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Butterfinger – A Brief Synopsis

Enjoyed by millions around the world Butterfinger is a chocolate bar currently manufactured by Nestlé. As for chocolate bars, it is one of the most popular currently available on the market. (His Facebook page alone has over 520,000 followers!).

Invented by Drew Seibold of Florence, Wisconsin and originally manufactured by the Curtiss Candy Company in 1923, Butterfinger is a chocolate bar consisting of a flaky, orange-colored center that is similar in flavor and texture to chocolate-coated peanut brittles. Loved for its peanut butter flavor, it crumbles in your mouth with every bite.

As chocolate bars, it is unique in that there is currently nothing comparable on the market. However, with that being said, some believe that the current Butterfinger is not the same as the original because when The Curtiss Candy Company was sold to Nabisco in 1981, legend has it that the original recipe was lost shortly thereafter, prompting Nabisco to create hurriedly a copy of the original as best they could. However, Butterfinger remained a popular seller and continued to do so after Nestlé acquired the brand in 1990 and still is today.

Butterfingers has a long history of innovative and memorable marketing. A slang reference used to describe dropping something, most often the ball in a sporting context, the brand name was chosen after the Curtiss Candy Company held a public contest to name the candy bar. As an initial publicity stunt, the company employed the innovative marketing ploy of dropping Butterfinger and Baby Ruth chocolate bars from airplanes in various cities across the United States, which quickly helped raise its profile and increase its popularity.

Between 1990 and 2001 Bart Simpson and other Simpsons characters appeared in more than 150 advertisements for the product. his son every time. Each commercial ended with Bart saying the Butterfinger catchphrases of ‘Nobody better put a finger on my Butterfinger!’, ‘Bite my Butterfinger!’ and “Nothing like a Butterfinger!” and most of these advertisements were released on The Simpsons DVD sets as bonus features along with other commercials.

By far the most notorious piece of marketing for Butterfingers, however, was the 2008 April Fool’s Day prank when Nestlé announced that, based on negative consumer feedback about the product’s original name as “clunky” and “awkward “, he was changing the name of Butterfinger to ‘The Finger’. Complete with a fake website promoting the change and a video press release showing a Nestlé USA spokesperson explaining the decision and revealing images of the new chocolate bar in production. Butterfinger bars in “The Finger” wrappers for 200,000 people. When the hoax was finally revealed, the entire fake website was turned into a flash animation that redirected the browser to the Butterfinger Comedy Network.

Available in Australia at specialty shops like Moo-Lolly-Bar, Nestlé also produces Butterfinger Crisp bars, which are a wafer biscuit shape covered in chocolate, with Butterfinger-flavoured cream, and Butterfinger Minis. In recent years, to appeal to an even broader audience, Butterfinger bars have appeared in the United States with English and Spanish language on the wrappers.

The Peter Shandy Series by Charlotte MacLeod

Between 1978 and 1996, Charlotte MacLeod published ten Peter Shandy novels, all of them wild, crazy and witty. Her characters range from the straight to the totally insane. Her plots are often laugh-out-loud funny. If you like unconventional mysteries that are well written, I suggest you give this series a try.

In the first book “Rest you Merry” we meet Peter Shandy, professor at Balaclava Agricultural College and co-propagator of the Balaclava Buster kohlrabi. It’s Christmas, which means it’s time for the university’s main fundraiser, The Grand Illumination. For years, Peter’s neighbor, Jemima Ames, has hounded him into decorating his house in the crescent. This year she decides that she has had enough. After nearly burying his house under garish decorations, he escapes Balaclava for a sea voyage only to be shipwrecked. Sneaking back home to confront his angry neighbors, he finds Jemima’s body behind her sofa. Is it an accident or a murder? Thorkjeld Svenson, president of the university, champion of the straight groove, and Viking berserker, assigns Peter to find out, without screwing up the lighting.

The second book is “Luck runs out.” Strange things are happening in Balaclava County. First, a prankster turns over all the horseshoes nailed to the college barns, letting the luck run out, figuratively speaking. Second, the silversmith’s vault is emptied in a daring robbery while newlyweds Peter and Helen Shandy are there choosing their cutlery. Third, Belinda de Balaclava, the university’s prize pig, is kidnapped and the local farrier is found dead in the pigsty’s mash trough. Peter is once again assigned to solve the mysteries.

The third is “Wrack and Rune”. Professor Timothy Ames is visiting Horsefalls Farm in Lumpkin Corners when his employee dies in a very ugly way. After calling the police and the doctor, his next call is to Peter Shandy. Now Peter must find out why someone has been harassing the Horsefalls. Is the death another prank gone wrong or a cold-blooded murder? How does the property’s ancient Viking runestone fit into the mystery? To find the answers, Peter must deal with pranksters, large crowds of tourists, and the 102-year-old Uncle Sven’s search for an older woman from the university president.

Number four on the list is “Something the cat dragged.” Retired Professor Ungley rents Mrs. Lomax’s downstairs apartment. When his cat Edmund appears with his toupee in his mouth, his only thought is to return it before the professor loses it. When he discovers that he is not home and has not slept in his bed, he goes looking for him and finds him impaled on a harrow peg behind the Balaclava Society clubhouse. Police Chief Ottermole calls the death an accident, but Mrs. Lomax doesn’t believe it and when Edmund finds another clue, she takes him straight to the university. Overnight, Balaclava County is the scene of a power struggle between the city and the dress that could destroy the Balaclava Agricultural College. Naturally, President Svenson assigns Peter Shandy, the Hercule Poirot of turnip fields, the task of discovering the murderer.

“The Curse of the Giant Hogweed” is the fifth book in the series. In this book, Professors Shandy, Ames, and Stott have traveled to England to help with problems caused by growing Giant Hogweed. When they set out to do field work, they crossed the border into Wales and found a world they didn’t expect. Trapped in the hogweed and confronted by a giant searching for the King’s pet griffin, it doesn’t take long for them to realize that life has gotten even stranger than usual.

Number six is ​​”The Corpse in Oozak’s Pond.” It’s Groundhog Day and all of Balaclava has turned out to see if the college groundhog sees her shadow. They get more of a show than they bargain for when a dead body appears through the ice in the pond. When two more deaths follow, it’s up to Peter to find some answers.

In the seventh book, Vane Pursuit, Peter’s wife Helen is photographing vintage weather vanes for the historical society. It seems that as soon as she takes a photo of herself, the weather vanes disappear. When someone fires bombs at the Lumpkin Soap Factory shortly after its weather vane is photographed and someone is killed in the fire, Peter begins to investigate. Before he finds the answers, he’ll tangle with a motley crew of survivors, help an heiress in hiding, and fear for the life of his beloved Helen.

The eighth in the series is An Owl Too Many. When Emory Emmerick, a site engineer for the university’s new television station, is stabbed to death during the annual owl count, Peter Shandy is back on the case. A dead man who isn’t who he claimed to be, a secretary who won’t stop tying herself to trees, and a wild ride down a raging river in a tugboat make this a rolling adventure as well as a good mystery.

Number nine is Something in the water. Peter has gone to see reports of lush, beautiful lupines growing where they shouldn’t be able to grow at all. Staying at an old inn, he’s waiting for his desert when the town’s most hated citizen falls face-first into his restaurant. He is suspected of foul play, but Peter is much more interested in lupines. Interested or not, Peter soon finds himself trying to solve three mysteries. Who killed Jaspar Flodge, how do such lush plants grow in such poor soil, and who is the unknown artist who refuses to admit having painted such beautiful canvases.

Number ten, the last but not least in the series is Exit the Milkman. Professor Feldster, Balaclava dairy expert and Shandy’s neighbor has disappeared. Last seen on his way to one of his many lodge meetings, he is seen getting into a large car with tinted windows and then nothing. He never shows up at the shelter, doesn’t come home, and doesn’t show up for his morning class. Before they find him, his hateful wife dies in a strange mansion. Once again, Peter must leave his turnip fields and his classroom to play Sherlock Holmes.

The challenge of the insomniacs

For me, it was “welcome to motherhood.” Ready or not, I was in for a wonderful experience. But my first challenge was getting through the first few months of literally not sleeping. It was my first baby and I felt the pressure to do everything “right.” I wanted to be a perfect mom. But I quickly learned that being a parent was going to be a lifelong journey and that I would make a lot of mistakes along the way.

After frequently stumbling out of bed for middle of the night feedings, I would wake up around 6 am to my newborn crying happily for another feeding. After about three weeks of this, and then another month, I was completely exhausted! After a C-section, I immediately thought I could be Super Mom, Great Interior Decorator, and House Cleaning Company all at once, and of course I thought I could simultaneously juggle the responsibilities of a baby I was so sure would sleep. most of the time. The day and the night.

After a few restless nights, and realizing that my sweet baby hardly ever slept, day or night, I began to wonder about her. Was this going to be the norm? Did babies really stay awake for hours and demand a feeding every hour and a half? Was I doing something wrong? I couldn’t help but wonder if this pattern would ever end. I have read all the parenting articles that tell you when your baby should stop waking up so often and start sleeping peacefully through the night. Well, dare I say my little one would wake up over and over for entire nights. After a few months, I began to think that she was the only mother suffering from severe sleep deprivation! Of course, I knew I REALLY wasn’t the only one, but she sure comes home to you when she happens to you.

My little girl is now an active toddler, and things have definitely picked up when it comes to her sleeping habits, but I learned quite a bit during those seemingly endless sleepless nights and days of extreme fatigue. If she had to do it all over again, she definitely wouldn’t have tried to be the Great Interior Designer and House Cleaning Company (and after a C-section)! Here are some helpful tips that I should have used and will keep in mind when I have my next baby:

or Rest, rest, rest! Okay, it sounds hackneyed, and during pregnancy you’ve probably heard everyone tell you to rest, but once you’ve given birth, it’s even more important that you stick to the rest phase for the first few days you’re home. Hospital. I can’t even begin to explain how much rest is needed after a C-section…but with any type of delivery, your body needs time to recover, so take it easy. What does rest mean? It could mean using paper plates so there are fewer dishes to wash. It could mean having a friend or relative come sit with you for a few hours each day and help with chores (which is especially helpful if you have other, younger children). And if you have older children, it could mean helping out with more chores around the house. Above all, it means simply letting go of some things. You don’t need to dust right away…maybe you can wait a few more days, or even weeks.

o People say to sleep while the baby is sleeping. Well, that didn’t work for me, mainly because I was trying to do things around the house that I couldn’t do efficiently when my daughter was awake. So here’s what I say: REST while baby sleeps. Sit down, take a break. Schedule that time and give yourself at least 30 minutes to do absolutely nothing.

o Thicken baby’s milk. I breastfed my daughter for several months. At first, nurses would tell me that breastfed babies need to be fed more frequently because breast milk apparently “goes right through” their systems. After my daughter was a few weeks old, I was given the go-ahead to thicken her breast milk with rice cereal (about a teaspoonful). She did wonders for her nightly waking ritual. Instead of waking up every hour and a half, she slept about two hours longer than usual. I say that’s good for mommy and baby! Of course, check with her pediatrician first, and again, there are different views on thickening baby’s milk, so do (or don’t do) what you think is best.

o Breastfeeding mothers take a break. For breastfeeding mothers, I highly recommend pumping so other family members can bottle feed your baby while you rest. Breastfeeding is demanding work and requires quite a few energy reserves. Did you know that you burn approximately 500 calories during a nursing session? That’s equivalent to the number of calories I burned on the treadmill a few days ago. So there’s another reason for you to take a breather.

o Take your prenatal vitamins. Keep taking these. You will need them, especially during this recovery time. Your body needs all the necessary minerals and vitamins to boost your immune system and promote overall health. You’ll be glad you took them every day.

o Continue eating for two. If you’re breastfeeding, this is an especially important concept, as you’ll need to eat enough to keep your milk supply flowing. It is very easy for postpartum women to want to start dieting right after giving birth. However, the healthiest option is to simply continue eating nutritious foods and eating enough to keep your energy levels up, because you will definitely need energy in the early morning hours! Additionally, doctors recommend that lactating and postpartum women eat between 2,000 and 2,400 calories per day. So eat, and eat healthy.

o Keep others in your life. Never feel alone or isolated. If you don’t have family nearby who can help you, seek help within your community: churches, civic groups, and nonprofit organizations, as well as friends. Additionally, there are plenty of online communities and discussion groups specifically geared toward pregnancy and parenting-related topics that are helpful to new moms.

Above all, do the things you love the most: reading, meditating, writing, and doing crafts. Do something you really enjoy every day as much as you can. In time, her baby will begin to sleep through the night and one day she will realize that she can finally get her “z” back.

How carrot juice can improve your life

Drinking carrot juice is one of the most popular ways that you can improve your diet. Often called the “miracle juice” because of the many health benefits of carrot juice, many people around the world have seen a great improvement in their health by drinking carrot juice regularly. Carrot juice is not only delicious on its own, carrot juice is also great for combining with other juices to make a drink the whole family can enjoy. And juicing carrots is easy!

Carrot juice is the richest source of many vitamins

Carrot juice is one of the richest sources of vitamin A, as well as an excellent source of other vitamins, such as the B complex. Carrot juice is rich in mineral content with high levels of calcium, copper, magnesium, potassium, sodium, phosphorus, chlorine, sulfur and iron. Vitamin A is required by the body for many essential functions, such as:

  • Good vision, especially at night or in dark conditions.
  • Good bone and dental development.
  • Healthy reproduction, both for the male and the female
  • For healthy skin and mucous membranes. Vitamin A deficiency can lead to dry, rough, and flaky skin. Increasing vitamin A is a quick way to restore and heal healthy skin and may prevent future problems.
  • Protection of the body through its use as an antioxidant, potentially reducing the risk of, or even eliminating from the body, certain types of cancer and cancerous tumors.
  • resistance to infectious diseases

Vitamin A is especially necessary in the diet of pregnant mothers to develop and maintain the health of both the mother and the developing child. Fresh carrot juice should be included in the diet, not only during pregnancy, but also during lactation of the baby.

How to make carrot juice

Carrot juice is fast. Buy organic carrots for even more benefits and better nutrition. Clean the carrots with water and a stiff vegetable brush. Do not peel, as the skin and upper surfaces contain valuable vitamins and minerals. Make juice using any good juicing machine from one of the major juicer manufacturers (buy online through our recommended vendors). Remove the carrot juice from the juicer. It should be drunk immediately it is done. If this is not possible, store the carrot juice in an airtight container which should then be stored in a refrigerator.

Carrot juice can be mixed with most other juices. Carrot juice is a delicious drink that everyone in the family can enjoy at any time of the day and drinking it will help cleanse the body and prevent diseases.

Car DVD: a transformation for your vehicle

Technology has done it again with its new car DVD. DVD systems for your cars have been around for quite some time, but they are nothing like the new ones that have hit the market. These new players even come with touch screen capabilities where everything is done with the simple touch of your finger.

You can have the DVD player mounted in your dash or choose to have it easily accessible in your center console. Many of the players have different attributes that can also be used while you are on the road. Such attributes include Bluetooth and GPS capabilities.

GPS is used as a means to navigate where you are going. It helps eliminate having to ask someone for directions or even carry a road map when heading into territories you may never have found.

After you get a car DVD, of course you need a TV to play the videos. When you get a TV, be sure to face it toward the back of your vehicle. All that was behind the DVDs was to be able to create a calm and pleasant environment for their passengers. You, as a driver, still need to pay maximum attention to what is happening on the road. Don’t let the player distract you; if so, you may need to remove it.

There are individual players and players that can hold more than one DVD at a time. These players let you not have to worry about changing DVDs every time a movie stops. He deviates from any distractions that take his mind off the road.

Many parents love car DVDs because they can keep their kids busy while they focus on the road. You can stop the constant crying and fussing just by putting on a DVD that your kids will enjoy watching.

Car DVD is also great for adults. You can watch a movie while you’re on a long road trip and make it seem like a few hours instead of a long drive through nothing. Technology is always finding ways to make things so much more enjoyable wherever you want to go or whatever you’re doing.

Car DVD players are just the beginning of your vehicle’s transformation.

Grammar teaching: implicit or explicit?

Based on my 15 years of experience teaching EFL (English as a Foreign Language), the statement “grammar teaching should be implicit, not explicit” could be argued both for and against. Whether to teach grammar as an approach drawn from ELT (English Language Teaching) or more passively as an inductive and comprehensive subject has been the subject of countless debates by institutions, teachers, grammarians, and language researchers for decades. Grammar is the branch of linguistics that deals with the form and structure of words, or morphology, and their interrelationship in sentences, called syntax. The study of grammar reveals how language works, an important aspect of both acquiring and learning English.

In the early 20th century, grammarians such as the German-American anthropologist Franz Boas and the Danish linguist Otto Jespersen began to describe languages, and Boas’s work formed the basis for various types of study of American descriptive grammar. Jespersen’s work was the forerunner of current approaches to linguistic theory, such as Noam Chomsky’s Transformational Generative Grammar.

Chomsky, who studied structural linguistics, sought to analyze the syntax of English in a structural grammar. This led him to view grammar as a theory of language structure rather than a description of actual sentences. His idea of ​​grammar is that it is a device for producing the structure, not of a particular language, but of the ability to produce and understand sentences in all languages. Since grammar is the means by which we can understand how a language “works”, a definitive study of the grammar of the language is essential to the study of the language.

However, strictly explicit grammar study, and even grammar-focused lessons, are often not based on communication. Therefore, they can be boring, cumbersome and difficult for students to assimilate. Strict grammar/structure teaching, except with students of Logical-Mathematical or Verbal-Linguistic multiple intelligences, can be frustrating and highly ineffective.

The teaching of grammar must be implicit.

In the early 20th century, Jespersen, like Boas, thought that grammar should be studied by examining living speech rather than by analyzing written documents. By providing grammar in context, implicitly, we can expose students to substantial doses of grammar study without taking them away from learning English or another foreign language. I also agree with this implicit approach to teaching grammar. The main way I accomplish this is by teaching short grammar-based sessions immediately followed by additional function-based lessons where the new grammar/structure is applied in context.

The hypothesis is that adult language learners have two distinct ways of developing skills and knowledge in a second language, acquisition and learning. Acquiring a language is “picking it up”, that is, developing proficiency in a language by using it in natural communicative situations. Learning a language differs in that it is “knowing the rules” and having a conscious knowledge of the grammar/structure. Adults acquire language, although generally not as easily or as well as children. Acquisition, however, is the most important means of acquiring language skills. A person’s first language (L1) is primarily learned in this way. This way of developing language skills often employs the teaching and learning of implicit grammar.

The teaching of grammar must be explicit.

However, this does not completely exclude the explicit teaching of grammar. Some basic features of the grammatical structure of the English language are illogical or different from those of speakers of other languages ​​and do not lend themselves easily to being well understood, even in context. In cases where the features of English grammar are diametrically opposed or radically different from the learner’s L1 form of expression, explicit teaching may be necessary.

Aspects of English language grammar that can offer an exceptional challenge to learners of English as a foreign language include the use of word order, determiners (this, that, these, those, a, a, the), prepositions ( en, sobre, en, por, para, de, of), auxiliaries (do, be, have), conjunctions (but, like this, however, therefore, although, although), interrogatives, intensifiers (some, any, few, more, too) and distinctions between modal verbs (can, could, would, should, can, could, should). Phrasal verbs also present considerable difficulty for Spanish speakers to learn communicative English.

Some students are also logical or linguistically biased thinkers who respond well to the structured presentation of new material. Students of logical-mathematical and verbal-linguistic intelligence are excellent examples of those who would respond well to explicit grammar teaching in many cases.

Based on my English language teaching and my second and third experience learning foreign languages ​​(L2, L3), an exclusive approach using implicit or explicit methodologies is not as effective as using one or the other of these approaches as needed. . While it is essential to teach language elements and develop communication skills in our students, there is no better way to introduce them and give them practice. Young learners have a more natural ease in acquisition, while adults can benefit substantially from more “formal” language learning. Learning styles and intelligence strengths are also a significant factor.

There are many generally accepted ways to present the sounds, structure, and vocabulary of English, including colloquial forms of conversation and the four basic communication skills. The grammar envisions the “communicative economy.” Grammar teaching should be implicit or explicit, as teaching/learning conditions can dictate and help minimize the student response most feared by teachers: “Teacher, I don’t understand.”

Note: Scholarly references for this article are available upon request.

Articles related to language learning and teaching in this series available online include:

“Learn a language: 6 effective ways to use the Internet”

http://ezinearticles.com/?id=76453

“Six quick tricks to learn a language”

http://EzineArticles.com/?id=72718

“What’s the weirdest thing you’ve ever eaten?”

http://EzineArticles.com/?id=81349

“What makes a person smart?”

http://EzineArticles.com/?id=81350

Teaching English in Colombia: dealing with grammar, gold, weapons and guava

http://ezinearticles.com/?id=85995

Try this for perfect past tense pronunciation practice

http://ezinearticles.com/?id=86780

7 Steps to Improve Business English: Choosing a Business English Training Program

http://ezinearticles.com/?id=81697

English only in the EFL classroom: Is it worth the trouble?

http://ezinearticles.com/?id=89180

What is a mini-lesson?

A mini-lesson focuses on a specific teaching point and lasts from five to twenty minutes. You can teach a mini-lesson with a whole group, a small group, or with individual students. Mini lessons are ideal for quick lessons that lead to active participation.

Steps to complete a mini lesson

Before you plan your mini-lesson, you need to determine your teaching point. A teaching point is a specific objective. What will the apprentice do? A teaching point might look like this: The writer will select a topic to write a nonfiction magazine article. Once he has a teaching point, he can start planning his lesson.

Step One: Model

The first step in teaching a mini-lesson is to model what you want your students to do. If your point of teaching is to have your students select a writing topic, then you should model the selection of a topic. You could show students a list of magazine article writing ideas that were generated the night before. Maybe you have ten ideas on the list. Write the list on graph paper or post it on a projection device. Think aloud about your thinking as you consider your issues. What topic do you know more about? What topic is the most interesting? What topic could you spend time writing on without getting bored? What topic has enough meat to fill the article space? These are the types of questions you would ask yourself (out loud) for this particular teaching point. His goal is to show his students how he eliminates topics and selects the best topic to write about. You can complete this step in less than five minutes.

Step Two: Active Engagement

The next step in teaching a mini-lesson is to actively involve your students. Active engagement can range from turning to a partner and talking to hands-on experience. The keyword is “active”. Students participate in practice (trial and error) while the teacher supervises and helps their students. In the case of our writing teaching point, students could work in pairs to help each other talk about their writing ideas to choose the best idea. At the end of the session, students should be ready to write. This step can take five to ten minutes.

Step Three: Share the Learning Experience

Before leaving the mini-lesson behind and releasing students to responsibility, gather your class (or meet with your small group or individuals) to share the learning experience. In the case of selecting topics, students could share their writing prompts with the rest of the class and tell how they decided on their topic. In this case, it’s not the topic that they think about, but rather the process they were involved in when choosing the topic. Spend no more than five minutes on step three. You have to make your students work now! It’s time to write (or read).

Mini-lessons are a great tool to keep your students engaged and moving. Children are connected to television, video games and the Internet to the point that they quickly lose interest. Shorter, more engaging lessons keep your students engaged and your teaching fresh.

Adjuvant Atrocities – Autism and Vaccines – A New Theory

(VK Singh, a respected Indian physician and professor of organic chemistry, has been studying autoimmune disorders and autism and vaccines for the better part of 20 years. Byron Richards is a founding member of the International and American Associations of Clinical Nutritionists and director of Wellness Resources, Inc. This article is based largely on the work of both).

Many people have been yelling that the autism-vaccination connection is patently false ever since Democratic candidates brought up the issue this US election cycle. The reasoning is simple: The best theory most people can find for the connection is the presence of thimerosal, a mercury-based preservative, in many vaccine formulations. Everyone knows that mercury is toxic and it makes sense that there is a causal relationship. But with a little more digging, everyone learns that the FDA and CDC required vaccine manufacturers to remove thimerosal from most vaccines (but not the flu shot!) in 2002, and autism rates continue to rise.

However, there is another, much more subtle connection between autism and vaccines. According to Byron Richards: “The rate of autism is directly related over time with the increase in vaccinations given to our babies.” This should lead us to the conclusion that if there is a connection, it is between autism and the number, not the presence, of vaccines given to babies. The number of vaccines given to babies younger than 15 months has tripled in the last 15 years, from 7 to 21.

Point?

So what about getting more injections could cause this increase in autism? Regardless, Richards and Dr. VK Singh proposed strikingly similar hypotheses.

According to Singh, autism shows many striking similarities to an autoimmune disease. The same types of tests that record autoimmune diseases also record autism; autism occurs four times as often in boys as in girls (similar to the pathology of several common autoimmune disorders; girls may be genetically more resistant to this phenomenon due to the autoimmune dangers of bearing a child); autistic patients respond well to treatments for autoimmune diseases.

Singh said: “The linkage of vaccines to neurological disorders occurs by promoting an autoimmune process, triggered by the virus present in the vaccine together with the adjuvant used to sensitize the body to this virus.” Simplified, this means that the adjuvants that are put into almost all vaccines trigger autoimmune reactions that can cause neurological disorders.

An adjuvant is a substance added to a vaccine to enhance the body’s immune response to the vaccine’s main ingredient. According to Richards, this “starts an inflammatory reaction (the first step in any immune response). The idea is to rev up the immune system so that it can see the weakened disease and learn what it looks like, so that if it ever sees again it will be more ready to fight it.” So adjuvants cause inflammation (which helps your body find and build immunity against the virus in the vaccine) and also trigger autoimmune neurological disorders.

A side note

Singh also hypothesizes, rather limited in this author’s opinion, that “an autoimmune response induced by the measles virus was a causal factor in the autism…[which] it may also explain why some children show autistic regression after immunization against measles, mumps, and rubella (MMR). source of Dr. Singh’s approach to this particular vaccine).

Citing the work of another physician, Singh notes: “In several cases, electron microscopy has revealed live measles virus in the intestinal lining of children with gastrointestinal abnormalities common in children with autism.” Translation: A significant number of children have live measles in their guts, and a statistically significant number of those children have autism. If Singh’s theory of measles-induced autism is correct, it means that many more children were almost autistic, but he avoided that fate through some unrecognized mechanism.

inflammation of the brain

Richards, in an article on naturalnews.com, said: “It is clear that people with autism have excessively inflamed brains… Multiple inflammatory insults from the adjuvant in vaccines, at a rate of 1 in 150 cases, fix the brain.” . on fire’ and causes autism. Besides, and to a lesser extent (but just as important to society), a minor ‘forest fire’ causes ADHD and intelligence impairment.”

The brain has many so-called ‘glial’ cells, which are cells that provide nutrition and create myelin, which forms the outer layer of our neurons and prevents short circuits from occurring. These glial cells serve a secondary anti-inflammatory function for the brain. A weak glial anti-inflammatory barrier could be the reason why 1 in 150 people fall victim to autism induced by vaccine adjuvants.

I don’t want my son to go unvaccinated. What I can do?

Fully developed children (over 2 years) have much longer to develop a glial barrier than infants, whose nervous systems are still developing. Also, the glial barrier regenerates over time, so vaccinating babies more slowly is safer (although not perfectly safe, of course).

Note that, according to Singh, “a small…proportion of children develop autism as a result of prenatal or postnatal infections, eg, with rubella, cytomegalovirus, herpes simplex, HIV, etc.” There is no absolute guarantee that by avoiding vaccinations completely your child will also avoid autism, but when you compare the rate of autism today (1 in 150) to the rate of autism 20 years ago (1 in 500), you can reduce the chance that your child will have autism by more than two-thirds.

Having done the math myself, as a new parent I can tell you that my son is not being vaccinated against anything until she’s a year old, and after that, I’m going to insist that she spend at least a month between injections. (As a bonus, there’s a chance, however small, that this will blow up in the faces of the drug companies in the meantime, and they’ll be forced to reformulate the vaccines with less dangerous ingredients before I have to vaccinate my child.) .) That will still give him plenty of time to get the necessary shots in time for him to go to school, and keep all this worry about autism and shots to a minimum.

8 educational benefits of audiobooks

There is no denying the fact that most people hate reading as children. Only a few children enjoy reading, especially if there is an alternative.

Audiobooks have now made it possible for children to have better access to materials they don’t like to read.

Of course, they should still read, but reading any material and continuing to listen to it makes reading that much more interesting.

Many schools have now brought audiobooks not only to the homes of their students but also to the classrooms.

Education industry experts have agreed that audiobooks in the classroom greatly help students more than regular books, especially those students who are just beginning to read or those who have reading difficulties.

Below are 10 specific benefits of using audiobooks for students:

1. Using audiobooks to teach children at school gives them “variety.” Instead of just listening to their teacher, they benefit from the change that comes with “another” teacher.

2. There are specific audiobooks prepared with children in mind that are not only educational but highly entertaining. These types of audiobooks make learning much more fun than normal teaching.

3. Using audiobooks to teach children at school will give teachers more time to prepare for the next lesson. Teachers can play the audiobook for children while doing something else.

4. For children with reading difficulties, they can slowly follow along with the audiobook readings until they feel comfortable reading.

Simply following an audiobook to read while looking at the printed material in front of them can increase their learning abilities by a very high percentage.

5. Audiobooks save money. Instead of buying dozens of books for a classroom, just one audiobook can be played for all the students in the classroom.

There are certain audiobook rental services on the Internet, such as Jiggerbug.com, which allow teachers to rent as many audiobooks as possible at a very low cost. This is much more cost effective than having to buy even one audiobook.

6. Audiobooks that tell interesting stories are very helpful when children are too tired to read and study.

Most importantly, popular stories that children love will be very interesting for them to listen to.

7. Kids don’t like print books as much as audiobooks. They find it much more comfortable to “listen” to an audiobook than to “read” a book.

8. Audiobooks also get children to deal with the pronunciation of certain words that they would have difficulty with when simply reading them. By hearing the pronunciation and seeing it in print, they would understand it better.

In general, most children find it a lot of fun to listen to an audio lesson, instead of having to read it. That is why children spend a lot of time watching movies, instead of reading.

It’s no wonder more schools are embracing audiobook technology to teach their children. And with the services freely available on the internet now, it’s now more profitable than ever.

Funny Car Story – I Swear The Post Moved

When I was 16 years old I learned to drive. I took the Driver Education course at De La Salle High School in New Orleans. I went through everything and my dad told me that I couldn’t drive until I was 18 years old. He knew that he shouldn’t try to negotiate some things and this was one of them. He was really disappointed.

When I turned 18, I was the designated “go for” driver. Charles, you’re going for this. Charles, you’re going for that. Charles, do you want to go to dinner? Charles, you’re going for… Well, you get the idea. One day I went for Popeye’s Chicken. they have the better never onion rings.

As I was pulling out of the parking lot, I reversed the grenade and crashed into the concrete base of a utility pole. I have the moved position. I got out and examined the damage to the car. The passenger side rear quarter panel had been shifted to the rear door panel, which had been shifted to the front door panel, which had been shifted to the front quarter panel. There was no way he could help but tell Dad what had happened to his car. I went home with my last meal. He was determined not to look like a man on death row.

Now you need to understand my dad. He’s not like other dads and after I got through my first two decades, I finally realized what a great guy he really was. I talk to him on the phone at least once a month and make sure he knows I love him. I’m sure he loves me.

At 18, I was still convinced that my father could love me very much and kill me at the same time. He had only spanked me 3 times in my entire life and he had never hit me. Not letting him down wasn’t necessarily my strong point, but I had a nagging feeling that I shouldn’t come home. I could eat all the chicken and onion rings on my way out of town.

After dinner I went up to my dad. He was sitting outside watching the birds and drinking a beer. I sat next to him in one of those aluminum folding chairs. He yelled at me and I thought it sounded like he was saying, “Guilty.” I bare my soul When I was 18 he was 6 feet 7 inches tall in my bare feet. He had been playing basketball for 3 hours every day since he was 14 years old. He was not behind me.

I was close enough to Dad to get thrown across the yard and he was strong enough to knock me unconscious before hitting the ground. I’m sure he would have easily cleared the fence and landed in the next yard.

I’ve never been able to confirm it, but I think Dad always suspected that I was hiding a lot of my flaws from him. He was correct. One thing that a Christian Brothers school like De La Salle teaches young people is how to be very misleading. When I got into trouble, I think a part of Dad felt a little proud that I wasn’t always that kid who got perfect grades for conduct.

After hearing my story of pain, he asked me if I was hurt. I replied, “No. The only damage is to the car, but the passenger side car doors couldn’t be opened anymore.” He smiled. I guessed that he was so surprised by my story that he had gone mad with rage. The repair would easily cost $800. It is not a small sum for my father.

This was what he told me:
Charles, when I was 12 years old, I stole my dad’s Model A. I took it to a field and ripped the transmission out of the car. When your grandfather came out to rescue me, he just asked me how he was, he assessed the damage to the car and helped me tow it to the barn. He taught me that “anything” can be fixed, but sometimes humans can’t.

I had never driven a stock transmission vehicle, but I understood that breaking a transmission could mean that you shifted gears incorrectly and grounded the transmission gears. I understood what he was saying, but I had to dig my hole a little deeper. I replied:
Dad, I see what you’re saying, but you were 12 and grinding gears isn’t the same as what I did to your car.

Then he said between laughs:
Without sound. You don’t understand that I drove the Model A through a field and ran over a stump. When I stopped, the car and the transmission were no longer connected to each other.

I can only see a younger version of my grandfather shaking his head, wondering how my dad managed that.

So what did my 18 year old mind conclude from this story? What moral did I get from this? Of course, today I realize how many accidents I avoided by waiting until I was 18 to drive. But back then I mostly remember that dad could drive at 12 and I had to wait until I was 18!

It wasn’t until my mid-thirties that I realized what I had really said. She treasured his son more than she treasured a car. He still does it today. I’ve been told that he and his great-granddaughter are inseparable.