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Wednesday, March 28, 2012

West Bengal Tourism


 
Victoria Memorial

Victoria Memorial -KolkataThe Victoria Memorial, located in Kolkata, India is a memorial of Queen Victoria of the United Kingdom who also carried the title of Empress of India. It currently serves as a museum and a tourist attraction.�


Dakshineswar Kali Temple

Dakshineshwar in Hooghly district is known for its Kaali temple built on the banks of Ganges, north east of Calcutta. The station is on the Sealdah-Dankuni section.�


Belur Math

Bel?r Math is the headquarters of the Ramakrishna Math and Mission, founded by Swami Vivekananda, a chief disciple of Ramakrishna Paramahamsa. It is located on the west bank of Hooghly River, Belur, West Bengal, India and is one of the significant institutions in Calcutta.�


Tarakeswar

Tarakeswar (Bengali: ) is a town and a municipality in Hooghly District in the Indian state of West Bengal. It is a police station in Chandannagar subdivision.Tarakeswar is a renowned place of pilgrimage and the greatest centre of the Shiva sect in West Bengal. 58 km away from Kolkata, Tarakeswar can be reached conveniently by train.�


Darjeeling

Darjeeling (Nepali: About this sound ) is a town in the Indian state of West Bengal. It is the headquarters of Darjeeling district, in the Mahabharat Range or Lesser Himalaya at an average elevation of 6,982 ft (2,128 m).�


Tiger Hill

Tiger Hill is the summit of Ghoom, the highest railway station on the Darjeeling Himalayan Railway ? a UNESCO World Heritage Site. It is famous for spectacular sunrise show over the Himalaya. Leveling out at 8,500 ft (2,600 m), Tiger Hill is the highest hill in the immediate surroundings. It is 11 km from town of Darjeeling and can be reached either by jeep or by foot through Chowrasta.�


Kalimpong

Kalimpong: is a hill station in the Mahabharat Range (or Lesser Himalaya) in the Indian state of West Bengal. It is located at an average elevation of 1,250 metres (4,101 ft). The town is the headquarters of the Kalimpong subdivision, a part of the district of Darjeeling. The Indian Army's 27 Mountain Division is located on the outskirts of the town.


Sundarbans

The Sundarbans (Bengali: Shundorb�n) is the largest single block of tidal halophytic mangrove forest in the world.[1] The name Sundarban can be literally translated as "beautiful jungle" or "beautiful forest" in the Bengali language (Sundar, "beautiful" and ban, "forest" or "jungle").�


Santiniketan

Santiniketan (Bangla: Shantiniket�n) is a small town near Bolpur in the Birbhum district of West Bengal, India

Young infants' imitation not guided by rational thinking


The model before performing the head touch action in the hands-occupied and hands-occupied familiarisation condition (A), the hands-free condition (B), and the hands-free distraction condition (C). Credit: MPI for Human Cognitive and Brain Sciences.
In a widely noticed study, developmental psychologists reported that 14-month-old infants imitate an unusual action if it was chosen deliberately by the person they observed but not if it could be attributed to external constraints. This selective imitation was put forth as evidence for an early understanding of rational action and action goals. Scientists at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig now present a much simpler explanation for the finding. A replication study revealed that the observed differences in imitation were likely caused by a distraction during the experiments.
Infant imitation is a key factor in early learning and has been studied by developmental psychologists for a long time. In 2002, a study published in the journal Nature seemingly showed astonishing cognitive abilities in children that were only 14 months old. In the experiment, a child would observe an adult illuminating a lamp by touching it with the head. Being presented with the lamp later on, 70 per cent of the children would copy this curious behaviour – but only if the hands of the person were free during the observed action. If the hands were occupied by holding a blanket wrapped around the body, which was before worn loosely over the shoulders, imitation rates dropped to around 20 percent.
This result has been explained by the children evaluating the rationality of the model's actions. Had the model freely chosen to use her head to illuminate the lamp, they may have assumed that there must be good reasons for it. But if the model acted under obvious constraints that they did not have, there was no reason to imitate. Infants were able not only to understand the goals but also to follow the situational context of the observed behaviour.
This interpretation may now have to be revised, due to a factor that had previously not been taken into account. "The eye-catching sight of the person wrapped in a blanket may have distracted infants from the action they were observing", says Miriam Beisert of the Research Group "Infant Cognition and Action". To test if the outcome of the experiment was indeed influenced, the scientists replicated the original study, but added two additional conditions.
One alteration underlined how much eye- catching distractions influenced the children's response: When two red Smileys were put on the table before the experiment, imitation of the "hands-free"-condition dropped considerably. In order to reduce distraction during the second condition, the children were given time to familiarize themselves with the sight of the blanket in a five-minute warm-up phase, which preceded the demonstration of the head touch action. The imitation rate went up to around 70 percent, showing that it made no actual difference whether the model person's hands were free or not.
"Assuming rational imitation, seeing the blanket-wrapped person for a longer time should have, if anything, resulted in an even lower imitation rate", says Moritz Daum, head of the research group. "With these results, rational thinking can be ruled out as a reason for children's selective imitation at this age."
More information: Beisert M, Zmyj N, Liepelt R, Jung F, Prinz W, et al. (2012) Rethinking 'Rational Imitation' in 14-Month-Old Infants: A Perceptual Distraction Approach. PLoS ONE 7(3): e32563. doi:10.1371/journal.pone.0032563
Provided by Max-Planck-Gesellschaft
"Young infants' imitation not guided by rational thinking." March 27th, 2012. http://medicalxpress.com/news/2012-03-young-infants-imitation-rational.html
Posted by
Robert Karl Stonjek

When we test, do we stress?




A new study shows that when we test older adults in a medical or research setting, it produces a stress response that reduces their memory.
Your mother had a doctor's appointment for a memory test. The results are conclusive: she presents with the first signs of Alzheimer type dementia. Now, to get to her appointment, your mother, who is no longer used to driving in town, took her car, looked for a parking space for 15 minutes, got lost in a labyrinth of one-way streets, had never used those new electronic parking meters before and is convinced that the "machine" stole her credit card number. Out of breath, she walked 20 minutes looking for the doctor's office and finally arrived late for her appointment, even though at this advanced hour of the afternoon she usually has a nap. Could all of these elements have influenced the results of her memory test?
A recent study carried out by Sonia Lupien's team at the Centre for Studies on Human Stress (CSHS) of the Louis-H. Lafontaine Hospital, in affiliation with Université de Montréal, demonstrates that the doctor's conclusions may well be somewhat hasty. The studies performed by this research group show that when faced with a stressful situation, memory, and especially among older adults, can be affected in a very rapid manner.
"We know that when a situation is new, unpredictable, uncontrollable or threatening to the ego, it leads to the production of stress hormones," explains Shireen Sindi, lead author of the study and PhD candidate at the CSHS. These same hormones also have the capacity to reach the brain and to generate acute memory disorders, especially in older adults, "We have shown that when older adults are assessed under stressful conditions, they produce stress hormones that reduce their memory," continues Ms Sindi.
Within the scope of this research project, the memory of older adults was tested in conditions similar to those in which their cognitive examinations in hospital or university settings usually take place: they had to go to an unfamiliar place that was not easily accessible and at times during the day that did not suit them. The results of Ms Sindi's study show that such conditions induce a stress response and reduce the performance of older adults on memory tests. Hence, it is possible that the conclusions of examinations carried out in a stressful context may resemble those reached in the presence of an underlying disorder, such as Alzheimer's. In fact, the results obtained are only due to the stress generated by medical settings. An interesting fact is that when these same examinations take place in conditions with which older adults are familiar, their memory performance is no different from that of young adults.
On the basis of these results, the CSHS team questioned over 150 older people, asking them to describe the situations they find stressful when they have to go to various medical environments. On March 29, during the scientific day "When we test, do we stress?", the CSHS researchers will reveal the results of this survey on stress induced in older people by medical settings and the testing environments. Moreover, renowned American and Canadian researchers will present their most recent findings on environmental factors that can affect mnesic performance in older adults. This day will also present an opportunity for clinicians and doctors working closely with older people to share their ideas on the conditions that can induce stress in the clientele and on the way these conditions can be controlled.
Provided by University of Montreal
"When we test, do we stress?." March 27th, 2012. http://medicalxpress.com/news/2012-03-stress.html
Posted by
Robert Karl Stonjek

Five myths about autism




Five myths about autismMost children with autism want friends but social graces don’t come naturally. Credit: Flickr/mikebaird
As knowledge and awareness of autism grows in the community, so do the myths.
Autism is currently diagnosed according to behaviours which fit into three broad areas: social difficulties, communication impairments, and patterns of restrictive, repetitive behaviours and interests. A minimum number of behavioural symptoms must be present in each area of impairment for a diagnosis.
The difficulties associated with autism can be obvious, such as language delays or stereotypical motor movements like hand flapping. But some deficits can be much more subtle and only become apparent in social situations, such as problems with play or initiating conversation.
Although all three areas of difficulty are required for a diagnosis of autistic disorder, autism can present differently and each child will have a unique pattern of symptoms. This can sometimes create confusion – and from this, myths about autism emerge. Here are the five most common myths we encounter.
1. Children with autism don’t look at you
Unusual eye gaze is common among many, but not all, individuals with autism.
Typically developing children tend to instinctively look other people in the eye when talking with them. This can help them understand the other person’s feelings and gain meaning during a social interaction.
Some children with autism may not intuitively look a person in the eye when talking to them and will focus, instead, on other parts of the face or body to try to gain meaning. Studies suggest that people with autism lack this social instinct because their underlying brain circuitry – which processes social information – may be different.
2. Children with autism are not interested in social interaction
Most children with autism are very keen to have friends and interact socially, but often have difficulties knowing how to make, and keep, friends. Social graces don’t come naturally to people with autism, so they often need to be explicitly taught the hidden social rules. This can be done through role playing activities with peers, parents or carers, or through structured learning programs such as social stories.
Because of their social awkwardness, children with autism can become socially anxious and withdrawn, despite wanting friendships and social contact. This is a life-long problem for people with autism.
3. Children with autism are not affectionate
This isn’t true – children with autism can and do show affection. But this expression may differ from other children because of unusual responses to sensory stimuli. Children with autism may be oversensitive to touch or hugs, for instance, but may have a high threshold for pain.
Children with autism can appear to be detached, but this doesn’t mean a lack of interest in being affectionate – it may be underpinned by a desire to engage in a pursuit they’re more interested in. Likewise, some children don’t understand the purposes of hugging and need to be taught this social convention.
4. Girls have different core autistic symptoms to boys
There is no consistent evidence that the core autistic symptoms are different in boys and girls, but there is a trend for girls to have fewer restricted and stereotyped behavioural patterns than boys. Boys, for instance, may line up toys according to size and colour more than girls.
Any differences could have a biological base, but they might also be due to the socialisation of boys and girls. Gender stereotypes dictate that girls are better at communicating and socialising. And expectations that boys will be louder and more aggressive may affect the way the two sexes develop.
Research in this area is yet to tease apart the contribution of nature versus nurture. But any differences are likely to be small. Most studies find boys and girls have similar symptoms, of similar severity.
5. Autism and Asperger’s are the same
Autism and Asperger’s disorder are currently defined as separate conditions which fit under the umbrella term of Pervasive Developmental Disorders.
Asperger’s disorder differs from autistic disorder in that language development must have been within normal milestones (single words by two years of age, phrase speech by three) and intellectual ability must be within the normal range.
In the clinic, children with Asperger’s present as verbally precocious “little professors”. Often, they are not referred for assessment until they enter a social environment such as primary school, where their social difficulties are noted.
In contrast, children with autistic disorder are likely to be diagnosed earlier because of language delays and more typical autistic behaviors.
But under the new mental health classification system – the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, which is due for release in 2013 – the distinction between Asperger’s disorder and autistic disorder will be dissolved and both will be replaced by Autism Spectrum Disorder. This presents a number of challenges for treatment and diagnosis to ensure that children get specialised care, tailored to their needs.
When a child is diagnosed with autism, the whole family is undoubtedly affected. But the more the broader community can learn about the condition, the better they can understand and support these families through the difficult journey of diagnosis, intervention and management of autism.
Provided by The Conversation
This story is published courtesy of the The Conversation (under Creative Commons-Attribution/No derivatives).
"Five myths about autism." March 27th, 2012. http://medicalxpress.com/news/2012-03-myths-aboutautism.html
Posted by
Robert Karl Stonjek

School-based mental health support results in positive outcomes for children




A study of more than 18,000 children across England found that embedding mental health support in schools as part of the Targeted Mental Health in Schools (TaMHS) programme led to greater improvements in self-reported behavioural problems among primary pupils. The benefits were even more pronounced where schools also provided pupils with self-help leaflets explaining how children could help themselves if they were feeling stressed or troubled.
The three year longitudinal study followed children in 25 local authorities across England and also found that tools designed to improve communication between health and education professionals (such as the Common Assessment Framework), good links between schools and specialist Child and Adolescent Mental Health Services (CAMHS) and the provision of mental health information to pupils were all associated with reductions in pupils' difficulties in controlling aggression and anger in secondary school.
These findings come from an independent evaluation of TaMHS, led by UCL (University College London) and involving eight academic institutions and other organisations across the UK (Universities of Manchester, Leicester, Durham, York and Glasgow, The Anna Freud Centre, the Institute of Psychiatry and the National Institute for Economic and Social Research).
Over the course of the project, researchers tracked and analysed the progress of 18,235 children in 526 schools.
The TaMHS programme aimed to help schools deliver targeted support to those with, or at risk of, mental health problems. Between 2008 and March 2011, £60 million was allocated across all local authorities in England in order for them to develop additional provision of mental health support in selected schools, including individual, group and whole-school interventions.
One in ten children in the UK has a clinically diagnosable mental health problem and the authors of the report recommend intervening early as a key to managing behavioural problems. "It may make sense to prioritise mental health work with primary school pupils in relation to behavioural problems to have maximum impact before problems become too entrenched," says the report.
The report also suggests that inter-agency working and improved relationships between secondary schools and specialist Child and Adolescent Mental Health Services, as well as provision of materials to help young people find and access support, should be prioritised.
Dr Miranda Wolpert of the UCL CAMHS Evidence Based Practice Unit led the research. "This report indicates that targeted help in primary schools has helped reduce behavioural problems and should continue," she says. "It also indicates the need to build on the good work already happening across schools and the health services to ensure joined up services and support for mental health needs."
More information: Full report and briefing note available at: https://www.educat … e1/DFE-RR177
Provided by University College London
"School-based mental health support results in positive outcomes for children." March 27th, 2012. http://medicalxpress.com/news/2012-03-school-based-mental-health-results-positive.html
Posted by
Robert Karl Stonjek

Elegant Yacht Concept - Cronos

 
This elegant yacht concept called Cronos was designed by Simone Madella and Lorenzo Berselli, Italian students who are currently studying BYT (bike, yacht and train) class at the European Institute of Design. Cronos Yacht Design concept has received a special mention in the �Young Professional� category during the Millenium Yacht Design Award (MYDA) with special quote �interesting experimentation in expressive language applied to interior architecture, with particular to the value of wood and its use forms�. Stunningly intricate woodwork seems to grow from within the opulent interior and extend across spacious decks before pouring over into the water. Minimal and at the same time futuristic interior and exterior make this luxurious yacht an ideal for traveling.



















Sweet Poem

Visit Us @ www.MumbaiHunGama.com

ArtPrize Winners


 


Collected, here, are the top ten finalists for the grand prize:



Cavalry, American Officers, 1921 by Chris LaPorte (1st place)


Vision by David Spriggs


Dancing With Lions by Bill Secunda


Elephant Walk by Fredrick Prescott


Helping Mom one penny at a time by Wander Martich


Lure/Wave, Grand Rapids (Lure/Forest) by Beili Liu


salt & earth (garden for Patricia) by Young Kim


Svelata by Mia Tavonatti


SteamPig by Jensen Birks

ArtPrize 2010 just selected winners! The first place winner received $250,000 and a total purse worth $449,000 was handed out to the top ten artists.The winner was announced along with the 9 other runners-up that received awards.
The competition has become an annual event in Grand Rapids, Michigan and attracts artists from all over the world. The public voted competition (by texting or web site voting) is open to anyone and any type of medium. Artists are allowed to submit one piece into the competition which, among being eligible for the $449,000 purse, are subject to a jury for best two-dimensional work (2D), best three-dimensional work (3D), best time-based work (Performance/Film/Video), best use of urban space and international award.

SunRed Solar Moped