text
stringlengths 208
322k
| id
stringlengths 47
47
| metadata
dict |
|---|---|---|
The Lynching of Joe Coe, 1891
Black and white street-view of a streetcar in the foreground, overflowing with people posing for the photo. Center-background is the Douglas County Courthouse.
Streetcar and Douglas County Courthouse, Omaha, Nebraska, 1908
Courtesy Durham Museum (BF15-333C)
Joe Coe, whose official name was George Smith, was an African-American man who lived in Omaha, Nebraska. Coe was a married father of two children and worked as a porter at a railroad company. Coe resided on North 12th Street, which was north of downtown Omaha.
Joe Coe’s life was dramatically upended in October of 1891 when he was accused of raping Lizzie Yates, a five-year-old white girl. Despite accounting for his whereabouts and having supporting witnesses, Coe was arrested and jailed at the Douglas County Courthouse. Meanwhile, rumors flew and a false report that the child had died from the assault was circulated by The Omaha Bee, a local newspaper. Compounding matters, the newspaper claimed that Coe would only serve 20 years for the heinous crime. News of the light punishment enraged whites. Fueled by fabrications and bloodthirst, they ordered the swift execution of Joe Coe.
On October 10, 1891, their demands for Coe’s death were met. A mob of up to one thousand men besieged the jail where Coe was detained. They insisted that guards hand over Coe but authorities refused. The county sheriff and even the governor admonished the crowd, ordering them to disband, but they were seething and defiant. The city’s one dozen police officers were grossly outnumbered. They did nothing while the crowd yelled out racist slurs, rammed the courthouse doors with iron streetcar rails, and broke out windows. Vigilantes forced their way into the building and found Coe locked away in a steel cage. Upon seeing the fortification, they demanded and were supplied crowbars, chisels and sledgehammers. Two hours later, the white mob had finally hammered and pried their way into the cage. Coe was snatched from the cell.
The mob brutally beat Coe. They tied a rope around his neck and dragged him in the streets before finally hanging him from a streetcar cable that ran along 17th and Harney Streets. Onlookers reveled in the lynching by cheering and soliciting speeches while Coe’s corpse dangled overhead. Others sought to capitalize on the murder by collecting pieces of the rope used to hang Coe to sell as keepsakes.
The day after Coe’s brutal killing multiple newspapers clarified the erroneous report that Lizzie Yates had died; rather, the child was alive and well. The clarification, however, provided no justice for Joe Coe. Initially, seven men were arrested, but no one was prosecuted. Although Coe had suffered sixteen bodily wounds and three broken vertebrae, the deputy coroner testified that Coe had died of fright—simply scared to death—rather than by the brutal physical trauma inflicted upon him. Following the deputy coroner’s testimony, the first-degree murder charges brought against all seven men were dropped. No one ever faced trial for the lynching of Joe Coe.
Years later, Lizzie Yates admitted that she had never been attacked by Joe Coe.
|
<urn:uuid:d4ca2d36-fe1f-46c1-a971-ce7d57c46a46>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5625,
"fasttext_score": 0.06310802698135376,
"language": "en",
"language_score": 0.9836128950119019,
"url": "https://www.blackpast.org/african-american-history/events-african-american-history/the-lynching-of-joe-coe-1891/"
}
|
Buchenwald Registration Card Tells a Calculated Story
On this day, 74 years ago, Buchenwald concentration camp was liberated by the American army. Buchenwald was established in Weimar, Germany in 1934 and was one of the largest work camps created. It was infamous for its brutality and cruelty—a place of forced labor, medical experimentation and widespread death, with over 56,000 murdered. The Jewish Museum has countless objects, documents and photos in their collections from Buchenwald in addition to their Holocaust exhibit focused on Buchenwald survivor, Leon Greenman. This prisoner card, donated by Mark Goldfinger to the museum in 2013, calls attention to the details that the SS found important to document, degrading him, dehumanizing him and marking him with a number, stripping him of his identity and reducing him only to the information on the card below.
B&W photo of a written in ID card
Mark Goldfinger’s prisoner card from Buchenwald Concentration Camp. (1144.5)
The meticulously kept records of Nazi Germany tell an elaborate story about the detailed organization of the concentration camps as well as the purposefully strategic dehumanization of the Jewish people. Häftlings-Personal-Karte, or prisoner “personal” cards were issued to prisoners upon arrival, thoroughly documenting all physical and background characteristics of incoming prisoners including their height, body type, religion, and birthdate, and going even more specific in their physical characteristics marking their face shape, eyes, nose, mouth, ears teeth, and hair. In analyzing prisoner cards, a deeper story unfolds about the way in which the Nazis viewed and categorized their prisoners, carefully classifying them with a marking system to separate the reasons for incarceration. The cards also illustrate the arbitrary ways in which the SS focused on physical characteristics, like nose and head shape, in order to make broader anti-semitic generalizations about the prisoners.
This registration card was issued to Mark Goldfinger, a fifteen year old boy born in Krakow and admitted into Buchenwald Concentration camp in the August of 1944. According to the document, he was born in Krakow in 1929, which would contradict the newspapers that report him dying at age 83 in 2015. If he were 83 at his age of death, this would mean he was born in 1932 rather than 1929, a lie he might have told, for many children were advised to say they were older than they actually were in order to be used for labor rather than instantly murdered.
Goldfinger’s town was invaded when he was nine years old. His mother, aunt and one year old cousin were amongst a group of Jews that were immediately rounded up, shot and killed when the Germans invaded, a fact Goldfinger didn’t learn until over 25 years later. He was initially in Kraków-Płaszów labour camp where he came very close to death, and then was sent to a munitions factory in Skarżysko. After this, he was sent to Buchenwald until its liberation on April 11, 1945.
His prisoner card has a section to mark if he is able bodied, or capable of work, as well as a section for punishments. There is also a place for the reason he was admitted, in which it is written that he was a “political Polish Jew.” This classification would have made him highly targeted in the camps, but as an able bodied young person, being capable of labour was a advantage that contributed majorly to his survival.
The Nazis used different colored triangles to classify the prisoners based on their religion, nationality, sexual orientation or political status. These triangles were inscribed onto prisoner uniforms as well as being stamped onto identification documents. On the top right hand corner of Goldfinger’s prisoner card there is an upside-down triangle with a P in the center, indicating his identity as a Pole. The Nazis were exceptionally brutal to the Polish, considering them racially inferior. His religion is marked as mos, short for mosaisch, meaning the Jewish religion in German, another characteristic that would make him extremely vulnerable to persecution.
Goldfinger later married a Jewish German woman named Sylvia and moved to England where he became a member of the 45 Aid Society, a society built by survivors that raises money for charitable causes and creates a community for support and conversation. He made it his life mission to “ensure people don’t forget,” and continued to speak out to Londoners about his tragic experiences in the camps.
B&W photo of a man wearing a white shirt and looking at the camera
Mark Goldfinger, a member of the 45 Aid Society, taken in the late 1990s by Danielle Salem. (1480.9)
Today, the registration cards serve as proof for many survivors, making their pasts tangible to them. Many cards, including my grandfather’s Buchenwald concentration camp registration card, even have the signature of the prisoner at the bottom, a striking sight. For here, it becomes quite clear that these were children signing off on their lives, with no choice and no ability to conceive what was about to happen to them. They were alone, and unsure, forced to sign their name with no real idea of what they were signing off to. Goldfinger’s prisoner card continues to serve as a symbol of the deliberate and calculated atrocity that occured in Buchenwald, and in camps all throughout Europe. Today, we remember those who perished at Buchenwald, and those whose families and lives were irreparably impacted due to the evils that ensued there.
|
<urn:uuid:3ab03523-8774-466f-8a08-e5b1cb8a8de4>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.0831710696220398,
"language": "en",
"language_score": 0.9850112795829773,
"url": "https://jewishmuseum.org.uk/2019/04/11/buchenwald-registration-card-tells-a-calculated-story/"
}
|
What does the word differentiation mean?
Usage examples for differentiation
1. But the truth is that capitalism makes the great mass of the people uniform in the most brutal way and differentiates the people only in classes, and makes impossible the real differentiation among the classes of the people and through the whole people. – The Future Belongs to the People by Karl Liebknecht
2. It is to us that the world must look for its headship; we have the harbours, the continual presence of the sea through all our polities; we have that high differentiation between the various parts of our unity which makes the whole of Europe so marvellous an organism; we alone change without suffering decay. – Hills and the Sea by H. Belloc
Each person working in the medical industry sometimes needs to know how to define a word from medical terminology. For example - how to explain differentiation? Here you can see the medical definition for differentiation. Medical-dictionary.cc is your online dictionary, full of medical definitions.
|
<urn:uuid:f9105cfd-b3f3-4d88-a887-2373d3831502>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.2493610382080078,
"language": "en",
"language_score": 0.9442209601402283,
"url": "http://www.medical-dictionary.cc/what-does/differentiation-mean"
}
|
sitemap contact terms
Greeklanguage seperatorEnglish (United Kingdom)Russianlanguage seperatorChinese
> THE VOLCANO > The Lost Atlantis
History of the Volcano
The creation of Nea Kameni
Reading the following text, one begins to understand the true nature of Santorini and its people. An island, Nea Kameni, was born before their eyes, and the unprecedented phenomenon was almost unbearable to witness. Still, all these years, the people were there, across the volcano, drawing near on their boats to see it up close. The 1707 eruption, which created the islet of Nea Kameni, was witnessed and described by father Tarillon, a Jesuit traveller who had settled in Thera, in a report to his superiors. On May 23, 1707, he saw a new island rising from the sea between Mikri and Megali Kameni.
Τhe narration
Panic spread throughout Santorini, as people agonized over impending explosions or foundering. But three days went by and nothing happened. Then, some of the more courageous ones decided to approach and see what was going on. They circled the volcano with their boats, inspecting it carefully. Then, seeing no apparent danger, they drew even closer and stepped on the brand-new land. As they trod around curiously, they realized they were on a white rocky mass that broke off like bread. Indeed, the color, texture, even the taste was so similar that some said it was barley bread. But the real prize was the innumerable oysters stuck on the rocks – a rarity in Santorini. So they all started gathering as many as they could... Suddenly, they felt the rocks shuddering under their feet. Terrified, they jumped quickly onto their boats and left the tiny island. That vibration was simply a small movement of the island as it was growing; in a few days, it was six meters high and twelve meters long.
On July 16, smoke arose for the first time from the new island, but not from any visible source: it spewed out of a string of black rocks that had emerged at a place where, until then, the sea was bottomless. These rocks formed two separate islets: One was called Aspronisi (White Island) and the other Mavronisi (Black Island), because of their color. Soon, however, they came together, and the black rocks formed the center of the island. And the thick whitish smoke kept rising.
In the night of the 19th to the 20th of July, big flames leaped out of the smoke's heart. People in Skaros were terrified. The houses were built just half a league away, and the castle balanced on sheer cliffs rising from the sea. They expected to be blown sky-high at any moment. So, they decided to gather their belongings and leave the castle.
However, the fire was still small, hardly visible during the day as it came out of a single spot on Mavronisi. Aspronisi seemed quiet: no smoke or flames. But the other one kept growing. Huge rocks appeared as days went by... Within a month, there were four black islands. Then, suddenly, they came together in one big lump... At night, a pillar of fire rose towards the sky, and the sea frothed all around, reddish in some spots, yellow in others. The cloud of smoke spread, wrapping itself around Santorini. People gasped and choked; in order to mask the terrible stench, they burned incense and lit fires on the streets. Fortunately, this only lasted a couple of days; then, a strong southeastern wind blew the smoke away. But the smoke had already passed over the vines, burning the grapes that had started to ripen; all things brass and silver were now blackened and dull.
After September 12, the underwater turmoil seemed to quiet down a bit. The clouds of smoke turned into whirlwinds, and an endless rain of ash fell on the island.
On September 18, the explosions seem to get stronger. Enormous rocks were flung from the craters, hitting each other in the air with a terrible bang, then crashed back down on Santorini and the sea. Many times Mikri Kameni was completely covered in these molten boulders, glowing at night.
On September 21, Mikri Kameni was ablaze. Suddenly, three bolts of lightning illuminated the horizon from end to end. Then, the new island shook all over, shivered and quaked. One of the craters sank, and massive stones were thrown three miles away. Four days of calm followed, and then the wrath broke out again: nonstop explosions were so loud that two people screaming side by side could not possibly hear each other at all; folks ran to the churches; the Skaros rock seesawed, and all house doors opened from the rumble.
The explosions never ceased until February 1708.
Visiting the new island
On July 15, 1708, Tarillon decided to take a closer look at the new island. Along with some locals, he boarded a well-caulked boat. The bright company approached a spot where the sea was not boiling, but only smoked. The missionary leaned over the side and put his arm into the water; it wasn't hot. The new island was 60-metre tall at its peak and more than 300-metre long, with a perimeter of about five miles. They drew closer, with the intention of disembarking, but 200 meters offshore the water was scalding. A new explosion forced them to return to Santorini.
A letter from Santorini (September 1712) to the author of this chronicle, who was in Paris by then, provides new evidence: "I circled the island many times from afar, since the waters are boiling a quarter of a league offshore. While we row, someone must keep their hand in the water, since there is always the danger the hull tar melts suddenly -as has happened before- and we'll sink".
More eye witnesses
Ηφαίστειο - Ιστορία - Δημιουργία Νέας Καμένης
Ηφαίστειο - Ιστορία - Δημιουργία Νέας Καμένης
social Twitter YouTube Facebook
Large map
0A ammoudi eleftherakis1
|
<urn:uuid:d241e3be-7623-483c-9db1-c4e8c5cc19aa>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.703125,
"fasttext_score": 0.16896986961364746,
"language": "en",
"language_score": 0.9752190709114075,
"url": "http://mail.santorini.gr/index.php?option=com_content&view=article&id=174%3A2012-09-11-11-26-50&catid=76%3Avolcano&Itemid=71&lang=en"
}
|
Rabbi Shimon Bar Yochai Audio
What is a Tzadik?
Audio | 1:09:17
What Is A Tzadik?
Why do we celebrate on the day that R. Shimon Bar Yochai passed away? Also: If we are not permitted to talk to the dead, why do we pray by a tzaddik’s grave?
Judaism After the Destruction
The Jews in Exile
Even after the destruction of the Second Temple, the Roman persecution of the Jewish people continued. In this class we learn about the Bar Kochba revolt, as well as some of the important rabbinical leaders of the era such as R. Akiva, R. Meir and R. Shimon ben Yochai.
Part 9
Take a journey through famous historical places of prophets and saints.
Celebrating the Secrets of the Torah
The Kabbalistic Holiday of Lag BaOmer
A look at the increasingly popular interest in the holiday of Lag BaOmer, which was instituted by the author of the Zohar, Rabbi Shimon bar Yochai, to commemorate the day of his passing.
Related Topics
|
<urn:uuid:8bf67484-66e0-411f-9532-82daa4c01f4c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.734375,
"fasttext_score": 0.9108983278274536,
"language": "en",
"language_score": 0.9304534196853638,
"url": "https://www.chabad.org/library/article_cdo/aid/4391739/jewish/Rabbi-Shimon-Bar-Yochai-Audio.htm"
}
|
The small white blossoms of a Bradford pear tree.
Leena Robinson/Shutterstock
Biologist Theresa Culley examines a wild Callery pear tree at a nature preserve in Ohio. (Joseph Fuqua II/UC Creative Services)
“Previously, we always noticed the pears along the roadsides, and at the outer parts of forest, near the edges,” Culley told CityLab. “We’ve always thought that’s because European starlings, which [eat the fruit], like to perch on the electrical lines along the road. [So] that’s where the pears are.”
She continued: “A few years ago, I was giving a talk, and someone came up to me and said, ‘I’ve been seeing them in a forest.’ I thought, ‘That doesn’t make sense at all.’ Then I started looking around.” Culley has seen wild Callery pears in forests in Ohio and Indiana, and is hearing reports of them in Illinois, too.
With her colleague Tziporah Serota, Culley recently studied seed germination and survival in Callerys. Among seeds that had been kept in cold storage for 11 years, many were still able to germinate, and seedlings had a “moderate to high” survival rate.
“Seed longevity likely contributes to the invasive tendencies of Callery pear, enabling it to persist in disturbed sites and natural areas, resulting in the proliferation of trees despite efforts at surface-level removal,” Culley and Serota wrote in the botany journal Castanea.
As for why the pear trees are encroaching past forest edges, Culley has a hunch. European starlings feed on the trees’ fruit, but so do American robins, which are more solitary and behave differently from starlings. “They pick up a fruit and then fly to the interior of a forest and eat it, and then fly back out,” she said. “The idea is that maybe the pears are changing their behavior—the way they spread—because of the birds.” (Culley added that there is no research to back up this theory just yet.)
The emerald ash borer has also smoothed the path into the forest for wild Callerys. That infestation left behind many standing dead ash trees, and that, Culley said, means “light gaps, which pears like.”
Last year, the state of Ohio banned the sale or distribution of Callery pears, effective in 2023. The Indiana Natural Resources Commission has suggested it will add Pyrus calleryana to its list of banned invasive species in the future. In South Carolina, state foresters are asking property owners to remove Bradford pears. “We are saying cut them down when possible,’’ a forestry commission spokesperson told The State in March. “It is just generally a nuisance tree.’’
But deep taproots make the trees hard to eradicate, and rising temperatures are only furthering their reach. Previously, the pears’ intolerance of cold stopped them from moving very far north in the United States. Now climate change is causing growing zones to shift.
“The Callery pear never used to be in Wisconsin. In recent years, we’ve seen it spreading within Madison,” Culley said. “It’s been having a little trouble getting outside of Madison—at least that’s what I’ve heard. But we’re expecting it will slowly start to spread out from there.”
About the Author
Most Popular
What New Research Says About Race and Police Shootings
Why Are Protesters Getting Run Over?
3. Equity
What Happened to Crime in Camden?
The Polarizing Mayor Who Embodied ‘Blue-Collar Conservatism’
5. Four New York City police officers arresting a man.
The Price of Defunding the Police
|
<urn:uuid:0212e5ab-cdbf-40ee-900a-3fa69a2c2fb3>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.71875,
"fasttext_score": 0.026428580284118652,
"language": "en",
"language_score": 0.9458760619163513,
"url": "https://www.citylab.com/environment/2019/07/bradford-callery-pear-trees-invasive-species-forests/593044/"
}
|
Bathymetry Data Collection: Historical Challenges and New Developments
In May of 2019, the Tuvalu Coastal Adaptation Project (TCAP), in partnership with the United Nations Development Programme (UNDP), contracted the company Furgo to conduct an airborne LIDAR survey across nine of Tuvalu’s atoll islands. The purpose of this survey was to collect bathymetry data, or data on the topographic features of the ocean floor, around the islands at a maximum depth of 50 meters. Why did the government choose to prioritize this bathymetry data and why didn’t it exist already?
The State of the Sea Floor
Though it may seem surprising, challenges to precisely and economically measuring bathymetry are so difficult that less than 1% of the world’s ocean floor is properly mapped to a high degree of accuracy. The 99% of remaining bathymetric data that we often see is predicted using satellite imagery data which approximates the shape of the seafloor using gravitational measurement tools with low accuracy. In fact, we know more about the topography of other planets than we do our own ocean floor
Due to the high cost, much of the efforts on bathymetry data collection methods have been led by mining and oil and gas companies or governments for wartime applications. In modern history, the development of and desire for more accurate sonar technology has increased, particularly with a commercial desire to locate the position of the Titanic. Another rise of particularly high interest occurred after the disappearance of Malaysian Air flight MH370. The tragedy led to a push for the development of more accurate sonar (ship-based) bathymetry data collection technology.
Why is Bathymetry Data Important?
Bathymetry data has applications in many sectors but has a critical function in disaster risk planning. Inundation and freshwater availability, cyclones, tsunamis, erosion and other climate models all depend on highly accurate bathymetry data. Other applications include marine conservation, fishery management, natural resource extraction, natural hazard tracking and many others. According to TCAP Project Manager, Alan Resture, their group’s reason for prioritizing bathymetry data collection was:
“To successfully model and thus assess the risks of either wave overtopping impacts or the gradually increasing inundation events in low lying areas of Tuvalu, high quality baseline data is required. Detailed reef edge bathymetry (sea floor mapping to 50-meter depths) and accurate topography (land elevation data) is absent in Tuvalu except for limited coverage in Funafuti.”
How do we Map the Ocean Floor and Why is it Challenging?
Topographic mapping uses LIDAR, or Light Detection and Ranging technology, which is a remote sensing method that uses a laser to pulse light and measure ranges. This can be done in a variety of ways, with helicopters and aircraft being the most common.
Measuring from an aircraft closer to the Earth’s surface gives more accurate results, while satellite-based LIDAR relies heavily on ocean-optics and/or estimation. While these remote sensing methods from planes and satellites can easily measure the surface of the ocean, the challenge for bathymetry lies in the fact that scientists can’t easily model the transfer of light in a water column, where electromagnetic energy, necessary for measurement, gets dissipated.
To get around this, the development of remote sensing from sound waves enabled us to map bathymetry similar to how we map topography. Here, ships emit sonar beams that bounce back to a sensor on the ship. The intensity of their reflection is measured and analyzed to stitch together a picture of the ocean floor (Figure 1). Of course, this method cannot be done by distant satellites or aircraft and requires a lot of money and time to get a wide, complete picture.
Figure 1. Ships gathering data using sonar beams.
Figure 1
Unfortunately, high-resolution sonar has yet to be perfected for deep ocean measurement, though it still maintains a high degree of accuracy in more shallow waters. Ship-based sonar in shallow waters has its limitations as well, with the sonar beams only able to measure a set area of the ocean floor at a time; they are confined to a certain beam length and their own pathways (See Figure 2). Ships often have to make many passes on a similar route to stitch together a complete image. Additionally, as large ships are confined to certain depths, this makes it difficult for ships to get close to shore to measure bathymetry close to the land on a large scale.
Figure 2. An image of the extent of coverage of bathymetry data mapped on the ocean floor.
Figure 2
Recent Developments in Near-Shore Bathymetry Data Collection:
Many scientists are interested in collecting accurate bathymetry data close to shore, leading to a data gap where boats cannot reach and aircraft LIDAR cannot penetrate through the water. Thankfully, a few recent developments have allowed us to find methods to estimate bathymetry to a high degree of accuracy:
Airborne Laser Hydrography
Figure 3. Image depicting Airborne Laser Hydrography and the data it collects.
Figure 3
One promising method for bathymetry data collection is Airborne Laser Hydrography, which is the method used in the Tuvalu study (Figure 3). This method involves using an infrared light that scatters off the surface, combined with a water-penetrable green light (usually at 532nm) that scatters at the seafloor. The plane’s sensor measures the time it takes between the infrared and green lights to quantify the depth at that location.
Although this method can’t be used accurately for depths over approximately 50 meters, this is a fast and comparably economical method for gathering data. These images can be combined with traditional sonar wave measurements from boats to paint an accurate picture of the bathymetry close to the shore.
Figure 4. An image of a combined method of collecting bathymetry data by air and boat.
Figure 4
Satellite-derived Near-shore Bathymetry (SDB)
Unfortunately, air and ship data collection methods also come with a hefty price tag. The average price for ship-collected data is approximately $1,000 per ship, per hour. It’s unlikely that these measurement techniques will be able to be implemented across the globe, much less for all of the vulnerable areas that need it. One cost-effective development that might prove more feasible for tracking bathymetry economically over time is satellite-derived near-shore bathymetry or SDB. Recently, a study on atolls in the Marshall islands used SDB spectral band ratio-based techniques (commonly called the natural logarithm approach) that produced highly accurate results at 6 meters. This method of analyzing images for light and color and predicting water turbidity could be a promising alternative to costly air-based and ship-based data collection methods.
Moving Forward
Tuvalu will be ahead of its neighboring countries who are facing similar climate adaptation problems without this baseline data. Unfortunately, with current economics and accuracy levels of remote sensing bathymetry technology, it is unrealistic to expect that every island with high climate vulnerability will be able to map their data to a high degree of precision. Advancements in SDB and increasing accuracy of these techniques will hopefully soon provide a cost-effective means to gather bathymetry data so that vulnerable populations can best prepare themselves to plan for the changes ahead.
Molly Ellsworth is a first-year graduate student at the LBJ School of Public Affairs. She graduated from Carleton College in 2016 with a degree in environmental science and a specialization in conservation and development. Her studies are focused on environmental policy, particularly in air quality, climate change mitigation, and climate adaptation planning. Her prior work experience includes Adaptation International, the Texas Commission on Environmental Quality, and the Wisconsin State Legislature. Recent projects include; The City of San Antonio Sustainability Plan’s Vulnerability Assessment and the Shoshone Bannock Tribes Climate Change Vulnerability Assessment and Adaptation Plan.
Tagged with: , ,
Leave a Reply
|
<urn:uuid:1b307ea8-c346-4789-85a8-5683f7150eb4>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.0783112645149231,
"language": "en",
"language_score": 0.9168455600738525,
"url": "http://sites.utexas.edu/climatesecurity/2019/12/20/bathymetry-data-collection-historical-challenges-and-new-developments/"
}
|
Play structure
The basic parts of a Greek tragedy are three : the Prose, the Lyrics and the Dancing. The tragedy begins with Prologue, spoken before the chorus enters the scene. The Prologue helps the audience to understand the historical or mythological background of the plot. After that the chorus enters the orchestra singing an ode, called Parodos. The chorus also sings between the dialogic parts of the play other songs called Stassima in ensemble or devided in two groups (Semechoria).
The songs for the chorus were written in doric dialect. Beside these songs there were also other songs performed by one actor (Monodia) or two (Diodia). Parodos, stassima, monodies and diodies composed the lyric part of tragedy.
The prose begins withthe Prologue. The plot develops with the Episodes. Right after each episode the actors leave the scene and the chorus enters singing the Parodos. The play ends with the Exodus, performed by the chorus.
Prologue, Episodes and Exodus were written in attic dialect and in verses. As far as metrics are concerned these parts were written in Iambic Trimetron.
The poets were also composing the music for their plays. The songs were performed by an orchestra composed by flute, phormigx, drums and sometimes guitar (Kithara).
Here is a plan of the play :
1 Prologue Prose
2 Parodos Lyric
3 First episode Prose
4 First stassimon Lyric
5 Second episode Prose
6 Second stasimon etc Lyric
...... Exodus Prose
|
<urn:uuid:74434778-73c1-45df-b791-d52667f47917>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.3837968111038208,
"language": "en",
"language_score": 0.9570682048797607,
"url": "http://greektheatre.gr/theatre-th/play-structure/"
}
|
Post On 2019-10-28
How Feynman found out the cause of the Challenger crash
In 1986, the space shuttle Challenger exploded just after its launch. President Reagan ordered a special commission of inquiry to be organized. Feynman is one of them. When Feynman went to investigate, a group of experts brought him a thick report material and prepared to report to him step by step. Feynman said, wait, let me ask you a question. So he started with the first paragraph on the first page, asking questions one by one. This attitude of not playing cards according to the rules made the head of the investigation committee and other members unhappy, but Feynman insisted on his own independent investigation. In the end, he found a seemingly impossible cause: what led to this tragedy was a small rubber O-ring on the rocket booster.
At a public meeting, Feynman did a simple experiment. He took a glass of ice water, then kneaded the O-ring and put it into ice water. Then he took it out of ice water. The O-ring did not return to its original shape. How could Feynman think of an O-ring problem? In fact, a NASA astronaut once raised the issue of sealing ring, and another friend of the same member of the investigation committee called Feynman: "when I repair the fuel injector in the morning, I suddenly thought, is it the low temperature that affects the performance of the sealing ring?" That inspired Feynman to find out. On the day of the launch of challenger, the weather at Kennedy Space Center was extremely cold, which was the direct cause of the failure of O-ring.
|
<urn:uuid:441dd5c2-8610-420a-9ddf-ba35be9dba18>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.875,
"fasttext_score": 0.12847638130187988,
"language": "en",
"language_score": 0.9684732556343079,
"url": "http://theoring.com/recently-news/How-Feynman-found-out-the-cause-of-the-Challenger-crash.html"
}
|
CPM Homework Banner
Home > CC1 > Chapter 2 > Lesson 2.3.2 > Problem 2-67
Jenny has been saving her babysitting money for a class field trip to Washington, D.C. She wants to save over three months. She saved the first month and the second month. Homework Help ✎
1. Estimate (without calculating) the amount that Jenny needs to earn during the third month to meet her goal.
Rounding makes numbers easier to add.
2. Now show how Jenny could calculate the amount of money she needs to earn.
How much money does Jenny already have?
Add what Jenny has saved in her first and second months.
If she needs and has , how much more money does Jenny need? Subtraction will help..
|
<urn:uuid:53310aef-3408-4d9f-ae95-5515358c9df0>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.546875,
"fasttext_score": 0.2976512908935547,
"language": "en",
"language_score": 0.9648895263671875,
"url": "https://homework.cpm.org/category/CC/textbook/cc1/chapter/2/lesson/2.3.2/problem/2-67"
}
|
LESSON 3 - Boston
Download the following worksheet!
PART ONE: Collect general information on Boston.
Watch the following videos and go to http://en.wikipedia.org/wiki/Boston to collect general information about Boston. Then, write a paragraph to introduce the city!
PART TWO: Two Important Events in the History of Boston.
a) Video 1: The Boston Massacre.
b) Video 2: The Boston Tea Party.
PART THREE: What to see in Boston.
a) Watch the following video about the Top 10 Attractions in Boston, then take a few notes!
b) Go to http://www.aviewoncities.com/boston/bostonattractions.htm and http://www.iboston.org/pap/freedom.htm find the main characteristics of some places of interest in Boston.
PART FOUR: A famous Bostonian: Edgar Allan Poe.
Listen to the following recordings about Edgar Allan Poe. Then write down the essential information about this person on your worksheet.
|
<urn:uuid:c9731954-dea8-4420-82cc-66c19ba70d9c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.765625,
"fasttext_score": 0.3214295506477356,
"language": "en",
"language_score": 0.7234014272689819,
"url": "http://letshavefunwithenglish.com/projects/country_film/lesson3.html"
}
|
home page for alittlehistory.com1874 The Mounted Police Tame the Wild Westthe Metis half of the 1885 Northwest Rebellionthe Native half of the 1885 Northwest Rebellion1900-05 Diary of a student and young teacher1908-1920 homesteading experiences and lifestyle1920's farm and community lifestyle1954-56 diary of a boy, before the effects of televisionthe future: extending human limitations through technology (eg. computers and inline skating), presenting history with applets, a new family recreation program, etc.
Uniting and Conflict:
Big Bear searches for solutions:
Meanwhile, from 1878 to 1880 Big Bear traveled through the Canadian Northwest and Montana talking to the Natives and trying to unite their bands. He knew that if they were all united, there was a greater chance they could force concessions from the government.
In the 1880s Big Bear wanted to locate the reserves in one area, so they could create a Native territory which would have greater influence. The government refused to grant adjacent reserves.
Big Bear took his band to the United States for awhile, but later they returned to Canada. During these years, he had lost many of his followers, so his following had now dwindled to 114 people.
By December Big Bear saw that his band faced destitution and starvation. He was forced to sign an adhesion to the treaty. When he heard what was in the treaty, he complained that "half the sweet things were taken out and lots of sour things left in."
Big Bear visited reserves where many Natives were hungry and some were starving. He convinced many chiefs that they must work together in their struggles against the government. He was able to get 2,000 Natives to meet for a thirst dance.
June 1884 Conflict:
They held the thirst dance at Poundmaker's reserve. While it was in progress, back at a storehouse, a Farm Instructor refused to give food to a hungry Native and his brother. The Farm Instructor then pushed them out of the storehouse. In response, the Native became angry and hit the Instructor on the arm with an axe handle. The police were called.
The law had to be maintained, so about 90 police assembled and then went out to the reserve to arrest the Native.
Two hundred armed Natives brought the accused to the police, but then stayed in the distance and would not turn him over. The police advanced and were soon surrounded by a lot of extremely excited Natives. In all the noise and confusion, Big Bear shouted: "Peace, Peace."
The accused came forward and claimed he needed the food because he and his child had been sick. The Superintendent grabbed for him and missed. The accused retreated into the crowd with four police after him. In all the commotion, some Natives cried out, "Now is the time to shoot," while others yelled, "Don't fire the first shot."
The four police got both the accused and his brother. While the Natives continued to shout and threaten, the police were able to drag both of them back to a makeshift fort. At this point, it was decided to break government policy and hand out bacon and flour. The Natives settled down and quickly lined up for food.
Luckily, in spite of all that had happened, nobody had fired a shot. It was believed that one shot would have started a war in which all the unhappy, hungry Natives in the Northwest would have joined in.
It turned out that the incident distracted the Natives from the purpose of their gathering. As a result, Big Bear and Poundmaker failed in their efforts to get agreement to act with one voice.
The Canadian government decided to maintain a hard line policy. They believed that the voters in Ontario and Quebec would not tolerate increased expenditures in the Northwest. So nothing much changed until March of 1885 when the Metis fought a battle at Duck Lake.
to next part: first half of the Rebellion.
to: home page for a little history.com
|
<urn:uuid:ff8e9375-d579-435c-a08a-44ba47435471>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5625,
"fasttext_score": 0.34204691648483276,
"language": "en",
"language_score": 0.9855114817619324,
"url": "http://alittlehistory.com/Na-cnflt.htm"
}
|
Consonant clusters are formed by putting two signs or more ( up to 5 ) closely together, forming a ligature. When consonants occur in clusters, special conjunct letters are used.
In principle, clusters or ligatures may be formed by randomly combining consonants, a process called samyoga (meaning "yoked together"). Many ligatures can be formed theoretically, some ligatures are just used for transcribing foreign words or are obsolete and not in common use.
In practice, approximately a thousand conjuncts exists, most of which have two or three consonants in them. There are some with four and at least one well known conjunct with five consonants. Theoretically to all of these conjuncts or ligatures, one of the 14 vowels and diacritical marks can be added.
Identifying conjuncts in written texts is important. The use of the "half form" of a consonant in a cluster is a practice allowed for many conjuncts particularly those which include a vertical stroke in their signs. Though many of the half forms are not clearly defined in a system, many special shapes were formed for the conjuncts.
In most cases the consonants were written one below the other vertically, but reduced in size, building a new stack. The significant problem of a calligraphed ligature with more then two consonants is the vertical height. The ligature should be calligraphed in the same height as a normal basic consonant. All line spacings in a document should be of equal height. A conjunct with more consonants will crash into the ligature of the line below. The individual consonants thus had to be reduced in size to such an extent that in some cases their identification became a problem. So as, not to increase the vertical height of the conjunct both systems are used in combination: The half form and the one below the other form together. It is not unusual to find different representations for the same conjunct, or the conjuncts create new shapes of special signs. The range of possibilities is quite wide- and various of strategies of merging consonants to clusters are employed.
Click on a consonant picture and see
1. What is important forming clusters with this consonant [PDF File, use Adobe Reader7,0]
Printable version
|
<urn:uuid:d9017507-354a-4ff0-8ad7-4858a090300f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4.25,
"fasttext_score": 0.0226593017578125,
"language": "en",
"language_score": 0.9527560472488403,
"url": "http://www.lantsha-vartu.at/lantshascript/conjuncts/index.html"
}
|
• Norwegian: albuesnegler
A typical limpet has a flattened, conical shell and sits on a hard surface, like a stone or a ship hull. The shall has no windings. The limpets can be hard to spot as they are often covered in growth. The largest limpet, Patella mexicana may reach a diameter of 20 cm, but most species are less than 8 cm.
The limpets are well adapted to a life in the intertidal zone, due to their ability to maintain humidity under the shell during hours of low tide.
The former subclass Prosobranchia that included all gastropods with the heart positioned in front of the gills, is no longer valid. It is replaced by three subclasses, where the limpets constitute one, Patellogastropoda. This subclass includes only two superfamilies in the European marine fauna, Lottioidea and Patelloidea.
|
<urn:uuid:d77feba2-9481-44ef-9d0d-4a0989716404>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.10333168506622314,
"language": "en",
"language_score": 0.9463193416595459,
"url": "http://seawater.no/fauna/mollusca/Patellogastropoda.html"
}
|
Seventeenthcentury baroque fashion
The Renaissance period was the age of Italian influence, while the Baroque era which existed between 1600 and 1750 was the century of France. This period witnessed the prominence of France and the French lifestyle in Europe and the rest of the world. The high influence was made possible by the King of France, Louis XIV, who is often referred to as, 'Le Roi Soleil' (The Sun King) or 'Louis Le Grand' (Louis the Great). He was an exceptional ruler who reigned for 72 years and had enormous political, economic and cultural strength that enabled him to position France as a major force of global politics, economy, lifestyle and fashion. He portrayed a sophisticated and refined taste, lifestyle and product choices, ranging from fashion, food, art, theatre and literature. The reign of Louis XIV from 1661 marked the return of opulence and exuberance and his tastes in luxury influenced the royal families and aristocrats of the entire continent.
Although the century began with a high influence of the exuberant tastes of the Italians and Spanish fashion evident from the magnificent opera houses and churches built in this period, the French fashion style fully emerged around the middle of the century.
Louis XIV loved fashion and luxury living and consequently supported the fashion industry through government reforms that provided incentives and financial aid to designers, artisans and craftsmen. As far back as 1665, he introduced policies to increase export of French fashion goods and reduce imports of foreign fashion goods. France therefore emerged as the biggest supplier of luxury fashion goods in the world. Louis XIV also ensured that France had a well-established textile industry, which generated wealth and influenced the culture of the nation and beyond.
In addition, French magazines and newspapers distributed all over Europe increased the influence of France in fashion. Paris' Rue Saint Honoré became established as the treasure land for renowned tailors such as Monsieur Regnault and Monsieur Gautier; similar to London's Savile Row of the 1960s and Jermyn Street of today. Talented women couturiers like Madame Villeneuve and Madame Charpentier also emerged and competed with the male tailors. Although the role of women in the general society remained minimal, the emergence of 'Les salons reunions des grands maison privees' (The meeting rooms of the grand private residences) increased the influence of women in lifestyle. Noblemen of the society were known to make secret visits for advice and opinion exchanges.
As lifestyle and education became linked with fashion and sophistication in France, the country became a reference point for stylishness. This gave way to the birth of the French 'Art e Vivre' and 'Savoir Faire', especially with inventions like the use of the fork and knife and the formal dance. Consequently, throughout Europe, high society either spoke French or had a French undertone. However, several religious frictions in Europe, mainly between the Protestant north and the Catholic south and the 30-year war between 1618 and 1648 stunted the growth of the French fashion influence for a short time.
The societal structure of the Baroque period also gave way to the detachment of clothing from the social class although this was a gradual process that would take centuries to manifest. Members of the middle social class began dressing similarly to the upper class as a result of increased apparel production no longer restricted to made-to-measure. Clothes also lost their stiffness and more emphasis was placed on comfort, movement and fluidity. The unexpected social liberty also materialized in the design of women's clothes through the emergence of the cleavage and clothes cut close to the body. It also brought about the introduction of the nightgown around 1670 and the skirt in 1680.
Simple, elegant and highly expensive jewellery such as diamonds and pearls were in high demand especially with Paris as a prominent supplier.
Pearls were heavily used by women all over the body to advertise their sophisticated tastes and status. The handbag also emerged as an important accessory preceded by the perfume bag. Perfumes and fragrance were also prominent in this period, especially for men who used it to conceal their bad odour as a result of lack of bathing as they paid less attention to personal grooming.
Was this article helpful?
0 0
Fabulous Fashionista
Fabulous Fashionista
Get My Free Ebook
Post a comment
|
<urn:uuid:e3f82ba1-e8fe-4c00-930b-d4ba4476f4ed>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.640625,
"fasttext_score": 0.07671082019805908,
"language": "en",
"language_score": 0.9647204875946045,
"url": "https://www.martelnyc.com/luxury-fashion/seventeenthcentury-baroque-fashion.html"
}
|
Skip to Content
Earther: The Race to Save the Most Endangered Conifer in America
Here is a very interesting story in Gizmodo Earther about the decline of a rare conifer called Torreya Taxifolia, which is found in only a few isolated spots in the Florida panhandle and southwest Georgia. These trees are remnants of the last Ice Age forest, when many tree species were pushed south by the combination of ice and cold weather. The torreya basically became trapped by geography and are not able to migrate back to the north again. Now they are under a new threat from a fusarium fungus which is killing off the remaining trees. And the loss of canopy trees from Hurricane Michael have also caused stress on these trees by exposing them to much more direct and harsh sunlight. You can read more about the trees at
Torreya taxifolia foliage, source: Jerry A. Payne, USDA Agricultural Research Service
Range of torreya taxifolia
|
<urn:uuid:9e9873ed-7b39-4258-b4a4-84a3ed42a861>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.026028931140899658,
"language": "en",
"language_score": 0.9649408459663391,
"url": "https://site.extension.uga.edu/climate/2019/04/earther-the-race-to-save-the-most-endangered-conifer-in-america/?cat=1"
}
|
Kihnu settlement in Mõisaküla
The major changes took place during the late Bronze Age (1000-500 b.c.) in the coastal regions of Northern and Western Estonia where the settlement had become so dense that the permanent fields were started to be cultivated.
One field unit was cultivated for a couple of years and then was left for twenty years as in fallow, i.e. was used as the pasture of animals. Low stone walls appeared from stone gathering around small fields which are even today visible for example on the alvar of Northern Estonia.
The fireplace from the late Bronze Age in Kihnu in the settlement of Mõisaküla. During this period cattle breeding was more important than before besides farming. People lived in single farmhouses. The farmers and their close people were buried in the sarcophagus barrows.
|
<urn:uuid:77f25a84-30b7-4c52-9894-dfbb3a0c1532>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.03900939226150513,
"language": "en",
"language_score": 0.982041597366333,
"url": "http://www.eestiajalugu.ee/?event=Show_event_popup&event_id=3305&width=670&height=430&TB_iframe=true&modal=true&lang=eng"
}
|
Archaeology Aids Adolescents
They were once considered our inferior, brutish relatives, but now researchers are using the story behind early humans to help teenagers understand their emotions.
A new web resource, developed by researchers at the University of York, is providing schools with the tools to allow young people to see what challenges the earliest human ancestors, or later relatives like the Neanderthals, would have faced in keeping their community healthy and fully functioning.
Dr. Penny Spikins, from the University of York’s Department of Archaeology, said: “The web resource challenges our perceptions of the past as competitive, populated only by the strong and invulnerable, towards a more realistic version of prehistory in which individuals genuinely cared for each other, and where the support of differences and vulnerabilities made humans successful.”
(continue reading)
|
<urn:uuid:184ed13f-6f4b-4bb5-9651-25f8a3b47436>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.03170961141586304,
"language": "en",
"language_score": 0.9545197486877441,
"url": "https://orbitermag.com/archaeology-aids-adolescents/"
}
|
Skip to content
Breadcrumbs navigation
Introduction to the Old Testament Pseudepigrapha
(Summary of a lecture by J. R. Davila on 9 February, 2007)
The word “pseudepigraphon” is first used in Classical Greek to mean “with a false title.” In the late second century C.E. it is applied by Serapion (Bishop of Antioch in the early third century) to works falsely ascribed to the apostles, a meaning approaching the early modern application of the word to works falsely ascribed to Old Testament characters. For the purposes of this course, “Old Testament Pseudepigrapha” refer to writings fictionally attributed to characters in the Hebrew Bible or written as though they originated in the First or Second Temple periods, but not included in the Jewish canon of scripture or in any of the major Christian canons. Several dozen such texts survive from antiquity (i.e., before the rise of Islam in the early 600s C.E.) and these are the focus of our interest. That said, Old Testament Pseudepigrapha continued to be composed up to the present. The earliest scholarly collection of biblical pseudepigrapha was published in the 1720s by Johann Albert Fabricius in Latin. We shall use the two Charlesworth volumes as our corpus, although the More Old Testament Pseudepigrapha Project here at the University of St. Andrews expects roughly to double the size of that corpus in a publication expected to be out in the next several years.
The term “Old Testament Pseudepigrapha” is unfortunately firmly entrenched in the field and so we will use it here. But there are numerous problems with it. The term “Old Testament” is essentially a Christian confessional statement and is uncomfortable for Jews (although it is fair to note that many pseudepigrapha were transmitted solely by or even composed by Christians — see below). The term “Pseudepigrapha” also applies as well to some biblical works (e.g., Deuteronomy and Daniel); not all “Old Testament Pseudepigrapha” are technically pseudepigraphic (e.g., no specific authorship is claimed for 3 Maccabees); and some pseudepigrapha are written in the names of non-scriptural characters (e.g., Ahiqar or the Sibylline Oracles).
Some Old Testament Pseudepigrapha are mentioned and even quoted in the Hebrew Bible and the New Testament, and there are a good many fragments of works that fit our definition above among the Dead Sea Scrolls (some of the best preserved examples include the Genesis Apocryphon, Aramaic Levi, and the Temple Scroll). But the term pseudepigrapha is generally reserved for works other than these and it is the other works that are the focus of this course. Most ancient scriptural pseudepigrapha were composed in Hebrew, Aramaic, or Greek. A few survive complete or fragmentarily in Hebrew or Aramaic because they continued to be transmitted in Jewish circles (Aramaic Levi is an example), but most of what survives was preserved in antiquity by Greek-speaking Christians and thus went through a stage of transmission in Greek (whether translated into or composed in that language). Some pseudepigrapha survive in Greek, but many have come to us only in other church languages, either in translations from the Greek or composed in those other languages. These latter texts are the focus of this class in this semester.
When we turn to study these works, the basic problem we face is that these pseudepigrapha survive only in medieval and late-antique manuscripts in these church languages (Arabic [yes, Arabic is a church language too], Armenian, Coptic, Ethiopic, Georgian, Latin, Old Church Slavonic, Syriac), yet some, but not all of them, clearly have an earlier cultural and linguistic origin. How do we figure out who wrote them, when, where, and in what languages?
Until fairly recently the main scholarly interest in these pseudepigrapha has been in their potential usefulness as Jewish background to the New Testament (and, to a lesser extent, to rabbinic Judaism). This focus has had the unfortunate effect of skewing the discussion in favour of trying to isolate first-century and earlier Jewish works in the pseudepigrapha. Often, the tendency has been to assume that any text that is not obviously Christian (i.e., that contains no references to Jesus, the crucifixion, the Virgin Birth, the apostles, the church, etc.) must be Jewish. Even if a text does have some such references and they can be removed as “secondary interpolations,” the resulting bowdlerization has been treated as a reconstructed Jewish document.
We regard this tendency as mistaken and ultimately harmful to both the narrow field of pseudepigrapha studies and the larger fields of biblical and Jewish studies. I will present the main issues and problems in the form of bullet points below, often linked to papers online in which I have longer discussions. I have assigned some articles by myself and Robert Kraft which go into considerably more detail. My recent book, The Provenance of the Pseudepigrapha (available in short loan in the libraries, for registered students in the course) treats many of these problems and issues in even greater detail.
¿ Many different types and groups of people had the means, motive, and opportunity to write Old Testament Pseudepigrapha in antiquity. These included:
Gentile Christians
Samaritans (Yahwists who traced their lineage back to the tribes of the northern kingdom of Israel)
Proselytes (i.e., formal converts to Judaism)
God-Fearers (i.e., Gentiles who adopted Jewish religious traditions but did not convert)
Sympathizers (i.e., Gentiles who had some interest in and sympathy for Judaism but did not convert)
¿ Christian scribes translated and copied the Jewish Pseudepigrapha that they liked, whereas Jews in the early centuries C.E. for the most part lost interest in such works and ceased copying them. This means that our surviving sample of pseudepigrapha transmitted by Christians is skewed: it has been filtered through Christian tastes and we must assume that many works that did not appeal to these tastes did not survive. The fragments of pseudepigrapha found among the Dead Sea Scrolls confirm this assumption and help remedy the problem to some small degree.
¿ Christians not only translated and copied Jewish Pseudepigrapha, they also interpolated and rewrote some of them, sometimes heavily. The Greek Testament of Levi, which is based on Aramaic Levi, is an example.
¿ Christians not only translated and copied Jewish Pseudepigrapha, they also composed Old Testament Pseudepigrapha themselves (the Greek Testament of Solomon is an example).
¿ Christians sometimes rewrote or retold Old Testament stories at length without introducing any explicitly Christian elements.
¿ Presumably Christians also sometimes wrote Old Testament Pseudepigrapha without introducing such elements, but this logical inference is very difficult to prove. If a pseudepigraphon has no reference to obviously Christian matters, how could we tell that a Christian wrote it?
¿ To complicate matters further, Jews sometimes wrote works related to the Hebrew Bible which sound surprisingly Christian (e.g., the Qumran Hodayot).
¿ Some Jews and Christians were more interested in “boundary-maintenance” (defining themselves against other religious traditions) than others.
¿ It is often very hard to prove that a work in a particular language is actually translated from a lost original in another language. Frequently, confidently-advanced scholarly conclusions about the original language of an apocryphon or pseudepigraphon preserved only in Greek or another church language are not based on compelling arguments.
These are the problems. Below are some methodological principals that I and others have advanced and refined to try to address and overcome them.
¿ The key principle is that we should start with the earliest manuscripts — and to a lesser extent, quotations — of a pseudepigraphon and move backwards from them to earlier language versions and cultural contexts only as required by positive evidence. Someone actually copied the text in the context that produced the manuscript or quote, so its existence in that context is a fact, not an inference, and this should be our starting point (but by no means necessarily our end point as well).
¿ All that said, how often and how well the text was read in the surviving context is an open question, one that is frequently very difficult to answer.
¿ Some intuitively obvious criteria for Jewish authorship include:
Survival in pre-Christian manuscripts in a Jewish context (e.g., the Qumran library)
Survival in or compelling evidence for composition in Hebrew
External (e.g., outside quotations) or internal evidence for pre-Christian composition
Sympathetic concern with Jewish ritual cult, Jewish legal tradition, Jewish ethnic & national interests, or Jewish apocalyptic and eschatological ideas that are difficult to reconcile theologically with Christianity.
¿ No one of these criteria is necessarily decisive. When working back to an inferred authorship different from that implied by the earliest manuscripts (e.g., Jewish), the most convincing case is made on the basis of multiple converging lines of evidence, not a single argument or indicator.
¿ A final point: the Old Testament Pseudepigrapha that were transmitted only or primarily by Christians generally have a narrow manuscript base and often survive only in translation (or even only in secondary or tertiary translations). The manuscripts typical vary a good deal among themselves, making reconstruction of the original text very difficult. All this means that the text of any given passage in one of these works is frequently quite uncertain, so when we try to understand the content and agenda of a given work we should focus on repeated themes and ideas rather than on single mentions of ideas in brief passages and specific verses.
In the coming weeks we shall look at a number of Old Testament Pseudepigrapha that survive in languages other than Greek, keep in mind these problems and methodologies. We will begin with presentations by the two lecturers and then will move on from there to student presentations in due course.
(c) 2007
Reproduction beyond fair use only on permission of the author.
Contact details
St Mary’s College
The School of Divinity
University of St Andrews
South Street
St Andrews
Fife KY16 9JU
Scotland, United Kingdom
Tel: +44 (0)1334 462850
Fax: +44 (0)1334 462852
|
<urn:uuid:40a65eac-9134-4eee-b448-c548c8737a5b>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.828125,
"fasttext_score": 0.04475677013397217,
"language": "en",
"language_score": 0.9354917407035828,
"url": "https://otp.wp.st-andrews.ac.uk/abstracts-lectures/introduction-to-the-old-testament-pseudepigrapha-2/"
}
|
Worksheet Viewer Page
Just Scroll Down To View and Print.
Name _______________
Date _____________
Reading Comprehension Worksheet
As sure as you're alive now, Peter Rabbit, some day I will catch you," snarled Reddy Fox, as he poked his black nose in the hole between the roots of the Big Hickory-tree which grows close to the Smiling Pool. "It is lucky for you that you were not one jump farther away from this hole."
Peter, safe inside that hole, didn't have a word to say, or, if he did, he didn't have breath enough to say it. It was quite true that if he had been one jump farther from that hole, Reddy Fox would have caught him. As it was, the hairs on Peter's funny white tail actually had tickled Reddy's back as Peter plunged frantically through the root-bound entrance to that hole. It had been the narrowest escape Peter had had for a long, long time. You see, Reddy Fox had surprised Peter nibbling sweet clover on the bank of the Smiling Pond, and it had been a lucky thing for Peter that that hole, dug long ago by Johnny Chuck's grandfather, had been right where it was. Also, it was a lucky thing that old Mr. Chuck had been wise enough to make the entrance between the roots of that tree in such a way that it could not be dug any larger.
Reddy Fox was too shrewd to waste any time trying to dig it larger. He knew there wasn't room enough for him to get between those roots. So, after trying to make Peter as uncomfortable as possible by telling him what he, Reddy, would do to him when he did catch him, Reddy trotted off across the Green Meadows. Peter remained where he was for a long time. When he was quite sure that it was safe to do so, he crept out and hurried, lipperty-lipperty-lip, up to the Old Orchard. He felt that that would be the safest place for him, because there were ever so many hiding places in the old stone wall along the edge of it.
1. Who is out to get Peter Rabbit? _________________________________
2. Where is Peter Rabbit?
3. Why might Reddy Fox find rabbit hairs on him?
4. Why did Peter Rabbit wait so long before living?
Powered by: The Online Teacher Resource (
© Teachnology, Inc. All rights reserved.
Thanks For Visiting!
|
<urn:uuid:67fa070b-2d86-403f-a850-e6773e89c10e>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.875,
"fasttext_score": 0.2089558243751526,
"language": "en",
"language_score": 0.9758003354072571,
"url": "https://www.teach-nology.com/worksheets/science/animal/read/"
}
|
Table of Contents
Print Complete BookPrint This Chapter PreviousNext Add a Question Page
This is the standard page of a lesson. These pages consist of information, questions, responses and “jump to†menus. Click on “Add a Question Page here†above or below the current page (depending if you want to add it above or below the current page). This will take you to a screen like this:
Before adding a question, you might want to note that a great overview of Lessons is found by clicking on the “?†at the top of the page. Type a page title and the page contents. The page contents may be formatted (bold, italics, etc.) by using the tool-bar. After the page contents are several fields for “Answers†and “Responses†and selections for “jump to†menus. Typically, you will end the page content with a question. Each answer is a possible answer to that question, and each response is optional information that will display if the student picks that answer. At the top of the page, there are tabs labeled “Question Type.†This allows you to pick the style of question that you want. Note the help “?†next to the menu. This help screen is very useful if you want more details on a type of question. In most questions, you put in the Answers in order, but the system will scramble them when the students see them. There are several choices:
Multiple Choice
When you are finished creating the question, click on “Add a Question Page.†My example now looks like this (this is the teacher view, with answers):
|
<urn:uuid:5f2c62d1-9412-491b-ab08-bdfca7522a06>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.765625,
"fasttext_score": 0.018133819103240967,
"language": "en",
"language_score": 0.8756422400474548,
"url": "http://www.brokenshire.edu.ph/ems/mod/book/view.php?id=76&chapterid=82"
}
|
The first human settlement, of Native Indians, in the southern part of California today known as Rancho Cucamonga, dates back to about 3,000 years ago. The Kucamongan Native Americans settled around the area now known as Red Hill, and like you might have guessed, the name of the city comes from this tribe of Native Americans.
When the Spanish began exploring the Americas, Captain Gaspar de Portola together with Father Junipero Serra, brought the first expedition of Spanish explorers to California in the 18th century. They established a few ranchos that supplied cattle to missionaries and other settlers who convened here.
Things started changing in California in the 19th century when Mexico began taking up the Spanish territory. When Mexico gained freedom, the new governor of Mexico granted Tubercio Tapia, a soldier, politician, and smuggler 13,000 acres of land around Cucamonga. Tapia constructed an adobe around Red Hill and continued ranching. He also opened up a successful winery, which still exists today as the Thomas Winery.
When American forces annexed California in 1846, it didn’t take long for new owners to come to Rancho Cucamonga. John Rains and his family bought Rancho de Cucamonga in 1858, and before his murder, he had brought in brick masons from Ohio to construct his family home, which still stands now and is on the National Register of Historic Places.
When the Rancho collapsed due to lack of water, it took some years before a banker, Hellman, started the Cucamonga Homestead Association. With the help of Adolph Petsch and other investors, the Hermosa tract brought water to the Cucamonga, marking the first real establishment of the community.
The neighboring community of Etiwanda became a town near Rancho Cucamonga, which further promoted the rise of Rancho Cucamonga. The planners of the Etiwanda town implemented a water system management for the area as well as starting hydro-electric power generation. These developments further cemented Rancho Cucamonga’s rise as a city.
When the 70s came, Etiwanda, Alta Loma, and Cucamonga all experienced considerable growth in population due to their proximity to Los Angeles and Orange County. The growth was uncontrolled, requiring the intervention of the planning committee from the three communities. The intervention resulted in the incorporation of Rancho Cucamonga as a city in 1977.
Since then, Rancho Cucamonga has moved from strength to strength, and today, it is home to more than 177,000 residents with the population expected to rise over the next 10 years.
|
<urn:uuid:f63c3c63-e448-4160-8306-de3d8dd03972>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.75,
"fasttext_score": 0.06114017963409424,
"language": "en",
"language_score": 0.9659217000007629,
"url": "https://www.myrightslawgroup.com/history-rancho-cucamonga-ca/"
}
|
• Home
• Parashah Insights
• Ask the Rabbi
• Festivals & Fasts
• Articles
• Books
• About
The trial of Jesus
The Sanhedrin, an illustration from an 1883 encyclopaedia
The Sanhedrin, an illustration from an 1883 encyclopaedia
There were two trials of Jesus – the Jewish and the Roman. My subject in this article is the Jewish, or rather, the purported Jewish trial, since the Gospel accounts of the proceedings simply cannot be reconciled with the accepted principles and practices of Jewish law.
The basic text of Jewish law against which the trial must be measured is the Mishnah, the legal codification in six “Orders” or volumes, edited by Rabbi Judah the Prince in the second century.
The source of the material in the Mishnah is the Old Testament Scripture as elaborated on in the traditional Oral Law. The Mishnah is thus not statute law enacted at or about the time the work was edited, but a consolidation of much earlier material which includes case law. The section of the Mishnah relevant to the trial is that entitled Sanhedrin and dealing with Jewish criminal jurisprudence. Its contents cover the constitution and jurisdiction of the courts, the prerogative rights of the king and high priest, the qualification of judges and witnesses, the method of examining and cross-examining witnesses, rules of general procedure and practice, crimes subdivided according to their punishment (death, imprisonment, or citizen action), and sins which bring forfeiture of the after-life.
In the hierarchy of courts, the two highest courts were both known as Sanhedrins – “small” Sanhedrins of 23 judges and the “great” Sanhedrin of 71 judges. A ‘small” Sanhedrin sat in every major centre of population, with two such courts in Jerusalem; it heard appeals from lower courts and had original jurisdiction in cases involving the possible application of the death penalty.
The “great” Sanhedrin was the supreme court which sat in the Chamber of Hewn Stone in the Temple, heard appeals from lower courts and had original jurisdiction over matters of major religious and national significance such as the boundaries of Jerusalem, the permissibility of a war and cases such as an idolatrous tribe, a false prophet, etc.
The purported Jewish trial of Jesus must be weighed against the principles and practices embodied in the Mishnah.
The task is rendered more difficult by the fact that the Gospels do not agree as to the sequence of events. There is vagueness on crucial points such as dates, places and persons, and there are discrepancies which are a subject in themselves. But taking into account the different versions, the trial story may be summarised in this fashion:
1. Jesus was arrested at night by an armed group of men, accompanied according to John by Jewish policemen. None of the evangelists explains clearly the reason for the arrest, but Mark. Matthew and Luke imply that Jesus considered that he had been arrested as a rebel; the Greek leeistees can also mean “robber”, and in this context probably indicates a person who had embarked upon armed resistance to Roman rule. In Pilate’s court, and also when the crucifixion was carried out, it was the charge of being a Jewish rebel that was attached to Jesus; but it was not this charge on which he was “tried” by the Sanhedrin.
2. He was taken to the high priest’s house. According to Luke he spent the night in the custody of his guards, according to John he was subjected to a private interrogation by the high priest, and according to Mark and Matthew there was a night-time trial by the Sanhedrin.
3. In the morning, say Mark and Matthew, there was a second session of the Sanhedrin, but without reference being made to the previous hearing. Luke says there was a morning session but there had been none the night before. John has no session of the Sanhedrin at all, either at night or in the morning.
4. All four agree that he was handed over to Pontius Pilate who tried him without reference to any previous trial by the Sanhedrin. It is not within my competence to analyse the strange features of Pilate’s actions. I will only comment that the crucifixion was at an early hour – according to Mark, nine o’clock – and thus if there was a Jewish trial before the trial by Pilate that morning, the Sanhedrin must have sat extremely early.
Even a cursory study of the Mishnah Sanhedrin raises a whole series of fundamental questions. Let us first examine the account of the night-time trial in Mark and Matthew.
1. The time of the hearing presents a grave problem. Both the “small” and the “great” Sanhedrin met only in the day time. The rule in the Mishnah is, “Civil cases are tried during the day and may be completed at night; criminal cases are tried during the day and must be completed during the daytime. If the accused is acquitted, the criminal trial may be completed on one and the same day; but if not, it is adjourned to the next following day, on which judgment will then be pronounced”. A night-time hearing would thus be unlawful.
2. The date of the hearing, the first night of Passover, likewise presents a grave problem. The courts did not sit on Sabbaths or festivals, or on the eves of Sabbaths or festivals. If a trial commenced on a Sabbath or festival eve and the accused were not acquitted that day, the case would, as we have seen, need to be adjourned. This would mean a further delay until after the Sabbath or festival, with the prisoner being kept in painful suspense in the meantime: on the first night of Passover there could thus be no hearing.
3. It is not clear whether it was the court of 23 or the court of 71 which was supposed to have sat that night; the text only hints at a large number of judges. Jesus was said to have been guilty of blasphemy, a capital charge requiring trial by a court of 23. If the court were the “great” Sanhedrin, it had no original jurisdiction over such cases.
4. Neither court is known to have met in a high priest’s house. The official place of meeting was, for the court of 23, the gate of the Temple Mount or the Temple Court; for the court of 71, the Chamber of Hewn Stone. The Talmud states that at some stage the Sanhedrin had to move from the Temple to various other meeting-places, but the date of the first move cannot be pinpointed precisely: and none of the new meeting-places coincides with the high priest’s house as far as we can tell.
5. The procedure described by the Gospels is completely out of accord with that required by the Mishnah. The latter required that a trial be at the initiative of the witnesses, not of the court. Two lawfully qualified witnesses had to testify that they had first warned the accused that the act he contemplated was criminal, and warned him of the punishment that would attach to it; they had to have witnessed the act being carried out; and their testimony had to be unambiguous, and their accounts had to tally. No person might be convicted on his own testimony or on the strength of his own confession. The court did not examine the accused, it examined the witnesses, though the accused could advance evidence in his favour. It goes without saying that the court could not go out seeking witnesses.
6. The crime of which Jesus was accused was evidently that of blasphemy. The words complained of included a reference to his being about to destroy the Temple (Mark) or being able to destroy it (Matthew) and a further statement relating to his sitting at the right hand of power, and corning with (or on) the clouds of heaven. The rule in the Mishnah is, “The blasphemer is not amenable to the law unless he explicitly pronounce the Name itself”. Capital punishment therefore applies only if he blasphemes God using the authentic Divine Name. This Jesus did not do. The words he used in relation to himself indicate attitudes which Judaism would regard as pretentious and unfounded, but they do not constitute a capital offence.
7. The rules regarding the length of a trial are also infringed in the Gospel narrative. If, as the Gospels have it. Jesus was adjudged guilty, then the court erred in not adjourning without a verdict until the following day. (The purpose of the adjournment procedure was to enable the judges to ponder the matter in groups during the night in the hope of finding arguments for acquittal.)
8. In a blasphemy case, the witnesses’ statement of what they heard the accused say was followed by all the judges rending their garments as a mark of grief and mourning. It would not be correct for only the president of the court to rend his garments, despite the statement of Mark and Matthew.
9. In capital cases a verdict to acquit might be reached by a majority of one vote; a verdict to convict needed a majority of at least two. A unanimous decision to convict was invalid and the accused would have to be set free. It was therefore unlawful for all the judges to have declared Jesus to be deserving of death. It goes without saying that it is completely out of character with the tradition of Hebrew justice for the judges to spit in the face of the prisoner and assault him: the law goes to every possible length to assure him of dignified and humane treatment.
The night-time hearing described by Mark and Matthew is full of irregularities and cannot be regarded as even approaching a valid trial.
Three of the Gospels describe a morning session. This, like the accounts of the night-time session, involve irregularities in terms of elate, place, type of court, procedure, the nature and criminality of his alleged acts, length of trial, etc. Since the morning’ session is not described by Mark and Mathew as the continuation of the evening session, at best it can be seen as an informal consultation concerning how to carry out the sentence handed clown (unlawfully) at night.
The night-time meeting cannot be regarded as a preliminary investigation with the morning session as the actual trial, since Jewish law does not know of any such procedure.
The time of the morning session presents problems. If Mark is right that the crucifixion was at 9 am, then the Sanhedrin would have to convene long before dawn in order to allow time for a further trial by Pilate.
John is the only one to make no reference to a Jewish trial at all, though stating that the high priest carried out a private interrogation of Jesus before handing him over to Pilate.
That he was handed over to Pilate all the Gospels agree. We have to ask Mark, Matthew and Luke why a Jewish trial was apparently insufficient.
Despite the claim that the Sanhedrin had no power, from a date 40 years before the destruction of the Temple, to pass and carry out death sentences, there is evidence that Jewish courts did carry-out such sentences on their own authority at least up till the year 66. The New Testament, itself tells of cases in which the Sanhedrin could impose and carry out the death sentence.
Even had it been necessary to hand a person over to the Romans for execution, how could the charge have been changed from a religious one – blasphemy – to a political one – sedition? The Roman authority would have dealt with the case on the basis of the Jewish law according to which it had been heard at first instance. The Jewish court’s verdict would not have been satisfied by a Roman court’s verdict on a different charge.
Further, the Mishnah hedged capital crimes about with so many procedural complications, making it almost impossible for any accused ever to be sentenced to death, that the Sanhedrin would have preferred to avoid passing a death sentence rather than to have to hand the prisoner over to the Romans whose authority over Judea they regarded, as a matter of principle, as unlawful.
Why are the Gospel accounts of the trial so greatly out of conformity with the Mishnah?
Was it that the Mishnah rules were not yet formulated or that they had not yet reached the clarity of their final articulation? In other words, can we say that the information in the Mishnah is not an accurate picture of the actual position in Jesus’ time? Israel Abrahams, writing on the Tannaitic Tradition and the Trial Narratives (“Studies in Pharisaism and the Gospels”, 1924), demonstrates that the rules of the Mishnah may already be taken for granted at this period. Further, he shows that the basis of the Mishnah must have been an authentic series of traditions.
Was the court described in the trial narratives one that was more ignorant, inexpert, unreliable or even wicked than the norm? We do know of courts sometimes being considered less expert than others, but how likely would it be that almost every possible irregularity would be perpetrated by one and the same court without apparent protest? Was it, as some suggest, a Sadducee court and therefore less scrupulous than a Pharisaic court in adherence to established rules?
A number of scholars approach the whole problem in revolutionary fashion. They recognise that the term Sanhedrin was not limited to the official law courts described in the Mishnah. and postulate the theory that there were two Sanhedrins – the religious, dealing with the regular administration of justice as prescribed by the Mishnah and the political, i.e. an ad-hoc Council which dealt with matters of national policy, and operating as it felt necessary in any given situation. The sources, however, do not conclusively demonstrate the existence of such a Sanhedrin.
Haim Cohn’s book, “The Trial and Death Of Jesus” (1977), takes a fresh and original look at the Gospel narratives. His theory is that “the Great Sanhedrin did meet that night” (P.95) but that it was not a regular court session at all. As a matter of national emergency the members convened even though it was night and even though it was Passover or the eve of Passover. Says Cohn, “The high priest knew that Jesus was to be tried before the Roman governor early the next morning… if anything was to be done by the Jewish leadership about the trial of Jesus, it had to be done forthwith, during the night. But what was so important about the trial of Jesus as to warrant an emergency meeting of the Great Sanhedrin by night?
Only one thing in which the whole Jewish leadership of the day can have been, and indeed was, interested was to prevent the crucifixion of a Jew by the Romans, and, more particularly, of a Jew who enjoyed the love and affection of the people.
Cohn argues that any Jewish intervention was not to harm Jesus but to save him, to urge him to abandon his pretensions and plead “not guilty” before Pilate. His co-operation would be in his own interests and those of the Jewish nation as a whole. Jesus, however, refused to co-operate, and in anguish the high priest rent his clothes: the councillors sadly remarked that Jesus had sealed his own doom. The theory is startling, and the hook is learned and lucid, yet it is not in itself convincing evidence.
This of course is the problem with the whole subject, and this is why it is so controversial and has led to so much injustice toward the Jew: that the questions are much easier to pose than are the answers, and in any case the Gospel accounts suffer from a steadily growing after-the-event tendency to rewrite and distort the story to present Pilate and the Romans in a favourable light and to maximise Jewish involvement and Jewish culpability.
Visit the “interfaith” section of the OzTorah website for more of Rabbi Apple’s insights on Jewish-Christian issues.
Comments are closed.
|
<urn:uuid:e523fb90-615e-471a-acac-d03881a26421>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.703125,
"fasttext_score": 0.026841938495635986,
"language": "en",
"language_score": 0.9738242626190186,
"url": "http://www.oztorah.com/2010/03/the-trial-of-jesus/"
}
|
Friedrich Nietzsche
Only available on StudyMode
• Download(s) : 124
• Published : December 12, 2012
Open Document
Text Preview
Jeremy Lahey
Philosophy 120 Ethics
Term Paper
Friedrich Nietzsche and Existentialism:
Section I. Biography:
Friedrich Wilhelm Nietzsche was born on October 15, 1844 to Ludwig and Franziska Nietzsche in Röcken, in the Prussian Province of Saxony. Friedrich Wilhelm Nietzsche was named after King Wilhelm IV as the 15th of October was also his birthday, he turned 49. In the summer of 1849 Ludwig Nietzsche suffered nervous seizures which ended Ludwig’s life 10 months later on July 29th, 1849. The death of his father was followed by the death of Friedrich’s brother, Josephchen Nietzsche, who had died of convulsive cramps. After the death of his father and brother his mother was compensated a widow’s pension and an additional pension for the child. It was not enough to continue living in Röcken and the Nietzsche’s were forced to move to Naumburg, where Nietzsche’s grandmother had many contacts for the Nietzsche’s to find suitable lodging.
In Naumburg, Friedrich Nietzsche enrolled in an elementary school called Knaben-Bügerschule which left much to be desired. Friedrich was then put into care of a candidate priest named weber where he was given tutoring in Latin, Greek, and religious subjects. In October of 1854 Friedrich was admitted to the fifth form of the Domgymnasium after passing an oral exam in Latin. Friedrich finished at the Domgymnasium with high honors and was offered a scholarship to a boarding school called Pforta. While there he gained much knowledge of Latin, the arts, and how to keep a rigorous routine. In his final years at Pforta he discovered that there was no evidence to prove god as real and there will always remain problems. The first of his extremely strong statements was, “We have been influenced without having had the strength in us to oppose a counter-force, without even realizing that we have been influenced.” (Friedrich Nietzsche: A Biography, Chapter 5/Pg. 31). This was to later become Nietzsche’s concept of self-overcoming, the battle that all make to fight against one’s unconscious prejudices. Friedrich graduated from the Pforta on September 4th, 1864. In October of the same year Friedrich joined the Burschenschaften, a fraternity in Bonn. He thought it would allow him to join like-minded individuals to debate the great issues of the day.
It was Burschenschaften where studying theology helped shape Nietzsche’s anti-Christian beliefs. He quickly disbanded from the Burschenschaften fraternity and claimed to be dissatisfied with what work he had accomplished there, calling it “abominable!” Nietzsche decided upon studying philology at Leipzig University, following a fellow professor from the Burschenschaften, who he thought as a great teacher, named Friedrich Ritschl. Nietzsche eventually joined the military cutting off from his academic endeavors. He ended back at Leipzig, however, on his 24th birthday. He was appointed as a professor of classical philology before his exams or even writing a doctoral thesis at Basel.
In Nietzsche’s latter years he started to quickly loose his mind. Throughout all of his life Nietzsche suffered from major headaches which also produced major side effects and put a damper in his life. In 1889 Nietzsche was gone, at least his mind was, and he had lost all sense and was on the verge of being admitted to an insane asylum. If it were not for a few good friends, Nietzsche would have been quickly admitted to the insane asylum as his behavior had become that eradicate. His family, including mother Franziska, placed him in an asylum that was better suited for Nietzsche. He remained institutionalized most of the rest of his life. Nietzsche suffered a heart attack on August 24, 1900. He later died that day. Nietzsche’s life contributed much to the field of philosophy and of most importance would be his influence on the subject of existentialism. Section II Existentialism, A Brief Summary:
Existentialism is, in essence, about the existence of self and is...
tracking img
|
<urn:uuid:2774b3b1-a662-418c-a1a6-8e4aac665d06>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.59375,
"fasttext_score": 0.043425559997558594,
"language": "en",
"language_score": 0.983039915561676,
"url": "http://www.studymode.com/essays/Friedrich-Nietzsche-1307470.html"
}
|
How much does it cost to fish?
Explore the Viz
image description
Understanding the economic costs of fishing is important in order to evaluate the long term potential of a fishery for local communities. It also gives us an idea of how the fishery may continue to exploit a specific resource. For example, if a fishery is losing money (spending more on gear and fuel than it is making in selling catch), it could mean that it is failing and fishers may want to switch to other species. Alternatively, it could mean that fishermen want to increase their effort to try and re-gain costs by catching more fish per fishing trip. Both examples have important consequences for the target species and those to which effort is transferred. Such predictions are difficult to make but understanding the money spent versus the money made by a fishery is the first step in making sound predictions about how fishery earnings effect current and future effort.
|
<urn:uuid:9cb1d229-b790-4cb2-90e3-912517661749>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.558895468711853,
"language": "en",
"language_score": 0.9585760831832886,
"url": "http://datamares.ucsd.edu/stories/how-much-does-it-cost-to-fish/"
}
|
Are the Sinhalese people descendants of Bengali and Odiya sea merchants?
A history of the Indian Ocean suggests as much, citing genetic studies as well as legends.
The injection of Indian DNA into Australia around 2000 BC shows that people living on India’s eastern seaboard were capable of sailing long distances even before the Iron Age. Archaeologists have found remains of a possible river port at a place called Golbai Sasan in Odisha that dates back to 2300 BC. However, there is a distinct boom in coastal trade from around 800 BC. At the heart of this maritime boom was Kalinga (roughly modern Odisha) and the adjoining areas of West Bengal.
The remains of many ancient ports have been found all along the coast between the western-most mouth of the Ganga and Chilika lake. The river connected the sea ports to the kingdoms of the interior while the lake, which has an outlet to the sea, acted as a safe harbour. You will find bits of ancient pottery strewn everywhere if you walk along the banks of Chilika lake.
The Bengali-Odiya mariners were not capable of sailing directly across the Indian Ocean at this early stage. Instead, they would have hugged the shore and traded their way down the Andhra and Tamil coast. At some stage they seem to have sailed across to Sri Lanka and begun to settle there.
Genetic studies have confirmed that the island was already inhabited by the ancestors of the Vedda, a small tribe that has long been suspected of being the original inhabitants. They are probably descendants of people who had migrated here before the Great Flood separated them from the mainland. The new migrants from eastern India, however, would soon become the dominant population – the Sinhalese.
The Mahavamsa, an epic written in Pali, tells the founding myth of how the Sinhalese came to Sri Lanka. It is said that at the beginning of the sixth century BC, the king of Vanga (i.e., Bengal) had a beautiful daughter who was kidnapped by a powerful lion. He kept the princess prisoner in a cave and had a son and daughter by her. The son, Sinhabahu, grew up to be a strong lad. One day, when the lion was away, he broke open the cave-prison and escaped with his mother and sister. The lion followed in hot pursuit. Eventually, after several adventures, Sinhabahu faced his father and killed him.
Sinhabahu then established a kingdom and built a capital city Sinhapura which means Lion City (notice that this is derived from the same etymological roots as Singapore). Many years passed and Sinhabahu had a son called Vijaya who turned out to be a violent lout and a disgrace to the family. My guess is that he inherited that from the paternal grandfather. After hearing repeated complaints from his subjects, King Sinhabahu eventually decided to banish Vijaya and 700 of his supporters.
So, Vijaya sailed south and landed in Sri Lanka. There he faced some resistance from the locals, presumably the Vedda, led by a woman called Kuveni. However, Vijaya prevailed and established his kingdom. The Mahavamsa tells us that King Vijaya now gave up his earlier erratic behaviour and ruled responsibly for thirty-eight years. He also married a Tamil princess from the Pandya clan.
The legend of Prince Vijaya should not be taken literally; I have always harboured some doubts about the bit related to the lion kidnapping the princess. Nevertheless, the epic makes it clear that the Sinhalese retained a memory of their Bengali-Odiya origins when the Mahavamsa was composed and compiled almost a thousand years later.
The Sinhalese link to eastern India matches genetic, linguistic and cultural evidence and survives in many little ways. For example, the lion is an important symbol of the Sinhalese people; they are literally the Lion People. One finds this echoed in Odisha which remains a major centre for the worship of Narasimha (the god Vishnu as half-lion and half-man).
The town of Puri is famous for the temple of Jagannath, another form of Vishnu, but also has a very ancient temple to Narasimha and there are several rituals where the latter is given precedence to this day. Similarly, in Bengal, the goddess Durga is almost always depicted as riding a lion. In other words, the lion on the Sri Lanka flag and Durga’s lion share the same cultural origins.
The clinching evidence on the origins of the Sinhalese, however, comes from another custom. Robert Knox, an Englishman who spent many years in Sri Lanka in the seventeenth century, made the following observation: “In their infancy they have names whereby one may be called and distinguished from the other; but, when they come to years, it is an affront and shame to them, either men or women, to be called by those names.” Bengali and Odiya readers will know exactly what this means.
Excerpted with permission from The Ocean Of Churn: How The Indian Ocean Shaped Human History, Sanjeev Sanyal, Penguin Viking.
We welcome your comments at
Sponsored Content BY
Plan your shopping
Track the deals
Big discounts and top picks
Home Appliances
Personal Electronics
The Amazon Fire Stick
The Amazon Fire Stick
Other noteworthy deals
Interesting finds
Small shopping
Check-out process and payment options
|
<urn:uuid:0c950e88-2bb9-4de0-b7af-a508c09fd2fc>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.859375,
"fasttext_score": 0.06929850578308105,
"language": "en",
"language_score": 0.948436439037323,
"url": "http://scroll.in/article/814562/are-the-sinhalese-people-descendants-of-bengali-and-odiya-sea-merchants"
}
|
The Rise of the Fireman’s Pole
Firemen sitting by their pole (1905)
In 1736, Benjamin Franklin jump-started the first effort to build formalized firehouses. Over the following century, various tools would be implemented -- buckets, hoses, ladders, and the like -- but response times were brutally slow.
The majority of firehouses in the nineteenth century were two or three stories. Typically, the horse-drawn fire carriages (and horses) would occupy the first floor, the second floor would be the firefighters’ sleeping quarters, and, in some cases, a third floor would serve as a hay bale storage unit to feed the animals. Often, when the firemen cooked meals on the second floor, curious horses would ascend the stairs into the living quarters; as horses typically don't descend stairs, they would then be stuck there.
To solve this issue, firehouses began installing narrow spiral staircases that the animals couldn’t access. This, however, led to a more pressing issue: when an alarm rang, anywhere from ten to twenty firefighters would all have to simultaneously scramble down these corridors to reach the trucks below. This invariably impeded response times; in an age where fire technology was limited, every second counted.
In 1878, one man’s inadvertent invention changed the way firefighters answered urgent calls.
One afternoon, David Kenyon, the captain of Chicago’s all-black Engine Company No. 21, was helping a fellow marshall stack hay on the third floor of his firehouse when an alarm rang. In the loft was a long wooden binding pole used to secure hay during transport; without a quick route of descent, Kenyon’s accomplice grabbed the pole and slid two stories down, easily beating out the dozens of firemen scrambling down the spiral staircase.
Following the installation, Kenyon and Engine Company 21 were mercilessly ridiculed by other firehouses. The team, claimed the naysayers, had lost its collective mind to merely consider such a strange response mechanism. But Company 21 quickly grew a reputation for being the first to arrive at the scene of a fire -- often up to ten minutes before other brigades -- and others slowly began to give the pole serious consideration.
When Poles Go Wrong
As far back as 1885, there were recorded instances of firemen falling down fire pole holes or accidentally losing grip mid-slide -- and dying. A rash of such incidents occurred throughout the early twentieth century. Combing through the historical archives of six major cities -- New York, Boston, St. Paul, Los Angeles, Chicago, and Philadelphia -- we were able to find 18 deaths related to fire poles from 1890 to 1930 alone (keep in mind that this includes only six out of hundreds of archives). The stories are varied: a young ladderman who fell 20 feet down a pole on the way to a call in 1904; a captain, Thomas S. Home, who awoke in the middle of the night and unwittingly walked over the hole in the floor and tumbled to his death; the Chicagoan auto engineer who slid down too fast, shattered his knee caps, and died from resulting infections a few months later.
Despite these incidents, safety precautions -- railings around the hole, and mats at the bottom -- weren’t widely implemented until the mid-1950s. Even then, the deaths continued. One such incidence in 1959 describes a St. Paul firefighter who tripped over his shoelace and went careening over the railing head-first 30 feet down the “pole hole.” It was the city’s fourth pole-related death. Another tragedy two years later in Boston saw a Lieutenant slip while descending and break his neck.
“Mark sustained severe injuries from his 15-foot fall, including traumatic brain injuries and extensive bodily damage. Mark's brain injuries included a ‘diffuse axonal injury,’ a shearing trauma in which the ‘wires’ of the brain are ‘torn,’ and bleeding in his frontal lobe and ventricles. Mark fractured his pelvis in multiple places, many of his vertebrae, and nearly all of his right ribs. His lung was punctured, and his bladder ruptured. Mark later underwent surgery to remove handfuls of necrotic tissue that were preventing his lungs from expanding.”
His case isn’t the only one: more recently, in March 2014, a New York firefighter brought a lawsuit against the city after sliding down a fire pole that was “too slick” and fracturing vertebra his lower spine. In the case, which is still undergoing review, he claims he was unable to control his descent of the pole, and relates that even following a string of such incidents, the firehouse failed to change its procedures.
Sliding out of the Picture
Whereas the fireman’s pole was once an iconic fixture at every major firehouse, it is increasingly being replaced today. With the advent of motorized vehicles and fire trucks, horses were phased out and there was no longer a need to have multi-level stations. Continued deaths and injuries, despite safety installations, have also led officials to reconsider the fireman pole’s role in the modern era. Harold Schaitberger, general president of the International Association of Firefighters, elaborated in an interview with The New York Times:
As firehouses around the nation uninstall fire poles, they fail to find alternative options to reduce response times. A few stations have experimented with another playground fixture -- the slide -- in lieu of the pole, but the trend hasn’t really caught on (imagine half a dozen 200-pound men trying to simultaneously shoot down a tube). Instead, many stations have come full circle -- right back to using stairs. As a veteran firefighter notes, this is less than ideal: "Now at 4 o'clock in the morning, you've got 11 guys going down the stairs. Stupidest thing I ever heard of." Ken Mulville, a station officer, contextualizes this sentiment in the vein of time management:
Though there are instances of serious injury, and even death, these instances are relatively infrequent when gauged with the sheer number of times firefighters descend the poles on any given day. But for firefighters, the argument for or against the pole always evolves into a moral dilemma: while it’s dangerous, it is, by far, the most practical and efficient method of responding to a call -- often reducing response times by up to 30 seconds. One Massachusetts Lieutenant explains his catch-22:
“There is a pole in my fire station, and I consider it one of the most dangerous things we have in the building. There is a railing around the hole upstairs, but is only a horizontal rail about three feet above the floor, with three uprights holding it up. One misstep near that pole and its a 16 foot plummet. The 2" landing pad at the base barely absorbs a controlled descent, let alone a fall.
Cost is also a consideration for municipalities renovating stations, or building new ones. With safety fixtures, a shiny new brass pole runs about $150,000 -- far more than a concrete staircase.
So, where does the future of the fireman’s pole stand? The National Fire Protection Association (the overarching organization that sets standards and codes in place), has called for the removal of all poles from U.S. stations “due to safety hazards.” The organization hopes to phase them out completely as firehouses are remodeled into single-story units; the poles that do remain will be required to include safety enclosures and mats -- “so nobody stumbles into it in the middle of the night,” as the association’s president puts it.
If you found this blog post interesting, you'll love our book → Everything Is Bullshit.
Woah. We are flattered you shared our blog post!
|
<urn:uuid:17b72a9f-9e47-49ec-b778-228e8373a211>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.75,
"fasttext_score": 0.03641921281814575,
"language": "en",
"language_score": 0.9582130908966064,
"url": "https://priceonomics.com/the-rise-and-fall-of-the-firemans-pole/"
}
|
One of the 12 provinces of the Netherlands, with over 2 million inhabitants.
As the name indicates, the area was the Northern part of the duchy of Brabant in medieval times. It was conquered by the Holland-based state fighting for indepencence from 1568 to 1648, and governed as occupied territory until it obtained full rights as a province under French rule in 1795.
Its capital, 's-Hertogenbosch, is its 4th town in size, after Eindhoven, Tilburg, and Breda.
Most of Noord-Brabant is covered with layers of sand deposited there by the ice ages; most of it was covered with woodland and moorland until recently, and farming was never very profitable. Owing to the cheap labour a local industry developed that, after the industrial revolution, caused the major towns to grow considerably. The agricultural sector found prosperity in the intensive, industrial scale farming techniques developed after World War II. Today, Noord-Brabant is among the most prosperous areas of the country.
After the predominant religion, Roman Catholicism, was legalized in 1856, a strong 'catholic emancipation' movement arose that put the catholic south Noord-Brabant and Limburg) back on the political map. The catholic party became the largest in national politics, acting as a balancing power in the centre of the political spectrum, and continuously in government from 1917 until the 1990s. Catholicism remained a very dominant force in public life until the 1960s, when most catholics either tried to liberalize the church or turned their backs on it. (This also happened in the protestant churches, but to a lesser extent.)
The religious, cultural and political differences with 'the North' have largely vanished today.
|
<urn:uuid:6f1a5429-f856-441c-ba15-a1a7fe4e1323>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.6728658676147461,
"language": "en",
"language_score": 0.9660635590553284,
"url": "https://everything2.com/title/Noord-Brabant"
}
|
Utagawa Hiroshige 歌川広重 (1797–1858)
Empress Jingū Invades Korea
Japan, Edo period (1615–1868), c. 1847–1852
Woodblock print; ink and color on paper
Gift of James A. Michener, 1991
Empress Jingū (Jingū kōgō, c. 169–269) traditionally is believed to have been the 15th imperial ruler of Japan, ascending the throne in 201 after the death of her husband, Emperor Chūai (dates unknown), and acceding the throne to her son, Emperor Ōjin (dates unknown) in 269. Although she is discussed in both the Record of Ancient Matters (Kojiki, c. early 8th century) and The Chronicles of Japan (Nihon Shoki, 720), due to limited amount of evidence, the historical accuracy of her existence has been strongly contested. During the Meiji period (1868–1912), historians removed her from the official list of emperors and designated her as a legendary figure.
The reputation of Empress Jingū is primarily based upon tales of her invasion of Korea, and during the Edo period images of her dressed in battle armor and leading that military campaign were produced by various artists of the Utagawa School, including Utagawa Kunisada (1786–1865), Utagawa Hiroshige (1797–1858), and Utagawa Kuniyoshi (1797–1861). In Empress Jingū Invades Korea, by Hiroshige, a fearsome figure stands upon a boulder and gestures with her bow while giving orders to her soldiers. The only concrete clue to this figure’s gender is in Hiroshige’s caption in the upper half of the print.
Since women were typically prohibited from serving in the military, and since battle armor was specifically designed for men, should we interpret this portrait as an example of transvestitism? If a wakashū’s gender was defined in part by his long-sleeved kimono (furisode), then isn’t Empress Jingū’s armor likewise a means through which she temporarily transformed her gender?
|
<urn:uuid:981ba93c-c614-4aa5-9792-767410eade66>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5625,
"fasttext_score": 0.17034375667572021,
"language": "en",
"language_score": 0.9499963521957397,
"url": "http://shunga.honolulumuseum.org/2013/index.php?page=44"
}
|
BackBright Hub EducationBrowse
Modifications of a Reading Lesson: Understanding Cause and Effect
By Barbara
In teaching students with special needs how to understand cause and effect when reading a story, article or short passage, teachers need only say “Cause makes something happen and effect is the result of what happened.” We'll look at a modified lesson plan which focuses on a short passage.
All students can understand cause and effect in real life terms. If you spend the money you earned mowing the lawns on an iPod, you won’t have any left for school supplies, or if you eat dessert at lunchtime, there won’t be any left at dinner. By creating an understanding that cause creates a happening and effect shows the result of what happened; teachers can apply the learning to any reading lesson.
The Mission
Reading Passage: Have students read the following passage and answer the cause and effect questions that follow.
As Samantha pulled into the parking lot of the school, she had a strange feeling of apprehension. The building was dark underneath the moonlight carving a niche of light alongside the empty parking spaces. Trevor was supposed to meet her at 11:00pm sharp. Samantha glanced at the illumination of her watch face and saw the short hand skip minutes past the eleven.
“Ah, Trevor, you’re late,” she said into the darkened interior of her family’s silver SUV Sedan.
She pulled out her BlackBerry and texted into the square box, “Wr r u?” Moments later, she heard the peel of brakes and saw puffs of smoke as Trevor accelerated into the parking lot and stopped just inches away from her SUV. Samantha jumped out of her car and ran over to Trevor.
“Are you crazy…we don’t have time for antics..let’s go,” she screamed in a hush towards his open window.
“PJ what’s the rush..we have all night,” Trevor laughed behind the slamming of his Jeep door.
“No, we don’t…so c’mon.” Samantha grabbed his hand and let go quickly..she needed to focus on the task at hand. Samantha brushed off a drop of rain from her hand as others followed coating her skin with a liquid moisturizer of raindrops.
The light rain brought a thin sliver of cloud cover across the curvature of the moon as they hurried towards a door in the corner of the brick building. Samantha slid the length of a bronze key into the lock as Trevor pulled on the rain drenched door handle.
“Okay, PJ, you ready for this?”
“No, but let’s go. Security will do a drive by at 12:10am, so we don’t have a lot of time,” Samantha answered ignoring how annoyed she was at Trevor calling her PJ, when her name was Samantha Jean and how much trouble they both would be in if they got caught. She needed him tonight, so she continued down the steel stairs towards an interior illuminated by the dangling of a lone bulb. (*Original content by author)
Lesson and Questions
Understanding Vocabulary: Have students use a dictionary to define the following terms from the passage.
• Apprehension
• Niche
• Accelerated
• Illuminated
Understanding Cause and Effect: In the reading passage, the author includes specific details to create an understanding of what's happening in the story. Write a brief reflection on what you read as a cause and effect relationship in the story.
Additional Activities: Answer the following questions from the reading passage:
1. In the reading passage, Samantha is waiting for Trevor to arrive in the parking lot of the school. What can you identify as the cause of why she's waiting? What can you identify as the effect if Trevor doesn't show up?
2. What is happening in the reading passage (create a list)?
3. What do you think will happen to Samantha and Trevor if they carry out their mission?
4. Create a bubble mapping of the cause and effect relationships happening in the story.
Given the range of reflections, questions and learning opportunities for students to create and process their own understanding of the reading passage, this is a lesson that teachers can use to create a wealth of modifications for students with reading difficulties and those who need continuous challenge to experience their own success and access in reading.
|
<urn:uuid:5ab2e9fe-2cbc-4c0c-96cb-2833c4a0836b>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.6875,
"fasttext_score": 0.7796629667282104,
"language": "en",
"language_score": 0.9525267481803894,
"url": "http://m.brighthubeducation.com/special-ed-inclusion-strategies/47531-modifying-a-reading-lesson-to-teach-cause-and-effect-to-special-education-students/"
}
|
What Is a Vaquero?
Horsemen of Unparalleled Skill
In Argentina, they were called gauchos, in Chile, huasos, and on the Great Plains, cowboys. In Old California, they were called vaqueros, horsemen of unparalleled skill who tended the cattle herds on the great ranchos.
The word vaquero is derived from vaca, the Spanish word for cow. As the Spanish colonized Alta California in the late 1700s and early 1800s, livestock became an all-important foodstuff and trading commodity. The hide-and-tallow trade became the center of the Alta California economy, and as the cattle herds grew, so did the need for a labor force to tend them. As with their other labor needs, the Spanish colonizers turned to the indigenous native populations — in this area, the Chumash — to look over their livestock herds.
Click to enlarge photo
S.B. Historical Museum
The colonizers who settled in this region were often themselves highly skilled horsemen. These included not only members of the military but also many of the Franciscan padres who staffed the missions. Horsemanship was unknown to the Chumash, and the newcomers were forced to ignore a Spanish decree which forbade the teaching of these skills to the natives. The Chumash readily took to riding horses, and the majority of the vaqueros during the Spanish and Mexican eras had a goodly mixture of Chumash blood coursing through their veins. With the advent of the Gold Rush, there was an influx of settlers from Mexico, many from Sonora, who became vaqueros. There were also a growing number of Americans who entered the trade as California came under U.S. control in the late 1840s.
A number of the accoutrements we associate with the American cowboy are variants of vaquero equipment. The California saddle is very similar to the traditional one of the vaquero except that the latter has an additional cinch in the rear, thus securing the saddle more firmly to the horse’s back. The advantage of the California saddle is that it moved around on the horse’s back, thus preventing a sore spot from forming on the animal. A good vaquero learned to shift his weight to compensate for the movement of his saddle.
Chaps, leggings to protect a rider from cuts and scrapes when riding through brush, also come from the vaquero tradition. The word chaps is a shortened version of chaparajos, which means leggings. The wide brims that were a feature of the vaqueros’ usual headgear was later adapted for the familiar cowboy hats.
There was no finer compliment to a vaquero than to be called a jinete, an expert rider, one who could tame the wildest bucking bronco. Vaqueros prided themselves on controlling their mounts with weight shifts, and use of their legs, while making only the slightest movements of the reins. One story has the finest of vaqueros using reins made of two tail hairs to guide his horse through the most intricate of maneuvers.
Vaqueros often made their own reatas, or ropes, of rawhide or horsehair. These were thrown from a variety of positions by the rider to catch cattle by their front feet, back legs, or horns. It was a matter of pride to injure neither the cow nor one’s horse in bringing the former down. A vaquero’s horse was his most important possession. The best vaqueros took every opportunity to practice their roping and were known as lazadores when a high level of expertise had been reached.
Vaqueros still ride the open spaces of California today, albeit in vastly reduced numbers. The legacy of their horsemanship and craft remains a vital part of the story of Old California.
This article has been amended for accuracy since it's original posting. (The Chilean word is not "buaso" but "huaso.")
event calendar sponsored by:
|
<urn:uuid:27de258a-aa09-4716-a501-8a0c3d6dc56c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.6875,
"fasttext_score": 0.026291072368621826,
"language": "en",
"language_score": 0.9730103015899658,
"url": "http://www.independent.com/news/2011/sep/19/what-vaquero/"
}
|
What is a Hunger Strike?
Article Details
• Written By: Michael Pollick
• Edited By: Bronwyn Harris
• Last Modified Date: 19 August 2017
• Copyright Protected:
Conjecture Corporation
• Print this Article
Free Widgets for your Site/Blog
One of the few things that remains under the control of a prisoner or protester is his or her food intake. Voluntarily refusing to eat solid food and/or liquids can sometimes provide some much needed political or societal leverage for someone whose plight has captured public attention. Such a drastic but effective form of protest is known as a hunger strike. The use of a hunger strike to express non-violent is centuries old, although early hunger strikers were more likely to use the threat of death by starvation to embarrass or shame debtors into repayment, not to effect sweeping social change.
A hunger strike generally begins with a prisoner or protester's refusal to eat any solid food offered by a captor or any government authority. Some may also refuse to drink liquids as well, but the majority of hunger strikers seem to prefer a longer starvation process to generate maximum political or social pressure on their oppressors. Without liquids, a person may live only a week at most, but without solid foods a hunger striker could conceivably cling to life for 60 days or longer. Meanwhile, the real possibility of having a protester or prisoner died in custody often creates true shame or embarrassment on the part of the government agency or other jailers.
Perhaps the most famous use of a hunger strike as non-violent resistance occurred in British-occupied India during the mid 20th century. Mohandas Gandhi organized several protests against the oppressive British government, which resulted in several highly publicized arrests. Gandhi understood how much attention his calls for Indian independence had garnered in the rest of the world, so he routinely chose to go on a hunger strike while in captivity. The thought of allowing such a prominent figure as Gandhi die of starvation in one of their prisons was politically embarrassing enough to prompt the British rulers to consider Gandhi's demands.
A hunger strike or fasting is also a tactic used by prisoners to shame the administrators into addressing a longstanding problem or providing more privileges. Refusing to eat solid food is a fairly straightforward gesture for protesters, but can create a number of problems for their captors. It is not unusual for a prison hunger strike to end with forced feedings of protesters and the revocation of privileges until order is restored. Political prisoners, such as those held in Cuba as enemy combatants, may have a little more leverage during a hunger strike, since their actions are often witnessed by lawyers, journalists and civil rights activists.
There is never a guarantee that a hunger strike will yield the results sought by the striker. Many hunger strikers become too ill to resist force feeding efforts or medical intervention. Some become irreversibly damaged as vital organs shut down and brain damage begins. Sadly, some hunger strikers die even after their strike-ending demands have been met. A hunger strike is a non-violent act in one sense, but in other ways it can be a very destructive tactic with limited chances for success.
You might also Like
Discuss this Article
Post 3
I personally do not think that hunger strikes are very effective. Yes, sometimes people do get what they want, but there is no guarantee. Many people have died without achieving what they had aimed for. It really depends on the response of the authorities that one is struggling against.
Every administration will not feel shame when a prisoner dies due to a hunger strike. I think there are many administrations in the world who couldn't care less. Unfortunately, a hunger strike is not something that is effective if one gives up mid-way. But not giving up could very well result in death.
Post 2
Gandhi's satyagarha (passive resistance) and ahimsa (nonviolence) movement had many different strategies. Hunger strikes was a part of this movement but it was not the only method. Gandhi resisted British occupation and oppression in many different ways. For example, he organized peaceful protests where people simply walked from one part of India to another. The protesters never engaged in violence. If they were beaten, they were directed to just take it without responding.
Gandhi also resisted by urging the people to make their own fabric and salt so that they would be less reliant on the British who monopolized both sectors in India. Gandhi himself wore a basic cotton fabric that he himself weaved.
He was arrested multiple
times and he resisted those arrests by refusing food and refusing to pay the fines ordered by the British authorities. Gandhi's movement is of the most unique and effective movements for freedom in the world. Many other freedom movements have used the same strategies after Gandhi.
Post 1
I saw a film the other day about the women's movement for the right to vote in the United States. Those women who had been arrested for protesting women's inability to vote went on a hunger strike to get their message across.
Unfortunately, the hunger strike was made even more difficult for them because of force feeding by the jail authorities. They were force fed raw eggs, which were poured down tubes that were forcefully inserted into their throat. It was awful and I got goosebumps while watching those scenes.
We need to remember the struggle that these women put up so that American women could vote.
Post your comments
Post Anonymously
forgot password?
|
<urn:uuid:e696fcb5-f5a9-48a9-8617-b5e6329a4467>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5625,
"fasttext_score": 0.08643728494644165,
"language": "en",
"language_score": 0.9687891602516174,
"url": "http://www.wisegeek.com/what-is-a-hunger-strike.htm"
}
|
Cherry-picking is a logical fallacy that occurs when there is more than one important part to an argument, and a person intentionally omits the part or parts that do not support the person’s preferred conclusion – picking the parts that do support the preferred conclusion.
Cherry-picking is also called the fallacy of incomplete evidence. It can be informally called, “suppressing evidence.”
Sometimes we cherry-pick evidence to no one but ourselves. This is called confirmation bias, and it happens when we first form a conclusion, and then pay attention to arguments and evidence that support the conclusion we want to be true, while ignoring any evidence against.
The coach said, “Mary, you’ll be a great help to this team by staying at home.” Mary told her mother, “The coach said I’ll be a great help to this team!”
Joe’s puppy barks at all people except Joe. When Joe tries to sell his puppy, the possible buyer asks if the puppy likes people. Joe says, “He loves people. He licks me all the time.”
Calvin tried out a new diet. He lost ten pounds, and then gained nine. He tells everyone, “That diet was great, because I lost ten pounds!”
Mahatma said, “Freedom is not worth having if it does not include the freedom to make mistakes.” Stanley, his political opponent says, “See! Mahatma said that freedom is not even worth having.”
Often, when only one or two examples is given as evidence, the speaker is cherry-picking. An exception would be when there are only one or two possible examples.
Cherry-picking: Mary’s new friend says that Mary eats ice cream all the time because she has seen Mary eat ice cream the past two days. (She doesn’t know what Mary’s ice cream eating habits were before that. Maybe Mary just bought some ice cream for the first time in a long time.)
Not cherry-picking: Mary’s friend says that Mary must really like red cars because her last two cars have been red. (This would not be cherry-picking if Mary has only owned two cars, but it would be cherry-picking if Mary has owned many non-red cars in the past.)
More cherry-picking info can be found by following this linkthis link, or this link.
|
<urn:uuid:e9a786f9-b434-4a73-8aad-e5961424b7d9>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.640625,
"fasttext_score": 0.0933692455291748,
"language": "en",
"language_score": 0.9659756422042847,
"url": "https://languagefix.wordpress.com/2016/05/30/the-fallacy-of-cherry-picking/"
}
|
To This Day—and Beyond
“[T]he school halls were a battleground
Where we found ourselves outnumbered day after wretched day.”
To This Day, a stunning spoken word poem about bullying by Shane Koyczan, went viral in video form in 2013. It continues to teach and inspire every day. Why has this project worked so well?
Authenticity, straight from the poet’s heart. Described as having “furious honesty and a tender humanity,” Koyczan translates his personal experience as a bullied child and a witness to other bullied children to be relevant across social and political borders. He turns bullying inside out, describing with painful precision the way being bullied feels, festers, and grows inside someone, how it doesn’t stop just because the school day does, and how it can leave a devastating legacy long after the school years have ended.
Even though he’ll never forget, Koyczan found that he could craft his pain into messages and images to help others get through their own experiences, and help instill understanding and empathy in kids, parents, teachers, and their communities.
Watch the video here, or listen to the poem and read it here. And check out "Troll," Koyczan's video from the album and graphic novel, "Silence Is a Song I Know All the Words To."
To This Day is also available in an iPad app in English, Spanish, and French, and includes several interactive features. Koyczan’s site also includes links to his tour, his band, Shane Koyczan and the Short Story Long, his books, and other projects.
Don’t forget to head on over to 31 for 31 and check out our School Bullying Prevention Difference Makers.
You might also be interested in
|
<urn:uuid:a9676d3c-4298-4a04-a301-caf6cac5ee60>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.019175291061401367,
"language": "en",
"language_score": 0.9617263078689575,
"url": "https://www.crisisprevention.com/Blog/October-2014/To-This-Day-and-Beyond"
}
|
HomeDiscover Oswego County
The development of Oswego took place primarily during the 19th Century. Smaller cities became centers where the agricultural population could find entertainment, cultural opportunities, books, newspapers, schools and involvement in government. Most of these smaller cities were centered around one area of development, such as mining centers of the west, or the coal mining areas of the east.
Oswego was unique among American cities because its rapid growth did not depend on just one circumstance or event. Shipbuilding was the first industry, beginning with the English occupation of the harbor in the early part of the 18th Century. The military history of the city began at the same time. The construction of the first fort, Fort Oswego in 1722, on the West side of the Oswego River was followed by Fort Ontario, constructed on the east side of the river in 1775.
The second major industry in the early settlement was fur trading, which developed into a major economic opportunity. It produced income for both France and England. With the conclusion of the American Revolution, development of the harbor and port of Oswego burgeoned. Salt, discovered on the shores of Onondaga Lake, was a product shipped via the Oswego River and ultimately over the Oswego Canal to all parts of the country. This led to expansion and development of the harbor as a major Lake Ontario port and soon it was a major spot for trains shipping grain from the western lakes.
Since the water was the principle means of power in the early days of the 19th Century, Oswego soon became a major milling center. By the mid-19th Century, the railroad had a presence and Oswego became known as the city where the water meets th rails. The city eventually became the home to what was to become the largest industry of its type in the United States. Kingsford Starch was developed here and became a major source of employment to hundreds of Oswegonians. Growing rapidly alongside Kingsford were the textile and boiler-making industries, which flourished for many years.
Gerrit Smith, a leader in the abolitionist movement, helped Oswego to become one of the most important stops on the Underground Railroad. He was a leader in other ways as well, and although not a resident of the community, built its first library and worked hard for the temperance movement, among others.
Edward Austin Sheldon founded the Oswego Normal School for teacher education, which today is Oswego State University. He developed what is known as the object method of teaching, which revolutionized American education. Oswego was also the home of Mary Walker, a Civil War surgeon and the only woman in the history of the United States to win the Congressional Medal of Honor.
|
<urn:uuid:08788b1c-7a9c-4be8-888b-291015e31c8f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.38286036252975464,
"language": "en",
"language_score": 0.9829422831535339,
"url": "http://www.oswegofultonchamber.com/live/History.aspx"
}
|
Pinocchio; a Story for Children
Only available on StudyMode
• Download(s) : 388
• Published : August 14, 2010
Open Document
Text Preview
Pinocchio; A Story for Children
Bridgette Rodriguez
Hondros College of Nursing
English II (Composition and Literature)
ENG 101
Professor Christine Cavallaro
April 18, 2010
Pinocchio; A Story For Children
Pinocchio is concidered an adventurous tale for children. The original story was first published in 1881 by Carlo Collodi in Italy . Collodi published his masterpiece as a serial story in a children’s weekly paper, Giornale dei bambini, between 1881 and 1883 (Liukkonen, 2008). Collodi wrote the story to be a lively adventure for children and a very adult social critique, attacking poverty and emphasising the importance of education (Liukkonen, 2008). Walt Disney adapted the story in 1940, lightened it up some and proceeded to make a film depicting the story as well. There are many versions of Pinocchio, but this book by The Walt Disney Company was written in third-person omniscient point of view. The narrator tells the story knowing everything about all the characters (DiYanni R. , 2008). He takes the reader inside a character’s consciousness, entering their mind to reveal what they think and feel (DiYanni R. , 2008). This narrative style encourages the reader to empathize with a character in an emotional scene, and reveals character through flashes of insight (DiYanni R. , 2008). I related mostly to Geppetto. I felt his loneliness, his frustration with parenting, his worry when Pinocchio was lost, his compassion and forgiveness for his son, his sorrow for the loss of his son, and his unconditional love. This short story is written for children, so the sentence structure is not complex. Each sentence contains a limited number of words to hold the attention of the appropriate audience (DiYanni R. , 2008). The vocabulary is simple. Children will lose interest if the story is confusing.There is simple and direct dialogue between the characters on every page. This creates an opportunity for the reader, most likely the parent, to make up different voices while telling the story (DiYanni R. , 2008). For example, “Pinocchio, why didn’t you go to school today? asked the Blue Fairy (The Walt Disney Company, 1992). “I---I was kidnapped by a green monster!” Pinocchio lied (The Walt Disney Company, 1992). Another important component to the vocabulary of this story for children is that each sentence in the story contains only one thought. Here are some examples: Pleasure Island was a wonderous place (The Walt Disney Company, 1992). Fountains spouted lemonade (The Walt Disney Company, 1992). Big candy canes and lollipops grew like trees (The Walt Disney Company, 1992). A boy could do whatever he wanted because there were no grown-ups to stop him (The Walt Disney Company, 1992). I especially like this last example because the narrator is trying to convince the child reader that Pleasure Island is a wonderous place and what better way to do so than to populate it with candy trees and depopulate it with grown-ups. The main character in this children’s story is Pinocchio. He is a live puppet made of wood, but looks lovable and cute and he is curious and naïve. He has a thirst for adventure, but a shaky sense of what is right and wrong. He is an easy mark for the con-men of the world and has to beat temptation and learn to become brave, truthful, and unselfish. Only when he proves himself deserving of his father’s love, and of the Blue Fairy’s trust will he become a real boy. Geppetto is a gentle, eccentric, lonely bachelor who sadly wishes he could have a son. He is a woodcarver who works on a puppet he calls Pinocchio and wishes on a star one night for the puppet to come to life. He is thrilled when Pinocchio comes to life, but soon discovers that taking care of the little wooden boy is more trouble than he ever imagined. Geppetto obviously struggles with the responsibilities of parenthood, and seems to become disillusioned with the idea of fatherhood. However, Geppetto cannot hide the unconditional love in his heart for his...
tracking img
|
<urn:uuid:ce455a16-4ec1-48c7-a183-51ac440a3f92>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.021911203861236572,
"language": "en",
"language_score": 0.9482743740081787,
"url": "http://www.studymode.com/essays/Pinocchio-a-Story-For-Children-378108.html"
}
|
This slideshow requires JavaScript.
Water was placed in metal pot and an animal hide laid across the opening which formed a drum. Seven small round stones were used to secure the rawhide and the young brave began to draw, stretch and tie until the skin became a very tight and became a functional part of an actual Native Ceremonial Drum. The iron base represented mother Earth and the water, life’s living blood. The seven stones that held it together represented the body’s seven functional systems. The drum skin represented the sky above The drums creation came together in a sacred symbolism very significant to a highly revered native culture.
Until contact with Pueblos and the Spanish, the Navajo were largely hunters and gatherers. The tribe adopted crop farming techniques from the Pueblo peoples, growing mainly corn, beans, and squash. When the Spanish arrived, the Navajo began herding sheep and goats as a main source of trade and food with meat becoming an essential component of the Navajo diet. Sheep also became a form of currency and status symbol among the Navajo based on the overall quantity of herds a family maintained. In addition, the practice of spinning and weaving wool into blankets and clothing became common and eventually developed into a form of highly valued artistic expression.
|
<urn:uuid:d0be41b0-a1fb-4036-822f-e35739852009>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.84375,
"fasttext_score": 0.2510303854942322,
"language": "en",
"language_score": 0.9676781892776489,
"url": "https://www.roundhousefarm.com/buy-sheep/"
}
|
The phoenix (Ancient Greek: Φοῖνιξ, phoínix, Persian: ققنوس, Arabic: العنقاء) is a mythical sacred firebird that can be found in the mythologies of the Persians, Greeks, Egyptians, Chinese, and (according to Sanchuniathon) Phoenicians.
The Roman poet Ovid wrote the following about the phoenix:
French author Voltaire thus described the phoenix:
The phoenix originated in ancient mythology and has gone through a variety of representations in art/literature, ranging from being fully birdlike to having the head of a dog and suckling its young. Typically, it is considered benevolent, but some tales suggest that humans are not always safe around it. Further, many tales share many elements with those of the phoenix.
Flavius Philostratus (c. AD 170), who wrote the biography Life of Apollonius of Tyana, refers to the phoenix as a bird living in India, but sometimes migrating to Egypt every five hundred years. His account is clearly inspired by Garuda, the bird of the Hindu god Vishnu. He considered the bird as an emanation of sunlight, being in appearance and size much like an eagle. His contemporary Lactantius is probably the author who wrote the longest poem on the famous bird. Although descriptions (and life-span) vary, the Egyptian phoenix (Bennu bird) became popular in early Catholic art, literature and Catholic symbolism, as a symbol of Christ representing his resurrection, immortality, and life-after-death. One of the Early Catholic Church Fathers, Clement, related the following regarding the Phoenix in chapter 25 of The First Epistle of Clement:
Michael W. Holmes points out that early Christian writers justified their use of this myth because the word appears in Psalm 92:12 [LXX Psalm 91:13], but in that passage it actually refers to a palm tree, not a mythological bird. However, it was the flourishing of Christian Hebraist interpretations of Job 29:18 that brought the Joban phoenix to life for Christian readers of the seventeenth century. At the heart of these interpretations is the proliferation of richly complementary meanings that turn upon three translations of the word chol (חול) — as phoenix, palm tree, or sand — in Job 29:18.
In critical editions of English translations of I Clement, it is also noted that the story of the phoenix, with variations, is also found in Herodotus (ii. 73), Pliny (Nat. Hist. x.2), and used as above by Tertullian (De Resurrectione Carnis, §13) and other Church Fathers
The Greeks (along with the Romans) subsequently pictured the bird more like a peacock or an eagle and identified it with their own word phoenix (Φοίνιξ), meaning the color purple-red or crimson (cf. Phoenicia). According to the Greek mythology the phoenix lived in Phoenicia next to a well. At dawn, it bathed in the water of the well, and the Greek sun-god Helios stopped his chariot (the sun) in order to listen to its song. Featured in the painting Heracles Strangles Snakes (House of the Vettii, Pompeii Italy) as Zeus, the king of the gods. Herodotus spoke about the unique capabity of the bird to be consumed in the flames and be reborn from the ashes.
Specific legends
Copyright(c) 2007 - 2020. All rights reserved.
|
<urn:uuid:5f7de2b9-b31a-47b6-a90c-0655b055a112>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.03263747692108154,
"language": "en",
"language_score": 0.9616347551345825,
"url": "http://myexistenz.com/X/article15/article1/Phoenix.html"
}
|
Zulu/Lesson 4
From Wikibooks, open books for an open world
Jump to: navigation, search
Uyazi iGoli?[edit]
In this lesson, we learn to talk about people and places we know. In addition to this we learn how to introduce multiple people.
Laba abangane bami[edit]
uNandi: Sawubona Philani!
uPhilani: Yebo sawubona Nandi!
uNandi: Unjani?
uPhilani: Ngisaphila, wena unjani?
uNandi: Nami ngiyaphila.
uPhilani: Laba abangane bami, nguNjabulo noXolani.
uNandi: Ngiyajabula ukunazi!
uNjabulo noXolani: Nathi siyajabula ukukwazi!
uNandi: Sihlalaphi?
uNjabulo: Ngihlala eGoli. Uyazi iGoli?
uNandi: Angiyazi iGoli.
uXolani: Ngihlala eKapa. Uyazi iKapa na?
uNandi: Yebo, ngiyazi iKapa.
uNjabulo noXolani noPhilani: Sala kahle.
uNandi: Hambani kahle.
Zulu English
ukunazi to know you (plural).
Uyazi You know it
Angiyazi You do not know it
We can use a similar form to ask someone if they know other places, for example, "Uyazi iTheweni?", "Uyazi iSoweto?" and even "Uyazi iLondon?". "Na" may be used to indicate a question in spoken language and in writing but when the language is spoken, generally questions are indicated with tone. This form cannot be used to ask if someone knows a person. This is because the of "uyazi" part of the verb. The y refers to the place iGoli basically u+i+azi becomes uyazi. Zulu does not allow vowels to be placed immediately alongside each other. The concept of object being attached to verbs is explained fully in a later lesson. We now introduce how to ask if you know someone.
Umazi uNelson wakwaMandela?[edit]
uXolani: Uyamazi uNelson wakwaMandela?
uNjabulo: Hhayi yebo, ubani akamazi? Uyamazi uLucky wakwaDube?
uXolani: Yebo, ngiyamazi.
Zulu English
Uyamazi you know him
akamazi he does not know him
uLucky wakwaDube Lucky Dube
Once again the m in "ngimazi" refers to him/her.
• Yena uyamazi uDesmond wakwaTutu.
• uMngane wami uyazi iNew York.
A few days later, Xolani and Njabulo are at the mall when they see someone that they think they know.
uXolani: Uyamazi? (Nodding at her)
uNjabulo: Yebo, kodwa ngilikhohliwe!
uXolani: Igama lakhe uNandi, angithi?
uNjabulo: Hhayi yebo!
Here the li in ngilikhohliwe refers to igama. '-khe' means her/his. It is used like -mi and -kho.
• We can ask people if they know people. - Umazi uNelson wakwaMandela?
• We can ask people if they know places. - Uyazi iNaturean?
• We are able to introduce multiple people. - Laba abangane bami.
• We can say if we have forgotten someone's name. - Ngilikhohliwe
Next step[edit]
Try the Exercise or go the next Lesson 5. Or alternatively, go back to the Index.
|
<urn:uuid:3bad7aec-00f2-4754-a23a-569c0c4df387>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.056643664836883545,
"language": "en",
"language_score": 0.7767203450202942,
"url": "https://en.wikibooks.org/wiki/Zulu/Lesson_4"
}
|
In architecture, atlantes is a term used to describe male figures used as columns to support entablatures or ceilings. The atlantes originated in ancient Greece and the term is the Latin plural of the word Atlas – the Titan who was forced to hold the earth (or sky in some versions) on his shoulders for eternity. The first atlantes found are ones from the Greek temple of Zeus in Agrigento, Sicily but similar figures have been already made in ancient Egypt out of monolith. Atlantes were later used in many other cultures - including the Roman and Aztec - and played a significant role in baroque architecture. When classical architecture was revived in the 19th century, many buildings included glorious atlantes that look much like the Greek ones.
The most famous atlantes today could well be the ones placed at the entrance of the Hermitage State Museum in Russia. The portico of this glorious building has ten enormous atlantes (approximately three human heights) carved from Serdobol Granite by the sculptor Alexander Terebenev working with one hundred and fifty assistants. Finishing such a grand project was not easy: each of the assistants worked on a specific part of the atlantes while Terebenev himself worked on the faces.
The design was first presented in 1840 and was picked out of two options: one with atlantes and one with caryatids (a female version of the atlantes). Terebenev is responsible for the entire plastic design of the atlantes. The figures were installed at the front of the museum on September 1st 1848. The architect of the hermitage spoke very highly of these sculptures and even said that had the ancient Egyptians made the figures instead, they would have not been any better than the ones Terebenev created.
The figures themselves are standing straight and proud, with their backs arched forward and arms holding the ceiling at head level. The heads touch the ceiling and bend down. The bodies of the atlantes are thin but very strong, with clearly visible muscles as well as ribs. The positioning of the atlantes involves each one of them having his back bordering a column, with two atlantes per column (except for the ones attached to the building which only have one) and six columns. This makes every pair of atlantes face each other.
A Russian bard song by Alexander Gorodnitsky under this title was written in 1965, about the Atlantes of the Hermitage (well, a lot more that, if you look a bit deeper) and I translated it. But this time it has rhymes and I must admit I underestimated the difficulty level of translating rhymes. It's hard. Believe me.
When your heart is not light
And your chest is cold
Come to Hermitage at night
And watch the stars unfold
Where without food supply
Forgotten and alone
The atlantes hold the sky
On their hands of stone
To carry such a content
Is not a painless fate
Their backs are arched with torment
Their knees are strongly bent //see note 1
Their troublesome work
Is most important of all works
Let just one of them tire
And the entire sky falls
Widows will weep in the dark
All the fields will burn
A mushroom cloud will spark
The end of earth will turn
And every year the heavens
Press yet harder still
They shake under the pressure
Of rocket ships’ loud shrill
The lads stand at rest
Their bodied hot as flame //see note 2
So long ago were placed
And no replacements came
They do not sleep at night
Not cheered by light of day
Their beauty, pure and white
Will crumble at war’s way
They stand there for the ages
Their foreheads pressing rock
Not gods – they're mere mortals
But used to ruthless work
Yet hope to live and try
Is never overthrown
When atlantes hold the sky
On their hands of stone
Original Russian version:
Когда на сердце тяжесть
И холодно в груди,
К ступеням Эрмитажа
Ты в сумерки приди,
Где без питья и хлеба,
Забытые в веках,
Атланты держат небо
На каменных руках.
Держать его махину
Не мед со стороны.
Напряжены их спины,
Колени сведены.
Их тяжкая работа
Важней иных работ:
Из них ослабни кто-то -
И небо упадет.
Во тьме заплачут вдовы,
Повыгорят поля.
И встанет гриб лиловый
И кончится Земля.
А небо год от года
Всї давит тяжелей,
Дрожит оно от гуда
Ракетных кораблей.
Стоят они - ребята,
Точеные тела,
Поставлены когда-то,
А смена не пришла.
Их свет дневной не радует,
Им ночью не до сна.
Их красоту снарядами
Уродует война.
Стоят они навеки,
Уперши лбы в беду,
Не боги - человеки,
Привыкшые к труду.
И жить еще надежде
До той поры пока
Атланты небо держат
На каменных руках.
(note 1: this should say "knees pressed together" but it just doesn't sound like the Russian version that says it in two words)
(note 2: this line was changed quite a bit just to rhyme. Original would be "their bodies well sculpted")
(Yes, that’s right, this description is just another excuse for me to make a lyrics writeup of my favourite genre)
Listen to the Russian version from the website
|
<urn:uuid:3f60f68a-97c4-4267-b058-b3cc021b7da2>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.984375,
"fasttext_score": 0.06334203481674194,
"language": "en",
"language_score": 0.8482599258422852,
"url": "https://everything2.com/user/syntax/writeups/Atlantes"
}
|
Origin and composition of lake sapropels
About sapropel Sapropel use opportunities
Sapropels are formed in anaerobic conditions as the result of physical and chemical, as well as biological transformations of the lakes’ aquatic organisms provided different levels of the mineral and organic components involvement from terrigenous flow. The lakes flowage factor plays a great role in the benthic sediments formation. The average annual increase of sediments is 1 to 6.6 mm.
The sapropel sediments in modern lakes are typically not older than 12 thousand years. The freshwater pools sediments with organic substance content not less than 15% are considered sapropel, or else, if the organic substance content is lower, they are considered limnetic sediments. The composition and properties of sapropels from different deposits vary widely due to the parent lake productivity, surface flow peculiarities and climatic conditions.
Sapropel is a jelly-like homogeneous mass, its texture in upper layers is close to cream-like, and in lower layers it becomes denser. The sediments are odorless except for separate types which smell of hydrogen sulfide. Sapropel color depends on organic substance and mineral additions.
Sapropel consists of silt solution, skeleton and colloidal complex. Silt solution includes water and substances dissolved in it – mineral salts, low molecular weight organic substances, vitamins and enzymes. The sapropel skeleton consists of non-decomposed flora and fauna remnants, and the colloidal complex includes compound organic substances causing the jelly-like texture of sapropel.
Sapropel properties are determined by three principal components: water, cindery share and organic substances of a very complicated and versatile composition. Natural humidity of sapropel sediments is 84–96% (in average – 88.4%). The humidity differences can be explained by the versatility of the sapropels chemical composition and different ratio between the cindery and the organic share. The bigger is organic share, the higher is sapropel humidity. Principal share of the water retained by sapropel (up to 80%) is loosely bound water of macropores, retained in the material mechanically, 12–15% is the water immobilized inside of soft colloids, 8–15% is physically bound water, including 3–5% of tightly bound one. Loose water is a medium for microbiological and related processes in the sapropels due to which a range of substances accumulates therein. Well developed specific surface of sapropels spurs the development of chemical interaction processes between water and solid phase, thus water becomes saturated with many soluble organic and mineral components. Thus the chemical composition of lake sediments water phase has higher overall mineralization compared to the relevant lake water, increased content of specific macro- and microelements.
Organic matter in sapropels is represented by bitumoids, carbohydrate complex (hemicellulose and cellulose), humic substances (humic acids, fulvic acids), nonhydrolyzed residue. Organic matter content in sapropels is 15–95% of the dry mass. The variegated nature of sapropel formers caused the formation of sediments with different share of organic matter. Humic acids are a principal group of biologically active substances in sapropels, their content is sapropel sediments widely varies, from 4–9 to 50–60% of organic matter. Moreover, the organic matter includes carotenes, chlorophyll, xanthophylls, stearines, organic acids, alcohols, hormone-like substances, enzymes, vitamins of B group (В1, В2, В6, В12), С, Е, Р and other compounds. The nitrogen amount in sapropels of different types is 2.7–6.0% of the organic matter. 25-50% of nitrogen is included in aminoacids. There were 17 aminoacids found in sapropels (lysine, arginine, methyonine, leucine etc.). Hemicelluloses content is 5–8% of the organic matter.
Mineral share of the sapropels contains a lot of microelements, such as Co, Mn, Cu, B, Br, Mo, V, Cr, Be, Ni, Ag, Sn, Pb, As, Ba, Sr, Ti, and many other enzymes, e.g., catalases, peroxidases, reductases, proteases.
Thus, sapropel is an organic and mineral complex of substances, which contains wide range of chemical compounds and elements, including biogenic stimulants, vitamins and minerals.
|
<urn:uuid:af704397-2629-41ce-9aa0-e447cc0a0fd7>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.10335409641265869,
"language": "en",
"language_score": 0.9116523265838623,
"url": "http://ukrorganicres.com/en/sapropel/formula.html"
}
|
2 Following
A Porcupine Named Fluffy
A Porcupine Named Fluffy - Helen Lester, Lynn M. Munsinger
This book is great to use with kindergarten up to second grade. A Porcupine Named Fluffy is a great book to use on the first day of school in order to build acceptance for kindergarten and first grade. However, with second grade, I would use it to introduce adjectives. I would do this by reading the book while stopping to ask the students if they heard any words that described anything throughout the book. If they did hear one, I would write it on the board to be discussed later. After the book had been read and we had gone over adjectives as a whole, I would have the students write a list of five to ten adjectives that they feel described them.
|
<urn:uuid:e9b37b16-339b-4fcf-b5d3-f1959364b0ff>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.03442150354385376,
"language": "en",
"language_score": 0.9750803112983704,
"url": "http://eprice2.booklikes.com/post/1494890/a-porcupine-named-fluffy"
}
|
History and Materials
A short history of Scrimshaw and Our Materials
The art of scrimshaw is considered to be the only truly American Folk Art. The term “scrimshaw” came into usage in the logbooks of the early American whalers in the later 1700’s and early 1800’s. It was coined to describe the art of carving on ivory or bone that was practiced by the whale men to pass time between whale sightings.
These whaling expeditions sometimes lasted 3 or 4 years with larges amounts of down time in between whale hunts. The primary goal of these hunts was the oil produced by rendering down the blubber of the whale, and the ambergris (a black tarry substance used in the production of perfume). A by product of the hunt was the bones and teeth of the whale, which was given to the sailors to carve. This served the dual purpose of keeping them out of trouble on the voyage and providing them with a saleable product to increase their earnings at the voyages end.
The men would take the raw sperm whale teeth, smooth down the rough outer ridges with knives and use shark skin as a natural sandpaper to smooth it further. The final stop before starting to scrim was to polish the tooth with chamois.
The earliest scrimshanders sometimes used a crude version of the stipple method, which is pricking small holes into the ivory and filling them with pigment. A more common method was using their sailors needles to carve lines into the teeth which they also filled with pigment. Different pigments were used according to what was available. For black they used lamp black, a combination of carbon and whale oil. Tea, vinegar, berries and octopus dye were also used to provide a change of color.
Subject matter varies from tales of a whale hunt gone wrong to portraits of their wives and sweethearts. The bone and ivory was made into various practical the frivolous objects, including corset stays, hat boxes, rolling pins, swifts, cooking utensils, cribbage boards and as many other things as their imaginations could come up with.
While the first scrimshaw was mostly done on whale bone and teeth, other ivories were substituted as available. Elephant, hippo and walrus ivories were not uncommon. Today we use a variety of ivories, woolly mammoth, fossil walrus, hippo, antique piano keys and ivory cue balls, pre-embargo elephant ivory as well as antler bone, buffalo horn and other ivory substitutes. From these are created intricate pieces of jewelry, pocket knives and display pieces.
In 1973 the federal government passed the Marine Mammal Protection Act. After that time no whale or walrus ivory was allowed to be imported, and only the native people of Alaska were allowed to hunt whale or walrus. In 1989 the Endangered Species Act was passed, which covered Elephant ivory. From that time NO fresh ivory was allowed to be imported, but what was here was grandfathered in.
While Whale ivory used to be the only ivory regulated within the United States, now as of July 6 2016, there is a total ban on elephant ivory sales between states, including antiques.
In addition, California, New York and New Jersey have total bans on all ivory sales in their states, including fossils and antiques.
|
<urn:uuid:4bf83c47-eaf3-4c8e-8d4f-8dcba9360df4>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.24593782424926758,
"language": "en",
"language_score": 0.9729799628257751,
"url": "http://scrimshanders.com/history-and-materials/"
}
|
Oriental hornet (Source: Commons)
Could lead to the development of better solar cells
Tel Aviv University scientists have found that Oriental hornets have similar capabilities as plants when it comes to the process of photosynthesis.
Professor David Bergman, a physicist and professor at Tel Aviv University's School of Physics and Astronomy, along with Professor Jacob Ishay, of Tel Aviv University's Sackler Faculty of Medicine, and Professor Marian Plotkin, a doctoral candidate, have studied the Oriental hornet and found that certain parts of its body are capable of converting the sun's energy into electric power much like plants do during photosynthesis.
Entomologists have recorded similar results when studying Oriental wasps. They found that the wasps were more active during the afternoon when the sun was at its highest point rather than the early morning when the sun was just rising, or at night. The same results were recorded for hornets, who were digging more energetically when the sun was up.
Several years ago, Bergman and his team discovered that the Oriental hornet's exoskeleton, or outer body shell, was capable of harvesting solar energy. Since this discovery, the researchers have tried to imitate this process by studying all the elements that could affect how this occurs. Humidity, temperature, solar radiation and other weather-related conditions were studied, and the results showed that UVB radiation solely caused the change in the hornet's behavior. The hornet's body also contains a heat pump system that keeps it cool despite absorbing the suns energy.
In addition, the researchers found that the yellow and brown stripes on the Oriental hornet's abdomen specifically allow a photo-voltaic effect, absorbing radiation while the yellow pigment converts it into electric power. The brown shell is made from grooves that split the light into separate beams, and the yellow is made from "pinhole depressions" holding a pigment called xanthopterin.
Researchers have tried to imitate this process in the lab, but had poor results. They could not reach the same efficiency rates of energy collection as the Oriental hornets. But they plan to continue improving their methods to mimic this process in order to better understand it and possibly create better solar cells based on the findings.
"The interesting thing here is that a living biological creature does a thing like that," said Bergman. "The hornet may have discovered things that we do not yet know."
Latest Blog Posts
|
<urn:uuid:0f2f6b33-29d7-47e2-af00-ceb5fe8dfd1f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.546875,
"fasttext_score": 0.33794480562210083,
"language": "en",
"language_score": 0.9610258936882019,
"url": "http://www.dailytech.com/article.aspx?newsid=20601&commentid=647445&threshhold=1&red=2139"
}
|
Double Standards Fun Activities
Judith McNaught
Buy the Double Standards Lesson Plans
Do some research on the music of the late-20th century and create a CD of downloaded songs to share with the class.
Write a Film Script
Write a movie script based on the play.
Dinner with McNaught
Imagine that you could have dinner with Judith McNaught and some of the characters from the book. Where would you have it? Who would you invite? What would you eat? What would you talk about?
Write a Poem or Song
Write a poem or song about some aspect of the novel.
McNaught's Laptop
Imagine that you could have a conversation with McNaught's laptop. What do you think it would say? What questions would you ask it?
Character Charades
(read more Fun Activities)
This section contains 527 words
(approx. 2 pages at 300 words per page)
Buy the Double Standards Lesson Plans
Double Standards from BookRags. (c)2017 BookRags, Inc. All rights reserved.
Follow Us on Facebook
|
<urn:uuid:89695fb4-1e57-464b-aa58-b87ebcf84994>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.703125,
"fasttext_score": 0.9953183531761169,
"language": "en",
"language_score": 0.9403178691864014,
"url": "http://www.bookrags.com/lessonplan/double-standards/funactivities.html"
}
|
Greek Colonies in Turkey and their development
Brief History:
Priene was one of the first Ionian settlements in Asia Minor and active member of the Ionic Confederation. It is believed that it was firstly inhabited by Ionians since the 6th Century BC. Historians were able to make such a precise statement only after having proved that the inhabitants of Priene participated in the Battle of Lade in 495 BC, with twelve of their ships. Even though initially the city had two harbours, today the archaeological site rises in another area: Priene was in fact rebuilt in 350 BC, after it had been destroyed by the Persians, who reacted in this manner after the inhabitants of Priene had revolted against the them (who were in control of the city). After, Priene expanded and demographically grew, also with the help of Athens, who showed lots of interest for the growth of the city. Later, Priene passed under the control of the Kingdom of Pergamon, and eventually, in the 2nd Century BC, it passed to the Roman Empire.
Priene, the city:
Priene was built based on the Hippodamos system: the Hippodamos system is a system of street arrangement in which streets intersect with each other in right angles. The purpose of Hippodamos (native from Miletos) was to drastically change the way cities were arranged: as opposed to the old Hellenistic undisciplined and uncontrolled construction of houses, with his city plan, it became easier to control the growth of a city. Since that the streets, as they intersect in right angles, are perpendicular.
Priene has an exceptional city wall, built around 350 BC. In this magnificent structure, all the Greek great craftsmanship is shown: the city wall is in fact outstandingly well preserved, and in most parts it was built in marble, which makes it even more astonishingly glorious.
An interesting fact about Priene is how water was collected in the city: water in fact came from the mountains, and it supplied the city thanks to an aqueduct, which had a double function (transporting water, but also defending the city as it constituted the city wall as well). The water was then collected in three big pools, which supplied the city buildings with pipes. As there was water abundance in Priene, also thanks to Greek’s great city planning system (Hippodamos system), many fountains are visible still today, where the spare water would have gone back in the Hellenistic era.
Priene's Attractions
The Temple of Athena in Priene is without doubts Priene ’s biggest attraction. It is in fact recognized to be the model of Ionic architecture. The Temple was built under the architect Pytheos around 4th Century BC. Architectonically talking, the building presents many interesting and innovative ideas, which will not be further explained due to the complexity of the Temple itself. The Ionic style of the Temple is clearly spottable by the columns: firstly, they are thinner than the ones of the Doric style, and plus they are more slender; in addition, the capitals, with volutes, are much more elaborated than the ones of the Doric style, which were more majestic and simple. Unluckily, only five columns are visible in the modern site in Priene, although archeologists are working hard in terms of re-erecting possible columns, based on the rests found near the Temple. Obviously, this is a long process, because it involves great use of time, experts, and organization, since all the small parts of the columns have to be categorized and labelled.
The picture aside is a simplified diagram to distinguish the three main columns in Ancient Greece: Doric, Ionic, and Corinthian. The Doric one, is the oldest, the most majestic and simple one. The column is mighty and strong; the capital (the up most part of a column) is simple, and it is made up of two parts: the abacus, the rectangle on the top, and the echinus, the sort of 'cushion' under the abacus. The Ionic column, as explained above, has a capital with volutes, and a thinner shaft. Finally, the Corinthian column, the latest of all styles (dating back to the end of the Hellenistic period), is even more elaborated than the Ionic column: its capital is decorated with leaves from Corinth, which tend to vary from artist to artist, secondly, the shaft is thinner, and the flutes more marked.
Back to top
Google analytics
|
<urn:uuid:9291fe7f-db5b-45cf-b293-5f6c2938fd3a>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.04058009386062622,
"language": "en",
"language_score": 0.976297914981842,
"url": "http://greekcoloniesturkey.weebly.com/priene.html"
}
|
Far-field compressional stresses resulting from arc collisions with the northeast coast of Africa-Arabia propagated across the African plate in the Santonian (ca. 84 Ma), and later similar pulses occurred through much of the Cenozoic. Waves of inversion-related features including folds, thrusts, and igneous activity developed during the compressional events. Structures generated were uneven in intensity and distribution, and were commonly concentrated in existing rifts. Because of the irregular shapes of the North African continental margin and associated inboard basins, Cyrenaica underwent the most severe shortening, although deformation extended eastward from Libya to the Levant. Areas south and southeast of Cyrenaica (the Sirt Basin and the far Western Desert of Egypt) underwent very little shortening because they occupied a regional strain shadow. The eastern region of the Western Desert and Sinai, which were not sheltered by the stress-absorbing Cyrenaica inversion, recorded strong compressional deformation synchronous with that in Cyrenaica. As closure of the Mediterranean continues, Cyrenaica will become an indenter comparable to those of other orogenic belts. The detailed tectonic evolution of individual northeast African basins has depended on their positions in relation to the Cyrenaican strain shadow. No single subsidence and paleostress history reflects the complete regional development of the converging Mediterranean–North African margin.
You do not currently have access to this article.
|
<urn:uuid:fc9b0aea-e381-4881-9176-c31104add150>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.04881393909454346,
"language": "en",
"language_score": 0.9487431049346924,
"url": "https://pubs.geoscienceworld.org/geology/article-abstract/36/9/695/29809/Cyrenaican-shock-absorber-and-associated-inversion"
}
|
Noah's Flood
QUESTION: When was Noah's flood?
Noah’s Flood is thought to have occurred sometime during the 3rd Millennia BC (between 3000 and 2000 BC). We can determine this by adding up the ages provided in Genesis chapter 11 from the flood to Abraham. From there, we can use established chronologies to determine how long ago Abraham lived.
For example, Arphaxad was born to Noah’s son Shem two years after the flood. When Arphaxad was 35, he had Shelah. Shelah had Eber when he was 30. Eber had Peleg when he was 34. Peleg had Reu when he was 30. Reu had Serug when he was 32. Serug had Nahor when he was 30. Nahor had Terah when he was 29. There is a little ambiguity as to whether Terah was 70 years old or 130 years old when he had Abraham. We will take the lower age in order to establish at least how long ago Noah’s flood occurred. There is also some ambiguity as to how long ago Abraham lived. He is thought to have lived sometime between 2100 and 1800 BC, but even this range of dates is disputable. Once again we will take the lower figure to establish at least how long ago the flood occurred.
Adding these figures together, we arrive at 4098 years ago. Given all of the ambiguities (not just the major ambiguities like when Abraham lived but minor ones as well, like did Arphaxad have Shelah on his 30th birthday or was it mid way through his 30th year, etc.) the flood could have happened as long as 5000 years ago. Archbishop Ussher’s famous chronology fixes the year of Noah’s flood around 2348 BC (4354 years ago).
In summary, when was Noah’s flood? Only God knows for sure. As far as we can tell, it happened some time during the 3rd Millennia BC.
The Flood - Learn More!
What is your response?
Yes, today I am deciding to follow Jesus
Yes, I am already a follower of Jesus
I still have questions
|
<urn:uuid:ef8aec64-53ba-4e73-b5c6-98bb88e5e2d4>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.7392498254776001,
"language": "en",
"language_score": 0.98223876953125,
"url": "http://www.allaboutcreation.org/noahs-flood.htm"
}
|
Vanport, Oregon (1942-1948)
Vanport, Oregon was the largest WWII federal housing project in the United States, and as such, attracted national attention to the region. At its peak, Vanport was home to over 42,000 residents, making it the second largest population center in the state. The housing project was “hidden” beyond Portland’s city limits. For many long-time Portland residents, Vanport was known as the “Negro Project” despite the fact that African Americans were no more than 25% of residents at any given time.
Portland had become, in early 1941, one of the major shipbuilding centers in the United States. The primary shipbuilder, Henry J. Kaiser, fearful that workers would leave the area due to a lack of housing, purchased 648 acres of land outside of Portland city limits to build a wartime housing complex. City officials were unhappy with Kaiser’s independent approach, but the contractor had become impatient with the inevitable slowness of municipal government.
Construction began in August 1942 and before Christmas the first families were moving into apartments. Despite the fact that Vanport was built with federal funds and constructed after Executive Order 8802, local officials enforced de facto segregation. In Vanport, only three sections, a total of 50 buildings were allotted to black residents. Moreover Vanport was one of only two housing projects in the Portland area that accepted any blacks.
At the end of the war, approximately 5,000 African Americans continued to live in Vanport with another 5,000 crowded into Northeast Portland. Black residents of Portland continue to believe that local officials kept Vanport open because they did not want more African Americans to move inside city limits. However, on May 31, 1948, the Vanport Flood washed away the temporary city and forced the city to accept its residents.
Despite its short life span, Vanport helped create several “firsts” for Oregon and the Portland area. The first black teachers and policemen in the state were hired in Vanport during the war years. The Vanport Interracial Council worked to establish a Portland office of the Urban League. Vanport College was the precursor to Portland State University where many veterans used the GI Bill to get a new start on life. In the end, Vanport became part of the story of civil rights and African Americans in the West.
|
<urn:uuid:d83943d4-34f8-4b09-8e95-66c7f1a879f7>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.028413832187652588,
"language": "en",
"language_score": 0.9630569815635681,
"url": "https://www.blackpast.org/african-american-history/vanport-1942-1948/"
}
|
What Is Sea Plankton Doing On The Outside Of The ISS?
There’s no oxygen, zero gravity, extreme temperatures and a constant barrage of cosmic radiation on the outside of the International Space Station. So how did sea plankton get there and why is it still alive and thriving?
Russian cosmonauts Olek Artemyev and Alexander Skvortsov were on a routine spacewalk to launch nanosatellites (tossing them like tennis balls to Russian wolfhounds) when they noticed some dirt on the outside of the Russian side of the space station and on a window called an illuminator. They used wipes to clean the surfaces and a later analysis of the microscopic particles identified them as sea plankton and other microorganisms.
This has never been seen before, says Vladimir Solovyev, chief of the Russian ISS orbital mission. It must have been on the module when it was launched, you say? Good guess but Solovyev says the sea plankton is not indigenous to Baikonur, Kazakhstan, where the Russian launches took place.
Location of Kazakhstan where space station components were launched.
Location in Kazakhstan where space station components were launched.
So how did sea plankton end up 260 miles up in space? It didn’t just float up there on its own, did it? You’re getting warmer, says Solovyev.
Plankton in these stages of development could be found on the surface of the oceans. This is not typical for Baikonur. It means that there are some uplifting air currents which reach the station and settle on its surface.
The first components of the space station were launched in 1998 so the plankton could have been living there for years. It’s known that microorganisms can live in extreme conditions but this is a first for the ISS. So far, NASA has made no comment about the plankton discovery nor if our astronauts are as diligent as the Russians in keeping our side of the space station clean and shiny.
In the meantime, Solovyev plans further studies on the outer space plankton.
If this stuff can grow without oxygen or gravity under extreme temperatures while being bombarded by cosmic radiation, it sounds like the perfect thing to put in my office instead of plants.
You can follow Paul on and
|
<urn:uuid:14711918-3986-45ea-a1ab-ff55c774f7d1>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.7036929130554199,
"language": "en",
"language_score": 0.9588313102722168,
"url": "https://mysteriousuniverse.org/2014/08/what-is-sea-plankton-doing-on-the-outside-of-the-iss/"
}
|
• Webster's Revised Unabridged Dictionary
• a Isocrymal (Phys. Geog) Pertaining to, having the nature of, or illustrating, an isocryme; as, an isocrymal line; an isocrymal chart.
• ***
Century Dictionary and Cyclopedia
• n isocrymal A line, imaginary or drawn upon a map or chart of any region, connecting points at which the temperature is the same during some specified coldest portion of the year. The word was introduced by J. D. Dana, and used by him with reference to the mean temperature of the ocean surface “for the coldest thirty consecutive days of the year.”
• n isocrymal In hydrogeology, a line joining places where the mean minimum temperatures of the ocean water are the same.
• isocrymal Having equal degrees of cold or equal low temperatures at any time or under any condition; having equal freezing temperatures.
• isocrymal Having similar physical properties at specific low temperatures.
• ***
|
<urn:uuid:8c427b11-c041-4d6f-90e0-38e25999e2ed>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5625,
"fasttext_score": 0.040660977363586426,
"language": "en",
"language_score": 0.8397685885429382,
"url": "http://www.finedictionary.com/Isocrymal.html"
}
|
One of the largest species of lions that ever lived, the Eurasian cave lion, became extinct around 14,000 years ago. For the first time, a new study finds a possible explanation for the decline of cave lions: hunting by Paleolithic humans. Cueto and colleagues examined nine fossilized cave lion toe bones from the Upper Paleolithic cave site of La Garma in northern Spain. They found evidence placing lion pelts in the caves Paleolithic humans occupied. Since La Garma humans in that era are known to perform rituals, authors of the study speculate that cave lions were hunted for their pelts, which may have contributed to their extinction.
Marián Cueto, Edgard Camarós, Pedro Castaños, Roberto Ontañón, Pablo Arias
Corresponding author:
Marian Cueto, Instituto Internacional de Investigaciones Prehistóricas de Cantabria, Universidad de Cantabria, Santander, Spain
Original paper published in PLOS ONE on October 26, 2016.
|
<urn:uuid:99d235fa-ee2c-4f77-9715-e82878728b75>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.16427820920944214,
"language": "en",
"language_score": 0.9070311188697815,
"url": "http://sciencemediacentre.ca/site/human-hunting-contributed-to-cave-lions-extinction/"
}
|
Why do Angora goats seem to die more from cold during summer than winter?
Thursday, 26th April 2018
Angora goats are known to be vulnerable to cold stress, especially for the first 6 weeks after shearing.
Why are Angora goats more susceptible to cold if unseasonal cold spells occur in summer, since those cold spells are milder than normal winter cold?
Research was carried out on Arthur Rudman’s farm Blaauwkrantz to determine the thermoregulatory responses to shearing. (2009 Hetem, de Witt,Fick, Fuller, Kerley, Maloney, Meyer and Mitchell).
What happens to the Angora goat’s body temperature after shearing?
The trials showed that after shearing the abdominal and subcutaneous (skin) temperatures of the goats decreased.
During the Day: After shearing the blood vessels in the skin of the goats remained vasodilated (dissipating heat) during the day, as indicated by small differences between core (abdominal) and subcutaneous (skin) temperatures.
During the night Night: The difference between abdominal and subcutaneous temperature of the gloat doubled at night after shearing in September (winter) and nearly trebled in March (summer).
It was strange that the changes in temperature with shearing was greater in summer than in winter, despite ambient temperatures being significantly lower in September than in March.
How do the goats try maintain their body temperatures after shearing?
1. Vasoconstriction leads to a reduction in heat delivery to the skin, so reduce heat loss from the body.
2. The goats look for shelter - selection of warm microclimates.
3. Increase their metabolic rate (heat production)
Adaption to temperatures after shearing
In summer, the goats lose some capacity for thermoregulation in the cold, because they had been chronically heat-stressed before shearing, and had adapted to that stress. The blood vessels under the skin in unshorn goats are constantly dilated.
Similarly, sheep are less able to adapt to exposure to cold stress after summer shearing than after winter shearing (Glass and Jacob, 1992). The resilience of sheep after shearing in winter may be the result of cold adaptation in winter (Sykes and Slee, 1969a; Slee, 1972; Young, 1981).
The Angora goats are slow to adapt. Abdominal temperatures remained lower than pre-shearing temperatures for weeks, even up to 3 months after shearing, only gradually returning to pre-shearing values.
If fleeced goats are not acclimatized to cold, they may actually become more susceptible to cold stress after shearing.
Why are the goats slow to adapt after the summer shearing?
In summer the predominant demands on the goats’ thermoregulatory system were heat dissipation, even at night, before shearing. The chronic heat stress imposed on fleeced goats in summer results in a reduction in the competence of their autonomic responses necessary for heat conservation. Consequently, the goats were less well equipped in the late summer than in the late winter to cope with the loss of the insulating fleece. So the reason is poor seasonal acclimation
In Merino sheep, the body temperatures both before and after shearing were lower than the maximum body temperature that we observed in our goats. We suspect that the Merino sheep, in spite of their full fleece, never were as heat-stressed as our goats were. Angora goats, exposed to full sun, have been shown previously to have higher, and more variable, body temperatures than Merino sheep do (McGregor, 1985 and 1998), suggesting that solar radiation provides a greater heat load on Angora goats than on Merino sheep.
Effect of shearing on water loss through skin - reduces body temperature
Although shearing impairs heat conservation, it facilitates radiant heat gain during the day.
When goats are hot evaporative water loss, both cutaneous and respiratory, is high.
It has been shown in Merino sheep water intake nearly doubled after shearing.
The water turnover rates of Angora goats also increased significantly after shearing, though they did not double in this trial.
The impairment of cutaneous water loss due to the fleece cover is one factor that contributed to the relatively high body temperature of our Angora goats before shearing and the significant drop in temperature post shearing.
Effect of shearing on the metabolic rate of Angora goats
Cold exposure (after shearing) increases the metabolic rate of Angora goats (Wentzel et al., 1979; Fourie, 1984.) This increased metabolic rate contributes to the increased energy requirements of Angora goats after shearing.
Effect of shearing on goat activity
The trial showed an increase in daily activity from pre- to post-shearing during March.
Similarly, the foraging time for shorn Merino sheep is higher than for unshorn Merino sheep (Hutchinson and McRae, 1969; Birrell, 1989).
The activity pattern of our goats, which presumably was foraging activity, took place after sunrise and in the late afternoon.
Daily activity increased nearly two-fold after summer (March) shearing, but not winter (September) shearing. This increased activity after March shearing was likely the result of an increased foraging time, food intake and metabolic rate.
Similar results were found for sheep in colder weather, in that daily movement patterns remained unaltered or even decreased after winter shearing (Webster and Lynch, 1966). These results are likely to correspond to the depression in food consumption reported for newly shorn sheep exposed to extreme cold (Webster and Lynch, 1966; Panaretto and Vickery, 1971; Donnelly et al., 1974
The slow adaption from seasonal heat stress in summer to a cold snap post shearing is the reason for increased mortalities in summer despite the fact that it is colder in winter.
Also see the SAMGA website article on ‘Cold (Hypothermia) and the Angora goat.
References/Extracted from:
Shearing at the end of summer affects body temperature of free-living Angora goats (Capra aegagrus) more than does shearing at the end of winter
1. S. Hetem1- , B. A. de Witt1 , L. G. Fick1 , A. Fuller1 , G. I. H. Kerley2 , S. K. Maloney3,1, L. C. R. Meyer1 and D. Mitchell1
1 Brain Function Research Group, School of Physiology, University of the Witwatersrand Medical School, 7 York Road, Parktown 2193, South Africa;
2 Department of Zoology, Centre for African Conservation Ecology, Nelson Mandela Metropolitan University, PO Box 77000, Port Elizabeth 6031, South Africa;
3 Physiology, School of Biomedical, Biomolecular, and Chemical Science, University of Western Australia, 35 Stirling Highway, Crawley 6009, Australia
© SA Mohair Growers - 2020 | Links | Why do Angora goats seem to die more from cold during summer than winter?
|
<urn:uuid:03e04a70-6b9e-4154-9c6f-5b06f32288a3>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.546875,
"fasttext_score": 0.34338903427124023,
"language": "en",
"language_score": 0.9387345314025879,
"url": "https://www.angoras.co.za/article/why-do-angora-goats-seem-to-die-more-from-cold-during-summer-than-winter"
}
|
Virtual Zoo School
Don't get stir crazy! The Park & Zoo may be closed but we are bringing the ZOO-to-YOU! Welcome to our virtual Zoo School! Join us as we take you on a virtual tour of the zoo! Below you will find all of our videos, Day 1 - Day 37 where we feature a short clip of a different animal and teach you all about it. At the end of every clip we have a challenge for YOU to do right at home. You can show us how you completed your challenges by sharing photos or videos on Facebook, Twitter or Instagram by using #cmczooschool.
Don't forget to follow us on our Facebook Page for zoo updates!
Day 34 - Tortoise Tuesday Key Terms:
Keystone - v-shaped scute on shell
Scutes -
Most turtle and tortoise shells are covered with hard scutes, also called shields, which protect the shell.
Plastron - Turtle shells have three main parts: the upper or top piece (carapace); the bottom (plastron); and the bridge that fuses the upper and lower pieces together
Day 33 - Howler Monkey Key Terms:
New World Monkey - New World monkeys are the five families of primates that are found in the tropical regions of Central and South America and Mexico
Prehensile Tail - prehensile tail is the tail of an animal that has adapted to grasp or hold objects. Fully prehensile tails can be used to hold and manipulate objects, and in particular to aid arboreal creatures in finding and eating food in the trees.
Day 29 - Pig Key Terms:
- a term used to describe the natural behavior of pigs using their nose to push or nudge something typically searching for food.
Day 28 - Deer, Llama, Alpaca Key Terms:
solid bony structure that arise from the frontal bone on the head of an animal of the deer family, usually found on males. Typically shed and grown back annually.
Bucks - male deer.
Leucism - is a partial loss of pigmentation in an animal causing white, pale, or patchy colors.
- a person or animal having a genetic absence of pigment in the skin, hair and eyes.
- Dark brown to black pigment in hair, skin and eyes.
- irregular patches of two colors.
New World Camelid
- new world camelids consist of llama, alpaca, vicuna and guanaco.
Day 27 - Waterfowl Key Terms:
Dabbling Duck
a duck that feeds primarily along the surface of the water or by tipping headfirst into the water to graze on aquatic plants, vegetation, larvae, and insects
Diving Duck
duck which feed by diving beneath the surface of the water.
Day 26 - Bald Eagle Key Terms:
Plumage - a birds feathers.
Piebald having irregular patches of two colors, typically black and white.
Migratemove from one region or habitat to another according to the seasons.
Carrionthe decaying flesh of dead animals.
Day 25 - Owl Key Terms:
Imprinted - Imprinting refers to the critical period of time early in an animal’s life when it forms attachments and develops a concept of its own identity. Birds and mammals have biological programing to imprint on their mothers.
Molt - is to shed old feathers, hair, or skin, or an old shell, to make way for a new growth.
Fringed Feathers - the fringed feathers break up the air further as it flows off the trailing edge, resulting in a large reduction in aerodynamic noise.
Glean Gleaning is a feeding strategy by birds in which they catch invertebrate prey, mainly arthropods, by plucking them from foliage or the ground.
Day 22 - American Bison Key Terms:
Hornspermanent pair of hollow sheaths of keratin atop a bony core anchored to the skull. Present in both males and females.
Repatriationthe act or process of restoring someone or something to the country or place of origin.
Day 21 Cheetah Key Terms:
Semi-Retractable Claws - claws that cannot fully retract.
Coalition - term to describe cheetah sibling group.
Diurnal - active during the day.
Day 20 Camel Key Terms:
Dromedary Camel
- One humped camel.
Bactrian Camel
-Two humped camel.
Domesticated adapted over time (as by selective breeding) from a wild or natural state to life in close association with and to the benefit of humans
Feral having escaped from domestication and become wild
Day 19 African Lion Key Terms:
Pride - a group of lions.
Whelps/Lionettes - terms for baby lions.
Territory - a geographical range occupied by a single animal, mate pair, or group.
Day 18 Ring-tailed Lemurs Key Terms:
Strepsirhinni - Primate sub-order consisting of lemurs, lorises, and bush babies, which characteristically have a wet area around the nostrils.
Halporhinni - Primate sub-order (sister sub-order of Strepsirhinni) consisting of the tarsiers and the simians, which characteristically have a dry-nose.
Tapetum Lucidumis a layer of tissue in the eye of many vertebrates. Lying immediately behind the retina, it reflects light.
Semi-Terrestrial - lives both on the ground and in the trees.
Day 17 Hoofstock Key Terms:
Association of Zoos and Aquariums (AZA) - "
The Association of Zoos and Aquariums (AZA) is a 501(c)3 non-profit organization dedicated to the advancement of zoos and aquariums in the areas of conservation, education, science, and recreation. AZA accredited zoos and aquaria meet the highest standards in animal care and welfare and provide a fun, safe, and educational family experience."
Species Survival Plan (SSP)
- "SSP Programs are led by expert advisors who cooperatively work together to maximize genetic diversity, appropriately manage the demographic distribution and long-term sustainability of TAG recommended Animal Programs within AZA member institutions."
Visit the Association of Zoos and Aquariums website for more information.
Day 16 - Giraffe Key Terms:
- are horn or antler like structures protruding from a giraffes head. They are different from antlers and horns because ossciones are made of bone. The word ossicone actually mean "boney cone".
- capable of grasping.
Cognitive Enrichment
- Cognitive enrichment aims to focus on the specific cognitive skills or problem solving skills known for a species/individual, and how best to stimulate the expression of these skills
Day 15 - Amur Leopard Key Terms
rosette is a rose-like marking or formation found on the fur and skin of some animals, particularly catsRosettes are used to camouflage the animal, either as a defense mechanism or as a stalking tool.
a small tooth or tooth-like projection.On cats these denticles can be found on their tongue and are used to scrap meat from bone. Even your cat's at home have them!
Day 14 - Red Panda Key Terms:
Habitat Fragmentation
- Habitat fragmentation is when a large habitat is broken down into smaller patches and are usually isolated from each other by non-original habitats (like human settlement).
Fun Fact: Red Pandas are in a family all by themselves: Alluridae. Their closest living relative is actually a raccoon!
Day 13 Tamarin Row Key Terms:
Callatrichidae a family of New World monkeys, including marmosets, tamarins and lion tamarins.
Gumivore - an animal that specializes in eating tree gum (sap and other resin materials found in plants).
Critically Endangered - considered to be facing extremely high risk of extinction in the wild (IUCN Redlist)
Day 12 Red-Necked Wallaby Key Terms:
Mob - a group of kangaroos or wallabies.
Marsupial - an order or mammals that are born very underdeveloped and spend more time developing and suckling inside of a pouch.
Macropoda plant-eating marsupial mammal of an Australasian family that comprises the kangaroos and wallabies.
Dentition - Teeth
Day 11 - Red-Tailed Boa Key Terms:
Counter Shading
protective coloration animals in which parts normally in shadow are light and those exposed to the sky are dark.
- Also called is having a body temperature varying with that of the environment. Reptiles are also known as Ectotherms.
a snake that kills by coiling around its prey and asphyxiating it.
Day 10 The Reptile House Key Terms:
Poison-a substance that is capable of causing the illness or death of a living organism when ingested or absorbed.
Aposematic- Colors or markings that are used to warn or repel predators (like the poison dart frog.)
- an animal that spends its life predominantly off the ground i.e. the trees.
*Indicator species* - Frogs and amphibians are well known indicator species. An indicator species is an organism whose presence, absence or abundance reflects a specific environmental condition
Day 9 - American Black Bear Key Terms:
Opportunistic - an animal that eats whatever food is available.
Kermode BearA rare white (non-albino) species of American black bear found only in British Columbia, Canada.
Subspecies - a subspecies is a population of a certain species living in a different area or having different morphology (color, size, pattern, etc..)
Hibernate - an animal that spends the winter in a dormant (sleeping/unmoving) state.
Day 8 - Snow Leopard Key Terms:
Endangered- considered to be facing a very high risk of extinction in the wild. (ref. IUCN Redlist criteria)
- an animal that is predominately active and awake at dawn and dusk.
Day 7 - Bobcat Key Terms:
Bergmann's Rule -in zoology, is a principle that looks at environmental temperature and compares it to body size and weight in warm-blooded animals. Birds and mammals in cold regions have been observed to be bulkier than individuals of the same species in warm regions.
- an animal that specializes in eating meat.
Sensory Enrichment
- enrichment that stimulates the different senses such as olfactory (smell), auditory (sounds), tactile (touch), visual and also taste.
- an animal that predominantly lives on their own.
Day 6 - African Crested Porcupine Key Term
Nocturnal - when an animal is primarily active and awake at night.
Porcupette - a baby porcupine.
Keratin -
fibrous protein that makes up hair and nails/claws.
Day 5 - Patagonian Mara Key Terms:
Near Threatened
criteria but does not qualify for Critically Endangered, Endangered or Vulnerable now, but is close to qualifying for or is likely to qualify for a threatened category in the near future (Please See Note). (ref. IUCN Red List Criteria)
Browse - vegetation, such as twigs, branches and young shoots, eaten by animals.
*The IUCN (International Union for Conservation of Nature) classifies globally threatened species (plant and animal) into nine categories: Not EvaluatedData DeficientLeast ConcernNear ThreatenedVulnerableEndangeredCritically EndangeredExtinct in the Wild and Extinct.*
If you would like to explore the IUCN Redlist use this link
Day 4- Jilly the Cow Key Terms:
Herbivore- an animal that specializes in eating plant matter
a narrow-edged tooth at the front of the mouth, adapted for cutting.
a grinding tooth at the back of a mammal's mouth.
- a grazer is an herbivore that feeds on plants such as grass and other low-lying vegetation.
- an animal that has a large four chambered stomach called a Rumen. The Rumen consists of the reticulum, rumen, omasum and abomasum.
- is a process that converts and breaks down ingested food into energy sources.
Prey Species
- an animal that gets preyed upon or eaten by predators.
Day 3 - North American River Otters Key Terms:
Nictitating Membrane -
a whitish or translucent membrane that forms an inner eyelid in birds, reptiles, and some mammals. It can be drawn across the eye to protect it from dust and keep it moist.
Adaptation -
An adaptation is something makes it possible for an animal to survive in a particular place and in a particular way. It may be a physical adaptationor the way the animal behaves.
Target -
A target is a tool used by animal trainers, usually a stick with a ball on the end, the goal is to teach an animal to touch a predetermined body part to the ball at the end of the stick.
Enrichment -
Is anything we give to our animals that allows them to perform natural behaviors, permits them to be more active and increases the animals' control over their environment. Enrichment helps satisfy both the physical and psychological needs of animals and allows them to make choices. Enrichment can be:
Cognitive, Social, Food, Physical, Habitat, Sensory
Day 2 - Silver Fox Key Terms:
Husbandry -
General care and rearing of animals.
Training -
Using positive reinforcement and shaping techniques to teach animal certain behaviors that may display natural abilities and assist with husbandry/veterinary care.
Bridge -
A bridge in training is a sound or signal that communicates to an animal that they performed the correct behavior.
Camouflage -
Variations in color, fur, and patterns that help conceal or disguise an animal.
Cache -
a collection of items of the same type stored in a hidden or inaccessible place.
Kit -
Baby Fox
Day 1 - Primate Point Key Terms:
Brachiate - move by using the arms to swing from branch to branch.
Frugivore -
an animal that specializes in eating fruit.
e -
an animal that specializes in eating leaves.
Ape -
Human like primate with no tail.
Forage -
to search for food.
Terrestrial -
An animal that lives primarily on the ground.
PPE -
An acronym that stands for Personal Protective Gear.
|
<urn:uuid:1a98a779-6bed-4574-b31f-fc56b086ff7d>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.15559130907058716,
"language": "en",
"language_score": 0.86308753490448,
"url": "http://www.cmchealth.net/1400/Virtual-Zoo-School"
}
|
Our Culture Influences Our Perception of Smells
by Lebermuth, on Feb 24, 2017
When patrons walk into a shopping mall, they are bombarded with bright, attention-grabbing advertisements as well as enticing (and sometimes obnoxiously loud) music. Some stores add the sense of smell to their arsenal by holding the nostrils of their patrons hostage with smells that can’t be ignored. Interestingly, researchers have concluded that a person’s cultural background determines whether those smells are considered desirable or repulsive.
Researchers based out of the Montreal Neurological Institute and Hospital partnered with researchers based out of the Lyon Neuroscience Research Centre in France in order to conduct a subjective study from subjects in Quebec and France. Although these subjects shared the same language and many traditions, the cultures were different which affected the reactions to the smells.
The Study
Six scents were selected for the study. Those scents were anise, lavender, maple, rose, strawberry and wintergreen. Subjects were instructed to smell the scent the first time with the identity of the scent being unknown. The second time the subjects smelled the scent, they were told the name and instructed to rate the scents on the following four criteria: edibility, familiarity, intensity and pleasantness.
The Results
The researchers discovered that French and French-Canadian subjects had significant rating differences for the same scents. It was noted that when subjects were familiar enough with a scent that they could identify it by name that the scent was more pleasurable and resulted in higher ratings. This conclusion reinforces that the brain is influenced by the familiarity and knowledge of a scent and not just by its chemical compounds. This result was demonstrated by the cultural differences decreasing and in some cases disappearing once names were provided to the scents.
So how did the scents measure up? Wintergreen received a higher pleasantness rating from French-Canadians likely due to wintergreen being commonly found in candy in Canada. However, the same scent scored lower with the French most likely because wintergreen is commonly found in medicine in France. Lavender was more familiar to the French subjects while Maple and Wintergreen were more familiar to French-Canadian subjects. Therefore, it is not surprising that lavender received a higher rating from the French while maple and wintergreen received a higher rating from French-Canadian subjects.
When it comes to getting a consumer’s attention, retailers spend lots of time and effort determining consumer preferences. Based on this study, retailers would benefit from adding the cultural background of the consumer to the equation.
Be sure to share this post if you liked it!
|
<urn:uuid:32f80b90-ce5b-4de0-a806-761f4f75ae3f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.21436232328414917,
"language": "en",
"language_score": 0.9734762907028198,
"url": "https://blog.lebermuth.com/our-culture-influences-our-perception-of-smells"
}
|
check these guys out Name Meaning: Large Horn Face
index Alternate Names: Brontops, Brontotherium, Menodus, Ateleodon, Titanotherium, Oreinotherium, Titanops Geologic Era: Eocene to Oligocene
check this site out Range: Canada and Northern North America
Location Found: South Dakota
Size: About 2.5 meters tall at shoulder, 4 meters long
Extinction Date: 30 million years ago
Our Megacerops specimen is very impressive in an of itself, but becomes even more so when one realizes that it is just the very top of a femur. A human femur head is less than one fifth the circumference of Megacerops’. I suspect that our specimen is from an older collection that was dismantled, as collecting is now illegal in that area.
Megacerops was an herbivore that bore something of a resemblance to the modern rhinoceros. It was easily the largest known animal in its ecosystem, and is thought to have been a browser of leaves. The world that Megacerops lived in was a lush, forested environment, not unlike a cool rainforest. Even the largest predators of the time were in no way close to Megacerops in size, so it could be safe to assume that an adult, healthy Megacerops had little fear of predators. Only young or weak animals would have to worry, though young Megacerops likely stayed close to their mothers, who would have been a very effective predator deterrent. The only animal that could be a danger to a Megacerops would be another Megacerops. One skeleton of a presumed male shows healed rib fractures that could be the result of intraspecific competition.
Native Americans would occasionally find skeletons of Megacerops in the Black Hills region, particularly after a heavy rainstorm. For this reason, the Sioux tribes called these animals “thunder horses,” since it was thought that these animals made rainstorms by running across clouds. The animals that the Sioux uncovered were killed in probable volcanic eruptions from the nearby rocky mountains (as they tended to be found in groups). One of the older names for Megacerops (Brontotherium) means “thunder beast.”
Megacerops and its kin were victims of a changing climate. Toward the end of the Oligocene, the forests that Megacerops depended on started to give way to grasslands. Megacerops was not as well equipped to survive on this type of food, and drifted toward extinction. Other animals, such as primitive horses and deer, succeeded Megacerops and the dominant herbivores.
Image Credits:
Skeleton: By Osborn. –, Public Domain,
Life Restoration: By Creator:Dmitry Bogdanov –, CC BY 3.0,
|
<urn:uuid:17c1514e-43b7-4ab8-beeb-3a274efa15d4>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.07883810997009277,
"language": "en",
"language_score": 0.9461081027984619,
"url": "https://jurassicpartsnaturalhistorymuseum.com/megacerops/"
}
|
Jul 08, 2020
Essential Questions Catcher In The Rye
essential questions catcher in the rye
Start studying Catcher in the Rye Essential Questions Caldwell. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
214 Catcher in the Rye 5th Hour - Mr. Shaw's Classes
What are the conflicts in The Catcher in the Rye? What types of conflict (physical, moral, intellectual, or emotional) are in this novel? How does J.D. Salinger reveal character in the novel? What are some themes and symbols in the novel? How do they relate to the plot and characters? Is Holden consistent in his actions?
The Catcher in the Rye - Weebly
Essential Questions for The Catcher in the Rye: How is the nature of being a teenager distinct from being a child or an adult? To what extent should we protect the innocent from the evil in the world? How can alienation or disillusionment serve as a temporary protective armor?
25 Catcher In The Rye Essay Topics & Questions - Bestessay4u
The Question and Answer section for The Catcher in the Rye is a great resource to ask questions, find answers, and discuss the novel. What do Holden and the cab driver talk about? In the cab to Ernie's, Holden chats with Horwitz, the cab driver.
The Catcher in the Rye Essential Quotes by Theme ...
Catcher in the Rye Unit English 1-2 Curriculum Guide Version 1.0: September 2009 ... As this is a unit for freshmen on The Catcher in the Rye, there is a caveat: As The Catcher in the Rye is frequently banned, we have included an Opt-Out letter and feel ... Essential Questions: x Does Holden represent adolescence? Is he abnormal, or are all ...
Understanding by Design: Essential Questions | huffenglish.com
Three major themes of The Catcher in the Rye(questioning authenticity, belonging & isolation, and growing up/coming of age) The controversy surrounding Catcherand its inclusion on high school reading lists The historical and social climate of 1950s New York City The interplay and crossover between literature and film in exploring related themes of study
The Catcher in the Rye Discussion Questions & Answers - Pg ...
With a Lexile level 790, The Catcher in the Rye, by J. D. Salinger, could suggest that the novel is for a much younger audience.The qualitative analysis, however, suggests that it is appropriate as the first book of the tenth-grade year. The protagonist’s struggles with mature issues, the multiple themes, and the cultural background knowledge required to make meaning of the text all make it ...
The Catcher in the Rye: Chapters 1-2 Quiz: Quick Quiz ...
Chapters 1-4. 1. The novel begins with the main character Holden Caulfield, speaking directly to us. Because he had a complete mental breakdown, Holden was sent to the hospital for treatment. As he talks, his mind frequently wanders and, therefore, his story is often interrupted with different thoughts. The first thought is about D.B., Holden ...
The Catcher in the Rye - CliffsNotes
The Catcher in the Rye Page 2 Why Catcher in the Rye Certainly this is one of the most frequently studied novels in American class-rooms, and, certainly, a plethora of teaching tools and lesson plans already exist to help teachers teach the novel and explore relevant “coming of age” themes. Why then, does
The Catcher in the Rye Quotes - eNotes.com
See how much you know about this classic novel.NOTE: Questions have been added. : Who wrote The Catcher In the Rye?, What is the protagonist's name?, W...
The Catcher in the Rye Essential Skills for Reading and ...
Essential Questions for The Catcher in the Rye. How does experience affect one’s perspective and observations of the world around them? What are some of the side effects of grief? What are some reasons why a person might isolate themselves from the world around them? Why is childhood innocence so important?
Catcher in the Rye - HONORS ENGLISH 2
After the release, “The Catcher in the Rye” quickly gained popularity among young people, although it was focused on a more mature reader. However, due to Salinger’s depressive writing style and quite frequent use of profanity, the book became the most prohibited book in US schools and libraries from 1961 to 1982.
The Catcher in the Rye Quotes: Religion | SparkNotes
Section 5 | Overall Questions 17. What do you think about Holden's personality? Do teens these days share the same negativity? 18. What do you think is the overall theme of the story? What made this book become the American Classic that it is today? What is the message behind this novel? 19.
The Catcher in the Rye - Wikipedia
Essential Questions for unit: What factors contribute to someone's identity? What is the impact of personal experience on identity? What is the relationship between decisions and consequences? How do decisions and actions of a character?
The Catcher in the Rye : A Teaching Unit
More than 50 years after its publication, J.D. Salinger's "The Catcher in the Rye" continues to resonate with young readers. The story of teenager Holden Caulfield's struggle against ...
Catcher_in_the_Rye_Study_Guide (1) - Cheat Sheet The ...
Catcher in the Rye: Chapters 25-26 Caitlin Larripa Juan Arredondo Jordan Nopens Noura Mohammed Symbols answers questions 1. Holden watches Phoebe (his sister) on the carousel because he may have been reminiscing bout his own childhood, wishing he could relive some of those
What Makes a Question Essential?
This comprehensive 30 page, 4-6 week unit on Catcher in the Rye includes essential questions, technology, collaborative learning, active group discussion and lots of opportunities for writing. The unit includes material on historical information, character analysis, literary elements, rubric, research, a reading schedule, writing in different ...
The Catcher in the Rye Final Assessment - 2098 Words ...
7. How essential is the setting to the story? Could the story have taken place anywhere else? In any other time? 8. Did you find the dialog in the story realistic? 9. There is not much of a plot in this book. Did that bother you? 10. How does The Catcher in the Rye relate to current society? Is the novel still relevant? 11.
Catcher in the Rye - ENGLISH 2
Directions: In your groups, discuss, debate, fight, word-slap, TAKE NOTES on the word slaps.Be sure to give your own claims then support yourself: First, decide what would Holden think and how does that compare/contrast to your point of view.; Then, You need an example from TCITR (use chapters 14 to 23 and you CAN’T repeat chapters; and give examples from life (personal experience, general ...
Study 18 Terms | English Flashcards | Quizlet
In what ways is J.D. Salinger’s The Catcher in the Rye similar to Mark Twain’s Adventures of Huckleberry Finn ? How is the novel’s title, “The Catcher in the Rye,” important to the work as a whole?
Quiz - CliffsNotes
Stay off in the catcher in the rye caused a thesis statement. Ask homework help the rye essay about the rye, 000 the three topics. If you think about catcher in a hurry? Freeburg english literature: receive qualified assistance essays on a critical essay for the rye? Essential questions cover the rye essay - the rye, catcher in the rye.
The Catcher in the Rye - Digging Deeper in Xenia's classes ...
Catcher in the Rye Unit Objectives ... Read or Listen to Catcher online. Online version of the text - use, find, and type in the chapter number to take you directly to that page ; Audio Version by Chapter; Scripts We Read in Class. Character Analysis: Essential Questions. How can education and schools influence a young person’s development?
The Catcher in the Rye Chapters 1-2 Summary and Analysis ...
The Catcher in the Rye centers on a young man—can women relate to this novel, too? What about Holden is gender-specific, and what is common to all teenagers? In a related question, what's up with the women in this book? What's Holden's attitude towards women, and what do his relationships with women reveal about his character?
Essential Questions - thepartnership-ny.org
This UbD-style The Catcher in the Rye unit plan contains a detailed overview, essential questions, enduring understandings, key areas of knowledge learned, and two summative assessment ideas.Specific non-fiction articles to pair are also given.This file is meant as an overview of the unit instead of
Essential Questions Catcher In The Rye
The most popular ebook you must read is Essential Questions Catcher In The Rye. I am sure you will love the Essential Questions Catcher In The Rye. You can download it to your laptop through easy steps.
Essential Questions Catcher In The Rye
|
<urn:uuid:10e7929d-f0ed-4599-bd52-06e35dde365e>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.12018269300460815,
"language": "en",
"language_score": 0.9308202266693115,
"url": "http://belljarcafe.com/f6da0bbdff797dbe4c1b40ff6d210ebf"
}
|
As we celebrate Black History Month in February, we look back at many of the individuals who shaped our country and world for the better. African Americans have left their mark on society in countless ways, including the food industry.
Today, we’d like to highlight one person in particular who greatly affected the baking world. That man, Joseph Lee, is influential in how modern bakers operate.
Joseph Lee was born in Boston in 1849. He would grow up during a time of unrest, especially for African Americans. The Civil War would not begin for over a decade. It was extremely difficult situation for a young man of color, but Lee would not be deterred.
As a boy, he worked at a bakery, prepping, cooking, and serving food. This would eventually lead to his love of the industry, and he would later open two restaurants in the Boston area. He would then own and manage a hotel for 17 years. Hotel management would not be his calling, though, and in 1902 Lee began his own catering business called the Lee Catering Company.
Joseph Lee’s involvement in the food industry would lead to a very important revelation. He became interested in the development of a way to eliminate throwing out day-old bread, a needless waste in his opinion. He believed that bread crumbs were better than cracker crumbs, so went to work on a way to turn wasted bread into something more.
He set out to invent a device that would mechanize tearing, crumbling, and grinding bread into crumbs. In 1895, Lee patented this device. He would soon sell the machine to the Royal Worcester Bread Crumb Company of Boston, where it would later make its way to restaurants around the world. This bread-crumbing technique would be the catalyst for such things as cake batter, very important for bakeries.
After that, Joseph Lee continued to work on food preparation innovation. He invented a bread-making machine that could mix ingredients and knead dough with the efficiency of six men. It was more cost-efficient and hygienic than anything that came before it. This machine is considered the basis for many machines still used today.
While Joseph Lee may have died well over a century ago, his work still lives on in the baking industry as well as the path he helped forge for African Americans. We thank him for his contributions to society, and we look forward to how his legacy will continue to be carried on by current and future generations.
Joseph Lee was inducted into the National Inventors Hall of Fame (NIHF) alongside 18 other honorees on May 1-2, 2019.
|
<urn:uuid:43d7de36-bab1-475e-a8e5-4e3c37842f4d>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.78125,
"fasttext_score": 0.041049957275390625,
"language": "en",
"language_score": 0.983930230140686,
"url": "https://www.bakemag.com/articles/568-black-history-month-profile-of-an-african-american-baking-icon"
}
|
The Sugar Series: Bagasse
What is Bagasse?
Bagasse is another by-product of the sugar production process. It is a dry and pulpy residue left behind when sugarcane stalks are crushed. There is a similar material called ‘agave bagasse’ made from the agave plant. Bagasse is principally used in the manufacturing process of paper, pulp and building materials as well as a biofuel for the production of energy, heat and electricity.
History and Origins
Bagasse is a sustainable resource for making paper.
The word ‘bagasse’ originates from the French word ‘bagage’ meaning rubbish or waste. Bagasse was first used to describe debris from the pressing of olives, palm nuts and grapes however it soon came to refer to the residue of other processed plant materials. The term ‘bagasse’ nowadays is exclusively limited to the residue of sugarcane.
One of bagasse’s primary uses is in the paper industry. The method of using bagasse for paper production was invented by Clarence Birdsong in a small laboratory in ‘Hacienda Paramonga’, a sugar mill in Peru. With this promising discovery at hand, the company bought an old paper mill in New Jersey and shipped bagasse there from Peru in order to test the method’s reliability on an industrial scale. The method developed in 1937 and the first paper manufacturing machines were designed in 1938 in Germany.
It wasn’t until 1950 that the first successful commercial production of newsprint produced from bagasse was demonstrated by the ‘Noble & Wood Machine Company’. The demonstration took place before 100 industrial representatives and officials from 15 different countries. The demonstration proved to be extremely successful. This was mainly due to the economic importance of paper in countries which did not have easy access to wood fibres on account of their respective climates. In 2015, the Paramonga sugar mill, which first developed the bagasse paper process, produced 90,000 metric tonnes of paper!
Production, Storage and Properties
This is what bagasse looks like in its raw form.
With bagasse being a by-product of sugarcane, the production quantity of bagasse in each country is in line with the quantity of sugarcane produced. The typical ratio is 3 tonnes of wet bagasse for every 10 tonnes of sugarcane crushed. This also means that the biggest producers of bagasse are Brazil and India as they are the largest sugarcane growing regions.
Once bagasse fibres are gathered from residual sugarcane, they are stored wet in order to remove any residual sugar which may impede further production. The bagasse is then blended with water until the compounds finally develop into a pulp which can then be further processed.
Bagasse is stored in different ways depending on its end use. In general, it is stored ahead of further processing. In electricity production for example, bagasse has to be kept in moist conditions with a mild exothermic process that results in drying the fibres gradually over time. In paper and pulp production however, bagasse has to be kept wet in order to aid the removal of ‘pith’ fibres. Pith fibres make up around 30-40% of bagasse and are derived from the core of the sugarcane plants, the properties of which hinder paper production.
Typically, dried bagasse is chemically made up of:
• 45-55% Cellulose
• 20-25% Hemicellulose
• 18-24% Lignin
• 1-4% Ash
• <1% Waxes
Bagasse is used as an ingredient of animal feed.
As previously mentioned, bagasse is used as a substitute for wood in many tropical and subtropical countries for the production of paper such as India, Argentina and Colombia.
Bagasse produces a pulp which possesses the physical properties well suited for printing paper, newspaper, cardboard, plywood, particle board, xanita board even furniture and biodegradable plastics. It can also be employed in the production of ‘furfural’, a clear colourless liquid which is used in the synthesis of chemical products like nylon and solvent.
Bagasse is often used as a fuel source for sugar mills themselves. When bagasse is burned in large quantities, it provides enough heat energy to satisfy, if not exceed, the energy needs of a typical sugar mill. It can also be used as a secondary fuel in a process called ‘cogeneration’. In cogeneration, bagasse can be used to provide electricity, and this can be sold to the consumer electrical grid.
There is a lot of research going into using bagasse as a biofuel in renewable power generation. It has potential to become an environmentally friendly alternative to corn as source of the biofuel ethanol. As bagasse is rich in cellulose, it may be able to produce commercial quantities of cellulosic ethanol. Research backs up the viability of bagasse in ethanol production however, the compatibility with conventional engines still requires investigation. As bagasse has a high moisture content, being typically between 40-50 percent, there may be multiple other complications in using it as a fuel. Bagasse is also used for manufacturing animal feeds by mixing it with molasses and enzymes. The ‘K-Much’ industry has patented a method of converting bagasse into cattle feed and this is marketed in a range of countries such as Thailand, Japan, Korea and Australia.
research is in progress to establish bagasse as an alternative biofuel or means of producing electicity like wind, solar and wave power.
As mentioned previously in the sugar series in our sugarcane article, sugarcane is an extremely fast and renewable resource. Bagasse, as a sugar production by-product, is also sustainable. Whilst the research into bagasse being used for biofuel production is still underway, it nevertheless does not require any trees to be cut down thus not impacting the area of forests nor any additional cultivation areas. Bagasse is therefore a sustainable and environmentally friendly alternative to conventional paper production which uses wood and wastes much less energy in its production as well.
Bagasse plastic and hardware products are also completely biodegradable and compostable and can break down in as little as four weeks under the right conditions. Many restaurants, in attempting to be more sustainable, have replaced their plastic and Styrofoam containers and packaging with bagasse products and even some of their tableware too. In fact, bagasse is taking the takeaway industry by storm as obviously they have a high demand for one-use containers. Bagasse allows these industries to partake in sustainable practise with excellent alternatives to takeaway plates, bowls and paper napkins. Bagasse is clearly not only an effective sustainable source, but also a credible one.
Author: Betty Rook
images: Christa Dodoo, Will Kirk, Josh Withers, Arteum Ro
|
<urn:uuid:013a2de6-201f-4aa3-839e-ded4a7ead67c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.0466732382774353,
"language": "en",
"language_score": 0.949068009853363,
"url": "https://www.czarnikow.com/product/sugar/the-sugar-series-bagasse"
}
|
Common Houseplant with Special Duties
Everyone loves to display a plant at home or in their office to add a touch of decor. What if that decorative plant could do more for you than just increase the aesthetics of a room? Well, thanks to researchers at the University of Washington in Seattle, that is now possible.
These researchers have been able to successfully genetically modify a common houseplant referred to as pothos ivy. Pothos ivy is a strong, healthy houseplant that does well in low-maintenance conditions, so it is a common selection among indoor plant buyers. The task of this genetically modified plant is to remove chloroform and benzene from the air; two molecules that are too small to be trapped by air filters. Exposure to chloroform and benzene can occur when we shower or boil water as well as when we have garages attached to our homes that contain cars or lawn mowers. The primary exposure pathway is breathing in air that contains these compounds; this can happen at work, in the general environment, or even via burning candles. It may not seem to be a huge issue, however, both chloroform and benzene have been linked to cancer.
Chemical structures of chloroform (left) and benzene (right)
So, how exactly does this houseplant remove these harmful chemicals? Well, pothos ivy has been modified to exhibit a protein called cytochrome p450 2e1 (or simply 2e1 for short). When this protein is introduced to the modified plant, it then transforms these potentially carcinogenic compounds into molecules that pothos ivy can use to assist in its own growth and development.
In order to test the effectiveness of the genetically modified houseplant, the researchers made comparisons to the unmodified pothos ivy. After placing both modified and unmodified subjects in separate glass containers, and adding pollutants (chloroform and benzene) over a span of 11 days, the results were astounding. The unmodified pothos ivy did not change the concentration of either pollutant. However, the genetically modified pothos ivy decreased the concentration of chloroform by 82 percent in just three days. By day six, it was almost undetectable. Similarly, by day 8, the concentration of benzene had dropped by 75 percent.
In the human body, the protein 2e1 transforms benzene into a chemical called phenol, and chloroform into carbon dioxide and chloride ions. However, because 2e1 is located in the human liver, and is only activated when we consume alcoholic products, it cannot be used to process pollutants in the air around us. Therefore, the researchers attempted to solve this problem by using pothos ivy as a gateway so that humans can actually benefit from 2e1.
“We want to offer this to the public as a way to reduce a proven, real health threat”
Stuart Strand of the University of Washington in Seattle
The power of a plant is incredible, and it is amazing to see what researchers and scientists can do to further the use of different plants without causing them harm, but instead, creating benefits for the health of the environment and humans alike. Generating this genetically modified plant took more than two years, but the researchers at the university are dedicated to expanding their research to help break down other harmful molecules in the air. Thanks to studies such as this one conducted at the University of Washington, the decorative plants in your home or office may have a greater purpose than just being a centerpiece in the near future.
Leave a Reply
You are commenting using your account. Log Out / Change )
Google photo
Twitter picture
Facebook photo
Connecting to %s
%d bloggers like this:
|
<urn:uuid:5a2849ca-c98f-42f7-9e36-45068dfa32a7>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.04094439744949341,
"language": "en",
"language_score": 0.9461934566497803,
"url": "https://gcgogreen.org/2019/01/30/common-houseplant-with-special-duties/"
}
|
What is an Olympic Truce?
The Olympic Truce is seen as a platform of peace and harmony.
The tradition of Olympic Truce, also referred to as Ekecheria, is a tradition that dates back to 776 BCE in Ancient Greece. It can be loosely translated to mean “holding of hands,” as used by the ancient Greeks. It was meant to provide total safety to athletes, their families, spectators, ordinary pilgrims, and artisans during the Olympic Games. The truce strived to ensure the people attended the Olympic Games safely and also returned back to their respective countries safely. Furthermore, it ensured the interests of the participating athletes were safeguarded. The Olympic Truce logo has three elements: the dove to symbolize peace, the Olympic flame in the background to symbolize the war-prone world, and the Olympic rings which symbolizes the unity that the people from different races should strive for.
History of the Olympic Truce
As indicted earlier, the Olympic Truce traces its origin from Ancient Greece. It dates back to 8th century BC. A truce was announced before and during the Olympic Games to ensure the host city, Elis, was safe from attacks. A truce was announced usually before and during all the Olympic Games. Everybody was expected to strictly follow the rules of truce. During the Olympic Games, wars were called off or suspended, legal disputes or anything that could lead to death was forbidden, and the soldiers were prohibited from entering Elis or from threatening athletes and participants. People who broke the rules of truce after it was announced were either fined heavily or banned from ever taking part in Olympic Games.
Revival of the Olympic Truce
In 1998, The International Olympic Committee (IOC) revived the practice of Ekecheria. IOC encouraged all the participating nations to uphold the values of Truce in the modern games. The revival of Truce by the United Nations took place on October 25, 1993, by the United Nations Millennium Declaration. The Athens Bid committee strived to revive the truce traditions in 1996 by promoting it through the Olympic Flame Relay. The United Nations supports and encourages people to adhere to the traditions of Truce. The international Truce Foundation and the International Olympic Truce Center were formed in co-operation with Greece to uphold the values of ancient truce practices. The visions of these organizations were to embrace the spirit of Truce and to ensure the host cities were peaceful and safe for the athletes and spectators.
The Purpose of Olympic Truce
The Olympic Truce movements focus on achieving goals that would ensure all the Olympic Games are secure. The Truce movements mobilize the youth and encourage them to uphold the spirit and traditions of truce. Truce movements also focus on how it will use sporting activities to resolve conflicts in communities. The movements are also involved in philanthropic and humanitarian activities. They aim at helping countries at war to resolve their differences by encouraging them to create opportunities for dialogue. The Olympic Truce is seen as a platform of peace and harmony because it comes up with ways of embracing cohesion and togetherness. It brings people together regardless of their backgrounds by encouraging athletes and spectators to uphold its values.
More in World Facts
|
<urn:uuid:9ffb1d29-d2b7-4a73-9ac3-d158c443479d>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.71875,
"fasttext_score": 0.5431612730026245,
"language": "en",
"language_score": 0.9727433323860168,
"url": "https://www.worldatlas.com/articles/what-is-an-olympic-truce.html"
}
|
We cannot barely see. After some minutes a landscape is uncovered, an abandoned scene. Unfinished figures of the locution Ok scatter around the space, covered in resin, dirt and in between bits and pieces of material. Dust fills the space.
The origin of the locution okay hasn't been recognised or remembered. However, linguistics argue that the term might belong to the family of Western African languages such as Wolof, Bantu and Mande.
`Okay´ is identify as the Wolof waaw-kay, meaning `yes´, it has been proved but not offitially recognised, the influence and importance of the Wolof language among the thousand of Africans condemn by slavery in North America over centuries. These languages able most of Africans individuals to communicate without being understood by their oppressors.
These languages might have resemble the ultimate form of trust in the possibility of freedom and independence. Along 1800 the locution was appropriated and absorbed in by the US army and employed to denote O Kills O Killers in front line of the battlefield before becoming the most popular and fashionable Americanism to denote a state of happiness or closing agreements.
Anonymise, aims to lead us to a space for reflection and inner change.
Back to Top
|
<urn:uuid:e2b2cb58-8f63-404b-9d82-ac74075adf86>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.38505321741104126,
"language": "en",
"language_score": 0.9421323537826538,
"url": "https://juliavarela.com/anonymise"
}
|
29 Hugh Henry Brackenridge
Elaina Frulla
Hugh Henry Brackenridge (1748-1816)
Although a commonly overlooked American literary figure, Hugh Henry Brackenridge was widely known in his time as an “eccentric.” A man of letters who sought to bring knowledge and democracy to the frontiers of western Pennsylvania, a political idealist split between Federalist and Republican ideologies, an advocate for centralized government and the Constitution of the United States, and a supporter of the French Revolution, Brackenridge’s public life (and its seeming contradictions) simultaneously overshadowed and influenced his literary life.
Brackenridge was born in 1748 in Kintyre, Scotland. At the age of five, his family relocated to the “Barrens” — rural farming territory in York County, Pennsylvania. The struggles of Scottish communities on the frontier, including instances of indigenous hostility, remained with Brackenridge throughout his career, impacting his later political and literary endeavors.
Though Brackenridge’s youth was spent laboring, his evenings were devoted to study, and, intending ultimately to go into the ministry, he began college at Princeton in 1768. At Princeton, he befriended classmates Philip Freneau, James Madison, and William Bradford. The young friends began experimenting in satire as members of the Whig Student Society, engaging in debate with the student Tories in a series of poems titled Satires against Tories. Brackenridge and Freneau also collaborated on other literary endeavors. In 1770, the pair co-authored Father Bambo’s Pilgrimage to Mecca, one of the first American novels, and the poem “The Rising Glory of America,” which Brackenridge read at their commencement in 1771.
After college, Brackenridge worked as a schoolmaster in Maryland before returning to Princeton for a Master’s degree. It was at this time that Brackenridge became involved in the Revolutionary War effort as an army chaplain, which further fueled his passion for oratory. According to biographer Daniel Marder, Brackenridge “saw himself as a combination of druid…, of heroic bard, and of propagandist,” and his sermons were characterized by “clever devices of analogy” that “substituted patriotic and civic passions for religious ones” (8). In 1775, Brackenridge wrote his first dramatic narrative The Battle of Bunkers-Hill, which was published the following year.
After the Revolution, Brackenridge moved to Philadelphia, capital of the United States at the time, filled with patriotic idealism and aspirations to publish a newspaper that would, according to Marder, “serve the cause of American independence by fostering a native literature” (9). In late 1778, Brackenridge founded The United States Magazine as an educational vehicle to teach the common man how to engage and participate in democracy responsibly. Most notably, the magazine published his piece “The Cave of Vanhest” in 1779, which tells the story of a highly educated hermit who finds happiness upon removing himself from the frustrations and corruptions of society. Unfortunately, the magazine failed after its first year of publication.
After the failure of The United States Magazine, Brackenridge studied law and was admitted to the Philadelphia bar in 1780. By 1781, Brackenridge moved to the “backcountry” locale of Pittsburgh where he felt he could make a name for himself and fulfill his educational mission. Although it may be difficult for students to imagine a place like Pittsburgh as “backcountry,” in the late 1700s, the area was rural, undeveloped, and sparsely populated farm country. As an attorney in Pittsburgh, Brackenridge perplexed many because he embodied both eastern and western values. While he thoroughly believed in prioritizing the common good over individual self-interests, he also championed the causes of the frontiersmen’s individual rights and understood their fears about potential indigenous confrontations.
Brackenridge’s split affinities frequently resulted in alienation. In 1785, for example, much uproar surrounded Brackenridge’s defense of an Indian who drunkenly killed an American. While Brackenridge was openly in favor of Indian removal, he still maintained the necessity of rational and objective consideration in the matter. Community members felt betrayed by Brackenridge and threatened to overtake the prison and hang the Indian who awaited trail. Brackenridge dramatized the event in “The Trial of Mamachtaga,” in which the narrator sets aside biases and objectively examines the Indian’s character.
By 1786, Brackenridge successfully brought knowledge to the backcountry by establishing its first periodical publication The Pittsburg Gazette. Its mission, much like that of The United States Magazine, was to promote democratic education and civic responsibility in the West. The success of The Pittsburg Gazette encouraged Brackenridge to run for political office that year, and he was elected to the Pennsylvania State Assembly. His platform included establishing educational facilities and a church for all denominations. His constituents, however, were more interested in obtaining land titles and preventing indigenous attacks. By his second year in the State Assembly, difficulties increased and Brackenridge’s political rival William Findley, who perceived Brackenridge’s blend of eastern and western ideals as two-faced, ensured Brackenridge’s political alienation.
Brackenridge felt further political disappointment when Findley was selected for the constitutional ratifying convention. After the ratification of the Constitution in June 1788, Federalists blocked Brackenridge from running against Findley for the first Congress. Brackenridge’s perceptions of Findley as “unqualified” for political office eventually evolved into the essential theme at work in Brackenridge’s master narrative, the massive satiric novel Modern Chivalry, which would take him nearly the rest of his life—over two decades and the span of four American presidencies—to complete.
By the time Brackenridge began work on Modern Chivalry in the early 1790s, he had renounced affiliation with the Federalists and had withdrawn from the political sphere. Disappointed by his political failures, Brackenridge satirized the essential need to educate an ignorant and irrational public to ensure that only “qualified” individuals governed in the public political sphere. Brackenridge still believed that all “unqualified” men had the inherent capacity to think and behave morally and rationally, but they must first see the absurdity of ruling with passions. Such absurdity comes through clearly in Modern Chivalry as readers follow the quixotic travels of the intellectual and idealistic Captain John Farrago and his mischievous and buffoonish Irish servant Teague O’Regan from Philadelphia to Pittsburgh and back again. As Teague’s ignorance repeatedly leads him into mishap after mishap with other characters on their journey, Farrago attempts to mediate and resolve miscommunications rationally. Farrago’s mediations, however, frequently end in failure, and the hostility between arguing parties is usually redirected upon Farrago for his efforts. Brackenridge hoped that satire, which exaggerated and parodied the flawed and irrational thinking he saw in the political sphere, would help readers to visualize American problems more clearly and would motivate readers to think and behave differently from the poor models of character exhibited in the novel.
Brackenridge published Volumes I and II of Modern Chivalry in 1792 in Philadelphia. Volume III of Modern Chivalry, published in 1793 in Pittsburgh, was the first work to be written, printed, and sold west of the Allegheny Mountains.
In 1794, Brackenridge’s involvement in the Whiskey Rebellion forced him back into public life. Since eighteenth-century methods of transportation were poor and unreliable, western farmers often converted grain to whiskey to reduce a harvest’s bulk. A tax on whiskey had existed since the colonial era, but attempts to collect were futile. When the new republican government started enforcing the tax, western farmers were outraged, and efforts to collect often turned violent. Westerners also threatened anyone who paid the tax or supported the government’s measures. As a potentially violent insurrection mounted, Brackenridge entered as mediator and was again caught in the middle of political dispute. On one hand, he did not support the whiskey tax and felt sympathetically for westerners, but on the other hand, he was a man with great respect for the law.
Resulting from his attempts at compromise, western frontiersmen saw Brackenridge as a traitor who favored eastern interests. In the East, Alexander Hamilton described Brackenridge as “the worst of the insurrectionists.” Despite the misconceptions about his role, Brackenridge still sought to persuade westerners to agree to an amnesty. The following year, Brackenridge attempted to clarify all misconceptions about his role in the Whiskey Rebellion by publishing Incidents of the Insurrection in Western Pennsylvania in the Year 1794. Marder describes the narrative as “a suspenseful drama of individual versus mob psychology, a realistic portrait of a social movement, and a story of individual sensibility” (20). Additionally, Brackenridge presented a satirical take on the Whiskey Rebellion in Volume IV of Modern Chivalry, published in 1797, in which Teague becomes a government appointed tax collector who eventually ends up tarred and feathered by a public mob.
In the late 1790s, between working on Modern Chivalry and dabbling in Scots dialect poetry, Brackenridge became actively involved in Thomas Jefferson’s presidential campaign, promoting Jefferson’s Democratic-Republican ideologies in the West. As a reward for his efforts, Brackenridge received an appointment as judge of the Supreme Court of Pennsylvania in 1799 although he later found himself disagreeing with Jefferson’s judicial reform policies. He also established the Jeffersonian newspaper the Tree of Liberty in 1800.
In 1801, Brackenridge left Pittsburgh after twenty years of residence and moved to Carlisle, Pennsylvania where he continued to work on Modern Chivalry. Volumes I and II of Part II of the novel were published in 1804 and 1805 respectively. The final volume of Modern Chivalry was published in a newly revised edition of the collected volumes in 1815. Overall, Modern Chivalry entails a long and complicated publication history, not only because its volumes were serially published over the course of several decades, but also because Brackenridge frequently revised and expanded upon previous volumes before ultimately publishing them as a single text. Students should consult Ed White’s “A Note on the Text” in the Hackett edition of Modern Chivalry for more information on the novel’s publication history.
Brackenridge died in Carlisle in June 1816.
Works Cited
Marder, Daniel. Introduction. A Hugh Henry Brackenridge Reader, 1770-1815, by Hugh Henry Brackenridge, U of Pittsburgh P, 1970, pp. 3-46.
White, Ed. A Note on the Text. Modern Chivalry, by Hugh Henry Brackenridge, Hackett, 2009, pp. xxix-xxxi.
Icon for the Creative Commons Attribution 4.0 International License
Hugh Henry Brackenridge by Elaina Frulla is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
Share This Book
|
<urn:uuid:0b74b6f6-968c-4f48-aa86-9ecc2130018e>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.021408021450042725,
"language": "en",
"language_score": 0.96901535987854,
"url": "https://openamlitcwi.pressbooks.com/chapter/hugh_henry_brackenridge/"
}
|
Year 1 students explore the 'whys' of fire with Dr Harris!
2 Aug 2019
Some of our Year 1 students today enjoyed a special lesson with Dr Julie Harris, Director of Teaching and Learning, on fire safety. The lesson was developed in response to the students' questions, as listed below, in relation to fire:
Jaxon: how did people make fire in the olden days?
Izak: how did the first men make fire?
Mikalia: how does a man make fire?
Jack: how did Aboriginal people use fire?
Reagan: how many colours are in fire?
Sapphia: how do you make sparks?
Hannah: how hot is lightning?
Jack: how hot is the sun?
Austin: where does lightning come from?
James: what is fire made out of?
Ignacio: how does fire make light?
Afraz: what’s the sun made of?
Olivia: why does fire get so hot?
Peter: how do they light fires with petrol?
Jenisha: how to light a match?
Ignacio: how does water put a fire out?
Thank you to Dr Harris for presenting such an interesting and interactive lesson for our curious Year 1 students!
To learn more about the importance of 'why' in Early Learning, please visit our Early Learning page.
|
<urn:uuid:547151bf-132d-43e2-8a09-85caecb245e7>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4.0625,
"fasttext_score": 0.9999759197235107,
"language": "en",
"language_score": 0.9158772230148315,
"url": "https://www.ggs.wa.edu.au/News-Events/News/2019/Year-1-students-explore-the-whys-of-fire-with-Dr"
}
|
Lesson 9: Tokelau
Center map
Get Directions
Tokelau is a tiny territory consisting of three tropical coral atolls with a land mass of only a few square miles. About 1,500 Tokelauans live there, and only that many or fewer have inhabited the atolls since the first settlement about a thousand years ago. In the late 18th century and early 19th century British and American explorers “discovered” the atolls but believed them to be either uninhabited or just in use as a temporary fishing camp. They soon realized that the small fixed population of at least one atoll would pile into canoes and anchor themselves just off the shore when they saw Westerners coming. In the mid 1840s both French Catholic and British Protestant missionaries came to Tokelau from their posts in Samoa. The French converted Tokelauans on one atoll to Catholicism, the British converted the population of another atoll to Protestantism, and the islanders on the other atoll became mixed. In 1863 Peruvian slave traders took almost all Tokelauan men (253 of them) to work in South America. Most died of disease and other causes while in Peru; very few returned. Without an able-bodied male population Tokelauans developed a family-based system of government, putting power in the hands of “Taupulega” (“Councils of Elders”) that received representatives from individual families on each atoll. During these years a smattering of “beachcombers” from Europe and other islands in Polynesia married local women and boosted the population of the atolls.
Tokelau came under British jurisdiction in 1877 and in 1920 Tokelauans became British subjects. In 1926 the British transferred Tokelau to the administration of New Zealand, which ended the system of chief/clan rule. In 1848 British Tokelauans became New Zealand citizens. Today Tokelauans seem to be moving from being on of the world’s 16 remaining “non-self-governing-territories” to becoming a self-governing state in free association with New Zealand, but the Tokelauans have voted twice since 2000 on the matter of independence and both times there weren’t enough votes for free association for Tokelau to change status. (Of the 692 votes cast in the 2007 referendum 446 were for Free Association, 246 against…16 shy of 2/3 majority needed to make the change.)
Whether independent or not, Tokelau is so tiny it has no substantial income of its own and relies almost entirely on others for economic support. The land of the three Tokelauan atolls is also at most a few feet above sea level, putting Tokelau at threat of disappearing as the ocean rises. No wonder the Tokelauans take global warming seriously; its leaders have stated a goal to provide all the island’s power by using photovoltaic solar panels. During cloudy times or when demand outpaces supply they will use a generator powered by coconut oil.
Comments are closed.
|
<urn:uuid:85a179d1-c240-4be7-a450-e8738bc6d4a4>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.859375,
"fasttext_score": 0.026486754417419434,
"language": "en",
"language_score": 0.9573923349380493,
"url": "https://www.allaroundthisworld.com/learn/oceania-and-the-pacific-islands/tokelau/"
}
|
Intro to Circuits
Download Ou pode descarregar todos os ficheiros num arquivo compactado (ficheiro zip).
Título Intro to Circuits
Descrição I used this activity as an introduction to circuits. You would need to show the students how to configure a series and parallel circuit (I'm no good at drawing in my documents). I wanted the kids to get a sense of what is happening inside a circuit as you alter various aspects of a circuit. I provide direction on what to alter (to keep it organized) but the questions are qualitative in nature. I used to do this with batteries and light bulbs but I am hoping the kids get a better sense of what is going on using this method instead. There are two extensions attached but I would not suggest them for the entire class the first day the kids are exposed to circuits. They are more for those students who zip through the activity and need direction while others are still working. This activity should take about one hour.
Assunto Física
Nível Ensino Secundário
Tipo Laboratório
Duração 30 minutos
Respostas Incluídas Não
Idioma English
Palavras Chave Circuits, Electricity
Simulações Circuitos de Corrente Contínua (DC)
Autores Patricia Martinez
Email de Contacto
Escola / Organização Greeley Central High
Submetido 10-05-2007
Atualizado 14-11-2008
|
<urn:uuid:9ec1277b-add0-4694-b093-10f99aaed00f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.984375,
"fasttext_score": 0.11983197927474976,
"language": "en",
"language_score": 0.8341856002807617,
"url": "https://phet.colorado.edu/pt/contributions/view/2974"
}
|
Higman's lemma explained
In mathematics, Higman's lemma states that the set of finite sequences over a finite alphabet, as partially ordered by the subsequence relation, is well-quasi-ordered. That is, if
is an infinite sequence of words over some fixed finite alphabet, then there exist indices
such that
can be obtained from
by deleting some (possibly none) symbols. More generally this remains true when the alphabet is not necessarily finite, but is itself well-quasi-ordered, and the subsequence relation allows the replacement of symbols by earlier symbols in the well-quasi-ordering of labels. This is a special case of the later Kruskal's tree theorem. It is named after Graham Higman, who published it in 1952
|
<urn:uuid:eb6dab46-120c-4557-aa49-190605e72f07>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.59375,
"fasttext_score": 0.47659385204315186,
"language": "en",
"language_score": 0.9104973077774048,
"url": "http://everything.explained.today/Higman%27s_lemma/"
}
|
Rural Cemetery
Established a short distance outside city limits as places to commune with nature, view works of art, and honor the dead. Rural cemeteries were typically organized by citizen groups, who then commissioned landscape gardeners, landscape engineers, and horticulturists to choose both sites and plantings to fit the shifting of social attitudes on death toward a melancholic and sentimental ennui. Inspired by Picturesque landscapes of Europe, rural cemeteries generally featured winding roads, a network of paths, and family lots incorporated into the topography.
A popular destination for visitors, the rural cemetery typically possessed an arrival assemblage of a gatehouse and administrative office, entry gates or piers and ornamental iron fencing. With guidebooks, visitors explored the cemetery studying the monuments, sculpture, plantings and overall site design.
|
<urn:uuid:36a32e09-2a82-4874-af99-2b7d0a45bd63>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.71875,
"fasttext_score": 0.3247342109680176,
"language": "en",
"language_score": 0.9335114359855652,
"url": "https://tclf.org/category/designed-landscape-types/rural-cemetery?page=1"
}
|
10 Rivers That Shaped the World
• Targeted Audience: Upper Elementary & Middle School (Ages 9-12)
• Genre: Nonfiction Science Middle Reader
• Author: Marilee Peters
• Illustrator: Kim Rosen
• Publisher: Annick Press
• Publication Date: March 17, 2015
• Binding: Paperback
• Dimensions: 7″ x 9.5″
• Printing: Full Color
• Length: 135 Pages
• Retail: $14.95
• ISBN:978-1554517381
“Hindus believe bathing in the Ganges River can purify you and remove your sins.”
“Johanson and Gray could hardly believe their luck as they realized they’d stumbled upon the skeleton of an ancient hominid…When the bones were excavated and studied, they proved to be from a 3.2 million-year-old species of ancient ape that had never been seen before…the little skeleton quickly became famous under another name: Lucy.”
So Much More to Rivers Than You’ll Ever Know
We teach our children that rivers are sources of water to drink and a means for transportation, but but there’s so much more to their significance that author Marilee Peters felt compelled to write a children’s book about them – and you’ll be glad she did. I was eager to review 10 Rivers That Shaped the World because as a Geology PhD student, my daughter is studying rivers and their sediment, and she often shares fascinating information with me as she learns it.
“The Nile floods were so dependable, and so essential, that the ancient Egyptians named their seasons after the changes in the river’s flow.”
10 Rivers That Shaped the World takes readers on an historical journey down ten of the world’s most renowned rivers. Each sections begins with a map and the ancient history of the river as well as fossils that have been found there, revealing the earliest human life. We learn how rivers flood and dry out, about the cultures of people who live along them, the life that lives beneath them and the plants and trees that grow along them. There have been civilizations that have risen and fallen along rivers and deadly disputes that have been caused by them. For these rivers are what attracts life and leave clues to the long history of man.
What This Book Teaches
There is so much fascinating information in the book, that my review simply cannot do it justice. Think of it as a riveting course in history, geography, biology and geology. Here are some of the lessons readers will learn as they are engaged in the book:
How the “lucky accident” of the Nile’s unique flooding patterns allowed the culture of Ancient Egypt to flourish in one of the hottest, driest places on earth
How medieval robber barons seized—then lost—control of the Rhine
Why the Amazon helped scientists discover how species evolve
How Livingstone’s ill-fated exploration of the Zambezi changed Africa forever
Why you can trace just about every hit song back to the Mississippi River
How the massive Three Gorges Dam displaced over one million Chinese in the Yangtze River Valley
Why people in India have gathered to bathe in the Ganges for thousands of years
The crucial roles of the Awash, the Thames, and the Tigris and Euphrates rivers in human history
How the rubber tree in the Amazon was discovered and how the Amazon changed the direction in which it flows
“2.6 million cubic yards of water flow into the sea from the Amazon every second. So much fresh water enters the ocean at the mouth of the river, you can drink the water 93 miles from shore.”
“Eels are among the oddest inhabitants of the Thames. They arrive in the river as tiny larvae, after journeying over 3,700 miles from an area of the Atlantic known as the Sargasso Sea. The eels stay in the Thames for 20 years before making the long trip back home to spawn.”
Why You Must Read This Book
10 Rivers That Shaped the World reads much like a story, which is a brilliant way to teach middle readers and keep them engaged in nonfiction. Peters’ writing is beautifully descriptive and flows well. The chapters are broken down into sections, making the book easy for children to read, as the information captivates them rather than bogs them down. The historic photographs and eye-catching aqua based illustrations by Kim Rosen add visual interest to the text too. The book is a clever way to introduce children to world history and many different branches of science that may pique their interest in further study. We must educate our children about the earth so they can take their part to protect it and all its natural resources that are essential to life.
I love books that engage parents as much as they do children, and 10 Rivers That Shaped the World is a book you’ll want to read from start to finish too.
About the Author
Marilee Peters grew up in Ottawa, Ontario as an avid reader. In order to continue her favorite activity she studied English Literature, eventually earning a Master’s Degree with a specialization in Victorian novels (because they’re the longest). Along the way, she realized that writing, although harder than reading, was just as satisfying and you could even get paid for it. Since then, she’s helped write and edit guidebooks to Parliament Hill, program guides for theater festivals, newsletters about environmental policy, technology, and national parks, blogs about parenting and child development, and articles about everything from why kids don’t walk to school by themselves anymore, to money management. In addition to 10 Rivers, Marilee penned Patient Zero: Solving the Mysteries of Deadly Epidemics. She lives with her family in Vancouver.
About the Illustrator
Kim Rosen grew up in a suburb of Philadelphia, Pennsylvania, and could usually be found in her room quietly drawing pictures. After high school, she moved to New York City to attend the Fashion Institute of Technology to study Advertising Design. After several years of working as a designer, Kim realized that she was meant to be an illustrator and attended the Savannah College of Art and Design, where she received an MFA in Illustration. The focus of Kim’s illustrations is on the subtle gestures and simple expressions of people in everyday situations. Kim’s color choices are inspired by the life around her. She lives with her partner in Northampton, Massachusetts, in their 115-year-old house.
|
<urn:uuid:f34f6a0f-bb17-4a13-a6fd-6e8c1f017735>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.671875,
"fasttext_score": 0.10976803302764893,
"language": "en",
"language_score": 0.9579840302467346,
"url": "https://smartbooksforsmartkids.com/non-fiction/"
}
|
A Specific Gene Found in Rice Affects Root Development and Drought Response
A study was published in The Crop Journal, in which scientists determined whether the gene OsABA8ox2 was vital for root development and drought response in rice.
A CRISPR knockout of the OsABA8ox2 gene in rice seedlings resulted in the build-up of indole-3-acetic acid and ABA in the roots, abscisic acid (ABA) is a plant hormone involved in the plant response to environmental stressors. Furthermore, the CRISPR knockout had roots of a more favourable shape and structure for drought conditions.
Whereas, it was found that the overexpression of OsABA8ox2 in rice seedlings, increased water transpiration, inhibited root elongation, and contributed to drought sensitivity via ABA catabolism.
In conclusion, the OsABA8ox2 knockout was significantly more tolerant of drought, thus suggesting this gene could be targeted to increase drought resistance in rice.
1. https://www.sciencedirect.com/science/article/pii/S221451411930145X
House Icon made by Smashicons from www.flaticon.com
DNA icon made by Smashicons from www.flaticon.com
Union Jack icon made by Freepik from www.flaticon.com
©2019 by J.S.A
|
<urn:uuid:1975709b-da06-493f-994a-fb0b41001104>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.0542110800743103,
"language": "en",
"language_score": 0.9066206812858582,
"url": "https://www.crispr101.co.uk/post/a-specific-gene-found-in-rice-affects-root-development-and-drought-response"
}
|
Selection.EndOf method (Word)
Moves or extends the ending character position of a range or selection to the end of the nearest specified text unit.
expression. EndOf( _Unit_ , _Extend_ )
expression Required. A variable that represents a Selection object.
Name Required/Optional Data type Description
Unit Optional Variant The unit by which to move the ending character position. WdUnits.
Extend Optional Variant Can be either of the WdMovementType constants. If wdMove, both ends of the range or selection object are moved to the end of the specified unit. If wdExtend is used, the end of the range or selection is extended to the end of the specified unit. The default value is wdMove.
This method returns a value that indicates the number of character positions the range or selection was moved or extended (movement is forward in the document).
If the both the starting and ending positions for the range or selection are already at the end of the specified unit, this method doesn't move or extend the range or selection. For example, if the selection is at the end of a word and the trailing space, the following instruction doesn't change the selection ( char equals 0 (zero)).
char = Selection.EndOf(Unit:=wdWord, Extend:=wdMove)
This example extends the selection to the end of the paragraph.
charmoved = Selection.EndOf(Unit:=wdParagraph, Extend:=wdExtend)
If charmoved = 0 Then MsgBox "Selection unchanged"
This example moves myRange to the end of the first word in the selection (after the trailing space).
Set myRange = Selection.Characters(1)
myRange.EndOf Unit:=wdWord, Extend:=wdMove
This example adds a table, selects the first cell in row two, and then extends the selection to the end of the column.
Set myRange = ActiveDocument.Range(0, 0)
Set myTable = ActiveDocument.Tables.Add(Range:=myRange, _
NumRows:=5, NumColumns:=3)
myTable.Cell(2, 1).Select
Selection.EndOf Unit:=wdColumn, Extend:=wdExtend
See also
Selection Object
Support and feedback
|
<urn:uuid:9ac3b856-ccee-4f4a-9be3-e8581d8acc5a>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.59375,
"fasttext_score": 0.7684701681137085,
"language": "en",
"language_score": 0.7352886199951172,
"url": "https://docs.microsoft.com/en-us/office/vba/api/word.selection.endof"
}
|
The duck-billed platypus has long been assumed to sustain a stable population — until now. Researchers have new evidence that platypus numbers have steadily declined in the animals’ native home of eastern Australia.
A new study suggests that due to a lack of quantitative historical data and increasing threats from colonization, hunting, climate change, and habitat destruction, the platypus population is now so scarce that it is listed as “Near Threatened” under the International Union for Conservation of Nature (IUCN) red listing.
Tahneal Hawke and Gilad Bino, the co-authors of the study, made a comparison of more than 250 historical documents and what modern data was available. They make the case that the platypus baseline population at the time of the Europeans’ arrival was most likely much higher than originally estimated, making present numbers gravely low.
The study also invalidates a 2016 IUCN estimate that European platypus hunting expeditions contributed to a mere 30% population decline. For nearly 200 years before it was outlawed, Europeans hunted platypus’ for their waterproof fur, and researchers now believe the resulting population decline to be far more catastrophic than previous evaluations.
Adding to the concern, Bino and Hawke say they cannot verify current platypus numbers across their native range on the Australian southeastern coast. The nocturnal creatures are notoriously shy and elusive, making them difficult to track despite emerging technologies that may help.
The platypus is one of the last egg-laying mammals left on Earth. This important freshwater carnivore has endured much throughout its evolutionary history and we must act rapidly to reverse the alarming population damage.
With prudent conservation efforts, the platypus can and will persist for years to come.
|
<urn:uuid:51c37d61-0071-48eb-a4c5-ad8b23865e7b>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4.03125,
"fasttext_score": 0.09645581245422363,
"language": "en",
"language_score": 0.9302680492401123,
"url": "https://ladyfreethinker.org/the-quirky-adorable-platypus-is-disappearing-faster-than-we-thought/"
}
|
The Nasca Ceremonial Center of Cahuachi
Cahuachi was an important means by which ideology was materialized into concrete, tangible culture for the Nasca civilization. This center is not only useful in learning more about Nasca ideology through the events and pilgrimages associated with it, but also in the creation of the center itself. It is important to recognize that Cahuachi not only enabled materialization of ideology as a pottery production center or a ceremonial center; indeed the creation of such a religious ceremonial center itself is indicative of materialization.
A Ceremonial Center
Although this site was initially thought to have been a habitation site, recent excavations reveal no such signs of habitation, instead proving that Cahuachi served as a vacant ceremonial center, according to archaeologist Helaine Silverman. To be considered a city or a habitation site, the place must have a large, dense, and permanent population with economic variety within a heterogeneous society.
It must have planned physical layout, food storage facilities, and intense specialization and craft production. Although Cahuachi does exhibit the latter two qualifications, it does not meet any of the other prerequisites and thus must not be seen as a city or a habitation site. Archaeological findings at the site present evidence for this hypothesis in the form of animal remains, panpipe, and ceramic vessels, demonstrating that group feasting and religious practices took place at the site.
Of the 40 artificial and semi-artificial mounds at Cahuachi, none show evidence of habitation as none of the mounds are divided into separate rooms and there is no confirmation of utilitarian tools found within the mounds. Virtually all surface material on the mounds at Cahuachi was non-domestic; rather, the material exhibits ritual occurrences in llama remains, bird plumage, and broken pottery. It is evident, therefore, that this site must not be understood as a habitation site. Rather, Cahuachi was likely built up over time to eventually become an important political center for the ancient Nasca.
Sociocultural and Political Integration
This ceremonial center served as a means of sociocultural and political integration enabling group cohesion and offering a sense of unity. In this regard, Cahuachi can be identified as a case of non-urban cultural complexity. Cahuachi was used as a pilgrimage site, frequented by large populations of people at a certain time each year, and it was during this pilgrimage that the social and political hierarchy of the Nasca state was manifested through ritual performances and religious ceremonies.
Such displays, in the forms of feasting and performance, aided in establishing clearer identifications of where individuals fit into the social hierarchy of the society. Crucial to the process of ritual were the items produced for and used in these contexts, such as paraphernalia, ritual attire, and objects depicting religious symbols.
The Nasca Usage of Tangible Ideologies
By giving ideologies physical form, these items serve as a constant reminder of one ideology’s primacy over another. In addition, Cahuachi, as a monument and the culture capital was yet another way in which the Nasca were able to associate with a sense of place and centralization. This likely assisted in creating a stronger sense of community, while legitimating the power and importance of the elites. Thus, Cahuachi serves as an example of materialization through ceremony, monumental architecture, and symbolic objects.
Nasca Chiefs’ Power Reassertion
Moreover, the use of such ceremony and ritual likely allowed for chiefs to reassert power and obtain support to generate wealth, especially in the form of redistribution. This wealth and power could then be used in order to appropriate creation of the geoglyphs that were used to solidify religious beliefs associated with mountain worship.
Essentially, by generating power and prestige through initial ideology in the forms of symbolic objects and ceremony, elites were able to generate more power and prestige through monumental architecture. Myriad myths in Peru demonstrate the importance of mountains and mountain gods to Andean cultures in terms of meteorological phenomena like rain, and the large geoglyphs likely served as paths to places where water rituals were performed by the Nasca.
|
<urn:uuid:66d12075-0093-4b1a-8843-3afe378aeea6>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.027693569660186768,
"language": "en",
"language_score": 0.9603384137153625,
"url": "https://worldhistory.us/archaeology/the-nasca-ceremonial-center-of-cahuachi.php"
}
|
If dragons aren't real, then why do cultures all over the world have stories about them? Could they have lived before? How did they fly? And did they really breathe fire? Explore the mysterious world of dragons and see for yourself!
Level L
Grade 2/Year 3+
32 pages
English Language Arts
Teaching materials
Click thumbnail to download.
Comprehension strategies lesson
Fluency, language and text features
Writing activity templates
Alignments (US)
• Facebook - Black Circle
• Twitter - Black Circle
• Instagram - Black Circle
PO Box 11309
Wellington 1642
New Zealand
©2019 CSI Literacy
6262 Katella Avenue
Cypress, CA
©2019 Pacific Learning
|
<urn:uuid:227fc050-179a-4e60-b890-3a8cf635c532>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.78125,
"fasttext_score": 0.44799429178237915,
"language": "en",
"language_score": 0.7659456133842468,
"url": "https://www.pathwaystheseries.com/dragons"
}
|
Perhaps the earliest example of domed architecture, the mammoth huts found in Ukraine could be up to 25,000 years old. “Mammoth House” as shown at the “Frozen Woolly Mammoth Yuka Exhibit” in Yokoyama, Japan in Summer 2013. This replica was made for the exhibit with real mammoth fossils (bones and tusks).
Wikimedia Commons
Domes are more than modern
Domes of all sizes and purposes have been built for thousands of years. Widely regarded as the earliest known examples of dome-shaped structures, the huts built from mammoth bones found in Ukraine in the 1960s are believed to be between 15,000-25,000 years old. More recent examples of historic domes include the Hagia Sophia in Istanbul, Turkey, and the Pantheon in Rome, Italy.
|
<urn:uuid:6b44c304-ea73-4af9-9b9f-ab52305bd4d7>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.02987271547317505,
"language": "en",
"language_score": 0.9579957723617554,
"url": "https://monolithicdome.com/historic-domes"
}
|
7. Grouping of quantifiers
Let us consider a sentence containing two quantifier expressions neither of which is “ro” or “su'o” (remembering that “su'o” is implicit where no explicit quantifier is given):
✥7.1 ci gerku cu batci re nanmu
Three dogs bite two men.
The question raised by ✥7.1 is, does each of the dogs bite the same two men, or is it possible that there are two different men per dog, for six men altogether? If the former interpretation is taken, the number of men involved is fixed at two; but if the latter, then the speaker has to be taken as saying that there might be any number of men between two and six inclusive. Let us transform ✥7.1 step by step as we did with ✥6.6:
✥7.2 ci da poi gerku cu batci re de poi nanmu
Three Xes which are-dogs bite two Ys which are-men.
(Note that we need separate variables “da” and “de”, because of the rule that says each indefinite description gets a variable never used before or since.)
✥7.3 ci da poi gerku ku'o
re de poi nanmu zo'u
da batci de
For-three Xes which are-dogs,
for-two Ys which are-men :
X bites Y.
Here we see that indeed each of the dogs is said to bite two men, and it might be different men each time; a total of six biting events altogether.
✥7.4 re de poi nanmu ku'o
ci da poi gerku zo'u da batci de
For-two Ys which are-men,
for-three Xes which are-dogs, X bites Y
for although we have now limited the number of men to exactly two, we end up with an indeterminate number of dogs, from three to six. The distinction is called a “scope distinction”: in ✥7.2, “ci gerku” is said to have wider scope than “re nanmu”, and therefore precedes it in the prenex. In ✥7.4 the reverse is true.
The solution is to use a termset, which is a group of terms either joined by “ce'e” (of selma'o CEhE) between each term, or else surrounded by “nu'i” (of selma'o NUhI) on the front and “nu'u” (of selma'o NUhU) on the rear. Terms (which are either sumti or sumti prefixed by tense or modal tags) that are grouped into a termset are understood to have equal scope:
✥7.5 ci gerku ce'e re nanmu cu batci
nu'i ci gerku re nanmu [nu'u] cu batci
Three dogs [plus] two men, bite.
which picks out two groups, one of three dogs and the other of two men, and says that every one of the dogs bites each of the men. The second Lojban version uses forethought; note that “nu'u” is an elidable terminator, and in this case can be freely elided.
What about descriptors, like “ci lo gerku”, “le nanmu” or “re le ci mlatu”? They too can be grouped in termsets, but usually need not be, except for the “lo” case which functions like the case without a descriptor. Unless an actual quantifier precedes it, “le nanmu” means “ro le nanmu”, as is explained in Chapter 6. Two sumti with “ro” quantifiers are independent of order, so:
✥7.6 [ro] le ci gerku cu batci [ro] le re nanmu
[All of] the three dogs bite [all of] the two men.
means that each of the dogs specified bites each of the men specified, for six acts of biting altogether. However, if there is an explicit quantifier before “le” other than “ro”, the problems of this section reappear.
|
<urn:uuid:e01e7656-2c63-41a9-aa09-eaadacef4160>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.828125,
"fasttext_score": 0.5186688899993896,
"language": "en",
"language_score": 0.9034402966499329,
"url": "http://wordyenglish.com/lojban/hrefgram2/c16-s07.html"
}
|
Ribbon Seal
Ribbon Seal Sounds (Histriophoca fasciata)
Ribbon seals are found in the northern Pacific Ocean and are often seen hauled out on sea ice during the late winter and spring. Adult seals have a distinct pattern of light, ribbon-like bands that encircle the head and neck, front flippers, and hips. Image credit: NOAA.
Ribbon seals are a northern Pacific species that gives birth, nurses their young, and molts on the offshore pack ice of the Okhotsk, Chukchi, and Bering Seas. During the late winter and spring, the seals are commonly seen hauled out on sea ice. During the summer and fall, ribbon seals are rarely seen hauled out on ice or land. It is believed that they spend these months at sea. It is estimated there are 240,000 ribbon seals across their entire range.
Ribbon seals are distinctly colored. Pups are born with a bright, wooly coat of white fur. After 4 weeks, the pups molt, and their coats change to a silver-gray color with a dark, blue/black back. Adult seals have a distinct pattern of light, ribbon-like bands that encircle the head and neck, front flippers, and hips. In males, the bands are near white, with the rest of the body black. Females display similar markings, but there is less contrast between the dark and light bands, and their bodies are browner in color. Adult seals are generally 1.5 m (5 ft) long and about 80 kg (175 lb) in weight.
Male ribbon seals have a unique air sac that connects to the trachea and extends over the ribs. It is hypothesized that when inflated, this organ may provide extra buoyancy and/or be used by males to produce sounds during the breeding season.
Sounds recorded for ribbon seals include broadband “puffing” sounds, grunts and roars, as well as intense, prolonged “downward sweeping” sounds. The puffing sound has a frequency below 5 kHz and lasts a little less than 1 s. Sweeping sounds range in frequency from about 200 Hz to 5 k Hz in downward sweeps of 2-5 kHz each. The source levels of the puffing sounds are about 20-25 dB lower than the sweeping sounds. It is hypothesized that the sounds of ribbon seals are associated with social interactions during the breeding season and/or territorial behavior.
Additional Resources
• Moore, S. E., Stafford, K. M., Melling, H., Berchok, C., Wiig, Ø., Kovacs, K. M., … Richter-Menge, J. (2012). Comparing marine mammal acoustic habitats in Atlantic and Pacific sectors of the High Arctic: Year-long records from Fram Strait and the Chukchi Plateau. Polar Biology, 35(3), 475–480. https://doi.org/10.1007/s00300-011-1086-y
|
<urn:uuid:ca5ee13d-d6e9-4305-92fd-6e265a76ba61>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.921875,
"fasttext_score": 0.024109721183776855,
"language": "en",
"language_score": 0.9351503252983093,
"url": "https://dosits.org/galleries/audio-gallery/marine-mammals/pinnipeds/ribbon-seal/"
}
|
Cart 0
What is a signal booster's gain?
Gain is used to measure a booster's or antenna's output signal relative to its input signal. Gain is measured in decibels (dB).
If for example a booster has a maximum gain of 50 dB, the amplified signal coming out of the unit is up to 50 dB stronger than the signal that went into the booster.
Gain therefore represents the level of signal boost that a booster or antenna can provide. A booster with a higher gain will deliver a stronger signal and a larger coverage area than one with a lower gain.
Read answer to this question in more tech detail with diagram and video about how to measure signal strength.
|
<urn:uuid:ea39ae80-f9b4-431a-93f7-94c4eab29960>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4.03125,
"fasttext_score": 0.9427472352981567,
"language": "en",
"language_score": 0.9325676560401917,
"url": "https://www.signalbooster.com/pages/what-is-a-signal-boosters-gain"
}
|
(1907–93). Australian physician Edward Dunlop served as an army medical doctor during World War II. After being taken prisoner by the Japanese, he became renowned for his care of fellow prisoners of war (POWs) who were forced to build a railroad between Burma (now Myanmar) and Thailand (1942–43).
Ernest Edward (“Weary”) Dunlop was born on July 12, 1907, in Wangaratta, Victoria, Australia, which lies about 155 miles (250 kilometers) northeast of Melbourne. When he was young his family moved to a nearby farm in Stewarton, and they moved to Benalla in 1922. In 1924 Dunlop began working as a pharmacy apprentice. Three years later he started studying pharmacy at a college in Melbourne. From 1930 to 1934 he studied medicine at Melbourne University. After completing his residency in 1937, Dunlop spent a year in London, England, working as a surgeon.
When World War II began in 1939, Dunlop joined the Australian Army Medical Corps. He quickly moved up the ranks, serving in medical positions in such places as Greece, Crete, and Libya. In early 1942 Dunlop was stationed in Java, Indonesia, where, as a lieutenant colonel, he was in charge of the Allied General Hospital in Bandung. The Japanese captured Java shortly thereafter, and Dunlop was taken prisoner with his patients. He and his men were eventually sent to and held in Singapore. In January 1943 Dunlop was transferred to Thailand, where he remained through the end of the war (1945).
In Thailand, Dunlop cared for the Allied POWs who were forced to build a railroad connecting western Thailand with Burma. The Japanese occupied both of those areas, and they wanted the railroad built quickly to help supply their troops in Burma. However, they did not provide the POWs with enough food and medicine and often resorted to torture and executions. Under those conditions Dunlop treated the weak and sick men for dysentery, cholera, beriberi, and other illnesses. He also had to set bones, stitch cuts, and perform surgeries with few supplies. At times Dunlop risked his own life to keep the Japanese from harming the men under his command. After the Japanese surrendered in August 1945, the surviving POWs were freed and sent home. Dunlop remained in Thailand to help with the process but returned to Australia in October.
After the war Dunlop continued to practice medicine in Australia, both privately and in conjunction with the Royal Melbourne Hospital and other institutions. During the Vietnam War he returned to Southeast Asia and treated civilians. Throughout his later career Dunlop advocated for the health and welfare of POWs. He also lectured widely and taught. Dunlop published The War Diaries of Weary Dunlop: Java and the Burma-Thailand Railway, 1942–1945 in 1986. It was based on diary entries that he had secretly written and kept hidden during his captivity.
Dunlop was awarded many honors during his career. He was knighted in 1969. In 1976 he was named Australian of the Year, and in 1987 he was made a Companion of the Order of Australia. Dunlop died on July 2, 1993, in Melbourne.
|
<urn:uuid:6cceccc5-0de5-4b44-ae48-dc620df7c7e8>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.10738378763198853,
"language": "en",
"language_score": 0.9911839365959167,
"url": "https://kids.britannica.com/students/article/Edward-Dunlop/628767"
}
|
Kibyōshi means a yellow cover, referring to a genre of Japanese picture books for adults, called ehon (lit, picture book) or kusazōshi (lit. casual book) in the later Edo period. The predecessor of kibyōshi were akabyōshi (red), kurobyōshi (black) and aobyōshi (blue). The adult picture books evolved from children’s picture books, reflecting the maturity of consumerism and Edo culture. Kibyōshi was only popular from 1775 to 1806 until gōkan (lit. combined volumes) with longer stories became prevalent.
Kibyōshi comprised written texts and pictures similar to manga, although generally without frames. The size of each volume was only 10 pages, printed on 5 sheets of paper approximately B6 in size. Some stories were published in several volumes, like sequential manga comics. Likewise, the price was generally low. More than 1,800 works appeared during the 30+ years. Major publishers such as Tsutaya Jūzaburō (1750-1797) were involved in kibyōshi. Circulation figures are unclear, however, Santō Kyōden’s works sold more than 10,000 copies when the population of Edo was considered to be over a million people.
The first kibyōshi were written in 1775by a story-teller and ukiyoe (woodblock prints) artist, Koikawa Harumachi (1744-1789). Titled Kinkin sensei eiga no yume (lit. Master Kinkin’s dream of prosperity), it used a Chinese tale known as the dream or pillow of Kantan (Handan), in which a young man experiences hardships and prosperity all in a brief dream and realises the vanity of pursuing prosperity. Harumachi’s kibyōshi depicts a young country man has a dream of quick prosperity and sudden loss while dozing off.
This short and playful fiction with illustrations typified kibyōshi, comically depicting people’s daily lives. With witty intertextualisation of classical stories, jocularity was embedded narratively and graphically to create intellectual challenges for adult readers. Dialogues were abundantly incorporated and some stories even included speech bubbles/ balloons. Some kibyōshi contained multiple frames on a page or picture, called komae (framed picture), to enhance the complexity of the scene and speed up the progression of the story. This is somewhat similar to manga, especially the use of irregular frames in shōjoor girl’s manga.
The best known kibyōshi author was Santō Kyōden (1761-1816), who was also a popular ukiyoe (woodblock prints) artist and writer of other genres, such as longer and more serious novels (gōkan). He wrote many sharehon or humoristic stories set in pleasure quarters (e.g.,Yoshiwara). However, in 1791, Kyōden was manacled for 50 days for breaching a ban on the publishing of sharebon. This demonstrated the dilemma authors and publishers faced between government pressures and commercial demand.
Despite the innocuous playfulness kibyōshi initially possessed, it grew more satirical of Japanese society, with its stories subject to government censorship particularly during the Kansei Reforms (1787-1793) led by Matsudaira Sadanobu aimed at enforcing literary and military arts. Kibyōshi were forced to change from humoristic, fantasy-like narratives to the serious and moralistic stories, e.g., tragic revenge stories. The format also changed from a collection of several thin books to a thick book to accommodate longer novel-like stories, ending the popularity of kibyōshi.
Mio Bryce
Further Reading
• Kern, Adam L. Manga From the Floating World: Comic book Culture and the Kibyōshi of Edo Japan. Cambridge, Mass: Harvard University Asia Center. 2006. Print.
• Kern, Adam. L. “Manga versus Kibyōshi.” In A Comics Studies Reader.Edited by Jeet Herr and Kent Worchester, 236-243. Jackson: University Press of Mississippi. 2009.
• Marceau, Lawrence E. “Behind the Scenes: Narrative and Self-Referentiality in Edo Illustrated Popular Fiction.” Japan Forum, May ,21 :403-423. 2010. Print.
|
<urn:uuid:9fb84bcb-098e-4e1b-b597-666e83291e03>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.06326615810394287,
"language": "en",
"language_score": 0.9366938471794128,
"url": "https://professorlatinx.osu.edu/comics/kibyoshi/"
}
|
Mono Hybrid Cross by Mendel
Mono Hybrid Cross
The principle of dominance and segregation were deduced from monohybrid cross.
A cross made to study the inheritance of one character or two contrasting mono-hybridcross forms or two different alleles is known as monohybrid cross.
Crossing of pure tall (TT) and dwarf (tt) to observe the inheritance of height character or two contrasting forms (Tall, Dwarf) or two different alleles (T t). Such crossing is called mono hybridisation and resultant ‘F1’ progeny is called monohybrids.
Mendel crossed pure tall plant with pure dwarf plant. To do this, hemono-hybrid-cross1 transferred pollen grains of tall plant (male parent) to the stigma of dwarf plant (female parent or emasculated parent). It is called normal cross.
In another cross, Mendel transferred the pollen grains of dwarf plant (male parent) to the stigma of tall plant (female parent or emasculated parent). It is called reciprocal cross.
In both the above crosses, Mendel got all ‘F1’ monohybrid tall plants. Why ‘F1’ progeny is tall? This resulted him to propose the principle of dominance.
B. Law of Dominance - Definition:
Mendet proposed this principle by observing ‘F1’ progeny.
Law of dominance states that when a pair of contrasting forms (Tall, Dwarf) were crossed, the contrasting form that expressed (Tall) in ‘F1’ generation is called dominant contrasting form. The contrasting form that did not express in ‘F1’ generation is called recessive contrasting form (Dwarf).
In the above experiment tall is dominant over dwarf. What happened to the recessive allele,dwarf in ‘F1’?
To find out the answer for above Question, Mendel continued the experiment.
C. Self pollination of ‘F1’ individuals:
Mendel allowed self pollination in the ‘F1’ individuals. In ‘F2’ he got both tall and dwarf in the ratio of 3 : 1. So, the recessive contrasting form is mono-hybrid-cross expressed in 114 ‘F2’ generation. The appearance of recessive progeny resulted the proposal of law of segregation.
D.Observation of ‘F3’ generation:
Mendel allowed self pollination in ‘F2’ individuals to observe ‘F3’ generation. ‘F2’ dwarf plants produced all dwarf plants. It indicates that the dwarf plant is a true breeding plant. 1/3 ‘F2’ tall plant produced only tall plants. It indicates that 1/3 among ‘F2’ tall plants is a true breeding plants. 2/3 ‘F2’ tall plants behaved like ‘F1’ by producing tall and dwarf in the ratio of 3:1.
E. Law of segregation:
It was explained by Mendel by observing recessive progeny of ‘F2’ generation.
Law of segregation states that the two alleles of heterozygous or monohybrid or ‘F1’ are seperated during gamete formation. Hence gametes are always pure. The law of segregation is also called law of purity of gametes. The gamete receives either dominant or recessive allele but never both. In ‘F1’ hybrid tall, the alleles of tall and dwarf seperated and enter into two different gametes.
No comments:
Post a comment
|
<urn:uuid:f7e71bd9-8ff9-4a6d-9690-8203bdec2286>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.8125,
"fasttext_score": 0.3687509298324585,
"language": "en",
"language_score": 0.9204664826393127,
"url": "http://www.biozoomer.com/2011/03/mono-hybrid-cross-by-mendel.html"
}
|
Yanyuwa: The Aboriginal Language Shaped by the Sea
Yanyuwa: The Aboriginal Language Shaped by the Sea
© NOAA Ocean Exploration / Flickr
‘Tiger shark language’, also known as Yanyuwa, is inspired by a 40,000-year-old history forged from a deep connection with sharks.
The Aboriginal Yanyuwa people have resided in Northern Australia‘s Gulf of Carpentaria for centuries. Describing themselves as li-antha wirriyara, or people of the salt water, they believe the landscape of their coastal homeland was created by tiger sharks.
Sand Tiger Shark © Tim Sackton / Flickr
The story of the birth of the Yanyuwa is one of the oldest tales in the world, dating back 40,000 years. It tells of the gulf and the rivers that flow around it as being carved into the landscape by the movements of the shark, who rejected by many creatures that crossed his path, had to keep swimming in order to find a home. The people call this creation myth their ‘dreaming.’
The tiger shark is so pivotal within the culture that Yanyuwa language has five different words for shark and a plethora of words to describe sea-related imagery. To say that light beams are shifting through the water for example requires multiple words in most languages, but in Yanyuwa it takes only one: yurrbunjurrbun. There is even a combination of two words, narnu ngawurrwurra, which means clouds casting a shadow on the water’s surface. Such evocative descriptors illustrate the people’s true connection with nature and their ocean.
The language is also one of the few in the world where men and women speak different dialects. Yanyuwa even has its own sign language, which was used during hunting to keep noise to a minimum, and a children’s language called ‘string language,’ which involves tying string together in various patterns to represent words. Aboriginal people in the past were forced by the government to speak English, so there are not many Yanyuwa alive today able to speak their native languages. In fact, there are only three women left who speak the women’s dialect and a handful of men who speak the men’s. Those who continue to communicate traditionally and attempt to pass the language on to future generations are fluent in a tongue inextricably entwined with the tiger shark and with the sea.
The sea creature sacred to this people is considered ‘near threatened’ according to the International Union for Conservation of Nature, but its heartbeat pulses steadily within Yanyuwa culture.
|
<urn:uuid:0b223d7b-4267-4621-83c5-0ed4f24e9210>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.3029823303222656,
"language": "en",
"language_score": 0.9695104360580444,
"url": "https://theculturetrip.com/pacific/australia/articles/yanyuwa-the-aboriginal-language-shaped-by-the-sea/"
}
|
Skip to main content
Plants: Masters of Defense
Time: Thu 2019-12-05 10.30 - 11.30
Lecturer: Kaare Jensen (DTU)
Location: Faxén, FPL, Teknikringen 8
Abstract. Plants are under constant threat of attack from pathogens, herbivores, and the environment. The techniques employed by plants to defend themselves are very varied and some involve extremely refined armaments. In this lecture, we present two fascinating examples: First, we discuss the stinging nettle, a plant which employs hollow needle-like stinging hairs to deter herbivores. The hairs are constructed from silica, the mineral from which we make glass, and they are filled with poison. The hairs are remarkably rigid and rarely break. Yet the tip is so sharp that the slightest touch cuts human skin, and so fragile that it breaks at that touch and releases poison into the wound. How the seemingly antagonist mechanical functions of rigidity and fragility are achieved, however, is unknown.
Our second example concerns the movement of water and minerals from plant roots to leaves in the xylem, a network of vascular conduits made from dead cells. When a plant is subjected to drought stress, air pockets can spread inside the xylem, threatening the survival of the plant. Many plants prevent propagation of air by using hydrophobic nano-membranes in the “pit” pores that link adjacent xylem cells. This adds considerable resistance to flow. Interestingly, torus-margo pit pores in conifers are open and offer less resistance. To prevent propagation of air, conifers use a soft gating mechanism, which relies on hydrodynamic interactions between the xylem liquid and the elastic pit. However, it is unclear exactly how it is able to combine high flow permeability with resistance to propagation of air.
We combine experiments on biomimetic model systems with theory to elucidate the physics of these defense mechanism. The designs are compared to other natural systems and optimal strategies are discussed.
|
<urn:uuid:67e0c463-cf90-4690-b262-6d24333b5816>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.09702831506729126,
"language": "en",
"language_score": 0.9255794882774353,
"url": "https://www.flow.kth.se/event/plants-masters-of-defense-1.940147?date=2019-12-05&orgdate=2019-08-27&length=1&orglength=127"
}
|
display | more...
A rete is also a part of an astrolabe. It is a metal ring, with a smaller ring inside it representing the ecliptic and several points reperesenting stars. There are branches of metal to which the star-points are connected, so it does look a little like a net.
Dates are marked on the ecliptic, representing the path the sun takes in a year. You can see through the rete to the plate, which shows almucanters (lines of equal altitude). To position the rete correctly, measure the altitude of the sun and put the point on the ecliptic disc corresponding to the date over the almucanter for the same altitude, or measure the altitude of a star and put the corresponding point on the rete over the correct almucanter. By projecting a line from the centre of the astrolabe, through the date on the ecliptic, to the circumference, the time of day can be determined. (There is an arm on the astrolabe for doing precisely this.) Thus, the time of day can be determined whether the sun is up or down, provided you know the approximate date and there aren't too many clouds in the sky.
Re"te (?), n. [L., a net.] Anat.
© Webster 1913.
|
<urn:uuid:0197cfc9-1b4f-4306-a68e-082739f46ee6>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.75,
"fasttext_score": 0.5520880818367004,
"language": "en",
"language_score": 0.893500804901123,
"url": "https://m.everything2.com/title/Rete"
}
|
The Mysterious Ellipsis: Tutorial
If you have any basic experience with R, you probably noticed that R uses three dots ellipsis (…) to allow functions to take arguments that weren’t pre-defined or hard-coded when the function was built. Even though R beginners are usually aware of this behavior, especially due to some common functions that implement it (for example, paste()), they are often not using it enough in their own functions. In other cases, the ellipsis is just not used properly or not fully taken advantage of. In this tutorial we will go through some common mistakes in using the ellipsis feature, and some interesting options to fully utilize it and the flexibility that it offers.
Choose lists over vectors
The most common mistake is trying to assign the ellipsis content to a vector rather than a list. Well, of course it’s not so much of a mistake if we’re expecting only a single data type from the ellipsis arguments, but this is often not the case and assigning the arguments to a vector rather than a list might cause problems when there’s a variety of data types.
So make sure you’re always unpacking the ellipsis content using the list() function rather than the c() function. As an example, try running this piece of code with both options:
my_ellipsis_function <- function(...) { args <- list(...) # good # args <- c(...) # bad length(args) }
my_ellipsis_function(“Hello World”, mtcars)
Combine the ellipsis with other arguments
Some tend to think that it’s not possible to use the ellipsis with other regular arguments. This is not the case, and the ellipsis-arguments shouldn’t be the only ones in your function. You can combine them with as many regular arguments as you wish.
my_ellipsis_function <- function(x, ...) { print(paste("Class of regular-argument:", class(x))) print(paste("Number of ellipsis-arguments:", length(list(...)))) }
my_ellipsis_function(x = “Hello World”, mtcars, c(1:10), list(“Abc”, 123))
Don’t forget the names
In fact, the values of the arguments themselves are not the only information that is passed through the ellipsis-arguments. The names of the arguments (if specified) can also be used. For example:
my_ellipsis_function <- function(...) { names(list(...)) }
my_ellipsis_function(some_number = 123, some_string = “abc”, some_missing_value = NA)
Lastly, somewhat of an advanced procedure might be unpacking the ellipsis-arguments into local function variables (or even global). There are all kind of scenarios where it might be needed (for global variables assignment it might be more intuitive). One example for a need in local variables, is where a certain function takes a certain regular-argument, that is dependent on a varying set of other variables. A use of the function glue::glue() within another function is a good example for that. The following code demonstrates how simple it is to perform this “unpacking”:
for(i in 1:length(args)) {
assign(x = names(args)[i], value = args[[i]])
ls() # show the available variables
# some other code and operations
# that use the ellipsis-arguments as “native” variables…
my_ellipsis_function(some_number = 123, some_string = “abc”)
So whether you’re an R beginners or not, don’t forget to utilize this convenient feature when needed, and use it wisely.
Never miss an update!
Subscribe to R-bloggers to receive
e-mails with the latest R posts.
(You will not see this message again.)
Click here to close (This popup will not appear again)
|
<urn:uuid:19d525d6-a58d-4cb0-ae66-43a8b34ee9a8>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.71875,
"fasttext_score": 0.12896132469177246,
"language": "en",
"language_score": 0.8145933747291565,
"url": "https://www.r-bloggers.com/2018/10/the-mysterious-ellipsis-tutorial/"
}
|
Read section 8.9 and answer question 18 using this figure.
Figure 8.18: Uhuru X-Ray Sources
The first X-Ray satellite, Uhuru, produced this map of x-ray point sources in the 1970’s. (Uhuru is a Swahili word meaning “Freedom”) The size of the dots represents how bright the sources are in x-rays. Is there only one distribution of X-rays or are there two different distributions?
Lab Home
Next section: Gamma Ray Bursts
|
<urn:uuid:8b411395-d2df-4401-8d35-b8fbe18523f2>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.05406886339187622,
"language": "en",
"language_score": 0.8725060224533081,
"url": "https://astronomy.ua.edu/undergraduate-opportunities/course-resources-astronomy-ay/lab-exercise-8-cosmic-distributions-and-the-galactic-ecology/x-ray-sources/"
}
|
Create and convert tibbles
Tibbles are the modern reimagination of data frames and share many commonalities with their ancestors. The most visible difference is how tibble contents are printed to the console. Tibbles are part of the tidyverse and used for their more consistent behaviour compared to data frames.
• Learn the difference between data frames and tibbles
• Create tibbles from vectors
• Convert data frames into tibbles
tibble(___ = ___,
___ = ___,
Introduction to Tibbles
A modern reimagining of the data frame
Tibbles are in many ways similar to data frames. In fact, they are inherited from data frames which means that all functions and features available for data frames also work for tibbles. Therefore, when we speak of data frames we also mean tibbles.
In addition to everything a data frame has to offer, tibbles have a more consistent behaviour with better usability in many cases. Most importantly, when a tibble object is printed to the console it automatically shows only the first 10 rows and condenses additional columns. By contrast, a data frame fills up the entire console screen with values which can lead to confusion. Let’s take a look the the gapminder dataset from the gapminder package:
# A tibble: 1,704 x 6
country continent year lifeExp pop gdpPercap
1 Afghanistan Asia 1952 28.8 8425333 779.
2 Afghanistan Asia 1957 30.3 9240934 821.
3 Afghanistan Asia 1962 32.0 10267083 853.
4 Afghanistan Asia 1967 34.0 11537966 836.
5 Afghanistan Asia 1972 36.1 13079460 740.
6 Afghanistan Asia 1977 38.4 14880372 786.
7 Afghanistan Asia 1982 39.9 12881816 978.
8 Afghanistan Asia 1987 40.8 13867957 852.
9 Afghanistan Asia 1992 41.7 16317921 649.
10 Afghanistan Asia 1997 41.8 22227415 635.
# … with 1,694 more rows
We immediately see that the gapminder dataset is a tibble consisting of 1,704 rows and 6 columns on the top line. In the second line we can see the column names and their corresponding data types directly below.
For example, the column country has the type (which is short for “factor”), year is an integer and life expectancy lifeExp is a —a decimal number.
Quiz: Tibbles versus Data Frames
Which answers about data frames and tibbles are correct?
• The printed output to the console is the same for tibbles and data frames
• All functions defined for data frames also work on tibbles.
• Tibbles also show the data types in the console output.
• To use tibble objects the tibbles package needs to be loaded.
• The table dimensions are not shown in the console output for tibbles.
Start Quiz
Creating Tibbles
tibble(___ = ___,
___ = ___,
The creation of tibbles works exactly the same as for data frames. We can use the tibble() function from the tibble package to create a new tabular object.
For example, a tibble containing data from four different people and three columns can be created like this:
id = c(1, 2, 3, 4),
name = c("Louisa", "Jonathan", "Luigi", "Rachel"),
female = c(TRUE, FALSE, FALSE, TRUE)
# A tibble: 4 x 3
id name female
1 1 Louisa TRUE
2 2 Jonathan FALSE
3 3 Luigi FALSE
4 4 Rachel TRUE
Converting data frames to Tibbles
If you prefer tibbles to data frames for their additional features they can also be converted from existing data frames with the as_tibble() function.
For example, the Davis data frame from the carData package can be converted to a tibble like so:
# A tibble: 200 x 5
sex weight height repwt repht
1 M 77 182 77 180
2 F 58 161 51 159
3 F 53 161 54 158
4 M 68 177 70 175
5 F 59 157 59 155
6 M 76 170 76 165
7 M 76 167 77 165
8 M 69 186 73 180
9 M 71 178 71 175
10 M 65 171 64 170
# … with 190 more rows
Exercise: Convert data frame to Tibble
speed dist
1 4 2
2 4 10
3 7 4
Start Exercise
Create and convert tibbles is an excerpt from the course Introduction to R, which is available for free at
To leave a comment for the author, please follow the link and comment on their blog: Quantargo Blog. offers daily e-mail updates about R news and tutorials about learning R and many other topics. Click here if you're looking to post or find an R/data-science job.
Never miss an update!
Subscribe to R-bloggers to receive
e-mails with the latest R posts.
(You will not see this message again.)
Click here to close (This popup will not appear again)
|
<urn:uuid:2b43f47e-c4a6-4401-ad2f-8052365df997>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4.03125,
"fasttext_score": 0.1024322509765625,
"language": "en",
"language_score": 0.7847878932952881,
"url": "https://www.r-bloggers.com/2020/05/create-and-convert-tibbles/"
}
|
Why shells behave unexpectedly when poked - Oxford Mathematics Research
The classic picture of how spheres deform (e.g. when poked) is that they adopt something called 'mirror buckling' - this is a special deformation (an isometry) that is geometrically very elegant. This deformation is also very cheap (in terms of the elastic energy) and so it has long been assumed that this is what a physical shell (e.g. a ping pong ball or beach ball) will do when poked. However, experience shows that actually many shells don’t adopt this state - instead, beach balls wrinkle and ping pong balls crumple. Why is this wrinkled or crumpled state preferred to the ‘free lunch’ offered by mirror buckling? In a series of papers Oxford Mathematician Dominic Vella and colleagues address this question for the case of the beach ball: an elastic shell with an internal pressure.
Wrinkling is caused by compressive forces within the shell (just as a piece of paper buckles when you compress it at its edges). The key insight is that wrinkling allows the shell to relax the compressive stress so that there is essentially no compression in the direction perpendicular to the wrinkles, and a very high tension along the wrinkles. This change in the stress causes the shell to adopt a new kind of shape, that is qualitatively different to mirror buckling. To determine the energetic cost of this new shape requires a detailed calculation of how wrinkles behave - we find that the wrinkle pattern is intricate, changing spatially (see picture) and also evolving as the degree of poking changes. However, we also show that despite this, the energetic cost of the wrinkling is relatively small, and so this wrinkly shape is an approximate isometry (a ‘ wrinkly isometry’).
The shell now has two choices of cheap deformations to adopt: the wrinkly isometry or mirror buckling. The final piece of the puzzle is to realize that elastic energy is not the only energy that matters in this system - since the shell has an internal pressure, the gas within it must also be compressed. In this case, the wrinkly isometry displaces less gas and hence costs less energy; this is why it is the preferred state.
For more information about the research funded by the European Research Council (ERC):
|
<urn:uuid:e4802f61-39da-4093-a58b-cef2de8f2437>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.872797429561615,
"language": "en",
"language_score": 0.926876425743103,
"url": "https://www.maths.ox.ac.uk/node/24969"
}
|
According to the passage, the dimorphic wing structure of the summer generation of water bugs occurs because
Julie on August 28, 2019
Answer Explanation
Hi LSAT Max, What textual evidence would lead us to the correct answer? Thanks!
2 Replies
Irina on August 30, 2019
The passage tells us that the dimorphic wing structure of the summer generation occurs due to to the developmental response to the temperature to which developing eggs are exposed to being laid, it is not genetically determined. (lines 43-49). Eggs laid by the overwintering adults (summer generation) are formed in early autumn and early spring. Those formed in autumn are exposed to cold winter temperatures and produce micropterous adults, whereas the eggs formed in the spring are never exposed to cold, and thus yield individuals with macropterous wings (lines 55-63). (A) correctly summarizes this information outlined in the passage.
Let's look at the other answer choices:
(B) the eggs that produce micropterous and macropterous adults are morphologically different.
Incorrect. The passage never talks about whether the eggs themselves are different only that eggs exposed to warm/ cold temperatures produce morphologically different adults.
(C) water bugs respond to seasonal changes by making an acclimatory functional adjustment in the wings.
Incorrect. The differences in wing structures are an example of a developmental response rather than acclimatory (lines 16-21).
(D) water bugs hatching in the spring live out their life spans in ponds and never fly.
Incorrect. Bugs hatching in the spring usually do not live the ponds, but small ponds occasionally dry up, forcing the water bugs to fly (lines 32-42).
(E) the overwintering generation, which produces eggs developing into the dimorphic generation, spends the winter in the forest and the spring in small ponds.
Incorrect. This statement is factually correct - the second-generation does spend winter in the forests and returns to small bodies of water in the spring (lines 26-30). But what does this have to do with the question? The dimorphic wing structure occurs due to eggs' developmental response in temperature changes not due to the habitat of the adult water bugs.
Does this make sense?
Let me know if you have any further questions.
Julie on September 3, 2019
I understand the question now and where I went wrong! I really appreciate the explanation, thank you so much!
|
<urn:uuid:a798ec87-963f-4f4f-b1c3-84e04971ec84>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.703125,
"fasttext_score": 0.9059430360794067,
"language": "en",
"language_score": 0.9197458028793335,
"url": "https://testmaxprep.com/lsat/community/100003664-answer-explanation"
}
|
ESL English Kids Face and Body Snakes and Ladders Game Worksheet
Face & Body Snakes & Ladders Game
English Speaking Game
Target language: head, eye, nose, mouth, ear, hair, body, arm, hand, leg, foot,
snake, ladder, up, down
Instructions: in pairs or small groups the children take it in turns to roll the dice and move their counters forward the number of spaces shown on the dice. Upon landing on a square, the child must identify what the image is. If the counter lands at the bottom of a ladder, they can move up to the top of the ladder. If the counter lands on the head of a snake, they must slide down to the bottom of the snake. The first child to reach the end is the winner.
You will need: one worksheet and one dice per pair or small group and one counter per child.
|
<urn:uuid:df53560a-d60b-4ce5-84af-6f37b8910a3f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.11126965284347534,
"language": "en",
"language_score": 0.8300763964653015,
"url": "https://grulanguages.com/products/face-body-snakes-ladders-nm"
}
|
The greatest migration on the planet
The greatest migration on the planet occurs every day, in the ocean, and vertically.
18 July 2017
Interview with
Dr Kate Feller, Cambridge University
Did you think your commute was tough? Kate Feller from Cambridge University tells Chris Smith about the largest migration on the planet...
Kate - It’s called a diel or daily vertical migration and it is the largest migration that happens on the planet. It happens every day and it’s maybe only countered by human commuters as far as biomass.
Chris - Well go on then, put some numbers on it. What's happening, who’s moving, and how far are they travelling?
Kate - So, a lot of stuff is moving. So you’ve got living at the surface at the top 200 metres are your phytoplankton that’s kind of like the grass that all of your herbivores are going to be eating. And so, the tiny zooplankton like copepods like plankton from SpongeBob SquarePants, they want to eat this phytoplankton. However, there's a lot of bigger things that want to eat them and they use vision in order to locate these copepods. And so, as a way to avoid being eaten by a visual predator, they go down to where it’s darker at greater depth in order to avoid these predators, and they do that during the day, and then at night, they come up to feed. And so, it helps them eat while not being eaten.
Chris - How far do they travel? When you say they go down, are we talking hundreds of metres that these little animals might move up and down?
Kate - Yes. So that’s interesting. The really little ones I believe are more restricted to the top 200 metres but diel vertical migrations have been documented down to 200, 800, and even 1400 meters which counts as the deep sea, and it’s all based off of the sun cycle.
Chris - It’s quite impressive for a small creature that you'd really need a magnifying glass to see clearly.
Kate - So, it’s more like a chain reaction. So the little guys will be more towards the surface and then the bigger ones that eat them will migrate with them, and follow them, and then the bigger guys who eat the bigger guys – it’s like a chain reaction.
Chris - And everyone is going up and down every day.
Kate - Everyone is going up and down and everyone is dying, and everyone is pooping. And so, all that death and poop just rains down on the deeper parts of the deeper layers of the ocean, and that’s what everyone else eats. So they're going to move up and down with all the poop and death, and stuff that’s coming down because that’s how they get the things they need to survive.
Chris - Ultimately, is there rainfall that lands on the ocean floor because if you’ve got lots of stuff at the surface capturing energy because you’ve got plants up there, you’ve got animals up there, they're capturing energy from the sun, they're capturing carbon from the air in the form of carbon dioxide, some of them are not going to get eaten. Are some of them going to land on the seafloor and effectively carry carbon down?
Kate - Yeah. So that’s how this biological pump of carbon works, is that a carbon-based organism near the surface dies and then just starts to slowly rain down on the animals beneath it, and then somebody swims by and goes, “That's delicious! Thank you.”
Chris - So it’s actually very important sort of drawdown mechanism for planting carbon seafloor-wards. If we disturb that, we could have trouble.
Kate - Well, at least the animals in the deep sea will have trouble.
Chris - Now you mentioned that some of these animals can use their visual system to spot these things going up and down and follow them. How developed are their visual systems then and what are they looking for? What can they see?
Kate - Oh, they're fantastic! We’re talking baby crustaceans, other types of crustaceans that are fully adults and just swim around in the open ocean. We’re talking larval fish, full grown fish, sharks, dolphins, whales. I mean, everything is swimming around looking for something to eat all the time. So you’ve got the full spectrum of eye types. So you’ve got eyes that are just simple little eye spots that can detect a shadow versus not a shadow, all the way up to a great resolution eye that’s more like ours, designed like a camera that can really see something in great detail.
Chris - I often wonder when I look at something like a shrimp or a crab and it’s got these little eyes on storks or whatever, how good is its vision?
Kate - Well generally, their resolution is a bit poor. They have what's called a compound eye. So it’s an eye that’s made up of a whole bunch of little units. Imagine a bouquet of straws and each straw is almost like a little camera itself where it’s got a lens on the end and then a piece of film at the base. And so, it’s sampling each point in space like a pixel. So, each one of those pixels gets assembled into a picture and it’s just going to be a low resolution image, so there's not going to be a lot of pixels or as many as you would have in a camera-type eye like ours that has much, much smaller cells in it so you can pack a lot more pixels into it.
Chris - But obviously, good enough that it can find something to eat and avoid being eaten.
Kate - Yeah, exactly. So you don’t need a lot of resolution in order to see something coming at you that you don’t want coming at you, or see something that you want to pursue.
Add a comment
|
<urn:uuid:eaa9543d-bf40-4ee6-a8bf-f3e6f51b42c8>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.7345725297927856,
"language": "en",
"language_score": 0.956611156463623,
"url": "https://www.thenakedscientists.com/articles/interviews/greatest-migration-planet"
}
|
Main content
Current time:0:00Total duration:4:45
Video transcript
So say you're Arthur Stone, and you're showing your hexaflexagon to your friend, Tuckerman, and you've already blown his mind by showing him it has three sides-- orange, yellow, pink, orange, yellow, pink-- but now you're about to extra super blow his mind by showing him that there's even more colors. And he's like, whoa, where did the blue side come from? But you're having trouble finding all six. Like, you know there's a green side somewhere in here, but where is it? You're all like, OK, Tuckerman, I think I found the green side. It's right in here. Anyway, Tuckerman immediately decides he needs to discover the fastest way to get to all the colors, which he calls the Tuckerman traverse. So you and Tuckerman are working on that, and there's hexaflexagons all over the lunch table, and another student is curious about what you're doing and wants to join your committee. His name is Richard Feynman. So stop being Arthur Stone, and start being Brian Tuckerman. So you're Tuckerman, and you teach Feynman how to make the hexa-hexaflexagon by first folding a strip of 18 triangles with the 19th for gluing. You and Stone have just figured out how to number the faces before you fold them by dissecting a perfect specimen. You number them 1-2-3, 1-2-3, 1-2-3, 1-2-3, 1-2-3, 1-2-3. Glue on one side. Flip it, and glue 4, 4, 5, 5, 6, 6, 4, 4, 5, 5, 6, 6, 4, 4, 5, 5, 6, 6 on the other. You coil it around so that you get ones and twos and threes on the outside like 1, 2, 2, 3, 3, 1, 1 2, 2, 3, 3, and then fold that around into a hexagon, so that all the twos are on the front. And then flip it, and glue the two blue parts together, so that all threes are on the back. Feynman has some trouble flexing it, but you show him how to pinch two triangles together and then push in the opposite side. He somehow still does it wrong and ends up doing it backwards, flexing in reverse. Now he's all intrigued by all the flexing possibilities, and you're like, let me show you the Tuckerman traverse. But Feynman, being Feynman, is like, we must create a diagram. And Tuckerman's like, really, it's not that hard. No, diagram. So you're Feynman, and you've already seen you can cycle from one to two to three, one, two, three. So you write that down with arrows and stuff. Or you can go backwards, but from one, two, and three, you can also flex the other way, in which case one goes to six, or two to five, or three to four. And if you did one to six, once you're at six, you can only flex one way, because the other doesn't work. You have to go to three or backwards back to one. But then you notice that if you go to three, you can only flex one way, and the other is un-open-up-able. But before when you were on three, you could go either to one or four, but now you can only go to one. And you can go backwards to six, but not backwards to two, which means that this three isn't the same three as the first three. Somehow it's the same color, but in a different state. You show this to your friend John Tukey, and he's like, oh yeah, that makes sense. And he draws a star in the middle of your three and sits back as if that explained everything. So you're like, whatever, and flip it back around to get to the other three and check it. The star turns into a not star. And from this alternate three, there's this 1-6-3 loop that connects to the main loop at one, which is the same one as one has always been. But there's a different one off of the main two in the 2-5-1 loop. And of course, everything looks different if you flip it over. And these threes are also different, because they have different numbers on the other side. And you complete a diagram of possibilities, which allows you to find the optimal Tuckerman traverse. You also diagram the original trihexaflexagon, which is pretty simple. The flexagon committee approves your diagrams and decides to call them Feynman diagrams. Everything is going great until 1941, because suddenly there's important war stuff to do, and flexagons are largely forgotten. OK. Now fast forward 15 years, and be Martin Gardner. You're an amateur magician, and you're hanging out at your friend's place talking about magician stuff. Anyway your friend shows you something you've never seen before-- a big flexagon he's made out of cloth. And you're thinking, hey, this is awesome. Maybe other people would like to know about this flexagon thing. So you write an article for Scientific American, and soon you've landed yourself a gig writing a regular column about recreational mathematics called "Mathematical Games," and it's a huge success and gets hundreds of comments. I mean, letters, and there's nothing else like your column. And all the cool people are inspired by you, and you're pretty much the reason why people know about things like tangrams, and Conway's Game of Life, and the work of MC Escher, and other things like that. Now fast forward 50 years, and say you're me in the generation of people inspired by Martin Gardner are now the people inspiring you. So he's your math inspiration grandfather. And now you yourself are in the business of mathematically inspiring people, and you want them to be aware of their math inspiration heritage. OK, now say you are you. If you think hexaflexagons are cool that was just column number one. And I invite you to join in with the hundreds of people to celebrate Martin Gardner's birthday every October 21. This year, there will be hexaflexagon parties in homes and schools all over the world. And if you want to attend or host one, check the description. I'm celebrating by making these videos, and also I just like the image of flexagons everywhere-- floating around lunch tables, spilling out of your pockets, lost in your couch cushions. I like to keep some ready to deploy out of my wallet or tiny yellow purse, in case of a flexagon emergency. And then there's more recent innovations in flexagon technology, and all the cool ways to color them, and other stuff. But that will have to wait until next time.
|
<urn:uuid:b5de6a3d-d85b-4e28-ae0e-89149ce3f362>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.5119397044181824,
"language": "en",
"language_score": 0.9670683741569519,
"url": "https://www.khanacademy.org/math/math-for-fun-and-glory/vi-hart/hexaflexagons/v/hexaflexagons-2"
}
|
How To Play Musical Duplets
When playing or writing music, sometimes you’ll want to subdivide a beat into a rhythm that can be tricky to notate. It might not divide easily in half or in quarter like other types of musical notes. For these situations we need to use something called a tuplet.
In this post, we’re going to take a look at a type of tuplet called a duplet and how they’re written and used.
What is a Duplet?
A duplet is a type of tuplet that allows you to play two notes in the time of three notes.
They work in the same way as a triplet – which is where you play three notes in the time of two – but in reverse.
How do Duplets Work
When we’re in compound time the beat is always a dotted beat.
In other words, each beat can be divided into three.
For example, the time signature 6/8 tells us there are six quavers (eighth notes) in a bar.
We group those quavers into two groups of three with each group of three quavers adding up to a dotted crotchet (dotted quarter note).
But, what if we wanted to have two equal notes in the time of one dotted crotchet beat?
It’s in these situations that we use a duplet.
We indicate a duplet in the same way as a triplet but instead of using the number three above the notes, we use the number two.
The quaver duplet above is played in the same time as it takes to play three normal quavers.
Alternate Ways to Write Duplets
When writing a duplet for notes without beams (crotchets, minims etc) you can also use a bracket over the top to show which notes the duplet applies for.
There is another way to write a duplet by using dotted notes.
For example, the duplet below each quaver is actually worth 3/4 of a beat which is the same as a dotted quaver.
We can use a dotted quaver to achieve the same rhythm like this:
These two bars are played and sound exactly the same, they’re just different ways of writing the same thing.
Got a question about duplets?
Duplets can be hard to understand, especially when converting music from one time signature to another.
If you have any questions about duplets that we haven’t covered in this lesson, just post a comment below and we’ll do our best to answer.
Dan Farrant
Dan Farrant
Leave a Comment
40+ Music Theory Resources
Download my free eBook with all my favourite music theory resources.
|
<urn:uuid:5015e20b-2086-4c76-a592-4a34eec78393>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.02747398614883423,
"language": "en",
"language_score": 0.9175420999526978,
"url": "https://hellomusictheory.com/learn/duplets/"
}
|
Our commitment to keeping you safe
Acute Disseminated Encephalomyelitis (ADEM)
Acute Disseminated Encephalomyelitis (ADEM) is an autoimmune disorder of the central nervous system (brain, spinal cord, optic nerves). This condition typically presents in children and is defined by inflammation of the brain, with or without spinal cord or optic nerve involvement. ADEM may occur in adults but is more common in children.
What is Acute Disseminated Encephalomyelitis (ADEM)?
ADEM is a condition defined by inflammation within the brain that can be accompanied by spinal cord or optic nerve involvement. In ADEM, portions of the immune system leave the bloodstream and enter the brain causing damage. In the central nervous system, there are specialized cells called neurons. These cells connect to each other via long extensions, similar to the wiring of a house. These “wires” are called axons. The axons are covered by a protective coating called myelin. The inflammation of ADEM causes loss of the protective myelin and this damage is known as demyelination. This is commonly a monophasic (one time only) event, but can be the presenting sign of a systemic, recurring condition.
What are the different types of Acute Disseminated Encephalomyelitis (ADEM)?
Most ADEM involves inflammation that causes loss of the protective myelin around axons in the central nervous system (brain, spinal cord and optic nerves). A rare, severe form of ADEM, called acute hemorrhagic leukoencephalitis (also known as Weston-Hurst Syndrome or Hurst Disease), is accompanied by bleeding in the brain.
What are the signs and symptoms of Acute Disseminated Encephalomyelitis (ADEM)?
The signs and symptoms of ADEM are based on which part of the nervous system is affected. By definition, all ADEM patients have brain involvement and many will have spinal cord or optic nerve involvement as well. Typical symptoms of ADEM can include mental changes, numbness, weakness, difficulty with balance, difficulty with walking, vision loss, double vision, headache and bowel/bladder changes. Each patient can have different symptoms based on where the inflammation occurs. In severe forms of ADEM, patients can become unresponsive or comatose.
After the initial acute stage, patients generally recover well. Most patients make complete or near complete recoveries, but some can be left with deficits. Patients often require physical therapy, occupational therapy and speech/language therapy to aid in their recovery. Furthermore, our center has studied the longer-term cognitive impacts of ADEM and found it necessary to monitor children’s memory and academic function. Some young children make an apparent recovery in terms of their school functioning but begin to have academic challenges during later grades. Careful monitoring by a neuropsychologist is important for identifying any cognitive difficulties that an ADEM patient may experience over the years after their initial event.
How is Acute Disseminated Encephalomyelitis (ADEM) diagnosed?
Children presenting with neurologic deficits consistent with ADEM will undergo a physical exam and a variety of tests that will include an MRI of the brain, spinal cord and optic nerves. Additionally, a lumbar puncture is often performed to obtain a cerebrospinal fluid sample. Finally, blood work is performed to identify potential causes of ADEM. In rare circumstances, a brain biopsy may be needed in order to confirm a diagnosis of ADEM or rule out other potential conditions.
What are the causes of Acute Disseminated Encephalomyelitis (ADEM)?
Most ADEM is thought to be post infectious. This means that a patient experiences an infection somewhere in their body (such as a respiratory or gastrointestinal illness) and then recovers. Scientists theorize that the infection triggers an immune response to clear the body of the pathogen which then goes on to cause damage in the brain by mistake. This process is referred to as molecular mimicry. Under the theory of molecular mimicry, there is some protein in the infection that resembles a protein in the brain. After clearing the infection, the immune system goes on to survey the whole body and attacks the brain in error.
Some ADEM is caused by a systemic autoimmune condition that leads to a persistent alteration of the immune system. For example, some patients develop autoantibodies to the aquaporin 4 protein or the myelin oligodendroglial glycoprotein (MOG) protein. Patients with these antibodies are at risk for future inflammatory events. Rarely, children who present with ADEM can go on to have attacks over time that fulfill the criteria for relapsing remitting multiple sclerosis.
How is Acute Disseminated Encephalomyelitis (ADEM) treated?
ADEM is treated in a variety of ways including treatment to address the acute inflammatory stages and supportive therapy and interventions to improve recovery. Acute anti-inflammatory therapies include high doses of steroids, plasma exchange (PLEX), intravenous immunoglobulin (IVIG), and sometimes medications such as cyclophosphamide (Cytoxan) or methotrexate. Steroids work by reducing the number of inflammatory cells in the brain. They can be administered by IV or orally. Most children tolerate steroids well, but some may experience mood changes, appetite changes, difficulty sleeping or irritability. Rarely, patients can experience infection or bone abnormalities.
PLEX is a therapy that requires special IV access and a portable machine that cleans the blood of inflammatory proteins. A patient’s blood is circulated through the machine and proteins such as antibodies are removed. A therapy session takes about 90 minutes and is usually well-tolerated. A patient usually receives five to seven treatments to complete a PLEX course.
Intravenous immunoglobulin (IVIG) in an infusible therapy that has been used extensively in pediatrics. IVIG is a collection of antibodies collected from blood donors and pooled together. When infused into patients, the antibodies are thought to cause a reduction or blocking of the patient’s abnormal immune response.
When patients are not responding to steroids, PLEX or IVIG, medications such as cyclophosphamide or methotrexate are used. These medications cause more profound immune suppression and should be used by centers that have experience in prescribing these medications.
After the acute therapy, patients will often require rehabilitation and symptom management. This can include physical therapy, occupational therapy, speech/language therapy, swallow therapy and management of bladder dysfunction. Rarely, patients may experience neuropathic pain that requires treatment. In addition to evaluation by a neuropsychologist for cognitive, emotional, and/or behavioral problems, patients may also require psychosocial support or therapy to manage the behavioral and emotional impacts of ADEM.
Acute Disseminated Encephalomyelitis (ADEM) Doctors and Providers
|
<urn:uuid:5ea5eb0a-6e41-491f-8eb2-22c30968d380>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.6875,
"fasttext_score": 0.5533275008201599,
"language": "en",
"language_score": 0.9356904625892639,
"url": "https://www.childrens.com/specialties-services/conditions/acute-disseminated-encephalomyelitis"
}
|
In the middle ages, the authorityof the church in the society was immense. The church was unilaterallyinvolved shaping people’s lives through the reinforcement oforthodoxy(William and SpielVogel, 2013). Clerics played a verysignificant role in enforcing papal decree hence, many peopleregarded them as superior to the laity because they represented thepapacy in virtually all issues. Faith was the center of all thebelief systems in the society and the pope had the final word on anyspiritual dispute. People with a different opinion always attractedthe condemnation of the church and sometimes punishment. The churchwas very despotic and the clerics ruthlessly enforced orthodoxy. Themiddle ages actually had no religious freedom.
Everything changed during therenaissance. The renaissance was mainly characterized by religiousreform and the church took a different position on the institutionsthat played a significant role in shaping societal values. After therevolt during the times of the Martin Luther in Europe, and thepapacy accepted defeat from the forces that were pushing for reformsfor the better part of the renaissance period. The result was areduction in the powers that the church wielded in the society andthe papacy lost the power to impose the order of orthodox.
In the medieval society, churchalso played a huge role in establishing a hierarchy that worked inits favor. The differences caused tensions between clerics and thelaity. While writing was mostly done by clerics and considered thesource of truth, it was only a preserve of the few. During therenaissance, education had spread, and the truth did not just lie inthe orthodoxy of the church and the adherence to doctrine as writtenby clerics, but also what other thinkers wrote about the issue.
William J. Duiker and J.SpielVogel (2013).WorldHistory, Volume I: To 1800.WadsworthCengage Learning, 7th/2013ISBN1-1118-3166-1
|
<urn:uuid:05224e17-4f4b-4a77-8aa2-c22ae309e96c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.921875,
"fasttext_score": 0.8159494400024414,
"language": "en",
"language_score": 0.9628074169158936,
"url": "https://ultimatestudiesaustralia.com/renaissance/"
}
|
Want to see correct answers?
Login or join for free!
Short Story Worksheets
Looking for Short Story worksheets?
Check out our pre-made Short Story worksheets!
Share/Like This Page
Filter By Grade
Tenth Grade (Grade 10) Short Stories (Fiction) Questions
You can create printable tests and worksheets from these Grade 10 Short Stories (Fiction) questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.
Previous Page 1 of 7 Next
Grade 10 The Lottery
What is "The Lottery" satirizing?
1. cultural issues
2. political issues
3. human nature
4. the nature of chance
Grade 10 The Monkey's Paw
What is the first thing Mr. White wishes for?
1. A bigger house
2. 200 pounds
3. To be emperor
4. He doesn't wish for anything
Grade 10 The Monkey's Paw
What is one reason Sergeant Morris does not want the Whites to keep the Monkey's Paw?
1. He wants it for himself
2. He thinks it will sell for a lot of money
3. He knows it can be very harmful if used improperly
4. The paw is fake and he was lying
Grade 10 The Monkey's Paw
How does the family feel the morning after Morris' visit?
1. Relaxed and relieved
2. Anxious and upset
3. Angry and confused
4. Joyful and amazed
Grade 10 The Most Dangerous Game
What does General Zaroff's final utterance of "En garde" suggest about his character?
1. He is courageous
2. He is afraid
3. He is clever
4. He is a fighter
Grade 10 The Lottery
What was represented by the black box?
1. Death
2. Family
3. Tradition
4. Murder
Grade 10 The Lottery
About how long does it take for the event of the lottery to finish?
1. less than two hours
2. less than two days
3. more than two weeks
4. more than two months
Grade 10 A Sound of Thunder
In the story, which of the following actually changes the future?
1. A butterfly's natural death
2. A dinosaur's natural death
3. A butterfly's unnatural death
4. A dinosaur's unnatural death
Grade 10 The Lottery
In The Lottery by Shirley Jackson, what was the irony of this story?
1. Mr. Summers won the lottery.
2. Young Bill won the lottery and helped his family.
3. Winning the lottery turned out to be a bad thing.
4. No one won the lottery.
Grade 10 The Lottery
Who arrived late to the lottery?
1. Mr. Graves
2. Mrs. Delacroix
3. Mr. Summers
4. Mrs. Hutchinson
Grade 10 The Lottery
What can be seen on the slip of the paper of the winner of the lottery?
1. nothing because they do not receive one
2. a red X
3. a black spot
4. a red spot
Grade 10 The Sniper
What is the irony of the story?
1. The sniper is killed by his own brother.
2. Shots from each shooter kills the other.
3. The sniper kills his own brother.
4. The old lady that the sniper killed was his mother.
Grade 10 The Sniper
What is the setting of "The Sniper?"
1. London, England during World War II
2. Dublin, Ireland during the Irish Civil War
3. Paris, France during World War I
Grade 10 The Lottery
In what season does "The Lottery" occur?
1. fall
2. winter
3. spring
4. summer
Grade 10 The Sniper CCSS: CCRA.R.3, RL.9-10.3
What alerts the enemy sniper to the sniper on the rooftop?
1. Shuffling his feet
2. Whistling a tune
3. Lighting a cigarette
4. Raising his gun
Grade 10 St. Lucy's Home for Girls Raised by Wolves
Previous Page 1 of 7 Next
|
<urn:uuid:f550cf60-3d08-481b-8c69-83779cc41525>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.9993520379066467,
"language": "en",
"language_score": 0.9337947964668274,
"url": "https://www.helpteaching.com/questions/Short_Stories/Grade_10"
}
|
1813: Crysler’s Farm & Other Quebec Curios
Part of “The Canadas in Britain”, 1792-1827
Artistic depiction of the Battle of Crysler's Farm by Adam Sherriff-Scott. Photo credit: Historica Dominion Artistic depiction of the Battle of Crysler's Farm by Adam Sherriff-Scott. Photo credit: Historica Dominion
Around the same time when Laura Secord aided the Niagara region of Upper Canada from falling into American hands, De Salaberry’s Voltigeurs were fending off the Americans from the western shores of the Saint Lawrence at Crysler’s Farm.
On the American side, James Wilkinson’s forces were arriving at Montreal by boat. Their plan was to take control of Montreal, thereby cutting off the major supply line for Upper Canada. They were joined by Wade Hampton’s forces that were marching towards Montreal. Wilkinson’s forces were to meet Hampton’s, join forces, and make their way up towards Montreal. Wilkinson, who had fallen ill and was on the medication of the day, had to delegate command to another officer, John Parker Boyd. Throughout Wilkinson and Boyd’s journey, there were squabbles between the two that further delayed their journey, making it easier for Morrison and his team of Voltigeurs and Native American allies to observe and plan their battle tactics.
British Joseph Morrison had the strength of De Salaberry’s Voltigeurs and Mohawk allies behind him, but they numbered at most around nine hundred people and relentlessly pursued Wilkinson’s forces as they made their way towards their meeting point with Hampton. Morrison, however, had another interesting ally: William Mulcaster and his fleet of ships sailing down to their aid. As the Americans slowly made their way towards their destination, Mulcaster would attack the Americans at night, attempting to destroy their boats. While it did not work, it aided the Canadian forces by further slowing them down. The night before the battle, Morrison and his troops stayed at John Crysler’s farmhouse, a British sympathiser, with many troops sleeping outside in what proved to be a cold and rainy night. As Wilkinson’s forces were arriving by boat, Morrison’s troops hid on the shores and shot at the Americans, antagonising the Americans to go onto the shores and fight them.
Their tactic worked, and the Americans went to shore to start the battle. Boyd and Hampton mistakenly underestimated the number of British soldiers and sent in less than half of their total soldiers to fight the battle on land, permitting a full Lower Canadian force to meet an already weakened American force that had no official tactical plan devised by either Boyd or Hampton. The battle was over in less than one day, with the Americans surrendering. To lessen the blow, Wilkinson attempted to frame the battle as nonetheless an American victory, though the Americans saw his ineptitude and he was disgraced.
The American defeat that year would be the Americans’ final attempt at conquering Montreal during the War of 1812.
also of interest
|
<urn:uuid:ea53e100-912f-492b-bd1d-7e205f954202>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.75,
"fasttext_score": 0.2829737663269043,
"language": "en",
"language_score": 0.9760341048240662,
"url": "https://montrealrampage.com/1813-cryslers-farm-other-quebec-curios/"
}
|
Definition of Catachresis
Catachresis is a figure of speech in which writers use mixed metaphors in an inappropriate way, to create rhetorical effect. Often, it is used intentionally to create a unique expression. Catachresis is also known as an exaggerated comparison between two ideas or objects.
Features of Catachresis
Mixed metaphors are good examples of catachresis, and writers often use them to create rhetorical effect. They are used to express extreme alienation or heightened emotions. Catachresis is considered as a mistake in language, as it may change the meanings of words. It is a combination of different types of figures of speech. It is prominently used in post-structuralist literary works, since those writers were expert in using wordplay, and creating confusion in literary texts, which is an important part of catachresis.
Some Forms of Catachresis
• Sometimes a word is used to indicate something completely different from the literal meaning of that word. Such as in this example, “Tis deepest winter in Lord Timon’s purse; that is, one may reach deep enough, and find little” (Timon of Athens, by William Shakespeare).
• Sometimes a word is used to indicate something whose actual name is not used like, “A chair’s arm.”
• Sometimes a paradoxical statement is used to create illogical strained metaphors. Such as, “Take arms against a sea of troubles.”
• Abusio is a subtype of catachresis, which results from the combination of two metaphors.
Examples of Catachresis in Literature
Example #1: On Revenge (By Francis Bacon)
“A man that studies revenge keeps his own wounds green…”
Bacon uses metaphorical language by comparing revenge with wounds. The writer has made a connection between seemingly unconnected topics. However, catachresis is creating a rhetorical effect in this serious text.
Example #2: King John (By William Shakespeare)
“I do not ask much:
I beg cold comfort …”
We can find numerous catachresis examples in Shakespeare’s works, as he regularly used mixed metaphors intentionally in his literary writings. Here, he has used catachresis, “cold comfort.”
Example #3: Poem 640 (By Emily Dickinson)
With just the Door ajar
That oceans are
— and Prayer—
And that White Sustenance — Despair—”
In the first and second lines, we can see the paradox in phrases that are shown in bold. These describe two differing distances that spread hopelessness. In the same way, “white sustenance” means colorless nourishment that actually does not nourish the body.
Example #4: Hamlet (By William Shakespeare)
“… Or to take arms against a sea of troubles
And, by opposing, end them? To die, to sleep—”
Here, Hamlet is just thinking futilely after facing a sea of problems. In this way, Shakespeare has used a straight metaphor, albeit taken as a catachresis here.
Example #5: somewhere i have never travelled, gladly beyond (By E. E. Cummings)
“The voice of your eyes is deeper than all roses –
nobody, not even the rain, has such small hands …”
In this extract, the poet is making an illogical comparison between the voice of his beloved’s eyes, and roses and rain with the hands. The poet is trying to express the power of his beloved over him, and her importance to him.
Example #6: The Tempest (By William Shakespeare)
“His complexion is perfect gallows …”
In the given line, the character Gonzalo is implying that Boatswain looks like a criminal, and must be hanged. Here, “perfect gallows” is used as a mixed metaphor. The two objects are compared, though there is no obvious similarity between them.
Example #7: Peri Bathous (By Alexander Pope)
Mow the beard,
Shave the grass,
Pin the plank,
Nail my sleeve …”
In the above example, the metaphoric words are shown in bold. The literal and metaphorical meanings can be understood in the context, which the poet is describing as: know-how, capacities, dispositions, and skills.
Function of Catachresis
Catachresis can be used both in poetry and prose. In poetry it is used by misusing a phrase or word to deliberately create a mixed metaphor. Poets use catachresis to achieve a stylistic effect, or to exert great compression in both comic as well as serious writing. Also, sometimes it is used to create a reference that did not exist, but the major reason of using this technique is to express the ideas in a unique and creative way.
|
<urn:uuid:7b11b9ed-9ab0-4aa7-b391-d58ad83c6437>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.71875,
"fasttext_score": 0.026660621166229248,
"language": "en",
"language_score": 0.9385311007499695,
"url": "https://literarydevices.net/catachresis/"
}
|
CPM Homework Banner
Home > CC3 > Chapter 3 > Lesson 3.1.3 > Problem 3-32
Combine like terms in each part below.
1. Liha has three -tiles, two -tiles, and eight unit tiles, while Makulata has five -tiles and two unit tiles. At the end of class, they put their pieces together to give to Ms. Singh. Write an algebraic expression for each student's tiles and find the sum of their pieces.
Write down Liha's and Makulata's tile pieces as expressions.
Now add the two together.
2. Simplify the expression .
Add like terms and then simplify.
3. Write the length of the line below as a sum. Then combine like terms.
A line segment, divided into 2 sections, labeled as follows: three fourths x, and two thirds x.
Write the two terms down as an expression.
Convert both fractions to a common denominator before combining like terms.
|
<urn:uuid:ea54b2ba-32ee-4fb6-bd42-100aac88e51b>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.828125,
"fasttext_score": 0.9995642304420471,
"language": "en",
"language_score": 0.9327223300933838,
"url": "https://homework.cpm.org/category/CC/textbook/cc3/chapter/3/lesson/3.1.3/problem/3-32"
}
|
Pots & Vessels
Today, we can derive valuable info from every form of ancient art, since on many vessels, pots, coins, even statues saved, there are many details that remain intact and tell us much about this Dionysian ritual, so that they can allow us to reformulate the event as a whole.
Moreover, folkloric research reveals many surviving parts of these ancient rituals in today’s cultural events, since Hellenic tradition throughout the country has saved many of these valuable ritual particles almost intact.
Black figure pottery (approx. 550 b.C. National Archaeologic Museum of Florence, No. 387)
Depicts a phallic procession with 8 men which carry the Phallephoria procession chariot. The chariot consists of one huge wooden phallus in the shape of a plow ending up in a glans, on which an eye is painted. A huge bearded Satyr leans on the phallus, while a man seems to ride the chariot holding a white musical instrument (horn). The traditional phallus chariot was made of wild fig tree wood, which was already known as a symbol of god Dionysus, or a male symbol. Always in a Dionysian procession a phallus was leading the way.
|
<urn:uuid:0e70a6c9-7f80-4298-92ff-2146078a6b76>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.02636122703552246,
"language": "en",
"language_score": 0.9593558311462402,
"url": "https://phalliphoria.gr/en/research-and-study/pots-and-vessels/"
}
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.