Getting an IT certification poses many benefits for any individual, especially for those who are pursuing a career in IT. Aside from the fact that a certification grants an IT professional a chance for career growth, it also ensures that he or she is more or less ready to handle up and coming forms of technological innovations.

However, getting an IT certification is not easy. Instead, it entails a step by step procedure which requires careful planning, analysis, and implementation.

Step 1: Identification of the desired certification

Getting an IT certification is akin to determining what course in college a person should pursue, or what career path should an individual take. With the many IT certifications that are offered by various computer system and software manufacturers and developers, it is important to gauge which among these certifications will provide an individual with the most benefits. Among the other factors that should be considered are the aptitude and the affinity of the individual towards a specific IT application.

Step 2: Acquisition of Hands-on Experience

Once the individual has decided which IT certification he wants, the next step is to make sure that he is exposed with the software or the necessary computer application and programs. This can be done through on the job experiences in the IT industry. Note that there are some advanced certifications which may require the examinees to have at least a year of IT-related work experience.

Step 3: Acquisition of IT Trainings

Aside from getting hands-on experience, the individual should also acquire added knowledge through IT trainings. The individual can make use of the various forms and methods of IT training such as those that can be acquired through books, computer-based education tools, and manuals; those that can be gained though company in-house training; or those formal IT training courses provided by it consultants and IT schools.

Step 4: Determine what can be expected from the certification exam

To make sure that an individual is ready for the certification exam, he should first identify what the examination offers. This includes the process of familiarization with the testing objectives, along with the necessary topics and skills that will be required for the exam. The best way to do such is to review the exam guide for the desired IT certification.

Step 5: Assess present capabilities with a trial run

Before taking the actual exam, the individual should first assess if he is really ready to take the test. Such can be done by taking a comprehensive practice test. If the individuals achieves desired results, then that indicates that he is more or less capable of handling the real certification exam. However, if the individual gets a failing grade with the practice test, he should consider repeating steps one to five.

Step 6: Taking the required exams

Once the individual has passed the trial exam, he should then try taking the actual certification exams. The individual should find independent testing organizations that administer the test at a venue which is in his local. Note that the test registration can be done through the internet or at specific testing locations. Most IT certifications require a test registration fee.

Those planning to travel, for business or pleasure will do well to learn the system of length conversion known as the metric system. In fact, a knowledge of metric length conversion will serve you well wherever you go on the planet, since only three countries in the world - Liberia, Myanmar and the U.S. - have refused to accept the metric system. (In the U.S., rejection of the metric system cost NASA $125 million dollars when a valuable Mars probe was lost back in 1999, because the scientists were working with two different measurement systems.)

Can You Count To Ten?

This rejection of the metric system is a mystery, because metric length conversion is quite easy - far simpler than the old-fashioned Imperial system of weights and measures in use today. If you can count to and add, subtract, multiply and divide by tens, you can master the metric system in short order - because all length conversions are based on powers of ten! A quick look at a length conversion chart can tell you all you'll need to know.

Bucking Ancient Tradition

This is a lesson that was learned in Japan over eighty years ago. Between the late 700s and 1924, Japan used an elaborate and complicated system of weights and measures called shakkan-ho. When you understand that the base unit, the shaku was equal to the distance between the tip of a person's middle finger and the thumb, you can see how length conversion would be inconsistent.

Start Converting Now!

When it comes to metric length conversion, the base unit is the meter. Everything else is either a multiple of ten or a tenth of something else. Length conversion is even easier to estimate when you understand that a meter is just a bit more than a yard, or three feet. Instead of being divided into units of twelfths however (i.e., 36 inches, or 3 x 12), the meter is divided into tenths and hundredths. Instead of inches, your metric length conversions in terms of short measurements (such as clothing) will be based on the centimeter, which is equivalent to 1/100th of a meter (just like a "cent" is 1/100th of a U.S. dollar).

Going From Here To There

Length conversions are even easier when it comes to longer distances. As you may know, a mile is 5,280 feet, and based on an antiquated system used by the Roman Army two thousand years ago!

Without having to resort to a length conversion table, if you understand that the basic unit of long-distance measurement is the kilometer, and that this is equivalent to 1,000 meters (just like a kilobyte is 1,000 bytes for you computer geeks), you'll have no problem with metric length conversion while in Japan!

Susan Slobac is an avid supporter of extended learning. She is active in helping educators with an interest in teaching internationally, and her experience includes development of metric conversion curriculum.

So, you are about to foray into your favorite woodland, and enjoy another wild berry picking experience. Did you know - if the crop is moderate to heavy - you could pick four to ten times as many wild huckleberries in an hour, with an inexpensive tool known as a "huckleberry rake"?

How to get more berries in your bucket!

The actual berries on most species of huckleberry plants, grow ONLY on the current year's growth. So don't try to "bull" your way through the plant. Since the tines of a rake are usually metal, and quite sturdy, there is a high risk of damaging the wild plant if you try to rake more than absolutely necessary. Plus you will hang up, and get more leaves in your bucket, which are time consuming to pick out.

If the berries are really sparse, you are best to hand pick. However, the heavier the huckleberry crop, the more a rake increases yields above handpicking ... for obvious reasons!

Think small!

Huckleberry rakes work best with a small, manageable clump of berries. Short, quick, relaxed strokes, with just the right amount of berries and branchlets as a target, will net you the greatest yield. Until you get the hang of the wrist action, chase the smallest branchlets first, at the tips of the main branches. Slide the tines in just under the lowest huckleberry in a clump of maybe three to five berries, to start, then pull the tines up and through the loose bunch of wild huckleberries.

Your first swipe: "What just happened?"

Probably one of two things. Either you went too slow, and the huckleberries were pinched and squeezed, while your rake hung up a bit on the tiny branchlets. Or, you went too fast, and most of the berries flew OVER THE TOP of your rake, peppering the surrounding vegetation. Just like the rookie shrimp fishermen in the movie Forrest Gump, who only got old boots and a toilet seat in their first catch, your first raking efforts may net you more leaves than berries.

Not as easy as it looks, but you will get better, fast! If you are a fisherman or fisherwoman, you know what I'm talking about when I describe "setting the hook". You get the line semi-taut, and then at just the right moment, you feel a tug, give a little snap of the wrist and "fish on!". You can describe and explain how to do the wrist motion all you want, but until you experience the sensation a few dozen - or even a few hundred - times, you just won't know how to set the hook, and catch that lunker.

Round 2!

So, lets try again. As you slide the tines under the huckleberries, maybe six to ten berries this time, you want to bring up the rake against the slight "pressure" of the attached berries -- just like taking the slack out of a fish line. Note that if you try to take in too many branchlets with one swipe, the pressure turns your rake into a snarl among the twigs, reducing the effectiveness of your efforts, and increasing the risk of damage to the plant.

The instant you feel the slightest hint of back pressure, you will do a short, gentle "snap" of your wrist, upward or outward. Too slow, and you snag the branches and bruise the berries, taking in lots of leaves. (This happens because you are pulling the berries off, instead of popping them off.) Too fast, and more berries fly over the rake, than into the rake.

Practice, practice, practice!

Don't give up! At first you may feel like it would be faster to pick by hand. And it would be! But hang in there, things will change, and once they change, you will rack up gallon after gallon of huckleberries with a rake much faster than you ever thought possible. Once you get comfortable, each wrist movement will bring in up to a dozen (or more) beautiful purple berries in the blink of an eye.

Using both hands with a huckleberry rake:

As you get the hang of the basic stroke, and get a feel for how many branchlets and berries you can really rake in with one stroke, without snagging, you develop a sort of rhythm. Now it's time to add your other hand as a feeder to the huckleberry picking production line. In fact, you probably were already doing this by now, instinctively.

A huckleberry bush often displays berries across a span of ten or twenty inches (or more) around the top and outside of the plant, while your rake might only be six inches wide. You can really only rake a swath four inches wide or so, cleanly. But by using your hands in tandem, you can cover a lot more of the plant in less time.

Your free hand gathers branchlets together, between the thumb and fingers. You pinch the twigs; either together to make a larger clump of berries, or away from the main plant so they are easier to rake cleanly without snagging. And try to avoid as many leaves as possible.

Then in comes the rake. Swish. Repeat. (You will always get a little snagging, so don't worry about it, just work to avoid pulling off branches when you do hang up. Better to back out, and take a smaller stroke, than damage the plant.)

Feel the rhythm!

Again, you will get a rhythm going, this time with both hands. Some strokes will not need the second hand... a branchlet with nice berries is hanging out there, all by its lonesome, and a swish with the rake will do the trick. In "heavy" huckleberry bushes your second hand will get a workout.

An experienced "raker" is a joy to behold, as he or she works around the plant, no wasted motion, short and easy wrist movements, gleaning most of the plant, while standing in one spot. Maybe a short step to the side of the wild huckleberry plants to change the angle, and get any remaining berries. Then he or she works right on through the patch in a semi-systematic fashion, with short interruptions where a stray berry gets popped into a mouth, or the picker takes a swat at an insect.

A final plea.

NOTHING damages a wild huckleberry plant more than clipping or breaking off a branch, or even the entire plant, which I have seen people do. Wild huckleberries take 5 to 15 years to reach a productive stage, and when you cut them back - even though it might make picking easier - something else is likely to grow back where that huckleberry plant once stood.

Huckleberry rakes are the best tactic for getting four, six, even ten times as many berries in your bucket in an hour, without damaging the wild resource. But even a rake, just like a hammer or screwdriver, can be misused, and cause damage. Operate your huckleberry rake ethically, and all of us will enjoy our wild huckleberry resource for many generations to come!

The ancient site at Avebury in the English county of Wiltshire is recognised as the largest surviving megalithic complex in the world. Its massive outer bank and inner ditch, which would have measured 6-8m (20-25ft) high and 9m (30ft) deep, remain a striking feature on the landscape even though they have been eroded to one third of their original size.

The scale of the site is truly remarkable. With a radius in excess of 200m (650ft) it could contain a site the size of Stonehenge several times over, and apparently has done in the past as two rings of stones to the north and south of radius 49m (161ft) and 54m (177ft) respectively have been discovered (though very few of the stones remain). Another circle, this time of two concentric rings of timber, has been revealed through geophysical surveys to the northeast of the site. Most of the original outer circle of natural Sarsen boulders set just within the ditch perimeter has been removed over the years to provide building material, but around 30 remain, the likely locations of others marked by concrete pillars.

The original site lay abandoned for thousands of years until the arrival of the Saxons who were no doubt instrumental in the destruction of the stone rings as a source of building material. Even more stones were removed to allow ploughing and cultivation of the area during the 18th century (although it is interesting to note how there was less desire to reclaim land by dismantling the bank and filling the ditch!). The site today is criss-crossed by the village High Street and Beckhampton Road reflecting its original use as a very public place.

Although the ditch and bank present an almost impenetrable obstacle to invaders the site would be better fortified had the bank been placed innermost offering defenders an even greater height advantage over their enemies in the ditch but what else could have possessed the original inhabitants to excavate around 200,000 m³ (7 million ft³) of chalk? The answer might be a problem threatening the English landscape today - floods.

Avebury is located on the edge of the water-meadows of the Kennet valley within 300 meters (1000 feet) of the River Kennet, which feeds into the River Thames and on to the North Sea. The threat posed by an elevated water table can be seen on a survey map where the area defined by the contour line 5m (16ft) above the current level of the River Kennet has been shaded. The water borders the western section of the bank suggesting it might have been constructed to prevent flooding. However, the inner area of the site is nowhere more than 6m (20ft) above the current level of the river, which means that at a depth of 9m the original ditch would have been 3m below that of the river and, more likely than not, below the level of the water table as well. That implies the ditch was, at least, intended to hold water at a depth equal to that of the adjacent river.

The Avebury megalithic complex has been placed along with neighboring earthworks and stone and timber structures in the late Neolithic period around 5,000 years ago. Analysis of the growth patterns in oak trees growing on peat bogs in Northern Ireland[2] is indicative of adverse weather conditions at 1153BC, 1628BC, 3199BC, and 4377BC. These dates and others have been associated with acidity peaks in ice cores, frost rings in ancient California bristlecone pines, and with the eruptions of Hekla in Iceland and Santorini in the Aegean Sea. The Smith Creek eruptive period (2600-1600BC) of Mount St. Helens, Washington, US witnessed the largest eruption of this volcano in history. The peat bogs have also yielded microscopic fragments of volcanic glass shards from a further eruption of Hekla. This, together with evidence from an oak tree damaged around 2350BC, could account for a dramatic downturn in the growth of the oaks lasting over a decade. These events are characterized by long periods of rain which would have seen the English countryside flooded to a far greater extent than occurs at present.

Though floods anywhere in the developed world are, today, considered a disaster, washing out roads, disrupting services and laying waste to large urban areas, they may well have been exploited by less organized civilizations in ancient times. Water was the preferred method of transport inland from estuaries for thousands of years before the development of the railway and artificial canals for diverting water have been discovered in Mesopotamia circa 4000BC. Britain during the Industrial Revolution became criss-crossed with canals including the Kennett & Avon that links rivers of the same name. At a width of 20m (70 feet) the ditch at Avebury suggests a purpose more in keeping with a canal. So, rather than protecting the site from floodwaters, the bank was the result of excavating a ditch constructed and deliberately flooded to create a terminus for boats. It would explain why the inner edge of the bank (and possibly the opposite side of the ditch) was reinforced by a rough wall of chalk blocks[3] to prevent damage from passing boats and barges. The large stones placed around the perimeter of the site just inside the ditch would have been used to moor boats, and might have been topped with small fires to illuminate the perimeter at night, as might the stone circles within the site where people would gather to trade goods. The largest stones placed at some of the present entrances to the site marked gaps in the bank where it would have been possible to enter on foot across a ford. The remains of two concentric circles of timber posts, determined during a geophysical survey of the area (but yet to be confirmed by excavation), could be the site of a large timber hall built on stilts to avoid damage by rising water levels. Other inexplicable structures within the area may also have served a purpose in this water-logged landscape. Two massive rings, identified during aerial photography of West Kennett and later the subject of investigation, straddle the River Kennet and are believed to have held timber posts up to 1m (3ft) wide and 7.5m (25ft) high. That would place their tops above the level of the surrounding water perhaps to create a quay or wharf. Silbury Hill 1.5km (0.9 miles) due south of Avebury is one of the tallest and largest man-made mounds in the world. At a height of 40m (130ft) the top would have presented a visible marker for people navigating towards Avebury from several kilometers (less miles!) away and even more so when illuminated by a fire - the worlds first lighthouse.

So, you might ask, what happened to all the boats[4]? Unfortunately wood does not stand the test of time, however, the last of three boats to be found by amateur archeologist Ted Wright in the muddy shores of Ferriby, UK in 1963 turned out to be 4,000 years old[5]. It was constructed from thick Oak planks sewn together with twisted Yew branches and at a length of 15m (50ft) and with a beam of more than 2m (6½ft) could have carried 18 men with a substantial payload. The techniques used in its construction were more reminiscent of early Egyptian vessels than those associated with Britain at the time but the finish was crude by comparison. Though experts in marine archeology placed the boat to later than 1700BC in the prehistoric timeline Wright held firm to the belief it belonged to a much earlier period and was finally vindicated two months before his death at the age of 83 with the development of accelerator mass spectrometry which indicated a date as far back as 2030BC. Although it is 1,000 years younger than the proposed age of Avebury, it is also merely indicative of marine technology at the time (unless it was a prototype), so it's not possible to say for how long this particular design was in use or what preceded it.

As a student, you have several options available to you regarding accommodation during your years of study. You can stay on campus, residing in the University Halls of Residence, arrange your own private accommodation with flatmates, live with a family,or stay at home. As a rule of the thumb, the more convenient the option, the higher the cost. But there are many variables that make each situation different. The following is a brief introduction that may help you to decide.

The University Halls of Residence provide the convenience of being close to the school, and you will be sharing the facilities with like minded students. You have no travel time and the convenience of the all your needs as a student close by. Most Universities will offer you the choice of catered or non-catered accommodation. If you choose catered, you will be provided with three meals a day. If you choose to self cater, you can do so in a kitchen that is usually shared with other students. The downside of living in the halls of residence is cost. You pay for the convenience of living so close, with catered accommodation costing more than self catered. The accommodation will also likely be a 'no-frills' variety.

A second option is to rent private accommodation with flatmates. It may not necessarily be cheaper than residence at the school, but you get to choose the quality and standard of accommodation, and your company. This kind of arrangement is generally of a higher standard with a homey atmosphere. Naturally, with it being off-campus, there will be some travel time, but the extent is entirely dependent on where the flat is situated. You also have to deal with a landlord and negotiate things like rent, bills and repairs.

You might like to live with a family who live close by. You'll have the familiarity of family life to come back to after a hard day at school, and company that is not related to your studies, to allow you to "switch off" and relax at night. Cost will usually be the same as with sharing a private flat, unless you have an arrangement whereby you help out with cleaning or child-care in return for board and lodge. If you are funding your own studies, this might be the ideal arrangement.

If you are lucky enough to be attending a school near your own home, you can just stay where you are, with all your own home comforts and the familiarity of your own family. This is the cheapest option, although it may involve the time and cost of travel. Depending on how you would like to spend your student years, this option will either appeal to you, or it won't. You miss out on student life, be it for the benefit of 'living' your studies, or for enjoying the night life, but you have the stability of your own home, where you can tune out, unwind, and relax.

There are a few dedicated websites providing useful information on student accommodation, including a tenant and landlord responsibilities and some general guidelines. One of these is www.Student-Flats.net, a recommended resource.

Bringing water to Rome was always of great importance in the ancient city - if you could achieve a steady supply of clean and healthy water as Pope Sixtus V did with the Acqua Felice then you were truly considered a success. You could see this success specifically commemorated in fountains all across the city with carvings of emblems and coats of arms.

The fountain of Fontana Paola came into being because Pope Paul V wished to emulate the success of his predecessors and to create a new source of water - the Acqua Paola. The fountain here would be set on the imposing setting of the Janiculum in Rome and would celebrate his success in finding and diverting a new source of water. It's difficult to think of a more fitting monument to celebrate this in than a fountain, after all.

Pope Paul V commissioned two of the Fontanas - Giovanni and Carlo - to construct a fountain of travertine on the spot he had picked. Plans for the outdoor fountain included six columns and other parts of masonry that were taken from the ruins of the Temple of Minerva. The Fontana Paolo fountain was an extremely ambitious project - the designers had to plan and build for five arches (three big and two small) with cascades that flowed into a vast sunken basin for the large arches and into smaller receptacles for the smaller ones.

Pope Paul V's family arms - the griffin and the eagle - were obviously well represented in terms of design. As was the habit of the day, his emblems were used as decoration on the fountain and his success was marked by an inscription for the entire world to see. Sadly, however, he did not survive to see the finished results even though he died ten years after he gave the go-ahead to begin work. It took over 70 years in the end to finish the fountain here. Despite the length of time it took to complete, not all people can agree on how well the fountain works either aesthetically or literally. Many people believe that the Fontana Paolo contains one of the most striking inscriptions of all the fountains in Rome. However, many people also believe that the flow of water doesn't work as effectively as it should considering how imposing the structure was meant to be.

Although the fountain here is relatively old it also has a resonance for more recent history as well. It was here that Garibaldi entered the final stages of his long defense of the republic. It was on and above the terraces of the fountain that he fought his brave fight. For many visitors this adds certain significance to the fountain.

Arizona's Hidden Secret: The Fountain of Fountain Hills

Fountain Hills, Arizona, is the home to the second largest fountain in the world. The city of Fountain Hills is sparsely populated and its homes are widely spaced, offering a more rural setting then the adjacent city of Scottsdale. Having no name of its own, the water feature of Fountain Hills was erected in 1971. Robert P. McCulloch designed and built the fountain. McCulloch's other projects included the reconstruction of the London Bridge in Lake Havasu City, Arizona.

The fountain of Fountain Hills was part of a revitalization project which began in 1960 to improve and make the flat desert space of rural Arizona more desirable to families and other potential residents. The design of the fountain went through several revisions before the final structure was agreed on. The fountain consists of a beautifully sculpted and massive water lily that appears to rest on the surface of a lake. The lily is built from blue-gray limestone imported from Italy. The body of water that the lily "floats" on is a man-made 28 acre lake in the heart of downtown Fountain Hills. The lake is surrounded by lush fields of grass which are enjoyed by locals and visitors alike, providing the perfect setting for an afternoon lunch, an evening escape, or a Saturday morning ball game. Fountain Park has several festivals throughout the year that entice visitors from around the world to attend.

Images of the Fountain Hills water feature can be found on any of the city's governmental documents, souvenirs, and keepsakes sold at local shops. The fountain is a testament to American innovation and pioneering spirit because it and surrounding areas were built from literally nothing to become one of the hottest tourist and living destinations of the American southwest.

The outdoor fountain spews water up to 562 feet in the air once an hour when weather conditions are ideal. This is three times higher then the Old Faithful Geyser in Yellowstone National Park. It is also ten times taller then the Washington Monument. The fountain is powered by three 600 horsepower pumps making it the most powerful fountain in the world. The fountain is visible from several miles away and remains the cultural and historic symbol of Fountain Hills. Today, the fountain is a landmark that is internationally recognized as one of the world's largest fountains.

No matter the good number of historically talented cultures that have made silver and enamel a part of their culture, there have yet to be any of them to truly be able to cultivate the exquisiteness and talents that makes up the Russian Silver And Enamel artistic works the way Russian artists can do. One of the Russian Silver And Enamel secrets of the Russian silversmith artists was to best utilize the Filigree method in uniquely handcrafting pieces of art. With so many exquisitely fascinating ways to work with the Filigree method of Silver and Enamel craftsmanship, Russian Silver and Enamel jewelry has been only one of so many extravagant Russian works of art.

Filigree actually comes from the technical Latin meaning known as 'Filum', which also translates into the word of 'Thread'. When looking a little closer to what Filigree actually is, this a method of artistic design to specifically the thin wiry curling, curving, twisting of the long thin precious metals to be laid and permanently designed in the most uniquely known fascinating designs and designing processes derived from historical times. These thinly delicate pieces of silver and golden wires are gently laid upon and all around the numerous amounts of many variations of other artistically handcrafted Russian Silver designed precious pieces of art.

Not much has changed between yesterday's and today's Russian Silver and Enamel artists when it comes to the hand crafted Filigree silver working process. This is especially true for the exquisite artistic pieces of Russian Silver and Enamel jewelry no matter if it was crafted within the past or present. When it comes to the artistic works of Filigree, it is still an artistic art that is 100% crafted by hand. When the Russian Silver and Enamel Russian artists do Filigree, they have always closely followed the most stringent rules of secretly in how the Russian artists specifically do their most unique Filigree pieces of silver and enamel.

When it comes to the specifics of the Russian tastes of decorating with jewels and enamel inlay, there are many various choices of fine precious jewels and uniquely colorful enamel that is thinly applied or cut into many variations of shapes, sides, colors and styles for specific beautification and application to the precious metals of silver or gold. Whether you are a collector of those most precious Russian Silver and Enamel artworks that is from the past or even the most current present times, there is nothing like having a piece or two of the fine artworks that could only come from the Russian Silver and Enamel collections.

Istanbul's Maiden Tower, Kiz Kulesi, is one of Turkey's most exciting tourist attractions. Built in 408 B.C. by Athenian general Alcibiades to control the traffic of Persian ships in the Bosphorus strait, the Maiden Tower was later rebuilt as a fortress for Byzantine emperor Alexius Comnenus in 1110 A.D.

Ottoman Turks also had a hand in maintaining this beautiful tower, rebuilding the restoring the façade several times throughout the years.

There are many popular myths and legends surrounding the Maiden Tower. Once of the most popular legends is about a beloved sultan's daughter who, it was prophesized, would die of a snakebite on her eighteenth birthday. Wanting to protect his daughter from the prophecy, the sultan sent the princess to the tower for safe-keeping. All was well until her eighteenth birthday when the sultan brought the princess a beautiful basket of fruit to celebrate her birthday and the avoidance of the prophecy. As the princess reached for a bunch of grapes, an asp, which had been hiding in the basket, bit her on the hand and she died in her father's arms. It is said that this legend is how the Maiden Tower (Kiz Kulesi) got it's name.

The Maiden Tower, which was used as a lighthouse for centuries, now houses a restaurant and café that are two of Istanbul's premiere hotspots for fine dining. The café in the Maiden Tower is open to walk-in tourists from noon to nine and dinner in the restaurant is available by reservation only. With frequent live music, D.J.s, events, and the obligatory use of a boat to reach the tower, dining at the Maiden Tower is as romantic as it gets.

The Maiden Tower has been also been used in popular film and television, appearing most recently in the 2007 film "Hitman". The Maiden Tower was also used as a hideout for the villain Elektra in the James Bond film "The World is Not Enough" and featured on "The Amazing Race" television show.

Full of history, intrigue, romance and culture; make sure your vacation to Turkey includes a visit to Istanbul's Maiden Tower.

Contrary to expectations, this article is not about presidential candidates or about any high ranking government official. It is about education and the bad job we are doing in preparing our children for life's challenges.

Drop out rates are frightening: High school Hispanics and Blacks have twice as many drop outs as white students, thereby creating a social crisis that affects all of us. Teenage pregnancies are on the rise, as are the ranks of young citizens on welfare. Who should be blamed, schools administrators, teachers, students, or families?

In the movie "Stand and Deliver", Edward James Olmos plays the role of an actual teacher, Jaime Escalante, who 'rescued' his non-performing students from a life of mediocrity and self-blame. The lesson we can draw from his example is that any student can learn what he/she needs to know to be successful. The key word is 'any'. Students can and want to learn, just not the way regular schools expect them to.

With the good intentions embedded in the "No Child Left Behind" Act, came a series of demands that left the schools shaking their heads in dismay. The only criteria that the federal government was interested in was an improvement in grades from year to year in core academic subjects. That led to the creation of state tests, formulated at great expense with taxpayers' contributions, which took valuable instruction time during the school year. If we count the frantic preparation, consisting mainly of endless memorizations and repetitions, to make students ready for the test, at least two months were lost that could have been used to actually teach something useful, like independent thinking. Some states, like Texas, finally understood the message and are now in the process of eliminating the tests.

Yes, all students actually want to learn; but many arrive in high school with zero expectations due to their very low self-esteem. They have been told time and again that they would never amount to anything in life. The process of learning has become for them a self-fulfilling prophecy: 'They told me I am dumb, therefore why should I try?' Others actually fear going to school because they feel that their teachers' expectations are so high that they won't (the students) be able to perform well.

What can we do? While few of us can equal Mr. Escalante's prowess as teachers, there are a few basic tenets that must be observed:

1. Cultivate students' self-esteem at all times from the moment they step into a classroom for the first time. The first 5 years of school, including pre-K, will determine the child's disposition toward learning. If we give up on them, they will give up on themselves.

2. Not every child learns at the same pace and with the same stimuli. Some of us prefer auditive learning, others visual, and still others want to put their hands on the material. Schools must offer the complete variety of teaching and learning styles in order to give everybody a chance to assimilate learning.

3. Learning must be fun. Colors, games, manipulatives, music, exercise, sports, acting out, team work, movies, labs, etc. are all activities that children love if presented properly. It is up to the teacher to create a pleasant, humorous atmosphere in the classroom.

4. Discipline. A nasty word that many parents reject as a synonym for punishment. Schools and families must work together and agree that discipline is an inherent part of working in a group. Use examples from the NFL or any professional sport; bad behavior on or off the field is sanctioned by sports authorities and by coaches. Remember: children actually like discipline. It brings order to their world. But it must be done with fairness and without anger.

5. Bonding. Perhaps the most important aspect for any teacher is the bond they should establish with every child. If you have 30 students, then you should bond 30 times. That is especially true for elementary teachers who stay the whole day with the same group. By showing you care, the student will respond by making an additional effort in the classroom.

Yes, we do have bad teachers who berate, insult, and despise some students. But they are a rarity; most teachers actually love their job and perform well. They need the support of parents and administrators while trying to impart lessons that will make their students successful.

Born in Switzerland many years ago and now living in Brownsville, Tx, where I teach special education in a local high school. I love my job and the challenges involved in making a difference for so many bright kids who struggle to overcome their disabilities.

What you see - In the now congested lanes of Hyderguda at Himayatnagar is St. Paul's High School, part of the trio of All Saints' and Little Flower. 'Truth is Light' etched in green on the top of the main building welcomes students as they stroll in through the main gate and onto the grounds.

Former All-England Badminton Champion, Pulella Gopichand and Dr. K Srinath Reddy who heads the Department of Cardiology at the All India Institute of Medical Sciences are known to have graduated from this school.

Like Little Flower, St. Paul's was started after All Saints' completed its centenary celebrations. In 1954, Brother John of God decided to start a new school as a part of All Saints' at King Koti. About 300 students and faculty were then shifted from All Saints' to St. Paul's. In 1955, the school was shifted to its current premises at Hyderguda and in 1958 under Brother Stanislaus the school was made an autonomous institution.

What you get - The co-educational school follows the syllabus prescribed by the state (SSC). The process of education is based on traditional values blended well with modernity. Students till class 9 even have a compulsory Moral Science class as a part of the syllabus. Here they are given important lessons on life, morals and honesty.

Then there is a fine for throwing garbage outside the dustbin and as an incentive any student who reports another's disobedience of the rule, is given a part of the money earned through the fine. There is also a strict "English only" policy enforced during school hours to encourage students to develop their communication skills.

The examination system followed is the same as All Saints' and Little Flower where 50% of the marks are for year round performance and 50% for the Annual Examinations. There are special classes for students who need more attention.

The school has four mid-size buses to transport students and the charge is around Rs. 250 a month. The school also has many clubs to encourage extra-curricular and co-curricular activities. It has a state-of-the-art badminton court, a conference room equipped with two projectors for presentations and 12 table tennis tables. The St. Paul's Table Tennis Academy is run by Nagendar Reddy and Ibrahim, both former national level table tennis players. The school also boasts of two full size basketball courts and two volleyball courts. There is also a HAM Radio training centre at the Alphonsa Hall there. The school has a large canteen, which provides for lunch, stationery, text books and uniforms.

The average number of students in each class is 60 and there is enough space in the large classes to accommodate students. The school has around 80 teachers and about 3,300 students. The school has an active alumni association and network to help students stay connected.

Our verdict - Admission is tough here as there is a common admission form for All Saints', Little Flower and St. Paul's. Besides, you cannot give your order of preference while filling the admission form. However, St. Paul's has good facilities for training in badminton, table tennis, volleyball and basketball. In fact, it is widely known for conducting the Annual State Ranking Tournament for Table Tennis.

Drive to - St. Paul's High School

Hyderguda, Hyderabad - 500029.

Call at - 040-23222092

Anytime between - 8.45 AM - 4 PM.

Children face a lot of trouble in identifying their feelings. Due to limited cognitive development, they are unable to identify. But with the passing of time, it develops and grows. They usually express their feelings through play and art.

If you really want to know how your child feels, then enter into their world through play activities or colourful world. This is the best way to understand a child's feeling. For instance, children never express their feelings by saying that "I am feeling depressed because you are going to office." On the other hand, they will react by withdrawing themselves, exhibition of negative behaviour and frequent anger.

Every parent wants its child to be happy, successful and a good human being. The best way to bless your child with good fortune is by enhancing his/her level of emotional intelligence. Here are some significant tips to enhance the emotional intelligence in your child:

* Children unknowingly inherit everything from their parents. Thus, it would be advisable to be resilient and don't allow tensions to overpower you. Children closely observe the way you are behaving with others. So, you must take adequate care of your own feelings.
* It is the responsibility of parents to make the child learn to face disappointment. While shopping with your child, he/she consistently demands this or that. But, it would be advisable for parents to say 'no' to his/her demands. Before buying anything on child's demand, you must check if it is necessary or not.
* Parents should be actively involved in any of the child's problem. One more thing that needs to be taken care of is the calm and reasonable attitude.
* According to researchers, children who are actively involved in the daily house hold chores lead a successful and happy life.
* You must state emotional goals! To sweeten your family environment, avoid yelling, name-calling or disregard. You must be respected by all your family members and must frequently talk about the goals of your family.
* You must treat your child as a wonderful human being and you will soon find him/her wonderful, capable and immensely successful.

Every parent wants its child to be happy, successful and a good human being. The best way to bless your child with good fortune is by enhancing his/her level of emotional intelligence.

Goat milk, unlike any other type of milk, has great medicinal and therapeutic characteristics and has been known to aid/cure skin problems, assist respiratory and digestive processes in infants and promote all around good nutrition in humans.

The Differences between Goat Milk to Cow Milk
Goat milk as a food source is naturally homogenized unlike cow milk, due to its smooth texture, which makes it easy to absorb in the body and digest. Goat milk contains more vitamins A and B than cow milk although both types of milk have the same levels of vitamins C, D, Iron, Protein and Fat. Goat milk contains less lactose than cow milk.

Digestive, Respiratory and other Medicinal Properties
The molecular structure in the fatty acid and protein in goat milk is shorter, unlike cow milk globules, which are big and separate on the surface rendering them hard to digest. Goat milk molecules break down faster and are easier on the human digestive system. This is extremely beneficial to infants who have symptoms of diarrhea, constipation, vomiting and even colic. Goat milk has been known to treat allergies in both infants and adults. In some cases, goat milk has also been found aiding respiratory difficulties in infants with Cystic Fibrosis and children with epilepsy. Goat milk can help in minimizing cholesterol deposits in the arteries as well as improve mineralization of the skeleton, balancing mineral and hemoglobin levels in the blood and increase blood serum vitamins.

Skin
Goat milk is probably most well known for its therapeutic qualities to the skin. It moisturizes and balances the skin PH. This is because goat milk has the same level of acidity as our skin; hence, it prevents harmful bacteria from forming. Goat milk can greatly aid in healing cases of acne, eczema and dermatitis.

Summary
By regularly using goat milk in our soap, we assist our skin in retaining health and vitality. As the PH level is balanced, the skin is continually nourished and moisturized.
Goat milk is applied to the soap making process by adding fresh goat milk or goat milk in powder-form during the cold process, or a goat milk glycerin base during the melt and pour process. Goat milk has remarkable qualities, which we can all benefit from.

The question of who John Chivington is one that is riddled in layers due to the controversy that surrounded the man. John Chivington was born in Ohio in 1821. He grew up while working on his family's farm, married at the age of twenty three and began his career as a minister shortly after. He moved his family around quite and became quite famous for his controversial beliefs against slavery while in Missouri. Because of his strong beliefs and willingness to uphold his beliefs with force if necessary, the church then sent him to Nebraska, from there Chivington and his family found their way to Denver where he soon joined the Colorado Volunteer Regiment and became a military hero.

John Chivington had a clear dislike for the Indians and chose to take advantage of the rising trouble between the settlers and the Indians as a means for his own agenda. Chivington believed that extermination of the Indians was the only way to be rid of them and used his political influence to voice his opinion and sway many to his way of thinking. Shortly after treaties had been signed and agreements made, Chivington and his troops took it upon themselves to wipe out as many Indians as they could, especially when they heard that chief Black Kettle was encamped at the Sand Creek reservation.

On the morning of November 29, 1864 Chivington and his troops slaughtered the Cheyenne inhabitants, even women and children. If that wasn't enough he and troops then mutilated the bodies and used them as trophies. It wasn't until sometime later that the details of the Sand Creek Massacre spread to government officials and the men who were responsible were questioned. Chivington was not formally charged due to loop holes in the system, but carried the weight of the accusations with him for the rest of his life until his death from cancer.

Black Kettle was a Southern Cheyenne chief who lived in territory that stretched from western Kansas to eastern Colorado due to the Fort Laramie Treaty of 1851. He was one of the chiefs who tried to bring peace between his people and the white settlers. Years later as the desperation for gold spread through the settlers the government demanded that they Southern Cheyenne sign over more of their land with a new treaty in 1861, Chief Black Kettle signed in an attempt to save his people. The Southern Cheyenne including Chief Black Kettle were moved to an unlivable piece of land knows as the Sand Creek reservation, located in Colorado. Although chief Black Kettle hoped that the move to Sand Creek would save his people the sad parcel of land began to kill them with diseases and lack of food.

As time marched on and many in the Sand Creed Reservation died the young Cheyenne men began to attack passing settlers in an attempt to obtain food and provisions that the military lacked in providing. Unfortunately this began a series of events that end in heartache for the Southern Cheyenne. Black Kettle attempted to work things out between his people and the militia despite the injustices that had been forced on his people.

Although the militia gave their word countless times, they never followed through, especially Colonel John Chivington. John Chivington and his troops attacked chief Black Kettle and his people at Sand Creek, massacring anyone who stood in their way on November 29, 1864. Black Kettle was able to escape and even save his wife. Black Kettle was a man who believed in the hope of coexistence, he signed treaty after treaty, he moved his people from their ancestral land, and was forced to watch them die again and again. He was a man who had a vision and faith but in the end was disappointed and killed by the white settlers who coveted the land of his people.

The Sand Creek Massacre was a sad and unfortunate event in the history of the United States that occurred on November 29, 1864. There was much contention between the white settlers and the native Indians as the settlers began to branch out and settle throughout the unformed territories of what much later became known as the United States of America. During this contention there were many treaties forced upon different tribes of Indians, one of those tribes were the Cheyenne who were led by chief Black Kettle. One treaty after another led the Black Kettle and his people from one sad piece of land to another until they found themselves on the Sand Creek Reservation more by force than choice.

This was not enough for many settlers, especially one in particular name John Chivington. Chivington led his troops to the Sand Creek Reservation on the morning of November 29, 1864 with the intent of slaughtering as many Cheyenne as possible. That morning Chivington ordered his troops to attack, and they did.

They massacred anything in their way including men, women, and children. There was no mercy shown on chief Black Kettle's people that tragic morning, it has been estimated that between 200 and 400 men, women, and children were slaughtered that day. As if killing wasn't enough for Chivington's troops, they proceeded to sexually mutilate the bodies of the dead and took them back as trophies of their horrific accomplishment. Not only was the Sand Creek Massacre a huge loss of life for the Cheyenne, it also shattered the spirits of those who survived.

When we are put in stressful situations the directions and instructions we give out to pupils who are causing problems us are often very unclear and impulsive. As such they virtually guarantee conflict when they are stated.

Children become confused unless the instructions we give them are very specific - especially when they are in a state of anxiety themselves.

Let's not also forget that a large proportion of pupils in our classes are EBD, ADHD or on the autistic spectrum and as such, have a genuine need for unambiguous, precise instructions.
The following example illustrates this need perfectly and although it relates to an experience in a special school setting, the message is equally relevant to mainstream children:

At the first EBD centre I taught in, the pupils (11-14yrs) were allowed on the yard at break to play football.

These sessions were a living nightmare for whoever was on duty because when the boys were given explicit instructions to "walk down to the yard quietly", they were unable to contain themselves for more than a few steps before tearing off shouting and yelling at the tops of their voices, running wild in the school grounds.

The solution to this problem came when I remembered that the same 'chunking' method I used in class with these boys, whereby their work was broken down into smaller, more manageable tasks, would be necessary in all their activities if they were to be kept under control.

The instructions, which sound incredibly pedantic, broke the short 200 yard journey into very small segments and went something like this...

"Stand silently behind your chairs."

(wait for them to stand in silence before giving next instruction)

"Walk across the hall to the fire door and wait in line."

"Go though the doors and walk down the corridor to the outside doors.

Wait in line at the doors, don't go through them."

"Now walk to the gate and wait in line."

..and so on.

At every stage, if a child misbehaved in any way they were sent back to the previous door to have another go at following the instructions properly. And in their eagerness to get to the yard, they complied every time! Whenever a child continued to play up, they were calmly reminded that the consequence of their silliness was that they were missing their break.

Again, this usually resulted in a compliant child without the need for tantrums from either the staff or the pupil concerned. These extremely tight, precise instructions together with consistently enforced, appropriate sanctions transformed break-times from a living hell into an enjoyable activity for everyone.

The boys appreciated the tight boundaries because they could have a full 20 minutes of football - whereas before, they weren't even getting a game started.

What's more, the staff were no longer having to spend 20 very stressful minutes chasing wild boys round the grounds, and then a further hour calming them down in class. By giving directions that are specific and unambiguous, we alleviate the need to raise our voices or get annoyed. We eliminate all tension from the situation.

The key is that the child's options are reduced to a minimum and they know exactly what is expected of them and exactly what they have to do in order to succeed. Isn't that better than repeating a vague command over and over again, becoming more exasperated and frustrated each time we are ignored?

Here's another example to show how vague instructions are such a waste of time...

On the way back from the yard at break one day, Mark was deliberately lagging behind, bouncing the football.

"Come on Mark, quick... Hurry up Mark, lessons have started... Mark! Break's over Mark!...

Come on... Quickly Mark!...

Mark!...Stop that and hurry up!"

After a few minutes of totally ignoring the first yells from the teacher Mark eventually complied perfectly with the final request - "Stop that and hurry up" - by standing still and bouncing the ball as fast as he could, with a sly grin!

Mark then proceeded to enjoy the undivided attention of two members of staff as they altered their approach from friendly cajoling and encouragement to aggressive shouting and frustrated threats. The incident tied up all three of them for the whole morning as Mark became more and more abusive and aggressive - incensed at the unfair punishment he believed he was receiving. Had the teacher altered her instruction slightly at the beginning, the situation could have been very different.

By giving one clear, specific direction and an explanation of the consequence for not complying, she could have remained in total control, Mark could have returned to lessons and the other member of staff would have been free to teach his lesson.

"Mark break is over. You need to bring the ball here now otherwise you will be paying time back next break."

These days, teaching reading is the job of ALL teachers regardless of the subject area or grade level. The fact is if you want your students to do well they MUST be able to comprehend the material they are reading...whether it is in science class, social studies, or even math. Teaching reading is no longer just the job of the language arts teacher.

However, if you really want to improve reading comprehension you're going to need a couple of "tricks" up your sleeve.

One "trick" teachers can use to improve reading comprehension is by using a strategy know as purpose setting.

Purpose setting is just as it sounds...the teacher helps the students set a purpose for the reading. Setting a purpose for reading impacts what students will remember and positively effects comprehension.

One way teachers can improve reading comprehension through purpose setting is by giving students different roles/perspectives before reading and then have them write down important points from the reading based on those roles.

It's fun to see the different bits of information the students pick up on based on their role.

Here is an example of how to use purpose setting in content area reading...

1. Pick a reading passage for the content you want to cover. It can be from the textbook, a novel, a primary source etc.

2. Place students in groups of 4 or 5 and assign each student a different role depending on the content. For example, a reading passage on the Civil War can include roles such as a Union soldier, Confederate soldier, a mother, father, daughter, slave, plantation owner, politician etc.

3. Make sure students do not tell each other their role.

4. Read the passage aloud to your students or have them read silently to themselves.

5. During the reading have students write a list of important points based on their role.

6. Finally, have students share their lists and try to guess each other's role.

Watch and see how much the students retain from the reading. Once you do, it is easy to see how purpose setting can greatly improve reading comprehension.