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Book gives picture of what life was like years ago
Published: Sunday, August 25, 2013 at 6:01 a.m.
Last Modified: Wednesday, August 21, 2013 at 4:36 p.m.
I bought a book to fill in and give descendents a fairly good idea of what life was like when I was a child.
B-o-r-i-n-g! Even if I could fill it out, I have no idea what life was like for my grandparents, except for my grandma who lived with us, how they met, how they died, the dates of their birthdays or death, or any other pertinent information about them.
Frankly, I don't ever remember Mama or Papa talking about how they met, or any personal information about them.
I don't know if I just wasn't listening, but back then people just weren't as interested in genealogy as they are now.
Just before the section where I was supposed to fill in about my early childhood, there's a beautiful quote by Angela Schwindt that says, "While we try to teach our children all about life, our children teach us what life is all about."
In the part about my early childhood, we're supposed to put the name of our favorite toy, food, drink, flavor, fruit, candy, ice cream, dessert, game and places to hang out. One I really got a kick out of is the one that asked about my favorite amusement park or playground ride. I lived out in the country, and if there was an amusement park or playground anywhere around, I had no idea where it could be.
About playground rides, I had no idea what those could possibly have been. When you live in the country, about the only thing you can ride would be a make-believe horse — a broomstick, what else?
My favorite food was probably chicken stew or chicken gumbo, and my favorite drink was either milk or lemonade ... or homemade root beer. I guess one could say my favorite flavor was vanilla. I'd say the ice cream Mama used to make maybe once a year using red pop as the flavoring to make the ice cream pink was my favorite, but I would not know how to describe the flavor except as "good."
Candy? My favorite was the three-colored coconut bar, and the only reason I can say that was my favorite is because my second-grade teacher would give those who passed a spelling test on Friday their choice of candy bar for passing the test. Most of the time I passed the test and chose that three-flavored coconut bar.
My favorite dessert was probably the only dessert we ever had: chocolate cake. Mama made a delicious chocolate cake, and every now and then she'd make tarte a la bouille.
I've eaten some ready-made pies with the same name, but none can hold a candle to Mama's pies for taste. We all miss Mama for so many reasons.
Now that I'm old, I think back to my younger days when my children were small. Every Christmas I'd make about a dozen sweet potato pies. Our kids would gobble up those pies almost as fast as I could make them. Gradually, I began making fewer and fewer pies because there were so many other desserts that my sweet potato pies couldn't compete with bought candy, cookies and such.
I seldom bake pies now. Why bake when I can't compete with the ready-made goodies?
My favorite game was jacks. With jacks and a ball we could keep ourselves occupied for hours. As for "hanging out" anywhere, we might as well forget about that. We were not allowed to "hang out" anywhere except at home.
I can't recall even one cartoon from when I was a child. There were the "funny papers" in the Sunday newspaper, but most of them were serious. There were the working girls like Dixie Dugan and Tillie the Toiler, and the serious comics like Rex Morgan, M.D. I think Mandrake was a detective and Joe Palooka was a prize fighter. The Katzenjammer Kids were a bunch of little rascals, as I recall.
I guess characters B.O. Plenty, his wife, Gravel Gertie, and their daughter, Sparkle Plenty, were favorites in the Dick Tracy series because their names brought forth vivid mental pictures of what they should look like and how they should smell and sound.
Irene C. Michel, a native of Terrebonne Parish, is a columnist for The Courier and Daily Comet. She can be reached at 876-3252 or email@example.com.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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November 16, 2012
NYU Langone Medical Center Contact: Craig Andrews | 212.404.3511 | firstname.lastname@example.com
Panelists to Include Top Athletes, Sports Media Professionals, and NYU Sports Medicine and Management Experts
The New York University Sports & Society Program will host the 2nd Annual Sports in America Series: The Arthur Miller Dialogues. The event, titled "Young Athletes: The Costs, Sacrifices, and Consequences," will be held on November 19, 2012 and will take the form of a panel discussion that will be moderated by Arthur Miller, NYU University Professor and NYU School of Continuing and Professional Studies (NYU-SCPS) director of Public Dialogues.
A collaboration between the NYU-SCPS Tisch Center for Hospitality, Tourism, and Sports Management and NYU Langone Medical Center, the event will feature top athletes, sports media professionals, and sports medicine and management experts who will explore a diverse array of perspectives on the risks young athletes take in their pursuit of athletic achievement, college scholarship, and fame.
"The pressure to achieve athletic success brings with it substantial risks to the health and the well-being of young athletes," noted Arthur Miller. "This panel discussion will focus upon how medical professionals, educators, parents, coaches, and business and community leaders can work together to better protect this generation and future generations of athletes as they pursue their dreams."
Panelists will include:
The event will take place on November 19, 2012 at the NYU Kimmel Center for University Life in New York. For more information about the event, e-mail Samantha Amazan at firstname.lastname@example.com.
To register for the event, visit: Miller Dialogues R.S.V.P.
About the NYU School of Continuing and Professional Studies
Established in 1934, NYU-SCPS (scps.nyu.edu) is one of NYU's several degree-granting schools and colleges, each with a unique academic profile. The reputation of NYU-SCPS arises from its place as the NYU home for study and applied research related to key knowledge-based industries where the New York region leads globally. This is manifest in the School's diverse graduate, undergraduate, and continuing education programs in fields such as Real Estate and Construction Management; Hospitality, Tourism, and Sports Management; Global Affairs; Philanthropy and Fundraising; Graphic Communications Media, Publishing, and Digital Arts; Human Capital Management, Marketing, and Public Relations; with complementary strengths in the Liberal and Allied Arts; Translation and Interpreting; Management and Information Technology; and Finance and Taxation. More than 100 distinguished full-time faculty members collaborate with an exceptional cadre of practitioner/adjunct faculty members and lecturers to create vibrant professional and academic networks that attract nearly 5,000 degree-seeking students from around the globe. In addition, the School fulfills the recurrent continuing higher education needs of local and professional communities, as evidenced by 55,000 annual enrollments in individual courses, specialized certificate programs, conferences, workshops, seminars, and public events. The School's community is enriched by more than 25,000 degree-holding alumni worldwide, many of whom serve as mentors, guest speakers, and advisory board members.
About NYU Langone Medical Center
NYU Langone Medical Center, a world-class, patient-centered, integrated, academic medical center, is one of the nation's premier centers for excellence in clinical care, biomedical research and medical education. Located in the heart of Manhattan, NYU Langone is composed of four hospitals – Tisch Hospital, its flagship acute care facility; the Hospital for Joint Diseases, recognized as one of the nation's leading hospitals dedicated to orthopaedics and rheumatology; Hassenfeld Pediatric Center, a comprehensive pediatric hospital supporting a full array of children's health services; and the Rusk Institute of Rehabilitation Medicine, the world's first university-affiliated facility devoted entirely to rehabilitation medicine– plus NYU School of Medicine, which since 1841 has trained thousands of physicians and scientists who have helped to shape the course of medical history. The medical center's tri-fold mission to serve, teach and discover is achieved 365 days a year through the seamless integration of a culture devoted to excellence in patient care, education and research. For more information, go to www.NYULMC.org.
This Press Release is in the following Topics:
School of Professional Studies
Type: Press Release


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From 1619, when the degradation of slavery began, African-Americans have always kept a song within their hearts. It was prayer and the song - the Negro spiritual - that was so fulfilling, offering tremendous motivation to keep the faith alive.
As we sing today, the spirituals, hymns, gospels, soul gospels, jubilee gospels, blues, etc., it is always with so much fervor, until all people throughout this world have noticed our singing. This was passed down by our ancestors, to which we are so thankful.
James Weldon Johnson, a very gifted musician, wrote many poems, books, journals and songs. His career spanned more than 40 years as a public servant and community leader.
The greatest phenomenon of his musicianship is his writing of the lyrics of the song that is known as the Negro national anthem (hymn) - "Lift Every Voice and Sing."
Johnson was born on June 17, 1871, to Helen L. Dillet and James Johnson in Jacksonville, Fla. He was an American author, politician, diplomat, critic, journalist, poet, anthologist, educator, lawyer, songwriter and early civil rights activist. Johnson is remembered best for his leadership within the NAACP, as well as for his writing, which includes novels, poems and collections of folklore. He also was one of the first African-American professors at New York University. Later in life, he was a professor of creative literature and writing at Fisk University.
Johnson was first educated by his mother, a musician and a public school teacher, the first black female teacher in a Florida grammar school, and then at Edwin M. Stanton School. His mother imparted to him her considerable love and knowledge of English literature and the European tradition in music. At the age of 16, he enrolled at Atlanta University, from which he graduated in 1894. He later received an honorary master's degree in 1904.
The achievement of his father, who was headwaiter at the St. James Hotel, a luxury establishment in Jacksonville, gave young James the wherewithal and the self-confidence to pursue a professional career. He was also a prominent member of the Phi Beta Sigma fraternity.
He served in several public capacities during the next 40 years, working in education, the diplomatic corps, civil rights activism, literature, poetry and music. President Theodore Roosevelt appointed Johnson as the U.S. consul at Puerto Cabello, Venezuela, from 1906 to 1908, and at Nicaragua from 1909 through 1913.
In 1910, Johnson married Grace Nail while he was stationed in Nicaragua, when he was working as a songwriter.
What meant the most to Johnson was going to a rural district in the backwoods of Georgia to instruct the children of former slaves.
At the age of 35, he became principal of Stanton, a school for African-American students in Jacksonville. Later, Stanton became the largest public school in Jacksonville. For his work, Johnson received a paycheck less than half of what was offered to a white colleague. However, he improved education by adding the ninth and 10th grades. Algebra, English, composition, physical geography and bookeeping were a part of the added ninth-grade course.
In 1897, he was the first African-American admitted to the Florida Bar since Reconstruction. In 1901, he moved to New York City with his brother, J. Rosamond Johnson, to work in musical theater. Along with his brother, he produced such hits as "Tell Me, Dusky Maiden," and "Nobody's Looking but the Owl and the Moon."
Johnson composed the lyrics of "Lift Every Voice and Sing," which was originally written for a celebration of Lincoln's birthday at Stanton School. Sung by all black students, this song would later become adopted by the NAACP as the Negro national anthem. Johnson's brother wrote the music.
Johnson's most famous book was "The Autobiography of an Ex-Colored Man."
"Lift every voice and sing, till earth and heaven ring,
Ring with the harmonies of liberty;
Let our rejoicing rise High as the listening skies, Let it resound loud as the rolling sea.
Sing a song full of the faith that the dark past has taught us,
Sing a song full of the hope that the present has brought us; facing the rising sun of our new day begun, let us march on till victory is won."
(Wiggins, a resident of Steubenville, is the president of the Ohio Valley Black Caucus Inc.)


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Over the past months various Congresspersons, among them those who chair and sit on the committees that actually write tax law and the candidates for the Presidency, as well as several politicians at the state level, have proven their total "cluelessness" when it comes to even the most basic of tax knowledge. So I have decided to try to explain to them some of the fundamental concepts of the 1040. I am aware of the level of intelligence of the average Congressperson, so I will try to explain the law as simply as possible.
If any of this is "over your head" please feel free to ask questions via posting a comment.
Basically the US Internal Revenue Code says that "everything is taxable 'except' . . ." and "nothing is deductible 'except' . . ." It is in the "exceptions" that the meat, and complexity, of the tax law lies.
There are three types of tax benefits – exclusions from income, deductions and credits (well actually four if you also add the special capital gains and "unrecaptured Section 1250" tax rates – but that is an item for another post).
Among the more familiar exclusions from income are interest from municipal bonds and dividends from funds that invest in municipal bonds, most life insurance proceeds, gifts, all or part of Social Security and Railroad Retirement benefits (based on the taxpayer's filing status and level of income), etc.
The availability of a tax deduction or a tax credit (or in the case of taxable Social Security or Railroad Retirement benefits an exclusion from income) often depends on the level of the taxpayer's income – generally the taxpayer's Adjusted Gross Income (AGI) or the Adjusted Gross Income with some minor modifications (MAGI). Over the last 20+ years Congress has felt that what they consider to be higher-income taxpayers do not deserve certain tax breaks and have decided to place various different AGI or MAGI "phase-outs" on various different deductions, credits and exclusions. To insure confusion the income ranges are different for just about each deduction, credit or exclusion that is phased-out.
There is a big difference between a deduction and a credit – which seems to confuse most politicians.
A deduction is a dollar for dollar reduction of taxable income. If your taxable income is $100,000 and your allowable deductions total $50,000 you will calculate your tax liability based on $50,000 of net taxable income.
The value of a deduction depends on one's individual tax bracket. A deduction of $1,000 will be worth $250 (put an additional $250 in your pocket – or reduce what you will owe by $250) to a taxpayer in the 25% bracket, only $150 to someone in the 15% bracket, but $350 to one who falls in the 35% bracket. It is possible that a deduction of $1,000 will push you into the next lower tax bracket, so part of the deduction will be worth, say 25%, and part worth 15%.
There are two types of deductions – those that are allowed "above the line" and those that are claimed "below the line". The "line" is your Adjusted Gross Income.
Deductions that are allowed "above the line" include business deductions claimed on Schedule C (self-employment income), Schedule F (self-employed farm income) and Schedule E (rental income and income related to "pass-through" entities such as partnerships, Sub-S corporations and estates and trusts), the expenses of selling a capital asset that are included in the cost basis of the asset when calculating gain or loss on Schedule D, and "adjustments to income" such as educator expenses, IRA and self-employed pension contributions, qualified tuition and fees, one-half of the self-employment tax paid on Schedule SE, qualified health insurance premiums for self-employed taxpayers, moving expenses, student loan interest, etc. All of these deductions are taken on Page 1 of the Form 1040.
"Above the line" deductions reduce your Adjusted Gross Income and so could reduce the amount of tax benefits that are "phased-out" based on AGI or MAGI (as discussed above), thereby increasing certain other tax benefits. Because of this an "above-the-line" deduction of $1,000 could actually reduce your net taxable income by much more than $1,000. As a result such deductions are "more better" than those that are allowed "below the line".
Deductions that are claimed "below the line" include the standard deduction, plus any additional amount for age, blindness and real estate taxes paid, the deduction for personal exemptions, and Itemized Deductions reported on Schedule A - such as real estate taxes, state income taxes or state sales taxes, mortgage, home equity and investment interest, contributions to church and charity, gambling losses (to the extent of winnings reported as income) and excess medical, casualty and theft, job-related and investment expenses.
An itemized deduction is only of tax benefit if the total amount of your allowable itemized deductions exceeds the total standard deduction allowed for your filing status and situation. Making a contribution of $1,000 to charity will provide absolutely no tax benefit if you are single and your total itemized deductions, including the contribution, are only $4,000. Charities may advertise that you will get a tax deduction if you give them your used car – but this is not true if you are not able to itemize.
(Not to complicate matters, but there may be occasions when you are either required to, or will pay less tax if you, claim itemized deductions when the total is less than your appropriate standard deduction – again a subject for another post.)
The tax benefit of a deduction claimed "below the line" is always limited to the amount of the actual deduction. A $1,000 "below the line" deduction will only reduce your net taxable income by $1,000. So a "below the line" deduction is not as good as an "above the line" deduction.
A credit is a dollar for dollar reduction of actual tax liability. A credit of $1,000 will be worth $1,000 to every single taxpayer, regardless of one's tax bracket. A credit of $1,000 means that you can put $1,000 in your pocket, or reduce what you owe by $1,000. In most cases a credit is better than a deduction, regardless of where the deduction is located in relation to the "line".
The personal exemption deduction for a child, $3,500 for 2008, is worth $525 "in pocket" for a taxpayer in the 15% tax bracket. Claiming a $1,000 Child Tax Credit is the same as putting $1,000 in your pocket, and this is true whether you are in the 15% bracket or the 25% bracket.
A tax credit is of no benefit if you already have a "0" tax liability – unless the credit is "refundable" (like the Earned Income Credit or in some cases the Child Tax Credit). A $1,000 Hope Education Credit will put $0 dollars in the pocket of a couple who has already reduced their tax liability to "0" using other deductions and credits.
Similarly a deduction will be of no tax benefit if your net taxable income is already "0".
Tax deductions, whether above or below the line, are allowed in calculating net taxable income. Tax credits are allowed after the initial tax liability has been calculated. So there are occasions when a deduction is better than a credit – if claiming the deduction reduces your net taxable income to "0" so that you will not receive any tax benefit from a non-refundable credit.
I don't want to overtax (pun intended) the brains of any Congresspersons or other politicians, knowing of their limited attention span, so I better end here. I hope my little "primer" has been of some help. John or Barack, Joe or Sarah, Chuck or Jon – any questions?


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"a real standout, lovingly carrying the torch for the pepped-up gloom of O'Regan's post-punk forebears. Not to say that "Something Else" is that down of a song, with its jukey drum machine and that Strokes-y guitar hook giving off some delightful, dancefloor-ready vibes.../O'Regan ends up winning the "better without you" battle handily, coming off like the last of a famous dying breed of international, tongue-in-cheek miserablists. And that looks absolutely terrific on him."
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Diet-Friendly Comfort Foods (Slide 3)
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Recipe: Meatloaf
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Oven-Fried Chicken
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Classic Lasagna
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Broccoli-Cheese Chowder
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Chicken-Fried Steak & Gravy
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Grilled Eggplant Parmesan S…
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Swirled Cheesecake Brownies
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No-Bake Macaroni & Cheese
Not only is this ultra-creamy version of mac-and-cheese nearly as fast as the boxed variety, but you…View slide
Cheddar Cauliflower Soup
Start your meal off with a bowl of this satisfying, easy cheesy cauliflower soup.…View slide
Corn & Broccoli Calzones
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Sausage, Pepper & Mushroom …
This sausage, pepper and mushroom pizza is just a little more work than calling for delivery (but no…View slide
Chicken Noodle Soup with Dill
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Hot Chile Grilled Cheese
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Seafood Chowder Casserole
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Chicken Divan
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Inside-Out Lasagna
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Hot Fudge Pudding Cake
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Lasagna with Slow-Roasted T…
Slow-roasting the tomatoes gives the tomato sauce for this lasagna recipe an intense depth of flavor…View slide
Spicy Pecan Popcorn Chicken
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Slow-Cooker Stout & Chicken…
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Creamy Chicken Potpie
An irresistible crisp (but easy) phyllo crust tops these homey individual chicken potpies. Make a do…View slide
Scalloped Potatoes
This creamy potato casserole, full of roasted potato slices and a creamy sauce, is topped with crunc…View slide
Roasted Garlic Mashed Purpl…
Roasting garlic and thyme in olive oil infuses them with a heady flavor that makes a luxurious addit…View slide
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Mama's Potato Salad
Tossed with mayo, celery, hard-boiled eggs, onion and relish, this is one of the most simple and tra…View slide
Macaroni Salad
Old-fashioned macaroni salad sometimes contains jarred pimientos, diced ham or pickle relish, but th…View slide
Classic Hamburger
Slow-cooked onions add moisture and flavor to these lean beef burgers. A quick blend of mayonnaise, …View slide
Bacon Mashed Potatoes
Serve these bacon-studded chunky mashed potatoes with grilled steak or chicken.…View slide
Rocky Road Brownies
These super-rich brownies made chocolaty with plenty of cocoa powder have less fat than other browni…View slide
Quick Shepherd's Pie
In this simple shepherd's pie recipe, we call for flavorful lean ground lamb, which isn't always…View slide


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King reflects on Saudi accomplishments at Shoura opening
March 7, 2010
The Custodian of the Two Holy Mosques King Abdullah bin Abdulaziz opened the proceedings of the 2nd year of the 5th term of the Majlis Al-Shoura in Riyadh today. Addressing the body, King Abdullah reviewed the actions taken and achievements made by the Saudi government over the past few years.
On the domestic front, the King praised security forces for uprooting extremist groups from the Kingdom and thwarting terrorist plots. He condemned the infiltrators who crossed into Saudi territory from Yemen earlier this year, noting, "The Kingdom stood firm in the face of this shameful aggression and managed to repel the aggressors and clear and secure its border." He added, "We continue to pursue the adoption of Islamic discourse based on dialogue, tolerance and rapprochement of views, the removal of misunderstanding and rejection of dispute, enmity and hatred among the followers of different religions and cultures."
Turning to education, King Abdullah noted that the construction of new academic facilities has raised the number of Saudi universities to twenty-five. In particular, he lauded the inauguration of the world-class King Abdullah University for Science and Technology. Furthermore, he pointed out, the government extended its foreign scholarship programs, which have allowed 70,000 students to study abroad. Regarding the status of women, the King noted, "Saudi women have positively participated in all programs of development, standing by their brothers as students, clerks, teachers or businesswomen. Princess Norah bint Abdulrahman University, with its whole administrative and academic staff, is a witness to Saudi women's progress in the fields of science and culture."
On the economic front, King Abdullah declared, "Despite the economic turmoil in the world, the Kingdom has managed, by the grace of Allah, to pursue its economic development with steady pace." He attributed the country's resilience from the global crisis to its strong financial and economic systems, adding, "We overcame the crisis with the least possible losses and we did not stop creating a suitable environment for the contribution and growth of the private sector." Noting the Kingdom's steady progress in reforming its business regulations, he pointed out that Saudi Arabia was ranked 13th by the International Finance Corporation, an affiliate of the World Bank, on its list of best investment environments.
On the topic of energy, King Abdullah stated, "The Kingdom has continued its moderate approach towards the global oil situation and sought, in the wake of the global economic and financial crisis, to minimize the impact of the crisis on the stability of oil markets and the interests of producing and consuming countries alike." The country's oil wealth, he added, will be used for the benefit of both present and future generations.
Regarding foreign relations, the King stressed the importance of both Arab reconciliation and the Palestinian situation. He noted that Saudi Arabia has encouraged Palestinian unity, while providing large amounts of aid, including $1 billion for rebuilding the Gaza Strip after the last war with Israel. The Kingdom, he declared, will continue to provide aid to the Palestinians and to others in need around the world.
Concluding his remarks, the King said, "We are part of this world and a member of the international community . . . We are tied to [all moderate countries] by the identical goals of spreading security, peace, fighting terrorism and corruption in all its forms, and establishing the principles of development, progress, prosperity and civilizational development in all fields."


text: It is time to chose my captain for the season. The game tells me that the best choice is my 21 year old AML who is one of the best players in the world (he won that award the prior year) but his influence is only 12 and his determination 15. He is also outspoken. Should I go with him?


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John Lloyd Crigler, a forward on Kentucky's 1958 national championship basketball team, died Saturday in Georgetown.
Crigler, 76, played under coach Adolph Rupp and scored 14 points in the 1958 title game against Elgin Baylor's Seattle team. He played with teammates Johnny Cox, Ed Beck, Vernon Hatton and Adrian Smith.
The News-Graphic in Georgetown reports Crigler had been a teacher, coach and athletic director at Scott County High School for more than 40 years.
Crigler was born in Hebron in Boone County, but spent much of his life in Scott County.
Visitation is Monday at Harmony Christian Church in Georgetown with funeral services at 11 a.m. Tuesday, with a private burial in the Georgetown Cemetery.
Johnson's Funeral Home is in charge of arrangements.


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BDC@ Lobeco Branch - Meet Capt. William Hilton, Explorer
Location:Lobeco Branch
Date & Time:Saturday, June 15, 2013 - 1:00pm – 2:00pm
Come meet explorer Captain William Hilton as he tells you about his adventures along the Carolina coast 350 years ago. Learn about his life, discoveries, and the beginnings of colonial South Carolina with living historian Dwayne Pickett. Free. Open for everyone. Contact: 843-255-6479, email@example.com


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The NutcrackerSat, December 22, 2012 - 7:00 PMWar Memorial Opera House in San Francisco, CA
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Why are some masechtot names plural (e.g. gitin, kidushin) while others are singular (e.g. tomid, nida and shabos)?
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I don't know about Nida and Shabbat, but as far as mesechet Taanit I heard a really interesting explanation.
I'm clearly not doing the explanation justice here, but in the Talmud Yerushalmi, Mesecht Taanit, is called mesechet Taniot. Because outside of Israel, you can not declare new fasts, and many of the fasts that were declared were optional based on historical circumstances. (i.e. Shmad) The Gemora in Taanit 11b or 12b says that "There are No communal fasts in Bavel save for Tisha B'Av" So in Bavel, only Tisha B'av was a fast which could be declared and kept on the public level for all generations, and so they renamed the messechet to Taanit, instead of Taaniot.
Ramban writes (as quoted in the Ran):


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…Indian secret for healthy eyes In India, one of their favorite solutions for lifelong, healthy vision is a famous Ayurvedic herbal complex called Triphala, which means "three fruits." When combined, the health-giving fruits support optimal eye health. "Natural sunglasses" to filter out harmful blue light…


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The Wichita Police Department is creating Facebook page its patrol bureaus. The Wichita Eagle reports that police are using social media to better connect with neighborhoods. The first police bureau Facebook site has been active about three months. Lt. Doug Nolte says a second one went active at the end of August and two others are still being developed. The pages include information about traffic issues, crime trends and neighborhood meeting dates. Nolte says their content will evolve as needs dictate, and the goal is for them to become "a real-time police blotter."
Location, ST | website.com


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This article says:
If there's a Holy Grail, there's a Killer Rabbit.
I can understand that to be "even if there's a good solution, there's a catch to it", but what does Killer Rabbit have to do with the Holy Grail?
This article says:
I can understand that to be "even if there's a good solution, there's a catch to it", but what does Killer Rabbit have to do with the Holy Grail?
closed as off topic by MrHen, psmears, JSBձոգչ, Kit Z. Fox♦, Alain Pannetier Φ Jul 13 '11 at 13:22
Questions on English Language & Usage Stack Exchange are expected to relate to English language and usage within the scope defined by the community. Consider editing the question or leaving comments for improvement if you believe the question can be reworded to fit within the scope. Read more about reopening questions here.If this question can be reworded to fit the rules in the help center, please edit the question.
It is a reference to a Monty Python film from 1975 called Monty Python and the Holy Grail
The Rabbit of Caerbannog can be killed by the Holy Hand Grenade of Antioch.
By way of a long addendum to mplungjan's answer...
If you are going to be interacting a lot with English-speaking people, then as a point of cultural literacy, I highly suggest getting hold of this movie and watching it through at least once. This is probably not the first reference to it you have encountered, and it almost certainly won't be the last. Your typical techie can quote large sections of this film from memory, and knowledge of it is pretty much assumed. (Plus, it's f'ing hilarious)
Other MPatHG references you may stumble across include, but are not limited to:


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What is Angry Birds Epic? Rovio brings turn-based RPG action to its famous franchiseWritten by: / / 1 Comment
It wasn't too long ago that Rovio Entertainment (they of Angry Birds fame and fortune) began teasing an all-new Angry Birds themed game in a brief trailer (included below), arriving as a 'soft launch' first in Australia and Canada.
The Finnish studio has since revealed what it's got hidden under its proverbial helmet with the announcement of Angry Birds Epic, a turn-based role-playing game starring the company's world conquering characters.
According to a report on Kotaku, Angry Birds Epic is RPG not only in theme, but in mechanics as well, with an extensive item, weapon and equipment crafting system planned alongside a story-driven campaign. Naturally, you'll be able to use real-world currency to purchase resources to craft items, but these selfsame resources can be earned in the game, too.
Angry Birds Epic is out this week on iTunes in Canada and New Zealand as a 'soft launch,' with a fully formed and finished version of the game available around the world later this year on mobile platforms including iOS, Android and Windows Phone 8.
If you missed the excellent teaser earlier this week, we've included it below:
Angry Birds Epic – Teaser Trailer
Are you ready for a brand new way to play with the Angry Birds? Or are you content with simply flicking the flock of fowl at the dastardly pigs with a slingshot?
Source: Kotaku
Tags: angrybirds, angrybirdsepic, rovio, screenshots, trailer


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As news reports will remind you daily, education today in the United States is facing some of its most serious challenges. While extracurricular activities like music, art, and physical education were the focus of past budget cuts, the more recent crisis is taking aim at classes for advanced and gifted students. The Wall Street Journal recently published an article about Advanced Placement students taking courses online after the traditional AP classes were cut from their schools. So if you find yourself seriously thinking about online classes for your child, whether out of necessity or choice, how do you get the appropriate credit at his or her school? The first challenge is to find a quality program with quality people. You'll see why this matters beyond the obvious reasons as you read the below advice that we give to the parents of our students.
Officially approved course. Whenever you are trying to establish credibility for someone, it helps to have someone who already has credibility vouching for that person. That's why in a courtroom, some people make good character witnesses, and others, not so much. It works the same way with online high school classes. Teachers and administrators just don't have the time or resources to review in detail every program that is presented to them for consideration. So it helps if they can look to an authoritative body that has already done the analysis. When the College Board, for example, audits an Advanced Placement curriculum and lists it on their Web site as an approved online course, you know you've found a program that not only meets the rigorous requirements of the audit process but also puts you in a good starting position to make the case for credit.
For online classes not specifically designed to prepare for AP exams, there are respected institutions that schools look to for help in assessing their quality. For example, check out educere.net, which is used by many districts throughout the US to provide courses not offered through their schools. This and similar portals review online courses according to their own set of strict criteria.
Track record. There are two different types of track records to look for. Obviously, you want a program with a history of excellence. When you find one with core people and a curriculum that have stood the test of time, you know you've probably found a quality provider. In addition to looking for longevity, ask to speak with parents of current and former students. Ask about alumni. It's nice to hear that this one went on to Harvard and that one went on to Yale, but let's get real. These might have been smart kids who would've done that anyway. The real question is, what more have these students been able to accomplish as a result of taking this online course that they would not have otherwise? When an online provider can stand up to this kind of scrutiny from you, they are more likely to do the same when being considered for credit by your child's school.
The second kind of track record is whether or not the provider has successfully assisted parents in getting their online courses accepted for credit. While the exact process will differ from school to school, the essence is likely very similar. School personnel need to be persuaded that the online course material meets their standards for the credit you are seeking. Just like with a good attorney, experience goes a long way when offering proper counsel to parents on what evidence to present to whom. Think of it this way. If you're on trial, do you want a lawyer whose past clients are all in jail? I think not.
Find an ally. No matter the course, when trying to receive approval for credit, you absolutely need to find someone at your school who is forward looking to discuss this with. It could be a guidance counselor or other administrator. Ideally, it would be someone who's handled similar situations before with positive outcomes. This is the person who is going to help you navigate the path to approval. If you're fortunate, the process might involve meeting with the appropriate decision maker from the school; sharing detailed information about the course curriculum, online provider's history, and any official stamp of approval from an authoritative body; and presenting examples of your child's work, including scores and grading methodology. More typically, you'll need several meetings with the same or more people to address follow-up questions and requests for additional information. As you might imagine, it behooves you to keep a detailed file right from the beginning, and also to be nice. Not a pushover, but definitely nice.
Communication. So you've presented your file full of evidence, and your school is still not sure about whether to give your child credit. What do you do? It may be time to step back from being the information middleman and let the educators talk directly to each other. Do your part to introduce and facilitate communication between your school's decision makers and the right people from the online course provider. That would be your child's principal instructor (a quality program would have assigned one) or someone else who can speak intelligently and in detail about the course curriculum. If you are successful in gaining credit for the online class, then counselors or administrators at your child's school will want to stay in communication with you and/or the online course provider to get regular updates on your child's progress. Communication is essential throughout this whole process, so make sure you choose a provider who is willing and able to make themselves and the necessary information available whenever they are needed.
What has worked for you in trying to get an online course approved for credit? Share your best advice here.
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Today, we're chatting with Iain Ferguson who – in addition to being IMACS's senior curriculum developer for the computer science program – is the guy behind the sophisticated technology that runs our online computer programming classes. Iain has taught these courses as well, and so brings with him the experience of having seen what works in the classroom and what doesn't.
Q: Why does your Introduction to Computer Science course use the Scheme programming language? Isn't the Advanced Placement exam in Java?
A: We start off with Scheme because it's the most effective for helping students to understand the fundamental concepts of computer science that are common to all programming languages. And we're not alone in this choice. Graduates of the some of the top universities, including MIT, Yale, Princeton, Johns Hopkins and UC Berkeley, were first taught to program in their freshman year using Scheme.
What we've found over 20 years of teaching this course is that if you throw a new student straight into Java, or whatever language the AP exam covers at the time, he or she can easily get mired in its complicated rules of syntax. If you simultaneously try to make a student learn the fundamentals, which are arguably more important, some of those fundamentals just won't be understood, or they'll be understood incorrectly. And so the students try to move on to more complicated programming assignments, and they're hampered by a false understanding of the underlying abstract thinking.
Scheme's syntax is simple and natural. So it takes our students very little time to pick it up. They use their mental energy instead on developing a deep comprehension of the the abstract mathematical thinking involved in programming. Applying that way of thinking to concrete computer algorithms is then rather trivial for them.
Q: Beyond doing well on the AP exam, how do you know that this approach of teaching Scheme first is working?
A: We hear from a lot of our former students once they've gone on to university about how easy their classes are thanks to what and how they learned here. One of my favorite stories is of a student named Erik who went to Virginia Tech. He was taking Computer Engineering in a class of about 600 students, and the first exam was designed to weed out about half of them. So Erik completed the test in 10 minutes with a perfect score. The next day the professor called him in and accused him of cheating. Well, of course, he hadn't cheated and when he said so, the professor gave him a similar question that was solved just as quickly. Then the professor wanted to know how it was possible for a freshman to have such a deep understanding. Erik told him about learning to program with Scheme, and that was enough to convince the professor that not only had Erik not cheated but that he was also the strongest student in this class of 600.
Q: If Scheme is so beneficial, why don't more high schools offer it?
A: Their resources are very limited, especially in this economic environment, and the demands on teachers' time is rather significant. As with most university-level courses, it's unrealistic to ask high schools to even consider putting resources towards preparing and teaching a class like this. If you really want to do it at a high level, you need instructors with an extensive background in university-level computer science and extensive training in teaching advanced subjects to young adults. Plus you either have to develop the appropriate curriculum or find it and license it. So you're looking at a lot of time and expense, both of which are, unfortunately, in short supply at the typical high school.
Sounds like a guy who knows his stuff! What language did you use in your first computer programming class, and did it leave you with confusion or clarity?
P.S. If you're ever in South Florida and want to play a game of Nim, stop by our offices and ask for Iain. He will destroy you, and it won't hurt a bit!
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Meet Katherine Wu:
• eIMACS Computer Science alumna
• Webmaster for the Hopkins Undergraduate Research Journal
• Lab manager for The Center for Language and Speech Processing where she will be conducting research this summer
• Author of "Breaking Barriers in Computer Science," soon-to-be-published in the undergraduate research journal The Triple Helix
• One of only 50 students selected from across the US and Canada to participate in the Google FUSE 2011 computer science retreat
Are you suitably impressed? We are. When Katherine found us, she hadn't even taken a computer programming for beginners class. But she knew what she was looking for – a solid introduction to programming and individualized instruction that would allow her to excel at a faster pace through more challenging material. Well, Katherine just sailed through her freshman year as a Computer Science major at The Johns Hopkins University, taking mostly junior and senior level CS courses along with a graduate level CS seminar, and is already deep into her summer research schedule.
When asked to reflect on her first year at college and experiences so far in CS, here's what she said: "I was anything BUT picky about club and academic experiences my first-year in college. If there's something you're interested in doing, there are no ifs-ands-or-buts about it; take the chance and do it! If anything, you'll always form new relationships and learn something new. I look back, especially on my experiences in Computer Science, and all I can say is 'Wow! It's like a whole other world.' I took my first courses with IMACS, and they were the ones who sparked my passion in Computer Science and supported me all the way up through taking the AP Computer Science exam and beyond. I'm proud to say that IMACS is not just your typical course provider, but a community that strongly cares about your personal learning and achievements. I think they are one of a kind."
Lucky for Katherine, the foundation she built at IMACS gave her the skills and confidence to handle upper-division coursework. Lucky for us, she's happy to share her story (and even her video bloopers) with you. Check out her video below, and follow her summer research adventure here.
If you're a former or current student or parent and would like to share your IMACS story, email us at firstname.lastname@example.com.
Get a headstart on college with IMACS. Take our free aptitude test. Play along with our weekly IMACS logic puzzles on Facebook.
Why do we bother teaching children their ABC's when they are so young? It's not as if they are going to write the next Gettysburg Address once they know the difference between b and d. Why do piano teachers spend so much time with their beginning students on proper finger placement? It's not like they are going to compose a symphony once they know that a treble clef means play these notes with your right hand. So why does IMACS start students off with an introduction to logic course? It's not as though they're going to solve the twin prime conjecture once they know the difference between modus ponens and modus tollens.
Now before you leave a comment about why that's not a perfect analogy, you're right. The point was to push your thinking in that direction before you think about this: Why do we use an exaggerated voice when talking to a baby that doesn't yet understand words? Why do we toss off aphorisms to small children who don't have the life experience to know what they mean? (Here's a fun list if you want to practice sounding clever and wise.) It's because when a growing brain comes to understand the nuances of tone, the subtleties of language, the connotations beyond the denotations, then and only then can its potential be realized as the developed brain of a novelist, journalist, and yes, even blogger unleashing the full power of human communication. Now, it's a long time between teething and typing away at the next great idea. But parents still talk to their kids in these ways because they understand, if only subconsciously, that it's part of teaching children how to express themselves effectively in adulthood. That's likely how their own parents spoke, and so it's very familiar.
Formal logic, on the other hand, is not as familiar. So the question naturally arises, "Why spend so much time teaching it when all I'm looking for are advanced classes for gifted and talented students?" For those who go on to major in math or computer science at college, the benefits of taking logic courses are obvious. They will be expected to write complicated proofs or programs that are logically coherent. If they choose these fields as professions, their ability to make a living (and stop mooching off of you) will largely depend on their ability to do this really well. And just as with teaching the skills that lead to great story-writing, you don't start when the kid is already in college. By then, you want your college student to already have these tools so he can blow away the curve and make you so proud that you will not stress when he goes on his first spring break trip where there will be no mischief whatsoever. You start earlier by first teaching them how to craft a well formed and logically consistent argument, and then you layer on the advanced courses that require this fundamental skill in order to be successful.
But what about students who are not going into math or CS? Well, are there any future philosophy majors out there? How about pre-law? Wouldn't you know it, they too will need the ability to make logically coherent arguments in their coursework, whether it's debating the forms of Plato or taking the opposite side of a Supreme Court decision. Speaking of debate, we've had a number of high school students tell us that their logic skills helped them to excel in debate class. Come to think of it, if your child plans to be in a position where she needs to think about ideas in an orderly fashion, connect pieces of information together, draw conclusions from her analysis, and present her argument for scrutiny, understanding logic would be a huge advantage. Someone stop me now before I break out into "I'd like to teach the world a proof…"
Do you have a story about a situation in which understanding logic helped you? Leave it in a comment below.
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There's an old Pink Floyd song that goes like this:
We don't need no education.
We don't need no thought control.
No dark sarcasm in the classroom.
Teacher, leave them kids alone.
Hey, teacher! Leave them kids alone.
If you don't know who Pink Floyd is, go text your dad. If he's old enough to know, then he's probably of a generation where taking a class meant being in a bricks & mortar school, sitting in an intentionally uncomfortable desk, and listening to a teacher lead a mostly one-way lecture. If the teacher had to step out of the classroom, it would not be unusual for pandemonium to break loose and any semblance of learning to go out the door with her. So it comes as no surprise when some parents are skeptical that students can learn without a teacher being present in the same room. They just can't imagine how online classes for high school students can work for their child. The reality is that online courses can work really well if you have at least three crucial ingredients:
Curriculum Experience
Experience matters, whether you're talking about education, medicine, law, or any field where learning through doing makes a huge difference in the quality of outcomes. With online high school courses, as with traditional classes, curriculum experience is key. Remember that curriculum is not just about what topics are covered and in what order. It's not just a list you can cobble together from Google searches. The best curricula are developed over extended periods with real student feedback and are time tested to have actually worked in physical classroom settings.
A good curriculum is also determined by how the material is presented. Are the lessons designed in an engaging way that invites the student to be part of the learning process? Or is it more like reading a lecture with a few colorful graphics tossed in? Having the experience to know how to pull students in can make the difference between a child who wants to stay focused on the lesson on screen and a child who is willingly distracted by the latest updates to their friend's Facebook page.
Sophisticated Real-time Feedback
Okay, so now you think you've found a program with a good curriculum that has proven over time to be effective with real students. Next question: Can your child access the knowledge in a way that mimics the natural interactive style of humans? Or is he simply being shown a series of multiple choice questions without any catalyst to stimulate critical thinking? A good indicator would be if the technology, whether it's a Web site or a software program, was developed to anticipate where students might stumble. This is another place where having taught the same curriculum to real students in a real classroom is a huge benefit to program developers.
Naturally, you will also want the technology to be designed with interactive features that provide immediate feedback to students when they need it. It would be like having a teacher right next to you saying, "Not quite, try again," before you botch the rest of you work with an early mistake. Wouldn't it have been great if when you were in school, you could find out right away instead of days later if your homework was wrong so that you'd have more time to correct your thinking before the test? (I hear you now, "That could've been me at Harvard!") Speaking of tests, be sure that you have online access to your child's scores for assignments and tests so that you and your child can monitor his progress.
Live Help Available in a Timely Manner
Sometimes, you just need a human touch. Like when you've exhausted the automated telephone menu and you just need to dial '0' to reach the next customer service representative who will be with you shortly. Or in most cases, not so shortly. You'll want to look for a program where each student is assigned a real instructor who monitors the student's progress and is available for questions. Make sure that you can contact the teacher by phone or by email. The best programs have instructors and technical support available in some form seven days a week, including evenings. And if you do come upon a new situation that requires live help, program developers will be very thankful that you brought it to their attention because it helps them improve the online experience for you and future students.
Now that I finished writing this blog post, I have no idea how those Pink Floyd lyrics are relevant other than when the topic came up, the song popped into my head and now I can't get it out!
What other features would you want to see from a provider of online courses?
Choose IMACS for a world-class online learning experience. Take our free aptitude test. Play along with our weekly IMACS logic puzzles on Facebook.
When students or their parents think about career choices for computer programmers, they often think of software development and gaming. No doubt, working for Google or Blizzard Entertainment would be awesome, but not everybody will land one of those coveted jobs. Operations research and various areas of engineering may also come to mind as places to put your programming prowess to work. Less frequently, however, do people think of the financial industry.
Now before you go ranting that these smarty pants are the ones who brought down the global financial markets with their esoteric models that only a Ph.D. could understand, let's skip that debate and merely point out this fact: programming jobs in finance are challenging and pay well. Ignoring them because you think they are on "the dark side" simply leaves you with fewer options. So let's take a look at three areas of finance where computer programming is more than just a peripheral activity.
Computational finance. Computational finance was historically the domain of math and science Ph.D.'s who moved from academia to Wall Street ("quants"), especially as the use of financial instruments such as derivatives increased. The work of pricing these complex securities was roughly divided between the quants, who came up with the methodologies, and the programmers, who implemented the mathematical models. Over time, the focus has shifted to refining and optimizing the models. According to the Wikipedia entry on computational finance, "[A]s the actual use of computers has become essential to rapidly carrying out computational finance decisions, a background in computer programming has become useful, and hence many computer programmers enter the field either from Ph.D. programs or from other fields of software engineering." Programmers are no longer solely relegated to the IT department, on call to do the bidding of the brain trust. The best ones are now part of that brain trust and are considered essential to financial institutions' ability to maximize profits and minimize losses.
Algorithmic trading. What is algorithmic trading? Let's go to the Wikipedia page: "… the use of computer programs for entering trading orders with the computer algorithm deciding on aspects of the order such as the timing, price, or quantity of the order, or in many cases initiating the order without human intervention. … A special class of algorithmic trading is 'high-frequency trading' (HFT), in which computers make elaborate decisions to initiate orders based on information that is received electronically, before human traders are capable of processing the information they observe [emphasis added]." So one set of humans (i.e., computer programmers) creates mathematical rules to replace a different set of humans (i.e., traders). And they're paid handsomely for this disservice to their fellow man. Maybe you can see yourself doing this as sweet revenge upon those evil trader dudes who, some say, blew up the financial markets. Not such a bad idea now, eh?
Actuarial science. Finally, actuarial science. Wikipedia, don't fail me now! "Actuarial science is the discipline that applies mathematical and statistical methods to assess risk in the insurance and finance industries. … Actuarial science includes a number of interrelating subjects, including probability, mathematics, statistics, finance, economics, financial economics and [trumpets, please] computer programming." Who knew that figuring out when a given cohort of individuals will, uh-hum, kick the bucket could be so interesting? Well, as it turns out, one of our former students knows this well as he was able to pass all of the actuarial exams at a fairly young age and is currently the chief pricing actuary of a major global life reinsurance company. We're pretty sure he's done well for himself.
So if you have a knack for computers and want to explore where these talents might take you, don't forget about the financial industry as a place that can provide a rewarding career. Try to make room in your class schedule for the programming courses you will need to put you on the right path. If you don't have access to these courses at your school, think about taking online computer programming classes. If done right, learning computer programming online can be just as effective in preparing you for the next level.
Do you or someone you know use computer programming skills in a non-traditional field? Tell us about it.
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(With apologies to Doreen Cronin, author of Click, Clack, Moo: Cows That Type)
There once was a stable of horses
Who thought it was time to join forces
And protest their labor
With more than just "neigh" for
A better job, advised their sources (i.e., the cows).
The farmer said, "What good are you
Except as my wagon-pull crew?
I'll send you to IMACS
To learn more than syntax.
If not, then it's off to be glue!"
(Unfortunately, our classrooms are not equipped for horses, so we directed them to our online computer courses at eimacs.com.)
No school had yet enrolled equine
In computer courses online.
They paid us in oats,
And we don't mean to gloat,
But everything turned out just fine.
The horses got out of their jam;
They now build apps to filter spam.
So who do you turn to
If you want to learn to
Write your own computer programs?
Why, IMACS, of course!
We're the ultimate source
To upgrade your personal RAM.
Do you have a clever (and family-friendly) limerick about math or computer science to share? Email us at info @ eimacs.com.
Stop horsing around and come on over to IMACS. Take our free aptitude test. Play along with our weekly IMACS logic puzzles on Facebook.
Welcome to the IMACS blog. Check in with us from time to time for mathematical musings and more. Since this is our inaugural blog post, we'll be utterly predictable and start with the obligatory interview with the president. No, not that president. We mean our very own Terry Kaufman, president, co-founder and all-around good guy, at the Institute for Mathematics and Computer Science, lovingly known as IMACS.
Q: So, Terry, why did you start IMACS?
A: My dad, Burt Kaufman, had been working with mathematically talented students for as long as I can remember, whether it was developing curriculum or teaching them in the classroom. The programs he was involved with ultimately brought him back to South Florida where the Broward County public school system agreed to fund what was then called Mathematics Education for Gifted Secondary School Students (MEGSSS). Project MEGSSS had a successful run in Broward County from 1983 to 1993, but then fell to the budget cutting axe. Well, my oldest child was only two at the time, and I thought to myself, "You know, I really want him to have the benefit of this curriculum." I'd seen with my own eyes the enthusiasm for math and computer science that my father's students had when they studied this material. So I said to Ed [Martin] and Iain [Ferguson], our senior curriculum developers for math and computer science who were also teaching MEGSSS students at the time, "Let's find a way to keep this thing going." And IMACS was born, really out of a parent's wish to have high quality math and computer science education available to his child.
Q: What's the latest news at IMACS? What big goals are you and the team working towards?
A: We're always working on new online computer courses. One initiative that we're really excited about is our Online Virtual Robotics Lab in which students program robots in a virtual world. It's entirely Web-based, but the actual physical behavior of real robots is accurately represented, even the appropriate laws of physics. What we've put together is a learning environment that integrates science, technology, engineering and math skills in a very natural way. Several schools are already using it as part of the national STEM Initiative, and we expect that number to grow.
Another of our programs that comes to mind is ISLAND, which stands for Interface for Scientific Learning & Natural Discovery. Here we use computer simulations and some really innovative online activities to encourage students to think scientifically and get involved in the learning process. Rather than simply being told dry scientific facts, they learn by doing – making hypotheses, observing simulations, and then developing scientific theories. They're so engaged that they don't realize they're learning the required state standards. You know, people have traditionally thought of IMACS as a place for gifted and talented students, but the truth is that our teaching philosophy is really applicable to all students. With ISLAND, it's been very gratifying to be able to share the benefits of our unique approach with a wider audience.
Q: Any message for the lucky folks who stumble upon this blog?
A: Yes! Read it. Share it. Tell us what you think. We are listening. There's such a strong sense of community among our students, parents, teachers and alumni; it's time we share that enthusiasm online. Obviously, we'd love for this blog and our Facebook page to be go-to places for people interested in taking online computer programming classes. But more importantly, we know from our many years of teaching mathematically talented students that we have a huge amount of knowledge in our heads on how to bring out the best in them, how to help them reach their full potential. Why keep it there? And we also know that our parents and students have great advice to give too. They share their stories with us face-to-face or in letters all the time. Now there are at least two places where these stories can find a wider audience and maybe help someone who is searching for this kind of information.
If you've read all the way to the end of this blog post, then our first attempt couldn't have been all that bad! Do you have a topic to suggest for our blog? Leave a comment.
Find out if you're ready for the IMACS experience. Sign up for our free aptitude test. Follow IMACS on Facebook.


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#3. You Go a Little Bit Crazy
We all know those vomit-inducing couples who finish each other's sentences and seem to be attached at the hip.
"Get a room!"
You'd be surprised if either of them could bounce back to normal after a breakup. After all, can they even remember where their personality ends and their partner's begins?
Well, it turns out it's not just the disgustingly clingy couples who have to worry about this problem. Any loving relationship, no matter how short, completely messes with your sense of self. There's a reason why ending it feels like waking up in a bathtub full of ice and finding one of your kidneys has been stolen.
How Bad Can it Be?
Three different studies have found that after a relationship ends people tend to go through a serious identity crisis. No matter how strong or independent you think you are or you were before the relationship, your ability to know who you are gets thrown totally out of whack after a breakup. Whether you realize it or not, in your brain your significant other's personality started to merge with yours. Despite the terrible cliche, they really are "your other half."
To put it in the nerdiest terms possible, they are the Spock to your Kirk.
So why does this even matter? "Self-concept clarity," while not something you've probably ever thought about before, actually affects your life in massive ways. People who don't really know who they are tend to be more depressed, think less of themselves and are more likely to make rash decisions or changes that might not be good for them.
Sometimes this can lead to good things after a breakup, like a decision to lose weight. Other times it leads to rushing into rebound relationships, career or school changes, or drastic image changes.
Pray that you only wind up with a tattoo.
#2. You Can Actually Die of a Broken Heart
Sure, breaking up sucks, but any annoyingly peppy optimist knows that whatever doesn't kill you makes you stronger. Too bad for them then that breaking up really can break your heart. And not just in a sappy metaphorical way; in a real, honest to god, kill you dead way.
Just another way that love is like being pounced on by a lion in the savannah.
Yes, scientists have found that it is actually possible to die of a broken heart.
Breakups are high stress situations. Your body reacts by releasing a huge surge of adrenaline, its typical fight or flight response. That's fine though, because thousands of years of evolution means your body totally knows exactly what it is doing, right? Well, not really.
How Bad Can it Be?
Too much of that adrenaline can overwhelm your heart muscles and lead to spasms and some pretty serious complications. And that's when you get admitted to the hospital with all the classic symptoms of heart attacks: intense pain on your left side, increased blood clotting, high blood pressure and increased heart rate. Scientists have finally figured out that losing a loved one through death or breaking up is a main cause of these phantom heart attacks.
"Carl, we need to see other people... Carl?"
They even gave it a name fit for a fairy tale: broken-heart syndrome.
Victims can only be revived by love's true kiss. Or a defibrillator.
The initial effect of all that adrenaline and heart spasms isn't actually a heart attack, but if it goes on for long enough the pressure on your heart could cause one. All because your body thinks that breaking up with Chad from the Apple Store requires the same physical exertion as running from a goddamned tiger.
#1. It Can Give You Freaking Cancer
Even if your heart doesn't explode, it's normal to feel a little under the weather after a breakup. After all, you just went through some pretty traumatic emotional stress. However, that sadness you're feeling might lead to actual sickness. It's not all in your head: As we get more depressed, our immune system reacts in really weird ways, leading to an increased chance of getting sick.
But the worst-case scenario isn't just puking all over your ex when you run into her.
How Bad Can it Be?
Just a little thing called cancer. You heard that right. On top of the normal sniffles that can result from a suppressed immune system, scientists think that depression can cause and/or exacerbate cancer, arthritis and osteoporosis.
Which means listening to Johnny Cash sing "Hurt" probably causes some form of osteo-cance-ritis.
And it turns out that breakups are more likely to send you spiraling into depression than just about anything else. Apparently this is because we are more likely to fixate on events that are painful and hurt our self-esteem than on events that are just emotionally difficult. So, according to the study, the death of a close family member actually affects you less than someone dumping you.
"Sorry, grandma."
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VEV601: Navy JROTC IV (2011-2012)
CURRICULUM PROGRAM: Career and Technical Education
COURSE TITLE: Navy JROTC IV
COURSE LENGTH: 36 weeks
SUGGESTED PREPARATION: Navy JROTC III
Major Concepts/Content: The Navy JROTC IV (Naval Science 4) course is designed to provide definition of management; the elements of the leadership process; practical exercise in the development of leadership skill; the role of cadets as leaders; the value of physical exercise and conditioning, and to learn about the basic elements and requirements for national security and their personal obligations as American citizens to contribute toward national security.
Major Instructional Activities: Instructional activities will include the following:
- instruction in patriotism
- development of informed and responsible citizens
- promoting habits of orderliness and precision, and to develop respect for constituted authority
- development of personal honor, self-reliance, individual discipline, and leadership
- promoting and understanding of the basic elements and requirements for national security
- development of respect and understanding for a constituted authority in a democratic society
- development of an interest in the military service as a possible career
- orientation visits to military installations, ships, bases, and historical sites will be conducted
Major Evaluative Techniques: Cadets will take a formal test on each academic unit. Written and/or oral reports will be evaluated for content and form. In the leadership portion of the course, cadets will be evaluated on the performance of assigned duties, personal uniform inspections, marching ability, proper performance of military drill and ceremonies, and naval U.S. customs and courtesies.
Course Objectives: Upon completion of the Navy JROTC IV course, cadets should be expected to:
- demonstrate knowledge of naval leadership, training and evaluation.
- demonstrate knowledge of American civilian responsibilities.
- demonstrate an understanding of international law as it applies to countries using the sea
- demonstrate an understanding of naval history from 1945 to the present, and to include: demobilization, the cold war period, the Korean War,
- developments and confrontations with other nations, the war in Vietnam, and the Persian Gulf situation.
- demonstrate an understanding of the Navy's role in national strategy and naval operations in upholding the democracy principles America was founded on.
- demonstrate an understanding of electricity and naval electronics.
- demonstrate an understanding of naval weapons.
- demonstrate an understanding of the three challenges facing the U.S. Navy to include: support of our forces logistically throughout the world, the declining American merchant marine, and to keep our military forces abreast of the ever-increasing pace of modern technology.


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After a Christmas where any TV choice was dictated by a Ben 10 obsessed 3 year old it was a welcome change to return home and see what the V+ box had in store. Oz and Hugh Raise the Bar seemed like the most appealing offering but in televisual terms proves that the bar tends to be quite low these days. The format is the well worn travel mission where our hosts supposedly showcase the best of what's on offer with a challenge in the last programme of running their own bars: for one night only that is. It's laboured, gimmicky TV which relies on stereotypes and a scattergun approach to content. It leaves me asking: why can't we be more like the Belgians! Yes that's right the Belgians. Stay with me.
Such was my despair I went to the fridge, reached into the bottom shelf and cracked open a bottle of Tournee Generale. Quite possibly the only beer created as part of a TV show (of the same name) and sold commercially? Now i'm sure I may be corrected at this point, but its the only one I know of. And yes you guessed it. It's Belgian. The result is Tournee Generale (6.5%). It's a cloudy, amber beer, with a creamy head and a definite Coriander taste and smell. It's not a classic but is more than drinkable. In some ways, the fact that its brewed (by Duvel Moortgat) as a result of a TV show is its most interesting characteristic
For those who remember MTV in the 90s, when it was about the music and not awful teen reality, you'd recognise the shows co-host, Ray Cokes who is paired with Jean Blaute who you probably don't. As the name suggests the series is a tour of brewers in search of the countries best with the objective of brewing a Speciale Belge. From what I've viewed so far it's not the scattergun approach of our BBC equivalents; crediting the viewer with a little intelligence and as and added bonus there are no shots of a hungover Oz Clarke in his pants!
Here's a taster! Interested to know what your views are on the treatment of beer in the mainstream media.


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We touched on introns and exons in my bio class, but unfortunately we didn't really talk about why Eukaryotes have introns. It would seem they would have to have some purpose since prokaryotes do not have them and they evolved first chronologically, but I could easily be wrong. Did the junk sections of DNA just evolve there by some sort of randomness or necessity as opposed to an actual evolutionary advantage? Why hasn't evolution stopped us from having introns since they seem to be a 'waste' of time and DNA? Why do prokaryotes not have introns?
There is still a lot to be learned about the roles introns play in biological processes, but there are a couple of things that have been pretty well established.
There is probably more, but essentially introns enable a finer level of regulatory control. Biological complexity is often not the result of having a larger complement of genes, but of having additional layers of regulation to turn genes on and off at the right times. Prokaryotic genes are often organized into operons, and a single polycistronic mRNA will often encode multiple proteins from multiple adjacent genes. Since the biological processes required to sustain microbial life are much less complicated than those required to sustain eukaryotic life, they can get away with much less regulatory control.
Evolution - Douglas J. Futuyma, Chapter 19, p. 461
Prokaryotes can't have introns, because they have transcription coupled to translation. They don't have time/space for that, since intron splicing will stop the coupling. Eukaryotes evolved the nucleus, where splicing can be done. The ancestor of eukaryotes that developed the nucleus could afford more variability (because of introns) than species without it, so they had a greater fitness.
Bacteria can't afford high complexity compartmentalization, a process that requires a lot of available energy per gene, a eukaryotic cell can have tens, hundreds or even thousands of mitochondria that have similar energy output to a bacterial cell, while having a genome about 100-500 times smaller (16 kb of a human mitochondria compared to 4.000 kb for a E. coli cell).
I hope that clarifies your doubts, and you can see that this is a debatable answer.
Sorry for my bad English.
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The suffix "-chen" is used as a diminutive, but a "standard" rabbit is already called a "Kaninchen", with the diminutive. How do you say "small rabbit" then?
Ein Kaninchenlein
or simply
Ein kleines Kaninchen
like you would have to in English?
The suffix "-chen" is used as a diminutive, but a "standard" rabbit is already called a "Kaninchen", with the diminutive. How do you say "small rabbit" then?
or simply
like you would have to in English?
works very well.
You wouldn't say "Kaninchenlein"; I don't think we ever stack two diminutive suffixes, evidence to the contrary reserved.
If you're talking about a young rabbit, the following ones also work:
scroll down for English version
"Kaninchen" ist schon eine Verkleinerungsform, nämlich von "Kanin". Das kann man nicht noch weiter verkleinern. Ein kleines Hündchen ist ja auch kein Hündchenchen oder Hündchenlein oder was einem sonst noch so einfallen mag. Ein Kaninchen ist ein kleines Kanin. Auch dann, wenn das Wort "Kanin" selbst längst ausgestorben ist.
Aus dem lateinischen "cuniculus" bzw. dem altgriechisch "κόνικλος" (kóniklos) entstand das altfranzösische "conin" und daraus wiederum das mittelniederdeutsche "Kanin". Und das fand man so niedlich, dass man ab einem schwer zu bestimmenden Zeitpunkt allgemein nur noch von Kanin-chen sprach.
Dass das Kanin heute nicht mehr im allgemeinen Sprachgebrauch verwendet wird, ändert nichts daran, dass es die "große" Form des kleinen Kaninchens ist.
Das Kaninchen ist nicht die einzige Verkleinerungsform, deren große Urform sprachlich ausgestorben ist. Das Eichhorn, die Mär, der Frett und die Maid begegnen uns heute (fast) nur noch als Eichhörnchen, Märchen, Frettchen und Mädchen.
"Kaninchen already is a diminutive, namely from "Kanin". You can't make it even smaller. A little "Hündchen" is not a "Hündchenchen" or a "Hündchenlein" or what ever you might think of. A "Kaninchen" is a small "Kanin". Even when the word "Kanin" itself is extinct.
The Latin "cuniculus" or the Ancient Greek "κόνικλος" (kóniklos) resulted in Old French "conin" from which the Middle Low German "Kanin" resulted. But everybody found this animal so cute, that, beginning from a hard to determine day, everybody just spoke of a "Kanin-chen".
That the "Kanin" as word has gone doesn't mean that it is not the base-form of the diminutive "Kaninchen".
"Kaninchen" is not the only one diminutive who's base form is extinct. The words "Eichhorn", "Mär", "Frett" and "Maid" are distinct or very rarely used, but we still have "Eichhörnchen", "Märchen", "Frettchen" und "Mädchen".
In German, the diminutive morpheme [DIMIN] is always realized as the final suffix of a lexical word paradigm and, like most morphemes, it cannot be reduplicated. (Inflective morphemes for number [NUM=Sg|Pl] and case [CAS=Nom|Acc|Dat|Gen] would follow in syntactical word forms, but these grammemes are mostly empty {∅}, e.g. Kindchen[Sg ¬Gen, Pl], but Kindchens[Sg Gen] and Fräuleins[Sg Gen, Pl].) This derivanteme may appear directly after a simple noun stem SBST (usually umlauted, e.g. Bäumchen, incl. names as in Hänschen, Hansi), or after a complex SBST that has been formed from a noun SBST, verb VB or adjective ADJ base with single suffixes like {e, en, ung; heit, keit} or a hierarchical combination {VB > er > ling/in > schaft/tum}, see Eisenberg 2006:280ff (Das Wort).
[DIMIN] uses at least three morphs {chen, lein, i}, whereof the former two have many regional allomorphs {ken, ke, che, sche; li, le, el}. The i morph is often considered a separate morpheme, because it keeps the masculine or feminine gender, whereas the other two result in neuter nouns. (Proper derivative morphemes always determine the gender of the derived word.)
The preferred morph in (non-poetic) Hochdeutsch is chen, but certain phonologic restrictions apply which afford lein in some words, e.g. Büchlein. Although it disturbs the flow of reading (except in Fraktur with long s ‹ſ›), chen is also used after a simple s coda, e.g. Häuschen /hɔʏsçən/ might be misread /hɔʏʃən/ by inexperienced readers. Some special cases have been conventionalized, of course, e.g. Fräulein vs. Frauchen or Bavarianisms Dirndl, Hendl.
There are also some words whose base has fallen (almost) out of use, making them semantically opaque, e.g. Märchen, Mädchen, and others that are only conventional in the diminutive, e.g. Kaninchen, Seepferdchen. These – to answer your question – require an alternative grammatical or lexical solution, which is of course available for other words as well.
A few false diminutives exist, which look like real ones but don't derive from a stem, most prominently Eichhörchen which has spawned a whole family of ~hörnchen that have nothing to do with Horn. Nevertheless, they're occasionally retrofitted, like Eichhorn or Ahörnchen und Behörnchen 'Chip and Dale' from Ahorn and A/B, but mostly for comedic effect I believe:
PS: Another false diminutive is Plätzchen 'cookie' which does not stem from Platz, but is related to Placebo.
There is also Zwergkaninchen, but you probably mean kleines Kaninchen /age unrelated
Since rabbit has two translations in German
kleines Häschen would be possible too - just from my feeling the first one fits best.
Usually, little difference is made between 'bunny' and 'rabbit' in German. Thus, most Germans would refer to a small rabbit as 'Häschen' (diminutive of 'Hase' - bunny).
"Kleiner Hase" would be the most direct translation


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Hey does anyone know how this feature affects the image if it is turned off? I am confused with this one.
Bascially there is an invisible grid over your image that affects your image when you're moving layers/objects. It can also mean that layers and objects will snap to each other when you're moving them. It's useful for making pixel perfect designs (you can setup measurements in preferences) but I usually have it turned off.
Hope that helps :)
If it's turned off, it won't affect your document at all. All it does is help you nail pixel-perfect placements. But more often than not, it just gets in the way. I usually have it off.
From http://www.tutorial9.net/tutorials/photoshop-tutorials/tip-use-the-grid-in-photoshop/:


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Formatted and lost 6 years worth of photo memories.. any way to get this back?
Best tools to recover removed files
How do I recover Ubuntu partition after computer failure
One day before I had Ubuntu 11.10 on my laptop I was trying to install an mp3 application during the process something broke (As far as I know it removed bin and usr directory for some weird reason) and from the next reboot it was not going further grub screen, one black screen with no information on it.
I had then re-installed (Without formatting the partition) Ubuntu 11.04 on the same and the only partition I have. Do you or anyone in your knowledge know, how to get the old data back?? Any help or reference to help me out of this will be appreciated.


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Who Are We?
The Down Syndrome Association of Central Florida is a not-for-profit association founded in 1991 for parents of children with Down syndrome. It has grown from a few families to over 1,100 individuals with DS and their families.
The Down Syndrome Association of Central Florida is committed to celebrating and supporting individuals with Down syndrome and their families. We constantly strive to deliver helpful resources, opportunities for growth and enrichment, and awareness to build and bolster our community.
We're a dedicated group of professionals, volunteers, family members, and more working to embrace our loved ones with Down syndrome and better supply means for education, awareness, and more. We serve families in an area of 10+ counties, and over 50% of our board members have family members with Down syndrome. View our staff.
What Do We Offer?
These resources are designed to help parents get the information and support they need to address the specific joys and challenges of raising a child with Down syndrome.
These links are available to assist doctors and medical professionals who care for patients with Down syndrome and/or who are trying to provide guidance to new parents of an infant with Down syndrome.
Latest Pediatric Healthcare Guidelines
Healthcare Provider Training - The DSACF offers a presentation for healthcare professionals that includes Down syndrome health care guidelines, diagnosis do's and don'ts, resource lists, growth charts and more. Contact Amy Van Bergen for more information.
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This information should assist teachers and educators who cater to the unique needs of children with Down syndrome.
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Welcome In The Night! Join us for a salute to Arizona travelers at sundown each evening, in an intimate setting around the AZuL firepits on the AZuL patio. All ages welcome. Non-alcoholic toasting beverages such as Sarsaparilla or Root Beer are also available, children welcome.
Times vary based on season, please check with the front desk or the digital displays within the resort foyers.