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Atlantic Cod | Oceana Canada
Canadian Marine Life Encyclopedia
Atlantic Cod
Gadus morhua
Also known as
Cod, codling, codfish, bank cod, scrod, northern cod
Temperate to sub-polar waters on the continental shelf in the North Atlantic
Heterogeneous habitats
Feeding Habits
Active predator
Conservation Status
Order Gadiformes (cods and relatives), Family Gadidae (true cods)
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Cod is an iconic species that has played an important role throughout Canada’s history. It used to be the country’s largest—and arguably the most important—fishery. Cod was so significant to the economy of Atlantic Canada that it was called “Newfoundland currency.” From the time the New World was discovered up until the cod collapse in the 1990s, this fish was the dominant commercial species of the Northwest Atlantic Ocean. Today, populations in certain areas, notably the northern cod found off the southern coast of Labrador and the northeastern coast of Newfoundland, are beginning to show early signs of a comeback.
Atlantic cod are a heavy-bodied fish with a classic streamlined shape. They have a large head with a protruding upper jaw and a very distinct barbel (like a whisker) on their chin. Along with their close relatives, Atlantic cod are the only group of fish that have three distinct dorsal fins along their backs, and two distinct anal fins along their underside.
They range in colour from yellowish-green to red and olive browns, with darker speckles and spots along the upper half of their body. Atlantic cod also have an obvious pale (cream-coloured) lateral line that runs along each side of their body from near the eye to the tail.
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Apr 102010
These are the ten states in Mexico with the lowest annual precipitation totals. Mexico’s six wettest states receive more than twice the precipitation of any of these dry states.
RankStateAnnual precipitation (mm)
1Baja California Sur176.2
2Baja California203.7
10Nuevo León602.2
Teaching ideas:
• Plot these states on a map of Mexico and see if there is any clear pattern to their location.
• Does their location help to explain why these states receive less precipitation than other parts of Mexico?
• What other factors, besides location, may help to explain why they are the driest states in Mexico?
• What are the implications of receiving limited precipitation for economic activities?
• To what extent does receiving limited precipitation influence a region’s development?
Mexico’s diverse climates are the subject of chapter 4 of Geo-Mexico: the geography and dynamics of modern Mexico. Water availability, rivers, aquifers, water issues and hazards are analyzed in chapters 6 and 7. Buy your copy today!
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"url": "http://geo-mexico.com/?p=1254"
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Tuesday, June 26, 2012
How to build hydroelectric power at home.
A diagram of the Kelvin water dropper.
The Kelvin water dropper, invented by Lord Kelvin (1867), is a type of electrostatic generator. Kelvin referred to the device as his water-dropping condenser. The device uses falling water drops to generate voltage differences by
using positive feedback and the electrostatic induction occurring between interconnected, oppositely charged systems.
The setup
The simplest setup for this is as pictured at right. A reservoir has two holes that drip water (or other liquid). The streams of dripping water each pass through a conducting ring, and land in a bucket. The buckets must be electrically isolated from each other and from their environment. Similarly, the rings must be electrically isolated from each other and their environment. The left ring is electrically connected with (wired to) the right bucket. And the right ring is wired to the left bucket. It is essential that each ring be placed around the point at which the stream of water passing through it first breaks into drops.
If the buckets are metal (conducting) the wires may be attached to the buckets. Otherwise, the bucket-end of each wire can just sit in its bucket, as long as it is contacting the water in the bucket.
Principle of operation
Any small charge on either of the two buckets suffices to begin the charging process. Suppose, therefore, that the left bucket has a small positive charge. Now the right ring also has some positive charge since it is connected to the bucket. The charge on the right ring will attract negative charge into the right-hand stream by electrostatic attraction. When a drop breaks off the end of the right-hand stream, the drop carries negative charge with it. When the negatively charged water drop falls into its bucket (the right one), it gives that bucket and the attached ring (the left one) a negative charge.
Once the left ring has a negative charge, it attracts positive charge into the left-hand stream. When drops break off the end of that stream, they carry positive charge to the positively charged bucket, making that bucket even more positively charged.
So positive charges are attracted to the left-hand stream by the ring, and positive charge drips into the positively charged left bucket. Negative charges are attracted to the right-hand stream and negative charge drips into the negatively charged right bucket. The positive feedback of this process makes each bucket and ring more and more charged. The higher the charge, the more effective the electrostatic induction is, so the charges grow exponentially with time.
Eventually, when both buckets have become highly charged, a few effects may be seen. A spark may briefly arc between the two buckets or rings, decreasing the charge on each bucket. Or if this isn't allowed to happen, the buckets will start to electro-statically repel the droplets falling towards them, and may fling the droplets away from the buckets. The water drops might also be attracted to the rings enough to touch the rings and deposit their charge on the oppositely charged rings, which decreases the charge on that ring. Each of these effects will limit the voltage that can be reached by the device.
As with other forms of hydroelectric power, the energy here ultimately comes from the gravitational energy released by letting the water drops fall. Most of the energy is wasted as heat when the water drops land in the buckets.
The apparatus can be extended to more than two streams of droplets.
hydro electric
hydro electric power
what is hydro electric
power generator
wind power generator
solar and power
electric transportation
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An online resource based on the award-winning nature guide
Common Green Darners Appearing
6-20-17 common green darner 021The Common Green Darner (Anax junius) is one of our most common dragonflies. often seen near ponds. The family of dragonflies known as “darners” consists of species with large eyes and long abdomens that tend to rest infrequently and when they do rest, usually hang vertically. The Common Green Darner is the only North American darner in which the male and female usually fly in tandem when the female is laying her eggs on emergent vegetation.
Up to 50 of the world’s 5,200 dragonfly species migrate and the Common Green Darner is one of them. In the fall most (but not all) adult Common Green Darners migrate south to Florida, eastern Mexico and the West Indies. Huge clouds of migrating dragonflies have been seen along the East Coast, Gulf Coast and the Great lakes in autumn. Transmitters weighing 1/100th of an ounce that have been attached to migrating dragonflies confirm that they migrate much like birds. Just like avian migrators, they build up their fat reserves prior to migrating; they follow the same flyway as birds, along the Atlantic Coast; and like birds, dragonflies don’t fly every day but stop and rest every three days or so.
Some dragonflies mate and lay eggs along the way, while others do so when they reach their destination. The eggs hatch, larvae develop and the adults head north in the spring. Unlike birds, migration is only one-way for dragonflies. It is the offspring of the fall migrating generation that migrate north in the spring. Here in the Northeast, most arrive before any resident Common Green Darners have emerged. (photo: female Common Green Darner)
Millipedes Meandering
6-16-17 millipede IMG_0682
Where Do Grasshoppers Go In Winter?
1-19-17-red-legged-grasshopper2-img_4112Everyone knows that grasshoppers disappear once cold weather arrives. Where do they go and what is their strategy for surviving the winter? Most grasshoppers overwinter as eggs. They mate, lay eggs and die in the fall. The female Red-legged Grasshopper, New England’s most abundant species of grasshopper, deposits clusters of eggs one to two inches deep in the soil in the late summer and early fall. During this process, a glue-like secretion cements soil particles around the egg mass, forming a protective “pod.” Each pod is roughly three-quarters to one-inch long and curved. The top third is dried froth, the bottom two-thirds contain 20 to 26 eggs. Each egg is just over 1/10th of an inch long and pale yellow.
In the spring, nymphs hatch out of the eggs, crawl up to the surface of the soil and start to feed on grasses and other herbaceous plants. It takes about three months for them to mature and begin the cycle all over again. (Photo: gravid female Red-legged Grasshopper in late summer)
Greater Fritillaries
American Crow Bills Used As Tools
Ambush Bugs Courting
Mossy Rose Gall Wasp Larvae Cease Feeding
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"url": "https://naturallycuriouswithmaryholland.wordpress.com/category/invertebrates/"
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The Grenadines are believed to have first been inhabited by the Ciboney, as long as 7000 years ago, who were a race of primitive hunter-gatherers. They were displaced by the Arawaks around 2000 years ago. The Arawaks originated from South America and traveled in small crafts. They were advanced in agriculture and pottery. The Caribs arrived around 1000 A.D. There are many petroglyphs which detail the history of the Caribs.
In the 19th century the British colonized the area and a large sugar cane industry was developed on the nearby St. Vincent, and boat building and whaling became important industries on Bequia.
The sugar industry declined throughout the 20th century. This resulted in a diversification of agricultural industries. Bananas, arrowroot, nutmeg, as well as many vegetables and fruits have become staples of the islands economy. In 1969, St. Vincent and the Grenadines became a British Associated State. This included complete internal autonomy. They became an independant nation on October 27, 1979.
Columbus arrives
Early English settlers
Bequia today
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"url": "http://hoopermuseum.earthsci.carleton.ca/cruise/grenadines/HISTGREN.HTM"
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'First past the post' and proportional representation
Short clip of the story
'First past the post' is explained through teenagers going for a meal at a pizza restaurant. The friends make their individual choices from the menu. But everyone in the group is then served the same pizza topping - the one chosen by most teenagers. Proportionality is then explained through serving additional pizzas to the teenagers who had wanted other toppings. Through the use of graphics, and based on the 2005 General Election results, viewers are shown how seats were divided between political parties under first past the post and how the share of seats might have been different under a simple proportional system.
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"language_score": 0.9365705847740173,
"url": "http://www.bbc.co.uk/schools/pshe_and_citizenship/citizenship/democracy_and_justice/participation_and_voting/pages/first_past_the_post.shtml"
}
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Traditional Culture
Peoples and Languages
Settlements and Housing
Technology and Arts
Prints and Photographs Division/Library of Congress, Washington, D.C. (digital. id. cph 3b21402)
The traditional religion of the Arctic peoples was based on animism. They believed that all humans, animals, plants, and objects had souls or spirits. These spirits were neither friendly nor hostile, but they could become dangerous if they were not respected.
The souls of the dead joined the spirit world, and they could become hostile and interfere with the souls of the living. Soul loss—the departure of the soul from the body and its failure…
Click Here to subscribe
European Contact and Cultural Change
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"url": "https://kids.britannica.com/students/article/American-Arctic-peoples/480491/287348-toc"
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Question Info
This question is public and is used in 1 group and 91 tests or worksheets.
Type: Fill-In-The-Blank
Category: Prefixes
Level: Grade 9
Standards: CCRA.R.4, RL.9-10.4
Author: szeiger
Last Modified: 7 months ago
View all questions by szeiger.
Prefixes Question
View this question.
Stranded in Italy
The train from Paris to Rome was hot and crowded. Patrick wanted nothing more than to sleep, but his train compartment was too congested and offered almost no leg room.
Patrick didn't know Italian, so he cleared his throat to let the other passengers know that he wanted to exit. Outside of his compartment, a narrow corridor led from one car to the next. Patrick walked to the end of the corridor, only to find that the next car was identical to the one he'd left: teeming with passengers. Undeterred by the thought that all the cars might be the same, Patrick continued to the next car, and then the next, until at last he'd found exactly what he was looking for: an entire row of empty seats.
It was then that Patrick noticed a posted sign in Italian, punctuated by exclamation marks. The sign worried him, but he couldn't pass up the opportunity to lie down and stretch his legs. Minutes later, he was sound asleep.
The next thing he knew, a uniformed guard was standing over him, shining a flashlight in Patrick's eyes. The man's words were unintelligible, but Patrick guessed from the man's tone that Patrick was supposed to leave. But when Patrick tried to return to his old car, he saw to his surprise that the cars were no longer connected!
There was nothing to do but disembark and take shelter in a nearby train station. Patrick had no clue where he was, but he was pretty sure he wasn't in Rome.
Inside the station, a large board flashed and flickered with the names of foreign cities and departure times. Patrick couldn't make sense of it. He tried to buy a ticket from the woman at the counter, but she didn't speak English.
Exasperated, Patrick was about to give up when an elderly Italian woman tapped him on the shoulder.
"Excuse me," she said. "The train conductor told me what happened. You were on the wrong train car." Then she pointed to the large board that had previously mystified Patrick. "You will want to catch the next train to Milan," she said. "From there it is easy to get to Rome."
Patrick was relieved. "You are a life saver," he told the woman. "This day has been quite a fiasco."
"It helps to be bilingual," she said, winking at him.
Grade 9 Prefixes CCSS: CCRA.R.4, RL.9-10.4
"'It helps to be bilingual,' she said, winking at him."
In the context of the passage, the word bilingual means knowing two languages .
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Assignment for 11/4 class
1. Read the assigned pages in the Mycenae textbook.
2. From the reading (or elsewhere in the textbook), identify two objects that are craft items probably produced at Mycenae, for local use or export; two objects that were aquired by trade from outside Mycenae; and two objects of religious use/meaning/significance.
3. Write a brief description of each object including how it was used and describe whether the materials it is made of are Mycenaean products or imported and if the object is imported, what was traded for it (remember we are in an era before "money" so everything is exchanged through barter).
Return to syllabus 10/28/15
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Sustainable and Inclusive Growth
The term Sustainable growth became prominent after the World Conservation Strategy Presented in 1980 by the International Union for the Conservation of Nature and Natural Resources. Brundland Report(1987) define sustainable development as the a process which seek to meet the needs and aspirations of the present generation without compromising the ability of the future generation to meet their own demands.
Natural resources are limited and thus sustainable development promotes their judicious use and put emphasis on conservation and protection of environment.Global warming and Climate change has brought the issue of Sustainable development in prominence.
Approach paper of 11th five year plan talked about “Inclusive and more faster growth” through bridging divides by including those in growth process who were excluded. Divide between above and Below Poverty Line, between those with productive jobs and those who are unemployed or grossly unemployed is at alarming stage.
Liberalization and Privatization after 1990’s have brought the nation out of the hindu growth rate syndrome but the share of growth has not been equitably distributed amongst different sections of Indian Society.
Various dimensions of Inclusive growth are:-
1. economic
2. social
3. financial
4. environmental
Important issues that are needed to be addressed to achieve the inclusive growth are:-
1. Poverty
2. Unemployment
3. Rural Infrastructure
4. Financial Inclusion
5. Balanced regional development
6. Gender equality
7. Human Resource Development (Health, Education, Skill Development)
8. Basic Human Resources like sanitation, drinking water, housing etc.
Government has launched several programs and policies for Inclusive growth such as:-
2. Jan Dhan Yojna
3. Atal Pension Yojna
4. Skill India Mission
5. Deen Dayal Upadhyaya Gram Jyoti Yojana
6. Pradhan Mantri Suraksha Bima Yojana
7. Pradhan Mantri Jeevan Jyoti Bima Yojana
8. Sukanya Samridhi Yojana
9. Pradhan Mantri Garib Kalyan Yojana
10. Jan Aushadhi Yojana (JAY)
11. Nai Manzil Scheme for minority students
12. The Pradhan Mantri Awas Yojana (PMAY) or Housing for all by 2022
inclusive groth
APPSC Prelims and Mains Guidence
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Hot Vent Tubeworm
Scientific Name:
Ridgeia piscesae
This specimen came from the Endeavour segment of the Juan de Fuca Ridge, deep in the sea 300 km off the coast of BC. Along this ridge, superheated, sulfur-rich water emerges from beneath the Earth’s crust to mix with cold ocean water, producing “black smokers” from active, spreading centres.
In this hostile environment, Hot Vent Tubeworms thrive, forming extensive clumps, which in turn provide structure for other hot-vent species, including scale worms, limpets, and spider crabs. To survive, these tubeworms host symbiotic bacteria that convert the sulfides into food through a process known as chemosynthesis.
Despite extreme conditions, hydrothermal vents are biological hotspots compared with adjacent deep-sea environments. But only “extremophile” species specially adapted to this unique habitat are able to survive.
Buy Print
This object selected by Dr. Melissa Frey. View Profile »
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typical rhythms are:
Malfouf, Samai, Maqsuni, Beladi.
More background information:
A rhythmic pattern or cycle in Arabian music is called a "wazn" (Arabic: ????; plural ????? / awz?n), literally a "measure", also called darb, mizan, and usul as is in Ottoman classical music). A Wazn is performed on the goblet drum (tarabuka), frame drum (riqq or tar), and kettle drums (naqqarat).
A wazn is only used in musical genres with a fixed rhythmic-temporal organization including recurring measures, motifs, and meter or pulse. It consists of two or more regularly recurring time segments, each time segment consisting of at least two beats (naqar?t, plural of naqrah). There are approximately one hundred different cycles used in the repertoire of Arab music, most shared with Turkish music. They are recorded and remembered through onomatopoetic syllables and the written symbols O and I. Wazn may be as large as 176 units of time.
Iqa' (Arabic: ?????? / ?q?‘; plural ??????? / ?q?‘?t) are rhythmic modes or patterns in Arabian music. There are reputed to be over 100 iqa'at, but many of them have fallen out of fashion and are rarely if ever used in performance. The greatest variety of iqa'at (ranging from two to 48 beats) are used in the muwashshah.
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"url": "http://salonjoussour.com/index.php/the-rhythm"
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Appalachian Trail Histories
Convenient Hardships: Stereotypes on the Mountain (Student Exhibit)
Backward, barefoot, unclean, hillbillies- they were called idiotic, frail, half-wits. These are only some of the terms used commonly in the 1930s to describe the people who lived among the mountains of Shenandoah. They were painted as uneducated, slow, drunks. They were photographed, studied, given tests and documented for the parties interested in evicting them. Their land was to become Shenandoah National Park. They had to go. To justify such an act, the "resettlement" of these residents was portrayed as a service to them. The isolation of their lives was said to tear away at their physical and mental health. Their hardships, the same hardships of many lowlanders, were used as proof of their dire need for relocation. They were being thrown out of their homes- but, was it really for their own good?
Kristy Huettner
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Engineers Have Figured Out How the Leaning Tower of Pisa Withstands Earthquakes
Why 1 Million People Live in Cold War-Era Bunkers Under the Streets of Beijing Dong Dong
In Beijing, anywhere between 100,000 to one million people live underground in old bomb shelters. Dubbed the shuzu, or "rat tribe," these subterranean citizens occupy a cramped, musty, and windowless world located dozens of feet below the bustling streets of China's capital city. This extensive network of largely illicit bunker housing is unlike anything found in any other major metropolis in the world.
The roots of Beijing's invisible underworld were laid during what could be called the other Cold War. In 1969, tensions between China and the Soviet Union escalated, with the two communist-led countries clashing at the Sino-Soviet border. When Chinese troops ambushed Soviet border guards that year at Zhenbao Island—a disputed territory located in the middle of the Ussuri River separating northeastern China from Russia's Far East—the hostilities turned bloody, prompting both countries to prepare for a possible nuclear attack. In China, Chairman Mao Zedong advised his cities to build nuclear bomb shelters. Beijing responded by constructing approximately 10,000 bunkers.
By the late 1980s, China's government had started to liberalize and tensions with the Soviet Union had cooled, leading the Office of Civil Defense to lease these shelters to local landlords, who in turn began leasing the spaces to desperate migrant workers and young people. For many, living dozens of feet underground in a windowless bunker was the only way to chase their dreams of scaling the social ladder. That remains true today.
It’s a familiar tale: The cost of living in Beijing is high and still rising. With more than 21 million people now calling the city home, it is among the world’s most expensive places to live. The rising cost of rent far outpaces the average person's income, yet people continue to flock to the area because it brims with social and economic opportunity. “[W]ith limited access to public, affordable housing, nuclear bunkers are one of the few feasible options for migrant workers,” Ye Ming writes for National Geographic. A small, shared dorm in a concrete bunker can cost as little as $20 per month.
For many, the central location makes these bunkers worthwhile despite the lack of space and sunlight. As Annette M. Kim, an associate professor of public policy at USC, writes in the academic journal Cities, “[T]he priority for the lower-income, often migrant population in Beijing is for rental housing located in the central city. The ability to walk and/or bike to jobs as well as low rents, both of which allow for the possibility of accumulating savings, is worth making the choice to live in small underground rooms.”
As you might expect from a converted nuclear fallout shelter, the spaces have some of the basics—plumbing, sewage, and electricity—and very little of anything else. There’s no natural light, there's very little ventilation, and most amenities, such as kitchens and bathrooms, must be shared with neighbors. And while Ming reports that local law requires apartments to have at least 43 square feet per tenant, that rule is clearly not enforced. Some apartments might as well be closets.
But as Kim explains, super-dense housing conditions aren't unique to Beijing. “[T]his is not an idiosyncratic situation. History shows that immigrants coped by living in crowded basement units as well as tenements during the west’s rapid urbanization.”
The question is whether that trend should—or will—continue in the future. In 2010, the city announced a ban on residential use of nuclear shelters, but the decree has done little to stop people from making their homes there. “If it is desirable to not allow people to live underground, we are challenged with the task of finding other spaces for roughly a million people,” Kim writes.
For foreigners, it can be difficult to gain access to this underground shelter city. In 2015, the Italian photographer Antonio Faccilongo managed to sneak below, capturing life in the bunkers for a series entitled Atomic Rooms. For a look inside, you can view his work here.
Architect Creates Renderings of Frank Lloyd Wright Designs That Were Never Built
Frank Lloyd Wright designed more than a thousand works in his lifetime, but hundreds of his ideas were never built. One of those was the Gordon Strong Automobile Objective, a tourist attraction commissioned in 1924. Now, thanks to new renderings by Spanish architect David Romero, you can get a better idea of what the proposed project might have looked like had it been completed, as Curbed reports.
Romero is the creator of Hooked on the Past, a project in which he translates plans for Frank Lloyd Wright's unbuilt designs into photorealistic scale renderings. He imports data and plans Wright drew up for the projects into modern modeling software in order to create the most accurate renderings possible of what these structures would have looked like. For the Gordon Strong Automobile Objective images, he collaborated with the Frank Lloyd Wright Foundation, which recently ran the images in its magazine, Frank Lloyd Wright Quarterly.
A spiraling building on top of a mountain
David Romero
Intended to stand atop Sugarloaf Mountain in Maryland’s Blue Ridge Mountains, the plan for the Gordon Strong Automobile Objective called for a planetarium and restaurant to accompany a scenic overlook. Its developer, wealthy Chicago businessman Gordon Strong, envisioned it as a destination where families would drive for the day from Baltimore and Washington, D.C. The design shifted substantially from draft to draft. In some, it called for a dance hall instead of a planetarium; in another, a theater. He also designed in waterfalls, pedestrian paths, bridges, an aquarium, and a car showroom.
A rendering of a pedestrian bridge
The unbuilt Butterfly Wing Bridge
David Romero
Above all, it was to be a destination for drivers, as the name suggests, and visitors would have driven up to park along its spiral structure—similar to the one that would later come to life in the design of the Guggenheim museum, which Romero looked to as inspiration while translating Wright's failed plans into 3D renderings.
A rendering of a spiral-shaped building at night
David Romero
Romero has also created similarly detailed renderings of other unbuilt or demolished Frank Lloyd Wright projects, including ones that have long since been destroyed, like the demolished Larkin Administration Building in Buffalo, New York and the burned-down Rose Pauson House in Arizona. You can see more here.
[h/t Curbed]
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Detailed Translations for lines from English to Spanish
lines [the ~] noun
1. the lines (text-matter)
el lo escrito; la Sagrada Escritura; el tema; la letra; el texto
2. the lines (lines of punishment)
la sentencias
Translation Matrix for lines:
NounRelated TranslationsOther Translations
Sagrada Escritura lines; text-matter
letra lines; text-matter copy book; exercise-book; handwriting; lyric; script; text book; work-book
lo escrito lines; text-matter
sentencias lines; lines of punishment
tema lines; text-matter case; desktop theme; issue; item; principal theme; question; script; subject; subject matter; text book; theme; topic
texto lines; text-matter documented; script; text; text book; wording
Related Words for "lines":
line [the ~] noun
1. the line
la línea
2. the line
la arruga; la línea; la rayita
3. the line (stripe)
la línea; la raya
4. the line (queue; row; file)
la columna
5. the line (cordon)
la cinta; el cordón
6. the line (cordon)
el cordón
7. the line (rank; row; file)
la fila; la cola; la raya; la línea; la serie; el orden; la barra; la tira
8. the line (contact; connection; junctions; )
el contacto; la comunicación; la conexión; el enlace
9. the line (cord)
la cuerda
10. the line
– In communications, a connection, usually a physical wire or other cable, between sending and receiving (or calling and called) devices, including telephones, computers, and terminals. 1
la línea
11. the line
– In word processing, a string of characters displayed or printed in a single horizontal row. 1
la línea
12. the line
– A vector path defined by two points and a straight or curved segment between them. 1
la línea
to line verb (lines, lined, lining)
1. to line
2. to line (stripe; lineate)
Conjugations for line:
1. line
2. line
3. lines
4. line
5. line
6. line
simple past
1. lined
2. lined
3. lined
4. lined
5. lined
6. lined
present perfect
1. have lined
2. have lined
3. has lined
4. have lined
5. have lined
6. have lined
past continuous
1. was lining
2. were lining
3. was lining
4. were lining
5. were lining
6. were lining
1. shall line
2. will line
3. will line
4. shall line
5. will line
6. will line
continuous present
1. am lining
2. are lining
3. is lining
4. are lining
5. are lining
6. are lining
1. be lined
2. be lined
3. be lined
4. be lined
5. be lined
6. be lined
1. line!
2. let's line!
3. lined
4. lining
Translation Matrix for line:
NounRelated TranslationsOther Translations
arruga line crease; ditch; dog ear; facial line; fold; folds; furrow; groove; gully; pleat; pleats; ripple; rippling; slit; trench; tuck; wrinkle
barra file; line; rank; row balcony; baluster; bar; bar of chocolate; barrel; beam; café; inn; liquor cabinet; noise level; public house; sitting bar; sitting stick; sound intensity; sound level; sound volume; tavern; tub; volume
cinta cordon; line bandeau; cassette; cassette-tape; hair ribbon; headband; noise level; ribbon; sound intensity; sound level; sound volume; strip; tape; volume
cola file; line; rank; row adhesive; chain; deposit; glue; patina; queue; sequence; series; string
columna file; line; queue; row column; mainstay; pile; pillar; post
comunicación connection; contact; junctions; line; linkage; linking; telephone connection announcement; approachableness; association; attainableness; bond; combination; communication; connection; declaration; disclosure; enunciation; expression; information; junction; liaison; link; linking; linking together; message; notice; notification; piece of news; proclamation; pronunciation; publication; publicity; reachableness; relation; relationship; report; statement; union; utterance
conexión connection; contact; junctions; line; linkage; linking; telephone connection association; bond; bright spot; circuit; combination; connection; contact; gear change; junction; liaison; link; linking; patch of light; relation; relationship; relative context; union
contacto connection; contact; junctions; line; linkage; linking; telephone connection business contact; contact; contact person; contactman; feeling; intercourse; knack; sex; sexual intercourse; sexual relations; touch
cordón cordon; line boot-lace; border; cotton; fringe; shoe-lace; shoe-string; string; thread; trim; trimming; yarn
cuerda cord; line bit of rope; bit of string; chord; cotton; drawstring; facial line; furrow; piece of rope; piece of string; ripcord; rope; string; thread; wrinkle; yarn
enlace connection; contact; junctions; line; linkage; linking; telephone connection affair; agreement; alliance; association; band; binding; bond; brotherhood; circle; coalition; coil; combination; connection; contact; data binding; fellowship; hook; joint; junction; kink; league; liaison; link; linking; linking together; loop; looping; pact; relation; relationship; relative context; slip knot; society; spiral; tag; thickness; torsion; treaty; twist; twisting; union
fila file; line; rank; row bar of chocolate; chain; classification; classifying; file; joint; order of rank; rank; record; row; sequence; series; string; succession
hacer régimen diet; facial line; furrow; slim; watch one's weight; wrinkle
línea file; line; rank; row; stripe association; bond; connection; crease; facial line; furrow; junction; liaison; link; pen line; relation; relationship; shark; streak; stroke of the pen; wrinkle
orden file; line; rank; row announcement; assignment; building; by-law; candor; candour; chain; chicanery; civility; command; construction; courtesy; courtliness; decency; decision; defining; detachment; determination; discipline; establishment; etiquette; existing order; faultlessness; file; fixing; frankness; fuss; gallantry; good breeding; good manners; hassle; hotchpotch; impeccability; instruction; irreprochability; joint; joy; jumble; light-heartedness; manners; medley; merriment; mirth; mishmash; neatness; notification; open-heartedness; order; orderliness; ordinance; perfection; pleasure; propriety; purity; rank; regularity; regulation; regulations; respectability; rules; sequence; series; soundness; spotlessness; stainlessness; string; submission; subpoena; succession; summons; tidiness; trouble making
raya file; line; rank; row; stripe bar of chocolate; crease; dividing wall; facial line; fence; fencing; furrow; hair ribbon; headband; noise level; partition; pen line; ray; ribbon; septum; shark; sound intensity; sound level; sound volume; streak; stroke of the pen; thornback; volume; wrinkle
rayita line
serie file; line; rank; row barge train; chain; chainlet; circlet; concatenation; cyclus; file; gamma; gamut; joint; rank; ring; row; scale; sequence; series; spectrum; string; succession; train
tira file; line; rank; row hair ribbon; headband; label; noise level; ribbon; sound intensity; sound level; sound volume; strip; volume
- agate line; air; argument; argumentation; assembly line; bank line; billet; business; business line; cable; channel; communication channel; contrast; course; crease; credit line; crinkle; demarcation; dividing line; furrow; job; line of business; line of credit; line of merchandise; line of products; line of reasoning; line of work; logical argument; melodic line; melodic phrase; melody; note; occupation; personal credit line; personal line of credit; phone line; pipeline; product line; production line; rail line; railway line; seam; short letter; strain; subscriber line; telephone circuit; telephone line; transmission line; tune; wrinkle
VerbRelated TranslationsOther Translations
hacer régimen line
trazar rayas line; lineate; stripe hatch; shade
- delineate; describe; draw; run along; trace
Not SpecifiedRelated TranslationsOther Translations
columna column
orden Z order; order; stack order; z order; z-order
Related Words for "line":
Synonyms for "line":
Related Definitions for "line":
1. the principal activity in your life that you do to earn money2
• he's not in my line of business2
2. acting in conformity2
• in line with2
• he got out of line2
• toe the line2
3. a conductor for transmitting electrical or optical signals or electric power2
4. something (as a cord or rope) that is long and thin and flexible2
• a washing line2
5. the road consisting of railroad track and roadbed2
6. a commercial organization serving as a common carrier2
7. a particular kind of product or merchandise2
• a nice line of shoes2
8. a pipe used to transport liquids or gases2
9. mechanical system in a factory whereby an article is conveyed through sites at which successive operations are performed on it2
10. a telephone connection2
11. a conceptual separation or distinction2
• there is a narrow line between sanity and insanity2
12. a course of reasoning aimed at demonstrating a truth or falsehood; the methodical process of logical reasoning2
13. (often plural) a means of communication or access2
• lines of communication were set up between the two firms2
14. a short personal letter2
• drop me a line when you get there2
15. a mark that is long relative to its width2
• He drew a line on the chart2
16. text consisting of a row of words written across a page or computer screen2
• the letter consisted of three short lines2
• there are six lines in every stanza2
17. persuasive but insincere talk that is usually intended to deceive or impress2
• `let me show you my etchings' is a rather worn line2
• he has a smooth line but I didn't fall for it2
• that salesman must have practiced his fast line of talk2
18. a succession of notes forming a distinctive sequence2
19. a connected series of events or actions or developments2
• historians can only point out those lines for which evidence is available2
20. a formation of people or things one behind another2
• the line stretched clear around the corner2
• you must wait in a long line at the checkout counter2
21. a formation of people or things one beside another2
• the line of soldiers advanced with their bayonets fixed2
• they were arrayed in line of battle2
• the cast stood in line for the curtain call2
22. a spatial location defined by a real or imaginary unidimensional extent2
23. in games or sports; a mark indicating positions or bounds of the playing area2
24. a fortified position (especially one marking the most forward position of troops)2
• they attacked the enemy's line2
25. a single frequency (or very narrow band) of radiation in a spectrum2
26. the maximum credit that a customer is allowed2
28. a length (straight or curved) without breadth or thickness; the trace of a moving point2
29. a slight depression in the smoothness of a surface2
• his face has many lines2
30. reinforce with fabric2
• lined books are more enduring2
31. fill plentifully2
• line one's pockets2
32. cover the interior of2
• line the gloves2
• line a chimney2
33. mark with lines2
• sorrow had lined his face2
34. make a mark or lines on a surface2
• draw a line2
• trace the outline of a figure in the sand2
35. be in line with; form a line along2
• trees line the riverbank2
37. In word processing, a string of characters displayed or printed in a single horizontal row.1
38. In programming, a statement (instruction) that occupies one line of the program. In this context, the common reference is to a "program line" or a "line of code".1
39. Any wire or wires, such as power lines and telephone lines, used to transmit electrical power or signals.1
40. In a SONET network, a segment that runs between two multiplexers.1
41. A vector path defined by two points and a straight or curved segment between them.1
Wiktionary Translations for line:
1. measure of length, one twelfth of an inch
2. single horizontal row of text on a screen, printed paper, etc.
3. series or succession of ancestors or descendants of a given person
4. straight sequence of people, queue
5. threadlike crease marking the face or the hand; hence, characteristic mark
6. connected series of public conveyances, and hence, an established arrangement for forwarding merchandise, etc.
7. telephone or network connection
9. music: one of the straight horizontal and parallel prolonged strokes on and between which the notes are placed
10. graph theory: edge of a graph
11. geometry: continuous finite segment of such a figure
12. geometry: infinite one-dimensional figure
13. path through two or more points, threadlike mark
14. rope, cord, or string
Cross Translation:
line aforrar voeren — kleding aan de binnenkant van een isolerende laag voorzien
line linea; raya streep — een min of meer rechte getrokken lijn of lijnstuk
line línea lijn — een streep
line dinastiá; estirpe geslacht — afstammelingen van één persoon
line profesión Beruf — Bezeichnung für eine spezielle, erlernte Erwerbstätigkeit
line línea recta LinieGeometrie: (gerade) Verbindung zwischen zwei Punkten
line línea Liniekurz für: Verkehrslinie (Buslinie, U-Bahn-Linie)
line cola; fila SchlangeAbfolge, Reihe von Individuen oder Gegenständen
line cordón; cordel Schnur — robustes Textilgeflecht in länglicher Form
line fila; cola Warteschlange — eine geordnete Reihe wartender Menschen
line renglón Zeileallgemein: horizontale Aneinanderreihung gleichartiger Objekte, etwa die in Links-rechts-Richtung liegenden Einteilungen von Text oder Daten
line tanza; sedal Angelschnur — Bezeichnet eine Schnur oder eine Leine, die zumeist mit einem Gerät für den Fischfang verbunden ist und an dessen anderem Ende ein Haken für einen Köder befestigt ist.
line alinear aligner — Traductions à trier suivant le sens
line cuerda cordetortis fait ordinairement de chanvre et quelquefois de coton, de laine, de soie, d’écorce d’arbres, de poil, de crin, de jonc et d’autres matières pliantes et flexibles.
line derecha; derechas droitecôté droit.
line fila filesuite ou rangée de choses ou de personnes disposer en long et l’une derrière l’autre.
line línea ligne — Traductions à trier suivant le sens
line cola; rabo; tallo herbáceo queue — à trier
line fila; hilera rangée — Traductions à trier suivant le sens
line tubo; manga; manguera tuyau — Tube
Related Translations for lines
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A Tree Grows in Brooklyn | Study Guide
Betty Smith
Download a PDF to print or study offline.
Study Guide
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Course Hero. "A Tree Grows in Brooklyn Study Guide." Course Hero. 3 Aug. 2017. Web. 16 Nov. 2018. <https://www.coursehero.com/lit/A-Tree-Grows-in-Brooklyn/>.
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Course Hero. "A Tree Grows in Brooklyn Study Guide." August 3, 2017. Accessed November 16, 2018. https://www.coursehero.com/lit/A-Tree-Grows-in-Brooklyn/.
Course Hero, "A Tree Grows in Brooklyn Study Guide," August 3, 2017, accessed November 16, 2018, https://www.coursehero.com/lit/A-Tree-Grows-in-Brooklyn/.
A Tree Grows in Brooklyn | Book 1, Chapters 1–2 | Summary
Chapter 1
A Tree Grows in Brooklyn opens on a summer Saturday in 1912. The reader is introduced to Mary Francis Nolan—Francie—an 11-year-old girl living in a tenement house in the Williamsburg section of Brooklyn. A single tree called the Tree of Heaven grows in the yard. Despite the rough conditions, it flourishes. In fact, the reader learns that this tree is a harbinger of a neighborhood in decline. It only grows in poor neighborhoods, but it is hardy and persistent, producing a canopy of miniature umbrella-like leaves. Francie's tree has grown right up around the fire escape outside her apartment, creating a sort of tree house for her.
The first chapter follows her and her brother Cornelius—Neeley—through a typical Saturday that involves collecting junk, which they sell for pennies to Carney, who stores the items, like bits of cigarette-packet foil, rubber, paper, and metal, "in a tumble-down stable." He's a bit peculiar, a guy who gives the girls an extra penny if they let him pinch their cheeks. Francie keeps her "pinching penny" for herself, but turns over the rest to Neeley. He then divides the pennies equally, setting aside half for "the tin-can bank nailed to the floor in the darkest corner of the closet." That's money Katie, their mother, saves toward a better future for her family and for unexpected emergencies.
The neighborhood kids all sell to Carney. Those who get to his place first taunt the ones who follow, yelling out "rag picker!" even though they're just as poor. They also head over to Cheap Charlie's, so named because he misrepresents the prizes a kid can win for a penny. They hope for a spectacular prize, like "roller skates, a catcher's mitt, a doll with real hair," but all they ever get is a less desirable item like a penwiper. That's what Neeley gets on this day, and he trades it in for a penny of candy, as usual. Francie waits to buy something until she gets to "the finest nickel-and-dime store" on Broadway. There, she purchases some peppermint wafers.
Francie returns home at noon. Her mother arrives soon after. Mama sets down her pail and broom with finality, finished with the week's worth of cleaning. Slender and pretty with black hair and brown eyes, Mama is "always bubbling over with intensity and fun." But she's serious. She has to be, since Johnny Nolan, her husband and the children's father, drinks too much and often doesn't work. When he does, the handsome man is a charming and talented singing waiter. She loves him intensely, as do Francie and Neeley.
Before they have lunch, Katie sends Francie out to buy bread and tongue—the end piece, which is cheaper. After a bit of pleading, and because it's Saturday, Katie says she can also buy some buns. With their lunch, they have another bit of luxury: coffee with condensed milk. Katie even lets Francie pour her cup down the drain, if she wants to, since sometimes it's good for poor people to waste a little.
After lunch, Neeley and Francie are sent out once again, this time to buy stale bread at Losher's, where poor people can buy stale loaves on the cheap. The reader learns more about the neighborhood where Francie and her family live, along with the people in it, by following the children to some more of their usual haunts: Neeley meets up with his friends and heads to the baseball lot; Francie follows, even though they don't want her to. The kids harass a Jewish boy. After he leaves, they begin to pick on another kid selling pretzels, but his mother puts a stop to it. After watching a bit of baseball, Francie makes her way to the library.
Chapter 2
The library is small and run down, but to Francie, it is beautiful. She loves everything about it, especially the brown pottery jug on the edge of the librarian's desk. A "season indicator," its contents—holly for Christmas, pussy willow for spring—tell her what season is coming up. And she dreams of owning a home in which she has her own desk, complete with sharpened pencils ready for writing.
With a plan to read every book in the world in alphabetical order, Francie is a voracious reader. Saturdays are the one exception to the plan; on these days, she chooses any book she wants, but always asks the librarian for a recommendation.
Unfortunately for Francie, the librarian is not fond of children. She always hands Francie one of the same two books. The entire transaction—checking out a book for Sunday, asking for a recommendation, and checking out the resulting book—is completed without the librarian ever looking up.
With book in hand, cracked peppermint wafers arranged in a bowl, and a glass of ice water, Francie heads to her fire-escape tree house to read. Sitting on a rug with a pillow propped against the bars, Francie delights in her hideaway. No one can see her, but she can see out through the leaves. She can read to her heart's content, and copy her book—she intensely wants her own book, and had hoped that copying the library edition will fulfill the goal. But it's not the same; it doesn't have the same feel, the same smell.
She peers out into the street and sees Frank, who drives Dr. Fraber's wagon. He's a good-looking young man all the girls flirt with. Bob, the horse who pulls the wagon, reminds Francie of Drummer, the horse her Aunt Evy's husband, Uncle Willie Flittman, drives. Whereas Frank and Bob are friends, Drummer and Willie are enemies. According to Uncle Willie, Drummer stays awake all night figuring out how to do him in.
Flossie Gaddis appears from her apartment to flirt—once again—with a—once again—disinterested Frank. Francie feels a bit sorry for Flossie, who clearly doesn't have the same power over men as does Aunt Sissy, Mama's sister. That's because Flossie is clearly "starved about men, and Sissy was healthily hungry about them." That, apparently, makes the difference.
Book 1 of A Tree Grows in Brooklyn consists of chapters that focus entirely on characters and the ambiance of location. There is little action to distract the reader from what the author wants to generate, namely a rich and textured picture of ordinary poor people in a specific place and time, and how their interactions with each other and their neighborhood contribute to their identities. The particular focus is on Francie Nolan, and her burgeoning view of the world—and at 11 years old, the world is her family and her Williamsburg neighborhood in Brooklyn.
The reader quickly learns about Francie's personality. She's a sensitive, reflective child, one who is reminded, by the way the sun shines on her yard, of poetry learned in school. She is also an ambitious child, aware of what she doesn't have and what she wants. She chooses, for example, not to spend her money at Cheap Charlie's, opting instead for the luxury of the nickel-and-dime store where, with a whole nickel, she has the "power" to buy practically anything she wants. She's already cultivating part of what she wants: a life of reading and writing.
This first chapter also evokes a specific time and place: Williamsburg, Brooklyn, just twelve years after the turn of the century. It is a vibrant community, poor, but the people are mostly proud and hardworking. What unites the community is not ethnicity—the prejudices between Catholics and Jews, for example, are clear—but the poverty attached to new immigrants, who work to establish a foothold in their new country. Francie, because she is born in 1901, heralds not only a new generation, but also the promise of a new century.
Their struggles are symbolized by the Tree of Heaven, that persistent tree that "likes poor people." It also provides Francie with literal and figurative shelter. She will grow up to be intensely devoted to her roots.
Cite This Study Guide
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A New Technology Can Remotely Analyze an Ecosystem’s Species By its Sound
By distributing networks of microphones to wetlands and forests around the world, biologists could track biodiversity in a whole new way
ARBIMON—a system of distributed recording stations and centralized analysis software—was used to track populations of the endangered plains coqui frog, in Puerto Rico. (Photo by CoquiPR)
Imagine you’re a scientist and you want to track the population of an endangered frog species in, say, the Puerto Rican rainforest.
In the old days, you’d have to write a proposal, win a grant, put together a team, trek out into the field and spend a few weeks or months manually collecting and cataloging samples. A few years later, if you wanted to know whether the frog population had recovered or gotten even smaller, you’d have to go through the same process all over again.
A new way of collecting this information, presented today by scientists from the University of Puerto Rico in the journal PeerJ, promises to make this process much easier, faster and more comprehensive. Their idea—a network of widely distributed microphones and web-based audio recognition software, which they call ARBIMON (for Automated Remote Biodiversity Monitoring Network)—could someday make it possible for us to eventually have real-time estimates on critical animal population levels in spots all over the world.
The researchers designed the distributed hardware part of the system to be built from relatively inexpensive, widely available components—such and iPods and car batteries—along with waterproof cases and solar panels, which would enable the microphones, once placed, to last several years. The idea is that a network of such microphones, with one placed roughly 50 square meters, could act as remote ears listening in on the ecosystem: Every ten minutes, each microphone will record one minute of the local ecosystem’s sounds (amounting to 144 recordings per day) and send it via a radio antenna to a nearby base station.
The system will be made from a network of widely placed recording stations
The system will be made from a network of widely placed recording stations and a unified interface that will allow biologists to access data. (Image via ARBIMON)
Each base station will then send the recordings on to a centralized server in Puerto Rico, from where they’ll be made public in near-real time at Arbimon.com. Simultaneously, software will analyze sounds from the recording to pick out the different noises made by different species. Using an existing bank of identified species calls, the software will assign particular sounds to particular birds, frogs and other creatures.
Verified users—perhaps a biologist working on research on a particular species, or a member of the general public with a background in birding, for example—can contribute to the project by listening to the recordings and verifying whether the software is correctly identifying sounds and matching them to right species. Over time, input by users will train the software to become more accurate.
Eventually, once the software is trained to identify each call, the researchers say it’ll be able to process more than 100,000 minute-long recordings in less than an hour. As a result, a biologist will be able access a constant stream of data on the levels of a specific species in spots around the world, or the fluctuating populations of various species in one ecosystem.
Initially, biologists can index certain frequencies of a species’ calls to known populations of that species in each location—for example, 400 coqui chirps per hour means that 10 coquis are in the area. Later on, when the frequency of calls changes, this data can be extrapolated to infer fluctuations in the population present.
In the published paper, the system’s capability was demonstrated by tracking populations of a number of birds, frog, insect and mammals species in Puerto Rico and Costa Rica over the past few years. At the Puerto Rico research site in the Sabana Seca wetland, the researchers focused on tracking populations of the Plains coqui frog, an endangered amphibian discovered in 2005 with a high-pitched, distinctive chirp.
Microphones were first installed there in 2008, and over the subsequent few years, the researchers trained the software to become increasingly accurate at analyzing the various sounds picked up and determining which were the plains coqui’s chirp. Eventually, scientists charted variations in the chirp’s frequency on both daily and seasonal timescales and were able to match these with surveyed data on changes in the coqui population.
One of the reasons these researchers are most excited about the new system is the way it’ll standardize and permanently store the audio samples indefinitely. 50 years from now, they say, if a conservation biologist wants to look back at the way populations of a species have fluctuated over time, he or she can simply access the recordings and have them analyzed. Not only will this help to track endangered populations, but could also pinpoint when invasive species began to dominate certain ecological niches.
The next step, according to the researchers, is installing these microphone setups in all sorts of ecosystems—every place where there’s a species that merits attention.
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Great Smog of London
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Great Smog of London
Nelson's Column during the Great Smog of 1952.jpg
Nelson's Column during the Great Smog of 1952
Date5 to 9 December 1952
LocationLondon, England
CoordinatesCoordinates: 51°30′25″N 0°07′37″W / 51.507°N 0.127°W / 51.507; -0.127
10,000 dead
200,000 medical conditions
The Great Smog of London, or Great Smog of 1952, was a severe air-pollution event that affected the British capital of London in early December 1952. A period of cold weather, combined with an anticyclone and windless conditions, collected airborne pollutants—mostly arising from the use of coal—to form a thick layer of smog over the city. It lasted from Friday, 5 December to Tuesday, 9 December 1952 and then dispersed quickly when the weather changed.
It caused major disruption by reducing visibility and even penetrating indoor areas, far more severe than previous smog events experienced in the past, called "pea-soupers". Government medical reports in the following weeks, however, estimated that up until 8 December, 4,000 people had died as a direct result of the smog and 100,000 more were made ill by the smog's effects on the human respiratory tract. More recent research suggests that the total number of fatalities was considerably greater; about 6,000 more died in the following months as a result of the event.[1]
London had suffered since the 13th century from poor air quality,[2] which worsened in the 1600s,[3][4] but the Great Smog is known to be the worst air-pollution event in the history of the United Kingdom,[5] and the most significant in terms of its effect on environmental research, government regulation, and public awareness of the relationship between air quality and health.[1][3] It led to several changes in practices and regulations, including the Clean Air Act 1956.
Sources of pollution[edit]
Battersea Power Station, pictured in 2012
The cold weather preceding and during the Great Smog led Londoners to burn more coal than usual to keep themselves warm. Post-war domestic coal tended to be of a relatively low-grade, sulphurous variety (conversely, better-quality "hard" coals tended to be exported), which increased the amount of sulphur dioxide in the smoke. There were also numerous coal-fired power stations in the Greater London area, including Fulham, Battersea, Bankside, Greenwich and Kingston upon Thames, all of which added to the pollution. According to the UK's Met Office, the following pollutants were emitted each day during the smoggy period: 1,000 tonnes of smoke particles, 140 tonnes of hydrochloric acid, 14 tonnes of fluorine compounds, and 370 tonnes of sulphur dioxide which may have been converted to 800 tonnes of sulphuric acid.[6]
Research suggests that additional pollution-prevention systems fitted at Battersea may have worsened the air quality, reducing the output of soot at the cost of increased sulphur dioxide, though this is not certain. Additionally, there was pollution and smoke from vehicle exhaust—particularly from steam locomotives and diesel-fuelled buses, which had replaced the recently abandoned electric tram system – and from other industrial and commercial sources.[7]
On 4 December 1952, an anticyclone settled over a windless London, causing a temperature inversion with cold, stagnant air trapped under a layer (or "lid") of warm air.[8][9] The resultant fog, mixed with smoke from home and industrial chimneys, particulates such as those from motor vehicle exhausts, and other pollutants such as sulphur dioxide, formed a persistent smog, which blanketed the capital the following day. The presence of tarry particles of soot gave the smog its yellow-black colour, hence the nickname "pea-souper".[7] The absence of significant wind prevented its dispersal and allowed an unprecedented accumulation of pollutants.[citation needed]
Effect on London[edit]
Although London was accustomed to heavy fogs, this one was denser and longer-lasting than any previous fog.[10] Visibility was reduced to a few metres ("It's like you were blind"[11]) making driving difficult or impossible.
Public transport ceased, apart from the London Underground, and the ambulance service stopped, forcing users to transport themselves to hospital. The smog was so dense that it even seeped indoors, resulting in cancellation or abandonment of concerts and film screenings as visibility decreased in large enclosed spaces, and stages and screens became harder to see from the seats.[12] Outdoor sports events were also cancelled.[citation needed]
In the inner London suburbs and away from town centres, there was no disturbance by moving traffic to thin out the dense fog in the back streets. The result was that visibility could be down to a metre or so in the daytime. Walking out of doors became a matter of shuffling one's feet to feel for potential obstacles such as road kerbs. This was made even worse at night since each back street lamp at the time was fitted with an incandescent light-bulb, which gave no penetrating light onto the pavement for pedestrians to see their feet, or even the lamp post. Fog-penetrating fluorescent lamps did not become widely available until later in the 1950s. "Smog masks" were worn by those who were able to purchase them from chemists.[citation needed]
Near railway lines, on which "fog working" was implemented, loud explosions similar to a shotgun shot were common. The explosions were made by "detonators" – a form of large percussion cap placed on the track and activated by the wheels of trains. These devices were placed by certain signals to provide an audible warning to match the visual indication provided by the signal for the driver.[citation needed]
Health effects[edit]
There was no panic, as London was renowned for its fog. In the weeks that ensued, however, statistics compiled by medical services found that the fog had killed 4,000 people.[13] Most of the victims were very young or elderly, or had pre-existing respiratory problems. In February 1953, Marcus Lipton suggested in the House of Commons that the fog had caused 6,000 deaths and that 25,000 more people had claimed sickness benefits in London during that period.[14]
Mortality remained elevated for months after the fog. A preliminary report, never finalised, blamed those deaths on an influenza epidemic.[1] Emerging evidence revealed that only a fraction of the deaths could be from influenza.[15] Most of the deaths were caused by respiratory tract infections, from hypoxia and as a result of mechanical obstruction of the air passages by pus arising from lung infections caused by the smog.[16][17][18] The lung infections were mainly bronchopneumonia or acute purulent bronchitis superimposed upon chronic bronchitis.[19][20]
More recent research suggests that the number of fatalities was considerably greater than contemporary estimates, at about 12,000.[1][21]
Environmental impact[edit]
The death toll formed an important impetus to modern environmentalism, and it caused a rethinking of air pollution, as the smog had demonstrated its lethal potential. New regulations were implemented, restricting the use of dirty fuels in industry and banning black smoke.[citation needed]
Environmental legislation since 1952, such as the City of London (Various Powers) Act 1954 and the Clean Air Acts of 1956 and 1968, led to a reduction in air pollution. Financial incentives were offered to householders to replace open coal fires with alternatives (such as installing gas fires), or for those who preferred, to burn coke instead which produces minimal smoke. Central heating (using gas, electricity, oil or permitted solid fuel) was rare in most dwellings at that time, not finding favour until the late 1960s onwards. Despite improvements, insufficient progress had been made to prevent one further smog event approximately ten years later, in early December 1962.[22]
Atmospheric scientists at Texas A&M University investigating the haze of polluted air in Beijing realized their research led to a possible cause for the London event in 1952. "By examining conditions in China and experimenting in a lab, the scientists suggest that a combination of weather patterns and chemistry could have caused London fog to turn into a haze of concentrated sulfuric acid."[23]
Even though research findings point in this direction, the two events are not identical. In China, the combination of nitrogen dioxide and sulfur dioxide, both produced by burning coal, with a humid atmosphere, created sulfates while building up acidic conditions that, left unchanged, would have stalled the reaction. However, ammonia from agricultural activity neutralized the acid allowing sulfate production to continue.[citation needed]
It is theorised that in 1952 in London, the nitrogen dioxide and sulfur dioxide combined with fog rather than humidity; larger droplets of water diluted the acid products, allowing more sulfate production as sulfuric acid. Sunrise burned off the fog, leaving concentrated acid droplets that killed citizens.[citation needed]
In popular culture[edit]
The Great Smog served as the basis of an episode titled "Forog" of The Goon Show (series 5, episode 13), which aired on 21 December 1954.[24]
The Great Smog was a plot element in David Bishop's 2002 Doctor Who novel Amorality Tale, in which the Third Doctor and his companion Sarah Jane Smith travel back in time to investigate a photo taken of the Doctor and an East End gangster in its aftermath.
The event was a central plot line in the episode "An Act of God" (season 1, episode 4) of the Netflix series The Crown (released in November 2016).[25][26]
It also features prominently in Dominion, an alternate history novel by C. J. Sansom.[citation needed]
See also[edit]
1. ^ a b c d Bell, M.L.; Davis, D.L. & Fletcher, T. (2004). "A Retrospective Assessment of Mortality from the London Smog Episode of 1952: The Role of Influenza and Pollution". Environ Health Perspect. 112 (1, January): 6–8. doi:10.1289/ehp.6539. PMC 1241789. PMID 14698923.
2. ^ Brimblecombe, Peter (1976). "Attitudes and Responses Towards Air Pollution in Medieval England". Journal of the Air Pollution Control Association. 26 (10): 941–45. doi:10.1080/00022470.1976.10470341.
3. ^ a b Evelyn, John; Pegge, Samuel, 1704–1796, (ed.) (1661), Fumifugium, Printed by W. Godbid, retrieved 5 May 2016
4. ^ Graunt, John, 1620–1674; Petty, William, Sir, 1623–1687 (1662), Natural and political observations mentioned in a following index, and made upon the bills of mortality [microform] / by John Graunt ... ; with reference to the government, religion, trade, growth, ayre, diseases, and the several changes of the said city, Printed by Tho. Roycroft for John Martin, James Allestry, and Tho. Dicas
5. ^ McKie, Robin & Townsend, Mark. Great Smog is history, but foul air still kills (The Observer, 24 November 2002).
6. ^ "The Great Smog of 1952". Archived from the original on 3 September 2014. Retrieved 12 October 2014.
7. ^ a b Mason, Nigel; Hughes, Peter; Mc Mllan, Randall. Introduction to environmental physics (CRC, 2001), pp. 112–13.
8. ^ "Atmosphere, Climate & Environment Information Programme". 4 December 1952. Archived from the original on 25 February 2009. Retrieved 30 June 2010.
9. ^ "Met Office Education: Teens – Case Studies – The Great Smog". Archived from the original on 5 June 2011. Retrieved 30 June 2010.
12. ^ "London fog clears after days of chaos". BBC News. Retrieved 7 December 2014.
13. ^ "The Great Smog of 1952". Retrieved 17 August 2008.
14. ^ "Coal: Nutty slack". Commons Sitting of 16 February 1953.
15. ^ Davis DL. 2002. When Smoke Ran Like Water. New York:Basic Books.
16. ^ Peters, Annette ; Döring, Angela ; Wichmann, H-Erich ; Koenig, Wolfgang (1997) 'Increased plasma viscosity during an air pollution episode: a link to mortality?' The Lancet, 1997, Vol. 349 (9065), pp. 1582–87
17. ^ Hunt, Andrew; Abraham, Jerrold L; Judson, Bret; Berry, Colin L (2003). "'Toxicologic and epidemiologic clues from the characterization of the 1952 London smog fine particulate matter in archival autopsy lung tissues'". Environmental Health Perspectives. 111 (9): 1209–14. doi:10.1289/ehp.6114.
18. ^ Bell ML, Davis D. 2001. Reassessment of the lethal London fog of 1952: novel indicators of acute and chronic consequences of acute exposure to air pollution. Environ Health Perspect 109(suppl 3):389–94.
20. ^ Andrew; Abraham, Jerrold L.; Judson, Bret; Berry, Colin L. (2003). "Toxicologic and Epidemiologic Clues from the Characterization of the 1952 London Smog Fine Particulate Matter in Archival Autopsy Lung Tissues Hunt". Environmental Health Perspectives. 111 (9): 1209–14. doi:10.1289/ehp.6114.
21. ^ Stone, R (2002). "Counting the Cost of London's Killer Smog". Science. 298 (5601): 2106–07. doi:10.1126/science.298.5601.2106b.
22. ^ "Choking fog spreads across Britain". BBC News. Retrieved 16 January 2015.
23. ^ Domonoske, Camila (2016-11-23). "Research On Chinese Haze Helps Crack Mystery of London's Deadly 1952 Fog". NPR. Retrieved 23 November 2016.
24. ^ "Forog Goon Show script". The Goon Show Site. Retrieved 14 November 2016.
25. ^ Dibden, Emma (9 November 2016). "The 10 Key Moments From 'The Crown' Season One". Harper's Bazaar.
26. ^ Samuelson, Kate (4 November 2016). "Everything to Know About the Great Smog of 1952, as Seen on The Crown". Time.
Further reading[edit]
External links[edit]
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French philosopher Charles Fourier.
Charles Fourier
(1772 - 1837)
Along with Henri de Saint-Simeon and Robert Owen, Charles Fourier was among the most important early socialist utopians, arguing that the creation of small cooperative and self-sustaining communities called “phalanxes,” consisting of 1,620 citizens, would lead to social harmony. His ideas became very popular in the United States, where between 1842 and 1852 around thirty phalanxes were created; by the mid-1850s only one remained.
All Writing
Issues Contributed
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Lesson 1: Specific Gravity Testing Part 1: Definitions
Step 3: Practical Gemology
Lesson 7
Specific gravity testing is a technique gemologists use to differentiate and identify gems with similar appearances. For example, although a garnet and ruby may look alike, each gem species has a unique specific gravity.
This is the first of a 5-part series of articles on specific gravity testing. Before getting into the details of techniques and equipment, some terms must be defined.
What Is Specific Gravity?
Specific gravity is also known as relative density or just density. Density is mass per unit of volume or the ratio of the amount of matter in an object to its volume. For example, if you had a piece of plastic and a piece of lead the same size, the lead would be much heavier. That is an illustration of density, how much something weighs in relationship to its size.
Specific gravity is a …
Every Gemstone Is Unique - Here's How The Experts Evaluate Them
in this training-course, discover the tools, tests & valuation process used by expert gemologists for colored gemstones, opals & diamonds
Course: Hands-On Gemology: Gemstone Identification Grading & Testing
Purchase Course: $79.00
Skill Level: Intermediate - Advanced
Lessons: 60
Time: 480 min
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Impact of The Proclamation of 1763
By Tara Rapoport
Proclamation of 1763 has huge Impact on Virginia's economic systems
The Proclamation of 1763 had a huge impact on the 3 economic systems of Virginia.
The Proclamation of 1763 was made on October 7th, 1763 by King George III to acknowledge the "brave" soldiers who fought in the French and Indian War. To reward the soldiers, they each got a sum of land. In the 21st century, the land was a lot, but in that time, it was not too much. In addition to acknowledging the soldiers, King George III also made the Proclamation for 2 other reasons; to establish "Indian" territory, and to restrict any colonist from making purchases of Native land. He also made sure, in the Proclamation, that any persons seated on land, that was reserved for the Natives, would be thrown off. King George the III also claims that "great Frauds and Abuses have been committed in purchasing Lands of the 'Indians'"
In colonial Virginia, where the House of Burgesses was established, there are 3 economic systems; consumption, production, and distribution. Consumption is the process of buying products put up to sale by the producer. A consumer is the person who buys, or consumes the products. The consumer is greatly relied on by the producer, who, if nobody buys their products, will not get any money to buy food and clothing. Production is the process producing products for consumers to buy. Producers produce, or create, the products that consumers might need or want. Just as consumers are important to producers, producers are important to consumers. If there were no producers, nobody would have the goods and services they need to survive in a new country. Then there's distribution. Distribution is the process of distributing, or giving out products and services to stores for the consumer to buy. if nobody distributed to markets, the consumers would have no goods to buy, the producer would get no money, and the store would be shut down. As you may note, these systems are very important to the economy.
The Proclamation had a huge impact on the economic systems of Virginia. Because of the proclamation, production rates went down. In order to produce tobacco, the producer needs space. If they can't buy lands from the Natives, they can't produce tobacco, the consumer can't buy it, the producer gets no money, and the store gets shut down, because nobody is coming to it. All because of the laws the Proclamation established. If no stores have goods for consumers to buy, the consumption rate goes down, effecting the process of consumption. If no tobacco is produced, the disributers have no tobacco to produce. because the producer can not expand his land, there is a scarcity of tobacco. The same will happen to other producers whose goods require land and space. Therefore, the Proclamation 1763 impacts the economic systems of Virginia.
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From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Activity sectors
Education required
Vocational School
A joiner is an artisan who builds things by joining pieces of wood, particularly lighter and more ornamental work than that done by a carpenter, including furniture and the "fittings" of a house, ship, etc.[1] Joiners may work in a workshop, because the formation of various joints is made easier by the use of non-portable, powered machinery, or on job site. A joiner usually produces items such as interior and exterior doors, windows, stairs, tables, bookshelves, cabinets, furniture, etc. In shipbuilding a marine joiner may work with materials other than wood such as linoleum, fiberglass, hardware, and gaskets.[2]
The terms joinery and joiner are used in the UK, and the main trade union for American carpenters still calls itself the United Brotherhood of Carpenters and Joiners of America.
In the UK, an apprentice of wood occupations could choose to study bench joinery or site carpentry and joinery. Bench joinery is the preparation, setting out, and manufacture of joinery components while site carpentry and joinery focus on the installation of the joinery components, and on the setting out and fabrication of timber elements used in construction.
Wood working professions[edit]
The Carpenter, a figurine by Royal Doulton. As a matter of fact the figurine practices joinery, not carpentry.
The Institute of Carpenters recognises the following professionals working in wood:
See also[edit]
1. ^ "joiner, n. 2. a." Oxford English Dictionary. 2nd. ed. 2009. CD-rom.
2. ^ Canadian Classification and Dictionary of Occupations. 6th ed. Ottawa: Employment and Immigration Canada, Occupational and Career Information Branch, 1971. 756. Print.
External links[edit]
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The oldest depiction of the universe
This is one of the most important archaeological finds of the 20th Century and the oldest depiction of the universe so far. Called the Nebra sky disc, named for the town where it was found in 1999, the artifact has been dated back to 1600 BC. It was buried about 3,600 years ago but could be much older. It has been associated with the European Bronze Age Unetice culture.
When it was first crafted, it would have been golden brown because the disc itself is made from bronze. Over time, the it corroded to green. Fortunately, the symbols are made of gold and thanks to them we know it was possibly an astronomical instrument.
There’s Sun, a central to northern European Bronze Age religion and the crescent moon (in ancient times, the moon was used to represent time). The clump between the sun and moon are thought to be the Pleiades constellation, which was an imporant constellation for Bronze Age farmers because it appeared and disappeared in important farming times. So the Nebra disc could have told people the right time to plant and harvest.
What’s more, astronomer Wolfhard Schlosser, at the University of Hamburg, found that if you draw a line from the center of the disc to the top and bottom end of the right arc, the angle between the two ends measures exactly 82 degrees. And it’s the same value for the left golden arc. This number is very important for only a small group of people who live at the same latitude as the current German town of Nebra since it’s the angle between where the sun sets on the horizon in mid-winter and mid-summer.
The bronze disc combines an extraordinary comprehension of astronomical phenomena enabling to peak into the early knowledge of the heavens. It’s shocking it was almost lost to the black market.
Reposted fromUnderOrion UnderOrion viastraycat straycat
Don't be the product, buy the product!
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Salamanders are often referred to as ”cold-blooded animals.” This is incorrect. Salamanders (and other amphibians and reptiles) are ectothermic. This means that they generally have to rely on the environment as a heat source, and for the most part cannot generate their own internal body heat. Despite this, ectotherms are brilliantly adapted to absorbing and retaining enough heat to operate at an optimal temperature. Through various adaptations and thermoregulating, ectothermic animals have found ways to thrive.
However, the term cold-blooded is still widespread, and it brings with it very negative stigmas. The worst being the belief that cold-blooded animals cannot feel pain, and this thought-process has been used by many individuals to justify the cruelty and exploitation they inflict on these animals.
As mentioned before, salamanders are not cold-blooded. They are vertebrate animals that are sentient beings (just like dogs and cats), and are fully capable of experiencing pain and suffering. This is known through the presence of nociceptors and a Central Nervous System (CNS), and the connection of nociceptors to the CNS. Furthermore, according to L.K Machin (1999 & 2001), amphibians have shown behavioral responses to pain, and have shown responses to pain-killers.
The ability for salamanders to experience pain and suffering is an important message to note when considering the conservation and cruelty concerns that these animals often face.
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The History of Tambora Drums
By Amanda Larson ; Updated September 15, 2017
Tambora drums provide the rhythms of the Caribbean and Latin America.
Tambora drums are one of the most popular instruments in the Caribbean. Their beats and rhythms are what many people identify as the music of the islands.
The word "tambora" comes from the Spanish word "tambor," meaning "drum."
The tambora drum resembles West African drums in both rhythm and technique. It is a staple instrument in the folkloric music of the Dominican Republic, the cumbia music of Colombia and gaita style in Venezuela but is most often associated with quick, upbeat rhythms of merengue.
Several different styles of tambora drums have emerged, but the engaging feel of the rhythms remains.
Like many other music, food and cultural traditions, the tradition of the tambora traveled across the Atlantic with West African slaves, who were brought by Europeans to work plantations in the Caribbean and Latin America. In Africa, the tambora had been used in rituals and ceremonies, but it became an icon of home for slaves displaced from their homes. Few belongings arrived with slaves, however, so many took to fashioning the tambora from used rum barrels.
Because slaves had to be creative with materials they had at hand, different styles of tambora emerged, some of which are still used today. Early tamboras were tuned with ropes and had black-colored heads. They were popular among folkloric styles of musicians in the Dominican Republic. Another type strongly resembles drums most commonly seen in Ghana. Also rope-tuned, the heads are covered with goat skin, with or without hair left on the hide. These heads are called "chivo" heads. A third type, which is now commonly made by modern companies, is tuned with bolts. The heads are made from rawhide and the drums resemble conga drums. Unlike early tambora drums, the sides of the heads are fitted with metal or wooden rims, which allow the tamborero, or tambora player, to more easily make rhythms that resemble the sound of wooden blocks.
The lively music of the tambora is steeped deeply in tradition.
Even though the tambora is used in several different styles of music, there are only three basic strokes that comprise all of the rhythms of the drum. The slap is made by slightly cupping the hand and slapping the head. The rim stroke is made by striking the rim across the first knuckles of the fingers. The third is the open tone.
Although styles can vary, the tambora is placed between the lower legs and slightly tipped so that sound can escape from below the drum. The drum can also be played situated sideways on a lap. The tambora is typically played only with the hands; sticks are rarely used, although they are common in gaita-style music.
Tambora in Merengue
Merengue music and the tambora are a strong part of the culture of the Dominican Republic.
In traditional merengue music, called merengue tipico, the tambora has a leading role. Like its African counterparts, the tambora is the main voice. In more recent orchestra merengue music, however, the tambora is used as more of a background instrument. Congo drums and güiras, which sound like maracas, are the leading rhythm instruments.
Tambora in Cumbia
Cumbia emerged in the northern coast of Colombia, where slaves who followed the Yoruba religion were brought to work plantations.
In Colombia, cumbia music emerged as an integral part of courtship rituals. The rhythms of this lively music are still heard in Yoruba rituals in West Africa, primarily Nigeria. The tambora was an integral instrument in cumbia music in its early years, but conga drums, claves, timbales and the güira have now replaced the drums. They can still be heard in traditional music festivals and presentations.
Tambora in Gaita
Tambora drums are played with sticks in Venezuela's gaita music style.
In Venezuela, the tambora took on a different traditional role. Gaita music emerged in the Lake Maracaibo area when traditional music of the slaves mingled with traditional music of other native populations.
In this music, the tambora is not played with the hands but rather with sticks for a unique sound different than other traditional African music. Gaita is most often associated with the Christmas holiday, although modern groups, such as Guapo, have made it popular year-round.
About the Author
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Specie in extinction
The Red-Fronted Conure's body is almost entirely green with a red on the bend of the wings. The face has red directly above the cere to a point halfway up the head. It is similar to, and often confused with, the Mitred Conure, particularly when young. Prior to the second molt, these birds are almost identical. The breast feathers are a lighter green than the body feathers. They're are bigger than all other Conures except the Patagonian. They are fairly noisy, and have sophisticated speech patterns (in "bird"). This species is being displaced in its natural range by the Mitred Conure, and the two are often confused. There are four sub-species reported in "Parrots of the World".
Text copied from:
Would you or your Organization want to create a fund to help this specie in extinction?
For every dollar you give as contribution, we will put the same amount. For more information please write us.
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Zapped! (Non-Verbal Communication Game)
Download the Activity
Language Arts
Grade 5- 8
Students learn about non-verbal communication.
This is a game for any age group. The point of the game is to communicate without speaking.
Teacher Instructions: Prepare squares of folded paper, one for each participant. Place a dot on one of the squares; leave the other squares blank. Cut out the squares and then fold each of them so that no one can see the dot. Place the squares in a container and have each participant draw one. The person who draws the dot is the zapper. He or she should tell no one.
Rules of the Game
1. Each player--including the zapper--receives a form (page 87). The object is to, without speaking, get a different person to sign each line of the form. (Players may allow someone to sign more than one line if everyone else has signed and there are still blank lines left.)
2. The zapper must attempt to zap people by winking at an individual without drawing the attention of the other players. If he winks at everyone before he is discovered, he wins the game.
3. When someone is winked at, they are out of the game. They may no longer try to complete their form. Also, they may not reveal the identity of the zapper to those still in the game.
4. The game may also be won by contestants who complete the form before everyone is zapped. Just announce you are the winner when the form is completed. Do not speak until that point!
5. Another way to win the game is to announce correctly who the zapper is. This cannot be done when he has zapped you. You must observe him zapping someone else. If you proclaim someone the zapper and are incorrect, you are out of the game.
6. Anyone who speaks for any reason other than those previously mentioned is disqualified from the game.
• squares of folded paper
• Zapped activity sheet (page 87)
• pencils
© 2018 Teacher Created Resources. All Rights Reserved.
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The Vulnerable Skin of the Earth
How do sensitive organisms manage to survive in the earth's dry deserts and icy wastes? Which part do they play in these ecosystems? Scientists want to find these answers. By the use of specially developed microtechnology they prove that biological soil crusts protect desert soils from erosion, they photosynthesize, bind carbon dioxide, and prevent desertification. In the earth's arid regions, 50 million km² of soils and rock are covered by biological soil crusts.
Director: Heribert Schöller
Heribert Schöller studied biology and began his career in research and in lecturing, part of the time in the Natural History Museum Senckenberg in Frankfurt a. M. In 1999 he went to Hessischen Rundfunk and worked there as author and cameraman for a wildlife and environmental magazine. From 2002 he completed the series "On the Tracks of Nature". In 2004 he founded corvusFilm, and has since produced wildlife and scientific films above all for ARTE, as well as internationally for Studio Hamburg. At present he is working on "The Vulnerable Skin of the Earth", as part of an international research project on climatic changes in the arid regions of the earth.
52 Min.
Director: Heribert Schöller
Author: Heribert Schöller
Camera: Heribert Schöller
Editing: Chiara Monte, Martin Böttner
Music: Hannes Gill
Speaker: Josef Tratnik
Editor: Jutta Hartmann(HR)
Nominations: Best Science Film 2011
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push the envelope
This is an aviation term. It means to fly an aircraft beyond the limits it was designed for, especially in the context of flight testing. Envelope has several secondary definitions in mathematical and engineering jargon referring to the area covered by a series of curves. So in the world of aeronautical engineering the envelope is the collection of curves that describe the maximum performance of an aircraft. To push the envelope is to take the aircraft to the edge of what it was designed to do and try and take it beyond.
The mathematical sense of envelope dates to the 19th century. Isaac Todhunter’s 1871 Differential Calculus:
The locus of the ultimate intersections of a series of curves is called the envelop [sic] of the series of curves.
Read the rest of the article...
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Copyright 1997-2018, by David Wilton
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Voice Lesson 2
Lesson 2: Details
The second aspect of voice in fiction is detail. Detail means the description of an individual feature, fact, or item. Details are part of painting the fictional world. Without them, it’s difficult for readers to imagine the story you’re telling.
When you write a story, you are writing from the perspective of a character. Again, you are not writing from your own perspective (mostly). What details you choose to reveal as part of setting or description will say a lot about your character’s perception. An adult might notice the ornate brass railing in an old ice cream shop, but a teen might notice that Sally Davis, the popular girl, is sitting at a table in the corner eating a triple hot fudge sundae.
It’s the details that help bring a character to life.
Take for example, this sentence:
~Thomas Babington Macaulay
What details stick out to you? What effect do the words spoiled hare, rancid butter, violence, moisture breaking out on his forehead have on the image that the sentence creates?
They paint the picture that this character has some gross eating habits and, perhaps, that he might eat anything.
What if the sentence had just said, “He ate a spoiled meat pie hungrily”?
You wouldn’t get quite the same image, would you? The words gorged with such violence that his veins swelled and the moisture broke out on his forehead are much more vivid and crisp in meaning.
Let’s do another one.
“The dog stood up and growled like a lion, stiff-standing hackles, teeth uncovered as he lashed up his fury for the charge. Tea Cake split the water like an otter, opening his knife as he dived. The dog raced down the backbone of the cow to attack and Janie screamed and slipped far back on the tail of the cow, just out of reach of the dog’s angry jaws.”
~Zora Neale Hurston
What do the details in this paragraph tell you about the dog? What do the details tell you about Tea Cake and Janie? We can see the dog’s viciousness. We see Tea Cake and Janie’s desperation. The scene is vivid.
Details help evoke the story in readers’ minds. Evoking the story will help keep them turning pages.
Write a passage with three to four details about someone eating. Make them vivid!
What will it tell us about what he/she is eating? What will it tell us about how she/he feels about what they are eating? What will it reveal about the character?
Spend a few moments observing someone. Make notes in your journal about what that person is wearing, their mannerisms, their actions and appearance. Remember to use lots of details!
Write as many details as you can about the picture below.
Comments are closed.
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AP Euro Timeline
1265 - 1321
An Italian writer/philosopher that helped to codify Italian. Wrote "Dante's Inferno" and solidified the notion of Hell.
1304 - 1374
Was known as the father "Humanism" which was the idea that increasing knowledge was beneficial including the dignity of man, classicism, and rhetoric.
Avignon Papacy
1309 - 1376
Where a Frenchman inherited the Papal throne, but refusing to move to Rome, he moved to Avignon, France. This began the Great Schism.
1313 - 1375
Boccaccio was a writer who used critic and satire to address problems in the world. He was affiliated with Petrarch, the father of humanism.
Lollards: John Wycliff
1328 - 1384
A religious reformer who was against the Catholic Church and the Hussites-- John Huss.
The Renaissance in Italy
1375 - 1527
Set the precedent for the modern world. The Renaissance enacted though of secularism, and the importance of the individual.
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"language": "en",
"language_score": 0.9518908262252808,
"url": "https://www.preceden.com/timelines/38943-ap-euro-timeline"
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Battle of Lone Pine Liturgy
A special liturgy to commemorate the 100th anniversary of the Battle of Lone Pine was held on Thursday 6th August.
The liturgy was held in memory of one of the most famous battles in Australian military history.
The reason why the battle was called LONE PINE was that in the field where the fighting had occurred all the trees had been cut down to make trenches. All except one tree. This tree was a pine tree. Today that same tree still stands. It would have seen all the death and pain that occurred on this day 100 years ago. Some soldiers who survived the battle did not want to forget the men who had died. They also wanted to remember how terrible that battle was so they took some pine cones from the tree and brought them back to Australia. From those cones they were able to grow pine trees. These trees are a memorial for the Battle of Lone Pine. Today we will plant one of the trees that came from that one tree far away on a battlefield in Turkey.When we look at the tree let us remember the men who died and were hurt so far away from their home.
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"language_score": 0.9671337008476257,
"url": "http://stfrancisglendenning.catholic.edu.au/en/Current-Families/News/2016/10/17/03/27/Battle-of-Lone-Pine-Liturgy"
}
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Cultures of Humanity
Ivan Pavlov
Pavlovian culture
The Pavlovian is an Upper Paleolithic culture, a variant of the Gravettian, that existed in the region of Moravia, northern Austria and southern Poland around 29,000 – 25,000 years BP. The culture used sophisticated stone age technology to survive in the tundra on the fringe of the ice sheets around the Last Glacial Maximum. Its economy was principally based on the hunting of mammoth herds for meat, fat fuel, hides for tents and large bones and tusks for building winter shelters.[1][2]
Its name is derived from the village of Pavlov, in the Pavlov Hills, next to Dolní Věstonice in southern Moravia. The site was excavated in 1952 by the Czechoslovakian archaeologist Bohuslav Klima. Another important Pavlovian site is Předmostí, now part of the town of Přerov.
Excavation has yielded flint implements, polished and drilled stone artifacts, bone spearheads, needles, digging tools, flutes, bone ornaments, drilled animal teeth, and seashells. Art or religious finds are bone carvings and figurines of humans and animals made of mammoth tusk, stone, and fired clay.[3] Textile impression made into wet clay give the oldest proof of the existence of weaving by humans.[4]
I have been studying Chinese Writing in regards to it's not being Logo-centric,which many believe English is
Childhood in Maya society
Children in many Maya communities often engage in different socialization patterns than those commonly found in European-American communities.[5] Specifically, Maya cultures commonly emphasize the primacy of community activities (in which adults and children are participants), the importance of parental beliefs, and the independence of children's motivation in their socialization.[6][7] Children in Maya communities develop within the context of work and other family activities.[5] They commonly learn through observing and engaging in work with others.[6]
Children in modern-day Maya communities observe and participate in work with people of all ages.[8] Young children in Maya communities such as San Pedro La Laguna have been observed listening in on the work of older children, adults, and elders.[8] These children are expected to observe the activities going on around them in order for their learning to take place.[4] The mix of interaction between age groups in Maya communities is important to their learning. Age segregation does not play an active role in the learning patterns of Maya children, as they interact with both adults and children of all ages.[9] Maya siblings also play an active role in directing each other’s learning.[10]
Children in Maya communities also observe and participate in adult work in order to become active members in their community.[11] Though children in European American communities do not engage in as much productive or goal-driven work, Maya children see this work as embodying their sense of self-worth.[12] Maya children engage in less imaginary play than children from many middle-class Western communities.[9] When European-American adults play with children, the play is seen as an educational exercise, but play that Maya children partake in is often an emulation of mature work happening around them[13] For example, a child will pretend to "weave" on a make-believe loom, or "wash clothes" by pouring water on a cloth.[14] In this way, Maya children are learning through play.
Engaging in play that emulates work, and providing actual contributions to work, are characteristic of a style of learning referred to as Learning by Observing and Pitching In (which was previously called Intent Community Participation[15]). This approach involves the learner observing and listening, directed by their own initiative and concentration. This individual drive to learn is coupled with the learner’s expected participation in shared endeavors. In other words, Maya children learn through Intent Community Participation because they are self-motivated to learn, and are included and given responsibilities. Maya children are respected as capable contributors to their community from as young as age 3 or 4.[15]
This style of learning can be contrasted with other learning styles, such as assembly-line instruction.[15] Assembly-line instruction is the approach taken by most Westernized schooling. Assembly-line instruction is based on the transmission of knowledge from experts to subordinates, in a way that does not facilitate purposeful activity. Maya Children do not participate primarily in this style of learning, because they learn through inclusion and hands-on experience. Because of this form of learning, Mayan children are much more observant in their environment as compared to European-American children.[citation needed] Learning through observation and participation develops skills such as dual attentiveness which supports their way of life and learning. Through methods such as Learning by Observing and Pitching In, Maya children work as a community to build their skills for contributing in their community.
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"url": "http://michaelemeryart.zohosites.com/cultures-of-humanity.html"
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Advanced Search
Learn About The Holocaust
Special Collections
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Watercolor of sailboats of Jewish refugees painted by a Jewish woman artist
Object | Accession Number: 2007.521.11
Watercolor of sailboats on the Danube River painted by Ava Hegedish in 1941, just before or while living in hiding near Belgrade, Yugoslavia. The painting depicts the ships filled with Jewish refugees from Austria, Germany, and Czechoslovakia that she saw anchored in the middle of the river in the late 1930s-early 1940s. They were not permitted to enter port and were forced to continue their journey to the Black Sea where Ava believed they perished. She thought of them as ghost ships. The Jewish community sent food and clothing to the ships, and sometimes the students who delivered the supplies were not allowed to return to Belgrade. In April 1941, Germany and the Axis partners partitioned Yugoslavia. Belgrade was under German control. Ava's father Leo decided the family's best chance of survival was to separate and go into hiding. He returned to Novy Sad. Ava's mother Beatrice and Ava's older sister Susanna remained in Belgrade. Susanna's Greek Orthodox husband had Serbian relatives with a farm near Belgrade and they agreed to take in Ava, then 15. She did farm labor and, to avoid suspicion and because she did not speak the local Serbian dialect, pretend to be deaf and mute. Ava sometimes got scraps of paper and made drawings to hold onto her sense of self and her memories of her family. The region was liberated in October 1944. Ava searched for family and learned that her sister was killed and her father and his mother were murdered in Auschwitz. She was reunited with her mother and they settled in Belgrade where Ava attended art school.
Artwork Title
Ghost Ships, Belgrade, 1941
1941 (creation)
creation : Belgrade (Serbia)
Credit Line
United States Holocaust Memorial Museum Collection, Gift of Ava Kadishson Schieber
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This page:
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Skip to 0 minutes and 4 secondsWhat we need to do in this section is talk about how the Mittanians communicated, and that's easier said than done. In actual fact, we don't know nearly enough about the Mittanians, not as much as we should do, anyway. The reason I say that is because, in its heyday, the height of its power, which is the period that we are interested in, in this course, they controlled a huge amount of territory-- Syria and northern Mesopotamia-- and Mesopotamia being the Fertile Crescent, defined by the Tigris and Euphrates Rivers. So despite this huge area of influence, we don't know much about them. We don't even know where their capital cities were, exactly.
Skip to 0 minutes and 41 secondsSo they've not been discovered, and presumably that's where we'll find some nice information that talks, from their point of view, about who they are in terms of material culture, and texts, as well. But we have no lists of kings, we have no huge libraries of literature-- that stuff doesn't exist to us. What we do have to understand who the Mittanians are, is to look at other cultures, like the Egyptians. We know the Egyptians, of course, were very keen on documenting their interactions with other superpowers-- committing them in hieroglyphs to stone temple walls. And symbols as well, so we can decipher and read those texts. And that's what a lot of our history narrative is based on.
Skip to 1 minute and 20 secondsBut there are a few interesting things that we can look at to further divine who these Mittanians are. So the first thing is the Egyptians refer to the Mittanian territory as Naharin. So that's what they called the territory that the Mittanians controlled. The Hittites also referred to the Mittanians, and the Hittites referred to the Mittanians, interestingly, as Hurrians. Now Hurrian is the language that the Mittanians spoke. So all of a sudden we've got an anchor. We've got something that we can look at to see if we can track where these people come from, and how they formed themselves into a state in the Near East. And that's what scholars have done.
Skip to 2 minutes and 1 secondThe Hurrian language is known-- written in cuneiform, surviving from clay tablets in the ancient Near East. And if you look for those Hurrian names, which are quite distinctive, you find that they're spread not just in the Mittanian region-- but also all the way east, to the Zagros Mountains. So it seems that the Hurrians, which were then to become the Mittanians when they form a state, actually came originally from the modern day Armenia region, across the Zagros Mountains and into the Near East. I suppose the question then is, how did they form themselves into a state?
Skip to 2 minutes and 40 secondsAnd one good suggestion is that Hurrian warring tribes that came into the Near East were taking advantage of a power vacuum that had been created, because of other warring states contracting and then retracting. So once one of these pockets, or these power vacuums, emerges, and the Hurrians are there, they can establish a base. And from there, they can grow into the Mittanian state. There's one more piece to the puzzle though, in analysing who these people are and how they formed the Mittanian state. And that's alongside these Hurrian names in the Near East, we have Indo-Aryan names as well. They refer to people from South Asia.
Skip to 3 minutes and 22 secondsSo we've got another type of person, another group of people, mixing with the Hurrians around the time the Mittanian state is forming. So you can play with suggestion. Some suggestions have been the Indo-Aryans are the ruling elite, and they're the ones that put the state together and ruled the state. All we really know for sure is, by the time we're interested by the time we have the Mittanian state, we're not speaking Indo-Aryan anymore. There are just traces in the literature that we see across the Near East. It appears to be a largely Hurrian speaking population for the Mittanian state itself. As you've heard, we've got a lot that we don't understand and know about the Mittanians, even now.
Skip to 4 minutes and 6 secondsSo our task is really to have a good search around and see if we can find evidence to add some meat to the bones that I've just given to you, in order to understand better who these people were. What did their material culture, their pottery, their architecture, look like? Was it homogeneous? Or did it vary across the Mittanian state? I provided some guides to places for you to look, and I think it'll be an interesting discussion to have, to see where we can go.
Who were the Mitannians?
The Mitannians are perhaps one of the most enigmatic Near Eastern Superpowers. Despite their impressive empire, we know remarkably little about them, especially compared to the Egyptians or the Hittites. In this section, we’ll try to build a picture of who they were and what they accomplished.
At the end of the video, I ask if we can collaborate to better understand who the Mitannians were. In particular, can we search the internet to see what their material culture looked like? In order to help with this, look at this week’s interactive map. Try to find information on the web concerning Mitannians at the locations that I have highlighted. I have provided some weblinks, but you needn’t feel limited to them. Hopefully, we can get a flavour for what Mitannian culture looked like. Good luck!
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This video is from the free online course:
Superpowers of the Ancient World: the Near East
University of Liverpool
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Wednesday, September 17, 2014
How Do Cold Packs Work? - A Chemistry Lesson
The Chemistry of Cold Packs is a new TED-Ed chemistry lesson. In the short lesson students learn how those cold packs, prevalent in every high school athletic trainer's kit, go from room temperature to near freezing so quickly. The lesson includes explanations of exothermic and endothermic reactions. The questions that follow this lesson are a bit more detailed than those found at the end of many other TED-Ed lessons. The video is embedded below.
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"url": "http://www.freetech4teachers.com/2014/09/how-do-cold-packs-work-chemistry-lesson.html"
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The reason why the Aztecs focused more importance towards the new cultural adaptations of the conquered lands was because during the 10th century, a group called the Toltecs established a capital at Tula and they became in control, thus, their civilization diminishing slowly by the end of 12th century. Meanwhile, during the time, a new group of people came into place known as the Aztecs. They migrated to different areas of the world and tried to settle into new places, while trying to restore back order into the society. They tried to expand their empire by conquering people and receiving tribute from them. With more and more conquered lands building on, their empire expanded into a great deal amount from coast to coast. Thus, with its rapid growth-- they wanted to build advanced architectural techniques so they could take their conquests to the next step. Next, the Incas pushed more importance towards the advanced side of their architectural techniques was because their empire stretched for almost 2500 miles along the mountains the city was connected to all parts of the empire and their system was extremely complex- usually consisted of roads and bridges. Therefore, with its complexity to the society, they wanted to advance in an architectural way. If you look at documents 1, 2, 3, 4, 5, 6, 8, 11-- they all have religious aspects.
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"language_score": 0.9864723682403564,
"url": "http://jspivey.wikispaces.com/+Corie+Hahn+Aztec+%26+Incan+civilizations+DBQ?responseToken=c1ed03848837f3461693c79e05583fa2"
}
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Othello - First in Emma Smith's Approaching Shakespeare lecture series; looking at the central question of race and its significance in the play.
Shakespeare wrote Othello in 1603-4, and one of its most remarkable features is its depiction of a Moor as the central tragic protagonist. In this lecture Emma Smith tries to understand what the implications of this decision might be - how important for the play is it that Othello is a Moor? Along the way Smith covers some of the different meanings of that term in the early modern period, and for more recent audiences, thinking about modern film adaptations as well as original staging. As throughout this series, the lecture is more interested in the question than the answers, but it points out some routes to come to something more conclusive.
Download: 01_othello.mp3
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"url": "http://writersinspire.org/content/othello"
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Nature Notebook – Springtails
The recent warm temperatures provided an opportunity to witness the appearance of hundreds of thousands of springtails congregating on the surface of the snow.
Scientists believe this mass migration up from the leaf litter may be part of the reproductive cycle. Springtails mate in the spring (or on spring-like days). Afterwards, everyone descends back into the leaf litter. After a few weeks, deposited eggs will hatch into miniature versions of the adults.
The courtship ritual is rather amusing. Upon sighting a larger female, a male will bang his head into hers. She pushes back, and he returns the push. Eventually the male will grab onto the female. She picks him up to assess his worthiness. If all is good, the male deposits a spermatophore which the female absorbs into her body.
Springtails were considered insects until someone took a really good look at them. They don’t have compound eyes; their abdomens have the wrong number of segments and they molt their entire life (not just while growing). Now they are known as Collembola.
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"language": "en",
"language_score": 0.9694444537162781,
"url": "http://sarett.com/2018/01/16/nature-notebook-springtails/"
}
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The Sale of Fish Lake Water, 1889
historical photo
In 1889, farmers in Wayne County banded together to form a new irrigation company--the Fremont Irrigation Company. They wanted to work together to build reservoirs and canals to get water on their land.
But they needed to own the water. In order to make sure they would have no trouble using the water from Fish Lake, they bought the "outlet" of the lake from some American Indians. Paiutes and Utes had for generations fished in the lake and hunted in the area around it.
Only eight Indians signed the agreement, so we don't know what others thought about it. Through the agreement, they kept their rights to fish in the lake, but that didn't last long. Soon enough, both Utes and Paiutes would be forced to live on reservations.
See the "Artickels of Agreement" in which the Indians agreed to sell their rights to the water.
See receipts of money and horses the irrigation company committee received from farmers to help pay for the water.
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A Brief History of the Old Dutch Church
Tradition says that after the wealthy Dutch merchant Frederick Philipse built his grist mill in the Pocantico Valley, probably about 1683, he sent his workers to a nearby hillside to build a church for the tenant farmers he hoped to attract to the area to grow wheat. But while the workers were laying the church foundation, floods damaged the dam for the gristmill. Philipse withdrew his workers from the church to repair the dam. Then another flood came and the fast-flowing waters broke through again. Repairs began again. One day an enslaved African told his master about a recurring dream he'd had. In the dream God told the slave to tell Philipse to complete the church and the dam would hold. Philipse immediately sent his workers back to work on the church. And, as the legend goes, the next time the dam was repaired it held as long as the mill was in use.
Legend or fact? We don’t know the answer to that. But there is strong evidence that the church building was completed by 1685. That is the date on the sturdy little bell that was cast in Amsterdam and still hangs in the belfry today. Richly decorated with eagles, owls and dolphins, it bears the comforting inscription, “Si Deus pro nobis quis contra nos” (If God be for us, who can be against us?” Romans 8:31).
The First 100 Years
Philipse built his church on a grassy knoll about 200 yards from his manor house and gristmill, on a site long used as a burial ground. Constructed of fieldstone, local timber and flat, yellow bricks from Holland, the church is simple in architecture: octagonal at one end, with a Dutch gambrel roof and a belfry. The white-washed walls were fortress-like—more than two feet thick. Small, rectangular windows were placed high in the walls.
Inside is a wooden pedestal pulpit with a sounding board overhead. In the early days, two comfortable chairs or “thrones” for the Philipses’ sat on either side of the pulpit, reserved for the Philipses. In front of the pulpit stood a heavy black oak communion table made in Holland and inlaid with ebony . During communion, silver beakers inscribed with the lord and lady’s names were placed on the table. The original table is still in the church. The first congregation of about 75 people sat on backless oak benches underneath two large beams traversing the width of the ceiling. An L-shaped balcony ran the width of the church along the west wall and partway along the north side.
When the congregation was officially organized in 1697, its first pastoral call went out to Dominie Guiliam Bertholf, a well-known Dutch Reformed minister. He consented to come over three or four times a year from his home in Hackensack to preach and administer the sacraments. The rest of the year, services were led by lay clergy.
Philipse died in 1702. His second wife, Catherine van Cortlandt, willed the communion table, silver beakers and a silver baptismal bowl to the congregation upon her death in 1730. The lord and lady are buried along with about 14 family members in a crypt beneath the communion table.
War Ends and the State Grants Title
The church continued in the hands of the Philipse family until the Revolutionary War. Since it was located between the American and British lines, and the local tenant farmers—mostly patriots—were subject to raids from the British in New York City, regular services were interrupted during the Revolution for the only period in the church’s history. Yet the congregation continued to exist.
In 1779 the New York Legislature accused Frederick Philipse III of treason because he had chosen the British side. The third lord soon fled to England, and his Manor was confiscated. In 1785 his property was sold at public auction, but the State conveyed the church and graveyard to trustees to be held for the congregation. In 1787, the Commissioners of Forfeiture of the State of New York granted title to the property to the “Ministers, Elders, and Deacons,” who remain the legal owners.
rctThe Congregation Grows; An Amicable Parting
The year 1837 brought major changes. The congregation built a larger house of worship, a Greek Revival-styloe building, later called Second Reformed Church, in Tarrytown proper to meet the needs of the expanding village. It was served by the Pastor of the old church. In the same year, during the worst financial panic the country had yet seen, the membership raised another $2,000 to repair the Old Dutch Church, which had been damaged by fire and decay. The old pulpit. sounding board, and north gallery were removed; the door was moved from the south to the west side; the present backed pews and a new pulpit were installed; six large neo-Gothic glass windows were put in; the ceiling and inside walls were plastered. Most of these changes are visible today.
In 1851 the "southern" group parted amicably from the "northern" to form the independent Second Reformed Church. Members of the old church continued the organization, taking the name First Reformed Protestant Dutch Church of Tarrytown and in 1854 moved into a gothic-style new building on Broadway and Beekman in what later became North Tarrytown (and is now named Sleepy Hollow). Old Dutch was used for summer services and special occasions, such as Christmas, Easter, and for weddings, memorial services and concerts.
On May 5, 1991, The Reformed Church of the Tarrytowns formally came into existence, reuniting First and Second Reformed Churches. The 2nd Reformed building was retained for worship services in fall, winter and spring, with summer services held in the historic Old Dutch Church. Christmas Eve and Easter services are also held at the Old Dutch.
A Major Landmark and Still a Worship Center
The Old Dutch Church has been designated a Registered National Historic Landmark since 1961. As such, Old Dutch officially has been judged to be of national significance.The true significance of the Old Dutch Church derives from a combination of factors, old and new, spiritual and cultural, national and local. One of the oldest churches in America, it continues today as a Protestant house of worship for a congregation that takes as its motto the inscription on the 326-year-old bell: "lf God be for us, who can be against us?"
Through special community services on religious holidays, Old Dutch provides a place of fellowship among local residents and strengthens community identity. Because of its prominence in Irving's ''The Legend of Sleepy Hollow," it is a central monument of the Sleepy Hollow locale. Imagine what the Hudson region and the nation would be like without the Old Dutch Church, and you have the best measure of its religious, historical, and cultural importance. By Rich Hessney, with additions
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What is Protest art
Protest art is a broad term that refers to creative works that concern or are produced by activists and social movements. There are also contemporary and historical works and currents of thought that can be characterized in this way. Social movements produce such works as the signs, banners, posters, and other printed materials used to convey a particular cause or message. Often, such art is used as part of demonstrations or acts of civil disobedience. These works tend to be ephemeral, characterized by their portability and disposability, and are frequently not authored or owned by any one person. The various peace symbols, and the raised fist are two examples that highlight the democratic ownership of these signs. Protest art also includes (but is not limited to) performance, site-specific installations, graffiti and street art, and crosses the boundaries of art genres, media, and disciplines. While some protest art is associated with trained and professional artists, an extensive knowledge of art is not required to take part in protest art. Protest artists frequently bypass the art-world institutions and commercial gallery system in an attempt to reach a wider audience. Furthermore, protest art is not limited to one region or country, but is rather a method that is used around the world. For example, Publixtheatre Caravan is an international theatre troupe that creates critical performances in everyday spaces around the world.There are many politically charged pieces of fine art — such as Picasso‘s Guernica, some of Norman Carlberg‘sVietnam war-era work, or Susan Crile‘s images of torture at Abu Ghraib.
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On November 14, 1950, First Lieutenant James Dill, B Battery, 31st Field Artillery Battalion, 7th Infantry Division, United States Army, ordered the evacuation of one of his men from a mountain village in North Korea due to severe frostbite. Only a week prior, Dill rode shotgun in the open cab of a three-quarter ton truck through the mountains of hostile North Korean territory. As he looked back over the winding gravel and dirt road, he saw his entire artillery battery strung down the mountain, fighting the frigid, biting cold. Dill and his men were the spearhead of American troops moving rapidly toward the Yalu River and anticipated victory over the North Korean army. Unfortunately, winter came early in 1950, and the Americans found the cold to be just as deadly an enemy as the North Koreans fleeing before them.
Dill and his Soldiers made it to the small town of Cham-dong and received orders to set up a firebase to support infantry units fighting nearby. Dill, an expert artilleryman, saw to the routine placement of the guns, and fired several rounds to register the pieces. The rounds slammed into the adjacent hillside rather than the distant impact zone. The lieutenant, his fingers numb, reworked his math, and found the cold was to blame. The troops tested the gun powder and found the extreme cold, which was approaching thirty-two degrees below zero, had changed the propellant properties. He adjusted his math and the battery was able to fire in support of Soldiers fighting the North Koreans.
Trouble with powder was not Dill's only problem. The cold permeated every aspect of Soldiers' lives during the first winter in North Korea. Korea's climate is very similar to that of the United States' east coast but more acute. During the summers, the heat and humidity are nearly unbearable, and during the winter, especially in the northern mountains, the arctic winds from Siberia turn the country into a frozen wasteland. Frostbite was the worst malady brought on by the cold weather, but during the first winter of the Korean War, Soldiers also suffered from frozen rations, icy terrain, jammed weapons, and a shortage of cold weather gear.
The winter of 1950 started in the middle of November, several weeks ahead of forecasts. American troops found themselves without the proper gear to guard against the intense Siberian cold. Some made do wrapping towels around their heads to protect their ears, and doubling or tripling the layers of clothing they wore. Even with the extra protection, Soldiers lost fingers, toes, and ears while sitting on frozen outposts as they waited for the cold weather gear to be supplied from the south. In camp, enterprising Soldiers used ingenuity to stay warm. In artillery units, Soldiers poured gasoline into empty 105mm shell casings to be used as heaters. Others simply poured the gasoline directly into the dirt, then lit the ground on fire. Despite rules forbidding them, most troops built small camp fires from anything they could get their hands on, including the bundles of rice straw the Koreans left next to rice paddies. When enemy troops began booby-trapping the bundles with grenades, American Soldiers were reminded that staying warm in a war zone was a deadly challenge.
Soldiers had an even harder time keeping their weapons working in the torturous cold. There was no Standard Operating Procedure to guide troops in extremely cold weather weapons care, so Soldiers found their own remedies, and passed the word on as to what worked. The cold killed batteries needed by the Soldiers to power everything from radios to flashlights, so the men kept extras inside their clothing on outposts. Likewise, grenades were kept inside clothing to prevent frost from building up on the detonators. Truck batteries were just as prone to failure, so each unit kept at least a few vehicles running to jump-start the others in the morning. When the trucks and tanks were running, the warm exhaust pipes were a favorite rest area for nearby infantrymen. The frozen temperatures also caused frost lock on weaponry, including the M1 carbine rifle and the .50 caliber and .30 caliber machine guns. To keep rifles and machine guns from freezing up and becoming unusable, Soldiers found that periodic test firing kept actions ice-free. In the most extreme circumstances, mortars and machine guns froze over completely. In the heat of battle, Soldiers simply urinated on the weapons to thaw them.
The subsequent winters during the Korean War were milder than the final months of 1950, and by the stalemate, American Soldiers were properly outfitted with winter gear during the cold months. Of the Soldiers that survived the march to the Yalu River in North Korea, however, none will forget fighting the piercing, bitter cold.
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Appropriate terminology
An assembly of education experts examining methods intended to combat racial discrimination convened by UNESCO in 1968, revealed that certain words could provoke an adverse reaction towards any target group. The following terms (on the left) were identified as contributing to a negative association or a deficit view.
tribe, tribal group, clan, language group, family group
primitive, uncivilised, savage, pagan civilised, society
underdeveloped, backward no substitution
vernacular language
race group, people
native, bushmen Aboriginal people, Torres Strait Islanders
nomadic had purposeful movement patterns
The use of inappropriate terms in the text can act as a warning to you that the attitudes being expressed are likely to be problematic, or that your students may take a negative meaning from the material, regardless of what the author and you intended.
While it is recognised that documents of a historical nature should not be altered, an examination of terminology and content is necessary, to ensure that racist, ethnocentric and stereotypical views are not reinforced or perpetuated. Students should be encouraged to critically analyse inappropriate terminology.
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The chronicle of Constantine Manasses from 1345 including an @-symbol. Source: Wikimedia Commons
In this edition of “terms from the world of IT explained “, I will not talk about a term in particular, but about the history of a sign we all use daily: the at-sign or @. We use it in e-mail-addresses or on social media platforms for our handles, but why is it one of the most important symbols on the internet? You might think, that the @ is a child of the internet, but far from it! The earliest text it is used in is from the 14th century. In this blog post I would like to take you on a brief journey through time with the at-sign.
Our first stop is the Vatican Apostolic library in Rome. It holds a religious text from the 14th century, a Bulgarian translation of a Greek chronicle in which the @ is used instead of the capital letter alpha in the word “Amen”. However, it is still a mystery why it was used in this context.
An interesting theory about its origin is that medieval monks might have used it to abbreviate the Latin word “ad”, which means at. A reason for the abbreviation could have been that they copied thousands of pages of biblical manuscripts on expensive material like papyrus. In these copies, the word “ad” was used very often and resources could be spared by using an abbreviation.
The commercial history of the @-symbol is a lot clearer. The first documented commercial use was in 1536 in a letter from the Florentine merchant Francesco Lapi, who described units of wine (amphorae) with the symbol. In his letter, one @ equated to one unit of wine. Later, merchants used it to describe prices. It meant “at the rate of”, so 10 products @ 1 Euro, would mean that the total of 10 products costs 10 Euros.
But why is the @ included in our e-mail addresses? This goes back to the computer scientist Ray Tomlinson, who used it in 1971 when he worked on the Arpanet, a forerunner of the Internet. He had to find a symbol to address a message created by one person and send through Arpanet to someone at a different computer. In order not to confuse computers, it had to be a sign that was not used much. He then saw the @ on a Model 33 teletype. Using his new naming system he sent an e-mail to himself. It travelled from one teletype to another in the same office – but through Arpanet. With this invention Tomlinson turned a nearly forgotten symbol into one of the most used ones in modern digital life.
3 Comments The History of the @: From Medieval Monks to the Early Days of the Internet
1. Michelle
That is quite interesting! I always wondered where the @ came from and how it started to be used in email, and now I know. Thanks!
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Activity for How Farmers Learn What They Know
Your father, who has a small hog farm in Iowa, bought you a baby lamb for your 10th birthday. You know very little about how to raise a baby lamb, but you have decided to give it a try. Your goal is to get the lamb ready for the county fair which is six months away. You have sole responsibility for the lamb and its development.
1. Find the names of these people and organizations.
2. Contact them.
3. Write a 1-2 page report on how you would raise a baby lamb in 6 months for the county fair to recieve a blue ribbon.
4. Another option would be to make a diarama of your sheep pen for the fair.
Return to Farm Life Homepage
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Infographic Template Galleries
Created with Fabric.js 1.4.5 Elements of Civilization What did the temples and palaces of the ancients attempt to reflect? Temples and Palaces in ancient Mesopotamia, like art and literature, reflect the pride and the beliefs of the people. Unique architecture worked to beautify the city. The art and literature of the ancients attempted to reflect the beliefs or pride of the nation or community.Things like paintings on pots or stories of the culture's heroes. What did the art and literatureof the ancients attempt to reflect? How do public works ensure the defense of the city Public works contributed to the defense of a city greatly.Governments tax citizens to create walls around the city and equip and feed armies. How did public works ensure a steady food supply for the city? Public works greatly helped provide a steady food supplyto the city. Governments would make dikes and damsto control rivers and make irrigation systems. This let citieshave a surplus, allowing society to advance with new socialclasses and jobs. How did technological advancements effect trade? Three advancements in ancient Mesopotamia were warehouses, wheeled vehicles, and artisans. Warehousesgave traders a place to safely store their stock, wheeledvehicles greatly improved the speed of trading, and artisansmade goods to trade with other cultures. Sasha, Sahibjeet, Dominic, Aldrin, Charmel, Nate
Create Your Free Infographic!
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By Levi Clancy for Student Reader on
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Like most ancient rulers, the Ptolemies did not interfere overmuch in local affairs, though they introduced a more streamlined and efficient type of administration that was flexible enough to treat the different regions of their Kingdom differently. Some parts of the province were crown lands that were ruled directly by royal officials; so were the new ports founded by the Ptolemies at Joppa and Strato's Tower and the new military colonies at Beth Shan, Philotera and Pella. The rest of the country had more freedom to manage its own affairs. The Phoenician cities of Tyre, Sidon, Tripoli, and Byblos were allowed significant freedoms and privilege. Greek colonists arrived in Syria and established poleis, modeled on the democratic Greek republics, in such towns as Gaza, Shechem, Marissa, and Amman, which were virtually self-governing. Greek soldiers, merchants, and entrepreneurs swarmed into these settlements to take advantage of the new opportunities in the east, and the local people who learned to speak and write in Greek became "Hellenes" themselves and were allowed to enter the lower ranks of the army and administration. Armstrong, p 105
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today’s holiday/commemoration/observance: Uganda Martyrs Day
Uganda Martyrs Day
On June 3, 1886, the country of Uganda‘s first Christian converts were executed in the town of Namugongo. Then known as Buganda, the country had begun attracting the attention of Catholic and Anglican missionaries. Sons of many of the region’s leading families had converted to Christianity. The king of Buganda, Mwanga II, saw this conversion as treachery against his authority. When the converts refused to renounce their faith, they were burned alive. To commemorate the event, Christian pilgrims from all over Uganda journey to Namugongo and the town’s Anglican church. More… Discuss
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Earthshots: Satellite Images of Environmental Change
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» Aral Sea, Kazakhstan and Uzbekistan
We see a lot of change with the 40+ years of Landsat imagery, along with the historical aerial imagery in the archives at EROS. The drying of the Aral Sea is likely the most dramatic change occurring over the past several decades in this imagery.
The Aral Sea once covered about 68,000 square kilometers, a little bigger than the U.S. state of West Virginia. It was the 4th largest lake in the world. It is now only about 10% of the size it was in 1960. Coastlines receded several kilometers from what were once coastal communities.
The Aral Sea is a terminal lake. Large permanent snow fields and glaciers in mountain ranges feed the two major rivers that flow into it, but it has no outlet. Syr Darya flows into the northern part of the Aral Sea. Amu Darya flows into the southern part. (Darya means river in the Turkic languages of central Asia.)
The precipitation rate over the Aral Sea is very low, less than 200 millimeters per year. However, 1,000–1,200 millimeters of water evaporates from the sea each year. Therefore, stability of the water level greatly depends on inflow from these two rivers, which has diminished over the past few decades leading to the shrinking of the lake.
The sea has in fact split into two separate bodies of water, referred to as the North Aral Sea and the South Aral Sea. The North Aral has stabilized but the South Aral has continued to shrink and become saltier. Up until the 1960s, Aral Sea salinity was around 10 grams per liter, less than one-third the salinity of the ocean. The salinity level now exceeds 100 grams per liter in the South Aral, which is about three times saltier than the ocean.
The effects of this dramatic change are far-reaching, geographically, environmentally, and economically. The subsequent sections describe how a body of water this size could nearly disappear so quickly.
Map of the featured area.
While the entire Aral Sea is shrinking dramatically, these images show that the northern portion of the sea, while clearly smaller than it was in 1964 and 1977, is not losing water at the same rate as the South Aral. The North and South Arals became separated sometime in the 1980s. The two had been joined by the Berg Strait. By the time of the 1987 image, this strait became more of a land bridge.
In the 1990s, a dam was built to prevent North Aral water from flowing into the South Aral. It was rebuilt in 2005 and named the Kok-Aral Dam. It caused the North Aral water level to be stabilized with a lower level of salinity. Consequently, commercial fishing began to rebound.
Throughout the 2000s, the North and South Arals continued to develop as separate water bodies, and the South Aral continues to experience more drastic changes than the North Aral.
Syr Darya Source
The Kok-Aral Dam was completed in 2005 to control the water level of the North Aral Sea. This dam has prevented further decline of the North Aral Sea, and by 2011 it helped restore the water salinity level to the that of the 1960s (8 grams per liter).
A dam can be seen as early as the 1998 image. It’s the straight angled lines on the southernmost part of the North Aral. This earthen dike was built in 1992 and later replaced by a concrete dam in 2005. At times, water from the North Aral is allowed to flow southward into the South Aral through the dam in the Berg Strait.
The city of Aralsk is shown in the 1964 ARGON image on the coast of the sea. By 1977, the sea had retreated from the city but was still just a few kilometers away. As depicted in the 2015 image, Aralsk sits nearly 20 km from the water’s edge.
Commercial fishing in the Aral Sea peaked in the late 1950s. With the drop in water levels and rise in salinity, the fish that once thrived in the sea could not survive. As a result, commercial fishing was no longer sustainable by the early 1980s.
With the recovery of the North Aral, commercial fishing has started up again. It’s still just a fraction of what it was in the 1950s, but Aralsk is again processing fish at a new plant, established after the completion of the Kok-Aral Dam in 2005. Aralsk is not the thriving city it once was, but the return of the North Aral gives residents some hope of recovery.
Although using the dam to retain most of the water from the Syr Darya in the North Aral Sea has had beneficial results in Kazakhstan, it means the water in the south is even more depleted.
The Amu Darya, which flows through Uzbekistan into the South Aral Sea, is used now more than ever to irrigate crops, reducing the flow to the South Aral. Although improvements in irrigation efficiency could greatly reduce the amount of water used for irrigation, making these improvements has not been a high priority.
While the North and South Arals were separating into their own water bodies, the larger South Aral also divided into two lakes: the deep western lake and a shallower eastern lake. An increasingly long channel connects the two water bodies. This channel flows either direction depending on the wind and the relative levels of the two basins.
In the past, commercial fishing was also a major industry in the South Aral Sea. In the 1980s, as the salinity level in the Aral Sea was rising, flounder-gloss—a fish species with the ability to reproduce at salinities from 17 to 60 grams per litter—was introduced successfully into the Aral from the Sea of Azov. In the 1990s, it became the only commercial fish species available for catch in the Aral Sea. However, by the end of the 1990s, the salinity reached over 60 grams per liter, which made the South Aral uninhabitable for its last surviving fish species. The salinity level in South Aral is now over 100 grams per liter, and it has no fish.
Recent images intermittently show water in the eastern lobe of the South Aral. While the 2014 image shows the eastern lobe of the South Aral as completely dry, the 2015 image shows the return of some water there. The presence of water in the eastern lobe depends on inflow from the Amu Darya and outflow from the North Aral. This cyclical drying and then refilling is expected to continue for some time, even with restoration efforts.
Amu Darya Source
The name Aral means Island. The sea did once have many islands. However, many of them stopped beings islands as the sea dried up. Two of the prominent islands were Vozrozhdeniya and Barsa-Kelmes. Throughout the series of images, they first become larger, then they become peninsulas. They are now fully connected with the mainland.
Vozrozhdeniya Island became infamous as the location of the Soviet Union’s secret biological weapons program. In the 1950s, Vozrozhdeniya was a small, isolated island in the middle of the sea. Until the collapse of the Soviet Union in 1991, various pathogens were tested, modified, and possibly weaponized on this island.
Vozrozhdeniya Island grew in size and joined the mainland around 2001. As the remote site became accessible, there was concern that the pathogens might have survived and spread to the mainland. In the early 2000s, experts from the United States helped Uzbekistan decontaminate the former island.
The former island Barsa-Kelmes is a nature reserve, established in 1939. Its natural isolation gave it great protection. But in 1999, the island became accessible, possibly threatening its pristine nature. It is now a desolate plateau, more vegetated than the surrounding dried sea bottom. However, this vegetation degraded as the sea disappeared.
For more information, see the book by Micklin and others, listed in the References section, pages 4 and 22.
The first question people have when seeing these images of the Aral Sea over time is, Where did the water go?
The images that go along with this section show where a lot of it is going. These images are from a Landsat scene south of the Aral Sea, upstream along the Amu Darya. The urban area in the center of the close-up image is Urgench, Uzbekistan.
Both images show extensive irrigated cropland, and the river seems to be at full bank. Canals can be seen stretching across the region, along with several pools of stored water. There is still plenty of water in the rivers that feed the Aral, it’s just being used before it can get there.
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<urn:uuid:f7e83626-52dd-4c9c-9a42-9ec6d350ccbe>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.06793922185897827,
"language": "en",
"language_score": 0.9690822958946228,
"url": "https://earthshots.usgs.gov/earthshots/node/91"
}
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How can drama help shy students gain more confidence Essay
Essay Topic: ,
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How can drama help shy students gain more confidence?
1) Studying drama at school can be a positive, life-enhancing experience for children. It can improve confidence and help to combat (καταπολεμήσουν) shyness, which many young children struggle with. However, many claim that if performing is taken too seriously it can make children too competitive, stressed and diminish (μειώνει) their confidence if they are not successful. This could make them less likely to thrive in (ευδοκιμήσουν σε) social interactions with school friends and work colleagues later on in life.
2) Confidence is vital for young people who need to excel (υπερτερώ) in higher education and in the workplace. One way children can improve their confidence is to study drama at school, as it can help combat shyness and help to develop social skills. Drama can improve a child’s confidence because once they get used to performing in front of an audience, they will feel more able to speak out in other social situations.
3) Studying drama enables children to relax and have fun in social settings, which is vital for improving confidence.
It also provides a perfect setting for children to make friends as they will have to work together in a team, which calls for increased communication. Children can then foster (ενισχύσουν) these relationships outside of the classroom. On the other hand, drama increases competition in children and serves to diminish their confidence if they are not successful. Drama is a competitive subject because children will compete for the best roles. This can lead to children becoming overly competitive with their peers and stressed if they fail to win a role they wanted. This failure can also make a child feel rejected and worthless and could damage their self-esteem (αυτοεκτίμηση) and confidence
become another – explore a new role – try out and experiment with various personal choices
Drama allows students to communicate with and understand others in new ways. are less likely to have difficulty SPEAKING IN PUBLIC
will be more PERSUASIVE in their communications
will be better able to put themselves into others’ shoes
and will have a more POSITIVE, CONFIDENT SELF IMAGE.
Participation in Dramatic activity requires SELF CONTROL and DISCIPLINE Students in Drama will learn to WORK TOGETHER, to cooperate
Are practical lessons just as important as theoretical lessons? How important is it for students to learn life skills at school?
Education should be skill based rather than knowledge based. Knowledge is of no use without a skill to apply it. A student can get a good knowledge by just reading but skill to apply the knowledge can only be achieved by practice. Skill based education is better as it is useless if we have knowledge but do not have the skill to apply it and fulfill our goal. Many people are knowledgeable but if they are skilled as well , they can get employment and have a good life but if we only have knowledge its useless without a skill to apply it Some schools have debate and public speaking clubs and classes. In your opinion, how important is it for students to take part in activities like these? Debating skills raise children’s confidence and self-esteem, and it has to start early. Teachers need to work smarter. Using students’ natural talent of arguing and challenging authority, we can channel (διοχετεύσουμε) student energy into a positive learning assignment (τρόπο εκμάθησης). Debates offer that natural way for teachers to facilitate (διευκολύνουν) analytical thinking.
Classroom debates enable students to work cooperatively, brainstorm ideas, develop vocabulary and read to support an opinion. Students are taking notes to summarize, to question, and to clarify (διευκρινίζουν)information. Students are identifying the main idea, deleting less important information, categorizing, and labeling information. Questioning allows students to explain and to explore additional facts for clarification purposes. These comprehension skills are essential for students to become competent readers and writers linking debates directly to the entire curriculum.Debates allow students to become more proficient in speaking, researching, reading, and writing skills, and they promote reasoning as well as communication skills. I believe that public speaking and drama should be compulsory in schools, because it would benefit the confidence and self-esteem of young people.Drama and Speaking provides confidence, ability to express opinions and beliefs.
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<urn:uuid:3f6cab97-4d99-4b4e-96d0-c821c5e06a15>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.03383076190948486,
"language": "en",
"language_score": 0.9441765546798706,
"url": "https://studymoose.com/how-can-drama-help-shy-students-gain-more-confidence-essay"
}
|
The rate determining step is what part of a reaction?
1 Answer
The slowest step in the reaction mechanism.
Many reactions can involve multi-step reaction mechanisms. Often it is the case it is broken down into one fast step and slow step which might first create an intermediate and then produce the final product, let's say.
The slow step is also called "the rate-determining step". However, the rate expression is not always showing the reactants in the slow step. Sometimes the slow step is dependent on intermediates produced in the faster step, and the rate law based on the slow step might need to be rewritten based on only reactants.
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<urn:uuid:5748880b-a7dd-476d-af70-0d57a134d72e>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.7113730311393738,
"language": "en",
"language_score": 0.9335864186286926,
"url": "https://socratic.org/questions/the-rate-determining-step-is-what-part-of-a-reaction"
}
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Westminster Hall
Westminster Hall
Architects Henry Yevele, Hugh Herland
Date 1390s
Movement English Gothic
Located at London, England
Westminster Hall served as the original palace of the English monarchy. It was originally built in 1097 in the Norman Romanesque style. Though decorative Gothic tracery elements have been added to the vault beams, they function like the support of French cathedrals, with the hammer beams minimizing horizontal force and the arches sending vertical force to the wall.
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<urn:uuid:5419674c-d349-4148-8b65-09c1572073c0>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.546875,
"fasttext_score": 0.044576823711395264,
"language": "en",
"language_score": 0.7765216827392578,
"url": "http://vangogo.co/index.php/2016/09/20/westminster-hall/"
}
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chin, chine
The words chin, chine sound the same but have different meanings and spellings. Why do chin, chine sound the same even though they are completely different words?
The answer is simple: chin, chine are homophones of the English language.
1. :: noun
The central forward portion of the lower jaw.
2. :: verb-transitive
To pull (oneself) up with the arms while grasping an overhead horizontal bar until the chin is level with the bar.
3. :: verb-transitive
4. :: verb-intransitive
To chin oneself.
1. :: noun
Nautical The line of intersection between the side and bottom of a flatbottom or V-bottom boat.
2. :: noun
The backbone or spine, especially of an animal.
3. :: noun
A cut of meat containing part of the backbone.
4. :: noun
A ridge or crest.
Share chin, chine
About Homophones
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<urn:uuid:208af08f-3ec7-4c16-bec4-65fca1553bb1>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.9988437294960022,
"language": "en",
"language_score": 0.9024360179901123,
"url": "https://www.homophone.com/h/chin-chine"
}
|
Books & TV Series DVDs
Keep Canadian history alive!
For Freedom And Honour
The First World War was the first total war in the history of mankind. It threw hundreds of thousands of men into a cauldron of inhuman conditions. The stress on living and dying was often too much and for the first time expressions like shell-shock or self-inflicted wound became part of day-to-day vocabulary. Desertion was also a problem. Generals needed to keep up the discipline of their men, so in keeping with military law draconian measures could be taken “for the sake of example”. Twenty-five Canadian volunteers were executed by Firing Squad, a small, but sad footnote to Canada’s great contribution to the war.
by A. B. Godefroy
SKU: 1-896979-22-X Category: Tags: , ,
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<urn:uuid:feda74d8-32a9-404a-9989-fcb44923bcda>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.061967670917510986,
"language": "en",
"language_score": 0.9585821628570557,
"url": "https://battlefields.ca/battlefield-books-dvds/for-freedom-and-honour/"
}
|
What Are Some Anasazi Tools?
The Anasazi used scrapers, axes, knives and drills made of stone, as well as spindles, digging tools and paintbrushes made of wood, plant fiber and bone. They also used bows and arrows, spears and snares.
The Anasazi made pottery and stone cooking and eating implements, such as bowls, cups, cooking pots and ladles, and used friction from stone spindles to start cooking fires. They used a metate, a flat stone blade, to grind corn.
Anasazi people wove cloth by using wooden spindles and looms and used sewing needles made from bone with thread made from yucca fibers or sinew.
The Anasazi were farmers and used hoes, digging sticks and plant stakes made of wood. They used calendar markers with the sun to determine dates for planting and harvest time.
|
<urn:uuid:e533c6dc-828a-4026-bf4c-820ffe554faf>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.625,
"fasttext_score": 0.85368412733078,
"language": "en",
"language_score": 0.9608554244041443,
"url": "https://www.reference.com/history/anasazi-tools-a49db4291a135ed6"
}
|
Number one for English language teachers
Pathology of vision: Astigmatism and glaucoma
This is a pairwork worksheet in which students reorder words within a description of astigmatism to make a coherent text then examine a diagram of an astigmatic eye and use modal verbs to make conjectures as to why sufferers experience blurred eyesight. In pairs students ask and answer questions to complete a text on the cause and consequences of glaucoma.
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<urn:uuid:dd1c3eb6-7185-4ef4-95fe-fda5199a3811>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.020634472370147705,
"language": "en",
"language_score": 0.8315710425376892,
"url": "http://www.onestopenglish.com/clil/secondary/science/sight-and-light/pathology-of-vision-astigmatism-and-glaucoma/551328.article"
}
|
Gravity: Introduction to Bodies
Back in 2014, STATS Inc. introduced the notion of gravity, which was explained by Kevin Pelton as a series of two measures: gravity score and distraction score. In Pelton’s explanation, gravity score measures the relative distance a primary defender strays from their offensive counterpart and distraction score quantifies the amount of attention that same defender gives to the ball handler. In one of the worst episodes of self-reference, Tom Haberstroh piggy-backs on Pelton’s description by developing a measure called respect rating (Pelton’s article references Haberstroh’s article; which in turn references Pelton’s article… they were published the same day). While the two articles are incredibly vague in describing the mechanics of gravity, we were given an insight into some analytics that can be developed from tracking data.
To give a simple overview, gravity is a measure that ranges from 0 to 100. It reflects relative distances between one defender and two specific players on the court: the ball handler and the offensive player being guarded. The idea is an attempt to quantify the “Man-You-Ball” defensive posture a player takes on the court. The tighter a defender guards an offensive player, the higher the gravity. The tighter a defender moves towards the ball, the more distraction they observe from guarding their man. The idea is very straightforward.
In this article, we serve up an introduction into gravity from an elementary point of view: center of masses. We will use this article as a springboard into understanding the role gravity in areas such as hedging, switching, pre-switching, and ultimately, spacing. Commonly, gravity is seen as a measurement of defensive players relative to shooters; however, it is much much more than that.
Our goal here is not to replicate gravity, but rather give a relative definition of gravity that captures the original intention of gravity while giving us a tool set to start quantifying difficult features using spatial statistics.
Introduction: Fixed Gravity, Two Bodies
During my NCAA playing days, we were taught the 1/3-1/2 rule; which meant we guard our man one-third of the distance from our man when he is one pass away and 1/2 the distance away when he is two or more passes away. This idea (now nearly 20 years old; and was even taught earlier) is simply fixed gravity.
Screen Shot 2017-12-21 at 9.35.18 AM.png
Red defender playing one-third distance of on one-pass player.
In this case, we identify the two sources of gravity: the ball handler and the off-ball player a defender is guarding.
Screen Shot 2017-12-21 at 9.35.18 AM
Included labels of “Gravity” and “Distraction.” However, both are just two gravity terms.
However, if we merely drag along this line, we run the risk of one of the simplest plays in the book, the backdoor cut towards the basket.
This means that the defender has the potential to get burned almost every time as they are not protecting the basket when they are the lone responsible player for protecting the basket.
Note: There are situations where a defender may refuse to protect the basket, such as in BLUE defense, where the primary defender’s responsibility is to refuse penetration into the key; and a secondary defender is responsible for covering a driving lane to the basket, thus protecting the rim.
Basket Gravity: Fixed, Three Bodies
To reduce the probability of a backdoor cut, we focus on sagging towards the basket. In this instance, we have now defined a third gravitational pull. If we consider a simple constant model for this, let’s pick a naive number and suggest one-sixth the distance to the basket.What happens to the defender now?
First, the defender is no longer on the vector between the two offensive players. Instead, they are pulled in the direction of the basket, contained in the triangle formed by the two offensive players and the basket.
The black triangle formed by the offense and the basket is the region for which the defender is most likely going to operate in.
When the defender sags, he forms three new triangular regions. These are indicated in red. The upper triangle between his man and the ball handler is the original gravity-distraction region, which we call contest zone. The right-hand triangle between his man and the basket is the recovery zone. The left -hand triangle between the ball-handler and the basket is the help zone. The lengths of each of the red spokes identify the distances to each of the three gravitational bodies
By assuming the fixed gravity model, we merely need to find the position that gives us the one-third and one-sixth distances we require. This calculation is commonly known as an n-body center of mass. In the n-body center of mass, we effectively calculate
Screen Shot 2017-12-21 at 1.06.03 PM.png
Here, p_i, are the positions of offensive player (or basket), i, on the court. The values, m_i, are their associated masses, or weights. In our fixed gravity construct above, we have this one-third, one-sixth rule. Under this construction, we set the mass of the offensive player to one and see that the masses of the ball-handler and basket become 1/2 and 1/5, respectively. This gives the explicit solution below.
Screen Shot 2017-12-21 at 1.15.38 PM.png
Explicit solution of of the one-third, one-sixth fixed gravity model.
In motion we can see the backdoor cut become guarded.
Fixed Gravity: More Bodies
The description above is a classic denial defensive drill for wing defenders, where the ball-handler is a teammate throwing the ball into play. In reality, there are more players on the court and this begins to complicate even the fixed gravity model.
For instance, let’s place in one more offensive player and a two more defensive players.
Screen Shot 2017-12-21 at 1.26.32 PM
We solved three fixed gravity center of masses.
Here, nothing has drastically changed. We isolated each part of the defense and solved the center of mass problems with respect to the gravity rules. The sketch is nothing out of the ordinary.
If we extend to the Minnesota Timberwolves offensive set, we can see how this fixed gravity problem adjusts the defense.
Screen Shot 2017-12-21 at 1.35.12 PM.png
Defense (red) using fixed gravity model of defense against the standard Timberwolves offensive pin down PnR set.
We see that the defense looks a little compacted, and somewhat unrealistic. However, the basic fundamentals of the defensive scheme are preserved: one-third distance from man to ball, one-sixth distance from man to basket.
And now as a play goes into motion, we are able to capture the intricacies of the movement. Pay close attention to the screen. This becomes important.
As we can see in the optimal movement, the defender caught in the pin down must manage to go under the screen and effectively beat his man to the pick and roll screen. This requires first that all screens must be avoided and then that all defenders are perfect at anticipation.
Varying, Constant Gravity
In the introductory cases above, we assumed that all offensive players have the same gravity. We know this is not true. We know that Stephen Curry needs to be closely covered on the perimeter more often than Tristan Thompson. In this case, we are able to start changing the one-third, one-sixth rule from above to a vector of gravity values.
In this case, Curry can have stronger gravity than Thompson. In the case of Curry, we may see the one-third rule get tightened up to one-sixth. Similarly, we may see Tristan Thompson move from one-third to one-half.
If we are able to measure these masses/weights, we are then able to start making decisions about how to guard a possession. For instance a wing screen with a low gravity screener may give the defense the opportunity to either BLUE the screen, leaving a Tristan Thompson-type player to be the perimeter shooter; or trap the ball handler off the screen.
Making such decisions on defense requires the entire defense to react (or at least two members). To start to understand these decisions, we need to look into the interaction of defensive players.
Interactions: Screening, Switching, and Helping
Up to this point, we focused on the most rigid form of gravity that was depicted as three-body action. That is, all players have the same gravity, that gravity is constant, and gravity depends only on the Man-You-Ball with Between Your Man and the Basket philosophies.
In reality, gravity of players is not a one-way street. Applying Newton’s third law of forces, we find that defensive players contribute equal and opposite gravity onto the offense. Let’s illustrate this:
Screen Shot 2017-12-21 at 1.35.12 PM
Initial Offensive Set for the Minnesota Timberwolves
If we look at the action in the video above, starting by the initial Timberwolves offensive set above; we know that a pin down screen occurs to set up a pick-and-roll action. This means that two defensive players exhibit gravity!
Two defenders are exhibiting gravity!
This defender driven gravity leads to the simplest defensive interaction on the court: the switch. Two players may switch in these exchanges. What this indicates is that the defender releases gravity on their primary man and picks up the new offensive player. In the physical setting the defender on the switch “orbits” the first offensive player and then gets pulled into the “orbit” of the second offensive player. Therefore a screen is measured by the amount of third force law interaction.
Finally, if an offensive player has high gravity, let’s suppose this is LeBron James in the post, then other defenders may hedge in the direction of James in attempt to reduce the probability of scoring on the possession.
In a more concrete example, let’s consider the BLUE defense. In this case, a defense may blitz the pick-and-roll. When the blitz occurs, a defender pulls across the lane in a two-nine attack to influence the baseline drive of the ball-handler from attacking the rim. This means, we may end up with three defenders on two offensive players for a short period of time. More importantly, this suggests that the ball-handler has a high amount of gravity for this brief period of time.
The question is then, how does the gravity of a player change over time?
Making Gravity Fluid
Now that are are able to model hedging, screening, and switching, we can now start to ask how to compute the gravity for a player. Above, we assumed that the gravity of each player was fixed, constant over time, and results in a center of mass calculation for positioning defenders. In reality, gravity is fluid. That is, it changes as players move on the court.
A simple example would be: How close is a center guarded when they are 85 feet from the basket? In this case, this is simple transition. The reality is, the center is not guarded. Instead they are met down-court, if possible. But once that center comes into the half-court offense, their gravity increases. As they get closer to the rim, their gravity may increase even more.
Given this example, we need to identify a method for measuring gravity. Here’s one method: N-body solutions. Recall that the center of mass solution, given a set of defensive requirements (protect the rim, deny passes) realizes gravity as masses. The N-Body problem is the equilibrium of gravity when all masses are are put into play.
What this means is, applying Newton’s three force laws, we should have 55 combinations of masses: 5 defenders, 5 offensive players, and one basket. Since we are able to measure all 11 positions, q, on the court, we can write the N-Body problem as
Screen Shot 2017-12-21 at 11.01.27 PM.png
When this quantity equals zero, we have equilibrium. The values of m are the masses we are interested in. The value G? This is merely a scaling factor.
One Type of Solution
One method for estimating gravity in this situation is to break up possessions and compute the N-Body problem. Over the course of the possession, we can take the collections of masses for players and yield a response given by points scored during the possession.
Here, we are able to create a model that uses the estimated masses at each time stamp, with a class label of points scored.
Note that despite having 55 combination of masses at each time step, we only obtain 11 masses for the gravity calculations. What this results in is a N x 2P x Q x R x S x Z tensor with the entry of the computed mass. Let’s break down this tensor…
N: The maximal number of time steps in a possession. Will be sparse with structural zeros as possessions tend to be 12-14 seconds in duration; for 300 – 350 time steps. However, if we take the maximal possession (say it is 40 seconds), this value is 1000 entries.
P: The number of players in the league. We select 2 as there is an offensive gravity as well as a defensive gravity for each player. This means P is typically near 950.
Q: Finite baseline index. As the baseline is fifty feet long, a binning of the baseline into 2 foot segments, we obtain Q to be 25.
R: Finite sideline index. As the baseline is ninety-four feet long, a binning of the sideline into 2 foot segments, we obtain R to be 47.
S: Class of possession scored. Only two possible values.
Z: The number possessions.
This results in a tensor that is LARGE, but also SPARSE. The non-zero elements are the estimated weights. Stacking these weights in this manner, we obtain a description of offenses and defenses relative to the locations on the court over the course of the possession.
More importantly, we have a feature space that we can finally create a model. One such model may be a neural network or a support vector machine. Or more importantly, if we are interested in spacing, we can look at the CANDECOMP-PARAFAC Decomposition that yields information on gravity values associated to particular locations on the court that lead to scoring opportunities. And more importantly, identifies defenders that have weak gravity, indicating over-confidence in their defensive capabilities.
3 thoughts on “Gravity: Introduction to Bodies
1. Pingback: Gravity Example: 0.04s of Computation | Squared Statistics: Understanding Basketball Analytics
2. Pingback: Weekly Sports Analytics News Roundup - December 26th, 2017 - StatSheetStuffer
3. What a fantastic read on Data Science. This has helped me understand a lot in Data Science course. Please keep sharing similar write ups on Data Science. Guys if you are keen to know more on Data Science, must check this wonderful Data Science tutorial and i’m sure you will enjoy learning on Data Science training.:-
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<urn:uuid:cccc29d4-e38e-4d92-abc4-1837444d24b2>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.59375,
"fasttext_score": 0.07842892408370972,
"language": "en",
"language_score": 0.9390458464622498,
"url": "https://squared2020.com/2017/12/21/gravity-introduction-to-bodies/?like_comment=1090&_wpnonce=343ac1f30b&replytocom=1090"
}
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The Museum is on a mission to digitise the 80 million specimens in its collection. We want to make the information the specimens hold about the natural world more openly available to scientists and the public. Among the thousands of microscope slides we have imaged are the Museum’s parasitic louse slide collection consisting of 70,000+ slides, of which more than 200 are aquatic lice (the Echinophthiriidae) that are part of the sucking lice family (Siphunculata). Now we need your help to transcribe information from the specimen labels so that the data can be shared openly with the global scientific community on the Museum’s Data Portal. Lice live on the outside of their bird and mammal hosts. They are highly host specific, with the majority of species being unique to a particular host species, off of which they cannot survive for long. As their evolutionary history is closely related to that of their hosts, parasitic lice are frequently used as a model to study co-evolutionary processes. Co-evolution is the process that occurs when two species influence each other during evolution.
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<urn:uuid:68cb2e17-ecde-48d0-ba97-13f0e3475944>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4,
"fasttext_score": 0.09155267477035522,
"language": "en",
"language_score": 0.9510939121246338,
"url": "https://scistarter.org/miniature-lives-magnified-lice-of-the-open-oceans"
}
|
04 April 2013
Hollander Slope
After its inception in the early 17th-century, the Tokugawa Shogunate launched a step-by-step effort to expunge the influence of Christianity and to limit the activities of Europeans to trade. In 1634, a group of Nagasaki merchants agreed to construct an artificial island in the harbor to confine Portuguese residents, accepting assurances from the Shogunate that they would be richly rewarded in the form of rental fees. The fan-shaped island, called "Dejima" (protruding island), reached completion in 1636, but Japanese authorities lost patience with the Portuguese and expelled them from the country only three years later. Dejima remained empty until the Dutch East India Company agreed to move its factory (trading post) there in 1641.
From that year onward, Nagasaki served as the only place in Japan where foreigners could reside. Chinese trade was also confined to Nagasaki, and from 1689, Chinese residents agreed to move into a walled-in quarter in the Juzenji district with restrictions similar to those imposed at Dejima.
Despite the rigid separation, however, relations among the Japanese, Chinese and Dutch were generally cordial: in contrast to other parts of Japan, where the only foreigners encountered by ordinary people were those portrayed in exaggerated images in woodblock prints, the people of Nagasaki used the affectionate terms achasan and orandasan to refer to their foreign co-inhabitants. Once all the rules had been settled, Nagasaki entered a period of peace and prosperity as Japan’s only officially open port, with the Chinese living in their spacious quarter in the Juzenji district, the Dutch ensconced on Dejima, the Japanese community scattered over 77 traditional blocks or machi, and everyone profiting directly or indirectly from the foreign trade.
Late 19th-century view of Dejima, looking over the rooftops of Western-style houses in the Oura neighborhood of the Nagasaki Foreign Settlement.
By the time Japan re-opened the national doors in 1859, the people of Nagasaki were using the word oranda to refer, not only to the Dutch on Dejima, but to everything European, such as oranda ryōri (European cuisine), oranda bochi (foreign cemetery) and oranda yashiki (Western-style house). People in other parts of Japan tended to refer to Caucasians with xenophobic and racially charged words like ijin and gaijin, but Nagasaki residents continued to use the affectionate if inaccurate term orandasan (Hollander) to refer to Westerners of all nationalities.
The construction of the Nagasaki Foreign Settlement began in 1860. The Shogunate (and later Meiji government) conducted the groundwork and the laying of stone-paved roads, gutters and steps reaching up into the hillside residential neighborhoods of Higashiyamate and Minamiyamate. Foreign residents were allowed to own the buildings they erected but paid an annual land rental fee to the Japanese government based on the area of each lot.
While this was going on, the people of Nagasaki began to call the flagstone-paved hillside paths orandazaka (Hollander Slope), as usual the implication being, not that the paths had anything directly to do with the Netherlands, but that they were used on a daily basis by the orandasan (i.e. Euro-American residents) living in the foreign settlement.
The former Nagasaki Foreign settlement was still dotted with 19th-century buildings after World War II but memories of the foreigners who once lived there had mostly faded. Japanese tenants occupied the empty houses in the residential neighborhoods of Minamiyamate and Higashiyamate, one large family to a room, plugging fireplaces to keep out draughts, plastering the walls with pictures, and covering the old wooden floors with tatami mats.
In 1966, the owner of the Western-style house at No.25 Minamiyamate agreed to sell the building to the "Meiji Village" theme park in Aichi Prefecture, but all the information he could provide about the history and characteristics of the house was that it was an oranda yashiki (lit. Dutch house). Hearing this, the Meiji Village curators launched an investigation assuming that a Dutch family had built the house or a least lived there for much of its history, but they ran into a wall until finally realizing that the term oranda yashiki was being used in a manner unique to Nagasaki.
Today, the former Nagasaki Foreign Settlement has gained attention for its unique architecture and ikokujōcho (exotic atmosphere), and the "Hollander Slope" in Higashiyamate is a popular tourist destination introduced widely in photographs and picture postcards. But most of the people who come to visit the famous flagstone path may not notice that it reflects, not another aspect of Nagasaki's historical relationship with the Netherlands, but a culture of tolerance, cooperation and coexistence fading quickly in the wake of urban development.
"Oranadazaka" shown on the cover of a picture postcard collection of the 1970s. The old Western-style houses at No.13 (right) and No.12 Higashiyamate are used today as a community center and museum, respectively.
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A Ditch and its Treasures
In the summer of 2003, archaeologists discovered the remains of the western bulwark ditch of James Fort. On the far southwestern end of the fort site, the topography sloped steeply to the concrete seawall and into the James River below. Prior to completion of the seawall in 1902 by the Army Corps of Engineers, this portion of James Fort experienced severe erosion resulting in a steep cliff face composed of a sizable portion of both the 1861 Confederate earthwork and James Fort. Only a small 14' section of the ditch had survived the ravages of time. This ditch most likely once surrounded the western corner bulwark of James Fort, which has been lost to erosion.
The ditch contained artifacts that typify James Fort's earliest contexts. Among these are Irish copper pennies dated 1602 and English white ball clay tobacco pipes with small bowls and teardrop heels. Numerous examples of ca. 1608 pipemaker Robert Cotton's work including pipes, pipe shavings, and pipemaking sagger parts were discovered. The first complete Robert Cotton pipe recovered from the site was also found in this ditch. Several dozen disc shell beads associated with Virginia Indian manufacture were found here along with three freshwater pearls. The Virginia Company investors had hoped to profit from the pearls the colonists discovered in the freshwater mussels and by 1610 two Pearle Drillers were being requested by the Council of Virginia.
Two interesting medically-related artifacts were found in this part of the bulwark trench. One was a piece of sulphur. According to London surgeon John Woodall, who supplied medical equipment to Jamestown: Sulphur or Brimstone is hot, concocting and resolving, it profiteth the asthmaticall, cough, collicke, greese, and resolution of the members: taketh away itch, breaking out of all the body: cureth tetters or ring-worms, and scurffe and cureth rheumes and distillations.
The other medically-related object was a section of human skull that exhibited attempts at a surgical procedure known as trepanation. Trepanning was a surgical response to head injuries whereby surgeons removed a plug of bone from the skull to prevent a buildup of liquids that could cause pressure on the brain. Surgeons could also use the cavity to remove broken pieces of skull. The skull piece was both robust and found to contain traces of lead, evidence that the individual had been a European male. There were three distinct marks from the trepanning saw on the skull, but none successfully completed the procedure. Saw marks along the top edge of the skull indicated that an autopsy had been performed post mortem.
After the removal of all layers of the west bulwark, a square feature was found that extended an additional foot and a half below the level of the ditch. The fill removed from the feature was a single layer of silty loam rich in organic material with comparatively few historic artifacts--a copper-alloy aglet and a 15mm diameter lead shot. Given the dearth of artifacts, and its depth and proximity to the palisade, it was possible that this pit was the remnants of a saw pit used in the construction of the fort and for the production of clapboard siding for export. John Smith recalled work in the first few months of the colony:
Now falleth every man to worke, the Councell contrive the Fort, the rest cut downe trees to make place to pitch their Tents; some provide clapbord to relade the ships. . . .
Production of clapboard siding as Smith described likely would have entailed the use of a saw and pit.
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Present day Inyo county has been the historic homeland for thousands of years of the Mono tribeCoso peopleTimbisha, and Kawaiisu Native Americans. They spoke the Timbisha language and the Mono language with Mono traditional narratives. The descendants of these ancestors continue to live in their traditional homelands in the Owens River Valley and in Death Valley National Park.
Inyo County was formed in 1866 from the territory of the unorganized Coso County created on April 4, 1864 from parts of Mono and Tulare Counties. It acquired more territory from Mono County in 1870 and Kern County and San Bernardino County in 1872.
The name came to be thought of, mistakenly, as the name of the mountains to the east of the Owens Valley when the first whites there asked the local Paiutes what the name of the mountains to the east was.
Inyo was the name of the headman of the Panamint band of Paiute-Shoshone people at the time of contact when the first whites, the Manly expedition of 1849, wandered, lost, into Death Valley on their expedition to the gold fields of western California. The Owens Valley whites misunderstood the local Paiute and thought that Inyo was the name of the mountains when actually it was the name of the chief, or headman, of the tribe that had those mountains as part of their homeland.
In order to provide water needs for the growing City of Los Angeles, water was diverted from the Owens River into the Los Angeles Aqueduct in 1913. The Owens River Valley cultures and environments changed substantially. From the 1910s to 1930s the Los Angeles Department of Water and Power purchased much of the valley for water rights and control. In 1941 the Los Angeles Department of Water and Power extended the Los Angeles Aqueduct system further upriver into the Mono Basin.
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Romans >
Roman Forts
Roman forts were large camps where soldiers could live
comfortably while fighting.
They were often built in a square shape and were protected by: strong walls, towers and ditches. Each side had a fortified gateway.
The soldiers kept watchdogs to smell any approaching enemies and sent out spies to report on suspicious enemy activities. In an ambush, huge catapults called ballistas would fire out iron bolts.
Greek and Roman Ballista Catapult
Inside there were buildings to cater for all the soldiers' needs from: eating, sleeping and washing to banking and praying. There was also a small hospital to look after the sick and injured.
A little village called a vicus grew up around many forts in which the local people would run take-away food stalls and inns for the soldiers to relax in off-duty, in return for money and protection from attack. Although legionary soldiers were not supposed to marry, many 'unofficial' wives and families would also live in the vicus too.
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Cultural Heritage
The legendary Ring of Gullion which is steeped in Celtic mythology has been a place of pilgrimage for some of Ireland’s famous writers such as W.B Yeats. In the late 19th and early 20th centuries, Sliabh Gullion became a platform for prominent political leaders such as, Charles Stewart Parnell, Arthur Griffith, Maud Gonne MacBride, and Michael Collins.
The South Armagh region is also known as Ceantar na n-Amhran (District of Song) and Ceantar na Bhfill (District of the poets) due to the rich heritage of music and poetry. An oral tradition in storytelling, Celtic myths and legends created a rich environment for the Gaelic poets of the 18th and 19th century such as Art Mac Cumhaigh, Peadar Ó Doirnín, Seamus Mor McMurphy, Seamus Dall Mac Cuarta, Padraig Mac Giolla Fhiondain and Art Mac Bionaid. Their poetry is a precious legacy from a dark period in our history; the defiant voices of a few lone singers who articulated the joys and sorrows of the common people at a time when most of the latter were reduced to silence and despair.
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Originating in Spain, but now mostly celebrated in just Mexico, Guatemala and the Southwestern US, Las Posadas is nine-days of processions symbolizing Mary and Joseph's search for lodging in Bethlehem. It begins on December 16 and ends on December 24th. In the evening, carolers proceed to nativities that are placed among important plants including native Mexican pines and poinsettias. SO without this holiday, we wouldn't have the traditional Christmas plant.
A tradition in Mexico for nearly 400 years, its roots are in Catholicism, but even Protestant Latinos follow the tradition. Some stories trace it back to the 16th century and St. Ignatius of Loyola or Friar Pedro de Gant in Mexico. Others say that early friars combined Spanish Catholicism with the December Aztec celebration of the birth of Huitzilopochtli.
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"url": "http://1037theloon.com/5-holidays-in-december-you-didnt-know-about-3-las-posadas/"
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This article investigates two local coinages used in notarial documents, especially wills and real estate sales contracts, in urban early colonial Peru: the “indio solarero” and the “indio criollo.” These terms, apparently invented by the indigenous parties or with their approval, suggest that these residents were inventing new roles for themselves and took pains to bring attention to their new social positions as property-owners (“solarero,” or owner of a solar), Spanish speakers, Catholics, and city dwellers (“criollo,” or born in the city rather than in a rural community). The indigenous men and women who utilized these terms had accumulated some of the social markers of colonial success—real estate, slaves, imported clothing, language, religion—and while they may have been few in number and unlikely to turn their world upside down, they saw themselves as having achieved according to the new standards that they embraced, whether slightly or wholeheartedly. By identifying and understanding the idiosyncratic language they used to identify themselves (as opposed to labels such as “Indian” placed upon them by outsiders), the article approaches the possibility of gaining access to the mentalité of these urban colonial residents.
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"url": "https://read.dukeupress.edu/hahr/article-abstract/89/3/471/27590/The-Creolization-of-the-New-World-Local-Forms-of?redirectedFrom=PDF"
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The Euphrates Project
The Euphrates River is one of Turkey’s most important natural and cultural assets. It informs us of the development of several ancient civilizations, and in fact the evolution of humanity itself. Being the setting for many historical events, it has become the topic of numerous narratives within Abrahamic religions, a myriad of epics as well as a multitude of love stories and requiems of ordinary people. It has shaped many civilizations that are the cultural legacy of the Turkish people. The documentary proposed in this project aims at tracking the geography of the Euphrates to record this rich cultural legacy and present it to the future generations in its entirety.
The focal point of this cultural legacy is water which has enabled human life and culture. Waters of the Euphrates nourish humans and crops, are used to build their houses, fill their dams, provide cleanliness to the people, their belongings and animals, and finally connect people when they build bridges or separate them when the waves are fierce. In other words, in this area, water together with the land is the most significant element of life and cultural legacy.
With this in mind the filming crew will document the important cultural, social and religious elements around the waters of the Euphrates, starting from the source and proceeding to the point where it leaves Turkey. This recording will cover a wide range of images: the narratives of men and women who live in the Euphrates geography, elements of their daily life like food, art forms such as music and poetry, and the little-known samples of the archeological and cultural legacy that the Euphrates embraces. In other words, the goal of this documentary is to ethnographically document the people living in this geography with their own words and sights by properly placing them in the macro historical and cultural panorama.
The Text of the Euphrates Documentary
The Euphrates has been the subject of a myriad of epics and beliefs since ancient times. This river which has sheltered on its shores many groups of people such as the Hittites, Assyrians, Medians, Urartus and Romans was the first river deemed to be sacred by the ancient people. It has kept its strategic importance throughout history; it is surrounded by the ruins of hundreds of ancient cities. Although many novels and stories have been written and several films have been made in Turkey about the lives of the people living in this geography, not one comprehensive documentary has been directed on its natural, historical and cultural importance. The documentary proposed in this project aims at filling this gap.
The proposed documentary will focus on four main regions and their social, cultural, archeological and art-related benchmarks and themes. Academics with expertise in related fields will be consulted throughout the filming. In order to preserve and highlight the culture within the geography of the river and the human aspect of this project, local people, men and women, will be asked to contribute with their own narratives of the region. The protagonists of this documentary will naturally be the people living on either side of the river and the images of the river that appear in their music, narratives, beliefs and even food.
It is a well-known historical fact that water sources and emergence of civilizations are very strongly related. Throughout ancient times rivers have met some most vital needs of humans and other living beings. They continue to be essential for the well-being of humans today as well because of dams to produce energy, irrigation, agricultural and industrial production, various sports and tourism. Since ancient times rivers have shaped both the economic and social conditions and the culture of the inhabitants that live in their geography.
The 2,800 kilometers long Euphrates River which originates in Turkey and flows into the Persian Gulf is an excellent example. It is said to be one of the heavenly rivers mentioned in sacred books and it has shaped, together with its sister river the Tigris, the whole Mesopotamia region where the first settled communities have emerged. Providing humans the ease of transporting heavy loads, and the water for irrigation it has been one of the most influential factors in their lives as they have moved from nomadic life to living in settled communities. No wonder why this river gets its name from the Arabic word “ferahat” which means “comfortably spacious”.
The significance of the Euphrates has increased during our times. One third of its body lies within the borders of Turkey; it holds Turkey’s biggest dams and it has the biggest potential for productive waters. In Turkey the Euphrates flows through the cities of Erzincan, Tunceli, Elazığ, Malatya, Diyarbakır, Adıyaman and Gaziantep, then heads first southeast and then southwest to enter the Syrian territory. After Culap and Habur join it, it continues head on to enter Iraq at Al Kayem. Completing a 350-kilometer route in Iraq, it reaches the Euphrates-Tigris delta at Ramadi where the two rivers fuse and flow into the Persian Gulf. Of its total basin area of the 444 thousand square kilometers, only 123 thousand squares are in Turkey and of its total length of 3 thousand kilometers, only 1,263 kilometers are in Turkey. Despite this, the majority of the waters of the Euphrates are derived from melting snow mostly from Turkey. Thus the Euphrates is of indisputable significance for Turkey. In addition to providing energy to the region it houses the GAP (Güneydoğu Anadolu Projesi- The Southeast Anatolia Project), one of world’s major agricultural projects that irrigates the Harran Plain. In recent years it has been gaining value as a tourism asset as well. Considering the importance of water sharing in the world and the Middle East in the coming years, it is clear that the future of Turkey cannot be separated from the future of this river. The proposed documentary will be highlighting this reality as well.
Narratives, songs and poetry about how the waters of Euphrates heal the ill, how this river starts and ends love affairs, how prayers offered on its shores are always granted form a rich body of cultural material. The goal of the documentary is to investigate this rich source and pass it onto the next generations.
Stories of the Euphrates and religious rituals are closely knit with the everyday life of its inhabitants. The love stories that appear in many of the legends sometimes end happily and at times not. In stories with sad endings either one of the lovers or both of them get lost in the wild waters of the river. In that sense, the river is the site of many beginnings and endings. It can be both fertile and destructive. It can be the joyous space of happy beginnings promised in love stories as well as the sorrowful space of loss and death. This dual structure is why it harbors such a rich culture of many different stories. It represents both worldly needs and ethereal sentiments, both love and separation, life and death and ultimately men and women and the fertility of women.
To give an example of the themes of the proposed documentary one introductory scene can be as following:
A group of men are performing ablution in the yard of a mosque on the shore of the Euphrates. The camera focuses on the hands and feet of the men who are washing/cleaning themselves. One of these men is Sedo Dadaş from Güngörmez, a village on the skirts of the Dumlu Mountain which is an important source of this river. When Sedo Dadaş returns home after the prayers he finds his wife baking the special tandouri bread that has been made in this region for more than 5 thousand years from a particular red wheat variety of this region. Sedo Dadaş and his wife would be just two of the characters that have lived and worked in the geography of the Euphrates from all eternity.
The following are the themes that will be used in the documentary:
1. The Beginnings
The Euphrates has two major sources: One is the Murat River that is born in Diyadin in the city of Ağrı, and the other is Karasu born in the Dumlu Mountain in the city of Erzurum. According to legends, a tribe that moved out of Maverahünnehir under the leadership of a saint named Dumlu Baba (Father Dumlu) in the ninth century settled here and discovered this major source. His name has been given to the nearby mountain which provides the water source. It is believed that Dumlu Baba has descended from heaven. This area is considered to be sacred and is still visited by people who come to pray at his tomb and fill their water jugs every season and especially in Ramadan. There is a business preposition to bottle and market this very pure and cold water.
The Dumlu Mountain which is the source of the Aras, Çoruh and Euphrates rivers hosts the cattle breeding nomadic tribe called “Şavak”s. The oldest known type of wheat, the red wheat, is also grown here. Fossils of this wheat aged 5 thousand years have been found in this region, strengthening the belief that the Euphrates is the river which has hosted the oldest settled communities.
1. Waters of the Sacred River
The Euphrates and its waters have been considered as sacred since ancient times. There are abundant indications that people of all monotheistic religions have resided alongside its coasts. The documentary will focus on the relationship of the river with the monotheistic religions in the two following ways: First, in the Elazığ-Bingöl-Tunceli region which will actually be the second point of filming, a local belief system and praying rituals will be recorded. People in this locality believe that Hızır and Munzur, two legendary saints, who had been cross with each other finally make peace at this locality called Gola Çetu; unite, turn into water and flow into the sea. It is very probable that the Euphrates carried them to the sea. Gola Çetu is considered to be sacred by the Alevites who perform their prayer rituals at this site every Thursday. Secondly, the documentary will focus on the various temples of the region such as churches and mosques to highlight the religious and cultural significance of Gola Çetu.
1. The Sounds of the Euphrates
The “Dengbej”s who are chanters of myths, epics and love stories have an important place in the southeast Anatolian Kurdish culture. They chant these stories without the help of an instrument, pouring their emotions into their voices. Their voices are a very important aspect of the Euphrates culture, folklore and natural sounds of the region. The proposed documentary has the goal of gathering and recording human and natural sounds by using an ethnomusicological approach. To this end, the sounds of the Euphrates will be recorded as well as its sights to create an archive of the sounds of this region.
1. The Cradle of Civilizations
Halfeti and Zeugma are two places that symbolize how the Euphrates has created and destroyed civilizations throughout history. The Roman Empire first encountered the Euphrates in the first century A.D. and the name of the river was first written with the Latin alphabet using mosaics found in Zeugma. However, the history of the region dates back to centuries before that. The “old” Halfeti which was submerged under the water during the building of the Birecik Dam and the “new” Halfeti which was then built along the river is just one example that demonstrates how this river has been a transformer of civilizations throughout history. The documentary will focus on the living history of the region and carry out visual and oral recordings. The expertise of local archeologists and social scientists will be utilized here as well. However, as always, this global and academic perspective will be enriched with the narratives of the local people and the two perspectives will be enhanced with visual recordings.
1. The Place Where It All Started
The discovery of the Göbeklitepe ruins is a major archeological achievement that will probably lead to the reconstruction of the history of humanity. Because of ongoing excavation it is not yet clear how far back these ruins date but a rough estimate is that the oldest pieces date to 13 thousand years from now. This cluster of the world’s oldest prayer ground is a clear testimony to the significance of the ancient cultures around Euphrates. Göbeklitepe is in close proximity to the Euphrates and considering that rivers change their beds over time, it is most likely that this prayer ground could have been initially built right on the coast of this river.
Göbeklitepe together with the Nevali Çöri Mound on the Kantara Stream, a tributary of the Euphrates excavated in 1983-1991, forms a striking example of civilizations that go far back than the written history of the world. The proposed documentary will record these archeological treasures and pass on their significance utilizing the expertise of academics and archeologists. Considering the future tourism implications of Göbeklitepe the importance of such a documentary is indisputable.
Project Directors
Student Assistants
Collection Development Team
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Though not wartime propaganda per se, and hardly a cartoon or comic, George P.A. Healy’s 1868 work The Peacemakers, painted three years after the American Civil War, employs design elements that seem to borrow from cartoon/comics archetypes that developed through that period and that set this work apart from other Civil War era high art. The rainbow over President Lincoln’s head is the most eye-catching icon.
The Peacemakers tells the story of a game-changing strategy session between the North’s three heavy hitters — (left-to-right) Major General William Tecumseh Sherman, General-in-Chief Ulysses S. Grant, and President Abraham Lincoln— to determine whether to seek peace or continue engagement with the south’s Confederate Army (led by General Robert E. Lee). The outcome of this meeting laid the groundwork for the Yankee victory and Sherman’s total war campaign to pacify Georgia and the Carolinas — (an unfortunately common route to ‘peace’). (Peacemakers, 2016)
Considering the post-war context within which The Peacemakers was painted, it does a number of important things:
• It solidifies this as a critical moment within collective American cultural memory;
• It (re)constructs the campaigns that followed (including Sherman’s total war campaign) as a reasoned ‘solution’ for achieving peace;
• It reinforces Lincoln’s position as the nation’s single leader; and,
• It reinforces America’s iconographic red, white and blue, as national colours, reclaiming them from the Confederate flag.
The Peacemakers was and continues to be a widely recognized and important symbol of reunification for a country torn apart by civil conflict.
What is interesting is Healy’s use of design elements to convey these meanings, providing a different translation of high art design elements seen in the work of Civil War artists such as Conrad Wise Chapman, Eastman Johnson, and Winslow Homer, to name a few (, 2016; Blinkovitz, 2012; McCloud, 1994; Knopf, 2015; Thomson, 1962). Compare it to:
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Though not sequential art, The Peacemakers depicts a single moment linked to a longer story, larger events and a broader context, slowing that moment down and allowing viewers to reflect, much the same as the paintings above (McCloud, 1994). The Peacemakers incorporates a subtle fibonacci (golden spiral), a classical design element; For instance, The viewer’s eye follows the arc of the rainbow from the top left hand corner downwards towards the lower 1/3 of the painting where its colours (red, white and blue) continue in the carpet, drawing the eye towards the central figure of an engaged but contemplative Lincoln who is slightly better lit than the other three figures in the painting.
What I think really sets The Peacemakers apart from other paintings (high art) of the era, and likens it more to the American Civil War cartoons/comics, is its creation of meaning through iconography and symbolism, body positioning and character/subject interaction, use of design elements to convey motion and sound, and devices for drawing the viewer into the scene (McCloud, 1994). For instance:
• Although Lincoln appears to be the The Peacemakers’ central figure, General Sherman is the most compelling of the subjects. The visual perspective (which the artist has gotten quite wrong, I think) makes Sherman larger in relation to the other figures, even in relation to Lincoln who suffered from Marfan syndrome and was usually heads taller than most people around him. This design technique underscores the total war solution and its link to achieving peace as being the subject of this painting;
• Both Sherman and Lincoln are leaning forward, engaged;
• Rear Admiral David Dixon Porter (to the right of Lincoln) is set apart from the other three, turned at an awkward angle, and not participating in the conversation. This helps create intimacy amongst Lincoln, Grant and Sherman, and it also positions Porter as an observer of the scene with whom the viewer may relate and which helps to draw the viewer into the painting;
• Grant’s head is framed by the window and drawn curtain behind him, highlighting his importance as part of the overall subject matter;
• The predominance of the colours red, white and blue as an American icon;
• The incorporation of the rainbow as a ‘calm-after-the-storm’ icon to reconcile the total war solution, positioned over the head of the decision-maker; and
• Sherman’s hand pointing towards both Lincoln and the rainbow.
“In this picture I seem to be talking, the others attentively listening… I thought that [Healy] caught the idea from what I told him had occurred when saying that ‘if Lee would only remain in Richmond till I could reach Burkesville, we would have him between our thumb and fingers,’ suiting the action to the word.” -General W. T. Sherman quoted in Peacemakers (2016)
The American Civil War was the first major conflict in world history to be observed by citizens as it unfolded, and this was largely through artwork disseminated via mass media, in particular through weekly illustrated newspapers newly introduced in the North the previous decade such as Frank Leslie’s ‘Illustrated Newspaper’ (launched in 1855) and Fletcher Harper’s ‘Harper’s Weekly: A Journal of Civilization’ (launched in 1857), and the Southern Illustrated News (1862-1865) and Southern Punch (1963-1865) launched in the South after the outbreak of war (American Civil War, 2016; askART, n.d.; Binkovitz, 2012; Borritt, 1994; Johnson, n.d.; Kent, 2003; Knopf, 2015; Thomson, 1962).
“Many factors contributed to this sudden flowering: the growth of the population and
the news market, the solving of many technological problems by men trained in English
and American picture publishing, and an aroused popular attention to news events of
national concern. Between 1855 and 1860 the American lithographing and engraving
industries flourished, several illustrated comic weeklies, including Vanity Fair, began
offering their cartoon wares to the public, and most significantly three enterprising
publishers established weekly illustrated newspapers:
Harper’s Weekly, Frank Leslie’s
Illustrated Newspaper,
and the New York Illustrated News”. (Thomson, 1962)
A distinct North-South difference can be observed, with greater inclusion of battlefield imagery in the Northern media, compared to the Southern media’s greater focus on personal interaction and satire with little battlefield coverage; This was largely due to differences in access stemming economic resources influencing mass media production and circulation (askART, n.d.).
In the North…
The popularity of these weeklies was fomented by public demand for information regarding enlisted family members, methods of warfare and battle outcomes, and for most of the population this was their first experience with illustrations and cartoons as a medium (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; Kent, 2003; Thomson, 1962). Their popularity was additionally influenced by a new competitiveness within the journalism industry, and political leaders’ realization of the potential for mass media, and visual narrative in particular, to encourage public political support and support for the war effort, as well as for the emancipation proclamation by portraying positive interactions with freed slaves (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; Thomson, 1962).
“Special artists needed to be able to infuse their drawings with a ring of
authenticity, to persuade the viewer that he too was witnessing real history. The
artist needed to be able to see the picturesque essentials of the scenes or incidents he
was employed to sketch. He needed to be a man whose mind was open to broad impressions,
and with the ability to invest bare facts with charm and spirit. The artists didn’t need to
be great colorists, nor first-rate draughtsmen, but if they were both, it was all the better.
What was absolutely necessary was that they be able to sketch both rapidly and accurately,
and only few were able to do this. It was also necessary for them to be on hand for the
newsworthy event, to intuitively know when to be where. Obviously this
entailed daring and enterprise, as duty called them to all sorts
of dangerous places.” -HarpWeek quoted in askART (n.d.)
Journalists and artists were present on the battlefield to a degree and for a purpose not seen before, with mail being the typical means of submitting their work to their publishers. Artists included illustrators such as Thomas Nast, and especially high art painters such as Winslow Homer and Arthur Lumley (askART, n.d.; Binkovitz, 2012) — This is a critical consideration, as it represents high art being adapted for new mass media channels and translated into cartoons as a new medium for public consumption (, 2016; Blinkovitz, 2012; McCloud, 1994; Knopf, 2015; Thomson, 1962).
Some comics archetypes commonly seen today can be identified in this Civil War imagery:
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These works were typically uncoloured (i.e. black & white), incorporated visual design elements such as motion lines and representations of sound, and used icons such as Lincoln, other political and war heroes, battleships, weaponry, enemy threat, the North’s moral superiority, as well as depictions of life at home (Knopf, 2015; McCloud, 1994; Thomson, 1962). Though not sequential art in the way that comics typically are, some of these works used panel composition, gutters and transitions to juxtapose unrelated scenes to evoke emotional responses in viewers (especially in contrasting the battlefield with peaceful home life, or difference between abolitionist and anti-abolitionist society), and sometimes for the purposes of glorification (askART, n.d.; Knopf, 2015; McCloud, 1994; Thomson, 1962). Moving beyond objective depictions, these works frequently embodied satire to evoke meaning through exaggeration, and became an important tool for political leaders in encouraging support for he war effort (askART, n.d.; Knopf, 2015; Johnson, n.d.; McCloud, 1994; Thomson, 1962).
“The influence of these artists for Harper’s and other publications cannot be understated.
For example, Thomas Nast, one of the foremost political cartoonists of his time, was a great supporter of Abraham Lincoln and the Union, and Lincoln considered him crucial for
influencing men to join the Northern forces, calling him ‘our best recruiting agent’.
After the war Nast was nationally famous, and his criticism of Andrew Johnson
was a key factor in Ulysses S.Grant winning the presidency.” – askART (n.d.)
In the South…
… the situation was quite different. A major pre-war influence was Edward W. Clay’s ‘Life in Philadelphia‘, which used satire in its cartoons to evoke fear amongst Southerners through depicting how abolitionism and social/racial amalgamation would change everyday life (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; McCloud, 1994; Railton, 2012; Thomson, 1962). The major theme was the threat posed to men’s place and status in Southern society vis-a-vis women, commonly depicting interactions between black men and white women with white males either absent or occupying subordinate or peripheral roles (askART, n.d.; Johnson, n.d.; McCloud, 1994; Thomson, 1962). Some of the illustrations are full colour, adding depth and richness to the portrayal of Southern life.
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Though Philadelphia had economic ties to the South before the war, allegiances shifted to the North. With the outbreak of war, Union blockades meant that all media and mail circulation from North to South ceased, and internal economic challenges made it difficult for a homegrown publication to fill this gap. Among these challenges were paper shortages. (askART, n.d.; American Civil war, 2016)
An attempt was made with the establishment of the weekly Southern Illustrated News (1862-1865) and Southern Punch (1963-1865), but with little in the way of resources to support field contributors its content lacked breadth and range (askART, n.d.; American Civil war, 2016). Most imagery comprised character interactions, rather than battlefield coverage, and dealt with themes aimed at lampooning freed slaves and President Lincoln; questioning the freedom of freed slaves in the North (e.g. depicting freed slaves doing menial work for the Union army, interestingly targeted at slaves as an audience); while building support for the Confederate cause through depicting the bravery of Confederate soldiers, demonizing conscription dodgers, and presenting General Robert E. Lee as a hero (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; Thomson, 1962). Even more so than those in the Northern media, these works tended to incorporate design elements and types of archetype use that are recognizable within the contemporary comics medium; Notably, these works were heavily influenced by English political cartoons that had been widely accessible in the South before the war (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; Knopf, 2012; McCloud, 1994; Thomson, 1962)..
Foreign media presence included London Punch (1841-2002) (upon which Southern Punch was modeled), the Illustrated London News (1842-) and Fun (1861-), but, again, there were circulation challenges, and only the Illustrated London News was able to support one artist (Frank Vizatelly) in the field (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; Kent, 2003; Thomson, 1962). These sources offered external perspectives on the Civil War and largely dealt with themes relevant to home, including domestic tensions amongst Britain’s working class who favoured the Union cause vs the British aristocracy whose support tended towards the Confederate cause, played out through the metaphors of abolitionism and amalgamation (askART, n.d.; Binkovitz, 2012; Johnson, n.d.; Kent, 2003; Thomson, 1962).
“Before the turn in the Confederate tide in 1863, Punch took quiet satisfaction in
Union Army setbacks and characterized Lincoln’s Emancipation Proclamation as
nothing more than a ploy in the game of war. After Gettysburg, as the Union Army
moved inexorably toward victory, Punch alternately celebrated England’s
neutrality and attacked Lincoln as a tyrant. Only after the assassination did
Punch express contrition for its attacks on Lincoln’s character
and recognize his achievements.” -HarpWeek quoted in askART (n.d.)
While Sherman’s total war campaign meant that much Confederate work was destroyed, these English cartoons have been preserved (askART, n.d.) In many ways, these seem even closer to contemporary comics in terms of design elements, especially character design that incorporates exaggerated body features, character interaction that evokes meaning aimed at reinforcing white authority, and archetypes for sound and motion (McCloud, 1994).
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… I could write a 20,000-word dissertation on this topic alone! I’m such a Civil War history buff (and General William Tecumseh Sherman is totally my Civil War fan girl crush!). But I will stop here.
The US Grant Hotel in San Diego hosted the first ComiCon in 1970, and in 2012 began issuing an annual commemorative comic featuring General Ulysses S. Grant as its superhero main (, 2012; Staigerwald, 2012).
American Civil War. (2016, August 3). In Wikipedia. Retireved from
askART. (n.d.). Civil War art. Retrieved from
Binkovitz, L. (2012, November 16). At American art: A new look on how artists recorded the Civil War. Smithsonian Online. Retrieved from
Boritt, G. S. (1994, Winter). Punch Lincoln: Some thoughts on cartoons in the British Magazine. Journal of the Abraham Lincoln Association. 15(1):1-21. Retrieved from–punch-lincoln-some-thoughts-on-cartoons-in-the-british?rgn=main;view=fulltext
Finseth, I., & Backer, D. (1996). Scartoons: Racial satire and the Civil War. Retrieved from
Historical Society of Pennsylvania. (n.d.) Teaching the Civil War through politicalcCartoons. Retrieved from
Johnson, L. (n.d.). American Civil War [Weblog post]. Visual Propaganda: Ideology in Art. Retireved from
Kent, C. (2003). War cartooned / Cartoon war: Matt Morgan and the American Civil War in “Fun” and “Frank Leslie’s Illustrated Newspaper”. Victorian Periodicals Review, 36(2, Summer): 153-181. Retrieved from
Knopf, C. M. (2015). The comic art of War: A critical study of military cartoons, 1805-2014, with a guide to artists. McFarland. Retrieved from,&ots=bndmEFH3dR&sig=fCYCS-6pXWrYG_v36qwAmWk8wRs#v=onepage&q=The%20Comic%20Art%20of%20War%3A%20A%20Critical%20Study%20of%20Military%20Cartoons%2C&f=false
McCloud, S. (1994). Understanding comics: The invisible art. New York: HarperPerennial.
Peacemakers, The. (2016, April 11). In Wikipedia. Retireved from
Railton, S. (2012). E. W. Clay’s Amalgamation series. Uncle Tom’s Cabin and American Culture. Retreived from (2012). Complimentary 1st edition comic with Grant Grill beverage purchase. Retrieved from
Staigerwald, B. (2012, July 5). Guests of the Grant Grill to receive Comic Con exclusives [Weblog post]. When Nerds Attack. Retrieved from (n.d.). Political cartoons of the Civil War. Retireved from
Thomson, W. F., Jr. (1962). Pictorial propaganda and the Civil War. The Wisconsin Magazine of History, 46(1), 21-31. Retrieved from
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30 Jan 2014
Carrots seed head study
As we discovered yesterday, carrots produce umbels - groups of flowers that produce seeds. You can see examples of these in yesterday's post; first the umbel with its clusters of beautiful white florets, and then below that, the withered umbel with the fruits beginning to form.
In this post you see the umbel at a later stage again, showing all the clusters, or umbrels turning in towards the centre, folding the flower head inwards. Even the little tufty bracts on the bottom of the umbel turn up, enclosing the fruiting body.
The photo below shows the prickly little seeds in close-up. Scary looking beasties, aren't they? Strictly speaking, these are not seeds, but dry little fruits called schizocarps. They're about 1-2mm in length, and brownish in colour. Each fruit is covered in long spines set in clumps, which correspond to the old umbrels. It looks incredible through a hand lens!
According to the World Carrot Museum.com, the umbel of the carrot has a remarkable mechanism for seed dispersal. The stalks are hygroscopic, so when conditions are dry and suitable for seed dispersal, they bend outwards exposing the seeds to wind and animals; when it is wet, they bend inwards, forming the birds nest structure, which protects the seeds. It is really, really dry outside right now, and our withered umbels are flat. I shall keep an eye on them and will report their shape if and when it rains. okay?
Today in Botany we discussed this seed dispersal mechanism, and learnt a bit more vocabulary. We talked about the reasons for the hairs and looked for barbs or hooks. The seeds come away from the seed head in clumps. Is this an advantage? We looked at those scary looking schizocarp fellas close up, and acknowledged that for all its weirdness, the bird's nest was actually quite beautiful as well.
We haven't finished looking at the carrot, we'll be back again tomorrow, but I must say, I'll never look at those orange rings on my dinner plate in quite the same way again. Will you?
1. How do they know the humidity and which way to bend? What in their form causes it? They clearly have no brain, lol! But do we know how they do it? Is it reprodicible, I wonder. So fascinating. It reminds me of the buttercups we hike by that are open when we head out and closed on our retuen.
2. They look a bit like venus fly traps don't they?
3. Yes, we are studying the sleep of plants right now as well, Naomi. The carrot flowers are upright during the day and lie sideways at night. Lots of flowers close up at night. We're making a list!
Jemimah thinks they look like venus fly traps as well.
There is heaps more to learn about carrots. I am loving botany as a study!! We both are, I think!
1. Isabella told me once about Linnaeus' floral clock, a garden planted with flowers that could tell time by their opening and closing! She mentioned a classical piece called l'horge de flore based on it also. Here's a youtube: http://m.youtube.com/watch?v=gcynfWkLxEA
4. Oh cool. We're studying Linnaeus this term as well!
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Call now: 855-625-2663
Blount’s Disease in Children and Adolescents
A Patient's Guide to Blountâs Disease in Children and Adolescents<
Bowlegs also known as tibia varum (singular) or tibia vara (plural) are common in toddlers and young children. The condition is called physiologic tibia varum when it's a normal variation and the child will grow out of it. Most toddlers have bowlegs from positioning in utero (in the uterus). This curvature remains until the muscles of the lower back and legs are strong enough to support them in the upright position.
In some cases abnormal growth of the bone causes the bowing to get worse instead of better over time. This condition is called Blount's disease or pathologic tibia varum.
Blount's disease becomes obvious between the ages of two and four as the bowing gets worse. Overweight adolescents or teenagers can also develop Blount's disease.
This guide will help you understand
• what part of the leg is involved
• what causes the condition
• what treatment options are available
What part of the leg is involved?
The tibia (lower leg bone) or more commonly called the shin is affected by Blount's disease. Infantile (less than three years old) Blount's is usually bilateral (both legs are affected at the same time). The bones start to form an angle and rotate inwardly. Adolescent (11 years of age and older) Blount's is more likely to be unilateral affecting just one leg.
In Blount's disease the epiphysis and metaphysis both are involved. Only the medial or inside edge of the bone is affected. The metaphysis is the wider part of the tibial bone shaft. In the early stages of Blount's disease, the medial metaphysis breaks down and growth stops. In the child who is still growing, the metaphysis containing the growth zone consists of spongy bone that has not yet hardened.
What causes this condition?
There are three types of tibia varum based on the age it begins: 1) infantile (less than three years old), 2) juvenile (occurs between four and 10 years), and 3) adolescent (11 years of age and older).
Physiologic tibia varum occurs between the ages of 15 months to three years. There's no need for treatment for this normal stage of development. But it's not always clear at this age if the tibia varum is physiologic (normal variation) or pathologic (Blount's disease).
Blount's disease is caused by a growth disorder of the upper part of the tibial bone. Toddlers or children who are large or overweight for their age and who walk early are most often affected. As the child walks, the repeated stress and compression of extra weight suppresses (slows) or stops growth of the developing bone. When only one side of the tibia stops growing, there are abnormal changes in bone alignment resulting in this curvature or bowing of the bone.
There can be other causes of bowed legs in toddlers or young children. Metabolic disorders such as a deficiency of vitamin D causing rickets is more common in other countries. In the United States many of our foods are fortified with vitamin D to prevent this problem. In a small number of children, vitamin D deficiency occurs as a result of a genetic abnormality. The child cannot absorb or metabolize vitamin D.
Juvenile or adolescent Blount's disease is usually caused by obesity (being overweight) but can be the result of infection or trauma that disrupted the medial growth plate.
What does this condition feel like?
The young child may not feel any symptoms. However patients with adolescent tibia varum usually complain of pain along the medial side of the knee. The bowed appearance of the lower legs may be the first obvious sign. The child may have trouble walking without tripping. The way the child walks may not look normal. He or she thrusts the leg out away from the other leg when walking on the affected leg.
How do doctors identify this condition?
Visual observation is the first method of diagnosis. The family or doctor sees the problem when looking at the child or watching him or her walk. The distance between the knees is measured with the child standing with the feet together. If the space between the knees is more than five centimeters (1 1/4 inches) further testing is needed.
Bowing of the bones can be seen more clearly on X-rays. There are six stages of tibia varum seen on X-ray and named after the physician (Dr. Langenskiold) who first described them. The radiologist will see a sharp varus angle and other changes in the metaphysis. Often there is widening of the growth plate. The top of the tibia looks like it has grown a beak just on the medial side.
What treatment options are available?
Treatment depends on the age of the child and the stage of the disease. Between ages birth and two, careful observation or a trial of bracing (also called orthotics may be done. If the child doesn't receive treatment, Blount's disease will gradually get worse with more and more bowlegged deformity. Surgery may be needed to correct the problem. For the obese child, weight loss is helpful but often difficult.
Nonsurgical Treatment
Most of the time bowlegs or genu varum resolves on its own with time and growth. No specific treatment is needed unless the problem persists after age two.
In the case of Blount's disease aggressive treatment is needed. Severe bowing before the age of three is braced with a hip-knee-ankle-foot orthosis (HKAFO) or knee-ankle-foot orthosis (KAFO). Bracing is used 23 hours a day. As the bone straightens out with bracing, the orthotic is changed every two months or so to correct the bowlegged position.
Surgical correction may be needed especially for the younger child with advanced stages of tibia varum or the older child who has not improved with orthotics. Surgery isn't usually done on children under the age of two because at this young age, it's still difficult to tell if the child has Blount's or just excessive tibial bowing. A tibial osteotomy is done before permanent damage occurs. Brace treatment for adolescent Blount's is not effective and requires surgery to correct the problem.
In an osteotomy, a wedge-shaped piece of bone is removed from the medial side of the femur (thigh bone). It's then inserted into the tibia to replace the broken down inner edge of the bone. Hardware such as pins and screws may be used to hold everything in place. If the fixation is used inside the leg, it's called internal fixation osteotomy. External fixation osteotomy describes a special circular wire frame on the outside of the leg with pins to hold the device in place.
Unfortunately, in some patients with adolescent Blount's disease, the bowed leg is shorter than the normal or unaffected side. A simple surgery to correct the angle of the deformity isn't always possible. In such cases an external fixation device is used to provide traction to lengthen the leg while gradually correcting the deformity. This operation is called a distraction osteogenesis. The frame gives the patient stability and allows for weight bearing right away.
What should I expect from treatment?
Nonsurgical Rehabilitation
A physical therapist will work with the family to teach them how to put on and take off the orthosis. Inspection and care of the skin is very important and will be included in the instruction. The child may need some help with gait training (learning how to walk properly). The therapist will help the child learn how to use any assistive devices (e.g., walker, crutches) that may be needed.
Failure to correct the tibia vara deformity early often results in permanent damage to the growth plate and growing bone. Later, joint degeneration may occur.
After Surgery
Osteotomy with internal fixation usually heals in six to eight weeks. The cast is removed five to six weeks after the operation if there's enough bone build-up to prevent change or loss of position. A second cast is applied that keeps the knee straight but the foot and ankle free to put weight through the leg.
When the child has surgery with external fixators and distraction osteogenesis, gradual correction of the deformity takes place over the next three weeks. After the tibia is straightened, extra rods are used to stabilize the external frame. The frame is taken off about 12 weeks postoperatively.
Parents or guardians should be advised that Blount's disease might not be cured with surgery. Results are usually good with infantile tibia vara. When treated at a young age and at an early stage, the problem usually doesn't come back. Older patients with advanced deformity have a much higher risk of recurrence of the deformity. Patients must be followed carefully throughout their growth and development. Unilateral bowing can result in that leg being shorter than the other leg. This is called a leg length discrepancy and may need additional treatment.
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Vocabulary Lesson 18
Created by Holly Immerfall
This is an activity from Spiral
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10 slides
steadfastSomeone steadfast stays focused on a goal and an always be counted on.
RashIcarus acts in a rash and foolish way when he flies to close to the sun. The heat melts his wings and he falls.Someone who acts rash acts too quickly and/or carelessly without thinking things through.
somberA place, event, person that is gloomy is somber.
labyrinthA labyrinth is a winding array of passages meant to confuse those who try to get through.
furyA fury is a wild fit of anger or violenceThe warrior Achilles fights bravely during the fury, or violence, of the Trojan War.
unravelsSomething unravels when its structure comes apart.
bitterlyTo do something bitterly is to do it with resentment and extreme dislike.Hercules bitterly fought the boar before he defeated it.
massiveSomething that is massive is very large, heavy, and bulky.
embraceWhen someone gives an embrace, they hold that someone or something closely in a hug.
abandonAbandon is to leave a person or thing behind.
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Analysis Pages
Tone in The Garden
Tone Examples in The Garden:
The Garden
"O wind..." (The Garden)
Notice that in the second part of this poem the speaker is addressing the wind instead of the rose. However, unlike her address to the rose which started with a “you,” this address begins with “O,” an exclamation used to express lament or surprise. The change in address in this second stanza creates a desperate longing or pleading tone for the rest of the poem.
"can not..." (The Garden)
The modal verb “can” indicates an ability to perform an action. When it is in a past form, could, this states that the ability to perform the action is remote, or impossible. Notice here that the speaker repeats “can not,” which connects to the earlier repetition of “could.” While in the previous stanza the speaker states that were it not for the heat, she could perform those actions, here the heat is so intense that the fruit actually cannot perform even the simple act of falling. In either case, the tone conveyed is one of listlessness, in which the heat has paralyzed everyone and everything in the garden.
Analysis Pages
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Silver is one of the most versatile of natural metals, and its extreme malleability has enabled silversmiths to create a wide variety of wares, both beautiful and functional. Initially silver was primarily appreciated for its bullion value, representing the coinage of the realm. Goods were often pawned or melted down, and many splendid pieces were "recycled."
Many attempts were made over the centuries to control the silver standard but perhaps the most successful "quality control" system evolved as early as 1327 when King Edward I of England decreed that every item made from silver would be "hallmarked" to ensure purity.
A crowned leopard’s head was stamped on goods to indicate each piece had been tested and met the sterling standard. By 1544 a new hallmark was introduced that superseded the Leopard's head as the mark of purity. The Leopard's head then became the city mark for the London assay office, and other marks were introduced to represent other cities (assay offices) around the country.
To identify the date of production of a piece of silver, alphabet letters were struck in various shield-like forms on the silver. But the alphabet system re-set every seventeen years so it takes patience and a library to identify the year of making.
The hallmark system was continuously refined and many monarch’s contributed their own “touch” to the system. A Duty Mark was introduced during the years 1784 – 1890 as an indication that a duty or tax had been paid on the object.
The Master Craftsman was responsible for the quality of the work that left his atelier or workshop, regardless of who made the item. Hence the responsibility mark is still known today in French as le poinçon de maîtreliterally "the maker's punch," often referred to as “maker’s mark.” A penalty of 10 years imprisonment still exists if convictedfor the mis-use of English hallmarks.
Hallmarks or makers’ marks that are so worn by use or by over-polishing will cast doubt on the condition of the article and lessen its overall value. The value of even the finest piece of antique silver will be diminished if the article has been damaged or abused, while well-cared for articles will retain their value.1
See our section Cleaning Silver for tips.
1 Derbyshire, Lydia, Antique Silver, The New Compact Study Guide and Identifier, London, 1994, p. 11.
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Types of badges
badge of shame, also a symbol of shamemark of shame, or simply a stigma, is typically a distinctive mark or token on a person deemed as worthy of public humiliation or persecution, and required to bear a distinguishing sign in public or in captivity. The yellow badge that Jews were required to wear in parts of Europe during the Middle Ages, and later in Nazi Germany and German–occupied Europe, was intended to be a badge of shame. The term may also refer to other identifying marks that are associated with shame. The biblical “Mark of Cain” can be interpreted as synonymous with a badge of shame. The term is also used metaphorically, especially in a pejorative sense, to characterize something associated with a person or group as shameful.
The yellow badge that Jewswere required to wear in Nazi Germany as a badge of shame.
The first mass production of metal buttons dates to the 1896 William McKinley campaign for president with “celluloid” buttons with one side of a metal disk covered with paper (printed with the message) and protected by a layer of clear plastic.
One of the most famous uses of campaign buttons occurred during the 1940 U.S. presidential election, when Wendell Willkie‘s campaign produced millions of lithographed slogan buttons in rapid response to news items about President Franklin D. Roosevelt.
Button from a 2005 City Council race in Spokane, Washington, produced by a volunteer with a button machine
Another recent trend is the use of graphical campaign buttons, or “web buttons“, that internet users can place on their personal websites. Graphical campaign buttons are useful because they can be widely distributed for little cost.
However, wider availability of machines for producing celluloid-type buttons (as well as inkjet and laser printers and designsoftware) now permit even small campaigns to produce or acquire buttons relatively inexpensively, even in small quantities.
Heraldic badge
In heraldry, a badge is an emblem or personal device used to indicate allegiance to or property of an individual or family.
Physical badges were common in the Middle Ages particularly in England. They would be made of base metal and worn on the clothing of the followers of the person in question. This might be in battle or in other contexts where allegiance was displayed. The badge would also be embroidered or appliqued on standards, horse trappings, livery uniforms, and other belongings.
The Prince of Wales’s feathers, which is the badge of thePrince of Wales.
There are six general categories of United States military badges:
nursing pin is a type of badge, usually made of metal such as gold or silver, which is worn by nurses to identify the nursing school from which they graduated. They are traditionally presented to the newly–graduated nurses by the faculty at a pinning ceremony as a symbolic welcome into the profession. Most pins have a symbolic meaning, often representing the history of the nursing program for that school of nursing.
The ancestor of the nursing pin is the Maltese cross. Some significant historical contributors to the foundation of hospital standards involved in using the Maltese cross were the Knights Hospitaller and Order of Saint Lazarus, pioneers of communicable disease care, such as leprosysyphilis, and other chronic skin diseases during their period, and established one of a few hospitals in the territories of their reign.[1] As the Renaissanceperiod progressed, the use of the symbol has evolved into family coat of arms, then given to those who were providers of exclusive services. Such pins were then awarded to nurses who were needed by society during periods of spread of uncontrolled illnesses during the early period, and to recognize them as nurses who are educated, trained and experienced in the said field.
A nurse’s pin from a nursing school, given to nursing graduates of their school’s pinning ceremony.
Nurse’s pins today
Modern designs of nurse’s pins have evolved through time. The Maltese cross, in some nursing educational institutions, has not been incorporated in their pins, instead, their own seal or logo such us that of their nursing school, nursing organization of university affiliated with. The pin is still worn as part of the nurse’s uniforms today, in such cases, before or even after they graduate from their respective nursing schools, and work for medical institutions, such as hospitals and health and wellness centers.
Personal device
personal device is closely related to the picture-text combinations called emblems found in emblem books. Popular from late medieval times, the personal device typically consisted of a visual image and a short text or “motto”, which when read in combination were intended to convey a sense of the aspirations or character of the bearer.
Derived from heraldry, where the coat of arms would often include a motto, the device spread far beyond the aristocracy during the Renaissance as part of the craze for wittily enigmatic constructions in which combinations of pictures and texts were intended to be read together to generate a meaning that could not be derived from either part alone. The device, to all intents and purposes identical to the Italian impresa, differs from the emblem in two principal ways. Structurally, the device normally consists of two parts while most emblems have three or more. As well, the device was highly personal, intimately attached to a single individual, while the emblem was constructed to convey a general moral lesson that any reader might apply in his or her own life.
Particularly well-known examples of devices — so well known that the image could be understood as representing the bearer even without the motto — include the porcupine ofLouis XII with its motto “Eminus et cominus” or “De pres et de loin” (left, over a doorway at Blois) and the crowned salamander among flames of François Ier with the motto “Nutrisco et extinguo” (right, at Chambord). These and many more were collected by Claude Paradin and published in his Devises héroïques of 1551 and 1557, which gives the motto of Louis XII as “Ultos avos Troiae”.
~ by sketchbitch on December 14, 2008.
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Battles of wwii: Project 100 points
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BATTLES of WWII: Project 100 points
Below is a list of some of the most significant battles of WWII that led to turning points in the War. Your assignment is to choose one of these battles and create a News Journal account /report of the event/battle. You may use power point, video, internet etc. for use in your presentation. You are encouraged to be CREATIVE in your news presentation. Your presentation should be 2 – 5 minutes in length. Some will be longer than others based on the type of event and amount of activity.
This should be an informative presentation for the class that gives them an in depth account of the event.
Think of breaking your group up into the following:
Anchor: reporting on the lead story, the battle
Co-anchor: reporting on the secondary story (story of homefront or impact)
On Scene Reporter; writes and reports on human interest story:
On the scene interview:
Your news reporting should include all of the following in some way:
1. Name and date of Battle
2. What was the overall allied strategy during the battle?
3. Was it a turning point why or why not?
4. Did resources and geography impact the battle?
5. Description of the Battle; any unusual circumstances or events
6. Events leading up to the battle/goals and objectives of countries involved
7. The losses sustained by the countries involved
8. The outcome (who won ) and its impact on the War effort for the winning and losing side.
9. Any other interesting facts you find.
1. You may work with 2 other people creating groups of 3. All members must be a part of the project.
2. Create 2 test/quiz questions from your information.
1. Battle of the Atlantic 15. D-Day
2. Battle of Britain
3. Dunkirk
4. Battle of El Alamein
5. Battle of Moscow
6. Battle of Stalingrad
7. Battle of Guadalcanal
8. Battle of Leningrad
9. Battle of the Bulge
10. Battle of Iwo Jima
11. Battle of Midway
12. Battle of the Coral Sea
13. Battle of Okinawa
14. Battle of Pearl Harbor
RUBRIC: Possible Pts Your Pts.
The Battle is clearly described/ details given 20 ______
Strategy outlined and clear objectives of battle
Dates and Locations given/ geography/resources 15 ______
Map/visual used
Events leading up to the battle given and explained 10 _______
Outcome of the battle clear/ successes and failures 20 _______
Objectives of battle obtained / why or why not
Impact on the war effort of this battle/ was it a turning 15 _______
Point why or why not?
Creativity/ entertaining and interesting 10 _______
Clearly understood/ presentation was professional 10 ________
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VCE Studio Arts Unit 3 ARTIST ANALYSIS: Frederick McCubbin "Discuss the importance of McCubbin's work to the tradition of landscape painting in Australia" As a renowned, Australian-born landscape artist, Frederick McCubbin's work is of great importance to the tradition of landscape painting in Australia as he draws his ideas from the hard working Australians from which our culture has derived. Seen as a painter of heroic figure compositions set in nationalist landscapes, McCubbin studied at the Artisan's School of Design under Louis Buvelot during the late 1860 s. Influenced by other prominent artists to the likes of Jean Francois Millet and Jules Bastien-Lepage, McCubbin followed many of there ideas and styles by using the realistic approach of 'Truth to nature' which enabled McCubbin to paint the world as he sees it and how it really is. The Australian landscape is made up of beautiful colour and texture, which has been endlessly depicted by other artists such as Eugene Von Guerard.
As a European Artist, Von Guerard finds beauty in such things as our traditional foliage, fauna and the mountain ranges, where as Frederick McCubbin, being of Australian decent sees beauty and appeal in portraying the life and hard work of people that live and work the land. McCubbin paints with a nature as he sees it rather than with the academic ideal. He paints a documentary of life on the land and about national pride as apposed to painting a 'pretty picture' that will look good with the d'ecor. Using renaissance techniques, McCubbin painted rural workers, Aussie pioneering spirit, settler's and historical events which help shape our knowledge of Australian hardship on the land in the 1880's. His aim being to tell the Australian story of settlement. Fred McCubbin's methods of painting was by painting plein-air out in the landscape surroundings, and then back at his studio would place figures in the painting after he had painted the landscape.
An example of when McCubbin would have done so, is in his painting 'Down on his luck'. Along with the help of other artists such as Tom Roberts and Arthur Street on, McCubbin collaborated to introduce new techniques of painting, by mixing compositions and stature and figure drawing along with impressionist's techniques of broad brushwork and atmospheric effects of the Australian light. Frederick McCubbin often used the romantic approach to his use of colours, which were often quite juxtaposed. Thus, meaning that when up close, these colours were side by side and were not mixed, but from afar, the colours would blend, and form an object The colours would be softened down to create a poetic and nostalgic flow to the scenery.
Once relocated to Mount Macedon, McCubbin began to experiment in illustrating light and its effects on colour in the nature. This allowed McCubbin to portray the landscapes at different times of day in different weather conditions, giving a true indication of how the landscapes can offer more than just pretty daytime paintings. Frederick McCubbin's painting's are of great importance to the tradition of landscape painting in Australia. Through his use of varied styles, theme's and techniques, he has managed to depict the 'truth' and reality of the hardship of a new country whilst still managing to highlight the beauty of Australia's most prized and outstanding landscapes.
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10.11: Observer Effects
The Roman poet Ovid created a legend around the story of Pygmalion, who carved a statue of a beautiful woman out of ivory, fell in love with his creation, and persuaded the gods to bring Galatea to life. In George Bernard Shaw's updated version of the myth, in his play Pygmalion, Pygmalion is replaced by Professor Higgins, a speech expert, and the raw material out of which he aspired to create his Galatea is not a block of ivory but an untutored Cockney flower girl called Eliza Doolittle. You may be more familiar with the musical version, My Fair Lady, in which Rex Harrison transformed Audrey Hepburn from flower girl to lady by talking and singing at her.
Robert Rosenthal and Lenore Jacobson carried this story a step further in their book Pygmalion in the Classroom.1 They argue that we are all Galateas, created by the expectations other people have of us, and that we are all Pygmalions, creating other people by the expectations we have of them. Each of us is supported by (or trapped in, depending on your point of view) a web of expectations other people have of us, and our behaviour is determined, to some extent, by those expectations.
This conclusion was based on an experiment they conducted in which an intelligence test was administered to elementary school students on the pretense that it could predict which children would "bloom" academically the next year. The teachers were given a list of potential bloomers, ostensibly selected by the test but actually selected randomly. The only difference between those "special" children and the others was, therefore, in the minds of the teachers. However, the chosen children did indeed show significantly greater intellectual growth than the other children. Their IQ scores increased, their school test performance improved, and they were judged by their teachers to be more intellectually curious, happier, and less in need of social approval.
While writing The Psychology of Teaching, the author tried to include a paragraph on this Pygmalion Effect.2 However, in the process of writing it, he became aware that the Pygmalion Effect was only one of many such phenomenon, in which what is observed is changed by the act of observing it. The paragraph expanded into a chapter called Observer Effects. Figure 10-1 lists a series of personal experiences, during that period, which suggested how widespread observer effects are.
Pollyanna and Cassandra are, of course, looking at the same thing. The very different scenarios, described in the last two chapters, illustrate the importance of our different subjective maps of the objective world. The optimist sees the glass as half-full, the pessimist as half-empty. They are both objectively correct. It is a matter of perception.
Technology is much more complex than a glass, whether half-full or half-empty. The analogy may serve some function if expanded. If the glass is half-full/empty of whiskey, the optimistic drinker will see it as half-full; however, if the glass is half-full/empty of medicine, the optimistic child would see it as half-empty. That is, some technologies are intrinsically good and some intrinsically bad, despite arguments that technologies are neutral. If the glass is half-full of whiskey, the optimistic drinker will see it as half-full whereas the optimistic temperance worker will see it as half-empty. Thus, even if neither bad nor good, our attitude defines it as bad or good.
Let us illustrate the observer effect with two cases in which the same objective facts about the human impact of electronic technology are perceived in different ways.
1 Robert Rosenthal & Lenore Jacobson, Pygmalion in the Classroom: Teacher Expectations and Pupil's Intellectual Development. New York: Holt, Rinehart & Winston, 1968.
2 W. Lambert Gardiner, The Psychology of Teaching. Monterey, California: Brooks/Cole, 1980.
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In the Māori language karanga can be translated as to call or summon and manu means bird or winged creature. Therefore karanga manu are bird calling instruments. They are deliberately made to mimic bird calls. They are small cross blown flutes made from pounamu (NZ greenstone) or bone that are played with pursed lips. They can produce a surprising variety of sounds when played well.
Karanga manu are most often used to mimic bird calls for the purpose of attracting and interacting with them. This can be for the simple pleasure of enjoying the interaction with the birds and their song, or as part of Māori spiritual practices. In Māori tradition, birds are respected and valued animals. They are sometimes seen as important messengers from the spirit world. Although karanga manu are a small and seemingly insignificant instrument, when employed in this way, they can serve a very important spiritual function. They are also used in contemporary Māori music and performance as an instrument to create a forest like atmosphere.
Karanga manu are also known by the less common term kōauau pūtangitangi. This term reveals a more practical use for the instrument, employed by ancestral Māori. Kōauau is the common cross blown Māori flute, that can also be used to attract birds. Pūtangitangi are large goose-like ducks endemic to Aotearoa. They are commonly known as paradise ducks. Early Māori hunted pūtangitangi in favoured regions and employed this instrument to lure the birds close enough to be captured. Hunting was done outside of the breeding season to ensure healthy populations remained. Today pūtangitangi can be seen on farm land and open grasslands throughout Aotearoa. Both the male and female have bold plumage, the male having a black head and barred black body, the female having a white head with a chestnut body.
Karanga manu are often worn around the neck as beautiful and functional pendants, readily available for an opportunity to communicate with the birds. Pictured: karanga manu pounamu made by Clem Mellish, 29mm x 52mm.
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Hyena by Edwin Morgan Poetry.
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Presentation on theme: "Hyena by Edwin Morgan Poetry."— Presentation transcript:
1 Hyena by Edwin Morgan Poetry
2 Learning Intention I will revise poetic techniques and consider their effect on the reader.
3 Simile To compare one thing to another using the words ‘like’ or ‘as’.
E.g. The snow was as white as the clouds. His eyes were as black as coal.
4 Metaphor A comparison which says something is another, not using the words ‘like’ or ‘as’. E.g. I am a cloud waiting to shed its raindrops. He is a ray of light on my bad days.
5 Onomatopoeia Words that sound like the noise they make. E.g.
He hissed as he swivelled through the corridors. As she cleaned the kitchen, the pots clattered and banged to the ground.
6 Alliteration The repetition of a sound at the beginning of 2 or more words. E.g. Carol caught Craig carrying cats in a bag. Sarah smoothly slid along the path oozing elegance.
7 Task Write down 2 examples of each technique we have learned about. Leave room to annotate each one. Analyse your examples to show what their effect is. Be ready to discuss your examples as a class.
8 Learning Intention I will contextualise the poem, ‘Hyena’.
9 Hyenas The Three of the four species of hyena are restricted to sub-Saharan Africa, where they live in drier environments such as savannah, bushland and desert. The fourth species, the Striped Hyena, is found in northern and eastern Africa as well as in Asia from the Middle East to India. Except for the aardwolf, all living hyena species are hunters and scavengers. They have extremely strong jaws in relation to their body size and have a very powerful digestive system with highly acidic fluids, making them capable of eating and digesting their entire prey, including skin, teeth, horns and bones. Hair and hooves are usually regurgitated. Because their digestive system deals very well with bacteria, they have no aversion to and readily eat carrion. The Spotted Hyena is primarily a predator, unlike some of its cousins. Spotted Hyenas are successful pack hunters of small to large sized ungulates, and are the most abundant carnivores in Sub-Saharan Africa. Because the aardwolf is a specialized feeder of termites, it lacks the size and physical power of its cousins.
10 Many cultures have historically viewed the hyena in a bad light
Many cultures have historically viewed the hyena in a bad light. Negative associations have generally stemmed from hyenas' tendency to scavenge graves for food. They are one of the few creatures naturally suited for this, due to their ability to devour and digest every part of a carcass, including bone. As such, many associate hyenas with gluttony, uncleanliness and cowardice. The haunting laughter-like calls of the Spotted Hyena inspired the idea in local cultures that they could imitate human voices and call their victims by name. Hyenas are also associated with divination and sometimes thought of as tools of demons and witches. In African folklore, witches and sorcerers are thought to ride hyenas or even turn into them.
11 Task Read the poem and take notes on the following features:
Narrator (Person who is telling the story) Plot (what happens) Setting (where and when) Mood (How the reader is supposed to feel)
12 Narrator Describe the narrator’s: Strengths Appearance Surroundings
Sound Food
13 Setting Describe the setting’s: Appearance Resources Comfort Heat
14 Learning Intention I will annotate ‘Hyena’ to gain a full understanding of the text.
15 Annotate Highlight, circle or underline effective techniques used by the poet: Similes Metaphors Alliteration Onomatopoeia Sentence structure Word choice 2. Then write down the effect: What is suggests to the reader about the characters, plot etc Connotations How it makes the reader feel.
16 I have been travelling all morning through the bush And not eaten.
I am waiting for you. I have been travelling all morning through the bush And not eaten. I am lying at the edge of the bush On a dusty path that leads from the burnt-out kraal. I am panting, it is midday, I found no water-hole. I am very fierce without food and although my eyes Are screwed to slits against the sun You must believe I am prepared to spring.
17 I have a rough coat like Africa. I am crafty with dark spots
What do you think of me? I have a rough coat like Africa. I am crafty with dark spots Like the bush-tufted plains of Africa. I sprawl as a shaggy bundle of gathered energy Like Africa sprawling in its waters. I trot, I lope, I slaver, I am a ranger. I hunch my shoulders. I eat the dead.
18 When the moon pours hard and cold on the veldt
Do you like my song? When the moon pours hard and cold on the veldt I sing, and I am the slave of darkness. Over the stone walls and the mud walls and the ruined places And the owls, the moonlight falls. I sniff a broken drum. I bristle. My pelt is silver. I howl my song to the moon- up it goes. Would you meet me there in the waste places?
19 It is said I am a good match For a dead lion. I put my muzzle
At his golden flanks, and tear. He Is my golden supper, but my tastes are easy. I have a crowd of fangs, and I use them. Oh and my tongue- do you like me When it comes lolling out over my jaw Very long, and I am laughing? I am not laughing. But I am not snarling either, only Panting in the sun, showing you What I grip Carrion with.
20 For the leaping sinews to go slack,
I am waiting For the foot to slide, For the heart to seize, For the leaping sinews to go slack, For the fight to the death to be fought to the death, For a glazing eye and a rumour of blood. I am crouching in my dry shadows Till you are ready for me. My place is to pick you clean And leave your bones to the wind.
21 Stanza 1 Who is the hyena addressing ? Using quotes to illustrate your answer explain the condition the hyena is in. What does the last line tell us, in spite of what we have already been told in this stanza ? Stanza 2 How would you answer the question in line 1 ? Examine the similes in these lines and comment on how well you think they work. Interesting sentence structure in the last two lines. Describe the structure of the sentences and explain what it achieves. What is your reaction to the last line?
22 Stanza 3 Select quotes from this stanza which describe the behaviour of the hyena and explain in your own words what we learn about it. Again look at the hyena’s questions – how do you react to them? Stanza 4 Why is the beginning of this stanza humorous? In lines 3 to 6 what do we learn of its eating tastes and method? The last 8 lines describe the hyena’s appearance and sound. Which words or phrases caught your attention and why? Stanza 5 Explain in your own words what the hyena waits for. How do you feel about the final 2 lines?
23 Learning Intention I will adopt the writing style of the Hyena in order to show my understanding of the poem’s narrator.
24 Writing Style? What features of writing does the narrator use that you could copy? Consider sentence structure, techniques, word choice, description of the senses etc.
25 Task Produce a piece of writing to describe a day in the life of the narrator. It should be descriptive, interesting and similar to the style of the poem. Aim for 800 words. Remember to: Write in 1st person Use figures of speech Use rhetorical questions Describe sounds, sight, smell, touch and tastes Describe the surroundings and the lifestyle
26 Learning Intention I will plan my critical essay on ‘Hyena’ by Edwin Morgan.
27 Essay Question How does Edwin Morgan create an effective narrator for the poem, ‘Hyena’? Top Tips! Answer the essay question! Use critical terminology: themes, narrator, simile, rhetorical question, effective word choice, repetition, metaphor etc! Analyse in full detail!
28 Themes……. Ways in which the poet creates an effective narrator……
29 Themes: Nature Survival
Some of the ways in which the poet creates an effective narrator: Use of 1st person (writing from the narrator’s point of view) Use of rhetorical questions Description of setting Repetition Similes, metaphor, personification Description of narrator’s appearance, sound, actions, strength Etc!!!!!!!!!!!!!!!!!
30 Essay Plan Introduction Name of poem and poet Describe the plot, setting, themes and narrator Explain the focus of your essay 2,3,4,5. Main Body - STAR Statement (refer to the question and explain the focus of the paragraph) Textual evidence (quote to support your statement) Analysis (explain how the quote supports your statement) Response (explain how the reader is made to feel and refer back to the question) Conclusion Answer the essay question in a few sentences Explain your opinion of the poem and how it has affected you
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Waterloo Map
The object is a large map which comprises a series of field sketches showing the area around the Battle of Waterloo. The map was used by the Duke of Wellington before and during the Battle of Waterloo.
Kent has a place in British history both in the front line and in the ‘back room’ support roles. The pieces of the map were drawn up by a team of Royal Engineer Officers. The map was loaned to the Museum in 1910 by the Museum’s curator Major Harrison who gifted it to the Museum in 1921.
Royal Engineers Museum
Royal Engineers Museum,
Prince Arthur Road,
This map was used by the Duke of Wellington before the battle in 1815. The map is made from 10 different pieces of writing material, of varying qualities. The area of the battle itself is visible near the top right of the map. Wellington’s pencil lines are visible here.
The pieces of the map were created by the British Royal Engineers between 1814 and 1815. Much of the map was drawn rather hurriedly, after Napoleon’s escape from the island of Elba. It was a field-sketched plan rather than a fully surveyed map. Wellington asked for the map 2 days before the battle so it could not be reproduced as one singular map, so the 10 original sketches where stuck together and used.
The map was nearly lost when a Royal Engineers officer became involved in a melee at the Battle of Quatre Bras (where he was attempting to deliver the map to Wellington). Waters (the officer) became unhorsed during an assault by French cavalry and then spent the rest of the combat trying to evade capture. His horse had bolted, but by some luck Waters was able to locate it shortly after.
At the battle itself, Quartermaster Sir William De Lancey carried the map on his person, reportedly in his jacket pocket. Sadly, he was mortally wounded by a ricocheting cannon ball which hit him the back. This broke eight ribs and punctured his lung. It was suggested that the dark area at the top of the map was the stain of De Lancey’s blood. It has since been suggested that this was a 19th century attempt at conserving the map. However, there are several accounts which describe the blood.
The map remained at the residence of Carmichael Smyth until his death in 1860. After this it was all but forgotten about. It resurfaced in 1910, when the Royal Engineers Museum received a letter reporting the discovery of the map. A London based bookseller had acquired it with a number of other maps and was willing to sell it. The museum did not have sufficient funds to purchase it at the time, so a Major Harrison (a curator) bought it using his own money and loaned it to the museum. In 1921, he gifted it to the museum.
In 1996, the map was moved to Duxford (Imperial War Museum), where it received some conservation attention. It was noted that the map had discoloured unevenly, this can more than likely be attributed to the period 1860-1910. A conservator found that the map was drawn in iron gall ink, black ink, graphite pencil, grey wash, green wash, and red pigment on 10 pieces of paper. There was a copy made for the Prince of Orange and another copy made in 1846, which resides in the British Library.
Curriculum Links
• KS1: Local History, Significant Individuals, Geographical Skills and Fieldwork, Everyday Materials
• KS2: Local History, Geographical Skills and Fieldwork
• KS3: Local History, Britain 1901- Present Day, Geographical Skills and Fieldwork
Create Notes
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December 31, 1695
Starting in 1696 England and Wales had a window tax. Income tax was considered an intrusion by the government, and most were opposed to it. Instead the government imposed a window tax. Each home paid a tax of two shillings, plus a tax for the number of windows above ten windows. This was considered to be a tax on the more wealthy, as the poorer families would have smaller homes. To avoid the tax, many people bricked up their windows. This tax was in place until 1851. In its place a tax on inhabited houses was instituted, and income tax was started in 1842.
President Abraham Lincoln
December 31, 1862
President Abraham Lincoln signed papers recognizing West Virginia as a state of its own. Before this time, West Virginia and Virginia were one state. When Virginia voted to secede from the Union at the start of the civil war, some of the leadership of the state disagreed. For a time, there were two governments for the state organized. It was then decided to organize a split from the Virginia. A vote was taken, although under very questionable conditions, and the state of West Virginia was admitted to the Union on December 31, 1962, on the provision that its constitution should include the groundwork for the gradual abolition of slavery.
Thomas Edison's Light Bulb
December 31, 1879
The first incandescent light bulb was invented in 1802 by Sir Humphry Davy. It did not work very well, as it was not very bright and did not last long before burning out. Many experimented over the years and came up with their own solutions. It is estimated about 22 inventors came up with some form of the light bulb. Thomas Edison started working on a version of his own in 1878. Edison worked on a lot of the other items needed for the infrastructure of a lighting system, so he is more well known for lighting and light bulbs.
December 31, 1944
The Manhattan Bridge is opened to traffic. This was the third of three suspension bridges built over the lower East River.
December 31, 1983
AT&T, an American company that provided telephone service to much of the United States and Canada, was ruled a monopoly in 1984, and broken up into many smaller companies. Earlier in the century, the federal government had let the company do business as a de facto monopoly. However, AT&T took it one step further, using their power to try and stop any completion in the phone business. In 1974 they had an antitrust lawsuit filed against them, and in 1984 AT&T were split into regional companies providing phone service.
Panama Canal
December 31, 1999
Control of the Panama Canal is given over to Panama. The canal was designed to be a way to travel between the Pacific and the Atlantic Oceans without traveling down around the southern tip of South America. The idea was introduced in the 16th century. The French started construction in 1880, but gave up after too many worker deaths, mostly from disease. The United States’ attempt started in 1904, finishing in 1914. In 1977 a treaty was signed granting control of the canal back to Panama in 1999, providing that the canal would remain neutral.
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A novella is a written, fictional, prose narrative normally longer than a short story but shorter than a novel. The English word "novella" derives from the Italian "novella", feminine of "novella", which means “new". The novella is a common literary genre in several European languages.
The novella as a literary genre began developing in the early Renaissance literary work of the Italians and the French, principally by Giovanni Boccaccio (1313–1375), author of The Decameron(1353)— one hundred novella told by ten people, seven women and three men, fleeing the Black Death by escaping from Florence to the Fiesole hills, in 1348; and by the French Queen Marguerite De Navarre (1492–1549), [aka Marguerite de Valois, et. alii.], author of Heptameron (1559)—seventy-two original French tales (modeled after the structure of The Decameron).
Not until the late eighteenth and early nineteenth centuries did writers fashion the novella into a literary genre structured by precepts and rules, generally in a Realistic Mode. Contemporaneously, the Germans were the most active writers of the Novella (German: "Novelle"; plural: "Novellen"). For the German writer, a novella is a fictional narrative of indeterminate length—a few pages to hundreds—restricted to a single, suspenseful event, situation, or conflict leading to an unexpected turning point (Wendepunkt), provoking a logical but surprising end; Novellas tend to contain a concrete symbol, which is the narrative's steady point. They are still famous now.
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Louise Culver's Science Classes
Science changing society…
Warm up: Summarize the A-R-E Model in your own words.
Bebate: Are we in the experiencing a Mass Extinction?
Warm up: In your own words define mass extinction
YouTube Video: “Madrasah vs American School” debate-Write one thing learned (about debating) & one final thought about the debate
Debating Tutorial: 3 key Components
1. Public Speaking-Know what you are going to say!
2. Argumentation-A-R-E model (assertion-reasoning-evidence)
3. Note taking
Practice note taking activity
Debate tomorrow!!!!!!!!!!!
December 19, 2012
Warm up: Read “Teen Smoking. Who is responsible? Then Answer:
1. What kind of symptoms do smokers exhibit?
2. What are some reasons why people smoke?
3. Why do many people think that tobacco companies manipulate kids into smoking?
4. What do tobacco companies say to try to contradict this accusation?
5. Who is responsible for preventing teen smoking?
December 19, 2012
Warm up: Use the following terms to create a concept map: Paleozoic Era, invertebrate, Cambrian Period, Ordovician Period, vertebrate, and Silurian Period.
Preview Quiz: The Mesozoic and Cenozoic Eras
Discuss Debate assignment–> hand out rubric, debate issue analysis form, note taking graphic organizer, and Debate Are Model (Assertion-Reasoning-Evidence)
ARE’s are due Thursday
Begin reading and note taking: pp 221-226 The Mesozoic and Cenozoic Eras
Warm up: Summarize two reasons why little is known about the organisms that lived during Precambrian time>
PowerPoint: Precambrian Time & the Paleozoic Area with guided notes
Quiz:Precambrian Time & the Paleozoic Area
Warm up: Read Connection to Biology: Natural Selection on p. 216 in the orange text book. Then sequence the steps of natural selection as described by Darwin.
Finish Reading and note taking of pp 215-220
Warm up: Distinguish the units of geologic time. Give Examples of each.
Largest Subdivision: Examples:
2nd Largest Subdivision: Examples:
3rd Largest Subdivision: Examples:
4th Largest Subdivision: Examples:
Video Clip: The Story of Earth part 3 with 3-2-1 and final thought.
Begin reading and note taking:Precambrian Time and The Paleozoic Era; p 215-220
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A name used for Greenland on several maps and globes of the 16th century - among them, a map produced in 1558 by the Venetian Niccolo Zeno the Younger. It has been substantiated that among Zeno's sources for his map was Olaus Magnus's Carta Marina from 1539, and Claudius Clavus' map from the latter 15th century.
Claudius Clavus, a native of the Danish island of Fyn (Funen), was fairly ignorant of actual Greenland geography - on the "Greenland" on his map (not actually marked by name), he has placed a series of made-up placenames, which can be read as a Funish children's rhyme, beginning with the sentence "There lives a man in a Greenland stream" (or, as Clavus' map has it: "Thær Boer Eeynh Manh Ij Eyn Groenenlandz Aa").
From this rhyme, as it appears on the map, later cartographers borrowed the name EynGroenenland, which became Engronelant.
Which just goes to show that a map is only as reliable as the person who drew it.
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rating: 0+x
Basic Information
Fortifications are buildings and structures built to provide defenses in time of warfare. The etymology of the term fortification is from the latin fortis facere "to make strong" and is, in brief, exactly that - a process of making an existing location into a strongpoint against attack.
The exact nature of a fortification will depend on what is to be defended, from whom, by whom and for how long and on what the builders have to work with in terms of technology, materials and other resources. A permanent, purpose build defensive position (such as a fort or castle) will vary greatly from defences that are added to an existing structure (such as city walls) and from temporary fortifications constructed on a battlefield.
Ideally the military engineer in charge of fortification gets to select a defensible position in which to build - historically, high ground was important (although it is more of a mixed blessing in the modern era) and limited approaches (due to water or other obstacles) were (and remain) beneficial as well. Of course, the defensive location must be near enough to influence whatever it is meant to defend - an impregnable position in the middle of nowhere is very little use to anyone1. Compromises may be required and, if possible the engineer may arrange to alter the ground to suit. The site should also have adequate supplies of water and whatever energy source the constructing civilisation uses, not to mention adequate sanitation2. Adding defences to an existing site is much harder - towns and villages (let alone cities) are rarely located anywhere defensible3 and even once built the defences must not interfere too much with the primary functions of the settlement.
Once the location has been chosen, the engineer has to turn his mind to who will occupy it - we've already touched on this in the matter of water, energy and sanitation4, but he will also need to consider living quarters, food storage and the like. The number and skill level of men available to man the defences will have a direct bearing on the design - for example if only a small, relatively unskilled garrison is available to man a given fort great care will need to be taken to protect the walls from escalade which would simply overwhelm them.
The nature of likely attackers should also be taken into account - if the threat is only from disorganised tribals, bandits and wild animals, the level of protection necessary will be much less than if they are to face regular troops supported by artillery and directed by a siege engineer.
The next challenge is to determine the materials of construction - and these will depend on the technology level of the builders, the materials available to them, the time and other resources that can be spared for the work and the threat to be faced. The most basic defences are those composed of natural materials to hand - drystone walls, ditch and rampart fortifications, rammed earth walls, abbatis and the like. For temporary, battlefield, fortifications they may be all that is required - and they may also be Hobson's choice if that is all that is to hand. A little more processing creates the palisade - where timber is freely available, or mud brick walls5 (generally in drier areas), alternatively earth fortifications can be faced with stone and/or re-inforced with timber beams in something like the murus gallicus style. Ditches can also be flooded to create a wet moat.
After that, things pass on to dressed stone - either a pure stone wall or, more commonly a wall composed of two faces of dressed and fitted stone with a fill of rubble (known as opus incertum). Fired clay bricks were also used in some cases, especially in places where local stone was of poor quality or inacessible. Stone walls - of various designs - were considered more or less the achme of fortification (albiet acheived with considerable cost and difficulty) until cannon started to dominate the battlefield. Ironically, the rise of cannon turned the clock back - more or less - to the era of rammed earth. The engineer could build walls of whatever he liked, but unless they were protected by a glacis an enemy gunner could flatten them in a few days. Along the way, the move from most soliders carrying melee weapons to most carrying ranged weapons - specifically guns - lead to the manned trench coming to dominate temporary battlefield fortifications and industrialisation lead barbed wire to replace a living abbatis.
The introduction of explosive rounds made even the the glacis obsolete - a fortification might be protected with layers of earth, but unless it was well built of reinforced concrete, exposive shells could collapse it. Put together, earth and concrete continue as mankind's best defence into the modern era.
Most of this, so far, has been about passive defences - obstacles and barriers - but only a little thought will show that a passive defence on its own is useless. Crossing an undefended obstacle is a trivial task in military terms - even a great river is nothing more than a delay if the crossing is unopposed. Even what are termed 'semi-active' defences - spikes, landmines, sentry guns and the like - can be easily reduced unless they are protected by active defences. Put simply, an active defence is something that deliberately counterattacks an attacking force and both inflicts casualties on it and interferes with its ability to reduce or overcome the passive defences. A garrison on the walls is the obvious example, but so are crocodiles in the moat or guard dogs prowling between your fences. The longer the reach of the active defences the better - ideally they will out-range the attackers and force them to do all of their work under fire, but few defenders are that fortunate. Defenders may be supported by sensor systems of various kinds - everything from geese upwards in fact - to detect and locate attackers engaged in stealthy operations around the fortifications. Historically some powers - such as Republican Rome and Sparta largely or entirely ignored passive defences in favour of a good active defence by their armies: defeating the enemy in the field meant that he never had a chance to attack their cities.
Looking to the future, it is hard to predict what the materials of construction might become - force fields perhaps, if these are practicable, but failing that new and better substitutes for concrete would seem the best hope.
In speculative settings, fortress builders must also account for whatever fantastic elements are common to their environment - be it teleportation (magical or scientific), flying6 and burrowing opponents, invisible and/or incorporeal attackers, nanotech weapons and other magic or high technology based measures. Writers and GMs alike will need to consider all of these as part of the general themes given above, noting that they can also contribute to the defence.
See Also:
Game and Story Use
• In a battle situation, unless both sides meet in open terrain, there's a good chance that one side has thrown up some kind of defensive fortifications, even if it's only trenches and barricades.
• And the attacking side will want to put up defenses of it's own.
• As a rule of thumb, cavalry based armies are a lot less likely to build battlefield fortifications than infantry based ones.
• The party might have to attack an enemy fortress
• Or defend their own.
• Don't forget, when your fighter reaches the 9th Level he gets to build a castle.
• Note that fortifications should suit the place where they are built and the people who built them - if either is dissonant, it may be a sign of a writer who did not do the research … or equally (and especially if lampshaded) a sign that it was built by someone other than the current inhabitants.
• A castle in an apparently stupid place may have a special role to play - perhaps as a treasure store or a prison. If it's an ancient ruin, (or just ancient) it may be an indication that something from a previous era is - or was - in the area … even just fertile farmland that has now become a desert or swamp.
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Tags: crystal viewer tool
Teaching Materials (1-6 of 6)
1. ABACUS: Test for Crystal Viewer Tool
05 Aug 2010 | Contributor(s):: Dragica Vasileska, Gerhard Klimeck
2. Crystal Viewer Tool Verification (V 2.3.4)
15 Jun 2010 | Contributor(s):: Dragica Vasileska, Gerhard Klimeck
This text verifies the Crystal Viewer Tool by comparing the amount of dangling bonds at the silicon surface for [100], [110] and [111] crystal orientation. The crystal viewer results are in agreement with experimental findings.
3. How to Create Atomic Planes in FCC, NaCl and Simple Cubic Structures
27 Oct 2016 | | Contributor(s):: Tanya Faltens
This step by step guide shows how to create atomic planes in some common crystal structures. The crystal structures can be sliced along the planes, and the atomic packing of each plane investigated. Links to saved simulations of each of the planes and structures are included. These instructions...
4. How to View (100), (110) and (111) Planes in Silicon Using Crystal Viewer 3.0
24 Mar 2017 | | Contributor(s):: Tanya Faltens
This is a step-by-step guide that describes how to draw planes through a structure, and then view the structure, cut by the planes.This exercise may be helpful to understand the different symmetries observed on different planes in Si, and the different oxidation rates for different faces.
5. Quick and Easy Guide to Carbon Structure Simulations using Crystal Viewer Tool
30 Sep 2013 | | Contributor(s):: Tanya Faltens
These are step-by-step instructions for creating simulations of carbon nanostructures:- buckly ball- carbon nanotubes- graphene sheetsThese instructions will allow teachers to run simulations that students can use along with, or instead of, building 3D models of structures.In NanoDays 2013 at...
6. Unit Cell Ranking Tasks
15 Oct 2012 | | Contributor(s):: Tanya Faltens
This set of ranking tasks is designed to help the learner work with and understand some of the features of common structures: planar densities, atomic densities, atomic packing factor and coordination numbers of different planes and unit cells. There are four pages-- be sure to click on...
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National Chemistry
These notes are for the Scottish National Chemistry course taught in third and fourth year in most Scottish schools.
The notes are arranged under the following topics
Unit 1 Reaction Rates and the Periodic Table,
Unit 2 Fuels and Hydrocarbons
Unit 3 Metal Chemistry
Hidden in the summary notes are links to websites offering further explanations, animations or videos
You are viewing the text version of this site.
Need help? check the requirements page.
Get Flash Player
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Corn: Food or Fuel
Grade Level & Subject: Grades 9-12: Civics
Length: 2 – 3 class periods
After completing this lesson, students will be able to:
• Explain how ethanol is produced
• Describe the pros and cons of using corn as a fuel source
• Explain the attitudes of various groups involved in the corn as food vs. corn as fuel debate
National Standards Addressed:[1]
This lesson addresses the following National Standards for Civics and Government from the Center for Civic Education:
What are the Roles of the Citizen in American Democracy?
• How can citizens take part in civic life?
• What are the rights of citizens?
This lesson addresses the following National Standards for History presented by The National Center for History in the Schools:
Materials Needed:
• Stopwatch
• Reproducible #1 – Where is Corn Hiding?
• Reproducible #2 – Food vs. Fuel Debate Roles
• Reproducible #3 – Corn: Food or Fuel Debate Rubric
Students will be assessed through the following activities:
• Participation in class warm up and wrap up discussions
• Participation in the class debate
• Completion (and presentation if applicable) of letter to Member of Congress
• Completion of Reproducible #3 – Food vs. Fuel Debate Rubric
Relevant Vocabulary:
• Distill:to let fall, exude, or precipitate in drops or in a wet mist.[2]
• Enzyme:Any of numerous complex proteins that are produced by living cells and catalyze specific biochemical reactions at body temperatures.[3]
• Ethanol: A colorlessvolatile flammable liquid C2H5OH that is the intoxicating agentin liquors and is also used as a solventand in fuel.[4]
• Glucoamylase:An enzyme that breaks the bonds near the ends of large carbohydrates (starches), releasing maltose and free glucose.[5]
• Yeast:a yellowish surface froth or sediment that occurs especially in saccharine liquids (as fruit juices) in which it promotes alcoholic fermentation, consists largely of cells of a fungus (as the saccharomyces, Saccharomyces cerevisiae), and is used especially in the making of alcoholic liquors and as a leaven in baking.[6]
Background Information:
The search for a viable alternative to fossil fuels has been fraught with difficulty. In the United States of America, society is so dependent on fossil fuels to run cars and factories that we lose sight of the amount of harmful byproducts that are pumped into the air every day. It is increasingly understood that finding an alternative way to run industry and transportation is of the utmost importance. Suggestions have been made and many of them, such as solar power, hydrogen power and ethanol, have been incorporated into transportation and industry on a small scale. However, each of these sources has failed to gain widespread use because of the objections that erupt from a variety of special interest groups. This issue is particularly evident in the case of ethanol.
Ethanol is a fuel made from plant products. It is considered a renewable energy source because it depends upon the growth of a plant which, at the most basic level, only needs sunlight, soil and water to grow. Ethanol can be made from an enormous variety of plant life, usually feedstock, such as switch grass, cane sugar and sugar beet, among others. In the United States, ethanol fuel is most often made from corn. The corn is harvested, ground, and taken to a site where it can be chemically converted to ethanol alcohol by a process of heating and cooling. Gasoline is then added to ethanol liquid to make a blend of either 10% ethanol (which can be used in any car made after 1980 to improve performance and slightly decrease the amount of greenhouse gases emitted from the burning of the gasoline) or a higher concentration such as 85% which can be used only in cars specially fitted to run on ethanol.[7]
Making ethanol from corn becomes a highly contested issue when you consider corn as a popular food crop as well as the basis for fuel. Corn is a staple of the American diet and channeling large amounts of this crop into fuel would affect a high percentage of the foods that we eat everyday. Global debates over corn as food versus corn as fuel have opened up over the past decade as the use of ethanol has grown and continues to do so. Domestically, people in support of using ethanol fuel say that it is an excellent fuel source because it burns cleaner than gasoline and would help reduce the U.S.’s dependence on foreign oil. They are also optimistic that it will provide more domestic jobs because it will open up a new sustainable market to corn farmers. This type of fuel offers stability because, unlike fossil fuels, it will never run out as long as the sun shines and farmers can irrigate their fields.
On the other hand, opponents of this energy source say that as long as global hunger is such a significant issue, the United States should not divert food that could be used to feed the hungry to power our vehicles, and thus our consumerist lifestyle. They also fear that the use of corn for fuel would drive up the price of corn for food, thus making it more difficult for lower and middle class Americans to afford to feed their families. Others claim that ethanol would not really diminish our reliance on fossil fuels at all because it takes a lot of fossil fuels to produce and transport ethanol.
Many arguments exist on all sides of this issue. In June 2011, the Senate showed where it stood on this debate by voting down a measure that would have eliminated federal subsidies for ethanol made from corn, but Capitol Hill has not heard the last of ethanol.[8] It is clear that this debate will not be settled easily. This lesson will help students examine the facts behind this issue and understand that there is no right or wrong answer. Students will be guided towards forming an intelligent opinion, but will realize that this is a very complex issue that will not be solved over night.
Warm-up: What can Corn do?
1. Begin this lesson by passing out Reproducible #1 – Where is Corn Hiding? Allow students five minutes to mark which items on the list they think contain corn or corn products.
2. After everyone has finished, tell the class that in fact every item on the list contains corn in a variety of different forms (high fructose corn syrup, corn meal, corn starch, etc.). Lead a discussion about the activity. Which items were the students surprised contained corn? Answers will vary. Why do they think that corn is such an important crop in the lives of Americans? Subsidies, lots of land well suited to grow it, is extremely versatile and can be used to support many other industries such as growing livestock, etc.
3. Ask students if they think using corn in the majority of the foods the American public eats is a bad thing. Why or why not? It is not very healthy, makes the country wholly reliant on a single crop, makes junk food cheaper than healthy food because of corn subsidies, etc.
4. Next, ask the class what they know about ethanol as an alternative fuel source. Make a list on the board of facts the students come up with. Once students have answered, fill in the gaps by explaining that ethanol is a liquid fuel that can be made from a variety of plant sources such as corn, sugar cane, switch grass and many others. Explain that ethanol is considered a renewable energy source because it relies on plant matter which needs only soil, sun and water to grow. In the United States, ethanol is usually made from corn; the very same corn that was used to make all of the items on the list.
5. Present the first three minutes of the video “How Ethanol is Made”[9] by the American Coalition for Ethanol.
6. Allow time for questions about the video.
7. Explain that the issue of using corn for food versus corn for fuel is a much contested question in American politics and that there are many arguments in the debate. Ask students what their initial thoughts are about using corn for fuel versus corn for food. Do they think one use is more important than the other?
Activity One: Food vs. Fuel Debate
1. Now that students have a basic understanding of what ethanol is and why its use is a difficult and multi-faceted issue, they have the right tools to begin to delve deeper into the debate. Inform students that the following day they will all be participating in a class debate about the issue of using corn as a food or fuel source. However, they will not be playing themselves, but rather one of a group of societal actors to whom this issue is very important.
2. Ask students what types of groups they think have a vested interest in the ethanol debate and why. Keep a list on the board of all suggestions. Once students are stumped, add any missing actors from the list below and explain what their interest is in this debate.
3. Next, tell students that they will be each assigned to play one of these characters in the debate. They will have to figure out the point of view their character would take on this matter and why. They will also need to do research so they can support their claims accurately. A breakdown of the characters is below; the teacher may also add characters that students brainstormed previously.
4. Assign each student a role to play in the debate. The roles are as follows:
5. Members of Congress (3-5 students)
6. Government Officials (1-3 students)
7. Small corn farm owner (1-3 students)
8. Large agriculture industry supported farmer (1-3 students)
9. Agriculture industry spokesperson (1-3 students)
10. Pig farmer (1-3 students)
11. Scientist (1-3 students)
12. Middle class American parent (1-3 students)
13. World Hunger Activist (1-3 students)
14. Environmentalist (1-3 students)
Depending on the size of the class, each role may have a different number of students as listed above but make sure each role has at least one student. If the class is very small, the teacher can play the role of Congress to ensure that there are enough students to fill all the other roles.
1. Give each student a copy of Reproducible #2 – Food vs. Fuel Debate Roles to help them begin an investigation into their characters.
2. Tell the students that for the remainder of the class period and for homework that evening they must prepare to play their assigned roles in the debate the following day. Tell them that “Congress” is currently debating a piece of legislation that would outlaw using corn to make ethanol. Congress has requested the presence of each character to help make the decision leading up to a vote at the end of the day. Students assigned the same character will have to work together to develop a cohesive argument and each group will be given five minutes to explain their position before Congress. After a single student or group of students presents their argument, Members of Congress will have one minute to ask the questions they prepared beforehand. Tell students that the objective of the debate it to convince Congress to vote in their favor. Students should be as persuasive as possible by using important facts and information. Encourage students to play their parts as though they were real people (including real-life examples, props and costumes). Remind students that if they are in a group of two or more students, they should distribute the work equally and each student should have a turn to speak during the presentation.
3. Give each student a copy of Reproducible #3 – Corn: Food or Fuel Debate Rubric to outline all of the requirements for the lesson. Explain that they will have to turn the rubric in at the end of the activity with the self-assessment column filled in.
4. Allow students the remainder of the class to begin research with books and Internet sources including those suggested on Reproducible #2 – Food vs. Fuel Debate Roles. Students playing actors should research their particular character’s position, while students playing Members of Congress should brainstorm pertinent questions to ask each actor after their presentation.
5. Next class period, arrange the classroom so that the Members of Congress are sitting at the front and there is a space for characters to speak to Congress and the rest of the class.
6. Introduce the debate by reminding students that Congress is due to vote on a bill that would outlaw using corn to make ethanol. Congress has asked many different groups to explain their position on this issue. At the end of the debate, Congress will use the information it learns from each group to make its final decision. Each group has five minutes to speak and must answer Congress’s questions for one minute afterwards.
7. Use a stopwatch to accurately time each presentation and question session directly following. Allow five minutes for each presentation and one minute for questions from the Members of Congress. Depending on the length of the class, presentations might extend into the next day.
8. After each character has presented, tell the class that now that Congress has listened to all the evidence, it is time for them make their final decision. Allow Congress five minutes to discuss their decision among themselves. After a conclusion has been drawn, Congress should make a short presentation to the class stating its decision and briefly why it was chosen.
9. For homework, students should write a short letter (2-3 pages) to their real Member of Congress about where the student personally stands on this issue. The letter should be in a formal letter format, and include scholarly information with proper citations. Remind students that this letter does not necessarily have to reflect the viewpoint of their assigned actor, but rather their personal ideas after listening to each presentation in the class Congress session. Explain that letters to a real Member of Congress really can have a big effect on that Member’s political decisions and thus the letter should be taken seriously and executed professionally. After all students have turned in their letters, send them to the local Member of Congress.
10. *Optional: Have students present their letters for the class on the day they are due.
11. Have students fill out the self assessment portion of Reproducible #3 – Corn: Food or Fuel Debate Rubric and hand in along with their letters.
Wrap Up: Review the Pros and Cons
1. Make a class list of the pros and cons of using corn as a fuel source. Allow students to contribute as many ideas as possible. Keep a list of all ideas on the board. Pros include cleaner and more sustainable than fossil fuels, larger market for corn farmers, renewable, etc. Cons include creates higher food prices, uses fossil fuels in production and transportation, creates less energy than normal gasoline, etc.
2. Next, ask the class to make a list of the pros and cons of using corn as a food source. Keep a list of all ideas on the board. Pros include easy and cheap to grow, plentiful amount of land on which to farm it, can be used in a large variety of products, is a native species, etc. Cons include its use as a variety of unhealthy sweeteners (such as high fructose corn syrup), extreme dependence on a single crop, etc.
3. Ask students if they think it is possible to ever settle this debate in a fashion that would satisfy everyone? Why? Do they have any ideas for a compromise that could allow corn to be used as both food and fuel in an equitable way?
Extension: Are There Other Options?
1. Have students research other forms of alternative energy (such as hydrogen, solar, etc.) and compare and contrast it with ethanol. Which is a more viable option? Why?
2. Assign students to keep a journal of the food they eat for three days. After they eat each item, have them check the ingredient list to see if corn or a corn product is included. Give them a list of tricky ingredient names that are likely to mean the item contains corn (such as hominy, masa, maltodextrins, sorbitol, vinegar, dextrose, food starch, vegetable starch, baking powder, maize, dextrin, vegetable gum, modified gum starch, and vegetable protein.) How much of what they eat is made from corn? Does this change their opinion on the debate?
3. Research and create a presentation on a city that uses an alternative energy source to power some part of its infrastructure (such as a public transportation system). Suggested cities include Rio de Janeiro, Brazil; one of the solar cities in Australia; etc. What part of these systems has been successful? What, if any, problems have arisen? How could the system be improved? Does it seem possible to create a similar system in the United States?
In this lesson, students examined the process of turning corn into ethanol fuel. They also explored the contentious issue of the food vs. fuel debate. By researching this topic, students took part in a current political issue to help deepen their knowledge of government. Students critically analyzed this issue to develop strong and persuasive arguments that were presented to their peers. By the end of this lesson, students were encouraged to draw their own conclusions about this issue and present them in a letter of opinion to their Congressperson to engage their civic responsibility.
Annie Stoller-Patterson – Author
Education Intern, Earth Day Network
Maggie Ollove – Editor
Education Associate, Earth Day Network
[2]“Distill Entry.” Merriam-Webster Online Dictionary.Retrieved June 13, 2011 from
[3]“Enzyme Entry.” Merriam-Webster Online Dictionary.Retrieved June 13, 2011 from
[4]“Ethanol Entry.” Merriam-Webster Online Dictionary. Retrieved June 13, 2011 from
[5]“Glucoamylase Entry.” The Enzyme Experts. Retrieved June 13, 2011 from
[6]“Yeast Entry.” Merriam-Webster Online Dictionary. Retrieved June 13, 2011 from
[7] “How Ethanol is Made.” Ethanol Promotion and Information Council, Inc. Retrieved June 14, 2011 from
[8] “United States Senate Votes Down Ethanol Subsidies.” Humanitarian News. Retrieved June 18, 2011 from
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Tilapia, genus common name used for certain species of fishes belonging to the family Cichlidae (order Perciformes), represented by numerous, mostly freshwater species native to Africa. Tilapia species Tilapias are perhaps best known because of their potential as an easily raised and harvested food fish. Their commercial advantages include fast growth, resistance to disease, and a diet of readily abundant algae and zooplankton. The use of Tilapia tilapias in warm-water aquaculture systems dates back to the early Egyptian civilization. They have since been introduced into freshwater habitats in many warm parts of the world. The most widely cultured and introduced species is Oreochromis niloticus.
All tilapias were formerly part of the genus Tilapia; however, the group is now divided into mouth-brooding genera (Sarotherodon and Oreochromis) and those that deposit eggs on the bottoms of ponds and lakes (Tilapia).
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Children’s Understanding of Relational Vocabulary for Ordinal and Magnitude Relations
AbstractAlthough substantial work investigates children’s understanding of ordinal and magnitude-based relations, little work has investigated children’s understanding of the vocabulary used for these relations and how relational language knowledge may be constrained by symbolic number knowledge. In the current study, children were asked which of two numbers was bigger/smaller than or before/after five. On “close” trials, the correct answer was 4 or 6 (one away from 5) and on “far” trials, the correct answer was 3 or 7 (two away from 5). We hypothesized that 4- to 6-year-old’s understanding of ordinal relations (before/after) are initially constrained to refer to numbers immediately before/after (i.e., “close” values), but that this is not the case for bigger/smaller comparisons. Preliminary results suggest this to be the case, with children performing better on close trials than far trials for ordinal relations, but not magnitude relations.
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"url": "https://cognitivesciencesociety.org/cogsci20/papers/0494/index.html"
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To provide context for the scrapbooks of the Rowe family, we have conducted research on the history of scrapbook keeping in the nineteenth and twentieth centuries.
Late 19th and Early 20th Century
The art of scrapbooking began long before the 19th century, but started to gain traction with a broader audience in the late 19th century and early 20th century.
An important aspect with scrapbooking is collecting various items from daily life. During the time before the Great Depression, collecting was generally seen as a form of entertainment for those who could afford to do so. These collections grew as industrialization took off in the United States, enabling collecting to be a hobby to more than just the wealthy.
In the early 20th century, collecting items and antiquing were both seen as methods to improve one’s overall aesthetic taste. Antiquing items of value was done to make it seem as though a person was of higher status than they actually were, even as industrialization made many goods more accessible.
Collecting was also able to delineate specific gender roles. While men were expected to collect items like rocks, baseball cards, and milk bottle caps, women were expected to collect flowers, soft materials, and more ordinary objects. For women, collecting was supposed to train them for their more domestic roles, where they were presumed to be collecting beautiful or sentimental items.
The Great Depression
The Great Depression was a cataclysmic event that shook the lives of millions across the world and left many people unemployed. With staggering numbers of citizens suddenly out of work, the United States government sought to support new methods to keep the population from partaking in unsavory activities.
The 1930s brought about the rise of hobbies for men and women alike. With newfound free time, the U.S. government supported hobbies like collecting cards and creating scrapbooks. Many people were concerned with maintaining and learning skills suited for the workforce, anticipating re-entering full-time work. As such, “New Leisure” had to be seen as productive in some capacity.
Compared to many states and regions that were hard hit by the Great Depression, Virginia managed to evade the worst of things due to its diverse economy. Even still, Virginia began facing hardships as the ’30s rolled on, with urban and rural areas alike feeling the effects of the Depression.
Women’s History
Scrapbooking has been an important part of women’s history throughout the past few centuries, wherein women have been able to collect items that held special and sentimental value to them as well as allowing them to remember friends and family members that were dear to them.
For women, scrapbooking pieces of nature, calling cards, and even mundane items like candy wrappers were important to them. Saving items such as these is seen across the nation as well as in the Rowe family’s scrapbooks, in which we found plants, dirt, posters, and wedding cards.
Scrapbooks allow us to see a uniquely feminine and visual view on what women considered to be valuable and which memories they treasured most. This gives us a special opportunity to understand history from the perspective of women, enabling us to better comprehend the full picture of our past.
Tying this into the Rowe family’s scrapbooks, we are able to see how four Fredericksburg women processed the ever-changing world around them. In the late 19th century and early 20th century, we can see Gilmer saving anniversary cards from friends. Through the 1920s and 1930s, we see Jeanette and Katherine detailing their weddings, excitedly collecting materials from their wedding days and their honeymoons. Into the 1950s, we are able to see Anne saving newspaper clippings of her successes and her ambitions to be an industrious and involved person in the community are made abundantly clear.
The scrapbooks featured in this project show a clear progression of not only family history, but women’s history throughout early 20th century America.
Buttery, Catherine. “Catherine Buttery Scrapbooks, 1931-1935.” 2010.
Craft, Anna R., David Gwynn, and Kathelene McCarty Smith. “Uncovering Social History: An Interdepartmental Approach to Scrapbook Digitization.” The American Archivist 79, no. 1 (2016): 186-200. Accessed March 6, 2020.
Gelber, Steven M. “A Job You Can’t Lose: Work and Hobbies in the Great Depression.” Journal of Social History (1991): 741-766.
Heinemann, Ronald L. Depression and New Deal in Virginia: The Enduring Dominion. Charlottesville, VA: University of Virginia Press, 1983.
Encyclopedia Virginia. “The Great Depression in Virginia.” Encyclopedia Virginia: Virginia Humanities,
Martin-Perdue, Nancy J. and Charles L. Perdue Jr. Talk about Trouble: A New Deal Portrait of Virginians in the Great Depression. Chapel Hill, NC: University of North Carolina Press, 1996.
“Scrapbooking History: How It All Began!” Scrapbooking Coach. Accessed April 14, 2020.
Ware, Susan. “Writing Women’s Lives: One Historian’s Perspective.” The Journal of Interdisciplinary History 40, no. 3 (2010): 413-35. Accessed March 6, 2020.
Yung, Judy. Unbound Feet: A Social History of Chinese Women in San Francisco. University of California Press, 1995.
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"url": "https://rowefxbg.umwhistory.org/scrapbook-scans/scrapbooking-in-the-19th-and-20th-centuries/"
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Babylonians techniques, science, medicine, astronomy and law.
Fundamental contributions of the Babylonians in terms of technique, science, medicine, astronomy and law.
Technology in antiquity:Refers to advances in the development of tools and utensils for practical or decorative use, as well as the ability to use products of good quality for better results and production on a larger scale.
Babylonians were very skills in different techniques that contribute to make great advances in their civilization. Among those advances are:
– The prevention and contagion of diseases with the application of personal hygiene measures that included frequent ablutions, hand washing, water boiling and elaboration with this one of both medicinal and common use beverages. They detailed on the tablets the symbols and signs that correspond to the different diseases known to them and how to treat them effectively.
– Creation and implementation of the first criminal code of laws to govern the behavior of people.
– Creation of religious cults that propagated with modified versions towards other cultures in antiquity.
– They were able to obtain alloys of metals with which they produced tools, weapons and elements of decorative and utilitarian character like metal sculptures, jewels, metal vessels, shields, swords, bracelets etc.
– Advanced knowledge in the use of irrigation for agriculture, recycling of land and crops.
– The use of cuneiform writing on cylinders and slabs of baked clay technique inherited from the Sumerians, has provided valuable information with which it could document aspects of its history, traditions and culture.
– Amazing technique for the elaboration of vitrified bricks used for the decoration of palaces and temples.
– Advanced mathematical and astronomical knowledge about the constellations, distance from the earth to the sun, the solstices and equinoxes, which the earth’s orbit was elliptical, placed the sun as the center of the galaxy, the number of planets in our galaxy among others.
– The creation of the wheel in Sumeria and extensive use of it in all Mesopotamia.
The Babylonians and medicine.
The Babylonians achieved important results in the treatment of diseases from natural organic compounds such as honey and medicinal plants. The prevention and contagion of diseases with the application of measures of personal hygiene that included frequent ablutions, washing of the hands, boiling of water and elaboration with this one of both medicinal drinks and those with common use.
The Babylonian physicians were able to operate their patients fairly effectively and were punished if their patients died as stipulated in their code of laws.
In Mesopotamia all as it was in Babylon were introduced over time concepts of disease diagnosis and prognosis of patients’ health status, as well as the study of possible complications, based on previous experiences recorded on their ceramic tablets in cuneiform script.
These tablets; that came to form a kind of compilation or book on the subject reflected in detail, descriptions containing symbols and signs that corresponded to the different diseases, known by them and how to treat them effectively.
The cleaning of the city was seen by the Mesopotamian cultures as an important element for the prevention of diseases. From where they obtained that knowledge? That still remains a mystery, especially if it’s consider that we are talking about human conglomerates that conformed civilizations in the Neolithic period. Their advances are equivalent to thousand of years of observation, so it is remarkable and curious they have
all this knowledge suddenly from the beginning of their civilization. This opens more questions that need to be investigate seriously.
Works with metal in Babylon and Mesopotamia.
Metal Figurine. Babylon Art.
Metal figurine of babylon Art.
They were able to obtain metal alloys with which they produced tools, weapons as well as decorative and utilitarian elements such as metal sculptures.
Techniques like “The granulation”, of fine appearance and great variety, as well as the system consistent of embossing the metal; with exquisite mastery in the results. This objects were widely used in jewelry, decoration of arms, shields to use in war, metallic vases etc.
They did not make these objects for their own personal consumption only, but were marketed else where too, having a wide demand for their quality, even in geographically remote areas. Their technique of applying beads of Chalcedony was very popular at that time as well as their beautiful works in the applications of Lapis lazuli Technique.
Babylonian system of laws.
The city of Babylon reaches its maximum splendor with the figure of king Hammurabi, more important of the first dynasty of Babylon, that reigned between the years 1792 and 1750 A.C. He cemented and forged the foundations of the Babylonian Empire.
The code of laws of Hammurabi, is the first legislation that is known in history, has an amazing property and is its ability to be understood, its wisdom and understanding of human behavior. More can be found in the article about Hammurabi and the code of Laws.
Samash god giving the code of laws to Hammurabi. Relive at the top of the column with laws engraved in the stone column.
The glazed bricks of Babylon.
Among the techniques developed by the Babylonians is the elaboration of vitrified bricks used for the decoration of palaces and temples. It highlights the decoration of the entrance of the city known as “The Gate of Istar” in which many vitrified bricks colored with intense shades of blue and other colors give us representations of animals that were supposed to protect the entrance to the city .
This technique imitated by other cultures has unfortunately disappeared and despite attempts to reproduce it, at present the attempts have been unsuccessful. It is a mystery how they managed to produce these vitrified bricks in substantial quantities. The pigments used from nature’s own materials were diluted in exact, millimeter quantities and reproducing this on a large scale required a knowledge of chemistry and properties of the natural compounds that is truly a mystery how they manages to achieved, or how they obtain that knowledge, that even today has not been able to be reproduced.
Advanced knowledge of astronomy and creation of astrology in Mesopotamia.
One of the great mysteries that this culture presents to us is, how it was possible for them, the Sumerians and the Assyrians to know advanced elements of astronomy as if they could have contemplated the cosmos from an external perspective to the earth and not a simple contemplation of the stars from the surface of the planet and obtaining that knowledge during only the short time that this culture arose, later developed and was extinguished.
They knew the number of planets of the solar system.In a relief it is shown a representation of the solar system with the planets revolving around the sun. They have specific mathematical and astronomical knowledge about the constellations, distance from the earth to the sun, the solstices and equinoxes, that the earth’s orbit was elliptical, they knew how to calculate the movements of the sun, moon, stars and planets.
They could calculate the occurrence of eclipses of sun and moon. They new about the Precession of the equinoxes and solstices. This information came to be re-discovered by science thousand of years after the flowering of this cultures in Mesopotamia.They placed the sun as the center of the galaxy around which the planets revolved.
The invention and utilization of the wheel.
The discovery of the wheel in Sumer around 3500 (BC) in the Mesopotamian region was one of the most important technological advances in the history of man. The Babylonians welcomed this invention and developed it even more in the sense of the multiple applications for which they used the wheel. It is almost impossible to realize a mechanism of movement nowadays that does not involve the use of the wheel.
They were use in militarist campaigns constructing the war wagons, in agriculture to propel water to the place needed, to move mechanisms for different use.
Advanced knowledge on the use of irrigation for agriculture, recycling of land and crops, allowed them not only to settle in these areas that had limitations with conditions not suitable for agriculture, but to prosper in a way that was possible to increase population and sustaining it through the infrastructure they developed, making it one of the most important empires of the time whose technical and scientific advances were assimilated by other cultures as well.
Babylonian rituals, worship and temples.
Human beings at that time worshiped a deity or heroic figure; and those adoration and rituals were present in Babylon and contributed to create and to foment the cults propagating them by the world. Those cults were based on stories that curiously had points of contact with the stories and cult of other cultures in the rest of the planet. Many of these stories coincide with even bible passages, and histories or the so called mythologies such as Greek and Romans.
Buildings and temples were done based on knowledge of mathematical measures and physical principles which nowadays seem normal to know, but the big question is how the Babylonians and Mesopotamian cultures knew it 5000 years ago?
With the translation of the tablets written in cuneiform, progressively new elements are seeing the light, that contribute a little more to know who were the Babylonians and the cultures with which they were related by invasions or simple commercial relations. More about Babylonian mythology can be found in an article expanding this information in the blog.
Tablet explaining geometric calculations of Jupiter
Tablet explaining geometric calculations of Jupiter
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Photograph by Tina Radel, City of Westbrook via AP
Read Caption
In this Monday, Jan. 14, 2019 aerial image taken from a drone video and provided by the City of Westbrook, Maine, a naturally occurring ice disk forms on the Presumpscot River in Westbrook, Maine.
Photograph by Tina Radel, City of Westbrook via AP
How Maine's giant spinning ice disk formed
Scientists have theories for how the 300-foot disk formed, though the phenomenon isn't entirely understood.
Like an icy lazy Susan; a wintry carousel; a frozen, spinning wheel—it takes little more than an ice disk to capture public attention and imagination.
One such ice disk befell the town of Westbrook, Maine, on Monday, slowly churning to life in the Presumpscot River that runs through the town's urban developments. As of Thursday, the disk was still intact and spinning.
“It kind of looks like a crop circle,” one resident told the Portland Press Herald.
It appears to be in the same spot though it reportedly changes opacity depending on the time of day and cloud coverage. The Herald estimates the ice disk to be 300 feet wide, one of the largest of its kind, but certainly not the first.
Ice disks have been spotted everywhere from Russia to Washington. The swirling plates are a happy accident of nature and are almost always perfectly round.
A 1997 paper in the Royal Meteorological Society theorized that river water created a whirlpool effect around a chunk of ice, slowly eroding it until its edges were perfectly smooth and circular.
But a 2016 paper added to this theory. Published in the journal Physical Review E, scientists theorized that river currents likely help such disks form initially but temperature changes are what keep them spinning. Warm water is less dense than cooler water, so as ice melts and sinks, it creates a vortex under the disk that causes it to rotate. The warmer the water, the faster the disk spins, they found.
As the paper also demonstrated, the effect can be replicated in a kitchen sink. Place a circular disk of ice into a warm tub of water, and you'll see the same vortex effect as the ice begins to melt.
Speaking with Maine Public Radio, University of Southern Maine physicist Paul Nakroshis expressed skepticism that temperature change led to the Maine ice desk, saying the Presumpscot River isn't warm enough to create a vortex under the broken ice.
“So most likely the cause of the rotation is just the river water going by the disk, and once it starts rotating in that direction it’s probably going to continue,” Nakroshis told the radio station.
According to a post on the city of Westbrook's Facebook page, local scientists are hoping to study the disk before it breaks apart.
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Discover the meanings of thousands of Biblical names in Abarim Publications' Biblical Name Vault: Phrygia
Phrygia meaning
Source: https://www.abarim-publications.com/Meaning/Phrygia.html
🔼The name Phrygia: Summary
High, Elevated
From an ancient Indo-European root meaning mountain.
From the verb φρυγω (phrugo), to roast or parch.
🔼The name Phrygia in the Bible
The name Phrygia belonged to an ancient kingdom in central Anatolia (modern Turkey) and by the time the Romans split it up and tied the northern end to their province of Galatia, and the southern end to their province of Asia, they had been conquered and ruled by a wide range of empires, from the Lydians to the Persians and the Greeks.
But Phrygia was so old and distinguished that it featured prominently in Homer's Iliad, as well as some well-known myths that described events as far back as perhaps 2,000 BC. Most notably among these myths is the story of Gordias, who became king after he drove his ox-cart into town (since an oracle had said that the first man to do so would be king). Gordias' son Midas, who had a knack for turning things into gold, also had a knack for tying things down, and tied the ox-cart to a post with a knot so difficult to untie that it became proverbially known as the Gordian Knot.
When Alexander the Great arrived in Phrygia in 333 BC, he swiftly untied the cart (or probably a ceremonial representation), not by focusing on the knot but either by slicing the rope or pulling the hinge pin — the sources vary, but the point was made: Alexander determined the fate of the Phrygian monarchy, not oracles and gods.
Phrygia is mentioned three times in the New Testament. Natives of Phrygia were present at the amazing outpour of the Holy Spirit at Pentecost in Jerusalem (Acts 2:10). Then, since the same Holy Spirit mysteriously forbade Paul, Silas and Timothy to speak in Asia or Bithynia, the men were forced to traverse Phrygia and Galatia (Acts 16:6). Later, Paul again went north from Caesarea and Antioch and passed again through Phrygia and Galatia (Acts 18:23).
🔼Etymology of the name Phrygia
The Phrygians appear to have originated in the Balkans and migrated to Anatolia in the eight century BC. In their homeland, they were known as Bryges, and that name is possibly related to the same root from which comes our modern word "berg" or the Serbian word "breg" meaning hill, cam or crest.
To the Greeks, however, the name Phrygia would have doubtlessly seemed related to the verb φρυγω (phrugo), meaning to roast or parch:
Excerpted from: Abarim Publications' Biblical Dictionary
The verb φρυγω (phrugo) means to roast or parch. Adjective φρυγιος (phrugios) means dry and is identical to the ethnonym Phrygian.
🔼Phrygia meaning
If the name Phrygia is indeed related to the Indo-European root that describes geographical elevation, it would probably mean something like High or Elevated and thus perhaps Lofty or Noble (perhaps in character comparable to the name Aram).
But to the Greeks, the name Phrygia sounded like Dry or Parched or even Fire Wood.
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Double Vision: Antipoetry, Paradox, Irony
In the poem “The Parable of the Old Man and the Young” by Wilfred Omen is based off a bible story also known as a parable. A parable is a story that teaches a lesson. The part of the poem that was ironic and stuck out the most was the last part that said, “But the old man would not do so, but slew his son, and half the seed of Europe, one by one.” If you look at the real parable Abraham does not kill his son but listens to the angel and offers up the ram. It was contrary to what was not suppose to happen. The change in the story at the end showed Owen’s point of view based on what was happening during his time period. Its also ironic how he wrote a poem based on a biblical parable where a person that was obedient to God would just go against what God said and do his own thing. I would have never thought of that ending but throughout the poem Owen was setting up the scene with a twist at the end.
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"url": "https://openlab.citytech.cuny.edu/goldpoetrysp2012/2012/05/25/double-vision-antipoetry-paradox-irony/"
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Data Recovery Digest
Do-It-Yourself Windows File Recovery Software: A Comparison
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Introduction to Degaussers
A degausser is a piece of equipment that uses electromagnetics to delete data from magnetic media, like hard drives or tape. It got its name from Johann Gauss, a mathematician who studied electromagnetic fields. The process is also referred to as erasure.
Degaussing permanently removes any data that is stored on a device. It does this by changing the magnetic alignment of areas on the device called magnetic domains. It causes these domains to become completely random in pattern, meaning it is unable to process any data that was once stored on the device. Formatting a device or simply deleting the data on it manually doesn’t get rid of it permanently. It is still stored in the device’s history and can be accessed again using data recovery tools. Degaussing is a permanent data removal solution.
There are different types of degaussers, each rated depending on its magnetic field strength. This is measured in Gauss or Oersteds (after Hans Christian Oersted, who discovered the magnetic property of electricity). Magnetic media has a property called coercivity, measured in Oersteds, which represents how easy it is for the device to be erased. For everything to be fully deleted, the degausser’s field strength must be two or three times the coercivity of the device.
Using a degausser is efficient because they have very low error rates. They can also help cut costs as certain media will be able to continually be reused. Magnetic media can be tricky to dispose of (burning is toxic and they aren’t biodegradable), so using the drive multiple times is beneficial for the environment.
Using a degausser can also help you comply with the law. Some countries have strict guidelines about how to handle confidential information and will penalise if the data isn’t treated with care. Binning a hard drive with data on it is illegal – the data can easily be accessed and it pollutes the environment. Companies cannot risk being financially penalised or damaging customer trust, thus proper handling of the data is essential. This is where a degausser comes in, offering an effective way to securely remove any data stored on a device.
Depending on the type of media, degaussing can cause permanent damage to the storage device. Old media like VHS tapes and floppy disks can be reused after the process. However, modern hard drives and some tape backups will be unusable. This is because the process damages the random read/write head mechanism. Something called servo data is written onto the drive during manufacturing using special hardware and these patterns aren’t meant to be overwritten. However, degaussing removes such data, meaning that only with manufacturer-specific hardware will you be able to make the drive functioning again.
A variety of different organisations use degaussers. For example, defence organisations can erase confidential information or television broadcasters can use it to allow their tapes to be reused. Due to the specialised nature of a degausser, they are usually only something you find in use in businesses rather than the home.
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Publication Date
faith and doubt, Anglo-Saxon literature
As is now well known, in July of 2009, an unemployed metal “detectorist” named Terry Herbert was plying his device in the recently plowed field of a friend in the farmland outside of Lichfield, in Staffordshire, in the English West Midlands, and came upon a remarkable find.2 Over the course of several days, he uncovered hundreds of items of what turned out to be early Anglo-Saxon gold and silver metalwork. The find was subsequently reported to the British Portable Antiquities Scheme, which took over the site, and eventually some 1300 distinct objects (and many more pieces) were recovered. The news of the discovery, now popularly known as the Staffordshire Hoard, spread quickly. The scope of the hoard was unprecedented with respect to its valuation (3 million pounds equally divided, thanks to Britain’s treasure laws, between Mr. Herbert and the landowner), its weight (over ten pounds of gold), and the light it sheds on Mercian culture and power, an era of Anglo-Saxon England about which relatively little is known. Indeed, much of the current dating of Anglo-Saxon artistic styles and metalwork may ultimately need to be revised as a result of the discovery.
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"url": "https://scholarsarchive.byu.edu/rmmra/vol33/iss1/13/"
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Post sponsored by
Source: US Global Legal Monitor
William Thornton was the First Architect of the United States Capitol, and is largely responsible for what became the final design of the Capitol Building. Thornton was also friends with George Washington and a trained surgeon, though he was not Washington’s doctor. Nevertheless, when Washington became seriously ill, and efforts to treat him were at an impasse, Thornton was sent for to see if he could help.
By the time Thornton arrived, Washington had passed away, and due to the extreme cold, his body was already frozen. Thornton proposed thawing the body in warm water, performing a posthumous tracheostomy, and then infusing Washington’s body with lamb’s blood, but his recommendation was not seconded.
In any case, it was hard to do worse than the physicians that attended Washington while he was dying, whose treatments included draining Washington of almost two and a half liters of blood and applying a blistering agent called cantharidin, which probably wasn’t very pleasant or helpful for treating a swollen epiglottitis. Washington died on December 14, 1799, at the age of 67, having failed by only a few weeks to fulfill his promise to live to see 1800. After explaining his final wishes to his secretary, Tobias Lear, Washington’s final words were “Tis Well.”
As Bailey noted in her post, Washington’s final resting place at Mount Vernon later became a point of contention. Congress requested to move Washington’s body from its resting place in Mount Vernon to a tomb underneath what is now the U.S. Capitol’s Statuary Hall, but Washington’s relatives refused the request.
Source consulted:
Schmidt P J, Leacock A G. Forgotten transfusion history: John Leacock of Barbados BMJ 2002; 325 :1485
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"url": "https://foreignaffairs.co.nz/2020/12/15/mil-osi-usa-a-prescription-for-the-resurrection-of-george-washington/"
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Patterns in life: rats whiskers (Introduction)
by David Turell @, Sunday, March 15, 2020, 15:39 (311 days ago)
We all know sea shells follow mathematical patterns. Gould's Ph.D. was on certain shells:
"Rat whiskers can vary hugely. In our recent research, my colleagues and I analysed 523 whiskers from 15 rats and found that each whisker had a different length and shape. We wanted to investigate more about the shape of these hairs as a first step in understanding what rats feel through their whiskers.
"We found that rat whiskers can be accurately described by a simple mathematical equation known as the Euler spiral. It’s an example of how special spiral patterns are found throughout the natural world. And spotting them can help us not only understand nature better, but also improve our own engineering.
"The Euler spiral – also called the Cornu spiral, Spiros or Clothoid – is a shape whose curvature changes linearly with its length. It looks quite like an s-shape, where the tips of the “s” carry on curving in to spirals that get rapidly tighter. As a result, aspects of the curve can fit a wide variety of shapes including those that are straight or s-shaped, those that increase in curvature and those that decrease in curvature.
"This is why the Euler spiral can be used to describe all types of rat whisker, even though they come in many different shapes. Some are s-shaped, some get more curly towards the tip and some get less curly towards the tip.
"Most natural structures don’t display all of these three shapes. But there are many spirals in nature that get more curved along their length. Many sea shells, sheep and antelope horns, sea horse and lizard tails and even the cochlear in our own ears have all been shown to have a linear radius of curvature along their length, making them into a shape called a logarithmic spiral.
"Nature is full of mathematical patterns. Given how rat whiskers follow the Euler spiral, and that spirals are so common in nature, we think there’s a good chance the whiskers of other mammals probably follow similar rules and may also be described by Euler spirals. In this way, maths can give us a special insight into how biological structures and systems work."
Comment: It looks as if God is a mathematician, especially as life follows precise patterns which we find when studied..
Patterns in life: math is God's thoughts
by David Turell @, Tuesday, March 17, 2020, 15:07 (309 days ago) @ David Turell
God planned our reality with mathematics:
"Mathematics appears to describe a realm of entities with quasi-divine attributes. The series of natural numbers is infinite. That one and one equal two and two and two equal four could not have been otherwise. Such mathematical truths never begin being true or cease being true; they hold eternally and immutably. The lines, planes, and figures studied by the geometer have a kind of perfection that the objects of our experience lack. Mathematical objects seem immaterial and known by pure reason rather than through the senses. Given the centrality of mathematics to scientific explanation, it seems in some way to be a cause of the natural world and its order.
"How can the mathematical realm be so apparently godlike? The traditional answer, originating in Neoplatonic philosophy and Augustinian theology, is that our knowledge of the mathematical realm is precisely knowledge, albeit inchoate, of the divine mind. Mathematical truths exhibit infinity, necessity, eternity, immutability, perfection, and immateriality because they are God’s thoughts, and they have such explanatory power in scientific theorizing because they are part of the blueprint implemented by God in creating the world. For some thinkers in this tradition, mathematics thus provides the starting point for an argument for the existence of God qua supreme intellect.
"There is also a very different answer, in which the mathematical realm is a rival to God rather than a path to him. According to this view, mathematical objects such as numbers and geometrical figures exist not only independently of the material world, but also independently of any mind, including the divine mind. They occupy a “third realm” of their own, the realm famously described in Plato’s Theory of Forms. God used this third realm as a blueprint when creating the physical world, but he did not create the realm itself and it exists outside of him. This position is usually called Platonism since it is commonly thought to have been Plato’s own view, as distinct from that of his Neoplatonic followers who relocated mathematical objects and other Forms into the divine mind."
Author: Edward Feser is a professor of philosophy at Pasadena City College. I will add that he is a follower of St. Thomas theology. As a book review a long discussion follows the text above
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Charles C. Mann on the European Conquest of the Americas
“Cultures are like books, the anthropologist Claude Lévi-Strauss once remarked, each a volume in the great library of humankind. In the sixteenth century, more books were burned than ever before or since. How many Homers vanished? How many Hesiods? What great works of painting, sculpture, architecture, and music vanished or never were created? Languages, prayers, dreams, habits, and hopes—all gone. And not just once, but over and over again. In our antibiotic era, how can we imagine what it means to have entire ways of life hiss away like steam? How can one assay the total impact of the unprecedented calamity that gave rise to the world we live in? It seems important to try.” – Charles C. Mann, author of 1491. is bringing the remnants of these vibrant cultures to life in your classroom – check out our library of free readings, lessons, and activities on precolumbian American civilizations.
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"url": "https://openendedsocialstudies.org/tag/civilization/"
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