Vineyards in Burgundy

When the Frommer’s guidebooks were first launched, founder Arthur Frommer cautioned his readers, “You can get lost in France.” It’s still an apt warning—and promise—today. For those with unlimited time, one of the world’s great pleasures is getting “lost” in France, wandering at random, making new discoveries off the beaten path. Few of us have this luxury, however, and so here we present 1- and 2-week itineraries to help you make the most of your time.

France is so treasure-filled that you could barely do more than skim the surface in a week. So relax and savor Paris, Mont-St-Michel, Chardonnay, or Cannes—among other alluring destinations—saving the rest for another day. You might also review chapter 1, “The Best of France,” to find out what experiences or sights have special appeal to us and then adjust your itineraries to suit your particular travel plans.

The itineraries that follow take you to some major attractions and some charming off-the-beaten-track towns. The pace may be a bit breathless for some visitors, so feel free to skip a town or sight if you’d like to give yourself some chill-out time. You’re on vacation, after all. Of course, you may also use these itineraries merely as a jumping-off point to develop your own custom-made trip.

Chapter 3

25 Ways to Add Humor

Chapter Overview

Humorist William Arthur Ward once observed, “A well-developed sense of humor is the pole that adds balance to your steps as you walk the tightrope of life.” To be sure, the microcosmic classroom has tightropes all its own. The effective instructor, though, can add balance to the classroom by injecting appropriate forms of humor. Surprise is one of those elements. So is a sense of relief. So is the sense that what we are experiencing is a common theme in the circus of life.

This chapter contains 25 ways to help steady those tightrope-learners before you.

1.

Incorporate a humorous bit of information.

Find a humorous fact. Use it to segue into your instructional point. For example, in a course on time management, you could use information about “resistentialism” to introduce the importance of setting deadlines. “Resistentialism” is a term coined by humorist Paul Jennings to describe the feeling that an inanimate object (copy machine, computer) somehow knows when you are under tremendous stress and so decides to break down at exactly that time.

Chapter

4

Moving Data

4.1

INTRODUCTION

The microcontroller 8051 instructions set includes 110 instructions, 49 of which are single byte instructions, 45 are two bytes instructions and 17 are three bytes instructions. The instructions format consists of a function mnemonic followed by destination and source field.

All the instructions of microcontroller 8051 may be classified based on the functional aspect are given below

l Data

l Arithmetic

l Logical

l Bit

l Branching

4.2

transfer group. group.

group.

manipulation group. or Control transfer group.

ADDRESSING MODES

The instructions of 8051 may be classified based on the source or destination type

l Register

addressing.

l Direct

l Register

l Immediate

l Base

addressing.

Indirect addressing. addressing.

register + Index register.

4.2.1 Immediate Addressing Modes

When the 8051 executes an immediate data move, the program counter is automatically incremented to point to the byte(s) following the opcode byte in the program memory. Whatever, data is found there is copied to the destination address. The mnemonic for immediate data is the pound sign (#).

Older than the Pyramids, as sublime as any temple, Egypt’s Western Desert is a vast sweep of elemental beauty. The White Desert's shimmering vista of surreal rock formations and the ripple and swell of the Great Sand Sea's mammoth dunes are simply bewitching.

Within this intense landscape five oases, shaded by palm plantations and blessed by a plethora of natural hot and cold springs, provide a glimpse of rural Egyptian life. Get lost exploring Al-Qasr's squiggling narrow lanes in Dakhla. Watch sunset sear across the countryside atop Gebel al-Ingleez in Bahariya. Take a stroll amid Siwa's sprawling date palms. Then once you've finished adventuring, kick back and just enjoy the laid-back pace of oasis life.

AApr–May After winter, travellers thin out. See the White Desert without the crowds.

ASep–Oct Wander the oases' palm groves as the date harvest commences.

ANov–Mar Desert-expedition high season. Don your explorer hat and hit the dunes.

1

“I SEE . . . A GREAT FUTURE”

(1891–1913)

Paul Vor ies McNutt was born on July 19, 1891, and he was running for the

White House the second “his umbilical cord was severed.”1 That was what his critics alleged later on. The truth was much more complicated. “He was a smart boy,” John Crittenden McNutt, his father, remembered, “but we never thought he might be President.”2 Ruth Neely McNutt, Paul’s mother, saw her first and only offspring as a “child of destiny,” although not necessarily bound for the

White House.3 Indeed, as her son launched his campaign to succeed President

Franklin D. Roosevelt, Ruth had trouble remembering the precise time of Paul’s birth. It had occurred around four o’clock in the afternoon, but the difficulty of the labor seemingly had clouded her memory. “Too bad,” Ruth related, “we did not foresee the possibility of sometime needing to know the exact time.”4

On one level, there was something commonplace about the young McNutt.

Paul was the scion of a middle-income family residing in the middle section of a midwestern state. As a boy and young man, he sought to be part of a group.

MARRION L. BAKER

Solo Motor cycle Officer

Dallas Police Department

"What attracted my attention was this huge bunch of pigeons that flew off; fifty to a hundred of them were flying off the top of this building. I just knew that it had to be close to them or they wouldn't be disturbed like that... "

Patrolman Baker was born in the small town of Blum located in Hill

County, Texas. After moving to Dallas in 1940, Baker later graduated from

W.H. Adamson High School, located in Oak Cliff only a few blocks from where Officer J.D. Tippit allegedly was slain by Oswald. Baker worked at a variety of jobs after high school, then joined the Dallas Police Department in 1954. After nearly two years in Radio Patrol, he joined the Solo

Motorcycle Division and had ridden motorcycles for seven years prior to the

Kennedy motorcade.

I think that morning we were already assigned locations when we arrived at headquarters. They didn't want anyone around the

Presidential car, so they told us to follow in behind the news media. We didn't know whose instructions those were; it might have been from the Secret Service. I know Johnson didn't want anyone around him, especially a motorcycle officer. He never liked that motorcycle noise beside his car. In fact, he didn't like police anyway.

Tiny Salt Cay is the kind of place you come to for real rest and relaxation. There are very few diversions on this small cay - just some fields that were once flooded with seawater, later to evaporate and be raked of sea salt. In those days, this 2-square-mile landmass was the world's largest producer of salt. Remnants of old windmills still turn in the gentle trade winds, a reminder of that bygone era.

Today Salt Cay is the kind of place where you can pedal around on a bike and not worry about traffic. Beautiful waters surround the cay, inviting snorkelers and scuba divers.

MOUNT PLEASANT GUEST HOUSE

Victoria Street

Reservations: ph.  888/332-3133, 649/946-6927

Inexpensive

This simple accommodation with seven guest rooms plus a dorm room with multiple beds is a favorite with scuba divers. All rooms are furnished with antiques and, while they're nothing fancy, they are within walking distance of the beach. A casual restaurant located on the property is a super place to meet fellow travelers.

Forensic psychotherapy is the application of a psychoanalytic perspective to clinical work with the most severely ill, difficult, and at times frightening patients in secure and community settings. The training matrix within which it developed has deep and wide historical roots. Mervyn Glasser, Adam Limentani, Robert Hale, Donald Campbell, and Estela Welldon at the Portman Clinic, among many others working independently such as Arthur Hyatt-Williams and Patrick Gallwey, have made major contributions. Murray Cox and Leslie Sohn at Broadmoor Hospital, along with their colleagues, expanded understanding of complex forensic psychopathology in the high secure hospital. The International Association of Forensic Psychotherapy, spearheaded by Estela Welldon, enabled larger gatherings of professionals in the field to present their clinical work and extend their skills. The purpose of this chapter is to indicate some other current, significant components of this fertile matrix and to describe aspects of the resulting training structures and opportunities for clinicians working in this complex area. We intend particularly to specify the necessary context within which trainees may begin to generate a capacity to understand thoroughly and to facilitate Interpersonal Dynamics (ID) consultations.

9 

The Effectiveness of Potato and

Sweetpotato Improvement Programmes from the Perspectives of Varietal Output and Adoption in Sub-Saharan Africa

R. Labarta*

CIAT (formerly of CIP), Colombia

Introduction1

The International Potato Center (CIP) was one of the second wave of International Agricultural Research Centers established in the early

1970s. Its founding was based on the potential to improve human welfare via changes in potato productivity from applied research in developing countries. Although potato is viewed as a crop of the north, a tipping point was reached at about

10 million hectares and 150 million tonnes in the early 2000s when potato area and production in developing countries exceeded those in developed countries (Walker et al., 2011). Sweetpotato was added to CIP’s mandate in 1988.

Until then, the International Institute of Tropical Agriculture (IITA) was responsible for the genetic improvement of sweetpotato in the

Consultative Group on International Agricultural

Research (CGIAR).

David M. Hays

Immediately prior to World War II, the University of Colorado (CU) began a campaign against racial, ethnic, and religious discrimination that predated the normally cited beginning of the Civil Rights Movement. This movement connected with minority students on campus, but its primary force was drawn from White progressives. Faculty, such as history chair Carl Eckhardt, and student groups, such as the American Student Union (ASU), played important roles in the struggle. By initiating this antidiscrimination movement, the university administration shifted from a detached stance to an active role in off-campus social problems.

The beginning of the Civil Rights Movement in the United States is often dated to Brown v. Board of Education in 1954. There appears to be a preference for eastern origins and solutions to social problems, with their expected movement West. More important is a prevailing belief that the civil rights question was a Black-White affair, defined and elaborated by its southern expressions and battles. Settling for Brown as a start point also betrays the tendency to seek top-down causes for the movement. Convincing arguments have been given recently for somewhat earlier western, grassroots antecedents. However, the propensity to define the civil rights campaign by only its minority-led struggles continues, along with top-down, East-West, and South-centered approaches. An examination of the records of the University of Colorado reaffirms the earlier origins of the Civil Rights Movement that only some historians have suggested. Although these records do include reports or policies from other institutions, there is no indication that CU’s efforts spread from any other institution or region. Instead, the civil rights efforts at CU appear to have sprung from a multiethnic, local racial grassroots impetus.1

appendix five

Treaty of Peace—

Galveston Daily News

T

he treaty of January 3, 1874, that appeared in the Cuero

Weekly Star was later reprinted with variations in the Gal­ veston Daily News of May 19, 1875, on the occasion of twenty-two citizens of DeWitt and other counties arriving there for preliminary motions in their trial for the murder of B. J.

Pridgen’s former slave, Abram Bryant. The number of names dif­ fers as well as spelling variations. It is presumed that the Gal­ veston reporter had a copy of the Cuero newspaper, but chose not to include other names, suggested by unknown persons.

Where there is a spelling question the choice of the Cuero reporter is given, as presumably he would know the proper spelling of those who lived in the area, whereas the Galveston reporter would not. Unfortunately the names were not presented in col­ umns indicating which were Suttons and which were Taylors.

TREATY OF PEACE

THE STATE OF TEXAS,

County of Dewitt [sic],

We the undersigned, individually and collectively, do pledge ourselves and solemnly swear to keep the peace between each other and obey the laws of the county, now, henceforth and forever. Further­ more, we pledge ourselves never more to engage in any party organi­ zation against any of the signers of this agreement.

❖ MANAGING THE GENERATION MIX

Conducting the Exercise

Getting Started

Invite your team to an informal meeting to discuss generational diversity. Assure them that this is not a conflict-resolution session but, rather, an opportunity to share insights and understanding about age-related issues. The purpose is to clear up any misunderstandings that block more productive relationships.

Create a comfortable environment, one that’s conducive to fun, and, if appropriate, provide refreshments.

Keep the tone light and upbeat.

The only “equipment” you’ll need for this exercise are flipcharts and markers for each discussion group and copies of the worksheets provided in this chapter. The meeting room should be set up with tables, preferably round, and have enough elbow room so people can take notes and comfortably engage in conversation.

Step 1. Topic Introduction and Group Preparation

Distribute worksheets and introduce the concept of generational diversity. Define the generations demographically, and say a few words about their history and their role in the workplace. (See Chapters 1 to 4).

8

Could God Really Have Created Everything in Six Days?

Ken Ham

Why Is i t Important?

If the days of creation are really geologic ages of millions of years, then the gospel message is undermined at its foundation because it puts death, disease, thorns, and suffering before the Fall. The effort to define days as geologic ages results from an erroneous approach to Scripture reinterpreting the Word of God on the basis of the fallible theories of sinful people.

It is a good exercise to read Genesis 1 and try to put aside outside influences that may cause you to have a predetermined idea of what the word day may mean. Just let the words of the passage speak to you.

Taking Genesis 1 in this way, at face value, without doubt it says that God created the universe, the earth, the sun, moon and stars, plants and animals, and the first two people within six ordinary (approximately 24-hour) days. Being really honest, you would have to admit that you could never get the idea of millions of years from reading this passage.

It would be difficult to practice adult differentiated learning without first examining theories of both adult learning and children’s learning. Pedagogy, often used as a synonym for teaching, is the art and science of educating children. In its narrowest sense, pedagogy refers to a model in which the teacher directs the learning by making decisions about what will be learned, how it will be learned, and when it will be learned. However, there are many different theories of pedagogy. John Dewey, for example, believed that formal education for children should be based on a learner-focused philosophy, with students learning through activities with guidance from teachers. He believed that learning was life itself, not just a preparation for life (Conner, 1997–2004).

In 2002, Brian Cambourne outlined eight conditions that must be present in classrooms if learning is to take place for children. Don Holdaway (2000) held similar theories about children’s learning. Cambourne and Holdaway believed that personal interactions within a rich environment capitalized on the social nature of learning. Table 2.1 (page 18) summarizes their theories.