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Kriya Sharir of Kesh
Aayushi International Interdisciplinary Research Journal (AIIRJ) PEER REVIEW IMPACT FACTOR ISSN VOL- VI ISSUE-XI NOVEMBER 2019 e-JOURNAL 5.707 2349-638x A Review study -Kriya sharir of Kesh Dr. Pooja Pandurang Patil MD (Kriya Sharir) Assistant Professor B.G. Garaiya Ayurveda College Rajkot (Gujarat) Abstract: Health comprises of both, body and mind. Ayurveda aims at maintaining the health of a healthy person and to treat the diseased. Scalp hair is responsible for beauty, appearance of personality and protection. “The hair is the richest ornament of a woman”- Martin Luther. It brings one’s self-image into focus. There are an increasing number of panicked people coming to the doctor with the complaint of hair loss. Due to modern lifestyle, food, environment etc, people are more likely to lose hair at early age. Therefore more awareness about hair health is observed in the society. This article mentions the possible ways of enhancement of strength and beauty of scalp hair through the principles of achieving good health (Swasthy Prapti) as explained in Ayurveda. The scope of this article deals with understanding of all aspects of Kesha mentioned in the Samhitas of Ayurveda. Key words: Kesh, Kesha Swasthya, Beauty Introduction found to be more promising and result oriented with absolute no drawbacks. Ayurveda is an ancient and developed science of In Ayurveda, scattered references are India. Kesha (hair) is a complex and delicate part of available on maintaining the health and longevity of our body, which gives a personality. Beautification is hair. It has explained few concepts for achieving the process of making visual improvements to a good health. -
Girl Scout Trailblazers Guidelines
GIRL SCOUT TRAILBLAZERS Twenty-First Century Guidelines CONTENTS 3 Preface 3 How to Use This Toolkit 3 A Note to the Reader 4 Introduction 4 Why Girl Scout Trailblazers, Why Now? 4 What Is the Girl Scout Trailblazer Program? 5 Who Can Become a Trailblazer? 6 Interview with a Trailblazer 7 Are You Ready for a Trailblazer Program at Your Council? 10 Girl Scout Trailblazer Program 10 The Foundational Girl Scout Experience, Trailblazer Style 10 The Girl Scout Leadership Experience 10 The Three Girl Scout Processes 11 Take Action 11 Awards 11 Trips and travel 12 Product program 12 Girl Scout traditions 12 The Trailblazer uniform 12 Volunteers 13 Progression Within Trailblazer Troops 14 Trailblazer Events 15 Her Trailblazer Experience 15 Girl Scout Trailblazer Pin 15 Trailblazer Concentrations 16 Hiking 16 Stewardship 16 Adventure Sport 17 Camping 17 Survivorship 18 Learning by Doing 18 Trailblazer skill areas 18 Badges 21 Journeys 21 Highest awards 21 Take Action projects 22 Career exploration 22 Product program 22 Girl Scout traditions 23 Appendixes 23 Appendix A—GSUSA Outdoor Progression Model 24 Appendix B—Trailblazer Skill Development Areas 31 Appendix C—Tips for Adults Supporting Girls in the Outdoors 34 Appendix D—Resources GIRL SCOUT TRAILBLAZERS Twenty-First Century Guidelines Preface How to Use This Toolkit The audience for these guidelines is councils and their volunteers. The introduction provides an overview and direction to council staff for assessing, planning, and activating troops. Parts 2 and 3 speak to council staff and volunteers as they compose their troops and work with them to define the Trailblazer experience. -
Tv Highlights for Central
MediaCorp Pte Ltd Daily Programme Listing okto SUNDAY 1 APRIL 2012 7.00AM In The Night Garden (Set 4 / Ep 10 / Preschool / R) (幼儿乐园) 7.30 In The Night Garden (Set 5 / Ep 10 / Preschool / R) (幼儿乐园) 8.00 oktOriginal: Mat Yoyo: The New Generation (Eps 15 - 16 / Local Preschool / R) ` (幼儿乐园) 9.00 The Green Squad (Eps 19 - 20 / Schoolkids / Cartoon / R) (卡通片) 9.30 Flash & Dash (Sr 2 / Ep 38 / Schoolkids / Cartoon) (卡通片) Frank Karl and Josh have a strong desire to promote to world cup. However, the three heavenly kings hold up their steps in the semi-final. Luke will be operated on the same day of the final and the children hope to tell him their victory, praying for his successful operation. 10.00 The Mysteries Of Alfred Hedgehog (Eps 43 - 44 / Schoolkids / Cartoon / R) (卡通片) J.J. is giving all his possessions away and is planning to travel the world. He’s acting very strange and no one seems to know why. Alfred, Milo and Camille investigate and discover J.J. thinks he’s found gold. When word spreads, everyone in Gnarly Woods gets gold fever. Alfred and his team however discover that J.J. found pyrite, otherwise known as “Fools Gold”. Lili is very upset when her 99 fish disappear in the lake! Alfred is called and discovers they weren’t really fish. They looked like fish but were tadpoles and became frogs and all 99 of them are around! 10.30 Cardfight Vanguard (Ep 12 / Schoolkids / Cartoon / R) (卡通片) The shop tournament has reached the semi-finals, and Kamui stands before Aichi. -
How the Brain Forms New Habits: Why Willpower Is Not Enough
How The Brain Forms New Habits: Why Willpower Is Not Enough Presented by George F. Koob, Ph.D. Disclosure Neither Dr. George F. Koob, the presenting speaker, nor the activity planners of this program are aware of any actual, potential or perceived conflict of interest Sponsored by Institute for Brain Potential PO Box 1127 KnrA`mnr, B@82524 COURSE OBJECTIVES Participants completing the program should be able to: 1) Name several characteristics of reward-centered habits. 2) Identify several evidence-based strategies for managing reward-centered habits. 3) Describe how threat-based mental habits are connected to maladaptive emotions and actions. 4) List one or more strategies for coping adaptively with threat-based mental habits. 5) Identify several evidence-based principles for initiating and maintaining health- promoting habits. Policies and Procedures 1. Questions are encouraged. However, please try to ask questions related to the topic being discussed. You may ask your question by clicking on “chat.” Your questions will be communicated to the presenter during the breaks. Dr. Koob will be providing registrants with information as to how to reach him by email for questions after the day of the live broadcast. 2. If you enjoyed this lecture and wish to recommend it to a friend or colleague, please feel free to invite your associates to call our registration division at 866-652-7414 or visit our website at www.IBPceu.com to register for a rebroadcast of the program or to purchase a copy of the DVD. 3. If you are unable to view the live web broadcast, you have two options: a) You may elect to download the webinar through February 28 th , 2014. -
By Dagmar Schultz AUDRE LORDE – HER STRUGGLES and HER Visionsi in This Presentation I Will Try to Explain How Audre Lorde Came
By Dagmar Schultz AUDRE LORDE – HER STRUGGLES AND HER VISIONSi In this presentation I will try to explain how Audre Lorde came to Germany, what she meant to me personally and to Orlanda Women’s Publishers, and what effect her work had in Germany on Black and white women. In 1980, I met Audre Lorde for the first time at the UN World Women’s Conference in Copenhagen in a discussion following her reading. I knew nothing about her then, nor was I familiar with her books. I was spellbound and very much impressed with the openness with which Audre Lorde addressed us white women. She told us about the importance of her work as a poet, about racism and differences among women, about women in Europe, the USA and South Africa, and stressed the need for a vision of the future to guide our political praxis. On that evening it became clear to me: Audre Lorde must come to Germany for German women to hear her, her voice speaking to white women in an era when the movement had begun to show reactionary tendencies. She would help to pull it out of its provinciality, its over-reliance, in its politics, on the exclusive experience of white women. At that time I was teaching at the Free University of Berlin and thus had the opportunity to invite Audre Lorde to be a guest professor. In the spring of 1984 she agreed to come to Berlin for a semester to teach literature and creative writing. Earlier, in 1981, I had heard Audre Lorde and Jewish poet Adrienne Rich speaking about racism and antisemitism at the National Women’s Studies Association annual convention. -
Student-Centered Learning: Life Academy of Health and Bioscience
Stanford Center for Opportunity Policy in Education Student-Centered Learning: Life Academy of Health and Bioscience By Nikole Richardson and Joe Feldman sco e Stanford Center for Opportunity Policy in Education Student-Centered Learning: Life Academy of Health and Bioscience i Suggested citation: Richardson, N., & Feldman, J. (2014). Student-centered learning: Life Academy of Health and Bioscience. Stanford, CA: Stanford Center for Opportunity Policy in Education. Portions of this document may be reprinted with permission from the Stanford Center for Opportunity Policy in Education (SCOPE). To reprint, please use the following language: “Printed with permission, Stanford Center for Opportunity Policy in Education. http://edpolicy.stanford.edu.” For more information, contact us at [email protected]. This work is made possible through generous support from the Nellie Mae Education Foundation. Stanford Center for Opportunity Policy in Education Stanford, California • 650.725.8600 • [email protected] http://edpolicy.stanford.edu @scope_stanford sco e Stanford Center for Opportunity Policy in Education Table of Contents Overview ......................................................................................................................... i Introduction ................................................................................................................... 1 School Description and Outcomes ................................................................................. 3 Personalization .............................................................................................................. -
Physical Arrangement of the Classroom Students
Physical Arrangement of COMPONENT the Classroom 1 Objective: To explain how the physical arrange- ment of your classroom impacts the success of your COMPONENT 1 Physical Arrangement of the Classroom students. COMPONENT 2 THINKING TRAPS Organization of Materials “Why go to all the trouble of arranging my room just so?” “I like my students to work wherever COMPONENT 3 they feel comfortable.” Schedules “I don’t have enough furniture or space to make special areas in my classroom.” COMPONENT 4 Visual Strategies COMPONENT 5 Behavioral Strategies COMPONENT 6 Goals, Objectives, and Lesson Plans e often hear these comments as we begin to COMPONENT 7 W assist teachers in arranging their classrooms, Instructional Strategies and we acknowledge that these are valid concerns. We also know that physically arranging a classroom is very hard physical labor! Finding the right type of furniture COMPONENT 8 and enough furniture is challenging as well. No mat- Communication Systems and Strategies ter how difficult this task of physically arranging your classroom may appear, we recommend that you do it COMPONENT 9 before you attempt to address any of the other com- Communication With Parents ponents. It will make implementing the other compo- nents easier once the physical space is clearly defined. The classroom arrangement is the physical foundation COMPONENT 10 Related Services and Other School Staff for the 10 critical components. 6 • 10 Critical Components RATIONALE In a well-designed special education classroom, the classroom activities that are to take place and the needs of the students must be considered when planning the arrangement of the classroom furniture and where instructional areas will be located. -
Get Moving Journey Planner
Journey Planner Junior GRADES 4-5 Get Moving! Journey Planner for Leaders The following booklet is a guide to help troops complete a Journey while still participating in traditional Girl Scout events and earning badges. These activities are categorized by: Traditions–Combine Girl Scout traditions throughout the year with Journey activities. Earn It!–Earn the Journey awards by completing these activities. Badge Connections–These badges complement the theme and lessons of the Journey. Enrichment–These particular activities add value to the experience. Healthy Habits–Use the Healthy Habits Journey companion booklet to help girls lead an active, healthy lifestyle while completing the Journey. Booklets can be downloaded from www.gscnc.org. This information is divided into seasons to help you plan out your year. Read through the entire booklet before you mark your calendars. Some activities may take longer than one meeting, and some activities are to be done outside of the troop meeting. Check with your girls as you get ready for each activity to see if they have already done something similar in school. If they have, encourage them to reflect on it with the troop, count it towards their requirements, and move on to the next part of the Journey. The best tools for girls and adults on their Journey adventure are How to Guide Girl Scout Juniors Through Get Moving!* (referred to as the adult guide) and It’s Your Planet–Love It! A Leadership Journey Get Moving!* (referred to as the Journey book). The adult On this Journey, guide has prompts to help leaders guide their troop, and the Journey book has stories, activities, and space for girls to add their reflections girls will explore as they progress along the Journey. -
Ep #232: How Long It Takes to Change Your Drinking
Ep #232: How Long it Takes to Change Your Drinking Full Episode Transcript With Your Host Rachel Hart Take a Break from Drinking with Rachel Hart Ep #232: How Long it Takes to Change Your Drinking You are listening to the Take A Break podcast with Rachel Hart, episode 232. Welcome to the Take A Break podcast with Rachel Hart. If you're an alcoholic or an addict, this is not the show for you. But if you are someone who has a highly functioning life, doing very well, but just drinking a bit too much and wants to take a break, then welcome to the show. Let's get started. Hello everyone. We are talking today about a question that I know a lot of you have because I get it all the time. How long is it going to take me to change my drinking habits? How long is it going to take me to change my relationship with alcohol? I get this question from podcast listeners, I get this question from people inside the 30-day challenge, people want to know what the magic number is. Is it 28 days? Is it 30 days? Is it three months? I’ve heard from some people that if you drink too much, you’ll always drink too much, so maybe it’s never. We’re so desperate on the hunt to figure out how long is this going to take me. Now, I will tell you this as someone who has an entire program all about taking a month off of drinking, I think there’s so much power in giving yourself a 30-day break. -
Section V. Habits and Addictions
Section Break Page 1 Section V. Habits and Addictions Ending Habits and Addictions Page 2 Chapter 32. Ending Habits and Addictions— Binging, Drinking, Gambling, Pot, Porn, Procrastination, Drugs, Cell Phones, Shopping, Video Games and more Have you been struggling to overcome a bad habit or addiction? Most of us have. According to the Centers for Disease Control and Prevention (CDC), nearly 40% of the American population is obese. In addition to binging and overeating, common habits and addictions include • drinking • smoking / vaping • drugs, including marijuana • gambling • procrastination • cell phones • social media • internet surfing, shopping • video and computer games • nail biting • sex addictions / internet porn, • having affairs. Research studies on treatment or self-help programs for habits and addictions are not terribly encouraging. For example, although we all know someone who has lost weight, we know way more people who are overweight. As many as 50% of individuals who enter weight loss programs, or more, drop out, and many of those who initially lose some weight eventually gain it back, and 70% of people who enter primary residential programs for substance use disorder relapse almost immediately upon discharge. The results of research studies on just about any habit or addiction are no better. You can probably attest to this yourself if your own efforts to change have not been overly successful. I think I know why treatments for habits and addictions fail, and I think I know why you’re also feeling stuck—if that’s the case. I’ll show you, using the problem of binging / overeating. However, the same considerations will apply to any habit or addiction. -
Praes. Chassard DDI DC 30MAR09 2 01.Pdf(371
WELCOME BIENVENUE DRUG-DRUG INTERACTIONS DRUG-DRUGDRUG-DRUG INTERACTIONSINTERACTIONS UPDATEUPDATE ONON THETHE STUDYSTUDY DESIGNDESIGN Didier Chassard, MD Medical and Scientific Associate Director Biotrial BIOTRIAL Drug Evaluation and Pharmacology Research What we do, we do well. INTRODUCTIONINTRODUCTION Q Pharmacological responses of a drug is function of : – either the peak concentration (Cmax) if there is an activity threshold, – either, the total exposure to the parent drug and/or its active metabolite(s) measured by AUC (more precisely the response is a function of exposure to unbound drug) Q The clearance is the main regulator of drug concentrations. Q Large differences in blood levels can occur because of individual differences in metabolism due to genetic polymorphism, age, race, gender and environmental factors (smoking, alcohol, diet e.g. grapefruit juice). Drug-drug interactions can have similarly large effects in drug disposition DrugDrug interactionsinteractions :: DefinitionsDefinitions Q An interaction is an alteration either in the pharmacodynamics, either in the pharmacokinetics of a drug, caused by concomitant drug treatment, dietary factors or social habits (such as tobacco or alcohol). Q A clinically relevant interaction will produce in vivo changes of the magnitude and/or the duration of the pharmacological activity of the drug : leading to changes in the risk-benefit ratio for patients justifying a dose adjustment or a contraindication DrugDrug interactionsinteractions :: DefinitionDefinition Q Conventionally, a drug interaction is regarded as the modification of the effect of one drug by prior or concomitant administration of another (could require a dosage adjustment). Q A better definition would insist that the pharmacological outcome when 2 or more drugs are used in combination is not just a direct function of their individual effects. -
9789814841535
25.6mm Pantone 877C Back Cover (from left to right) Project Team Members Television arrived in Singapore on 15 February 1963. For Review only Philip Tay Joo Thong (Leader) About 500 VIPs and thousands of others watched the Joan Chee inauguration at Victoria Memorial Hall and at 52 community centres around the island. Raymond Anthony Fernando Mun Chor Seng The Radio and Television Towers on Bukit Batok. Horace Wee Antenna mounted on the high towers have beamed Belinda Yeo signals to Singapore homes since the early 60s. Satellite dishes receive international programmes, List of Contributors such as the Oscars, and world sporting events. Mushahid Ali • Asaad Sameer Bagharib The 1974 World Cup match between Holland and ON AIR P N Balji • Chan Heng Wing Untold Stories from Caldecott Hill Germany was the first signal beamed to homes Cheng Tong Fatt • Anthony Chia and reached more than a million viewers. Michael Chiang • Choo Lian Liang from Caldecott Hill Untold Stories Untold Susan Lim and the Crescendos (John Chee, Francis Chowdhurie • David Christie Leslie Chia and Raymond Ho) performing in the Amy Chua • Chua Swan television studio. The Crescendos were a popular band Ee Boon Lee • George Favacho in Singapore in the 60s and were the first local pop Sakuntala Gupta • Raymon T H Huang group to be signed by an international record label. Suhaimi Jais • Larry Lai This collection of 51 essays contains rich memories of Singapore’s Lau Hing Tung • Lee Kim Tian A cultural performance with Gus Steyn conducting the broadcasting pioneers based in their station atop Caldecott Hill.