Family Maps of Hancock County, Illinois
by Gregory A. Boyd, J.D. 328 pages with 83 total maps
Locating original landowners in maps has never been an easy task-until now. This volume in the Family Maps series contains newly created maps of original landowners (patent maps) in what is now Hancock County, Illinois
, gleaned from the indexes of the Illinois State Archives. But it offers much more than that. For each township in the county, there are two additional maps accompanying the patent map: a road map and a map showing waterways, railroads, and both modern and many historical city-centers and cemeteries.
Included are indexes to help you locate what you are looking for, whether you know a person's name, a last name, a place-name, or a cemetery. The combination of maps and indexes are designed to aid researchers of American history or genealogy to explore frontier neighborhoods, examine family migrations, locate hard-to-find cemeteries and towns, as well as locate land based on legal descriptions found in old documents or deeds.
The patent-maps are essentially plat maps but instead of depicting owners for a particular year, these maps show original landowners, no matter when the transfer from the federal government was completed. Dates of patents typically begin near the time of statehood and run into the early 1900s.
List of Details Found Below . . . What's Mapped in his book? What YEARS are these maps for? What Cities and Towns are in Hancock County, Illinois (and in this book)? Acts of Congress Authorizing . . . Indexes in this book Reviews by the Experts . . . Surnames found in this book Book Specifications
What's Mapped in this book (that you'll not likely find elsewhere) . . .
3877 Parcels of Land (with original landowner names and patent-dates labeled in the relevant map)
93 Cemeteries plus . . .
Roads, and existing Rivers, Creeks, Streams, Railroads, and Small-towns (including some historical), etc.Back to Top of Description
What YEARS are these maps for?
Here are the counts for parcels of land mapped, by the decade in which the patent applications were made:
Back to Top of Description
What Cities and Towns are in Hancock County, Illinois (and in this book)?
Adrian, Augusta, Basco, Bentley, Bowen, Breckenridge, Burnside, Carthage, Chili, Colusa, Dallas City, Denver, Disco, Durham, Elderville, Elvaston, Ferris, Fountain Green, Hamilton, Joetta, La Crosse, La Harpe, McCall, Middle Creek, Nauvoo, Niota, Old Niota, Plymouth, Pontoosuc, Powellton, Pulaski, Quashquema (historical), Saint Mary, Sonora (historical), Stillwell, Sutter, Tioga, Warsaw, Webster, West PointBack to Top of Description
Acts of Congress Authorizing the Land Patents in this book:
April 24, 1820: Sale-Cash Entry (3 Stat. 566)
May 6, 1812: ScripWarrant Act of 1812 (2 Stat. 728)Back to Top of Description
Indexes in this book
-Surnames in the County * number of times each Surname occurs
-Surname/Township Index * every Surname and the frequency in which each appears in relevant Township-level Maps
-Full-Name Index (of Original Landowners) for each Township
-Multi-Patentees (Groups of people who acquired land together)Back to Top of Description
Reviews by the Experts
What they are saying about the Family Maps
Back to Top of Description
- instant gratification! - Elizabeth Shown Mills, Author, Evidence Explained: Citing History Sources from Artifacts to Cyberspace
- incredible on-going series . . . - Christine Rose, Author, Courthouse Research for Family Historians
- must have publications . . . - Dick Eastman, Eastman's Online Genealogy Newsletter
- a great service . . . - Sharon Tate Moody, former President, Association of Professional Genealogists
SURNAMES found in this Book:
ABBOT, ABBOTT, ABEL, ABERNATHY, ABERNETHY, ACCOR, ADAMS, AGNEW, AIRS, ALBRIGHT, ALDRICH, ALEXANDER, ALLARD, ALLEN, ALLISON, ALLTON, ALTERFIET, AMBLER, AMES, AMOS, ANDERSON, ANDREWS, ANGEL, ANNIS, ANSON, ARCHDEACON, ARCHER, ARMSTRONG, ASHER, ASHLEY, ATCHISON, ATHERTON, ATKINS, AUGUR, AUSTIN, AUTINGER, AVERY, AVISE, AYERS, AYLWARD, AYRES, BABBIT, BABCOCK, BABCOOK, BACON, BAGBY, BAILES, BAILEY, BAINTER, BAKER, BALDWIN, BALL, BANCROFT, BANGS, BARBER, BARGER, BARKER, BARLOW, BARNES, BARNETHY, BARNUM, BARR, BARRET, BARRETT, BARROW, BARTLETT, BARTOL, BARTON, BASELY, BASS, BATES, BATTELL, BAYARD, BEALS, BEAMER, BEAN, BEARD, BEASELY, BEATTLE, BEATY, BEAUSSEIR, BECK, BECKWITH, BEDELL, BEDINGER, BEEBE, BEEBEE, BEEDE, BEEDLE, BEEHLER, BELKNAP, BEMAR, BENBOW, BENDER, BENNETT, BENNUM, BENSON, BENTON, BERLSTEIN, BERNARD, BERRY, BERTHOLD, BESOM, BETTESWORTH, BETTING, BETTISWORTH, BIBB, BIGFORD, BINGHAM, BIRD, BISBEE, BISSELL, BITHER, BIXBY, BIXLEY, BLACK, BLACKBURN, BLACKMAN, BLACKWELL, BLAGG, BLAKE, BLAND, BLAUVELT, BLOOMFIELD, BLOYD, BLYTHE, BOBBIT, BOBBITT, BOCKOUR, BODWELL, BOHANNAN, BOID, BOLDEN, BOLTON, BONCK, BOND, BONE, BONNER, BONNY, BOOTH, BOOTHE, BOSTROM, BOTHWICK, BOTTS, BOUCK, BOURNE, BOWEN, BOWLES, BOWLSBY, BOWMAN, BOWTELL, BOX, BOYD, BOYDE, BOYLE, BOYNTON, BRADBURY, BRADFORD, BRADISH, BRADLEY, BRADLY, BRADY, BRAFFORD, BRAGDON, BRAGG, BRANSFORD, BRANTON, BRATTAIN, BRENT, BREWER, BREWSTER, BRIANT, BRIDGES, BRIGGS, BRIGHT, BRILEY, BRINKMAN, BRINN, BRISLOW, BROCK, BROCKWAY, BRODHEAD, BROOK, BROOKS, BROSS, BROUGHTON, BROWER, BROWN, BROWNELL, BROWNING, BRUMLEY, BRUNSON, BRYANT, BRYERLY, BUCHANAN, BUCK, BUCKALEW, BUCKALLEW, BUCKELS, BUCKEN, BUDD, BUGBY, BULLARD, BUNDAGE, BUNNELL, BUNTON, BURGAN, BURGESS, BURGMAN, BURK, MCALLISTER, MCARTHUR, MCATEE, MCAULEY, ST CLAIR, BURKE, BURKLOW, BURNHAM, BURNS, BURROWS, BURRS, BURTON, BUSAN, BUSEY, BUSHNELL, BUTCHER, BUTLER, BYER, BYRAM, BYRE, CABAN, CAIN, CALL, CALLIGHAN, CALLISON, CALUMBER, CALVER, CAMBSON, CAMBURN, CAMEREN, CAMPBELL, CAMPUNELL, CAMREN, CAMRON, CANE, CANNON, CAPPENGER, CARELS, CARGILL, CARL, CARMACK, CARMEAN, CARNS, CARPENTER, CARR, CARRIER, CARSON, CARTEN, CARTER, CASE, CASH, CASON, CASS, CASSON, CASTLEBERRY, CASTLEBURY, CASWELL, CATLIN, CAUGHLAN, CAULDER, CAVAN, CAVEN, CAZE, CHADBOURN, CHADWICK, CHAMBERLAIN, CHAMBERS, CHAMPINOISE, CHAMPLIN, CHANDLER, CHANEY, CHAPMAN, CHARLES, CHASE, CHATTIN, CHEDAL, CHENEY, CHILDERS, CHILDRESS, CHITTENDEN, CHRISTEE, CLANDENNING, CLAPP, CLARK, CLARKSON, CLAUGES, CLAY, CLAYBORN, CLEAVELAND, CLEMANS, CLEMENTS, CLEMONS, CLEWLEY, CLOSE, COARSER, COCHRAN, COCHRANE, COCKRUM, COFFIN, COFFMAN, COFRAN, COLBURN, COLBY, COLE, COLEBY, COLEMAN, COLFIX, COLLINGS, COLLINS, COMBS, COMINGS, COMLEY, CONANT, CONDER, CONKLIN, CONNALLY, CONNELL, CONNER, CONNOR, CONRAD, COOK, COOKE, COOLEY, COOLIDGE, COON, COOPER, CORDLE, COREY, CORMICK, CORSON, COSGROVE, COSNER, COSSAGE, COTTON, COUNSE, COURSAN, COURTNEY, COX, CRABBIN, CRAFT, CRAIG, CRAMPSEY, CRANDALL, CRANE, CRAVEN, CRAWFORD, CRENSHAW, CROCKETT, CROSIER, CROSS, CROUCH, CROW, CROWLEY, CROZIER, CRULL, CRUMB, CRUSON, CRUTCHFIELD, CUDDEBACK, CULKIN, CULPEPPER, CUMMINGS, CUMMINS, CUNNINGHAM, CURL, CURRAN, CURTIS, CUSHING, CUSHMAN, CUTERAL, CUTLER, CYRUS, DABLER, DACKER, DAILEY, DALE, DALTON, DAME, DANIELS, DARBY, DARNALL, DARRAH, DAUBENHEYER, DAVIS, DAWSON, DAY, DE GAFFARELLY, DE LONG, DE WITT, DEAKINS, DEAN, DECOSTER, DEDMAN, DELANY, DELLICA, DELLING, DELONGE, DEMING, DEMPSEY, DENISON, DENNEY, DENNINGSBURY, DENNIS, DENNISTON, DENNY, DENTON, DENYKE, DESNOYER, DEVOLLD, DEWEY, DEWING, DICKENS, DICKERSON, DICKINSON, DICUS, DIETZ, DILDAY, DILL, DILLETT, DILLON, DILTS, DIMICK, DIMOND, DISNEY, DOANE, DODD, DODGE, DODSON, DOLEBY, DOLIBAR, DONELLY, DONMEAD, DONOHO, DOOLITTLE, DORMAN, DOROTHY, DOSS, DOTY, DOUD, DOUGHERTY, DOUGHTY, DOUGLASS, DOW, DOWELL, DOWNING, DOXEN, DOYLE, DRAKE, DREW, DROWN, DUDLEY, DUFF, DUFFEY, DUFFIE, DUFFIELD, DUFFY, DUMBOLTON, DUMBOTTON, DUNBAR, DUNCAN, DUNGAN, DUNHAM, DUNN, DUNNEL, DUNSCOMB, DURGEON, DURKEE, DURPHY, DUSKEY, DUTTON, DUYCKINCK, DYAS, DYE, DYER, EAGAN, EAGLESTON, EARL, EAST, EATON, EDGAR, EDMONDS, EDMONDSON, EDMUNDS, EDRINGTON, EDWARDS, EGBERS, EGGLESTON, ELDRIDGE, ELKINS, ELLIOTT, ELLIS, ELLISON, ELWELL, EMDA, EMENS, EMERSON, EMERY, EMMERSON, EMMONS, ENNIS, ENOS, ETHERIDGE, EUBANKS, EVANS, EVINGTON, EWING, EXON, FAGAN, FAIRBANK, FAIRCHILD, FALCONER, FALES, FANAR, FARLEY, FARMER, FARNHAM, FARRELL, FARRER, FARRIER, FARRINGTON, FAWCET, FAXON, FEE, FEILDING, FELLOWS, FELT, FELTON, FENSHAW, FERRIS, FESSENDEN, FIELDS, FINCHER, FINNEY, FIRST, FISH, FISHER, FISTER, FITZGERALD, FITZSIMMONS, FLAGG, FLETCHER, FLICKINGER, FLORIDA, FLORIE, FLOYD, FLYNTH, FOGG, FOLKROD, FOLLETT, FOLSOM, FORBUS, FORD, FORREST, FORSAITH, FORSYTH, FORSYTHE, FOSDICK, FOSTER, FOULK, FOWLER, FOX, FOY, FOYLE, FRAKES, FRAME, FRANCISCO, FRANKLIN, FRANKS, FRASER, FRAZEE, FRAZIER, FREEMAN, FRENCH, FRENENBURGH, FREY, FRITTER, FUDGE, FULK, FULLER, FULMER, FUQUA, FURNACE, FUTCHEY, GABRIEL, GAFREY, GAINES, GALBREATH, GALLAHER, GALLAND, GALLIMORE, GALLOWAY, GARDINER, GARDNER, GARLAND, GARNER, GARR, GARRETT, GASTON, GATES, GAUNT, GAY, GAYLORD, GEDDING, GEDDIS, GEORGE, GERREE, GIBBS, GIBSON, GILBERT, GILES, GILL, GILLET, GILLETT, GILLIS, GILLOCK, GILMER, GILMOR, GILMORE, GILMOUR, GITTING, GITTINGS, GLADDIN, GLASIER, GLAZIER, GLEASON, GLIDDON, GLINES, GODDARD, GODFREY, GOFF, GOLDEN, GOLDSMITH, GOOCH, GOODGER, GOODIN, GOODRICH, GOODWIN, GORDON, GORHAM, GORMLEY, GOSNER, GOUGH, GOULDER, GOWEN, GRADY, GRAFT, GRAHAM, GRANGER, GRANT, GRAVES, GRAY, GRAYSON, GREELY, GREEN, GREENE, GREENLEAF, GREENWOOD, GREEWELL, GREGORY, GREY, GRIFFEN, GRIFFIN, GRIFFITH, GRIFFITHS, GRIFFITTS, GRIGGS, GRIMES, GRINELL, GRISTY, GRISWOLD, GROSCUP, GROVER, GROVES, GRUSH, GUINN, HADLEY, HADLOCK, HAGAN, HAGERTY, HAGGARD, HALBERT, HALCOMB, HALE, HALES, HALL, HALLAY, HAMBLETON, HAMILTON, HAMLIN, HAMMOND, HAMMONS, HANCOCK, HANDY, HANKINSON, HANLON, HANNA, HANNAH, HANNUM, HANSCOM, HANSON, HARDMAN, HARDY, HARGIN, HARMAN, HARPER, HARRIMAN, HARRINGTON, HARRIS, HARRISON, HART, HARTER, HARTWELL, HARVEY, HARWICK, HASBROUCK, HASETTINE, HASTINGS, HATCH, HATCHET, HATCHETT, HAUGHEY, HAWKE, HAWKINS, HAWKS, HAWLEY, HAWS, HAYES, HAYNES, HAYS, HAZELTINE, HEATH, HECOX, HEDGES, HEISLER, HEMINGWAY, HEMMENWAY, HENDERSON, HENRY, HERBERT, HERD, HERRINGTON, HESKETH, HEWS, HEWSTED, HIBARD, HICKS, HIDDEN, HIGBEE, HIGH, HILDEBRAND, HILDRETH, HILDTBRAND, HILL, HILLIARD, HILLS, HILTON, HINKLE, HINKLEY, HINMAN, HINSON, HOBARD, HOBART, HOBRECKER, HODGDON, HODGES, HOFFMAN, HOLAHAN, HOLBROOK, HOLDEN, HOLLAND, HOLLOWAY, HOLMES, HOLT, HOLTON, HOMEL, HOOD, HOOTON, HOPKINS, HOPSON, HORDENBROOK, HORN, HORTON, HOSANNA, HOSE, HOSKINS, HOUGH, HOUSEWEART, HOWARD, HOWE, HOWELL, HOWSER, HOYT, HUBBARD, HUBELL, HUDSON, HUFF, HUGHES, HULL, HULLENBACK, HUME, HUMISTON, HUMPHREY, HUMPHREYS, HUNDLEY, HUNT, HUNTER, HUNTINGTON, HUNTOON, HURLEY, HURST, HUSTON, HUTCHINS, HUTCHINSON, HUTCHISON, HUTTON, HYDE, HYDENDEY, HYDES, ILLSLEY, INGERSOLL, INGHRAM, INGRAM, IRVIN, IRVINE, ISETT, JACKSON, JACOB, JACOBS, JAINES, JAMES, JAMIESON, JEFFREY, JENNESS, JENSON, JEROME, JEWELL, JEWETT, JILLSON, JOB, JOHNE, JOHNSON, JOHNSTON, JONES, JORDAN, JORDON, JOY, JUDD, KEAN, KEAR, KEEFE, KEEN, KEGGAN, KEHOE, KEITH, KELLOGG, KELLY, KELSO, KELSOE, KELTON, KENDALL, KENDOLL, KENDRICK, KENNEDAY, KENNEDY, KENNEY, KENT, KERBY, KERN, KERNELL, KERR, KESSLER, KIERENS, KILLUM, KIMBALL, KIMBERLY, KIMBROUGH, KIMMEL, KING, KINGMAN, KINNISTON, KINSLEY, KIRBY, KIRK, KIRMAN, KITCHAM, KITCHELL, KITTELTHORP, KLETT, KNEUSE, KNIFFIN, KNIGHT, KNIGHTS, KNOTT, KNOWLES, KNOWLTON, KNOX, KREMEYER, KREPS, KROOP, LACOMPT, LACOUSE, LACY, LAFON, LAGER, LAKE, LAMBERT, LAMME, LAMO, LAMPHIER, LAMSON, LANCASTER, LAND, LANE, LANG, LANGLEY, LAPIER, LARABEE, LARADON, LARKAM, LATELLIER, LATHAM, LATHROP, LATON, LATTA, LAUGHLIN, LAW, LAWSON, LAYLAND, LAYSON, LEARNED, LEARY, LEDBETTER, LEDMON, LEE, LEGETT, LEICESTER, LENIX, LENNY, LENTLY, LEPPER, LEVERETT, LEWIS, LIBBEY, LIBBY, LIDDLE, LIGGETT, LIGHTFOOT, LILLIE, LIMLEY, LINCOLN, LINDSEY, LIONBERGER, LIONS, LISK, LITTLE, LITTLEFEILD, LOAN, LOCK, LOCKHEART, LOCKLIN, LOCKWOOD, LOGAN, LONG, LOOMIS, LORD, LOSEE, LOTT, LOUIS, LOVE, LOVELAND, LOVETT, LOVEWELL, LOVIT, LOWE, LOWELL, LOWMAN, LUBEY, LUDDINGTON, LUDWICK, LURVEY, LUSH, LUTHER, LYNCH, LYON, LYONS, MACHETT, MACKER, MACKEY, MADAN, MADARER, MAGEE, MAGHER, MAGILL, MAJOR, MALLETT, MALONE, MALTOON, MANLEY, MANN, MANNING, MANTON, MANUS, MARCH, MARGRAVE, MARINER, MARKER, MARNO, MARR, MARSH, MARSHALL, MARSO, MARTIAL, MARTIN, MARTZ, MARVIN, MASSEY, MASSIE, MASTERS, MATHEWS, MATTHEWS, MATTOX, MAXWELL, MAYHEW, MAYNARD, MCBRIDE, MCCANCE, MCCANNON, MCCARMAN, MCCARTHY, MCCARTNEY, MCCARTY, MCCLASKEY, MCCLAUGHRY, MCCLAURY, MCCLELLAND, MCCLURE, MCCOLLOC, MCCONNELL, MCCONNEMY, MCCONNOUGHEY, MCCONVELL, MCCOOLE, MCCOY, MCCREARY, MCCUBBIN, MCCULLEN, MCDANIEL, MCDONALD, MCDONNELL, MCDOWELL, MCDUTCH, MCELROY, MCFADDEN, MCFALL, MCFARLAND, MCFARRIN, MCFATE, MCFERLING, MCGADDINS, MCGEE, MCGENNIS, MCGLASSIN, MCGLONE, MCGOWAN, MCGUFFIE, MCGUIRE, MCHARD, MCINTIRE, MCINTOSH, MCKAY, MCKEEL, MCKEEVERS, MCKENNEY, MCKERRIS, MCKINLEY, MCKITTRICK, MCKNIGHT, MCKUEN, MCLAUGHLIN, MCMAHAN, MCMILLAN, MCNAB, MCNEAL, MCNEIL, MCNORTON, MCPHERSON, MCQUARG, MCQUESTON, MCRADY, MEAD, MEADS, MEAGHER, MEASE, MEDEARIS, MEGUIRE, MELLEN, MELONEY, MELTON, MENDENHALL, MERRICK, MERRILL, MERRIT, MERRYFIELD, MERVIN, METCALF, MEYERS, MICHAEL, MICHELL, MIDDLETON, MIERS, MILES, MILLER, MILLS, MILLSON, MILNER, MILNOR, MILTON, MILUM, MINOR, MINTON, MITCHELL, MIX, MOAT, MOBLEY, MOFFETT, MOFFIT, MOFFITT, MOLLETT, MONDEN, MONSON, MONTAGUE, MONTGOMERY, MOORE, MOORIN, MORAN, MORGAN, MORRIS, MORRISON, MORROW, MORSE, MOSBY, MOSELEY, MOSES, MOTT, MOULTHROP, MOULTON, MOURTON, MOXLEY, MOYER, MUDD, MULHOLLAND, MULICAN, MULLETT, MULLICA, MULLIN, MUMFORD, MUNCREEF, MUNDAY, MUNN, MUNRO, MUNROE, MURPHY, MURRAY, MURREY, MURROW, MYERS, NAIL, NASON, NAYLOR, NEAL, NEALE, NELSON, NESBIT, NEVITT, NEWBEGIN, NEWELL, NEWTON, NICHOLS, NICKERSON, NIELSON, NIGH, NISFIN, NIXON, NOBLE, NORCROSS, NORTH, NORTHROP, NORTON, NUDD, NULTON, NUNN, NURSE, NUTT, OAKES, OATMAN, OBRIAN, OCALLIHAN, OFARRELL, OGDEN, OLIVER, OLLIS, ONEALE, OPROUTY, ORCUTT, ORR, OSBORN, OSBORNE, OSGOOD, OSMORE, OSTRANDER, OTTINGER, OWEN, PAGE, PAINTER, PALMER, PANGSBURN, PARHAM, PARKER, PARKINSON, PARKS, PARSHLEY, PARSLEY, PARSLOW, PARSONS, PASCHAL, PASLEY, PASLOW, PASSLEY, PATCH, PATRICK, PATTERSON, PATTON, PAVY, PAYNE, PAYTON, PEABLER, PEABODY, PEAK, PEARSON, PEAS, PEASE, PECK, PECTAL, PEEBLE, PEEBLER, PEIRCE, PELOUX, PENDLETON, PENHARLOW, PENHOLLOW, PENNELL, PENNEY, PENNOCK, PENOYER, PENSON, PERKINS, PERRY, PERVEAR, PETERS, PETERSON, PETTIBONE, PETTIT, PEYTON, PHELPS, PHILIPS, PHILLIPS, PHILLRICK, PHYSICK, PIDGEON, PIERCE, PIKE, PINCHIN, PINKERTON, PINKHAM, PINNEY, PIPER, PITCHER, PITTSBURY, PLACE, PLAIN, PLANKENHORN, PLANKINGHORN, PLUMB, PLUMMER, POLGAR, POLLOTT, PONTINE, POOL, POOR, POPE, PORTER, PORTERFIELD, POTTER, POWE, POWELL, POWERS, POWLER, PRATT, PRAY, PRENTISS, PRESCHEO, PRESTON, PRETZMAN, PRICE, PRIDHAM, PRIOR, PROCTOR, PRYOR, PUGH, PULCIFER, PULLEY, PURVIS, PURYEAR, PUTNAM, RADER, RALSTON, RAMSEY, RAND, RANDAL, RANDALL, RAPP, RARDON, RATHBUN, RAUTH, RAY, RAYMOND, READ, REASON, REBAN, REDDING, REDGRAVE, REDMAN, REED, REEDER, REESE, REGENT, REMINGTON, RENNER, RENSHAW, RETHERFORD, REYNOLDS, RHEA, RICE, RICH, RICHARDS, RICHARDSON, RICHIE, RICHMOND, RICKER, RIDER, RIGBY, RIGGINS, RIHILL, RILEY, RINES, RISON, RISTIN, RITCHEY, RITTER, ROACH, ROBBINS, ROBERTS, ROBERTSON, ROBINS, ROBINSON, ROBISON, ROBY, ROCH, ROCHE, ROCKWELL, RODGERS, ROFF, ROGERS, ROGUES, ROMINES, ROSATI, ROSE, ROSS, ROTH, ROUNDS, ROUNDY, ROUTT, ROWAN, ROWDEN, ROWLAND, ROWLES, ROYCE, RUARK, RUMSILL, RUNK, RUNNELS, RUSH, RUSIA, RUSSELL, RYAN, RYDER, SADLER, SAFFELL, SALLY, SALMON, SAMPLE, SAMPSON, SAMSON, SAMUEL, SAMUELS, SANBORN, SANDERSON, SANDFORD, SANDIFER, SANDS, SANFORD, SANGER, SANTFORD, SAUNDERS, SAVORY, SAWYER, SAYLORS, SCHELLHOUS, SCHERMERHOURN, SCHMUKE, SCHOFIELD, SCHOULTZ, SCHULTZ, SCOTT, SCULLY, SEAL, SEAMAN, SEARLE, SEARS, SEAVY, SECRIST, SEIGNIER, SEIPS, SEVERANCE, SEVERE, SEVERN, SEWTER, SHADE, SHADWICK, SHANKLIN, SHARRER, SHAW, SHAY, SHELBY, SHELDON, SHELLEY, SHELLY, SHELTON, SHENER, SHEPLEY, SHERIDAN, SHERROD, SHIELDS, SHIPLEY, SHOEMAKER, SHOOK, SHOREY, SHORT, SHULTZ, SHURTLIFF, SIAS, SIBERELL, SIDDON, SILLAWAY, SILVER, SIMMERMAN, SIMMONS, SIMMS, SIMONS, SIMPSON, SINCLAIR, SINGERS, SISCO, SKELLY, SKINNER, SLACK, SLATER, SLATTERY, SLEIGHT, SLOAN, SMALL, SMALLWOOD, SMART, SMEADLEY, SMITH, SNIDER, SNOW, SNYDER, SNYDERS, SOMERFIELD, SOMES, SOPER, SORRELL, SOUL, SOURS, SOWDERS, SPALDING, SPANGLER, SPEAK, SPEAR, SPEES, SPENCER, SPERRY, SPIKER, SPILLMAN, SPILMAN, SPLAUN, SPRAGUE, SPRATT, SPRUNG, SQUIRES, SRIBNER, STAKES, STANLEY, STANSBURY, STANTON, STANWOOD, STARK, STATFORD, STAULTER, STEARNS, STEEL, STEELE, STEPHENS, STEVENS, STEVENSON, STEWART, STIFLER, STILLMAN, STILLWAGON, STILLWELL, STIMPSON, STIMSON, STINSON, STOCKER, STOCKWELL, STODDARD, STONE, STONEBRAKER, STOPHLETT, STOVER, STOW, STRAY, STREETS, STRICKLER, STUART, STUDLEY, STUMP, STURTIVANT, SUGGS, SUMMERS, SUTTON, SWARTWOOD, SWINNY, SWOAP, SWOPE, SYHOCK, SYKES, SYMS, TALBOT, TALIAFERRO, TALLEY, TALLY, TANNER, TARBOROUGH, TARR, TASKEN, TAUNT, TAYLOR, TEAS, TEER, TERRELL, TERRY, THOMAS, THOMPSON, THORNBURGH, THORNTON, THURBER, TIBBETTS, TIFFANY, TILBARN, TILLSON, TILLYON, TIMPERLEY, TIMPERLY, TINKUM, TOLAND, TOLIN, TOLIZAN, TOLSON, TOMBLINGS, TONER, TONGUE, TOTMAN, TOTTEN, TOWER, TOWLES, TOWSON, TRAHUNE, TRAINER, TRAMMEL, TRANSWAY, TREADAWAY, TREXALL, TRIMBLE, TRUCKS, TRYON, TUCKER, TULL, TUNNELL, TURNER, TURRELL, TURRILL, TUTTLE, TWEED, TYLER, TYRRELL, TYSON, UNDERHAND, VAIL, VALENTINE, VAN DEWORKER, VAN NATTER, VAN RIPER, VAN TASSELL, VANALSTYNE, VANCE, VANCIL, VANGEESEN, VANNEST, VARNEY, VAWTER, VENARD, VERMULE, VICKORY, VINEYARD, VINICA, VINTON, VITTUM, VIVRETT, VOWELL, VULGERMITT, WADDILL, WADE, WADKINS, WAGGONER, WAITE, WAKEMAN, WALDO, WALDREN, WALKER, WALLACE, WALTER, WALTON, WARD, WARENER, WARNER, WARREN, WASHBURN, WASSOM, WASSON, WATERHOUSE, WATSON, WATT, WATTS, WAY, WAYBOURN, WEAKLEY, WEAVER, WEBB, WEBBER, WEBSTER, WEDGE, WEED, WEEKS, WELCH, WELDON, WELLINGTON, WELLS, WELP, WELSH, WENTWORTH, WEST, WESTBROOK, WESTON, WHALEY, WHEELER, WHEELOCK, WHETSTONE, WHIDDEN, WHIPPLE, WHITAKER, WHITCOMB, WHITE, WHITEMAN, WHITFORD, WHITING, WHITMORE, WHITNEY, WHITTAKER, WHITTALL, WHITTEMORE, WHITTINGTON, WHITTLESEY, WHITTON, WIGGINS, WIGHTMAN, WILCOX, WILDS, WILKE, WILKENSON, WILKIE, WILKINS, WILKINSON, WILLETT, WILLEY, WILLIAMS, WILLIAMSON, WILLIS, WILLS, WILLSON, WILSEY, WILSON, WILTON, WIMP, WINN, WINSHIP, WINSLOW, WINSTEAD, WINTERS, WISE, WITTON, WOLCOTT, WOOD, WOODARD, WOODBURN, WOODCOCK, WOODEN, WOODRAM, WOODS, WOODSWORTH, WOODY, WOOLWORTH, WORK, WORKMAN, WORRELL, WORTH, WRIGHT, WYATT, WYNE, WYRE, YAGER, YARBOROUGH, YATES, YEATON, YETTER, YORK, YOUNG, YOUNGBLOOD, ZELLERS, ZERBYBack to Top of Description
Back to Top of Description
|Binding Option||Copyright Year||Dimensions||ISBN||ISBN13|
|Paperback||2010||8-5/16" x 10-3/4"||1420311654||9781420311655|
|Spiral-bound||2005||8-1/2" x 11" (plus coil)||1420301543||9781420301540|
|Hardbound||2009||8-1/2" x 11"||1420301535||9781420301533|


Toddlers are just like the rest of us – they don't always listen. In fact, at their age they need you to teach them how to pay attention. "But what often happens," says Roni Leiderman, associate dean of the Family Center at Nova Southeastern University in Fort Lauderdale, Florida, "is that parents say something ten times, then they start counting down to punishment. What this does is actually condition the child not to listen until the tenth time."
By not listening, your child is getting your attention (though constant nagging isn't the best form of it). But being a good listener helps your child learn more effectively, obey warnings, get along better with you and her teachers and other adults she'll be expected to heed, and make better friends.
There are many simple strategies that, when consistently followed, teach toddlers the skills they need to become good listeners. And, as Leiderman points out, "It's never too early to begin teaching your child. A toddler may not listen as well as a 5-year-old, but she still has lots of these skills."
Get on his level.
As every parent realizes sooner or later, bellowing from a great height (much less from the other room) rarely has the desired effect. Squat down or pick your child up, so you can look him in the eye and grab his attention.
He'll listen much more closely if you sit down next to him at the breakfast table when reminding him to eat up his cornflakes, or perch on his bed at night when telling him you're about to turn out the light. Eye contact is critical and most effective when you're face-to-face with your child.
State your message clearly, simply, and authoritatively. Your child will zone out if you harp on a topic too long. It's hard to find the point of a wordy message such as "It's really cold outside, and you've been sick lately, so I want you to put on your sweater before we go to the store."
On the other hand, "It's time to get your sweater" is unmistakable. And don't phrase something as a question if your child doesn't actually have a choice. "It's time to climb into your car seat" has a lot more impact than "Come climb into your car seat, okay, honey?"
It's good to give toddlers choices, too. Just be sure you're okay with the options you offer – and stick with only two. By allowing your toddler to make limited choices, she'll feel empowered (and you'll be satisfied with the result).
Follow through — quickly.
Make it clear that you mean what you say, and don't make threats – or promises – you won't keep. If you tell your 2-year-old, "You need to drink some milk at dinnertime," don't waffle five minutes later and let him have juice instead. If you warn him he'll have a time-out if he hits his brother, give him that time-out when the blow comes.
Make sure your spouse or partner shares your rules and respects them as well, so that neither of you undermines the other. And if there's a disagreement, talk it through so you're both clear about what needs to be said or done when the issue comes up again (as it surely will).
In addition, make your follow-through speedy. You would never expect to have to shout "Don't run across the street!" five times before your child stops.
It's also important for your child to know when something is especially dangerous and for you to demonstrate a safe way to approach the situation. For example, when your child crosses the street, always hold his hand – that way he'll associate the danger of cars with being careful.
And don't fall into the trap of repeating less urgent instructions, such as "Set your cup on the table," over and over again before expecting your child to comply. Gently guide your child's hand to place the cup on the table so he knows exactly what you want him to do.
Reinforce your message.
It often helps to follow up your verbal statement with a number of other kinds of messages, especially if you are trying to pull your child away from an absorbing activity. Say "Time for bed!" and then give a visual cue (flicking the light switch on and off), a physical cue (laying a hand on her shoulder to gently pull her attention away from her doll and toward you), and a demonstration (steering her toward her bed, pulling down the covers, and patting the pillow).
Give your child some advance notice before a big change will take place, especially if he's happily involved with toys or a friend. Before you're ready to leave the house, say, "We're going to leave in a few minutes. When I call you, it's time to come out of the sandbox and wash your hands."
Give realistic instructions – and make them fun.
"If you tell a 2-year-old to put her toys away, she looks around the room and says, 'Sheesh!'" says Leiderman. "Give realistic tasks, like 'Let's put the yellow blocks away.' Then you can make it into play: 'Good, now let's put the blue blocks away.'"
Yelling orders may produce results (in some children), but no one will enjoy the process. Most children respond best when you treat them with confident good humor. For example, occasionally use a silly voice or a song to deliver your message. You might sing, "Now it's time to brush your teeth" to the tune of "London Bridge."
Stress the benefits of complying over mere dutifulness ("Brush your teeth and then you can pick out your favorite jammies" instead of "You have to brush your teeth or you'll get cavities" or "Brush your teeth now!"). Praise him when he finishes brushing, with "Good listening!"
The good humor, affection, and trust you demonstrate to your child when speaking to him this way will make him want to listen to you, because he'll know that you love him and think he's special. This is an important aspect of even those strategies that require firmness.
Giving straightforward, authoritative instructions does not mean you have to be crabby – such messages are much more powerful when accompanied by a hug or a smile. Then your child learns that paying attention to you is worthwhile.
Model good behavior.
Preschoolers will be better listeners if they see that you are a good listener, too. Make it a habit to listen to your child as respectfully as you would to any adult. Look at her when she talks to you, respond politely, and let her finish without interrupting whenever possible.
While it may seem like a tall order when you're cooking dinner and your toddler is being especially chatty, try not to walk away from her or turn your back on her while she's talking. As with so many other behaviors, the old advice "Do as I say, not as I do" has no value when teaching your children to listen.
Catch your child being good.
How often do you talk to your child about what he's doing wrong? Would you want to listen to someone – like your boss, for example – who only gave you negative guidance? Your child is more likely to listen to you if you notice when he's behaving well and comment on it. "You put your blocks away the first time I asked. Good job!" or "You were very gentle with the puppy. I'm proud of you!" Make sure you give your toddler plenty of positive reinforcement and he'll be less likely to tune you out when you need to steer him back on course.
Numerous books provide sound advice in this area. Among the most popular are How to Talk So Kids Will Listen, and Listen So Kids Will Talk, by Adele Faber and Elaine Mazlish, Discipline Without Spanking or Shouting, by Jerry Wyckoff and Barbara Unell, and Raising Your Spirited Child, by Mary Sheedy Kurcinka.


Gamification is about taking the essential ingredients of a game and applying them to real-world, non-game situations. By introducing game mechanics such as rules, challenges and rewards for achievements; businesses can not only increase the fun factor, but most importantly motivate and engage their audience.
Early endeavors have proven that a healthy dose of competition really can make all the difference. Training, for example, is key to any business, yet traditional teaching methods are often more likely to induce slumber than an expansion of expertise. Here, gamification can provide a very real solution; but it’s not as simple as providing points or badges for a job well done – effective gamification is something of an art form.
The psychology of play
In any context, a game is only as good as it’s design. When training, a clear understanding of how game elements can drive learning behavior must be gained before a gamified framework can be constructed.
One of the most powerful aspects of games is their ability to ignite a player’s emotions, producing everything from frustration to pride and therefore deeply engaging them in the task at hand. Beyond raw emotion - rules, for example, provide the player with boundaries within which they are free to explore and discover – testing theories and learning through trial and error. Problem solving can also be approached from a fresh perspective as players are provided with the opportunity to assume new identities and tackle challenges from within that new role.
Once considered, a game designer has to work out how to harness these drivers by carefully selecting the basic building blocks of a gamified system and placing them within the framework. These mechanics can include anything from points and leaderboards to levels, achievements and virtual goods. Each of these blocks have to satisfy basic human motivations, such as that for status, recognition and self-expression that are important to the player.
The secret of successful gamified training is to accurately pinpoint the motivations of the learner and provide them with the perfect balance between challenge and reward. These small rewards represent only part of the overall gain, as they come accompanied by a reinforcement of learning objectives, constructive feedback and dynamic classroom environment.
Playing games in the workplace
Typically, having fun doesn’t trump deadlines on the to-do list of business executives – but gamification can be a potent way to dispel the tedium of training and boost the talent pool – without trivializing the learning content.
Deloitte, for example, created a Leadership Academy – an innovative digital training program that is currently accessed by more than 50,000 users in over 14 different countries around the world. The academy provides content from leading educational and training institutions using an online portal and mobile applications. By signing up to the academy, senior executives can deepen their knowledge of effective self-development, communication methods, talent management, developing strategy and innovation. Most recently, collaborating with software company Badgeville, users who complete course modules, share ideas or reach notable leaderboard statuses are rewarded with badges - and can share their achievements through social networks, such as Linkedin and Twitter.
Getting serious about gaming
Gamified mechanics, such as these are only the tip of the iceberg. Serious games can also involve the use of simulations that immerse the learner in a virtual world, allowing them to put theoretical knowledge to the test within a safe environment. The learning value of games such as these is marked. Research carried out by the Federation of American Scientists revealed that, “Students remember only 10 percent of what they read; 20 percent of what they hear; 30 percent if they see visuals related to what they hear; 50 percent if they watch someone do something while explaining it; but almost 90 percent if they do the job themselves, even if only as a simulation".
With such effective learning outcomes - it’s easy to understand why the aviation industry, the military and medical teams have for decades relied on the strength simulations when training their experts; and finally companies have caught up.
With the seeds of potential having been sown, it is increasingly clear that with careful development and commitment, gamification could reinvent the way we train and learn – helping industries meet the complex challenges presented by the modern world and taking them to the next level.
Michelle Katics is the CEO of BankersLab


About Lead-free Crystal
From the Illustrated Glass Dictionary at GlassOnLine.com:
The type of glass produced when lime in the batch is replaced by lead oxide. The composition of lead crystal is 54-65% silicon dioxide (SiO2), 18-38% lead oxide (PbO), 13-15% soda (Na2O) or potash (K2O), and other oxides. Such glass has a high refractive index and is particularly suited for decoration by cutting.
Barium oxide derived from BaCO3 (witherite) is used principally in optical and crystal glass instead of lime or red lead. Glass which contains barium is lighter than lead crystal but gives comparable brilliance due to its high refractive index.


You exercise your body to stay physically in shape, so why shouldn't you exercise your brain to stay mentally fit? With these daily exercises you will learn how to flex your mind, improve your creativity and boost your memory. As with any exercise, repetition is necessary for you to see improvement, so pick your favorite exercises from our daily suggestions and repeat them as desired. Try to do some mentalrobics every single day!
What you eat can have a large impact on how your mind operates. After all, the brain accounts for 20% of your body's total energy consumption. The brain needs a steady supply of glucose throughout the day to keep in tip-top working order, so be sure to not skip any meals, especially breakfast.
Salads contain antioxidants such as beta-carotene and vitamins C and E, which help your brain stay healthy.
Yogurt contains the amino acid tyrosine, which is needed for some essential brain chemistry.
Fish contains Omega-3 fatty acids, which help prevent dementia and keep your brain working in tip-top shape.
Curry contains a spice called turmeric which can help prevent Alzheimer's Disease.
Try to avoid junk food high in sugar and fat. There have been some studies that imply a connection between junk food and mental disorders such as dyslexia, attention deficit hyperactivity disorder, and autism.
Short Term Memory Test
Interactively test your short term memory.
Mentalrobics Public Forums
Chat about these articles and other mind related topics.
Sudoku Logic Puzzle
This puzzle requires logic and a good memory.


The concept of a welfare pedestal has been popularized by Noel Pearson. As a lawyer and passionate advocate for the interests of aboriginal people who live on the Cape York Peninsula of North Queensland, some readers might expect that he would spend his time arguing for more government hand-outs to remedy social problems in aboriginal communities. However, Pearson recognizes that the welfare programs are actually a major cause of the social problems in those communities and his main focus is on finding ways to stop hand-outs from harming his clients. He is not against government help for his clients, he just wants to ensure that it does them more good than harm.
The insight behind the welfare pedestal is that welfare payments can provide perverse incentives by encouraging some people to remain on welfare rather than to seek paid employment. Over the last decade or so, concern about an emerging problem of inter-generational welfare dependency (in non-indigenous communities as well as indigenous communities) has led to some tightening up in the provisions attached to unemployment benefits. It is too soon to claim that the problems associated with unemployment benefits and pretend work schemes have all been resolved, but the problems are now widely recognized and some appropriate remedial action is being taken.
The example of a government program contributing to the welfare pedestal that Pearson gives in his recent lecture, ‘Pathways to Prosperity for Indigenous People’, is family benefits. He suggests:
‘Life on the welfare pedestal in a country that distributes money through a generous family tax benefit system is quite a rational choice’ (The Sir Ronald Trotter Lecture, New Zealand Business Roundtable, 2010).
I had not previously thought of the family tax benefit in that way. I have tended to view the family tax benefit as a kind of negative income tax, providing net benefits for families with low and modest incomes. I was previously aware of adverse incentives resulting from fairly high effective marginal tax rates for people on fairly modest family incomes above the point where the means test begins to cut in (about $45,000). According to the way economists usually look at these things, however, a family with four children obtaining $19,600 per annum from family benefits has no disincentive to obtaining additional income from work of more than $25,000.
In another paper Pearson acknowledges that the absence of punitive marginal tax rates is probably not an important consideration when people in Cape York Peninsula make their decisions about how many hours of the week they allocate to work or leisure. He writes:
Pearson argues that ‘conditions and incentives to make active and beneficial life choices should apply to family payments’ even though he acknowledges that problems arise because such payments ‘are not indigenous-specific schemes’.
That poses a question: If people make the choice to live on generally available family benefits rather than to earn higher incomes, why should we view this as a problem? I see no problem in individuals choosing to live on low incomes. We should respect the choices that some individuals make to live a life of poverty (and of chastity too, if that is their choice). I can’t see why anyone should have a problem with individuals making whatever income/leisure choice that they desire.
I can see a problem, however, in governments providing family benefits to people who do not have adequate regard for the well-being of their children. I think we (taxpayers/voters) should insist that family assistance should only be provided to parents when they meet conditions such as ensuring that their children attend school regularly. Perhaps it would not be too difficult for a prime minister who has a special interest in educational opportunity to find a simple way for such a condition to be applied to family tax benefits across all sections of the community.


The people of Georgia having dissolved their political connection with the Government of the United States of America, present to their confederates and the world the causes which have led to the separation. For the last ten years we have had numerous and serious causes of complaint against our non-slave-holding confederate States with reference to the subject of African slavery. They have endeavored to weaken our security, to disturb our domestic peace and tranquility, and persistently refused to comply with their express constitutional obligations to us in reference to that property, and by the use of their power in the Federal Government have striven to deprive us of an equal enjoyment of the common Territories of the Republic.
In the momentous step which our State has taken of dissolving its connection with the government of which we so long formed a part, it is but just that we should declare the prominent reasons which have induced our course.
Our position is thoroughly identified with the institution of slavery-- the greatest material interest of the world. Its labor supplies the product which constitutes by far the largest and most important portions of commerce of the earth. These products are peculiar to the climate verging on the tropical regions, and by an imperious law of nature, none but the black race can bear exposure to the tropical sun. These products have become necessities of the world, and a blow at slavery is a blow at commerce and civilization. That blow has been long aimed at the institution, and was at the point of reaching its consummation. There was no choice left us but submission to the mandates of abolition, or a dissolution of the Union, whose principles had been subverted to work out our ruin.
Texas abandoned her separate national existence and consented to become one of the Confederated Union to promote her welfare, insure domestic tranquility and secure more substantially the blessings of peace and liberty to her people. She was received into the confederacy with her own constitution, under the guarantee of the federal constitution and the compact of annexation, that she should enjoy these blessings. She was received as a commonwealth holding, maintaining and protecting the institution known as negro slavery-- the servitude of the African to the white race within her limits-- a relation that had existed from the first settlement of her wilderness by the white race, and which her people intended should exist in all future time. Her institutions and geographical position established the strongest ties between her and other slave-holding States of the confederacy. Those ties have been strengthened by association. But what has been the course of the government of the United States, and of the people and authorities of the non-slave-holding States, since our connection with them?
The controlling majority of the Federal Government, under various pretences and disguises, has so administered the same as to exclude the citizens of the Southern States, unless under odious and unconstitutional restrictions, from all the immense territory owned in common by all the States on the Pacific Ocean, for the avowed purpose of acquiring sufficient power in the common government to use it as a means of destroying the institutions of Texas and her sister slaveholding States.
Declaration of Causes of Seceding States
The constitution, it is true, secured every essential guarantee to the institution while it should last, and hence no argument can be justly urged against the constitutional guarantees thus secured, because of the common sentiment of the day. Those ideas, however, were fundamentally wrong. They rested upon the assumption of the equality of races. This was an error. It was a sandy foundation, and the government built upon it fell when the "storm came and the wind blew."
Our new government is founded upon exactly the opposite idea; its foundations are laid, its corner- stone rests, upon the great truth that the negro is not equal to the white man; that slavery subordination to the superior race is his natural and normal condition. This, our new government, is the first, in the history of the world, based upon this great physical, philosophical, and moral truth.
~ Alexander H. Stephens March 21, 1861 Savannah, Georgia
The American Civil War was not fought to end slavery; it was fought to preserve it. The people who started it just lost.


Hepatitis A is a preventable disease. A vaccine is currently available for people at risk for hepatitis A. It is also recommended as a routine childhood immunization. Hepatitis A, at the top of the alphabet of viruses causing liver disease, puts travelers at risk and, until recently, worried parents of children in day care.
Aside from immunization, hand washing before eating or preparing food and after using the bathroom or changing a baby's diaper, remains one of the best preventions against getting or spreading hepatitis A virus (HAV), according to the CDC.
The disease is spread by feces-to-mouth contact. The virus can be carried on an infected person's hands and spread by direct contact or by consuming food or drink the infected person handled. HAV also can be transmitted through oral-anal sex or by consuming water or raw shellfish contaminated by sewage.
How is it spread?
HAV is not spread by coughing, sneezing, or other casual contact, such as sitting next to a person or being in the same room.
People at increased risk for hepatitis A include travelers to developing countries, injecting drug users, men who have sex with men, and possibly children and workers in day care centers where outbreaks occasionally occur.
What are the symptoms?
Symptoms include fatigue (tiredness), mild fever, flu-like illness, nausea and vomiting, stomach ache, and loss of appetite. Some people also have jaundice (yellow eyes and skin), dark urine, and light-colored bowel movements. Children, especially young ones, may have few if any symptoms. Diagnosis is made through a blood test.
The average incubation period is 30 days, but it can range from 15 to 50 days, and people can be contagious up to 14 days before symptoms appear.
What is the treatment?
Treatment is mainly rest, a low-fat diet and plenty of liquids. Antibiotics aren't useful, because hepatitis A is a virus. This is not a chronic disease; once you get it, you will never get it again. People who have recovered from hepatitis A do not continue to carry the virus.
Healthy people rarely die from hepatitis A, and most people recover in a few weeks. People who already have a chronic liver disease when they get hepatitis A are at higher risk of developing liver failure.
The hepatitis A vaccine has become part of the routine childhood immunization schedule, and, as of 2006, is recommended for all children, not just those at risk.
These adults should consider immunization:
Travelers who will be visiting or living in high-risk areas, including countries in Latin and South America and many parts of Africa and Asia
Men who have sex with men
Injecting drug users
People working in institutions and day care centers
People with chronic liver disease or who have clotting-factor disorders also may want to get the vaccine.
Tips for prevention
If you are not immunized against hepatitis A, here are suggestions on how to avoid infection:
Wash hands thoroughly with soap and running water after using the bathroom, changing diapers, and before preparing or eating food. This is the most important step in preventing hepatitis A.
Teach children to wash their hands.
Change diapers on surfaces that can be cleaned and disinfected after each use. A good disinfectant is one tablespoon liquid household bleach to one quart of water.
Never change diapers on eating or food preparation surfaces.
Cook shellfish thoroughly before eating, especially if you already have a chronic liver disease.
Drink water from approved sources only.
Let your doctor or health department workers know if someone in your family has hepatitis A.
Get the vaccine if you are in a high-risk group or are planning an extended trip to a country with a high rate of hepatitis A.


Information contained on this page is provided by NewsUSA, an independent third-party content provider. WorldNow and this Station make no warranties or representations in connection therewith.
/Sylvan Learning ) - Summer outdoor play is central to a child's development. Many experts agree that reading, however, is just as important.
According to Richard E. Bavaria, Ph.D., senior vice president of education outreach for Sylvan Learning, summer is the perfect time for learning and discovery. "It's very important that children continue to practice their academic skills in summer as strong reading skills are incredibly important for all subjects in school. The more children read, the more they'll enjoy reading, and the better readers they're likely to become."
Here are some reading tips from the brain-trust at the National Summer Learning Association
and tutoring authority, Sylvan Learning.
* Be a reading role model. By spending time reading at the beach or using the lengthy directions to put the grill together, you show your child that reading is both fun and useful.
* Set aside a consistent time each day for reading. Depending on your family's schedule, reading time might be in the morning, afternoon or before bed. Whatever time you choose, stick to it! Consistency is key to building good habits.
* Let your child make their reading choices. Let kids read whatever they want. Now is a good time to encourage reading about topics they don't study during school to explore new interests, discover new talents or delve into old hobbies.
* Get your child to savor the book she or he is reading. Don't rush through a book -- take time to enjoy it. Have your child stop and think about plot points and characters. This will develop their analytical skills.
* Set goals and reward effort. Reward reading with more reading. Download the next book in your child's favorite series on your tablet or Kindle. Let your child peruse library catalogues online for e-books.
* Read the book, then watch the movie. Few things make kids feel more "superior" than comparing and contrasting a movie to the book it's based on. "That's not the way it was in the book!" Let them explain the differences, guess why a director made those changes and then discuss which version they preferred.
* Go online for ideas. There are lots of websites for kids' book choices. Visit www.BookAdventure.com
for reading tips, book suggestions and educational games.


There is a "quick" method of estimating time to harvest a drought damaged corn field: the "squeeze test".
- Select a few stalks (like described in the previous paragraph) and chop them into pieces about the same size that the silage chopper would using a heavy knife or cleaver. Also, you could chop a round of the field with a silage chopper and sample the chopped material. Grab a hand full of the chopped material and squeeze it for 30 seconds.
- If the juices drip easily from the material, then it is too wet. In this situation, wait to chop in a couple of days or test again in a couple of days.
- If the sample doesn't drip any juices from the squeezed material, then slowly open your hand.
- If the stalk material remains compacted and doesn't fall apart or quickly expand back , the moisture level is acceptable for ensiling.
- If your hand is not wet and the stalk material falls apart when you open your hand, the material is too dry to ensile.
If the chopped silage is too wet:
- Stop chopping and allow the field to dry.
- OR -
- Add whole corn, dried distillers grains, or ground dry forage.
To avoid the nitrates, the chopper head could be set to leave an 8 inch stubble. This will result in a reduction in yield. The ensiling process will reduce nitrate 30 to 60 percent, so a compromise is leaving a 6 inch stubble.
Droughted corn silage will be 85% to 95% the energy value of regular corn silage depending on the number of ears on the stalk. The protein content can be slightly greater than regular corn silage.
Before feeding, sample and test for moisture, energy (TDN), crude protein, and nitrates.
Pricing drought corn silage is a bit of a challenge. Rule of thumb has been that each ton of 65% moisture corn silage in the bunker is priced at 9 to 10 times price of a bushel of corn (normal, well-eared corn). Pricing the standing crop is a little more difficult to determine. Below are two ways some have priced it in the field.
- Ton price is 5 times price of a bushel of corn (earless corn)
- Ton price is 6 to 7 times price of a bushel of corn (low grain corn - less than 100 bu/A).
It is hard to estimate the amount of silage that will be produced in a corn field that has been droughted out. The National Corn Handbook estimates the tonnage of a drought damaged corn field is related to the corn yield if the field were allowed to be harvested. For each 5 bu/acre corn yield results in a ton of corn silage per acre. If the droughted corn field were going to yield 15 bu/acre it would produce 3 tons of corn silage per acre.


Through education, outreach, legal reform, and direct support for on-the-ground conservation programs, Defenders is working to enhance the conservation of six of the world's seven endangered species of sea turtles that nest in Mexico. We have succeeded in getting new regulations adopted to protect sea turtle nesting sites from disruption by light sources, vegetation removal, dune destruction and mishandling of nests and newborn sea turtles.
Visit our Species at Risk: Sea Turtles  page for more information about what we’re doing to help sea turtles.
Despite a moratorium on commercial whaling that began in the 1980s, every year some countries try to overturn the moratorium and remove international protections for whales. Defenders continues to fight these attempts through our work with international treaties.
Another major threat to whales accidental trapping in fishing gear. In 2007, Defenders was successful in getting drift nets and surface nets banned in the shark fishery in Mexico.
Mangroves are a very important coastal ecosystem that supports many endangered species like sea turtles, manatees, parrots and many types of fish. They also support 70% of all commercial fisheries serving as breeding, refuge and feeding sites—for example the shrimp fishery. Defenders has been instrumental in getting landmark legislation adopted in Mexico to protect mangroves from tourist and industrial developments, shrimp farms and other threats.
Migratory birds face many threats during their migration as a result of habitat destruction and pollution. In Mexico, wild birds are still being trapped for the pet trade and, in some parts, are still hunted for food. Defenders of Wildife has launched a campaign to promote birdwatching to encourage bird conservation. We are working alongside environmental and tourism authorities and helping produce bird guides to help state and local governments and local conservation groups promote birdwatching in their areas. Our goal is to change the way Mexicans perceive birds and put an end to bird trapping for the pet trade.