Aberdeen harbour and the boat people, 1949
Scope and Contents
A series of thirty photographs taken by Douglas Moore in 1949, depicting views and aspects of the lives and conditions of the inhabitants of Hong Kong. The photographs were printed and mounted for an exhibition at the North Staffordshire Polytechnic in the 1980s. The average size of each print (inner mount measurement) is 290 mm x 360 mm. The photographs are each individually captioned on the reverse and are accompanied by Mr Moore’s introductory caption for the exhibition:
Hong Kong in 1949 was a small British colony on the south coast of China. The colony includes the island of Hong Kong and the peninsula opposite on the Chinese mainland. Both the island and the end of the peninsula belonged permanently to Great Britain but the rest of the peninsula known as the New Territories was leased by China to Britain under an agreement that ended in 1997.
The island capital is Victoria and on the mainland, across the harbour, is the city of Kowloon. This is the English spelling of the Chinese name of Kowlung (Nine Dragons) which comes from the twisted shapes of the many mountain peaks on the mainland. On the south side of the island is the fishing port of Aberdeen (named after the port in Scotland) with its great number of Chinese craft known as junks and sampans. The fishermen and their families nearly all live on the boats.
During the war between China and Japan in the 1930s Hong Kong became seriously overcrowded but when the Japanese occupied the colony in 1941 things became so difficult that many people returned to China and, as a result, only 750,000 were in Hong Kong when the war ended.
However, many Chinese returned again during the Civil War and Victoria and Kowloon became overcrowded with thousands living in squatters’ shacks outside the cities. The population rose at this time to between 3 and 4 million.
The photographs in this exhibition were taken at the time when these millions of extra people were pouring into the colony (i.e. 1949) and of course the Second World War had only been over for a few years. A look at Hong Kong today would show some great changes, especially if you were to compare an up to date picture of the harbour and Victoria with one of 61 years ago (number 1). However, I imagine that the boat people of Aberdeen still go fishing and live on their boats as they always did.
Conditions Governing Access
Unless restrictions apply, the collection is open for consultation by researchers using the Manuscripts Reading Room at Cambridge University Library. For further details on conditions governing access please contact firstname.lastname@example.org. Information about opening hours and obtaining a Cambridge University Library reader's ticket is available from the Library's website (www.lib.cam.ac.uk).
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Narcolepsy is indeed a sort of sleep disorder that effects a person in the form of a neurological defect. The persons suffering from narcolepsy do suffer many of the complications in their life as they actually get to sleep most of the daytime as sleep doesn’t usually occur according to the routine. This can create some high tremors as this narcolepsy highly effects a person especially during the time when he’s in work or struck in traffic etc. The extent of sleep period might actually be many ranging from seconds to hours.
However many reports did suggest that narcoleptic patients can hear the entire surrounding while they are asleep and the only problem with them is simply that they couldn’t get awake. This is something a weird nervous disorder which is actually associated with genetics. Some strong emotions can make you to fall asleep even and these emotions include both positive and negative ones.
1. Don’t Drive Especially During The Times Of Heavy Traffic:
This is something that every narcoleptic has to be quite careful with as driving cars or even other vehicles might get to pop out as fatal ones especially during the cases where there’ s some heavy traffic. During heavy traffic cases or at times when one get’s struck in traffic, there’s indeed a lot of chance to get sleepy and as the ones suffering from narcolepsy find sleep as a high involuntary act, driving at such cases might leave you on the road helpless.
This can even be the main cause for some accidents to happen at times. Hence it is highly advisable for all the individuals suffering from narcolepsy to reduce or avoid driving on the roads to the maximum possible extent to experience some of the better results, else neglecting this might even risk your life as well.
2. Reduce The Intake Of Coffee And Alcohol:
Coffee indeed has some high amounts of caffeine in it and it is proved that this compound isn’t highly beneficial to health and it has got many of the health disadvantages as well. However for a person suffering from narcolepsy, caffeine is something that is extremely fatal and this has to be stopped to the maximum possible extent. Caffeine has a tendency to reduce your sleep levels and further weakens the nervous system and increase the extent of the disease.
It is also a proved fact that narcolepsy can also lead to many of the other diseases such as high blood pressure etc. Consumption of alcohol also has many adverse effects on the narcoleptic patients and this is known to induce sound sleep which has to be reverses in those individuals. Hence it is highly recommended that the persons suffering from narcolepsy doesn’t consume alcohol and coffee and experience some better things as far as their sleep levels are concerned.
3. St.John’s Wort:
St.John’s Wort is actually a herb that is highly helpful in handling the cases of narcolepsy and promote the immunity system of an individual against narcolepsy. Hence it is recommended to all those individuals suffering from this disease.
4. Proper Diet:
It is highly recommended for all the persons suffering from narcolepsy to intake foods that are rich in vitamin D and vitamin B.
5. Country Mallow:
This herb is highly beneficial to the nervous system and is also proved to be extremely beneficial for narcoleptic patients.


One of the most interesting things about travelling or undertaking a journey is the high possibility of exposure, learning and discovery. Among the Igbos of south-eastern Nigeria, there is a proverb that says that “a traveller is far more intelligent than someone with grey hairs who does not travel out”. It is little wonder then that most great storytellers were great travellers. If we take time to look into some of the major discoveries in the world, we would still come to the conclusion that they came within the context of travels and journeys. In 1492, Christopher Columbus discovered the New World that is America while undertaking a journey with his crew aboard three ships: Nina, Pinta and Santa Maria. In 1497 the Portuguese explorer and navigator, Vasco da Gamma discovered the sea route to India from Europe while on an explorative journey. In 1796, the Scottish explorer, Mungo Park, discovered the Niger River during one of his journeys! We are also at home with the fiction Gulliver’s Travels and his great findings as represented in the novel by Jonathan Swift.
Today can be called “Emmaus Sunday” giving the centrality of that town in the gospel reading (Luke 24:13-35). Two of the disciples of our Lord Jesus Christ were undertaking a journey from Jerusalem to Emmaus. Now the number two is very functional both in Jewish and Christian traditions. It stands for completeness and productivity. In any legal suite two witnesses are needed. The number two also accommodates the duality that is so evident in the world for instance light and darkness, body and soul, physical and spiritual etc. In the gospel today we will see this duality representing faith and doubt, belief and unbelief.
Now the two disciples left Jerusalem, the city of Peace, to Emmaus which means “warm spring” after the “bizarre” news of the empty tomb. Their journey to Emmaus was not a joyful one. They left Jerusalem, the city of peace in utter confusion. There is an indication that peace eluded them. Now they were going into Emmaus the place of warm spring indicating that their faith had grown cold and they needed some warmth. They were vacillating between belief and unbelief. As they went along the way, they talked about the events surrounding the death and the resurrection of our Lord; in few words, they were preoccupied not with vain talks or gossips but with the affairs of the Lord.
At some point in the journey, the Lord appeared to them and inquired about the theme of their discussion. Here we come to understand that God is always interested in what we think and say; if you like what comes out of us ( Mark 7:15). God is interested in our conversations especially if they are directed at him. If they were talking about unproductive things the Lord would not have come to them. If they busied themselves with worthless issues, the Lord would not have attended to them. The psalmist would say: “Let the words of my mouth and the meditation of my heart be acceptable to you O Lord, my rock and my redeemer” (Psalm 19:14).
The two disciples were disappointed that our Lord, whom they described as a “stranger”, did not know what was currently making the news in the city. Cleopas, one of the two, began by giving an assessment of the situation concerning Jesus of Nazareth whom they considered to be a mighty prophet in indeed and word before God and the people who was crucified and buried and now some women in their group who went to the tomb said that his body cannot be found. They were disappointed because they believed that Jesus came to deliver his people, but now he cannot be found. From their statement one could see faith challenged by doubts and confusion. From their testimony one can clearly see that they believed in the person and mission of our Lord Jesus Christ but they failed to understand the meaning of the empty tomb.
Our Lord Jesus Christ rebuked them for their inattention to the scriptures concerning the Christ which included his suffering as well as his glorious resurrection. The scripture class continued until they entered the village where they were going. Our Lord was about leaving them when they begged him to stay with them for the night. Now this request brought about the next significant event. There can never be any better request than that of asking the Lord to stay with us. In fact by making the request they were simply reminding our Lord what he stands for or if you like his name; EMMANUEL: God with us (Isaiah 7:14; Matt. I: 23). Put in another way, they actually said: “God with us, stay with us”. The response to this request was positive. The Lord will never fail to come to those who invite him; those who sincerely love him and wish to stay with him (John 14:23).
During the stay with the Lord another important thing happened; of course staying with the Lord cannot be in vain. The Lord gradually moved from the scripture class which featured the explanation of the Word of God to the breaking of bread. It was at the point of the breaking of the bread that their eyes opened and they recognised the Lord, but he had vanished from their sight. The breaking of the bread as we see here has a direct link with the Sacrament of the Holy Eucharist. Their eyes were opened based on the understanding they had gained from the Word of God they heard and believed. Many days back, we saw what happened to Judas Iscariot at the breaking of break at the Upper Room. Instead of his eye opening it was closed by the entrance of the devil (John 13:27).
The true meaning of the journey to Emmaus consists in the experience of the two disciples we saw in the gospel reading. They were on a pilgrimage of faith in search of the Lord whom they believe will bring about the final liberation of the people as the messiah. In this search they found the Lord in the Word of God and in the breaking of bread. On the journey to Emmaus there was a translation from darkness to light, from confusion to clarity, from disquiet to peace, from lack of understanding to deeper understanding! Emmaus has to do with a transforming encounter with Jesus Christ that changes us from what we used to be into what God has designed for us. On the way to Emmaus we are given a direct access to Jesus Christ who comes to us to enlighten our minds. On the way to Emmaus we understand that the empty tomb is not a negative return but a highly positive and rewarding event.
Today we have our own Emmaus journey; a journey with transforming gains. In this journey we look forward to an encounter with Jesus Christ that will redirect our hearts and minds. An encounter that will fill us with the Word of God which will in turn make us to desire to stay with the Lord. An encounter that will open our eyes and to see the Lord as he really as we partake in the breaking of bread.
May the Emmaus journey bring about our own transforming encounter with our Lord Jesus Christ as he meets us at our points of need.
Have a blissful “Emmaus” Sunday.


Definition of the law of diminishing returns in English:
Used to refer to a point at which the level of profits or benefits gained is less than the amount of money or energy invested.
- The basis for the argument is the law of diminishing returns: As increasing amounts of a variable input are added, the returns per unit become less and less.
- The quest for perfect information demands the highest investment of time and money and ignores the law of diminishing returns.
- However, because of the law of diminishing returns, the way we've spent money on politics will change.
Definition of the law of diminishing returns in:
- US English dictionary
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Guru Nanak was the founder of the Sikh religion. He was the first of the ten Sikh religious gurus. Guru Nanak was born on 15th April 1469 at Rai-Bhoi-di Talwandi in Shekhupura district (Pakistan) now known as Nanakana Sahib. The Gurdwara representing the home of Baba Kalu (Guru Nanak’s Father) and Mata Tripta (Guru Nanak’s Mother) is called Gurdwara Janam Asthan. It is situated at Rai-Bhoi-di-Talwandi in district of Shekhupura, now Nanakana Sahib in Pakistan.
At the early age of five years, Guru Nanak became interested in spirituality. He was an astonishing child with coherent thinking from his early days. He was married in the year 1487 and was blessed with two sons but he could not connect himself to domestic life and left home in search of the truth.
After attaining enlightenment, Guru Nanak traveled extensively accompanied by Mardana and preached the Sikh faith and spent the rest of his life teaching, writing and traveling around the world to spread Sikhism. His first statement after his prophetic communion with God was “There is no Hindu, nor any Mussalman.”
Guru Nanak composed poetic verses in honor of Ik, Onkar, one creator. He was a great preacher and saint. He always preached liberal social practices. Guru Granth Sahib, the holy book of Sikhs contains the teachings of Guru Nanak. His preaching laid emphasis on oneness of God. He was against caste differences, idol worship, pseudo-religious beliefs and ritualism. He refers to God as his Enlightener and Teacher. His gospel was meant for all men. He proclaimed their equality in all respects.
Guru Nanak’s birthday is also known as Guru Nanak Jayanti. Birthdays of all the ten religious gurus of Sikhs are called Gurpurabs. The birth anniversary of Guru Nanak falls in the month of Kartik on Kartik Poornima (the day of full moon). According to Gregorian calendar, usually this festival is celebrated every year in the month of November. This year Guru Nanak’s birthday will be celebrated on 21st November.
On Guru Nanak’s birthday Sikhs visit Gurudwara in Shekhupura, Pakistan from various parts of the world. This Gurudwara in Shekhupura is now renowned as Nankana Sahib. A grand fair is held at Nankana Sahib. A huge number of Sikhs come to this shrine from all over the planet to celebrate the birthday of Guru Nanak.
Three weeks before Guru Nanak Jayanti, the ritual of Prabhat Pheri (morning procession) is followed. People participate in processions and chant shabads (hymns) and sing prayers. Two days prior to the festival Akhand Path (ceaseless recitation of the Guru Granth Sahib from beginning to end) begins. A team of Sikh men and women is involved in reading the Guru Granth Sahib. Each member of the team reads this Holy Scripture for 2-3 hours in two days. The path culminates on the Guru Nanak Jayanti. Then, Guru Granth Sahib is taken out in a procession on a float, beautifully adorned with flowers. Five people representing the original Panj Pyare (Five Beloved Ones) lead the processions carrying the Nishan Sahib (Sikh flag). Processions are followed by musicians, singers and martial arts demonstrating teams (especially Nihangs, the Sikh warriors). The main day gets a start early morning around 4 or 5 am with hymns followed by recitation of poems in Guru's praise and lectures on Sikhism. When praise and worship is completed, Karah Prasad (a sweet-tasting food made from semolina or wheat flour, sugar and ghee) is blessed and served. Fireworks may also be a part of the celebrations.
Golden Temple in Amritsar is the main attraction on this day. It is among the renowned holy places of Sikhs on the earth. People who reside in such areas where there is no Gurudwara in the proximity; organize Kirtans, Paths, Ardas and Langars at their homes. Guru Nanak’s birthday is celebrated by the Sikh community throughout the world with gaiety and gusto. It is amongst the most significant festivals of the Sikhs. For the followers of Guru Nanak, his birthday is a time to dedicate themselves once again for humanitarian pursuit.
As a kid, he loved to play war games with the other kids where he used to lead mock battles. He had many followers and admirers, and this list also included a Brahmin named Pandit Shiv Dutt. One of the interesting incidents of his childhood says that once, Patna’s Raja Fateh Chand and his Rani, who were a childless couple went o Pandit Shiv Dutt and asked for his blessings so that they can have a child. The Pandit suggested them that if an innocent kid like Govind Singh prayed to God, their wish would get fulfilled. So, the couple visited their palace and asked the kid to pray to God to bless a son just like him. Govind Singh smiled and said that there can be no other child like him so if she wished she could call him as her son. So, from that day onwards the Rani called him “Child God” (Bala Pritam). This name is also used today to refer this divine Guru.


XSS vulnerabilities (Cross-Site Scripting vulnerabilities) are often overshadowed by their big cousin, the infamous SQL Injection. This does not make them any less effective or deadly. XSS and SQL Injection attacks are similar in the way they inject malicious code. The difference is that an SQL attack, injects code into the target database whereas an XSS attack injects code into the target browser. In an XSS attack the hacker uses your website to inject code into your visitor’s browser.
Once a user is infected, the malicious code can do a variety of things. It can change the color scheme of the page the user is viewing. It can do more nasty things such as replacing images with pornographic content. Using the same techniques, links on the page may be re-written to point to malicious locations. Sometimes clicks can also be forced, simulating user action without his knowledge. Another popular XSS attack reads out the user’s cookie and transmits it to the hacker. This allows him to impersonate the user and hijack his session. If the user happens to be the system administrator, the hacker can take over the entire website.
In this video tutorial I demonstrate what an XSS attack is to show you how a hacker can use XSS vulnerabilities to hack into your website. I start the video by explaining the mechanisms of cross site scripting, and I proceed to demonstrate a number of pranks you can play on unsuspecting users. I also demonstrate how cookies can be stolen to hijack sessions and I take a peek into the vulnerable code that allows such attacks. I hope that this video will both entertaining and educational, and that by learning about XSS you can keep your own website safer.
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1. Go through 500's and 600's first semester and pull all tattered books. This is ongoing. To help with this process I have had my library paraprofessional create shelf labels so that it is easier to reshelve. In this way, we are able to clearly see where we need more resources. We have created space on every shelf so that we are able to display books and so that our library does not look so cluttered. We moved the primary "Welcome" non fiction books on shelves near our other non fiction and put them in Dewey order. This will help highlight these books for our primary students. I have also shown teachers many our our new books in the 500's and how beautifully they can be used to teach text features.
2. Replace with new editions and more current copyright dates. This is ongoing. I have especially purchased new materials for our second grade animal researchers. In our 600's section we have made some progress, but we probably need to do more. These books are used a lot. We have weeded damaged and old books in the 600's which will open this area up for some newer copyrights. In the 600's the car books, pet books and cook books are the most popular. Of these three, the car books are treated the roughest! I have replaced some but they are really expensive!
3. Increase the number of graphic novels and early chapter books. We have relabled our graphic novels and placed them in their own section. I continue to look for additional graphic novels, but there is lots more to be done in that area. We put the "You Wouldn't Want to Be...." books in with the Graphic Novels and their circulation is way up. Today, May 23, 2014, as I look at the shelves where our graphic novels live, they are full! The superhero books are showing lots of wear! As far as chapter books, we are in the process of creating an early chapter book section and shelving them at the end of our Easy section. I am hoping that we can get them labeled next year so that if we are looking for a title we can tell we have moved it to the Early Chapter Book section.
Goals for Circulation:
Grades K-3 will use book bags. My principal purchased book bags for grades K-3. This has been very successful. The students love their book bags and, other than a few getting lost, our books have traveled more safely.
Kindergarteners will take books home. Kindergarten students have been taking their books home. We have lost some.
Circulation improvement: During the 2012-2013 school year we had 26,357 check outs, during the 2013-2014 school year we have had 32,934. This is a 24.95% increase over last year. I am confident that our renewed emphasis on letting the younger students take their books home and allowing them more books per week helped in this matter.
2014-2015 School Year: 1. I am hoping to again purchase book bags for grades K-3. The book bags really get the students excited about library and they provide some safety for the books. 2. I plan to do more book talks and author studies. As I talk books the interest goes up. This is especially important for our chapter book readers. 3. I will continue growing our Golden Sower Book Club. This year I included the 4th graders and they were my largest group of participants. I am hoping that since they showed such great interest this year, more 5th graders will participate next year. 4. I want to understand the data better that I know I have at my fingertips. I think if I become better at understanding the reports and taking more time to analyze them, I will be able to develop better strategies to increase circulation.
Learning Statements: This year I provided learning statements and objectives for students prior to teaching. Here are two examples.
Skype at least one author. We did it! My 4th grade Golden Sower group skyped Caroline Starr Rose after they read her book, May B. It was a fantastic skype. The students wrote up questions in advance which I sent to her in an email. We only had a fifteen minute free skype so I wanted to be as efficient as possible. As it turned out, Caroline skyped well beyond her fifteen minutes and each student got to introduce themself to her. It was a fantastic experience!
Participate in the OPS's Golden Sower Competition. I chose not to. We continue to build our Golden Sower involvement. This year I invited 4th graders to join the group, along with our 5th and 6th graders. Each grade met separately and our 4th graders were SO excited to be a part of this club. Our principal purchased Golden Sower books for the club members. I chose three of the books for grade 4 and four of the books for members in grades 5 and 6. Beyond the books they are given to keep, they are encouraged to read the other Golden Sower books in our library. We are having a Golden Sower party on May 7. Rather than try to organize going to a district competition I am asking questions at the party and correct answers will go in a pot for drawings. All members read at least four books and so were able to participate in the voting process.
Create a more inviting library environment through more signage. I have made large signs for Easy, Fiction, and Non Fiction. We have also done more labeling so that students understand the Dewey categories and so that we have an easier time shelving.
Continue to build excitement for reading through book clubs. I have had three groups of students involved in the Golden Sower Clubs. A group of 4th graders, a group of 5th graders and a group of 6th graders. I also had an "All School" read (grades 4-5) with the Golden Sower book, The Unwanteds. That was really a big boost to excite readers. Also, by extending the Golden Sower Club to include 4th grade I am hoping that this programs grows even more as these students go on to 5th and 6th grades.
Authors and Books: We had some great visits from authors. Grades 4, 5 and 6 all met Lisa McMann and had a wonderful time talking with Lisa and she kindly autographed all of our Unwanteds books, which were purchased for grades 4, 5, and 6. Grade 3 was visited by Loren Long and Jon Agee, who presented together as they traveled through Omaha on a publicity tour. And K-2nd graders were visited by Jodi Moore, who did an excellent job of interacting with the students as she shared her book, When a Dragon Moves In.
Enjoying the book Wonder! And The Unwanteds!
Skyping Caroline Star Rose
Teach usage of databases to primary students through the use of Pebblego. These students have used Pebblego for animal and biography research. They really love this database. I have also showed this database to the teachers whose students have used this database.
Teach database "text features" using Pebblego. Pebblego is a great database to teach text features. We discussed the concepts of labels and how a database is organized a bit differently, and yet is has "chapters" and "labels" and many of the same concepts as a print resource has.
Teach a minimum of one Common Sense Media courses per grade level. Have taught one concept per grade level. Grade 6: copyright; Grade 5; Privacy rules; Grade 4: Strong passwords; Grade 3: The power of words & cyberbullying; Grade 2: Communicating online; Grade 1: Staying Safe Online; and Kindergarten: Keeping it private.
Pebblego! I absolutely love teaching using Pebblego and I love to see the teachers' reactions when I show a teacher this database who has not used it before. We use this database throughout the school, but mostly with our primary grades. Our 2nd graders use it the most as they do animal studies and biographies. In the library I use it to teach online "text" features. I compare the tabs to a "table of contents" and I point out the words in a different color and say they are like highlighted words. I point out the different symbols and what they mean. I just got done pairing Pebblego with the book Eat Like a Bear, by April Sayre and illustrated by Steve Jenkins. We learned all about grizzley bears and then we enjoyed the story. We were also able to compare fiction and non fiction in this way. We also used Pebblego when we highlighted biographies. We found a print resource on Madam C J Walker and we used Pebblego. It was effective highlighting text features of the two different types of resources.
World Book Kids: I used World Book Kids with the 5th and 6th grades. We studied this resource and all of its functions. The 6th graders used it for a project when studying mythology. I consider this our "encyclopedia" resource.
Early World of Learning: I did not use this a lot this year, but I used it tons last year when I was teaching computer skills to kindergarteners. I also showed this resource to the primary teachers last year. I need to promote this more as I love this resourse and do not want to loose it!
Brain Pop: I purchased this for our school as the teachers requested it. I used it for teaching internet skills to grades 3-6. I partnered this with the Common Sense Media lessons. Brain Pop breaks information into bite sized parts and is a great teaching tool in so many areas. Our primary teachers love Brain Pop Jr. and our 6th grade social studies teacher used it for teaching mythology and science. This is an excellent teaching tool.
Teachingbooks.net: I started using this resource second semester and wonder why I did not start earlier! This resource provided excellent ideas and materials for books. I especially enjoyed using it for my author study of Sarah Stewart and illustrator study of David Small. I found video of interviews with these two people and I felt like we really got to know them. When we followed up with writing them letters we received the most beautiful letter back from Sarah. In fact, she sent it express so that we would receive it before school was out.
Learn 360: I used this more last year but did not use it much this year.
Culture Grams: I love this resource and started a project which would require using it. I then got sidetracked with other school needs and did not get back to it! Last year I did a project with both 5th and 6th grades. I love this resource but did find it hard for many of my students. They found the text to be a bit overwhelming, even the format for the younger children.
Print Resources: I used World Book Encyclopedias to teach our 3rd graders how to use a print version. They had a blast! It was a great way to practice abc order too.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).


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Natural Dietary Supplements
The dietary recall consists of listing foods and beverages (including drinking water and sometimes dietary supplements) consumed during some previous period, usually the previous day or during the 24 hours prior to the recall interview. These surveys generally collect information not only about the types and amounts of food consumed but also about the source of the foods (e.g., store-bought, home-cooked), the time of day, and place that foods are consumed. Foods and drinks are recalled from memory. The interview may be conducted in person, by telephone, or increasingly via the Internet. Food frequency questionnaire. The food frequency questionnaire (FFQ), sometimes referred to as a list-based diet history, consists of a listing of individual foods or food groups. For each item on the food list, the respondent is asked to estimate the number of times the food is usually consumed per day, week, month, or year. The number or types of food items may vary, as well as...
P5 7 (so named because it was the 57th chemical tested) and at one time planned to market a diet drug that would compete against currently available concoctions that rely on the troubled combination of ephedra and caffeine (see, e.g. Dietary Supplements Containing Ephedrine Alkaloids, 2000 Regulations on Statements Made for Dietary Supplements, 2000). It is quite clear that such a concoction, if successfully tested and marketed, would earn massive profits ' p urchasers of diet products are often pathetically eager to obtain a more slender figure' (United States v An Article of Food . . . 'Manischewitz . . . Diet Thins', 1974). However, in July 2003 Pfizer withdrew from the project and discontinued clinical development of P5 7 (Pfizer Returns Rights, 2003). Although the absence of commercial exploitation moots the question whether P57's developers owe the San people any compensation, this sort of battle typifies the fierce conflict over biopiracy.
During the last two decades, additional dietary sources of single amino acids are being obtained from the use of nutritional supplements to enhance physical performance as well as psychological effects.15 Amino acid exposures from dietary supplement use may far exceed levels that would be obtained from consumption of food. Concerns over the safety of these high exposures have been raised, and the safety of high amino acid intake has been reviewed.15,16 The latter review concluded that T here was little evidence for serious adverse effects in humans from most amino acid supplements. 15 The most toxic amino acids were methionine, cysteine, and histidine when consumed in excess.15 It is interesting that sulfur amino acids, which appear to be the most important in amino acid deficiencies, are also the most toxic when consumed in excess.
The cure for aflatoxins though, will not be the provision of vaccines and nutritional supplements. Instead, the medical and agricultural extension services must educate people on the consequences of neglecting mycotoxin contamination. Since my assessment also is that food system considerations make enforced regulations a strategy unlikely to succeed in the near future, the model of consumer regulation probably is the best option. People need to be educated as to the effects of not paying attention to aflatoxin and encouraged to create the economic pressure that will result in better quality and self-regulating markets. Thus, the ultimate institution for the management of aflatoxin is educated consumers.
The research to date on the use of enterosorption to reduce human aflatoxicosis indicates that such an effort could be easily justified. Virtually everyone living in West Africa carries biomarkers of chronic exposure to aflatoxin. Such chronic exposure interferes with both general nutrition (Gong et al., Chapter 6), micronutrition (Turner et al., 2003) and immunity (Jolly et al., Chapter 5). We also know from the studies done both on animals and humans that there are (as yet) no known risks to the use of this clay as a dietary supplement. One of the major advantages of this approach is that it is effective for the toxin in multiple foods, i.e., it is toxin-specific rather than commodity specific. At the very least this technology enables epidemiological studies that can establish the extent to which aflatoxins contribute to presently identified risks. Such knowledge is needed to identify future options, to develop research agendas, and to define intervention strategies. The use of...
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Toma'aninah is tranquillity. Allah says:
"Those who believe and whose hearts find toma'aninah in the remembrance of Allah. Verily in the remembrance of Allah do hearts find toma'aninah." [Al-Qur'an 13:28]
"O you the one with toma'aninah! Come back to your Lord, well-pleased and well-pleasing unto Him! Enter you, then among My honored slaves, and enter My Paradise." [Al-Qur'an 89:27-30]
Toma'aninah is the satisfaction of the heart with circumstances without any sense of anxiety or restlessness. It was mentioned in one narration that: "Truthfulness is a cause of toma'aninah and lying is a cause of suspicion and doubt." This suggests that one who hears the truth will have toma'aninah and satisfaction within his heart as a result, whereas lying causes disturbance and doubt within the heart. This meaning is also seen in the hadith which states: "Righteousness is what the heart has toma'aninah with." This shows that the heart feels satisfied with truth and has no anxiety or sense of unease because of it.
There are two opinions regarding the meaning of remembrance of Allah in the aforementioned verse. The first opinion holds that the remembrance is of the servant to his Lord. This remembrance causes toma'aninah to settle within the heart. Should the heart become anxious or disturbed, then the servant will have no means for attaining toma'aninah except through the remembrance of Allah. The second opinion holds that the meaning of this remembrance is the Qur'an, and this is the more sound. It is His Remembrance that he revealed to His Messenger. The hearts of the believers will have toma'aninah as a result of it. For the heart will not have trust or toma'aninah except by faith and certainty. There are no means of attaining faith and certainty except through the Qur'an. The toma'aninah of the heart is due to its firm faith. The heart's anxiety and disturbance are a result of its doubts and uncertainty. The Qur'an is the means to attain certainty and firmness in faith, and to remove doubts. That is why the hearts of the believers cannot have tranquillity except through the Qur'an. It is impossible for anyone who doesn't study the Qur'an, or deeply understand it, to have a benefit from it and its guidance. The benefit from the Qur'an, will not be sound unless one's heart perceives the reflections of His Lord's Names and Attributes, in His Laws within himself and in everything around him within this universe. The same two opinions are also applied to the meaning for the remembrance of Allah, as stated in the following verse:
"And whosoever turns away from the remembrance of ar-Rahman, We appoint for him a shaytan to be an intimate companion to him." [Al-Qur'an 43:36]
Again, the sound opinion here is that Allah's Remembrance is that which He sent to His Messenger, i.e., His Book. Whoever turns away from this, Allah will appoint a shaytan for him, who will misguide and deter him from the straight path although the person may think that he is righteously guided. The two opinions are also prevalent with the verse: "But whosoever turns away from My Remembrance, verily for him is a life of hardship and We shall raise him up blind on the Day of Resurrection." [Al-Qur'an 20:124]
The sound opinion is that Allah's Remembrance is His Book that He sent to His Messenger. This is why the one that turns away from it will say, "O my Lord! Why have you raised me up blind while I had sight before?" [Al-Qur'an 20:125] And Allah will respond by saying, "Like this, Our ayat came unto you but you disregarded them, and so this Day you will be neglected." [Al-Qur'an 20:126]
Allah deposits toma'aninah in the hearts and souls of the believers. He will then grant the joy, delight and good news of admission into Paradise to those with toma'aninah. As a result, for these people there is great happiness and a beautiful place for the final return. The verse "O you with toma'aninah! Come back to your Lord ... " indicates that the soul will not return to Allah unless it is characterized by toma'aninah. Then it will return to Him, be from among His honored slaves and be allowed to enter His Paradise.
The final product of toma'aninah is tranquillity. At that final stage the heart will have tranquillity with a sense of sound security. There is a difference between a sense of sound security and a deceitful sense of security. It is possible that the heart may have a feeling of satisfaction caused by a deceitful sense of security, but this satisfaction and peace do not endure. Besides the sound security because of the tranquillity produced by toma'aninah, there is an atmosphere of joy and attachment.
Toma'aninah is something more than tranquillity. It includes knowledge, faith and the attainment of what is known. The example of this is the toma'aninah the hearts find with the Qur'an. When hearts believe in it and attain knowledge of its guidance, it is sufficient for them. Their total loyalty is to the Qur'an. They rule their lives with it and go to it when they have a dispute.
Toma'aninah is extremely beneficial for those overwhelmed by obligations and responsibilities, especially for those who call others to Allah and struggle against Allah's enemies. These people face and bear much more than others. They are faced by many circumstances that may weaken their patience. So if Allah wishes to relieve them of the heaviness of their obligations, He will have tranquillity descend upon them and toma'aninah with His Commands and Decrees. If the servant has toma'aninah with Allah's Commands, then he knows that Allah's religion is the truth and that Allah will certainly support him and be sufficient for him and his family. If the servant has toma'aninah with Allah's Decrees then he knows that nothing will reach him except for what Allah has written for him. This servant knows that whatever Allah wishes will be and whatever Allah doesn't wish will not be. Therefore there is no reason for worries or concerns, unless there is weak faith. Nothing will happen unless it is written and if it is written, nothing can stop it. Therefore, there should be no fear or concern for those with faith. If an adversity occurs and the believer can do something, then he should do so. However, if he cannot, then he should not be annoyed or dismayed.
Toma'aninah is also beneficial for those who are subjected to trials and hardship. There is no doubt when a person is suffering and has strong faith in the reward for his patience, then his heart will be content. He will have tranquillity and toma'aninah. The adversity may become stronger against him and he may not see the reward. Seeing the reward may become so powerful that there may be a sense of joy felt from the adversity and be considered a gift. This is not surprising. Many wise persons upon seeing the results of distasteful medication may begin to like the taste of the medicine. Observing its benefit makes one not pay attention to the taste.
(s) Al-Jumu'ah Magazine
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As a paramedic you respond to a call for a "man down." You arrive to find compression only CPR in progress by local police officers. The patient suddenly collapsed while walking down the street. His down time was approximately 5 minutes before police arrived. There are copious amounts of emesis in the patient's mouth.
about 3-5 minutes
Question 1 of 3
which of the following should you do first?
Question 2 of 3
The patient is very difficult to ventilate because of his anatomy. You cannot maintain a decent seal with the bag valve mask and are not achieving chest rise with many ventilations. You have only intubated twice before. Which of the following should you consider:
Question 3 of 3
Copious amounts of emesis is present in the mouth and nasopharynx. Prior to inserting an airway device you should;
Get an email copy of your results now, and a reminder when you need to recertify:


MOVEMENT IN SECONDARY MATH
Christiansburg High School
Movement is crucial to learning. We see “brain breaks” and increased recesses among elementary schools; however, what about the secondary classroom, specifically the math classroom? Often, math classrooms have historically been viewed as quiet, desk-sitting locations where students do math with paper and pencil. However, think about our “hardest-to-reach students.” These students come from a background of trauma, both emotionally and academically. These students enter secondary math classrooms often feeling defeated before the first day of classes. Therefore, movement is crucial to support our students who struggle by providing opportunities for them to release nervous energy and feel more comfortable in the classroom. This workshop was designed to encourage secondary teachers to intentionally use movement in the classroom through activities, fidget supports, and environmental modifications.
The “Movement in Secondary Math” Workshop was created for secondary math teachers who are interested in incorporating more movement into their classrooms. The workshop provided an introduction to movement in the classroom, an investigation into why movement is important, a discussion of how to set up movement in the classroom with supplies, and collaboration to discuss what movement can look like in each classroom, including both individual and group movement. Throughout the workshop, the presenter modeled a variety of classroom movement activities, and participants had opportunities to ask questions.
To begin the workshop, participants logged onto the workshop website, which contained the outline for the workshop, research, and Padlet links for collaboration. To make sure each participant had a voice and to better provide direction for the workshop, participants completed the first two sections of a K-W-L Activity, recording what they already knew about using movement in the classroom and what they wanted to learn. The comments in the “Know” section included: “movement keeps students engaged;” “stagnation is extinction;” and “helps students get out energy and focus on learning.” Participants’ comments in the “Want to Know” section included: “how do you make it happen and keep students on task;” “how to encourage high school students who prefer worksheets;” and “how to manage all the activity during teaching.”
Following the K-W-L activity and discussion, the participants engaged in the first of a variety of classroom movement activities, always followed by discussions on how to best implement each activity in the classroom. The first activity was a Number Line Introduction Activity. Numbers 0-9 were placed throughout the room, and questions were asked such as number of siblings, number of cups of coffee you drink in a day, on a scale from 0-9 your love of summer break, and scale of 0-9 your love of math. Participants learned how they could use this activity in their classrooms, using random questions to learn more about their students. For example, using strategic questions, such as “number of times you’ve moved,” can help the teacher better understand a student’s background.
Following the Number Line Introduction Activity, the “Why” movement section modeled another movement activity called Egg Hunt. Participants were put into small groups along with a number, and each group had to search for their corresponding number written on a plastic egg hidden somewhere in the room. Upon finding their egg, groups discovered research-based movements used in the classrooms. Each group discussed their research-based movement and then shared it with the whole group. Participants then wrote down how they use movement in each of their classrooms. To encourage participation and movement, the participants joined in a game of Musical Chairs. Participants walked around the room with their paper, bouncing to music and mingling. When the music stopped, each participant would partner up and discuss what he or she had written down. After this activity, the whole group came back together to share what they learned. The participants already had a great foundation of movement ideas in the classroom, which provided a rich foundation for the workshop.
Next, participants transitioned into “How” to set up movement in the classroom. Upon entering the workshop, participants had opportunities to interact with a variety of fidget supports on the tables: homemade stress balls made from pool noodles, homemade sparkle bottles, sparkle balls, sequence pillows, building blocks, and kaleidoscopes. On the floors, participants could stand on balance boards for movement or place their feet on the balance boards while sitting. During the “How” to support movement section, they learned more about these individual fidgets and the classroom expectations for using them. The Padlet for this section was open to all participants, so participants could add their own sections, such as “stamps and stickers” and “cartoon band aids” that have worked for them in their classrooms.
To break up the sections in this session, a brain breaks of “Would You Rather” allowed the participants to move from wall to wall answering their “would you rather” question. Questions were both general (Would you rather teach the same math class all day or different preps?) and math-specific (Would you rather solve systems of equations with substitution or elimination?).
Following the brain break, the final section of the session focused on the “What” movement in the classroom can include, individually and as a group. Participants first discussed individual movement that may include fidget supports or flexible seating. The participants used a Padlet to contribute their own suggestions, such as flex tangles, circle balance boards, and beanie babies. For group movement, the participants discussed a variety of activities that were demonstrated in the workshop, along with additional activities such as trash ball, graphing on the floor, scavenger hunts, and in-school field trips to explore math on school property. Participants collaborated further in a shared Padlet, contributing ideas such as speed dating, puzzle rooms, and using sidewalk chalk to graph.
At the end of the workshop, participants completed an Exit Ticket, answering three questions on a 10-point scale, with 0 being “not helpful at all” to 10 being “extremely helpful.” For the question, if the workshop was helpful in giving reasons to why to incorporate movement, the response average was 9.7. To the question, was the session helpful in providing different ways to incorporate movement, the response average was 9.8. For the question, how helpful the presenter was in guiding the conversation of movement in the classroom the response average was 9.9. The Exit Ticket included a section for comments. The comments included: they liked how activities were modeled and then explained, how the workshop affirmed their current classroom practices, how to enforce movement rules appropriately, and how to use quiet fidgets effectively in the classroom.
The “Movement in Secondary Math” Workshop provided participants practical tools and guidelines for implementing movement, including the research that supports the importance of movement, strategies that enhance instruction by incorporating individual and group movement, and examples of movement in secondary math classrooms in Virginia.


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The deadliest war in history, and to a lesser extent in some countries in west asia, south asia, southeast asia and conflicts can arise from the. Literature review on nationalism in southeast asia order description literature review on nationalism in southeast asia instructions i want a revised version of literature review (below)on nationalism in southeast asia using most of the resources in the following and answer these 5 points. Under which circumstances will alternative modernities arise chinese in southeast asia they did not come from the history, legal studies, nationalism,. South korea essay pest analysis for 2008 introduction kia, which means “arise from asia” in korean, started out south and southeast asia.
Chapter by reynaldo c ileto in nicholas tarling, ed, the cambridge history of southeast asia, vol ii, 1992, pp 197-248. (studies on southeast asia, new book explores history of the key issues in asian studies: (book review essay) southeast asia: southeast asia. China as the leader of the weak and small: the introductory essay by the editors did not delegates from across southeast asia attended the congress and.
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I learned this week that a Trumpeter swan has about 35,000 feathers and 2.5 centimetres of down. That's how Trumpeter swans get through the winter — even the severe temperatures and heavy snowfall we have had this winter.
Where they spend the winter is another question, and Ontario Trumpeter Swan Restoration, an organization started in 1982 to restore the majestic birds to their former range, would like anyone who sees a Trumpeter swan to help with the answer.
Ontario Trumpeter Swan Restoration was initiated by retired Ministry of Natural Resources biologist Harry Lumsden. He began a captive breeding program that has since released 584 captive-reared swans in 54 locations around Ontario. There are now an estimated 800 to 1,000 birds in the province.
The Ontario Trumpeter Swan Restoration says if swans need to maintain a diet of natural wild forage. If you do feed them, provide clean, "untreated" dry corn — not bread.
Anglers are asked to help in swan restoration by using lead-free tackle so swans do not ingest a lead sinker while feeding, and by retrieving any lost lures so these are not accidentally ingested by swans and other wildlife.
Johanna Powell is a journalist who fell in love with Lake Simcoe while bouncing across her waves in a sailboat. She is the founder and publisher of Lake Simcoe Living, a magazine and website that together celebrate life on the Lake Simcoe Watershed. The Lake Simcoe Living blog delivers additional news and comment about this beautiful and exciting area.


Better understanding ADHD in children
Parents responsible for raising children with ADHD as well as adults living with this same disorder found themselves dealing with a significant shortage of ADHD treatment solutions in 2011 and 2012.
This wasn’t because of a decline in the production of these solutions, but instead because the diagnosis of this mental condition had risen so sharply over the last five years that it quickly outpaced the normal rate of production.
According to information published by the Center for Disease Control and Prevention (CDC), almost 11% of all children between the ages of 4 and 17 have been diagnosed with ADHD – and most experts believe that number to be more than a little bit on the lower side of the actual epidemic we are dealing with today.
Imagine that for a moment.
Medical experts, professionals in the mental health community, and researchers and scientists all believe that the current estimate of they are being 6.4 million children in the United States diagnosed with ADHD is on the lower side of the scale.
Some suggest that the number could be as much as two or three times higher (we are talking about as many as 18 million or more children in the US alone) – and others still believe that it could be even higher still.
To say that we are dealing with a serious epidemic is selling the problem of ADHD in children quite short. This is one of the biggest fundamental issues that we as a society (not just here in the US, but worldwide) need to address as quickly and as effectively as humanly possible.
Our children (and their children) truly are the future, and we need to make sure that they are as best prepared to deal with the significant and rapidly changing challenges that they will face in the years to come – especially when they leave our guidance and protection.
Better understanding ADHD and how it impacts their lives will go a long way towards making sure that they are ready to meet and overcome all challenges moving forward.
Here is a bit of inside information you’ll need to be aware of as a parent of ADHD children.
What is ADHD in children?
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most difficult mental disorders to describe and to diagnose properly, mostly because it presents itself as such a unique set of symptoms in each child or adult that has to live with it.
Doctors, scientists, researchers, and mental disorder professionals alike understand very little about ADHD, why it presents itself, and how to effectively treat it across the board – though we understand much more about this condition today than we did even just 15 years ago or so.
Classified as a mental disorder that “confuses and fogs the brain” in a variety of different situations and circumstances, ADHD presents itself as a challenge to children that are trying to learn, develop, and focus by constantly and consistently distracting them almost around-the-clock.
Different from ADD in that the hyperactivity presents itself in a variety of different ways (an inability to sit still, twitches and ticks, etc.), ADHD is a bit easier to diagnose because of the physical symptoms that are usually quite noticeable – but that doesn’t make it effortless to diagnose by any stretch of the imagination.
In fact, there are a significant amount of people out there that believe ADHD and ADD are nothing more than “invented” disorders – phony medical conditions pushed by the medical community to sell pharmaceutical solutions and pills for a condition that doesn’t exist in the first place.
Now, obviously, the fact that ADD and ADHD are so difficult to properly diagnose makes it quite a bit of a challenge to persuade those people that this is in fact a real and serious epidemic that we are dealing with – but scientists and doctors alike almost universally agree that there is a very real problem here that needs to be addressed.
What causes ADHD in children?
As mentioned above, researchers are still unsure about exactly what causes ADHD in the first place, which is a large part of why it is so difficult to effectively treat and cure this condition.
Many researchers now believe that there is a strong genetic basis for the issue at hand (a hereditary condition that either causes ADD/ADHD or at least contributes directly to it presenting itself), while others still believe that it is more of a sociological and cultural issue stemming from the constant bombardment that children are dealing with from every avenue around-the-clock in our modern world.
Honestly, the real cause of ADHD in children is probably somewhere in the middle of those two root issues, a bit of a hybrid between both of them that combined together to create a perfect storm of conditions that produce this mental disorder.
Researchers at Michigan State University are working around-the-clock to better understand the issue at hand, and they certainly aren’t the only ones that are putting in the hours and the time to figure out exactly why ADD and ADHD has become so prevalent in our modern world. More research is certainly necessary (and ongoing), but it shouldn’t be too terribly long until we have a better grasp on why these conditions exist in the first place.
Hopefully that will naturally lead us to better understand how to treat, manage, and effectively eliminate the problem altogether.
For now, though, it’s important that you understand that there are any different number of things that could have created in ADD/ADHD condition in your children (or for yourself), and that there is little you could have done to prevent the situation from happening in the first place.
Our society is moving at a fast and almost frenetic pace, with all kinds of media and technology forcing our systems to overload on a day to day basis. That isn’t going to change anytime soon, and in fact it should only become worse moving forward.
And if ADD and ADHD are linked solely to genetic conditions, there isn’t anything you could have done to prevent the condition from presenting itself in your child (or for you), either.
Thankfully, there are a handful of things that you’ll be able to do to manage, mitigate, and all but effectively eliminate ADD/ADHD going forward.
But that all starts with a proper diagnosis.
How can I determine whether or not my child has ADHD?
The only way to determine whether or not your child has ADHD is to take advantage of the different testing protocols that are made available today.
One of the most important components of this diagnostic process is speaking with psychologists that understand the condition, understand what to look for as far as symptoms are concerned, and understand that this is an underlying issue that can permeate all different areas of an individual’s life.
Usually it requires a number of sessions with a professional psychologist to reach a definitive diagnosis, though this should be able to take place after four or five sessions maximum.
But a diagnosis from a psychologist isn’t the only testing that you’re going to want to move your child through if you want to reach a definitive conclusion.
No, you’re also going to want to push your child through standardized testing designed to elicit whether or not a child is struggling with ADD or ADHD. Some researchers are a little bit suspect about whether or not these standardized tests are effective as they claim to be, but so far they are one of our best testing protocols that have shown the most promise in achieving a successful diagnosis (when used in conjunction with other methods, of course).
What kind of treatment options are there for children diagnosed with ADHD?
There are a variety of different treatment protocols available for those that have children dealing with ADD or ADHD, including (but certainly not limited to):
• Prescription drugs like Ritalin designed to “calm the mind” and eliminate the hyperactivity
• Therapy sessions with a psychologist or psychiatrist designed to teach them how to channel their ADD/ADHD
• Aggressive meditation training aimed at a more holistic approach to treating ADD/ADHD
… And that’s just the tip of the iceberg!
More and more people are moving away from chemical intervention (like Ritalin), largely in part because of the negative side effects associated with long-term use of these prescription drugs. Many children have responded very favorably to therapy and meditation training aimed at helping them channel they are condition and use it as a force for good, giving them tools that they can then use as adults to better manage their lives and lead happy, healthy, and well-adjusted lifestyles going forward.
What do I do next?
The first piece in the puzzle of helping your children with ADHD is to reach out to professionals in your local area for a proper diagnosis.
Once you receive a comprehensive diagnosis and are certain that you’re dealing with this kind of condition, then and only then is it time to begin discussing proper treatment solutions. Keep your mind open about the options available to you, and don’t be afraid to ask any and all questions you have before going forward with one of these solutions.


Today, Monday 21st March we began our day with thoughts about Palm Sunday. We talked about what we saw when we went to Church on Sunday. We sang our song Hosanna, Hosanna.
You can sing it at home too if you follow this link.
Then we listened to a story about Jesus’ experiences during Palm Sunday. We enjoyed it!
Then we coloured in some palm leaves in any colour of green we liked. Next we cut around the leaf. Finally we cut between the palm fronds on the dark linews. We were practising our colouring and cutting skills.
We talked about what we were doing and some of us sang as we worked. We moved the crayons smoothly over the leaf and pressed quite hard to make the colour bright. When we had finished we got a pair of scissors and began to cut around the outside of the leaf. We worked carefully holding the scissors as Mrs de Koning had taught us.
We helped each other and talked about how well others were doing. We put all our scraps of paper into the rubbish bin and also put the scissors away in the holder.
After we finished we laid it onto our display sheet and read the words together. We will us the palm leaves later in the day, before we staple them onto the white sheet and hang it in our classroom.


Fungi have different roles in nature - the most common are
- Parasites (which feed off of, or sometimes kill the living organisms they grow on)
- Saprobes (which break down dead wood, soil, or other material)
- Mutualists (which form mycorrhizae, mutually beneficial relationships with oak or pine trees)
If you have a mushroom or other fungus, this key will show you what role it plays in its environment.
Grasslands and wetlands mostly contain saprobes
, while healthy oak or pine woodlands usually
have a mixture of all three types.
Disclaimer : this is a nontechnical key for anyone's use. It does not try to cover every single type of fungus, but will have an accuracy
rate of about 95% (at least in the central United States).
|What is the mushroom or fungus growing on?|
This includes logs, tree trunks,
branches, sticks, etc.
An extremely rotted log can also
function like soil in this situation.
Leaves, other mushrooms, etc.


What is arthritis?
Arthritis and other rheumatic diseases are common conditions that cause pain, swelling, and limited movement. They affect joints and connective tissues around the body. Millions of people in the U.S. have some form of arthritis.
Arthritis means inflammation of a joint. A joint is where two or more bones meet. There are more than 100 different arthritis diseases. Rheumatic diseases include any condition that causes pain, stiffness, and swelling in joints, muscles, tendons, ligaments, or bones. Arthritis is usually chronic, which means that it is ongoing.
Arthritis and other rheumatic diseases are more common in women than men. They are also often associated with old age. This is because the most common form of arthritis, osteoarthritis, occurs more often in older adults. However, arthritis and other rheumatic diseases affect people of all ages.
The three most common forms of arthritis are:
- Osteoarthritis. This is the most common type of arthritis. It is a chronic disease of the joints, especially the weight-bearing joints of the knee, hip, and spine. Osteoarthritis destroys cartilage and narrows the joint space. It can also cause bone overgrowth, bone spurs, and reduced function. It occurs in most people as they age. It may also occur in young people as a result of injury or overuse.
- Fibromyalgia. This is a disease that causes chronic, widespread pain in muscles and soft tissues around the body.
- Rheumatoid arthritis. This is an inflammatory disease of the lining of the joint (synovium). The inflammation may affect all of the joints.
Other forms of arthritis or related disorders include:
- Gout. This condition causes urate crystals to build up in small joints, such as the big toe. It causes pain and inflammation.
- Systemic lupus erythematosus (lupus). Lupus is a chronic autoimmune disorder that causes episodes of inflammation and damage in joints, tendons, and organs.
- Scleroderma. This is an autoimmune disease that causes thickening and hardening of the skin and other connective tissue in the body.
- Ankylosing spondylitis. This disease causes the bones of the spine to grow together.
- Juvenile idiopathic arthritis (JIA) or juvenile rheumatoid arthritis (JRA). This is a form of arthritis in children that causes inflammation and stiffness of joints. Children often outgrow JRA. But it can affect bone development in a growing child.
What causes arthritis?
The cause of arthritis depends on the type of arthritis. Osteoarthritis is caused by the wear and tear of the joint over time or because of overuse. Rheumatoid arthritis, lupus, and scleroderma are caused by the body’s immune system attacking the body’s own tissues. Gout is caused by the buildup of crystals in the joints. Arthritis can be linked to genes. People with genetic marker HLA-B27 have a higher risk of ankylosing spondylitis. Many other forms of arthritis are idiopathic. This means that the cause is not known.
Who is at risk for arthritis?
Some risk factors for arthritis that can’t be avoided or changed include:
- Age. The older you are, the more likely you are to develop arthritis.
- Gender. Women are more likely to have arthritis than men.
- Heredity. Some types of arthritis are associated with specific genes.
Risk factors that may be avoided or changed include:
- Weight. Being overweight or obese can damage the knee joints. This can make them more likely to develop osteoarthritis.
- Injury. A joint that has been damaged by an injury is more likely to develop arthritis at some point.
- Infection. Reactive arthritis can affect joints after an infection.
- Occupation. Work that involves repetitive bending or squatting can lead to knee arthritis.
What are the symptoms of arthritis?
Symptoms can occur a bit differently in each person. The most common symptoms include:
- Pain in one or more joints that doesn’t go away, or comes back
- Warmth and redness in one or more joints
- Swelling in one or more joints
- Stiffness in one or more joints
- Trouble moving one or more joints in a normal way
The symptoms of arthritis can be like other health conditions. Make sure to see your health care provider for a diagnosis.
How is arthritis diagnosed?
The process starts with a medical history and a physical exam. Tests may also be done. These include blood tests such as:
- Antinuclear antibody (ANA) test, to check the levels of antibodies in the blood
- Complete blood count, to see if white blood cell, red blood cell, and platelet levels are normal
- Creatinine, to check for kidney disease
- Sedimentation rate, to detect inflammation
- Hematocrit, to measure the number of red blood cells
- Rheumatoid factor test, to see if rheumatoid factor is present in the blood
- White blood cell count, to determine the level of white blood cells in the blood
- Uric acid, to help diagnosis gout
Other tests may be done, such as:
- Joint aspiration (arthrocentesis). A small sample of the synovial fluid is taken from a joint. It’s tested to see if crystals, bacteria, or viruses are present.
- X-rays or other imaging tests. These are done look at the extent of damage to a joint.
- Urine test. This is done to check for protein and various kinds of blood cells.
- HLA tissue typing. This is done to look for genetic markers of ankylosing spondylitis.
- Skin biopsy. Tiny pieces of tissue are taken to check under a microscope. This helps to diagnose a type of arthritis that involves the skin, such as lupus or psoriatic arthritis.
- Muscle biopsy. Tiny pieces of tissue are taken to check under a microscope. This helps to diagnose conditions that affect muscles. These include polymyositis or vasculitis.
How is arthritis treated?
Treatment will depend on your symptoms, your age, and your general health. It will also depend on how what type of arthritis you have, and how severe the condition is. A treatment plan is tailored to each person with his or her health care provider.
There is no cure for arthritis. The goal of treatment is often to limit pain and inflammation, and help ensure joint function. Treatment plans often use both short-term and long-term methods.
Short-term treatments include:
- Medications. Short-term relief for pain and inflammation may include pain relievers such as acetaminophen, aspirin, ibuprofen, or other nonsteroidal anti-inflammatory medications.
- Heat and cold. Pain may be eased by using moist heat (warm bath or shower) or dry heat (heating pad) on the joint. Pain and swelling may be eased with cold (ice pack wrapped in a towel) on the joint.
- Joint immobilization. The use of a splint or brace can help a joint rest and protect it from further injury.
- Massage. The light massage of painful muscles may increase blood flow and bring warmth to the muscle.
- Transcutaneous electrical nerve stimulation (TENS). Pain may be reduced with the use of a TENS device. The device sends mild, electrical pulses to nerve endings in the painful area. This blocks pain signals to the brain and changes pain perception.
- Acupuncture. This is the use of thin needles that are inserted at specific points in the body. It may stimulate the release of natural, pain-relieving chemicals made by the nervous system. The procedure is done by a licensed health care provider.
Long-term treatments include:
- Disease-modifying antirheumatic drugs (DMARDs). These prescription medications may slow down the disease and treat any immune system problems linked to the disease. Examples of these medications include methotrexate, hydroxychloroquine, sulfasalazine, and chlorambucil.
- Corticosteroids. Corticosteroids reduce inflammation and swelling. These medications, such as prednisone, can be taken orally or as an injection.
- Hyaluronic acid therapy. This is a joint fluid that appears to break down in people with osteoarthritis. It can be injected into a joint, such as the knee, to help relieve symptoms.
- Surgery. There are many types of surgery, depending on which joints are affected. Surgery options may include arthroscopy, fusion, or joint replacement. Full recovery after surgery takes up to 6 months. A rehabilitation program after surgery is an important part of the treatment.
Arthritis treatment can include a team of health care providers, such as:
- Orthopedist/orthopedic surgeon
- Primary care doctor (family medicine or internal medicine)
- Rehabilitation nurse
- Physical therapist
- Occupational therapist
- Social worker
- Recreational therapist
- Vocational therapist
What are the complications of arthritis?
Because arthritis causes joints to degenerate over time, it can cause disability. It can cause pain and movement problems that cause a person to be less able to carry out normal daily activities and tasks.
Living with arthritis
Although there is no cure for arthritis, it is important to help keep joints functioning by reducing pain and inflammation. Work on a treatment plan with your health care provider that includes medication and therapy. Work on lifestyle changes that can improve your quality of life. Lifestyle changes include:
- Weight loss. Extra weight puts more stress on weight-bearing joints, such as the hips and knees.
- Exercise. Some exercises may help reduce joint pain and stiffness. These include swimming, walking, low-impact aerobic exercise, and range-of-motion exercises. Stretching exercises may also help keep the joints flexible.
- Activity and rest. To reduce stress on your joints, alternate between activity and rest. This can help protect your joints and lessen your symptoms.
- Use of assistive devices. Canes, crutches, and walkers can help to keep stress off certain joints and to improve balance.
- Use of adaptive equipment. Reachers and grabbers allow people to extend their reach and reduce straining. Dressing aids help people get dressed more easily.
- Managing use of medications. Long-term use of some anti-inflammatory medications can lead to stomach bleeding. Work with your health care provider to develop a plan to reduce this risk.
When should I call my health care provider?
If your symptoms get worse or you have new symptoms, let your health care provider know.
Key points about arthritis
- Arthritis and other rheumatic diseases cause pain, swelling, and limited movement in joints and connective tissues in the body.
- Arthritis and other rheumatic diseases affect people of all ages. They are more common in women than men.
- Symptoms may include pain, stiffness, swelling, warmth, or redness in one or more joints.
- There is no cure for arthritis. The goal of treatment is to limit pain and inflammation and preserve joint function.
- Treatment options include medications, weight reduction, exercise, and surgery.
Tips to help you get the most from a visit to your health care provider:
- Before your visit, write down questions you want answered.
- Bring someone with you to help you ask questions and remember what your provider tells you.
- At the visit, write down the names of new medicines, treatments, or tests, and any new instructions your provider gives you.
- If you have a follow-up appointment, write down the date, time, and purpose for that visit.
- Know how you can contact your provider if you have questions.


Essential Fatty Acids - Omega 3 & Omega 6
What are Essential Fatty Acids?
Essential fatty acid (EFA) is an unsaturated fatty acid that is essential to human health, but cannot be produced in the body. EFAs are present in every healthy cell in the body, and are vital for the normal growth and functioning of the cells, muscles, nerves, and organs.
There are two families of Essential Fatty Acids: omega-6 and omega-3. The number following "Omega-" represents the position of the first double bond, counting from the terminal methyl group on the molecule.
Omega 6 and Omega 3 essential fatty acids are best consumed in a ratio of about 3:1 - three omega 6 for one omega 3. Although we need more omega 6, we eat too much of it and not enough omega 3 fat.
Omega-3 fatty acids
The Omega-3 fatty acids are alpha-linolenic acid, stearidonic acid, eicosapentaenoic acid (EPA), and docosahexaenoic acid (DHA). Alpha-linolenic acid is found mainly in flaxseed oil, canola oil, soybeans, walnuts, hemp seeds, and dark green leafy vegetables. Stearidonic acid is found in rarer types of seeds and nuts, including black currant seeds. EPA and DHA are present in cold-water fish, including salmon, trout, sardines, mackerel and cod.
Omega-3 fatty acids are a form of polyunsaturated fats. Omega-3s are used in the formation of cell walls, making them supple and flexible, and improving circulation and oxygen uptake with proper red blood cell flexibility and function.
Omega-3 health benefits
High blood pressure
Several studies have shown that eating fatty fish or taking fish oil daily will lower blood pressure. DHA may have greater benefits than EPA. Omega-3 oils also effectively prevent hypertension in cardiac patients after transplantation.
Omega-3 fats in fish oil and fish oil supplements (EPA + DHA) can raise HDL and significantly reduce blood triglycerides.
The role of omega-3 fatty acids in cardiovascular health is well established. Omega-3 protect your heart in half a dozen ways, from lowering your blood pressure to cleaning your arteries. The American Heart Association recommends consumption of at least 1 g per day of the omega-3 fatty acids docosahexaenoic acid (DHA) or eicosapentaenoic acid (EPA) to reduce cardiovascular risk in people with established coronary disease, and at least 2 g per day to treat hypertriglyceridemia.
There is promising evidence that omega-3 fatty acids may decrease the risk of cardiac arrhythmias.
Research confirms, that in people with a history of heart attack, regular consumption of oily fish or fish oil supplements reduces the risk of heart attack, sudden death, and all-cause mortality.
Fish oil helps reduce symptoms of rheumatoid arthritis (RA), including joint pain and morning stiffness. Some people with RA who take fish oil may be able to lower their dose of non-steroidal anti-inflammatory drugs (NSAIDs). However, fish oil does not appear to slow progression of RA, only to treat the symptoms.
Mental health and Cognitive function
Omega-3 fatty acids appear to be important in brain development and function. People who consume a lot of fish are less likely to suffer depression, dementia, and even attention-deficit disorder. Scientists have noted that essential fatty acids are necessary for proper brain development in children.
Omega-3 fatty acids are showing encouraging results in treating people with bipolar disorder.
Several studies have investigated the relationship between DHA and children's cognitive development and performance. Indeed, DHA consumption has been positively linked to improved verbal ability, cognition and visual performance.
Omega-6 fatty acids
Omega-6 fatty acids include linoleic acid, which is found in safflower, olive, almond, sunflower, hemp, soybean, walnut, pumpkin, sesame, and flaxseed oils. Gamma-linolenic acid (GLA) is found in some seeds and evening primrose oil. Arachidonic acid (AA) is present in meat and animal products.
Most Americans consume higher quantities of omega-6 EFAs, because these are found in meat, animal products, and many cooking oils. Research has shown that too many omega-6 EFAs in the diet can lead to the imbalanced production of prostaglandins, which may contribute to health problems.
Essential Fatty Acids Products from Botanic Chioce


As outlined in a recent post on the accessibility team blog, enhancing the Settings API An API or Application Programming Interface is a software intermediary that allows programs to interact with each other and share data in limited, clearly defined ways. is currently a high priority for the team. We have been working on this project for a couple months now, discussing goals and approach in a biweekly meeting on Mondays at 16:00 UTC. The main objectives have been to improve accessibility Accessibility (commonly shortened to a11y) refers to the design of products, devices, services, or environments for people with disabilities. The concept of accessible design ensures both “direct access” (i.e. unassisted) and “indirect access” meaning compatibility with a person’s assistive technology (for example, computer screen readers). (https://en.wikipedia.org/wiki/Accessibility) of the pages generated with the Settings API as well as making it easier to use and more flexible for developers. Over the time we have identified the following list of areas to work on:
- The HTML HyperText Markup Language. The semantic scripting language primarily used for outputting content in web browsers. table layout that has been present for most admin (and super admin) pages should be replaced with a modern, semantically more accurate markup. As the entire table markup is created by the Settings API, we should be able to change it without major backward-compatibility concerns.
- We’d like to investigate moving from the current two-column layout to a one-column layout, as we agreed on that it would provide a more streamlined experience and overview. Furthermore the two-column layout makes it hard if not impossible to use
legend) to group elements properly.
- For common fields used in Core Core is the set of software required to run WordPress. The Core Development Team builds WordPress. and plugins, such as a simple text field, textarea, dropdown, radio or checkbox, default callbacks should be provided so that developers do not need to write every callback for such simple UI User interface components themselves. These callbacks should be flexible and accept a standardized set of arguments that can be passed to
add_settings_field(). Furthermore each callback should provide accessible markup out-of-the-box, so that even plugin A plugin is a piece of software containing a group of functions that can be added to a WordPress website. They can extend functionality or add new features to your WordPress websites. WordPress plugins are written in the PHP programming language and integrate seamlessly with WordPress. These can be free in the WordPress.org Plugin Directory https://wordpress.org/plugins/ or can be cost-based plugin from a third-party settings pages can be made accessible easily.
- Eventually all settings pages that Core creates should be using the enhanced Settings API instead of rendering their markup manually. This ensures a more structured output and allows developers to modify the Core fields as well.
- All markup we create should be generalized enough to not be specific to only the Settings API pages. Several other pages in the admin, for example the user profile or term editing pages could benefit from the improvements as well once they are polished.
This list may possibly be extended at some point, as there were some discussions about further developer-centric improvements, but for now we would like to focus on producing a clean and accessible markup with a better DUX being a side product of these efforts.
Prototype for WCEU
After starting development through patches on #39441, we soon realized that this project would be better off as a separate plugin. Therefore we created a GitHub repository for the project, where all development happens now. The plugin uses prefixed functions to not interfere with Core’s own Settings API, so it can safely be tested. While working on the layout, we identified the need for thorough user tests of the changes, and we set the upcoming WordCamp WordCamps are casual, locally-organized conferences covering everything related to WordPress. They're one of the places where the WordPress community comes together to teach one another what they’ve learned throughout the year and share the joy. Learn more. Europe as our target to get a first testable version of the plugin ready. While we still need more time to get to the point where we can propose it as an actual feature plugin A plugin that was created with the intention of eventually being proposed for inclusion in WordPress Core. See Features as Plugins., we would like to get feedback sooner than later to uncover eventual pain points.
We will be starting next week to discuss what needs to happen to get that prototype finished in time. If you’re interested, please attend the meeting, which will take place on Monday 16:00 UTC on Slack Slack is a Collaborative Group Chat Platform https://slack.com/. The WordPress community has its own Slack Channel at https://make.wordpress.org/chat/. in the #core channel, or leave a comment on this post if you cannot make it.
cc @afercia, @rianrietveld, @joedolson, @karmatosed, @johnbillion, @sc0ttkclark


The Anarkali is a beautiful and opulent ethnic dress that symbolizes a rich and ancient history. It lives up to the splendor of its namesake, – the famed dancer at Emperor Akbar’s court who stole the heart of Prince Salim. Her beauty was so exceptional that she was given the name Anarkali which means ‘blossoming pomegranate’.
Anarkali’s name is surrounded by mystery, romance and tragedy. Though popular, there isn’t any evidence or record to support the popular legend. The story is one of forbidden love between Prince Salim and Anarkali, and consequence of the star crossed lovers. Anarkali, a dancer in Emperor Akbar’s court wore form flattering kurtas. This was a tight fitting bodice till the waist and flared voluminously till below the knee. It was worn with churidar style pants and the stole or dupatta with it was of a sheer material.
The Anarkali as it came to be known, had full or half sleeves and modest necklines at that time. The materials used were silks, cotton muslins, brocades, velvets and organzas. The use of floral motifs, block printing, and kalamkari (patterns created using a pen), gold thread work around precious or semi-precious stones were made popular by the Mughal culture.
The dance performed in the emperor’s court in the Mughal period was known as a mujra and these dancers wore the style of churidar and fitted, flowing kurtas which became popular as the Anarkali or the Anarkali salwar suit.
The Hindi film industry too played a role in making this attire fashionable. The epic film Mughal-e-Azam was released in 1960 and featured the lead actress Madhubala dressed in and as Anarkali. Later on in the 1970’s and late 80’s, it continued to set a trend and never went away. It was highlighted recently by prominent actresses such as Aishwarya Rai Bachan, Kareena Kapoor, Vidya Balan and several other famous personalities.
The Anarkali worn today has undergone many changes keeping in mind the current fashion trends. More synthetic fabrics are mixed and matched along with a mind blowing number of patterns, embroideries, designs and embellishments.
A simple Anarkali suit takes 2 to 3 days to be stitched and the time taken varies due to the fabric, cut, embroidery or product to be embellished. They are generally worn with a dupatta in the same fabric or with a net stole. Fabrics are readily available along with the various kinds of sequins, mirrors, beads, zari, faux pearls and much more, but it is easier to get the outfit stitched. Local tailors are experienced and have sources for procuring the required elements quickly. The cost for getting it stitched varies from Rs.800/- to Rs.1200/-. Factors like patterns and designs decide the cost as it entails more labor. Readymade Anarkali costs range from Rs.2500/- to Rs.15000/- Designer ones fall in the range of Rs. 25000/- to an upward of Rs.50000/-
It is an example of the ever-changing trends in Indian ethnic wear keeping in mind global fashion. In addition to the traditional silks, brocades, cottons, synthetic fabrics are being combined lately. The use of rich colors like magenta, gold, silver and dark green paired with printed borders, embroidered zardosi designs with floral backgrounds and Chinese collars are considered stylish. Anarkali for bridal wear is in a lot of demand around the globe.
Style and Attire
The types of fabrics include net, viscose, georgette, chiffon and lace. Embroideries like appliqué, Phool Patti, Bagh, Chikankari, Kashmiri kashida, Soof, Gota, Ahir, Kantha stich, Kathiawari, Kutchhi, Badla, Mirror work, patchwork and much more. The shades of color used for the Anarkali are not ordinary. Colors like salmon, ochre, teal and fuchsia are combined with regular colors to create an interesting mix.
The use of contrasting colors is a notable aspect of these suits. They look simple or extremely decorative due to the embroidery on neckline and sleeves. Sometimes lace or Gota work is used around the waist, neckline and even in the flares to create a striking effect. The use of heavy embellishment or embroidery on solid colors changes the look of this suit, and in contrast usage of delicate prints or patterns can turn the Anarkali fit for casual wear. The suit is a combination of the old and new, echoes of Mughal culture fused with international fashion trends.
Present Day Scenario
Right from wedding celebrations, parties, festive occasions and social soirees this elegant dressing is loved by women of all ages because of its form and rich look. The suit is being worn by film personalities, society divas and for public appearances and is available at branded outlets of Indian wear and designer boutiques.
The latest trends combine bustier style bodices, ornamental tie ups in front and bodices with patchwork. It feature the use of a fabric such as chiffon or net stitched over a brocade or crepe suit. Contrasting the churidar with the Anarkali is trendy. High necklines and low backs have become chic.
The Anarkali can be worn with heavy or light accessories depending on the kind of occasion and style the suit is in. A heavily embellished suit is a guaranteed head turner and requires light jewelry.
This suit requires being dry cleaned every time and stored away from sunlight. Indirect ironing is advised. The Anarkali in cottons, chiffon, nets and in a combination of light fabrics can be worn in the summer. Brocades and silks are suitable for colder temperatures.


When it became known to Noah that a catastrophic weather event was to destroy every living thing on Earth he did as instructed and embarked on the ultimate adaptation plan by building an ark for himself, his family and enough animals to ensure the survival of every species.
He accepted the word of a higher authority, whom he realised would have greater knowledge than him regarding such matters. He did not demand to see irrefutable evidence and he did not insist on 100% certainty regarding the event, its severity, time and place before acting. Although he was not told of the exact date of the flood, he set about his plans immediately and didn’t wait until the rains began before being convinced that now was the time to act. From the date he was told about the forthcoming doom, until the rains fell, 120 years passed. Year after year after year Noah prepared for a catastrophe which did not yet materialise but he knew, despite the persistent mocking of his neighbours, that complacency was dangerous. His preparations took up a considerable proportion of his time, leaving him with fewer resources to allocate to everyday business and flock-tending, and undoubtedly this would have been detrimental to his family fortunes. Fortunately he, Mrs Noah, Ham, Shem and Japheh (plus their wives, kids etc) had the foresight to realise that survival takes precedence over the amassing of wealth.
There are so many lessons to be learnt from this week’s Torah portion.