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FRIED PIKE--I

Prepare and clean the fish, and cut into pieces suitable for serving. Fry brown in butter, add to the butter a teaspoonful of anchovy essence, a bit of ginger root, a grating of nutmeg, salt and pepper to season, and enough Claret to cover. Simmer until tender, add the juice of an orange and a teaspoonful of butter. Serve with sauce poured over the fish.

FRIED PIKE--II

Clean the fish and cut it into pieces suitable for serving. Dip in egg and crumbs and fry in oil.

FRIED PIKE A LA HOLLANDAISE

Clean the fish and cut it into steaks. Soak for two hours in a marinade of oil and lemon-juice, seasoning with pepper, salt, minced parsley, and grated nutmeg. Drain, dip in flour, fry in lard, and serve with Hollandaise Sauce.

BOILED PIKE WITH MELTED BUTTER

Boil the fish with a bunch of parsley in salted and acidulated water to cover. Serve with melted butter, seasoned with salt, pepper, grated nutmeg, and lemon-juice.

BOILED PIKE WITH CAPER SAUCE

Prepare and clean a fish, put into a fish-kettle, and simmer for forty minutes in court-bouillon to cover. Serve with Caper Sauce.

BOILED PIKE WITH HORSERADISH SAUCE

Boil a large fish in salted and acidulated water with a bunch of parsley. Cook together two tablespoonfuls each of butter and flour, add three cupfuls of cream, and cook until thick, stirring constantly. Season with salt and pepper, add two tablespoonfuls of butter and three tablespoonfuls of freshly grated horseradish. Pour over the fish, and serve.

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Handling the Pain

When you ask smokers the cause for their smoking, their instant reply will be to de-stress. Suppose your three-year-old toddler is crying for a toy. How would you react? You will give him the toy, leave him, or give him some drugs to keep him calm. Similarly, your child is anxious about the coming tournament. In order to calm him down, you will advise him, or give him some kind of drugs.

In all the above said examples, the child is suffering from some kind of pain or anxiety. You can control the temper of your child by a little advise, support and assurance. The cause for their anxiety is the demands during the development phase. When we grow physically, emotionally, academically or spiritually, we experiences anxiety. We should never take our growing phase as burden. All of us have the tendency to become sad or feeling pain or anxiety. But, we must try to overcome this attitude. We can never be happy without this growth. Growth plays significant part for our contentment and happiness.

We can never introduce our child to this deadly addiction, as we are well aware of its consequences. Do you think it is good to smoke for attaining relief?

Smokers make several excuses for smoking. For Instance, feeling lonely or having a lot of job stress. One of the several common excuses of smoker is that there is no fun in social gathering without smoking. This clearly shows that smokers make excuses to smoke. They smoke in stress as well as fun.

Women often say that quitting smoking means putting a lot of weight. Do you think it is a justified cause to smoke?

Smokers are well aware that smoking is injurious. Thus, to divert their minds they make such excuses. The cause for these false excuses is the addiction of nicotine.

Once you quit the smoking habit, you will realize that smoking only harms. It does not help you from overcoming the stress. But, it is the cause for several deadly diseases. Even after quitting smoking, you may tempt to have a cigarette. You may be tempted at social gatherings or feeling lonely or sad. Before taking cigarette, remember that smoking is nothing but killing oneself. It never helps you. It only harms you and makes you weak.

Whenever you want to smoke, just give a few seconds to yourself. You will realize the blunder, you are about to commit.

Hookah: Another name of Smoking Equipment

Smoking a Hookah is a very slow and comfortable experience of smoking. Smoking hookah demands a little preparation. You need to prepare tobacco. It is not similar to nicotine addiction or the puff of cigarette. But, it is like relaxing among your friends. People continue to smoke hookah for 30 to 60 minutes.

The preparation for Hookah smoking goes like this. Firstly, cleaning of Hookah is done with cold water. Then select a bowl of tobacco, light it and add charcoal to it. The aroma of hookah will come out through the bubbling water. After filtering it with water, it becomes cool and soft. The pleasant smoke of hookah will charge up the senses.

Certain techniques are also applied to enhance the experience of hookah smoking, such as putting ice in the water or chilling of the hoses. Addition of fruit juice or wine in the water leads to enhance the flavor of hookah smoke. To develop a special flavor, customers as well as the manufacturers mix tobacco with other flavors.

But, before smoking Hookah take these precautions and steps. Charcoal used in the Hookah should be appropriate, as there are certain harmful charcoal briquettes that can lead to intake of carbon monoxide, a poisonous gas. Take a little quantity of Hookah tobacco in the bowl. Some people add more tobacco to enhance the flavor of Hookah, but it is a wrong notion. If you are not getting the desired flavor then it is because of less heated coals. Add more fresh and hot coals and enjoy flavor of Hookah smoking.

Hookah smoking is mostly done among friends and family members. It is more or less like a culture or tradition. Thus, Hookah smoking has certain rules and regulations. For Instance, Charcoal heat should never be utilized for lighting cigarettes. On another person’s face, never blow smoke. But, if the person demands and want to enjoy the flavor then you can blow the smoke. Never share the plastic mouthpiece with other person. When a person set a hose on the table that means he had finished smoking. Now, other person can use the hose. Wrap the hoses around the stem, after the completion of hookah smoking. While smoking hookah only go for tobacco. So, enjoy the Hookah smoking with your friends.

How Non Smoker Get Breast Cancer?

Some people have taken smoking for fashion but this trend of theirs can lead them at the threshold of most ugly form of cancer-Breast cancer. The studies and researches draw a line between truth and myth. One of existing misconceptions is the myth that young men generally get addicted fast to smoking. But it has been found that young women adapt this bad habit much quickly than young men. The next horrid conclusion that comes forward is that passive smoker is at high risk of breast cancer than chain smokers.

World health organization shows us the true picture of smoking by associating it with 25 cancers like uterine, kidneys, cervix, and pancreas. Women and non smoker are finding more prone to the breast cancer than any other form of cancer and unfortunately sufferers’ list is going high day by day. It proves that smoking is not only deteroiting chain smoker health but also showing its side effects on health of persons standing near by him. For women, smoking is synonym of death as it enhances the risk of heart strokes and heart attacks making them the worst victim and the chances get ten fold if they are using medicines for birth control along with smoking.

List of ill effects produced by smoking never ends making it a never ending process. Smoker take cigarette happily thinking that it will free them of tensions and stress but it releases them of their life. Dull look is easily visible on face. They soon develop wrinkles. They suffer of bad breath and yellow teeth and are ever complaining about tongue and stomach ulcers.

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The success or failure of the teacher in applying the principles which have been discussed in the preceding chapters is measured by the achievements of the children. Of course, it is also possible that the validity of the principle which we have sought to establish may be called in question by the same sort of measurement. We cannot be sure that our methods of work are sound, or that we are making the best use of the time during which we work with children, except as we discover the results of our instruction. Teaching is after all the adaptation of our methods to the normal development of boys and girls, and their education can be measured only in terms of the changes which we are able to bring about in knowledge, skill, appreciation, reasoning, and the like.

Any attempt to measure the achievements of children should result in a discovery of the progress which is being made from week to week, or month to month, or year to year. It would often be found quite advantageous to note the deficiencies as well as the achievements at one period as compared with the work done two or three months later. It will always be profitable to get as clearly in mind as is possible the variation among members of the same class, and for those who are interested in the supervision of schools, the variation from class to class, from school to school, or from school system to school system. For the teacher a study of the variability in achievement among the members of his own class ought to result in special attention to those who need special help, especially a kind of teaching which will remove particular difficulties. There should also be offered unusual opportunity and more than the ordinary demand be made of those who show themselves to be more capable than the ordinary pupils.

The type of measurement which we wish to discuss is something more than the ordinary examination. The difficulties with examinations, as we have commonly organized them, has been their unreliability, either from the standpoint of discovering to us the deficiencies of children, or their achievements. Of ten problems in arithmetic or of twenty words in spelling given in the ordinary examination, there are very great differences in difficulty. We do not have an adequate measure of the achievements of children when we assign to each of the problems or words a value of ten or of five per cent and proceed to determine the mark to be given on the examination paper. If we are wise in setting our examinations, we usually give one problem or one word which we expect practically everybody to be able to get right. On the other hand, if we really measure the achievements of children, we must give some problems or some words that are too hard for any one to get right. Otherwise, we do not know the limit or extent of ability possessed by the abler pupils. It is safe to say that in many examinations one question may actually be four or five times as hard as some other to which an equal value is assigned.

Another difficulty that we have to meet in the ordinary examination is the variability among teachers in marking papers. We do not commonly assign the same values to the same result. Indeed, if a set of papers is given to a group of capable teachers and marked as conscientiously as may be by each of them, it is not uncommon to find a variation among the marks assigned to the same paper which may be as great as twenty- five per cent of the highest mark given. Even more interesting is the fact that upon re-marking these same papers individual teachers will vary from their own first mark by almost as great an amount.

Still another difficulty with the ordinary examination is the tendency among teachers to derive their standards of achievement from the group itself, rather than from any objective standard by which all are measured. It is possible, for example, for children in English composition to write very poorly for their grade and still to find the teacher giving relatively high marks to those who happen to belong to the upper group in the class. As a result of the establishment of such a standard, the teacher may not be conscious of the fact that children should be spurred to greater effort, and that possibly he himself should seek to improve his methods of work.