones and desktops.
Change Gmail Password on Smartphone
This method can be done in the Google Discover and Gmail applications directly.
If on Gmail , you can immediately click settings and choose your Gmail account or the one you want to change the password for .
After that, select the Manage Google Account menu and you will be redirected to the home menu.
Swipe to view the Security menu and scroll down to the Password menu under Signing in to Google.
You need to verify yourself first before changing the password .
How to verify it is only by logging in with the old password .
After the new verification, you can change the Gmail password .
Change Gmail Password on Desktop
Changing the password on the desktop is more or less the same as on a smartphone.
Open the Gmail website on your laptop or computer browser and click on the Gmail account profile located in the top right corner.
Just click the circle icon with your first letter in capital letters and click Manage Google Account.
And do it the same way on a smartphone.


Introducing DLS List of Online Courses
Featured Dictionary - Gojri
Gojri is one of the ancient Indian languages belonging to the central group of Indo-Aryan languages. It was a well-developed and official language in the 'Golden period of Indian History' i.e., 600-1400 A.D., spoken in Northwest India. Check it out here.


Believed to had arrived to the Balearic Islands in the 1200's, the Majorcan cattle dog Ca de Bou looked very different before the 1700's, when the British introduced their bulldogs and mastiffs to the region. Originally, two types of the Ca de Bou existed, these being the bully and the shepherd varieties, but over the years the bully type became the favored one. Numerous crosses were made intended to create a superior bull-baiting and fighting dog, resulting in a somewhat standardized mastiff-type Ca de Bou which survived until the 1900's, when the baiting sports started to lose their appeal and the breed became a farm dog and a property guardian.
By the time the breed was recognized in the 1960's, there was only a handful of pure dogs to be found in Mallorca. A revival program was started in the 1970's, successfully increasing the number of these beautiful Majorca Bulldogs through a series of crosses between the pure and non-pure specimens, as well as controlled inbreeding. The English Mastiff, Bullmastiff and even Rottweiler and American Bulldog are rumored to had been employed in some lines, but these claims haven't been confirmed. The only outside breed that was "officially" used in the re-creation is the Ca de Bestiar, seeing how these two breeds have some common ancestry. However, since the bully type is the preferred one, not a lot of modern Ca de Bou examples reflect the Ca de Bestiar heritage.
Today, the Ca de Bou is becoming an increasingly popular breed, due to its friendly and playful personality. A loyal and lovely family dog, this is an immensely powerful breed, full of courage and drive, making it an excellent watchdog. The traces of its fighting past can still be found in its aggressiveness towards dogs, which is why proper socialization from an early age is crucial. Large-headed, wide-chested and strongly-boned, the Ca de Bou is a very handsome and impressive Molosser. While the cropping of ears and docking of tails was sometimes done in the past, modern dogs are left in their natural state.
The short coat is hard and smooth, preferably yellow, lion-golden or tan in color, but fawn, brown, brindle and black dogs aren't uncommon. Black mask is preferred, although not obligatory. Even though black-n-tan and piebald dogs exist, they aren't valued by the breed purists, but small white markings are acceptable. The average height is around 23 inches.


Chewing is a natural behavior for dogs. They chew to explore. New textures and smells are intriguing and even educational to them. Without your guidance, though, your pet won’t realize the difference between your best handbag and soggy old rawhide. Fortunately, you can break chewing in a few simple steps.
Items you will need
- Chew toy selection
- Food treats
Remove the temptation. Chewing is easier to prevent than to cure, so make sure anything you don’t want chewed is out of reach. This reduces your chances of becoming upset with the dog during the housebreaking stage. It also makes it easier for him to succeed.
Put the dog on a leash when he's out of his basket, crate or room, especially when housebreaking a pup. Puppies are always learning, so it’s useful to have the safety of physical restraint until they know the rules. If the pup heads toward a table leg, TV remote or cushion, gently restrain him and give the command "no."
Remove the leash and put the dog back in his basket, crate or room. Put some chew toys in with the dog. When in isolation, he will have only the option of appropriate chewing. By familiarizing your dog with these toys, you increase his chances of success when training him to make the right choice.
Encourage appropriate chewing. Dogs need to chew, especially when teething, so it’s pointless hoping to prevent all chewing. Give the dog a selection of chew toys and, as soon as he expresses an interest in one of them, issue verbal encouragement, such as “good boy!” This creates a positive association with chewing appropriate items. Use toys that are easily distinguished from inappropriate items. It’s tempting to give him an old shoe, but this may confuse the dog into thinking any shoe is OK to chew on.
Reintroduce the temptation. This is the tricky part, so be on hand to supervise. Put down an “illegal” object -- such as a bag, shoe or any item your dog has previously chewed -- near a chew toy. If the dog goes straight for the chew toy, issue praise to further reinforce the positive association with appropriate chewing. If he goes for the illegal item, distract him by calling his name.
Distract the dog to correct relapses. Some items, such as table legs and cupboard doors can’t be removed from the dog’s environment; as your dog continues to learn, he may make mistakes. Use this trick during training and to prevent future indiscretions. If the dog is chewing or even looks like he might chew inappropriately, call his name in a positive and friendly manner. There is no need to yell; just divert his attention to you.
Reward the dog as soon as he turns his focus to you. As his owner, you’ll know what motivates him. Some dogs love a food treat, while others can’t get enough of that mucky old tennis ball.
- Don't give your dog permanent access to chew toys. This may cause him to get used to chewing all the time, meaning he may turn to inappropriate objects after finishing a chew toy.
- Dog with Treat image by T^i^ from Fotolia.com


According to a new study by Rutgers University, “Learning new cognitive skills can help reduce overwhelming negative thoughts”. So said Dr Caroline Leaf, communication pathologist and self-titled cognitive neuroscientist. She also advised that “Intentionally bringing those rogue thoughts under control is essential to mind health! And learn something new every day – develop your mind!”
So … negative thoughts are what, like an evil spy organisation, running around causing wanton destruction, overwhelming your capacity to function?
If that’s the case, then new cognitive skills must be like Tom Cruise, running, jumping, shooting and kicking their way through the negative thoughts, saving the world and getting the girl.
It’s a popular concept. As I discussed in my previous post, the power of positive thinking is culturally sanctioned Western folk psychology. We implicitly accept the idea that we have to harness positive thoughts and stop negative thoughts if we’re to overcome life’s obstacles.
However, the only rogue notions here are Dr Leaf’s.
Dr Leaf’s post sounds authoritative and sciency, but is nothing else. It’s vague, and with a bit of deeper palpation, it’s actually wrong.
Dr Leaf has gone back to her bad habit of obfuscating her references, maybe because she’s getting lost in her own hubris, or more likely, it’s much easier for her audience to see that she’s just cut-and-pasted the opening by-line of a press release again if she actually disclosed her source.
In fact, the article is about a study from Rutgers which studied two behavioural interventions (not cognitive ones), a form of mindfulness meditation and aerobic exercise. The original publication is in the journal Translational Psychiatry , if you want to check it out for yourself. This article isn’t about learning cognitive skills at all. Exercise and mindfulness meditation are tried and true behavioural methods of improving mood disorders like depression, which the authors combined to assess the benefit or otherwise. Neither intervention involved challenging or fighting thoughts, or suppressing ‘negative’ thoughts, or “intentionally bringing those rogue thoughts under control”.
Indeed, the mindfulness meditation used involves “the practice of attending to the present moment and allowing thoughts and emotions to pass without judgment.”  Mindfulness doesn’t try to control anything. Rather than supporting Dr Leaf’s declaration that intentionally bringing thoughts under control is essential to mind health, this study contradicts it.
Cutting and pasting doesn’t make you an expert. It’s easy to take a sciency-sounding tag line and put it in a pretty little graphic. Everyone does it. 90% of Instagram and Facebook posts these days are faux-authoritative pseudo-science memes that aren’t worth the bytes they’re made of.
Junk science is like junk food. If that’s all you consume, then you eventually become an intellectual blob of lard, stuffed full of mistruths and logical fallacies, and incapable of understanding scientific truth for yourself. Dr Leaf’s audience deserves better than junk science and it’s about time that Dr Leaf stopped pretending to be an expert, and started acting like one.
 Alderman BL, Olson RL, Brush CJ, Shors TJ. MAP training: combining meditation and aerobic exercise reduces depression and rumination while enhancing synchronized brain activity. Transl Psychiatry 2016;6:e726.
I’d say you sure seem to be so against Dr. Caroline Leaf. I’ve no clue who you are or what title you have, but you should stop putting so much energy into criticizing what she says. Not everyone agrees with what people say. For those I don’t agree with, I don’t bother “following” them on social media then write “posts” about them. You should consider how it makes you look. I don’t agree with what you say here and there, but am I gonna go write posts about it? No. Why? because I’d rather not waste my time on you but spend it by doing something else.
If you don’t agree with her, then don’t mind her. How about posting something worthwhile reading? hmm?
Dear Dr Cee,
I appreciate your candid views, though I couldn’t help but notice how your comment is just dripping with irony. If you think criticising me for being critical is a valid criticism, then be my guest.
I understand some people will find my ongoing critique of Dr Leaf distasteful, and they will judge me accordingly, but there are many others that are very appreciative and supportive.
But honestly, public perception as a guide or motivation is fundamentally flawed. The tide of public opinion changes, well, like the tide. I write to provide a counter argument to Dr Leaf’s unscientific and unscriptural teaching, and to hold her to some level of accountability. I think you’d see that if you reviewed the entire body of my work rather than making a snap judgement based on one post.
For the record, I have posted a number of articles completely unrelated to Dr Leaf. Since your approach to my work is closed-minded and judgmental, I doubt you would find them ‘worth reading’, but you’re more than welcome to peruse them if you wish.
All the best to you.


What is Experiential Learning?
Experiential Learning Programs allow students a chance to apply knowledge and information acquired from their academic program and is valuable for student development and career marketability. This is a way for students to “try out” a career before making a full-time commitment.
Types of Experiential Learning include:
Community Work Study
Cooperative Education (CoOp)
Additional benefits are the ability to learn interpersonal skills such as:
Students who participate in experiential learning:
Can earn while they learn
Are less apt to drop out of school
Are more likely to be hired upon graduation
Generally have a higher starting salary
Generally advance more quickly in their careers


Ocean acidification refers to decrease of the pH of the oceans, due to the increased intake of carbon dioxide from the atmosphere. Due to the release of carbon dioxide by human activity, the increased acidity of the oceans could cause some marine life, such as coral and plankton, to lose their external calcium carbonate skeletons. The ocean surface pH is believed to have been reduced from 8.25 to about 8.14 between 1751 and 2004. Studies indicate the pH could drop by a further 0.14 to 0.35 units by 2100.
Carbonate buffering system
Carbon dioxide (CO2) combines with water (H2O) to form carbonic acid (H2CO3). Carbonic acid can then lose a hydrogen ion (H+) to form the negatively charged bicarbonate ion (HCO3–). The bicarbonate can lose its hydrogen ion as well, though it does so less readily than carbonic acid. When the bicarbonate ion loses its hydrogen ion, it forms the double-charged negative carbonate ion (CO32–), some of which combines with calcium ions to form calcium carbonate (CaCO3). Some of the calcium carbonate is precipitated and deposited on the seafloor, which can cycle back into the ocean by dissolving at depth.
In a process called buffering, chemical reactions involving carbonate changes the pH of the ocean. Buffering protects the ocean from getting too basic. If the pH of the ocean increases (becomes too basic), it causes H2CO3 to release H+ and the pH drops. If the pH of the ocean decreases (becomes too acidic), HCO3– combines with H+ to remove it, causing the pH to rise. Buffering maintains the pH of the ocean at an average of 8.1 with little variation over time.
Studies indicate the slow process cannot offset the rapid acidification from carbon dioxide absorption.
- Caldeira K. and Wickett M. J. (2003) Anthropogenic carbon and ocean pH . Nature 425 Page 365


🦃 Smart Start Week 11
Week 11 was all things turkeys and Thanksgiving!
On Monday, we talked about how settlers crossed the ocean in search of a new home in a new land. We cut out our own pilgrims and gave them some familiar faces. While we cut and glued, we talked about how the pilgrims were helped by Native Americans who taught them about things to grow and animals to hunt. We asked, "Would you like to eat turkey, deer or rabbit?" They voted for pizza!
We practiced counting with the rhyme "5 Fat Turkeys"...
we spent lots of time reading...
and we practiced writing our names!
On Wednesday, we noticed that our pumpkin friend Zigzag was looking a little...different. We started the day with some exploration. We noticed that Zigzag had gotten wrinkly, crinkly and squishy. We also observed some spots that were new colors and something fuzzy inside! We talked about how plants decompose and asked the students where they thought we should put Zigzag. They agreed that he should go to the woods so he can decompose and feed other plants and animals. We love these moments!
During Circle Time, we learned about turkeys and their fascinating faces! We learned some new words like wattle, snood and caruncle!
We like to talk about what grows when. During Snack Time, Mrs. Debbie told us about pomegranates! Pomegranates only ripen in warmer climates. They are in season starting in October and are usually available fresh through December. We cut it open and everyone was amazed by the color and little "jelly beans" inside.
In Atelier, we started on a turkey mosaic, worked with beads and baked lots of yummy Thanksgiving treats at the play dough station.
More Wednesday fun...
As students arrived on Friday, we finished up our turkey mosaics with hand print turkeys. There were lots of giggles because having your hand painted tickles!
We also visited Mrs. Debbie's glasses shop, experimented with balance and played hopscotch!
It wouldn't be Thanksgiving week without making some turkeys! We could not be happier with the improvement in our students' scissor skills! We asked them to make small cuts to create feathers. They excelled that this very precise movement!
As we prepare to celebrate Thanksgiving, we want you to know that we are tremendously thankful for our Smart Start students and families! We hope your holiday is filled with family, friends, food and loads of love!


Question 12 Direct costs pertain to costs that: a
are traceable to a cost object. b. are not traceable to a cost object. c. are commonly incurred. d. are variable costs.
Question 13 Product costs are inventoried and treated as assets until: a. the next accounting period. b. related liabilities no longer exist. c. the period in which the products they relate to are sold. d. none of these.
Question 14 An example of a cost that is likely to have a direct relationship with products being manufactured: a. sales force salaries. b. depreciation of production equipment. c. salaries of production supervisors. d. production labor costs.
The exception is: offer and acceptance
Question 15 The contribution margin format income statement is organized by: a. responsibility centers. b. functional classifications. c. sales territories. d. cost behavior classifications. Question 16 Common costs pertain to costs that: a. are directly traceable to a cost object payday loans LA. b. are not directly traceable to a cost object. c. are commonly incurred. d. are direct costs.
Question 17 The three components of product costs are: a. direct material, supervisor salaries, selling expenses. b. direct labor, manufacturing overhead, indirect material. c. direct material, direct labor, manufacturing overhead. d. manufacturing overhead, indirect material, indirect labor.
A(n) __________ is a personal representative named by the court to perform as the executor would, in instances in which the deceased person has not left a will. judge administrator attorney agent
The law concerned with the unenforceable obligations that people have to one another is known as __________ law. country common constitutional moral
A private wrong that causes injury to physical well-being, property, or reputation of another person is called a(n): tort. crime. execution. misunderstanding.
The law allows for a certain amount of “sales talk,” or puffing, that is not considered as: undue influence. duress. fraudulent. misrepresentation.
All of the following are the characteristics that become the bases of product liability claims against manufacturers and sellers, EXCEPT: product flaw
The document that lists the general powers of a corporation is called the: memorandum of hierarchy. memorandum of association. articles of entrepreneurship. articles of incorporation.
The Uniform Commercial Code provides that when a merchant sells goods, he or she warrants that the goods will comply with the following requirements, EXCEPT: to pass without objection in the trade under the contract description. being unfit for the ordinary purposes for which such goods are sold. conforming with the promises or statements of fact made on the container or label. be adequately contained, packaged, and labeled as the agreement may require.
Patents, rights to drill for oil on someone’s land, and copyrights of creative works such as books are __________ possessions. special tangible inalienable intangible
The Securities Exchange Act of 1934 covers the trading of these same securities in the __________ market, defined as the place where one member of the public sells securities to another member of the public. primary secondary consumer labor
1.As mergers, acquisitions, and restructuring have increased in importance, agency theory has become more important in assessing whether: a. a stock repurchase should be undertaken. b. shareholder goals are truly being achieved by managers in the long run. c. managers are actually agents or only employees of the firm. d. managers and owners are actually the same people with the same interests.
2.Total asset turnover indicates the firm’s: a. liquidity. b. debt position. c. ability to use its assets to generate sales. d. profitability.
3.In developing data for accounts receivable for the pro forma balance sheet, the analyst is most likely to turn to the: a. pro forma income statement. b. cash budget. c. prior balance sheet. > d. statement of retained earnings.
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