text:
|Activity, Energy Expenditure and Energy Requirements of Infants and Children (International Dietary Energy Consultative Group - IDECG, 1989, 412 pages)
|(introductory text...)
|Energy requirements in normal infants and children
|(introductory text...)
|1. Essential terminology and concepts
|(introductory text...)
|1.1. Energy requirements
|1.2. Recommended dietary allowance (RDA)
|2. Factorial approach to energy requirement
|3. The breast-fed baby as a model for energy requirements
|4. The doubly-labelled water method
|5. Application of the doubly-labelled water method to estimate energy requirement
|6. Validation studies employing doubly-labelled water
|(introductory text...)
|6.1. Energy expenditure and milk intake in fast-growing preterm infants
|6.2. Validation of dose-to-the-baby method for measuring milk intake
|6.3. Determination of milk energy content using the doubly-labelled water method
|7. Metabolisable energy and energy content of breast milk determined by the doubly-labelled water method
|7.1. A study and its results
|7.2. Critique of findings
|8. How logical is the current approach to estimating energy requirements?
|9. Future directions
|Low energy intakes and growth velocities of breast-fed infants: Are there functional consequences?
|(introductory text...)
|1. Introduction
|2. Methods
|2.1. Study design
|2.2. Anthropometry
|2.3. Morbidity
|2.4. Energy intake
|2.5. Activity
|2.6. Data analysis
|3. Results
|4. Conclusions
|Discussion (summarized by A.M. Prentice)
|Methods to assess physical activity and the energy expended for it by infants and children
|(introductory text...)
|1. General considerations in deciding what to measure
|2. Methods of acquiring information on the physical activity of infants and children
|(introductory text...)
|2.1. Questionnaire or diary record
|2.2. Direct, objective measurements of activity
|2.3. Heart-rate recording
|2.4. Methods of acquiring information on energy expenditure
|3. Conclusions
|Estimation and validation of energy expenditure obtained by the minute-by-minute measurement of heart-rate
|(introductory text...)
|1. Heart-rate method
|(introductory text...)
|1.1. Subject calibration
|1.2. Calculation of energy expenditure from fH
|2. Validation of heart-rate method
|(introductory text...)
|2.1. Sources of error
|3. Applications of the heart-rate method
|(introductory text...)
|3.1. Daily pattern of EE and TDEE
|3.2. Pattern of relative effort
|3.3. Comparison of EE pattern of individuals
|Assessment and significance of body composition in infants and children
|(introductory text...)
|1. Techniques for estimating body composition
|2. Changes in body composition during growth
|3. The companionship of lean body mass and fat
|4. Maintenance energy need is related to body size and composition
|5. The energy cost of weight gain
|Discussion (summarized by A. Ferro-Luzzi)
|Total energy expenditure of free-living infants and children obtained by the doubly-labelled water method
|(introductory text...)
|1. Introduction
|2. Method
|2.1. Principle of the doubly-labelled water method
|2.2. Validation studies
|2.3. Possible sources of error in field applications
|3. A review of published studies
|(introductory text...)
|3.1. Studies in hospitalised patients
|3.2. Studies in free-living, but sick, children
|3.3. Studies relating to obesity
|3.4. Studies in breast-fed and formula-fed infants
|3.5. Studies in undernourished children
|3.6. Using DLW estimates to establish energy requirements
|4. Outstanding methodological concerns
|5. Future studies
|6. Conclusions
|Reference data for total energy expenditure in early infancy
|(introductory text...)
|1. Introduction
|2. Methods
|(introductory text...)
|2.1. Relationship between body weight and energy expenditure
|2.2. Calculations of centiles
|3. Results
|(introductory text...)
|3.1. Relationship between total energy expenditure and body weight
|3.2. Construction of centiles
|4. Discussion
|Discussion summarized by J.V.G.A. Durnin
|Basal metabolism of infants
|(introductory text...)
|1. Historical work
|2. Basal metabolism defined
|3. Factors which may influence basal metabolism
|4. Normative standards
|Discussion (summarized by B. Schürch)
|Energy cost of various physical activities in healthy children
|(introductory text...)
|1. Introduction
|2. Methodological considerations
|(introductory text...)
|2.1. Age and sex
|2.2. Number of children and measurements
|2.3. Weight, BMR and energy costs
|2.4. Social, nutritional, national and ethnic characteristics
|2.5. Description of activities
|2.6. Calculations and assumptions
|3. Results
|4. Discussion
|4.1. Information gaps
|4.2. Geographic or racial differences
|4.3. Energy costs in relation to age and sex
|4.4. Suggestions to estimate the energy cost of activities
|Discussion (summarized by B. Schürch)
|The energy requirements of growth and catch-up growth
|(introductory text...)
|1. General concept of growth
|2. Outcome variables
|(introductory text...)
|2.1. Height
|2.2. Biochemical and functional tests
|2.3. Weight and nitrogen balance
|3. General principles relating nutrients to growth
|4. Hierarchy of metabolic functions
|5. Normal growth
|6. Catch-up growth
|(introductory text...)
|6.1. Nutritional determinants of catch-up growth
|6.2. Use of weight/increment in body fat
|6.3. Body composition during catch-up growth
|7. Factors affecting net energy accretion
|(introductory text...)
|7.1. Limiting specific nutrient
|7.2. Effect of protein: Quantity and quality
|7.3. Theoretical model for P:E ratio
|8. Extent to which colonic fermentation of carbohydrates contributes to energy requirements in childhood
|8.1. Colonic fermentation
|8.2. Energy from SCFA
|8.3. Factors influencing SCFA production
|8.4. Gross versus metabolizable energy
|8.5. Faecal energy and non-starch polysaccharide
|8.6. Faecal energy in cystic fibrosis
|9. Conclusions
|Energy cost of communicable diseases in infancy and childhood
|(introductory text...)
|1. Introduction
|2. Variation in morbidity from infectious disease
|3. Effects of infection on energy status
|3.1. Anorexia
|3.2. Decreased dietary thermogenesis
|3.3. Cultural and therapeutic practices
|3.4. Malabsorption
|3.5. Metabolic effects
|3.6. Fever
|3.7. Additional intestinal loss
|3.8. Anabolic responses during infection
|3.9. Reduced growth and weight loss
|4. Reduced activity
|5. Energy requirements for recovery from infection
|6. Anabolic response
|Discussion (summarized by B. Schürch)
|Energy-sparing mechanisms: reductions in body mass, BMR and activity: their relative importance and priority in undernourished infants and children
|(introductory text...)
|1. Introduction
|2. Physical activity
|3. Basal metabolic rate and body composition
|4. Sequence of events during recovery
|6. Future research
|Discussion (summarized by A.M. Prentice)
|The desirable upper limits of energy intake in childhood: Short- and long-term consequences
|(introductory text...)
|1. Introduction
|2. A conceptual approach to defining desirable intakes in infancy
|3. Childhood obesity and energy intake
|4. Individual susceptibility to obesity
|5. Desirable intakes in infancy
|(introductory text...)
|5.1. Lower intakes on modern formulae
|5.2. Differences in intake of bottle-fed and breast-fed children
|5.3. Secular changes in intake of the breast-fed child
|6. Ambient temperature and diet-induced thermogenesis
|7. Should energy requirements be based on data for breast-fed children?
|8. The fat cell hypothesis
|9. The Dutch famine study: An early programming of adiposity?
|10. Links between childhood and adult obesity
|11. Experimental findings
|12. The effects of early feeding practices on the programming of metabolism
|13. Infant growth rates and long-term survival
|14. Conclusions
|Discussion (summarized by W. Dietz)
|Long-term developmental implications of motor maturation and physical activity in infancy in a nutritionally at risk population
|(introductory text...)
|1. Background
|2. A theoretical formulation
|3. Purpose
|4. Methods
|(introductory text...)
|4.1. Subjects
|4.2. Variables and measurements
|5. Results
|6. Discussion
|Discussion (summarized by C.M. Super)
|Temperament, activity and behavioral development of infants and children
|(introductory text...)
|1. The concept of temperament
|2. Activity level as a dimension of temperament
|3. The behavioral assessment of activity level
|4. The role of activity in studies of energy expenditure/energy requirements
|5. Activity level and information processing
|6. Activity level and the influence of the child's psychosocial environment
|7. Conclusions
|The cultural regulation of infant and child activities
|(introductory text...)
|1. Research on culture and child development
|2. The developmental niche
|3. The regulation of infant state
|4. The activities of older infants and children
|5. Toward a typology of activities
|Short- and long-term effects of low or restricted energy intakes on the activity of infants and children
|(introductory text...)
|1. Introduction
|2. Infants and children under two years of age
|3. Preschool children
|3.1. Short-term study in a clinical setting
|3.2. Longer-term study in a clinical setting
|3.3. Community-based studies
|4. School-age children
|5. Short- and long-term effects
|(introductory text...)
|5.1. Adaptation and accomodation
|5.2. Reduction in energy expenditure
|5.3. Behavior and social performance
|5.4. Low physical activity and growth
|5.5. Reduction in physical fitness
|6. Conclusions
|Discussion (summarized by N. Solomons)
|The relationship between undernutrition, activity levels and development in young children
|(introductory text...)
|1. Functional isolation
|2. Definition of malnutrition
|3. Severe undernutrition
|3.1. Developmental levels in the acute stage
|3.2. Behavior
|3.3. Relationship between development, activity and exploration
|3.4. Relationship between development and anthropometry
|3.5. Children after recovery from the acute episode
|3.6. Jamaican study
|3.7. Conclusions
|4. Mild-to-moderate undernutrition
|4.1. Development and anthropometry
|4.2. Development and nutritional supplementation
|4.3. Activity and exploration
|4.4. Studies with development and behavioral measures
|4.5. Nutritional supplementation and behavior
|4.6. Summary
|5. Preliminary findings from a study of nutritional supplementation and psychosocial stimulation of stunted children
|(introductory text...)
|5.1. Developmental levels
|5.2. Activity levels
|5.3. Relationship between activity and development
|5.4. Dietary intakes
|5.5. Conclusions
|Discussion (summarized by B. Torun)
|Indicators for the extent to which energy requirements are being met in infants and children
|Implications of new knowledge for recommendations of energy intakes
|Implications of new knowledge for the prevention and treatment of PEM in infants and children
|Implications of new knowledge for the prevention and treatment of obesity in infants and children
|Needs and priorities for research and action from the physiological point of view
|Needs and priorities for research and action from the behavioral point of view
|Needs and priorities for research and action from the point of view of policy
|List of participants


text:
Determine R and S Configurations
Figure out R and S Configurations
Assigning R and S Configurations
How to Assign | Determine RS Configurations Examples (Practice Problems)
Organic Chemistry → Stereochemistry → Isomers → Stereoisomers → Enantiomers → Stereocenters
The McLaurin Method
(aka: The Rock-On Method)
The Fastest, Easiest, Simpliest, Realistic and very BEST Method for
Assigning | Determining R and S Configurations (Absolute Configuration) to Chiral Centers
Title of Method: The McLaurin Method - Determining Absolute Configuration with Maximum Separation
aka: The Rock-On Method - Determining Absolute Configuration with Maximum Separation
Named due to Avril Lavigne's arrangement of her hand and fingers forming the Rock-On hand
gesture demonstrated in Figure 2-c. The Rock-On hand gesture is one of Avril Lavigne's favorite
hand gestures.
Authors name: Timothy (Tim) McLaurin
Institutional Addresses: Independent Work - Earned 430 semester hours, at nine (9) Universities, over a 26 year 4
month span from age 18 to age 44. A bit of Trivia: The 430 semester hours I earned is claimed
as the United States and World Record, is it? In addition, the 430 semester hours I earned at
nine (9) different universities, is claimed as the current United States and World Record, is it?
The method addresses the following problem that students frequently encounter when first confronted with assigining/determining RS Configurations (Absolute Configuration)
Beginning students have found it confusing and difficult to determine the 'Absolute Configuration' of a stereocenter when the lowest priority group is not directed
away. Students' attempts to mentally rotate the structure, in order to view the three highest priorities and thus determine 'Absolute Configuration', has been
described as traumatizing by students. The ability to mentally visualize and rotate a chemical structure takes practice, usually requiring a model. The authors
of every chemistry textbook, college and high school level, have written in their textbooks, practice with a model. All college chemistry professors and high school
chemistry teachers state to the beginning student, practice with a model. The model represents the tetrahedral shape, that of a carbon element with four different
elements bonded to it. The following method, is the first method to specifically mimic the tetrahedral shape of a stereocenter, as much as humanly possible. By
using a method that depicts (resembles) that of the tetrahedral shape, the student is provided with the best resources (method and model) to not only determine
the 'Absolute Configuration', yet to mentally conceptualize and rotate the structure. All the published methods using three fingers, hand and arms, do not take
into account that the method itself, should look like (mimic) the tetrahedral structure, as does the following method. In addition, students can use this method
while taking a quiz, exam or final exam.
McLaurin Method (aka: The Rock-On Method)
(The photo's are of my hand. I understand it is not the most aesthetically pleasing hand, yet I am looking for female volunteers.)
The method requires one hand, either the right or the left hand. The following Figures and examples will demonstrate the method using the right hand. The fingers
used with the method are the thumb, index finger, and the pinky finger. Students need to assign priority to the four groups bonded to the stereocenter (chiral
carbon) and then place the priorities to the corresponding fingers and the arm. The fingers (thumb, index finger, and the pinky finger) are outstretched from the
hand as illustrated in the following photo.
A. The fingers (digits) outstretched from the right hand.
B. Examples Showing Relationship of Prioritized Groups to Arm and Fingers.
The four examples illustrate the assignment of fingers and arm in relation to the prioritized structure. The four examples have one chiral carbon with four
different groups bonded to it. The four groups have been assigned a priority number according to the Cahn, Ingold, Prelog (CIP) sequence rules. The photo to
the right of each structure represents the starting position of the method and has the prioritized groups already assigned to the fingers and arm.
The orientation of the structures in the following four examples is that so the starting position of the hand can easily be aligned with the 3-dimensional
structure. The three dimensional structure is that of an upside down tripod with the thumb, index finger, and the pinky finger extended upwards and outward.
If one thought of making a fist with their hand and placing the hand in the place of the chiral carbon and extended the three fingers (the thumb, index finger,
and the pinky finger) upward and outward to represent methyl, bromine, and hydrogen respectively, as illustrated in Figure 1-b, then the viewer would find that
the three groups would be represented by the three fingers of the method. The arm would be the group extending downward, the chlorine. The priority sequence
determined for the four groups would be assigned to the corresponding fingers (thumb, index finger, and the pinky finger) and arm, thereby assigning the priority
sequence to the fingers and arm. Once the fingers and arm have an assigned priority sequence it is a matter of viewing the fingers and arm so that the 1-2-3
priority sequence can be observed by the viewer, of which, may require rotating the hand to view the 1-2-3 priority sequence, as illustrated Figures 1-b, 2-b, 3-b,
and 4-b. The following examples have been prioritized and the photo to the right of the structure has the fingers and arm already assigned a priority. Note: the
highest priority is represented by the number 1 and the lowest priority is represented with the numeral 4.
C. Viewing the 1-2-3 priority sequence of the hand model by the appropriate rotation of the hand, and determining the absolute configuration.
The following four examples illustrate the rotation of the hand to appropriately view the 1-2-3 priority sequence, with the lowest priority group, 4, directed away
from the viewer. The viewer then decides the direction of the priority sequence and determines the configuration of the stereocenter.
D. Using the McLaurin Method with a Fischer Projection.
When determining absolute configuration of Fischer Projections, the method requires the arm to always be designated as the bottom vertical group. The thumb
and index finger represent the groups to the left and right of the horizontal line, respectively. The pinky finger is designated as the vertical line above the
stereocenter and the hand mimics as the stereocenter (chiral carbon).
E. Determining the absolute configuration from Natta Projections.
When orientations that do not have a specific vertical and horizontal illustration of groups (for example, Fischer projections and three-dimensional structures) the
arm represents the bottom right group of the structure in question (the bottom right group is only for convenience: the method can determine the correct absolute
configuration when the arm represents any group). The arm is assigned to the bottom right group, therefore the pinky finger is assigned one of two positions
depending upon which group the arm represents. When the arm represents a group that lies on the plane of the paper the pinky finger always represents the
group that lies behind the plane of the paper (Figures 1-e and 2-e). When the arm represents the group that lies behind the plane of the paper and keeping the
fingers in the starting position as depicted in Photo-1, the pinky finger represents a group that lies on the plane of the paper (Figure 3-e). The thumb and the
index finger always represent groups that are left and right of each other, respectively.
The method described in this manuscript for assigning R,S-configuration, is the first method in which either hand can be used as a chiral template and which
makes use of the pinky finger. By doing so, the method provides a clearer approximation of the actual three-dimensional shape of the tetrahedral geometry.
As demonstrated above, the method works equally well for either of the commonly used representations of the three-dimensional geometry: Fischer
Projections or Natta (wedge-dash) projections. Absolute configuration from the Fischer Projections is easily determined by the method without exchanging
groups as required by the exchange rules. The method facilitates the students' ability to successfully mentally rotate structures over a shorter period of time
by using a method that accounts for the tetrahedral shape. Students will always find conceptualizing spatial arrangement in three dimensions to be challenging.
The method described in this manuscript is a fast, comprehensive, reliable and a rapidly learned method for students to use whenever they need the
assistance of a 3-dimensional model.
I would like to acknowledge and thank the following for their time and effort: Denise for her help with her editing skills, Dr. and Mrs. Greever (Organic Chemists)
for making Organic Chemistry interesting and learnable when I was an undergraduate Organic Chemistry student in 1982-1983, the girls of Physical Therapy
(Zofia (Chairman of the Physical Therapy Department) Julie, Debbie, Sharon and Gloria) for making me realize my academic success and excellence is the
number one priority, aside from my nearly four (4) consecutive years of work with patients (not customers or clients) in the Physical Therapy Department
(while going to college full-time during the fall, spring and summer semesters, of 1980-1984). In addition, I would like to thank very much, the Chairman (Dean)
of the University of Mississippi Medical School, for providing me the inspiration and wisdom, at the end of every semester, to continue my undergraduate
studies to be a future physician, during the years of 1981-1984, in addition to the time Dr. Corbett (Dean of the Basic Sciences - Ross Medical School -
1994-1996) provided me, with my unannounced 20-30 minute visits to his office in the administration building, about every week or two, during my two years
of basic sciences in medical school. Dr. Corbett, for two years, never said he was too busy to talk with me. Dean Corbett and his wife, even asked me over
to their house, for supper many times! And last but least, a special thanks to Avril Lavigne for being instrumental and thus providing me with the key to the
development of this method and my parents for which none of this would have ever happened if it was not for their unyielding positive support,
that no other could equal.
Why was the Method developed?
When I took Organic Chemistry in 1982-83, I missed 80-85% of the questions related to determining the configuration(s) of enantiomers (that is,
RS configurations). Of which, I still have my Organic Chemistry quizzes and exams from 1982-83. Twenty-one (21) years later, I wrote a review book on
Organic Chemistry and when I got to Stereochemistry, I remembered the trouble I had with determining/assigning RS configurations. As a result, I decided
to try to develop a method that would make it as easy as possible for students to determine/assign the correct configuration.
Most of my goals in the endeavor are as follows:
1. I decided that the following list contained most of the appropriate expectations of students.
a. The method has to be as easy, fast and simple, as any method that has ever been published, if not better than all methods that have been published.
b. The method should be used in the classroom during quizzes and exams, even on the medical college admission test (MCAT).
c. The method should be as to scale as a 'Real' molecule (as similar to the model set as possible).
d. The method should demonstrate the four (4) elements bonded to the chiral carbon.
e. The method should help students develop their 'stereoperception' (the ability to visualize the 3-dimensional spatial arrangement of the molecule at and around
the stereocenter and be able to mentally rotate the molecule), thus the use of the 'Pinky' finger, Index finger, Thumb and Arm, with the hand acting as the
chiral carbon.
f. The method should work with all molecular representations that show some 3-dimensional direction, for example, a dash or wedge, as well as, work with
Fischer Projections.
g. The method should only require the student to use one (1) hand for all the stereocenters of each chiral molecule, even if the molecule has two or more
h. The method has to determine the correct configuration 100% of the time.
i. The method should be easy to learn, use and remember.
j. The method should be FREE for all students, faculty and others.
2. In addition, the method should not do the following.
a. The method should not be a 'Trick of the Trade', for example, exchanging elements (groups). For this to happen in real life, bonds are broken and made,
involving energy. In real life, this exchanging of elements (groups) does not occur. In addition, exchanging of elements does not help the student develop
their 'Stereoperception', mental visualization of 3-dimensional spatial arrangement of the molecule(s) (chiral molecules).
b. The method should not require two (2) hands to determine/assign an RS configuration, or multiple configurations on the same molecule (increases
c. The method should not require the student to be a contortionist, in order to use the method.
d. The method should not provide the opposite answer (aka: opposite configuration)!
e. The method should not have been published in the Journal(s) by anyone, ever before.
*Historical Origin of Stereochemistry (1)
It was . . . Louis Pasteur's separation of a racemic form of tartaric acid in 1848 that led to the discovery of the phenomenon called enantiomerism. Pasteur,
consequently, is considered to be 'The Founder of the field of Stereochemistry'. Pasteur's discovery of enantiomerism and his demonstration that the optical
activity of the two forms of tartaric acid was a property of the molecules themselves led, in 1874, to the proposal of the tetrahedral structure of carbon by
van't Hoff and Le Bel. In 1877, Hermann Kolbe (of the University of Leipzig), one of the most eminent organic chemists of the time, wrote the following:
Not long ago, I expressed the view that the lack of general education and of thorough training in chemistry was one of the causes of the deterioration of
chemical research in Germany . . . Will anyone to whom my worries seem exaggerated please read, if he can, a recent memoir by a Herr van't Hoff on
"The Arrangements of Atoms in Space," a document crammed to the hilt with the outpourings of a childish fantasy . . . This Dr. J. H. van't Hoff, employed
by the Veterinary College of Utrecth, has, so it seems, no taste for accurate chemical research. He finds it more convenient to mount his Pegasus
(evidently taken from the stables of the Veterinary College) and to announce how, on his bold flight to Mount Parnassus, he saw the atoms arranged in space.
Kolbe, nearing the end of his career, was reacting to a publication of a 22-year-old Dutch scientist. This publication had appeared earlier, in September 1874,
and in it, van't Hoff had argued that the spatial arrangement of four groups around a central carbon atom is tetrahedral. A young French scientist, J. A. Le Bel,
independently put forth the same idea in a publication in November 1874. Within 10 years after Kolbe's comments however, abundant evidence had accumulated
that substantiated the "childish fantasy" of van't Hoff. Later in his career (in 1901), and (also) for other work, van't Hoff was named the first recipient of the Nobel
Prize in Chemistry. Together, the publications of van't Hoff and Le Bel marked an important turn in a field of study that is concerned with the structures of
molecules in three dimensions: 'Stereochemistry'
1. Solomons, T. W. G.; Fryhle, C. B. Organic Chemistry, 9th ed.; Wiley: New York, 2008; pp. 188-189, 214.
|are Isomers
|are Isomers
|same Molecular Formula
|same Molecular Formula
|are Stereoisomers
|are Stereoisomers
|same Connectivity
|same Connectivity
|Identical with it's Mirror Image
|NOT identical with it's Mirror Image
|Superposable on it's Mirror Image
|NON-Superposable on it's Mirror Image
|Has a Plane of Symmetry
|NO Plane of Symmetry
|Mirror Symmetric
|NO Handedness
|Different Chemical and Physical Properties
|Same Chemical and Physical Properties
|NO Optical Activity
|Optically Active (aka: Optical Isomers)
|NO Tetrahedral Center
|Tetrahedral Center
|Could be sp3 hybridized, yet Not Tetrahedral
|sp3 Hybridized (Chiral carbon is sp3)
|More than 1 Stereocenter, could be an Enantiomer
|When a Stereocenter exists, it is an Enantiomer
|EZ, Cis-Trans or Syn-Anti nomenclature
|RS nomenclature (RS or Absolute Configuration)
|Cis Isomers have a Dipole Moment (therefore, Polar)
|D, L or d-l nomenclature (outdated)
|Trans Isomers do NOT have a Dipole Moment (therefore, Non-Polar)
Stereochemistry Glossary
|1800 Rotation
|Conformational Isomers
|Fischer Projection(s)
|Molecular Formula
|Regioselective Reaction
|Stereogenic Carbon
|Geometric Isomers
|Regiospecific Reaction
|Constitutional Isomers
|Stereoselective Reaction
|Chemical Properties
|Horizontal Flip
|Optical Isomers
|Stereospecific Reaction
|Optically Active
|Separation Methods
|Structural Isomers
|Empirical Formula
|Physical Properties
|a. Chromatography
|Plane of Symmetry
|b. Crystallization
|Syn-Anti Nomenclature
|Chiral Elements/Groups
|c. Distillation
|Cis-Trans Isomers
|Spatial Arrangement
|Tetrahedral Stereocenter
|Cis-Trans Nomenclature
|Mirror Image
|Vertical Flip
|Configurational Isomers
|EZ Nomenclature
|Mirror Symmetric
Future Chemistry and Organic Chemistry Websites
NOTE: This method is copyrighted with the Library of Congress located in an Organic Chemistry Review Book, I wrote years ago.
Written permission needs to be obtained from
Tim McLaurin for reproduction and duplication.
Tim McLaurin is the Webmaster and Web owner.
Copyright © 2004-2016

subset: commoncrawl


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text: Job Discussion Forums :: View topic - ARUBA Get TEFL Certified & Start Your Adventure Today! Job Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in ARUBA Job Discussion Forums Forum Index -> General Caribbean Forum View previous topic :: View next topic Author Message sambeckettJoined: 01 Dec 2005Posts: 24Location: Mexico Posted: Fri May 26, 2006 12:45 am Post subject: ARUBA Hola. I am an expat teacher living in Latin America. I am looking for a new posting. Anyone out there have past or present knowledge about private High Schools on the island of Aruba? I am hunting for specific information on salary ranges, benefits, working conditions and general conditions on this island. I am relatively unfamiliar with this region of the world and I would be grateful for feedback. Gracias, PB Back to top giovannicastellanoJoined: 10 May 2006Posts: 5Location: USA Posted: Mon May 29, 2006 11:26 am Post subject: aruba Please check out the site for the Aruban Chamber of Commerce...send an inquiry... http://www.arubachamber.com/ Aruba is Dutch territory and you might need an EU passport to work there. Also check out: http://www.aruba.com/pages/education.htm Good luck! Giovanni Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Job Discussion Forums Forum Index -> General Caribbean Forum All times are GMT Page 1 of 1 Jump to: Select a forum Where to Begin----------------General DiscussionNewbie ForumCurrent Events ForumTechnology ForumOnline Teaching Forum Africa Forums----------------General Africa Forum Asia Forums----------------CambodiaChina (Job-related Posts Only)China (Off-Topic)Hong KongIndiaIndonesiaJapanMalaysiaPhilippinesSingaporeTaiwanThailandGeneral Asia ForumVietnam Caribbean Forums----------------General Caribbean Forum Europe Forums----------------Czech RepublicFranceGermanyGreeceItalyMacedonia and the BalkansPolandRomaniaRussia & C.I.S.SpainTurkeyUkraineUnited KingdomGeneral Europe Forum Latin America Forums----------------ArgentinaBrazilChileColombiaCosta RicaMexicoMexico (off-topic)PeruGeneral Latin America Forum The Middle East Forums----------------BahrainEgyptIsraelKuwaitOmanQatarSaudi ArabiaUnited Arab EmiratesGeneral Middle East Forum North America Forums----------------General North America Forum Oceania----------------Australia/New Zealand You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum This page is maintained by the one and only Dave Sperling. Contact Dave's ESL Cafe Copyright © 2018 Dave Sperling. All Rights Reserved. Powered by phpBB © 2001, 2002 phpBB Group Teaching Jobs in China


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Reviewed By Manuel P (COSTA MESA, CA) Reviewed for a 2005 Nissan Xterra —11/3/2015 7:20 PM
Damn good cover. I have had several before, but this one is top rated. It fit like a glove immediately, the quality of the material is the best I have had, it repels water and sun better that I expected.


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Who's Hot: Aside from a few relief pitchers, Brian Dozier was the only Twin who had a strong finish last year. He slugged .443 in the second half, up from .386 in the first half. He's established himself as a 20/20 middle-infield threat. … Rookie Oswaldo Arcia also flashed some power, slugging .462 in his final 38 games. ... Glen Perkins established himself as one of the best closers in baseball, but that success is a double-edged sword for fantasy owners. Perkins is now much more attractive on the trade market, and because he's lefthanded, his hypothetical new team might want him as a setup man instead of a closer. For now, be glad he's on the Twins.
Who's Not: Rookie Aaron Hicks was arguably Minnesota's biggest disappointment, hitting just .192/.259/.338. However, he had eight homers and nine steals in just 81 games, so it's clear the 24-year-old has upside. … Prospect Kyle Gibson struggled in his 10-game audition, posting a 6.53 ERA and 1.75 WHIP.
MORE FANTASY BASEBALL: Tanaka analysis | Brewers team report | Join Fantasy Source
Who's Hurt: Joe Mauer missed the final five weeks because of a concussion, but he says he's symptom-free now. Hopefully this won't be another Justin Morneau situation for Minnesota. ... Josh Willingham missed 51 games, primarily due to a left foot injury. He remains an injury risk.
2013 Team Ranks
Home Runs: 18th (151)
Stolen Bases: 27th (52)
ERA: 29th (4.55)
Projected Lineup
1. Alex Presley, LF
2. Brian Dozier, 2B
3. Joe Mauer, 1B
4. Josh Willingham, DH
5. Oswaldo Arcia, RF
6. Trevor Plouffe, 3B
7. Kurt Suzuki, C
8. Pedro Florimon, SS
9. Aaron Hicks, CF
Projected Rotation
1. Ricky Nolasco, RHP
2. Kevin Correia, RHP
3. Phil Hughes, RHP
4. Sam Deduno, RHP
5. Mike Pelfrey, RHP
Projected Bullpen
1. Closer: Glen Perkins, LHP
2. Setup: Jared Burton, RHP
3. Setup: Casey Fien, RHP


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Results 1 to 1 of 1
#1 Tebow On First And Maybe Only Season With Jets: I Dont Have Any Regrets01-10-2013, 07:17 PM
NEW YORK (WFAN) For the first time since the Jets season ended in disappointing fashion with a loss against the Bills in Week 17, Tim Tebow has spoken out.
The most famous and polarizing backup quarterback on the planet told the Fox Business Network that he has no regrets about his time with Gang Green which may or may not be finished.
I dont have any regrets, Tebow told the network. I believe everything happens for a reason. I dont know what my future holds, but I know who holds my future, and in that there is a lot of peace and a lot of comfort.
Multiple reports have come out indicating that the Jets would either release or trade Tebow once the season concluded. Those reports came out, however, when Mike Tannenbaum was still the general manager. Tannenbaum has since been let go, and the team is actively looking for a new man to fill his position.
Reports also surfaced that Tebow would ask to be let go in the offseason.
Read More>http://newyork.cbslocal.com/2013/01/...e-any-regrets/Woe to those who call evil good, and good evil;
Who substitute darkness for light and light for darkness;
Who substitute bitter for sweet and sweet for bitter!
21 Woe to those who are wise in their own eyes
And clever in their own sight! Isaiah 5:20-21 NASB
|« Previous Thread | Next Thread »


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Surviving the first term ...
Posted 17 September 2003 - 07:55 PM
So. Youve packed the brief case your mum gave you and youre on your way to your first day at your new school. If you are based in Scotland this will be the first day of your (rather less than) one year probation scheme placement. If you are elsewhere in the UK, you have overcome the hurdles of numerous interviews and are on your way to becoming a fully fledged teacher. Either way, you are probably thinking the same thing How on earth will I survive?
Read on
First, lets go back a little. Before you took up your appointment, did you visit the school? Did you receive copies of all the relevant documents: school handbook, departmental handbook, personal timetable etc. Did you have the opportunity to meet with your future colleagues? In particular, did you meet with your future Head of Department (Principal Teacher in Scotland)? Did you meet with your mentor / supervisor?
A good school will have arranged all of this before you start teaching. All are absolutely essential to the support and development of a fledgling teacher. If you missed out on any of these , you should approach your Head of Department at once and seek reassurance.
The most common fear among tyro teachers is that they will not be able to control a class of adolescents. Be reassured. As you probably found out in your training year, the media image of adolescents is much demonised. You will find that nearly all are capable of wonderful things if they perceive and are able to respond to certain cues in your demeanour. Here is a short list of helpful hints
1. Remember the swan: serene and calm above but paddling like hell below! Pupils equate competence with calm. Always, always, always keep your cool!
2. Voice is hugely important in teaching. Instructions given in a calm, quiet, authoritative voice command obedience and respect. Raising your voice or shouting will almost always result in a noisy reaction from your pupils.
3. Whatever room or rooms you teach in, make your own. Make up a seating plan for your pupils before you even see them. (You can then point out that they can have no complaint of prejudice or preference!) Accept no protests or arguments, simply point out that this is your room and they are here to learn from you. They may take up any complaint with your Head of Department or even the Head Teacher later and will be given exactly the same response.
4. Get to know your pupils as quickly as you can. They will respond better to you if they rightly believe that you view them as valuable individuals worthy of getting to know by name.
5. Use praise often but in a meaningful and considered way. Indiscriminate praise is counter productive. Consider using a class progress chart and giving stars or other symbols as a public sign of your pupils success.
6. Value your pupils work. Mark work regularly and make constructive comments. Display good work around your classroom.
7. Laugh. Pupils appreciate a teacher with a sense of humour. However, make clear the distinction between laughing with a person and laughing at them. For your part, make sure that you do not get a laugh from a class at the expense of a pupil. A class will then tend to support you when you sanction a pupil who tries to make a fool of you.
8. Sanction the behaviour not the person. Never You are an idiot, Jimmy! Always Your behaviour is not acceptable, Jimmy! Better yet, find an opportunity to praise Jimmy in the micro second when he has behaved in a sensible and constructive way.
9. Accept that you will make mistakes and speak to your colleagues about these, especially your Head of Department. An open, trusting relationship with your HoD (Principal Teacher in Scotland), will be the single most important aid to your surviving the first year, never mind the first term.
10. Join a teaching union. In the event of difficulties, this will give you invaluable support and in any event, you will be able to access a network of colleagues far beyond the limits of your own school.
So much for the school but coping in school is not the only difficulty you will face as a less experienced teacher, so
Teaching is a stressful job. Learn to deal with it. Excessive alcohol, tobacco and coffee do not help. Exercise, time out and laughter with friends do!
Learn to say No. Younger teachers are often expected to take on things which the more experienced give a body swerve to. This is fine up to a point. They too did their share in the past but try to limit the calls on your time. No I cant do that, I promised my class I would have their work marked by the next day. Remember that your priority is your pupils learning.
Except for properly organised and supervised school functions, avoid contact with pupils outwith the school day. You are their teacher, not their friend or life coach. Pupils have their own friends. However close to them you may feel, they will always regard you as a teacher. If you are not aware of the difference you can expect to be made so by your employer or the General Teaching Council in your part of the UK. Mixing with pupils socially can seriously threaten your career.
If you meet pupils in a public place, always be pleasant and polite. If they are abusive, do not respond. Deal with the matter by reporting the incident to your Head Teacher when you return to school.
Follow the advice above and while it cannot be guaranteed, you are more likely to enjoy a successful year.
This advice is limited and cannot be comprehensive. Other teachers who have experience to pass on, be they old hands or relative tyros, are encouraged to do so by posting replies to this starter.
<img src="http://www.cyberium....lawrence-1.jpg" border="0" class="linked-sig-image" /> Who said bikers can't be pretentious?
Posted 17 September 2003 - 10:36 PM
I know being an NQT is hard, but:
1. Try to keep things in perspective. It's just one class, in one day, in a small school, in a corner of the universe. A bad lessson is not wrecking their education or your career! A naughty child says nothing about you at all, though it may say something about the SMT, or the parents, and it speaks volumes about the child. Try to remember that you are the boss, not they.
2. The key ability is - ESPECIALLY in the heat of a classroom crisis - to see things as THEY see it. It is not for them the deep emotional experience it is for you. They are incredibly shallow and unreflective! They're just having a laugh - because they can (and because your inexperience is letting them). So try not to get meaningful with them - see it for what it is, a fairly harrowing game of bluff and who-can-outwit-who.
3. When you're starting, the big ones seem so daunting, and the little ones seem so wick. But they are just children. Try to step back and see them for what they are - naughty, needy children.
4. That class DOESN'T hate you. At most, half-a-dozen ne'er-do-wells are giving you a hard time. A majority of the pupils would be more than happy to get on exactly as you are requiring, and the rest would soon back off rather than have a confrontation. The problem is that you haven't yet worked out who 'the six' are.
5. A class is a many-headed hydra; one but many. Each child is an individual. This one is misbehaving because his mother is an alcoholic. This one wasn't listening when you explained the work. This girl has Special Needs and demands attention all the time. This boy is fine until he begins to lose it, then he can't pull himself back. Each one needs a different strategy to build the relationship which means that they trust you which is the basis of them co-operating with you in the learning process. BUT AT THE SAME TIME a 'class' has a corporate mentality, and each one fires off the others - and that stops you even being able to begin to meet their individual needs. (It would really be an interesting sociological study if you weren't in the middle of it.)
I know this sounds really naff, but you have to be like Jesus. If you read the gospels (I used to teach RE as well) He had some brilliant crowd skills, but then, suddenly, it's Him and just one person, and very intense - and then that's over and He turns back to teach the crowd. THAT is a really useful skill.
6. YOU MUST enlist the help and support of other teachers in the school. Do not cut yourself off in your room/house, always working, always evaluating, always self-blaming and worrying. An old lag like Neil de Marco or me can plan a lesson on the way to the classroom. So take your breaks and lunchtimes, and have some evenings out with friends.
7. Make a list of THE BASICS on a piece of paper, stick it up and keep making sure you're abiding by them. Have everything ready for each lesson before they arrive. Teach well, with different activities, including times for them to just get on with fall-off-a-log tasks in silence. Insist on good discipline for their sake not yours. Then grind out the days and grind them down.
Who am I to talk? I live in a privileged environment where the most I usually need to do is to advise them that it's not wise to begin to be silly with me. I don't think I'd know what to do now with a naughty class! NQTs are at the sharp end of the profession, and I take my hat off to their work-rate, ability and energy.
But this isn't an instant coffee thing. All I can offer is that if you stick to your guns (and that is the key thing) you will see improvements in years 2 and 3, a major improvement after 5/7 years (when you have been there longer than the oldest pupil) and a doppler shift when you start teaching the children of children you taught!
The funniest thing happened yesterday! I had a mum bring in a little Yr7 girl who daredn't come to school. They both sat and cried (I think mum was more emotional than the child). I had taught mum, of course. So I suggested strategies to child to not be so scared, and then strategies to mum to not get so upset. Then I asked: 'And what do you do if you even get a little worried so I can help you' - and they both said: 'Come to you'!!!!
Ahhh! How cute!
It does get sweeter eventually!
Posted 18 September 2003 - 06:02 AM
but i can offer a few tips of the more unusual variety from someone who was an NQT 2 years ago:
~ Get to know the really important people in the school, no not SMT or HOY's, but the caretakers, cleaners and office staff. this is essential for two reasons. firstly they will ease a lot of the pressure on you with rtegards to time consuming activities - typing, photocopying, sorting out little problems, getting hold of furniture you need. secondly these people are often far more willing to be warm and friendly to you from day one and will treat you as an important and respected person - this goes a long way to making you feel welcomed and measn you always have someone to talk to (in my experience most office staff could gossip for a living!!!).
~ don't try and deal with everything in secret for fear of being seen a failure. most teachers see asking for help - such as removing a disruptive pupil from your room to theirs, as a strength not a weakness. you are saying that you will not let one person disrupt the education of the rest.
~ get involved in some extra-curricular activities. the transformation in your pupils' eyes can be unbelievable. you will no longer be that nerdy history teacher, but the human being who loves rugby or music or drama or etc. suddenly they see you in a different light, out of your room, out of your authoritarian role and this can turn around the attitude of some difficult pupils.
as i say, slightly off the wall suggestions, but they made a big difference to me 2 years ago
Posted 18 September 2003 - 08:34 AM
Also find out if there is a regular staff social outing, you can get to know staff that way, and you will also find that some of the classes who are giving you problems are giving other members of staff problems too. There is a group of us who are in the pub by 4 on a Friday and its good for getting things off your chest.
You're scared of mice and spiders, but oh-so-much greater is your fear that one day the two species will cross-breed to form an all-powerful race of mice-spiders, who will immobilize human beings in giant webs in order to steal cheese.
Posted 18 September 2003 - 09:47 AM
Posted 18 September 2003 - 02:27 PM
It all set me to thinking about my own first year of teaching - before the term NQT existed. Even though it was a very long time ago I can remember how stressful I often found things particularly classroom management issues and discipline. My PGCE tutor had consistently refused to spend much time on this saying that he was "not running a Tips for Teachers" course!
I was wondering whether NQTs and other teachers in the first few years of their careers might like to say what issues they are findng it difficult to handle?
What worries you most about the job?
Posted 18 September 2003 - 07:52 PM
What worries you most about the job?
It's had to say what worries me most. I think it's that when I was training, it was a 10 month course with a huge content of theory and some practice, but only limited. Trouble is now I'm doing loads of teaching and do not have time to really produce the lessons I'd like to in theory.
I'm also finding severe problems with homework and have had to come up with a system to combat this.
Thing is I'm also the only History Teacher (well full time) and all the departmental stuff has to be done by me and I simply haven't had time and it's an enormous weight waiting to crash on me. (I'm due to hand in a value added analysis of the GCSE history grades, a MMSR...........I think thats what it's called, well the first part needs doing, I need to do the SOW for each year 7,8,9,10,11 for October to December, I could go on!).
I think it's the huge jump I'm finding difficult to handle, its a huge shock to the system. I'm also not thick skinned yet so when I have a bad lesson it gets to me. I also feel inferior to other more experienced colleagues in that area of my teaching.
That was a rant wasn't it! I feel much better now I've ranted!!!
H. G. Wells
Posted 18 September 2003 - 08:38 PM
There is plenty of sage advice above but there are a couple of things I would like to add
Remember you have many skills and ideas that you can offer - I always look on mentoring and observing new colleagues as an important learning opportunity for me - I have watched lessons where I have gained far more from the NQT than they will have from my advice and comments - its a fabulous experience.
You have a life outside of work -(OK those of you who know me a little better - pot calling kettle black, those without sin cast first stone etc etc) - you can only do so much, learn to say no and ENOUGH! Teaching is hard, we work very long hours - it is important for you ,and the pupils, to break off completely.
Finally I echo the support staff advice - get caretakers, cleaners, kitchen and support staff on your side and half the battle is won. Treat them as equals - teaching ain't that well paid when compared to many other professions BUT their terms and conditions can make ours look heavenly. A couple of bottles of beer or a bottle of wine, a thank you note, a helping hand - and they are your mates for duration - too many colleagues (I am certain not forum members) see them as lesser mortals -they are not! (Indeed I've worked with lab technicians who were amongst the most academically well qualified staff)
And find a good sounding board - get it off your chest - suggest not partner/spouse all the time - it can get to them!
Edited by Paul Smith, 18 September 2003 - 09:12 PM.
Posted 19 September 2003 - 05:19 PM
1. Wine.
2. Chocolate.
3. Tissues.
4. Smashing a shuttlecock every Tuesday night at badminton!
5. Stress balls!
6. Counting to 10 in my head!
7. Swearing in my head!
8. Having an ace group of NQTs and other teachers to talk/whinge/cry to!
These seem funny now but some were quite neccessary at the time! Heck - I still use them now!
You get through it - you survive - and then you can't believe how nervous and uptight you really were!
#10 Guest_andy_walker_*
Posted 19 September 2003 - 05:45 PM
Posted 19 September 2003 - 05:50 PM
It is a massive jump, you're quite right. In my NQT year, which is admittedly a while ago now, I went from being a 'bit part' in the History Dept to being Head of Dept. The learning curve was extremely steep and at times very hard to handle. I 'survived' because of a number of things:
I think it's the huge jump I'm finding difficult to handle, its a huge shock to the system. I'm also not thick skinned yet so when I have a bad lesson it gets to me. I also feel inferior to other more experienced colleagues in that area of my teaching.
1) I insisted on having a mentor of my own choosing. I knew that I needed help and support and realised that the best way to make sure I got the job done half decently was to be working with someone whom I had a great deal of respect for: I knew who this person 'had' to be within a few weeks of being in the school and still use him as a sounding board when I have awkward decisions to make (What is nice for me is that he now uses me in the same way as well).
2) Prioritise. You cannot get everything sorted out overnight, nobody can. Pick the areas that you need to concentrate on and devote time and energy to them. I'd suggest Years 9-11 as being these areas as they are the ones that your progression as a teacher will be judged upon come July. For years 7&8 you will have in your dept, or available via the sites at the top of the page, all the resources and lesson ideas that you will need to get you through this year. Use them as they are, you can worry about amending them to fit your style of teaching next year, or perhaps even the year after that.
3) Ask for regular in lesson support for groups that you consider to be awkward. This way you can isolate trouble makers quickly by splitting them up and having them working on different tasks. getting support staff to work with a group of 5 or 6 students in an area close to the classroom will minimise the level of disruption AND will get higher quality work out of students.
4) Develop the thick skin. You're there to teach, they're there to learn. If they don't want to learn that's hardly your fault. Record all of the incidences of poor behaviour and use these with parents, pass them on to form tutors, Year Heads and and Learning mentors / support staff that you can find.
5) Use the 'Broken Record' technique. Students won't always listen the first time they are asked to do something, particularly with new faces. Calmly but assertively repeat the instruction several times. If you 'lose it' with a child they might think they've gained the upper hand - even if you think they have done this, never ever let them see that this is the case.
Posted 20 September 2003 - 08:57 AM
I hesitate to question Dan, but when I was acting SENCO last year I waged a continual war to try and get teachers to realise that in-class support is for the Special Needs pupils, not for the teacher.
Ask for regular in lesson support for groups that you consider to be awkward.
It's a vital principle, because SN support is SO inadequate to the needs of the SN children that resources are desperately over-stretched to meet their needs. When the SENCO is also being asked to put LSAs here and there because a teacher can't cope with a class, it's nervous-breakdowns-ville.
The only justification would be to argue that - because a teacher was inexperienced - certain pupils whose SNs were behavioural needed an LSA in the classroom to help them meet their behavioural targets.
But the allocation of support MUST be pupil-led.
A far better way would be to identify the half-a-dozen troublemakers and spread them to the four winds every lesson, putting them into other teachers' classes to copy, and only letting them back in one at a time when they have learned to do things properly.
Posted 20 September 2003 - 10:38 AM
Sorry, I've not explained in enough detail there.I hesitate to question Dan, but when I was acting SENCO last year I waged a continual war to try and get teachers to realise that in-class support is for the Special Needs pupils, not for the teacher.
Ask for regular in lesson support for groups that you consider to be awkward.
We have teaching assistants who are not part of the SEN team. They work with small groups of students within the classroom or can be asked to work with a group outside the classroom without SEN support being affected. Also Learning Mentors often work with their mentees during lessons, though as with SEN this is something that should come from that department rather than being the result of a cry for help.
We also have had team teaching as a large part of peoples timetables which has been a good way of making the NQT year as successful as possible.
Posted 23 September 2003 - 11:04 PM
Posted 08 January 2004 - 04:43 PM
How useful was the advice offered at the beginning of the year?
Is there anything any of the NQT's would like to add to the advice that has been offered?
What are the main areas of challenge or confusion for you in your first year as a teacher?
What types of support are you receiving in school?
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We've heard a lot of crazy birth stories , but this one is a doozy! A Filipino woman went into premature labor while on an Emirates flight from Dubai to Manila, ultimately delivering a baby boy in the lavatory, according to The Huffington Post. Most OB-GYNs recommend avoiding travel after 36 weeks, but the baby arrived much earlier than expected, at 27 weeks.
Plus: Why Emirates is the Most Family-Friendly Airline
The unidentified woman seemed to be pain when she headed back to the bathroom, her worried-looking husband nearby. Two nurses onboard as well as airline attendants helped the mother and baby, who was born into the toilet. The plane made an emergency landing in Vietnam, and the baby remains in critical care.
To commemorate the unusual circumstances of her son's birth, the mother named him EK, the flight code for the airline.


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Pulsations (11.30.12)
Here are the latest Pulsations, links to fresh stories and visuals about Japan, shout-outs to fellow bloggers, and highly clickable stuff that we think you might enjoy.
In no particular order, they are . . .
- They put it in their legs (from Amanda in Japan): This blogger discusses the misery some foreign women may face when shopping in this "thin is in" nation and the pervasive obsession with weight loss and beauty here. Safe to read with a snack in hand, for she ensures that you will go away with an extra dollop of self-worth.
- What Happens After You Die in Japan? (from Tofugu): Everybody's got to think about meeting with their maker some time. Find out how you'll be dealt with upon death here and how the cellphone will be involved in the future of Japanese graves. What?
- Why don't Japanese Buddhist monks do alms rounds? (from Japan Explained): Why is Japanese toast so thick? Why do tengu have long noses? This site provides answers to questions you never even thought to ask — what are the random similarities between Japan and Turkey, anyway? We hope you're not reading at work; once you start it's hard to stop.
- Driving in Japan: Does Cuteness Save Lives? (from Marshmallow Sensei): Do cartoon figures dispensing reminders about driving safety really do the job? Matt explains the main difference between Japanese safe-driving instruction and what he learned at home.
Visual Pulse
Highlights of Japanese TV commercials for weeks 46 and 47 of 2012, including this year's Coca-Cola Santa. Check out other uploads on this YouTube channel if you're in the mood for a Japanese TV commercial binge.


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YOU CAN EDIT THIS PAGE! Just click any blue "Edit" link and start writing!
Difference between revisions of "Muang Ngoi Neua"
Earth : Asia : Southeast Asia : Laos : Northern Laos : Muang Ngoi Neua
Revision as of 23:09, 28 January 2010
Northern Laos with no permanent electricity and no road access. Most guesthouses are simple bamboo huts. Interesting treks can be done in the area.
Get in
The village is only accessable by river. Take the public boat from Nong Khiaw (daily 11:00 and 14:00, 20.000 kip) or charter one in Luang Prabang or Muang Khua.
See & Do
Get out
Take the public boat to Nong Kiau (every day 10:00 20.000 kip) or charter a boat to Muang Khua or Luang Prabang. Ban Muang Ngoi tours also offers 1 day jungle treks back to Nong Kiau.


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Hi guys,
I'd just like to try and confirm my understanding of the words in this sentence i'm reading, and find out exactly what root their root form is. The sentences are from Orberg's 'Familia Romana' book 'Lingua Latina'.
The words:
from: page 35, section VILLA ET HORTVS
Iulia: "Vide, mater! Vedete, pueri! Videte rosas meas!" Iulia laeta est, rosae eam delectant.
Aemilia: "Ecce puella pulchra cum rosis pulchris!"
Verba Aemiliae Iuliam delectant.
Marcus: "Rosae pulchrae sunt; puella sine rosis pulchra non est!"
Verba Marci Iuliam non delectant!
delectant would mean 'pleases' ?
Verba would mean 'the words' (or, what he/she says).
So the sentences would mean;
Julia: "Look mother! Look boys! Look at my roses!", Julia is happy, as the roses delight/please her.
Emily: "Look, a/the pretty girl with beautify roses"
What Emily says pleases Julia.
Marcus: "Roses are beautiful; A girl without roses isn't beautiful".
What Marcus says doesn't please Julia.
Does anyone have a recommendation for a good dictionary? Or maybe the problem is I don't know how to use one correctly.
Finding the form 'delectant' in my current Latin/English dictionary is not possible. Verba also not.
Usually you can understand from the context, but sometimes I just need a little confirmation. And my dictionary wasn't able to give it!
thanks for all replies.


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|2013-03-01, 12:52
|Link #501
formerly ogon bat
Join Date: May 2011
Location: Mexico
Age: 47
|2013-03-01, 13:52
|Link #502
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Location: East Boston, Massachusetts
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|2013-03-01, 14:03
|Link #503
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Age: 35
Right America: Feeling Wronged
It tries incredibly hard to be unbiased but fails because of the content it features, the message it is trying to convey and the fact that the director is Nancy Pelosi's daughter. She followed the McCain campaign trail and went to rallies and conventions all over the "South"
That said, what it does manage to bring out, is this: A very large part of the population, rightly or wrongly, feels disenfranchised and is living in a country they feel do not reflect their views and desires. They also don't get why. They see themselves as "normal" "god-fearing" "good-natured" "hardworking" folk .. so why is everyone else crazy? They just don't and can't get it. They can't make the logical leap and they've been "left behind" .. it's quite sad really. Some people start tearing up or outright crying without being able to properly explain why they feel so lost and alone, adrift in a country they live in, but they don't feel is really still their own.
|2013-03-01, 14:04
|Link #504
formerly ogon bat
Join Date: May 2011
Location: Mexico
Age: 47
As a side note, nope, I would not want to be part of a revolution (the last one was a waste of time, money and human lives) but I keep hearing a lot of US citizens in this forum saying they are buying firearms for that very purpose.
|2013-03-01, 14:16
|Link #505
Join Date: Feb 2004
Location: East Boston, Massachusetts
Age: 29
|2013-03-01, 14:36
|Link #506
Love Yourself
Join Date: Mar 2003
Location: Northeast USA
Age: 33
The diversity isn't just in people and cultures, but in lifestyles. Big cities, suburbs, and rural life: it's no coincidence that many major urban centers hold views opposite those of people living out among few other people. The issue of gun control is the most obvious example of showing where differences arise. People living in rural areas have legitimate concerns about threats from other people (or animals), and they're isolated enough that police and other assistance can't reach them in time. By comparison, people in major cities are in very close proximity to others who could lend a hand, and firearms seem like an unnecessary hazard that is bound to hit someone even unintentionally due to the higher population density.
Conflicts between these views have probably always existed, but our increased connectivity increases the friction. People used to be blissfully ignorant of the views expressed by people farther away, but now there's constant exposure to views held all around the country. People can easily travel around the country, further mixing these ideas and values around. For better or for worse, the federal government has been playing the power role over our states, meaning that we're getting one-size-fits-all laws that apply to all regions, instead of worrying more about laws tailored to the locality.
Our increased connectivity is fairly new, and some areas of the country are still coming online. While differences owing to location will always exist, my guess is that the increased connectivity will help to further unify and synchronize the nation's views.
|2013-03-01, 15:12
|Link #507
Senior Member
Join Date: Sep 2008
Age: 32
|2013-03-01, 15:24
|Link #508
Master of Coin
Join Date: Mar 2008
|2013-03-01, 15:30
|Link #509
formerly ogon bat
Join Date: May 2011
Location: Mexico
Age: 47
|2013-03-01, 15:45
|Link #510
Join Date: Mar 2006
There's an exponential increase in the advancement of technology, and we've hit a tipping point where those advancements come in years instead of decades. This is why the notion of the Singularity holds credibility. There's a huge clash of ideas going on right now, essentially a battle between old and new. Economics, politics, religion, you name it, established aspects of society are increasingly unable to keep pace with the speed of change and those who are changing with it. That's the root of anxiety facing people right now. The world is changing, and they feel left behind. People naturally fear change, the unknown, and cling to tradition.
Sadly, it inevitably leads to bringing out the worst in people, often in violent and otherwise destructive ways.
|2013-03-01, 16:26
|Link #511
Obey the Darkly Cute ...
Join Date: Dec 2005
Location: On the whole, I'd rather be in Kyoto ...
Age: 61
Many of them are in my age group ... I rather like the moniker for them: "Left Behind" ... Ironic but on target. I was more sympathetic to my peers in the '90s but I am not now. They've had twenty five years to get on the train and there has been no end to attempts to help them adjust. (not that they aren't infecting or undereducating younger age ranges)
My wife and I were talking about a recent trend of people who got anxiety attacks if their cellphone is taken from them (lost or confiscated, whatever). At first it sounded stupid, but the more I thought about it, it wasn't. In the current day, it is roughly akin to being put in black box isolation. You can no longer hear the "whisper of the Borg", you are cut off from social contacts, you don't have your maps, you don't have your information sourcing, etc etc. So no, it isn't necessarily silly. I have people my age who don't understand why a house might need more than one computer and turn their cellphones off unless they're making a call. o.O.
As for social framework issues, again I have no sympathy. The sorts resisting change now are largely the very same people who resisted it in the 60s and 70s.
They never signed up for it and over the last twenty years or so, the US is experiencing a backlash as this faction gets more and more panicked. I got called a long-haired hippy the other day by someone in a grocery store parking lot when I smiled at a barking dog in the car next to me. The man was 15 years my senior - so he would be the exact same age as the adults who called me that in 1975.
To me, racial equality, feminism, choice of fashion, anti-corporatism, choice of who you sleep with, IS conservatism because it implies leaving other people alone and having control over your own destiny. The authoritarian patriarchal bunch (be they white, black, whatever) are the ones lashing out in anger/fear because the trends in demographics aren't on their side.
Last edited by Vexx; 2013-03-01 at 16:50.
|2013-03-01, 16:26
|Link #512
"Hey, let's read the Bible"
"What that book is so old and not cool? Meh, who cares about love and I don't wan to turn the other cheek!"
"But, a lot of cool shit happens in the Bible. There's like wars and massacres, and God doesn't take shit from anyone. Curse him, and he'll send a swarm of locusts after you. And the ending is mindblowing, even if there's a few plot holes and contrivances... and at the very least you won't be quoting it out of context like every asshole in power does. And uhh, there's nudity too."
And sadly, it does seem that violence and explosions are the best way to attract a crowd. That Family Guy parody of Passion of the Christ feels all too real.
|2013-03-01, 16:39
|Link #515
Join Date: Aug 2007
Location: 42° 10' N (Latitude) 87° 33' W (Longitude)
Age: 39
|2013-03-01, 20:07
|Link #516
Join Date: Nov 2007
Age: 29
|2013-03-01, 20:12
|Link #517
formerly ogon bat
Join Date: May 2011
Location: Mexico
Age: 47
Last edited by mangamuscle; 2013-03-02 at 10:47. Reason: duh
|2013-03-02, 00:39
|Link #518
Senior Member
Join Date: Jan 2010
Location: Virginia
Age: 41
Hate is certainly a strong word, and shouldn't be used recklessly.
Yet there is a lot of anti-American sentiment being bandied about here, be it foreign policy, military, current government actions, and how us dumb old Americans think and act.
In reality it's just an opinion brought on by years of personal beliefs or what your elders said while sitting around the supper table.
If we're ever going to get anywhere, we better start thinking for ourselves.
Last edited by Lost Cause; 2013-03-02 at 09:27.
|2013-03-02, 09:27
|Link #519
Love Yourself
Join Date: Mar 2003
Location: Northeast USA
Age: 33
This gets back to an issue that was discussed a few pages ago. A lot of us Americans think that we're #1 in the world in just about everything. That pride makes external criticism seem warped. If we are #1 then we are undeserving of any criticism, especially from those who don't live here; any negative sentiments must be blind hatred, jealousy, or trolling. But just as nobody is perfect, there is no perfect nation. Whether we're the closest to perfection or not is a matter of opinion, but we should certainly be able to listen to criticism and consider it honestly, without our pride getting in the way.
|2013-03-02, 11:11
|Link #520
*That* is the source of racism. I can sometimes feel a discomfort around people who aren't like me, but I recognize where it comes from now, and now it doesn't make me a racist. It means I am suffering from an evolutionary trait that, while it made sense when we were a simple hunter-gatherer species, it doesn't make sense now. Even then, I barely feel it most of the time, but sadly, many are still locked into the "tribal sense" and thus feel compelled to attack people not like themselves; not just race or culture, but class, too.
It makes it really damn hard for those Americans like me, who want to correct actual problems that are getting people killed. But we can't, because the problem can't be that our constitution needs changing, or that our way of life is wrong. The problem is just other people. This has the side of effect of allowing us NOT to change, because we don't like change. We generally prefer the status quo... until something happens to us, ie, we love our guns... until we or our kids are gunned down, and then we realize the folly of our earlier position. You simply cannot get someone to understand your point of view, until they've lived it. Just like a rich person will never understand what it is like to be poor and how to address the problem, until they are poor themselves.
|Thread Tools


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As a woman with strong Southern roots, I'm shocked and saddened by what I read this morning: more than NINE babies in 1,000 die before their first birthday in the state of Mississippi. That puts the Magnolia State's infant mortality rate more on par with developing countries like Sri Lanka and Botswana than with the United States, according to a report from CNN.com.
Mississippi gave birth to my maternal grandparents and their legion of siblings and cousins. My grandpa is still kicking it today as he preps to celebrate his 90th birthday. His mom, my great-grand, almost made it to 100. "Hardy stock" -- that's what we always said. But somewhere along the line that changed.
Plus: Best and Worst Places to Give Birth
Sure, Mississippi has long been the butt of jokes, 50th in everything you don't want to be last in. It's a combination of these problems that experts think lead to the higher infant mortality rate:
- Obesity: Obese women have more complications during pregnancy, including pre-term birth.
- Poverty: coupled with low education, also can lead to premature birth. (Factor in that 20 percent of Mississippians are uninsured.)
- Teen pregnancy: Teenage moms are more likely to have babies too soon or have a low-birth-weight baby.
But this just isn't funny. Babies are dying in Mississippi (and in other nearby Southern states, Alabama and Louisiana to be specific, that house people I hold near and dear).
Plus: Birth Rate Affected by Recession
The question of course is: What do we do? There's the obvious advice for expectant mamas: Be healthy. Don't smoke. Don't drink. Exercise. Get prenatal checkups. But getting that message out takes time and money. Walk in a March of Dimes walkathon or write a check to First Candle. Let's all do something to get more babies to their first birthday.


text:
I have been writing my little blog here for some time now, and my favorite part of doing this is of course the feedback. It's always great to hear from the readers, to have mistakes corrected, to debate various topics and techniques, and to learn a lot about SQL and the various topics I discuss here.
At this point, I have received over 1,700 comments over the years, and while all of them are truly appreciated, I have noticed that unfortunately many of the, uh, less helpful comments do seem to consistently fall neatly into various categories.
Let's take a...
posted @ Friday, June 06, 2008 3:43 PM | Feedback (11) |
Filed Under [
You are a very important, talented, enterprise-level programmer! You write and maintain millions of lines of code, compiling your applications takes several hours, and your databases contain hundreds of tables with millions of rows. You clearly do not have time to write silly test applications!read more...
posted @ Wednesday, May 23, 2007 12:27 PM | Feedback (17) |
Filed Under [
Today's article at WorseThanFailure.com is one that the SQL Server community might find enjoyable.
I may try to implement something similar in my next project .... or, maybe not!
Are there another other great designs like this that you've come across? Maybe even some that you designed yourself? Come on, you can admit it, let us know! I won't tell anyone. After all, no one ever reads the comments ...
see also:
Discussing VB and/or MS Access in a Programming Forum
Top 10 Things I Hate About SQL Server
SQLTeam Dating Advice !
posted @ Tuesday, April 03, 2007 7:38 PM | Feedback (1) |
Filed Under [
Database Design
Dear DBA --
Thanks so much for helping us developers out with the latest changes you've made to the stored procedures in our system. While it may have been nice if we got together first to discuss these changes, I do appreciate that you worked very hard to make things much easier for us.
read more...
posted @ Wednesday, March 28, 2007 12:36 PM | Feedback (13) |
Filed Under [
Database Design
So, you've decide to write a comment about how bad either VB and/or MS Access is in a programming forum! Well, you've come to the right place, I'm here to help.
read more...
posted @ Tuesday, June 06, 2006 7:52 PM | Feedback (38) |
Filed Under [
MS Access
Congratulations to our good friend Alex Papadimoulis over at the asp.net weblogs on his Microsoft MVP award. Well-earned!
posted @ Wednesday, November 30, 2005 5:08 PM | Feedback (0) |
Filed Under [
These are actual, unedited SQLTeam post subjects that you also might find in a dating forum:
read more...
posted @ Thursday, November 10, 2005 9:22 AM | Feedback (2) |
Filed Under [
Here's kind of a funny/scary thread over at the DailyWTF:
read more...
posted @ Friday, November 04, 2005 11:18 PM | Feedback (3) |
Filed Under [
Database Design
By an anonymous SQL user (a guest blogger)
1. SQL is too complicated!
When I have multiple values in my columns, like "JAN,FEB,MAR" or "15,84,22" , SQL Server just doesn't get it. It's almost impossible to write SQL statements on tables like that! If I can manage to get any data out at all, it ends up being a 500 line SELECT statement!! What is up with that? And it also takes an act of God to successfully delete a value from those lists. Why does MS make things so complicated?
2. Datatype conversions!
What is the deal with data types? I just use...
posted @ Tuesday, May 24, 2005 1:27 PM | Feedback (193) |
Filed Under [
Powered by:
Copyright © Jeff Smith


text:
Mexico's 19th-century leaders spent lavishly to bring the railroad to their young republic, eager to show the world that they were building a modern, technologically advanced nation. More than 100 years and a few upheavals later, with Mexico's economy barreling forward but its pride in need of a boost, new President Enrique Peña Nieto has outlined a grand vision to showcase the country's renewed prosperity and engineering might. He'll make the trains run again.
Peña Nieto surprised many at his Dec. 1 inauguration when he announced a multibillion-dollar plan to restore passenger rail service in Mexico, nearly 15 years after his own Institutional Revolutionary Party (PRI) finished dismantling it.


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A Salute to the Men and Women of the 148th
Cars pass by. The usual flags fly. No one knows their name. Though their families love them just the same. Copeland, Horne, Ashley, Rivera, some new guys, old ones been there before and done that. St. Patrick and Santa Claus watchers were gone to the beach. The faithful with flags in hand and in their hearts, stood by, waived and cheered, while too many others found too many better things to do on a hot Saturday morn. Politicians praised. Patriots applauded. Wives, mothers and children smiled.
Hotdogs, hamburgers cooking on the grill. Little boys, little girls, on the jumpers for a thrill.
Maybe it will be the last time to welcome them home. And, maybe many more will be there the next time.
But for now, let us pray that when they leave again, there will many more of those they fight for there, waving a flag, cheering out loud, and saying a prayer.


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Elizabeth from My Milk Spilt was kind enough to publish me at her site; my piece "Missing the Mark" went live today. If nothing else, Michelle Allison's linked-to piece is a go-to for some sense and sensibility regarding the USian (and AUian, at very least) "War on obesity", etc.
Meanwhile, here's a picture of a BLT with homemade bread and lovely summer tomatoes.


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Spiders: Up Close and Personal
Jorge Fardels's photographs may look like puppets or computer-generated imagery, but they are actually images of real, living spiders.
Mr. Fardel uses macro photography to make extreme close-up portraits of spiders indigenous to his hometown of La Coruña, Spain. "As a child I always liked to watch ants," he said. "I spent hours watching insects in my garden, always thinking what it would be like to be that tiny and immerse myself in that macro world." In 2009, when he got his first camera and macro lens, Mr. Fardel was finally able to "unleash all that passion [he] had as a child."
Macro lenses are camera lenses capable of photographing subjects at 1:1 magnification, or life-size, where the size of the subject is the same as the image of the subject projected onto the camera's sensor. Mr. Fardels goes even further to achieve magnifications of up to 12:1 by using microscope lenses.
To capture hairs on a spider's cephalothorax or the reflection in one's eyes at such close range, Mr. Fardel had to expand his depth of field beyond what the camera and lens could produce. He used a technique of stacking images to achieve this. He took the in-focus points from a number of images to make one fully focused composite image.
Beyond technical skills, Mr. Fardels says that patience and passion are key in capturing these images. "The spiders are restless, so you have to be quiet and accept it may take a long time," he told the Associated Press.


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"Might as well the way I am."
That's my Dad's customary response when offered a second helping, another slice of pie, just one more cookie.
Whether accompanied with contrition or, more often, by an appreciative grin, his words reflect the wisdom of 80 years.
So near the end of the holiday season, perhaps the rest of us might benefit from similar acceptance.
After all, the damage is already done: nearly all the holiday parties and family gatherings, buffets and dinners are behind us.
Besides, January 2 and the inevitable extra cycles on the Stairmaster will arrive soon enough.
So add these festive almonds to your New Year's celebration fare. They pack an addictive bite along with (okay, feel virtuous, starting now!) protein and fiber. If you can, keep from tasting the candied pepper bits that fall from the nuts!
We might as well, the way we are.
Time to table: 75 minutes
Makes 4 cups
- Butter for foil
- ¼ cup unsalted butter
- ¾ cup brown sugar
- 4 teaspoons water
- 4 cups (1 pound) whole almonds, skins on
- 1 tablespoon black pepper (freshly ground pepper for up-front pepper heat, commercially ground pepper for background bite)
- 2 teaspoons table salt
Preheat oven to 300F. Line one or two rimmed baking sheets with lightly buttered foil.
Melt the butter in a large, deep skillet on medium heat. Add the brown sugar and water, then stir until the sugar dissolves. Stir in the almonds, pepper and salt. Cook at a fast bubble for about 5 minutes, stirring often.
Spread nuts in a single layer on the baking sheet(s). Bake for 30 minutes or until the nuts turn a deep golden brown. Remove from the oven and let cool a bit, then separate the nuts into individual pieces. Keep separating the nuts until they're fully cooled and dried. If nuts are sticky, store in frig.
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© Copyright 2006 Kitchen Parade
They do sound addictive!
And as for your father's "might as well philosophy," did you notice I've been making pancetta, lard, and pork confit.{g}
May you and yours have a wonderful Christmas and may we all have a peaceful New Year
Post a Comment
Thank you for taking a moment to write! I read each and every comment, for each and every recipe. If you have a specific question, it's nearly always answered quick-quick. But I also love hearing your reactions, your curiosity, even your concerns! When you've made a recipe, I especially love to know how it turned out, what variations you made, what you'll do differently the next time. ~ Alanna


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Men's Health
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Learn about men's health
Men have a lot of unique health issues. Our topics can teach you about everything from hair loss to an enlarged prostate. Are you wondering whether you should have a PSA test? Or what you can do about erection problems? You will find lots of information here to help you make good health decisions and live a longer, healthier life.
Get help making decisions or find how-to tips in topics such as:
- Interactive Tool: How Bad Are Your Urinary Symptoms From Benign Prostatic Hyperplasia (BPH)?
- Erection Problems: Should I Take Medicine?
- Urinary Incontinence in Men.
- Prostate Cancer Screening: Should I Have a PSA Test?
- Prostate Cancer: Should I Have Radiation or Surgery for Localized Prostate Cancer?
Health Topics
- Active Surveillance for Prostate Cancer
- Acute Prostatitis (NIH Category I)
- Artificial Sphincter for Urinary Incontinence in Men
- Benign Prostatic Hyperplasia (BPH)
- Birth Control
- Breast Cancer in Men (Male Breast Cancer)
- Cancer Treatment and Infertility
- Catheters for Urinary Incontinence in Men
- Chronic Bacterial Prostatitis (NIH Category II)
- Chronic Prostatitis/Pelvic Pain Syndrome, Inflammatory (NIH Category IIIA)
- Chronic Prostatitis/Pelvic Pain Syndrome, Non-Inflammatory (NIH Category IIIB)
- Complications of Enlarged Prostate
- Congenital Hydrocele
- Cryosurgery for Prostate Cancer
- Domestic Abuse
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- Enlarged Prostate: Bathroom Tips
- Enlarged Prostate: Herbal Therapy
- Enlarged Prostate: Laser Therapies
- Enlarged Prostate: Other Surgeries
- Enlarged Prostate: Transurethral Needle Ablation
- Enlarged Prostate: Uroflowmetry Test
- Epididymitis
- Erection Problems (Erectile Dysfunction)
- Erection Problems: Questions Your Doctor May Ask
- Erection Problems: Surgery on Penile Blood Vessels
- Erection Problems: Talking With Your Partner
- Fournier's Gangrene
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- Gynecomastia
- Health Screening: Finding Health Problems Early
- Hemophilia
- Hormonal Factors in Erection Problems
- Hormone Therapy for Prostate Cancer (Androgen Deprivation Therapy, or ADT)
- How Erections Occur
- Hydrocele
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- Infertility: Factors That Affect Treatment Success
- Infertility: Problems With the Man's Reproductive System
- Interactive Tool: How Bad Are Your Urinary Symptoms From Benign Prostatic Hyperplasia (BPH)?
- Intermittent Catheterization for Men
- International Prostate Symptom Score (IPSS)
- Klinefelter Syndrome
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- Medicines for Erection Problems: Reactions With Nitrate
- Open Prostatectomy for Benign Prostatic Hyperplasia
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- Orchiopexy for Undescended Testicle
- Osteoporosis in Men
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- Penile Implants for Erection Problems
- Peyronie's Disease
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- Post-Void Residual Urine Test
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- Prostate Cancer
- Prostate Cancer Screening
- Prostate Cancer, Advanced or Metastatic
- Prostatitis
- Prostatitis: Pre- and Post-Massage Test
- Provincial and Territorial Helplines and Websites
- Psychotherapy for Erection Problems
- Radiation Therapy for Prostate Cancer
- Radical Prostatectomy
- Retroperitoneal Lymph Node Dissection
- Rye Grass Pollen Extract
- Safer Sex
- Safety Plan: Preparing to Leave a Violent Relationship
- Saw Palmetto
- Sensual Exercises for Erection Problems
- Sex Therapy for Erection Problems
- Sexually Transmitted Infections: Genital Examination for Men
- Spermatocele (Epididymal Cyst)
- Stress Incontinence in Men
- Testicular Cancer
- Testicular Cancer Screening
- Testicular Prosthesis
- Testosterone
- Testosterone and Osteoporosis
- Transurethral Incision of the Prostate (TUIP) for Benign Prostatic Hyperplasia
- Transurethral Microwave Therapy (TUMT) for Benign Prostatic Hyperplasia
- Transurethral Prostatectomy for Prostatitis
- Transurethral Resection of the Prostate (TURP) for Benign Prostatic Hyperplasia
- Undescended Testicle: Fertility Problems
- Undescended Testicle: Risk for Testicular Cancer
- Urge Incontinence in Men
- Urinary Incontinence in Men
- Urinary Problems and Prostate Cancer
- Vacuum Devices for Erection Problems
- Varicocele Repair for Infertility
- Vasectomy
- Vasectomy Reversal (Vasovasostomy)
- What Increases Your Risk of Becoming a Victim of Domestic Abuse or Violence?
Make a Wise Decision
- Circumcision: Should I Keep My Son's Penis Natural?
- Enlarged Prostate: Should I Have Surgery?
- Enlarged Prostate: Should I Take Medicine?
- Erection Problems: Should I Take Medicine?
- Erection Problems: Should I Try Injection Treatments?
- HPV: Should My Child Get the Vaccine?
- Prostate Cancer Screening: Should I Have a PSA Test?
- Prostate Cancer: Should I Choose Active Surveillance?
- Prostate Cancer: Should I Have Radiation or Surgery for Localized Prostate Cancer?
- Testicular Cancer: Which Treatment Should I Have for Stage I Non-Seminoma Testicular Cancer After My Surgery?
- Testicular Cancer: Which Treatment Should I Have for Stage I Seminoma Testicular Cancer After My Surgery?
Current as of: October 9, 2017
Author: Healthwise Staff
Medical Review: Adam Husney, MD - Family Medicine & Martin J. Gabica, MD - Family Medicine
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Home Features
- Brick paver driveway and walkways
- Clopay® wind-rated overhead garage door painted per standard selection
- Concrete masonry block exterior walls with textured or smooth cementitious finish
- Exterior hose bibb
- Exterior weatherproof GFCI electrical outlet
- Fully landscaped, sodded and irrigated lawn
- Fully vented, aluminum soffits and fascia
- MonierLifetile® Barcelona Tile Roof
- Sea Gull Lighting® coach light fixture
- Sherwin-Williams® Loxon® primer and top coat paint, color per master plan
- 8' Insulated Smooth Star ™ fiberglass front entry door by Therma-Tru®
- Brick paver front porch
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- Carbon monoxide detectors in common areas
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- Leak Protection for 5 years
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- Security system complete with one key pad
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- Structural Integrity for 10 years
- Taexx® Tubes-In-The-Wall™ patented pest defense system
- Workmanship and Materials for 1 year
- 5-year manufacturer's limited warranty on compressor
- Cable TV outlets in great room and all bedrooms
- CAT-5e telephone outlet in kitchen and all bedrooms
- Décora® light switches
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- Pre-wired for ceiling fans in great room, all bedrooms, and lanai
- Privacy door locks on bedroom and bath doors
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- Sherwin-Williams® interior walls and ceilings painted in "Natural Choice" with "Pulte White" trim
- Structured wiring by Leviton®
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- Optional Pulte Planning Center® and Drop Zone
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- Seacrest® birch recessed panel cabinetry in clove or mirage at laundry sink with WilsonArt® laminate countertop
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- Recessed lighting in master bathroom
- Rectangular mirror above bathroom vanity
- Sea Gull Lighting® vanity lighting in all bathrooms
- Sterling® (a KOHLER® company) elongated water-saver-designed commodes
- Ventilated bathrooms
- 36" raised vanity in Owner's bath
- Amerisink® porcelain undermount sink in all full bathrooms
- Sterling® Performa™ tub
- Ceramic wall tile in all shower areas
- 6" Ceramic shower floor tile
- 1/2" textured sheetrock at interior walls
- 24" O.C. on center 2x4 wood frame on nonbearing walls and 16" O.C. on bearing walls
- 2500 PSI steel reinforced concrete foundation
- All blue prints sealed by a structural engineer
- Concrete block construction on first floor
- Professionally engineered roof trusses with hurricane clips for wind protection
- Reinforced concrete slab with vapor barrier
- Square cut aluminum exterior fascia and soffits
- CAT-5e telephone jack
- Countertop breakfast bar
- Ground-fault circuit interrupter (GFCI) electrical outlet
- Ice maker water line plumbed in
- InSinkErator® Badger® 1/3 HP garbage disposal unit
- Moen® Integra® chrome low arc pullout kitchen faucet
- Recessed lighting in kitchen
- Whirlpool® built-in microwave in choice of white or black
- Whirlpool® multi-cycle dishwasher in choice of white or black
- Whirlpool® smooth top range in choice of white or black
- 3cm granite countertops in kitchen
- 42" upper cabinets with crown molding and staggered 6" over microwave and refrigerator in kitchen
- Brick Paver driveway and walkways
- Full irrigation system
- HOA Maintained landscape and irrigation
- Professionally designed landscape package
- St. Augustine Floritam sod with full irrigation system in whole yard
- Cable TV outlet
- CAT-5e telephone jack
- Private bath
- Sea Gull Lighting® lighting fixture
- Walk-in closet with storage system
- Owner's Suite includes 2 Walk-in Closets
- Energy efficient hot water heater
- Fi-Foil Vapor Shield R-4.1 Reflective insulation at block walls
- Honeywell™ digital programmable thermostat
- Lennox® high-efficiency, 15 SEER Heat Pump HVAC System
- Low-E, double-pane windows
- Off ridge vent and flow-thru soffit systems for effective attic ventilation
- R-30 fiberglass ceiling insulation
- Radiant barrier roof sheathing
- All operable windows screened
- Dual pane insulated Low-E clear glass aluminum frame sliding glass door
- Chamberlin® Liftmaster™ 1/3 hp automatic garage door opener with 2 remotes
- GFI exterior outlet at front and rear of home and at heat pump location
- AO Smith® 50 gallon electric water heater
- Laundry sink in laundry room
- Mohawk® Smartstrand™ carpet with lifetime stain and soil warranty
- 6 pound rebond carpet underpad
- 17" Ceramic floor tile in all wet areas
Homesite Map
Click below to see the available homesites within this community, as well as what plans are available to build on those home sites.
Pulte Energy Advantage
Many of our homes offer energy-efficient features that can help reduce your home's energy consumption while maintaining everything you want in a new home. That's the Pulte Energy Advantage®.
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