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|10 October 2013
3D Modeller/Generalistportfolio
David Kent
3D Modeller/Generalist
David Kent
London, United Kingdom
What's lurking in Caves
Hi all
been along time since I posted here
This is my latest concept the Dugawa's Cave.
Basically I wanted to create a huge creature that lurks in large underground caves and has an ancient feel to it. I want to concentrate on things like good composition and colour, so it would be great to get some feed back because eventually I will make it in 3D.
|10 October 2013
The image is very, very dark right now. I know it's underground, but you need to think about getting some more light in there so that people can actually tell what they're looking at. Maybe you can throw in some other light sources - glowing crystals/moss, lamps. I'm having a hard time actually telling what the creature's design is at the moment, mainly because it is so dark, but I'm not convinced by those horns or how very reflective his skin is. His horns look like they'd get him trapped underground. If you're designing an underground creature, you should be thinking about what features they use for digging, how they navigate in the dark (is it very good sight, sound, smell, infrared?) and what they eat. Underground, there's not much large-scale food, so why is his mouth so big and full of tiny sharp teeth?
Compositionally, I'm not fond of the large dark splotch running straight up in the foreground on the left, and the rock formations pointing downwards in the background are really uniform, also pointing straight down, which giving you a lot of vertical lines on the canvas, and forming tangents with the top of the guy's head.
|10 October 2013
Pragmatic Dreamerportfolio
Forum Leader
Robert Chang
Lincoln, USA
I think the scene itself contains enough light that can be used to help the creature read more clearly--you just have to turn the creature a bit so that more of the light is hitting it at an angle that shows the important forms on its face. The main problem is really the face area. We can see its mouth and teeth, but the upper half of its face is totally vague.
I agree about the horns--doesn't seem practical for a creature that dwells in caves.
The two vertical columns framing the creature seems like they're only there for that one purpose, and doesn't really make the composition better. I feel that all elements in an image should serve at least two important purposes, or else it's just taking up space and acting like filler.
|10 October 2013
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The following is a declaration which was signed by Jewish, Muslim and Christian leaders during a two-day interfaith conference in Alexandria, Egypt, that culminated on January 21, 2002.
Signatories included:
His Grace the Archbishop of Canterbury Dr. George Carey
Sephardi Chief Rabbi Eliahu Bakshi-Doron
Deputy Foreign Minister Rabbi Michael Melchior
President of the World Conference on Religion and Peace Rabbi David Rosen
Minister of State for the Palestinian Authority Sheikh Tal El Sider, signed on behalf of the Palestinian delegation
Representative of the Greek Patriarch Archbishop Aristichos
Melkite Archbishop, Archbishop Boutrous Mu'alem
In the name of God who is Almighty, Merciful and Compassionate, we, who have gathered as religious leaders from the Muslim, Christian and Jewish communities, pray for true peace in Jerusalem and the Holy Land, and declare our commitment to ending the violence and bloodshed that denies the right of life and dignity.
According to our faith traditions, killing innocents in the name of God is a desecration of His Holy Name, and defames religion in the world. The violence in theHoly Landis an evil, which must be opposed by all people of good faith. We seek to live together as neighbors respecting the integrity of each other's historical and religious inheritance. We call upon all to oppose incitement, hatred and misrepresentation of the other
- TheHoly Landis holy to all three of our faiths. Therefore, followers of the divine religions must respect its sanctity, and bloodshed must not be allowed to pollute it. The sanctity and integrity of the holy places must be preserved, and freedom of religious worship must be ensured for all.
- Palestinians and Israelis must respect the divinely ordained purposes of the Creator by whose grace they live in the same land that is called holy.
- We call on the political leaders of both peoples to work for a just, secure and durable solution in the spirit of the words of the Almighty and the Prophets.
- As a first step now, we call for a religiously sanctioned cease-fire, respected and observed on all sides, and for the implementation of the Mitchell and Tenet recommendations, including the lifting of restrictions and return to negotiations.
- We seek to help create an atmosphere where present and future generations will co-exist with mutual respect and trust in the other. We call on all to refrain from incitement and demonization, and to educate our future generations accordingly.
- As religious leaders, we pledge ourselves to continue a joint quest for a just peace that leads to reconciliation inJerusalemand theHoly Land, for the common good of all our peoples.
- We announce the establishment of a permanent joint committee to carry out the recommendations of this declaration, and to engage with our respective political leadership accordingly.

subset: commoncrawl


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The VyGLab
Welcome to the Laboratory of Research and Development on Visualization and Computer Graphics (VyGLab). The VyGLab is one of the five laboratories at the DCIC, UNS. The aim of VyGLab is to assist researchers in achieving their goals, making the discovery of scientific knowledge through visualization and analysis of data and, at the same time, advance the state of the art through our own research. The main research topics include Semantic-based Visualization, Information Visualization, Augmented Reality, Modeling Volumes and Wavelets.


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What major changes did you make after your heart attack?
My number one lifestyle change is my diet. I have not eaten a hamburger or steak or any red meat since my heart attack. I try to do a very low fat diet, limited fried foods, more vegetables, salads, and grilled food. I don't add salt on anything. I don't drink sodas, no regular coffee. I used to have a couple of cokes a day before this happened. I drink a lot more water now.
And what about exercise?
In my 20s I was an avid exerciser, but I stopped once I started working full time. I kept telling myself that I was going to get back to a routine. After the surgery, I did the 10-week cardiac rehabilitation that the hospital offered. Since that point, I have become an avid walker, walking at least 5 days a week, 3-4 miles a day, whether it is in the neighborhood or on the treadmill.
How was cardiac rehab?
I found rehab very helpful. It actually gets you going with healthy habits. Plus, they monitor you. After a heart attack and surgery, you don't know how you will react to exercise and how hard you can go at it. Now I don't worry about that at all. For the first couple of years, I wore a heart rate monitor whenever I walked to check my heart rate and make sure I was in my training zone. Now, I only check my heart rate when I am on a treadmill. When I walk outside I don't wear my heart rate monitor because I know how my body feels and when I need to push myself a bit.
How did your heart attack affect your family?
I am single, and if I didn't have family, it would have been real tough. I couldn't have done it by myself. They became my caregivers. Luckily I have cousins that live close by. They took me into their home and let me heal there for 4 to 6 weeks after the surgery. Also, my sister is a nurse at Duke Hospital and made sure that I got into an exercise routine and that I stuck with a low fat diet. The family support was huge, and they were all real supportive. Everybody was there to help.
Did you have to make other lifestyle changes?
Before my heart attack, it was always "go, go, go" for me. I felt like my job was consuming me. I've tried to become better at time management so that I have more time for myself. I used to work longer hours. I think I am still as productive as I was before my attack, only now I am more focused and can do my job in a better way. I used to never take time for breakfast. I would grab a cup of coffee; maybe eat something on the go, and head to work. Now I take time, I get up a little earlier, eat breakfast, and relax before I start my workday. Taking time for myself sets the tone for the day.
What is the best advice you were given after your attack?
Find a doctor who you trust and who will listen to you. I was 46 and single and didn't have a doctor. I quickly found a doctor recommended by a cousin of mine who is also a doctor. He has been great.
Another piece of advice: It is important to recognize when something is feeling different in your body. Get medical help as soon as possible; don't wait like I did.


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Survey your home for common kitty household hazards, including dangling electrical cords, poisonous plants, garbage disposal switches, drapery cords, open clothes dryers, ripped screen doors and breakables to ensure that your cat is truly safe.read more
Name: Max
Age: 1 1/2 Year
Owner: Sue Jacobson
Hometown: Roseville, MN
Likes: little sock with catnip
Dislikes: getting his nails clipped
Sue Jacobson says:
We love our little Max - - - he love to play with his two sisters and his cousin. His favorite toy is a little sock filled with catnip. He hids in the strangest places - for instance, the flower basket on the table (in the picture). He is so loving and has helped me get through some rough times while battling cancer. Cats are great friends who love unconditionally.
Cats reach full skeletal development when they are this old:


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SPRINGFIELD–The Summer International Film Festival continues at the Springfield Free Public Library on Thursday, July 26.
The library will screen Korkoro (2009) at 1 and 7 p.m. During the Second World War, a Gypsy family travels the roads of France before learning that the Vichy regime no longer gives them the right to travel freely. In French and German with English subtitles. 111 minutes. Not rated. Future screenings in this series include The Artist and Nora's Will.
Funding for the film program has been made possible in part by the NJ State Council on the Arts, Department of State, a partner agency of the National Endowment for the Arts, through a grant administered by the Union County Office of Cultural and Heritage Affairs and by the Friends of the Springfield Free Public Library.
Admission is free and refreshments are served. Assistive listening devices are available upon request. The Springfield Free Public Library is located at 66 Mountain Avenue. For more information, call 1-973-376-4930 or visit www.sfplnj.org.
Connect with NJTODAY.NET
Join NJTODAY.NET's free Email List to receive occasional updates delivered right to your email address!


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The Catholic Parliamentary and Public Affairs Internship Scheme, which began in 2003, provides up to eight recently graduated Catholics with intensive experience of political and social action in a spiritual context. Four interns will be placed with Christian MPs at Westminster, one in a parliamentary support role within the Secretariat, two in public policy and social action with CAFOD and CSAN, and one in a media internship with the Catholic Communications Network (CCN). In addition to educational work experience, all of the internships also involve individually guided retreats and spiritual guidance throughout the year. Each intern will take part in a course in Political Theology and Catholic Social Teaching, run by the Bishops' Conference, as well as exploring the political landscape and the Church's involvement in social action through a series of events.
I have just taken up a new role within the civil service and without the experience I gained at Archbishop's House I would not have got it."
It has reinforced to us all the need for Catholic voices in politics"
My internship at CAFOD has enabled me to put my faith into action, whilst gaining experience of the international development sector"
I have learnt a lot and am ready to go into the working world with confidence. I cannot imagine a better first year out of university"
I really feel like I am part of a bridge between the faith-based organisations on the ground, and the MPs and Peers who debate and decide these policies."
To apply for the Internship you must:
1. Be a Catholic
2. Be academically strong, having achieved or expected to achieve either a good 2:1 or a First.
3. Have UK Residency or indefinite leave to remain in the UK


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Editor's Note: This is first of a two-part essay.
The concept of the "Long War" is attributed to former CENTCOM Commander Gen. John Abizaid, speaking in 2004. Leading counterinsurgency theorist John Nagl, an Iraq combat veteran and now the head of the Center for a New American Security, writes that "there is a growing realization that the most likely conflicts of the next fifty years will be irregular warfare in an 'Arc of Instability' that encompasses much of the greater Middle East and parts of Africa and Central and South Asia." The Pentagon's official Quadrennial Defense Review (2005) commits the United States to a greater emphasis on fighting terrorism and insurgencies in this "arc of instability." The Center for American Progress repeats the formulation in arguing for a troop escalation and ten-year commitment in Afghanistan, saying that the "infrastructure of jihad" must be destroyed in "the center of an 'arc of instability' through South and Central Asia and the greater Middle East."
The implications of this doctrine are staggering. The very notion of a fifty-year war assumes the consent of the American people, who have yet to hear of the plan, for the next six national elections. The weight of a fifty-year burden will surprise and dismay many in the antiwar movement. Most Americans living today will die before the fifty-year war ends, if it does. Youngsters born and raised today will reach middle age. Unborn generations will bear the tax burden or fight and die in this "irregular warfare."
There is a chance, of course, that the Long War can be prevented. It may be unsustainable, a product of imperial hubris. Public opinion may tire of the quagmires and costs–but only if there is a commitment to a fifty-year peace movement.
In this perspective, Iraq is only an immediate front, with Afghanistan and Pakistan the expanding fronts, in a single larger war from the Middle East to South Asia. Instead of thinking of Iraq like Vietnam, a war that was definitively ended, it is better to think of Iraq as a setback, or better a stalemate, on a larger battlefield where victory or defeat are painfully hard to define over a timespan of five decades.
I propose to begin by examining the military doctrines that give rise to notions of the Long War. The peace movement often adopts the biblical commitment to "study war no more," but in this case it may prove useful to become students of military strategies and tactics. (Those wishing to become students of Long War theory should consult the bibliography at the end of this essay.)


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The most famous and commonly used software development life cycles include: the waterfall, V-shaped, evolutionary rapid prototyping, rapid application development, incremental, and spiral models. In the following sections, each model will be explained; strengths and
The V-shaped model was developed to help the project team in planning and designing for the testability of a system. The model places a strong emphasis on the verification and validation activities of the product. It demonstrates that the testing of the product is discussed,
Fred Brooks's classic, The Mythical Man-Month, is as fresh today as it was in 1975. Technology has changed the world in radical ways, but many shortcomings of software project management remain the same. Decades ago, Brooks said:
Tags software project management, prototype, software development
In the 1980s, IBM responded to the constricting nature of formal methods, such as the waterfall model, with the use of a rapid application development (RAD) approach. James Martin's book Rapid Application Development introduced this approach to the software community. With
Tags life cycle, prototype, project manager
Incremental development is the process of constructing a partial implementation of a total system and slowly adding increased functionality or performance. This approach reduces the cost incurred before an early capability is attained. It also creates an operational system more
Tags process, life cycle, incremental model
The spiral model, introduced by Dr. Barry Boehm and published in IEEE Computer, 1988, deals with these concerns about the waterfall model: It does not sufficiently deal with changes, it considers a comparatively uniform and orderly sequence of development steps, and it
Often a project manager can pick a life cycle model from a book and run with it. Other times, there seems to be nothing that quite fits the project needs, although one of the extensively used and pretested models comes close. Need a life cycle that deals with risk, but the spiral
The selection of a suitable life cycle model for a project can be completed by using the following process:
The selection of the suitable model is but the first step in utilizing a life cycle model on a project. The next step is customizing it to the requirements of a particular project - the real phases and activities selected should help the project manager in tracking the project to the
Tags life cycle, iso, ieee, milestones
Domain processes are the interrelated activities specific to the functioning of the organization for which a software project is developed. The measure of quality for a software project is based on how well the software solves particular domain-related problems. For the software
Tags software project, life cycle, project management, project deliverables


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Jay-Z and Kanye West Are Working With Frank Ocean
Dude is just racking up the anecdotes.
In a Tumblr note addressed to himself five years ago, Frank Ocean (Odd Future's non-controversial member) writes, "i don't wanna spoil too much for you, but.. you're on a plane right now to the east coast to work with kanye west & jay-z. it's all working out kid. you made it." (Aw!) Ocean is presumably taking part in sessions for Watch the Throne, for which an alleged track list has been floating around, as well as a rumored July 4 release date. Although, if the duo is still in the studio (in between Sweet 16 appearances, of course), both of those things seem unlikely to be accurate. By the way, Ocean previously worked with Beyoncé (he's apparently a credited co-writer on 4's "I Miss You") and Nas, so dude is just racking up the anecdotes. [FrankOcean]


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Library and Academics
As a member of the UT Arlington campus community, you have access to the LGBTQA Program's personal library of LGBTQ related books, movies, and other materials. We continue to add to our library and provide access to great resources that you can use for professional development, class projects, and enjoyable reading. Our lists will be updated as new materials come in, so keep checking back to see what we have to offer!
When you are working on a class project, or simply looking for LGBTQ news articles, check out the new LGBTQA Library Resource Guide. The link will also guide you to informational materials available in the UT Arlington Main Library. For more information regarding the resource guide, or other library services, feel free to contact Diane Shepelwich at firstname.lastname@example.com. If you have suggestions on updates for the resource guide, you may also contact Jeff Downing at email@example.com.


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Governor asks leaders to develop "a culture of service"
"Let us start this New Year with a keen sense of hope, with our trust placed in God that he will gift to us the wisdom and the skills to do our work honestly, diligently and efficiently to ensure that our people's lives will continue to be improved," said Governor Lolo Matalasi Moliga in a letter sent to Directors and Department heads yesterday regarding major activities planned for 2014.
In his second letter to cabinet members, Lolo noted the fundamental vision of his administration is to place "People First" denoting the basic fact that the administration exists to serve the people in the best possible manner within the confines of available resources,and in compliance with all the laws of the territory.
The governor said their first year as public servants is gone and their performances will be judged by the people to whom they swore an oath to serve and he hopes that the people will be kind when they individually evaluate the administration's performance.
"Our challenge is to improve on what we didn't do well last year and to continue what we deemed to have been successful with regard to improving our people's quality of life."
Lolo said "often times success is found in small things" which do not cost the government money, "but more from our personal attitudes associated with the manner with which we deliver the service to those of our people seeking assistance and help."
He stated the people are easily pleased if everyone commits to the development of a service delivery system that is founded on respect and being mindful and sensitive to the dignity of the person requesting the service. "I am afraid that we have not made any positive headway on this issue and I would urge all of you to please devote time to change the service culture in your agency this year."
The governor stated that one easily quantifiable measure to assess their service culture is making sure office phones "are answered promptly, preferably before the third ring and making sure that the call is referred to the right person in your agency who can provide the requested assistance."
He further noted this may not be considered a very important commitment — but to the person making the call it "means everything because he/she has been made to feel important." He stated that their mission is simple and that is to "serve the people of American Samoa to the best of our God given abilities."
The governor stated his administration has had one year under their belt and this should have given them the opportunity to canvas issues impacting their services to the people. He stated the vision is very simple and straight forward — to "improve our people's quality of life".
Lolo said that activities that do not advance the said vision should be eliminated.
"The efficient use of our time is the challenge that we should continuously address because it affects the quality of service delivered and the productive use of our limited financial resources." Lolo said the people must be made aware of the activities being planned by the agencies for their benefit.
He then asked that each Department submit to his office by January 17 the list of major activities being planned for 2014, with the associated timelines on which the said activities will be implemented, and stated for their commitment to save trees — the report should be sent electronically.


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Enhancing Children's Attitudes About The Humane Treatment of Animals:to Human-Direct Empathy
We assessed the impact of a year-long, school-based humane education program on younger (first and second graders) and older (fourth and fifth graders) children's attitudes toward the treatment of animals.
Enhancing Children's Attitudes About The Humane Treatment of Animals: Generalization to Human-Directed Empathy*
We assessed the impact of a year-long, school-based humane education program on younger (first and second graders) and older (fourth and fifth graders) children's attitudes toward the treatment of animals. Generalization to human-directed empathy was also measured. Using a pretest/post-test design and ANCOVA, we found that the program enhanced the animal-related attitudes of children differentially, depending on grade level. For younger children, there was no significant difference between experimental (E) and control (C) group attitude means; however, qualitative analysis showed that greater enhancement of attitudes occurred for first grade E group children than for C group children at that grade level. No differences were present on the generalization measure of empathy. For older children, there was a significant difference between E and C group attitude means qualified by grade levelthere was greater enhancement of humane attitudes for E group than for C group fourth graders but no difference for fifth graders. On the generalization measure of empathy, post-test means for the E group were significantly greater than means for the C group regardless of grade level. The results contribute to the growing literature on the relation between children and animals and serve to encourage and validate the efforts of humane educators to improve children's caring and kindness toward companion and noncompanion animals.
The role of nonhuman animals, especially pets or companion animals, in the psychological and social development of children has been the focus of numerous calls for increased research attention (e.g., Levinson 1983; Westerlund 1982). Heeding these calls are researchers whose efforts have been aimed at the study and enhancement of children's attitudes toward the care and treatment of and respect for animals. Developmental changes in the quality of children's humane attitudes have been assessed by Kellert and Westervelt (1983); Rheingold and Emery (1986) have explored the roots of such attitudes in the second year of human life; Fogel, Melson, and Mistry (1986) have included values and attitudes toward animals as underlying one of the many forms of nurturance that children may display; Kanner et al. (1987) included pet-related items in their measures of "uplifts and hassles" in early adolescence; and Bryant (1985) has explored how relations with companion animals may relate to children's empathic tendencies toward people. Other evidence of revitalized attention to this area is the number of child-related papers included in the 1985 Special Issue of the journal Marriage and Family Review, which focused on "Pets and the Family."
A topic of interest in this general area is the effectiveness of school-based humane education programs in enhancing children's understanding about and attitudes and behavior toward companion and noncompanion animals. The focus of this project was assessing the impact of a year-long humane education program on children's attitudes toward animals. The generalization of such attitudes to human empathy was also of interest. Following a review of the relevant literature, the specific aims of this study will be presented.
Review of literature
Pets or companion animals are an integral part of the ecology of many children in the United States. Pet ownership has been found to be significantly more common in families with school-aged children and adolescents than in families without children (Albert and Bulcroft 1988). In samples from California and Connecticut, children reported pet ownership ranging from 52%, for kindergartners, to 75%, for fifth graders (Ascione, Latham, and Worthen 1985). Higher rates of pet ownership in a sample of older children have been reported by Bryant (1990). The numbers confirm the importance of attending to the human-companion animals relation (Kidd and Kidd 1987; National Institute of Health 1988).
The study of the role of child-animal relations potentially pervades most of the significant domains of developmental analysis (Poresky, Hendrix, and Woroby 1988) and, historically, is represented in the early developmental psychology literature (e.g., Bucke 1903; Hall and Browne 1904; Lehman 1927). Therefore, some restriction of the scope of the following review was essential. In this research, the focus was on the development of humane attitudes in school-aged children and the effects of intervention efforts designed to enhance such attitudes.
Eisenberg (1988) writes: "Although there is very little research concerning the teaching of humane attitudes towards animals to children, it appears as if there is a need to do so." In this section, I review a number of studies that have attempted to assess educative efforts to enhance children's attitudes toward the humane treatment of animals. Some of these studies focus on animals in general and others emphasize the treatment of companion animals. Two general conclusions emerge. First, children's attitudes in this domain can be enhanced. Second, there has yet to be implemented a school-based program of sufficient intensity to demonstrate significant improvements in children's animal-related attitudes.
One of the first studies to investigate the effects of intervention on children's attitudes toward animals was conducted by Vockell and Hodal (1980). Their report focused on the impact of "typical 'one shot' humane education programs" on a measure of children's humaneness. The programs consisted of a single school visit by a humane educator coupled with the provision of printed materials and posters. Third through sixth grade classrooms received either a visit (of unspecified duration but presumably the length of one class period) and print material (referred to as the "intensive treatment") or print material alone ("light treatment"), or neither (control classrooms). Although the children in this study were not pretested, they were post-tested on two forms of the authors' Fireman Test, designed to assess the degree of children's favorable attitudes toward animal life (children are asked to select from a list of inanimate possessions and pets that they would attempt to rescue from a burning home). Vockell and Hodal report that the two treatment classrooms' mean scores exceeded that of the control group for one form of the Fireman Test but not for the other. Neither treatment condition was judged superior.
One problem not addressed was why the control groups' performances on the two presumably equivalent tests differed so greatly (.99 for the "Johnny" form and 1.68 for the "Billy" form). Furthermore, without pretest information it was possible that the various groups differed significantly in their humane attitudes prior to the implementation of the programs. Nevertheless, the authors concluded that the intervention failed.
In a similarly designed study, Fitzgerald (1981) compared a variety of school-based interventions in 16 fifth and sixth grade classrooms and included the important design feature of pretesting children. The four conditions were (1) repeated treatment (RT) in which a master teacher presented four humane education lessons over a two-month period (once every two weeks); (2) intensive treatment (IT) where the information contained in RT was covered in a single class session; (3) light treatment (LT), which involved the provision of reading material without any direct instruction; and (4) a control condition no humane education efforts occurred. Al1 classrooms were pre- and post-tested using the Fireman Tests. Analysis of covariance indicated that the mean score for the IT condition was significantly more humane than mean scores for any of the three other groups (RT, LT, and control). The three other groups also did not differ significantly from each other. Fitzgerald concluded that a focused classroom presentation made by a master teacher could have a positive impact on children's humane attitudes.
Cameron (1983) investigated two forms of humane education using seven eighth grade classrooms and their effects on animal-related attitudes. Two classrooms were given reading material and media presentations (PRINT), two were provided the above together with lectures delivered by the instructor (LECTURE), and the remaining three classrooms served as a control group. The instruction in the PRINT and LECTURE groups lasted for three school weeks for a total of approximately 14 hours of in-class exposure. All children were pre- and post-tested on an instrument tapping animal-related attitudes. Using analysis of variance, Cameron found that the mean post-test attitude scores of the PRINT and LECTURE groups were more positive than the control group's mean score; although the PRINT and LECTURE groups did not differ, and the LECTURE and control groups did not differ, the PRINT group mean score was higher than that of the control group. This study demonstrated that a more intensive intervention can have a positive impact on children's attitudes toward animals even with children older than those studied by either Vockell and Hodal (1980) or Fitzgerald (1981). One limitation of this study, however, was that the attitude instrument developed by Cameron included only three items (of the 25 total) clearly related to the care and treatment of companion animals. Also, in studies of this nature, the individual who provides the instruction should not conduct the assessments (to avoid potential bias). That was not the case in this study.
Malcarne (1981) studied a small group (33 children) of third and fourth graders to assess the effects of drama and role-playing on children's empathy and prosocial behavior toward humans and animals. One-third of the sample received dramatization and role-playing experience related to human victims of distress, one-third with animal victims, and the remaining third were read "The Gift of the Sacred Dogs" with discussion focused on the story content rather than role taking. Each condition lasted for one hour. All children were then post-tested (no pretests were given) on three measures: (1) story resolution where either a human or an animal victim of distress was the subjectthe child's response was scored for helping and empathy, (2) the Fireman Test, and (3) children's willingness to volunteer time at either a children's hospital or an animal shelter the number of hours mentioned was the dependent variable. Malcarne found that children trained to role-play around animal distress scored higher on the Fireman test than did the other two groups. Both treatment groups had higher scores on the animal version of the story resolution test than the control group and expressed a greater willingness to volunteer at a children's hospital than did the control group. Willingness to volunteer at an animal shelter was higher for the group trained to role-play around animal distress than for the other two groups. Although this study provided important information regarding the relation between empathy for humans and for animals, an issue also addressed by Bailey and Doescher (1991) and Melson (1991), the absence of pretesting makes interpretation problematic.
In an evaluation of school-based humane education efforts sponsored by the Massachusetts Society for the Prevention of Cruelty to Animals, Hein (1987) reported the effects of a single humane education presentation in the second grade and a series of three presentations in the third, fourth, and fifth grades on children's attitudes toward the treatment of animals. As described in the report, the presentations consisted of fewer than three hours of total instruction. Hein found that, in comparison to a no-intervention control group, classrooms receiving humane education in the second, third, and fourth grades demonstrated statistically significant increases in humane attitudes. No effects were obtained for fifth graders. He cautions that changes obtained at the second grade could be attributed to large increases in humane attitudes for a small number of children and that changes for third and fourth graders were restricted to attitude scale items directly related to the specific instruction provided (i.e., changes may have resulted from "teaching to the test"). One of Hein's recommendations was that substantially more intensive instruction is needed in humane education to effect significant changes in attitudes.
Finally, using the National Association for Humane and Environmental Education's (NAHEE) curriculum guides, Ascione, Latham, and Worthen (1985) assessed the effects of a school-based intervention, implemented by teachers, on children's humane attitudes. A total of 77 teachers and their 1,800 pupils (K through 6th grade) were randomly assigned to either an intervention condition (E group) or a no-intervention condition (C group). Children were pre- and post-tested on a Primary Attitude Scale (PAS) or Intermediate Attitude Scale (IAS) depending on their grade level. These instruments assessed attitudes toward companion and noncompanion animals. Teachers implemented NAHEE's curriculum over the course of the school year and reported that, on the average, 10 hours were spent on humane education material.
Results showed that mean PAS post-test scores were higher for E group kindergarteners and first graders than for C group children. Although the E-C group difference was in the expected direction for second graders, this difference was not statistically significant. No gender differences were found in the PAS analysis. For the IAS, significant grade and gender differences were found (mean humane attitude scores were higher for girls and higher for fourth, fifth, and sixth graders than for third graders) and a treatment (EvsC) effect that approached significance (p < .08). Subsequent analyses showed that E group third graders at one site (California) and fourth graders at the other site (Connecticut) scored more humanely than C group children at those grades and sites.
This study demonstrated that children's attitudes toward the treatment of animals could be measured reliably in a developmentally sensitive manner. The attitude scales developed were also sensitive to gender and grade differences and to a relatively weak educational intervention. Given the fact that only 10 total hours of instruction were devoted to this program over the entire school year, a question that needed to be addressed was whether a more intensive intervention would produce more dramatic and consistent increases in children's animal-related attitudes (a point stressed in Eisenberg 1988).
Statement of specific aims and study questions
Given that most humane education efforts have involved interventions of relatively short duration and weak intensity, there was a need for a study of humane education that represented substantial instruction within a design that reduced interpretational problems. The following questions were addressed: Will a 40-hour school-based program of humane education significantly enhance the animal-related attitudes of first and second graders and fourth and fifth graders? Will this enhancement exceed that displayed by what may be maturational changes in a comparison group of children not exposed to this program? How are children's empathic tendencies related to their attitudes toward the care and treatment of animals? Do program effects on attitudes generalize to children's empathic tendencies?
This study used a pretest/post-test design with 16 classrooms randomly assigned to an experimental group (E) and 16 to a control group (C). Volunteer teachers either implemented the humane education curriculum during an entire school year (E group) or were asked to refrain from systematic instruction in humane education (C group). Pupils in each classroom were pre- and post-tested on a measure of attitudes toward the humane treatment of animals and a measure of empathy toward humans (to assess generalization effects to the interpersonal domain and as a tie to other humane education studies with children). Analyses of covariance (using pretest scores as the covariate) were used to assess the impact of the curriculum on children's attitudes and empathy. Gender and experience with companion animals were also entered as factors in the analyses together with grade level (cross-sectional comparisons).
Teacher Recruitment. Following school district and Institutional Review Board approval, letters describing the project were distributed to elementary-level teachers in two northern Utah school districts. In this initial contact, teachers were asked to indicate their interest in the project and respond to questions about the grade level they would teach the coming year, prior experience with humane education generally, and prior use of the specific curriculum to be used in this study. They were asked whether they agreed to be randomly assigned to either the experimental or control group should they be selected for inclusion in the study.
Responses indicating interest were received from 91 teachers, 66 of whom met project requirements. At each grade level, eight teachers were randomly selected for inclusion in the project and then each teacher within a grade level was randomly assigned to the experimental or control group.
Final Teacher Sample. All first, second, and fourth grade teachers were women. For the fifth grade, there were six men (four in the experimental group) and two women (both in the control group). None of the 32 teachers indicated prior experience with the curriculum guides to be used in this study and only two mentioned general experience with humane education beyond a field trip to a zoo or a visit by a Humane Society representative (one fourth grade experimental group teacher had experience with Project Wild and a second grade experimental group teacher did not specify the humane education program with which she had experience). There was no teacher attrition during the course of the projecttwo teachers had unexpected medical leaves for approximately three weeks each, but, in both cases, substitutes continued to implement the curriculum.
Pupil Sample and Characteristics. The initial sample of children for whom pretest data were available included 813 pupils in two school districts. The demographics of this area of northern Utah indicate that per capita income is $7,923 ($200 lower than the state figure), 95% of the population is Caucasian, and 79.7% report membership in the Mormon church (the state figure is 69.2%).
Teachers reported the ethnic status characteristics of children in their classrooms. In accord with overall population data for this area, 94.5% of the pupils were Caucasian. Minority group membership was as follows: Hispanic1.0%; Black 0.2%; Asian/Islander1.2%; Native American1.0%; other and mixed designations1.7%. Boys comprised 53.5% of the sample and girls, 46.5%.
All children were informed that they were not required to complete the assessment instruments. Six experimental group and four control group children asked to be excused from testing. In addition, three children were excluded because they did not speak English and 25 (11 experimental and 14 control) were excluded because of repeated absences during the pretesting phase of the project.
At the time of post-testing, 6 percent of the pretested sample was lost because children had moved to other classrooms or schools or because they were repeatedly absent during the post-testing phase of the study. Sample loss was 20 children at the first and second grades (5%) and 28 children at the fourth and fifth grades (6.5%). Of the children lost, 54% were in the experimental group and 46% were in the control group; therefore attrition appeared unrelated to group membership. The number of children in the final post-tested sample, listed by grade for Experimental and Control conditions, respectively, was: First91, 91; Second95, 88; Fourth91,104; Fifth101, 104.
Intervention and Control Conditions
The intervention implemented was based on the NAHEE curriculum guides. The authors (Savesky and Malcarne 1981) describe the purposes of the guides as follows: "(1) assist children in developing compassion, a sense of justice, and a respect for all living creatures; (2) provide the knowledge and understanding necessary for children to behave according to these principles; and (3) foster a sense of responsibility on the part of children to affirm and act upon their personal beliefs" (1981, p. iii). To accomplish these goals, NAHEE developed four curriculum blended guides, three of which are appropriate for the grade levels that were studied. The activities and lessons included in the guides were designed to be used as part of regular instruction in language arts, social studies, math, health, and science. The advantages of this approach were, first, its appeal to teachers and administrators because the materials may be used as part of regular instruction and do not have to be added as additional curriculum areas and second, that the materials were to be used on a more extensive basis than would be the case with a single visit by a humane educator.
The guides covered four general areas with 35 concepts related to human-animal relationships, pets or companion animals, wild animals, and farm animals. The guides offer a variety of teaching techniques including definition of terms, role playing, expressing feelings, classification skills, value clarification, drama, storytelling, decision making, recording data, and creative writing. In addition to the activities suggested for teacher use, the guides list resources available from local animal shelters and public libraries that can be used to facilitate instruction. The guides were developed with careful attention to children's cognitive understanding at different grade levels and were extensively field tested.
Teachers in the E group were asked to devote a minimum of 40 hours of classroom instruction based on the guides during the school year. They were instructed to focus on concepts related to human-animal relations and companion animals and as time permitted to wild and farm animals.
These teachers attended a workshop to familiarize them with the use of program materials, to explain the need for avoiding communication with C group teachers until the project was completed, and to distribute forms on which teachers noted which concepts they taught and their evaluation of the guide's usefulness. Teachers were required to complete these forms each day they covered guide-related concepts in class and submit them monthly to a research assistant who collected them as an intervention-monitoring device.
Teachers randomly assigned to the C group were asked to avoid implementing any special humane education program during the course of the study. C group teachers were provided curriculum guides for future use after post-testing was completed in the spring. C group teachers were also asked to avoid discussing this project with E group teachers until after the project was completed.
Instrumentation and Dependent Measures
Four instruments were used in this study, the first being a questionnaire assessing children's experience with companion animals and other animal-related contexts (e.g., visits to zoos, farms). Information from this questionnaire, given to all E and C group pupils at the start of the study, was used in subsidiary analyses (e.g., did the intervention differentially affect children who had or did not have pets?). The three remaining instruments were the core assessment measures.
Primary Attitude Scale (PAS). This instrument was developed during earlier evaluation studies (Borg et al. 1982; Ascione, Latham, and Worthen 1985) and has undergone systematic refinements yielding its current form (Ascione 1988a). The PAS is designed to be used with kindergarten, first, and second grade children and contains 23 questions related to the care and treatment of animals (e.g., "Should you spank a cat to teach it to mind you?" "Do you think it's fun to break up a spider's web?") A YES/NO response format is used with the more humane response assigned 2 points and the less humane response 1 point. Thus, scores range from 23 to 46. Coefficient alpha, a measure of the test's internal consistency, was .63.
Intermediate Attitude Scale (IAS). Developed simultaneously with the PAS, the IAS (Ascione 1988b) was designed for use with third, fourth, fifth, and sixth grade pupils. It contains 36 declarative statements with which a child can strongly agree, agree, disagree, or strongly disagree (e.g., "If I had a dog, l would want it to run free around the neighborhood." "It's wrong to have animals fight just so people can be entertained."). For each item, the most humane choice is assigned 4 points and the least humane 1 point; thus, scores range from 36 to 144. Coefficient alpha for the IAS was .69.
These instruments each required approximately 30 to 60 minutes to administer and were used as pre- and post-tests. Their validity as measures of intervention effectiveness has been demonstrated (Ascione, Latham, and Worthen 1985) and the IAS's validity in differentiating individuals' quality and quantity of companion animal experience was shown in Malcarne's (1986) research with adolescents.
Empathy Index (Bryant 1982, 1987a, 1987b). This 22-item measure was designed to assess human empathic tendencies in children and has been used in other companion animal studies with children (Bryant 1985; Malcarne 1986). Coefficient alphas were reported to range from .54 to .79, and both convergent and discriminant validity have been demonstrated (Bryant 1982). Total scores for fourth and fifth graders (Bryant Intermediate or B-I), using a Likert four-response format, range from 22 to 88. A YES/NO format was selected as more appropriate at the first and second grades (Bryant Primary or B-P). The range of scores on the B-P is from 22 to 44. Higher scores reflect greater empathy. This instrument was also used as a pre- and post-test measure and allowed assessment of the general relation between empathy and humane attitudes and any generalization of intervention program effects from animal-related attitudes to human-related empathy. Higher scores reflect greater empathy.
The PAS, IAS, and B-I were group-administered and the B-P individually administered in all classrooms prior to the curriculum implementation in the fall (pretesting) and again in the spring after teachers reported completing the 40 cumulative hours of instruction (post-testing). Tests were administered by assistants (who defined words on the tests that children said they didn't understand) naive as to the group membership (E or C) of the teachers. As often as possible, pupils absent on testing days were tested as soon as they returned to class.
Curriculum Implementation
Experimental group teacher reports of time spent using the curriculum were tabulated each month. Control group teachers were asked to estimate the amount of time, in hours, that they devoted to instruction related to humane education over the course of the school year.
The mean number of hours devoted to the curriculum reported by Experimental group teachers, by grade level, was First Grade38.52, Second Grade38.54, Fourth Grade38.45, Fifth Grade39.75. Reported time allocation for individual teachers ranged from 32.4 hours to 45.7 hours.
Control group teachers' reports of hours spent on humane education content, by grade level, were First Grade 11.25, Second Grade7.0, Fourth Grade14.00, Fifth Grade20.5. The range for individual teachers was from 0 hours to 40 hours with an overall mean of 13.19 hours (in contrast to the Experimental group's overall mean of 38.82 hours).2
Pupil Questionnaire Responses
Children's responses to six questions regarding their experiences with companion animals, farms and zoos, and animal shelters were analyzed using chi square to determine if responses were related to Experimental or Control group membership. These analyses were performed on the pretested sample of children and yielded no statistically significant differences (responses were independent of group membership).
Children's responses to the items on the questionnaire yielded the following percentages: "Do you have a pet at home?" Yes76.5%; "What kind of pet do you have?" NONE23.4%, DOG ONLY 15.4%, DOG plus other5.0%, CAT ONLY15.0%, CAT plus other20.8%, Other kinds of pets/combinations 20.4%; "Have you ever visited a zoo?" YES97.8%; "Have you ever lived on a farm?" YES88.2%; "Have you ever visited a farm?" YES24.6%; "Have you ever visited an animal shelter?" YES43.1%. (It should be noted that the only animal shelters in Cache County are associated with local veterinarians offices.)
Pre- and post-test reports of having a home pet were entered as covariates in the analyses of covariance on the main dependent variables (PAS, IAS, B-P, and B-I) but in no case were the results significant. It should be noted that change in home pet reports from pre- to post-testing occurred for a small minority of children (less than 15%).
Analysis of Dependent Measures
The general statistical approach was to perform analysis of covariance in which pretest scores on the dependent measure were considered in evaluating post-test differences. The analyses of covariance were performed separately for the attitude and empathy dependent measures. The more conservative approach of treating the classroom, instead of individual pupils, as the unit of analysis was used.
For each analysis, the main independent variables were Treatment (Experimental [E] or Control [C]), Grade (First [G1] or Second [G2], Fourth [G4] or Fifth [G5]), and Gender [Boy or Girl]. In descriptions of the results, adjusted means (M) and standard deviations of the mean (SD) are reported.
Primary Attitude Scale
The mean post-test score for children in the E group (41.58, SD = .17) did not differ significantly from the mean for C group children (41.09, SD = .17). There was no significant effect for Grade (G1 M = 41.20, SD = .18; G2 M = 41.46, SD = .18) or for gender (girls M = 41.43,SD = .21; boys M = 41.23, SD = .20). There were no significant interaction effects (e.g., Treatment x Grade).
A more qualitative analysis is shown in Figure 1 in which are plotted mean change scores (classroom post-test mean minus pretest mean) for each classroom and grade level. The positive numbers reflect improvements in attitude scores from pretesting to post-testing. The mean change score for each G1 E classroom (range of changes: 2.75 to 3.05) exceeded every G1 C classroom mean (range of changes: .87 to 1.81). No differences between the E and C groups were evident for the second gradethis will be addressed in a later discussion of potential ceiling effects.
Bryant Primary Empathy Measure
The mean post-test score for children in the E group (36.83, SD = .31) did not differ significantly from the mean for C group children (36.50, SD = .31). The main effect for Grade was not significant (G1 M = 36.34, SD =.31; G2 M = 36.99, SD =.32). There was a significant main effect for Gender [F(1,12)= 14.82, p <.01] with the mean for girls (37.31, SD = .18) greater than the mean for boys (36.01, SD = .17). There were no significant interaction effects. Qualitative analysis of E-C change scores yielded no consistent classroom differences.
Intermediate Attitude Scale
Although there were no main effects for Treatment, Grade, or Gender, there was a significant Treatment x Grade interaction [F(1,12) = 5.63, p < .05]. Subsequent analysis indicated that this interaction was accounted for by a significant E-C difference for G4 but not for G5. The mean for E group fourth graders (112.23, SD = 1.60) was greater than the mean for C group fourth graders (103.65, SD = 1.56). Although not a significant difference, the fifth graders' E group mean (108.26, SD = 1.49) was greater than the C group mean (106.16, SD = 1.49).
Figure 2 shows mean change scores on the IAS for each classroom and grade level. Negative change scores reflect a decrease in attitude scores from pre- to post-testing. Fourth grade E group mean change scores were greater than any of the mean changes for C group classrooms (E group range of changes: 6.52 to 12.14; C group range of changes: - 3.96 to 5.05). E-C group differences also favored the E group for fifth graders but were not as consistent as the fourth grade data.
Bryant Intermediate Empathy Measure
Both the Treatment and Gender main effects were significant in the analysis of this measure. The mean empathy score for children in the E group (60.25, SD = .80) was greater than the mean for C group children (58.21, SD = .78) regardless of grade level [F(1,12) = 4.98, p < .05] (neither the Treatment x Grade nor other interaction effects were significant). Girls' mean empathy score (M = 61.27, SD = .45) was greater than boys' (M = 57.19; SD = .45), [F(1,12) = 13.55, p < .01].
Animal-Related Attitudes and Human-Related Empathy
One of the issues to be addressed by this study was the relationship between the measures assessing humane attitudes toward animals (PAS and IAS) and those assessing human-related empathy (B-P and B-I). To this end, Pearson correlations were computed, for the entire final sample, between attitude and empathy measures. These correlations were computed on pretest data, prior to the implementation of the humane education curriculum; thus, E-C comparisons were not made.
For the younger children, there was a significant positive correlation between total scores on the PAS and the B-P (r= .31, p < .001). For the older children, the IAS/B-I correlation was also positive and statistically significant (r = .34, p < .001). These correlations provide evidence for a clear yet nonredundant relation between children's attitudes about the treatment of companion and noncompanion animals and their human directed empathy, as measured by the B-P and B-I.
Humane Education Treatment Effects
The humane education program enhanced the animal-related attitudes of children differentially, depending on grade level. For younger children (first and second grade), there was no significant difference between E and C group attitude means; however, qualitative analysis suggested that greater enhancement of attitudes occurred for first grade E group children than for C group children at that grade level. In contrast, no difference between E and C groups was evident for second graders. No differences were present on the generalization measure of empathy. For older children (fourth and fifth graders), there was a significant difference between E and C group attitude means qualified by grade levelthere was greater enhancement of humane attitudes for E group than for C group fourth graders but no significant difference for fifth graders. On the generalization measure of empathy, post-test means for the E group were significantly greater than means for the C group regardless of grade level.
In a number of respects, this pattern of findings closely parallels the results of an earlier study by Ascione, Latham, and Worthen (1985). As noted in the literature review, in the earlier research, significant E-C group differences were found for kindergarten and first grade children on the attitude scale (PAS) but not for second grade children. Although the current study did not include kindergarten children, comparisons were made between the current and 1985 study, both of which included first and second graders. In examining the pattern of results, it was clear that in every case, regardless of E or C group, means from the current study were displaced upward from means for the 1985 study. For example, C group first graders in the 1985 study had a mean PAS score of 37.8 and in the current study the mean for the comparable group was 40.1. Similar upward displacements were present for the other relevant comparisons.
Although these differences between the 1985 and current PAS levels could be due, in part, to differences between the samples (the 1985 study included children from larger urban areas whereas the current study's children were from predominantly rural and suburban areas, and the 1985 study had a higher proportion of minority children [54.1 %] than the current study [5%]), there is also the potential that children in the current sample were more aware and better educated in areas related to humane and environmental concerns than the children studied nearly six years earlier. If this is the case, then scores on the PAS may be approaching a ceiling, especially for second graders, which would make detecting E-C differences more difficult. As will be noted, ceiling effects were not present with the IAS.
A related comparison was made by examining the pattern of IAS means for fourth and fifth graders from the 1985 and current study. Again, all of the means from the current study were displaced upward from the 1985 means. Although in the current study the fifth grade E-C group difference was not significant, the difference was in the expected direction and both means were greater than the E and C means from the 1985 study. A ceiling effect for the IAS is unlikely because the maximum score is 144 (in contrast, the maximum score on the PAS is 46).
One factor that may have reduced the likelihood of finding a fifth grade E-C difference in the current study was the unexpectedly high time allocation Control group fifth grade teachers reported for instruction related to humane education (a mean of 20.5 hours or greater than half the mean reported by Experimental group teachers). This C group clearly exceeded the author's expectations regarding the amount of instruction related to humane education one might expect to find in a typical fifth grade classroom. Restricting the content of C group teachers' instruction would have been unacceptable. It is fortunate that reports of instructional content were obtained from C teachers because the reported time allocations may have been related to less substantial E-C group differences.
Generalization of Effects to Human-Related Empathy
Because treatment effects on the PAS were not statistically significant, generalization to the B-P measure of empathy was not to be expected and was not obtained. However, there was a clear generalization effect from animal-related attitudes (IAS) to human-related empathy (B-I) for fourth grade children in the E group. This result lends support to the idea that children's compassion toward animals is related to their empathy toward humans (Poresky 1990). The lack of evidence for this relation at the first and second grade may reflect a similar ceiling effect with the B-P (scores for both the E and C groups approached the maximum score of 44) and at the fifth grade it may reflect contamination by C group teachers' more than typical instruction related to humane education.
General Relations between Animal-Related Attitudes and Human-Related Empathy
The significant positive correlations, moderate in size, that were found between the attitude and empathy measures are encouraging. The Bryant measure is considered to be tapping a trait-like aspect of empathy3 (as distinct from measures that assess more context/situation specific empathy). That children's attitudes about the care and treatment of animals have significant relations with human-directed empathy is important for our understanding of the role of companion animals in the lives of children. In addition, these positive relations serve to tie research on companion animals with the literature on the role of empathy in children's general moral development (e.g., Dunlap 1989; Poresky 1990).
Follow-Up Research Issues
One important question that must be asked of humane education research is the duration of the changes that occur as a result of educational interventions. This issue has both research and practical significance because children may encounter humane education sporadically rather than consistently across their school years. The great variation in instruction related to humane education reported by control group teachers in this study attests to this. If program-enhanced attitudes are maintained across at least a school year, more cost-effective programs could be developed (e.g., implementing concerted humane education at every other grade level) especially in areas where resources are limited.
A second issue is the relation between having a pet and children's attitudes toward animals. Although pet ownership, per se, was not found to be a significant factor in this study, future research should examine the quality of the relation between child and pet (see examples of this approach with children by Poresky [1990], Poresky and Hendrix [1990], and Poresky et al. [1987]; and with the elderly by Siegel [1990]).
Finally, future research should directly address the relationship between children's humane attitudes and their actual treatment of companion and noncompanion animals. One area of focus should be on children who may be at risk for maltreating animals. Much of the information available on this issue is anecdotal or based primarily on retrospective reports by adults. The author is currently exploring the use of the attitude scales incorporated in this project with children who have engaged in animal maltreatment, an issue of both historical (Jersild 1954) and current interest (National Advisory Mental Health Council 1990, section on Conduct Disorder). This research would focus on the potential screening use of these scales and their value as pre-post measures of intervention effectiveness.
It is hoped that continued research in these areas will add to our knowledge about children's kindness and caring toward animals.
Copies of the attitude scales are available from the author.
There was great variability in the amount and type of instruction related to humane education reported by Control group teachers. Some mentioned visits to a local community zoo as a field trip, units on endangered species, material in a basal reader on caring for pets, a visit by the local Humane Society, science units on the life cycle of animals, and units on biological classifications of animals. Others noted animal related content in children's books used in the classroom reading program. The one teacher who reported spending 40 hours on humane education materials described discussions of the ecosystem, Audubon materials, and in-class dissection of owl droppings. Students in another class prepared for and attended the Teton Science School.
It should also be noted that higher mean empathy scores for older girls supports Eisenberg and Lennon's (1983) observation of gender differences on self-report measures of empathy.
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40. Westerlund, S. R., ed. 1982. Humane education and realms of humaneness. Washington, DC: University Press of America.
Department of Psychology, Utah State University, Logan, UT 84322-2810.
*Based on a paper presented as part of a symposium, Pets and Children's Socioemotional Development: Relations to Cognitive Role-taking, Attachment, Adjustment, and Empathy, at the biennial meeting of the Society for Research in Child Development, Seattle, Washington, April 18, 1991. Research in this paper was supported, in part, by a grant from the Delta Society funded by the Pet Food Institute and by funds from the National Association for Humane and Environmental Education. I especially thank the teachers and children who participated for so patiently accepting the numerous intrusions into their classrooms. I am grateful for the assistance provided by Myra Lynch, Steve Zsiray, Mary Bissonette, Roger Graves, Debbie Ascione, Steve Murdock, Chad Davis, Shayne Bland, Don Sisson, and Karen Ranson.


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When he hit the ball, it was as if he had created his own thunderclap. Then all Carl Yastrzemski did was stand at the plate and watch what he had done.
What he had done with his final word, a two-run homer off an old nemesis named Dave LaRoche, was to put a logical end to the cacophony of a game that from the sixth inning on was obviously one that the team that had the ball last couldn't win.
Yastrzemski's shot topped Brian Downing's two-run job in the top of the ninth, and finished a 9-8 Red Sox KO of California, whose hits, laid end to end, would reach Lenox.
The incredible saga of Fred Lynn, reborn Ruth, saw him hit two more home runs worth five RBIs to twice bring the Sox back from deficits. Butch Hobson hit a homer. In fact, all nine Boston runs came on homers.
"It's the first time I've ever coached third base, seen nine runs scored and not waved a runner in," said Eddie Yost. "All I did was shake hands." Which he did very well, incidentally.
To end with, there was Yastrzemski. LaRoche, over the years one of the best lefthanded short relievers in the game, had come on in the eighth, Boston up 7-6, to strike out two men with two others in scoring position. He began the ninth by striking out Lynn. Then walked Rice, and got a strike on Yastrzemski.
"He's always been very tough for me," said Yaz. "I don't think I've had more than two or three hits off him over the years. He's always pitched me up, but he got this pitch down around the belt, a place I don't think he wanted it." The ball reached the Angels bullpen before the sound of the crack.
Actually, LaRoche and Yastrzemski disagree on their abilities as historians. Told Yaz said it was only his third hit off him, LaRoche replied, "Bleep."
Yastrzemski did hit a homer off him in Anaheim in 1971, and beat him a game here last year. "It's been a battle, that's all," LaRoche said.
Whatever, it was the second game-winning homer of the homestand for Yastrzemski, who now is 11 away from the 400 mark. The homestand has also seen the Townies go back into first by .010.
If this seems like a simple ending, it was. However, the rest of the game merits the space given Churchill's History of the English Speaking People.
However, in capsule form, when a team wins there are a number of key situations that make heroes; from the Angels standpoint, there are a like number that improve talk show ratings 70 percent. Anytime you get 17 hits (three each from Don Baylor, Joe Rudi and Rick Miller) and lose ...
From Boston's standpoint the first key came in the third inning. Steve Renko was struggling, down 3-0 after Baylor's RBI double, runners on second and third, none out. Don Zimmer admitted he was one out away from being yanked. He struck out Rudi, then retired Downing and Carney Lansford and kept the Red Sox in the game.
The next came in the sixth, in two parts. First, Jim Wright came in for one batter, down 4-2 with two on. He struck out Danny Ford. Then in the bottom of the inning, Lynn smacked No. 12 to tie it at 4-4.
"The Angels had been getting me out (the previous five games) pitching me in," said Lynn, whose eventual 13 homers lead the majors. "So I was determined to work on it in batting practice." During BP he hit nine consecutive homers. "(Dave) Frost was starting to tire, so when one came inside 3-and-1, I got it."
Then the seventh. In the top half, as Dick Drago - on one of his first rough nights - gave up the go-ahead run, Baylor was called out for going out of the baseline avoiding a Hobson tag, a call that first was ruled safe by third base umpire Jim McNally then overruled by league umpire John Schulock at second base and got Angels manager Jim Fregosi bounced.
In the bottom half, Lynn took rookie Mark Clear to the center-field bleachers for a three-run job. It was 7-5, Boston.
While someone tells you through 28 games Roger Maris had four homers and Babe Ruth six, Lynn also leads the league in runs (28), slugging percentage (.699) and is second to Baylor in RBIs with 29. This is getting ridiculous.
The final key before Yastrzemski's homer came in the eighth, with Miller on third, one out, the infield in and Rodney Cline Carew at the plate. He hit a one-hop bullet that appeared to be heading past Rick Burleson.
"It's really a do-or-die play," said The Rooster. "The ball took a funny hop, and it happened so fast I really just made it on instinct. It was hit so hard it pulled me back."
But he made it, and Drago escaped, a run up, that is until Rudi led the ninth with a triple off the wall ladder and Downing hit the screen. Bill Campbell came in, finished the ninth.
And to all the insanity, Yastrzemski swung and stood there to watch it all end.


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I have my very own wolf. It pads beside me all through my working day. It is not the friendly type of wolf that you dream of owning as a child. It is vicious, snarling and without mercy, it is has a name, but not one that I gave it. It is called 'imposter syndrome'.
My wolf has grown from the pup that it was in my undergraduate studies to a fully-fledged beast, wild and unforgiving. I have no control of it; I have no idea when it will appear by my side. I can only guarantee that it will because it always does.
For those unfamiliar with the term 'imposter syndrome', it is in its own way quite complex but it can be summarised as follows. With this condition it is very difficult for someone to internalize their accomplishments. We remain firm in the belief that we are fraudulent, we do not deserve our status in the field and that at any time we will be found out to be 'fake' or unworthy. We see ourselves as undeserving of the success that we have achieved and are more likely to put it down to luck, chance and numerous other things rather than saying that we worked for it and we deserved it. We will never willingly own our successes or our merits. It is something that has been found in particular to affect women working in science.
This is exactly the field that I am in. I am in my late twenties, I have a BSc, an MSc, and numerous diplomas in varied topics and I am currently working towards completing my PhD. When I wrote that down I cringed because I do not feel that I rightfully earned any of those things, that I just got lucky and that my 'peers' in the field are so much more worthy of the accomplishments. I feel I know people who deserve my PhD position more than I do, despite the fact that I work fifty + hours a week and absolutely love my work and my research topic. The wolf in my head howls 'it was fluke, you deserve none of this, there are hundreds of people who know more and are more worthy than you.'
So how does the infra-structure of the field I work in affect my imposter syndrome? Science as a field, or at least the part of it that I'm in, facilitates men's achievement better than it does women's, particularly if you want to stay in academia and active research. This means that my imposter syndrome becomes profoundly exaggerated because it is not just imposter syndrome; it is the wolf with an added sexist edge.
An article in Nature recently highlighted differences between male and female treatment in science 'In equality quantified; mind the gender gap'. The link to the piece is here. While acknowledging that women have made great contributions to the field of science, it highlights the numerous career pressures that we face. It highlights how women leave the field, how male scientists are employed more often and how there are still differences in pay between male and female researchers. This piece puts eloquently how these issues affect women as a group. I will, on a personal level, address how they can affect someone with imposter syndrome.
The fact that women leave the field is very disheartening to me, particularly when I'm approaching the age where it is most common to leave. I have few working examples of successful women in the field but the knowledge that during the post-doc years we leave at a rate of knots only heightens my sense of fear and anxiety. It plays on the idea that my luck may run out, that I won't find work, that I won't be supported in choices I make regarding children, that I am not good enough, that I will be forced to leave the field.
In the 'Live issue' section of the piece, Nature addresses the bias that is present in the field. They highlight that both men and women at higher levels perpetuate it; when shown the exact same CV faculty members were more inclined to favour it when it was labelled John rather that Jennifer. They were willing to pay John more and felt more inclined to be his mentor. This is dangerous information in my hands.
Suddenly I'm facing a world of 'Johns' who deserve more than me, who despite having the exact same CV are more worthy. I'm already concerned that my CV plays me up far too much, now I'm also worried that my gender is a pretty big issue as well. This gives my wolf a sex, it is clearly male and it is clearly hunting for me. I become a hazy mess of fear and doubt; I'm dreadful at what I do, I've only gotten this far because others weren't available. And those others, to my mind, are men.
Men are not seen as ticking time bombs of maternity leave, they supposedly do not feel the same pressures regarding children as women. This is the effect that society has on us, if we have children but need to work 50 + hours a week we are bad mothers, if we work less than that we are bad scientists. No man is called a bad father when he works that hard, mainly because he is assumed to be the 'bread-winner'.
'Women leave science to have their children, which is just how it is'. My own supervisor said this to me. The same man is actively encouraging me to have my children young (mainly I think because he had his late, due to not having a womb expiry date) and to marry. He is actively encouraging me to settle down, something that isn't very feasible in the first few years after a PhD because I need to gather as much experience as possible, in as many labs as possible before trying for permanency. That fact alone means I have to be able to travel. My supervisor, of course, has no notion of the fact that that is an incredibly horrible thing to say to a woman in the field. Why would he know? He never had to leave the field to have his children…his wife did.
Ironically if you are female and successful in the field things don't improve. At a conference I attended, a truly inspirational scientist was brought down to the dress she was wearing by many of her male peers (and in fairness some of her female ones as well). This is a woman who has carried out ground-breaking research, has added hugely to our knowledge and yet they brought her value down to her physical appearance.
The very bones of the field perpetuate my fears. It is a place where women leave and men are better appreciated, much like many other competitive, male-dominated fields such as business, engineering and technology. When you already feel like a fraud the awareness of these facts pushes right at the limits of what you can take. You set your goals so high there seems no doubt that they will trip you up. You are not just trying to prevent being 'found out' you are actively trying to prevent being found out by men. Until these foundations change I will continue to wrestle my monster
I'm not just fighting to learn to accept my achievements which is what I would be doing in a gender balanced field, I am fighting to accept that my achievements hold up against the very male ideas prevalent in the field; to prove I can be one of the boys. In winning this fight I risk essentially giving up my womanliness because to play in this field I will have to play by their rules.
There is no doubt in my mind that the structure of the field needs to change. It is not just about encouraging women into research but facilitating our staying. That means addressing the gender gap and other concerns that we have as a community. The time for putting hands over ears and pretending that women aren't working in science has passed. We are here. Granted some of us may feel very unsafe, but we took that chance, now we need support.
We need communities where we are celebrated, where we are not punished or risking unemployment for making a choice regarding whether or not to have children, where we are not called 'feisty' because we can hold our own.
For me, personally, I need my imposter syndrome to stop having a male face. I need to it to be androgynous because in my life already there are so many male faces that do not understand how difficult it can be to be a woman. I do not need this creature to have one as well.


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Online sa prevodom In 1957, a son and mother flee the East and an abusive boyfriend to find a new life, and end up in Seattle, where the mother meets a polite garage mechanic. The boy continually gets into trouble by hanging out with the wrong crowd. The mom marries the mechanic, but they soon find out that he's an abusive and unreasoning alcoholic, and they struggle to maintain hope in an impossible situation as the boy grows up with plans to escape the small town by any means possible. Based on a true story by Tobias Wolff.
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What are the best home remedies for dandruff?
A: Several home remedies for dandruff are: Massage hot oil into the scalp at bedtime. The next morning mix equal parts lemon juice and white vinegar and massage into the scalp. Then wash your hair with an egg shampoo. Or Beat two eggs with 2 tablespoons of water. Massage your scalp with this egg mixture and leave on the hair for at least 15 minutes. Wash your hair with warm water. source(s): http://www.morphemeremedies.com/homeremedies_dandruff.htm I must admit that I, too, was having a little problem with my mild
home remedy for dandruff
A: Here are links to my previous answers related to dandruff: http://www.home-remedies-for-you.com/askquestion/756/ treatment-for-dandruff-though-i-use-antidandruff-s.html Read about boric powder and natural home cleansing recipe. http://www.home-remedies-for-you.com/askquestion/1002/ natural-cures-for-dandruff-dry-hair-and-hair-loss-.html I have addressed issues regarding dry scalp, hair loss and dandruff. Also visit the links to...
home remedies for dandruff?
A: dandruff is a skin condition where scales of the scalp goes dry and are separated from the skin. It can be caused by using harsh shampoos, constipation, not keeping the scalp and hair clean, intake of wrong foods, general impairment of the health, and emotional stress. Try these home remedies for dandruff - Make the last rinse with fresh lime juice after you wash your hair. Lime will help in two ways; firstly it will remove the sticky dandruff and also make his hair shine.Don't change your shampoos often. Mix 2 aspirins in the anti-dandruff shampoo which you currently use and massage this mixture lightly to wash hair. This is...
home cure for jock itch
A: A common home cure for jock itch is dandruff shampoo. As simple as this is, it is amazingly effective! Other treatments include: Witch Hazel. This is an astringent that is all natural and very soothing. It will help clean the area and try up the infection. It will also ease the itching and burning within minutes. It is inexpensive and can be applied with a cotton ball. Calendula cream. This cream is made from marigold or calendula flowers and is highly beneficial for all types of itching and burning, especially jock itch. Tea Tree Oil. Tea Tree Oil is one of the most powerful anti fungal treatments out there. It works on burns, insect bites, skin infections, and more. It is VERY...
Whats a good cure for dandruff
A: dandruff is a condition which affects millions of people world wide. It is characterized by the appearance of tiny white flakes or scales on the scalp. dandruff may either be dry dandruff or oily. When a person has dry dandruff, the scales lie loosely scattered among the person's hair and at times may flake of the scalp to settle on the person's clothes, face and eyebrows. Oily dandruff on the other hand tends to stick to the scalp in clumps. dandruff may at times cause severe itching, and the act of scratching could cause damage to the hair follicles, which then leads to hair fall. This condition could be brought about due to...
home remedies for dandruff in hair
A: Factors that may augment a dandruff condition Infrequent shampooing of hair, inadequate rinsing and excessive use of a hot hair dryer (which also causes contact dermatitis), aggravates dandruff. You could prevent dandruff by shampooing regularly with a mild shampoo. Massage your scalp gently to loosen flakes and rinse the hair and scalp thoroughly. Excessive use of hairsprays and gels and improper use of hair coloring products can cause dandruff. Tight fitting hats and scarves should be avoided. A combination of cold weather, low humidity and dry indoor heat could explain persistent dandruff. Poor diet, food allergies, hormonal imbalances, and infections can all...
The home remedies for dandruff and toe nail fungus both use apple cider vinegar. Would regular white vinegar be just as good?
A: In remedial measures that call for the use of apple cider vinegar, it is advisable to stick to the prescribed vinegar. The reason for this is that regular vinegar may very well be too strong to use. Typically, inorganic and regular white vinegar is a harsh, chemically formulated substance. This is the reason it is not advised that you use it in your remedies for things such as dandruff and toenail fungus. While this type of vinegar will probably work to cure your fungus faster, do remember that once the fungus is cleared, you may be left with delicate and sensitive skin beneath it, which will also be affected by the vinegar. The vinegar can cause other abrasive...
What Is A Good Natural Cure for dandruff?
A: Nobody likes an embarrassing flaky scalp. There are some remedies available in the shops, but they can be expensive and often have side-effects such as the development of mild acne. Try the following method as a natural home-made cure, which can either be used as a one-off treatment, or on a daily basis depending on the severity of the problem. Pour some Extra Virgin Olive Oil into your hands. Massage the oil gently into the scalp when the hair is dry. You should pay particular attention to any badly-affected areas. Often the crown can be the flakiest part of the scalp. Use as much Extra Virgin Olive Oil as you desire to ensure full coverage of the scalp. Leave the oil in for 10 minutes, then rinse out using your favourite shampoo and...
Are near any home remedies for dandruff that really work?
A: Theres a home remedy of putting yogurt contained by your hair and consequently washing after an hour so. But if u own that bad dandruff use a medicated shampoo..try to alternate it near ur regular shampoo.if its still there consult ur dermatlogist. During Jr. dignified and High school I have extremely bad dandruff. I used to clear up it every morning before college..and I couldn*t use a conditioner...it made my hair even oilier than common. I experimented.. and found that over a period of time these things not singular added luster to my hair but that the dandruff be receding. I*d alternate rinsing with 1/4 c vinegar to a quart of hose down one day, consequently...
At home cures for black head?
A: Buy a tool available at the drugstores for blackhead removel. It''s a metal thing near 2 different size holes, 1 at each lapse. Then boils water contained by a large container, remove from heat and hold your frontage over the steaming water 15 minutes beside a towel over your head to hold contained by the steam. Once your pores are open, kindly apply pressure to the blackhead with the tool, choosing the correct size hole. It should pop right out. If you hold to push very concrete, go backbone to the steam. Otherwise you''ll have a big zit. It also help to use a bright light a 3 times magnification mirror. When you are done, bath your face thoroughly near soap and water. Then sterilize your tool next to rubbing alcohol. Store in a plastic sack to keep it verbs. Make...


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