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Are you worried about being abducted by aliens? I suspect it will cross the mind of some of you reading this post that alien abduction is a possibility.
After all, many people worldwide have claimed to have been abducted by aliens, been taken against their will to an alien spacecraft or enclosed place, questioned or physically examined, and they remember these experiences either consciously or through methods such as hypnosis.
Indeed, many of those people who claim to be alien abductees are seemingly sincere, psychologically healthy, nonpsychotic people—so are their experiences real and their claims to have been abducted true?
Professor Rich McNally and his colleagues at Harvard University have spent over 10 years researching the psychology of alien abductees, and in particular why it is that some people embrace the identity of "alien abductee."
His research has isolated a number of traits possessed by 'alien abductees' each of which he argues contributes to the experiences they recall when 'being abducted' and to the desire to cling on to their belief that aliens were responsible for their abduction experiences. Let's look at each of these five traits in turn.
1. Regularly experiencing sleep paralysis and hallucinations when awakening: Many people who have reported alien abduction suffer episodes of early morning sleep paralysis. On awakening from this paralysis, their terror gives rise to hallucinations of flashing lights and buzzing sounds. Some experience feelings of 'floating' around the room or seeing figures in the room. While many people interpret these post-sleep paralysis experiences as dreaming, some people interpret these experiences as seeing figures, ghosts, or aliens.
2. Tendency to Recall False Memories: In an elegant set of experimental studies, McNally and colleagues found that individuals who claimed to have been abducted by aliens were prone to what is known as "false memory syndrome." That is, alien abductees regularly claimed to recall words, items, sentences, etc. in memory tests that they had never actually seen before. If this "false memory" effect can be generalized to autobiographical memories, then individuals who claim to have been abducted by aliens would be twice as likely to "falsely remember" things that had never happened to them than would non-abductees.
3. High levels of "Absorption": Alien abductees also score significantly higher than most people on the mental characteristic known as 'absorption.' This is a trait related to fantasy proneness, vivid imagery, and susceptibility to hypnosis and suggestion. Because of this it is probably not surprising that many alien abductees recall their experiences under hypnosis, where memories of abduction can be induced through suggestibility—especially if the person leading the hypnosis session asks particularly leading questions about abduction.
4. New Age beliefs: Being whisked up into space ships by tractor beams or light sources is not something that happens every day—nor is it something that is easily explainable within our existing knowledge of physics. Similarly, being subjected to imaginative medical procedures requires a tendency to accept unusual and non-mainstream ideas. This is also a trait possessed by 'alien abductees.' They score highly on measures of magical ideation and endorse New Age ideas that encompass beliefs about alternative medicines and healing, astrology, and fortune telling. Such beliefs would certainly allow the individual to accept things happening to them that would be dismissed by existing scientific knowledge.article continues after advertisement
5. A familiarity with the cultural narrative of alien abduction: As a cultural phenomenon, alien abduction has entered folklore and the images and descriptions of aliens and their spacecraft have become familiar to many people. Alien abductees tend to be very familiar with this cultural narrative which is one possible reason why their descriptions of aliens and their spaceships are so similar—being fuelled as they are by sci-fi films and numerous books about aliens and alien abduction.
As Professor McNally points out in a very readable review of his studies on alien abduction, it is still unclear whether all these characteristics are necessary ingredients in the recipe for 'alien abduction' or whether some are more necessary than others.
Other researchers have also identified further traits that appear to be characteristic of 'alien abductees', such as paranoid thinking and weak sexual identity.
There is still much more research to do to fully understand the motivations and thinking patterns of individuals who claim to have been abducted by aliens, but as McNally shrewdly points out, these people are not anxious nor depressed, they are not psychotic and do not appear to have any obvious mental health problems. 'Alien abduction' experiences often deepen spiritual awareness and give shape to the identities of abductees and provide a basis for their beliefs about the world and the universe.
Whether the experiences of abduction were real or not, the experiences and interpretations adopted by 'alien abductees' are often psychologically helpful and can be spiritually comforting.
Finally, a note of caution. All of these studies of 'alien abductees' were carried out after they had their abduction 'experiences', so it's difficult to know whether these five traits are consequences of the experience or were—as McNally suggests—factors that led individuals to interpret rather earthly experiences (such as sleep paralysis and hallucinations) as evidence of abduction.
And then— perhaps fantastically—can we genuinely rule out the possibility that such traits are implanted in their victims by aliens in invasive medical procedures carried out on alien spaceships!
My skeptical, scientific mind says probably not—but who knows?!
Source www.psychologytoday.com


text: Politics / John Kelly John Kelly Won't Be Out in 2018 After All Trump says 'great people' want the job 'badly' By Rob Quinn, Newser Staff Posted Dec 12, 2018 3:10 AM CST Copied President Donald Trump speaks during a meeting with Democratic leaders in the Oval Office, Tuesday, Dec. 11, 2018. (AP Photo/Evan Vucci) John Kelly won't be leaving the White House in 2018 after all—but he's probably not going to need to put up a 2019 calendar in his office. White House counselor Kellyanne Conway said during a Fox appearance Tuesday that the White House chief of staff will remain in the role until at least Jan. 2 to make sure there is a "very peaceful and and pragmatic transition," the Washington Post reports. Conway, who praised Kelly's service, said it was up to him and President Trump whether he stayed on beyond Jan. 2. "I know they both love this country and want there to be a transition to the next leader here," she said. Trump said Saturday that Kelly, who replaced Reince Priebus in July last year, will be departing "towards the end of the year." Trump said Tuesday that he has at least 12 "great people" who want the job "badly," including Rep. Mark Meadows, Reuters reports. "Everybody wants it. Who doesn't want to be one of the top few people in Washington, DC?" Trump said to three reporters interviewing him. "I mean, you three guys would take it." He later tweeted: "Why wouldn't someone want one of the truly great and meaningful jobs in Washington. Please report news correctly." (The man thought to be Trump's first choice is also leaving the White House.) Report an error

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Woman, 21, deliberately hit by car in Glasgow attempted murder bid
The 21-year-old was driven at and then struck by a red Skoda Octavia on Station Road, Shotts at around 5.55pm on Friday.
She was taken to the Queen Elizabeth University Hospital in Glasgow, where hospital staff describe her condition as stable.
The red Skoda was involved in a crash with a blue Fiat Punto shortly before 21-year-old woman was hit.
Police are treating the incident in the North Lanarkshire town as attempted murder and appealed for information.
Detective Sergeant Jim Williamson said: "Officers are following a positive line of enquiry in relation to this incident, however I would like to hear from anyone who witnessed this attempted murder take place.
"Shortly before this incident the Skoda Octavia was involved in a road crash with a blue-coloured Fiat Punto on Calderhead Road in Shotts.
"The female driver of the Fiat Punto was uninjured, however I am keen to trace a woman who was driving a white Vauxhall, who stopped to assist the Punto driver.
"I would also like to hear from anyone who may have seen the Skoda Octavia driving in the local area on Friday evening. If anyone was driving on these roads and has dash-cam footage, please contact us."
Anyone with information is asked to contact Wishaw Police Office through 101 quoting reference number 3433 of June 21 or Crimestoppers on 0800 555 111, where anonymity can be maintained.


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The World's Finest
It would be almost unimaginable to have Christmas Dinner without Bread Sauce. It is easy to make, and the dinner wouldn't be complete without it.
Preparation: 10 minutes
Cooking: 30 minutes
Stud the onion with the cloves. Place the onion, garlic, milk, and bay leaf in a saucepan over a moderate heat and leave it to simmer 15 minutes then remove it from the heat and leave it to infuse for 20 minutes. Strain the milk and return it to the saucepan and bring it to a simmer. Stir in the breadcrumbs and stir it softens. Remove the sauce from the pan and stir in the creme fraiche and nutmeg and seasoning. Serve warm in a sauce boat.
We've just added a range of new recipes to the site, including some step-by-step videos to guide you through the process. Check them out here!


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Insurance agent for Johnsonese Brokerage, LLC
Johnsonese Brokerage is a boutique property and casualty insurance agency. Our strength is in our knowledge of, and experience with, our target
markets: Music, film, arts and entertainment.
Dennis has over 30 years of experience helping individuals, entrepeanuers and businesses with their insurance and risk management strategies.
He has been a member of 2112 since February, 2017.
Dennis is avaible to meet with members one on one at 2112.
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April 2019 Article Archives
ConvergenceCoaching Partner and Co-Founder Jennifer Wilson Inducted into CPA Practice Advisor Accounting Hall of Fame
Jennifer Wilson is the first woman to join the group whose members are thought leaders and influencers in the public accounting profession. Allan D. Koltin, CEO of Koltin Consulting Group and prior inductee into the CPA Practice Advisor's Accounting Hall of Fame commented, "I can't think of anyone more deserving for this honor than Jennifer Wilson. She is a visionary and thought leader that has impacted so many firms ...Read More
Tax Season Debrief Considerations
One of the most effective ways to improve your firm's tax processes and production is with the post-busy season debrief process. Whether done formally with a meeting or informally in combination with a survey, we suggest it be scheduled immediately after the tax deadline while the experience is still fresh in your personnel's minds. This will also allow adequate time to evaluate new processes and applications before the next ...Read More


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Kilt Alterations
With over 35 years of experience, Alterations Boutique have become London's leading experts in Kilt Alterations. The way your kilt fits you and the way your kilt is fastened makes all the difference between looking very smart and looking not so smart. Our experienced tailors have the expertise to alter your kilt to perfection and to advise you on how to look your best in a kilt. The kilt is supposed to come to the top of your kneecap and the waist should never be loose. Very often men are seen with the kilt covering their knees. For women this may be a fashion choice but for men it means their kilt doesn't fit them correctly. This usually happens when your kilt is either too long or you are wearing it too low which means it's too loose for you on the waist. If your kilt is too long, too loose, too wide or too tight or you need the buckle of your kilt moved over, you should only trust experienced tailors, like ourselves, with alterations on your kilt. This is an easy fix that will make your kilt look much better and fit you correctly.
Take in or let out kilt waist
Shorten / lengthen kilt
Move kilt buckle
General kilt repairs
Resize kilt
Book an appointment
To book an appointment click on the link below.
Click Here to Book an Appointment
Why choose us?
At Alterations Boutique we are committed to excellence. Our highly experienced, fully qualified tailors will work on your kilt for as long as it is required to ensure the work has been carried out to the highest possible standard, and we won't be completely happy with the results until you are. We have established an excellent reputation for delivering impeccable quality kilt alterations. What sets us apart is our ability to work to a factory finish which means that any alterations we perform to your kilt will be unnoticeable and untraceable; the original stitch pattern, thread colour and any detail will be matched perfectly. This makes us the number one choice for Kilt Alterations in London. We are highly regarded because of the quality of work we perform, award-winning customer service we provide and reasonable prices we charge.
Alterations Boutique is a VAT registered Limited company with a comprehensive insurance policy that covers your garment whilst it is in our possession. Unfortunately, there are individuals that have set up rogue businesses that do not pay tax, take cash only and do not have the correct insurance in place which means you and your garment have no protection. We are proud to be a British company that complies with all rules and regulations to provide peace of mind to our clients.
The Team
All of our team are qualified Master Tailors by trade. Despite being already qualified, the team have to undergo a rigorous Alterations Boutique training programme to demonstrate they perform work to our high standards. In addition, there is ongoing regular training to help the team master their skills.


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Who We Are
What is WANG?
"To preserve the neighborhood and protect it from deterioration"
The West Austin Neighborhood Group (WANG) is a non-profit organization of neighborhood residents with the shared goal of preserving the character of West Austin and protecting it from deterioration. WANG is concerned with community development, ecology, safety, and many other matters that indirectly and directly affect the quality and character of our neighborhood and the City of Austin.


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Stress and the Classroom
It's finals week. As you walk down the halls or sit in the library, the sense of fear, worry, and doom that hangs over campus is almost tangible. Even professors can be heard expressing their displeasure at the amount of grading they need to complete before a given deadline. A quick scroll through social media helps articulate what everyone on campus seems to be experiencing: Stress.
Stress is a part of life. Many of us are exposed to some level of stress on a daily basis. However, even though stress is a very common part of life, we are rarely taught healthy ways to manage and cope with the stress in our lives. At the beginning of the semester, we discussed homework and the fact that many students say homework is stressful or that outside stress factors prohibit them from completing homework. Therefore, as teachers, we often find ourselves competing with internal and external stress factors in a student's life as we try to teach them in our classrooms. In this post, I would like to discuss some of the stress and anxiety students face inside and outside of the classroom and ways students can cope with this stress and anxiety.
In the textbook, anxiety is described as "a general uneasiness, or feelings of tension" (Woolfolk, 2014, p. 503). Anxiety can also be a trait or a state. For example, you may experience a level of anxiety in a traffic jam, doing homework, or completing your daily chores. This describes trait anxiety, or anxiety in many situations. On the other hand, you may experience a heightened level of anxiety when taking a test. This is state anxiety, because the situation is especially anxiety provoking (Woolfolk, 2014, p. 503).
As it relates to motivation and instruction, students who are experiencing stress or anxiety in the classroom often struggle to focus their attention in order to learn. For example, if a student's parents are arguing at home or if a student has a test in the next class, the student may find their mind constantly drawn to worry and dwell on the topic that is causing them stress instead of retaining the information being conveyed in the classroom.
In the study, "Stress, stressors ad coping among high school students", conducted on tenth and eleventh grade students in the Los Angeles area, researchers found the that following were the most prevalent stressors in a students' life. Students rated these as things that cause them stress often or very often.
|Future life plans
|Own expectations about career
|Own expectations about school
|Not having enough time
|Not letting feelings out
|Pressure from parents about responsibility
|(de Anda, et al., 2000)
A quick glance at this table shows that the top seven stressors are either directly or indirectly related to school. As a teacher, the number of students who rated violence as a significant stressor in their life is something I also find disconcerting. When thinking back on Maslow's Hierarchy of Needs, if students don't have their basic needs for safety met, it can be hard for students to move to satisfy higher level of needs. In the learning environment, if students don't feel safe, then they might also find themselves in a constant "fight, flight, or freeze" mode. This state of anxiety regarding their safety could pose a real problem in the classroom. As teachers, how do we combat very real anxiety in the classroom?
In the textbook, it discusses three coping strategies: problem-focused self-regulating strategies, emotion-focused strategies, and avoidance strategies (Woolfolk, 2014, p. 504). These strategies can be beneficial or maladaptive, depending on the situation. For example, when it comes to completing homework, it would be harmful or maladaptive when the stressor is homework, but it might be beneficial when the stressor is drug or alcohol use. Students need to be able to identify coping strategies that will be beneficial for them depending on the situation. Unfortunately, in the previous study, "students who experienced the highest levels of stress tended to employ maladaptive coping strategies with higher frequency than their cohorts and, more important, to view them as effective when employed" (de Anda, et al., 2000, p. 457).
In two more recent studies, researchers have tried to implement programs to help train students to relax and manage stress. The first study, "Integrating a relaxation response-based curriculum into a public high school in Massachusetts" involved having students participate in workshops during school hours, and go online to participate in guided meditations to promote relaxation. The study reported that "Although students reported being engaged in the classroom trainings, the assigned online home practice of the RR was not well utilized… 82% of students only logged in 0–1 times". They were asked to log in once a day, every day, for 4 weeks (Foret, et al., 2012). However, this study also found that students did use other informal relaxation response practices, such as taking deep breaths before an exam, outside of the classroom trainings (Foret, et al., 2012). One of the limits acknowledged by this study was that only a percentage of students participated and may have felt peer pressure to do other things instead of the relaxation response techniques.
The study I found most interesting was "The DeStress for Success Program: Effects of a stress education program on cortisol levels and depressive symptomatology in adolescents making the transition to high school". This study was conducted on almost an entire school and was compared against a nearby control school with similar demographics. This program involves not only stress management techniques, but also teaches students how to proactively identify possible stressors using the acronym NUTS (Novelty, Unpredictability, Threat to the ego, and Sense of control). It measured the success of the stress management techniques by taking saliva samples and measuring the cortisol (stress hormone) levels of the students before, during, and after the program. The study concluded that "transferring scientific knowledge from the laboratory to the classroom can have significant positive effects on both cortisol levels and depressive symptoms in those adolescents who suffer the most during the transition to high school" (Lupien, et al., 2013). The DeStress for success program utilizes the coping strategies discussed earlier, but includes more in depth breakdowns and examples.
As a future teacher, I think it will be important for me to recognize that my students are experiencing a lot of stress inside and outside of my classroom. The Centre for Studies on Human Stress website (the center that developed the DeStress for Success program) includes helpful resources and ideas for helping teach students how to cope with success. In order to promote learning in my classroom and help students become motivated to learn.
For more information on stress and stress management, visit the following website for the Centre for Studies on Human Stress. http://www.humanstress.ca/
de Anda, D., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., . . . Weiss, R. (2000). Stress, stressors and coping among high school students. Children and Youth Services Review, 441-463.
Foret, M. M., Scult, M., Wilcher, M., Chudnofsky, R., Malloy, L., Hasheminejad, N., & Park, E. R. (2012). Integrating a relaxation response- based curriculum into a public high school in Massachusetts. Journal of Adolescence, 325-332.
Lupien, S. J., Oueleet-Morin, I., Trepanier, L., Juster, R., Marin, M., Francois, N., . . . Plusquellec, P. (2013). The DeStress for Success Program: Effects of a stress education program on cortisol levels and depressive symptomatology in adolescents making the transition to high school. Neuroscience, 74-87.
Woolfolk, A. (2014). Educational Psychology. Upper Saddle River: Pearson.
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Lessons for the Teacher
At the beginning of the year, I was asked the question "What does a good teacher look like?" I thought of things like kind, relatable, and funny. But when considering this, I only thought of this question through the lens of what students look for in a teacher. Although all these things are important, being a good and effective teacher involves more than how students perceive you. In addition to these characteristics, I think two other important qualities that a teacher needs to possess are organization and classroom management skills.
Teacher organization is crucial. Throughout this semester, and my O&P experience, I have seen how much teachers need to juggle. Between lesson planning, meetings, preparation of materials, grading, etc. there is a lot that happens and teachers need to manage their time and resources to accomplish all the tasks placed upon them. I observed that when teachers were more organized, things flowed more easily in the classroom.
During my O&P experience, I spent time in a couple different classrooms observing different teaching styles. The most significant thing I learned and observed this semester was classroom management techniques. In particular, one teacher was perceived consistently as strict and was "not to be messed with", however, I also observed this teacher walk down the halls and be greeted and hugged fondly by previous students. On the other hand, I observed a teacher who was not as strict, but would need to raise her voice or call for assistance if things got out of hand. Disruptions were more common, and students didn't approach this second teacher in the hall as readily or warmly as the first strict teacher. Students were also more likely to complete work and learn in the strict teacher's classroom. This helped me understand that to be strict doesn't mean that you're a bad teacher, but that you care more about helping students learn than being liked by your students.
This also related to the Wisconsin Standards for Teacher Development and Licensure Standards "Teachers will know how to manage a classroom". Swimming instructor, I thought I knew how to conduct a class, however, on my evaluation and in my O&P experience, I recognized that motivating 6-10 students to do something they enjoyed doing for 45 minutes was vastly different than motivating 27 students to do something they may or may not enjoy for 7 hours. During this semester, we talked a lot about motivational techniques for students and also discusses things that can impede student learning. I will take these lessons with me in my future career.
Lastly, looking to the future, I recognize that blogging is not for me. When building my online identity, I prefer to be defined by my accomplishments instead of my writing. When building my online identity, I plan to use resources like Linked-In and WECAN to establish my educator profile and present my materials. I have already begun this process by establishing a WECAN profile and will continue to expand and update that as I continue on my journey to becoming a licensed business educator.Filed under Uncategorized | Comment (0)
Inspiring Competence and Confidence through Instruction
It's the end of the school year. As a college student, I am struggling under numerous deadlines and find myself thinking more about my (lack of) summer employment and vacation plans than on my homework, so I found it a bit funny when I needed to write a blog post on motivation and instruction for my psychology class. This marriage of instruction and motivation is especially important this time of year for teachers as students of all ages are getting sick of school and being in the classroom. When I was looking for some inspiration for my own motivation, I found this helpful video and wanted to talk about how teachers can inspire self-motivation in their instructional practices.
In class, we discussed that, too often, students only do work in order to get a good grade, avoid failure, or to gain another extrinsic reward. This is a concept that is reaffirmed in the video when Scott Geller poses the question "How do we get people to be success seekers rather than failure avoiders?" He continues his speech by talking about how he succeeded at drumming because he, his parents, and teachers helped foster a vision of success within him. He breaks this process down into "4 C's": Choice, Consequences, Competency, and Community. Students need to be offered choices, have positive consequences, feel competent while doing the activity, and feel a deeper connection to their community. This directly relates to our discussion of self-efficacy in class. Self efficacy, as defined in the textbook, is "A person's sense of being able to deal effectively with a particular task" (Woolfolk 446).
As I sat down to plan my lesson plan, I really tried to incorporate this idea of self-efficacy and making sure students feel competent and able to complete an activity. In the lesson that I planned, I would be teaching students about Auto Insurance. In this lesson, the class would go through a simulation and make choices about what types of coverage they want or don't want. This skill would then be further demonstrated and cultured in students by watching funny commercials and looking a driver profiles in groups and having students recommend coverage for people in the commercials and driver profiles. The positive consequence offered to students is helping them envision themselves owning and protecting their own car in the future. Finally, students can experience a sense of community by laughing together at commercials, discussing in groups, and going through the simulation as a class.
Walking through Bloom's Taxonomy, students will be introduced to concepts in the simulation. Then, as the simulation progresses, watching the types of coverage in action will help them REMEMBER and UNDERSTAND how different types of coverage work and can save our simulation character money. Next, students are expected to APPLY what they learned by recommending coverage for our characters in different commercials. After that, students will ANALYZE a driver profile and recommend coverage for the person based on the information in that profile. Student will be expected to EVALUATE and explain why they recommended that type of coverage. Lastly, students will CREATE their own experience by returning to the simulation on their own and making their own individual choices about the type of car and coverage they want.
This lesson was designed to meet the Wisconsin Department of Public Instruction- Business and Informational Technology Personal Finance Standard 5 which states "Students will explain the features and roles of insurance when making choices available to consumers for protection against risk and financial loss." This lesson helps students understand how auto insurance can protect against the financial risks against of operating a motor vehicle.
This lesson, although it fits nicely in a Backwards Design Template, was first formulated using the Madeline Hunter Template for lesson planning. I found the Backwards Design template was not helpful in helping me think about specific activities and didn't provide me with enough structure for creating a specific lesson plan for one day of instruction. I might consider using Backwards Design to begin planning for a unit, but I prefer using the Madeline Hunter Template for lesson planning. As someone who likes to think about things in chronological order, I prefer using the Madeline Hunter template, versus the Backward Design template which focuses more on the big picture. This big picture structure advocated for by the Backwards Design template would make it very useful in unit planning.
To see my lesson plan- click here. Auto Insurance Lesson Plan
Overall, my goal in my lesson plan was to create a lesson that allowed students to take an active part in their learning experience and create their own individual learning experience that they could apply directly to their lives. It was this life application that I hope inspired students to feel competent and confident in making their future auto insurance decision.
Woolfolk, A. (2014). Educational Psychology: Active Learning Edition. Pearson.Filed under Uncategorized | Comment (1)
Addressing Elephants in the Classroom
Step out your front door. Look around in a grocery store. Scroll through Facebook, Twitter, or Instagram. You don't have to go very far to encounter diversity in America. America's diversity is one of its most beautiful characteristics, yet is also one of its largest hurdles. Diversity comes in many forms. Although race is often the first thing that comes to mind, diversity also includes those of different religions, ethnicities, gender, sexuality, socio-economic status, and abilities. Being a teacher in American society requires interacting with diversity in the students, staff, and the community and finding a way to identify and accommodate differences in the classroom.
Some of these differences are identifiable through observation or documentation, however, others require getting to know students personally. For example, when accommodating those students with disabilities, there is often an IEP (Individual Education Plan) that documents their needs and how to accommodate them in the classroom. However, religion and ethnicity may require listening to students when they talk about their experiences, background, and home life. One of the best ways to accommodate students even before you begin to get to know them is by using a multicultural approach to education. Per Woolfolk, multicultural education "promotes equity in the schooling of all students" (Woolfolk, 255). In other words, multicultural education means providing a well-rounded education that analyzes questions and topics from multiple perspectives and is open to new perspectives. However, as a teacher finds out what students' beliefs and values are, they can utilize those ideologies in the classroom to help students stay engaged and connect with the material. However, multicultural education is really not possible unless you get to know your students.
This is a phenomenal and powerful video about assigning identity to people. In this video, Amal Kassir, an American spoken-word poet, activist, and writer, addresses the importance of not assigning someone an identity. Using humor, she addresses the fact that you really can't be educated unless you ask "what's your name?". Looking at Amal, it is easy to assume that because she wears a hijab, that she is a Muslim, and that because she is a Muslim and wears a hijab, she has extremist views on what women's rights are. However, if you actually get to know Amal, it becomes pretty clear that she has really unique views and perspectives. By listening to Amal and incorporating the life experiences of minorities in the classroom, you have the opportunity to not only make them feel comfortable in your classroom, but also the opportunity to open a new world to other students.
In conclusion, a multicultural education mean more than just talking about a certain religion or providing accommodations just because they identify in a larger category. Accommodating for diversity in the classroom means actively listening to your students to discover their values and beliefs and helping them to apply their values and beliefs to their education.
Woolfolk, A. (2014). Educational Psychology: Active Learning Edition. Pearson.Filed under Uncategorized | Comment (0)
Teaching the Brain to Learn
As we progress through life, our behavior in certain situations changes. We may do most of those behaviors without even thinking about it. For example, when I get in my car, I instinctively put my seat belt on. Why? Today, I would like to introduce you to two perspectives that might explain how I learned this behavior: behaviorism and cognitive processes. Behaviorism is the idea that external events are the cause of changes in observable behaviors (Woolfolk, 272). This theory believes that thing like conditioning, punishments, and reinforcements shape people's behavior.
According a behaviorist, I probably put my seatbelt on to avoid hearing that annoying bell that won't stop until I buckle my seatbelt. However, from the cognitive perspective, I might put my seatbelt on because I saw my parents putting their seatbelts on as soon as they sat down in the car and I remember their behavior and want to model my own behavior after their behavior. This behavior was learned through what cognitive psychologists would call modeling-learning by imitation. This is because the cognitive view of learning focuses on the internal mental processes of acquiring, remembering, and using knowledge (Woolfolk, 312).
This clip from a 1947 classroom does a great job showing the difference between a classroom using behaviorist thought to shape student behavior and appealing to student cognitive processes. The first half of the video, the teacher uses positive punishment on students for doing poorly by sending them to detention and negatively reinforces behavior by having students stay after school until work is completed. However, in the second half of the video, the teacher appeals to students' cognitive processes by modeling a positive attitude and behavior towards the schoolwork.
A prospective teacher, I hope to utilize both perspectives of learning in my instruction. Understanding how to externally and internally motivate my students to perform academic tasks will be key to helping them learn. However, there are limitations to both theories. In behaviorism, some psychologists fear that the practice of positive reinforcement "will cause them (students) to lose interest in learning for its own sake" (Woolfolk, 302). This poses the question that if students are only performing educational tasks to receive a reward, are they truly learning? Behaviorism leaves teachers trying to instill intrinsic or self-motivation practices in students after rewards are no longer given. On the other hand, cognitive psychologists may find that there is too much emphasis placed on internal processes and not enough of the external circumstances such as environment or individual experiences into account.
As a future teacher, I probably agree more with the social cognitive theory proposed by Albert Bandura than I do with the behaviorist theory. I believe my job as a teacher is to be a facilitator of learning and to guide students as they apply information to the world around them to construct a base of knowledge that they can understand and relate to their life and personal experiences. As a future teacher, I hope to do exactly that by providing students with opportunities to apply learning to real-life situations around them and by creating a classroom space where students have the resources and guidance to discover their passions.
Woolfolk, A. (2014). Educational Psychology: Active Learning Edition. Pearson.
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Parental Conflict and Learning
The brain is a funny thing. We use our brains constantly and don't even think about it. We can walk, talk, solve math problems, and much more! But how did our brains learn that 5-3=2? Many of us learned through brute memorization and repetition that wore a neuron pathway in our brain until we could recall the fact easily. According to Anita Woolfolk, its because "the brain seeks meaningful patterns and connections with existing networks…" (Woolfolk, 2014, p. 46).
However, before you learned to subtract, you had to learn to count. Without the ability to count, learning to subtract would probably have been outside of your zone of proximal development. What is the zone of proximal development? "The zone of proximal development is a phase in which a child can master a task if given the proper support" (Woolfolk, 2014, p. 67). Your teacher was probably familiar with this theory by Lev Vygotsky. This theory helps teachers understand how to help students learn by providing them with support as they work to complete goals within their realm of achievement based on previous knowledge.
Strategies such as Vygotsky's zone of proximal development are very helpful as teachers work with students to help them learn. However, there are often circumstances outside the classroom that can also affect students ability to learn, and it can sometimes be very difficult to see how these circumstances affect a student's zone of proximal development and ability to learn. Urie Bronfenbrenner, a professor of psychology, introduced the idea of "context" as a way to understand how development and learning are shaped by factors surrounding a student.
Context is the "internal and external circumstances and situations that interact with the individual's thoughts, feelings, and actions to shape development and learning" (Woolfolk, 2014, p. 86). To simplify, context acknowledges that students are a part of a bigger world around them and are affected by what goes on in their family, neighborhood, school, and world. One particular context I wanted to learn about was the role of a parent's relationship, or lack thereof, in development. Thus, I studied a phenomenon that plagues almost half of students in today's culture- divorce. My parents filed for divorce my junior year of high school, so this topic was of particular interest to me.
As I searched online for additional information regarding the effects of divorce on child development and found a great TedTalk by Professor Tamara Afifi. Professor Afifi discusses that there are many variables to how children cope with divorce and that children react differently. She suggests that the biggest factor of a parent's relationship on a child is how parents, both married and divorced, handle conflict (Afifi, 2012).
Afifi conducted a studied that took saliva samples of children before and after talk about a stressful subject related to the parents' marriage. The saliva sample were taken multiple times after the discussion and all saliva samples were tested to measure cortisol levels. Cortisol, the stress hormone, makes our heart rate increase by narrowing the arteries to our heart and raises our blood sugar levels. Parents that discussed in a competent, supportive, and affectionate way, children saw a slight increase in cortisol levels immediately after the conflict, but eventually returned to normal levels. Children of parents who were married and chronically fighting saw irregular patterns in cortisol and were unable to calm down and regulate their stress levels (Afifi, 2012). If you want to learn more about Professor Afifi's work, the video is below.
For teachers, the book provides some helpful tips for ways to be sensitive to students who have parents with struggling relationship. Three strategies that I found the most helpful are (1) "Talk individually to students about their attitude or behavior changes, (2) Watch your language to avoid stereotypes about "happy" (two-parent) homes, and (3) Help students maintain self-esteem" (Woolfolk, 2014, p. 92).
In conclusion, it is not only important that teachers understand how the brain learns, but also how circumstances surrounding a student affect how the brain is learning.
Afifi, T.D. [TedxTalks].(2012, May, 20). The impact of divorce on children: Tamara D. Afifi at TEDxUCSB.
Woolfolk, A. (2014). Educational Psychology: Active Learning Edition. Pearson.
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Research: Impacts on Teaching and Homework Practices
For the past few weeks, my Educational Psychology class has been discussing the relationship between research and teaching. Often we don't even think about the relationship, we just know that the two go hand in hand. However, teachers and schools can sometimes find themselves falling into routine practices instead of instituting policies based in empirical research. One of my biggest takeaways from this unit is that research can be used to inform educational policies and practices (NCTE). As one of my classmates remarked "Research provides the 'why' to the 'what' and the 'how' we teach in our classrooms". Instituting research based policies could help teachers and administrators justify changes, practices, and even additional funding. Yet, often we see practices in education that lack a solid base of evidence. One of these practices is assigning students homework.
This conversation heightened when a note that a Mrs. Brandy Young sent home with students appeared on social media. Below is a picture of the note.
This was an idea that was met well by some parents, and not so well by others. Yet, Mrs. Brandy Young may have had the correct idea. During the period of time that we discussed the pros and cons of homework in class, I engaged with quite a bit of research on the topic. Initially, I thought that more homework would improve student learning, however, after digging deeper into the topic, I was surprised by what I found.
The first article studied the relationship between a student's attitude towards homework and their course outcomes. This study surveyed foreign language students, analyzed their final scores, and concluded that if the students perceived the homework as relevant, perceived the feedback as useful, and perceived the grading as fair, they were more likely to do well on course outcome (Chang et. al). Prior to reading this study I hadn't considered how students attitude towards homework could impact performance.
The second article I found examined pre-existing research and reached the conclusion that "in nearly all circumstances, homework has a positive association with achievement and that this association is strongest and most positive at the secondary level" (Maltese et. al). This conclusion fit my initial stance, but I appreciated the authors clarifying that homework has the most positive effect on the secondary level.
The third article examined how well students performed on tests in the areas of English, math, science, and history. This study reached the conclusion that "we find that math homework has a large and statistically meaningful effect on math test scores throughout our sample. However, additional homework in science, English and history are shown to have little to no impact on their respective test scores" (Eren & Henderson). This contrasts sharply with the article by Maltese. However, in comparison to the article by Chang, one might call into question whether the homework administered in this study was viewed well by the student and was structured appropriately.
Lastly, the fourth article I found takes another perspective on the homework debate and analyzes whether or not students actually have a homework problem. This article analyzed time-use surveys from eight countries and reached the conclusions that American teens don't necessarily have an excess of homework, but instead may have additional stress from all the other areas on which they spend their time (Zuzanek).
These articles challenged me to think about homework differently. As a future teacher in secondary education, I hope to implement small amounts of homework that relate directly to course outcomes. I would also like to take into account students personal situations and perhaps use a tiered model of homework- allowing students to choose from an array of assignments in order to fit their academic or time-use needs.
Chang, C. B., Wall, D., Tare, M., Golonka, E., & Vatz, K. (2014). Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning. Journal of Educational Psychology, 106(4), 1049-1065.
Eren, Ozkan, & Henderson, Daniel J. (2011). Are We Wasting Our Children's Time by Giving Them More Homework? Economics of Education Review, 30(5), 950-961.
Maltese, A. V., Tai, R. H., & Xitao, F. (2012). When is Homework Worth the Time? Evaluating the Association Between Homework and Achievement in High School Science and Math. High School Journal, 96(1), 52-72.
Understanding the Relationship between Research and Teaching. (2008). Retrieved February 06, 2017.
Zuzanek, J. (2009). Students' Study Time and Their "Homework Problem". Social Indicators Research, 93(1), 111-115.
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A Passion for Teaching
Hello and welcome to my blog!
My name is Marly Harmeling and I am a Business Education student at the University of Wisconsin- Whitewater. As a Business Education major, is it my hope to teach Business and Information Technology courses to high school students. I have a personal passion for Economics and would greatly enjoy sharing that passion with my future students.
In my Educational Psychology on January 19, the question was posed "What makes a good teacher?" The class listed things like "knowledgeable", "organized", "caring", "funny" and, "respectful of students", all of which I think are appropriate descriptors of a good teacher and three of these ideas were even mentioned in our textbook reading as being indicators of a good teacher (Woolfolk 560). After class, I realized I forgot to mention one of the characteristics I look for in a teacher: a passion for teaching and a passion for the subject.
Passion, as described in an article by Cagri Mart entitled "A Passionate Teacher: Teacher Commitment and Dedication to Student Learning", refers to passion as "a strong inclination or desire towards an activity that one likes and finds important and in which one invests time and energy" (Carbonneau et. al in Mart 437). Mart sees that passionate teachers are teachers who are often more committed to the work they do, and that passionate teachers can have a profound effect on their students. Mart claims that "Passionate teachers are fiercely devoted to their work and greatly inspire their students" (Mart 438). I know this was true for me in high school.
During high school, my favorite teachers were Mrs. Gulke and Mrs. Phillip. Mrs. Gulke taught U.S. Constitution and Mrs. Phillip taught English Composition. Although they both had very different teaching styles, their passion for teaching and for the subject matter was evident. Both teachers, however, had an evident passion for their respective subjects that was contagious.
Prior to taking either of their classes, I thought the US Constitution and English Composition were boring, but their classes always had students interested and engaged in the discussion or activities of the day. In my spare time, I still enjoy writing stories or researching current legislative events. Their passion for their respective subjects and passion for teaching those subjects lead me to see the value of creative writing and the importance of the Constitution of the United States of America.
Another great example of a passionate teacher is Mr. John Keating from the movie Dead Poets Society (1989). Keating, played by Robin Williams, is an English teacher who has a passion for poetry and inspires his students to look at poetry differently. In the movie, Keating takes the time to present the material in a way that students find interesting. He uses some unconventional methods, but succeeds in engaging his students, as evidenced by the smiles and laughter in the following clip.
On the other hand, the economics teacher in Ferris Bueller's Day Off (1986) is a great example of a teacher who fails to engage students. The teacher speaks in a monotone voice and offers very little opportunity for students to engage in discussion. His lecture style of teaching has students falling asleep, confused, or completely not paying attention as evidenced by the faces of the students in his classroom.
The Economics teacher example is one I find especially hard to watch, as I truly enjoy Economics. If I were in that classroom, I might begin with current events instead of delving immediately into history and would also seek to convey concepts in a manner that was applicable to the daily lives of the students. Overall, I would seek to make Economics more than just a history lesson, and instead demonstrate to students that Economics is a social science that has an impact on the lives of US citizens every day.
In conclusion, being passionate in the classroom is another important characteristic of a good teacher.
Mart, Çağrı T. "A Passionate Teacher: Teacher Commitment and Dedication to Student Learning." International Journal of Academic Research in Progressive Education and Development 2.1 (2013): 437-42. Print.
Woolfolk, A. E. (2014). Educational Psychology: Active Learning Edition (12th ed.). Boston: Pearson. Print.Filed under Uncategorized | Comment (0)


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Stephen Kaufman, M.D., Christian Vegetarian Association (CVA)
Dealing with Anger, part 3
Last week, I discussed dealing with anger arising from situations in
which we feel damaged self-esteem. This week, I want to consider anger that
comes from feeling powerless, a frequent cause of anger.
A sense of powerlessness is an inevitable consequence of life. We cannot get everything we want, and this often frustrates us, leading to anger. If we are to address this anger in a constructive manner, we must learn how to transform this anger into more positive feelings and actions.
There are several possible ways to transform anger, and I offer one strategy that is inward-looking and one that is outward-looking, though I think the two are related. Inwardly, meditation can help calm both the mind and the emotions. Anger is a powerful emotion, and meditation is an effective salve. Often, our minds our clouded by anger. Anger makes it difficult to see our contribution to conflicts, and anger often makes us say or do things that we later regret. Meditation can help us reflect on situations that make us angry and devise constructive ways to address this anger. There are many good resources on meditation techniques including Vinegar into Honey by David Loy.
Outwardly, an appropriate and effective strategy is to turn anger into constructive action. Often meditation can help us look at situations more objectively and can help us find creative, positive responses. For example, in response to a feeling of powerlessness in the face of potent institutions that support animal abuse, we can leaflet, table, talk to friends, and advocate on behalf of nonhuman beings. By the same token, if we find ourselves angered by family or friends, we can seek to ascertain how the conflict arose (including our own contribution to the problem) and find respectful ways to mend fences.
Next week, I will consider what to do when injustices arouse our anger.
Go on to: Dealing with
Anger, part 4
Return to: Reflection on the Lectionary, Table of Contents


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If you intend to lead, Stay out in front
Have you ever walked into a meeting that no one seems to be leading? Well I have, and all I find is a roomful of frustrated people. Nothing bothers meeting participants more than having a leader who doesn't lead.
If you are the leader or leading a meeting ask yourself these questions before the session:
What do you want your role to be? Establish that at the beginning of the meeting, as well as what authority the group will have. Do you intend to simply facilitate a discussion? Will you allow the group to set the agenda and the process? Do you intend to tell them how you will discuss each idea and come to a decision – consensus or vote? Do you intend to have the final say or will the group have the authority to make the final decision? Will you be a silent observer or do you plan to add your opinion? If the group starts spinning its wheels, be ready with "Which way do you want to go?" "What's the solution?" "Let's back up and redefine the problem."
You don't have to have all the answers and make all the decisions, but you do need to be out in front.
Either lead or formally give the responsibility to someone else. Then, get out-of-the-way.


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All subscriptions end on the last day of the year (December 31st). If you would like to continue using College Kickstart and renew your subscription, you must first make sure you have logged out of your account. To log out, just click the button on the top right of the window.
NOTE: Closing your browser without logging out of College Kickstart will not close out your Kickstart application.
Once logged out, click the INDEPENDENT CONSULTANTS link under the PRICING menu.
You can click on the plan you had previously or upgrade to a new plan.
On the CONFIRM INVOICE form, click on the red button before proceeding and log in.
Enter your discount code and click APPLY. If you have not received a discount code, please contact Mark Beasman.
After submitting the form, you will be asked for your Credit Card information. In the event the payment is declined, double-check that you entered the correct information, and check your email to see if your credit card company needs verification.


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Today, we're doing our gender reveal for Baby #2.
To set the stage, I'm actually a huge fan of these.
When we found out about Colin, we gave the envelope to our friends Chris and Adrienne and on the night of the "Reveal Party," Chris handed me a blue balloon and Lindsay a pink one.
One of the balloons had a hole in it, which meant whichever balloon inflated was the gender.
Obviously. Blue.
In that moment, (and I'm going to be honest because that's what this part of the blog is about…honesty), I realized that I really really really wanted a boy all along. Until that moment, I had said the customary, "We don't have a preference…no really…we don't," but after that blue balloon inflated, and I could take "boy" to the bank, I was psyched.
This time around, I really really really don't have a preference.
Funny story though. Yesterday during the sonogram, the doctor instructed me and Lindsay to cover our eyes while she made a determination on gender. As I closed my eyes, I distinctly heard her type 4 clicks.
But what if….
I hadn't been paying attention to her other previous typing patterns so while there's clearly an odd-on favorite here, I really really really am just excited about another kid. Boy or girl.
I think.
Anyways, back to gender reveals.
I'm a fan and this time around, instead of balloons, we're going to have Colin hit a baseball that's filled with either blue or pink smoke/powder off of a tee.
This is going to go one of 3 ways.
(And I must state that Colin LOVES baseball, swings left, throws right, and has been practicing this for months)
- He smacks the ball and it explodes.
- He smacks the ball and it doesn't explode and it just hits the ground.
- He misses the ball, tries again, and then 1 or 2 happens.
I don't think #3 is likely because truth be told, he's hitting for power these days and the other day, he hit a regular baseball 40 feet and over the fence.
Where this gets complicated is I have no idea how much force it takes to explode one of these balls.
The ball is comparable in weight to a softball but the outer shells seems pretty thick.
My friend Ryan just told me I should have ordered 4 balls and practiced and so now I'm just kicking myself.
Anyways, stay tuned. Video coming soon.


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Payment Register with Multiple Deduction
Payment Register with Multiple Deduction
This module extend invoice(s)'s register payment feature, from "Mark invoice as fully paid" with a single writeoff amount, to "Mark invoice as fully paid (multi deduct)" which allow multiple deduction amounts.
Note: We use the word "Deduction", as the diff amount can be anything not only to writeoff.
This is an alpha version, the data model and design can change at any time without warning. Only for development or testing purpose, do not use in production. More details on development status
Table of contents
- No specific installation required
- This module will simply add payment diff handling method "Mark invoice as fully paid (multi deduct)" on Register Payment wizard.
- Select invoice(s), either on form view or tree view
- Click to Register Payment, a payment wizard will open
- Reduce the amount to pay and payment difference amount will appear
- Choose "Mark invoice as fully paid (multi deduct)", and a new deduction table will appear
- Add deduction amount, make sure total deduction amount is equal to the payment difference
- Click validate to finish the payment
220.127.116.11.0 (2019-05-05)
- Start of the history
Bug Tracker
Bugs are tracked on GitHub Issues. In case of trouble, please check there if your issue has already been reported. If you spotted it first, help us smashing it by providing a detailed and welcomed feedback.
Do not contact contributors directly about support or help with technical issues.
- Kitti Upariphutthiphong. <email@example.com> (http://ecosoft.co.th)
This module is maintained by the OCA.
OCA, or the Odoo Community Association, is a nonprofit organization whose mission is to support the collaborative development of Odoo features and promote its widespread use.
Current maintainer:
This module is part of the OCA/account-payment project on GitHub.
You are welcome to contribute. To learn how please visit https://odoo-community.org/page/Contribute.
Once the user has seen at least one product this snippet will be visible.


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It's time to look forward to 2021. Entering a new year is always exciting — full of goals, possibilities, and new adventures. But this year feels a little different for everyone. Some may almost hesitate to look forward to a new year after wrapping up one like 2020. We want to help you and your clients overcome that reluctance in practical ways.
Lessons learnt in 2020
In our last article, we covered what counsellors learnt in 2020, and what they can expect to take into 2021. Here's what we found:
- Be flexible: Meet clients where they are. Whether that be in-person sessions, video calls or jumping on a phone call.
- Virtual counselling is here to stay: The COVID-19 pandemic brought to light just how critical technology continues to be in keeping us connected. Now that counsellors and their clients have discovered that virtual therapy is possible and effective, there's no going back. The convenience and accessibility is important to clients.
- Digital tools are a necessity: As the industry and it's clients embrace virtual counselling, digital tools like Therachat are essential to ensure clients are staying on-track between sessions and meeting their goals.
For the full breakdown and more details, read the article on our blog.
How to look forward to 2021
For many, this year felt unpredictable, stagnant, and stressful — but it also came with many lessons. As we enter the new year, many clients, and even counsellors, may be concerned about similar themes. Here is what we expect will come up, and how to maintain a positive outlook.
Focus on what you DID do.
Not on what you didn't. Many clients are struggling with the fact that they didn't accomplish as much as they would have liked to. Maybe there were goals that were glossed over, or impossible to reach given the circumstances. Let us be loud and clear when we say: that's completely okay. The world was not in its 'normal' state this year, so it's unfair to expect 'normal' levels of productivity from everyone. Know that while wanting to meet all desired goals is great, it's perfectly fine to not have met every single one — in a global crisis, no less. Just surviving and getting through the year is more than enough, and clients should be proud of themselves for that.
Thank yourself for how far you've come
This year hasn't been easy. Maybe your clients didn't get to do absolutely everything they wanted to. Maybe they had to cancel plans, or grieve losses. But the sheer fact that we all made it to the end of the year is an accomplishment in itself. Perhaps paused growth in specific areas left more room for clients to grow in others. For example, if they didn't get their dream job, but they developed healthy coping mechanisms they could reach for in times of stress — that's something to be celebrated.
Don't put pressure on this upcoming year
While the world is moving towards normalcy, it's not all the way there yet. And it won't happen overnight. Instead, expect a slow and gradual shift to what we're used to. That being said, encourage clients not to put too much pressure on this upcoming year, and themselves, to pile on goals for 2021. Remember that not every year has to start with a bang — taking slow and steady strides is an amazing first step. That way, clients can get really clear on what they really want to accomplish rather than rushing into half-baked aspirations.
Use technology to your advantage
As we enter a new year, counsellors can embrace digital tools to keep their clients on track throughout 2021. Therachat is a digital homework app that counsellors can use to support their clients from a distance. With innovative features like daily homework reminders, skill-building activities, emotion tracking, and mindfulness exercises, counsellors and their clients are always connected. Support your clients as they meet their goals, with Therachat.
Moving into the new year
For some, entering a new year feels exciting, with the promise of new experiences and opportunities. For others, it can feel stressful like a lot of pressure. As you and your clients look forward to 2021, we hope these practical tips can help remove negative thoughts and bring a sense of calm.


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Cane mostly trailing or climbing palms with characteristic scaly fruits of the Arecaceae family (Palmae). The fruits are covered by vertical rows of reflexed overlapping scales. The scales are grooved along the midline. Cane, known in Bangla as bet, is also called rattan, an anglicised version of the Malay word rotan. Cane grows in humid equatorial Africa and in the areas extending from Indo-Bangladesh and South China to Queensland and Fiji, and from sea level to 300 m altitude.
Cane is one of the important natural resources of Bangladesh forests and homesteads. It is a raw material for cottage industries. Cane used to be exported from Bengal until the mid-nineteenth century. The pulp of the fruit is edible. There are 600 cane species comprising 13 genera in the world. Out of the 13 genera only two, Calamus and Daemonorops, grow in Bangladesh.
Daemonorops is represented by a single species D. jenkinsianus (vernacular name golla bet). Calamus is reported to be represented by 10 species, namely, C. erectus (kadam bet), C. flagellum, C. floribundus, C. gracilis, C. guruba (sundi bet), C. latifolius (kora bet), C. longisetus (udam bet), C. tenuis (jali bet), C. viminalis var. fasciculatus (bara bet) and C. quinquenervius. Out of the 11 species recorded in Bangladesh C. flagellum, C. floribundus, C. gracilis and C. quinquenervius are now not readily available.
They have either been greatly depleted or their habitats have been restricted. Generally, canes grow in the northeastern hill forests of chittagong, cox's bazar, chittagong hill tracts and sylhet. Good quality cane is also produced in comilla, bogra, jessore and rajshahi. Sal forests do not produce canes. Only C. viminalis var. fasciculatus sometimes grow in forest outskirts. Generally canes do not grow in mangroves. C. tenuis grows along the edge of littoral forests towards the land side.
Canes propagate both by vegetative means and seeds. Suckers are planted for vegetative propagation. For seed propagation seedlings are raised in nurseries and then planted in fields. The fleshy pulp of the seed is first removed and then the seeds are sown in seedbeds where they germinate within a few weeks. When the seedlings attain a height of 0.75-1 m, they are planted in fields during the monsoon season. By 2-3 years seedlings grow to the size of a clump. Within 7-8 years the cane is ready for harvesting. Generally, no intensive management is required. Irrigation, if required, and fertilisation are done at an early stage of plantation.
The household life in Bangladesh is marked by diverse use of cane. Cane is useful in building traditional houses and is used to manufacture goods of utility and in making assorted fancy articles of house decoration. Women in some regions are better in canework. However, both men and women earn their living from making cane furniture and other cane products.
Canes of different varieties are used in different purposes. In cane industry usually jali and golla canes are used. Cane is used chiefly for knitting and binding. Depending on the design, different kinds of thick and thin parts are pulled off from cane sticks. Jali cane is used to make chairs, tables, swings, baskets, ladies' bags and other articles of varied utility. Golla cane is utilised in making frames for furniture of daily use and for other items. Depending on the nature of work, golla cane is cut into pieces lengthwise.
Usually, cane takes good shape in 2 to 3 years when they become appropriate for use in high quality work. Moderately ripe canes have less water content in them and are flexible. Too ripe canes break while being worked on. Articles made with too young canes get cracked and shrunk and articles made of such cane are affected with wood-mites. Cane needs to be duly processed for protection against wood-mite and fungus. The quality of a cane product also depends on the quality of dye work on them. Bangladesh Small and Cottage Industries Corporation (BSCIC) has a design Centre, whose artists conduct research to develop new designs and models and to assist the craftsmen working in this industry. The centre supplies newly developed designs and models to them free of charge.
BSCIC was the first organisation to undertake a programme of preserving the indigenous tradition of handicrafts and revitalise some of those in cane. Under this programme BSCIC searches out traditional handicraft villages in remote areas of the country and offers different kinds of counseling for development and growth of handicrafts. It also assists artisans in marketing, product development and innovation, and technology. According to BSCIC sources, among 4,226 handicraft villages producing 29 selected commodities, the number of villages producing bamboo and cane goods is 1154. Bamboo and cane goods comprise the largest subsector of handicrafts. The subsector provided employment to about 135,000 persons in 2000.
Cane products are in great demand throughout the world, especially in Asia and Europe. Bangladesh exports considerable quantity of assorted cane commodities to Russia, Germany, Singapore and the Middle East. Bangladesh earned considerable goodwill in cane crafts through participation in a number of international fairs held in Germany, Canada, Japan and some other countries. In 1999-2000, Bangladesh earned Tk 258.6 million by exporting cane and bamboo products.
Cane is one of the most important forest products and its importance ranks next to timber and bamboo. Unfortunately, this resource has been depleting. Production of cane in Bangladesh is now much less than it used to be in the past. The country produced 3,938,000 feet of cane in 1985-86 and 2,938,000 feet in 1993-94. Recently, the forest department has started cane plantations in many forest areas. [MK Alam and Sadat Ullah Khan]


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4 Amazing Facts about Samsung and How It Is Related To Apple IPhones
Samsung is a South Korean company, and it is popular across the globe for its innovative tech produces. Samsung is also the largest company in South Korea with its revenue covering 17 per cent in the South Korean economy. From making mobile phones to TV, Samsung has created its excellent reputation. Samsung is a major Apple iPhone X parts supplier also. Still, there are various unknown facts about Samsung, and I bet you are not aware of these facts. So in this blog post, I am going to tell you about 4 amazing and unknown facts of this legend company.
- Samsung was a Grocery Store When it Started
Not many people know that Samsung was a trading company and it was specialized noodles when it was established in the 1940s. Later it became a popular chain and managed to earn good profit. Google and facebook aimed to be a tech giant, but Samsung never ever saw itself as a tech company when it launched. In the late 1960s when the concept of TV started gaining popularity worldwide, then Samsung found it the perfect time to enter the market of technology.
2. The Family that Owns Samsung is the Richest in South Korea
Yes, you read it right. You can say that Samsung is the Microsoft of South Korea. The Samsung Company is owned by Cho Hand – Jai family and they are the wealthiest families of the region. The net worth of the company is around 16.8 billion dollars which are almost twice as South Koreas second richest family; their worth is about 6.7 billion. No one in South Korea can defeat this family in terms of wealth in the near future.
3. The CEO of Samsung Burned Product Worth 50 Million Dollars in One Day
Now, this facts sounds really strange I know. You must be thinking that why a billion dollar company will burn and destroy its own product. In the early 1990s, Samsung CEO observed that low-quality parts are being used by the company employees to build their product and he did not want to harm the brand of Samsung by providing cheap quality products to their users, and that is why Samsung's CEO decided to burn all the products. He burnt things like TVs, Phones and Fax machines. It is estimated that Samsung burnt its product worth 50 million that day. From that time onwards quality is the top priority of Samsung.
4. Samsung is the Top Supplier of Apple for iPhone Components
I know it sounds very strange, but it is true that most of the components used in the building of an iPhone are supplied by Samsung. These both tech giants may be the biggest rival of each other, but it is also true that Apple can not manufacture even a single iPhone if Samsung will stop supplying its components to Apple.
Bing Images
Samsung provides iPhone parts wholesaleto Apple. These were some amazing facts about Samsung. The story of Samsung from a trading company to a tech giant is really inspiring for many budding companies.


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Boh io voto 6 solo perché spero che la campagna diventi un po' più interessante del gioco base. Ma veramente la prima partita è stata ridicola. Un solitario di tessere senza alcuna novità e senza niente di carino.
Rippling rivers, rustling forests, wheat fields swaying in the wind and here and there a cute little village - that's Dorfromantik! The video game from the small developer studio Toukana Interactive has been thrilling the gaming community since its Early Access in March 2021 and has already won all kinds of prestigious awards. Now Michael Palm and Lukas Zach are transforming the popular building strategy and puzzle game into a family game for young and old with Dorfromantik: The Board Game. In Dorfromantik: The Board Game, up to six players work together to lay hexagonal tiles to create a beautiful landscape and try to fulfill the orders of the population, while at the same time laying as long a track and as long a river as possible, but also taking into account the flags that provide points in enclosed areas. The better the players manage to do this, the more points they can score at the end. In the course of the replayable campaign, the points earned can be used to unlock new tiles that are hidden in initially locked boxes. These pose new, additional tasks for the players and make it possible to raise the high score higher and higher. —description from the publisher
- Dorfromantik: The Board Game
- Dorfromantik: A társasjáték
- Dorfromantik: Das Brettspiel
- Dorfromantik: Le Jeu de Société
- Dorfromantik. Фермерські Пригоди. Настільна гра
- 筑梦颂:桌面游戏


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A Clean Bake
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The Bureau of Land Management (BLM) Farmington Field Office and Bureau of Indian Affairs (BIA) released their long-awaited Mancos-Gallup Resource Management Plan Amendment for the Greater Chaco region on Friday, February 28, 2019, embittering Greater Chaco Coalition members and dashing hopes for meaningful action to address the onslaught of fracking across the Greater Chaco Landscape.
In 2014, the BLM's Farmington Field Office admitted it needed to update its 2003 resource management plan because it lacked adequate Tribal consultation and failed to consider the impacts of newly industrialized fracking in the region. In the first effort of its kind, BLM and BIA held 10 public meetings from October 2016 to February 2017, receiving more than 15,000 comments directing the scope of the new plan. Among other things, the agency's "scoping report" promised the new plan would address climate change, water and soil resources, environmental justice, the "Chaco Cultural Landscape", public health and safety, Tribal interest and trust responsibilities, truck traffic and road conditions, wildlife, and other issues impacted by industrialized fracking.
With the release of their draft plan, it's clear the agencies have broken their promises.
"BLM's draft plan represents a wasted opportunity to meaningfully address the federal government's role in precipitating the climate crisis and the harm being caused to people and communities living in the shadow of oil and gas exploitation," said Kyle Tisdel, attorney with the Western Environmental Law Center. "While the alternatives BLM considered include cosmetic differences, each perpetuates a harmful legacy of oil and gas exploitation. Rather than keeping its narrow focus to reach a desired outcome, BLM should prepare a plan revision that considers the full spectrum of how our public lands should be managed in a time of climate breakdown."
BLM's proposed plan remains squarely focused on facilitating more industrialized fracking and resource degradation. Under the various alternatives, BLM projects between 2,345 and 3,101 new oil and gas wells within the planning area. While BLM's "preferred alternative" claims that "human health and the environment" are among its chief objectives, this plan still proposes 3,068-3,085 new wells in the planning area, only 16-33 fewer wells than proposed in the "maximum development" scenario.
Despite promises of cultural landscape protections, BLM continues to fail in recognizing the broader context of its leasing and drilling decisions, failing to account for the cumulative impacts from the 37,000 existing oil and gas wells in the region, or other nearby oil and gas activities. While BLM admits its proposed oil and gas plan will exceed safe public health and air quality limits for all development scenarios, the agency proposes no plan to mitigate these impacts or to limit drilling.
Since 2013, the BLM has approved more than five hundred new industrialized fracking wells in the Greater Chaco region, having never analyzed the impacts of new horizontal drilling technologies. This drilling has utterly transformed and degraded the landscape, fueling more air pollution, more safety concerns, more truck traffic, and more industrialized development where there previously was none. In that same period, the Navajo Nation and All Pueblo Council of Governors, National Congress of American Indians, 15 Navajo Chapter Houses, the New Mexico Legislature, the New Mexico State Land Office, and over 500,000 citizens have called for restraint, and for meaningful protections for the people and places of the Greater Chaco Landscape.
Since 2016, thousands of members of the Greater Chaco Coalition—which is comprised of more than 200 tribal, environmental, and community groups fighting for Greater Chaco protections—have rallied in front of BLM offices in New Mexico at each quarterly oil and gas lease sale, calling on the agency to rein in unchecked fracking. In March 2018, Department of Interior Secretary Ryan Zinke cancelled the sale of nearly 4,500 acres of land in the Greater Chaco region, acknowledging the need to address landscape-wide cultural protection, but BLM has yet failed to conduct any ethnographic or cultural resource surveys in the region.
Last December, Sen. Tom Udall and Rep. Ben Ray Luján led efforts to further protect the immediate Chaco area with bipartisan passage of the Interior Appropriations bill, which restricts funding for new oil and gas leasing within a proposed 10-mile buffer for a year and allocates $1 million for a Tribal-led cultural resources study of the area. Although a step in the right direction, this is a temporary solution, and permanent protections are needed for the Greater Chaco landscape, surrounding communities, air and water resources, and cultural resources.
The Greater Chaco Coalition is demanding a new plan that fulfills BLM's promises and will remain steadfast in the collective call for BLM to impose an immediate moratorium on all new fracking and leasing activities, to ensure Tribal consultation at every stage of decision-making, and to offer a full comprehensive health and social impact assessment of drilling impacts on surrounding communities and economic development alternatives to lead away from extractive economies.
BLM and BIA plan to announce public meetings, hearings, or other public participation activities through public notices, media releases, and or direct mailings. The deadline to submit public comments on the draft plan is May 28, 2020.
Kyle Tisdel, Western Environmental Law Center, (575) 613-8050,
Mario Atencio, Diné C.A.R.E., (505) 321-9974,
Sam Sage, Counselor Chapter CSC and VP Diné C.A.R.E., (505) 360-5865,
Rebecca Sobel, WildEarth Guardians, (267) 402-0724,
"The 2003 resource management plan proceeded with minimal Tribal consultation that slanted heavily to a singular use, allowing an unfettered tsunami of oil and gas development in the Greater Chaco landscape. The BLM Farmington Field Office will not allow a new multiple use plan and instead continues with its wanton desire to piecemeal plans with amendments. The effect is drilling and hydraulic fracturing nearer and nearer to Chaco Historical Park. We continue to ask for meaningful engagement to turn the tide such that community members residing in the landscape are assured safety, and that their health is afforded proper consideration. The tide has to turn so that the community isn't being marginalized and sacrificed. This draft amendment speaks to minimal cultural resource protection, but the indigenous peoples who reside there or have ties to the Greater Chaco landscape are also cultural resources and they need to be treated with great, great respect and honor."
- Daniel Tso, Chair, Health, Education and Human Services Committee, 24th Navajo Nation Council, Representing: Baca-Prewitt, Casamero Lake, Counselor, Littlewater, Ojo Encino, Pueblo Pintado, Torreón-Starlake and Whitehorse Lake Chapters, (928) 318-0039,
"Care for the health of the community is not being considered by the BLM and they never provided the Counselor community with a health assessment. With the help of our allies, members of the Counselor Health Committee recently completed a community air quality assessment that was approved by the Navajo Nation Human Research Review Board in 2019. We hope the BLM will now consider the information we provided in their plans. Exposing our residents to greater hazardous levels of air and water pollution, by permitting another 3,000 or more oil wells in the Chaco area is putting everyone's health at risk for acute symptoms and chronic illness in our communities."
"The planning process is a complicated process used by the BLM to enable the advancement of 'economic development' over public health and safety. I find it atrocious that the externalities from industrialized fracking are not entirely considered in this RMP-A and the voices of local community members is minimized and ignored. The capitalist nature invited into my community has not been a god-send but a mixture of pain and anger. We will continue to voice our concerns for individuals who must live with this oil and gas infrastructure but have no or little say in how the process is created or directed. Perhaps an increase of awareness has not been fully awakened in my community, but do not be fooled, there are many of us who have been preparing for this invasion for years. We will continue to find ways in which the effects of natural resource extraction do not lead us into a future with no clean air or clean water."
"I view this whole process, through an environmental justice lens, as an example of how 'energy dominance' by the current administration is synonymous with 'environmental racism.' As a spokesperson for my mother and father, Indigenous-Navajo federal allotment holders, we denounce this amendment as being a colonial mandate from an increasingly authoritarian U.S. executive branch. The amendment to the 2003 resource management plan is a document that fails to take into account any considerations from indigenous peoples and local Navajo Nation governments. The Navajo Nation Council has passed resolutions adopting the United Nation Declarations of the Rights of Indigenous Peoples, and the articles that define the need for 'Free Prior and Informed Consent' have been ignored by BLM. In the more than six years since the start of the action to amend the 2003 resource management plan, there have been numerous court cases, congressional legislation, and administrative actions that should move BLM to consider a whole new plan."
"We are in support of the All Pueblo Council of Governor's Resolution to protect the spiritual, cultural, and physical landscape of the Greater Chaco Region. It is a great injustice the way the BLM is blatantly moving forward with an environmental statement and plan that disregards the health of communities, our environment, and any collaboration and respect of the People's of this place. This lack of consideration and imposed oppression and mismanagement on the part of the BLM is continuing a legacy of violence on Indigenous lifeway's and health, and cannot be tolerated if there is to be any hope for a future for our children."
"Clearly, the fight to end drilling in the Greater Chaco region is not over. The historical and present relationship that indigenous people and the federal government have with each other does not stand on a basis of trust. BLM must account for the cumulative impacts of fracking, and the living community of the Greater Chaco landscape who continue to experience adverse health impacts from extractive industry. Pueblo Action Alliance will fight in solidarity with the Pueblo tribal nations and the Dine Tri-Chapter Houses as well with our non-indigenous allies."
"This draft plan completely disregards the voices of Indigenous people who protect and live off the land. BLM is violating human and land rights if it moves forward with this RMPA that favors extractive industries over the public and continues the sacrifice of Indigenous peoples on stolen lands. The voices of the people must be considered and BLM and BIA must start a new planning process that considers the full impacts of the sacrifice zones it creates."
"Again the BLM is neglecting their land management responsibility to the American public, "to sustain the Health, diversity and productivity of public lands for the use and enjoyment of present and future generations," by ignoring requests by over 100 organizations, over five hundred thousand public comments, dozens of Tribes, Navajo Chapters, the National Congress of American Indians, the New Mexico Land Office and the All Pueblo Council of Governors, for a new Mancos-Gallup Resource Management Plan, not an amended outdated plan, or a band-aid. It also appears that the current 2020 version of the BLM is mirroring the all about money mandate of the current U.S. administration for our public lands by entertaining a Tribal council's support of a five-mile buffer zone around our Sacred Chaco Canyon, allowing for more extraction, development and contamination, where true cultural, land and Sacred Water protecting Mother Earth Protectors demand at least a ten-mile buffer zone. We must continue to demand a new Mancos-Gallup Resource Management Plan. If the BLM does not have the capacity, capability or resources to create a new one, why not engage the resources of over 200 organizations and/or the 500,000 American stakeholders to write one."
"We have our answer and now we must act with more unity and solidarity than ever before. Shame on the decision makers who are intentional in their efforts to cut out public comments and health impacts that are creating serious problems for our entire ecosystem. Let us remember, the protection of Chaco Canyon is a global issue and it needs a global response. For too long, federal agencies have dominated these landscapes with their master plans for 'economic development' in international markets, while the people who live, work and create families in the same region, live in communities and Tribal Nations that survive in third world conditions. Let us not be naive to know that even our own Tribal people are vulnerable to choosing profit over people. It is time for the PEOPLE of Tribal Nations–young and old–to rally their governments and leadership to fully exert their Sovereign rights, create laws of protection in-house and leave no room for compromise if the benefit will not be local, for Tribal people and for all New Mexicans. The Bureau of Land Management continues to be fraudulent in its process and remains absent in upholding the laws written by its own superior, the United States of America."
"In a climate emergency when the U.S. could be an example of sustainable transformative change, they have decided to further dishonor the value of Indigenous connection and stewardship to our land and resources by the complete exclusion in concern to our narratives for preservation. This makes Indigenous communities the example of real leadership and honor in the fight for climate justice for our Earth. The U.S. does not care about the future of the next seven generations of anyone's children by further investing in fossil fuels than sustainable and renewable energy, and this BLM plan proves it."
"We are outraged that despite widespread public concern for the rights of Indigenous peoples, the preservation of historic sites, the public health risks of fossil fuel extraction, and the climate emergency, the BLM has decided to continue its pattern of industrial assault on the American people. Alternative C prioritizes fossil fuel extraction at the EXPENSE of community needs, land health, and human wellbeing. YUCCA stands in solidarity with the All Pueblo Council of Governors, members of Greater Chaco Coalition, and those on the frontlines of our country's insatiable appetite for fossil fuel dollars. We refuse to be silent as people's lives and cultures are erased under the banner of "economic development" and our futures as young people are threatened."
"BLM and BIA are far from completing required consultation with impacted communities that would be affected by increased oil and gas industrialization of lands throughout Northwest New Mexico. Industrialization of the landscape is incompatible with the importance of preserving areas in New Mexico that aren't overwhelmed by oil and gas."
"BLM's draft plan represents a wasted opportunity to meaningfully address the federal government's role in precipitating the climate crisis and the harm being caused to people and communities living in the shadow of oil and gas exploitation. While the alternatives BLM considered include cosmetic differences, each perpetuates a harmful legacy of oil and gas exploitation. Rather than keeping its narrow focus to reach a desired outcome, BLM should prepare a plan revision that considers the full spectrum of how our public lands should be managed in a time of climate breakdown."
"The Bureau of Land Management's draft plan proposes to continue unchecked fracking of the Greater Chaco Landscape at all costs to the people, culture, and climate. People are right to question the agency's integrity – while paying lip service to cultural safeguards, the Bureau of Land Management continues to paper over a path resolute in supporting Trump's reckless 'Energy Dominance' agenda."
"The BLM's preferred alternative in the draft Resource Management Plan makes a laughable claim to "strike a balance" between community needs and development, but it only demonstrates how servile this administration is to Big Oil and Gas. The whole process perpetuates the Trump Administration's quest to kowtow to industry at the expense of public health and safety, clean air and drinking water, the climate, and cultural resources in the Greater Chaco region."
"The BLM's draft Resource Management Plan flagrantly ignores public health, the environment and recommends the continued desecration of sacred heritage sites, all for the profit of the oil and gas industry. The Trump administration continues to ignore the input of indigenous communities who are impacted by the onslaught of drilling in this region, effectively making the Greater Chaco Region a sacrifice zone for oil and gas industry profits. It is the responsibility of the federal government to protect federal lands, take environmental justice into account, and preserve cultural resources for the betterment of society–not the profits of a few. The first step is a ban on all new leasing and fracking in this region, and the development of a comprehensive plan for the protection of this historically, culturally, and environmentally significant region–that is the ancestral home of Native communities who deserve far greater respect."
"The International Panel on Climate Change was very clear that CO2 emissions must drop in half by 2030 and be at zero by 2050 in order to preserve a livable climate. This means that fossil fuel extraction must end on that same schedule. No new fracking wells can be allowed on any public lands, including and especially on culturally sensitive sites like Greater Chaco. 350 New Mexico stands with our allies in the Greater Chaco Coalition in strongly opposing this climate-wrecking plan from the BLM."
"Time to listen to the scientists, our youth, indigenous leaders, and community members of New Mexico to protect our water, air, land, and future. In a time of climate crisis when we must rapidly draw down emissions, it is outrageous that the BLM is proposing thousands of new fracking sites. Enough is Enough. Future generations deserve a healthy planet. We are calling on the BLM to impose an immediate moratorium on all new fracking and leasing activities in the Greater Chaco region and include Tribal consultation at every stage of the decision-making process, in solidarity with the Greater Chaco Coalition."
- Anni Hanna, University of New Mexico LEAF (Leaders for Environmental Action and Foresight), (505) 879-3806,
"BLM has once again punted on disclosure of the harmful impacts resulting from oil and gas development with this plan amendment. Unbridled drilling and fracking has far-reaching implications for human health, natural and cultural resources, and climate change. BLM owes the American people a complete picture of how its management of our federal public lands damages our climate."
"BLM released their long-awaited Mancos-Gallup projected oil and gas plan which is entirely out of sync with action necessary to prevent catastrophic climate change. This risky extraction industry is killing us – and destroying our only home. We demand a just transition, which includes a sound economic plan (which this administration is avoiding) to reinvigorate a new energy economy based on environmental justice."
"The BLM has once again abdicated its responsibility to protect public lands, our cultural heritage, and the rights of Indigenous communities. Indigenous communities have spoken on this issue and their rights to free and informed consent and rigorous consultation are being violated by this proposal. So too are the rights of our youth who are seeing their rights for a livable future be auctioned away to the highest bidder. Alternative C is no alternative at all but a pig with lipstick."
"The climate and extinction crises can't afford more fossil fuel expansion, but that's exactly what this dangerous plan does. The Bureau of Land Management will face fierce resistance until it stops servicing corporate polluters at the cost of communities and our climate future."