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The game of baseball can teach us a lot about how to run a country. Even President Obama deserves a second chance at bat, especially with a congress that cannot find any common ideas to build a country on, perhaps this is the best of all game plans – run down the clock!

The great American sport develops honesty, character, and teamwork. Baseball has been very good to me. One thing for certain – we cannot go back to the past. There are no time machines and no silver bullet.

Yes, the future is uncertain, but this is the age of discovery. We in our great unison of diversity learn every day something old and something new, and baseball is just like running a country.

Once we have learned something, we may practice a trade as a real art. We can apply what we know to the seat of our pants.

Our discoveries will take us farther and higher than before. Based on what we have learned from the past, and now, we can and will begin to rebuild America and the world from the ground up, atom by atom. In the beginning of time as now, we face great challenges.

Now as the world tries to turn the pages of history, we face a turning point. As the World is turning, so do the days of our lives.

Our fathers did this long ago, and now it is time to do again what our ancestors did. Soon, we will chose our executive chief, who will help us learn the basics of building a new nation. Let us do so and we will seek our hearts for the wisdom to choose correctly, and we will do this in the spirit of prayer. We will pray for our nation.

It will then be set in stone in stone the rules by which we will do our nations business. The environment and the economy can and will survive and prosper during the next term. It is then that it will be set in stone. Our season of discontent will be over. Our course will be set and the future will be have been determined and we will be graded on the test of our manhood.

Now, based on what we have learned in the past, and based on what we are bound to learn in coming ages, we will pass or fail the great test of life. And with the help of the All Mighty, we will pass on to our offspring and to their offspring a lasting legacy.

The Human race is very bright, and as a race finds it very difficult to unlearn what we have spent our younger years learning. The possibility of failure and it is consequences may lead to economic disaster. Americans do not want to be reminded be of a recent disaster. Our children do not want to hear a story about that, so we make up a fairy tale. Tell me the story again. Jenny tells her mother. Please say it again.

In the real world earthquakes and mass destruction take place. The earth vomits and terrible events take place. Sudden events lead to something like Eisenhower had to face, a great depression.

That is my hot rice dish! “Chow Mine”! You cannot do that! I just got my bicycle and I don’t want to give it up it! Go ahead and put my daddy in prison! My daddy is tough. He can take it.

But this time around, we tell our children another great story about baseball.

The Top Cats in the world are not immune to hardship. We nations of the world will face this situation together and face any eventuality and this is what separates the men from the boys.

So, we should be ashamed of ourselves for not doing more to contribute to the needs of the hungry, and do a little downsizing of our dinner portions. To paraphrase the Bible, “Blessed are the pizza makers for they just might get a no bull prize for telling the truth.”

It is time for the politicians of the world to stop telling people what they want to hear. Just be Frank or Earnest. If you cannot be Earnest, be Joulio. But let us change the mission of the U.S. to the mission of US and become pizza makers and feed the world. And stop being so selfish!

A hush falls on the park. This is the last pitch of the season. Not a single run was made – a perfect game. The announcement is heard over the loud speakers everywhere! The game is over! The national debt has been paid in full. And the energy crisis is over too! The whole world will be fed. The excitement is overflowing into the parking lots. Children are running out into the streets between the cars completely out of control. The crowds at the old Angel Park can not believe it is true. The throngs are singing praises! The fans are going out two by two praising our one and only God!

Some people don’t ever want to go home again. Sirens and alarms are going off everywhere. The whole world is awakened by car horns. Trumpets are sounding. “Well, I declare!” People are awakened deep in the middle o’ the night. What is all this racket people are asking? Its a capacity croud! The highest attendance ever presses and sways in a virtual sea of humanity! It’s another perfect game! Nobody gets on base!

And Mr. Peabody the inventor of the Way Back Machine gets to be President!

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La verdad es que, en realidad, no es de él de quien hablo, sino de Sherlock Holmes.

Holmes, el personaje ficticio de Sir Arthur Conan Doyle, es en efecto el inspirador del personaje principal de la serie House MD.

El único amigo de House, es del doctor James Wilson, mientras que el único amigo de Holmes es el doctor John Watson; House viven en el 221B, al igual que Holmes (en el 221B de Baker Street de Londres). Incluso, podemos observar una similitud en los nombres Holmes-House (cuya conexión más probable sea la palabra Home)

Wilson, al igual que el personaje de Watson, es menos inteligente que House mas un gran admirador de sus capacidades. De hecho, en general, el personaje de Holmes no inspira cariño alguno, pero sí enorme respeto y admiración.

Al igual que House, Holmes suele tener aversión al trato con las personas, interesándose más en los datos e información.

Holmes suele tocar su violín Stradivarius, mientras que House suele tocar su guitarra eléctrica Fender Stratocaster en sus tiempos de ocio (y el piano, por supuesto).

House es adicto al Vicodin, mientras que Holmes es adicto a la Cocaína.

House es tremendamente irónico y sarcástico, suele tener aires de superioridad y siempre tiene la razón al final. Holmes es exactamente igual.

House tiene un problema en una pierna, por lo que usa un bastón; Holmes también usa un bastón (aunque no estoy seguro por qué).

Las similitudes siguen, aunque reconozco que tuve que buscarlas en foros de Internet para darme cuenta. Por ejemplo, la mujer que más marca la vida de Holmes es Irene Adler, mientras que el primer paciente de House en la serie se apellida Adler. Holmes es muy perezoso; pero cuando un caso llama su atención, es el primero en acudir y no cesa hasta resolver el crimen, al igual que House. Y, como es de suponerse, su creador David Shore admitió en Radio Times, en 2006, que una de sus fuentes de inspiración fue Sherlock Holmes.

Entre paréntesis, Sherlock Holmes nunca dijo eso de “elemental, mi querido Watson”, al menos no en los libros de Sir Conan Doyle; la frase “típica” de Holmes fue un agregado de las primeras películas del investigador.

Comencemos a partir de una base lógica: la educación que es para todos, debe ser posible de utilizar por todos. Todos sumamos y restamos en nuestra vida, leemos  y escribimos, habitamos en la geografía de nuestro país, vivimos en un contexto social basado en nuestra historia o nos referimos a nuestro propio cuerpo cuando éste funciona o falla. De esto se deduce que existen contenidos que, naturalmente, deben incluirse en nuestro sistema educativo.

Pero, seamos sinceros… ¿Alguien ha discutido alguna vez sobre si una forma verbal es un presente del subjuntivo, un pretérito perfecto, un presente continuo o un pretérito pluscuamperfecto?  La fórmula educativa actual consiste en aprender tratando de poner los conocimientos previos en práctica.

El problema de esta fórmula es que los conocimientos abstractos aprendidos son practicados en nuevos conocimientos abstractos. Primero se enseñan sumas y restas; después multiplicaciones, entendidas como sumas; después divisiones, entendidas como búsquedas de una multiplicación; después fracciones, a partir de divisiones; números periódicos a partir de fracciones inexactas; y finalmente, raíces como todo aquello que no es fracción. Al final del camino, ¿qué aprendió el alumno? A sumar, restar, a multiplicar, a dividir de manera deficiente, a confundir las fracciones, a no saber calcular la periodicidad y, con suerte, aprender que el símbolo de raíz aparece en la calculadora.

En el pasado esto era “aceptable”, puesto que de cincuenta alumnos en una sala de clases, bastaba con que cinco de ellos fueran a la universidad. Hoy, la realidad es distinta (en teoría); en plena era del conocimiento, ya no vale la pena ahondar en cientos de micro conocimientos que circulan por todo Internet. No tiene sentido “estudiar la materia porque hay que sabérsela” (falacia de argumento circular); o “porque antes se aprendía así” (falacia de antigüedad). Hoy, lo importante es la aplicación del conocimiento al mundo real. ¿Y esto, qué implica? ¡Que antes de enseñar cómo vuela un avión, debemos enseñar qué es un avión! Los primeros años de escolaridad deben estar orientados a explorar  tocar, ver, oír, oler y experimentar el mundo.

Los conocimientos específicos sobre estas experiencias deben venir después para darles una connotación concreta, tangible, y no abstracta como se hace hasta ahora. La educación escolar debe ser útil, y sólo es útil en la medida que se aplica al diario vivir, al entorno familiar, social, político, geográfico, ambiental, etcétera.

Además, los alumnos deben educarse en base a decisiones libres, acordes con su personalidad, gustos, inquietudes y experiencias. Mientras más posibilidades tenga el alumno de adquirir experiencias distintas, más probable es que absorba conocimientos, pues sabrá darles una connotación práctica en vez de teórica.

Por tanto, responder a la inquietud inicial sobre cuáles son los contenidos que deben estar en los programas educativos es más sencillo. Si los conocimientos no tienen aplicación directa, no vale la pena enseñarlos. Si los alumnos están interesados en ir más allá, deben existir ramos electivos o asesorar en la búsqueda de material online, o proveer a los alumnos de material bibliográfico adecuado, pero no tiene sentido obligar a los alumnos a adquirir miles de conocimientos “sin uso”.

Strengths:
interesting architectural structure
Disadvantages:
location

Rating:

Turning Torso is located on the shores of the Strait Ersundskogo in the Swedish city of Malmo, and has the status of “most unusual skyscraper in Europe, although some experts in the field of architecture and design consider it a” most unfortunate skyscraper in Europe. ”

The building was constructed in late 2005. Corporation HSB about the project of Spanish architect Santiago Calatrava. The prototype design of a skyscraper has served Kalatavry sculpture titled “Twisted Torso” (Twisting Torso)

Building height – 190 feet (54 floors). At present it is the second tallest residential building in Europe after the 264-meter Moscow’s Triumph-Palace. At the Turning Torso 147 residential apartments with individually designed, prices are highest in Sweden. In addition to residential premises in the building have a 4000 sq. feet of office space and infrastructure facilities – fitness center, conference room, wine cellar, smotorovaya playground. Access of tourists to the building is limited, maybe, this is private property

Area near the skyscraper is actively converted and by 2013 will have ultra-modern look. While that is a large-scale construction.

Reflection Turning Torso in a nearby building

From personal experience I can add that since the building is located on the sea pobrezhe in the air is steady smell of rotting seaweed, which is not associated with the mod structure. To get to the Turning Torso from the city center is quite possible to walk, the more that public transport in Sweden is not even cheap. This walk takes about half an hour.

Certainly, the construction of interesting and unusual, but I would advise him to watch “in case”, if find yourself in Malmo. Make a special trip to study it, in my subjective opinion, it makes little sense.

  In the adolescent girl newly activated ovaries produce estradiol in fantastically small amounts-a daily out put equal to 1/1000 of a grain of sugar! But that is enough of this potent stuff to propel the girl-child into womanhood. She begins shooting up at a rate of as much as two inches a year, leaving laggard boys behind. In fact that further contributes to the antipathy between between the sexes at this age. (Propelling a girl half a head taller around a dance floor represents exquisite torture for both partners.)

Pelvic bones begin to grow, widening hips and providing a bony cradle for babies-to-be. Breast tissue proliferates-slowly at first, but ever faster under the hormone influence. Tissue in the birth canal thickens and toughens to be ready to withstand the rigors of childbirth. The womb, too, enlarges from the plum size of childhood to the pear size of adulthood.

 It takes perhaps two years to transform the female body in preparation  for potential motherhood. Now important events begin in the ovaries themselves. These glands contain at birth the lifetime supply of undeveloped egg cells, estimated at 420,000- an astonishing number, since only 400 to 500 will be expelled during a woman’s fruitful years.

▪ Underwater. Autonomous underwater vehicles are being used by scientists to explore earth’s final frontier—the ocean. These robotic vehicles are unmanned and self-powered. Other applications underwater include search-and-recovery operations, inspection of telecommunication cables, tracking whales, and minesweeping the ocean

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Principles of cortical function

Primary and belt regions

Belt regions are most of the areas

Belt regions give higher knowledge of visual stimulus

Feature detection

When neurophysiologists study cortical cells, if they study visual cells what they find is that the cortical cells are feature detectors. They respond to a particular configuration of a stimulus.

They respond and recognize specific features.

LESIONS – sensory defecits

Lesions of somatosensory cortex à When post central gyrus is lesioned à Person has difficulty recognizing tactile stimulus (can’t tell the dif b/w dif roughness, shape, hard or soft)

Lesion of the belt area of superior parietal lobule à tactile agnosia (lack of knowledge/understanding)

With finger aagnosia – the person doesn’t have loss of tactile ability. But, he has finger agnosia so he can’t tell you if you point to a finger which finger it is with his eyes closed.

Lesion of visual cortex à blindness

Lesion of area 19 (belt area near visual cortex) à achromatopsia (loss of color vision)

Lesion of inferior temporal cotex à prosopagnosia (unable to recognize faces)

Visual stimuli go to area 17 but everything is processes later in other areas.

LESIONS – apraxia/ motor deficits

Lesion of motor cortex à contralateral spastic paralysis (think of the pyramidal tract)

Lesion of the supplementary motor area (in front of area 4 the motor cortex) à contralateral apraxia (the patient is not paralyzed but they cannot produce certain learned motions. A patient may not be able to strike a match.

LESION – aphagias (language defecits)

Lesion of Broca’s area à there is an area on the frontal lobe involved with speech. This person would have expressive aphasia

Lesion of Wernicke’s area à receptive aphasia associated with a lesion behind the superior temporal gyrus where the gyri of heschl are located. These people can speak and produce words and are very talkative. But they talk nonsense and their comprehension is affected. They can make up words. Speaks fluently and continuously. Wernicke’s area is right behind auditory cortex and is more involved with understanding speech then producing it.

DOMINANT HEMISPHERE – language in most people is restricted to one hemisphere not both. The hemisphere which has the language function is called the dominant hemisphere

All right-handed persons are left hemisphere dominant

50% of left-handed persons are also left hemisphere dominant.

If a person is right-handed and has a right-sided spastic paralysis, it is crucial to know which handed they are. If they are a lefty then the language function will be preserved versus a righty would not have it preserved.

Combination of spastic paralysis and aphagsia is common for right-handed people.

To read something aloud:  Wernicke’s area( comprehension) , angular gyrus à broca’s area (organize) à face area of the motor cortex (to move the lips)

FUNCTION OF NON-DOMINANT HEMISPHERE

Gesture, emphasis and emotional aspects of speech

People that have a lesion of non-dominant hemisphere speak in a flat tone with no gestures

Spatial relationships – rt hemisphere for ability to comprehend something in space while lt hemisphere e is more for linear things like reading.

Musical ability

Lesion à contralateral neglect. (like putting on a jacket and forget the left sleeve)

FRONTAL LOBE SECTIONS

Lesion à frontal lobotomy

Before the discovery of anti-psychotic drugs there was a movement of psycho-surgery where they lesioned the brain to change their personalities.

A person had damage to the frontal lobe and personality had changed.

ARTERIAL SUPPLY

Stroke à leading cause of disability

There are 2 blood supplies that supplies the brain

1. Vertebral (2 which form the basilar arteries  and meet at the circle of Willis)

2. Internal coratid

2 vertebral à basilar à posterior cerebral à posterior communicating à middle certebral à anterior cerebral à anterior communicating

Blood will not go in a circle

It is important to know the major vessels and what part of the brain they serve.

Middle Cerebral artery

Biggest of the cerebtral arteries

Goes into the fissure of sylvius

Supplies most of the lateral part of the hemisphere (except the rim at the top, medial surface, or all of the temperol lobe, or occipital lobe)

Anterior Cerebral artery

Supplies hthe medial surface of the motor cortex, somatosensory area.

Medial surface is the leg

A stroke here will give you the paralysis of the leg not head

Posterior cerebral artery

Curves around midbrain

Supplies occipital lobe

Linked to internal carotid by posterior communicating artery.