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More "Little League Shoulder and Elbow" Injuries Showing Up
Professional pitchers and catchers aren't the only ones that end up on the sidelines due to injuries during baseball season. Young players across the country are just as susceptible to shoulder and elbow injuries, in fact it's known as Little League Shoulder.
Little League shoulder happens when an athlete throws too often or repeatedly throws the wrong way and hurts his shoulder. In younger athletes, growth plates—soft places toward the end of the bone that cause it to grow—are prone to injury, and can get irritated with too much use. Usually, the arm may be tender and sore, and it will hurt to throw.
A new study out of Boston, Massachusetts, says Little League Shoulder is on the rise.
"It's certainly being seen with more frequency," said study author Dr. Benton Heyworth, an instructor of orthopedic surgery at Harvard Medical School, and a practitioner in the division of sports medicine at Boston Children's Hospital. "And that's likely due to trends in youth sports in general.
"In the case of baseball, that means more year-round pitching without the appropriate period of rest between, and more pitching at higher velocities. Which means that although 'USA Baseball' and 'Little League Baseball' outline clear pitch-count limits, what we're seeing are very straightforward overuse injuries that come from kids simply pitching too much," Heyworth added.
Little League Shoulder is usually found in young baseball players, but can show up in other sports such as gymnastics and tennis.
To gain more insight into Little League shoulder, the investigators analyzed the experience of 95 patients with the condition aged 8 to 17 (the average age was 13).
All were treated at a single pediatric care facility between 1999 and 2013, and nearly all (97 percent) were baseball players. Of those, 86 percent were pitchers, 8 percent were catchers, and 7 percent played other positions.
Three percent of the group were tennis players. Just two out of the 95 were female, according to the study.
In addition to the main issue of shoulder pain, 13 percent of the patients also complained of elbow pain, while 10 percent said they suffered from shoulder weakness and/or fatigue. Nearly as many (8 percent) said they experienced mechanical difficulties with shoulder movement.
Children that developed reduced range of motion issues had a three-times greater risk of re-injury within six to 12 months following their return to sports, the findings showed.
The best treatment for Little League Shoulder is rest – the hardest thing for an athlete to do. Physical therapy is also recommended before a young athlete gets back to his or her sport. Also, when it comes to baseball, many physical therapists suggest the player play different positions to help continue the healing process.
Coaches and parents can help kids recognize they may have an injury by checking to see if players are exhibiting abnormal movements while fielding, throwing or batting. Athletes are more likely to try and play through a flare-up, especially when they feel better after a little rest. But, repeated injury can cause a more serious condition to develop leading to a season ending diagnosis or worse.
The Little League Organization has specific protocols that are supposed to be followed by all leagues and coaches.
Regular season rules state that "the manager must remove the pitcher when said pitcher reaches the limit for his/her age group as noted below, but the pitcher may remain in the game at another position."
League Age and pitches rules are:
- 1 7-18 years-old - 105 pitches per day
- 13 -16 years-old - 95 pitches per day
- 11 -12 years-old - 85 pitches per day
- 9-10 years-old - 75 pitches per day
- 7-8 years-old - 50 pitches per day
Playing baseball is about as American as (insert your favorite pie here) and as a team sport it's one of the best. Just keep an eye on your star athlete to make sure he or she doesn't overdue it. Little League shoulder and elbow pain can take the fun out of "Let's Play Ball!"
The study's findings were recently presented at the American Orthopaedic Society for Sports Medicine's annual meeting in Seattle.
Sources: Alan Moses, http://consumer.healthday.com/kids-health-information-23/kids-ailments-health-news-434/new-study-gains-insight-on-little-league-shoulder-689833.html


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British forces in the Helmand province of Afghanistan are concerned American security companies will be playing an increasingly vital role in the area. The British have worked to win the "hearts and minds" of Afghanistanis and do not with the heavy handed private companies entering the area. A diplomat noted, "The worry is that there will be a blast and some contractors will panic and open fire as happened in Baghdad." DynCorp will play an important role, but they were heavily involved in programs to eradicate poppy fields which angered local farmers. USAID workers expressed their concerns that much of American aid in Afghanistan gets siphoned off to security companies rather than getting to the average farmer or worker in the country.
In prior wars, groups like the famous Seabees of World War II handled construction projects. There is a difference in having regular army soldiers handling every aspect of the military than allowing private companies which are not subject to military rules and procedures. Such is the Bush legacy.


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"This is my second time using tinyprints and I love their products. The set-up was easy, the design options are just beautiful and it is very hassle free. I did not think the photo came out very crisp but I also used a photo off my iphone and not something from a professional so that could have been part of the issue. Still I would recommend this company to friends or family."
"The card came out as expected! I love every detail on it including the way the picture came out, the font of the writings, the nice border with the matching envelope, and I got to choose all of these. Everyone who got the invitation loved it! This is the best invitation card I have ever seen...simple yet very charming!"
"This is a beautiful First Communion card. The card stock is very nice. I chose the glossy finish at no additional charge and was very happy. It arrived quickly ( even before it was scheduled to arrive). I would definitely recommend Tiny Prints and this beautiful First Communion card."
"My daughter love her invitations - it's simple , nice colors ( more peach then pink) and very beautiful ! It's perfect for communion ! The envelope needs extra stamp ."
"Absolutely beautiful first holy communion card. I received the finally product within a week! Quality is great and colors are vibrant..."
Copyright © 2004-2017 Shutterfly, Inc | Tiny Prints | Terms of Use. Designated trademarks and brands are the property of their respective owners.


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Monsanto or Dupont, the root of all things evil.
In answer to your speculation about HIV deaths prevented by use of formula over breast feeding - the figure from about 12 days ago was exactly 0. Of course, I could have missed something in the interim, some lightning development that has sweep upon the scene. Given today's technology, I suppose it's possible. There was one highly publicized, absurdly biased study done by some individuals in South Africa (guess who funded it!!!!!) that came to the rather vague conclusion that HIV was possibly passed via breast feeding.
the answer to these folks being able to feed themselves has nothing to do with crop planting, organic or otherwise. for over 100 years everyone from missionaries to peace corps have gone into these places and taught good farming techniques.


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Hey gang,
I have just purchased 3 different Sintra sheets a 2mm, 3mm & 6mm. I plan to use the 2 mm for the gauntlets and Jet pack. The 3mm for the helmet and knee armor and finally the 6mm for the armor. This is the first time I have ever used this stuff so any guidance would be appreciated. I have the WoF templates which are excelent. Thanks again Allen.


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By Chris Harris
Arsène Wenger watched Zlatan Ibrahimovic's wonder goal against England - and now understands why the Swede is said to be a kung-fu master.
Ibrahimovic stole the show in Stockholm on Wednesday, scoring an awesome foursome as Sweden beat Roy Hodgson's side 4-2 on the night Arsenal defender Carl Jenkinson made his international debut.
Ibrahimovic saved his best for last - a spectacular overhead kick from nearly 30 yards. That goal demonstrated the physical and technical prowess of the Sweden striker and Wenger enjoyed it as much as anyone.
"I believe we are all amazed because, sometimes, when a guy has a shot from 30 yards and puts it in the top corner, you say 'it's a fantastic goal' - but somehow you believe you can do that as well, even if you cannot do it on a consistent level.
"But when he scores a goal like that, you think it's impossible for a normal athlete. You have to be an exceptional athlete to do that.
"They say he's a master in kung fu. You could see that on Wednesday night. You need some special flexibility, subtleness and physical strength to do that, apart from the fact that you have to realise what you have to do.
"When [England goalkeeper Joe] Hart headed the ball, he took a distance to eventually get the ball. There's intelligence included as well. I'm an admirer of collective goals, but as an individual achievement, just you and the ball in the situation of the game, it is something exceptional."
Ibrahimovic was on Arsenal's radar at the start of his career and Wenger explained why a potential move to London never materialised.
"He came here to visit the training ground," said the Frenchman. "He didn't want to make a trial because he was 16 years old at the time. He went home and we concluded to watch him again.
"I wanted to see him in training but it didn't stop him from making a great career. In the end, he chose to go to Ajax Amsterdam. That happens. He's not the only one in that case.
"The confidence he shows… if a performance isn't there you can say [that] you don't agree with it, but when a performance is there, you think [that] his confidence is justified. Through his career, he has justified why he believes in his own talent."
Watch the full interview with Wenger on FridayCopyright 2017 The Arsenal Football Club plc. Permission to use quotations from this article is granted subject to appropriate credit being given to www.arsenal.com as the source


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- From 23 Fri Nov 2012 to 30 Sun Dec 2012 November 23, 2012 December 30, 2012 Inn at Longwood Medical Every Friday ...
The Nutcracker
Boston Ballet
Take part of this class holiday tradition and see the world premiere of Mikko Nissinen's all new production of The Nutcracker. Performances runs 2 hours with one intermission.
- What: The Boston Ballet's The Nutcracker
- Where: Boston Opera House
- When: Daily Performances from November 23 - December 30
- Contact: To purchase tickets e-mail email@example.com or call 617.695.6955
Attachment: Seating Chart
Boston Calendar of Events
Enjoy Live Music, Pro Sports and Much More
Stay at The Inn at Longwood Medical and enjoy easy access to Boston's best events. From Red Sox games at Fenway Park to live music at the Boston Symphony Hall to the world-famous Boston Marathon and Charles Regatta, Beantown hosts brilliant events year-round.
Plan your itinerary around an upcoming event by referencing our Boston calendar of events:


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By Giuseppe Muro
Stephanie Houghton believes last season's FA Cup Final defeat at the hands of Everton is added motivation for Arsenal to win the trophy for a record 11th time when they face Bristol Academy.
The established England international, who joined the Club last summer, was not part of the side that lost at the City Ground but says Cup Final heartache is still very much fresh in the minds of Laura Harvey's players.
Arsenal had enjoyed a 100 per cent record in ten FA Cup Finals until Everton upset the odds to snatch a 3-2 victory late in extra-time and Houghton wants no repeat in Saturday's showpiece.
"I know they do not want to go through that losing feeling again," she said. "We just need to make sure we are prepared on the day. We are taking nothing for granted.
"There was a lot of talk of revenge when we played Everton in the Fifth Round and that Final defeat really spurred all the girls on. To be a part of finals like this is the reason I joined Arsenal.
"I've been to a few finals previously but the FA Cup Final is one of the biggest days in the women's calendar. Arsenal have obviously been to quite a few finals in the past and I'm sure we can all draw some experience from those."
Opponents Bristol Academy have started their Women's Super League campaign reasonably well and boast some experienced players, including captain and former Gunner Corinne Yorston, among their ranks. Houghton knows it won't be easy.
"They are well-organised, difficult to beat and they have got some good individual players and internationals as well.
"We have played them twice in the WSL and we know they are going to be hard to beat. It's more important that we focus on our own performance.
"We want to make this trophy ours, but we have to prepare properly because we know Bristol are going to be a tough team to beat.
"We have played a lot of good teams this year and we know that if we perform how we know we can then the result will take care of itself."Copyright 2017 The Arsenal Football Club plc. Permission to use quotations from this article is granted subject to appropriate credit being given to www.arsenal.com as the source


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By Joe Brewin
Arsène Wenger believes Sunday's derby against Tottenham is an opportunity for his side to show the Premier League what they are made of.
The Gunners have clawed back some confidence with three straight victories in all competitions, most recently overcoming Olympiacos in the Champions League.
But, after a disappointing start to the season, Wenger says the clash against Harry Redknapp's side can provide a huge boost for his side.
"It's not like any other game," said Wenger. "It is for us an opportunity to continue our way back to a more ambitious position in the league.
"The fact that it is a derby makes it more difficult but it is more enjoyable.
"It is a very important game, you know the next game is always the most important in your life. We do not try to play down its importance at all, I just think it's the same home or away - if you play well you win.
"It is fantastic. Both sets of fans are up for it. We have done very well over the years but most important is to play football."Copyright 2017 The Arsenal Football Club plc. Permission to use quotations from this article is granted subject to appropriate credit being given to www.arsenal.com as the source


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Rock art of Western Wyoming presentation in Avon Thursday
July 17, 2012
The Avon Public Library will host a free program with archaeologist Dave Vlcek on the major rock-art sites of western Wyoming. Vlcek will offer a slideshow presentation at 6:30 p.m. Thursday.
According to Vlcek, the two prominent rock-art styles in western Wyoming are the Dinwoody and Biographic styles. The Dinwoody style is known for its complex, abstract figures pecked into freestanding boulders and cliff faces. Dinwoody rock art is concentrated along the Wind and Bighorn river basins in west-central Wyoming.
Biographic rock art is the predominant rock-art style in western Wyoming.
"This area contains the only known depictions of the iron horse, or a steam locomotive, in all of Wyoming," Vlcek said.
While western Wyoming's rock art is predominantly petroglyphic (executed in stone), Vlcek's presentation also will include an important pictograph site. He will discuss the importance of rock art to archaeologists and Native Americans and the threats to these irreplaceable aspects of Native American culture.
Vlcek graduated from Western Illinois University and spent four years of graduate training at Northern Illinois University. His fieldwork began in the cornfields of Illinois, but he soon moved to study and map the extensive Mayan ruins of the Yucatan.
He spent two years working at the Maya center of Copan, in Honduras, and then switched to the hunter-gatherer-forager sites in Wyoming. Vlcek recently completed a 30-year career working for the Bureau of Land Management in southwestern Wyoming.
This event is free and open to the public. For more information, call the Avon Public Library at 970-949-6797.


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rjtroester wrote:Well put, Jason. I think the point you're trying to make, and that I'd agree with, is that it's hard for us as adults to understand what the long-term effect of these gadgets will be.
For example, there are many studies that have shown that if a child doesn't learn language by a certain age, they will likely never fully acquire it (watch the movie Mockingbird Don't Sing - based on a true story). In other words, in development, kids brains are somewhat "plastic." That is, the neural connections are still being formed. I don't think Jason is being paranoid; he's simply asking the question - how will exposure to devices like the iPad affect our children's development? I think it's a legitimate question to ask and just jumping all over it because "I use technology and I turned out fine" or "my kid has an iPad in their crib and he's an angel" really doesn't prove anything. Again, Jason could be wrong, as he's admitted several times, but as a parent myself (who's not a tee-totaling technonazi) I for one think it's a topic that should be studied further.
Also regarding the use of technology to help learning for those on the autism spectrum or with other learning disabilities, I don't really think that's the issue here as those are special cases. I've got a good friend who's daughter has learning difficulties and they're planning to use an iPad to help supplement her learning. I think the key word there here is supplement.
And for the record, I've let my kids play with an iPhone, Wii, PS3, computer and if I had an iPad, I'd probably let them use it once in a while too - but it's always in limited quantities.
^This. They're so susceptible at this age, they need outside interaction like they need nurturing from us.
My brother was home schooled, and this is different, yes, but now that he's college level and failed his last two terms, I can't help but see the paraelles. In his case he was moslty 'sheltered'; he'd rather spend his days locked away in his room playing vid games than mingling. It's drving my parents crazy. Where did they go wrong? He's smart, and once he gets involved in a project there doesn't seem to be a problem; it's scrounging up the motivation to get him involved that seems to be the problem. He has zero drive bc he doesn't feel he's missing anything. I think he missed out on basic social/life lessons just bc he didn't ride the school bus on a daily basis. Oh the things you learn on the public school bus.
I just think outside interaction, whether it be with others or by using the imagination, is really important, esp during that crucial time of development. He's grown up with computers and video games. I think Jason asks viable questions here.
sugarpike wrote:That was MY first thought as well - "A necklace on an infant??? What are they thinking? Major choking hazard!"
It's an amber teething necklace. They're not designed to be worn unsupervised, of course but are designed for babies. http://www.teethingtips.com/amber-teething-necklaces/
bsmith1 wrote:Why make the kids use less efficient means (books) to get the same information? At least give them the books in electronic format so they can do a Ctrl+F. Also, how can you be sure the books are "valid" sources? Do you believe everything you read in a book?
A picture is worth a thousand words. Again, it's more efficient and accurate to see something for yourself instead of reading someone else's account of it and trying to recreate it exactly in your imagination. Doing the minimum amount of work is, again, the most effecient approach. Tell them exactly what you want and they'll give it to you with no fluff or time wasted. Sounds good to me.
If the kid wants to be an artist, then that's a totally different story and it's up to them to spend time being "creative".
If your goal is to have students throw you a collection of facts, wikipedia and ctrl-f in Google Books is great. If you actually want to learn and understand things, you have to read. If your goal is to make people intelligent, not simply teach them to copy-paste facts that they'll forget, books are critical.
I'm a grad student and use books (yeah, the things with PAGES) constantly. I have a Kindle and love it for light reading and fiction. For the sort of sustained study of texts, however, nothing beats a real book.
Yes, there's a huge difference between reading a book and simply searching through it for the one fact you need and discarding the rest. Efficiency isn't the only standard the world should run on.
xspace wrote:I'm sorry, I really can't bring myself to comment respectfully on this. It's about as goofy a "concern" as it gets. Seriously. You're not really worried that iPads are giving kids a distorted sense of reality or any such nonsense. You're just writing filler.
Certainly that's the agreed default assumption, but touchscreen interaction is enough of a progression to at least expect this conversation to exist. When it does not, it's worth a brief pause.
If you don't agree today, consider it a practice concern for the future neuromancer dystopia we're blazing ahead to without a second thought. Someday this topic will be relevant in the same way we prohibit today's kids from immersion in porn and violence.
mollysummer wrote:It's an amber teething necklace. They're not designed to be worn unsupervised, of course but are designed for babies. http://www.teethingtips.com/amber-teething-necklaces/
good god now I find it tenfold more disgusting. new-age commercialism that might just kill your baby.
Experts in child psychology and development have been warning us for several decades about the too-early introduction of technology. Why? Because the best way to form a fresh mind is with Creative Play. Not by responding to some programming team's idea of how a story/game evolves or how information should be presented. The best toys for young kids are ones that stimulate the world inside their head. Blocks. Lincoln Logs. Lego. The problem with early introduction of "technology" is that it puts limits on what is possible. Take a look around at our society in the U.S., what is valued by people and what brings true value to us as a nation. The unbridled silicon techno-revolution of the past 30 years has done us no favor when it comes to our youngest assets and what they grow up to become. It's not inherently evil, it's just misused.
I'll add only one question to consider: are American children smarter, more capable, and healthier since the introduction of television?
griffyndor wrote:If we have any hope for a future, we will raise generations that will expand on what is and not settle for the least effort. Least effort will not do. This does not mean you can't work smarter and utilize tech, it just means that tech is not a substitute for thinking.
Well said.
c911darkwolf wrote:SO my son is 19 months old. I am a Computer Tech with 2 degrees and 4 certifications. My 19 month old son has his own computer. It's a old Pent 4 with a Childs version of Linux installed.
He can navigate and play videos on his own at 19 months.
He is smart enough that he will pick up one of my screw drivers and try to unscrew the back of the computer i'm working on.
Since computers/ipads/technology is only getting greater and more complex it's great he is learning theses skills.
At age 16 while other kids are working fast food, My son will have the skills to setup small business networks making 4x the salary. (yes not hourly wage, i said salary). If he choose not to work in a computer field like his old man. Then NO matter what his career is he will USE COMPUTERS. Blind old foggeys, who can't understand technology will simply be run over by it. My Eletrical system (ac/stove/refrigerator) is monitored by a PC at my house. Its wired right into our Fusebox. Computers will control more and more, and you should give your child a chance to master them early.
Geeze. No pressure, kid. Good luck living up to daddy's expectations! ;)
There most notable problem with your comparision is that all of the toys that you mentioned teach a child cause and effect, a critial skill. When pinching a picture on an iPad, there is a cause-and-effect lesson, but it does not apply to day-to-day interaction with the environment as the others do. As far as "our otherwise boring environment" - this statement begs the question: when is the last time you went out and actually interacted with the environment? I'm a system administrator, and I don't let my children touch video games or computers yet. Instead, I take them outside and point out the ant carrying something larger than itself, or how easily the birds fly around, or the growing flowers all around. Our environment is only boring if we fail to actually experience it.
bsmith1 wrote:How is it any different from a baby shaking a rattle to hear the noise? What about toys that light up and make sounds when the baby touches a button? Those sorts of toys have been around a long time. There might be a kids' book, for instance, that "barks" when the kid touches the picture of a dog. That ain't gonna happen with a normal picture of a dog, but you don't seem concerned about that. At that young age, they're just like rats pushing the lever for a food pellet anyway. "Ooooh...pretty lights and sounds, I'll do that again!"
If anything, these kids will grow up with a head-start having a mindset of how technology can improve our otherwise boring environment. By the time these kids grow-up, we'll all be wandering around in virtual (or at least augmented) reality. Again, this will just prepare them for that sort of virtual interaction.
We humans have ambition that exceeds the limitations of the "natural" world. Technology is our next stage of evolution. You have nothing to worry about, Toon, it's just the future calling!
"Paranoid" is the wrong word here. Instead I feel that this post was written with healthy skepticism as to the advantages of children using the ipad. This sort of questioning spirit is essential to ensure that progress is made.
With that said, I'm less concerned with a toddler pinching at a glossy image and being disappointed at the outcome; the toddler is doing what makes sense given his schema: there's an image, it's glossy, and generally when I pinch another glossy image it'll move or re-size. On a very basic level the toddler is bright because s/he recognizes what s/he feels is a pattern and acts on it.
The concern, then, seems to be that the toddler was wrong, but this too seems like a silly thing to get upset about. Toddlers are wrong ALL the time. That's how humans learn, we recognize what we think is a pattern, turn it into an assumption, and act based on that assumption. When we're wrong we may or may not get upset, but eventually we figure it out. Put that same toddler in front of the same image and eventually s/he will figure it out and not try to pinch things that are "ipad-esque" anymore.
I feel that the job of a parent is to encourage the exploration of the world (including the digital one) and serve as an anchor/mentor to explain why certain patterns don't repeat themselves (or why they do). That's what we've done for thousands of years, and that's what we'll continue to do, regardless of what sorts of toys and innovation we create along the way.
mollysummer wrote:
It's an amber teething necklace. They're not designed to be worn unsupervised, of course but are designed for babies. http://www.teethingtips.com/amber-teething-necklaces/
Snapster wrote:good god now I find it tenfold more disgusting. new-age commercialism that might just kill your baby.
I thought the same thing when my wife bought one of them for my daughter. In my case it really seemed to work, hard to argue it. My brother said it worked for his daughter too. Whether or not it actually does anything, but I believe it does something.
I think the thing we are missing in this discussion is not what technology will do to our children but what we know for sure it cannot do. It cannot "interact" no matter how "interactive" it is. Social skills are a number 1 indicator for school success. Time spent interacting with technology is time not spent figuring out how to interact with real people (a far more complex task for sure) It is not that Iproducts, tvs, pcs, video games, battery operated toys.... etc are "bad" it is that they are not "good". Yes, a child may get very good at using technology but it is cause and effect and does not lead to higher level play or learning at a young age (under 3). Even things that are promoted as educational are entertainment or memorization at best.( see - http://today.msnbc.msn.com/id/39953918/ns/today-money/) Creative play and human interaction are crucial to the developing mind and skill sets of a child and technology no matter how cool and innovative has nothing on time spent playing with mom and dad!
Call it what you want, but my 10 month old has 3 teeth now and hasn't cried or whined a bit popping them through - and within two hours of putting his amber necklace on, his chin was dry for the first time in MONTHS.
It goes well with his cloth diapers and homemade baby food - the other things I do to try to kill my baby.
I personally have no problems with technology and my children don't either. I'm perfectly comfortable allowing my two daughters, who are now nearing 3 and 5 using all the available technology out there, up and including the iPad. My eldest who is now nearing 5 has been using with great proficiency my old iPhones and old iPad without any observed developmental issue. In fact, developmentally, she's more advanced than the average 5 year old and it is a great learning tool!
She was able to figure out how to use my 1st generation iPhone from 2007 to just scroll and look at pictures of herself in the photo album app at age 1. Over the years, she's figured out how to watch YouTube and play music and pre-loaded videos. She inherited my iPhone using it as an iPod touch. She loves to free-paint in paint/drawing apps. She's learned to listen to stories, read, peform simple math like addition/subtraction and even trace letters, all learned from the iPad with parental guidance. I feel bad for all the overprotective parents who feel technology will turn their kids into zombies or whatever. My youngest daughter who is nearing 3 is also quite proficient herself and following in her sister's exploratory steps, knows all the colors, numbers (1-10) in 3 languages, alphabets, shapes and able to recite nursery rhymes and nursery songs.
Now I suppose we can chalk all this up to genetics, since both my wife and I are physicians, however, I'd like to think that the Apple products had some positive contributions to the rapid development of my daughters. My only fear is my eldest who is due to enter kindergarten in the fall, is going to actually be bored, since she may know all the K-5 stuff well in advance. I may have to look into options for advance placement.
I've read a lot of the previous comments and everyone just assumes the child will sit mindlessly in front of the tablet and lose out on social interaction. My kids actually use the iPad to ask questions and ask for assistance from me or my wife when they encounter something that is intriguing or quite curious. This is the prime opportunity for myself as a parent to actually parent and teach. I think the iPad is a great tool, but as a supplement, not replacement for good instruction/parenting. Just like any other "tool", it is how you use that "tool" that determines if it is an actual benefit or detriment.
To lynnpreston and everyone else concerned about the necklace: I realize someone else may have already explained the necklace, but I did't read all the comments because I have some reality I have to go deal with.
It is an amber teething necklace. My daughter wears one every day. And by teething, I don't mean it's for them to chew on - it is made of Baltic amber which is said to release a substance into your body that acts as an analgesic to relieve teething pain, rather than giving them drugs. It is a remedy that has been used for centuries. It is also supposed to be short enough that they can't pull it up over their chin to get it in their mouth. Each bead is individually knotted so that if it breaks, the beads stay put and it is meant to break if there is enough tension (like a cat's collar) so it does not choke the child. And if parents can keep themselves away from their ipads, computers and other assorted tech long enough to pay attention to their child, then it is perfectly safe.
ARCHA1C wrote:Overreaction.
This is no different than "back in the day" when people would see a Television for the first time, and walk around the back to see if the people were behind it.
It's all about perception, and as humans, those children in the anecdotes will certainly grow to be able to distinguish between reality, and the content on their iPads.
To be "worried" or "concerned" about what's happening to "kids these days" should only serve as an indicator that you are, indeed, getting old.
Kids have all sorts of misconceptions of the real world as they grow up and work things out. For instance, object permanence is a concept that has to be learned (that something doesn't cease to exist when it goes out of sight). If you took the time to read about developmental psychology and then observe your child's development, you would be able to recognize the kinds of misconceptions we humans have as we go about the process of growing up. Discerning the difference between technology and the real world is just a part of this, and by the time the kid is old enough to do any real disservice to himself or the world he will most likely have moved past these misconceptions (given the absence of developmental disorders).
I agree. We need to develop their motor skills, but I think as long as the babies/kids are getting a healthy dose of physical development toys as well as a bit of iPad & iPhone fun that they will be well rounded. Keep in mind we all got things our parents didn't have when they were babies. We are an ever adapting animal. Their are also great benefits to Autistic children using these devices, & being able to express themselves in ways they never could before.
Tardy to the party here, but here's my 2c:
I'm, um, old enough to be the (albeit young) Mom of many of the very young, fresh-out-of-school 20-somethings at my new gig.
I've been using computers since I was 8 (took a BASIC course at local community college for gifted/talented kiddies and plonked away on a TRS-80). Been on the Intertubes since 1985 (very good science program at my HS, we had a hardwire out to a local weather station up the street).
I was very lucky to have used computers from the line-command age up thru early number-driven monochrome GUIs all the way up to today. I've seen the embryonic forms of pretty much every major business software program out there, and I've had lessons in basic circuitry and electronics all through my education (and thank you Ghost of Radio Shacks of Xmas/Chanukkas Past for all of the home-breadboard kits and whatnot).
Result: I AM the geek on the floor in white-collar job I've ever had. IT loves me because when I call them it's because of some asinine lockout that I need their Magic Admin Remote Login to fix that I could have done myself if I wasn't locked out, or something is Physically Broken and Needs Replacing (like when an over-enthusiastic cleaning staff ripped out my monitor cable and bent the pins in doing so). My boss--an MIT grad who also went into management--is the same way, and he totally "gets" technology.
My younger co-workers however...that's a different story. You'd think that since they grew up immersed in technology they'd have some idea about how it works. WRONG.
If something goes wrong with any of their devices, and a reboot doesn't fix it, they're lost. If they get an error on an application that's not "in the script" or a help menu, they're lost. No idea what a corrupt file is or may even be, no idea of info caching (and how to dump said cache to get rid of corrupted nasties), and so on. They think I'm some kind of wizard for knowing how to fix things and even SET THINGS UP even when some documentation is given--they don't even know how to follow basic setup instructions with pictures.
Last night, I had the pleasure of running into an acquaintance whom I used to see more in a former life--first time I'd talked to him in about 10 years. He'd gone on to get the academic bio-research position he'd been chasing, and I happened to have my new iPad with me, which he commented on when he saw me. This lead to a discussion that lead me to respond to this thread; it was sort of the same idea.
His takeaway was that technology is now "something that other people fix" and not something that we are expected to know the inner workings of ourselves. In his view, it's like the new, sealed-box, overly digitized fridges, microwaves, cars, and so forth.
Unfortunately, ignorance of computers leaves one open to all kinds of exploits that not knowing the inner workings of your freezer's ice machine does not.
So, I guess my comment/answer in this long, roundabout way would be a) Don't give them technology too early and when you do, b) make sure that you give them some idea how it works, and don't have them trust in any of it 100%.
random troll wrote:I thought this was about toddlers. They're learning to do things like poop at the right time, not how to recompile their kernel.
You should start your own blog and tell the world how cool you are and how dumb the people around you are. It'll be really popular!
Um, thanks for missing the point of my post.
2 posts in 2 years and one of them is a flame. Nice.
Why don't you start your own blog filled with two-line flames of other people's blogs? It'll be really popular!
Oh, and RE amber teething necklaces--see this for some light on the woo...
What happened when kids were showed that traversing by horse at a young age?
What happened when kids found that a switch on the wall would turn on the lights?
What happened when kids found that you could get an a metal tube with wings and fly?
What happened.....ect. ect. ect.
I mean really your point is moot.
It's called advancement and these kids will advance the technology further some day. Dumb Artical...
While I agree too much tech isn't good for toddlers, it's been discovered that many autistic children are very skilled at using touch screens--something we first became aware of when my 5 year old autistic granddaughter picked up her daddy's smart fone, chose and began playing a video game--which she had apparently learned how to do by watching her 4 yr old computer-savvy sister do it. When he asked her specialist about it, he said this was a phenomenon that they were becoming more aware of, perhaps indicating that autistic chidren "see" better in 2D than in 3. They're researching this. What a great breakthrough that could be for communication especially for the children who are nonverbal!
As to anecdotes--I gave the younger granddaughter a birthday card that had polka-dots as part of the design. She kept punching the dots, looked puzzled, then told her dad, "These buttons don't work!"
I can't stand it anymore...
Tech is fine when used appropriately - any kind of tech. The problem with half the Lusers in this comment series is that they don't know what appropriate parenting is, and expect tech to be the surrogate babysitter while ignoring the far better return from time spent in valuable parent-child / child-child interactions and creative play with dolls, blocks, etc.
Babies don't belong in front of TVs, monitors, pads, or other drone-boxes of any type.
As for not knowing how to fix things, the real issue is knowing when your information/motor vehicle/anything-invented-after-1850 appliance isn't working correctly and understanding enough to know if it's repairable. The problem is we've created multiple generations of consumer-disposable-oriented users. My car brakes don't work right --- time to get a new car!!! My refrigerator compressor broke --- time to get a new refrigerator!!! My computer is slow --- time to get a new computer!!! My baby isn't exactly like the TV show says she should be --- time to go to the doctor!!!
Common sense, unfortunately, is not.
tweakz wrote:What happened when kids were showed thattraversing by horse at a young age?
What happened when kids found that a switch on the wall would turn on the lights?
What happened when kids found that you could get an a metal tube with wings and fly?
What happened.....ect. ect. ect.
I mean really your point is moot.
It's called advancement and these kids will advance the technology further some day. Dumb Artical...
Hey tweakz, congratulations, you're the new poster child for arguing against tech in education. Your spelling is beyond belief. Your sentence structure is abysmal. Too bad in all of your advanced use of technology you never learned about dictionaries, spell-checkers, or how to write complete sentences. Fortunately I'm smarter than you and was able to understand your message despite its entirely garbled nature. Come back to the discussion after you pass 6th grade English.
Speaking as a parent who's 2 year old uses an iPad on a daily basis, I'm just going to say that you've got it completely backwards. I gave my wife an iPad when our daughter was about 14 months old. Needless to say, she was completely fascinated by it. Of course, we watched her constantly while she used it for most of a year, teaching her that this was not a toy and that she couldn't pick it up or hit it (doing so got it taken away for the rest of the day immediately, and she got the idea very quickly).
We bought a couple of apps that were recommended as good developmental programs for toddlers. One that showed a picture of an animal, and spoke the name of the animal and played a recording of the animal's sound when it was touched. Another app that does a bunch of letter, color and counting games. And Netflix.
By the time she was 18 months old, my daughter could turn on the ipad, choose the application she wanted (even if it was on a different page of icons), and start playing. And if she wanted to watch TV? She didn't point at the TV, she turned on the iPad, chose Netflix, and chose the show she wanted to watch!
Now, she's two and a half, and while she's not using the iPad every day, it's still what she uses when she wants to watch a specific show, or play her spelling games, or play angry birds. But off the iPad, does she have problems?
She can use the touch-pad mouse on my laptop. She has swim classes and gymnastics classes. and she loves them. She plays with blocks, building towers and knocking them down. Her hand-eye coordination is at least as good as any other 2 year old's, her recognition of things/colors/numbers is pretty much perfect (you name something for her once, and she gets it immediately), and her vocabulary is above 400 words and she speaks in complete sentences. At 30 months. Go, look that up.
My experience is just anecdotal, I might just have an atypically bright child. Or it could be that an interactive media device with an interface simple enough for a 1 year old child to learn is a really good teaching tool. Just saying.
Well, the American Academy of Pediatrics doesn't recommend *any* screen time at all before the age of two, so I'd say it's a problem. I don't know anyone else who follows that recommendation, though, unfortunately, and everyone thinks I'm ridiculous for not letting my 13-month-old play on the computer or watch TV, but whatever.
And as others have mentioned, the necklace is an amber teething necklace. Supposedly they release succinic acid into the body which is supposed to relieve teething pain-- unfortunately the melting point for amber is well above body temperature, so even if succinic acid does anything, an amber necklace is not the way to go about it. Also, I don't understand why nobody gets concerned about strangulation, or the fact that even if *one* bead comes lose, the child could choke. It's magical thinking at best, and really pretty dangerous.
partzispartz wrote:Experts in child psychology and development have been warning us for several decades about the too-early introduction of technology. Why? Because the best way to form a fresh mind is with Creative Play. Not by responding to some programming team's idea of how a story/game evolves or how information should be presented. The best toys for young kids are ones that stimulate the world inside their head. Blocks. Lincoln Logs. Lego. The problem with early introduction of "technology" is that it puts limits on what is possible. Take a look around at our society in the U.S., what is valued by people and what brings true value to us as a nation. The unbridled silicon techno-revolution of the past 30 years has done us no favor when it comes to our youngest assets and what they grow up to become. It's not inherently evil, it's just misused.
No, that's not why it's dangerous. It's dangerous because human parents have let technology like the TV substitute for parenting. If the parents use the iPad as a parenting tool, it will be useful. If they dump it on a toddler and let the iPad parent the kid, it will become a problem.
My 2 year old has been playing w an iPad for several months now. He has learned many, many things - he isnbarely 2 and he knows the alphabet, numbers, how to spell his name, can do puzzles amazingly fast...on and on. I would say the iPad is one of the greatest learning tools for a toddler and even younger. Get real.
griffyndor wrote:I am a teacher and I really worry that all the technology is doing them a disservice.
Funny, I worry that education in the way it's administered does our children a disservice. See: Ken Robinson http://comment.rsablogs.org.uk/2010/10/14/rsa-animate-changing-education-paradigms/
"We have students who want everything on the computer but they aren't computer literate. They work on presentations and focus more on the pretty aspects than the information. They are caught in a no man's land. They've no idea how to use plain old books to research because they are used to being able to get the answers quickly from google or wiki. They don't understand how to determine whether a source is valid or even what key words will give them the best results. Of course we do what we can to cover all this information but it is time consuming."
Covering how to research and determine the validity or credibility of a source was still taught when I was in school, before the internet existed. I don't see it as time-consuming, but a necessary lesson the importance of which has only increased.
"I also worry that the creativity is being usurped by instantly gratifying images that are found everywhere. There is no need or desire to read anymore because it takes too long and they can't imagine the scenes. If the student it given free reign to create, they come to a stand still."
But this happens anyway as students grow older. To blame it on the plethora of media available is only one possible cause. The other is, children not reading enough when they're younger. Fortunately, there are plenty of books available on the iPad - it's not just a video or interactive games machine. That is, it is what parents make of it.
"Guidelines must be explicit or they get frustrated. They want to know how many paragraphs, pages, and pictures and can't imagine doing something until it's done. The minimum amount of work is all they want to do. If you make the mistake of showing an example. Most work returned reflects or outright copies the example."
In other words, the same as it has been for decades. You have to set your expectations higher, and show how to reach beyond the example provided. Depending on the child, age, and a class as a whole, students respond when you demand more of them and they can see that it's not just to keep them busy or bore them.
"When it comes to the children I plan to have, my partner and I have discussed holding back on technology. I don't want them using computers, mp3 players, xboxes or the like until they are 10. Even tv viewing will be greatly limited. We want them to play pretend with imaginary friends rather than rely on computers. Then we will gradually introduce tech. Imagination, creative thinking, and problem solving are all important skills that don't seem to readily manifest in an overly technical environment."
We have a Wii, which we use primarily for Wii sports and Wii balance board games. It's a great way to teach turn taking indoors, and they have improved their balance while skiing on TV.
We tried an XBox360 with Kinect in the hopes of improving understanding of cause and effect and spatial awareness. ("I move my arms and the screen copies my movement!" was what we had hoped for.) It didn't work out, due to the difficulty we had in getting Kinect to see 5 year olds. Size of room, height of sensor, height of children were a factor.
We have two iPads, one for each child. They have been everything from guides to trace letters on (iWriteWords), to Grimm's Fairy Tales (with images, and without.) We have an MP3 player for one of the children, who uses it for therapeutic listening, which has improved her ability to concentrate on a task at hand.
We don't limit either child's time on the iPad. And yet, on Sunday morning as I sit typing this, they're sitting on the floor playing with clothespins that have numbers of dots on each one, and matching them to arabic numerals, speaking about imaginary cats and bumblebees.
The point being, there are lessons in everything. It is how you use what's available that makes a difference. One of my children knows how to speak, knows how to read, write and spell in part due to the iPad, and in other parts due to her teachers, SLP, and OT. She still surprises us and her teachers with her ability to correctly spell words we haven't taught her at all.
When you open with "I am a teacher," and state your belief that technology is ruining students for learning, you're making the fallacious argumentum ad verecundiam - appeal to authority. That is, because you're a teacher, we must not question your authority on the matter. I, too, was a teacher. If I were teaching today, I would equip every one of my students with an iPad, as has been done at the http://ipadacademy.com/2010/11/going-one-to-one-with-ipads-learning-on-the-leading-edge
My ipad was the best tool I could have introduced into my daughter's life. When she wasn't speaking, or repeating, I worried that she might have a hearing problem, so some other issue, but almost immediately after introducing the ipad to her, and some of the terrific educational tools that are offered, her vocabulary sky-rocketed. She is two years old and she recognizes, and can name the animal sounds of more animals then even I knew before now, her reasoning skills are amazing, she recognizes all the letters of the alphabet, can count to 20 in english, and 10 in spanish, and word association and recognition are as good as many four year olds we know. The thing is, the world is changing, as it always does. Keeping a child from learning the technology that everyone else is using will only handicap them in the real world. I say give your child every tool, every advantage you can. I use the ipad in conjunction with classes and playgroups and she is well socialized, physically active, and has a great grip on reality. I am so glad something so great as the ipad came along!
I know it is ridiculous to log in just to tell you that, but I had to: you worry too much. There is absolutely no point worrying about it.
Did VCRs make you think you could pause reality when you were a kid? Did electric light make your grandparents think they could turn the sun on and off? Did the first primitive who created the fishing rod and hook worry that his kids would think they could use it to hunt ducks with?
Oh come on... you do worry too much...
ARCHA1C wrote:
To be "worried" or "concerned" about what's happening to "kids these days" should only serve as an indicator that you are, indeed, getting old.
I'm only 23, and I worry about the "kids these days". So many times in a week do I literally facepalm at their uselessness. They're such babies.
when I was a kid, I used to load my own tapes into the VCR. I had a whole selection of different worlds to enter by watching the videos. I actually thought each tape was an alternate universe. By the time I was sixteen, I was in therapy. They spent years trying to convince me that it wasn't real. That the real world was not inside a VHS tape. I did get over it...mostly. But sometimes I think that they were mistaken. Maybe we are all in a big VHS cassette. How would we know otherwise?
but seriously, I agree with Jason Toon. Instead of the iPad, I recommend the Viewsonic g-tablet over at moofi/deliciouswaffles. My kids [ages 3 and 13] use android devices and I bought one for my wife one from moofi last week. Also, I use a home theater PC so our TV does indeed have a mouse.
This discussion reminds me of a funny anecdote involving console gaming. My youngest son was first introduced to classic Super Mario Brothers on Wii after playing games mainly on the Wii. He was frustrated for the first couple of minutes because he kept trying to make Mario jump by jerking the controller. He would have figured it out sooner if we had helped him, but I'm ashamed to admit that we were laughing too hard.
In all seriousness though, I think the entire subject of the conversation is slightly off-topic and somewhat limited in scope. The original article in Wired is inspired by anecdotes similar to the one I related above. However, in both my story and in the examples there, some of the idiosyncrasies that the children experience are older technologies (original 8-bit Nintendo Famicom game, or photography) viewed through the lens of more advanced technology (Nintendo Wii, or touch-screen device).
I think the question is better phrased "Are iPads Good for Us? Is Technology Good for Us?"
There is a deep-running archetype here that spans millennia and is surfacing more frequently in the human psyche. Most of us realize that we are increasingly becoming detached from the "natural" world and the risks that are inherent in this detachment. The oldest story that I know relating to this idea concerns the Tower of Babel. In my view, the story concerns a technological achievement or at least a technological goal and the risks inherent in realizing the achievement. These issues are discussed from various perspectives and outlooks in the life and works of various individuals ranging as far as from Albert Einstein to Ray Kurzweil to Plato (oral vs. written tradition). These ideas are explored in numerous science fiction and fantastic works - most directly in some of the Star Trek and Star Trek TNG episodes.
Aside from trying to broaden the perspective, there are only a few things that I feel that I can add to the discussion.
1. In general, young children are better at learning about, understanding, and coping with these dis-congruences in there environments than are adults; the kids brains seem to be wired for it.
2. As much as possible, hope for the best and prepare for the worst.
3. I'm very glad that my kids know how to read and love to read and have a general thirst for knowledge that comes along with a love of reading.
4. I'm glad that I earned my wilderness survival merit badge and that my children are getting some of the same exposure to the rough elements that my father foisted upon me.
Excellent Article
We know a lot about neuroplasticity now
The Brain really is plastic
"Neurons that fire together wire together "– example a 90 year old brain that takes lessons to play the violin will start to change their brain - which is why all individuals are capable of doing a lot more then what their initial capacity appeared to be
I think we really do need to think about the impact this is having on young children and even us
angerbender wrote:
but seriously, I agree with Jason Toon. Instead of the iPad, I recommend the Viewsonic g-tablet over at moofi/deliciouswaffles. My kids [ages 3 and 13] use android devices and I bought one for my wife one from moofi last week. Also, I use a home theater PC so our TV does indeed have a mouse.
So, your solution to the potential problems that could develop from the iPad's smooth, sexy interface making real life seem drab is to....buy the kids crappy tablets, instead? Good move, they probably won't want to use them as much, and therefore will just play outside.
I don't think iPads are any scarier than computers. The real concern for me as a parent is the internet. It is a wonderful and dangerous thing.
c911darkwolf wrote:SO my son is 19 months old. I am a Computer Tech with 2 degrees and 4 certifications. My 19 month old son has his own computer. It's a old Pent 4 with a Childs version of Linux installed.
While I'm sure we're all super impressed by your credentials, how does any of this make you a good parent or more importantly, an expert on parenting? I'm not suggesting you are a bad parent but a bunch of experience with computers doesn't equate to knowing what's best for child rearing. It just means you know a lot about computers. Good for you.
At age 16 while other kids are working fast food, My son will have the skills to setup small business networks making 4x the salary. (yes not hourly wage, i said salary).
So your logic says - let my kid play with computers = they'll work in networking = loads of cash? Just because your kid has exposure to computers now doesn't mean he'll be a whiz with them when he grows up. Maybe he will, maybe he won't. I just hope he doesn't turn out to be arrogant and condescending or he'll have a tough time finding a job period.
For everyone that keeps throwing out the "paranoid" card here, you're completely missing the point of this post. The point is since technology today is exponentially different than when we were kids and since technology advances exponentially, we really can't say with certainty what the long term effects will be on our kids as we expose them to technology earlier and earlier in life. Even those who are experts in the fields of child psychology and early childhood development can't possibly know what this will mean for the future. It's not about paranoia, it's about asking questions of the unknown.
this is why my kids make their own toys out of string and wood. when the power goes out and all your ipads and computers die, my kids are still going to have fun playing chess with the pieces they had the joy of making with their own hands.
griffyndor wrote:I also worry that the creativity is being usurped by instantly gratifying images that are found everywhere. There is no need or desire to read anymore because it takes too long and they can't imagine the scenes. If the student it given free reign to create, they come to a stand still. Guidelines must be explicit or they get frustrated. They want to know how many paragraphs, pages, and pictures and can't imagine doing something until it's done. The minimum amount of work is all they want to do. If you make the mistake of showing an example. Most work returned reflects or outright copies the example.
This is absolutely not true. A friend of mine's 9-year-old son, who I've spent a significant amount of time with, was a struggling reader a year and a half ago, and now he's reading 1000-page novels (Eragon series, Percy Jackson, etc.) as fast as we can buy them. He's very athletic, but his mom encourages reading in addition to outdoor activities.
Blaming computers is like blaming TV was when I was a kid for rotting our brains. I grew up in a rural community where I was reading all the time, and I caught a lot flak for it from classmates (which didn't stop me). I can't think of more than a couple of kids in every hundred who had read a novel on their own (or at all) prior to graduation. My high school was very athletics-centered, and parents pushed in that direction instead as if it was mutually exclusive with reading. They were brought up that way, and the culture was passed down to their kids.


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Khmer Dance Troupe
Photograph by Steve McCurry
Dancers in traditional Khmer dress prepare to perform at the Angkor temple complex. Khmer culture almost vanished during the bloody reign of the Khmer Rouge communists in the 1970s, but Cambodians today are reclaiming their inheritance.
Ta Prohm Temple, Angkor Wat
Photograph by Gray Martin
Giant strangler fig tree roots embrace the crumbling Ta Prohm temple at Angkor. Although the forest has overrun this sacred site, it has largely escaped the looting that decimated many of its fellow Cambodian temples.
Buddha, Angkor Thom
Photograph by Justin Guariglia
A Buddha statue brings life to the stone remnants of Angkor Thom. Unfortunately, the poverty and strife that has gripped Cambodia since the 1970s has led to the pervasive looting of temples, leaving only a few hints of the region's previous glory.
Buddhist Monks
Photograph by Steve McCurry
Buddhist monks inhabit the Angkor temples today just as their ancestors did during the height of the Khmer empire (from the 9th to the 13th centuries), when Angkor was the capital city.
Skulls From the Killing Fields
Photograph by Justin Guariglia
During Pol Pot's reign in the 1970s, his Khmer Rouge killed between one million and two million people in their communist revolution. Skulls, like these on display in the Tuol Sleng museum, are all that remain of the anonymous victims of genocide.
Royal Palace, Phnom Penh
Photograph by Richard Nowitz
Silhouetted against a cloudy sky, a young man rides an elephant outside the Royal Palace in Phnom Penh, the capital city of Cambodia, which is now a constitutional monarchy.
Phnom Penh
Photograph by Mediacolor's/Alamy
The hustle and bustle of modern-day Phnom Penh is a far cry from the poor farmlands that stretch across much of the country, most of which still lack infrastructure such as roads, phones, and electricity.
Monks Outside the Silver Pagoda
Photograph by The Photolibrary Wales/Alamy
A group of monks walks along the wall of the Royal Palace's Silver Pagoda temple complex in Phnom Penh. Most Cambodians practice Theravada Buddhism, which has been popular in the region for at least 1,500 years.
Cambodian Farmers
Photograph by Justin Guariglia
Cambodian farmers in bamboo hats carry their products to a local market in Siem Reap. Close to three-quarters of Cambodia's population are agricultural laborers, but the textile industry and tourism are quickly changing the nation's economy.
Mekong River
Photograph by Steve Raymer
Traditional boats cross the Mekong River at dusk. Famed for its endangered giant catfish, which can grow nearly ten feet (three meters) long, the Mekong River has always played an important role in Cambodian culture.
Photograph by Paul Hayman/Alamy
The ruins of the Bokor Palace Hotel overlook the Gulf of Thailand. Once an idyllic resort during the French colonial period, Bokor is now best known for its vistas.
Photograph by Adam Deschamps/Alamy
A man naps in his hammock along the bank of the Sangker River in Battambang. Inland waterways like the Sangker still often act as primary travel routes between remote cities.
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text:
Sure will,they differ only in barrel and magazine.
Oops,posted early.A 9/38 upper will work on a 45 frame often if you change out the ejector and slidestop,but not always because of the 45's wider feed ramp.
If you do convert it,the barrel will need fit unless it's a drop in.I wold go with a gunsmith fit for 2 reasons:
1.The barrel needs fit and properly.If a dropin is a bad fit,it can batter or peen the slide lugs,which isn't good.
2.Colt 9s (and Supers) are getting harder to find with time.While the 70 series isn't high on the collector's lists,they are only going to go up in price with time.Nice pre 70 and National Matches are pretty much gone,and rotate amoung collectors or get bought up quick if found,so the 50/60s area and 70 series are next up.A well fit barrel and bushing will do nothing unless you shoot it enough to crack the dustcover or slide at the spring tunnel,but that would take alot more than most people ever shoot.A poorly fit barrel could affect the gun,if it's a nice specimen it would be a shame to hurt it.That's just my view but I would definately buy it,it's condition would dictate if I baby it or it's just a tool.
If it still has the fingered collet bushing,keep it for that slide and barrel only.They are a pain to fit and they have been known to break if not fit right,so just fit a new bushing for the new barrel.Trying to replace a collet bushing is no easy feat,they are quite hard to find to stay original.


text:
Severe Obesity On the Rise in U.S. Kids
In February of this year, the Journal of the American Medical Association (JAMA) published the results of a study that looked at whether the obesity rate in U.S. children was increasing, decreasing or holding steady. They found encouraging news that the obesity in preschoolers was on the decline and the percentage of obesity in older children was not increasing. That seemed to be very good news indeed.
However, a new study using the same data as the previous study-only extending the years investigated-has more sobering results. Extreme obesity among U.S. kids is on the rise.
"We found that the number of extremely obese kids seems to be increasing," said lead researcher Asheley Cockrell Skinner, an assistant professor of pediatrics at the University of North Carolina. "This is particularly true for school-age girls and teenage boys."
For the new report, published online in the journal JAMA Pediatrics, Skinner and a colleague used the same National Health and Nutrition Examination Survey data as the CDC researchers, but extended their research from 1999 to 2012.
"When extending the data out to 14 years, we see there isn't really a decline. We need to be cautious about reports that say obesity is declining and assume things are better." Skinner noted.
Categories of obesity are based on a child's height and weight in relation to their peers. A 10-year-old boy who is 4 feet, 6 inches tall and weighs 95 pounds is considered obese, according to Dr. David Katz, director of the Yale University Prevention Research Center. At 130 pounds, that boy would be severely obese.
"This paper will come as a sobering reality check for any who believed the recent headlines about childhood obesity rates plummeting," he said.
Severe obesity in children is rising, he said, adding that this is a critical piece of information.
"Severe obesity is much more likely to induce serious chronic disease and steal years from life," Katz said. "It calls out for clinical interventions, up to and including weight-loss surgery."
For the new study, Skinner's team examined data on nearly 26,700 children ages 2 to 19 years old. For the years 2011-12, they found 32 percent of America's children were overweight and 17 percent were obese. Among obese kids, 8 percent were severely obese, the researchers said.
When specific categories of obesity were examined, more bad news emerged. Among girls, the researchers found obesity rates jumped from 14.5 percent in 1999-2000 to 17.4 percent by 2011-12. And severe obesity among girls climbed from 0.9 percent in 1999-2000 to 2.3 percent by 2011-12.
In boys, obesity rose from 14.6 percent in 1999-2000 to 17.2 percent by 2011-12, while severe obesity grew from 1 percent to 2 percent.
A second study published in JAMA Pediatrics, analyzed the additional costs associated with childhood obesity. The report suggested that, over the course of a lifetime, higher medical costs with severely obese children increased about $19,000 per person. A child in the normal weight range, who becomes overweight or obese in adulthood, could expect an extra increase of about $12,900 per person for medical costs.
"To put these findings in perspective, multiplying the lifetime medical cost estimate of $19,000 times the number of obese 10-year-olds today generates a total direct medical cost of obesity of roughly $14 billion for this age alone," wrote Eric Andrew Finklestein, PhD, from the Duke Global Health Institute at Duke University, and colleagues.
Authors who conducted the study on the rise of severe obesity in kids noted that more research is needed to determine which public health programs, if any, are helpful in preventing obesity.
Obesity in children is linked to a number of medical conditions such as high cholesterol, high blood pressure, early heart disease, diabetes, bone problems and skin conditions such as heat rash, fungal infections and acne. According to the CDC, obese children tend to become obese adults and are more risk for heart disease, type 2 diabetes, stroke, several types of cancer and osteoporosis.
Weight is a touchy subject in our culture. Nobody likes the word obese. But medically speaking, it's a reality that too many of our children are overweight, obese and severely obese. Parents are the key in helping their children get their weight under control. It doesn't mean that every child has to be skinny or even what is considered normal weight for his or her height and age. But they should be close to a healthy weight. Children without a medical condition ought to be able to run, skip, walk and play without being exhausted or gasping for air after a few minutes.
If you are unsure whether your child is at a normal weight, underweight, overweight or possibly obese, talk to your family doctor or pediatrician. Calculating the body-mass-index (BMI) for children is different than for adults. Your child's doctor should be able to help you determine your child's BMI and recommend a nutritional diet and exercise plan for your child and family.
Sources: http://health.usnews.com/health-news/articles/2014/04/07/more-us-children-severely-obese-study-says
Salynn Boyles, http://www.medpagetoday.com/Endocrinology/Obesity/45150
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Twist is a game based on pentomino gameplay. The goal of the game is to put all puzzle shapes on the game board on right place.
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SKU:4898Artist:Compatible Figures:Victoria 4Compatible Software:DAZ Studio, PoserInstall Types:
SKU:4898Artist:Compatible Figures:Victoria 4Compatible Software:DAZ Studio, PoserInstall Types:
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Tired of your Victoria 4 going barefoot in a temple, or anywhere else for that matter? Wrap her feet in TreadZ for V4, the latest version of the wildly popular TreadZ series. Significant enhancements have been made to make the model better and more versatile, not just a refit. Mesh optimization, loads of style morphs, new textures, and a new UV map combine to make this TreadZ the best ever. However, your investment in third party textures is protected because a version with the old UV mapping is included!
What's Included and FeaturesFeatures
- V4TreadZG4 (OBJ & CR2)
- Improved Mesh -- mesh has been optimized and geometry added for better rendering
- New UV Map - UV map has much less stretching and also allows for different textures on each boot
- New Style Morphs -- over a dozen style morphs more than any previous version plus V4 morphs
- New Textures -- two brand new leather textures have been included (Black Leather and Old Leather)
- V4treadz (OBJ & CR2)
- Same as V4treadzg4 except UV mapping is compatible with most previous TreadZ textures. However, due to geometry differences there may be slight variations in how the textures look.
- Two new leather textures with MATs for DAZ|Studio and Poser
- A dozen MAT files to turn materials off or on for different looks.
- Included Morphs:
- StyleSole
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NotesThere is a full installer plus an additional installer with DAZ|Studio optimized MAT files.
- V4TreadZG4 (OBJ & CR2)


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Ancestry.co.uk has announced a new addition to their databases
The latest collection on our site is the single most important resource for tracing your ancestors' wills – and you won't find it anywhere else online. As well as telling you where and when your ancestors died – and revealing the value of the estate they left – the National Probate Calendar, provides a vital link to wills and probate records created in England and Wales between 1861 and 1941. Find an ancestor in this collection of over 6 million names, and it's far easier to get a copy of their last testament from the Principal Probate Registry, with all the extra detail that provides.
This is the first time the Calendar has been made available online. Previously, the only way to use it was to visit your nearest district probate registry and comb through the pages manually. Our digitised collection lets you search for a particular name, and by the date and place where probate was granted, so locating your ancestors is a simple process.
This is of great importance to family historians as this calendar hasn't been available online before. The indexes given quite a bit of information without having to buy the actual will and if you want to purchase the will then this makes it very easy to do.


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I use Glasurit Deep Black and can't detect any other tints in their basecoat.
|After sorting through blacks over 40+ years... I only use House Of Kolor's black base.
99K isn't a GM paint code, that is the part number for the black toner from Dupont. Blacks on cars from the factory come from different companies, not all of them have a nice black black. Not only that the carbon was taken out of the black back in the late 70's and there hasn't been a REAL true black since then realistically. Be it the paint that they have to produce for the manufacturer to use in the methods they use, or they simply don't have a very black black in their toner available. So the "black" that is found on many cars isn't black at all as you point out. It is extremely dark red, blue or brown. And believe me, paint a door with a red black on a car that has a brown black and it is VERY noticeable.
The "blacks" you find on these cars have a formula from other paint companies to match them, they will literally have five or six toners just like some metallic green or something.
That 99K is right off the mixing bank, and to tell you the truth I have no idea how black it is being I am not using it or even painting anymore using different products so I don't know. I know that the last time it really mattered to me I went around to a couple of paint stores and I bought straight black toner from them and check them against one an other and 99K wasn't very black at all, S-W kicked it's butt. I ended up using S-W and was very happy with it. But this was years ago and may be totally different now. You are going to have to do some serious home work or trust someone a lot to go with one without going out and finding out for yourself what is the blackest black you can shoot your car.
Black paint codes
Got a paint project coming up and im looking for that perfect black. Ive read that guys use the Buick grand national paint code 99k, ive also hear people using a ford paint code YC or UA ( i guess there the same color ford just changed part numbers) Im leaning toward the 99k because ive seen some very nice pics of cars with that color. I hear the ford YC/UA has a slight brown to it in direct sunlight. But ive also seen some very deep nice pics of that also. Looking for any input, thanks guys
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Gingered Long Grain and Wild Rice RecipeRead Reviews Be the first to add a review
- 2 slices bread, cut into 1/2-inch cubes
- 2 packages (6 ounces each) long grain and wild rice mix
- 4 celery ribs, chopped
- 1 medium onion, chopped
- 1 tablespoon minced fresh gingerroot
- 6 tablespoons butter
- 1/4 cup chicken broth
- 1 can (8 ounces) water chestnuts, drained and chopped
- Place bread cubes on a baking sheet. Bake at 250° for 35 minutes or until toasted. Meanwhile, prepare rice according to package directions. In a large skillet, saute the celery, onion and ginger in butter until tender. Add to the rice.
- Stir in broth, water chestnuts and bread cubes. Transfer to a greased shallow 3-qt. baking dish. Bake, uncovered, at 350° for 30-35 minutes or until heated through. Yield: 10-12 servings.
Originally published as Gingered Long Grain and Wild Rice in Taste of Home's Holiday & Celebrations Cookbook Annual 2004, p115
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text: Peacock Pin Style: 570063817 Out of Stock Love it? Everyone else did too. This item sold out! Use our search tool, chat online or call 1.888.855.4986 to find something equally desirable. An utterly unique display of color that embraces the pride of the peacock. Magnetic closure won't leave pinholes in your pretty things. Acrylic, feathers, and polyester. Caution: magnetic closure may cause interference with pacemakers and implanted defibrillators. Read More… Share on Facebook Tweet Pin


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School of Education
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School of Education Conceptual Framework
The conceptual framework of the School of Education of Saint Xavier University establishes the shared vision that directs the preparation of candidates to work effectively as professionals in P-12 schools and community agencies. As defined by the National Council for Accreditation of Teacher Education (NCATE), the conceptual framework provides direction for programs, courses, teaching, candidate performance, scholarship, service and unit accountability. It is knowledge-based and articulated in the programs of the School of Education.
Imbedded in the conceptual framework is a coherence between documents and statements of the School of Education and Saint Xavier University, so that a consistent vision is reiterated in the strategic directions, mission and heritage of the University, the core values from the founding Sisters of Mercy, and the conceptual framework of the School of Education.
The interaction of advisory committees and councils, candidates, graduates, faculty, administration and other persons committed to pursuing excellence encourages a dynamic assessment of the conceptual framework. This continuing assessment assures its relevance as the base of the intellectual philosophy of the School of Education and the means to identify its graduates.
The conceptual framework of the School of Education of Saint Xavier University is available in PDF format in its entirety and as a brief presentation of key concepts.


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The combine is on and I didn't think we wanted to clog up the mock draft thread with discussion.
Here is one that irks me. The Bengals are looking at drafting a tackle, and Michael Oher is on the list, and Paul Alexander hasn't read "The Blind Side", by Michael Lewis. It chronicles Oher's story. Any team that drafts him needs to know that he is a different cat, and that he requires special attention.
The Big Four
By GEOFF HOBSON
February 20, 2009
4:50 a.m.
INDIANAPOLIS _ The Big Four have already passed Bengals offensive line coach Paul Alexander's playground test.
"I size them up," he said of all the NFL prospects at this week's NFL scouting combine. "And if they can kick my butt on the playground, then they pass. Then you go to the next thing and project how they'll do against Robert Geathers in practice. If they can do that, the next thing is how you think they'll do against Albert Haynesworth and Dwight Freeney. And if you think they can beat them, then you've got a first-round draft pick."
But then there are the two guys that Alexander rejected out of hand during a series of first interviews Wednesday night. He's looking for athletes with a good attitude and they've got to be smart.
"Some kids are smart but don't get football," he said. "Some get football but dont really love pro football. I ask them who are their favorite NFL players (at their positions) and I talked to two kids last night that couldn't name one NFL offensive lineman. I told them, 'When I was coming out of college, I knew the name of every NFL left tackle. A negative? That's a reject."
But it sounds like The Big Four have passed that test, too, because Alexander and assistant Bob Surace pretty much agree that Virginia's Eugene Monroe, Baylor's Jason Smith, Mississippi's Michael Oher, and Alabama's Andre Smith are going in the first round.
"It's just a matter of who likes who," said Alexander, who refuses to say much more beyond the fact that he won't tip his hand.
They are extremely proud that the Bengals stunned the world in 2002 when they selected Arizona State left tackle Levi Jones with the 10th pick. Jones turns 30 in training camp and with a series of injuries that has taken big chunks out of two of the last three seasons, his questionable status highlights the most uncertain offseason status the line has faced since Alexander started three guys at new positions in the 1996 opener.
When his players have approached him since the season to ask where they're playing in '09, he tells them they won't know until after the April 25-26 draft.
But don't forget how good Jones was before his knee injuries piled up and how well he protected Carson Palmer's blind side in the sack-happy AFC North.
Jones came out of a similar draft, where three left tackles (Mike Williams and Brian McKinney) went in the top ten.
"Levi wasn't going to go past 13," Alexander said. "The only thing with him is that he had a very unorthodox pass set he was taught in college. People thought it was him, but I talked to his college line coach and saw it was him. We thought we could change it and we did."
There is spreading speculation that The Big Four are going to go in the top ten and each was asked in their media availability Thursday how they would feel about being the No. 1 pick.
The consensus through Lucas Oil Stadium Thursday seemed to be that Monroe and Jason Smith are the top two right now, Oher is a huge X factor, and Andre Smith is dropping because he is looking more and more like a right tackle.
Alexander scoffed and invoked his current left guard, Andrew Whitworth, a guy he says can play anywhere but center.
"All I kept hearing was Whitworth couldn't play tackle,' said Alexander of the club's second-round pick in 2006, "and then he couldn't play left tackle. He's fine anywhere you put him."
Whitworth holds a big key in the draft. If they think he can play left tackle and they can get a guy that helps them elsewhere, or if some of these guys are already gone, then he'll be the starting left tackle.
But no matter what, Alexander and Surace are looking for athletes because first and foremost, he says, they are looking for pass protectors. When they undergo drills Saturday, Alexander is looking at some pretty specific things.
"You're looking for the kind of guys that can accelerate differently than the guy who has the same speed. You have to be able to accelerate differently," Alexander said. "They say the 40 (yard dash) isn't a good test for a lineman, but I don't know about that. A lot of our players have ended up in the upper end of 40 speed. If guy can't run, I don't like them."
Four-time Pro Bowl right tackle Willie Anderson ran well enough to clock 5.2 seconds. That's what last year's rookie left tackle Anthony Collins did in his pro day, which helped him because Alexander recalls him running only a 5.5 at the combine.
"Mike Goff and Richie Braham and Steiny (Eric Steinbach) could run," he said of former Bengals guards and centers. "And Levi could run, too."
The Big Four couldn't run from the media, where the most impressive guy had to be Jason Smith. He was also supposedly the biggest hit at the weigh-in at a very solid 6-5, 309 pounds.
There has been concern in some corners that he doesn't have a huge frame as befitting a former tight end that made the switch to right tackle as a red-shirt sophomore. But Alexander again pointed to Braham and Steinbach.
"That's a positive to me that he was a former tight end. So were Richie and Steiny," he said. "They're athletes."
He's even got an athletic nick name.
J. Smooth.
"I got it when I was younger and I just kind of carried it with me," Smith said. "A friend of mine at college came home with me and he heard my friends calling me that and he brought it to college. Over the years, I've developed that."
Smith is also a college graduate and so proud of it that he knows the date. May 17, 2008.
"It's very important for my grandmother, for me and for the program," Smith said. "I wanted to graduate. But overall I did it so fast because I was ready to get to the NFL."
Smith knows Collins from the Big 12 and struck up a relationship with him before the Bengals took him in the fourth round last year. He hasn't talked to him since the season, but remembers some of his advice and calls him a friend.
"We developed a line of communication last year. he told me to stay focused and play hard," Smith said. "Don't worry about anything that's going on. Just play football.'"
Smith made pretty persuasive pitch why he hopes he's gone before the Bengals pick No. 6.
"I'm tough, I'm physical, and I have a great attitude. I show up every day willing to work. And I'm productive. And I have 12 games that shows it. And I have 12 weeks of practice that also shows it," he said.
" So if you want to see a guy that practices hard, plays hard, look at my practice or look at my games -- you won't be able to tell the difference," Smith said. "I'll be going full speed, and every day you walk in there I'll have a smile on my face, ready to go to work. There's a lot of technique involved. You don't just walk out there and hit somebody. But once you get your hands on a guy and grab him and squeeze him and slam him, or whatever goes on20in the trenches, it's a great feeling."
If Jason Smith was the most impressive and Monroe the most polished and Andre Smith the most mysterious (he wouldn't talk about his agent problems or bowl game suspension), then Oher was the most interesting.
He has the most notoriety of The Big Four because his life story has been documented in the best-selling book, The Blind Side, but it turns out he hasn't read it.
"Hearing what a lot of people say about it, I think it was fairly accurate. I think it was a good look though," he said. "(Author Michael Lewis) talked to be about a lot about the stuff, and went over a lot of things, and I felt I didn't need to read it."
Oher has been getting plenty of questions about his background before an affluent Memphis couple adopted him out of one of America's harshest ghettos. Before he was 15, he barely went to school, but he also doesn't understand the relevance of it all now.
"Hurt me? Like what?" asked Oher of his background. "How could it hurt me? What do you mean by that? I think it should be all about the performance on the field and how I play as a player. If I keep doing the things I do, it shouldn't hurt me one bit."
Oher has the rep for being shy and non-communicative with people he doesn't know, but handled himself adroitly amid Thursday's media throng.
"I was on the dean's list my sophomore year," he said. "I was on the honor roll a couple of times. I'm a smart guy. I'm very smart."
Alexander, smart enough not to tip his hand, already has one thing in common with Oher.
He didn't read the book, either.


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text: Register Home > Adult Bible Fellowships > Register Complete your information below to receive more info about this Adult Bible Fellowship. You will hear from the Group Leader soon. Step 1 - Confirm your selected Growth Group Hispanic MinistryRoom 219 Step 2 - Provide your personal information Full Name: Email Address: Best Phone: Do you regularly attend? Yes No Not Yet


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Hollywood Gathers Together to Honor The Clinton Foundation
Gathering together to toast the former U.S. Commander-In-Chief, the stars gathered together for The Clinton Foundation's 'A Decade Of Difference' Gala at The Hollywood Palladium in Los Angeles, California on Friday night (October 14).
Joining in on the 65th birthday gala in honor of former President Bill Clinton (who actually turned 65 on August 19) were a full slate of familiar faces such as Jessica Alba, Sofia Vergara, Lily Collins and lovely couple Stacy "Fergie" Ferguson and Josh Duhamel, all of whom enjoyed an agenda consisting of a welcome reception, gala dinner and live auction.
With Chelsea Clinton acting as Honorary Chair of the celebratory fete - which cost a cool $6,500 per couple - other celebrities in attendance included Jane Fonda, Rosanna Arquette, Patricia Arquette, Julie Benz, Rachel Zoe (with Rodger Berman), Felicity Huffman (with William H. Macy) and the evening's performer, Stevie Nicks.
Meanwhile, the Clinton Foundation festivities will continue forth on Saturday night (October 15) with "A Concert Celebrating 10 Years of the William J. Clinton Foundation".
Among the star-studded lineup of performers are Lady Gaga, Bono and The Edge of U2, Usher and Kenny Chesney, among others.
Enjoy the pictures from The Clinton Foundation's 'A Decade Of Difference' Gala (October 14).
Photo Credit: Getty Images