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- Artist
- William Blake 1757–1827
- Medium
- Line engraving on paper
- Dimensions
- Image: 236 × 340 mm
- Collection
- Tate
- Acquisition
- Purchased with the assistance of a special grant from the National Gallery and donations from the Art Fund, Lord Duveen and others, and presented through the Art Fund 1919
- Reference
Catalogue entry
A00011 [from] Illustrations to Dante's Divine Comedy: Engravings 1826–7/1892
A 00005–11 [A00005-A00011; N03351-N03370; T01950-T01956; complete]
Seven line engravings on india paper laid on drawing paper, each approx. 240×335 (9 1/2×13 1/4)
Purchased with the assistance of a special grant from the National Gallery and donations from the National Art-Collections Fund, Lord Duveen and others, and presented through the National Art-Collections Fund 1919
PROVENANCE John Linnell; his heirs, sold Christie's 15 March 1918 (in 148, with the 102 watercolour illustrations to Dante) £7,665 bt Martin for the donors
LITERATURE Russell Engravings
1912, pp.115–8 no.34; Keynes Bibiliography 1921, pp.182–5 no.56; Keynes Engravings 1950, pp.16–17; Roe 1953, pp.4–6, 41–2, 65, 96, 97, 108, 110, 116–7, 127–8, series repr. pls.10E, 41E, 42E, 51E, 53E, 58E and 65E; Keynes Writings 1957, pp.873, 876–7, 879; Ruthven Todd, Blake's Dante Plates, 1968 (reprinted with additions from Book Collecting & Library Monthly, VI, 1968, pp.164–71, itself based on a letter to The Times Literary Supplement 29 August 1968, p.928); Bentley Blake Records 1969, pp.315–6; Bentley Blake Books 1977, pp.544–6 no.448; Bindman Graphic Works 1978, p.487 nos.647–53, series repr.plus full-size details; Essick Printmaker 1981, pp.78–9, 250–4
This is the first of two sets in the Tate Gallery of prints taken from the original plates. Altogether four printings have been done, two while the plates belonged to the Linnell family and two while they belonged to Lessing J. Rosenwald. In a 'List of John Linnell Senior's Letters and Papers' (in the Ivimy Collection) Linnell's son John Linnell Jr wrote that, following a few proofs taken by Blake himself, his father had 'had India proofs taken (all disposed of)'; the accounts and day books of Dickson & Ross show that this was in 1838. John Linnell Jr goes on to say that after his father's death fifty further copies, in 'india on drawing paper', were printed by Holdgate; the draft of a letter from the same writer to Bernard Quaritch of 6 May 1892 (also in the Ivimy Collection) implies that this second printing was about to be made. As all of the 1838 printing was 'disposed of' it was presumably one of the later series that was acquired for the Tate Gallery in the Linnell sale of 1918. Of what seem to be Blake's original proofs there is a complete set of one proof for each composition in the British Museum and individual proofs elsewhere. The plates have passed, with the Rosenwald Collection, to the National Gallery of Art, Washington.
The subject of each engraving was identified on a label pasted to the cover of the 1838 issue that reads as follows:
BLAKE'S ILLUSTRATIONS OF DANTE. /Seven Plates, designed and engraved by W. BLAKE, Author of 'Illustrations of / the Book of Job,' &c. &c. /Price £2.2s. India Paper./—/ PLATE I./ ... and like a corse fell to the ground./ HELL; Canto v.line 137. / PLATE II./....seiz'd on his arm, / And mangled bore away the sinewy part. / HELL; Canto xxii. line 70. / PLATE III./ .... so turn'd / His talons on his comrade. / HELL; Canto xxii. line 135./ PLATE IV. / ...lo! a serpent with six feet / Springs forth on one, / HELL; Canto xxv. line 45./ PLATE V. / He ey'd the serpent and the serpent him. / HELL; Canto xxv. line 82. / PLATE VI. /... Then two I mark'd, that sat Propp'd gainst each other, /HELL; Canto xxix, line 71. / PLATE VII./ 'Wherefore dost bruise me?' weeping he / exclaim'd. /HELL; Canto xxxii.line 79. / CARY'S DANTE.
The first record of Blake working on the engravings comes in a letter by him to Linnell of 2 July 1826, in which he wrote that he was coming to stay with him in Hampstead bringing, 'besides our necessary change of apparel, Only My Book of Drawings from Dante & one Plate shut up in the Book'. On 25 April 1827 Blake wrote to Linnell to say that 'I have Proved the Six Plates, & reduced the Fighting devils for the Copper'. Blake's death on 12 August 1827 prevented any further work on the engravings, and 'The Baffled Devils Fighting' is noticeably incomplete; Blake might, of course, have intended to work further on the other plates as well.
These engravings were formerly inventoried as nos.3371 i–viii.
A00011 Dante Striking Against Bocca degli Abati
Engraving 236×340 (9 5/16×13 3/8); platemark 277×353 (10 7/8×13 7/8)
Inferno XXXII, 70–96. Dante stumbles against Bocca degli Abati, who betrayed the Guelfs at the battle of Montaperti, among the figures frozen in the Circle of Traitors. The finished watercolour is in the City Museum and Art Gallery, Birmingham (Butlin 1981, no.812 65, repr. Roe 1953, pl.65, Klonsky 1980, pl.68 in colour and Gizzi 1983, pl.68).
Published in:
Martin Butlin, William Blake 1757-1827, Tate Gallery Collections, V, London 1990
- literature and fiction(3,138)
- characters(438)
- literature (not Shakespeare)(2,276)
- actions: expressive(2,622)
- recoiling(65)
- walking(607)
- man(10,453)
- group(4,227)
- mythical, religious, fictional(260)
- Hell(93)
- Judaeo-Christian imagery(856)
- Hell(252)


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[Spoiler alert: This post reveals major plots points — not to mention the identity of Gossip Girl. If you haven't watched it and/or you don't want to know, well, xoxo!] "Who am I? That's a secret I'll never tell." That is, until now. On Monday's Gossip Girl series finale, the blogger known for posting everything about the scandalous lives of Manhattan's elite unveiled her...
[Spoiler alert: This post reveals major plots points — not to mention the identity of Gossip Girl. If you haven't watched it and/or you don't want to know, well, xoxo!]
"Who am I? That's a secret I'll never tell." That is, until now. On Monday's Gossip Girlseries finale, the blogger known for posting everything about the scandalous lives of Manhattan's elite unveiled her true identity. Or should we say his true identity!
Yes, that's right. After six years of covering the Upper East Side, it was revealed that Brooklyn-born Dan (or Lonely Boy as he referred to himself) has been writing the blog. Dan told Manhattan — including Mayor Bloomberg, who like us, thought this whole time that it was Dorota — that he made the blog way back when so that he could write himself into the high society crowd that he was not naturally born into like S, B and everyone else. So, thanks to the idea from his dad, Rufus (Matthew Settle), Dan started posting items not long after he met the love of his life Serena (Blake Lively) and made himself someone by talking about himself on the blog as "Lonely Boy" as soon as Serena returned from boarding school. As the Gossip Girl Season 1 tagline said, "You're no one until you're talked about."
Gossip Girl co-creator on "emotional" end and the big reveal that almost wasn't
Sure enough, Dan not only started dating Serena soon after, but also started getting a lot of help with the blog from pretty much every petty/bitter/burned teenager on the Upper East Side. As Dan proudly said to Blair (Leighton Meester), "All this time, I had more power than you." Although the revelation came as a shock to the entire gang, especially Blair, who insisted Gossip Girl ruined her life, on closer examination, everyone realized they had achieved their goals despite — or in some cases because of? — the blog. As Serena said, Gossip Girl wasn't really a takedown, but a "love letter" to all of us.
The revelation of Gossip Girl in Dan's final chapter of his book — which went wide via Nate's newspaper, The Spectator — brought many familiar faces back into the mix as they all proclaimed their own version of the show's signature "OMG" including Vanessa, Lola and Juliet. However, the best scene was that by the real Gossip Girl, actress Kristen Bell, who stared straight into the camera as she recited Gossip Girl's signature line in a very meta moment. The camera quickly peeled back to reveal Bell was reading from the script for the movie based on Dan's book and helping her friend, Rachel Bilson, go over lines for her audition.
Photos: Everybody's posing nude! Check out Rihanna and other stars who've bared all
After the big reveal, the show's final minutes flashed five years into the future, at the wedding of Dan and Serena — a ceremony which brought back Eric (Connor Paolo) and Little J (Taylor Momsen). In the future, Nate (Chace Crawford) is a candidate for mayor (but what about his recent criminal record?!) and Blair and Chuck (Ed Westwick) have a son named Henry. It was also revealed that Lily (Kelly Rutherford) got back together with Serena and Eric's father (William Baldwin) and that Rufus eventually shacked up another musician, Lisa Loeb (we think playing herself). Aspiring actresses Ivy (Kaylee Defer) and Lola got their big breaks in the film version of Dan's book, called Ivy League. And, finally, master schemers Uncle Jack (Desmond Harrington) and Georgina Sparks (Michelle Trachtenberg) lived happily ever after.
The best twist of all might have been that while Dan declared Gossip Girl to be dead right after he revealed his role in the blog, the future showed Gossip Girl to be very much alive because, as the voiceover says, "there will always be someone on the outside dying to get in." Xoxo.
So what did you think of the Gossip Girl series finale? Did you guess the right person?

subset: commoncrawl


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Ash is flying on the back of the Legendary Pokémon Reshiram and having a great time! Suddenly, they are confronted by Iris, who's riding the Legendary Pokémon Zekrom and challenging them to battle! Zekrom unleashes a fearsome Thunderbolt that knocks Ash right out of the sky...
...and into his bed at Professor Juniper's lab. He's been dreaming, and when Iris couldn't wake him up, she asked Pikachu to use Thunderbolt on him. She tells him to go get ready, because the next part of their adventure starts today! Ash is planning to head home to the Kanto region, and Cilan and Iris both decide they want to come along! Professor Juniper suggests that they travel to Kanto on a cruise ship that stops in the Decolore Islands, an idea everyone seems to like...including three eavesdroppers from Team Rocket.
Thanks to some Team Rocket trickery, our heroes end up aboard their small ship instead of the one that's actually going to Kanto. Jessie, disguised as a ship's attendant, gets Ash, Iris, and Cilan to leave their Poké Balls with her, and invites Pikachu and Axew along for a snack. She locks the Pokémon inside the playroom while James (disguised as the captain) takes our heroes to their room and locks them in too.
But one Poké Ball rolled away while Jessie was distracted, so Oshawott is free to explore the ship—and it quickly discovers Team Rocket's plot! Oshawott attacks, and its Razor Shell hits the control panel, knocking out power to the ship and unlocking all the doors. Ash, Iris, and Cilan quickly reclaim their Pokémon and head to the deck to confront Team Rocket! A battle begins, even though Cilan warns fighting on a ship probably isn't a good idea. And he's quickly proven right when Iris tells Excadrill to use Dig—and it digs right through the bottom of the ship, which begins to sink!
Team Rocket blasts off on a huge spout of water, and our heroes manage to escape, finding their way onto the right ship this time. It's all aboard for Kanto by way of the Decolore Islands, as the adventure continues!


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An Ako Aotearoa-funded project led by New Zealand Tertiary College developed as a guide to designing, implementing and enhancing eLearning for the tertiary sector.
The eLearning guidelines (eLg) have been developed to assist the tertiary sector in its engagement with eLearning. The guidelines offer prompts for reflection from five perspectives - the learner, teacher, manager, organisational leader and quality assurance body. When considering one of these perspectives in the eLearning and eTeaching process, the guidelines assist the designing, implementing and enhancing of your practice to ensure thoughtful and intentional eLearning provision.
The national eLearning guidelines (eLg) provide a framework for integrating diverse pedagogies, guiding professional practice, enhancing quality, and bringing coherence to the delivery of eTeaching and eLearning.
Recent research related to online learning has been collated from around the world to update the eLearning guidelines for 2018.
Start your guideline search here. Simply select a perspective, then select the area you wish to concentrate on and click go.


text:
by Chris Engle
When I'm with you,
eternity is a step away,
My love continues to grow
with each passing day.
This treasure of love,
I cherish within my soul,
How much I love you...
you'll never really know.
You bring a joy to my heart
I've never felt before,
With each touch of your hand
I love you more and more.
Whenever we say good-bye,
whenever we part,
Know I hold you dearly
deep inside my heart.
So these seven words
I pray you hold true,
"Forever And Always
I Will Love You"


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The Answers Network Privacy Policy
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This is a listing of homes for sale or rent, apartments for rent or sublease and roommates needed. This housing list is available for Vet Med students only.
The Housing list is a service for students to look for a roommate or advertise their home for sale, apartments or rooms for rent. The College of Veterinary Medicine at Iowa State University is not responsible for any situations that may arise through this process. Arrangements should be made through the contact listed on the website.
- For Rent or Sublease
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- Housing Resources
- Roommates & Room for Rent
- Apartments in Ames
- Department of Residence


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By Kenya King (www.atlantadailyworld.com)
Getting suspended for a minor misbehavior in high school means you might end up in jail as an adult. U.S. Attorney General Eric H. Holder disclosed this startling statistic at the 100 Black Men of Atlanta's Leadership Summit held in Lithonia on Saturday, Feb. 25.
"We've observed that suspension is too often the first step on the path toward incarceration," said Holder. "And we've learned that suspensions and expulsions during critical years can impact a student's chances of later success."
Holder said research conduted by the Department of Justice concluded that punishments youth experience while in school correlate this trend. Overwhelmingly impacted by these indicators are African American, Hispanic and other minority youth, according to Holder.
Less than 50 percent of Black males graduate from high school while more than 60 percent of White male students successfully graduate, he noted. Overall the state of Georgia's graduation rates lag behind national standards by 30 percent, based on a 2012 Schott Foundation study.
Holder spoke optimistically that change in public polices could help to lessen the chance for these outcomes. He admonished the continuation of students being "deprived of educational opportunities as a form of punishment" and advocated keeping youth in school as a "necessity."
"I know that keeping students engaged and on the right path is about more than just graduation rates, said Holder. "It's also about helping our children build an attitude that is geared for success. But it's also about disrupting what's become known as the "school-to-prison pipeline," which – in too many places throughout this nation – transforms our schools from doorways to opportunity into gateways to the correctional system."
Holder applauded the 100 Black Men of Atlanta, who are distinguished for their long history of mentoring youth, as well as for their work with B.E.S.T Academy for Boys in Atlanta and Project Success program. The organization's Robotics team, whose students have won numerous awards across the state, has become one of their most coveted initiatives.
"Without question the U.S. has a shortage of the talent that will be required to build a new America – disciplines in engineering and science are always at the forefront of creating and building of those things that become the core of what our societies are about," said John Grant, CEO of the 100 Black Men of Atlanta.
"When you think about when President John F. Kennedy talked about going to the moon, there was nothing. Nothing existed. So our nation and institutions of higher education began to train our new group of individuals who would create and develop innovative technology. Those things are also found in some of the tools we enjoy today, whether it's cell phones, PDAs, etc.; they were always involved in training young people at that time. We have to do that again and that's what we are doing," said Grant.
Grant said that the 100 Black Men of Atlanta started their Robotics program six years ago because they understood that many students drop out of school because they are not challenged. He said the organization aims to encourage youth to get excited about engineering, science and math. "I see their excitement every day," said Grant.


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Happy Anniversary Proposal A
Twenty years ago, on March 15, 1994, Michigan voters approved "Proposal A," a fundamental overhaul of Michigan's tax and school finance system.
The product of intense legislating in the second half of 1993, the measure was driven by a public demand to "cut-and-cap" local property tax burdens. A related goal was gradually reducing the disparities in school funding across districts.
The first part was accomplished by a substantial rollback of property tax millage levels, made possible by increasing the state sales tax from 4 percent to 6 percent, the imposition of a new 6-mill state education property tax, and substantial increases in taxes on cigarettes and real estate purchases. On balance, the measure represented a substantial tax cut.
At the same time, public school funding was transformed from a system that relied primarily on local property taxes. The new system created a complex formula combining revenue from those rolled back local millage rates with money from the new state school tax and the other tax hikes. Importantly, per-pupil state foundation allowances became the heart of the new system.
The initiative has achieved some of its goals and fallen short on others. One unexpected outcome was to facilitate a robust schools-of-choice system, which came about when a subsequent law freed children from ZIP code enforced school assignments, allowing them to attend a neighboring school district that has space. Because under the new system money follows individual students to the district their parents choose (or to the charter public school, another subsequent innovation), schools have a sharp incentive to raise their game: If a student walks from his local district, the state foundation allowance goes with him or her.
On the property tax front, the outcome is more ambiguous. After the initial rollback, Proposal A capped property tax increases through a combination of limits on annual assessments and a ban on certain types of local school millage increases. It introduced a critical new distinction to the lexicon of school finance, the difference between property tax mills imposed to pay for ongoing school operations versus ones for capital expenses like buildings and infrastructure. Increasing the former became prohibited.
Unfortunately for taxpayers, depending on where you live, the gains from the initial rollback of school operating millages have largely evaporated. That's largely because the public school establishment has perfected the art of dodging restrictions on taxpayer-funded electioneering to jam through large capital spending millage increases in off-cycle, low-turnout elections (see graph below).
Most commonly these elections authorize higher property taxes to repay the debt on money borrowed to buy new facilities that many regard as gold plated, and for spending that private sector accounting would call operating expenses, like new buses and technology upgrades. Since 1996, revenue from "school debt, building and site millages" increased 75 percent after inflation.
The other Proposal A promises have held up better. Despite incessant complaints from a public school establishment whose appetite for more taxpayer dollars has no limits, Michigan schools are very well funded compared to most states, and differences in funding levels across different school districts have gradually narrowed. Higher taxes to buy gold-plated school facilities are unfortunate, but to some extent local electors have only themselves to blame for not being better informed and not showing up for those stealth elections in February and May.
In contrast, the Proposal A limit on property assessment increases has proven more effective and durable. Concerns about families and seniors being forced to sell their homes due to rampant assessment increases were the fuel that ignited the initiative, and are largely a thing of the past. Overall, Proposal A has been a three-steps-forward-two-steps-back experience.
The 1994 Proposal A Ballot Language:
A proposal to increase the state sales and use tax rates from 4% to 6%, limit annual increases in property tax assessments, exempt school operating millages from uniform taxation requirement and require 3/4 vote of Legislature to exceed statutorily established school operating millage rates. The proposed constitutional amendment would:
1. Limit annual assessment increase for each property parcel to 5% or inflation rate, whichever is less. When property is sold or transferred, adjust assessment to current value.
2. Increase the sales/use tax. Dedicate additional revenue to schools.
3. Exempt school operating millages from uniform taxation requirement.
4. Require 3/4 vote of Legislature to exceed school operating millage rates.
5. Activate laws raising additional school revenues through taxation including partial restoration of property tax.
6. Nullify alternative laws raising school revenues through taxation, including an increase income tax, personal exemption increase, and partial restoration of property taxes.
Should this proposal be adopted? Yes___ No___
Michael D. LaFaive is director of the Morey Fiscal Policy Initiative and Jack McHugh is senior legislative analyst at the Mackinac Center for Public Policy, a research and educational institute headquartered in Midland, Mich. Permission to reprint in whole or in part is hereby granted, provided that the authors and the Center are properly cited.
Michigan Capitol Confidential is the news source produced by the Mackinac Center for Public Policy. Michigan Capitol Confidential reports with a free-market news perspective.


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Fourth Road Safety Week (5 - 11 April 2004)
The following paper is a compilation of some of the recent research on aggressive driving behaviour. A reference list appears at the end of the paper.
What is it?
Aggressive driving behaviour takes many forms. Typical aggressive driving behaviours include speeding, driving too close to the car in front, not respecting traffic regulations, improper lane changing or weaving, etc. The list is long. Most people drive aggressively from time to time and many drivers are not even aware when they are doing it.
Aggressive driving is difficult to define because of its many different manifestations but having a clear definition is important for police and legal action against it to succeed. A Global Web Conference on Aggressive Driving Issues organized in Canada in October 2000 offered the following definition "A driving behaviour is aggressive if it is deliberate, likely to increase the risk of collision and is motivated by impatience, annoyance, hostility and/or an attempt to save time."
According to an EOS Gallup Europe survey on aggressive behaviour behind the wheel concluded in January 2003 the problem is widespread. 66 per cent of respondents in the United States, 65 per cent in the Russian Federation and 48 per cent in the European Union as a whole reported being the victim of aggressive driving behaviour in the previous year. The survey also shows a strong relation between showing aggressive behaviour and being a victim of it: 70 per cent of drivers in the European Union who admitted to showing aggressive behaviour on several occasions claimed to have been subject to it from other drivers.
The survey shows that although not a new phenomena, aggressive behaviour is increasing. When asked if aggressiveness of drivers has increased over the last few years 65 per cent of the respondents in Russia, 75 per cent of the respondents in the EU and 80 per cent of the respondents in the United States agreed.
Forms of aggressive behaviour may vary across countries and continents. Drivers who had been subject to aggressive behaviour in the last year were asked which specific type of aggressive behaviour they had been subject to. 61 per cent of the respondents in the United States replied that they had been aggressively pursued. In the EU 60 per cent replied they had been subject to aggressive flashing of lights and in Russia verbal abuse was the most common reply with 47 per cent. When the same drivers were asked where the last aggressive incident occurred a clear majority, 67 per cent, of Russians replied "in town" whereas in the EU there was a balance between "in-town" and "in non-urban traffic", both receiving 47 per cent. In the United States the results were similar with 48 per cent replying "in town" and 46 per cent "in non-urban traffic".
In the EOS Gallup Europe survey an average of 50 per cent of respondents in the EU and 37 per cent in the United States replied that they found it very irritating seeing another driver using a mobile phone. However a recent study from the RAC in the United Kingdom shows that while only 1 in 5 drivers in the United Kingdom admit to using a mobile phone while driving 63 per cent of motorists say that they frequently observe others driving carelessly while using a mobile phone.
Aggressive driving is also bad for the environment. Research at the Flemish Institute for Technological Research in Belgium has shown that aggressive driving during heavy traffic conditions can guzzle up to 40 per cent more fuel. Also the exhaust gases from the aggressively driven cars contained considerably more polluting chemicals and in the case of carbon monoxide the increase was as much as eight times greater than normal.
Aggressive driving is not the same as "road rage". Cases of road rage are relatively few but may result in extreme violence.
What are the causes of aggressive driving?
There are many different theoretical approaches to aggressive behaviour and none are considered complete explanations. Biological theories consider aggressive behaviour to be innate although specific responses can be modified by experience. In the psychoanalytic tradition the frustration-aggression hypothesis focuses on the role of external factors. Frustrating situations that impede or prevent some form of ongoing goal-directed behaviour are believed to act as a catalyst for aggressive behaviour. Social learning approaches on the other hand argue that aggression is a learned response through observation or imitation of socially relevant others. All these approaches differ in their emphasis but it is generally assumed that aggressive behaviour is the combined result of these factors.
Many psychological factors are at play in aggressive driving and many may prove difficult to control. Human beings are naturally prone to territoriality and have the tendency to view their vehicle as an extension of their personal domain. They feel threatened by other vehicles and respond aggressively or out of an instinct of self- protection.
Driving may also lead some to feel a sense of power behind the wheel which they do not have in their jobs or families, for example, and in some cases may even manifest itself in a "Jekyll and Hyde" effect, where someone normally courteous and polite becomes aggressive when driving.
Man's natural competitive instinct can also be a factor in aggressive driving. Some drivers respond to being overtaken by another vehicle as a challenge. This, in turn may lead to showing off and racing involving speeds which are well over the speed limit and to drivers making risky overtaking manoeuvres. Another example of competition on the road is drivers who race to get off faster at traffic lights.
More serious still are drivers who try to threaten or punish others for a particular driving behaviour which displeases them. This is also referred to as a "vigilante" attitude and includes such behaviours as driving too close to the vehicle in front, braking suddenly as a warning to the vehicle behind, deliberately blocking the passing lane, using headlights on full beam to punish other drivers, and shouting or making obscene gestures to other drivers.
All these behaviours are exacerbated by the stress and time pressures of modern life. Increasingly crowded and congested roads also lead to feelings of frustration and are responsible for cases of aggressive driving and lack of respect for other drivers such as illegal use of the hard shoulder, changing lanes without indicating, preventing other vehicles from entering a traffic lane. They also lead to anger at slow drivers, for example, and at traffic lights which seem to take too long to change.
Research shows that people who are experiencing aggressive/emotional or angry feelings before getting into their car are more likely to continue this behaviour behind the wheel. Moreover, the use of alcohol and drugs may also increase the likelihood of aggressive driving.
On top of all this, we are bombarded by media portrayals of aggressive driving shown in a fun context such as car chases in films and in children's video games. Aggressive driving is a learned behaviour. Children learn about aggressive driving from their parents.
What can be done to stop aggressive driving?
There are a number of different means that can be employed to prevent or discourage aggressive driving. Enforcement and education are the most common and results indicate that enforcement efforts should be accompanied by public information campaigns in order to achieve the greatest effect. Increased and more consistent enforcement will bring positive results. Aggressive driving is more likely in situations where drivers feel anonymous as pointed out by R. Novaco in "Roadway aggression" (1998): "Generally, people lose self-restraint when they are not mindful of who they are and of their place in a rule-governed society. Expectations of punishment are diminished, and aggressive impulses are more readily expressed. The chance 'to get away with it' can release aggression that would otherwise have been held in check." A study conducted in 2000 by Wouter and Bos on vehicle data recorders compared the incidence of accidents for vehicles with and without recorders. Results indicate that the use of data recorders resulted in an average accident reduction of 20 per cent.
Red light cameras have been shown to reduce accidents at junctions. Drivers are more likely not to risk crossing on a red light if they know there is a camera. Likewise, speed cameras are effective in reducing incidences of speeding. In April 2000 the United Kingdom Government introduced a scheme to pilot self-funding of speed cameras. The scheme allowed for new speed cameras and more use of existing cameras. A recent evaluation of the scheme shows that the number of drivers exceeding the speed limit at pilot camera sites fell from 55 to 16 per cent and this lead to 35 per cent fewer crashes. Other devices which may be used include cameras to measure adherence to rules regarding distance between vehicles. Variable message speed limit signs can help to control traffic flow and to prevent traffic congestion and the frustration it causes. New technologies such as intelligent speed adaptation have been tested on an experimental basis but have not yet been accepted for widescale application. A recent Swedish study studied the effects of automatic Adaptive Cruise Control (ACC) systems in cars which assist drivers in the task of controlling speed and distance to the vehicle ahead. It was shown that lower acceptance of an automatic ACC was associated with a more aggressive driving style in situations where the driver caught up with a slower vehicle.
Another method proposed to combat aggressive driving is the use of telephone numbers to report on the driving of others. This approach has the advantage of making callers feel that they are contributing to solving the problem, and may also help authorities to identify problem spots which can be rectified by infrastructural or other means. In the United States, many regions have introduced the cell phone number 77 for reporting aggressive driving. However there are often different numbers in different states which causes confusion. The AAA in the United States is currently in the process of developing a sign saying "sorry" for drivers to have in their cars.
In the United States also, programmes in which aggressive driving is filmed from another vehicle or even an aircraft have proved effective. Aggressive drivers are then "named and shamed" and confronted with incontrovertible proof of their aggressive driving in court.
The Belgian Road Safety Institute has organised an alternative penalty for this type of traffic offender which does not result in legal action or a police record. The aggressive driver is obliged to attend a 20-hour course with other offenders run by group workers and psychologists . The aim is to make reoffending more unlikely by helping offenders to understand the consequences of their actions and the stimuli which provoked the aggressive behaviour. There would seem to be merit in a psychological approach since psychology plays such a key role in aggressive driving.
Certainly big businesses have a role to play. Transport haulage companies with fleets of vehicles and a large number of drivers on the pay roll should insist on the highest standards from their drivers and encourage this through schemes for reporting bad driving and offering incentives for good driving.
Insurance companies are uniquely placed to offer economic incentives for good driving and more could be done to discourage speeding and other forms of aggressive driving through the leverage of insurance premiums.
Clearly education and driver training are important. Already in schools it is important to make a formal commitment to promote effective road safety education so that appropriate behaviour is fostered from an early age. It is also important to develop links between schools and other agencies such as the police. Courteous, non-aggressive driving should be stressed in initial driving tests. However, continuing driver training is probably necessary since it may only be after the driver has passed his/her test that aggressive driving starts. A problem with passive education of road users is that many believe they are more skilful and better drivers than everyone else so objective risk estimates are often viewed as somewhat irrelevant.
Also the media plays an important role. The media can enhance community awareness and understanding of the causal factors involved in aggressive driving. The media can also support campaigns through responsible, objective reporting and influence societal changes which may lead to a change in aggressive driving behaviour and attitudes. In Italy, the Government allows the mass media to report road fatalities in a "no holds barred" approach with the aim of shocking and scaring.
What can I do as a driver?
Because of the extent of the problem of aggressive driving, increased enforcement and other external measures will only ever have a relatively limited effect. What is needed is the recognition by ordinary drivers of the problem and their resolve to try to curb their own aggressive driving and to show more respect for other road users.
This has to be emphasised in road safety campaigns. Road safety authorities will find challenging and engaging ways of getting this message to drivers. However, each of us in our daily lives can help by recognising our own aggressive driving behaviour and correcting it and by setting a good example of respect for other road users.
Show courtesy to other drivers and avoid actions likely to provoke. Make sure that your driving does not upset others. Always indicate before changing lanes, leave sufficient room before moving back into lane, do not take up more than one parking space, dip your headlights for oncoming vehicles at night, do not block the passing lane for faster drivers, etc.
Try to avoid driving when you are feeling stressful, emotional or angry. Relax behind the wheel and be patient. Try to be more tolerant of other drivers. Use your horn very sparingly. Aggressive use of the horn can aggravate others. Do not assume that aggressive driving by others is deliberate or aimed at you.
Plan ahead and allow plenty of time for your journey. Avoid getting into the situation where you are racing to get to an important meeting and taking risks on the road just to gain a few minutes.
Do not react to other drivers who are looking for conflict or challenging you. Pull over and let them pass. Do not engage in eye contact. Keep your hands on the steering wheel and do not make hand or other gestures which may show your irritation or frustration with their behaviour.
"Aggressive behaviour behind the wheel", EOS Gallup Europe, 2003.
"Aggressive driving is emotionally impaired driving", Leon James and Diane Nahl, University of Hawai, 2000.
"An educational programme for aggressive drivers", Félix et al., Belgian Road Safety Institute (IBSR-BIVV), 2000.
"A review of the literature on aggressive driving research", Leo Tasca, Ontario Advisory Group on Safe Driving Secretariat: Road User Safety Branch, 2000.
"Cross-Cultural Models of Road Traffic Accident Risk: Personality, Behavioural, Cognitive and Demographic Predictors" by McNally, I.M and Stone, M., University of Central Lancashire, Preston, UK, 2001.
"Driver aggression study", Automobile Association, Group Public Policy Road Safety Unit, United Kingdom, 1996.
"Driving with Automation. The association between subjective opinions of automated in-vehicle systems and quantitative measures of driving performance" by Oskarsson, P.A., 2002.
"Go green, save cash - stay cool in a jam", Daily Telegraph, 25 October 2000.
RAC Report on Motoring: Mobile Phones, 2003.
"Roadway aggression", R. Novaco, Institute of Transportation Studies Review, University of California, 1998.
"Slow Down". The Pledge to Drive Safely Research Series, Report No. 2, Brake, 2002.


text: The McCutchen Trace has about 200 members who are McCutchens or descendants of McCutchens. We spell our names McCutchen, McCutcheon, and McCutchan and have heard of people spelling it McCutchin. Some of us are related some of us aren't, and some of us probably are but we aren't totally sure how. We have just moved to a new website and don't have the online store up so if you are interested in membership please fill out the attached for and sent it in with a check for $10 for regular membership and $5 for digital membership. With digital membership the newsletter is emailed to you so make sure to give us a email address if you chose that option. If you have any questions use the contact us page.


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You may remember the post-punk/new wave group from the '70s known as Devo. If so, you probably get the reference in the title of this post. According to Wikipedia, Devo's music and stage show mingle kitsch science fiction themes, deadpan surrealist humor, and mordantly satirical social commentary. The group often had a very geeky appearance, as evidenced by the album cover on the right.
There is another group of geeks, known as Devoxxians, that gather every fall in Belgium to attend a Java programming conference named Devoxx. I'm very happy to say that Gerrit Grunwald and I are two of those Devoxxians, and we'll be presenting a three-hour university session on JavaFX. This session occurs on Tuesday, 13 November 2012 at 1:30pm, and is targeted at Java developers that would like to learn to use the JavaFX APIs that are now included with Java.
Much of this session will draw upon the work in the Pro JavaFX 2 book that I co-authored, as well as the UI controls and gauges that Gerrit created for the open source JFXtras project. Some of the areas that we'll cover are:
- Getting started with JavaFX (Jim)
- Creating a user interface (Jim)
- Using Scene Builder and FXML (Jim)
- Using the JavaFX UI controls (Gerrit)
- Creating custom UI controls (Gerrit)
- Break
- Leveraging the strengths of JavaFX and HTML5 (Martin and Pär)
- Overview of DataFX, calling web services (Johan Vos)
- Using Scenic View (Jonathan Giles)
- Using JavaFX APIs from Alternative JVM Languages (Stephen Chin)
- Embedded Java/JavaFX on a Raspberry Pi (Angela Caicedo)
- Embedded Java/JavaFX on a BeagleBoard (Gerrit)
- Wrap-up and additional Q&A (Jim, Gerrit, et al)
During the session we'll have brief guest appearances by JavaFX developers such as Martin Gunnarson and Pär Sikö, Stephen Chin, Angela Caicedo, Jonathan Giles, Johan Vos, and Jasper Potts. We'll also be awarding ten copies of the Pro JavaFX 2 book to participative audience members :-)
We look forward to seeing you in our JavaFX university session at Devoxx!
Jim Weaver and Gerrit Grunwald


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AMD Radeon HD 7990 Review: The Quiet Beast
Introduction and Specifications
Today marks one of those funky occasions when you've probably been aware of the "new" product we're going to show you for quite some time. And we're not talking about a few days or weeks here either. In fact, it was all the way back in December of 2011, when AMD introduced the original Radeon HD 7970, that we first dropped hints that the dual-GPU powered Radeon HD 7990 was in the works. We dropped those hints back then because AMD dropped them on us in the lead-up to the Radeon HD 7970's release. That little tidbit alone should give you a good idea as to how long the Radeon HD 7990 has been simmering in AMD's kitchen.
Though the product has obviously been in development for quite some time, the Radeon HD 7990 is still an exciting proposition. Despite the relative age of its GPUs, the 7990 still has the potential to be the fastest graphics card to hit the market. NVIDIA's been firing on all cylinders with its GeForce GTX 600 series products, but AMD has steadily wrung out additional performance from its products through updated drivers and refreshed products clocked slightly higher than their predecessors. Case in point, the Radeon HD 7970 GHz Edition and the Radeon HD 7950 with Boost, among others. AMD has also enticed consumers with its "Never Settle" bundles, which has included many of the hottest games released in recent memory.
Whatever strategery was involved that resulted in a later-than-expected launch of AMD's dual-GPU powered Radeon HD 7990, it's here now and we've got one. Its specifications are listed below and we've got the rest of the scoop on the pages ahead. Strap yourself in and prepare to check out AMD's most ambitious graphics card release to date...
The AMD Radeon HD 7990: Three Fans, Two GPUs, and a Massive Heatsink
The Radeon HD 7990's specifications seem very impressive upon initial inspection. It sports double the number of transistors, stream processors, texture units, ROPs, and memory as AMD's previous flagship Radeon HD 7970. But that's because the Radeon HD 7990 is outfitted with two of the same GPUs and the same 3GB of frame buffer memory for each. There's a lot more to the card that just its specifications though, as we'll show you a little later.
Before we dig into the specifics of the new Radeon HD 7990, we'd like to direct you attention to a few past articles that will help lay the foundation for what we'll be showing you on the pages ahead. Since the pair of Tahiti GPUs at the heart of the Radeon HD 7990 are identical to ones use on AMD's previously-released, high-end Radeon HD 7900 series products, we've covered many of the GPU's key features at length already. As such, we won't be diving in to them again here.
In our coverage of the original Radeon HD 7970 GHz Edition, we discuss AMD's PowerTune Technology with Boost. In the original Radeon HD 7970 launch, we detail all of the key features of AMD's Graphics Core Next (GCN) architecture and discuss features like PowerTune and AMD ZeroCore Power technology, GCN Tessellation, Partially Resident Textures (PRT), and Discrete Digital Multi-Point audio, among many others. In our Radeon HD 7950 coverage, we've got CrossFireX scores with the 7900-series and in the Radeon HD 7770 and 7750 launch piece, we detail AMD's latest mainstream DX11 offerings and discuss how GCN was scaled down to cater to different market segments.


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This is a report we have sent to our LEA on being made known to them. I have no idea if it has been accepted yet but it is an example of what you COULD choose to supply them with. Hopefully its fairly obvious that i consider her life to be her education and that very little of this is "contrived" as an educational experience – we mostly expand what starts accidentally. We do have fallow, or consolidation periods where little seems to happen but on reflection we realize much has changed. With huge thanks to Janet who's "educational philosophy" I used as a starting point.
Reasons for Home Education – The Child
We decided to home educate Frances when she was very young. Frances was born with a cleft lip and palate and had almost no intelligible speech at 3 years old. In addition she was very nervous and was reduced to complete silence if she became aware that an adult could not understand her. Frances is young for her year and would have been only just 4 when her reception year started. At this time, a large and noisy classroom would have been disastrous for her and her hearing was severely affected by glue ear and she was exceptionally defensive about her speech difficulties. Playgroup, with its identical Foundation Stage curriculum provided an excellent grounding for her in a caring and well staffed environment , while leaving plenty of time in every week for her to be with us, following interests of a more stretching nature, socialising and enjoying playing and being with her family.
Frances is an exceptionally active child. It is hard for her to be still even for a short period through the day so that even story telling involves a lot of bouncing. I do not consider her to be particularly unusual in this way, but we have discovered that she learns best in the afternoons and evenings after she has had time to run off energy. I feel sure that her level of energy would be hard to accommodate successfully in a normal classroom setting. Frances likes to be able to "do easily" anything she attempts and her natural "learning style" is to try something, take a step back and then, after a period of evaluation, come back to it and do it easily. She is immensely focused when she wants to achieve something and will often voluntarily sit at an activity for several hours and on successive days. Forced "learning experiences" however, are not so successful; she is well aware if she is being manipulated towards a certain goal. She has a very enquiring mind and a level of interest that will question anything, ask intelligent questions and remember what she has been told, or what she has found out.
Our Educational Philosophy
As our approach to Frances' education is largely opportunity based, child centred and flexible, it is not possible to submit a timetable, or to specify in advance the activities we will be undertaking. She is given plenty of time to explore her own interests and we make considerable effort to ensure that she has practice at essential elements of learning. We strive to keep a balance between child centred and directed learning. We listen constantly to what Frances says and asks and try to provide full learning opportunities within her interests. We believe very strongly that Frances is naturally inclined to learn and that she can be trusted to do so. However we are always on the look out for any gap that may arise and we make the necessary adjustments to ensure that such gaps are filled. Where a topic become popular, we strive to use it to access a variety of "subjects" and opportunities so that a broad educational value is achieved. Discussion plays a great part in our approach.
She has full access to books, cd-roms, music, television and radio and we will always discuss anything that she takes an interest in. We feel that there is great benefit in most activities and we look for ways to improve skills she will need in life in a more imaginative way than simply forcing her to do something she does not feel ready for. Most importantly we want Frances to have a love of learning and investigating and feel that those skills and the desire to learn deserve careful protection and encouragement. We pride ourselves in giving Frances the opportunity to "learn to learn" and feel that essentially that is more important than the individual topics we cover, however interesting they are in themselves.
Since deciding to Home Educate three years ago, we have taken our decision very seriously. I have equated myself with the Charlotte Mason approach (the system under which my own Junior School was run), the Montessori approach and the National Curriculum. It is our opinion that Frances experiences an education considerably broader than the latter, but we do ensure that her skills broadly match those of her school peers. We have no intention of following the NC in any terms other than to ensure she has an ability level with her school year, and so far she seems to be doing that with ease. At a last check, Frances had an understanding of or beyond most of the mathematical concepts expected of a child at the end of year one and her literacy skills were on a par with those expected of a child of her age.
Educational Report for Frances – Age 5 – 2003-2004
As per the legal guidelines set out in the leaflet you have sent me, I have chosen to provide you with information of Frances' education in terms of an Educational Report. As an example, I have included a description with pictures of a recent and very far-reaching project we have enjoyed on Henry VIII and the Tudors. I am supplying this as an alternative to the form you provided, as it is not applicable to our style of Home Education.
In terms of "time spent" on Frances' education, this is difficult to quantify. We do not "stop" for holidays and half terms, and much of our education is in the form of discussions in the car, in the shops, during days out, on summer holidays etc. However, we do have a period of 2-3 hours per day, 4 times a week in term time when one younger sister is in nursery and the other is having a nap – this time is set aside solely for anything Frances would like to do; this may take the form of project work, craft, computer time, work on maths, reading, nature study etc On other occasions it is simply a time of household peace when she enjoys playing time without interruption from younger siblings. She has a bedroom to herself and spends considerable time in the evenings looking at books of her choice, completing artwork, practising writing and playing.
In terms of an "area set aside for teaching," this implies a "school at home" environment, which we do not have. However every room has books, pens and paper, toys, maths manipulatives, craft stuff, computers and space to work, to a greater or lesser degree. Frances uses the house and the world as her learning environment – it is not necessary to contrive one. We have a great number of cd roms (far in excess of the nursery classroom her sister is in!) books that would furnish a small library, various reading and maths schemes and a considerable amount of conventional classroom equipment like maths rods, base ten sets etc. We have broadband Internet access and the children all have the opportunity to help me find the answers to questions they ask as well as playing Internet hosted games on educational and fun sites.
Frances has an active social life and plays regularly with both Home Educated and Schooled friends. We attend two HE groups as and when the topics interest us, Frances is part of an Ice Skating team and has many friends there, we attend HE camps regularly and we visit friends across the country for several days at a time. She has recently joined Rainbow Guides and may take Ballet/dancing up again in the near future. With two younger sisters, Frances does not want for company and is generally a very sociable child. It was significant to note at a recent wedding, that she was indistinguishable in behaviour and confidence from any school child and played happily in a group of hitherto unknown children all day.
Reading and Writing
Frances had a good basic grasp of some words well before she was 4. Over the last year she has mainly consolidated this knowledge, adding words from her daily life into the mix and using computer games, magazines and favourite television programmes to assist her. Recently she has acquired a strong understanding of phonic sounding and is becoming much more confident at letter blends and word construction. We have several reading schemes in the house and a wealth of books – she looks at these with us or alone. Her preferred method of reading practise is currently a set of computer games called "Reader Rabbit". She will often request one of these and will sit for lengthy periods, working on word games and phonics. One method we have found works very well is to make up matching cards and games using words. We have a "library" system, where Frances chooses one special book and we concentrate on its content as a focus for the week. Frances picks words she likes and we use them for games, spellings, recognition etc.
Frances is a reluctant writer, which seems to follow naturally on from having been until recently a reluctant drawer/colourer. We have worked hard on helping her with a pencil grip and fine motor skills, using bead patterns, threading and sewing and she has improved considerably. She has started to draw with confidence and enjoyment and asks for words to copy. We encourage her confidence by helping her to create pretend "parties" where she writes the invitations, giving her printed sheets with names of favourite characters and letting her make cards and letters for family members. Recently Frances asked for the names of all her favourite Queens to copy; I complied and left her to it and on my return found that she had struggled with the formation of one letter and had had the presence of mind to find a workbook that could show her how to form it. I felt this showed a real understanding of her own ability as well as how to go about finding information she wanted herself.
Our approach to maths is to allow our children to explore the way numbers and shapes work. We have plenty of Montessori style manipulatives in the house which the children use at their leisure for odds and evens work, volume work, tens and hundreds work etc Recently Frances mastered counting from 1-100 and it was interesting that while she found those numbers she had learned by rote at playgroup hard to visualise and use constructively, she got to grips very quickly the higher numbers that we learned by physically working with a base ten set and number cards. Frances has a sound grip of "swapping up" groups of units to tens, adding and subtracting and is beginning to work with multiplication tables. She enjoys using her abacus and number rods as well as a variety of games on boards or on the computer. In addition we have huge numbers of workbooks which we can use as puzzle books, Miquon and Singapore maths schemes and a computer syllabus called Eduss maths which Frances enjoys working on periodically.
Most science work is currently of the kitchen and nature study type. The children bake and cook regularly, we grew an extensive collection of vegetables and herbs over the summer and we have rabbits who require care which the children take part in. Most recently we have joined The Wildlife Trust, which has a series of "badges" children can work towards. The first one Frances has chosen to do requires 3 pieces of artwork inspired by nature. Frances took our digital camera out into our garden, made a record of "Our garden in Autumn" chose which pictures she was pleased with and retook those she was not and took them to be developed. She is now working on a creative display with these. We have had extensive discussion on why leaves die, why the seasons change, why clouds are sometime white or grey, wind and climate, types of trees and plants, why plants need flowers, why insects need plants and the difference between air and gases (sparked by opening a bottle of fizzy water!)
An interest in healthy eating recently provoked a range of discussions on different foods, a good look through our cupboards, a shopping trip, several Internet games based on food groups, some food group identification using clipart photos on the web and a serious look at our own diet. We are currently investigating a series of science kits from The Young Scientist Club, which we may use next year to widen our science exploration. In the meantime, sets of "Geomags" have provided mathematical shape exploration and an interest in types and properties of metal and magnets.
History and Geography
Most of this year has been taken up with an extended interest in Henry VIII and the Tudors (see attached example of work) and variously we have spent time looking at flags of the world, using maps, discussing travel, discussing the issues involved in the musical Miss Saigon and getting involved in a postcards from round the world project with other HE children. We have World, UK and constellation maps available on the walls at all times as well as a picture timeline and plenty of books on all sorts of subjects. As I am a book rep for two children's book suppliers, these change frequently!
Religious, Moral and Personal Development
Earlier in the year, Frances developed an interest in her conscience, mainly from the film Pinocchio. We have had lots of discussion based on this and Frances' perception of what is "good" or "right" and it has lead naturally on to a discussion of God and a Christian way of living. Her interest in Henry VIII has involved several trips to Peterborough Cathedral to visit Catherine of Aragon's tomb and so we have had the opportunity to examine some religious imagery and buildings as well as discussing the finer points of death and burial. Additionally, this interest has provoked several conversations about Catholicism, Protestantism and the reformation, which take some doing with a 5 year old! Churches have been a focus of natural interest and Frances has grappled with the idea of faith in something we cannot see or know exists and its relevance to her conscience. Most recently she chose a book of bible stories as a library book and we have spent time working through them, discussing the stories and their relevance to her life. I have tried to employ the idea of narration with the bible stories and am interested to see that Frances is retaining a solid concept of these stories. She is currently interested in Old Testament and Moses in particular, and we have some worked planned on Egypt, babies in baskets, Princesses and wet nursing, amongst other things. We also found some bible story sticker and puzzle books in the local supermarket and are looking forward to using them with our bible.
We have a wide range of art materials in the house and they change frequently. Fran has full access to paper, pens, scissors and glue at all times and enjoys painting, junk modelling, sewing, Hama beads, collage and photography. Frances has an interest currently in how shapes make pictures so we have been working on drawing using basic shapes and filling in detail.
In addition we have started to spend some time on art appreciation, in particular we have looked at Holbein's portraits and line drawings (as well as other Tudor portraiture) and spent some time using Dover publication books on costume through the ages. Part of Frances' interest in costume involved using scrap fabrics to create a Tudor outfit, complete with all the layers it involved and full volume of material. Frances then played for the afternoon in her costume and was amazed by the weight and difficulty Tudor children were expected to cope with. As a further project, we have bought material and a pattern and as going to investigate dressmaking and make a medieval dress.
Physical Education
Frances ice-skates twice a week and has done for 3 years. She has coaching with the head coach there and is expected to work hard, for allotted periods of time and conform to normal coaching standards i.e. accepting criticism and striving to improve her skating. She is good friends with many of Mrs Lock's young skating team was the youngest solo performer in this years Ice Gala. She is currently Grade 3 standard and spends each Saturday morning in a conventional class group with 10-20 other children. Additionally the children swim regularly, have climbing frames in the garden and visit soft play areas and parks frequently.
Information Technology
Frances is competent with the computer and has a wide range of games and software available to her. She uses the computer every day and chooses her own cd-roms as applicable to her interest. In addition we run as children's email list, monitored by parents and only available to children whose parents know each other. They are able to send group emails and discuss topics. Frances currently requires help to read and type the messages but is very excited by them and puts huge effort into composing her own emails. She has been a competent one fingered typist for sometime, uses upper/lower cases easily and has a good understanding of computer keys and mouse functions.
Frances loves to dance and pretend and has ample opportunity to do so with friends and sisters. In addition she and her sisters have developed a real interest in Spanish language, via their favourite TV programme Dora the Explorer. To bolster this enthusiasm we have purchased Usborne Spanish language books and cds and have been practising sentences and vocabulary in the car as well as using simple sentences around the house.


text:
검색 방법
기본 검색
가사 제목과 일치 (날짜순)
가수 이름과 일치 (날짜순)
전체 사이트 검색 (가사내용포함)
검색어 추천 사용
What Up, What's Haapnin'
관련 동영상 보기
관련 동영상 안 보기
[Chorus: T.I.]
Ey, what's haapnin'? (what it is you all)
All you haters, can get at me (Center Hill, {?} what it do)
'Cause I hear you, and am watchin' (Church Creek, South Grand stand up)
But am serious (it's the king bitch, yeah)
Haters, so all I got to say is WHAT UP!? (here we go)
What's haapnin'? (what's haapnin' baby?)
All you haters (HEY! I know you had a good time didn't you)
'Cause I hear you, and am watchin'
But I'm still here, I ain't stoppin'
So what up, what's haapnin'?
All you haters, Can get at me
'Cause I hear you, and am watchin'
But am serious
Haters, so all I got to say is WHAT UP!?
[Verse 1: T.I.]
What it is bruh, what it do man,
Still the man from Japan to the blue flame (that right)
Still hit the door and make it rain with the loose change
I bet that what he get a show, now that's a damn shame (hahahaha)
I get that what he hatin' for, boy you so damn lame
You click the same, a just a buncha walkin' shit stains (click finish)
Disgrace the A, gave the city such a bad name
You way back in my rear view mirror, I'm in the fast lane
But still I hear you loud and clear on you little song
Go on get you dissin' on while the king gone
Your self-esteem gone, 'cause I'm back now
Let's see if we can't teach these niggas how to act now
You're kissin' at them, you're jumpin' bad now
I check you ass then, I shut you ass down
And I deliver front and center never back down
Who get the last laugh now sucker nigga?
[Verse 2: T.I.]
I got a front street swag and a side street hustle
Center Hill, Cedar Ave, that's where I be sucker
South Grand church street, first with the work
We can get into commercial if you need some chirp me
Hey, what I care 'bout who you askin' saying they ain't heard of me
I'm certified certainly your videos ain't hurtin' me (uh-uh)
I still ride with the windows rolled down
All around the A-town
Like it's fina' go down
If there was ever any questions niggas fina' know now
Won't retire ma thorn, nor surrender no crown
I never bow down and never say "got"
Ms. "to whom it may concern" and whosoever may try
I'm forever west-side and the feather-weight guy
Tell 'em take they best shot
Go on get yourself high
'Cause I yelled "Bankhead" and you felt left out
I ain't mentioned your name, is that what all this 'bout?
[Verse 3: T.I.]
From summer hill to the hill up him Hollywood (okay)
A house full, gettin' to it, you know how we do it
Yeah we smoke great (great) and we drink good (good)
Then we ball hard, just like G's should
Buy what we want, drive what we want
G4 up up and away, we go, we fly where we want
Haters smile like they like me but they really don't
Wish they could just wish me away that what they really want
"I really hate his ass", "I don't like him either"
"We'll do a song together maybe then we can beat him"
"Somehow he must be stopped", "Somethin' must be done"
"If we can't knock him off, let's just try him when he get caught with guns"
"And if he really done, and we really won"
"Anymore ideas? Suggestions anyone?"
"How 'bout we stay up all night on the blog sites"
"Spread vicious lies and nasty rumors we could all write"
But that's alright, let the nerds hate
'Cause in my face though the words get ate
Hating's hard work, but I just bounce back
'cause God work tell all the haters am back!
What Up, What's Haapnin'
정확한 가수,제목이 필요할 수 있습니다.
연도별 인기 가사
라디오 방송 듣기
Copyright ⓒ 좋은 가사 검색, 2024 (가요,팝송 가사검색)


text:
Stire tematica: e Turbo News
Turism&Travel : F-16s scrambled when passengers act suspiciously on two flights
Monday 12 September 2011Reports of air passengers acting suspiciously on two flights prompted authorities Sunday to scramble fighter jets on the 10th anniversary of 9/11.
What happened on the flights has no nexus to terrorism, a federal law enforcement official said. In the first incident, the Transportation Security Administration was notified of passengers allegedly behaving oddly on American Airlines Flight 34 from Los Angeles International Airport to John F. Kennedy International Airport in New York, said TSA spokesman Greg Soule. Out of an abundance of caution, authorities sent two F-16 jets to shadow the flight until it landed safely at JFK at approximately 4:10 p.m. ET, Soule said, adding law enforcement will interview passengers. J. Peter Donald of the the FBI in New York said the incident involved three passengers. Tim Smith, a spokesman for American, told CNN that a passenger alerted the crew to a perceived security concern. The captain investigated and elected not to declare a security threat and no one on board requested military or law enforcement assistance, Smith said. The second incident involved Frontier Airlines Flight 623 from Denver International Airport to Detroit Metropolitan Wayne County Airport. Crew members noticed two men acting suspiciously. One spent about 20 minutes in a bathroom in the back of the plane while the other waited in a forward galley before using the restroom, also for 20 minutes, said Frontier spokesman Peter Kowalchuk. "The crew did not feel threatened," Kowalchuk said, but "maintained surveillance" of the men. TSA spokeswoman Kristin Lee said the agency was notified at 3:15 p.m. The North American Aerospace Defense Command (NORAD) ordered an unspecified number of F-16s to shadow the flight, Lee said. Authorities took three passengers, including the two acting suspiciously, into custody when the aircraft landed in Detroit, Kowalchuk said. There have been no arrests, said Sandra Berchtold of the FBI. The Airbus A318, which had 116 passengers and four crew members, was taken to an auxiliary pad after it landed at 3:30 p.m. The plane was cleared for use at 5:15 p.m., Lee told CNN. Authorities later finished questioning the deplaned passengers about the incident, said Scott Wintner of the Wayne County Airport Authority. Wintner said the airport's response was standard for such a situation. "The response would have been the same yesterday as it was today, and it would be the same tomorrow." In a third incident, a carry-on bag at Kansas City International Airport caused a security guard at a checkpoint to be concerned, said airport spokesman Joe McBride. A man was uncooperative when asked if if the bag could be searched and was subsequently detained, McBride said. Terminal B was closed and evacuated abut 9:30 a.m., and a bomb squad was brought in. The squad used water hoses to open and inspect all of the man's bags, including those that were checked, McBride said. The terminal reopened by 2 p.m. Authorities were questioning the man, McBride said. The FBI's Bridget Patton said agents went to the scene. No explosives were found in the luggage, she said. Source: CNNAutor: eTurboNews |
| | Accesari: 1911 |


text:
Bit of a strange question but hope this is OK to ask here.
Has anyone heard of a '1-dimensional' projection of the world map - that is mapping all the points on the globe to a single line?
I was thinking of doing such a thing - trying to keep cities that are 'close' on the globe 'close' on the line.
Before I do this, I wondered what the state of the art might be in this area?