Motor Oil To Treat Ringworm

caution screen! Consumption of electronic media and its impact on brain development

caution screen! Consumption of electronic media and its impact on brain development

after me today declared once again a student of eighth grade, that there are now studies that show that computer games to 2 hours daily good for children is, I finally roused to write the long waiting summary of the talk by brain scientist Professor Dr. Spitzer.

first needs to be made clear that our brain always learn. Learning is not a conscious decision in itself, but you decide WHAT you learn. Spitzer is a crash course in brain research, and he explained that the process we call learning, based on the brain is nothing other than the trail of information that we process.

is this, that these tracks are the more pronounced, the more often a piece of information is processed and the more emotionally charged the Enjoy the experience. How anyone can easily understand their own daily lives, we shape ourselves to things that caused us great joy, but also a lot of pain, physically and mentally, once and for all time. Just unforgettable experiences.

describes organic brain Spitzer the learning process with the emergence of a beaten track on a snowy meadow. The meadow is the millions of synapses in the brain, which are each a piece of information. By the information processing, the synapses are connected, so connected.

In view of the winter prairie: Runs only once a person from A to B on the track is soon blown away again. Run, however, several people again and again the same Route is a footpath from the trail and finally a way. The brain researchers say, therefore, assume that processing patterns are paved in the brain. The connection between synapses is measurably thicker. The deeper this facilitation is done, the faster and more reliable the information available.

on just this way, therefore, is how our thinking routines. For this too, any number of examples are found in everyday life. Very clear the character is when you experience no longer even aware of how you go through a routine, such as when you do not know how you got home (without drugs) or you are not sure afterwards if you completed , etc. has turned off.

summary So does that mean, not matter what information I supply to the brain, they will be paved by repetition. Active learning is called practicing the sport and Automation - trained reflexes.

Now back on screen media. Spitzer refers in his paper on a long-term study in New Zealand, published in the journal Lancet in 2004 (excerpt on TV consumption of young and adult body weight: http://www.thelancet.com/journals/lancet/article/PIIS0140- 6736% 2804% 2916675-0/abstract). Their findings can be predicted using only the basic knowledge of the above-given insight into the workings of the brain.

show First German statistics show that children sleep in this country an average of 7-8 hours, or about one-third of the day. In second place comes with about 5.5 hours of daily consumption of screen media. It can be divided in 3.5 h and 2 h PC TV.
In third place comes the school with about 4 to 4.5 h (all calculated on 7-day week). In other words, the largest source of information (always in the sense of data regardless of the content) of the screen consumption.

The aforementioned study in New Zealand has recorded more than 1,000 newborns and assists more than thirty years, the findings on the relationship of child and adolescent behavior and the adult people in every to win respect.
list without the individual numbers of the statistics, can cover the following links:
more TV consumption between 5 and 15 years, the more overweight the subjects had, the more likely they were smokers, the worse was their general fitness at age 30.

have already explained this purely biological observations. TV consumes considerably less energy then sleep. In addition to the viewing experience is part of many high-calorie foods such as chips, peanuts and candy. The embossed patterns in youth gather therefore purely metabolic moderately over the years the bacon.

More Results The study in brief:

• the higher the consumption of television with 1 year, the safer and more ads with 7 years
• the higher the consumption of television at age 5, the safer and more reading and spelling problems at 8 years
• per higher the consumption of television to 5 years, the lower the educational level and social status at age 30

the last point a little more detailed information:
TV viewing at age 5

• daily for 1 hour: 40% Uni- degree, 40% vocational qualification, 10% have no qualifications
• daily 1 to 2 hours: about 25% of university degree, about 45% of vocational qualifications, about 5% with no qualifications
• 2 to 3 hours daily: 20% university degree, about 40% of vocational qualifications, about 15% with no qualifications
• daily for 3 hours: about 8% of university degree, about 40% of vocational qualifications, about . 25-30% with no qualifications are

As mentioned above the average German youth in the latter consumer group. Spitzer has expressly dismissed claims that the results are dependent on IQ, or the social status of parents. These factors have been excluded from the results already mentioned. Therefore, the incomplete percent totals.

Building on the basics of brain function Spitzer said these negative consequences from the perspective of brain research as follows. It is common knowledge that childhood lays the foundation for understanding the world and the subsequent handling of it. Even before the modern brain research reported sayings such as that of Matt and Hans pointed out.
Now, if a child makes such an impressive first experiences with the world of screen media, it takes about only two instead of five possible senses of sight and hearing.
Everyone knows the strong instinct of small children to touch everything and even better to have stuck in his mouth. It is touches and taps, cast and sniffs. It is stored in the brain all the sensations and experience the property in question, specifically associated with the appropriate Term. When you hear the word "apple", should be able to recall an image, a scent, a sound and a tactile feel to finish, shape and weight. A strong sensation, such as fragrance or image can evoke whole experience again. This is exactly the networked information in the brain.

Now the so-called average children get in Germany (and elsewhere) their experiences about their environment and the people largely through the vision of blurred images, flickering and hearing the noise from more or less bad speakers. First, on this way, the other senses or not trained hard and wither. This is evident in stunted fine motor skills, Just look at manuscripts. Second, language is not networked with extensive experience. This is evident in the developing power of expression in the heavy-understanding of the relationships in the real world, and finally in the school grades.
Spitzer observes, that it can be shown that an average intelligent children are affected much more so than the average intelligent peers. So the gap is thus further apart.
For these grades, in turn, result in the above statistics on skills and consequently to social status.
is hereby established full focus and again to understand the operation of the brain, that the expression of predetermined screen use as an adolescent my future social status, apart from bequests and other misfortune and see.

As Spitzer notes pointedly, yet not a single word about the contents of the screen consumption was said. It was only about perception and information processing in the brain.

The explanations can now be easily derived, the potential consequences of the contents. Countless hours to the mentioned low energy consumption and depletion of the senses when screen use the thousands of repetitions of commercials to get high-energy food, the orbital planes and their traces in the brain. The result I always enjoy the most on advertising in ethics education: Assigning students (and not only) can be in complete perfection advertising slogans, product or brand, and often still hum the jingle to it.
The saying "It's like in the film / cinema / television," shows where we take our benchmarks.

If Spitzer 80%, according to the German television program now have power to content, it is not surprising that a German study has shown in the analysis of crime statistics that the TV consumption predicted at 14 years, the frequency of violence as an adult does.

be mentioned all the information learned more, the more it emotionally be experienced. The quality of video games is measured for most of the quality of the graphical representation and the fun that the game allows. Fun and learning success are our strongest emotions. Just as children's successes are memorable, just as serious failures.

PC gamers often lend to outsiders almost unbelievable in their virtual worlds. You can reach speeds in the operation of their hardware that often the audience is no longer comprehensible. There are charts of actions per minute, measured at the level where the player can (http://en.wikipedia.org/wiki/Actions_per_minute). Better can the correctness of the findings summarized here no evidence of brain research.

The question is then how are these incredible abilities of the people in his daily life, useful in school, work and social environment. If I decide to perfect me in hundreds of hours of practice in playing a single role-playing, we should at least ask who benefits from these "costs" it pops out for me.
Although the market for PC-game developers and testers just expanding, it is worth considering whether my career will go in that direction, and whether a rudimentary communication skills and social impoverishment is a reasonable price for it.

The study from New Zealand has also shown that consumption screen for most young people do not seem to fame and wealth, such as in the media or computer-game industry leads. my

The accuracy of the presentation of Spitzer observing a day I can. Young people who are frequently talk about TV programs and computer games, or worse still use the same mobile device at school, their grade point average is not very reliable at the peak.

Coming back to the eighth grader and his studies on the usefulness of screen use among adolescents: Spitzer looks at the pointing out that the TV and PC game industry is a market of around 20 billion EURO is. A few years ago flew the dozen supposedly reputable "scientists", which would have proven that tobacco smoke is quite healthy. Now, smoking is still far too many people. Probably not a claim but still, he was doing himself and his health so that something good ...

The DVD:
(for 5.95 EUR http://www.jokers.de/3/13710471-1/dvd/vorsicht-bildschirm- dvd.html) are

The underlying point here:
caution screen! : Electronic Media, Brain Development, Health and Society (Paperback) German Paperback Publisher (July 1, 2006) ISBN-13: 978-3423343275
http://www.amazon.de/gp/product/3423343273/ref=cm_rdp_product

Fair And Lovely Multivitamin Cream Sunscreen

idea for the next McDonald's Monopoly

I recommend as the next prize, if someone all four Stations should have:

• An interest-free loan over three years in the amount of 10 million €.

David Nevue Free Partitura

Happiness in a sleeve

costs ... and sometimes the luck just four euros.

The Beatles: Paperback Writer b / w Rain Single, 1966

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your job offer from 06.10.1966 (August 3, 2005)

Theme Dıy Serıal Number

scene for the next science fiction film

Earthling: Out of This World! We are already very advanced! We already have the theory of relativity!

Martians: The what?

Earthling: Well, our greatest scientists, Albert Einstein discovered that time and space are equivalent and that the acceleration is the same as gravity in an elevator!

Martians: Eh, hehe! So cute! Hehehe, yes, we could see that, but it is ultimately wrong. You have to imagine that ...

( screaming in the background )

other Earthling: All attacks under cover, we will!

Free Church Anniversary Welcome Speeches

What is a random variable? A real debate

who occupies a stochastic rate that quickly gets an intuitive understanding of random variables. My experience was that I quickly had an intuitive understanding to solve simple exercises could, and later suffered greatly from not having a mathematical understanding of a random variable. My girlfriend is currently preparing for exam students and I see my old mistakes again in their students: it is possible to operate without understanding stochastic random variables, but then later concepts are difficult. I hope that after this article, the interested reader can do both: the definition of formal proofs without using intuition to lose for chance to bring every student:).

A random variable is a function. A what? Yes, exactly. Also a deterministic and somewhat unexpected and not a bit random. It's pretty maps no matter which room in which room the random variable. I choose you an example: hot

Our random variable X . The random variable X forms of space

A = {1,2,3}

in the room

B = {W, L}

from. Here W is a walrus and L is a leopard. What I mean is: random variables operate in areas, which need not be algebraic. A random variable can map anything to anything.

random variables, we can examine an example of good. We definierne X as follows:

X (1) = W , X (2) = W , X (3) = L .

But where is there by chance? There is none. Stochastics is pure mathematics, mathematics of functions on spaces and their properties. The rooms are particularly well suited to so real, random to describe events. If you do that it runs statistics. In our example, I could claim to illustrate that A the goals in a game show are B are the things that can be found behind the gates. But the situation would not add anything.

What really does is measure of probability. You need for every room A and B still a tape measure with which we can measure a subset ⊂ A and b ⊂ B . We say "likely", but in truth we measure only. By that I mean, you are the size. As with a ruler. If Stochastics say that the probability is 1 / 3! Then they think: I took a ruler and measured, and it is 1 / 3 size. For the general confusion, we call this scale "probability", although it again nothing happens.

I define now a tape measure for A , but none for B (later, we are looking for a tape measure B, I promise). I call my tape measure P . And I say P ({1}) = 1 / 3. P ({2}) = 1 / 3. P ({3}) = 1 / 3. P is the uniform distribution on A . Perhaps an eagle eye drops on that measure that P actually all subsets a ⊂ A may be what is, for example P ({1,2})? It is the property of tape measures that you can measure the components alone and then sum up the lengths.

P ({1,2}) = P ({1}) + P ({2}) = 2 / 3.

said, the stochastics is great in it, measure, and we have not B measured. Which, if you will, a central feature of the stochastics is that if you measure A can and there is a random variable of A after B has , then we can build a measure of B . Stochastic description of this scale derived by a notation that seems only to invent a completely different look than the rest of mathematics. They write things like P (X = L). What do you mean? (Most students help themselves by understanding the metaphorical expression, and read: "probability that X = L") I use a more common notation, and then explain the Stochastikernotation later.

Ok, we seek a measure of B . We have P, which is the measure of A , and We have X, the random variable. I propose that as a measuring tape to B function. The -1 in the exponent means inverse function (see, eg here), the circle means "after" and I mean only .

order for us to understand the situation better we calculate .

X -1 ({W}) are all pre-images of walrus, that is

X -1 ({W}) = {1,2}.

And so

,

and analog

.

Our goal was, a tape measure for B to have, we have achieved it? There are two important criteria for a good tape measure in stochastics. Since they are called "probability measures". The first is:

• If you measure the whole space, we obtain as a result

what we have achieved in our example, because 2 / 3 + 1 / 3 = 1 It applies to all variables on probability measures induced, and I recommend the reader to prove that, it's really easy:).

The second is:

• If we measure something, we can also use it just as well cut up into parts, measure the parts and their sum must give the whole

Wikipedia expresses something less prosaic like this:

with A _i pairwise disjoint.

And here one would have to go back a bit further, I was only a short version: It is a sad reality of mathematics, probability spaces that you can not cut up as desired. In our rather small probability spaces, everything is still fun and possible, but exclude even at only slightly more complicated spaces must be the most mathematically possible sawing up to meet the first criterion. So one has to find a probability space and allowed to specify a list of his sawing. This list of allowed sawing is called the "σ-algebra" of the probability space. The σ-algebra of some probability space C thus contains only the subset of C that can we measure it.

And now we can finally explain what a probability variable:). A function X : A → B a probability variable is when you can generate from it a probability measure on B. Why should not that be possible? Now, if X regarding the σ-algebras "incompatible" is.

For example, let's assume we know a probability measure on A , namely P .

Then we would like to see is a probability. Why should this be? Well, X ^-1 could have a picture that is not a valid argument for P (Gülten arguments are valid for P "sawing" of A , and those are elements of the σ-algebra to A ). And this is really all the magic. We require that X ^-1 , valid sawing B to valid sawing A maps. Or formalistic, the calligraphic A is the σ-algebra A to is the calligraphic B the σ-algebra B to :

. What should a

notice is that this condition is fairly mild. You have to go pretty far to find a function that satisfies the condition is not (although technically meet almost all the functions of the condition NOT).

Many students are confronted with this condition and think: Aha, X must be surjective! But X must be neither surjective nor injective. My Blog inclined reader has learned that the condition expresses the compatibility the σ-algebras of, nothing else.

It is still open, our notation is difficult to type and write. And therefore, the stochastics have devised a special notation that goes against all conventions of mathematics, but much shorter than mine and so popular:



Well, and also is the spelling suggestion. P ( X = b ) to read to you as: The probability that X = b, which sounds cool, and fits well into the intuition about probabilities, but it fits just not as good for defining the world of stochastics not in the X = b randomly is.

I hope that after this article, the interested reader can do both: the definition of formal proofs without using intuition to lose for chance to bring every student:).

Herpes Outbreak In Boot Camp

also written to read elsewhere

"First they have banned alcohol, Chernobyl exploded." to review Yuri Andrukhovych secret novel in the series " 20 years fall "( critical-ausgabe.de , November 23, 2009)

officially arrived in fairyland. Benedict Wells' "Spinner," a novel about the ups and downs of a young soul in Berlin ( literaturkritik.de , November 30, 2009)

Scooby Doo Waffle Maker Value

In London we discussed the question of whether the Catholic Church is a force for good or not . After 50 minutes, the audience had changed his mind in favor of the atheists. Here are the numbers. In the picture you can see the representatives of the Catholic Church on the survey results before the debate and afterward.


A friend of mine told me when we talked about the minarets that it expresses the feeling of the Swiss, that you have to do something against Islam. Well, here is what can be done. A well-vs. Islam debate. The atheists would probably have entertainment value. And I should not wonder if you would come to similar numbers.

Islamic Condolence Quotes

are minarets banned in Switzerland

The Swiss Constitution zukünfigi prohibit the construction of minarets.



The reasoning of the proponents seem to be about that minarets are a symbol of power more than the act of worship. I think this is nonsense, but I think it would be a weak argument, for minarets to be, just because Muslims such nice people are. Or to allow only buildings that are not symbols of power. Suppose, then, minarets would be nothing but power symbols of Islam. Since

is more, the Turkish Prime Minister Recep Tayyip Erdogan's said in 1997: "Mosques are our barracks, domes our helmets, minarets our bayonets and the faithful our soldiers This holy army protects my religion.." Egerkingen The committee was not too bad, to quote the sentence.

is totally pulled out of thin air any of it. Although not every Muslim a terrorist, but the proportion of Muslims among the terrorists is frightening. Who would have ever criticized the initiative because he thinks Islam is a religion of peace, ignores the most visible part of Islam. And who says that religion had nothing political, which can be washed his head: Islam is politically so long as there is. And so he is not alone: Christians use their values wherever they are going to make that policy.

And no, Christian values are not Western values. The modern Western values had to be at great sacrifice to prevail against Christianity, and still suffer from Christian tyrants who believe us to be able to prohibit other stem cell research because they have found somewhere in their fantasy book is a line that can be interpreted only just so that their imaginary friend does not like stem cell research. Mother Teresa fought to make abortion in prison. The struggle for freedom is a fight against religion. Against them all. It is no coincidence that not one of the founding fathers of the United States was a believer. may

The fight for freedom is also a struggle to think that everyone what he can and as long as it remains undisturbed not harm anyone. It is a fundamental respect for other people, that often their views on how the universe works, accepts, no matter how confused they appear, once you have cleared his head. This is important because no one is born liberal or a skeptic. It is a position that is intellectually against itself first rides. It is s battle against our innate instincts, against our innate morality, with which it is perfectly compatible people make life difficult are not part of our group.

can be no coherent argument put forward against minarets that could not be used just as well to ban synagogues and church towers. Erdoğan lists as a carrier and symbol of Islamic power only minarets among others. Just so good you could ban headscarves or equal to the faith itself. Of course, the effect would be larger, but nothing of what Ulrich Schluer, the Haupfbefürworter says, can be applied to more than minarets on headscarves Mosques, domes and believers.

Ulrich Schluer may now be objected that mosques and headscarves for Islam is necessary, but not minarets. But he is also apparently not from Islam. The remarks by the fact that he claims it would be over minarets nothing in the Koran and it could be assumed that it would be irrelevant to the religion. He does not know that Islam across all flavors of the hadith, the traditional stories about Muhammad, just as respected as the Koran. That something in the Koran can never prove so that something would be Islamic. (By the way, in Hadth point out that "If someone defected [of Islam is] ... so it must be geötet. The penalty is death. "The only help that Islam was the religion of peace, as the opponents of the initiative, called Islam.) The majority of Muslims informs us that minarets would be needed for their religion.

Since we only be injured than aesthetically, we must accept it. And they can build their towers. From basic human respect. Everything else is the ugly bullying of a minority, based on nothing more than xenophobia and intolerance.

Is Islam evil? Yes. Do we have the moral right to interfere with people because they hold something as true that the harm mankind? Of course not. That would be absurd. On the way to skepticism is a lot of hocus-pocus and confused ideology. Religious freedom, freedom to believe the insanity, is absolutely necessary so you can find the truth first. It's disgusting, their own cultural identity, to abuse their own majority to bullying dissenters.

Weighing After Pooing

end of the world in 57:03:48:40:01

A preview of the upcoming album "Little Bird"

When the famous bearded and lovable curmudgeon of recent pop history a film about his father , wrote down his life ( for grandchildren do not exist ) and an album made man as long Wolf (or better: has wolf had become human) howling at the moon, said Mark Oliver Everett III, the frontman of EELS: the end is near.

Admittedly

the END TIMES he speaks of is not about "Mayan calendar conspiracy theory bullshit," he says, but, "the state of the desperate times we live in." The eighth

EELS album is actually "End Times" are called, and after what we know so far, there is a separation album that even under the has included his abbreviated name simply as "E" Known alone on a four-track tape recorder in the home's basement. Origin of the admittedly not very apocalyptic title was & ndash according to the press release - the artistic experience the pain of separation as breaking the world around him. Thus, even a little Emmerich, but more like a metaphor.

Sounds will definitely be back once for a classic EELS topic. After wolfish excursions (with statements like "she's tremendous dynamite" etc.) So now it goes back to the sensitive core of what holds the world together. More on 19 January 2010 (!) - the countdown .

Bearded Dragon Food Stuck

Book Design Review Special (4): The Illustrated Bob Dylan

A comic Dylan? But only a cowboy hat! Excerpt from "It's Not Dark Yet".

Another puzzle piece in the fine art of book design in The Daily Frown comes from WW Norton which annnehmen a long overdue topic: The Illustrated Bob Dylan.

This would For some fans, who Christmas in the Heart , the creepy holiday album to, well, creepy is saved Christmas. "Bob Dylan Revisited " is another type of cover album: the band assembled for the first time a selection of thirteen Dylan songs told in the style of the graphic novel . So modest hence the title, so long overdue is that finally takes a publishing this issue: Dylan himself is now seen as a visual artist from London to Chemnitz, and even long before Drawn Blank always times again emerged as a painter in appearance. In contrast, song-writing was He also has a grant Cubists tuition (?).

As the publishing company reports, in "Bob Dylan Revisited" is a particular graphic retelling of the long poem "Desolation Row " and the boxing drama "Hurricane " great room. Under the thumbnails there are also the artistic processing of the late "Not Dark Yet" and especially "Blind Willie McTell", leave a deep melancholy homage to the blues, expect big things:





And thirteen songs unfortunately are a bit thin and has The Daily Frown fast track the top ten Dylan songs voted which should be nachillustriert as soon as possible:

10th "Love Sick "
9th " Leopard-Skin Pill-Box Hat "
8th "Mr. Tambourine Man "
7th "All Along The Watchtower "
6th " Do not Fall Apart On Me Tonight "
5th "Jokerman "
4th " Man In The Long Black Coat " 3
"Day Of The Locusts "
second "Stuck Inside Of Mobile "
first " Talkin 'Bear Mountain Picnic Massacre Blues "

Well then time ran to the crayons!

15 Years Vgina Picturs

parents and homework help or aid for troubled children

have in my recommendations for parents to support their children, I also extend to the homework in the first period when switching to the Grammar School (surely MS) is mentioned. Following on from that I would like to quote one of my opinion, very helpful book I have just read in conjunction with concentration problems in children:

"My child should be old enough to be alone to do their homework."

Many children in the primary school age and often again in the 5th 6th grade and feel insecure with their homework. If an adult is sitting next to it or only present in the room, it is often easier. Take first all the rules on board and try out different rhythms with the child and constellations. Perhaps the concentration to a different time of day is better, maybe your child needs close to a familiar person, if that makes maths, maybe dad is more patient in the evening? Rest assured that your child would like as much as you want it to be independent. Children develop independence in their time in small and large steps.

(Rühling, p.79)

Rühling wife (psychologist, psychotherapist) is here to just the points, which also are important to me when it comes to support. It's less about the MMN usually professional help than emotional Support and ensure that safety in the independent management. Especially the first few weeks mean for all children enormous stress due to the change in daily life and the flood of new rules and information. This is further compounded by uncertainties regarding their own performance, or social status in the new group.

To capture this is necessarily the warmth and also a security-giving Constance important at home.

The other aspect that appeals to Rühling in this excerpt is to support the self-organization. In the said stress it is difficult even for adults to keep track of. More difficult it is for the children in very short time, many new strategies must be developed to cope with everyday life. The support that they receive this creates, that they have sufficient air in order to develop their academic performance. So once again the urgent regard to the "parental responsibilities", the observance of the child also should not charge.

Rühling to book:

The title "ADS - help for troubled children" is, I regret misleading. At least the ads distracted expectations tend towards a "Health Advisor", while the accessibility of the power of the book describes very aptly. I appreciate this work, therefore a very high because not just R. of sick children talk to their healing, they want to give tips. After a short but informative introduction to the science behind ADS she leads the reader initially instead of once, the child's behavior, but also their own, possibly as a normal reaction to an unhealthy context to reflect. For example, but also the number of pupils of 28 children could be in a small classroom, coupled perhaps with a "sexy-open" method to be the cause of the disturbance response, not the child's health.

I have this kind of guidance to reflect a great help, my own practice, both school and privately in more detail to look at, with quite a few habits found that are not optimal for the concentration.

In the second part in the title promised help is offered, very friendly always associated with regard to the difficulties of implementation and the imperfection of the solution. The structure follows the pattern, to quote first to identify some examples of cases will be discussed by which potential solutions, but also from experience unfavorable solutions. These offerings are aimed at parents and teachers and educational staff.

In the last part Rühling is finally on the possibilities of drug treatment one. Very openly critical it is to deal with the dangers of the cure-all pill mentality and points out the weaknesses and, above all, the commercial interests of the industry, which is unfortunately too often put on the long-term health of the child. Rühling follows in its approach to the highly regarded by me neuroscientists Huether, the psychotropic drugs referred to as a "crutch" that can provide in an emergency the chance to lead to a cure cause. Just as a crutch not the broken bone heals, the pills do not alter healing the body, but only make the symptoms of the illness bearable. Therein lies the opportunity, and unfortunately the danger. For often the context is unhealthy, and not man sick.

Helga Rühling: ADS-aid for troubled children, Rowohlt Taschenbuch Verlag. Reinbek 2003, ISBN 3499617102, price: 9,90 EUR

Oldwomenplayingwiththemselfes

parents contribute to school success ♦

letter to the parents of my new 5th class and all other

Dear Parents,
have to step to the school your child and you as Family remains a major challenge more. In many parents' conversations, from observation and interaction with the students I will always be clear that much more necessary for a successful high school after 8 years as high school as a mere talent. Especially in the early years, when study habits are formed and the self-image of the student, me two things seem particularly important: respect and support the family. In the former, I mean generally positive adjusted percentage increase in student life. Support, I think especially helpful when the child helps to be independently successful.

The listed under "Organizational" points are your legal parents school obligations. In order not only in "emergency" calls, usually from 7./8.Klasse, but from the beginning with you come to your support options for your child to the school meeting, we have in the College Ideas gathered, I have supplemented it with my own proposals. This should be seen as hopeful suggestions. support

Thank you for your cooperation

Marco Pienaar

Organisational

• cell phone ban, according to House rules, no games consoles in the school
• weeks signatures HA Issue
• signature note of notes and checking whether correction made
• regard and feedback information for parents

motivation and instruction: demands minimize rather than prescribing

• use of screen media, no PC games directly after school!
• first regularly increasingly sporadic shows HA can: monitor important form and extent
• stapler guide - the form and content (completeness, organization, etc.)
• not ask "How was school"
• show interest in the school curriculum: content can be summarized briefly provide an opportunity to know not to present
• failures comfort with foreign failures, but courage with other successes make
• success not say it was the touch but also motivate the individual performance
• not possible to notes, but help make above shown effort
• good study habits, and - above distractions protect
• fixed times for HA and "school talk" plan and allow
• help to keep track of, for example in planning to prepare for class, etc.
• free time as compensation, not as a second job
• ...

participation of school life - positive attitude to school

• "informs his"
• maintain contact with class teachers
• attend PTA meetings, to visit the teacher consultations
• support and active involvement of class activities
• participation of school life - exercise of legislative responsibility
• participation in school extra-curricular events

Malarone When To Start

water pipe - an alternative to culture ...

Some to smoke tobacco, too ... In preparing the topic of "addictions" I have found that:

alternative: water pipe
Since 2001, more and more pubs and cafes on flavored tobacco with a hookah. By water cooling the smoke to be inhaled deeply, the mucosa is less irritated and the accompanying flavors promote consumption. What not many people know: During a session as much nicotine is consumed, as is mentioned in 100 non-filter cigarettes. An additional problem is the lack of hygiene. Water pipes are ideal breeding grounds for dangerous TB bacteria and Pseudomonas aeruginosa (verdigris) which lung inflammation, can cause wound infections and blood poisoning.
Other consequences of smoking: direct lung injury, chronic constriction of the lower respiratory tract, lung hyperinflation, cancer, promoting stress damage, promotion of various cancers throughout the body, stroke, brain, heart attack due to narrowing of the coronary vessels. Especially dangerous is smoking in pregnancy. The unborn child may result in growth retardation, premature birth or miscarriage. After birth, the risk of sudden infant death syndrome.

http://gesundheitsnews.imedo.de/news/109865-nikotin-sucht-und-entwohnung

Study Abroad Letter Of Reccomendation

effects of media use among children

I just after the interesting discussions with my students during the school massacre Winnenden about the effect of media, especially on PC games for children once again been looking intensively for information or scientific findings. We find indeed for consumer opposition and representatives of the "educational value" mass material. What struck me is the distribution of contributions. The positive effects of TV and video games are claimed by industry and their paid scientists. Very reminiscent of the campaigns for "educational toy", and so is particularly colorful and a lot of noise.
The votes against (unrestricted) media consumption in children are consistently by independent scientists. The reasons for the rejection are either sociologically or statistically neurobiological psychologically based. For the former approach, I've found here a revealing report entitled "The Pisa losers". It is shown, among other things, why boys are the losers in school performance.

www.kfn.de / versions / kfn / assets / pisaverlierer.pdf

for the neurobiological findings need only google times the professors Spitzer and Huether.

conclusion is always that it is purely economic reasons that speak for the media habits of children. Even the supposedly valuable educational programs draw itself above all by making them less damaging.

learning Technically the most devastating are computer games because of the emotionally charged interaction over many hours need to know what was perhaps but somehow gets into the school to the brain, is cleared efficiently. It is first not even an ethical question whether murder games are bad, but a memory and psychological. Violence is extremely emotionally charged, that is particularly effective when deleting less emotionally charged information, such as schoolwork.

Why the policy spread these truths so little and so empowering parents in a position to make informed decisions, rather than to do with banning campaign debates, is probably a question that takes its place in the sadly long list of similar questions as to alcohol advertising, etc..

MP

Stranger Gropes My Wife

The problem of traceability of the assessment of student presentations

First version 10/17/2008

of current events and repeated experiences and conversations, I try the following, the complexity to illustrate the assessment of student presentations and to explain the occasional difficulty of accountability to outsiders.

Content Rating

Talks and lectures are held usually lead to different topics. Thus, the contents of the speeches are not comparable. As the subjects also usually more or less new / unknown for the class is for students not clear the extent to which the subject was fully covered.

important criteria that are comprehensible even with an unknown subject, form the obvious understanding of the topic and the "translation" to the public. Both will thus be seen that the speaker has not only stringing together facts, linked by phrases like "... and now I come to my next point ..." "... now I want to talk about ..." etc., understanding one's own information reflected in the fact that they be declared . That is, the student links the logical facts, draws conclusions and shows connections to . Depending on the approach of the presentation and evaluative comments are possible.

·

interaction

This ability to explain the information in a logical fit, comes the ability to adjust in his explanations to the audience. Ie to consider all cases be that the audience is missing all the background knowledge, has selected from the speaker's lecture content. The information presented to the audience have to be consistent with itself!

interaction belongs to the speech. This is a school-specific problem. The speaker ultimately lies in the dilemma to either adjust to the more or less good language level of the majority of their fellow, or, if it is possible to speak English is an overwhelming, proving his excellent vocabulary knowledge and formulation ability. In my view, student presentations are used in teaching English to all first-language acquisition, so that the student should decide to present it, his best English, then come along even if not all. Any language comprehension problems of peers need to be mitigated by supporting handouts and vocabulary lists. Also, it possible to adjust the speed of speaking to the audience. Of course also includes a to subsequent protection of the important information transfer activities such as the formulation of summaries or the application of advanced tasks.

·

clear language

Unlike in written work, where the pupils are painted error and could compare the number with the other students, is such a comparison is not possible in lectures.

most important criterion for me here is the extent to which students speak freely, that is to be read without the script. Coarse said the rule applies:
The freer the speech, the more errors may happen .

Furthermore it is decisive how complex topic and its accompanying vocabulary. Here is the analogous rule
more complex the subject, the stranger the vocabulary, the more errors are allowed .

It must respect the students, however, always insisted that he knows what he's saying. Wrong debate can happen. to use words without knowing the meaning is a serious mistake.

General said in all productive sectors is more complex the language, the more errors are allowed. Otherwise, the students hit upon the possible to form simple sentences, so he can get his error count to zero easily. This, however, the training objective would be wrong. This aspect of the complexity of trying in the evaluation matrix, "range" cover.

When lectures clear language very much determined on the correct pronunciation. Not only the pronunciation of individual words or technical terms, but the flow of language heard in its entirety. The intonation and melody of the stress (prosody) must sound English. It is not enough to express complex and eloquent, it must also be spoken in English.

Evaluation

All of these factors ultimately result a note. The task of the central finding is extremely complex and undeniably relatively subjective. Subjective because they are valued at the same time with the performance, ie the teacher has little opportunity to reflect in peace, even with notes. Thus, the teacher depends primarily on his experiences growing expectations and his listening skills. In addition daytime and class situation. absorb all this, there is the one clear guidelines for the performance expectations (eg, matrices). On the other hand there are the individual notes some leeway or buffer to fluctuations. This affects the way both for the students themselves and their daily condition.

It is obvious and compelling, that the value end of his standards is so transparent as possible. The process of valuation is so complex and at the same time limits that he must take place mainly intuitive. That is, it is impossible to give a comprehensive word sentence to each lecture. Since only focus can be shown, there is a danger that students equate this with the overall assessment. Meanwhile, I know I must take that risk.

is completely impossible in my view it compare to two different lectures. The problem is reminiscent of the judges in sports, where no time or height / width can be measured, but notes be given. There is buffered from the problem through the use of multiple judges. In class that is not yet possible. What ultimately is comparable to the lecture are the scores as a result of the evaluation. Actually, that's the purpose of notes to make incomparable comparable.

·

As the students could handle it

First, it is prerequisite that the student is informed about what is expected of him. I see a major problem with student performance, as I realize again and again, that tasks are processed, although clearly demand that the student did not understand.

Another problem I see is that students often show a resistance to instruction. Far too often I experience that, after developing the "right" approach will be ignored in the next moment in the application completely. I am aware that new techniques will first create discomfort because you feel so insecure, because it is an extra effort to acquire this, and because we generally prefer to remain in a comfortable rut. Of course, the student is to choose to ignore the instructions. This may be accompanied but not that bad results with the inefficient method as "fate" or injustice be excused by the teacher.

It would be helpful to question the methods of the teacher, if one believes the old are better. Even more useful would be to follow the instructions to try hard and make an informed choice after all the best for oneself appropriate method.

Last is a systemic problem was addressed. Even in relatively small classes / courses there can be only a relatively small number of student papers for each student. So it is simply impossible to build on the experiences of teaching in-depth routine, even when speaking and short presentations will be practiced. Therefore, it is with the students to to provide as much exercise as he needs for a successful routine. It begins with the fact that you so much and often as possible, speak English. The only way you will not feel uncomfortable when it is present, a large lecture. If you are already insecure in his ability to speak, it can be carried the burden of the complex content of the lecture topic only get worse.

Furthermore, it is as useful for all the challenges to prepare targeted and manageable steps on it. In the first lecture, the contents should be clear, then the way of mediation, ie, structure and language. The latter must have arisen from the former. That is, one selects only what one understands. Then you wear it before as good as you can, including not more complex and difficult vocabulary than is effectively controlled. Both should work together to reduce the stress significantly and thus allow a confident persuasive presentation.

And here it is highly advisable to seek timely advice and support. For knowledge, too, to be on track to reduce tremendously the stress. Of course, it also reduces the element of surprise in the assessment ...

It Hurts Down There When I Have My Period

basic conditions for successful learning

Below I try to outline my vision of successful learning. The text was written in an exchange with parents and from my · Employment with the results of brain research to learning. As a source of examples serves me as an English teacher of English language teaching. Most statements are valid but in my view for any subject.

·

learned helplessness - "I can not ..."

I have the feeling that very many students is not about any recommendations as a recipe for "good student". My remarks therefore called also the conditions under which anyone, be it teachers, parents can help at all, at least in schools. My

Impression is in focus, that most students with serious problems of note once again have to experience success with small steps and goals so that they experience themselves as competent again, instead of as "problem students". Problem students, or "bad student" is usually the label for failure learned (learned helplessness). It has failed so often that one has learned that it really can not. Pressure helps in any case, for example by preaching.

know how to successfully learn

Another fundamental problem for me lies in the ignorance of themselves for a reasonable Learning strategies and learning methods. Upon request, I hear far too often, we must stop "clean look" more. It must be encouraged more strongly to specific work practices and habits.

·

This also means that the students overcome their resistance to instructions and actually do what was instructed. Even if that means that it initially takes more time or effort. With practice the learning and work for it is much more efficient. This saves time and energy, and still fulfills the requirements of those who rate a last.

The benefits of performance assessments beyond the grade
tests and KA for the detection of their own learning needs extremely useful because there the teacher reveals the clear knowledge gaps. Thus, the correction is actually catching up to the lack of learning material. The school system, unfortunately, led to mark off material also be examined because he is so apparently no longer needed. As a student you finally do not track what comes in the following school years. This short-time learning on the control point is then used in later school years event. This is for me the main reason why the benefits from Class 8 to sag so often rapidly. The student will be collected by the gaps.

Be prepared

as a learning prerequisite
The "clean look" should routinely pass the knapsack packing, not with the purpose of learning new things but to remember once again what has been recently developed. This is already an expectation for the next hour structure so that the new knowledge "dock" light can, because the brain can only learn to associate only with existing knowledge that is new and needs.

This fact should be borne in learning even with homework. Therefore, I recommend that the teacher asked, or self-selected homework to make just that you yourself actually get anything or that it sets itself means something. The brain needs a relationship to, learns what it is. The fear of the test is the worst.

·

First, you should be aware, why does the task, that is what you will learn to really. And second, you should always get the job done so that it challenges you. Only when we feel challenged to feel you are successful. Just the fact is the basis of motivation.
When we read in English, you will write ten sentences to conditional II, then you do not just wear out like 10 down, simple sentences, so that the page is full, but attempts to formulate sentences a kind of joy do it because they are so funny or weird or complicated. If possible it should be something to do with self. The brain needs excitement and fun. And the last sentence should be significantly better than the first, otherwise there was no progress.

same is valid for all areas. I am aware that not all homework may seem to provide these opportunities. Here I examine myself as a teacher constantly self-critical. At the same time, students should definitely complain about (seemingly) meaningless HA or request an interpretation, unless it can not succeed himself. Or they look for an alternative even with the same learning goal and show that with appropriate justification. I am about students with initiative far more delighted than those that work off stupid without effect given.

The need as a source of learning
All this drivel just as smart as all the tips and recommendations remains over the years, as long as no attempt is made out with their individual needs. And needs arise infrequently from sermons, neither teachers nor parents. I think a lot of things that have required schools to do little in itself to the needs of students like to learn about grammar, or to solve certain mathematical problems that have nothing to do with student life have.

try the one I am a teacher, as well as possible to make sense and benefit to the students visible. This is only a limited extent, because each student has individual ideas and needs. Therefore, each student must find his own motivation. I can only offer not motivate. Good grades are not bad, but just who, until the note is given.

I think the only really put on so many fundamental motivation for the school year in the joy of self-determined success if you create a (self-imposed) challenge when you work on by himself again a little bit is better. This good Feeling to achieve something, to grow beyond itself, · motivated and much more durable than any good notes ever could.

When is the improvement of their own success then, then you can enjoy even if the rating given by the teacher was still only a four because it's just a difference whether you get to four with 20 or 29 of 50 points . And because we know so obvious that the next time you get over 30 points, so to three.

need this self-motivation self-perception.

I need to know what I want.

Then I have to figure out what I need for it and what I like and what I already can not. Then

I can figure out what I must do so that I can.

And because I WANT, CAN I finally do what is necessary to achieve my goal.

experience success rather than fear of failure
All this does not work if it is directed to a distant and abstract goal that you can not really imagine how "good Abi", "good job". School itself still focused too much on grades and education, rather than the substantive success, and at the same time students are complaining that only work for grades.

If the good grades fail, the motivation is gone faster than one time would need to find the right path to success.

order not to lose just half way to the courage, because it has become as well the third attempt from the four no one, you have to set achievable goals is essential. Not doing so, crushed one of the mountain of the task before it has even begun. So rather than stand frozen in front of the mountain, you have to train guards step into beat. Will soon arrive ahead not only easier but also has success that spurred a further step with any more.

Translated that means for example that discouraged one of the thick binders or the text book just before the performance review by his mere sight. The steps to irreversible would be manageable sections for which you have to be scheduled enough time. This requires precisely that we know in time what to do and how to do it. And then you have to start on time. Wait for the mountain will not shrink ...

What I try to describe as, works only as a habit. The habit of wanting to be better, no matter what one's life just a challenge.

This is very simplified, because of course you have to set priorities and pay attention to its strengths and weaknesses. When I look at really successful students / people who are still happy with their effort, I think is it because they have this ambitious attitude and strive for self .

You learn only what a self-benefit
repetition is the principle of learning. Only when something is used several times successfully, it stores the brain in the long-term memory and makes it easier and easier accessible. Success is, so that the challenges were overcome. For example, it is a managed several occasions with the vocabulary to express what they wanted to say the opposite. Conversely, this explains why the hundreds of words of the 8 years of English are gone ...

·

repeated as a habit
habits have the advantage that they relieve an enormous. You can not always be new time and motivation, and think about the how. So they are very energy efficient and extremely effective, provided they are useful routines.

A useful habit would, for example, tasks of the day again be solved (in samples) to check the learning progress and detect vulnerabilities. Where it "hangs" then the path of learning should be once again gone back to be reworked with that book and staple the rest. At the same time provide easy repetitive tasks motivating successes.

You could still buy the Workbook and solve again. Likewise, in previous years. One would have in any case the material covered in each school year and with a known system and vocabulary. Requirement is as shown above, that you know what you are doing and why.

The same principle applies to all already completed tasks, and exercises. Only if I can start writing the text a second time, he may be better than the first.

From the principle of repetition benefit is simply that one should surround themselves with the foreign language in general as much as possible, such as original films, books, radio, multi-language brochures, Internet, etc. The trick is that there are things that one does not because of the language, but for other reasons / uses, so on their own needs, for example, because the movie is great place or would be delighted to talk to the people. Above all, this interpersonal use promotes the "Save" extreme. We are social beings. Who could be better suited to practice his English, when the friendly / friendly fellow students, not just in the classroom. With it, you have a real need for communication. Just use general language.

why it is so important to DO things with the language to use the language as a tool. In the group of creative writing write texts, too, because one would like to improve his German, but because you want to announce something or process.

The described principle works not only for foreign languages, but any learning content. In the natural sciences, I do not really learn the formula, if they give me only for the test helps, but if I can so solve my problem. If I have none, I have to ask the teacher what could be such a problem. Not for MY problem, the challenge is to something that I still can not. This works but unfortunately after a certain age and more difficult ...

·

Find your Sherpa ...

the end it is always wise to seek the appropriate "guide". Usually you do not see the way out of sheer rocks. Experts, ie, mainly teachers need to know specifically, however, and in some cases, what and how one should learn, not least because they share even the goal.

I am aware that student-being is more complex and difficult. I begin to understand it the first time what it means. With my remarks, I hope to give some suggestions and also gives an insight into my understanding of learning. What derives from it for me as a teacher, I can only show in the classroom.

PS: My basic understanding of learning has given me brain researcher Professor Gerald Huether, among other things, his book: The biology of fear. His colleague Professor Manfred Spitzer was very helpful.

Pavilion Treiber T3000

mountain climbing as a metaphor for learning in the class / course system

mountain climbing as a metaphor for learning in the class / course system

it helps me very much to translate a complex problem into a well-known and imaginable for me or image to associate with it. So a useful test to me is the idea of teaching as mountain climbing. I'm down economical with the indication of back-translation, as I'd like everyone to his own - find translation - helpful.

Mount ...
(high school, class work, exams, tests generally important)
... is high = distant goal - it is not clear, an unknown experience and is so afraid.
... is not chosen you = want to go and looking forward to the success, or ... ...
heteronomous = nothing is as exhausting as unwanted tasks.

The rise ...
(lessons and independent work and learning - the learning path specified)
... is either steep and fast = strenuous and dangerous
(the risk of falling is high and increases with increasing altitude)
... or gradually increasing = Requires more time, longer distance but less power and risk.

The roped
... (course, class)
depends ... as a group on the same rope = common success or not.
... all help each other forward by keeping on the path and overcome problems together.
... The strongest, go ahead and go with the slower ones. The next mountain (eg specialist) is changed. With the help of well-being is created at all = condition for success.
... by using manual is both exercise and deeper understanding of the helper.

The Sherpa = Guide ... (teacher)
knows ... the way to the stages and the goal. (Exams, graduation, curriculum, etc.)
... has the technical know-how to go the way (right way of solutions)
knows ... the methods to make themselves fit for the ascent = trainer (learning methods, methods of operation) .

The climber ... (students) ...
has individual goals and his style, the way to go.
... must ultimately decide themselves on difficulty and time required for its route (as far as possible in the school system) has
... bring individual skills in rope team.
... can only climb the mountain itself, ie, solve the learning path and test stages itself.

mountain, roped and Sherpa, you can not choose the school system generally, but one can determine how to deal with them.

climbing you learn only by climbing.

determines the strength of the rope team to the success of the individual.
determined the contribution of the individual, the strength of the rope team.
who runs ahead and who falls, weakens the rope team.

Trust is the basis of all advancement. This applies to rope team and Sherpa.

Common Issues: Missing

Fitness: by cable car driving is not learned mountain climbing! The
for the target or the stage necessary skills are not sufficiently consolidated.
Lack of security and unclear solution cause a disproportionately large amount of time required and the excessive expenditure of energy in the solution ("smoking heads").
under stress block the uncertainties also the existing skill.

Poor orientation - knowledge of destination and route:
students run directly without preparation and planning of the (solution) path and without sufficient Clarity about the target release, that it is not clear what exactly needs to be done, nor how exactly you can do that. As we noted in the labyrinth
thus first that it is the wrong way if it does not go any further.

sample text work:
read selectively Instead of text on the task will only read and then looked for what purpose and tasks based marks and notes (if any).

sample text production: instead
content outline (outline, structure, etc.) is immediately losgeschrieben and thought it about the content. That is despite exam stress and complexity of the task forces to the brain to process all aspects simultaneously: the WHAT (content) and the HOW (structure and language). The overwhelmed not only a student ...

overwhelmed by unreasonable length and difficulty of the road:
instead of learning in small, manageable units over a tolerable period of time and practice, just before the "all mountain" is tackled so stapler and an . The mass of the already frightened then. The size of the task is also to address the least. Hardly anyone can survive without training for a marathon. Nor can the brain process and store unlimited number of new information in a given period, and then provide for the test (= marathon) again. In the work There is then (amplified by the stress) total chaos.

Lack of communication: Instead
eliminate uncertainties due to questions will be attempted only once and started to. This is too often wasted much time and energy on non-targeted tests. At the same success and failure are defined as "fate" dismissed.

ANGST
overload and uncertainty cause anxiety. The first leads to aggression against the cause (eg the subject, the examiner), then to escape (avoidance of anything that has to do with the postponement of the work) and finally to solidification (capitulation. I can not do that I am a [xy] failure).

solutions

accessibility
small, achievable steps form a chain of small successes and lead to the great goal.
manageable effort motivated and receives power for the greater good.

self-discipline :
Each explains his personal motivation for
Each determines its own realizable claim, as well as their individual needs for time and energy.
Any checked himself, if he understood the way and goal enough. Everyone is making itself
the necessary steps to move forward.

teamwork :
all pull together, ieeg clear agreements, mutual help and feedback. But make each other courage and panning.

guide :
follows the roped the guide. His instructions are (individually) followed. With him, the objectives and procedures be clarified that anyone can make sense to go forward. Something went wrong, causes and solutions are clear.

Do you understand or not the target or are unsure, ask your Sherpa.
(example: Summary)

Do not you know what you should do, ask your Sherpa.
(summarized topic)

Are you unsure how you can make it, ask your Sherpa.
(steps and to content)

Long Can Keep My Bacon Fridge

Kloster Kreuzberg (English)

(So, here's something quickly-slapped-together...)

A couple of years ago, in autumn, we took a bike trip to the Kloster on the Kreuzberg, the holy mountain of the Franconians, (or one of the Franconians' holy mountains?). From the station in Bad Neustadt, the trip is nearly 30 km uphill, often really steep. It was our toughest bike trip in Franconia, at least up to that time.

Map vom GPS
profile

The Kloster is famous for its brewery and situation on the 900 meter high mountain. It's been a favourite goal of pilgrims for centuries, with inexpensive accomodation.

After we'd checked in, ( room 25 ; view from window ; spic and span, doubtless because of the helpful potty sign ), it was time to eat and drink (Ausschank) . The guest rooms were full and smokey, so we stayed in the Schwemme . The Klosterbier is dark and malty, the food from the cafeteria-style service wasn't noteworthy though, albeit really cheap. A couple of brethren walked through and maintained the peace; the guests are not to be disturbed by mobile phones and the like: "It's a Kloster here, not a discothek."

The house rules require retirement to bed at 22.00, and then the gates to the outside world are locked. Since there's no television, a night spent in the Kloster is quite quiet and peaceful. If you score a Maß or two to take to your room, the quiet is much more bearable.

The next morning was cold and wet, nonetheless we made some photos:
Das Zimmer in der Ecke im Fürsttenbau 1 , 2
Der Hof 1 , 2
Die süßen Wachhunde (Handyfoto)

After we'd checked out, we rode up to the peak. From there the trip down to Bad Neustadt was cold, wet, and long.
1, 2, 3

A visit is certainly recommendable, and although there are better beers in Franconia (but after 3+ sweaty hours on your bike, it tastes especially good and "easily lets itself be slurped down "), the ambience is fairly one-of-a-kind.

Bmx Frames Lower Than 100 Pounds

Kreuzberg Monastery

So something quickly thrown together ...

In the fall a few years ago we did a bike tour to the monastery on the Kreuzberg, the sacred mountain of the franc (or one of the sacred mountains of the Franks?) . From the train station in Bad Neustadt is the distance almost 30 km uphill, often quite steep. She was our most strenuous bike ride in Swiss francs, at least until that date.

A map from the GPS
route profile

The monastery is famous for its brewery and location on the 900 meter high mountain. It is a popular destination for pilgrims for centuries, with reasonable accommodation.

After we checked in (room 25 ; view from the window , sparkling clean, no doubt because of the helpful Pee Shield ) it was time to drink (serving) and eating. The guest rooms were full and smoky, so we stayed in the glut. The monastery is dark and malty beer, the food from the canteen but not beseonderes strange, but quite pricey. A few brothers went through and took care of rest, no cell phones & co. may disturb the guests: "It is a monastery, no disco."

The house rules required absolute bed rest at 22.00, and then the doors closed to the outside world. Since there is no television, a night in the monastery is very quiet and calm. You get a degree or two rooms to take, the rest is tolerable.

The next morning it was wet and cold, but we took some photos: The room in the corner in Fürsttenbau a , 2
The Court a , 2
The sweet watchdogs (cell phone photo )

After we had checked out, we drove to the summit ( 1, 2, 3 ). From there, the trip was down to Bad Neustadt cold, wet and long.

is certainly recommended for a visit real, and although there are better beers in Swiss francs (after 3 + sweaty hours on the bike, it tastes very good and is easy to slurp down), the ambience is rather unique.