Side Effects Of ginger garlic turmeric And Cloves: Despite their numerous health benefits, it’s important to be aware of potential side effects of consuming ginger, garlic, turmeric, and cloves. Ginger, known for its anti-inflammatory properties, may cause stomach upset or heartburn when taken in large amounts. Garlic, with its powerful antibacterial properties, may cause bad breath, body odor, and allergic reactions in some individuals. Turmeric, renowned for its antioxidant effects, may lead to stomach discomfort and diarrhea if consumed in excessive quantities. Cloves, appreciated for their antimicrobial properties, may cause an upset stomach, mouth sores, or blood thinning in some cases. It’s crucial to exercise moderation and consult a healthcare professional when incorporating these ingredients into your daily diet to ensure optimal health benefits and minimize potential side effects.
Ginger, garlic, turmeric, and cloves are commonly used spices that add unique flavors and aromas to various cuisines. However, it is essential to be aware of the potential side effects these spices may have on our health.
ginger is well-known for its anti-inflammatory properties and digestive benefits. However, consuming large amounts of ginger can result in heartburn, stomach discomfort, and diarrhea. Moreover, if you take blood-thinning medications, exercise caution as ginger might increase the risk of bleeding.
garlic is widely recognized for its pungent taste and potential health benefits, such as strengthening the immune system and reducing the risk of certain diseases. Nevertheless, excessive garlic consumption can lead to bloating, indigestion, and halitosis (bad breath). Garlic could also interfere with specific medications like antiviral drugs and blood thinners.
Turmeric, with its vibrant yellow hue and antioxidant properties, is a popular spice in various dishes. However, consuming excessive amounts of turmeric may cause gastric discomfort, diarrhea, and nausea. Turmeric might also interact with medications such as blood thinners, diabetes medications, and stomach acid reducers.
Cloves are renowned for their strong flavor and natural antiseptic qualities. Nevertheless, consuming large quantities of cloves can irritate the mouth and throat, potentially leading to allergic reactions in certain individuals. When using clove oil topically, it is important to exercise caution as it can cause skin irritation.
While these spices offer numerous health benefits, it is crucial to use them in moderation and keep potential side effects in mind. If you have any underlying medical conditions or are taking medications, it is advisable to consult with a healthcare professional before incorporating these spices into your regular diet.
Ginger, an extensively utilized spice renowned for its unique flavor and a myriad of health advantages, may exhibit undesired consequences when consumed in excess. Some individuals might encounter heartburn, stomach discomfort, or diarrhea following ginger consumption. These side effects are more likely to manifest when ginger is consumed in high quantities or in its raw form. It is essential to acknowledge that ginger can also interact with specific medications, particularly blood thinners, potentially escalating the risk of bleeding. Consequently, it is crucial to seek guidance from a healthcare professional before incorporating ginger into your daily regimen.
Garlic, another sought-after ingredient esteemed for its potent health benefits and strong aroma, is generally safe for consumption. Nonetheless, excessive intake can elicit unwelcome repercussions. Some individuals may experience digestive complications like heartburn, diarrhea, or bloating. Garlic might also interfere with certain medications, particularly those prescribed to address blood clotting disorders or diabetes. Moreover, garlic could cause halitosis and body odor in certain individuals. To ensure utmost prudence, exercise moderation while including garlic in your dietary routine and consult with a healthcare professional if you harbor any concerns.
Turmeric and cloves, spices widely employed in a range of culinary dishes for their distinct flavors and potential health gains, are generally safe to consume. Nevertheless, excessive ingestion of turmeric might provoke stomach discomfort, dizziness, or nausea. Conversely, cloves may trigger allergic reactions in individuals when consumed in copious amounts. It is of utmost importance to maintain mindfulness regarding your intake and promptly consult with a healthcare professional if any adverse effects manifest. As with any alterations in dietary habits, moderation serves as the key to unlocking the benefits of these spices without inadvertently inviting unnecessary side effects.
To summarize, ginger, garlic, turmeric, and cloves are all natural ingredients that harbor potential health advantages. However, it is imperative to consume them in moderation and remain cognizant of the potential adverse effects they might exhibit. Seeking advice from a healthcare professional can help ascertain the optimal dosage and identify possible interactions with medications. Savor the enticing flavors and the wealth of benefits these spices have to offer, but always prioritize your well-being and safeguard your health.
While ginger, garlic, turmeric, and cloves are widely used in cooking and traditional medicine, it’s essential to be aware of the potential side effects that these ingredients might have. Although these ingredients offer various health benefits, excessive consumption or specific situations can lead to adverse effects on certain individuals. Let’s delve into the potential adverse effects of these commonly used ingredients:
1. Heartburn: Consuming large amounts of ginger can cause heartburn or worsen existing heartburn symptoms in certain individuals.
2. Blood disorders: Ginger may interfere with blood clotting, which can be problematic for individuals with bleeding disorders or those taking blood-thinning medications. Therefore, caution and consultation with a healthcare provider are advised.
3. Allergic reactions: Although rare, allergic reactions to ginger have been reported. It is recommended to discontinue use immediately if any allergic symptoms, such as itching, a rash, or difficulty breathing, are experienced.
1. Halitosis and body odor: The strong odor of garlic can lead to unpleasant breath and body odor that may persist even after brushing or bathing.
2. Digestive issues: Some individuals may experience digestive problems like bloating, gas, or diarrhea after consuming garlic.
3. Interactions with medication: Garlic supplements may interact with certain medications like blood thinners or antiplatelet drugs. It is advisable to consult a healthcare provider before incorporating garlic supplements into your routine if you are on any medication.
1. Stomach problems: Consuming excessive amounts of turmeric or turmeric supplements might result in stomach upset, nausea, or diarrhea.
2. Gallbladder concerns: Turmeric may cause contractions in the gallbladder, which could be problematic for individuals with gallstones or gallbladder disease. It is recommended to seek medical advice before using turmeric supplements.
3. Blood sugar levels: Individuals with diabetes or those taking medications to regulate blood sugar levels should closely monitor their blood glucose when consuming turmeric, as it may lower blood sugar levels.
1. Allergic reactions: Some individuals may experience allergic reactions to cloves, resulting in symptoms such as itching, swelling, or difficulty breathing.
2. Blood sugar control: Cloves may affect blood sugar levels. Therefore, individuals with diabetes or those taking diabetes medications should exercise caution when using cloves and frequently monitor their blood glucose.
3. Skin irritation: Using clove oil or topical applications may cause skin irritation or allergic reactions in certain individuals. It is advisable to perform a patch test before applying clove oil to the skin.
In conclusion, while ginger, garlic, turmeric, and cloves offer numerous health benefits, it’s important to consume them in moderation and seek professional advice if you have any pre-existing medical conditions or are taking any medications. By being aware of their potential side effects, you can make informed decisions and ensure your well-being.


Atoms & Periodic Table
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This lab replaces traditionally used flame test activities that use nitrate salts of sodium, potassium, lithium, strontium, calcium, barium, lead and copper (II). The redesigned lab uses acetate salts of sodium and potassium.
Students use inquiry to identify the elements in Colorflame candles. Unlike traditional flame emission labs, where student see a bright burst of color, this procedure allows students to safely observe an emission spectra and use online tools to match the element.


It can be hard not to project your higher school certificate exam stress onto your children. Sometimes even the most well-meaning parents who only want to help their kids in any way they can get it wrong.
Sure the hugs and the endless cups of tea help, but if parents really need to help then they need to find some highly effective study tips to recommend to their children. That way every minute spent studying and practicing and preparing is of value, leaving them time for sleep, relaxation and activities that help them unwind, all of which aids them to deal with exam stress.
If there is one tip you can share with your children in the lead up to higher school certificate exams it is to study using a pen and paper.
According to a survey of past students, studying using paper-based notes and a pen is the most effective study method when it comes to exam prep. Top-performing students swear by the paper and pen method, even printing material to help them learn.
The findings, by Canon Australia and published in their Paper Is Mightier Than The Screen study guide, technology diverts, distracts and frustrates during study time. More importantly, by viewing material online students often fail to properly engage with the information.
Rowan Kunz, a former High School Certificate (HSC) student in 2004 who scored a near-perfect UAI of 99.6, has since spent eight years researching how Australia’s top students achieve high scores. All of his findings can be found in the book Secrets of HSC Success Revealed.
When it comes to dealing with exam stress there’s tea and biscuits, but there’s also stress-reducing yoga. Article continues after this video.
His top tips are:
- Print all of your notes and the syllabus for each subject;
- Go through the syllabus for each subject and figure out what you most need to work on;
- Print out your study notes and using a pen and paper write out key points;
- Write information out three times using paper and pen to help retain the information;
- Try and teach what you have learned to someone else to help you process it;
- Work on past papers, at least three.
So while technology serves a purpose when it comes to accessing and collating information, that’s when it’s usefulness ends when it comes to exam preparation. Thanks to this information we can be so much more effective in how we help our children make the best use of their time.
I should mention that I didn’t do any of this during my higher school exams twenty years ago but I sure wish I did. My mum’s idea of helping me was to bring me an endless stream of snacks. Poor Mum didn’t know how else to help me.


JANUARY 20 — “In its broadest conception, a ‘system’ may be described as a complex of interacting components together with the relationships among them that permit the identification of a boundary-maintaining entity or process.” — Laszlo & Krippner, 1998
History, geography and institutions have created a particular system in Malaysia. In my last article, I noted that this system had been found wanting by a majority of Malaysians.
But how do you reform a system — in a democratic, equitable, and peaceful manner?
There are many examples of reforms taking place in Malaysia.
The efforts by Idris Jala (former minister in the Prime Minister’s Department, now CEO of PEMANDU and managing director of Big Fast Results Institute) to implement the Economic Transformation Programme (ETP) and the Government Transformation Programme (GTP) are certainly the most visible.
The quiet effort by YB Senator Datuk Paul Low Seng Kuan who serves as minister in the Prime Minister’s Department in charge of Governance, Integrity and Human Rights to bring greater accountability and transparency to the system is also noteworthy.
The efforts by the Pan-Malaysian Islamic Party (PAS) alone and together with like-minded individuals, organisations and political parties (domestic, regional and international) to make Malaysia a more “Islamic” country is another important reform taking place in Malaysia.
Yet, critics (who happen to be the majority in Malaysia) charge that the above (selected examples of) reforms are done undemocratically; are not equitable; are being done forcefully; and ultimately will lead to social strife.
They also charge that these reforms are being done to favour the interest of a small group of people, and to keep in power this group of people who otherwise would simply not be in power.
A key part of this system is the electoral system — the way in which Malaysians determine who should govern them. It is worth noting that the consensus view is that Malaysia’s electoral system is neither free nor fair. If you are not familiar with the reasons, these two articles here and here provide a summary of the arguments.
You may ask the question, “If it is so blatantly obvious that Malaysia’s electoral system is neither free nor fair, why have Malaysians not reformed it?”
There are many possible reasons for this, but I would like to draw the reader’s attention to an earlier article I wrote. In this view, the human condition is best understood as continuingly “finding the best way/means to survive.”
All humans are trying to survive, and in finding the best way to survive, humans make decisions. The decisions that the majority of Malaysians have made in the past, has made this system now (almost) iron-clad.
Survival (which includes personal safety/security and the ability to continue live “happily”) is not static, but rather it is dynamic.
Naturally as time progresses, the meaning and expectations about survival changes. As example, in the past, there would probably be no need for RM1,200 haircuts, but today a RM1,200 haircut is an absolute must. In the past, a RM55,000 donation could ensure the survival of a political leader and his/her political party; today even with US$6 billion (RM26.7 billion), neither is certain.
More importantly, thinking about a system also changes, as the conditions for “survival” change. Many people and organisations that defended Malaysia’s system in the past are now changing their thinking about the system.
Again, there are many reasons for this, but importantly, their means of and/or level of “survival” has changed, and they need (or pushed) to adapt.
In the final analysis, no system can be iron-clad as long as there is a disgruntled majority.
Those who benefit from this system will fight tooth and nail to defend it (and try to make it iron-clad) — as it is their only means to live the life they have become accustomed to.
Those that are disempowered, disenfranchised, marginalised, and oppressed by the system — how far would you go to remove the shackles?
* This is the personal opinion of the columnist.


Tips on Getting Kids to Wear Bike Helmets
Summary: How do I get my reluctant child to wear a helmet? Here are some useful tips. Among them, peer pressure is one of the most important. These ideas should help, but it may come down to the question of who is in charge.
1. Establish the helmet habit early when your children get their first bikes. If they learn to wear helmets whenever they ride it will become a habit for a lifetime. If possible, start them off with helmets while they are still on tricycles to establish the link between wheeled vehicles, pavement and helmets. It's never too late, however, to get your children into helmets.
2. Let them pick the helmet out. If they make the decision they are more likely to buy into the idea. If the helmet they want is a little more expensive, it's still cheap for the protection they will have when they actually wear it. Some parents buy their child a new helmet every year so they are excited to wear it. If the grandparents want to send a helmet, tell them to send a gift certificate for one instead.
3. Wear one yourself. Provide a role model for your kids; they learn best by observing you. Whenever your ride your bike put on your helmet. Show them that you hold yourself and your brains in high esteem.
4. Encourage their friends to wear helmets. Peer pressure can be used in a positive way if several families in the neighborhood start making helmet use a regular habit at the same time. If no other kid in your neighborhood uses a helmet, your job will be a lot harder.
5. Talk to them about why you want them to protect their heads. Let them know:
6. Give your child a short course in bike safety, using a guide like our Teaching Your Child to Ride A Bicycle. Placing the helmet in the context of a safety program shows that it is not just an arbitrary rule and helps underscore why you are requiring it. It is not enough to put a helmet on the child and send them off without some basic safety instruction.
- Their bikes are not toys, but their first vehicles;
- You love them and value them and their intelligence.
- They can hurt their heads permanently or even die from a head injury
7. Point out when watching sports events how many professional athletes use helmets. Football and hockey players, baseball batters and race car drivers wear them.
8. Take your child to a bicycle race. Bicycle racers are required to use helmets in the US, the Tour de France and almost everywhere. They will see--usually close up--really cool riders, competing in a hotly contested event, all of them using helmets.
9. Reward your kids for wearing helmets. Praise them; give them a special treat or privilege when they wear them without having to be told to.
10. Don't let them ride their bikes unless they wear their helmets. Be consistent. If you allow your children to ride occasionally without their helmets, they will not believe your messages about the importance of wearing them. Tell them they have to find another way to play, or must walk or take a bus to get somewhere if they don't want to use them.
11. Plan bicycle outings together when all family members wear their helmets. Ride with a local bike club if you can, where all riders will probably be wearing helmets and many of them, like the racers, are accomplished riders.
Remember: Crashes causing head injuries can occur on sidewalks, driveways, bike paths, and parks as well as streets. You and your children cannot predict when a situation will occur that will end in a fall from a bike. It is important to wear a helmet whenever riding even if it's just down the street or on a bike trail.
This page was last revised on: August 9, 2006.


Watch Live Stream Of Thursday’s First Trip Into Space For NASA’s Orion Spacecraft
NASA’s “deep space human exploration spacecraft,” Orion, has a test flight scheduled for 7:05 a.m. EST on Thursday from Kennedy Space Center, in Florida.
Luckily, we have the live stream link HERE for those interested in watching Orion’s first trip into outer space.
Orion can seat up to four people but its first few missions will involve traveling to an asteroid, before embarking on its ultimate goal of eventually shuttling astronauts to Mars.
Thursday’s test flight will be unmanned to ensure no human gets hurt on Orion’s first journey to space should something go awry.
“During its 4.5-hour trip, Orion will orbit Earth twice and travel to an altitude of 3,600 miles into space,” NASA officials said in a statement, according to Space.com. “The flight is designed to test many of the elements that pose the greatest risk to astronauts and will provide critical data needed to improve Orion’s design and reduce risks to future mission crews.”
Ultimately, the main goal of Thursday’s trial run is to study the condition of Orion’s cabin for astronauts when their turn comes to climb aboard the spacecraft.
The capsule will experience severe temperatures and high radiation during the test flight while also testing the performance of its heat shield and 11 parachutes.


We know it’s important to eat nutritious, wholesome food for our health and wellbeing. That means fresh fruits and vegetables, whole grains, healthy oils and, for many of us, lean meats.
What about the food our food eats? Do animal diets make a difference? They sure do! For instance, let’s take a look at what pigs eat.
You may have grown up hearing pigs eat slop. That simply isn’t true. Slop for a pig would be like junk food for us. If your whole diet consisted of junk food, you’d be in pretty sorry shape. It’s the same for pigs. You can’t feed a pig just any old thing. In fact, some foods that are healthy for people like celery and raw sweet potatoes are downright dangerous for pigs.
Pig diets are carefully developed and change throughout their lives because they need different nutrients in different amounts at different stages. Like a lot of animals, piglets start out feeding on their mother’s milk, but can move on to eating solid food in as little as a week after being born.Corn provides energy and soybeans provide protein. They also eat other grains like wheat and sorghum.
Farmers may add supplements to ensure their hogs get necessary nutrients. There are even additives to help hogs convert calories to muscle instead of fat, which makes for leaner cuts of meat at the grocery.
Hog farmers can buy feed rations, which is sort of like buying dog food — the mixture is ready to go. Even cooler, a lot of farmers grow their own grains to feed their animals.over eight million bushels of soybean products are used to feed hogs on Kansas farms.
That’s only part of the picture. A lot of the total harvest of Kansas corn, soybeans, wheat and sorghum goes to feed pigs — more than 30 million bushels of grain per year to feed Kansas hogs!
Why are pig diets important to us? Because healthy animals mean healthy meat that’s safe to eat.
Fun Fact: Hogs can eat up to seven pounds of food and drink three to six gallons of water every day!


Household Water Safety Tips for Small Children
The community swimming pool isn't the only place where it's important for parents to think about water safety. Standing water inside the home and residential swimming pools also pose potential hazards, especially for smaller children.
The U.S. Centers for Disease Control and Prevention warn that children under age one most often drown in bathtubs, buckets, or toilets; and among children ages one to four years old, most drownings occur in residential swimming pools. Even more alarming: Most children who drowned in pools were last seen in the home, had been out of sight less than five minutes and were in the care of both parents at the time.
Like the majority of accidental injuries involving little ones, constant supervision is key to prevention. It’s important for parents of small children to know the risks and how to avoid them. As an added layer of protection, using plastic safety devices, such as cabinet latches, gates and other deterrents, can help keep hazardous areas off-limits to young explorers.
Following are some additional safety measures to keep in mind:
- Children should be closely supervised by an adult any time they are in or near water. As a rule of thumb, some experts recommend staying within an arm’s length of your child or keeping one hand on her at all times. Be mindful that small children can drown in as little as one inch of water.
- After each use, immediately empty buckets, pails, bathtubs and ice chests. During use, avoid leaving containers with standing liquid unattended.
- Children under four should have an adult with them whenever they are in the bathroom, pool or spa area, near a drainage ditch or any part of your home with standing water. Use plastic doorknob covers and safety gates to help prevent kids from accessing off-limits areas when you’re not with them. You can also use toilet cover clamps to lock down lids and keep curious toddlers and their toys out of the toilet.
- Remember that baby bathtubs, bathing seats and bath rings are designed to help you support a slippery child during his bath but should not be used as a supervision substitute. Do not leave your child alone in the bathtub even with one of these devices. If you have to leave the bathroom, wrap your child in a towel and bring him with you.
- Backyard swimming pools should be protected by an appropriate four-sided isolation fence that self-closes and self-locks. Toys should be stored away from the pool area to avoid attracting small children. Keep personal flotation devices, such as U.S. Coast Guard-approved life preservers and life jackets, readily accessible. Remember that air-filled swimming aids are not the same as personal flotation devices and should not be used as a substitute.
Watch that Bucket
It is estimated that 30 to 50 toddlers and infants drown each year in household buckets. The Consumer Product Safety Commission warns that 5-gallon buckets are the most dangerous to small children. A 5-gallon bucket is about half the height of a toddler and is very stable. For these reasons, when a top-heavy toddler falls headfirst into a bucket, it is nearly impossible for the child to escape.
||Do not leave buckets containing liquid – even a small amount of liquid – unattended.
||Remember to completely empty buckets immediately following each use.
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Perfect choices, Donald!
As Hurricane Sandy wreaks its havoc, we need to recognize that global warming scientists have been predicting for decades now that extreme storms would become more likely.
In the first report by the U.N. Intergovernmental Panel on Climate Change, back in 1990, it noted that humans were contributing to global warming, and warned that “climate change is likely to bring changes in climate variability and extreme events as well.”
In its second assessment, in 1995, it predicted greater floods and a “higher
risk of extreme events due to climate change” and warned that “infrastructure would be more vulnerable to increased frequency or intensity of extreme events.”
In its third assessment, in 2001, it said: “Flood magnitude and frequency are likely to increase in most regions,” and it also warned that “extreme events” would become more common.
In its fourth assessment, in 2007, it warned that “high-energy swells” would be “more extreme,” and that we could expect to see “increased extreme water levels and wave heights; increased episodic erosion, storm damage, risk of flooding.”
For North America, in particular, it warned of “rising sea levels and risk of storm surge, water scarcity, and changes in timing, frequency, and severity of flooding,” which could lead to “increased deaths, injuries, infectious diseases, and stress-related disorders and other adverse effects.”
Earlier this year, the Intergovernmental Panel on Climate Change published a report entitled, “Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation.” That report warned that “future flood losses in many locations will increase,” and that “climate change may alter both the frequency of extreme surges and cause gradual sea level rise, compounding such future extreme floods.”
One of the lead scientists of that report was Christopher B. Field, who is the director of the Department of Global Ecology at the Carnegie Institution for Science and professor in the departments of Biology and Environmental Earth System Science at Stanford. On August 1, Field testified before United States Senate Committee on Environment and Public Works.
“There is no doubt that climate has changed and that changes will continue in the future, with human emissions of heat-trapping gases playing a major role,” he said. “There is also no doubt that a changing climate changes the risk of extremes that can lead to disaster.”
The scientists on the Intergovernmental Panel are not the only ones who’ve been ringing the alarm bells about the disasters that we’ve been creating with the climate.
James Hansen, NASA’s chief climatologist, has been warning about extreme events since his 1988 testimony to Congress.
In his “Storms of My Grandchildren: The Truth About the Coming Climate Catastrophe and Our Last Chance to Save Humanity,” published in 2009, Hansen predicted “heavier rains, more extreme floods, and more intense storms.”
And, of course, there was Al Gore, in his 2006 documentary, “An Inconvenient Truth,” drumming home the risks of extreme storms and flooding.
And Bill McKibben of 350.org has been warning us for decades himself. He notes that no single storm can be attributed to global warming, but he adds that when the “ocean is hot—and at the moment sea surface temperatures off the Northeast are five degrees higher than normal—a storm like Sandy can lurch north longer and stronger, drawing huge quantities of moisture into its clouds, and then dumping them ashore.”
He says, with Sandy, we may begin “to sense what the future may be like, as more and more of the world finds itself facing ever-more-frequent assaults from the amped-up forces of the not-so-natural world.”
The know-nothings can deny global warming all they want.
Meanwhile, it is here, and it is taking its toll.
If you liked this story by Matthew Rothschild, the editor of The Progressive magazine, check out his story “Romney in Denial about Lethal Lack of Health Insurance."
Follow Matthew Rothschild @mattrothschild on Twitter


Also known as dyspepsia, indigestion is a problem related to the stomach. It occurs when the digestive juices are not secreted properly as such resulting in uneasiness. Consuming a variety of food stuffs is one of the prime reasons for indigestion. Other causes are overeating, eating hurriedly without chewing properly, lack of exercise, improperly cooked food and also food allergies from beans, onions, seafood, etc. indigestion leads to pain in belly, nausea, bloating of stomach, uncontrolled burping, heartburn, flatulence and acid regurgitation. While indigestion occurs to men and women, its occurrence is more in females when compared to males. However, it is not a very serious problem and can be cured retreating to some home remedies. Learn to know how to cure indigestion naturally.


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Icelandic Citations Icelandic Links Select a New Language
Number of Speakers: 280,000
Key Dialects: Reykjavík
Geographical Center: Iceland
Icelandic is a Scandinavian language, spoken by about 278,000 people in Iceland, and in several communities throughout the world. The largest Icelandic communities outside Iceland are in Canada (Manitoba), the continental Scandinavian countries (Denmark, Norway, Sweden), and US.
Icelandic belongs to the Northern branch of the Germanic language family of Indo-European. Other Northern Germanic languages are Danish, Swedish, Faroese, and Norwegian. Icelandic, Faroese and Norwegian are further classified as Western Scandinavian languages. Unlike Norwegian, which shares many linguistic features with the Eastern Scandinavian languages (Danish and Swedish), Icelandic and Faroese have developed in relative isolation.
Icelandic is generally considered to have minimal dialect variation, but it is possible to notice several phonetic and lexical differences between the Southwestern region (which includes the capital, Reykjavík), the Southeast, the North, and the Northwest (the Western Fjords). Although attempts have been made to preserve these dialectal features, most of them are slowly vanishing, and quite a few are already gone. The most widespread dialect is that of Reykjavík, which is the basis for standard Icelandic.
Icelandic uses the Latin alphabet with some additional letters including the consonants ð and þ and the vowels ö and æ. All vowel letters with the exception of æ and ö can also have the superscripted acute, cf. á, é, í, ó, ú, ý.
Icelandic has 21 consonants, 8 vowels and 5 diphthongs. The voiceless stops p, t, k are strongly aspirated word-initially, and merge with word-internally and in consonant clusters. When voiceless stops are geminated or precede the resonants , they become pre-aspirated, cf. ekki ‘not’, epli ‘apple’. When resonants are followed by voiceless stops, preceded by , or stand in word-final position, they become voiceless. The length of vowels and diphthongs is conditioned by their position. Word-finally and before one consonant they are long, and in all other positions they are short. Unlike Swedish and Norwegian, Icelandic has not developed tones.
Icelandic has a rich morphological system. The noun has the categories of case, number, gender and definiteness. There are four cases, two numbers and three genders in Icelandic (masculine, feminine and neuter). The nouns are divided into “strong” and “weak”. The case forms of the strong nouns can differ from each other quite significally, cf. nom.sg. fjörð-ur ‘fjord’, dat.sg. firð-i, gen.pl. fjarð-a. The definite article is suffixed to the noun, and both are fully declined, cf. hestur ‘a horse’ – hestur-inn ‘the horse’ – hestar ‘horses’ – hestar-nir ‘the horses’. The definite article also has the category of gender, which always agrees with the gender of the noun. The verb has the categories of person, number, tense, mood and voice. There are two tenses in Icelandic: past and non-past, which is also used for the future. Icelandic has three moods: indicative, optative and imperative. The negation particle ekki ‘not’ generally follows the verb it modifies.
Icelandic is an SOV language.
Icelandic has a number of loanwords, such as banani ‘banana’, flygill ‘grand piano’ (< German Flügel), sígaretta ‘cigarette’, kók ‘coke, Coca-Cola’ etc., but native neologisms are strongly encouraged. A large number of neologisms are widely used, e.g. sími ‘telephone’, tölva ‘computer’, knattspyrna ‘football’ (lit.: ‘ball-kicking’), eðlisfræði ‘physics’ (lit.: ‘lore of origins’), etc., while several, such as bjúgaldin ‘banana’ (lit.: ‘sausage-fruit’), slag-harpa ‘grand piano’ (lit.: ‘hit-harp’), etc. have been rejected by native speakers. Word composition is the main source for the formation of neologisms.
ROLE IN SOCIETY
Icelandic is the official language of Iceland. The standard language, based on the Reykjavík dialect, is increasingly being used throughout the country at the expense of various local features. In Iceland there are a number of Icelandic newspapers, magazines and radio stations in addition to several TV channels. The language of education is Icelandic, but some education is available in other languages. The University of Iceland in Reykjavik annually offers a number of courses taught in English. Literacy in Iceland is 99.9 %
The main wave of colonization of Iceland began in 874 AD, and the settlers came predominantly from Western Norway. The language of the newcomers was mostly Old Norwegian (also called “Old Norse”). Around 1000 AD Iceland adopted Christianity. At that time the Icelandic literary tradition began. During the next 400 years Icelanders produced a great number of manuscripts, containing priceless jewels of medieval Scandinavian literature, such as the Poetic Edda and Prose Edda, the sagas (“histories”), and various texts of religious contents. During this period the language of Icelanders diverged from the Norwegian spoken in the continent, and since then it has been known as the “Icelandic” language. The history of Icelandic can be divided into three periods. The Old Norse period extends from the 9th to the early 14th century, the Middle Icelandic period continued from the middle 14th to the 17th century, and the late 17th century is considered to be the beginning of the Modern Icelandic period.
Kress, Bruno. 1982. “Isländische Grammatik”. 1. Auflage. M. Hueber, Münster.
Pálsson, Einar. 1975-7. “Icelandic in Easy Stages”. Vols. 1. and 2. Málaskólinn “Mímir”, Reykjavík.
Campbell, G. L. 1991. Compendium of the World's Languages, Vol. 1 -2. London and New York: Routledge.
Grimes, B. F., ed. 1992. Ethnologue, Languages of the World. Dallas, TX: Summer Institute of Linguistics.
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The California Department of Fish and Wildlife’s (CDFW) Northern Region Inland Fisheries Program and Heritage and Wild Trout Program staff will soon reintroduce a small population of rare rescued trout to their native waters in the McCloud River in Shasta County.
McCloud River Redband Trout (Oncorhynchus mykiss stonei) is one of several sensitive and unique fish species that has required human intervention in order to ensure their survival during California’s continuing drought.
“The drought continues to be devastating on the populations of these important fish,” said Andrew Jensen, a biologist with CDFW’s Northern Region Inland Fisheries Program. “If we did not take action to save them during the summers, small, independent populations may have succumbed. Our proactive rescue efforts will help maintain this unique species for the future.”
CDFW biologists monitoring McCloud Redband streams (tributaries of the upper McCloud River) from late 2013 through mid-2015 found that drought effects were causing perilous conditions for the fish in both winter (with sections of the streams freezing over) and summer (with sections of the streams going dry). McCloud Redband, a state-listed Species of Special Concern, are in no immediate risk of extinction but their populations are small, fragmented and exist only in a few small streams. Rescue operations by CDFW in 2013-15 greatly reduced the drought mortality of the species.
Anticipating potential drought impacts on sensitive wild fish populations, CDFW installed self-contained Recirculating Aquaculture Systems (RAS) at several CDFW hatcheries throughout the state last year. The RAS enable the hatcheries to safely house rescued wild fish until environmental conditions improve. One of these facilities, CDFW’s Mt. Shasta Hatchery, was selected to serve as a drought safe haven for the McCloud Redband due to its proximity to the imperiled streams. More than 1,000 McCloud Redband were brought to the facility, where many were spawned by CDFW staff.
Today much of California remains in a drought, but the upper McCloud River watershed received some relief in the first half of 2016, with near-normal precipitation during the winter and spring. CDFW fisheries biologists believe that these improved habitat conditions (and forecast conditions) will support the release of the rescued McCloud Redband Trout.
Both the rescued adult fish and the hatchery-origin juveniles will be released beginning this week in sections of the stream that will provide the best chance of long-term success with minimal impacts to the existing natural-origin population. All the released fish will be tagged, allowing fisheries biologists to track their movement and survival after release into the river.


|Click here to view the item|
|Creator:||Warren, Earl, 1891-1974|
|Title:||Earl Warren to members of the Court, May 7, 1954|
|Date:||1954 May 7|
Memorandum written by United States Supreme Court Chief Justice Earl Warren to the other members of the court, dated May 7, 1954. In this memorandum Chief Justice Warren states that he believes both the federal and state courts should issue opinions on school desegregation.
The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata.
|Subjects:||Warren, Earl, 1891-1974 | Brown, Oliver, 1918- --Trials, litigation, etc. | African Americans--Civil rights | African Americans--Civil rights--History--20th century | United States. Supreme Court | Topeka (Kan.). Board of Education--Trials, litigation, etc. | Judges--United States | Washington (D.C.)|
|Collection:||With an Even Hand: Brown vs. Board at Fifty|
|Institution:||Library of Congress|
|Contributors:||Library of Congress | "With an Even Hand": Brown v. Board at Fifty Collection (Library of Congress)|
|Online Publisher:||[Washington, D.C.] : Library of Congress|
Forms part of the "With an Even Hand": Brown v. Board at Fifty Collection, Library of Congress, Manuscripts Division, Washington, D.C.
Forms part of the "With an Even Hand": Brown v. Board at Fifty Collection.
|Persistent Link to Item:||http://www.loc.gov/exhibits/brown/images/br0080s.jpg|


SK PCAP has developed an interactive, hands-on learning opportunity for Grade 10 classes in Saskatchewan entitled Adopt a Rancher. The program has been integrated in schools across Saskatchewan very successfully and is NOW AVAILABLE across the province in 2019!
For more information, view:
The native grassland ecosystems of Saskatchewan are threatened. The great herds of bison that thundered across the prairie are gone. Bison evolved with the grasses, forming a close relationship in which their health depended on each other. Today ranchers manage native grasslands to keep them healthy, using livestock in place of bison. Making the right management choices means that native grasslands can be a sustainable resource for Saskatchewan in which the biodiversity of native species is protected. Grasslands have other values and functions that are important for society such as regulating water flow and maintaining soil stability.Students in the Adopt a Rancher program analyze a ranch ecosystem in a case study that they develop themselves. By using a student guide and online resources and communicating with the adopted rancher, students will answer this question: How can ranching protect Saskatchewan’s native grasslands while providing economic benefits for Saskatchewan people?
The program structure is divided into four different segments:
Part 1: The Adopt a Rancher program coordinator meets with the rancher in the summer or fall prior to the school’s involvement in the program. The tentative areas for activities are selected for the May or June Field Day. Safety issues or other concerns are discussed. The rancher and the coordinator take pictures for the Rancher’s Portfolio which students will use to study the ranch ecosystem and to become familiar with the ranch. The rancher fills out the Ranch Profile to provide information about the land and its management.
Part 2: The second part takes place when the Grade 10 Sustainability of Ecosystems Science unit is taught—allowing flexibility for the teachers. Components of the Adopt a Rancher program support learning objectives in the Sustainability of Ecosystems unit so teachers know their students are covering the needed material as they develop their case studies.
Part 3: A date for a Field Day will be set. Groups of students collect data for projects they have designed as they tour the ranch. A picnic lunch and group games round out the day.
Part 4: After Field Day, students complete their case studies and participate in a class discussion examining the sustainability of the ranch ecosystem.
*NEW* Adopt a Rancher Guides are now available in French. Please contact firstname.lastname@example.org if you are interested in French programming.
If you would like to learn more about this hands-on learning opportunity, please contact the PCAP office directly at (306) 352-0472 or email@example.com.
"Adopt a Rancher" is Presented by:
Thank you to the following sponsors for their financial support in the development and delivery of the Adopt a Rancher program:
Agriculture Awareness Initiative Program
Saskatchewan Beef Industry Development Fund


Northern & Central Midwest
Water Trees, Shrubs, Evergreens
Supplement fall rains with irrigation on trees and shrubs and particularly evergreens. They need to go into winter well-hydrated and should receive at least an inch of water a week. Long, slow watering is much better than daily sprinkling as it causes the roots to go deep.
Core Aerate Your Lawn
Core aerate lawn if there is any evidence of compaction or thatch. Coring the lawn opens the roots to air and water and will rejuvenate a lawn in need of some help. Leave the cores on the lawn where they will disintegrate and add a light topdressing of organics and soil.
Pot Herbs for the Windowsill
Pot chives, oregano, basil and rosemary for winter use indoors. Dig the plant, pot it up and cut it back substantially. Leave the newly potted plant outdoors for a few weeks to adjust to its pot. Then bring indoors gradually. Place on a sunny windowsill on a drip tray and snip frequently as the new leaves form.
Fall is the best time to begin controlling vegetable and fruit diseases. As you clean up the garden, make note of the problems you had this year in order to plan for next year. Clean up and dispose of all leaves and debris in order to prevent giving disease organisms a place to spend the winter and wait to infect plants in spring.
Bring Geraniums Indoors
Bring geraniums indoors for the winter. Cut back severely, place in a sunny cool window and water and fertilize regularly. Alternatively, cut the plants back hard and leave them in their pots. Place in a cool, dry basement and allow the soil to dry. Do not water for the winter. This latter method is less successful than the former.


This photo is beautiful, evocative, even entrancing, but as soon as you learn what it shows, it'll haunt you.
Yep, that's what Gaza looks like from space.
Some astronauts describe experiencing something called the "overview effect" while looking down at Earth from space. They see Earth, hanging in darkness like a marble, vulnerable but for a thin, glowing atmosphere. And they realize something that people on Earth have trouble seeing — that we are all in this together, living on this tiny little marble surrounded by a perhaps infinite universe. Looking down from space, there are no national borders, no conflicts. It sounds cheesy, but according to the astronauts who've experienced it, it was a profound shift in consciousness.
Perhaps that's what makes this photo so unsettling. Humans murdering other humans with such massive fire power and hatred that you can watch the death and destruction unfold from 200 miles above Earth.
Alexander Gerst, a German astronaut on the International Space Station, posted this photograph to Twitter this afternoon. He calls it his "saddest photo yet." It's hard to disagree.


Probing the new science GCSEs
Diane Aston loves her job.
'It’s absolutely brilliant. The kids are generally really responsive!’ she enthuses. As she passes around parts of turbine blades, jet engines and hip replacements to year 10 Science students (in their first year of the two-year GCSE course for 14 to 16-year-olds) at Walthamstow Hall, an independent girls’ school based in Sevenoaks, UK, it is easy to see why she enjoys teaching so much – the pupils are fascinated by the materials on display.
The ‘smart’ thermochromic kettle in particular draws a gasp, as it changes in colour from purple to pink when the water is boiled.
Aston, in fact, is not a teacher in the traditional sense, but the Education Co-ordinator at the Institute. She runs the Schools Affiliate Scheme, which involves travelling around the UK to member schools presenting on ‘Materials in Action.’
‘It’s to give them inspiration,’ she says. ‘To make [the pupils] aware of the materials around them that they take for granted.’
Unlike the teachers at the schools she visits, however, Aston has the advantage of only having to hold the attention of an individual class for 90 minutes once a year.
In the midst of ongoing headlines concerning the lack of interest in science among pupils and declining numbers studying the subject post-16, it seems the new Science GCSEs, introduced in September 2006, have been developed to help teachers promote a dynamic climate of learning, where questions such as the insightful ‘Why was that material used?’ to the excited ‘Where can I get that kettle?’ are asked.
Getting down to business
According to the Qualifications and Curriculum Authority (QCA) that devised the new programme of study, it needs to cater for both those individuals who will pursue a career in science and technology and those who won’t, so that all pupils are ‘scientifically literate’ – aware of the relevance and importance of science to society.
The QCA aims to ensure that pupils are studying science that is ‘relevant and up-todate’ and that there is ‘choice in the courses to prepare [students] for different career routes post-16’. It also hopes to ‘develop interest in and enthusiasm for science’, and ‘encourage more pupils to choose further science study post-16’.
To meet these objectives, a new statutory core course has been introduced that is equivalent to a single GCSE and will be studied by all students. The course covers the following topics within biology, chemistry and physics – organisms and health, chemical and material behaviour, energy, electricity and radiation, as well as the environment, Earth and the universe.
Pupils must also be provided with the knowledge, skills and understanding of ‘How Science Works’ – looking at scientific data and theory (see box far right). QCA encourages teachers to use a variety of methods of learning, including practical demonstrations, information technology, discussion and investigation.
Alongside this compulsory qualification, students who wish to pursue any of the sciences post-16 can opt to study more in-depth GCSEs that include Additional Science and Additional Applied Science, as well as courses in the three separate sciences. QCA specifications make up only 50% of the content for each of these additional science subjects, with the individual awarding exam body deciding on the remaining criteria.
Schools are therefore said to have more flexibility in their choice of programme. All courses are divided into units of assessment, with the amount of coursework varying and often undertaken in the classroom rather than at home.
The Government expects that all pupils will have the opportunity to study at least two science GCSEs, Core Science and Additional Science, which is equivalent to the previous double award qualification.
Removing the rigour?
But however admirable the intentions for establishing the new programme, there has been much criticism voiced in the media, with claims that the qualifications are ‘dumbing down’ and are ‘not proper science’ – the core course allegedly encourages debate on issues such as climate change but fails to cover the basic scientific concepts to ensure comprehensive analysis of such areas.
The Association for Science Education has reacted to this by issuing a statement of support. It explains that the courses were developed by the QCA in collaboration with the likes of the Royal Society, the Royal Society of Chemistry, the Institute of Physics and the Institute of Biology, and that they enable Heads of Science to select a criteria for study that better suits their pupils’ needs.
But what do the science teachers think? Susan Wilkinson, a Chemistry teacher at Walthamstow Hall, which has selected the AQA syllabus for its pupils, is ‘not convinced’ that the courses will benefit all students.
She explains, ‘No doubt, we did lose as many as half of our girls at year 10 who started to feel they did not know what the subject was talking about. So this should have more interesting content for the lower ability pupils or those who have no interest in science. ‘When they study plastics, it is not only going to be about writing out the equation for polymerisation, it will be about new and exciting plastics. I am going to do an experiment with them making silly putty – we would not normally have had the chance to do that. [The practical work] still involves investigating, planning, analysing and evaluating.’
Wilkinson fears, however, that the new GCSEs will do a ‘disservice’ to the school’s most scientifically able pupils.
She says, ‘There’s no doubt that they will have less factual content if you put in all the things they want you to, [such as] the discussion, the current issues. The syllabus does not tell you how much you need to delve into the broader concepts. You look at the time you have.’
She stresses that the nature of the exams will also dictate how the courses are received.
‘We don’t know yet if they are more like comprehension questions – that will advantage a certain type of pupil that might not do a lot of work but has common sense and wit, and will be able to answer questions on the disadvantages of burning fossil fuels without us teaching them but by reading the newspapers. The ones who slog and learn do well because they really work. If they then find the paper is basically comprehension and this learning is not necessary – they will get disheartened.’
Wilkinson’s concerns about her more scientifically orientated pupils are echoed by Mark Patchett, Head of Physics at King Edward VI Handsworth School in Birmingham, UK.
He says, ‘I have a divided opinion. The general philosophy of trying to make science accessible with the concept of "How Science Works" is good, but the academic rigour needed for more able students is not.’
He suggests that there may be a domino effect, with ‘A’ levels and, eventually, university degrees being adjusted to accommodate this shift.
‘You may see the dumbing down of ‘A’ levels to cope. For example, in ‘A’ level Physics, we cover potential dividers and sensors – the grounding for that was in the old GCSE, but now it has been completely taken out. I do not think the rigour is there for reading science at universities, as they will struggle at ‘A’ level. How will we produce the world’s best scientists?’
Stop, look and listen
For all the uneasiness from teachers such as Patchett and Wilkinson, who admit they are accustomed to teaching scientifically able pupils, Professor John Holman of the University of York, UK, stands firm on the benefits of the new system.
A secondary schoolteacher for 25 years and a university lecturer since 2000, Holman is co-author of one of the range of GCSE programmes on offer. The 21st Century Science courses were piloted by the OCR awarding body in 80 schools across the country from 2003-6, and are now available to all. One thousand schools have signed up so far.
Holman insists, ‘There is a lot of misunderstanding. Scientists need to look more closely at the syllabus. It aims to produce a core module that is more appropriate for everyone and not just future scientists. That does not mean they are spending all their time discussing. They are learning through a variety of methods. It is about being able to read a [scientific] story in a newspaper critically and vote for a political party, knowing the theories and laws of science.’
In response to concerns from teachers about the more scientifically inclined students, Holman reiterates that the Additional Science GCSE caters for these individuals. He argues that the structure will in fact benefit them, as there will now be a coherent group of pupils that wish to study science further. This will enable teachers to ensure that they stay focused and are not distracted by those students that are less interested.
From his own experience in teaching, he adds, ‘able people can be challenged by doing more than learning facts. They get bored [otherwise]. What does challenge them is to look at data and see what conclusions they can draw from it. About an hour ago, I was teaching 150 students at the University of York. The amount of ground you can cover when you have students who are motivated is incredible.’
On the frontline
Whatever the point of view, science teachers who rely on a didactic style of teaching may need to adopt a different manner to suit the new qualifications. Simon Richards, Head of Physics at Alsager School in Stoke-on-Trent, UK, is steadfast in his opinion that it is teachers who make the difference.
'I think recruitment to ‘A’ level is teacher dependent.’ He argues that the impact of the new system depends on ‘how it is [taught] by the school. It is possible to teach it in a very instructive way. My approach is to try to enthuse children by relating the lesson content to real life and asking questions that hopefully make them think. I strongly believe that practical activities are the best way to learn. I try not to be too bound by the syllabus and be reactive to the needs of the students. It seems to get some pretty good exam results.’
Wilkinson agrees that this may be the approach required and suggests that more training will be needed for teachers.
‘Issues such as global warming, genetic engineering and nuclear power are important, but whether [the core module] will create a scientifically literate public will depend on how it is taught. You have to take care [the pupils] don’t pick up buzz words and reinforce their own prejudices.
‘Research and discussion has been done in the past, but we need more experience on how to make discussion productive, to consider all sides of an issue,’ she insists.
Ultimately, with the new GCSEs only having been taught for less than one academic term, it is early days and the debate will continue. Moreover, there remain interrelated concerns that may need to be monitored and addressed – Key Stage 3 (11 to 14-year-olds) and its influence in encouraging pupils to study the more in-depth additional GCSEs, the number of independent schools switching to the international GCSE and Baccalaureate in reaction to the new courses, and the need for a continued flow of specialist teachers in the three sciences.
Richards adds, ‘The fact that we [Alsager School] have specialists in all three disciplines of science preparing the new units, means it is unlikely to cause any problems in terms of delivery. But the great problem [nationwide] seems to be recruiting enough physicists [and] chemists.’ The jury is out.


The station of monitoring of atmospheric air in Hawaii this past weekend, may 11-12, recorded the highest content of carbon dioxide.
For the first time in history it exceeded the 415 parts per million and amounted to 415,26 ppm.
These figures on the planet was for millions of years, according to
“What is our life? Game!”“World mind games”: a premiere at the World Just a few years ago the pollution has reached the level of 400 ppm, and very quickly (in 2017) has risen to 410 ppm.
The average growth rate remains high, experts say.
“The growth from last year will probably amount to about three parts per million, whereas last time the average was 2.5 ppm”, – said the Director of the CO2 program Scripps Ralph Keeling.
The main cause of emissions – use of fossil fuels.
Already in 1910 the content of CO2 in the atmosphere has reached 300 ppm, which was the highest figure for the previous 800,000 years, and just over a century it has jumped a hundred particles.
If the growth rates continue, the Earth is back on the hundreds of millions of years ago, in the time of global warming, when at the South pole were trees.
Scientists can not yet predict how this will affect human civilization. But it is obvious that we should expect major changes.
It is noted that carbon dioxide accumulates not only in air but also in water. This leads to extensive dead zones.


The Union Cabinet chaired by the Prime Minister Narendra Modi has given its approval for the signing and ratification of the Extradition Treaty between India and Lithuania.
The Treaty would provide a legal framework for seeking extradition of terrorists, economic offenders and other criminals from and to Lithuania.
The Treaty would help in the extradition of fugitive criminals including terrorists for criminal prosecutions from Lithuania who may have committed crimes against India. It will bring the criminals to justice, with a view to ensuring peace and tranquillity to the public at large.
What is extradition?
Extradition is the surrender of a criminal to one country by another. It also helps in maintaining the territoriality of the penal code which says that a country should not apply its criminal law to a person who committed an offence outside its territories except when the crime is related the countries national interest. The process is regulated by treaties between the two countries.
What are the internationally accepted conditions for extradition?
There is a general consensus about few conditions of extradition. The crime should fulfil the criterion of dual criminality, i.e. it is a punishable offence in both the countries. For instance, homosexuality might be a crime in country A while it is accepted in B. The country A can not request B to extradite a person who is charged with a homosexuality-related offence.
Persons charged for political reasons are generally not extradited. Some countries refuse to extradite if the kind of expected punishment is abolished or is not administered in their own territories. For instance, Australia, Canada, Macao, Mexico, and most of the European nations refuse to extradite a criminal if the person in question might get capital punishment after his extradition.
In India, the Extradition Act, 1962 regulates the surrender of a person to another country or the request for the arrest of a person in a foreign land. The act specifies that any conduct of a person in India or in a foreign state that is mentioned in the list of extradition offence and is punishable with minimum one year of imprisonment qualifies for an extradition request. The process has to be initiated by the central government.
In the case of countries with which India does not have such a treaty, the central government can by notified order treat any convention to which India and the foreign country is a party to the extradition treaty providing for extradition with respect to the offences specified in that convention.
If the extradition request has come from two or more countries then the government has the rights to decide which of them is the fittest for the request.
In what conditions can the government deny extradition?
If the government finds the case trivial and if it thinks that the surrendering of the person is not being made in good faith or in the interests of justice or for political reasons, it can deny the request.
If the surrender according to the requesting country’s own law is barred by time then also the person cannot be extradited from India. If the government can also stop the process if it feels that the person will be charged with an offence not mentioned in the extradition treaty.
The government can put the extradition on hold if it feels that the person will be charged for a lesser offence, which is disclosed by the requesting authorities so that they can have the possession of the person.
Apart from this, if the person is serving a jail term or he/she is accused of an offence in Indian soil, which is different from the offence for which the person is wanted abroad, then also the extradition process can be stopped.
Similarly, if a fugitive criminal has committed an offence which is punishable with death in India while the laws of the foreign state do not provide death for the same offence then criminal will get life imprisonment in India also.


“All the believers were one in heart and mind. No one claimed that any of their possessions was their own, but they shared everything they had.” – Acts 4:32
Churches are fascinating things because it’s never really clear who owns them. People give churches their land, money, labour, and time, and in return they feel a sense of ownership of them. Ownership isn’t always as certain as one might like, though. In big, institutional churches, a Bishop or Cardinal might dispose of property on a whim that took a local congregation decades, or even centuries, to put together. In smaller churches a charismatic, authoritarian pastor might unilaterally take control of a ministry and use its material resources for goals that aren’t shared by the people who donated their money and tears to build it up. On the other hand, people who give large sums of money to churches often end up having a disproportionate influence on what happens there; however good s/he is, there are few pastors who would risk alienating the people they rely on for their bread and butter. In Power and Patronage in Early Medieval Italy (2007), Marios Costambeys examines claims to ownership involving the Abbey of Farfa in eighth and ninth century Sabina.
This book is not about spirituality or Church life, but the Abbey dominates Costambeys’ story because the best sources he has to reconstruct local and regional politics or social relations are a collection of charters and legal documents that a monk named Gregory of Catino found in Farfa’s archives between 1092 and 1099 and incorporated into his institutional histories, the Regestum Farfense and the Chronicon Farfense. Gregory’s job was to write a book that would prove that Farfa legally owned the lands it administered. Costambeys extracts the charters from Gregory’s books and uses them to tell us about what life was like for people in Italy at a time when the influence of Byzantine law was fading, when the popes were beginning to assert themselves as secular rulers, and Frankish emperors gradually displaced the Lombards as the dominant force on the Italian peninsula. This is a time of massive change, and Costembeys assures us that nothing was as it seemed. We are used to thinking of dukes as having been people with authority, for example, but Costembeys points out that not only did the dukes constantly have to take people to court, but they don’t seem to have had complete control over their functionaries – gastalds and sculdahes – who administered local matters as they saw fit. Why would dukes have done this if they had had the power to unilaterally make decisions about everything that happened in their realms?
Farfa was a Benedictine abbey, but Costembeys reminds us that “we cannot simply assume that [an abbot’s] control over the abbey’s affairs was all that the Regula Benedicti said it should be.” Whether monks obeyed their abbot depended on the abbot’s personality, but also on his political connections. A large number of the monks came from local families, and they represented their family’s interests inside the abbey. Most of the abbots, on the other hand, came from outside of Sabina, usually from the north. Historians have often called these abbots “Franks”, because they arrived at Farfa at roughly the same time that Charlemagne conquered northern and central Italy. This might look like a Frankish infiltration of Sabinian monasticism, preparing the region for the introduction of Frankish rule and law. But Costembeys shows that actually most of these abbots didn’t identify as Franks as all, and what really mattered was an individual abbot’s connections with other rulers, many of whom were Franks, because those rulers could defend the abbey’s interests against the pope, who was constantly trying to appropriate Farfa’s landholdings for himself.
The abbey was intimately connected to the local community not only because most of the monks came from local families, but also because the abbey guaranteed property transactions in a period of widespread uncertainty. Property disputes show that not even dukes always had the potestas (“the power to act and to control”) to justify their claims to land, and that there was a frequent disjunction between the public office that a duke was supposed to fill and the personal power that accompanied it. The church did have that power though. Costembeys emphasizes that our modern ideas about “public” and “private” didn’t apply in early medieval Italy, and nor were people negotiating their power vis-a-vis something called a “state”. Instead, owning property gave you certain legal rights that included making decisions about who else could own property. In this world, where land ownership had political implications beyond the fact that a landowner could or couldn’t feed his or her family, Costembeys argues that the abbey of Farfa “came to be a repository and defender of bundles of local interests, interests that rarely attached to one individual, but were collective, especially when defined in contrast to other groups.” When push came to shove, being connected to a monastery as a patron or as a family member of one of the monks could mean the difference between keeping your land or losing it. Moreover, because no-one really “owns” church property, one could donate one’s land to the abbey in a variety of ways. People without children made the abbey into their heir on the condition that they could continue to work the land for the rest of their lives, and occasionally asked the abbey to promise to feed and clothe them in times of sickness.
Individuals, both important people seeking to consolidate their potestas and small landowners worried about inheritance issues, intermingled their “private” interests with those of the abbey. The church could then use its substantial influence in their favour during a land dispute or provide shelter during a Saracen invasion, which was a real threat. These sorts of relationships disappear from the sources once Carolingian authority in the region became more established and claims to property ownership could be made in other ways. The beauty of Costembeys’ book is his ability to show us, through extensive research and meticulous attention to detail, how the ambiguities associated with church property allowed one monastery to expand and become a valuable political and social resource in a time of upheaval and uncertainty.


The shape traced out by the Sun over the course of a year is called Analemma. Image credit Anthony Ayiomamitis
The Sun’s apparent shift is caused by the Earth’s motion around the Sun when combined with the tilt of the Earth’s rotation axis. The Sun will appear at its highest point of the analemma during summer and at its lowest during winter. Today, the Winter Solstice day in Earth’s northern hemisphere, the Sun is at the bottom of the analemma. Analemmas created from different latitudes would appear at least slightly different, as well as analemmas created at a different time each day. This particular analemma was built up by 46 separate Sun photographs taken during 2003 in Athens, Greece. Pictured in the foreground of this composite image are pillars called the Porch of Maidens, part of the ancient Erechtheum which was completed in 407 BC.


Tree for Two
Two children cause havoc at Christmas
- Questions & Activities
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Two young children create havoc around the Christmas tree. They open all the presents, knock over the tree and surprise their dad! The film begins with a close-up of brightly wrapped presents under the Christmas tree. Two young children enter the room and enjoy unwrapping a variety of gifts, including toys, a bottle of brandy and clothing. They then dismantle the Christmas tree, taking baubles off the branches and eventually knocking the tree over. The scene turns more disruptive, when the children begin throwing things at one another! They play with glasses, piling them up. Their father comes downstairs and discovers them. He slips on a roller skate, knocks the table (and breaks an ornament), and gets a water pistol full of brandy squirted in his eye. He sits laughing. The film ends on a Christmas card with the message 'But I Can Still Wish You A Smashing Christmas!'
Questions & Activities
- What presents do the boys unwrap?
- Who in the family do you think each present was for? Why?
- Why did the boys open all the presents? Were they doing anything dangerous?
- What makes this film funny? What does the filmmaker do to make us want to keep watching? (Suspense)
- Can you think of an alternative ending to this film?
Make a modern day version of this film. You could set it at home or in a different setting, such as a school classroom or a club.
Create a poster for the film. Remember you need to show in your poster that it is a comedy!
Design special clothing for the boys' father that will protect him from his children's antics.
|Resource Rights Holder||National Library of Scotland|
|School Subject||Expressive Arts, Technologies|
|Subject Matter||Literacy, Christmas, Play, Children, Toys, Comedy|
|Attributes||16mm, Colour, Sound|
|References||National Library of Scotland.|


Maintaining a healthy lifestyle is good for your heart. It’s not a novel concept, but how much of a difference does it really make?
A team of researchers from Brigham and Women’s Hospital, Indiana University, and Harvard Medical School recently set out to examine how certain lifestyle factors impact the risk of heart disease in younger women (ages 27 to 44 years). Examining this particular segment of the population is significant, as the mortality rate for coronary heart disease (CHD) has plateaued among young American women in recent decades, while the rate for the overall population has declined.
The researchers analyzed young women’s adherence to six specific lifestyle factors for their study – not smoking, maintaining a normal body mass index (BMI), exercising at least 2½ hours per week, watching seven hours or less of television per week, consuming an average of no more than one alcoholic drink per day, and maintaining a healthy diet. The Harvard School of Public Health’s Healthy Eating Plate was used as the benchmark for determining who was following a healthy eating plan. Similar to the Mediterranean diet and the DASH diet, the Healthy Eating Plate features a foundation of fresh plant-based foods – fruits, vegetables, whole grains, and nuts.
The study found that sticking to a healthy lifestyle indeed had a significant impact on heart disease risk. Specifically, the study showed that women who followed all six healthy habits were 96 percent less likely to develop heart disease. Even when looked at individually, rather than collectively, the researchers found that most of the lifestyle factors – BMI, smoking, exercise, and diet – had an independent impact on heart disease risk. Of all the lifestyle factors, having an unhealthy BMI was shown to pose the greatest risk of developing heart disease.
“Our study demonstrates that adhering to a healthy lifestyle is critical for lowering a person’s risk of developing heart disease,” says study senior author Eric B. Rimm, ScD, a BWH epidemiologist and Professor of Medicine at the Harvard Medical School. “Taking your medication and monitoring your blood pressure are important, but much more should be done for the prevention of heart disease at any time of life, because heart disease is still the number one killer of women and men.”
The study was published in the January 2015 edition of the Journal of the American College of Cardiology.- Chris P.


The Brahmany Kite is a familiar sight in the skies of India, Pakistan, Bangladesh, and southeast Asia and as far south as New South Wales, Australia, through which region it is widespread and resident.
It has a typical kite flight, with wings angled, but its tail is rounded unlike the Milvus species, Red Kite and Black Kite, which have forked tails. The Brahminy Kite is an attractive bird, with chestnut plumage except for the white head and breast and black wing tips.
The juveniles are browner, but can be distinguished from both the resident and migratory races of Black Kite in Asia by the paler appearance, shorter wings and rounded tail. This species nests in trees, often close to water. It feeds as a scavenger, particularly on dead fish and crabs, especially in wetlands and marshland. The call is a mewing keeyew. Brahmany Kite is the official mascot of Jakarta.


Abrupt seasonal weather changes, including floods, early frosts and winter blizzards, cause problems for farmers, including loss of crops and stock. Many of these problems are natural, and to a certain extent unavoidable. Farming has consistently adapted to better meet such challenges, and the sector is currently poised to undergo another revolution, delivered through one the 20th century's technological breakthroughs: computers.
Until now, the farming industry has tended to confront challenges with innovations in individual sectors: intelligent systems to regulate engines in order to save on gas, for instance. Technology has crept into farming, as farmers have had to explore innovative ways to extend the growing season as well as increase production. With the aid of satellites and sensor technology for example, farming equipment can automatically perform the field work; in doing so, they efficiently distribute seed, fertilizer and pesticides on arable land. Such optimization however is gradually hitting its limits.
The next step therefore is to network these individual systems into cyber-physical production systems. These can map the entire process electronically, from the farm's computer to the harvesting operation. Thus, these systems have the potential to substantially increase efficiency and quality. Researchers from the Fraunhofer Institute for Experimental Software Engineering IESE in Kaiserslautern have developed software that will show how European agriculture and farmers can benefit from networked systems in the near future.
The Institute will be attending the 2013 Embedded World trade show to exhibit their innovative device. They will provide a live demonstration of how the interaction of machines in cyber-physical systems can operate safely and securely. The slogan of the exhibit is "SEE: Software Engineering Explained".
During the exhibit, a miniature tractor with an implement device will moves across a plot of land on an agricultural diorama. Located at the edge of the farmland will be two tablet PCs. Visitors will be able to use them to start up the automated control of the farm equipment. Six screens will be suspended above the model farm. They will display the processes behind the automation, showing how software manages the functionality.
Today's tractors and implements feature extensive use of electronics and software, known as "embedded systems". The visualisation aspect of the system in operation will help visitors understand the challenges and solutions of interconnecting embedded systems and IT systems. With intelligent networking, farmers will be able to improve farming productivity. "To many people, software is just an abstract thing," explains Ralf Kalmar, business area manager at IESE. "However, working with it pays off. Indeed, it is becoming the next major factor in innovation in several industries."
The networking of agriculture operations is not limited to simple task management for agricultural machinery. Over the last few years, the number of 'players in agriculture business' has soared: besides seed and fertilizer producers, sensor technology and data service providers are joining in the mix, offering geodata and weather data, for instance. Systems for e-government and smartphone apps for identifying pests have also been introduced. "The challenge lies in linking all systems intelligently, and in creating standards for interfaces so that all participants can benefit," says Dr. Jens Knodel the Smart Farming project manager. For this reason, he adds, "it is helpful to provide them with the methods of software engineering: from standards management and system architecture to programming code - with particular attention paid to security and reliability".
After the trade show, the exhibit will be converted into a 'Living Lab.' Researchers say that this will not restricted to agriculture, but may be of interest to small and medium-sized enterprises, for instance. "Based on the production units installed in the laboratory, they can see the benefits that networking holds for them - and launch their own development projects," says Knodel.
The software network developed by the Fraunhofer researchers promises to be beneficial for the agricultural industry, which continues to face numerous challenges. To reinforce this new endeavour, German researchers are collaborating with John Deere, a worldwide company specialising in agriculture which runs the European Technology and Innovation Center (ETIC) in Kaiserslautern Germany. Finally, in addition to Fraunhofer IESE, other parties involved include the Fraunhofer Institute for Industrial Mathematics ITWM and companies from throughout the region.
For more information, please visit:
Fraunhofer Institute for Experimental Software Engineering IESE
Data Source Provider: Fraunhofer IESE
Document Reference: Based on information from Fraunhofer IESE
Subject Index: Agriculture; Food; Network technologies
01 March, 2013


Negotiation skills for effective negotiations
Negotiation skills for effective negotiations
It is inevitable that, from time-to-time, conflict and disagreement can arise due to the differing needs, wants, aims and beliefs of the people who are brought together. Without negotiations, such conflicts may lead to argument and resentment resulting in one or all the parties feeling dissatisfied. Negotiation is normally done so as to reach agreement without causing future barriers to communications.
Negotiation takes place when two or more people/parties, with differing views, come together to attempt to reach agreement on an issue. It is persuasive communication or bargaining.
Negotiation is a cooperative process whereby participants try to find a solution which meets the legitimate interests of the negotiating parties. It is the process between two or more parties to settle differences. In the process of negotiation parties try to reach compromise or agreement while avoiding argument and dispute. In case of any disagreement, parties understandably aim to achieve the best possible outcome for their position (or perhaps an organization they represent). However, the principles of fairness, seeking mutual benefit and maintaining a relationship are the keys to a successful outcome.
The word ‘negotiation’ originated from the Latin expression, ‘negotiatus’, which means ‘to carry on business’. Negotiating is the process of communicating back and forth, for the purpose of reaching a joint agreement about differing needs or ideas. It is a collection of behaviours that involves negotiation skills, communication, sales, marketing, psychology, sociology, assertiveness and conflict resolution.
A method of negotiation is usually judged by three criteria namely (i) it should produce wise agreement if agreement is possible, (ii) it should be efficient, and (iii) it should improve or at least not damage the relationship between the parties.
Negotiations are viewed ‘hard’ where the participants are adversaries, the goal is victory, there is application of pressure, there is distrust between participants, and there is demand of concessions as a condition of the relationship.
Negotiation is considered ‘soft’ when the participants are friends, goal is agreement, concessions are made to cultivate the relationship, there is trust in each other, and there is no imposement of the viewpoint of one of the party.
Stages of negotiations
For achieving a desirable outcome, it is always useful to follow a structured approach to negotiation. The structured approach which is normally followed in a formal negotiation has six stages. These six stages in the process of formal negotiation are as follows.
- Preparation – Before any negotiation takes place, it is necessary for the parties to agree when and where the meeting will take place to discuss the differences and who will attend. Setting of a limited time period for the meeting also sometimes helps to prevent the disagreement continuing. This stage involves ensuring all the pertinent facts of the situation are known to each party in order to clarify the position. Undertaking preparation before discussing the disagreement helps to avoid further conflict and unnecessarily waste of the time during the meeting.
- Discussion – During this stage, spokesman of each party put forward its case. Key skills needed during this stage include questioning, listening, and clarifying. Sommetimes it is helpful to take notes during the discussion stage to record all points put forward in case there is need for further clarification. It is extremely important to listen, as when disagreement takes place it is easy to make the mistake of saying too much and listening too little. Each party should have an equal opportunity to present its case.
- Clarification of goals – From the discussion, it is necessary that the goals, interests and viewpoints of each party with respect to the disagreement are clarified. It is helpful to list these factors in order of priority. Through this process of listing, it is often possible to identify or establish some common ground. Clarification is an essential part of the negotiation process, without it misunderstandings are likely to occur which may cause problems and barriers in reaching a beneficial outcome.
- Negotiate towards a win-win outcome – This stage focuses on what is termed a ‘win-win’ outcome where both the parties feel they have gained something positive through the process of negotiation and both the parties feel that their point of view has been taken into consideration. A win-win outcome is usually the best result, although this may not be always possible through negotiation. However, it should be the ultimate goal. Suggestions of alternative strategies and compromises need to be considered at this point. Compromises at this stage provide often positive alternatives. These compromises can often achieve greater benefit for all concerned compared to holding to the original positions.
- Agreement – Agreement can be reached once understanding of the viewpoints and interests of both the parties have been considered. It is essential that each party should keep an open mind in order to achieve an acceptable solution. Any agreement needs to be made perfectly clear so that both the parties clearly know what has been decided.
- Implementation of a course of action – A course of action that needs to be implemented to carry through the decision flows from the agreement. Each party is to take this course of action so that the agreement can be implemented.
If the process of negotiation breaks down and agreement cannot be reached, then a further meeting becomes necessary which need to be rescheduled. This avoids all the parties taking part in the negotiation to get embroiled in heated discussion or argument, which not only wastes time but can also damage future relationships.
At the subsequent meeting, the stages of negotiation are to be repeated. Any new ideas or interests should be taken into account and the situation looked at afresh. At this stage it may also be helpful if each party look at other alternative solutions and/or bring in another person to mediate.
At many times there is a need to negotiate in a more informal way. During such times, when there is a difference of opinion, it may not be possible or appropriate to go through the stages set out above in a formal manner. However, remembering the key points in the stages of formal negotiation can also be helpful when there are situations for informal negotiations.
Elements of a negotiation
There are three important elements in any negotiation. These are attitudes, knowledge, and interpersonal skills. These elements are likely to affect the ultimate outcome of the negotiations. These three elements are described below.
- Attitudes – All the negotiations are strongly influenced by the attitudes of the person negotiating. Attitudes of the negotiators can relate to certain issues or relate to personalities. It may be remembered that the negotiation is not the process for the realization of individual achievements of the negotiator. Attitudes of the negotiators can be aggressive, defensive or friendly (co-operative) depending on the situation. Best results of negotiations are achieved when the people conduct the negotiations in a co-operative environment.
- Knowledge – The knowledge of the negotiators regarding issues involved in the negotiations results into their greater and effective participation in the process of negotiation. This influences the outcome of the negotiations. Hence good preparation for the negotiation is essential. Negotiators can improve their knowledge of the issues by an effective homework and by gathering in advance all the informations of the issues involved in the negotiations. Further knowledge of different methods of negotiations helps in making progress during negotiations, since negotiators can use different methods of negotiations in different situations.
- Interpersonal skills – Good interpersonal skills are necessary for an effective negotiation. Interpersonal skills aids in both formal and informal negotiations. The interpersonal skills which are essential for effective negotiations include effective verbal communication, listening, reducing misunderstandings, rapport building, problem solving, displaying assertiveness, persuasiveness, decision making, communicating effectively in difficult situations, and keeping calm without getting excited.
In case of positional negotiations, negotiators are locked into positions and tied to egos. Hence this type of negotiation results into unwise agreements. This type of negotiation is inefficient negotiation since more attention is paid to the positions rather than to solving the issues that are having concerns of the negotiating parties. In such negotiations incentive for settlement is missing and arriving at a common position becomes very difficult. Further, during multi party negotiations, arriving at any agreement becomes further complicated with positional negotiations.
The characteristics of a negotiation carried out in a principled manner consist of the following.
- People are separated from the problem. Hence there is no scope for misunderstanding, emotion, perceptions, and values to affect the negotiations.
- Focus is on issues and not on positions. Focusing on issues helps the other side to understand how important and legitimate the viewpoints of the first party are.
- Both the parties are to be concrete but flexible and have option to offer for a satisfactory settlement
- In case there is no possibility of a negotiated settlement then BATNA (best alternative to a negotiated agreement) is an alternative
- Reservation value is the difference in amount of reaching a deal and the BATNA.Zone of possible agreement (ZOPA) is the bargaining range created by the two reservation values. ZOPA is the surplus that is to be divided between the two negotiating parties.
Some factors affecting negotiations are given in Fig 1
Fig 1 Factors affecting negotiations