Ancient Warriors: Nine Deadly Weapons Blast From the Past

Those ancient warriors may not have been the most subtle fighters around, but they they sure had some bad-ass weapons. I guess for the ancients, desperate times called for desperate measures, as you will see from these murderous military weapons.

  1. Triple Morning Star


    This Ancient Weapon known as the Mace comes from the Medieval Age. This weapon was very deadly and consisted of a wood or metal shaft with a mounted head of bronze, copper, wood, or steel. The mace was carried and used by both foot soldiers and Calvary men. Maces were very effective in battle and could puncture even the heaviest of armor. This was a barbaric weapon and left battlefields filled with torture and blood.

  2. Hawaiian Throwing Axe


    This Hawaiian Throwing Axe was a deadly hand held weapon that could be used at both short and long range. This weapon was made out of wood and shark teeth had the power to take men’s limbs off. This weapon was mainly used when opposing Hawaiian armies closed upon each other. They were then thrown at the opposing troops to help soften enemy ranks before close combat. They could also be used in hand to hand combat and had the muscle to rip open skin as if it was butter. This was a very dangerous weapon and is not something you would want to go up against.

  3. Hunga Munga


    The Hunga Munga is an African tribal weapon that is way ahead of its time. It is a handheld weapon and contains a metal pointed blade with a curved back section and separate spike near the handle. This weapon was used in fighting between African tribes and was often times throw in a rotating motion causing deep wounds and even death. Its variation of blades allowed it to be used as more then a weapon. It was used as a tool in farming and even in building structures. It was a great all around tool and has been found all throughout Africa. Today you may have seen the Hunga Munga in the show Buffy the Vampire Slayer. Buffy uses it once in a while to fight off evil demons that she faces.

  4. Throwing Star


    The throwing star known as the shuriken which means “a dagger hidden in a palm” were used and invented by the Japanese. The stars had much variation in the shape; some were shaped like a star and thrown with spin, yet others were needlelike and thrown like a throwing dagger. These daggers couldn’t penetrate armor, but the ninjas, who used them, usually didn’t fight armored opponents. Venom was normally used with the shuriken.

  5. Caltrop


    The Caltrop is a weapon made up of two or more sharp spikes or spines arranged so that one of them points upward from a stable base. Caltrops serve to slow down the proceeding of horses, war elephants, and human troops. It was said to be particularly effective against the soft feet of camels. These were very painful if stepped on and were spread all throughout battle fields. They also were deadly because if stepped on it would cause a bad infection that would cause a slow agonizing death. They also have been used in modern times. In the Vietnam War the Vietcong put them into booby traps. If an American soldier was punctured by one he died from infection almost 90% of the time.

  6. Crossbow Pistol


    This 17th Century Crossbow was way ahead of its time and is very cool. This crossbows look like an early form of a pistol and was very powerful. This hand held crossbow was both accurate and effective but it just was too hard to reload. Because of this it was not used very often in battle and was used more for target practice. Another problem with this weapon was making the arrows which was to time consuming especially if they were just going to get lost in battle. Overall this weapon was still badass and really shows what type of technology and ideas the 17th Century had.

  7. Trebuchet


    A trebuchet is basically a high powered catapult and had many uses in ancient times. Mainly used as a weapon it had enough power to break through castles and destroy towns. It was first used in the 16th Century. Rocks, dead horses, dead people, and dead animals were all used as ammo. In the 16th and 17th Century when plagues and diseases were looming over civilizations plagued bodies were thrown by the trebuchet into enemy territory. The bodies decomposed passing the plague to the enemies slowly killing them. This is one of the first forms of biological warfare.]

  8. Ancient Rocket Launcher


    In the 14th century, the Chinese invented rocket-launchers. These were weapons which shot arrows with rockets attached near the tip into the air toward the enemy. Also in the 14th century, multi-stage rockets were made. When the rockets near the front of the device burnt out, they lit fuses for the second-stage rockets at the back. The bombs the Chinese used in the 17th century were made of gunpowder wrapped in paper and had a fuse covered in gunpowder.

  9. Ancient Flame-Thrower


    The Chinese invented the continuous flame-thrower in the tenth century. In the picture above we see the tank standing on four legs, with the pump and device above it. Because the Chinese invention of a double-acting Piston-bellows was used with this device, a continuous stream of flame could be emitted. The metal used was brass. The Flame-Thrower was used in naval or boat combat and allowed the Chinese to easily set enemy ships on fire and sink them on the spot. It was a great technology and has been used ever since.

Christopher Columbus and the Genocide of the Taino Nation

Obsessed with finding a sea rout to Asia and the Far East, Columbus set out on his ‘Enterprise of the Indies’ in 1492, backed by King Ferdinand and Queen Isabella of Spain.  However, instead of finding a rout to the rich trade in the East, Columbus and his crew discovered the New World, and soon set about subjugating and murdering the local population and removing the vast wealth from the land.

Columbus discovering the New World.  Image Source

A small colony was established in Hispaniola consisting of thirty-nine of his crew, the rest returned to Spain with Columbus along with gold, spices and natives taken as slaves to be given as gifts for his royal patrons.

The following year, he led a second expedition comprising of seventeen large ships and one and half thousand new colonists, arriving in the Americas a month later.  By the time he got back to Hispaniola, his men there had been slaughtered by the locals and a second colony was founded.

Columbus punished the local tribe, known as the Taino, severely.  He enslaved many and executed many more; according to Ward Churchill, former professor of ethnic studies at the University of Colorado, by 1496, the population had been reduced from as many as eight million to around three million.

On his third expedition, he explored the region before returning to Hispaniola in 1498 where he had left his brothers in charge, Diego and Bartholomew.  Conditions there were in decline so he stepped up the terror campaign against the Taino, ruling with an iron hand causing resentment from the colonists and local chiefs alike.  Complaints of his brutality got back to the Spanish monarchs and in 1500 they sent a Chief Justice to bring him and his brothers back to Spain in chains.

Columbus in chains.  Image Source

However he was released on his arrival and allowed a fourth and final expedition, which he conducted with the same brutality as previous ones.  By the time he finally left in 1504, the Taino had been reduced to around 100,000 people arguably making Columbus a war criminal by today’s standards and  guilty of committing some of the worst atrocities against another race in history.

Some were killed directly as punishments for ‘crimes’ such as not paying tribute to the invaders.  Many who could not or would not pay had their hands cut off and were left to bleed to death.  Columbus and his men are documented by the chronicles of Las Casas, know as Brev’sima relaci-n,  to have partaken in mass hangings, roasting people on spits, burnings at the stake and even hacking young children to death and feeding them to dogs as punishment for the most minor of crimes. The Spanish masters massacred the natives, sometimes hundreds at a time for sport, making bets on who could split a man in two, or cut a head off in one blow.

Taino people being tortured by the Spanish.   Image Source

Defenders of Columbus argue that a large amount of the victims were killed by disease however they fail to recognize that most of these diseases were caused by poor living conditions in forced labour camps.  Deprived of their crops and fields, many fell prey to dysentery and typhus, were worked to death or were left to starve to death.

After his death his terrible legacy would live on, by 1514, a census showed only 22,000 Taino remained alive.  By 1542 there were only 200 remaining and after they were considered extinct, as was becoming more and more the case throughout the Caribbean basin.

In around fifty years Columbus and those that followed him had all but eliminated a population of around fifteen million people.  This process was just the start and an estimated 100 million people were wiped out by Europeans in the so called ‘civilisation’ of the Western Hemisphere making the discovery of the New World the start of what was arguably the worst case of mass genocide in history.

Weapons of World War I

Explain the new weapons that changed warfare in World War I.

 Poison gas was a deadly new weapon used in World War I. France was the first country to start using gas, but Germany is the one who perfected its use. The killing capacity of gas was limited – only 3% of combat deaths were due to gas – however, the proportion of non-fatal casualties was high, and gas remained one of the soldiers’ greatest fears. Because it was impossible to develop effective countermeasures to gas attacks, it was unlike most other weapons of the period. The first gas that was used in 1914 was called tear gas. This gas contained the chemical lachrymatory. The French put tear gas in their grenades. The tear gas made the soldiers eyes itch continuously which made them less valuable. Then Germany started using chlorine in their artillery. The gas was a greenish cloud and had a strong odor which made it very easy to detect fast. The effect would destroy tissue of the lungs, which is why the soldiers often coughed a lot. Then in late 1915, Victor Grinard made a new chemical gas called phosgene. It was difficult to detect, making it a very effective weapon. It killed a lot faster and was a lot better than chlorine. The most widely reported and perhaps, the most effective gas of the First World War was mustard gas. It often didn’t kill the person instantly, but made the victim cough up his lungs in the last two months of his life. This was the worst gas used in the war. It killed or wounded an estimated 1 million people. The only counter action that could be taken against any gas was a gas mask. The gas mask had to be on before the gas was breathed in full force. This means that someone would have to detect it very fast. Gas was a very deadly weapon used in World War I. It made people suffer very badly. Luckily countries chose not to use gas in other future wars.

The Airplane

Airplanes were only invented about 10 years before the war started, so they weren’t very advanced yet. The top speed was only about 100 mph. The planes was mostly made of wood and consisted of two wings with the cockpit and engine in the middle. These planes often were very small and only had room for a pilot and a gunner. The gunner had a machine gun at the back of the plane. Bombers were also used. They had a little door at the bottom of the plane that could be opened and very small bombs would fall out. First, planes were only used for spying purposes and weren’t strong enough for battle. Then, the countries started to make planes with machine guns and make bomb doors. The plane really went far in this war. It started out with a one-engine spy plane that went about 70 mph to four-engine bombers. After World War I the plane upgraded a lot and used a great deal in World War II.

Halberstadt D 11 – it replaced the fading Fokker Eindekker from early 1916 and held the ring till the superior Albatros fighter started entering service late that year. Richthofen flew one in early 1917 when his Albatros suffered a cracked wing spar.

The Tank

Tanks were created because of the trench war. The Allies wanted a vehicle to break through the lines easier. They also wanted something that could cross the trenches and troops on the ground. From these ideas were born the new weapon of tanks. The first tanks were built from armored cars. They first protected the driver by adding a great deal of armor on the outside of the tank. Then they removed the tires and started adding tracks. Tracks made them able to go over trenches, which meant that they could pass the trenches and capture key territory. After they had armor and the tracks, they added weapons. Most of them had machine guns, but a few of them had flame throwers. The tank is the one weapon that ended trench warfare. If the tank hadn’t been invented, the war would have lasted a lot longer with no winner. The Allies broke through the lines in the Second Battle of the Mame because of the French tanks.

Anarchism: The First Great Terror

The Propaganda of the Deed.

At a time when we are often warned of the heightened threat of global terrorism and of the drastic measures required to combat it, it is worth remembering that the use of terror to achieve political ends is not a recent phenomena. At the turn of the 19th century there was a political ideology that perceived murder and assassination, not as the means to an end, but as a path to salvation. Anarchists would make their mark on political history through propaganda by deed. Here I highlight just a few of the most notorious deeds, of what was to be the first great terror.

1)  I March, 1881, Tsar Alexander II of Russia is blown apart by a bomb thrown by Ignacy Hrnywiecki (see related article) of Narodnya i Volya (The People’s Will).

2) 11March, 1892, the French anarchist Ravachol (related article) bombs the Lobau Barracks in Paris.

3) 10 December, 1893, Auguste Vailant throws a bomb into the French Chamber of Deputies injuring 20 in revenge for the execution of Ravachol.

4) 12 February, 1894, Emile Henry (related article) blows up the the Cafe Terminus in Paris killing 2 and maiming many others in revenge for the execution of Vailant.

5) 24 June, 1894, the Italian anarchist Sante Jeronimo Caserio, assassinates the French President Marie-Francoise Sade Carnot.

6) 8 August, 1897, Michele Angiolillo assassinates the Spanish Prime Minister Antonio Canovas.

7) 10 September, 1898, Luigi Lucheni stabs to death with a needle file the Empress Elisabeth of Austria-Hungary.

Anarchism: The First Great Terror
Gaetano Bresci

Gaetano Bresci

29 July, 1900, Gaetano Bresci shoots dead King Umberto I of Italy.

9) 6 September, 1901, Leon Czolgosc shoots the United States President William H McKinlay, he dies later.

10) 2 September, 1902, Gennaro Rubino attempts to murder King Leopold II of Belgium.

11) Between 25 July and 2 August, 1909, during La Tragica Semana (The Tragic Week) 120 people are killed and many hundreds of others wounded as anarchists battle the police and army on the streets of Barcelona.

12) 14 September, 1911, Dmitri Bogrov shoots dead the Russian Prime Minister Piotr Stolypin at the theatre, as the Tsar sits nearby.

13) 12 November, 1912, Manuel Padrinas kills the Spanish Prime Minister Jose Canalejas.

14) 10 March, 1913, Alexander Schinas assassinates King George I of Greece.

15) 22 July, 1916, a bomb explodes during the San Francisco Preparadeness Day Parade killing 10 And injuring 40.

16) March, 1918, the anarchist revoutionary Nestor Makhno (related article) leads his Insurrectionary Army of the Ukraine to victory over the forces of the Austro-Hungarian Empire, and the Tsarist White Russian Army.

17) 16 September, 1920, the Wall Street bombing leaves 38 dead and injures more than 400 others.

The often uncoordinated, spontaneous nature of anarchist attacks made them particularly difficult to combat. The fact they seemed to be committed by individuals on their own initiative to right perceived wrongs as they saw them terrified the political elite of Europe and beyond. The quite astonishing number of the ruling class who fell victim to this propaganda by deed explains why. As a ratio of their intended targets the anarchists can claim to be the most successful terror campaign in history, but the absence of an organisation, a strategy, or indeed murder with an end in mind, doomed it to ultimate failure.

The ACT vs SAT

Taking the SAT or ACT is a rite of passage for high school students who are preparing for college. Students may take one or the other—or both, depending on their college prospects. But what are the major differences between the SAT and the ACT? What are the advantages to taking one over another? And which test might be a better fit for you?

Staying on subject

“Well-rounded” is one of those terms that gets tossed around in admissions brochures and by college recruiters; it essentially means that they’re looking for students with broad interests and strengths in more than one subject. But for students who’ve already chosen a major, a test that showcases their talent in a particular subject might be best. The SAT has three major sections: math, critical reasoning, and writing. The ACT, on the other hand, has five sections: math, English, reading, science and writing. Because the ACT includes science and English sections, future science and liberal arts students might want to take the ACT, although the SAT’s math and critical reasoning sections can serve the same purpose.

Beating the clock

It seems a little unfair that the SAT has three sections and a three-hour, forty-five minute time limit, while the ACT gives you just under three hours to complete five sections. But the devil is in the details: guessing is discouraged for SAT takers, with a penalty of a quarter-point for wrong answers. There is no penalty, however, for wrong answers on the ACT. And while both tests have an essay section, it’s optional—which means students can save time by simply skipping the essay section. Finally, the math section—feared by future English majors everywhere—generally has easier problems on the SAT, but there are fewer, more difficult problems on the ACT.

So, which test should you take, and how do you get your best score? First, find out which tests are preferred by the colleges and universities to which you are applying. Some students take both tests more than once because they hope to improve their chances for a higher score.

No matter which test you decide to take, using study guides, trying new ways to study, and using a vocabulary list can help you with both tests. Both the ACT and the SAT are just exams to demonstrate your readiness for college subjects; doing your best can improve your chances of getting into your dream school.

Written on behalf of American InterContinental University.

How to Have a Sex Life When You are a Virgin

You might be thinking that it is impossible to have a sex life if you are a virgin, but think again! Just because you are not having sex- either by choice or not, does not mean that you cannot experience the wonders of love making and all that surrounds it.

There is more to sex than just… well sex!

    • If you have a partner and you are either choosing to wait for the right time- such as marriage, or you are both too scared then it is time to experiment with each other. Just because you are not ready for sex, does not mean that you cannot enjoy yourselves and learn what each other enjoys. The power of touch is an amazing thing, try touching each other at the same time- run your hands all over your partner’s body to make the skin tingle and excite the senses. Use your lips to accentuate the pleasure by planting tiny kisses on your partner’s lips, neck, chest and inner thighs and if you are feeling really brave then why not try oral? This can be very pleasurable for both men and women and it is a great way for getting intimate with your partner, without actually having penetrative sex.

 

    • If you are single, then now is the time to learn just what you like and need- this is the perfect opportunity to get to know your own body. If you don’t know how to pleasure yourself, then how are you going to pleasure a future partner? Explore yourself- run your hands all over your body, get to know how your body feels to you and how it responds to touch- learn what you like so that when you do bite the bullet and go all the way, you will know exactly what you want and you will be a bit more prepared.

 

    • Get some toys- this is not advisable if you are a virgin because of religious views, because some sex toys can give the sensation of penetration- but if you want to experiment and get used to how something feels inside of you, before you go all the way- then this is the perfect way of enjoying yourself, as well as teaching yourself new things.

 

    • Go online- if you are scared about having sex for the first time, and you find that you keep putting it off, then go online and chat to people just like you- you are not the only one out there! The worst thing that you can do is build it up into a massive hurdle, and go out looking for someone to do it with- the chances are, the moment you stop stressing, is the moment that it happens! Do some research- sex isn’t that scary!

 

    • Be intimate without the sex- some of the best feelings you can experience is simply being with your partner, kissing and cuddling either dressed or naked can really get your blood pumping and make you hot and tingly all over. You do not have to have sex to enjoy all of the pleasures that it brings, and you do not have to have sex to have a healthy sex life.

 

Hopefully this has helped you to realise that you do not have to be having sex to have a sex life- there are plenty of ways to get all of the pleasure whilst keeping your virginity in tact- and getting you some great pointers along the way! Remember- don’t rush into anything that you are not ready for, and sex is a very special thing so make sure that you have found your special someone before you do anything as intimate as sex. Good luck!

Benefits of Part-time Teaching

After leaving the university, many college graduates face the reality that there are no enough jobs for everyone. Some, especially those holding impressive transcript of records, are tapped by their respective alma maters as part-time instructors.

This group, because they are not regular employees of the school, do not receive the benefits that the other employees get like leave credits, Christmas bonus, 13th month pay, etc.  However, there are other benefits  that part-time teaching gives to fresh graduates. Here are some of them:

1.  Access to school facilities

The library, the museum, the hospital and the dental clinic are some facilities that help us build and improve both our body and our soul.  Most schools extend their services only to those who are connected with the institution. This, is, therefore one huge bonus for those who are no longer students.

2.  Community affiliation

Some schools can really be brutal in the contract they offer to their part-time instructors.  A contract stipulating that “there is no employer-employee relationship between the school and the instructor” is demoralizing to a neophyte.

However, no matter what the contract says, part-time instructors can build friendships with fellow instructors, other employees and students. Hence, they build their own network of friends.  This is a lot better than being jobless and being away from where the real action is happening, i.e., the workplace.

 


3
.  Self-confidence is enhanced

Teachers, always, have a ready audience: their students.  Hence, they make it a point that their students do not lose interest in the classroom activities and in the teachers themselves.

Teachers are performers.  Aside from the endless reading and researching they do, they likewise do public speaking.

Teachers also tell jokes.  And these jokes have to be updated constantly in order not to  bore their students.  In the process, they discover a lot of possibilities within themselves that were unknown to them before.  Teaching, whether regular or full-time, builds a teacher’s confidence.

4.  Resume starts to build up

A job applicant’s teaching experience can be impressive to future employers.  On the other hand, if a part-time teacher decides to stay in the same institution after he/she finishes graduate school, the advantage is hers/his.  Administrators usually go for those who have been with them.  This makes sense.  It’s like the part-time instructor is constantly having a teaching demonstration throughout his/her two-semester or two-year stint as a teacher.  It has been said that teaching is like wine: one gets better through the years.  And school administrators know this.

5.  Part-time teaching gives income 

To become a full-fledged university instructor, one must possess the right qualifications, e.g., a master’s degree.  Most part-time instructors pursue graduate studies while teaching. They send themselves to school by paying for their own tuition fees.

The income they get from part-time teaching may not be very impressive but at least it gives them the chance to be independent from their parents and to improve themselves as persons, as teachers or as future job applicants.

 

Part-time teaching therefore, is valuable in making a person. In general, the status and the money are of less importance compared to the benefits that part-time teaching can give to a young professional.  It may just be the springboard toward a better career.

Ageism: Media Influences and Older Americans

by Brian C. McGuire

Mainstream American society continues to stereotype Older Americans as communicated through the media. This presents itself a developing problem not only for Older Americans but for the mainstream population as well.

Mainstream American society often views the aging population in reference to stereotypes communicated through the media. This form of imagery often distorts our ability to perceive others in the real world. A number of investigators now believe that mass media is responsible for shaping our attitude of older Americans and the aging process (Bazzini, McIntosh, Smith, Cook & Harris, 1997; Bell, 1992; Fillmer, 1984; Fine, Mortimer, & Roberts, 1990; Fisher, 1992; Larson, Kubey, Colletti, 1989).

The persuasive capabilities of the media are powerful. Scientific reports and a growing body of literature suggest that American society learns to form negative associations of older persons through the use of media forms (Bazzini, McIntosh, Smith, Cook & Harris, 1997; Bell, 1992; Fillmer, 1984; Fine, Mortimer, & Roberts, 1990; Fisher, 1992; Larson, Kubey, Colletti, 1989). Bazzini, et al. (1997) analyzed the way in which motion pictures portray older Americans. They discovered that older people were portrayed more negatively than younger people. Moreover, older women were subject to age discrimination more so than men (Bazzini, et al., 1997; Harrison, 1991). Fisher (1992) designed an intersession course to help future sociologists analyze popular commercial images of older people (Fisher, 1992).

Fisher’s results were promising: combining commercial films with related reading materials such as The Aging Family; Elderly Parents, Grandparents and Siblings proved beneficial in helping his students to make distinctions between media biases and true behavior patterns of older Americans. In recent years, the media have projected more positive images toward older Americans. Bell (1992) examined five prime-time television programs in which older people were cast as central characters.

These television shows included The Golden Girls, Murder She Wrote, In the Heat of the Night, Matlock, and Jake and the Fatman. According to Bell, previous media portrayals of older people appearing “comical, stubborn, eccentric, and foolish” were replaced with more progressive images. These images allow older people to appear “powerful, affluent, active, admired, and sexy.” Although Bell gave favorable reviews on what he hypothesized to be a discourse in aging on television, he cautioned researchers that demographics of older Americans on television were non-representative of the aging population and should be further investigated.

Print media and other visual forms have been found to influence our perception of the aging population (Fillmer, 1984; Nussbaum & Robinson, 1984; Rosenwasser, McBride, Brantley, & Ginsburg, 1986; Starr and Weiner, 1993). Magazines’ portrayal of older persons has reinforced negative biases held by society for many years (Nussbaum & Robinson, 1984). In a pictorial study examining differentiation ability of children, Rosenwasser, McBride, Brantley and Ginsburg (1983) reported well-defined negative bias in children’s attitudes toward older people. Conversely, in a more recent study, Weber et al.(1996) found positive results when exposing children to apperception conditions. In another study, the response pattern of children in grades four through six was measured while exposed to pictures of adults of varying ages (Fillmer, 1984).

Fillmer found ambiguous evidence of age stereotyping among children suggesting the need for additional studies. Finally, in a literature review, Starr and Weiner (1993) clarified some misconceptions in the use of pictorial measurement techniques (e.g., PAAM). They reminded clinical researchers and others of its proven value for training undergraduates and graduates in gerontology courses. The average television viewing time for pre-adolescents is four hours per day (Larson, Kubey, & Colletti, 1989). By the time children reach full adolescence, they will have viewed as much as 22,000 hours of television (Bell, 1992; Fillmer, 1984). With the aging population representing only 4 percent of this media type (in reality, older people make up 15 percent of the total population), investigators feel that the absence of older persons on television combined with a lack of knowledge of aging cause people to form negative associations with older Americans.

Although television’s persuasion capabilities are powerful, visual and other media resources begin to take precedence early in adolescence (Larson, Kubey,& Colletti, 1989). Today, approximately 33 percent of all high school seniors report reading magazines, while another 20 percent report reading non-schoolbooks daily. American children spend more than eight hours a day exposed to some form of social medium, whether its uses are primary or a secondary source of activity. Newspapers, magazines, book readings, pictures and a host of other media forms contribute to the development of ageist behavior.

25 Myths and Facts About Sex

Relationships, especially sexual ones, undoubtedly play a major role with regards to our mood and well being. It is not uncommon to find couples unhappy, over conscious and confused in bed, particularly because of their misconceptions or notions about sex.

Sex, a biological fact, is not much talked about in our societies. When a girl or boy lands up in teens with fascinations, curiosities and hormonal stimulation; he/she does not have much knowledge to bank upon and left with no choice but to consult other immature friends, search web or ask Internet pals. Here is the gist of 25 myths and facts about sex will help fade all confusions hovering since ages.

MYTHS 

1.   Women also ejaculate during sexual intercourse.

2.   Simultaneous orgasms are a must for sexual satisfaction.

3.   Only men have wet dreams.

4.   Wet dreams are sexual disorders.

5.   Venereal disease is cured if the man has sex with a virgin.

6.   Frequent masturbation makes the penis shrink.

7.   Special food and exercise will make the penis grow big.

8.   Masturbation leads to nervous breakdown.

9.   Vasectomy makes a man impotent.

10.   Men have stronger sexual urges than women.

11.   Anal sex is only practised by homosexuals.

12.   A normal man should be able to get an erection whenever he wants it.

13.   A man is not a male if he cannot get a penile erection.

14.   Menopause puts an end to a women’s sex life.

15.   Imparting sex education to youngsters will lead them to promiscuity.

16.   A woman should orgasm with intercourse alone.

17.   A woman must bleed when she has sex for the first time.

18.   Sex during menstruation is unhygienic and unsafe.

19.   A girl cannot get pregnant the first time she has sexual intercourse.

20.   A female cannot get pregnant while she is breastfeeding.

21.   There is an absolutely “safe” period for sexual intercourse during which intercourse cannot cause pregnancy.

22. Having a male withdraw his penis from a female’s vagina before he ejaculates or “comes” (coition) is a good way to prevent pregnancy.

23. You’re a homosexual if you’ve had sex with, or even had a “sexy” dream about, someone of the same sex.

Healthy Foods That Help the Body Heal Faster

After a broken bone or something as simple as a burn or cut, the body needs time to heal. Skin regrown and cell regeneration can be stimulated by certain foods to help the body heal faster. Science has shown that foods that are high in vitamin C and zinc aid in this healing process. Vitamin C is a primary nutrient that is used in the process of healing anything simple as a paper cut or something more significant such as major surgery or torn ligaments. Zinc is a mineral that boosts the immune system which directly influences the healing process. Some of these foods include meats, fruits, vegetables, and nuts.

Meats

There are many meat products that help the body heal faster because of the amount of zinc each contains. For example: Beef has the highest content of the zinc nutrient. Other leaner meats such as chicken and turkey have lower amounts of zinc, however, are still useful in boosting the immune system. A vegetarian can find similar results in protein packed foods such as peanut butter and almonds.

Fruits

Vitamin C is a key nutrient found in many fruits that helps the body heal faster. Citrus fruits such as oranges, grapefruit, and even papayas and mangos have a higher content of vitamin C. Fruits such as strawberries and various other berries may have a low percentage of vitamin C but are no less beneficial in the fight for the body to heal faster.

Vegetables

Strange-perhaps, however, even certain vegetables contain levels of vitamin C used in the bodies healing process. Many studies show that kelp has one of the highest rates of vitamin C. Peppers such as bell peppers, red peppers, and green peppers also contain large amounts of vitamin C. Other vegetables such as broccoli and cauliflower have lower percentages of vitamin C, however, are still no less important. The key is to make sure vegetables are eaten regularly throughout the day to ensure optimal healing of the body.

Nuts

Nuts naturally contain many nutrients and minerals, such as vitamin C and zinc, that aid the body’s healing process. Studies show that nuts have a high content of antioxidants which help strengthen the immune system. Nuts such as almonds, pecans, walnuts, and Brazil nuts are all great choices to aid in a speedy recovery. This is a great option for the on the go individual who may not have time to eat a balanced diet. Just a handle full of nuts a day can go along way.

Many foods such as meats, fruits, vegetables, and nuts contain vital nutrients and minerals, such as vitamin C and zinc, which allow the body to heal. By boosting the immune system and speeding up the cell regeneration process, consuming a higher percentage of zinc and vitamin C help the body heal at a more rapid rate. The key is to make sure to follow specified dietary guidelines to ensure that the proper servings of each food group are eaten daily.

Jovani 31100 Red Prom Dress


This trumpet skirt Jovani 31100 prom dress captures the spirit of old Hollywood glamour. Organza fabric gives it a soft sheen top to bottom, while princess seams provide a glove-like fit. Off-the-shoulder straps fold over the top of the arm, giving way to a sweetheart neckline. The dramatic skirt is fitted at the hip, made up of layered tiers flaring from the knee, stand-out full, with a sweep train and floor length hem.