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Bringing Sustainable Happiness to Life
By Catherine O'Brien • January 3, 2016
I honestly hadn't heard of Genius Hour or 20% Time when I established an inquiry-based process for my Sustainable Happiness course, an elective in our Bachelor of Education program at Cape Breton University (CBU). Since the launch of the course in 2009, it has always included a project that encouraged students to apply sustainable happiness in the 'real world' – though I hadn't explicitly viewed this as one of the new pedagogies that are transforming education.
Sustainable happiness is about well-being for all, inspiring people to find ways for everyone to thrive. My definition of sustainable happiness is:
Happiness that contributes to individual, community, or global well-being and does not exploit other people, the environment, or future generations.
It integrates research from positive psychology and sustainability, reinforcing the fact that our happiness and well-being are intertwined with the well-being of other people and the ecosystems that sustain us. It can also be used as a roadmap to explore what truly makes your heart sing.
Over the past ten years there has been an escalating interest in happiness. Hundreds of books and studies have emerged to guide us toward finding the good life. Research is providing convincing evidence that it is vital for individuals, communities and nations to pay greater attention to happiness and well-being; helping us to understand how to flourish and become more resilient.
However, achieving personal happiness is only a part of the equation. To appreciate the missing part, we need to recognize that none of us exists in isolation. Our happiness and well-being are interconnected with other people, and the natural environment. When happiness is partnered with well-being and sustainability it takes on a whole new dimension – sustainable happiness. Here's what the Happiness Research Institute in Copenhagen has to stay about it:
But perhaps the connection between sustainability and happiness is best illustrated by the concept of "sustainable happiness," which was coined by Catherine O'Brien, an associate professor of education at Cape Breton University, in Canada. Sustainable happiness is happiness that contributes to individual, community, or global well-being without the exploitation of other people, the environment, or future generations. When perceived this way, it is no longer possible to imagine a future where the pursuit of happiness is not somehow connected to sustainability. As the human species continues its quest for happiness and well-being, more emphasis must be placed on sustainability and the interaction between sustainability and happiness. (Happiness Research Institute, 2015, p. 16)
Through the lens of sustainable happiness we can see that our daily actions and decisions contribute to, or detract from, our own well-being, and that of others. Sustainable happiness is about enduring happiness and life satisfaction but it's not only about individual happiness because the choices we make on a daily basis have an impact, for better or worse, on other people, the ecosystems that sustain us, and even future generations.
Pre-service teachers at CBU are learning how to bring sustainable happiness to life, personally and professionally. In addition to readings about sustainability and positive psychology, a significant portion of the course involves their exploration of topics such as gratitude, genuine wealth, connecting with nature, understanding interdependence, shifting consumption, and identifying their own sustainable happiness footprint. The course syllabus is available at: http://sustainablehappiness.ca/university/. You will find a detailed discussion of the course and activities in "Sustainable happiness: Assisting pre-service teachers to understand the relationship between sustainability education and well-being" (O'Brien, 2014).
There is an underlying theme of inquiry throughout the course. One of the first assignments prompts the students to interview "the happiest person you know." They set out to complete their interview without any preset definition of happiness. In fact, that is intentional. I want them to consider the attributes of a happy person. Is it someone who is generous? Always there for them, essentially a good friend? Is it someone wise, or humorous? Is it someone who seems content with life?
The interviewees have ranged from children to seniors and despite the apparent simplicity of the assignment, the learning is often profound. Typically, students discover that their happy person has overcome considerable adversity in their life and has grown through such life challenges. Relationships with family, friends and community are always described as a significant source of happiness. The interviews tend to reveal insights that are reinforced later in the course through readings on positive psychology research.
A twelve-week course can only highlight central themes so by the sixth week, students engage in their own personal inquiry into one of the topics that has intrigued them, investigating it in greater depth and sharing what they have learned with the class.
This sets the stage for their sustainable happiness project! It is an open-ended five-week project through which they determine how they will apply sustainable happiness to enhance individual, community, or global well-being (or even all three). The project plan is shared with the class at the outset to obtain any additional ideas that we could bring to their plan. If I have the impression that the project is not quite substantial enough to warrant the time that they are given to complete it, we negotiate options for adding greater scope.
Every year, I am impressed with the commitment that students bring to their projects. Often, students have realized during the course that they have been neglecting their own well-being and consequently establish a healthy living plan that involves attending to what they are consuming, increasing physical activity, and getting sufficient sleep. This year, a number of students integrated several sustainable lifestyle components such as striving to purchase local products, reducing packaging, and limiting junk food (junk food is unhealthy for them and also generates considerable waste). One student expanded her project to include several friends and the group collected recyclable cans that were cashed in with the proceeds donated to a women's shelter. One of the mature students discovered through her sustainable lifestyle project that getting enough sleep made a huge difference in her enjoyment of life and learning. These are critical lessons for aspiring educators who now have first-hand experience with leading future students towards healthier lifestyles. They are also keenly aware that their own well-being is a vital part of their effectiveness as a teacher.
Other projects have been more community oriented, such as the winter clothing drive to support families that struggle to keep growing children in warm clothes during our Canadian winters; the all-female community clean-up crew that called themselves Girls Against Garbage or GAG (they even had T-shirts made); an artistically talented student drew a picture that was auctioned off to support a children's hospital; and two students introduced sustainable happiness to an elementary school using the Sustainable Happiness and Health Education Teacher's Guide.
Learning about 20% Time through books by Don Wettrick (Pure Genius) and A.J. Juliani (Inquiry and Innovation in the Classroom) have helped me to restructure the introduction of the sustainable happiness project. I have learned that some students need a little more guidance to understand the free-form nature of the process. One pre-service teacher told me that she had never experienced project-based learning and was bewildered about how to do it! Her comment reinforced for me that it is essential for teacher training institutions to model this pedagogy in our courses. Providing examples of sustainable happiness projects from previous courses gives them a more complete understanding of what is possible. For many of them, their prior experience of formal education has been far more linear with firm boundaries around what is expected. I tell them that I am deliberately making the project open-ended so that they will stretch themselves.
Discussions about 20% Time, Genius Hour, and other new pedagogies are teaching us that these new pedagogies are essential for fostering creative thinking and innovation. Equally important, new pedagogies are contributing to the well-being of students and teachers. We can expand this further by integrating elements of sustainable happiness!
If you have stories about 20% Time and well-being, please send them to: email@example.com.
Stay tuned to this space for more on Education for Sustainable Happiness and Well-Being.
Happiness Research Institute (2015). Sustainable happiness report: Why waste prevention may lead to an increased quality of life. Happiness Research Institute and Danish Ministry of the Environment, Copenhagen.
O'Brien, C. (2014). Sustainable happiness: Assisting pre-service teachers to understand the relationship between sustainability education and well-being. In F. Deer, T. Falkenberg, B. McMillan, & L. Sims (Eds.), (2014). Sustainable well-being: Concepts, issues, and educational practices (pp. 157-172). Winnipeg, MB: ESWB Press. Retrievable from www.ESWB-Press.org).
By Patrick Howard • March 24, 2014
I have always been aware of a sense of self that was anomalous. At times, I have been acutely aware of my incongruous interests, but most often this incongruity was latent, manifesting itself as a tremulous tension subtly tugging the sinews of my being. I loved libraries and books. As a child I would hide in the towering stacks of the small public library lulled by the smell of books, and quietly trace my fingers along the book spines as I moved along. There was something profound about it all.
Under the spell of spines is the way I like to think of it now. Clumsy fingers thumping along the vertical rows of neatly ordered books. A title, an illustration catches the eye and the book goes to the floor. Cowboys, dragons, knights and animals – always animals. Later, around age ten or twelve, it was science, or more aptly, natural history, archaeology and paleontology that became my passion. The words, the illustrations, the drawings drew me in, and at the same time drew me out – outside, out-of-doors.
My mother tells of her frustration in taking her toddler for walks. Every twig, stone and leaf was handled, examined and collected. Crouching motionless by a mud puddle I have faint memories of stirring watery cumulus clouds of silt in endless wonder; my mother's patience would sag. Later, I collected insects and spiders in white plastic ice cream containers. Caterpillars and sow bugs, crane flies and ants – always ants – two varieties – red and black. Many summer afternoons were spent staring into the writhing mass as an emperor surveys his Coliseum. The small wood behind our house was my world. I knew the spiders and supplied their webs with hapless flies. I marveled at the spiders' speed, agility and the beauty of their silken and deadly designs.
Later, I was permitted to venture to the ocean's edge spending countless hours on the community wharf steeped in the smell of brine and tar staring into the depths until the reflected sun hurt my head. In the tide pools, seas in miniature, sponges encrust the rocks, each hungrily drawing in through its myriad mouths the nutrient-laden water. Starfish, sea anemones and prickly urchins were common. In these pools I stooped and spent the day until the chill of the North Atlantic anesthetized my feet and lower legs. But I did not notice, for once again, I am a child under the spell of spines of a different order.
Inevitably, the science of my childhood, of collecting and observing, of imagination and wonder was replaced by another kind of science – the science of the academy, of middle and high school. It was a science of abstraction and generalization far removed from my experience. I lost interest and drifted away. I pursued my love of literature into the English classroom and relegated the spiders and tide pools to the stuff of childhood. Childhood wonder banished to the attic of my life.
Science reduces; reductionism is invaluable to scientists; it is what they do. It is indispensable to all of us. As Wendell Berry reminds us, there are times we must know the composition of things, how they hang together, what laws and principles govern their behaviour. But most often what happens in dissecting the owl pellet is that the owl disappears, the mouse that was her meal disappears. In the quest for empirical certainty, in reducing an entity, a species to its constituent parts, it disappears in abstraction. The creature, the being is lost – the individual and the unique are lost. The trees are lost to "forestry," the skeins of fog and misty droplets to the "water cycle." In a sense, life is lost. Science cannot show the life in the life cycle of the owl. Its life is a wholeness inherent in its totality of experience in a place. Yet, our children need this connection to keep the inherent wonder of childhood alive and to strengthen the affiliation with the living world that comes naturally to them.
Things cannot survive as abstractions, but only as unique, individual creatures, entities living in place. We must find ways to infuse our science with poetry and our poetry with science, to build on the natural wonder of children and immerse them in the life and mystery of the places they call home.
Patrick Howard is a professor of Education at Cape Breton University, Nova Scotia. He is interested in the intersections between language arts, literacy and Education for Sustainability. To contact go to; patrickhoward.caBy Catherine O'Brien • March 23, 2014
"Happiness that contributes to individual, community, and/or global wellbeing and does not exploit other people, the environment, or future generations." (O'Brien, 2010)
Sustainable happiness links happiness and sustainability together. It reinforces the fact that we are interdependent with one another and the natural environment – that our mutual wellbeing is interconnected. It can also be used as a roadmap to explore what truly makes your heart sing.
Rick Foster and Greg Hicks (authors of How We Choose to Be Happy), who interviewed hundreds of very happy people, found that the happiest people know what makes their heart sing and they consciously weave this into their life. For example, if you enjoy going for a walk in a wooded area, make time to do so as often as possible because this is something that replenishes you. Rick, Greg and I have teamed up to offer workshops and courses and the Happy List is adapted from an activity they created. (We also co-developed an online course on sustainable happiness, along with film maker, Ian Murray).
Your Happy List
Some people like to set a timer for the Happy List activity. If that appeals to you, set one for four minutes.
When you're ready, with a piece of paper and a pen, start making a list of all the things, people, places and activities, that make you feel happy. Just speedwrite without censoring yourself. Let the ideas flow until the time is up, or beyond. If you still have more to add keeping writing even after the timer goes off!
Once you're done, take a look over your list and revel in what makes your heart sing.
Then, consider if there is anything on your list that you are already doing and things that you would like to do more often, integrating your Happy List more fully into your lifestyle.
You can refine your list to be a Sustainable Happiness List by reflecting on those things listed that make you feel happy but may not be contributing to your wellbeing, or possibly even harming other people and the environment. For example, some people enjoy taking a long drive. They find it relaxing. However, we know that most of our motorized vehicle emissions are destructive to human and environmental health. With sustainability in mind, we ought to be reducing car travel. Consequently, it would be beneficial to develop other options for relaxation.
If you are interested in cultivating your Sustainable Happiness List, recreate the list with only those things (and some new ones if you like) that contribute to sustainable happiness. You may want to post this on your fridge as a reminder of your commitment to sustainable happiness.
(Excerpt from Lessons in Sustainable Happiness)
By Catherine O'Brien • March 11, 2014
On March 20th people across the globe will celebrate the International Day of Happiness! Some may hear about the day and lump it into the happiness buzz that emanates from advertisements, blogs, books, magazine ads and talk shows that promote the secrets to happiness. However, the event grew from the UN Resolution on Happiness and Wellbeing – a resolution that was endorsed unanimously by UN member states. Beyond the pop culture, happiness research has attained sufficient credibility for many governments to acknowledge that happiness and wellbeing should be considered in the formulation of national policies.
Cities are looking at opportunities to boast that they are the happiest city and many are trying to determine how to enhance the happiness of their residents. There are serious attempts to interpret the implications of research about social engagement, trusting neighbours, liveable cities, walkable communities, and access to natural environments with the aim of planning for happiness and wellbeing. These efforts will be further advanced when municipalities examine their policy and practice through the lens of sustainable happiness – considering how to build sustainable prosperity so that the happiness and wellbeing of their communities have not come at the expense of exploiting other people, the environment, or future generations. Copenhagen is a world leader, demonstrating that a high quality of life can be achieved with sustainable lifestyles. This Streetfilms video shows us how!
The International Day of Happiness provides the impetus for deeper conversations about the role of happiness and wellbeing in our lives and our schools. Children growing up in North America over the last ten years are being immersed in a culture that is enthralled with happiness. From happy shampoos to happy pet food, commercial products are being associated with happiness. Coca Cola's "happiness truck" and Cadbury's campaign to capture the sounds of joy in New Zealand are capitalizing on the popular fascination with happiness. Is this the only source of education about happiness that we want for our youth? What counterpoint are schools offering? How can we assist students to differentiate commercialized happiness from the kind of happiness that leads to enduring life satisfaction?
Formal education curricula are transitioning to adapt 21st Century learning competencies but most schools are not yet teaching students about positive psychology and the lessons from happiness research. Yet, concerns about student mental health in K-12, colleges and universities suggest that we need to offer more instruction about mental wellbeing, resilience and happiness skills. I believe that incorporating sustainable happiness into formal education would assist students (and teachers) to appreciate that our happiness and wellbeing are interconnected with the happiness and wellbeing of other people and the natural environment. We can create experiential learning opportunities for children and youth to explore what happiness means to them (and that happiness is not the only acceptable emotion), how happiness is portrayed in the media, and how their daily choices contribute to, or detract from, the happiness and wellbeing of other people. They can discover new options for living happily and sustainably.
Many educators have shared inspiring stories about the lessons they have used from the Sustainable Happiness and Health Education teachers guide. It's an ideal (free) resource that can be used to involve students in the International Day of Happiness. Please tell your teacher friends!
For higher education instructors, I encourage you to view the syllabus for the sustainable happiness course that I teach at Cape Breton University. Many of the course activities are also available on the University tab of this web site. College students are signing up for the online sustainable happiness course and using the Directed Study Guide to accompany their learning journey.
Wishing you a day of sustainable happiness on the International Day of Happiness! Please feel free to use this poster.
By Catherine O'Brien • November 26, 2013
In a previous blog post I shared the inspiring story of the Schoolyard Market Garden, a collaborative project between Vancouver Technical Secondary and Fresh Roots Urban Farm Society. The garden is an example of the kind of education that models Living Schools, an essential concept to consider for anyone who is interested in reforming or transforming education. Living Schools can integrate the many progressive visions for revitalizing education – Education for Sustainable Development (ESD), 21st century learning, Health Promoting Schools, entrepreneurship education, social and emotional learning, along with a creative culture that nurtures the passions of children and teachers.
Through this one schoolyard garden project students learn practical skills that help them feel connected to the community and nature, and that connection is likely to bring an experience of well-being. They are actively engaged in a healthy endeavor that teaches them about sustainable lifestyles. As a market garden, they'll learn entrepreneurship skills. The project is also complex enough to draw upon diverse learning styles and passions, from construction to promotion. And they spend time outside!
This schoolyard market garden is not an isolated example. David Thompson Secondary also launched a garden last spring, working with the Fresh Roots Urban Farm Society. In Australia, there is a Living Schools organization. In Europe, the Living Schools Lab explores applications of information and communication technology (ICT) for social learning. It's a network of 12 Ministries of Education.
Why Living Schools?
I hear almost daily from teachers, administrators and education consultants that there is an urgent need to create more positive and innovative school cultures. They ponder questions about 21st century education – what education practices ought be retained? What new ones are needed?
It's evident that a transformation of education is essential, for the benefit of our students and for society. It's daunting for teacher education institutions, educators and administrators to determine what vision to follow. If we embrace 21st century learning competencies we will supposedly prepare our students to be successful and competitive in a rapidly changing global context. Yet these competencies don't always embrace sustainability in the vision. One could argue that a 21st century learning vision without ESD would be modernizing education to support an unsustainable trajectory. Furthermore, teachers are reporting increasing incidences of student mental health challenges and struggle with concerns such as bullying, substance abuse, and anxiety. The need for preventive measures is paramount and the exemplary work of Health Promoting Schools (HPS) offers a valuable framework and resources. In Canada, the Joint Consortium for School Health developed a Positive Mental Health Toolkit for educators to assess and plan for positive school health.
How could educators possibly implement all of the diverse visions for transforming education? Each one on its own has tremendous merit but no single one addresses all of the factors that must be considered if education is going to genuinely contribute to student well-being and sustainable societies.
My recommendation is for educators and education policy to find the ideal nexus where these diverse principles, competencies and visions converge. Living Schools illustrates how this can happen and how this is already happening. You likely have examples of a Living Schools initiative in your region (even though it may not have that label). Please share those with me and I'll spread the word. Email: firstname.lastname@example.com.
By Catherine O'Brien • November 17, 2013
Abstract. The growing recognition that happiness and well-being are intertwined with sustainability is leading to new opportunities for enhancing happiness and well-being, sustainably. The education sector has a critical role in advancing this work but has been slow to incorporate sustainability education and applications of positive psychology. The concept of sustainable happiness (happiness that contributes to individual, community and/or global well-being without exploiting other people, the environment or future generations) (O'Brien, 2010a) offers an innovative perspective to re-invigorate sustainability education and shape priorities for 21st century learning – contributing to resilient, sustainable happiness and well-being for all.
Children growing up in North America over the last ten years are being immersed in a culture that is enthralled with happiness. From happy shampoos to happy pet food, commercial products are being associated with happiness. Coca Cola's "happiness truck" and Cadbury's campaign to capture the sounds of joy in New Zealand are capitalizing on the popular buzz about happiness. Thousands of books, magazines, blogs and talks shows discuss the secrets to happiness, building on the research from positive psychology and happiness studies. Beyond the pop culture, happiness research has attained sufficient credibility for many governments to acknowledge that happiness and well-being should be considered in the formulation of national policies (CIW, 2009; Helliwell et al, 2012; Stiglitz et al, 2009).
By Chris Adam • November 10, 2013
At a recent world conference of environmental educators, I discussed the notion that institutions of higher education produce much important research, but that it is not balanced with as much important action that make a positive contribution to the community. Where are the Big questions like how do we, as an institution modeling change and meeting societal needs, become carbon neutral in 10 years?, or how do we increase urban agriculture by 25% in our town by the time the incoming cohort of students graduates?, or how do we identify and implement 50 projects on campus that benefit local wildlife, increase biodiversity and act as living labs for students in various disciplines?
BIG questions are complex, interdisciplinary by nature and require considerable problem solving. They involve the deconstruction and construction of ideas, norms and existing societal structures, exactly the creative and critical thinking skills we want in graduating students. In addition, these competencies are imbedded in many subject areas needed to solve BIG questions. In the form of authentic projects, BIG questions promote literacy of all kinds, exercise the action-based research we know lends itself to meaningful learning and builds community through the need for interdisciplinary input.
Because BIG questions are bold, and because engaging youth with modest life experience to tackle any complex challenge is bolder still, these questions can lead to places an institution did not expect to go, create unanticipated responsibilities and turn over stones that some do not necessarily want overturned. However, if bold questions lead to a reflective process where we individually or collectively evaluate our values – the very values that direct behaviour – then change can take place. This shift in thinking and behaviour must be viewed as positive change that doesn't dwell on the negative notion of "you didn't do this properly." This has far–reaching consequences when evaluating outcomes and maintaining stakeholder engagement.
Positive and fresh outlooks excite people and attract internal and community input.
Managing interpersonal space with strong group facilitation and clear expectations is the difference between big failure and big success in projects. Positive outlooks increase intake of learning by students and increase teacher engagement. Group leadership, therefore, from directors meetings to the smallest student committee, is of the utmost importance to ensure productive outcomes. This is vital in overcoming the potential barriers of regulations, traditions and egos that may not support change.
Colleges and universities are sitting on a human resource that has not been nearly engaged enough to solve the societal, economic and environmental challenges that sustainability education defines itself by. Research is essential, but too much research and too little action is inexcusable. We can't be in an educational rut that fills the information bucket at the expense of community building, polarizes disciplines when solutions scream for integration, and separates knowing from feeling in the classroom. This recipe of education is the breeding ground for apathy. Fortunately, apathy runs for cover where there is hope, and BIG questions entrusted to faculty, support staff and students combined with adequate support builds ample amounts of it!
BIG questions often involve conflict – that is what makes them big. Well-managed classrooms where students can experience and learn about this conflict is the real-world learning that they benefit from most. We need to let them field-test their action skills and experience the consequences of their behaviour first hand. BIG questions are often moving targets that invariably produce pockets of failure, consequently a dedicated group connected individually to a challenge can dig deep when needed to continue the process. We need to guide their enthusiasm and deep desire to help, channeling this incredible potential of good will right back into the communities they come from. This is where their loved ones are, where their sense of history is anchored and where memories of childhood adventures are associated to local physical geography. It is an all-powerful relationship that can drive learning forward when it may otherwise stall.
Who is bold enough to pick one of the many BIG questions society needs answered and teach in an institution that is confident enough to let its community take it to academically rich places it hasn't yet visited? The challenge is ultimately not a question of lack of finances, human resources, or policy, but one of human will and spirit. It's the challenge that leads to Bold Education.
Chris Adam is the Executive Director of the Earthvalues Institute and teaches at Dawson College in Montreal.
By Catherine O'Brien • November 3, 2013
It's a real joy for me to learn from my students and I particularly enjoy the occasions when they bring a creative spirit to their assignments. This term I have a retired teacher, Asta Antoft, in my Sustainable Happiness class. Her experience and wisdom enrich all of us.
As I mentioned in my previous post (Buy Nothing for a Day?), one of the course assignments is to select a Shifting Consumption activity. Asta chose to take a Techno-Fast – with a new twist. Here's her story.
It has been my experience that most environmental and sustainability education (EE) activities are built on either gaining knowledge, usually through participant observations, of what is going awry, or in seeking solutions, frequently through some version of group brainstorming. Little is included that involves more than token commitment to changing personal behaviours, or of celebrating actual change.
While building awareness and seeking solutions are part of defining and resolving the global issues facing the planet, I believe that this is not enough. Every issue reduces down to the actions of the individual; therefore it is critical that EE includes a relevant component of behaviour change. However just encouraging change is not enough and every activity must include a defined action plan that can be easily understood and incorporated into an individual's lifestyle.
With the goal of adding a defined action plan that may lead to a permanent change in my own use of technology, I added an exchange activity to the intent of the Techno-Fast and renamed this project, Fair Trade. First, I listed all the tech gadgets I use. This included the TV, PVR, cell phone, land line phone, microwave, digital cameras, computer, tablet, stereo, radio, blender, paper shredder, hair dryer, auto shut-off kettle, toaster, and the car, which I then sorted by frequency and duration of use. The winners of the most used for the longest time contest were the computer/Internet and the TV/PVR.
At this point I could have decided not to use any of these tools for a day and written this paper on how that felt. But when I reflected on doing just that, I realized that it would be merely an exercise in delayed gratification, that I could easily find some other activity to fill the day that would not use any technology.
So I listed those activities that I really enjoy and that I wanted to spend more time doing. This included drawing, gardening, walking, and photography, most of which have low to nil negative environmental impact. Using a cost based approach, rather than an earned based plan, I gathered a mechanical egg timer and set it beside the computer or TV and gave myself either half an hour or an hour of screen time. At the end of this time I had to spend an equivalent amount of time doing one of the things listed under enjoyment right then and there. I did not allow myself any banking of either screen time or enjoyment time; it had to be a straight trade. I continued with this fair trade activity for two days.
This challenge proved to be more difficult than I thought. Despite having pencil and sketchbook beside the computer, it was challenging to shift from the immediacy of the internet to the slower, more contemplative action of observational drawing. It was an obvious exercise in left to right brain shift! Going from TV time to gardening was much easier.
This project has proven to be a worthwhile exercise in both changing my own patterns of behaviour and in testing out my thoughts on EE.
Asta Antoft
By Catherine O'Brien • October 24, 2013
One of the assignments in my Sustainable Happiness course is called "Shifting Consumption." Students select one activity from a variety of choices, including a Buy Nothing Day. This involves, as the name implies, trying to have a single day without purchasing anything. Of course, the easy route is to do this on a day when you are planning to stay home and aren't tempted to buy anything but students who choose to embrace the spirit of the activity discover that there are quite a few times throughout the day in which they would typically purchase something – either out of habit or on impulse. One of my intentions with this assignment is for students to recognize those opportunities to be a choicemaker and to determine if they really want to make that purchase and if so, to consider if there is a more sustainable choice.
Every year, students who pick the Buy Nothing Day option recount that they thought it would be easier than it was. They also discover that there are benefits from being a more mindful consumer. The story below is from a student, (shared with his permission), who is working most nights to support himself through a Bachelor of Education degree. I'm impressed that he demonstrated considerable willpower even in the wee hours of the morning….
For my Shifting consumption exercise I decided to pick something very easy… so I thought. I'm very busy lately so I chose the "buy nothing day". Well I picked the wrong day to do it. I chose Saturday. I get paid every Friday from work and I also put gas in my car every Saturday. I was almost on empty and I was determined not to buy anything. I sent a text to one of my friends to see if they could pick me up for work at 3:50am since I have work at 4:15am. We were both working that day so it wasn't a problem.
My partner and I have date day on Saturday. We go to dinner and a movie every Saturday and we go different places to eat. I was nervous because Saturday is the only day we get to spend time with each other alone and enjoy our company and I thought she would be disappointed. It ended up being the opposite and we decided to feed the ducks and go for a walk in Glace Bay. It was actually more connecting and we had a really good time.
The hardest part was not buying little things like water at work or breakfast or even a treat during our walk. All in all it wasn't that bad now that I think of it and I stopped buying snacks on break from class. I put together what Saturday would have cost me and it came to $81.02. I put that money in my savings and my partner and I decided we would cut down on the date nights out and just do it sporadically. I added it up and I could pay off a loan I have 6 months sooner with an extra payment of $243.06 a month!
End result, this is an excellent activity.
By Catherine O'Brien • October 10, 2013
Last week, my students completed their Sustainable Happiness Footprint Chart. They logged their activities for a day and identified opportunities for enhancing sustainable happiness – contributing to their own wellbeing, the wellbeing of other people, and/or the natural environment. One student commented on a positive choice that she could make, drinking fair trade coffee in a reusable mug, but she also wondered how much of a difference that would really make. It's a fair question. Given the vast scope and complexity of environmental degradation, human suffering, and unsustainable lifestyles, does it matter if one person recycles, carpools, buys local produce and fair trade products?
One response to questions about the significance of individual actions is to point out that every person doing their part contributes to change, and that gradually, we create enough momentum to reach a tipping point – new social norms become established, progressive policies and laws are developed – and each of us has a role in this. Our actions influence others too, directly or indirectly. Have you noticed the shift happening in your grocery store as more people are using reusable shopping bags? Eventually, plastic bags look like the fringe choice.
Returning to my student's question, I believe that each of us who take right action make a difference – a substantial and critical difference. Let's add to her question: is this enough? Should we be satisfied with environmentally friendly lifestyles of recycling, energy-efficient light bulbs, local produce and similar steps to reduce our Ecological Footprint? For many people, this represents a shift from less sustainable behavior and every one of us who makes that shift is a positive force for change.
As a sustainability educator, I keep wondering though, why don't more of us take these first steps towards healthier, and more sustainable lifestyles? A bigger question still, why aren't more of us leading movements for change? Small, local movements? National movements? International movements? Why, in a country like Canada, that has an exemplary academic achievement record are we not educating more students who are demanding change from our leaders and "being the change" themselves?
A conversation with the president or our university, Dr. David Wheeler, helped me to think about this. We were discussing the benefits of universities modeling sustainability in policy and practice – identifying themselves as fair trade universities, for example. David is passionately committed to sustainability, with extensive international experience and I was inspired by his response. It went something like this: these are important and vital measures for universities to take but he is also interested in much bolder objectives. Why can't we be contributing to food self-sufficiency for Cape Breton Island, he said? Why can't we contribute to strategies that bring food self-sufficiency to other countries that so desperately need this? Essentially, he was stating that higher education institutions need to be much bolder. I agree. The idea of Bold Education appeals me. Imagine the transformations that would be possible if more universities demonstrated bold leadership for sustainability. More professors applied their expertise to resolve pressing social and environmental challenges? More principals and teachers met curriculum outcomes using methods that inspire students to appreciate the need for change and the fulfillment that comes from "being the change?"
It's no longer a debate whether or not education reform is needed. It's widely recognized that transformation is required to modernize education, to foster creativity and entrepreneurship, to focus on student (and teacher) wellbeing and simultaneously ensure that academic standards are maintained, or elevated. These increasing demands on educators can be daunting and sustainability education tends to drop off the radar because most reform proponents aren't quite clear about how it fits. My concern is that without the benefit of a bold and long term sustainability lens education reformers will be tinkering at the edges of what really needs to change. We may end up with happier, and more 'successful' students who are unlikely to challenge the business-as-usual lifestyles, policies and practice that relentlessly steer us individually and collectively on an unsustainable trajectory.
Conversely, when I envision Bold Education I see several overlapping perspectives finally merging into a transformative approach to education. I see the strengths of Education for Sustainability (some prefer Education for Sustainable Development) merging with Health Promoting Schools, social and emotional learning, entrepreneurship education, and 21st century learning competencies. I see education processes that inspire, rather than beleaguer, teachers and students – education that contributes to sustainable happiness and wellbeing for all.


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Man, I was just thinking to myself, "I wonder when the next war will start? It's been at least a couple of months since the last one." Sure enough, France has launched airstrikes in Mali to combat the ever elusive, omniscient and legendary "Islamic militants". These guys appear to be channeling Waldo in their ability to pop up randomly and at will around the world and it seems lately everywhere that the Waldos went the Western/NATO bombers are sure to go along for the ride. Maybe France is getting tired of the other Western powers making them look like Quakers who didn't get their recommended daily allowance of oatmeal. Like a good consigliere, France's President Hollande made sure to get a "seconded" from the don, himself, before going ahead with military actions. Well, at least they picked one of the poorest countries on Earth due to drought and debt, one that just happens to be a gateway to the mineral rich African continent on the global ruling class's honey do list to usurp. Geez, this critical thinking and analysis of current events is giving me a headache, I wonder how the Idol auditions are going…
This is a brief post as I'm preparing an in-depth look at the education issues taking place in America but I do want to mention the Idle No More movement taking place in Canada, which is getting virtually no coverage in the mainstream media. God knows, it's not as important as Oprah's interrogation of Lance "I done did dope" Armstrong but to the First Nation people of North America, it is a teeny bit relevant to their lives and, ultimately, ours as well. I do want to say how much I admire whoever came up with the name for the movement, it perfectly encapsulates their attempts to change the status quo in the Canadian government's and the society at large's treatment of the indigenous population. The tale as old as time plot line of men with arms taking land from men, women, or children with slingshots is once again playing out in a Western country. The administration of Prime Minister Harper is making moves to remove environmental protections and privatize the land deeded to the tribal people in the Indian Act, reminiscent of the sacred "treaties" that were the educated man's way of subjugating a people who used oral storytelling rather than trust funds to pass along their culture to their descendants. The members of INM are no doubt aware of a certain agency's (with lots of intelligent employees) propensity to co-opt such uprisings and…well, let's just leave it at that.
Sociology professor Catherine Corrigall-Brown, who studies social movements and indigenous politics, observed, "All social movements have a struggle, which is how do you deal with a chronic problem and make it salient? " Petitions only go so far and eventually, it's time put on those pair of comfortable walking shoes and say, "Rubber soles…meet road". The youth in Quebec have also led the way in standing up to the architects of austerity in Montreal this past summer, eventually winning concessions in proposed tuition increases for university students and backing off of a ban on public demonstrations. It will take courage to stand up to the ruling class and true shared sacrifice, which many Americans have become tiresomely accustomed to doing, whether it be sending sons and daughters off to war without end or unceasing cuts in wages, job benefits and standards of living. Meanwhile, the elites and ruling class in America make not one single relinquishment of the opulence and wealth that fuels lifestyles beyond Robin Leach's wildest champagne wishes and caviar dreams. Finally, peace to Bradley Manning who was told by a military judge that he could not use the whistleblower defense in his trial but it was okey dokey to bring it up in the sentencing phase. At least, he'll get four months off a possible life sentence because the judge determined "that he was subjected to excessively harsh treatment in military detention." You can't make this stuff up.
A virtual fist bump to anyone who knows what quote the title of this post came from and who was the speaker.

subset: commoncrawl


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Access Problems with Some AIP Journals
We are currently experiencing access problems to some American Institute of Physics (AIP) journals. For example, access to Journal of Applied Physics and Applied Physics Letters is not available while Physics of Fluids is accessible.
Library staff are in touch with AIP and hope that the problem is resolved quickly. If you have questions, please e-mail firstname.lastname@example.com or call the reference desk at x3404.
UPDATE: This problem was resolved by AIP on Sunday July 22.


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'Billy the cleaner' survived WWII, cancer
Updated 11:18 pm, Wednesday, January 9, 2013
A World War II veteran who survived two bouts with skin cancer, Marion "Billy" H. Tschirhart was known to always place family first in every stage of his life.
"He was a fighter," son-in-law Russell Wise said, "He said he wanted to live to see his grandchildren and after that his great-grandchildren."
Tschirhart died at age 93 from complications of Alzheimer's on Jan. 2, three days before his birthday.
The eighth of 10 children, Tschirhart moved from house to house around Castroville. I asked him, "Why'd you live in all those places?" Wise said. "He said because there was never a house big enough!"
A farmer in his early years, Tschirhart joined the Army Air Corps in 1941. A waist gunner aboard a B-17, he was awarded the Purple Heart and Battle Stars. According to war diaries kept by the 381st Bomb Group and 242nd Medical Detachment, Tschirhart and his crew were forced to parachute over Brussels, Belgium, after taking heavy damage from flak cannons during a bombing run over Cologne, Germany, in October 1944. Tschirhart suffered a sprained ankle as he landed, sending him into shock, and was treated in a British hospital. The pilot, Lt. John Rice, met up with Tschirhart along the way after Rice was forced to crash-land over Belgium because his parachute malfunctioned.
After he was discharged in 1945, Tschirhart worked for his brother in a barber shop before he and his wife, Ethel, opened a dry cleaner called Castroville Cleaners in 1950. He became known as "Billy the cleaner" by locals. "They called him that because there was another Billy that distributed Lone Star, 'Billy Lone Star'," Wise said laughing.
Tschirhart and his wife were married for 60 years and ran the cleaners for about 30 years before selling the business.
In 1959, Tschirhart was diagnosed with melanoma and had his lymph nodes removed. He was diagnosed with the cancer again in 1973, but overcame it with less invasive surgery and chemotherapy.
His son Clyde said Tschirhart enjoyed traveling and kept on the move.
"He would always go to Las Vegas and bet on the race horses or watch the Houston Astros games," he said.
Wise said that despite being on disability in his later years, Tschirhart always cared for his children first.
"We're gonna miss him," his son said.


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Movie SummaryWilly Wonka & the Chocolate Factory
Description: The story of Charlie Bucket, a little boy with no money and a good heart, who dreams wistfully of being able to buy the candy that other children enjoy. Charlie enters into a magical world when he wins one of five 'Golden Tickets' to visit the mysterious chocolate factory owned by the eccentric Willy Wonka and run by his capable crew of Oompa-Loompas. Once behind the gates, a cast of characters join Charlie and Grandpa Joe on a journey to discover that a kind heart is a far finer possession than a sweet tooth. Movie summaries and listings powered by Cinema-Source
Related Content on Movies from Infoplease:


text: Ancient mastodon hunt reveals North America's oldest cultureAlasdair Wilkins10/20/11 5:30pmFiled to: ArchaeologyNorth AmericaClovismastodonMegafaunaFossilScience15EditPromoteShare to KinjaToggle Conversation toolsGo to permalink We know that humans reached North America between 40000 and 16000 years ago...and that's about all we know for certain. Anything in American prehistory before about 10000 years ago remains deeply controversial. But some mastodon bones found in the 1970s recently revealed major clues. The orthodox view of North American prehistory is that the oldest culture was the Clovis people, named after a series of discoveries in the late 1930s in Clovis, New Mexico. Dating back roughly 13,000 years, the Clovis culture is known from their distinctive tool designs, which they made from bone and ivory. For the last few decades, archaeologists have argued that it was the Clovis culture that migrated from Asia to the Americas, either over the Bering land bridge or by boats. A number of subsequent finds and studies have challenged this so-called "Clovis first" hypothesis, but finding definitive proof of pre-Clovis cultures has remained elusive. Now researchers at Texas A&M and the University of Copenhagen have teamed up to offer what could be clinching evidence that the Americas were indeed inhabited before the emergence of the Clovis culture. Advertisement Advertisement Their research rests on new analysis of mastodon fossils first discovered in the 1970s. Crucially, one of the mastodon's bones was pierced by a projectile point, itself made from the bones of some other mastodon. That means that this mastodon was killed by humans, and that it must have lived at a time that the Americas were inhabited. Back in the 1970s, archaeologists dated the bones to 14,000 years old, meaning it predated Clovis.But those findings were controversial in the larger archaeological community, with many arguing that there was a dating error. After all, there isn't that much difference between 13,000 and 14,000 years, and even as small a mistake as that would mean it dated to the same time as Clovis.However, the Copenhagen and Texas A&M researchers have been able to bring the full suite of 21st century science to date the mammoth bones, including DNA analysis, protein sequencing, advanced computer technology, Carbon-14 dating, and comparison with other, more definitively dated mastodon findings from other sites. Sponsored After all those exhaustive tests, lead researcher Eske Willerslev is confident that the bones are at least 13,800 years old. Whoever killed this mastodon all those millenniums ago, it wasn't the Clovis culture. It also means that mastodons weren't immediately hunted to extinction by the Clovis, as had previously been suggested. Humans and megafauna would have shared many centuries of relatively peaceful coexistence before they were finally driven to extinction.Willerslev explains what this all means: "Our research now shows that other hunters were present at least 1,000 years prior to the Clovis culture. Therefore, it was not a sudden war or a quick slaughtering of the mastodons by the Clovis culture, which made the species disappear. We can now conclude that the hunt for the animals stretched out over a much longer period of time. At this time, however, we do not know if it was the man-made hunt for the mastodons, mammoths and other large animals from the so-called mega-fauna, which caused them to become extinct and disappear. Maybe the reason was something complete different, for instance the climate."Previous research by Willerslev and his team indicates that the first traces of human presence in the Americas goes back at least 14,340 years. We know very little about these people, who quite likely were the original emigrants from Asia, but it's certainly possible that after several centuries of living in the Americas they began to develop Clovis technology. The exact narrative of ancient American prehistory remains mysterious, but we at least know it's longer and more complex than we previously imagined. Advertisement Read the full scientific paper via Science. Artist's impression of mastodon by Charles R. Knight from 1897.Reply15 repliesLeave a reply


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- Market Cap As of May 2016
- $15.9 Billion
- Ticker
- Industry
- Household/Personal Care
- Founded
- 1913
- Country
- United States
- Chief Executive Officer
- Benno Dorer
- Website
- http://www.thecloroxcompany.com
- Employees
- 7,700
- Sales
- Headquarters
- Oakland, California
Clorox on Forbes Lists
- Just Companies
- #1,066 Global 2000
- #1,474 in Sales
- #893 in Profit
- #711 in Market value
- #98 Innovative Companies (2014)
- #94 World's Most Powerful Brands (2012)
The Clorox Co. manufactures and markets consumer and institutional products. The company operates through four reportable business segments: Cleaning, Lifestyle, Household and International. The Cleaning segment consists of laundry, home care and professional products marketed and sold in the United States. The Household segment consists of charcoal, cat litter and plastic bags, wraps and container products marketed and sold in the United States. The Lifestyle segment consists of food products, water-filtration systems and filters marketed and sold in the United States and all natural personal care products. The International segment consists of products sold outside the United States, excluding natural personal care products. The Clorox was founded by Edward Hughes, Charles Husband, William Hussey, Rufus Myers, and Archibald Taft on May 3, 1913 and is headquartered in Oakland, CA. More »


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2016 U.S. Open Beer Championship Winners Follow Google+
Looking for your favorite Beer
According to a new analysis by the Brewers Association (BA)the not-for-profit trade association that represents the majority of U.S. breweriessmall and independent American craft brewers contributed $33.9 billion to the U.S. economy in 2012.
The figure is derived from the total impact of beer brewed by craft brewers as it moves through the three-tier system (breweries, wholesalers and retailers), as well as all non-beer products that brewpub restaurants sell. "With a strong presence across the 50 states and the District of Columbia, craft breweries are a vibrant and flourishing economic force at the local, state and national level, said Bart Watson, staff economist, Brewers Association. As consumers continue to demand a wide range of high quality, full-flavored beers, small and independent craft brewers are meeting this growing demand with innovative offerings, creating high levels of economic value in the process. In addition to the national impact, the BA examined output of the craft brewing industry by state, as well as the state economic contribution per capita for adults over 21. For some or all of 2012, 2,347 craft breweries operated in the U.S., comprised of 1,132 brewpubs, 1,118 microbreweries and 97 regional craft breweries. During this timeframe, craft brewers sold an estimated 13,235,917 barrels of beer, with a retail dollar value estimated at $11.9 billion*. The industry also provided more than 360,000 jobs, with 108,440 jobs directly at breweries and brewpubs, including serving staff at brewpubs. For additional study statistics and methodology, including state-by-state data, see the economic impact page on the Brewers Association website. For a broader set of facts and figures about the craft brewing industry, see the craft brewing statistics section of the website. About the Brewers Association The Brewers Association is the not-for-profit trade association dedicated to small and independent American brewers, their craft beers and the community of brewing enthusiasts. The Brewers Association (BA) represents more than 70 percent of the brewing industry, and its members make more than 99 percent of the beer brewed in the U.S. The BA organizes events including the World Beer Cup®, Great American Beer Festival®, Craft Brewers Conference & BrewExpo America®, SAVOR℠: An American Craft Beer & Food Experience and American Craft Beer Week®. The BA publishes The New Brewer magazine and its Brewers Publications division is the largest publisher of contemporary and relevant brewing literature for today's craft brewers and homebrewers.
Starting a Craft Brewery - Brewers Library
America's Best LLC America's Best BeerInfo.com PetVR.com Odd Inns Welcome Fisherman Electric and Hybrid Cars Panacea USA - Alternative Energy NP Ranger - Guide to US National Parks
Top 10 Ales & Lagers in the USA Golden Ale Blonde Ale English Summer Ale English Pale Ale English IPA Imperial IPA Imperial Red Ale Bitter ESB English Mild Ale English Brown Ale Porter Stout Oatmeal Stout Imperial Stout Old Ale Barley Wine Scottish Ale Strong Scottish Irish Red Ale American Amber American Pale Ale American IPA American Brown Ale German Alt German Kolsch German Wheat German Hefeweizen Belgian Saison Belgian Ale Belgian Abbey Ale Belgian Lambic Belgian Witbier Lagers American Light Lager American Pilsner American Premium Lager Amber Lagers Bohemian Pilsner German Pilsner Munchner Helles Munchner Dunkel Marzen Oktoberfest Schwarzbier Bock DoppleBock Hybrids American Cream Ale American Wheat American specialty wheat Fruit/Vegetable beer Pumpkin beer Herb and Spice beer Chocolate Beer Coffee beer Rye/Roggen Beer Wood / Barrel Aged beer Wood/Barrel Aged strong beer
Wood/Barrel Stout Smoked/Rauch beer Specialty Ales/Lagers Non-Alcoholic Root Beer


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Drag Race
I photographed this in mid-fall last year. Washtenaw Ave had been resurfaced over the Summer months and it looked liked a single long expanse of black tarmac. Add to that a dark overcast morning and you're in for an an excellent black & white photography day.
By Mayank Garg on March 25, 2009.
Photographer homepage: munkybizness.wordpress.com
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Dosher Memorial Hospital and New Hanover Regional Medical Center have announced the opening of Dosher Medical Plaza, 4222 Long Beach Road.
This new facility will bring state-of-the-art diagnostic imaging, laboratory services and a multi-specialty center closer to the residents of Oak Island, St. James and surrounding communities.
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text: The Heart of the Soviet Missile Defense System Seems Out of This WorldJesus Diaz11/09/10 8:15amFiled to: Weaponsmissile defenseDon-2nPhased-array radarVideoClipsTopSplashheadshowcase2802EditPromoteShare to KinjaToggle Conversation toolsGo to permalink Sometimes, reality beats science fiction. This is one of them: The heart of the Soviet missile defense system looks like a building designed by Industrial Light & Magic. It's believed to be the most precise orbital tracking system in the world.AdvertisementSituated near Moscow, the 426 x 426-foot DON-2N pyramid is the centerpiece of the former Soviet missile defense system, still active and upgraded today. Experts estimate that it required 50,000 tons of concrete, 20,000 kilometers of cable and 32,000 tons of metal work, including 10,000 iron valves that regulate the 60,000 radiators needed to cool down the radar equipment.It's considered the most powerful ABM radar and the most precise orbital tracking instrument in the world. In fact, when Discovery put six metal balls into orbit in December 1992, DON-2N was the only system capable of detecting the two that measured 1.9 inches in diameter.AdvertisementThe DON-2N pyramid is capable of functioning independently. In case of attack, the base is hermetically closed using giant steel doors. From the inside, the command center can control 68 short-range Gazelle interceptors. [Russian Strategic Nuclear Forces and English Russia]Reply280 repliesLeave a reply


text: In-depth CausesAnthraxLyme diseasePreventionChildhood vaccinesVaccines for adultsSymptomsHeadache Nausea and vomitingSymptom CheckerFoot pain? Headache? Sore throat? Skin rash? Use the Symptom Checker to find out what's causing your symptom. Tests and diagnosisCT scanLumbar puncture (spinal tap)X-ray Self-managementExpert Answers Jan. 12, 2016 Share on: Facebook Twitter References Meningitis and encephalitis fact sheet. National Institute of Neurological Disorders and Stroke. http://www.ninds.nih.gov/disorders/encephalitis_meningitis/detail_encephalitis_meningitis.htm. Accessed Nov. 19, 2015. Bacterial meningitis. Centers for Disease Control and Prevention. http://www.cdc.gov/meningitis/bacterial.html. Accessed Nov. 19, 2015. Bartt R. Acute bacterial and viral meningitis. Continuum Lifelong Learning in Neurology. 2012;18:1255. Viral meningitis. Centers for Disease Control and Prevention. http://www.cdc.gov/meningitis/viral.html. Accessed Nov. 19, 2015. Fungal meningitis. Centers for Disease Control and Prevention. http://www.cdc.gov/meningitis/fungal.html. Accessed Nov. 19, 2015. Derber CJ, et al. Head and neck emergencies. Medical Clinics of North America. 2012;96:1107. Longo DL, et al., eds. Meningitis, encephalitis, brain abscess, and empyema. In: Harrison's Principals of Internal Medicine. 19th ed. New York, N.Y.: McGraw-Hill Education; 2015. http://www.accessmedicine.com. Accessed Nov. 19, 2015. Acute bacterial meningitis. Merck Manual Professional Version. http://www.merckmanuals.com/professional/neurologic_disorders/meningitis/acute_bacterial_meningitis.html. Accessed Nov. 19, 2015. Prevention — Listeriosis. Centers for Disease Control and Prevention. http://www.cdc.gov/listeria/prevention.html. Accessed Nov. 19, 2015. Subacute and chronic meningitis. Merck Manual Professional Version. http://www.merckmanuals.com/professional/neurologic_disorders/meningitis/subacute_and_chronic_meningitis.html. Accessed Nov. 19, 2015. Van de Beek D, et al. Advances in treatment of bacterial meningitis. The Lancet. 2012;380:1693. Recommended immunization schedules for persons aged 0 through 18 years — United States, 2012. Centers for Disease Control and Prevention. http://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-11x17-fold-pr.pdf. Accessed Nov. 19, 2015. Recommended adult immunization schedule — United States, 2012. Centers for Disease Control and Prevention. http://www.cdc.gov/vaccines/schedules/downloads/adult/adult-schedule.pdf. Accessed Nov. 19, 2015. Meningococcal vaccine: Who and when to vaccinate. Centers for Disease Control and Prevention. http://www.cdc.gov/vaccines/vpd-vac/mening/who-vaccinate-hcp.htm. Accessed Nov. 19, 2015. Sexton D. Approach to the patient with chronic meningitis. http://www.uptodate.com/home. Accessed Nov. 20, 2015. Johnson R. Aseptic meningitis in adults. http://www.uptodate.com/home. Accessed Nov. 20, 2015. Di Pentima C. Viral meningitis: Management, prognosis, and prevention in children. http://www.uptodate.com/home. Accessed Nov. 20, 2015. Rabinstein AA (expert opinion). Mayo Clinic, Rochester, Minn. Dec. 1, 2015. RelatedManaging MeningitisVaccines for adultsCoxsackievirus in children: How serious is it?Symptom CheckerChildhood vaccinesLumbar puncture (spinal tap)CT scanX-rayValley feverPolioLyme diseaseAnthraxHeadacheNausea and vomiting MeningitisOverviewSymptoms & causesDiagnosis & treatmentDiagnosisTreatmentDepartments & specialtiesPreparing for your appointmentSelf-managementMore aboutIn-DepthExpert AnswersMultimediaResourcesNews from Mayo Clinic Advertisement Mayo Clinic does not endorse companies or products. Advertising revenue supports our not-for-profit mission. Advertising & Sponsorship Policy Opportunities Ad Choices Mayo Clinic Store Check out these best-sellers and special offers on books and newsletters from Mayo Clinic. NEW! – The Mayo Clinic Diet, Second EditionHealthy Heart for Life!Mayo Clinic on Better Hearing and BalanceTreatment Strategies for ArthritisThe Mayo Clinic Diet Online Diagnosis & treatmentDiagnosisTreatmentDepartments & specialtiesPreparing for your appointment CON-20155111 Patient Care & Health Information Diseases & Conditions Meningitis


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First Friday Art Walk
1. Steamboat Springs Arts Council at The Depot - 13th Street, 879-9008
2. Steamboat Arts & Crafts Gym - 1280 13th St., 870-0384
3. Spill the Beans Espresso Bar - 1051 13th St., 846-5593
4. Artists' Gallery of Steamboat - 1009 Lincoln Ave., 879-4744
5. Creekside Cafe and Grill - 131 11th St., 879-4925
6. Portfolio Collection, Ltd. - 1016 Oak St., 879-3718
7. Gallery 11 - 908 Lincoln Ave., 870-8887
8. Marabou Gallery - 56 Ninth St., 879-0044
9. K. Saari Gallery - 837 Lincoln Ave., 870-0188
10. Steamboat Art Museum - 807 Lincoln Ave., 870-1755
11. East West Frame Shop - In the alley between Oak Street and Eighth Street, 879-5225
12. Images of Nature - 730 Lincoln Ave., 871-1822
13. Steaming Bean - 635 Lincoln Ave., 879-3393
14. Sleeping Giant Gallery - 624 Lincoln Ave., 879-7143
15. Blue Sky Pottery - 1475 Pine Grove Center, 846-9349
16. Wildhorse Gallery - In the Sheraton Resort Hotel, 879-7660
Steamboat Springs As part of the second First Friday Art Walk, a number of galleries and art spaces will exhibit new works. Here is what the artists had to say about pieces at K. Saari Gallery and the Artists' Gallery of Steamboat.
Vile medicine
Before his sister died of medical complications in 2002, local artist Joel Allen had never given much thought to pharmaceutical companies, the health care industry, or how either of them affected his daily life.
That has changed.
Now, in an art installation titled "Pharma-Illogical: Can You Swallow This?" Allen is making his displeasure with medicine in the United States a matter for public inspection. Opening today at the K. Saari Gallery as part of Steamboat's second First Friday Art Walk, Allen's multi-piece exhibit started with a rocking chair.
"The rocking chair for me is like a metaphor for a whole life's journey. There aren't very many generations that have spent their entire lives as a chemical culture," Allen said about the chair, which is covered in pharmaceutical ads and surrounded by drug company freebie pens and candy.
"We tend to think of medication-like treats," he said, pointing to a vile filled with shiny foil-wrapper sweets, prescribed to his sister's name.
Allen has shown the installation twice before in Montana and said it has been well received. Although his stance on the issue is clear - a series of canvasses that spell out "greed" make his stance on for-profit health care obvious - Allen said he looks forward to hearing varying opinions on the issue.
"People have so many personal stories about relatives or themselves having to deal with the health care institution," Allen said.
"I think even people in the health care industry are sympathetic to the problem, but it's not really in their control to change the system - the system is huge," he said. "Even if you don't agree with it, that's great. If you're a doctor and you think it's too much, that's great, I want to hear that."
Artists' Encore
Sandra Sherrod doesn't take photographs to paint from. Instead, she made the oil paintings in her exhibit at the Artists' Gallery of Steamboat from quick pencil sketches made at local ranches.
"That gives me freedom to challenge myself, and I can paint my horses any way I want," Sherrod said.
After 12 years working as an artist in Houston, Sherrod said she's interested in groupings and relationships in paintings.
"Whether it's urban scenes or ranch scenes, the objects interrelate," she said.
Also opening today are a collection of weavings featuring Southwestern colors by Jacque Hart, and a series of "Lonely" black and white photographs by Kim Keith.


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California's Proposition 65 Warning: May This item contains chemicals known to cause cancer, birth defects, or other reproductive harm. Reference by California Office of Environmental Health Hazard Assessment (OEHHA) at: www.oehha.ca.gov/prop65/prop65_list/Newlist.html.
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Events in NYC
Watson Adventures' Murder at the Met Scavenger Hunt
09/28/13 | 5:00pm
Metropolitan Museum of Art
1000 Fifth Avenue Map
$34.50-$44.50 (includes museum admission)
This event has already taken place. Click here for the latest events.
Fans of murder mysteries and "The Da Vinci Code" will enjoy this scavenger hunt throughout the Metropolitan Museum of Art. A murdered curator has left behind a cryptic trail of clues connected with secrets in works of art. As your team gathers answers about the art, you begin to piece together a sordid tale about greed, lust, revenge and treachery, all revolving around the museum's planned multi-million dollar purchase of a rare painting by Leonardo Da Vinci. The murder victim knew too much—and now it's your turn to discover what drove someone to commit murder. To find out, you'll have to crack a secret code to figure out who dunnit. Advance purchase is required. Price includes museum admission. Questions? 877-9GO-HUNT.
Venue Description: Sun.-Thurs., 10am-5:30pm; Fri.-Sat., 10am-9pm. Recommended admission: $25.
This event has already taken place. Click here for the latest events.


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19447 Surnames | 123916 Records | 2650 Reunions
Dead Fred asks:Are you a Desperate Genealogist? Click the e-book above for details!
Dead Fred's Genealogy Photo Archive, a free, fun photo genealogy research web site devoted to helping you visualize your heritage!
Photo Thumbnail Click image for larger view. 17 photos in database by this submitter.
Order The Desperate Genealogist's Idea Book: Creative Ways to Outsmart Your Elusive Ancestors (eBook).You can also order The Desperate Genealogist's Idea Book in hardcopy format by clicking here.
Photo #65182
Last Name: Shaw
First Name : Gardner
Middle Name: Brown
Subject's City: Wales
Subject's State: MA
Subject's County:
Subject's Country: United States
Date: 1901-1920
Photographer's City:
Photographer's State:
Type** : B&W
Comments: Gardner Brown Shaw (Nee: ) | Wales MA United States | 1901-1920 | Comments: Shaw, Cooley The Adult man is Garnder Brown. I know the picture was taken in 1917 is the infant in the picture is my father who was born in 1917. The boy was another Shaw grandchild
Digital Image Only? NO
Everyone Listed In This Photo:
To view all records posted by this submitter, click here:
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Man New In
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Written by Staff Reports
After twice denying ad placement by the UCC, the ABC television network allowed James Dobson's Focus on the Family to air two commercials on May 2 during the season finale of "Supernanny," causing the UCC's director of communication to cry foul.
"Why is one religious viewpoint continually accommodated by the network elites?" asked the Rev. Robert Chase of the UCC's proclamation, identity and communication ministry in Cleveland.
The controversy was discussed widely on internet blogs during the first week of May before being picked up by several traditional media outlets, including The New York Times on May 7.
After a reporter from Religion News Service questioned the network's decision, an ABC spokesperson said, "The network doesn't take advertising from religious groups. It's a long-standing policy."
Chase said Focus on the Family's mission statement, as well as its television ad, plainly identifies the organization's purpose.
"Focus on the Family is clearly a religious organization," Chase told United Church News. "Here's yet another illustration of how a particular narrow agenda makes up the rules as they go along, while another religious viewpoint cannot even purchase time on the people's airwaves to proclaim an all-inclusive message."
In December and March, the three major networks denied the UCC's purchasing request. NBC and CBS rejected the UCC's "bouncer ad" as "too controversial." ABC rejected both of the church's 30-second ads, claiming it had a blanket policy against all religious advertising.
"This is exactly why we need to have the [Federal Communication Commission] to step up to the plate and hold hearings on the networks' arbitrary and capricious definitions of religion and how this sabotages the public interest," Chase said on accessibleairwaves.com, a website devoted to the controversy.
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Private Equity Deal Making Picks Up in Korea
With the shine coming off some of Asia's favorite markets for private equity in recent months, South Korea could be in line to draw a bigger share of investments in the region, though in the past it hasn't been the most friendly environment for buyout firms.
Already, activity has picked up in South Korea this year. Private equity firms have completed $3.5 billion worth of deals in the country in 2013, eclipsing the $2.2 billion for all of last year, despite a decline in private equity investment overall in Asia excluding Japan, Australia and New Zealand, according to data from the Centre for Asia Private Equity Research.


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Tuesday, November 28, 2006
Zwiebeltag - Onion Day
Zorra from Kochtopf has asked us to join in and help celebrate Zwiebeltag or Onion Day and with such a gorgeous logo, how could I resist?
I've decided to make one of my favourite Indian starters - Onion Bhajis. It's a simple mix of sliced onion, besan flour, egg and assorted spices. Fried, in odd shaped bite-sized portions they really do make your taste-buds zing. I'm not sure how authentic the spice mix is but it does offer the same flavourings as I'd expect to fine in a real Bhaji - so in this spirit, I refer to these as being Onion Bhaji~esque.
Onion Bhaji~esque
[Makes about 16 bite sized Bhajis]
1 large onion, halved and sliced thinly lengthways
1 tablespoon fresh coriander leaves, sliced finely
¼ cup besan flour
½ teaspoon turmeric
½ teaspoon ground cumin
1 teaspoon garam masala
¼ teaspoon chilli powder
1 egg
freshly ground salt, to taste
Sift the besan, turmeric, cumin, garam masala and chilli powder into a bowl. Make a well in the centre, add the egg and whisk to combine. Stir through the sliced onions and coriander leaves and season with a little ground salt.
The mixture should be quite stiff.
Take scant tablespoons of the mixture and shallow fry - form a flatish, circular shape. Don't be too concerned with making them perfectly round, they look nicer a bit wilder in design. Brown on both sides and then drain well on paper towels.
Serve while hot - coriander flavoured yoghurt makes an excellent accompaniment.
Tagged with Onion Day : Zwiebeltag
16 comments:
- AnonymousNovember 28, 2006
I am discovering these and I think they'll be on tomorrow's menu. They look beautiful!
ReplyDelete - AnonymousNovember 28, 2006
I'm halfway through making these - the mix is sitting in the bowl while the kids to go to bed - and I can't wait to get frying.
Thanks for tonight's inspiration Haalo! Thanks Gattina - they say you shouldn't put red and green together but I thought it looked good.
Hi Lorena - hope you enjoy them !
Thanks Zorra - it was lots of fun, thanks for organising the event!
Hi Patricia - it's pretty mildly spiced, it's more fragrant than spicy hot. It doesn't really overpower the onions at all.
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Cars 2 Lights & Sounds Lightning McQueen: Inspired by the new hit Disney/Pixar film, Cars 2. Fast-paced fun races into playtime with Lights & Sounds Lightning McQueen. Bring Lightning McQueen to life with this large scale 1:24 scale vehicle with realistic flashing LED lights and fun sounds & phrases straight from the film. Kids will love reenacting their favorite scenes from the movie! Requires 2 AA Batteries (Included). Age 3 Years +
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CFC- Junior Rangers: 2013 Session 4
Grades 5-6
From the infamous cellblocks of Alcatraz to the primeval forests of Muir Woods, there's an adventure around every corner in the Golden Gate National Parks. You and your fellow rangers-in-training will head out to a different park site every day, learning important wilderness skills along the way.
Then pack your bags for a night of sleeping under the stars and eating s'mores during an overnight camping trip in the Presidio. At the closing ceremony, all campers will be sworn in as official Junior Rangers.
We're sorry, the deadline for registering for this event has passed.
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Up Now
Movie Review: Skyfall (3:38)
Added: 9:01AM Friday November 23, 2012
Source: Breakfast
Film critic Dominic Corry reviews the next Bond movie Skyfall.
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Non-conflict Non-lethal Violence
Typically described as 'enforced disappearances', such acts constitute yet another facet of illegitimate armed violence. In certain cases, disappearance may include the eventual killing of the person who is abducted. In many cases, the victim's family does not know whether the disappeared person is alive, which contributes to their anguish. Disappearances are also frequently linked to criminal violence, including social cleansing; executions; displacement; and, in certain circumstances, rape, sexual violence, and forced recruitment.
Recorded enforced disappearances declined from an annual average of 1,442 cases between 1964 and 1999 to an annual average of 187 cases between 2000 and 2003, and 140 between 2004 and 2007.
Unlike disappearances, which are ostensibly 'political', kidnapping is primarily criminally motivated. Kidnapping is frequently undertaken by armed groups or individuals and involves a high degree of coercive force. Although most kidnapping victims are ultimately freed, the physical and psychological consequences are serious and persist long after the event. Pain and suffering extend to the victim's family members, who suffer considerable emotional duress during the period of captivity.
- An annual global average of 1,350 cases of kidnapping for ransom were reported from 1998 to 2002. These appear to have increased to 1,425 in 2007.
- The five countries registering the most kidnapping cases in 2007 were Colombia, Mexico, Nigeria, Pakistan, and Venezuela.
Small Arms Survey Publications
A Matter of Survival: Non-Lethal Firearm Violence, by Anna Alvazzi del Frate, 2012. In Small Arms Survey, Small Arms Survey 2012: Moving Targets.
Download (1.69 MB)
Large and Small: Impacts of Armed Violence on Children and Youth, by Jonah Leff and Helen Moestue, 2009. In Small Arms Survey, Small Arms Survey 2009: Shadows of War.
Download (4.43 MB)
Global Burden of Armed Violence 2008, by the Geneva Declaration Secretariat, September 2008.
Other Publications
Klingner, Jeff, Jasmine Marwaha, and Romesh Silva. 2009. Violent Deaths and Enforced Disappearances During the Counterinsurgency in Punjab, India: A Preliminary Quantitative Analysis. Palo Alto (CA) and Seattle (WA): Benetech's Human Rights Data Analysis Group and Ensaaf, Inc.
More information
Amnesty International. 2008. Enforced Disappearances: Disappeared Justice in Pakistan. London: Amnesty International.
IKV Pax Christi. 2008. Kidnapping is a Booming Business. Utrecht: IKV Pax Christi.
Briggs, Rachel. 2001. The Kidnapping Business. London: Foreign Policy Centre.
Further Resources
- Amnesty International: Campaign for International Justice
- Enforced Disappearances Information Exchange Center
- International Coalition Against Enforced Disappearances
- International Convention for the Protection of All Persons from Enforced Disappearance
- UN Working Group on Enforced or Involuntary Disappearances