CALVIN

CALVIN
CALVIN - THE KING

Saturday 6 November 2010

FESTIVAL OF LIGHTS 05.11.10 BHOPAL

Me and Kitu

Who says Dogs get scared of crackers, Calvin enjoyed it to the hilt (ofcourse under proper supervision :-))

Anaar

Kitu says he likes :-D

Daddy puts up a show for Calvin

Thats our home and Daddy and Kitu seems to be enjoying the happenings :-)

More fireworks

Wednesday 20 October 2010

WHY DOGS EAT GRASS?


These summer days, when I take my German Shepherd Calvin for a walk, he always wants to stop and eat grass. Not just any grass. The leaves have to be the right size and shape. Although there are other grasses nearby, he always heads for wheatgrass (Agropyron), with its broad green leaves.
I have read that dogs eat grass because they want to vomit or because they are having digestive troubles.
Calvin hates to vomit. He will do anything to keep from vomiting, so that doesn't seem to be the answer, at least as far as he is concerned.
I feed him premium dry food, and he digests it very well, with well-formed stools. Digestive troubles do not seem to apply to Calvin either.
So because the two explanations I have read do not seem to be relevant to Calvin, I decided to dig a little bit into the scientific dog literature to see what I could find.
Surprisingly little has been written in scientific journals about why dogs eat grass.
One recent study approached grass eating in dogs with the hypothesis that grass alleviates digestive distress (McKenzie et al. 2010. Reduction in grass eating behaviours in the domestic dog, Canis familiaris, in response to mild gastrointestinal disturbance. Applied Animal Behaviour Science 123: 51-55).
In that study, the authors fed dogs a diet that produced loose, watery stools, to mimic a condition of a mild digestive upset. They also fed the dogs a standard diet that produced normal stools, and gave the dogs two types of grasses to eat during each experimental condition.
The results were that the dogs ate more grass when they were fed a standard diet than when they ate the diet that caused the digestive upset. So much for that hypothesis.
Then there's vomiting.
I found a study that looked at whether dogs vomit more when they eat grass (Sueda et al. 2008. Characterisation of plant eating in dogs. Applied Animal Behaviour Science 111: 120-132),
In that study, the authors surveyed 1571 dog owners on the internet and found that 79 percent of the dogs ate grass, and of these, only 9 percent were sick before they ate the grass, and 22 percent vomited after eating the grass.
These results show that the vomiting hypothesis doesn't seem to hold any water either.
So why do dogs eat grass?
Ask yourself that question the next time you eat a luscious salad.
My guess is......because it tastes good.

Tuesday 19 October 2010

Kali Pujo



The image of Kali usually shows her foot on Lord Shiva’s chest, a severed head in one hand, her sword in the other, and wearing a garland of skulls. Kali is worshipped as the Mother Goddess who protects from evil. She also epitomizes strength or ‘Shakti’ and the darker side of life. The actual puja takes place at midnight on the day of the new moon.


The national festival of the Bengalis, The Durga Puja ends with a somber tone. But soon, this melancholy slowly disappears with the arrival of Lakshmi Puja in between to finally the tri-festival of the Bengalis - Kali Puja, Diwali and last but not the least the ‘Bhai Phota’. Kali Puja coincides with Diwali, the North Indian New Year, the festivals of lights.
Every households clean their houses and light up candles all over their houses. Children and adults set off firecrackers all night. No one sleeps on that night.



The Mythology of Kali Puja:



Goddess Kali has always enjoyed a significant presence in our culture. She appears in various forms as an embodiment of Shakti, the eternal energy and cosmic power. She is also believed to be the eternal cosmic strength that destroys all existence. Her facial expressions depict the extent of her powers of destruction. The heads she holds in her hand instantly arouses mortal-fear in everybody and her protruding tongue symbolizes the mockery of human ignorance. She is also the Goddess of Tantrism or the Indian Black Magic. Beneath Goddess Kali’s feet one can figure Shiva. Mythology says that Shiva and Kali are the originating couple of the universe but Kali even mocks Shiva, as if she herself is the unique source of everything. There are several other Avtars of Kali also. One such is a striking contrast is Kali represented as the Benevolent Mother where she is the personification of Eternal Night of Peace. From the canons of orthodox Hinduism Kali, Durga, Parvati, Lakshmi and Saraswati are all different forms of the Ultimate Power that are revered on different occasions. Kali represents the crude powers to fight the evil, the core strengths required to battle your enemies. According to the Hindu tradition, we are living in the Kali Age; the time of a resurgence of the divine feminine spirit. Using the powerful imagery of paintings, sculptures, and writings, the celebration of Kali Puja explores and illumines the rich meanings of feminine divinity.
The blood-smeared image of Kali is after she killed the demon Raktavera. According to Hindu Mythology, Lord Brahma granted the boon to Raktavera that for every drop of his blood that fell on ground hundreds of demons like him would be produced. Thus the only way of slaying Raktavera was by not allowing even a drop of his blood to fall on the ground. Thereby Kali pierced him with a spear and drank all his blood as it gushed out. Kali once gave free rein to her blind lust for destruction. To stop the world from being destroyed Lord Shiva brought himself to the feet of Kali. On sensing her husband beneath her feet she stopped and thus the world was saved. She acquired her name Kali meaning ‘conqueror of time’ as she subdued her husband Lord Shiva by trampling over him. This way Devi the symbol of fertility conquered Shiva, the inexorable destroyer, who was equated with time. Aspects of Kali are Chandi, the fierce and Bhairavi, the terrible in which she is the counterpart to Shiva’s aspect of Bhairava, when he takes pleasure in destruction. Another name of this form is Chamunda. Kali Puja is performed on a new moon night. As Kali is associated with dark rites and devil worship, the rituals performed are austere and offered with great devotion. In the Hindu religious texts, different representations of Goddess Kali are available viz. Siddha Kali, Bhadra Kali, Raksha Kali, Shwashan Kali and Maha Kali.

History of Kali Puja:

The Puja is held on the night of the New Moon in the Bengali month of Kartik, this occasion brings in a tidal wave of festive zeal amongst the various cross sections of society. It is said that Maharaja Krishnan Chandra of Nawadweep gave an order that everyone, in his domain should worship Kali. Punishment was given to the defaulters. Thus more than 10,000 images of Kali began to be worshipped in his domain. Before the present Kali Puja, Ratanti Kali Puja was celebrated in ancient times. It is believed that the present form of the image of Kali, is due to a dream seen by Lord Chaitanya’s contemporary Krishnananda Agambagish (a distinguished scholar of Indian charms, incantations black magic and voodoo - ‘Tantra’), author of Tantric Saar, that he should make her image after the figure, he saw first in the morning. The image should then be worshipped. At dawn Krishnanand saw a dark complexioned housing maid with left hand protruding and making cow dung cakes with her right hand. Her body was shining with white dots. While wiping off the sweat from her forehead with left hand, the vermilion had been spread in her parted hair. The hair was disarranged. Her unprecedented coming face-to-face with Krishnananda, an elderly, made her bit her tongue with shame. This posture of the housemaid gave vent to his imagination which he later utilized to envisage the idol of Goddess Kali. Thus was formed the image of Kali.

Differential Instructional Strategies for Classroom Practice - A Blueprint


Educational Context
Where and how the project will be presented; by and with whom

Unit name: India : A Land of Rich Diversity
Project Title: Learning Is Fun
Population addressed: This would be addressed to the Sixth Graders of The Sanskaar Valley School, Bhopal, India. I would have two and a half hours to spend with them every week. There are 23 kids in the class from varied and cosmopolitan background all of Indian origin. I am their Geography Teacher.
Brief Project Description: This project would be taken up with our own school acting as the field study area to the children to understand the various facts and concepts of the unit “India: A Land of Rich Diversity”. Care would also be taken so as to integrate and inter link other subjects so that the students can explore their area of strength and make it an instrument to achieve the learning goals of the chapter. Sample surveys, questionnaires, poem writing, poster making, power point presentations, charts, stage management, map making, song and play writing and music composition are the various methods which the students would adopt to walk the path of achieving their learning goals.
Context: This project would be implemented in a day boarding private urban school with children coming from cosmopolitan background and different learning abilities. The main constrain would be the time factor, with it (the school) being a day school and a residential school working with the kids during after school hours is ruled out.
Rationale: Through this project the children could actually make use of the physical and human resource of the school to respect, learn and see the practical applicability of the various diverse facets of India like plant and animal life, different modes of transport, culture and environment.


Generative Topic:
Engaging, appropriate, important

India : A Land of Rich Diversity
is the topic central and important to one or more disciplines?
Yes very much so. It integrates subjects like English, Math, Science, Computer Applications, Art and Music.

How is the topic engaging to you and your students (who may be adults), because of your/ their age, needs, passions, backgrounds, personal strengths and/or experiences?
It would be extremely engaging to the students because they would see their own country unfold its mysteries before them and while on the project interactions with people whom they otherwise know would reveal so many unknown and interesting facts.

Is the topic accessible through varied resources that are readily available?
Yes it is accessible through library, interactions with people (sample surveys) and internet.

Illustrate the connections to other topics in the discipline, to other disciplines, and/or to students’ non-school contexts
English:-
ü Geographical vocabulary and its relevance to cultural descriptions.
ü Describing cultural differences and listening to descriptions.
ü Adjectives and nouns to describe
ü Names of flowers and animals
ü Descriptive words about beauty of flowers
ü Locational, directional and descriptive nouns
ü Reading maps and keys
ü Reading maps as a part of following a route
ü Writing as a part of map making
ü Handwriting as an important cartographic tool
ü Presentation and play writing
Math
Estimating size when describing physical/ human factors
Handling statistics from surveys
Measuring time and distance, counting, converting the percentages to degrees
Shape and plan view
Measuring down grids and coordinates
Area as a part of mapping work
Use of angles in mapping and showing direction on a map
science
ü Physical features and the processes acting on them. Classifying features
ü Adaptations of plants and animals
ü Scientific processes, observation, analysis and recording
ü Life processes, green plants, flowers, animals as organisms
ü Habitats
computer applications
ü Using graphics and ms word and excel to present work on various human culture
ü Logging and handling data collecting information
ü Using graphics to make pie charts and bar graphs
ü Power point presentation
Art
ü Understanding what gives character to different places and cultures
ü Recognising visual elements like space, pattern, shape, line, and form in different architecturally important places
ü Preparation of charts
ü Pictorial depiction of the collected data
ü Drawing a sketch map of the school
ü Poster designing
music
ü The musical culture and traditions of different places
ü Writing(composing), songs about birds and flowers and everything beautiful
ü Identification and appreciation of sounds of nature


Understanding Goals
focus on “the essentials”: understanding of key concepts,
processes, uses of, and/or genres in the subject matter

Tell how your Understanding Goals focus on “the essentials”: understanding of key concepts,
processes, uses of, and/or genres in the subject matter
(often, but not always, as defined by national, state, or local “standards” and by teachers’ expertise).
Are the goals explicit?
How are the goals made public to the learners?
Do they focus on key concepts, processes, and skills in the subject matter?
Understanding Goals are not behavioral objectives; they define and focus exploration of the Generative Topic.


Question Form

Statement Form
1.- Why does India have a lot of climatic diversity?

1.- Students will understand that the physical features of the earth’s surface have an effect on climatic conditions.
2.- What role does Geographic conditions have to play in determining the natural vegetation of India?


2- Students will deepen their understanding that the physical features of the earth affect the natural vegetation.
3.- How do the physical features of India play a role in the peoples’ lifestyle?

3.- Students will understand that the physical features of India contribute to the climate and vegetation of India and their lifestyles.

Entry Points

Are different ways a teacher can approach a topic so that students, regardless of their unique blends of intelligences, experiences, and interests, can find pathways to becoming involved with disciplinary content.
Imagine the topic of study as a room with several doorways --entry points-- through which to enter the room / topic.
The narrative entry point allows access to a topic using a story or narrative related to the concept
Read different stories of ancient India.
Narrate stories of India’s new emerging face and achievements.
The numerical/quantitative entry point employs quantitative methods to understand the topic
Estimating size when describing physical/ human factors
Handling statistics from surveys
Measuring time and distance, counting, converting the percentages to degrees
Shape and plan view
Measuring down grids and coordinates
Area as a part of mapping work
Use of angles in mapping and showing direction on a map
The existential/foundational entry point considers the philosophical aspects of the concept
What If……
India had a different Geographical location….
How would things have been different?
The hands-on/experiential entry point invites an approach to a concept through hands-on investigations
· Map making
· Play writing and presentation
· Converting maps
· Measuring areas of different locations in the school
· Nature walk
· Using graphics and ms word and excel to present work on various human culture
· Logging and handling data collecting information
· Using graphics to make pie charts and bar graphs
· Power point presentation
· Preparation of charts
· Pictorial depiction of the collected data
· Drawing a sketch map of the school
· Poster designing
· Sample Survey
The social/interpersonal entry point allows access to a topic through a social experience
Sample Survey(Here they interview people of different regions of the country, noting down all the geographical and cultural specialties of the region the represent)
Group Work
The logical entry point accesses a topic through logical reasoning, examining the logical relationships and implications of a topic and applying deductive reasoning processes
Sample Survey and its analysis in a group discussion.
The aesthetic entry point emphasizes sensory or surface features of the topic and involves using learning strategies that appeal to learners who favor an artistic stance
Looking at the various picture clues provided and write your deductions about India’s landscape and its lifestyle.


Target
UG #


Understanding Performances
Show how the performances:
align with Understanding Goals
guide student exploration, appreciation and deepening understanding of Understanding Goals
engage multiple modes of learning and forms of expression

Include a sequence of activities that ramp up from where students begin, through:
Introductory performance(s) (in green)
Guided Inquiry performance(s) (in blue)
Culminating performance(s) (in yellow)


UG 1, 2 AND 3

The Children would be narrated stories about the various lifestyles of the people of India. People of different regions and how physical features, climate and natural vegetation plays an important role in determining these life styles.



UG 1, 2 AND 3
They would be asked to conduct a sample survey on the various teachers and staffs and know about their regions and their lifestyles. They would be divided into 6 groups ie. Our School- A mini India; Plant and Animal life; Transport; Plan of the school; Environment. They would take help of a questionnaire which they would formulate with my help and then go about with it in discovering facts. They would interpret various physical, climatic, natural vegetation and human geography maps to make their understandings more thorough.

UG 1, 2 AND 3

The children would then do a research using the resources available from the library and the internet to substantiate their findings.

UG 1, 2 AND 3

· The children would then work on the different presentation forms like play, graphical representations, Power point presentation, Preparation of charts, Pictorial depiction of the collected data, Drawing a sketch map of the school and Poster designing to get a first hand experience of their learning’s. Each of the group would be given all the above mentioned criteria’s through which they would sum up and showcase their learning’s.



Show how the Understanding Performances work together to guide students towards the culminating Performances of Understanding.
The culminating performance is when the students are able to interpret the various maps, draw inferences and present a play about their topic in the school assembly.

Ongoing Assessments
Align with goals and understanding performances, in that they support assessment of learners’ understanding of the understanding goals and document student performance






How is assessment based on explicit and public criteria that relate to goals?
Are there frequent assessments with a public rubric?
Are there multiple sources of feedback – self, peer, teacher, other?
How is assessment used to gauge progress and inform planning?



Include example of Culminating Performance of Understanding.
Include a scoring rubric or other documentation of how assessment criteria are presented and used.
Include a list of things your students need to be able to do in order to succeed at this task.

RUBRICS FOR SCORING THE CULMINATING UNDERSTANDING PERFORMANCE
MAXIMUM MARKS :- 25
Criteria

Preparation

Procedure/
Testing
Observation

Inference/
Results

Presentation

Grade I
(5 marks)

Gives complete
theoretical
information
using relevant
geographical
terms like climatic diversity, natural vegetation and peoples’ lifestyle.

States the
objectives
defines the
aspects to
studied.

Studies text and
source material and
makes a list.

States theoretical information in a coherent and concise manner using geographical terminologies like climatic diversity, natural vegetation and peoples’ lifestyle..
Neatly and correctly
stated statement of
intent and conclusion matches
with objectives.

Grade II
(4 marks)

Provides
adequate
information
using
appropriate
terms like climatic diversity, natural vegetation and peoples’ lifestyle.

States objectives
but not the
limitations of
the study.

Makes a limited list
of source material
only from secondary
sources.

Uses a variety of techniques.
Shows resourcefulness. Supports investigation with relevant evidence.

Limited use of
reference material
and a presentation,
which is routine.

Grade III
(3 marks)

States objectives
using some
geographical
terms but mostly
in descriptive
terms.

Only lists
aspects to be
studied.

References are
minimal.

Uses sound methodology-using methods suggested. Makes a valid statement the data collected. Attempts to develop
explanations using available information.
Uses methodology in which selective techniques are applied correctly. Makes descriptive statement. Analysis is limited.
Relates and describes systematically data collected. Tries to relate conclusion
original aim.

Simple and neat
with correct
placement of
references,
acknowledgements,
contents, maps and
diagrams.

Grade IV
(2 marks)

States intent
without using
relevant
geographical
terms but
explaining them
correctly.

Shows evidence
of what to look
for and how to
record the same.

Uses methodology
with some techniques but is
unable to
systematically
record data and
collect information.

Makes few relevant statements. Does analyze data that is not presented or tends to copy analysis available from other sources. Makes superficial conclusions. Link
between the original aim and conclusion is not clear.

Neat but lacking in
correct placement
table of contents,
maps, diagrams and pictures.

Grade V
(1 mark)
Does not make
any use of
geographical
terms like climatic diversity, natural vegetation and peoples’ lifestyle.

Has not
collected any relevant data
and has not
presented
sources
correctly.

Does not use any
logical technique
and does not follow
the methodology
suggested.

Does not analyze data. Does not use suggested methods.
Makes conclusions but does not relate to the original aim.

Presents the report
without reference.












Documenting the DI Strategies used
Specify which DI strategies you plan to use in the different stages of your project
Remember the DI strategies included should be identified based on specific goals.


Goal or reason for choosing DI Strategy

Name of DI Strategy used
Where did you use the strategy? (UPs, OA, other)


How did you adapt it to your situation?
If this is not a TFU element include a resource you would recommend to others who wanted to use this strategy(web site/ book / other)

Readiness / Ability

NARRATIVE ENTRY POINT
Read different stories of ancient India.
Narrate stories of India’s new emerging face and achievements.
1. Activities for Differentiated classroom
- By
G.H.Gregory and
C.Chapman
2. Joyful Learning
- By
Paula Kluth

Learning Profiles/Styles
Flexible Grouping
Adjusting Questions

RUBRIC AND 2ND UP
Gave 6 entry points to meet different learning styles and had flexible groupings and modified questions according to learning styles.
1. Activities for Differentiated classroom
- By
G.H.Gregory and
C.Chapman
2. Joyful Learning
- By
Paula Kluth

Compacting Curriculum
Peer Teaching
Learning Contracts

RUBRIC AND 3RD UP
Made the curriculum more comprehensive and took help of peer teaching and learning contracts to help achieve the summing up of the content and achieve understanding goals.
1. Activities for Differentiated classroom
- By
G.H.Gregory and
C.Chapman
2. Joyful Learning
- By
Paula Kluth

Monday 23 August 2010

MIRCHI VADA



MIX THE INGRIDENTS

1 medium size potato [boiled]1 teaspoon tamarind paste1 teaspoon red chilli powder1 teaspoon dhaniya powder1 pinch of garam masala

SALT TO TASTE

Take 4 8-10 inchies long moti mirchi. slit them in centre lengthwisefill the potato paste in mirchi properly n keep them aside

MIX THE INGRIDENTS IN HALF CUP LUKE WARM WATER

6 tablespoon besan

2 tablespoon rice flour

2 tablespoon finely grind corn meal

1 tablespoon red chilli powder

1 tablespoon dhaniya powder

2 teaspoon garam masala powder

2 teaspoon amchur powder

salt to taste

add more water if required to make a moderatly thick pastedip the stuffed mirchi into besan paste and fry in hot oil at medium setting without turning much for 10-15 mins.

TIPS

take oil in good quantity so that mirchi can be fully submerged in big panserve with imli chutney

Sunday 22 August 2010







MIRCHI KA SALAN
Large green chillies cooked in tamarind and fresh indian spices in hyderabadi style.
Preparation Time : 20 minutes
Cooking Time : 20 minutes
Servings : 4
INGREDIENTS
Green chillies
20 big
Oil
2 tablespoons + to deep fry
Sesame seeds (til)
2 tablespoons
Coriander seeds
1 tablespoon
Cumin seeds
1 teaspoon
Roasted peanuts
1/2 cup
Whole dry red chillies, broken
2
Ginger, chopped
1 inch piece
Garlic
6-8 cloves
Mustard seeds
1 teaspoon
Curry leaves
8-10
Onion , grated
1 medium
Turmeric powder
1/2 teaspoon
Tamarind pulp
2 tablespoons
Salt
to taste
METHOD



Wash, wipe and slit green chillies lengthwise without cutting the chillies into two. Heat sufficient oil in a kadai and deep fry in hot oil for one minute. Drain and place on an absorbent paper and set aside. Dry roast sesame seeds, coriander seeds and cumin seeds. Cool and grind them to a paste along with roasted peanuts, dry red chillies, ginger and garlic. Heat two tablespoons of oil in a pan, add mustard seeds. Once they splutter add curry leaves. Sauté for half a minute and add onion. Sauté, stirring continuously, till onion is light golden brown. Add turmeric powder and mix well. Add masala paste and cook for three minutes, stirring constantly. Stir in one and half cups of water and bring it to a boil. Reduce the heat and cook for ten minutes. Add tamarind pulp (dissolved in half a cup of water, if it is too thick). Add fried green chillies and salt and cook on low heat for eight to ten minutes. Serve hot.



Note : In Hyderabad, Mirchi ka Salan is traditionally served as an accompaniment to biryanis. Some people like to add grated coconut to the masala paste, but I prefer Mirchi ka Salan without coconut.



This gravy is referred to as Tili (Til-Sesame) aur Falli (Moongfalli – Peanuts) gravy.





Monday 12 July 2010

The Bark: What is Your Dog Saying?

A few years ago, an article in the Smithsonian magazine concluded that dogs may bark for no reason. It's just something that they do – a function without a purpose, so to speak. That view is not widely shared. Even dry, dusty studies of wild canine behavior attest to the fact that barking serves a function of long-range communication. It is at least as important to dogs as a marine foghorn warning is to mariners. Even the most elementary interpretation of barking is that it is a non-visual communication signaling the dog's presence and territorial concerns.On hearing a bark, the receiver of this audible message knows:
The presence of another dog out there
His approximate direction
His approximate distance
The sender's level of the excitement/energy/commitmentThe sender of the message knows exactly what he is transmitting but may not know to whom.
If the recipient responds by barking back, he confirms:
The receipt of the message
His presence of another dog out there
His location and energy level (by how hard and fast he barks)All of the above is really "old hat" and well accepted. What becomes more controversial, however, is whether the bark is more than just a "here I am" type noise that signals a dog's location and territorial claim. Most dog owners believe that they can recognize their dog's different types of barking. The dog may, for example, emit an excited, alerting bark when a friend approaches the home but may sound more aggressive and foreboding when a stranger or a would-be intruder draws close. In addition to the different tones of barking, the same tone of bark can be used in different situations to "mean" different things.If your dog's ball has rolled under the couch and he wants someone to get it out, he may bark for assistance. A learned communication, like verbal language in people, a bark is used in this context because it works to produce the desired response from you. Once he gains your attention, you recognize immediately what the dog wants by: the barking itself, the dog's orientation, and the situation. Humans also use a variety of signals to communicate with each other; they speak, orientate, gesticulate, and use facial expressions and other body language.But could you understand what your dog wants by listening to it bark on the telephone? Probably not. But you might be able to determine the tone of the bark (friendly or hostile), the volume and intensity of the bark (his state of arousal) and the duration of barking – continuous or intermittent (indicating how intent the dog is). Obviously, barking is not as sophisticated a method of vocal communication as human language but it works to convey elementary messages. Humans probably grunted their wishes to each other and barked orders a few hundred generations ago. It was a start. Interestingly, human consonant sounds are thought to be "hard-wired" from these humble beginnings just as the dogs bark is "hard-wired." Human language (in any country) comprises different constellations of consonants strung together in creative ways. Dogs have a long way to go to catch up but some do seem to try very hard with what little hard-wired sound-producing ability they possess by using different intensities, tones, and groupings of barks, growls, and mutters, interspersed with the occasional howl to get their message across.Their sophisticated body language compensates to some extent for this limited vocal response. With patience, dogs can "train" their human counterparts to understand what they're trying to say.

Dog to Dog Communication

Without a sound, two properly socialized dogs meeting for the first time can size each other up in just a few moments. An exchange of glances can tell each canine if they're going to be friends or enemies.How can dogs do this without a sophisticated verbal language? The answer: facial expressions, body language and posturing. Although dogs signal intent by barks and growls, the message is not complete without the telegraphy of body and facial language.Various parts of the dog's body are involved in this form of communication. Here is a quick primer in canine body language.Facial Expressions A combination of facial expressions communicate a dog's mood and intentions that can be understood by other species, including humans. Here are a few examples of facial communication:
Relaxed mood: Soft eyes, lit up, looking – but not staring. Ears forward or flopped, with tips bent over (if anatomically possible).
Mouth open, lips slightly back, giving the impression of smiling. Tongue hanging limply from the side of the mouth
Anxiety: Eyes glancing sideways or away. Ears to the side of the head or flopped. Teeth clenched, lips firmly retracted. Tongue either not evident or lip licking
Intimidating: Eyes staring like searchlights. Ears forward. Teeth bared
Fearfulness: Eyes looking forward or away, pupils dilated. Ears pressed back close to the head. Panting/breathing hard through clenched or slightly open mouth. Jaw tense so that sinews show in the cheeks
Stress: Yawning plus other signs of anxiety or fearfulness (as above)Head-Neck Position
Head down ("hang dog"): Submission or depression
Head in normal mid-way position: Everything is all right
Head/neck turned to side: Deference
Head held high/neck craning forward: Interest or, depending on other signs, a challenge
Head resting on other dog's back: Demonstrating dominanceTorso/Trunk/Upper Limb
Tensing of muscles and the raising of hackles: Threat/imminent fightGestures
Play bow – head low, rump elevated: The universal sign of canine happiness and an invitation to play
Paws on top of another dog's back: Dominance
Looming over: Dominance
Rolling over: Submission/deference
Urinating by squatting: Deference
Urinating by leg lifting: Dominance/defiance
Humping: Dominance
Backing: Unsure/fearfulTail Position
Tail up: Alert, confident, dominant
Tail wagging: Dog's energy level is elevated (excited or agitated)
Tail held low or tucked: Fearful, submissive
Tail held horizontal and wagging slowly: Caution
Tail held relaxed and stationary: Contented dogThere is no one sign that gives away a dog's feelings but if you consider all the body language signs, you can get a pretty good idea of what's going on in the dog's head. A dog that is staring at another dog, his ears pricked and his tail stiff, is probably conveying dominance, or at least a wish for it.A dog that averts his gaze from another dog and hunkers down nervously as if waiting for an explosion is likely fearful and is trying to defuse the situation by acting submissive. Sometimes body language signs can be ambivalent, however. For example, it is not uncommon to observe a dog growling at another dog while occasionally glancing to the side, backing up, and with his tail wagging. Such a dog is invariably fearful. Whenever fear signs are present, fear is in the equation. These dogs are unpredictable with other dogs and will alter their body language and behavior according to circumstances. If the opposing dog retires, they may jump around and "look happy." If the opposing dog approaches too close the fearful one may snap or bite. Owners, if present, can help defuse their dog's ambivalence and uncertainty by taking a strong leadership role. It's amazing how rapidly a fearful dog's disposition will change when an authoritative owner steps in and controls the moment. Dogs need strong leaders. Another aspect of communication is odor. Because dogs have such an amazing sense of smell, it is likely that they learn a lot about other dogs from their smell. That's what all the sniffing is about. It is difficult to imagine what sort of information passes between dogs via this medium. We do know that intact male dogs "smell male" (because of male sex pheromones) and that neutered males do not have this characteristic musk. By neutering males, we alter the olfactory signals they emit and thus other dog's perception of them. It may even be that the "non-male smell" equates with a diestrus (in-between heat periods) or a neutered bitch smell.When an intact male dog meets a neutered one, the response may not be confrontational because the other dog doesn't perceive a rival. He may believe the neutered dog is female.Non-verbal communications signaling "let's play," "leave me alone," "who do you think you're talking to," "I'm not going to cause you a problem, I promise," are going on all the time between dogs but many dog owners don't realize it. It's amazing what can be conveyed with the odd glance or posture. Some dogs are masters at such subtle language.The worst canine communicators are those dogs that have been raised without the company of other dogs during a critical inter-dog socialization phase of their lives (3 to 6 weeks). Hand raised orphans provide an extreme example of what may be lacking. Many of these dogs are socially inappropriate having not learned canine communication and social etiquette. They may attack and continue to attack another dog when the psychological war is already won. They may not know how to signal defeat when they are being attacked themselves. And that's just the (extreme) tip of their communication failures.Most dogs are not this "dyslexic" and can communicate what they need – as with humans – but the good communicators usually have the edge. Fully functional body language is a beautiful thing that can help resolve uncertainties at a glance. Humans communicate in body language too. We're just not so good at it and some of us are positively stiff. If dogs could talk they'd probably categorize us as "dumb animals."

Thursday 10 June 2010

TODAYS UPDATE (10.6.10)

THIS IS MY BED..... REST OF YOU CAN FIND A SPOT FOR YOURSELF :-P

STEALING MUMMY'S PLACE ....HEHEHE...... SHE DOESN'T MIND ;-)





Monday 7 June 2010

TODAY'S UPDATE (7.6.2010)

AFTER THE RAIN DANCE :-DDANCING IN THE RAIN

I LIKE IT

MY DEN


CALVIN'S DEN

LUNCH....HEHEHE........JUST FINE TUNING MY LAZINESS