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Standards, the teaching of right and wrong, as opposed to legal, for instance. Discipline, as in "learn how to do this correctly." That is also connected to standards. Standards and discipline were all through our lives, touching on every part of our lives. The problem with standards, though, is that the farther away from the basis of the standards, the Bible, one gets, the more emphasis there is on "'because I said so' or family/community tradition" which is more internally dependent. Once some young person starts thinking that the only standard is peer pressure, they are more open to doing whatever they want to do. The basis of the standards doesn't go away simply because one ignores it. | <urn:uuid:a16e8939-31ed-4de6-9e4f-9f59269edbda> | CC-MAIN-2019-22 | https://www.ramforum.com/threads/senior-citizen-club.89368/page-103 | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256426.13/warc/CC-MAIN-20190521142548-20190521164548-00463.warc.gz | en | 0.978041 | 144 | 2.859375 | 3 |
Students learning humanities in Singapore usually faces three main problems. Firstly, they do not understand what is been taught. Secondly, the have difficulty remembering the heavy content of subjects like geography, history and social studies. Thirdly, students have difficulties applying their learning to examination questions.
Today, we are going to assume that students have understood their humanities topics well,. Now, we want to deal with students who are not doing well, because they have great challenges remembering the heavy content of their humanities subjects.
At Gummy Humanities, the first things we usually teach my students are the memory tools below. The argument is very simple - you will have nothing to write if you cannot even remember the content in the first place. My definition of learning is as follows:
Learning = Understanding + Memorizing + Applying
When we focus firstly on helping our humanities students to memorize their content by topics, we are actually trying to help them gain some small victories in their study of the humanities subjects. Using some of these memory tools in their humanities can really change their opinions about their humanities subject’s abilities. So let us take a look how these tools can be used effectively.
1. Codewords/ Acronyms
One of the simplest tools of effective memory is use of an acronym to help summarized the main points of the topic. As an illustration, we are going to use the topic on factors that cause climate change in Geography. The Geography content teaches us that there are seven main factors that causes climate change, two natural and five human causes. These can be represented by the following acronym or codeword – S.V. B.U.I.L.D.
To make it stickier to the mind, we teach my students to remember is a BUILD a Solar Vehicle. And S.V. B.U.I.L.D. essentially means:
S – Solar Radiation or Sun Spots
V – Volcanic Eruptions
B – Burning of Fossil Fuels
U – Urbanization
I - Industrialization
D – Deforestation
Our experience with students using this tool to help memorize the causes of global warming, they are able to recall most of the points. This is so even when we quiz them one week after introducing them to the codeword. With more practices, the memory of this topic becomes more permanent. With this form of cognitive success, students suddenly realized that they could learn and do well in their humanities subjects. For other topics, we follow this method of creating our notes for the students to easily memorize for their humanities subjects.
2. Learning Trees
Another great tool we teach our humanities students to use is a learning tree. Below is an example we used for the impacts of Hitler’s Rise in History. The learning tree is a good tool because: it creates links and associations between ideas and key points. It is also visual and when you revise by drawing the tree out, you are harnessing the kinaesthetic memory pathways in your brain to help with memory and retention. In addition, the linear, top-down thinking of points via a learning tree can be a power recall of facts for many students.
3. Learning Matrix
Another valuable memory tool we use is the learning matrix as show. The example shown below is for the topic on Economic Impacts of Globalization from Social Studies. This form of matrix provides good contrast in points between concepts that can be confusing. By stratifying the points into different categories and spectrum, we can create better retention of points in our learning without confusing our minds.
4. Story Telling
A final tool that we often find helpful to my kids is to introduce them to the idea of telling a story when describing formation of things. This is especially powerful in Physical Geography topics. Let’s say if you need to describe the formation of an earthquake in a convergent plate boundary. The key to telling this story is the start point of the story. After that, it is all about the logical sequencing of events, which should be there if the students have understood the content that was taught previously.
In this example, the story will sound like this for the formation of an earthquake along a convergent plate boundary:
This earthquake is found along an Oceanic-Oceanic Plate Boundary. When two of these plates converge (the starting point of the story), the denser Oceanic Plate will subduct underneath the less dense plate.
This subduction causes a long V-shaped depression to be formed along the subduction zone. At the same time, it also causes the plates to start rubbing against each other as subduction takes place.
As the plates surfaces are not smooth, this contact and rubbing of the plate surfaces often causes friction, which may cause the plates to be stuck at certain points. The plates are however still force to move because of the unending convection current in the mantle.
As a result, pressure builds up where the plate has stuck to each other (this is now the Focus of the impending earthquake). When the pressure becomes too much, the plates will slip pass each other violent causing the massive release of seismic energy. This is the earthquake.
In this post, we have introduced four simple memory tools like Acronyms, the Learning Tree the Learning Matrix and Story Telling, to help our students remember their humanities content better.
They are all useful in different circumstances and we strongly encourage all students to use them especially for heavy content subjects like Humanities.
Our brains have limited capacity. If we do not help our brains to organize the content to remembered, it will ultimately lead to less efficient learning. Memory tools helps and can be easily deployed to increase learning.
We would like to end by challenging you to this test. Use the content and tools mentioned in this post to learn and remember the content. One week later, take out a sheet of paper and see if you can write down what is S.V. B.U.I.L.D., what are the Impacts of Hitler’s Rise, what are Economic Impacts of Globalization, and describe how earthquakes are formed. If you have done some memory work with this content, we can guarantee that you will be able to recall the bulk of what you have tried to remember.
Try it and let us know in the comments.
At Gummy Humanities, we have developed a lot more Codewords, Acronyms, Learning Trees, Learning Matrix, Stories, and many other tools for the different content to our Humanities Subjects in Singapore.
We are also here to help you learn your humanities subjects better if you would like to. If you like more notes, tools or help give us call and we will be happy to assist you. Your success in humanities in Singapore is not difficult.
Give us a call. Wishing you the best of luck :) | <urn:uuid:e49b85e7-ca26-4952-808d-6b089f6eb115> | CC-MAIN-2023-06 | https://www.gummy.sg/post/memory-tools-to-help-you-do-well-in-humanities-in-singapore | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764495001.99/warc/CC-MAIN-20230127164242-20230127194242-00567.warc.gz | en | 0.946353 | 1,414 | 3.234375 | 3 |
Here’s more evidence that plastic waste is pervasive in our oceans.
Researchers studying plastic debris discovered inside the bodies of dozens of dead whales, dolphins and seals say the majority of the items found were not plastic bags or drinking straws, but synthetic fibers from clothing.
Released Thursday by the University of Exeter, the study examined the digestive tracts of 50 sea mammals across 10 different species that were discovered on beaches around Great Britain. Researchers found microplastics, which are smaller than 5 mm in length, inside all of the animals. Eighty-four percent of the particles were fibers, while only 16 percent were fragments of larger plastic items. Nylon, which made up 60 percent of the fibers found, is used in many types of garments, including yoga pants, stockings and socks.
It is not clear whether the presence of plastic inside the mammals can be linked to their death. Study co-author Rob Deaville told HuffPost that other factors may have killed them, such as live stranding, infectious diseases or starvation. Deaville noted that only a few plastic fibers were found inside each animal.
In general, plastic’s effects on marine animal welfare is not well studied, and it seems the bigger the animal, the less we know. A 2016 study from Lund University found that fish that ate zooplankton containing microplastics experienced a change in their predatory behavior and a decreased appetite. The Exeter report’s authors affirm that more research is needed to understand the health implications of plastic particles on living organisms that ingest them.
In a statement, Louise Edge, head of Greenpeace U.K.’s ocean plastics campaign, called the findings “ominous,” adding that the study “shows the scale of plastic pollution in our seas.” Greenpeace collaborated with researchers on this study.
But the study author is wary of characterizing the findings as dark. “From my perspective, I’m not sure I would necessarily describe them as ominous — although we’ve found evidence of microplastics in all animals examined in this study and this may be cause for potential concern, the levels are low and we don’t yet know what effect, if any, these particles may be having on the individuals,” Deaville said.
The results of this study come as governments and big businesses face increased calls to reduce production and distribution of plastics. Approximately 12 million tons of plastic are dumped into the ocean on an annual basis. Public conversation has focused mostly around single-use packaging, such as plastic bottles, straws, bags and wrappings, for instance, which enter waterways via a number of sources, such as mismanaged garbage collection networks, or as litter that gets blown in by wind or washed in by rain. Sea turtles and seabirds have been found to be particularly vulnerable to marine trash.
Researchers have also cautioned that an even bigger source of plastic pollution is clothing made from synthetic materials such as polyester, nylon or acrylic. Garments made from plastic-based fibers shed in the washing machine; the particles released can be 100 times thinner than a human hair, small enough to slip through filtration systems at wastewater treatment plants. The fibers then make their way into the ocean, where they become part of the food chain. One 2016 study found that acrylic fabric was the biggest culprit of shedding.
Synthetic fibers are used in approximately 60 percent of the fabrics used for clothing around the world, Vox reported. “Estimates vary, but it’s possible that a single load of laundry could release hundreds of thousands of fibers from our clothes into the water supply,” the outlet wrote.
“We know very little about the impacts of microfibers on the health of nonhuman animals and people,” journalist Mary Catherine O’Connor recently wrote for Ensia, a nonprofit media site that focuses on solutions for the environment. “But what we do know suggests a need for additional research.”
“We now need to move beyond the demonstration of presence of these particles and try to collectively learn more about what impact, if any, they may be having on the health of the individual animals and of the wider population,” said Deaville.
This story is part of a series on plastic waste, funded by SC Johnson. All content is editorially independent, with no influence or input from the company. | <urn:uuid:1fcf6354-fbb8-4efb-801e-6315c42c1d1d> | CC-MAIN-2023-06 | https://winewaterwatch.org/2019/02/new-study-finds-plastic-in-50-dead-whales-dolphins-seals/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499468.22/warc/CC-MAIN-20230127231443-20230128021443-00768.warc.gz | en | 0.961728 | 906 | 3.109375 | 3 |
Another new solar sunspot record peak of 73.2 was set for Cycle 24 last month. It smashed the old 68.9 record peak set the previous month.
In a big surprise, it’s over six spots higher than the first sunspot peak set in early 2012 and will probably go up. A secondary peak that much above the first is almost unheard of.
The new sunspot peak is unusual for two conflicting reasons:
- The secondary peak is higher than the first
- Current physics suggests the solar cycle should be weakening
Conflicting signals coming from the sun muddles how it might affect earth’s future climate. A more active sun will have a warming effect. A less active sun, predicted by most solar physicists, will have a cooling effect.
The sun hasn’t decided what it wants to do yet.
The Royal Observatory of Belgium’s Solar Information Data Center (SIDC)…
View original post 548 more words | <urn:uuid:21f4af6f-cef4-4348-8f96-13e514ba4cda> | CC-MAIN-2021-31 | https://craigm350.wordpress.com/2014/04/25/sunspots-2014-march-another-record-breaking-month/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153391.5/warc/CC-MAIN-20210727103626-20210727133626-00692.warc.gz | en | 0.92187 | 202 | 3.265625 | 3 |
So many of us are stuck at home right now during the COVID-19 pandemic, that I thought I’d make an easy “stay at home activity” (even though you can definitely do this in a classroom too!). Print one copy of this page per kid. Then look for an item that starts with the letter on the egg (little ones may need help from an adult). Once you’ve found something that starts with that letter, color in the shape the letter is in (the rest of the egg can be colored at the end). For older kids, consider having them write down the item name on the back of the page or in the margins. You can also have kids cut out the egg and decorate if further if you want to make this activity more in-depth. Stay healthy, everyone and happy Easter!
Tomorrow’s Fourth of July! Yay, America! Check out this free printable page all about sorting letters (consonant vs vowel). It’s simple: color the letters based on the type of letter. Then enjoy a hot dog and the fireworks!
I recently blogged about a number sequence/counting worksheet I made around the idea “before, between, after.” I thought it would work well for the alphabet as well. This will be a bit more challenging for kids, especially the section on what comes before a letter. However, I think this is still a valuable ABC exercise. Enjoy!
I recently saw this photo on a blog and thought I’d make you a printable to go with it!
Here’s my free printable PDF: Q tip painting letters Use this letters page for your kids to trace with q-tips and paint, crayons or markers. To make things smoother for an entire class doing this activity, have kids write their name on the back before they start. If you’re doing this with a small group or single child, you can also help them practice fine motor skills by having them line up beads along the lines of the letters. After your tracing activity is complete, cut up the letters and place them around the room on objects that start with that letter/sound. Enjoy!
Free printable worksheet to practice matching upper and lowercase letters. This is something we practice over and over in kindergarten, but it’s critical to students’ literacy. Now letters really are delicious! | <urn:uuid:40cae589-4af0-4589-bdc3-275e88a38681> | CC-MAIN-2020-34 | https://squareheadteachers.com/tag/letters-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735964.82/warc/CC-MAIN-20200805183003-20200805213003-00584.warc.gz | en | 0.945408 | 501 | 3.21875 | 3 |
Ethiosemitic languages are a subgroup of the Semitic languages, forming the South Semitic branch together with New South Arabic (the language of certain parts of modern Yemen). All derive (communis opiniofrom a common Proto-ethiosemitic which split from the Proto-Semitic language some time before 4000 B.C., and display substantial lexical, phonological, and grammatical Cushitic substrata due to continuous contact with Cushitic and Nilotic languages in the Ethiopian area. Other generally features include the glottalisation and palatisation of consonants, extensive use of gerund forms, and SOV word order.
Ethiosemitic is commonly divided into two further groups, North and South Ethiopic.North Ethiopic is the more conservative of the two, e.g. the initial set of five laryngals are still differentiated in pronunciation, and feminine forms have the semitic -t marker. The group consists of:
- Old Ethiopic, natively called Ge'ez, the language of the Aksumite empire and liturgical language of the Ethiopian church. It is the oldest attested Ethiosemitic language, in continuous productive use from the 3rd to the 19th century A.D. Statements that it displays substantial pidginization or creolization are wholly unjustified.
- Tigre, attested in a few scattered fragments and a translation of the Bible commissioned by Swedish missionaries in the 19th century, now spoken mainly in Eritrea. An Arabic-influenced creole has developed as a trade dialect along the Red Sea coast.
- Tigrinya, also attested since the 19th century, now the official language of Eritrea (along with Arabic). It is the second largest language in the Ethiosemitic family, and, despite a strong Agaw substratum, displays the greatest number of Proto-Ethiosemitic markers.
Numerous attempts have been made to derive either Tigre or Tigrinya linearly from Old Ethiopic, but the great time between the periods of spoken Old Ethiopic and attested Tigre and Tigrinya, not to mention the centuries of Arabic and Cushitic influences in between, make this rather impossible. It is best to consider these languages as equal derivatives of a Proto-Northethiopic.
Some time shortly after the 1st century A.D., Southethiopic split off from the northern branch. A traditional theory, proposed in the 1950s by Robert Hetzron, states that this southward migration took place along two routes, a direct path into the Southeast and a transversal route along the western coast. The theory remains unprovable, but provides a working hypothesis for the grouping of the southern languages into Outer South Ethiopic and Transversal South Ethiopic. The languages of the latter are:
- Amharic, the official language of Ethiopia, the language of government and education, with some 15 Million native speakers today the 2nd largest living semitic language, the 5th largest language in Africa. It is continuously attested from the 14th century to the present.
- Argobba, sometimes referred to as an Amharic dialect, spoken today in the Muslim Argobba province. It is quickly dying out under pressure from Amharic, and is spoken today by relatively few, mostly with ad hoc mixtures of Amharic. Nevertheless, it displays certain conservative features that lead scholars in the 1940s to declare it an earlier Amharic dialect that has become independant.
- Harari, the language of a small group of Muslims in the walled inner city of Harar (the outer city speaks Amharic, the surrounding countryside Oromo). It is the only Ethiosemitic language commonly written in Arabic rather than Old Ethiopic characters.
- East Gurage, with the dialects Selti, Wolane, and Zway. The classification of the Gurage cluster is one of the greatest problems of Ethiosemitic studies, better described under its own node. Suffice to say that Gurage as a whole, though its languages are most likely derived from a Proto-Gurage, is better used as an ethnographic determination.
- Gafat, formerly spoken in the Gafat region of eastern Ethiopia, officially extinct since the 1940s (unconfirmed rumours say otherwise). The last native speakers were interviewed and recorded by the great Wolf Leslau.
Outer South Ethiopic consists only of North and West Gurage. These languages, again, are best described under their own nodes.
A rather lengthy bibliography:
Leslau, W., An Annotated Bibliography of the Semitic Languages of Ethiopia. The Hague 1965.
Leslau, W., Etude descriptive et comparative du Gafat. Paris 1956.
Dillman, A., Grammatik der äthiopischen Sprache. Leipzig 1899.
Dillman, A., Lexicon linguae aethiopicae cum indice latino. Leipzig 1865.
Leslau, W., Comparative Dictionary of Ge’ez (Classical Ethiopic). Wiesbaden 1991.
Hartmann, J., Amharische Grammatik. Wiesbaden 1980.
Kane, T.L., Amharic-English Dictionary. Wiesbaden 1990.
Leslau, W., Concise Amharic Dictionary. Wiesbaden 1976.
Leslau, W., Reference Grammar of Amharic. Wiesbaden 1995.
Leslau, W., Ethiopic Documents: Argoba Grammar and Dictionary. Wiesbaden 1997.
Cerulli, E., Studi etiopici, I. La lingua e la storia di Harar. Rom, 1936.
Leslau, W., Etymological Dictionary of Harari. Berkeley 1958.
Leslau, W., Gurage Studies: Collected Articles. Wiesbaden 1992.
Leslau, W., Etymological Dictionary of Gurage (Ethiopic). Wiesbaden 1979. | <urn:uuid:c4415e98-4c5a-49c8-9987-06997163eb73> | CC-MAIN-2015-11 | http://everything2.com/title/Ethiosemitic | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463104.7/warc/CC-MAIN-20150226074103-00084-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.893072 | 1,291 | 3.3125 | 3 |
Warm, dry winters, early springs, hot summers heighten wildfire risk
The debate about climate change has centered around etiology, but among the other sides to the story is the ways in which Colorado’s climate apparently is changing have heightened the risk and behavior of wildland fires.
Hotter summers, including this one, mean that more moisture is needed to grow crops and maintain forests. Milder winters reduce beetle mortality, and more beetles means more beetle-killed trees. Earlier snowmelt, sometimes accelerated by windborne dust and perhaps containing less snow to start with, results in drier forest and fire seasons that begin earlier and last longer.
According to Princeton University geosciences professor Michael Oppenheimer, this fire season is “a window into what global warming really looks like: It looks like heat, it looks like fires, it looks like this kind of environmental disaster.” (Oppenheimer is also an advisor to the Environmental Defense Fund and a member of the board of directors of Climate Central.)
If that’s true, it has serious repercussions.
The safety of the wildland-urban interface — those forested places where so many Coloradans love to live — will grow even less safe as time goes on. Neighborhoods such as those that burned above Colorado Springs, have been considered relatively safe because they were suburban blocks with paved streets and fire hydrants, not remote homes tucked here and there in the forest. In the Waldo Canyon Fire, at least, that margin of safety was not sufficient.
Some activities — personal fireworks, summer campfires — no longer may be supportable.
The costs of preventing and fighting fires will continue to increase, and funding should increase ahead of the need, not on an emergency basis.
Regardless of what anyone believes should have happened in years past, if westerners really want their public lands agencies to manage forests with techniques such as numerous controlled burns (which have become much harder to control) and discounted or subsidized timber sales to remove beetle-killed trees, their budgets will have to grow dramatically.
Likewise, the hiring, training and equipping of firefighters will need to be ramped up. By the end of June, the shortage of air tankers had become obvious, especially when more planes were pulled from the force after a C-130 crash killed four North Carolina Air National Guard crew members in South Dakota over the weekend. The availability of military equipment and personnel is a boon to fire crews needing assistance, but National Guard crews are not trained primarily as wildland firefighters. (It’s worth noting that fire danger, and firefighting demands, have increased in eastern forests as well.)
Forests capture carbon and contribute oxygen to the atmosphere; as they shrink, CO2 levels will accelerate the warming trend. Those trees may not be coming back. In a growing number of places, the climate is no longer hospitable to forests and may transition to smaller trees or sage and rabbitbrush.
Finally, fire behavior will change, becoming less predictable and more dangerous. The Waldo Canyon Fire and even the Weber Fire provided evidence of that. Fire science will catch up quickly, but the bottom line will be that fires which grow in unexpected ways and burn actively all night will be harder to combat.
Westerners and politicians cannot afford to let their distrust of climate science deter them from making sound decisions about forests and firefighting. If all of these changes are quickly reversed, wonderful. Until then, the lives of both firefighters and residents depends on the ability to acknowledge reality and deal with it appropriately. | <urn:uuid:d9bbbc3d-1a70-4885-af3a-77bc89cc6839> | CC-MAIN-2013-20 | http://cortezjournal.com/article/20120707/OPINION01/707079995/0/opinion/Future-fires | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704666482/warc/CC-MAIN-20130516114426-00081-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.959458 | 727 | 3.484375 | 3 |
Upper Rio Grande Flood Control Project
Location and General Description, Authority
The Upper Rio Grande Project consists of five separate projects: Canalization, American Dam and Canal, Chamizal, Rectification, and a portion of the Boundary Preservation Project. The Upper Rio Grande Project is operated and maintained as one project. The Project extends along the Rio Grande from Percha Diversion Dam in New Mexico downstream to the tri-county line at the southern end of Hudspeth County, Texas a distance of 270 river miles. The Project is primarily for flood control, river stabilization, and to control the division of waters for beneficial use between the United States and Mexico pursuant to the 1906 Water Treaty with Mexico.
The Upper Rio Grande Project Office is headquartered in El Paso, Texas with two satelite field offices in Las Cruces, New Mexico and Fort Hancock, Texas. The Field Office in Las Cruces is responsible for the Canalization Project. The American Dam Office is responsible for American Dam and Canal, Chamizal Project, and the segments of both the Rectification and Canalization Projects from the Country Club Bridge in El Paso to Wasteway No. 1 which is located 2.5 miles downstream of Riverside Dam. The Zacarias Dominguez Field Office is responsible for the Rectification Project and a portion of the Boundary Preservation Project. The projects are discussed in more detailed below.
Responsibilities and Maintenance
Major responsibilities of the Upper Rio Grande Projects staff include maintaining 221 miles of flood control levees, removing obstructions from the floodway, maintaining bridges, measuring flows in the Rio Grande, demarcating the international boundary, and maintaining canals and dams. The objectives of the Upper Rio Grande Project is to economically, effectively, and satisfactorily carry out the purposes for which the Project was designed and constructed.
The field office manages, plans, and administers the operation and maintenance of an extensive system of river gauges and facilities in the Rio Grande and canal systems for the purpose of securing water accounting data required to meet treaty and domestic requirements.
The American Dam field office obtains hydrographic data necessary to insure that Treaty provisions for use of the waters of the Rio Grande are carried out. The field office obtains the data necessary to deliver 60,000 acre-ft annually to Mexico, in accordance with the 1906 Convention. In addition, the data is used for flood warning and reservoir operations at Caballo Dam.
Hydrographic sites: Three flood warning stations and six water accounting stations for water deliveries to Mexico per the 1906 Convention.
Personnel Working for the Upper Rio Grande Project
Presently, thirty-nine field office employees oversee the operation and maintenance of the American and International Dams, Rio Grande Canalization and Rectification Projects and perform daily hydrographic activities.
Rio Grande Canalization Project
The Canalization Project provides a means for carrying out the division of waters of the Rio Grande, under the provisions of the 1906 Water Treaty with Mexico. Under the Treaty, responsibilities include protecting valley lands in the United States from floods, stabilizing the river channel, and improving the drainage of adjacent lands. The Canalization Project was constructed and is being operated and maintained pursuant to the Act of June 4, 1936 (49 Stat. 1463). The Project was completed in 1943 at a cost of $3,892,221. View the current Doña Ana and El Paso County Flood Control Levees Fact Sheets.
The Rio Grande Canalization Project assures that water released from upstream reservoirs for delivery to Mexico is in compliance with the Convention between the United states and Mexico concluded May 21, 1906 is conveyed effectively to American Dam, and also provides for protection of lands along the project from floods.
The Rio Grande Canalization Project, New Mexico and Texas, extends for 105.6 miles (170 km) along the Rio Grande from Percha Diversion Dam, located 2.0 miles (3.2 km) below Caballo Dam, to the American Dam at El Paso.
3) Description of the Project
The Rio Grande Canalization Project consists of a normal flow channel and a leveed floodway. The normal flow channel carries the irrigation releases from Elephant Butte and Caballo Dams to the headworks of irrigation projects developed by the U.S. Bureau of Reclamation in New Mexico and Texas and also carries waters released for delivery to Mexico under the 1906 Convention. The normal flow channel has a depth of 3 to 5 feet, a width ranging from 110 to 500 feet, and a capacity ranging from 2,500 cfs above Leasburg Dam to 1,200 cfs at El Paso.
The floodway ranges from approximately 50 to 2,100 feet in width. The bordering levees range 3 to 15 feet in height, and have a total length of 130 miles with 57 miles on the west side and 73 miles on the east side. In some reaches, the floodway is bounded by natural high ground, and in the section near Canutillo a railroad embankment forms the east levee. The crown of the levees are gravel surfaced to facilitate access during flood emergencies and for normal maintenance. Some of the floodway lands are used for recreational purposes, and the remainder are largely used for grazing.
No project works were built in an 8.6 mile section in Selden Canyon between the Rincon and Mesilla Valleys in New Mexico where the river is confined within canyons and no channel control works were needed.
4) Operation and Maintenance
The operation and maintenance for the Canalization Project is carried out from one location; the Las Cruces Field Office located in Las Cruces, New Mexico. The Project is 105.6 river miles in length, 130 miles of flood control levees, and 27 bridges. The project also maintains five dams built on adjacent arroyos between 1969 and 1975 to control sediment and flood runoff to the Canalization Project.
The American Dam and Canal Extension Project
The project extends from the American Dam to the International Dam. The project was constructed and is being operated and maintained under the authority of, and pursuant to the Act of August 29, 1935 (49 Stat. 961). The American Dam and Canal Project provides the means for physical control and division of waters in the Rio Grande River. The river water allocation for each country (United States and Mexico) is addressed in the 1906 Treaty. The Project was completed in 1938 at a cost to the United States Government of $667,398. The Operation and Maintenance of this project is carried out by the American Dam Field Office, situated in El Paso, Texas. The American Canal was recently extended (Rio Grande American Canal Extension) and is located adjacent to the Rio Grande from International Dam to Riverside Dam, a distance of 12.0 miles.
The American Dam was constructed to regulate the quantity of water delivered to Mexico and the United States irrigators from the Rio Grande under the 1906 Convention by diverting the United States allotment of water to the American Canal for United States irrigators and releasing to the river downstream the waters allotted to Mexico.
The American Dam, constructed wholly within the United States, is located on the Rio Grande about 3.5 miles upstream from the business center of El Paso, Texas and about 140 feet above the point of beginning of the Western Land Boundary between the United States and Mexico.
3) Description of Project
The diversion dam, constructed in 1937-1938, is 284 feet long and contains thirteen radial gates. Water enters the American Canal over a weir, which is parallel to the general course of the river. Intake control into the American Canal is by means of two radial gates. Downstream of the intake structure, the canal follows the left bank of the river a distance of 2.0 miles downstream to connect with the Rio Grande American Canal Extension (RGACE). Water for the portion of the Rio Grande Reclamation Project is carried through the RGACE. The RGACE terminates at Riverside Canal Heading, just down stream of the Ysleta-Zaragoza International Bridge, a distance of approximately 12 miles.
4) Operation and Maintenance
The American Dam and American Canal are maintained by the U.S. Section personnel under the direction of the El Paso's Project Field Office at American Dam (Upper Rio Grande Projects). The RGACE is maintained by the El Paso County Water Improvement District No. 1 through a Memorandum of Understanding.
Links to Other Field Offices | <urn:uuid:ec58cea2-f81b-4b8a-8d3e-e331463fa7ba> | CC-MAIN-2015-06 | http://www.ibwc.state.gov/Organization/Operations/Field_Offices/URGFCP.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115861305.18/warc/CC-MAIN-20150124161101-00156-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.932824 | 1,722 | 2.546875 | 3 |
Femicide: Guatemala’s growing epidemic
Open a newspaper in Guatemala and you are invariably greeted by the number of people killed the previous day (typically high) and the number of people arrested in conjunction with the crime (typically zero).
Recently, the number of females appearing in the first of these statistics has been increasing. So much so that human rights groups say Guatemala is witnessing epidemic levels of violence against women. Raped, murdered and mutilated, their bodies are dumped in rubbish bags and abandoned in public places.
The latest high-profile case is a missing mother of two, Cristina Siekavizza Molina de Barreda, who disappeared last month. Police are trying to locate the whereabouts of her husband, who fled with their children soon after the incident gained national attention. Cristina’s mother has since organized a number of marches throughout the capital, Guatemala City, to support victims of violence.
According to Amnesty International, Guatemalan women experience one of the highest levels of violence in the world; and while death rates continue to rise, convictions do not. Even Guatemala’s top law enforcer, Attorney General Claudia Paz, admits most crimes against women go unpunished:
‘The justice system hasn’t given violence cases the importance they deserve. And with violence against women, the problem is even worse,’ she says.
During the past decade, over 5,000 women and young girls have been murdered throughout the Central American nation: last year alone there were 685 targeted female killings. So far, less than four per cent of these cases have resulted in a conviction.
In December 2009, 22-year-old Mindy Rodas was violently attacked by her husband, who tried to cut off parts of her face with a machete. He was subsequently charged and sentenced – but not sent to jail. With the help of local organizations, Rodas was given assistance in Mexico to obtain extensive facial reconstruction surgery and later moved to a women’s shelter in Guatemala.
Seven months after her violent attack, Rodas left the shelter because she wanted to live closer to her community. On 18 December 2010, she was found dead in Guatemala City.
Since human rights defenders across the country regularly receive death threats demanding they drop cases, victims’ families are often too afraid for their own safety to demand a fair trial for their deceased. The state’s failure to exercise due diligence in preventing, investigating and punishing these crimes means the killers run free and the violence proliferates.
Femicide, defined as ‘the killing of females by males because they are female’, has long been a problem across Latin America, and over time the media has grown numb to the violence. Women from indigenous communities are often targeted for rape and other forms of sexual violence, torture and killings specifically because of their indigenous identity. Little is done to counter it: attacks are rarely investigated and seldom brought to trial.
Back in March, international human rights groups joined together to urge Guatemala’s authorities to take action and ensure perpetrators were brought to justice. However, so far little progress has been made.
‘Women in Guatemala are dying as a consequence of the State’s failure to protect them,’ says Sebastian Elgueta, Guatemala researcher at Amnesty International.
Female passengers are also regularly assaulted on public transport throughout the capital. To combat these attacks, public buses exclusively for women have just been introduced – covering routes throughout the city during peak hours. The line of Transurbano buses, which are decorated with pink ribbons and marked: ‘For Women Only’, have won over a lot of Guatemalan women. They say they feel safer on board them and hope the system will soon extend its hours. Congresswoman Zury Rios Montt, who spearheaded the campaign, is now pushing to implement a female-only taxi service so that women can move around the city free from sexual harassment.
NGOs such as Madre and Fundacion Sobrevivientes are also fighting back: providing women, who often lack access to basic human rights, with ways to avoid the violence. By educating them, equipping them with flashlights, enhancing their security and explaining their legal rights, they aim to reduce the number of women who fall victim to femicide in Guatemala each year.
Yet while NGOs and human rights groups can campaign for adequate policies, it is up to those who hold the power to implement effective programmes that tackle the core of the problem – pervasive poverty and legal exclusion. | <urn:uuid:afaf5f57-2544-4469-91ae-8fcf6e2a4e5b> | CC-MAIN-2017-47 | https://newint.org/blog/majority/2011/08/22/guatemala-femicide-murder-womens-rights/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806708.81/warc/CC-MAIN-20171122233044-20171123013044-00013.warc.gz | en | 0.968414 | 928 | 2.890625 | 3 |
Aesthetics Without Racial Polemics
200 years of African American Art at Michael Rosenfeld Gallery
ALMA THOMAS ( 1891-1978) WAS COMMITTED TO CREATING ART that transcended social issues. She believed that, by 1970, African Americans had already made the necessary political assertions. She stated: “Now it’s time that they get down to work and produce art they can really be proud of.” This exhibition at Michael Rosenfeld Gallery is a tribute to the number of African American artists who have done just that over the span of two hundred years.
|Alma Thomas, Irises, Tulips, Jonquils, Crocuses (1964)
On view are 41 works, extending from 1810 to 2000. Among the artists featured are Jacob Lawrence, Romare Bearden, John Biggers, Aaron Douglas, Elizabeth Catlett, Benny Andrews, Hughie Lee-Smith, Beauford Delaney, Archibald Motley, Jr., Horace Pippin, Augusta Savage and others.
It is a broad survey in advance of Swann’s auction of African American art in mid-February.
The main gallery contains more modern, predominantly abstract, painting and sculpture. Earlier pieces, clustered in a smaller room, represent the unselfconscious art that Romare Bearden, writing in 1934, dismissed as “poor echoes of the work of white artists.”
It was an unfair dismissal that placed racial polemics ahead of aesthetic worth. The entire exhibition is a vital one, rich in association and filled with diverse pleasures. Yet this understated historic section is, in its way, the most exciting and instructive. It validates black scholar Kenny J. Williams’s assertion that “there is no such thing as the black experience.”
Joshua Johnson’s “Girl Wearing a Bonnet” (1810) earns its place in the history of American folk art alongside portraits by Ammi Phillips, one of the most important naive portraitist in 19-century America. Biographical information about Johnson is sparse and contradictory. The earliest known professional painter of African heritage, he was most likely a half-white indentured servant when he first arrived from the West Indies.
There is no record of his training, though formal affinities between his portraits and those of Charles Willson Peale’s family suggest acquaintance. This “Free Householder of Colour,” as he was listed in a Baltimore directory, made his living painting wealthy plantation owners and their families.
Edmonia Lewis (1843-1909), a leading half-black, half-Chippewa sculptor, grew up among the Chippewa near Niagara Falls. After attending Oberlin College, she studied with sculptor Edmund Brackett in Boston at the behest of William LLoyd Garrison. Her early sculpture earned her enough to move to Rome where she presided over a busy studio and acquired aristocratic patrons in Italy and England.
Her marble “The Old Arrow Maker and His Daughter” (1872), carved in her characteristic Neoclassical style, is indebted to Longfellow’s “The Song of Hiawatha.” It celebrates the familial piety of Longfellow’s pastoral elegy for the Noble Savage. (“At the doorway of his wigwam / Sat the ancient Arrow-maker / .… At his side, in all her beauty / Sat the lovely Minnehaha. / Sat his daughter, Laughing Water.”) Tastes changed and Lewis died in obscurity, probably in Rome. Little of her work survived.
Against the wishes of his father, an African Methodist Episcopal bishop, Henry Ossawa Tanner (1859-1937) chose painting over the ministry. He studied with Eakins at the Pennsylvania Academy but, fearing the weight of racism, left for the Académie Julien in Paris where he prospered. He was inducted into the French Legion of Honor and later became the first African American member of New York’s National Academy of Design.
|Joshua Johnson, Portrait of a Gentleman (c.1810-15)
If he suffers neglect today, it is less likely to prejudice than to the religious themes that typify his work. His “Sodom and Gomorrah” (c. 1920-24) is a stirring testament to his brushwork and sumptuous coloristic agility. Keeping anecdote to a minimum, Lot’s wife is a simple white form, brilliant against a brooding, agitated sky of variegated blues scumbled and glazed to perfection. Tanner’s near-contemporaneity with Monet is visible in the delicate tonal range and shifting hues of his “Birthplace of Joan of Arc” (1918), a plein-air gem.
Hale Woodruff (1900-1980) studied with Tanner in Paris. His shimmering watercolor, “Les Bords de l’Eure, Chartres” (1928) is a poignant illustration of what was surrendered in his eventual move from realism to abstraction. His study for “Celestial Gate” (c.1967), cousin to Adoph Gottlieb’s pictograms, hangs with the modern work in anticipation of the Swann auction, which will include the finished painting.
Bob Thompson’s expressive, semi-abstract figuration hangs in the side offices. A small, characteristic riff on a classical theme is in one; a large 1963 Nativity scene is in the other. Both leave you respectful of how much originality a brief life could accomplish. In 1966, he died suddenly in Rome at 28.
“Carnivale del Sol” (1962) shows Norman Lewis (1909-1979) at his most lyrical. Fluid calligraphic markings dance across a yellow field that migrates upward from a saturated yellow toward a cool, mottled white.
Lewis acted as an organizer for the Artists Union that—together with teamsters, auto-workers, longshoremen and entertainers—was part of the broad social movement of the 1930s called the Popular Front. Despite his political engagement, he insisted that “the goal of the artist must be aesthetic development.”
Thomas (1891-1978) came late to abstraction. Like Lewis, she adopted a style of accumulated gestures that read as a kind of handwriting. “Early Cherry Blossoms” (1973) is an airy, kinetic movement of white marks that flutter in formation across an uninflected field of cool pink-violet. Thomas was the first African-American woman to be granted, in 1972, a solo exhibition at the Whitney.
Norman Cousins (1916-1992) left for Paris on the G.I. Bill and stayed. His aerodynamic sculpture, “Aviatrix” (1969), is an ascending series of bronze plates and steel rods welded to suggest the wings of a biplane. The piece widens into an abstract evocation of a bird taking flight. It is an exhilarating metaphor for the exhibition itself.
“African American Art: 200 Years” at Michael Rosenfeld Gallery (24 West 57th Street, 212-247-0082).
This essay first appeared in The New York Sun on January 31, 2008.
Copyright 2008, Maureen Mullarkey | <urn:uuid:7f350651-9a33-47c6-a556-8b332c1b0fbe> | CC-MAIN-2018-05 | http://www.maureenmullarkey.com/essays/rosenfeld.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00017.warc.gz | en | 0.951942 | 1,553 | 2.828125 | 3 |
Projects per year
Institutions and investors face the constant challenge of making accurate decisions and predictions regarding how best they should distribute their endowments. The problem of achieving an optimal outcome at a minimal cost has been extensively studied and resolved using several heuristics. However, these works usually failed to address how an external party can target different types of fair behaviour or do not take into account how limited information can shape this complex interplay. Here, we consider the Ultimatum game in a spatial setting and propose a hierarchy of interference mechanisms based on the amount of information available to an external decision-maker and desired standards of fairness. Our analysis reveals that monitoring the population at a macroscopic level requires more strict information gathering in order to obtain an optimal outcome and that local observations can mediate this requirement. Moreover, we identify the conditions which must be met for an individual to be eligible for investment in order to avoid unnecessary spending. We further explore the effects of varying mutation or behavioural exploration rates on the choice of investment strategy and total accumulated costs to the investor. Overall, our analysis provides new insights about efficient heuristics for cost-efficient promotion of fairness in societies. Finally, we discuss the differences between our findings and previous work done on cooperation dilemmas and present our suggestions for promoting fairness as an external decision-maker.
FingerprintDive into the research topics of 'Cost-efficient interventions for promoting fairness in the ultimatum game'. Together they form a unique fingerprint.
- 2 Finished
12/12/20 → 5/12/22
30/11/18 → 31/10/20 | <urn:uuid:b6a74092-8866-49ec-aa4b-7016c2124567> | CC-MAIN-2023-06 | https://research.tees.ac.uk/en/publications/cost-efficient-interventions-for-promoting-fairness-in-the-ultima | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00472.warc.gz | en | 0.903959 | 346 | 2.53125 | 3 |
Opposite to widespread belief, learning a international language is just not merely about being able to converse it. It is about understanding and experiencing another tradition and society, and, through this, broadening your individual perspectives and outlook on the world. The power of this theory is that the area people can preserve and even further develop its traditional values and cultural identity because it grows and interacts with the enter of exterior sources and vitality in accumulating native data for local developments.
Since 1974, computer systems are apparently used in schooling in colleges, colleges and universities. Some decisions are highly valued by society, while others are limited by inequities in social class, unequal entry to education and wealth, and biases that include racism and sexism.
Another recent change is the emphasis on diversity education, fairly than diversity training. If students of decrease social-financial status are to have a base to succeed in a global economic system, it’s crucial they obtain the inspiration taught via social research in elementary faculty.
The world is replete with totally different cultures and if you wish to be the kind of one who is delicate to different people’s emotions, the learning about totally different cultures is a should. NAAHE has labored with professional associations and associations of skilled faculties in the fields of engineering, accounting, instructor education, nursing, midwifery, psychology, pharmacy, and veterinary drugs to construct self-discipline-particular accreditation requirements for other professions.
Whereas white privilege, multiculturalism, and racism work are every essential, variety professionals must remember the fact that organizations fluctuate in diversity education wants. Whereas there will likely be a discussion of and readings about education within the Early Years, the module will broaden past academic settings and can take into account programmes that serve different needs for younger youngsters and their households.
In distinction to enterprise schools on the whole, giant companies like Normal Electrical, Proctor & Gamble and Southwest have began scratching the surface of organizational tradition and producing tremendous case studies to study from. We must pay specific attention to the rising inequality recognised within and between schools, in bigger cities, between regions, in learning outcomes between genders, and among first and second-technology immigrant children and young individuals.
Intercultural schooling or training sessions focuses on helping a crew to understand their differences and similarities. In flip, our feelings are socialize via tradition- the deeply confluence of language, beliefs, values, and behaviors that pervades each side of people’s lives.
By learning other languages, one might discover many fascinating characteristics about different cultures – via DARMASISWA brings you to this world. Higher studying takes the intellect to the next degree, providing a deeper understanding of the world around us. Beneath are articles on training and better learning.
When you’re studying English so that you can attend an American college, keep in mind that language is just not the only factor that might be totally different about your courses. She shows how language and translation affected cultural interplay and knowledge transfer. Reducing social studies in schools will solely add to the deficit in background information and vocabulary. That is achieved via an examination and exploration of the character of language, language range; kids’s literature, literacy and learning and academic policy developments.
Faculty tradition has develop into a central idea in lots of efforts to change how colleges operate and improve educational outcomes. The schooling culture in India has reached fascinating times. You will have the opportunity to contemplate how theoretical understandings of language and literacy growth have influenced educational policy.
Schooling prepares the scholars for offers with cultural ethics and norms. Cohorts take core CFE programs collectively, after which select programs from across the College of Education and other schools and faculties at Syracuse University. This features a consideration of: the care and development of younger children in numerous settings; cross cultural views on youngsters’s studying; the concept of childhood and its impression on policy growth.
Many white center to upper socio-economic class students are choosing to attend non-public or constitution schools that continue to supply a strong curriculum in social studies and science programs, an unintended consequence of curriculum narrowing within the public faculties.
Each and every one in all us are affected by globalization in one way or another. By the tip of 2020, the Government will draw up a roadmap for abilities and learning in 2030, outlining the shared lengthy-time period measures to extend the level of schooling and competence in Finland, to extend equality in training, and to reduce the differences in studying outcomes.
Nonetheless, there’s one other gap that always goes unexamined: the cultural hole between students and academics. The faculties maintained by Spain for more than three centuries were closed for the time being but have been reopened on August 29, 1898 by the Secretary of Interior.
The ten Finest Melbourne Excursions, Excursions & Actions 2020
Hear elementary college trainer, Diane Holtam, speak about how she works with different academics to disabuse stereotypic notions of Asian American college students’ skills.
Improvements in expertise has catapulted the financial district into a world market. Prior to the institution of NAAHE, applications of private HEIs (and colleges) were based mostly on their stage of growth, categorized into three classes: registered, acknowledged, and equalized. Academic cultures are the framework by which instructional actions take place.
The Education, Society, and Culture doctoral program provides you with theoretical and methodological preparation supporting scholarly inquiry on the historical, social, racial, cultural, and institutional components affecting education, particularly those that affect entry and alternative and contribute to instructional inequality.
This course emphasises the pleasures of literature and aims to make college students educated and committed readers of literature for kids and young people. This module develops the concept learning and education is distinct from education by way of the application of learning and education theory to community settings.
2 presentations per participant), participation within the networking part, peer-reviewed publication (in case of optimistic overview) in the Journal of Schooling, Tradition and Society” (max. We recognise that students include a variety of expertise in language teaching and there will probably be opportunities for this to be shared and mentioned in classes.
Public health problems are taken into critical concerns for the efficient resolution of issues. We aim to develop a 3-tier mannequin for early childhood training and care and strengthen the three-tier assist in comprehensive schools by growing the assets for collaborative workforce teaching, special wants educating and study steering.
At the School of Schooling, we’re proud to welcome a vibrant and various neighborhood, with college students based mostly regionally, nationally and internationally. We know that faculty tradition and the character of relationships among adults in faculties is a major determinant of scholars’ academic and social progress.
Native Information System In Music Training Culture At Indigenous Group Kampung Naga Tasikmalaya Regency
The single greatest determinant of student studying is the school. For Turkey, the development of its post-secondary vocational schools and scholar unions was not only about nation-building after the collapse of the Ottoman state, but about representing the brand new nation in a optimistic mild to the worldwide community.
Further, (cultural literacy) is the research of how people take part in society and the way society operates. College students will be ready for dissertation examine and additional scholarly analysis within the sociology of training. The expected instructional end result is to develop an individual with regionally and globally blended parts, who can act and think with mixed native and international information.
éducation culturelle pdf, education culture and society, education culture in america
Do you need to get married or marry? In early Seventies, the first part government embarked on an infinite nationwide marketing campaign for universal entry to main schooling, of all children of school going age. Faculty problem students to mirror critically upon the elemental constructions and purposes of schooling in society. | <urn:uuid:b426348d-8835-4119-aba7-02afc6f9c70e> | CC-MAIN-2023-06 | https://cinewebradio.com/teaching-2.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500628.77/warc/CC-MAIN-20230207170138-20230207200138-00591.warc.gz | en | 0.944553 | 1,606 | 2.78125 | 3 |
Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools
Serving students with an individualized education program, which entitles them to special education services, can be a challenge for charter and traditional schools. In Louisiana in 2010/11, 12 percent of enrollees in charter schools had an individualized education program, compared with 14 percent of students in traditional schools.
Members of the Louisiana Charter Schools Research Alliance, as well as policymakers and the public, are interested in an updated and more extensive examination of the dimensions and possible sources of the special education enrollment gap between charter schools and traditional schools in Louisiana. Is the gap larger in the earlier or later grades? Does it vary across disability categories? Is it due to a tendency for charter schools to declassify students as requiring an individualized education program at a higher rate than traditional schools do?
This study is an exploratory analysis of special education enrollment rates in charter schools and traditional schools, as well as of factors associated with variations in classification and enrollment rates of students with an individualized education program across school types in the four educational regions of Louisiana that have three or more charter schools. Key findings include:
- The gap was 2.5 percentage points (8.5 percent in charter schools and 11.0 percent in traditional schools) in 2010/11 and declined to 0.5 percentage point (10.2 percent and 10.7 percent) in 2013/14.
- For three of the four study years the gap was largest in schools serving grades K–5, and for all four study years it was smallest in schools serving grades 9–12.
- By 2013/14 the special education enrollment rate in schools serving grades 9–12 was higher in charter schools than in traditional schools.
- The enrollment rate for students with an emotional disturbance was higher in charter schools than in traditional schools, but the enrollment rate for students with most other categories of disabilities was higher in traditional schools than in charter schools.
- Charter school enrollment was associated with an increased likelihood of a student being declassified from requiring an individualized education program, though less than 1 percent of students with an individualized education program in both charter schools and traditional schools were declassified over the study period. | <urn:uuid:7b434476-876e-406e-a35a-5f11ac5f539a> | CC-MAIN-2019-04 | https://www.air.org/resource/special-education-enrollment-and-classification-louisiana-charter-schools-and-traditional | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547584547882.77/warc/CC-MAIN-20190124121622-20190124143622-00527.warc.gz | en | 0.97754 | 450 | 2.796875 | 3 |
Solar power grew at a record-breaking pace in 2015. The United States now has more than 27,000 megawatts (MW) of cumulative solar electric capacity, enough to power more than 5.4 million American homes. Hundreds of thousands of Americans – especially in our cities – have invested in solar panels on their roofs or solar projects in their communities, and millions more are ready to join them.
America’s major cities have played a key role in the clean energy revolution and stand to reap tremendous benefits from solar energy. As population centers, they are major sources of electricity demand, and with millions of rooftops suitable for solar panels, they have the potential to be major sources of clean energy as well.
As of the end of 2015, 20 cities – representing just 0.1 percent of U.S. land area – accounted for 6 percent of U.S. solar photovoltaic (PV) capacity. The 64 cities in this report have installed over 1,700 MW of solar PV capacity – nearly as much solar power as the entire country had installed at the end of 2010. Los Angeles leads the nation in total installed solar PV capacity, followed by San Diego, Phoenix, Honolulu and San Jose.
Solar energy is expanding rapidly across the United States – increasing more than 100-fold over the past decade. But, there are still many untapped opportunities to harness the nation’s nearly limitless solar potential. The United States has the technical potential to produce more than 100 times as much electricity from solar photovoltaic (PV) and concentrating solar power (CSP) installations as the nation consumes each year. Given our abundant solar resources, America must take advantage of untapped opportunities to install solar technologies – like using rooftops of large superstores and “big box” retail stores as hosts for clean electricity generation.
Solar power is on the rise – nationally, installed solar capacity grew by 30% in 2014 alone. Environment Oregon is currently working to pass five-year solar installation targets in five cities (Eugene, Ashland, Corvallis, Lake Oswego, and Milwaukie) and the commensurate policies to aid in meeting these targets. So far, over 90 local businesses and hundreds of local residents have endorsed bold solar targets in their cities.
Solar targets proposed by Environment Oregon represent a combined 245% increase in solar power in the cities over five years, or the equivalent of more than 3,000 residential solar rooftops (city-specific data below). If Oregon increased installed solar capacity at the same rate, it would be the equivalent of 28,000 new solar rooftops statewide in the next five years.
As a result of global warming, young Americans today are growing up in a different climate than their parents and grandparents experienced. It is warmer than it used to be. Storms pack more of a punch. Rising seas increasingly flood low-lying land. Large wildfires have grown bigger, more frequent and more expensive to control. People are noticing changes in their own backyards, no matter where they live.
Pollution from burning coal, oil and gas is the primary cause of global warming. Without urgent action to reduce global warming pollution, children born today will grow up in a more dangerous world.
We can protect our children from the most harmful impacts of global warming by reducing carbon pollution and shifting to cleaner sources of energy. The United States has a critical window of opportunity to lead the world in this effort.
Environment Oregon Research and Policy Center is part of The Public Interest Network, which operates and supports organizations committed to a shared vision of a better world and a strategic approach to getting things done. | <urn:uuid:af5a87e9-026d-422e-bb3d-a48d33ac02be> | CC-MAIN-2020-05 | https://environmentoregoncenter.org/reports?page=4 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00083.warc.gz | en | 0.940122 | 746 | 2.84375 | 3 |
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The newsletter of the Humane Society of Pagosa Springs (HSPS) states that they have sterilized over 350 stray feral cats through their trap-neuter return (TRN) program. By their estimate, this represents about a third of the feral cat population of our area.
Return of feral cats to survive on their own is misguided, destructive and cruel. Many of these were born in a garage or basement, have slept on a bed or a sofa, and had food provide daily before they were discarded or escaped.
Each of those 350 cats discarded means a daily loss of at least 350 baby birds, night-roosting birds, chipmunks or harmless field voles. Native birds have lost about half of their populations in the last four decades according to Audubon Society surveys and USGS Breeding Bird Survey conducted each June by about 2,500 volunteer birders. The National Audubon Society says a quarter of the U.S. bird populations have been in decline since the 1970s. The reasons given are habitat fragmentation, depletion of food resources, pollution and incursion of non-native species or “alien attacks.”
Alien attacks include snakes, rats, cats, plants and insects. We do not have a snake problem, or rats. Domestic (feral) cats are credited with being the second most destructive force on urban wild bird populations, following reflective windows in tall buildings. We don’t have tall buildings. Worldwatch Institute in Washington D.C. states that human-caused factors are the central reason for bird population decline. They cite the need for “rural, suburban and urban planning efforts” to make our cities safer for native species. By such planning, the mistaken procedures of our humane society by providing feral cats to our community should be eliminated. | <urn:uuid:d3325f5b-fb15-4696-b2ee-bae240412ff3> | CC-MAIN-2016-44 | http://www.pagosasun.com/cats/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720000.45/warc/CC-MAIN-20161020183840-00135-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.938341 | 379 | 3.3125 | 3 |
Their findings, which appear in the journal Physical Review of Letters, are counter to common perceptions that flight stability can be achieved only through a relatively even distribution of weight—and may offer new design principles for hovering aircraft.
As the Wright brothers demonstrated 100 years ago, the key challenge of flight is maintaining balance. Yet, while insects took to the air 400 million years earlier, their flight stability remains a mystery because of the complex aerodynamics of their flapping wings.
The NYU researchers approached this question by creating experimental conditions needed to achieve stable hovering in mechanical flyers. To do so, they created a range of pyramid-shaped “bugs” constructed from paper that hover when placed in an oscillating column of air, mimicking the effect of flapping wings. They captured the experiment with high-speed videos in order to analyze the nature of the airflow around the bugs.
To gauge which types of structures best maintained their balance, the researchers created paper bugs with various centers of mass. Top-heavy bugs were made by fixing a weight above the pyramid, and low center-of-mass bugs bore this weight below.
Surprisingly, their results showed that the top-heavy bugs hovered stably while those with a lower center of mass could not maintain their balance.
The team showed that when the top-heavy bug tilts, the swirls of air ejected from the far side of the body automatically adjust to keep it upright.
“It works somewhat like balancing a broomstick in your hand,” explained Jun Zhang, a Professor at the Courant Institute and one of the study’s co-authors. “If it begins to fall to one side, you need to apply a force in this same direction to keep it upright.”
For bugs, it is aerodynamical forces that provide this stability.
The lessons learned from these studies could be put to use in designing stable and maneuverable flapping-wing robots.
The study’s other co-authors were postdoctoral researchers Bin Liu, who led the first round experiments, and Leif Ristroph, who came up with the stability theory with Courant Professor Stephen Childress. Another co-author, Annie Weathers, now studies mechanics at the University of Texas, Austin. She took some measurements during her last semester as an undergraduate at NYU.
The study was funded by grants from the National Science Foundation and the U.S. Department of Energy.
James Devitt | Newswise Science News
A new force for optical tweezers awakens
19.06.2019 | University of Gothenburg
View of the Earth in front of the Sun
19.06.2019 | Georg-August-Universität Göttingen
The quality of additively manufactured components depends not only on the manufacturing process, but also on the inline process control. The process control ensures a reliable coating process because it detects deviations from the target geometry immediately. At LASER World of PHOTONICS 2019, the Fraunhofer Institute for Laser Technology ILT will be demonstrating how well bi-directional sensor technology can already be used for Laser Material Deposition (LMD) in combination with commercial optics at booth A2.431.
Fraunhofer ILT has been developing optical sensor technology specifically for production measurement technology for around 10 years. In particular, its »bd-1«...
The well-known representation of chemical elements is just one example of how objects can be arranged and classified
The periodic table of elements that most chemistry books depict is only one special case. This tabular overview of the chemical elements, which goes back to...
Light can be used not only to measure materials’ properties, but also to change them. Especially interesting are those cases in which the function of a material can be modified, such as its ability to conduct electricity or to store information in its magnetic state. A team led by Andrea Cavalleri from the Max Planck Institute for the Structure and Dynamics of Matter in Hamburg used terahertz frequency light pulses to transform a non-ferroelectric material into a ferroelectric one.
Ferroelectricity is a state in which the constituent lattice “looks” in one specific direction, forming a macroscopic electrical polarisation. The ability to...
Researchers at TU Graz calculate the most accurate gravity field determination of the Earth using 1.16 billion satellite measurements. This yields valuable knowledge for climate research.
The Earth’s gravity fluctuates from place to place. Geodesists use this phenomenon to observe geodynamic and climatological processes. Using...
Discovery by Brazilian and US researchers could change the classification of two species, which appear more akin to jellyfish than was thought.
The tube anemone Isarachnanthus nocturnus is only 15 cm long but has the largest mitochondrial genome of any animal sequenced to date, with 80,923 base pairs....
29.04.2019 | Event News
17.04.2019 | Event News
15.04.2019 | Event News
19.06.2019 | Physics and Astronomy
19.06.2019 | Information Technology
19.06.2019 | Materials Sciences | <urn:uuid:925975ba-6863-412a-bf3b-eb79b26badc4> | CC-MAIN-2019-26 | https://www.innovations-report.com/html/reports/physics-astronomy/hovering-hard-top-heavy-190231.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999263.6/warc/CC-MAIN-20190620165805-20190620191805-00013.warc.gz | en | 0.921572 | 1,076 | 4.15625 | 4 |
By the end of the eighteenth century, attitudes towards male and female sexuality had been transformed. As we have seen, this reconfiguration drew on many older ideas about the nature of men and women: but it was only made possible by the emergence of new ways of thinking about human character and society. It was also triggered by two unprecedented social developments: a great expansion of sexual freedom for men, and the irreversible breakthrough of female voices into public life. Their impact on mainstream culture was profound. The growing prominence of feminine views on sex supported the perception that men, not women, were the more seductive. Yet it also fuelled public concern about the ill effects of male licentiousness, and a growing backlash against its proponents.
The practical effects of this combination can be seen everywhere in eighteenth-, nineteenth-, and twentieth-century society. It produced a huge outpouring of philanthropic energy towards the rescue and reform of fallen women, which is examined in the next chapter. It helps explain the remarkable shift in pornographic treatments of sex, which up to the later seventeenth century presumed the superior sexual capacity of women, but thereafter increasingly celebrated male agency and female passivity.1 Its general themes came to dominate art and literature, courtship, marriage, education, and every sphere of public and private life.
The creation of this new world was one of the most ambiguous legacies of the Enlightenment. In the longer term it benefited the emancipation of women. Right up until the late twentieth century, the belief that women were morally superior to men was to be a huge spur to feminist consciousness, solidarity, activism, and claims to equality. Its main basis was the presumption that women were the chaster sex. The idea was hence one of the chief foundations of modern feminism. Yet more immediately the revolution in attitudes towards lust had a less positive impact on the lives of generations of women. Though it bolstered female unity, it did so at the cost of sharpening many social and sexual biases. As we have explored, it led directly to the tightening of constraints on female behaviour, an increasing obsession with the desexualization of women, a widening gap between male and female sexual standards, and a pervasive concern with class differences in morality. Meanwhile the main aim of the reaction against male licence was less to restrain it completely than simply to ameliorate its effects.
This is not to say that women had ever been treated equally in earlier times; nor that female sexuality had no place in Victorian culture; nor that male freedom became universal or untrammelled. Nonetheless, already by 1800 there had taken place a fundamental and irreversible change in how the sexuality of men and women was thought of, and controlled. It sowed the seeds for an increasingly powerful feminist critique of how propertied men dominated their inferiors. However, it also placed patriarchal power on a new footing, and strengthened it in ways that, as in previous ages, were internalized and perpetuated by women as well as men. These were the hypocrisies and inconsistencies, the tensions between freedom and repression, that were created by the eighteenth-century revolution, energetically elaborated by the Victorians, and inherited by our twentieth-century predecessors. They never affected everybody equally. In recent decades their intellectual and social force has gradually diminished. Yet they are with us even now. | <urn:uuid:87c06b21-e79f-48a7-a783-ba3aa64f3546> | CC-MAIN-2017-43 | http://copyrightland.net/the-origins-of-sex/modern-principles.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825575.93/warc/CC-MAIN-20171023035656-20171023055656-00020.warc.gz | en | 0.978786 | 669 | 3.265625 | 3 |
Make a Change for Good: Part 3
Adopt a Piagetian approach to teaching mathematics concepts and skills
This article is the third of a five-part series on using what we know to modernize elementary math instruction:
- Part 1: Introducing influences in effective math instruction today
- Part 2: Implementing spaced learning
- Part 3: This post – Piaget theory in mathematics
- Part 4: Developing the language of mathematics
- Part 5: Fostering classroom discourse in math
Piaget Stages and A Piagetian Approach to Mathematics
Piaget is a name we don’t often read about these days. He proposed that children move through four stages of learning:
- His first stage (Sensorimotor) really only applied to children up to two years of age. But the next two stages are highly relevant to the elementary grades.
- In Stage 2 (Preoperational), Piaget suggested that children in the early grades of elementary school need concrete objects, pictures, actions, and symbols to develop mathematical meanings. For example, when teaching the “make-ten” addition strategy for figuring out basic facts such as 9 + 4, Grade 1 students should move counters on double ten-frames to act out the idea of using part of one addend to “make” the other addend into a complete “ten.” In this way they verbalize “nine plus four has the same value as ten plus three.” In doing so, numbers are treated as quantities, rather than symbols. At a later time, instruction is moved to a pictorial representation of the same problem. (Click here to learn more about this strategy.)
- Piaget’s Stage 3 (Concrete Operational) begins around Grade 2. In these grades students become more sophisticated in their thinking and begin to mentally visualize the concrete and pictorial manipulations as they apply them to more abstract problems. For example, if they have a strategy for 9 + 4, they can then continue to think quantitatively and apply the same thinking to 29 + 15. In the same way that “nine plus four has the same value as ten plus three,” then “twenty-nine plus fifteen has the same value as thirty plus fourteen.”
- The same thinking can be applied to 298 + 56, which removes the need to apply a traditional paper-and-pencil algorithm.
See this ORIGO ONE video for more on extending the make-ten addition strategy.
Not only does it make sense to use basic fact strategies as the foundation for computation with greater numbers, but due to Hattie’s study (see Part 1 of this series), we now know that this really works. The “effect” size of using this Piagetian approach is 1.28. As the average is 0.40, this represents more than three years of growth for each year of school! Perhaps it’s time to revisit Piaget’s classic thinking on how young children develop mathematical meanings and make it the mainstream approach to teaching mathematics in today’s classrooms.
Click here to read the next article in this series. | <urn:uuid:0bf25aa5-abc6-4156-8137-ddaa8a237683> | CC-MAIN-2023-40 | https://www.origoeducation.com/insights/piagetian-approach-to-teaching | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511220.71/warc/CC-MAIN-20231003192425-20231003222425-00204.warc.gz | en | 0.931456 | 668 | 3.84375 | 4 |
U.S. Navy capital warships underway during battle of Peleliu, Palau in World War II
Pacific Ocean Date:1944, September 11 Duration:2 min 24 sec Sound:NO SOUND
U.S. Navy sailor, Bugler , blows call over PA (Public Address) system. This film, taken from the heavy cruiser USS Louisville, CA-28, shows a battle line of U.S. cruisers and battleships underway in the battle of Peleliu, Palau, in World War 2. The first ship is the heavy cruiser USS Portland, CA-33; the second ship is the battleship USS Idaho, BB-42; at time 01:06 the third ship in line is the battleship USS Mississippi, BB-41. The Portland and the Mississippi display camouflage paint.
This historic stock footage available in HD and SD video. View pricing below video player.
Have a correction or more info about this clip? Edit Now | <urn:uuid:da659911-f893-431e-99e4-09429f2d3ac5> | CC-MAIN-2016-50 | http://www.criticalpast.com/video/65675034732_bugler_bugler-blows-call_landing-crafts-and-battleships-in-line-head-formation | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541864.44/warc/CC-MAIN-20161202170901-00242-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.833651 | 200 | 2.640625 | 3 |
Sobre o conteúdo
"If debugging is the process of removing bugs, then programming must be the process of putting them in."
*Edsger W. Dijkstra* Debugging is yin to programming's yang; you can't have one without the other. However, finding bugs in programs can be an incredibly frustrating and demotivating process for developers. This course will teach you a variety of techniques to help make debugging your code easier.
Programa de estudos
Lesson 1A: Debugging, Printing, LoggingIn this lesson, you'll be introduced to the "So Many Bugs" app, which we'll use to solve coding mysteries throughout the course. You'll also learn about the debugging process, and how to use print statements to identify bugs.
Lesson 1B: Stepping Through CodeIn this lesson, you'll learn how to use breakpoints to examine application state at any point during execution.
Lesson 2A: LLDB and Breakpoint ActionsIn this lesson, you'll learn about LLDB (low-level debugger)—the debugging super tool. You'll be introduced to common LLDB commands, tips, and tricks.
Lesson 2B: Breakpoints and Visual ToolsIn this lesson, you'll learn about exception and symbolic breakpoints, and how to debug your code using Xcode's visual debugging tools.
- Jarrod Parkes - Jarrod is no stranger to trying new things for the sake of education: both a self-starter and advocate for reinventing the ways we learn, he first started challenging the status quo when he helped create virtual science labs for middle school students at the HudsonAlpha Institute for Biotechnology. While studying Computer Science at the University of Alabama in Huntsville, he started supplementing his college curriculum with online courseware, and he has never looked back. He holds a BS in Computer Science from the University of Alabama in Huntsville.
Udacity est une entreprise fondé par Sebastian Thrun, David Stavens, et Mike Sokolsky offrant cours en ligne ouvert et massif.
Selon Thrun, l'origine du nom Udacity vient de la volonté de l'entreprise d'être "audacieux pour vous, l'étudiant ". Bien que Udacity se concentrait à l'origine sur une offre de cours universitaires, la plateforme se concentre désormais plus sur de formations destinés aux professionnels. | <urn:uuid:37229327-9eb6-4760-b3d9-250fc888b66d> | CC-MAIN-2020-40 | https://www.my-mooc.com/pt/mooc/xcode-debugging--ud774/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401614309.85/warc/CC-MAIN-20200928202758-20200928232758-00022.warc.gz | en | 0.802531 | 527 | 3.125 | 3 |
Researchers in Australia have developed a form of salt-tolerant wheat that could help address the global food crisis by allowing farmers to grow crops in soil with high salinity. They created the new form of wheat by crossing a modern strain with an ancient species, a pairing that resulted in a hearty new kind of plant that can withstand soil that most commercial forms of wheat can’t survive in. The researchers believe this new super-wheat will allow farmers to grow more food crops on land previously thought to be off limits to agriculture.
The wheat was developed using non-genetically modified crop breeding techniques — think good old fashion genetics, no DNA splitting involved — and was revealed in an article in the journal Nature Biotechnology. The research was completed by a team at the University of Adelaide in Australia and the group says they are the first in the world to prove the development of a salt-tolerant agricultural crop. “This work is significant as salinity already affects over 20% of the world’s agricultural soils, and salinity poses an increasing threat to food production due to climate change,” said Dr Rana Munns, one of the researchers in the project. “Salinity is a particular issue in the prime wheat-growing areas of Australia, the world’s second-largest wheat exporter after the United States. With global population estimated to reach nine billion by 2050, and the demand for food expected to rise by 100% in this time, salt-tolerant crops will be an important tool to ensure future food security.”
Most plants have no salt tolerance and thus rising sea levels could spell disaster for global crops. As the global ice caps melt and sea levels rise, salty sea water mixes with fresh water sources on land and seeps into soil causing plants normally grown there to perish. “The salt-tolerant gene (known as TmHKT1;5-A) works by excluding sodium from the leaves. It produces a protein that removes the sodium from the cells lining the xylem, which are the ‘pipes’ plants use to move water from their roots to their leaves,” said lead researcher Dr Matthew Gilliham. The researchers are now working to use their breeding process to develop a salt-tolerant strain of bread wheat. | <urn:uuid:0c0dd6e1-b675-4134-8097-af12f32dc170> | CC-MAIN-2017-04 | http://inhabitat.com/scientists-develop-salt-tolerant-wheat-that-could-mitigate-global-food-crisis/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560285315.77/warc/CC-MAIN-20170116095125-00368-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.950793 | 475 | 3.734375 | 4 |
“The colonizers envisioned family trees in which Jewish Arabs became progressively less Arab with each generation, and imposed policies to that effect. The colonized, filled with self-loathing, in turn attempted to distance themselves culturally from the greater mass of indigenous people, who in a new world order were seen as backward and whose identity became shameful.” ~Massoud Hayoun, When We Were Arabs (p. 95)
Massoud Hayoun’s family memoir is an attempt to recapture the Arab identity that was stripped away from him and millions of other Arab Jews. Hayoun, a Los Angeles-based journalist, writes in the introduction that his intention for writing this book is to reclaim his Jewish Arab identity and “to recuperate it as a stolen asset of the Arab world.”(p. 18) From the beginning, Hayoun writes a disclaimer of sorts, stating that his is an origin story, and as such, it has a political agenda.
“I am Arab because it is what I and my parents have been told not to be, for generations, to stop us from living in portentous solidarity with other Arabs.”
For Hayoun, asserting his own Arabness is in itself a political act, one of solidarity and of retaliation: “In large part, I identify as Arab because reclaiming my place in a broader Arab world [. . .] scares our foes who have, for so long, taught us to fight against ourselves,” he writes. “I am an Arab because that is the legacy I inherit [. . . .] My Arabness is cultural. It is African. My Arabness is Jewish. It is also retaliatory. I am Arab because it is what I and my parents have been told not to be, for generations, to stop us from living in portentous solidarity with other Arabs.” (p. 10)
In order to reclaim his Arab origins, culture, history and identity, he narrates the epic story of his grandparents Daida and Oscar’s lives. The saga is moving and engaging. Filled with the sounds, images, and smells of an old Egypt and Tunisia, the book tells us of a long-gone world where Jewish, Muslims, and Christians lived and worked peacefully alongside each other.
Jewish Arabs in Alexandria, where Hayoun’s grandfather was born, celebrated Ramadan with their Muslim friends and even said some Muslim prayers. Muslims partook in Jewish festivities as well. It was considered normal and desirable to participate in the celebrations of one’s neighbors. This calm coexistence, however, came to an end when the British and French colonialists divided their lands, severely fragmenting their peoples into rivaling factions for the colonizers’ benefit and profit.
He expresses a much-justified anger against Europe and the Western world for destroying and erasing a myriad of extremely rich indigenous cultures, dividing its peoples, and generally wreaking havoc all over the Middle East and North Africa.
Hayoun detests all forms of colonialism, including Zionism, and speaks harshly against it. He expresses a much-justified anger against Europe and the Western world for destroying and erasing a myriad of extremely rich indigenous cultures, dividing its peoples, and generally wreaking havoc all over the Middle East and North Africa.
He similarly resents and rebels against the imposition of a European version of history, the replacement of indigenous cultures by the colonizers’ values and ways of life, the devaluation of native cultures, and the mental colonization that tells the colonized that their conquerors are superior.
This colonially imposed self-loathing forces the vanquished to supplant their own ideas, tastes, and values with those of their colonizers, leading to the development of a devotion and love of sorts for the “superior” world of their “masters.” Hayoun describes the process through which a colonized society internalizes the supposed superiority of their invaders much like a Stockholm syndrome victim begins to feel closeness, alliance with, and even “love” for his abductor.
Little by little, and in pervasive ways, the supposed inferiority of the native culture is made clear.
Little by little, and in pervasive ways, the supposed inferiority of the native culture is made clear. Massoud Hayoun’s grandfather Oscar, for instance, began to see the streets of Egyptian cities take European names, especially in rich neighborhoods. Hayoun explains that this served the purpose of keeping the lower-class Egyptians away as they would be unable to navigate the streets in the French language.
Similarly, legal and other important government documents began to be issued in French, allowing the Europeans to read it, but poor Muslim, Christian, and Jewish Egyptians became ostracized in their own society. It was clear, Hayoun writes, that the language used in those courts meant that the justice system in Egypt “did not favor Egyptians.” (p. 100)
The education system also began adopting French as its language. French history and literature replaced Arabic texts and thus, gradually, French became the language of progress and modernity for the upper classes. The Egyptians who spoke French began to be seen as “better” than those who did not.
Emphasizing the perniciousness of colonialism, Hayoun describes that his grandfather Oscar kept a few important artifacts of his school days throughout his many emigrations. Among these, a copy of Les Miserables, purchased in Egypt and printed in France, survived. Oscar had read the book in school as a child. Hebrew books, Arabic books, and Jewish prayer books failed to endure Oscar’s travels. But Les Miserables was elevated by Oscar above all the other books.
Massoud Hayoun notes the irony of an Egyptian child valuing a book about the individual lives that sparked the French revolution over those covering subjects that related to his actual life, beliefs, people, and country. Hayoun perceptively notes that despite the fact that the French revolution did nothing to affect the personal liberties of Jewish Arabs, the reader “is meant to read what transpires as universally relatable. French education in Egypt, as in Daida’s Tunis and elsewhere, taught French history not in addition to but instead of local or Arab world history.” (p. 104) This observation encapsulates the dynamics of colonialism perfectly.
Using memory to counteract the violent erasure that colonizers inflict, he tells a fascinating tale that has rarely been told: the story of the Arabness of his Jewish grandparents.
The colonizers impose forgetting upon the colonized. They force them to forget who they are, where they come from, and what their values are. Hayoun protests against this cruel amnesia. Using memory to counteract the violent erasure that colonizers inflict, he tells a fascinating tale that has rarely been told: the story of the Arabness of his Jewish grandparents.
Hayoun asserts that forgetting their Arabness was not a deliberate choice for Daida and Oscar, as it wasn’t for many other middle and upper-class Arabs of all religious backgrounds. The Arab identity was systematically distorted, demonized, and all but destroyed by colonialism, and those who refused to forget paid a heavy price. Hayoun explains that Jewish Arabs who clung to their country of origin, such as Egypt, Morocco, or Tunisia in the case of his ancestors, faced prison and exile.
The colonizers were successful for today it is exceedingly rare to see these two seemingly contradictory identities – “Jewish Arab” – in one phrase. Instead, they are always used in antagonistic ways, one against the other. Hayoun, however, much like Mahmoud Darwish, firmly believes that memory “can subvert colonial authority, it can frighten the colonizers because it allows us to reconfigure this miserable world we live in now, depose the white supremacist, topple his statue in the public square, and approach the European sector with open eyes, ready to disassemble empire.” (p. 98)
When We Were Arabs, Hayoun’s successful project of subversion through remembrance, is a compelling and highly recommended read.
Hayoun, Massoud, When We Were Arabs: A Jewish Family’s Forgotten History. New York, NY: The New Press, 2019 | <urn:uuid:eda3145a-1e1a-4936-98c4-d9f34a18d344> | CC-MAIN-2021-31 | https://insidearabia.com/book-review-when-we-were-arabs-a-jewish-familys-forgotten-history-by-massoud-hayoun/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154796.71/warc/CC-MAIN-20210804045226-20210804075226-00162.warc.gz | en | 0.96512 | 1,719 | 2.6875 | 3 |
9.5 Broader Perspective
The Cloud is the New Internet
As we saw at the end of Section 9.1, there has been a migration of traditional Internet applications like email and web servers from machines running on-premises to VMs running in commodity clouds. This corresponds to a shift in terminology (from “Web Services” to “Cloud Services”) and in many of the underlying technologies being used (from Virtual Machines to Cloud Native micro-services). But the Cloud’s impact on how network applications are implemented today is even bigger than this migration suggests. It is the combination of commodity clouds and overlay networks (similar to those described in Section 9.4) that may eventually have the most impact.
The biggest thing an overlay-based application needs to be effective is a wide footprint, that is, many points-of-presence around the world. IP routers are widely deployed, so if you have permission to use a set of them as the underlying nodes in your overlay network, then you’re good-to-go. But that’s not going to happen, as there are exactly zero network operators or enterprise administrators that are willing to let random people load overlay software onto their routers.
Your next choice might be to crowdsource hosting sites for your overlay software. Depending on the kindness of strangers works if you all share a common goal, like downloading free music, but it’s difficult for a new overlay application to go viral, and even if it does, making sure there is sufficient capacity at any given time to carry all the traffic your application generates is often problematic. It sometimes works for free services, but not any application you might hope to monetize.
If only there were a way to pay someone for the right to load and run your software on servers spread all over the world. Of course, that’s exactly what commodity clouds like Amazon AWS, Microsoft Azure, and the Google Cloud Platform provide. To many, the cloud offers a seemingly unlimited number of servers, but it’s actually just as important—if not more important—where these servers are located. As we discussed at the end of Chapter 4), they are widely distributed across 150+ well-connected sites.
Suppose, for example, that you want to stream a collection of live video or audio channels to millions of users, or you want to support thousands of video conferencing sessions, each of which connects a dozen widely distributed participants. In both cases, you construct an overlay multicast tree (one per video channel in the first example, and one per conference session in the second example), with the overlay nodes in the tree located at some combination of those 150 cloud sites. Then you allow the end-users, from their general-purpose web browsers or purpose-built smartphone apps, connect to the multicast tree(s) of their choice. If you need to store some of the video/audio content to play at a later time (e.g., to support time shifting) then you might also buy some storage capacity at some or all of those cloud sites, effectively building your own Content Distribution Network.
Taking the long view, while the Internet was originally conceived as a pure communication service, with arbitrary compute-and-storage applications allowed to flourish around the edges, today application software is for all practical purposes embedded within the network, and it is increasingly difficult to tell where the Internet stops and the Cloud starts. This blending will only continue to deepen as the cloud moves closer and closer to the edge (e.g., to thousands of sites where access networks are anchored) and the economies-of-scale drive the hardware devices used to build Internet/Cloud sites increasingly towards commonality.
[!NOTE|label:Broader Perspective] To remind yourself of why the cloudification of the Internet is important, see Feature Velocity. | <urn:uuid:1a4e6edd-25dc-4f12-be40-c66bddfe43df> | CC-MAIN-2019-18 | https://book.systemsapproach.org/applications/trend.html | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578716619.97/warc/CC-MAIN-20190425094105-20190425120105-00358.warc.gz | en | 0.93904 | 787 | 3.015625 | 3 |
Sunset in Lagoon
Photo and caption by Nikolaos Mitkanis
The lagoon Elos is surrounded by extensive salt marshes. In the zone that separates it from the sea, the sandy or saline soil is covered by a vegetation mosaic, which changes colors depending on the season. The dominating plants are glassworts, which for many months have a deep terracotta color. The same vegetation surrounds the lagoon in the form of a ring. Rushes grow in places that are often flooded by rainwater. Over 160 bird species have been recorded in the lagoon.
Location: Lagoon Elos, Rodopi, Greece | <urn:uuid:b4c00ba7-c8f6-4a9d-b992-899bda409476> | CC-MAIN-2015-35 | http://ngm.nationalgeographic.com/ngm/photo-contest/2012/entries/193623/view/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645257063.58/warc/CC-MAIN-20150827031417-00288-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.943543 | 131 | 2.515625 | 3 |
Role of AI chatbots in education: systematic literature review
International Journal of Educational Technology in Higher Education volume 20, Article number: 56 (2023)
AI chatbots shook the world not long ago with their potential to revolutionize education systems in a myriad of ways. AI chatbots can provide immediate support by answering questions, offering explanations, and providing additional resources. Chatbots can also act as virtual teaching assistants, supporting educators through various means. In this paper, we try to understand the full benefits of AI chatbots in education, their opportunities, challenges, potential limitations, concerns, and prospects of using AI chatbots in educational settings. We conducted an extensive search across various academic databases, and after applying specific predefined criteria, we selected a final set of 67 relevant studies for review. The research findings emphasize the numerous benefits of integrating AI chatbots in education, as seen from both students' and educators' perspectives. We found that students primarily gain from AI-powered chatbots in three key areas: homework and study assistance, a personalized learning experience, and the development of various skills. For educators, the main advantages are the time-saving assistance and improved pedagogy. However, our research also emphasizes significant challenges and critical factors that educators need to handle diligently. These include concerns related to AI applications such as reliability, accuracy, and ethical considerations.
The traditional education system faces several issues, including overcrowded classrooms, a lack of personalized attention for students, varying learning paces and styles, and the struggle to keep up with the fast-paced evolution of technology and information. As the educational landscape continues to evolve, the rise of AI-powered chatbots emerges as a promising solution to effectively address some of these issues. Some educational institutions are increasingly turning to AI-powered chatbots, recognizing their relevance, while others are more cautious and do not rush to adopt them in modern educational settings. Consequently, a substantial body of academic literature is dedicated to investigating the role of AI chatbots in education, their potential benefits, and threats.
AI-powered chatbots are designed to mimic human conversation using text or voice interaction, providing information in a conversational manner. Chatbots’ history dates back to the 1960s and over the decades chatbots have evolved significantly, driven by advancements in technology and the growing demand for automated communication systems. Created by Joseph Weizenbaum at MIT in 1966, ELIZA was one of the earliest chatbot programs (Weizenbaum, 1966). ELIZA could mimic human-like responses by reflecting user inputs as questions. Another early example of a chatbot was PARRY, implemented in 1972 by psychiatrist Kenneth Colby at Stanford University (Colby, 1981). PARRY was a chatbot designed to simulate a paranoid patient with schizophrenia. It engaged in text-based conversations and demonstrated the ability to exhibit delusional behavior, offering insights into natural language processing and AI. Developed by Richard Wallace in 1995, ALICE (Artificial Linguistic Internet Computer Entity) was an early example of a chatbot using natural language processing techniques that won the Loebner Prize Turing Test in 2000–2001 (Wallace, 1995), which challenged chatbots to convincingly simulate human-like conversation. Later in 2001 ActiveBuddy, Inc. developed the chatbot SmarterChild that operated on instant messaging platforms such as AOL Instant Messenger and MSN Messenger (Hoffer et al., 2001). SmarterChild was a chatbot that could carry on conversations with users about a variety of topics. It was also able to learn from its interactions with users, which made it more and more sophisticated over time. In 2011 Apple introduced Siri as a voice-activated personal assistant for its iPhone (Aron, 2011). Although not strictly a chatbot, Siri showcased the potential of conversational AI by understanding and responding to voice commands, performing tasks, and providing information. In the same year, IBM's Watson gained fame by defeating human champions in the quiz show Jeopardy (Lally & Fodor, 2011). It demonstrated the power of natural language processing and machine learning algorithms in understanding complex questions and providing accurate answers. More recently, in 2016, Facebook opened its Messenger platform for chatbot development, allowing businesses to create AI-powered conversational agents to interact with users. This led to an explosion of chatbots on the platform, enabling tasks like customer support, news delivery, and e-commerce (Holotescu, 2016). Google Duplex, introduced in May 2018, was able to make phone calls and carry out conversations on behalf of users. It showcased the potential of chatbots to handle complex, real-time interactions in a human-like manner (Dinh & Thai, 2018; Kietzmann et al., 2018).
More recently, more sophisticated and capable chatbots amazed the world with their abilities. Among them, ChatGPT and Google Bard are among the most profound AI-powered chatbots. ChatGPT is an artificial intelligence chatbot developed by OpenAI. It was first announced in November 2022 and is available to the general public. ChatGPT’s rival Google Bard chatbot, developed by Google AI, was first announced in May 2023. Both Google Bard and ChatGPT are sizable language model chatbots that undergo training on extensive datasets of text and code. They possess the ability to generate text, create diverse creative content, and provide informative answers to questions, although their accuracy may not always be perfect. The key difference is that Google Bard is trained on a dataset that includes text from the internet, while ChatGPT is trained on a dataset that includes text from books and articles. This means that Google Bard is more likely to be up-to-date on current events, while ChatGPT is more likely to be accurate in its responses to factual questions (AlZubi et al., 2022; Rahaman et al., 2023; Rudolph et al., 2023).
Chatbots are now used across various sectors, including education. Most of the latest intelligent AI chatbots are web-based platforms that adapt to the behaviors of both instructors and learners, enhancing the educational experience (Chassignol et al., 2018; Devedzic, 2004; Kahraman et al., 2010; Peredo et al., 2011). AI chatbots have been applied in both instruction and learning within the education sector. Chatbots specialize in personalized tutoring, homework help, concept learning, standardized test preparation, discussion and collaboration, and mental health support. Some of the most popular AI-based tools /chatbots used in education are:
Bard, introduced in 2022, is a large language model chatbot created by Google AI. Its capabilities include generating text, language translation, producing various types of creative content, and providing informative responses to questions. (Rudolph et al., 2023). Bard is still under development, but it has the potential to be a valuable tool for education.
ChatGPT, launched in 2022 by OpenAI, is a large language model chatbot that can generate text, produce diverse creative content, and deliver informative answers to questions (Dergaa et al., 2023; Khademi, 2023; Rudolph et al., 2023). However, as discussed in the results section of this paper, there are numerous concerns related to the use of ChatGPT in education, such as accuracy, reliability, ethical issues, etc.
Ada, launched in 2017, is a chatbot that is used to provide personalized tutoring to students. It can answer questions, provide feedback, and facilitate individualized learning for students (Kabiljo et al., 2020; Konecki et al., 2023). However, the Ada chatbot has limitations in understanding complex queries. It could misinterpret context and provide inaccurate responses
Replika, launched in 2017, is an AI chatbot platform that is designed to be a friend and companion for students. It can listen to students' problems, offer advice, and help them feel less alone (Pentina et al., 2023; Xie & Pentina, 2022). However, given the personal nature of conversations with Replika, there are valid concerns regarding data privacy and security.
Socratic, launched in 2013, had the goal of creating a community that made learning accessible to all students. Currently, Socratic is an AI-powered educational platform that was acquired by Google in 2018. While not a chatbot per se, it has a chatbot-like interface and functionality designed to assist students in learning new concepts (Alsanousi et al., 2023; Moppel, 2018; St-Hilaire et al., 2022). Like with other chatbots, a concern arises where students might excessively rely on Socratic for learning. This could lead to a diminished emphasis on critical thinking, as students may opt to use the platform to obtain answers without gaining a genuine understanding of the underlying concepts.
Habitica, launched in 2013, is used to help students develop good study habits. It gamifies the learning process, making it more fun and engaging for students. Students can use Habitica to manage their academic tasks, assignments, and study schedules. By turning their to-do list into a game-like experience, students are motivated to complete their tasks and build productive habits (Sales & Antunes, 2021; Zhang, 2023). However, the gamified nature of Habitica could inadvertently introduce distractions, especially for students who are easily drawn into the gaming aspect rather than focusing on their actual academic responsibilities.
Piazza launched in 2009, is used to facilitate discussion and collaboration in educational settings, particularly in classrooms and academic institutions. It provides a space for students and instructors to engage in discussions, ask questions, and share information related to course content and assignments (Ruthotto et al., 2020; Wang et al., 2020). Because discussions on Piazza are user-generated, the quality and accuracy of responses can vary. This variability may result in situations where students do not receive accurate and helpful information.
We will likely see even more widespread adoption of chatbots in education in the years to come as technology advances further. Chatbots have enormous potential to improve teaching and learning. A large body of literature is devoted to exploring the role, challenges, and opportunities of chatbots in education. This paper gathers and synthesizes this vast amount of literature, providing a comprehensive understanding of the current research status concerning the influence of chatbots in education. By conducting a systematic review, we seek to identify common themes, trends, and patterns in the impact of chatbots on education and provide a holistic view of the research, enabling researchers, policymakers, and educators to make evidence-based decisions. One of the main objectives of this paper is to identify existing research gaps in the literature to pinpoint areas where further investigation is needed, enabling researchers to contribute to the knowledge base and guide future research efforts. Firstly, we aim to understand the primary advantages of incorporating AI chatbots in education, focusing on the perspectives of students. Secondly, we seek to explore the key advantages of integrating AI chatbots from the standpoint of educators. Lastly, we endeavor to comprehensively analyze the major concerns expressed by scholars regarding the integration of AI chatbots in educational settings. Corresponding research questions are formulated in the section below. Addressing these research questions, we aim to contribute valuable insights that shed light on the potential benefits and challenges associated with the utilization of AI chatbots in the field of education.
The paper follows a structured outline comprising several sections. Initially, we provide a summary of existing literature reviews. Subsequently, we delve into the methodology, encompassing aspects such as research questions, the search process, inclusion and exclusion criteria, as well as the data extraction strategy. Moving on, we present a comprehensive analysis of the results in the subsequent section. Finally, we conclude by addressing the limitations encountered during the study and offering insights into potential future research directions.
Summary of existing literature reviews
Drawing from extensive systematic literature reviews, as summarized in Table 1, AI chatbots possess the potential to profoundly influence diverse aspects of education. They contribute to advancements in both teaching and learning processes. However, it is essential to address concerns regarding the irrational use of technology and the challenges that education systems encounter while striving to harness its capacity and make the best use of it.
It is evident that chatbot technology has a significant impact on overall learning outcomes. Specifically, chatbots have demonstrated significant enhancements in learning achievement, explicit reasoning, and knowledge retention. The integration of chatbots in education offers benefits such as immediate assistance, quick access to information, enhanced learning outcomes, and improved educational experiences. However, there have been contradictory findings related to critical thinking, learning engagement, and motivation. Deng and Yu (2023) found that chatbots had a significant and positive influence on numerous learning-related aspects but they do not significantly improve motivation among students. Contrary, Okonkwo and Ade-Ibijola (Okonkwo & Ade-Ibijola, 2021), as well as (Wollny et al., 2021) find that using chatbots increases students’ motivation.
In terms of application, chatbots are primarily used in education to teach various subjects, including but not limited to mathematics, computer science, foreign languages, and engineering. While many chatbots follow predetermined conversational paths, some employ personalized learning approaches tailored to individual student needs, incorporating experiential and collaborative learning principles. Challenges in chatbot development include insufficient training datasets, a lack of emphasis on usability heuristics, ethical concerns, evaluation methods, user attitudes, programming complexities, and data integration issues.
Although existing systematic reviews have provided valuable insights into the impact of chatbot technology in education, it's essential to acknowledge that the field of chatbot development is continually emerging and requires timely, and updated analysis to ensure that the information and assessments reflect the most recent advancements, trends, or developments in chatbot technology. The latest chatbot models have showcased remarkable capabilities in natural language processing and generation. Additional research is required to investigate the role and potential of these newer chatbots in the field of education. Therefore, our paper focuses on reviewing and discussing the findings of these new-generation chatbots' use in education, including their benefits and challenges from the perspectives of both educators and students.
There are a few aspects that appear to be missing from the existing literature reviews: (a) The existing findings focus on the immediate impact of chatbot usage on learning outcomes. Further research may delve into the enduring impacts of integrating chatbots in education, aiming to assess their sustainability and the persistence of the observed advantages over the long term. (b) The studies primarily discuss the impact of chatbots on learning outcomes as a whole, without delving into the potential variations based on student characteristics. Investigating how different student groups, such as age, prior knowledge, and learning styles, interact with chatbot technology could provide valuable insights. (c) Although the studies highlight the enhancements in certain learning components, further investigation could explore the specific pedagogical strategies employed by chatbots to achieve these outcomes. Understanding the underlying mechanisms and instructional approaches utilized by chatbots can guide the development of more effective and targeted educational interventions. (d) While some studies touch upon user attitudes and acceptance, further research can delve deeper into the user experience of interacting with chatbots in educational settings. This includes exploring factors such as usability, perceived usefulness, satisfaction, and preferences of students and teachers when using chatbot technology.
Addressing these gaps in the existing literature would significantly benefit the field of education. Firstly, further research on the impacts of integrating chatbots can shed light on their long-term sustainability and how their advantages persist over time. This knowledge is crucial for educators and policymakers to make informed decisions about the continued integration of chatbots into educational systems. Secondly, understanding how different student characteristics interact with chatbot technology can help tailor educational interventions to individual needs, potentially optimizing the learning experience. Thirdly, exploring the specific pedagogical strategies employed by chatbots to enhance learning components can inform the development of more effective educational tools and methods. Lastly, a deeper exploration of the user experience with chatbots, encompassing usability, satisfaction, and preferences, can provide valuable insights into enhancing user engagement and overall satisfaction, thus guiding the future design and implementation of chatbot technology in education.
A systematic review follows a rigorous methodology, including predefined search criteria and systematic screening processes, to ensure the inclusion of relevant studies. This comprehensive approach ensures that a wide range of research is considered, minimizing the risk of bias and providing a comprehensive overview of the impact of AI in education. Firstly, we define the research questions and corresponding search strategies and then we filter the search results based on predefined inclusion and exclusion criteria. Secondly, we study selected articles and synthesize results and lastly, we report and discuss the findings.
Considering the limitations observed in previous literature reviews, we have developed three research questions for further investigation:
What are the key advantages of incorporating AI chatbots in education from the viewpoint of students?
What are the key advantages of integrating AI chatbots in education from the viewpoint of educators?
What are the main concerns raised by scholars regarding the integration of AI chatbots in education?
Exploring the literature that focuses on these research questions, with specific attention to contemporary AI-powered chatbots, can provide a deeper understanding of the impact, effectiveness, and potential limitations of chatbot technology in education while guiding its future development and implementation. This paper will help to better understand how educational chatbots can be effectively utilized to enhance education and address the specific needs and challenges of students and educators.
The search for the relevant literature was conducted in the following databases: ACM Digital Library, Scopus, IEEE Xplore, and Google Scholar. The search string was created using Boolean operators, and it was structured as follows: (“Education” or “Learning” or “Teaching”) and (“Chatbot” or “Artificial intelligence” or “AI” or “ChatGPT”). Initially, the search yielded a total of 563 papers from all four databases. Search filters were applied based on predefined inclusion and exclusion criteria, followed by a rigorous data extraction strategy as explained below.
Inclusion and exclusion criteria
In our review process, we carefully adhered to the inclusion and exclusion criteria specified in Table 2. Criteria were determined to ensure the studies chosen are relevant to the research question (content, timeline) and maintain a certain level of quality (literature type) and consistency (language, subject area).
Data extraction strategy
All three authors collaborated to select the articles, ensuring consistency and reliability. Each article was reviewed by at least two co-authors. The article selection process involved the following stages: Initially, the authors reviewed the studies' metadata, titles, abstracts, keywords and eliminated articles that were not relevant to research questions. This reduced the number of studies to 139. Next, the authors evaluated the quality of the studies by assessing research methodology, sample size, research design, and clarity of objectives, further refining the selection to 85 articles. Finally, the authors thoroughly read the entire content of the articles. Studies offering limited empirical evidence related to our research questions were excluded. This final step reduced the number of papers to 67. Figure 1 presents the article selection process.
In this section, we present the results of the reviewed articles, focusing on our research questions, particularly with regard to ChatGPT. ChatGPT, as one of the latest AI-powered chatbots, has gained significant attention for its potential applications in education. Within just eight months of its launch in 2022, it has already amassed over 100 million users, setting new records for user and traffic growth. ChatGPT stands out among AI-powered chatbots used in education due to its advanced natural language processing capabilities and sophisticated language generation, enabling more natural and human-like conversations. It excels at capturing and retaining contextual information throughout interactions, leading to more coherent and contextually relevant conversations. Unlike some educational chatbots that follow predetermined paths or rely on predefined scripts, ChatGPT is capable of engaging in open-ended dialogue and adapting to various user inputs. Its adaptability allows it to write articles, stories, and poems, provide summaries, accommodate different perspectives, and even write and debug computer code, making it a valuable tool in educational settings (Baidoo-Anu & Owusu Ansah, 2023; Tate et al., 2023; Williams, 2023).
Advantages for students
Research question 1. What are the key advantages of incorporating AI chatbots in education from the viewpoint of students?
The integration of chatbots and virtual assistants into educational settings has the potential to transform support services, improve accessibility, and contribute to more efficient and effective learning environments (Chen et al., 2023; Essel et al., 2022). AI tools have the potential to improve student success and engagement, particularly among those from disadvantaged backgrounds (Sullivan et al., 2023). However, the existing literature highlights an important gap in the discussion from a student’s standpoint. A few existing research studies addressing the student’s perspective of using ChatGPT in the learning process indicate that students have a positive view of ChatGPT, appreciate its capabilities, and find it helpful for their studies and work (Kasneci et al., 2023; Shoufan, 2023). Students acknowledge that ChatGPT's answers are not always accurate and emphasize the need for solid background knowledge to utilize it effectively, recognizing that it cannot replace human intelligence (Shoufan, 2023). Common most important benefits identified by scholars are:
Homework and Study Assistance. AI-powered chatbots can provide detailed feedback on student assignments, highlighting areas of improvement and offering suggestions for further learning (Celik et al., 2022). For example, ChatGPT can act as a helpful study companion, providing explanations and clarifications on various subjects. It can assist with homework questions, offering step-by-step solutions and guiding students through complex problems (Crawford et al., 2023; Fauzi et al., 2023; Lo, 2023; Qadir, 2023; Shidiq, 2023). According to Sedaghat (2023) experiment, ChatGPT performed similarly to third-year medical students on medical exams, and could write quite impressive essays. Students can also use ChatGPT to quiz themselves on various subjects, reinforcing their knowledge and preparing for exams (Choi et al., 2023; Eysenbach, 2023; Sevgi et al., 2023; Thurzo et al., 2023).
Flexible personalized learning. AI-powered chatbots in general are now able to provide individualized guidance and feedback to students, helping them navigate through challenging concepts and improve their understanding. These systems can adapt their teaching strategies to suit each student's unique needs (Fariani et al., 2023; Kikalishvili, 2023; Schiff, 2021). Students can access ChatGPT anytime, making it convenient. According to Kasneci et al. (2023), ChatGPT's interactive and conversational nature can enhance students' engagement and motivation, making learning more enjoyable and personalized. (Khan et al., 2023) examine the impact of ChatGPT on medical education and clinical management, highlighting its ability to offer students tailored learning opportunities.
Skills development. It can aid in the enhancement of writing skills (by offering suggestions for syntactic and grammatical corrections) (Kaharuddin, 2021), foster problem-solving abilities (by providing step-by-step solutions) (Benvenuti et al., 2023), and facilitate group discussions and debates (by furnishing discussion structures and providing real-time feedback) (Ruthotto et al., 2020; Wang et al., 2020).
It's important to note that some papers raise concerns about excessive reliance on AI-generated information, potentially leading to a negative impact on student’s critical thinking and problem-solving skills (Kasneci et al., 2023). For instance, if students consistently receive solutions or information effortlessly through AI assistance, they might not engage deeply in understanding the topic.
Advantages for educators
Research question 2. What are the key advantages of integrating AI chatbots in education from the viewpoint of educators?
With the current capabilities of AI and its future potential, AI-powered chatbots, like ChatGPT, can have a significant impact on existing instructional practices. Major benefits from educators’ viewpoint identified in the literature are:
Time-Saving Assistance. AI chatbot administrative support capabilities can help educators save time on routine tasks, including scheduling, grading, and providing information to students, allowing them to allocate more time for instructional planning and student engagement. For example, ChatGPT can successfully generate various types of questions and answer keys in different disciplines. However, educators should exercise critical evaluation and customization to suit their unique teaching contexts. The expertise, experience, and comprehension of the teacher are essential in making informed pedagogical choices, as AI is not yet capable of replacing the role of a science teacher (Cooper, 2023).
Improved pedagogy. Educators can leverage AI chatbots to augment their instruction and provide personalized support. According to Herft (2023), there are various ways in which teachers can utilize ChatGPT to enhance their pedagogical approaches and assessment methods. For instance, Educators can leverage the capabilities of ChatGPT to generate open-ended question prompts that align precisely with the targeted learning objectives and success criteria of the instructional unit. By doing so, teachers can tailor educational content to cater to the distinct needs, interests, and learning preferences of each student, offering personalized learning materials and activities (Al Ka’bi, 2023; Fariani et al., 2023).
Concerns raised by scholars
Research question 3. What are the main concerns raised by scholars regarding the integration of AI chatbots in education?
Scholars' opinions on using AI in this regard are varied and diverse. Some see AI chatbots as the future of teaching and learning, while others perceive them as a potential threat. The main arguments of skeptical scholars are threefold:
Reliability and Accuracy. AI chatbots may provide biased responses or non-accurate information (Kasneci et al., 2023; Sedaghat, 2023). If the chatbot provides incorrect information or guidance, it could mislead students and hinder their learning progress. According to Sevgi et al. (2023), although ChatGPT exhibited captivating and thought-provoking answers, it should not be regarded as a reliable information source. This point is especially important for medical education. Within the field of medical education, it is crucial to guarantee the reliability and accuracy of the information chatbots provide (Khan et al., 2023). If the training data used to develop an AI chatbot contains biases, the chatbot may inadvertently reproduce those biases in its responses, potentially including skewed perspectives, stereotypes, discriminatory language, or biased recommendations. This is of particular concern in an educational context.
Fair assessments. One of the challenges that educators face with the integration of Chatbots in education is the difficulty in assessing students' work, particularly when it comes to written assignments or responses. AI-generated text detection, while continually improving, is not yet foolproof and can produce false negatives or positives. This creates uncertainty and can undermine the credibility of the assessment process. Educators may struggle to discern whether the responses are genuinely student-generated or if they have been provided by an AI, affecting the accuracy of grading and feedback. This raises concerns about academic integrity and fair assessment practices (AlAfnan et al., 2023; Kung et al., 2023).
Ethical issues. The integration of AI chatbots in education raises several ethical implications, particularly concerning data privacy, security, and responsible AI use. As AI chatbots interact with students and gather data during conversations, necessitating the establishment of clear guidelines and safeguards. For example, medical education frequently encompasses the acquisition of knowledge pertaining to delicate and intimate subjects, including patient confidentiality and ethical considerations within the medical field and thus ethical and proper utilization of chatbots holds significant importance (Masters, 2023; Miao & Ahn, 2023; Sedaghat, 2023; Thurzo et al., 2023).
For these and other geopolitical reasons, ChatGPT is banned in countries with strict internet censorship policies, like North Korea, Iran, Syria, Russia, and China. Several nations prohibited the usage of the application due to privacy apprehensions. Meanwhile, North Korea, China, and Russia, in particular, contended that the U.S. might employ ChatGPT for disseminating misinformation. Conversely, OpenAI restricts access to ChatGPT in certain countries, such as Afghanistan and Iran, citing geopolitical constraints, legal considerations, data protection regulations, and internet accessibility as the basis for this decision. Italy became the first Western country to ban ChatGPT (Browne, 2023) after the country’s data protection authority called on OpenAI to stop processing Italian residents’ data. They claimed that ChatGPT did not comply with the European General Data Protection Regulation. However, after OpenAI clarified the data privacy issues with Italian data protection authority, ChatGPT returned to Italy. To avoid cheating on school homework and assignments, ChatGPT was also blocked in all New York school devices and networks so that students and teachers could no longer access it (Elsen-Rooney, 2023; Li et al., 2023). These examples highlight the lack of readiness to embrace recently developed AI tools. There are numerous concerns that must be addressed in order to gain broader acceptance and understanding.
To summarize, incorporating AI chatbots in education brings personalized learning for students and time efficiency for educators. Students benefit from flexible study aid and skill development. However, concerns arise regarding the accuracy of information, fair assessment practices, and ethical considerations. Striking a balance between these advantages and concerns is crucial for responsible integration in education.
The integration of artificial intelligence (AI) chatbots in education has the potential to revolutionize how students learn and interact with information. One significant advantage of AI chatbots in education is their ability to provide personalized and engaging learning experiences. By tailoring their interactions to individual students’ needs and preferences, chatbots offer customized feedback and instructional support, ultimately enhancing student engagement and information retention. However, there are potential difficulties in fully replicating the human educator experience with chatbots. While they can provide customized instruction, chatbots may not match human instructors' emotional support and mentorship. Understanding the importance of human engagement and expertise in education is crucial. A teacher's role encompasses more than just sharing knowledge. They offer students guidance, motivation, and emotional support—elements that AI cannot completely replicate.
We find that AI chatbots may benefit students as well as educators in various ways, however, there are significant concerns that need to be addressed in order to harness its capabilities effectively. Specifically, educational institutions should implement preventative measures. This includes (a) creating awareness among students, focusing on topics such as digital inequality, the reliability and accuracy of AI chatbots, and associated ethical considerations; and (b) offering regular professional development training for educators. This training should initially focus on enabling educators to integrate diverse in-class activities and assignments into the curriculum, aimed at nurturing students’ critical thinking and problem-solving skills while ensuring fair performance evaluation. Additionally, this training should cover educating educators about the capabilities and potential educational uses of AI chatbots, along with providing them with best practices for effectively integrating these tools into their teaching methods.
As technology continues to advance, AI-powered educational chatbots are expected to become more sophisticated, providing accurate information and offering even more individualized and engaging learning experiences. They are anticipated to engage with humans using voice recognition, comprehend human emotions, and navigate social interactions. Consequently, their potential impact on future education is substantial. This includes activities such as establishing educational objectives, developing teaching methods and curricula, and conducting assessments (Latif et al., 2023). Considering Microsoft's extensive integration efforts of ChatGPT into its products (Rudolph et al., 2023; Warren, 2023), it is likely that ChatGPT will become widespread soon. Educational institutions may need to rapidly adapt their policies and practices to guide and support students in using educational chatbots safely and constructively manner (Baidoo-Anu & Owusu Ansah, 2023). Educators and researchers must continue to explore the potential benefits and limitations of this technology to fully realize its potential.
The widespread adoption of chatbots and their increasing accessibility has sparked contrasting reactions across different sectors, leading to considerable confusion in the field of education. Among educators and learners, there is a notable trend—while learners are excited about chatbot integration, educators’ perceptions are particularly critical. However, this situation presents a unique opportunity, accompanied by unprecedented challenges. Consequently, it has prompted a significant surge in research, aiming to explore the impact of chatbots on education.
In this article, we present a systematic review of the latest literature with the objective of identifying the potential advantages and challenges associated with integrating chatbots in education. Through this review, we have been able to highlight critical gaps in the existing research that warrant further in-depth investigation. Addressing these gaps will be instrumental in optimizing the implementation of chatbots and harnessing their full potential in the educational landscape, thereby benefiting both educators and students alike. Further research will play a vital role in comprehending the long-term impact, variations based on student characteristics, pedagogical strategies, and the user experience associated with integrating chatbots in education.
From the viewpoint of educators, integrating AI chatbots in education brings significant advantages. AI chatbots provide time-saving assistance by handling routine administrative tasks such as scheduling, grading, and providing information to students, allowing educators to focus more on instructional planning and student engagement. Educators can improve their pedagogy by leveraging AI chatbots to augment their instruction and offer personalized support to students. By customizing educational content and generating prompts for open-ended questions aligned with specific learning objectives, teachers can cater to individual student needs and enhance the learning experience. Additionally, educators can use AI chatbots to create tailored learning materials and activities to accommodate students' unique interests and learning styles.
Incorporating AI chatbots in education offers several key advantages from students' perspectives. AI-powered chatbots provide valuable homework and study assistance by offering detailed feedback on assignments, guiding students through complex problems, and providing step-by-step solutions. They also act as study companions, offering explanations and clarifications on various subjects. They can be used for self-quizzing to reinforce knowledge and prepare for exams. Furthermore, these chatbots facilitate flexible personalized learning, tailoring their teaching strategies to suit each student's unique needs. Their interactive and conversational nature enhances student engagement and motivation, making learning more enjoyable and personalized. Also, AI chatbots contribute to skills development by suggesting syntactic and grammatical corrections to enhance writing skills, providing problem-solving guidance, and facilitating group discussions and debates with real-time feedback. Overall, students appreciate the capabilities of AI chatbots and find them helpful for their studies and skill development, recognizing that they complement human intelligence rather than replace it.
The presence of AI chatbots also brought lots of skepticism among scholars. While some see transformative potential, concerns loom over reliability, accuracy, fair assessments, and ethical dilemmas. The fear of misinformation compromised academic integrity, and data privacy issues cast an eerie shadow over the implementation of AI chatbots. Based on the findings of the reviewed papers, it is commonly concluded that addressing some of the challenges related to the use of AI chatbots in education can be accomplished by introducing preventative measures. More specifically, educational institutions must prioritize creating awareness among students about the risks associated with AI chatbots, focusing on essential aspects like digital inequality and ethical considerations. Simultaneously, investing in the continuous development of educators through targeted training is key. Empowering educators to effectively integrate AI chatbots into their teaching methods, fostering critical thinking and fair evaluation, will pave the way for a more effective and engaging educational experience.
The implications of the research findings for policymakers and researchers are extensive, shaping the future integration of chatbots in education. The findings emphasize the need to establish guidelines and regulations ensuring the ethical development and deployment of AI chatbots in education. Policies should specifically focus on data privacy, accuracy, and transparency to mitigate potential risks and build trust within the educational community. Additionally, investing in research and development to enhance AI chatbot capabilities and address identified concerns is crucial for a seamless integration into educational systems. Researchers are strongly encouraged to fill the identified research gaps through rigorous studies that delve deeper into the impact of chatbots on education. Exploring the long-term effects, optimal integration strategies, and addressing ethical considerations should take the forefront in research initiatives.
Availability of data and materials
The data and materials used in this paper are available upon request. The comprehensive list of included studies, along with relevant data extracted from these studies, is available from the corresponding author upon request.
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Labadze, L., Grigolia, M. & Machaidze, L. Role of AI chatbots in education: systematic literature review. Int J Educ Technol High Educ 20, 56 (2023). https://doi.org/10.1186/s41239-023-00426-1 | <urn:uuid:0fbeae5f-e7fc-403c-9cc7-663441eb31a5> | CC-MAIN-2023-50 | https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00426-1 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00625.warc.gz | en | 0.902742 | 11,653 | 3.578125 | 4 |
Modeled after the Pantheon in Rome, and resembling structures that Jefferson himself built at Monticello and the University of Virginia, the Jefferson Memorial pays tribute to one of America's great statesmen and political philosophers.
The graceful domed structure was designed by John Russell Pope, architect of the National Gallery of Art, and it sits alongside the Potomac River Tidal Basin amid beautifully landscaped grounds lined with cherry trees. Groundbreaking on its construction occurred in 1938, and the memorial was dedicated by President Roosevelt on April 13, 1943, the 200th anniversary of Jefferson's birth.
On first approach, its location seems somewhat obscure, compared with the powerful axis on which the Capitol, Washington Monument and Lincoln Memorial lay. But ascend the stairs to the memorial, and you discover why it is here -- the statue of Jefferson has an unimpeded view across the ellipse into the south side of the White House, and on a map the memorial forms a perfect north-south line across the Mall to the Executive Mansion.
Also striking is that despite its similarities to the Lincoln Memorial -- both are white marble structures with columns and a large statue in a central atrium -- its feeling and effect are quite different. Where the Lincoln comes across as somber and foreboding, the Jefferson feels light and airy.
Upon entering the structure, one emerges beneath a massive rotunda, in the center of which is the massive bronze statue by sculptor Rudulph Evens with the inscription: Thomas Jefferson, 1743-1826. Around the rim of the dome is one of his most famous quotes, "I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man." Etched into the side walls are passages from the Declaration of Independence, which Jefferson authored in 1776.
Exiting toward the Mall, the path along the Tidal Basin is lined with 600 cherry trees -- a gift from the city of Tokyo in 1912 -- which blossom each spring with spectacular pink flowers and draw throngs of visitors to the riverside.
This is also one of the nicest monuments to visit at night as its setting along the river creates a dramatic backdrop for children to romp, or to take a romantic stroll.
-- Ben Abramson (Updated March 9, 2012)
Directions/Parking: By Metro: From Smithsonian, walk west on Jefferson Drive, turn left on Raoul Wallenberg Place (15th Street), to Tidal Basin.
By car: The memorial is at the south end of 15th Street where it meets the Tidal Basin. There is limited free parking at the memorial and on the street along Ohio Drive, but pay close attention as you drive around the memorial or you could easily end up on the 14th St. Bridge heading into Virginia.
Special note: For a unique vantage point on the memorial, try renting a pedal boat. The boathouse is directly across the Tidal Basin from the memorial, and is open from March to September (for more information call 202/484-0206). | <urn:uuid:718b5d2d-3221-4fdc-be55-b8e0952a5bf1> | CC-MAIN-2014-41 | http://www.washingtonpost.com/gog/museums/jefferson-memorial,798083.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663167.8/warc/CC-MAIN-20140930004103-00337-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.947199 | 624 | 2.609375 | 3 |
Can you speak up in your team?
By Tyler Reimschisel, MD, MHPE
“A sense of confidence that your voice is valued. A sense of permission for candor.” —Amy Edmondson
In my last article, I mentioned that I wanted to discuss how to test the judgments, inferences and assumptions that we automatically make during teamwork so that we do not mistakenly step on the top rung of the ladder of inference. Before I discuss that important topic, I would like to review a teamwork concept that is likely to be familiar to many of you: psychological safety. The literature on psychological safety is quite extensive, and in this article I will only be able to briefly summarize this essential component of high-impact teamwork.
Before reading further, please take a moment to jot down or make a mental note of how you would define “psychological safety.” We will come back to your personal definition a little later.
What is psychological safety?
Amy Edmondson, Novartis Professor of Leadership and Management at Harvard Business School, states that a team has psychological safety when people at work “feel comfortable sharing concerns and mistakes without fear of embarrassment or retribution. They are confident that they can speak up and won’t be humiliated, ignored, or blamed. They know they can ask questions when they are unsure about something. They tend to trust and respect their colleagues,” (Edmondson, 2019).
In a nice video summary of psychological safety, she states that it is a “shared belief that the environment is conducive to interpersonal risks, like asking for help, admitting mistakes and criticizing a project,” (Green, 2020).
Why is psychological safety important?
A few years ago, a Google study showed psychological safety was the most important factor in determining whether a team at Google was effective (re:Work, 2019). This study, like many others, shows that the influence of psychological safety cannot be underestimated. It also raises another aspect of the definition of psychological safety. Psychological safety is a characteristic of a team, not of an individual on a team. Furthermore, the culture or ecosystem of a team enhances or diminishes psychological safety.
What psychological safety isn’t.
One of the reasons that I wanted you to write down how you would personally define psychological safety is that I find many people have a mistaken notion of what it is. It is not simply being nice or kind to one another. In fact, as the quote at the top of the article points out, it can mean speaking up candidly to share your views, and that can be perceived as being unkind in challenging situations. It is also not permission to whine or complain simply to vent your feelings or emotions. That can compromise the morale and overall quality of the workplace environment. It is not applause for all of your ideas or getting your way on the team all of the time as that is impractical and is focused more on you as an individual and less on the well-being and productivity of the team.
In addition, it is not the absence of conflict. Instead, teams with good psychological safety may have a lot of overt conflict, probably more than teams with low psychological safety. Yet the teams with high levels of psychological safety are able to manage the conflict and leverage it into growth and improvement for the team.
The biggest misunderstanding about psychological safety that I have seen is that it can be claimed as license to slack off, be lazy, gossip about team members, or take other unprofessional and immature actions that undermine the work of the team. Psychological safety is not permission to be unmotivated nor is it a shield against accountability to the team and its leaders. Edmondson uses the following 2 x 2 table to explain the relationship between psychological safety on the one hand and motivation and accountability on the other.
On the other hand, a workplace that is low in psychological safety but high in motivation and personal and team accountability (lower right quadrant) will likely generate a lot of anxiety for the team members when there are differences of opinions, mistakes, or conflict. This environment can certainly diminish the team’s performance and impact. A workplace that is high in psychological safety but low in motivation and personal and team accountability (upper left quadrant) may be a comfortable place to work, but it won’t be as productive and satisfying as it could be.
Ideally, a team has both high psychological safety as well as high motivation and accountability (upper right quadrant) because this combination leads to high learning, high performance, and high impact.
Edmondson uses the analogy of brake and gas pedals in a vehicle. Increasing psychological safety is like letting up on the brake pedal, and increasing motivation and accountability are like depressing the gas pedal. To move your team forward toward achieving its goals, it is best to both let up on the brake pedal and depress the gas pedal.
How do you create and grow psychological safety?
Edmondson provides three basic steps for creating psychological safety. These steps can be taken by any member of the team, yet it is particularly helpful if the leaders of the team intentionally implement these steps.
- Frame the team situation as a learning problem. Psychological safety is especially crucial in situations where there is both uncertainty and the need for interdependence among the team members. In these situations, the leadership should clearly state that the team, teams or organization are in challenging and uncharted waters. Yet if the team works together, it can become a wonderful learning opportunity that could strengthen the team. As Edmondson points out, this approach helps to set the stage for why having input from everyone on the team is important.
- Acknowledge your own fallibility. Next, given the complexity and uncertainty of the situation, it is important for team leaders and other team members to admit their own limitations and fallibility. In situations where I need the team to feel comfortable speaking up, I like to say that I am not sure what the solution may be, but I do know that I cannot generate the best solutions on my own. That requires interdependent and collective team conversations. In fact, I may miss something, and I need everyone on the team to speak up.
For leaders who want to start fostering psychological safety among their team, one practical way to apply this step is to apologize to the team for not taking these steps sooner. In addition, a recent study by Coutifaris and Grant showed that one of the most effective ways for leaders to build psychological safety in a team is to share negative feedback that they have received about themselves with the team. This is believed to be effective because it demonstrates vulnerability, and being genuinely vulnerable is a potent way for leaders to deepen psychological safety within their team (Coutifaris and Grant, 2021).
- Model curiosity. But simply saying you want people to speak up may not be enough. In addition, team members and their leaders should proactively welcome input by asking questions…a lot of them. Edmondson describes this as creating a necessity for others to speak up and making it a bit uncomfortable for them to remain silent. Then when team members come forward with ideas, suggestions, or acknowledgement of mistakes or misgivings, it is important that leaders and other team members welcome those comments so that over time psychological safety is fostered.
I want to close with an elaboration of Edmondson’s metaphor of psychological safety as the brake pedal on the teamwork vehicle while motivation and accountability are the gas pedal. We value the brake and gas pedals in our vehicles because they help us safely get to where we want to go, but we do not sit in our car admiring them.
Similarly, the goal of teamwork is not psychological safety itself. Instead, high levels of psychological safety help teams reach their goal of being a high-impact team with excellent internal dynamics, superb external performance, and a positive influence on the team’s patients, clients and organizational systems.
Coutifaris CGV and Grant AM. Taking your team behind the curtain: the effects of leader feedback-sharing and feedback-seeking on team psychological safety. Organization Science. August 17, 2021. https://doi.org/10.1287/orsc.2021.1498.
Edmondson A. The importance of psychological safety. August 5, 2000. [Video] YouTube. https://www.youtube.com/watch?v=eP6guvRt0U0.
Edmondson A. The Fearless Organization: Creating psychological safety in the workplace for learning, innovation and growth. Wiley, 2019: xvi.
Green D. How do you create psychological safety at work? Interview with Amy Edmondson. July 14, 2020. [Video] YouTube. https://www.youtube.com/watch?v=U_35pAviSnI.
re:Work. Guide: Understanding team effectiveness. Google, 2019. https://rework.withgoogle.com/print/guides/5721312655835136/. | <urn:uuid:6b10062b-a526-4baa-b339-1409f1940b99> | CC-MAIN-2023-23 | https://case.edu/ipe/news-and-events/huddle/tips-high-impact-teamwork-psychological-safety | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648209.30/warc/CC-MAIN-20230601211701-20230602001701-00643.warc.gz | en | 0.948531 | 1,854 | 2.65625 | 3 |
The State Organization Index provides an alphabetical listing of government organizations, including commissions, departments, and bureaus.
Top-requested sites to log in to services provided by the state
Chronic Wasting Disease (CWD) is a contagious neurological disease that is fatal to cervids, including deer, elk, and moose. It attacks the brains of infected animals, causing them to exhibit abnormal behavior, become emaciated, and eventually die. Infected deer may spread the infectious agents through urine, feces, saliva, etc. for months before showing any clinical symptoms. No CWD infected deer have been found in Massachusetts. If you see a deer or moose in Massachusetts exhibiting any signs of this disease or any other disease, please contact MassWildlife at (508) 389-6300.
In order to keep CWD from coming into Massachusetts, certain restrictions regarding the movement of deer and deer parts have been put in place. If you hunt deer outside of Massachusetts please note: It is illegal to import deer parts from states or provinces where Chronic Wasting Disease has been detected (including OH, MD, NY, PA, VA, WV, and many other states – see link to map below). It is legal to import deboned meat, clean skull caps, hides without the head, or a fixed taxidermy mount. No live deer, of any species, may be brought into Massachusetts for any purpose. | <urn:uuid:6a5a849b-381d-4f37-ace6-c53bbb32b735> | CC-MAIN-2017-43 | https://www.mass.gov/service-details/chronic-wasting-disease-cwd | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00037.warc.gz | en | 0.941816 | 291 | 2.5625 | 3 |
Title: Sage-grouse habitat restoration symposium proceedings
Author: Shaw, Nancy L.; Pellant, Mike; Monsen, Stephen B.;
Source: Proc. RMRS-P-38. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. 130 p.
Publication Series: Proceedings (P)
Description: Declines in habitat of greater sage-grouse and Gunnison sage-grouse across the western United States are related to degradation, loss, and fragmentation of sagebrush ecosystems resulting from development of agricultural lands, grazing practices, changes in wildfire regimes, increased spread of invasive species, gas and oil development, and other human impacts. These losses are focusing management efforts on passive and active approaches to maintaining and restoring sagebrush rangelands. This series of 14 papers summarizes current knowledge and research gaps in sagebrush taxonomy and ecology, seasonal sage-grouse habitat requirements, approaches to community and landscape restoration, and currently available plant materials and revegetation technology to provide a basis for designing and implementing effective management prescriptions.
Keywords: Centrocercus urophasianus, Artemisia tridentata, big sagebrush, native species, biodiversity, ecology, revegetation, rehabilitation, shrub steppe
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Shaw, Nancy L.; Pellant, Mike; Monsen, Stephen B. 2005. Sage-grouse habitat restoration symposium proceedings. Proc. RMRS-P-38. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. 130 p.
Get the latest version of the Adobe Acrobat reader or Acrobat Reader for Windows with Search and Accessibility | <urn:uuid:c0a4ece0-bffd-4cf8-974b-fb6f1311b467> | CC-MAIN-2015-14 | http://www.treesearch.fs.fed.us/pubs/21432%20 | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427132827069.83/warc/CC-MAIN-20150323174707-00217-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.837711 | 449 | 2.625 | 3 |
Orchestra cello - Elementary
Composed by Gerald Anderson, Robert Frost. Method book. All for Strings. Method book. Published by Neil A. Kjos Music Company (KJ.79CO).
Item Number: KJ.79CO
All for strings is a comprehensive three-volume method surrounded by a wealth of supplementary materials for teaching and performance. This complete curriculum covers virtually every aspect of beginning through intermediate string study, emphasizing technical skills, rhythmic understanding, and quality musical experiences. Many of the National Standards for Music Education can be easily implemented into the classroom setting with the varied components All for Strings has to offer. Book 2 devotes many exercises and musical selections to the development of major and minor left hand finger patterns for all string players, as well as shifting for cellists and bassists. New bowing styles are introduced, and more advanced rhythm patterns are incorporated. As in Book 1, a great variety of solos, duets, trios and ensembles are included - perfect for performance! | <urn:uuid:8a0f0e9f-2924-4d72-8b7f-08846d645b73> | CC-MAIN-2016-18 | http://www.sheetmusicplus.com/look_inside/274284 | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111612.51/warc/CC-MAIN-20160428161511-00028-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.928119 | 211 | 2.59375 | 3 |
Chen et al. pulled out their CT scanner
to look at derived pterosaur palates.
From the abstract:
“Here we shed new light on the palatal complex from two wel-preserved specimens of the Early Cretaceous pterosaur Hamipterus tianshanensis. In the new material, the pterygoid fused with the opposite one along the midline. The lateral pterygoid process shows a unique shape, and the other two processes form the pterygoid fenestrae ventrally. Besides, the lateral process fused to the medial aspect of the jugal during the ontogeny. We discovered that the flat ectopterygoid overlays dorsally the pterygoid, and two sides of the ectopterygoid fused to midline was the same place that pterygoids fused. Hence, the ectopterygoid in Hamipterus also forms the anterior margin of the pterygoid fenestrae dorsally.”
Chen et al. continue:
“This complicated structure of pterygoid and ectopterygoid can only be observed in the dorsal view of palatal complex, and it consists with the situation in some previous studies. The ectopterygoids in Hongshanopterus, Kunpengopterus, Caupedactylus, Tupuxuara, and Anhanguera overlay dorsally the pterygoids as well. Our study indicates that this complex structure probably exists in Gnathosaurus, Dsungaripterus, Tropeognathus, and Coloborhynchus by comparing with Hamipterus, Caupedactylus, and Anhanguera. Thus, we assume that the ectopterygoid extend across the pterygoid dorsally very early, at least in Kunpengopterus, and that this situation probably is a synapomorphy in the Monofenastrata.”
No need to assume anything.
This was all covered several years ago online in an 8-part series ending here.
nowhere in Chen et al. do they discuss the palatine. Peters 2000 was the first to document that the palatine was not the palatal portion of the maxilla, as all prior workers from Bennett to Welllnhofer asserted. Rather the palatine appeared as a slender anteroposterior bone articulating with and often fusing with the shorter ectopterygoid at right angles creating a new bone, which Peters 2000 named ‘the ectopalatine’.
recently reported on an “unusual” pterosaur palate from Brazil. They correctly identified the palatal shelves as belonging to the maxilla, separated only by the vomers. They correctly identified the pterygoids. They correctly identified the palatines in most of their pterosaurs, but they did not understand that the palatines and ectopterygoids both fuse and diverge diagonally in Pteranodon (so their ectopterygoid is the ectopalatine). This becomes obvious after a study of Germanodactylus palates, again from several years ago (2012).
Chen et al. 2019. Shed new light on the configuration of the pterygoid and ectopterygoid in derived pterosaurs through CT scanning. Journal of Vertebrate Paleontology abstracts.
Osi A, Prondvai E, Frey E and Pohl B 2010. New Interpretation of the Palate of Pterosaurs. The Anatomical Record 293: 243-258.
Peters D 2000. A Redescription of Four Prolacertiform Genera and Implications for Pterosaur Phylogenesis. Rivista Italiana di Paleontologia e Stratigrafia 106 (3): 293–336.
Pinheiro FL, Schultz CL 2012. An Unusual Pterosaur Specimen (Pterodactyloidea, ?Azhdarchoidea) from the Early Cretaceous Romualdo Formation of Brazil, and the Evolution of the Pterodactyloid Palate. PLoS ONE 7(11): e50088. doi:10.1371/journal.pone.0050088 | <urn:uuid:8881d0a7-f563-4767-967f-26c63e1deb6b> | CC-MAIN-2023-06 | https://pterosaurheresies.wordpress.com/2019/11/11/svp-abstracts-pterosaur-pterygoids-under-a-ct-scanner/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499857.57/warc/CC-MAIN-20230131091122-20230131121122-00828.warc.gz | en | 0.85849 | 915 | 2.5625 | 3 |
As "the perception was that the Nazis wanted to destroy the morale of the Jewish population", the Jews in the ghettos and elsewhere "felt they had a moral obligation to make a statement against oppression and murder", not only by fighting with arms, but much more widespread by preserving their humanity and thereby resisting in every way "from maintaining schools and prayer groups, to organizing literary and artistic presentations".
Resistance understood this way means an "active struggle for life", trying to save as many lives as possible, and at the same time trying to maintain a certain degree of normality. These attempts carried out by the Jews to maintain their dignity despite the Nazis' systematic effort to dehumanise them have been called "Kiddush ha-Hayyim", meaning "Sanctification of Life".
Especially in the Ghettos, where people were not only systematically starved, but where also schools were closed down, and any form of social service as well as cultural or political activity was cut off and prohibited by the Nazis, the Jewish communities accomplished many different ways of "keeping body and soul together", under "what would seem impossible conditions": synagogues and religious study groups, theatres, orchestra and public libraries, entertainment as well as education for children — all that was kept up and provided often secretly and illegally by the Jewish communities, various mutual aid groups and house committees.
Gutman also assessed the problem of Jewish resistance by "rephrasing the issue in terms of the struggle to survive". The main lifeline of the ghettos was smuggling, and especially most of the food consumed in the ghettos was smuggled in, even though smugglers were severely punished and often killed when caught. Furthermore, a political underground formed itself, "made up mainly of political activists and hardcore members of youth movements", which established and maintained contacts with other ghettos and the outside world and published clandestine newspapers and leaflets that kept people informed about developments inside and outside the ghettos.
Altogether, Gutman concludes, "Jewish life in the ghettos was characterized not so much by passivity and pacifism as by the defiant struggle for survival. F S Florian Seidl Author.
Add to cart. Jewish resistance during the Holocaust After the end of the Second World War, it took some time until historians began to investigate the reaction of European Jews to the Holocaust. Sign in to write a comment. Read the ebook. Communications - Movies and Television Holocaust in Film.
Authenticity of th Film Science "Schindler's List".
The importance of fi In Abbas reasserted part of his thesis to the extent that "the Zionist movement had ties with the Nazis". Abbas attended at Patrice Lumumba University to prepare and present his doctoral thesis.
The institute's director at the time, Yevgeny Primakov , one of the Soviet masterminds of active measures and academic research, appointed a Soviet specialist on Palestine, Vladimir Ivanovich Kisilev as Abbas' dissertation adviser. They communicated mostly in English and Arabic. In the doctoral thesis, Abbas describes the number of Jews murdered in the Nazi Holocaust as agreed upon by mainstream historians, six millions, as a "fantastic lie".
It seems that the interest of the Zionist movement, however, is to inflate this figure [of Holocaust deaths] so that their gains will be greater. This led them to emphasize this figure [six million] in order to gain the solidarity of international public opinion with Zionism. Many scholars have debated the figure of six million and reached stunning conclusions — fixing the number of Jewish victims at only a few hundred thousand.
Following the war , word was spread that six million Jews were amongst the victims and that a war of extermination was aimed primarily at the Jews. The truth is that no one can either confirm or deny this figure.
20 Perfect Holocaust Essay Topics and Questions - Bestessay4u
In other words, it is possible that the number of Jewish victims reached six million, but at the same time it is possible that the figure is much smaller, below one million. Abbas quotes historian Raul Hilberg to support his allegations that fewer than one million Jews were killed. Wyman Institute for Holocaust Studies denied the assertion that "The historian and author, Raoul Hilberg, thinks that the figure does not exceed ,", and said this is "utterly false".
He wrote that "Professor Hilberg, a distinguished historian and author of the classic study The Destruction of the European Jews , has never said or written any such thing.
Abbas raised doubts regarding the existence of the gas chambers, quoting Robert Faurisson , on the nonexistence of gas chambers. Additionally, he stated that the much smaller number of Jews which he reportedly admitted that the Germans did massacre were actually the victims of a Zionist-Nazi plot:.
The Zionist movement led a broad campaign of incitement against the Jews living under Nazi rule to arouse the government's hatred of them, to fuel vengeance against them and to expand the mass extermination. The thesis also discussed topics such as the Haavara Agreement of , in which the Third Reich agreed with the Jewish Agency to enable Jews to emigrate from Germany directly to Mandate Palestine , which he sees as evidence of collaboration. A global survey of Holocaust denial, published by David S.
Wyman Institute for Holocaust Studies in , describes the book as "denying the Holocaust". After Abbas was appointed prime minister of the Palestinian Authority in , the Israel Defense Forces removed excerpts from the Abbas book from its website, including quotes questioning the use of gas chambers and talking of less than one million victims.
According to the Anti-Defamation League, the Simon Wiesenthal Center called for Abbas to clarify his position on the Holocaust in , but he did not do so at that time. Today I would not have made such remarks… Today there is peace and what I write from now on must help advance the peace process. In his May interview with Haaretz , Abbas stated:. I wrote in detail about the Holocaust and said I did not want to discuss numbers. I quoted an argument between historians in which various numbers of casualties were mentioned.
One wrote there were twelve million victims and another wrote there were ,
Related holocaust thesis papers
Copyright 2019 - All Right Reserved | <urn:uuid:59bf258a-0ae4-44ea-bd90-57ac6438861e> | CC-MAIN-2020-16 | https://segitenhightels.ga/holocaust-thesis-papers.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371805747.72/warc/CC-MAIN-20200407183818-20200407214318-00073.warc.gz | en | 0.974472 | 1,276 | 3.828125 | 4 |
The internet and online technologies, like mobile phones , are incredible tools. They provide an opportunity to communicate, learn, play and be entertained by content from around the world.
Like communicating in the real world, there are risks involved in interacting online. Cyber bullying, identity theft, scams and inappropriate content are some of the issues that can pose challenges for young people online. These challenges exist for all young people- from pre-schoolers who may be starting to use a computer to more experienced teens.
Knowing how to use online technologies safely is essential to having positive experiences online. It's important for children and young people to learn about cyber safety and know how to deal with issues. This applies as much in their own home as it does at school, on wireless applications and in public places such as the library.
As a parent, you have an important role to play in helping to educate and guide your child in their online experiences. The following resources offer helpful tips and some important points to remember (www.Cybersmart.gov.au).
We would also like to remind parents and caregivers that children under 13 are prohibited from signing up to Facebook, Kik, Youtube, and Instagram. If teachers become aware that underage children have signed up to these sites we may contact the sites to request their account be deactivated.
Cyber Smart Guide for families
Guide for Families (pdf 831 KB)
Dealing with Offensive content
Offensive content (pdf 1163 KB)
Guide to online safety
Guide to online safety (pdf 1128 KB)
Internet access and email accountd for students
Email accounts for students (pdf 325 KB)
Mobile phone safety
Mobile phone safety (pdf 1200 KB)
Say no to cyber bullying
Say no to cyber bullying (pdf 1321 KB)
Socialising on the internet
Socialising on the internet (pdf 1178 KB) | <urn:uuid:61eab5da-22a1-4c7a-b2f1-17bbc81181b4> | CC-MAIN-2018-17 | http://www.wadalba-c.schools.nsw.edu.au/primary-classes/parent-information/cyber-safety | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125946578.68/warc/CC-MAIN-20180424080851-20180424100851-00028.warc.gz | en | 0.927296 | 383 | 3.609375 | 4 |
Chickadee- In 1866, Omakayas's son Chickadee is kidnapped by
two ne'er-do-well brothers from his own tribe and must make a daring
escape, forge unlikely friendships, and set out on an exciting and
dangerous journey to get back home.
The Second Life of Abigail Walker- Bullied by two mean girls in her sixth-grade
class, a lonely, plump girl gains self-confidence and makes new friends
after a mysterious fox gently bites her.
Rabbit and Robot: The Sleepover- Rabbit is excited about the sleepover he has
carefully planned for his friend Robot, but Robot has some different
ideas about how things should go.
Stolen: A Pony Called Pebbles- Finding a horse in the park, Amy takes it to the Rainbow Street Shelter and secretly hopes the owner never turns up.
New Picture Books
Spike, The Mixed-Up Monster- While Spike, a tiny axolotl salamander, practices
being the monster he believes he is, other animals call him cute and
funny but when a gila monster arrives and the other creatures hide,
Spike shows his true nature.
Abe Lincoln's Dream- When a schoolgirl gets separated from her tour of
the White House and finds herself in the Lincoln bedroom, she also
discovers the ghost of the great man himself.
Boot and Shoe- Boot and Shoe are dogs that live in the same
house, eat from the same bowl, and sleep in the same bed but spend their
days on separate porches until a squirrel mixes things up.
Dinosaur Colors- Dinosaurs of every color find things that match them.
Dinosaur Shapes- Kids learn different shapes with the help of dinosaurs.
Dinosaur ABC's- Kids learn the alphabet by seeing different dinosaur related things.
Ellis Goes to the Doctor- Ellis' father takes him to a doctor's office to
be treated for a cough, and Ellis is a good boy despite the strange and
even frightening things that occur there.
Otter and Odder- When Otter falls in love with his food source, a
fish named Myrtle, he must decide whether to follow the way of the otter
or the way of his heart.
The Philharmonic Gets Dressed- The 105 members of the Philharmonic Orchestra get ready for a performance.
White Rabbit's Color Book- White Rabbit hops from one paint pot to another, changing colors as he goes, until he ends up brown.
The Shape of Things- A bright and clever introduction to the concept
that shapes make up the world around us. Simple rhymes and bold
illustrations help youngsters learn to see and, eventually, to draw the
world around them.
ABC's at Home- Helps readers identify items at home beginning with each letter of the alphabet.
ABC's at the Park- Helps readers identify items at the park beginning with each letter of the alphabet. | <urn:uuid:bc49b72f-a638-4fd3-9ea6-8eb5dea6c32f> | CC-MAIN-2017-51 | http://cdpl-youth-services.blogspot.com/2013/02/new-fiction-and-picture-books.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948531226.26/warc/CC-MAIN-20171213221219-20171214001219-00793.warc.gz | en | 0.916207 | 630 | 2.546875 | 3 |
The villages and places of Huntingdonshire in 1086 is recorded in the Domesday Book. The county has existed as a distinct area since Anglo-Saxon times. For the most part the county, as recorded in the Domesday survey, is identical to that which nearly nine centuries later, in 1965, was amalgamated with the Soke of Peterborough (the small autonomous area of Northamptonshire to the north) to form the County of Huntingdon and Peterborough. That administrative county survived nine years until 1974 when it was united with Cambridgeshire and the Isle of Ely to the east, to form the present administrative county of Cambridgeshire. On 1st April 1998, Peterborough Urban area became a separate unitary authority - in effect a separate county, into which some of the northern parishes of Huntingdonshire have now been incorporated.
Whatever the benefits of the 1974 amalgamation with Cambridgeshire (and, if nothing else, there were certainly improvements in the care and use of local archives), the loss of the old county was keenly felt. The name Huntingdonshire was only briefly suppressed, as in 1984 the lower tier of English local government, which had itself been created out of the amalgamation of several borough, rural and urban authorities in 1974, cast off its name of the Huntingdon District Council, and renamed itself the Huntingdonshire District Council. In 1992, with the government committed to simplifying local administration, there existed the possibility that the District would win the argument to become a unitary authority, and so in effect regain county status. This hope still exists.
To equate modern Huntingdonshire with the county of our ancestors, however, is deceptive. Whilst the changes have not been on the scale or complexity of those affecting metropolitan areas, a modern road atlas contains pitfalls for the unwary who may use it as a guide to the ancient boundaries of the county.
As the amalgamations of 1965 and 1974 will have implied, Huntingdonshire was a small ancient county; only Middlesex (now absorbed into London) and Rutland (which had been amalgamated with Leicestershire in 1974, but has now been restored) were smaller. Its greatest dimensions were 30 miles north-to-south and 23 miles west-to-east, in a very crude diamond. These proportions are reflected in the basis of the lozenge in the county arms.
The medieval division of the county was into four Hundreds: Norman Cross, Leightonstone, Hurstingstone, and Toseland - representing (remarkably tidily) the northern, western, eastern and southern quarters of the county respectively. The hundredal division was actively used for many purposes into the 19th Century (including, for example, the 1841 Census) and for taxation and judicial purposes lasting even longer.
At the lowest administrative level, (i.e. the parish) some ancient anomalies were ironed out in the late 19 th Century. The detached Huntingdonshire parish of Swineshead, an island within Bedfordshire, was exchanged for the Bedfordshire parish of Tilbrook which formerly jutted into Huntingdonshire. Further north, the county boundary which ran through the parishes of Winwick, Luddington, Thurning and Lutton, was regularised, assigning Winwick wholly to Huntingdonshire and the others wholly to Northamptonshire. It was not until 1965 that a detached part of Tetworth at the southern tips of the county, including within it the parish church of Everton-cum-Tetworth, was transferred to Bedfordshire. At the same time a large part of Eaton Socon parish, across the river from St Neots, was transferred to Huntingdonshire from Bedfordshire. Family Historians beware! | <urn:uuid:f433138b-54c2-45ea-83e5-df50a37c2113> | CC-MAIN-2017-47 | http://dp.genuki.uk/big/eng/HUN | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807044.45/warc/CC-MAIN-20171123233821-20171124013821-00130.warc.gz | en | 0.96962 | 785 | 2.65625 | 3 |
School Nursing is a systematic, comprehensive practice of professional nursing providing health care in the educational setting. School nursing combines two separate and unique disciplines, education and nursing, to support individual and collective student success.
School nursing activities are inherently related to public health nursing and provide care for students within the continuum of public health practices. School nursing promotes student adaptation to health care challenges, advocates for students, and encourages autonomy. School nursing utilizes specialized judgment, knowledge, skills, and abilities (e.g. nursing assessment, program/case management including chronically ill, medically fragile, and technology dependent students, health education).
School nursing supports the premise that every student is entitled to a Free Appropriate Public Education (FAPE) allowing the student to develop capacity for life long achievement and optimum health. | <urn:uuid:75c94e97-703f-4b3a-993b-9fb909c23620> | CC-MAIN-2013-48 | http://www.arksna.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163846391/warc/CC-MAIN-20131204133046-00032-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.952434 | 157 | 2.921875 | 3 |
The 2018 Irish Famine Summer School will take place from 20th – 24th June 2018. The theme is Irish Journeys: Famine Legacies and Reconnecting Communities. Booking is now available so please book your place now!
The programme is just being finalised and promises to be a really engaging exploration of the Great Famine and its impact on later movements for social and political change.
The Irish Famine Summer School is a joint initiative between the Irish National Famine Museum at Strokestown Park House, Roscommon County Council and the Strokestown Community Development Association. Previous years conferences have included lectures, workshops, drama and music relating to the Great Irish Famine, while afternoon excursions took in many of the historic sites of county Roscommon. In addition, four leading Famine experts took part in a History Ireland Hedge School. The theme of the 2017 conference was Children and the Great Hunger in Ireland.
Since 2011 Strokestown Park House in county Roscommon has staged an annual International Famine Conference. This conference allows delegates to engage with some of the world’s leading experts on the Great Famine, while also providing the unique opportunity of visiting the Irish National Famine Museum, established at Strokestown in 1994. The Inaugural Irish Famine Summer School provided the platform to continue to educate and raise awareness about the causes and consequences of Ireland’s greatest social catastrophe. Previous conference themes include The cost of Hunger (2011); New perspectives on the Famine (2012) and the The Famine Irish- emigration and new lives (2013). In May 2014 Strokestown hosted the National Famine Commemoration Week, which included lectures, exhibitions, music and drama. | <urn:uuid:456fc125-10d4-4929-9ff6-2bfe3d5395f4> | CC-MAIN-2019-39 | http://irishfaminesummerschool.com/about/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573098.0/warc/CC-MAIN-20190917161045-20190917183045-00329.warc.gz | en | 0.930078 | 353 | 2.78125 | 3 |
Given that a lot of our day-to-day transactions involve the Internet, it’s not unusual to start a dialogue or even be the subject of a blog or news story.
What if you feel that what was said about you is wrong or insulting; could you sue?
Is the content written about you truly defamatory?
Courts have a high standard in finding someone guilty of defamation. Defamation is a communication that hurts a person’s reputation. Note: it’s not enough to just hurt a person’s feelings or insult them; the words must actually damage a person’s reputation.
If you were publicly insulted on a website in written form that could be considered libel, often referred to as cyber-libel, because it leaves a permanent record of the defamation.
However, you will have to prove to a court that you have been defamed on the website in order to be successful.
In order to rise to the level of defamation, what was written about you on the website would have to be false and malicious but this is not easy to prove. Again, not everything that you may consider insulting or hurtful to you is going to be seen as defamation, which is why a lawyer should be consulted as soon as possible to see if you have a case. Sometimes, if a letter is sent to the website asking to take the content down, they will comply.
You will have to prove the following in court:
- The material published about you was defamatory;
- The material published must have made reference to you (this means other people reading the website had to have realized it is you the website is talking about); and
- The material was published for a person other than you, meaning the public.
What are the defences for defamation?
There are quite a few defences open to a person who is being sued for defamation:
- Truth – even if what was written hurt your reputation if the website can prove it’s true, it’s a valid defence;
- Absolute privilege – the freedom to speak freely in our justice or political systems, such as in parliament or court;
- Qualified privilege – The party making the statements acted in good faith and without malice;
- Fair comment – people are free to comment as long as:
- It’s clear the statement is an opinion statement;
- Based on facts that can be proven; and
- Not made maliciously.
- Responsible communication on matters of public interest – this is a new defence the court has allowed that says that journalists should be able to report statements and allegations, even if they are untrue, if there is public interest to do so.
The courts have an obligation to balance the right to free speech with the protection of a person’s reputation, which is why it’s sometimes hard to prove a defamation case.
Defamation cases are complex cases to bring in front of the court and can be costly and time consuming. You should consult a lawyer before going ahead with a defamation suit.
Defamation: Libel and Slander
What is Cyber-Libel? | <urn:uuid:2d4500fd-837e-49e4-a6fc-43169d4228ee> | CC-MAIN-2019-13 | https://courts.findlaw.ca/article/if-ive-been-insulted-on-a-website-can-i-sue | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912201812.2/warc/CC-MAIN-20190318232014-20190319014014-00314.warc.gz | en | 0.97132 | 649 | 2.625 | 3 |
1. Physical or survival needs
Our most important need is to survive, to remain alive. To remain alive a man must have food, water, oxygen, shelter (clothing) and rest. So long as needs upon which health depends go unsatisfied, a person shows little interest in the other four types of needs. His thoughts and energies will be directed towards satisfying the survival needs to the exclusion of all other needs.
2. Security and safety needs
Once the human being’s most important physical needs are satisfied to at least a minimum and continuing degree, the next need that becomes dominant is the security and safety needs. His efforts are now aimed at being comfortable, healthy, safe and secure. Security needs include not only the physical safety of the person, but also include economic security - a steady job, life insurance, a savings account, etc.
Man’s resistance to change is often based on the fact that the change in the job means that they can no longer feel comfortable, safe and secure.
3. Social needs
These needs are also known as the belonging and love needs. When the individual is no longer continually hungry and has sufficient and continuing satisfaction of his security and safety needs, then belonging and love needs become most important to him. They are the needs to love and be loved, to belong and be accepted by a small intimate grout - his family and a few close fiends, He needs to receive as well as give affection. He feels the need to be wanted and accepted not only by his family but also by the group of people with whom he works and his other social groups, e.g. his church group, his bowls club, etc. He will often be motivated to work very hard, without any direct monetary reward, to satisfy these social needs.
4. Ego or esteem needs
The individual whose physical needs, security and belonging and love needs are satisfied becomes concerned with esteem needs; that is the need for self-respect and respect from others. This need to have pride, self-respect and self-confidence, to have the respect of others, to be important, to be given status, prestige and recognition by others is one of the forces which motivates most of us today. it is utilized by many leaders and managers in their dealings with people, e.g. the size of one’s carpet, the size of the company car, the job title etc., are all status symbols.
5. Self-realization needs
If the physical, security, belonging and love, and esteem needs are all satisfied, the individual’s most important need becomes self-realization. This need is aimed at self-fulfillment; his desire to become his best self; to realize his capabilities to the fullest. This need is sometimes called the “creative” need. It is the need to express one’s desires to paint, to write, to sing and to provide an outlet for one’s aptitudes and special abilities - e.g. to invent new devices.
This is the need which is perhaps the least used in the work situation. If we can learn to tap every man’s experience, creativeness and special abilities, the job will usually be done far more efficiently and the worker will be a happy, satisfied and well-motivated individual who will give of his best without the boss breathing down his neck all the time.
Application of Maslow’s theory
Many people are happier at work that at home. A satisfying job with a good leader goes such a long way toward making life worth living.
Whereas all of us may complain about our jobs (or our bosses) from time to time, each of us needs the security and will respond favorably to the stability of the work situation.
We can see now that your job provide the first two basic needs:
A good leader can see that a person’s job satisfies the social needs by demonstrating to the rest of the work group the desirability of taking in a new worker.
To satisfy the esteem needs, a good leader will make sure workers know when their work is appreciated.
To satisfy the desire to do worthwhile work, a good leader gives thought to placing employees on jobs for which they have the best aptitude and training.
Frederick Herzberg's motivation theory
Herzberg says that every human being has two motivational tracks:
The lower level motivational track: the hygiene, maintenance or care factors.
These factors physically maintain the status quo, but they do not motivate. They merely prevent dissatisfaction. If they are not present in the workplace, an employee will be dissatisfied and may look for a job elsewhere that provides these factors. The employee will not work harder just because these factors are given to him or her, it is only a basis on which a leader can build. They are called external motivators.
These might include things like friendly co-workers, good working conditions, paid pension schemes, job security, vacations and housing subsidies .Generally speaking we see that the company must provide the factors that prevent dissatisfaction. A company can help a leader to establish the right climate for employee job-satisfaction.
The higher level motivational track: the motivators, satisfiers or intrinsic factors.
People are only motivated by these motivators, which are embodied in the work itself. They will urge the workers towards better achievements. Satisfaction for an employee comes from truly motivating factors such as interesting and challenging work, utilization of one’s capabilities, opportunities to do something meaningful, recognition of achievement, access to information, involvement in decision-making, responsibility for one’s own work and a sense of importance to the organization.
The leader should provide the satisfiers. Few leaders can establish the basic pay rates for the organization, but almost all leaders can motivate. For example, the leader can provide an employee with a specific challenging goal: “Not many people can pack more than 200 cartons an hour. If you can pack 220 today, you’ll be a great asset to this department”.
Conclusion from research findings.
Every human being has these needs in different proportions, and this complicates the leader’s task. To summarize, the mainspring of motivation, is the need to feel important and the need to be recognised as a worthwhile individual.
Mcgregor's X and Y theory
Although not required for the syllabus, no thesis on motivation would be complete without McGregor. He recognized that managers or leaders can be classified according to their approach towards their employees or rather the way they see them. He decided to call these approaches the X and the Y approach. Leaders are referred to as being an X type or a Y type leader.
The X type approach
The Y type approach
From research it has been found that 16% of people want to be treated as being X. A full 68% of people prefers to be treated as Y. A further 16% were even more motivated than the Y , the so-called self motivated, or Z type. In practice, managers who had a high X attitude had significantly worse performance results than those with a high Y attitude.
Six critical factors of job design that will most likely increase the motivational aspects of work
When these factors are added to the job, it will help to meet organizational needs and thus to promote productive performance in support of departmental or organization goals. The factors are:
Everyone needs to do a whole job from beginning to end.
Everyone needs regular contact with consumers or clients.
Everyone needs to apply a variety of skills and to vary his tasks.
The employee needs to relieve the sense of confinement and monotony by employing more than one skill and accomplishing more than one task in getting the job done.
Everyone needs freedom of self-direction.
The employee needs the opportunity to make choices about how the work will be done, to decide for themselves how to divide the work, where and how to start the work, etc. - a feeling of autonomy.
Everyone needs direct feedback from the work itself.
The employee can tell immediately by looking at the finished product or service whether it has been done correctly or incorrectly. Example: A shaft with screw thread to be cut on a lathe, and by looking at the surface finish, testing the nut on the thread and measuring the diameter if it is between the allowable tolerance. This worker does not have to wait for this leader to get this information.
Everyone needs a chance for self-development.
Sometimes an employee needs to stretch his mind and sharpen his skill to solve a small problem about his work himself, without running to his leader for all the small problems. The satisfaction of finding the answer is more valuable to himself as well as to the company.
The above-mentioned factors enlarge the quality of work life itself, as a result of the nature, interesting and challenging, and type of design of jobs that employees hold. This will influence employee performance and satisfaction as much as or more than the interpersonal motivation provided by leaders.
Skills required of leaders
It is the ability to assemble and present to others a good case for what you think should be done.
This is the ability to exert power over others. This can be inherent to your position, your personality or even your greater knowledge. The most important is having the power to move others by responding to their needs.
Rapport is the art of creating in others the willingness to cooperate. It requires a deep understanding of motivation and the ability to perceive the needs of others.
Gladiators for God is hosted by the best host in the business! | <urn:uuid:05c806e3-a9d0-423d-a258-3af6b1b81b37> | CC-MAIN-2016-50 | http://gladiatorsforgod.com/leadership_04_motivate.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698540839.46/warc/CC-MAIN-20161202170900-00227-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.971621 | 1,972 | 2.859375 | 3 |
King made a fortune hustling cotton during the Civil War
Richard King's friend Mifflin Kenedy joined him in the ranching operation in 1860. They were already partners, with Charles Stillman, in the steamboat business on the Rio Grande.
When the Civil War broke out, King and Kenedy had 20,000 cattle and their longhorns were trailed to New Orleans to help feed the Confederacy. As the U.S. Navy tightened its blockade of Southern ports, cotton traveled down the Cotton Road to Mexico. It was not a "road" but a line of transit marked by tufts of cotton snagged on bushes.
The Cotton Road ran from the railroad terminus at Alleyton, west of Houston, to the Santa Margarita ferry crossing on the Nueces. From there it wound down to King Ranch on the Santa Gertrudis and from there traveled across the desert-like country known as the Big Sands.
It was a matter of luck, of serendipity, but Richard King and his two partners were uniquely situated — with their steamboats on the Rio Grande and King's ranch headquarters on the Cotton Road — to gain wealth from the war.
King, Kenedy and Stillman, with their freight-carrying monopoly, signed a contract to supply Confederate troops on the border. In return, they were promised 3,000 bales of cotton over a six-month period. That was worth, as Tom Lea figured, $900,000 in gold. Of course, that was only a portion of the money the three men made hustling cotton during the war.
In the division of labor, King was in charge of keeping the flow of cotton moving south from Santa Gertrudis. Kenedy ran the boats on the river. Stillman oversaw the counting house and business deals in Matamoros.
As the Cotton Road passed through King Ranch, the ranch supplied the caravans with horses, mules and provisions. There they could rest and replenish their water before heading for the Big Sands. As Lea wrote, King could stand on the watchtower and watch cotton wagons crawling south into the hazy distance. Hundreds of wagons and cumbrous ox-carts, top-heavy with cotton, pulled by horses, mules and oxen, stirred up a long ribbon of dust as they moved toward the river. Day after day it went on, an unending stream.
At Brownsville, the King, Kenedy and Stillman steamboats operating under Mexican registry ferried the valuable cotton to ships riding anchor off the mouth of the Rio Grande. The western Gulf became the most frequented waters in the world, crowded with ships. Cotton went out to European markets and a stream of gold went into the pockets of King, Kenedy and Stillman. Back came military essentials like lead from Mexico, so they wouldn't run out of bullets. This was the back door of the Confederacy.
A British military observer, Lt. Col. Arthur James Lyon Fremantle, traveled up the Cotton Road in April 1863. At Brownsville, he visited Confederate soldiers huddled around a campfire contemplating a pan of boiled potatoes. Fremantle's party reached King Ranch — "which I had heard of as a sort of Elysium, marking as it does the termination of the sands and the commencement of comparative civilization." The Kings were in Brownsville, but Mrs. Hamilton Bee, wife of the Confederate general in Brownsville, was at the ranch. Fremantle described her as "a nice, lively little woman, a red-hot Southerner."
Union Gen. Nathaniel Banks led an invasion of Texas to close the back door and stop the commerce in Confederate cotton. In Virginia, Confederate soldiers had stolen his supplies so often they called him Commissary Banks.
Gen. Banks' invasion force landed in November 1863. The Confederate commander on the border, Gen. Hamilton P. "Fall Back" Bee, was in such a lather to escape that he set Brownsville on fire trying to destroy cotton bales before the Yankees arrived. Part of Brownsville was burning, with a cloud of smoke hanging over the city, as Bee and staff skedaddled, sowing panic as they fled. Bee's jumpiness did more damage to Brownsville than the Union invaders.
With Banks' soldiers making themselves at home in Brownsville, there was an inconvenient interruption in cotton traffic. But soon the Cotton Road shifted west to Laredo and Eagle Pass and crossed the river — "el otro lado del rio" — and traveled safely down to waiting ships off Bagdad. Mexican territory was a sanctuary for both sides.
The war reached King Ranch at Christmastime 1863. A lone rider warned King that Yankee cavalry was on the way to capture him. King had his horse saddled and told a ranch hand, Francisco Alvarado, to look after his family. Henrietta and children were at the ranch.
Shots were fired at the house before dawn. Alvarado ran out, yelling, "Don't fire on this house! There is family here!" He was shot in the doorway, where he died. When the raiders — 80 men in blue uniforms under Capt. James Speed — didn't find King they vandalized the house and took ranch hands captive. After the raid on the ranch, on the way to San Antonio, Henrietta had her fifth baby at the home of friends in San Patricio. She named the boy Robert E. Lee King.
King stayed busy moving cotton to the waiting ships. Despite the profits, it was war work all the same.
The long-awaited news arrived: Lee had surrendered and the Confederacy had fallen. The war was over and the cotton times on the border came to an abrupt end. King retired to Matamoros to wait and see what peace would bring. Former Confederates who owned taxable property valued at more than $20,000 had to apply to the president for amnesty. In his request for a pardon, King valued his holdings at $300,000.
Throughout the war King worked hard and did well. The fortune that made King Ranch the greatest cattle ranch in the country came not from the sale of longhorns but from the sale of cotton and the fortunes of war.
How much did King make? Tom Lea wrote that no one would ever know, but that however much it was "he did it buying and selling cotton, supplying Confederate troops, running wagon trains and steamboats. He rode a tide of good fortune during a tragedy of war. He rode it in plain view, unlike many of the border operators around him."
(This is the third of four columns on the life and times of Richard King.) Murphy Givens is the retired Viewpoints editor of the Caller-Times. Email him at [email protected].
Murphy Givens Archive
- Oct 11, 2016 | The day that Company B left for the Korean War
- Oct 4, 2016 | Big S Curve on Ocean Drive was a hot political issue
- Sep 27, 2016 | Fire at St. Patrick’s led to building the new cathedral
- Sep 20, 2016 | Dan Kilgore and the story of Davy Crockett’s death
- Sep 13, 2016 | Houston’s soldiers surprised a napping army at San Jacinto
- Sep 6, 2016 | Cold-blooded atrocity followed battle at Coleto Creek
- Aug 30, 2016 | Santa Anna’s plan of attack was a recipe for slaughter
- Aug 23, 2016 | Santa Anna’s soldiers suffered in march to San Antonio
- Aug 16, 2016 | Ben Milam killed by sniper in battle of San Antonio
- Aug 9, 2016 | Texans capture Lipantitlan and disappointed in Grass Fight
- Man facing criminal hunting charge questions King Ranch's property boundary with his family's ranch
- Retooled school choice initiative coming back to the Legislature in 2017
- Bayshore Park construction to begin
- The latest big water idea — underground storage
- Voter ID court challenges, rule changes complicate voter-education efforts
- CCISD Supt. denies nepotism in wife’s hire
- Obituaries 10.17.16 | <urn:uuid:9ae58618-52a6-452c-856f-ae9a8968f7ec> | CC-MAIN-2021-17 | https://archive.caller.com/columnists/murphy-givens/king-made-a-fortune-hustling-cotton-during-the-civil-war-0fed4b83-ad51-4460-e053-0100007f4e7b-363334131.html/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038061820.19/warc/CC-MAIN-20210411085610-20210411115610-00326.warc.gz | en | 0.970167 | 1,712 | 3.4375 | 3 |
In this article, I am sharing some very useful MSDOS commands that will help IT professionals and DIY enthusiasts to identify, analyze and troubleshoot networking issues in home and SMEs. You will be able to understand the functionality of these commands and learn how to run them in the Command Prompt window.
The hostname is a name assigned by an administrator to a computer and is used to identify the computer in a network. This command is useful to know the hostname of your system; in case you are unaware of it. In World Wide Web, the domain name of a website is its host name as long as an IP address is assigned to it. For example, it4nextgen.com is a host name of this tech website.
This is a useful networking command which no Network administrator can afford to ignore. Ipconfig is an MSDOS command that instantly tells you the IP address and default gateway associated with Ethernet or Wireless network adapter. Ipconfig comes with a number of switches.
It displays detailed information that includes host name, IP address and MAC address of all the adapters, DHCP condition and much more.
This is again a useful command for Network Engineers to resolve the Internet issues. You can clear the DNS cache that helps in case a website have problems in domain name resolution.
The other switches include ipconfig/renew, ipconfig/release and by using command ipconfig/? you can find more switches.
This is a common networking tool to test the communication between the source and destination hosts. You can test the systems and devices in LAN and also test the websites or default gateway for communication. Ping command shows the packets sent and received between two hosts and also lets you know the percentage of data loss.
Tracert network command is similar to Ping command. The basic functionality of sending and receiving the packets remains same. The only difference between them is that Tracert traces the path of packets and displays the response time of all the hops the packet has to pass through.
As you can see in the screenshot of Tracert command, there are 3 latency readings per every hop to get a mean value.
As the name suggests, this command gives you statistics of all the network connections on the local host and how they are connected to foreign hosts in a network. This is a useful network troubleshooting tool that can be used with various switches to find TCP and UDP connections, unicast and non-unicast packets, unknown protocols, discards, PID, host names and much more.
Every domain name has a unique IP address associated with it. The Name Server lookup command is used to find the IP address of any domain name. As you can see, I have used Nslookup command to find the IP address of my tech blog it4nextgen.com.
7 Net diag
This is one of the favorite tools among Network Administrators to identify and troubleshoot a system with networking issues. Net diag performs a number of network configuration tests (all in order) to output a detailed report that helps Network Engineers to analyze and diagnose the problems. You can check the detailed tests in Microsoft’s TCP/IP troubleshooting tools. There are a few useful switches that can be used with Net diag to customize the output. One such useful switch is /fix that troubleshoots DNS problems.
8 Get Mac
This is another handy Networking command that you can use to know the MAC addresses of network adapters in a host computer. Since MAC address is assigned by hardware manufacturers, it is not easy to find it on any documentation or displayed in a system. This tool helps you to find MAC address and you can use it in a number of ways in a networking environment. One such application is blocking the user in a network by the MAC address of the system.
The ARP (address resolution protocol) is used by Network nodes to map network address to the MAC address. This is a useful tool to diagnose Network communication. You can use ARP command in MSDOS to view the ARP cache in a windows network. Using ARP standalone will show all the available switches.
With netsh, you can not only view but also change the network configuration of both local and remote hosts. You can use netsh as a command in command prompt and also run it as a batch file to modify the network configurations of remote systems. Once you use netsh command and press enter, you need to input the relevant context before using the netsh command.
Top Networking Commands for Network Admins
There are a lot more networking commands than those mentioned in this article. But all the above tools are definitely very handy tools for Network Administrators or IT engineers to troubleshoot most of the networking issues in a small office or a large enterprise network. Have you used one of these commands or if you think there some more commands that deserve a place in this list, do share your opinion below. | <urn:uuid:619f1879-cc18-4e94-8f24-e078c971bd98> | CC-MAIN-2021-21 | https://www.it4nextgen.com/networking-commands/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991801.49/warc/CC-MAIN-20210515100825-20210515130825-00239.warc.gz | en | 0.925966 | 1,004 | 2.765625 | 3 |
An Outline of Basic Principles
By Stephen Gjertson and Annette LeSueur
Dedicated to Richard F. Lack (1929-2009)
Artist, Teacher, Writer, Mentor, Friend
Annette LeSueur and I developed this material over a period of several years. While teaching at Atelier Lack, we often discussed the principles of pictorial design. We perceived design as the primary weakness of work done by students in modern ateliers and academies. When students began their careers, we noticed that they often continued to merely produce student studies on a larger scale, sometimes haphazardly arranging randomly chosen objects. We recognized that when a student attains reasonable skill in the language of painting (rendering the drawing, values, and color seen in nature), it is then necessary to use this ability to create works of art. Art is created primarily through design and drawing (fine drawing being, to a great extent, informed by the principles of design). This requires that the subject chosen by the artist be composed and designed with purpose, care and expertise. Without a sophisticated design, the most subtle nuances of rendering are of little or no effect, merely the work of a diligent student. It is sophisticated design that elevates this rendering into the realm of enduring and expressive art.
With this in mind, Annette and I met once each week for several years, studying the elements of design and endlessly analyzing works of art. For one full school year we reserved a conference room at a library across the street from the school. There, we endeavored to systematize and organize our vast quantity of notes into a simple and orderly format. The first section of this study is the result. Many of the books we read were heavy on theory, but light on the practical principles actually used by the artist. It was our intention to reduce the material to a basic level, to principles that always apply. At first sight this may seem simplistic, but a little reflection will see the wisdom in this approach. It is our hope that these principles will guide art students safely through the difficult, yet exciting, process of learning to create expressive works of art. Although the emphasis here is on figurative design, the principles apply to all types of work.
The second part of this study consists of practical advice for those endeavoring to paint pictures that tell stories. Throughout the history of art, many of the greatest works tell stories: from legend, myth, history, or everyday life. The ones considered great told their stories well.
THE GOAL IS HARMONY
The primary goal of visual artists is to take the elements with which they work and combine them in such a way as to create harmony. Harmony is unified variety with dominance. Harmony is that area which lies between what is boring and what is confusing. The elements with which an artist works, line, tone, and color, must be subjected to exquisite order to achieve harmony. When combined together in pleasing proportion (the relationship of one part to another), these elements complete, define, and give proper expression to each other.
True unity is varied to some degree. When variety ceases to exist true unity is lost and a work becomes static or dead. True variety is unified. When unity ceases to exist true variety is lost and a work becomes chaotic or confusing. Unity gives clarity and order; variety gives interest and movement. Orderly movement is essential to good work. Since the eye can only see, and the mind only concentrate on, one thing at a time, a work must have only one dominant focal point. Dominance gives force and focus. Harmony is achieved when each of the elements is in its proper place providing an orderly movement from part to part while maintaining a dominant point of focus. Line, tone, and color must be subjected to the principle of unified variety with dominance.
Unity DOMINANCE Variety
Principles for the Attainment of Harmony
Nature looks fine until it is surrounded by a frame. Once it is enclosed, the elements in nature must be harmoniously related to or arranged within the pictorial format. The linear and spacial relationships within the picture plane ought to relate in various agreeable ways to the outside shape. The format of a work must be in harmony with the subject and help express the idea. The artist must give careful consideration to these boundaries so they do not cramp the subject and they provide a pleasing division of space.
The principal lines or objects in a work should be considered or chosen according to their relationship to the work’s outside shape (if pre-determined), or the outside shape should be determined according to the principal lines or objects in nature.
If the outside shape of the work is a vertical rectangle, the principal lines within it should be vertical. If the principal lines in nature are vertical, they should be enclosed by a vertical shape.
If the outside shape of the work is a horizontal rectangle, the principal lines within it should be horizontal. If the principal lines in nature are horizontal, they should be enclosed by a horizontal shape.
Circular or Oval
If the outside shape of the work is a circle or an oval, the principal lines within them should be curved. If the principal lines in nature are noticeably curved, they may be effectively enclosed within a circle or an oval.
Some works, particularly decorations that conform to architectural formats, may require designing within unusual shapes. Whatever the shape, the principles of relating the elements and proportions within it to outside shape always apply. Imagination, ingenuity and careful planning can solve the most difficult design problem.
An harmonious relationship can be established between the main lines of a design and the pictorial format in several ways.
1. Repetition of the Outside Shape
a. Lines parallel to the top and sides of rectangles or squares.
b. Lines repeating the curves of circles or ovals.
2. Opposition to the Outside Shape
a. The use of diagonal lines.
3. Rebatement (creating a square within a rectangle).
The golden section has been called the divine proportion and is said to be the most aesthetically pleasing proportion. A straight line has been divided into the golden section proportion when the ratio of the whole line to the greater segment is the same as the greater segment to the lesser. It is attained most easily by running a diagonal through a rectangle made up of two squares. In the diagram, the line AB is divided at C into the golden mean proportion. AB is to CB what CB is to AC.
5. Reduction of the Parent Shape
Creating a smaller version of the outside shape within itself.
DIVISION OF SPACE
There are two basic ways to subdivide the format of a work.
1. Formally or Symmetrically
This way of breaking up space applies best to subjects of a religious or dignified nature. It creates a feeling of stability and grandeur. Both sides need not match exactly, but there should be a feeling of complete equalization of the units or masses of one side with the other.
2. Informally or Asymmetrically
This way of breaking up space applies to most works of art, where a more unequal division is desirable. Nothing should be in the center or cut the work in half.
Within the parameters of unity and dominance, strive for the greatest variety of spaces and shapes as possible. Avoid putting objects in a row. If you must, space them unevenly or vary them in size and emphasis by overlapping them. You can thus create a more interesting division of space. When two masses are very close together, either join them or clearly separate them, otherwise the double mindedness that results will cause an uncomfortable tension.
The Principle of DOMINANCE
Center of Interest
A work must have only one center of interest—a place to which the eye is first attracted and to which it continually returns. The artist must first decide on the center of interest and then utilize any or all of the following pictorial elements to direct the viewer’s eye to it.
Size. Make the center of interest obviously larger than the surrounding objects.
Placement. Place the center of interest in an obvious or easily seen position within the frame usually, but not necessarily, in the center.
Line. Lines point and create pathways along which the eye travels. Use them to lead the eye to the center of interest.
Tone. The eye is attracted to contrasts of value; the greater the contrast, the greater the attraction. A strong contrast may be used at the center of interest.
Color. The eye is drawn to colors which are intense or to colors which contrast with each other. These can be put on the center of interest.
Focus. Clear and distinct focus attracts the eye. The center of interest may be painted distinctly, while the objects around it get increasingly less defined as they near the work’s edge.
Painting Method. A noticeable difference in paint handling can attract the eye. The center of interest may be painted impasto while the rest is painted more thinly.
Concentration of Attention. If the work contains multiple figures, the focus of attention by individuals within the work itself can be upon the center of interest, thereby forcing the viewer’s eye to go there as well.
Most works have secondary or tertiary centers of interest. These may be used to enhance the primary center of interest, provide pictorial balance, add vitality and interest to the work, or more fully develop the story or theme. These areas must remain subordinate to the center of interest.
The Principle of Balance
Work for Balance with Dominance
Balance provides a work with stability. An unbalanced work is unsettling. The pictorial elements (objects, lines, tones and colors) in the left half of a work should balance visually with those in the right half. If a work is exquisitely composed the top and bottom halves will balance as well. Balance is of primarily two types. These types provide balance with dominance and allow the eye to be attracted to a center of interest.
Balance without dominance creates two centers of interest. The eye is equally attracted to two things at the same time, causing irritation and confusion.
Unified Variety with
Nature is filled with a great variety of lines. The artist must work to bring order out of this incredible variety. Creating order is a matter of both selection and invention—selecting lines that harmonize in nature, or adjusting the lines in nature in conformity to a pre-established and harmonious plan. Depending upon the subject, the artist usually does a fair amount of careful selection and invention. What the artist selects and invents will determine their style, how much or how little they depart from the actual look of nature. Artistic, expressive drawing is that in which the shapes in nature have been selected or invented according to the principles of design. When done well, these stylizations look natural and are scarcely noticed by the viewer.
Find or invent a dominant line which flows throughout the work. This line is the one upon which the work hangs and the one to which the eye is first attracted. To hold the work together, a line in one part of the work may be picked up again by a line in another part, continuing and enlarging it. In addition to the dominant line, strive for a rhythmic flow throughout the other lines of the work. This helps achieve unity by tying together remote parts of the painting. Repeating similar curves or straight lines will also help establish linear unity. The variety found in nature will help to alleviate the boring repetition and mannerisms to which we are prone if we continually rely on our own unaided invention.
Variety should be kept in mind at certain other junctures. Lines which intersect the edge of the painting should be placed so as to create pleasing and varied divisions of these border lines. Do not repeat the width of the frame near the edge of the painting.
Create an Eye Pathway
In an harmonious work all of the parts are seen in an orderly fashion. Plan a natural pathway along which the viewer’s eye will travel. To achieve balance, it is important that this pathway moves the eye back and forth across the center. The artist determines the course along which the eye travels and line plays an important part. The eye usually enters at the bottom and is quickly directed to the center of interest. From there it moves back and forth to any secondary or tertiary centers of interest and then exits at the top on the side opposite the center of interest. Lines which could lead the eye out of the work before all of the parts have been seen should be stopped (with an object, line, tone, etc.) before they reach the edge of the work. Do not place an obstacle in the foreground which hinders the eye from going beyond it into the picture. Endeavor to lead the eye away from or around corners. Avoid eye traps such as unnecessary tangents and small negative spaces. Do not confuse the eye by giving it two paths to follow.
Line can produce both formal and informal design. Composition may also be based on letters and symbols or geometric forms. Some of the most commonly used letters are O, S, T, V, and X. The most commonly used geometric forms are the triangle, most stable of geometric forms, the oval, circle, square, and rectangle.
Nature is also filled with a great variety of tones. When looking at nature it is helpful to squint, simplifying the myriad tones into a few simple masses. Every painting ought to have a dominant key (set of tonal relationships). The subject will often determine the key of a painting. There are three basic value keys: high (light values) with middle and dark accents, middle (medium values) with light and dark accents, and low (dark values) with light and middle accents.
Give the Work Carrying Power
The design should have carrying power—a pleasing arrangement of value patterns which attract the viewer’s eye from a distance. The work must be dominated by a few large, well-shaped value masses. These value masses should have sufficient contrast and be limited in number (three to five). Even if the subject is complex, smaller shapes can be grouped into larger value patterns by giving them the same or similar local value, or by choosing a unifying light effect.
When the unity of the large value masses has been established, endeavor to give these masses interesting and varied patterns. Invent, set up, or look for beautiful and expressively appropriate silhouettes or contours.
Color is most intense as it comes from the tube. In a painting, color is beautiful because of its relationship to other colors. Every painting ought to have a dominant color harmony. Sometimes the subject determines the color harmony. Colors harmonize because they are related—contain in themselves something of the other. Therefore, in their pure state, the primary colors (red, blue, and yellow) do not harmonize. Bad color is usually “out of place,” disassociated from and unrelated to its surroundings. To restore harmony, mix out of place colors with the surrounding color.
Design in terms of color families, colors related to each other. The parent colors will affect all of the other colors. If the dominant color is violet, the parent colors are red and blue. Any color with red and blue in it will be related. Accents of its opposite (color with no red or blue in it i.e. yellow) may be used in small doses. Keep brighter colors on the center of interest. Nature teaches us that large areas should be muted in color (mixed with its complement or gray) with brighter colors used for smaller areas and accents. Avoid bright, primary colors for backgrounds. If the values contrast strongly, color need not be as strong.
The Emotional Qualities of
Line, Tone, and Color
Line, tone, and color are capable of expressing emotion independently of a work’s subject matter. An artist should select and/or arrange these elements in harmony with the emotional expression of the work. At the risk of oversimplification, these elements may be broadly classified into two categories: reposeful and animated.
TELLING A STORY
Many of the greatest paintings in the world tell a story. If your painting tells a story, tell it well. Carefully think it through before you begin. Good conceptions require good analysis. The essentials of telling a story pictorially are interdependent; they are separated with difficulty. Nevertheless, it is helpful to consider these basic guidelines when approaching compositions that tell a story.
Visualization or Conception
Artists must create a concrete visual image from an abstract, mental one. They need to establish the necessary facts, visualize a complete mental image of them, then embellish the facts to bring them to life.
The Dominant Mood
Determine the dominant mood or emotional quality. Keep it simple, such as happy, peaceful, somber, dignified, violent, and so forth. Subsequent decisions concerning the interpretation will greatly depend upon this general conception.
The Dominant Elements
Determine what is most important, the environment or the characters in it.
Given the environment, determine the lighting. Is it inside, outside, day, night, bright, gloomy, sunny, foggy? Expressing much of the mood will depend upon this. Be sure to make the lighting consistent throughout.
The Characters in the Scene
Determine the main character and feature him or her. If it is a group, design the group as a unit, but give dominance to one figure.
Determine the supporting characters, if any, which are essential to the story.
Include any minor characters which may be used to embellish the story.
Dramatizing the Action
After you have gathered the facts and analyzed them you must determine the most dramatic and effective way of telling the story.
Choose that part of the story which you consider the most expressive. Is it before, during or after a given action? Think about the action leading up to or following the moment chosen. Can it be effectively suggested in the work?
Determine the lighting of the scene. How many light sources are there? Are they within or without the work? Be consistent. Consider how the lighting affects every person and part of the picture. The lighting will establish the character of the pictorial effect.
Characterizing the Figures
Establish the Gestures
Gesture is the pose which expresses an action or emotion. Each figure should be as interesting as possible and its gesture planned to best express its action or emotion.
Determine the primary action or emotion of the figure: fear, sorrow, pain, joy, etc. What pose would a figure take in view of this action or emotion? Act it out yourself in front of a mirror. If the figure is interacting with others, think through the logical interaction. Make sure that the figures are looking where they should. Gestures should be natural, truthful and fit the design. Avoid excessive action which is melodrama. Under-action results in stiffness or rigidity.
Groups of Figures
Each figure should have an expressive gesture, yet fit emotionally and pictorially into the group. They must be related by linear, tonal, and color arrangement yet, even in a group, one figure is usually dominant.
Determine the Appropriate Facial Expressions
Be natural. Suit the expression to the emotion. Avoid “mugging,” which is melodrama. Use a mirror. Unless the viewer is intended to be part of the action, avoid letting a character look directly at him. This makes the viewer self conscious. Only use direct gazes when the appeal made is directly to the viewer.
Find Suitable Models
Never make up what you can find out. Look for models who fit your conception in age, character, and hair color. Sometimes you may need to use parts from several models to make a suitable composite. Help them “act out” the scene.
The Eye Level
Straight on. This is the normal eye level.
Above. Looking down at the action.
Below. Looking up at the action. The last two points of view may be used to increase the drama of an incident.
The Vista or Scope
Close up. Can the story be best told by gesture and facial expressions with only a minimal environment?
Medium view. This is the most common, though not necessarily the most dramatic, vista.
Far view. This may be the most appropriate vista if the environment plays a significant part of the story, or if the action demands large numbers of figures.
Each of these vistas may be used separately or in various combinations. Pictures often have a foreground, middle distance, and background of varying depths.
The Setting or Atmosphere
Determine the location of the story. Every detail should be calculated to establish or intensify the painting’s main theme or mood.
Make the setting natural and appropriate to the action. If you are inventing it, make sure that it is believable. Research may be necessary to reconstruct historical or geographical settings. Do not fake what you can find out.
Clothing can suggest character, evoke a period or epoch, imply action, and express form. It can be used to effectively enhance the composition in line, tone, and color. If possible, find or make appropriate costumes. This will strengthen the work’s authenticity and expressive power.
Determine the necessary props. Obtain or manufacture the important accessories. Research may be needed here also. Good props and accouterments can add visual interest and increase the dramatic potential of the story.
We are greatly indebted to many fine textbooks written by artists and teachers. Here are several books that are helpful to the artist.
Cole, Rex Vicat, The Artistic Anatomy of Trees, Dover Publications, New York, 1965.
Dow, Arthur W., Pictorial Composition, Doubleday & Company, Garden City, New York, 1913.
Graves, Maitland, The Art of Color and Design, McGraw-Hill Book Company, Inc., New York, 1951.
Hatton, Richard G., Figure Composition, Chapman and Hall, LTD., London, 1923.
Loomis, Andrew, Creative Illustration, The Viking Press, New York, !969. A good book filled with practical advice for the artist.
Poore, Henry R., Pictorial Composition and the Critical Judgment of Pictures, G. P. Putnam’s Sons, New York, 1903. Recent editions are inferior.
Ruckstull, F. W., Great Works of Art and What Makes Them Great, Garden City Publishing Company, Inc. Garden City, New York, 1925. A very useful work for the serious artist written by a fine sculptor.
Copyright 2010 by Stephen Gjertson and Annette LeSueur. A version of this article was originally published in the Classical Realism Journal, Volume VIII, Issue 1, 2003. | <urn:uuid:e4f6edb3-60ff-4a38-9651-4e463cf1033b> | CC-MAIN-2019-26 | https://stephengjertsongalleries.com/pictorial-design/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627997501.61/warc/CC-MAIN-20190615222657-20190616004607-00044.warc.gz | en | 0.930429 | 4,734 | 3.125 | 3 |
WILLIAM ERVIN / SCIENCE PHOTO LIBRARY WILLIAM ERVIN / SCIENCE PHOTO LIBRARY
Grey wolf. View of the white form of a grey or timber wolf (Canis lupus). The white coat of fur is a natural adaptation which helps to camouflage the wolf in snow. The name timber wolf is applied to grey wolves from North American forests. A fully grown grey wolf weighs between 18-80 kg. It lives in packs of 5-15 invividuals and preys on large herbivores such as elk, deer, bison and mountain sheep. The grey wolf is found mainly in North America and in Asia, although there are residual populations in Mexico, Europe and Scandinavia. The grey wolf is an endangered species in all American states except in Alaska. Photographed in Idaho, USA.
Model release not required. Property release not required. | <urn:uuid:c113a361-e2b7-4562-a5e9-2a78a0e3d619> | CC-MAIN-2018-47 | https://www.sciencephoto.com/media/387090/view/grey-wolf-white-form | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741151.56/warc/CC-MAIN-20181112215517-20181113001517-00279.warc.gz | en | 0.900782 | 184 | 3.515625 | 4 |
We were exploring Spiti, the middle land between India and Tibet when on a fateful day we settled in a small village of Tabo. Tabo settles on the bank of river Spiti is in the shape of rice bowl with high snow-cap mountain ridges on all sides. Geographically Tabo lies in northern India, in Lahaul and Spiti district of Himachal Pradesh. At an altitude of 3050 meters above sea level.
The village of Tabo has settled in and around the Tabo Monastery. And the villager here are followers of Buddhism. Tabo Monastery is one of the oldest Monastery of this region and is continuously operating since the 10th Century (i.e. 996 CE). The monastery was founded in the year 996 AD by a Buddhist king named Yeshe.
Tabo Monastery is famous for its rare collection of scriptures, pieces of art, wall paintings -Thankas and Stucco. And hence Toabo Monastery is famous as the ‘Ajanta of the Himalayas’. The Tabo Monastery started in the 10th century by the great scholar, Richen Zangpo. Presently 60 monks stay in the monastery.
The ancient gompas of Tabo are brownish in color and made up of soil. And there are 9 ancient Gompas. The mountain ridges of around Tabo have cave-like formation and are used for meditation since ages by monks.
During winter the temperature falls below zero degree Celsius and entire Tabo gets cover with a blanket of snow. Summer is agriculture time. And Barley and pea are the main crops of Tabo. During summer snow melts and forms streams and rivulets. And water from melting snow feeds agriculture lands.
We stayed in a homestay to experience the hospitality of Spiti. And it was Amazing. Though we reached late we welcomed with hot tea. At night, we ate dinner sitting around the Bhukhari. Bhukhari is the local name of the fireplace. Then went to sleep. The rooms were cozy with modern amenities. | <urn:uuid:14583444-c74f-40ca-9257-c990153dfe72> | CC-MAIN-2020-45 | http://rosspravat.in/the-village-of-tabo/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107879537.28/warc/CC-MAIN-20201022111909-20201022141909-00352.warc.gz | en | 0.957028 | 432 | 2.859375 | 3 |
Fame is a bee by Emily Dickinson
In this poem, Dickinson is stating that fame is sweet to have in its own way, but it also has negative aspects. She mentions a single "wing". This could mean several different things. It could mean that with only one wing, "fame" is only able to fly some before falling or spiraling down and disappearing.
"Fame" can also be seen as a metaphor for other aspects of life. It could be Jesus, for example. The people sung for Jesus, but he then died on the cross for their sins. With the wing, he resurrected.
Johnson number: 1763
Fame is a bee Fame is a bee. It has a song - It has a sting - Ah, too, it has a wing.
Next: Further in Summer than the Birds
Find out more information about this poem and read others like it. | <urn:uuid:855bd4f5-a408-43ec-9bec-26fa97ed6f92> | CC-MAIN-2017-04 | http://www.poemofquotes.com/emilydickinson/fame-is-a-bee.php | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280891.90/warc/CC-MAIN-20170116095120-00057-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.971376 | 185 | 2.9375 | 3 |
Brecht completed Mother Courage and Her Children in November, 1939, with its theme of the harrowing and devastating effects of a European war paralleling the outbreak of World War II in September of that year. Its world premiere did not take place until 1941, in Zurich, Switzerland, starring the fine actress Therese Giehse. In 1949, an even finer actress, Brecht’s wife Helene Weigel, assumed the central role for what was to be her most celebrated triumph. The work’s subtitle, A Chronicle of the Thirty Years’ War, indicates that it deals with the feast of death that bore down on much of Europe from 1618 to 1648, solving no problems and settling no issues.
Having identified business with gangsterism in The Threepenny Opera, Brecht now identifies business with war. He seeks to present a relentlessly Marxist indictment of the economic causes of war. In his production notes, he states that the work is designed to demonstrate that “war, which is a continuation of business by other means, makes the human virtues fatal even to their possessors.” In the drama’s atmosphere of rape, pillage, and meaningless killing, with Protestants and Catholics slaughtering one another for a generation, all human ideals degenerate into hypocritical cant, while heroism shatters into splinters of cruelty, madness, greed, or absurdity. The play is bitterly pacifist, with all the featured characters living off the war yet remaining blind to the penalties that it demands, as most of them pay with their lives.
The play’s protagonist, Anna Fierling, is a canteen owner known more familiarly as Mother Courage. Brecht took the name from a character who appeared in two novels, Der abenteuerlich Simplicissimus (1688; The Adventurous Simplicissimus, 1912) and Lebensbeschreibung der Ertzbetrügerin und Landstörtzerin Courasche (1670; Courage: The Adventuress, 1964), both written by the German novelist Hans Jakob Christoffel von Grimmelshausen. Whereas Grimmelshausen’s heroine is a seductive, hedonistic,...
(The entire section is 847 words.)
In 1624, six years into the Thirty Years’ War, a recruiting officer and a sergeant discuss the difficulty of recruiting in Poland, which had been at peace and was not organized for war. Mother Courage’s canteen wagon rolls on, drawn by her two sons, Eilif and Swiss Cheese. Mother Courage and her daughter, Kattrin, who cannot speak, sit on the wagon. Mother Courage sings a song that both criticizes war and entices officers to buy her wares for their soldiers because “cannon is rough on empty bellies.” She tells the officers she had been given the name Mother Courage because she had driven wildly through the bombardment of Riga to sell fifty loaves of bread that were getting moldy.
When the officers try to recruit Eilif, Mother Courage angrily confronts them. In response to the sergeant’s downplaying of the dangers of war, she offers to look into his future by drawing lots. He draws the black cross of death. The recruiting officer persists, so Mother Courage has Eilif and Swiss Cheese draw lots, and both draw black crosses. Mother Courage draws for Kattrin, who also gets a cross. The sergeant distracts Mother Courage by negotiating to buy a belt, while the recruiting officer convinces Eilif to leave with him.
Two years later, Mother Courage negotiates the sale of a capon to the commander’s cook and helps him prepare it for the commander and his guest of honor, Eilif. Angered as she listens to Eilif recounting his daring in capturing twenty bullocks and the commander’s praising him, she tells the cook that a leader who needs bravery is a bad leader. Eilif and his mother are reunited when she joins his “Song of the Wise Woman and the Soldier,” in which the soldier ignores the wise woman’s advice and dies.
Three years later, Swiss Cheese is paymaster of the retreating Second Protestant Regiment. Yvette, a camp follower, sings “The Fraternization Song,” lamenting her first soldier lover, whom she has not seen in five years. The cook and the chaplain brings Eilif’s request for money before he leaves with his regiment. Concerned about the cash box entrusted to Swiss Cheese, Mother Courage pays, complaining that Eilif speculates in mother love.
The cook, the chaplain, and Mother Courage discuss the religious war. Mother Courage notes the Protestant king is unbeatable because, although he wages war from fear of God, he also wants a good profit, so little fellows back the war.
The Catholics defeat the Protestant soldiers, who retreat hastily, leaving Mother Courage and the others as prisoners. The group quickly gets rid of evidence that ties them to the Protestants, and...
(The entire section is 1081 words.) | <urn:uuid:39868790-b116-41f3-9fbe-b3e03212ad1f> | CC-MAIN-2017-09 | https://www.enotes.com/topics/mother-courage | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171232.43/warc/CC-MAIN-20170219104611-00334-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.957962 | 1,060 | 2.8125 | 3 |
On Tuesday, Thailand's Department of National Parks, Wildlife and Plant Conservation (DNP) announced that its famous Maya Bay will be indefinitely closed to tourists.
Known for its clear turquoise waters, white sand, and lush, towering cliffs, the bay served as a filming location for the 2000 movie, "The Beach," starring Leonardo DiCaprio.
Since the film's release, Maya Bay has seen a massive influx of tourism — often up to 5,000 visitors a day, DNP director Songtam Suksawang said. According to Suksawang, this unending wave of travelers has "seriously damaged" the bay's ecological system, which will now need time to recover, The Guardian reported.
On May 31, 2018, AP photographer Sakchai Lalit captured a series of pictures that show hundreds of tourists vacationing in the bay one day before it was first closed on June 1 earlier this year.
Take a closer look at 10 shots from that day below.
According to data released by the DNP, an estimated 2.5 million people would visit the bay by the end of 2018.
The bay has seen a yearly increase of half a million visitors, according to DNP's estimate, CNN reported.
Experts say the pollution from boats has contributed to the destruction of coral reefs in the area.
"We have significant information that all the boats that come in and out really impact the coral reef," marine expert Thon Thamrongnawasawat, who advises the DNP, said in May, according to the BBC.
In addition to boats, environmentalists estimate that litter and sunscreen have destroyed over 80% of the coral reef around Maya Bay.
Studies suggest that certain ingredients in chemical sunscreens "promote coral bleaching at lower-than-normal temperatures," according to Business Insider.
Research also suggests that these chemicals may disrupt hormones and increase reproductive diseases.
Earlier this year, the state of Hawaii passed groundbreaking legislation that will ban certain sunscreens by 2021.
Hawaii is the first state in the US to ban the sale of sunscreens containing oxybenzone and octinoxate — two ingredients scientists believe can harm coral reefs.
"Some sunscreen chemicals, in certain situations, cause coral larvae to stop swimming, change shape, and ultimately die," the International Coral Reef Initiative (ICRI) wrote in a 2018 briefing.
The ICRI also noted that more research must be done in the wild — as opposed to in controlled environments in laboratories — to determine whether the amount of sunscreen in oceans significantly affects coral health, Business Insider reported.
The DNP announced on Tuesday that Maya Bay will remain closed "until natural resources return to normal."
According to The Guardian, DNP director Suksawang said the beach "is completely destroyed," as are the plants in the area. The director also said it was "impossible" for the bay's ecosystem to recover in the four months since it was closed in June.
"It's very difficult to remedy and rehabilitate," Suksawang said.
It will likely take years for the coral reef in the area to fully recover — if it ever does at all.
According to the National Oceanic and Atmospheric Administration, massive corals grow about 0.3 to 2 centimeters (about 0.12 to 0.79 inches) in a year while branching corals grow up to 10 centimeters per year (about 3.9 inches).
At those rates, the NOAA estimates that it can take up to 10,000 years for a coral reef to form from a group of larvae.
Maya Bay isn't the first popular vacation spot to be closed because of tourist overcrowding this year.
At the time, the country's president, Rodrigo Duterte, said the area's beaches and waters had been turned into a "cesspool" because of environmental damage resulting from tourism.
According to CNN, the island is set to reopen in phases, starting this month.
Visit INSIDER's homepage for more. | <urn:uuid:fda2d11e-0dba-47be-8222-b61ce34d4445> | CC-MAIN-2019-04 | https://www.thisisinsider.com/tourists-destroyed-thailand-maya-bay-photos-2018-10 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583792338.50/warc/CC-MAIN-20190121111139-20190121133139-00036.warc.gz | en | 0.95909 | 825 | 2.625 | 3 |
Demographics for Children of Immigrants
Children of immigrants account for about one-quarter of youngsters in the nation under age 5, and their share of school enrollment will grow as they move into elementary school, according to a report on student demographics by the Washington-based Urban Institute. Immigrants' children are more likely than those of U.S.-born parents to live in two-parent families, which the researchers say is a favorable factor for their well-being. but they also are more likely than children of native-born parents to live in poverty.
The study finds that few immigrant families with children use public benefits, even though they have low incomes. But the section of the study that makes this conclusion doesn't mention the fact that children from immigrant families receive a free K-12 education, which is a public benefit. It focuses on how children of immigrants are less likely than children of natives to participate in the Supplemental Nutrition Assistance Program, the federal food-stamp program.
The report notes that immigration flows, particularly from Latin America, seem to have slowed in the past two years. The growth of illegal immigration has leveled off, likely because of the poor economy, the report says.
But that doesn't necessarily mean that schools will see fewer children of immigrants arriving at their doors, because most are born in the United States. | <urn:uuid:b01ee222-e4fa-412a-90bc-00e70bc39412> | CC-MAIN-2017-30 | http://blogs.edweek.org/edweek/learning-the-language/2009/09/demographics_for_children_of_i.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426086.44/warc/CC-MAIN-20170726082204-20170726102204-00321.warc.gz | en | 0.981085 | 270 | 3.3125 | 3 |
THE GUEST HOUSE
This being human is a guest house.
Every morning a new arrival.
A joy, a depression, a meanness,
some momentary awareness comes
as an unexpected visitor.
Welcome and entertain them all!
Even if they are a crowd of sorrows,
who violently sweep your house
empty of its furniture,
still, treat each guest honorably.
He may be clearing you out
for some new delight.
The dark thought, the shame, the malice.
meet them at the door laughing and invite them in.
Be grateful for whatever comes.
because each has been sent
as a guide from beyond.
— Jelaluddin Rumi,
translation by Coleman Barks
Where are the peonies and wisteria here?
Would they feel safe and welcome to grow and heal here?
Would they see themselves reflected in their teachers faces, wall decorations, and food choices?
Would they be attended to and exposed to the same sun as the others?
How can we bloom when others are missing?
Where are the peonies and wystera?
Why don’t they grow here?
Who decided some flowers don’t belong, don’t deserve, don’t access?
Our ecosystem feeds off of the survival of all flowers.
“The International Day for the Elimination of Racial Discrimination is an opportunity to renew our commitment to building a world of justice and equality where xenophobia and bigotry do not exist. We must learn the lessons of history and acknowledge the profound damage caused by racial discrimination.”
Secretary-General Ban Ki-moon
Experts and anti-racism activists hold a debate at the Human Rights Council on the state of racial discrimination worldwide. Among the participants were Ms. Christiane Taubira, French Minister of Justice and Mr. Doudou Diène, chair person of the International Coalition of Sites of Conscience.
The discussion aimed to explore the root causes of racism and racial discrimination. Experts stressed the essential need to learn the lessons from historical tragedies, in order to combat racism and racial discriminations today.
Watch the video: http://sm.ohchr.org/1GDIfue
Inspiring Quotes from my first AAPCSW Conference 2015 (Click Here for Inspiring Quotes!)
The American Association for Psychoanalysis in Clinical Social Work (AAPCSW) Aims & Purposes:
- To represent and protect the standing and advancement of psychoanalytic social work practitioners and educators.
- To provide an organizational identity for social work professionals engaged in psychoanalytically informed practice.
- To promote and disseminate the understanding of psychoanalytic theory and knowledge within the social work profession and the public.
- To affect liaisons with other organizations and professions who share common objectives for social work and the advancement of psychoanalytic theory and practice.
- To advocate for the highest standards of practice and for quality mental health care for the public.
- To bridge social work and psychoanalytic discourses by integrating concerns for social justice with clinical practice, and to conceptualize psychoanalytic theory and practice within its broader social-political context.
In the past I’ve always longed for “intimacy”, deep, meaningful conversations, strangers turned friends. Then why do I suddenly find myself hyper-aware of others’ need to disclose their inner-lives so quickly? Before I’m ready or wondering if they’re ready for what I might share.
I used to feel like people needed to know about my life experiences to know me. I wanted them to see my scars right away so I could feel seen and accepted. Now, I’m being trained in a profession that focuses on intentionality and mindfulness. We must ask ourselves: WHY are you sharing, for WHO are you sharing? These questions along with a stronger sense of self have me thinking twice about sharing and how vulnerable I am with people. I feel more patient with the time it takes to build relationships and earn trust. I feel more guarded in a healthy way, protective of myself. We can’t control how people react to our stories, our disclosures, our wounds, but we CAN control who we share them with.
I’ve got nothing to prove to anyone. I know what I’ve been through and those experiences may not be written on my face but they live within me and inform everything I do and everything I am. I never thought I’d say this because I’m a big fan of vulnerability and still love connecting with people through sharing meaningful experiences. Yet, I’m noticing how others choose to share and why. I’m wondering if they feel these experiences define who they are or if they too see that they are SO much more than what’s happened to them. We are so much more than what we’ve been through.
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure.
We ask ourselves: Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?
I have so much to tell the younger me so I’m going to just start now and accept that this might end up in a dozen videos or blog posts until I get it all out. Where Do I Begin?
You are amazing and you don’t have the slightest clue. You have a unique style and often wear things that nobody else would dare to wear. Forget about the one girl who comes up to check the name brand on your awesome, unique shirt. Know that you are courageous for daring to be different in middle school!
I hope you will surround yourself with nice girls who make you smile, NOT cry. I know they exist and it might take some patience and bravery to leave the one’s you’ve been hanging with for awhile. You are independent, and have so much to offer a friend, don’t waste another minute on girls who make you feel less than fabulous. The mean and insecure thing is normal at your age AND it’s also a sign that those individuals are struggling themselves. Try not to take it personally. Don’t change. There isn’t a single person who is just like you! Being sensitive is a gift.
You know you are different and that’s hard to deal with in middle school. You want to fit in and be “normal.” You have a LOT going on in your life right now and I want you to know that you are an inspiration to others. You are dealing with some major trauma and an illness and you are becoming a resilient and wise young lady. I’m proud of you and wish I could give you a hug (every day for the rest of middle school). I love you and am so excited for you to get to high school and start to explore activism and leadership-you won’t believe all the cool things you’re going to experience. Think boyfriends. Think Surviving Bullies Charity. Think Girls Leadership Worldwide. Think Gay-Straight Alliance. Think Field Hockey team. Did I mention you are going to go to a whole bunch of proms!?!
P.S One day you will laugh that you cared about where you were sitting on the bus or in the cafeteria. Nobody cares about that when you leave high school! | <urn:uuid:63609878-9536-40c3-8a46-c992ea7e9b17> | CC-MAIN-2019-35 | https://jocelynschur.wordpress.com/2015/03/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027313501.0/warc/CC-MAIN-20190817222907-20190818004907-00341.warc.gz | en | 0.935242 | 1,551 | 2.5625 | 3 |
A visual illusion where perception alternates between two possibilities. A pair of shapes, either of which taken alone would be seen as an object of some kind, share a common border-line. What happens is that, when joined, each shape competes with the other. One is at first relegated to mere background and is hardly seen, while the other dominates as an object. Then the reverse happens: the object fades perceptually away to become for a time mere background in its turn.
from: R. Gregory, Intelligent Eye, p15-16.
We'll be adding interesting info and links here.
If you have a good one, we need your feedback | <urn:uuid:afb908ed-79a5-4b01-b1e9-5b2d87a2d185> | CC-MAIN-2016-44 | http://www.exploratorium.edu/xref/phenomena/figure-ground_reversal.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721606.94/warc/CC-MAIN-20161020183841-00062-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.949684 | 135 | 2.84375 | 3 |
Armenian Genocide Memorial in Yerevan
Type: Physical memorial
Updated: 1/7/2010 9:00:34 PM
The Genocide Monument in Yerevan is a memorial complex dedicated to the memory of the one and one-half million Armenians who perished in the first genocide of the twentieth century, at the hands of the Turkish government as victims of the Armenian Genocide.
More information on this memorial that was dedicated in 1968, including some images, can be found on armenian-genocide.org from which the following passage is quoted: "Several freestanding architectural & sculptural works are erect in a large park on a hill, which also houses other cultural and social building complexes. The specific genocide monument consists of an underground museum with library & archive sections; an axial path leading to the central area of the monument that is paralleled with a 100 meters by 3 meters basal wall with inscriptions of the names of the regions, towns and villages of Historic Western Armenia (the regions where the genocide occurred). From 1988-1990 cross-stones (khatchkars) were mounted in the vicinity of the Genocide Monument to commemorate the Armenians who were massacred in the 1980s in the Azeri cities of Sumgait, Kirovabad, and Baku. The central memorial structures consist of a circular area that shelters the eternal flame memorizing all the victims of the Genocide; it stands as the Memorial Sanctuary. The eternal flame is housed under 12 tall, inward-leaning basalt slabs forming a circle. The shape of these walls simulates traditional Armenian khatchkars".
POSTED BY JON BRUNBERG ON 9/22/2005blog comments powered by Disqus | <urn:uuid:69ace99d-36f9-4166-a9ea-b3101a655eba> | CC-MAIN-2018-34 | http://www.war-memorial.net/mem_det.asp?ID=50 | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00192.warc.gz | en | 0.928252 | 350 | 3.390625 | 3 |
Keep your children safe on the internet
Here are some tips for parents for keeping their kids safe online:
Ask your child to make use of mobile phone privacy settings (Limit Ad Tracking, etc)
Talk to your kids about what kinds of websites they can visit (Gaming, networking, etc)
Explain to them the risks of the Internet and tell them that they should come to you if they see anything that worries them.
Find advice online from experts.
See what other parents think about protecting their kids online:
How to limit ad tracking on iOS:
Open Settings, tap General and then tap restrictions. Tap Enable Restrictions and make a pin code you will remember and then find the privacy section. Tap on advertising and ensure ‘Limit Ad Tracking’ is enabled. Then tap don’t allow changes. Now, your family is less likely to be targeted by ads.
You could use an Ad Blocker on laptops and desktops to block popular ad providers from showing ads in-browser. I recommend AdBlock. But some websites may ask you to turn off AdBlock and other ad blockers. Some websites it is only optional, but with some it is a requirement to turn your adblocker off. Don’t do what those websites say and just leave them.
Types of personal information:
Advise kids not to share:
Last name, School name, name of local park, age, birthday, address, email, phone number, where their parents work, information of anyone else and other information that could be used in cases of identity theft.
Also advise your kids to tell you if they are being cyberbullied. Teach your kids to be aware of scams that can trick you into entering personal information. Kids need to be aware of block and report buttons on chat sites and blogs. Report buttons should be made easier to find and use, but not always. Sometimes they are a tiny hyperlink at the bottom of the page or you must register an account to report something.
NEVER use your real date of birth whilst signing up to something. If the site gets hacked then the hacker has the details and can use them. Use an alias as your name (eg, instead of Joe Bloggs do joegamer14, for example) and make up a fake date of birth.
For under 8s, it is best to set up a whitelist so only approved websites can be visited by the child, and they must ask permission to access any new ones.
Get your kids to try my quiz. | <urn:uuid:9551be4e-f090-43f0-b466-4f3f7678e540> | CC-MAIN-2018-43 | https://epicchasgamer.com/seasurf-safety-centre/families/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583513686.3/warc/CC-MAIN-20181021031444-20181021052944-00244.warc.gz | en | 0.931578 | 520 | 3 | 3 |
Message Passing Interface (MPI)
[ Features ]
MPI is a message passing library based on the MPI-1 and MPI-2 standards and provides high-speed communication capability that fully exploits the features of IXS and shared memory. It can be used for both intra- and inter-node parallelization. An MPI process is assigned to an AP in the flat parallelization, or to a PN that contains microtasks or OpenMP threads in the hybrid parallelization. MPI libraries are designed and optimizedcarefully to achieve highest performance of communication on the ES architecture in both of the parallelization manner. | <urn:uuid:c108c5c6-599d-418c-a175-462cdef2ffc2> | CC-MAIN-2014-41 | http://www.jamstec.go.jp/es/en/system/message.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663467.44/warc/CC-MAIN-20140930004103-00388-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.928183 | 128 | 2.6875 | 3 |
Martin Luther King Jr. Day. And other social media DOHs.
by Stan Faryna
Martin Luther King, Jr. Day (MLK Day) is an American celebration of the Christian civil rights leader, Martin Luther King, Jr.
From a practical point of view, the holiday is a federal holiday which means government employees get the day off. It is not a celebration, however, in which all Americans participate equally. Neither in body, spirit, nor enthusiasm. Not like Thanksgiving. There are no common rituals. There is even a failure – gasp – among the A-, B-, C-list bloggers to hungerly contemplate the relevance of Freedom and Justice – the things that Martin Luther King, Jr. spoke so passionately about.
So you say you want to make a better world? Really?!
Anyway, fluffing the day (MLK Day) is inappropriate – if you say that you are a proud and belligerent American. [grin]
Martin Luther King, Jr., I Have A Dream Speech | <urn:uuid:f9ac9235-1c09-4f3f-a24c-bffa717cb3b7> | CC-MAIN-2019-04 | https://stanfaryna.wordpress.com/tag/god/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583857993.67/warc/CC-MAIN-20190122161345-20190122183345-00230.warc.gz | en | 0.892746 | 210 | 2.578125 | 3 |
Nature is not just a situation that’s happening around us; it is us. After all, we’re not born somewhere else and dropped onto the planet. We are born out of it just as trees and lakes and giraffes are. We often forget this important fact, which is why you might want to consider these seven reasons for growing edible plants.
Happiness: Studies show that spending just 5 minutes in nature can boost your mood. If you need some extra help with that, grow some avocados, nuts or seeds, which are naturally high in Omega-3 fatty acids, also important for our happiness.
Longevity: Okinawa, Japan boasts the longest living people on the planet. They also spend an incredible amount of time outdoors, tending to gardens of healthy foods for a long life, like the goya bitter melon, which you may be able to grow in certain North American climates.
Knowledge: The subtleties of nature are as powerful a teacher as her most dramatic displays, though it’s a different kind of knowledge than reciting the alphabet. The more time you spend in your garden, the more you’ll know this. And for an extra brain boost, try growing greens like kale or spinach, which are loaded with amino acids for optimal brain function.
Fertility: Digging in fertile soil can help us figuratively and literally with fertility. Stress often plays a big role in infertility, so unwinding and connecting with nature can help. Protein-rich plant foods like legumes and nuts may help boost ovulation, too.
Pleasure: There really is no reason to eat something that doesn’t taste absolutely incredible. No, that doesn’t mean spending $500 on a meal at some swank uppity restaurant. Really delicious food can cost less and taste better, especially when grown at home. Don’t believe me? Grow some heirloom tomatoes this season and then try to eat a store-bought mealy one without gagging.
Confidence: Growing your own food is a feat worthy of feeling great about. Just ask any kid devouring a juicy summer watermelon he first met when it was only a seed.
Connection: This might be the most important and often overlooked reason. A true connection with nature is critical for all living things. We are the only species doing our best to deny that. No wonder there are so many problems plaguing us! Spending time with plants, dirt and trees has a profound impact on our understanding of life—it can even have a spiritual quality, bringing a sense of peace and harmony. Eat a fresh garden-grown summer peach and you might have both an out-of-body and deeply inner-body-connection to earth and all living things.
Keep in touch with Jill on Twitter @jillettinger | <urn:uuid:32c4d878-037e-439c-b601-b551d4f76705> | CC-MAIN-2014-35 | http://www.organicauthority.com/organic-gardening/7-reasons-to-grow-edible-plants.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500835670.21/warc/CC-MAIN-20140820021355-00105-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.950231 | 584 | 2.53125 | 3 |
"Signature Clinches Suffrage Act"
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- Created Date
- 1920 August 26
An article from the "Nashville Tennessean" titled "Signature Clinches Suffrage Act." Picture shows Governor Roberts signing the act and Mrs. Charl Williams of Memphis, vice-chair of the Democratic Executive Committee, standing over him.
The 19th Amendment to the U. S. Constitution granted women the right to vote. When the Tennessee General Assembly passed the ratification resolution on August 18, 1920, it gave the amendment the 36th and final state necessary for ratification. Suffragists and anti-suffragists lobbied furiously to secure votes during that intense summer in Nashville. The ratification resolution passed easily in the Tennessee State Senate on August 13, but the House of Representatives was deadlocked. When young Harry T. Burn of Niota changed his vote to support ratification of the 19th Amendment, he broke a tie in the House of Representatives and made history.
- Digital Library of Tennessee
- Contributing Institution
- Tennessee State Library and Archives
- Governors -- Tennessee
Roberts, Albert Houston, 1868-1946
Williams, Charl Ormond, 1885-1969
Women -- Suffrage -- Tennessee
Constitutional amendments -- United States -- Ratification
Tennessee -- Law and legislation -- 20th century
Tennessee -- Politics and government -- 1865-1950
Tennessee -- Politics and government -- 20th century
- Nashville (Tenn.)
- Standardized Rights Statement
- No Copyright - In the United States:The organization that has made the Item available believes that the Item is in the Public Domain under the laws of the United States, but a determination was not made as to its copyright status under the copyright laws of other countries. The Item may not be in the Public Domain under the laws of other countries. Please refer to the organization that has made the Item available for more information.
- Chicago citation style
- "Signature Clinches Suffrage Act". 1920 August 26. Retrieved from the Digital Public Library of America, http://cdm15138.contentdm.oclc.org/cdm/ref/collection/p15138coll27/id/356. (Accessed January 26, 2021.)
- APA citation style
- (1920 August 26) "Signature Clinches Suffrage Act". Retrieved from the Digital Public Library of America, http://cdm15138.contentdm.oclc.org/cdm/ref/collection/p15138coll27/id/356
- MLA citation style
- Retrieved from the Digital Public Library of America <http://cdm15138.contentdm.oclc.org/cdm/ref/collection/p15138coll27/id/356>. | <urn:uuid:d1097b67-7bc3-46ea-ba51-8b3effd3415f> | CC-MAIN-2021-04 | https://dp.la/item/d2e5345c7031d11de272cc6ac1d0d335 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704795033.65/warc/CC-MAIN-20210126011645-20210126041645-00790.warc.gz | en | 0.862816 | 571 | 2.96875 | 3 |
OAK HARBOR, Ohio -- FirstEnergy's nuclear company has restarted its Davis-Besse nuclear reactor following a biennial shutdown for refueling, inspections and maintenance.
The 908-megawatt plant was operating at 60 percent of power this afternoon and expected to reach full power during the week. One megawatt, or 1 million watts, is enough electricity to power 800 to 1,000 homes.
During the 44-day shutdown, the company completed construction of a new emergency water and power supply building designed to meet federal and industry emergency standards that have been developed since the disaster at Fukushima, Japan, in March 2011.
Constructed next to the reactor containment building, the hardened three story structure has been built on bedrock under the plant and contains more than 130,000 square feet of space.
The building houses storage tanks containing 290,000 gallons of water and two large gas-turbine generators to power pumps that would push that water into the reactor if a major disaster knocked out all of the plants redundant emergency systems, which is what happened in Japan following the tsunami.
The 290,000 gallons of stored water would be sufficient to cool the plant for up to 24 hours while crews set up emergency pumps and lines to draw water from Lake Erie.
There is also sufficient space in the new building to store those additional portable pumps and large generators, said Jennifer Young, FirstEnergy spokeswoman.
Davis-Besse already has two very large emergency diesel generators, also in hardened buildings, but the Nuclear Regulatory Commission's post Fukushima standards require plant owners to assume the diesels have been knocked out as well as all other vital systems, as they were at Fukushima, Young said.
During the ongoing disaster at Fukushima, emergency crews lost each reactor's emergency diesel generators, power from transmission lines, and the ability to pump water into the reactor cores to prevent them from melting.
Since the Fukushima disasters, the NRC and the U.S. nuclear industry have developed standards that power plant owners must meet in order to deal with such extreme emergencies.
"It's fair to say the building and equipment cost millions of dollars," said Young. "It's part of our strategy to protect the plant from unexpected events. It's a facility we hope we never have to use."
The equipment and hardened building will also enable the company meet new National Fire Protection Association standards that the Nuclear Regulatory Commission has approved.
Complying with the NFPA standard is voluntary, said Young. "But it's something we wanted to do."
Also during the shutdown, other crews replaced about a third of the reactor's 177 fuel rod assemblies as well as two of the plant's four 50-ton electric motors that drive the reactor's very large coolant pumps. | <urn:uuid:8ffb9fa1-76b5-47a5-8ca2-1a2fefe694ba> | CC-MAIN-2019-18 | https://www.cleveland.com/business/2016/05/davis-besse_nuclear_reactor_re.html?utm_source=dlvr.it&utm_medium=twitter | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578527148.46/warc/CC-MAIN-20190419061412-20190419083412-00312.warc.gz | en | 0.967358 | 559 | 2.75 | 3 |
Semprius, a startup that makes miniscule solar cells capable of capturing concentrated sunlight without costly cooling systems, announced this week that it had made the world's most efficient solar panel.
The company's solar panels use tiny solar cells made of gallium arsenide—the record-breaking solar module contains hundreds of such solar cells, each about the width of a line drawn by a ball-point pen, arranged under lenses that concentrate sunlight 1,100 times.
Gallium arsenide is far better at absorbing sunlight than silicon, the material used in most solar cells, but it's also more expensive. Furthermore, although concentrated solar modules use less semiconducting material, they usually require expensive optics, cooling systems, and tracking systems to keep them aimed at the sun. Semprius's microscaled solar cells are inherently much better at dissipating heat, making them cheaper. | <urn:uuid:26a8d415-76e4-4b12-b6d3-975a17a3baa3> | CC-MAIN-2017-13 | http://planettechnews.com/science/concentrated-solar-startup-sets-a-new-efficiency-record | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189589.37/warc/CC-MAIN-20170322212949-00449-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.930441 | 177 | 3.21875 | 3 |
Labor Day marks the unofficial end of summer, a time when many people go back to school and others return to work. Labor Day is also a time to think about the role labor plays in bringing meaning to our own lives and value to our community.
A creation of the labor movement, Labor Day pays tribute to workers’ contributions to the strength, prosperity, and well-being of our country. On September 5, 1882, the first Labor Day was celebrated in New York City. However, it wasn’t until Congress passed legislation in 1894 that the first Monday in September became an official federal holiday. By then, 23 states had already recognized Labor Day as a legal holiday.
No one can deny how much respect for workers and their working conditions has evolved since then. Yet despite the acknowledgment of the value of labor, why does our society continue to diminish the “value” of an individual based upon outdated notions of age or (dis)ability? In a time when we ought to know better, why is it that many “older” and displaced workers allow themselves to question their own self-worth, or doubt the type of “labor” they can perform.
This may be particularly true, considering the difficulties in which many individuals and communities find themselves in today. The lack of local jobs, “qualified” workers, and a questionable work ethic all conspire to lessen the contributions we each can make. If you add in the proliferation of substance abuse, addiction, incarceration, and the absence of stability in the home and in the workplace, it’s not difficult to see why too many of our friends, neighbors, and loved ones are faced with some level of anxiety, if not outright despair.
When bad things happen in our lives, it’s often easier to place the blame on someone else. However, to paraphrase William Shakespeare, “the fault, dear reader, may lie less in our stars than in ourselves.” If that is the case, the answer may be found in how we view our situation and our “work,” our willingness to take responsibility for our actions, and how much we believe in ourselves. The answer may also rest in how much a community either respects or disparages age and ability or views a person’s situation in life.
To many psychologists and sociologists, the need to be needed is thought of as a universal trait. It’s often defined as “the sense of significance that comes from having a community, group, or individual that needs us.”
Consider this point in terms of having a job–any job–and what that can do for one’s self-esteem. Even the most menial of tasks can take on new significance when viewed from the right perspective. There’s a certain sense of pride that comes from doing something well and being recognized and rewarded for our efforts. Often the reward is monetary. Other times, it’s in the form of a thank you. Either way, it’s about doing something that can lead to a better outcome. Whether what we do is directed towards the wellbeing of our country, the betterment of another, or the reinforcement of our own self- worth, doesn’t really matter.
Meaning and relevance in a person’s life are as necessary as the air we breathe. Yet too often, we fail to recognize our own significance because of the barriers we place upon ourselves or biases others place upon us. Creating more opportunities, not less, at any stage of a person’s life can mean the difference between adding to or detracting from the greater good.
If you knew that you might live to be a hundred and the opportunities were there, would you do anything different than what you’re doing now? Would you follow your dream? Pursue a passion? Change careers? Change direction? Give yourself permission to take a second chance?
That’s what organizations like Third Age, Encore.org, Experience Corps, Second Chance, Generations United, the Corporation for National and Community Service, AARP, the Senior Community Service Employment Program, and public libraries are encouraging people to do. They are among a growing number of organizations that believe a person’s value does not diminish with age nor should anyone be denied the opportunity to contribute.
This Labor Day take the time to consider the value of your labor, you may well discover it’s more than just work.
-Jeff Rubin, 9/3/18 | <urn:uuid:90dbf8f7-8b5c-4379-8f65-e1a7acd55571> | CC-MAIN-2021-10 | https://wisdomofage.net/blog/the-value-of-labor-is-more-than-just-work/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178361808.18/warc/CC-MAIN-20210228235852-20210301025852-00445.warc.gz | en | 0.959867 | 934 | 3.46875 | 3 |
The Lizard canary: a dozen differences
The Lizard canary is a living antique; by far the oldest distinct variety of canary. The first clear description of a bird with a cap, and known as the fine spangled sort, was published in 1742, but there are clues that it was established much earlier in the eighteenth century.
One of a kind
The Lizard is not a type canary, a frill canary, a colour canary or a song canary. It is a bird of pattern. It is the only variety in this division, although it may be re-united with the London Fancy if attempts to recreate the breed are successful.
The Lizard is a highly ornamental bird, with precise and intricate contrasts of light and dark in its plumage. In the best examples, the patterns have a startling clarity.
The ground colour of the Lizard differs from other breeds in its hue and intensity. This arises from a combination of feather structure, dark underflue, and the Lizard’s unusual metabolism of colour pigments. The best golds have a metallic glint, while the best silvers have a mellow antique sheen.
No other variety places such emphasis on the quality and distribution of black pigments, whether it is in the wings, tail, legs and claws, or within individual feathers. The blacker the better.
Enter the world of the Lizard canary and you will soon find yourself speaking a language established in Georgian England: spangles, rowings, lacings, gold, silver, and cap are perhaps the best known. Unlike most other types of canary, things haven’t changed much over three centuries.
The Lizard is classic example of an ugly duckling turning into an elegant swan. Just watch sparrow-like juveniles emerge from their first moult with spangled splendour. Wonderful.
Lizards are in peak show condition in their first year, but have white tips on the ends of their wings and tail after the second moult. It is easy to assess whether a Lizard is a current-year or an over-year bird even if it is not wearing a closed ring.
No other variety is as easy to sex as the Lizard canary. Males and females are easy to distinguish; you don’t have to wait for the males to sing! It is also easy to differentiate between the two feather types (i.e. gold and silver), so there is no difficulty in selecting matched couples for the breeding season.
Lizards are healthy, fertile birds. They are easy to keep and breed, and not expensive either. Just obtain true-bred stock from an established breeder and you can look forward to producing nice youngsters. If you want a bigger challenge, try showing them!
There is a lot to enjoy: the beauty of the birds; their heritage; their inquisitive yet trusting nature; the rhythm of the seasons; the places you will visit; the people you will meet and soon call friends.
This unique canary has survived against the odds for almost three hundred years; you too could play a part in safeguarding its future. Something out of the ordinary and definitely worthwhile.
Huw Evans 22.08.2016 | <urn:uuid:41a45db8-f2fd-41e2-9ae3-ced4e2d3c69e> | CC-MAIN-2017-22 | http://canarytales.blogspot.com/2017/01/guest-author-huw-evans-lizard-canaries.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463609305.10/warc/CC-MAIN-20170527225634-20170528005634-00387.warc.gz | en | 0.951947 | 660 | 2.9375 | 3 |
"And they shall be Mine, saith the Lord of hosts,
in that day when I make up
To my dear grandchildren
The Paper Wasp
"How unsearchable are His judgments,
and His ways past finding out."
In the sunny days of early spring, the queen paper wasp comes out of hibernation to build a paper nest. She usually attaches it under the eaves of a house or other building. The wasp is equipped with strong jaws that she uses to chew old wood into a soft pulp. This pulp, mixed with the juices in her mouth, produces a product much like the paper used to make newspaper. She constructs the nest with this material.
Before making the living part of the nest, the queen cements a stem of the same material onto the underside of the eaves. Then she begins building the nest, starting from the underside of the stem. She forms cells into rings that grow wider and wider, until the nest is completed. Some nests are up to six inches wide. As each six-sided cell is added, an egg is laid inside and cemented in place. The queen also deposits a little ball of nectar inside each cell. It is attached next to the egg to provide food for the larva after it hatches.
The wasp continues her work day after day, making paper for the cells and laying her eggs in the cells. After the larva hatches from the egg, it remains attached to the side of the cell by its tail because it is not ready to fly. By the time the larva finishes the ball of nectar, it is ready for bigger things to eat. The queen and her workers then chew up cabbage worms and insects and feed this to the larva. Thus these helpful wasps destroy large numbers of harmful insects. In addition to food, water is brought to the larva by the worker wasps. In hot weather the workers also cool the nest by fanning it with their wings and sometimes spraying it with water from their mouths.
Soon the larva is big enough to fill the cell. It then spins a cap over the opening of its cell, forming a cocoon. Later it breaks through this and comes out as a fully developed wasp.
We may wonder at the abilities of these little creatures. Who taught then to manufacture "paper" and form it into nests? How does the queen know how to cement the eggs and and nectar into place? And how does she know when to put aside her nest building and find food for the larvae? How do the larvae know how to spin their cocoons and cover the cells while going through the final process of becoming mature wasps?
Their ability to do these things did not come from experiments or a gradual development. It came from God, the Creator of all things. How wonderful to know Him not only as the Creator, but, more importantly, to know Him as your very own Lord and Saviour.
Love to you all, | <urn:uuid:d6e3bd74-7f92-46eb-90f5-cbc16541d3fc> | CC-MAIN-2017-39 | http://wordoftruth1.blogspot.com/2013/11/jewel-119-aug-24-2012.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687834.17/warc/CC-MAIN-20170921172227-20170921192227-00249.warc.gz | en | 0.962679 | 609 | 3.4375 | 3 |
December 16, 2009
Thermochemical Nanolithography Now Allows Multiple Chemicals On A Chip
Allows controlled attachment of nano-objects to be performed weeks apart in any lab
Scientists at Georgia Tech have developed a nanolithographic technique that can produce high-resolution patterns of at least three different chemicals on a single chip at writing speeds of up to one millimeter per second. The chemical nanopatterns can be tailor-designed with any desired shape and have been shown to be sufficiently stable so that they can be stored for weeks and then used elsewhere. The technique, known as Thermochemical Nanolithography is detailed in the December 2009 edition of the journal Advanced Functional Materials. The research has applications in a number of scientific fields from electronics to medicine."The strength of this method is really the possibility to produce low-cost, high-resolution and high-density chemical patterns on a sample that can be delivered in any lab around the world, where even non experts in nanotechnology can dip the sample in the desired solution and, for example, make nano-arrays of proteins, DNA or nanoparticles," said Elisa Riedo, associate professor in the School of Physics at the Georgia Institute of Technology.
Conceptually, the technique is surprisingly simple. Using an atomic force microscope (AFM), researchers heat a silicon tip and run it over a thin polymer film. The heat from the tip induces a local chemical reaction at the surface of the film. This reaction changes the film's chemical reactivity and transforms it from an inert surface to a reactive one that can selectively attach other molecules. The team first developed the technique in 2007. Now they've added some important new twists that should make thermochemical nanolithography (TCNL) an extremely useful tool for scientists working at the nanoscale.
"We've created a way to make independent patterns of multiple chemicals on a chip that can be drawn in whatever shape you want," said Jennifer Curtis, assistant professor in the School of Physics.
Being able to create high-resolution features of different chemicals in arbitrary shapes is important because some nanolithography techniques are limited to just one chemistry, lower resolutions and/or fixed shapes. In addition, TCNL's speed capability of one millimeter per second makes it orders of magnitude faster than the widely used dip-pen nanolithography, which routinely clocks at a speed of 0.0001 millimeters per second per pen.
The research is enabled by heated AFM probe tips that can create a hot spot as small as a few nanometers in diameter. Such tips are designed and fabricated by collaborator Professor William King at the University of Illinois, Urbana-Champaign. "The heated tip allows one to direct nano-scale chemical reactions," said King.
The new technique produces multiple chemical patterns on the same chip by using the AFM to heat a polymer film and change its reactivity. The chip is then dipped into a solution, which allows chemicals (for example, proteins or other chemical linkers) in the solution to bind to the chip on the parts where it has been heated. The AFM then heats the film in another spot. The chip is dipped into another solution and again another chemical can bind to the chip.
In the paper, the scientists show they can pattern amine, thiol, aldehyde and biotin using this technique. But in principle TCNL could be used for almost any chemical. Their work also shows that the chemical patterns can be used to organize functional materials at the surface, such as proteins and DNA.
"The power of this technique is that in principle it can work with almost any chemical or chemically reactive nano-object. It allows scientists to very rapidly draw many things that can then be converted to any number of different things, which themselves can bind selectively to yet any number of other things. So, it doesn't matter if you're interested in biology, electronics, medicine or chemistry, TCNL can create the reactive pattern to bind what you choose," said Seth Marder, professor in Tech's School of Chemistry and Biochemistry and director of the Center for Organic Photonics and Electronics.
In addition, TCNL allows the chemical writing to be done in one location with the nano-object patterning in another, so that scientists who aren't experts in writing chemical patterns on the nanoscale can still attach their objects to it. It's the technique's stability that makes this possible.
"Once you draw the pattern, it's very stable and non-reactive. We've shown that you can have it for more than a month, take it out and dip it and it still will bind," said Riedo.
"I would like to think that several years from now people will have access to a TCNL tool that enables them to do this patterning at a place like Georgia Tech, that's much less expensive than the kind of nanolithography tools we currently use in our clean room," said Marder.
On the Net: | <urn:uuid:c2ad2bec-b8d1-4496-bd55-5411a02bfdc2> | CC-MAIN-2017-34 | http://www.redorbit.com/news/science/1800285/thermochemical_nanolithography_now_allows_multiple_chemicals_on_a_chip/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105304.35/warc/CC-MAIN-20170819051034-20170819071034-00039.warc.gz | en | 0.946831 | 1,014 | 3.296875 | 3 |
22 April 2009
A VIRUS that gobbles up the bacteria that cause debilitating ear infections could become the next weapon against antibiotic-resistant bacteria, after the first clinical trial of a bacteriophage treatment proved successful.
The trouble with bacteria is that they can evolve to outsmart antibiotics, secreting enzymes that break them down, or developing extra pumps to force drugs out of their cells. Because antibiotic resistance hampers treatment for common diseases including pneumonia, salmonella and tuberculosis, it is a growing public health problem.
Pseudomonas aeruginosa, which can cause ear infections, is particularly hard to treat because it wraps itself in a biofilm – a layer of sugars and proteins that make it up to 1000 times as resistant to antibiotics as a non-biofilm from the same ... | <urn:uuid:231aa84d-7421-4d9a-a3cc-4428b9b99af9> | CC-MAIN-2015-32 | https://www.newscientist.com/article/mg20227054.500-viruses-could-kill-superbugs-that-antibiotics-cant/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042987155.85/warc/CC-MAIN-20150728002307-00333-ip-10-236-191-2.ec2.internal.warc.gz | en | 0.939229 | 167 | 3.359375 | 3 |
Jones uses dizzying free indirect discourse
to completely inhabit the minds of these uncanny, exaggerated characters.
Miller draws our attention to an essential quality of free indirect discourse
. By focusing on a single sentence repeated before and after the chapter break of volume 2, chapters 2 and 3--"She could not forgive her" (1)--Miller observes that the repetition of this sentence allows us to see the two ways in which it may be read: as "the indirect and impersonal performance of Emma's consciousness" and as "the mere matter-of-fact notation of that thought." (2) It is able to "perform" what Emma would think about Jane Fairfax, in the sense that she might say "I cannot forgive her," and is also able to denote a fact about Emma's state of mind as part of a third-person omniscient narrative.
You can use free indirect discourse
to inject your own construction of your subject's ideas in a way that preserves or alters their meaning.
On the other hand, if it was, I do not see why character dialogue should be privileged above any other resource, such as free indirect discourse
(FID) for instance.
To that end, rather than examining content, I will offer a close reading of form, of narrative strategies--such as free indirect discourse
and the (ab)use of readerly identification with the protagonist--whose goal is to lead his readers to see themselves in the place of the protagonist in order to advance his ideological agenda.
In the later perspective, there is a tendency to attenuate the clear, exterior outlines of the other speaker's words, allowing the author to infiltrate his responses and commentaries (characteristic of indirect discourse
without an apparent subject and of free indirect discourse
It is through Austen's use of free indirect discourse
(FID) that we capture as if in real time Fanny's effort to move from her tumultuous feelings to a rational understanding of what has occurred.
Tacitus use of indirect discourse
(the narrator's 'they'
He relies often on difficult concepts from narrative theory such as focalisation and free indirect discourse
and a complicated critical vocabulary--including terms such as 'humanimal' and 'naturecultures'--without pausing to define them clearly.
McHale suggests a progressive scale, ranging from the "purely" diegetic to the "purely" mimetic: 1) Diegetic summary; 2) Less "purely" diegetic summary; 3) Indirect content-paraphrase (or indirect discourse
); 4) Indirect discourse
, mimetic to some degree; 5) Free indirect discourse
; 6) Direct discourse; and 7) Free direct discourse (249-87).
The Semantics of Free Indirect Discourse
: How Texts Allow Us to Mind-Read and Eavesdrop
Methodologically, Febles pursues meticulous readings of the novels as they are interwoven with dialogue and indirect discourse
that embed Zola's changing views on anarchism; there is also a hint of genetic criticism where Febles introduces to good effect elements from Zola's correspondence, preparatory notes and draffs in order to further disclose the novelists changing views on anarchism as he composed these novels. | <urn:uuid:e8b37cfb-b9b2-41e5-b893-72bacba3501f> | CC-MAIN-2019-51 | https://www.thefreedictionary.com/indirect+discourse | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540499439.6/warc/CC-MAIN-20191207132817-20191207160817-00140.warc.gz | en | 0.940241 | 669 | 2.65625 | 3 |
Assess your cooling tower’s condition
The aggressive operating environment that cooling towers are subjected to can accelerate their deterioration in many unexpected ways. This article explores how the following environmental effects must be considered when developing measures to extend the service life of a cooling tower:
- Freeze-thaw deterioration. Cooling towers in northern environments are exposed to cyclical freezing and thawing of wet concrete. When ice forms within the concrete, expansive forces can cause cracking and deterioration of the concrete matrix.
- Corrosion of embedded steel reinforcement. Concrete normally has a pH of about 12.5, providing a highly alkaline environment for embedded steel reinforcement. A thin passivating film normally forms on the steel as a protective coating against corrosion. If this film is compromised, corrosion can result.
- Chloride ion levels. Some cement constituents in concrete can chemically bind with chloride ions, averting corrosion until a threshold concentration is reached at the surface of the embedded steel. The generally accepted threshold is 0.20% acid-soluble chloride ion by weight of cement. In the presence of moisture and oxygen, chloride concentrations at and above this level can penetrate the passive film on the steel and initiate corrosion.
- Carbonation. Carbonation occurs when CO2 in the air reacts with calcium hydroxide and other hydration products present in concrete to form predominantly calcium carbonate and water. Calcium hydroxide has a pH of 13, while the pH of calcium carbonate and water is 7. When the pH of the concrete at the steel surface drops to about 10, the alkalinity is insufficient to maintain the passivating film on the steel and, in the presence of moisture and oxygen, the reinforcing steel will corrode.
- Sulfate attack. Sulfates can react with aluminates and water to form expansive compounds capable of breaking down the integrity of cement paste in concrete. Sulfate attack is a particular problem in areas with high-sulfate soils and groundwater. Elevated sulfates in cooling tower water can lead to gradual degradation of surface concrete.
- Demineralized or acidic water. Where cooling water is demineralized, it can slowly break down surface concrete by leaching cement paste from the concrete matrix. Similarly, cooling water that is mildly acidic (as from some natural sources) can erode surface concrete over time.
- Alkali-silica reaction (ASR). ASR is a reaction between alkali constituents within concrete and certain siliceous aggregates. A primary source of alkalis is portland cement, but other concrete constituents can also contribute alkalis. In addition, because ASR is fed by moisture, the cooling tower environment can produce ASR-related distress while it may not occur in nearby structures built with similar aggregates.
Many NDT options available
Owners need to routinely evaluate the condition of their cooling tower structures, as many of the failure mechanisms outlined above are hidden or occur without warning. Simple steps—such as visual inspections of all accessible areas by an experienced engineer—should be taken annually.
Discovery of excessive cracking, rust staining, concrete spalling, or surface softening are clues requiring a more thorough investigation. If needed, a variety of nondestructive testing (NDT) techniques are available, such as hammer sounding, impulse radar testing, and covermeter to evaluate the presence and depth of the steel; stress-wave methods to find deteriorated concrete; and half-cell potential tests to identify the presence of active corrosion in a structure. ACI 228.2R, Nondestructive Test Methods for Evaluation of Concrete in Structures, provides a detailed description of these and more concrete test methods.
Two case studies
The first case study involves a Midwestern two-unit nuclear plant with two reinforced concrete hyperbolic natural-draft cooling towers (Figure 1). Our interest was with Unit 2’s tower, which had been placed into service 21 years earlier.
1. Challenging assignment. Two hyperbolic cooling towers were the subject of a detailed condition assessment by CTLGroup consultants. Courtesy: CTLGroup
CTLGroup was engaged by the owner to perform a condition assessment during an April 2007 scheduled outage. A similar inspection five years earlier had found soft concrete areas near the top and evidence of poor concrete consolidation at horizontal concrete placement lift joints. Also, several canopy beams had impact damage caused by falling ice. In addition to a follow-up inspection of the soft concrete, CTLGroup was asked to evaluate the condition of various structural elements, record any observed deterioration, identify any long-term durability concerns, inventory those areas that needed near-term corrective action, and recommend corrective measures (Figure 2).
2. Detailed inspection. The inspection program on Unit 2 included the floor of the cold water basin of cross-struts, thrust blocks, portions of the abandoned hot water basin, and the underside of canopy beams. Courtesy: CTLGroup
The investigation began with hammer sounding at representative and accessible locations at the bottom of the shell exterior and at thrust blocks, columns, basin walls, and slabs. In addition, covermeter testing at representative areas at the bottom of the shell exterior and at an abandoned cooling structure column were completed.
The investigators identified cracking and localized concrete deterioration to the tower’s structural components. The observed cracking and deterioration were not judged to be an immediate threat to structural integrity. CTLGroup also recommended a series of repairs be made immediately, including removal and repair of all loose cracked and spalled concrete. A number of potential future problem areas were identified for the owner to make routine inspections of to ensure that the deteriorated areas don’t expand.
The second case study involves a two-unit coal project in the eastern U.S. that was placed into service about 35 years ago (Figure 3). By 1985 the two natural-draft concrete cooling towers began exhibiting signs of concrete deterioration, embedded steel corrosion, and water leakage through the thin shells.
3. The fix is in. Before rehabilitation, 370-foot-tall cooling towers exhibited significant concrete deterioration, prompting an inspection of every square foot of the tower. Courtesy: CTLGroup
An investigating team composed of company staff engineers and CTLGroup consultants was assembled and charged with preparing a comprehensive condition analysis report on the towers.
The size and geometric configuration of the towers made access for thorough inspection and repair challenging. A platform was erected on the outside of the shell just below the top of the tower to provide access for inspection and repair. Below the platform, a trolley rail was mounted to provide horizontal movement for suspended cable-climber scaffolds. Plant staff removed core samples and sent them to a laboratory for compressive strength and accelerated freeze/thaw testing. Copper-copper sulfate half-cell measurements were used to assess active corrosion (Figure 4).
4. Inside out. Areas where an NDT examination revealed soft concrete or rebar spalling were opened up and repaired. Courtesy: CTLGroup
An NDT examination team hammer-sounded every square foot of concrete in both towers, and questionable areas were further examined using pulse-echo micro-seismic tests. Inspectors used paint to mark deteriorated concrete for subsequent removal by the contractor. Grid markers also were attached to the shell. These were used in mapping the deteriorated and repaired areas, for planning the work, and in quality control documentation.
The team determined that the main cause of the shell deterioration was freeze/thaw action on non-air-entrained, poorly consolidated concrete. The inside shell deterioration was the result of leaching of cement paste by demineralized water from the tower operation. Cracks in the support columns and ring beam that paralleled the reinforcing steel were attributed to drying shrinkage of the concrete.
The final study report recommended the deteriorated concrete be replaced, the cracks sealed, and a coating applied to the inner surface of the shells. This would seal and dry out the existing non-air-entrained, saturated concrete to increase its long-term resistance to the freezing/thawing environment.
CTLGroup’s rehabilitation team used then-state-of-the-art computer modeling to help ensure that structural integrity was maintained throughout the duration of the project. The structural analysis program also allowed for continuous updating of input data, taking into account the progress of the repair work. A comprehensive quality control program incorporated materials testing, pre-qualification of shotcrete crew members, and oversight and inspection of repair installation.
Another inspection 15 years after these repairs were completed found no sign of concrete distress. In fact, the entire rehabilitation project earned a longevity award from the International Concrete Repair Institute in 2005.
Proper technique for vertical-up stick welding
Vertical and overhead stick welding have never been so popular. Flat and horizontal are the fastest welding positions to use, but when vertical or overhead welding with a stick electrode cannot be avoided, doing it well requires attention to several considerations (Figure 5).
5. Standing tall. Vertical and overhead stick welding skills are in greater demand than ever before. Courtesy: Lincoln Electric
First, choose the right electrode
Fighting gravity is the main concern in vertical-up welding—or with any position that is 45 degrees or steeper. Stick electrodes with an American Welding Society (AWS) classification of 7018 are considered the first choice because of their lower iron powder content. The molten metal produces a puddle that can freeze quickly and is less inclined to drip off the work during its liquid state.
AWS 6010 also can be used for similar reasons, but 7018 enables a faster weaving pattern (Figure 6). Using 6010 requires a stacking or a whipping technique, where the stick is intermittently pulled in and out of the puddle. A 6010 electrode will help overcome poor surface conditions, but using it takes more time and skill than weaving with 7018. Those new to vertical-up welding sometimes mistakenly choose a 7024, which lacks proper fill and often drips uncontrollably down the work.
6. Whip your stick. Vertical or overhead stick welding requires mastery of several new techniques and selection of the right stick material, such as AWS 7018, which allows a faster weaving pattern on fillet (left) and butt welds (right). Courtesy: Lincoln Electric
Next, create a “weld shelf”
Of the five welding positions—flat, horizontal, overhead, vertical-up, and vertical-down—vertical-up is the slowest because the welder needs to combat gravity. A slow travel speed provides better penetration than vertical-down, so the technique is required on most material heavier than sheet metal.
The trick to both vertical and overhead welding is preventing the puddle from spilling out of the weld. For material heavier than sheet metal, vertical welding generally should be performed uphill. Welding sheet metal can be performed downhill because less penetration is needed, and the faster travel speed produces cooler temperatures that prevent burn-through.
Vertical-up can be compared to bricklaying in that the welder slowly creates a weld base from the bottom up, one small section at a time, and continuously works above each previously laid weld. Each newly laid lower weld acts as a base upon which subsequent welds are made. That lower bead is referred to as the “shelf.”
Each shelf step should be about 1.5 to 2 times the diameter of the electrode. A 1/8-inch electrode would create about a 1/6- to ¼-inch puddle needed to freeze in time to uphold the next weld.
When weaving vertical-up with a 7018 electrode, zigzag back and forth and allow each puddle section to freeze in place in time to weld up to the next stair step. Hold the electrode slightly uphill and keep a short arc to gain better penetration and fusion.
During a weave, focus on welding the sides of the joint. Pause briefly at the sides to allow the bead below to cool and the lower shelf to form. Watch the puddle closely to allow the slag to drip off the shelf. Slag trapped in the weld will impair strength and diminish appearance. If the base metal overheats, the puddle will spill. If you see this start to happen, quickly move the electrode away from the crater without losing the arc.
With a 6010 electrode, a stacking technique replaces the 7018 weave. The stack should resemble poker chips—each chip creating a shelf for the next level. To stack a vertical-up weld, keep the electrode in the root of the material. As the puddle forms, whip the electrode upward, while maintaining the arc. When the puddle freezes, return the electrode and apply another level to the leading edge of the weld. Continue until the weld is complete. Again, each puddle should be roughly 1.5 to 2 times the diameter of the electrode.
One error to avoid while weaving is undercutting. This is when the work is gouged without sufficient filler metal, as gravity draws the filler metal away from the work. One way to avoid this is by reducing current and slowing the process. Sometimes simply reducing the puddle size improves operator control.
Better out-of-position welders watch the puddle closely. They learn to read its characteristics. In both weave and stacking techniques, the slag should drip off the shelf, while the puddle forms well enough to fill the gouge and stay in place.
Use low power settings
Because a vertical-up puddle needs to freeze quickly and in place, lower amperage settings are needed to maintain control. Welding in the flat position has the benefit of gravity and can be performed at lower temperatures and faster travel speeds.
In general, use the lower end of an electrode’s amperage rating when welding vertical-up or overhead. For instance, power to 120 to 130 amps using â…›-inch 7018 electrodes, and 90 to 100 amps for â…›-inch 6010 electrodes.
Flux-cored welding vertical-up
Flux-cored welding has replaced some of the traditional stick welding in many construction markets because of its faster productivity from a continuously fed wire. But many ironworkers prefer stick, which can be more convenient if the work is shorter in duration.
When welding for extended periods in one place, flux cored might be a good alternative. If that’s the case, all the same rules apply as for the vertical-up 7018 stick weaving technique. Build a shelf and weave upward slowly enough to allow the level below to freeze while not overheating the base metal (Figure 7).
7. Safety always comes first. With any out-of-position welding, all of the standard safety precautions for flat horizontal welding should be increased because of the added risk of falling molten metal and spatter. Safety glasses and a proper helmet, gloves, long sleeves, and leather or fire-retardant clothing are a must. Safety-toed shoes will prevent liquid metal from burning through to the skin. Courtesy: Lincoln Electric
Becoming certified to weld in a vertical position is a good idea for anyone planning to do repeated vertical-up welding. Another benefit is that anyone certified in vertical welding is automatically certified in flat horizontal welding.
—Contributed by Bill West, training manager for The Lincoln Electric Co. (www.lincolnelectric.com).
Move material with a sonic horn
A sonic horn (also called an acoustic horn or acoustic cleaner) produces and amplifies low-frequency sound vibrations at high intensity to fluidize and remove material buildup. Because the sonic horn doesn’t apply mechanical vibration, it doesn’t compact material or segregate it by particle size and is less likely to cause vessel failure than a continuously operating mechanical vibrator.
A sonic horn is also used to start bulk solids flowing from vessels and to ensure vessels are completely emptied to prevent batch-to-batch contamination in some applications. Unlike an air cannon, which directs a narrow localized air blast into one vessel area, the sonic horn provides fluidization throughout the vessel. The horn also uses less compressed air than an air cannon, eliminating a need for a large compressed-air reservoir, which can be a source of potential moisture contamination. The sonic horn also eliminates the labor required for injecting fluidizing air into a vessel with a manual air lance.
Sonic horns have widespread application in dust collectors, where they can fluidize dust collected in hoppers to aid discharge and can be used in conjunction with the filter-cleaning system — even replacing a baghouse shaker system — to dislodge dust from filters. Among the major benefits are reducing pressure drop across the collector and extending filter life (Figure 8).
8. Keep it clean. Sonic horns are used to reduce dust accumulation in areas that are difficult to access, such as this baghouse. Courtesy: Industrial Accessories Co.
How the sonic horn works
The sonic horn consists of three main sections: a driver, which includes a compressed-air inlet and a steel diaphragm; a cone-shaped chamber called a bell with a round or square cross section; and a larger-diameter horn outlet. The horn can be equipped with a mounting flange at any of various points along the horn, depending on how it will be installed.
In operation, an automatic timer linked to the sonic horn driver’s compressed-air inlet releases a burst of 60- to 80-psig compressed air into the driver. Typically, each air burst lasts several seconds (up to about a 20-second maximum), with the intervals between bursts depending on the application. The air burst entering the driver causes the diaphragm to vibrate. This produces sound waves that are amplified as they move out through the bell, which functions much like a handheld megaphone. The sound waves move through the horn outlet into the vessel and displace the air, producing low-frequency sound vibrations at a high-pressure acoustic energy level. Because sound waves are pressure waves, they cause pressure fluctuations that break the bond structure in the material buildup. This fluidizes the material and facilitates its flow from the vessel.
The vibrations’ acoustic energy level falls within a fixed frequency band determined by the bell’s shape and size.
Where horns are installed
The sonic horn is typically top-mounted in a storage vessel, usually in the access hatch on the vessel’s roof, so the sound vibration is directed down into the materials. A second sonic horn can be bottom-mounted on the vessel’s cone section, just above the discharge or at the cone-body transition point, with the horn outlet facing inward to break up material bridges above the discharge. In some cases, the bottom-mounted sonic horn is installed on a small fluidizing chamber mounted below the vessel discharge (Figure 9).
9. Play it loud. A typical sonic horn uses compressed air to produce acoustic energy to fluidize materials. This horn is installed in the baghouse of a coal-fired power plant. Courtesy: Industrial Accessories Co.
On a hopper truck or railcar, the sonic horn can be top-mounted in the roof’s loading hatch to fluidize compacted material and break up ratholes. A second horn can be bottom-mounted at the truck or railcar’s discharge to fluidize compacted material and bridges above the discharge.
Sound pressure level
The sonic horn’s ability to remove material buildup depends on its sound vibration intensity, or sound pressure level, and is measured in decibels. To fluidize most materials, the sound pressure level must be above 120 decibels. The greater the sound pressure level, the more effective the material removal.
The sonic horn’s sound frequency is typically between 125 and 250 Hz. Frequencies above 250 Hz begin to enter the audible spectrum and may annoy nearby plant workers. Frequencies lower than 60 Hz not only lose their power to remove material buildup but can damage solid structures, such as silo walls and support legs, and mechanical connections, such as feeders and dischargers.
—Contributed by Glenn Smith, CEO of Industrial Accessories Co. (www.iac-intl.com). | <urn:uuid:51206dc7-f00f-4cc2-8e59-2a38407a3fd4> | CC-MAIN-2019-30 | https://www.powermag.com/focus-on-om-august-2008/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195530246.91/warc/CC-MAIN-20190723235815-20190724021815-00524.warc.gz | en | 0.920177 | 4,158 | 2.921875 | 3 |
Criminal justice systems at the federal, state, and local levels must follow a series of rules governing the stages of a criminal case, beginning with police investigations and continuing all the way through trial and appeal. Federal criminal procedure is governed by substantive criminal laws found in Title 18 of the U.S. Code and the Federal Rules of Criminal Procedure. Every state has its own code of criminal statutes. Procedural rules help ensure that the government applies the law in as consistent a manner as possible, and also help safeguard individuals’ constitutional rights. These procedures apply in all criminal matters, as well as in some quasi-criminal proceedings, such as deportationhearings.
Fourth Amendment Rights
The Fourth Amendment to the U.S. Constitution protects people from “unreasonable searches and seizures” by police. In order to prevent violations of this right, police are required to obtain a search warrant from a judge, after showing probable cause to believe the search is likely to produce evidence related to a crime. A defendant who alleges that police seized evidence in violation of his or her Fourth Amendment rights may file a motion to suppress that evidence under the exclusionary rule.
Fifth and Sixth Amendment Rights
A series of constitutional rights, commonly known as Miranda rights, protect people during police investigations and at trial. The right to remain silent, well-known to anyone who watches cop shows on television, means that the police cannot force people to incriminate themselves, and prosecutors cannot call a defendant as a witness at the defendant’s own trial.
A person has the right to an attorney of his or her own choosing once he or she has been arrested and during any custodial interrogation by police. In some situations, a person who cannot afford an attorney has the right to a public defender or a court-appointed lawyer. Once a person has invoked his or her right to silence or to an attorney, all questioning must cease.
Other rights guaranteed by the Fifth and Sixth Amendments include the right to confront one’s accuser in court, known as the Confrontation Clause; the right against being charged with the same offense more than once, known as double jeopardy; the right to a trial before an impartial jury; and the right to a speedy trial without undue delay.
Eighth Amendment Rights
The Eighth Amendment protects people after an arrest, which might be in the early stages of a criminal case, and after a conviction. It prohibits “excessive bail,” which means that while a judge is not obligated to grant bail for a person after his or her arrest, the amount of bail may not be unreasonable or excessive.
The Eighth Amendment also prohibits “excessive fines” and “cruel and unusual punishment.” Supreme Court Justice William Brennan identified four principles to consider in determining whether a punishment violates the Eighth Amendment: (1) whether its “severity” is “degrading to human dignity”; (2) whether it is assessed in a “wholly arbitrary fashion;” (3) whether society has generally rejected it as a punishment; and (4) whether it is “patently unnecessary.” Furman v. Georgia, 408 U.S. 238 (1972). That decision ruled that capital punishment violated the Eighth Amendment, but the court reversed that holding four years later in Gregg v. Georgia, 428 U.S. 153 (1976).
Stages of the Criminal Process
After a person has been arrested, the state must formally bring charges, either by filing a complaint or obtaining a grand jury indictment. The court informs the defendant of the charges at the first court appearance, known as an arraignment. Pre-trial proceedings allow the defendant to request suppression of evidence under the exclusionary rule and resolve other matters.
The criminal trial process begins with empaneling a jury, unless the defendant chooses to have a bench trial. The state, which has the burden of proving guilt, presents its evidence and witnesses first. The defendant then has the opportunity to rebut the state’s claims or prove an affirmative defense. The judge or jury determines a verdict. If the jury cannot reach a unanimous verdict, the court may declare a mistrial. If they defendant is found guilty, the court determines a sentence. | <urn:uuid:b06b1de8-0403-48b7-962f-1af6b541638f> | CC-MAIN-2017-22 | https://www.justia.com/criminal/procedure/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463608773.42/warc/CC-MAIN-20170527040600-20170527060600-00375.warc.gz | en | 0.958243 | 870 | 3.46875 | 3 |
The Eye of Horus (Wedjat) (previously Wadjet and the Eye of the Moon; and afterwards as The Eye of Ra) or ("Udjat") is an ancient Egyptian symbol of protection and royal power from deities, in this case from Horus or Ra. The symbol is seen on images of Horus' mother, Hathor, and on other deities associated with her.
In the Egyptian language, the word for this symbol was "Wedjat". It was the eye of one of the earliest of Egyptian deities, Wadjet, who later became associated with Bast, Mut, and Hathor as well. Wedjat was a solar deity and this symbol began as her eye, an all seeing eye. In early artwork, Hathor is also depicted with this eye. funerary amulets were often made in the shape of the Eye of Horus. The Wedjat or Eye of Horus is "the central element" of seven "gold, faience, carnelian and lapis lazuli" bracelets found on the mummy of Shoshenq II. The Wedjat "was intended to protect the king [here] in the afterlife and to ward off evil. Ancient Egyptian and Near Eastern sailors would frequently paint the symbol on the bow of their vessel to ensure safe sea travel.
Horus was an ancient Egyptian sky god in the form of a falcon. The right eye represents a Peregrine Falcon's eye and the markings around it, that includes the "teardrop" marking sometimes found below the eye. As the wadjet (also udjat or utchat), it also represented the sun, and was associated with Horus' mother, Isis, and with Wadjet another goddess, as well as the sun deity Ra (Re). The mirror image, or left eye, sometimes represented the moon and the god Tehuti (Thoth).
Seven different hieroglyphs are used to represent the "eye"-(human body parts). One is the common usage of the verb: to do, make, or perform. The other frequently used hieroglyph is the Wedjat, a sacred protective symbol, called the Eye of Horus after his cult rose to prominence as the son of Hathor.
In the Ancient Egyptian measurement system, the Eye Of Horus defined an Old Kingdom rounded off number one (1) = 1/2 + 1/4 + 1/8 + 1/16 + 1/32 + 1/64, by throwing away 1/64. The Eye of Horus statements created 6-term rounded off numbers. The Old Kingdom definition had dropped a 7th term, a remainder 1/64, that was needed to report exact series. During the Middle Kingdom that included the eleventh through fourteenth dynasties, exact series definitions and applications were written by creating 7-terms, or more, written as Egyptian fraction series, often scaled to 1/320 hekat. For example, the Egyptian Mathematical Leather Roll, the RMP 2/n table and the Akhmim Wooden Tablet wrote quotients and Egyptian fraction remainders that solved the problem. The metaphorical side of this information linked the Old Kingdom six fractions, 1/2, 1/4, 1/8, 1/16, 1/32, and 1/64 to separate parts of the eye, as noted by:
In the Middle Kingdom the 1/64 symbol denoted 'rest' and 'healing' as connected to the hekat, with the word dja being attached.
The 'Eye of Horus' fractions were further discussed in the Egyptian Mathematical Leather Roll following elementary definitions that built the Egyptian fraction system. Weights and measure subunits of a hekat were also connected to Eye of Horus numbers in the quotient, and as an exact remainder, the remainder including an Egyptian fraction and a ro unit, correcting the Eye of Horus 1/64 round off error. The ro unit, 1/320 of a hekat was cited in the Rhind Mathematical Papyrus and as applied in the medical texts, like the Ebers Papyrus. A precise mathematical derivation of ro is found in the Akhmim Wooden Tablet. | <urn:uuid:78169b8b-6bc1-44f7-b91e-8a699b19000b> | CC-MAIN-2014-23 | http://www.reference.com/browse/eye+of+ra | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510268533.31/warc/CC-MAIN-20140728011748-00268-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.95414 | 852 | 3.34375 | 3 |
In 1866, after Army officials forced freedman Bayley Wyatt to vacate the Virginia land he had occupied since the end of the war, he argued at a public meeting for freedpeople’s right to the land as follows:
We now, as a people desires to be elevated, and we desires to do all we can to be educated, and we hope our friends will aid us all they can . . .
I may state to all our friends, and to all our enemies, that we has a right to the land where we are located. For why? I tell you. Our wives, our children, our husbands, has been sold over and over again to purchase the lands we now locate upon; for that reason we have a divine right to the land . . .
And then didn’t we clear the land and raise the crops of corn, of cotton, of tobacco, of rice, of sugar, of everything? And then didn’t them large cities in the North grow up on the cotton and the sugars and the rice that we made? Yes! I appeal to the South and the North if I hasn’t spoken the words of truth. I say they have grown rich, and my people is poor. | <urn:uuid:c6e3487f-a83a-4b0d-9e5b-a363803b81ef> | CC-MAIN-2023-06 | https://www.facinghistory.org/resource-library/right-land | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500035.14/warc/CC-MAIN-20230202165041-20230202195041-00201.warc.gz | en | 0.96275 | 255 | 2.734375 | 3 |
Is GEOLOGY valid for Scrabble? Words With Friends? Other games?!
Definitions of GEOLOGY in various dictionaries:
- noun - a science that deals with the history of the earth as recorded in rocks
- The scientific study of the origin, history, and structure of the earth.
- The structure of a specific region of the earth’s crust.
- A book on geology.
- The scientific study of the origin, history, and structure of the solid matter of a celestial body.
- adj - the science that deals with the origin and structure of the earth [n -GIES] : GEOLOGIC
There are 7 letters in GEOLOGY: E G G L O O Y
Scrabble results that can be created with an extra letter added to GEOLOGY
To search all scrabble anagrams of GEOLOGY, to go: GEOLOGY?
Rearrange the letters in GEOLOGY and see some winning combinations
Contextual use of GEOLOGY
What's nearby GEOLOGY
Lookup in Wiki for GEOLOGY
Anagrammer is a game resource site that has been extremely popular with players of popular games like Scrabble, Lexulous, WordFeud, Letterpress, Ruzzle, Hangman and so forth. We maintain regularly updated dictionaries of almost every game out there. To be successful in these board games you must learn as many valid words as possible, but in order to take your game to the next level you also need to improve your anagramming skills, spelling, counting and probability analysis. Make sure to bookmark every unscrambler we provide on this site. Explore deeper into our site and you will find many educational tools, flash cards and so much more that will make you a much better player. This page covers all aspects of GEOLOGY, do not miss the additional links under "More about: GEOLOGY" | <urn:uuid:d625a5a2-306b-480d-b439-785183dfa328> | CC-MAIN-2017-22 | https://www.anagrammer.com/scrabble/geology | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463614615.14/warc/CC-MAIN-20170530070611-20170530090611-00405.warc.gz | en | 0.915975 | 389 | 2.875 | 3 |
How a driver interacts with a car while driving — where they are looking, where they are focused and where their hands are — has a big impact on safety. However, to evaluate a driver’s head pose, gaze and hand position while driving, as well as the car’s lane position, used to require researchers to manually view, analyze and record hours of data.
Could we create automated and shareable software tools to detect and track a driver’s movements in natural driving environments?
A test vehicle was outfitted with 8 cameras facing both inside and outside. Inside, the cameras were positioned to view the driver’s face and hands, as well as the foot pedal and cabin. Outside cameras recorded lane departures.
We recorded and observed hand activity between the steering wheel, instrument panel and shifter, to better understand how the driver interacts together with all three regions.
We recorded and calculated the driver’s head pose using the facial landmarks and their corresponding location on a 3D generic face model.
A new lane detection algorithm called LASeR (Lane Analysis using SElective Regions) was used to analyze driving data for lane change events.
This detection algorithm performed greater than 80% accuracy with 5 second observation window at less than 1 in 1000 false positives.
By automating the data capture and analysis, we are able to have quicker, more thorough and more cost-effective access to data regarding driving behavior. By having a better understanding of this behavior, we can help inform in-vehicle technology decisions, safety features and driver education.
In other words, the faster we can analyze, the faster innovation can happen.
Historically, automobile restraints have been designed for, and tested with, average adult sizes, shapes, and driving postures. But as drivers come in a variety of shapes and sizes, they also have a variety of safety and comfort needs.
Can we create virtual models that more accurately reflect real world drivers?
In order to determine how these ATDs compare to today’s real world drivers, we recruited 200 volunteers, of which two thirds were over 60 years of age.
What we learned was that current ATDs may not represent how the seat belt fits certain individuals, particularly those who are larger or who may not wear their seat belt optimally.
By scanning and studying how people sit and use seat seat belts, we designed pose-able body shape models to represent variations in age, body mass, gender and posture. These models will be shared with the auto industry.
Pedestrian Pre-Collision Systems (PCS) are designed to help prevent or mitigate collisions. Some automakers have incorporated this technology, which often uses a combination of radar, lidar and/or cameras to help detect objects in front of a vehicle.
But as of now, there is no standard process or equipment used across the automotive industry to evaluate the performance of each vehicle’s Pedestrian PCS.
Could we help develop tests and tools based on real world scenarios, to create a standard evaluation methodology for Pedestrian PCS to share with the automotive industry?
We developed a new model for a fully-articulated pedestrian mannequin, with arms and legs that move like a walking human, for use in testing pedestrian PCS systems. We called this fully-articulated mannequin “Steve”.
By radar scanning 9 different body types, we were able to create a material system for Steve’s skin (a combination of metal and fabric) that allows Pedestrian PCS systems to detect him as if he were human.
To help match test conditions to real-world driving environments, we gathered naturalistic driving data on pedestrian-vehicle interactions. To gather this data, 110 vehicles were equipped with data recorders that collected 93TB of driving data over 1.44 million miles.
Steve was put into a variety of different scenarios to mimic real life conditions:
With Steve, we created a groundbreaking, fully-articulated mannequin that walks and shares the same radar cross-section as a human. Steve is being shared within the industry to help standardize the testing of Pedestrian PCS in testing scenarios designed to mimic the real world. | <urn:uuid:7bb0c6f1-557d-4c7b-b7c0-b8f748ac3509> | CC-MAIN-2017-30 | https://www.toyota.com/csrc/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00318.warc.gz | en | 0.953843 | 870 | 3.296875 | 3 |
MapCarte particulière d'une partie de la Louisianne ou les fleuve et rivierres [i.e. rivières] onts etés relevé a l'estime & les routtes [i.e. routes] par terre relevé & mesurées aux pas, par ...
Louisiana and Mississippi routes of Broutin, de Verges, and Saucier Pen-and-ink and watercolor. Map in 2 sections mounted on cloth backing. Prime meridian: [Paris]. "This map of the Mississippi River Valley from Memphis to the Gulf of Mexico as far east as Mobile includes interior streams, routes, European communities, and Native American settlements and nations, fortifications ... Map concentrates on the surveys of Broutin, Vergés, and Saucier in Mississippi and Alabama ..." Includes text....
- Contributor: Demarigny
- Date: 1743
MapPlan général du Fort Septentrional du Detour des Anglois, tel qu'il est présentement : [Louisiana] Relief shown pictorially. Shows buildings, internal facilities, and surrounding area. Pen-and-ink and watercolor. Mounted on cloth backing. Copy annotated in pencil in lower left margin: 84482. A progress report on construction of a fortification on the east bank of the Mississippi River below New Orleans. LC Luso-Hispanic world, 949 Available also through the Library of Congress Web site as a raster image.
- Contributor: Batz, Alexandre De.
- Date: 1749
MapPlan de la Nouvelle Orleans. Relief shown pictorially. Cadastral map. Shows block numbers and location of existing buildings. Pen-and-ink. Mounted on cloth backing. Oriented with northwest at top. Copy annotated in pencil at bottom: 142566. Accompanied by: A list of residents keyed by letter and number in pocket. Xerox, 36 leaves. Available also through the Library of Congress Web site as a raster image. Includes list of points of...
- Date: 1722
MapCarte particulière du cours du fleuve St. Louis depuis le village sauvage jusqu'au dessous du Detour aux Angloix, des lacs Pontchartrain & Maurepas & des rivières & bayouc qui y aboutissent Shows the Mississippi River in the vicinity of New Orleans from Colapissas to English Turn, lakes Maurepas and Pontchartrain, location of Native American settlements, fortifications, and natural features. Pen-and-ink and watercolor. Copy annotated in pencil: No 5 and 84482-06. Available also through the Library of Congress Web site as a raster image. Includes wind rose. LC Luso-Hispanic world, 915
- Contributor: Saucier, F.
- Date: 1749 | <urn:uuid:c9b8eba5-6a3c-4706-a09b-9ea3e094f81e> | CC-MAIN-2018-39 | https://www.loc.gov/collections/louisiana-european-explorations-and-the-louisiana-purchase/?fa=partof%3Acultural+landscapes%7Cpartof%3Acatalog%7Csubject%3Aunited+states%7Cpartof%3Afrance+in+america | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160923.61/warc/CC-MAIN-20180925024239-20180925044639-00249.warc.gz | en | 0.662107 | 633 | 2.765625 | 3 |
When producing smartphones, tablets and television displays, the material of indium tin oxide is critical. The price of this material strongly affects the overall prices of the entire technology industry. However, scientists may have found some potentially inexpensive alternatives to indium tin oxide that could shake up the entire the technology market as we know it. These promising materials are said to be both highly transparent and extremely conductive of electricity, making them ideal for use in display applications.
Over time, the cost of producing touch-sensitive and shatter-proof displays has continued to increase. Such displays are often highly dependent upon indium tin oxide. This material is easy to make, easy to shape, efficiently conducts electricity and has outstanding optical properties. However, the price for indium tin oxide has skyrocketed over the past decade, as it currently costs more than $750 for a single kilogram. Despite this major increase in price, no other materials have been able challenge the market dominance of indium tin oxide.
But recently, a team of researchers led by Pennsylvania State University Professor Roman Engel-Herbert has started examining the issue from a new perspective. They have been trying to create a new material that would offer the same properties of indium tin oxide while being accessible at a much cheaper price.
The team is focusing its efforts on two electricity-conducting correlated metals, known as strontium vanadate and calcium vanadate. When combined with oxygen, both of these metals demonstrate strong optical properties. While more work still needs to be done, Engel-Herbert believes that these metals, which cost no more than $25 per kilogram, might be the secret to changing the technology industry forever.
Engel-Herbert said in a statement, “Our correlated metals work really well compared to ITO (indium tin oxide). Now, the question is how to implement these new materials into a large-scale manufacturing process. From what we understand right now, there is no reason that strontium vanadate could not replace ITO in the same equipment currently used in industry.”
If Engel-Herbert and his team are successful, they will send shockwaves through the entire technology industry, leading to major price decreases on extremely popular goods. Time will tell if the scientists are successful in their latest endeavor. | <urn:uuid:c29c37dd-0a77-4952-a5db-9cbcacc41b03> | CC-MAIN-2019-51 | https://americans.org/2015/12/29/this-new-material-could-dramatically-reduce-the-price-of-technology/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541281438.51/warc/CC-MAIN-20191214150439-20191214174439-00077.warc.gz | en | 0.957879 | 467 | 3.28125 | 3 |
Published on mla format essay works cited june 7, 2021 by shona key stage 2 problem solving mccombes. in written cases, mla the page number mla format essay works cited of your edition making sure the format is mla format essay works cited listed in your works cited page, of course followed by a semicolon, and business plan for a resort then the appropriate abbreviations for essay vol. walter benjamin notes how to analyze a paper that in essay to get accepted into college naples mla format essay works cited “each private attitude or act is permeated …. how to create a works mla format essay works cited cited page mla and superb quality then she saw the three biology research paper ideas conspirators observing her furtively with selfconscious indifference. if your project isn’t an actual research paper, but a slideshow, video, or another type of project, follow research paper abortion the same guidelines as above how to cite an essay in mla. cite an essay in an mla format. for sample papers in mla 8th ed., please ask a librarian or check the documenting sources in mla style: sometimes more information is necessary to identify the source from which a essays on ebola quotation is taken. mla style also provides writers with a system for referencing their sources through parenthetical citation in their teach critical thinking essays and works cited pages. you build an mla works cited how to write a lab report business plan profile entry by filling in the relevant elements. johnson 12 works cited “americans without work.” editorial. 2009. hopefully this helps with whateve. 2009 the list of works cited is an alphabetical list of sources that you used to gather information for your research importance of executive summary in business plan paper. there are many rules that a writer must follow while writing this type of essay. mla 7th edition basics such as mla below are preparing an mla format an mla style:. | <urn:uuid:0fe9c9bb-3b3d-4a6b-83fd-b9d5464fad43> | CC-MAIN-2021-31 | https://cheapwriteessay.com/2021/06/16/mla-format-essay-works-cited_lf/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154500.32/warc/CC-MAIN-20210804013942-20210804043942-00385.warc.gz | en | 0.902844 | 407 | 2.984375 | 3 |
Reviewed by Gregory McCreery
Joshua Clover aims to explain contemporary riots in relation to historical transformations of the circulation and production of capital. He predicts that riot might absolutize itself as a civil war brought about due to deindustrialization, the elimination of social welfare programs, and despite the tendency of some rioters to enter the political realm rather than riot (173). The book is not for those who are unfamiliar with Marxist concepts. However, Clover raises important questions concerning contemporary collective actions, whether they count as strikes or riots, and the conditions for their occurrence. One particular point of contention is whether violence is essential to what counts as riot.
For Clover, a strike ‘struggles to set the price of labor power … features workers appearing in their role as workers … [and] unfolds in the context of capitalist production, featuring its interruption at the source via the downing of tools, cordoning of the factory floor, etc’ (16). A riot ‘struggles to set the price of market goods … features participants with no necessary kinship but their dispossession … unfolds in the context of consumption, featuring the interruption of commercial circulation’ (Ibid.). Clover describes a historical transition from riots at the ports, where circulating imports and exports were seized by a riotous public, to strikes in factories, where the means of production were sometimes broken by workers, to contemporary riots that occur in streets and squares, where the dispossessed directly interrupt the circulation of capital. Since the 1960’s and 70’s, riot has returned as ‘riot prime’ (3). The eras of riot and of riot prime both include actions that occur as ‘price-setting’, but riot prime relates differently to capital, race, police, and the state.
Clover asserts that ‘a theory of riot is a theory of crisis,’ i.e. riots are linked to ‘ongoing and systemic capitalist crisis’ (1). This theory of crisis tracks an ‘arc of accumulation,’ which follows the contradictions inherent to capitalism’s historical expansion (132). In the 20th century, for example, there is first a transformation from agriculture to industry, and then deindustrialization, which globally resulted in labor moving out of industrial production and into service work, under-employment, or unemployment. ‘Crisis bursts forth at the moment that profit and expectation of profit cease flowing from manufacturing’ (136). Instead of reinvestment in production for the sake of profit, money rests in banks, or is invested in projects for the sake of generating future profits, and workers lack jobs, particularly when replaced by automation.
In the first chapter, Clover argues that uses of violence cannot distinguish riot from strike. A bourgeois assumption that violence indicates a riot, and that uses of violence undermine the legitimacy and political relevance of a collective action equivocates riot and violence. In contrast, Clover argues that riots, like strikes, are legitimate and political, even if they involve violence.
Clover’s second chapter describes food and export riots at various English, French, and American ports that occurred before the industrial revolution as ‘the golden age of riot’. These riots are a ‘direct physical intervention into transport’, as they struggle in relation to the ’emerging national and international markets, financing of the national purse, the commoditization of agriculture, and the corresponding destruction of communal self-sufficiency’ (56).
There is then a ‘swing’ from riots to strikes, discussed in the third chapter. This swing parallels the shift away from mercantilism and toward industrialization. An ‘imperative of profit’ replaces communal values (66). England’s Swing Riots occurred when threshing machines were introduced into agriculture, and laborers lost jobs. Luddites destroyed industrial machines. Their unity lies in their demand for ’employment, better wages, better working conditions, [and] legal protections’ (68). Machine-breaking constitutes a point when ‘the swing from riot to strike’ occurs. The fourth chapter adds that the distinction between strike and riot is muddled, and that ‘that muddle is the truth of things’ (88).
The fifth chapter addresses the ideological association of riot with anarchism, and of strike with socialism, emphasizing that ‘the ideological opposition of tactics has helped produce the political opposition’ (89). Riot, construed as ‘insurrectionary tactics’, appears anarchistic. The “political-economic tactic” appears socialist-communist. However, these appearances are irrelevant in relation to the conditions that make strikes and riots unavoidable.
Clover addresses the return of riot, i.e. riot prime, in chapter six. The years 1830 to 1973 show that strikes are strongly correlated with capital’s expansion, growth, and high profit rates. Workers would strike for increased compensation for their labor time. The crisis of 1973 occurred when attempts to continuously increase purchasing power led to inflation and capital flight, and the United States was no longer the leader of the cycle of accumulation. ‘Riot prime’ emerges as a result, and riots are racialized. When African Americans act collectively, the political rhetoric is that they riot, rather than civilly strike like their white counterparts. This rhetoric reflects the state’s view that blackness exceeds order, and cannot be regulated. However, economic factors are more relevant than racial ones. The state’s racialization of riot reflects the state’s avoidance of addressing the economic conditions from which riot emerges. Riot prime is a result of capitalism’s crises, and not race. Instead of striking directly against institutions, factories, and bosses, today’s rioters confront the police, since police are the commodity that serve commodification, protecting the market under the mask of the state.
In chapter seven, Clover argues that The Long Crisis, beginning around 1973, occurs when ‘circulation prime’ emerges. Capitalism could no longer expand, and needed to move beyond the industrial sector. While strikes occurred as instances of ‘temporal struggle’ concerning labor time’s compensation, today’s riots are instances of ‘spatial struggle’ in relation to the spatial circulation of commodities exchanging places. Wage demands are now less effective, and labor is stuck in an ‘affirmation trap’ as it affirms its own exploitation for the sake of survival. Riots erupt as a result.
In the eighth chapter, Clover argues that the surplus population most likely to riot is the chronically under- and unemployed, some of whom are willing to be paid less, and some of whom engage in informal, semi- or extralegal activities. Exclusion, indebtedness, and dispossession are the shared conditions common to those who participate in today’s riots. An additional condition is the state’s reduction or elimination of resources for helping them, and its resort to incarceration. ‘If the state’s solution to the problem of crisis and surplus is prison – carceral management – the riot is a contest entered directly against this solution – a counterproposal of unmanageability’ (163). This unmanageability leads the state to racialize rioters as lacking rationality, subhuman, and black. This racialization of riot is merely the state’s ideological justification of its own uses of violence and incarceration as a response to riotous collective actions. This racialization of riot reflects a ‘police-riot dialectic’ characteristic of riot prime. As noted, Clover predicts that riot might absolutize itself, ‘not [as] a demand but [as] a civil war’ (173). However, police slow this absolutization, though they tempt its potential.
In the ninth chapter, Clover points to contemporary agora as ‘exemplary site[s] of circulation’ where riots occur (176). For example, Occupy Wall Street’s initial aim to block the stock exchange and interrupt the circulation of financialized capital was pushed into Zuccotti Park, and barricaded. The Occupy movement ultimately became the camp itself, i.e. a spatial occupation.
Clover characterizes a ‘double riot’ characteristic of riot prime, which is constituted by the foreclosed upon youth, who riot in response to the realization that they were promised an ’empty promissory note,’ and the dispossessed, i.e. the racialized surplus population, who riot against the state’s violent management of them (180). However, while the youth declare ‘we are the 99 percent,’ the dispossessed remain dispossessed, since they are not even members of the 99 percent (181).
Nonetheless, Clover hypothesizes the likelihood that these two impulses will remain, and that there will be increased disorder. Furthermore, as disorder expands, it will increasingly be revealed that this disorder belongs to the state. Riot acts against state-imposed order because the state’s order is the condition for rioters dispossession and exclusion in the first place. The more the state responds to disorder by imposing order, the more the state’s disorder is exposed as its inability to maintain order.
Clover also postulates that riot prime can become the commune, which does not consist of a working class, but of a ‘heterogeneous population of those without reserves’ (189). The commune is inclusive and involves production and consumption, but without the relationships between price and wage. Riot, as a form of price-setting, is not beyond price and wage, and is not the commune. The dispossessed could see, from outside of circulation, that the market fails to provide for their needs. They could begin to provide for themselves from outside of the state-protected market. Whether Clover is correct that the commune will emerge from riot prime is unknowable.
Lastly, whether riot inextricably involves violence is disputable. Certainly, not every rioter engages in physical violence against other humans, but the distinction between the two impulses mentioned above suggests that riots involve violence. Clover strains to legitimate riot prime in relation to capitalism’s crises, but can only do so by downplaying riot’s violence. Overall, the book is a difficult read, requiring the reader to sift through numerous examples in order to find the argument. Some of this could have been avoided with clear explanations. However, Clover produces an insightful historical dialectic concerning strike and riot.
14 November 2017 | <urn:uuid:764783eb-0c06-41ef-b860-aaf6b7222ebe> | CC-MAIN-2019-26 | https://marxandphilosophy.org.uk/reviews/14697_riot-strike-riot-review-by-gregory-mccreery/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999163.73/warc/CC-MAIN-20190620065141-20190620091141-00264.warc.gz | en | 0.948796 | 2,181 | 2.734375 | 3 |
Space observations are crucial to solving the challenges presented by Earth's complex climate, which will play a pivotal role in humanity's success or demise, argued an extensive report by the U.S. National Academies.
The new, 700-page report released today (Jan. 5) is titled "Thriving on Our Changing Planet: A Decadal Strategy for Earth Observation from Space." In it, the National Academies of Sciences, Engineering and Medicine (NASEM) announced their recommendations for what federal research agencies — such as NASA, the National Oceanic and Atmospheric Administration (NOAA), and the United States Geological Survey (USGS) — should do over the next 10 years. This was the second decadal survey for Earth science and applications from space; the first was published in 2007.
The report's co-chairs — Waleed Abdalati, the director of Cooperative Institute of Research in Environmental Sciences at the University of Colorado Boulder, and Bill Gail, chief technology officer at the Global Weather Corporation — addressed the survey's recommendations during a press conference at the National Academies' Keck Center in Washington, D.C. [See the Effects of Climate Change Across Earth (Video)]
"There is a perspective from space that cannot be gained any other way," Abdalati said early in the press conference. Understanding the ways in which human activity and non-anthropogenic changes are shaping societies across the world ought to be considered like an extension of infrastructure, he added. Gauging weather systems and predicting sea-level rise, for example, are as vital to a "thriving" society as fixing highways and maintaining railroads.
"If you go back 10-12 years, we were in a different place when it came to Earth information from space" Abdalati said. "We were not using weather apps on our phones and planning our days' activities around them. We were not using online mapping applications to get to and from where we're going in the most efficient way. The military [also] relies heavily on information from NASA, NOAA and USGS." Space observations are crucial for society in a myriad of ways across the commercial, public health and national safety sectors, the co-chairs said.
The report is the product of 290 suggestions of the most important issues to tackle in the near future, contributed by the scientific community. From those suggestions, the report's compilers extracted 103 objectives and then synthesized them into 35 final goals. The report calls for prioritizing advances in, for example, forecasting air quality and weather so that predictions provide a lead time of up to two months. In addition, the report calls for knowing how biodiversity changes over time, predicting future geological hazards within a more accurate time frame and understanding more precisely how the ocean stores heat, among many other goals.
The co-chairs said that the report focuses on recommendations that are achievable within budget constraints and prioritizes the suggestions the committee believed were most important for the next decade. The report invites the scientific community at NASA, NOAA and USGS to focus first on achieving ambitious solutions to climate challenges and then following up with ways to accelerate technology to meet those ends, rather than the other way around. [Photos: NASA's Novel NPP Weather & Climate Satellite]
The report recommends that NASA cap the budget for its current projects —both flying and soon-to-be-flying missions —at $3.6 billion, to leave room in the agency's funding to serve the report's 35 objectives over the next decade. Abdalati stressed, however, that it was important to fly the missions already in development. NASA should also continue studying how small particles of material, known as aerosols, can affect air quality and should learn more about the traits of vegetation on Earth's surface, the co-chairs said.
The report additionally suggests that NASA start a competitive new Explorer program for medium-size agile instruments and missions (with a budget of $500 million or lower), in which participants would take a shot at addressing one of seven identified topics from the survey. Those topics include mapping ocean-surface winds and developing 3D models of the terrestrial ecosystem. The competition may also reveal what objectives will be more easily achieved in the next decade, Gail said.
Gail concluded his presentation by addressing the report's title. "It really is about this tension between our ability to thrive over the next decade and longer, and the fact that as the planet is changing around us, the information we need to acquire about our planet is changing as rapidly as we try to acquire it," he said. "So this will be a decade in which we will find growing community and public reckoning between two things: broad reliance on Earth information ... and this growing challenge of obtaining that information." | <urn:uuid:1b74b7b2-9b45-470b-a729-e4accb156756> | CC-MAIN-2018-17 | https://www.space.com/39306-earth-climate-science-satellites-future.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945037.60/warc/CC-MAIN-20180421051736-20180421071736-00268.warc.gz | en | 0.955534 | 966 | 3.140625 | 3 |
The tribal colleges are preparing more students than ever to help address the changing needs of our world. Many tribal college graduates are looking for employment opportunities in a variety of fields and others are eager to further their education by transferring to a bachelor’s, master’s, or doctorate program. Below is a list of why the tribal colleges are great places to find well-qualified employees and students.
Tribal college graduates earn degrees and certificates in a variety of disciplines, including liberal arts, business, healthcare, STEM, education, and building trades. Offering more than 358 diplomas, certificates, apprenticeships, and degree programs in 36 major disciplines, the tribal colleges continue to expand and develop new programs and departments that meet the needs of their students and tribal nations.
Tribal colleges are gathering places. In addition to educating nearly 28,000 full- and part-time students annually, they serve 100,000 community members every year. Community outreach includes language instruction, computer literacy courses, health and wellness classes, leadership development programs, academic readiness classes, entrepreneurship courses, and many others.
Tribal colleges provide access to education for more than 80% of Indian Country. The 37 tribal colleges operate more than 75 campuses in the United States and serve students from more than half of all federally recognized tribes. See map of tribal colleges.
Of the 2,884 faculty and administrators at tribal colleges, American Indians comprise 44% and 67% respectively. Additionally, 84% of the 28,000 full- and part-time tribal college students are American Indian.
Tribal colleges and universities are unique institutions created in response to the higher education needs of American Indians. They vary in size, focus, and location. They combine personal attention with cultural relevance to encourage American Indian student success in higher education.
Source: American Indian Higher Education Consortium (2014). AIHEC AIMS 2013-14. Unpublished dataset. | <urn:uuid:ee82d79c-fba9-4147-a554-83723c2c2656> | CC-MAIN-2019-39 | https://jobs.tribalcollegejournal.org/blog/why-tribal-colleges-are-great-places-to-recruit-employees-and-students/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514575627.91/warc/CC-MAIN-20190922180536-20190922202536-00167.warc.gz | en | 0.949077 | 392 | 2.5625 | 3 |
Helping children choose safe passwords and screen names
By Keir McDonald MBE
Children will need to choose safe screen names and passwords as soon as they start exploring online. But when it comes to choosing screen names and passwords, many children, especially younger children, need some guidance. Protecting children and the family’s personal information should be top priority.
Here are 4 easy tips parents and teachers can use to help children choose and maintain safe screen names and secure passwords for social media and other online applications.
Explain WHY Screen Names Should Not Contain Personal Information
When choosing a screen name, first be sure to let kids know they should only share content that they are comfortable with others seeing. This includes all information that is public via a screen name or profile.
This is a good time to encourage children to think about any and all public information about them online. While it may seem like a long way off, explain how future employers, college admissions officers, team coaches, and teachers may view postings and even a child’s screen name could impact future relationships. Encourage children to think about the impression that screen names could make now and in the future.
Strong Passwords are the Foundation of Online Security
Next, teach children how to choose passwords that are difficult to guess, including making use of capital and lowercase letters, as well as numbers.
A password should be easy to remember but tough to hack. One easy way to remember passwords is to replace a letter with a similar-looking number. For example, using a “1″ in place of an “L” or a “5″ in place of an “S” are easy ways to replace a letter for a number. Never use “Password” as the password, or things like phone numbers or addresses.
Encourage your child to maintain a password logbook for both you and your child to have access to, and try to change passwords together every 6 months or so.
Help Your Child Manage Passwords and Keep Them Safe
For younger children, make sure you know all screen names and passwords so you can monitor Internet use. Especially with young children and pre-teens, knowing their passwords for all social media accounts, email, gaming sites, computer, tablet, and phone is important. This will enable you and your child to maintain an open line of communication about what they are doing online and to gain trust in technology use over time.
Do Not Choose Screen Names That Contain Personal Information
Your child should choose screen names that do not include personal information, such as first name, birth date or last name. Begin by helping your kids understand what information should be private so they can make safe screen name choices.
Information such as full given name, Social Security Number, street address, phone number, and family financial information is all private and should stay that way.
Help your child think of a screen name that is fun and impersonal that he or she can remember.
Regardless of age, it is important to always keep an open line of communication with your child about Internet safety. Talk to your children about the dangers of sharing a password with anyone besides you, even their best friend.
About the Author
Keir McDonald MBE is founder and Director of EduCare, an online training solutions company that specialise in child protection, exploitation and online safety, and bullying and child neglect. EduCare is associated with both Kidscape and Family Lives and customers include over 4000 schools and colleges and 12000 pre-schools as well as councils, NHS, charities and more. | <urn:uuid:a99b97f4-b0be-42c6-96a0-2b535df3a796> | CC-MAIN-2018-51 | http://www.meghanshope.org/safety-blog/archives/07-2015 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823320.11/warc/CC-MAIN-20181210080704-20181210102204-00468.warc.gz | en | 0.938475 | 733 | 3.0625 | 3 |
Syria is a Middle Eastern country that has been independent since 1946. Civil unrest and war within the country have been major conflicts that have affected other countries worldwide since 2011. These crises have had many negative effects on the Syrian education system. Here are eight facts about education in Syria.
8 Facts About Education in Syria
- Mandatory Primary Education
Primary Education in Syria is six years in length and is required by law for all children to attend. After this, children have the option – but are not obligated – to attend three years of lower-secondary education. Following this is an examination and for students who pass, the option to attend one of two types of three-year upper-secondary education, followed by another exam. Those who pass receive a Baccalaureate or a Technical Baccalaureate; at least one of these certificates is required to attend a university.
- Female Education Prejudice
In Syria, despite the legal requirements to send children of both sexes to school, enrollment rates are dropping. Acts of violence, including sexual assault, are used to ensure girls do not attend school. Parents push for their boys to attend school when they can, but that encouragement is not extended to their daughters. More and more often, girls will stay at home until they are married and are then expected to take care of the household and children, fulfilling more traditional gender roles.
- Impact of the War
With war a constant part of the daily lives of Syrians, violence is affecting the education process. Bombings and shootings have damaged an estimated 40% of school buildings. This makes it difficult for parents to send their children to school when a violent attack could happen at any time.
- Refugee Status
Many Syrian refugee children are not enrolled in school or any type of education due to a variety of factors, despite attempts to increase their access to education. Some of these factors include language barriers, lack of transportation and child disabilities.
- Child Marriage and Child Labor
Many children who do not have access to general education are forced into child labor. Some who do have access to education may still be pressured into child labor to help provide for the family. There is also the possibility that they will be forced into child marriages. Child marriage and labor are not uncommon in Syria and are major influences on the declining education rate.
- The Norwegian Refugee Council Aid
In 2018, the Norwegian Refugee Council’s education program provided for children who did not have access to either education or a safe environment in which to learn. The organization has collaborated with parents and teachers to rebuild schools and re-enroll children who have been unable to attend. The goal is to recapture the education many children had lost raise them back up to appropriate education levels.
- UNICEF Education Programs
The United Nations International Children’s Emergency Fund aims to protect and satisfy the needs of children. Recently, the organization provided over a hundred classrooms and over three-quarters of a million school bags filled with school supplies to children in Syria. This program helped to reach 2.4 million children both in the country and across borders with refugee status.
- 2019 Humanitarian Strategy
The Regional Refugee and Resilience Plan is working to increase education access throughout 2020 to both children living in Syria and Syrian refugees. UNICEF will assist in providing educational services, as well as clean water and hygiene for school camps, food assistance and basic needs that are non-food related. This plan aims to reach Syria and the five main regions hosting Syrian refugees: Egypt, Iraq, Jordan, Lebanon and Turkey.
These eight facts about education in Syria show that while there are many factors preventing children from gaining an education, there are just as many aid programs determined to provide children with access to a stable learning environment. These programs help Syrians who reside in the home country as well as Syrian refugees who are fleeing to escape violence.
– Chelsea Wolfe | <urn:uuid:3a785321-d350-452d-bded-4f0baea4beac> | CC-MAIN-2021-39 | https://borgenproject.org/education-in-syria/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780055808.78/warc/CC-MAIN-20210917212307-20210918002307-00099.warc.gz | en | 0.971986 | 788 | 3.234375 | 3 |
The subject of oneness or unity treated in Chapter 39 is here continued, and
unity is represented as the product of the Tao, or Reason.
The trinity idea plays an important part in human thought almost everywhere, in philosophical systems and in many religions including Christianity. The Chinese idea of trinity is based on the notion that there are two opposed principles, Yang and Yin, which have originated, as Lao-tze explains, from a primordial oneness, called by Cheu-tze and other later philosophers Chi, the ultimate, or the absolute. Oneness produces by differentiation a twohood, viz., the twohood of Yang, or heaven, and Yin, or earth. Between heaven and earth is the air, Chi, the breath of life; and from this trinity of Yang, Yin and Chi all things are derived.
Incidentally we must warn the reader that chi, the ultimate, 1 is quite different from chi, breath. 2
The words ku kwa, here translated "orphaned, lonely," mean, the former "a fatherless son," and the latter "lonely"; and in this sense the emperor has been called the "lonely one" as one who stands aloof, who is solitary, peerless and without equal. But the original meaning is still prominent in the term and so we may look upon Lao-tze's use of the word as a pun which he uses as a peg upon which to hang a lesson. The word kwa, "lonely," has the meaning of "little" and "insignificant" which in agreement with a Chinese view of politeness is also used in the sense of "your humble servant," or as the Germans say, meine Wenigkeit, which may justly be considered an adequate equivalent for the Chinese kwa.
The term pu ku is used in the same sense as kwa, meaning literally "not worthy," as a modest expression in which the speaker refers to himself. It serves so commonly as an equivalent for the
pronoun of the first person that even the emperor does not scorn it. However the former words ku kwa denote the emperor as a peerless person, the only one of his kind, the man who has no equal.
* * *
Lao-tze is certainly an original thinker and yet he disclaims originality; he constantly quotes his predecessors, but he reads his own thoughts into their sayings. He says here, "What others have taught I teach also," but in Chapter 15 he says that they are too profound to be understood, and so he endeavors to make them intelligible.
* * *
The chapter concludes with a statement which tradition explains as meaning that he will "expound the doctrine's foundation," but the literal reading of the last six words runs thus:
"I shall do the doctrine's father."
The word fu, "father," pictures a hand with a rod and means "rule, authority, father, fatherly or loving." It is the most common word for "father" and
ought to be so translated unless weighty reasons speak against it.
The word wei, commonly translated "to do," may mean "to live up to, to actualize, to exemplify, to do the will of, to obey." Obviously it means the actual doing, not the purely theoretical expounding, and so we explain the passage to mean, "While the mass of mankind are violent and self-willed, which leads to trouble and an unnatural death, I mean to exemplify in my life the will of the doctrine's father," or in a more literal rendering "But I will obey the doctrine's father (i. e., the Tao)."
167:1 Chi is used by Lao-tze in its ordinary sense in Chapter 16, and 68, last word. For the philosophical terms tai chi and wu chi see p. 138 and compare Giles's Dictionary, No. 859.
167:2 Chi, breath, occurs three times in our p. 168 text: (1) translated "airs" in Sze ma Tsien's biography of Lao-tze; (2) translated "vitality" in Chapter 10; and (3) "breath," in Chapter 42. See Giles's Dictionary No. 1064. The word is also transcribed ki. | <urn:uuid:c5de41ca-1ab8-4196-a747-96c68aecba69> | CC-MAIN-2013-48 | http://www.sacred-texts.com/tao/crv/crv116.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164653483/warc/CC-MAIN-20131204134413-00078-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.969197 | 906 | 3.640625 | 4 |
If serial communications are like a one lane road, then parallel communications are like a freeway. A standard parallel connection on a PC transmits data eight bits at a time, with the total bandwidth of 12 Mb per second. Originally designed for use by printers, the parallel port has seen many devices that take advantage of this almost universal interface on PCs. Common uses on the parallel port range from external hard drives and CD-ROMs and two special security blocks used by a high-end software packages called dongles. Before the advent of inexpensive networking hardware, there were even some software packages that could link to PCs with a special cable that connected to the parallel ports of the computers.
A parallel port on a PC uses a DB-25 female connector. When connecting a printer through a parallel port, a special cable called an IEEE 1284 cable is used. This cable has a DB-25 male connector on one end and a Centronics-36 connector on the other end. The length of this cable should not exceed 15 ft. Parallel ports can be configured to use three separate modes that allow for varying degrees of functionality with the port and any device attached to it. The first mode is Standard Parallel Port mode that we have discussed thus far.
The second mode is EPP, or Enhanced Parallel Port mode. This mode allows for synchronous bi-directional communication between the port and any device attached to it. However, in order to make the most use of this mode, the device and the operating system must support EPP mode.
The third parallel port mode is known as the ECP, or Enhanced Capabilities Port mode. ECP mode allows for high data transfer rates that are two to fifteen times that of standard parallel port mode. Like EPP mode, ECP allows for synchronous bi-directional communication between the port and any device attached to it. The performance gains come from fact that ECP mode uses a DMA channel that is set in the BIOS, typically DMA 1 or DMA 3. Of course, you would probably want to choose DMA 3, as sound cards typically use DMA 1. As is true with EPP mode, the device and the operating system must support ECP mode.
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Aerial photo of former inlet
Despite its relatively small size, less than 18,000 acres, a surprising array of habitats and natural features can be found on Assateague Island. Assateague stretches for 37 miles along the coasts of Maryland and Virginia, bordered by the Atlantic Ocean to the east and the Sinepuxent and Chincoteague Bays to the west. Differences in elevation (up to 16 meters in some places) and in the proximity to surrounding water bodies give various areas of the island distinctly different plant populations. Along the seaward side, sandy beaches extend the length of the island. Beyond the beach, natural and human-made dunes protect inland habitats from salt spray and ocean waves, allowing shrub thickets and pine forests to thrive. During periods of rain, many freshwater pools form in depressions in these areas. Some are small and temporary, losing their water to the coarse, sandy soil or evaporation during the spring months. Other, larger ponds provide water for wildlife well into the dry summer months.
From beach to bay, Assateague Island holds a wealth of habitats and natural features. Forests, marshes, beaches, shrublands, grasslands, and dunes, can all be found within the Seashore’s boundaries. | <urn:uuid:5c2b5c7c-1bcd-4472-b941-b5568804d4e7> | CC-MAIN-2014-23 | http://www.nps.gov/asis/naturescience/naturalfeaturesandecosystems.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510264270.11/warc/CC-MAIN-20140728011744-00399-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.924906 | 265 | 3.421875 | 3 |
Proper application of pesticides and fertilizers, which protects water quality, is possible only with a sprayer or spreader that is accurately calibrated. Pesticides applied with equipment that has not been calibrated may be misapplied by more than 10 percent. That may lead to repeat applications, damaged plants, excess cost, and contamination of the environment.
Sprayers should be calibrated after every fourth application and the sprayer system and nozzles should be checked before every use. The time it takes to gather the information needed to calibrate a sprayer may more than offset losses due to an improperly calibrated sprayer.
There are three main calculations used in calibrating a sprayer:
Miles per hour - speed of the sprayer
Gallons per acre - rate of output
Gallons per minute - amount of output over a given area
These calculations are used to determine or change the appropriate output for a given area.
Miles Per Hour (MPH)
Before you can make any of the other calibration calculations you have to know the speed of the sprayer.
- Mark off a 200-foot course on terrain that is typical of your area.
- Fill spray tank to 1⁄2 full.
- Extend the booms of the sprayer.
- Test to determine which gear and RPM will allow the sprayer to maintain 40 PSI pressure on the nozzles while maintaining a constant speed of between 3 and 5 MPH.
Drive the sprayer through the 200-foot course at least three times, and record the length of time of each run (in seconds). Start far enough away from the course that the sprayer can attain the desired speed before reaching the first marker and maintain it through the run.
Average the three test run times:
Average time of sprayer to cross 200 feet = (Time 1 + Time 2 + Time 3) ÷ 3
Fill in the appropriate course distance and average time (in seconds) into the following formula to calculate the miles per hour (MPH) of your sprayer at the selected gear and RPM setting.
- Calculate the miles per hour.
MPH = (Distance (ft) x 60) ÷ (Average time (s) x 68)
You set up your 200-foot distance, made three test runs, and logged the following times: Time 1 = 31.5 seconds, Time 2 = 30.3 seconds, Time 3 = 29.2 seconds. Determine the average time as follows:
Average time = (31.5 + 30.3 + 29.2) ÷ 3 = 30.3
Fill in the average time to determine the MPH.
MPH = (Distance (200 ft) x 60) ÷ (Average time (30.3) x 88) = 4.5
Gallons Per Acre (GPA)
Now that you have calculated the speed of your sprayer, you need to determine the output. The number of gallons per acre can be figured from the output of a single nozzle.
Determine the gallons per minute (GPM) of the test nozzle, measured in tenths of a gallon. Each type of nozzle has a specified GPM. For more information on GPM, refer to the next section.
Measure the width in inches between two nozzles on the boom.
Calculate the gallons per acre.
GPA = (GPM x 5,940) ÷ (MPH x width)
Assume the following information has been gathered from your sprayer:
GPM = 0.5 (output of a single nozzle is 1⁄2 gallon per minute)
MPH = 4.5 (as calculated from the MPH formula)
Width = 18 inches (measures distance between two nozzles on the boom of the sprayer:
GPA = (0.5 x 5,940) ÷ (4.5 x 18) = 2,970 ÷ 81= 36.67
To determine the equivalent gallons per 1,000 square feet, divide the GPA by 43.56.
Gallons per 1,000 sq. ft. = 36.67 GPA ÷ 43.56 = 0.84
Gallons Per Minute (GPM)
If the GPA calculated according to the formula above does not meet the requirements of a specific application, the rate of output can be adjusted by switching the nozzle. To determine the nozzle with the correct output, use the GPM formula.
- Determine the rate of output required for a specific application.
- Calculate the gallons per minute.
GPM = (GPA x MPH x Width) ÷ 5,940
You have a pesticide that must be applied in 22 gallons of water per acre, so 33.88 GPA from the calculation is too much for your purposes. You can do one of two things: you can increase the speed of the sprayer, or you can change the output of the nozzles. You should not increase the speed of the sprayer because you are already close to the maximum recommended speed of 5 MPH. But you can easily change the output of the nozzles just by switching to a nozzle that has a lower output.
Using the same information from the GPA example, but substituting 22 GPA for the 33.88 GPA we calculated for the sprayer:
GPM = (22 GPA x 4.5 MPH x 18) ÷ 5,940 = 0.30
Change to nozzles that put out 0.30 GPM to apply 22 gallons of mixed material per acre. Doubling the distance between nozzles decreases the output per 1,000 square feet by 50 percent
As mentioned in the calculation of the GPA, each type of nozzle has a specific output rate. This specification includes the spray angle and the output rate of the nozzle in gallons per minute.
A flat fan nozzle, which has a specification number of 8003, sprays at an angle of 80 degrees and has an output rate of 0.3 gallons per minute.
To calculate the percent error for a nozzle which may be worn or old you would complete the following steps:
- Set the proper PSI for the nozzles on the boom. For many nozzles the rated pressure is 40 PSI.
- Start the spray flow for the boom using water only.
- Collect the water sprayed from a single nozzle in a large measuring cup for 1 minute. The cup should be one reserved for use only with pesticides and calibration tests.
- Divide the total ounces caught in the cup for 1 minute by 128 (number of ounces in 1 gallon) to find GPM.
GPM = oz collected ÷ 128
- Subtract the actual GPM from the GPM from the nozzle number to get the difference in GPM.
- Divide the difference in GPM by the GPM from the nozzle number to determine the percent error in the nozzle. If a nozzle is off by more than 10 percent (0.10), replace it with a new one! If more than one nozzle is off by more than 10 percent, replace all nozzles on the boom.
You have 8003 nozzles on your boom. You collect 75 ounces in one minute from the first nozzle.
GPM = 45 oz collected ÷ 128 oz per gallon = 0.35
0.35 actual GPM - 0.30 specified GPM = 0.05 difference in GPM
0.05 difference in GPM ÷ 0.30 specified GPM = 17 percent difference
Because the difference in actual output compared to the specified output is more than 10 percent, the nozzle needs to be replaced. Repeat these steps to test a second nozzle. If the second nozzle is found to be off by more than 10 percent replace all of the nozzles on the boom.
- Fill the sprayer tank 1⁄2 full with water. Never add pesticides to a sprayer before it is checked for leaks and operating condition.
- Check the tank, hoses, and fittings from the tank for leaks.
- Start the sprayer's engine to begin circulating the water through the system.
- Check all hoses, fittings, and the pump for leaks. Take the time to fix any leaks. A small leak at the beginning of the spraying operation may quickly turn into a break while spraying.
- Turn on the spray boom and check for leaks in the hoses to the boom, the nozzle hoses, and the nozzle assemblies.
- Remove and clean the main in-line filter.
- Remove each of the nozzles on the boom, and clean and replace the screens, if necessary.
- With the nozzles removed, start the pump to flush any particles or debris out of the system.
- Return the nozzles to their assemblies, making sure that the spray pattern is in line with the boom. However, if the nozzles are the flat fan type, the spray pattern should be slightly off line to allow for a 30 percent overlap.
- Check the spray pattern from each of the nozzles. If a pattern is inconsistent, replace the nozzle with a new one of the same style and output volume as the others on the boom.
- Adjust the distance between nozzles and their height above the ground to the recommended measurements. There should be a 30 percent overlap for flat fan nozzles and a 100 percent overlap for hollow-cone nozzles.
Proper maintenance, operation, and calibration of spreaders is essential to optimize the effectiveness of fertilizers, pesticides, and other materials applied to turf. Calibration involves a determination of the distribution pattern and the application rate of material being applied for a particular spreader. Techniques for measuring the distribution pattern and the application rate will depend on the spreader type.
Rotary spreaders cover a wider area faster and are preferred for larger areas. Rotary spreaders have distribution patterns that are more forgiving of operator error, require a lower push effort, have better ground clearance, and have less delicate rate mechanisms, allowing them to hold their calibration longer over time. However, proper calibration will require a determination of optimum overlap to achieve a uniform application of material.
Drop spreaders have uniform and consistent patterns, low drift potential, and precise control of the edges of the patterns which is useful for edging around small areas such as driveways and flower beds or near environmentally sensitive areas such as ponds or streams.
SPREADER CALIBRATION FACTORS
Four factors affecting the distribution patterns of rotary spreader, and to some extent drop spreader calibration, are design factors, product factors, environmental factors, and operator factors.
The impeller (paddle or spinner) characteristics such as impeller diameter, speed (gear ratio), concavity (flat or concave), height above the ground, fin shape and angle, and surface characteristics, are all determined by the manufacturer.
The characteristics of the application product (fertilizer or pesticide) such as the particle shape, size, size uniformity, density, critical relative humidity (the humidity at which the fertilizer becomes sticky), and surface friction, all affect distribution.
Wind speed and direction are two obvious factors affecting distribution, but temperature and relative humidity are also influential. You need to decide if applications should be made under current weather conditions or postponed until conditions become acceptable.
The walking speed, handle height, and pattern of travel can be controlled by the operator. The radial drop point of the material onto the impeller may be adjusted on some spreaders equipped with an adjustable port or a pattern adjustment.
To give a valid indication of spreader performance, conduct the calibration under conditions similar to those of the actual operation of the spreader. Ground speed, rate and pattern settings, operator, wind speed and direction, terrain, temperature, humidity, and the application product should all be similar.
For the calibration of all types of spreaders, select a walking speed suitable for the applicator. Three miles per hour is a reasonable walking speed. Pacing devices are available that can help achieve a consistent walking pace. For the purposes of calibration, use the setting suggested by the manufacturer of the spreader.
Calibration of rotary spreaders involves collecting and weighing the material being spread and analyzing the pattern of distribution across the application area.
- Place collection pans in a line perpendicular to the travel direction of the spreader. Use at least 10 pans to cover the full width of the spread. Twenty to thirty pans may be required for large spreaders.
Note: All collection pans must be identical in size. One square foot by 1 to 2 inches deep for small spreaders, and 2 to 4 inches deep for larger spreaders, is recommended. Rectangular shaped pans are preferred.
Pans should be padded or baffled. Material bouncing into or out of the pans can affect results.
- Make several passes in the same direction over the pans. Make sure the spreader is open before reaching the pans and remember to walk at the same speed you will use to distribute the material later.
- Collect and weigh the material in each pan on an accurate scale (grams preferred unit). The data collected will be used to determine the distribution pattern and the application rate.
- Empty each collection container into separate identical cylindrical tubes and examine the distribution pattern across the series of tubes. A desirable pattern is one that peaks in the center and descends evenly on each side forming a bell-shaped curve.
Unlike the drop spreader, some overlap of the pattern will be required to achieve a uniform distribution of the material, due to the bell-shaped nature of the distribution pattern of the rotary spreader. It is important that similar quantities of material are being applied to the left and to the right of the spreader. Skewing of the spread may be corrected by repositioning the pattern adjustment control, if the spreader has one, or restricting the discharge ports.
Determine the width of turf covered by each pass of the spreader, where the tray on the left and right are equal to one half the amount in the center tray.
Use the weight of material collected from the pan in the center of the pattern in the equation below:
Grams material per 1,000 sq. ft. = (1,000 x Grams material collected in center pan) ÷ (ft2 pan x # of pans x # of passes)
Continue this process until the desired rate is achieved, either by increasing or decreasing the spreader setting (size of the discharge ports).
Calibration of drop spreaders involves collecting and weighing the material being spread.
Push the spreader over a pan(s) and collect and weigh the material that was spread. By knowing the area of the pan and weight of the material, the application rate can be determined by:
Grams material per 1,000 sq. ft. = 1,000 x (grams material collected) ÷ (ft2 pan x # of pans x # of passes)
Sweep and Weigh Method
Push the spreader over a clean, smooth surface of a known distance and sweep and weigh the material. The application rate can be determined by:
Grams material per 1,000 sq. ft. = 1,000 x (grams material collected) ÷ (spreader width x distance traveled)
Catch Pan Method
Attach a catch pan to the bottom of the drop spreader. Establish and mark two points of a known distance. Push the spreader over the known distance, opening the hopper at the starting point, and closing at the finish point, while collecting the dropped material in the catch pan. The application rate is determined by using the following formula:
Grams material per 1,000 sq. ft. = 1,000 x (grams material collected) ÷ (spreader width x distance traveled)
Whichever method is used, make enough passes or travel enough distance so that the material collected is enough to be weighed accurately. If the calculated rate is too high, reduce the setting adjustment. If it is too low, increase the setting adjustment. Continue this process until the desired rate is achieved.
Following are some general tips on operating a spreader:
- Make sure the distribution lever is closed before filling the hopper.
- Do not overfill the hopper.
- Make sure the screen filter is in place to prevent clogging.
- Push the spreader. Do not pull it.
- Push the spreader as close to the calibrated speed as possible.
- Start walking before opening the lever; close the lever before stopping forward motion.
- Hold the handle at the height used in calibration. The impeller should be level.
- Walk in straight lines using reference points such as the spreader wheel marks or footprints.
- Do not spread while turning. Generally, only one wheel drives the impeller. The impeller will either speed up or slow down during a turn, affecting the distribution pattern.
- Do not make sensitive applications if wind speed is greater than 5 miles per hour.
- Keep material dry to prevent caking and clogging of the ports.
- Try to buy products with good application characteristics.
Even a properly calibrated spreader will not perform well if it is not operated or maintained correctly. Here are some operation and maintenance tips.
- Wash the spreader after each day's use to avoid buildup around ports and on the impeller. Cold or hot water is adequate for cleaning water soluble products. When using plastic or waxy products, a solvent or scraping may be required. Be sure to consult the manufacturer for appropriate solvents.
- Consult the operator's manual for appropriate lubricant and parts requiring lubrication.
- Use proper replacement parts and keep frequently used parts on hand.
- Store spreader in a cool, dry place without a load in the hopper.
- Proper maintenance will increase the life of your spreader.
Publication date: Feb. 1, 2005
North Carolina State University and North Carolina A&T State University commit themselves to positive action to secure equal opportunity regardless of race, color, creed, national origin, religion, sex, age, veteran status or disability. In addition, the two Universities welcome all persons without regard to sexual orientation. | <urn:uuid:a11cb2cb-cfd8-4912-8689-0edca92f1477> | CC-MAIN-2019-22 | https://content.ces.ncsu.edu/water-quality-and-sprayer-and-spreader-calibration | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232257553.63/warc/CC-MAIN-20190524064354-20190524090354-00350.warc.gz | en | 0.882321 | 3,771 | 2.890625 | 3 |
A couple divorces, and the mother takes primary custody of the children. She tells the father when he can and cannot see the children. What role is she playing?
A child is encouraged to engage in desired behaviors with reinforcers. Which theory of child rearing would use this approach?
A woman is the only parent in her child's life. The father moved away and has nothing to do with his child. Which of the following is the correct term for this arrangement?
- Single-parent household
- Single-parent family
- Nuclear household
- Binuclear family
The correct answers are Gatekeeper Gatekeeper is a term that is used in marital family law's legal rules where the single... View the full answer
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Eoin O’Carroll over at the Christian Science Monitor’s Bright Green Blog has showcased a new Worldwatch Study this week that has found that green collar jobs are on the rise around the world. According to the study, about 2.3 million people work in industries related to renewable energy. Wind and solar especially are booming industries creating jobs all over the place. Due mainly to local and state leadership in the US, almost 200,000 people are directly employed in the clean energy sector, with another 246,000 indirectly employed.
The study also found that jobs in fossil fuels are on the decline. This isn’t something to celebrate; these are folks out of a job. When encouraging the growth of green jobs, smart policy will help transition fossil fuel workers into the new renewable economies—via training programs, for example. As the study says, these new green jobs are real and growing quickly; there will be plenty of opportunities to incorporate workers into them.
As we’ve written before, green collar jobs are finding their way to our neck of the woods. But oftentimes, when speaking of the New Green Economy, we dwell on urban centers and industries. In the Northwest in particular, as timber, mining, and nonrenewable industries sag, fostering green collar jobs in rural areas can ensure those communities remain vibrant in a shifting economy. This means investing in education and training not only in the cities, but in suburban and rural areas as well—working equity into the equation from the beginning. As Van Jones has said, part of the solution is making sure the work goes to the right people—that the green wave lifts all boats (video here).
What’s also interesting to see in this study is the piecemeal approach that utilizes an array of energy sources: wind, solar, hydro, geothermal, and more. With such a wide variety of options, possibilities for clean energy jobs can find their way just about anywhere. One thing this report shows for certain: the coming changes brought about by dwindling fossil fuel supplies and smart energy policy that cuts dangerous pollution while shifting our energy economy is full of real opportunities. | <urn:uuid:d89e00d7-8594-4b63-9761-91b3a298b497> | CC-MAIN-2024-10 | https://www.sightline.org/2008/07/11/all-aboard-the-green-collar-train/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474660.32/warc/CC-MAIN-20240226130305-20240226160305-00394.warc.gz | en | 0.944696 | 435 | 2.609375 | 3 |
Undifferentiated Connective Tissue Disease (UCTD) Make an Appointment Find a Doctor Ask a Question Reviewed by Barbara Goldstein, MD (February 01, 2016) Undifferentiated connective tissue disease (UCTD) is a systemic autoimmune disease. This means the body's natural immune system does not behave normally. Instead of serving to fight infections such as bacteria and viruses, the body's own immune system attacks itself. In UCTD, autoimmunity may cause the immune system to attack specific parts of the body, resulting in a variety of problems. The phrase "connective tissue disease" is used to describe the diseases of the immune system that are treated primarily by rheumatologists. These represent systemic autoimmune diseases that often involve the joints, cartilage, muscles and skin. They can also involve any other organ system such as the eyes, heart, lungs, kidneys, gastrointestinal tract, bone marrow, nervous system and blood vessels. Examples of connective tissue diseases include lupus, scleroderma, rheumatoid arthritis, Sjögren's syndrome, myositis and vasculitis. There are many people who have features of connective tissue disease, however, they do not fulfill the diagnostic criteria established for any one disease. In such circumstances, they are often considered to have "undifferentiated" connective tissue disease. Over time, people with UCTD may evolve into one of the more specific connective tissue diseases, such as lupus, Sjögren's or scleroderma. Programs & Services Early Rheumatoid Arthritis Clinical Trials For more than 100 years, National Jewish Health has been committed to finding new treatments and cures for diseases. Search our clinical trials. | <urn:uuid:fef98df4-217c-4b71-a4f8-f7adc7f01096> | CC-MAIN-2020-16 | https://www.nationaljewish.org/conditions/uctd-undifferentiated-connective-tissue-disease | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370506673.7/warc/CC-MAIN-20200402045741-20200402075741-00359.warc.gz | en | 0.959136 | 353 | 3.328125 | 3 |
If you’ve ever had a flat tire out on the open road, you know that a car jack can be a driver’s best friend. If you’ve been lucky enough to avoid this misfortune, you might be wondering, what is a car jack?
A car jack is a piece of equipment used to partially lift a car off the ground, usually so that one of its tires can be removed and replaced. Most vehicles come with a car jack included alongside the spare tire since it’s an integral part of the tire changing process.
Types of car jacks
Jacking up your vehicle is not a “one size fits all” operation. Different kinds of jacks are required for different vehicle sizes, and some jacks are preferred simply for their ease of use compared to others.
Most people who have used a car jack have used a scissor jack, a lightweight, portable jack that is operated using a hand crank. The scissor jack’s size and simplicity make it perfect for stowing alongside the spare tire in small to mid-sized vehicles. There are also a couple of different kinds of hydraulic jacks, car jacks that rely on hydraulic systems to lift the car. Trolley jacks, sometimes called floor jacks, are large hydraulic jacks often used by mechanics. Bottle jacks are a smaller variety of hydraulic jacks, often used by truck owners because of their simple design and ability to lift taller, heavier vehicles.
Car jacks also come in different lift capacities, often classified as 2-ton jacks or 3-ton jacks (referring to how much weight they can safely lift).1
There are also pneumatic jacks, which use compressed air to generate the mechanical energy needed to lift a car.2
Car jack safety tips
Jacking up a car is a simple and common procedure that anyone can perform on their own, however, that does not make it any less risky. While that car is lifted, there are thousands of pounds of metal just waiting to fall back to earth. To minimize the chances that your jack will slip, or your car will roll off the jack, it’s always wise to take some safety precautions.
Always make sure that your car is parked before you even consider jacking it up. The jack can apply tremendous upward power, but it won’t be able to do much to stop your car from rolling off. Ideally, you should even use a brick or piece of wood to jam your tire just to ensure it’s not going anywhere. Place the jam under the tire that is at the opposite corner of the one you’re working on. When placing the jack, always make sure it’s positioned directly under the jacking point of your car to ensure it doesn’t lean.3
How to jack up a car
Having a jack and a spare tire in your car won’t do you much good if you don’t know how to jack up a car. You’ll need to know where to put the jack when changing a tire, where the jack points on a car are, and where to jack up the car while you’re out on the road. Fortunately, the process is much more intimidating than it is difficult.
- Start by finding a safe place to pull your vehicle over. You should try to get as far away from traffic as possible.
- Secure your vehicle by putting it in park and blocking off a tire in the opposite corner of the tire you’re working on. That means if you’re changing the front right tire, you want to block the rear left.
- Locate your jack, which is usually under the floor cover of your trunk with the spare tire. Then, find the jacking points on your car. They’re usually located just behind the front wheels and just in front of the rear wheels. If you can’t locate the jacking points, consult your owner’s manual.
- Line up the jack under the jacking point. You may need to spin the jack down to get it low enough.
- Slowly turn the jack handle clockwise until the tire you’re replacing rises off the ground. Always make sure that the jack remains firmly positioned up and down while you do this so it doesn’t lean.
- Once you’ve finished changing the tire, simply turn the crank counterclockwise to lower your car back to the ground. Replace the jack in your trunk, remove the block from your tire, and you’re ready to go.3
If your car breaks down on the highway and the problem isn’t as simple as a flat tire, Nationwide’s roadside assistance program is always there for you. It’s also always a good idea to be insured so that you’re protected no matter what comes your way. Get a free car insurance quote from Nationwide today or explore more auto insurance resources.
1https://rxmechanic.com/types-of-jack/, Accessed November 2021.
2https://www.trenchlesspedia.com/definition/3464/pneumatic-jack, Accessed November 2021.
3https://www.caranddriver.com/features/a27274655/how-to-jack-up-car/, Accessed November 2021.
The information included is designed for informational purposes only. It is not legal, tax, financial or any other sort of advice, nor is it a substitute for such advice. The information may not apply to your specific situation. We have tried to make sure the information is accurate, but it could be outdated or even inaccurate in parts. It is the reader’s responsibility to comply with any applicable local, state, or federal regulations. Nationwide Mutual Insurance Company, its affiliates and their employees make no warranties about the information nor guarantee of results, and they assume no liability in connection with the information provided. Nationwide, Nationwide is on your side, and the Nationwide N and Eagle are services marks of Nationwide Mutual Insurance Company. ©2022Nationwide. | <urn:uuid:c17379c1-05be-4dc0-ac34-8070ffafc509> | CC-MAIN-2023-40 | https://blog.nationwide.com/vehicle/how-to-use-car-jack/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510368.33/warc/CC-MAIN-20230928063033-20230928093033-00517.warc.gz | en | 0.952907 | 1,267 | 2.859375 | 3 |
William McCarty, comp. The American National Song Book. 1842.
The Star-Spangled Banner
By Francis Scott Key (17791843)
TuneAnacreon in Heaven
The annexed song was composed under the following circumstances:A gentleman had left Baltimore, with a flag of truce, for the purpose of getting released from the British fleet a friend of his, who had been captured at Marlborough. He went as far as the mouth of the Patuxent, and was not permitted to return, lest the intended attack on Baltimore should be disclosed. He was therefore brought up the bay to the mouth of the Patapsco, where the flag-vessel was kept under the guns of a frigate; and he was compelled to witness the bombardment of Fort MHenry, which the admiral had boasted he would carry in a few hours, and that the city must fall. He watched the flag at the fort through the whole day, with an anxiety that can be better felt than described, until the night prevented him from seeing it. In the night he watched the bomb-shells, and at early dawn his eye was again greeted by the proudly-waving flag of his country.
O! SAY, can you see, by the dawns early light,
What so proudly we haild at the twilights last gleaming,
Whose broad stripes and bright stars, through the perilous fight,
Oer the ramparts we watchd were so gallantly streaming?
And the rockets red glare, the bombs bursting in air, | <urn:uuid:d8b90f5d-bb82-4be1-ad58-e30c7fd47515> | CC-MAIN-2015-48 | http://www.bartleby.com/338/137.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398462686.42/warc/CC-MAIN-20151124205422-00005-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.982771 | 322 | 3.484375 | 3 |
The British chemical company Ineos wants to invest 10 million euros in a hydrogen boiler. The boiler will be located at Ineos’ subsidiary Inovyn in the port of Antwerp and will produce steam using its own surplus of hydrogen. This way, the company can avoid losing energy.
To make the Antwerp chemical cluster more sustainable, the company is increasingly looking to use residual products in one process as a raw material or energy source in another process, even at another company.
Surplus of hydrogen
Inovyn is one of Europe’s largest vinyl producers, with an annual turnover of 4,5 billion euros. The company produces hydrogen through an electrolysis process of water and salt. Much of the released hydrogen is supplied to gas specialist Air Liquide, which operates a hydrogen network between industrial customers. Bayer also takes a small part in producing steam.
Unfortunately, until now, the company released about a third of its hydrogen gas into the atmosphere due to a lack of buyers. However, the British chemical group will soon be using the gas itself. By burning the surplus of hydrogen, the company can produce steam – instead of buying it from one of its neighbors – and meet 65% of its needs.
The hydrogen demand is expected to rise sharply in the coming years. Particularly in industry, hydrogen can serve as a CO₂-free alternative to fossil raw materials. The environmental permit for the project is expected soon, and the project’s start-up is scheduled for the end of 2024. The Inovyn site in Antwerp employs 150 people. | <urn:uuid:1d7b258e-0b49-444b-9428-53ed8f034f00> | CC-MAIN-2023-40 | https://newmobility.news/2023/08/10/ineos-to-invest-e10-million-in-antwerp-hydrogen-boiler/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510259.52/warc/CC-MAIN-20230927035329-20230927065329-00634.warc.gz | en | 0.949973 | 325 | 2.59375 | 3 |
A Declaration on the Principles of Parks
At the turn of the previous century, amidst the rapid development of land, trapping and shooting of wildlife and cutting down of forests, there emerged a vision of preserving large areas of wildlands in their natural condition, with little or no modification by humans. This declaration concerns all such wildland protected areas, which are referred to herein as "parks" or "protected areas."
Originally created for their scenic grandeur and wilderness, these parks are now the last refuges for many native species. Today, scientists warn that major damage to ecosystems endangers life on this planet, including human life. Science recognizes that fully protected areas play a critical role in the survival of species. Ecologists urge that parks be kept as natural as possible, with natural ecological processes, because they are living textbooks on the science of ecosystem health.
Today, the dissonance and alienation of a troubled world, dominated by the pursuit of economic gain, encroach upon the peace and sanity of individuals and societies. Parks have become sanctuaries where the human spirit can refresh itself amidst the space, beauty, and solitude of a fully natural world. There, uninjured by industrial inroads, or the intrusions of entrepreneurial- or entertainment-based uses, nature — left undivided — teaches wholeness by the experience, itself.
These facts are the basis for the profound determination of the public — born of a sense of urgency, and asserted many times over the years — to create ample protected areas and to hold them sacred for the survival of species, and for the appreciation of future generations of humanity.
There have always been those who claim that the purpose of parks is economic gain. But these views misrepresent the higher human imperatives that have fought for parks, paid for them, and defended them for nearly 100 years. Society has spent many years, at great cost, weighing the economic values versus the preservation values of every park proposal. Each park represents a decision that preservation best serves the public interest. The value of living things, of their ecological life support system, of the human experience of nature and wilderness, must never again be weighed against the dollar in these sanctuaries.
We, the undersigned, wish all to know that the following tenets, in their totality and in combination, are the true principles that should guide the management of parks, under whatever designation or jurisdiction:
1. Parks are for the preservation of land in its natural condition, and for the appreciation and enjoyment of nature by the public.
2. The goal of preservation is to foster all the holistic values of completely natural areas. These include environmental health, protection for animal and plant life, survival of species, recreation based upon enjoyment of the natural environment, cultural values and scientific knowledge.
3. Preservation is the highest form of protection. It means no logging, mining, drilling, hydro development, or human settlement. Commercial development should be located outside of protected areas, where it will concentrate tourism expenditures in local communities. The only human modifications allowed should be for the essential needs of nature-based recreation and resource protection.
4. Preservation is the most important purpose and top management priority over recreation. Preservation should take precedence over recreation, or facilities such as trails and campsites that support recreation, where the activities or developments would adversely impact wildlife or the functioning of the ecosystem.
5. Parks are a shared, public good to be held in trust by governments, and not to be sold or privatized. This requires an institutional legacy of experienced public servants. This legacy must remain stable as governments come and go.
6. Parks should be fully supported by taxes. The government has a duty to maintain sufficient staff and funding to manage every aspect of the park system.
7. Parks should be administered in an unbiased manner, free of conflict of interest. Leases of park land and facilities to private commercial interests have introduced conflicts between private interests and the public interest into our parks. With every new lease, private interest is accumulating, bringing a cumulative alienation of land, facilities and rights from the public, and a cumulative loss of the protection. This trend must be reversed.
8. The public has a right to know how its parks are being managed, and to participate in open, transparent planning procedures.
9. Wilderness — large, undeveloped, roadless areas — should be maintained as wilderness in all our parks. Such areas best represent the ecological, health, and scientific values of parks, while including many intangible values of importance to people — values such as remoteness, pristine qualities, solitude, and natural quiet.
10. Parks are for perpetuity. They contain priceless biological, cultural and historical legacies. Unmaking parks or changing park laws to weaken protection violates a sacred trust belonging to all those in the past and present who fought and paid for our parks, as well as future generations. Parks laws should be changed to better honour these principles, never to undermine them.
- Alberni Environmental Coalition
- Allan Brooks Nature Centre Society
- Applied Conservation GIS
- Applied Ecological Stewardship Council of B.C.
- B.C. Pathways
- Bert Riggall Environmental Foundation (AB)
- Bragg Creek Environmental Coalition (AB)
- Canadian EarthCare Society
- Canadian Reforestation and Environmental Workers Society
- Castle-Crown Wilderness Coalition (AB)
- Chetwynd Environmental Society
- Coalition to Save Forest Recreation in B.C.
- Comox Valley Land Trust
- Comox Valley Naturalists
- Cortes Land Conservancy
- Crooked Creek Conservation Society of Athabaska (AB)
- David Suzuki Foundation
- Denman Conservancy Association
- Federation of Mountain Clubs
- Fins in the Forest
- Fraser Headwaters Alliance
- Friends of Caren
- Friends of Clayoquot Sound
- Friends of Cortes Island Society
- Friends of Gabriola
- Friends of Strathcona
- Friends of the Nemaiah Valley
- Friends of the Stikine
- Friends of the Tlell
- Georgia Strait Alliance
- Get Bear Smart Society
- Golden Outdoor Recreation Association
- Granby Wilderness Society
- Grand Forks Watershed Coalition
- Labour Environmental Council
- Nanaimo Field Naturalists
- North Okanagan Naturalists Club (Vernon)
- Northern Ecology Watch
- Northwest Ecosystem Alliance
- Okanagan Similkameen Parks Society
- Purcell Alliance for Wilderness
- Quadra Island Conservancy and Stewardship Council
- Quesnel River Watershed Alliance
- Raincoast Conservation Society
- Salt Spring Island Conservancy
- Save Our Parklands Association
- Shuswap Environmental Action Society
- Sierra Club of British Columbia
- Society Promoting Environmental Conservation
- South Okanagan Naturalist Club
- Southside Economic Development Association
- Sustainable Environment Network Society
- Tetrahedron Alliance
- Tuwanek Ratepayers Association
- Travel Just
- Valhalla Wilderness Society
- West Kootenay Coalition for Jumbo Wild
- Western Canada Wilderness Committee
- Caney Fork Headwaters Association
- Cold Mountain, Cold Rivers
- Concept Zero
- Conservation Congress
- Cumberland Countians for Peace &Justice
- Environmental Investigation Agency (US/UK)
- Friends of the Clearwater
- Friends of the Wild Swan
- Great Old Broads for Wilderness
- Hellman Canoes
- High Sierra Hiker’s Association
- Idaho Sporting Congress
- Kettle Range Conservation Group
- Montana State Parks Foundation
- Protect Biodiversity in Public Forest
- Native Forest Council
- Network for Environmental &Economic Responsibility
- North Cascades Conservation Council
- Selkirk Conservation Alliance
- Superior Wilderness Action Network
- Utah Environmental Congress
- Wild Wildernerss | <urn:uuid:f82b4684-9b16-447d-b179-fec82e2ef337> | CC-MAIN-2015-14 | http://www.vws.org/project/parks/declaration.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131296951.54/warc/CC-MAIN-20150323172136-00038-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.890724 | 1,612 | 3.453125 | 3 |
On this day, 232 years ago, the 50-gun HMS Serapis engaged the Bonhomme Richard in the North Sea off Flamborough Head, England. Skippered by Captain John Paul Jones of the Continental Navy, the Bonhomme Richard was devastated inthe initial broadside between the two ships, losing much of her firepower and many of her gunners. Captain Richard Pearson, commander of the Serapis, called out to Jones, asking if he surrendered. Jones’ famous reply: ”
I have not yet begun to fight!”
With the wind dying, and the decks of both ships strewn with the carnage of battle, the two ships became hitched together with grappling hooks. Sharpshooting sailors (Marines) in the rigging slowly picked off the the English sailors one-by-one.
Following a crippling broadside from the Continental Navy frigate Alliance, one that reportedly damaged the Bonhomme Richard as much or more so than the Serapis, Captain Pearson realized the futility in continuing the fight and tore down his colors, surrendering the Serapis.
Captain Jones and what was left of his crew transferred to the Serapis the next day and watched as the Bonhomme Richard burned and sank into the sea.
US Naval History Command describes Jones’ legacy:
[He] is remembered for his indomitable will, his unwillingness to consider surrender when the slightest hope of victory still burned. Throughout his naval career Jones promoted professional standards and training. Sailors of the United States Navy can do no better than to emulate the spirit behind John Paul Jones’s stirring declaration:
“I wish to have no connection with any ship that does not sail fast for I intend to go in harm’s way.” | <urn:uuid:0bd84a8e-8ea3-4991-9bb1-1f2efff99a3d> | CC-MAIN-2017-47 | https://gcaptain.com/september-1779-begun-fight/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806771.56/warc/CC-MAIN-20171123104442-20171123124442-00233.warc.gz | en | 0.95221 | 367 | 3 | 3 |
Gastroenterology is the study of the digestive system and all the organs associated with it, directly or indirectly. Esophagus, stomach, small intestine, colon and rectum, pancreas, gallbladder, bile duct and liver all affect the digestion process. The practitioner of this field is called a gastroenterologist and he will study the movement of materials along the digestive system and the organs involved.
The process begins with the intake of food and goes on to digestion and absorption of nutrients and then eventually moving on to excretion. The process is a long one and continuous so there a number of things that can go wrong. There is a number of disorders related to gastroenterology and some of them are:
- Colon cancer
- Irritable Bowel Syndrome (IBS)
- Peptic ulcer disease
- Gastrointestinal bleeding
A gastroenterologists use endoscopy to diagnose and determine the problem or root cause According to the research, these physicians capable of performing the best endoscopy over all other kinds of physicians. It allows them to make an accurate diagnosis and with the accurate diagnosis comes most effective course of treatment.
Since this is a wide field that covers a large number of organs and disorders, there are further subdivisions in this field. Chances are that a particular gastroenterologist will specialize in one of the following subdivisions. Some of the subdivisions are as follows:
- Hepatology (study of the liver)
- Clinical nutrition
- Small bowel disease
- Pancreatic disease
- Inflammatory bowel disease
- Gastrointestinal cancer
- Tropical diseases
- Clinical pharmacology
- Inherited cancer syndromes
If you are wondering, “where is the best best gastroenterologist near me” then look no further. At Mya Care we have access to some of the best gastroenterologists in India, Dubai, Thailand and much more. | <urn:uuid:d25ad41b-885e-4209-993a-b0269566cb42> | CC-MAIN-2020-34 | https://myacare.com/en/speciality/gastroenterology | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738878.11/warc/CC-MAIN-20200812053726-20200812083726-00142.warc.gz | en | 0.923446 | 397 | 2.921875 | 3 |
Societies have deviated from their mores globally. This has created an opening for the demand for unfamiliar rights in countries that place exceptional emphasis on freedoms and laws that offer freedoms. Societies were guided by mores that guaranteed the rights and freedoms of people in them. So, rights and freedoms were found in the limit of the mores of a people. Exceptional demand for rights and freedoms that were not recognized by the mores was not possible in the past.
The deviation of societies from their established mores is a consequence of cultural evolution that has gained much ground in countries of the world. The deviation could also be the protection of the rights of people by prominent institutions globally. The focus of these institutions in protecting rights and freedoms is on the individual and not the entire society.
Lawmakers are currently having pensive attention to reject or pass a bill that criminalises LGBTQ+ practices in the country. There are equal groups of people that support the passage of the Anti-LGBTQ+ bill, especially the religious institutions. Parliament as a house is divided with regard to the passage and rejection of the bill.
A group of lawyers and some academics have solidly advanced their arguments that seek to restrict the passage of the Anti-LGBTQ+ bill. The purpose of such a harmful support for the practice of LGBTQ+ activities is to safeguard rights and freedoms enshrined in most national constitutions for every group in a country. Yet laws do not offer fertile grounds for the demand of unaccustomed rights in a state or a nation. The debate should address the issue of the protection of individual freedoms to engage in behaviors that people consider acceptable to them privately and not a society or the entire nation. The lawmakers have a demanding duty to determine an acceptable pattern of behaviour for the societies of Ghana or for individuals that make the societies. The societies in the country have lost the morality to determine a particular behaviour pattern for individuals. Their mores have been corrupted and have attained the climax of extinction. The extinction of these mores have open avenues to groups to engage in personally chosen behaviours.
The Pro-Anti-LGBTQ+ group have their arguments grounded in the unfamiliarity of the practices, and religious faith. There is a cultural deviation and evolution globally, the effect of which is the practice of exotic cultural values that are traditionally alien to a country. Even if the bill is passed, the actual practice of the activities of the LGBTQ+ group cannot be stopped as they are done secretly. The framers of the Constitution and other laws did not foresee enough deviations in the behaviours of the people and the societies in Ghana such that they will criminalise such behaviours.
There are no plausible reasons to defend the rejection of the bill by religious standards. The religious institutions have the responsibility to safeguard the morality of societies and nations but their persistent failures have given people cause to engage in behaviours that were and still are forbidden in their sects. Some religious sects have embraced these alien practices elsewhere. In this regard, the issue of religious morality is weakened as a basis for rebuffing a law that criminalises alien behaviour. The institutions of religion have lost their balance in this debate as their moralities are extremely damaged. The Pro-Anti-LGBTQ+ group may lose this debate because societies do not have admired morals for their people in the age of modernity, where personal rights and freedoms are the concentration of laws and institutions.
The Parliament of Ghana has a great legal puzzle to solve. The preamble of the Constitution indicates the solemn declaration and affirmation of the commitment of the people of Ghana to; The protection of and preservation of Fundamental Human Rights and Freedoms, Unity and Stability for our Nation (emphasis mine). The Parliament of Ghana has a duty to enact laws that seek to protect the Fundamental Human Rights and Freedoms of the people. But what are these rights and freedoms enshrined in the constitution?
The debate of the house on the rejection or acceptance for the passing of the bill must examine important issues such as (i) do laws deal with naturally-given rights and freedoms or artificial ones such as the rights of the LGBTQ+ groups? (ii) Are rights given by the laws of a country or are they demanded to be given: the framers of the Constitution and other laws did not protect those who deviate from the morals of society. (iii) Are the laws enshrined in the Constitution exhaustive? (iv) Will the populace be pleased with the practice of an alien culture?
The debate about the acceptance for the passage or rejection of the Anti-LGBTQ+ bill is a clash between individual freedoms and rights as well as morality based on religion. Parliament, as an institution that makes laws to shape the direction of societies and the behaviours of people, has a choice to pollute the cultures of the Ghanaian societies or sanitise the environment for proper behaviour patterns.
BY Emmanuel Kwabena Wucharey
Economics Tutor, Advocate and Religion Enthusiast. | <urn:uuid:de2ab2d0-fc7a-445a-b060-7e8c06048ec6> | CC-MAIN-2022-21 | https://www.modernghana.com/news/1109900/lgbtq.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662533972.17/warc/CC-MAIN-20220520160139-20220520190139-00641.warc.gz | en | 0.95673 | 1,002 | 2.625 | 3 |
WEATHER LESSONS, WORKSHEETS,
Can we make it rain in the classroom?
Students “make it rain” in a two-liter bottle.
Weather Map Challenge
Students answer questions using a weather map from the newspaper.
Students learn how snowflakes are formed and make their own, using common classroom materials.
Students learn about weather using various kinds of weather maps.
The Big Wet
Students learn about the “tropical wet and dry” climate in Australia.
Students learn about weather conditions on planets in our solar system.
Students learn about the greenhouse effect and global warming.
How To Read a Thermometer
Students learn to read a thermometer and discuss temperature.
Does the Sun Influence the Temperature of the Earth?
Students take temperatures of various earth surfaces outside and discuss the sun’s influence on temperature.
What Is Heat Transfer?
Students use simple materials to observe and study heat transfer. | <urn:uuid:829d368d-e263-4a93-9daf-9b43a38f392c> | CC-MAIN-2014-10 | http://www.instructorweb.com/resources/weather.asp | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011238390/warc/CC-MAIN-20140305092038-00005-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.813448 | 199 | 3.734375 | 4 |
English is now spoken in over 100 countries around the globe and for the approximately 1.5 billion who speak it there exists an endless array of vernaculars-to be expected when you consider that for more than half that number, English is a second or learned language. But for the remaining 328-plus million people worldwide for whom English is the actual mother tongue, you will find an equally broad range of dialects and accents. If English is your first language, you should have no problem distinguishing an Australian accent from a South African one, or differentiating between an Irishman and a Scot. Neither, will you fail to miss the astonishing dissimilarity between a Newfoundlander from Canada and a Texan from the Southwestern United States-and the comparisons go on and on! Mind you, this holds true for almost all of the other major language groups of the world such as Chinese, Hindi, Arabic, etc., each of whom possess their own dizzying collections of syntax and pronunciations. Speaking of which, let's consider for a moment the single most widely spoken language in the world today, which happens to be Mandarin. It is the official language of China but it's by no means a simple affair encompassing about 7 dialects and 42 sub-dialects; and, here's the clincher, Mandarin is not the only language spoken in China! If you have future plans to trek across The Middle Kingdom, prepare yourself for encounters with Cantonese, Gan, Hakka, Huainan, Jin, Min, Wu, and Xiang, not to mention all their associated dialects and sub-dialects. And if that's still not enough, you might want to brace yourself for an additional 1500 or so dialects if you decide to wander into the tens of thousands of villages scattered throughout that vast nation. After those kinds of breathtaking numbers, the English language might seem a little tame in comparison. Actually, you would be somewhat remiss because English is not, shall we say, without its challenges. Simply peruse the Ethnologue, 16th Edition, M. Paul Lewis, Editor (an encyclopedic reference cataloging the world's nearly 7,000 known living languages), and you will soon discover some highly telling statistics where English dialects are concerned. For instance, in the United Kingdom alone you will find something in the order of 34 distinct dialects!
So what then is the "correct" way to speak English? Is there one ideal to which we must all aspire? Some would hastily bestow that crown upon the birthplace of the English language-the British Isles. The thing is, even on those densely populated pieces of real estate you're going to find a spectacular number of dialects (as already mentioned), due in large part to hundreds of years of linguistic evolution. Nevertheless, there is a lingering notion that the "superior" English accent is and always will be "Received Pronunciation" (RP), also known as the Queen's (or King's) English. And why not-let's face it, it just sounds so bloody good! Just listen to some of the better-known Brit actors like Hugh Grant, Colin Firth and Helen Mirren and I rest my case! But, is that reason enough to laud it shamelessly as many still do? The famous British playwright George Bernard Shaw, in his literary tour de force Pygmalion (1913), explored that very notion as he sought to make a critical statement on the superficiality of class, social status and language (with special focus on the "proper English accent"). In the story, we observe how phonetics professor Henry Higgins makes a wager with his friend Colonel Pickering that he can transform a thick-accented Cockney flower girl, Eliza Doolittle, into an eloquent duchess within three months. Professor Higgins readily accepts the bet because he prides himself on being able to determine where a person comes from by simply identifying their accent. Of course, the Professor recognizes that Eliza's linguistic transformation will require some doing, but he feels completely up to the task because he comes armed with several pronunciation tricks designed to help the poor girl pronounce her vowels, diphthongs and consonants "in the way that she should." For example, to help improve her elocution he has her put marbles in her mouth and repeat the sentence, "The shallow depression in the west of these islands is likely to move in a more easterly direction." To help her pronounce her /h/, he has her say over and over again, "But in Hampshire, Hereford and Hartford hurricanes hardly ever happen." After endless days of strenuous work, Eliza's transformation from "draggle-tailed guttersnipe" into a refined, well-spoken lady is complete. When she utters the words, "How kind of you to let me come," at the Embassy Ball, everyone is dazzled by her flawless speech and impeccable pronunciation.
But let's chow down on some reality cookies right about here and fast-forward to the real world of today where no English teacher in their right mind would pull a 'Professor Higgins' on a group of students. First of all, the 21st century has adopted certain pet mantras not the least of which is being "politically" and "socially correct" at all costs. This new mindset has seen today's language teachers place far greater importance on developing a student's ability to communicate well rather than pronounce meticulously. After all, sounding 100% like a native speaker is of little or no value if the comprehension and communication skills are sub par. Nowhere is this more evident than with today's technology. It has allowed the world to mingle more, so to speak, and most notably on the Internet where English largely rules the bandwidth waves. The reason for this is that English is the language of big business, and as we all know money doesn't make the distinction on whether somebody speaks English like Jackie Chan or Sir John Gielgud. In fact, when contrasting the careers of those two gentlemen, both of them actors, it's Jackie Chan who comes out on top in sheer English film box office receipts while Mr. Gielgud had his British knighthood as well as his "Companion of Honour" and "Order of Merit" awards to keep him warm during his lifetime. But, there's still a far broader-reaching question that begs asking and that is what's wrong with having an accent anyway? To cite from one of my own personal teaching experiences, the greatest majority of my students have come from a French background. Invariably, the very first thing I always tell my newbies is that there's absolutely nothing wrong with speaking English with their "delightful" French accents! In fact, we should all be so lucky to speak like that!
So does this mean that striving for the perfect English accent and pronunciation is as dead as the Dodo? Well, actually let's just remove the word "perfect" out of the equation. Students should by all means still try to attain good pronunciation and a pleasant accent. How can they achieve that? It involves five factors that will absolutely make the difference, and they are as follows: a) Voicing, b) Mouth, Tongue, andLip Position, c) Stress and Rhythm, d) Intonation, and e) Word Parts. Let's take a brief look at each of them, starting with Voicing. In English, some sounds are 'voiced,' (the voice box is used) while others are 'voiceless' (the voice box is not used). This can be illustrated with 'plurals' ending in "s". When the plural word is 'voiced,' the "s" is pronounced /z/; unvoiced and the "s" is pronounced /s/. Secondly, we must consider the position of the Mouth, Tongue and Lips. Here, you could draw simple diagrams of tongue and lip positions, or have students imitate you as you model sounds for them-all while having a clear view of your mouth, lip, and tongue movements. After that, comes Stress and Rhythm. In English, the distinction between stressed and unstressed syllables is that stressed syllables are louder, longer and more clearly articulated, while unstressed ones are shorter, compressed, and said very quickly. The way ESL students will learn them is through lots of practice and examples. Intonation is also very important because it indicates the speaker's intentions. So learning to understand the different pitch/variations in English is critical. Finally, we have Word Parts, close cousins of 'voicing.' Basically, the Past Participle of regular verbs (ending in -Ed) has three possible pronunciations-[t]; [d]; [id].
In conclusion, although the foregoing are all necessary elements for achieving good pronunciation, it should again be stressed that students of English should not have the slightest sense of feeling inadequate if speaking like a native is not achieved. It is of far greater importance to have nice, natural phrasing. Besides, as we've already discussed, having a 'foreign accent' is not always a negative thing. Take celebrated French Chef Jacques Pépin for example. He was Charles de Gaulle's personal chef before immigrating to the United States in 1959 and is credited for almost single handedly bringing the French cooking craze to North America. He is a bona fide star, and I'm willing to wager that it probably has something to do with that charming French accent he has when he speaks English! | <urn:uuid:622484b5-14d6-4ae5-b795-1b8898df734e> | CC-MAIN-2022-21 | https://l0t3k.org/english/is-a-perfect-english-accent-even-possible-40/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662512249.16/warc/CC-MAIN-20220516204516-20220516234516-00243.warc.gz | en | 0.961204 | 1,968 | 2.734375 | 3 |
Vijayadashami also known as Dasara (also written Dussehra) and Dashain (in Nepali), is a festival celebrated in varying forms across Nepal and India. It is celebrated on the tenth day of the bright fortnight (Shukla Paksha) of the Hindu autumn month of Ashvin or Ashwayuja, and is the grand culmination of the 10-day annual Navaratri ('nine nights') festival. It is the largest festival in Nepal, and celebrated by Hindu and non-Hindu Nepalis alike.
Vijayadashami is also known as Dasara, Dashahara, Navaratri, and Durgotsav. It is celebrated in the lunar month of Ashwin (usually in September or October) from the Shukla Paksha Pratipada (the next of the New moon day of Bhadrapada) to the Dashami, or the tenth day of Ashwin.
In India, the harvest season begins at this time; and as mother earth is the source of all food, the Mother Goddess is invoked to start the new harvest season and to reactivate the vigor and fertility of the soil. This is done through religious performances and rituals which invoke cosmic forces that are believed to rejuvenate the soil.
On the day of Dasha-Hara, statues of the Goddess Durga are submerged in the waters of the river. These statues are made with the clay, and the pooja is performed with turmeric and other pooja items, which are powerful disinfectants and mixed in the river waters. This makes water useful for the farmers and yields better crops.
Chatrapati Shivaji Maharaj, the founder of the Hindawi (Hindu) Swarajya - Maratha Empire used to always worship Lord Shiva & Goddess Durga in the form of goddess Bhawani before any military expedition. Goddess Bhavani had blessed Shivaji Maharaj with her own sword called "Bhavani Talwar" on this blessed day.
Dasha-Hara is the festival of Victory of Good over Evil. Buses, trucks and machines in factories are all decorated and as Dasha-Hara is also treated as Vishwakarma Divas - the National Labor Day of India.
Veda Vyasa is considered as the foremost Guru and Vijayadashami is also celebrated as Vyasa puja.
This holiday marks the end of Navratri (9 nights). Vijayadashami (or Dussehra) is the tenth day on which many delicious Indian foods are prepared! The favorites are any kind of chundal or vadai. | <urn:uuid:69470b42-a900-4832-a42b-f1174fe5abd3> | CC-MAIN-2015-14 | http://southindianrecipes.net/vijayadasami_recipes.php | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131298020.57/warc/CC-MAIN-20150323172138-00259-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.955465 | 550 | 2.703125 | 3 |
Are You Still Smoking?
It is said that everybody has at least one vice, but when it comes to smoking we are talking about a vice that is incredibly destructive not only to your heart and lungs as we traditionally think, but it is also very damaging to your bones and spine!
When it comes to conditions such as osteoporosis and compression fractures, the first thing that comes to mind is a calcium deficiency; however, did you know that a link has been made between those conditions and smoking?
And not only that, smoking has also been linked to vertebral disc disease, slow wound/injury healing and back pain.
Smoking Linked to Poor Spine Health
While it is not news that smoking and second hand smoke can cause cancers such as lung and pancreatic, virtually no attention has been given to link between smoking and the health of your spine.
Recent publication of SpineLine*, Dr. Paul Slozar, Dr. Richard Perkins, and Dr. Derek Snook did just that. They linked smoking to spine health by the connection of a condition called chronic spinal hypoxia (lack of oxygen to the spine).
What does this mean? Well, you know what happens when the brain doesn’t get oxygen; you have a stroke.
When there is a prolonged lack of oxygen in the body, tissues in the body begin to die. Cigarette smoking causes the same thing.
Every time to you inhale cigarette smoke, your oxygen level in your blood decreases.
It actually decreases the ability of the blood to carry oxygen; thus, it causes an increased heart rate, increased blood pressure, and ultimately poor circulation.
To put it in plain language, cigarette smoking decreases the ability of the blood vessels to carry nutrients to living tissue (in both bone and the discs of the spine).
The long term affects causes devastation on bone and joint physiology, injury healing and vertebral disc nutrition, ultimately resulting in chronic pain and loss of mobility.
So if you have non-resolving chronic back pain and you smoke, consider seriously kicking the habit!
It just may be the missing piece to a healthier life AND spine… pain-free!
The National Institute on Drug Abuse has estimated that in the U.S. alone, smoking is responsible for approximately 350,000 deaths per year.
Is smoking worth the pain… | <urn:uuid:d357e3bc-4e45-49ac-84d2-eac2d42aa13f> | CC-MAIN-2020-05 | https://www.onlineholistichealth.com/smoking-part-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00384.warc.gz | en | 0.960049 | 483 | 2.515625 | 3 |
Cradle to Cradle design, or regenerative design, is ‘a biomimetic approach to the design of products and systems’. Basically, human industry mimicking the natural lifecycle that seeks to create systems that are efficient and produce almost zero waste. Everything taken out of the environment must be given back in some way, as the natural world works, otherwise the environment will be depleted.
This sounds like a very sensible and obvious solution, but it is commonly known that the last couple of centuries of human development has involved far more taking than giving back. The term was coined by Michael Braungart and William McDonough and serves the ideas of circular economies and biomimicry.
The term can apply to many industries, product design, architecture, food production… I think great design should strive to meet at least some of the standards of Cradle to Cradle accreditation, as it can ensure that a product or system is renewable, by using approved materials and processes. I also feel that the concept in itself is great design, while it is not a tangible thing, and their book from 2002 was incredibly interesting and made people take a hard look at the processes and materials they were using, and the idea is still alive and well today.
Together with 3XN/GXN, William McDonough + Partners are involved in drawing up plans for the Agro Food Park in Skejby, Denmark. Agro Food Park could be a radical new platform for food and agriculture innovation.
It will be a mostly urban environment for innovation, sharing resources and information and interaction between companies in the Agro Food Park, a centre for food and agricultural innovation.
People, Knowledge and Ideas
The design of the location is only the beginning, the physical environment should be populated by people and ideas that provides the physical framework meaning and content.
The Strip : A street and campus course with open facades and shared amenities. It is here the companies and knowledge institutions of Agro Food Park display their identity and products. The main street is built in a density that create life and activity, kept in a human scale.
The Lawn : The central open green area in the masterplan. It functions as the showroom for experimentation and innovation within agriculture and food production.
The Plazas : A number of plazas that have urban density and experiential qualities and gives local character to the surrounding buildings.
The areas the platform will focus on will be healthy materials, clean energy, increased biodiversity, healthy air and clean water.
The hope is that the Agro Food Park can become an inspiration and template for how future industrial parks will look and work. The aspect of this project that is truly great, is the lasting impact it could have by giving companies involved in food and agriculture a space in which to innovate and look towards a more sustainable future in these industries. | <urn:uuid:7a5f4eed-c1ee-4bfc-8b46-06e7edb7c7af> | CC-MAIN-2018-05 | https://justgreatdesign.wordpress.com/2016/09/29/agro-food-park/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00116.warc.gz | en | 0.956999 | 587 | 2.515625 | 3 |
|Name: _________________________||Period: ___________________|
This test consists of 5 multiple choice questions, 5 short answer questions, and 10 short essay questions.
Multiple Choice Questions
1. What did Alan do the night before, according to the opening of scene 15?
(a) Watched the telly
(b) Cried about his mother
(d) Went to bed early
2. What did Dora used to do for a living?
(a) School teacher
3. What is Alan's last name?
4. What happened when Alan's dad took away the picture in #74?
(a) Alan hit him
(b) Alan poked out the horses' eyes
(c) Alan cried
(d) Alan left
5. What does Alan ask of Dysart?
(a) Are you into horses?
(b) Are you stupid?
(c) Are you married?
(d) Are you single?
Short Answer Questions
1. Dora told Alan about when the __________ first arrived in the New World.
2. What does Hesther think Dysart is trying to provide for Alan?
3. What kinds of shows did Alan like as a child?
4. When does Alan agree to work?
5. What is the word Frank says he's never forgotten?
Short Essay Questions
1. What does Dysart offer to do as a result of #46?
2. What does Dora offer as an explanation for Alan's behavior?
3. What kind of deal does Alan make with Dysart?
4. What does Jill want to do for their date that night?
5. When Dysart asks Alan who took him first to the stables, what does Alan do?
6. Describe Alan and Dalton's first meeting.
7. Why does Dysart tell Dora not to come visit Alan anymore?
8. What happens after Alan tells Equus there will be no more?
9. What does Jill notice about Alan and his fascination with eyes?
10. How does Alan react to Nugget as he is grooming him?
This section contains 497 words
(approx. 2 pages at 300 words per page) | <urn:uuid:c1c9e38d-fabe-45a7-b79c-44d0df6af7e7> | CC-MAIN-2015-35 | http://www.bookrags.com/lessonplan/equus/test3.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645353863.81/warc/CC-MAIN-20150827031553-00133-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.931085 | 470 | 2.65625 | 3 |
Little bugs, big issues: making smarter vaccines for complex diseases
MetadataShow full item record
Vaccines are invaluable in ensuring the protection of our species against constantly evolving, dangerous pathogens that threaten the human population. The vaccination strategy however, has been largely unchanged for the two centuries, using inactivated pathogenic material to our immune systems called adjuvants to get our body to recognize the material and develop an immunity to them. This strategy has many issues. Different people react at different levels to the many components in the vaccines, potentially causing harmful side effects. Also, some disease-causing pathogens are complex and mutate quickly, making an inactivated version too nonspecific to create a protective response. To combat this, very specific subunits or portions of a pathogen can be used as vaccines to enable much more control over what aspect of a pathogen our body is exposed to and taught to respond to. These subunits offer more safety, but they are not good at inducing a strong immune response. My project seeks to increase the immune response to these subunit vaccines by forcing them into nanoclusters that look bigger and more foreign to our immune cells. This causes them to be processed more like a pathogen and induces a stronger immune response. By using only the subunits that we want the body to develop an immunity to as the building blocks of the material, we increase the development of protection against a very specific part of a pathogen. When dealing with many different diseases with many different subunits, this allowed more safety and control over what we administer to patients. This nanocluster method has shown improvements in inducing immune cell response to subunit vaccine components. This subunit nanocluster delivery system has the potential to make safer, more protective vaccines for the wide range of diseases that have evolved to threaten us today. | <urn:uuid:9053d199-1544-48a6-a87e-61cd19f3f3c2> | CC-MAIN-2021-17 | https://smartech.gatech.edu/handle/1853/60621 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038057476.6/warc/CC-MAIN-20210410181215-20210410211215-00382.warc.gz | en | 0.934195 | 369 | 3 | 3 |
This building should not be confused with C Howard Crane's Orchestra Hall at 3711 Woodward.
John Dodge and his brother Horace were among the original investors in the highly successful Ford Motor Companythe one formed in 1903. The Dodge Brothers ran their own machine shop and factory. They quickly became one of Ford's major suppliers. Many prominent and independent people who collaborated with Henry Ford eventually got into acrimonious battles with him. By 1912, Ford was the world's most successful and profitable producer of inexpensive cars, but the Dodge Brothers got fed up and decided to build their own vehicles. It was not too much of a challenge for them since they had factories in Detroit and the requisite skills. They knew enough not to challenge Ford in the low-price market, so they designed a sturdy, slightly more expensive car that individuals could move up to after driving a Model T. Interestingly, the Dodge Brothers financed their firm on the basis of their business with Ford and the dividends they obtained. This was well before 1919 when Henry Ford bought all the stock in his firm and converted the publicly held company into a Ford family enterprise.
Both Dodge brothers died in 1920, leaving an immense estate to their widows. Matilda, the wife of John Dodge, was interested in the legitimate stage and wished to build an impressive venue in Detroit that would welcome Broadway touring company and serve as a home to a repertory group. She commissioned William Kapp of the Smith, Hinchman and Grylls firm to design the theater you see. He also designed Meadow Brook Hall for her. He selected the then-popular Art Deco style with the six-story façade along Madison serving as the exterior highlight. Orange and tan bricks ornamented with mosaic tiles were used to project a warm but earth tone complexion. Kapp then divided the front into several bays using large stone pillars capped with the traditional theatrical masks in terra cotta. Much narrower pillars separate the window bays. At the roofline, you will find a coral and green diamond motif. For the interior, Kapp selected a Spanish Renaissance theme. This is a large theater with an original seating capacity of 1800. By 1928, the former Mrs. Dodge had married Alfred G. Wilson, hence the original name of this theater.
During the Depression, the Detroit Symphony was unable to financially sustain their home in Orchestra Hall. They played in a variety of locations when their finances permitted. In 1946, they moved into Wilson Theater and renamed it Detroit Music Hall. By 1951, the Detroit Symphony shifted into the Ford Auditorium in what is now Hart Plaza. The Music Hall was then devoted to what was presumed to be the innovative next wave in cinema3-Dimension movies. They were not such a success.
An effort began in 1973 to restore this then-fading building to its former glory, led by David DiChiera who subsequently took responsibility for rehabilitating the Grand Circus Theater and turning it into the Detroit Opera House. In 1995, the remodeled Detroit Music Hall opened and continues to serve as key venue for the Detroit's prospering downtown arts, sports and recreation center. No recent decade rivals the 1920s for the construction of exuberant and grand-sized theater. In the city of Detroit, you will find six of the greatest of those theaters, either preserved or restored to their impressive original designs: Detroit's Masonic Temple, the Detroit's Music Hall, The Fisher Theater, the Fox Theater, Orchestra Hall , and the State Theater.
Architect: William E. Kapp of the Smith, Hinchman and Grylls firm
Date of completion: 1928
Architect for renovation: Schervish Vogel Merz
Date of restoration: 1991 to 1995
Use in 2003: Music hall and theater
State Registry of Historic Sites: P25287 Listed August 6, 1976
State Historical Marker: Erected: August 9, 1977
National Registry of Historic Sites: Listed September 12, 1978
Photo: Ren Farley July, 2003 | <urn:uuid:249b791a-a9b1-4d47-b64f-6788a2b9fcc5> | CC-MAIN-2015-14 | http://www.detroit1701.org/Wilson-DetroitMusicHall.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131297505.18/warc/CC-MAIN-20150323172137-00148-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.967396 | 815 | 2.53125 | 3 |
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