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Ernest Hemingway Poster

Jump to: Overview (5) | Mini Bio (1) | Spouse (4) | Trade Mark (3) | Trivia (22) | Personal Quotes (19) | Salary (4)

Overview (5)

Date of Birth 21 July 1899Oak Park, Illinois, USA
Date of Death 2 July 1961Ketchum, Idaho, USA  (suicide by gunshot)
Birth NameErnest Miller Hemingway
Nickname Papa
Height 6' (1.83 m)

Mini Bio (1)

Ernest Hemingway was an American writer who won the Pulitzer Prize (1953) and the Nobel Prize in Literature (1954) for his novel The Old Man and the Sea, which was made into a 1958 film The Old Man and the Sea (1958).

He was born into the hands of his physician father. He was the second of six children of Dr. Clarence Hemingway and Grace Hemingway (the daughter of English immigrants). His father's interests in history and literature, as well as his outdoorsy hobbies (fishing and hunting), became a lifestyle for Ernest. His mother was a domineering type who wanted a daughter, not a son, and dressed Ernest as a girl and called him Ernestine. She also had a habit of abusing his quiet father, who suffered from diabetes, and Dr. Hemingway eventually committed suicide. Ernest later described the community in his hometown as one having "wide lawns and narrow minds".

In 1916 Hemingway graduated from high school and began his writing career as a reporter for The Kansas City Star. There he adopted his minimalist style by following the Star's style guide: "Use short sentences. Use short first paragraphs. Use vigorous English. Be positive, not negative." Six months later he joined the Ambulance Corps in WWI and worked as an ambulance driver on the Italian front, picking up human remains. In July 1918 he was seriously wounded by a mortar shell, which left shrapnel in both of his legs causing him much pain and requiring several surgeries. He was awarded the Silver Medal. Back in America, he continued his writing career working for Toronto Star . At that time he met Hadley Richardson and the two married in 1921.

In 1921, he became a Toronto Star reporter in Paris. There he published his first books, called "Three Stories and Ten Poems" (1923), and "In Our Time" (1924). In Paris he met Gertrude Stein, who introduced him to the circle that she called the "Lost Generation". F. Scott Fitzgerald, Thornton Wilder, Sherwood Anderson and Ezra Pound were stimulating Hemingway's talent. At that time he wrote "The Sun Also Rises" (1926), "A Farewell to Arms" (1929), and a dazzling collection of Forty-Nine stories. Hemingway also regarded the Russian writers Leo Tolstoy, Fyodor Dostoevsky, Ivan Turgenev and Anton Chekhov as important influences, and met Pablo Picasso and other artists through Gertrude Stein. "A Moveable Feast" (1964) is his classic memoir of Paris after WWI.

Hemingway participated in the Spanish Civil War and took part in the D-Day landings during the invasion of France during World War II, in which he not only reported the action but took part in it. In one instance he threw three hand grenades into a bunker, killing several SS officers. He was decorated with the Bronze Star for his action. His military experiences were emulated in "For Whom the Bell Tolls" (1940) and in several other stories. He settled near Havana, Cuba, where he wrote his best known work, "The Old Man and the Sea" (1953), for which he won a Pulitzer Prize and the Nobel Prize in Literature. This was adapted as the film The Old Man and the Sea (1958), for which Spencer Tracy was nominated for an Academy Award as Best Actor, and Dimitri Tiomkin received an Oscar for Best Musical Score.

War wounds, two plane crashes, four marriages and several affairs took their toll on Hemingway's hereditary predispositions and contributed to his declining health. He was diagnosed with bipolar disorder and insomnia in his later years. His mental condition was exacerbated by chronic alcoholism, diabetes and liver failure. After an unsuccessful treatment with electro-convulsive therapy, he suffered severe amnesia and his physical condition worsened. The memory loss obstructed his writing and everyday life. He committed suicide in 1961. Posthumous publications revealed a considerable body of his hidden writings, that was edited by his fourth wife, Mary, and also by his son Patrick Hemingway.

- IMDb Mini Biography By: Steve Shelokhonov

Spouse (4)

Mary Welsh (14 March 1946 - 2 July 1961) (his death)
Martha Gellhorn (5 November 1940 - 21 December 1945) (divorced)
Pauline Marie Pfeiffer (10 May 1927 - 4 November 1940) (divorced) (2 children)
Elizabeth Hadley Richardson (3 September 1921 - 10 March 1927) (divorced) (1 child)

Trade Mark (3)

Often makes reference to his own interests such as boxing and fishing
Minimalist writing style
Recurring theme of nature in his works

Trivia (22)

Was awarded the 1954 Nobel prize in literature.
Born at 8:0am-CST
Pictured on a 25¢ US commemorative postage stamp in the Literary Arts series, issued 17 July 1989.
For a man who survived two plane crashes, it's somewhat ironic that he would take his own life in the end. He is the grandfather of sister actresses Mariel Hemingway and the late Margaux Hemingway (also a suicide, in 1996, as was her great-grandfather, Ernest's father).
It's estimated Hemingway left behind over 8,000 personal and business letters, and plans were announced in May 2002 to attempt to collect and publish most of them in a set that could exceed 10 volumes.
Grandfather of actresses Mariel Hemingway, Margaux Hemingway and Joan Hemingway.
Unlike his great contemporaries F. Scott Fitzgerald, William Faulkner and John Steinbeck, Hemingway never wrote for the movies, but he had no objection to selling his novels and short stories for good prices to producers.
A.E. Hotchner, in his 1966 memoir of his friendship with "Papa Hemingway", reports that the great writer chose him in the late 1950s as his emissary to Hollywood to sell the Nick Adams stories. Hemingway, hobbled by mental illness and bad health, wanted an unprecedented $1 million for the movie rights to the stories, but Hotchner was only able to get him $100,000. The stories are the basis for Martin Ritt's film Hemingway's Adventures of a Young Man (1962), which came out the year after Papa's death. Hotchner wrote the screenplay, as he did for the tele-play The Seven Lively Arts: The World of Nick Adams (1957).
Hemingway suffered from bipolar disorder, then known as manic depression, and was treated with electroshock therapy at the Menninger Clinic. The therapy, he claimed, had destroyed his memory, which was essential to a writer, and he told his friend A.E. Hotchner that his memory loss was one of the reasons he no longer wanted to live. The condition was hereditary: Hemingway's father Clarence likely suffered from it, as did at least one of his sisters, Ursula, and his only brother, Leicester, as did one of his sons, Gregory, and his granddaughter Margaux. In addition to Ernest, Hemingway's father Clarence, his siblings Ursula and Leicester, and his granddaughter Margaux all committed suicide. His son Gregory died in police custody after being picked up in a stupor shortly after a sex change operation.
His house in Key West, Florida, where he wrote a good deal of his literature, is now a museum in his honor. One other interesting note about the house is that the lineage of cats that live there hereditarily have six toes on each foot, going back to Hemmingway's own cats.
One son, Jack Hemingway with first wife; two sons, Patrick and Gregory, with second. Only Patrick survives as of this writing (June 2005).
He was married four times, and dedicated a book for each wife during the time he was married to them.
He admired Russian writers Ivan Turgenev, Leo Tolstoy, Fyodor Dostoevsky, and Anton Chekhov among others.
Long considered a likely Nobel Laureate for Literature, Hemingway was disappointed when in 1950, William Faulkner became the first American writer of their generation to cop the Prize. Hemingway's 1949 novel "Across the River and Into the Trees" (1949) had been a notable failure, and likely cost him the honor of being the first American since Eugene O'Neill won the Nobel Prize for Literature in 1938. Hemingway returned to his original, simple style for The Old Man and the Sea (1958), his 1952 novella that won him the Pulitzer Prize. After two plane crashes gave him the opportunity to read his own obituary, he finally won the Nobel Prize in 1954, in large part due to the extraordinary success of "Old Man". Hemingway himself was initially involved in the production of his book, although the extent of his participation after selling his book was to go marlin-fishing off the coast of Peru to try to find a fish worthy enough for the picture. In the end, the producers used a rubber marlin and stock footage of marlin fishing in which Hemingway didn't participate in. After seeing the film, Ernest Hemingway expressed his disappointment and said that Spencer Tracy looked less the Cuban peasant fisherman and more the rich old actor that he was. Tracy won an Oscar nomination for the role.
Hemingway, perhaps the most prominent of the American supporters of the Spanish Republic during its struggle against the fascist rebellion led by Gen. Francisco Franco's Falangists--heavily supported by the Nazi regime of Adolf Hitler--said that Alvah Bessie's Spanish Civil War novel "Men in Battle" (1939) was one of the best war novels of its time. Hemingway's own Spanish Civil War novel, "For Whom the Bell Tolls" (1943), won the 1940 Pulitzer Prize for fiction and was a best-seller.
Much of his writing reflects his dissatisfaction with modern culture.
The city of Key West, Florida, has an Ernest Hemingway lookalike contest every year.
Although it was not used, he proposed the following epitaph for his tombstone: "Pardon me for not getting up.".
Journalist Hunter S. Thompson was an admirer of Hemingway and his writing. Thomnpson wrote an article about Hemingway's later life and death titled, "What Lured Hemingway to Ketcham". The article can be found in Thompson's book, "The Great Shark Hunt".
When he died in 1961, his estate consisted of $418,933 in various stocks and bonds, $801,766 in real estate, and $189,611 in notes, cash, and mortgages.
His granddaughter Mariel Hemingway co-starred in Woody Allen's movies Manhattan (1979) and Deconstructing Harry (1997). Allen later depicted Ernest Hemingway himself in Midnight in Paris (2011).
Some sources suggest that his suicide was brought on by the memory-loss side-effects of an ECT treatment for depression interfering with his ability to write.

Personal Quotes (19)

As you get older, it is harder to have heroes, but it is sort of necessary.
A cat has absolute emotional honesty: human beings, for one reason or another, may hide their feelings, but a cat does not.
All things truly wicked start from an innocence.
There are events which are so great that if a writer has participated in them his obligation is to write truly rather than assume the presumption of altering them with invention.
All my life I've looked at words as though I were seeing them for the first time.
If the book is good, is about something that you know, and is truly written, and reading it over you see that this is so, you can let the boys yip and the noise will have that pleasant sound coyotes make on a very cold night when they are out in the snow and you are in your own cabin that you have built or paid for with your work.
God knows people who are paid to have attitudes toward things, professional critics, make me sick; camp following eunuchs of literature. They won't even whore. They're all virtuous and sterile. And how well meaning and high minded. But they're all camp followers.
A man's got to take a lot of punishment to write a really funny book.
Remember this too: all bad writers are in love with the epic.
Always do sober what you said you'd do drunk. That will teach you to keep your mouth shut.
Never mistake motion for action
There is no hunting like the hunting of men, especially armed men, and those who have done this long enough to like it...they never care for anything else thereafter.
What is moral is what you feel good after and what is immoral is what you feel bad after.
[on Marlene Dietrich] If she had nothing but her voice, she could break your heart with it. But she also has that beautiful body and the timeless loveliness of her face.
When I dream of afterlife in heaven, the action always takes place in the Paris Ritz.
The best way to find out if you can trust somebody is to trust them.
I drink to make other people interesting.
If you are lucky enough to have lived in Paris as a young man, then wherever you go for the rest of your life it stays with you, for Paris is a moveable feast.
How I admire your straight thinking, your head, your heart and your very lovely hands and I pray God always that he will make up to you the very great hurt that I have done you--who are the best and truest and loveliest person that I have ever known.

Salary (4)

Men Without Women (1930) $500
The Killers (1946) $36,700
The Sun Also Rises (1957) $10,000
Hemingway's Adventures of a Young Man (1962) $100,000

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Stan finds a way to get around Langley Falls' ban on trans fats, and Roger poses as Klaus to get his inheritance for him.

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Episode credited cast:
Francine Smith (voice)
Steve Smith (voice)
Hayley Smith (voice)
Klaus (voice)
Rest of cast listed alphabetically:
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Helen Washburn (voice)
Jerry (voice)
Lawyer #1 (voice)
Avery Bullock (voice)
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Daniel Turlington (voice)

Stan finds a way to get around Langley Falls' ban on trans fats, and Roger poses as Klaus to get his inheritance for him.

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Animation | Comedy

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1 March 2009 (USA)  »

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This is the third episode where the character Turlington appears. He's always has a different job; this time he's working for Internal Affairs. See more »

Steve Smith: Hayley, here's what I know: I'm off to deliver food to the elderly to earn my gerontology badge. I have this bike helmet which crushes my ears, itches my head and gives me Bonnie Franklin hair. Now, why do I wear it? Because it's the law.
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References The Sweet Hereafter (1997) See more »

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User Reviews

The One Where Trans Fats Are Banned...
20 September 2014 | by See all my reviews

I absolutely love this episode. It's so terrific. In this episode, the town of Langley Falls, bans all trans fats. So that means, Stan is legally separated form his favorite foods. That must be tough. He eventually begins smuggling trans fats into Langley Falls, from Chimdale, a neighboring town. And at first, it's really easy. But on his second trip, Stan is stopped by Internal Affairs Officer Turlington, who is patrolling the city border, making sure no trans fats get in. Stan is forced to discard all of his trans fats or he is at risk of being caught. If he is caught, Stan will be put in the newspaper's "Crime Beat" section, and he will be humiliated. Once he gets home, he is reprimanded by Francine, who is now deep frying all of their meals, and refuses to stop. So Stan decides to use Steve as a trans-fatty food mule, hoping his innocence will hopefully elude suspicion. But, after a few trips going successfully, one bad trip happens. Since Stan is showing his son that it's okay to break the law, Steve thinks it's okay to ride a bike without a helmet. So he doesn't, which eventually gets him caught. Overall, I give this episode a 10 out of 10.

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Exporting file By: Catherinemacd Date: November 12, 2006
I wanted to export a simple list of Title, Media and Genre for my movie collection.  I went through the list of items to include and checked just those three.  I chose RTF format.  When I opened the exported file it included the pictures, although I hadn't requested them and don't want them because it makes the file too big.  How do I get it to include just the text?

Also, is there a way to select the font size/style?

Exporting file By: He.Shiming Date: November 12, 2006
I'm sorry that images must be exported in the RTF format. I'll change this into an option in future updates.

If you don't want the pictures, you can choose to export to HTML list or CSV. The font size is set to default when you choose to export to RTF. If it's required, you can easily set it in a word processing program.
Exporting file By: sphto Date: November 16, 2006
Might you also consider adding an option to resize the images on export--so you could include images in a RTF or HTML output listing of media but limit the image sizes to 50 pixels (or whatever)?
Exporting file By: He.Shiming Date: November 17, 2006
Okay, I'll consider that.


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Girl Most Likely (2013)

other sizes: 1013x1500 / 2026x3000Girl Most Likely Movie Poster
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tagline: "She has a lot to live up to. And a few things to live down."
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Independent Catholic News logo Welcome Visitor
Saturday, January 21, 2017
Vatican publishes study on sexual abuse
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 The Vatican has published a volume produced by the Pontifical Academy for Life entitled 'Sexual Abuse and the Catholic Church: Scientific and Legal Perspectives.' It contains the findings of the symposium organized by the academy in collaboration with other offices of the Holy See that was held in the Vatican April 2-5, 2003 on "Abuse of Children and Young People by Catholic Priests and Religious." The book has been sent to the world's episcopal conferences and will be made public at the end of March. A copy was made available to journalists for consultation. The scope of the April 2003 conference and of this book, says a communique by the pontifical academy, "was exclusively to present the phase reached by scientific research on this theme. Obviously, it was not possible to invite all experts in this sector, however several of them, of the highest scientific stature, were available to come to Rome and to publish their contributions, even if none of the eight experts is Catholic." Bishop Elio Sgreccia, vice president of the Academy for Life, notes in an introduction to the volume, that the 2003 symposium touched upon "a terrible phenomenon which, in recent years, has increasingly created unease in the Church and in the media. Pope John Paul II has clearly and emphatically drawn attention to the grave injustice done to the victims. He called upon the Church to do everything in its power to assuage the resultant pain and to prevent future incidents. Many men and women in the Church have already dedicated themselves to this important task, bishops' conferences have produced guidelines and the Holy See has devoted itself intensely to this issue through various dicasteries. Sexual abuse presents a huge challenge. To formulate responsible solutions requires the consideration of psychological, medical, ethical, anthropological, theological, pastoral, juridical, and many other perspectives. Obviously all this goes beyond the scope of what one can achieve in one single symposium." He added that the scientists present at the symposium "were able to present the theme in its complexity and also presented different opinions current in the scientific world." He noted that "international ecclesial personalities who are actively involved in the treatment of priests and religious" were at the symposium, though "they did not participate in the role of experts to be consulted. Instead they were the listeners and questioners. The criterion for inviting them was that the institutions they represent are de facto used by bishops' conferences for the treatment of priests and religious." Calling the book "a first step," Bishop Sgreccia said "important aspects of the theme have yet to be dealt with. May this publication prove to be a support and stimulus for all who deal with this troubling and complex issue." Source: VIS
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I'm ready for my touch-up... the secrets of Photoshop unmasked

It was once the invisible art of creating perfection – but now the imaging trickery can been laid bare. Steve Connor reports

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The Independent Online

Glossy magazines and advertisers that retouch photographs of models and celebrities should publish a score alongside each digitally enhanced picture to alert readers to the extent to which an image has been manipulated artificially, scientists have suggested.

The researchers have developed a computerised "metric" that can automatically quantify from "1" to "5" the extent to which a digital image has been enhanced so that readers can assess how close a photograph is to reality.

Health organisations are increasingly concerned about the growing trend towards the digital enhancement of photographs to make subjects look younger, slimmer or more physically perfect and alluring than they really are. They believe it promotes unrealistic expectations of body image among young people, especially girls. Some want the technique banned completely.

Professor Hany Farid and Eric Kee, computer scientists at Dartmouth College in New Hampshire in the US, believe an outright ban is unrealistic as glossy magazines have always tinkered with photographs. Instead, they want to introduce a system that identifies and scores the most dramatic changes.

Their system scores a "1" when there is little retouching and "5" when there are significant changes. The computer programme they have developed looks at the image in terms of geometric changes, which include slimming of the legs, hips and arms, the elongating of the neck or the enlarging of the eyes. It also assesses the photometric alterations, which affect skin tone and texture and are used to eradicate wrinkles, cellulite, blemishes, freckles and dark circles under the eyes.

"We start with before and after digital images from which we automatically estimate the geometric and photometric changes, effectively reverse engineering the manipulations that a photo retoucher has made," Professor Farid said.

"You need to distinguish between simple retouches to photographs that have always occurred, such as colour correction and cropping, to really extreme forms of enhancement, such as elongating a figure to make it appear slimmer, that can affect the perception of body image."

The rating system was devised through the analysis of a diverse set of 468 original and retouched photos. Each image and its enhancement were assessed for the level of retouching that went into them, and then volunteers were each asked to score from 1 to 5 how similar to one another are each original and digitally enhanced photograph.

The scientists found a remarkable similarity between their computerised assessment and the subjective judgement of the human observers, suggesting it was possible to use the technique to produce scores that could be published alongside the image when used in advertisements and fashion magazines.

"We propose that the interests of advertisers, publishers and consumers may be protected by providing a perceptually meaningful rating of the amount by which a person's appearance has been digitally altered," the scientists write in the journal Proceedings of the National Academy of Sciences.

"When published alongside a photo, such a rating can inform consumers of how much a photo has strayed from reality, and can also inform photo editors of exaggerated and perhaps unintended alterations to ... appearance," they say.

Darkroom arts: the camera obscurers

The process of retouching pictures, which has become known by the generic trademark "photoshopping", has been around a lot longer than Adobe's much-maligned computer program. Indeed, it has been around almost as long as photography itself.

It is seen, however, as a much subtler process than is often used today. Contrast and light were commonly manipulated in the darkroom in order to divert attention from imperfections in a picture, such as overexposing a subject's face to hide blemishes, or to bring the foreground out of the picture by lighting it up. The "dodging" technique (blocking light from an area of the picture during exposure) is used to lighten it. The opposite process, "burning", is used to darken the image. Technicians who want to completely alter images can paint directly on to a negative.

Masters of the art can often command six-figure salaries and Pascal Dangin, recognised as the premier re-toucher of fashion photographs, has become notorious for his work with Annie Leibovitz, among others.

At the other end of the spectrum, however, are the simplified versions of Photoshop-like programmes which allow families to remove stray thumbs and passing pedestrians from their holiday snaps.

Kevin Rawlinson

Before and after: an expert's view

1. Twiggy Photoshop lets you take years off someone's age. Here they've lost wrinkles in the skin, taken out bags under the eyes and brightened the eyes and teeth. Flesh has been cleared of freckles and blemishes. The eyebrows look airbrushed and smoothed out. They've left some lines to give a bit of shaping to the cheeks but lost the bagginess underneath the cheeks and taken out the lines in the neck.

2. George Clooney

The lines on his forehead and around his eyes are softened, as are the wrinkle on his cheek and the lines under the cheekbones. His grey hairs have been darkened and blemishes are gone from the forehead. They've colour corrected the image which adds more shadow, more range of colours. It brightens the image.

3. Plus-size model The obvious change here is the waistline. The arms and legs have also been made thinner. Her left arm almost seems as if it's been elongated. And they've shrunk her tummy, pulling in the bump.

4. Kim Cattrall Wrinkles around the eyes have been taken out. They've smoothed the ageing lines on the facial tones. Looks like it's been softened – you're losing the harshness in the lines. It's far too yellow. She's be de-aged, making her look younger.

5. Angelina Jolie

Dimples have been taken out. They've cleared her skin of impurities. A freckle has been removed from her cheek and they've softened the lines on her neck.Defocusing on the skin takes away any blemishes. As soon as you take it out of focus you lose the harshness of lines and blemishes. The eyes have been cleaned: they taken some redness and veins from the eyes. Eyes have got whiter and stand out more – they've upped the contrast, making the details sharper. The lips stay the same.

John Bowman,picture retoucher


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Strauss refuses to get carried away after win

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The Independent Online

Eoin Morgan again proved himself a special player for England as they went 1-0 up on Australia - but captain Andrew Strauss knows that is just the start of this summer's NatWest Series story.

Strauss last night lauded Dublin-born Morgan's 85-ball 103 not out as one of the best innings he has ever seen from an England player.

He warned too, though, that the team continue to need contributions from others - which came yesterday thanks to Luke Wright and Tim Bresnan in important stands with Morgan - and must not start congratulating themselves just yet against world-beating opponents.

Asked to compare the new-look England with the team that lost 6-1 to Australia in the corresponding series on home soil last September, Strauss said: "I'd prefer to answer that after five games, not one.

"We've done a lot of things right in this game. The bowlers did a good job to restrict them to 267, and I think at the half-way mark we were in front.

"But it's just one game of cricket - and Australia being Australia, they will come back hard at us for these remaining games.

"Let's not pat ourselves on the back too much at this stage."

Strauss could hardly help but be pleased with what he has seen so far.

He added: "Ultimately, it was a very satisfying victory. But I think there are areas we could improve on from this game.

"We can't rely on one person. That would be wrong - we need to get (batting) contributions from one to nine, which is why it was good that Luke Wright came in and did a good job at number six and Tim Bresnan at number seven."

Asked whether anything is possible as long as Morgan is still at the crease, he agreed: "It certainly seems that way at the moment.

"The great thing about 'Morgy' is he's turning into a really good finisher, but he does it in an aggressive manner.

"That puts the opposition captains under some real pressure, and he's doing it consistently.

"It was an outstanding innings and certainly one of the very best I've seen in an England shirt.

"He played some outrageous shots, and the great thing is he can score round the wicket against all sorts of bowling.

"As an opposition captain, you are scratching your head to think 'How can we tie him down?'. That's proving difficult at the moment."

Ricky Ponting was the man who had to try to tame the left-hander - but admitted afterwards it had proved beyond his team.

"I thought we were a bit below-par with our batting. But we did a reasonable job to get to that total, from 90 odd for four," he said.

"Then Morgan played very, very well. A hundred off 80 odd balls, chasing that sort of score, is always a special innings."


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Football: The XI: Knee ligament injuries have scythed through this generation of British footballers - it can take years to recover. Here are 11 victims:

Click to follow
The Independent Online
Gary Bailey (Man Utd)

Gary Stevens (Portsmouth)

Paul Elliott (Chelsea)

Paul Lake (Manchester City)

Carlton Fairweather (Wimbledon)

Gary Shaw (Shrewsbury)

Danny Thomas (Tottenham)

Ian Durrant (Rangers)

Paul Gascoigne (Lazio)

Norman Whiteside (Everton)

John Salako (Crystal Palace)


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Saturday 21 January 2017

Hundreds get wrong dose of flu vaccine

Eilish O'Regan Health Correspondent

Published 25/11/2011 | 05:00

Hundreds of adult patients who were given too low a dose of the flu vaccine by pharmacists are to be recalled to receive a booster jab.

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The 485 patients received a child's dose from pharmacists, who were given wrong information on how to administer the vaccine.

The alert comes as it was confirmed the flu has officially arrived in Ireland this winter after two patients were diagnosed with the illness.

The HSE said those who received the child's dose were not adequately vaccinated and should get the second dose.

Pharmacists across the country were given permission for the first time last month to give the vaccine to private patients and medical card holders over the age of 65. Around 1,500 pharmacists went on an accredited training course given by Hibernian Healthcare.

Darragh O'Loughlin, spokesman for pharmacists, said Hibernian Healthcare has since contacted all pharmacists involved in the course and confirmed that 485 patients received the child's dose.

They will now be asked back for a booster shot. Mr O'Loughlin said there is no danger to patients in having the second injection.

"The pharmacists involved are furious. They were following the instructions they received at the training," he added.

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Saturday 21 January 2017

Croke Park double-bill may not break even

Published 04/06/2011 | 05:00

SERIOUS alarm bells have sounded for the GAA after it emerged that advance ticket sales for tomorrow's big Leinster football double-bill at Croke Park are drastically low.

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Leinster Council confirmed to the Irish Independent that they had only pre-sold 25,000 tickets by close of business yesterday.

A crowd of 49,757 watched two quarter-finals on the same bill 12 months ago, when three of tomorrow's four teams -- Dublin, Meath and Laois -- were involved. With Kildare also involved, the two games feature the traditionally best-supported teams in the province. Leinster are now reliant on walk-up sales and premium ticket-holders to get anything over 40,000 through the gates.

And unless late sales radically boost their numbers, there is a danger that they may not even break even on what should be one of their biggest pay-days. This is the starkest indicator yet that the GAA's unrivalled ability to get fans through the turnstiles in the summer has been dramatically affected by the recession.

Leinster are offering four types of ticket discounts this year, but are still clearly struggling to hold on to dwindling numbers.

There is a school of thought that live television has also substantially contributed to falling attendances and the GAA have cut back on the number of live TV games this year.

But both of tomorrow's games at HQ are being broadcast live, with Kildare versus Meath on RTE (2.0) and Dublin v Laois on TV3 (4.0).

Leinster were disappointed last week when their switch of the Dublin/Offaly SHC match to Croke Park only attracted 14,000.

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Saturday 21 January 2017

'I'd hoped to some second' - Neymar not happy Ronaldo beat him to Ballon d'Or runner-up spot

Published 12/01/2016 | 10:51

Neymar poses on the red carpet as he arrives for the 2015 FIFA Ballon d'Or award ceremony at the Kongresshaus in Zurich yesterday
Neymar poses on the red carpet as he arrives for the 2015 FIFA Ballon d'Or award ceremony at the Kongresshaus in Zurich yesterday

Barcelona striker Neymar was left disappointed after placing third at the Ballon d'Or ceremony in Zurich on Monday night and vowed to work harder to better himself.

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The 23-year-old Brazilian, former World Soccer Young Player of the Year, was voted third best with 7.86 per cent of the vote behind Barca team-mate and now five-time winner Lionel Messi (41.33 per cent) and Real Madrid's Cristiano Ronaldo (27.76 per cent).

Neymar and Messi helped Barca win the Primera Division, Copa del Rey and Champions League treble in 2015, plus the UEFA Super Cup and FIFA Club World Cup, and the former Santos player had hoped to finish in the top two alongside his club colleague.

He told "In all honesty, yes, I'd hoped to come second.

"I'm delighted to be here alongside two footballing greats. I hope to come back and for my team to keep winning.

"I don't want to be better than anyone else; I just want to better myself. Now I have to work a little bit more to be amongst the three finalists again."

He praised his two main rivals for the award, saying: "I don't know if I'm at the same level as Messi or Cristiano. They are players who I really admire. I've watched them play since I was young and it's amazing for me to be here with them.

"I see Leo every day and I admire him as a player and an individual. He's really easy-going and a good friend. I follow Cristiano more on television. But they've both been coming here for eight or nine years and I want to be like them one day, trying to beat their own records."

Neymar, who became the first Brazilian to make the final three since Kaka won the accolade in 2007, was already focused on moving on and continuing doing his best for the Catalan giants.

He added: "It's a gift, but you also need to work hard to perfect the moves and what you do in games. I've always wanted to play football and it's wonderful. I work hard to improve every day.

"I'm over it now. It's another season and it's time to do things well all over again."

Neymar also made the 2015 FIFA FIFPro World XI alongside Messi, Ronaldo, and another Barca team-mate in Dani Alves, who believes his compatriot will go on to win the individual prize in future.

Alves told "Neymar has gone through an incredible evolution and he's a better player every day. Of course he'll keep competing for the award. He wants it and will work to win it.

"For as long as he wants, if he keeps going like he is now, he won't have any competition. The years pass and he just gets better. We're privileged to have him with us.

"When Leo stops winning it, it'll be Neymar."

Second-placed Ronaldo, who was named in the World XI with his Real team-mates Marcelo, Sergio Ramos and Luka Modric, hopes to continue to "make people happy" with his football.

He told "My work is to help my team win titles, score goals and form part of a team. I enjoy making people happy, my fans and everyone that follows me and likes my style of play.

"My aim is always to be among the best. Each season is a new challenge and I try to give my best. I want to make people happy."

United States midfielder Carli Lloyd was "honoured" after picking up the women's player of the year award ahead of second-placed Germany striker Celia Sasic and Aya Miyama of Japan.

The 33-year-old, who scored six goals to help the Americans win the World Cup last summer and was named player of the tournament, told "It truly is an honour.

"Our 13 years of hard work were rewarded in the final at the World Cup against Japan, when we won the tournament.

"This has been a dream of mine ever since I started my journey with the national team. I wouldn't be standing up here if it wasn't for my team-mates.

"Celia and Aya both are amazing footballers and are truly deserving of this award."

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Saturday 21 January 2017

Harsh ending to brave UCD's Euro adventure

UCD 1 Slovan Bratislava 5, Bratislava win 6-1 on agg

Published 24/07/2015 | 02:30

Ryan Swan slides the ball past Slovan Bratislava goalkeeper Ján Mucha to score for UCD at the Belfield Bowl
Ryan Swan slides the ball past Slovan Bratislava goalkeeper Ján Mucha to score for UCD at the Belfield Bowl

And so, the League of Ireland interest in Europe ends before August for the third year on the trot.

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It should be a talking point in the corridors of Abbotstown this morning, but the fear is that the trend will continue without urgent action.

UCD should feel no sense of disappointment, however. Of the five clubs sent into action, the Students were saddled with the least expectation.

As a First Division side who qualified via Fair Play rules, fears were expressed that UCD would embarrass the Irish game. The opposite was the case.

It was the performance of some established Premier League outfits - St Patrick's Athletic and Cork City - that should provoke introspection.

UCD went down fighting, providing the sell-out crowd at Belfield with plenty of entertainment before the petrol tank emptied and Slovan Bratislava scored three in the final minutes to put a flattering look on the scoreline.

UCD manager Collie O'Neill, who used sceptical Twitter comments as motivation ahead of their win over Dudelange in the previous round, was proud of his side's application.

"You can't pay money for that kind of experience," said O'Neill. "We've enjoyed this month. It's been brilliant.

"They're a great bunch and we want to keep them together and get back to the Premier Division."

For a giddy spell in the first half the hosts, trailing 1-0 from Bratislava, threatened to level the tie, with Chris Mulhall breaking to shoot narrowly wide of the nets manned by ex-Everton keeper Jan Mucha.

But this was a rare chance for a team with Collingwood Cup experience taking on a team with World Cup experience.

Big striker Robert Vittek scored four times for Slovakia in South Africa in 2010 - Mucha was their netminder -and the well-travelled front man broke the deadlock with a powerful header four minutes before the break.

That was harsh on a UCD team which had defended with discipline. Gary O'Neill impressed in front of the back four, while playmaker Robbie Benson showed why he's on winter shopping lists. He's a real talent.

Benson shone in a rally after the resumption which followed Bratislava doubling their advantage courtesy of a mazy run from Marko Milinkovic.

UCD, boosted by the introduction of Conor Cannon, hit back before the hour mark when his strike partner Ryan Swan slotted away his third goal in four European outings after a mix-up in the Slovan ranks. Swan then forced a good save from Mucha.

That offered a glimmer of hope, but the wealthy visitors found another gear and capitalised on UCD fatigue, with a Komel Miklos header and an injury time brace from Vittek to complete his hat-trick a cruel consequence.

UCD had nothing more to give. But their exploits have cleared debts and delivered lifelong memories for their small band of supporters and officials.

UCD - Corbet, Leahy, Kouogun, Boyle, Langtry; O'Neill, Watts (Cannon 55); Mulhall (Belhout 87), Benson, Doyle (Kirwan 75); Swan.

Slovan Bratislava - Mucha, Sekulic, Miklos, Dobrotka (Hudak 69), Podany; Milinkovic (Gasporovic 83), Stefanik, Lasik, Kubik (Orsula 68); Vittek, Zrelak.

Ref - O Valjic (Bosnia)

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Saturday 21 January 2017

'Rock' stars Lloyd Webber and Fellowes call for cash to fund the arts in schools

Published 08/09/2016 | 16:51

Andrew Lloyd Webber and the cast of School Of Rock outside the New London Theatre, London, for the launch of the musical
Andrew Lloyd Webber and the cast of School Of Rock outside the New London Theatre, London, for the launch of the musical

Andrew Lloyd Webber and Julian Fellowes called for greater funding for the arts in schools because of its ability to bring people together as they launched their new musical.

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School of Rock, a musical adaptation of the film starring Jack Black, has already enjoyed success on Broadway and will open in London's West End with a score written by Lloyd Webber and the book written by Fellowes.

The show focuses on an aspiring rock star-turned-teacher who turns his class into a band and the young cast play will play their instruments live on stage.

Lloyd Webber told the Press Association musical education has never been more important, adding: "One of the things that is absolutely proven is that every penny you spend on the arts comes back to the chancellor of the exchequer three or four or even 10 and 20-fold and why we keep cutting the arts in schools is completely beyond me.

"Music is the common denominator, it's a crucial part in kids' lives."

Fellowes added: "Music and drama enables kids to work together, it brings them out of themselves and allows them to develop, it doesn't matter if they are going to be professional musicians or actors, that is nothing to do with it.

"It is enriching and enlarging their vision. It's a shame because there is a great deal that divides us but music and drama and the arts bring us together."

Lloyd Webber said music unites people in a way other thing can't, saying: "At a time when people feel so alienated from politics, and we are seeing around the world that that is the case, and people voting for things that perhaps you thought they might not, there is a general tide of feeling that you have got to, to quote our song, stick it to the man.

"What the arts can do is bring people together in a way politics can't. In a way we hit a nerve we didn't realise in the beginning."

Fellowes was a Brexiteer while Lloyd Webber was a Remain supporter so the pair said that overt references to the EU would not work their way into the script, but jokes about the American election might crop up.

The show has a surprising root in politics as Fellowes and Lloyd Webber first hatched the plan for the adaptation in the House of Lords.

Fellowes, the creator of Downton Abbey, said: "We did have one of the key meetings there, we were stuck there for some reason and it made us laugh even in the moment that we were discussing reviving this film as a rock musical in the bar of the Lords. This is what happens when peers get together, a rock musical."

Lloyd Webber added: "When the whole building has been refurbished maybe we can stage School of Rock in there for one glorious night."

Fellowes also said fans of his period dramas should not be surprised to see he has penned the book for a rock show, saying: "I like human stories, I like stories about people and I don't care if they are earls or rock stars, that doesn't interest me as much as the pitch of the stories."

The show will begin previews at the New London Theatre on Drury Lane on October 24 before opening night on November 14.

Press Association

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New acting chairman of APSC

Assam Public Service Commission Member Brig (retd) Ranjit Borthakur has been named by the Government as Acting Chairman of the APSC following its Chairman Rakesh Kumar Paul was arrested on November 4 last in connection with the cash-for-job scam in the Commission.
Official sources here today said Borthakur’s name was selected from among three aspirants for the top post of the Commission that conducts exams for civil, police, allied services, government doctors, engineers and other Gazetted posts in the state government.
Talking to reporters, Borthakur said his new job was a challenging for him but would to take strong steps to cleanse the Commission during the six months of his tenure as people beyond 62 years are not appointed as APSC Chairman or Member.
He also said that action would be taken against those found indulging in illegal practices in the organisation.
Stating the APSC will immediately conduct those exams and interviews for jobs that it could do so on its own, he said, the government’s and legal advice would be sought on those conducted illegally.
On differences between Rakesh Paul and himself, the new APSC Chief said, “I had written letters to Paul several times on him making public the marks given by me and not maintaining confidentiality”.
“I had also submitted suggestions to Paul on the principles of exams.
I had also opposed Paul entering the examination control room which none of us including Chairman and Members are allowed to enter without written permission from concerned authorities”, Borthakur added.
Rakesh Kumar Paul was arrested on November 4 last from his office on charges of accepting money in exchange of jobs to those taking examinations conducted by the Commission.
As the APSC chairman s post is a constitutional one and is appointed by the President and the state government can not dismiss the incumbent, the Assam government had initiated the process by writing to the Governor for taking up the matter with the President.
Assam government on November 26 had suspended arrested APSC Chairman Rakesh Paul for his alleged involvement in a multi-crore cash-for-job scam.
Raj Bhavan here on November 25 had sought a direction from President Pranab Mukherjee to remove Paul


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Psychology | Cognitive Psychology
P335 | 20753 | Gruenenfelder, T

Cognitive Psychology is the study of how people perceive, process,
remember, and use information. It attempts to understand how the
brain works from a functional, as opposed to physiological,
perspective. Some of the topics that we will address in this course
are pattern recognition and perception, attention, short and long
term memory, speech perception, language understanding,
understanding sentences and connected discourse, problem solving,
and decision making. We will survey each of these fields in this
course, but we also plan on going into greater depth in one or two
areas and review in detail some current research in Cognitive
Psychology. The course is primarily lecture-based, but we liberally
sprinkle it with demonstrations.


text:
Health, Physical Education and Recreation | Grief in a Family Context
F460 | 13707 | Kathy Gilbert

Grief in a Family Context (3 cr.) P: HPER-F 150, HPER-F 258 or
equivalents. Explores the grief process within the context of
family. Grief as it is experienced as a family phenomenon and as an
experience of individual family members. Incorporates human
development and addresses grief in a variety of loss situations.


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Health, Physical Education and Recreation | Readings in Nutrition Science
N641 | 3385 | Alyce Fly

(1-5 cr.) P: Graduate GPA of at least 3.0. Planned readings in
specialized areas of professional interest are conducted under the
direction of a member of the graduate faculty. Enrollment is limited
to advanced graduate students, and reading proposals must be approved
in advance. May be repeated with permission.

Other section numbers include:

11005    Alice Lindeman
11006    Nathan Shier


text:
Home Page

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 PDF Copy of this Ckassufucatuib Unit

Classification Unit
Classification Concepts
(Classification Introduction)
A Teaching Approach That Works
by Larry Flammer

I taught Biology from about 1965 to 1997 using an excellent textbook (BSCS blue). Its sequence of topics was logical and worked well, so I built much of my curriculum around the sequence of those early chapters. To open the year (after a quick pre-test Survey on the Nature of Science), I started with selected ENSI lessons on the Nature of Science, and used parts of our Chapter 1. Chapter 2 introduced the Nature of Life, using the cell as the basic unit of life, along with a brief look at selected unicellular organisms, with engaging microscope work. This was followed with Chapter 3 - The Variety of Life - showing the great diversity of life, in color pictures, then proceeded to introduce basic taxonomy as our means to bring order to our study of life. My presentation was built in that context.

Diversity of Life - Click here for a more detailed treatment of this topic. But the following is an alternative with a similar approach: Either one would serve well as a segue to the topic of Classification.

Overview of the living world: If your text offers a pictorial presentation of the typical members of each kingdom, most animal phyla (or divisions in plants), and even classes, preferably with taxa (classification levels and names) indicated, and the defining features for each taxon, take a little time (1-3 class periods) to walk through it, asking students to suggest a few other members of each category if they can. Also, this is a good opportunity to display any actual members of each taxon you can with preserved and/or (wherever possible) living representatives in your classroom, and obtained outside and locally (e.g., borrowed from local museum or university). This is mainly to reinforce any earlier experience with groupings of organisms, and to transition into the formalities of taxonomy (see below). In addition, at various times during the course, for each of the species used or mentioned in those units, I would have my students figure out its kingdom, phylum and class (or division and class of plants, e.g., monocots and dicots in the angiosperms), along with the key features of that group. The overall purpose here is NOT rote memorization of the detailed taxonomy for each species, rather it's just to get familiar with the typical examples for the major groups, and hearing/seeing their taxonomic names. Sometimes it's fun, and helpful to show a good an engaging video or three of some selected groups with unusual characteristics that students probably haven't experienced, like the diversity of fungi, algae, and other protists. Also molluscs, arthropods, cnidarians, and echinoderms.

At some point, probably fairly early in your unit (see below), have your students do the "Nuts & Bolts" lesson from the ENSI site. I consider this lesson probably one of the more critical ones on the site - for getting the true nature and value of classification right. There are several misconceptions about classification, and this lesson should help to repair those misconceptions. You may want to do one or two of the other classification lessons, as well, although most deal with cladistics and how classification reflects evolution, so you may want to do them within your evolution unit. See the Index of Evoluiton lessons.

Classification Outline
Click here to see pdf of sample outline of what follows
To make printed copy, download the pdf and print the downloaded copy.

A. Classification - What is it? Putting things into groups - an engaging introduction -
JUNK BOXES: I had shoe boxes of "junk" - mostly various electronic components, pieces of paper, twigs, Al foil, old pencils, nuts, bolts, etc., roughly the same mix in each box - one box per team of students (2-4 per team). Students were asked to "put the stuff into groups" or to "organize the stuff" with no further hints. After about 5-10 minutes doing that, I asked who had the fewest groups (they were called "lumpers") and who had the most groups ("splitters"), showing how subjective this was. Then I asked each group why they grouped as they did (criteria). This usually fell into a few categories: 1) appearance/shape/structure/composition, 2) function or purpose, and 3) source (mineral, or living organism). This was an excellent opportunity to focus on the fact that criteria can vary, depending on why we are categorizing, or who is doing the categorizing. Next you can ask "Which grouping method was best?" Gather a few answers, but guide a response toward "It depends - at least partly - on the purpose of the person(s) doing the grouping. You can also ask if anyone found a few items that just didn't fit into just one of their groups; usually you will have at least a few, (especially if you included some items that were a mix of organic and inorganic components e.g., pencils with erasers,). Here you can mention that we also find some organisms that don't seem to fit into just a single category, so we will be looking for a way to effectively explain that [evolution, as it turns out, but no need to mention that, yet].

IMPORTANT QUESTION TO ASK: Is Biological Classification like classifying junk? NO! Here is where you can do the Nuts & Bolts lesson to show how the classification of organisms is very different from classifying junk (or fasteners, or furniture, etc.)

B. Why Classify Life? To make studies of organisms more efficient, and easier to communicate to others. It also helps us to see that all life forms are biologically related to different degrees (seen in the nested hierarchy of biological classification).

C. Brief History: Easy and dramatic:
1. Draw a big circle on the board, and label it "The Entire Living World".
2. Then draw a straight line down the middle --> 2 groups (labeled "plants" on left and "animals" on right) - the earliest "system."
3. Then draw an angled line from the center out to about 8 o'clock, and another out to about 4 o'clock (to look like a "Peace" sign), and erase the lower half of the vertical line (to 6 o'clock) --> 3 groups (labeled plants, animals, and protists at the bottom, comprised of mostly of fungi, algae, bacteria and former unicellular members of plants and animals).
4. Then re-draw the erased line, so you have 4 groups (4th group with monera (bacteria), labeled just to left of the midline) taken from the protists).
5. Finally, draw a line from the center to about 5 o'clock , inserting "fungi" between protista and monera. Or modify this, depending on how many kingdoms are used in your text, or students are expected to learn for state standards.

From here, hand out (or display) the History of Change chart showing how groupings have changed over time. One way to use this is to start by asking your students to name lots of examples of living organisms. As their contributions come in, list them somewhat as I have in the far left colum of that chart, putting them into unnamed groups as shown. As necessary, you may have to prompt them for examples that are neither plant nor animal, perhaps including some of your own examples. If possible, you should have some examples (or good pictures) of seaweed (kelp), filamentous pond algae, “green water algae,” a bacteria culture (in tube or petri dish), mushrooms and/or other fungi, a protozoan culture, sponge, clam shell, worms, other invertebrates, etc. I always had my students observe microscopic examples of these before going into classification (see Diversity of Life).

On the overhead, show them that left column of the History of Change chart, then uncover each column in turn as you point out how life has been classified over time – and mainly how much it has changed over time as we’ve learned more about the basic features of organisms. (This is an excellent time to point out how change is characteristic of any active science). Then point to the years (along the bottom of the chart) when each classification scheme was first introduced, and by whom in each case. This will help them to understand why they may see different categories (and different numbers of categories) in different books. You probably should emphasize whatever categories your state standards expect, or what your textbook presents, but be sure your students know that these have changed over time, and why that is (see below).

The NGSS (Next Generation Science Standards, 2013) does not specifically say we must teach students about biological classification. However, from grade 3 through high school, there are many references to “species,” “speciation,” “plants and algae,” “plants and animals” and other similar references that assume some understanding of classification. Furthermore, the Framework for K-12 Science Education (2012), on which the NGSS is based, refers to classification as one of the patterns in their crosscutting concepts (check “classification” in its index). It also refers to “classify” in several different places. Therefore, in order for your students to have a level playing field, it seems logical that they at least be introduced to biological classification, and to a basic use of the terms of taxonomy. Finally, as an added benefit, the unique hierarchy of biological classification turns out to be a logical result for the evolution of all those groups, and one kind of evidence for evolution. In high school biology, hopefully your students will be learning about cladistics and phylogeny, the places where classification meets evolution.

My dramatic demonstration of boxes within boxes (described in Classification Teaching Strategies and under "Hierarchy" below) makes an impressive visual sense of the hierarchy of classification (and ancestry). I strongly advise you to do this.

What's Required? After all of this, you should point out the system that you will be using in your class, and the reason for this (used by your text, or expected in your state standards). But they should know that they may encounter one of the other systems - or even a newer system - in biology classes later on, probably for similar reasons.

The point to emphasize here is how science is dynamic, changing its concepts and "knowledge" as new information is discovered and leads to such changes, hopefully bringing scientific knowledge ever closer to the conditions in the real world: in this case, a classification that reflects real, biological, (evolutionary) relationships. See Classification Teaching Strategies for more details. Also, see Biological Classification on Wikipedia as a useful resource.

VIDEOS: At various points during the unit, you might show a few videos about various groups of intriguing organisms, partly to show great diversity, partly to show some amazing strategies for survival, and partly to show examples of groups of organisms that were probably unfamiliar to your students. In our chapter 2, I had already shown a film on bacteria (which they also saw alive in living hay infusions and other materials). I also showed the video Fungi: The Rotten World Around Us, and some videos from the Life on Earth series, especially part 2 (Building Bodies, with molluscs, echinoderms, worms and crustaceans). I would use whatever you have access to, and is interesting and informative about a sampling of organisms within some particular groups that are beyond the usual zoo/aquarium types that they may already know about.

It's also helpful if you can have a variety of organisms living in your classroom, various plants - especially some strange plants, like algae, duck weed, Elodea, carnivorous plants, and a Bryophyllum (Kalanchoe) plant (constantly sprouts baby plants from saw-tooth leaf edges), and some unusual animals, e.g. crayfish, guppies, African Clawed Frog (if legal in your state). Along the way, I tried to focus on several "difficult to classify" creatures, with big labeled pictures of Euglena, platypus, peripatus, lungfish, Tiktaalik, Archaeopteryx (yep, be sure that they spend some time on some extinct creatures), etc. They will be reviewed at the end of the unit, providing a rationale and a segue to my intro to evolution.

HOMEWORK: Their homework assignments were usually to make progress on my BOQ (Biology Objective Questions) for the chapter. I have included one here for our chapter 3, plus a key (BOQ Key). I found that this helped to structure the reading of each chapter and to integrate with labs, films, demos and emphases that I presented. You might want to consider doing something like this with your text and/or your curriculum. Each day, I would have posted the item numbers in their BOQ that they should finish by the next day, usually coinciding with our day-to-day topics. Near the end of the unit, I would collect their papers and spot check their responses to certain key items, grade their papers (as homework - 5 points possible), then return them, along with the key for them to look over IN CLASS to check their own answers, and we would discuss any items of concern. This makes a very good review tool before the unit test. (I number the keys, and make sure that all are returned when we are finished, so they aren't passed on to future classes.)

D. Universal System (KPCOFGS): I had printed MY "credentials" with each of my "names" on a different 8x30 cm poster board "card", all attached together with tape so they fan-folded into a single compact rectangular package (about 30 cm wide). At some magic moment, I stood on a tall ladder, opened my lab coat and let my "credentials" come flowing (and unfolding - out) - down to the floor. Then I dramatically read them out aloud: k. ANIMAL - p. CHORDATE - sub-p. VERTEBRATE - c. MAMMAL - o. PRIMATE - f. HOMINID - g. Homo - s. Homo sapiens - Flammer, Larry. Always impressive (if applause is any measure!)

You might want to try a contest for the cleverest mnemonic phrase for memorizing the sequence KPCOFGS - share one or two of your favorites, then ask them to try their hands at being creative. See the Kings Play Chess file.

SPECIES: I made a strong point about the biological species concept - and the proper (and improper) ways to write the species name of an organism (underlined or italics, only first letter of genus is capitalized - see Species Definition for use on PowerPoint or overhead). Along with this, you might point out that there are actually several different ways to define a species, but we are using the biological definition. Furthermore, students should realize that it's often not easy to distinguish whether two slightly different organisms belong to one species (perhaps as members of two varieties, cultivars, races, breeds, or sub-species) or are actually in two different species - especially if all we have are single specimens - or fossils - where we can't see if they can mate and produce fertile offspring. This difficulty can be troublesome for traditional ideas that species were specially created and are fixed, but is not surprising if species can evolve. See excellent online resources that discuss the species concept (see end of this page).

HIERARCHY: Also very important: the concept of hierarchy - best illustrated by bringing in a couple of HUGE packing boxes (kingdom level), inside which you find 2-3 slightly smaller big boxes (phylum level), inside one of which you find 2-3 slightly smaller boxes (class level), etc. I had a little fuse box with multicolored corn kernels inside for the genus and species levels (different colors of corn for different sub-species/varieties). The real trick is finding an out-of-the way place to store the two big boxes (you could get by with one big box - as just one kingdom).

As an activity for working with the boxes-within-boxes hierarchy concept of classification, I developed my Primate Classification assignment, which would work well here. You should point out that the members of each group have more characteristics in common as you go down the outline-type hierarchy.

TREE-THINKING: At some point, perhaps in your Introduction to Evolution unit, students should see how the taxonomic hierarchy which structures Linnaean classification corresponds to a phylogenetic tree. For a link to a useful diagram to show this, see our pages at Microevolution to Macroevolution and Classification. There is also an excellent resource for this at Phylogenies & Tree-Thinking. A common misconception related to this is the assumption that our ancestors are only our lineal ancestors - our parents - grandparents - great grandparents, etc. In reality, our combined ancestry includes our lateral ancestors, too (aunts, uncles, great aunts, great uncles, etc.). See the useful Ancestry Cartoon activity to help make this point, and also showing how this relates to evolutionary ancestry. And be sure to share Darwin's Tree, the only illustration in his most famous book The Origin of Species. Also, print the PDF version of that tree modified to show how we might classify the current species (at the top) into genera and families, similar to the Microevolution to Macroevolution (M&M) diagram mentioned above. In both of the Darwin trees, point out to the class the huge number of early extinctions that he envisioned. This is much closer to the actual fossil evidence that tells us that only about 1% of all species that have ever lived are alive today (i.e., about 99% have gone extinct over 100s of millions of years).

E. HARD TO CLASSIFY: Finally, bring up those "hard to classify" creatures "discovered" during the unit and during your survey of the diversity of life. Ask "Why don't these critters fit clealry into single groups, like most other critters do?" To help you transition from this into your intro to evolution unit, take a look at my Evolution Solution article . As a matter of fact, my primary motive for doing classification like this is to show how evolution provides the best testable explanation for these problematic species that don't fit easily into single groups.

Many teachers like to have their students make and/or use a key to identify particular organisms or objects as part of their classification unit. However, students often come away confusing three distinctly different processes: Classifying, Identifying, and Keying Out; they aren't the same, and this should be clearly pointed out.
Classification is the subdividing of the living world into defensible categories.
Identifying is figuring out which category a particular organism belongs to in that classification scheme.
Keying is a specific way to facilitate the identification process for a particular group of organisms in a particular region (for which the key was prepared). Typically, such a key is a dichotomous hierarchy of decisions about whether the individual has or doesn't have particular features. These features are usually just handy for field identification, and are not necessarily diagnostic for the particular taxon for which it's used. Identification can also be done using pictures of the organisms and/or their particular features.

G. ASSESSMENT: I have also attached a copy of one of my quizzes that you might find helpful.

* INDEX to Classification, Hierarchy, Relationships Lessons
* Making Cladograms
* Molecular Biology & Phylogeny (cytochrome-c lab)
* Why Cladistics?
* What, If Anything, Is A Zebra?
* Cladistics Is a Zip...Baggie
* Nuts & Bolts: Is Classification Arbitrary?
* Tutorial: Investigating Evolutionary Questions Using Online Molecular Databases
* What did T. rex taste like? (UCMP lesson/tutorial)
* Primate Classification

Understanding Evolution - Berkeley: Biological Species Concept

TalkOrigins: Observed Instances of Speciation - discusses different species definitions


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Association for Feminist Anthropology (AFA)

Asli Baykal * Posted May 1999

Focus and Goals: The goals of AFA according to Article II of Bylaws are to foster development of feminist analytic perspectives in all dimensions of anthropology; to facilitate communication among feminist anthropologists and between them and feminist scholars in other related fields; to provide information on issues related to gender differences and to gender-based discrimination to the discipline and the public; and to encourage integration of feminist research from the different subfields of anthropology and to bring the focal concerns of feminist anthropology into the development of the subdisciplines.

Organization Website:

Total Membership in 1999: 955

Type of Organization
: AFA is mainly an academic organization although some of the members are practitioners. Most of the members are women.

Date founded:  AFA was founded in 1988 at the American Anthropological Association meeting in Phoenix.

Newsletter or Journal:   The Association has a yearly-published journal, Voices, and a column in Anthropology Newsletter.

Annual Membership fees: Membership costs $15 for regular AAA members, $5 for students, and $8 for retirees.
Affiliation with other groups: AFA cooperates and co-sponsors panels with the Association of Black Anthropologists, Society for the Anthropology of North America, AAA’a Commission on Lesbian, Gay, Bisexual, and Transgender Issues in Anthropology, and Society of Lesbian and Gay Anthropologists.

Some relevant websites are

Global Fund for Women

Minangkabau of Indonesia

South Asian Women’s Network

Theory in Anthropology: Feminist Anthropology

Women in African Resources

Women’s Issues

Women’s Studies Resources

Contact Address:

Prizes, Projects, or other Special Programs
AFA gives Sylvia Forman Essay Prizes to an undergraduate and three graduate students, $300 each, every year. It also provides travel grants for AAA meetings for six people, again $300 each. Moreover, AFA has a mentoring program for students at all levels, which is basically matching a student who is interested in feminist anthropology with a member with similar interests.

A Brief History of AFA
AFA was established in 1988 at AAA meeting in Phoenix by the people who were identified with ‘anthropology of women’ in 1960s and later with ‘feminist’ or ‘gendered anthropology’. Initially, Sylvia Forman suggested the founding of working commissions to organize and link feminist academic and policy work. The first three working commissions were: Women’s Body Control, which was renamed as Commission on Women’s Reproductive Rights and Bodily Autonomy, Women and Human Rights, and Gender and the Curriculum. Forman also organized annual workshops on Teaching About Race and Gender with the Association of Black Anthropologists.

Besides working commissions and sponsoring panels at AAA meetings, AFA has supported the efforts to promote equity, inclusiveness, and human rights within the AAA. The Association has been concerned with establishing childcare at the AAA meetings. At the New Orleans meetings in 1990, AFA Board reacted to the Lousiana state legislature’s actions to restrict women’s reproductive rights. In 1992, it urged the AAA Board "to address the issue of underemployment and exploitation of both faculty and graduate students in American colleges and universities."

About AFA
The Goals of AFA
The Association for Feminist Anthropology modifies its goals each year and reaffirms some of them. At the 1998 Annual AAA Meeting the goals were outlined as: improve the outreach of AFA to feminists from all four fields of anthropology; include U.S. women of color in all activities, but especially to utilize travel grants to assist women of color in attending the AAA meetings; increase outreach and mentoring to students at all levels; broaden constituency, especially to include part-time feminist academics and feminists outside the academy; expand membership to reach 2000 members by the year 2000; increase the visibility and leadership of feminist anthropology both within the discipline and the outside world; increase organizational networking within the American Anthropological Association; focus more attention on teaching and feminist pedagogy.

Thus, the Association tries to be diverse and inclusive. However, it has not been possible to obtain information on the composition of membership, and therefore, it is hard to figure out the extent of diversity within AFA. The current AFA Board is mainly composed of sociocultural anthropologists and archaeologists The current Chair is an archaeologist. There is a bioanthropologist and a linguistic anthropologist on the Board. The Board members are all academics. Most of them are employed in anthropology departments. A few of them are in Women’s Studies and International Studies departments. One of the Board members is at College of Medicine and another is at the Department of Public Health Sciences.

Major Issues Discussed

The major issues for AFA are reproductive rights; sexuality; lesbian and transgender issues; corporeality; international, non-Western feminism; globalization; political economy; women and development; women in resistance and women refugees; social movements, particularly environmentalism and ecofeminism; the study of intersection of race, class, gender and sexuality; capitalism; social and economic justice; women and poverty; women and welfare; domestic violence; and women and health. The Association, in fact, has yearly themes. The theme of 1997 was black feminist anthropology, and those of 1998 were pedagogy and population. For 1999, media has been suggested by some members to discuss the uses and abuses in the media, portrayal of feminists/feminist anthropologists in the media, utilizing the media to reach a wider audience, and portrayal of women in general.

According to a survey made in 1998, members stated diversity, i.e. the inclusion of women of color, archaeologists, physical anthropologists, and linguists as their concern. Some members demanded more and better jobs in the academy and an end to the exploitation of adjunct lecturers. The need to improve the standing of women in the discipline, to fight male bias, and to get more women tenured in anthropology departments were also voiced by the members. Moreover, some members argued that feminist anthropology should be mainstreamed to make sure that it is represented in all four fields. They also wanted to clarify that feminist anthropology is not just about gender, and gender is not just about women. Another concern was the sharing of ideas on feminist research methods and pedagogy, and the fostering of greater collaboration between practical, community based activities and research and writing programs. Unfortunately, information on their community-based activities was not available at the time the research was conducted.

Some of the AFA members have noteworthy accomplishments. Yolanda Moses had been the President of the AAA, and Louise Lamphere, former AFA Chair, has since served as President of the AAA. Lamphere, Margery Wolf, and Emily Martin have been Presidents of the American Ethnological Society (AES), and many AFA members have served on the Board of AES at different times. Furthermore, many members are on the editorial boards of prestigious journals and publishing companies. It was not possible, however, to find out how many members are teaching in community colleges and four-year undergraduate colleges.

The major activity of AFA is sponsoring panels. Co-editing books out of panels and projects is a common practice among the members. The Association also supports variety of efforts within the AAA to advance equity, inclusiveness, and human rights. The members are concerned about women’s reproductive rights, unemployment, and exploitation within the academy. AFA collaborates and co-sponsors panels with the Association of Black Anthropologists, Society for the Anthropology of North America, AAA’s Commission on Lesbian, Gay, Bisexual, and Transgender Issues in Anthropology, and Society of Lesbian and Gay Anthropologists. Contributions of AFA to the 1998 AAA Conference are as follows:

"Questing for Perfection: The New Eugenics?" (the Presidential Session)

"Engendered Modernities: Ethnographic Perspectives"

"Gendered Politics of Reproduction"

"Globalization, Restructuring and Women’s Poverty" (co-sponsored with the SANA)

"Population, Identity and Gendered Roles in Japan"

"Teaching Sex: A Facilitated Discussion" (and workshop)

"Feminist Pedagogy and the Anthropology Classroom"

"Kinship and Consumption: A Productive, Reproductive Paradox"

"Women and Holistic Health Care in the U.S."

"Rereading Policies and Norms: Sexuality, Motherhood, and (Re)Production"

"Rethinking Femininities: Class, Religion and Nation in Bengal"

"Reproduction and Sexual Citizenship"

"Regulating Populations: Gender, Space and Modernity"

"Women, Work and Female-Headed Households"

The Association, moreover, has censured some departments for discrimination and for not being representative. Finally, AFA aims to form a student slate for student membership in the next elections. in order to formalize student representation on the Board.

AFA Publications

-From Labrador to Samoa: The Theory and Practice of Eleanor Burke Leacock

-Gender and Race through Education and Political Activism: The Legacy of Sylvia Helen Forman

-Feminism, Nationalism, and Militarism

-The Association for Feminist Anthropology Membership Directory (August 1996)

AFA has been quite successful in increasing the visibility of feminist anthropology. They have sponsored many sessions and edited many volumes. They have been good at stimulating certain topics and drawing attention to issues, such as violence, human rights and women’s reproductive rights. According to Clark, the curriculum project has been particularly successful and textbooks include gender more now. Although it is not clear how diverse the Association is, diversity and inclusiveness has been one of the major concerns of AFA.

Association for Feminist Anthropology web site (

Former AFA web site at the AAA’s site (
Bratton, Angela, Feminist Anthropology,
Clark, Gracia, personal communication, 2/23/1999.

See also an analysis of linkages between Gender Studies and Anthropology departments and practitioners through space and time.

Richard Wilk's Home Page | Theory Main Webpage

Use this table of contents to navigate to different sections of the site

Anthropology Journals

Associations & Organizations

Biographies of Anthropologists

Disciplines & Subdisciplines

Theory Through Time

Richard Wilk

Anthropology Department

Indiana University Bloomington

701 E. Kirkwood Ave. SB 242

Bloomington, IN 47405

This site  is generously sponsored by the IU Department of Anthropology and IU Campus Instructional Consulting and was designed by Cierra Olivia Thomas-Williams.


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July 2, 2011   (0 comments)
On-Deck with the Captains: Week 12
Record: 4-3 (Overall Record: 32-44)
Game Results:
June 24th - Lake County @ Fort Wayne (Win: Cooper)
June 25th - Lake County @ Fort Wayne (Win: Rayl)
June 26th - Lake County @ Fort Wayne (Win: Dickerson)
June 27th - Fort Wayne @ Lake County (Loss: Goodnight)
June 28th - Fort Wayne @ Lake County (Win: Cook)
June 29th - Fort Wayne @ Lake County (Loss:...
July 2, 2011   (0 comments)
Game Recaps 7/1: Urshela's homer sparks Captains to a win
Giovanny Urshela (Photo: Lianna Holub)Urshela Leads Way in Captains 7-4 Win
Giovanny Urshela belted a his seventh homerun of the season, a three run shot, in the third inning on Friday night leading Lake County to a 7-4 win over South Bend.
In the third the Captains loaded the bases, with singles from Argenis Martinez and LeVon Washington, followed by a walk to Alex Monsalve. Jesus...
July 1, 2011   (0 comments)
Dillon Peters20th round pick left-handed pitcher Dillon Peters appears open to signing, although he has not talked to the Indians much since being drafted. He is a summer follow as the Indians want to get some looks at him pitching summer ball, and after that will probably give him an offer near the end of July or in early August. Peters will decide then which opportunity between going pro now or going...
July 1, 2011   (0 comments)
Minor Happenings: Wetmore is a promising lefty
Kirk Wetmore (Photo: Ken Carr)"Minor Happenings" is a weekly column which recaps the important developments and news in the Indians farm system. While most of the information in this report is from my own research and through interviews I have conducted with organizational personnel, some information in this report is collected and summarized from the various news outlets that cover each team.
July 1, 2011   (0 comments)
Around the Farm: June 30
Around the Farm takes a quick look at some of yesterday's performances by Indians prospects throughout the system. The positions listed below are where the player was playing in yesterday's game.
Brett Brach - SP, Kinston: 8 IP, 5 H, 3 K. One of the feel good stories of the season has been the emergence of Brett Brach. He's not an overpowering pitcher who is going to blow batters away and...
July 1, 2011   (0 comments)
Game Recaps 6/30: Brach shuts down Birds
Brett Brach (Photo: IPI)Kinston blanks Birds 1-0
Brett Brach carried the Indians to a series evening 1-0 victory over Myrtle Beach, Thursday night in South Carolina. It was the K-Tribe

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Indian Yellow Pages

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Law School Essays That Made a Difference

Law School Essays That Made a Difference Cover

Law School Essays That Made a Difference

By Eric Owens

Princeton Review, Paperback, 9780307945259, 297pp.

Publication Date: December 11, 2012

Stand out in a crowd of law school applicants with an outstanding personal statement.

Law schools are receiving more applications than ever with high LSAT scores and excellent grades. To get in, you also need a personal statement that shines. Law School Essays That Made a Difference, 5th Edition, gives you the tools to do just that. It includes:

   • 70 real essays written by 62 unique future lawyers attending Columbia, Cornell, Duke, Georgetown, Harvard, Northwestern, Vanderbilt, Yale, and other top law schools—along with each applicant’s test scores, GPA, and admissions profile
   • An overview of law school admissions and a “crash course” in prepping your application
   • Insider advice: Interviews with admissions pros at Berkeley, Cornell, Duke, Georgetown, Northwestern, Texas Tech, UCLA, University of Kansas, University of Michigan, UPenn, University of Richmond, and William & Mary

Law School Essays That Made a Difference, 5th Edition includes essays written by students who enrolled at the following schools:

Amherst College
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California Institute of Technology
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Cornell University
Dartmouth College
Duke University
Emerson College
Franklin W. Olin College of
Georgetown University
Harvard College
Massachusetts Institute of
Middlebury College
New College of Florida
New York University
Northwestern University
Pomona College
Princeton University
Rice University
Smith College
Stanford University
Swarthmore College
University of California—San Diego
University of Notre Dame
University of Pennsylvania
Washington and Lee University
Wellesley College
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Yale University


text:
Merry Christmas

to all players of IC², visitors of this website and of course everyone else as well.

This entry was posted in News. Bookmark the permalink.

19 Responses to Merry Christmas

  1. Ben_GudMen says:

    Happy holidays Al…. HAYO

  2. Abidos says:

    Merry Christmas to the IC2 team too!!

    And as the tradition recommend I give you a present: * a nicely wrapped diamond block*
    And if you ask me what is my harts wish for Christmas is a little update not big just to 1.4.6 it just 0.0.1 + 😉

  3. Webmilio says:

    Merry Christmas to you to Alblaka, and to all of the team beind IC2!

    I give you a Ultimate Laser Gun, made out of 4 Quantum Generators generating 32 000 EU/t (from Advanced Solar Panels), 2 Mass Fabricators and 10 Laser Gun! Of course, I had to use a shrinking ray for all this, but it was easy 😛

  4. Gabriel Wong says:

    Merry Christmas to the IC2 team too!</
    Here is my present, 2 pairs of Quantum Armor wrapped in a box made of nano suit.

    TIP: never goto with head phones on

  5. Havanacus says:

    What, no update!?
    Just kiddin’. Server’s down for the Holiday anyways.
    Have a good one.

  6. Techtonic says:

    Merry Christmas to you and you staff and family’s!

  7. Fallen_dead says:

    Merry Christmas Al, I hope its a good one.

    I wish i could give you a gift that would match the joy i get from industrial craft.

  8. imer says:

    Please accept without obligation, express or implied, these best wishes for an environmentally safe, socially responsible, low stress, non addictive, and gender neutral celebration of the winter solstice holiday as practiced within the most enjoyable traditions of the religious persuasion of your choice (but with respect for the religious or secular persuasions and/or traditions of others, or for their choice not to practice religious or secular traditions at all) and further for a fiscally successful, personally fulfilling, and medically uncomplicated onset of the generally accepted calendar year (including, but not limited to, the Christian calendar, but not without due respect for the calendars of choice of other cultures). The preceding wishes are extended without regard to the race, creed, colour, age, physical ability, religious faith, choice of computer platform, or sexual preference of the wishee(s).

Comments are closed.


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Bill Kirchen | The ArtsCenter | Clubs & Concerts | Indy Week
This is a past event.

Bill Kirchen

When: Sun., June 22, 7 p.m. 2014
Price: $12-$20

The guitarist Bill Kirchen rose to prominence in the late-'60s as a Telecaster-slinger for iconic Detroit country-rockers Commander Cody and His Lost Planet Airmen. Their energetic blend of honky-tonk, Bakersfield country, Western swing and rockabilly presaged Texas country. When they broke up in the mid-'70s, Kirchen formed the Moonlighters before going solo in the '90s and releasing nine studio albums. He's a tremendously talented and eclectic player, though his bread and butter remains rootsy rock. After 2010's guest-laden Word to the Wise (featuring Elvis Costello, Nick Lowe and Maria Muldaur), Kirchen followed up last year with Seeds & Stems, revisiting many of his classics.—Chris Parker

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