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- Immigrating by Steamer, ca. 1901
- On the Move in a Wagon
- Covered Wagons
- Norwegians Settle in Decorah
- Norwegians in Iowa
- Variety of Immigrants Come to Iowa
Norwegians Settle in Decorah
Iowa Public Television
I think probably the biggest impetus to making Decorah the center region of the Norwegian-American culture was the establishment of Luther College in 1861. The college had originally been started in Wisconsin and was moved to Decorah, then in 1872 or 3, I believe, a Norwegian language newspaper was begun in Decorah called: “Decorah Posten’, which had a very large circulation not only in the United States but in Norway. And people became aware of Decorah through “Decorah Posten” and Luther College. And everyone then seemed to come through Decorah at that point; it was kind of the capitol.
People continued to pour into the Decorah area mostly to farm the rich Upper Iowa River land. They brought with them their few special belongings in rosemaled trunks. And in their hearts they carried their traditions and memories from home. Ready to settle in their Vesterheim, the name they gave their western home.
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Matching family tree profiles for Maj. General Stephen D. Ramseur (CSA)
About Maj. General Stephen D. Ramseur (CSA)
Stephen Dodson Ramseur (May 31, 1837 – October 20, 1864) was one of the youngest Confederate generals in the American Civil War. He was mortally wounded in battle at the Battle of Cedar Creek in the Shenandoah Valley.
Dodson Ramseur generally did not use his first name; intimate friends called him "Dod". He was born in Lincolnton, North Carolina to Jacob Able and Lucy Mayfield Dodson Ramseur. He was a second cousin to future Confederate generals John Horace Forney and William H. Forney. Ramseur attended Davidson College, where he studied mathematics under Daniel Harvey Hill, another future Confederate general. He continued at the United States Military Academy, graduated in 1860, was commissioned a second lieutenant, and was assigned to the 3rd and 4th U.S. Artillery regiments just before the start of the war.
Ramseur did not wait until North Carolina seceded from the Union, joining the Confederate States Army in Alabama, but quickly transferred to the 10th North Carolina Militia. He became the lieutenant colonel of the 3rd North Carolina Infantry on May 27, 1861. He was injured with a broken collarbone while being thrown from his horse in July and was out of service until the following spring.
At the start of the Peninsula Campaign in 1862, Ramseur commanded artillery in Brig. Gen. John B. Magruder's division, but he was elected colonel of the 49th North Carolina Infantry on April 12, 1862. In the Seven Days Battles, Ramseur saw his first significant action at the Battle of Malvern Hill, where he led a futile charge against the strong Union defense and was severely wounded in the right arm. The arm mangled and paralyzed, Ramseur returned home to recuperate. After the Battle of Antietam, he returned from leave as commander of a brigade of four North Carolina regiments in Brig. Gen. Robert E. Rodes's division of Lt. Gen. Thomas J. "Stonewall" Jackson's corps. Promoted to brigadier general on November 1, 1862, he became, at 25 years old, the youngest general in the Confederate army at that time. This was a remarkable accession to rank for someone who had missed so many battles, but Gen. Robert E. Lee had been very impressed by Ramseur's aggressive performance at Malvern Hill.
In the Battle of Chancellorsville, Ramseur's was the lead brigade in Jackson's famous flank march of May 2, 1863, against the Union right. Maj. Gen. J.E.B. Stuart, in temporary command of the corps after Jackson was mortally wounded, ordered three cheers for the brigade's aggressive assault and recommended that Ramseur be promoted to major general; this would not come to pass for another year. Ramseur's performance was actually overly aggressive because his brigade moved out in front of the other brigades too quickly, became exposed, and ran out of ammunition. They had to have reinforcements rush in from the neighboring brigade to help consolidate their gains. His brigade had higher casualties in the battle—more than 50%—than any other Confederate brigade. On the following day, he was wounded again, this time in the leg. General Lee wrote about Ramseur's brigade after the battle:
I consider its brigade and regimental commanders as among the best of their respective grades in the army, and in the battle of Chancellorsville, where the brigade was much distinguished and suffered severely, General Ramseur was among those whose conduct was especially commended to my notice by Lieutenant General Jackson, in a message sent to me after he was wounded.
— Robert E. Lee, Official Report on Chancellorsville
In the Battle of Gettysburg, on July 1, 1863, Ramseur's brigade was one of five Rodes led in an assault south from Oak Hill against the right flank of the Union I Corps. Ramseur started in reserve, but the failed attacks by the brigades of Brig. Gens. Alfred Iverson and Edward A. O'Neal required him to move forward to keep the assault from petering out. Rather than repeating their direct assaults, he swung around to the left, across the Mummasburg Road, and hit the defenders in the rear, routing them and driving them back through the town. (This assault was not as difficult as Iverson's and O'Neal's because the Union defenders had now only one brigade in position instead of two and they were low on ammunition.) Ramseur was dismayed when ordered to halt the pursuit of his foe at the foot of Cemetery Hill. This was the last fighting at Gettysburg for Ramseur; Rodes's division sat idle just northwest of Cemetery Hill for the next two days and retreated to Virginia with the rest of the Army of Northern Virginia. Ramseur returned home on leave to marry Ellen E. "Nellie" Richmond and they spent three months together in the Confederate army winter encampment.
In the Wilderness, the start of Lt. Gen. Ulysses S. Grant's 1864 Overland Campaign, Ramseur was once again kept in reserve. On May 7, 1864, his brigade was called forward and smashed into Maj. Gen. Ambrose Burnside's IX Corps, which was attempting to outflank Ramseur's corps. Both Lee and corps commander Lt. Gen. Richard S. Ewell wrote in admiration of his gallant attack, which drove Burnside's troops back over a half mile. At Spotsylvania Court House, his brigade counterattacked the II Corps of Maj. Gen. Winfield S. Hancock after its assault on the Mule Shoe at the "Bloody Angle". Desperate hand-to-hand fighting, some of the most intense of the war, lasted for over 20 hours. He was wounded again in this attack, shot from his horse in the right arm, but refused to leave the field.
Ramseur assumed command of Jubal A. Early's division when that general took over from Ewell after Spotsylvania. He received a temporary promotion to major general on June 1, 1864, becoming the youngest West Point graduate to ever be promoted to major general in the Confederate Army. He fought at Cold Harbor and was the first division to intercept Grant before he could capture Petersburg.
1864 Valley Campaign
In June 1864, Ramseur and the rest of Early's corps was sent by Lee to the Shenandoah Valley to draw Union forces away from Petersburg, in the Valley Campaigns of 1864. They conducted a long and successful raid down the Valley, into Maryland, and reached the outskirts of Washington, D.C., before turning back. Maj. Gen. Philip Sheridan was sent by Grant to drive Early from the Valley. On September 19, 1864, Sheridan attacked the Confederates at the Battle of Opequon, also known as the Third Battle of Winchester. Ramseur's division was routed by a strong Union assault near Stephenson's Depot; Ramseur allegedly wept openly and immaturely blamed his men for the retreat. His colleague Rodes was mortally wounded.
Cedar Creek and death
In a surprise attack a month later, Early routed two thirds of the Union army at the Battle of Cedar Creek on October 19, but his troops were hungry and exhausted and fell out of their ranks to pillage the Union camp; Ramseur managed to corral a few hundred soldiers out of his division and stood with them in the center of the line as Sheridan counterattacked. They held off the Union assault for an hour and a half. Ramseur displayed great bravery in rallying his troops, but he was mounted conspicuously on horseback and drew continuous fire. He was wounded in the arm and his horse was shot out from under him. A second horse was also killed. On his third horse, he was struck through both lungs and fell, later to be captured by Union soldiers.
Dodson Ramseur died the following day near Meadow Mills, Virginia, at Sheridan's headquarters in the Belle Grove Mansion. His last words were, "Bear this message to my precious wife—I die a Christian and hope to meet her in heaven." The day before the battle, word reached Ramseur of the birth of a baby daughter. He is buried near his birthplace, Lincolnton, in St. Luke's Episcopal Cemetery.
Jubal Early's account of Ramseur at Cedar Creek sums up the man and his accomplishments:
Major-General Ramseur fell into the hands of the enemy mortally wounded, and in him not only my command, but the country suffered a heavy loss. He was a most gallant and energetic officer whom no disaster appalled, but his courage and energy seemed to gain new strength in the midst of confusion and disorder. He fell at his post fighting like a lion at bay, and his native State has reason to be proud of his memory.
— Jubal Early, Official Report from Cedar Creek
The town of Ramseur in eastern Randolph County, North Carolina is named in Stephen Dodson Ramseur's honor.
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Enter a grandparent's name to get started.
Erie Tribe: Meaning in Iroquois, “long tail,” and referring to the panther, from which circumstance they are often referred to as the Cat Nation. Also called:
- GA-quA’-ga-o-no, by L. H. Morgan (1851).
Erie Connection. The Erie belonged to the Iroquoian linguistic family.
Erie Location. All of northern Ohio, except possibly the northwestern corner, and in portions of northwestern Pennsylvania and western New York. In the southeastern part of the State they perhaps reached the Ohio River. (See also Indiana, New York, and Pennsylvania.)
Erie Villages: The names of but two villages are known, Gentaienton and Riqué. There are supposed to have been several subdivisions, but their names have not been preserved.
Erie History. Little is known of this tribe until the final struggle which resulted in its destruction as a nation at the hands of the Iroquois and the incorporation of most of the remnants among the conquerors. The war lasted from 1653 to 1656 and seems to have been unusually bloody, the victory of the Iroquois having been determined probably by the fact that they possessed firearms. Some of the so-called Seneca of Oklahoma may be descended from Erie refugees.
Erie Population. Hewitt (1907) considers 14,500 a conservative estimate of Erie population at the time of the last war, but Mooney (1928) allows only 4,000.
Connection in which they have become noted. The historical prominence of the Erie tribe itself is confined to the war in which it was destroyed. Its claim to present remembrance arises from the adoption of the name for one of the Great Lakes; for an important city in Pennsylvania upon its shores; counties in New York, Ohio, and Pennsylvania; places in Weld County, Colo.; Whiteside County, Ill.; Neosho County, Kans.; Monroe County, Mich.; Cass County, N. Dak.; Loudon County, Tenn.; Erieside in Lake County, Ohio; and Erieville in Madison County, N. Y., and some smaller settlements; also an important railroad.
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The Indians of Washtenaw County, Michigan Map
Indians of Washtenaw County Old Indian Trails designated by dotted lines.
1. Detroit and Chicago trail, also called Sauk Trail.
2. Trail to Monroe, Toledo and Sandusky Bay.
3. St. Joseph trail.
4. Washtenaw trail.
5. Dexter and Grand River trail.
6. Shiawassee trail.
7. North trail to Detroit River.
8. Plymouth trail.
9. Potawatomi trail.
10. Trail down Huron River.
Indian villages designated by triangle, Mounds by dots, Burying grounds by cross inside circle, Salt springs by S, Highways by double lines.
Read the full text of the book ...
Summary: by W. B. Hinsdale
pictureAnnArbor: Local History
Copyright: Creative Commons (Attribution, Non-Commercial, Share-alike)
Rights Held by: Ann Arbor District Library
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Evelyn Harden Jackson, the daughter of the Clarke County clerk of court, began writing her diaries in 1864 at the age of 16 and continued her entries through 1928. The diaries are preserved in the University of Georgia Library's Hargrett Rare Books & Manuscript Library.
The Civil War worked its hardships on the South in many ways - depressed economy, social upheaval, deaths of its sons and daughters. It is of those people who lost their lives to whom ''Evie'' refers in her diary entry of July 1, 1865.
'' I went to singing at Mrs. Barton's last night. Emma Wilson, Joe Murray, Willie Ashford and myself went together; There was not many there. It was a beautiful night. The moon though not yet full, shone brightly enough to render every object visible. The scene naturally carried me back in imagination, to the nights before the young men had to all leave their homes and loved ones, and go forth to fight for the liberty of our now ruined country. When we used to all walk together, there were several with us then whom we now miss; they never returned with the others. When we gladly welcomed those whom God had permitted to return home though they did not achieve that liberty for which they so nobly struggled yet we received them with open hand and glad hearts for we know that they have fought bravely but were overpowered, there were many who when we looked among the companions we could not see. Oh! how we missed them. We spoke of one noble boy Bob Richidson, in particular Bob was a nice boy beloved by everyone but we will never more on this earth see him though I trust we shall all meet him in a brighter and happier world where there will be no more farewell tears.''
On July 4, 1865 Jackson also bemoans the sadness July 4 brings to her:
'' Ah, how differently are we to spend this day, from what we used to do. We used to hail it with joy as a day of feasting and gladness, now it is the almost saddest day we have ever witnessed. The flag of the enemy is to be flaunted in Athens today, almost every negro in the whole county has gone to see the sight. They were passing all night and have been passing by the wagon full all the morning. Uncle Jacob Robert and Mary went last night. The others of our negroes have remained at home. I have stopped taking music and French lessons for a while.''
Some white citizens did not enjoy the new-found freedom blacks were experiencing. Evie Jackson recalls an incident on Sept. 2, 1865.
''There was quite a row in town last night. The negroes had collected in quite a large crowd near Mr. Wilson's gate. They were laughing, singing and boasting what great things they were going to do when to their great surprise a party of white men Mr. George Grady their leader (he is a desperate young man) dashed in among them cursing and swearing and fired at them two or three times. They all ran and some were fired at as they ran. I heard the noise and first thought it was the fox hunters who had gone out that night but after getting up and looking out I thought it must be something else. One of the negroes have gone to report them to the yanks.
On her birthday anniversary, Jan. 12, 1870, Jackson provides an interesting insight to age and marriage in her day and time.
''This is my twenty-second birthday, really I am growing quite old. Mother married at 22 and if I ever intended to marry I would this morning begin to think something about it, but as I have no such intentions my thoughts shall be far away from that subject.''
This article published in the Athens Banner-Herald on Sunday, September 2, 2001.
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Fourche Meaning and Definition in Dictionary
Would you like to add your own explaination to this word 'Fourche'?
Wikipedia Meaning and Definition on 'Fourche'
- Fourche, Arkansas: Fourche is a town in Perry County, Arkansas, United States. The population was 59 at the 2000 census. It is part of the Little Rock–North Little Rock–Conway
- Belle Fourche, South Dakota: Belle Fourche (/bɛlˈfuːʃ/; bel-FOOSH) is a city in and the county seat of Butte County, South Dakota, United States. The population was 5,594 at the 2010
- Battle of Bayou Fourche: The Battle of Bayou Fourche, sometimes called the Battle of Little Rock, was a battle in the American Civil War fought on September 10, 1863 east of the
- Fourche Mountain salamander: The Fourche Mountain salamander (Plethodon fourchensis) is a species of salamander in the family Plethodontidae. It is endemic to the Ouachita Mountains
- Fourche Maline: Fourche Maline (pronounced foosh-ma-lean) (Bad Fork, French) is a 70.0-mile-long (112.7 km) tributary of the Poteau River in Oklahoma. The headwaters
- Belle Fourche River: The Belle Fourche River (pronounced bel FOOSH; Lakota: Šahíyela Wakpá) is a tributary of the Cheyenne River, approximately 290 miles (470 km) long, in
- La Fourche (Paris Métro): La Fourche is a station of the Paris Métro, serving Line 13. The station opened on 26 February 1911 as part of the Nord-Sud Company's line B from Saint-Lazare
- Belle Fourche Valley Railway: The Belle Fourche Valley Railway was a South Dakotan railway. The Belle Fourche Valley Railway Company was incorporated under South Dakota law on May
- Fourche La Fave River: The Fourche La Fave River (pronounced "Foosh La Fay"; shown as Fourche LaFave River on federal maps) is a tributary of the Arkansas River, approximately
- Fourche Maline culture: The Fourche Maline culture (pronounced foosh-ma-lean) was a Woodland Period Native American culture that existed from 300 BCE to 800 CE, in southeastern
Fourche Sample Sentences in News
- Belle Fourche Chamber of Commerce director resigns
BELLE FOURCHE — Rita Pazour Belle Fourche Chamber of Commerce executive director will be stepping down from her position in May. Her resignation was announced at the Saturday evening’s annual chamber Read more on this news related to 'Fourche'
- Belle Fourche High School to pilot online course options
BELLE FOURCHE — Belle Fourche High School will be piloting a program this fall allowing sophomore students the opportunity to complete their basic course requirements ahead of schedule. Read more on this news related to 'Fourche'
- Belle Fourche mourns death of teen in car accident
The Belle Fourche community is in mourning today after the death of a 14-year-old boy and the injury of another boy in a car accident on Tuesday night. Read more on this news related to 'Fourche'
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Wounded Warriors: Civil War AmputationRead More
Date Posted: 10/9/2013
In the heat of battle, Civil War doctors often had to make quick diagnoses of soldiers’ injuries. According to The Medical and Surgical History of the War of the Rebellion, 1861-65, 70% of all wounds were to the extremities—35.6% to the upper extremities and 35.2% to the lower extremities. These statistics help explain why surgeons performed so many battlefield amputations; if they couldn’t...
Gettysburg in ColorRead More
Date Posted: 6/30/2013
Edwin Forbes is best known today for his work during the Civil War as a special correspondent for Frank Leslie's Illustrated Newspaper, to which he supplied a multititude of illustrations based upon his first-hand observances while embedded with the Union army. Between 1862 and 1864, Forbes' skilled hand captured some of the war's major battles, including Second Manassas, Antietam, ...
The Struggle for VicksburgRead More
Date Posted: 5/28/2013
Vicksburg, Mississippi, strategically sits along the Mississippi River between Memphis and New Orleans. Incorporated in 1825, she became a vibrant river town, pivotal railroad center, and thriving commercial port. Given her prime location, both the Union and the Confederacy considered Vicksburg “key” to their war effort and essential to controlling “the father of waters.” The Rebels rushed...
Civil War EnvelopesRead More
Date Posted: 3/12/2013
For many Civil War soldiers, mail call was the highlight of the day. Handwritten letters from home served as a valuable lifeline to loved ones, maintaining morale and alleviating boredom. While the movements of the armies often disrupted delivery times, the U.S. postal service remained relatively effective—often allowing troops to send letters marked "Soldier's Letter" for free (postage was...
"Life Studies of the Great Army"Read More
Date Posted: 4/5/2012
At the Philadelphia Centennial Exhibit of 1876, Edwin Forbes, renowned for his work during the Civil War as a "special artist" for Frank Leslie's Illustrated Newspaper, displayed a collection of copper etchings based on his wartime illustrations of the Army of the Potomac. Forbes had spent the immediate postwar years completing the drawings and transferring them to copper plates. The resulting...
The War BeginsRead More
Date Posted: 8/3/2011
In a nineteenth-century world free from blogs, social networking sites, television, and cell phones, Frank Leslie's Illustrated Newspaper thrived. Part picture, part story, Leslie's publications combined visually stimulating engravings with journalistic articles to create one of the most popular illustrated newspapers of the 1860s. Leslie's Illustrated invited its audience not just to read, but...
That Furious Struggle (2014)
Author: Chris Mackowski & Kristopher D. White
Reviewed by: Joseph J. Cook
Between Slavery and Capitalism (2014)
Author: Martin Ruef
Reviewed by: Evan C. Rothera
The Diary of Nannie Haskins Williams (2014)
Author: Minoa D. Uffelman et al
Reviewed by: Katherine Brackett Fialka
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Alumni Weekend display
Library to display Emancipation Proclamation signed by Abraham Lincoln
1:21 p.m., May 29, 2013--The University of Delaware Library has announced that a broadside edition of the Emancipation Proclamation signed by Abraham Lincoln will be on view in the single case in the Information Room in the Morris Library in conjunction with the 2013 Alumni Weekend on Saturday, June 1, from 10 a.m. through 3 p.m.
Broadside editions of the Emancipation Proclamation were printed about June 6, 1864. This Emancipation Proclamation is one of 20 known of these 1864 special copies to still exist.
LGBT aging, care
History of the 1863 Emancipation Proclamation
On Jan. 1, 1863, Lincoln issued the Emancipation Proclamation, which declared that slaves in the Confederate states, with the exception of Tennessee, southern Louisiana and parts of Virginia, were now free. The Emancipation Proclamation also announced the Union’s intention to enlist black soldiers.
Prior to the issue of the Emancipation Proclamation there were a series of laws passed intended to free slaves in Confederate states, called the Confiscation Acts. These acts enabled Union soldiers to seize Confederate property in occupied areas of the South. Slaves who became captives of the Union were set free. The ability to enforce these acts was limited. Lincoln had also proposed the idea of gradual compensated emancipation, which was unsuccessful.
The issuance of the Emancipation Proclamation brought about debates over the president's war powers and the legality of the proclamation. Despite these arguments, the Union went forward with recruiting and enlisting freed slaves. Black soldiers made up 10 percent of the Union army by 1865.
‘Emancipation and Its Legacies’ exhibition
The exhibition “Emancipation and Its Legacies” is on view on the second floor of the Morris Library near Special Collections through Monday, June 3.
In honor of the 150th anniversary of the Emancipation Proclamation, this exhibition displays pamphlets, speeches, broadsides, manumissions, books and letters from the actions leading up to emancipation and the events that followed, to commemorate the legacy and enduring memory of this significant historic proclamation.
In the “Emancipation and Its Legacies” exhibition, facsimiles of the Emancipation Proclamation and the 13th Amendment are on display.
As described above, the library owns in Special Collections one of 20 known 1864 special copies in extant of the Emancipation Proclamation as well as one of only four extant copies of the 13th Amendment.
An electronic version of the exhibition, “Emancipation and Its Legacies,” is available online.
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Ashtabula County, Ohio
Ashtabula County was created on June 7, 1807 from Geauga County and Trumbull County (organized in 1811). This county was named for Ashtabula River, which means "fish river" in an Algonquian language.
The Ashtabula County Seat is located in Jefferson also, the county government website is www.co.ashtabula.oh.us/ .
Areas bordering to Ashtabula County are province of Ontario, Canada (north), Erie County, Pennsylvaina (northeast), Crawford County, Pennsylvaina (east), Trumbull County (south), Geauga County (southwest), Lake County (west).
Cities and towns located in Ashtabula County include Ashtabula, Conneaut, Geneva, Andover, Geneva-on-the-Lake, Jefferson, North Kingsville, Orwell, Roaming Shores, Rock Creek. Other communities include Austinburg, Dorset, Kingsville, Pierpont, Unionville, Williamsfield, Windsor.
Ashtabula County Townships include Andover, Ashtabula, Austinburg, Cherry Valley, Colebrook, Denmark, Dorset, Geneva, Harpersfield, Hartsgrove, Jefferson, Kingsville, Lenox, Monroe, Morgan, New Lyme, Orwell, Pierpont, Plymouth, Richmond, Rome, Saybrook, Sheffield, Trumbull, Wayne, Williamsfield, Windsor.
Ashtabula County vital records can be found at the Ohio Department of Health which has Birth Records since Dec 20, 1908; Death Records since since 1954 and copies of Marriage and Divorce Records since 1918 to present There is a fee for each copy requested. Please refer to the information to the Statewide Vital Records in Ohio for current fees and application process.
You can search online for Ashtabula County Birth, Marriage, Divorce or Death Records. You can also Order Electronically Online or can download an application for Ohio Birth Certificate, Marriage Certificate, Divorce Certificate, Death Certificate Application to mail.
Ashtabula County consists of Federal Census Schedules to guide in looking into your family tree. Federal Population Schedules can be found for 1810, 1820, 1830, 1840, 1850, 1860, 1870, 1880 (free index), 1890 (fragment), 1900, 1910, 1920, 1930, 1940.
Ashtabula Co. Mortality Schedules can be found for 1850, 1860, 1870 and 1880. Ashtabula Co. Industry and Agriculture can be obtained for 1850, 1860, 1870 and 1880. Ashtabula Co. Union Veterans Schedules is available for 1890. One can find free online and printable census forms to help you with your research.
Ashtabula County Societies and Family History Resources
A list of Ashtabula County Historical and Genealogical Societies, Forums, Message Boards, Libraries, Archives.
- RAOGK Volunteers for Ohio (raogk.org)
- Ohio Genealogy Community (plus.google.com)
- Ohio State Genealogy Network (facebook.com)
- Ashtabula County Genealogical Society, c/o Geneva Public Library, 860 Sherman St, Geneva, OH 44041-9101; Phone: (440) 466-4521; The Ashtabula County Genealogical Society's holdings include over 2,000 acquisitions and more than 600 rolls of microfilm for and about Ashtabula County area research.
- Ashtabula County Historical Society, PO Box 36, Jefferson, OH 44047-0036; Phone: (440) 466-7337; The Ashtabula County Historical Society preserves the history of Ashtabula County, assists others in historical preservation, collects historical objects connected with Ashtabula County for the purpose of preserving and exhibiting them, maintains museums, marks the sites of historic interest in the county, and fosters an increased awareness of local history in the schools.
- Conneaut Chapter-National Railway Historical Society, PO Box 643, Conneaut, OH 44030-0643; Phone: (440) 599-7878; The Conneaut Chapter-National Railway Historical Society exhibits railroads of the steam era. Its museum includes an HO Scale model railroad layout, an outside NKP locomotive 755, Bessemer & Lake Erie Hopper Car, Woodside Caboose, motor car, pump car, and tool car for section gangs.
- Conneaut Historical Society, 402 S Amboy Rd, Conneaut, OH 44030-3004; Phone: (440) 593-4896
- Harpersfield Heritage Society, 1257 Jobey Trail, Geneva, OH 44041-8801; Phone: (440) 466-1091; The Harpersfield Heritage Society preserves the history of rural life for the general benefit and education of the public and aids in the restoration, preservation, and maintenance of significant buildings, structures, and property related to Harpersfield.
- Hubbard House Underground Railroad Museum, PO Box 2666, Ashtabula, OH 44005-2666; Phone: (440) 964-8168; The Hubbard House Museum was built in the 1840s by William and Catharine Hubbard and was an Underground Railroad Terminal that provided shelter for fugitive slaves. It is now a museum filled with 1840-1880 period furniture, information on the Underground Railroad, and artifacts from the Civil War.
- Lenox Historical Society, 73 W Jefferson St, Jefferson, OH 44047-1027; Phone: (440) 576-2681; The Lenox Historical Society maintains the Rural Museum that includes a farmhouse (currently being renovated), a gas station/grocery store, and a barn with farm equipment.
- Old Brick House Historical Society, PO Box 592, Orwell, OH 44076-0592; The Old Brick House is the site of the first tavern in Orwell Township and is now a museum and community center.
- Shandy Hall -WRHS, 5012 New St Apt 24, Geneva, OH 44041-9771
Phone: (440) 466-3680; Shandy Hall, a site of the Western Reserve Historical Society, is the original 1815 home of the Robert Harper Family.
- Windsor Historical Society, 6068 St Rt 322, Windsor, OH 44099-9718; Phone: (440) 272-5597; The Windsor Historical Society maintains the restored Christ Episcopal Church as its museum exhibiting local artifacts, photographs, and documents. Additionally the Society maintains the historic Windsor Grange Hall and a covered bridge.
- Geneva Public Library - a branch of the Ashtabula County District Library, is "Your Place of First Resort" for quick and easy searching in Ashtabula County records. Why? Because they have microfilm of many of the records in the courthouse plus, the library has several specialized indexes created by the staff and the county genealogical society for these records and many more items of intense value for genealogists researching in Ashtabula County.
- Ashtabula County USGenWeb Archives Project (usgwarchives.net)
- Ashtabula County, Ohio Message Boards (boards.ancestry.com) read and post messages about your ancestors in Ashtabula County
- Ashtabula County, Ohio Genealogy Forum (genforum.genealogy.com) read and post messages with other genealogy researchers for Ashtabula County
Ashtabula County Courthouse and Government Records
Ashtabula County Courthouse
Genealogist typically fail to notice the benefits of Ashtabula County court, probate, and land records as a source of genealogical details. Hidden away in Ohio courthouses and archives just about everywhere are often the hopes and dreams and frustrations of countless Ohio people.
The possibilities are excellent that your potential forefathers have left a comprehensive document of at least quite a few aspects of their lives in the Ashtabula County court records. Even if your ancestors is not discussed in a Court case, take into consideration all of the other methods which often can have lead to her or him appearing in court records.
The following facts denotes exactly what death, marriage, birth, property, wills, and court records are typically in Ashtabula County. The dates indicated listed below are considered the first noted records data for this particular county.
Ashtabula County Links
The following are web links to Genealogy, Records and Resources pertaining to Ashtabula County.
Ashtabula Co. OH Books, Newspapers & Publications
Ashtabula Co. OH Birth, Marriage & Death Records
Ashtabula Co. OH Court, Probate Land and Tax Records
Ashtabula Co. OH Census Records
Ashtabula Co. OH Cemeteries & Graveyards
Ashtabula Co. OH Church & Bible Records
Ashtabula Co. OH Family Websites, Pictures & Histories
Ashtabula Co. OH General and History Websites
Ashtabula Co. OH Immigration & Naturalization
Ashtabula Co. OH Maps, Atlases & Gazetteers
Ashtabula Co. OH Military Records
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Homeless for Over a Century, a Tribe Awaits U.S. Redemption
Ever since, the Little Shell have known only diaspora.
Most came to Montana, where they lived near dumps and on the streets of Great Falls, Helena and other towns. In 1896, angry whites asked the government to do something about them, and the Army rounded them up at gunpoint, put them on boxcars and shipped them to Canada. "Most of them made their way back," said Mr. Shield, the vice president of the tribal council, which Mr. Boham serves as assistant.
The three other surviving Chippewa tribes from the Turtle Mountain area - the Turtle Mountain, the White Earth and the Rocky Boy - were all less scattered and received federal recognition over time; they now have reservations. But the 4,500 or so Little Shell still await official recognition from the Office of Federal Acknowledgment at the Interior Department, a quest for which they have gained the support not only of other tribes in Montana but also of the Montana governor's office, the State Legislature and Cascade County, which includes Great Falls.
The recognition process was created by the government in 1978 to make reparations to tribes that had been forced to move from place to place throughout American history. There are now 562 federally recognized tribes in the United States.
Roughly 220 others have expressed interest in recognition, but such efforts are often strongly opposed. Some of that opposition comes from tribes, already recognized, that are eager to protect their vast casino gambling income, and from states that do not want recognized tribes within their borders, because a bid for recognition is occasionally a ploy of relatively few Indians with dubious historical ties simply to open a new casino.
"We're running into the ripple effects of gaming
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I hope to follow each bridge in depth from its conception to completion with news articles and government records. I am going to begin here with the first bridge.
The plan of the first bridge across the Cumberland River was proposed by the citizens of Nashville in 1818. Erected where the present Victory Memorial Bridge is located, at the northeast corner of the Square across to Main Street, it opened in June of 1823. The covered bridge had windows along the sides to provide light. When it was built water craft was small and the structure was only 75 feet above the low water mark. The bridge was demolished in 1851 because the larger steam boats of the mid-century were unable to pass under....
Most of the following newspaper articles were found in the papers of Samuel A. Weakley [TSLA AC# 1330-2] and in the collection of Judge Litton Hickman [Metro Nashville Archives].
Nashville Whig, Saturday November 28, 1818
Nashville Whig, Saturday July 3, 1819
The undersigned, having been appointed a committee of the Board of Directors of the NASHVILLE BRIDGE COMPANY to correspond with and receive proposals from any qualified workman who may be willing to undertake and complete a bridge over the CUMBERLAND RIVER opposite Nashville, this is, therefore, to give notice to all persons who may be willing to engage in this undertaking that the sum of ONE HUNDRED AND TEN THOUSAND DOLLARS is subscribed by the company for the above purpose. The River Cumberland is about six hundred feet wide, having a rock bluff on the town side for an abutment, but the other bank is sandy. The river is about from eight to ten feet in low water, having a rock bottom for most part across, and during the time of floods it rises sometimes as high as forty feet, which will require the piers to be built at least fifty feet high. The country above Nashville will furnish the best kind of timber for the woodwork and at the town site there is a great quantity of stone well calculated for raising the piers.
May 20 1819 Commissioners
Nashville Gazette, July 31, 1819
Nashville Bridge – An installment of $5.00 on each share of the Capital stock to the Nashville Bridge Company is required to be paid into the hands of the Treasurer on Tuesday the 31st August next.
By order of the Board.
JOHN SHELBY, TREA’R
Nashville Whig, September 18, 1822
Nashville Whig – Wednesday, June 11, 1823
Nashville Whig – Wednesday, July 21, 1823
Nashville Bridge-- Extract from the By-laws and rules adopted by the Directors of the Nashville Bridge Company, Sec. 4 Be it resolved, that the following rules, by-laws and regulations shall be observed by the gate-keeper and by all persons in using, passing or being on said bridge to wit: It shall not be lawful for any person or persons, having or driving any drove of horses, mules, cattle or hogs to drive or pass on said bridge in one drove at the same time in more than the following number to wit: Horses, mules or cattle, not more than ten head; of hogs not more than twenty head; and it shall not be lawful for any loaded wagon to pass on or cross said bridge within less than one hundred yards of another loaded wagon; and that it shall not be lawful for any person passing over said bridge on horseback or with a cart, wagon or carriage or with a drove of horses, mules, cattle or hogs to make any delay on said bridge except such as is unavoidable; and it shall not be lawful for any person riding on horseback or driving any cart, wagon or carriage on said bridge or driving any drove of horses, mules, cattle or hogs over same to ride or drive faster than a walk.
It shall not be lawful for any foot passenger to travel on the road allowed for horses and carriages at the time that there is any horses or drove of horses, mules or cattle or any wagon, cart or carriage passing thereon except it be such person as shall have the same in charge, nor shall it be lawful for any foot passenger to molest, disturb or frighten any horse or drove of horses, mules, cattle or hogs, when passing on said bridge.
It shall not be lawful for any person to carry over or have on said bridge any coal or chunk of fire, nor to smoke or carry with him on said bridge any lighted segar or pipe; and if any person or persons shall willfully commit a violation of any of the rules above described he, she or they, so offending shall be subject to pay the sum of five dollars, or every such offence, to be recovered before any tribunal having jurisdiction thereof by a warrant in the name of the Nashville Bridge Co., for the use of the said company.
It shall be the duty of all foot passengers to pass the footway on the right hand as they are going; and it shall be the duty of all passengers on horseback or driving any wagon, cart or other wheel carriage, or driving any drove of horses, mules, cattle, sheep or hogs to pass over on the right hand way.
It shall not be lawful for the gate-keeper to permit any slave to pass said bridge at any time after nine o’clock at night and before day light in the morning without a written pass from his or her master or mistress expressing such permission.
President, Nashville Bridge Co.
Nashville Whig, January 26, 1824.
Nashville Bridge – The undersigned who had the management of the Bridge for the last six months, begs leave to inform the public that he has rented it for the term of one year. He now tenders its use to the public and proposes to let out to families or individuals for the above term, the privilege of crossing on it, and pledges himself to do so if applied to, on the most reasonable terms. Persons who reside on the north side of the river are particularly invited to call on the undersigned, as he believes they will find it very much to their advantage to enter into the arrangement proposed. There will be a keeper of the gate who will be ready at all times to attend to the calls of those wishing to pass on urgent business, without regard to time.
The undersigned will endeavor to do everything necessary on his part to afford satisfaction, and hopes to merit a share of public patronage.
Nashville Whig, January 26, 1824
The Nashville Bridge. This elegant piece of architecture, so useful to the public, and ornamental to our town, has never yet been noticed in any manner adequate to its value and importance. As a superstructure of elegance and durability, it is conceived to be equal, perhaps superior to any of the kind in the United States: This has been the observation of persons from a distance who have seen most of the celebrated works of this kind. It is the workmanship of Messrs. Samuel Stacker and Johnston of Pittsburgh….at the price of $75,000. The bridge is 560 feet from end to end and, 40 feet in breadth and 75 feet in height, from river to low water.
The superstructure consists of three arches, each 187 feet long, butting against each other, resting in one continued chord, supported by the abutments and piers. Versed sine, or rise, from the chord to the apex, is 6 feet; the curve formed by this arch is not, however, that of the segment of one great circle, but of segments of circles of unequal radii, those of the largest radii being next to the abutments, and the shortest at the vertex. The superstructure at the abutments 28 feet wide, and at the apex of the centre arch 25 ½ feet. This forms a catenarian arch on the outside of the bridge, and prevents lateral motion. The ribs composing the arches are set in cast iron head blocks and butt against each other with the exception of about a foot where wedges are inserted; by spreading on these wedges the arches can be set up, and the floor raised to any height required. (This is considered an improvement of the first magnitude in the erection of wooden bridges.) The design and principle on which this Bridge is built is the same as those of Shaffhausen and Wittengen in Switzerland.
The ribs, ring posts, and string pieces are connected and secured by ties, braces, and bars of iron in such a manner as to form one connected and combined whole, equal in strength, perhaps, to anything within the compass of human invention on a similar scale. This Bridge consists of three abutments – one is founded on solid rock with the intervention of 2 feet of gravel. It is about 70 feet long, 20 thick, and 80 high, with rings extending into the bank 80 feet – it batters on inch to the foot, on all outsides, together with several offsets, which reduce it to 52 feet long and 24 thick where the superstructure rests. It also overhangs on the inside to prevent the filling from protruding out the side. The open space in this abutment required 3,000 yards of filling, which was done with lose rock and clay sufficient to make it compact. The piers are 70 feet long, 24 wide and 80 high. The sides and lower end batter one inch to the foot, upstream and forming a right angle, fall back 1 ½ inches per foot. They are founded on a platform of wood, 75 feet long, 27 wide and 7 deep. The wooden part of the Bridge is handsomely executed with ornamental fronts at each end, the whole covered in neatly and painted white. The pillars are composed of the limestone rock common to the country, which is admirably adapted to the erection of the best workmanship.
The Bridge belongs to a company of stockholders, incorporated by act of assembly; and its affairs are entrusted to the management of a Board of Directors, chosen annually. They have leased it out for the present year to Mr. Andrew Morrison at $5,300 per annum, being at the rate of 7% on the amount of cost, exclusive of repairs.
Memorandum of materials: Cubic feet of timber, 20,000
Wrought Iron, 21 tons
All material collected and transcribed by Debie Oeser Cox.
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Quiz: Remember the definition of mal de mer?
city, Cook county, northeastern Illinois, U.S. It lies on Lake Michigan, 13 miles (21 km) north of downtown Chicago. Illinois and later Potawatomi Indians were early inhabitants of the area. French explorers passed through the area in the 17th century and called it Grosse Pointe. In a series of treaties between 1795 and 1833, the Potawatomi ceded their lands to the United States. American settlement began in 1836 when Major Edward H. Mulford, a jewelry dealer from New York, built a tavern at the site. In 1850 the community was renamed Ridgeville. A group of Chicago businessmen purchased property along the lakeshore for Northwestern University in 1853 under a special state charter of 1851. The city grew up around the university and was renamed (1857) for physician John Evans, one of Northwestern's founders. An amendment in Northwestern's charter prohibited the sale of alcoholic beverages in Evanston from 1853 until 1972. The city annexed adjoining North Evanston in 1874 and South Evanston in 1892. The university has expanded on landfill
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- Access Genealogy - http://www.accessgenealogy.com -
Posted By Dennis On In Native American,Texas | No Comments
Enter a grandparent's name to get started.
Aranama Indians. A small agricultural tribe formerly living on and near the south coast of Texas; later they were settled for a time at the mission of Espiritu Santo de Zúñiga, opposite the present Goliad, where some Karankawa Indians were also neophytes. It is reported that they had previously suffered from an attack by the Karankawa. Morse located them in 1822 on San Antonio River and estimated them at 125 souls. In 1834 Escudero1 spoke of them as follows: “The same coast and its islands are inhabited by the Curancahuases and Jaranames Indians, fugitives from the missions. The larger portion have lately settled in the new mission of Nuestra Señora del Refugio, and today very few rebellious families remain, so that the injuries caused by these cowardly but cruel Indians have ceased.” As a tribe the Aranama were extinct by 1843.
Escudero, Not. Estad. de Chihuahua, 231 ↩
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URL to article: http://www.accessgenealogy.com/native/aranama-tribe.htm
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Kentucky is a mideastern state of the United States. Its state capital is Frankfort. Attractions include horse racing and beautiful lakes. Kentucky is also culturally part of the American South. It is home to famous food (Kentucky Fried Chicken, Hot Brown, and Burgoo) and music (bluegrass) traditions.
Horses and bourbon sum up this region. The gently rolling hills are the heart of the Thoroughbred industry and many distilleries can be found along its streams.
|Caves and Lakes
A karst region containing the largest cave system in the world. Bowling Green is the regional hub.
|Daniel Boone Country
This rugged landscape is dominated by the Daniel Boone National Forest and it was here that the Wilderness Road was cut enabling the first wave of settlers to enter the state through the Cumberland Gap.
A rugged and rural portion of the state.
|Kentucky Derby Region
The region centered around Kentucky's largest city, Louisville
|Northern Ohio River Region
An emerging economic power in Kentucky. The cities of Covington, Florence, Independence, and Newport are among the fastest growing in the state.
Containing many man made lakes, this rural region offers many opportunities for recreation.
|Western Coal Fields
This area of alternating ridges and valleys was mined extensively in the years after WWII. Many of the mined lands were turned into wildlife management areas and the region has become a draw for sportsmen. Owensboro is the largest city in the region.
A mostly flat area of the state that lies within the floodplains of four major rivers. This region contains the state's largest agricultural operations as well as the recreational areas around Kentucky Lake and Lake Barkley.
For the most part, these regions are used only by the state for tourism promotion—they do not necessarily reflect the regions recognized by Kentuckians themselves. The state tourism regions map to locally recognized regions as follows:
- Bluegrass Region — Although there is a locally recognized region called "The Bluegrass", that region covers a considerably larger area than the state tourism region. Especially in the Lexington area, the term Central Kentucky is widely used.
- Caves and Lakes — Traditionally considered part of the Pennyrile (more properly the Pennyroyal Plateau). Nowadays, it is also seen as part of South Central Kentucky.
- Daniel Boone Country and Kentucky Appalachians — Together, they largely coincide with the area locally known as Eastern Kentucky or the Eastern Coalfield. (Ironically, Eastern Kentucky University is not in locally defined Eastern Kentucky; it is instead in the Bluegrass.)
- Kentucky Derby Region — Metropolitan Louisville is generally seen as its own region, locally called Metro Louisville (note that "Louisville Metro" refers specifically to Louisville and Jefferson County, which have a merged government), just "Louisville", or Kentuckiana. Western portions of the region are seen as part of the Pennyrile, and eastern portions as part of the (Outer) Bluegrass.
- Northern Ohio River Region — The counties that are part of the Cincinnati metropolitan area are more often called Northern Kentucky. The rest of the region is seen as part of the Bluegrass, or sometimes called the Outer Bluegrass.
- Southern Lakes — Most of the region has been traditionally considered part of the Pennyrile, with its eastern fringes overlapping with locally defined Eastern Kentucky. It is also increasingly seen today as part of South Central Kentucky.
- Western Coal Fields — This is the only region that corresponds in both area and naming to local usage.
- Western Waterlands — The region west of the Tennessee River is universally known as the Jackson Purchase, often shortened to just The Purchase. The rest of the region is considered part of the Pennyrile.
- In addition, the locally defined Bluegrass is surrounded by a chain of conical hills known as The Knobs, which also run through the state-recognized Kentucky Derby Region.
- Frankfort - State Capitol
- Bowling Green - Home of Western Kentucky University and home of the Corvette
- Cave City - Gateway to Mammoth Cave
- Covington - South side of Cincinnati
- Fort Knox - Home of gold and armor
- Lexington - Horse capital of the World and Home of the University of Kentucky
- Louisville - The Kentucky Derby City and Home of the University of Louisville
- Paducah - Quilt City
- Richmond - Home of Eastern Kentucky University
- Big South Fork National River and Recreation Area
- Cumberland Gap National Historical Park
- Daniel Boone National Forest
- Kentucky Bourbon Trail
- Kentucky Lake
- Kentucky State Parks
- Land Between the Lakes National Recreation Area
- Lake Barkley
- Mammoth Cave National Park
Kentucky is accessible by five Interstates:
- I-71 and I-75 both enter the state from the north at Cincinnati. The two roads split in the Kentucky suburbs, with I-71 going to its southern end in Louisville and I-75 to Lexington, continuing past Richmond, Berea, and London.
- I-64 runs from Ashland in the east to Louisville in the west, passing by Lexington and Frankfort on the way.
- I-65 enters the state from Indiana and runs from Louisville to Bowling Green, continuing to the Tennessee state line.
- I-24 from Paducah to Hopkinsville and the Fort Campbell area.
- In addition, two more interstates are slated to go through Kentucky in the future. I-66, not connected to the existing highway of that number in Virginia, is proposed to be routed through the southern half of the state. The currently existing I-69 will be extended through Kentucky.
Kentucky is connected to many U.S. Highways:
- US 27 runs from Covington south to Somerset.
- US 127, also from Covington, runs through Frankfort, Danville and the Lake Cumberland area.
- US 150 offers a connection between Louisville and I-75 between Lexington and Tennessee.
- US 23 (Country Music Highway) connects Ashland with Virginia south of Pikeville.
- US 60 bisects the state from the Mississippi River to Ashland, passing through Paducah, Henderson, Owensboro and Louisville before following I-64 the rest of its route.
- US 68 begins just east of Paducah, running as largely an east-west route through Hopkinsville, Bowling Green and Glasgow. A short distance past Glasgow, the road takes a sharp turn to the northeast toward Harrodsburg, Lexington and Maysville.
There are three large airports in the state. Louisville International Airport is served by several major airlines, including Southwest, Frontier, Delta/Delta Connection, US Express, United Express, American Airlines/American Eagle, and Midwest Connect. Cincinnati-Northern Kentucky International Airport, located off of I-275 near Hebron, is a major hub for Delta, and is also served by American Eagle, United Express, US Airways Express, Comair, Delta Connection, and USA 3000. Lexington's Blue Grass Field offers direct flights from fourteen cities in the midwestern, southern and eastern parts of the country via American Eagle, US Express, United Express, and Delta Connection. The two smaller commercial airports in Kentucky are Barkley Regional (serving Paducah), served by Delta Connection, and Owensboro-Daviess County Airport, served by Great Lakes Aviation. The Ashland area is served by Tri-State Airport near Huntington, West Virginia. There are many other smaller, general aviation airports throughout the state.
Kentucky maintains 9 parkways to supplement the Interstate and U.S. Highways. These roads were all built as toll roads but have since become freeways, although the portions of these roads that will become part of the new I-66 and I-69 may become tolled again in the future. Nine roads make up the parkway system:
- The Audubon Parkway, the shortest road in the system, connects Henderson and Owensboro.
- The Martha Layne Collins Bluegrass Parkway runs from I-65 on the north side of Elizabethtown to Versailles, just west of Lexington.
- The Louie B. Nunn Cumberland Parkway runs along the southern tier of the state from I-65 east of Bowling Green to Somerset, near the Lake Cumberland resort region. It has been designated as part of the future I-66.
- The Hal Rogers Parkway (often called "the Rogers"; formerly the Daniel Boone Parkway), mainly a two-lane road with frequent passing lanes for heavy trucks, connects London with Hazard in the eastern third of the state. The future I-66 will parallel this road, although on a mostly new route.
- The Bert T. Combs Mountain Parkway connects I-64 in Winchester to eastern Kentucky near Prestonsburg. Note that the eastern half of this road, past Campton, is two lanes.
- The William H. Natcher Parkway (often called "the Natcher"; formerly the Green River Parkway) connects Owensboro with Bowling Green. The southern half of the highway (Bowling Green to the Western Kentucky Parkway) has also been designated as part of the future I-66.
- The Edward T. Breathitt Pennyrile Parkway runs from Henderson to Hopkinsville. The section from Henderson to the Western Kentucky Parkway has been designated as part of the future I-69.
- The Julian M. Carroll Purchase Parkway runs diagonally through the Jackson Purchase (the region west of the Tennessee River), starting at the Tennessee state line in Fulton and ending at I-24 at Calvert City near Kentucky Lake. It will also be part of the future I-69.
- The Wendell Ford Western Kentucky Parkway (also known as "the WK", from its former signs), is unofficially the longest road in the system, though no longer officially so. Until late October 2011, the WK ran from I-65 on the south side of Elizabethtown to I-24 near Eddyville and Lake Barkley. At that time, the Kentucky Transportation Cabinet, after receiving federal permission to do so, re-signed the portion from Eddyville to the Pennyrile Parkway as I-69. This segment, plus the segment from the Pennyrile to the Natcher, will be part of I-66.
Kentucky also has more than 9000 numbered state routes; most are just a dozen miles long or so. Notable ones for traversing the state include:
- KY 9, more often known as the AA Highway (from its originally planned route of Ashland to Alexandria), crosses the northeastern tier of the state, starting just north of I-64 in Grayson and running roughly parallel to the Ohio River, though inland, to I-275 (the Cincinnati bypass) in Northern Kentucky. The only town of any real size along the route, apart from some suburbs at the Northern Kentucky end, is Maysville.
- KY 80 crosses the southern part of the state, linking Mayfield, Hopkinsville, Bowling Green, Somerset, London, Hazard and Pikeville.
- KY 70 runs west to east across the central part of the state. Begins in Smithland, on the Ohio River, and ends at US 150 near Mt. Vernon. The section between Morgantown and Cave City is very scenic and passes through Mammoth Cave National Park.
- Kentucky Horse Park: Located in Lexington off I-75. The only park of its kind and host of the 2010 World Equestrian Games. 1,200 acres of exhibits, pastures, barns, museums and an art gallery. Open year round.
- General Motors Bowling Green Assembly Plant: Located in Bowling Green off of I-65 exit 28 at Louisville Rd. and Corvette Dr. Bowling Green is the only production site for the classic American sports car, the Chevrolet Corvette and the two-seat Cadillac XLR. Every Corvette produced since 1982 was manufactured at the Bowling Green plant. The plant offers a 1 hour guided walking tours of portions of the assembly area.
- National Corvette Museum: Located in Bowling Green off of I-65 exit 28 across from the GM Assembly Plant. The museum houses more than 75 Corvettes including one of the original 1953 Corvettes, the only 1983 Corvette in existence, the millionth Corvette produced and many other rare 'Vettes. Also displayed are photographs, advertisements, television commercials, and Corvette memorabilia.
- Lost River Cave & Valley: Located in Bowling Green at jct. US 31W and Dishman Ln. The Lost River Cave & Valley offers a 45-minute underground boat and walking tour of a cave discovered by Indians 10,000 years ago. The cave, which is a constant 56 F, was a shelter for Indians, the site of a 19th-century water-powered mill, a campsite used by both sides during the Civil War, a hiding place for the outlaw Jesse James, and a popular 1930s night club. During the summer a butterfly exhibit can be viewed.
- Crystal Onyx Cave: Located in Cave City, off of I-65 exit 53 then 2 mi. e. on SR 90 to 363 Prewitts Knob Rd. This cave contains rare onyx formations, a lake and cave dwelling wildlife. An Indian burial site dated back to 680 B.C. may also be viewed. Guided 1 hour tours are conducted daily.
- Mammoth Cave National Park: Located Northeast of Bowling Green, Northwest of Park City, and 10 miles west of Cave City. Mammoth Cave National Park occupies 52,830 acres. Within the park is Mammoth Cave, which is the worlds longest known cave system. It contains 365 miles of underground passages charted on five levels. Guided tours that range from 1.25 to 6 hours and vary in degree of difficulty are conducted daily.
- Swope's Cars of Yesteryear Museum: Located in Elizabethtown at 1100 N. Dixie Ave. Among the restored vintage automobiles displayed in the museum are such luxury cars from the 1920s and '30s as Packards, Pierce Arrows, Hupmobiles and a 1939 Rolls Royce. Cars on display from later decades include several '60s Chevrolet Impalas, a 1956 Ford Thunderbird, and a 1961 Metropolitan. Also this museum is free.
- Patton Museum of Cavalry and Armor: Located on Fort Knox army base the museum is named for WWII General George Patton. Displays include German and Japanese war artifacts, an extensive collection of US and foreign tanks and weapons, and mementos of Patton's military career, including his wartime caravan truck and the sedan in which he was fatally injured in 1945.
- US Bullion Depository: The 100-square-foot, 1937 treasure house is bombproof; its walls and roof are faced with huge granite blocks. At different times the vault has also held one of the copies of the Magna Carta, the US Constitution and the Declaration of Independence. The depository is closed to the public but can be viewed when driving on US 31W.
- Maker's Mark Distillery: Located in Loretto off of SR 52. The distillery began operations in 1805. The former master distiller's home, built in the 1840s, is now the visitor center and the starting point for the 50 minute guided tour. Highlights of the tour include the still house, the fermenting room, warehouses, and the bottling house.
- Jim Beam's American Outpost: Located in Clermont about 2 miles east of I-65 on SR 245. A film about the burbon making process is shown in the tourist center, a replica of an old tobacco barn. The historic Beam family home and rackhouses where the bourbon is aged in oak barrels also can be seen.
- Churchill Downs: Located in Louisville on 700 Central Ave., is the historic racetrack where the Kentucky Derby is run. Racing seasons are late April through early July and late October to November. A 30 minute guided tour is available through the Kentucky Derby Museum.
- Kentucky Derby Museum: Located adjacent to Gate 1 of Churchill Downs. The museum showcases the Thoroughbred industry and the Kentucky Derby. Two floors of racing artifacts, interactive exhibits, and fine art relate the tradition of Derby Day. Four Derby winners are buried at the museum, and a fifth (2006 winner Barbaro) is buried just outside Gate 1.
- Louisville Slugger Museum: Located in downtown Louisville on the corner of 8th and Main Sts. The entrance to the museum is distinguished by the 120 foot, 68,000 pound steel baseball bat. Visitors can view collections of baseball memorabilia before moving on to the guided tour of the manufacturing facility where you can see the bats being made.
Wherever you travel in Kentucky, you are never far from one of 52 Kentucky State Parks. Each park has its own unique attributes, from shorelines to majestic mountains, from winding caves to enchanting woodlands.
State Resort Parks
Kentucky offers seventeen state resort parks, more than any other state. This wealth of resort parks, each featuring a full-service lodge and dining room, has given rise to our reputation as "the nation's finest state park system."
- Barren River Lake
- Blue Licks Battlefield
- Buckhorm Lake
- Carter Caves State Resort Park
- Cumberland Falls State Resort Park
- Dale Hollow Lake
- General Butler
- Greenbo State Resort Park
- Jenny Wiley
- Kenlake - on the mid-west shore of Kentucky Lake
- Kentucky Dam Village State Resort Park
- Lake Barkley - rests on the shores of one of the world’s largest man-made lakes and provides for an array of outdoor activity
- Lake Cumberland State Resort Park
- Natural Bridge State Park
- Pennyrile Forest
- Pine Mountain State Resort Park
- Rough River
- Breaks Interstate Park
State Recreation Parks
The Kentucky State Parks operate 22 recreation parks that offer a variety of activities for visitors, whether you have a few hours, a day or a week to spend with us. You can visit these parks and enjoy camping, fishing, golf, boating, hiking, picnicking, tennis, mini-golf, horseback riding, historic sites and much, much more.
- Big Bone Lick
- Carr Creek
- Columbus-Belmont - often called the "Gibraltar of the West" by the Confederates, was considered by them the key to their defense of the upper Mississippi River valley.
- E.P. Tom Sawyer, 3000 Freys Hill Rd. Louisville, KY 40241, ☎ , e-mail: [email protected]. A 562-acre oasis on the outskirts of Louisville, the rolling fields that were once farmland are now the site of some of the finest indoor and outdoor recreation facilities in Kentucky. The park is named in honor of Erbon Powers “Tom” Sawyer, a Louisville leader and visionary (and also the father of recently retired ABC News anchor Diane Sawyer).
- Fish Trap Lake
- General Burnside Island State Park
- Grayson Lake
- Green River Lake
- John James Audubon
- Kincaid Lake
- Kingdom Come
- Levi Jackson Wilderness Road State Park
- Lake Malone
- My Old Kentucky Home - it is believed that Stephen Foster wrote "My Old Kentucky Home" here while visiting in 1852.
- Nolin Lake
- Paintsville Lake
- Taylorsville Lake
- Yatesville Lake
Kentucky State Parks offer a great variety of species and settings for fishing. Anglers have a choice of largemouth and smallmouth bass, striped bass, trout, bluegill, crappie, catfish and many more kinds of fish at state parks. And for beginners, many parks have fishing equipment to loan to guests.
Kentucky is famed for bluegrass, bourbon, beautiful mountains and thoroughbreds. And, spurred by a renewed focus from the State Park system, golf now is becoming a larger part of Kentucky's recreational reputation. With 19 State Park golf courses, there is sure to be something for everyone.
There are several indoor firing ranges at which arms and ammunition may be rented, along with some time at a firing lane.
There’s plenty of water to go around for a swim at Kentucky State Parks. The parks operate more than two dozen swimming pools and 11 beaches at lakes. And during the winter, there are indoor pools at Lake Cumberland and Lake Barkley resort parks.
More than $2.5 million has been spent in recent years on improvements at campgrounds, which offer 2,600 improved sites. Reservations are now available for the campgrounds. You can enjoy campground activities such as entertainment, arts and crafts, mini golf, cook outs and nature programs.
The state parks oversee 15 marinas that offer pontoon and fishing boat rentals. The marinas also provide a variety of services including fuel, fishing licenses, ice and slip rentals. And many parks have canoes and paddle boats as well.
Kentucky State Parks offer nearly 300 miles of trails suitable for all levels of enjoyment. From the remote 45 miles currently developed on the Pine Mountain Trail to the .5 mile self-guided interpretive trail through the Civil War redoubts at Columbus-Belmont State Park, there is an outdoor experience that will satisfy everyone! Along with the state parks, many hiking opportunities can be found on federal lands located within the state. The Daniel Boone National forest boasts over 600 miles of trails including the 290 mile Sheltowee Trace. The 58 mile North-South Trail is located in the Land Between the Lakes National Recreation Area and the Pine Mountain Trail will be integrated into the 1600 mile Great Eastern Trail.
Looking to explore some new surroundings with your favorite equine companion? Visit one of the scenic Kentucky State Parks horse trails and escape for the day. Or, spend the weekend at a “horse campground” for some cowboy time under the stars. You will find several parks are equipped with seasonal riding stables for the whole family to enjoy. Horse back riding is also an option at many private stables, and at the Kentucky Horse Park seasonally.
- During hunting season, wear brightly-colored clothing if you go into the woods.
- If you are backpacking, biking or any off-road adventure, register with the Park Office. Make sure you call or visit on the way out. It only makes sense, you may get lost, or break something. Cell phones may not work in these areas.
Kentucky's cuisine is similar to traditional southern cooking, although in some areas of the state it can blend Southern and Midwestern.
Kentucky has invented several dishes; most notably the Kentucky Hot Brown and beer cheese. The Hot Brown was developed at the Brown Hotel in Louisville. The dish is usually layered in this order: toasted bread, turkey, bacon, tomatoes and topped with mornay sauce. Beer cheese is a cheese spread that originated in Central Kentucky near Winchester. While there are conflicting stories on where beer cheese originated, Johnny Allman's, a restaurant on the Kentucky River (present-day site of Hall's on the River) is generally credited with inventing the dip. Colonel Harland Sanders began Kentucky Fried Chicken in Corbin. Today, visitors can see where the restaurant got its start.
- Ale-8-One, known colloquially as Ale-8, is a regional fruity/ginger-flavored soft drink. It is bottled in the Central Kentucky city of Winchester and distributed only within the state and neighboring portions of Indiana and Ohio.
- Bourbon, America's native spirit, is produced almost exclusively in the state of Kentucky. Many major distilleries are clustered in Central Kentucky in picturesque settings near a natural source of water.
Alcohol laws in Kentucky are (pun not intended) a mixed bag. As you travel through the state, you can find yourself in a "wet", "dry", or "moist" city or county. A guide to these terms:
- Wet – This means that an area allows full retail sales of alcoholic beverages, either packaged for off-premises consumption or by the drink (as in bars or restaurants). All cities in the state with a population of 20,000 or more now allow off-premises sales.
- Dry – An area that does not allow sales of alcoholic beverages at all. Note that some otherwise dry areas do allow for sales at wineries (about 25 around the state), golf courses (also about 25) and certain historic sites (currently one).
- Moist – This is the most confusing designation, with two different meanings.
- The state officially uses "moist" strictly to describe otherwise dry counties in which at least one city has approved full retail sales. Examples of "moist" counties in this sense include Warren County, in which Bowling Green is wet, and Hardin County, where three cities, including Elizabethtown, are wet.
- In popular usage, "moist" more often refers to a location that does not allow package sales but has allowed sales by the drink in larger restaurants. Depending on state and/or local law, establishments with licenses to sell by the drink may or may not have dedicated bars—but all must derive at least 70% of their revenues from food and non-alcoholic drinks. Oldham County, a major suburban community for Louisville, is "moist" in both senses. Its county seat of La Grange has very recently voted itself wet; outside that city, package sales are prohibited but restaurant sales by the drink are allowed.
The laws governing package sales in wet areas also have their own quirks. Supermarkets are allowed to sell beer, but not wine or distilled spirits—at least not in the main grocery section. A supermarket can hold a license to sell wine and spirits, but must do so out of a separate storefront with its own entrances, checkout counters, and staffing. Invariably, when a supermarket has such a license, the entrance to the wine and spirits shop is next door to the main entrance of the grocery. Pharmacies can sell all types of alcoholic beverages if they hold the required licenses, as can dedicated liquor stores.
Kentucky is bordered by seven other states.
- Missouri - To the west of Kentucky, Missouri can boast of having St Louis, home of the Gateway Arch and Union Station.
- Illinois - Located to the northwest of Kentucky, Illinois is also the home of Abraham Lincoln in Springfield.
- Indiana - Kentucky's northern neighbor, Indiana has several caves to visit and is rich in covered bridges.
- Ohio - Another northern neighbor, an easy day-trip from Kentucky is the city of Cincinnati, home of Kings Island and the Bengals (NFL) and Reds (MLB).
- West Virginia - Located east of Kentucky, West Virginia has the New River Gorge Bridge, one of the highest in the eastern US.
- Virginia - To the east of Kentucky (and south of West Virginia), Virginia has the Blue Ridge Mountains and Shenandoah National Park.
- Tennessee - Tennessee shares Kentucky's southern border. Here you'll find the Great Smoky Mountains National Park, the music city of Nashville and Elvis' home in Memphis.
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in Wisconsin History
John Nolen outlines the La Crosse park system in 1911
The Making of a Park System in La Crosse : Report
Landscape architect and city planner John Nolen was hired by the Board of Park Commissioners to design the first master plan for the park system in the city of La Crosse. Published in 1911, this report includes the plans for Riverside (Levee), Copeland, Pettibone, Powell, Grandad, Coulee (Hixon Forest) and Hood Street parks. It was literally the blueprint by which the Park Board sought to purchase park property and beautify lands. A planting plan for Copeland and Riverside are included in the drawings.
The Progressive Era|
The Conservation Movement
|Pub Data:||La Crosse, Wis. : Inland Printing Co., 1911.|
|Citation:||Nolen, John. The Making of a Park System in La Crosse : Report. (La Crosse, Wis. : Inland Printing Co., 1911); Online facsimile at: http://www.lacrosselibrary.org/digital_archives/parks/nolen/; Visited on: 3/31/2015|
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From Wikipedia, the free encyclopedia
|Wikimedia Commons has media related to Algonquian peoples.|
- The Algonquian peoples — defined as Native American tribes speaking languages in the Algonquian languages group.
This category has the following 35 subcategories, out of 35 total.
- ► Kickapoo tribe (1 C, 5 P)
- ► Lenape (1 C, 44 P)
- ► Ojibwe (7 C, 83 P)
Pages in category "Algonquian peoples"
The following 114 pages are in this category, out of 114 total. This list may not reflect recent changes (learn more).
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This exciting collection contains more than thirty richly imaginative stories from a variety of Native American sources — Cherokee to Zuñi, Pawnee to Midu — covering a broad spectrum of subjects, as well as tales of little people, giants, and monsters, and of magic, enchantment, sorcery, and the spirit world.
Readers will find stories telling how the earth, people, and bison were created and how fire was discovered, while others introduce the hero Glooscap and the Maiden of the Yellow Rocks. Still other traditional tales tell of the troubles Rabbit's boastfulness got him into, and about the clever ways Little Blue Fox managed to escape from Coyote.
Among the stories in this collection are "The White Stone Canoe" (Chippewa), "Raven Pretends to Build a Canoe" (Tsimshian), "The Theft from the Sun" (Blackfoot), "The Loon's Necklace" (Iroquois), "The Rabbit Goes Duck Hunting" (Cherokee), "The Coyote" (Pueblo), and "The Origin of the Buffalo and of Corn" (Cheyenne). Young people will delight in these tales, as will any reader interested in Native American stories or folklore in general.
|Availability||Usually ships in 24 to 48 hours|
|Author/Editor||Allan A. Macfarlan|
|Grade level||3 - 8 (ages 8 - 14)|
|Dimensions||5 3/16 x 8 1/4|
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- Ata·ka·pa. noun \əˈtakəpə, -äk-, -ˌpä,-ˌpȯ\. pl Atakapa or Atakapas or Attacapa or Attacapas.
- Studying the Atakapa Language
- Language of the Atakapas-Ishak Indians. Step 1. A Primer.
- Attakapas-Ishak Trail
- Atakapa-Ishak Trail. A hiking, running, & biking trail. A project of: T.
- Louisiana's Atakapa Indians - Louisiana State Museum
- Atakapa Indians of Louisiana. Subject Digital document: A description of the Atakapa Indians from language to belief systems and legends.
- Acadian Memorial Foundation, Inc.
- The title for this lecture is Atakapa-Ishak: Exiled from a Home They Never Left. Dr.
- Yaw-Vinci Code
- tyres and tyres made of Kevlar material. We are also told it can withstand the shockwave of a nuclear blast. In addition, it has its own oxygen supply system and many more.
- Atakapa people - Wikipedia, the free encyclopedia
- The Atakapan people are a Southeastern culture of Native American tribes who spoke Atakapa and historically lived along the Gulf of Mexico.
- Facts for Kids: Atakapa Indians (Atakapas)
- Information about the Atakapa Indians for students and teachers. Includes facts about Atakapa Indian food, clothing, houses, artifacts, and customs.
Atakapa is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Atakapa books and related discussion.
Suggested Pdf Resources
Suggested News Resources
Suggested Web Resources
Great care has been taken to prepare the information on this page. Elements of the content come from factual and lexical knowledge databases, realmagick.com library and third-party sources. We appreciate your suggestions and comments on further improvements of the site.
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Douglas L. Wilson
Originally published 01/18/2013
Mr. Wilson is co-director of the Lincoln Studies Center at Knox College and author of "Lincoln's Sword: The Presidency and the Power of Words." This essay is adapted from an article scheduled to appear in the forthcoming issue of the Journal of the Abraham Lincoln Association.Now that Steven Spielberg's new film, "Lincoln," has sparked extraordinary interest in Abraham Lincoln as a behind-the-scenes persuader, it may be a good time to take a look at an aspect of his most persuasive writing. In virtually all the most memorable passages of Lincoln's writings, there is a feature that plays a critical role—namely, the rhetorical use of the negative. This is not to say that Lincoln was a naysayer or negative thinker, but rather that he demonstrated an acute understanding of the power of negation in language and was unusually adept at putting that force to use.Philosopher and literary critic Kenneth Burke argues that the negative is intimately connected to our sense of morality, if not actually responsible for it. Law, ethics and religion, he contends, are all built around the "thou-shalt-nots." This is one way of accounting for the power that the negative has in language and human affairs.
- Here's a look at history of 'religious freedom' laws
- ‘Hamilton’ Puts Politics Onstage and Politicians in Attendance
- Earth Tectonic Plate Simulation Reveals Our Planet Has Changed A Lot In 200 Million Years
- For G.O.P., Support for Israel Becomes New Litmus Test
- Yale’s Beinecke Library Buys Vast Collection of Lincoln Photos
- History's Grandin Wins Bancroft Prize for "The Empire of Necessity"
- Nobel prize-winning scientist writes a history of science
- Ken Burns tackles history of cancer
- If historians have their way, Americans will soon learn how important religion has been in US history
- Role-playing history game gets students jazzed
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in Wisconsin History
Fr. Jean St. Cosme describes Wisconsin at the turn of the 18th century.
The Voyage of St. Cosme, 1698-1699
In this letter St. Cosme describes the different Wisconsin tribes and the trade barrier created by the Meskwaki (Fox) uprising. As he passed present-day Green Bay, the Door Peninsula, Milwaukee, and "Chikagou" (Chicago), St. Cosme described the Indians he met and landscapes he encountered. He was on his way to establish a mission among the Cahokia and Tamarois Indians bear modern St. Louis, and was killed seven years later on an expedition further south along the Mississippi River. The Wisconsin portion of his journey is on pages 344-345.
Explorers, Traders, and Settlers|
Arrival of the First Europeans
|Creator:||St. Cosme, Jean François de|
|Pub Data:||From: Kellogg, Louise P. (editor). Early Narratives of the Northwest, 1634-1699. (New York: Charles Scribner's Sons, 1917): 337-361.|
|Citation:||St. Cosme, Jean François de. "The Voyage of St. Cosme, 1698-1699" in Kellogg, Louise P. (editor). Early Narratives of the Northwest, 1634-1699. (New York: Charles Scribner's Sons, 1917); Online facsimile at: http://www.americanjourneys.org/aj-055/; Visited on: 3/29/2015|
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Effingham County, Georgia
|Effingham County, Georgia|
Location in the state of Georgia
Georgia's location in the U.S.
|Founded||February 5, 1777|
|Named for||Thomas Howard, 3rd Earl of Effingham|
|• Total||483 sq mi (1,251 km2)|
|• Land||478 sq mi (1,238 km2)|
|• Water||5.2 sq mi (13 km2), 1.1%|
|• Density||109/sq mi (42/km²)|
|Congressional districts||1st, 12th|
|Time zone||Eastern: UTC-5/-4|
Effingham County is included in the Savannah, GA Metropolitan Statistical Area.
In 2008, Effingham County was ranked as the sixth fastest-growing midsize county in the nation from 2000 to 2007 by the U.S. Census Bureau. The county had a 35.1% growth rate over that period.
Effingham was among the original counties of the state of Georgia, created February 5, 1777 from the colonial parishes of St. Matthew and St. Phillip. Its name honors Lord Effingham, an English champion of colonial rights who resigned his commission rather than fight against Britain's American colonists during the American Revolution.
- Hampton County, South Carolina (north)
- Jasper County, South Carolina (northeast)
- Chatham County (southeast)
- Bryan County (south)
- Bulloch County (west)
- Screven County (northwest)
National protected area
As of the census of 2000, there were 37,535 people, 13,151 households, and 10,494 families residing in the county. The population density was 78 people per square mile (30/km²). There were 14,169 housing units at an average density of 30 per square mile (11/km²). The racial makeup of the county was 84.66% White, 12.99% Black or African American, 0.32% Native American, 0.45% Asian, 0.02% Pacific Islander, 0.52% from other races, and 1.04% from two or more races. 1.41% of the population were Hispanic or Latino of any race.
There were 13,151 households out of which 43.00% had children under the age of 18 living with them, 64.30% were married couples living together, 11.10% had a female householder with no husband present, and 20.20% were non-families. 16.90% of all households were made up of individuals and 6.00% had someone living alone who was 65 years of age or older. The average household size was 2.84 and the average family size was 3.18.
In the county the population was spread out with 29.90% under the age of 18, 8.20% from 18 to 24, 32.10% from 25 to 44, 21.70% from 45 to 64, and 8.00% who were 65 years of age or older. The median age was 34 years. For every 100 females there were 98.70 males. For every 100 females age 18 and over, there were 96.20 males.
The median income for a household in the county was $46,505, and the median income for a family was $50,351. Males had a median income of $39,238 versus $23,814 for females. The per capita income for the county was $18,873. About 7.10% of families and 9.30% of the population were below the poverty line, including 10.80% of those under age 18 and 12.60% of those age 65 or over.
In the early years of the 1900s, agriculture was the mainstay of the county economy. The chief agricultural products were Irish potatoes and sweet potatoes. The county farmers raised so many Irish potatoes in the early 1920s that they were shipped out numerous railroad boxcars, full of potatoes, during the summer months of those years.
Small businesses, such as the “Effingham Canning Company” and Potato Barrel manufacturing mills, became big businesses. The Effingham Canning Company did not last long. It was established in 1918 at the site of the former Savannah Atlanta Railroad Locomotive Repair Shop in Springfield. This site today would be located across the road from Georgia Highway Department Maintenance Building on Georgia Highway 21, south of Springfield. A later canning company operated in the 1940s at the old elementary school grounds in Springfield.
In the early 21st century, Effingham County has had unprecedented demand for industrial locations. Interest in industrial development has been spurred by the area's high population growth, tremendous growth at the Georgia ports and the ever-growing economy of coastal Georgia. Contributors include the military, aerospace industry and a diversified manufacturing base. The Savannah area is home to Gulfstream Aerospace and Hunter Army Airfield.
The Effingham County Industrial Park has announced several new tenants since 2005. In 2007 it became the site of EFACEC Group, a Portuguese-based transformer manufacturer for their North and Central America operations. The U.S. factory is located in Rincon, GA and produces both core and shell technology power transformers. Other businesses include the Flint River Services refrigerated storage, ValuePart distribution center, as well as expansions of several existing industries in the park. The site is ideally located on a four-lane divided highway only 10 miles (16 km) from Interstate 95 and within 15 miles (24 km) of the Georgia Ports, the Savannah International Airport and the historic City of Savannah.
The Effingham Industrial Development Authority acquired approximately 4,000 acres (16 km2) for development. The acquisitions include a tract of approximately 200 acres (0.81 km2) adjacent to Interstate 16 and an additional 1,550-acre (6.3 km2) tract on Interstate 16 seven miles from Interstate 95. Both tracts are within 15 miles (24 km) of the Georgia Ports Authority, and within 10 miles (16 km) of the Chatham County Mega-Site (formerly known as the DaimlerChrysler site) at the strategic intersection of Interstates 95 and 16.
A potential of 10,000,000 square feet (930,000 m2) of light manufacturing and/or Distribution Center/ Warehousing space exists at this site. Another recent acquisition is the former Research Forest Tract. Approximately 2,300 acres (9.3 km2) in size, this will be a “legacy” development to include commercial, executive office, heavy industrial, light industrial, professional service, research and recreational land uses. The site comprises three separate tracts of land six rail miles from the Georgia Ports Authority, with planned access to the Savannah River Parkway, Norfolk Southern mainline rail and CSX mainline rail. The property is being master planned. The development is planned to attract research and development, assembly operations, headquarters and other low-impact operations.
Industry in Effingham County includes paper manufacturing- Georgia Pacific (Savannah River Mill), high-precision turbine blade production- Doncasters, aluminum geodesic dome production- Temcor, concrete pipe manufacturing- Hanson, customized business jet interiors- Edward’s Interiors, electrical distribution power transformer production- EFACEC PT, among many others.
- Effingham County Government Official Webpage
- Effingham Now - News and Information
- Effingham Today, the website of Effingham County, Georgia
- Effingham County Chamber of Commerce
- Effingham Industrial Development Authority
- EffinghamTalk - The voice of Effingham County
- "State & County QuickFacts". United States Census Bureau. Retrieved June 22, 2014.
- "Find a County". National Association of Counties. Retrieved 2011-06-07.
- Gannett, Henry (1905). The Origin of Certain Place Names in the United States. Govt. Print. Off. p. 115.
- "US Gazetteer files: 2010, 2000, and 1990". United States Census Bureau. 2011-02-12. Retrieved 2011-04-23.
- "U.S. Decennial Census". United States Census Bureau. Retrieved June 22, 2014.
- "Historical Census Browser". University of Virginia Library. Retrieved June 22, 2014.
- "Population of Counties by Decennial Census: 1900 to 1990". United States Census Bureau. Retrieved June 22, 2014.
- "Census 2000 PHC-T-4. Ranking Tables for Counties: 1990 and 2000". United States Census Bureau. Retrieved June 22, 2014.
- "American FactFinder". United States Census Bureau. Retrieved 2011-05-14.
||Screven County||Hampton County, South Carolina||Jasper County, South Carolina|
|Bryan County||Chatham County|
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Enter a grandparent's name to get started.
The late distinguished lawyer and statesman, E. C. Boudinot, was born August, 1835, near Rome, Ga., and was the son of Kille-kee-nah, a Cherokee descended from a long line of chiefs. Elias was first educated for a civil engineer at Manchester, Vt., but finally concluded to adopt the law as a profession. He was admitted to the bar in 1856, and practiced in the State and Federal Courts. One of his first cases was the defense of Stand Watie, defendant in a murder case, in which it is recorded that young Boudinot made one of the most effective and polished orations ever made by such a youthful lawyer. Stand Watie was acquitted, and the counsel for the government to day pronounces it a righteous verdict.
Soon after this E. C. Boudinot became associate editor for The Arkansian, an ably edited weekly published at Fayetteville in the interest of democracy. In 1860, at twenty-five years of age, he became the chairman of the State Central Committee, and as one of the great leaders of democracy, assumed the editorship of The True Democrat, the leading organ of that party at the capital. In 1861 he was elected Secretary of the Secession Committee by acclamation, and soon afterwards embraced the cause of the South, repairing to the Cherokee Nation, where he and his relatives, Stand Watie, raised a regiment for the Confederate service. The latter was elected colonel, while Boudinot became major, afterwards succeeding to the office of lieutenant colonel.
At the conclusion of the war the subject of this sketch represented the Southern Cherokees at a meeting of various Indian tribes at Fort Smith, to determine the terms of a treaty then under consideration between the United States and the Indians of the Indian Territory. Boudinot, in representing the Southern Cherokees, made an able defense of the course pursued by them during the war. His exposure of the conduct of John Ross called forth the powerful and passionate oratorical genius of Boudinot. In 1867 the subject of our sketch opened a tobacco factory in his nation, an act of treaty having guaranteed the Cherokees exempted from all taxes. But the United States officers seized and confiscated the factory, and thus the most solemn of compacts was ignored. After the case was brought before the Supreme Court, Congress authorized the Court of Claims to make settlement for damages suffered by Boudinot, and the tribunal adjudged restitution after a lapse of fifteen years.
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Warren Chase (January 5, 1813 – February 25, 1891) was an American pioneer, reformer, and politician.
In the fall of 1843 the Franklin Lyceum of Southport (today known as Kenosha) began discussing the ideas of the French philosopher Charles Fourier and his American popularizer Albert Brisbane. Convinced of the applicability of Fourier's "Associationist" prescription, Chase committed himself to the emerging movement without reservation, organizing a series of preliminary meetings to draft a constitution for a local "phalanx."
On March 23, 1844, a formal meeting of phalanx supporters was held at the Southport village schoolhouse, officers were elected, and a group of three, including Warren Chase, were tapped as trustees of the phalanx. A bond sale of $10,000 was approved and stock in the new enterprise began to be sold. On May 8, 1844, they decided to purchase 1.25 sections (800 acres) of government land, located in a valley between two gentle hills. By that fall a total of 1.5 sections (960 acres) were purchased which would become Ceresco, Wisconsin (later merged into Ripon.
Chase served in the two Wisconsin Constitutional Conventions of 1846 and 1847 and was elected to the first Wisconsin Senate from Wisconsin Senate, District 4 as a Democrat. In 1849, he was the candidate of the newly organized Free Soil Party for Governor of Wisconsin, coming in third behind Democratic incumbent Nelson Dewey and Whig Alexander Collins.
After the dissolution of the Wisconsin Phalanx, he moved to Illinois, Missouri, and California. While in California he was elected to the California State Senate on the Workingmen's Party ticket; it is unclear whether he agreed with the racist ideas of Workingmen's Party leader Denis Kearney, or merely with the party's anti-capitalist doctrines. He later ran for Congress in California as a Greenback.
- * Samuel M. Pedrick, "Sketch of the Wisconsin Phalanx," Proceedings of the State Historical Society of Wisconsin at its 50th Annual Meeting held Dec. 11, 1902. Madison, WI: Wisconsin Historical Society, 1903; pp. 191-192.
- Pedrick, "Sketch of the Wisconsin Phalanx," pp. 192-193.
- Pedrick, "Sketch of the Wisconsin Phalanx," pg. 193.
- Pedrick, "Sketch of the Wisconsin Phalanx," pp. 193-194.
- Pedrick, "Sketch of the Wisconsin Phalanx," pg. 194.
- "Members of the Wisconsin Legislature 1848–1999 State of Wisconsin Legislative Bureau. Information Bulletin 99-1, September 1999. p. 4
- Photograph of Warren Chase
- Warren Chase, Wisconsin Historical Society
- Warren Chase
- Biographical Profile, Ripon College
|This article about a California politician is a stub. You can help Wikipedia by expanding it.|
|This article about a member of the Wisconsin State Senate is a stub. You can help Wikipedia by expanding it.|
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KICKAPOO INDIANS. The Kickapoo Indians, an Algonkian-speaking group of fewer than 1,000 individuals scattered across Texas, Oklahoma, Kansas, and northern Mexico, are the remnants of a larger tribe that once lived in the central Great Lakes region. When first encountered by French explorers in the early 1640s, the Kickapoos, or Kiikaapoa, as they call themselves, were still living in the region between lakes Michigan and Erie-the area considered to have been their ancestral home. By the 1660s, however, accelerating conflicts with the Iroquois over access to hunting grounds rich in fur-bearing animals had driven the Kickapoos and other central Algonkians to seek refuge in what is now Wisconsin. There they formed a loose alliance with other displaced Algonkians while carrying on a vigorous trade with the French. At the time of first contact with whites, the Kickapoos were an independent and self-sufficient people whose mode of life was well adapted to their rich environment. Their self-reliant attitude set them apart from other Indians and continues to be a distinguishing characteristic of the group. It suited them well, for in the seventeenth century the Kickapoos, like other closely related tribes such as the Sacs, Foxes, and Shawnees, lived in a fashion best described as seminomadic. Their yearly subsistence pattern was split between periods of sedentary village life, when the group practiced horticulture and performed religious ceremonies, and time spent on the prairies, where, broken down into smaller, family-based bands, they hunted game and gathered wild foods. For generations, this roving life provided the Kickapoos with adequate nutrition while helping them maintain their autonomy.
Nonetheless, over the next two centuries, the pressures of white expansion, Indian removal policies, and the escalating cycle of frontier violence forced the Kickapoos into a series of relocations, divisions, and reassociations. On two occasions-Pontiac's so-called conspiracy of 1763–69 and the crusade led by Tecumseh and his brother, the Shawnee Prophet, during the first two decades of the nineteenth century-the Kickapoos were in the forefront of unsuccessful multitribal Indian resistance movements. These associations not only turned frontier whites against the Kickapoos but also effected deep divisions within the tribe, so that by the mid-nineteenth century the tribe had divided into three distinct groups-the Kansas Kickapoos, the Oklahoma Kickapoos, and the group known as either the Mexican Kickapoos or the Texas Band of the Oklahoma Kickapoos. With time, these divisions became more distinct as each group adapted to its particular situation.
Of the three, the Kansas Kickapoos, followers of the prophet Kenekuk settled near Fort Leavenworth since 1834, have become the most settled and acculturated. At the other end of the spectrum stand those who journeyed through Texas and into Mexico. These people, living in virtual isolation, have been remarkably successful in preserving much of the traditional Kickapoo way of life. They are also the largest of the Kickapoo divisions. The Kickapoos were initially invited to settle in Texas by Spanish colonial officials who hoped to use displaced Indians as a buffer against American expansion. This goal proved unreachable, however, as declining Spanish influence and the Mexican War of Independence worked to encourage Americans to settle in Texas. For their part, the Kickapoos adjusted to their new life by joining Cherokee chief Bowl's alliance of immigrant Indians living in northeastern Texas. Unfortunately for the Indians, they claimed the very lands coveted by the white American immigrants. The two groups proved unwilling or unable to live in harmony.
After the Texas Revolution, President Sam Houston attempted to secure peace on the frontier by offering a treaty that would have given land grants to the tribes allied with Bowl. The treaty was never ratified, however, and on October 8, 1838, violence erupted on Richland Creek (later known as Battle Creek) in what later became eastern Navarro County. There, in the Battle Creek Fight, twenty-five members of a surveying party engaged an estimated 300 Kickapoo, Cherokee, and Delaware warriors. Only seven whites survived. A short time later the tense frontier situation grew worse when an alliance of Kickapoos and Mexican guerrillas led by Vicente Córdova attacked the settlement of Killough (see CÓRDOVA REBELLION). These acts of violence, combined with the threat of an Indian-Mexican combination, provided Houston's successor, Mirabeau B. Lamar, who was already predisposed to regard all Indians as enemies, the necessary justification for attempting to force all Indians out of Texas. By 1839 most Kickapoos had fled the republic for Mexico or Indian Territory. In Mexico, however, they continued to make trouble for Texans by allying themselves with the Mexican military and serving their new country as raiders into Texas and as border sentinels. For the next thirteen years these Kickapoos, operating out of Morelos, Coahuila, with Caddo, Cherokee, Delaware, and Seminole partners, harassed settlements in South Texas while successfully repelling Comanche and Apache encroachments from the north. In return for this service the Mexican government awarded the tribe 78,000 acres of land near Zaragoza and Remolino. In 1852 the tribe traded this grant for 17,352 acres at El Nacimiento and an equal amount in Durango that the tribe never occupied. This El Nacimiento grant established a permanent Kickapoo presence in northern Mexico, and the settlement remains home to most of today's Kickapoos.
With the beginning of the Civil War both the Union and the Confederacy sought the aid of the various Indian tribes. Attempting to avoid involvement, many of the Kansas and Indian Territory Kickapoos set out through Texas to join their relatives in Mexico. On January 8, 1865, their effort to remain neutral came to an end when three Kickapoo bands, camping on Dove Creek, a tributary of the Concho River, were attacked by the Confederate cavalry in the battle of Dove Creek. Although surprised and outgunned, the Kickapoos repelled the aggressors. Convinced that Texas had declared war on them, the Kickapoos quickly abandoned camp and completed their journey to Mexico. For years they used the Dove Creek ambush as an excuse for raiding across the Rio Grande. By the early 1870s Kickapoo depredations had become such a serious problem that many Texans called on the cavalry to violate the international border and subdue the offending Indians. On May 18, 1873, Col. Ranald S. Mackenzie's Fourth United States Cavalry, under orders from Gen. Philip H. Sheridan, did just that. Planning their attack so as to coincide with a major Kickapoo hunt, the cavalrymen, some 400 strong, fell on the Kickapoo camp near Remolino while most of the men were away. After a brief skirmish, forty surviving Indians, mostly women, children, and those too old or infirm to hunt, were captured, tied two or three to a horse, and marched to San Antonio. From there they were transferred to Fort Gibson, Indian Territory, where they were held hostage to encourage the surrender of fugitive Kickapoos. Those that gave up, 317 in all, were removed to Indian Territory, but most of the tribe refused to leave and gathered anew in El Nacimiento.
Life in Indian Territory was less than satisfactory. Gathered on a small reservation shared with the Sacs and Foxes, the Kickapoos were subjected to allotment schemes, pressured to send their children to government schools, and forced to endure the presence of white squatters on their supposedly protected lands. Increasingly unhappy, many Kickapoos sold their lands in 1894 and moved to rejoin their relatives in Mexico. This was an equally unsatisfactory situation because the Kickapoos at El Nacimiento, asserting that the recent immigrants had been contaminated by white culture, refused to allow them to join the principal band. With nowhere to go, the emigrants initially settled in Sonora and then, after complex legal haggling, regained their allotments in Oklahoma, to where most of this band returned by the 1920s. Even so, El Nacimiento remains the home for most Kickapoos and is recognized by the Oklahoma and Kansas groups as the repository of all that is truly Kickapoo.
The Kickapoos did not legally hold title to land in Texas until 1985, but because they have traditionally camped near the international bridge between Piedras Negras, Coahuila, and Eagle Pass, Texas, they have long been identified with this state. On January 8, 1983, Public Law 97–429 resolved the Kickapoos' ambiguous land situation. Under this statute they were officially granted lands near El Indio, Texas, and became identified to United States authorities as the Texas Band of the Oklahoma Kickapoos, thereby becoming eligible for federal aid. Nevertheless, the people still call themselves the Mexican Kickapoos, as they are called in Mexico, their primary place of residence. Today the Mexican Kickapoos are distinguished by their retention of their traditional culture. From religion to home construction to language and education, the coherent Kickapoo way of life has survived, even if somewhat modified by a veneer of western civilization. The group, which numbers between 625 and 650, spends the major portion of the year in El Nacimiento-about 130 miles southwest of Eagle Pass, Texas-but still lives a seminomadic life that has been adapted to modern economic conditions. In middle to late May most of the residents of Nacimiento divide into family-based bands and set out across Texas and other western states to work as migrant agricultural laborers. By late October or early November the bands make their way back to Nacimiento, where they pass the winter hunting, planting crops, raising cattle, and participating in religious ceremonies. Though some earn money by selling agricultural products and crafts, most depend upon federal and Texas welfare programs to supplement their meager incomes.
The Kickapoos' disregard of outside influence in other matters is further evidenced by their relationships with Mexican and United States authorities. Since, in spite of their receipt of government money, they regard themselves as a nation unto themselves, the Kickapoos have migrated across the international border with little regard for political boundaries. Mexico and the United States, in turn, have informally granted the Kickapoos the privilege to seek employment in both countries by giving them, in effect, dual citizenship. Consequently, the tribe is free to cross and recross the border at will. Mexico also allows the Kickapoos certain freedoms not granted to regular Mexican citizens. For example, they are not required to license their vehicles in Mexico and can take electrical appliances into the country without paying duty. However, as the result of a provision in United States Public Law 97–429 that seeks to clarify the Kickapoos' citizenship status, they may be forced to declare allegiance to one or the other government.
To a large degree the persistence of Kickapoo cultural forms is related to the continuing importance of the extended family as the basic unit of society. The Kickapoos take kinship obligations and communal responsibilities very seriously and are reluctant to act in ways contrary to tradition. Consequently, though marriage outside of the group is possible, it remains rare, and most Kickapoos prefer to marry within the tribe. A self-contained social structure is also revealed by the Kickapoos' continuing resistance to efforts to introduce formal education among them. Since they believe that exposure to outside ways will result in rapid disintegration of their culture, Kickapoo adults respond by keeping their children away from government schools and have, on occasion, destroyed school buildings. The tribe's migratory life also hampers attempts to enforce attendance. Therefore, education is frequently carried on in the traditional fashion, by tribal elders, and most Kickapoos remain illiterate in English and Spanish. Yet there are some signs of change. In 1937 the Mexican Código Agrario forced the tribe to adopt an elective governmental system, the ejido. This system, which requires the Indians to elect a president, secretary, and treasurer while providing for a tribal police force, has coexisted with the traditional system of hereditary chief and tribal council. The ejido, however, has become more important. Tribal government changed again in 1984 when Public Law 97–429 placed the Mexican group under the auspices of the Oklahoma tribe. Also, the Kickapoos' hostility to formal education abated somewhat as they acquired televisions and as some of them began to look outside the community for employment. Nevertheless, the Kickapoos remain among the most traditional of all North American Indian groups.
Arrell M. Gibson, The Kickapoos, Lords of the Middle Border (Norman: University of Oklahoma Press, 1963). Felipe A. and Dolores L. Latorre, The Mexican Kickapoo Indians (Austin: University of Texas Press, 1976). Robert E. Ritzenthaler and Frederick A. Peterson, The Mexican Kickapoo Indians (Milwaukee Public Museum, 1956).
The following, adapted from the Chicago Manual of Style, 15th edition, is the preferred citation for this article.M. Christopher Nunley, "KICKAPOO INDIANS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/bmk09), accessed March 26, 2015. Uploaded on June 15, 2010. Published by the Texas State Historical Association.
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Of Grant/Meade's final campaign in Virginia which led eventually to Lee's surrender at Appomattox Court House in April 1865, Ayers et al. said "while the North had an inexhaustible supply of men, the South did not" (504).
Perhaps Lincoln's most grievous error was in keeping at his side in the East General George McClellan. The latter was a superb organizer and motivator of his men. He won the key defensive battle of Antietam in September 1862. However, Catton said that McClellan "had practically all the virtues in a war leader--except one--he did not like to fight" (87). Neither Grant, who had been cashiered from the Army because of drunkenness and who had been a failure in civilian life, nor Sherman, who some thought was mentally unstable, were likely heroes but both proved to be outstanding commanders. Perret
quoted Lincoln on Grant: "as soon as I put a man in command of the army, [he] put the responsibility of success or failure on me . . . Now it isn't so with Grant (359). Farragut's dashing style led to the Union Navy's capture of key Confederate ports, such as Mobile Bay and New Orleans.
As a war leader, Lincoln was in a class by itself. Lincoln occasionally trampled on civil liberties, when necessity so indicated, but Perret said "the war power was Lincoln' creation"
(xv). Elected in 1860 with a minority of votes, Lincoln's skills at fashioning compromises and in articulating the Union cause enabled the Union to patch together sufficient internal cohesion and unity to wage a long and bloody war. Internal disunity was just as great a threat in the North as in the South. As the war dragged on, and casualties mounted, opponents of the war, ranging from antiwar Democrats to outright traitors, the Copperheads, gained influence. The 1863 Conscription Act was unpopular, especially among poor immigrants, who incited the New York City Draft Riot Acts of July 1863 which Ayers et al. said was "the largest [riot] the United States...
Why the Union Won the Civil War. (1969, December 31). In LotsofEssays.com. Retrieved 01:50, March 30, 2015, from http://www.collegetermpapers.com/viewpaper/1303580767.html
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Union County, Georgia
|Union County, Georgia|
Union County courthouse in Blairsville
Location in the state of Georgia
Georgia's location in the U.S.
|• Total||329 sq mi (852 km2)|
|• Land||322 sq mi (834 km2)|
|• Water||7.1 sq mi (18 km2), 2.2|
|• Density||66/sq mi (25/km²)|
|Time zone||Eastern: UTC-5/-4|
|Footnotes: Vanishing site of Kristi Cornwell|
Union County was carved from Cherokee County territory during the Georgia Land Lottery of 1832. Originally inhabited by Native Americans, the area became more desirable to white settlers with the discovery of gold in the 1820s.
The Union Party, a political group that supported removing the Indians and opening the area to white settlers, is the probable inspiration for the county’s name. Upon entering the town of Blairsville, Georgia, one can see a plaque crediting John Thomas (former Justice of the Inferior Court and serving Union County in the Georgia House of Representatives in 1833) for giving the county the name of Union. When asked to suggest a name, he is reported to have said, "Name it Union, for none but union-like men reside in it." Since the county was founded almost 30 years before the U.S. Civil War, Union County obviously was not named in sympathy for the North, as is sometimes thought. County residents, however, were largely pro-Union in the years leading up to the war, as was true of much of Georgia's mountainous north, and the county's delegates to the state convention of 1861 voted against secession. When the state seceded, most Union County residents supported the Confederacy, and the majority of its Civil War soldiers fought on the Confederate side, although a significant minority fought for the Union. According to the Atlanta Journal-Constitution, the county's memorial to its generations of war dead may be the only one in the South that specifically includes homage to Union soldiers and to American Indians who fought white settlement.
Union County is sometimes called "The Top of Georgia" because Brasstown Bald is partly in the county.
According to the U.S. Census Bureau, the county has a total area of 329 square miles (850 km2), of which 322 square miles (830 km2) is land and 7.1 square miles (18 km2) (2.2%) is water. Brasstown Bald, the highest mountain in Georgia, rises in southeast Union County, straddling the Towns County line.
- Cherokee County, North Carolina (north)
- Clay County, North Carolina (northeast)
- Towns County (east)
- White County (southeast)
- Lumpkin County (south)
- Fannin County (west)
National protected area
As of the census of 2000, there were 17,289 people, 7,159 households, and 5,211 families residing in the county. The population density was 54 people per square mile (21/km²). There were 10,001 housing units at an average density of 31 per square mile (12/km²). The racial makeup of the county was 97.94% White, 0.58% Black or African American, 0.25% Native American, 0.23% Asian, 0.02% Pacific Islander, 0.24% from other races, and 0.74% from two or more races. 0.88% of the population were Hispanic or Latino of any race. Union County was mentioned as an "Extreme Whitopia" in Rich Benjamin's book, Searching for Whitopia.
There were 7,159 households out of which 24.80% had children under the age of 18 living with them, 62.90% were married couples living together, 7.10% had a female householder with no husband present, and 27.20% were non-families. 24.20% of all households were made up of individuals and 12.00% had someone living alone who was 65 years of age or older. The average household size was 2.35 and the average family size was 2.77.
In the county the population was spread out with 20.00% under the age of 18, 6.60% from 18 to 24, 23.60% from 25 to 44, 28.20% from 45 to 64, and 21.60% who were 65 years of age or older. The median age was 45 years. For every 100 females there were 96.60 males. For every 100 females age 18 and over, there were 94.60 males.
The median income for a household in the county was $31,893, and the median income for a family was $39,776. Males had a median income of $29,127 versus $20,871 for females. The per capita income for the county was $18,845. About 9.30% of families and 12.50% of the population were below the poverty line, including 13.10% of those under age 18 and 15.90% of those age 65 or over.
Cities and Communities
- Union County Government Website
- City of Blairsville Government Website
- Blairsville and Union County Website
- Blairsville-Union County Chamber of Commerce
- Documents from Union County in the Digital Library of Georgia
- North Georgia News (county legal organ) Website
- "State & County QuickFacts". United States Census Bureau. Retrieved February 18, 2014.
- "Find a County". National Association of Counties. Retrieved 2011-06-07.
- Blairsville-Union County: Guiding Growth, Georgia Trend, January 2007.
- "US Gazetteer files: 2010, 2000, and 1990". United States Census Bureau. 2011-02-12. Retrieved 2011-04-23.
- "U.S. Decennial Census". United States Census Bureau. Retrieved June 26, 2014.
- "Historical Census Browser". University of Virginia Library. Retrieved June 26, 2014.
- "Population of Counties by Decennial Census: 1900 to 1990". United States Census Bureau. Retrieved June 26, 2014.
- "Census 2000 PHC-T-4. Ranking Tables for Counties: 1990 and 2000". United States Census Bureau. Retrieved June 26, 2014.
- "American FactFinder". United States Census Bureau. Retrieved 2008-01-31.
- "Searching for Whitopia ~ By Rich Benjamin". Richbenjamin.com. 2002-09-15. Retrieved 2012-11-28.
||Cherokee County, North Carolina||Clay County, North Carolina|
|Fannin County||Towns County|
|Lumpkin County||White County|
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Warren County was formed from Montgomery County on the 5th of January 1833. Marthasville, located in the southern part of the county in the Missouri River Bottoms, is the oldest town in Warren County. It succeeded the French Village, La Charette. This French village was founded about 1766 at the mouth of Charette Creek for the convenience of hunting, trapping, and trading with the Indians. Charette was the most western settlement of white men when the Lewis and Clark expedition went up the Missouri River in 1804 and when it returned in 1806.
Marthasville was described in the gazetteer of Missouri in 1883 as; "First settled in 1801 by Colonel Daniel Boone and his son-in-law, Flanders Calloway, and known then as Calloway's Post, located near the Missouri River, in the southeastern part of Warren County, 20 miles southeast of Warrenton, the county seat, 5 miles north of Washington, on the MP Ry., 60 miles west of St. Louis, and one and one-half miles north of Marthasville Landing, on the Missouri River, the most convenient shipping point. The village contains saw, flour, and planing mills, all operated by steam. One Evangelical and three Methodist Churches, one German school, also white and colored public schools. Grain, live stock, and all kinds of farm produce are shipped in large quantities. Population, 350. Mail, tri-weekly. P.A. Quickert, postmaster.
The Booneslick Trail crosses Warren County and is traversed daily, just as it has been for over a century and a half. The grandfather of all trails to the far west, its importance in history cannot be exaggerated. Originally a trace or pathway used by Indians, trappers, and fur traders, it was known then as the Light Horse Trail. In 1805 Daniel Boone and his son, Daniel Morgan Boone, on a hunting expedition, discovered the animal salt licks along the trail in Howard County. Boone's sons, Nathan and Daniel Morgan, were responsible for surveying and marking the trail, which then took their name. By 1819 the first stageline travelling the trail had been established following the trail, because it remained on higher ground and went due west from St. Louis and St. Charles. An average of 20 wagons and carriages used the trail on a weekly basis. The Booneslick Trail was the most travelled road in Missouri in the mid 1800's. It was crowded daily as emigrant travellers and stock passed through. The trail was immensely important as a connecting route between St. Louis, the gateway to the west, and the great Santa Fe and Oregon Trails that led to California and Oregon.
The early settlers were friends, relatives, and followers of Daniel Boone. Daniel Boone, in the last years of his life, lived most of the time with his daughter and son-in-law, Jemima and Flanders Calloway in Charrette and later in their house near Marthasville. His wife, Rebecca Bryan Boone, died in the Calloway home in 1813 and was buried in the nearby Bryan Family Cemetery situated on a knoll overlooking Teuque Creek. Daniel Boone died in 1820. His funeral was held at the Calloway farm and his body was interred next to Rebecca's.
Before Warren County was established, Gottfried Duden
lived along Lake Creek from the fall of 1824 to the spring of 1827. After
the defeat of Napoleon at Waterloo in 1815, many persons in Germany looked
to America as the place to live, but living conditions in America were
not known in Germany. Gottfried Duden wrote a book a book entitled, "Berichtueber
eine Reise nach den westlichen Staaten Nord Amerikas", which has been called
"the most important piece of literature in the history of German immigration".
Greatly due to Duden's book and the letters of his travelling companion,
Lewis Eversmann to Germany, the new state of Missouri became very alluring
to the German people. In 1830 Augustus F.Grabs arrived to scout the area
and prepare a settlement for a group organized in Berlin. In 1832 the Berlin
group arrived in the Lake Creek and Marthasville area. Baron von Bock bought
a Spanish grant and founded Dutzow. Two divisions of the Giessener Society
led by Paul Follenius and Frederich Muench arrived in 1834 at the ports
of New Orleans and Baltimore. The divisions broke up on arrival in America
and the large parts that held together broke when they reached St. Louis.
Many of them, including the leaders, settled in the Lake Creek area of
Warren County. Despite this the area remained "American" and was reported
as such by visitors. However after 1840, and especially after the flood
of 1844, the area and the county became increasingly a settlement of German-Americans.
In 1870, Friedrich Muench, then the authority on German immigration to
Missouri, claimed Warren County to be the most German County in Missouri.
to Warren County Home Page
This page last modified Friday, 24-Nov-2000 09:47:37 MST
This site maintained by C.J.
Since 19 November 1996, you are the 10649visitor to this page.
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Inscription. In a Battle, September 13, 1781, Four Miles Southwest, Butler's Whigs Failed to Rescue Governor Burke From Fanning's Tories.
By Paul Jordan, May 1, 2010
|1. Lindley's Mill Marker|
Erected 1939 by State Historical Commission. (Marker Number G 21.)
Location. 35° 54.434′ N, 79° 18.453′ W. Marker is in Snow Camp, North Carolina, in Alamance County. Marker is on NC Highway 87 South near East Greensboro-Chapel Hill Road, on the left when traveling south. Click for map. Travel South from Graham on NC Highway 87. The marker is on the left side of the road. Look for it before the intersection with the yellow caution light at the Eli Whitney Community. The marker is just before you pass Carly's Cafe and Bakery. Carly's is a local favorite for breakfast and lunch. Marker is in this post office area: Snow Camp NC 27349, United States of America.
Other nearby markers. At least 8 other markers are within 3 miles of this marker, measured as the crow flies. Uncle Eli's Quilting Party (approx. 0.4 miles away); Ernest Peter Dixon (approx. one mile away); The Battle of Lindley's Mill Memorial (approx. 1.1 miles away); Spring Friends Meeting (approx. 1.1 miles away); General John Butler (approx. 2.4 miles away); The Battle of Lindley's Mill (approx. 2.4 miles away); September 13, 1781 (approx. 2.4 miles away); Saxapahaw (approx. 2.4 miles away). Click for a list of all markers in Snow Camp.
By Paul Jordan, May 1, 2010
|2. Lindley's Mill Marker at Intersection, Looking North|
Regarding Lindley's Mill. Lindley's Mill was a gristmill built in 1755 by Thomas Lindley, an Irish immigrant. The mill is in operation today and owned by a descendant of Thomas Lindley. Flour is available at the mill and sold at select local stores.
The Battle of Lindley's Mill, also known as the Battle of Cane Creek, was fought September 13, 1781. It was the largest engagement of North Carolina’s “Tory War” and was fought near Thomas Lindley’s mill on Cane Creek.
Loyalist Colonel David Fanning, leader of the Loyalist militia in central North Carolina, had received approval from British authorities in Wilmington to attack the state capital at Hillsborough. With nearly 700 men, he advanced on Hillsborough, in Orange County, NC. He attacked at dawn on September 12, 1781, taking advantage of a heavy fog. Sleeping Hillsborough was taken by surprise and 200 prisoners were captured, including most of the General Assembly and Governor Thomas Burke.
After their victory, Fanning and his men, left for Wilmington with their prisoners.
News of the battle reached Brigadier General John Butler of the North Carolina militia that evening. Butler, who had led North Carolina militia at Guilford Courthouse, quickly organized men from Orange County to intercept the Tory force.
Butler’s men, numbering approximately 400, arrived ahead of Fanning at Lindley’s Mill, near a ford across Cane Creek on a plateau overlooking Stafford’s Branch.
On the morning of September 13, as the Loyalists crossed, the militia fired a musket volley from the tree line on the opposite bank tore into their ranks.
The Loyalists charged toward the Whig position, Colonel McNeil was among the first shot and killed.
Fanning ordered the prisoners to be sheltered in the Spring Friends Meeting House in the rear of the battle. Although outnumbered, the Whigs advanced, pressing the head of the Tory column back toward the chapel. Their goal was probably to free Burke and the other prisoners.
Fanning then organized an assault that flanked Butler’s men, threatening to surround his forces. Just as he began driving Butler’s men from the field, Fanning received a serious wound in his arm. He left the forces in McDougald’s command and retired from the field of battle.
Butler's men, outnumbered and outmaneuvered, retreated. Fanning’s column continued on to Wilmington with the prisoners.
That night, local Quakers collected the dead and wounded on the field. Whig casualties consisted of 25 killed, 90 wounded and 10 captured. Tories lost 27 killed and 90 wounded.
Surgeons from the surrounding countryside were called upon to care for the wounded.
One of these surgeons was Dr. John Pyle, who earlier that year had led his Loyalist militia regiment into an ambush at Pyle’s Defeat. Putting aside his earlier allegiances, Pyle worked tirelessly for the injured of both sides. In return, Governor Alexander Martin pardoned him at war’s end.
Portions of remarks courtesy of North Carolina Department of Cultural Resources, North Carolina Highway Historical Marker Program.
Additional keywords. Battle of Cane Creek, Graham, Mebane, Mebanesville, Hillsboro, American Revolutionary War, Regulators, Hillsborough
Credits. This page originally submitted on May 1, 2010, by Paul Jordan of Burlington, N. C., U. S. A.. This page has been viewed 1,702 times since then. Photos: 1, 2. submitted on May 1, 2010, by Paul Jordan of Burlington, N. C., U. S. A.. • Bill Pfingsten was the editor who published this page.
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An introduction to railroads in Mexico in the 1800s.
What do the images on North Carolina's state seal stand for? How is North Carolina's state government organized? When did the first state university in the country open? You can find the answers to these questions in Uniquely North Carolina. This book contains all kinds of fun and fascinating facts and features that help make North Carolina a one-of-a-kind place. Inside, you will also find information about North Carolina's unique state symbols. You can learn about famous people from North Carolina and find out about the largest home in the United States. And, you can learn find about different North Carolina festivals, legends, and folklore.
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The Seminole, the immigrants from the Creek towns who settled in Florida during the eighteenth century, were little influenced by the whites until very recent years. Living as they did in the midst of the great swamps of the southern part of the peninsula, with no roads penetrating the tangle of semitropical vegetation, and with even the location of their settlements unknown to the occupants of other parts of Florida, they were never visited, and seldom seen except when they chose to make journeys to the traders near the coast. Consequently the burial customs of the people, as witnessed 40 years ago, were probably little different from those practiced during the past generations. The account written at that time referred particularly to the death and burial of a child: ” The preparation for burial began as soon as death had taken place. The body was clad in a new shirt, a new handkerchief being tied about the neck and another around the head. A spot of red paint was placed on the right cheek and one of black upon the left. The body was laid face upwards. In the left hand, together with a bit of burnt wood, a small bow about twelve inches in length was placed, the hand lying naturally over the middle of the body. Across the bow, held by the right hand, was laid an arrow, slightly drawn. During these preparations, the women loudly lamented, with hair disheveled. At the same time some men had selected a, place for the burial and made the grave in this manner: Two palmetto logs of proper size were split. The four pieces were firmly placed on edge, in the shape of an oblong box, lengthwise east and west. In this box a floor was laid, and over this a blanket was spread. Two men, at next sunrise, carried the body from the. camp to the place of burial, the body being suspended at feet, thighs, back, and neck from a long pole [fig. 14]. The relatives followed. In the grave, which is called ‘To-hop-ki’ a word used by the Seminole for ‘stockade,’ or ‘fort,’ also, the body was then laid the feet to the east. A blanket was then carefully wrapped around the body. Over this palmetto leaves were placed and the grave was tightly closed by a covering of logs. Above the box a roof was then built. Sticks in the form of an X, were driven into the earth across the overlying logs, these were connected by a pole, and this structure was cowered thickly with palmetto leaves. The bearers of the body then made a large fire at each end of the ‘To-hop-ki.’ With this the ceremony at the grave ended and all returned to the camp. During that day and for three days thereafter the relatives remained at home and refrained from work. The fires at the grave were renewed at sunset by those who had made them, and after nightfall torches were waved in the air, that ‘the bad birds of the night’ might not get at the Indian lying in his grave. The renewal of the fires and waving of the torches were repeated three days. The fourth day the fires were allowed to die out. Throughout the camp ‘medicine’ had been sprinkled at sunset for three days. On the fourth day it was said that the Indian had gone. From that time the mourning ceased and the members of the family returned to their usual occupations. “The interpretation of the ceremonies just mentioned, as given me, is this: The Indian was laid in the grave to remain there, it was believed, only until the fourth day. The fires at head and feet, as well as the waving of the torches, were to guard him from the approach of `evil birds’ who would harm him. His feet were placed toward the east, that when he arose to go to the skies he might go straight to the sky path, which commenced at the place of the sun’s rising; that were he laid with the feet in any other direction he would not know when he rose what path to take and he would be lost in the darkness. He had with him his bow and arrow, that he might procure food on his way. The piece of burnt wood in his hand was to protect him from the `bad birds’ while he was on his skyward journey. These ‘evil birds’ are called Ta-lak-i-clak-o. The last rite paid to the Seminole dead is at the end of four moons. At that time the relatives go to the To-hop-ki and cut from around it the overgrowing grass. A widow lives with disheveled hair for the first twelve moons of her widowhood.” Another form of Seminole burial has been mentioned, but it could not have been followed to any great extent. “The Seminoles of Florida are said to have buried in hollow trees, the bodies being placed in an upright position, occasionally the dead being crammed into a hollow log lying on the ground.” The writer failed to give his authority for the statement.
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Definitions of ictus
n. - The stress of voice laid upon accented syllable of a word. Cf. Arsis.
n. - A stroke or blow, as in a sunstroke, the sting of an insect, pulsation of an artery, etc.
The word "ictus" uses 5 letters: C I S T U.
Direct anagrams of ictus:
Words formed by adding one letter before or after ictus (in bold), or to cistu in any order:
b - bustic cubist cubits e - cuties f - fustic h - schuit m - miscut n - cutins tunics o - coitus r - citrus rictus rustic s - cistus
Shorter words found within ictus:
cis cist cut cuts is it its scut si sic sit suit ti tic tics tis tui tuis us ut uts
List shorter words within ictus, sorted by length
Words formed from any letters in ictus, plus an optional blank or existing letter
List all words starting with ictus, words containing ictus or words ending with ictus
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Other words with the same letter pairs: ic ct tu us
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What does TILT stand for?
What does TILT mean? This page is about the various possible meanings of the acronym, abbreviation, shorthand or slang term: TILT.
We've found a total of 5 definitions for TILT:
What does TILT mean?
- joust, tilt(noun)
- a combat between two mounted knights tilting against each other with blunted lances
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What does SINE mean in Military?
This page is about the meanings of the acronym/abbreviation/shorthand SINE in the Governmental field in general and in the Military terminology in particular.
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What does SINE mean?
- sine, sin(noun)
- ratio of the length of the side opposite the given angle to the length of the hypotenuse of a right-angled triangle
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What does NNI mean in Telecom?
This page is about the meanings of the acronym/abbreviation/shorthand NNI in the Computing field in general and in the Telecom terminology in particular.
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What does NNI mean?
- Network-to-network interface
- In telecommunications, a network-to-network interface is an interface that specifies signaling and management functions between two networks. An NNI circuit can be used for interconnection of signalling, Internet Protocol or ATM networks. In networks based on MPLS or GMPLS, NNI is used for the interconnection of core Provider Routers. In the case of GMPLS, the type of interconnection can vary across Back-to-Back, EBGP or mixed NNI connection scenarios, depending on the type of VRF exchange used for interconnection. In case of Back-to-Back, VRF is necessary to create VLANs and subsequently sub-interfaces on each interface used for the NNI circuit. In the case of eBGP NNI interconnection, P routers are taught how to dynamically exchange VRF records without VLAN creation. NNI also can be used for interconnection of two VoIP nodes. In cases of mixed or full-mesh scenarios, other NNI types are possible. There could be different encapsulation types for NNI interconnection, but Ethernet and frame relay are basically used.
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||This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. (April 2009)|
||This article needs attention from an expert in linguistics. The specific problem is: More details are needed on English phonotactics; phonotactics for other languages need to be discussed; further needs to be said about universals or the lack thereof; see the talk page for more possible expansions. (March 2011)|
Phonotactics (from Ancient Greek phōnḗ "voice, sound" and taktikós "having to do with arranging") is a branch of phonology that deals with restrictions in a language on the permissible combinations of phonemes. Phonotactics defines permissible syllable structure, consonant clusters, and vowel sequences by means of phonotactical constraints.
Phonotactic constraints are highly language specific. For example, in Japanese, consonant clusters like /st/ do not occur. Similarly, the sounds /kn/ and /ɡn/ are not permitted at the beginning of a word in Modern English but are in German and Dutch, and were permitted in Old and Middle English. In contrast, in some Slavic languages /l/ and /r/ are used as vowels.
Syllables have the following internal segmental structure:
- Onset (optional)
- Rime (obligatory, comprises nucleus and coda):
Both onset and coda may be empty, forming a vowel-only syllable, or alternatively, the nucleus can be occupied by a syllabic consonant. Phonotactics is known to affect second language vocabulary acquisition.
The English syllable (and word) twelfths /twɛlfθs/ is divided into the onset /tw/, the nucleus /ɛ/, and the coda /lfθs/, and it can thus be described as CCVCCCC (C = consonant, V = vowel). On this basis it is possible to form rules for which representations of phoneme classes may fill the cluster. For instance, English allows at most three consonants in an onset, but among native words under standard accents (and excluding a few obscure learned words such as sphragistics), phonemes in a three-consonantal onset are limited to the following scheme:
- /s/ + stop + approximant:
- /s/ + /m/ + /j/
- /s/ + /t/ + /ɹ/
- /s/ + /t/ + /j/ (not in most accents of American English)
- /s/ + /p/ + /j ɹ l/
- /s/ + /k/ + /j ɹ l w/
This constraint can be observed in the pronunciation of the word blue: originally, the vowel of blue was identical to the vowel of cue, approximately [iw]. In most dialects of English, [iw] shifted to [juː]. Theoretically, this would produce **[bljuː]. The cluster [blj], however, infringes the constraint for three-consonantal onsets in English. Therefore, the pronunciation has been reduced to [bluː] by elision of the [j].
In English, there exist fourteen constraints on phonotactics:
- All syllables have a nucleus
- No geminates
- No onset /ŋ/
- No /h/ in the syllable coda
- No affricates in complex onsets
- The first consonant in a complex onset must be an obstruent
- The second consonant in a complex onset must not be a voiced obstruent
- If the first consonant in a complex onset is not an /s/, the second must be a liquid or a glide
- Every subsequence contained within a sequence of consonants must obey all the relevant phonotactic rules (the substring principle)
- No glides in codas
- If there is a complex coda, the second consonant must not be /ŋ/, /ʒ/, or /ð/
- If the second consonant in a complex coda is voiced, so is the first
- Non-alveolar nasals must be homorganic with the next segment
- Two obstruents in the same coda must share voicing
In general, the rules of phonotactics operate around the sonority hierarchy, stipulating that the nucleus has maximal sonority and that sonority decreases as you move away from the nucleus. The voiceless alveolar fricative [s] is lower on the sonority hierarchy than the alveolar lateral approximant [l], so the combination /sl/ is permitted in onsets and /ls/ is permitted in codas, but /ls/ is not allowed in onsets and /sl/ is not allowed in codas. Hence slips /slɪps/ and pulse /pʌls/ are possible English words while *lsips and *pusl are not.
That said, in some cases /s/ is "invisible" to the sonority hierarchy; as a fricative, it is more sonorant than the plosive /t/. However, combinations like [stiːɫ] (steal), which violates the sonority hierarchy, are seen and are even common in English. This same property is seen in many other languages for either /s/ or /z/ and is thus a human universal.
Notes and references
- φωνή, τακτικός. Liddell, Henry George; Scott, Robert; A Greek–English Lexicon at the Perseus Project
- Laufer 1997.
- Crystal, David (2003). The Cambridge Encyclopedia of the English Language. Cambridge University Press. p. 243. ISBN 978-0-521-53033-0.
- Haspelmath, Martin; Sims, Andrea (2003). English Words: A Linguistic Introduction. Wiley-Blackwell. p. 69. ISBN 0631230327.
- Harley, Heidi (2010). Understanding Morphology. Hodder Education. p. 214. ISBN 0340950013.
- Bailey, Todd M. & Hahn, Ulrike. 2001. Determinants of wordlikeness: Phonotactics or lexical neighborhoods? Journal of Memory and Language 44: 568–591.
- Coleman, John S. & Pierrehumbert, Janet. 1997. Stochastic phonological grammars and acceptability. Computational Phonology 3: 49–56.
- Frisch, S.; Large, N. R.; & Pisoni, D. B. 2000. Perception of wordlikeness: Effects of segment probability and length on processing non-words. Journal of Memory and Language 42: 481–496.
- Gathercole, Susan E. & Martin, Amanda J. 1996. Interactive processes in phonological memory. In Cognitive models of memory, edited by Susan E. Gathercole. Hove, UK: Psychology Press.
- Hammond, Michael. 2004. Gradience, phonotactics, and the lexicon in English phonology. International Journal of English Studies 4: 1–24.
- Gaygen, Daniel E. 1997. Effects of probabilistic phonotactics on the segmentation of continuous speech. Doctoral dissertation, University at Buffalo, Buffalo, NY.
- Greenberg, Joseph H. & Jenkins, James J. 1964. Studies in the psychological correlates of the sound system of American English. Word 20: 157–177.
- Laufer, B. (1997). "What’s in a word that makes it hard or easy? Some intralexical factors that affect the learning of words". Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press. pp. 140–155. ISBN 9780521585514.
- Luce, Paul A. & Pisoni, Daniel B. 1998. Recognizing spoken words: The neighborhood activation model. Ear and Hearing 19: 1–36.
- Newman, Rochelle S.; Sawusch, James R.; & Luce, Paul A. 1996. Lexical neighborhood effects in phonetic processing. Journal of Experimental Psychology: Human Perception and Performance 23: 873–889.
- Ohala, John J. & Ohala, M. 1986. Testing hypotheses regarding the psychological manifestation of morpheme structure constraints. In Experimental phonology, edited by John J. Ohala & Jeri J. Jaeger, 239–252. Orlando, FL: Academic Press.
- Pitt, Mark A. & McQueen, James M. 1998. Is compensation for coarticulation mediated by the lexicon? Journal of Memory and Language 39: 347–370.
- Storkel, Holly L. 2001. Learning new words: Phonotactic probability in language development. Journal of Speech, Language, and Hearing Research 44: 1321–1337.
- Storkel, Holly L. 2003. Learning new words II: Phonotactic probability in verb learning. Journal of Speech, Language, and Hearing Research 46: 1312–1323.
- Vitevitch, Michael S. & Luce, Paul A. 1998. When words compete: Levels of processing in perception of spoken words. Psychological Science 9: 325–329.
- Vitevitch, Michael S. & Luce, Paul A. 1999. Probabilistic phonotactics and neighborhood activation in spoken word recognition. Journal of Memory and Language 40: 374–408.
- Vitevitch, Michael S.; Luce, Paul A.; Charles-Luce, Jan; & Kemmerer, David. 1997. Phonotactics and syllable stress: Implications for the processing of spoken nonsense words. Language and Speech 40: 47–62.
- Vitevitch, Michael S.; Luce, Paul A.; Pisoni, David B.; & Auer, Edward T. 1999. Phonotactics, neighborhood activation, and lexical access for spoken words. Brain and Language 68: 306–311.
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Census Study Says Non-English Speaking Growing In U.S.
A new U.S. Census report shows a growing number of U.S. residents speak a language at home other than English as the level of English proficiency in the nation holds steady.
The report, Language Use in the United States: 2011, says the percentage of people speaking a non-English language increased from 19.7 percent in 2007 to 20.8 percent in 2011. 58 percent of U.S. residents that speak a foreign language at home also speak English very well.
- An interactive map is available at: www.census.gov/hhes/socdemo/language/data/language_map.html
Of the 61 million people who spoke a language other than English at home in 2011, almost two-thirds spoke Spanish.
The South Texas border city Laredo led all metro areas with 92 percent of residents speaking a language other than English at home.
The report’s author says this is evidence of the growing role of language in the national fabric.
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What does JET mean in Educational?
This page is about the meanings of the acronym/abbreviation/shorthand JET in the Community field in general and in the Educational terminology in particular.
Find a translation for JET in other languages:
Select another language:
What does JET mean?
- jet, jet plane, jet-propelled plane(noun)
- an airplane powered by one or more jet engines
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Here's where you can discuss all things Latin. Use this board to ask questions about grammar, discuss learning strategies, get translation help and more!
Just by chance, I happened to come across gallus, meaning rooster, and Gallus, meaning a Gaul, within hours of each other, and I remembered that the French rugby team have a rooster for their mascot. Is this why?
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Yes, haven't we all done that. So that's why the Romans used the same word for a Gaul and a cock.
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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
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Jack Alan Reynolds
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Most areas of logic can be approached either semantically or syntactically. Typically, the approaches are linked through a completeness or representation theorem. The two kinds of theorem serve a similar purpose, yet there also seems to be some residual distinction between them. In what respects do they differ, and how important are the differences? Can we have one without the other? We discuss these questions, with examples from a variety of different logical systems.
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David Makinson (2011). Conditional Probability in the Light of Qualitative Belief Change. Journal of Philosophical Logic 40 (2):121 - 153.
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|The stupid question is the question not asked|
So why we can't change $c=1000?
As roboticus points out, you can make that change. That is, you can overwrite the value in $c -- currently the address of the constant 99 -- with any other value.
What you cannot do is overwrite the value held at the address held in $c, because it is a constant.
With the rise and rise of 'Social' network sites: 'Computers are making people easier to use everyday'
Examine what is said, not who speaks -- Silence betokens consent -- Love the truth but pardon error.
"Science is about questioning the status quo. Questioning authority".
In the absence of evidence, opinion is indistinguishable from prejudice.
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from The American Heritage® Dictionary of the English Language, 4th Edition
- transitive v. To cause to board a vessel or aircraft: stopped to embark passengers.
- transitive v. To enlist (a person or persons) or invest (capital) in an enterprise.
- intransitive v. To go aboard a vessel or aircraft, as at the start of a journey.
- intransitive v. To set out on a venture; commence: embark on a world tour.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- v. To get on a boat or ship or (outside the USA) an aeroplane.
- v. To start, begin.
from the GNU version of the Collaborative International Dictionary of English
- intransitive v. To go on board a vessel or a boat for a voyage.
- intransitive v. To engage in any affair.
- transitive v. To cause to go on board a vessel or boat; to put on shipboard.
- transitive v. To engage, enlist, or invest (as persons, money, etc.) in any affair.
from The Century Dictionary and Cyclopedia
- To put on board a ship or other vessel: as, the general embarked his troops and their baggage.
- Hence To place or venture; put at use or risk, as by investment; put or send forth, as toward a destination: as, he embarked his capital in the scheme.
- To go on board ship, as when setting out on a voyage: as, the troops embarked for Lisbon.
- To set out, as in some course or direction; make a start or beginning in regard to something; venture; engage.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- v. go on board
- v. set out on (an enterprise or subject of study)
- v. proceed somewhere despite the risk of possible dangers
The dark trauma that followed Flo's death inspired Zaka embark on a documentary project, a tribute to the life of his friend.
For years, the regulators of the global money supply ignored the advice of their top experts, probably because it would require them to do something unheard of, namely embark on a fundamental change in direction.
Em - is a common prefix, found in words such as embark, embed, embody, emboss, embrace, and embroil.
Tonight we get words such as embark, infused, and endeavor.
I still can't work out why there is no tasting on the line at El Bulli, and I am still at a loss to know why its staff embark on such futile enterprises as attempting to make a risotto from sunflower seeds they devoted two weeks to this failed experiment.
Malcolm's habit, after the birth of each of his four children, was to embark on distant speaking tours.
The European Central Bank raised interest rates for the first time in nearly three years, but sought to reassure investors that it wouldn't embark on a rapid-fire series of increases that could disrupt fragile economies in parts of the euro bloc.
The euro had come off Thursday's highs as the ECB's quarter-percentage-point rate hike was almost universally expected and central bank chief Jean-Claude Trichet said the ECB hadn't decided to embark on a series of rate increases.
He said Portugal would also have to embark on an "ambitious" privatization of state assets to help raise money that could offset part of the needed aid.
Entertaining malarkey starring Jeanne Crain as a newlywed whose husband goes missing shortly after the two embark on an ocean voyage.
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Hot answers tagged yeismo
Philippine Spanish and Andean Spanish doesn't have Yeismo. They can distinguish ll and y.
Argentina and Uruguay pronounce Y and LL both same as the english sound of "she, should, show". The wikipedia link shows a map of yeismo, but it may confuse the reader because Mexico and Argentina pronounce them the opposite: Mexicans pronounces (and everyone else in Central and South America but Argentina and Uruguay) Y and LL the same way, example ...
Only top voted, non community-wiki answers of a minimum length are eligible
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This page provides all possible meanings and translations of the word cerahelix
CrunchBaseRate this definition:(0.00 / 0 votes)
Cerahelix, has invented the first ceramic filter that filters at high purity and low pressure. The patented filter saves manufacturers money by reducing the energy used during production. It can filter water three times faster and remove contaminants ten times smaller than other ceramic membranes used today. It can operate in harsh conditions and thus can displace energy intensive methods used in conditions where competing filters cannot operate. The Cerahelix filter conserves both water and energy which is a cornerstone of clean technology.
Find a translation for the cerahelix definition in other languages:
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David Bourget (Western Ontario)
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Journal for General Philosophy of Science 28 (1):121-158 (1997)
The Idea behind Tarski's Definition of Truth. In Tarski's presentations of his truth-definition, the steps of the construction are not sufficiently explained. It is not clear, on what general strategy the construction is based, what the fundamental ideas are, how some crucial steps work, and especially how the transition from the definition of satisfaction to the definition of truth should be understood. The paper shows that the account given in the model-theoretic literature, which is supported by Tarski's lemmata A and B, is unsatisfactory, because Tarski's notion of truth can't be interpreted as ‘truth independent of the assignment of values to the variables’. Moreover, a satisfactory account of all the crucial steps is given.
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Ignacio Jané (2006). What is Tarski's Common Concept of Consequence? Bulletin of Symbolic Logic 12 (1):1-42.
Matthew W. McKeon (2010). The Concept of Logical Consequence: An Introduction to Philosophical Logic. Peter Lang Pub..
Luis Fernández Moreno (2001). Tarskian Truth and the Correspondence Theory. Synthese 126 (1-2):123 - 147.
Panu Raatikainen (2003). More on Putnam and Tarski. Synthese 135 (1):37 - 47.
Artur Rojszczak (2002). Philosophical Background and Philosophical Content of the Semantic Definition of Truth. Erkenntnis 56 (1):29 - 62.
Ilkka Niiniluoto (2004). Tarski's Definition and Truth-Makers. Annals of Pure and Applied Logic 126 (1-3):57-76.
Greg Frost-Arnold (2004). Was Tarski's Theory of Truth Motivated by Physicalism? History and Philosophy of Logic 25 (4):265-280.
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David DeVidi & Graham Solomon (1999). Tarski on “Essentially Richer” Metalanguages. Journal of Philosophical Logic 28 (1):1-28.
Greg Ray (2003). Tarski and the Metalinguistic Liar. Philosophical Studies 115 (1):55 - 80.
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Nama : RANDI FRANDIKA
Kelas : 3EB10
NPM : 25212997
Here are 3 steps to setences:1. First, you must analyze the verb of setences. Then you can put the subject, verb, object and complement (if any).2. Look complementary to time adverbs in sentences so that you will know tenses.3. Determine the subject for singular or plural noun then you can solve the verb if false in sentences.
Example:Jakarta has a lot of big mall
step 1verb is a word used to describe an action and to-be can also be a verbso also is a verb
Jakarta has a lot of big mall
Jakarta has a lot of big mall S P O
step 2If there are no instructions for the adverb of time so that we can see whether it is the simple present tense.
step 3You can see Jakarta as a subject in setences so that you can determine it is a singular noun in the singular noun then we have to use the verb "have" to this sentence.
There are a few tips for you to solve sentences hope it can make you have a better score on your TOEFL test.
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Cartesian doubt is a form of methodological skepticism associated with the writings and methodology of René Descartes. Cartesian doubt is also known as Cartesian skepticism, methodic doubt, methodological skepticism, Universal Doubt, or hyperbolic doubt.
Cartesian doubt is a systematic process of being skeptical about (or doubting) the truth of one's beliefs, which has become a characteristic method in philosophy. This method of doubt was largely popularized in Western philosophy by René Descartes (1596-1650), who sought to doubt the truth of all his beliefs in order to determine which beliefs he could be certain were true.
Methodological skepticism is distinguished from philosophical skepticism in that methodological skepticism is an approach that subjects all knowledge claims to scrutiny with the goal of sorting out true from false claims, whereas philosophical skepticism is an approach that questions the possibility of pure knowledge.
Cartesian doubt is methodological. Its purpose is to use doubt as a route to certain knowledge by finding those things which could not be doubted. The fallibility of sense data in particular is a subject of Cartesian doubt.
There are several interpretations as to the objective of Descartes' skepticism. Prominent among these is a foundationalist account which claims that Descartes' skepticism is aimed at eliminating all belief which it is possible to doubt, thus leaving Descartes with only basic beliefs (also known as foundational beliefs). From these indubitable basic beliefs, Descartes then attempts to derive further knowledge. It's an archetypal and significant example that epitomizes the Continental Rational schools of philosophy.
Descartes' method (broken into four steps including
- accepting only information you know to be true
- breaking down these truths into smaller units
- solving the simple problems first
- making complete lists of further problems)
is also known as hyperbolic doubt or having the tendency to doubt, since it is an extreme or exaggerated form of doubt. (Knowledge in the Cartesian sense means to know something beyond not merely all reasonable, but all possible, doubt.) In his Meditations on First Philosophy (1641), Descartes resolved to systematically doubt that any of his beliefs were true, in order to build, from the ground up, a belief system consisting of only certainly true beliefs. Consider Descartes' opening lines of the Meditations:
Several years have now elapsed since I first became aware that I had accepted, even from my youth, many false opinions for true, and that consequently what I afterward based on such principles was highly doubtful; and from that time I was convinced of the necessity of undertaking once in my life to rid myself of all the opinions I had adopted, and of commencing anew the work of building from the foundation...
— René Descartes , Meditation I, 1641
René Descartes, the originator of Cartesian doubt, put all beliefs, ideas, thoughts, and matter in doubt. He showed that his grounds, or reasoning, for any knowledge could just as well be false. Sensory experience, the primary mode of knowledge, is often erroneous and therefore must be doubted. For instance, what one is seeing may very well be a hallucination. There is nothing that proves it cannot be. In short, if there is any way a belief can be disproved, then its grounds are insufficient. From this, Descartes proposed two arguments, the dream and the demon.
The dream argument
Descartes, knowing that the context of our dreams, while possibly unbelievable, are often lifelike, hypothesized that humans can only believe that they are awake. There are no sufficient grounds by which to distinguish a dream experience from a waking experience. For instance, Subject A sits at the computer, typing this article. Just as much evidence exists to indicate that the act of composing this article is reality, as there is evidence to demonstrate the opposite. Descartes conceded that we live in a world that can create such ideas as dreams. However, by the end of The Meditations, he concludes that we can distinguish dream from reality at least in retrospect.
The Evil Demon
Descartes reasoned that our very own experience may very well be controlled by an evil demon of sorts. This genius is as clever and deceitful as he is powerful. He could have created a superficial world that we may think we live in.
In Meditation I, Descartes stated that if one were mad, even briefly, the insanity might have driven man into believing that what we thought was true could be merely our minds deceiving us. He also stated that there could be 'some malicious, powerful, cunning demon' that had deceived us, preventing us from judging correctly.
Descartes argued that all his senses were lying and since your senses can easily fool you, his idea of an infinitely powerful being must be true as that idea could have only been put there by an infinitely powerful being which would have no reason to be deceitful to him.
I think, therefore I am
While methodic doubt has a nature, one need not hold that knowledge is impossible in order to apply the method of doubt. Indeed, Descartes' attempt to apply the method of doubt to the existence of himself spawned the proof of his famous saying, "Cogito ergo sum" (I think, therefore I am). That is, Descartes tried to doubt his own existence, but found that even his doubting showed that he existed, since he could not doubt if he did not exist.
Cartesian skepticism advocates the doubting of all things which cannot be justified through logic. Some have claimed that the corresponding philosophical proposition fails the criterion of falsifiability that is required of any empirical theory (see, for instance, Karl Popper).
References and further reading
||This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. (January 2011)|
- Burnham, D. & Fieser, J. (2006). "René Descartes". The Internet Encyclopedia of Philosophy, J. Fieser & B. Dowden (eds.). <http://www.iep.utm.edu/d/descarte.htm>.
- Cottingham, Stoothoff, and Murdoch (eds.). (1984). The Philosophical Writings of Descartes. Cambridge: Cambridge University Press.
- Descartes, René. (1641). Meditations on First Philosophy. In Cottingham, et al. (eds.), 1984. Online at <http://www.wright.edu/cola/descartes/>.
- Newman, Lex. (2005). "Descartes' Epistemology". The Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed.). <http://plato.stanford.edu/entries/descartes-epistemology/>.
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from The American Heritage® Dictionary of the English Language, 4th Edition
- transitive v. To hit, throw, or propel in a high arc: lob a beach ball; lob a tennis shot over an opponent's head.
- intransitive v. To hit a ball in a high arc.
- intransitive v. To move heavily or clumsily.
- n. A ball hit, thrown, or propelled in a high arc.
- n. Slang A clumsy dull person; a lout.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- v. To throw or hit a ball into the air in a high arch.
- v. To throw.
- v. To put, place
- v. To hit, kick, or throw a ball over another player in a game.
- n. A pass or stroke which arches high into the air.
- n. a lump
- n. a country bumpkin, clown
- n. A fish, the European pollock.
from the GNU version of the Collaborative International Dictionary of English
- n. A dull, heavy person.
- n. Something thick and heavy.
- n. The European pollock.
- n. The act of lobbing
- transitive v. To let fall heavily or lazily.
- transitive v. to propel (relatively slowly) in a high arcing trajectory.
- transitive v. See cob, v. t.
from The Century Dictionary and Cyclopedia
- To throw (a lump or ball, etc.); toss gently or with a slow movement; specifically, in lawn-tennis, to strike (the ball) over the head of one's opponent into the back part of the court.
- To kick.
- To be tossed with a slow movement, as a cricket-ball or a shot.
- To hang down; drop or droop.
- To hang wearily or languidly; allow to drop or droop.
- In milling, to break (ore, etc.) into pieces with a hammer for sorting.
- n. A dull, sluggish person; a lout.
- n. The last person in a race.
- n. Something thick and lumpish; a lump.
- n. A thick, soft mixture. See the quotation, and compare loblolly.
- n. A lobworm.
- n. The pollack.
- n. The coalfish.
- n. [⟨ lob, verb] In cricket, a low slow ball.
- n. In lawn-tennis, a play by which one of the contestants knocks the ball over the head of his opponent into the back part of the court.
- n. Lob Lie-by-the-fire—the Lubber-flend, as Milton calls him—is a rough kind of Brownie or House Elf, supposed to haunt some north-country homesteads, where he does the work of the farm-labourers, for no grander wages than “—to earn his cream-bowl duly set.”
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- n. an easy return of a tennis ball in a high arc
- n. the act of propelling something (as a ball or shell etc.) in a high arc
- v. propel in a high arc
The chip return, the slice approach shot, the defensive underspin lob, all find their strategic moment.
The additional width (eleven inches compared to ten) allows the ball to travel farther along the string bed, but only if a player swings at a steep angle consistent with a topspin lob, not a ground-stroke drive.
Hewitt hit a topspin lob, a shot that frequently bails him out of trouble, but Karlovic reached up and slammed it for a winner.
A beautiful backhand topspin lob got Capriati within two points of victory, and she wrapped it up with a good deep forehand and then a backhand passing shot.
Barely getting to a strong approach shot, Serena lofted a backhand topspin lob that floated over the 2000 French Open winner and landed on a corner.
McCloud made a beautiful lob from the right side to Raef
He came over our back for a couple of tip-ins and a spin lob and beat us.
The smash will kill a lob, yet a lob is the surest defence from a smash.
A lob is a high toss of the ball landing between the service-line and the base-line.
The chop lob, which is a decided under cut, should rise from 20 to 30 feet, or more, high and must go deep.
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- Neoplatonism. Neoplatonism is a thought form rooted in the philosophy of Plato ( c. 428-347 B.
- Sources on Late Neoplatonic Theurgy
- Sources on Late Neoplatonic Theurgy. (in English, with a few exceptions).
- A Review of "CS Lewis on the Final Frontier"
- Lewis' “Space Trilogy” owes a certain intellectual debt to the Hermetic Reformation undertaken by the Neoplatonic theologians in Florence at the beginning of the Modern Age.
- Locked Out with a Great Chain
- Certainly, there was plenty of room for creativity, originality, and even dissension within the parameters of Neoplatonic thought. But basic assumptions remained unchallenged.
- Neo-Platonism: Definition from Answers.com
- Neo-Platonism also Neoplatonism n. A philosophical system developed at Alexandria in the third century A.D.
- neoplatonic - definition of neoplatonic by the Free Online Dictionary
- a. 1. Of, pertaining to, or resembling, Neoplatonism or the Neoplatonists.
Neoplatonic is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Neoplatonic books and related discussion.
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ye[t̸hə, t̸hi, t̸hē; now often erroneously or facetiously yē]
- Ye is defined as you.
An example of ye used as a noun is in the sentence, "Ye, run to the store for me," which means "You, run to the store for me."
Origin of yeMiddle English ; from Old English ge, ye, nominative plural corresponding to thu, thou, akin to Gothic jus, but with vowel modified after we (see we): for Indo-European base see you
Origin of yeAlteration of Middle English þe, the (from the use of the letter y to represent the letter thorn (þ) in early English printing). Usage Note: In an attempt to seem quaint or old-fashioned, many store signs such as “Ye Olde Coffee Shoppe” use spellings that are no longer current. The word ye in such signs looks identical to the archaic second plural pronoun ye, but it is in fact not the same word. Ye in “Ye Olde Coffee Shoppe” is just an older spelling of the definite article the. The y in this ye was never pronounced (y) but was rather the result of improvisation by early printers. In Old English and early Middle English, the sound (th) was represented by the letter thorn (þ). When printing presses were first set up in England in the 1470s, the type came from Continental Europe, where this letter was not in use. The letter y was used instead because in the handwriting of the day the loop of the letter thorn was often not connected to the upright, and so the thorn looked very similar to y. So spellings like ye for the, yt or yat for that, were not only common but survived into the 1800s. However, the modern revival of this archaic form of the has not been accompanied by a revival of the knowledge of how it was pronounced, with the result that (yē) is the usual pronunciation today.
- You. Used as the nominative second person pronoun: “Judge not, that ye be not judged” (King James Bible).
- You. Used as the objective second person pronoun: “Johnny, we hardly knew ye” (traditional Irish song).
Origin of yeMiddle English, from Old English gē; see yu- in Indo-European roots. Word History: In Modern English, most personal pronouns distinguish two forms (leaving aside the possessive forms of the pronouns such as my, our, and their). The forms I, he, she, we, and they are used when the pronoun is the subject of the sentence, while me, him, her, us, and them are usually used when the pronoun has another grammatical role in the sentence. (The first set of forms, the subject forms, are said to be in the nominative case, while the second set goes by various names—for convenience, we could call it the objective case.) Modern English also has an archaic second person pronoun that has the form thou in the nominative case and thee in the objective case. You and it have only one form in Modern English, but things were not always so in earlier stages of English. Old English had one pronoun, thu, for the second person singular (used when speaking to one person), and another, ge, for the second person plural (used when speaking to more than one person, much like modern colloquial English you guys and y'all.) Old English thu, whose accusative and dative case was the, became the Middle English pronoun thou with the objective case thee. Old English ge, whose accusative and dative case was ēow, became the Middle English pronoun ye, with objective case you. However, by about 1300, people had begun using the plural pronoun ge as a polite way of addressing a single person in Middle English. (Modern French still has a pronominal system much like Middle English of the time, with vous used as both a general second person plural pronoun and as a polite second person singular pronoun, in contrast to the more familiar or intimate tu.) After 1300, however, people also began to use you as the nominative case in both the singular and plural, and ye also came to be used as the objective case form. By 1600, you had for the most part replaced ye in general usage. Thou and thee continued to lose ground to the old plural pronoun, until at last you became the usual form of the second person personal pronoun, in both numbers and cases.
- Anglicized version of the 42nd most common Chinese surname.
|Country code top-level domains|
|Active: .ac .ad .ae .af .ag .ai .al .am .an .ao .aq .ar .as .at .au .aw .ax .az .ba .bb .bd .be .bf .bg .bh .bi .bj .bm .bn .bo .br .bs .bt .bw .by .bz .ca .cc .cd .cf .cg .ch .ci .ck .cl .cm .cn .co .cr .cu .cv .cx .cy .cz .de .dj .dk .dm .do .dz .ec .ee .eg .er .es .et .eu .fi .fj .fk .fm .fo .fr .ga .gd .ge .gf .gg .gh .gi .gl .gm .gn .gp .gq .gr .gs .gt .gu .gw .gy .hk .hm .hn .hr .ht .hu .id .ie .il .im .in .io .iq .ir .is .it .je .jm .jo .jp .ke .kg .kh .ki .km .kn .kp .kr .kw .ky .kz .la .lb .lc .li .lk .lr .ls .lt .lu .lv .ly .ma .mc .md .me .mg .mh .mk .ml .mm .mn .mo .mp .mq .mr .ms .mt .mu .mv .mw .mx .my .mz .na .nc .ne .nf .ng .ni .nl .no .np .nr .nu .nz .om .pa .pe .pf .pg .ph .pk .pl .pm .pn .pr .ps .pt .pw .py .qa .re .ro .rs .ru .rw .sa .sb .sc .sd .se .sg .sh .si .sk .sl .sm .sn .sr .st .su .sv .sy .sz .tc .td .tf .tg .th .tj .tk .tl .tm .tn .to .tr .tt .tv .tw .tz .ua .ug .uk .us .uy .uz .va .vc .ve .vg .vi .vn .vu .wf .ws .ye .yt .za .zm .zw|
Variant of thou
pronounpl. you, ye
Archaic personal pronoun in the second person singular: once used in familiar address, but now replaced by you except in poetic or religious use and in some British dialects: thee is the objective form, thine the possessive, and thyself the intensive and reflexive; thy is the possessive pronominal adjective
Origin of thouMiddle English ; from Old English thu, akin to German du ; from Indo-European an unverified form tu from source Classical Latin and amp; Sanskrit tu
How would you define ye? Add your definition here.comments powered by Disqus
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orbitals is a valid word in this word list. For a definition, see the external dictionary links below.
The word "orbitals" uses 8 letters: A B I L O R S T.
Direct anagrams of orbitals:
Words formed by adding one letter before or after orbitals (in bold), or to abilorst in any order:
e - laborites strobilae
Words within orbitals
not shown as it has more than seven letters.
Try a search for orbitals in these online resources (some words may not be found):
OneLook Dictionaries -
Each search will normally open in a new window.
List all words starting with orbitals, words containing orbitals or words ending with orbitals
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Other words with the same letter pairs: or rb bi it ta al ls
Browse words starting with orbitals by next letter
Previous word in list: orbital
Next word in list: orbited
Some random words: loft
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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Metaphilosophy 34 (1-2):12-28 (2003)
Knowledge has almost always been treated as good, better than mere true belief, but it is remarkably difficult to explain what it is about knowledge that makes it better. I call this “the value problem.” I have previously argued that most forms of reliabilism cannot handle the value problem. In this article I argue that the value problem is more general than a problem for reliabilism, infecting a host of different theories, including some that are internalist. An additional problem is that not all instances of true belief seem to be good on balance, so even if a given instance of knowing p is better than merely truly believing p, not all instances of knowing will be good enough to explain why knowledge has received so much attention in the history of philosophy. The article aims to answer two questions: What makes knowingp better than merely truly believing p? The answer involves an exploration of the connection between believing and the agency of the knower. Knowing is an act in which the knower gets credit for achieving truth. What makes some instances of knowing good enough to make the investigation of knowledge worthy of so much attention? The answer involves the connection between the good of believing truths of certain kinds and a good life. In the best kinds of knowing, the knower not only gets credit for getting the truth but also gets credit for getting a desirable truth. The kind of value that makes knowledge a fitting object of extensive philosophical inquiry is not independent of moral value and the wider values of a good life
|Keywords||virtues reliabilism value epistemology|
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J. Adam Carter, Benjamin Jarvis & Katherine Rubin (2013). Knowledge: Value on the Cheap. Australasian Journal of Philosophy 91 (2):249-263.
J. Adam Carter, Benjamin Jarvis & Katherine Rubin (2013). Knowledge and the Value of Cognitive Ability. Synthese 190 (17):3715-3729.
Milena Ivanova (2010). Pierre Duhem's Good Sense as a Guide to Theory Choice. Studies in History and Philosophy of Science Part A 41 (1):58-64.
Kristoffer Ahlstrom-Vij (2013). Moderate Epistemic Expressivism. Philosophical Studies 163 (2):337-357.
Duncan Pritchard (2009). Knowledge, Understanding and Epistemic Value. Royal Institute of Philosophy Supplement 84 (64):19-.
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The most simple words in Esperanto follow an independent system from other words to make them easier to memorize. Not memorizing the table below is perhaps the most common mistake students of Esperanto make, and given how frequently they are used, it is important that you memorize them.
|Interrogative and Relative
(some kind/sort/type of)
(every kind/sort/type of)
(no kind/sort/type of)
(for some reason)
(for all reasons)
(for no reason)
(in every way)
(no-how, in no way)
(some, a bit)
(all of it)
(who, which one;
each [horse], all [horses])
Note that correlative words ending in a vowel can take the accusative ending -n. However, they cannot be made plural, even if it is understood that you are talking about more than one thing.
Make special note of the column marked "Interrogative and Relative". These words serve a double-purpose, before an interrogative (question-asking) clause, and a relative (descriptive) clause.
- Interrogative Clause
- This is a sentence which asks a question requiring a more descriptive answer than "yes" or "no". For example, "What's wrong with that?" or "How are you?", but not "Is that a cake?". These sentences must begin with a word starting with "ki".
- Relative Clause
- A sentence (usually within a sentence) that describes something. For example, "That is the boy who goes to school." or "I see a car which is going very fast." Likewise, these sentences must start with one of the "ki" words. You can (almost always) distinguish between interrogative and relative clauses by whether or not they end in a question mark.
Ĉi and Ajn
These two words are used in addition to correlatives to create a few additional, very common words.
"Ĉi"Expresses closeness and is used with the ti- and ĉi- words, either before or after them.
- Ĉi tie - Here
- Ĉi tio - This
- Ĉi ĉio - All of this
The word "Ajn" means "ever". Like "Ĉi", it can be used before or after ti- and ĉi- words.
- Kiam ajn - Whenever
- Kiu ajn - Whoever
Words Changing Part of Speech
Verbs and Adjectives to Nouns
In lesson one, we learned that nouns end in -o, adjectives end in -a, adverbs end in -e, and that verbs (by default) end in -i. The reason for this is to make it easy to change one type of word, its part of speech, to another type. For example, "viro" means "man", and "vira" means "manly". At the same time, an adjective such as "happy" ("feliĉa") can be changed to "happily" ("feliĉe") by doing nothing more than changing the final -a to an -e.
It is also possible to change both adjectives and verbs into nouns.
- Verb to Noun
- This, of course, is accomplished by replacing the final -i with an -o. The meaning of the noun now refers to an event. For example, if "kuri" means "to run" and "kuro" means "a run", then "kuro" can be used in the sentence "that was a good run."
- Adjectives to Noun
- As you can assume, adjectives become nouns by changing -a to -o. A noun formed from an adjective refers to someone or something which the original adjective could refer to. For example, if there is a person who is "feliĉa" ("happy"), that person could be refered to as a "feliĉo". This might be helpful in a sentence such as this: "I saw a happy boy and a sad boy, and the happy [one] was standing." Translated, "Mi vidis feliĉan knabon kaj malfeliĉan knabon, kaj la feliĉo staris."
Participles to Nouns and Adverbs
Furthermore, participles are not limited to only be adjectives. They can also be used as nouns and adverbs by replacing the final -a with -o or -e, respectively.
- Adjective to Noun
- Nouns formed from adjective participles refer to somebody who does the action of the respective verb, or has it done to them. In English, these words typically end in "-er" or "-ed". Like adjective participles, English only has two direct translations of these words, those ending in "-anto" and those ending in "-ito".
Examples include "kuranto", for "runner", and "haketito" for "[the] chopped [thing]". Because the other four forms have imperfect translations, they will have to be rephrased when translated into English.
|Esperanto||Rough English||Rephrased English|
|La kuronto falos.||The will-be-runner will fall.||The person who will be running will fall.|
|La arbo haketata alta estas.||The being-chopped tree is tall.||The tree which is being chopped is tall.|
- Adjective to Adverb
- Adverbs formed from adjective participles describe an event taking place during, before, or after the main verb of a sentence. They tell when or why the main verb took, is taking, or will take place. This is best explained by examples.
|Al la vendejo kurinte, mi aĉetis ion.||Having run to the store, I bought something.|
|Pordon malfermonte, li la lumon elŝaltis.||Before opening the door, he turned off the light.|
|Mortigite, soldato entombigata estis.||Having been killed, the soldier was buried.|
|En Eŭropo alvenante, ŝi pretiĝas eliri el la aeroplano.||Because she is about to arrive at Europe, she is getting ready to exit the plane.|
Distraj Agadoj (Recreational Activities)
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Thomistic Philosophy Page
The Problem of Change
The basic notions of Aristotle's philosophy of nature can be understood from his analysis of change. When Aristotle undertook to explain how it is that things change, a fact apparent to anyone, he had first to confront the seemingly iron-clad logic of Parmenides. Bound by this logic, Parmenides had been forced to the position that there is in reality no change at all. All change is mere appearance; reality is One, and this One, which only is, is unchanging. He was forced to this position because, as he understood the terms of the problem, change is logically not possible. Not having the notion of potency, Parmenides had argued that there are only two alternatives for anything, being and non-being. No new being can come from non-being since "nothing comes from nothing." Nor can new being come from being since what has being, already is and does not begin to be: "being cannot come from being since it is already."
The advance that Aristotle made over Parmenides consists in seeing that, although it is true that "nothing can come from nothing," it is not entirely true that "being cannot come from being." One must distinguish being-in-act from being-in-potency. While it is true that from being-in-act, being-in-act cannot come since it would already be. The alternative from which being can come is not non-being, but being-in-potency. From being-in- potency there can come being-in-act. Copied from aquinasonline.com.
Michelangelo is alleged to have said that when he set out to sculpt a statue from a formless block of marble, he sought only to remove the excess marble from the statue that was already there inside the block. This sentiment expresses what Aristotle discovered to be necessarily true for all change.
Aristotle discovered the concept of potency by observing accidental changes. He observed, for instance, that a sculptor can make a statue from a block of marble. This is possible only because the block of marble is endowed with a certain property - the possibility and capacity of being transformed. The figure of the statue is in potency in the block of marble. This potency is not nothing, it is not non-being. It is real; not with the reality of being-in-act, but with the reality which corresponds to being-in- potency.
The first principles of motion can be discovered but they cannot be demonstrated. In order to demonstrate them, we would have to assume that they are the result of other principles, in which case they would not be the first principles. (Posterior Analytics I, 3) These principles are not demonstrated but discovered by analyzing substantial changes.
In his analysis of change, Aristotle discovered that every change implies duality. It implies a subject in potency which, by the action of some agent, pases into act, i.e. receives some new perfection or actuality. Motion presupposes the acquisition of something and the corruption of something else. The subject of change is what stays the same through the change. However, through the change, it acquires something new and loses what it previously had. Motion implies a passive principle and an active principle, intrinsic to the thing that changes.
Thus, there are three principles necessary for change to take place.
There must be something new that comes to be, something old that
passes away, and something that stays the same throughout. In the
Aristotelian tradition, these principles receive the names form, privation
and matter. Form is what comes to be, privation is what passes away and
matter is what stays the same throughout the change. In the case of a
statue, the shape of the sculpture, Michelangelo's "David" for instance,
is the form that comes to be when a formless block of marble becomes a
statue. The formlessness of the block is itself the privation of the statue
shape, and the potency for the statue shape. The marble, first in block
shape, later in "David" shape, is what stays the same throughout the
change. The case of the coming to be of a statue is an instance of an
accidental change; what changes are the accidents of the marble. What
stays the same is the substance of the marble.
For Aristotle, motion is the technical name for changes in accidents. There are three kinds of motion for Aristotle: a change in quality (which he calls alteration), a change in quantity, size (called growth or diminution), and a change in place (called local motion). In all cases, motion, as such, is defined as the act of a being in potency insofar as it is in potency. Motion is the process that a substance goes through in which it loses one accidental form or actuality and gains another. As such, motion is an actuality, but an imperfect one. Hence, the definition includes the qualification "insofar as it is in potency." Motion is the act of something that does not yet have, but is acquiring, the full act of a new accidental determination, a new quality, size or position. While the motion is taking place, the new determination is neither fully actual (for then the motion would be over) nor fully potential (for then the motion would not have begun.) The fact that motion is an imperfect act implies, for Aquinas, that for every true motion, there must be a cause sustaining that motion. This is the basis for Aquinas' First Way of proving the Existence of God in the Summa Theologiae (S.T. Ia, 2, 3), a point often overlooked by his interpreters and critics.
Aristotle discovered these principles of nature (matter, form and
privation) by analyzing accidental changes. He found that they could
also explain the more fundamental kinds of changes, changes that
involve the passing away and coming to be of substances.
In order to find an example of a substantial change, i.e. a change that
involves the coming to be or passing away of a substance, one first has
to admit that there are substances of different kinds. For example, if one
admits that sodium and chlorine are different substances (and they
certainly appear different - one is a white metal, the other a green gas),
and that they are each different from salt (also apparently so), then one
can see that the change from sodium and chlorine to salt is a substantial
change. The Aristotelian principles used to explain the change are the
analogous to those used in explaining accidental changes: matter, form
and privation. What comes to be is a new form in the matter, i.e. in what
persists through the change. This new form comes to be in what
previous lacked that form, i.e. in what had the privation of the form.
Thus, the form salt comes to be in the matter of chlorine and sodium.
Form and matter, however, make up a substantial unity; one cannot have
form without matter, nor matter without some form. But, one can still
distinguish these principles, and also understand that these principles are
real features of the things that exhibit them.
For more on form and matter, be sure to check out the Four Causes.
Modern science has pretty well confirmed atomic theory as an explanation of chemical reactions. Thus, it is sometimes thought that this theory supercedes Aristotle's hylomorphic theory. Material things, then, are thought to be fully explained as the collection of atoms, united into molecules of varying size and complexity. Macroscopic objects, like trees and animals and planets, are thus seen to be the collection of so many parts, much like a machine, that work together in a kind of harmony. If Aristotle's thought is to be assimilable to modern atomic theory at all, it is sometimes proposed that his notion of form simply designates the arrangement of smaller parts, say atoms or molecules.
Read an Aristotelian/Thomistic Analysis of Chemical Processes
However, to say that the form is the configuration of parts, does not
capture all that Aristotle means by form. While it is true that there can
be no form without matter, and in a certain sense, form is realized in
matter in a certain configuration, the matter all by itself does not
account for its configuration. A favorite example of Aristotle's is the
case of a house made out of bricks. The bricks are the matter of the
house, but bricks all by themselves do not account for the house, as
opposed to a pile of bricks. The form is a cause in the sense of that it is
constitutive of the thing it is the form of, just as the matter is
constitutive of the thing. But form has a certain priority and explanatory
value because the form accounts for the matter being in a certain
configuration while in that configuration, something that matter cannot do.
Thus, to claim that atomic theory explains all of the phenomena of observation is simply to miss some observations, or to suppose that more is explained than actually is. Richard Connell in Substance and Modern Science (Houston: Center for Thomistic Studies, 1988) puts the point well.
Reflecting on the theory, we see that the representation of atoms as aggregates does account for the union and separation of atoms, but that it does not explain the disappearance of some properties and the coming to be of others, except for adding the mass (mass-energy), which is conserved. (We might add the that total charge is conserved too.) So given that changes have occurred in almost all the properties, we know that something more than a mere uniting must occur, even though the nature of the additional activities or interactions is left in the dark. That some sort of interaction must occur cannot be doubted, if observation is to mean anything, but precisely what the character of the interaction is we have no way of determining.(86)
Copyright © 1996-2015 Joseph M. Magee, Ph.D. - Last Updated 3/20/15
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from The American Heritage® Dictionary of the English Language, 4th Edition
- adj. Incapable of being overcome or defeated; unconquerable.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- n. Someone or something that cannot be defeated, destroyed or killed.
- adj. Impossible to defeat, destroy or kill.
from the GNU version of the Collaborative International Dictionary of English
- adj. Incapable of being conquered, overcome, or subdued; unconquerable; insuperable.
from The Century Dictionary and Cyclopedia
- Incapable of being conquered or subdued; that cannot be overcome; unconquerable; insuperable: as, an invincible army; invincible difficulties.
- n. One who is invincible. Specifically
- n. A member of an Irish society, organized in 1881, whose avowed object was “to remove all tyrants from the country.”
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- adj. incapable of being overcome or subdued
"That invincible Samson far renowned" we should lay the stress on the first syllable of _invincible_.
Caleb, observing what stress they laid upon the difficulty of conquering Hebron, a city garrisoned by the giants, and how thence they inferred that the conquest of the whole land was utterly impracticable, in opposition to their suggestions, and to convince the people that he spoke as he thought, bravely desired to have that city which they called invincible assigned to himself for his own portion: "I will undertake to deal with that, and, if I cannot get it for my inheritance, I will be without."
'I would like to see them come against my lads, I'll show them what the word invincible truly means.
So far as fixing human responsibility, the most important division of ignorance is that designated by the terms invincible and vincible.
What he had heard from Malinche had greatly raised his curiosity with regard to her country, and his longing to see these people, whom she described as invincible in war, and so infinitely superior in civilization to the Tabascans.
The heroine, in a nice change of pace from the usual insecure whiner, is described by the mangaka herself as "invincible"--she is coolly confident in herself and her quite formidable powers.
They became "invincible" - natural-born jungle - and night-fighters, as well as "utterly ruthless, utterly cruel and utterly blind to any of the values which make up our civilization."
They became "invincible" -- natural-born jungle - and night-fighters, as well as "utterly ruthless, utterly cruel and utterly blind to any of the values which make up our civilization."
No Responses to "Sky's Sunday Supplement: Manchester United's squad, rather than the team, is" invincible "- Paul Hayward"
When he fully understood the nature of my situation, in invincible aversion to Sir John Belgrave, and my fears, which, mortifying as they must be to him, I could not help expressing, lest his father should prevail on Mrs Newill to betray me entirely into his power – he expressed in his rough sea language so much pity for me, and so much indignation at the conduct of his family, that I became persuaded I might trust him.
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Definitions for heterogeneousˌhɛt ər əˈdʒi ni əs, -ˈdʒin yəs
This page provides all possible meanings and translations of the word heterogeneous
consisting of elements that are not of the same kind or nature
"the population of the United States is vast and heterogeneous"
originating outside the body
Diverse in kind or nature; composed of diverse parts.
Incommensurable because of different kinds.
Having more than one phase (solid, liquid, gas) present in a system or process.
Visibly consisting of different components.
Of a network comprising different types of computers, potentially with vastly differing memory sizes, processing power and even basic underlying architecture; alternatively, of a data resource with multiple types of formats.
Origin: From heterogeneus, from ἑτερογενής, from ἕτερος + γένος. Compare hetero- and -ous.
differing in kind; having unlike qualities; possessed of different characteristics; dissimilar; -- opposed to homogeneous, and said of two or more connected objects, or of a conglomerate mass, considered in respect to the parts of which it is made up
Origin: [Gr. ; + race, kind; akin to E. kin: cf. F. htrogne.]
Translations for heterogeneous
From our Multilingual Translation Dictionary
- heterogeniCatalan, Valencian
- různorodý, heterogenníCzech
- heterogeeninen, epäyhtenäinen, sekalainenFinnish
- ilghnéitheach, ilchineálachIrish
- iol-ghnèitheachScottish Gaelic
- yl-chynnoil, yl-cheintaghManx
- heterogeen, heterogeneDutch
- heterogenNorwegian Nynorsk
- heterogênea, heterogêneoPortuguese
- eterogen, eterogenă, neuniformRomanian
- неоднородный, гетерогенныйRussian
- heterogjen, tjetërllojshëmAlbanian
- విజాతి, విభిన్నTelugu
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VIEWS: 2,287 PAGES: 10 POSTED ON: 8/21/2010
WHAT IS A PREPOSITION? A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition. A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples: The book is on the table. The book is beneath the table. The book is leaning against the table. The book is beside the table. She held the book over the table. She read the book during class. In each of the preceding sentences, a preposition locates the noun "book" in space or in time. A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb. The most common prepositions are "about," "above," "across," "after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," "from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," "past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," "up," "upon," "with," "within," and "without." Each of the highlighted words in the following sentences is a preposition: The children climbed the mountain without fear. In this sentence, the preposition "without" introduces the noun "fear." The prepositional phrase "without fear" functions as an adverb describing how the children climbed. There was rejoicing throughout the land when the government was defeated. Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional phrase acts as an adverb describing the location of the rejoicing. The spider crawled slowly along the banister. The preposition "along" introduces the noun phrase "the banister" and the prepositional phrase "along the banister" acts as an adverb, describing where the spider crawled. The dog is hiding under the porch because it knows it will be punished for chewing up a new pair of shoes. Here the preposition "under" introduces the prepositional phrase "under the porch," which acts as an adverb modifying the compound verb "is hiding." The screenwriter searched for the manuscript he was certain was somewhere in his office. Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his office," which acts as an adverb describing the location of the missing papers. Written by Heather MacFadyen THE PREPOSITION Recognize a preposition when you see one. Prepositions are the words that indicate location. Usually, prepositions show this location in the physical world. Check out the three examples below: The puppy is on the floor. The puppy is beside the phone. The puppy is in the trashcan. On, in, and beside are all prepositions. They are showing where the puppy is. Prepositions can also show location in time. Read the next three examples: At midnight, Jill craved mashed potatoes with grape jelly. In the spring, I always vow to plant tomatoes but end up buying them at the supermarket. During the marathon, Iggy's legs complained with sharp pains shooting up his thighs. At midnight, in the spring, and during the marathon all show location in time. Because there are so many possible locations, there are quite a few prepositions. Below is the complete list. about concerning onto above despite on top of according to down out across during out of after except outside against except for over along excepting past along with for regarding among from round apart from in since around in addition to through as in back of throughout as for in case of till at in front of to because of in place of toward before inside under behind in spite of underneath below instead of unlike beneath into until beside like up between near upon beyond next up to but* of with by off within by means of on without * But is very seldom a preposition. When it is used as a preposition, but means the same as except—Everyone ate frog legs but Jamie. But usually functions as a coordinating conjunction. Understand how to form a prepositional phrase. Prepositions generally introduce prepositional phrases. Prepositional phrases look like this: preposition + optional modifiers + noun, pronoun, or gerund Here are some examples: At school At = preposition; school = noun. According to us According to = preposition; us = pronoun. By chewing By = preposition; chewing = gerund. Under the stove Under = preposition; the = modifier; stove = noun. In the crumb-filled, rumpled sheets In = preposition; the, crumb-filled, rumpled = modifiers; sheets = noun. Realize that some prepositions also function as subordinate conjunctions. Some prepositions also function as subordinate conjunctions. These prepositions are after, as, before, since, and until. A subordinate conjunction will have both a subject and a verb following it, forming a subordinate clause. Look at these examples: After Sam and Esmerelda kissed goodnight After = subordinate conjunction; Sam, Esmerelda = subjects; kissed = verb. As Jerome buckled on the parachute As = subordinate conjunction; Jerome = subject; buckled = verb. Before I eat these frog legs Before = subordinate conjunction; I = subject; eat = verb. Since we have enjoyed the squid eyeball stew Since = subordinate conjunction; we = subject; have enjoyed = verb. Until your hiccups stop Until = subordinate conjunction; hiccups = subject; stop = verb. If you find a noun [with or without modifiers] following one of these five prepositions, then all you have is a prepositional phrase. Look at these examples: After the killer calculus test After = preposition; the, killer, calculus = modifiers; test = noun. As a good parent As = preposition; a, good = modifiers; parent = noun. Before dinner Before = preposition; dinner = noun. Since the breakup Since = preposition; the = modifier; breakup = noun. Until midnight Until = preposition; midnight = noun. 1997 - 2010 by Robin L. Simmons All Rights Reserved Preposition By English Creation on Thursday, June 25, 2009 Preposisi atau kata depan adalah kata yang dihubungkan denan kata yang lain sehingga mempunyai arti tersendiri. Contoh: By bus = dengan bus By night = pada malam hari By David = oleh david By the river = dekat sungai Preposisi dalam bahasa inggris adalah: in, at, on, of, for, from, to, into, by, with, without, about, after, before, above, over, under, below, beneath, inside, outside, beside, besides, near, behind, opposite, across, along, alongside, toward, between, among, round (around), via, versus, during, until, within, upon, beyond, against, through, throughout, up, down, like, as, per. Contoh penggunaan Preposisi: • I live in Ngabang. • I live on Jalan Manunggal. • I live at Gang Manunggal 71. Untuk menyatakan nama kota harus menggunakan in. Untuk menyatakan nama jalan harus menggunakan on. Untuk menyatakan nomor rumah harus menggunakan at. Jadi, preposisi digunakan dengan kata tertentu sebagai pasangannya masing-masing sehingga mempunyai arti tersendiri. Penempata preposisi harus memperhatikan jenis kata yang mendampinginya. Berikut ini aturan- aturan penempatan preposisi. KATA BENDA + PREPOSISI PREPOSISI + KATA BENDA Ketika bertemu dengan kata benda, preposisi harus diletakkan sebelum kata benda dan atau sesudah kata benda yang mempunyai makna tersendiri. Contoh preposisi yang diletakkan sebelum kata benda sebagai berikut. • I’ll pay in cash. (saya akan membayar dengan uang tunai) • We are in agreement on that point. (Kami sepakat dalam hal itu) • The ownership of this house is in dispute. (Kepemilikan atas rumah ini sedang dalam perselisihan) • The typewriter is in use. I can do this later. (Mesin tik itu sedang dipakai. saya bisa mengerjakan ini nanti. KATA BENDA + PREPOSISI Contoh preposisi yang dletakkan sesudah kata benda sebagai berikut. • There has been a rise in prices recently. (Ada kenaikan dalam harga akhir-akhir ini) • There is an increase in population every year. (Ada peningkatan dalam jumlah penduduk setiap tahun) • There was a decrease in traffic accidents last month. (Ada penurunan dalam kecelakaan lalu lintas pada bulan yang lalu) • We hope there will be a fall in crimes. (Semoga akan ada penurunan dalam masalah kejahatan) KATA SIFAT + PREPOSISI Ketika bertemu dengan kata sifat, preposisi harus diletakkan setelah kata sifat dan mempunyai arti yang berlainan. • The bottle is full of water. (Botol itu penuh dengan air) • The letter you wrote was full of mistakes. (Surat yang kamu tulis penuh dengan kesalahan) • He is capable of taming horses. (Dia mampu untuk menjinakkan kuda) • Robert is fond of detective stories. KATA KERJA + PREPOSISI Ketika bertemu dengan kata kerja, preposisi harus diletakkan setelah kata kerja dan mempunyai makna yang berlainan. • They care about wild animals. (Mereka peduli terhadap binatang liar) • Sally often complains about food. (Sally sering mengeluh tentang makanan). • I dreamt about you last night. (Aku mimpi tentang kamu tadi malam). • Did you hear about the fire on Friday night? (Apakah kamu mendengar tentang kebakaran pada Jum’at malam?) KATA KERJA + OBJEK + PREPOSISI Ketika bertemu dengan kata kerja dan objek, preposisi harus diletakkan setelah kata kerja dan objek dan mempunyai makna yang berlainan. • Fred is going to ask them for information about the concert. (Fred akan meminta informasi dari mereka tentang konser itu) • They blamed me for the accident. (Mereka menyalahkan saya atas kecelakaan itu). • Simon accused Helen of breaking the glass. (Simon menuduh Helen memecahkan kaca itu). • This village reminds me of mine. (Desa ini mengingatkan saya pada desa saya sendiri). PREPOSISI + GERUND Ketika bertemu dengan gerund, preposisi harus diletakkan sebelum gerund dan mempunyai makna yang berlainan. (Gerund adalah kata benda yang dibentuk dari kata kerja dengan akhiran –ing, misalnya: singing, parking, playing). • Jessica is very fond of singing. (Jessica sangat gemar menyanyi) • Febby is in the habit of talking to herself. (Febby sudah terbiasa bicara sendiri) • You must choose between working hard or being poor. (Kamu harus memilih antara kerja keras atau menjadi miskin). Posted by Real_Comment at 4:25 AM Mr. Awaludin Blog.... Two-word Verbs Diposting oleh miewie pada Dec 31, '08 11:50 AM untuk semuanya Two-word verbs disebut juga Two-part Verbs adalah kata kerja yang dikombinasikan dengan Preposition atau Adverbial Particle yang mengandung satu kesatuan arti. Two-words Verbs ini ada yang bisa dipisahkan (Separable) jika memiliki obyek dan jika obyek tersebut diganti dengan Obyek Pronoun atau obyek tersebut pendek (me, him, her, it, us, you, them) dan ada yang tidak dapat dipisahkan (Non-Separable). Two-word Verbs yang dapat dipisahkan oleh Object Pronoun adalah kombinasi Verb + Adverbial Particle, sedangkan Two-word Verbs yang tidak dapat dipisahkan oleh Object Pronoun adalah kombinasi Verb + Preposition. Two-word Verbs yang tidak memiliki obyek juga adalah kombinasi Verb + Adverbial Particle. Apakah Adverbial Particles itu? Adverbial Particles adalah kata-kata yang ditempatkan sesudah kata kerja untuk menunjukkan posisi dan arah gerakan. Contoh Two-word Verbs yang dapat dipisahkan oleh Object Pronoun (Separable Two-word Verbs): 1. Break down the door. Please, don’t break it down. 2. Call off the meeting. Students, I wanna call it off. 3. Cross out the wall. Please, don’t cross it out. 4. Do over our classroom. Students, we will do it over tomorrow. 5. Don’t hang up the window. Boy, Don’t hang it up! 6. Don’t put off your work. Student, don’t put it off till tomorrow, Ok! 7. Figure out the problem. I see. I figure it out. 8. Fill in the form. Please, fill it in carefully. 9. Find out the solution. Student, I have find it out. 10. Give back the books. Nanda, Please, give them back. 11. Hand in your homework. Please, hand it in on my desk. 12. Hand out the papers test. Now, I will hand them out to you. 13. Keep off the grass. Students, don’t keep it off! 14. Look over the notes. Class, I’ll look them over. 15. Pick up the pencil. Please, pick it up, Anna. 16. Put away the books. Joey, Put them away, Ok! 17. Tear up the paper. Don’t tear it up! 18. Throw away the rubbish. Please, throw it away to the litter-bin. Here, little bit of test for you. Please, write new words from the last letters that has given. For instance: 1. pencil 2. lion 3. et cetera (dll) phrasal verb, is a special type two word verb idiom made up or adverb. Like most idioms, the 2-word 2-2-word verb ttusually has a m1997 INTERLINK LanguageCenters - Created by Mark Fede ea A 2-word verb, also called a phrasal verb, is a special type of idiom made up of a verb plus a preposition or adverb. Like most idioms, the 2-word verb usually has a meaning different from the words it is composed of. For example, when you look up a word in the dictionary, you are not really looking up - you may even be looking down. It is important to study 2-word verbs because they are very common, especially in everyday speech. Phrasal Verbs By Kenneth Beare, What are Phrasal Verbs? There are four types of phrasal verbs. Phrasal verbs can be separable or inseparable and they can take an object or not. Here is a guide to the basics of phrasal verbs. Phrasal Verbs which Take Objects Phrasal verbs which take objects can be separable or inseparable: Separable phrasal verbs can remain together when using an object that is a noun or noun phrase. I picked Tom up. OR I picked up Tom. They put their friends up. OR They put up their friends. Separable phrasal verbs MUST be separated when a pronoun is used: We picked him up at the station. NOT We picked up him at the station. They put them up. NOT They put up them. Inseparable phrasal verbs always remain together. It makes no difference if a noun or pronoun is used. We set off for the beach. / We set off for it. They are looking after the children. / They are looking after them. Phrasal Verbs which Don't Take Objects Some phrasal verbs do not take objects. These phrasal verbs are ALWAYS inseparable. They thieves got away. The bus broke down on the way to work. She got up early.
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- Sake is a reason, cause, benefit or motive.
- An example of sake is someone joining the military after a loved one was killed in the World Trade Center, he is joining for the sake of his loved one.
- An example of sake is a woman not drinking while pregnant for the health of her unborn baby, she is avoiding drinking for the sake of her baby.
- Sake is a Japanese fermented rice alcoholic drink.
An example of sake is the warm drink people have at a sushi restaurant.
- purpose or reason; motive; cause: for the sake of harmony
- advantage; behalf; benefit: for my sake
Origin of sakeMiddle English ; from Old English sacu, cause or suit at law, contention, akin to German sache, thing, affair ; from Indo-European base an unverified form sāg-, to investigate from source seek, Classical Latin sagire, to perceive, find, sagax, sharply discerning
Origin of sakeJapanese ultimately ; from uncertain or unknown; perhaps sakayu, to prosper
- Purpose; motive: a quarrel only for the sake of argument.
- Advantage; good: for the sake of his health.
- Personal benefit or interest; welfare: for her own sake.
Origin of sakeMiddle English, lawsuit, guilt, from Old English sacu; see sāg- in Indo-European roots.
Origin of sakeJapanese.
- The word sake is generally used in constructions of the form "for X's sake" or "for the sake of X", where X is a noun. (See the quotations above, for sake of, and for the sake of.)
- Garner's Modern American Usage notes it is common to write an apostrophe rather than apostrophe-ess in this construction when the noun ends in an /s/ or /z/ sound: for appearance' sake, for goodness' sake.
From Middle English sake (“sake, cause"), from Old English sacu (“cause, lawsuit, legal action, complaint, issue, dispute"), from Proto-Germanic *sakÅ (“affair, thing, charge, accusation, matter"), from Proto-Indo-European *sag- (“to investigate"). Akin to West Frisian saak, Low German sake, Dutch zaak "cause, thing", German Sache "thing, legal cause", Danish sag, Swedish sak, Gothic ðƒðŒ°ðŒºðŒ¾ð‰ (sakjo, “dispute, argument"), Old English sÅcn (“inquiry, prosecution"), Old English sÄ“can (“to seek"). More at soke, soken, seek.
(plural sakes) Sake on Wikipedia.
From Japanese é…’ (ã•ã‘, sake), any alcoholic drink.
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Q From Lynne Baker, Dave Olander and others: In your discussion of Ivy League colleges you referred to a competition “between the universities of Harvard, Yale, Columbia and Princeton”. I think the correct usage is between two people or entities and among when three or more are mentioned. Am I right or wrong?
A William Safire commented in the New York Times in 1999 that three style guides — those of his own newspaper, the Associated Press and The Wall Street Journal — all “stand foursquare for the between/among rule” that you cite. He commented that the AP guide included the maxim that “between introduces two items and among more than two”, arguing that as a result it was correct to write “between you and me” but “among the three of us’”.
This is still a matter that’s capable of arousing controversy in the US. John McIntyre, an editor with the Baltimore Sun, was criticised for saying in a radio broadcast on National Grammar Day in March 2008 that between could be used for more than two. He wrote in the paper later that month that he had come across a passage in Robert Dallek’s Nixon and Kissinger that made his point: “Between February 25 and March 4, Kissinger resumed his shuttle diplomacy, traveling between Damascus, Tel Aviv, Cairo, Amman, Riyadh, and Bonn, before his return to the United States.” Mr McIntyre comments, “He did not travel among those six cities; he traveled between one and another seriatim.”
Most US style guides agree with Mr McIntyre that between can be used for more than two. British guides say the same, following the statement by James Murray in the Oxford English Dictionary more than a century ago: “Between has been, from its earliest appearance, extended to more than two”, with his earliest example being from the year 971. Noah Webster made the same point in his dictionary in 1828; Sir Ernest Gowers called the rule a superstition in the Second Edition of Fowler in 1965. It seems to have grown out of a view by grammarians of the eighteenth century that was falsely based on etymology, since the second part of between is from a Germanic source that’s related to twain and two. This led Dr Johnson to assert the rule as you have given it in his own dictionary in 1755, although he added, “but perhaps this accuracy is not always observed”.
The Merriam-Webster Dictionary of English Usage says that, “the enormous amount of ink spilled in the explication of the subtleties of between and among has been largely a waste; it is difficult for a native speaker of English who is not distracted by irrelevant considerations to misuse the two words” and ends “you are going to be better off following your own instincts than trying to follow somebody else’s theory of what is correct”, a statement that may equally apply to this article.
The one part that’s correct is that you must use between if only two things are in consideration: “he stood among two people” feels obviously wrong. But to put the complete rule into words isn’t easy. James Murray said that between expresses the relation of things to surrounding things regarded separately and individually but among expresses it to them only collectively and vaguely. A modern guide says that between is right when the relationships among the members of the group are essentially reciprocal or mutual, while among suggests there is no close relationship.
I leave the last word with subscriber Malcolm Ross-Macdonald: “I was cured of this shibboleth when I was challenged to use ‘among’ instead of ‘between’ in the sentence, ‘He lived in that ill-defined triangle between East Town, West Town, and South Town.’”
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Definition of indicia
n. pl. - Discriminating marks; signs; tokens; indications; appearances.
The word "indicia" uses 7 letters: A C D I I I N.
No direct anagrams for indicia found in this word list.
Words formed by adding one letter before or after indicia (in bold), or to acdiiin in any order:
s - indicias
Shorter words found within indicia:
acid acini ad ai aid ain an and ani cad cadi caid cain can canid din id in inia na nicad nidi
List shorter words within indicia, sorted by length
Words formed from any letters in indicia, plus an optional blank or existing letter
List all words starting with indicia, words containing indicia or words ending with indicia
All words formed from indicia by changing one letter
Other words with the same letter pairs: in nd di ic ci ia
Browse words starting with indicia by next letter
Previous word in list: indices
Next word in list: indicias
Some random words: volant
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As my loyal reader will remember, I posted a series of posts on learning Liturgical Latin a while back. They start here, and the rest (19 in all) can be found by following the tag 'Latin Class.'
However, since then, I have come across a number of other resources online that may be of interest. So in this post, I give a selection of links which will help anyone striving to learn Latin for the Liturgy.
For a dictionary, there is Lewis and Short, which is excellent.
Then there is the Vulgate (St Jerome's masterly Latin translation of the Bible, used by the Church in the West for centuries as the authoritative and liturgical text for Holy Scripture). This is online, with parallel English translation here.
For the Mass in the Traditional Form, there is this which is very beautifully laid out, for the Ordinary of the Mass. For the Propers (and a less decorated, but in some easy more helpful version of the Ordinary) this is excellent.
For Mass in the New Rite, I have yet to see a parallel Latin and (corrected) English translation of the Ordinary online: I am sure that there is one out there, so if a kind reader could point it out, I would be grateful.
For the Lectionary of the New Rite, there is this (US version, but for the purposes of learning Latin, should be OK: I haven't read it.)
For the Divine Office, this seems a very comprehensive site.
If anyone knows of any other useful online resources for the learning of Liturgical Latin, I'd be very grateful.
A very interesting piece- Some thoughts - I have not fully absorbed everything at the following link but it rings a lot of bells for me. http://onthesideoftheangels.blogspot.co.uk/ It has seeme...
8 hours ago
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For starters, I want to thank Eric for letting me guest on his blog. This has been a lot of fun, with great comments, and definitely converted me to the value of blogging! Thanks to all. Now...
Suppose you think of happiness as a matter of a person’s emotional condition, or something along those lines. If you don’t like to think of happiness that way, then imagine you’re wanting to assess the emotional aspects of well-being: how well people are doing in terms of their emotional states. What, exactly, would you look to measure?
An obvious thought is feelings of joy and sadness, but of course there’s more to it than that: cheerfulness, anger, fear, and worry also come to mind, as well as feelings of being stressed out or anxious. So if you’re developing a self-report-based instrument, say, you’ll want to ask people about feelings like these, and doubtless others.
Here’s what Kahneman et al. (2004) use in one of the better measures, the Day Reconstruction Method (DRM): “Positive affect is the average of happy, warm/friendly, enjoying myself. Negative affect is the average of frustrated/annoyed, depressed/blue, hassled/pushed around, angry/hostile, worried/anxious, criticized/put down.” Also measured, but not placed under the positive/negative affect heading, were feelings of impatience, tiredness, and competence. (I’d be inclined to put the former two under negative—detracting from happiness, and the latter under positive—adding to happiness.) Another question asks, “Thinking only about yesterday, what percentage of the time were you: in a bad mood, a little low or irritable, in a mildly pleasant mood, in a very good mood.”
I think these are reasonable questions, but doubtless they can be improved. First, are these the right feelings to ask about? Second, should each of these feelings get the same weight, as the averaging method assumes? But third, should we only be looking at feelings?
Exercise: think about the most clearly, indisputably happy people you know. (Hopefully someone comes to mind!) Good measures of happiness should pick those individuals out, and for the right reasons. So what are the most salient facts about their emotional conditions? How do you know they are happy? Did you guess the integral of the feelings listed above over time? I doubt it! In my case, the first thing that comes to mind is not feelings at all, but a palpable confidence, centeredness, or settledness of stance. (BTW, the most blatantly cheerful people I know don’t strike me as very happy at all; their good cheer seems a way of compensating for a basically unsettled psyche.) For the people I’m thinking of, I’m guessing they’re happy because of what seems to me to be their basic psychic orientation, disposition, or stance. They are utterly at home in their skin, and their lives.
If this is even part of the story, then affect measures like those above appear to exhibit a “feeling bias,” putting too much weight on feeling episodes rather than matters of basic psychic orientation. How to fix? I don’t know, but one possibility is to use “mood induction” techniques, e.g. subjecting people to computer crashes and seeing how they respond. A happy person shouldn’t easily fly into a rage. But this won’t work well for some large surveys. And what about occurrent states like a constant, low level stress that doesn’t quite amount to a “feeling” of being stressed, or at least not enough to turn up in reports of feeling episodes, yet which may have a large impact on well-being? And how do you tell if someone is truly centered emotionally?
I believe that in the psychoanalytic tradition little stock is put in sums of occurrent feelings, much less reports of those feelings, since so much of unhappiness (and by extension happiness) in their view is a matter of the unconscious--deep-down stuff that only came through indirectly, in dreams, reactions to situations, etc. I think this is roughly right. But how do we measure that?
Basically, my question is, how should the sorts of affect measures used in the DRM be changed or supplemented to better assess happiness, or the quality of people’s emotional conditions?
Monday, July 16, 2007
For starters, I want to thank Eric for letting me guest on his blog. This has been a lot of fun, with great comments, and definitely converted me to the value of blogging! Thanks to all. Now...
Thursday, July 12, 2007
Two posts back I suggested that people may have evolved with psychological needs for which they lack corresponding desires, or at least strong enough desires given the significance of the needs. For certain needs may have been met automatically in the environment in which we evolved, so that there wouldn’t be any point in having desires for them. Today I want to suggest a possible example of this: a need for close engagement with the natural environment.
Biologist E.O. Wilson and others have defended the “biophilia” hypothesis, according to which human beings evolved with an innate affinity for nature. They have noted a variety of results pointing to the measurable benefits of exposure to natural scenes, wilderness, etc. (E.g., hospital patients with a view of trees and the like tend to have better outcomes.) To be honest I have not read this literature extensively, but the root idea strikes me as very plausible.
Indeed, I suspect that human beings have a basic psychological need for engagement with natural environments, so that their well-being (in particular, their happiness) is substantially diminished insofar as they are removed from such environments. And yet we don’t perceive an overwhelming desire for it, because the need was automatically fulfilled for our ancestors.
I can’t offer much argument here, but one reason to believe all this is that dealing with wilderness places intense cognitive demands on us, presenting us with an extremely rich perceptual environment that requires a high degree of attentiveness and discernment. (I don’t mean enjoying a hike in the woods, perceived as a pleasant but indiscriminate blur of greens, browns, and grays—I mean *knowing* the woods intimately, because the success of your daily activities depends on it.) The selection pressures on our hunter-gatherer ancestors to excel in meeting these demands must have been intense, and I think this is one of the things we are indeed really good at. Moreover, it is plausible that we really enjoy exercising these capacities (recall Rawls’ “Aristotelian Principle”). Insofar as we fail to exercise these capacities, we may be deprived of one of the chief sources of human happiness (see, Michael Pollan’s excellent “The Modern Hunter-Gatherer.”) I suspect that most artificial environments (think suburbia) are too simple and predictable, leaving these capacities mostly idled, and us bored. (Perhaps many people love cities precisely because they come closer to simulating the richness of nature.)
At the same time, we are obviously social creatures, most of whom have a deep need to live in community with others. Living alone in the forest is not a good plan for most of us. Distinguish two types of community: “land communities,” where daily live typically involves a close engagement with the natural environment; and “pavement communities,” where it does not. Virtually all of us now live in pavement communities.
Here’s a wild conjecture: human flourishing is best served in the context of a land community. Indeed, only in such a community can our basic psychological needs be met. Call this the “social biophilia hypothesis.” Plausible?
I suppose this will seem crazy to most readers, and maybe it is. For one thing, there is a conspicuous paucity of discussion of such ideas in the psychological literature. Why isn’t there more evidence for this hypothesis in the literature? I would suggest there are two reasons. First, current measures of happiness may be inadequate, e.g. focusing too little on stress and other states where we would expect to find the biggest differential. Second, psychologists basically don’t *study* people in land communities. Almost all the big studies of subjective well-being, the heritability studies, etc., focus on populations living in pavement communities. And there is virtually no work comparing the well-being of people closely engaged with nature and those who are not (but see Biswas-Diener et al. 2005). If the social biophilia hypothesis is true, then this would be a bit like studying human well-being using only hermits as subjects. (“Zounds, they’re all the same! Happiness must be mainly in the genes.”) The question is, how can we study the effects on well-being of living close to nature while controlling for other differences between people who do so and people living in pavement communities?
Tuesday, July 03, 2007
Germs, dirt, and relationships: why people may not want what they need (by guest blogger Dan Haybron)
It is widely thought that happiness depends on getting what you want. Indeed, the switch in economics from happiness to preference satisfaction as the standard of utility was originally based on the idea that the latter is a good proxy for the former: happiness is a function of the extent to which you get what you want. Even if you don‘t believe that, you might accept this weaker claim: basic human needs will normally be accompanied by desires for goods that tend to satisfy those needs; and the strength of those desires will reflect the importance of the needs. Thus human psychological needs will be reflected in people‘s motives. Call this the Needs-Motivation Congruency Thesis (NMCT). Hunger would be a typical example: we strongly desire food because we strongly need food (not just for happiness, of course).
I see no reason to believe that this is true. Among other things, there‘s an in-principle reason we should not expect the NMCT to hold: common human motivational tendencies will largely reflect the needs of our evolutionary ancestors. We want food because such a desire contributed to inclusive fitness: if you didn‘t have that desire, your genes didn‘t go very far. But here‘s another physiological need humans
apparently have: we seem to need early exposure to germs and dirt. Without it, we develop various allergies and immune deficiencies. Yet most people don‘t have a particular attraction to germs and dirt (as such!). If anything, it‘s the reverse. Why? Because such a desire would have done nothing for inclusive fitness when humans evolved: you couldn‘t avoid encounters with lots of germs and dirt. If anything, it
would have been adaptive to limit exposure to such things. So we need a dirty childhood, but don‘t want one; kids are happy to sit in an anti-septic environment playing video games all day, puffing on albuterol inhalers.
The same thing may happen with happiness: we may need certain things for happiness but either have no particular desire for them, or our desire for them is weak compared to the need. Relationships may be an example. Good relationships are the strongest known source of happiness, and are clearly a deep psychological need for human beings. Now normal people do, clearly, desire social relationships. Yet many
if not most of us choose to live in ways that compromise our relationships, often to the net detriment of our happiness. E.g., people often choose lucrative jobs at the expense of time with friends and family. It is easy to see how a strong desire for wealth and status might have been adaptive for early humans, whereas we probably
didn‘t need proportionately strong desires for friendship and family: you got those automatically. So our desire for wealth and status trumps our desire for a more important need, good relationships.
Next up: biophilia as another possible counterexample to the NMCT.
Wednesday, June 27, 2007
A lot of people think of happiness in terms of life satisfaction, and take life satisfaction measures to tell us about how happy people are. There is something to this. But no one ever said “I just want my kids to be satisfied with their lives,” and for good reason: life satisfaction is very easy to come by. To be satisfied with your life, you don’t even have to see it as a good life: it just has to be good enough, and what counts as good enough can be pretty modest. If you assess life satisfaction in Tiny Timsylvania, where everyone is crippled and mildly depressed but likes to count their blessings, you may find very high levels of life satisfaction. This may even be reasonable on their part: your life may stink, but so does everyone’s, so be grateful for what you’ve got. Things could be a lot worse.
Many people would find it odd to call the folks of Tiny Timsylvania happy. At least, you would be surprised to pick up the paper and read about a study claiming that the depressed residents of that world are happy. If that’s happiness, who needs it? For this and other reasons, I think that life satisfaction does not have the sort of value we normally think happiness has, and that researchers should avoid couching life satisfaction studies as findings on “happiness.” To do so is misleading about their significance.
So are life satisfaction measures are pointless? No: we might still regard them as useful measures of how well people’s lives are going relative to their priorities. Even if they don’t tell you whether people’s lives are going well, for reasons just noted, they might still tell you who’s doing better and worse on this count: namely, if people whose lives are going better by their standards tend to report higher life satisfaction than those whose lives are going worse. This might well be the case, even in Tiny Timsylvania. (Though caution may be in order when comparing life satisfaction between that nation and Archie Bunkerton, where people like to kvetch no matter how well things are going.)
This kind of measure may be important, either because we think well-being includes success relative to your priorities, or because respect for persons requires considering their opinions about their lives when making decisions on their behalf. The government of Wittgensteinia, populated entirely by dysthymic philosophers who don’t mind being melancholy as long as they get to do philosophy, should take into account the fact that its citizens are satisfied with their lives, even if they aren’t happy.
Note that the present rationale for life satisfaction as a social indicator takes it to be potentially important, but not as a mental state good. Rather, it matters as an indicator of conditions in people’s lives. Concern for life satisfaction is not, primarily, concern about people’s mental states. So rejecting mentalistic views of well-being is no reason for skepticism about life satisfaction.
Friday, June 22, 2007
The popular media often highlight studies purporting to show that some (usually very large) proportion of people are happy, whereas some other (usually very small) proportion are unhappy (e.g., here and here). I suspect that not many people really believe such assertions, and that they are a major source of skepticism about the science of happiness.
Such claims seem mainly to rest on three kinds of studies: self-reports of happiness (which I critiqued in my last post), life satisfaction surveys, and measures of affect such as the balance of positive versus negative affect. Today I want to focus on this last source of evidence, assuming for the sake of argument a hedonistic or emotional state theory of happiness. Affect balance measures can only support claims that people are “happy” given some view about the threshold for being happy: what balance of positive to negative is needed to count as happy?
Traditionally, the answer has been this: a bare majority of positive affect suffices for being happy. Greater than 50% PA, you’re happy; less and you’re unhappy. (Note that you must have precisely 50% PA vs. NA to fall in the category you might have thought many of us fit: neither happy nor unhappy.) If you are enraged for several hours a day, or cry yourself to sleep every night, you may still be happy if your negative affect doesn’t hit 50%. Perhaps you could be depressed and count as happy on this sort of view.
This seems deeply implausible to me: life probably has to be pretty awful for negative affect to literally be in the majority. When a family member dies, we usually aren’t happy, yet the laughter sometimes outweighs the tears (the unhappiness perhaps revealed more by the ease with which the tears come rather than by their frequency). In informal surveys of students in my classes, a majority refused to ascribe happiness in cases where the percent of NA was significantly less than 50%. Recent work by Fredrickson et al. claims that a 3:1 ratio of PA to NA is needed for people to “flourish”; much less and they “languish.”
I think the correct standard for happiness, even on hedonistic or emotional state views, is less than obvious. Researchers should not just assume the 50% threshold; it needs some defense. (How can we determine the right threshold?) But if the threshold for hedonistic/emotional state happiness is an open question, then we have no basis for saying whether people are happy given such views. This seems to me correct: the science of happiness has taught us a lot, but we really have no idea, except for our hunches and obvious cases like depression, whether people are happy or not. (My hunch: people probably aren’t as miserable as intellectuals tend to think, but most people still probably aren’t happy.)
Perhaps researchers should drop absolute claims about whether people are happy, and focus on relative levels of happiness: who is happier and why? Isn’t this what we mainly care about?
Monday, June 18, 2007
(by guest blogger Dan Haybron)
For my first blog post anywhere, I should probably begin by thanking Eric for inviting me to guest on his blog. I’ve enjoyed his work a lot and think it’s about time his excellent “Unreliability of Naive Introspection” paper was published! So. . .
A fascinating conference on happiness and the law at the University of Chicago a couple of weeks ago made it clearer than ever that there’s lots of interesting philosophical work to be done on policy issues relating to the science of happiness. An obvious worry is that a lot of people still don’t take this research very seriously, making it harder to bring it into the policy arena. Here I want to consider one source of such doubts: studies asking people to report how “happy” they are. These kinds of studies do provide useful information, but they have problems that, given the publicity they receive, can undercut the credibility of the whole enterprise. Perhaps happiness researchers should largely discontinue the practice of asking people how happy they are (as many investigators have already done). Let me note three problems here.
First, we can’t assess the significance of such studies unless we know what people are referring to when they say they are “happy.” Is it life satisfaction, a positive emotional condition . . .? We can be certain that people vary in how they interpret the question, particularly across languages and cultures. Such studies don’t tell us (directly) how happy people are; they tell us, rather, how people think they measure up to their folk theories of “happiness.” This can be useful to know, but it isn’t that useful. For the most part, researchers should probably decide what they want to measure—life satisfaction, affect, etc.—and then measure that.
Second, asking people if they are happy or unhappy is a bit like asking them if they are ugly or stupid, or if their lives are a failure. The question is so emotionally loaded that we should not expect people to think very clearly about it. Americans, e.g., apparently think you’re more likely to go to heaven if you’re happy. Even ascribing (un)happiness to other people is a loaded matter, and can seem judgmental. Less emotionally laden questions should used where possible.
Most importantly, it is only on certain very controversial life satisfaction views of happiness that we should expect people to judge reliably how happy they are. If happiness is a matter of hedonic or emotional state, then people have to aggregate and sum across many states over long periods of time. Then they have to know what balance of affect is required to be (very) happy or unhappy. There is plenty of reason to doubt that people will perform this difficult task with great accuracy. (As readers of this blog may well know. Research on “duration neglect,” e.g., indicates that people basically ignore the duration of experiences when recalling how pleasant they were.) Indeed, I think people are probably dubious judges of how they feel even at the present moment.
If you think of happiness in terms of hedonic or emotional state, as I do, then you can assess it without asking people how happy they are. While there are lots of problems with measures of affect, there seems to be much less skepticism about them. Depression measures, e.g., have their problems, but people don’t generally regard them as meaningless, and most doubts concern the criteria for calling someone depressed rather than the accuracy of the mood measures. In my next post, I’ll suggest that the science of happiness faces a similar problem about the criteria for calling someone happy, versus unhappy. Researchers may be well advised to stop making claims about whether people are happy or not, period.
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British parents are to be quizzed about their children's sex education in a unique study that hopes to improve the way the subject is taught to deaf pupils. The University of Manchester's Audiology and Deafness team is recruiting parents of both deaf and hearing primary school children for its research on children's sex and relationship education (SRE).
The researchers hope their findings will make SRE more accessible for deaf children and, at a later stage, they plan to devise a fun, non-threatening computer game to explore how much deaf as well as hearing children know about issues related to growing up.
Study leader Sarah Suter, in the School of Psychological Sciences, said: "The way SRE is taught in the UK varies from school to school as only selected areas, like HIV and reproduction, are mandatory; other areas of the SRE curriculum, such as feelings and relationships, are guidance only.
"Teaching SRE to deaf children brings additional challenges, as deaf pupils don't 'overhear' and may miss comments and discussions that inform hearing children.
"In addition some deaf children have a very literal understanding of words and may have difficulty understanding the many terms in SRE that require subtle interpretation. They may understand the textbook terms but not the euphemisms that also arise in such discussions.
"It is important we address these issues as children who do not get a good SRE are more vulnerable to abuse because they may not recognise inappropriate behaviour or that their boundaries are being crossed."
Senior lecturer in education of the deaf, Wendy McCracken, added: "There is some evidence to suggest that deaf children are much more likely to face abuse. They may not have the language to be able to tell someone that it is happening and also may lack awareness that the behaviour is inappropriate.
"It is a human right to understand what is happening to your body and what you can expect from relationships. A good SRE keeps children safe."
The three-year study is the first to investigate the sexual and relationships knowledge of deaf children. Other studies have investigated the understanding of deaf college students and adults in the US, but none has ever explored the SRE of deaf youngsters.
"It is important that we know what children are learning at primary-school age before puberty and the effects of raging hormones kick in," added Wendy.
"The study reflects a Government push on social and emotional development of children. Let's not forget that the UK has the highest teen pregnancy rate in Europe, so the subject clearly needs to be addressed."
The team will ask parents in an informal discussion, or by means of an online or postal survey, about what they know of their child's SRE, whose responsibility they believe it is and if they give their children SRE at home. The questions are factual and address what their knowledge of their child's SRE is, rather than whether they believe SRE is right or wrong.
The website also provides parents with the names and contact details of organisations that can help them with any problems, including the National Deaf Children's Society, the parent-support charity ParentlinePlus and the UK's leading sexual health charity, the Family Planning Association.
Sarah added: "We hope to encourage parents of both deaf and hearing children to take part – it will help them know what their children are learning about the world and there is a lot of useful information on the website. By taking part, parents will not only be helping their own families, they will be helping others.
"SRE is a challenging area for all children but especially for children who are deaf. It is important all children learn how to be safe. We hope that our work will inform those who teach our children to be safe and help the children become young, confident, independent people who can look after themselves."
Source: University of Manchester
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Rwandan Genocide Survivors Provide New Insights Into Resilience and PTSD
Philadelphia, PA, 25 February 2010 - The 1994 genocide in Rwanda resulted in the mass killing of up to one million people over the course of about 100 days. Although the exact death toll is unknown, experts estimate that as much as 20% of the country’s entire population was murdered. There can be no doubt or surprise then that some of the survivors developed posttraumatic stress disorder, or PTSD, an anxiety disorder that can develop after witnessing or experiencing a traumatizing event, such as abuse, war, or natural disaster.
However, even under stress as extreme as genocide, not all individuals develop PTSD. Why is it that some do and some don’t? A new study published in Biological Psychiatry, by Elsevier was designed to address that question.
The clues may come from molecular genetics. Scientists already know that, in general, the more traumatic events a person experiences, called ‘traumatic load’, the higher their likelihood of developing PTSD. In this new study, Iris-Tatjana Kolassa and her colleagues show that genetic factors influence this relationship.
They studied 424 Rwandan Genocide survivors, some with and some without PTSD. As expected, they found that those survivors with higher traumatic load had a higher prevalence of lifetime PTSD, a dose-response relationship. But importantly, they also found that the Val158Met polymorphism of the gene encoding the enzyme catechol-O-methyltransferase (COMT) plays a role in this relationship.
Individuals homozygous for the Met allele of this COMT polymorphism have substantially lower activity of this enzyme. Lower COMT activity would be expected to produce higher levels of norepinephrine and dopamine, neurotransmitters that are released during stress. Rwandan survivors with at least one Val allele in this gene showed the typical dose-response relationship between trauma severity and PTSD risk, but those homozygous for the Met allele exhibited a high risk for PTSD independently of the severity of traumatic load.
In other words, people who, due to their genotype, were more likely to inactivate the stress neurotransmitters were somewhat protected from developing stress-related problems relative to people who were less able to metabolize the transmitters.
Dr. John Krystal, Editor of Biological Psychiatry commented: “We hope that molecular genetics will help us to identify those who are most resilient so that we can learn about ways that people cope with stress at a psychological, behavioral, and biological level. We also would like a biological test to help us to identify people who are most vulnerable to the negative effects of stress so that we could target supportive services to these people.” This study is another step in that direction.
Dr. Iris-Tatjana Kolassa cautions that many technical and clinical questions remain open in attempting to develop molecular genetic tests that predict patterns of stress response. But she acknowledged that human genetics could someday play a role in the prevention and treatment of PTSD.
# # #
Notes to Editors:
The article is “The Risk of Posttraumatic Stress Disorder After Trauma Depends on Traumatic Load and the Catechol-O-Methyltransferase Val158Met Polymorphism” by Iris-Tatjana Kolassa, Stephan Kolassa, Verena Ertl, Andreas Papassotiropoulos, and Dominique J.-F. De Quervain. I-T Kolassa and Ertl are affiliated with Clinical Psychology and Neuropsychology, University of Konstanz, Konstanz, Germany. I-T Kolassa is also with Zukunftskolleg, University of Konstanz, Konstanz, Germany. S Kolassa is from the Research and Innovation, Simulation, Analysis and Forecasting AG, Tägerwilen, Switzerland. Papassotiropoulos is affiliated with the Life Sciences Training Facility and Division of Molecular Psychology, Biozentrum, University of Basel, Basel, Switzerland. De Quervain is with the Division of Cognitive Neuroscience and Psychiatric University Clinic, University of Basel, Basel, Switzerland. The article appears in Biological Psychiatry, Volume 67, Issue 4 (February 15, 2010), published by Elsevier.
The authors’ disclosures of financial and conflicts of interests are available in the article.
John H. Krystal, M.D. is Chairman of the Department of Psychiatry at the Yale University School of Medicine and a research psychiatrist at the VA Connecticut Healthcare System. His disclosures of financial and conflicts of interests are available here. Full text of the article mentioned above is available upon request. Contact Maureen Hunter at [email protected] to obtain a copy or to schedule an interview.
About Biological Psychiatry
This international rapid-publication journal is the official journal of the Society of Biological Psychiatry. It covers a broad range of topics in psychiatric neuroscience and therapeutics. Both basic and clinical contributions are encouraged from all disciplines and research areas relevant to the pathophysiology and treatment of major neuropsychiatric disorders. Full-length and Brief Reports of novel results, Commentaries, Case Studies of unusual significance, and Correspondence and Comments judged to be of high impact to the field are published, particularly those addressing genetic and environmental risk factors, neural circuitry and neurochemistry, and important new therapeutic approaches. Concise Reviews and Editorials that focus on topics of current research and interest are also published rapidly.
Biological Psychiatry is ranked 4th out of the 101 Psychiatry titles and 14th out of 219 Neurosciences titles on the 2008 ISI Journal Citations Reports® published by Thomson Scientific.
Elsevier is a world-leading provider of information solutions that enhance the performance of science, health, and technology professionals, empowering them to make better decisions, deliver better care, and sometimes make groundbreaking discoveries that advance the boundaries of knowledge and human progress. Elsevier provides web-based, digital solutions — among them ScienceDirect, Scopus, Elsevier Research Intelligenceand ClinicalKey— and publishes over 2,500 journals, including The Lancet and Cell, and more than 33,000 book titles, including a number of iconic reference works. Elsevier is part of RELX Group plc, a world-leading provider of information solutions for professional customers across industries.
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A virtual reality program unveiled this week during a University of Haifa conference may help U.S. soldiers in Iraq avoid mental trauma.
"Among the syndromes the soldiers suffer from are depression, low self-image, flashbacks, and thoughts of loss," said Professor Albert Rizzo of the University of Southern California, one of the program's developers. He says early treatment aided by the VR tool can lessen the psychological damage.
The VR program helps a soldier experience fighting through a number of sensors. The soldier, explains Rizzo, puts on goggles that include earphones and sees and hears battlefield activity.
The special goggles also measure heart rate, blood oxygen level, and other medical indices relevant to a person's mental state.
"There are already a number of soldiers who returned from Iraq suffering from battle fatigue and trauma who are being treated by the VR program," Rizzo said. He estimates by the end of the year, some 200 soldiers will have used the new system.
It was the fact that one in three soldiers returning from Iraq suffers from some mental disorder that led to the development of the virtual reality battlefield for rehabilitation purposes.
Copyright 2006 by United Press International
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By: William Koschnick a current student at Oracle Charter School Recently I decided to watch the movie Dazed and Confused which is about the last day of high school in...
by Tyrique Ransom a concerned senior at Oracle Charter high school in Buffalo, NY
Suicide is the act of killing or ending oneself’s life intentionally. The causes to suicide include despair,guilt,depression,anxiety,mental disorders, or alcoholism. People commit suicide in feelings of extreme emotion, lack of self worth, or feelings of Insecurity. Suicide occurs also when a loved one dies and people who had a relationship with that person feel guilt because of past unresolved issues.
Suicide is a growing problem not just in the United States of America,but on a global scale. Every year 800,000 to a million people commit suicide, 10 to 20 million non-fatal attempted suicides happen every year. (Wikipedia) One reason why suicide deaths are growing so rapidly is because of the media. Some people, teens especially receive bullying and ridicule through the internet. Through the use of videos, status updates and harmful pictures. Bullying and suicide are closely linked together. Victims of bullying feel alone, insecure, and isolated from society. Which can be a factor leading to thoughts of suicide.
If you or someone you know is suicidal there are ways to get help for your issues. The idea is to assure that “you are not alone.” There are people who can help you, such as your school counselor, a parent, a loved one, or a trusted adult. If you think someone is going to attempt suicide do not hesitate to call the police. Do not ever joke about suicide, suicide is a very serious issue and is not to be taken lightly. If you feel as if you cannot get ahold of or talk to a counselor, friends, family ,or a trusted adult then call the suicide hotline. They will help you to cope with or overcome your issues. Seek help, you are not alone.
I was led to write this blog because of certain events that occurred about a few months ago. Two people committed suicide about a week or two apart. This affected me because I am connected to the people who associated with the victims through the internet. I also have friends that are or know someone who is suicide prone. I created this article just to reassure people who need help that they are not alone. Including my friends.
1-800-273-8255 National Suicide Prevention Line
834-3131 Crisis Services
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Are there any parents who haven't felt complete and utter love for their toddler and, at the same time, frustration and anger?
Our beloved little ones test our nerves because they're testing boundaries all around them. Every day, little by little, they're mastering new abilities and accomplishing new feats, and are anxious and excited to use these skills.
Sometimes it's tough to reel in a toddler, but it can be done. And setting rules and limits now — when your child is learning what behaviors are acceptable — will help prevent bigger problems down the road.
Here are some ways to help you keep your youngster on the right track.
When it comes to discipline, it's important to be consistent. Parents who don't stick to the rules and consequences they set up don't have kids who do either. For example, if you tell your toddler that a timeout is the repercussion for bad behavior, be sure to enforce it. Only issue warnings for things that you can follow through on. Empty threats undermine your authority.
And don't forget that kids learn by watching adults, particularly their parents. So make sure your own behavior is role-model material. When asking your child to pick up toys, you'll make a much stronger impression if you've put away your own belongings rather than leaving your stuff strewn around the room.
By now, you've figured out that your toddler wants to explore and investigate the world. Toddlers are naturally curious, so it's wise to eliminate temptations whenever possible. That means items like TVs, phones, and video equipment should be kept out of reach, as well as choking hazards like jewelry, buttons, and small items that kids can put in their mouths.
And always keep cleaning supplies and medications stored safely away where kids can't get to them.
If your roving toddler does head toward an unacceptable or dangerous play object, calmly say "No" and either remove your child from the area or distract him or her with another activity.
It's important to not spank, hit, or slap your child. At this age, kids are unlikely to be able to make a connection between the behavior and physical punishment. The message you send when you spank is that it's OK to hit someone when you're angry. The American Academy of Pediatrics (AAP) discourages spanking, which is no more effective than other forms of discipline, such as timeouts.
If you need to take a harder line with your child, timeouts can be an effective form of discipline. A 2- or 3-year-old who has been hitting, biting, or throwing food, for example, should be told why the behavior is unacceptable and taken to a designated timeout area — a kitchen chair or bottom stair — for a minute or two to calm down.
As a general rule, about 1 minute per year of age is a good guide for timeouts. Shorter timeouts can be effective, but longer ones have no added benefit and can sometimes undermine your efforts if your child gets up (and refuses to return) before you signal that the timeout has ended.
Even the most well-behaved toddler can have a tantrum from time to time. Tantrums are common during toddlerhood because kids can understand more than they can express and this often leads to frustration when they can't communicate their needs.
Toddlers get frustrated in other ways, too, like when they can't dress a doll or keep up with an older sibling. Power struggles can ensue when your toddler wants more independence and autonomy too soon.
The best way to deal with tantrums is to avoid them in the first place, whenever possible. Here are some strategies that may help:
If your child does throw a tantrum, keep your cool. Don't complicate the problem with your own frustration. Kids can sense when parents are becoming frazzled and this can just make their frustration worse. Try to understand where your child is coming from. For example, if your youngster has just had a great disappointment, you may need to provide comfort.
Ignoring the outburst is another way to handle it — if the tantrum poses no threat to your child or others. Continue your activities, paying no attention to your child but remaining within sight. Kids who are in danger of hurting themselves or others during a tantrum should be taken to a quiet, safe place to calm down.
Some kids will have a hard time stopping a tantrum. In these cases, it might help to say to say, "I'll help you settle down now." But whatever you do, do not reward your toddler by giving into desires. This will only prove that tantrums are an effective tactic for getting what he or she wants. Instead, verbally praise your child for regaining self-control.
As their language skills improve and they mature, kids become better at handling frustration and tantrums are less likely. If you're having difficulty handling you child's temper tantrums or have any questions about discipline, ask your pediatrician for advice.
Reviewed by: D'Arcy Lyness, PhD
Date reviewed: January 2013
|American Association for Marriage and Family Therapists This organization provides listings of marriage and family therapists nationwide.|
|Academy of Family Mediators This organization helps families locate family mediators. For assistance in locating a family mediator in your area, contact: Academy of Family Mediators 5 Militia Dr.|
Lexington, MA 02421
|American Academy of Pediatrics (AAP) The AAP is committed to the health and well-being of infants, adolescents, and young adults. The website offers news articles and tips on health for families.|
|How Can Parents Discipline Without Spanking? Find out what the experts have to say.|
|Talking About Your Feelings Just talking about your feelings can make you feel better.|
|Toddlers at the Table: Avoiding Power Struggles By anticipating problems and offering choices, you can teach your toddler healthy eating habits and avoid power struggles about food.|
|Safe Exploring for Toddlers Toddlers are learning to talk, to walk and run, and to assert their independence. For many in this age group, "outside" and "play" are common requests.|
|Taming Tempers Controlling outbursts can be difficult for kids - and helping them learn to do so is a tough job for the parents who love them. But just about every child can improve with the right coaching.|
|Temper Tantrums Temper tantrums range from whining and crying to screaming, kicking, hitting, and breath holding. Get the facts on managing - and preventing - temper tantrums.|
|Train Your Temper Everyone gets angry sometimes. Does your temper ever get out of control? Find out how to put a leash on it.|
|Taking Charge of Anger Did you know that anger isn't all bad? Find out more in this article for kids.|
|Disciplining Your Child It's important to be consistent about discipline. If you don't stick to the rules and consequences, kids aren't likely to either. Find out how to vary your approach to fit your family.|
|Choosing Safe Toys for Toddlers and Preschoolers How can you tell if a small toy poses a choking risk? What types of unsafe toys should you avoid for your baby, toddler, or preschooler? Find out here.|
|Games for Toddlers Though toddlers will more often play alongside their friends instead of with them, they'll enjoy group games and can begin learning important lessons from them.|
|Teaching Your Child Self-Control Tantrums and outbursts can rile even the most patient parents. Helping kids learn self-control teaches them how to respond to situations without just acting on impulse.|
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How stress affects your health
Download a PDF of this article
- Stress Fact Sheet (PDF, 390KB)
Stress: We've all felt it. Sometimes stress can be a positive force, motivating you to perform well at your piano recital or job interview. But often — like when you're stuck in traffic — it's a negative force. If you experience stress over a prolonged period of time, it could become chronic — unless you take action.
A natural reaction
Have you ever found yourself with sweaty hands on a first date or felt your heart pound during a scary movie? Then you know you can feel stress in both your mind and body.
This automatic response developed in our ancient ancestors as a way to protect them from predators and other threats. Faced with danger, the body kicks into gear, flooding the body with hormones that elevate your heart rate, increase your blood pressure, boost your energy and prepare you to deal with the problem.
These days, you're not likely to face the threat of being eaten. But you probably do confront multiple challenges every day, such as meeting deadlines, paying bills and juggling childcare that make your body react the same way. As a result, your body's natural alarm system — the “fight or flight” response — may be stuck in the on position. And that can have serious consequences for your health.
Even short-lived, minor stress can have an impact. You might get a stomach-ache before you have to give a presentation, for example. More major acute stress, whether caused by a fight with your spouse or an event like an earthquake or terrorist attack, can have an even bigger impact.
Multiple studies have shown that these sudden emotional stresses — especially anger — can trigger heart attacks, arrhythmias and even sudden death.1 Although this happens mostly in people who already have heart disease, some people don't know they have a problem until acute stress causes a heart attack or something worse.
When stress starts interfering with your ability to live a normal life for an extended period, it becomes even more dangerous. The longer the stress lasts, the worse it is for both your mind and body. You might feel fatigued, unable to concentrate or irritable for no good reason, for example. But chronic stress causes wear and tear on your body, too.
Stress can make existing problems worse.2 In one study, for example, about half the participants saw improvements in chronic headaches after learning how to stop the stress-producing habit of “catastrophizing,” or constantly thinking negative thoughts about their pain.3 Chronic stress may also cause disease, either because of changes in your body or the overeating, smoking and other bad habits people use to cope with stress. Job strain — high demands coupled with low decision-making latitude — is associated with increased risk of coronary disease, for example.4 Other forms of chronic stress, such as depression and low levels of social support, have also been implicated in increased cardiovascular risk. And once you're sick, stress can also make it harder to recover. One analysis of past studies, for instance, suggests that cardiac patients with so-called “Type D” personalities — characterized by chronic distress — face higher risks of bad outcomes.5
What you can do
Reducing your stress levels can not only make you feel better right now, but may also protect your health long-term.
In one study, researchers examined the association between “positive affect” — feelings like happiness, joy, contentment and enthusiasm — and the development of coronary heart disease over a decade.6 They found that for every one-point increase in positive affect on a five-point scale, the rate of heart disease dropped by 22 percent.
While the study doesn't prove that increasing positive affect decreases cardiovascular risks, the researchers recommend boosting your positive affect by making a little time for enjoyable activities every day.
Other strategies for reducing stress include:
Identify what's causing stress. Monitor your state of mind throughout the day. If you feel stressed, write down the cause, your thoughts and your mood. Once you know what's bothering you, develop a plan for addressing it. That might mean setting more reasonable expectations for yourself and others or asking for help with household responsibilities, job assignments or other tasks. List all your commitments, assess your priorities and then eliminate any tasks that are not absolutely essential.
Build strong relationships. Relationships can be a source of stress. Research has found that negative, hostile reactions with your spouse cause immediate changes in stress-sensitive hormones, for example.7 But relationships can also serve as stress buffers. Reach out to family members or close friends and let them know you're having a tough time. They may be able to offer practical assistance and support, useful ideas or just a fresh perspective as you begin to tackle whatever's causing your stress.
Walk away when you're angry. Before you react, take time to regroup by counting to 10. Then reconsider. Walking or other physical activities can also help you work off steam. Plus, exercise increases the production of endorphins, your body's natural mood-booster. Commit to a daily walk or other form of exercise — a small step that can make a big difference in reducing stress levels.
Rest your mind. According to APA's 2012 Stress in America survey, stress keeps more than 40 percent of adults lying awake at night. To help ensure you get the recommended seven or eight hours of shut-eye, cut back on caffeine, remove distractions such as television or computers from your bedroom and go to bed at the same time each night. Research shows that activities like yoga and relaxation exercises not only help reduce stress, but also boost immune functioning.8
Get help. If you continue to feel overwhelmed, consult with a psychologist or other licensed mental health professional who can help you learn how to manage stress effectively. He or she can help you identify situations or behaviors that contribute to your chronic stress and then develop an action plan for changing them.
The American Psychological Association's Practice Directorate gratefully acknowledges the assistance of David S. Krantz, PhD, Beverly Thorn, PhD, and Janice Kiecolt-Glaser, PhD, in developing this fact sheet.
1 Krantz, D.S., Whittaker, K.S. & Sheps, D.S. (2011). “Psychosocial risk factors for coronary artery disease: Pathophysiologic mechanisms.” In Heart and Mind: Evolution of Cardiac Psychology . Washington, DC: APA.
2 Kiecolt-Glaser, J. & Glaser, R.
3 Thorn, B.E., Pence, L.B., et al. (2007). “A randomized clinical trial of targeted cognitive behavioral treatment to reduce catastrophizing in chronic headache sufferers.” Journal of Pain 8 , 938-949.
4 Krantz, D.S. & McCeney, M.K. (2002). “Effects of psychological and social factors on organic disease: A critical assessment of research on coronary heart disease.” Annual Review of Psychology, 53 , 341-369.
5 Denollet, J., et al. (2010). “A general propensity to psychological distress affects cardiovascular outcomes: Evidence from research on the type D (distressed) personality profile.” Circulation: Cardiovascular Quality and Outcomes, 3, 546-557.
6 Davidson, K.W., Mostofsky, E. & Whang, W. (2010). “Don't worry, by happy: Positive affect and reduced 10-year incident coronary heart disease: The Canadian Nova Scotia Health Survey.” European Heart Journal, 31 , 1065-1070.
7 Kiecolt-Glaser, J. & Glaser, R.
8 Kiecolt-Glaser, J. & Glaser, R.
Download a PDF of this article
- Stress Fact Sheet (PDF, 390KB)
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The use of traditional antidepressants to treat bipolardepression is considered experimental, and none are FDA-approved for that purpose. There is no research to show that they have any greater benefit than taking a mood stabilizer (such as lithium or Depakote) alone. Many of the existing studies of their efficacy have focussed mainly on people with unipolar rather than bipolar disorder.
Using antidepressant medication alone to treat a depressive episode is not recommended. The drugs may flip a person, particularly a person with bipolar I disorder, into a manic or hypomanic episode. Hypomania is a more subdued version of mania. Using antidepressants alone also may lead to or worsen rapid cycling in some bipolar patients. In rapid cycling, a person has 4 or more distinct episodes of mania/hypomania or depression over a 1-year period. And while they may "recover" more quickly from depression, they may be more prone to experience a relapse or the next phase of illness sooner and more often than people without rapid cycling.
Mixed episodes in bipolar disorder are a form of mental illness. In most forms of bipolar disorder, moods alternate between elevated and depressed over time. A person with mixed episodes experiences both mood "poles" -- mania and depression -- simultaneously or in rapid sequence. Technically, mixed episodes are described only in people with bipolar I disorder (not bipolar II disorder), although this distinction is expected to change as the psychiatric diagnostic classification system is currently...
Nevertheless, there are many different types of antidepressants used to treat depression in people with bipolar disorder. With antidepressants, it typically takes three to four weeks for people to respond to treatment. Sometimes a doctor will try several different medicines before finding one that works for a patient. These medications include SSRIs such as Zoloft or Prozac, SNRIs such as Effexor, and novel antidepressants such as Wellbutrin.
Note: The FDA has determined that antidepressant medications can increase the risk of suicidal thinking and behavior in children and adolescents with depression and other psychiatric disorders. If you have questions or concerns, discuss them with your health care provider.
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When you have a mental illness, you may not realize how important your overall health is to your recovery. Having poor overall health can get in the way and make recovery harder. Finding ways to take care of your health can aid your recovery and help you feel better overall. Here are some things you can do.
Advocate for yourself. You deserve good health care. All too often, people with mental illnesses develop other health conditions, such as heart disease and diabetes, because their health is overlooked. If your doctor is not asking about your overall health, let him know that it’s important to you and essential to your recovery.
Get the care you need. Get routine check-ups and visit your doctor when you’re not feeling well. It may be due to your medicine or a symptom of your mental illness. But it could also be a different health problem.
Manage stress. Everyone has stress. It is a normal part of life. You can feel stress in your body when you have too much to do or when you haven’t slept well. You can also feel stress when you worry about your job, money, relationships, or a friend or family member who is ill or in crisis. Stress can make you feel run down. It can also cause your mind to race and make it hard to focus on the things you need to do. If you have a mental illness, lots of stress can make you feel worse and make it harder to function. If you are feeling stressed, there are steps you can take to feel better:
- Slow down and take one thing at a time. If you feel like you have too much to do, make a list and work on it one task at a time.
- Know your limits. Let others know, them too. If you’re overwhelmed at home or work, or with friends, learn how to say “no.” It may be hard at first, so practice saying “no” with the people you trust most.
- Practice stress reduction techniques. There are a lot of things you can do to make your life more peaceful and calm. Do something you enjoy, exercise, connect with others or meditate.
- Know your triggers. What causes stress in your life? If you know where stress is coming from, you
will be able to manage it better.
- Talk to someone. You don’t have to deal with stress on your own. Talking to a trusted friend, family member, support group or counselor can make you feel better. They also may help you figure out how to better manage stress in your life.
Plan your sleep schedule. Sleep can affect your mood and your body and is important to your recovery. Not getting the right amount of sleep can make day-to-day functioning and recovery harder. For tips on how to sleep better, contact the National Sleep Foundation at 202-347-3471 or visit www.sleepfoundation.org.
America, M. (2007). Staying Well When You Have a Mental Illness. Psych Central. Retrieved on March 30, 2015, from http://psychcentral.com/lib/staying-well-when-you-have-a-mental-illness/000946
Last reviewed: By John M. Grohol, Psy.D. on 30 Jan 2013
Published on PsychCentral.com. All rights reserved.
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(Thursday, 2nd Apr, 2015)
Is being eccentric a mental illness?
[Posted: Sat 11/02/2012 www.irishhealth.com]
By Gillian Tsoi
Millions of healthy people - who are shy, grieving or eccentric - could be diagnosed as mentally ill if guidelines in a new international diagnostic manual are followed.
The fifth edition of the Diagnostic and Statistical Manual (DSM) of Mental Disorders threatens to extend psychiatric diagnoses to people, who are currently regarded as normal.
The new diagnostic labels include: 'oppositional defiance disorder' for defiant teenagers; 'hypersexual disorder' for people who think about sex at least once every 20 minutes; and 'dysthymia' for those who feel 'depressed for most of the day'.
The manual, which is used as a diagnosis handbook by GPs in the US, could also include internet addiction and gambling as a medical illness.
Psychiatrists, psychologists and other experts have criticised the manual, labeling its new categories of mental illness as, at best "silly", and at worst "worrying and dangerous".
"Many people who are shy, bereaved, eccentric, or have unconventional romantic lives will suddenly find themselves labeled as mentally ill," said Peter Kinderman, who is head of Liverpool University's Institute of Psychology.
He was speaking at a briefing in London about widespread concerns over the manual.
"It's not humane, it's not scientific, and it won't help decide what help a person needs," Dr Kinderman said.
'Paraphilic coercive disorder' - where sufferers become aroused by sexual coercion - is one condition that could be defined as an illness by DSM5.
Prof Kinderman fears that rapists diagnosed with this condition would use it as a defence in court.
Approximately 11,000 psychologists have signed a petition against the new DSM in an attempt to stop its publication.
Are you a Health Professional? Log on to IrishHealthPro for more...
|Informed_consent Posted: 19/03/2012 21:51|
A generation ago, society had eccentrics. Now, thanks to the efforts of psychiatrists, we have people with “mental disorders” and the number of disorders grows each year. People who worry about state surveillance are labelled “Paranoid”, those who argue passionately against injustice and have a head full of facts and figures are “Deluded” and suffering from “Thought Disorder” and those full of dreams and visions of a better world are “Psychotic”. Meanwhile, kids who prefer to explore their surroundings and chatter (as thousands of years of evolution prepared them to do) instead of sitting still listening to teachers are labelled as “suffering from ADHD” and drugged. Government consultation documents on mental health claim that “10% of children suffer from mental disorders” and that more measures need to be put in place to “identify and treat them early”. Mental health is a growing industry and drug companies reap the profits, while experimenting on animals and people.
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A common question asked of clinicians is, “What’s the difference between bipolar disorder (also known as manic depression) and plain old depression? It’s a simple question to answer, because depression can either be a stand-alone diagnosis, or a part of another disorder, like bipolar. Therefore a mental health professional is going to examine whether there are other symptoms present (or have occurred in the past), to see if the depression is just depression, or whether it’s a part of a larger disorder.
Bipolar Includes Mania & Depression
If bipolar disorder includes a depressed mood, what else does bipolar include? We can find the answer to this question by looking at the old name for bipolar disorder, manic depression. The old name is pretty descriptive — bipolar is a combination of mania and depression, alternating in cycles.
What is mania? If we examine the symptoms associated with mania, we see that it includes the following:
- Inflated self-esteem or grandiosity
- Decreased need for sleep (e.g., one feels rested after only 3 hours of sleep)
- More talkative than usual or pressure to keep talking
- Flight of ideas or subjective experience that thoughts are racing
- Attention is easily drawn to unimportant or irrelevant items
- Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation
- Excessive involvement in pleasurable activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments)
If three or more of these symptoms are present, then a person is considered to have a “manic episode” (or, if it is of less severity and length, a “hypomanic episode”). A manic episode also needs to have lasted for at least a week (a hypomanic episode, just four days) in order to be diagnosed. If an individual has signs that suggest he or she is having or has had a manic or hypomanic episode, in addition to episodes of severe depression, then typically that individual will quality for a bipolar diagnosis.
Depression Has no Mania
In ordinary depression, which clinicians refer to as “major depression” (sorry, there’s no equivalent “minor depression”), no manic or hypomanic episode is prevalent and the individual has no record or indication of having a manic or hypomanic episode in the past. A depressive episode is characterized by the following symptoms:
- Depressed mood most of the day, nearly every day
- No interest or pleasure in all, or almost all, activities most of the day, nearly every day
- Significant weight loss when not dieting or weight gain, or decrease or increase in appetite nearly every day.
- Insomnia (inability to sleep) or hypersomnia (sleeping too much) nearly every day
- Psychomotor agitation or retardation nearly every day
- Fatigue or loss of energy nearly every day
- Feelings of worthlessness or excessive or inappropriate guilt nearly every day
- Diminished ability to think or concentrate, or indecisiveness, nearly every day
- Recurrent thoughts of death (not just fear of dying), recurrent suicidal ideation without a specific plan, or a suicide attempt or a specific plan for committing suicide
Five or more of these symptoms for longer than two weeks are needed in order to qualify for a depressive diagnosis, with no accompanying manic episode.
A Diagnosis Depends on Subjective Report
The diagnosis of depression or bipolar disorder will be made largely upon the subjective report of the individual when they go to see a mental health professional for the first session. Often referred to as an “intake interview” or the “initial evaluation,” this session is first and foremost an information-gathering session for the clinician. Gathering information about you, your history and your symptoms helps the clinician make a more reliable diagnosis.
For instance, if a person is depressed and goes to the first session complaining of depression, the clinician will ask questions to see if they’ve ever experienced anything that might be considered a manic or hypomanic episode. If they do not find such an episode in the individual’s history, they are likely to diagnose the individual with a type of depression or depressive disorder (the exact diagnosis will depend on the individual’s history).
If, on the other hand, the individual reports they have experienced manic (or hypomanic) episodes in the past, a bipolar diagnosis is more likely. There may be other factors that affect the diagnosis beyond the simple lists of symptoms above. The clinician, however, is trained to ask you the right questions to ensure they arrive at the most accurate diagnosis.
Great, I’ve Been Diagnosed. Now What?
Once properly diagnosed with bipolar disorder or depression, an individual will be prescribed a course of treatment consistent with their own unique needs, background, and severity of the disorder. In both cases, a course of medications and psychotherapy is likely to be recommended, as the combination of the two seems to be the most effective in helping most people feel better more quickly.
While some bipolar medications may begin working within a few weeks, medications that work on depressive feelings generally take longer for most people to feel their full therapeutic effects. Research has shown that this period of time can be anywhere from 6 to 8 weeks for most people who take antidepressant medications. In the meantime, a person is generally prescribed a course of psychotherapy to help deal with the depression with other methods (such as cognitive-behavioral therapy and techniques).
Most people diagnosed with either bipolar disorder or depression generally feel better within a few months and many people can safely discontinue treatment with their doctor’s recommendation within a year. The actual length of treatment varies widely, however, based upon the severity of the disorder, the effectiveness of the treatment for that individual, and other factors.
Grohol, J. (2007). What’s the Difference Between Bipolar Disorder and Depression?. Psych Central. Retrieved on March 30, 2015, from http://psychcentral.com/lib/whats-the-difference-between-bipolar-disorder-and-depression/000906
Last reviewed: By John M. Grohol, Psy.D. on 30 Jan 2013
Published on PsychCentral.com. All rights reserved.
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Published: August 28, 1994
(Page 5 of 11)
According to the Rowley decision, which upheld a school district's refusal to provide interpreter services to a deaf girl on grounds that she was passing, it is the obligation of the schools into which children are mainstreamed to give "sufficient" education rather than to "maximize" those students' potential. Their social welfare is not a concern.
Once considered the vanguard of Deaf separatism, M. J. Bienvenu's Bicultural Center now focuses on cooperation; it laid the groundwork for the Bi-Bi (bilingual, bicultural) movement in education, which is the Deaf community's answer to mainstreaming and an alternative to the trend in Deaf education for "total communication."
"Total communication" means speaking and signing at once, and it's difficult to do. Non-A.S.L. signed languages, predicated on oral syntax as they are, are sometimes nearly incomprehensible. And the structures of English and A.S.L. are completely different; you can no more speak English while signing in A.S.L. than you can speak English while writing Chinese. In English, words are used in sequence; A.S.L. often uses words simultaneously, or amalgamates them into composite signs. So in A.S.L., one gesture could mean "He moved from the East Coast to the West Coast." If you sign "he," then "moved," then "from" and so on, logic disappears; a visual grammar conveyed sequentially is "unnatural" and counterintutitive.
In Bi-Bi, children are encouraged to develop sign as a "natural" first language; written English is taught as a second language, and many students seem to excel at it, running close to their hearing counterparts. (It should be noted that, on average, deaf high-school graduates have a fourth-grade reading level.) The technique is gaining: Eddy Laird, superintendent of the Indiana School for the Deaf, has been one of the first to institute Bi-Bi on a full scale. It has also been used at the schools on the Gallaudet campus.
Spoken English is taught but not emphasized within the Bi-Bi system. The system's successes are astonishing, and yet the lack of spoken language is a real disability. It is striking that many of the most extreme anti-oralists themselves have and use excellent oral skills. "They're incredibly useful, and anyone who can learn them should," Jackie Roth acknowledged. "I happen to have a skill there, and it's been invaluable for me. But speech can't be taught at the cost of human growth. Balance!" A 'FAMILY' GATHERING
Fresh from Lexington, I go to England to meet leaders of the British Deaf community. Word of the protests has reached them through the Deaf media (a broad range of local and international newspapers, newsletters, special television programs, fax and E-mail), but in Britain there has been no equivalent of Gallaudet's Deaf President Now; the situation I describe seems inconceivable. "We're 40 years behind," says Doug Alker, the only Deaf executive at the Royal National Institute for the Deaf (which the Deaf call Really Not Interested in the Deaf). "Most deaf people in Britain see themselves as victims." Hearing people often make the mistake of assuming that sign is a universal language, but there are almost as many signed as spoken languages. American Sign Language is related to French sign (because of Laurent Clerc), but British sign is extremely different.
I also visit the famed Deaf Scottish musician Evelyn Glennie, who can feel the trembling of the separate instruments of an orchestra, can modulate her voice's timbre with real beauty, can even understand words through vibration. Her solo percussion performances astonish. "If had a deaf child," she says, "I would teach him by holding him against my body all the time, so he could feel the vibrations of my speech. I would lie with his hands on my throat, hold him against my heart, lay him on the piano so he could learn about sound and music from the air. With a hearing child, I'd do the same. Your ears are just one of a multitude of ways of experiencing sound."
Back in the United States, I attend the biennial National Association of the Deaf convention, which takes place this year in Knoxville, Tenn., with almost 2,000 Deaf participants. At Lexington, I saw Deaf people stand up to the hearing world. I learned how a TTY (a telephone cum typewriter device for the Deaf) works, met pet dogs who understood sign, talked about mainstreaming and oralism and the integrity of visual language. I became accustomed to doorbells that flashed lights instead of ringing. But none of this could have prepared me for the immersion that is the N.A.D. convention, where the brightest, most politicized, most committed Deaf gather for political focus and social exchange. The association has been the center of Deaf self-realization and power since it was founded in 1880. There, it is not a question of whether the hearing will accept the existence of Deaf culture, but of whether Deaf culture will accept the hearing.
I arrive the night of the president's reception. There are 1,000 people in the grand ballroom of the Hyatt Regency, the lights turned up because these people are unable to communicate in darkness. The crowd is nearly soundless; you hear the claps that are part of the articulation of A.S.L., the clicks and puffing noises the deaf make when they sign, and occasionally their big uncontrolled laughter. People greet each other as if they have been waiting forever for these encounters -- the Deaf community is close, closed and affectionate.
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ROBERT SIEGEL, host:
In the past few years, there's been an impassioned debate over the safety of antidepressants for children and teens. Both proponents and opponents of the drugs have complained about the lack of research. And now a new study suggests that the drugs do more good than harm.
NPR's Joanne Silberner has more.
JOANNE SILBERNER: Several years ago, some parents blamed antidepressants for the suicides of their depressed children, and studies suggested the drugs might promote suicidal thoughts. So the FDA sent out a warning to doctors. That started a series of hearings and headlines. In 2004, the FDA called for so-called black box warning labels on antidepressants. While this was going on, teenager Michael Haas of Needham, Massachusetts, was struggling. He wasn't eating or sleeping.
Mr. MICHAEL HAAS: I'd sort of cut myself off from, like, my friends and activities I used to like to do. I more or less dropped out of school.
SILBERNER: His pediatrician and then a psychopharmacologist suggested antidepressants. His mother, Ronnie Haas, went along. She tried not to pay attention to the headlines about suicides and suicidal thoughts in teenagers taking antidepressants.
Ms. RONNIE HAAS (Mother of Michael Haas): I was more nervous about not going along with it. I - for us, it just felt a higher risk not to take action.
SILBERNER: Child psychiatrist David Brent sees patients and runs government-funded tests on antidepressants at the University of Pittsburgh. He was getting questions from parents who wanted to know if he was going to make their children worse. And his university asked him to stop doing research.
Dr. DAVID BRENT (Child Psychiatrist): You know, it forced us to think carefully about the risks and benefits of the medications and what ought to be communicated to families and clinicians.
SILBERNER: So Brent and several of his colleagues identified 27 studies of antidepressants in 5,000 younger people with depression, obsessive-compulsive disorder or extreme anxiety. They report their findings in the current issue of the Journal of the American Medical Association.
Dr. BRENT: The medications are effective. And they help many more people than are affected by this slightly increased risk for suicidal ideation and behavior.
SILBERNER: The drugs tended to be more effective in teenagers than in younger children. Even some critics of antidepressant use were impressed. Psychiatrist Lawrence Greenhill of Columbia University:
Dr. LAWRENCE GREENHILL (Psychiatrist, Columbia University): I think it will increase the comfort level of both families and physicians in terms of when they turn to the possibility of taking an antidepressant, knowing that the risks are slightly smaller and the benefits are better defined.
SILBERNER: But will the new studies end the discussions? Probably not, says study author David Brent. The safety of antidepressants in children is a very emotional issue.
Dr. BRENT: You're talking about people who lost their kids to suicide and they were treated with these medications. Even though you might say on a statistical basis, you know, the odds are low and the risk is low, you can't convince somebody that in their kid, that this isn't what happened.
SILBERNER: As for Michael Haas, who's been on antidepressants for over a year...
Mr. HAAS: Instead of being super, super depressed to the point of suicidal or just under that, it sort of just eliminated that. So I never got that far down - or usually didn't.
SILBERNER: He's 18 now and back in school. But he says the depression is not a past-tense thing. He's still on drugs. He's still in psychotherapy.
Joanne Silberner, NPR News.
SIEGEL: And you can find a timeline of actions by the FDA and others regarding the use of antidepressants in children and teens at our Web site, npr.org.
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As a toddler, we learn to walk not by walking, but by falling.
We push ourselves up, we take a few tentative steps, then we fall down.
Some might say we fail, over and over again. But a parent looks at their baby trying to walk and thinks, “Look at her trying to walk! She’s doing so good. Look, she made it three steps further this time.”
No matter what you call it, learning something new involves taking risks and risking failure. Not just once, but over and over again. It is something that we’re born into — it’s not something we choose.
Of course some of us learn more easily than others. But for most of us, it’s a hard, sometimes trying process. It may result in failure time and time again, just like a little toddler learning to walk. But unlike the toddler, we often criticize our failures as adults — we’re stupid, we’re not good enough, we can never do anything right.
Toddlers don’t think that. They think, “Hey, this walking thing is kinda cool. It’s what grownups do and I’m doing it! Ooops, I fell again. Well, I’ll just get back up and try again.”
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No doubt many of us have expressed a desire to return to our childhoods — a less taxing time when we didn’t have to work, pay the bills or perform the many other responsibilities of being a full-fledged adult.
But we forget that childhood can be stressful. In fact, kids often suffer in silence, according to Michelle L. Bailey, M.D., FAAP, a pediatrician who teaches mindfulness-based stress reduction skills to children and authored the book Parenting Your Stressed Child.
In her book, Bailey cites research that shows that kids struggle with moderate to extreme levels of stress. They may be stressed out about everything from their academic performance to their peer relationships to their family’s finances.
And that stress can have a big effect on kids.
“Chronic stress has a significant negative impact on health and may increase risk of cardiovascular disease,” Dr. Bailey said. Stress also can fuel negative behaviors, leading to harmful consequences for kids and teens, she said.
Below, Bailey shares the various signs of stress along with how parents and caregivers can help their kids cope successfully.
Telltale Signs of Stress
The best way to determine if your child is stressed is by asking them directly, Bailey said. She suggested asking these questions:
- What does the word “stress” mean to you?
- How do you know when you’re stressed?
- What causes you to worry or feel stressed?
- What do you do to feel better when you’re stressed?
Asking these questions helps you better understand what triggers your child’s stress and how they cope with stress, Bailey said.
Also, pay attention to any changes in your child. In Parenting Your Stressed Child, Bailey explains that stress may be subtle. For instance, a child who used to sleep soundly may now wake up in the middle of the night, she writes. Or a child who used to earn mostly As and Bs now gets Cs and Ds. (In fact, decreased academic performance is another common sign, she said.)
In general, kids may show physical, emotional or behavioral signs (or all three). According to Bailey, some of the common ones include:
- chest pain
- rapid heartbeat
- social isolation
- withdrawal from usual activities
- mood swings
- emotional outbursts
- trouble concentrating
The American Psychological Association has more information on identifying stressors in kids and teens.
How Parents Can Help
Bailey offered these suggestions for empowering your kids to cope effectively with stress.
1. Normalize stress. Let your child know that stress is a normal part of life and that everyone deals with it, Bailey said.
2. Remember that stress is one-sided. In other words, “What may be stressful to one child may not be stressful to another,” Bailey said.
3. Discuss healthy ways of dealing with stress. Physical activity, relaxation strategies and breathing techniques are all healthy ways of coping with stress, Bailey said. She also underscored the importance of mindfulness, which she defined as “paying attention, on purpose, in the present moment, in a non-judging way.”
She said that “mindfulness helps us to become aware of patterns of habits that may lead to our suffering.” It also “reminds us that we have a choice in how we respond — vs. react — to life’s stressful moments,” she said.
4. Use effective strategies yourself. “Parents who commit to [effective] practices in their own lives can model healthy coping for their children and actively teach their kids these valuable life skills,” Bailey said.
5. Limit screen time. According to Bailey, the devices that today’s kids have at their disposal – often without much parental or adult supervision – expose them to different kinds of potentially distressing information.
“Screen activities such as TV, video games, computer games, social media, cell phone usage (texting and sexting) and movies have increased over the past few decades,” she said. She cited the recommendation from the American Academy of Pediatrics, which suggests limiting screen time to two hours a day max.
By helping your kids manage even the smallest stressors, you’re arming them with important life tools. As Bailey said, “Learning to effectively manage day-to-day stress in healthy ways provides a strong foundation to help us navigate the choppy waters of stressful major life events.”
You can find additional resources and information at Dr. Michelle Bailey’s website.
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Last reviewed: By John M. Grohol, Psy.D. on 5 Jun 2012
Published on PsychCentral.com. All rights reserved.
Tartakovsky, M. (2012). Signs Your Child is Stressed & 5 Ways to Help. Psych Central. Retrieved on March 21, 2015, from http://psychcentral.com/blog/archives/2012/06/06/signs-your-child-is-stressed-5-ways-to-help/
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Is Self-Esteem Over-Rated ?
The belief that high self-esteem is an integral trait for a successful life has been promulgated for years. Now, some researchers are questioning this paradigm believing that while heightened self-esteem is a worthy goal, its significance and value may be overrated.
The topic is discussed in the June 2007 issue of the Harvard Mental Health Letter.
According to experts, there is convincing evidence that people with high self-esteem are happier, as well as more likely to undertake difficult tasks and persevere in the face of failure.
However, other studies have failed to confirm the virtues of high self-esteem.
One way to understand the divergent views is to distinguish various kinds of self-esteem.
Researchers are beginning to examine differences between explicit and implicit self-esteem.
The explicit form is judged by what we say about ourselves, while implicit self-esteem is measured by automatic responses, such as how we associate words that have favorable or unfavorable connotations with ourselves.
When is it sensible to treat high self-esteem as a goal in itself?
Critics suggest that even when self-esteem is associated with something desirable—for instance, happiness—there is no proof of a causal link.
A genetic predisposition to feeling good might be the source of both happiness and high self-esteem. Making self-esteem the primary goal could remove an incentive for genuine self-improvement and encourage self-centeredness.
However, other clinicians say that long-term studies provide sufficient evidence that self-esteem is a source of good things and not just a by-product.
It can hardly be harmful for therapists to encourage patients to take credit for their accomplishments. But constant attention to self-validation is not a road to good mental health.
Dr. Michael Miller, editor in chief of the Harvard Mental Health Letter, says, “It’s more likely that self-esteem will come as a result of accurate self-understanding, appreciation of one’s genuine skills, and the satisfaction of helping others.”
Source: Harvard Mental Health Letter
Nauert PhD, R. (2007). Is Self-Esteem Over-Rated ?. Psych Central. Retrieved on March 31, 2015, from http://psychcentral.com/news/2007/05/24/is-self-esteem-over-rated/852.html
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The Psychobiology of Hysteria
Hysteria is often regarded as the archetypal psychodynamic illness. Freud carried out much of his early work on hysteria, and many psychiatrists continue to use a psychodynamic model to understand hysterical phenomena. Although analytic concepts such as symbolism and identification make the psychopathology ofmany individual cases more comprehensible, the fields of experimental psychology, genetics, and cerebral pathology also contribute greatly to our understanding of the condition. It should be noted that "hysteria" does not appear in recent diagnostic nomenclature. Instead, DSM-IV describes and artificially separates 2 groups of conditions, the somatoform and the dissociative disorders, which have a great deal in common. Because of the large overlap between them, it seems appropriate to continue to use "hysteria" as an umbrella term for these 2 groups ofdisorders. Hysterical syndromes are common in general hospital psychiatric practice. In a series of 1752 consecutive psychiatric consultations in a general hospital, I found that hysteria (all subgroups) was diagnosed in 156 of 1127 women (13.8%) and in 58 of 625 men (9.3%) (Mai 1982).
Epidemiologic surveys have shown that these conditions are also prevalent in the community. Woodruffand others (1971) estimated that Briquet's syndrome (somatization disorder) had a prevalence of2% in the general female population, and the NIMH Epidemiological Catchment Area Study found a cross-sectional prevalence of 4% for somatization syndromes (Swartz and others 1991).
Learning theory presupposes that behavior which is rewarded is reinforced and that which is not rewarded is inhibited. It is difficult to demonstrate scientifically that somatization may be learned, although it is reasonable to infer that a child may acquire and develop such behavior by observing a sick parent or sibling. The term "illness behavior" is sometimes used to describe the somatizing patient.
This phrase was introduced by Mechanic (1972) to describe the behavior displayed by individuals in reaction to their perception ofsymptoms and health problems. The success of behavior therapy in the treatment of these disorders also suggests that maladaptive learning may have an important role to play in their etiology. Both Murphy (1982) and Goldberg and others (1989) have successfully applied behavior therapy principles to the treatment of these conditions; they are also a central component ofmy own approach (Mai 1995), particularly in chronic syndromes. Similar principles likely contribute to symptom formation in dissociative disorders.
Familial and genetic factors are of undoubted relevance in hysteria. An increased prevalence of hysteria has been found in the 1st-degree relatives of patients with hysteria. Briquet (1859), Mai and Merskey (1980), and Arkonac and Guze (1963) found that male relatives of patients with Briquet's syndrome have an increased prevalence of antisocial personality and alcoholism and that female relatives ofmales in prison have a high prevalence of Briquet's syndrome. These studies, however, were not designed to disentangle the respective influence of social and genetic factors in this condition.
A few studies have focused more specifically on the genetic transmission of susceptibility to hysterical disorders. In a study comparing concordance in monozygotic and dizygotic twins, Torgersen (1986) found 29% concordance in the former and 10% in the latter. The author conceded, however, that similarity of childhood experience may have influenced these rates. In an extensive familial study, Ljungberg (1957) concluded that hereditary factors of a polygenic kind play a significant role in the development of hysteria, but this conclusion was not confirmed in a subsequent analysis ofhis data (Shields 1982). Similar negative conclusions were found in a study comparing concordance of hysteria in monozygotic and dizygotic twins (Slater 1961). After reviewing this report, Shields (1982) concluded that there is some evidence supporting the role of genetic factors in hysterical personality, but little for other hysterical syndromes. Cloninger and others (1984) drew a similar conclusion with reference to functional somatic symptoms. Although it did not deal specifically with hysteria, their conclusion is supported by a more recent study by Muhs and Schepank (1995), who compared "neurosis" concordance rates in 21 monozygotic and 29 dizygotic twins. These authors found that heredity factors were more important in personality disorders than in more transient neurotic states and that environmental factors exercised some protective influence.
The relationship between hysteria and cerebral pathology is ofgreat interest. Merskey and Buhrich (1975) found that a high proportion ofpatients with hysteria had cerebral pathology, in particular epilepsy and multiple sclerosis, but this has not been confirmed in a nonneurological population (Roy 1979). It has also been proposed, on a priori theoretical grounds, that hysteria is a dysfunction ofmemory and attention associated with inhibition of afferent stimulation (Ludwig 1972) and that there is bifrontal cerebral impairment, particularly in the nondominant hemisphere (Flor- Henry and others 1981). Although practical evidence in favor of these theoretical constructs is as yet lacking, it should be remembered that conversion symptoms and organic cerebral disease are not mutually exclusive phenomena. Not only may they occur together, but cerebral pathology may itself promote the development of somatization.
The study ofhysterical syndromes has been bedeviled for centuries by semantic confusion, clinical prejudice, and patient defensiveness. Because of their clinical complexity, these syndromes present a major challenge to the treating physician, and they may be poorly managed on this account. The physicians most interested in the management ofpatients with these conditions (the liaison psychiatrists) often do not see them because of the reluctance of consultants to refer such patients or of the patient to see a psychiatrist. Furthermore, the referral is sometimes carried out in a threatening manner, thus reinforcing patient belief systems that reject possible psychogenic factors. By contrast, the physicians who do see the patients (particularly neurologists and general internists) have little interest in treatment once organic disease has been ruled out. Education both ofphysicians and of the public is necessary to minimize these impediments to effective management of the somatizing patient.
Fortunately, there is light at the end of the proverbial tunnel. Although the areas ofgenetics and cerebral pathology in relation to hysteria have developed little over the last decade, excellent recent publications on the phenomenology ofhysteria (Merskey 1995) and on the treatment offunctional somatic symptoms (Mayou and others 1995) have contributed much to our understanding ofthese conditions, and their continued investigation is now on a firm scientific foundation. Further research into the epidemiology, psychopathology, genetics, and management ofthese conditions would not only be of great theoretical interest but would also help reduce the huge burden that they place on the health care system (Demers 1995).
Arkonac 0, Guze S. 1963. A family study ofhysteria. N Engl J Med 268:239-42.
Briquet P. 1859. Traite de l'hystdrie. Paris: Bailliere. Cloninger C, Sigvardson S, Von Knorring A, and others. 1984. Adoption study ofsomatoform disorders. Arch Gen Psychiatry 41:863-71.
Demers M. 1995. Frequent users of ambulatory health care in Quebec: the case ofdoctor shoppers. Can Med Assoc J 153:37-42.
Flor-Henry P, Fromm-Anch D, and others. 1981. A neuropsychosocial study of the stable syndrome of hysteria. Biol Psychiatry 16:601-26.
Goldberg D, Gask L, O'Dowd T. 1989. The treatment of somatization: teaching techniques of reattribution. J Psychosom Res 33:689-95.
Ljungberg L. 1957. Hysteria: a clinical prognostic and genetic study. Acta Psychiatry Neurol Scand 32(112 Suppl). Ludwig A. 1972. Hysteria: a neurological theory. Arch Gen Psychiatry 27:771-7.
Mai F. 1995. "Hysteria" in clinical neurology. Can J Neurol Sci 22:101-10.
Mai FM. 1982. Briquet's syndrome (hysteria) and the physician. Can Med Assoc J 127:99-100.
Mai FM, Merskey H. 1980. Briquet's treatise on hysteria. Arch Gen Psychiatry 37:1401-5.
Mayou R, Bass C, Sharpe M. 1995. Treatment of functional somatic symptoms. Oxford: Oxford University Press.
Mechanic D. 1972. The concept of illness behavior. J Chron Dis 15:189-94.
Merskey H. 1995. The analysis of hysteria. London: The Royal College of Psychiatrists Academic Series.
Merskey H, Buhrich N. 1975. Hysteria and organic brain disease. Br J Med Psychol 48:359-66.
Muhs A, Schepank H. 1995. The influence of hereditary factors in psychogenic disorders. Psychopathology 28:177-84.
Murphy G. 1982. The clinical management of hysteria. JAMA 247:2559-64.
Roy A. 1979. Hysteria: a case note study. Can J Psychiatry 24:157-60.
Shields J. 1982. Generoca; studies ofhysterical disorders. In: Roy A, editor. Hysteria. New York: J Wiley. p 41-56.
Slater E. 1961. The thirty-fifth Maudsley lecture: hysteria 311. J Ment Sci 107:359-81.
Swartz M, Landerman R, George LK, Blazer D, Escobar J. 1991. Somatization disorder. In: Robins L, Regier D, editors. Psychiatric disorders in America. New York: Free Press. p 220-57.
Torgersen S. 1986. Genetics of somatoform disorders. Arch Gen Psychiatry 43:502-5.
Woodruff R, Clayton P, Guze S. 1971. Studies of diagnosis outcome and prevalence. JAMA 215:425-8.
rating: 4.88 from 8 votes | updated on: 30 Apr 2007 | views: 4939 |
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Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
The Human Potential Movement came out of the social and intellectual milieu of the 1960s and was formed to promote the cultivation of extraordinary potential believed to be largely untapped in most people. The movement is premised on the belief that through the development of human potential, humans can experience an exceptional quality of life filled with happiness, creativity, and fulfillment. A corollary belief is often that those who begin to unleash this potential will find their actions within society to be directed towards helping others release their potential. The belief is that the net effect of individuals cultivating their potential will bring about positive social change at large.
The movement has its conceptual roots in existentialism and humanism. Its formation was strongly tied to Humanistic psychology, also known as the "3rd force" in psychology (after psychoanalysis and behaviorism, and before the "4th force" of Transpersonal psychology which emphasizes esoteric, psychic, mystical, and spiritual development). It is often considered synonymous with Humanistic psychology. The movement views Abraham Maslow's idea of self actualization as the supreme expression of a human's life.
Relationship to other fields Edit
The movement is sometimes considered to be under the broader umbrella of the New Age movement. It is distinguished ideologically from other New Age trends by an emphasis on the individual development of secular human capabilities as opposed to the more spiritual views within the movement. However, participants rarely make this distinction and it is common to find that most who embrace the ideas of the human potential movement also tend to embrace the other more spiritual ideas within the New Age movement.
The Esalen Institute was formed by Michael Murphy and Dick Price primarily as a center for the study and development of human potential, and is considered to be the geographical center of the movement today. Aldous Huxley gave lectures on the "Human Potential" at Esalen in the early 1960s and his ideas are also considered fundamental to the movement.
The movement has received criticism in two forms. The first is from researchers in psychology, medicine, and science who often dismiss the movement as being grounded in pseudoscience, overusing psychobabble, and whose efficacy can be explained entirely by placebo. This criticism was expressed by Richard Feynman's response to his visit at Esalen.
However, a technique may still be useful despite a pseudoscientific or religious background. The crucial point is whether critics are correct in asserting that the techniques of the human potential movement have no effect other than the placebo effect or an attitudinal effect such as the Hawthorne effect (of course, many mainstream psychotherapeutics techniques have no such effect, either). Empirical research is required to settle this question.
The second criticism comes from those often considered sympathetic to the movement, but who believe that the movement has not succeeded in its goals, but has instead created an environment that actually inhibits personal development. The claim is that it encourages childish narcissism by reinforcing the behavior of focusing on one's problems and expressing how one feels, rather than encouraging behaviors to overcome these problems. This criticism is best viewed in the terms of Maslow's hierarchy of needs. In this analysis, the failure is characterized as an exclusive focus on helping individuals fulfill their Deficit Needs, without moving individuals up the hierarchy to Being Needs, i.e., self-actualization.
A more serious extension of this criticism claims that this problem is due to a flawed foundation of the movement altogether—the focus on the individual's own development as supreme to the detriment of the consideration of others and society.
This issue again can only be resolved by empirical research. The contention that the Human Potential Movement encourages narcissism requires documentation.
- Attack therapy
- Assertiveness training
- Consciousness raising groups
- Emin Society
- Esalen Institute
- Encounter group therapy
- est/Erhard Seminars Training / Landmark Forum
- Feldenkrais method
- Gestalt Therapy
- Group psychotherapy
- Human Relations Movement
- Human relations training
- Humanistic psychology
- Large Group Awareness Training
- Neuro-linguistic programming
- Personal development
- Self actualization
- Sensitivity training
- Silva Method
- Tai Chi
- Transactional Analysis
Notable figures Edit
- Salerno, Steve (2005). SHAM: How the Self-Help Movement Made America Helpless. New York: Random House. ISBN 1000054095.
|This page uses Creative Commons Licensed content from Wikipedia (view authors).|
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Psychological Theories in Psychiatry
There are a large number of competing theories influencing contemporary psychotherapeutic thinking. Psychotherapies derived from psychoanalytic, cognitive, and behavior theory are the most widely used. Cognitive and behavioral interventions have the strongest empirical verification; little empirical evidence supports the efficacy of analytiddynamic therapies.
The principal theorist responsible for launching psychoanalysis as a technique and psychodynamic theory in general is Sigmund Freud. Freud’s theories proposed that unconscious motivations and early developmental influences were essential to understanding behavior. Freud’s original theories have proven quite controversial and have led to the creation of various alternative or derivative theories.
Twentieth-Century Schools of Psychodynamic Psychology
There are three major twentieth-century psychodynamic schools: drive psychology, ego psychology, and object relations theory.
Drive psychology posits that infants have sexual (and other) drives. This theory proposes that sexual and aggressive instincts are present in each individual and that each individual passes sequentially through psychosexual developmental stages (oral, anal, phallic, latency, and genital). Included in drive psychology is conflict theory, which proposes to explain how character and personality development are influenced by the interaction of drives with the conscience and reality.
Freud eventually developed a tripartite theory of the mind in which the psychic structure was composed of the id, ego, and superego. Under this theory, the id is the compartment of the mind containing the drives and instincts. The superego contains the sense of right and wrong, largely derived from parental and societal morality. The ego is responsible for adaptation to the environment and for the resolution of conflict. A major function of the ego is the reduction of anxiety. Ego defenses (Table 17-1) are proposed as psychic mechanisms that protect the ego from anxiety. Some ego defenses (e.g., sublimation) are more functional to the individual than others (e.g.,
Object Relations Theory
Object relations theory (objects refers to important people in one’s life) departs from drive theory in that the relationship to an object is motivated by the primacy of the relationship rather than the object being a means of satisfying a drive. Child observation furthered object relations theory, emphasizing concepts of attachment and separation.
The interpersonal school arose as an outgrowth of object relations theory. The interpersonal theorists emphasize that intrapsychic conflicts are less important than one’s relationship to one’s sense of self and to others. In other words, the relationships in a person’s life are given primary importance in producing happiness or misery.
Erikson’s Life Cycle Theory
Erik Erikson made major contributions to the concept of ego development. Erikson theorized that ego development persists throughout one’s life.
Erikson conceptualized that psychosocial events drive change, leading to a developmental crisis.
According to Erikson’s model, individuals pass through a series of life cycle stages (Table 17-2).
Each stage presents core conflicts produced by the interaction of developmental possibility with the external world. Individual progress and associated ego development occur with successful resolution of the developmental crisis inherent in each stage. This model allows for continued ego development until death.
Cognitive theory recognizes the importance of the subjective experience of oneself, others, and the world. It posits that irrational beliefs and thoughts about oneself, the world, and one’s future can lead to psychopathology.
In cognitive theory, thoughts or cognitions regarding an experience determine the emotions that are evoked by the experience. For example, the perception of danger in a situation naturally leads to anxiety.
When danger is truly present, anxiety can be adaptive, leading to hypervigilance and self-protection.
When the situation is only perceived as dangerous (such as in fear of public speaking), the resulting anxiety can be psychologically paralyzing. A person may fear public speaking because of an irrational fear that something disastrous will occur in public. A principal type of irrational belief is a cognitive distortion (Table 17-3).
Behavioral theory posits that behaviors are fashioned through various forms of learning, including modeling, classical conditioning, and operant conditioning (Table 17-4). A behaviorist might propose that through operant conditioning, depression is caused by a lack of positive reinforcement (as may occur after the death of a spouse), resulting in a general lack of interest in behaviors that were once pleasurable (or reinforced).
Cognitive - Behavioral Therapy (CBT)
Cognitive and behavioral theories form part of the bases of CBT. CBT involves the examination of cognitive distortions and the use of behavioral techniques to treat common disorders such as major depression.
1. Psychological theories are numerous, but those derived from psychoanalytic, cognitive, and behavioral theories are most widely used.
2. The psychoanalytic school emphasizes unconscious motivations and early influences.
3. The cognitive school emphasizes subjective experience, beliefs, and thoughts.
4. The behavioral school emphasizes the influence of learning.
5. The cognitive and behavioral schools have the greatest empirical support.
Revision date: July 9, 2011
Last revised: by Sebastian Scheller, MD, ScD
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The hectic pace of daily life and the stresses that accompany it may make you want to tune out. A healthier approach may be to tune in.
I know that sounds counterintuitive. But paying more attention to what is going on around you, not less, is the first step toward cultivating mindfulness, an excellent technique to help you cope with a range of mental and physical problems, including stress.
The practice of mindfulness, which has its roots in Buddhism, teaches people to be present in each moment. The idea is to focus attention on what is happening now and accepting it without judgment.
Although it sounds simple, and even simplistic, mindfulness is a powerful therapeutic tool. It has been shown to ease stress, prevent major depression from reappearing, alleviate anxiety, and even reduce physical symptoms such as pain or hot flashes. As my colleague Carolyn Schatz wrote on this blog a few months back, one way mindfulness works its magic is by improving connections in the brain.
Interested in becoming more mindful? As I write in the Harvard Mental Health Letter, you can do this on your own by practicing a few simple techniques, like sitting quietly, focusing on your breathing, becoming aware of your surroundings, and watching what comes and goes in your mind. You can get more specific directions in the full article in the October 2011 Harvard Mental Health Letter.
Mindfulness doesn’t have to be more complicated than paying attention to what is going on around you. This seemingly simple practice is often hard to sustain in a busy world. But if you make the effort to become more mindful, you may find the results to be well worth it.
The Harvard Mental Health Letter, written for both mental health professionals and all interested readers, presents the latest thinking about how to promote a sense of well-being, and to understand, prevent and treat mental distress.
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Equip yourself with all the info about these pesky bugs, so you're ready when they strike. more
Children who stutter
Stuttering, which often begins at 3 or 4 years of age, can lead to severely impaired communication if not treated early. Children who stutter are at risk of developing emotional problems such as fear of meeting new people or speaking on the telephone.
Causes of stuttering in children
There are many theories and popular beliefs about what causes stuttering. However, despite considerable scientific research from the second half of the 20th century onwards, the cause of the disorder remains a mystery. All we can say at the dawn of the 21st century is that stuttering is most likely due to some problem with the neural processing (brain activity) that underlies speech production.
Helping a child who stutters
There is a lot you can do as a parent or caregiver to help a child overcome a stutter.
1. Speak with your child in an unhurried way, pausing frequently. Wait a few seconds after your child finishes speaking before you begin to speak. Your own slow, relaxed speech will be far more effective than any criticism or advice such as "slow down" or "try it again slowly."
2. Reduce the number of questions you ask your child. Children speak more freely if they are expressing their own ideas rather than answering an adult's questions. Instead of asking questions, simply comment on what your child has said, thereby letting him know you heard him.
3. Use your facial expressions and other body language to convey to your child that you are listening to the content of her message and not to how she's talking.
4. Set aside a few minutes at a regular time each day when you can give your undivided attention to your child. During this time, let the child choose what he would like to do. Let him direct you in activities and decide himself whether to talk or not. When you talk during this special time, use slow, calm, and relaxed speech, with plenty of pauses. This quiet, calm time can be a confidence-builder for younger children, letting them know that a parent enjoys their company. As the child gets older, it can be a time when the child feels comfortable talking about his feelings and experiences with a parent.
5. Help all members of the family learn to take turns talking and listening. Children, especially those who stutter, find it much easier to talk when there are few interruptions and they have the listeners' attention.
6. Observe the way you interact with your child. Try to increase those times that give your child the message that you are listening to her and she has plenty of time to talk. Try to decrease criticisms, rapid speech patterns, interruptions, and questions.
7. Above all, convey that you accept your child as he is. The most powerful force will be your support, whether your child stutters or not.
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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more
Positive reinforcement and discipline
- Look hard for positive behaviour. Some children appear to always behave badly because they've learnt that bad behaviour is a good way to get attention. In the seemingly rare moments when they're not misbehaving, parents are too tired out to say anything or may be afraid to speak up in case it disrupts the peace and quiet. But it's especially important to pay attention to the positive (or the merely non-negative) things your child does.
- Try to see the situation from your child's point of view. It's much easier to know how to go about improving behaviour if you understand why it exists in the first place. Sometimes, when bad behaviour persists, even in the face of Time Out and other punishments, it's because there's a compelling reason behind it, such as fear, anger or jealousy. In these cases, punishments can help to reduce the behaviour, but any real progress in changing behaviour patterns depends on your ability to help your child to get through the issue.
- Get help sooner rather than later. If your child's negative behaviour continues despite your best efforts, don't let too much time go by without finding a professional who can support your effort in dealing with a difficult behavioural challenge.
Related discipline articles:
- Understand consequences and discipline
- What is discipline?
- Discipline and how to set rules
- Discipline and your baby
- Find discipline techniques that work
- Get discipline tips
- Physical punishment and your child
- The trouble with time-out
- Printable reward and chore charts
- How to stop yelling
- How to get kids to listen
- Turn a public toddler tantrum into beautiful behaviour
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Walking is the major achievement of kids this age and over the coming year they'll get much better at it.
As kids' mobility improves, so does their ability to investigate where they couldn't before. Once again, take a look around your home from a kid's vantage point and update childproofing measures to keep up with your child's advancing skills.
Though some babies take their first steps before their first birthdays, most learn to walk well in the months after they turn 1.
Kids who are learning to walk are called "toddlers" because that's exactly what they do — they toddle, keeping their legs wide apart and seeming to hesitate between each step, jerking from side to side as they move one foot forward, then the next.
About 6 months after taking their first steps, toddlers develop a more mature gait, holding their hands at their sides (rather than out in front for balance) and moving with their feet closer together. They also tend to move their feet in a way that looks more like walking — moving from the heel to the toe.
During these months of practice, most toddlers take a few spills, but this is part of learning to walk. You can't protect your youngster from every fall, but you can reduce the risk of injury by keeping exploration in areas with soft carpeted surfaces and away from sharp corners of furniture.
To get back up from a fall, toddlers often place their hands out in front, lift up their bottom, and then pull their feet under. It may not look very graceful, but it works.
After walking for a couple of months, your child will begin to feel more confident about walking and take on new challenges — such as picking up and carrying objects, moving while pulling a toy behind, and climbing stairs.
By the middle of the second year, your child may learn to run, start to kick a ball, and even attempt to throw a ball. By 2 years, your child may jump in place.
As kids develop the ability to move, they're also learning. You'll notice that your child seems extremely interested in finding out how things work, so offer safe opportunities to do this.
Give your child lots of things to do and see in this new upright position. Take walks around your yard or through the neighborhood together or hold hands and climb up and down the stairs together. You can even make an obstacle course of pillows or boxes and encourage your child to walk, climb, and crawl through it. Buy a few balls for kicking and throwing.
Experts recommend that toddlers should:
As their physical skills develop, toddlers also learn to use their hands more. Toys and objects that can encourage this include:
Normal child development tends to follow a certain pattern. The skills that babies develop early serve as building blocks for future skills. Still, the time it takes to develop these skills can vary widely among kids.
Your doctor will talk to you during routine check-ups about your child's progress. But if you have concerns before then, call your doctor, especially if your child does not:
Reviewed by: Mary L. Gavin, MD
Date reviewed: September 2014
|U.S. Consumer Product Safety Commission (CPSC) This federal agency collects information about consumer goods and issues recalls on unsafe or dangerous products.|
|American Academy of Pediatrics (AAP) The AAP is committed to the health and well-being of infants, adolescents, and young adults. The website offers news articles and tips on health for families.|
|Zero to Three Zero to Three is a national nonprofit organization that promotes the health and development of infants and toddlers.|
|TOYSAFETY.net This site, which is a project of the National Association of State Public Interest Research Groups (PIRGs) provides toy safety information for consumers.|
|The Senses and Your 1- to 2-Year-Old Toddlers learn through sights, sounds, tastes, and textures that are all new. How can you stimulate your child's senses and provide a safe place to explore?|
|Learning, Play, and Your 1- to 2-Year-Old Kids go from babies to toddlers during this time, from first steps to walking well. They also make major strides in language and communication.|
|Growth and Your 1- to 2-Year-Old You're in for a year of changes! Midway through this year, most babies are walking and starting to lose that "baby" look.|
|Medical Care and Your 1- to 2-Year-Old The toddler months might continue to bring colds, bruises, and other minor emergencies, but you'll also find yourself dealing with your toddler's emerging personality.|
|Choosing Safe Baby Products Choosing baby products can be confusing, but one consideration must never be compromised: your little one's safety.|
|Communication and Your 1- to 2-Year-Old Your toddler is probably saying a few first words now, but you may not be able to understand them all. Learn about how your child is communicating.|
|Sleep and Your 1- to 2-Year-Old Frequent night-feedings may be a thing of the past, but in this second year of life your tot might be rising for other reasons. Learn more.|
|Childproofing and Preventing Household Accidents You might think of babies and toddlers when you hear the words "babyproofing" or "childproofing," but unintentional injury is the leading cause of death in kids 14 years old and under.|
|Feeding Your 1- to 2-Year-Old Toddlers have little tummies, so serve foods that are packed with the nutrients they need to grow healthy and strong, and limit the sweets and empty calories.|
|Common Childhood Orthopedic Conditions Flatfeet, toe walking, pigeon toes, bowlegs, and knock-knees. Lots of kids have these common orthopedic conditions, but are they medical problems that can and should be corrected?|
What to expect when coming to Akron Children's
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Residency & Fellowships, Medical Students, Nursing and Allied Health
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Our online community that provides inspirational stories and helpful information.
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Researchers have identified subtle genetic variations that predict the efficacy of two widely used antidepressant drugs. They found that certain variants in the gene for a protective transporter protein that pumps drugs and other substances out of the brain compromise the effectiveness of the antidepressants citalopram (trade name Celexa) and venlafaxine (Effexor).
The researchers said their findings indicate that genetic testing could help predict the responses of patients to particular antidepressants. More broadly, they said, such tests could help predict the efficacy of any drugs used to treat neurological disease.
Manfred Uhr and colleagues published their findings in the January 24, 2008, issue of the journal Neuron, published by Cell Press.
“Antidepressants are the first-line treatment for major depression, but their overall clinical efficacy is unsatisfactory, as remission … occurs in only one-third of the patients after a trial with an adequately dosed single drug, and remission rates further decline following successive treatment failures,” wrote the researchers. “This situation is particularly alarming in view of the fact that major depression constitutes one of the greatest disease burdens worldwide and is anticipated to be the second leading global disease burden by the year 2020, trailing only cardiovascular disease.”
One reason for such poor response rates, said the researchers, is that protective transporter proteins pump such substances as drugs and some hormones back into the bloodstream, preventing them from crossing the blood-brain barrier.
In their studies, the researchers explored the function of one such transporter protein, called P-gp, in preventing the entry of antidepressants into the brain. They first knocked out genes for the transporter protein in mice and administered the antidepressants to the animals. The researchers found that brain concentrations of citalopram and venlafaxine were regulated by P-gp—that the antidepressants were thus “substrates” of the transporter.
Studying 443 patients on the antidepressants, they next searched for variants in the human gene that correlated with reduced efficacy of the drugs. Their genetic analysis identified 11 such variants.
“To our knowledge, our results provide for the first time evidence that genetic variants in the [gene for P-gp] account for differences in the clinical efficacy of antidepressants, most likely by influencing their access to the brain,” they wrote.
“The general conclusion to be drawn is that any drug administered to treat CNS diseases should be analyzed for its P-gp substrate status, which can be determined by using …knockout mice. From a clinical point of view, the findings warrant that patients receiving a drug that is a P-gp substrate for the treatment of brain diseases are genotyped to exclude the possibility that a patient receives a drug that fails to enter the CNS to an extent required for efficacy.”
The researchers also suggested that development of future antidepressants should take into account whether the candidate drugs are transported by P-gp. And, clinical trials of antidepressants should be designed to take into account the P-gp genetic status of patients in the trial.
Source: Cell Press
Explore further: Protein may improve liver regeneration
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The mobility of the boy evolves very rapidly during their first year. In addition, there are games and toys to stimulate it.
With these hands
When we talk about fine motor skills we mean the ability of the child acquires his hands. The more you practice with them, be more agile, but in general, these are the milestones in its development during the first year:
- With three months.Board hands over his chest.
- With six months. Spend things from hand to hand.
- With nine months.Hold increasingly small objects with one or both hands.
- With 12 months.Grab small things with his index finger and thumb (makes the “clip”).
- From the year.Take objects precisely, piling things, put one inside the other …
The possibilities hands give the child to explore the world are unique. To exercise this skill you can encourage him: take large, medium and small objects, stack them or take them from one place to another; put things in a box, take them out and re-save; turn the pages of a story, do puzzles and constructions, press the buttons of his toys “to see what little sound or what song we hear”; Five wolves moving interpret each finger independently; note where your nose, eyes, mouth and yours is !; scribble with crayons and finger paints; rip paper; try to catch the water while bathing and see how it slips through your fingers and lots of other things.
Feet, what I want to!
Gross motor has to do with the global movement; ie with changes in body position, crawling, balancing, crawling, the ability to turn on itself, etc.
- With three months.Raise your head when lying down, resting on the forearms.
- With six months.Holding his head. He turns back to face down and vice versa.
- With nine months.He sits alone with your back straight and head control. It creeps and crawls.
- With 12 months.It can keep standing holding onto furniture or leaning against the wall.
- From the year.It throws to walk. From now on there will be no one can stop him!
Gradually the child gains muscle tone, agility and speed in their movements. The evolution is progressive and must never force you to move faster than it takes its rhythm.
There are exercises for each stage and, right now, these are a must: put a pad upside down; let him lying on his back on a blanket of activities to kick her feet to dolls; clear the hallway and encourage him to crawl;up and down stairs in your hand; play ball; winding the electric train to chase; jump and walk out of your hand; he races, go on one leg, play English hideout behind the shoe, ride a tricycle …
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For those who are considering a master's degree in psychology, there are many excellent career options before you. The demand for psychologists in our modern world is on the upswing: The Department of Labor Statistics (BLS) tells us that employment opportunities for psychologists will increase by 22% in the next decade.
For those who are earning an MA in psychology, the work involved will have more of a liberal arts focus. If you earn an MS, expect to be working more in research and the sciences. Whichever degree you decide up, remember that we aim to be a vital resource for all the information you need about your psychology career, which has endless possibilities.
This is due to the fact that psychology has become very important in our modern world. Let's explore why that is.
PSYCHOLOGY IN THE MODERN WORLD
In the last 30 years, there has been a major cognitive revolution in psychology. The focus of the field has become broader. Now we study not just the mental processes that we engage in from day to day, but also we delve into how meaning is grasped through our different languages and cultural practices. So today there are more scientific methods in psychological practice focused on language and culture. It has become clear that how we respond to stimuli psychologically is influenced by the language that we speak and the culture we come from.
All types of psychological practice today are focused on looking into issues related to our functioning every day, within social and cultural norms. This practical and professional application of our field is extremely important in many parts of our lives. Psychologists now work as advisors for businesses, nonprofits, government agencies, the workplace, sports teams, and they also engage in research that is of great concern for smaller populations, such as stress, dyslexia and autism.
Of course, the earlier focus in the 20th and 19th centuries on psychoanalysis and behaviorism still are important, the discipline of psychology today is developing in a way that is taking in a broader scope of perspectives than ever in human history. There is no one approach to psychology that will answer all questions, but it is a field that is extremely multifaceted and has a great impact on society today.
HISTORY OF PSYCHOLOGY
Psychology did not become a separate discipline until the late 1800s. However, its early history may be traced as far back as the early Greeks. In the 1600s, Rene Descartes first introduced the concept of dualism. This idea stated that the mind and the body are two distinct entities that work together to form the total human experience. In the 1850s, a psychologist in Germany named Wilhelm Wundt first used research methods to study reaction times. He published a book that explained the connections between physiology and the study of human behavior and thinking. He then opened a psychology lab in the 1870s in Germany, which was the first in the world. This opening is thought to be the true beginning of psychology as a completely distinct discipline of science.
In the early 1900s, a doctor from Austria named Sigmund Freud really overhauled the science of psychology in a big way. He proposed his new theory of personality that stressed the vitality of the unconscious mind. His work with patients in the clinical arena who had serious psychological problems led him to the belief that unconscious impulses and experiences from childhood contribute to how we behave as adults. Many of Freud's theories are viewed skeptically in modern era, but he still had a major impact on psychology.
Psychology had big changes in the early 1900s as behaviorism came to the forefront. This school of thought rejected the conscious and unconscious mind, but focused mostly on behavior that can be observed scientifically. This form of psychology had its early start with Russian physiologist Ivan Pavlov. With his experiments with dogs, he showed that behaviors may be learned through associations.
Later in the 20th century, another school of thought known as humanistic psychology became very important. The main focus of this school of thought was on conscious experiences. The main founder of this branch of psychology was Carl Rogers. He believed strongly in free will and self determination. In the modern era, there is a focus on human experience, biological influences of behavior, and also, as stated earlier, the impact of culture, society and language on behavior.
THE IMPORTANCE OF A MASTER'S DEGREE IN PSYCHOLOGY
Earning a master's degree in psychology is important because you have limited career options with only your bachelor's degree. If you want to practice as a school psychologist, licensed counselor or an industrial-organizational psychologist, for example, you will need to have your master's degree. You also need at least your master's degree if you want to practice as a clinical psychologist under a senior clinical psychologist with a doctorate. If you ever want to practice on your own, your master's degree will be a stepping stone to earning your doctoral degree.
WHAT YOU WILL LEARN ON THIS SITE
You will learn about the expansive job options open to you in psychology with a master's degree, including:
- Mental health practice
- Industrial-organizational psychology
- Forensic psychology
- Education – from primary schools and secondary schools, to colleges
You also will learn about many of the fascinating psychology specializations that you can study, such as clinical psychology, counseling psychology, child development and behavior neuroscience.
MasterInPsychologyGuide.com also details over 300 colleges and universities where you can earn your master's in psychology. Also, learn about the latest news, jobs and salaries in the psychology field with a master's degree.
This site should serve only as a planning tool for you as you begin to think about earning your master's, and as you look for more information about this rewarding career. We have worked to provide you with a massive amount of informational content about master's in psychology programs and the field in general, so you can make the most informed career choice.
Start reading more now about all of the opportunities that are open to you with a master's degree in psychology at MastersInPsychologyGuide.com. See our Privacy/Disclosure for more information.
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Return to Index
Prolonged Exposure Therapy May Be More Beneficial Than Supportive Counseling for Adolescent Girls with PTSD
Posttraumatic stress disorder (PTSD) can develop in some people after a traumatic event. It is believed to be the result of how the brain processes what has happened both during and after the event. PTSD can make someone feel like the event is happening over and over again. It can cause anger, sleeplessness, and anxiety and significantly impact day to day life. There are several different types of trauma that can lead to PTSD but adolescents with a history of sexual abuse are a particularly vulnerable group.
Researchers wanted to determine if supportive counseling or prolonged exposure therapy was more effective for helping adolescents with PTSD due to sexual abuse. The trial, published in JAMA, found that prolonged exposure therapy showed greater benefits than supportive counseling.
About the Study
The trial randomized 61 adolescent girls with PTSD to 14, 60-90 minutes sessions of prolonged exposure therapy or supportive counseling. Prolonged exposure therapy encourages participants to approach traumatic feelings and thoughts with a counselor. Repeated exposure to these feeling and learned coping skills help decrease the intensity of PTSD. Supportive therapy is a therapeutic approach that encourages and reinforces healthy thought patterns.
The severity of PTSD symptoms were determined by severity scales completed by counselors. The trial also assessed differences in patient-reported severity. The trial found that girls who had received prolonged exposure therapy had greater improvements in symptoms and severity during treatment and up to 12 months after therapy. Improvements were noted in:
- Counselor assessed PTSD severity
- Patient reported PTSD severity
- Complete cessation of PTSD
- Depression symptoms
How Does this Affect You?
A randomized control trial is considered a very reliable form of research. However, a single trial with a small group of participants does not absolutely confirm a benefit but suggests the exposure therapy may be more successful than supportive therapy. More trials will need to be done to confirm the benefits. This trial is helpful in that it isolated treatment to adolescent girls, so it may be a therapy worth trying for adolescent girls with PTSD.
PTSD is a complex health issue that involves both physical and emotional components. If someone you know is having difficulty recovering from a trauma, look for resources to help you understand about PTSD and encourage them to get counseling. If you believe you have PTSD seek counseling to help you manage the symptoms. Which type of therapy may depend on your specific experience and personality. Discuss different therapy option with your counselor or therapist. Consider trying other therapies if you are not finding benefits with your current therapy.
Anxiety Disorders Association of America
National Center for PTSD
Foa EB, McLean CP, Capaldi S, Rosenfield D. Prolonged exposure vs supportive counseling for sexual abuse-related PTSD in adolescent girls: a randomized clinical trial. JAMA. 2013 Dec 25;310(24):2650-7.
- Reviewer: Michael Woods, MD
- Review Date: 11/2013
- Update Date: 01/07/2013
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Equip yourself with all the info about these pesky bugs, so you're ready when they strike. more
1 - 2 years social and emotional behaviour
Sure, your toddler understands the word 'no' - just don't expect her to abide by it! At this age, she has little self- control so she'll find it difficult to do as you ask if she really wants to do something different.
Developmental milestones include:
- she's inquisitive and has endless energy, but needs your attention and to be reassured regularly
- she is very attached to you, and may be fearful of strangers
- she resists being separated from you
- she loves interacting with adults and particularly enjoys playing repetitive games
- she can play alongside other children but isn't yet able to interact or share with them
- she loves to copy those around her - talking on the phone, carrying a baby
- she isn't flexible in her approach to tasks - there is a 'right' and 'wrong' way to do things and she wants to do it the 'right' way
- she is becoming fussier about the food she eats - at this time, some toddlers refuse to try any new foods at all and reject many of the old favourites
- her memory is improving - she can remember and copy past events
- she can now tackle simple puzzles
- she loves games of the imagination
- she experiences a wide range of emotions - and can move from one to another with lightning speed!
- she loves a cuddle
Last revised: Wednesday, 18 June 2008
This article contains general information only and is not intended to replace advice from a qualified health professional.
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-- Reposted from the online magazine, "The Trauma & Mental Health Report"
The term crisis means different things to different people, but it is always a time of intense difficulty. Often there is trouble or danger, and someone may be experiencing a distressing disturbance in emotions, thoughts or behavior. In mental health, crises often include acute and severe anxiety or depression, suicidal gestures, and substance abuse problems. It is not uncommon for individuals who have experienced trauma to have moments of crisis requiring immediate assistance. Failing to address these issues quickly may result in further emotional or physical harm. There are a number of well-known services available for dealing with non-medical crises, for example 24-hour call centers. There is, however, a lesser known service: mobile crisis centers.
Mobile crisis centers are unique in that, although the service is initiated by a phone call, as it would be with a call center, mobile crisis workers can travel to the person in need. The location of the meeting spot is usually a hospital, a mutually agreed upon location in the community, or the client’s home. The face-to-face visit allows for a more thorough risk assessment and recommendations for additional services. Follow-up visits are usually conducted within 24 to 48 hours of the original call and then a few weeks later, and are performed by mobile crisis workers. Some units only operate during regular business hours whereas others are running 24 hours a day, 7 days a week.
To illustrate how such a unit works, take for example the situation where someone is having thoughts of suicide. In this case, one of the first things the worker will do over the phone is find out if the person is in need of emergency medical attention and, if so, will immediately contact these services. Otherwise, the worker will assess the level of suicide risk, usually rated as low, medium or high, by asking a series of questions. Questions include whether or not the individual has a clear plan, has decided on the means with which to carry out the plan, and whether or not the person can talk about the event that triggered the crisis. Depending on the size of and available resources to the mobile crisis unit, the workers may respond by going out to the client within thirty minutes. Smaller units may use a triage system, going to those at the greatest risk of harm first. In regard to risk of suicide, if a person is at low risk, then a crisis worker may not make a visit at all, or would visit that individual after seeing others in more urgent need. If the person is at medium or high risk for suicide, the mobile crisis unit would likely go out and perform a more in-depth assessment.
When such visits occur, the mobile crisis worker determines the needs of the individual in distress, develops a safety plan, and makes referrals for immediate or future services. In the case of suicidal ideation, the safety plan may include having a friend or family member stay with the person for a period of time, or if necessary, hospitalization. The visit may also include a referral to a psychiatrist, or other mental health professionals for longer term treatment, a plan for the individual to follow if they have another occurrence of suicidal thinking, and times and dates for future follow-up visits, which help ensure that the individual is accessing the referrals originally provided. Follow-up visits may also be an opportunity to assess if there have been any further thoughts of suicide or suicide attempts, and adherence to medication regimes.
Although the example above refers to suicidal thinking, there are other types of common crises, such as the mother who is overwhelmed caring for her child, the intoxicated individual whose spouse left because of substance-related relapse, or the person experiencing acute symptoms of Posttraumatic Stress Disorder (PTSD).
The services are readily accessible across Canada and the United States. Mobile crisis units in different regions or cities can be contacted directly; they can also be located by dialing 911 and in some cases your local hospital. Listed below are numbers for mobile crisis units in the Greater Toronto Area in addition to a link for crisis centers across Canada.
For a complete list of crisis services, including all mobile crisis services across Canada cut and paste the following link into your webpage browser:
-- Contributing Writer: Crystal Slanzi, The Trauma & Mental Health Report
-- Chief Editor: Robert T. Muller, The Trauma & Mental Health Report
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Mission, Goals and History
The mission of SAVE is to prevent suicide through public awareness and education, reduce stigma and serve as a resource to those touched by suicide.
Brain illnesses such as depression, bipolar disorder, schizophrenia or other mood or anxiety disorders, when left untreated, unfortunately may also result in suicide.
The brain as an organ can get sick, just like other organs in the body. SAVE is committed to educating the general public about depressive brain illnesses, the symptoms, possible causes and the need for professional assessment and treatment. By educating the general public about these illnesses, treatment is encouraged, and the stigma associated with suicide and brain illnesses is reduced or removed.
SAVE's prevention and education programs are designed to:
- Increase knowledge about depression, other brain illnesses and the need for assessment and treatment as suicide prevention.
- Increase knowledge about symptoms of depression and the warning signs of suicidal thinking and behavior.
- Increase understanding and the use of intervention skills that can help avoid the tragedy of suicide.
- Increase knowledge about community resources and how to access and use them.
History and Beginnings of SAVE
In 1979, Adina Wrobleski lost her daughter to suicide. Despite searching endlessly for information, resources, and support to help her and her family through the tragedy, Adina was unable to find what she needed. So she began a quest to learn everything that she could about depression and suicide.
By the early 1980's, Adina had become a local expert in suicide and was speaking publicly and writing about the topic. By the late 1980's, Adina had become a nationally known suicidologist, taking part in research, writing journal articles and books and lecturing with some of the top scientists of the time.
|In 1989, Adina met with 6 other suicide survivors (people who have experienced the loss of a loved one to suicide) and collectively they decided there was a great need for an organization to address suicide prevention.|
By 1990, SAVE was incorporated, with Adina as the first Executive Director. For 10 years, SAVE was an all-volunteer organization. An annual Suicide Awareness Memorial event was started, brochures were created, and support groups were facilitated across Minneapolis and Saint Paul.
A strategic planning process yielded a decision to hire staff, and in 1999 SAVE hired its first paid Executive Director, with other staff soon following. In 2001, SAVE began an initiative to become a leader in the suicide prevention field by using the media and mass marketing to get a message to the public that suicide was a public health issue.
SAVE's 20th Anniversary Video
SAVE's 25th Anniversary Video
SAVE also embarked on several educational programs including a school-based curriculum called ASK, creating and widely distributing support and information resources nationally and internationally. In 2008, SAVE produced a new, best-practices classroom curriculum LEADS: For Youth, Linking Education and Awareness of Depression and Suicide.
SAVE is a 501(c)(3) non-profit organization governed by an all volunteer Board of Directors and operating under the nonprofit laws of the State of Minnesota. Over the years, SAVE's Board of Directors, volunteers and staff often include survivors who bring a special affinity for suicide prevention and depressive illnesses along with other skills to ensure organizational growth, development and effective management and operational talents to the agency.
Click here to view a list of past members of SAVE's Board of Directors.
Back to the Top
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Auto pencil marks
Warn when leaving page
Show mistakes when checking
Objective / Rules - You have to complete the grid such that every row and column contains the numbers 1 to 5. - Each row and column contains each number only once. - A cage clue tells you answer after the cage values have undergone the specified mathematical operation. - e.g. 2÷ means that when the digits in the cage are divided the answer is 2. - A digit may appear more than once in a cage (which is different to Killer Sudoku). - The Hard puzzles can be quite hard and often require the more advanced Sudoku techniques.
Keyboard Usage[only when your cursor is in the grid] Note: not all options work on all browsers. A = auto-pencil marks. (or click the check box below the puzzle) CTRL + arrows = move around the grid. SHIFT + number = highlight all squares with that number [SHIFT+0 to clear]
Checking If you click 'Check' the system will check for incorrect squares. If 'Show mistakes when checking' is checked they will be marked in red. There are two types of error checked for: 1. A single number that isn't the same as the solution. 2. Multiple numbers that don't contain the solution number.
Uniqueness Each puzzle has exactly one solution, which can be found using logic alone and no guesses are ever required. If you think you've found another solution, then please double check the rules. If you still think you've found another solution, then please email us and we'll try to help.
Legal Note BrainBashers CalcuDoku are our own creation and are not approved, sponsored nor endorsed by any other website, creator or company. They are provided on BrainBashers for the benefit of our visitors and the BrainBashers team makes no gain from placing them here.
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Comparison of Sums
You'll probably get asked to compare the accuracy of different types of sums. Here are the main things you need to remember.
- Whether the left- and right-hand sums give over- or -underestimates depends on whether the function is increasing or decreasing.
- Whether the midpoint and trapezoid sums give over- or under-estimates depends on the concavity of the function.
- For any of these sums, the approximation gets more accurate as the number of sub-intervals gets bigger.
- The midpoint and trapezoid sums are more accurate than the left- and right-hand sums.
There are some things you need to know that we didn't include in the list. For example, if the function is increasing, is the LHS an over- or under-estimate? You should be able to figure that out
in about ten seconds by drawing this picture:
The rectangle doesn't cover enough area, so the LHS gives an underestimate. That means the RHS must be an overestimate.
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Ask Dr. Math
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I need help factoring and reducing this problem: (3x-9)/(2x-6)=? and
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Some ideas for learning algebra that may help prevent frustration.
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A teen who already solves quadratics with the quadratic formula wonders why we
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Factoring polynomials like 12x^3y^9 + 20x^5y^4.
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I need an easy method for understanding factoring polynomials, especially
with exponents, and also quadratic equations.
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When factoring quadratic equations, do you always have to use guess
and check, or is there another way to do it?
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Is there a clear set of factoring rules or procedures?
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I have forgotten how to factor - could you give me an example and an
- Solving for X [5/14/1996]
Please show me each step to solving X in the equation X^2 - 7X + 10 = 0.
- Solving Quadratic Equations [2/15/1996]
A student asks for help in solving quadratic equations by factoring.
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Could you describe how to factor quadratic trinomials?
- What is Factoring? [01/17/1998]
How do you factor x^2 + 5x + 4 ?
- Algebra: Factoring Fractions [07/30/1997]
Question: 8ab/4a2-b2 divided by 16b2/8a2-4ab.
- Algebra for Equivalence [11/12/2011]
A teacher's warning about algebraic manipulations troubles a student. With simple
examples, Doctor Peterson shows how dividing by a variable may destroy solutions, how taking roots may introduce extraneous ones, and how factoring makes both more explicit, all while emphasizing caution with assumptions.
- Are Binomial Factors Unique? [04/22/2003]
Let's say I factor x^2 - 5x + 6 into (x-2)(x-3). Is it possible that
it could be factored another way as well, using numbers other than 2
- Cancelling Algebraic Fractions [11/11/2002]
I don't understand how to cancel algebraic fractions.
- Completing the Square: How Does it Work? [01/20/1999]
Can you explain why completing the square works? How exactly do you do
- Difference between Two Cubes [11/09/2001]
Factoring a^3 - b^3.
- Difference of Squares of Two Integers [7/2/1996]
Which positive integers can be written as the difference of the squares
of two integers?
- Difference of Two Squares [09/04/2002]
I understand how to get the difference of two squares but how would
you get the equation when you have the answer?
- The Discriminant of Quadratic Equations [08/06/1998]
Can you explain more about the discriminant, b^2 - 4ac? Why is it
sometimes represented by a triangle (delta)?
- Equations and Factoring [2/5/1996]
Solve. Identify all double roots: 2(r^2 + 1)=5r
- Factor 6x^2 + 12x [06/23/2003]
Factoring as finding things in common.
- Factor and Multiply to Check [5/21/1996]
Is x to the second power plus 6x plus 5 factorable?
- Factor and Simplify [4/10/1996]
How would you simplify the following problem? (1/x^2-
- Factor for X; Consecutive Odd Integers [01/19/1998]
(x-2)(x+3) = 6 : solve by factoring for x. Label your variables, write an
equation, solve, label answers...
- Factoring [12/03/2001]
This problem is giving me a hard time: 6x^2 + 31x + 5.
- Factoring [9/5/1995]
How do I solve x^2+x-12 = 0?
- Factoring 5x^2 + 2x -1 [01/22/2001]
I can't figure out how to factor this: 5x^2 + 2x -1. The best I can do
is: (5x+1)^2 + 2(x-1).
- Factoring 8 - t^3 [01/07/1998]
Factor the given expression completely: 8 - t^3.
- Factoring a Difference of Squares with Terms That Are Not Monomials [10/26/2008]
How can I factor something like (3x + 2)^2 - (x - 4)^2 using the
formula for a difference of squares? I'm confused because the
expressions being squared are not monomials.
- Factoring a Fifth-Degree Polynomial [08/15/2002]
Simplify: x^5+x^4-4x^3-4x^2 over x^5+4x^4+4x^3.
- Factoring Algebraic Expressions [6/15/1996]
Factor (xy+1)(x+1)(y+1)+xy and ...
- Factoring and the Factor Theorem [09/28/1998]
I need help factoring x^3 - x^2 + x - 2 = 4.
- Factoring an Equation [11/13/1995]
From 7y^3 + 14y^2 - 7y, I can factor out the 7y to get 7y(y^2 + 7y - 1).
Can I factor any further?
- Factoring an Equation [3/11/1996]
If you have the equation: x^2 * 2x+3 = 0, how do you factor it?
- Factoring an Expression [8/5/1996]
How can I factor x^10+x+1?
- Factoring another Equation [11/14/1995]
40y squared + yz - 6z squared?
- Factoring a Quadratic Equation [05/13/1998]
Using prime factorization and FOIL method to solve y^2 + 2y - 35 = 0.
Search the Dr. Math Library:
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EDX1280 Foundations of Numeracy
|Semester 3, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Nicholas Flegg
Moderator: Kylie Meyer
Numeracy is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. Numeracy is closely linked to mathematics, and involves using "some mathematics to achieve some purpose in a particular context" (DEST, 2000, p.14). To be numerate is to use mathematics effectively to meet the general demands of life at home, in paid work, and for participation in community and civic life. In school education, numeracy is a fundamental component of learning, performance, discourse and critique across all areas of the curriculum. It involves the disposition to use, in context, a combination of underpinning mathematical concepts and skills from across the discipline (numerical, spatial, graphical, statistical and algebraic); mathematical thinking and strategies; general thinking skills; and grounded appreciation of context (AAMT, 1997, p.15). Mathematics education has grown to become a recognised and significant research area in education. Its theories are based on analysis of the structure of mathematical tasks, the psychology of teaching and learning, and an understanding of the effect of social context on learning. Research on expertise in teaching mathematics has shown that teachers of all year levels require general pedagogic knowledge, specific mathematics pedagogic-content knowledge, and mathematics subject-matter knowledge. All three of these knowledge areas are important in this course.
Foundations of Numeracy is a shared course for the specialisations of Early Childhood, Primary / Middle and Special Education and will focus on aspects of teaching, planning and assessing the number, pattens and algebra strands of the mathematics curriculum, underpinned by a clear understanding of relevant subject-matter knowledge and current theories of learning and teaching. An approach to teaching that is based on thinking strategies rather than rote procedures will be emphasised. Consequently, methods of doing and teaching mathematics experienced during the course are likely to be different to those experienced in the students' own schooling. Past and present practices will be critically examined in the light of research findings, curriculum documents and teaching practice. The course also serves to ensure that students themselves have an appropriate level of mathematical understanding and proficiency to undertake their professional roles. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate competence in the use of materials, language, symbols, games, structured activities and teaching aids for the development of mathematical concepts, skills and strategies related to number and numeration, and patterns and algebra [Item 1 and 2];
- demonstrate personal competence in mathematical content that is relevant to the teaching of the mathematics strands covered in this course [Item 2];
- understand and be able to explain by example the conceptual base of mathematical processes and structures that underpin the number and patterns and algebra strands of the syllabus [Item 1 and 2];
- demonstrate an awareness of the desirability of fostering favourable attitudes towards involvement in mathematics and of the intellectual, behavioural and social actions required by children and their teachers in the construction of mathematical concepts, skills and strategies [Item 1 and 2];
- demonstrate a knowledge of good planning and implementation practices in primary mathematics and an ability to analyse and reflect upon activities and learning sequences [Item 1 and 2];
- be confident, competent and enthusiastic teachers of mathematics who are able to articulate and justify their personal philosophy upon which they will ground their teaching of primary mathematics [Items 1 and 2].
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Item 1.)
|1.||Current theories of teaching and learning mathematics||20.00|
|2.||Mathematics and numeracy pedagogy||20.00|
|3.||Numeration for whole numbers and fraction ideas||20.00|
|4.||Computation with whole numbers and fractions, mental and written||20.00|
|5.||Patterns and algebra||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDX1280)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
- There are no texts or materials required for this course.
Booker, G., Bond, D., Sparrow, L., & Swan, P (2004), Teaching primary mathematics, 3rd edn, Pearson, Sydney.
Burnett, J., & Irons, C (2002), Facts for Life [+, -, x, ÷], Prime Education, Brisbane.
Burnett, J., Irons, C., & Turton, A (2007), The book of facts: addition, Origo Education, Brisbane.
De Klerk, J (1999), Illustrated maths dictionary, 3rd edn, Longman, Brisbane.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N (2006), Helping children learn mathematics, 8th edn, John Wiley & Sons, Brisbane.
Van de Walle, J 2009, Elementary and Middle School Mathematics: Teaching Developmentally (with MyEducationLab), 7th edn, Pearson, Sydney.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|TEACHING RESOURCES FOLIO PT1||20||20||10 Dec 2012||(see note 1)|
|TEACHING RESOURCES FOLIO PT2||30||30||14 Jan 2013|
|EXAMINATION||50||50||End S3||(see note 2)|
- Individual assessment item to be submitted in two parts during the semester (Part 1 and Part 2). See Course Guide on course StudyDesk for details of assessment requirements.
- Students will be advised via USQStudyDesk of examination date(s) when the official examination timetable has been released.
Important assessment information
ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. EXTERNAL AND WEB MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
Examination period when Deferred/Supplementary examinations will be held:
Any Deferred or Supplementary examinations for this course will be held during the next examination period.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The USQ library provides advice on how to format information sources using this system. http://www.usq.edu.au/library/help/ehelp/ref.guides/apastyle/default.htm
Students will require access to e-mail and have Internet access to UConnect for this course.
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Gifted and high-ability math students are pulled out once a week on Thursdays to do enriched math activities with Mr. Kendall, Gifted Education Coordinator.
Enrichment activities with Mr. Kendall include challenging math games like "The 24 Game" and "Muggins." Both of these games require fluency in multiplication and division facts, so they become an incentive for students to drill these facts so that they can do better in the games. The key in both games is the ability to work with 3 and 4 numbers at a time to create a math sentence, rather than mere memorization of one number multiplied by another. The games also rely on an understanding of the order of operations. Once learned, these games provide an incentive for students to work hard on challenging word problems from the Techniques of Problem Solving (TOPS) series and the Hands-On Equations program described below so that they can earn game time at the end of the class period or for the next session.
In January through March students continue work in the "Hands-On Equations" pre-algebra program which they began in third grade and continued in fourth grade. This program uses manipulatives to represent numbers and variables in balanced equations. The students learn that whatever they do on one side of the scale (one side of the equation) they must do on the other side of the scale to keep the equation properly balanced.
E-mail Mr. Kendall if you have questions about this program: [email protected]
LINK TO ON-LINE MATH GAMES FOR ENRICHMENT AT HOME
CURRICULUM UPDATE (Mr. Kendall's Enrichment Activities)
August - September (each group does these 4 sessions)
Session 1 - Review of Muggins game http://www.mugginsmath.com
Session 2 - Introduction to the 24 game http://www.24game.com
Sessions 3 - 4 - Brain Teaser Problems focusing on using charts, tree diagrams, and maps to solve problems
#10 (Gr. 3/4) "Sweet Shop Treats" (using clues to determine who bought what item; calculations of change in order to solve some of the pairings of what person bought what item)
#11 (Gr. 5/6) "Student Sellers" (determine all combinations of two items purchased and then calculate the change received from $2; then determine the coins required to make each amount of change)
After students complete problems, introduce SET a visual problem-solving games that builds off geometry skills and pattern recognition: http://www.setgame.com
Introduce "Ultimate Puzzle" to students after problems are completed.
Session 6 - Visual Problem Solving
Once students complete at least one of the visual problem-solving activities they may choose to play a reward game or take on another visual problem.
Reward Game Options: "Ultimate Puzzle," Muggins, 24 Game, or SET.
January - March
Students will learn the basics of the Hands-On Equations pre-algebra program and begin to work at their own pace once they have established certain foundation skills. The program uses manipulatives to stand in for variables and the whole numbers within the equations. For more information see http://www.borenson.com/
As students demonstrate mastery of key lessons they will come home in Monday folders - just look for the "Hands-On Equations" title or Mr. Kendall's name on the paper. If you have any questions about the program or your child's progress please contact him [email protected] or 540-463-3643 ext 3129.
April -- Introduction to matrix logic - Session 1
Example Problem: "Costume Party" (1 by 1 matrix - matching one item with each person)
# 18 - "Play Ball" (1 by 2 matrix - matching two items with each person)
# 21 - "Start Your Engines" (1 by 3 matrix - matching three items with each person)
Extra Challenge: #24 - "Three Roommates" (1 by 3 matrix - matching three items with each person, with some clues on attributes only without using names)
Introduction to matrix logic - Session 2
# 28 - "Logo Logic" (1 by 2 matrix - matching two items with each person)
# 24 - "Computer Club" (1 by 3 matrix - matching three items with each person)
May - Multi-step Word Problems
In May students will work on multi-step word problems aligned with key SOL concepts and problem-solving strategies.
June - "24 Game" Tournament
LANGUAGE ARTS ENRICHMENT
Reading enrichment in fifth grade occurs through ability grouping in reading within each regular classroom or through regrouping across the entire grade level. Students read appropriately challenging novels from such authors as Scott O'Dell, Katherine Paterson, Beverly Cleary, and Louis Sachar, who are highly recommended for gifted learners. They engage in active discussions of the literature using the vocabulary of literary analysis. Students also do critical and creative writing assignments based on the literature they read. CLICK HERE for more information from the 5th grade team, especially the "Pacing Chart" that delineates what skills will be taught during each of the four marking periods in language arts.
GRADE LEVEL UPDATES >
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|You might also like:||Venn Diagram: LCM, GCD Graphic Organizers||Math Venn Diagram Graphic Organizer Printouts||Adding Fractions with Different Denominators Worksheet Printout #2||Adding Fractions||G is for... Illustrated Math Dictionary - Enchanted Learning.com||Today's featured page: Rays|
|Our subscribers' grade-level estimate for this page: 4th - 5th|
LCM, GCD Example
Write the factors of two numbers, then calculate their Least Common Multiple (LCM) and their Greatest Common Divisor (GCD, also called the Greatest Common Factor or GCF).
This is a thumbnail of the Venn factors example diagram. The full-size printout is available only to site members.
To subscribe to Enchanted Learning, click here.
If you are already a site member, click here.
|Search the Enchanted Learning website for:|
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CD-ROM developed by Maarten Dolk and Catherine Twomey Fosnot
Facilitator's Guide developed by Antonia Cameron, Sherrin B. Hersch, and Catherine Twomey Fosnot
In their series of professional books for teachers, Young Mathematicians at Work, Catherine Twomey Fosnot and Maarten Dolk described Mathematics in the City, an innovative project where teachers helped young children construct a deep understanding of number and operation in a math-workshop environment. Now they and two colleagues from the project have developed a flexible, video-based, digital context for inquiry into the teaching and learning of mathematics that will change how professional development is conducted.
Designed for you, the workshop leader or college instructor, the Exploring Soda Machines Resource Package enables your in- or preservice teachers to not only watch but interact with video that depicts classroom teachers as they listen to, question, and interpret students' thinking; develop connections between mathematical ideas and strategies; and, ultimately, develop vibrant mathematical communities in their classrooms.
The Resource Package includes three valuable components:
In Exploring Soda Machines, your workshop participants will observe fourth graders as they construct some of the big ideas related to division, including the connection between partitive and quotative division and the inverse relationship between multiplication and division. By studying the use of carefully crafted problems designed both to generate a range of solution strategies and to highlight the power of arrays and other models for division, teachers will discover what a valuable tool real-life contexts are for building a solid foundation in division.
- A completely interactive CD-ROM, where your workshop participants can explore-independently or under your guidance-videos of instruction and assessment; sample children's work over time to analyze development; take and save notes on what they see; capture specific frames or footage; and then email their captured video clips and notes to other members of your professional development workshop. The context of the classroom will be at the fingertips of your participants for exploration.
- A Professional Development Overview Manual that provides general advice on how you can use the CD-ROM for staff development.
- A Facilitator's Guide whose field-tested content is specific to the CD-ROM and includes helpful suggestions for using video clips and student examples on the CD to design rich professional development experiences; sample dialogue to help you anticipate what your participants might say; tips for facilitating discussions among teachers; and descriptions of the mathematical ideas being explored.
*Please note CD-ROM is not compatible with Mac OS X 10.7
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|The material presented in the following pages are for middle school students, high school students, college students, and all who are interested in mathematics. You will find interactive programs that you can manipulate and a lot of animation that helps you to grasp the meaning of mathematical ideas.|
|Attention: If Manipula Math Applets and CabriJava do not work on your environment, please download to install Java plug-in from the following URL.
If you would like to create java applets for math education, a good starting point is here. Manipula Math Java Lesson introduces basic techniques to create simple java applets.
|The 20th Asian Technology Conference in Mathematics (ATCM 2015), December 16-20, 2015, Leshan Vocational and Technical College, and Leshan Normal University, Leshan , China|
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Graph, Domain and Range of Arctan function
The graph of the inverse trigonometric function arctan and its properties are explored using an applet. You may want to work through an interactive tutorial on Inverse Trigonometric Functions before you work through the present tutorial.
f(x) = a*Arctan(b*x + c) + d
The exploration is carried out by analyzing the effects of the parameters a, b, c and d included in the definition of arctan as follows
click on the button above "click here to start" and MAXIMIZE the window obtained. The graph of arctan is in blue and the red horizontal lines are the asymptotes of arctan.
- Set the parameters to a = 1, b = 1, c = 0 and d = 0 to obtain
f(x) = arctan(x)
Check that the domain of arctan(x) is the set of all real numbers and the range is given by the interval (-pi/2 , +pi/2). Check also that arctan(x) has horizontal asymptotes at y = -pi/2 and y = +pi/2.
- Change parameter a and note how the graph of arctan changes (vertical compression, stretching, reflection). How does it affect the range? asymptotes?
Does a change in parameter a affect the domain of arctan?
- Change parameter b and note how the graph of arctan changes (horizontal compression, stretching). Does a change in b affect the domain of arctan? range? asymptotes?
- Change parameter c and note how the graph of arctan changes (horizontal shift). Does a change in c affect the domain of arctan? range? asymptotes?
- Change parameter d and note how the graph of arctan changes (vertical shift). Does a change in d affect the range of arctan? domain? asymptotes?
- If the range of arctan(x) is given by the interval (-pi/2 , +pi/2) what is the range of a*arctan(x)? What is the range of a*arctan(x)+ d?
- If the horizontal asymptots of arctan(x) are given by the horizontal lines y = -pi/2 and y = +pi/2) what are the horizontal asymptotes of a*arctan(x)?
- What are the horizontal asymptotes of a*arctan(x) +d?
More on Inverse Trigonometric Functions
Online Step by Step Calculus Calculators and SolversNew !
Factor Quadratic Expressions - Step by Step CalculatorNew !
Step by Step Calculator to Find Domain of a Function New !
Free Trigonometry Questions with Answers
Interactive HTML5 Math Web Apps for Mobile LearningNew !
Free Online Graph Plotter for All Devices
Home Page --
HTML5 Math Applets for Mobile Learning --
Math Formulas for Mobile Learning --
Algebra Questions -- Math Worksheets
Free Compass Math tests Practice
Free Practice for SAT, ACT Math tests
Precalculus Tutorials --
Precalculus Questions and Problems
Precalculus Applets --
Equations, Systems and Inequalities
Online Calculators --
Geometry Tutorials --
Geometry Calculators --
Calculus Tutorials --
Calculus Questions --
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Math Software --
High School Math --
Middle School Math --
Math Videos From Analyzemath
Updated: February 2015
Copyright © 2003 - 2015 - All rights reserved
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Integrating Technology 4 Active Lifelong Learning
What is the angle of evaluation?
solve the following:
find what is the value of the x?
what would be the tan,sine and cosine are, if we send them to another side?
whats is the angle of depression?
what id a sectant
this is a bit difficult from the previous one.there are 5 questions.This is all about angles.
1541 days 5 hours 24 minutes ago
Add a comment
the same confusion with me also, hira usman
1562 days 11 hours 49 minutes ago
in the first question it's not evaluation..... it is elevation.... please prepare the questions without mistakes
1590 days 2 hours 34 minutes ago
1416 days 7 hours 33 minutes ago
i did'nt get the one! what wil be tan sine n cosine if they r taken to other side.
1598 days 4 hours 44 minutes ago
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