Nexium
"Order nexium 40 mg on line, gastritis symptoms gas."
By: Denise H. Rhoney, PharmD, FCCP, FCCM
- Ron and Nancy McFarlane Distinguished Professor and Chair, Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
https://pharmacy.unc.edu/news/directory/drhoney/
Peter Samson gastritis diet quick buy discount nexium 20 mg online, for instance gastritis eating late buy nexium 40 mg cheap, loved the idea of Spacewar gastritis in cats order nexium with paypal, but could not abide the randomly generated dots that passed themselves off as the sky gastritis diet order nexium 40 mg amex. He obtained a thick atlas of the universe, and set about entering data into a routine he wrote that would generate the actual constellations visible to someone standing on the equator on a clear night. All stars down to the fifth magnitude were represented; Samson duplicated their relative brightness by controlling how often the computer lit the dot on the screen which represented the star. He also rigged the program so that, as the game progressed, the sky would majestically scroll at any one time the screen exposed 45 percent of the sky. Besides adding verisimilitude, this "Expensive Planetarium" program also gave rocket fighters a mappable background from which to gauge position. Another programmer named Dan Edwards was dissatisfied with the unanchored movement of the two dueling ships. He figured that adding a gravity factor would give the game a strategic component. Before all the strategic implications of this variation could be employed, Shag Garetz, one of the Higham Institute trio, contributed a wild-card type of feature. You were allowed to go into hyperspace three times in the course of a game; the drawback was that you never knew where you might come out. By switching a few parameters you could turn the game into "hydraulic Spacewar," in which torpedoes flow out in ejaculatory streams instead of one by one. Though any improvement a hacker wished to make would be welcome, it was extremely bad form to make some weird change in the game unannounced. The effective social pressures which enforced the Hacker Ethic which urged hands-on for improvement, not damage prevented any instance of that kind of mischief. Bottles of Coke in hand (and sometimes with money on the line), the hackers would run marathon tournaments. Russell eventually wrote a subroutine that would keep score, displaying in octal (everyone could sight-read that base-eight number system by then) the total of games won. Constructed totally with parts lying around the clubroom and thrown together in an hour of inspired construction, the control boxes were made of wood, with Masonite tops. All controls were, of course, silent, so that you could surreptitiously circle around your opponent or duck into Nth space, should you care to. While some hackers lost interest in Spacewar once the fury of the programming phase had died down, others developed a killer instinct for devising strategies to mow down opponents. Wagner became adept at the "lie in wait" strategy, in which you stayed silent while gravity whipped you around the sun, then straightened out and began blasting torps at your opponent. However, after twenty minutes of protecting your place in the king-of-the-hill-structured contest, even a master Spacewarrior would get a bit blurry-eyed and slower on the draw, and most everybody got a chance to play Spacewar more than was probably sensible. Peter Samson, second only to Saunders in Spacewarring, realized this one night when he went home to Lowell. The sight of it a science-fiction game written by students and controlled by a computer was so much on the verge of fantasy that no one dared predict that an entire genre of entertainment would eventually be spawned from it. After working late one night, Russell and some friends went to a local bar which had some pinball machines. They played until closing time; then, instead of going home, Russell and his co-workers went back to their computer, and the first thing his friends did was run Spacewar. Suddenly it struck Steve Russell: "These people just stopped playing a pinball machine and went to play Spacewar by gosh, it is a pinball machine. Like any other program, it was placed in the drawer for anyone to access, look at, and rewrite as they saw fit. The group effort that stage by stage had improved the program could have stood for an argument for the Hacker Ethic: an urge to get inside the workings of the thing and make it better had led to measurable improvement. And if the machine had been carefully packed and shipped, the heavy star would be in the center, and the cigar-shaped rocket and the tube-shaped rocket would be ready for cosmic battle. The new faces belonged to breathtakingly daring hackers destined for word-of-mouth, living-legend fame. But the developments which would allow these people to take their place in living the hacker dream were already under way initiated by people whose names would become known by more conventional means: scholarly papers, academic awards, and, in some cases, notoriety in the scientific community. Among them were scientists who occasionally engaged in hacking Jack Dennis, McCarthy, Minsky but who were ultimately more absorbed by the goals of computing than addicted to the computing process. They saw computers as a means to a better life for the human race, but did not necessarily think that working on a computer would be the key element in making that life better. McCarthy and Minsky were the vanguard of this school of thought, and both had participated in a 1956 Dartmouth conference that established a foundation for research in this field. The planners were also extremely concerned about getting the power of computers into the hands of more researchers, scientists, statisticians, and students. If more people used computers, more expert programmers and theoreticians would emerge, and the science of computing yes, these aggressive planners were calling it a science could only benefit by that new talent. It was something any hacker could understand the belief that computing, in and of itself, was positive. John McCarthy illustrated that belief when he said that the natural state of man was to be online to a computer all the time. They knew how important it was for people to actually get their hands on those things. To them, it was not a question of whether to time-share or not it was a question of how to do it. Marvin Minsky would also be a large presence, particularly in using the one-third share of the money that would go not for timesharing development, but for the still ephemeral field of artificial intelligence. It was a chance to set up an ideal facility, where people could plan for the realization of the hacker dream with sophisticated machines, shielded from the bureaucratic lunacy of the outside world. Meanwhile, the hacker dream would be lived day by day by devoted students of the machine. Marvin Minsky and Jack Dennis knew that the enthusiasm of brilliant hackers was essential to bring about their Big Ideas. As Minsky later said of his lab: "In this environment there were several things going on. But there was the question of how do you make the programs that do these things and how do you get them to work. It was the general rule to play the game with all the room lights turned off, so the people crowded around the console would have their faces eerily illuminated by this display of spaceships and heavy stars. It was because of the students, who were more of an intellectual match for nine-year-old Ricky Greenblatt than were his classmates. He would go there to play chess, and he usually had no problem beating the college students. To a nine-year-old whose intelligence might have made him uncomfortable with his chronological peers, a child affected by a marital split which was typical of a world of human relations beyond his control, electronics was the perfect escape. Houghton, who ran a local radio shop, and that became a second home to the youngster through high school. The course work was rigid during his first term, but Greenblatt was handling it without much problem. Also, his roommate, Mike Beeler, had been taking a course in something called Nomography. Greenblatt would often accompany Beeler to the 1620, where you would punch up your card deck, and stand in line. Around Christmas time, he finally felt comfortable enough to hang out at the Model Railroad Club. There, around such people as Peter Samson, it was natural to fall into hacker mode. Just why he decided to do this is something he could never explain, and chances are no one asked. It seems that the plaster in the room (which was always pretty grungy anyway, because custodial people were officially barred entry) kept falling, and some of it would get on the contacts of the system that Jack Dennis had masterminded in the mid-fifties. Also, there was something new called a wire-spring relay which looked better than the old kind. While a computer is very complex, it is not nearly as complex as the various comings and goings and interrelationships of the human zoo; but, unlike formal or informal study of the social sciences, hacking gave you not only an understanding of the system but an addictive control as well, along with the illusion that total control was just a few features away. Naturally, you go about building those aspects of the system that seem most necessary to work within the system in the proper way.
Students just beginning to gastritis diagnosis code 40mg nexium overnight delivery design and carry out their own investigations tend to diet during gastritis attack nexium 40mg without prescription propose only a single hypothesis as a causal model lymphocytic gastritis definition order genuine nexium online. It is important that students diffuse gastritis definition effective nexium 40mg, as they develop more expert inquiry skills, learn to propose and investigate all possibilities for a particular phenomenon wherever possible, and to design experiments to eliminate all but one competing hypothesis. Within this manual there are several labs in which students will engage in hypothesis testing. Here’s an example: Leopard frogs have polymorphic patterns on their skins designated as pipiens, mottled, burnsi, or kandiyohi phenotypes. Peter Volpe (Anderson and Volpe 1958) reported the results from experiments to determine how skin pattern is inherited in leopard frogs. The segregation observed in the progeny of the cross, kandiyohi female x burnsi male, was 15 kandiyohi, 11 burnsi, 10 pipiens, and 14 mottled burnsi (see Figure 5). The reciprocal cross, burnsi female x kandiyohi male, yielded 10 kandiyohi, 7 burnsi, 8 pipiens, and 5 mottled burnsi (see Figure 6). The results are interpretable on the basis that the parental kandiyohi and burnsi frogs in each cross were heterozygous. Tere are actually two hypotheses that could account for an observed ratio in the ofspring of a cross. If they are crossed, they would have generated four genotypes (AaBb, Aabb, aaBb, and aabb) in a one-to-one to-one-to-one ratio. What kind of strategies or further investigatiwon could distinguish between the two hypotheses? In this lab manual, one of the exercises walks the students through the steps necessary to begin developing a spreadsheet-based Hardy Weinberg population genetics model. Troughout this process, students will be making claims and evaluating evidence in support of them, engaging in both reasoning and rebuttal. It is important, though, that you work through these models beforehand to get a feel for the process. To give you an idea of how you might approach modeling instruction, the following is an example of the steps you could take to develop a model of predator-prey cycles with students — as a game and as a mathematical model. In the following example, there are four main stages: (1) constructing a model game, (2) writing assumptions out as word equations, (3) abstracting the word T32 Chapter 5 equations into arithmetic equations, and (4) generating a calculator or spreadsheet graphic model of the game played over time. Aferward, there are the following summative activities: (1) checking the model against real data, (2) considering alternative models, and (3) recognizing the limitations of the model. You will also need beans (or other markers) of two diferent colors to represent “Foxes and Rabbits. Rabbits reproduce (births): When a rabbit lands on a dark blue square, add a rabbit. If a fox lands in a patch of four (outlined in green border) with a rabbit, then remove the rabbit (death), and add a fox (birth). For the next generation, remove all beans, mix the surviving beans thoroughly together, and then randomly spread the beans around on the board again. Similarly, since one-quarter of all space is covered by white squares, you can presume that one-quarter of all foxes will die in a given generation. When a fox eats a rabbit, increase the fox population by one and decrease the rabbit population by one. During the process, the environment does not change in favor of one species, and the genetic adaptation is sufciently slow. The extent of interaction of the two populations (how ofen a fox eats a rabbit) can be estimated by playing the board game many times. Chapter 5 T33 Some less obvious assumptions that students may raise include a number of assumptions about the environment and the behavior of each population, such as the following: Generally, these assumptions will not afect the basic generation of a model because they are embedded implicitly. Arithmetic equation (1): ΔR = +(1/2)Ri – (1/40)R Fi i Where Ri is the initial number of rabbits and Fi is the initial number of foxes, ΔR is the change in the size of the rabbit population. Similarly, word equation (2): The change in the fox population is equal to minus one quarter the original number of foxes plus an estimate of the interaction between rabbits and foxes in this environment. Arithmetic equation (2): ΔF = -(1/4)Fi + (1/40)R Fi i As before, Fi is the initial number of foxes and Ri is the initial number of rabbits. Simply reinterpret the two arithmetic equations into a spreadsheet form to calculate the change in the rabbit and the fox populations. If each row of the spreadsheet represents a single generation, you can model multiple generations by using the results from the previous row to calculate the next row, thereby iterating the same generational process that students went through in the physical game version of the model. Have the students construct a variety of graphs, such as the following, from the spreadsheet or calculator results to develop a deeper understanding of the model: If you start with the same numbers as in your frst experiment, do your results look the same? In general, how can we modify the above equations to make a model with the realistic outcomes of the board game? Students who use models develop a much better sense of epistemology (how do we know that we know), and they are able to transfer their modeling insights to other subject areas (Svoboda 2010). The impact of working with models on student learning makes modeling instruction well worth the time invested. However, from a teaching standpoint, it must be stressed that the pyramid can be easily misconstrued as stressing activities at the bottom because that portion of the pyramid is larger, or that the only goal is to get all students to be good modelers. An alternative structure, such as the interconnected network, would be an equally valid organizational tool (see Figure 8). Furthermore, both students and scientists have heterogeneous talents and interests that are crucial to the advancement of science. Hypothesis Testing Modeling Problem Analysis Solving Counting/Measuring Graphing/Mapping Figure 8. Quantitative reasoning in biology requires a series of skills that simultaneously intersect and mutually support one another. Tese are routine questions afected by the use of mathematics in biology, medicine, public health, and agriculture. Will your students be prepared to address these issues as well as important global problems afecting their futures? Communication begins with small group or class discussions of the primary question(s) and possible means of exploring answers. This tactic helps students understand the relationship among their hypotheses, procedures, and results, while allowing them to consider potential sources of errors and changes in methodology. Since many of the laboratory investigations described in this guide contain suggestions for additional study, discussing a given experiment serves as a launching pad for independent work, culminating in a formal presentation and summative assessment. A combination of methods allows for fexibility in the classroom; not all investigations merit a lab report, mini-poster, or inclusion in a portfolio. However, students conducting an independent investigation, either alone or in a small group, should learn how to organize and present their work in an appropriate, formal manner. Students should be encouraged to choose a means of presentation that efectively describes their question for investigation, background information, hypothesis, experimental results, conclusions, and literature cited. Regardless of the format in which students present their work, an opportunity for peer review should be provided. Students who question the work of others sharpen their own thinking skills in the process. It focuses on the experimental design, data, and conclusions, but not on the personalities of the scientists. At frst, students may need guidance, perhaps beginning with a list of questions (such as the following) to consider as they review others’ work: What additional questions can be asked that lend themselves to further investigation? However, knowing that their work will be reviewed by peers will encourage students to plan and execute lab investigations on their own. However, requiring students to construct detailed posters for every lab investigation would be very time consuming. An alternative is to have students prepare “mini-posters” that confer a degree of authenticity to their investigative process, and incorporate peer review. The materials used to create mini-posters are easily accessible; students can use fle folders and sticky notes rather than large poster boards. Mini-posters are an efective way for students to articulate the essential elements of their research clearly and briefy: title; abstract; introduction with primary question, background context, and hypothesis; methodology; results, including graphs, tables, charts, and statistical analysis; conclusions and discussion; and literature cited.
Tese situations run the risk of combat units becoming isolated and thereby facing insurmountable odds that could lead to gastritis diet india buy nexium 20mg without prescription a very high chance of defeat gastritis kidney buy discount nexium 40 mg on-line. The decision regarding the depth of penetration for an ofensive air campaign should be made dependent on the capability of the force to gastritis zimt purchase 40mg nexium otc maintain communications and be able to gastritis diet kencing order nexium us operate in support of the overall strategic objectives. Sun Tzu has written this stanza regarding the psychology of the force when in dire circumstances and how a commander should manipulate it to get the maximum performance from the force. The advice to place them in a situation deep inside adversary territory from where a withdrawal is not possible can be translated to an ofensive air campaign which forms part of a joint campaign. In the joint campaign, if the surface forces have penetrated deep enough to fnd extrication difcult, the air campaign will have to create the necessary control of the air, shape the battlespace through strategic strike and deep interdiction, and provide integrated air strikes to support forces in contact. By doing so, air power can remove many qualms about the success of the operations. Manipulating the psychology of the airmen involved will be comparatively easier than doing the same with the surface forces because the dangers faced are diferent. However, the cohesiveness of a joint force will be dependent on the shared dangers at the operational level and the clear allegiance of each component commander to the joint objectives at the strategic level. In contemporary warfare, only joint operations conducted with centralised planning and control at the highest strategic level will succeed in the circumstances that Sun Tzu has described. While understanding the psychology of the force is an important aspect of leadership, the technique that Sun Tzu advocates in this stanza to ensure that the force fghts well is perhaps extreme in the contemporary environment and should be resorted to only as a last measure. An ofensive air campaign is inherently more risky than other options The depth of penetration in an ofensive must be decided based on the force’s mutual support capability Manipulating the cognitive domain of the force requires a nuanced technique to be applied 366 Strategic Situations On Motivation Our force has no excess worldly goods, yet they do not disdain wealth. The day they are ordered into battle, Those sitting may wet their collars with tears; Those reclining may wet their cheeks with tears. But in situations that have no escape, 3 They will fight with the courage of Zhu and Gui. The ofcers have no surplus wealth but they do not disdain riches and they have no expectations of a long life, but they do not dislike longevity. The force will be sad on the day they are ordered out into battle but, when they are in a situation from which there is no escape, they will display immortal courage. Here Sun Tzu goes deeper into human psychology and the need for a realistic appreciation of what motivates people to perform dangerous duties. Motivation is always tinged with self-interest or desire, which can never be the same in two people. Terefore, commanders have to be able to fathom the self-interests that lie within an individual soldier and then understand the collective interest that will unify a force to fght efectively. Sun Tzu identifes three primary factors that afect self-interest—the future, wealth and health. In order to have an efcient force it is necessary to make the personnel understand a viable future plan for the force and realise their own individual positions within it. Further, the plan must also contain a simple and clearly visible linear progression path for each individual, thus catering for the three factors at the root of motivation. The second part of the stanza is about the need for commanders to be able to make tough but informed decisions to achieve victory. Sun Tzu accepts that soldiers will complain about their commander’s decisions, especially when they are contrary to their own and the unit’s perceived self-interests. This is a universal truth, as evident in contemporary military forces as it was in Sun Tzu’s time. The commander will have to be cognisant of this fact and should adopt mitigating actions, while not being swayed to alter a decision. Teir courage and steadfast belief in the mission have turned them into folk heroes, exalted as legendary people and the epitome of courage. By adhering to decisions that have been made after due process, the commander retains the fexibility to adapt and fnetune the campaign as it progresses. War is an uncertain activity at the best of times and descends into confusion and chaos almost at the outset itself. Only superior decisions, made by commanders who are professional masters will retain the cohesion of the force and make it victorious. Two elements that must combine optimally to ensure victory are the tactical brilliance of the force and strategic decision superiority of the commander. In air power terms, the frst part of the stanza regarding motivation is common with the other military powers. A force needs to have a transparent organisational structure that embodies the future plan and provides the entire force with a visibility of the actions being initiated. This is particularly important for air forces because even in times of comparative peace, when the surface forces are not involved in operations of any kind, the air forces of a nation will be constantly at an operational tempo carrying out surveillance and shaping activities as part of the broader national security initiatives. In the air force, wherein the physical dangers of operations are shared by only a small percentage of the force, it is important for all individuals to understand their contribution and share the commitment and sacrifces needed for the success of each mission, battle and campaign. Motivation is a very fragile and non-quantifable psychological factor that has to be nurtured by commanders at all levels very carefully. Air Force’s Operational Tempo and Peacetime Concurrency the navy and air force of a maritime nation are forced to maintain a certain operational tempo on a continuous basis even during times of peace. Air force elements form an integral part of a nation’s border protection and its C2 and airlift capabilities are at the vanguard of providing aid to the civil power and providing humanitarian assistance domestically, regionally and globally when required. An air force’s ongoing part in national security operations also means that any further commitment to operations represents activity over and above the peacetime tempo and must be conducted concurrent with it. While the primary decision to go to war is normally political, the subsequent decisions are all within the domain of the air force’s strategic command. Terefore, decision-making is an art that must be practised and honed to a level wherein the decision-maker is seldom wrong, and even when an incorrect decision has been made it is the decision-maker him/herself that recognises it frst. The limited numbers and high value of air power assets permit only a very small margin of tolerance for poor decision-making. If the leadership possesses the necessary level of professional mastery, decision superiority and subsequent triumph is assured. In a purely hierarchical contributory manner, this is the essence of air superiority and the strategic superiority of an air force. In the efective employment of air power, the criticality of decision superiority transcends the levels of command as well as the levels of warfare. Air forces have to maintain an operational tempo even during times of peace Decision superiority is the essence of victory through all level of command Decision-making is an art that must be practised and honed to ensure its superiority 369 The Art of Air Power On Mutual Support the skilful Warrior executing a Strategy Is like the shuai jan serpent of Ch’ang Mountain. Attack its head and its tail lashes back; Attack its tail and its head will strike. The skilful commander uses the force like the ‘simultaneously responding snake’—when stuck on the head, its tail lashes out; when stuck on the tail its head attacks; when stuck in the centre, both head and tail attack. The question is whether such a strategy will work or not and the answer is yes, it will. If in times of common peril even two enemies will help each other, then two parts of the same force must cooperate much more, like the right hand does with the left hand. Sun Tzu believed that strategy is always systematic and, therefore, open to scientifc analysis, provided such an analysis is balanced with the factor of human psychology. This deliberate and methodical approach to strategy is superimposed on the need to make responsive decisions at the command level through instant refexes. The viability of such a support is based on the proper design of the force and its success or failure dependent on the quickness of the reaction. The necessity is to react instinctively, like the proverbial snake shuai jan, without really having to make a conscious decision since the situation already predetermines the reaction—whether to enter into confict or avoid confrontation. Sun Tzu believed that it was better for a force to be able to respond rapidly to emergent situations than nurture the ability for deep analysis and subsequent planning. Essentially, Sun Tzu advised that good strategy was formulated when the right decisions were made at the appropriate time, rather than through detailed and intricate planning that delayed decisions. He relied on his extensive experience and decided that a partially correct 370 Strategic Situations decision made instantaneously placed the force in a better situation than a carefully nuanced and deliberate response made after a period of time. However, such rapid decision-making has to be done with absolute certainty, if the reward of speed is to be achieved. Efective forces are forged on adversity, overcoming challenges through inherent tenacity and relying on their natural fexibility. This is achieved through constant preparation and reappraisal of the possibilities that might come about in the course of pursuing an objective. From Sun Tzu’s time—2500 years ago—it has been accepted that the cohesiveness of a military force is almost completely dependent on tough, but fair and enlightened leadership. A force must be tested and challenged with adverse situations and basic warfghting standards enforced for the leadership to develop winning strategies.
Data found in some literary sources show that it is possible to gastritis chronic nausea purchase 40mg nexium mastercard obtain this phenomenon without going through the phase of manipulative suggested sleep gastritis diet cheap nexium 40 mg otc. Hypnosis gastritis symptoms upper back pain discount nexium 20 mg, as a sleeplike psychogenic veiling of consciousness is an unstable state gastritis or ulcer buy line nexium. Tender, non-manipulative, communicative Suggestion During my research of hypnosis in my early years as a physician I came upon some literature about the negative impact of hypnosis. So I stopped any further experiments with hypnosis very quickly and strenuously started searching for a soft, non-traumatic and tender method of work both in the field of psychotherapy and for the research of the supposed reserves of the mind. I was not interested in the clinical suggestion without hypnosis either, because of its imperative character, which put restrictions to the personality. In my search I came to the concept of a soft and tender communicative suggestion with which the patient had the right and freedom to choose, accept or reject the suggestion of the physician or the experimentator. Such a tender suggestion is hard to accept as a suggestion, but the terminology in this filed is rather limited. Suggestion in its mild, tender and non-manipulative variant that we use is a communicative factor, which to some extent can change the state of mind in accordance and in collaboration with the patient. From this standpoint we researched the possibilities of that suggestion in a normal waking state, both in psychotherapeutical treatment and laboratory experimentation. The possibilities of provoking and curing allergic reactions of the antigen-antibody type with the respective biochemical changes and neurovegetative reactivity (Lozanov G. We wrote: “An attack of urticaria is described, provoked by suggestion in a awaking state. The attack is accompanied by alteration in the reactivity of the vegetative nervous system and also with alteration in the histaminous and cholinesterous activity. A suggestively non-manipulatively obtained difference in the size of the two pupils of the eyes (Lozanov G. Provoked and resolved difference in the size of the eye pupils not by means of hypnosis or dictating clinical suggestions but through calm, tender, everyday communicative suggestion. Suggestive, non-hypnotic anaesthesia and abdominal surgical operation carried out with tender suggestive anaesthesia and accomplished with the additional effect of less bleeding and of a shortened convalescent period (Lozanov G. Painless 50-minute operation of inguinal hernia with reduced blood loss and accelerated healing in a 50-year-old man without hypnosis and through calm, tender communicative suggestion. А common suggestive basis of all psychotherapeutical methods with concealed elements of “placebo” effects in them and enhancement of psychotherapeutical effects by using our “integral psychotherapy” (Lozanov G. Suggestive control of neurovegetative, trophic, endocrine, inflammatory and other syndromes, not only in cases of psychosomatic diseases, but also in those of organic ones (Lozanov G. This research under the conditions of mild, tender, non-manipulative and communicative suggestion without inducing a state of hypnosis has shown as has the similar research of other authors, that most chaotic “hypnotic phenomena” can be brought about not chaotically, systematically and usefully without hypnosis. It was especially important for us to establish the fact that under the conditions of scientific organisation of the suggestive and autosuggestive factors, control and self-control of a number of psychological and somatic functions can be achieved. The personality of a physician, his/her attitude of uncompromised love towards the human being in general, the inner freedom of the patient, the concept of the power of placebo, the knowledge of the capacities of paraconsciousness, and application of 29 the golden proportion in communication are important factors which will prevent from the development of a tendency for manipulative suggestion at times. It can have its place in all spheres of activity where the highly developed human personality is a decisive factor. For example, a wide and still unexplored field is the organisation of production processes. But we ourselves have directed our efforts mainly to the field of psychotherapy and pedagogy. First, however, we had to try to formulate the concepts, the objective laws, aims of and prospects for this scientific trend, which we called “Suggestology and Suggestopaedia”. A detailed description of the experimental material and our theoretical reasons for founding this science are to be found in the book “Suggestology…”(1971, 1978). The additional development throughout the past 30 years is presented in this book. Description of the experiment: At Sofia University a group of fourteen students had evening classes in French after work. There were physicians, pedagogues, scientists, and superior officials at the Ministry of Education. If the experiment proved unsuccessful that would prevent any further experiments, but if it proved successful it would be reasonable to expect a good opportunity for future work in the field. I was so convinced in the positive outcome of the experiment that I decided to carry it out. All her being, mimics, intonation, unguided, spontaneous and ideomotoric movements radiated, even imperceptibly to herself, deep conviction that the experiment would be a big success and of great use to the students. They chose 1000 words in the textbook crossing a word in advance if they knew it, receiving from their teacher a new one. On the next day with the same deep confidence the teacher simply read the words following my instructions. From time to time she slightly intoned her voice in order to avoid monotony, which might evoke hypnosis. There was no music played, nor instructions for relaxation were given to the students. The following were the final results of the written tests on the 1000 words given to each student in one study session: 30 A. It was obvious that those convincing results of such a representative group promised a possible development. On the basis of those results the methodology of tender suggestion in teaching will be developing. The Board of the Institute then took a decision to begin experimenting immediately under their supervision. In the summer of 1965 a research group was formed at the State Pedagogy Research Institute for the study of problems arising in teaching foreign languages by the suggestopaedic system. In November of the same year experimental suggestopaedic French and English courses began. There were 75 students divided up into 6 groups, 3 experimental and 3 control groups. Each lecturer taught two groups / an experimental and a control group, one after the other the same evening. The experimental groups started immediately with the suggestopaedic system in so far as it was developed at that time, but the control groups, although they studied the same 31 material, were taught by conventional methods. The students in the control groups did not know the nature the nature of the experiment and were surprised by the great volume of material they were given. They decided to show what they could do and not to get behind in learning the material. By the eighth day, however, it became impossible for them to keep up with the groups which were taught by suggestive methods. They were visibly tired, on the verge of a nervous breakdown, and protested insistently against the unbearable burden of the program. At the same time the experimental groups were advancing rapidly, they were in excellent spirits, and learned the material without feeling any strain. A short time before the control groups refused to go on with the course, written tests were given to check the amount of material memorized. The tests showed the learning peak the control groups reached after which they were unable to learn any new material. They had a feeling of relief immediately when the lessons were given to them in the same way as the experimental groups. After being given desuggestive-suggestive training, the control groups caught up and attained the same level as the experimental ones. Near the end of the course a number of the nervous complaints (headache, insomnia, depression, irritability) which some students had at the start, disappeared. Taking into consideration the exceptional results obtained during experimental teaching by the suggestopaedic method, as well as the recommendations of the Research Group, which observed and controlled the experiment, the Scientific Council of the Research Institute of Pedagogy in the Ministry of National Education suggested that the two ministries should set up a Suggestopaedia Research Section. As the work of the Suggestopaedia section of the State Pedagogy Research Institute grew, some of its research went beyond the scope of this Institute. Since a number of people were involved in the experiment the results could not be kept secret. Our success th attracted due attention and conditions were created for our further research work. On 6 October 1966, the first State Suggestology Research Centre started its independent life. Television filmed an educational programme in which 15 respected citizens – scientists, politicians, public workers etc. The incredible results provoked the interest of the Ministry of Education and the Ministry of Health as well as the President of the Republic.
Discount 40mg nexium with visa. The 4 Times You Should NEVER Take Apple Cider Vinegar.