Saturday, November 2, 2013

Daylight Savings Time

Daylight Saving Time ends this morning at 2am:
Sunday, November 3, 2013 So, don't forget to set your clocks BACK one hour tonight before bedtime!!! Check your smoke detectors too!!!
and begins again
Sunday, March 9, 2014

It is the practice of advancing clocks during the lighter months so that evenings have more daylight and mornings have less. Typically clocks are adjusted forward one hour near the start of spring and are adjusted backward in autumn.
The modern idea of daylight saving was first proposed in 1895 by George Vernon Hudson  and it was first implemented by Germany and Austria-Hungary starting on 30 April 1916. Many countries have used it at various times since then. Much of the United States used DST in the 1950s and 1960s, and DST use expanded following the 1970s energy crisis. It has been widely used in North America and Europe since then.
The practice has been both praised and criticized. Adding daylight to evenings benefits retailing, sports, and other activities that exploit sunlight after working hours, but can cause problems for evening entertainment and other occupations tied to the sun (such as farming) or to darkness (such as firework shows).Although an early goal of DST was to reduce evening use of incandescent lighting (formerly a primary use of electricity), modern heating and cooling usage patterns differ greatly, and research about how DST currently affects energy use is limited or contradictory.
DST clock shifts present other challenges. They complicate timekeeping, and can disrupt meetings, travel, billing, record keeping, medical devices, heavy equipment, and sleep patterns. Software can often adjust computer clocks automatically, but this can be limited and error-prone, particularly when DST dates are changed.
Industrial societies generally follow a clock-based schedule for daily activities that does not change throughout the course of the year. The time of day that individuals begin and end work or school, and the coordination of mass transit, for example, usually remain constant year-round. In contrast, an agrarian society's daily routines for work and personal conduct are more likely governed by the length of daylight hours and solar time, which change seasonally(days being longer in summer and shorter in winter), due to the Earth's axial tilt.
By synchronously resetting all clocks in a society to be one hour ahead of Standard Time (one hour "fast"), individuals who do follow a year-round schedule will effectively wake an hour earlier than they would have otherwise; they will begin and complete daily work routines an hour earlier, and they will experience an extra hour of daylight following their workday activities. An immediate drawback to this trade is that individuals will experience one fewer hour of daylight at the start of each day, making the policy less practical during winter.
While the length of daylight hours in the morning and evening increase roughly equally as the year moves from winter to summer solstice, proponents of Daylight Saving Time have argued that the majority of individuals would appreciate a greater increase in daylight hours after the common "nine-to-five" workday. Supporters have also argued DST decreases energy consumption by reducing the need for lighting and heating, but the actual effect on overall energy use is heavily disputed.
DST has less practical effect in more northern or southern locations on the globe. The manipulation of time at such latitudes has little impact on daily life, because the length of day and night changes more extremely throughout the seasons (in comparison to other latitudes), and thus sunrise and sunset times are already out of sync with standardized working hours. DST is also of little use for locations near the equator, because these regions see only a small variation in daylight throughout the year.

History 

Although not punctual in the modern sense, ancient civilizations adjusted daily schedules to the sun more flexibly than modern DST does, often dividing daylight into twelve hours regardless of day length, so that each daylight hour was longer during summer. For example, Roman water clocks had different scales for different months of the year: at Rome's latitude the third hour from sunrise,hora tertia, started by modern standards at 09:02 solar time and lasted 44 minutes at the winter solstice, but at the summer solstice it started at 06:58 and lasted 75 minutes. After ancient times, equal-length civil hours eventually supplanted unequal, so civil time no longer varies by season. Unequal hours are still used in a few traditional settings, such as some Mount Athos monasteries and all Jewish ceremonies.
During his time as an American envoy to France, Benjamin Franklin, publisher of the old English proverb, "Early to bed, and early to rise, makes a man healthy, wealthy and wise", anonymously published a letter suggesting that Parisians economize on candles by rising earlier to use morning sunlight. This 1784 satire proposed taxing shutters, rationing candles, and waking the public by ringing church bells and firing cannons at sunrise. Franklin did not propose DST; like ancient Rome, 18th-century Europe did not keep precise schedules. However, this soon changed as rail and communication networks came to require a standardization of time unknown in Franklin's day.
Fuzzy head-and-shoulders photo of a 40-year-old man in a cloth cap and mustache.
G.V. Hudson invented modern DST, proposing it first in 1895.
Modern DST was first proposed by the New Zealand entomologist George Vernon Hudson, whose shift-work job gave him leisure time to collect insects, and led him to value after-hours daylight. In 1895 he presented a paper to the Wellington Philosophical Society proposing a two-hour daylight-saving shift, and after considerable interest was expressed in Christchurch, New Zealand, he followed up in an 1898 paper. Many publications credit DST's proposal to the prominent English builder and outdoorsman William Willett, who independently conceived DST in 1905 during a pre-breakfast ride, when he observed with dismay how many Londoners slept through a large part of a summer's day. An avid golfer, he also disliked cutting short his round at dusk. His solution was to advance the clock during the summer months, a proposal he published two years later. The proposal was taken up by the Liberal Member of Parliament (MP) Robert Pearce, who introduced the first Daylight Saving Bill to the House of Commons on 12 February 1908. A select committee was set up to examine the issue, but Pearce's bill did not become law, and several other bills failed in the following years. Willett lobbied for the proposal in the UK until his death in 1915.
Starting on 30 April 1916, Germany and its World War I allies (Austria-Hungary) were the first to use DST (German: Sommerzeit) as a way to conserve coal during wartime. Britain, most of its allies, and many European neutrals soon followed suit. Russia and a few other countries waited until the next year and the United States adopted it in 1918.
Broadly speaking, Daylight Saving Time was abandoned in the years after the war (with some notable exceptions including Canada, the UK, France, and Ireland for example). However, it was brought back for periods of time in many different places in the coming decades, widely during the Second World War. It became widely adopted, particularly in North America and Europe starting in the 1970s as a result of the 1970s energy crisis. Since then, the world has seen many enactments, adjustments, and repeals.

Day of the Dead

Day of the Dead (Spanish: Día de Muertos) is a Mexican holiday celebrated throughout Mexico and around the world in other cultures. The holiday focuses on gatherings of family and friends to pray for and remember friends and family members who have died. It is particularly celebrated in Mexico, where the day is a bank holiday. The celebration takes place on October 31, November 1 and November 2, in connection with the Christian triduum of Hallowmas: All Hallows' Eve, All Saints' Day and All Souls' Day. Traditions connected with the holiday include building private altars called ofrendas honoring the deceased using sugar skulls, marigolds, and the favorite foods and beverages of the departed and visiting graves with these as gifts. They also leave possessions of the deceased.
Scholars trace the origins of the modern Mexican holiday to indigenous observances dating back hundreds of years and to an Aztec festival dedicated to the goddess Mictecacihuatl. The holiday has spread throughout the world: In Brazil Dia de Finados is a public holiday that many Brazilians celebrate by visiting cemeteries and churches. In Spain there are festivals and parades, and, at the end of the day, people gather at cemeteries and pray for their dead loved ones. Similar observances occur elsewhere in Europe, and similarly themed celebrations appear in many Asian and African cultures.

Origins

The Day of the Dead celebrations in Mexico can be traced back to a precolumbian past. Rituals celebrating the deaths of ancestors had been observed by these civilizations perhaps for as long as 2,500–3,000 years. In the pre-Hispanic era, skulls were commonly kept as trophies and displayed during the rituals to symbolize death and rebirth.
The festival that became the modern Day of the Dead fell in the ninth month of the Aztec calendar, about the beginning of August, and was celebrated for an entire month. The festivities were dedicated to the goddess known as the "Lady of the Dead", corresponding to the modern Catrina.
In most regions of Mexico November 1 is to honor children and infants, whereas deceased adults are honored on November 2. This is indicated by generally referring to November 1 mainly as Día de los Inocentes ("Day of the Innocents") but also as Día de los Angelitos ("Day of the Little Angels") and November 2 as Día de los Muertos or Día de los Difuntos ("Day of the Dead").

Beliefs

People go to cemeteries to be with the souls of the departed and build private altars containing the favorite foods and beverages, as well as photos and memorabilia, of the departed. The intent is to encourage visits by the souls, so the souls will hear the prayers and the comments of the living directed to them. Celebrations can take a humorous tone, as celebrants remember funny events and anecdotes about the departed.
Plans for the day are made throughout the year, including gathering the goods to be offered to the dead. During the three-day period families usually clean and decorate graves; most visit the cemeteries where their loved ones are buried and decorate their graves with ofrendas (offerings), which often include orange Mexican marigolds (Tagetes erecta) called cempasúchil (originally named cempoaxochitl, Nahuatl for "twenty flowers").
In modern Mexico this name is sometimes replaced with the term Flor de Muerto (Flower of Dead). These flowers are thought to attract souls of the dead to the offerings.
Mixtec ofrenda of Day of the Dead
Mexican cempasúchitl(marigold) is the traditional flower used at honor to the dead
Toys are brought for dead children (los angelitos, or "the little angels"), and bottles of tequila, mezcal or pulque or jars of atole for adults. Families will also offer trinkets or the deceased's favorite candies on the grave. Ofrendas are also put in homes, usually with foods such as candied pumpkin, pan de muerto ("bread of dead"), and sugar skulls and beverages such as atole. The ofrendas are left out in the homes as a welcoming gesture for the deceased. Some people believe the spirits of the dead eat the "spiritual essence" of the ofrendas food, so though the celebrators eat the food after the festivities, they believe it lacks nutritional value. Pillows and blankets are left out so the deceased can rest after their long journey. In some parts of Mexico such as the towns of Mixquic, Pátzcuaro and Janitzio, people spend all night beside the graves of their relatives. In many places people have picnics at the grave site, as well.
Some families build altars or small shrines in their homes; these usually have the Christian cross, statues or pictures of the Blessed Virgin Mary, pictures of deceased relatives and other persons, scores of candles and an ofrenda. Traditionally, families spend some time around the altar, praying and telling anecdotes about the deceased. In some locations celebrants wear shells on their clothing, so when they dance, the noise will wake up the dead; some will also dress up as the deceased.
Public schools at all levels build altars with ofrendas, usually omitting the religious symbols. Government offices usually have at least a small altar, as this holiday is seen as important to the Mexican heritage.
Those with a distinctive talent for writing sometimes create short poems, called calaveras (skulls), mocking epitaphs of friends, describing interesting habits and attitudes or funny anecdotes. This custom originated in the 18th or 19th century, after a newspaper published a poem narrating a dream of a cemetery in the future, "and all of us were dead", proceeding to read the tombstones. Newspapers dedicate calaveras to public figures, with cartoons of skeletons in the style of the famous calaveras of José Guadalupe Posada, a Mexican illustrator. Theatrical presentations of Don Juan Tenorio by José Zorrilla (1817–1893) are also traditional on this day.
A common symbol of the holiday is the skull (in Spanish calavera), which celebrants represent in masks, called calacas (colloquial term for skeleton), and foods such as sugar or chocolate skulls, which are inscribed with the name of the recipient on the forehead. Sugar skulls as gifts can be given to both the living and the dead. Other holiday foods include pan de muerto, a sweet egg bread made in various shapes from plain rounds to skulls and rabbits, often decorated with white frosting to look like twisted bones.
José Guadalupe Posada created a famous print of a figure he called La Calavera Catrina ("The Elegant Skull") as a parody of a Mexican upper-class female. Posada's striking image of a costumed female with a skeleton face has become associated with the Day of the Dead, and Catrina figures often are a prominent part of modern Day of the Dead observances.
Gran calavera eléctrica ("Great electric skull") by José Guadalupe Posada, 1900–1913
The traditions and activities that take place in celebration of the Day of the Dead are not universal, often varying from town to town. For example, in the town of Pátzcuaro on the Lago de Pátzcuaro in Michoacán, the tradition is very different if the deceased is a child rather than an adult. On November 1 of the year after a child's death, the godparents set a table in the parents' home with sweets, fruits, pan de muerto, a cross, a rosary (used to ask the Virgin Mary to pray for them) and candles. This is meant to celebrate the child's life, in respect and appreciation for the parents. There is also dancing with colorful costumes, often with skull-shaped masks and devil masks in the plaza or garden of the town. At midnight on November 2, the people light candles and ride winged boats called mariposas (butterflies) to Janitzio, an island in the middle of the lake where there is a cemetery, to honor and celebrate the lives of the dead there.
Families tidying and decorating graves at a cemetery in Almoloya del Río in the State of Mexico
In contrast, the town of Ocotepec, north of Cuernavaca in the State of Morelos, opens its doors to visitors in exchange for veladoras (small wax candles) to show respect for the recently deceased. In return the visitors receive tamales and atole. This is only done by the owners of the house where someone in the household has died in the previous year. Many people of the surrounding areas arrive early to eat for free and enjoy the elaborate altars set up to receive the visitors from Mictlán.
In some parts of the country (especially the cities, where in recent years other customs have been displaced) children in costumes roam the streets, knocking on people's doors for a calaverita, a small gift of candies or money; they also ask passersby for it. This relatively recent custom is similar to that of Halloween's trick-or-treating.
Some people believe possessing Day of the Dead items can bring good luck. Many people get tattoos or have dolls of the dead to carry with them. They also clean their houses and prepare the favorite dishes of their deceased loved ones to place upon their altar or ofrenda.

***Information obtained from: http://en.wikipedia.org/wiki/Day_of_the_Dead ***

Friday, November 1, 2013

All Saints Day

What is All Saints Day? It is when the Catholic Church and some Protestant churches commemorate every saint, known and unknown. The eve of All Saints is known as All Hallows Eve, or Halloween. It falls on November 1st. Prayers: All Saints Day Prayers. 

Liturgical Color(s): White
Type of Holiday: Solemnity, Holy Day of Obligation (West); Feast (East)
Time of Year: November 1 (in Orthodox Churches, the Sunday after Pentecost)
Duration: One Day
Celebrates/Symbolizes: All Saints, known and unknown
Alternate Names: All Hallows, Hallowmas, Halloween
Scriptural References: Mark 12:26-27; Ephesians 6:18; Hebrews 12:1, Revelation 5:8

Every day in the Church year has a saint day, but the Solemnity of All Saints is when the Church honors all saints, known and unknown. This is similar to Veterans Day and Presidents Day, two U.S. holidays when a group of people are honored on one specific day. While we have information about many saints, and we honor them on specific days, there are many unknown or unsung saints, who may have been forgotten, or never been honored specifically. On All Saints Day, we celebrate these holy men and women, and ask for their prayers and intercessions. The whole concept of All Saints Day is tied in with the Communion of Saints. This is the belief that all of God's people, on heaven, earth, and in the state of purification (called Purgatory in the West), are connected in a communion. In other words, Catholic and Orthodox Christians believe that the saints of God are just as alive as you and I, and are constantly interceding on our behalf. Remember, our connection with the saints in heaven is one grounded in a tight-knit communion. The saints are not divine, nor omnipresent or omniscient. However, because of our common communion with and through Jesus Christ, our prayers are joined with the heavenly community of Christians. St. Cyril of Jerusalem (AD 350) testifies to this belief:
We mention those who have fallen asleep: first the patriarchs, prophets, apostles, and martyrs, that through their prayers and supplications God would receive our petition...(Catechetical Lecture 23:9).
The Catholic Catechism concisely describes this communion among believers, by which we are connected to Christ, and thus to one another:
"Being more closely united to Christ, those who dwell in heaven fix the whole Church more firmly in holiness...They do not cease to intercede with the Father for us...So by their fraternal concern is our weakness greatly helped."

"...as Christian communion among our fellow pilgrims brings us closer to Christ, so our communion with the saints joins us to Christ, from whom as from its fountain and head issues all grace, and the life of the People of God itself: We worship Christ as God's Son; we love the martyrs as the Lord's disciples and imitators, and rightly so because of their matchless devotion towards their king and master. May we also be their companions and fellow disciples (CCC 956, 957)!
There are thousands of canonized saints, that is those individuals officially recognized by the Church as holy men and women worthy of imitation. Because miracles have been associated with these people, and their lives have been fully examined and found holy by the Church, we can be assured they are prime examples of holiness, and powerful intercessors before God on our behalf. There are also many patron saints, guardians or protectors of different areas and states of life. For instance, St. Vitus is the patron saint against oversleeping, and St. Joseph of Cupertino is the patron saint of air travelers. It may sound crazy to have a patron saint against oversleeping, but keep in mind the Church has something meaningful for every area of our human lives. All of these saints are celebrated throughout the year, as many have their own feast days (for instance, St. Hilary of Poitiers, whose feast day is celebrated January 13).

History

Christians have been honoring saints and martyrs since at least the second century AD. The Martyrdom of Polycarp, probably written near the middle of the second century, attests to this reality:
Accordingly, we afterwards took up his bones, more precious than the most exquisite jewels, and more pure than gold, and deposited them in a fitting place, so that when being gathered together, as opportunity is allowed us, with joy and rejoicing, the Lord shall grant us to celebrate the anniversary of his martyrdom, both in memory of those who have already finished their course, and for the exercising and preparation of those yet to walk in their steps (18).
Initially the calendars of saints and martyrs varied by location, with churches honoring local saints. However, gradually feast days became more universal. The first reference to a general feast celebrating all saints occurs in St Ephrem the Syrian (d. AD 373). St. John Chrysostom (d. AD 407) assigned a day to the feast, the first Sunday after Pentecost, where in the Eastern Churches the feast is celebrated to this day. In the West, this date was probably originally used, and then the feast was moved to May 13th. The current observance (November 1) probably originates from the time of Pope Gregory III (d. AD 741), and was likely first observed on November 1st in Germany. This fact makes the connection of the All Saints Feast with the pagan festival Samhain less likely, since Samhain was an Irish pagan feast, rather than German.
The vigil of the Feast (the eve) has grown up in the English speaking countries as a festival in itself, All Hallows Eve, or Halloween. While some Christians refuse to observe the holiday, considering it to be "pagan," as far as the Church is concerned, the date is simply the eve of the feast of All Saints. Many customs of Halloween reflect the Christian belief that on the feast's vigils we mock evil, because as Christians, it has no real power over us. David Morrison explains the proper relationship between Christians and Halloween. Various customs have developed related to Halloween. In the Middle Ages, poor people in the community begged for "soul cakes," and upon receiving these doughnuts, they would agree to pray for departed souls. This is the root of our modern day "trick-or-treat." The custom of masks and costumes developed to mock evil and perhaps confuse the evil spirits by dressing as one of their own. Some Christians visit cemeteries on Halloween, not to practice evil, but to commemorate departed relatives and friends, with picnics and the last flowers of the year. The day after All Saints day is called All Soul's Day, a day to remember and offer prayers up on behalf of all of the faithful departed. In many cultures it seems the two days share many customs. See the Oxford Dictionary of the Christian Church for more information.

Traditions, Customs, Symbols and Typology

Traditions and Customs
Visiting Cemeteries (All Hallows Eve)
Giving "Soul Cakes" To The poor (All Hallows Eve)
Symbols
Sheaf of Wheat
Rayed Manus Dei (Hand of God)
Crown
Symbols of Individual Saints
Old Testament Typology Foreshadowing All Saints Day
All Old Testament Holy Men and Women
Old Testament Martyrs
God's Covenants With Groups of People


 Many non-Catholics, especially those from more fundamentalist backgrounds, assume that celebrating the saints means somehow worshiping them. This leads some Christians to claim that All Saints Day is an idolatrous holiday. The Church, East and West, has always distinguished between worship (latria), given to God alone, and veneration (dulia), which may be given to the saints. The highest form of veneration (hyperdulia) is due to the Blessed Virgin Mary. If someone is treating a saint as one should treat God, then yes, that is idolatry. That being said, Catholics believe that the saints have a role in our lives, as intercessors on our behalf, because we are all united by our communion in Christ. The saints are continually praying for us and interceding on our behalf, on account of their closeness to Christ. This is because God is the God of the living, not of the dead. As such, asking a saint for intercession is no more idolatrous than asking a holy friend or pastor to pray for you.
Remembering and honoring the saints are beneficial practices, because to remember the heroes of the faith and follow their examples are good things. Many Christians seem to strongly oppose remembering and celebrating the lives of great Christian men and women, yet have no problem celebrating the lives of secular heroes like George Washington. All Saints Day is kind of like a Christian Memorial Day or Presidents Day, a day to celebrate the lives of all the great heroes of the Christian faith, and to celebrate the deep communion we have with them. While celebrating secular heroes is admirable, how much more admirable is celebrating those who fully dedicated their lives to Christ!

Information obtained by: http://www.churchyear.net/allsaints.html

Thursday, October 31, 2013

Halloween!!! A Full History.


Halloween is a holiday celebrated on the night of October 31.  The word Halloween is a shortening of All Hallows' Evening also known as Hallowe'en or All Hallows' Eve.

Traditional activities include trick-or-treating, bonfires, costume parties, visiting "haunted houses" and carving jack-o-lanterns. Irish and Scottish immigrants carried versions of the tradition to North America in the nineteenth century. Other western countries embraced the holiday in the late twentieth century including Ireland, the United States, Canada, Puerto Rico and the United Kingdom as well as of Australia and New Zealand.
Halloween has its origins in the ancient Celtic festival known as Samhain (pronounced "sah-win").
The festival of Samhain is a celebration of the end of the harvest season in Gaelic culture. Samhain was a time used by the ancient pagans to take stock of supplies and prepare for winter. The ancient Gaels believed that on October 31, the boundaries between the worlds of the living and the dead overlapped and the deceased would come back to life and cause havoc such as sickness or damaged crops.

The festival would frequently involve bonfires. It is believed that the fires attracted insects to the area which attracted bats to the area. These are additional attributes of the history of Halloween.
Masks and costumes were worn in an attempt to mimic the evil spirits or appease them.
Trick-or-treating, is an activity for children on or around Halloween in which they proceed from house to house in costumes, asking for treats such as confectionery with the question, "Trick or treat?" The "trick" part of "trick or treat" is a threat to play a trick on the homeowner or his property if no treat is given. Trick-or-treating is one of the main traditions of Halloween. It has become socially expected that if one lives in a neighborhood with children one should purchase treats in preparation for trick-or-treaters.
The history of Halloween has evolved.  The activity is popular in the United States, the United Kingdom, Ireland, Canada, and due to increased American cultural influence in recent years, imported through exposure to US television and other media, trick-or-treating has started to occur among children in many parts of Europe, and in the Saudi Aramco camps of Dhahran, Akaria compounds and Ras Tanura in Saudi Arabia. The most significant growth and resistance is in the United Kingdom, where the police have threatened to prosecute parents who allow their children to carry out the "trick" element. In continental Europe, where the commerce-driven importation of Halloween is seen with more skepticism, numerous destructive or illegal "tricks" and police warnings have further raised suspicion about this game and Halloween in general.
In Ohio, Iowa, and Massachusetts, the night designated for Trick-or-treating is often referred to as Beggars Night.
Part of the history of Halloween  is Halloween costumes. The practice of dressing up in costumes and begging door to door for treats on holidays goes back to the Middle Ages, and includes Christmas wassailing. Trick-or-treating resembles the late medieval practice of "souling," when poor folk would go door to door on Hallowmas (November 1), receiving food in return for prayers for the dead on All Souls Day (November 2). It originated in Ireland and Britain, although similar practices for the souls of the dead were found as far south as Italy. Shakespeare mentions the practice in his comedy The Two Gentlemen of Verona (1593), when Speed accuses his master of "puling [whimpering, whining], like a beggar at Hallowmas."
Yet there is no evidence that souling was ever practiced in America, and trick-or-treating may have developed in America independent of any Irish or British antecedent. There is little primary Halloween history documentation of masking or costuming on Halloween in Ireland, the UK, or America before 1900. The earliest known reference to ritual begging on Halloween in English speaking North America occurs in 1911, when a newspaper in Kingston, Ontario, near the border of upstate New York, reported that it was normal for the smaller children to go street guising on Halloween between 6 and 7 p.m., visiting shops and neighbors to be rewarded with nuts and candies for their rhymes and songs. Another isolated reference appears, place unknown, in 1915, with a third reference in Chicago in 1920. The thousands of Halloween postcards produced between the turn of the 20th century and the 1920s commonly show children but do not depict trick-or-treating. Ruth Edna Kelley, in her 1919 history of the holiday, The Book of Hallowe'en, makes no mention of such a custom in the chapter "Hallowe'en in America." It does not seem to have become a widespread practice until the 1930s, with the earliest known uses in print of the term "trick or treat" appearing in 1934, and the first use in a national publication occurring in 1939. Thus, although a quarter million Scots-Irish immigrated to America between 1717 and 1770, the Irish Potato Famine brought almost a million immigrants in 1845-1849, and British and Irish immigration to America peaked in the 1880s, ritualized begging on Halloween was virtually unknown in America until generations later.

Trick-or-treating spread from the western United States eastward, stalled by sugar rationing that began in April 1942 during World War II and did not end until June 1947.
Early national attention to trick-or-treating was given in October 1947 issues of the children's magazines Jack and Jill and Children's Activities, and by Halloween episodes of the network radio programs The Baby Snooks Show in 1946 and The Jack Benny Show and The Adventures of Ozzie and Harriet in 1948. The custom had become firmly established in popular culture by 1952, when Walt Disney portrayed it in the cartoon Trick or Treat, Ozzie and Harriet were besieged by trick-or-treaters on an episode of their television show, and UNICEF first conducted a national campaign for children to raise funds for the charity while trick-or-treating.
Jack O'Lantern
Trick-or-treating on the prairie. Although some popular histories of Halloween have characterized trick-or-treating as an adult invention to re-channel Halloween activities away from vandalism, nothing in the historical record supports this theory. To the contrary, adults, as reported in newspapers from the mid-1930s to the mid-1950s, typically saw it as a form of extortion, with reactions ranging from bemused indulgence to anger. Likewise, as portrayed on radio shows, children would have to explain what trick-or-treating was to puzzled adults, and not the other way around. Sometimes even the children protested: for Halloween 1948, members of the Madison Square Boys Club in New York City carried a parade banner that read "American Boys Don't Beg."

A jack-o'-lantern (sometimes also spelled Jack O'Lantern) is typically a carved pumpkin. It is associated chiefly with the holiday Halloween. Typically the top is cut off, and the inside flesh then scooped out; an image, usually a monstrous face, is carved onto the outside surface, and the lid replaced. During the night, a candle is placed inside to illuminate the effect. The term is not particularly common outside North America, although the practice of carving lanterns for Halloween is.In folklore, an old Irish folk tale tells of Jack, a lazy yet shrewd farmer who uses a cross to trap the Devil. One story says that Jack tricked the Devil into climbing an apple tree, and once he was up there Jack quickly placed crosses around the trunk or carved a cross into the bark, so that the Devil couldn't get down. Another myth says that Jack put a key in the Devil's pocket while he was suspended upside-down;
Another version of the myth says that Jack was getting chased by some villagers from whom he had stolen, when he met the Devil, who claimed it was time for him to die. However, the thief stalled his death by tempting the Devil with a chance to bedevil the church-going villagers chasing him. Jack told the Devil to turn into a coin with which he would pay for the stolen goods (the Devil could take on any shape he wanted); later, when the coin/Devil disappeared, the Christian villagers would fight over who had stolen it. The Devil agreed to this plan. He turned himself into a silver coin and jumped into Jack's wallet, only to find himself next to a cross Jack had also picked up in the village. Jack had closed the wallet tight, and the cross stripped the Devil of his powers; and so he was trapped. In both myths, Jack only lets the Devil go when he agrees never to take his soul. After a while the thief died, as all living things do. Of course, his life had been too sinful for Jack to go to heaven; however, the Devil had promised not to take his soul, and so he was barred from Hell as well. Jack now had nowhere to go. He asked how he would see where to go, as he had no light, and the Devil mockingly tossed him an ember that would never burn out from the flames of hell. Jack carved out one of his turnips (which was his favorite food), put the ember inside it, and began endlessly wandering the Earth for a resting place. He became known as "Jack of the Lantern", or Jack-o'-Lantern.
There are variations on the legend:
Some versions include a "wise and good man", or even God helping Jack to prevail over the Devil.
There are different versions of Jack's bargain with the Devil. Some variations say the deal was only temporary but the Devil, embarrassed and vengeful, refuses Jack entry to hell after Jack dies.
Jack is considered a greedy man and is not allowed into either heaven or hell, without any mention of the Devil.
Despite the colorful legends, the term jack-o'-lantern originally meant a night watchman, or man with a lantern, with the earliest known use in the mid-17th century; and later, meaning an ignis fatuus or will-o'-the-wisp. In Labrador and Newfoundland, both names "Jacky Lantern" and "Jack the Lantern" refer to the will-o'-the-wisp concept rather than the pumpkin carving aspect.

Halloween costumes are outfits worn on or around October 31, the day of Halloween. Halloween is a modern-day holiday originating in the Pagan Celtic holiday of Samhain (in Christian times, the eve of All Saints Day). Although popular histories of Halloween claim that the practice goes back to ancient celebrations of Samhain, in fact there is little primary documentation of masking or costuming on Halloween before the twentieth century. Costuming became popular for Halloween parties in America in the early 1900s, as often for adults as for children. The first mass-produced Halloween costumes appeared in stores in the 1930s when trick-or-treating was becoming popular in the United States.

What sets Halloween costumes apart from costumes for other celebrations or days of dressing up is that they are often designed to imitate supernatural and scary beings. Costumes are traditionally those of monsters such as vampires, ghosts, skeletons, witches, and devils. There are also costumes of pop culture figures like presidents, or film, television, and cartoon characters. Another popular trend is for women (and in some cases, men) to use Halloween as an excuse to wear particularly revealing costumes, showing off more skin than would be socially acceptable otherwise.

****Obtained from http://www.halloweenhistory.org/

Spina Bifida: What It All Means

So, all month long I have inundated you with facts, endless amounts of information and pictures on Spina Bifida and various diagnoses associated with SB. I did this in honor of October being Spina Bifida Awareness Month to inform you of this disability. Chances are very good that you know someone that has Spina Bifida and you didn't even realize it. It was a LOT of information to take in over the last 31 days. But it's so very important to know it all and educate yourselves whether you have SB, your child or another relative has it. Or if it's someone else that you know outside of your family. 

Spina Bifida is a serious disability. But it doesn't have to be a death sentence with the right care. It does not have to be a prison sentence for the one that has it. There are so many opportunities and experiences out there for people with SB (and other disabilities, too!). In fact, there are the same opportunities available for "people like us", as there are for non-disabled persons. We maybe just have to go about doing them or obtaining them in a different way. There's nothing wrong with that! We are ALL different in our own way any...even if we don't have a disability. 

Still, we can go to school and college. We can drive. Go on vacations to the beach. Have sex and have babies. Have relationships and get married (and divorced). OK, so maybe I should mentioned the relationships and marriage before sex and babies. But you get the idea. We can live alone and cook and clean our homes. We can go shopping. Some people with SB are gay, lesbian or transgender. It affects people of different races, genders and religions. 

I tell you all of this so that you know we aren't freaks! It's okay to befriend us....it's okay to ask us about our disability as long as you do it in a respectable educated way. Honest, it's okay. We know we have a disability! You won't shock us with your questions. I promise, we'd rather you ask us the questions instead of staring at us and not learning about it. We're "normal" people....just like YOU! And if you have gotten anything out of this month long awareness, I hope that it's just that. We're normal people too. 

Wednesday, October 30, 2013

Spina Bifida and Math Difficulties

The following article from  http://www.spinabifidaassociation.org/site/c.evKRI7OXIoJ8H/b.8277363/k.1D6C/Math_Difficulties_and_Spina_Bifida.htm is something that I wish my family and I had been aware of when I was growing up. Math was, by far, my most difficult subject all through school. And it's still one of my weak points now as an adult. 

Math Difficulties and Spina Bifida:

WHAT TO DO
Preschool
Many of the skills necessary for math begin to develop during the preschool years. There are many opportunities for preschoolers to learn these skills, both at home and school. For instance:
  • Practice counting with your preschooler throughout the day, such as the number of toys, pencils, chairs, etc.
  • Help your child learn to sort items by category by having him or her separate a group of items based upon shared characteristics (e.g., “Put the animal toys in this pile and put the baby dolls in this other pile. Let’s count how many baby dolls you have. Do you have more animal toys or baby dolls?”).
  • Help your child learn concepts such as more and less by comparing different groups of items. For instance, create two unequal groups of items (e.g., blocks, pennies, etc.) and help your child learn to identify the group of items that has more or less. Help your child to focus on “number” by having them double-check their decisions about “more” and “less” by counting objects to be compared. For example, young children often think that the longer display of items has “more” even when it has the same number or even fewer items than a shorter display.
  • Sharing of a pizza or other food by cutting it into equal pieces is an early form of division. Help your child to count the people, divide the food, and distribute it to each person one at a time.
  • Play fun counting games that happen to have math concepts embedded in them, such as Candyland®, dominos, etc.
  • Help your child to recognize and label simple shapes such as a square, a triangle, or a circle.
Kindergarten/Elementary School
Building number sense
Number sense is the building block for many areas of mathematics, including calculations. Number sense is the ability to understand the actual size of a number (e.g., 1 is smaller than 10, 10 is smaller than 100).
Children with Spina Bifida often have difficulty understanding the actual size of different numbers, and may have difficulty identifying how far apart numbers are from each other on a “mental number line.” For instance, it might be difficult for a youngster with Spina Bifida to identify which of the following two numbers (the number 9 or the number 19) is furthest away from the number 12. If this is a problem, children with Spina Bifida should practice making these kinds of comparisons using an actual number line in order to help them see the size of differences between numbers. Learning the size of differences between numbers on a number line helps build number sense in general.
Another way to build number sense is to find fun ways to learn different math combinations. A deck of playing cards (without the face cards) can be used to play “plus zero,” “plus one,” “minus one,” etc., and build understanding of number combinations along the way. For instance, state the game (i.e., “add zero to every card I show you”), and then quickly go through the deck, allowing the child to add zero to each number shown. This helps the child begin to memorize the idea of “adding on,” or “subtracting from,” and begins to make it more automatic.
Problems with number sense can also result in children with Spina Bifida having difficulty comparing different amounts of items and judging which group has more simply by looking at them. For instance, a child with Spina Bifida may have difficulty “eyeballing” two groups of dots (when comparing a group of 11 dots to a group of 17 dots) and quickly deciding which group has the most items without counting them. Children with Spina Bifida can improve their number sense by practicing these types of comparisons, and quickly determining which group has the most items simply by “how big it looks.” Children can then count the dots to check the accuracy of their answers (while also practicing adding skills).
As youth with Spina Bifida move further into elementary school, the need to develop number sense continues. Each grade presents larger number sets and concepts to be understood. One way of encouraging the ongoing development of number sense is to present the child with examples from real world situations. This helps students with Spina Bifida begin to understand “why” they are learning a particular skill. Teachers can support this by referencing the importance to math skills to different careers and by teaching meaningful student-centered problems (money, time, calendar, budgets, probability, data, etc) so students see the value in numbers and mathematics.
While classroom accommodations such as calculators can be helpful, many youth with Spina Bifida require special intervention to address their level of learning disability in number sense. Early screening of math skills is recommended for children with Spina Bifida. Problems with number sense can be identified at an early age (e.g., age 5 or 6).
Understanding math procedures
Math calculation includes many different procedures, and children with Spina Bifida often have difficulty learning to use these procedures (e.g., “borrowing,” “carrying,” long division). Even when youth with Spina Bifida learn these math procedures, many have difficulty remembering to use them consistently. Several approaches can be helpful in improving a child’s understanding of math procedures:
  • Set a goal of helping the youth with Spina Bifida develop an understanding of each math procedure, rather than simply learning the steps of doing them on paper.
  • Sometimes the use of “word pictures” can help develop an understanding of math procedures (“For this problem, I will be taking a smaller piece (i.e., 48) out of this larger piece (i.e., 92)”).
  • It is important that children with Spina Bifida spend time mastering math vocabulary, so that they recognize these terms when presented with “word problems.” Math vocabulary is best taught with a corresponding visual or example problem. Word walls, picture glossaries, journals and problems of the day are helpful tools to reinforce math vocabulary. A new math vocabulary word should be introduced with classroom discussion, visuals, and then reviewed often to ensure understanding.
  • 92
    -48
Many of the mistakes youth with Spina Bifida make when completing math procedures occur when they “go on cruise control” and do not keep the math concept “in mind” when doing the problem. For instance, when working on the problem to the right, the student might simply start subtracting numbers (e.g., 8-2; 9-4) without remaining aware that he or she is “subtracting this smaller number (i.e., 48) from this larger number (i.e., 92).”
  • Students with Spina Bifida should be encouraged to “think out loud” when completing a problem. Listening closely as the student “thinks out loud” will allow the teacher to quickly provide immediate error correction so that the student does not keep working in the “wrong direction.” This will also help the teacher assess conceptual understanding and awareness, and will help avoid careless “slips” and calculation mistakes. In math, it is very important to kindly correct errors immediately so that wrong procedures do not become habits.
  • Students with Spina Bifida should learn to “work backwards” (i.e., inverse operations) as a way of checking their work for accuracy. For instance, after completing the problem noted above, the student should add their answer to the number 48 in order to see if the sum equals 92.
  • Another way to self-assess the “reasonableness” of answers to math problems is to generate a second answer using “rounded” values. For instance:
    • 1. The student with Spina Bifida calculates an answer to the question “92-48=__”.
    • 2. The student then rounds each of the numbers of the question to the nearest “10” (e.g., 90 and 50).
    • 3. The student calculates an answer to the question using the rounded values (e.g., “90-50=40).
    • 4. The student’s answer to the original question is “reasonable” if it is somewhat above or somewhat below 40.
Early and periodic screening of math skills is recommended for students with Spina Bifida. Early problems with the acquisition of math procedures can be identified by 2nd or 3rd grade. However, as new math procedures continue to be learned as students advance in grade, close monitoring of math progress is recommended.
While not the focus of this tipsheet, there are additional intervention strategies for older youth with math difficulties which may also be helpful when they are presented with word problems, geometry, algebra, etc. These interventions and accommodations include direct explicit instruction, presenting information in a step-by-step manner, presentation of examples and models, low student:teacher ratio, and using meaningful manipulatives.
Curriculum and internet resources
Teacher resources:
  • Direct Instruction techniques found to be effective for math disability (Carnine et al 1991)
  • Explicit Instruction in procedural math skills & conceptual math knowledge (Fuchs et al 2001, 2002)
  • Peer mediated practice (Fuchs et al 2001, 2002)
  • Teacher modeling to improve math computation & problem solving (Rivera & Smith 1987)
  • Explicit instruction in “problem solving rules” (Fuchs et al 2003a&b)
  • Teaching word problems of a similar type (e.g., addition word problems with similar syntax) together to improve generalizability (Quilici and Mayer, 1996, Fuchs et al 2003a&b).
  • Teaching word problem solving specifically for children and adolescents with Spina Bifida (Coughlin & Montague, 2010)

Tuesday, October 29, 2013

Spina Bifida and Genetics

Many factors may cause Spina Bifida.

What is Spina Bifida?

Spina Bifida happens when the spine of a baby in the womb does not close all of the way. Every day, about eight babies who are born in the U.S. have Spina Bifida (SB) or a similar birth defect of the brain and spine. It occurs within the first month of pregnancy — often before most women even know that they are going to have a baby.
What causes Spina Bifida?
No one knows for sure. Experts think that both genetics (one or more genes) and the person’s environment might interact to cause Spina Bifida. It is possible that a person inherits multiple genes that make them susceptible to having Spina Bifida, but something in the environment triggers the Spina Bifida to develop.
Can Spina Bifida be prevented?
There is no way to prevent a baby from having a birth defect. It is only possible to reduce the risk. Studies show that the risk is reduced up to 70 percent when women take folic acid before and through the first three months of pregnancy. That is why all women who could possibly become pregnant should take 400 mcg (0.4 mg) of folic acid each day. It is especially important for them to take it one month before and through the first three months of pregnancy.
Women who have had a pregnancy with Spina Bifida should take even more folic acid. They should take 4000 mcg (4.0 mg) every day but should only get this much folic acid through a prescription. Also, folic acid should be taken under a doctor’s supervision. Do not raise the dose by taking more of a multivitamin because the high levels of the other vitamins are harmful.
Folic acid does not stop all cases of Spina Bifida. There is still a chance that some babies will have it even when women take the right amount every day.
Who is at risk for having a baby with Spina Bifida?
Any woman who is capable of becoming pregnant can have a baby with Spina Bifida. There are approximately 65 million women of childbearing age in the United States. Although people with a first-degree relative (parent, sibling) with Spina Bifida are 5 to 10 times more likely to have Spina Bifida than the greater population, there is no way to tell which women will have babies with Spina Bifida. Ninety-five percent of people with SB have no family history. Many things affect pregnancy, including genes, environment and certain illnesses or drugs. These include:
  • Prior pregnancy with Spina Bifida (the chance of the next pregnancy being affected is 20-50 times greater)
  • Family history of SB
  • Mother with insulin-dependent diabetes
  • Mother’s use of certain anti-seizure drugs
  • Mother with medically diagnosed obesity
  • Race and ethnicity. (SB is more common in Caucasians than African-Americans and more common in Hispanics than non-Hispanics.)
Other things may raise the chance of having a baby with Spina Bifida, but they are not as well understood. These things include:
  • Exposure to high temperatures in early pregnancy, such as prolonged high fevers
  • Extended hot tub or sauna use
  • Parental exposure to Agent Orange.

Can research help?

Experts know that genes play a role, and they are looking for the exact gene(s) that cause Spina Bifida. In time, research should clearly show how Spina Bifida develops so new treatments or even a cure can be developed. This research may also lead to new tests that help people or couples understand their chance for having a baby with Spina Bifida.
To learn more about your chance for having a baby with Spina Bifida or other neural tube defects, speak with a genetic counselor. This person can suggest tests, explain test procedures and results, present options and answer questions.
How can I find a Genetic Counselor?
To find a genetic counselor, contact:
National Society of Genetic Counselors
401 N. Michigan Avenue
Chicago, IL 60611
Phone: 312-321-6834
Fax: 312-673-6972
E-mail: nsgc@nsgc.org

***Information obtained from:

 http://www.spinabifidaassociation.org/site/c.evKRI7OXIoJ8H/b.8277085/k.5497/Genetics_and_Spina_Bifida.htm .   This information does not constitute medical advice for any individual. As specific cases may vary from the general information presented here, SBA advises readers to consult a qualified medical or other professional on an individual basis.