The Misunderstood Ingredient in Modern Learning Environments

Creativity 6

Creativity 2

Creativity 3

Creativity 4

The Teaching Profession: Time to Pick Ourselves Up and Dust Ourselves Off

Before I decided to become a teacher, I tried my hand as a travel agent.  The idea of travel and exotic places as a career really excited me and I, at age 18, enthusiastically entered the vocation with ideas of glamour and adventure.

The reality, however, was a little more sobering.  Most of my time as an agent was about sending other people on exotic adventures, while I, remained behind the desk, on a telephone and computer ensuring nothing went wrong.  My working week was consistently mundane and predictable.  I was due in at 8am and clocked out at 5pm.  I had a series of jobs that needed doing in the morning and a series of wind-down jobs as we closed the shop at night.  I had a responsibility to report to my boss, provide information about my clients, ensure sales targets were met and make sure I wasn’t putting anyone in danger, or at the very least sending someone somewhere without the appropriate visa or legal documentation.

Life was predictable, consistent, non-creative, and boring.  The most exciting responsibility I had was to come up with a new window display to encourage people it was time, in the middle of winter, to book a holiday to the tropics.

So I decided to answer the call to teaching – a call I had been ignoring for a significant amount of time.  My rationale for becoming a teacher – life was never dull, never predictable and working with children allowed me to be creative and imaginative, and to have fun in my profession.  Being a teacher would not only challenge me but provide me with academic stimulation, as I was a learner in the journey of life just as much as those learning alongside with me.

And this rationale was very much answered when I entered the teaching profession as a beginning teacher almost two decades ago.  Within the structure of a profession that asks for and should have accountability, I was able to be autonomous in my style of teaching.  My methods of delivery were not put under a microscope, but were celebrated, by carefully considering those children who would be placed in my classroom.  Children who would connect with me, and I with them.  It was not a judgment call, but a recognition of my ability as a teacher to speak to some children more successfully than others.  Other children were placed carefully with other like-minded teachers.  There was a trust that our unique teaching methods and styles would get the job done.

The autonomous nature of the teaching profession was a big selling point for me in choosing to become a teacher.  The professional trust communicated to me early on in my career allowed me to work extremely hard to be the best teacher I could be.  I wanted to do the job more than well, because I enjoyed it, because I was dedicated to my students, because I wanted my management team to continue to have faith in me, and because I relished the idea of being creative and adventurous with my kids.  I wanted my kids to enjoy the learning adventure just as much as I did.  I achieved this in a teaching culture that did not question my every decision or every bit of assessment data.  I achieved this by not feeling like someone or something was waiting for me to ‘mess up’, or slack off, or demonstrate that perhaps I wasn’t a ‘good enough’ teacher after all.

This teaching culture did not require me to teach reading at the same time as the rest of the school – just so that the school could say without a doubt reading was being taught.  This teaching culture trusted that I, the professionally trained (degree-holding) educator, also believed teaching reading was fundamental to my role (let alone crucially important) and that it would happen every day (as I was trained to do).

This teaching culture did not require me to hand in my planning every week, or month, or term and microscopically examine it to identify where I may have missed a dotted i, or a crossed t, indicating I was an inept professional.  Instead, I was trusted to have my plan and only needed to show it if an issue arose where we needed to reflect on a way to tackle the issue in a different way – going back to the start and looking at a creative alternative to solving a problem instead.

This teaching culture did not look for the deficits in my assessment data, raising an eyebrow if I had some (or in some cases nearly all) students ‘below’ a standard or target….as if I may have been simply slacking off that week causing thus causing the slump in the data graph.  Instead, if I had a concern about the progress of a child (and yes, I was concerned as a teaching professional) I could confidently discuss these with others without fear of being judged in my teaching ability.

As I weave my way around New Zealand, working now with teachers, I am sad that this teaching culture, for many, no longer exists.  This culture of professional trust and professional dignity is being eroded and replaced with one that has teachers……good teachers……looking over their shoulders and feeling devalued as trained professionals. Teachers now are being treated with distrust and contempt…..questioned by those without the knowledge or skills to be able to stand in front of a class of 30 children and get through the day while remaining sane.

The culture of standardisation, ‘outcomes’ and ‘accelerating achievement’ is sucking the very life out of a profession that draws its strength from those who can work in an environment of autonomy, creativity, flexibility, and at times mild-madness.  Many teachers I meet have been working ‘on the shop floor’ for well over 30 years, and who have sound and proven skill as practitioners.  They know how children learn best, and how to establish a learning culture in their room that provides the necessary conditions for children’s successful learning.  And yet they express a frustration that they have lost that autonomy to be the teacher they know to work – because of the requirement to be able to justify and explain every single decision they make. This culture of mistrust is extending its tendrils across the country and into our classrooms in an epidemic manner.

Just as the standards approach sucks the very joy out of learning for our students, so too, does it suck the very joy out of teaching for our most successful and talented teachers.  It does this by communicating to these teachers they are not trusted, not valued and not respected as the qualified and experienced professionals they are.  We often ask our teachers, when they visit a doctors surgery and received a diagnosis – do they challenge the doctor? Do they question the doctor’s credentials, or perhaps suggest that they re-read the text book with which they consulted?  When a plumber responds to the call to fix a blocked pipe – do we suggest they need to use a more appropriate tool from their tool bag, or perhaps a different diameter pipe to better do the job? Do we ask to see their rate of success on previous blocked pipes?

Why, then, are we doing this to our teachers? Why do we allow the culture of teaching to be bullied by those without the professional knowledge, academic understanding or simple courage to stand in front of a class of children on a daily basis?  Perhaps its time, as a profession, we pick ourselves up, dust ourselves off and bravely challenge those challenging us.  For this is what we would tell our students in the face of a bully – stand up for yourselves and be confident in your skills, talents and abilities as the trained professional you are.

Play: The Four Letter Word in Primary School

As a researcher, facilitator and advocate of teaching and learning through play in the primary school sector, I am continually asked “it all sounds great, and we know the benefits – but what do we call it….because it can’t just be called play”.

More recently, neuroscience has also identified the important link between learning through play, physical movement and the successful development of key executive functioning skills now viewed as paramount for the adult workforce.

Yet in the face of the mountain of research, primary school educators still avoid at all cost the use of the word play to describe the teaching and learning pedagogy within their school setting.  In primary-school based literature itself, play is not a useful search term to input.  It simply brings up very little with regards to the play – by researched definition- that equates to powerful learning opportunities for children.

Instead, educators look for ways to camouflage play pedagogy in a myriad of other packaged-type terms.  ‘Enriched curriculum’, ‘discovery’, ‘developmental’, ‘powerful learning activities’, ‘active learning’, ‘student ownership’ – all terms used by schools to justify the use of play pedagogy in their learning environment.

The need to package and market play suggests that educators are yet to truly understand and value the importance and validity of play as a powerful tool to support children’s learning.  It demonstrates an almost embarrassment at something that seems so trivial as being so vital within the school environment.  It also indicates a wariness of image and appearance – that play does not look like ‘real learning’, hence the need to make it sound as important as it is with a more academic title.  Parents, who vote with their feet, may not accept a school’s competency to provide maximal learning opportunities for their children because by all appearances children are ‘just playing’.

A further paradox in calling play by its name exists in the mere fact that the light-heartedness of play is key to its very success.  In needing to call play something else – a more formalised label for example – educators contradict the very essence of what makes play so effective.

Children do not see play as difficult.  Play may be a challenge, but often it is the challenge itself that makes play even more enticing.  At no time, however, should true play be rigorous and laborious (as often much of formal schooling tends to be).  The fact that play is light-hearted and fun contributes to its profundity.  By renaming play we extinguish this very characteristic, and in turn reduce its effectiveness.

If we continue to be embarrassed by a term such as play it will never be used as a valid form of teaching and learning.  In avoiding the use of the word play it can only be assumed that educators are embarrassed that something that appears so trivial can in fact have such an impact on students’ learning.

Would this be the case if the terms were ‘reading’ and ‘writing’.  Why are these terms so readily accepted, and play is not?  Reading is not marketed as an ‘Accessing Visual Information for Purpose (AVIP)’ program.  Writing is not validated as an ‘Effective Communication Skill Development (ECSD)’ program.  Yet both reading and writing have a depth of skill and knowledge within their ‘label’ that is not fully understood by those untrained in the teaching of these areas.

Play is the same.  Play, as a teaching and learning tool, cannot be easily defined or explained in a single term.  The teaching skills and learning outcomes associated with authentic play are multi-layered, as is with the teaching skills and learning outcomes associated with reading and writing.  And yet, the terms themselves are widely accepted by all within the greater school community.  Play as a term still struggles to join this party.

How does play become accepted as a valid and powerful teaching and learning tool? By starting with being called what it is.  Play.  Educators need to stop trying to camouflage the pedagogy by calling it something other than what it is.  It should not be embarrassing to say that the way in which children learn best and in a meaningful way is through play.

Teachers know what works for children.  Teachers understand what is developmentally appropriate for their students.  Parents and the wider school community need to be supported to understand this also.  By using the word play as part of an evidence-based, carefully considered and professionally implemented pedagogy, teachers can ensure play gets the recognition it deserves and is accepted as the valid and powerful learning tool it is designed to be.

What’s the Point of School?

John Lennon

Ken Robinson 1(a)

Bounce off the Wall

Authentic Adventurer or Keeper of All Knowledge?

Busy teacher

By changing the classroom program.

What About What THEY Want to Learn?

Motivating children to learn.  Planning an exciting and engaging lesson.  Wondering how to provide a learning experience.  All the bane of a primary teachers’ life when approaching a new topic for the term or school year.  Too often, I see teachers wondering what sorts of activities to offer their students in the hope that they will be engaged and motivated to participate and demonstrate the learning outcomes sought after.

What activity shall we do?  What will they find interesting?  All sound questions on the part of a well-intentioned teacher.  Yet these questions demonstrate a fundamentally different approach to the organisation of a classroom program than what theory would suggest regarding the way children learn.

If we are to assume that children attend school with a deficit of knowledge, that only school and parents can address by ‘filling the children up’ with content, then the approach of planning engaging activities is relevant.  Children simply would not think of engaging in activities themselves that might initiate and direct their own learning, and therefore it is only right that the adults responsible for their health and well-being provide an array of activities that will ensure their educational needs are suitably met.

However, if we position ourselves to consider what children have already experienced in their few years here, as well as understand the basic biological programming within each human being, we may view the capabilities of children directing their own learning in an entirely different way.  Children, when left to their own devices, naturally inquire about the world around them.  If given freedom to explore, strangely enough, children will engage in activities from which they will learn from and make connections to their already existing bank of knowledge.

The question is, however, is the learning that they engage with through their own explorations valued and suitable to society’s general expectation of what constitutes knowledge?  This is often where educators come unstuck.  Many will agree that children, when left to explore and inquire, can’t help but learn new things.  But are those things important and moreover, can they be measured to demonstrate the progress the children are making?  This is where many run into difficulty.  The only manageable and reasonable way in which to measure knowledge is firstly to define what is valued and then how it will be measured.

Cue the traditional ‘subject’ paradigm.  For decades, knowledge has been compartmentalised into areas to be studied.  Primarily these areas have been associated with vocational pathways and key skills identified and therefore taught.  Qualifications attained as a result of the demonstration of the knowledge of these subjects are sought after in order to improve an individuals likelihood of employment in their chosen areas.

But is this relevant in today’s age of ‘Google’?  When we have, at our very finger tips, access to any and all types of knowledge possible.  With a volatile employment market, that is exponentially changing, what skills do our children need as they face their future world of work?  Is a subject-based approach relevant now to our learners?

Piaget argues that intelligence is knowing what to do when you don’t know what to do.  Knowing how to source information needed, applying knowledge in creative and expressive ways, communicating with others, negotiating, thinking, asking for help …. all skills reflective of what is now deemed to be a ’21st century ‘learner’.

How do students develop these skills?  There is significant research that now points to the concept of self-discovery, self-direction and exploration as key components of building such social, emotional and cognitive skills increasingly valued in the adult workforce.  These skills can only be realised and developed ‘in situ’ – that is, in the moment in which they are needed.  No amount of planning or teaching can possibly provide the same authentic learning experience to a student than when they are in the midst of their own discovery and needing the very skill that is required at the time.  When else does one learn to negotiate through disagreement?  When the very need arises in disagreement.  When is knowledge most creatively applied to new learning – when students are given the freedom to explore and create without barriers or limitations.  When does a student learn to ask for help?  When a student reaches a point where they realise they cannot access new knowledge or skills without seeking the help of others.  If students are continually taught ‘to’ as if they are large receptacles for facts and figures, they will never be given the opportunity to be able to seek out and explore learning that is relevant to their own passions and interests.  And if they do not face these opportunities, they will, in turn, be limited in the authentic experiences needed to develop the key ’21st Century skills’ in a meaningful and relevant way.

So when we, as teachers, consider our planning for the day, week, or term, and the first question we ask of ourselves is ‘what am I going to teach them now’, or ‘how can I deliver this topic to my students’ – ask yourself two further questions: ‘What might my students want to learn about?’ and ‘how can I help them discover what they would like to learn?’  It is a challenging and at times very scary place to start – the beginning of the unknown.  At times teachers do not go to that place for fear that children may not respond as we would like.  But then what if they did?  What if the children took hold of the opportunity and rose to the challenge – seeking out new knowledge and building on important learning skills needed? By asking yourself ‘what about what THEY want to learn’ you will nevitably start on a journey into planning a far more authentic learning experience for your students that might just allow them to independently build the skills and traits needed in the 21st century.  You may even assist them to develop a disposition for learning that fosters the life-long learner we all are striving to grow in our students.

Learning In Chunks

Real Planning


A ghost-chasing reality show crew makes the mistake of choosing a location that is actually, you know, haunted. The intrepid Grave Encounters team decides to investigate the laundry list of paranormal events at the old Collingwood Mental Hospital, where “thousands” of patients were lobotomized, neglected, and otherwise discouraged in their quests for a sound mind. Manic team leader Lance Preston (Sean Rogerson), loaded down with the latest in ghostbuster technology, hopes they’ll find evidence of a real haunting. Careful what you wish for, dude.


The Telegram (Jackson, OH)

First and foremost, The Telegram has been locally owned since its inception in the 1880s. The paper began as The Coalton Times, then the owners moved it to Wellston and it became The Wellston Republican, and then, in 1893, it became The Wellston Telegram, In the mid-1990s, I changed the newspaper's name to The Telegram, reflecting a very solid two county circulation. Source

Scope Local
Language English
Country United States of America
Media Market ? Charleston-Huntington
UVMs ? Request pricing
Frequency ? Daily


Tuesday, 15 December 2015

“Be as you wish to seem.” - Socrates

Please link your entry using the Linky tool below:

Skopelos (Greek: Σκόπελος) is a Greek island in the western Aegean Sea. Skopelos is one of several islands that comprise the Northern Sporades island group, which lies east of the Pelion peninsula on the mainland and north of the island of Euboea. It is part of the Thessaly region. Skopelos is also the name of the main port and the municipal center of the island. The other communities of the island are Glossa and Neo Klima (Elios). The geography of Skopelos includes two mountains over 500 m: Delphi (681 m) in the centre of the island, and Palouki (546 m) in the southeast. With an area of 96 square kilometres, Skopelos is slightly larger than Mykonos (85 km2) and Santorini (73 km2). The nearest inhabited islands are Skiathos to the west and Alonissos to the east.

This post is also part of the Wednesday Waters meme,
and also part of the Waterworld Wednesday meme,
and also part of the Outdoor Wednesday meme,
and also part of the Wordless Wednesday meme.

  1. Wow! Absolutely gorgeous. Love all the white homes with the tile roofs nestled in the hill. I can see why it is considered the greenest island.

  2. What a nice peaceful place !

  3. That's beautiful! Have a great day!


Primary 3 Science Show

The Generation Science company visited Primary 3 on Monday.  They taught Primary 3 all about magnets.  Here are some photos that show everyone having fun learning about magnets.

IMG_0664This is a photo of the Science presenters intoducing themselves.IMG_0671Primary 3 sorted a tray of objects into magnetic and non-magnetic categories.IMG_0679We learned about attraction and repulsion in relation to magnets.IMG_0682We learned how to make magnets ‘float’.  It was just like magic!IMG_0689We used bar magnets to learn about magnetic fields and learned that even the earth has a magnetic field.IMG_0695


Smash the Patriarchy describes feminism’s relation to the patriarchy.

Cultural survivalist Malinche, Mexican sister to Pocahontas and the embodiment of betrayal.

Hemlock Grove and misogyny has been my favorite post to write. The series, or at least season one, should get way more critical attention than it does.

I love Christina Rossetti, Victorian protofeminist authoress. Her poem Goblin Market is erotic and lush but chaste enough to fly under the radar, and it has goblins so obviously it merits a read: A Peep at Goblin Market. There are tons of references on that post, if you are writing a term paper or something and trying to make something easier on yourself.

Willa Cather took some effort to love, but I eventually appreciated her subversiveness. I contrasted three of Cather’s poem here and was scandalized by piano lessons in A Wagner Matinee


Books and Writing

Dumbledore and bumblebees

Some of [the names] are invented. Voldemort is an invented name. Malfoy is an invented name. Quiddich is invented. But I also collect them from all kinds of places, maps, street names, names of people I meet, old books on saints. Mrs. Norris, people will recognize comes from Jane Austen. Dumbledore is an old English word meaning bumblebee. Since Albus Dumbledore is very fond of music, I always imagined him sort of humming to himself a lot.

Tags: names Rowling's writing


Joining Rotaract doesn’t just connect you with over 200,000 Rotaractors worldwide, it also connects you to over 1.2 million Rotarians and other Rotary family members.

Leadership is an essential aspect of Rotary—and they offer both clubs and programs to help emerging leaders develop their skills no matter their age. Through these groups, participants strengthen their leadership skills, serve their communities, increase their world understanding, build friendships, and more.

Their differing occupations, cultures, and countries give them a unique perspective. Their shared passion for service helps them accomplish the remarkable.

What makes Rotary different?

Our distinct point of view and approach gives us unique advantages:

  • They see differently: Their multidisciplinary perspective helps them see challenges in unique ways.
  • They think differently: They apply leadership and expertise to social issues—and find unique solutions.
  • They act responsibly: Their passion and perseverance create lasting change.
  • They make a difference at home and around the world: Their members can be found in your community and across the globe.

How can I participate in Rotary?

For more information please contact your local Rotary club.

Interact (ages 12 to 18)

  • Developing leadership skills
  • Demonstrating helpfulness and respect for others
  • Understanding the value of individual responsibility and hard work
  • Advancing international understanding and goodwill

As one of the most significant and fast-growing programmes of Rotary service, with more than 14,000 clubs in 139 countries and geographical areas, Interact has become a worldwide phenomenon. Almost 330,000 young people are now involved in Interact.

Each year, hundreds of Interactors take part in the RIBI Interact Rally which this year takes place at the Morfen bay Adventure Park. Fun, friendship and laughter are the order of the day as youngsters try their hand at outdoor activities.

How can I participate in Interact?

RotaKids (ages 7 to 12)

RotaKids is a great way for youngsters aged between 7 and 12 years old to get together and enjoy working on a fun project.

Rotary clubs will work with schools to help RotaKids get the most fun and enjoyment from whatever they are working on. The school will benefit from motivated youngsters who are eager to use their Maths and English skills to help others, whilst having a great time in the process.

RotaKids will also learn about the importance of citizenship and respecting others, as well as themselves.

RotaKids could work on an environmental project by cleaning up a park or planting trees. They could help raise funds for a local cause by doing a sponsored event or even putting on a show. All it takes is an idea and lots of enthusiasm. At the end of the project, RotaKids could get a special badge, certificate or even a t-shirt.

How can I participate in RotaKids?

For more information about RotaKids contact RIBI using this email address


Rheumatoid Arthritis Medications: Understanding Your Options

Helping You to Manage Rheumatoid Arthritis

Senior woman holding medication and glass of water
CasarsaGuru/Getty Images

Medications are the mainstay of traditional treatment for rheumatoid arthritis. As soon as you are diagnosed with rheumatoid arthritis, your doctor will recommend and prescribe a course of treatment.

There are quite a few medications used to treat rheumatoid arthritis which are divided into drug classifications based on how they work. It is important for you to understand your options, as well as understand why a particular medication has been chosen for you.

In other words, what is the drug doing in the body?

If a particular course of treatment doesn’t seem to be effective after a period of time, it is common for your doctor to make changes to your regimen. Let’s consider the rheumatoid arthritis medications. You may be prescribed one or more of the following.

NSAIDs (nonsteroidal anti-inflammatory drugs) prevent COX 1 and COX 2 (the cyclooxygenase enzymes) from making prostaglandins, hormones which contribute to inflammation in the body. There are a couple of dozen NSAIDs from which to choose. The most commonly prescribed NSAIDs are Motrin (ibuprofen), Naprosyn (naproxen), Mobic (meloxicam), and Voltaren (diclofenac). Celebrex (celecoxib) is the only COX-2 selective inhibitor available in the U.S. Also, Advil (ibuprofen) and Aleve (naproxen) are available at over-the-counter strength.

NSAIDs have been linked to an increased risk of heart attack or stroke, so it was ultimately determined that the drugs should be taken at the lowest dose possible and for the shortest duration possible.

Also, you should never take more than one NSAID product at a time. Read labels carefully as NSAIDs can be a component of various over-the-counter medications for cough, cold, allergy, sleep, and stomach upset.

Analgesic medications work by relieving pain. Acetaminophen is a popular over-the-counter pain medication; actually it is the only analgesic medication available over the counter.

It, too, can be in various over-the-counter products, so it is imperative to read labels and be aware of the cumulative effect of acetaminophen.

Stronger analgesics are available only with a prescription. They are called opioids or narcotics. Opioids act on the central nervous system to block pain signals. Opioid medications do come with a risk of dependency, but if used as directed and with vigilance regarding potential side effects and adverse events, these drugs can be effective pain relievers for people with rheumatoid arthritis. In 2016, the Centers for Disease Control and Prevention (CDC) released guidelines for prescribing opioidsHydrocodone/acetaminophen (brand Norco) and Tramadol (brand Ultram) are two of the most commonly prescribed opioid analgesics. Others include oxycodone and MSContin.

Corticosteroids, also known as glucocorticoids or steroids, mimic the effects of the hormone cortisol in the body and play a role in the immune response. Corticosteroids are available is several forms including pills, injectable solution, drops, and topical creams.

Corticosteroids are potent anti-inflammatory medications. While their effectiveness can seem miraculous, they are associated with potentially severe side effects, not the least of which is an increased risk of infection.

To reduce the risk of side effects, corticosteroids should be taken at the lowest dose possible and for the shortest duration possible.

Some people with rheumatoid arthritis are prescribed a low dose corticosteroid as part of their routine medication regimen. Others only use corticosteroids to tame a flare of rheumatoid arthritis symptoms. People who have taken a corticosteroid for a long time may experience withdrawal symptoms if they stop the drug without tapering. Prednisone and methylprednisolone are the most common oral corticosteroids. Triamcinolone is a popular injection and cream.

Disease-modifying anti-rheumatic drugs (DMARDs) are slow-acting drugs that work to slow disease progression and reduce joint damage.

There are traditional DMARDs, the original and oldest options. There are also biologic DMARDs—the first of which appeared on the scene in 1998. And, most recently, another sub-class of DMARDs known as targeted small molecule medications.

Of the traditional DMARDs, methotrexate is the most commonly prescribed. It is actually considered the gold standard treatment for rheumatoid arthritis. Other traditional DMARDs include Arava (leflunomide), Plaquenil (hydroxycholorquine), and Azulfidine (sulfasalazine)Gold and Imuran (azathioprine) are available but no longer commonly prescribed for rheumatoid arthritis. Traditional DMARDs impact the immune system, consequently it may be more difficult to fight an infection and there is possibly an increased risk of developing certain cancers. You must pay careful attention to potential side effects and warnings associated with DMARDs. Typically, periodic blood tests are ordered to check liver function and complete blood counts.

Biologic DMARDs

Biologic drugs, also referred to as Biologic DMARDs or Biologic Response Modifiers, are medications that were created to prevent or reduce inflammation which damages joints. Biologics specifically target molecules on immune system cells and products secreted in the joint which are involved in causing inflammation and joint destruction.

There are several types of biologics, each with a specific target. Targets include tumor necrosis factor (TNF), interleukins (IL-1, IL-6, IL-12, and IL-23), B cells, and T cells.  Biologic drugs are quite expensive, but financial help is available for people who qualify. The drugs are administered by infusion or injection. Because of the effect of biologics on the immune system, certain undesirable and severe side effects are possible.

Targeted Small Molecule DMARDs

The newest drug class for rheumatoid arthritis is "targeted small molecule DMARDs" which interrupt intracellular signaling. By interrupting specific intracellular signals, it is possible to modulate specific cell functions, including surface receptors, signaling proteins, and transcription of nuclear proteins. By doing so, the behavior of the cell types targeted can be influenced or impacted.

The targets of greatest interest to researchers, for the purpose of treating autoimmune and inflammatory diseases, include Janus-associated kinase, spleen tyrosine kinase, phosphodiesterase-4, Bruton’s tyrosine kinase, and phosphatidylinositol-3 kinase. Human trials are needed to determine the potential of each target. JAK (Janus kinase) inhibitors are the most developed and one is FDA-approved, Xeljanz (tofacitinib).

A Word From Verywell

Some people with rheumatoid arthritis fear the medications, primarily because of the potential side effects, some of which can be severe. It is certainly important to weigh the benefits and risks of the medications with your doctor.

Consider your current level of disease activity and decide on treatment goals with your doctor. Likely, you will be prescribed some combination of the available options described above. Keep a symptom diary after starting the medications to help assess if they are working well for you. Be knowledgeable about potential side effects and report anything unusual to your doctor.

Arthritis Today. Drug Guide 2016. Published by the Arthritis Foundation.

Kelly, V. and Genovese, M. Novel small molecule therapeutics in rheumatoid arthritis.  Rheumatology (Oxford) (2013) 52 (7): 1155-1162.

Kelley's Textbook of Rheumatology. Ninth edition. Elsevier.

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Monday, 28 November 2011

Analects - Confucius 7

We start the second chapter of Analects. This chapter is also on learning.

子夏 was Confucius student. After Confucius's death, he was teaching Confucius ideas to people and had huge influence at his time.

The first 賢 in 賢賢易色 is used as a verb meaning "getting close to 賢". The second 賢 is used as a noun meaning "people of good character and quality". 易 is "change" and 色 is "colour". That this sentence means is that when one get close to a person with good character and quality, one will recognize and change one's attitude towards that person.

父 is "father" and 母 is "mother". Together, 父母 means "parents".

When serving one parents, one would use all the energy

君 is used as "friend" here - a friend who you know well.

When helping a friend, one would commit oneself completely.

When with friends, one's words are trustworthy.

Anyone, who can do the above three things, although you may say s/he has not gone to school, I would say s/he is a learnt person.

Again, this paragraph shows what Confucius considered as learning - to learn to become a good person.

Sunday, 27 November 2011

Analects - Confucius 6

弟子 usually means students. However, in China, ancient China at least, students were treated as if one's children. Here 弟子 refers to the younger generation. 入 means "enter" and 出 means "exist" or "go out". 入則孝 means when inside the house, one should behave with filial piety. 出則弟 means when outside with peers, behave like a younger brother towards the elder brothers.

謹 is cautious (謹慎), 而 means "and". 信 is "trustworthy".

泛愛 is "general love" - like the "love thy neighbor". 眾 is many people. 泛愛眾 is Confucius' "love thy neighbor" spoken at least 400 years before Jesus.

親仁 is "get close to 仁". This is the concept of getting one close to gentlemen, those with wisdom.

行有餘力，則以學文 Practice all these. If there are still energy left, learn the literature. This reinforces the idea that to Confucius, learning is more about building one's character then mere studying literature or text.

All these behavioral suggestions sound abstract. However, we must remember that at Confucius time, there was a very well established set of behavioral rituals (禮) and Confucius was a big supporter of re-establishing the rituals as he saw the ills of the society of his time.

This ends the first chapter of Analects. The next chapter is also on learning.

Thursday, 24 November 2011

Analects - Confucius 5

This paragraph is about leadership and political leader in particular.

敬事而信, respect the job and establish trust.

節用而愛人, save and love the people.

Putting it together

Analects - Confucius 4

Note there are two very similar Chinese characters here. 曰 and 日. The first is wide and the second is narrow and long. They are two different characters. The first 曰 is seldom used today and means "say" as explained earlier. The second one means "day".

Here is the first ten digits in Chinese, starting from one. 一二三四五六七八九十.

吾 is the old character for "me".

曾子 was another student of Confucius. 曾 was his family name, his given name was 參. He was 46 years younger than Confucius - one of Confucius young student. Here 曾參 reflected on how he learnt.

I reflect upon myself three times every day.

The three questions 曾參 asked himself everyday are:
When I work for other, did I do my job faithfully?

Here the key word is 忠 which is made up of 中 and 心. 中 means "middle" and 心 means "heart". When combined, 忠 means the faithful attribute towards doing a job so that one would not regret - peace to the mind.

Am I not trustworthy to my friends?

信 is made up of 人 and 言. 言 means "words". The words from an honorable man is "trust"-worthy.

Do I practice what I have learnt?

習 appeared right at the beginning of Analects - "子曰：學而時習之，不亦說乎?". 習 means "practice". The character 朋 in 朋友 also appeared at the beginning - "有朋自遠方來，不亦樂乎?" These were the words of Confucius explaining the attitude towards learning. Here 曾參 explained the 'how' of putting 學問 into everyday practice. As noted before, to Confucius, learning is not about knowledge or career path, it is more about building a good personal character.

When we are doing a job, we put all our effort in with all our heart. When interacting with friends, we keep our promise. We reflect on all these good character daily and aim to practice them. That's Confucius concept of a gentleman. His moral system starts with self. The next entry will be extending this concept into society.

Tuesday, 22 November 2011

Analects - Confucius 3

有子 introduced the first key concept of Confucius' moral system - 孝弟. Next Confucius said

Here Confucius introduces the second key element of his moral system - 仁.

The character 仁 is made up of two parts: 人 and 二. 人 is human and 二 is two. So 仁 represents the highest moral concept of how two human should behave to each other. Another interpretation of the character is "man connecting heaven and earth" [source]. I prefer the first interpretation. The concept of 仁 dates back a long time, well before the Confucius' time. Before Confucius, it generally refers to kinship, kindness and love between people. In Analects, this concept is explored widely. This is the first entry.

Here Confucius points out two acts which are not considered as 仁. 巧言 is "clever/sweet words" - the act of flattering. 令色 is acting in ingratiating manners. In other words, Confucius considers using sweet words, acting to favour others not a good moral behaviour among people. The flip side is that we should be honest and practical towards each other.
Confucius said, "sweet words and ingratiating manners can hardly be 仁."

Analects - Confucius 2

This part deals with one of the most difficult concept in Confucianism and has been a central moral teaching for Chinese in the last 2500 years. 有子 was one of Confucius's pupil and he was one of the best.

孝 can be rougly translated as filial piety - the respect and behaviour towards one's parents. Being the central concept in Confucius's moral system, there are a lot to be said about it in the rest of Dialect. 弟 is younger brother. In Chinese, elder brother is 哥, or in formal or older text as 兄. 兄弟 becomes "brotherhood". The corresponding words for sisters are 姊 and 妹. 兄弟姊妹 together becomes "siblings". Here, 孝弟 refers to the respect and behaviour between parents and children as well as respect and behaviour among siblings.

上 is "up". Down is 下. Chinese characters are pictograms. These two words are good example of how concept is expressed. The horizontal line represents the reference. 上 indicates something is "above" the reference line. That is "up". Here 上 means superiors. The character 好 is made up of two parts, 女 and 子. 女 is daughter and 子 is son. When you have both a boy and a girl, that is "good". So 好 when used as an adjective means "good". Here 好 is used as a verb, meaning "like" or "fond of".

Note, previously, I wrote 子 means "master" as in 孔子 (Master Kung). This is part of the difficulties of learning Chinese. Characters have multiple meaning, just like any language. Context is the key.

者 refers to person. 好犯上者 means those who would commit crimes (violate the instruction from above - which is the government). Note, 犯上者 is criminal - has already committed crime. 好犯上者 refers to those with a tendency to commit crime. 鮮矣 means "few".

Putting them together, 其為人也孝弟，而好犯上者鮮矣； can be translated as
其為人也孝弟，而好犯上者鮮矣；Those who respect their parent and kind to their siblings, the likelihood of being a criminal is small.

不好犯上而好作亂者，未之有也。 Those who do not commit crime, but revolt against the government, never heard of.

君子務本，本立而道生；孝弟也者，其為人之本與？ A gentleman focuses on basic. If the basic is correct, behaviour is on the right path. The meaning of 孝弟 is the basic of being human.

Sunday, 20 November 2011

Analects - Confucius 1

Dialect 論語 is a collection of conversations between Confucius and his pupils. It was written about 2500 years ago when China was in a warring stage. Nations were fighting each other and Confucius was fully aware of the suffering of the people due to these wars. At that time, the career path of studying was mainly to secure work in the government. However, Confucius's teaching is more than just knowledge.

The first chapter is about learning. In Chinese learn is 學. However, learning usually is referred to as 學問. The second word 問 is "ask". So to Chinese, learning consists of "learn" and "ask".

子 refers to Confucius. Strictly, it means "master". 子曰 is "master said".

學而時習之，不亦說乎? as translated directly is "to learn and revise often, is it not a joy?" The question is learn what. If it were knowledge, revising a piece of text often isn't much joy, right? As I have pointed out, to Confucius, 學問 is not about career path nor knowledge. It is about one's character (attitude and behaviour) and potential - when translated into modern concepts. As one builds up a character (學) and keep on practicing such attitude and behaviour is definitely a joy. Here the modern meaning of 說 is "say". But in Confucius days, it was equivalent to 悅 which means "joy".

有朋自遠方來，不亦樂乎? When a friend comes from far away, is it not happiness? Again, the meaning really becomes clear when we understand that "朋 friend" means someone who share the same character and attributes. When someone who possesses good character is visiting, the chance of learning from this person is the source of happiness.

人不知而不慍，不亦君子乎? This sentence contains 不 three times. 不 means "not". People does not know and you do not feel angry, is it not gentleman? Does not know what? Again, Confucius was emphasizing if people does not know or understand his teaching - his philosophy - that's not a cause of wrath nor anger.

Friday, 18 November 2011

I found myself reading Chinese Classics after my 60th birthday, kind of a change from my usual science-based reading. May be 60 years of life experience has changed my point of view and my taste.

As I read the text, I am going to translate them into English. May be someone will find my translation useful.


What is psychotherapy?

What happens during psychotherapy?

Depending on their training and modality, your therapist may also suggest particular techniques as part of that exploration - for example, using art, imaging, dream or movement work or altered states of awareness.

What is the difference between counselling and psychotherapy?

UKCP registers psychotherapists and psychotherapeutic counsellors. Psychotherapeutic counsellors are counsellors who have received more in-depth training than that undertaken by most counsellors. UKCP's training standards for both qualifications seek to ensure that UKCP registrants are competent to practice to the highest standards.

What is psychotherapeutic counselling?

Psychotherapeutic Counselling is distinguished from traditional counselling by its emphasis on the co-creation of an in-depth therapeutic relationship; wherein the suffering human being is viewed holistically, body, mind and soul and in the context of a concrete life situation and developmental stage. When training as a psychotherapeutic counsellor there is particular reference to establishing and maintaining the therapeutic relationship, which is the central factor in the work


This review aims to provide a summary of evidence to help develop, implement and evaluate interventions for promoting healthy eating amongst young people aged 11 to 16 years. The review focuses on young people from socially excluded groups at greatest risk for poor nutrition and on interventions targeting structural or environmental barriers to healthy eating (e.g. access to healthy foods) .


Recently, a group of film makers got up and announced that they were going to return their National Awards as a mark of protest against a government who is hostile against the creative forces. But what is amazing is that the way it is being done. The timing and the method seems all convoluted.

When a maker gets an award he thanks his entire team for this glorious moment; The director though is the captain of the film but without his unit members of writer, actors, cinematographers, editors and many more would just be a titular head. But when it comes to returning the award this person just gets up one day and announces that he/she will return the award because they aren’t happy with the present line of leadership. No consent was ever been taken from the unit who contributed to this award.

The National Awards is a symbol of sanctity, excellence and reverence. National Awards are given to the people for their work and talent and not for their personal conduct and beliefs. This award is bestowed by the nation and not by a single line of leadership. Your personal likes and dislikes was never the reason for you receiving this award and it should be the reason otherwise also. What baffles me is the reason for their dissent.

According to the law of the land the present government shall stay in power till 2019; does that mean that these makers shall not accept any awards, grants or government subsidies for their films all through the term?

This country unfortunately has seen many riots, tragedies and bans. No voices were raised… No awards were returned? Were these lesser tragedies or did they not deserve the outcry that is out there today?

Cinema as an art form binds the country together. But when you use this very platform as a tool to further your own personal cause you tend to foil the sanctity of the medium. There are other means and ways to protest and to be heard; but my personal belief is ; is it really required to defoil the respect an age old revered institution like the National Award to be heard?

National Awards are not given on personal choices. There is a jury involved along with the highest state machinery. When you return the award you not only disrespect the unit of your film, but also disrespect the jury and the President of the country. All these people have no link to your faith or your belief.

At the end all I can say is that Please respect the National Award as it is the pride of this very country.

Madhur Bhandarkar, Filmmaker


Friday, December 9, 2011

A post for the abused

Top 100 Traits of Personality-Disordered Individuals:

Source:  Out of The Fog

Every relationship between a Personality-Disordered Individual and a Non Personality-Disordered Individual is as unique as the DNA of the people involved. Nevertheless, there are some common behavior patterns.
The list below contains descriptions of some of the more common traits of people who suffer from personality disorders, as observed by family members and partners. Examples are given of each trait, with descriptions of what it feels like to be caught in the crossfire and some good (and bad) ideas for coping.
Please note that these descriptions are not intended for diagnosis. No one person exhibits all of the traits and the presence of one or more traits is not evidence of a personality disorder. Read our disclaimer for more info.
These descriptions are offered in the hope that non-personality-disordered family members, caregivers & loved-ones might recognize some similarities to their own situation and discover that they are not alone. Click on the links to read more about each trait.

Top 100 Traits & Behaviors of Personality-Disordered Individuals
  1. Abusive Cycle - The Abusive Cycle describes the characteristic rotation between destructive and constructive behavior that typically exists in dysfunctional relationships and dysfunctional families.
  3. "Always" & "Never" Statements - "Always" & "Never" Statements are declarations containing the words "always" or "never". They are commonly used but rarely true.
  5. Avoidance - Avoidance is the practice of withdrawing from relationships with other people as a defensive measure to reduce the risk of rejection, accountability, criticism or exposure.
  6. Baiting and Picking Fights - Baiting and Picking Fights is the practice of generating a provocative action or statement for the purpose of obtaining an angry, aggressive or emotional response from another person.
  7. Belittling, Condescending and Patronizing - Belittling, Condescending & Patronizing Speech is a passive aggressive approach to giving someone a verbal put-down while maintaining a facade of friendliness.
  8. Blaming - Blaming is the practice of identifying a person or people responsible for creating a problem, rather than identifying ways of dealing with the problem.
  9. Bullying - Bullying is any systematic action of hurting a person from a position of relative physical, social, economic or emotional strength.
  10. Catastrophizing - Catastrophizing is the habit of automatically assuming a "worst case scenario" and inappropriately characterizing minor or moderate problems or issues as catastrophic events.
  11. Chaos Manufacture - Chaos Manufacture is the practice of unnecessarily creating or maintaining an environment of risk, destruction, confusion or mess.
  12. Cheating - Cheating is sharing a romantic or intimate relationship with somebody when you are already committed to a monogamous relationship with someone else.
  14. Circular Conversations - Circular Conversations are arguments which go on almost endlessly, repeating the same patterns with no real resolution.
  16. Confirmation Bias - Confirmation Bias is the tendency to pay more attention to things which reinforce your beliefs than to things which contradict them.
  17. "Control-Me" Syndrome - "Control-Me" Syndrome describes a tendency that some people have to foster relationships with people who have a controlling narcissistic, antisocial or "acting-out" nature.
  18. Cruelty To Animals - Acts of Cruelty to Animals have been statistically discovered to occur more often in people who suffer from personality disorders than in the general population.
  20. Dependency - Dependency is an inappropriate and chronic reliance by an adult individual on another individual for their health, subsistence, decision making or personal and emotional well-being.
  21. Depression - When you feel sadder than you think you should, for longer than you think you should - but still can't seem to break out of it - that's depression. People who suffer from personality disorders are often also diagnosed with depression resulting from mistreatment at the hands of others, low self worth and the results of their own poor choices.
  22. Dissociation- Dissociation, or disassociation, is a psychological term used to describe a mental departure from reality.
  23. Divide and Conquer - Divide and Conquer is a method of gaining and advantage over perceived rivals by manipulating them into conflicts with each other.
  25. Emotional Abuse - Emotional Abuse is any pattern of behavior directed at one individual by another which promotes in them a destructive sense of fear, obligation or guilt (FOG).
  26. Emotional Blackmail - Emotional Blackmail describes the use of a system of threats and punishments on a person by someone close to them in an attempt to control their behaviors.
  27. Engulfment - Engulfment is an unhealthy and overwhelming level of attention and dependency on a spouse, partner or family member, which comes from imagining or believing that one exists only within the context of that relationship.
  29. Escape To Fantasy - Escape to Fantasy is sometimes practiced by people who present a facade to friends, partners and family members. Their true identity and feelings are commonly expressed privately in an alternate fantasy world.
  31. Favoritism - Favoritism is the practice of systematically giving positive, preferential treatment to one child, subordinate or associate among a group of peers.
  32. Fear of Abandonment - Fear of abandonment is a phobia, sometimes exhibited by people with personality disorders, that they are in imminent danger of being rejected, discarded or replaced at the whim of a person who is close to them.
  33. Feelings of Emptiness - Some personality disordered individuals experience a chronic and acute sense of nothingness or emptiness, so that their own existence has little worth or significance outside of the context of strong physical sensations and relationships with others.
  34. Frivolous Litigation and Frivolous Lawsuits - Frivolous Litigation and Frivolous Lawsuits are methods of withholding support, harassing or prolonging conflict by bringing unsubstantiated accusations, meritless appeals or diversionary process into a relationship or a former relationship using the court system as a proxy.
  36. Harassment - Harassment is any sustained or chronic pattern of unwelcome behavior from one individual to another.
  38. Hoarding - Hoarding is the practice of accumulating items to an extent that it becomes detrimental to quality of lifestyle, comfort, security or hygiene.
  39. Holiday, Anniversary & Memory Triggers - Mood Swings in personality disordered individuals are often triggered or amplified by emotional events such as family holidays, significant anniversaries and events which trigger emotional memories.
  40. Hoovers & Hoovering - A Hoover is a metaphor, taken from the popular brand of vacuum cleaners, to describe how an abuse victim, trying to assert their own rights by leaving or limiting contact in a dysfunctional relationship gets "sucked back in" when the perpetrator temporarily exhibits improved or desirable behavior.
  41. Hyper Vigilance - Hyper Vigilance is the practice of maintaining an unhealthy level of interest in the behaviors, comments, thoughts and interests of others.
  42. Hysteria - Hysteria is inappropriate over-reaction to bad news or disappointments, which diverts attention away from the problem and towards the person who is having the reaction.
  43. Identity Disturbance - Identity disturbance is a psychological term used to describe a distorted or inconsistent self-view.
  45. Impulsiveness and Impulsivity - Impulsiveness - or Impulsivity - is the tendency to act or speak based on current feelings rather than logical reasoning.
  46. Infantilization - Infantilization is the practice of treating a child as if they are much younger than their actual age.
  47. Intimidation - Intimidation is any form of veiled, hidden, indirect or non-verbal threat.
  51. Low Self-Esteem - Low Self-Esteem is a common name for a negatively-distorted self-view which is inconsistent with reality. People who have low self-esteem often see themselves as unworthy of being successful in personal and professional settings and in social relationships. They may view their successes and their strengths in a negative light and believe that others see them in the same way. As a result, they may develop an avoidance strategy to protect themselves from criticism.
  52. Manipulation - Manipulation is the practice of baiting an individual or group of individuals into a certain response or reaction pattern for the purpose of achieving a hidden personal goal.
  53. Masking - Masking describes the practice of covering up one's own natural outward appearance, mannerisms and speech in dramatic and inconsistent ways depending on the situation.
  54. Mirroring - Mirroring is a term which describes imitating or copying another person's characteristics, behaviors or traits.
  55. Moments Of Clarity - Moments of Clarity are spontaneous, temporary periods when a person with a personality disorder is able to see beyond their own world view and can, for a brief period, understand, acknowledge, articulate and begin to make amends for their dysfunctional behavior.
  56. Mood Swings - Mood swings are unpredictable, rapid, dramatic emotional cycles which can not be readily explained by changes in external circumstances.
  57. Munchausen's and Munchausen by Proxy Syndrome (MBPS) - Munchausen's Syndrome is a disorder in which an individual repeatedly fakes or exaggerates their own illness or medical symptoms in order to manipulate the attentions of medical professionals or caregivers. Munchausen By Proxy Syndrome (MBPS) is a similar syndrome in which another individual, commonly a child, is substituted for the patient and made the focus of inappropriate medical attention.
  58. Name-Calling - Name-Calling is a form of Verbal Abuse which people sometimes indulge in when their emotional thought processes take control from their rational thought processes.
  61. Not My Fault Syndrome - Some individuals who suffer from personality disorders, in an attempt to hide their own sense of worthlessness or inadequacy, will go to great lengths not to apologize or take ownership for their own mistakes or actions.
  62. No-Win Scenarios - No-Win Scenarios and Lose-Lose Scenarios are situations commonly created by people who suffer from personality disorders where they present two bad options to someone close to them and pressure them into choosing between the two. This usually leaves the non-personality-disordered person with a "damned if you do and damned if you don't" feeling.
  63. Objectification - Objectification is the practice of treating a person or a group of people like an object.
  64. Obsessive-Compulsive Behavior - Obsessive-Compulsive Behavior is characterized by by an inflexible adherence to arbitrary rules & systems or an illogical affinity to cleanliness and orderly structure.
  65. Panic Attacks - Panic Attacks are short intense episodes of fear or anxiety, often accompanied by physical symptoms, such as shaking, sweats, chills and/or hyperventilating.
  67. Parentification - Parentification is a form of role reversal, in which a child of a personality-disordered parent is inappropriately given the role of meeting the emotional or physical needs of the parent or of the other children.
  68. Passive-Aggressive Behavior - Passive Aggressive behavior is the expression of negative feelings, resentment, and aggression in an unassertive, passive way (such as through procrastination and stubbornness).
  69. Pathological Lying - Pathological lying is persistent deception to serve one's own interests with little or no regard to the needs and concerns of others. A pathological liar is a person who habitually lies to serve their own needs.
  70. Perfectionism - Perfectionism is the practice of holding oneself or others to an unrealistic, unsustainable or unattainable standard of organization, order or accomplishment in one particular area of living, while sometimes neglecting common standards of organization, order or accomplishment in others.
  71. Physical Abuse - Physical Abuse is any form of voluntary behavior by one individual which promotes pain, disease or discomfort on another or deprives them of necessary health, nutrition and comfort.
  72. Projection - Projection is the act of attributing one's own feelings or traits onto another person and imagining or believing that the other person has those same feelings or traits.
  73. Proxy Recruitment - Proxy Recruitment is a way of controlling or abusing another person by manipulating other people into unwittingly backing you up, speaking for you or "doing your dirty work" for you.
  74. Push-Pull - Push-Pull is a chronic pattern of sabotaging and re-establishing closeness a relationship without appropriate cause or reason.
  75. Raging, Violence and Impulsive Aggression - Raging, Violence and Impulsive Aggression are explosive verbal, physical or emotional elevations of a dispute. Rages threaten the security or safety of another individual and violate their personal boundaries.
  76. Ranking and Comparing - Ranking is the practice of drawing unnecessary and inappropriate comparisons between individuals or groups for the purpose of raising one's own self-esteem or lowering someone else's sense of self-worth relative to a peer group.
  77. Riding The Emotional Elevator - The Emotional Elevator is a way of describing how people who suffer from personality disorders and those closest to them sometimes take a fast track down to different levels of emotional maturity.
  79. Scapegoating - Scapegoating is the practice of singling out one child, employee or member of a group of peers for unmerited negative treatment or blame.
  80. Selective Memory and Selective Amnesia - Selective Memory and Selective Amnesia is the use of memory, or a lack of memory, which is selective to the point of reinforcing a bias, belief or desired outcome.
  81. Selective Competence - Selective Competence is the practice of demonstrating different levels of intelligence, resourcefulness, strength or competence depending on the situation or environment.
  82. Self-Aggrandizement - Self-Aggrandizement is a pattern of pompous behavior, boasting, narcissism or competitiveness designed to create an appearance of superiority.
  83. Self-Harm - Self Harm, also known as self-mutilation, self-injury or self-abuse is any form of deliberate, premeditated injury inflicted on oneself, common among adolescents and among people who suffer from Borderline Personality Disorder. Most common forms are cutting and poisoning/overdosing.
  84. Self-Loathing - Self-Loathing is an extreme self-hatred of one's own self, actions or one's ethnic or demographic background.
  85. Self-Victimization - Self-Victimization, or "playing the victim" is the act of casting oneself as a victim in order to control others by soliciting a sympathetic response from them or diverting their attention away from abusive behavior.
  86. Sexual Objectification - Sexual Objectification is the act of viewing another individual in terms of their sexual usefulness or attractiveness rather than pursuing or engaging in a quality of personal relationship with them.
  88. Silent Treatment - The Silent Treatment is a passive aggressive form of emotional abuse in which displeasure, disapproval and contempt is exhibited through nonverbal gestures while maintaining verbal silence.
  89. Situational Ethics - Situational Ethics is a philosophy which promotes the idea that, when dealing with a crisis, the end justifies the means and that a rigid interpretation of rules and laws can be temporarily set aside if a greater good or lesser evil is served by doing so. However, situational ethics can be dangerous when combined with the distorted, crisis-prone thinking of those who suffer from personality disorders.
  90. Sleep Deprivation - Sleep Deprivation is the practice of routinely interrupting, impeding or restricting another person's sleep cycle.
  91. Splitting - Splitting is a psychological term used to describe the practice of thinking about people and situations in extremes and regarding them as completely "good" or "bad".
  92. Stalking - Stalking is any pervasive and unwelcome pattern of pursuing contact with another individual.
  93. Stunted Emotional Growth - Stunted Emotional Growth is a difficulty, reluctance or inability to learn from mistakes, work on self improvement or develop more effective coping strategies.
  94. Targeted Humor, Mocking & Sarcasm - Targeted Humor is any sustained pattern of joking, sarcasm or mockery which is designed to reduce another individual's reputation in their own eyes or in the eyes of others.
  95. Testing - Testing is the practice of repeatedly forcing another individual to demonstrate or prove their love or commitment to the relationship.
  96. Thought Policing - Thought Policing is any process of trying to question, control, or unduly influence another persons thoughts or feelings.
  97. Threats - Threats are written or verbal warnings of intentional, inappropriate, destructive actions or consequences.
  98. Triggering -Triggers are small, insignificant or minor actions, statements or events that produce a dramatic or inappropriate response.
  99. Tunnel Vision - Tunnel Vision is the habit or tendency to only see or focus on a single priority while neglecting or ignoring other important priorities.
  100. Verbal Abuse - Verbal Abuse is any kind of repeated pattern of inappropriate, derogatory or threatening speech directed at one individual by another.

Thank you:

Out of the Fog Website

Also see Tool Box For Those deal with Personality-Disordered Individuals
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Französisches Tor

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Xylanderstraße 2, Landau in der Pfalz, Germany

Französisches Tor Landau in der Pfalz Reviews

Kathrin_E Kathrin_E
312 reviews
Französisches Tor - French Gate Apr 28, 2017
The French gate is the second of the two remaining gatehouses in Vauban's huge fortification which was built around the town in 1688-1691. It is pointing south, towards the mainland of France (Landau WAS part of France when it was built) and thus named the „French“ gate.

The building is, unlike the neglected German Gate, well restored. It hosts a restaurant. The location is much closer to the lively town centre and pedestrian zone and far more attractive.

Post-war times brought a drastic and amazing change in politics: After being almost constantly at war for centuries, the two neighbouring nations France and Germany have become the closest friends and allies. A modern inscription honours the present French-German friendship.
Französisches Tor
Französisches Tor
Landau in der Pfalz
photo by: Kathrin_E


During allogeneic stem cell transplantation, the hematopoietic system, including the immune system of the patient is replaced with that of a healthy donor. This procedure involves giving patients high-doses of chemotherapy and/or radiation to destroy the cancer cells and suppress/eradicate patient’s immune system in order to receive stem cells. Donated stem cells from a related or unrelated individual are then administered to the patient where they migrate to the bone marrow, expand and reconstitute the hematopoietic/immune system.

However, the long-term success of this treatment is still often limited by the development of life threatening complications, such as acute and chronic graft-versus-host disease.


Liquidation procedures

What are the eligibility criteria for initiating liquidation procedures? Are any entities explicitly barred from initiating such procedures?

Both debtors and creditors may initiate liquidation procedures. While no entities are explicitly barred from initiating such a procedure, they must meet certain criteria to have standing to commence the proceeding.

What are the primary procedures used to liquidate an insolvent company in your jurisdiction and what are the key features and requirements of each? Are there any structural or regulatory differences between voluntary liquidation and compulsory liquidation?

A debtor may initiate a voluntary liquidation by filing an assignment for the general benefit of its creditors. Such an assignment is made with the official receiver in the debtor’s operating jurisdiction and must include a sworn statement listing:

  • all of the debtor’s assets and liabilities;
  • the names and addresses of its creditors; and
  • the amounts owing to any creditors.

Creditors may initiate an involuntary liquidation by filing an application for a bankruptcy order with the court in the principal jurisdiction in which the debtor conducted business or resided during the year preceding the date of the application. The application must demonstrate that:

  • the debtor committed an act of bankruptcy (the most common of which is a failure to meet its obligations as they become due) in the six months preceding the commencement of the bankruptcy proceedings; and
  • the debt owing to the creditor is at least C$1,000.

A debtor will be deemed bankrupt if a proposal under the Bankruptcy and Insolvency Act fails to be ratified by the prescribed creditor voting thresholds.

A liquidation of a debtor’s asset may also occur through a liquidating Companies’ Creditors Arrangement Act proceeding. Companies’ Creditors Arrangement Act filings are typically made by the debtor, although they can be creditor led. A debtor must have at least C$5 million in debt to be eligible to file for protection under the Companies’ Creditors Arrangement Act.

A debtor’s assets may also be liquidated through a receivership proceeding. Typically, a receivership is an involuntary proceeding commenced by a creditor.

How are liquidation procedures formally approved?

The liquidation of a bankrupt company is a court-sanctioned process and formal approval is subject to compliance with the Bankruptcy and Insolvency Act. Other proceedings – such as a liquidating Companies’ Creditors Arrangement Act or court-appointed receivership – are governed by the courts, and any liquidation is subject to court approval.

What effects do liquidation procedures have on existing contracts?

Commencing liquidation procedures does not automatically terminate a contract. However, the Bankruptcy and Insolvency Act and the Companies’ Creditors Arrangement Act provide the debtor with a statutory right to terminate or abandon any agreement that the debtor is subject to as of the date of filing, with certain enumerated exceptions.

What is the typical timeframe for completion of liquidation procedures?

The length of a liquidation procedure depends on the specific facts of each case and can range from weeks to years.

Role of liquidator

How is the liquidator appointed and what is the extent of his or her powers and responsibilities?

In a bankruptcy, the liquidator is typically a trustee in bankruptcy that is appointed when a debtor makes a voluntary assignment or is adjudged bankrupt. A trustee is chosen by the debtor at the time of the voluntary assignment or by the creditor at the time of the commencement of an involuntary bankruptcy. The proposed trustee is confirmed at the first meeting of creditors. The method of liquidation is often approved by the court before the liquidation commences and the resulting sale, if significant, is also subject to court approval.

A separate liquidator or auctioneer may also be retained to liquidate the assets at public auction. If an auctioneer is retained, the powers and responsibilities will be set out in a contractual arrangement that is subsequently court approved.

Court involvement

What is the extent of the court’s involvement in liquidation procedures?

The court is the supervising authority over the proceedings and nearly all actions taken with respect to a liquidation proceeding require its approval.

Creditor involvement

What is the extent of creditors’ involvement in liquidation procedures and what actions are they prohibited from taking against the insolvent company in the course of the proceedings?

During the approval stage of any liquidation, regardless of the proceeding, the creditors with an economic interest in the assets will have an opportunity to voice their concerns regarding the pending sale. The court will typically take the views of the economic stakeholders into account in making any order regarding the liquidation of the debtor’s assets.

Once a formal insolvency proceeding has been commenced, a stay of proceedings will apply, whereby no creditor is permitted to take any steps to enforce its rights or remedies against the debtor or its assets. However, there are exceptions to a stay of proceedings – for example, in certain circumstances, secured creditors cannot be stayed from enforcement in proceedings commenced under the Bankruptcy and Insolvency Act.

Director and shareholder involvement

What is the extent of directors’ and shareholders’ involvement in liquidation procedures?

In liquidation proceedings, the directors, officers and shareholders typically cease to have authority over the debtor’s assets. Specifically, the debtor’s assets will be automatically vested in the bankruptcy trustee. During a receivership, the receiver will take on the debtor’s role. The only proceeding wherein the directors may continue to be involved is a liquidating Companies’ Creditors Arrangement Act proceeding, wherein the debtor will remain in possession and control of its assets. During such a proceeding, a monitor will be appointed to oversee the liquidation and report to the court.

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Sunrise in Torres del Paine National Park, Lake Pehoe and Cuernos mountains, Patagonia, Chile

At the 2015 New York International Olive Oil Competition, Chilean extra virgin olive oils were recognized with two “Best in Class” awards earning the coveted distinction as some of the best olive oils in the world.

The two winning oils were a Picual from Las Doscientas and a blend by Olave.
See more: The Best Olive Oils from Chile
Chile is a country that spans a largely diverse geographical area that has a the highly varied climate and different soil compositions.

To determine how geographical location affected EVOO quality, researchers from Chile evaluated the effects of climate, soil composition, and agricultural practices such as fertilization and irrigation on sensory properties of extra virgin olive oil.

They also looked to see if stage of fruit ripeness at harvest affected the phenol content of extra virgin olive oil produced in Chile.

For the study, the researchers selected cultivars of olives grown in commercial orchards in two different geographical locations of Chile: the Limari Valley, a Marino subtropical desert with an annual rainfall of only 22 millimeters; and the Molina area that has a Mediterranean-like climate with an annual rainfall of 735 millimeters.

The study, published in the January 2016 edition of the Journal of the Science of Food and Agriculture, found differences in the soil composition of the two areas. The alkaline soil in the Limari valley had a higher content of Ca, Mg, K and Na than Molina soil; whereas the acidic soil of Molina contained more iron and magnesium. Additionally, the clay loamy soil, characteristic of arid zones of Limari, had better chemical fertilization than the soil in Molina.

For the study, olive oil was extracted from olives harvested in the 2011-2012 and 2012-2013 seasons using the two-phase centrifugation system and classified as extra virgin according to the official analytical methods.

Phenolic content of the extra virgin olive oil produced from the two geographical locations was found to be very different. Extra virgin olive oil produced in the Limari valley had a higher total phenol content than olive oil produced in the Molina area for both seasons (473 vs. 326 miiligrams per kilogram olive oil in 2011-2012; and 493 vs. 208 milligrams per kilogram olive oil in 2012-2013).

The higher evapo-transpiration and lower irrigation in the Limari Valley orchards compared to the Molina orchards could possibly explain the differences in total phenol content in olive oil from the two areas.

According to the authors, previous studies have shown that EVOOs obtained from traditional rain-fed orchards had higher phenol content than irrigated orchards. High water content in irrigated orchards affects solubilization of phenolic compounds and alters release of polysaccharide-linked phenolic compounds during the olive oil production process.

The authors also found that the volatile compounds in extra virgin olive oils were affected more by temperature than by irrigation and evapotranspiration rate. Additionally, the phenol content of EVOO decreased as olive maturity at time of harvest increased.

Based on their findings, the investigators conclude that the geographical location, soil and climate in Chile had a greater influence on the sensory quality of extra virgin olive oil than the olive cultivars.

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Wisconsin Justice Initiative: Special court status for Foxconn a dangerous precedent

CONTACT: Gretchen Schuldt, WJI executive director: 414-331-0724; gretchen@wjiinc.org

Wisconsin Justice Initiative Executive Director Gretchen Schuldt released the following statement on the Joint Finance Committee’s proposal to allow Foxconn-related litigation to skip the Court of Appeals go directly to the State Supreme Court:

“Joint Finance’s action would basically gut one of the basic tenets of democracy: that everyone is equal before the law. This proposal carves out special consideration for Foxconn Technology Group that is fundamentally un-American and a clear violation of the separation of powers. The proposal is a dangerous precedent that opens the door for politicians to create special court privileges for other favored industries, companies, and individuals.”


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Since qualifying as a specialist teacher and assessor of dyslexia, I have been passionate about helping people with literacy difficulties achieve the very best that they can.  I believe that a diagnostic assessment can be the starting point to achieving your best.


In an interview with CNBC TV-18 on Monday, revenue secretary Hasmukh Adhia gave an explicit warning to companies planning to raise product prices before the start of the goods and services tax (GST) July 1 .

Adhia in her non-indirect, open threat called on companies to block rate hikes until the GST will be implemented and suggested that any price increases, even if made for reasons such as higher ticket costs may be investigations.

“My suggestion would be everything for now, until the GST will be implemented, if it can contain price increases.” Unless this is a serious problem of rising costs, we can not absorb it immediately. Hold on for a while, “Adhia said. “But even if it has to absorb the cost and what it should do, it’s further research,” said Adhia CNBC-TV18.

Adhia responded to a question on the fight against speculation in the GST laws stating that it is essential to ensure that the benefits of reducing the effect of taxes after the GST will be passed on to consumers. Adhia’s comments came after noticing that some companies may have to increase their prices so that margin success is not important once the GST will occur and that the benefit of the tax reduction is passed on to the consumer.

The government’s desire to avoid such irrevocable price increases that will finally come to the common man is indeed commendable.

But the problem arises when the government puts market prices instead of facilitating market functioning. Adhia should remember that companies that change the price can be based on increased costs of inputs, competition and seasonal factors, among others. The tax is only one component.

When Adhia says price increases will be a “survey question” that automatically sends businesses into panic and opposes the principles of a free market. The anti-speculation law aims to ensure that the benefits of GST reach people, but it should not become a tool to terrorize the market to artificially control prices to get the desired result of GST startup.

Remember, in an interview with Moneycontrol, Adhia said that inflation will not rise after the application of GST from July 1 and the government took care to ensure that prices do not rise. Inflation will decline by 2 percent by the end of the year.

Reading the two together, the government is determined to see that prices do not rise in the post-GST market to deliver on its promises. Prices should fall if there are genuine reasons, but should not be an element of force on the part of the government behind such a move.

As mentioned above, the tax is only one part that decides the final price of a product. Government dictating prices can be very damaging to the principles of a free market. It’s going to be very destructive for companies to keep prices high on input costs when they fall. In addition, changes in the tax regime allow companies to pass on the benefits of the final price to the consumer. The strength of the market force companies to do so.

The GST is a historical shift in India’s economy, perhaps the most important indirect tax reform India has ever known. It is important that the government ensures that the transition does not become a painful experience for both industries for the common man.

You must have confidence in the market. The actual benefits of GST changes occur only after a delay since the system has to adapt to the change. It is not necessary that the economic benefits of GST change occur immediately. In a note Monday the ICRA rating agency said the GST’s impact on economic growth should be neutral during fiscal year 2018.


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ECA achieves its Mission through the application, review and Licencing of products and services against internationally recognised standards of environmental, social and financial compliance.

Our objectives?

By recognising environmentally responsible products and services, we aim to reduce global demand for natural resources and to minimise risks posed to our communities and the environment in general.


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Figure[White to move]

The Classic Pattern.

We start with simple positions where a discovered attack is ready to be executed: one piece masks another, and both have good targets. Visually most of these positions will take a common form: a bishop moves from the middle of the board to the edge near the enemy king, where it gives check or makes a capture; in the process it unmasks an attack up the board by a rook or queen, usually made from the back rank.

In the diagram to the left, notice the position of White’s rook and bishop on the d-file—a classic kernel of a discovered attack. The bishop masks the rook; if it can vacate the file in a forceful enough manner—e.g., with a check—White will have the capture RxQ a move later. So White plays Bxh7+; Black is forced to spend a move protecting his king with KxB; and now White takes Black's queen with his rook. After Black recaptures with RxR, White has traded a bishop and rook for a queen and a pawn.


Housing Authority

What is a Housing Authority?

A housing authority, or housing department, is a municipal, state or federal organization devoted to providing stable, accessible, high-quality and affordable housing for low and moderate-income individuals and families. The U.S. Department of Housing and Urban Development (HUD) works with smaller state or municipal housing authorities to help individuals directly as well as through legislation.

A housing department provides direct access to homes, subsidized funding for private building projects, and in the case of foreclosures and HUD homes, will sometimes directly participate in property management. This type of department also provides infrastructure for low-income individuals. For example, Section 8 of the United States Public Housing Act authorizes rental-housing payment assistance programs that benefit private landlords and help pay for utilities. And, Section 42 of the Tax Credit Reform Act encourages construction and development companies to build affordable housing by offering a sizable tax credit. These rental properties, referred to as housing projects or subsidized housing, reinforce the goal of affordable housing for all.

A Housing Authority is responsible for

  1. Applications screening for eligibility. Housing authorities make use of affordable living spaces by overseeing the screening process which connects individuals with adequate housing. Those who meet the eligibility requirements fill out an application, and the agency screens it carefully. Families of single mothers are given priority when it comes to housing.
  2. Facility oversight. If housing doesn't provide a secure, safe environment, is of low quality, or otherwise compromised, the housing authority takes appropriate action.
  3. Subsidies. The biggest financial contribution of a housing authority comes in the way of disbursing public funding through vouchers. Housing departments, finance departments, and real-estate insurance regulation bodies negotiate terms with landlords and developers to benefit everyone.
  4. Legislative incentives. Tax credits are available for developers working with the housing department to meet the needs of local communities. For example, the Low-Income Housing Tax Credit encourages investment in affordable housing by allowing tax deductions in proportion to the size of the investment.
  5. Mitigation of social issues. Part of the reason affordable housing is important for everyone is because it can reduce the negative social impact of homelessness and violence.

Are there different types of Housing Authorities?

Although many regional and statewide housing departments exist, they all perform similar tasks and are all generally under the supervision of HUD.


4 Tips for Incorporating Fitness into a Busy Lifestyle

Maximize Training Time

Most experts recommend training a minimum of 30 minutes three times per week. The logical times to workout are in the morning before work, at lunchtime, or in the evening after work, However if you do shift work, adjust your workout schedule accordingly.

If you are only training a half-hour three times per week, you can maximize the amount of time you have by incorporating some type of interval training into your routine. Interval training consists of compound exercises that target multiple muscle groups, thus increasing not only the intensity but also the effectiveness of your limited workout time.

Make Workouts a Habit

When life or work get in the way, it is easy to lose your workout time. However, once exercising is part of your daily routine – a habit – it is much harder to skip it. Most experts agree that if you do something on a consistent basis every day, it becomes a habit after 21 days.

But how do you find the time to exercise? Keep a journal of your daily activities in half-hour increments. Once documented, you’ll see where you are “wasting” time and replace that lost time with exercise.

Set Goals

People tend to focus more time on something if it leads them to a goal. If you exercise just to exercise, that may not be a lofty-enough goal to stay with it. However, if you exercise with a goal to lose 25 pounds by January 1st for example, now you have a definite purpose to exercise. If that goal seems too far away, break it down into smaller goals, such as one pound per week. Be sure to reward yourself when you reach each goal; just don’t pick a reward that sabotages your efforts.

Incorporate Exercise Into Your Daily Routine

There are many opportunities in our day where we can get some exercise. For example, if you drive to work, park at the far end of the parking lot and walk in the rest of the way. Once inside your office building, take the stairs to your office (or at least walk up a few flights) instead of riding the elevator.

If you take public transportation to work, get off a few stops before the one closest to your work and walk the rest of the way. Do the same thing after work on the way home.

By incorporating these four strategies into your daily routine, you’ll find you do have the time to exercise.

Learn more here in our section guide for How to Start a Home Fitness Program For Beginners

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08/26/2013 10:24 am ET Updated Oct 26, 2013

Will the Last Person to Exit the Treasury Market Please Turn Out the Lights

Wall Street and Washington love to spread fables that facilitate feelings of bliss among the investing public. For example, recall in 2005 when they inculcated in consumers the notion that home prices have never, and will never, fall on a national basis. We all know how that story turned out. Along with their belief that real estate prices couldn't fall, is one of their favorite conciliatory mantras that still exists today. Namely, that foreign investors have no choice but to perpetually support the U.S. debt market at any price and at any yield.

But, unlike what their mantra claims, the latest data show weakening demand in oversees purchases of Treasuries. According to the U.S. Treasury Department, there was a record $40.8 billion of net foreign selling of Treasuries in June. That was the fifth straight month of outflows in long-term U.S. securities. China and Japan accounted for $40 billion of those net Treasury sales. Those two nations are important because China is our largest foreign creditor ($1.27 trillion), and Japan is close with $1.08 trillion in holdings.

This shouldn't be a surprise to those who are able to accurately assess the ramifications from the Fed removing its massive bid for U.S. debt. In truth, yields currently do not at all reflect the credit, currency or inflation risks associated with owning Treasuries. If the Fed were not buying $45 billion each month of our government bonds, investors both foreign and domestic would require a much higher rate of return. Investors have to be concerned about the record $17 trillion government debt (107 percent of GDP), which is growing $750 billion this year alone. In addition, holders of U.S. debt must discount the inflation potential associated with a record $3.6 trillion Fed balance sheet, which is still growing at $85 billion each month. Also, foreign investors have to factor into their calculation the potential wealth-destroying effects of owning debt backed by a weakening U.S. dollar.

Of course, some people may claim that Japan has more debt outstanding as a percentage of its GDP than we do and yet the nation's interest rates are much lower than ours... so what's the problem? But, unlike the U.S., Japan has a long history of deflation and only 10 percent of its debt in foreign hands. The U.S. has not enjoyed any such history of deflation and is also a country that has only 50 percent of its debt held domestically. Therefore, there hasn't been any real concern about foreigners abandoning the Japanese bond market because of a fear that the Yen may collapse. But the tremendous number of foreign U.S. creditors need to be constantly vigilant of the dollar's value. However, due to its foolish embracement of Abenomics, Japan will also have to fear a collapse of its debt market from rising inflation in the near future; just as we do in here.

If the free market were allowed to set interest rates and not held down by the promise of endless Fed manipulation, borrowing costs would be close to 7 percent on the Ten Year Note. Let's face it, the only reason why anyone would loan money to the U.S. government at these levels is because of a belief that our central bank would be there to consistently push prices up and yields down after their purchases were made.

Our central bank has now adopted an entirely new paradigm. Fed intervention used to be about small changes in the overnight interbank lending rate, which has averaged well above 5 percent for decades. However, not only has the Fed Funds rate been near zero percent for the last five years; but long term rates have been pushed lower by four iterations of QE. The latest version is record setting, open-ended and massive in nature. Since QE is mostly about lowering long-term rates, it shouldn't be hard to understand that its tapering would send rates soaring on the long end.

When the Fed stops buying Treasuries, foreign and domestic investors will do so as well. This means for a period of time there won't be any one left to buy Treasuries unless prices first plunge. The effects of rising rates will be profound on currencies, equity prices, real estate values and economies across the globe.