This article was originally written as a term paper for an architectural theory course at Princeton University. It has been revised and updated for web publication.
An elaborate house of planes and pitched roofs emerges from a green hill in Wisconsin, while a house that resembles a spaceship stands apart in a field in France. The two houses, the first being Frank Lloyd Wright’s estate and studio, Taliesin, and the second, Le Corbusier’s seminal work, the Villa Savoye, could not be more different in their theoretical approaches to architecture. Yet both designs were conceived through the respective architect’s understanding of classical architecture and a desire to adhere to their respective architectural philosophies.
Frank Lloyd Wright and Le Corbusier were two of the most influential figures of modern architecture, and both architects projected their influence on the profession through their extensive architectural theories and writings. Frank Lloyd Wright was a proponent of “organic” architecture that achieved a synthesis between natural forms and architecture, while Le Corbusier considered architecture a “machine for living” and his work laid the groundwork for much of the functionalist architecture of the 20th century. Le Corbusier’s “five points of architecture,” the characteristics essential to his buildings, included steel “pilotis,” supports that allowed for a “free plan,” an arrangement of rooms and spaces designed independently of each floor, and a “free façade,” where the face of the building was designed independently of structural considerations. Additionally, Le Corbusier considered outdoor patio “roof gardens” and horizontal windows part of his vision.
Wright and Le Corbusier’s design philosophies seem inherently different, but if we consider Sigfried Giedion’s three “space conceptions” of architecture, which serve as an analytical framework that codifies the evolution of classical architecture, we can analyze Taliesin and Villa Savoye and pinpoint the classical origins from which their architectural aspects derive, and which classical aspects have been combined to create innovative, modern effects.
According to Giedion, the first space conception was developed by the ancient Egyptians and Greeks, whose pyramids and Doric Temples directly related the architecture to the landscape on which they were built. The Parthenon demonstrates this relationship through its strategic positioning on the Acropolis, while little attention is paid to the Parthenon’s interior.
The second space conception involved the development of vaults and domes by the Romans and their successors. In contrast to the first conception, the second space conception was more focused on the interior’s opening up of space to resemble the cosmos, rather than the exterior space’s relation to landscape. From the interior, the Pantheon’s dome attempted to relate the building’s space to the cosmos by representing the sky with a vaulted ceiling.
The third space conception, Giedion said, was the challenge of modern architecture, where new construction techniques allowed the exterior space to relate to nature and the interior to relate to the cosmos, creating a new synthesis between the first two conceptions. Because both Wright and Le Corbusier’s architecture derive in part from classical architecture, looking at Taliesin and the Villa Savoye through the space conception lens allows us to see that both architects adapted the historical narrative to support their own theories and designs, leading both architects to achieve different results from each other. Furthermore, when both their architectural theories were adapted to urbanism, they left legacies that were markedly different from classical architecture, creating forms that helped lead to the rise of suburban sprawl and ineffective housing projects, revealing the implications of arbitrary narrative-building in architectural theory. Thus, we should be suspicious of architects who claim to be the definitive part of a long line and tradition, as classical reinterpretation and architectural theories directly translated to urbanism lend themselves to a variety of problems.
Wright sought to establish an architectural style that was unique to America, one that he described as “Usonian,” a word for “American” he promoted that lacked external cultural influences. While denying the influence of classical precedents, his architectural style appears to rely on them, internalizing aspects of architectural styles as disparate as the Romans, Pre-Columbian peoples and Japanese. Wright’s relationship with classical architecture can be seen through his rationale for Taliesin’s relationship to the natural landscape.
In Wright’s essay, “Some Aspects of the Past and Present of Architecture,” Wright claims “the land is the simplest form of architecture” and “in ancient times [the land’s] limitations served to keep [man’s] buildings architecture. Splendid examples: Mayan, Egyptian, Greek, Byzantine, Persian, Indian, Chinese, Japanese.” In these broad strokes, Wright claims all classical architecture adhered to what Giedion called the first space conception—architecture’s relationship to surrounding nature. The sheer variety of examples, however, implies Wright conflated various cultures to support his design philosophy, suggesting he selected a particular narrative of architectural progress to support his theories.
When one considers the context in which Taliesin was built, the classical origin for Taliesin’s design becomes more precise. Wright built the first iteration of Taliesin following a visit to Fiesole, Italy, where he was inspired by Etruscan ruins built into the side of a hill, which commanded an impressive view of the surrounding valley. The Renaissance-era Villa Medici at Fiesole was incorporated into the peak of the hill, a phenomenon that Wright admired and called a “shining brow” for the hill, words he would translate into Welsh to create the name “Taliesin” for his estate.
In his autobiography, Wright states “no house should ever be on a hill or on anything. It should be of the hill. Belonging to it.” Indeed, Taliesin is constructed and incorporated into a hill in Spring Green, Wisconsin, overlooking Wright’s property, a scenic green valley. Just like the Pre-Columbian site of Machu Picchu and the Parthenon atop the Acropolis, the house emerges from the natural landscape, clinging to the “brow” of the hill, showcasing Wright’s embrace of the first space conception and continuity with classical architecture. The house wraps around the hill’s “brow” forming a landscaped courtyard at the hill’s natural summit. The house itself follows the hill’s natural contours: “the lines of the hills were the lines of the roofs, the slopes of the hills their slopes,” establishing a continuity between nature and architecture that is stronger than that of classical architecture, which crowned outcrops with more formalized, geometric forms, like in the case of the Acropolis.
Classical geometric forms were used as justifications for Le Corbusier’s design philosophy, especially in Villa Savoye, the house that is widely considered emblematic of his philosophy. Ironically, it was the approach of comparing classical forms that makes Villa Savoye aloof from the first space conception. In Vers une Architecture, Le Corbusier wrote “Greek, Egyptian, and Roman architecture is an architecture of prisms, cubes, and cylinders, of trihedrons and spheres: the Pyramids, the Temple of Luxor, the Parthenon, the Colosseum, Hadrian’s Villa.” Rather than elevate the situational aspects of these ancient sites, as Giedion and Wright did, Le Corbusier focused on the elemental forms of the buildings, independent of their context.
As a result, Villa Savoye stands in a field, apart from nature, as it is composed of the elemental form of a box raised on pilotis. In terms of the first space conception, Villa Savoye is not integrated within in its environment and lacks the unity with nature that Wright’s Taliesin achieves. Even though both Wright and Le Corbusier’s theoretical work both reflects classical architecture, the fact that both take such different approaches toward the first space conception reveals how much of their respective historical narratives as arbitrary. As we shall see, Le Corbusier’s design much more effectively addresses the second space conception and has some similarities in this regard with Taliesin’s design.
Frank Lloyd Wright’s design for Taliesin has certain characteristics that suggest an effort to address what Giedion called the second space conception, and when combined with the effects of the first, causes Taliesin to approach the third space conception. The interior of Taliesin is made up of a series of rooms and hallways, a collection of interlocking planes that again suggest the contours of the hill. The hallways’ low ceilings influence visitors to reach the next room and not dwell in the hallway. Additionally, the low hallways resemble tunnels in a cave—further relating to the concept that Taliesin is an outgrowth of the hill.
In Taliesin’s living room, however, the second space conception is directly addressed. A vaulted, pitched ceiling opens the space up and gives the sense of the cosmic, much like gothic architecture or Roman domes, a conceit Wright depicted as “tent-like,” emphasizing a subservience and allegiance to nature, giving the building a modest, integrative aspect, like camping under the stars. The drywall ceiling is also in conversation with the stonework, as the ceiling’s wooden lines are reminiscent of the sun’s rays. Skylights illuminate the room, while the stonework firmly grounds the building in nature.
The second space conception is firmly addressed by the arrangement of the windows in the living room, an arrangement that draws similarities to Le Corbusier’s work. A line of horizontal windows stretches around two walls of the living room, “windows that swung out above the treetops.” The windows frame the valley below in a landscape perspective that limits depth perception, framing a static, pastoral image very similar to what Le Corbusier codified as the horizontal window. Seating exists below the windows, much like in Le Corbusier’s Villa Le Lac on Lake Geneva, but uniquely there is a lower ceiling above the window to persuade visitors to sit underneath the ceiling and look out the window from their seat. The dialogue between the windows and the outside landscape further relates the building to its natural context—not only is it situated within the fabric of the hill, but it looks out on the hill and thereby participates in the landscape. The fact the window seating dictates how the view is observed parallels how the building’s form is dictated by the landscape. Through the interior and exterior’s relation to landscape and the cosmos, Taliesin’s living room transcends the second space conception and approaches the third, but does not quite achieve the extreme possibilities of the third space conception that Le Corbusier does in the Villa Savoye.
While Le Corbusier’s Villa Savoye lacked a strong association with the first space conception, it has elements that lend themselves to the second and third space conceptions. The horizontal window, uniformly wrapped around the free façade on the second floor, reflects the dialogue between interior and exterior space. The horizontal window exists, even if there is no glass between the frame space on the second-floor patio, which is equated with the enclosed half of the house on the other side, giving the two spaces equal importance for living and suggesting that both have the potential to have a conversation with the surrounding nature.
Le Corbusier’s horizontal window’s ability to cultivate an interior-exterior dialogue is best demonstrated by the photo from the Villa Le Lac in Geneva, in which the long window frames the Swiss mountains and the lake and seating is below the window, a phenomenon similar to Taliesin’s long windows and seating. The effect is an immediate, two-dimensional landscape lacking depth perception, but one that draws the distant landscape in and makes it immediately present from within the building, giving it a sort of “omnipresence,” showcasing a form of the second space conception, but transcending it to deify the natural landscape as an unmovable, all-powerful force—like the sky. Le Corbusier develops this relationship and allows the visitor to ascend through this cosmic landscape, creating a stunning interpretation of the third space conception.
The free plan and free façade allow each level of the house to dematerialize through a series of stairs and ramps as part of what Corbusier called the “promenade architectural”. As a result, the experience of ascending through the house to the roof garden is celebrated, and, much like the ascent of the Panathaneic Way to the ancient Acropolis that leads to the Parthenon, the ascent through the house leads inexorably to the sky and cosmos. When one ascends the ramp from the second floor to the roof garden, one approaches a “window” in the roof garden that opens up to a view of the lawn. Like Taliesin’s windows, the roof garden’s “window” is in dialogue with the landscape, and the implicit coaxing of the ramp is similar to Taliesin’s low ceilings in that they conspire to move the visitor. The roof garden’s enclosing walls and open ceiling makes the visitor turn their head to the sky. Thus, a form of the second space conception is transformed into the third—interior space has become transformed into exterior space, the very ceiling of the roof garden being the sky. The roof of the building is a place to be inhabited, a place to be closer to the cosmos. Like the Parthenon’s crowning of the Acropolis, the roof garden is the elemental form that transcends the rest of the building.
Frank Lloyd Wright and Le Corbusier both incorporated classical architectural narratives into their work, and both used those narratives to justify designs that fulfill different aspects of Giedion’s space conceptions. Frank Lloyd Wright’s Taliesin can be related to Giedion’s first two space conceptions and approaches the third, while Le Corbusier’s Villa Savoye eschews the first in favor of the second and an innovative approach to the third space conception. However, when they applied their theoretical, architectural theories to the logical end point of urban planning, the true arbitrary nature of the narrative they established is revealed, leaving severe implications for 20th century urbanism.
Frank Lloyd Wright translated his ideal of organic architecture to his plan for Broadacre City, a vision in which each house was granted one acre to itself, which urban historian Tom Martinson considers more of an “enabling methodology than an actual plan.” In Broadacre City, the city is so decentralized by dispersed residential lots and highways that “the [service] station that happens to be naturally located will as naturally grow into a neighborhood distribution center, meeting-place, restaurant, rest room or whatever else is needed.” What Wright is describing resembles the suburbanization of the United States—a process, even if conducted with each house achieving harmony with its one-acre plot, does not entail the sustainable unity with nature for which he argued. Modern urban planners understand the environmental costs and unsustainability of the suburban model created by dispersal, long commutes, and automobile dependency.
Interestingly, Le Corbusier’s plan for the “Radiant City” also envisioned a suburban landscape, but one that centered around monolithic towers in gigantic park divided by superhighways. The towers are coordinated in relation to each other, but not to a natural landscape.
Le Corbusier’s philosophy of forms and his plan itself is contrary to Le Corbusier’s attention to classical plan, because in Vers une Architecture, he describes how the Acropolis of Athens is “determined by the famous landscape that extends from Peiraeus [sic] to Mount Pentalikon… the plan is conceived for distant views: the axes line up with the valley…” With the Radiant City, his towers are independent of natural context, leaving harsh implications for society.
At odds with the natural landscape, the extrapolation of Le Corbusier’s design philosophy to urbanism inspired “cités” in the suburban Banlieue districts outside central Paris, giant housing projects that had no relation to the landscape and surrounding urbanism and lacked the inspirational public spaces that would have helped build community. In the U.S., similar housing projects inspired by Le Corbusier’s design were also notoriously unsuccessful, leading to demolitions of many of the projects just decades after their construction.
The major thrust of this article has been to show how two major architects of the 20th century aligned their theories with a classical narrative, shown through the examples of two of their most famous buildings. The problematic translations of their design philosophies to urbanism simultaneously suggests that some of this narrative-building is arbitrary and suspect, while also cautioning that one level of design magnitude, the building, should be thought of as much different from the greater magnitude of urbanism. It also suggests that even though the two greats developed aspects of what became known as Giedion’s third space conception, both were unable to create a vision of the third space conception that could be successfully translated to urban scale, a task that remains for future architects. As Giedion states, “How the third space conception will proceed cannot be foreseen, but its general directions are apparent.”
 Franklin K. Toker, Fallingwater Rising: Frank Lloyd Wright, E.J. Kaufmann, and America’s Most Extraordinary House (New York: Alfred A. Knopf, 2003), 25.
 Le Corbusier, “Five Points to a New Architecture,” in Programmes and Manifestoes on 20th Century Architecture, ed. Ulrich Conrads, trans. Michael Bullock (London: Lund Humphries, 1970), 99-100, accessed January 7, 2015.
 Le Corbusier, “Five Points to a New Architecture,” in Programmes and Manifestoes on 20th, 99-100.
 Siegfried Giedion, “Three Architectural Space Conceptions,” in The Beginnings of Architecture, by S. Giedion, Bollingen Series 35 (Princeton, NJ: Princeton University Press, 1981), 521.
 Giedion, “Three Architectural Space Conceptions,” in The Beginnings of Architecture, 522-523.
 Ibid., 523.
 Ibid., 523-524.
 Ibid., 523.
 Ibid., 523-524.
 Ibid., 526.
 Jackie Craven, “What is a Usonian? Frank Lloyd Wright’s Answer to the Great Depression,” About, last modified 2015, accessed January 11, 2015, http://architecture.about.com/od/franklloydwright/g/usonian.htm.
 Ruth Anne Philipps, “Stone, Water, and Mortarless Constructions: Frank Lloyd Wright and the Pre-Columbian Inca,” The Latin Americanist 57, no. 4 (December 2013): 97, accessed January 5, 2015, http://onlinelibrary.wiley.com/
 Frank Lloyd Wright, The Future of Architecture (New York: Horizon Press, 1953), 34.
 Ron McCrea, Building Taliesin: Frank Lloyd Wright’s Home of Love and Loss (Madison, WI: Wisconsin Historical Society Press, 2012), 15, 18, 27, accessed January 4, 2015, http://site.ebrary.com/lib/princeton/reader.action?docID=10899628.
 McCrea, Building Taliesin: Frank Lloyd, 15, 27.
 Frank Lloyd Wright, Frank Lloyd Wright, an Autobiography, 5th ed. (New York: Duell, Sloan and Pearce, 1943), 167.
 Wright, Frank Lloyd Wright, an Autobiography, 168.
 Ibid., 171.
 Panayotis Tournikiotis, “Le Corbusier, Giedion, and the Villa Savoye: From Consecration to Preservation of Architecture,” Future Anterior: Journal of Historic Preservation, History, Theory, and Criticism 4, no. 2 (Winter 2007): 4, accessed January 12, 2015, http://www.jstor.org/stable/25835008?seq=5#page_scan_tab_contents.
 Le Corbusier, Toward an Architecture, trans. John Goodman (Los Angeles: Getty Research Institute, 2007), 102-105, originally published as Vers une Architecture (Paris: G. Cres, 1924), accessed January 11, 2015, https://libweb10.princeton.edu/ereserves/
 Kevin D. Murphy, “Villa Savoye and the Modernist Historic Movement,” Journal of the Society of Architectural Historians 61, no. 1 (March 2002): 69, accessed January 12, 2015, http://www.jstor.org/stable/991812?seq=2#page_scan_tab_contents.
 Taliesin Preservation, “House Tour” (lecture, Taliesin, Spring Green, WI, August 2012).
 Wright, Frank Lloyd Wright, an Autobiography, 173.
 Ibid., 173.
 Le Corbusier, “Five Points to a New Architecture,” in Programmes and Manifestoes on 20th, 100.
 Bruno Reichlin, “The Pros and Cons of the Horizontal Window: The Perret – Le Corbusier Controversy,” Daidalos, September 1984, 72, accessed January 4, 2015, https://libweb10.princeton.edu/ereserves/ereserves.aspx?file=arc\Authors_RS\REICHLINbruno/ProsAndConsOfTheHorizontalWindow.pdf&auth=1.
 Taliesin Preservation, “House Tour.”
 Murphy, “Villa Savoye and the Modernist,” 69.
 Reichlin, “The Pros and Cons,” 77.
 Ibid., 75.
 Ibid., “The Pros and Cons,” 77.
 Reyner Banham, “Conclusion: Functionalism and Technology,” in Theory and Design in the First Machine Age, 2nd ed. (New York: Praeger Publishers, 1960), 322-324, accessed January 4, 2015, https://libweb10.princeton.edu/ereserves/ereserves.aspx?file=arc/Authors_AB/BANHAMreyner/TheoryAndDesignInTheFirstMachineAge/Conclusion_FunctionalismandTechnology_p320.pdf&auth=1.
 Flora Samuel and Peter Blundell Jones, “The Making of an Architectural Promenade: Villa Savoye and the Schminke House,” Architectural Research Quarterly 16, no. 2 (June 2012): 114, accessed January 12, 2015, http://media.proquest.com/.
 Samuel and Jones, “The Making of an Architectural,” 114.
 Tom Martinson, American Dreamscape: The Pursuit of Happiness in Postwar Suburbia (New York: Carroll & Graf, 2000), 152.
 Wright, The Future of Architecture, 176.
 Andres Duany, Elizabeth Plater-Zyberk, and Jeff Speck, Suburban Nation: The Rise of Sprawl and the Decline of the American Dream, tenth anniversary ed. (2000; repr., New York: North Point Press, 2010), 4.
 James Howard Kunstler, The Geography of Nowhere: The Rise and Decline of America’s Man-Made Landscape (New York: Touchstone, 1993), 78-80.
 Le Corbusier, Toward an Architecture, 121.
 Kunstler, The Geography of Nowhere, 79.
 Giedion, “Three Architectural Space Conceptions,” in The Beginnings of Architecture, 526.
Banham, Reyner. “Conclusion: Functionalism and Technology.” In Theory and Design in the First Machine Age, 320-30. 2nd ed. New York: Praeger Publishers, 1960. Accessed January 4, 2015.
Craven, Jackie. “What is a Usonian? Frank Lloyd Wright’s Answer to the Great Depression.” About. Last modified 2015. Accessed January 11, 2015. http://architecture.about.com/od/franklloydwright/g/usonian.htm.
Duany, Andres, Elizabeth Plater-Zyberk, and Jeff Speck. Suburban Nation: The Rise of Sprawl and the Decline of the American Dream. Tenth Anniversary ed. 2000. Reprint, New York: North Point Press, 2010.
Giedion, Siegfried. “Three Architectural Space Conceptions.” In The Beginnings of Architecture, by S. Giedion, 521-26. Bollingen Series 35. Princeton, NJ: Princeton University Press, 1981.
Kunstler, James Howard. The Geography of Nowhere: The Rise and Decline of America’s Man-Made Landscape. New York: Touchstone, 1993.
Le Corbusier. “Five Points to a New Architecture.” In Programmes and Manifestoes on 20th Century Architecture, edited by Ulrich Conrads, 99-101. Translated by Michael Bullock. London: Lund Humphries, 1970.
———. Toward an Architecture. Translated by John Goodman. Los Angeles: Getty Research Institute, 2007. Originally published as Vers une Architecture (Paris: G. Cres, 1924). Accessed January 11, 2015.
Martinson, Tom. American Dreamscape: The Pursuit of Happiness in Postwar Suburbia. New York: Carroll & Graf, 2000.
McCrea, Ron. Building Taliesin: Frank Lloyd Wright’s Home of Love and Loss. Madison, WI: Wisconsin Historical Society Press, 2012. Accessed January 4, 2015.
Murphy, Kevin D. “Villa Savoye and the Modernist Historic Movement.” Journal of the Society of Architectural Historians 61, no. 1 (March 2002): 68-89. Accessed January 12, 2015. http://www.jstor.org/
Philipps, Ruth Anne. “Stone, Water, and Mortarless Constructions: Frank Lloyd Wright and the Pre-Columbian Inca.” The Latin Americanist 57, no. 4 (December 2013): 97-130. Accessed January 5, 2015.
Reichlin, Bruno. “The Pros and Cons of the Horizontal Window: The Perret – Le Corbusier Controversy.” Daidalos, September 1984, 65-78. Accessed January 4, 2015.
Sahlins, Peter. “Civil Unrest in the French Suburbs, November 2005.” Social Science Research Council. Last modified October 24, 2006. Accessed January 13, 2015. http://riotsfrance.ssrc.org.
Samuel, Flora, and Peter Blundell Jones. “The Making of an Architectural Promenade: Villa Savoye and the Schminke House.” Architectural Research Quarterly 16, no. 2 (June 2012): 108-24. Accessed January 12, 2015. http://media.proquest.com/.
Swindale, Ian. “Part 3a, ‘Why the Parthenon Was Designed the Way It Was.'” The Parthenon Marbles. Last modified 2012. Accessed January 13, 2015. http://www.parthenon.newmentor.net/taylor01.htm.
Taliesin Preservation. “House Tour.” Lecture, Taliesin, Spring Green, WI, August 2012.
Toker, Franklin K. Fallingwater Rising: Frank Lloyd Wright, E.J. Kaufmann, and America’s Most Extraordinary House. New York: Alfred A. Knopf, 2003.\
Tournikiotis, Panayotis. “Le Corbusier, Giedion, and the Villa Savoye: From Consecration to Preservation of Architecture.” Future Anterior: Journal of Historic Preservation, History, Theory, and Criticism 4, no. 2 (Winter 2007): 1-11. Accessed January 12, 2015. http://www.jstor.org/stable/25835008?seq=5#page_scan_tab_contents.
Wright, Frank Lloyd. Frank Lloyd Wright, an Autobiography. 5th ed. New York: Duell, Sloan and Pearce, 1943.
———. The Future of Architecture. New York: Horizon Press, 1953.


TIFT COUNTY SCHOOL DISTRICT WELLNESS POLICY ON PHYSICAL ACTIVITY AND NUTRITION
The Tift County School District is committed to providing school environments that promote and protect children's health, well-being, and ability to learn by supporting healthy eating and physical activity.
I. School Health Councils
The school district will incorporate school health councils into existing school councils to develop, implement, monitor, and review school nutrition and physical activity policies. The councils also will serve as resources to school sites for implementing those policies.
II. Nutritional Quality of Foods and Beverages Sold and Served on Campus
Meals served through the National School Lunch, Breakfast, and Snack Programs will meet nutrition requirements established by local, state, and federal statutes and regulations.
Meal Times and Scheduling.
--Schools should provide students with at least 10 minutes to eat after sitting down for breakfast and 20 minutes after sitting down for lunch.
--Schools should not schedule tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities.
The school nutrition director will approve all food and beverage sales to students in elementary schools from the current list of approved snacks. Given young children's limited nutrition skills, food in elementary schools should be sold as balanced meals. If available, foods and beverages sold individually should be limited to water, low-fat and non-fat flavored milk, fruits, 100% juices, frozen items from approved snack list, and non-fried vegetables.
All items sold should be served after lunch.
All foods and beverages sold to students outside the reimbursable school meal programs (including those sold through a la carte [snack] lines, vending machines, student stores, or fundraising activities) during the school day, must meet at a minimum, existing Federal and State guidelines for foods of minimal nutritional value, all will comply with "foods of minimal value" where school meals are sold or served during meal periods (7 code of Federal Regulations Part 210.11), adhere to Tift County nutrition guidelines, and be approved by school nutrition director.
To support children's health and school nutrition-education efforts, school fundraising activities on campus, during the school day should use only foods that meet the nutrition and portion size guidelines for foods and beverages sold individually. Schools will encourage fundraising activities that promote physical activity.
Schools will limit use of non nutritive foods or beverages as rewards for academic performance or good behavior.
Schools should limit celebrations that involve food during the school day. The schools will disseminate a list of healthy party ideas to school administration.
III. Nutrition and Physical Activity Promotion and Food Marketing
Nutrition Education and Promotion
Tift County School District aims to teach, encourage, and support healthy eating by:
--State and local health education curriculum will focus on nutrition and health;
--Is a part of not only health education classes.
--School nutrition will provide links to school meal programs, other school foods, and nutrition-related community services;
--Continuing to participate in the National School Lunch and National School Breakfast promotions annually.
--Establishing Wellness Zones, and promoting healthy eating and physical activity, annually.
--Conducting taste testing with student focus groups to introduce new products or menu changes.
--Utilizing community collaboration promoting school nutrition including but not limited to PTA/PTO sponsored events, parent workshops, faith based feeding programs, YMCA programs, Recreation Department sponsored camps, and public library reading programs.
--Distributing nutrition education resources/newsletters/menus/promotion activities and having them available online access to faculty, students, parents, and community.
--Promoting innovative initiatives, such as Farm to School, Food For Thought, Healthier US Schools Challenge, Healthier Generation Alliance, and Fuel UP to Play 60.
Integrating Physical Activity into the Classroom Setting
Students need opportunities for physical activity beyond physical education class. Toward that end:
--classroom health education will complement physical education by reinforcing the knowledge and self-management skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television;
--using fitness gram as a measuring component
Tift County School District highly values the health and well being of every staff member. Each school should establish and maintain a staff wellness committee as part of the existing school council. The committee should develop, promote, and oversee a plan to promote staff health and wellness.
IV. Physical Activity Opportunities and Physical Education
Physical Education (P.E.) K-12. All students in grades K-12, including students with disabilities, special health-care needs, and in alternative educational settings, will receive physical education meeting the local, state, and federal guidelines. Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.
All K-5 school students will have at least 10 to 15 minutes a day of supervised recess, preferably outdoors, during which schools should encourage moderate to vigorous physical activity verbally and through the provision of space and equipment.
Schools should discourage extended periods (i.e., periods of two or more hours) of inactivity. When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools should give students periodic breaks during which they are encouraged to stand and be moderately active.
V. Monitoring and Policy Review
The superintendent or designee will ensure compliance with established district-wide nutrition and physical activity wellness policies. In each school, the principal or designee will ensure compliance with those policies in his/her school and will report on the school's compliance to the school district superintendent or designee.
School food service staff, at the school or district level, will ensure compliance with nutrition policies within school food service areas. All ala carte sales will comply with USDA competitive food nutrient standards and use smart snacks calculator to ensure compliance.
The school district will review nutrition and physical activity policies; and will, as necessary, revise the wellness policies and develop work plans to facilitate their implementation.
In accordance to the 7 CFR Parts 210, 215, 220 Federal Regulations
National School Lunch Program and School Breakfast Program: Nutrition Standards for All foods Sold in School as Required by the Healthy, Hunger-Free Kids Act of 2010; Final Rule
--A choice of at least two fruits and/or non-fried vegetables will be offered for sale at any location on the school site where multiple food choices are offered (concession and vending sites). Such items could include, but are not limited to, fresh, canned or dried fruits and vegetables; 100% fruit or vegetable juice; fruit-based drinks that are at least 50% fruit juice and that do not contain additional caloric sweeteners.
The portion size of a la carte entrees and side dishes, including potatoes, will not be greater than the size of comparable portions offered as part of school meals. Fruits and non-fried vegetables are exempt from portion-size limits.


Getting off and onto the ground is a skill that isn’t practiced by the larger population. We have chairs and beds that are soft and inviting. Babies spend most of their time on the floor, and they seem to have a ball. Older folks attempt to avoid it at all costs, but when they fall (and can’t get up), they regret everything. Dan John attempted to champion the idea a few years back, prioritizing learning to safely get to the ground for football players who often find themselves there. Tumbling, too, is based off being able to interact with the ground, but it’s rarely taught outside the world of gymnastics.
One of the easiest (and most telling) tasks to do regarding getting up is getting down. Try both, without using hands, for a quick screen in how someone uses their hips and core.
Dan John uses a more structured protocol, ‘twister’ style, fastening the hands to knees in more specific sequence:
When utilizing load, you can blanket the abilities of a large group by having them “pin the weight to their torso”:
Another option would be to “have the weight perpetually float”:
Having people think and decide without a given blueprint gives them the freedom to figure out a movement strategy, which is what creative movement is all about. We should encourage autonomous movement more often. In being so quick to correct and streamline things, we miss out on other potential truths. Modifications can always follow, but you can’t undo natural instinct without asking for it first.
For those traditionalists, the Turkish Get Up is a prime example of inside-out movement. Like rolling patterns, you’re stiffening one side of the body while rotating the other side around it. Coordinating the shoulder blade with the low obliques, however, is much more brain training than brute force and strength. As such, dynamic neuromuscular stabilization, or developmental reflexive locomotion strategies, can come into play to help synchronize the supportive shoulder with supportive abdominals.
Setting the shoulder in the frontal plane:
It’s important here to pull and keep the “ribs away from the elbow”.
Using the obliques to rotate the body off ground:
The top leg rolled forward sets the stage for the upper body roll to follow. The front knee acts as an additional fulcrum (other than the upper arm/elbow) for which the body to revolve around.
Use the hip and shoulder in unison (short lever) to create torso tension in the lift:
Make sure you get the chest to ground to ‘finish the roll’.
The 1/4 and 1/2 Turkish Get Up
The most important set piece of turning off the floor is getting to the elbow. This is known as the 1/4 Get Up. Corkscrewing the elbow off the ground through the hand is the 1/2 Get Up. Focusing on the first half of the Turkish Get Up maximizes the efforts of the shoulders and abs.
As you pull the ribs from the elbow, the goal is to keep the space the same throughout the movement.
Avoid using the neck to pull you up and exerting extra effort by turning the neck left and right at each stage. Neck stiffness signals neck work. You should be able to rotate it freely throughout. To ensure the shoulders are in a stable position, add a hip lift/bridge at each section. If the shoulders are wrong in any way (or you’re only putting weight into your supportive elbow versus forearm), the bridge will fail and force an auto-correct.
The Turkish Get Up really translates into a torso push. It’s a combination flexion-roll, but flexion should only happen at the hips. Far too often, the shoulder rolls forward to help ‘pull’ the body up off the floor. (This is an example of outside-in or limb driven movement — opposite of what this exercise is intending.) To train keeping the shoulder back, here are three possible variations:
- Extending the otherwise ‘up’ arm into a diagonal (and holding it there)
- Wrapping the free arm around the rib cage and locking the shoulder back (shortens lever and strives to make it a part of the torso engine)
- Retracting a band vertically and keeping it there throughout the movement
- Getting on and off the ground is a practical, functional skill
- NOT telling people how to do something can be more informative and useful than laying a strategy out before them
- The Turkish get up is an extension of rolling patterns
- The shoulder syncs with the hips through the obliques
- Keeping the up shoulder in a retracted position helps establish torso-driven movement


MADERA COUNTY (KFSN) --This week's warm break during a wet winter has Mosquito Abatement officials very concerned. It could cause a sudden spike in the mosquito population.
California's Vector Control Association said Monday mosquito control is the key to preventing the spread of the Zika virus. The Zika virus has not been found in any Valley patients but a mosquito, which can carry it, continues to thrive here.
Mosquito breeding grounds can be found all over your yard. Everything from flower pots to storm drains. It doesn't take much water to hatch eggs. A black and white mosquito-- Aedes Aegypti-- has federal, state, and local abatement officials on high alert. "I think mainly because of the temperature. I know this week it's supposed to get up to the mid 70's, that's usually when they start to breed, but then the temperature is supposed to go back to the 60's," said Leonard Irby, Madera County Vector Control District Manager.
Irby said homeowners are already calling about mosquito problems because this aggressive day-biter is back. "It takes approximately three to four days for them to develop, so, if they empty the water constantly we won't have as many Aedes Aegypti mosquitoes."
The White House will ask Congress for $1.8 billion to help fight the Zika virus in the US as well as Central America, South America, and the Caribbean-- where the virus is rapidly spreading. "We don't have the disease yet here in Madera, or in the Central Valley, like Dengue, Chikungunya. The latest is Zika, Zika virus, but they're the number one vectors for these diseases," said Irby.
And this is the scenario abatement officials worry about: Someone who becomes infected with the Aika virus in Latin America, or elsewhere, comes to the Valley and gets bitten by a mosquito. That mosquito could then spread the virus to other people.


The river pebble sand making machine is an important piece of equipment for sand and gravel processing in the artificial sand production line, and its sand production efficiency is closely related to the overall benefit of the sand production line. So, what skills can effectively improve the sand production efficiency of the river pebble sand-making machine?
Although the river pebble sand making machine is relatively simple to operate, the output of the river pebble sand-making machine may also be below if the user does not follow the instructions provided for reasonable and standardized operation, or does not install and operate under the manufacturer’s guidance.
Too much or too little feed will affect the normal operation of the pebble sand-making machine. Too much will cause blockage, increase the load of the host, increase the stress on the bearing, and easily lead to overload.
Proper maintenance can prolong the life of the equipment, and the life of the pebble sand-making machine will also affect its production output and sand production efficiency.
Dry sand making should be used for river pebbles with high water content, otherwise, the materials will stick together and affect the production efficiency of the equipment. Therefore, the selection of a reasonable sand-making plan is also one of the main factors affecting sand-making efficiency.
The raw material of machine-made sand is also a major factor. If the raw material contains a large amount of fine powder, this fine powder can easily adhere to the equipment, thus affecting the sand production efficiency of the pebble sand-making machine.
The balance of the main shaft is very important to the normal operation of the sand making machine, but the main shaft is easy to wear, so it is necessary to replace the main shaft every once in a while and clean it during the replacement process, and then add lubricant to make the main shaft serve better Sand making machine and auxiliary river pebble sand making machine for high output.
If the worn parts are not replaced in time, it will not only delay production, affect the sand production efficiency of the pebble sand-making machine, but also cause great damage to the equipment itself in severe cases. So get into the habit of checking your equipment regularly and replacing worn parts promptly.
Excessive tension will affect the power transmission of the motor to the river pebble sand making machine, thereby affecting the sand production efficiency of the river pebble sand-making machine. Therefore, pay attention to the tightness of the power transmission belt.
The above introduces 5 factors that affect the sand production efficiency of the river pebble sand making machine and 3 techniques to improve the sand production efficiency of the river pebble sand making machine. The river pebble sand-making machine should pay attention to these points in the production process to avoid equipment failure. Affect the normal production of machine-made sand.
Please enter your inquiry and contact. We will reply you as soon as possible.


Kyle asks his friend Jane to guess his age and his grandmother’s age. Kyle says his grandmother is not more than 80 years old. He says his grandmother’s age is, at most, 3 years less than 3 times his own age. Jane writes this system of inequalities to represent k, Kyle’s age, and g, Kyle’s grandmother’s age. Inequality 1: g > 80 Inequality 2: g ≤ 3k – 3 Which inequality did Jane write incorrectly, and how could it be corrected?
not more tha 80 means g is less than or equal to 80 or g<80 grandmothers age is at most, 3 years less than 3 tmes his age g is equal to or less than 3 years less than 3 times k g<-3+3k we have g<80 and g<3k-3 the first one is incorerct, it is written as g>80 in the question, but it should be g<80


26th (London) Anti-Aircraft Brigade (26 AA Bde) was an Air Defence formation of the British Army during the Second World War. It defended London during the Blitz.
German air raids by Zeppelin airships and Gotha bombers on London and other British cities during the First World War had shown the need for strong anti-aircraft (AA) defences in any future war. When the Territorial Army (TA) was reformed in 1922 it included a number of dedicated AA units of the Royal Artillery (RA) and Royal Engineers (RE). Two formations were organised in London District to command these units, provisionally known as the 2nd and 3rd London Air Defence Brigades, but soon numbered 26th and 27th. Both were based at the Duke of York’s Headquarters in Chelsea, where the units of the 2nd AD Bde were accommodated in buildings used before the First World War by King Edward’s Horse and the Royal Army Service Corps divisional train of the 47th (1/2nd London) Division. Extra buildings erected for the units included gun drill sheds and a store for each battery. Meanwhile, 3rd AD Bde’s units were based at Lytton Grove, Putney, taking over pre-war buildings previously used by the City of London Yeomanry (Rough Riders). The brigades had the following composition:.
26th (London) Air Defence Brigade
27th (London) Air Defence Brigade
As Britain’s AA defences expanded during the 1930s, higher formations became necessary. 1st AA Division was formed in 1935 at RAF Uxbridge to command the growing number of Territorial Army (TA) anti-aircraft gun and searchlight units covering London and the Home Counties. The 26th AD Bde was reorganised at Chelsea on 16 December 1935 as 26th (London) Anti-Aircraft Group, commanding all the gun and searchlight units of the two former brigades, while the 27th was reformed as 27th (Home Counties) Anti-Aircraft Group at RAF Kenley, to command new AA units in the South London suburbs.
The AA Groups took the more usual formation title of Brigades on 1 January 1939 after the Royal Artillery replaced its traditional unit designation ‘Brigade’ by the modern ‘Regiment’.
The TA’s AA units were mobilised on 23 September 1938 during the Munich Crisis. The call-out of key parties by telephone and telegram went well, and they assembled at their drill halls within a few hours. Because the units possessed only a small scale of transport, elaborate plans had been made to requisition civilian vehicles, ranging from heavy lorries to buses and private cars. Equipment was drawn from mobilisation stores, and the detachments ferried out to their war stations. Despite some failures and problems, the emergency positions covering London were manned and most of the equipment was in place within 24 hours. The emergency mobilisation lasted nearly three weeks before the TA units were released on 14 October. Brigadier Robert Whittaker, a TA officer who had commanded 53rd (City of London) HAA Rgt, was appointed to command the brigade on 18 January 1939.
During this period of tension the Territorial Army grew enormously, and existing TA infantry battalions continued to be converted to AA regiments. The number of divisions and brigades was expanded, and the whole AA defence of the United Kingdom was taken over by Anti-Aircraft Command on 1 April 1939. A new 38th Light Anti-Aircraft Brigade was formed on 28 September 1938 by duplicating 26 AA Brigade HQ at the Duke of York’s Headquarters. The new brigade took responsibility for searchlight units in the London area, leaving 26 AA Bde as a Heavy AA formation.
The further deterioration in international relations during 1939 led to a partial mobilisation in June, and a proportion of TA AA units manned their war stations under a rotation system known as ‘Couverture’. Full mobilisation of AA Command came in August 1939, ahead of the declaration of war on 3 September 1939.
Just before the outbreak of war, 26 AA Bde moved its headquarters to Brompton Road in South Kensington, where a Piccadilly line underground railway station had been disused since 1934. 1st AA Division established a control centre at Brompton Road, where the tunnels, subways and lift-shafts were adapted to provide bomb-proof accommodation for a Central Operation Room reporting direct to HQ No. 11 Group RAF at Uxbridge, and four Gun Operations Rooms (GORs) subdividing the London Inner Artillery Zone (IAZ). An elaborate network of dedicated telephone lines was laid by the General Post Office and Royal Corps of Signals, linking the AA sites, including many isolated searchlight positions. (The building remained a TA centre after the war, later being known as the Signals Drill Hall. It was sold by the Ministry of Defence in 2014.)
It had been intended that 26th AA Brigade would control the whole London IAZ, but it proved too complex for one HQ, and in September 1939 it was divided among three: 26th, 48th and 49th AA Bdes. 26th AA Brigade still had the heaviest concentration of guns, with 34 sites disposed to north and east of London, mainly equipped with static 3.7 and 4.5-inch guns. Its sites were in the process of being increased from four to eight guns each.
When the UK declared war on 3 September 1939, 26 AA Bde had the following composition:
During 1940 the AA Regiments of the RA were redesignated Heavy Anti-Aircraft (HAA) regiments to distinguish them from the newer Light Anti-Aircraft (LAA) regiments.
While the Luftwaffe attacked RAF airfields in south east England during the Battle of Britain, 26 AA Bde was hardly involved, but on 2 September 1940 a raid up the Thames Estuary reached the edge of the London IAZ and was engaged by guns of the brigade. Between 11 and 15 September, massed raids approached London, but running battles with RAF fighters broke up most of the raids before they reached the IAZ.
221 HAA Battery of 91st HAA Rgt under 39 AA Bde in the Humber Gun Zone had been nominated as a reserve battery with mobile guns. As the London Blitz got under way during September it arrived to reinforce 26 AA Bde (one gunner was killed by a bomb blast). In mid-October, half of 286/91 HAA Bty arrived in London to reinforce 221 Bty. 221 Battery moved from London to Norwich later in October.
Brigadier Whittaker was promoted to command 1st AA Division on 12 November 1940 was succeeded by Brigadier S.K. Thorburn.
By late 1940, at the height of The Blitz, 26 AA Bde was still serving in 1 AA Division covering London, but had the following composition:
Manning AA positions during the Blitz was dangerous and arduous work. A Parachute mine fell on one HAA position of 26 AA Bde in central London, killing three men and wounding 15, yet the position remained in action.
The Blitz effectively ended in May 1941, but the organisation of AA Command continued to evolve. From September 1940, rocket projectors (Z Batteries) were introduced, equipped with rocket projectiles, and during 1941 increasing numbers of women of the Auxiliary Territorial Service (ATS) took over roles in AA Command. Where they were integrated into units these were designated ‘Mixed’ (‘M’).
During 1941-42 the following further changes to 26th AA Bde’s order of battle took place:
On 1 October 1942 a new organisation came into force in AA Command: corps and divisions were abolished, and brigades came under the command of new regional groups. 26th AA Brigade was subordinated to 1 AA Group covering the London IAZ. At this time its order of battle was as follows:
There were only minor changes in the brigade’s composition in 1943-44. 111th HAA Regiment (347, 355, 356 and 389 Btys) joined early in 1943, but left in May 1943 to go to GHQ Reserve, later 21st Army Group, preparing for the invasion of Normandy (Operation Overlord).
By October 1944, the brigade’s HQ establishment was 9 officers, 8 male other ranks and 23 members of the ATS, together with a small number of attached drivers, cooks and mess orderlies (male and female). In addition, the brigade had a Mixed Signal Office Section of 1 officer, 5 male other ranks and 19 ATS, which was formally part of the Group signal unit.
The Luftwaffe began a new bombing campaign against London in early 1944 (the Baby Blitz). By now the night fighter defences and the London IAZ were well organised and the attackers suffered heavy losses for relatively small results. More significant were the V-1 flying bombs, codenamed ‘Divers’, which began to be launched against London from Northern France soon after D-Day. V-1s (known to Londoners as ‘Doodlebugs’) presented AA Command’s biggest challenge since the Blitz. Defences had been planned against this new form of attack (Operation Diver), but it presented a severe problem for AA guns, and after two weeks’ experience AA Command carried out a major reorganisation, stripping guns from the London IAZ and other parts of the UK and repositioning them along the South Coast to target V-1s coming in over the English Channel, where a ‘downed’ V-1 would cause no damage. As the launching sites were overrun by 21st Army Group, the Luftwaffe switched to air-launching V-1s over the North Sea, so 1 AA Group had to redeploy again to the east of London.
Once 21st Army Group had captured Brussels and Antwerp, these cities became targets for V-1s launched from within Germany, and anti-Diver defences had to be established. 132nd and 137th (M) HAA Regiments from 26th AA Bde were among the reinforcements sent to Brussels in January 1945 for this duty.
After VE-day, demobilisation of AA units began promptly. 132nd and 137th (M) HAA regiments were disbanded in Europe (in May and October 1945 respectively) and did not return to 26th AA Bde. By November 1945 the brigade had the following composition:
All these regiments were disbanded in January 1947 except 12th HAA Rgt which was retained in the postwar Regular Army.
Brigade HQ moved to Whetstone on 11 April 1946. When the TA was reformed on 1 January 1947, the brigade’s Regular Army units reformed 6 AA Bde at Grays, Essex, while the TA portion was renumbered as 52 (London) AA Brigade, based at Chingford, Essex, in 1 AA Group. (The wartime 52 AA Bde in Scotland was renumbered as 78 AA Bde in the 1947 reorganisation.) 52 (London) Brigade had the following organisation:
However, the brigade was disbanded in September 1948.


By Joyceann Gray, Sarah Brown, and Monique Hopkins
Joyceann Gray, Monique Crippen-Hopkins and Sarah Brown are “linked through slavery”. Joyceann and Monique’s ancestors were enslaved by Sarah’s ancestors, the Washington family. When Sarah published her most recent post, about her connection with Monique’s family, Joyceann spoke out about her feelings about the piece. The three of them decided that the Facebook dialogue that followed was important, and would be valuable as a post of its own.
Read Joyeann’s blog for her full story: https://jgraydiscovery.com/
Read Monique’s blog for her full story: http://genealogybreakingdownthewalls.blogspot.com/
Joyceann Gray writes:
There are a few who are in a delicate position being a direct descendant of slaveholders and wanting to give what you can of slave history and family connection to descendants of those enslaved by your families. You are in possession of access to all your family papers which affords you a glimpse into your ancestors’ thought processes, emotions, and desires.
The descendants of those enslaved, can only guess what our people thought or felt. We are desperate for any tidbit of information about our ancestors. The norm was to account for our people by number, not by name, and it was very rare to find a surname. But we have a responsibility to record what we can find of our ancestors and their histories. To tell their stories and as much as possible ensures that when others write about them the facts and impressions are correct and in keeping with the truth. We have a responsibility to them to never let their pain and struggles be forgotten and to ensure their legacy lives on!
Sarah Brown adds:
When I wrote my last blog piece, Part Two of my series “Redrawing A Community – A Washington Descendant’s Journey ( “People” -The Thompsons), athttp://linkedthroughslavery.com/2015/03/18/redrawing-a-community-a-washington-descendants-journey-part-two-people-the-thompsons/ – I included a photograph of Solomon Thompson that was provided by Monique Crippen-Hopkins, his 3x great-granddaughter. I described what I saw in his expression. As linked descendants, the three of us have been talking to each other through Facebook, and by phone occasionally. Since I was writing Part Two about Monique’s family, I sent her a final draft to review, but Joyceann saw it for the first time on the Bittersweet site.
Joyceann was troubled by my comments, and sent me some of her own. This started a discussion among the three of us that was sometimes difficult and emotional. In the end we were all glad that Joyceann didn’t shy away from expressing her frustration. Since our talk reflects the difficult work that Coming To The Table is committed to, we decided to edit it slightly and post it here.
Our dialogue brought home one of the pitfalls of writing about slaveholding as a descendant of slaveholders. Attention must be paid to acknowledging the pain inflicted by our families, in words on the page; assuming that the reader knows that the writer is aware of the specifics of abuse may not be enough. History demands a clear retelling of the dark side of the story, and a missed opportunity to do so can undermine establishing the truth.
Dialogue among Sarah Brown and Joyceann Gray and Monique Crippen-Hopkins
(Sarah wrote in her post, about the picture of Solomon Thompson:
“From my contemporary perspective he seems sad or wary, or possibly just unaccustomed to being photographed. His undirected stare might be the common expression of a servant who has learned to be both present and absent, without being able to freely choose either.”
Joyceann starts a dialogue by commenting on that paragraph.)
Joyceann: From your perspective you did a good job of guessing, but you didn’t remark on the pain that he had to have felt or the bad he must have seen and endured!! From my understanding of his history, troubles and struggles, all of which were much more than you or I could ever imagine!
Sarah: I guess I thought that was implied – that he had to be both present and absent, which is pretty much impossible. My whole project is an attempt to address the pain inflicted by my family, but what I hear from you is that I should stress the pain endured more clearly.
Joyceann: Stand on a black rug you really see and feel much differently than standing on a white rug… We feel through the ages what we as a people and in cases individuals felt as they went through their daily struggles, I often have nightmares about the struggle of my Indian heritage, my people and their losses. Not sure what directly; but something bad had to have happen for the dreams are intense.. I have evidence in another part of my family where the husband tried to buy his wife and children, but he was only allowed to buy his wife and a daughter. He had to leave the four boys in slavery.
When he paid the cost for wife and daughter he was forced to leave the state… so can we imagine the pain and agony there??? Nope, as a mother and grandmother I can’t and really don’t want to.
Sarah: It’s a good comment, Joyceann. The next post will have more details also. I’m thinking that the word “servant” should be in quotes, since it was a euphemism.
Joyceann: Coming from an elite and intellectual standpoint we have to be careful to not assume or think things are implied….We weren’t servants… servants had options. We only had two options in most cases; do as told or suffer dire consequences
Sarah: Of course he wasn’t <a servant>, although the white families used that term. I shouldn’t assume that readers know the way I’m using it, though. I was saying that he shared a common expression of people regarded as servants – a class thing as well. They had to stand by and pretend to be invisible, and that’s the expression I saw. I don’t see him as only a victim, though – he seems to be conveying a dignity that refuses that classification, although he was robbed of choices in his life.
Joyceann: But he was a victim through and through caught up in a vicious cycle of horrendous cruelty!
Sarah: It’s not easy to write about the black experience as a white person. I tend to feel that I’m writing about the human experience in general. I don’t want to sound only like an elite intellectual. I do use my own voice, though, since anything else wouldn’t be genuine. I would really like it if you added these comments to the blog page – it’s a good conversation.
Yes, all those enslaved were victims of horrendous cruelty. Gosh – there is no way I’m downplaying that! I’m talking about what I see in his eyes – he’s a complex human being rather than JUST a victim.
Joyceann: True but I see more pain I think than you do, I see a man that has endured and seen too much! I see a man that has survived and has YET to really live.
Sarah: It’s a great comment, and I see exactly what you mean. I see that pain. But I chose to write about him as transcending that pain as much as possible. I see him as wearing a kind of mask. Truth be told, I never expected to see an actual photograph of someone enslaved by my family. His dignity and cautious expression really stand out to me – to me, he’s masking his pain.
Joyceann: His eyes are not masking the pain! It is all in the eyes!!
I really enjoy the fact you are conscious of your heritage and of the pain but we have to tread lightly when your ancestors dealt with my ancestors as if they were cattle or horses… and whenever they spoke of freeing their property there was always a condition that had to be met first. For instance George Washington lamented over freeing the slaves, so he waits until he’s almost dead to say oh yeah free my slaves AFTER I die and only then can they be freed AFTER my wife dies too! Now what kind of mental anguish is that, what a torn and conflicted humanitarian he was…Yes?
At least your ancestor Bushrod Washington said flatly; hell no to freeing slaves! Samuel Washington George’s brother didn’t even want to sell Reuben Hatter to his sister-in-law Christian Blackburn!!It took his wife’s badgering him to get him to do it! And even then he made her pay top dollar too!
So Sarah what I’m attempting to do is to get you to see another view of all the “Solomons” of those times…have you ever found a photo of a person who’s been enslaved; smiling?!
Sarah: Joyceann, I’m writing about all of that. I hope that you see that what I’m doing is an attempt to address all of these injustices. I’m going to send you a copy of an article I wrote a few years ago. It was supposed to be published in a journal called Race/Ethnicity, but the journal went under before it came out, so it was never published. It’s important to me that you know my personal perspective. We have to get know each other better, I think. I see that you feel I don’t know how these people suffered, and that I’m downplaying that. If that’s the impression I’ve given, then I want to correct it.
Joyceann: No not downplaying at all. Let me try saying that another way. When looking at old photos of enslaved folks: When you see an uplifted chin you see pride, I see pain with stubborn refusal to give in.
I see at least I felt you were seeing through ” rose” colored glasses so to speak, you were elevating when in fact we need to stand low? Make sense?
I’d love to read your work I’ll do that while we’re on our road trip back home!
Sarah: Yes! It’s the stubborn refusal to give in that I see in the foreground.
Joyceann: Now you got it!!
Sarah: That’s what I was trying to say, but I guess I didn’t say it. Thanks for pointing that out.
Joyceann: Are you ok with our discussion?
Sarah: Yes! It’s kind of painful, but I love that you’ve told me how you really feel. I understand that I left out the chance to comment on the cruelty of Solomon’s situation. But I do want to know that you hear me, too. And I see that Monique is commenting now – great….
Joyceann: It’s hard to write someone else’s story.
(Monique Crippen-Hopkins enters the conversation)
Monique: Yes, that is true, I’m having a hard time writing my ancestors’ story….I’ve been trying to figure out how to do it to give them the honor they deserve.
Sarah: The only way I can write it is to write what I’m experiencing personally – the journey I’m taking myself. So I write about what I see in the picture, my communication with the two of you, and how I feel about my own family.
Monique: I’ve just been reading the comments; it’s a lot to take in, because what is being written is about my family that has come alive to me, and a very painful experience at that. Some of it may come across as just a story to others, but that is my family. I can actually feel for these people and for my grandparents!
I don’t have any real comments…I was just taking it in.
Sarah: Our stories intersect, and I want to honor both of your families without taking over your own stories. I’ve very conscious of my responsibility there.
Joyceann: True but our intersection is only up to the civil war ending when the Washingtons and other slaveholders were forced to free their slaves. Now did the Washingtons work with their formers slaves to help with their transition? Train them? Give them the land to work? Then till now we didn’t have a relationship. We have come together again now as we try to piece things together and make amends….
Sarah: I’m researching what happened at Claymont after emancipation. I’d like to think that my family tried to help those they enslaved, but I think it was the other way around – some of the Thompsons and others stuck around and worked for what was probably hardly any pay.
(to Joyceann) I’m thinking about your comment about how hard it is to write someone else’s story. It’s ironic – what I’m trying to do is tell the full story about my family. So many people have written about George and all as patriots, but not as slaveholders. I think my job is to correct that.
Joyceann: I hear you louder than I’ve been able to express, I do indeed understand also why you are doing this… I’m just playing devil’s advocate here somewhat trying to help you be careful in how you relay others’ history. I am excited to know you are going to tackle writing the hard truth of your ancestors… That will be a bestseller.
Monique: No, just seeing all of this became a little emotional because it made me see and think about some things I never really thought of before.
Sarah: Yeah….wow. This is such a raw subject and that’s why we have to talk about it. Thanks Joyceann!
Monique: Thank you Cousin Joyceann! You have a lot of insight.
Joyceann: So yes it’s a raw discussion but I’m so glad we are not running from it!!
Sarah: When I got the archive with all our wills I felt that someone had to address the wrongs my ancestors had committed. And they were many. Connecting with the two of you allows me to make baby steps toward that goal. You’ve allowed me in – thank you so much!
Joyceann: And by writing your story SARAH you will indeed be helping a lot of people to heal and move on, someone needs to acknowledge the real story !
Sarah: Can I tell you both that I’ve got tears in my eyes? None of us asked for what our families gave us, and we’re all working on making sense of it. I’m so grateful we can do this, raw or not.
Monique: Yes, that’s what this is all about…taking those steps, it’s a lot and we can only try to move on, we will never be able to correct what our ancestors did, we can only help some people move on. What’s done can’t be undone we can only try to help others to heal
Great job both of you in this conversation!! Thank you because you have given me food for thought.


The Museum’s exhibition Rendering Witness: Holocaust-Era Art as Testimony displays art produced by Jews and other victims of the Nazis during the Holocaust. Each artwork in this exhibition reasserts the artist’s humanity and individuality, qualities too often obscured by iconic Holocaust photographs that were taken by the Nazis or their collaborators. We will highlight artwork from this exhibition in a series of blog posts.
The artwork below, Lodz Ghetto Bridge, was made by Vincent Brauner, c. 1940 – 1943. The original is 10 3/4 inches x 14 7/8 inches, made with pen and ink, watercolor, and conté on paper adhered to wood.
Brauner juxtaposes the crowded, harsh conditions of the Lodz Ghetto with the freedom and unconstrained space of the world outside. The street car and civilian with a small wagon travel uninhibited, the luxury of space theirs for the taking. In contrast, the Lodz Ghetto prisoner on the bottom left strains to pull a cart, while a thicket of Jewish prisoners cross over a bridge that connects parts of the Ghetto while cutting it off from the world outside. While the individual Jews are indistinguishable from one another, the lone soldier standing guard beneath the bridge has his gun, helmet, and uniform coat on clear display.
A church features prominently to the left, notable because many synagogues in Lodz were destroyed by the Nazis after the German invasion.
Born with the first name Yitzhok, Brauner(1887–1944) went by Vincent as an homage to Vincent van Gogh. He was a member of the Jewish avant-garde art group Yung-yidish (active in Lodz, Poland from 1918 -1921) and studied painting in Krakow, Warsaw, and Berlin before World War II. He was deported from the Lodz Ghetto to Auschwitz, where he was murdered in 1944.


Anyone who takes an interest in human rights issues in Iran -- and there are many who do -- probably knows about the Baha'is. They are a small religious minority (perhaps as many as 300,000), but nonetheless the largest in the country. The largest, yet painfully small and the most hated. If Jews and Christians have a rough time in Iran, the Baha'i experience has been worse. Over 200 members of the religion, including many of its leaders (there are no priests) have been executed, and others have been and still are in prison. In 1983, a seventeen-year-old girl, Mona Mahmudinezhad, was hanged in Shiraz along with nine older women, mostly in their 20s. Their crime was, apparently, teaching "morality lessons" to Baha'i children who had been expelled from school. All the Baha'i holy places in Iran have been reduced to rubble, including the beautiful House of the Bab, a small treasure of Iranian architecture which the author visited often with its custodian. All Baha'i cemeteries have been dug up and bodies exhumed. No young Baha'i is permitted to enter university. Older Baha'is have had their pensions removed. Jobs are hard to come by. Many linger in prison. There are serious plans to rid the country of the Baha'is altogether.
The destruction of a historic Baha'i cemetery in Shiraz, Iran, by the Islamic Revolutionary Guards Corp. (Image source: Baha'i World News Service)
Why is there such animus towards a small and entirely inoffensive religion that has at most five or six million followers round the world, most of whom are not Iranians but Westerners, Africans, Latin Americans, Indians, and Pacific Islanders. The Baha'is have a noble range of principles: equality of the sexes, the unity of mankind, a universal language, universal education, opposition to racism and other forms of prejudice, and the goal of world peace — you get my drift. Engaged in good works in many countries, they are forbidden by their own laws to take part in politics or anything remotely "subversive." Above all, they believe in Muhammad as a prophet of God and the Qur'an as the word of God. So, aren't they just a sect of Islam?
Not really, despite their origins in a sect of Shi'ism. Baha'is consider theirs to be a "world religion" (though many might question that on several counts). They recognize Muhammad, but they do not think he was the last of the prophets, as Muslims do. They have two 19th-century prophets of their own who, they say, fulfilled Islamic prophecy. They are, therefore, a threat to Islam. Should large numbers convert to their faith, Islam would be diminished and might eventually die out, and that is something the autocrats of Tehran cannot ever contemplate.
How did things get into such a mess? In its conservative versions, Islam cannot contemplate change. There are Muslim reformers, but they are bowed down beneath the heavy weight of tradition. Not even the reformers can accept the possibility of prophets after Muhammad. If God has sent his final prophet and revealed his final book and given mankind his final set of laws and ethics, why should anyone want to leave that behind?
Modern hardliners, called Salafis, take their name and ideation from the Salaf, the first three generations of Muslims, the closest to the prophet. In the classic formulation, kull al-bid'a kufr, "all innovation is unbelief."
The Baha'is place their origins in a short-lived religious movement known as Babism, started in 1844 by a young man of 24, Sayyid 'Ali Muhamad, better known as the Bab. Executed in 1850, the Bab claimed divine revelation, introduced a bizarre raft of laws, "revealed" some extremely obscure books, and claimed that a new religious era had dawned. Two to three thousand Babis (many of them armed) were killed in clashes with state troops, and the few who remained might have seen their faith descend into permanent obscurity. But this was prevented when a follower of the Bab, an Iranian nobleman called Mirza Husayn-'Ali Nuri, better known as Baha' Allah, founded a new faith on the remnants of Babism, borrowed a few ideas from Western reformism, wrote a short new book of laws, was exiled to the port of Acco in Israel, and died in 1892, the second of the post-Islamic prophets.
Baha' Allah was succeeded by his eldest son, 'Abbas Effendi 'Abd al-Baha', who made no claims to prophethood or divinity, just infallibility in the interpretation of sacred texts. He made his way to Europe then America (narrowly missing a trip on the Titanic) and became something of a celebrity, an early precursor of the gurus who travelled to the U.S. during the first half of the twentieth century. His teachings were simple, in tune with the times, and won him a loyal band of Western followers until his death in 1921.
His grandson, Shoghi Effendi, an intelligent and Westernized man, became the first Guardian of the Baha'i faith, created an international administrative system and a global missionary enterprise. Today, that administrative system has its center on the flanks of Mount Carmel in Haifa, Israel, where exquisite gardens surround marble buildings and a golden-domed shrine that contains the remains of the Bab -- another reason for the Islamic regime in Tehran to hate the Baha'is.
In Iran, however, the Baha'is were always persecuted, and a list of martyrs marks their progress through the eras of the Qajar and Pahlavi Shahs, with many more put to death in the days of the Islamic Republic.
It is the Baha'is who apparently represent the greatest threat to Islam: people unafraid of innovation and grown bold enough to break away from the Islamic faith. Many Iranian Baha'is were both well educated and westernized -- two more things with which to condemn them.
Baha'ism is, by and large, a liberal religion, and liberalization is a constant threat to today's Islamists.
I have known a lot of Baha'is in my time, and I have never found them unfriendly or unenlightened. I have spent a lot of time with them in Iran, and found them thoughtfully balanced between Iranian culture and the values of the West. They are Iran's best hope. They are tolerant of other faiths, including Hinduism and Buddhism. Their women led the movement for emancipation, and many have served as physicians, lawyers, university teachers, and architects (a Baha'i, Husayn Amanat, designed the great Shahyad Monument in the center of Tehran).
But in that peculiar longing for self-defeat that segregates Muslim children, calls on Palestinian teenagers to commit suicide, and arrests scientists and human rights activists, the Iranian regime turns on the very people who may still hold the future of their country in their hands, but who would opt for a secular regime in place of the theocratic antiquated bigots who currently rule Iran.
 'Current Situation of Baha'is in Iran'. See also the present author, A People Apart: The Baha'i Community of Iran in the Twentieth Century, London, School of Oriental and African Studies, Occasional Papers, 1989.
 For the fullest account of the Bab and his movement, see the present author, The Messiah of Shiraz, Studies in Early and Middle Babism, Brill, 2008.
 See Paul Berman, Terror and Liberalism, W. W. Norton, 2004.


As we observe this Memorial Day and commemorate the men and women who died while serving in the American military let’s also remind ourselves to take care of the living. Holidays aren’t always fun and games. They also present ideal opportunities for our loved ones to get hurt. From burning themselves on the barbecue on Memorial Day to sticking themselves with carving knives on Halloween or ingesting sharp decorations on Christmas, holidays it seems are hazardous for health.
However, parents should be wary of both routine and out-of-the-ordinary activities on a holiday weekend. According to a new study published in Pediatrics, children are more likely to suffer injuries from everyday activities, such as playing football, than they are to be victims of holiday-specific pitfalls.
Labor Day and Memorial Day are the top two holidays for injuries. The study authors from the Center for Injury Research and Policy in Columbus, Ohio, and Ohio State University suggest this is because they are often celebrated outdoors and people are more likely to take part in physical activities.
The researchers collected childhood-related injury information from a nationally representative sample of 98 U.S. hospital emergency departments. They looked at records from 1997 through 2006 over eight holidays: New Year’s, Easter, Memorial Day, Fourth of July, Labor Day, Halloween, Thanksgiving and Christmas. They included injuries occurring in a five-day period around each holiday (two days before and two days after, as well as the holiday itself). The thinking was that people don’t always celebrate a holiday on the day itself, or they might hold festivities over multiple days.
An estimated 5,710,999 injuries related to holidays occurred over the nine-year period. After Labor Day and Memorial Day, the runners up for the most injuries were the Fourth of July and Halloween. Christmas had the least number of injuries.
Boys suffered from most of the injuries (62%), followed by children under 5 (29%). The most common injuries were lacerations (29.2%), and the most injured body parts were the face, fingers and hands.
Close to half of the injuries were sports or recreation related. Only a small portion of injuries were from activities that might be considered specific for the holiday. For instance, just 2.9% of injuries occurring around the Fourth of July were related to fireworks while 8.6% were related to riding bicycles!
SRxA’s Word on Health wishes all its readers a SAFE and HAPPY holiday.


Electrical Bus bars is the structure which carries a huge amount of power. A bus bar is the most important structure in the substation where power is gathered for further substitution. Depending on the voltage level, reliability and flexibility, a bus bar can be arranged in different configurations. Given below is the list of 8 different types of such connections in which busbars can be arranged.
Single bus bar
This is most simple and cheapest bus bar arrangement. It comprises a single bus bar to which all incoming and outgoing lines are joined. Such a line requires little maintenance. However, a major problem associated with such system is that its repair is not possible without interrupting whole circuit.
Related topic: Single line diagram
Single bus bar system with sectionalization
In this scheme, a single bus is divided into multiple sections and the load is divided into sections. The sections of bus bars are connected using circuit breaker and isolators. Such a system has many advantages. In case of a fault, one section of the bus can be isolated from other sections.
Double bus bar with a single breaker
In this system, two bus bars are used. Each of the buses can take entire load. One of these buses is named main and the other one is known as a spare bus. The buses are connected together using bus coupler. Such system is reliable and continuity of supply can be maintained using either of the buses. Usually, the main bus is used, in case of maintenance the spare bus can be employed.
Double bus bar with two breakers
This scheme comprises two busbars having two breakers for each connection. In this scheme the breakers and isolators can be removed without interrupting supply. The double busbar double breaker scheme is an expensive scheme and is only recommended for very large stations where connection security is important.
Breakers and half with two Bus Bars
In this scheme, three circuit breakers are used for every two circuits. As the name of arrangement indicates the connections involve two buses. This arrangement is an improvement of previous one with the major aim of reducing the number of circuit breakers.
Main and transfer bus bar
This arrangement comprises a main bus that is used under ordinary conditions and a transformer bus for emergency purposes. The major advantage associated with this scheme is the use of single circuit breaker for tieing purposes. Such connection scheme is affordable with the main drawback involving complete shutdown of a substation in case of failure.
Double bus bar with bypass isolator
Double bus bar with bypass isolator is an economical scheme in which isolators are used for transferring load from bus 1 to bus 2. Such scheme is advantages in terms of economy as well as it provides feasibility to take out any breaker without interruption os supply.
Ring bus scheme is also known as mesh scheme. Such scheme requires only one breaker per circuit, it has a low initial scheme and any breaker can be removed without interrupting supply. However, this scheme has the major disadvantage of complexity and difficulty of reclosing.
So that was all about 8 types of connection schemes.
- Why liquid fuels are preferred over solid fuels
- Why condenser is used in steam power station
- Differentiate two types of boilers in thermal power plants
- Explain the distinguishing feature of nuclear power plant
- Explain the pros and cons of Nuclear power plant
- How hydroelectric power plants are classified on the basis of head
- What is forebay in hydroelectric power plants
- What is the role of the regenerator in gas power plants
- Why surge tank is built in close conduit Hydroelectric Power Plants
- Differentiate base load and peak load power plants


Until I was an adult, I had no idea what the symptoms of ADHD were, much less that I was living with it myself. But as I began exploring the symptoms, I found out that excessive worrying is one of the hallmark symptoms of this disorder.
As our children grow, we’ve noticed that some of them are what I would call “physically anxious”. For example, our hyper child actually becomes irritated when he has to sit down for long periods of time. But others are “emotionally anxious”. One of our boys has low energy and can be sluggish, but inside he’s a boiling kettle of emotions, including lots and lots of worries.
What can you do when your ADHD child worries? How can you help them manage these big emotions while they’re still small? Read on to find some tips that are working for us and to pick up a free resource your kids can use to process emotions themselves!
If you enjoy this post, don’t miss these pointers for how to show love to a defiant child too!
Image c/o: londondeposit / depositphotos
When Your ADHD Child Worries
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First, try to comfort your child. No one can think clearly when they’re upset, especially not a child. Let him or her know that you are there and ready to help. But make sure that the way you comfort them is geared toward that specific child.
One thing that works with my hyper child is physical touch. If I hug him or bring him close, he calms down quite a bit. For my emotionally anxious child, holding his hand seems to work better. He doesn’t respond as well to hugging. If your child doesn’t respond to physical touch at all, just sit nearby and say “I’m here to help” or something similar.
It’s important that we make sure our children feel that we value their emotions. If we just hug them or hold their hands and “pooh-pooh” their feelings, we’ll seem patronizing. But when we respect our children’s emotions, we model that behavior for them. They will learn to stop and give their feelings attention, rather than ignoring them or pretending they don’t exist.
Follow up physical touch or verbal reassurance with active listening. Sit down near your child, give him or her direct eye contact, and then listen to their feelings. Be sure to offer feedback that shows you are taking an interest in their expressions.
Once your child expresses his or her worries, show them how to process them and go forward. For example, one of my children worries constantly about how he is viewed by others. He has actually let that fear stop him from speaking up about something he didn’t want to do, which shows that he’s especially susceptible to peer pressure.
To help, we talk with him about his feelings privately – away from his siblings. We’ve also found that helping him brainstorm how to talk about his fears has given him a lot more freedom to express himself to us.
We also work with him to explore his likes and dislikes, so that he can become more vocal about expressing his interests without fear of rejection. It’s helped him to stabilize his emotions quite a bit.
Since helping our kids to express their worries has helped us, I thought you’d like to try this free worry journal with your kids! It’s called “My Little Book of Big Worries” and it’s for helping anxious kids to process their feelings and how they can talk about them.
Use this printable feelings journal for kids to help your children write down their big worries in a pocket-sized printable book! Children can use this journal to write down what makes them feel sad, anxious, or worried and brainstorm how to express these feelings to their moms.
Here’s a quick look at how to put this printable mini-book together:
Print both pages.
Take the first page (which contains the front and back covers) and fold it in half horizontally. This is the front and back cover half.
This is the inside page half.
Fold the first page in half horizontally again to form a small book.
Then fold the second page in half horizontally also and then place it inside the first “book”. You should end up with an eight-page book. Add a few staples along the front edge to secure it.
The assembled book should look like this inside:
Let the kids use these pages to jot down their biggest concerns and how they can talk about them with you! After all…
For a limited time, get your copy of My Little Book of Big Worries free when you subscribe to our newsletter! To sign up, just use the widget below. You’ll receive access to our special password-protected subscribers page in your welcome email. 🙂
What do you do when your ADHD child worries? How do you help them manage their big fears? Share your tips and suggestions in the comments!
Need more help to parent your child with ADHD? Don’t miss these posts!
See more parenting help for kids with ADHD on my ADHD Tips Pinterest board!


February 14th is when lovers exchange gifts in the name of St. Valentine, but what has a saint got to do with a pagan celebration?
The history of St Valentine’s Day and its patron saint is shrouded in mystery, but we do know that February has long been a month of romance.
St. Valentine’s Day contains vestiges of both Christian and Roman traditions. For eight hundred years prior to the establishment of St Valentine’s Day, the Romans had celebrated a pagan festival in mid February commemorating a young man’s rite of passage to the god Lupercus.
The celebration featured a lottery in which young men would draw the names of teenage girls from a box. The girl assigned to each young man in that manner, would become his sexual companion for that year.
In an effort to turn people away from the old pagan rites Pope Gelasius ordered a change in the rules of the Lottery and instead of the names of maidens the names of saints were substituted, women were allowed to enter the draw as well as men and the object was to emulate the ways of the selected saint throughout the year.
To replace a pagan god, the church looked for a suitable patron saint of love to take his place and found appropriate Valentine, who in AD 270 had been beheaded by Emperor Claudius II.
One legend contends that Valentine was a priest who served during the third century in Rome. Emperor at that time, Claudius II decreed that single men made better warriors and with this thinking, outlawed marriage for young men. The injustice of this ruling forced Valentine to go against his emperor and perform marriages in secret for young soldiers and their sweethearts. The inevitable outcome was discovery and sentence to death.
According to another legend St Valentine sent the first Valentine Card, the story goes that whilst in prison Valentine fell in love with a young girl, thought to be the jailer’s daughter and sent her a letter signed Your Valentine, the traditional greeting still used to this day.
The truth or otherwise of the many legends surrounding this enigmatic Saint have faded into insignificance when compared to the need for a recognized symbol of love and a yearly excuse for lovers to express their feelings for each other.
In 1835 the remains, or what are believed to be the remains of St Valentine were given to an Irish priest named father John Spratt by Pope Gregory XVI, after Spratt impressed the pope with his passionate preaching during a visit to Rome. The gift, in a black and gold casket, can still be viewed every St Valentine’s Day, at the Whitefriars church in Dublin.
The first true valentine card was sent by Charles Duke of Orleans to his wife in 1514, whilst he was imprisoned in the Tower of London. In England Valentine’s Day didn’t become popular until around the seventeenth century, although by the middle of the eighteenth century it had become common for people of all social classes to
send some small token of affection to a loved one.
These gifts would usually take the form of a hand written note, in which the recipient would be assured of the sincerest intentions of the sender. By the end of the century printed cards began to appear, due to the enormous advances in printing at that time.
Readymade cards were an easy way for people to express their emotions at a time when strict moral standards made any form of affection difficult.
Today, somewhere in the region of 4 billion Dollars is spent on Valentine cards and associated gifts every year, proving that romance is still very much alive. So I leave you with the words of Shakespeare; who, after all puts it better than anyone: Sonnet 18 “Shall I compare thee to a summer’s day?”


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This study determined the effects of sleep deprivation on the academic performance of 2nd-year education students of the University of Science and Technology of Southern Philippines. Specifically, it sought to answer the following: (1) correlation and comparison of difference between number of hours sleep and academic performances in Eng111 and Educ90; (2) difference on students’ flexibility towards sleep deprivation and demographic profile; and (3) correlation between the number of hours sleep and academic performances in terms of Cognitive, Psychomotor/Physical, and Environmental Factors
Correlational-descriptive research design was used in the study. A census was used in the collection of data in which 122 respondents participated. A researcher-made questionnaire was utilized. The analytical design used consisted of statistical procedures such as hypothesis testing, correlation, averages, standard deviations, and T-test.
The results showed that as the number of hours of sleep increased, students’ academic performance in Eng111 and Educ 90 get better. Furthermore, a significant difference in both subjects and grades was found. With all the variables taken in this study, it can be inferred that without proper sleep, the brain's function such as the ability to concentrate, store data, and other cognitive activities will be hampered and/or paralyzed..


Paper or plastic?
Let’s say you go to the grocery store and buy a pineapple. Why are you buying a pineapple? They’re delicious.
You get in line to pay for your pineapple. The clerk says, “Paper or plastic?”
Paper or plastic? Hmmm…
What should you say? What things should you think about before you answer?
Let’s think about paper first.
The paper bag, like most paper, is made from trees. People cut down the trees, grind them up, and make paper from the pulp. We don’t want to cut down too many trees, though, because trees help the environment. They make oxygen that we need to breathe. They provide a place for animals to live. We can plant new trees to replace the ones we cut down, but we still should save as many trees as we can.
The paper bag might be made of recycled paper. That’s paper that has been used more than once. That means that we didn’t have to cut down more trees to make it. Recycling paper still requires energy, though. Paper is also quite heavy, which means that moving it around on trucks takes a lot of energy too.
Maybe we shouldn’t get a paper bag.
What about plastic?
Plastic is not made from living things like paper is. Plastic is made by people. It never existed before people created it. If we don’t have to cut down any trees to make it, is that better? Not really.
The trouble with plastic is that it’s not part of nature. It doesn’t fit into any ecosystem. Nothing can eat it, so when it goes in the trash, it never goes away. Plastics last for hundreds or even thousands of years. And because plastics are lightweight and blow around in the wind easily, a lot of them end up in the ocean.
Maybe we shouldn’t get a plastic bag either, then.
What should we do?
There is another question that the checkout clerk might forget to ask: “Did you bring your own bag?”
A Reusable Bag!
The best way to take your groceries home is in your own bag. You can use it as many times as you like. You never have to throw it away!
Do you need a bag to bring to the store? You can make one out of an old t-shirt!


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Laser Welding is a technique widely used in high volume industrial manufacturing as a method of joining metallic materials. By using a laser beam concentrated into a high-intensity focused spot, laser welding offers many advantages over other more conventional welding processes. Advantages include; lower heat input meaning lower distortion and smaller heat affected zones, higher welding speeds which lead to improved production rates and single-side access to the joint area, coupled with fiber optic beam delivery providing easier automation.
In the case of thick section stainless steel welding, the power provided to the focused spot on the material surface is of sufficient intensity (1×10-6 W/cm²) to form a keyhole into the workpiece, this keyhole creates a meltpool that can be manipulated along the weld joint, allowing the material to be welded in a single pass, without the need for any filler wire.
The example photos show a 6mm stainless steel (316) butt weld using our redPOWER 4.5kW QUBE fiber laser. An inert gas (Argon) shield was used to help maintain a full penetration, repeatable, defect-free joint. The top surface of the weld is consistent, clean and smooth meaning there is no need for any secondary cleaning process.
Weld requirements such as top bead width, weld interface width, penetration depth and welding speed can all be modified to suit the application by correct selection of the appropriate optical configuration and laser process parameters.
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