text:
Online Simulations in History
Posted 10 September 2003 - 06:31 AM
Secondly, I intend to look at some of the historical simulations that are currently available on the Internet.
In their book Simulation in the Classroom (Penguin, 1972), John Taylor and Rex Walford argued that an educational simulation has three main components:
(1) Students take roles which are representative of the real world and involve them making decisions in response to their assessment of the situation that they have been placed in.
(2) Students experience simulated consequences which relate to their decisions and their general performance in the simulation.
(3) Students monitor the results of their actions and are encouraged to reflect upon the relationship between their own decisions and the resulting consequences of their actions.
An essential part of a simulation involves the student playing a role of a character in the past. One of the major objectives of the creator of the simulation is to help the student understand the situation of that person. In other words, helping the student develop a sense of empathy.
In his book, The Process of Education (1960), Jerome Bruner argues that simulations encourage active learning. However, Bruner prefers some simulations to others. He argues that the value of any piece of learning over and above the enjoyment it gives is that it should be relevant to us in the future. That is something I always take seriously when I am constructing a simulation.
Other arguments in favour of simulations include:
(i) They are usually problem-based and are therefore helpful in the development of long-term learning.
(ii) The normally involve the use of social skills which are directly relevant to the world outside the classroom.
(iii) Simulations deal with situations that change and therefore demand flexibility in thinking.
I now want to take a look at some of the simulations available on the internet. One of the best sources is the BBC history website.
Hunt the Ancestor
The student plays the role of a an archaeologists. In the simulation the student has to save a prehistoric burial site from destruction by quarrying. When the burial site is found the archaeologist has to find the remains and to work out about the lives of these people. The archaeologist is given a budget of £72,000 and this is used to take aerial photographs, visiting the local records office, etc.
Another good source of simulations is Russel Tarrs Active History website. Russel teaches history at Wolverhampton Grammar School and runs one of the best history websites on the net.
Life in the Trenches
In this simulation students play the role of a British soldier who joins the army in 1914 to fight the Germans. The simulation takes the student through the process of joining the army. They are constant links to a First World War encyclopaedia that provides the student with the opportunity of carrying out further research into the situation. The student is also asked factual questions that they have to answer before continuing with the simulation.
The simulation involves the students making difficult decisions. For example, You turn your head up towards the sky to get some fresh air, and you spot a large kite flying in the distance which clearly has writing on it. Do you:
Stand up on the fire-step and read the message on the kite?
Ignore the kite and carry on working?
In this way the student discovers that the kite with a message was a tactic used by the Germans to get the Allied soldier to lift their head above the parapet. The students survival in the simulation depends on them learning what it was like to live in the trenches during the First World War.
Adolf Hitler
Russel has also produced a controversial simulation on Hitler. This involves the student interviewing Hitler. When I publicized this simulation in my weekly newsletter, Teaching History Online, I got some abusive email. Russel has also suffered from this claiming that this simulation somehow encourages fascism. As Russel points out at the beginning of the simulation:
Several people have suggested that by tackling this controversial topic in an accessible way I am guilty of promoting Neo-Nazism.
My reply is this: dismissing Hitler as "pure evil" ignores the fact that millions of ordinary, supposedly 'decent' people supported him. Sweeping this fact under the carpet is much more irresponsible and dangerous than tackling it head on.
Empathising with the German people who supported Hitler does not mean sympathising with them, but it does prevent us complacently dismissing the evils of Nazism as a "German problem" and thereby leaves us much better equipped to tackle similar tragic situations if and when they arise again.
Finally I want to look at some simulations on my own website. I have been involved in creating history simulations since I first started teaching in 1977. When we established Tressell Publications in 1979 we were committed to producing commercial simulations. In fact, the second book we published, included a simulation on the First World War that I had created during my PGCE course. We then went onto publishing computer simulations such as Into the Unknown, Attack on the Somme and Wagons West. When I started Spartacus in 1987 I also published computer simulations such as Wall Street, Russian Revolution and Presidential Elections. When I get the time I plan to pace these computer simulations on the web.
However, I have been able to create several historical simulations over the last couple of years that are freely available on the web. One involves the issue of child labour at the beginning of the 19th century.
Child Labour
Each student is given the name of an individual that was involved in the debate that was taking place at this time. This included factory owners, factory reformers, child workers, parents, journalists, religious leaders and doctors. The student is then given an instruction sheet with details of the Textile Industry Encyclopaedia Website and what they needed to do. This includes writing an account of their character and a speech on the subject of child labour.
Each character had an entry in the Spartacus Encyclopaedia. This provided them with biography and sources that enables the student to discover his or her views on the issue. The website also includes information under headings such as factory pollution, parish apprentices, factory food, punishments, working hours, accidents and physical deformities. There are also entries in the encyclopaedia on the machines the children used and the type of work they did in the factory.
It is interesting the way they react when they discover who their character is. Initially, they are much happier about playing the role of a factory owner. They quickly develop the idea that they are in some way responsible for the wealth that the character has obtained. Those who are given the role of a child worker are less happy at first but the more they investigate their situation, the more involved they become in the need to find ways of overcoming the problems that they faced.
The exercise helps to explain the complexity of child labour in the 19th century. The students discover that some factory owners, such as John Fielden and John Wood, were actually leaders of the pressure group trying to bring an end to child labour. At the same time, social reforming journalists like Edward Baines were totally opposed to any attempt by Parliament to regulate the use of labour. Even doctors did not agree that it would damage a child's health to be standing for twelve hours a day in a factory where windows were kept closed and the air was thick with the dust from the cotton. What the children discover from their in-depth studies is why the individuals felt the way that they did. In the debate that follows, this is revealed to the rest of the class.
A second example concerns the Cuban Missile Crisis.
The simulation comes at the end of a detailed study of the relationship between Cuba and the United States in the 20th century. This involves a study of the three main characters in these events, John F. Kennedy, Fidel Castro and Nikita Khrushchev.
During the Cuban Missile Crisis Kennedy established the Executive Committee of the National Security Council to advise him what to do. The students have to imagine they are members of this committee. They are given six possible strategies for dealing with the crisis. They have to work out the possible consequences of these strategies before advising Kennedy what to do.
A third example concerns Russia in 1914.
The students are given information about the character they are playing. This includes their beliefs and objectives. The students are then placed in four discussion groups: Group A (supporters of Nicholas II and the autocracy); Group B (liberals and moderate socialists); Group C (Mensheviks and Socialist Revolutionaries) and Group D (Bolsheviks). Each group has to decide how to respond to different events that took place between 1914 and 1917. The students are warned that there could be spies in their groups. During the simulation they have the freedom to move to another group. In fact, if they keep to their beliefs and objectives some will actually do this. For example, Trotsky is likely to move from Group C to Group D during the simulation. If they do not go of their own accord the teacher plays God and tells certain characters to move. Playing the simulation students should get an idea of why the Bolsheviks gained power in 1917.
At the end of the simulation the students go to the Russian Revolution encyclopaedia on the website and discover what happened to their character during 1917. They then write a brief summary of what happened, comparing their decisions with those of their character.
The final task is for the students to write about what happened to their character after the Russian Revolution. A session could then be organized where the students tell the rest of the class about their fate.
I am currently working on a simulation on life in a medieval village that will last for six months in real time.
The activity begins with a look at Richard FitzGilbert, a Norman knight who took part in the Battle of Hastings. After the battle he became the Earl of Clare and one of Englands largest landowners. For the next few weeks the students follow the history of the Clare family between 1066 and 1330. This involves looking at issues such as castle building, feudalism, Domesday Book, religion, Thomas Becket, the Magna Carta, Origins of Parliament, the Clares in Ireland, the Clares in Wales and the Battle of Bannockburn, where the last of the Clare male line is killed. The Clare Estates (only the king owned more land than the Clares) are then divided up between Gilbert, 10th Earl of Clares three sisters.
The simulation looks at just one village under the control of the Clare family. The village is Yalding in Kent. I chose Yalding because a lot of its manor records have survived. It also has the same church and stone bridge that existed in the 14th century. It is still farmed and its common land still exists and they still hold the village fair there today as they did in the 14th century. The land is fertile but the village still suffers from the flooding that plagued the medieval residents of Yalding.
The simulation starts in 1336. Each student is given a character who lived in Yalding at that time. They are all given a house in the village and details of their family, animals, land, farming equipment, etc. Some are serfs and some are free. Each student is a head of a family with children. In 1375 they will become the son or daughter of the present character.
Every week the students will receive via the website an update of their changing circumstances. For example, increasing revenues means they can buy more animals or if they are serfs, their freedom. During the simulation the students experience events such as harvesting, meetings of the Manor Court, a Village Fair, the Hundred Years War, the Black Death, Statute of Labourers Act, the Poll Tax, a visit from John Ball, and finally the events of 1381.
I have used the simulation for many years in the classroom. This was a paper version and I hope and expect it will be improved when it goes online.
All the material in the simulation is differentiated. So also are the characters. Therefore it is possible for the teacher to allocate the students roles that are applicable to the abilities of the individual.
Schools who use the simulation are recommended to arrange a visit to Yalding. Several features are the same as in the 14th century. The students get a particular thrill when they visit the churchyard and they see the names of the relatives they have been playing on the tombstones. Unusual names like Singyard and Brickenden have survived in the village for over 700 years.
The simulation has detailed teacher notes and a commentary on the answers of the tasks set. I will be putting these on line over the next couple of weeks.
Posted 10 September 2003 - 11:19 PM
I can vouch for several of John's references having used Russel Tarr's excellent simulations last year and John's own 'Into the Unknown' and 'Attack on the Somme' in the distant past.
Another successful simulation I used a couple of years ago was The Treaty of Versailles Online Event. The 'event' was a couple of years ago, but the materials are still accessible I see from the Learn.co.uk link above.
I'm sure others will be able to suggest simulations they have used too.
Posted 10 September 2003 - 11:38 PM
The World War I simulation also by the same man at:
http://www.schoolshi.....Front Sim.htm
is the best example of a Quandry based activity that I've come across.
A few years ago I created one on Henry II and Becket, which still proves popular today. http://www.schoolhistory.co.uk/becket
The key factor in these simulations is that the students feel part of the activity, they have an impact on its outcome.
This may thus suggest possible problems or issues with simulations, which will be interesting to discuss. We can certainly encourage students to appreciate and experience historical events in this way, but we do run risk of allowing students to change history and perhaps complete units of work with inaccurate information about events in the past.
With careful preparation and structure this does not happen but I believe it's an important factor to consider.
The other issue is class time. It would be wonderful to spend an entire term or longer on such simulations. Yet in reality with the curriculum pressures and required topic coverage most simulations need to last not much longer than a lesson. John's new simulation about the Medieval Village may offer a solution as it can be linked to topics taught to Year 7s.
Generate your own versions of my games, quizzes and eLearning activities: ContentGenerator.net
Posted 11 September 2003 - 08:40 PM
I am a big supporter of empathetic history, and I find it really stimulating to be part of the action too. The students often recall the lessons that has involved some kind of active participation, and for many years I had to re enact the Munich Putsch as I nearly took the top of my scalp off when I stood on the desk in full Hitler mode the first time that I did it. In John's first seminar he quoted research from the United States National Learning Lab which stated that students average retention rate was 75% if they were engaged in activities that are related to what the teacher wants them to learn. Using simulations seems like an excellent method to facilitate this.
Edited by Dan Lyndon, 11 September 2003 - 08:42 PM.
Posted 11 September 2003 - 09:58 PM
Posted 13 September 2003 - 05:01 PM
Beautifully put.
It is unfortunate that "empathy" became a dirty word in the vocabulary of the rightists of the educational world since simulations of the the quality John refers to in his opening article to this Seminar both engage pupils of all abilities and develop a real understanding of the past in a way that other activities do not.
On leaving the UK four years ago and in setting up a new history department from scratch, the first thing I did was rewrite the National Curriculum, literally putting the word 'empathy' back into the centre of things. Looking back on it, it is interesting that I felt the need to explain to parents 'why empathy is the central historical skill', with quotations from Raphael Samuel and (another hero of mine) Audrey Hepburn. http://www.intst.net...kills/index.htm
I think that roleplay and simulation is a pedagogic culture that needs nurturing if students are to take it seriously and if parents are to be supportive. I try to do one major role-play a term with each class from Year 7 to 13. I expect students to dress up, learn their parts and rehearse. I often base the assessment of a 2 week unit of work just on the roleplay. As a consequence, I have little difficulty in persuading 15 year olds to pretend to be someone else for an hour. I am their only history teacher and they know no better!
I have used and continue to use pretty much all the online simulation materials listed above and as Dan suggests, I have adapted the materials to suit my classroom needs. Despite having a rich ICT environment the best online simulations often conclude with no computers in sight.
The ICT in online simulations is used in different ways. Sometimes the ICT is just a means of communicating and sharing a traditional classroom activity without the expense of textbooks and photocopying. The Versailles Experience works in this way, with well produced resources available for students to prepare their roles. I have adapted it over the last three years, creating rules and procedures to make it work as a traditional classroom activity. http://www.intst.net...illes/index.htm
I have also adapted John's Child Labour activity slightly and turned it into an anachronistic TV talkshow rather than a parliamentary debate. http://www.intst.net...ebate/index.htm
At the other extreme, with the use of Quandary and Flash, the ICT actually makes the simulation and the teachers' role can be minimal, but essential nonetheless. The BBC Hunt the Ancestor game gave me a wonderful opportunity to bring some simulation into my Year 8 archaeology course. The temptation for students is to treat it like any other 'sim' game; rushing through, guessing, trial and error and repeat. (see the recent discussion about Russel's latest Vietnam simulation. for a discussion of this issue http://www.schoolhis...?showtopic=1821)
In order to get around the problem, I wrote a series of instructions and detailed questions which changed the focus of the original activity As well as undertaking a virtual excavation, the (deliberately) paired students now had to keep a record of all their decision making and an Excel spreadsheet of their accounts. A 15 minute simulation was turned into series of lessons which taught the importance of considered decision making, precise record keeping and the golden rule that all archaeology is essentially destructive. http://www.intst.net...he_ancestor.htm
What about the future? It is interesting that the Versailles Experience was intended to be much more than a traditional role-play; students were expected to use a collaborative learning platform to interview experts and communicate their planning with other students around the world. This was a bold experiment that didn't really work. Partly this was a software problem but also the reality of limited time in a pre-booked ICT lab was never really understood. Three years later with fairly ubiquitous student Internet access, greater teacher confidence and much more flexible and user friendly software, I think that simulations which extend beyond the classroom are a real possibility. I'd like to think that we might be able to use the collaborative learning section of the student forum to this end. http://www.schoolhis...m/index.php?c=3
There is one further simulation I'd like to add to the list: The Reichstag Fire trial produced by John D Clare. It is available in print and online version.http://www.intst.net...eplay/index.htm
I used it as part of my GCSE coursework preparation last year with great effect. And it also highlighted the potential problem that Andrew identified:
Having learnt historical roles loosely based on real people for one lesson, the students were then expected to analyse the 'real' sources in the next. http://www.intst.net...k/questions.htm
'We can certainly encourage students to appreciate and experience historical events in this way, but we do run risk of allowing students to change history and perhaps complete units of work with inaccurate information about events in the past'.
In the roleplay the jury of students concluded that the Nazis were innocent but in the coursework (which was handed in yesterday), every student has pinned it on the Nazis. Looks like students can tell the difference between fact and fiction after all!
Edmund Burke
European School Brussels III
International School History
Posted 13 September 2003 - 05:33 PM
This certainly would allow the best of both worlds where students are able to make the most of an interactive online simulation and then use their learning for a debate, presentation or simliar exercise the following lesson.
This is what I've always felt about ICT - it isn't the replacement, it is an addition. It's just that the materials that are available today make it such an excellent addition.
Generate your own versions of my games, quizzes and eLearning activities: ContentGenerator.net
Posted 14 September 2003 - 12:03 PM
What an excellent contribution to this Seminar. Thank you, Richard.
On leaving the UK four years ago and in setting up a new history department from scratch, the first thing I did was rewrite the National Curriculum, literally putting the word 'empathy' back into the centre of things. Looking back on it, it is interesting that I felt the need to explain to parents 'why empathy is the central historical skill', with quotations from Raphael Samuel and (another hero of mine) Audrey Hepburn. http://www.intst.net...kills/index.htm
You have been fortunate to be able to rewrite the National Curriculum. You are absolutely right too to put empathy back at the centre of things. Being able to 'get inside the head' of people who lived in very different circumstances to ourselves is crucial to a real understanding of the past and the notion that this emphasis was the the province of 'dangerously trendy-lefties' always mystified me. Even as far back as 40 odd years ago in a very traditional girls' grammar school my A level teacher had us role-playing Elizabeth I's Privy Council discussing what to do about Mary Queen of Scots.
Audrey Hepburn knew what she was talking about
Posted 14 September 2003 - 08:18 PM
I am a teacher at a German grammar school with what is called a "bilingual" branch i.e. in two of our four classes the subjects history, geography, physical education and later on politics are taught in English. Last term I tried out a simulation in my year nine (age group 15-16). The topic was World War I and the experiences in the trenches (something like the "kite example"). But I did not give my pupils individual roles but they all had to sit in the trenches; we used the chairs and desks to trun them into the walls of the trenches; the pupils had to sit behind them, their heads lower than the desks; I gave them some infomation via tales, letters, excerpts from diaries etc, written by soldiers and found after the war. Furthermore they had to lsiten to round about 15 minutes of all kind of battle noises (from a cd) which supported the attempt to create some authenticity. The pupils had to write a diary entry and a letter home to their loved ones.
What astonished me was that especailly the boys who normally want to appear "cool" and not interested in history were deeply moved by this experiment and their diary entries and letters showed a deep understanding of what might have been felt by the young soldiers suffering and dying in the trenches.
Besides this experiment I have made some experiences with a simulation covering the Munich Conference; understandably the pupils don't want to play Hitler and/or Mussolini, but once they have accepted their role they do live up to it and this again offers a great opportunity to talk about how easily having power can corrupt people.
As I now have a year seven who will talk about Medieval history our next term (which begins in February 2004) I am very intersting in the simulation covering the life in a medieval village. I am looking forward to trying that out, that is if my pupils, who then have been learning English for nearly three years, can manage the language.
Posted 15 September 2003 - 04:27 AM
I recently read a book about the processof Ethnic riots, and how "the other" can so easily be anyone--humans seem to make the smallest difference a bone of contention. In the Mideast it may be religion, in the US, it is "race".
I think it would be fascinating if the similations could be taped and studied as to the differences between countries, continents, even ethnic groups.
thanks for all the ideas and reflective comments.
Posted 11 October 2003 - 11:12 AM
For me, the key is to devise the simulation so that:
1. if the pupils do what the original historical charcters did, the result turns out as the historical event did.
2. it is very hard to deviate from the line of what actually happened, and there are clear penalties for doing so - I think pupils need to see that it was really 'not so easy' for the people at the time.
But, in exploring possibilities, the pupils:
a. rehearse what actually happened in an active way
b. better understand the actions of the characters
The other thing about simulations, of course, it that they merge imperceptibly into drama, so theyre kinaesthetic learning at its best.
Simulations I have used include:
1. The 1066 computer game - sadly no longer available or viable. It was a team v team game and it was SO exciting. Miss it terribly.
2. The Feudal System ordering game (Options in History Teachers Book The Middle Ages, pp. 50-57. Give pupils cards with I am statements on and get them to sort themselves into an order. Then sit king on a chair on a desk, barons on the table, knights on chairs and peasants on the floor.
3. Making Domesday Book (Hodder History, Conflict people and Power, foundation edition page 11). Pupils have statements about their lives, and the Domesday inspectors come and take the survey. Each villager has to contribute their bits) of information.
4. The Pilgrimage Game (Options in History Teachers Book The Middle Ages, pp. 77-78, to go with the board in the pupils book ppp38-39. More fiddly, and messy with a wriggly class, but really hits the button with a well-behaved class.
5. The Smartie game (Options in History Teachers Book The Middle Ages, pp. 86-91. A bit convoluted, but REALLY helps the pupils understand why the barons got fed up with John. They start off with a pile of Smarties. You tell them that any they are left with after the game they can eat. Then the king systematically takes more and more from them!
6. Dirty Old Town? One of my trial by jury simulations (Options in History Teachers Book The Middle Ages, pp. 122-137) This am I allowed to say this??? goes well with an able Yr 7, but is BRILLIANT for Medicine through time GCSE students. It really challenges their preconceptions about whether medieval towns really WERE as dirty as they are made out to be.
7. The Break with Rome. I always use a simulation to explain Henry VII, the Pope, etc. Choose wisely your players for Arthur, Katherine, Henry and Anne, and you can have MUCH hilarity about who loves who. Henry keeps sending Wolsey to ask the Pope for a divorce. Get a child (Charles V) stood behind the Pope pushing a knife (ruler) in his back and every child in the class will understand why the Pope said no. then get Cranmer and Cromwell to suggest Henrys solution.
8. Dissolution of the Monasteries. Get the pupils to study what the monasteries did, then extracts from the Black Books, then go in as Dr Layton going in to conduct a Visitation. Get the monks to argue for their lives.
9. Tudor Gender. There are two amusing questionnaires on Tudor wives and husbands in the Options through History teachers book, A United Kingdom, pp39-40.
10. Using the spread on Tudor superstitions on pages 34-35 of the Options in History A United Kingdom pupils book, get the children to devise a scene where they are an INCREDIBLY superstitious family. They have to devise a two-minute drama which has as many superstitions in as possible play with most superstitions wins. Great fun and frenetic!
11. The Armada Game (Options in History Teachers book pp63-65, board in the pupils book page 49 and I recommend the description of life on board on page 48 to ANYONE!
12. Take out a class to show them how a Civil war battle was fought and they will immediately understand why Cromwell won. Line up the two sides, infantry in the middle, cavalry on the two wings. Infantry move forward, meet, and stalemate. Royalist right wing (Prince Ruperts cavalry) advances, defeats Parliamentary cavalry, then chases them all over the playground for fun. Parliamentary right wing (Cromwells cavalry) advances, defeats Royalist cavalry, then swings round behind the Royalist infantry to trap them.
13 Metropoly (Options in History Teachers Book The Age of Expansion, pages 78-83, using a board on the pupils book pages 40-41. Brilliant at getting across conditions in towns, the class gap AND the idea of the poverty line.
14. Furlong. Take out a class to show them the length of a 6-oxen plough team, and how impossible it was to turn the team, to explain why the pre-enclosure strip was 220 yards by 22. All you could do was walk the oxen until they were knackered, then turn the plough round while they had a rest. How long was that furrow they ploughed until they were knackered - 200 yards - a furrow-long (= 'furlong'). Select a suitable child, then order them to pace out the 220 yards, walking away from you, counting loudly, so everyone can see how long a furlong is. Insist that THEY MUST NOT LOOK BACK. Then, while they are doing this, silently sneal the rest of the class away back to the classroom, leaving them pacing out across the playing fields alone - good laight with the right pupil.
15. The Enclosure Game (Options in History Teachers Book The Age of Expansion, pages 89-94, Really gets the point across AND rowdy fun.
16. The Human Cost of Enclosure. The little drama in the Hodder History New World for Old foundation book page 7 where a displaced farm labourer confronts the landowner and farmer who benefited from enclosure - works well with less able pupils.
17. The Irish Famine drama (Options in History Teachers Book The Age of Expansion, pages 96-97, to complement the description in the pupils book page 50, I recommend ABSOLUTELY.,
18. Get the pupils to study conditions in factories/mines, and then hold your own Royal Commission.
19. The little acting-out exercise in Options in History Teachers Book The Twentieth Century, page 7 really explains the four long-term causes of the First World War very well, and if you get confident pupils, can be great fun.
20. The Causes of the First World War game (Options in History Teachers Book The Twentieth Century, pages 19- 29) remains the best thing I have ever written.
21. The speeches game in the Hodder History Challenge and Change book, pages 14-15, is a lot of fun.
22 The Versailles Game is quite effective at making pupils aware of the difficulties of formulating a satisfactory peace.
23. The Hitler Game (Options in History Teachers Book The Twentieth Century, pages 97-101) helps to explain the change to the Nazis in Weimar Germany, and it is interesting to see the pupils reactions as they change to become a Nazi.
24. You can find my Reichstag Fire Game for GCSE MW pupils on Richard N-Js site:
25. The Twenty Questions questionnaire in Options in History Teachers Book The Twentieth Century, page 107, done first for their own opinions now, and then as a Nazi youth (using the pupils book pages 54-56) emphasises the difference between attitudes in Nazi Germany and today.
Thats all I can think of for now.
Posted 12 October 2003 - 08:57 AM
Posted 12 October 2003 - 01:10 PM
In 2000, the Guardian Learn.co site launched an interactive project at http://www.learn.co....illes/index.htm And I have done my own project every year since http://www.intst.net...illes/index.htm
The materials on the Guardian site are excellent but there are two problems.
Firstly, the interactive learning platform provided by Pioneer doesn't work very well in the classroom http://versailles.pi...d.com/login.asp Students are expected to collaborate online in preparation for a real roleplay activity in the classroom, but it seems that nobody administers the collaborative platform. This means that postings, member list and emails are very out of date. Consequently, it is impossible to know who is really active. The second problem is that there are no practical guidelines about how to conduct the roleplay conference in the classroom.
In previous years I have run the project as an internal IST Y10/Y12 project with the collaboration via email occuring within the vertical grouping of our school. I have also established rules and guidelines about how the roleplay itself is managed in a classroom situation. http://www.intst.net.../2003/rules.htm
This year I would like to introduce an element of genuine international collaboration by working with other schools through the collaborative work section of the student forum. http://www.schoolhis...m/index.php?c=3 There are lots of possibilities for how this might be done.
Edmund Burke
European School Brussels III
International School History
Posted 12 October 2003 - 01:32 PM
In my classroom you will often hear me quoting from the introduction of EP Thompson's Making of the English Working Class about how it is so important to 'avoid the enormous condescension of posterity'. Role play is brilliant at making this concrete.
For me, the key is to devise the simulation so that:
1. if the pupils do what the original historical charcters did, the result turns out as the historical event did.
2. it is very hard to deviate from the line of what actually happened, and there are clear penalties for doing so - I think pupils need to see that it was really 'not so easy' for the people at the time.
With the Versailles simulation I 'improve' on the real thing by making each motion subject to a democratic vote in which, for example, Serbia's vote counts as much as Britain's. Despite this we always end up with a treaty that punishes Germany more severly (usually reducing her to pre-1870 status) and ignores all of Wilson's idealism. Each country is out to get as much as it can and to hell with the consequences. Each year I have the students write a comparison between their treaty and the original, which leads to a much greater understanding of the difficulties faced by the leaders in 1919.
On the second of JDC's points, in the Versailles simulation I actually have penalties for unhistorical deviation:
4 Historical Penalties
A motion may be nullified and a country will 'miss a turn' if any of the following historical errors are committed:
Anachronistic Error: the Motion or Amendment assumes knowledge unavailable to the original participants of the Paris Peace Conference.
Empathetic Error: the Motion or Amendment assumes an attitude of mind inconsistent with that of the original participants of the Paris Peace Conference.
Rulings will be made by the Chairman and are subject to challenge, however the Chairman's decision is final.
Of course, I am the chairman...
Edmund Burke
European School Brussels III
International School History
Posted 12 October 2003 - 01:41 PM
A selection of their downloadable games and simulations:
I developed a classroom based simulation last year on medieval Medicine that worked well. The resources for this simulation can be downloaded from: http://www.schoolshi...dievalmedicine/
Other simulations include Ian Dawson's 'Role of the hair dryer' simulation of the Norman Invasion, Je Suis le Roi is another one that I'd use (if anyone in school spoke any French).
Edited to add a Link to the Forum thread about 'Je suis le roi'. One of the messages includes a link to a page from which the material can be downloaded.
Edited by Carole Faithorn, 12 October 2003 - 05:23 PM.
0 user(s) are reading this topic
0 members, 0 guests, 0 anonymous users


text:
Today I saw many miles of what's pictured above. Black, dead trees and ground covered in a thick layer of ash. Exploded Pine limbs littering the periphery of the fire's path and shattered trunks that collapsed into dust with a gentle exploratory touch on my part. While many sections of the burned forest were old growth Pine and burned so hot that they will be a long time indeed in regrowing, there are also many areas where lighter fires swept through and green patches that escaped entirely unscathed.
Fire itself is of course an age old occurrence that has a natural and beneficial place in the ecology of these mountains. What's more recent is the decades of fire suppression combined with humans lighting accidental fires much earlier in the year than the more standard lightning triggered fires that usually occur just on the cusp of monsoon season and are often self-controlled by seasonal rains. These earlier fires burn longer and hotter with extremely low humidity and little can be done besides protecting human habitations until the rains come .
Unlike desert or scrublands, the resinous heart of these coniferous forests high in the Arizona and New Mexico mountains can burn incredibly hot and long.
But the grieving is not what I want to address here. What I'm focusing on in this post is what's survived and the new life that is already so insistently creeping back to the edge of where flames so recently resided.In spite of the severity of the fire, life persists. Where it burned quicker and lighter, the land will actually benefit from the removal of brush and the introduction of more fertile soil through the ash created by the bodies of burned trees and other plants. Where the fire burned slow and hot, the soil may be sterilized for years to come but all around it the green of life's vitality.
Much of the more lightly burned area that can be seen in the above picture is from the backfires created to combat the the main fire. The burned peaks above are from the actual Wallow Fire. The backfire burned areas should recover in fairly short order and with the monsoon rains, new green growth can already be seen. Not so with the primary fire damage, but even there life will eventually return even if in a different form and ecology than was originally found here.
And on the roadsides and riverbanks, green things still grow despite the drought.
One of the plants I was most relieved to see, albeit in much smaller numbers than usual, was the gorgeous Yerba del Lobo (Hymenoxys hoopesii), a medicine I first learned from Michael Moore. In our area, Hymenoxys is locally abundant in higher elevation mountain meadows, creek banks and similar wetland habitats. In good years, Yerba del Lobo can create a golden wash for miles across the sub-alpine meadows that make up some of my favorite places on earth.
This plant is a strong counter-irritant that Michael compared to Arnica and noted that in his experience it was feebler. I'm not sure if it's our particular population or some other variable but I've actually found Yeba del Lobo to be stronger acting in many cases than Arnica, and the counter irritant effect is often strong enough to visibly redden and also cause feelings of heat where applied. Like Arnica, the liniment is frequently utilized in the treatment of musco-skeletal injuries, especially those aggravated by cold or dampness. Some people find that Yerba del Lobo is too heating on its own and I often formulate it in pain relieving salves/liniments with Artemisia spp., Alnus oblongifolia and Populus angustifolia.
I was delighted to find a good sized meadow with an abundance of not only Hymenoxys, but also Cutleaf Coneflower (Rudbeckia laciniata), Verbena macdougalii, my favorite local species of Geranium, G. richardsonii and a number of other remedios of the mountain Southwest. I even harvested a good amount of our higher elevation Mountain Alder, A. incana ssp. tenuifolia in order to compare it to the Canyon Alder I more commonly work with, A. oblongifolia.
Loba set up a picnic lunch while Rhiannon and her best friend, Cassandra, danced in a patch of tall grass while a misting rain fell. We were at about 8500 feet and the forest surrounding the meadow is populated with Aspen, Douglas Fir, Spruce, White Fir and the occasional Southwestern White Pine. We ate goat cheese and freshly picked watercress on buckwheat sourdough while gazing up at the enormous trees behind us and then back at the blackened patches on the other side of the meadow.
This lovely light pink to white flowered Geranium is my favorite species for medicine in this area. While less colorful than its middle elevation relative, G. caespitosum, it has a much larger root system and is also considerably more astringent in nature, making it more effective in treatment of inflamed, boggy tissues both internally and externally. Since our oaks here in the SW tend be far less astringent than the average oak in the rest of the county, I tend to utilize a number of smaller plants for their astringency. Sumach (Rhus trilobata) and Geranium are two such plants commonly found in my materia medica.
While Wolf took pictures of the activity, Loba gathered Watercress and Rhiannon and Cassandra exclaimed over wildflowers I of course was, as usual, on my hands and knees in the dirt examining plants. I spent a good part of my time using my hori-hori to dig up a bit of Coneflower and Iris to help refill my now depleted stores. In the process I also gathered some Wild Onions and Mint for the pantry.
I was surprised to find a number of Iris still flowering in the meadow. While at the end of their prime, they're still remarkably beautiful, especially in the way their faded tissue catches the sunlight filtering through low-lying clouds. Besides being lovely to look at, the bitter rhizomes of Iris have strong alterative, lymphatic, diuretic and anti-inflammatory actions. Please note that Iris should be used only once dried, and that it can be toxic (and thus, very unpleasant) in overlarge doses. In small doses, I find that it formulates extremely well and can add a great deal to many bitters and lymphatic blends.
Our I. mirrouriensis of the West seems somewhat less strong in action than the I. versicolor of the East, but still plenty strong for most purposes. Ellingwood described the specific indications of Iris:
This agent will prove serviceable when the stools are clay-colored, the urine scanty and the skin inactive and jaundiced. In small doses it is indicated in irritable conditions of the mucous membranes of the digestive tract, with altered secretion.
And indeed, Iris is most effective where the metabolic system seems to need a kickstart via stimulation (which physiologically often means some level of irritation) in order to effectively produce the secretions needed for proper immune and metabolic function. Again, dried plant, small doses and appropriate formulation keeping the specific indications in mind.
On the way home through the mountain passes I noticed several large patches of what the locals call "Indian Root", botanically known as Frasera speciosa of the Gentianaceae. More widely known as Green Gentian, Elkweed or Cebadilla, this locally abundant herb is probably the single most revered plant by the folks of my village and surrounding areas.
This bitter, rank-tasting plant with its yellow taproots has many of the expected properties of the Gentian family, primarily considered a digestive bitter by many. Locals have a litany of much more specific uses that I'll discuss more fully in a later monograph on this plant. It certainly works great for that classic Gentian indication of epigastric fullness even after a very small amount of food is consumed, especially where the bloating is accompanied by copious loss of fluids via excess urination or diarrhea.
More surprising was an Elder tree in full bloom standing atop the dry hillside above the Indian Root. While Wolf took the little girls to a local cafe, Loba and I set to work gathering up some of the creamy white blossoms.
This was such an incredibly wonderful surprise since I didn't expect to be able to harvest any Elder at all this year! The odd yet sweet scent of the leaves and flowers made Loba and I somewhat giddy as we happily scrambled about reaching for the most accessible branches while being sure to leave plenty to become berries for the wildlife.
Another delightful find was that nearly every unburned roadside and meadow contained an abundance of Mountain Vervain (Verbena macdougalii) in spite of the ongoing drought. One of my most turned to allies for treating tension and anxiety, I always gather a LOT of this plant every year. A specific and repeatedly successful used of this pretty wildflower is for tension and nerve pain in the shoulder and neck area in people who could generally be deemed "uptight" and who get irritable and short-tempered under stress. Overall, Verbena seems to have a remarkable ability to release the muscles around the base of the neck where it meets the shoulders. I've often seen this result in people getting the "shivers" not long after taking the tincture as the muscles relax. I've also seen it address tension headaches that even prescription painkillers hadn't been able to touch.
Despite the horror of the fire for humans and wildlife alike, it was a profound relief to see the green patches and roadsides. With so many of the forest service roads still closed, I haven't made it back into the areas most seriously burned but I'm very grateful to have the opportunity to spend some time up in these beloved mountains, orienting myself to both the newly blackened landmarks as well as the vibrancy and vitality of life in flower.
All photos ©2011 Kiva Rose unless otherwise noted.
14 Responses to "Medicine from Disaster: Herbs of the Mountain Meadows"
I love the look of the Indian Root plant. I have never seen anything like it. What healing qualities does it posses? How cool you found some elderflower! What a joy after such a stressful period in your lives.
Jeez I'm sorry, you did write about it, on my email it was missing that paragraph and some photo's. My bad.
Thanks for sharing…I really enjoyed reading this post. I'm hoping to get a few elderflowers this year, too.
Another great read, thank you Kiva. I especially like this line "and that it can be toxic (and thus, very unpleasant)".
I also very much like the picnic basket photos, especially with Verbena.
I appreciate how you don't belittle or belabor the fire's wake and use it as a way to teach without yelling at those of us who read you and likely have much sympathy for the wake that humans leave behind.
One of these days I will give Alnus it's due.
Thank you for your elegant thoughtful hands-on-dirt writing
Wonderful information, great photos, joyous words…sounds like the day was a fun and productive outing. What a relief it must have been after living through weeks of threatening fire disaster. The Mountain Verbena peaked my attention. Do you ever sell your medicinal potions, lotions, infusions…I really don't know what to call your herbal remedies? I'd love to buy some of your verbena stress relief. It's for my wife, she has ongoing shoulder and neck pain issues. Would you need to do an evaluation before prescribing? ILIJA.
It is as if Spirit itself allowed for the plants that are so important to your diverse and unique apothecary made sure they were alive and available to you, not just in spite of the fires, but very well because of them! What an inspirational, uplifting and healing post Kiva, you did it again!
So glad to see you back to wild harvesting again.
Glad to see you all surrounded by old friends and so much green! Beautiful photos, thank you. I especially love the commanding and tenacious Frasera.
Glad to see you back to blogging again! 😉
What species of elder is that?
It's very pretty. Quire different to the one we have here.

subset: commoncrawl


text:
NODE+ Wireless Sensor Platform
What do you want to measure today?
- Wireless, handheld sensor lets you measure various things
- Choose iOS or Android base unit with gyroscope, accelerometer, and magnetometer
- Pick an add-on such as a color or temperature scanner
Ever walked into the hardware store and tried to pick out paint by holding up a not-terribly-accurate photo on your phone to the swatches? Or taken the chicken off the barbecue grill and cut it to see what temperature it is inside? NODE hopes to put all that guesswork in the past.
NODE's a wireless, handheld sensor base unit. Pick iOS or iOS + Android flavor. That base unit comes with a 3-axis gyroscope, 3-axis accelerometer, and 3-axis magnetometer and Bluetooth 4.0, plus space to attach 2 add-on sensors, depending on what you want to measure. And what kind of things might those attachments let you do?
- Barcode Scanner - Scan any item, keeping track of your inventory, pricing, and availability
- Chroma Color Scanner - Compute accurate sRGB, CIE L*A*b*, and Hex values, regardless of ambient light
- Clima sensor - Measure humidity, temperature, light level, and barometric pressure
- I/O - Connect any project to your smart device easily; wirelessly Control your R/C toy, develop your own sensor module
- Luma Light - Brighten up the space with 8 LEDs, 3 preprogrammed modes, and remote adjustment via your smart device
- Therma Sensor - Measure surface temperature via infrared from a distance of up to 15 feet
- Thermocouple + high temperature wire probe - Measure probe temperatures in air, ovens, and backyard grills for quality control, and temperature monitoring
Plus, it's Arduino-compatible with open API, open firmware, and open source code. You can basically turn it into what you need.There are LOTS of Details & Specs both for the capabilities of the base NODE and for the sensors themselves, so we've put those on their own tab.
Product Specifications
- Wireless, handheld sensor lets you measure various things
- Choose base (iOS or iOS + Android) and add-on sensors (Barcode Scanner, Chroma Color Scanner, Clima sensor, I/O, Luma Light, Therma Sensor, or Thermocouple)
- iOS version compatibility: iPhone 4s or newer, iPad 3rd Generation or newer, iPad Mini, iPod Touch 5th Generation or newer
- iOS/Android version compatibility: All of the above, plus Samsung Galaxy S3, S4, Note, and Tab, HTC One, Google (LG) Nexus 4 or newer
- Connects via Bluetooth 4.0 or 2.1
- Wireless range: 250 ft.
- Includes a 3-axis gyroscope, 3-axis accelerometer, and 3-axis magnetometer
- Comes with 2 interchangeable expansion ports for sensor attachment
- 16 MB of onboard storage
- Arduino-compatible: open API, open firmware, open source code
- Batteries: 650 mAh Rechargeable Li-Polymer (recharges via micro USB)
- 12-14 hour battery life with continuous Bluetooth use
- Current Consumption (Active): ~20mA
- Current Consumption (Sleep): ~0.5mA
- Dimensions: 1" diameter x 2 3/4" long
- Weight: 1.3 oz. (without endcaps)
- Purchase of NODE iOS or NODE iOS + Android includes micro USB charging cable


text:
IONE - The California Department of Corrections and Rehabilitation is searching for two inmates who escaped from Mule Creek State Prison's minimum security facility Wednesday morning, authorities said.
IONE - The California Department of Corrections and Rehabilitation is searching for two inmates who escaped from Mule Creek State Prison's minimum security facility Wednesday morning, authorities said.
Patrick Raines, 21, and Johnny Maciel, 37, were confirmed missing following a security check at 10:50 a.m., prison officials said.
Raines is a white man standing 6 feet 1 inches tall and weighing 213 pounds with short blond hair and blue eyes, authorities said. He was received from San Diego County and is serving a six-year sentence for carjacking, officials said.
Maciel is a white man standing 6 feet tall and weighing 200 pounds with short brown hair and brown eyes, authorities said. He was received from Placer County and is serving a 15-year sentence for second-degree burglary, officials said.
Anyone with information regarding Raines or Maciel is asked to call 911, the Amador County Sheriff's Office at (209) 223-6500 or Mule Creek State Prison at (209) 274-5955.
STOCKTON - Authorities discovered guns and drugs after apprehending a fugitive Tuesday afternoon in central Stockton, police said.
U.S. marshals and members of the San Joaquin County Parole and Corrections Taskforce stopped a vehicle driven by Kenneth Oliver, 44, about 4 p.m. near North El Dorado and East Noble streets, police said. Oliver was wanted for distribution of methamphetamine, authorities said.
Officers deployed a police dog to take Oliver into custody after he failed to respond to officers' commands and resisted arrest, police said. Officers found drugs in Oliver's vehicle and two guns inside his residence, authorities said.
Oliver was arrested on suspicion of drug possession, drug sales, gun possession, resisting a peace officer and other crimes, police said. He also was arrested for an outstanding warrant, authorities said.
STOCKTON - Three people were held up and one was injured during an armed robbery involving three gunmen early Wednesday morning in Lincoln Village West, authorities said.
The gunmen approached the victims about 5:10 a.m. near Harpers Ferry Drive and Cumberland Place, police said. One was armed with a rifle and the other two had handguns, officers said.
One of the robbers struck one of the victims with the rifle, causing undisclosed injuries to the victim, police said. The robbers then went through the victims' pockets and stole personal belongings before fleeing south on Cumberland Place in a four-door vehicle, authorities said.
The robbers were described as Latino men 18 to 23 years old with thin builds, dark hooded sweatshirts and jeans, police said.
STOCKTON - A 41-year-old woman told police she was robbed after coming to Stockton in response to an Internet post advertising a medical marijuana exchange, authorities said.
The robbery occurred about 7 p.m. in the 6000 block of Plymouth Road, just east of Interstate 5 and south of West Swain Road, police said. The woman met with a man who brandished a handgun and took her marijuana, authorities said.
The robber then fled in a white four-door sedan occupied by a female driver and another male passenger, police said.
STOCKTON - The San Joaquin County Coroner's Office has released the name of the teenage boy who died Monday in an apparent all-terrain vehicle crash.
The Coroner's Office identified the boy as Cesar Flores, 15, of Stockton. Authorities believe Flores died about 4:30 p.m. Monday when he crashed a three-wheel all-terrain vehicle into a drainage ditch while traveling north on the Highway 99 west frontage road just south of Mariposa Road.
The boy's body was found about 3 a.m. Tuesday after his family reported him missing.


text:
Spring 2004
I'm the consummate information junkie, always on the prowl for the most recent, cutting edge information. As an HIV treatment educator, I often say in my workshops that we're drowning in information yet still starving for knowledge. We need to sift out the good from the bad. Good treatment information sources are vital, and our work couldn't be done without them. It really bothers me when I hear information repeated that doesn't have a bit of truth to it.
I first became interested in being an educator when I took an "AIDS in America" class in college. I was so blown away by what I heard, so touched and moved, that I tried to teach anyone who would listen to everything that I had learned. A few months later, my brother, who had been estranged from my family for about 15 years, showed up at my dad's doorstep and announced that he had AIDS. My dad freaked out and treated my brother like a leper. At first, I was extremely hurt by my dad's reaction. Then I realized that it was based on fear, and the little information that he had about HIV/AIDS was wrong. I pulled together all the information from my "AIDS in America" class as well as some information I got online and sat down with my dad to educate him to the best of my ability at that time. My brother lived for only two more months, but during that time, my dad was his biggest support. Many of his fears were put to rest due to our talk, and I've wanted to be an educator from the moment my father thanked me.
I've been a treatment educator for a year and a half now, so by most standards I'm still considered a "new jack." Part of being a good educator is the commitment to deliver practical, relevant information and a willingness to learn from others. So I make it a point to tap into the treatment resources of my co-workers, especially the more seasoned ones, because they have a good handle on which resources are reliable and up-to-date. My clients are also a source of treatment information; I learn from them and benefit from their knowledge, even as they learn from me. Being an information junkie, I love sifting through various resources. I'll spend hours on a search engine, reading and comparing information. I take information to co-workers to compare what I've found with the information they have on a particular topic.
I look for specific things in the treatment resources I use. I lean toward resources that give me a personal perspective. When presenting a topic, I often learn additional information from the workshop participants that is critical to a more complete picture. For example, while getting ready for a workshop on women and HIV, I prepared lots of clinical information about human papillomavirus, cervical cancer, and Pap smears. There I was, about to deliver all of this heavy-duty information to the group of women, thank them for attending, and leave. But as I was getting ready, I felt that something more personal was needed, so I conducted some further research and compiled a list of issues that would put a personal spin on the clinical information. I love statistics -- numbers paint a picture for me, and I thought that including them in the workshop would bring the information home to the women. It wasn't easy to find this information online, so I kept searching until I came across a source that helped me make my presentation more complete. African-American and Hispanic women are disproportionately infected by HIV/AIDS and these are the women I work with. I must allow discussion of issues of economic independence, sexual empowerment, stigma, discrimination, and more in order to bring it full circle. The women in the workshop had so much to say about these personal issues. It opened the door so wide that we were able to look at the clinical information with more insight; we were able to talk with great candor.
I also look for resources that are intelligent and adult. I don't like information that underestimates the intelligence of the readers or uses cartoons. Even the most basic information for people with limited HIV knowledge can be presented in an intelligent, adult manner. I think this preference comes from my work in case management. It always bothered me to see adults being treated as though they were children by caseworkers, doctors, or other service providers.
I once was at an AIDS service organization to conduct a staff training when a staff member came into the room and said, "Here's Lisa with the good stuff." That really made me feel good. Another time, while I was conducting a workshop about sexually transmitted diseases, a question came up about curing syphilis -- a participant disagreed with what I was presenting. I welcome stuff like that. First, I re-read the information I had presented, then I conducted a further search, read through information from reputable sources, and then I consulted a co-worker who has been providing treatment education for many years and has personal experience with syphilis. After I was satisfied with my various sources, I revisited the topic in my next workshop with the group. It turned out that my original understanding was right, but it was worthwhile doing further research into the subject so that I could have a better discussion with the participant who had disagreed with my information.
On the flip side, a participant once questioned some information that I was presenting about the effect of heroin on HIV disease progression. I spent days searching for data to support what I had stated. Although much of the information I found was suggestive of my original understanding, I couldn't find anything definitive. I consulted my co-workers and supervisor. After picking their brains, I decided to revisit the topic and retract my statement until I found more concrete information.
The bottom line is that I try to be as diligent as possible in choosing good treatment resources so that I can keep bringing "The Good Stuff."
Lisa Frederick is an HIV Treatment Educator at ACRIA in New York.
The content on this page is free of advertiser influence and was produced by our editorial team. See our content and advertising policies.


text:
2008-02-06 / Legals
PUBLIC NOTICES- Your Right to Know!
SUPREME COURT OF THE STATE OF NEW YORK COUNTY OF SUFFOLK Index No. 08-00378 Serok Plastic and Mold, Inc., Stephen Repka, and BMG Realty Holdings Corp. Petitioner(s), -Against- Rose Levy and Harold Carpenter, Respondent. ORDER TO SHOW CAUSE Pursuant to an Order to Show Cause re-dated January 14, 2008, the undersigned Petitioners have moved to let the Respondent show cause on the 19th of February 2008, at an IAS Part to be assigned, to be held at the courthouse located at 235 Griffing Avenue, Riverhead, New York 11901 at 9:30 o'clock in the forenoon of that day or as soon thereafter as counsel may be heard, why an Order should not be made and entered vacating the mortgage of record entered herein in favor of the respondent, ROSE LEVY and HAROLD CARPENTER, by reason of the fact that said mortgage loan was paid in full, and why such other and further relief should not be granted by this Honorable Court as may be just and proper. Said premises being known as 6 Bethpage Road, Copiague, NY 11726, known as District 0100, Section 175, Block 02.00, Lot 020.000 Dated: Copiague, New York January 10, 2008 Serok Plastic and Mold, Inc., Stephen Repka, and BMG Realty Holdings Corp., PETITIONERS Ian S. Wilder Cardino & Cardino, Esqs. 825 Merrick Road, Copiague, New York 11726 (631) 264-1200 3x 2/6/08 #125-RECORD NOTICE OF SALE SUPREME COURT - COUNTY OF SUFFOLK INDYMAC BANK, F.S.B. Plaintiff, AGAINST MARILUZ ZAVALA, et al Defendant(s) Pursuant to a judgment of foreclosure and sale duly dated 5/5/2005 I, the undersigned Referee will sell at public auction at the Front Steps of Babylon Town Hall, 200 East Sunrise Highway, North Lindenhurst, New York on 2/27/2008 at 9:00 AM premises known as 3524 GREAT NECK ROAD, Amityville, New York 11701 All that certain plot piece or parcel of land, with the buildings and improvements thereon erected, situate, lying and being in the Town of Babylon, County of Suffolk and State of New York Section, Block and Lot: 172.00-01.00- 001.000 Approximate amount of judgment $117,539.86 plus interest and costs Premises will be sold subject to provisions of filed Judgment Index #26043/04 Joel Sikowitz, Esq., Referee Pillar Processing, LLC, Pillar Processing provides mortgage default services on behalf of Steven J. Baum, P.C., Attorney for Plaintiff, P.O. Box 1291, Buffalo, NY 14240-1291 Dated: 1/22/2008 4x 2/20/08 # 133-RECORD Notice of Formation of Duggan, O'Keefe & Brown, PLLC. Arts. Of Org. filed with Secy. of State of NY (SSNY) on 1/16/08. Office location: Suffolk. SSNY designated as agent of whom process against it may be served. SSNY shall mail process to PO Box 158, Copiague, NY 11726. Purpose: Any lawful activity. 6x 3/5/08 #138-RECORD NOTICE OF PUBLIC AND/OR INFORMATIONAL HEARINGS BY THE TOWN OF BABYLON PLANNING BOARD Pursuant to Chapter 186, Site Plan Review, and Chapter 213, Zoning, of the Babylon Town Code and Section 276 of the Town Law, notice is hereby given that the Town of Babylon Planning Board will hold public and/or informational hearings(s) at the Babylon Town Hall, Town Board Room, 200 East Sunrise Highway, North Lindenhurst, New York, on the Monday, February 11, 2008, at 7:00 p.m. prevailing time or as soon thereafter as can be heard to consider the following application(s): PUBLIC HEARING/SITE PLAN REVIEW/SUBDIVISION/ BAR/RESTAURANT JOB#:04- 82ABF:UNIVERSITY SHOPS REALTY, LLC.: SCTM# 0100-32-1-21 & 22: Zone; Industry G: Seqra; Type II Action: Applicant proposes to subdivide two (2) parcels into two (2), maintain an existing residential dwelling on parcel one (1), maintain an existing retail shopping center on parcel two (2) and to increase the occupancy limits and provided parking for the bar/restaurants and food establishments. Property is located on the south side of Melville Rd., 972.65' east of Alexander Ave., Farmingdale, Suffolk County, N.Y. South Bay: Wednesday, February 6, 2008 Amityville Record: Wednesday, February 6, 2008 1x 2/6/08 #139-RECORD IN THE SUPERIOR COURT OF STEWART COUNTY STATE OF GEORGIA Laura J. Palmer, Plaintiff v. Don H. Palmer, Defendant Civil Action File No. 08CV23 NOTICE OF SUMMONS TO: Don H. Palmer, Defendant Named above: You are hereby notified that the above-styled action seeking a total divorce was filed against you in said court on January 28, 2008, and that by reason of an order for service of summons by publication entered by the court on January 28, 2008 you are hereby commanded and required to file with the clerk of said court and serve upon Laura J. Palmer, plaintiff, whose address is 201 Alston Street 12, Richland, Georgia 31825, an answer to the complaint within sixty (60) days of the date of the order for service by publication. If you fail to do so, judgment by default will be taken against you for the relief demanded in the complaint. 4x 2/27/08 #140-RECORD NOTICE TO BIDDERS The TOWN OF BABYLON Commissioner of General Services will receive sealed proposals for BID #08G10 PRINTING: CONTROLLED INSERT MAILER until 10:00 a.m. on THURSDAY, FEBRUARY 21, 2008 at the Town Hall, 200 E. Sunrise Highway, Lindenhurst, New York, 11757, at which time they will be publicly opened and read in the Division of Purchasing office. No bids will be accepted after 10:00 A.M. on the date of bid opening. NO EXCEPTIONS WILL BE GRANTED. Do not remove any pages; all proposals are to be submitted intact. The contract documents may be obtained at the above address between the hours of 9:00 A.M. and 4:30 P.M. daily except Saturday, Sundays and Holidays on and after, THURSDAY, FEBRUARY 7, 2008 For further information call (631) 957-3025. The Town reserves the right to reject all proposals. The Town encourages minority and women owned businesses to participate. Pat Kaphan Commissioner of General Services Date: 2/7/08 1x 2/6/08 #141-RECORD LEGAL NOTICE PUBLIC NOTICE NOTICE is hereby given that the BOARD OF APPEALS of the Village of Amityville will hold a Public Hearing in the Court room of the William J. Kay Memorial Building, 16 Greene Avenue, Amityville, N. Y. at 7:00 P.M. on THURSDAY, February 21, 2008, to consider the following applications: Application of LOUIS MARTINEZ (08-01-01) Applicant seeks to reduce the required front street line setback pursuant to the erection of a new detached one car garage pursuant to Section 183- 134(A) of the Village Code. Premises located on the n/e corner of Southwood Lane and County Line Road in a Residence B District k/a 45 County Line Road a/k/a SCTM #101-7-1-37. Application of CHRISTOPHER PEARSON (08-02- 06) Applicant seeks a special exception to maintain a previously approved conversion of a one family dwelling to a two family dwelling pursuant to Section 183-43(e) of the Village Code. Premises located on the n/e corner of County Line Road and Cottage Place in a Residence B District k/a 69 County Line Road a/k/a SCTM #101-7-1-47. Application of RUTHE MCKEOWN 1/14 (08-02- 07) Applicant seeks a special exception to erect a six (6) foot high fence along the south lot line of premises pursuant to Section 183-139 of the Village Code. Premises located on the w/s of Richmond Avenue approx. 84 feet s/o Riverside Street in a Residence A District k/a 205 Richmond Avenue a/k/a SCTM #101-11-12-21/1. Application of THOMAS AND DOREEN NOLL (08- 02-08) Applicant seeks a special exception to maintain a previously approved conversion of a one family dwelling to a two family dwelling pursuant to Section 183-43(e) of the Village Code. Premises located on the n/s of Sterling Place approximately 1237 ft. w/o Broadway (Rt. 110) in a Residence B District k/a 101 Sterling Place a/k/ a SCTM#101-3-1-33. Application of JOHN W. AND THEODORE C. TOOMEY (08-02-09) Applicant seeks to maintain the existing non-conforming side yard pursuant to a second story addition to the existing one story one family dwelling pursuant to Section 183-51 of the Village Code. Premises located on the w/s of Central Avenue approximately 100 feet s/o Riverside Street in a Residence B District k/a 51 Central Avenue a/k/a SCTM #101-11-8-15. Application of VINCENT AND LISA WILD (08-02- 10) Applicant seeks to maintain the existing non conforming side yards pursuant to a one story addition to the existing one family dwelling pursuant to Section 183-34 of the Village Code. Premises located on the n/s of Riverleigh Place approximately 150 ft. w/o Richmond Avenue in a Residence BB District k/a 15 Riverleigh Place a/k/a SCTM #101-7-6-14. By order of the BOARD OF APPEALS Village of Amityville Diane C. Sheridan, Administrator/ Clerk January 31, 2008 2x 2/13/08 #142-RECORD LEGAL NOTICE VILLAGE OF AMITYVILLE NOTICE OF COMPLETION OF TENTATIVE ASSESSMENT ROLL PLEASE TAKE NOTICE that the undersigned Assessor of the Village of Amityville has completed the tentative assessment roll of the Village of Amityville for the current year and that a copy thereof has been filed in the office of the Village Clerk of the Village of Amityville, 21 Greene Avenue, where it may be seen and examined by any interested person until February 15th 2008. Hugo Mascari, Assessor VILLAGE OF AMITYVILLE Dated: February 1st 2008 1x 2/6/08 #143-RECORD LEGAL NOTICE VILLAGE OF AMITYVILLE GRIEVANCE DAY NOTICE IS HEREBY GIVEN that the Board of Assessment Review will meet on Tuesday, February 19th 2008, between the hours of 3:00 P.M. and 7:00 P.M. at Village Hall, 21 Greene Avenue, Amityville, New York for Grievance Day to hear complaints in relation to assessments. All items that could not be heard that evening will be heard on the recessed day, Tuesday, March 4th 2008 from 3:00 P.M. to 7:00 P.M. at Village Hall. Complainants are required by law to file a written statement under oath setting forth the details of the complaints. All changes in the tentative assessment roll made as a result of said Board of Review hearing of such complaints will be entered on such roll on or before the date when the final assessment roll is to be completed. A document containing procedures for contesting an assessment is available at the Assessor's Office, 21 Greene Avenue. By Order of the Board of Trustees Diane C. Sheridan, Village Clerk 02/01/08 1X 2/6/08 #144-RECORD NOTICE TO BIDDERS The Village of Amityville hereby invites the submission of sealed bids for the following work at the New Municipal Building. CONTRACT NO. - 11.830 Police Communication & Specialties Bid packages will be available at the Village Hall, 21 Greene Avenue, Amityville, NY 11701 beginning Tuesday, February 12th 2008 from 9:00 AM to 3:00 PM daily except Saturdays, Sundays and Holidays. There will be a non-refundable deposit of $100.00 in the form of a business check payable toVillage of Amityville, for the bid package for each material and labor contract. Bid security in the amount of 5% of Bid to a maximum of $5,000 is required of material and labor bidders only. (11.830 Police Communication & Specialties) Each Bidder must indicate how much of the contract will be completed by the Bidder themselves and how much by subcontractors. A bid may be rejected in the interest of the Village based on the extent of proposed delegation of the performance of the contract to subcontractors, or based on the level of qualification and experience of the proposed subcontractors. Sealed bids will be received at the Village Hall, 21 Greene Avenue, Amityville, NY 11701, no later than 2:00 PM Tuesday, February 26th 2008, at which time they will be publicly opened and read aloud. The Bid Number must be clearly marked at the lower corner of the bid envelope. The Village of Amityville Board of Trustees reserves the right to reject any or all Bids submitted and to waive any informality in any Bid, and shall further make awards in any way it deems advisable to the best interest of the Village of Amityville. The successful Bidder shall be required to execute a formal contract with the Village. Each Bidder shall agree to hold its Bid price for fortyfive (45) days after the formal Bid opening. BY ORDER OF THE BOARD OF TRUSTEES OF THE VILLAGE OF AMITYVILLE DIANE C. SHERIDAN VILLAGE CLERK Dated: February 6th 2008 1x 2/6/08 #145-RECORD
For legal or classified advertising needs, call Al James at (631)264-0077


text:
Michael Harrell was born about 1787 in Lincoln County, North Carolina. He died in 1826 in Johnson County, Illinois.
Michael married Catherine Sherman in 1810 in South Carolina. Catherine was born in 1788 in South Carolina. She died in 1837 in Johnson County, Illinois.
They had the following children:
Harriet Harrell was born in 1811 in Kentucky. She died in 1813 in Hopkins County, Kentucky.
Betty Harrell was born in 1813 in Kentucky. She died on 6 Jun 1896 in Missouri.
Hiram Harrell was born about 1816 in Hopkins County, Kentucky. He died during 1824 in Kentucky.
Theodore Harrell was born about 1820 in Kentucky. He died in 1884 in Tennessee.
Rachel Harrell was born on 13 Jan 1823 in Hopkins County, Kentucky. She died circa 1861 in Daviess County, Indiana.
Ralph Harrell was born in 1825 in Hopkins County, Kentucky. He died in 1886 in Tennessee.
Lucy Harrell was born in 1825 in Hopkins County, Kentucky. She died on 11 Dec 1903 in Tennessee.


text:
Common Core foes critical of SAU 39 forum in AmherstBy KIMBERLY HOUGHTON
Union Leader Correspondent
October 28. 2013 8:43PM
AMHERST — After invitations were sent out to dozens of community and school leaders personally inviting them to a Common Core roundtable discussion next week, the superintendent of SAU 39 said Monday that the meeting is open to the public.
"We sent out something for invited guests, but this is an open SAU meeting," Superintendent Peter Warburton told the New Hampshire Union Leader.
There will be two guest speakers present for the event, David Pook and Scott Marion, according to the invitations that were sent to local School Board members, teachers, elected officials, the district's leadership team and various parent teacher groups.
There is a lot of conflicting information about Common Core, according to Warburton, who said it will be helpful to provide a forum in which school leaders can ask questions about the standards and the process.
Republican state Rep. Peter Hansen has raised concerns about the invitations that were distributed.
In an online blog, Hansen questioned why invitations were sent out to about 65 individuals rather than a public notice.
"Many citizens throughout New Hampshire have sincere and justifiable concern regarding what's known as Common Core," Hansen wrote. "… Common Core is an experiment in education and not well received by many communities."
John Quinlan, chairman of the SAU 39 School Board, acknowledged Monday that there is a growing number of people who have become resistant to Common Core. Still, he said some of those thoughts may not be based on facts.
The upcoming roundtable discussion will be an ideal time for SAU staff and other leaders to ask questions and learn more about Common Core so that they can fully understand the issue, according to Quinlan.
"This is designed to be an informative meeting, and has been expanded to include the public," he added. "I am certainly not an expert on Common Core, and I am looking forward to learning more. Anyone who wants to attend may attend."
A local resident, Christine Mukai, says she is pleased the meeting is open to the public but has other concerns about the upcoming discussion.
"If this is a public forum, they don't seem to be presenting both sides of the situation. That is concerning to me," she said, maintaining the two presenters — Pook and Marion — are both advocates of Common Core.
Pook is the head of the history department at Derryfield School and has helped write some of the Common Core standards, while Marion is the vice president of the National Center for the Improvement in Educational Assessment Inc., a nonprofit consulting firm in Dover.
The meeting is scheduled for Wednesday, Nov. 6, from 6 to 8 p.m., at the Souhegan High School firstname.lastname@example.com


text:
U0052 Engine Trouble Code
Meaning of U0052 engine trouble code is a kind of network trouble code and U0052 if your catalytic convertor fails completely, you eventually won't be able to keep the car running. Your gas mileage will also be terrible, so you should try and fix it as soon as you can. Unfortunately, the average replacement cost is around $2,140 and you can't do it yourself unless you're an experienced mechanic.
U0052 Fault Symptoms :
If one of these reasons for U0052 code is occuring now you should check U0052 repair processes.
Now don't ask yourself; What should you do with U0052 code ?
The solution is here :
U0052 Possible Solution:
Disconnected, dirty or fouled spark plugs are common causes for engines that won't start. Spark plugs typically need to be replaced every season or 25 hours of use. You should also check that the spark plug gap is set properly. If your spark plugs look good, problems with your ignition system can also preventing a spark. These can range from a faulty spark plug lead, shorted kill switch or flywheel key damage.
U0052 Code Meaning :
|OBD-II Diagnostic Network (U) Trouble Code For Engine
|Intake Valve Control Solenoid Circuit Low
|Ambient Air Temperature Sensor Circuit Low
|Cylinder 1 Injector Circuit Low
|Glow Plug/Heater Circuit 'A' Malfunction
The catalytic converter has an oxygen sensor in front and behind it. When the vehicle is warm and running in closed loop mode, the upstream oxygen sensor waveform reading should fluctuate.
U0052 OBD-II Diagnostic Network (U) Trouble Code DescriptionU0052 engine trouble code is about Glow Plug/Heater Circuit 'A' Malfunction.
Main reason For U0052 CodeThe reason of U0052 OBD-II Engine Trouble Code is Ambient Air Temperature Sensor Circuit Low.
U0052 DTCs may also be triggered by faults earlier down the line. For example, a dirty MAF sensor might be causing the car to overcompensate in its fuel-trim adjustments. As a result, oxygen sensors are likely to report fuel mixture problems.


text:
Japanese Internet giant adds SanDisk® ioMemory PCIe technology to MySQL gaming platform, more than doubling performance and gaining a stable and scalable system with 88 fewer nodes to maintain.
The Challenge
CyberAgent is one of Japan's largest Internet and media companies. It maintains a social network platform called Ameba, which hosts its popular Metaverse game, called "Ameba Pigg," where users create an avatar and live a virtual life.
As an Internet leader, CyberAgent tasked Ameba Pigg Infrastructure Engineer, Akihiro Kuwano, to pioneer a new architecture that would overcome the following challenges:
It seemed a daunting task, but Akihiro knew he could find a solution.
The Solution
Akihiro told his OEM sales representative that Ameba Pigg's extremely high-volume traffic patterns required the lowest possible latencies for top performance. The representative pointed him to SanDisk's Fusion ioMemoryTM solutions. After testing the Fusion ioMemory ioDrive® cards, Akihiro knew he had his solution.
Innovating for Growth and User Retention
Ameba Pigg's existing database was a MySQL Key-Value Store (KVS) database composed of 100 custom-built machines. It was reaching its performance limit. On top of this, the custom servers were not very reliable, so continuing to scale out the system meant much more maintenance work. Akihiro's team decided a new SanDisk-powered MySQL system would deliver much better performance using far fewer standard enterprise servers.
Akihiro's team tested the performance of the ioDrive cards by comparing a single disk-based MySQL database server against a single SanDisk-powered MySQL server. The disk-based server achieved 10,000 queries per second, while the SanDisk- powered server increased the database load capacity to 35,000 queries per second.
Akihiro Kuwano,
Infrastructure Engineer, CyberAgent
Akihiro said, "We estimate the ioDrive card-based system can support between 80,000 to 100,000 queries per second before CPU bottlenecks start to limit performance. We have doubled the number of users on our application without any performance slowdown. We no longer worry about gamers losing interest due to poor performance."
Scalability and Reliability
While performance was critical to user retention, the system also had to scale as the game's popularity grew. It also had to deliver enterprise reliability under 24x7x365 loads.
The SanDisk-powered system made this easy. It delivered the following:
Akihiro told us, "The system is very simple and provides a stable base where we can easily add more servers or upgrade processors to increase performance."
"Our OEM tests the servers and ioDrive cards for demanding environments," Akihiro said. "Server failure rates are much lower than we've experienced with our custom-built servers."
Akihiro said, "The new system is much more reliable and easier to maintain. We haven't experienced a single server or drive failure, which was an unfortunately common occurrence with our KVS system."
Implementing Fusion ioMemory solutions gave CyberAgent's Ameba Pigg database the following benefits:
Akihiro couldn't be happier with the SanDisk-powered system. He said, "Over the last six months of using the ioDrive card-based system, our site traffic has doubled and we still haven't seen any performance problems. Scaling performance will be easy and we have immediate plans to purchase more Master/Slave pairs to support continued growth."
About CyberAgent
CyberAgent America is a leading developer of social games and online entertainment communities. As a fully owned subsidiary of Tokyo based CyberAgent, CyberAgent America utilizes extensive networks and over 11 years of experience in the Japanese internet industry to bring Japanese internet services into popular social media destinations online, helping users worldwide connect online and create real experiences. By taking advantage of synergies between the companies within the CyberAgent group, CyberAgent America leads the way for Japanese Internet services' international expansion.
Che siate una società Fortune 500 o una startup di cinque persone, SanDisk ha soluzioni che vi aiuteranno a sfruttare al meglio la vostra infrastruttura.
Sia che desideriate porre alcune domande iniziali o siate pronti a discutere una soluzione SanDisk su misura per le esigenze della vostra azienda, gli addetti alle vendite SanDisk sono pronti ad assistervi.
Ci impegniamo a rispondervi tempestivamente, compilate il seguente modulo.
Grazie. Abbiamo ricevuto la vostra richiesta.


text:
A record 67 bald eagles in Granite State logged in midwinter countStaff report
January 28. 2014 8:02PM
LONDONDERRY — Bald eagles photographed here last week are among 67 bald eagles in the midwinter count, 14 of them in the Merrimack River Watershed.
An additional eight bald eagles were found just over the border in Maine and Vermont. Although they visit the Granite State, they aren't part of the midwinter count.
This was the 34th year of the midwinter count, said New Hampshire Fish and Game Department Wildlife biologist Mike Marchand. "It was a record year this year," he said.
The midwinter count does include Canadian bald eagles who come south for the winter.
"They are looking for open water," he said. Their diet is fish, small mammals and smaller birds.
The 2013 nesting count showed 29 active nests, which means at least one egg, said Marchand. "Twenty of those (nests) were successful."
That means at least one baby fledged, although there may have been up to three eggs laid in the nest.
"Not all nests are successful," said Marchand.
Nests are usually built high in white pines, but heavy winds and rainstorms sometimes cause problems. Both male and female incubate and protect the egg or eggs.
"They are a large bird, and they can defend their nest quite well," he said.
Bald eagles are 3 feet tall, with a 6- to 8-foot wing span.
Marchand said the population is recovering well.
"It's still rapidly increasing," he said, adding that there is plenty of habitat left to support a larger population.
Bald eagles are no longer on any federal protection list. In New Hampshire, they are not listed as endangered, but they are considered threatened and are legally protected. Possession and take, which includes harming, harassing, injuring and killing, are illegal.


text:
Flappy Bird, a mobile game that took the world by storm throughout the past year with more than 50 million downloads, has not only garnered attention from mobile users but also from cybercriminals looking to capitalize on the app's popularity. When the original Flappy Bird developer Dong Nguyen removed the game from the iOS and Android app marketplaces in February, the demand for the game only intensified, sparking the creation of hundreds of imitation versions such as Fly Bird and Flappy Penguin. While many mobile device gamers eagerly downloaded these games to their devices, some were oblivious to the numerous Flappy Bird clones containing malicious malware in the app marketplace.
The rise in mobile malware authors disguising malicious code in popular apps and games is not a new trend, but it is a tactic drastically increasing in popularity among cybercriminals. Previous McAfee Labs Threats Reports have uncovered malicious apps disguising their intent on app marketplaces, yet the latest report has revealed that the majority of the hundreds of Flappy Bird clones released were carrying malicious code. During the first quarter of 2014, McAfee Labs researchers sampled 300 Flappy Bird imitators from the mobile malware "zoo," and discovered that a whopping 238 — 79% — of the samples were malicious.
These malicious clones may appear as a normal gaming app to the average user, but these apps pack more functionality than the original game and can damage and invade a user's mobile device. For example, one malicious clone named "com.touch18.flappybird.app (3113ad96fa1b37acb50922ac34f04352)" is able to manipulate a user's mobile device a number of ways when downloaded:
- Make calls without the user's permission.
- Install additional applications without the user's permission.
- Allow an app to record and process incoming SMS messages without permission.
- Send SMS messages without the user's permission.
- Extract SMS messages.
- Send data to a mobile number via SMS.
- Allow an app to read the user's contacts without permission.
- Extract GPS location.
- Read IMEI number and MAC address and transmit them to third parties without the user's permission.
- Send user activity data to third-party sites.
- Allow an app to call the killBackgroundProcesses without permission.
Unfortunately, McAfee Labs does not expect the mobile malware trend to dwindle in the near future. Since mobile devices are easily infiltrated by attackers an increase in malicious apps is predicted, yet there are proactive measures users can take to stay secure. Software controls such as anti-malware and secure containers are a step in the right direction. These security measures along with a strong understanding of what is being downloaded and installed on a device are simple measures that can protect users from malicious apps.


text:
The research programme at CERN covers topics from kaons to cosmic rays, and from the Standard Model to supersymmetry
CERN's main focus is particle physics – the study of the fundamental constituents of matter – but the physics programme at the laboratory is much broader, ranging from nuclear to high-energy physics, from studies of antimatter to the possible effects of cosmic rays on clouds.
Since the 1970s, particle physicists have described the fundamental structure of matter using an elegant series of equations called the Standard Model. The model describes how everything that they observe in the universe is made from a few basic blocks called fundamental particles, governed by four forces. Physicists at CERN use the world's most powerful particle accelerators and detectors to test the predictions and limits of the Standard Model. Over the years it has explained many experimental results and precisely predicted a range of phenomena, such that today it is considered a well-tested physics theory.
But the model only describes the 4% of the known universe, and questions remain. Will we see a unification of forces at the high energies of the Large Hadron Collider (LHC)? Why is gravity so weak? Why is there more matter than antimatter in the universe? Is there more exotic physics waiting to be discovered at higher energies? Will we discover evidence for a theory called supersymmetry at the LHC? Or understand the Higgs boson that gives particles mass?
Physicists at CERN are looking for answers to these questions and more – find out more below.
The unprecedented energy of proton collisions at the LHC could be what scientists need to find a possible substructure for subatomic particles
Cosmic rays: particles from outer space
Earth is subject to a constant bombardment of subatomic particles that can reach energies far higher than the largest machines
Dark matter
Invisible dark matter makes up most of the universe – but we can only detect it from its gravitational effects
Extra dimensions, gravitons, and tiny black holes
Extra dimensions may sound like science fiction, but they could explain why gravity is so weak
Heavy ions and quark-gluon plasma
CERN physicists collide heavy ions to free quarks - recreating conditions that existed in the universe just after the Big Bang
Subatomic particles
CERN scientists are probing the fundamental structure of the universe to find out what the elementary particles are and how they interact
Supersymmetry predicts a partner particle for each particle in the Standard Model, to help explain why particles have mass
The early universe
All matter in the universe was formed in one explosive event 13.7 billion years ago – the Big Bang
The Higgs boson
Elementary particles may have gained their mass from an elusive particle – the Higgs boson
The search for antimatter
The big bang should have created equal amounts of matter and antimatter. So why is there far more matter than antimatter in the universe?
The Standard Model
The Standard Model explains how the basic building blocks of matter interact, governed by four fundamental forces
The Z boson
The Z boson is a neutral elementary particle which - along with its electrically charged cousin, the W - carries the weak force
Unified forces
Will we see a unification of forces at the high energies of the Large Hadron Collider?
W boson: Sunshine and stardust
The W boson carries the weak force. It changes the character of particles of matter—allowing the Sun to burn and new elements to form