Mice Chewing Up Your Car Wiring? A public service message from Andrew Yiannakis

andrewyiannakis's avatarAndrew's Blogs

Mice Chewing Up Your Car Wiring?

Folks:

I have found what appears to be a permanent and effective solution to this problem. And it’s a very serious problem because if mice decide to nest in your engine , or anywhere in your car, they will eventually chew through all your car wiring and your car will become inoperable.

I’ve had to spend over $650 to just repair the problem with our two cars!  To cut a long story short the solution I’ve come up with, after talking to a lot of people, is this:

  1. Place about half a dozen mothballs in each of two socks and attach them overnight somewhere under the hood of your car. Remove the stocks before you use your car. Don’t drive with the socks under the hood.
  2. Install an ultrasound device from Amazon (or where you can get a good price) and every night stake…

View original post 94 more words

Mice Chewing Up Your Car Wiring? A public service message from Andrew Yiannakis

Mice Chewing Up Your Car Wiring?

Folks:

I have found what appears to be a permanent and effective solution to this problem. And it’s a very serious problem because if mice decide to nest in your engine , or anywhere in your car, they will eventually chew through all your car wiring and your car will become inoperable.

I’ve had to spend over $650 to just repair the problem with our two cars!  To cut a long story short the solution I’ve come up with, after talking to a lot of people, is this:

  1. Place about half a dozen mothballs in each of two socks and attach them overnight somewhere under the hood of your car. Remove the stocks before you use your car. Don’t drive with the socks under the hood.
  2. Install an ultrasound device from Amazon (or where you can get a good price) and every night stake it in front of your car about six feet away from the front bumper of your car
  3. Sprinkle a dozen or so loose mothballs on the ground under the engine of your car.

From my experience over two months of use the mothball solution is about 70% to 80% effective and the ultrasound device about 20-30%. These are 0nly estimates.

The problem has disappeared completely. No more mice and no more chewed up wiring.

NOTE: This is the ultrasound devices I bought (for two cars):

https://www.amazon.com/gp/product/B01M2V6NJ4/ref=oh_aui_detailpage_o09_s00?ie=UTF8&psc=1

Hope this helps.

Andrew Yiannakis, Albuquerque, New Mexico

Erasable-a book for ages 8-12 years old by Linda Yiannakis

andrewyiannakis's avatarAndrew's Blogs

What if you could erase all the problems and unwanted events from your life? Bring some magic and mystery to children everywhere.

Read  Erasable to find out what happens when real life and magic come together! Available on Amazon.com at

Also at Barnes & Noble.com and at Bookworks in Albuquerque (NM).

http://www.lindayiannakis.weebly.com

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USING PRONOUNS CORRECTLY (v3.0)

andrewyiannakis's avatarAndrew's Blogs

Andrew Yiannakis, Ph.D.

Research Professor  University of New Mexico

Some examples of pronouns include: I/me, he/him and she/her.

The fact that grammar is rarely taught in schools has created an appalling level of illiteracy in both the spoken and written word. Such illiteracy has been further promoted by scriptwriters in movies, TV programs, and in novels, and today most people are clueless as to how to speak and write correctly. Let me give you some examples of INCORRECT usage of the pronouns I, HE and SHE:

THESE EXAMPLES ARE GRAMMATICALLY INCORRECT

  1. John gave the books to Sally and I (should be me)
    2.  The book is for John and he (should be him)
    3. The book is for SHE and I (should be her and me)
    4. Give the book to John and I (should be me)
    5. It’s for HE and I to decide (should be for him and me)

View original post 678 more words

USING PRONOUNS CORRECTLY (v3.0)

Andrew Yiannakis, Ph.D.

Research Professor  University of New Mexico

Some examples of pronouns include: I/me, he/him and she/her.

The fact that grammar is rarely taught in schools has created an appalling level of illiteracy in both the spoken and written word. Such illiteracy has been further promoted by scriptwriters in movies, TV programs, and in novels, and today most people are clueless as to how to speak and write correctly. Let me give you some examples of INCORRECT usage of the pronouns I, HE and SHE:

THESE EXAMPLES ARE GRAMMATICALLY INCORRECT

  1. John gave the books to Sally and I (should be me)
    2.  The book is for John and he (should be him)
    3. The book is for SHE and I (should be her and me)
    4. Give the book to John and I (should be me)
    5. It’s for HE and I to decide (should be for him and me)

6. The book is for him and I (should be him and me)

Some Background

Many people just don’t know how to speak or write because the rules of grammar governing the use of pronouns are rarely taught. Yet, there is a surprisingly simple fix to this problem and it has to do with prepositions. The simple rule is this:

If a pronoun (I, She, He) comes before a preposition (such as after, for, and, to, with) then the correct form to use is I, he or she. If however the pronoun comes after a preposition, then the correct form is me, him or her.

Prepositions are words that introduce information to the reader and include such terms as “for”, “after”,  “to” and “with”, among many others (in a future blog I shall be listing all the most commonly used prepositions in the English language). Here are a few common examples showing the CORRECT use of prepositions and pronouns. The prepositions are *asterisked*.

1. The book is *for* ME (not I)
2. He is *after* HER (not she)
3. He gave the information *to* HIM and ME
4. John is *with* HER (not she)
5. Give it *to* HIM (not he)

6. Give the book *to* ME (NOT I)

John and I (not John and me) are going to the movies (John and I come before any preposition (s) and that is why the correct form is as indicated).

In summary, if a pronoun (I, he, she) follows (comes after) a preposition, then the correct form is always “me, him or her”, as indicated in the above examples.

So when do we use the pronouns I, HE or SHE? Again, there is a simple rule for this. If the above pronouns come BEFORE a preposition, then it is correct to use the forms I, HE or SHE, as in the examples below. Prepositions are *asterisked*:

  1. John and I went *to* the movies
    2. He and she have been friends *for* years
    3. Linda and I (not me) had lunch *on* the beach

YOU MAY SKIP THIS PART

For those who may have a deeper interest in how grammatical rules drive both the spoken and written word, here is a bit more for you. I know you are chomping at the bit to hear it!

The original rules of grammar that pertain to the use of pronouns actually come from Greek and Latin, and refer to pronouns that are either the SUBJECT or the OBJECT of a sentence (and their most common respective forms in Greek and Latin which include mostly the Nominative, Dative and Accusative cases). For example, “Christine and I went to the beach”. In this example Christine and I are the subject of this sentence and that’s why Christine and I (not me) is the correct form. In Latin or Greek this form indicates the Nominative case.

In this next example, “James gave the book to John and me”, James is the subject of the sentence, and John and me are the object (the Dative case). Therefore, John and me is the correct form.

In the original Latin or Greek this distinction was indicated by changing either the ending of the pronouns or by introducing a different word.  Since English does not possess this facility, we accomplish the same thing by using different forms of a pronoun. That is “I or Me, He or Him, and She or Her”. Also we use prepositions to determine whether the pronoun in question is the subject or the object of a sentence, and, that is how we know when to say “I or Me, He or Him and She or Her”, and so on. The use of prepositions in English is actually a very simple way of capturing subjects and objects in a sentence while still adhering to the original grammatical rules from Greek and Latin.

The ability to write and speak correctly, eloquently or persuasively is the mark of a well educated person and, this being so, then the word can indeed be “mightier than the sword”!

THE TRUE MEANING OF JU IN JUDO AND JUJUTSU

andrewyiannakis's avatarAndrew's Blogs

V9.2, January  29th, 2017

  • Andrew Yiannakis, Ph.D.

Ryuso and Soke of Wa Shin Ryu Jujutsu

8th Dan Jujutsu (USJJF)

6th Dan Judo (USA-TKJ)

  • Linda Yiannakis, M.S.

    5th Dan Judo (USJJF)

5th Dan Jujutsu (USJJF)

Copyright © by Andrew Yiannakis, 2010

The term “Ju” in judo and jujutsu has several meanings and they reflect both the intent and the situation in which the term is applied. We may list several surface meanings for Ju such as gentleness, pliability, softness, adaptability, and so on, but to get at the true heart of how it applies to both jujutsu and judo we must understand the situation and intent in which it is applied. The intent in judo and jujutsu is NOT to execute technique gently or softly but with determination, true spirit, maximum efficiency and, of course, minimum effort. Thus, a good jujutsuka or judoka executes technique with fluidity, timing and control and…

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THE TRUE MEANING OF JU IN JUDO AND JUJUTSU

V9.2, January  29th, 2017

  • Andrew Yiannakis, Ph.D.

Ryuso and Soke of Wa Shin Ryu Jujutsu

8th Dan Jujutsu (USJJF)

6th Dan Judo (USA-TKJ)

  • Linda Yiannakis, M.S.

    5th Dan Judo (USJJF)

5th Dan Jujutsu (USJJF)

Copyright © by Andrew Yiannakis, 2010

The term “Ju” in judo and jujutsu has several meanings and they reflect both the intent and the situation in which the term is applied. We may list several surface meanings for Ju such as gentleness, pliability, softness, adaptability, and so on, but to get at the true heart of how it applies to both jujutsu and judo we must understand the situation and intent in which it is applied. The intent in judo and jujutsu is NOT to execute technique gently or softly but with determination, true spirit, maximum efficiency and, of course, minimum effort. Thus, a good jujutsuka or judoka executes technique with fluidity, timing and control and, of course, total commitment. To the untrained eye this may look like gentleness. However, to uke it feels like hell! But there is more.

It is important to mention at the outset that Ju possesses both offensive and defensive dimensions. Ju does not only refer to “yielding”. If that were the case jujutsuka or judoka would only be able to apply their skills defensively. Ju as applied in judo and jujutsu also has an offensive component.

In offensive applications, for example, tori initiates the attack by kicking, striking or using combinations. Ju in such contexts speaks to the ability to demonstrate the necessary amount of physical flexibility (e.g., fighting relaxed but controlled) and, even more importantly, psychological and strategic flexibility. The second dimension of Ju, which speaks to judo or jujutsu’s defensive applications, is about “yielding and redirecting”.

A classic example in Japanese martial art history of the adoption of Ju as a guiding principle in jujutsu comes to us from the story of Akiyama Yoshitoki. Akiyama gained his insight into Ju when he noticed how the branches of a willow tree bent under the weight of snow, and were able to let the snow slide off and spring back without breaking. After grasping the implications of his observation he named his jujutsu style Yoshin Ryu (Willow Spirit School) (Skoss, 1997). Yoshin Ryu later became one of the root arts of judo through Tenjin Shin’Yo Ryu.

Other classical bujutsu schools utilized the saying, “When the enemy comes, welcome him; when he goes, send him on his way”, a reference to the idea of psychological flexibility (strategy) in the use of the concept of Ju (Draeger, 1997).

Ju has several layers of meaning and many Westerners are, unfortunately,  only exposed to the surface features associated with the concept. Thus we practice our martial art thinking that Ju simply translates into “gentleness”, or “yielding” to an attack, as though this is the only combat response that we use in jujutsu or judo. Let’s not forget, as stated earlier, that we also initiate attacks. That is, Ju may be employed offensively as well.

This meaning (gentleness or yielding), however, is only one in a complex and multi-layered system of meanings. In some ways the layers of meaning associated with Ju are like the terms “ura” and “omote” in kata. Ura refers to inverting; the underside; the aspects of technique and strategy which are hidden from immediate view, while omote is the public or demonstration version. However, the omote version only serves to display surface features and principles but not the complete combat applications. The term Ju is analogous to this distinction but has even more layers of meaning associated with it. Many Westerners are rarely exposed to “ura”, or the hidden  aspects of their art,  or to the multiple layers of Ju in their judo or jujutsu. To delve into the deeper layers of one’s art one must study with a master over a long period of time.

A central feature of the defensive dimension of Ju involves more than just yielding. It also involves redirecting the force applied against you. This entails preventing the force of the opponent from reaching you, and while maintaining your own balance and control, turning his/her momentum, or energy back against him, to neutralize or defeat him. Success in this application of Ju requires the use of strong centered action with power generated from the hara, an understanding of rhythm and alignment (such as joining, for example) with your opponent’s action, and the ability to “see” and analyze quickly how your attacker moves.

A classic reference to Ju in martial arts is “Ju yoku go o sei suru” – loosely translated as “Softness controls hardness”. Jigoro Kano reportedly interpreted the meaning of this expression from the Tao Te Ching which states, “Reversing is the movement of the Tao”. He saw in this a “natural law” in which the act of yielding and redirecting can be made with control and superior power. Thus yielding does not imply weakness (Draeger, 1997). Yielding and redirecting is, of course, one of the key principles of aikido.

The idea of mind-body harmony and coordination is also implicit in Ju. Ju carries the expectation that through diligent training, the body becomes “soft” or responsive to the mind. Thus, the body is then able to do what the mind envisions. This is an important concept in several jujutsu systems, including Tenjin Shin’Yo Ryu. Students in their early years of martial arts training often experience confusion and frustration because they know what they are expected to do but cannot make their bodies cooperate. This type of unity of mind and body requires a harmonious relationship (psychomotor integration) that can only be achieved through proper training1 and diligent, long term practice.

As with many principles in Japanese martial arts, Ju finds expression in the personal-social arena as well. We may see uses of Ju in debate or discussion. For example, when an opponent seeks to attack or impose his/her view on another, one application of Ju involves the ability to deflect the attacker’s argument and turn it back against him. This is a form of joining and redirection. Ju is also applicable in verbally volatile situations where, leading the participants to common ground (alignment), may serve to defuse the situation. It may also be seen when a speaker employs psychological and strategic flexibility by taking the initiative and attacking the opponent in ways that confuse and put him/her on the defensive. This is most effectively accomplished when one can think fast on their feet; is able to see the larger picture and can counter the attacker’s arguments by changing the direction of the attack by employing counter arguments that the attacker wasn’t prepared for. It’s complicated, and that’s why the martial arts as well as social environments require systematic training and the guidance of a superior teacher.

Ju also has philosophical aspects which are beyond the scope of this paper to address at this time.

In summary, Ju as it applies to judo and jujutsu (as well as many other martial arts) has FOUR key dimensions, or driving principles:

(i) The first dimension speaks to the notion of Psychological Flexibility, or the ability to think fast on the fly; that is, the ability to perceive and read a situation quickly, without preconceived notions, and be able to switch mental plans of action without pre-planning or conscious effort. Being able to think fast on your feet, therefore, and switch quickly and effectively from one technique to another is a key component of psychological flexibility. However, having psychological flexibility does not necessarily mean that one can act on it. Of necessity, students must train diligently under conditions that compel them to both think flexibly (psychological flexibility) and act quickly (strategic application of techniques).

(ii) The second dimension of Ju speaks to Strategic Flexibility in both combative situations or contest. Strategic Flexibility speaks to the ability to switch fighting strategies and tactics on the fly. Examples of strategic initiatives that demand a high level of Strategic Flexibility include initiating an attack (Sen), evasion (Kaihi Jo), joining (Aiki Jo), countering (Kaeshi Jo), and luring an opponent to attack (Sen Sen No Sen), and the like.

(iii) The third dimension speaks to the way a technique is executed when effective kuzushi is applied, especially when an attacker is taken through to the teetering point (rikiten) before being thrown, or taken out. Let’s call this Technique Efficiency. When a technique is executed with good kuzushi, timing, fluency and control it does appear to the untrained eye that this is indeed the way of gentleness because the action appears to require minimal strength and certainly NO brute force. This is maximum efficiency with minimum effort (the efficient use of energy), as Jigoro Kano would have it. There is no question, therefore, that when an assailant, or opponent, is effectively off-balanced to the teetering point it takes little effort to throw them, or neutralize them with a strike or kick. This is technique efficiency that utilizes the principle of Ju.

(iv) The fourth dimension of Ju speaks to the notion of Physical Flexibility.

Dr. Sachio Ashida (sensei to the senior author) would always remind us that if we played judo stiffly and rigidly, relying on muscle and strength to defend or execute technique, it made us less efficient, it often served to telegraph our technique, and after a couple of minutes of action we’d be exhausted. He constantly advised us instead to learn to play relaxed, to move with good fluency and to avoid meeting force with force. “Meet force with gentleness”, he would say; “yield and redirect”; “attack and reverse when you feel their strength”; “turn their strength against them”. Thus, physical flexibility speaks to the ability to play relaxed, and to initiate, yield, or redirect as the situation demands.

Thu, when applied in combination, the above four principles serve to illustrate the highest levels of functioning in the martial arts and help demonstrate a true understanding of the meaning of Ju.

1 See paper by Prof. Andrew Yiannakis entitled “Jujutsu And Its Contributions To Brain Stimulation…….And Psychomotor Development” at: http://unm.wsrjj.org/brain.pdf

References:

Cunningham, S., Personal communication to Linda Yiannakis, 2006

Draeger, D., Modern Bujutsu & Budo, Weatherhill, Inc., New York, 1997

Skoss, M., Tenjin Shin’Yo-ryu Jujutsu. In Koryu Bujutsu, Diane Skoss, ed., Koryu Books, New Jersey, 1997

HOW TO USE PRONOUNS CORRECTLY

andrewyiannakis's avatarAndrew's Blogs

Original file ‎ (1,426 × 1,904 pixels, file size: 572 KB, MIME type ...

BLOG 10d: USING PRONOUNS CORRECTLY (v. 2.0)

Andrew Yiannakis, Ph.D.
Research Professor
University of New Mexico, USA

Some examples of pronouns include: I/me, he/him and she/her.

The fact that grammar is rarely taught in schools has created an appalling level of illiteracy in both the spoken and written word. Such illiteracy has been further promoted by scriptwriters in movies, TV programs, and in novels, and today most people are clueless as to how to speak and write correctly. Let me give you some examples of INCORRECT usage of the pronouns I, HE and SHE:

THESE EXAMPLES ARE GRAMMATICALLY INCORRECT

  1. John gave the books to Sally and I (should be me)
    2.  The book is for John and he (should be him)
    3. The book is for SHE and I (should be her and me)
    4. Give the book to John and I (should be me)
    5. It’s for HE and I…

View original post 586 more words

HOW TO USE PRONOUNS CORRECTLY

Original file ‎ (1,426 × 1,904 pixels, file size: 572 KB, MIME type ...

BLOG 10d: USING PRONOUNS CORRECTLY (v. 2.0)

Andrew Yiannakis, Ph.D.
Research Professor
University of New Mexico, USA

Some examples of pronouns include: I/me, he/him and she/her.

The fact that grammar is rarely taught in schools has created an appalling level of illiteracy in both the spoken and written word. Such illiteracy has been further promoted by scriptwriters in movies, TV programs, and in novels, and today most people are clueless as to how to speak and write correctly. Let me give you some examples of INCORRECT usage of the pronouns I, HE and SHE:

THESE EXAMPLES ARE GRAMMATICALLY INCORRECT

  1. John gave the books to Sally and I (should be me)
    2.  The book is for John and he (should be him)
    3. The book is for SHE and I (should be her and me)
    4. Give the book to John and I (should be me)
    5. It’s for HE and I to decide (should be him and me)

Some Background

Many people just don’t know how to speak or write because the rules of grammar governing the use of pronouns are rarely taught. Yet, there is a surprisingly simple fix to this problem and it has to do with prepositions.

Prepositions are words that introduce information to the reader and include such terms as “for”, “after”,  “to” and “with”, among others. Here are a few common examples showing the CORRECT use of prepositions and pronouns. The prepositions are *asterisked*.

1. The book is *for* ME (not I)
2. He is *after* HER (not she)
3. He gave the books *to* ME (not I)
4. John is *with* HER (not she)
5. Give it *to* HIM (not he)

So what is the rule? Have you figured it out yet? Well, it’s this. If a pronoun (I, he, she) follows (comes after) a preposition, then the correct form is always “me, him or her”, as indicated in the above examples.

So when do we use the pronouns I, HE or SHE? Again, there is a simple rule for this. If the above pronouns come BEFORE a preposition, then it is correct to use the forms I, HE or SHE, as in the examples below. Prepositions are *asterisked*:

  1. John and I went *to* the movies
  2. He and she have been friends *for* years
  3. She and I had lunch *on* the beach

YOU MAY SKIP THIS PART

For those who may have a deeper interest in how grammatical rules drive both the spoken and written word, here is a bit more for you. I know you are chomping at the bit to hear it!

The original rules of grammar that pertain to the use of pronouns actually come from Greek and Latin, and refer to pronouns that are either the SUBJECT or the OBJECT of a sentence (and their most common respective forms in Greek and Latin which include the Nominative, Dative and Accusative cases, among several others). For example, “John and I went to the beach”. In this example John and I are the subject of this sentence and that’s why John and I (not me) is the correct form. In Latin or Greek this form indicates the Nominative case.

In this next example, “James gave the book to John and me”, James is the subject of the sentence, and John and me are the object (the Dative case). Therefore, John and me is the correct form.

In the original Latin or Greek this distinction was indicated by changing either the ending of the pronouns or by introducing a different word.  Since English does not possess this facility, we accomplish the same thing by using different forms of a pronoun. That is “I or Me, He or Him, and She or Her”. Also we use prepositions to determine whether the pronoun in question is the subject or the object of a sentence, and, that is how we know when to say “I or Me, He or Him and She or Her”, and so on.

In summary, if the pronouns (I, He or She) come BEFORE a preposition (to, for, on, after, with) in a sentence, then we use “I, He or She”. If the pronoun is AFTER the preposition then the correct form is “Me, Him or Her”.

The ability to write and speak correctly, eloquently, or persuasively is the mark of a well educated person and, this being so, then the word can indeed be “mightier than the sword”!