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Poster for Lake Worksheets
Poster for Lake()
Poster for Lake
We assume that most of your grade 3 students know what a lake is but do they know what the actual definition is? A lake is a fresh water body surrounded by land. Do they know that lakes contain fresh water not salt water? Do they know what animals live there? Ask them what lakes are near their house. Can they name them? Do they know how the lakes got there? This poster is a beautiful picture of a lake with a definition written below. Laminate it and hang it in your classroom when you start teaching landforms.
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"edu_score": 3.6875,
"fasttext_score": 0.8919505476951599,
"language": "en",
"language_score": 0.9676679372787476,
"url": "https://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=Lake-poster&links=2&id=8343&link1=241&link2=564"
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operating system os
OS Process Termination
« Previous Tutorial Next Tutorial »
When a process has been created, it starts running an does its work.
The new process will terminate generally due to one of the following conditions, described in the table given below.
Condition Description
Normal exit In normal exit, process terminates because they have done their work successfully
Error exit In error exit, the termination of a process is done because of an error caused by the process, sometime due to the program bug
Fatal exit In fatal exit, process terminates because it discovers a fatal error
Killed by other process In this reason or condition, a process might also terminate due to that it executes a system call that tells the operating system (OS) just to kill some other process
« Previous Tutorial Next Tutorial »
Quick Links
Signup - Login - Give Online Test
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"edu_score": 3.671875,
"fasttext_score": 0.06222128868103027,
"language": "en",
"language_score": 0.9062527418136597,
"url": "https://codescracker.com/operating-system/process-termination.htm"
}
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Skip to main content
Chapter2Solving Trigonometric Equations
picture a cloudy sky
Weather patterns often occur in a periodic fashion as the Earth revolves around the Sun. For example, the average daily temperature in a city typically looks like a trigonometric function. However, in this case the period of the function would be 365 days, not \(2 \pi\text{.}\) In order to model more complicate phenomena like average daily temperature we will need to make use of generalized trigonometric functions.
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"edu_score": 3.90625,
"fasttext_score": 0.4653157591819763,
"language": "en",
"language_score": 0.7481740713119507,
"url": "https://mathbooks.unl.edu/PreCalculus/chap-102-2.html"
}
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Destinations History Travel & vacations War
#Verdun2016 : Fort Douaumont
Fort Douaumont is a symbol of the bloody battle of Verdun that took place from February 1916 to December of the same year during the First World War.
A small part of the outside fortifications
After the French defeat against the German states in the 1870-1871 Franco-Prussian Wars, France fortified the region around Verdun near the border with the newly formed German Empire. A series of forts, such as Vaux and Douaumont were built to garrison troops and artillery. Fort Douaumont consisted of battlements, underground galleries, caserns, kitchens, command posts, artillery turrets,…Etc It was built so that around 800 men could live inside the fort day and night but during times of crisis, like during the battle, 3,000 soldiers and officers lived inside. One of the key defensive element is the turret known as Galopin. From inside the fort, soldiers could fire shells of a size of 155 milometers up to 7 kilometers. The turret could be retracted inside the fort when needed. All the mechanism of the Galopin turret can be seen when visiting the fort.
Douaumont is not the largest of these forts, but the fighting that took place built its legend and legacy, making it one of the best known.
Located near the tiny village of Douaumont ( 8 inhabitants as of today ) in the Meuse, the fort is a testimony of WW1 worth visiting both the outside and the museum inside.
By the time fighting started around Verdun, many of the forts were unprepared to withstand an attack by the German army because of France’s strategy to favour attacking instead of defending.
On top of Fort Vaux, near Fort Douaumont
When the offensive of Verdun was launched in February 1916, the German soldiers found only 57 men guarding Fort Douaumont, who were unable to oppose their enemy. Then the fort, a symbol of France’s defence against the Germans, became an important strategic point of Germany’s advance to Verdun.
In the following months, taking back Douaumont was one of the main French objectives for the battle of Verdun. On the 24th of October 1916, several French regiments managed to capture the fort, drive out or capture the German soldiers who remained to defend it. Tens of thousands of soldiers died taking it back and defending it.
” To our dead comrades ” .There is a cemetery inside the fort. Behind this wall are the bodies of 800 German soldiers who died accidentally because of an ammunition explosion.
Today the fort is one of the most visited monuments related to the Verdun battlefields. For a cheap price ( around 4€ ) you can visit parts of the inside fortifications with information and explanations as you go along. A shop with souvenirs, books and other related objects is available. It is recommended to wear good clothes even if it is warm outside since you go below the ground level in old and humid galleries.
Fort Douaumont remains partly as it was during WW1 and WW2, as such, it is one of the best ways to grasp a sight of what the men who fought during the First World War lived.
Pictures by A.Aldridge and Q.Vannier 2016
By Alister
Studying at the University of Besaçon, Burgundy Franche-Comté, France
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"url": "https://www.france-pub.com/forum/2016/06/06/verdun2016-fort-douaumont/"
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Lesson: Human Anatomy
Level: Middle School
Duration: Six 45-minute class periods
Historical Overview: Artist Auguste Rodin (1840-1917) and France
Goals and Objectives: To introduce sculpting techniques.
Vocabulary: positive and negative space, carving additive and subtractive methods, proportion, scale
Materials: clay, wire, wood, nails, armature, carving tools, wire and washer clay cutting tool, sponges, water containers, tooth brushes, and spray bottle
Day 1
1. Anticipatory Set: Show posters and books of different works by artist Auguste Rodin.
1. Slide lecture on history of figure modeling (Romans, Greeks, Etruscan).
2. Class discussion on artists shown.
3. Wedge Clay.
4. Make wire and washer clay cutting tool.
5. Review proportions.
6. Review vocabulary.
Day 2
1. Have students rotate around model to find their favorite view.
2. Set up armatures posing wire to suit gesture of model.
3. Make preliminary foundation of clay for figure.
4. Make tape marks for model, marking hand, feet, and body placement. Note eye direction for better future head positioning.
Day 3
1. Realign clay to match pose.
2. Review variety of methods for adding clay (e.g., brush, scoring with wood tool, etc.).
3. Demo techniques.
4. Explore variety of textures.
Day 4
1. Continue additive method.
2. Demonstrate subtractive method and found tools.
Day 5
1. Students continue work, making sure to spray clay and wrap well after finishing for the day.
Day 6
1. Students complete projects.
2. Students critique sculptures.
Leave a Reply
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"url": "https://artsphere.org/blog/human-anatomy/"
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Stomach polyps — also called gastric polyps — are masses of cells that form on the lining inside your stomach. These polyps are rare and usually don't cause any signs or symptoms. Stomach polyps are most often discovered when your doctor is examining you for some other reason.
Stomach polyps usually don't cause signs or symptoms.
But as a stomach polyp enlarges, open sores (ulcers) can develop on its surface. Rarely, the polyp can block the opening between your stomach and your small intestine.
Signs and symptoms of stomach polyps include:
• Pain or tenderness when you press your abdomen
• Nausea
• Blood in your stool
• Anemia
When to see a doctor
See your doctor if you have persistent blood in your stool or other signs or symptoms of stomach polyps.
Stomach polyps form in response to damage to your stomach lining. The most common causes of stomach polyps are:
• Chronic stomach inflammation. Also known as gastritis, this condition can cause the formation of hyperplastic polyps and adenomas. Hyperplastic polyps are unlikely to become cancerous, although those larger than about 2/5 inch (1 centimeter) carry a greater risk. Adenomas are the least common type of stomach polyp but the type most likely to become cancerous. For that reason, they are generally removed.
• Familial adenomatous polyposis. This rare, inherited syndrome causes certain cells on the stomach's inner lining to a specific type of polyps called fundic gland polyps. When associated with this syndrome, fundic gland polyps are removed because they can become cancerous. Familial adenomatous polyposis can also cause adenomas.
• Regular use of certain stomach medications. Fundic gland polyps are common among people who regularly take proton pump inhibitors to reduce stomach acid. These polyps are generally small and aren't a cause for concern. Fundic gland polyps with a diameter larger than about 2/5 inch (1 centimeter) carry a small risk of cancer, so your doctor might recommend discontinuing proton pump inhibitors or removing the polyp or both.
Risk factors
Factors that increase your chances of developing stomach polyps include:
Nov. 06, 2018
1. Mahachai V, et al. Gastric polyps. http://www.uptodate.com/home. Accessed July 28, 2015.
2. AskMayoExpert. Do cystic fundic gland polyps need to be treated? Rochester, Minn.: Mayo Foundation for Medical Education and Research; 2014.
3. Gore RM. Benign tumors of the stomach and duodenum. In: Textbook of Gastrointestinal Radiology. 4th ed. Philadelphia, Pa.: Saunders Elsevier; 2015. http://www.clinicalkey.com. Accessed July 28, 2015.
4. Odze RD. Polyps of the stomach. In: Odze and Goldblum Surgical Pathology of the GI Tract, Liver, Biliary Tract and Pancreas. 3rd ed. Philadelphia, Pa.: Saunders Elsevier; 2015. http://www.clinicalkey.com. Accessed July 28, 2015.
5. Kumar V. Gastric polyps and tumors. In: Robbins and Cotran Pathologic Basis of Disease. 9th ed. Philadelphia, Pa.: Saunders Elsevier; 2015. http://www.clinicalkey.com. Accessed July 28, 2015.
6. Sonnenberg A, et al. Prevalence of benign gastric polyps in a large pathology database. Digestive and Liver Disease. 2015;47:164.
7. Evans JA, et al. The role of endoscopy in the management of premalignant and malignant conditions of the stomach. Gastrointestinal Endoscopy. 2015;82:1.
8. Shaib YH, et al. Management of gastric polyps: An endoscopy-based approach. Clinical Gastroenterology and Hepatology. 2013;11:1374.
Associated Procedures
Products & Services
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"url": "https://www.mayoclinic.org/diseases-conditions/stomach-polyps/symptoms-causes/syc-20377992"
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Appalachian Trail Histories
A Symbiotic Relationship: Benton MacKaye, AT Towns & Damascus
Map of the Appalachian Trail
A map detailing the length of the Appalachian Trail, c. 1981
The Appalachian Trail originated as a vision in 1921 by Benton MacKaye, a US Forest Service worker. Commonly referred as "The Father of the Appalachian Trail," MacKaye's initial idea came to be after observing a rapidly industrial and urbanized post-World War I America. Believing such an environment had detrimental effects on the citizens, MacKaye proposed a plan to construct a natural scenic trail to reintroduce man to nature.
The trail would stretch the entire Appalachian Mountains, from Georgia to Maine, with the trail acting to connect "a series of permanent, self-sustaining camps" that relied on cooperation rather than agricultural and economic competition as stated by John Ross on MacKaye's vision. According to Sarah Mittlefehldt, MacKaye's idea of the AT was to "provide jobs for rural workers, opportunities for spiritual and physical health for an expanding urban population, and land protection from profit-motivated exploiters.”
Benton MacKaye is widely considered the visionary of the AT; however, it was Myron Avery who was responsible for the trail's construction. With the help of volunteers, local clubs and national organizations, among them being the Appalachian Trail Conference (founded in 1925 and later renamed the Appalachian Trail Conservancy) and the local Civilian Conservation Corps, Avery set out to blaze the trail from Mount Oglethorpe, Georgia to Mount Katahdin, Maine.
By 1937, the trail was completed, though maintaining the trail and conserving the land would prove to be a difficult challenge for the federal government once authority began to transfer from private land owners. The southern terminus of Mount Oglethorpe would later be changed to Springer Mountain in the 1950s, an example of the difficulties regarding the maintenance and conservation of the Appalachian Trail. In 1968, the National Trails Act was passed by Congress, allowing the federal government to proceed with acquiring the remainder of the Appalachian Trail Corridor, shifting the trail into the National Park Service's control. Unfortunately, it would take another ten years before the act was amended, giving the federal government power to relocate sections of the trail that were threatened by the construction of roads and other types of developmental zones.
AT Path Outside Damascus
A path leading out of Damascus onto the Appalachian Trail toward Feathercamp Ridge.
To provide workers with the opportunity to partake in recreational activities, MacKaye proposed the creation of shelter camps, farming communities, and industrial communities along the trail. MacKaye wanted the camps to become small communities in their own right, where American workers could spend their vacations and ultimately produce their own sources of food. The camps would transform into agricultural centers and because of their close proximity to natural resources, the small towns could properly develop, eventually expanding into new communities instead of becoming larger ones. If anything, this was MacKaye's way of reintroducing man back into nature and the existence of the Appalachian Trail served to deconstruct the notion of a massively industrialized society.
The AT goes through the town of Damascus and interestingly, Damascus is the only community where the white blazes are painted throughout the town, guiding section and thru-hikers instead of signs. While MacKaye's original vision entailed the creation of cooperative and self-sustaining towns, the way Damascus sustained itself over the years is peculiar. Instead of people staying and developing the town further, the population of Damascus saw a decline during the Great Depression and World War II eras.
By the late 1980s and early 1990s, the town experienced a revival of sorts, thanks in part to environmental concerns, an improved attitude toward outdoor recreation, and the creation of Trail Days. An influx of tourism helped economically support the town, ultimately contributing to the maintenance of the trail through volunteers and local clubs like the Mount Rogers Appalachian Trail Club. As a result, there is a symbiotic relationship between Damascus and the AT as the town depends on the trail both economically and culturally, while the same applies to the Appalachian Trail in regards to the various communities that provide services to hikers and tourists. Altogether, trail towns like Damascus are important to the survival of the Appalachian Trail and vice versa.
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How Is Ringworm Spread
You’ve probably heard of ringworm before. You may have thought of creepy crawlies getting under your skin and eating away at you while you sleep.
Don’t worry, it’s nowhere near as gruesome as all that. Ringworm is simply a rash. So what causes it, if it’s not a worm? How is ringworm spread? How can you prevent it? Read on and see.
What Is Ringworm Anyway?
In short, ringworm is a fungal infection. It is not a serious problem, but it is very common and incredibly contagious.
Dermatophytes (the type of fungi that cause ringworm) feed on keratin, which is present in human skin, nails, and hair. While they typically infest people’s skin, they can prosper just as well on the nails. There are different names for them based on their place of growth. Athlete’s foot is the type that lives on the feet, jock itch lives on the groin, and ringworm of the scalp is pretty self-explanatory.
Ringworm of the body is the only kind that causes a rash in the shape that you know and don’t love. It is circular or ring-shaped, with slightly raised edges. They are usually itchy and spread as the infection progresses. If the infection is particularly severe, the rings will multiply and come together, and you can even get blisters near the rings.
They can’t cause serious damage to your body, but they are very uncomfortable, annoying, and sometimes very difficult to get rid of.
Who Is at Risk?
Everyone can get infected. However, children are more prone to the infection, simply because they go around touching stuff much more than grown-ups do.
Like all fungi, ringworm likes damp, warm spaces. That means that you’re at a higher risk of infection if you live in a humid area. Sweating a lot also provides a nice environment for the fungi, and contact sports provide plenty of opportunities for ringworm to spread, so athletes are at a slightly higher risk as well. Tight clothing also creates a nice breeding ground for dermatophytes, because of the restricted airflow. Those skinny jeans suddenly don’t look so appealing anymore, right?
Having a weak immune system doesn’t necessarily affect your chances of getting infected, but it does make it much more difficult to get rid of the infection. Therefore, organ transplant patients and those with HIV or AIDS might want to be extra careful in avoiding ringworm.
So, how is ringworm spread? Well, there are several ways.
1. From Person to Person
The first and most obvious way is from person to person. Being in physical contact with an infected person will likely cause you to get infected as well. A short contact, such as a handshake, is all it takes for a spore to find its way to you, and the moment it starts feeding, it’ll start spreading as well.
What’s worse is that you may not see that the other person is infected. The period of incubation is from one to two weeks, and during that time the infected person shows no symptoms of infection.
Also, people are still contagious when they start using medication. Covering the rash with antifungal cream can decrease the risk of spreading the infection, but it doesn’t eliminate it.
If you have the infection, make sure you pay a lot of attention to personal hygiene, especially when you are around other people. Try not to scratch, even though it’s easier said than done. This can help minimize the chance of infecting others.
2. From Animal to Person
If your pet is infected, you’ll probably get infected as well. The situation gets even worse because, in general, the symptoms won’t be visible for the first two to four weeks. Even when they do become noticeable, chances are you won’t notice them for a couple of weeks more. This gives the spores more than enough time to get to you – and you won’t even notice them on yourself until after the period of incubation passes.
Your pets can also leave the spores around when they move, rub against the furniture, or sleep on it. Furthermore, house pets are not the only animals that can spread ringworm to you. Horses, goats, and pigs can host and spread the fungi as well.
3. From Object to Person
You can easily catch the infection by using other people’s stuff. The spores can live up to 12 to 20 months if the environment suits them and they have enough food. This means that people’s clothes, bedding, hairbrushes, and similar items which are full of microscopic parts of dead skin, can host the spores for quite a long time.
Of course, that doesn’t mean that things that are free of dead skin particles are also free of spores. It just means that the spores won’t be able to survive as long – but they can infect you just as well.
To prevent this, avoid using other people’s towels, hairbrushes, bedding, clothes, and so on. If you use the shower when you go to the gym, for example, try to wear protective footwear.
4. From Soil to Person
You can get infected through contact with highly infected soil, though this is very rare. Your skin would need to touch the soil for an extended amount of time. In practice, this means that you’ll have to stand or walk barefoot to give the spores enough time to attack.
Possible Complications
The infection will rarely go below the surface of the skin. However, in patients whose immune system is compromised or suppressed, ringworm can be irritatingly stubborn and cause a lot of grief.
The only complication could be a secondary bacterial infection that happens because your skin is broken or irritated, but you can usually deal with them fairly easily by taking antibiotics.
Finishing Touch
Even though it’s not a worm, ringworm is definitely a pest. It is very contagious, so it is very common as well. It isn’t dangerous or very painful, but it is annoying and uncomfortable, and, in some cases, downright ugly. Luckily, most of the time it’s easily preventable by taking good care of your hygiene.
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"language": "en",
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"url": "https://www.redorbit.com/how-is-ringworm-spread/"
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About Seesaw Sign Up
Teachers, save “Identify the Coins” to assign it to your class.
Kedra Hamilton
Student Instructions
Identify the Coins
1. Tap 2. Use the button to match the heads and tails of each coin. 3. Use the button to write the value of each coin. 4. Use the to read the coin names and values. 5. When you are finished tap
1st Grade, Kindergarten, Math
1125 teachers like this
Students will edit this template:
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"edu_score": 3.828125,
"fasttext_score": 0.8048752546310425,
"language": "en",
"language_score": 0.7112038731575012,
"url": "https://app.seesaw.me/activities/fxq24z/identify-the-coins"
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Active and Passive Voice
Verbs are either active or passive in voice. In the active voice, the subject is the do-er of the action.
In the passive voice, the subject is not the do-er of the action. It is shown with ‘by + do-er’ or is not shown in the sentence. Passive voice is used when the action is the focus, not the subject.
For Example: The government built a new bridge. (Active Voice) A new bridge was built by the government. (Passive Voice) One can easily rewrite an active sentence to a passive sentence. The object in the active sentence becomes a subject in the passive sentence. The verb is changed to a “be” verb + past participle. The subject of the active sentence follows by or is omitted. For Example: The director will give you instructions. (Active Voice) Instructions will be given to you by the director. (Passive Voice) Assertive Sentences / Declarative Sentences contain statements. They state or declare something. If the statement has a ‘yes’ sense, it is an affirmative sentence and, if the statement makes a negative sense, it is a negative sentence. Everyone will blame us. (Active Voice) We will be blamed by everyone. (Passive Voice) Interrogative Sentences are sentences that ask a question. The question form is maintained in the Passive voice. This means that the first auxiliary of the verb is placed before the subject. The Modals (may, might, can, could, will, would, etc.) follow the same pattern. Could Neha lock the door? (Active Voice) Could the door be locked by Neha? (Passive Voice) Imperative sentences give a direct command. It can end in a full stop or an exclamation mark, depending on the forcefulness of the command. In Active Voice- The subject ‘YOU’ is generally not expressed but understood.
In Passive Voice- The subject ‘YOU’ is expressed and is then followed by the verb ‘are ordered, are requested, are advised, are required’ or such verb that suits the sense.
To’ is added to the verb appearing in the active voice. In some cases the word ‘let’ is used to introduce the passive sentence and ‘be’ is put before the past participle. For Example: Carry it home. (Active Voice) Let it be carried home. (Passive Voice) Typical Sentences For Example: Rose smells sweet. (Active Voice) Rose is sweet when smelt. (Passive Voice) Special type of sentences: Sentences where prepositions other than ‘by’ are used with the object. Flood water fills the town. (Active Voice) The town is filled with the flood water. (Passive Voice) In sentences with two clauses, both the clauses are changed into Passive: The neighbour asked the boy / why he broke the glass. (Active Voice) The boy was asked by the neighbour / why the glass was broken by him. (Passive Voice)
To Access the full content, Please Purchase
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"language_score": 0.9543101191520691,
"url": "https://www.extramarks.com/ncert-solutions/cbse-class-7/english-active-and-passive-voice"
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How Did the Concept of Chivalry Influence Medieval Life
Concept of Chivalry
Chivalry is a moral, social and religious code of conduct that was followed by knights of the medieval age. This code often emphasized honor, courage, and service. This concept of chivalry arose in the Holy Roman Empire from the idealization of the cavalrymen – who were well known for their bravery, courage, and service to others. So the concept of chivalry first appeared in the middle ages during the military activities against non-Christians – Crusades.
Chivalry towards Women
Chivalry demanded that knights should honor, serve, and do nothing to displease women. Knights’ interactions with the ladies are also a part of courtly love.
Chivalry in Battlefield
Knights followed strict rules in the battlefield. The chivalric code of conduct applied to when and how a knight fought. For example, a knight fought only when it was necessary or by the king’s orders. Certain weapons and techniques were also considered not to be chivalrous according to this code.
Chivalry towards People
A knight’s conduct towards his fellow countrymen was another main aspect of the code of conduct. Knights were always expected to respect and protect others.
How Did the Concept of Chivalry Influence Medieval Life
Léon Gautier, in his “La Chevalerie” attempts to provide a summary of the chivalry by creating the following ten commandments:
2. Thou shalt defend the Church.
5. Thou shalt not recoil before thine enemy.
In sum, respecting, obeying and defending the Church, protecting and helping the country and countrymen, remaining loyal and faithful to the king, being brave and courageous and fighting against injustice are the duties and obligations of a medieval knight.
However, it should be noted that Gautier wrote this in 1883, several centuries after the age of chivalry.
How Did the Concept of Chivalry Influence Medieval Life
The concept of Chivalry is described in fictional medieval works such as Song of Roland, Don Quixote and Le Morte d’Arthur. According to these literary works, the concept of chivalry formed the character of knights. The knights defended the weak, were courteous to women, loyal to the king, and served the god at all times. Thus, the concept of chivalry protected the medieval men, women, and children as well as the royalty and religion.
Although there is controversy about the actual existence of chivalry and the knights who followed this code of conduct, the notion of chivalry could have instilled a sense of security in the minds of common people.
Image Courtesy:
“Meister der Manessischen Liederhandschrift 001” By Meister des Codex Manesse (Grundstockmaler) – (Public Domain) via Commons Wikimedia
About the Author: Hasa
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"language_score": 0.9523192644119263,
"url": "https://pediaa.com/how-did-the-concept-of-chivalry-influence-medieval-life/"
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Spanish American war
SpanishAmerican war
Titleof course,
Fromthe time of the the, United States went fromrelative isolation to increased global involvement because ofnational interest in economic and commercial expansion the desire tocompletely alleviate the suffering of the people of Cuba from Span’soppressive thumb and lastly major influence from congress,presidential advisor and powerful U.S civilians. The consequence onAmerican society of that greater involvement were empowering yet atthe same time providing an ill-deserved sense of confidence therewas a downward spiral of violence, racism, despire and confusion andalso the awakening which President Eisenhower would refer as anAmerican ‘military-industrial complex’ thus leading to Americaninvolvement in six of the foreign based wars thus signifying thecommencement of a century tainted with terrorism, hypocrisy andsystematic oppression.
Reasonwhy America went from isolation
Thepolicy makers considered global involvement because of nationalinterest in economic/ commercial expansion. As early as the early18thcentury America had great interest in a canal through Central Americaswelled for a hundred years and eventually reached a breaking pointin the year 1898. The initial manifestation of interest was theconstruction of the Trans- Panama Rail road which began in 1848-1855 this was because fifty years earlier had acquired the presentday California, then rich in unprosecuted gold resources. This led tothe need for more convenient trade routes between the oceans, whicheventually turned the eyes to Panama. Britain and America attentionshifted to the possibility of another route the route throughNicaragua further spawning the rivalry between the two countries. TheClayton- Bulwer Treaty was later signed in 1850 thus ensuring thatneither of the two countries would have complete control of thetransoceanic pathway. In 1881, a French entrepreneur Ferdinand deLesseps began attempts to construct the Panama Canal. Having spent$287 million USD the French effort bankrupted and in 1902 the U.SSenate voted to seek total control of the canal, President Rooseveltbought the excavation equipment and site for $ 40 million USD. Thecanal was officially opened on August 15, 1914. It is at this pointthat U.S realized the importance of naval protection of its assetsoverseas 1.
Businessleaders and Humanitarians agreed that the Cuban people had undergonegreat atrocities from the Spanish occupants and international actionwas needed. Information could not be reliably fact checked by meanavailable to the U.S civilians. During the period of 1895 and 1898 America experienced a lot of mass-tabloid press. The Yellowjournalism had not been explained to the civilians the populace wasunsuspecting. Newspaper tycoon Joseph Pulitzer and William RandolphHearst seized this opportunity and sold gripping daily installment toreaders in U.S about fabricated fictitious account of the despair ofthe Cuban rebels and how their families were slaughtered by themilitary of Cuba. The Cuban War of independence was served to theAmerican People as a one sided this ignited fiery support for it inthe American people.
Influencefrom presidential advisors, powerful U.S civilians and Congress putimmense pressure on President McKinley to take action. The action,which he took, was later considered as the gravest mistake that hemade in his entire life. Samuel Flagg Bemis referred to the resultingwar as “a great aberration in the American history”. The latterspeculated that this was the instant that America cast aside itsanti-imperialist and anti-colonialist ideals and began to acquireforeign colonies for itself. The yellow journalism left the civilianhungry for war, and the prospect lined the pockets of non- civilianpopulation.
Consequencesof the U.S society
Inthe next generation America fundamentally changed its foreign policyprocedures beginning with the participation in a nasty series ofevent in the period of 1917 to 1918 collectively referred to as WorldWar 1. Dr. Malcom Magee stated in one if his lectures that “Once anAmerican President acknowledged that isolation was obsolete as aforeign policy, not as a political strategy, the era of neutralitywas over.” 2.Having maintained an non-interventionist policy since the onset ofthe war in 1914, America entered the conflict on August 6th,1917in response to Germans repetitive violation of the Arabic and Sussexpledges3.The Treaty of Versailles was signed putting an end to the four yearand eleven month conflict in which 9,911,000 death took place.
Throughoutthe nation the population felt and continue to feel the awakening,which President Eisenhower famously referred to as an American‘military-industrial complex’ 63 years later, signifies the startof terrorism, systematic oppression and hypocrisy. This was a verydangerous shift in ideology from the anti-colonial, anti-imperialisttendencies upon which the country was built. In 1823 President JamesMonroe made it clear that any further European efforts to colonizeland in America would be viewed as an act of aggression by thegovernment. The Spanish territory of Cuba was exempted since prior tothe civil war America had intended to colonize it. This smalltechnicality made Cuba ideal for imperialization. A tiny loopholemade it possible for the U.S to snatch just one more piece of landand seized the opportunity to murder an estimated 10,665 humans forit4.The moment America had tasted the forbidden fruit, the imperialistictendencies of America’s corrupted strain of the human nature couldnot be ignored. From that moment, onward U.S government has stoppedto pursue interest overseas.
1. McGinty, Patrick Eugene. 1986. Intelligence and the Spanish American War.
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Eastchurch CofE Primary School
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Wednesday 24th February 2021
Wednesday 24/02/21
Activity 6- The hen
What other characters are in the story? Are they all people? What would you do if you found a self playing harp or hen that laid golden eggs? Can you make your own hen? You can draw one, paint one or use materials. Take a look at this paper plate hen. You can use it for ideas.
Activity 7 – making a beanstalk
Can you build a model of a beanstalk? What materials make it able to stand and be stable?
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1. How did war criminals escape prosecution? 2. Discuss the formation of the International Military Tribunal.3. How were war criminals tracked and captured?. Define the four different charges against individual Nazis and Nazi organizations.5. What was the format used for the Nuremberg trials? critical Thinking Questions1. What evidence was used at the Nuremberg trial and why?. Consider Hermann Goering’s behavior at the trial. Why did he behave the way he did and how does that play into his eventual suicide? 3. How did the Eichmann trial differ from the Nuremberg trials and what was the impact of the Eichmann trial? 4. Discuss the reasons for the public proceedings at Nuremberg. Why was it so important to have a public, legal trail with the proper process? During the trial, prosecutors had to present sensitive and horrifying materials, including photographs of victims and evidence of crimes against humanity.
What are the advantages and disadvantages of presenting this type of material in a trial? Do you think you would have taken the same approach as the Nuremberg prosecutors? Why or why not? Shtetl <- your first lablinkThisdocumentary is several hours long. Watch at least the first hour of the film for this unit. (The rest of the film will be covered in the next unit.) Read through some of the information from the left-hand side menu.. How did the Holocaust affect the Polish town that Marzynski and his friend visit? Write at least three paragraphs in response to the question.2. Marzynski and his friend confront the idea that some of the Polish townspeople killed or turned in their Jewish neighbors. How do they feel about this? 3. Do the townspeople still hold anti-Semitic feelings? Explain your answer.4. Why did some of the Jewish townspeople to the woods during the Nazi occupation? What was their life like there? 5. Why do you think Marzynski is reluctant to return to his own hometown? Why do you think Nathan wanted to search for his family’s shtetl? Get assignment help here
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Museo Galileo - Willem Cornelisz Schouten
Museo Galileo
Virtual Museum
Willem Cornelisz Schouten
Able Dutch navigator, planned a voyage to the East without passing the Cape of Good Hope or crossing the Magellan Straits - two routes authorized only for ships of the Dutch East India Company. The expedition, of which Jacob Le Maire was also a member, left in 1615 and effectively found a new southern passage between the Atlantic and the Pacific. Schouten's new route came to be routinely used by the Dutch. Schouten made many other voyages to the East, and died on his way home from an expedition in 1625.
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"url": "https://catalogue.museogalileo.it/biography/WillemCorneliszSchouten.html"
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kids encyclopedia robot
Blackberry facts for kids
Kids Encyclopedia Facts
Quick facts for kids
Blackberry fruits10.jpg
Blackberry fruits on the bush.
Scientific classification
It is a widespread and well known group of over 375 species which reproduce by apomixis. They are native all over the temperate Northern hemisphere and South America. The blackberry grows to about 3 m in height. It makes an edible black fruit, known by the same name. The plant tolerates poor soil very well.
What distinguishes the blackberry from its raspberry relatives is whether or not the torus (receptacle or stem) "picks with" (i.e., stays with) the fruit. When one picks a blackberry fruit, the torus does stay with the fruit. With a raspberry, the torus remains on the plant, leaving a hollow core in the raspberry fruit.
Botanical characteristics
The flowers are produced in late spring and early summer on short racemes on the tips of the flowering laterals. Each flower is about 2–3 cm in diameter with five white or pale pink petals.
Bee pollinating Blackberry
A bee, Bombus hypnorum, pollinating blackberries
Basket of wild blackberries
A basket of wild blackberries
Blackberries grow wild throughout most of Europe. They are an important element in the ecology of many countries, and harvesting the berries is a popular pastime. However, the plants are also considered a weed, sending down roots from branches that touch the ground, and sending up suckers from the roots. In some parts of the world without native blackberries, such as in Australia, Chile, New Zealand, and the Pacific Northwest of North America, some blackberry species, particularly Rubus armeniacus (Himalayan blackberry) and Rubus laciniatus (evergreen blackberry), are naturalised and considered an invasive species and a serious weed.
In various parts of the United States, wild blackberries are sometimes called "black-caps", a term more commonly used for black raspberries, Rubus occidentalis.
Blackberries, raw (R. laciniatus)
Blackberry close-up.JPG
Close-up view of a blackberry
Nutritional value per 100 g (3.5 oz)
Energy 180 kJ (43 kcal)
Carbohydrates 9.61 g
- Sugars 4.88 g
- Dietary fiber 5.3 g
Fat 0.49 g
Protein 1.39 g
Vitamin A 214 IU
Thiamine (Vit. B1) 0.020 mg (2%)
Riboflavin (Vit. B2) 0.026 mg (2%)
Niacin (Vit. B3) 0.646 mg (4%)
Vitamin B6 0.030 mg (2%)
Folate (Vit. B9) 25 μg (6%)
Vitamin C 21.0 mg (35%)
Vitamin E 1.17 mg (8%)
Vitamin K 19.8 μg (19%)
Calcium 29 mg (3%)
Iron 0.62 mg (5%)
Magnesium 20 mg (5%)
Phosphorus 22 mg (3%)
Potassium 162 mg (3%)
Sodium 1 mg (0%)
Zinc 0.53 mg (5%)
Link to USDA Database entry
Percentages are relative to US recommendations for adults.
Source: USDA Nutrient database
American cultivated blackberries (R. laciniatus and R. ursinus) are notable for their significant contents of dietary fiber, vitamin C, and vitamin K (table). A 100 gram serving of raw blackberries supplies 43 calories and 5 grams of dietary fiber or 25% of the recommended Daily Value (DV) (table). In 100 grams, vitamin C and vitamin K contents are 25% and 19% DV, respectively, while other essential nutrients are low in content (table).
Blackberries contain both soluble and insoluble fiber components.
Nutrient content of seeds
Phytochemical research
Blackberries contain numerous phytochemicals including polyphenols, flavonoids, anthocyanins, salicylic acid, ellagic acid, and fiber. Anthocyanins in blackberries are responsible for their rich dark color.
Phytochemical components of blackberries, salicylic acid and ellagic acid have been associated in preliminary research with toxicity to cancer cells, including breast cancer cells.
Blackberries rank highly among fruits for in vitro antioxidant strength, particularly because of their dense content of polyphenolic compounds, such as ellagic acid, tannins, ellagitannins, quercetin, gallic acid, anthocyanins, and cyanidins. One report placed blackberry at the top of more than 1000 polyphenol-rich foods consumed in the United States, but this concept of a health benefit from consuming darkly colored foods like blackberries remains scientifically unverified and not accepted for health claims on food labels.
Black Butte blackberry
Black Butte blackberry
Worldwide, Mexico is the leading producer of blackberries, with nearly the entire crop being produced for export into the off-season fresh markets in North America and Europe. The Mexican market is almost entirely from the cultivar 'Tupy' (often spelled 'Tupi', but the EMBRAPA program in Brazil from which it was released prefers the 'Tupy' spelling). In the US, Oregon is the leading commercial blackberry producer, producing 42.6 million pounds on 6,180 acres (25.0 km2), in 1995 and 56.1 million pounds on 7,000 acres (28 km2) in 2009.
Numerous cultivars have been selected for commercial and amateur cultivation in Europe and the United States. Since the many species form hybrids easily, there are numerous cultivars with more than one species in their ancestry.
In raspberries, these types are called primocane fruiting, fall fruiting, or everbearing. 'Prime-Jim' and 'Prime-Jan' were released in 2004 by the University of Arkansas and are the first cultivars of primocane fruiting blackberry. They grow much like the other erect cultivars described above; however, the canes that emerge in the spring will flower in mid-summer and fruit in late summer or fall. The fall crop has its highest quality when it ripens in cool mild climate such as in California or the Pacific Northwest.
'Illini Hardy', a semi-erect prickly cultivar introduced by the University of Illinois, is cane hardy in zone 5, where traditionally blackberry production has been problematic, since canes often failed to survive the winter.
Diseases and pests
Blackberry flower (2)
Raindrop on blackberry pale pink flower
Because blackberries belong to the same genus as raspberries, they share the same diseases including anthracnose which can cause the berry to have uneven ripening and sap flow may also be slowed. They also share the same remedies including the Bordeaux mixture, a combination of lime, water and copper(II) sulfate. The rows between blackberry plants must be free of weeds, blackberry suckers and grasses which may lead to pests or diseases. Fruit growers are selective when planting blackberry bushes as wild blackberries may be infected and gardeners are recommended to purchase only certified disease-free plants.
The spotted-wing drosophila, Drosophila suzukii, is a serious pest of blackberries. Unlike its vinegar fly relatives which are primarily attracted to rotting or fermented fruit, D. suzukii attacks fresh, ripe fruit by laying eggs under the soft skin. The larvae hatch and grow in the fruit, destroying the fruit's commercial value.
Another pest is Amphorophora rubi, known as the blackberry aphid, which eats not only blackberries but raspberries as well.
kids search engine
Blackberry Facts for Kids. Kiddle Encyclopedia.
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kids encyclopedia robot
Fumarole facts for kids
Kids Encyclopedia Facts
Sulpherous Fumeroles
Sulfureous fumaroles, Whakaari/White Island, New Zealand
Fumarole in Greece
A fumarole (Latin fumus, smoke) is an opening in the crust of the Earth, often in the neighborhood of volcanoes, where steam and gases come out, for instance carbon dioxide, sulfur dioxide, hydrochloric acid, and hydrogen sulfide.
The name solfatara (from the Italian solfo, sulfur), is given to fumaroles with sulfurous gases.
Fumaroles may occur along tiny cracks or long fissures, in chaotic clusters or fields, and on the surfaces of lava flows and of thick deposits of pyroclastic flows. A fumarole field is an area of thermal springs and gas vents where magma or hot igneous rocks at shallow depth release gases or interact with groundwater.
An estimated four thousand fumaroles exist within the boundaries of Yellowstone National Park in the United States. In April 2006 fumarole emissions killed three ski-patrol workers east of Chair 3 at Mammoth Mountain Ski Area in California. The workers were overpowered by toxic fumes (a mazuku) that had accumulated in a crevasse they had fallen into. Another example is an array of fumaroles in the Valley of Desolation in Morne Trois Pitons National Park in Dominica.
Images for kids
kids search engine
Fumarole Facts for Kids. Kiddle Encyclopedia.
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A vernacular language is a regional language, as distinct from an international literary language, such as Latin and Greek. Throughout the Middle Ages certain texts, notably those of a liturgical character, were generally in Latin (although biblical texts were gradually translated into the vernacular). The development of Western vernacular literacy began at least as early as the sixth century in Ireland and Celtic Britain and spread to England in the following century. Spain and Frankia followed suit later. The growth of secular literacy beginning in the twelfth century stimulated an increased use of the vernacular in texts. See also Bible.
Michelle Brown
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The Nevado del Ruiz, also known as La Mesa de Herveo, is a glacier-capped volcano located about 80 miles west of Bogota, Colombia. It is part of the Andes mountain range.
On November 13, 1985, the volcano erupted and sent a devastating flood of lahar throughout nearby towns and villages.
The most considerable death toll was in the small town of Armero, located about 30 miles from the volcano. More than 20,000 of its almost 29,000 inhabitants were killed.
The most memorably heartbreaking story in the aftermath of the disaster was Omayra Sánchez, a 13-year-old girl who found herself trapped among the debris of her destroyed home and struggling for 60 hours before her final breath.
Rescue workers attempted to dislodge Sánchez from a deep pool of cold, muddy water with no success. They had appealed – repeatedly – to the government for aid, more specifically a pump and other tools to lower the water level.
Still, authorities said the logistical challenge had been overwhelming enough that the equipment arrived late.
When Omayra Sánchez died at 9:45 a.m. on November 17, she pitched backward in the cold water with only one arm, nose, mouth, and one eye remaining above the surface. Someone then covered her with a tablecloth.
As the public became aware of the girl’s struggle for life through the media, her death became an enduring symbol of the Colombian government’s failures in handling and assisting victims of natural disasters.
10 /10 Eruption
The eruption of Nevado del Ruiz started with black ash columns at 3:00 p.m. Colombian geological department ordered the evacuation of areas within proximity to the volcano.
Red Cross and an emergency committee proceeded with the orders four hours later. Electrical failure due to heavy rain in Armero had prevented local authorities from receiving the emergency message on time.
Residents were informed that the ash column did not pose a danger. Unawareness of the more alarming risk made them reluctant to evacuate.
The volcano exploded that night at 9:09 p.m., sending 35 million metric tons of erupted materials, including magma.
9 /10 Death Toll
A dense, fast-moving flow of solidified lava (pyroclastic flow) melted snow and glaciers. Thick lahars flooded the river valleys located on the volcano’s flanks.
At around 11:30 p.m., a massive water flow swept through Armero and killed more than 21,000 inhabitants, or 75% of the town’s population, because of the lahars. In nearby villages, 1800 more died.
Until the disaster happened, there had been no apparent signs of an imminent eruption. That said, authorities’ failures to take preventive measures further exacerbated the death toll. Locals even called the volcano a “Sleeping Lion” because it had not erupted since 1845.
Wikimedia Commons
8 /10 Trapped
Of all the more than 20,000 victims, the story of Omayra Sánchez is the most strongly associated with the disaster and government failures to respond with the appropriate sense of urgency.
The 13-year-old girl lived in Armero when Nevado del Ruiz erupted in November 1985. Lahar destroyed her house.
She survived the lahar, but the rescue team found her trapped in the debris of her destroyed house.
Once freed from the waist up, divers discovered that her legs were bent under concrete as if she was kneeling. Her aunt’s body was under her feet.
7 /10 The Girl
Omayra Sánchez lived with her parents, brother, and aunt in the neighborhood of Santander.
The family was awake on the night of the disaster. As lahar struck and destroyed the house, she became trapped and could not free herself. After few hours, she managed to get her hand out through a crack in the debris.
Rescuers tried to pull her out, but they then realized that it was impossible without breaking her legs in the process. Each time a person tried to pull her, water pooled around her. Rescue workers kept her afloat by placing a tire around her body.
6 /10 Desperate Help
Not only were Sánchez’s legs trapped by concrete but also entangled in the arms of her dead aunt.
Volunteers, mainly firefighters, and others from nearby communities, tried to dig through the debris and at one point attempted to lift the aunt’s body using a rope. The little girls’ situation was not getting any better.
Her father also died under the rubble, whereas her mother and brother survived. In the desperate moment, the mother asked for prayers for the dead and said that she would live for her son, who had only lost a finger.
Francesco Campo / Shutterstock.com
5 /10 What Could Have Been
Everything is always more accessible in hindsight. First, most deaths could have been prevented had the authorities warned the people of Armero about the risk of volcano eruption.
Had the residents been evacuated on time, the vast majority could have survived the disaster.
Rescue teams also said there was a terrible lack of supplies as essential as stretchers, shovels, cutting tools, etc.
The scientific equipment for volcano monitoring was not appropriate, to begin with, added with the improperly trained prevention personnel, and shockingly government’s inadequacy to make an organized evacuation and emergency plan.
4 /10 Near The End
Sánchez prayed, cried, and appeared to be scared at times, but she remained relatively positive throughout the horrific experience; she asked for sweet food, drank soda, and agreed to be interviewed. She even sang to Germán Santa María Barragán, a renowned journalist from Colombia.
Anybody could see that Sánchez was a brave little girl. As hours and days went by, her condition quickly worsened.
She began hallucinating on the third night, saying something about the math exam and that she didn’t want to be late for school. Near the end, she even asked people to leave her so they could rest.
3 /10 Powerless
Rescue workers who stayed with her were essentially hand-tied; there was nothing they could do to free her.
In the final hours, it was all about trying to offer her as much comfort as she could take. Considering the situation, being comfortable was next to impossible.
Frank Fournier, the French reporter who took the iconic photograph of Sánchez, described that he felt powerless and could only spread the words about the courage, suffering, and dignity of the little girl in his attempt to publicize the disaster’s need for relief efforts.
2 /10 Water Pump Crisis
There was no water pump readily available. For two days, rescue workers searched for it to help drain the water pooling around Sánchez’ body, but authorities said that the closest one still was too far to arrive on time.
Workers returned with a water pump when Sánchez had been trapped for three nights. However, her legs were bent under concrete, so it was impossible to pull her without severing them.
Since there was no appropriate surgical equipment, doctors present at the time agreed that letting her die would be more humane than making her undergo an improper amputation procedure.
1 /10 Death
Omayra Sánchez died at around 10:00 a.m. on November 16, 1985, most likely from gangrene or hypothermia.
Six months after her death, the picture taken by Frank Fournier was published and later earn him the 1985’s World Press Photo of the Year, which subsequently made Sánchez’s face known worldwide.
Today, Omayra Sánchez remains the most potent symbol of the Armero tragedy. The town of Armero itself has been moved few kilometers north and renamed Armero Guayabal. The old Armero is now a ghost town buried in mud.
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The 2 micron plasmid (green), like chromosomes (top), uses cohesin (orange) to segregate evenly.
The 2 micron plasmid persists at an optimal copy number of 60 per cell by replicating in conjunction with the host chromosomes only once per cell cycle. This limited replication requires a high fidelity system to divide plasmids evenly between daughter cells. Results from Mehta et al. on page 625 suggest that the plasmid accomplishes this by recruiting a cellular factor used for chromosomal separation.
The authors first noticed that mutations that disturb chromosome segregation similarly affect plasmid segregation, so they examined whether proteins involved in sister chromatid pairing also function during plasmid partitioning. They found that a cohesin subunit, Mcd1, was recruited by plasmid proteins Rep1p and Rep2p to a plasmid sequence, STB. STB does not resemble chromosomal cohesin-binding sequences, and cohesin abnormally expressed during G1 was found on STB but not chromosomes. Thus, the plasmid has independently evolved the ability to recruit cohesin.
A noncleavable form of cohesin blocked segregation of the plasmids, suggesting that cohesin is used to ensure even partitioning of the plasmids. However, it is also possible that the effect is due to association of the plasmids with missegregating chromosomes, as the Rep proteins were seen in association with chromosomes. Mutations that perturb the ability of plasmids, but not chromosomes, to recruit cohesin should clarify these possibilities. ▪
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Meaning of O in English
/oh/ , interj., n., pl. O's .
1. (used before a name in direct address, esp. in solemn or poetic language, to lend earnestness to an appeal): Hear, O Israel!
2. (used as an expression of surprise, pain, annoyance, longing, gladness, etc.)
3. the exclamation "O."
[ 1125-75; ME o ]
1. Old.
2. Gram. object.
1. the fifteenth in order or in a series.
2. the Arabic cipher; zero.
3. ( sometimes l.c. ) the medieval Roman numeral for 11. Cf. Roman numerals .
4. Physiol. a major blood group, usually enabling a person whose blood is of this type to donate blood to persons of group O, A, B, or AB and to receive blood from persons of group O. Cf. ABO system .
5. Chem. oxygen.
6. Logic. See particular negative .
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Section: How did the Nazis rise to power?
Weimar Culture – The Holocaust Explained: Designed for schools
Weimar Culture
Across 1920s Europe, cultural tradition was challenged and social values were relaxed. Berlin became a hub of experimentation. Whilst not as experimental, the villages, towns and other cities across Germany also underwent a new phase of culture. When the Weimar Republic had been created, the government had declared that would not take place. Whilst, somewhat … Continue reading Weimar Culture
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Road Safety 101: How Do Airbags Work
white airbag
Airbags have two responsibilities in any vehicle. First, they slow down the sudden jerk forward movement of the passenger/driver. Second, they provide a cushioning in between the passenger’s upper body and the hard surface (dashboard, steering, windscreen, etc).
Airbags are usually fitted inside the steering wheel and dashboard. In some new makes, they are also fitted in seats and doors. We all are well aware of their importance in the wake of any high-impact collisions, but very few of us know how they really work.
Here we are going to breakdown how airbags work:
1) Bag
The bag is comprised of a thin and elastic nylon fabric that is folded and fixed into the steering wheel and dashboard. Nylon has the perfect combination of elasticity and strength needed for seamless bag inflation in that fraction of a moment when a collision occurs.
2) Sensor
The sensor is the most important part of an airbag system. It actually tells the system when to inflate the bag. As per current standards, a sensor should activate the inflation system whenever there is a collision with any solid of fixed barrier between 10 to 15 mph.
The collision flips a switch that is connected to the sensor. This flipping completes an electric circuit, which is a signal for the inflation system to do its thing. Some sensors are also activated through a built-in accelerometer microchip.
3) The Inflation System
As soon as the airbag’s ignition system receives a current from the crash sensor, it sets off a chemical reaction between the stored potassium nitrate and sodium azide to produce nitrogen gas with a hot blast to inflate the nylon bag in a fraction of a second.
The ignition system bursts the solid propellant mixture to produce a large volume of gas that rips through the steering and dashboard while rapidly filling the bag. All of this happens in 1/25th of a second. After the quick inflation burst, the bag gradually deflates.
pink airbag
4) The Right Use of Airbags
There is a unanimous agreement on the fact that airbags can only work as life saviors when they are complemented with seat belts. A collision where the driver or passenger is not wearing a seatbelt might still result in fatal injuries despite the timely activation of airbags.
It is also important to mention here that the sudden burst of the airbag is dangerous for those who are sitting too close to the dashboard or steering. It has been estimated that a driver’s breastbone and the steering wheel should have 10 inches of distance in between them.
Airbags have saved thousands of lives in the last couple of decades by working through the simple mechanism that we have discussed here.
More To Explore
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6.4.4 What is neonatal tetanus?
Important! Refer a baby with signs of tetanus urgently to the nearest hospital or health centre. On the way protect the baby from hypothermia and give breast milk.
Tetanus in the newborn is caused by bacteria (Clostridium tetani) that infect dead tissues such as the umbilical cord stump. Tetanus bacteria are present in soil and animal dung, which may infect the cord or other wounds, for example during some harmful traditional practices. These bacteria produce a powerful toxin (poison) that affects the nervous system. Suspect tetanus if you observe the following signs in the newborn;
• Increased muscle tone (spasm), especially of the jaw muscles and abdomen.
• Generalised muscle spasms and convulsions, often precipitated by stimulation such as handling or loud noises. The baby may arch backwards during a spasm (Figure 6.5).
• Most babies with tetanus will develop severe breathing difficulty and even with good medical care many will die.
A newborn baby having muscle spasms.
Figure 6.5 The typical muscle spasms of a newborn with tetanus infection.
6.4.3 What are the signs of skin infection?
6.4.5 How can you prevent infection in newborns?
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Nationalism and a History of Atrocities in the Balkans
In the 1990s, stories of genocide and ethnic cleansing in the Balkans rocked the western world. Commentators described the events as the worst mass murders in Europe since the holocaust. Osama bin Laden himself cited the atrocities of Christian Serbs against Bosnian Muslims as one piece of justification for his war against the west. More than 100,000 died in the fighting, and another 1.2 million were classified as internally displaced. The story of the 1990’s violence reaches back further than the fall of Communism, and nationalism acted as a critical ingredient to the fires that raged there.
Serbian Nationalism
Many Serbs mark the beginning of Serbian nationalism to a long-forgotten Battle of Kosovo in 1389 between Serbia and the invading Ottoman Empire. Most scholars mark the early 19th century, when Serbs began to rise against the waning Ottoman Empire, which they were part of, as the origin for Serb nationalism.
During this period of the 19th century, activists defined Serbs as a group in the Balkans that shared a common language and dialect. They promoted the idea of Greater Serbia as a nation that would host all Serbians in the Balkans. Under the concept of Greater Serbia, all territory historically held by the Serbians would be united under Serbian rule and independent of outside powers and rulers.
Independence and Defeating the Ottomans
The decline of the Ottoman Empire was expedited throughout the 19th century by a series of wars fought with Russia. During that time, Serbian nationalists secured some measure of independence from the Ottomans. In 1878, after the last of the 19th-century wars between Russia and the Ottomans, Serbia was recognized as an independent state.
greater serbia
Principality of Serbia after Congress of Berlin in 1878
The new Serbian government still saw their quest for independence as incomplete. The Serbian leaders believed the Austro-Hungarian Empire still occupied lands and people that rightfully belonged to their historical vision of a Greater Serbia. In 1908 Austria annexed Bosnia and its sizeable Serbian population, which greatly offended those who held the vision of Serbian nationalism.
The Balkan wars marked two wars fought in the period from 1912 to 1913. The first Balkan war was a war for the liberation of the Serbian people and Serbian regions from the Turks, primarily the areas of Old Serbia and Macedonia. The Second Balkan War was a conflict between the former allies, that is, the war against Bulgaria, which was not satisfied with the division of territory after the First Balkan War.
In 1912 Serbia joined the Balkan League, which included Greece, Bulgaria, and Montenegro, in a war against the Ottomans that finally removed the Ottomans from nearly the entire Balkan region of Europe. Now the remaining opponent to Serbian nationalism in Europe was Austria. Russia promised its military support to Serbia in Serbia’s contest for independence and nationalism against the Austrians.
These agreements and ambitions set the stage for the events that launched World War I.
World War I
On June 28, 1914, a nineteen-year-old Serbian nationalist assassinated the Crown Prince of Austria, Franz Ferdinand, while Ferdinand visited the Bosnian capital city Sarajevo. The assassination exploded into a sequence of unintended consequences and unleashed the horrors of World War I.
Serbia suffered the highest casualty rate of World War I. Among Serbia’s population of 4.6 million, more than 25% became casualties of the war, including 58% of the male population. Austria occupied Serbia and took control of the capital city of Belgrade.
Despite the pain of World War I, among Serbian nationalists, the gains of World War I deemed that hefty sacrifice worthwhile. By the end of the Great War, the historical enemies to Greater Serbia fell defeated, and the pathway toward Serbian nationalism appeared unimpeded.
The Birth of Yugoslavia
The aims of Serbian nationalism were achieved but in an unexpected format. Rather than an independent state for Serbia, the designers of the modern world at the Paris Peace Conference after World War I opted for the appeal of an independent state for the Slavic peoples of Southern Europe.
map of yugoslavia
A Map of Yugoslav Republics with Capitals and Major Cities
The word Yugoslavia derives from the Slavic words for South Slavs. The idea of Yugoslavia competed throughout the 19th century with appeals for nationalism by the Serbs, Croats, Bosniaks, Albanians, and Slovene nationalists.
At the Paris Peace Conference, the designers of Yugoslavia saw the difference in these Slavic people groups as relatively minor. From a shared language perspective, it was the difference between American and British English. From a religious history perspective, many adhered to Eastern Orthodox Christianity while others adhered to Catholicism. A small minority still adhered to Islam in Bosnia and Hercegovina. From the perception of the post-war planners, the benefits of Yugoslavia outweighed the potential detriments.
Yugoslavia gained international recognition on July 13, 1922, and its first ruler was the Serb Peter I.
Although the idea of Yugoslavia made sense to the planners at the Paris Peace Conference, many nationalists became increasingly offended by the idea. They felt their dreams of self-determination derailed by the invention of Yugoslavia.
Internal Divisions
Serbian politicians operating within the government of Yugoslavia worked to keep Croats in a minority status politically. For these nationalists, Yugoslavia became the new version of Greater Serbia.
Croat, Slovene, and Macedonian nationalist groups resisted the influence of Serbian nationalism in Yugoslavia. Various terrorist organizations arose in the first decades after Yugoslavia’s establishment. The rise of extremism from these nationalist groups triggered Serbian nationalism to inflame even more.
In 1928 a Serbian politician opened fire in Yugoslavia’s parliament, killing three members of the Croatian party. The King of Yugoslavia, a Serbian, used the crisis to ban political parties to reduce separatist ideologies within the country. In 1932 a Macedonian nationalist assassinated the king.
By the end of the 1930s, Yugoslavia appeared to be heading toward division between Croats and Serbians. That direction was subverted, however, when the Axis powers invaded in 1941. Yugoslavia was dismembered, and the plans of the Paris Peace Conference made after World War I were erased.
World War II Ethnic Cleansing
After 11 days of resistance to the Axis powers, the various regions of Yugoslavia signed an armistice with Germany. More than 300,000 Yugoslavian officers were taken prisoner. Germany established an independent state of Croatia, essentially a satellite Nazi state ruled by a fascist militia group known as the Ustase.
Partisan resistance fighter Stjepan Filipović shouting “Death to fascism, freedom to the People!” seconds before his execution by a Serbian State Guard unit in Valjevo
Between 1941 and 1945, the Ustase carried out mass killings and crimes against humanity within the borders of the Independent State of Croatia. More than half a million Jews, Serbs, and gypsies were killed. Another 250,000 were expelled from the country. The Ustase implemented forced conversions to Catholicism throughout Croatia. The Ustase, mimicking their Nazi overlords, wished to design a pure Croatian society.
While the Ustase sought to eradicate the Jews and gypsies from their land, they planned to merely neutralize the Serbs. According to the Croat strategy, one-third of the Serbs should be killed, one-third deported, and one-third converted to Catholicism. The Ustase believed this strategy would render the Serbs politically harmless to a pure Croatia.
A Yugoslav machine gun position over Dubrovnik on the eve of its liberation, 1944.
Meanwhile, a Serbian nationalist group known as the Chetniks refused to surrender to the Germans and began campaigns of guerilla activity against the Ustase. The Chetniks viewed non-Serbian residents of Yugoslavia as “traitors” and started a campaign of ethnic cleansing against Muslims and Croats. Members of the Chetniks wrote of “cleansing the land of all non-Serb elements.” The Chetniks believed and promoted the idea that all Muslims and Croats were accomplices to the crimes of the Ustase.
In 1941 the Chetniks initiated a series of massacres against Croats and Muslims throughout Yugoslavia. In many instances, the Chetniks also targeted Jews and Albanians. They razed mosques and Catholic churches. The Chetniks wiped out entire villages. The exact death counts by Chetnik ethnic cleansing are debated but range from 50,000 to 500,000 among scholars.
Many other Serbs followed the partisan leader, Josip Broz Tito, a Croat. After the war, thousands of Chetniks fled to neighboring countries. The Allies returned to Chetniks to Yugoslavia. From 1945-46 Tito’s forces killed tens of thousands of former Chetniks and other political opponents.
An estimated 10.8% of Yugoslavia’s population perished in World War II before the expulsion of the Germans in 1944. In 1945 Yugoslavia fell under Soviet control.
Communist Rule
In 1946 a new national constitution, modeled after the Soviet Union, was ratified and the Federal People’s Republic of Yugoslavia declared. The new Yugoslavia consisted of six republics: Serbia, Bosnia and Hercegovina, Croatia, Slovenia, Montenegro, and Macedonia, as well as two autonomous regions Kosovo and Vojvodina. Tito became the new president of Yugoslavia. Tito held that role until he died in 1980. The resentment felt between the different nationalist groups was buried for a while but never completely vanished.
tito yugoslavia
Josip Broz Tito – President of the SFR Yugoslavia, 1945-1980.
After Tito’s death, the rulership of Yugoslavia rotated annually between the six republics of the federation. This process reduced central authority in the government and accelerated the restoration of divisions between the republics.
The Return of Nationalism
As Yugoslavia splintered throughout the 1980s, a resurgence of Serbian nationalism filled the vacuum. Serbian academics and politicians inflamed these divisions. In the mid-1980s, a group of Serbian nationalist academics declared that the Serbs were in danger of genocide at the hands of the Albanians in Kosovo.
Slobodan Milošević
Slobodan Milošević just after signing Dayton Agreement in 1995
Slobodan Milosevic, leader of the League of Serbian Communists, took over the cause of Serbian nationalism for his political gains. After clashes between Serbian nationalists and police in Kosovo, Milosevic declared to the nationalists, “No one should dare to beat you!” Milosevic’s declaration became a rallying cry for Serb nationalists.
In 1989 Milosevic initiated a repressive drive in Kosovo where tens of thousands of Kosovars (ethnic Albanians) were dismissed from their jobs. This was the event that triggered the full unraveling of Yugoslavia. Kosovo turned into a primarily militarized area for the Serbs, and events in the Balkans began their dark turn.
The Balkan Wars
Between 1991 and 1992, Yugoslavia exploded into open war. Croatia and Slovenia declared their independence. The sizable population of Serbs living within Croatia likewise proclaimed their independence. Milosevic began calling Serbs toward the vision of Greater Serbia once again, giving him the ideology and justification for the fighting that was about to occur. In 1992 Bosnia and Hercegovina declared
Reports of ethnic cleansing began to emerge out of the Balkans. Two hundred wounded Croatian soldiers were massacred in their hospital beds. Bosnia became the most brutal front of the war. The Serbs laid siege to the capital city of Sarajevo. Muslim landmarks and cultural histories in Bosnia were burned to the ground. In other parts of the country, Bosnians found themselves fighting Serbs and Croats, although the Serbs carried out most of the war crimes. The Serbs established concentration camps to house Bosnians, where torture and extreme conditions led to the deaths of hundreds of Bosnian Muslims.
By 1992 reports of mass executions and widespread rape led to outrage around the world. Convinced that Serbians and Bosnians could never live together in peace, a strategy of ethnic cleansing was now in place. The Serbian military would surround Bosnian populated areas, execute the leaders and intellectuals, then begin separating the men from the women. While the Serbs executed the men, the women were transported to locations outside of Greater Serbia. Frequently the women became subject to brutal sexual violence. The term genocidal rape became common in subsequent studies of the atrocities in Bosnia.
Exhumations in Srebrenica, 1996.
Srebrenica represented the pinnacle of the violence where Serbs killed more than 8,000 men and boys. Srebrenica was one of several cities defined as a safe zone by the United Nations. Many Muslim refugees took shelter in Srebrenica only to find the United Nations’ military units ill-equipped to protect the city adequately.
The Serbs established a police state over Kosovo beginning in 1989. An armed guerilla movement eventually developed made up of Kosovar Albanians fed up with the apartheid system enforced upon them. As the guerilla violence intensified beginning in 1998, the Serbians intensified violence against the ethnic Albanian civilians. More than 200,000 Albanians were displaced. A massive campaign of ethnic cleansing followed where the Serbs sought to push Albanians over the border into Macedonia and Albania.
In the spring of 1999, NATO launched high-altitude bombings on Serb positions in Kosovo. The bombing only inflamed the Serbian activity against the Albanians. The Serbs expelled around 800,000 Kosovar across the borders, killing ten thousand in the process.
As NATO and UN forces slowly arrived in Kosovo to finally stop the violence, Albanians launched revenge attacks against Serbian civilians in northern Kosovo.
The End of Milosevic
A drawn out peace process eventually ended the fighting in the Balkans. Milosevic was arrested for war crimes but died in 2006 while still on trial.
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Black-billed cuckoo
Black-billed cuckoo
Coccyzus erythropthalmus
Photo by JimFenton (Birds of the Bible for Kids)
Common name:
black-billed cuckoo (en); cuco-de-bico-preto (pt); coulicou à bec noir (fr); cuclillo piquinegro (es); schwarzschnabelkuckuck (de)
Order Cuculiformes
Family Cuculidae
This species is found breeding in southern Canada, from Alberta east to Quebec, and in the eastern United States, from Montana to Maine and south to Texas and South Caroline. They migrate south to winter in Venezuela, Colombia and through Ecuador and Peru into Bolivia and extreme western Brazil.
These birds are 28-31 cm long and have a wingspan of 34-40 cm. They weigh 40-65 g.
The black-billed cuckoo is found breeding in woodlands such as aspen, poplar, birch, sugar maple, hickory, hawthorn, and willow, and also in scrublands, especially near rivers, streams and lakes. They winter in tropical forests and scrublands. This species occurs from sea level up to an altitude of 2.000 m.
They are omnivorous, mainly eating large insects, such as cicadas, caterpillars, katydids, butterflies, grasshoppers, beetles, bugs, dragonflies and crickets, but also the eggs of other birds, fruits and seeds, and also snails, aquatic larvae and even fish.
Black-billed cuckoos breed in May-September. They are monogamous and both sexes help build the nest, which consists of a shallow cup made of twigs and grasses and lined with dead or green leaves, pine needles, stalks, plant fibres, rootlets, mosses, and spider webs. It is placed among the leaves of a tree or scrub, up to 2 m above the ground. The female lays 2-5 greenish-blue eggs, which are incubated by both parents for 10-11 days. The chicks are fed by both parents and fledge 16-17 days after hatching and become independent 1 weeks later. Each pair raise 1-2 broods per season.
IUCN status – LC (Least Concern)
This species has a very large breeding range. There is no reliable population estimate, but the population has undergone a small decrease over the last 4 decades.
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Orbit inclination
from Wikipedia, the free encyclopedia
A - celestial body
B - central object
green - reference plane (e.g. equatorial plane)
blue - orbital plane (orbital plane)
i - inclination
Ω - length of the ascending node
In celestial mechanics, the orbital inclination or inclination of a celestial body is the angle between its orbital plane and a reference plane . The orbit inclination is one of the six orbit elements of classic orbit determination and is denoted by the symbol in this context . Together with the length of the ascending node , it defines the position of the path plane in space. Orbital inclinations between 90 ° and 180 ° characterize a retrograde (opposing) orbit.
The orbital inclination of a celestial body is related to the direction of the orbital angular momentum vector of the body. By definition, this is perpendicular to the plane of the orbit. If no torque acts on the celestial body as a whole, as is the case with central forces, the orbital angular momentum and thus its direction do not change. In this case the body has a temporally unchangeable orbit plane in which it moves. Therefore, in these cases, with a fixed reference plane, the path inclination also remains constant. This is e.g. B. in the case of Kepler orbits (only two bodies in a vacuum ), and the orbit plane remains stable in its alignment under the fixed stars . In the case of gravitational disturbances by third bodies , a torque is exerted by them, so that the angular momentum vector changes. As a result, the orbit inclination, like other orbit elements, suffers small, sometimes periodic changes. The orbital elements are therefore specified as a series of oscillating terms with respect to an epoch , i.e. as an approximate solution that is valid at a certain point in time .
Reference plane
The reference plane of the orbit inclination depends on the celestial body under consideration:
• In the solar system , the plane of the earth's orbit ( ecliptic ) is usually chosen, from which the orbits of the large planets and the moon deviate by only a few degrees.
• For artificial terrestrial satellites , the earth's mean equatorial plane is chosen as the reference for the satellite orbit elements , orbits with an angle of inclination close to 90 ° are hot polar orbits .
• The inclinations of the planetary moons of the other planets of the solar system are mostly also related to the equatorial plane of the orbiting planet. This also applies to artificial satellites of these planets ( orbiters ). For more distant moons, on the other hand, such as the earth's moon , the measurement is approximately based on the plane of the planet's orbit in the solar system. The exact representation, which also guarantees a temporally constant reference plane for “moderately distant” moons such as the large Saturn moon Iapetus , is given by the inclination with respect to the Laplace plane .
• The inclination of an orbit of an exoplanet or in a multiple star system is measured from a plane perpendicular to the direct geocentric line of sight. Thus means and that we see the system directly "from above", ie the Bahnpol points to the observer, and that we have the orbital plane see directly from the "edge" ( Engl. "Edge on" ).
• Andreas Guthmann: Introduction to celestial mechanics and ephemeris calculus. BI-Wiss.-Verl., Mannheim 1994, ISBN 3-411-17051-4 .
• M. Schneider: Celestial Mechanics. BI-Wiss.-Verlag, Mannheim 1993.
See also
• Axis inclination - angle between the normal of the orbit plane and the natural axis of rotation of celestial bodies
• Inclined Orbit - Inclined geosynchronous orbits of satellites
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October 24, 2018, by Lexi Earl
A brief history of Africville, Nova Scotia
In this blog post we discuss the origins of Africville, a community in Halifax, Canada. Exploring the history of Africville was part of the Geographies of Black Protest research project conducted by Dr Karen Salt, Bright Ideas Nottingham (a social enterprise based in Nottingham) and colleagues, funded by AHRC as part of the network funding for the UN Decade for People of African Descent. In July 2018, the Future Food Beacon supported a return trip to Africville for Dr Salt and her colleagues, so that they could participate in the 35th anniversary celebrations of the founding of the Africville Genealogy Society. Africville has a fascinating food history, which Dr Salt is currently investigating.
This post forms part of our series on Food Stories, and our interest in lives lived ‘on and in the margins’.
Africville was an African-Canadian village located north of Halifax in Canada. It was founded in the mid-18th century. Inhabitants of the village were Black Nova Scotians from a variety of origins including: runaway slaves, freed slaves, Black Loyalists promised land and/or their freedom by the British military for fighting against the US, and Jamaican Maroons. During the 19th century Africville grew and expanded with these waves of inhabitants and by 1917 had a peak population of roughly 400 families.
The rural community was self-sustaining, culturally rich, and had strong community ties. Alongside houses, the community had its own school, ice hockey team (the Africville Brown Bombers), the Seaview African United Baptist Church (est.1849), and many residents ran fishing businesses from the Bedford Basin. But as a community, Africville residents experienced constant economic exploitation by the City of Halifax, alongside governmental neglect of the environment which resulted in the systematic oppression of the Black community. For many, Africville represents the often ignored oppression faced by Black Canadians. Throughout Nova Scotia, Black settlements thrived, resisted and survived in challenging and hostile conditions. Although Africville provided the main impetus for the Geographies of Black Protest team, they recognise that it is only one of many stories that challenge the national myth suggesting that Canada is not a country founded on white supremacy, racism, and colonialism. During this visit, the research team were able to explore further links with communities in North Preston and East Preston.
Africville was a self-sustaining community. Local fisherman sold their catch locally and in Halifax. Other businesses included agricultural trade and small stores that opened towards the end of the 19th century. Africville became an escape from the anti-Black racism that permeated throughout Halifax and also provided opportunity for employment that were not widely available for Black citizens elsewhere.
Africville was not well served by the local government. Residents were required to pay taxes to the city, but basic services like running water, sewers, and paved roads were not provided. Municipal services like public transport, police protection, recreational facilities, and rubbish collections did not exist. The city then compounded this lack of services by building industrial developments around Africville like the fertiliser plant, slaughterhouses, a prison, and the Infectious Diseases Hospital, essentially surrounding Africville and its residents with potentially toxic contamination and a hostile environment. Africville became classed as a slum, and following the 1917 Halifax Explosion the city was able to move to redevelop the area specifically for industry and eventually evict the residents. Despite protests and continued challenges by the inhabitants to the municipality, by the 1960s, Africville residents were forcibly moved to other areas in and around the city of Halifax.
Despite these seemingly insurmountable obstacles, daily life in Africville was rich, and full. Often, communities like Africville are written about in terms of want and lack, as in lacking in… or wanting for… But the reality of daily life is rarely that simple. On her research visit, Dr Salt was able to examine Africville artefacts within the Black Cultural Centre for Nova Scotia. One artefact that caused her pause was a large stove. She explained that the ornate stove represented more than merely a place to cook. It was a commanding and artistic testament to the centrality of food. Thinking about this sparked many questions: What did Africville residents grow? What did they eat? How did their migrations shape the food traditions they created? Discussions with Africville Museum volunteers and staff, and the Black Cultural Centre for Nova Scotia suggest that food was a central feature of life in the community. Dr Salt and her team are now pursuing these tales and processes of food as a way to discover the past and share food traditions and agricultural practices with future generations.
For more information on Africville, see:
Posted in Food ResearchFood StoriesFuture Food News
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Hitler did not start the culture; Anti Semitsm. What the Jews did to deserve such faith
One would think why Hitler would commit such holocaust and having will power over the Germans for an extensive period of time that was inspired by Adolf Hitler's theories of racial struggle and the "intent" of the Jews to survive and expand at the expense of Germans, the Nazis, as a governing party from 1933-1938, ordered anti-Jewish boycotts, staged book burnings, and enacted anti-Jewish legislation.
Hostility against Jews may date back nearly as far as Jewish history. In the ancient empires of Babylonia, Greece, and Rome, Jews who originated in the ancient kingdom of Judea—were often criticized and persecuted for their efforts to remain a separate cultural group rather than taking on the religious and social customs of their conquerors.
With the rise of Christianity, anti-Semitism spread throughout much of Europe. Early Christians vilified Judaism in a bid to gain more converts. They accused Jews of outlandish acts such as “blood libel” the kidnapping and murder of Christian children to use their blood to make Passover bread. These religious attitudes were reflected in anti-Jewish economic, social and political policies that pervaded into the European Middle Ages.
In Nazi Germany, anti-Semitism reached a racial dimension never before experienced. Christianity had sought the conversion of the Jews, and political leaders from Spain to England had sought their expulsion because Jews were practitioners of Judaism, but the Nazis who regarded Jews not only as members of a subhuman race but as a dangerous cancer that would destroy the German people sought the “final solution to the Jewish question,” the murder of all Jews men, women, and children and their eradication from the human race. In Nazi ideology that perceived Jewishness to be biological, the elimination of the Jews was essential to the purification and even the salvation of the German people.
In 1935, the Nuremberg Laws defined Jews by race and mandated the total separation of "Aryans" and "non-Aryans." On November 9, 1938, the Nazis destroyed synagogues and the shop windows of Jewish-owned stores throughout Germany and Austria. These measures aimed at both legal and social segregation of Jews from Germans and Austrians.
Kristallnacht, the initiation of World War II in 1939, and the invasion of the Soviet Union in 1941 marked the transition to the era of destruction, in which genocide would become the key focus of Nazi antisemitism.
sources:::, and encyclopedia.ushmm
Content created and supplied by: Gannah (via Opera News )
Adolf Hitler Europe Germans Jewish Jews
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<urn:uuid:f20d7660-5f08-4479-9abc-9bacab72cb0b>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.23511242866516113,
"language": "en",
"language_score": 0.9645569324493408,
"url": "https://ng.opera.news/ng/en/religion/a33d6e13c0fd39736e80feae8557a219?news_entry_id=seeed9db200719en_ng"
}
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The 15th President of The United States of America, James Buchanan, Jr., was born April 23, 1791, in a log cabin in Cove Gap, Pennsylvania (now known as Buchanan’s Birthplace State Park). He was one of eleven children born to James Buchanan Sr., a businessman, merchant, and farmer, and Elizabeth Speer. In 1797, the family moved to nearby Mercersburg, Pennsylvania. The home in Mercersburg was later turned into the James Buchanan Hotel.
Buchanan attended the village’s Old Stone Academy and then Dickinson College in Carlisle Pennsylvania, graduating with honors on September 19, 1809. Later that year, he moved to the capital of Pennsylvania. The most prominent lawyer in Lancaster, James Hopkins, accepted Buchanan as an apprentice, and in 1812 Buchanan was admitted to the Pennsylvania Bar after an oral exam. Lancaster would remain Buchanan’s home town for the rest of his life.
His political career began in the Pennsylvania House of Representatives (1814–1816) as a member of the Federalist Party. By 1820, the Federalist Party had largely collapsed, and Buchanan ran for the United States House of Representatives as a “Republican-Federalist.
Buchanan began his presidency on March 4, 1857 and served through 1861. Buchanan is ranked as the worst president in U.S. history. His personal life has attracted historical interest as the only president from Pennsylvania, the only president who remained a life-long bachelor, and the last one born in 18th century. Buchanan caught a cold in May 1868, which quickly worsened due to his advanced age. He died on June 1, 1868, from respiratory failure at the age of 77 at his home at Wheatland, Pennsylvania.
A pyramid structure stands on the site of the original cabin where Buchanan was born. This memorial in the nation’s capital complemented an earlier monument, constructed in 1907–08 and dedicated in 1911, on the site of Buchanan’s birthplace in Stony Batter, Pennsylvania.
James Buchanan Word Find
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"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.02508831024169922,
"language": "en",
"language_score": 0.9770987033843994,
"url": "https://www.explorefranklincountypa.com/home/james-buchanan/"
}
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abspath - determine absolute pathname
abspath (name,result)
char *name;
char *result;
Abspath places the absolute pathname of the string name into the
string result.
Abspath converts the pathname in the string name to an absolute
pathname by prepending the name of the current working directory if
necessary. Then the absolute pathname is compacted by removing and
resolving superfluous steps.
Null components, and components of "." are removed because they
have no effect on the meaning of the pathname.
Components of ".." are resolved by removing them together with the
preceding step. However, there are certain situations in which the
preceding step cannot be removed (for example, if there is no
preceding step) and in these cases the ".." will remain.
Abspath never returns an absolute pathname containing a trailing
slash except for the case "/".
Abspath calls getwd to obtain the name of the current working
directory when needed. To improve performance, the result from
getwd is saved so that getwd need not be invoked again during
subsequent calls on abspath.
The special invocation abspath(0,0) tells abspath to forget its
saved name of the current working directory. Abspath has no way of
knowing if the name of the current directory has changed, so if you
care about these things you must tell it. Otherwise, abspath will
continue to use its saved result from getwd and this will most
likely cause it to produce erroneous results.
pwd(1), chdir(2), getwd(3), path(3), expand(3)
Returns -1 on error (failure in getwd); 0 otherwise.
The string result is assumed to be large enough. Intermediate
calculations place a string in result that at most consists of the
name of the current working directory concatenated with the string
name plus two more characters.
If getwd fails, abspath gives up and returns -1. Generally,
failures in getwd are pretty catastrophic.
If you call chdir or if the name of the current directory changes
for some other reason, abspath will most likely produce incorrect
results for relative path names until you call abspath(0,0).
Should getwd return a name for the current working directory that
does not begin with a slash, abspath will produce a result pathname
string that it considers to be a reasonable interpretation of the
situation. This is not expected to happen, but abspath is
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<urn:uuid:58594400-cd96-48f4-9670-aa3ce19be139>
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"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.8125,
"fasttext_score": 0.021970033645629883,
"language": "en",
"language_score": 0.8404674530029297,
"url": "https://man.rqsall.com/MachTen-23/Man3/abspath.3.html"
}
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IMG_2682Archimedes, Bernoulli, Pascal, and TLS 1st Graders — what do these people have in common? Every one of them was fascinated by flight and the properties of fluids. The air that we breathe is a fluid and early experiments conducted by Bernoulli, Archimedes, and Pascal on the properties of fluids (called fluid mechanics) helped pave the way to the Wright Brothers’ first powered flight in 1901. Mrs. Green’s 1st grade class took advantage of the beautiful weather and took their lesson to the front lawn for a hands-on experiment with flight and fluid mechanics. Parachutes!
Students were encouraged to observe how air slows during the descent of a parachute and how there is aIMG_2678 difference inIMG_2677 the descent inside versus outside. In order for the parachute to move through the air, it must push the air out of its way. The air pushing back on the parachute makes it fall slowly. When any object moves through the air, it is always slowed down by something called air resistance.
Hands-on learning activities like the 1st graders’ parachute experiment give Trinity’s students another way to learn about how their world works. Learning is never limited to the classroom — our entire world is a classroom and experiential learning opportunities like this is just one of many ways Trinity Lutheran School educators make learning fun and exciting for our students.
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"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.875,
"fasttext_score": 0.18134742975234985,
"language": "en",
"language_score": 0.9412038326263428,
"url": "https://school.trinitydowntown.com/flying-1st-graders/"
}
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Pre-order 2022 Wall Calendars in our Shop!
Image for National Electricity Day
National Electricity Day
National Electricity Day takes place on the anniversary of the date in 1752 when Benjamin Franklin flew a kite in a thunderstorm, with the intent of proving that lightning was caused by a discharge of electricity (some sources say he flew his kite on June 10). His experiment led to further understanding of positive and negative charges, the proving that lightning was an electrical discharge, and to the invention of the lightning rod—which provided a safe way to discharge electricity and a way to prevent fires. Lightning rods are still used today to protect buildings, ships, and people.
Franklin began his experiments with electricity in 1747 and began hypothesizing about the connection between electricity and lightning two years later. He set out to prove his hypothesis; his idea was to erect iron rods into storm clouds to attract electricity. He believed he would need to be on high ground for his experiment to work, but he was in Philadelphia, a city that is quite flat. At first, he was waiting for the steeple to be finished at Christ Church, believing that he could use it for his experiment.
Franklin wrote about his iron rods idea to Peter Collinson, a member of the Royal Society of London, but the group did not see the importance of the idea. Soon afterward, though, his idea did attract the attention of French scientists Delor and Dalibard. Shortly before Franklin did his own experimenting, unbeknownst to him, they successfully completed his iron rod experiment, and called it the "Philadelphia experiment."
Franklin decided to test his theory by flying a kite instead of waiting for the steeple to be finished on the church. Accompanied by his son William, he built a kite with cedarwood and a silk handkerchief and attached a foot of wire to the top of it to act as a conductor. At the bottom of the kite he attached a string, and at the point the string was held he placed a silk ribbon and a metal key. A metal wire was connected to the key and went to a Leyden jar.
As Franklin flew his kite in a lightning storm, he kept dry by standing in a barn. The kite was not struck, but the conductor gained negative charges. They went through the kite, string, key, and to the Leyden jar. This showed that a conductor could be used to channel electricity into the ground. At one point, he moved his hand close to the key and gained a shock because of the positive charge of his body. Franklin later was credited with coming up with various electricity-related terms.
How to Observe National Electricity Day
Celebrate the day with electricity, kites, and Benjamin Franklin. You could visit the Electricity Museum or the Spark Museum of Electrical Invention. You could do some easy electricity experiments. You could fly a kite. You could visit Benjamin Franklin's grave, which just so happens to be located in Christ Church Cemetery. While there, you could look up at the steeple that Franklin was once waiting to be built before he decided to use a kite for his experiment instead. You could also visit the nearby Benjamin Franklin Museum.
It's probably not best to try Franklin's experiment at home, but his own description of what he did was published in the Pennsylvania Gazette on October 19, 1752, and can be read here:
"Make a small Cross of two light Strips of Cedar, the Arms so long as to reach to the four Corners of a large thin Silk Handkerchief when extended; tie the Corners of the Handkerchief to the Extremities of the Cross, so you have the Body of a Kite; which being properly accommodated with a Tail, Loop and String, will rise in the Air, like those made of Paper; but this being of Silk is fitter to bear the Wet and Wind of a Thunder Gust without tearing. To the Top of the upright Stick of the Cross is to be fixed a very sharp pointed Wire, rising a Foot or more above the Wood. To the End of the Twine, next the Hand, is to be tied a silk Ribbon, and where the Twine and the silk join, a Key may be fastened. This Kite is to be raised when a Thunder Gust appears to be coming on, and the Person who holds the String must stand within a Door, or Window, or under some Cover, so that the Silk Ribbon may not be wet; and Care must be taken that the Twine does not touch the Frame of the Door or Window. As soon as any of the Thunder Clouds come over the Kite, the pointed Wire will draw the Electric Fire from them, and the Kite, with all the Twine, will be electrified, and the loose Filaments of the Twine will stand out every Way, and be attracted by an approaching Finger. And when the Rain has wet the Kite and Twine, so that it can conduct the Electric Fire freely, you will find it stream out plentifully from the Key on the Approach of your Knuckle. At this Key the Phial may be charg'd; and from Electric Fire thus obtain'd, Spirits may be kindled, and all the other Electric Experiments be perform'd, which are usually done by the Help of a rubbed Glass Globe or Tube; and thereby the Sameness of the Electric Matter with that of Lightning compleatly demonstrated."
Something Wrong or Missing?
Observation Notifications
Also on this date…
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<urn:uuid:9bba096d-eb1b-4367-9832-56020953227e>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.07877039909362793,
"language": "en",
"language_score": 0.9706507325172424,
"url": "https://www.checkiday.com/f88a23b8fcae17e3497c5eb628f3181d/national-electricity-day"
}
|
Tom Kilburn and the First Stored-Program Computer
Tom Kilburn (1921 - 2001) photo by Carolyn Djanogly,
Tom Kilburn (1921 – 2001)
photo by Carolyn Djanogly,
On August 11, 1921, English engineer Tom Kilburn was born. Kilburn became known for having written the computer program used to test the first stored-program computer, the Small-Scale Experimental Machine, SSEM, also known as “The Baby” in 1948.
Tom Kilburn, Autumn 1992
Tom Kilburn was born in Dewsbury, Yorkshire, England and studied the Cambridge Mathematical Tripos at Sidney Sussex College, Cambridge, pursuing a course compressed to two years following the outbreak of World War II. During this time, he had joined the air corps and after he had graduated in 1942, he was sent to take a six-week course in electricity, magnetism and electronics before reporting to the Telecommunications Research Establishment (TRE) in Malvern to work on radar in Frederic Calland Williams‘ electronic problem-solving group.
From Radar to Computers
Kilburn‘s wartime work inspired his enthusiasm for some form of electronic computer. The principal technical barrier to such a development at that time was the lack of any practical means of storage for data and instructions. Storage of analog information could help solve the problem of static objects cluttering the dynamic picture on a radar screen . Storage of digital information could solve the problem holding up the development of computers worldwide. Williams eventually succeeded in storing a single bit on a cathod ray tube by 1946. In December 1946Williams took up the chair of electrotechnics at Manchester and recruited Kilburn on secondment from Malvern.
A Williams-Kilburn tube
A Williams-Kilburn tube
By March 1947 Tom Kilburn had discovered a different and better method of storing information, more suited to storing a large number of bits on the same tube. By November 1947 they had succeeded in storing 2048 bits for a period of hours, having investigated a number of variations on storing a set of bits. This technology would later become known as the “Williams-Kilburn tube“. A provisional patent was already filed in 1946. The general principle behind the storage of binary information was to plant charge in one of two different ways at an array of spots on a CRT using standard techniques. The type of charge at any spot, representing a 0 or 1, could be sensed by a metal pick-up plate on the outside of the CRT screen, thus “reading” the “value” of the spot. However, the charge dissipated very quickly, so values were preserved indefinitely by continuously reading their value and resetting the charge as appropriate to the value.[2] When in Autumn 1947 the group had successfully stored 2048 digits, they had the problem of proving that the store would operate successfully inside a computer. They could only alter bits at the rate of around 1 a second, which was 100,000 times slower than the store‘s capability. In the end they decided that the simplest way to test that the CRT storage system was suitable for use in computers was to build a small computer around it.
From Small Scale to Manchester Mark I
Then Williams and Kilburn developed their storage technology and, in 1948, Kilburn put it to a practical test in constructing the Small-Scale Experimental Machine (SSEM or Manchester Machine) which became the first stored-program computer to run a program, on 21 June 1948. The first program to run was to determine the highest factor of a number. The number chosen was quite small, but within days they had built up to trying the program on 218, and the correct answer was found in 52 minutes, involving about 2.1 million instructions with about 3½ million store accesses.[3] With the success of the SSEM, a new machine was commissioned by the government that was to be more powerful and usable that the original SSEM. The design of this machine, the Manchester Mark I, was also led by Kilburn and was completed by November 1948.[1]
Williams persuaded him to stay to work on the university‘s collaborative project developing the Ferranti Mark 1, the world‘s first commercial computer. The Williams-Kilburn CRT Store was used in several models of computers including the IBM 701 and 702 computers. It was eventually superseded in new systems in about 1955 by a cheaper random access store called the “magnetic core store.”[2] Williams tubes were also used in the Soviet Strela-1 and in the Japan TAC (Tokyo Automatic Computer).. Over the next three decades, Kilburn led the development of a succession of innovative Manchester computers including Atlas and MU5.
Tom Killburn died on 17 January 2001 in Manchester, at age 79.
Ursula Martin, Alan Turing, Grace Hopper, and the history of getting things right [7]
References and Further Reading:
• Shortly before he died, Tom Kilburn gave an after-dinner speech to other old boys of the school where he was educated in Dewsbury, Yorkshire (the Wheelwright Grammar School). He mentioned his work on ‘Baby’ and said that he began to write the first program to be stored on it as he waited for the train at Dewsbury station to take him to Manchester in June 1948. He was living in Dewsbury at the time.
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<urn:uuid:13766161-d803-41e9-b7bb-40495a658c89>
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"edu_score": 3.65625,
"fasttext_score": 0.025647342205047607,
"language": "en",
"language_score": 0.9693790078163147,
"url": "http://scihi.org/tom-kilburn-stored-program-computer/"
}
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Red-crested cardinals are common in the lowlands of the Hawaiian Islands but they are not native to the islands, they were introduced to Hawaii in the 1930s. They are also known as Brazilian Cardinals.
Red-crested cardinals live in semi open areas around shrubs and trees. They are normally seen in parks and lawns and are often found in pairs or small family groups so if you see one, look around because there are likely more in the area.
Adult males and females look similar but juvenile birds have an orange-brown head and crest and their bill is black. These differences can be seen in the following photos.
About this Bird
Family: Tanagers.
Location: Native to Argentina, Bolivia, southern Brazil, Paraguay and Uruguay but are common in Hawaii.
Life span: 3 to 6 years.
Size: 7.5 inches long.
Diet: Seeds, insects, plant matter and fruits.
Related Posts
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<urn:uuid:b913912b-3233-4a6e-96b2-f8aae19afd71>
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{
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"edu_score": 3.515625,
"fasttext_score": 0.06732481718063354,
"language": "en",
"language_score": 0.9798547029495239,
"url": "https://ourplanetimages.com/red-crested-cardinal/"
}
|
Examples of Labels
Top 50 Examples of the Labeling Theory
The labeling theory posits that deviance is not inherent in action but instead the reaction to behavior by a social group. The reactions are influenced more by the group’s labeling process than the actual action itself.
A behavior can be seen as deviant or normal depending on whether it has been labeled correctly or incorrectly. Labeling comes with much stigma hence the need for social groups to be sensitive about its effects.
There are two types of labeling theory: labeling individuals’ behavior and how groups react to certain behaviors. The focus for this will not be on the group’s reaction but more on individual behavior.
Labeling calls out deviance which is divided into primary deviance and secondary deviance.
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Primary Deviance
Primary deviance refers to a person’s first act of deviance because the individual has not been labeled before. It can be a behavior that is frowned upon by a specific group or society as a whole. The behavior itself can be committed by different people, whether it is deviant or not.
Secondary deviance
In contrast to primary deviance, secondary deviance is a behavior for which an individual or group has already been labeled. It can be a behavior that has been committed before, acted on by different people, or a specific person.
The difference between primary and secondary deviance is not based on the action itself but rather when the behavior was committed.
Stages of the Labelling Process
Stage 1: The individual commits the deviant act
Stage 2: The deviant act is noticed, and the individual labeled
Stage 3: The behavior spreads to other individuals in a social group
Stage 4: The social group develops a negative view of the behavior
Examples of Labels That Influence the Identity and Behavior of a Person
Criminal-This is someone who has violated the law and has also gone against social norms. Labeling criminals is a social control method that aims at shaming them so that they can stop being deviant.
Society often labels criminals as people who have made mistakes from which they should learn. However, if the criminal commits additional crimes after being released, society will be less likely to show them mercy.
A Rapist– A rapist is a person who has forced himself of an unwilling partner for his sexual gratification. Once society labels them as a rapist, their behavior can be seen as deviant and once society has labeled them they become more likely to act out their role.
This type of labeling is especially important because there are no outward signs that a person is a rapist.
Mentally Ill-A mentally ill person may be deviant or not. Mentally ill people are often viewed as those who can’t control their actions and will do anything they want to do. They can be dangerous and even harmful to other people.
If someone is labeled as being mentally ill, it may cause them to act out their role further to be accepted by society. Unjustifiable violence is a sign of mental illness.
Gay-This is someone in a sexual relationship with a member of the same sex and has not been labeled as deviant by society. Because of historical attitudes towards gay people, people may have labeled them as deviants.
Societies often treat gays as deviants who cannot control their sexual urges and will behave in a way that is not accepted by others. They are often viewed as spreading their deviant behavior and trying to influence other people to be gay.
Abuse Victim-An abused person may be someone who has been physically or emotionally abused. Once society labels someone as an abused person, they may be less likely to act appropriately in certain situations. This is because the behavior of being abused can take a toll on a person and cause them to act out or lash out at other people.
Drug Addict-If a person is addicted to drugs, it is viewed as deviant behavior. People are less likely to call them drug addicts because it will cause them to act out their roles. After labeling an addict, others may label them as not fit for society and help them.
Atheist-To be an atheist is not deviant. This label can be applied to anyone in society. However, a particular group may use this label to discriminate against a person based on matters of faith. Labels have consequences, and they affect those who engage in deviant acts and those who don’t. It all depends on the motive and the behavior associated with the label.
Child Molester-A child molester is a person who has engaged in sexual activity with a minor. Society looks at them as pedophiles, and they are not treated in the same way as other criminals.
Child molesters are considered a disgrace to the human race.
Gay Basher-Gay bashing refers to a hate crime where the perpetrator finds a different sexual orientation target. This means that they are looking for gay people and an opportunity to hurt them.
The attacker will often use derogatory terms and physically assault them. This form of hate crime is because the perpetrator views the gay person in a different light.
Disabled-A disabled person is someone who has some form of physical or mental disability that affects their everyday life. Not all disabled people are different from those who are not disabled. If a person is behaviorally disabled, the label can cause them to act out their role.
The label can cause people to treat disabled people differently and make them seem like second-class citizens. Those that are disabled may not be able to get the same things in society that others can.
This type of discrimination is often referred to as ableism, and it has been a major issue in the past and present.
Drug Dealer-A drug dealer sells drugs as a source of income. They are not necessarily subjected to arrest because the laws between acceptable and unacceptable behavior for other people are different. They spend their time dealing drugs as a source of income and getting others addicted to them.
Hater-This refers to someone who dislikes the object of their hatred. They may hate a particular group of people because they feel better than those around them.
Because hatred is so powerful, it can cause harm to the person who is being hated. Hate is often used as a weapon because it will cause people to act out based on the label that they have been given.
Homeless-The homeless people have no place to live and spend most of their time on the street. A lot of these people have not had the same types of opportunities in life.
Often, the homeless are put into a category with others who are not as fortunate as they are. Many people view them as deviant and will treat them with disrespect.
Hooker-A hooker is someone who is paid for sexual activity. They have done this type of work for a long time and they may enjoy it or not.
Because this is an act that others often disapprove of, hookers are often seen as deviant. Many people see them as bad people who cannot get better.
A bully -Bullies like to pick on other people in an attempt to put them down. They may feel superior to others and try to maintain that status by using bullying tactics.
Bullying can be a problem in high schools and other places where people tend to segregate themselves. They try to boost their image by putting others down, and they sometimes get violent.
Neo-Nazi-It is an individual who believes in the Nazi Party and the ideas that they have. They are against people who are different, and they will often commit crimes against them.
This type of hate crime is seen by law enforcement as more serious because it is often violent. Many Neo-Nazis are in groups that commit crimes against other races with our labeling system’s power.
You may be interested in Erving Goffman’s Theory
Parolee-A parolee has been released from prison and is still being monitored by the law. They can go back to prison if they are caught breaking the rules.
The reason that this label can be dangerous is because of what labeling theory states. If a person is seen as different from those around them, they will discriminate against them and act violently.
Pimp-This is someone who makes money by having sex workers. They are often abused and treated like they do not matter. They are viewed as a criminal and someone who is not going to change.
Prisoner-A prisoner is an individual who has been arrested, charged, and put behind bars. While in prison, they will be punished for their actions and will serve time due to what they have done.
Many people will feel that a prisoner does not deserve to be treated with respect. They have done something that has made them deviant in the eyes of others, and society will treat them like they do not matter.
Prostitute-A prostitute will have sexual activities with others for money. They are often seen as someone who is deviant. Their life choices may be different than what others expect.
Prostitutes and sex workers have been used as something of a joke in popular culture for many years. People laugh about their lifestyle choices and mock them.
Gangsta Rap Artist-A gangster has a reputation for being violent and will resort to violence to resolve conflict.
Gangsta rap artists are people who sing songs that talk about crime and violence. They have been criticized for glorifying some of the things that have made the people in these types of groups so bad.
Terrorist-A terrorist has been labeled as a threat to others. They will often use violence and other criminal activities to resolve their grievances with society.
Many people feel that a terrorist does not deserve to be treated with respect. They are seen as a threat and someone who is not going to change.
Serial Killer-A serial killer is an individual who kills more than three people over some time. This type of violent crime is something that people often feel afraid of. They do not know who a serial killer will hurt, and they may be living in the same city. This type of fear can help to unify a community.
Psychopath-This one has a mental disease, and they are often seen as being violent. They do not act like others would expect. While they may be mentally ill, people will often see them as a threat and not someone who will change.
You may be interested in Herbert Blumer and his Notable Quotes
Kleptomaniac-Someone is labeled kleptomaniac if they have a compulsion to steal. They may not steal from the same stores every time, and they are not always caught. They spend a lot of their time thinking about stealing. They will often steal small items from stores simply because they can.
Cult Leader-Despite being controversial, a cult leader may have a very large following. They often will encourage their followers to do things that they would not normally do. Some cult leaders have their members commit very serious crimes. Many cults have been known to brainwash their followers and cause them a lot of harm.
Narcissist-A narcissist has a mental disease where they are overly concerned about themselves and their appearance. They believe that they are better than everyone else and think very highly of themselves. They often do not care about the concerns and problems of other people.
Anorexic-Someone who has anorexia is very concerned about their weight. They will often refuse to eat, even though their body is starving and losing a lot of weight.
Anorexia has been labeled an “invisible” illness because people often cannot tell that the person has this problem. They deny that they do, and it can be very hard for them to get help.
A stalker -It is an individual who often engages in following someone else. This can be an issue if they are aware of the other person and do not live nearby. A stalker becomes obsessed with another person and can cause them to want to spend a lot of time near that person or try to get closer.
A loner-This one is socially distant or withdrawn; commonly labeled as a loner. They do not spend time with other people and can often be seen as isolated. People often feel a lot of pity for lonely people, and it is not unusual to create a label that applies to anyone alone. They may spend a lot of time in their own space, and social groups aren’t their thing.
A slob-It refers tosomeone who is untidy and disorganized. Slobs do not care about the cleanliness of their space, and they may not have a job. A slob does not care about the way that they live. They do not make an effort to take care of the things in their space or clean up after themselves.
A geek– This one has very different interests from others. They are often seen as nerdy because they have strong interests in video games, computers, or science fiction.
A freak– Someone who is emotionally unstable is often labeled as a freak. Freaks behave in ways that are different from what others expect, and they may have unusual habits. This can make them very memorable and often causes people to feel afraid.
Body shamer-This is someone very concerned about the size and shape of the body. They will often be critical of their weight or other people’s weights and body types.
A prankster -It is someone who enjoys jokes and pranks. They often do not care about how funny it is. They want to perform it and see how people react.
They believe that a joke is funny if the person who does not like it gets upset or angry. They do not care about the feelings of other people and enjoy performing their jokes on them.
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Smuggler-A smuggler is an individual who transports illegal items as a job. They are often paid to take things across borders without being stopped by the authorities.
They are aware of the rule against taking these items, and they often use many different tricks to keep from getting caught.
A Pedophile-This one is interested in children and shows sexual interest towards them. They may spend time in chat rooms and communities that are focused on children. Pedophiles often have a history of hurting or abusing children. They believe that children enjoy it and that they have a right to do those things.
A troll -This is someone who does or says something on the internet, usually a message board or a social media site, to upset others. They will often be cruel and insulting towards other people because they are very angry or enjoy seeing others upset.
Some people do this because they are bored and want to have fun, but others become addicted to their feelings when they make people upset.
A hermit-It refers to an individual who has chosen to live away from other people. They do not like to be around people, and they want to live a simple life. Hermits enjoy their company and don’t long for relationships with other people.
Thief -A thief is someone who steals other people’s belongings. They are aware that the things belong to someone else, and they take them without permission. Some thieves steal to satisfy their needs, while others steal for fun because they enjoy the thrill of stealing.
A jinx-Jinxes is believed to bring bad luck to others. Even though they may not mean to, but it happens anyway. A jinx causes bad things to happen, and if anyone gets close to them, they will have bad things happen. This may be because the jinx wants to scare them away or because they do not like being around people who have positive things happen.
You maybe interested in Interactional Perspective
A Pervert-It is an individual who is attracted to people that they are not supposed to be. The victims could include children or adults that they work with or people they know. Perverts have these feelings when they know that it is wrong or feel that the other person would not want them to have these feelings.
Pyromaniac -This is someone who enjoys setting fires and watching them burn. They may want to set fire to items that they own to kill them. They also may want to set fire to other people’s items or vehicles.
Pyromaniacs enjoy the feeling that they get when they light fires and enjoy seeing how the people around them react. The fire is fun for them, and they may not feel that it is bad.
A beggar-It refers to an individualwho asks for money or other items from other people. Some people aren’t disabled or challenged in any way, but they love asking for help. Society labels them as beggars, and they have become used to doing this.
A lot of people feel uncomfortable when you beg them for money or food in the street. Beggars are often homeless people, and they use the money to buy food or drugs,
An alcoholic-This one has a drinking problem that causes them to drink too much. Excessive drinking will often lead alcoholics to do things they normally would not do if they were sober. A lot of people think that alcoholics cannot control their drinking, but many of them do. They can stop drinking when other people are watching them, but they cannot stop if they are just in the room. They have a strong urge to drink, and they can’t go past that feeling.
A misanthrope-It is an individual who hates other people. The hatred will often cause misanthropes to avoid social situations, and they may not want to be around other people at all. Society labels misanthropes as insane or dangerous.
A vandal-This is someone who damages other people’s property because they want to upset them. Vandals do not have any feelings of guilt, and they will often try to harm the victim’s feelings by damaging their property.
A miser-It is an individual who refuses to spend money because they want to save it. A miser will often spend less money than other people do so they can save everything.
Misers spend a lot of time thinking about things they could be doing with their money, but many don’t enjoy spending money. They are happy to keep the money for themselves and do not want to give it to others.
An arsonist-This is someone who is deliberately starting fires. Arsonists act for their pleasure or to cause damage to other people’s property. They enjoy risk-taking, and they will mostly target property belonging to people that they don’t like. These people often lack empathy and do not care about other people around them.
Crook-This is a word that is used to describe someone dishonest. A crook will often steal from others or keep money safe instead of paying it back. A crook doesn’t care about people around them and will often lie to family members.
Definition of Terms
Self-identity– A person’s self-identity refers to their beliefs about who they are, including their behaviors, personality, and values.
Self-concept– It is the overall perception of ourselves. It consists of our beliefs about what we are like, including how we feel about our abilities and personality.
Bottom Line
Labeling Theory examines the consequences of identifying people or labeling them in certain ways. The term “labeling” refers to attaching an emotional reaction or social meaning to someone, for example, racial slurs and stereotypes. Once this happens, they are then treated differently by society. This treatment can lead to increased hostility towards these individuals from those who believe themselves as not labeled with such negative words.
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Magazine Poland
On this Day, in 1611: the deposed Russian Tsar pledged allegiance to the Polish Crown
On October 29, 1611, the deposed Tsar Vasili Shuysky of Russia and his retinue took an oath of allegiance to King Sigismund III Vasa of Poland and his teenage son, Prince Władysław, in the Senate Hall of the Royal Castle in Warsaw.
The Time of Troubles in Russia was a period of political instability, marred by lawlessness and anarchy. It shortly followed the death of Ivan the Terrible, who had founded the Tsardom of Russia as the successor of the Grand Duchy of Moscow in 1547.
False Dmitry and the Time of Troubles
The death of Ivan the Terrible’s son and successor, Fyodor I, in 1598, led to a violent succession crisis, during which many conspiracies claimed that Fyodor’s younger brother, Dmitry, was still alive, and with numerous usurpers and false Dmitrys claiming the title of tsar. In 1603, the first and arguably most successful of the usurpers appeared in the Polish–Lithuanian Commonwealth.
Still hoping to reclaim the Swedish throne from his uncle, Charles IX, King Sigismund III Vasa of Poland saw this as the perfect opportunity to extend his influence over Russia and to unite Polish and Russian forces against the Swedish crown. The staunchly Catholic king was supported in his ambition to unite Poland and Sweden under one Catholic kingdom by Pope Clement VIII, who also hoped to increase his influence over the Russian Orthodox Church.
The Poles crossed the border into Russia with a small force of 4,000 Poles, Lithuanians, Russian exiles, German mercenaries and Cossacks, and in 1605, Sigismund’s protege made a triumphal entrance into Moscow, where he was crowned Tsar Dmitry I.
But False Dmitry quickly became unpopular. Eleven months later, an anti-Polish uprising broke out in Moscow. Headed by Vasili Shuysky, a massive number of boyars and commoners stormed the Kremlin and killed the usurper. Hundreds of Dmitriy’s Commonwealth supporters were also killed, imprisoned or forced to leave Russia. Vasili Shuyski was elected tsar and, as Vasili IV, he signed a military alliance with Charles IX of Sweden.
This time, Sigismund wanted Russia for himself and got permission to declare war on Russia from the Polish Sejm, who had been persuaded by promises of Polish colonialism comparing Russia to the Indian empires of the New World, full of golden cities and easy to conquer.
The Shuysky Tribute
A massive Polish army under the command of Hetman Stanisław Żółkiewski crossed the border in September 1609 and laid siege to Smolensk before marching on Moscow. Meanwhile, Sigismund received a delegation of Russian nobles opposed to the tsar, known as the Seven Boyars, who agreed to accept the Polish king’s teenage son Władysław as Tsar of Russia.
In July 1610, the Polish army secured a decisive victory at the Battle of Klushino, where 7,000 winged hussars, led by the Hetman himself, defeated the numerically superior combined Russian and Swedish forces. The battle, remembered as one of the greatest triumphs of the Polish cavalry and an example of excellence and supremacy of the Polish military at the time, marked a turning point in the war.
Soon after the battle, Tsar Vasili IV was ousted by the Seven Boyars and Żółkiewski entered Moscow with little opposition. The Seven Boyars then proclaimed Władysław IV Vasa as the new Tsar of Russia.
A year later, Hetman Żółkiewski held a victory procession and marched his army into Warsaw bringing Vasily Shuysky and his brothers Dmitry and Ivan with him. The deposed tsar gave the oath of allegiance to King Sigismund III Vasa and Prince Władysław in the Senate Hall of the Royal Castle, an act which became known as the Shuysky Tribute.
Żółkiewski also brought back with him Patriarch Filaret, who would ascend to power in Russia later on as the father and de facto ruler behind the back of his son Michael I of Russia, the founder of the Romanov Dynasty…
2 comments on “On this Day, in 1611: the deposed Russian Tsar pledged allegiance to the Polish Crown
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Saxon Battles in Yorkshire
For three and a half centuries Britain was under stable Roman rule; by 410AD Britain's shores and internal borders were defenceless. From the north came attacks from the Picts and Scots. From across the North Sea came the Germanic raiders, the Angles and the Saxons, who settled several kingdoms throughout Britain. By 604AD, the kingdoms of Bernicia and Deira had been united to create Northumbria. Through the next century, the Northumbrian kings constantly battled the Mercian kings to create the most powerful kingdom in Britain.
Ebberston and King Alfrid’s Cave
Northumbrian King Aldfrith (Aldfrid, Alchfrid) was thought to have engaged the invading Picts in a battle here in AD 704 or 705. Tradition points to the ‘Bloody Field' as the spot where the battle was fought; the ‘Bloody Beck' which runs along the side of the field ran red with blood after the battle. King Alfred's Cave (also known as Ilfrid's Hole) is a natural fissure or cave.
In the 1800s, a stone structure was built to mark this site, which, as local legend has it, is where King Alfred took refuge after the Battle of Ebberston. He remained in the cave over night, and the next day was conveyed to Little Driffield. An old inscription, recorded by Thomas Hinderwell in his 1798 ‘History and Antiquities of Scarborough and the Vicinity' read: Alfred, King of Northumberland, was wounded in a bloody battle near this place, and was removed to Little Driffield where he lies buried: hard by, his entrenchments may be seen.
St. Mary's Church, Little Driffield
King Aldfrith of Northumbria is thought to have had a castle or mansion near Little Driffield, which may have been why he was brought back here after he was wounded at a battle near Ebberston. The Anglo Saxon Chronicle, complied c1100, records that King Aldfrith died at Driffelda in the year AD705. Both historical and archaeological evidence indicate a church in Little Driffield during the Saxon period, probably from the 7th century.
By the late middle ages, there is an inscription on the wall of the chancel of St. Peter's Church indicating the burial of King Aldfrith. Since the 16th century, antiquarians have been drawn to this royal burial, which was reported to have been discovered in 1784. They claimed that ‘after digging some time within the chancel, they found a stone coffin, on opening which, the entire skeleton of that prince presented itself, with a great part of his steel armour!' Recent searches have not identified the grave, so it is more likely that King Aldfrith's grave is located in the churchyard. An earlier inscription painted on the wall memorialised this royal burial but when the chancel was rebuilt in 1807 the present inscription was put up.
There is one step from the porch to the church.
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Pipe organ
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The pipe organ is a wind instrument played from a console with one or more keyboards. Though by no means standard, the modern church organ console usually consists of two manual keyboards and a pedalboard for the feet. The organ, unlike the piano, gives the player the opportunity to change the timbre of the sound through the use and combination of various different ranks of pipes.
Due to its association with religious service and a lack of a presence on the public stage, the organ's popularity as a field of study and as a performance instrument has declined sharply since the second World War. Some popular songs in the post-WWII era make use of electronic organs - essentially synthesizers - but the organ's use in the popular mind has been relegated to the church.
The pipe organ in Western Europe first came into existence in the latter half of the first millennium. The early organ was only capable of producing a single note at a time to accompany the singing of chant, and had to be pumped by the player in order to generate sound. Interestingly, the early organs, based on information from tapestries of the time, had a different scale (ratio of width to length) for each pipe, resulting in a different timbre for each note; ranks of pipes on more modern instruments all have the same scale, and thus generate a unified sound. Rather than keys, these proto-organs had drawn sliders which the player pulled out to create sound, aligning holes in the sliders with the base of the pipe and allowing wind to pass through from the bellows.
The keyboard was the first major and universal modification made to the instrument. The keyboard was both easier to operate and somewhat more versatile than sliders, allowing for greater dexterity from the player and the sounding of more than one note at a time. Early keyboards began appearing sometime around the twelfth century. Also at roughly this time, the pipework became more complex, involving several ranks of pipes in the instrument. Each note would sound all the pipes in its rank (a "Blockwerk"). Organ builders then started putting multiple instruments together to give the organist a way to vary dynamics or sound. With more for the organist to do, or simply requiring more air than a single person could produce, several organs had bellows meant for someone (or several people) other than the organist to operate.
The next great invention followed on the heels of the keyboard: the "stop," the means by which certain ranks of pipes could be used and others left inactive. In its simplest form, the stop is a slider with holes in it; when in the "off" position, those holes do not line up with the pipes, which doesn't allow air through.
The pedalboard, the most obvious distinction between the organ and other keyboard instruments appeared next. In their original incarnation, the pedals didn't activate a separate organ, as distinct manuals did; instead, they duplicated the effect of the lowest range of one of the manuals. This was referred to as a "pull-down" system, as playing the pedal pulled down the notes of the manual keyboard. Later, pedalboards incorporated their own stops.
As the organ's mechanism became more complex in the nineteenth century, more new devices were added to the instrument. Common modifications include:
• divisions of pipes that were "enclosed" in a separate box, with shutters (operated by the organist) to change the volume level and timbre of the stops;
• mechanical means of changing the active stops at the touch of a button or lever;
• a device for gradually adding or removing stops in a prescribed order
The organ remained essentially unchanged until the advent of steam power and, later, the harnessing of electricity, which allowed fully mechanical actions to be replaced with other means. This also meant that the organist didn't need to employ people to work the bellows. Still more recently, wholly electronic organs have been created, some of which are capable of rivalling pipe organs.
Organ music differs substantially from that of other keyboard instruments for a few reasons. First, until the advent of enclosed divisions and the register crescendo, the organ had no way of changing volume in a graduated manner, an advantage which the pianoforte holds over all other keyboard instruments. Secondly, the organ, due to the nature of its sound-producing mechanism, can sustain a tone indefinitely, a fact of which many composers of organ music made (and continue to make) great use. Third, the organ doesn't take well to rapid flourishes of many notes, requiring a certain amount of time to sound properly. Fourth, because of the nature of the sound, organs are more suited to linear and contrapuntal textures than more homophonic or monodic ideas. As a result, organ music tends to be more grandiose, more drawn out, and more contrapuntal than piano music, with less overt virtuosity.
The standard repertoire for organists also extends to greater reaches of history and to more generally unknown composers than most other instruments. Standard concert music for the organ reaches back into the sixteenth century, and focusses strongly on many lesser-known composers of the late nineteenth century. While many composers of organ music wrote for other instruments as well, they tend to be most strongly identified with the organ - Johann Sebastian Bach being the most notable exception.
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Patient Information
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• Patient Information
What is a Cleft Palate?
One of every 600 newborns is affected by cleft lip and cleft palate, making it the most common birth defect in the United States. Clefts occur very early in pregnancy due to a combination of genetics and environmental factors. Our upper lips are made from three parts, and the seams them fusing together are the “philtrum” – the vertical ridges in the middle of the upper lip. If these parts don’t fuse, on one or both sides, a cleft lip is the result. The separation will often continue back through the bones of the upper jaw and affect the teeth and gums. Our palates are formed later than the lip from two parts that fuse in the middle of the roof of our mouths. A cleft palate is an opening in the roof of the mouth into the nose. It is possible for a child to have a just a cleft lip, or just a cleft palate, or both cleft lip and cleft palate.
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1. Classify Microbes ?
2. Write an account on staining techniques ?
3. Write briefly about differential staining techniques ?
4. What are the isolation techniques used for micro organisms ? Explain in detail ?
1. On the basis of shape bacteria are classified how many major types?
A. Four types
B. Five types
C. Six types
D. Eight types
2. A common characteristic of archaebacteria……?
A. Structure of cell membrane
B. Structure of cell wall
C. Has fatty acid synthetase
D. Structure of flagellin protein
3. Staining material of gram positive bacterium is …….?
A. Fast green
B. Haematoxylon
C. Crystal violet
D. Safranin
4. Gram staining is an example for…….?
A. Simple staining
B. Differential staining
C. Negative staining
D. None of these
5. If only one stain is used for staining a specimen…;
A. Simple staining
B. Negative staining
C. Differential staining
D. None of these
6. Separation of a single colony is…..;
A. Pure-culturing
B. Isolation
C. Separation
D. Both a and b
7. Which of the staining technique helps in demonstrating spore structure in bacteria as well as free spores?
A. Acid-fast stain
B. Endospore stain
C. Capsule stain
D. Flagella stain
8. In Gram-staining, iodine is used as a ______________?
A. Fixative
B. Mordant
C. Solublizer
D. Stain
9. The term prokaryotes refers to which of the following?
A. Very small organisms
B. Unicellular organisms that have no nucleus
C. Multicellular organisms
D. Cells that resemble animal cells more than plant cells
10. Which of the following dye is commonly used for the Negative staining technique?
A. Crystal violet
B. India ink
C. Methylene blue
D. Iodine
11. Which of the following method can be used to determine the number of bacteria quantitatively?
A. Streak-plate
B. Spread-plate
C. Pour plate
D. Pour-plate and spread plate
12. Loop wire is used in which of the following techniques?
A. Pour-plate
B. Streak-plate
C. Spread-plate
D. Roll-tube technique
Answers :
1. A. Four
2. C. Has fatty acid synthetase
3. C. Crystal violet
4. B. Differential staining
5. A. Simple staining
6. B. Isolation
7. B. Endospore stain
8. B. Mordant
9. B. Unicellular organisms that have no nucleus
10. B. Indian Ink
11. D. Pour-plate and spread plate
12. B. Streak-plate
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A calorie is basically the energy obtained from the foods consumed. In other words, it is the amount of energy in food that is available through digestion. Actually, a calorie is an element of computation or evaluation; however, it is not use to determine length or weight. While a pound is the unit for measuring weight, a volt is a unit for measuring electricity and a kilometer is a unit to measure distance, calorie is the unit to measure the amount of energy required to raise the temperature of one gram of water by 1°C at normal atmospheric pressure. This definition of calorie is also called gram calorie or small calorie. In fact, it would have been easier to explain what a calorie is provided the body was composed of ice; nevertheless, the above definition fully elucidates what a calorie exactly denotes. For instance, when you come across a food product that states it encloses 100 calories, it denotes the exact amount of energy your body may acquire by eating or drinking the food.
Skin Revitalizer
Skin Revitalizer
The fact is that energy is essential for our body to carry out its different functions normally and this energy or calorie is obtained from the foods we consume. The body needs energy to perform any function, both internal as well as external. Now, the question is how much energy is required by our body. Well, this will vary depending on a number of aspects, including the different activities undertaken by an individual throughout the day - sleeping, sitting, standing, walking, and exercising and so on. In fact, our body also requires sufficient amount of energy for the functioning of the internal organs, such as digestion of food, blood circulation, respiration and others. On an average, a healthy adult male requires anything between 2,000 and 3,000 calories every day to perform his regular functions appropriately. Thus, if the individual consumes precisely this amount of calories daily, he will remain fit and healthy neither gaining nor losing any weight. Therefore, it is essential that in order to remain healthy and not gain any undesired weight one should only consume as much calories as he uses or burn up during a day. However, the fact is that the amount of calories required not only differs from one person to another, but also from one day to another.
Going back to the definition of calorie, the term denotes an element of measurement or determination of the energy enclosed in any food. In other words, a calorie or 'C' is the amount of energy the body obtains by eating or drinking a food item. One calorie or 'C' should not be mistaken for one '°C' or degree of Celsius. On the other hand, one calorie or 'C' denotes 1kcal or 1,000 calories equivalent to 4,184 joules. Similarly, when we mention one calorie (calorie with uncapped 'c'), it denotes 1c or 0.001 kcal, which is actually the amount of energy required to raise the temperature of one gram of water by 1°C.
Hair & Scalp Revitalizer
Hair & Scalp Revitalizer
As discussed earlier, the minimum energy requirement differs from one person to another depending on a number of factors, including sex, age, and build-up of the body as well as the intensity of the physical activities undertaken by an individual. Normally, it is recommended that adult males should consume anything between 2,000 to 3,000 calories every day, while the average daily consumption of calories for adult women should be between 1,500 and 2,500.
The majority of the energy acquired from ingestion is necessary simply for maintaining different functions, such as the heart beat, preserving the body temperature and others. Use of energy for such internal body processes or functions is denoted as an individual's Basal Metabolic Rate (BMR). Failure to consume the basic minimum calories or energy to maintain the BMR as well as the different physical activities undertaken by an individual will actually lead to an enhanced spending or burning of the stored up energy in the body. In such cases, people suffer from unwanted weigh loss. On the other hand, when an individual consumes more energy compared to what is required by his or her body to carry out the regular functions, it will ultimately result in undesired weight gain. This is primarily because in such situations the body stores up the unused or surplus energy in the form of fat for use whenever necessary.
Nail Ointment
Nail Ointment
When there is a recurrent failure to provide the energy requisites for the body to function normally, it will ultimately result in starvation. In fact, when the body is not able to obtain any energy from the fat reserves, it looks for the essential calories in the muscles, bones and eventually even the internal organs with a view to function normally as well as strive to keep a person alive. It may be noted here that in due course, acute or persistent starvation or undernourishment may also prove to be fatal.
Are calories good for health?
When we say consuming less than required calories or taking them in excess, many people begin to wonder whether calories are actually beneficial for our health. Thus, they need to be assured that calories are actually not bad for our health. In fact, our body requires calories for energy for carrying out each and every function normally. Nevertheless, consuming excessive calories, much beyond what is required by the body, and not using or burning them up by undertaking sufficient physical activities may result in adverse effects, especially undesired weight gain.
Skin Ointment
Skin Ointment
Almost all the foods and drinks consumed by us regularly include varying amounts of calories. A number of foods, for instance lettuce, enclose lesser amount of calories compared to other foods, such as peanuts, which enclose plenty of calories. While a cupful of grated lettuce contains not more than 10 calories, half-a-cup of peanuts will enclose as much as 427 calories.
If you go through the nutrition facts label of any packaged food product, you will be able to learn how much calories a particular food contains. In addition, the label on the package will also portray the ingredients of the food - the precise number of grams of carbohydrate, fat and protein it includes. Here is a brief account of the number of calories present in one gram of the following:
• Carbohydrates: one gram contains four calories.
• Protein: one gram contains four calories.
• Fat: one gram contains nine calories.
Fungus Cure Ointment
Fungus Cure Ointment
Such description on the labels are useful for the consumers, as they enable them to make out the number of grams of each ingredient that is present in the food and hence, calculate the entire calories they intake when they consume the food. In order to find out the exact amount of calories you are consuming, you will need to multiply the number of grams of each ingredient by the number of calories present in each gram of that component in the food. For instance, if you are having one serving of potato chips containing 20 chips that has 10 grams of fat, you will be consuming 90 calories only from the fat content in the potato chips. You can make this out by multiplying 10 grams by nine calories for each gram of fat. Isn't this a simple way to keep track of the number of calories you are consuming each time you eat or drink something?
People who are keen to lose weight and making efforts in this direction especially watch their calorie intake carefully. Although majority of the children do not require keeping track of their calorie consumption, it is certainly beneficial for all to eat a healthy and balanced diet that comprises the correct number of calories. In other words, a healthy and balanced diet is one that does not contain excessive or too less calories. Now, the question is how one makes out the precise number of calories required by their body daily to function effectively and does not allow any excess fat accumulation or lead to starvation.
The way our body utilizes calories
There is a misconception among several people regarding calories vis-à-vis weight gain. Many of them are of the opinion that they need to use up all the calories they consume daily, or else they would be gaining undesirable weight. This is, however, a wrong conception. In fact, an individual's body requires some amount of calories in order to carry out vital and necessary functions, such as maintaining a normal heart beat as well as operate the lungs for breathing. And, children especially require some additional calories from different foods in order to facilitate their growth and development. In fact, sometimes people burn off some energy consumed unknowingly or without realizing that they are using up their calories - for instance, by taking their dog for a walk or even making their bed.
However, in order to remain fit and burn up the surplus calories, it is a good initiative to be active or participate in any sport for a minimum of one hour daily and may continue the activities for a number of hours every day. In other words, this means that when you spend your time participating in sports, running around outside or riding a bike is an excellent way to burn up the surplus calories you intake through your foods. And, all these activities go a long way in keeping you fit, healthy and free from the risks of unwanted weight gain. In fact, when you are active throughout the day, you not only maintain a healthy weight, but are also able to ward off various ailments.
It may be mentioned here that "activities" such as watching television or playing video games do not help you to burn your calories in any manner. Hence, it is important that one should restrict such comparatively sedentary aspects of his or her routine to not more than one to two hours daily. While a considerable number of calories is burnt when you participate in physical activities, but when you are watching television you just spend one calorie every minute. It is almost equal to the number of calories you usually burn up when you are sleeping.
Functioning of calories
So what is the precise amount of energy consumed by an average adult male or female? Well, it is not all that difficult to find an answer to this question, as there is a simple formula that helps you to calculate the amount. If you want to know the precise amount of energy required by your body every day, just do the following calculation:
Daily energy requirement = 'Amount of energy required by your body' + 'Amount of energy your body requires for undertaking additional physical activities'.
Here, the amount of energy required by your body denotes the entire quantity of energy required by the body to carry out vital functions, such as pumping the heart for blood circulation, pumping the lungs to fill them with fresh air, maintaining the normal temperature of your body, facilitating the growth of hair, energy spent by the stomach to digest food and several other activities taking place in your body that you do not even realize throughout the day. These processes are known as Basal Metabolic Rate (BMR). This is actually the minimum amount of energy required by your body irrespective of any other physical activities undertaken by you on any particular day. It may be mentioned here that the Basal Metabolic Rate is directly related to the build-up of an individual and hence, the larger you are the greater is your BMR. For instance, a woman weighing 100 pounds would require lesser amount of energy to pump her heart and breathe compared to a man who weighs around 300 pounds.
Generally, the Basal Metabolic Rate of an individual is quite stable and does not change often, unless there is any especial or abnormal condition. For instance, on an average if your body requires 1,000 calories of energy daily for the Basal Metabolic Rate, then the body will require the same amount of energy for this purpose on the subsequent days. Precisely speaking, the energy required for Basal Metabolic Rate is the amount of energy you require to remain alive. Nevertheless, the Basal Metabolic Rate of different people is different and it depends on their sex, age and body structure and weight.
The 'amount of energy required by your body for undertaking additional physical activities' denotes the total amount of energy required by your body to do things like lifting any heavy object, walk down to a store or type on your computer and so on. Unlike the Basal Metabolic Rate, the amount of energy required by your body to undertake additional physical activities is not the amount of energy your require to remain alive, but the energy you need to perform certain activities that you choose to do for any reason. And, this amount of energy required by your body will change from day to day depending on your activities.
We all are aware that in order to lose unwanted weight and keep fit it is essential to burn or use up a little larger amount of calories that we intake every day. Now, the pertinent question is how the calories taken in by us through consumption of foods and drinks are actually burnt. In fact, the calories that we intake by means of eating or drinking different foods are burnt by way of a complex procedure whereby the food is oxidized to its fundamental elements. For instance, if we burn up sugar, it will become carbon dioxide (CO2). Conversely, when the food is burnt up inside the body, it is transformed into different types of energy.
Hence, when we consume any food, it is first stocked up as body fat or glycogen and burnt up later or whenever needed to release energy to enable the body to perform its normal activities effectively. In fact, glycogen is stored up in the liver as well as our muscles. Our body has an inclination to first burn up the stored glycogen whenever it requires energy. In such course of things, the body fat remains intact and as it accumulates increasingly, we gain more and more unwanted weight. On the other hand, individuals having more muscles mass will be able to burn up more calories. This is primarily owing to the fact that our muscle cells are more active metabolically compared to the fat cells, as the fat cells do not have enough purpose and, hence, they usually remain inactive.
As discussed earlier, different types of foods contain dissimilar quantity of calories. While one gram of protein and carbohydrate contain four calories each, every gram of fat encloses as many as nine calories. Hence, it is quite natural that if you consume more fatty foods, your body will store up more fat. In addition, since the body burns up fats later than glycogen, they keep accumulating inside the body, especially the liver. A number of people have the habit of eating a number of small meals throughout the day rather than taking three major meals. This way, these people are able to enhance the rate of their metabolism or consumption of energy or calories. When you eat more often, it also helps to control your insulin level preventing much of the insulin produced in the pancreas to change into body fat.
Therefore, what is the way by which you are able to burn up more calories and also enhance your rate of metabolism further to consume more calories biologically? The answer to this question has already been provided in the earlier paragraphs - build more muscles, eat smaller meals and eat more frequently and finally, undertake work outs to spend stored up energy. Doing all these things will help you to raise your metabolic rate and, thereby, burn up more calories naturally.
When calories get stored as fat
Each one of us requires energy for our individual Basal Metabolic Rate, as this ensures that we remain alive. Basal energy is essential for basic functioning of our body, including keeping our internal organs functional. However, when you intake excess calories through your foods, your body has little option than to store up the surplus calories as body fat. This, in turn, results in unnecessary and harmful weight gain. Describing the issue differently, the extra calories taken in by us transform into fat when they are not being used up by the body for any activity. Therefore, if you take in considerably more calories than your body's daily requirements, you are definitely going to be in a soup. Actually, when you take in 3,500 calories more than your body's energy requirements, your weight goes up by one pound! So, be careful and in order to keep fit and maintain a healthy weight, keep a track on the number of calories you are taking in every time you eat or drink something.
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title How can I understand the flowchart (PDF)?
article title What is a flowchart?
article title The flowchart is the flow of information from a point of view of the person(s) who are receiving the information.
A flowchart may have the following elements: • The number of people, • The position of the people, and • The size of the space occupied by each person(.
This is a good starting point for understanding what is happening.
The person(ss) in the middle of the chart may have an eye in the rear, but they are not a part of the picture.
• The color of the dots represents the size of each dot in the diagram.
• If the person in the center of the diagram is visible, that person(y) is the one receiving the message.
• There is a circle around the top of the circle indicating the starting position of that person.
The circles may or may not be connected to each other.
• A box around the bottom of the graph indicates the position of each person in relation to each of the others.
• When the person who is receiving the email is in the circle at the top or bottom of a circle, that’s when the information is being sent.
• Other dots may be connected with a dot that’s behind them.
The number and spacing of dots will vary depending on how the information will be conveyed and whether the people involved in the conversation are sitting next to each another.
• Sometimes, the dots will disappear.
This can happen because the person receiving the mail (or the person reading it) is in a hurry, or because they are busy or stressed.
• You can always tell a flow chart from a list of lines that’s drawn on a page of paper.
The flow of a flow is a linear pattern of lines moving together.
The length of each line depends on the distance from the point of origin to the point that’s being moved.
A line that’s going from the middle to the end of the line is going to be longer than a line that goes from the end to the middle.
• An image of a person sitting at a desk can be used to represent a flow.
The people sitting at desks are usually at the same distance from one another as the dots are from the dots.
The image shows two dots moving to the right.
As they go closer to the person on the left, the person’s eyes begin to look at the person sitting in front of them.
A second dot appears on the right side of the desk, and another one on the top.
As the dots move farther apart, the eye of the second person moves down.
The eye of someone on the opposite side of a desk begins to look toward the person at the desk.
The eyes of people on opposite sides of desks begin to move to the left.
When a person in a conversation looks at the dots on their left, that means they are looking at a person who they know is talking to them.
As a person walks toward them, they will see the dots moving toward them.
• Another way to understand a flow diagram is to look closely at a diagram.
The diagram may show a line of dots, or it may be a grid with dots.
A diagram is a diagram of a linear flow of dots moving together in a certain direction.
It may be called a flow of points.
• It may also be a diagram with a curve, a line, or some other shape that’s not connected to the dots at the center.
For example, a curve that’s parallel to a line will show a straight line.
• For example a diagram that has dots moving in the same direction is called a bar chart.
A bar chart shows the dot locations of dots on a line.
The bar chart can be drawn to show the movement of dots in a straight or curved path.
• Often a flow graph is also called a histogram.
A histogram shows the movement in time of each individual dot moving from the beginning to the last dot.
This means that each dot is moving along a straight path, and each dot can be seen moving in a curve.
A graph can also be made with a bar graph.
A chart with dots moving with curves can be useful when a flowgraph is needed.
In a bargraph, the dot position on the chart is the same as the position on a bar.
The curve is a line along the bar.
As dots move along the curve, the curve will change shape.
The dots move in the direction of the curve as they move along it.
• In a histograms, the same curve shape can be shown with a line and a bar diagram.
In the bar graph, the line represents the direction in which the dots were moved from the center, and the bar represents the shape in which they were moved.
• To illustrate the different shapes of a bar or histogram, you can draw two bar graphs.
The first graph shows the same two dots as in the bar chart, but with a curved shape.
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Group 4
An embarassment of plastics
Wiki site of the practical exercise of the IX Southern-Summer School on Mathematical Biology.
Here you will find the exercise assignment and the group's products.
If you are a group member login to edit this page, create new pages from it, and upload files.
Many marine fish begin their life at ocean surface, where they live for days to weeks, feeding mainly from zooplankton until its development is complete. The availability of such resource is therefore fundamental for these marine fish species' survival.
Surface slicks are meandering lines of convergence on the ocean surface, usually formed by wind and internal waves, that accumulate zooplankton and other microorganisms, becoming an attractive spot for larval fish to feed when compared with other ocean surface areas. As the distance between surface slicks are of the order of 1 kilometer, larger larval fish, with increased swimming competency, are able to migrate to/from surface slicks in order to capitalize on concentrated prey resources, whilst other less competent small fish are simply dragged in and out of these regions.
The mean size of fishes in slicks was found to be almost 30% larger than in other surface areas, probably because some larger, more developed, larval fish are able to detect the accumulation of resources and indeed travel from slick to slick, whilst other large larval fish cannot detect said accumulation or choose not to travel to slicks, feeding less and hence presenting a smaller mean size. Also, since smaller, less developed, larval fish are dragged in and out of slicks, some can remain feeding in it and achieve larger sizes than the ones that don't.
Surface slicks areas in light blue, showing the accumulation of zooplankton and plastics
However, these surface slicks also tend to accumulate micro plastics that are often mistaken as food by larval fish. Currently slicks contain a ratio of about 7:1 of plastics:resource, which is much larger than the ratio of 1:2 found in other surface areas. Consuming plastics may have multiple negative effects in fish growth, posing a threat to some species as its main nurseries become plastic deposits.
Propose a mathematical model for the fish population in both habitats, that is, surface slicks and other surface areas, incorporating the effects of resource and plastic accumulation in slicks and also the harmful effects plastics may cause in fish population.
Suggested questions and tips
• Is there any advantage in avoiding surface slicks due to plastic accumulation? Would it make surface slicks a refuge for zooplankton? If so, could it be reversed once the ratio of plastics to zooplankton become small?
• Could larval fish maintain plastic levels in surface slicks under control due to their accidental consumption? Remember they take it away once they mature.
• We suggest you to focus on larger larval fishes, as they can actively search, or not, for slicks, and may spend time foraging in and out of it.
Further well-grounded questions from the group are welcome.
J.M. Gove et al. Prey-size plastics are invading larval fish nurseries, PNAS, 2019,
2020/groups/g4/start.txt · Last modified: 2020/01/10 19:58 by prado
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Gordon Rhythm Syllables Chart: [Detailed Guide]
image gordon rhythm syllables chart guide
Are you interested in teaching using rhythm syllables that follow the beat?
Do you want a simple resource for using the rhythm syllables used by some major music methods
The Gordon rhythm method was developed by James Froseth and is popular with Music Learning Theory and Conversational Solfege.
One useful tool to use would be a Gordon rhythm syllables chart.
Gordon rhythm syllables align with beat no matter what meter you’re in. For example, any note which lands on the beat is said with “du” while any note landing exactly halfway between the beat is called “de.” This adapts to any meter easily.
Read on for more details on the system and how it compares to other similar systems.
What Are Rhythm Syllables?
In general, rhythm syllables are sounds developed for students and musicians as a way to help them understand and perform rhythms quicker and deeper than through rote memorization. The syllables come in two main types: replacement syllables or beat-function syllables.
Replacement syllables do what the name says: they replace the note values with a specific sound. For example, a quarter would always be called a “ta” no matter what the meter was.
Beat-function syllables follow the rhythm that gets the beat and changes depending on the meter. The Gordon rhythm syllables are an example of this type of system.
Gordon Rhythm Solfege
The Gordon rhythm syllables (sometimes called Gordon rhythm solfege) is an example of a beat-function system.
These syllables change based on the placement of the rhythm in relation to the beat rather than the specific rhythm value as used by the Kodaly counting system (also known as ta ti ti rhythm).
The following chart demonstrates how the system works in 4/4 meter.
image gordon rhythm syllables chart
If the meter was changed to 2/2, the syllables would then change to match this:
• Half note = du
• 2 quarter notes = du de
• 4 eighth notes = du ta de ta
• 3 quarter note triplets = du da di
• Dotted half-quarter = du – de
• Quarter-dotted half = du de –
What Is A Macrobeat? What Is A Microbeat?
When reading about the Gordon rhythm syllables, you’ll often come across the terms macrobeat and microbeat. But what do these mean?
These words are different terms which mean concepts you may already understand or know by different words.
Macrobeat – The large beat pulse. When in relation to meter, this is the note that gets the beat.
In 4/4, the quarter note pulse is the macrobeat. In 2/2, the half note is the macrobeat. With 6/8, the dotted quarter note is the macrobeat.
Macrobeat can also just be known as the beat by most musicians.
Microbeat – Microbeat is what the macrobeat is divided into. The beat is typically divided into either groups of 2 or 3.
Microbeats of 2 is also called duple or simple, while microbeats of 3 may be called triple or compound.
The microbeat can also be called the division.
Froseth Syllables
A lot of people wrongfully assume that Edwin Gordon developed his Gordon rhythm method all on his own. While the method of instruction may be his own, the sounds used are actually properly called Froseth syllables.
James O. Froseth of the University of Michigan was a pioneer for instruction in beginning instrumentalists. As part of this, he sought to develop a rhythm system using syllables which could help the articulation of young band students.
This is why the syllables use the “d” and “t” sounds for their syllables rather than the “t”, “k”, “v”, “d”, and “m” sounds of the previous takadimi system.
Edwin Gordon, founder of Music Learning Theory, borrowed from this system for his own teaching focused on elementary students. This is similar to how Kodaly and other experts borrowed from those who came before.
Takadimi Vs Gordon
For those familiar with takadimi, you may notice some similarities between that method and the Gordon rhythm syllables.
They’re both beat-function systems using syllables that follow the placement of the rhythm on the beat.
Here are some quick pros and cons for a quick takadimi vs. Gordon comparison.
Pros For Takadimi:
• Commonly used at high levels
• Follows the beat
• Develops awareness of pulse and rhythm relations
• Rooted in classical Indian music
Cons For Takadimi:
• Syllables not useful for teaching instrumental articulation
Pros For Gordon:
• Used by several elementary music methods
• Syllables help with articulation of wind instruments
• Follows the beat
• Develops awareness of pulse and rhythm relations
Cons For Gordon:
• Sometimes the du-di for quarter-eighth in triple will make kids laugh and get distracted
• Not as common as other rhythm systems (although it is growing in popularity)
I hope you found this information and the Gordon rhythm syllables chart helpful. This system is in use by many and can help your student understand rhythms quicker and deeper.
Do you use this system? Let us know why you like it!
Zach VanderGraaff
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Research shows AI is often biased. Here’s how to make algorithms work for all of us
Biased AI
Can you imagine a just and equitable world where everyone, regardless of age, gender or class, has access to excellent healthcare, nutritious food and other basic human needs? Are data-driven technologies such as and data science capable of achieving this – or will the bias that already drives real-world outcomes eventually overtake the digital world, too?
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SwissCognitive, AI, Artificial Intelligence, Bots, CDO, CIO, CI, Cognitive Computing, Deep Learning, IoT, Machine Learning, NLP, Robot, Virtual reality, learningBias represents injustice against a person or a group. A lot of existing human bias can be transferred to machines because technologies are not neutral; they are only as good, or bad, as the people who develop them. To explain how bias can lead to prejudices, injustices and inequality in corporate organizations around the world, I will highlight two real-world examples where bias in was identified and the ethical risk mitigated.
In 2014, a team of software engineers at Amazon were building a program to review the resumes of job applicants. Unfortunately, in 2015 they realized that the system discriminated against women for technical roles. Amazon recruiters did not use the software to evaluate candidates because of these discrimination and fairness issues. Meanwhile in 2019, San Francisco legislators voted against the use of facial recognition, believing they were prone to errors when used on people with dark skin or women.
The National Institute of Standards and Technology (NIST) conducted research that evaluated facial-recognition algorithms from around 100 developers from 189 organizations, including Toshiba, Intel and Microsoft. Speaking about the alarming conclusions, one of the authors, Patrick Grother, says: “While it is usually incorrect to make statements across algorithms, we found empirical evidence for the existence of demographic differentials in the majority of the algorithms we studied.”
To list some of the source of fairness and non-discrimination risks in the use of , these include: implicit bias, sampling bias, temporal bias, over-fitting to training data, and edge cases and outliers.
Implicit bias
Implicit bias is discrimination or prejudice against a person or group that is unconscious to the person with the bias. It is dangerous because the person is unaware of the bias – whether it be on grounds of gender, race, disability, sexuality or class.
Sampling bias
This is a statistical problem where random data selected from the population do not reflect the distribution of the population. The sample data may be skewed towards some subset of the group. […]
Read more:
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Oxford University Press's
Academic Insights for the Thinking World
Five themes in Asian Shakespeare adaptations
Since the nineteenth century, stage and film directors have mounted hundreds of adaptations of Shakespeare drawn on East Asian motifs, and by the late twentieth century, Shakespeare had become one of the most frequently performed playwrights in East Asia. There are five striking themes surrounding cultural, racial, and gender dynamics. Gender roles in the play take on new meanings in translation, and familiar and unfamiliar accents expanded the characters’ racial identities.
1. What’s in a name? Everything!
Word choices in East Asian films and productions reveal, or conceal, how much power a character might have over others. In Akira Kurosawa’s 1957 film Throne of BloodMacbeth and Lady Macbeth address each other with formal and informal gendered pronouns that betray their unease and desire for control.
What stands out in the film is how and when some characters choose informal language. When conversing with each other, Washizu (Macbeth) and Miki (Banquo) refer to each other with first names, deepen their voice, and use informal language and the informal, masculine “I” (ore).
Washizu attempts to create a similarly intimate bond with Lady Asaji (Lady Macbeth) in private, but she rejects his attempt and maintains verbal and physical distance. It is notable that when Washizu addresses Asaji, he does not use any honorific; he does not address her as tsuma (wife) or okusan (lady of the house). Meanwhile, Asaji uses the most formal, singular first-person pronoun watakushi, rather than the informal, feminine atashi, which would be what a private conversation between a husband and a wife normally entails. Asaji’s combination of the formal watakushi and usually more casual anata—the latter here spoken in a register that conveys condescension and rejects intimacy—creates another layer of the uncanny beyond the atonal music.
2. Shakespeare to the rescue? Not always
While the canonical status of Shakespeare’s oeuvre has led to admiration and deference, there have been many witty parodies of the tragedies. Some adaptations are built on the assumption that performing Shakespeare can improve one’s moral character, but other works mock the conviction that Shakespeare has any recuperative function in the society, such as Chee Kong Cheah’s Singaporean film Chicken Rice War (2000).
Built around the conceit of a college production of Romeo and Juliet, the film trivializes the feud in Romeo and Juliet by reducing the generations-old dispute, to the rivalry between the Wong and Chan families, who own competing chicken rice stalls. The film’s opening and closing scenes, narrated by a news anchor, simultaneously parody Shakespeare’s prologue, epilogue, and Baz Luhrmann’s film William Shakespeare’s Romeo + Juliet. Performing Shakespeare’s play fails, in the end, to resolve the hostility between the two families—both alike in dignity.
3. Transgender performance
In the late 1990s to help change the image of South Korea abroad, the government began sponsoring the production of films and theatre works.
Within this context of the democratization of the country, several South Korean adaptations of Hamlet recast Ophelia as a shaman who serves as a medium to console the dead and guide the living. Because female shamans exist outside the Confucian social structure, they have greater agency. Inspired by political and academic feminism, these works rethought the position of Korean women in society. Although Ophelia has often been appropriated as a feminist symbol, she is also a site of contestations over gender identities and roles.
The 2005 South Korean feature film The King and the Clown, directed by Lee Joon-ik, echoes several themes and characters of Shakespeare’s plays, including the revenge plot in Hamlet, the device of a bawdy play-within-a-play in Taming of the Shrew, and the love triangle in Twelfth Night. The film depicts the erotic entanglements among a king and two acrobat street performers: the macho Jang-saeng, who plays male roles, and the trans feminine Gong-gil who shares several personality traits with Hamlet’s love interest, Ophelia: an inability to express oneself, and a life largely determined by men. Gong-gil is neither in flamboyant drag nor struggling with gender transition. They are accepted by other characters as a feminine person. The transgender Ophelia-character draws on the local culture of flower boys, typically “effeminate” singers or actors whose gender is fluidly androgynous.
4. Sounding racial differences
Race and ethnicity are not only visible but also audible in the multilingual film. The aforementioned Chicken Rice War uses multilingualism as both a dramatic device and a political metaphor. The elder generation converse in Cantonese whilst the younger generation speak mostly Singlish, or Singaporean English. Fenson and Audrey, in a mix of English and Cantonese, perform the “balcony” scene, in which Romeo and Juliet meet after the masked ball. Meanwhile, their offstage parents become more and more impatient with their public display of affection, not understanding the boundary between play making and playgoing. The parents are emotionally detached from and intellectually excluded by the younger generation’s Anglophone education, symbolized by their (unsuccessful) enactment of Shakespeare.
Singapore’s propaganda emphasizes commercial cosmopolitanism and transnational histories of immigration in the service of economic growth. Chicken Rice War critiques the idea that “sounding white”—speaking standard English—conveys more authority.
5. Deep connections among different cultures
There are deep connections among Asian and Anglophone performance cultures. For example, the narrative structure of Akira Kurosawa’s films has provided inspiration for Steven Spielberg, Martin Scorsese, and George Lucas.
“One Husband Too Many” (dir. Anthony Chan, 1988), a Hong Kong parody of Franco Zeffireli’s film “Romeo and Juliet.” Juliet wakes up in the Capulet’s tomb in the final scene on a makeshift stage at a night market. The audiences are disruptive. (Image as featured in “Shakespeare & East Asia.”)
Kurosawa tends to begin his films in medias res and offers vignettes of epic history. Similarly, George Lucas begins Star Wars with Princess Leia battling the troops of Darth Vader, plunging audiences into action already unfolding before the start of the film. Lucas and Kurosawa share the same narrative strategy of reaching for the general through specific details.
Chicken Rice War pointedly parodies Luhrmann’s campy film adaptation of Romeo and Juliet. Michael Almereyda appropriates Asian spirituality in his Buddhist-inflected film Hamlet (2000), set in twenty-first-century Manhattan: the Vietnamese monk Thich Nhat Hanh is featured in a spin-off of the “To be or not to be” speech. The Hong Kong comedy film One Husband Too Many (1988), directed by Anthony Chan, features costumes reminiscent of Danilo Donati’s doublet-and-tights designs for Franco Zeffirelli’s film Romeo and Juliet (1968) to the tune of that film’s “A Time for Us” by Nino Rota, with new Cantonese lyrics.
These adaptations break new ground in sound and spectacle. They serve as a vehicle for social reparation. They provide a forum where artists and audiences can grapple with the contemporary issues of racial and gender equality, and they forge a new path for world cinema and theatre.
Featured image by Lucas Santos
Recent Comments
1. Erica Cantley
Love this and looking forward to the book!!
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1. type conversion
Wikipedia definition
2. Type conversionIn computer science, type conversion, typecasting, and coercion are different ways of, implicitly or explicitly, changing an entity of one data type into another. This is done to take advantage of certain features of type hierarchies or type representations. One example would be small integers, which can be stored in a compact format and converted to a larger representation when used in arithmetic computations.
Read “Type conversion” on English Wikipedia
Read “型変換” on Japanese Wikipedia
Read “Type conversion” on DBpedia
to talk about this word.
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Skip to main content
Look Alike
Lab 1 - What are Traits?
Teacher Portal
Launch the Engage Section
1. Invite students to share examples of common traits that they share with family members.
2. Show students the Inheriting Traits in a Bunny Family cartoon from the Image Slideshow.
3. Point to the eyes on one of the bunnies.
4. Hold up the pre-built Bunny Traits build of the first parent bunny.
5. Introduce the leading question for the Lab.
1. Ask students if they have a physical trait in common with a family member. Do they have the same color eyes or hair as a parent or sibling?
2. This cartoon shows two, parent bunnies and their baby bunny. What similarities does the baby bunny have with the parents? What about differences?
3. Eye color is a trait. Can anyone tell me another trait the bunnies have?
4. This bunny has many different traits. What do you think those traits are? How would you describe the ears? What color are they? What shape are they?
5. Do you know that traits are shared between parents and their offspring?
Getting the Students Ready to Build
Now that you’ve pointed out traits for bunnies, we’re going to create a bunny with the Bunny Traits build and record different traits that it has.
Facilitate the Build
1. InstructInstruct students to join their team, and have them complete the Robotics Roles & Routines sheet. Use the Suggested Role Responsibilities slide in the Lab Image Slideshow as a guide for students to complete this sheet. Inform students that they will be building the first bunny parent.
Bunny Traits Build: Bunny Parent 1
Bunny Traits Build: Bunny Parent 1
The first build will use the first variation on each step (not the “or” option). Use the first variation trait on step 4 of the build instructions to make sure students understand that the first build uses the top left option.
Step 4, First Variation
Step 4, First Variation
2. DistributeDistribute build instructions to each team. Journalists should gather the materials on the checklist. There are variations in pieces for each build, so use the Trait Piece Variation Chart image from the Image Slideshow to help the journalist make sure they have the correct pieces gathered.
Trait Piece Variation Chart
Trait Piece Variation Chart
3. FacilitateFacilitate the building process by walking between groups to answer questions. Encourage students to use spatial language while discussing the build. Ask them to explain the position of the ear, or describe why the legs are at the bottom of the build. Keep an ear out for any confusion that might arise between group members. Refer to the Robotics Roles & Routines handout for group instruction. Builders can begin building. If there are multiple builders, they should alternate steps to complete the build. Journalists should assist with the build, gather materials, and record information on the Data Collection Sheet.
4. OfferOffer suggestions and note positive team building and problem solving strategies as teams build together.
A VEX GO character
Teacher Troubleshooting
Facilitation Strategies
• Ask students to refer to their Robotics Roles & Routines in class. What are their responsibilities?
• Remind students to ensure they are choosing the first option from the build instructions.
• Ask the journalist to check that the builder has selected the correct pieces for each build.
• Use the Explore VEX GO Kit Contents Poster with students to learn how pieces function in a build and to learn the part names in order to establish a shared vocabulary with students.
• Use the Get Ready...Get VEX...GO! PDF Book and Teacher’s Guide - If students are new to VEX GO, read the PDF book and use the prompts in the Teacher’s Guide to facilitate an introduction to building and using VEX GO before beginning the Lab activities. Students can join their groups and gather their VEX GO Kits, and follow along with the building activity within the book as you read.
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Frequent question: Who was part of the Social Gospel movement?
What was the Social Gospel and who were the reformers?
The Social Gospel was a Christian reform movement originating in the late nineteenth century. It was espoused by Protestants, who preached social responsibility as a means to salvation.
Which group was most responsible for starting the Social Gospel movement?
In 1892, Rauschenbusch and several other leading writers and advocates of the Social Gospel formed a group called the Brotherhood of the Kingdom. Pastors and leaders will join the organization to debate and implement the social gospel.
What was the major goal of the Social Gospel movement?
What was the main goal of the Social Gospel movement? The Social Gospel movement emerged among Protestant Christians to improve the economic, moral and social conditions of the urban working class.
What was the Social Gospel movement quizlet?
It was a movement which applied Christian ethics to social problems especially issues of social justice such as economic inequality poverty crime alcoholismRacial tensions slums and clean environment child labor etc.
IMPORTANT: Do Pentecostals only wear skirts?
What was the philosophy behind the Social Gospel quizlet?
What was the philosophy behind the Social Gospel? Religious leaders, as well as ordinary Americans, must work together to support individuals from all class backgrounds.
How is the Social Gospel different from the gospel of wealth?
The Social Gospel argued that many of the problems in society came about because the rich were abusing the poor. … By contrast, the Gospel of Wealth argued that the rich were the ones who could best solve society’s problems. The rich were (as Social Darwinism tells us) the fittest people.
Why is Salvation Army called Sally Ann?
As Canadian soldier Will Bird wrote in his classic war memoir, Ghosts Have Warm Hands: “Every front-line soldier of World War I knew that his true friend was the man in the Salvation Army canteen.” The troops coined the affectionate nickname ‘Sally Ann’ to describe the Salvation Army while the familiar Red Shield logo
What did the Social Gospel movement want?
Advocates of the movement interpreted the kingdom of God as requiring social as well as individual salvation and sought the betterment of industrialized society through application of the biblical principles of charity and justice.
What is the difference between Social Darwinism and Social Gospel?
Compare and contrast Social Darwinism and Social Gospel. Social Gospel preached salvation through service to the poor. … Social Darwinism said that success and failure in business were governed by natural law and nobody should intervene. That meant that the poor were meant to be poor and the rich were meant to be rich.
IMPORTANT: Is Pentecost mentioned in the Old Testament?
What did advocates of the Social Gospel believe quizlet?
What did advocates of the “social gospel” movement believe was the major purpose of Christianity? To change society and that by changing society individuals will be made better. They rejected the New Testament teaching of salvation through Jesus Christ, and instead preached a gospel of social improvement.
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From LEGOs to Ziploc: The Science of the Snap Fit
New research reveals how that familiar click of two things locking together works.
two sets of hands, one from a child, putting toy bricks together.
Media credits
Wove Love/Shutterstock
Katharine Gammon, Contributor
(Inside Science) -- Pen caps. IKEA furniture. Snaps on a baby’s onesie. Our world is filled with everyday examples of the snap fit. That's the term used to describe bringing things together by clicking separate parts. ("Listen for the strong click," my kid’s teacher tells them in kindergarten to encourage pen caps to find their proper home.)
Yet as ubiquitous as the snap fit is, the mechanics of how it works hadn’t been studied deeply. A new paper changes that, by diving into the physics of snap fits.
Hirofumi Wada, a physicist at Ritsumeikan University, in Kusatsu, Japan began to see snap fits everywhere he looked in the house he shared with his wife and three kids: Lego blocks, Ziploc bags in the kitchen, plastic covers when replacing batteries in kids toys. He started to wonder how it works. Not long after, Wada’s student, Keisuke Yoshida, was playing around with objects in the lab, and found a simple cylinder made from a curved sheet of plastic created the dynamics for a snap fit experiment.
More examples of everyday physics from Inside Science
New Theory Says We’ve Been Wrong About How Bubbles Pop
Why Towels Get So Stiff When You Dry Them on the Line
Snap, Crackle, Pop: What Rice Cereal Can Tell Us About Collapsing Ice Shelves
The researchers used that system to show a rich variety of snapping behavior, which Wada said was totally unexpected. They used a cylinder and a thin plastic sheet that had been treated with hot water to bend to the shape of the cylinder, and measured the forces at work as the sheet bent over the cylinder and eventually slammed into place. They identified at least four different sequences as the snap happened -- the strongest force happened when the sheet bent wildly, about to click into place. The paper was published this month in the journal Physical Review Letters.
"We are physicists and like to study a simplified system in detail," said Wada. He said that while the team doesn’t have a specific application in mind, they hoped to reveal how a snap fit may function at its simplest level, which could be useful for creating better industrial designs in the future.
In any snap system, the key thing is that you want it to be easy to push on and harder to pull off -- known as the locking ratio -- said Dominic Vella, an applied mathematician at Oxford University in the U.K., who was not associated with the new paper. He added that the new paper shows how getting a good snap fit depends on the interaction between the geometry of the object and its ability to deform and then return to its original shape.
The research combines beautiful work: a simple experimental setup and the collection of striking results, said Pierre-Thomas Brun, a chemical and biological engineer at Princeton University, who wasn’t involved in the research. "That’s the signature of this lab -- using super-elegant tabletop experiments which unpack a lot of interesting and not necessarily simple results," he said, adding that the project takes mundane objects and shows that there is more than meets the eye.
While it focuses on the fundamentals, the paper does mention a few new applications where snap fits could take the place of excess plastic or glues that are harmful to the environment. If pieces of construction materials could simply lock together in place, there would be no need for adhesives to stick them together.
Another potential application is in robotics. Instead of grasping an item -- something that has proven to be tricky -- a robot in a warehouse or on a job site could simply click-lock onto an object. It wouldn’t work for helping humans move from the bed to the shower, but could be used for moving groceries or packages. "It’s an easy way to grasp on to a crate and move it somewhere," said Brun.
There’s not a really good answer to why physicists haven’t gotten inside the question of snap fits before, said Vella. One reason could just be that these systems have worked -- and there wasn’t much impetus to investigate why. "You try it, it works and so people might not feel the need to go deeper than that," said Brun. "But of course, when you go deeper, you can have a better understanding of the fundamentals of these things and in turn that can lead to more optimized applications."
Wada is also interested in investigating what he calls the "type-II snap" which has the opposite qualities: it’s easier to pull apart and challenging to push together. He thinks it could be a building block for new metamaterials. He’s also interested in rigorously investigating how a plastic ball joint works. "In any structure, form and function are always intimately coupled and much needs to be studied from the viewpoint of physics."
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Melting compost heaps and the permafrost precautionary principle 1
Thawing permafrost could inject enough carbon into the atmosphere to cook the planet. But nobody’s quite sure how fast it’s going to happen.
Permafrost is a giant cold-storage compost heap, stuffed full of frozen carbon. Just like you chucked out last night’s potato peelings, the planet has chucked out billions of tonnes of dead plants, trees, mammoths and, yes, polar bears, all of which is now happily interred under the Arctic wastes.
The difference is that while your compost heap ticks over at a nice warm temperature, breaking down the potato peelings into compost, the frozen ground which makes up permafrost stops that organic stew of Arctic flora and fauna from decomposing, safely locking up the carbon stored in it.
I say ‘safely locking up’ because from the point of view of creating human civilisation, permafrost has been pretty handy. While the permafrost has been permanently frozen, we’ve been busy ekeing out human life, discovering fire, developing agriculture, growing our population. While we’ve been busy nurturing the capabilities that ultimately allow the lucky few to participate in Britain’s Got Talent, the planet’s been watching our backs by keeping this massive store of carbon locked up under the frozen parts of the planet’s surface.
Of course, in these exciting climatic times, permafrost is a pretty poor name. Because as the planet warms up, the permafrost is no longer permanent – it’s taking on less of the character of a crisp winter’s day, and more of the character of a damp boggy field. Normally, every Arctic summer the very top layer of permafrost melts before refreezing in the winter. But as the planet warms, (and it’s warming faster in the Arctic than anywhere else), the melt is getting deeper and more widespread, and in some places the permafrost isn’t refreezing completely in winter.
When permafrost melts, it releases either carbon dioxide or methane into the atmosphere. Both are important greenhouse gases. Both will speed up the rate at which the planet warms. And there’s a hell of a lot of carbon stored in permafrost. Maybe twice the amount that’s currently in the atmosphere. Unlock that frozen store, the worry is, and we’re dabbling with the possibility of adding enough carbon to the atmosphere to change the atmospheric era we’re in, to something even more exciting than the Anthropocene, and by implication, seriously jeapordising our ability to watch Susan Boyle on youtube.
That kinds of suggests a bit of a doomsday scenario, or at least it does to environment journalists. But permafrost is a great example of the difficulties there are in restraining our desire for clear cut statements about how the climate’s going to behave as the planet warms (and to a certain extent, the media’s desire for screaming headlines about the end of the world), with the cautious nature of the scientific field.
Permafrost is a great example of the difficulties there are in restraining our desire for clear cut statements about how the climate’s going to behave as the planet warms with the cautious nature of the scientific field.
Talk to climate scientists who work on permafrost and they’re pretty tentative about the conclusions of their work. It’s a challenging field to make predictions in at the moment, because there don’t yet exist good, widely accepted models of permafrost melt (we’re probably at least a few years away from that), and scientists rely on a pretty small number of field researchers who arduously travel around Siberia and Alaska taking point-by-point site measurements of gas emissions, which is a pretty crude way to predict emissions on such a huge scale.
Only very recently are we beginning to get predictions about how much permafrost melt might contribute to greenhouse gas emissions. Edward Schurr, a good name to look out for if you’re interested in reading more, recently wrote a paper in Nature broadly suggesting that permafrost emissions might reach in the order of a gigatonne a year – and over a few decades permafrost could be a ‘large’ carbon source in a warmer world. But these are still early results.
What can we say confidently? We can certainly say that permafrost represents a source of carbon emissions that are additional to what the IPCC has considered up to this point. The IPCC’s latest treatment of permafrost didn’t attempt to include any assessment of permafrost as a carbon source – they were only interested in talking about the effect large parts of the Arctic land surface collapsing might have on stuff that had been built there – houses, gas pipelines, nuclear reactors, that kind of thing. Not unimportant, and in one way you want to cut them some slack for not considering it, because they’re not really cut out for appraising rapidly changing recent science.
In another way, though, it makes you want to bang your head against a table – because in emissions terms we’re already tracking along the worst-case emissions scenarios from the stuff the IPCC did consider, even without the possibility of the north of the planet outgassing carbon dioxide and methane like a compost heap having a psychotic breakdown.
There is one way in which permafrost is really interesting. A common critique of environmentalists is that they advocate the ‘precautionary principle’ – which says we should do more rather than less to tackle climate change, just in case – without good reason. But the current level of knowledge we have about permafrost is a pretty clear-cut example of why the precautionary principle is actually a perfectly reasonable way to go about things.
Because: we can definitely say permafrost emissions will be additional to the IPCC SRES scenarios, and we can definitely say that they’ve got the potential to be huge, but we can’t (yet) say how much CO2 and methane is actually going up into the atmosphere, and we can’t (yet) say how quickly emissions are going to increase. What do you do in that situation? Ignore it, as the IPCC were forced to? Or maybe add a bit of a safety margin to the system by being ambitious? Our understanding of the science of permafrost thaw is a great advert for the precautionary principle.
Permafrost is not a clear-cut situation. It’s also one we don’t understand particularly well, yet. But by seeing that it can only really speed up the rate at which the planet changes, we see a clear argument for not developing that understanding by actually melting the stuff.
One Comment
1. stan lantz
What percentage of land area north of 60 degrees is covered with permafrost?
If every square metre of permafrost began to melt at an average rate of _??_ what would be the effect on the atmoshere compared to the emissions south of the 60 parellel?
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Qiang (historical people)
Qiang (Chinese: ; pinyin: Qiāng; Wade–Giles: Ch'iang) was a name given to various groups of people at different periods in ancient China. The Qiang people are generally thought to have been of Tibeto-Burman origin,[1][2][3][4][5] though there are other theories.
Dengzhi ambassador to the Southern Liang court 516-520 CE.jpg
Depiction of an envoy of Dengzhi (鄧至), a Qiang ethnic group, from a Portraits of Periodical Offering painting, 6th century CE
Regions with significant populations
Ancient China
The Tangut people of the Tang, Sung and Yuan dynasties may be of Qiang descent.[1] The modern Qiang people as well as Tibetans may also have been descended in part from the ancient Qiangs.[6]
According to the Han dynasty dictionary Shuowen Jiezi, the Qiang were shepherds, and the Chinese character for Qiang () was thus formed from the characters for "sheep" (羊) and "man" (人), and pronounced like "sheep".[7][8] Fengsu Tongyi also mentions that character of Qiang was formed from the words "sheep" and "man". Modern scholars have attempted to reconstruct the ancient pronunciation of Qiang: sinologist Edwin Pulleyblank reconstructs it to *kʰiaŋ in Middle Chinese, while William H. Baxter and Laurent Sagart reconstruct the Old Chinese name of Qiang as *C.qʰaŋ.[9]
Qiangs are generally believed to be Tibeto-Burman speakers, although Christopher Beckwith proposes that the word "Qiang" may have an Indo-European etymology and that the Qiang were of Indo-European origin; Beckwith compares a proposed reconstruction of Qiang to *klaŋ in Old Chinese to the Tocharian word klānk, meaning "to ride, go by wagon", as in "to ride off to hunt from a chariot", so that Qiang could actually mean "charioteer".[10]
Guard tower located in a Qiang village
Qiang watchtower
The Old Qiang city (中国古羌城), in Mao County, Sichuan
According to a legend the Qiang were partly descended from the Yan Emperor, the mythical "Flame Emperor." The Yan Emperor and his tribe were defeated by the Yellow Emperor.[11]
The term "Qiang" first appeared on oracle bone inscriptions 3,000 years ago and was used to describe "a people other than one's people."[12] It appears again in the Classic of Poetry in reference to Tang of Shang (trad. 1675–1646 BC).[13] They seem to have lived in a diagonal band from northern Shaanxi to northern Henan, somewhat to the south of the later Beidi. They were enemy of the Shang dynasty, who mounted expeditions against them, capturing slaves and victims for human sacrifice. The Qiang prisoners were skilled in making oracle bones.[14]
This ancient tribe is said to be the progenitor of both the modern Qiang and the Tibetan people.[6] There are still many ethnological and linguistic links between the Qiang and the Tibetans.[6] The Qiang tribe expanded eastward and joined the Han people in the course of historical development, while the other branch that traveled southwards, crosses over the Hengduan Mountains, and entered the Yungui Plateau; some went even farther, to Burma, forming numerous ethnic groups of the Tibetan-Burmese language family.[15] Even today, from linguistic similarities, their relative relationship can be seen. They formed the Tibetan ethnicity after the unification of the Tubo kingdom.[15] According to Fei Xiaotong: "Even if the Qiang people might not be regarded as the main source of the Tibetan people, it is undoubtedly that the Qiang people played a certain role in the formation of Tibetan race".[16]
Shuowen Jiezi indicated that the Qiangs were shepherds from the west and they were part of the Xirong.[8] They had a close relation to the Zhou dynasty,[1] and were mentioned in the Book of Documents and Records of the Grand Historian as one of the allies of King Wu of Zhou who defeated the Shang.[17] It has been suggested that the clan of Jiang Yuan, mother of Houji, a figure of Chinese legends and mythology and an ancestor of the Zhou dynasty, was possibly related or identical to the Qiang.[1][18][19] Some of the ancient groups were called the "Horse-Qiang" or "Many-Horse-Qiang" (Ma Qiang or Duo Ma Qiang), suggesting they may have been horse breeders.[14]
During the Han dynasty, a group of nomads to the southwest of Dunhuang were known as the Chuo Qiang (Chinese: 婼羌). They were described in the Book of Han as a people who moved with their livestock in search of water and pasture, made military weapons themselves using iron from the mountains, and possessed bows, lances, short knives, swords and armour.[20] In the Weilüe, other Qiang tribes named were the "Brown Onion", "White Horse", and "Yellow Ox" Qiang.[21] The various tribes of the Qiangs formed a confederation against the Han but were defeated.[22]
Later in the Han Dynasty, groups of people in the western part of Sichuan were mentioned in the Book of the Later Han as separate branches of the Qiang. A song from one of these groups, the "White Wolf" people, was transcribed in Chinese characters together with Chinese translation, and the language has since been identified as a Tibeto-Burman language.[1]
Qiang female dress
Qiang female flower dress
In the mid-2nd century BCE, the Lesser Yuezhi fled into southern Gansu and merged with the Qiang population.[23]
In 112 BCE, the Han dynasty invaded what is now eastern Tibet with 25,000 cavalry on grounds of Qiang raiding.[24]
In 65 BCE, the Qiang revolted in what is now eastern Tibet.[25]
In 42 BCE, the Qiang rebelled and defeated a force of 12,000 under Feng Fengshi.[26]
In 41 BCE, Feng Fengshi returned to what is now eastern Tibet with 60,000 men and crushed the Qiang rebellion.[26]
In 49 CE, the Qiang tribes retook the Qinghai region from the Han.[27]
In 57 CE, the Qiang led by Dianyu raided Jincheng Commandery.[28]
In 59 CE, a Han army defeated Dianyu.[28]
In 107 CE, Dianlian of the Qiang Xianlian attacked Liang Province. As a result the Protectorate of the Western Regions was abandoned. The Han court sent Deng Zhi and Ren Shang against the invading army, and although the Qiang forces suffered significant casualties, they were defeated at Hanyang Commandery. Having achieved victory against the Han army, Dianlian proclaimed himself emperor at Beidi Commandery. Qiang forces now threatened Han territory as far south as Hanzhong Commandery and as far east as Ji Province.[29][27]
In 109 CE, Dianlian conquered Longxi Commandery.[30]
In 110 CE, Dianlian defeated and killed the Administrator Zheng Qin in Hanzhong Commandery.[30]
In 112 CE, Dianlian died and was succeeded by his son Lianchang. Lianchang was too young to exercise authority and another man of the tribe, Langmo, took charge of strategy. The new regime was significantly less effective under the regent and failed to make any headway against Han forces.[31]
In 116 CE, the Han general Deng Zun led 10,000 Southern Xiongnu cavalry in a raid on Lianchang's headquarters from the north. Meanwhile Ren Shang attacked from the south and killed Lianchang's wife and children.[31]
In 117 CE, Lianchang was assassinated and forces under Ren Shang ended Qiang raids.[32]
In 120 CE, the Qiang chieftain Jiwu attacked Jincheng Commandery and was defeated by the general Ma Xian.[33]
In 121 CE, the Qiang Shaodang tribe under Manu raided Wuwei Commandery but were defeated by the general Ma Xian the following year.[34]
In 140 CE, the Qiang rebelled.[32]
In 142 CE, the Qiang rebellion was put down.[32]
In 167 CE, Duan Jiong conducted an anti-Qiang campaign and massacred Qiang populations as well as settled them outside the frontier.[32]
In 184 CE, Beigong Boyu, a member of the Auxiliary of Loyal Barbarians of Huangzhong, started the Liang Province rebellion. The rebels captured Jincheng and reached Youfufeng Commandery in 185, and from there carried out raids against Chang'an. A Han army was sent out against them led by Huangfu Song and Zhang Wen but they failed to achieve any major victory. In 185, the Han general Dong Zhuo won a battle against Beigong Boyu and the rebels withdrew. Beigong Boyu and Li Wenhou are not mentioned after this, but the rebellion continued anyway when the new Inspector was killed by his own troops.[35]
Sixteen KingdomsEdit
During the era of Sixteen Kingdoms, a Qiang leader, Yao Chang, founded the state of Later Qin 384–417 CE).[36]
Northern and Southern dynastiesEdit
During the period of Northern and Southern dynasties, Fan Ye (398-445) wrote a history of the Western Qiang describing traits such as "disheveled hair", folding their coat from the left side, and marriage customs where a widow would either marry her son or the deceased husband's brother. According to Fan, the Qiang lived in tribes and had no unified ruler.[12]
In 446 an ethnic Qiang rebellion was crushed by the Northern Wei. Wang Yu (王遇) was an ethnic Qiang eunuch and he may have been castrated during the rebellion since the Northern Wei would castrated the rebel tribe's young elite. Fengyi prefecture's Lirun town according to the Weishu was where Wang Yu was born , Lirun was to Xi'ans's northeast by 100 miles and modern day Chengcheng stands at it's site. Wang Yu patronized Buddhism and in 488 had a temple constructed in his birth place.[37]
During the Tang dynasty, the Dangxiang Qiang moved to the region of Xiazhou around modern Jingbian County, Shaanxi Province. They eventually founded the state of Western Xia (1038–1227 CE) and came to be known as the Tanguts. Another group of Qiang migrated south to the Min River in modern Sichuan Province. They came to be known as the Ran and Mang who were the ancestors of the modern Qiang people.[36]
Tibetan EmpireEdit
According to the New Book of Tang, the "Bod originates from the Qiang." According to the Da Qing yi tong zhi (1735), the Tibetan Empire was founded by a branch of the Fa Qiang.[12]
According to the polymath Shen Kuo, the Qiang were noted for producing high quality steel armour.[38]
The Qiang people of Qingtang are skilled at forging armour. The colour of the iron is blue-black, so clear and bright that it can mirror a hair. They use musk-deer leather for the thongs to string it together - it is soft, thin, and tough.[39]
— Shen Kuo
During the Yuan dynasty, the term Qiang was replaced by Fan (Bod), and the people of the western plateaus were called "Western Bod". The two terms were used interchangeably until the Qing dynasty when Qiang came to refer to those living upstream of the Min River.[12]
A problematic case is the “Qiang,” which as Wang Mingke has established, is an old Chinese term along the western borderlands for people in the middle, neither Chinese nor Tibetan, neither exclusively agricultural nor purely pastoral, and likely referring to a variety of successive frontier populations. Communities and individuals were not firmly identified with the modern nationality Qiang, by others as well as themselves, until the People’s Republic. Today they are concentrated in Maozhou and Wenchuan and parts of Lixian and Heishui, plus a few in the southernmost part of Songpan. They speak a variety of non-Tibetan dialects in two main forms, Northern and Southern Qiang, but some speak only Chinese.[40]
— Xiaofei Kang
The Qiang did not have surnames until the last few hundred years when they adopted Han Chinese surnames.[41]
The Silver Turtle Temple is a complex of Qiang temples dedicated to various gods consecrated in 2013-2014. Its three temples are dedicated to Yandi, Dayu and Li Yuanhao , the most important deities of the Qiang people. It is located on Qiangshan, in Qiang City, Mao County of Ngawa Tibetan and Qiang Autonomous Prefecture, in Sichuan.
Qiang guard tower
Traditional Qiang house
The Qiang were first described as nomadic shepherds living in the region of contemporary Gansu and Qinghai provinces. Unlike other nomads, the Qiang did not shave their heads and wore their hair loose over their face.[42] At some point prior to the modern era they settled and adopted an agricultural way of life.[43] Due to constant conflict between Qiang tribes and other peoples, the Qiang built numerous stone guard towers with small windows and doors, giving them the moniker of "Stone Tower Culture". These constructs, described as Himalayan Towers, can be found today in eastern Tibet and Sichuan Province.[44]
Qiang society followed matrilineal descent and it was men who integrated into the women's lineage at their deaths. There was no formal marriage ceremony or ritual. Instead the men traveled to their wives' residences and worked their land for a long period of time as bride service. Despite the centrality of women in Qiang families, Qiang society was neither matriarchal or egalitarian. Men held all the important political and religious positions, although there is some evidence that female shamans existed at one point. Like most agricultural societies, women were responsible for domestic and agricultural work while men engaged in construction, transport, and plowing.[43]
The Qiang revered the tiger and featured it prominently on their totem poles. White stones were also considered to be sacred and sometimes put on altars or rooftops. Qiang folk religion resembles animism and shamanism. It places spiritual belief in the natural features of the landscape and the ability of shamans to contact spirits.[45]
Relation to modern QiangEdit
In most current scholarship, especially in Chinese, the modern Qiangzu are assumed to be the same as Ancient Qiangzu. However, compared to other Tibeto-Burman speakers, Qiangzu does not have a closer relation to the Ancient Qiang group. Nevertheless they have been designated as Qiangzu by the Chinese government. The arbitrary assignment of Qiang (羌) to a specific ethnic group has created confusion. First, in general, people could hardly avoid making an artificial equivalence between Ancient Qiang and Qiangzu. Since Qiangzu was named in 1950, other Tibeto-Burman speakers or Ancient Qiang decendents show no interest in dating their history back to Ancient Qiang, asking, “How could we (Yi 9,000,000; Tibetan 6,000,000) be decendents of the small Qiangzu?” Moreover, since the assignment of the name Qiangzu, the indigenous culture (Rme/ʐme/ culture) has been strongly shaped by the willing and concomitant necessity of creating a Qiang culture that demonstrates unmerited links to Ancient Qiang. Thirdly, the term Qiang split the Rme people (those using the Rme/ʐme autonym) into two parts. The Rme in Heishui are not considered Qiangzu but Tibetan by the Central Government.[46]
— Maotao Wen
Tribes and chiefsEdit
• Bi'nan
• Goujiu
• Dianyu II (184)
• Qian
• Midanger (60)
• Shaodang (Yan)
• Shaodang (40 BCE)
• Dianliang (40)
• Western Qiang
• Fu Fan (6)
• Pang Tian (6)
• Xianlian
• Yangyu (60)
• Youfei (60)
• Dianlian (r.107-112)
• Lianchang (d.117)
• Langmo (r.112-118)
• Zhong
• ?
• Beigong Boyu
• Diaoku
• Dize
• Erku
• Juzhong
• Li Lu
• Lianger
• Miwang
• Quhu lai Wang
• Ruoling
• Yangdiao
See alsoEdit
1. ^ a b c d e Edwin G. Pulleyblank (1983). "Chapter 14 - The Chinese and Their Neighbors in Prehistoric and Early Historic Times". In David Keightley (ed.). The Origins of Chinese Civilization. University of California Press. ISBN 0-520-04229-8.
2. ^ Sigfried J. de Laet, Joachim Herrmann: History of Humanity: From the seventh century B.C. to the seventh century A.D. UNESCO, 1996, page 501.
3. ^ Sanping Chen: Multicultural China in the Early Middle Ages. University of Pennsylvania Press, 2012.
4. ^ Patricia Buckley Ebrey: The Cambridge Illustrated History of China, Cambridge University Press, 2010, page 69.
5. ^ Henry Luce Foundation Professor of East Asian Studies Nicola Di Cosmo, Nicola Di Cosmo, Don J Wyatt. Political Frontiers, Ethnic Boundaries and Human Geographies in Chinese History. Routledge, 2005, page 87.
6. ^ a b c Bradley Mayhew, Korina Miller, Alex English: South-West China. 2002. Northern Síchuan - Around Wénchuan, page 517.
7. ^ Wicky W. K. Tse (27 June 2018). The Collapse of China's Later Han Dynasty, 25-220 CE: The Northwest Borderlands and the Edge of Empire. Routledge. ISBN 9781315532318.
8. ^ a b Shouwen Original text: 羌：西戎牧羊人也。从人从羊，羊亦聲。
9. ^ Baxter, William H. and Laurent Sagart. 2014. Old Chinese: A New Reconstruction. Oxford University Press, ISBN 978-0-19-994537-5.
10. ^ Beckwith, Christopher I. (16 March 2009). Empires of the Silk Road: A History of Central Eurasia from the Bronze Age to the Present. Princeton University Press. pp. 375–376. ISBN 978-14008-29941. Retrieved 30 December 2014.
11. ^ "Qiang among China's ancients". archive.shine.cn. Retrieved 2018-11-15.
12. ^ a b c d The Creation of the Qiang Ethnicity, its Relation to the Rme People and the Preservation of Rme Language, p.56-63
13. ^ Shi Jing, Sacrificial Odes of Shang, Yin Wu. 《詩經·商頌·殷武》: "昔有成湯，自彼氐羌，莫敢不來享，莫敢不來王"。
14. ^ a b Nicola Di Cosmo (13 March 1999). "The Northern Frontier in Pre-Imperial China". In Michael Loewe, Edward L. Shaughness (ed.). The Cambridge History of Ancient China: From the Origins of Civilization to 221 B.C. Cambridge University Press. p. 908. ISBN 0-521-47030-7.
15. ^ a b Chen Qingying, Tibetan History, 五洲传播出版社, 2003. page 7.
16. ^ Fei Xiaotong (1999). The Pluralistic and Unified Structure of Chinese Ethnic Groups. The Central Ethnic University Publishing. p. 28.
18. ^ Beckwith, Christopher I. (16 March 2009). Empires of the Silk Road: A History of Central Eurasia from the Bronze Age to the Present. Princeton University Press. p. 44. ISBN 978-14008-29941. Retrieved 30 December 2014.
19. ^ Kleeman, Terry F. (1998). Great Perfection: Religion and Ethnicity in a Chinese Millennial Kingdom. University of Hawaii Press. pp. 54–58. ISBN 0824818008. Retrieved 31 December 2014.
20. ^ Hulsewé, A. F. P. (1979). China in Central Asia: The Early Stage 125 BC – AD 23: an annotated translation of chapters 61 and 96 of the History of the Former Han Dynasty. E. Brill, Leiden. pp. 80–81. ISBN 90-04-05884-2.
21. ^ Annotated translation of the Weilüe by John E. Hill
22. ^ Joseph P. Yap (2009). "Chapter 9 - War with Qiang". Wars With the Xiongnu: A Translation from Zizhi Tongjian. AuthorHouse. pp. 324–340. ISBN 978-1-4490-0605-1.
23. ^ Whiting 2002, p. 141.
24. ^ Whiting 2002, p. 158.
25. ^ Whiting 2002, p. 175.
26. ^ a b Whiting 2002, p. 179.
27. ^ a b Twitchett 2008, p. 270.
28. ^ a b Crespigny 2017, p. 90.
29. ^ Twitchett 2008, p. 421.
30. ^ a b Crespigny 2007, p. 139.
31. ^ a b Crespigny 2007, p. 445.
32. ^ a b c d Cosmo 2009, p. 104.
33. ^ Crespigny 2007, p. 723.
34. ^ de Crespigny 2007, p. 663.
35. ^ Crespigny 2007, p. 248.
36. ^ a b http://www.chinaknowledge.de/History/Altera/qiang.html
37. ^ Watt, James C. Y.; Angela Falco Howard, Metropolitan Museum of Art Staff, Metropolitan Museum of Art. New York, NY., Boris Ilʹich Marshak, Su Bai, Zhao Feng, Maxwell K. Hearn, Denise Patry Leidy, Chao-Hui Jenny Lui, Valentina Ivanova Raspopova, Zhixin Sun (2004). China: Dawn of a Golden Age, 200-750 AD (illustrated ed.). Metropolitan Museum of Art. p. 23. ISBN 1588391264.CS1 maint: multiple names: authors list (link)
38. ^ Wagner 2008, p. 322-323.
39. ^ Wagner 2008, p. 322.
40. ^ Kang 2016, p. 63.
41. ^ LaPolla 2003, p. 11.
42. ^ Twitchett 1994, p. 181-182.
43. ^ a b West 2009, p. 681-682.
44. ^ https://www.lonelyplanet.com/china/sichuan/travel-tips-and-articles/the-inside-info-on-chinas-ancient-watchtowers/40625c8c-8a11-5710-a052-1479d27762ce
45. ^ West 2009, p. 681.
46. ^ Wen, p. 70-71.
• Cosmo, Nicola Di (2002), Ancient China and Its Enemies, Cambridge University Press
• Cosmo, Nicola di (2009), Military Culture in Imperial China, Harvard University Press
• Crespigny, Rafe de (2007), A Biographical Dictionary of Later Han to the Three Kingdoms, Brill
• Crespigny, Rafe de (2010), Imperial Warlord, Brill
• Crespigny, Rafe de (2017), Fire Over Luoyang: A History of the Later Han Dynasty, 23-220 AD, Brill
• LaPolla, Randy (2003), A Grammar of Qiang, Mouton Gruyter
• Kang, Xiaofei (2016), Contesting the Yellow Dragon
• Twitchett, Denis (1994), "The Liao", The Cambridge History of China, Volume 6, Alien Regime and Border States, 907-1368, Cambridge: Cambridge University Press, pp. 43–153, ISBN 0521243319
• Twitchett, Denis (2008), The Cambridge History of China: Volume 1, Cambridge University Press
• Wen, Maotao (2014). The Creation of the Qiang Ethnicity, its Relation to the Rme People and the Preservation of Rme Language (Master thesis). Duke University.
• Wagner, Donald B. (2008), Science and Civilization in China Volume 5-11: Ferrous Metallurgy, Cambridge University Press
• West, Barbara A. (2009), Encyclopedia of Peoples of Asia and Oceania, Facts on File
• Whiting, Marvin C. (2002), Imperial Chinese Military History, Writers Club Press
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Taming the Waters on the National Mall
Not far from the National Gallery, the walkways of the Tidal Basin flood daily. A reservoir completed in 1887, the basin was designed to regulate the tides of the Potomac River. But due to increasingly paved surfaces limiting the ground’s ability to absorb rain, the gradual sinking of the land (subsidence), and climate change, the river’s water level is rising. The basin can no longer perform as intended. Floods force people to find alternative walking routes as water slowly claims back its predominance over the land.
The National Mall—today a broad, tree-lined green that extends from the foot of Capitol Hill to the Washington Monument—has been redesigned and reimagined many times, always contending with the waters of the Potomac River. The History of Early American Landscape Design, a digital project by the Center for Advanced Study in the Visual Arts, makes available historic plans for the National Mall from between 1791 and 1852. They show how much planning went into taming nature—water in particular. At various times, visionary designs called for waterfalls, a lagoon, a canal (that was indeed built, and ultimately filled in, during the late 19th century), and planting indigenous trees. The most prominent architects of their time shaped the National Mall, and their plans are becoming relevant again today as we seek new solutions to respond to the challenges of rising waters.
One of the first plans, laid out by military engineer Pierre-Charles L’Enfant in 1791, included a waterfall at Capitol Hill (then Jenkins Hill). Its waters were to merge into a canal running next to the mall, a few feet away from the current site of the National Gallery. The plan comprised a grand avenue along the mall and adjunct fields near the banks of the Potomac River.
Benjamin Henry Latrobe, “Plan of the Washington Canal, No. 1,” February 5, 1804, in John W. Reps, Monumental Washington, The Planning and Development of the Capital Center (1967), fig. 17. Original plan at Library of Congress, Washington, DC
The area, which originally featured rolling hills, was developed throughout the 19th century. In 1815, Supervising Architect of the United States Capitol Benjamin Henry Latrobe delivered a plan that also included a waterfall—as well as a lagoon that was to occupy a considerable amount of land between bridges over Pennsylvania and Maryland avenues. A small canal would run from a basin at the foot of the Capitol into a larger canal, eventually releasing the water into the Potomac.
Benjamin Henry Latrobe, Plan of the Capitol grounds, 1815, watercolor on paper, Geography and Map Division, Library of Congress, Washington, DC
In 1841, Robert Mills delivered a comprehensive plan of the National Mall as part of a project for the gardens of the Smithsonian Institution. Although Mills’s plan had limited impact at the time, his naturalistic vision of the mall as a site for scientific investigation and display set the tone for future designs. A decade later, architect and horticulturalist Andrew Jackson Downing worked to implement the grounds of the mall as a national park; his plan would remain significant for years to come. In the mid-19th century, Mills’s and Downing’s plans informed the planting of 2,000 indigenous trees, an attempt to display the richness of the natural world.
Robert Mills, Plan of the Mall, Washington, DC, 1841. National Archives and Records Administration, College Park, Maryland
As buildings and monuments are added, the mall continues to adapt to new demands—but many of these historical plans have had a long-lasting impact. L’Enfant’s early design, for instance, proved influential for the mall’s current shape, which was cleared following the McMillan Plan of 1902 (named after Senator James McMillan, chair of the plan commission).
One of the designs submitted to the Tidal Basin Ideas Lab. Image courtesy of GGN.
Today, in the face of a mounting ecological crisis, the National Trust for Historic Preservation, the Trust for the National Mall, and the National Park Service, created the Tidal Basin Ideas Lab. Proposed through this initiative, plans to address the crumbling sea wall suggest potentially replanting the renowned cherry trees, building bridges or platforms for elevated points of observation, and redesigning the water's edge. As they did throughout the 19th century, architects are now considering both initiatives to control the water and visionary plans that embrace rather than reject it. In the future, marshes may replace the Tidal Basin—perhaps even a lagoon, as Latrobe originally envisioned, will become a new feature of the National Mall.
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ahealthyme - Everything to live a healthier life
Dislocations in Children
What are dislocations in children?
A dislocation is a joint injury. It occurs when the ends of 2 connected bones come apart. It's not common in younger children. This is because their growth plates are weaker than the muscles or tendons. Growth plates are the areas at the end of long bones where the bones grow. Dislocations happen more often among teens.
What causes a dislocation in a child?
A dislocation happens when extreme force is put on a joint. It can occur if your child falls or takes a hit to the body, such as while playing a contact sport.
What are the symptoms of a dislocation in a child?
• Pain
• Swelling
• Bruising or redness
• Numbness or weakness
• Deformity
• Trouble using or moving the joint in a normal way
How is a dislocation diagnosed in a child?
Your child’s healthcare provider makes the diagnosis with an exam. During the exam, they will ask about your child’s health history and how the injury happened.
Your child may also need:
• MRI. This test uses a combination of large magnets, radio waves, and a computer to make detailed images of organs and structures within the body. An MRI is often done only if surgery may be needed.
How is a dislocation treated in a child?
All dislocations need medical care right away to prevent additional injury. Untreated dislocations can lead to serious problems. Treatment may include:
• Repositioning. Sometimes the bone ends may go back into place by themselves. If not, your child’s healthcare provider will need to manually move the bones back into their correct position so the joint can heal. You may be referred to an orthopedic specialist before or after repositioning.
• Medicine. Certain medicines can ease pain.
• Surgery. Your child may need this treatment if the dislocation happens again and again. It may also be done if a muscle, tendon, or ligament is badly torn or if the dislocation can't be repositioned without surgery.
Your child’s healthcare provider may also advise:
• Limits on activity while the dislocation heals
Key points about dislocations in children
• A dislocation happens when extreme force is put on a joint, causing the ends of 2 bones to come apart.
Next steps
• Before your visit, write down questions you want answered.
Online Medical Reviewer: L Renee Watson MSN RN
Online Medical Reviewer: Raymond Turley Jr PA-C
Online Medical Reviewer: Thomas N Joseph MD
Date Last Reviewed: 2/1/2021
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Number words and number recognition
Students will match numbers to their corresponding number words. The activities will include flashcards, a concentration game, a matching game, and a word search.
Mrs. Simmons
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• english
• spanish
Besides the Amharic symbols, I will also write about other things like basic words and some grammar.
In today’s post I’m going to talk about numbers, which are one of the first things we learn when studying a new language, at least how to count from 1 to 10. Numbers in Amharic have their own characters and even when today the Arabic numbers are widely used in Ethiopia, the traditional notation is also used. To start I’m going to list the numbers from 1 to 10 with their writing and pronunciation.
# Sign Pronunciation Feedel Transliteration
1 1 1.mp3 one. and
2 2 2.mp3 two hulätt
3 3.mp3 three sost
4 4.mp3 four aratt
5 5.mp3 five ammïst
6 6.mp3 six sïddïst
7 7.mp3 seven säbatt
8 8.mp3 eight sïmmïint
9 9.mp3 nine zät’äñ
10 10.mp3 ten assïir
The complete sequence from 1 to 10: numbres.mp3 (Sounds by FSI)
These are the signs for the following numbers:
# Sign Feedel Transliteration
20 twenty haya
30 thirty sälasa
40 forty arba
50 50 fifty // fifty-2 amsa // hamsa
60 60 sixty // sixty-2 sïlsa // sïdsa
70 70 seventy säba
80 eighty sämanya
90 ninety zät’äna
100 hundred mäto
1.000 thousand // thousand-2 ših // ši
To say 24 for example we must say "20-4" or "haya aratt" 204, 47 would be "40-7" or "arba säbatt" 407 and so on. In the numbers from 11 to 19 instead of saying "assïir" for the number ten, you say "asra" and the number from 1 to 9 that corrensponds, for example 10-3, "asra sost" for 13.
For the hundreds the process is similar, for example if we want to say 536, we will say "5-100-30-6", or "ammïst mäto sälasa sïddïst" 5100306 .
Finally if we want to say 1985, we’ll say "10-9-100-80-5" or "asra zät’äñ mäto sämanya ammïst" 109100805 .
Neither 1.000, nor 1.000.000 have symbols, so to write the number 8.593, we will say "8-ši-5-100-90-3" 8thousand-25100903.
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The Encyclopedia
of Differences
Difference Between Speed and Velocity
Published October 24, 2021
Speed and velocity are two words that we use interchangeably, but they actually have very different meanings. Speed is the distance traveled per unit of time (in other words, miles or km per hour). Velocity is an object's speed and direction at a given moment in time (in other words, meters per second).
This difference may seem small to some people; however, it has large implications on how we apply these terms to physics problems. This blog post will help you understand the difference between these two terms, so you can be more informed when reading about physics or talking to your friends.
What is Speed?
The definition for speed is relatively simple; however, we will go into more depth to help you better understand speed. Imagine that you are driving a car. You want to know how fast you are going, so you check the speedometer. The speedometer tells you that your current speed is 55 miles per hour (55 mph). This number indicates that at this given speed, you are traveling a distance of 55 miles every hour. In this example, speed is how far an object travels in one unit of time (in other words, it tells us how fast we are going).
What is Velocity?
Now that we have an understanding of speed, let's talk about velocity. Velocity is the combination of how fast something is traveling and which direction it travels in at any given moment in time. This means that if you are driving 55 mph due east on a highway, your velocity would be expressed as 24.6 meters per second (m/s).
This example illustrates that when both speed and direction are taken into account, your car has a velocity of 24.6 m/s. Even though an object may be traveling at a certain speed, its velocity may cause the object to move in different directions.
Differences Between Speed & Velocity
The difference in Formula & measuring unit
The most accepted formula for speed is the distance traveled per unit of time. The formula for velocity is an object's speed and direction at a given moment in time. Speed is measured in miles per hour (mph) or kilometers per hour (km/h). Velocity is measured using meters per second (m/s). The key thing that differentiates both of them is the fact that Speed is calculated by knowing the distance. While Velocity is calculated by knowing the displacement.
The difference in values
Another key difference to note is the fact that Speed can never be zero or negative & is always positive. Velocity on the other hand can be positive, negative, or zero. An object's velocity is always undefined when it is traveling at the speed of light due to relativity (the faster you are going, the harder time an outside observer has to measure your acceleration).
The difference in direction
Speed tells us how fast something moves regardless of which way it moves. Velocity on the other hand describes both where and how fast something moves depending on its orientation relative to some frame of reference. For example, if you are driving 55 mph due west on a highway, your velocity is 24.60 m/s (24.60 km/h).
Speed can only ever change if we alter the reference frame we are using to describe it. This means that speed is a relative measurement and can only be determined by comparing two separate frames of reference. Velocity on the other hand describes both how fast something moves & which direction it moves in within any given reference frame.
Comparison Chart
Can be negativeNoYes
Can be zeroNoYes
Calculated asmph or kphm/s
Direction dependentNoYes
Formulas = d/tv = dis/t
Dependent onDistanceDisplacement
Similarities between Speed & Velocity
The biggest similarity between Speed and Velocity is the fact that both can be measured. Also, both calculations are based on a moving body's displacement. Displacement is the term used to describe how far an object moved in a certain direction (in other words, it tells us where an object has traveled).
What are some practical applications of Speed?
Practical applications for speed include calculating the time it takes to travel somewhere or how far an object has moved. These calculations are found daily in GPS systems and other speed-based applications.
What are some practical applications of Velocity?
Practical applications for velocity include calculating how much an object will move if it is accelerated or the time it takes to stop moving at a certain rate. These calculations can be seen every day when driving cars, riding bikes, etc.
Velocity is used in many fields including physics, sports, robotics, etc. Engineers may use velocity when designing vehicles (such as cars) since they rely on acceleration and deceleration during operation (speed does not take direction into account). A physicist might use velocity to calculate changes in something's momentum over a period of time due to forces applied by gravity or friction. Finally, a baseball pitcher would need to know his pitching velocity so he can adjust according to opposing team players' batting abilities/disabilities.
Can you have negative Speed?
No, ideally you cannot have negative speed.
Can you have negative Velocity?
Yes, an object can have negative velocity if it is traveling in the opposite direction of its reference frame.
These two terms are not interchangeable as they each refer to different measurements that describe completely separate concepts. Even though they are used interchangeably in day-to-day life, in Physics both terms cannot be used interchangeably as they are different quantities.
If you treat these words as synonyms or think about them too closely, your understanding may become confused! In order to avoid any confusion with either term, consider carefully what framework we're using when applying this word. And be specific enough so that people understand exactly what idea you're trying to convey.
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Zygomatic bone
Zygomatic bone (Os zygomaticum)
Zygomatic bone (Os zygomaticum)
The zygomatic bone (zygoma) is an irregularly shaped bone of the skull. It is often referred to as the cheekbone, and it comprises the prominence just below the lateral side of the orbit.
The zygomatic bone is nearly quadrangular in shape and it features three surfaces, five borders and two processes. Besides forming the prominence of the cheek, the zygomatic bone also contributes to the formation of the zygomatic arch, the walls of the temporal and infratemporal fossae, and the floor and lateral wall of the bony orbit.
This article will discuss the anatomy and function of the zygomatic bone.
Key facts about the zygomatic bone
Definition A quadrangular bone of the skull that participates in the formation of the skeletal framework of the orbit and cheeks
Surfaces Lateral, posteromedial, orbital
Borders Anterosuperior, anteroinferior, posterosuperior, posteroinferior, posteromedial
Processes Frontal process, temporal process, maxillary process
Foramina Zygomaticotemporal foramen, zygomatico-orbital foramen, zygomaticofacial foramen
Joints Zygomaticomaxillary suture, zygomaticofrontal suture, sphenozygomatic suture
1. Surfaces
2. Borders
3. Processes
1. Temporal process of zygomatic bone
2. Frontal process of zygomatic bone
3. Maxillary process of zygomatic bone
4. Fractures
5. Sources
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The zygomatic bone has three surfaces: lateral, posteromedial and orbital.
• The lateral (facial) surface faces towards the outside. It is smooth and convex, and it features a small opening called the zygomaticofacial foramen. This foramen transmits the zygomaticofacial nerve, artery and vein between the orbit and the face. The lateral surface also serves as the attachment area of the zygomaticus major muscle on its anterior half, and the zygomaticus minor muscle on its posterior half.
• The posteromedial (temporal) surface faces towards the temporal and infratemporal fossae. Its anteriormost portion is rough and serves for the articulation with the zygomatic (malar) process of maxilla via the zygomaticomaxillary suture. The posteromedial surface spreads over the medial side of the temporal process, comprising a part of the lateral wall of the infratemporal fossa. Near the base of the frontal process, the posteromedial surface features the zygomaticotemporal foramen which transmits the zygomaticotemporal nerve from the orbit to the temporal fossa.
• The orbital surface is smooth and concave. It faces towards the orbit and forms the anterolateral part of its floor and the anterior part of its lateral wall. It features the zygomatico-orbital foramen, which is a gateway to the bony canal found within the zygomatic bone. This canal branches into the zygomaticofacial and zygomaticotemporal canals, which open on the corresponding surfaces of the zygomatic bone (explained above). The former transmits the zygomaticofacial nerve and vessels, while the latter is traversed by the zygomaticotemporal nerve and vessels.
Zygomatic bone anatomy (diagram)
The zygomatic bone has five borders:
• The anterosuperior (orbital) border is concave and smooth. It is the border between the lateral and orbital surfaces of the zygomatic bone.
• The anteroinferior (maxillary) border is the articular surface for the zygomaticomaxillary suture. It also serves as an attachment site for the levator labii superioris muscle.
• The posterosuperior (temporal) border is continuous with the superior border of zygomatic arch and the posterior border of the frontal process. It serves as an attachment point for the temporal fascia.
• The posteroinferior border is rough and serves as the attachment site for the masseter muscle.
• The posteromedial border is serrated and articulates with the greater wing of sphenoid bone superiorly via the sphenozygomatic suture, and with the orbital surface of maxilla inferiorly. Between the articular surfaces, there is a small free surface of the posteromedial margin that comprises the lateral border of the inferior orbital fissure.
Temporal process of zygomatic bone
The temporal process originates from the lower half of the zygomatic bone. It is oriented posteriorly and slightly superiorly towards the temporal bone. The terminal tip of the temporal process is oblique and jagged and it articulates with the zygomatic process of temporal bone with which it comprises the zygomatic arch.
Frontal process of zygomatic bone
The frontal process originates from the upper margin of the zygomatic bone. It is oriented superiorly, comprising the lateral outline of the orbit. It articulates with the zygomatic process of frontal bone superiorly via the zygomaticofrontal suture, and with the greater wing of sphenoid bone posteriorly via the sphenozygomatic suture.
The frontal process features a bony tubercle on its orbital surface called the Whitnall’s tubercle, which serves as an attachment site for the lateral palpebral ligament, suspensory ligament of the eye, and the aponeurosis of levator palpebrae superioris muscle.
Maxillary process of zygomatic bone
The maxillary process arises from the anterosuperior angle of the zygomatic bone. It extends anteriorly, comprising the inferolateral margin of the orbit. The inferior margin of this process participates in the joint with the maxilla. Posteriorly, it is continuous with the orbital surface of the bone.
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Pigeonhole Principle/Historical Note
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Historical Note on Pigeonhole Principle
The Pigeonhole Principle appeared in print as early as $1622$ in Selectæ Propositiones in Tota Sparsim Mathematica Pulcherrimæ by Jean Leurechon.
It also appears, in greater detail, in the $1624$ work Récréations Mathématiques by "H. van Etten", also commonly attributed to Jean Leurechon.
However, it is commonly called Dirichlet's Box (or Drawer) Principle, after an $1834$ treatment by Johann Peter Gustav Lejeune Dirichlet, who called it the Schubfachprinzip (drawer principle or shelf principle).
In Russian and some other languages, it is known as the Dirichlet principle or Dirichlet's principle, which name ambiguously also refers to the minimum principle for harmonic functions.
It is usually seen in its simplest form: if you have $N + 1$ objects to put into $N$ pigeonholes, at least one pigeonhole contains $2$ objects.
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Easter 1916
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Easter 1916
W. B. Yeats 1916
Author Biography
Poem Text
Poem Summary
Historical Context
Critical Overview
For Further Study
One of the most important political poems of the twentieth century is W. B. Yeats’s “Easter 1916.” Inspired by events that transpired in Dublin, Ireland, the poem pays tribute to the leaders of the Irish uprising that was timed to coincide with Easter, the religious holiday commemorating Christ’s resurrection. During the rebellion, or what came to be known as the Easter Rising, Sinn Feiners—members of a political party whose name means “We Ourselves” in Irish Gaelic and who favored an independent Ireland—overtook key buildings in downtown Dublin on April 24, 1916. They were forced to surrender under heavy British fire six days later. Sixteen Sinn Fein men were subsequently executed and one woman was jailed. Yeats knew many of the participants, some of whom were fellow poets and writers. While Yeats was sympathetic, like many of the Irish, to the cause of an independent Ireland, he was troubled by the violence of the rebellion and its destructive aftermath. With the executions and the public’s anger at them, however, he also felt something was accomplished: the executions had inspired the Irish with the conviction that England was a ruthless power that must be forced to leave Ireland. Besides being favorably disposed, Yeats was also troubled by something else: the sensitive Sinn Feiners he had known were hardened by their participation in politics, especially violent political insurrection. While Yeats refrained from condemning the leaders for becoming involved in politics—a realm in which he thought they did not belong—he did, however, regret that
they had. The “terrible beauty” serving as the refrain of this poem thus describes a twofold conflict: first, that passion for peace often breaks out in violence, and, two, that thoughtful and sensitive natures are often hardened by a quest for justice. Perhaps one reason this poem is still a vibrant symbol of the movement for Irish independence is that Yeats’s double conflict was, and still is, Ireland’s— particulary in Northern Ireland. In a country fractured by political and religious divisions, it would not be surprising if every man and woman were divided within themselves—vacillating between the need for restraint and the desire to retaliate.
Author Biography
It would be difficult to choose a more important twentieth-century poet than W. B. Yeats. In the space of 74 years, Yeats led the Irish Literary Revival; became an Irish senator in the recently independent Irish Free State; influenced and promoted the most prominent figures of twentieth-century literature, such as Ezra Pound, T. S. Eliot and James Joyce; and won literature’s most prestigious honor, the Nobel Prize. Born June 13, 1865, Yeats was a fitting Gemini, the sign of the twins:
“I begin to see things double—doubled in history, world history, personal history,” he once said. His sensibilities were not only doubled, but split: between literature and politics, the occult and the selfevident, the mythic and the mundane. Born in Dublin, Yeats would spend a great deal of time in both Ireland and England. His father gave up law for painting and abandoned his family for New York in 1907, but not before exercising a profound influence on his oldest son by schooling him at home. Yeats’s mother raised four children, inspired in “Willie” his love of Ireland, and eventually suffered a stroke, dying in 1900. Yeats received no formal schooling until age 11, at which time he attended grammar school in England. Later, at a Dublin high school, he was a poor student and poorer athlete. He dropped out, and from 1884 to 1886 attended art schools in Dublin. While there, he cofounded the Dublin Hermetic Society with a schoolmate, poet George Russell (“AE”). This would be only the first of several memberships in occult societies, two others being Madame Blavatsky’s Theosophical Society and, later, The Golden Dawn. An interest in the occult was kindled primarily through his maternal uncle, George Pollefexen, and the latter’s servant, Mary Battle. Battle would become the largest single inspiration for Yeats’s The Celtic Twilight, a work of 1893 illustrating the mysticism of the Irish countryside, the population’s belief in fairies, ghosts, and spirits. Battle also acted as a surrogate mother figure after the death of Yeats’s own mother. By 1937, when Yeats was asked if he believed in the images and structures of his occult system as illustrated in the text A Vision, he would only say, “Oh, I draw from it images for my poetry.”
Concurrent with and related to Yeats’s occult studies was his interest in Irish mythology and nationhood. It was kindled especially by his association with John O’Leary, an Irish ultra-nationalist imprisoned and exiled in France twenty years for his work on an Irish newspaper. O’Leary’s talk of the “terrible continuity” in things Irish has been thought by some critics to have inspired the “terrible beauty” of “Easter, 1916.” In the group gathered around O’Leary, Yeats met radical Irish nationalist Maud Gonne, fell in love with her, and proposed marriage several times. Yeats would also unsuccessfully propose to Gonne’s daughter, Iseult. Finally giving up on the Gonnes, Yeats married Georgina (“George”) Hyde-Lees, who captivated Yeats four days after their wedding with her purported expertise in automatic writing. Despite later affairs, Yeats remained married to George until his death, fathering two children. In 1894, Yeats met Lady Gregory, with whom he would develop an Irish Literary Theater and share his long-lasting interest in Irish folk and fairy tales. After the Easter Rising of 1916 and Irish independence, Yeats served as an Irish Senator from 1922-28, and in 1923, won the Nobel Prize for literature. After an amazingly full and influential life doubled and split by literature and politics, Yeats, in a final letter, described what would be his last aphorism of division: “Man can embody truth but he cannot know it.” He died on January 28, 1939.
Poem Text
I have met them at close of day
Coming with vivid faces
From counter or desk among grey
Eighteenth-century houses.
I have passed with a nod of the head 5
Or polite meaningless words,
Or have lingered awhile and said
Polite meaningless words,
And thought before I had done
Of a mocking tale or a gibe 10
To please a companion
Around the fire at the club,
Being certain that they and I
But lived where motley is worn:
All changed, changed utterly: 15
A terrible beauty is born.
That woman’s days were spent
In ignorant good-will,
Her nights in argument
Until her voice grew shrill. 20
What voice more sweet than hers
When, young and beautiful,
She rode to harriers?
This man had kept a school
And rode our winged horse; 25
This other his helper and friend
Was coming into his force;
He might have won fame in the end,
So sensitive his nature seemed,
So daring and sweet his thought. 30
This other man I had dreamed
A drunken, vainglorious lout.
He had done most bitter wrong
To some who are near my heart,
Yet I number him in the song; 35
He, too, has resigned his part
In the casual comedy;
He, too, has been changed in his turn,
Transformed utterly:
A terrible beauty is born. 40
Hearts with one purpose alone
Through summer and winter seem
Enchanted to a stone
To trouble the living stream.
The horse that comes from the road, 45
The rider, the birds that range
From cloud to tumbling cloud,
Minute by minute they change;
A shadow of cloud on the stream
Changes minute by minute; 50
A horse-hoof slides on the brim,
And a horse plashes within it;
The long-legged moor-hens dive,
And hens to moor-cocks call;
Minute by minute they live: 55
The stone’s in the midst of all.
Too long a sacrifice
Can make a stone of the heart.
O when may it suffice?
That is Heaven’s part, our part 60
To murmur name upon name,
As a mother names her child
When sleep at last has come
On limbs that had run wild.
What is it but nightfall? 65
No, no, not night but death;
Was it needless death after all?
For England may keep faith
For all that is done and said.
We know their dream; enough 70
To know they dreamed and are dead;
And what if excess of love
Bewildered them till they died?
I write it out in a verse—
MacDonagh and MacBride 75
And Connolly and Pearse
Now and in time to be,
Wherever green is worn,
Are changed, changed utterly:
A terrible beauty is born. 80
Poem Summary
Lines 1-8
These lines describe the narrator having crossed paths with some of the Dubliners who would become leaders of the Easter Rising. Their vitality is set against a contrasting background of the deadening places where they work—“counter or desk”—that are old and perhaps dirty, indicated by “grey / Eighteenth-century houses.” The vital souls Yeats meets occasionally will be those ushering in the modemera of Ireland. But with them, the narrator engages in only small talk.
Lines 9-14
In describing these future revolutionaries, the speaker emphasizes their commonness, their status as ordinary “good old boys.” Or, on the other hand, their commonness might be negative, serving as
Media Adaptations
• An audio cassette titled The Poetry of William Butler Yeats is available from Audiobooks.
• Three American poets—Philip Levine, Peter Davison, and Richard Wilbur—offer a reading of “Easter 1916” at http://www.theatlantic.com/atlantic/atlweb/poetry/soundings/easter.htm
grounds for mocking in the company of more cultured men at the club. But whether these would-be revolutionaries are merely common or dreadfully common, the backdrop of a drab Ireland sets off the farcical character of its idealistic people and the cynical character of its realists.
Lines 15-16
These two lines jolt, employing a shock cut from a depiction of a mundane and shallow Ireland to one of dead solemnity. If the reader has no knowledge of the Rising, he or she is immediately locked in: What could this “terrible beauty” be, one that completely changed everything? On the other hand, if the reader is in the know, he or she is likely to be intrigued or impressed with the description, which consists of an oxymoron—an especially provocative one at that.
Lines 17-23
This stanza marks a change from the general to the more specific. The first person discussed is Constance, or “Con,” Gore-Booth who, upon marrying a count, became Countess Markiewicz. For her role as an assistant commander in the Rising, she was imprisoned, although later released (see Yeats’s “On a Political Prisoner”). Yeats had met Markiewicz and her sister Eva at their mansion, Lissadell, while she was doing charity work that the poet refers to as “ignorant good will”. Apparently, she could imitate the cries of hares with her young and beautiful voice as she hunted them with her dogs (harriers). It was this voice that became shrill by politics.
Lines 24-26
“This man” was Patrick Pearse, the founder of a boy’s school in Dublin and the Commandant-General and President of the provisional government during the Rising. He was a member of the Irish bar and was also a poet. The winged horse is Pegasus, a symbol for poetry or the poet’s inspiration. Pearse was a poet and one of the leaders executed.
Lines 27-31
“This other,” Thomas MacDonagh, taught English Literature at University College, Dublin, and was a poet, playwright, and critic. Yeats had met him and felt that “within [MacDonagh’s] own mind this mechanical thought is crushing as with an iron roller all that is organic.” MacDonagh was also executed for his leadership in the Rising.
Lines 32-37
“This other man” refers to Major John MacBride, the man who had married and divorced Maud Gonne, Yeats’s longtime passion who refused his requests to marry several times. The “some who are near my heart” are likely Maud and her daughter, Iseult, who Yeats had, also unsuccessfully, asked to marry. While Yeats did not like MacBride, he felt he owed him tribute for his part in the Rising. Like MacDonagh and Pearse, MacBride “resigned his part” (was executed) and no longer had to act in the “casual comedy” of Ireland described in the first stanza. Thus, political events are compared to theatrical events.
Lines 38-40
Because of MacBride’s martyrdom, he was changed from a lout to a hero. This is part of the meaning of “terrible beauty”: that even a fool could become transformed into a thing of beauty.
Lines 41-56
This stanza is another rapid edit away from specific heroes, even if unnamed, to abstract observations by way of images known as metaphors. Briefly put, this stanza says that those willing to sacrifice themselves and others to principle, ideology, or by another reading, the stone that refers to Ireland herself, are those “enchanted to a stone.” They become stony because they are committed, while those around them (“the living stream”) react and change with differing circumstances. Or as Yeats puts it, while stones do not change, most everything else does: moving horses suddenly veer off course; riders react to their horses (as poets react to Pegasus’s inspiration); birds dive, careen, and call; and clouds and their reflections shift and mutate. The softer beings of animals, clouds, and water change; that hard thing—stone—does not.
Lines 57-64
The transition into the last stanza, unlike the previous changes between stanzas, is gradual. From the description of stones as obdurate and perhaps unsympathetic things, Yeats moves on to explain the reason people become like stone: through self-sacrifice. Yeats’s explanation makes it easier for readers to sympathize with the insurrectionists. In line 59, Yeats himself turns to sympathy. As if pleading to heaven, the poet asks how long people must sacrifice themselves, must make a stone of their heart, in order to gain what is just. Because the question is unanswerable, Yeats says that all we can do is remember the dead (“To murmur name upon name”) as when a mother utters the name of her sleeping child to make sure he awakens and remains with her.
Lines 65-69
Almost as soon as Yeats enters into his analogy between recalling the martyrs and “naming” the sleeping child, he exits with the words “not night but death,” because, after all, the revolutionaries are not sleeping but dead. The poet wonders whether their deaths were needless since Britain had promised Ireland a great measure of independence as soon as World War I was over. In the meantime, Ireland felt forced to furnish the British with men and food, something that angered Irish dissidents and helped drive them to revolt.
Lines 70-73
The revolutionaries dreamed of an independent Ireland, but the reality is that they are dead. Now the question is what to make of them. From the revolutionaries characterized as overly hard in stanza three, to those at the beginning of stanza four who sacrificed themselves to make a stone of their heart, the revolutionaries now become, in lines 72 and 73, those who loved too much and were confused by an “excess of love.” Is this a contradiction, or can it be said that the revolutionaries turned to stone because of love?
Lines 74-80
The new name in these lines is James Connolly. Under Pearse, Connolly was second in command of the Republican forces and Commandant at the General Post Office, the principal location of the Republican forces. Connolly was perhaps left to the end of the poem because Yeats did not know him well, even though they had been in demonstrations together in the 1890s. Due to their revolutionary action, the four men mentioned in the poem, and presumably the others executed who were not mentioned, will be transformed from the more or less average people they were into heroes—especially “Wherever green is worn,” that is, in the Emerald Isle, Ireland. By the end of the poem, even if ignorant of the Rising, readers can venture a pretty sound guess as to what “terrible beauty” at least partially refers: martyrdom.
Public vs. Private Life
For much of his life Yeats struggled with his conviction that public life had an adverse effect on the private person—especially the poet. He thought that mixing with or leading the crowd would coarsen sensitivity due to constant arguing as well as unsettle one’s peace and principles from repeated compromise. Yet he was a social and political person, a tireless joiner and fraternizer, even becoming a senator in the newly independent Irish Free State for six years. In “Easter 1916,” Yeats’s conflict between the public and private spheres is transposed to five of the revolutionaries of the Easter Rising. Where Yeats saw a conflict, it is probable that some of the revolutionaries—especially the writers, Thomas MacDonagh and Patrick Pearse, and the charity worker, Constance Markiewicz—saw the act of revolt as less a conflict with their private sentiments and lives than a necessary continuation of them. While, for Yeats, revolt would have meant troubling self-examination, to the revolutionaries, to not revolt would have meant the same. In this poem, and in comments made to others, Yeats expressed regret that peaceful, sensitive souls got involved with the Rising, not only because politics and militarism did not suit some of the revolutionaries—Yeats might even say, coarsened them—but also because it killed them.
The dichotomy between public and private is clear for Yeats when it comes to observing how privately sensitive natures are made shrill in argument and combat; the poet is therefore comfortable with his regretful sentiments. Where the poem becomes more than an elegy, however, is not where the binary between public and private has been tragically and regretfully transgressed by the revolutionaries,
Topics for Further Study
• What different events or phenomena in the realms of psychology, politics, nature, etc., can you describe with the words “terrible beauty?”
• Consider the advantages and disadvantages of using pictures or textual images, instead of words of explanation to describe ideas such as those in stanza three.
• The Easter Rising was timed to coincide with Christ’s rising. Compare and contrast events and figures of the Easter Rising with the story of Christ’s life, death, and resurrection.
but, instead, where the polarized difference between public and private is not so clear and where it becomes troublesome. This is the tension that has made this poem endure. The reader might sense that Yeats, fully understanding the transformation that the Rising has brought, is annoyed by the possibility that he himself might have had more effect on Ireland if he had also put down his pen and picked up a gun. Against his more rational or rationalizing side, the poet of “Easter 1916” seems to wonder just under his breath whether the extensive space he once saw between the public and the private appears only from certain angles. From another viewpoint—after the Rising and the quick execution of its leaders—the public and private do not look so far apart, because it can be said that these men and this woman died for something that, before it became extremely public, was passionately private. But as Yeats’s lifelong friend Maud Gonne had remarked, perhaps there would have been no public Rising without the publication of Yeats’s private passions for Irish tradition—publications that were likely internalized by the likes of Pearse, MacDonagh, and Markiewicz before they would again emerge in the public explosion of 1916.
The Easter Rising lasted from April 24 to April 29, 1916. Yeats dated his poem “Easter 1916” on September 25, 1916. Why did it take as long as it did to finish the poem? Even with Yeats’s appended date, critics disagree as to when the poem was written. Some say it was a couple of weeks after the executions, which would be the last two weeks in May. Others say the writing took place in July and August. Whatever the case, Yeats reportedly did not know what to make of the event immediately. Additional incidents would have to take their course, people would have to be listened to, and thoughts sifted. Perhaps what is even more surprising is that the poem was not published until 1920. While this is not the place to speculate on exactly why Yeats waited to write and publish, some general remarks may be ventured. After the Rising, most of Ireland was angry at the revolutionaries. But after the executions, anger was directed at Britain. Yeats’s sentiments seem as fickle as the public’s. Unlike what might have been a public response, Yeats did not direct a poem of hate at Britain but, instead, took a more indirect and arguably a more effective route: he remembered the martyrs with love.
“Easter 1916” is nothing if not a eulogy—one that could have been read at the martyrs’ funeral. Yeats, while acknowledging certain failings of the martyrs, always ends on a note of praise, remembering these men for what could have been their finest hour. Yeats’s course resembles that of memory itself. With time, memory—unless the self suffers a major blow that provokes revenge—sluffs off its anger and keeps its fondness, usually an easier emotion. “Easter 1916” is a poem of memory and, even if Yeats was unaware of it, about memory. With the passage of time, Yeats could more easily forgive the leaders of the Rising and even praise them.
The recitation of the revolutionaries’ names in the last stanza is like so many names upon the walls of war memorials or on AIDS quilts. Names connected with tragedy are forgiven, since it is difficult to hate or remain angry at those who have suffered, even if they have caused others to suffer. Perhaps Yeats waited as long as he did to write the poem, even publish it with changes, until the action of memory softened his tone and until the poem could inspire its readers to identify the insurrectionists as heroes. Perhaps Yeats believed that love, more than anger, was the best emotion to provoke the populace into passion for the liberation of Ireland
Memory’s connection to change has already been discussed—more often than not, bruises and anger are minimized or forgotten, leaving behind what can be praised. This is how the Rising’s rash revolutionaries were transformed into heroes. Ireland also changed after the Easter Rising; the “terrible beauty” was born. Before the Easter Rising there were other Risings—in 1798 and 1803— but none lasted as long and resulted in so many martyrs. After the 1916 Rising, a more entrenched nationalism—a hunger for independent nationhood—took hold and took on a militant aspect that continues to this day. The “terrible beauty” of Yeats’s time would eventually result in a completely independent Republic of Ireland and may yet result in a united Republic of Ireland: in May, 1998 a Northern Ireland peace agreement was signed, giving more power to Ulster Catholics, many of whom are sympathetic to unification and complete independence. This is probably the most prominent feature of the utter change foreshadowed in Yeats’s poem.
There is also another type of change depicted in “Easter 1916.” In stanza three—the only part of the poem written in the language of images—Yeats shows himself devoted, almost religiously, to the idea of change. Yeats paints change in the transformations of clouds, reflections, animal movement, and seasons. For the notion of stagnancy, that thing that does not change and that presents an obstacle to those things that do change, there is the image of the stone. Stanza three contains no argumentation, just presentation of the notion that change is good and that which stays the same is bad. The same is true in the first two lines of stanza four. Here, the imagery is transferred to inside the body where the constantly beating, changing heart is transformed into a stone by holding on to unchanging ideas and passions. Yeats is undialectical, change being all good and constancy being all bad. Further, the imagery is ineffective, especially because it is difficult to invest stones with the image of an incorrigible person. True it is that people can take on characteristics attributed to stone: hardness, denseness, deafness, coolness. In this respect Yeats’s image of a heart turned to stone is successful. But it is more difficult to turn stones into a certain kind of person, because constancy and stability have their place in the scheme of things, and because stones are rarely invested with threat. While tales of monstrous plants and animals abound, seldom do stones cause fear. More, stones are the product of fear—as in petrified wood and people. On the other hand, Yeats was astute in selecting the word stone rather than rock, in that rock connotes solidness and dependability. Perhaps Yeats even considered transforming the troubling stone of stanza three into the rock of commitment at the end of “Easter 1916.” But this would have clashed with the three refrains describing utter change and transformation, even risked privileging constancy over change. For a man who valued change so highly, this would not have been the best option.
“Easter 1916” is a four-stanza poem, with the stanzas being composed of an unusual number of lines. The first and third stanzas contain 16 lines, perhaps referring to the last digits of 1916, the year of the Easter Rising. The second and fourth stanzas have 24 lines, pointing to April 24 as the first day of the Rising. In every stanza, the rhyme scheme is abab and Yeats employs both full rhyme (“day” and “grey”) and near or slant rhyme (“faces” and “houses”), where only the last syllables rhyme. Though Yeats employs primarily end-stopped lines, he sporadically uses enjambment, a technique used to make sense and syntax spill over one line and into the next. As an example, in the following lines, “grey” makes much more sense if read, not as a noun, as would be the case if read with its own line, but as an adjective modifying houses: “From counter or desk among grey / eighteenth-century houses.” The poem is in iambic trimeter, with three feet per line composed mostly of one unaccented syllable followed by an accented syllable. This meter was often used by dramatists—which Yeats was—because its rhythm and meter was thought to most faithfully reproduce that of conversation. However, there are variations. Two unaccented syllables which are followed by an accented syllable are called an anapest as are the last two feet in line three:
From coun/ ter or desk / a mong grey
Another variation on the iamb is the first foot of line two:
Com ing/ with vi /vid faces
This line’s first foot, with its accented syllable followed by an accented syllable, is called a reversed foot, or trochee.
No rhythm has been used in English verse as much as iambic meter, though five feet per line (pentameter) is more frequent than three feet per line (trimeter). The iamb is thought by many critics to relate to the beat of the heart, the act of breathing, the alternation of feet and arms in movement— all of which repeat thousands of times a day and tend to reinforce the iambic character of language.
Historical Context
On April 24, 1916, Easter Monday, Dubliners were enjoying a relaxed public holiday. Many were out of town. While an occupying force of 400 British troops stood duty in Dublin, Patrick Pearse and James Connolly led a company of 150 men—part of a total force of 1,500 volunteers from the Irish Citizen’s Army and the Irish Volunteers—through downtown Dublin from Liberty Hall to the General Post Office a short distance away. After his group stormed the post office and easily overpowered an unarmed guard of seven, Pearse reappeared on the front steps to read The Proclamation of the Irish Republic whose most important sentence read: “We declare the right of the people of Ireland to the ownership of Ireland, and to the unfettered control of Irish destinies, to be sovereign and indefeasible.” While Pearse and Connolly commandeered the forces at the post office, Thomas MacDonagh led those at Jacob’s Biscuit Factory, and Michael Mallin and his second-in-command, Countess Constance Markiewicz, occupied St. Stephen’s Green. By Sunday of the same week, all would surrender, easily overpowered by a larger, more heavily armed British counterforce. This was expected by the leaders of the Rising, as Connolly was reputed to have said “We’re going out to be slaughtered, you know.” In the wake of the Easter Rising, portions of Dublin were in ruins, hundreds were homeless, factories and shops were closed down, one third of the population—100,000 people—found themselves on public relief, 2,500 had been wounded, and 400 were dead. As might be imagined, the public turned against the Sinn Fein leaders, that is until the British executed sixteen insurrectionists—Pearse, Connolly, MacDonagh, and MacBride among them.
The larger backdrop of the Easter Rising was World War I. Since the war began in 1914, Ireland had objected to the recruitment of its soldiers by England. In posters, pamphlets, newspapers, and armed demonstrations, dissident Irishmen insisted it was neither Ireland’s duty nor business to fight for a British government that had not even granted Ireland its freedom. The British saw it differently, since in 1914 the Irish Home Rule Act (a decree of somewhat limited self-government) was supposed to have become enacted, but was delayed, England said, because of the necessity for Irish exports and volunteers to fight in World War I. Even though Irish dissidents advertised their anger, Britain decided against any systematic suppression. So afraid was the United Kingdom of further inflaming militant demands for home rule and the consequent loss of Irish food exports and volunteers (by the time of the Rising there were more than 150,000), that it excepted Ireland from a January, 1916 decision to draft men into the armed forces from Wales, Scotland, and England. But by April 22, 1916, two days before the Rising, two events provoked Britain into quashing Irish unruliness. First, the British captured a merchant ship carrying munitions from Germany to the Irish rebels. Second, Roger Casement, a retired British diplomat turned Irish revolutionary, was captured when it was discovered he had been recruiting for the Rising by trying to gather a militia of Irish prisoners of war within Germany. Because Germany was Britain’s enemy in World War I, a German-Irish conspiracy was intolerable. When Britain rushed to stop the rebellion—discovered as a result of investigating the arms shipment and Casement—it was already too late. The first shots of the Easter Rising had already been fired. While it might have served Germany’s interest to get behind the Rising in order to cripple Britain, Germany collaborated only to the extent of sending munitions. Requests from Irish groups for troops and money were apparently denied. In fact, the most outside money for the Rising was sent by an Irish-American group, Clan na Gael, that sided with Germany rather than Britain because of Britain’s continued occupation of Ireland.
After the Rising and Britain’s quick execution of the sixteen leaders in May, Irish independence demanded resolution if Britain was going to win the war. Especially troublesome was the refusal of United States, with its large Irish population, to get behind Britain until it resolved the troubles in Ireland. But talks between Britain and Ireland proved ineffectual. With the increasing radicalization of Ireland subsequent to the execution of the Rising’s martyrs and the imposition of British martial law, Sinn Fein (“we ourselves”), the party led by the rebels of 1916, gained popularity and won elections even though its members, in protest, refused to sit in the British House of Commons. But it was the announcement of conscription in Ireland on March 28, 1918—the result of intense German attacks against the Allies—that really angered Ireland and solidified respect for Sinn Fein. Even with English promises of home rule for Ireland, neither home rule nor, for that matter, conscription, were actually instituted by 1918, the end of the war. After the war, Britain had to fight Ireland on two fronts: the political and the military. Sinn Fein had sweeping victories in local elections in 1920, and by 1919, Michael Collins was leading the Irish Republican Army (IRA) in a successful guerilla war against
Compare & Contrast
• 1916: For almost one week—April 24 to 29— the Irish Volunteers and the Irish Republican Army held key buildings in downtown Dublin during the Easter Rising. After a fierce battle, the revolutionaries surrendered to a much stronger and larger British force. The following month, sixteen revolutionaries were executed by the British.
1998: Three young, Roman Catholic boys were burned to death in an arson attack in the Protestant village of Ballymoney, Northern Ireland. The flaming gas bomb that killed them is believed to have been thrown by a Protestant angry that a Protestant march through a Catholic neighborhood was banned by the British.
• 1916: In February, one of the major battles of World War I begins and lasts for ten months. France (Britain’s ally) and Germany (Britain’s enemy) fight over the French town of Verdun. An estimated 700,000 soldiers lose their lives.
1994: From 500,000 to one million Tutsis are slaughtered by Hutus in a four-month period during the Rwandan Civil War. This war sets a record for the most people killed in the shortest time period outside of the U.S. atomic bomb blasts in Hiroshima and Nagasaki.
• 1916: The art movement known as Dada is started by Hugo Ball, Tristan Tzara, and others at the Cabaret Voltaire in Zurich. Employing intentional insanity, nihilism, and irony through text, image, and performance, Dada launched an attack against a modernity that led to the insanity and mass destruction of World War I.
Today: Four grants from the National Endowment for the Arts (NEA) are denied in 1990 to performance artists Karen Finley, Holly Hughes, etc. (“The NEA 4”) on the basis that their art is lewd. Their grants are restored in 1993. The question of content restrictions and definitions of obscenity regarding NEA funds is still in court.
Britain. While the Irish terrain was unfavorable to guerrilla warfare, the Irish populace was not. The British found that the Irish would not betray IRA positions and activities. Casualties on both sides were high and British repression was brutal, an indication that British occupation was beginning to unravel. On December 6, 1921, a treaty was signed effecting semi-independent “dominion” status for Ireland, the retention of two British naval bases in the southern part of Ireland, and a review of the border between Northern Ireland and the now nearly independent Ireland. The Irish pro-treaty forces settled for this comprised state of affairs because the British threatened all-out war if they didn’t. But only one of two Irish factions supported the treaty, that of Michael Collins. Eamon de Valera opposed the treaty. By June 28,1922, the first shots would be fired in the Irish Civil War between pro and anti-treaty forces. The outnumbered, anti-treaty forces could not win and surrendered on May 24, 1923. Five hundred people had died and 77 were executed, 53 more than the British had executed. The treaty resulted in complete internal control of the new Irish Free State. By 1937, the Irish Free State would become Eire after it dropped its allegiance to the United Kingdom in 1932. In 1938, naval rights were abandoned by Britain. In 1949, Eire became The Republic of Ireland and withdrew from the British Commonwealth. As any follower of international news knows, however, Ireland is still not at peace. The major source of contention remains a non-unified Ireland, with the six counties of mostly Protestant Northern Ireland (Ulster) still separated from a mostly Catholic Republic of Ireland and aligned with Britain. In May of 1998, however, the Northern Ireland Peace Agreement was passed, providing Northern Ireland with a new Assembly to give Catholics more political power. Though the conflict is far from over, an independent Ireland may yet see unification.
Critical Overview
“Easter 1916” is one of Yeats’s most popular and discussed poems, especially in Ireland where it anticipated the birth of that nation. Yeats’s other political poems that focused on the Easter Rising are “The Leaders of the Crowd,” “Sixteen Dead Men,” “The Rose Tree,” and “On a Political Prisoner.” All can be found, along with “Easter 1916,” in Michael Robartes and the Dancer (1921).
Richard Ellman, in The Identity of Yeats, maintained that Yeats’s poem contained both a nationalist and anti-nationalist position, since its assertions were accompanied by qualifications and questions. Ellman believed this indicated Yeats’s passionate and fundamental skepticism in circumstances riddled by conflict. Hazard Adams, writing in The Book of Yeats’s Poems, holds a differing opinion. Adams asserts that Yeats rises to the occasion of glorifying the revolutionaries because he praises the poets who became revolutionaries and appears to criticize himself for once having mocked them behind their back at the club (stanza one). Adams also understands Yeats’s imagery of stanza three not so much as critical of people wedded to a singleness of political purpose but as praiseworthy. These “stones” were necessary to trouble the living “stream of Dublin workers” who presumably were too complacent about English occupation and the deculturation of Ireland. In Yeats and the Poetry of Death, Jahan Ramazani praises “Easter 1916” for avoiding eulogistic cant. Much like Ellman and Hazard, Ramazani understands the poem to embody an interior quarrel or conflict but goes further to understand Yeats’s quarrel as an interiorization of the social and historical forces of revolution. Ramazani also stresses that not only did the revolutionaries utterly change Irish history, but, in the process, they were transformed into Irish heroes. Finally, and perhaps controversially, Ramazani has Yeats not merely questioning or praising what the martyrs accomplished, but instead coming to identify with them: “Yeats sees himself in their revolutionary act.” Whatever the case may be, “Easter 1916” is a poem that has sparked far less interpretive controversy than it has nationalist pride.
Jhan Hochman
Jhan Hochman holds a Ph.D. in English and has published a book and numerous articles. In the following essay, Hochman explores the “play of twos” found throughout “Easter 1916.”
Throughout the warp and weft of “Easter 1916” is a play of twos. First, there are the pairings. Many critics believe “Easter 1916” to be the sister poem, or palinode (a re-singing or recanting) of Yeats’s earlier poem “September 1913.” Whereas in “September 1913” Yeats bemoaned the death of Irish culture and its political resolve under the thumb of British oppression, in “Easter 1916” Yeats heralded the birth of a “terrible beauty,” a violently vital Irish push for nationhood. In another pairing, the poem unfolds in a two-part structure, each part composed of two stanzas. The first stanzas of each part contain 16 lines, most likely a play on the year, 1916. The second stanzas in each part contains twenty-four lines, reminding the reader of the first day of the Rising: April 24. Not only are stanzas paired, but so are lines: every other line is married through full or canted rhyme. There is also the pairing of revolutionaries: Constance Markiewicz and John MacBride, the first and fourth persons mentioned in stanza two, are portrayed with negative and positive traits. Patrick Pearse and Thomas MacDonagh are characterized as sensitive writers. In the last stanza, minor leaders MacDonagh and MacBride are paired, as are the major leaders, Connolly and Pearse. Finally, there is, even before Yeats’s poem, the overall “comparing” of Ireland’s Easter Rising with Christ’s Easter resurrection and with the spring, a time of newly born green symbolizing both nature and Ireland.
Another play of twos is found in a series of transitions. First, there is the transition from grey to green. The grey of “grey / eighteenth-century houses” suggests withering age, death, dirt, and unclarity. On the other hand, the green of “Wherever green is worn” implies Ireland, the resurrection of spring, and a general vitality. The Easter Rising in the spring of April 1916 and the execution deaths of sixteen revolutionary leaders a short time later mark the transition from an old, dying, politically unmotivated country (grey) to an Ireland reborn through martyrdom (green). The poem’s other chromatic transition is that from motley to green. Motley, an outfit of many colors, indicates the fool who, even when wise, speaks but never acts. Before the Easter Rising, the wearing of motley indicates that Yeats’s Ireland is a silly, lighthearted place—one that may talk but rarely acts. After the Rising, wearing green will come to indicate something different: that the country has grown
What Do I Read Next?
• Elias Canetti’s Crowds and Power, written in 1962, is an extensive study of different kinds of religious and political crowds and explorations of elements necessary to crowds, such as symbols and commands. Because the table of contents is so detailed, the work only suffers slightly from the absence of an index.
• Seamus Deane’s 1986 work, A Short History of Irish Literature, commences in the fifth century and ends in the 1980s.
• Eric Hoffer’s landmark study of 1951, The True Believer: Thoughts on the Nature of Mass Movements, focuses on the characteristics of mass movements be they religious, social, or nationalist.
• The United Irishmen—a group that began in the latter part of the eighteenth century—had a tremendous impact on the popular culture of Ireland. This impact is reviewed in great detail by Mary Helen Thuente in her 1994 text, The Harp Restrung.
• Between Thoreau and Martin Luther King, the torch of nonviolent rebellion was carried not only by Gandhi, but by Leo Tolstoy whose essays are collected in Tolstoy’s Writings on Civil Disobedience and Non-Violence, published in 1967.
• Yeats’s 1938 work, A Vision, explains from whence Yeats’s system of occult visions arose— from the automatic writing and sleep monologues of his wife, George—and describes their nature, structure, and relationships to each other.
and matured into an independent nation, one that has acted to gain that independence. Yeats’s prediction that a “terrible beauty” had been bom was correct: while most of Ireland was critical of its revolutionaries during and just after the Rising, the popular tide turned green after the executions. On this count, Yeats was in agreement with the people of Ireland. If there was a difference between Yeats and his countrymen, it was only that he believed the sensitivity of the revolutionaries made them ill suited for their hardened roles in the Rising.
That the revolutionaries were miscast takes us to another play of two, that of opposition. Yeats believed in the need for a barrier between political and private life, because he thought that politics would coarsen and corrupt the individual. As Yeats wrote, Countess Markiewicz, in her private life, was full of “ignorant good will” and had a young and beautiful voice made shrill by her public role in politics. MacDonagh and Pearse were sensitive writers in their private life but eventually took up arms and publicly revolted. During the Rising, Yeats was staying in England with a friend, William Rothenstein, who recounted that Yeats had commented on the revolutionaries: “These men, poets and schoolmasters ... are idealists, unfit for practical affairs; they are seers, pointing to what should be, who had been goaded into action against their better judgment.” Still, later in life, Yeats would grow firmly against a life of politics, made clear in an unpublished letter from April 7, 1936: “Do not try to make a politician of me, even in Ireland I shall never I think be that again—as my sense of reality deepens, & I think it does with age, my horror at the cruelty of governments grows greater ....” In “Easter 1916” Yeats metaphorizes the opposition between the sensitive souls of private life and those hardened by public politics. It is done in stanza three by means of the opposition between the living stream, signifying life and change through motion, and the stone, indicating hardheartedness and stubbornness through immobility. Rather than viewing the politician as bending with the breezes of public reaction or soft money donations as we might today, Yeats depicts the politician as an argumentative, unyielding, obdurate
“Was [Yeats] bitter because no matter how many plays and poems he wrote, or stories he collected, all in the name of promoting a proud and independent Ireland, literature did not, perhaps could not, have the impact of an event like the Easter Rising?”
ideologue, paradoxically more befitting the marginalized politician of change and revolution than the entrenched politician of business as usual.
The problem with Yeats’s metaphorical complex of stone versus stream becomes an all-out contradiction in stanza four. Where, in stanza three, the hearts of the revolutionaries are hardened to changing life, in stanza four the revolutionaries are said to be bewildered by an excess of love. Did Yeats notice this contradiction or was he trying to say what seems extremely unlikely, that an excess of love hardens the heart? As this is improbable, the contradiction might not be a contradiction at all, since Yeats could have decided that the martyrs suffered both from an excess of love for Ireland and of hate for Britain. Whatever drove them more— love or hate—is anybody’s guess
One might want to argue that the refrain, “terrible beauty,” finally emphasizes beauty over terrible since the adjective is subservient to the noun modified. Still, the phrase effectively maintains the tension of an irreconcilable polarity, a kind of vacillation between traditional male and female principles: the sublime “terrible,” inspiring fear, and the beautiful, which arouses love. On one hand, a characterization of the sentiments in “Easter 1916” might be resolved contradiction, but another might be its opposite—indecision. Indecision characterized Yeats’s father, the family member who perhaps most influenced Yeats, who said, “I am not sure that this absurd ‘rising’ will not in the end help home rule and make it more substantial.” The elder Yeats uses the word absurd for the Rising because the revolutionaries could not hope to succeed at immediately extricating Britain from Ireland, though they might be influential over the long haul. Yeats shared some of his father’s sentiments, as indicated in the lines “Was it needless death after all? / For England may keep faith / For all that is done and said.” These indicate indecision, with Yeats wondering whether England would have instituted the postponed Home Rule Act of 1914 at the end of the World War I. If England, as it promised, would have instituted a measure of Irish independence by war’s end, then, Yeats thinks, the revolutionaries died in vain—perhaps an “absurd” death, to use his father’s word. In 1916, this was an interesting problem, its very unsolvability producing paralytic indecision when it came to whether the martyrs wasted their time and lives in the Rising.
Whether, from the viewpoint of 1916, the martyrs of the Easter Rising died in vain provoked not only indecision, but a more problematic internal conflict: Yeats’s suspicion—fear even—that in order to accomplish political change one had to make a stone of the heart:
Too long a sacrifice
Can make a stone of the heart.
O when may it suffice?
That is Heaven’s part ...
Yeats does not and cannot resolve the question, leaving it to heaven to decide. Apparently he is unwilling or unable, through sacrifice, to make a stone of his own heart. On the other hand, he, in effect, admits the strategy has been productive because it brought about “utter change” and a “terrible beauty.” Perhaps Yeats even wonders whether insurrection was more effective than merely murmuring “name upon name ... MacDonagh and MacBride / Connolly and Pearse” as he did in “Easter 1916.” Why did Yeats not simply praise the heroes of the Rising and accept his inability to do what they did? Was he bitter because no matter how many plays and poems he wrote, or stories he collected, all in the name of promoting a proud and independent Ireland, literature did not, perhaps could not, have the impact of an event like the Easter Rising? That the pen might not be mightier than the sword would have split the dean of Irish cultural nationalism in two. Maud Gonne, Yeats’s long-admired and unattainable love, however, would have thought this internal schism groundless. After Yeats’s death, Gonne claimed that “Without Yeats there would have been no Literary Revival in Ireland. Without the inspiration of that Revival and the glorification of beauty and heroic virtue, I doubt if there would have been an Easter Week.” At the present time, when literature and politics are seen by so many to have little to do with each other, Gonne shows their pairing as complementary and their relationship reciprocal: without Yeats’s work there might not have been an Easter Rising; without an Easter Rising there could be no literature written about it. Perhaps this is a reason why writers and actors are often interested in politics and even run for or serve in office. Ever since its beginnings, literature has glorified and criticized existing military and political figures, inspiring or discouraging those who would learn from their example. Though Yeats did not always seem to think so, his life as a senator and opinion maker not only divided him from his poet-self, but also united him, just as it united the writer-heroes of the Rising and made their thoughts live through action. Perhaps nowhere in his work is it more evident that politics and literature can be closely paired—and paired forcefully—as in “Easter 1916.”
Source: Jhan Hochman, in an essay for Poetry for Students, Gale, 1999.
Carolyn Meyer
Carolyn Meyer holds a Ph.D. in Modern British and Irish Literature and has taught contemporary literature at several Canadian universities, including the University of Toronto. In the following essay, Meyer notes that “Easter 1916” negotiates between the extremes of art and politics and, through its ambivalence and ambiguities, renders the complexities of the historical event. Both an elegy and political poem, it finds its creative tension through opposition and paradox.
The poet Patrick Pearse, one of fifteen militant nationalists jailed and executed for his role in the failed Easter Rising of 1916, believed with a nearmessianic fervor, as noted in his Plays, Stories, Poems, that only those willing to die “in bloody protest for a glorious thing” could bring Ireland to the brink of independence. Three years before he signed the Proclamation that would effectively seal his fate, bringing about his martyrdom at the hands of the British judicial system, and three years before his deliberate “blood-sacrifice” launched Ireland on its violent course toward nationhood, Pearse wrote in his political tract “The Coming Revolution”:
I do not know if the Messiah has come yet, and I am not sure that there will be any visible and personal Messiah in this redemption: the people itself will perhaps be its own Messiah, the people labouring, scourged, crowned with thorns, agonising and dying, to rise again immortal and impassable.... [B]loodshed is a cleansing and a satisfying thing, and the nation which regards it as the final horror has lost its manhood. There are many things more horrible than bloodshed; and slavery is one of them.
In what turned out to be a self-fulfilling prophecy, made all the more poignant by its sacrificial language, Pearse outlined the intractable terms of a fanatical republicanism. Yet not all in Ireland were prepared to rally to the cause as he defined it. Among them was W. B. Yeats.
While Yeats had done much to further the cause of cultural nationalism by helping to establish a national theater, the Abbey, and by renewing ancient Irish myths and legends through his poems and plays, he had always prided himself on being an aesthete, dismissive of the vulgarities of politics, and had been genuinely dismayed by the destructive political passions of his friend and would-be lover, Maud Gonne. The political poems that he did write were, as his critic Richard Ellmann has noted in his critical survey The Identity of Yeats, “always complicated by his being above politics.” At the time of the insurrection in Dublin, Yeats was not even in Ireland but on an estate in England, having long divided his time between the two countries. Yet even at a distance, the events of April and May 1916 had a profound effect on him, leading in part to his renewed commitment to Ireland. Shortly after the Rising, he wrote to his friend and collaborator Lady Augusta Gregory:
I am trying to write a poem on the men executed— “terrible beauty has been born again.” I had no idea that any public event could so deeply move me and I am very despondent about the future. At the moment I feel that all the work of years has been overturned, all the freeing of Irish literature and criticism from politics.
Despite his obvious disapproval, by late September Yeats had completed one of his rare political poems, a meditation that fixes the historical moment at the same time as it transcends mere political fact. Structured around antitheses and embodying a host of contradictions, “Easter 1916” is as paradoxical as the oxymoronic aphorism “terrible beauty” that echoes through its refrains, for it expresses not only Yeats’s disapproval but his approval of the activists he had once decried. A revisionist martyrology, it commemorates heroes at the same time it questions, with awakened compassion, the idealism of their cause and recognizes their progressive depersonalization in the face of public idolatry. It is moreover a public poem, oratorical in its rhetoric, yet until 1919 it was published only as a privately printed underground pamphlet intended mainly for the poet’s friends. Above all, however, “Easter 1916” is an elegy that, while mourning and eulogizing the dead, offers consolations only to doubt and undermine them.
As politically divided as Yeats and Pearse had been, both were convinced of the decline of civilization and expressed this in their writing through metaphors of violence. For Yeats, the Easter Rising constituted one of several cataclysmic events that signaled the coming of a new, darkly heroic yet violent age—one that would reverse the tide of two millennia and sweep away its systems of belief.
The choice of a title evocative of Christ’s passion and resurrection reinforces already pronounced parallels, from their joint persecution and to their seminal roles in reshaping human destiny and the course of civilization. In this case, however, it is national, rather than strictly spiritual, redemption that comes through the shedding of blood. The fallen patriots’ transformation from distinct, yet maligned, average citizens to worshiped national demigods is examined over four stanzas of alternating lengths (16 lines, 24 lines, 16 lines, and 24 lines) and alternating rhyme (ababcdcd). To dramatize their metamorphosis over the course of the first two sections, Yeats draws his metaphors from the world of drama. Life in prerevolutionary Dublin is said to have resembled a stage comedy in which the business of commerce and petty bureaucracy (“counter and desk”) is rounded out by trivial social routine. In two syntactically similar lines (“I have met them at the close of day” and “I have passed with a nod of the head”), the speaker stresses his passing acquaintance with the rebels, almost to convince himself of the fact. Yet his familiarity with them is of the kind that breeds contempt:
And I thought before I had done
Of a mocking tale or a gibe
To please a companion
Around the fire at the club.
Within the stratified, class-conscious society still dominated by the grey, eighteenth-century houses of the Ascendancy (the English ruling class), those of political conviction are singled out only as a source of humor. Along with the sense of decline (“close of day”) and ennui, even language has been reduced to “polite meaningless words,” a script seemingly memorized by actors in “motley,” a costume that makes fools of them all. Recalling this spiritually enervated period before the Rising, Yeats wrote in Autobiographies, “doubtless because fragments broke into ever smaller fragments, we saw one another in the light of bitter comedy.” While comedy, Yeats observed, has a way of magnifying or enhancing traits of characters, tragedy does precisely the opposite, negating or obscuring them: “tragedy must always be a drowning and breaking of the dykes that separate man from man, and ... it is upon these dykes that comedy keeps house,” he wrote in Essays and Introductions. Having resigned their roles in “the casual comedy,” the patriots are no longer themselves—the distinct personalities sketched in the second stanza—but selfless, nameless adherents tragically absorbed in their cause.
Each of the four portraits in Yeats’s eulogizing series is readily identifiable—Countess Constance (Gore-Booth) Markiewicz, whose sentence of execution was commuted, Patrick Pearse, Thomas MacDonagh, and Major John MacBride, the latter the estranged husband of Maud Gonne. As Yeats remembers them, they are all too human—idiosyncratic, full of promise, and beset by weaknesses. Yet in withholding their names, Yeats suggests how their individual identities are subordinated and ultimately lost to both the cult of extreme nationalism and the mantle of tragic heroism. Warning of this transformation with the forcefulness of a tragic chorus, the refrains that close the first and second stanzas intermingle the antitheses of death and birth, terror and beauty, and in so doing reflect the complexity and ambiguity of the poet’s response. No longer second-stringers in a petty modern comedy, the rebels are beautiful yet terrible—to be admired and feared—for having risen above normal life. Their armed revolt provides the stimulus for the birth of a nation, but it is a birth achieved at the expense of life. The refrains uncannily echo words that Patrick Pearse had spoken only a year before his execution: “life springs from death and from the graves of patriot men and women spring living nations.”
The two final stanzas register an abrupt shift in the speaker’s way of thinking, since what he feels is remarkable about patriots is not their capacity to change, but their essential changelessness. Their steadfast and single-minded devotion to their cause has made them stone-hearted, immune to the joys of life, just as it has allowed them to transcend the mutable world, the world subject to time (“summer and winter,” “minute by minute”) and death. The stone becomes a symbol for the rebels’ intransigence and a metaphor for what political fanaticism does to people. It is made all the more terrifying by its contrast with the burgeoning beauty and regenerative vitality of the natural world. Yeats conveys this dynamism, this ceaseless flux, not only through the exhaustiveness of his catalogue (which includes horses, riders, birds, clouds, moor-hens, and moor-cocks) but through a single elaborately structured sentence marked by alliteration (“longlegged”), strong consonantal verbs (range, change, slides, plashes, dive, call, and the verb that encompasses all of the preceding, live), as well as galloping triple meters that hasten the movement of the lines and replicate the flow of “the living stream.” Through syntax alone, all living things are linked in a single, cohesive whole. All, that is, except the stone, set off by the colon that precedes the stanza’s final line. It resists, even impedes, the flow of life. Conspicuous by its stasis, its deadness, and its timeless permanence, the stone is also something of a gravestone, touchstone, and foundation stone—an unassailable reminder of sacrifice, a moral center “in the midst of all,” and focal point for the task of nation building.
As the final stanza begins, Yeats once again unites his two opposing symbols—“Too long a sacrifice / Can make a stone of the heart”—resulting in a wry comment on how Maud Gonne’s obsessive love of country diminished her ability to love. Though the contemplation of it may be a comfort, the permanence the heroes have achieved has come at a considerable cost. The delusive power of political belief, the efficacy of the actions committed in its name, and the inadequacy of any outsider’s response to it are among Yeats’s primary concerns as the poem draws to a close. Where, according to convention, the standard elegy seeks to find consolation, an antidote to loss, Yeats makes several tentative and unsuccessful attempts at this, each one fraught with doubt and skepticism. As much as he praises his subjects, he is equally aware of the folly of their actions. The speaker asks more questions than he answers, but in so doing, he reproduces the thought processes by which we attempt to deal with loss. What has “changed, changed utterly” is the speaker’s attitude toward the leaders, who are no longer the objects of scorn and mockery, but compassion. It is not even his place to judge—“that is heaven’s part.” The role left to everyone else is chiefly commemorative: “To murmur name upon name, / As a mother names her child,” an acknowledgment of the public masses that elevated the leaders to the status of martyrs within weeks of their death. Beyond this, however, reality intrudes on the search for consolation. Despite the lines that recall Hamlet’s self-deluding take on mortality— “To die, to sleep— / To sleep / perchance to dream”
“‘Easter 1916’ is a poem that traverses the dangerous ground between art and politics, bringing both into a peaceable accord.”
(Hamlet 3.1.64-65)—the deaths of the patriots are unassailable facts. Given the remote possibility that England could still make good on its 1913 promise to grant part of Ireland home rule, their sacrifice might well be in vain. Yeats even speculates that they were led astray and betrayed by their romantic idealism, “bewildered” and “enchanted” by their cause and ideology. In writing of the “excess of love” that led the patriots to the deaths, Yeats borrows directly from Pearse’s Political Writings: “If I die it will be from the excess of love that I bear the Gael.”
Only in the final lines does it become clear that the entire poem enacts the response Yeats prescribes: “I write it out in a verse— / MacDonagh and MacBride / And Connolly and Pearse.” Their names made plain for the first time, they belong not to the temporal world, over which they have triumphed, but to a timeless one. That is where their identity lies “now and in time to be.” Critic C. K. Stead, in his well-known essay “On ‘Easter 1916,’” observes, “the world is, for the moment in which the event is contemplated, ‘transformed utterly.’” Language itself has also been transformed as “polite meaningless words” have given way to poetry that has the power to enshrine and celebrate, it too achieving its own victory over time.
“Easter 1916” is a poem that traverses the dangerous ground between art and politics, bringing both into a peaceable accord. Northern Irish poet and critic Tom Paulin, in his introduction to The Faber Book of Political Verse, argues that “Yeats’s insistence on art’s superiority to politics was partly a ruse.... Yeats was an intensely political writer and his frequent sneers at politicians, journalists and other ‘groundlings’ are part of his consistent deviousness, his influential habit of first affirming that art and politics are hostile opposites and then managing to slip through the barrier, a naked politician disguised as an aesthete.” It is this latent enthusiasm combined with the deep unease of Yeats’s ambivalence that has helped to make “Easter 1916” one of the best-known and least reductive political poems of this century.
Source: Carolyn Meyer, in an essay for Poetry for Students, Gale, 1999.
Marjorie Perloff
In the following excerpt, Perloff examines the significance of the characters in “Easter 1916,” noting that only three of them were actually involved in the uprising.
Yeats was staying with friends in Gloucestershire when the Easter Rising of 1916 broke out, and, according to his biographers, the news took him with the same surprise as it took the general public in Ireland. The Rising was chiefly promoted by the extreme Nationalists of the Irish Republican Brotherhood, a group of Nationalists of whom Yeats really knew very little because they had come into prominence since the days when he and Maud Gonne were actively engaged in the Gaelic movement. But one of the leaders, Thomas MacDonagh, whose book on Gaelic influences on English prosody Yeats admired, was an old friend, as was Constance Markiewicz, in whose home Yeats had frequently stayed when she was still a Gore-Booth of Lissadell. He was also acquainted with Pearse, Joseph Plunkett, and James Connolly; the latter had worked with Yeats on the ‘98 Memorial Committee for Wolfe Tone. His English friends noticed that at last Yeats seemed to be moved by a public event. He spoke to them of innocent and patriotic theorists carried away by the belief that they must sacrifice themselves to an abstraction. They would fail and pay the penalty for their failure.
On May 11, Yeats wrote to Lady Gregory that the Dublin tragedy had been a great sorrow and anxiety. “I am trying to write a poem on the men executed—‘terrible beauty has been born again.’ If the English Conservative party had made a declaration they did not intend to rescind the Home Rule Bill there would have been no Rebellion. I had no idea that any public event could so deeply move me —and I am very despondent about the future.... I do not yet know what she [Maud Gonne] feels about her husband’s death. Her letter was written before she heard of it. Her main thought seems to be ‘tragic dignity has returned to Ireland.’” And on May 23, he wrote to John Quinn [as reprinted in The Letters of W.B. Yeats], “This Irish business has been a great grief. We have lost the ablest and most fine-natured of our young men. A world seems to have been swept away. I keep going over the past in my mind and wondering if I could have done anything to turn those young men in some other direction.”
It is no coincidence that the first word of “Easter 1916” is “I” and that the pronoun recurs three times in the first stanza. Yeats is immediately present in the poem, “meeting” other men, “passing,” “nodding,” “lingering,” and “mocking.” The political event that is the occasion for this poem is not viewed from the outside ...; the center is rather the “I” who must come to terms with the public event. And the important thing to notice is that the speaker does not really understand the Rising until the end of the poem, which charts, to paraphrase Langbaum, the evolution of an observer through his evolving vision of the Irish scene.
... “Easter 1916” begins with a remembered locale: the place is Dublin with its “grey / Eighteenth-century houses,” the time the “close of day,” the speaker Yeats himself meeting the clerks and shopkeepers, who were to form the hard core of the Irish Republican Army, as they leave their places of business at closing time. The casual reference to “them” in the first line—a reference made before one knows who “they” are—immediately implicates the reader in the speaker’s drama; it implies that he shares the speaker’s frame of reference, that he knows these persons and places. As the poet recalls his random streetcorner meetings with the future patriots, he is puzzled by the triviality and inconsequence of their former existence. In the days before the Rising, he remembers with a measure of self-reproach, he had paid little attention to these amateur soldiers, exchanging a few “Polite meaningless words” with them and joking about their activities with the Dublin clubmen with whom he dined, “Being certain that they and I / But lived where motley is worn.” But the trivial and slightly ridiculous pre-Rising Ireland, of which Yeats himself, as the “and I” testifies, was a part, has been completely transformed: “All changed, changed utterly: / A terrible beauty is born.” In the first instance of the refrain, the word “terrible” seems to be used chiefly as an intensive: it means “very great” or “excessive.” The observer’s initial reaction is one of sympathy and respect for the action that could “change” such aimlessness into something tragic and powerful. Even the image of the opening lines has this implication: the “vivid” faces of the working men are contrasted both to the darkness of the “close of day” and to the greyness of the office buildings from which they emerge.
In the second stanza, four “vivid” faces emerge from the crowd of Stanza I, and the poet characterizes them, one at a time, with a few swift strokes. The choice of characters is extremely odd. Of the seven men who actually signed the Proclamation of the Republic—Padraic Pearse, Thomas MacDonagh, James Connolly, Eamonn Ceannt, Joseph Mary Plunkett, Sean MacDermott, and Thomas Clarke—only Pearse and MacDonagh play a part in “Easter 1916,” although Connolly is briefly mentioned in the roll-call of the last stanza. Thomas Clarke, usually considered the “chief moving force behind the Rising,” [according to Goddard Lieberson in The Irish Uprising,] is never named. The point, of course, is that Yeats is not trying to be an objective reporter; he includes only those whose transformation will be relevant to his theme. Thus he begins by pondering the tragic evolution of the beautiful Constance Gore-Booth of Lissadell, the aristocratic horsewoman whom he admired as a young man, into the Con Markiewicz of revolutionary politics, the “shrill” demagogue whose marvelous energy is dissipated in “ignorant good will.” The potential of Padraic Pearse, the man who “kept a school / And rode our winged horse,” and of Thomas MacDonagh, “his helper and friend,” has similarly been dissipated by the Rising. Both men had considerable literary and intellectual gifts which might have done much for the Irish cultural revival. Pearse, the Gaelic enthusiast and timid poet, who, according to Timothy Coogan, could hardly bring himself to handle a knife to cut a loaf, is strangely transformed into the General of the Irish Republican forces, who preaches violence and bloodshed. The transformation of “sweet” and “sensitive” MacDonagh may be glossed by a passage in Yeats’s Autobiography: “Met MacDonagh yesterday—a man with some literary faculty which will probably come to nothing through lack of culture and encouragement.... In England this man would have become remarkable in some way, here he is being crushed by the mechanical logic and commonplace eloquence which give power to the most empty mind, because, being ‘something other than human life,’ they have no use for distinguished feeling or individual thought.”
But why is MacBride, that “drunken, vainglorious lout,” included in the poem and placed in the climactic position at the end of the second stanza? Neither a major figure in the Rising, nor, like Con Markiewicz, Pearse, and MacDonagh, a symbol of tragically wasted potential, MacBride has a significance for Yeats that is purely personal: he was Maud Gonne’s estranged husband, the man who “had done most bitter wrong” to the woman Yeats adored. His transformation, in contrast to that of the other leaders mentioned, is one for the better; courage and suffering have given him a brief moment of nobility and grandeur: “He too has resigned his part / In the casual comedy; / He, too, has been changed in his turn, / Transformed utterly: / A terrible beauty is born.” In this context, “terrible beauty” continues to have positive connotations for the poet. Although great gifts were sacrificed by the Countess Markiewicz, by Pearse and MacDonagh, their sacrifice is awe-inspiring: it is a sacrifice that can make even the despicable life of MacBride meaningful. In line 35, “Yet I number him in the song,” the speaker displays his personal generosity: he can praise even the enemy when praise is deserved.
But the mood of sympathetic admiration is rapidly dissipated. With the imagery of stone and stream in the third stanza, attitudes that are only implicit in the first two stanzas in such references as “Until her voice grew shrill,” come into the foreground:
Hearts with one purpose alone
Through summer and winter seem
Enchanted to a stone
To trouble the living stream.
It is sometimes argued that the “stone” here symbolizes the firmness of purpose and strength of mind of the patriots, a strength that “troubles” or rouses the average man from his daily round of blind, aimless living. But such a reading ignores the positive connotations of the “living stream.” In the world of nature, “change”—the key word recurs here in a radically altered context—is a steady but gradual process; it is not the radical, abrupt, and overwhelming transformation (“All changed, changed utterly”) of the patriots. In the natural world, birds, horses, clouds, and water are in perpetual free movement; there is constant sliding, plashing, and mating: “hens to moorcocks call.” But the “Hearts with one purpose alone” of the 1916 leaders have been “enchanted to a stone”—a spell has been cast upon them by their total absorption in a Utopian vision until they become rigid, inflexible, petrified—ultimately beyond change. By the end of the stanza, “The stone’s in the midst of all”: the joy and spontaneity of natural life have been cramped by the stonelike hardness and rigidity of the rebels. Their inflexible purpose absorbs everything into a system. Here, then, Yeats as dramatized speaker dissociates himself from the political movement. The third stanza is the only one that ends without the refrain “A terrible beauty is born.”
“When the speaker declares in line 74, ‘I write it out in verse,’ the reader feels that he is actually looking over his shoulder; the poem seems utterly spontaneous, immediate.”
Readers often feel that the sudden introduction of stone and stream imagery in Stanza III is arbitrary and unmotivated: how does one jump from the concrete characterizations of Stanza II to the symbolic image of the third stanza? True, the symbols are marshalled rather abruptly, but the very abruptness is telling. The sharp break after line 40 suggests that the speaker has suddenly been struck by the thought that, contrary to Maud Gonne’s view that “tragic dignity has returned to Ireland,” he himself could never participate in or condone such a rebellion; it is repugnant to him. Instead of giving elaborate reasons for this outlook, Yeats simply presents the image of the stone troubling the stream as it now strikes the speaker. The poem, in other words, imitates the structure of the observer’s experience; he “discovers his idea through a dialectical interchange with the external world” [according to Robert Langbaum in The Poetry of Experience].
This discovery is brought to a climax in the opening lines of Stanza iv:
Too long a sacrifice
Can make a stone of the heart.
It is easy to mistake this assertive statement for the theme of the poem; in fact, however, the speaker passes beyond it to his final perception or epiphany. His first step is to realize that disparagement of the rebels is no better than excessive admiration. Perhaps impartiality is the answer. It is, after all, “Heaven’s part” to judge the rebels, while “our part,” the poet bravely declares, is “To murmur name upon name, / As a mother names her child / When sleep at last has come / On limbs that had run wild.” But the nightfall of the rebels is not that of the peacefully sleeping child. “No, no, not night but death,” the speaker suddenly realizes, and with that thought he finds it impossible to remain aloof and impartial. The crucial question must finally be asked: “Was it needless death after all? / For England may keep faith / For all that is done and said.”
It is a question that history, quite apart from the poem, has never satisfactorily answered. Amy Stock observes [in W.B. Yeats: His Poetry and Thought] that “The men who made the rising did so with the clear expectation of defeat. They thought it useless to wait for the consent of England and died deliberately in the belief—justified by the event—that their death would commit the nation to fight on till freedom was won. Their courage could not be questioned: their judgement might, for it was conceivable that after the war the English might have consented to Home Rule. But the rising made that question unanswerable forever.”
The ultimate significance of the Easter Rising is similarly ambiguous to the speaker of “Easter 1916.” The perception toward which the poem moves is his understanding of its “terrible beauty.” It is beautiful because of the sublimity of the tragic gesture of the patriots (“We know their dream; enough / To know they dreamed and are dead”), but is is also terrible—the word is now used in the sense of awful or frightening—because the gesture was, in the final analysis, not only misguided but futile: “And what if excess of love / Bewildered them till they died?” The speaker can now “write it out in verse” because he has come to terms with the paradoxical “terrible beauty” of the Rising. For the first time he names the patriots directly: “MacDonagh and MacBride / And Connolly and Pearse.” It is not only these tragic figures who are “changed, changed utterly”; the speaker, too, has been “changed in his turn”; from initial puzzlement, he has passed through the extremes of admiration and condemnation to a moment of aloofness, immediately followed by a return to engagement, to an active participation tempered by a new awareness of the “terrible beauty” of human life. “The most impressive thing about the whole poem,” writes [critic] Donald Davie, is that “the 1916 leaders are mourned most poignantly, and the sublimity of their gesture is celebrated most memorably, not when the poet is abasing himself before them, but when he implies that, all things considered, they were, not just in politic but in human terms, probably wrong.”
In “Easter 1916,” then, Yeats solves a problem which Arnold attempted but failed to solve in “Haworth Churchyard.” Arnold wanted to assimilate the historical and documentary, to absorb the public event into the fabric of the romantic lyric. But the references to persons, places, and events are stated rather than dramatized; the poet himself is not in the poem. In “Easter 1916,” on the other hand, the reader adopts the poet’s extraordinary perspective and shares his experience, an experience that is not fully understood until the poem is over.
That understanding makes clearer why “Easter 1916” is, in Auden’s words, a “reflective poem of at once personal and public interest.” It avoids being “an official performance of impersonal virtuosity” in that it presents the Rising only in terms of its impact on a particular observer, the poet Yeats. The autobiographical convention dominates the poem; the persona is not the “prophet,” the “spokesman for Irish culture,” or any other such abstraction; it is the dramatized “I” of Yeats himself, reacting to an actual historical event involving his own friends and acquaintances. When the speaker declares in line 74, “I write it out in verse,” the reader feels that he is actually looking over his shoulder; the poem seems utterly spontaneous, immediate. On the other hand, “Easter 1916” rises far above “trivial vers de societé” because its analysis of the particular historical event isolates those qualities that are typical of any major political upheaval: the splendor and terror that are the inseparable and inevitable consequences of change. The particular occasion is endowed with universal significance.
Source: Perloff, Marjorie, “Yeats and the Occasional Poem: ‘Easter 1916,’” in Papers on Language and Literature, vol. 4, 1968, pp. 320-27.
Adams, Hazard, The Book of Yeats’s Poems, Tallahassee: Florida State University Press, 1990.
Ellmann, Richard, The Identity of Yeats, New York: Oxford University Press, 1964, p. 143.
Ellman, Richard, Yeats: The Man and the Masks, New York: Macmillan, 1948.
Paulin, Tom, introduction to The Faber Book of Political Verse, London: Faber, 1986, p. 21.
Pearse, Patrick, “The Coming Revolution” in Political Writings, Dublin, n.d., pp. 91, 98-99.
———, Plays, Stories, Poems, Dublin, 1924, p. 333.
———, Political Writings, pp. 25, 136-7.
Pierce, David, Yeats’s Worlds: Ireland, England and the Poetic Imagination, New Haven: Yale University Press, 1995.
Ramazani, Jahan, Yeats and the Poetry of Death, New Haven: Yale University Press, 1990.
Stallworthy, Jonathan, Between the Lines: Yeats’s Poetry in the Making, Oxford: Clarendon, 1963.
Stead, C. K., “On ‘Easter 1916,’” in Yeats: Poems, 1919-1935, edited by Elizabeth Cullingford, London: Macmillan, 1984, p. 162.
Timm, Eitel, W. B. Yeats: A Century of Criticism, Columbia, SC: Camden House, 1987.
Ward, Allan, J., The Easter Rising: Revolution and Irish Nationalism, Arlington Heights, IL: AHM Publishing, 1995.
Yeats, W. B., Autobiographies, London, 1955, p. 195.
———, The Collected Poems of W. B. Yeats, second edition, edited by Richard Finneran, New York: Scribner, 1996.
———, Essays and Introductions, London, 1961, p. 241.
———, Letters, edited by Allan Wade, London, 1954, pp.
For Further Study
Allison, Jonathan, ed., Yeats’s Political Identities, Ann Arbor: University of Michigan Press, 1996.
This anthology consists of essays on Yeats’s relationship to fascism, aristocracy, nationalism, and revolution.
Caulfield, Max, The Easter Rebellion, New York: Holt, Rinehart & Winston, 1963.
Caulfield writes his history like a novel, one filled with lesser characters seldom heard from.
Cullingford, Elizabeth, Yeats, Ireland and Fascism, New York: NewYork University Press, 1981.
Cullingford explores the more distasteful side of Yeats’s sympathies, descending especially from his readings of Nietzsche.
Jones, Francis P., History of the Sinn Fein Movement and the Irish Rebellion of 1916, New York: P. J. Kenedy and Sons, 1921.
This is a history of the Rising from a frankly anti-British viewpoint. Jones traces the Rising back to its roots in 1903 at the First National Council Convention.
Jordan, Carmel, A Terrible Beauty: The Easter Rebellion and Yeats’s Great Tapestry, London: Associated Universities Press, 1987.
Jordan’s book explains how Druidic and Christian elements influenced Yeats’s works related to the Easter Rising.
Loftus, Richard J., Nationalism in Modern Anglo-Irish Poetry, Madison: University of Wisconsin Press, 1964.
Besides Yeats, Irish figures such as A. E., Pearse, MacDonagh, Plunkett, and Padraic Colum are discussed.
Ure, Peter, Yeats and Anglo-Irish Literature, Liverpool: Liverpool University Press, 1974.
Ure discusses Yeats’s life and influences as they relate to his work as poet and playwright.
About this article
Easter 1916
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Home Page
Tuesday independent activity
Today, we have recapped making arrays, where the circles are lined up in rows and columns.
Please watch the video from the link below (Video 5) to catch this up if you missed it.
For your practical task, in the back of your green book, can you write how many rows and columns each of the arrays below have? eg. There are ___ rows and ___ columns. You do not need to draw these arrays, just write the sentences.
Then, we would like you to carefully draw the arrays for each of these statements. Remember to draw the circles carefully and line up the rows and columns. Rows go across in a line so a row of 3 dots would have 3 dots going across.
4 rows of 3 dots
5 rows of 2 dots
3 rows of 5 dots
2 rows of 6 dots
If you would like some problem solving activities, please see the Word document.
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Lauren Reid Headshot
Amelia Earhart was the first woman to fly across the Atlantic in the 1920s. Nearly 10 years later, she disappeared on her quest to fly around the world. Earhart, her navigator named Fred Noonan and their aircraft have never been found. Just like when any big case remains unsolved, conspiracy theorists naturally have a hay day.
Earhart’s disappearance has a few different believable theories. For one, some believe Earhart and her aircraft crashed into the ocean, ultimately leaving the pilot and her navigator subject to drowning. The fact that the pilot called into the US Coast Guard ship “Itasca” more than once, stating they were running low on fuel, evidently supports this theory. President Roosevelt launched a $4 million search expedition for Earhart, Noonan and the aircraft. The expedition did not find any debris or evidence to recover from the potential crash.
Another theory sort of runs parallel with the idea that Earhart crashed in the ocean. The aircraft’s targeted island was Howard Island, near Northern Australia. Some believe the pilot knew she was running low on fuel and landed safely on an island that was not her targeted island. This other island would’ve been, at the time, Gardner Island. Landing on the wrong island would’ve caused the two to parish as castaways. But, again, no remains of the aircraft or its occupants were ever found.
Earhart went missing the same year World War II started in China and Japan. A photo from the National Archives causes some to believe Earhart and Noonan were captured by the Japanese after crash landing in the Marshall Islands. The photo sort of looks like there could be a woman who resembles Earhart sitting on a dock. Some also believe that the man near this person resembles that of Noonan. Japanese authorities insist they never had the pilot and her navigator in custody, though.
Some theorists think Earhart had a secret life outside of trying to be the first woman to fly across the globe. The rumor is Earhart was actually a spy, and she and Noonan never had plans of landing on Howard Island. The two had actually set out to spy on the Japanese but, instead, got detected, shot down and held captive by Japanese troops.
There’s also the theory that Earhart, like Tupac, lived and resumed her life with a different identity. This theory also thinks Earhart and Noonan were captured by Japanese troops but were eventually rescued by American troops. Earhart is said to have ended up residing in New Jersey, where she lived out her days as a regular housewife known as Irene Bolam.
I’m not sure how she would’ve lived in plain sight and not been recognized. There’s also the problem that Irene Bolam already existed and even filed a lawsuit for hearing the claims of Earhart’s “new life."
I honestly think all of these theories could be possible. Though, the photo that some claim to be Earhart convinced me more than the others did, and I highly doubt Japanese officials would admit to capturing America’s beloved, most famous female pilot.
Rumor has it ... Amelia Earhart was captured by the Japanese.
Lauren Reid is a senior at UT this year majoring in journalism. She can be reached at
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Language Arts Understanding by Design Lesson Plans
By Jeanine Capitani
This is a 15-day language arts unit dedicated to understanding the Mexican holiday, El Día de los Muertos, celebrated on November 1 and 2. The students will learn the significance of the Day of the Dead and how it is celebrated as well as learning important vocabulary. The students will do a writing project including an interview of a deceased relative or family friend, a cumulative paragraph explaining the importance of Day of the Dead, and a reflective paragraph. The students will also complete different art projects related to Day of the Dead. At the end, the students will have their own Day of the Dead celebration in class in honor of their relatives and family friends.
Non-profit Tax ID # 203478467
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Social Institutions Continuity - Test Papers
CBSE Class-12 Sociology Test Paper-01
Part 1(Ch-03 Social institutions: Continuity and Change)
General Instruction:
• Question 1-5 carries two marks each,
• Question 6-8 carries four marks each.
• Question 9-10 carries six marks each.
1. Define “caste”.
2. Differentiate between varna and jati.
3. What does ‘sanskritisation’ refers to?
4. What does ‘dominant caste’ refers to?
5. Who are the absentee landlords?
6. Explain the principles of differentiation and hierarchy in relation to the caste system.
7. Describe “caste” as a social institution in the past.
8. How did the other interventions by the colonial state had an impact on the institution of caste.
9. Describe the most commonly cited defining features of caste.
10. Explain how caste played an inevitable role in the mass mobilisations of the nationalist movement.
CBSE Class-12 Sociology Test Paper-01
1. Caste is an institution uniquely associated with the Indian sub-continent. The English word ‘caste’ is actually borrowed from the Portuguese word ‘casta’, meaning pure breed. The word refers to a broad institutional arrangement that in Indian languages (beginning with the ancient Sanskrit) is referred to by two distinct terms, varna and jati.
2. Varna, literally means ‘colour’, and is the name given to a four-fold division of society into brahmana, kshatriya, vaishya and shudra,. Jati is a generic term referring to species or kinds of anything, ranging from inanimate objects to plants, animals and human beings. The word ‘Jati’ is most commonly used to refer to the institution of caste in Indian languages, though it is interesting to note that, increasingly, Indian language speakers are beginning to use the English word ‘caste’.
3. ‘Sanskritisation’ refers to a process whereby members of a (usually middle or lower) caste attempt to raise their own social status by adopting the ritual, domestic and social practices of a caste (or castes) of higher status. The patterns for emulation chosen most often were the brahmin or kshatriya castes; practices included adopting vegetarianism, wearing of sacred thread, performance of specific prayers and religious ceremonies, etc.
4. ‘Dominant caste’ is a term used to refer to those castes which had a large population and were granted land rights by the partial land reforms effected after Independence. Once they got land rights, they acquired considerable economic power. Their large numbers also gave them political power in the era of electoral democracy based on universal adult franchise. Thus, these intermediate castes became the ‘dominant’ castes in the country side and played a decisive role in regional politics and the agrarian economy. Examples of such dominant castes include the Yadavs of Bihar and Uttar Pradesh.
5. “The land reforms took away rights from the erstwhile claimants, the upper castes who were ‘absentee landlords’ in the sense that they played no part in the agricultural economy other than claiming their rent. They frequently did not live in the village either, but were based in towns and cities.”
6. Theoretically, the caste system can be understood as the combination of two sets of principles, one based on difference and separation and the other on wholism and hierarchy.
Each caste is supposed to be different from – and is therefore strictly separated from – every other caste. Many of the scriptural rules of caste are thus designed to prevent the mixing of castes – rules ranging from marriage, food sharing and social interaction to occupation.
On the other hand, the different and separated castes do not have an individual existence. The different caste can only exist in relation to a larger whole, the totality of society consisting of all castes.
Further, this societal whole or the system of caste is a hierarchical rather than an egalitarian system. Each individual caste occupies not just a distinct place, but also an ordered rank – a particular position in a ladder-like arrangement going from highest to lowest.
7. Caste is an institution uniquely associated with the Indian sub-continent. The word refers to a broad institutional arrangement that in Indian languages (beginning with the ancient Sanskrit) is referred to by two distinct terms, varna and jati.
The four varna classification is roughly three thousand years old. However, the ‘caste system’ stood for different things in different time periods.
In its earliest phase, in the late Vedic period roughly between 900 — 500 BC, the caste system consisted of only four major divisions. These divisions were not very elaborate or very rigid, and they were not determined by birth.
It is only in the post- Vedic period that caste became the rigid institution that is familiar to us from well-known definitions.
8. Other interventions by the colonial state such as the land revenue settlements and related arrangements and laws served to give legal recognition to the customary (caste-based) rights of the upper castes.
These castes now became land owners in the modern sense rather than feudal classes with claims on the produce of the land, or claims to revenue or tribute of various kinds.
Large scale irrigation schemes like the ones in the Punjab were accompanied by efforts to settle populations there, and these also had a caste dimension.
9. The most commonly cited defining features of caste are the following:
1. Caste is determined by birth. Caste is never a matter of choice. One can never change one’s caste, leave it, or choose not to join it, although there are instances where a person may be expelled from their caste.
2. Membership in a caste involves strict rules about marriage. Caste groups are “endogamous”, i.e. marriage is restricted to members of the group.
3. Caste membership also involves rules about food and food-sharing. What kinds of food may or may not be eaten is prescribed and who one may share food with is also specified.
4. Caste involves a system consisting of many castes arranged in a hierarchy of rank and status. In theory, every person has a caste, and every caste has a specified place in the hierarchy of all castes. While the hierarchical position of many castes, particularly in the middle ranks, may vary from region to region, there is always a hierarchy.
5. Castes also involve sub-divisions within themselves, i.e., castes almost always have sub-castes and sometimes sub-castes may also have sub- sub-castes. This is referred to as a segmental organisation.
6. Castes were traditionally linked to occupations. A person born into a caste could only practice the occupation associated with that caste, so that occupations were hereditary, i.e. passed on from generation to generation. On the other hand, a particular occupation could only be pursued by the caste associated with it – members of other castes could not enter the occupation.
10. Efforts to organise the “depressed classes” and particularly the untouchable castes predated the nationalist movement, having begun in the second half of the nineteenth century. This was an initiative taken from both ends of the caste spectrum – by upper caste progressive reformers as well as by members of the lower castes such as Mahatma Jotiba Phule and Babasaheb Ambedkar in western India, Ayyankali, Sri Narayana Guru, Iyotheedass and Periyar (E.V. Ramaswamy Naickar) in the South.
Both Mahatma Gandhi and Babasaheb Ambedkar began organising protests against untouchability from the 1920s onwards. Anti-untouchability programmes became a significant part of the Congress agenda so that, by the time Independence was on the horizon, there was a broad agreement across the spectrum of the nationalist movement to abolish caste distinctions.
The dominant view in the nationalist movement was to treat caste as a social evil and as a colonial ploy to divide Indians. But the nationalist leaders, above all, Mahatma Gandhi, were able to simultaneously work for the upliftment of the lower castes, advocate the abolition of untouchability and other caste restrictions, and, at the same time, reassure the landowning upper castes that their interests, too, would be looked after.
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Media, Industry News
Latest exhibition information and industry news
How much do you know about pliers？
Introduction to Pliers
Pliers are hand tools used to clamp and fix processed workpieces or twist, bend, or cut metal wires. The shape of the pliers is V-shaped and usually includes three parts: the handle, the jaw and the mouth of the pliers.
Types and specifications of pliers
1. According to performance, pliers can be divided into: (1) Twisting type; (2) Shearing type; (3) Twisting and shearing type.
2. According to the shape, it can be divided into: pointed mouth, flat mouth, round mouth, curved mouth, oblique mouth, needle mouth, top cutting, wire cutter, flower gill pliers, etc.
3. According to the purpose, it can be divided into: DIY, industrial-grade pliers, special pliers, etc.
4. Divided by structure: piercing gills and folding gills.
5. The usual specifications are: 4.5 (mini pliers), 5, 6, 7, 8, 9.5, etc. There are many types of pliers, including needle-nose pliers, diagonal pliers, wire cutters, curved nose pliers, flat-nose pliers, needle-nose pliers, bolt cutters, power pliers, pipe pliers, punch pliers and so on.
The role of pliers
1. Wire cutter: It is a kind of clamp and cutting tool. The wire cutter consists of a clamp head and a clamp handle. The clamp head includes a jaw, a tooth, a knife, and a guillotine. The role of each part of the pliers is:
① The tooth opening can be used to tighten or loosen the nut. ② The knife edge can be used to cut the rubber or plastic insulation layer of flexible wires, and can also be used to cut wires and iron wire pliers. ③ The guillotine can be used to cut hard metal wires such as electric wires and steel wires. ④. The insulated plastic tube of the pliers has a withstand voltage of more than 500V. With it, it can cut wires with electricity. During use, avoid littering.
2. Needle-nosed pliers: also called trimming pliers. They are mainly used to cut single-strand and multi-strand wires with smaller diameters, as well as to bend single-strand conductors and strip plastic insulation, etc. It is also an electrician (especially Inside electrician) one of the commonly used tools, it is composed of a pointed tip, a knife edge and a pliers handle. Electrician's needle-nose pliers are covered with insulating sleeves with a rated voltage of 500V. Needle-nose pliers have sharp heads and are used in tight spaces. The operation method of using needle-nose pliers to bend the wire connector is: first fold the thread to the left, and then bend the screw to the right in a clockwise direction.
3. Wire stripper: one of the tools commonly used by inside electricians, motor repairs, and instrument electricians. It consists of a knife edge, a crimping port and a clamp handle. The clamp handle of the wire stripper is covered with an insulating sleeve with a rated working voltage of 500V. Tubes and wire strippers are suitable for stripping plastic and rubber insulated wires and cable core wires.
4. Pipe pliers: used to tighten or loosen the knots or pipe nuts on the wire and tube, using the same method as the adjustable wrench.
How to use pliers
1. Under normal circumstances, the strength of the pliers is limited, so it is not possible to use it to operate the work that can not be achieved by ordinary hand strength, especially the smaller model or ordinary needle-nose pliers, use it to bend strong bar materials. It may damage the jaws.
2. The general pliers have three cutting edges, which can only be used to cut iron wires but not steel wires.
3. The handle of the pliers can only be held by hand, and cannot be applied by other methods (such as hitting with a hammer, clamping with a bench vise, etc.).
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Interesting Researches About Video Games Benefits for Students
The debate on the effects of gaming on students has been inconclusively discussed for many years on various platforms like social media, TV, radio, schools, and communities. Originally, many stakeholders believed video games negatively affect students’ academic performance but none of their opinions had been scientifically proven.
Recently, many independent researchers, academic, and government institutions have engaged in scientific research to help them understand reality better. Here are some of the researches and their outcomes.
Interesting Researches About Video Games Benefits for Students
Video gaming helps restrain trauma
According to doctors at the emergency unit in Oxford, UK, video games can help restrain trauma. This is regardless of whether they are video games for students or other types of video games. The doctors randomly picked 71 patients who had arrived at the emergency department due to road accidents and divided them into two groups.
The first group had thirty-seven patients and the second 34. The first group was asked to play a specific game, while the second group was asked to log in to the activities they regularly did. After twenty minutes, the group that was playing a video game had significantly shown improvement from their traumatic experiences by at least 62%, while the other one didn’t show any improvement.
The doctors concluded that playing video games can help reduce trauma. Students who might be undergoing trauma can play video games to reduce its effect and help them spend more time in their studies.
Video games have long term learning benefits to students
Many researchers have conducted studies on the negative effects of video gaming on student learning and concluded that over-exposure to video games could negatively affect a student’s learning patterns.
On the other hand, other researchers have conducted studies on the positive effects of video games on learning and concluded that video games positively affect learning by improving cognitive abilities, improved memory, and better brain health in the long term. They have, however, recommended that not every game can positively help in long-term learning benefits.
College dissertation help for gamers
Research work can have many positive benefits to college students. It can help them improve their learning style, memory, and cognitive skills. Learning is multifaceted and adding video games to learning can help improve memory capacity and create long-term benefits to education. In the same way, it is okay to learn through games. It is also okay to hire a writer to write my dissertation for me from Writix to make my studying experience better. I feel at peace when a professional is taking care of my academic work as I refocus my energies on other commitments.
Interesting Researches About Video Games Benefits for Students
Video games can help improve memory capacity
The University of California conducted a study in 2015 and it was published in the journal of neuroscience. In the study, 69 subjects were involved and they were divided into three groups. The first group played one type of game for fourteen days. The second group played another type for the same period and the third group played nothing.
The results showed students who played video games performed better on tasks that required memory skills compared with those who didn’t play any game. The explanation was that video games provided the brain with positive stimulation, which helped improve memory. They concluded that video games helped improve memory capacity.
There is a link between increased brain matter and playing video games
Researchers from Max Planck Institute, Germany, conducted a study in 2014 and it was published in Molecular Psychiatry. The study involved twenty-four participants who were put under an MRI scanner and played a video game for at least half an hour daily for two months.
They observed an increase in brain matter in all the participants, specifically in the right side of the hippocampus, prefrontal cortex, and cerebellum. They concluded that playing video games has a link with the volume of brain matter. Students with better brain matter can grasp concepts and principles better.
Video games can help students become more innovative
Some video games are very complex and require students to think critically to win and detect their tricks. As they work harder to understand the tricks and win, their cognitive skills become enhanced and they can apply the same skills to do better in education.
A lot of research has been done on both the good side and bad side of video games on students. Conclusions about the good side of games have been massive and many researchers have made recommendations to students to set aside time for video games to help improve learning. Most of the studies have concluded video games help improve memory capacity, cognitive skills, creativity, reading skills, and general brain development.
Author’s Bio:
James Collins works for a training company and his domain is online education for college students and training them in the field of writing and editing. He has helped a number of school and college students achieve optimum results in assignments and boost their grades. His free time is for biking, swimming and watching NFL games.
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Currents of Japan
Main currents affecting the Japanese Archipelago
Eight distinct oceanic currents affect the islands of the Japanese archipelago. they can be classified into 2 major north-flowing warm water currents, and 2 major south-flowing cold water currents.
The Kuroshio Current (黒潮, Kuroshio, literally “Black Current”, named after the deeper blue colour of its waters), and is also known as the Japan Current.
The Kuroshio is a warm water, north-flowing current, which transports warm, and tropical water northward toward the polar region.
It is by far the most important current affecting the Japanese archipelago, where it flows along the west side of the Ryū-Kyū islands, then, passing through the Tokara Strait, along the east coasts of the islands of Kyūshū, Shikoku and Honshū.
The Kuroshio branches out into the following currents:
• The Kuroshio Extension, which is the name given to the Kuroshio as it branches east in the Pacific, where it meets the southwards flowing Oyashio Current.
We will look into the Kuroshio-Oyashio current system in further detail here.
• Kuroshio Countercurrent, which flows southward to the east of the main Kuroshio Current, in the Philippine Sea, roughly 700 km off the coast.
Kuroshio Visualisation by NASA’s Perpetual Ocean Project
Image source: NASA
An overview of the 8 major currents affecting the Japanese archipelago
The Tsushima Current (対馬海流, Tsushima Kairyū) is a secondary branch of the Kuroshio Current flowing along the west coast of Japan. It splits from the Kurushio near Kyūshū, flowing northwards along the west coasts of Kyūshū and Honshū, through the Tsushima Strait (which gives it its name) and into the Sea of Japan.
The Tsushima Current itself then branches out in two other currents:
• The Tsugaru Current (津軽暖流, Tsugaru Kairyū) is formed when the Tsushima Current, flowing northwards up the Sea of Japan, divides in two branches. The Tsugaru Current is the branch flowing through the west entrance of the Tsugaru Strait, between the islands of Honshū and Hokkaidō
• The Sōya Current (宗谷暖流, Sōya Kairyū), is formed by the branch of the Tsushima Current flowing along the north coast of Hokkaidō, and into the La Perouse Strait between the island of Sakhalin and north Hokkaidō. This current has a relatively stronger flow in the summer than in the winter.
A swirling phytoplankton bloom is visible from space as the warm waters from the Kuroshio current collide with the frigid waters of the Oyashio current off the eastern coast of the main islands of Japan.
• The Oyashio Current (親潮 Oyashio lit. “Parental Current” named for its metaphorical role as the parent 親, oya, providing for and nurturing marine organisms through its nutrient-rich waters), is also known as the Kurile Current.
The Oyashio is a subarctic, cold-water oceanic current, originating in the Arctic Ocean.
It flows southward via the Bering Sea, passing through the Bering Strait and into the Sea of Okhotsk.
The Oyashio then flows along the east coast of Hokkaidō down to the North Pacific Ocean, along the northeastern coast of Honshū, where it collides with the Kuroshio current’s Kuroshio Extension, and forms the eastbound North Pacific Current.
• The Liman Current (リマン海流, Liman Kairyū) is another cold current flowing southward between the island of Sakhalin and the Asian mainland, carrying colder water from the Sea of Okhotsk into the Sea of Japan.
A closer look at the Kuroshio-Oyashio system
The Kuroshio (“Black Current”, the after the deeper blue colour of its rich waters) or Japan Current is by far the most important current affecting all the islands of the Japanese archipelago.
To summarise its movement, the current constitute the western, subtropical boundary section of the clockwise flowing North Pacific Ocean Gyre.
The Kuroshio primarily forms off the coast of the Philippines, from where its powerful warm waters flow northwards towards the Japanese islands, first along long the west side of the Ryū-Kyū islands, then, after crossing the Tokara Stait, primarily along the east coasts of the islands of Kyūshū, Shikoku and Honshū.
As it reaches the northern part of Honshū Island, the Kuroshio then meets a cold current, the Oyashio (or Kurile Current) that flows southward from the Okhotsk Sea, and this collision forms a highly productive, life supporting-mixture of warm and cold waters.
The main flow then merges and feeds into with the eastern flow of the North Pacific Current.
The Kuroshio Current is one of the largest and strongest ocean currents in the world, flowing 2 to 4 knots on average.
It can be considered as the Pacific Ocean’s equivalent of the Atlantic Ocean’s Gulf Stream, in that both currents transport the ocean’s warm, tropical and nutrient rich waters northward, up towards the Polar Regions, with a crucial effect on regional climate and human activities.
Indeed, the Kuroshio has huge influence on the ocean conditions and marine life of Japan.
It is largely because of the multiple effects Kuroshio current flow that the waters surrounding Japanese islands count among some of the most productive and diverse regions in the world in terms of marine life, which is great for the fishing industry, but also for more contemplative activities such as scuba-diving, to which it gives warm and clear waters, coral and biodiversity.
Looking at the path of this important current in more detail, the Kuroshio finds its origins in the Pacific North Equatorial Current, which first runs westward along the Equator, passing through the east side of the biodiverse Coral Triangle.
Coral Triangle currents and the Kuroshio
The current then starts turning northward, and flows along the east side of the northern Philippines islands, where it is known as the Mindanao Current.
The Kuroshio proper forms as it heads along the east coast of Luzon in the Philippines.
The flow then heads frankly north as it heads up the eastern coast Taiwan, before entering the East China Sea following a deep trench in the Ryū-Kyū island chain known as the Yonaguni Depression.
The Kuroshio continues heading northwards, flows along Japan, first on a course parallel to the west coasts of the Ryū-Kyū islands, following the Okinawa Trough, which is the deepest part of the East China Sea.
As it reaches the northern Ryū-Kyū’s Tokara islands, the main flow of the current heads east, and re-enters the Pacific by passing through a gap known as the Tokara Strait, which greatly increases its strength.
A slightly weaker branch of the Kuroshio, called the Tsushima Current, heads west and enters the Sea of Japan off the island Kyūshū, and continues flowing northwards along the western coast of Honshū.
The main Kuroshio Current (the Kuroshio Hon-ryū, or main current) flows along the east coast of Japan, meandering significantly, and notably hitting the Nanpō Archipelago’s Izu islands with considerable force.
As it reaches the vicinity of latitude 35°N, roughly near Kantō’s Bōsō Peninsula (which forms the eastern edge of Tokyo Bay), the bulk of the Kuroshio finally distances itself from the east coast of Japan and follows a more eastward course, in a segment known as the Kuroshio Extension.
The Kuroshio Extension then flows right into the southward-flowing Oyashio (“Parental Current”, named its metaphorical role as a parent, nurturing marine organisms) or Kurile Current, which is a cold subarctic ocean current originating in the Arctic Ocean.
The Oyashio itself circulates counter clockwise in the western North Pacific Ocean, transporting colder polar water into the Sea of Okhotsk and the Pacific Ocean.
Image source: Nagai et al. (eds.) [2019], Figure 1.1b
As it flows south along the east coast of Japan, it collides with the Kuroshio Current off the eastern shore of Honshū.
Between longitudes 155° and 160°E, a considerable amount of the main flow turns south and southwest.
This flow forms the main part of the Kuroshio countercurrent, which flows southward to the east of the main Kuroshio Current, in the Philippine Sea, approximately 700 km from the coast.
The main flow created by the encounter with the Oyashio forms the North Pacific Current (also known as the North Pacific West Wind Drift), which heads back east, towards the coasts of North America losing force west of the Hawaiian Islands.
While some of the original flow continues east to split off the coast of Canada and form the Alaska and California currents, the bulk of the flow joins the west-flowing Pacific North Equatorial Current to the south, directing warm water back towards the Philippines, in a clockwise flow that completes the cycle of the North Pacific Ocean gyre.
Many species, like the winter spawning Japanese Flying Squid (Todarodes pacificus) are entirely dependent on the flow of Kuroshio Current, and sometimes nicknamed Kuroshio Species.
The eggs and larvae of this squid develop in the East China Sea during winter months, after which adults population use the Kuroshio Current to travel, with minimum energy, to their rich northern feeding grounds located near northwestern Honshu and Hokkaidō.
Similar to the Atlantic’s Gulf Stream in its mode of creation and flow patterns, the Kuroshio has an important warming effect upon the south and southeast coastal regions of Japan, as far north as Tōkyō.
Another indirect effect of the Kuroshio-Oyashio current system is the creation of powerful coastal upwellings, which, combined with Japan unique and complex, mostly volcanic based underwater topography, will bring deep-sea dwelling organisms up with the water.
Off the coasts of Japan, as the warm waters (the current has surface temperature of 24°C on average) of the powerful Kuroshio and the colder waters the Oyashio collide, a layer of nutrient-rich water is brought to the surface, where the water movement creates strong turbulent circular currents called eddies.
Phytoplankton growing in the surface waters become concentrated on the borders of these eddies, following the swirling motions of the water.
As a result of this complex water circulation, the zooplankton communities in the boundary waters are unique and diverse, which greatly boosts marine populations.
Kuroshio-specific marine life has long supported Japan’s extensive fisheries, on both coasts of the archipelago.
The Kuroshio Current originates from within an area called the Western Pacific Warm Pool, and flows through parts of South-East Asia’s Coral Triangle, in other words, through one of the world’s major marine biodiversity centres, before heading northwards towards the islands of Japan.
This is one of the reasons why the Ryū-Kyū Island’s coral reefs form one of the worlds’ richest centres of multi-taxon endemism, with a great coral diversity.
The warm waters of the Kuroshio Current also sustain diverse coral reefs across Japan, which develop at higher latitude than elsewhere.
These reefs include the recently discovered cold water shallow coral colonies of Tsushima Island, in the Korea Strait between mainland Japan and the Korean peninsula, or those of Wakayama Prefecture in central Honshū, which are thought to constitute the northernmost, non-deep water coral reef ecosystems in the world.
While the Kuroshio Current is somewhat affected by the Monsoon cycle, it also has a direct influence local weather in Japan.
Since air temperatures tend to be controlled by heat in ocean surface waters, and the Kuroshio carries warmer water from south to north, current-transported heat often induces cloud formations, which increase the chance of rain and also changes the path of storms.
During the winter season, for instance, if the Kuroshio takes a large meander, low-pressure zones will shift southward near Honshū Island, which will increase the chance of snowfalls in Tokyo.
Kuroshio meandering off the Japanese coasts
Image source: NASA
The Kuroshio Current exhibits distinct seasonal fluctuations, and its path off the coasts of Japan is reported every day (see Kuroshio Watcher, a website in Japanese aimed at operators of the fishing industry).
The current is strongest from May to August. Receding a little in late summer and autumn, its flow begins to increase gradually from January to February only to weaken again in early spring, which greatly affects water temperatures, an important factor for fishermen and… scuba divers.
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What We're Learning
Divisibility Rule Poetry
Every good student who goes to school,
Needs to know every divisibility rule.
1 If it's a whole number, you're done,
It's divisible by one.
2 If it's even, it's true
It's divisible by two.
3 Add the digits to see
If it's divisible by three.
4 Divide the last two digits by four,
And you'll get four for sure.
5 If it ends with five or zero,
It makes five a hero.
6 If you got two and three
You get six for free!
9 Add the digits, that's fine
To check on the nine.
10 A zero at the end
And we'll feel good about ten.
Memorize each and every single rule,
And you'll feel even better about coming to school.
Ciera Woodruff
Upcoming Events
Contact Ciera Woodruff
Classroom Number:
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How do you analyze a literary text using Marxism?
How do you analyze a literary text using Marxism?
The Marxist Approach
1. Step One: A good place to start analyzing a text begins with the protagonist. ...
2. Step Two: It's important to study the characters using an interactionist approach. ...
3. Step Three: Determine if there is an issue such as a class conflict. ...
4. Step Four: Examine how each character uses his or her free time in the text.
What did Marx say about alienation?
In the Economic and Philosophic Manuscripts, Marx discusses four aspects of the alienation of labour, as it takes place in capitalist society: one is alienation from the product of labour; another is alienation from the activity of labour; a third is alienation from one's own specific humanity; and a fourth is ...
What is alienation literature?
ABSTRACT: Alienation is the basic form of rootlessness, which forms the subject of many psychological, sociological, literary and philosophical studies. ... Alienation is the result of loss of identity. The dispossessed personality's search for identity is a common place theme in modern fiction.
What is alienation and example?
1 : a withdrawing or separation of a person or a person's affections from an object or position of former attachment : estrangement alienation … from the values of one's society and family— S. L. Halleck. 2 : a conveyance of property to another. Synonyms & Antonyms More Example Sentences Learn More about alienation.
What does alienation do to a person?
Alienation occurs when a person withdraws or becomes isolated from their environment or from other people. People who show symptoms of alienation will often reject loved ones or society. They may also show feelings of distance and estrangement, including from their own emotions.
Who is alienated in the Great Gatsby?
It is clear that Gatsby has experienced alienation from labor due to his lack of pride in his products. Gatsby's alienation from others can be clearly related to his pursuit of Daisy and wealth. He lives a large majority of his life pining for Daisy.
How is Gatsby disillusioned?
Gatsby wants the perfect girl, doing this he creates disillusionment. Disillusionment is being freed or freeing from illusionment or conviction. He tells Nick to ask Daisy to come over for tea, because he's scared to do it himself. On page 82 Nick says “I'm going to call up Daisy to-morrow and invite her over for tea”.
How is Nick alienated in The Great Gatsby?
Summary: In The Great Gatsby by F. Scott Fitzgerald, Nick Carraway is alienated by class, creed, and gender. ... Nick Carraway is separated in society due to his class since society is composed of social classes, defined in part by its inhabitants. Carraway's neighbor, Gatsby, lives in a mansion described as .
How does The Great Gatsby show modernism?
The Great Gatsby by F. Fitzgerald shows many modernism techniques like loss of control, alienation, corruption of the American Dream, breaking society's rules and feeling restless. ... Fitzgerald also shows modernism through the fragmented writing.
Who is a modern day Gatsby?
The choice makes perfect sense, since Jay-Z is the modern-day Gatsby. From their humble beginnings to their alleged political and gangster affiliations, see the numerous similarities between rap mogul Jay-Z and F. Scott Fitzgerald's nouveau-riche man of mystery, Jay Gatsby.
How is modernism different from realism?
Modernism basically showed a society that was rebelling against tradition, while realism simply showed how society dealt with the normalities of life. Realism talked about the traditions of characters, how they lived, and what they dealt with.
Is The Great Gatsby modernism or postmodernism?
The Great Gatsby is a modernist novel. This can be seen through analyzing the way the story is told, the functions of the characters, and the major themes of the book.
What are the elements of modernism?
The Main Characteristics of Modernist Literature
• Symbolism. ...
• Formalism.
What is an example of modernism?
James Joyce's Ulysses is the classic example of modernism in the novel. Ulysses (1922) has been called "a demonstration and summation of the entire Modernist movement". Franz Kafka's The Metamorphosis (1915), The Trial (1925) and T.S. Eliot's poem The Waste Land (1922) are also prime examples.
What literary movement is The Great Gatsby?
Why The Great Gatsby was banned?
The list of works, authors and the reasons for removal include: The Great Gatsby, by F Scott Fitzgerald for "language and sexual references". Invisible Man, by Ralph Ellison for "language, rape and incest".
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What we can learn from Giuseppe Garibaldi
In May 1860 Giuseppe Garibaldi landed in Sicily with about 1,000 patriotic Italians. From there the general marched north and collected thousands more. Together they united most of the Italian peninsula, which had previously been split up and ruled by foreign powers. This political Risorgimento (Resurrection) would be completed after the conquest of Rome in 1871, creating a new, unified land: Italy. Garibaldi’s triumph in the face of adversity and inspiring personality made him a character with rare visions. Visiting Italy today means meeting him everywhere: in Piazza Garibaldi, Corso Garibaldi or Via Garibaldi in villages and towns across the country.
What is less known is that he led a similar march in 1849 that had a major impact on the 1860 campaign. This earlier march ended in a bitter but noble failure.
Amid the liberal revolutions in Europe in 1848, Garibaldi – a Nice-born nationalist, republican, and radical – returned to Italy after 14 years of struggle in South America. He offered his support to the Roman Republic, a short-lived state that was formed when the Pope abandoned the liberal upsurge and left its territories. After a bold but unsuccessful defense of republican Rome against the French, inspired by the revolutionary Giuseppe Mazzini, Garibaldi’s forces were on the defensive. On July 2, 1849, he gathered his followers in the Piazza San Giovanni in Laterano in Rome and urged them to one last struggle for freedom. American journalist Margaret Fuller observed that he looked like a “hero of the Middle Ages”.
The patriots marched across the country, evading the military of conservative France, Spain, Naples and Austria, who were supposed to end this last breath of 1848 before seeking refuge in the small state of San Marino and finally disbanding. Garibaldi fled first into exile in Great Britain and then to the USA. But the doomed march gave him a new political understanding that would allow him to change the map of Europe 11 years later. It’s a raging fairy tale, suitable for a movie.
The man himself was a cocktail of paradoxes: obscure but heroic, reserved but inspiring, “the man who has brown eyes but everyone thinks they are blue,” as one observer put it. In 1849, at the age of 42, he made an eccentric pose in his gaucho’s poncho and sombrero. So did his accomplices and followers, known as Garibaldini, in their brightly colored clothing. There was Anita, his fearless, pregnant Brazilian wife; Gustav von Hoffstetter, his idealistic Bavarian adjutant; the uneducated but ingenious populist Ciceruacchio; and the hardworking 13 year old Gaetano Sacchi; not to mention the broader crowd of patriots, thrill seekers and idlers who accompanied their march from Rome.
Almost exactly 170 years later, in the summer of 2019, the author Tim Parks and his partner Eleanora set out with rucksacks to walk the 250 mile journey of the Garibaldini; the path of a unifying person through a still noticeably fragmented country. The resulting book is a dream for armchair globetrotters – especially for those who are restricted to their own country this summer by Covid-19. But Parks interweaves his travelogue with thought-provoking reflections on leadership, history, memory, politics, idealism, and the true meaning of love for one’s homeland.
Parks is a novelist and non-fiction chronicler of modern Italy, but also a translator for authors such as Calvino, Moravia and Machiavelli. Like any good translator, he tries to conjure up the original. With the aim of taking a walk “as close as possible to the Garibaldini experience”, he uses detailed descriptions of the march by people like Hoffstetter as well as modern hiking apps to recreate the route.
Your path is therefore not straightforward; the Garibaldini had to use feint and distraction to escape their pursuers. They hurried from Rome to Tivoli in the east, then northwest to Todi in Umbria, then described an arc through Tuscany before reaching San Marino – now independent, also because it briefly protected the supporters of the association at the time – where Garibaldi finally his When it turned out, he could not stop the Austrians.
Along the same route, Parks shows us many of the complex realities of the land that Garibaldi helped shape. There is a lot of humorous coexistence between the small needs of the modern hiker (washing the sink, sweat-soaked hiking equipment, bubbles and in one case a broken Nespresso machine) and those of the marchers (threatened with death by foreign powers), sleeping on hard, confiscated monastery floors the gloomy prospect of dry wells and springs at the end of long road days).
In addition, through their loyalty to the historical route, the author and his partner have achieved something like a cross-section through today’s Italy. Your walk will capture the land that isn’t always featured in travel brochures and olive oil advertisements. Yes, the mountain towns, idyllic vineyards and ancient monuments are there. The two hikers sip glasses of ice-cold cedrata in wonderfully historic, sun-drenched places. But they also fear for their lives as they rush down thunderous, dusty streets made grim with graffiti and rubbish; they are molested by dogs and blackberries; they pass emptying villages; they encounter the poorly integrated and vilified lower class of African migrants who clean cars, pick fruit and scrub floors. Park’s deep affection for Italy and all of its flaws – present in his writings since his earliest non-fiction books – is implicit and imperative.
[see also: Why Italy remains ungovernable]
As the walk goes on, his book deepens. The more time the two hikers spend following in Garibaldi’s footsteps, the more they feel connected to the places they pass through. Parks writes of a growing “awareness of the uninterrupted intensification of physical contact with the land” and something like an addiction: “We don’t want this accumulation to be interrupted.” When they finally reach the Italian east coast at Cesenatico, where Garibaldi is in the waves crashed, in order not to give up on Italian soil, they feel the need to follow him further. To do this, take a train up the coast to Ravenna.
Historical responses are increasing. When Parks encounters a man leading a horse, he ponders the intimate relationship that must have existed between the cavalrymen in Garibaldi’s lost troops and the horses they rode: “What trust… like the beast in the dark on you felt steep stony river bed. “Garibaldi, we learn, had a close connection to the landscapes he encountered. “He has started to show the way himself”, noted his companion Badarlon the last flight to the sea. “It was as if he had always lived here in the country. He had the nose of a dog, the eye of a hawk. ”He really was a citizen of somewhere.
And yet, in today’s terminology, he was also a citizen out of nowhere. The Risorgimento It was about the abolition of foreign rule in the interests of the people, but Garibaldi was by no means a reactionary. He lived as freely as he dressed, he fought for the freedoms of several nations, he was against standing armies (in his opinion military forces should only be formed for a specific purpose) and he spoke four languages. “Garibaldi would have been a remainer, wouldn’t he?” Eleanora ponders. “He was an internationalist. Proud to be a citizen of four or five countries. ”
Contemporary Italian politics often feels like a contest between liberal, internationalist technocrats (such as the youngest Prime Minister, former President of the European Central Bank, Mario Draghi) and far-right nationalists (including Matteo Salvini and Giorgia Meloni of the emerging Brothers of Italy party) ). What place for a hero from somewhere and somewhere in a country where these two are so opposite?
There is an ongoing debate about Garibaldi’s historical role. Mussolini’s fascists called him one of their own: the “first fascist”. Parks argues convincingly against it when he talks about his stroll through an Italy whose internal security was then under the control of the right-wing extremist Salvini, then Minister of the Interior. In fact, on his way, Parks meets various normal Italians who have been seduced by conspiracy theories that Garibaldi was part of a globalist, liberal conspiracy. “He would never have landed in Sicily if he hadn’t been protected by Jewish bankers and English lords,” says an otherwise kind vintage car park in a grocery store in a village north of Rome.
If Garibaldi’s legacy is unclear, it is partly because he was a pragmatic idealist. The March of Rome in 1849 – its failure and subsequent exile – showed Garibaldi and his unity campaigners that, as Parks puts it, “they must give up all talk of social revolution and republicanism.” When he landed in Sicily eleven years later, he did so with a new dose of realpolitik that supported a monarchy (that of Piedmont in northwestern Italy) and the bourgeoisie.
Garibaldi was a Republican revolutionary who made a deal with the establishment; a nationalist internationalist and a humble, reserved man who has become the icon of an exuberant nation. Understanding such paradoxes means following in his footsteps.
The Hero’s Way: Walking with Garibaldi from Rome to Ravenna
Tim Parks
Harvill Secker, 384 pp., € 20
[see also: Mussolini and the rise of fascism]
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Lesson 3
Put where, when, why, what, who or how in the gaps.
Example: Where are you going? - To the shops.
1. are you leaving? à At six o’clock.
2. does she take a taxi to work? à Because she doesn’t have a car.
3. did they go to France? à By boat.
4. is he studying Spanish? à Because he wants to work in Spain.
5. is that man over there? à He is the security guard, James.
6. is a notebook? à It is a book that you can write in.
7. do you have breakfast? à At half past seven.
8. is the restaurant? à On Carelton Street.
9. is the owner? à Kyle Deeger.
10. are you feeling today? à I have a headache.
11. did she buy? à She bought a new stapler.
12. did she buy that dictionary? à In the bookshop.
13. did Pam go to the police? à Because she lost her passport.
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A Comprehensive History of Notable African-American Olympians
A Comprehensive History of Notable African-American Olympians
Matilda McLaren, In-Depth Writer
Since the premiere of the Olympics in 1896 Athens, Greece, the event has showcased international cooperation and awe-inspiring athletic ability. Several Olympians are acclaimed for more than just their excellence at sports- but also their unique ability to make history in times of turbulence, adversity, and discrimination. Here are eleven black athletes who managed to pioneer movements beyond their realms.
(Muhammad Ali; Great Olympic Moments/Source: Gale in Context)
Muhammad Ali
Muhammad Ali was a heavyweight champion and professional boxer. He participated in the 1960 Olympic Games and won gold in the heavyweight boxing event. At the same time, Ali led a fulfilled life as an activist alongside his boxing successes. During his boxing career, Ali discovered the Nation of Islam, a spiritual and political support group for underprivileged minorities, including African Americans. Within this coalition, Ali fostered a sense of cultural community as an athlete. According to an article by Gale in Context entitled “Great Olympic Moments”, Ali made a political statement when “refused to be drafted to fight in the Vietnam War.” In this way, Ali was a “conscientious objector”, or an individual who objects to serve in a war because of ethical obligations. During the schismed period of the Vietnam War, this position from an influential media figure greatly fueled the anti-Vietnam movement.
(Jesse Owens; Ten Black Olympian Historymakers/ Source: BlackEnterprise)
Jesse Owens
Jesse Owens’ performance at the 1936 Olympic Games in Berlin, Germany transcended running and imploded the world of politics at the time. Owens earned gold medals in the 100-meter and 200-meter running events, as well as the long jump and the 400-meter relay. Owens’s victories in Berlin (the international hub of racism and fascism at the time), as a black participant challenged Adolf Hitler’s prejudice against races other than his ideal Aryan nation.
(Wilma Rudolph; Ten Black Olympian Historymakers/Source: BlackEnterprise)
Wilma Rudolph
Wilma Rudolph is universally regarded for her victory at the 1960 Olympics in Rome when she became the very first American woman to earn three gold medals within the Olympiad. Rudolph earned gold in the 100-meter dash, the 200-dash, and the 400-meter relay. Her achievements can be depicted as even more inspiring in light of her physical hindrances as a child. At just three years old, Rudolph was overtaken by double pneumonia and scarlet fever, and according to an article by Gale in Context entitled “Wilma Unlimited”, was “immobile without leg braces up until the age of eleven”.
(Milton Campbell; Great Olympic Moments/Source: Gale in Context)
Milton Campbell
Milton Campbell accomplished international stardom at the 1956 Olympics in Melbourne, Australia. Campbell was notorious for his success in the decathlon, a composite event that comprises ten rigorous athletic tests. Often considered one of the most difficult contests available at the Olympics, Campbell became the first Black athlete to win the event. Campbell is associated with the title of “the world’s greatest athlete” due to this particular feat.
(Josiah Thugwane; Great Olympic Moments/Source: Gale in Context)
Josiah Thugwane
Josiah Thugwane allegedly won the 1996 Olympic marathon after recovering from calamitous gunshot wounds when he was “carjacked near his South African home”. Thugane’s win cemented him as an elite athlete and symbol of overcoming hardship. In 1996, Thugwane became the first Black South African athlete to win an Olympic gold medal.
(Image: Wikimedia)
John Taylor
Four years after George Coleman Poage’s encounter with racial segregation at the St. Louis Olympic games in 1904, John Taylor trailblazed a distinctive title for himself alongside a team of black Olympians. Taylor became the first African American athlete to achieve a gold medal among the U.S. men’s medley relay team at the 1908 Summer Olympics.
(Allyson Felix; Source: Gale in Context)
Allyson Felix
Sprinter Allyson Felix is the most decorated female gymnast of all time. The athlete, mother, and advocate for women’s rights has competed in five Olympics and won ten composite medals for track and field, surpassing any other American athlete in history. Felix has created a name for herself outside of running, however. It began in 2018 when Felix officially became a mother and started to speak out on topics like racial discrimination, women’s health care, and particularly maternal rights and the societal limitations placed on successful women and mothers. According to an article published by The New York Times in June entitled “Allyson Felix Knows What Really Makes the Olympics Run”, the athlete used her newfound privilege as a mother to correct corruption in her own industry. In 2019, she wrote a column for The New York Times “criticizing the maternity policies of Nike, her sponsor at the time, which the company subsequently improved.”
The most notable and remembered Olympians not only break records, but manage to transcend the athletic field by utilizing their global (and often international) prominence to make the world a better place. Outstanding African-American athletes rally for implementations that beneficially impact their cultural community, or protest against those that are discriminatory.
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History of the Empire State Building
A brief explanation of how one of New York’s well-known landmarks, the Empire State Building, was built.
Anyone who knows anything about New York has heard of the Empire State Building. Standing at 104 stories high and 1,250 ft. tall, it can be seen throughout most of New York City, and even from an approximate 15-20 miles away; but the question that many people seem to ask is, “How did such a majestic structure come into existence?”
Heavy Competition
When the Eiffel Tower in Paris was erected in 1889, standing at 984 ft., it motivated architects in America to design and create something not only bigger, but better. This brought on a “race to the sky”. By the year 1929, a few players had already had their winning days, such as the Metropolitan Life Tower, the Woolworth Building, and the Bank of Manhattan, but when Walter Chrysler (Chrysler Co.) and John Jakob Raskob (creator of General Motors) entered the race, they were the only two that mattered. Chrysler was in the middle of designing a surprise building, and no one knew how tall it would be, so Raskob had no idea what sort of height he had to surpass. Either way, he set to work designing his building.
Despite the troubles that Raskob had while putting his ideas on paper, the Chrysler Building’s design finished at 1,046 ft. with 77 stories, and the Empire State Building managed to jump up to 1,250 ft. with 102 stories. Once the building was designed and ready to be built, Raskob hired the Starrett Bros. to complete it.
Time to Build
The piece of land that Raskob had chosen for his building currently housed the Waldorf-Astoria Hotel, so before the men that the Starrett Bros. had hired could start building upward, they had to first tear down the hotel. Once the hotel was torn down (16,000 truckloads of debris were carried away!), the men dug even deeper into the ground of Manhattan. On March 17th, St. Patrick’s Day, 1930, the men began to build the Empire State Building.
The Starrett Bros. had concocted a tight schedule for the workers, and there was no time for mistakes or delays. Most of the material that was delivered to the construction zone never touched the ground – it was loaded straight off of the truck and sent up to whichever floor it was needed on. Often, the steel arrived still warm from the forge. The standard building time during the late 1920’s was 3 floors a week, the workers of the Empire State Building erected 5 floors a week.
The late 1920’s was also a dangerous time for construction zone. There were no hardhats, no safety harnesses, and very few safety precautions. During most major projects, it was no uncommon feat for men to die regularly on the job. Starrett Bros. took the safety of their workers a step further than most construction companies, and only ended up with about 12 deaths throughout the project, which was far fewer than normal.
By October 3, 1930, there were 88 floors of the Empire State Building, and only 14 left to go.
102 Floors Later
In 1931, the last rivet, made of solid gold, was placed into the structure of the Empire State Building. The building only took one year and 45 days to complete (410 days total!) and its final cost was $40,948,900, which was less than the expected $50 million cost.
The building opened as the tallest building in the world during the month of May, 1931. It kept its title until the finish of the World Trade Center in 1972.
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艺术史 TPO48-L1 20th Century Photography
20th Century Photography
Listen to part of a talk in an art history class.
1. What aspect of Georgia O’Keeffe’s work do the speakers mainly discuss?
• A. The kinds of objects that she selected for her paintings
• B. The influence of her painting style on photography
• C. The major abstract elements in her photographs
• D. The techniques that contributed to her distinctive style
1. According to the professor, what characteristics of Large Dark Red Leaves on White indicate that it could not be a photograph?
• A. It depicts leaves in a setting that appears to be abstract.
• B. It is larger than most photographs of the time.
• C. It shows less realistic detail than a photograph does.
• D. It included colors that could not have been reproduced in a photograph.
1. According to the professor, what principles did Arthur Wesley Dow emphasize in his art classes?
• A. Focusing on simple forms
• B. Using color to reveal the essence of an object
• C. Separating a form from its natural surroundings
• D. Exaggerating the size of a form
1. In his discussion of O’Keeffe’s style, why does the professor describe Large Dark Red Leaves on White?
• A. To give an example of a painting that was copied from a photograph
• B. To give an example of an abstract interpretation of real objects
• C. To point out that some of O’Keeffe’s subjects were represented in their natural setting
• D. To point out the similarities between O’Keeffe’s works and works of other artists
1. According to the professor, what effect did O’Keeffe expect her paintings to have on viewers?
• A. The paintings would create the same personal associations as they did for O’Keeffe.
• B. The paintings would make people see ordinary things in a new way.
• C. The paintings would mistakenly be seen as photographs.
• D. The paintings would inspire an appreciation for nature.
1. Why does the professor say this: 🎧
• A. To emphasize a point that he made earlier about O’Keeffe’s works
• B. To emphasize that the student should have observed the painting more closely
• C. To indicate that the student’s conclusion about O’Keeffe was not foolish
• D. To indicate that he had not understood the student’s point about the painting
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In geometry, once two or much more lines satisfy or cross each various other in a plane, they room termed as intersecting lines. On the various other hand, once two or more lines do not fulfill at any point, lock are called non-intersecting lines. Let us study an ext about intersecting and non-intersecting currently in this article.
You are watching: What are lines that intersect to form right angles
1.What space Intersecting Lines
2.Properties of Intersecting Lines
3.Non-Intersecting Lines
4.Properties that Non-Intersecting Lines
5.FAQs top top Intersecting and also Non-Intersecting Lines
When 2 or much more lines accomplish at a usual point, castle are recognized as intersecting lines. The point at i beg your pardon they overcome each other is known as the allude of intersection. Observe the following figure which reflects two intersecting present 'a' and 'b' and also the suggest of intersection 'O'.
The complying with points perform the nature of intersecting currently which help us to determine them easily.
Intersecting lines satisfy at a single point, they cannot fulfill at more than one point.Intersecting lines fulfill each other at any type of angle i m sorry is better than 0° and less than 180°.
When 2 or much more lines execute not intersect with each other, they room termed together non-intersecting lines. Watch the following number of two non-intersecting, parallel lines 'a' and also 'b' which display a perpendicular distance denoted through 'c' and also 'd'.
The following points perform the nature of non-intersecting currently which aid us to determine them easily.
Non-intersecting lines never ever meet and also do no share any kind of common point. They are likewise known together parallel lines.The distance in between non-intersecting present is always the same.The size of any type of common perpendicular drawn between the 2 non-intersecting present is always the same.
Related articles on Intersecting Lines
Check the end the posts given below which are related to intersecting and also non-intersecting lines.
Intersecting currently Examples
Example 1: v respect to intersecting and also non-intersecting lines, price the adhering to questions based upon the figure given below.
1) present KL and MN room ____ lines.2) space lines CD and abdominal perpendicular to each other?3) Name any type of two bag of non-intersecting lines.Solution:
1) present KL and MN are intersecting lines.2) No, line CD and abdominal muscle are no perpendicular to every other. They are non-intersecting, parallel lines.3) ab || CD and also EF || CD. Hence, these room non-intersecting lines.
Example 2: determine the pair of present given below as intersecting or non-intersecting lines.
According to the direction that lines, if together lines are expanded further, lock will accomplish at one point. Therefore, the provided pair of lines room intersecting lines.
Example 3: Give any two real-life examples of intersecting and also non-intersecting lines.
Two examples of intersecting present are detailed below:
Crossroads: When two right roads fulfill at a common allude they type intersecting lines.
Scissors: A pair of scissors has two arms and both the arms kind intersecting lines.
Two examples of non-intersecting present are listed below:
Ruler (scale): The opposite sides of a leader are non-intersecting lines.
The Rails of Railway Track: The rails that a railway monitor that space parallel to each various other are non-intersecting lines.
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Breakdown tough principles through straightforward visuals.
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Practice concerns on Intersecting and Non-Intersecting Lines
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FAQs on Intersecting Lines
What are Intersecting lines in Geometry?
When two or much more lines overcome each various other in a plane, they are well-known as intersecting lines. The point at i m sorry they overcome each other is known as the point of intersection.
What is the Difference in between Perpendicular and Intersecting Lines?
When intersecting currently cross every other, there is no defined angle in ~ which lock meet, it deserve to be any angle. However, perpendicular lines always intersect each other at appropriate angles (90°). In other words, all perpendicular lines room intersecting lines, yet all intersecting lines might not necessarily be perpendicular lines.
What are Parallel, Perpendicular, and also Intersecting Lines?
Parallel lines never intersect each other and are always the very same distance apart, whereas, intersecting present cross every other and share a common suggest known as the allude of intersection. Perpendicular lines room those intersecting lines the cross each various other at an edge of 90°.
What space Intersecting present that room not Perpendicular?
There space some currently that intersect each other but may no be have to perpendicular to every other. Such lines satisfy at any angle which is better than 0° and also less 보다 180°.
What space Intersecting lines Examples?
A couple of examples that intersecting currently are detailed below:
The currently of the alphabet 'X' type intersecting lines. The is a perfect instance to stand for intersecting lines.The hand of a clock.
What angle are created by Intersecting Lines?
Intersecting lines may cross or crossing each various other at any kind of angle better than 0° and less than 180°. If any type of two intersecting lines meet each other at an angle of 90°, castle are referred to as perpendicular lines.
What space the instances of Non-Intersecting Lines?
A couple of examples that non-intersecting lines are noted below:
The opposite political parties of a leader (scale) are non-intersecting lines.
See more: Driving Distance From Richmond Virginia To Virginia Beach, Va
What execute you median by point of Intersection in Intersecting Lines?
When any type of two lines meet at one usual point, they are called intersecting lines. The common point where they crossing is known as the suggest of intersection.
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Chapter 3
Constitutive Laws - Relations between Stress and Strain
3.3 Hypoelasticity elastic materials with a nonlinear stress-strain relation under small deformation
Hypoelasticity is used to model materials that exhibit nonlinear, but reversible, stress strain behavior even at small strains. Its most common application is in the so-called `deformation theory of plasticity,’ which is a crude approximation of the behavior of metals loaded beyond the elastic limit.
A hypoelastic material has the following properties
The solid has a preferred shape
The specimen deforms reversibly: if you remove the loads, the solid returns to its original shape.
The strain in the specimen depends only on the stress applied to it it doesn’t depend on the rate of loading, or the history of loading.
The stress is a nonlinear function of strain, even when the strains are small, as shown in the picture above. Because the strains are small, this is true whatever stress measure we adopt (Cauchy stress or nominal stress), and is true whatever strain measure we adopt (Lagrange strain or infinitesimal strain).
We will assume here that the material is isotropic (i.e. the response of a material is independent of its orientation with respect to the loading direction). In principle, it would be possible to develop anisotropic hypoelastic models, but this is rarely done.
The stress strain law is constructed as follows:
Strains and rotations are assumed to be small. Consequently, deformation is characterized using the infinitesimal strain tensor defined in Section 2.1.7. In addition, all stress measures are taken to be approximately equal. We can use the Cauchy stress as the stress measure.
When we develop constitutive equations for nonlinear elastic materials, it is usually best to find an equation for the strain energy density of the material as a function of the strain, instead of trying to write down stress-strain laws directly. This has several advantages: (i) we can work with a scalar function; and (ii) the existence of a strain energy density guarantees that deformations of the material are perfectly reversible.
If the material is isotropic, the strain energy density can only be a function strain measures that do not depend on the direction of loading with respect to the material. One can show that this means that the strain energy can only be a function of invariants of the strain tensor that is to say, combinations of strain components that have the same value in any basis (see Appendix B). The strain tensor always has three independent invariants: these could be the three principal strains, for example. In practice it is usually more convenient to use the three fundamental scalar invariants:
Here, is a measure of the volume change associated with the strain; is a measure of the shearing caused by the strain, and I can’t think of a good physical interpretation for . Fortunately, it doesn’t often appear in constitutive equations.
Strain energy density:
In principle, the strain energy density could be any sensible function . In most practical applications, nonlinear behavior is only observed when the material is subjected to shear deformation (characterized by ); while stress varies linearly with volume changes (characterized by ). This behavior can be characterized by a strain energy density
where are material properties (see below for a physical interpretation).
Stress-strain behavior
For this strain energy density function, the stress follows as
The strain can also be calculated in terms of stress
where is the second invariant of the stress tensor.
To interpret these results, note that
If the solid is subjected to uniaxial tension, (with stress and all other stress components zero); the nonzero strain components are
If the solid is subjected to hydrostatic stress (with and all other stress components zero) the nonzero strain components are
If the solid is subjected to pure shear stress (with and all other stress components zero) the nonzero strains are
Thus, the solid responds linearly to pressure loading, with a bulk modulus K. The relationship between shear stress and shear strain is a power law, with exponent n
This is just an example of a hypoelastic stress-strain law many other forms could be used.
(c) A.F. Bower, 2008
This site is made freely available for educational purposes.
You may extract parts of the text
for non-commercial purposes provided that the source is cited.
Please respect the authors copyright.
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Salmonella
Food-Poisoning.org offers information about Salmonella.
An informational Web site supported by the lawyers at
Pritzker | Ruohonen & Associates
Call 1.888.377.8900 for more information
Information about SalmonellaSalmonella
Salmonella is named after Daniel E. Salmon, an American scientist who helped put the first U.S. meat inspections in place and who helped lay the scientific foundation for the widespread practice of vaccination. In 1885, while serving as the director of the U.S. Department of Agriculture's Bureau of Animal Industry--an organization he helped to found--Salmon was credited with the discovery of the organism that causes hog cholera, now known as Salmonella Choleraesius. In fact, Salmon's assistant, a brilliant researcher named Theobald Smith, actually discovered the bacterium.
What is Salmonella?
The term Salmonella actually refers to a group of bacteria, many of which cause diarrheal illness in animals and humans. There are many different kinds of Salmonella bacteria. Salmonella Typhimurium (or Salmonella Typhi) can cause the illness typhoid. The illness caused by other types of Salmonella, including Salmonella Enteritidis, which is common in the U.S., is called Salmonellosis.
Salmonella Poisoning
The most common source of Salmonella poisoning to you and your family is the feces of infected people or animals. People who come into contact with stool need only pick up a few of the Salmonella bacteria to become infected. Salmonella is found in many other environments as well, including uncooked meat, soil and water. The most important ways to prevent Salmonella poisoning are proper hygiene and proper cooking.
Although the number of Salmonellosis cases reported in the U.S. annually is about 40,000, it is estimated that up to four million infections occur in this nation each year because mild cases are often not reported or diagnosed.
Most cases of Salmonella poisoning do not require treatment. In rare cases, Salmonella induced diarrheal illness become severe enough to require hospitalization and a course of antibiotics. Although very rare, some cases of Salmonellosis have led to the death of the infected individual.
Other Food Illnesses @ Food-Poisoning.org:
Campylobacter | E coli | Hemolytic Uremic Syndrome
Hepatitis A | Listeria | Norwalk Virus | Salmonella | Shigella
© 2004 Pritzker | Ruohonen & Associates, P.A.
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BackArrowGreen See the list of resources
Cotton is a white fluffy plant that has been used the world 'round for clothing and fabric for almost five thousand years. This versatile plant grows naturally in both hemispheres, surviving in a wide variety of climates. The earliest accounts of cotton come from the Indus River valley in modern Pakistan. From there it spread to Europe and Africa, and eventually to the New World. Taking root in the southern English colonies, the cotton industry of the New World quickly became the primary supplier of Europe's cotton demands, thanks in large part to the invention of the cotton gin in 1793. The American South would remain the most important source of cotton until the 19th century, when America's slave-based economy crumbled and Egypt took the reigns as the world's primary cotton provider.
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Historical Context Of Huck Finn By:Julianna ramiRez
When was "The adventures of Huckleberry Finn" Published?
The book "The Adventures of Huckleberry Finn" was published in December 10,1884.
What were some of the most notable events, people ,political views during this time?
Some of the most notable events during this time was the Emancipation Proclamation and the end of the civil war.
How did Twain's stories comment on society, the government, and the world?
Twain's stories comment how racism, religion, and other social attitudes were at the time. People have found this story offensive.
Created with images by crackdog - "Adventures of Huckleberry Finn by Mark Twain - 1885"
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Friday, June 24, 2011
Indian ocean ridges disproved the idea of northward motion of the indian continent.
The eastern and western side ocean ridges of India which is formed by volcanic activity.
but researchers believed that the volcanic chain is formed by the motion of the Indian plate which is passed over volcano.
if that is the case then the two volcanic chain must be parallel to each other.
but the two ridges are not parallel.therefore India did not moved over volcano and present in the same location from the formation of the earth.
Researchers has said that India was separated from Seychelles 65 Million years ago.therefore according to the plate tectonic theory india must have followed a curved path.
if so then how can the motion of the indian plate can make a straight line ridge called as ninety east ridge by passing over a volcano?
ninety east ridge is a 5000 km long sea mounts which is said to be formed by the motion of Indian plate over a volcano.
but the India was said to be came from south of the Africa to the present place a path consist of curved path.
and a curved path can not form a straight line ridge such as the ninety east.
further to state that the northern part of the ridge is formed 81 million years ago.
it should be noted that the India was also said to be separated form the Madagascar some 88 million years ago.
therefore it is unlikely to form the straight line ridge and this could also prove that the continents are not drifting.
The ridges which are located on both side (east and west )India is not parallel which is not support the so called motion of the Indian plate.
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Home > Activities > Our Country's Flag
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Our Country's Flag
ages 3-6
Map of the United States, red, white, and blue construction paper, crayons, glue
Activity Detail
Instead of making the standard rectangular-shaped flag, you can make a flag in the shape of the United States. Trace a map of the United States to be used as an outline. You can either color this outline of the U.S. or paste the stars and stripes on it. As they work on this, explain to them that each of the stars represent a state, why the colors were chosen and that the thirteen stripes stand for the original thirteen colonies.
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Rosa Parks
Rosa Parks was born Rosa Louise McCauley on February 4, 1913, in Tuskegee, Alabama. Rosa Parks’s childhood brought her early experiences with racial discrimination and activism for racial equality. After her parents separated, Rosa’s mother moved the family to Pine Level, Alabama to live with her parents, Rose and Sylvester Edwards—both former slaves and strong advocates for racial equality; the family lived on the Edwards’ farm, where Rosa would spend her youth. Taught to read by her mother at a young age, Rosa went on to attend a segregated, one-room school in Pine Level, Alabama, that often lacked adequate school supplies such as desks. African-American students were forced to walk to the 1st- through 6th-grade schoolhouse, while the city of Pine Level provided bus transportation as well as a new school building for white students. Through the rest of Rosa’s education, she attended segregated schools in Montgomery, including the city’s Industrial School for Girls (beginning at age 11). In 1929, while in the 11th grade and attending a laboratory school for secondary education led by the Alabama State Teachers College for Negroes, Rosa left school to attend to both her sick grandmother and mother back in Pine Level. She never returned to her studies; instead, she got a job at a shirt factory in Montgomery. In 1932, at age 19, Rosa met and married Raymond Parks, a barber and an active member of the National Association for the Advancement of Colored People. With Raymond’s support, Rosa earned her high school degree in 1933. She soon became actively involved in civil rights issues by joining the Montgomery chapter of the NAACP in 1943, serving as the chapter’s youth leader as well as secretary to NAACP President E.D. Nixon—a post she held until 1957. The Montgomery City Code required that all public transportation be segregated and that bus drivers’ had the “powers of a police officer of the city while in actual charge of any bus for the purposes of carrying out the provisions” of the code. While operating a bus, drivers were required to provide separate but equal accommodations for white and black passengers by assigning seats. This was accomplished with a line roughly in the middle of the bus separating white passengers in the front of the bus and African-American passengers in the back. On December 1, 1955, after a long day’s work at a Montgomery department store, where she worked as a seamstress, Rosa Parks boarded the Cleveland Avenue bus for home. She took a seat in the first of several rows designated for “colored” passengers. As the bus Rosa was riding continued on its route, it began to fill with white passengers. Eventually, the bus was full and the driver noticed that several white passengers were standing in the aisle. He stopped the bus and moved the sign separating the two sections back one row and asked four black passengers to give up their seats. Three complied, but Rosa refused and remained seated. The driver called the police and had her arrested. The police arrested Rosa at the scene and charged her with violation of Chapter 6, Section 11, of the Montgomery City Code. She was taken to police headquarters, where, later that night, she was released on bail. On the evening that Rosa Parks was arrested, E.D. Nixon, head of the local chapter of the NAACP, began forming plans to organize a boycott of Montgomery’s city buses. Ads were placed in local papers, and handbills were printed and distributed in black neighborhoods. Members of the African-American community were asked to stay off city buses on Monday, December 5, 1955—the day of Rosa’s trial—in protest of her arrest. People were encouraged to stay home from work or school, take a cab or walk to work. With most of the African-American community not riding the bus, organizers believed a longer boycott might be successful. The combination of legal action, backed by the unrelenting determination of the African-American community, made the 381-day Montgomery Bus Boycott one of the largest and most successful mass movements against racial segregation in history. Although she had become a symbol of the Civil Rights Movement, Rosa Parks suffered hardship in the months following her arrest in Montgomery and the subsequent boycott. She lost her department store job and her husband was fired after his boss forbade him to talk about his wife or their legal case. Unable to find work, they eventually left Montgomery; the couple, along with Rosa’s mother, moved to Detroit, Michigan. There, Rosa made a new life for herself, working as a secretary and receptionist in U.S. Representative John Conyer’s congressional office. She also served on the board of the Planned Parenthood Federation of America. Rosa Parks received many accolades during her lifetime, including the Spingarn Medal, the NAACP’s highest award, and the prestigious Martin Luther King Jr. Award. On September 9, 1996, President Bill Clinton awarded Parks the Presidential Medal of Freedom, the highest honor given by the United States’ executive branch. The following year, she was awarded the Congressional Gold Medal, the highest award given by the U.S. legislative branch. In 1999, TIME magazine named Rosa Parks on its list of “The 20 most influential People of the 20th Century.”
Rosa Parks: My Story is an autobiography of Rosa Park’s amazing journey as the pioneer she was during her time and the legacy she leaves is undeniable. This is an amazing read to expand your knowledge on Rosa Park’s life and her journey.
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15 Cards in this Set
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• Back
Rene Descartes
He invented analytical geometry and is famous for the statement "I think, therefore I am"
Andreas Vesalius
He defied French law by dissecting human bodies, contradicting many beliefs about human anatomy.
Francis Bacon
This philosopher helped develop the scientific method.
Galileo Galilei
His belief that the earth was not the center of the universe (based on observations with his telescope) was banned by the Catholic church.
Isaac Newton
He revolutionized European thinking by applying the scientific method to math and science.
He wrote "Principia" to mathematically explain the universe
Robert Hooke
He discovered the cell.
William Harvey
He discovered how the circulatory system works.
Robert Boyle
He criticized alchemists, proved there were more than four basic elements, and defined elements as something that cannot be broken down into simpler parts.
Priestley and Lavoisier
They studied the properties of air and its elements.
These early chemists were much like sorcerors and believed in the existence of only four basic elements.
Theories that attempt to explain a set of facts
(Your expected result)
Nicolaus Copernicus
A Polish astronomer who theorized that the earth was round and rotated on an axis around the sun.
Johannes Kepler
He mathematically proved Copernicus's theories that the earth was round and rotated on an axis while circling the sun; he also found that it "circled" on an oval path.
He invented calculus
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Case Study Leonardo Bridge Project
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• Download(s) : 179
• Published : November 22, 2003
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When Leonardo da Vinci designed a 240 meters bridge it would have been the longest bridge in
the world. His plan was ambitious. In 1502, a skeptical sultan rejected Leonardo's design as
impossible, but 300 years civilization finally embraced the engineering principle - arches as
supports - underlying the construction. The bridge has been constructed, in Norway.
Now instead of spanning the Bosporus , his visionary creation was destined to span 500 years as
a bridge to another millennium. Vebjorn Sand, the man behind the modern project, has a site
with images and details.
Leonardo Bridge Project
In 1502 Leonardo da Vinci did a simple drawing of a graceful bridge with a single span of 720-foot
span (approximately 240-meters.) Da Vinci designed the bridge as part of a civil engineering
project for Sultan Bajazet II of Constantinople (Istanbul.) The bridge was to span the Golden
Horn, an inlet at the mouth of the Bosphorus River in what is now Turkey. The Bridge was never built.
Leonardo's "Golden Horn" Bridge is a perfect "pressed-bow." Leonardo surmised correctly that
the classic keystone arch could be stretched narrow and substantially widened without losing
integrity by using a flared foothold, or pier, and the terrain to anchor each end of the span. It was
conceived 300 years prior to its engineering principals being generally accepted. It was to be 72
feet-wide (24 meters), 1080-foot total length (360 meters) and 120 feet (40 meters) above the
sea level at the highest point of the span.
Norwegian painter and public art creator, Vebjørn Sand, saw the drawing and a model of the
bridge in an exhibition on da Vinci's architectural & engineering designs in 1996. The power of the
simple design overwhelmed him. He conceived of a project to bring its eternal beauty to life. The
Norwegian Leonardo Bridge Project makes history as the first of Leonardo's civil engineering
designs to be constructed for public use.
Vebjørn Sand took the project to the Norwegian Public Roads Administration. Though hardly a
visionary organization, when Sand presented the project the reaction was unanimous. "Everyone
on the project knew we would be making something more than another boring bridge," Sand
says of his meetings with government officials, "We would be making history."
On the Project, Vebjørn Sand successfully collaborated with a professional team of engineers and
architects to test the build-ability of the design. Numerous sites were considered all over Norway
until the right one was found in the township of Ås spanning E-18, the highway linking Oslo and
Stockholm. Fundraising for the project also became a major responsibility for Sand. The next five
years required the ability to sustain the vision while building coalitions to undertake the
construction of what the Norwegian press would call "Vebjørn Sand's Leonardo Project."
The Norwegian Leonardo Bridge Project did not easily fall into place. Vebjørn Sand's celebrity in
Norway rests on his reputation as a young painter of considerable ability who gleefully joined the
public debate over the issue of the dominant Modernist orthodoxy. Sand supports rigorous
technical mastery required of classical art training. The Norwegian art academies no longer taught
those skills. As the Leonardo Bridge Project developed, this debate continued to grow more
heated in the Norwegian press. Sand's conceptual tribute to the Renaissance thinkers, and
Leonardo's vision, came under scathing criticism. Some said the bridge belonged in Disneyland;
others accused Vebjørn Sand of being a fascist.
Conceptually, Vebjørn Sand sees the project as a vivid meeting between the functional and
esthetical worlds. It is a reminder that the technology the human race has come to consider a
necessary part of daily life, was...
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Properties of Liquids - Viscosity
The viscosity of a fluid is that property which tends to resist a shearing force. It can be thought of as the internal friction resulting when one layer of fluid is made to move in relation to another layer.
Properties of Liquids - ViscosityConsider the model shown in Fig. 1, which was used by Isaac Newton in first defining viscosity. It shows two parallel planes of fluid of area A separated by a distance dx and moving in the same direction at different velocities V1 and V2.
The velocity distribution will be linear over the distance dx, and experiments show that the velocity gradient, dv/dx, is directly proportional to the force per unit area, f/a.
Properties of Liquids - ViscosityWhere n is constant for a given liquid and is called its viscosity.
The velocity gradient, dv/dx, describes the shearing experience by the intermediate layers as they move with respect to each other. Therefore, it can be called the "rate of shear", S. Also the force per unit area, F/A, can be simplified and called the "shear force" or "shear stress," F. With these simplified terms, viscosity can be defined as follows:
Properties of Liquids - Viscosity
Isaac Newton made the assumption that all materials have, at a given temperature, a viscosity that is independent of the rate of shear. In other words, a force twice as large would be required to move a liquid twice as fast. Fluids which behave this way are called Newtonian fluids. There are, of course, fluids which do not behave this way, in other words their viscosity is dependent on the rate of shear. These are known as Non-Newtonian fluids.
Properties of Liquids - ViscosityFig. 2 shows graphically the relationships between shear stress (F,)rate of shear (S,) and viscosity (n) for a Newtonian liquid. The viscosity remains constant as shown in sketch 2, and in absolute units, the viscosity is the inverse slope of the line in sketch 1. Water and light oils are good examples of Newtonian liquids.
Properties of Liquids - ViscosityFig. 3 shows graphically the three most common types of Non-Newtonian liquids. Group A shows a decreasing viscosity with an increasing rate of shear. This is known as pseudo-plastic material. Examples of this type are grease, molasses, paint, soap, starch, and most emulsions. They present no serious pumping problems since they tend to thin out with the high rates of shear present in a pump.
Group B shows a dilatant material or one in which the viscosity increases with an increasing rate of shear. Clay slurries and candy compounds are examples of dilatant liquids. Pumps must be selected with extreme care since these liquids can become almost solid if the shear rate is high enough. The normal procedure would be to oversize the pump somewhat and open up the internal clearances in an effort to reduce the shear rate.
Group C shows a plastic material. The viscosity decreases with increasing rate of shear. However, a certain force must be applied before any movement is produced. This force is called the yield value of the material. Tomato catsup is a good example of this type of material. It behaves similar to a pseudo-plastic material from a pumping standpoint.
The viscosity of some Non-Netonian liquids is dependent upon time as well as shear rate. In other words, the viscosity at any particular time depends upon the amount of previous agitation or shearing of the liquid. A liquid whose viscosity decreases with time at a given shear rate is called a thixotropic liquid. Examples are asphalts, glues, molasses, paint, soap, starch, and grease. Liquids whose viscosity increases with time are called rheopectic liquids, but they are seldom encountered in pumping applications.
There are two basic viscosity parameters: Dynamic (or absolute) viscosity and kinematic viscosity. Dynamic viscosities are given in terms of force required to move a unit area a unit distance. This is usually expressed in pound-seconds per square foot in the English system which is equal to slugs per foot-second. The Metric system is more commonly used, however, in which the unit is the dyne-second per square centimeter called the Poise. This is numerically equal to the gram per centimeter-second. For convenience, numerical values are normally expressed in centipoise, which are equal to one-hundredth of a poise.
Most pipe friction charts and pump correction charts list kinematic viscosity. The basic unit of kinematic viscosity is the stoke which is equal to a square centimeter per second in the Metric system. The corresponding English unit is square foot per second. The centistoke which is on-hundredth of a stoke is normally used in the charts. The following formula is used to obtain the kinematic viscosity when the dynamic or absolute viscosity is known:
Properties of Liquids - Viscosity
There are numerous type of viscometers available for determining liquid viscosities, most of which are designed for specific liquids or viscosity ranges. The Saybolt viscometers are probably the most widely used in the United States. The Saybolt Universal Viscometer measures low to medium viscosity, and the Saybolt Furol Viscometer measures high viscosities. The corresponding units are the SSU (Seconds Saybolt Universal) and the SSF (Seconds Saybolt Furol.) These units are found on most pipe friction and pump correction charts in addition to centistokes. A conversion chart for these and other units is shown in the next section of this manual.
Viscosity Correction Centrifugal Pumps
A general rule of thumb - The performance of a centrifugal pump must be corrected if the viscosity of the liquid exceeds 30 cps. Refer to the manufacturers performance conversion data.
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Lecture notes in Microbiology
Bacterial Cell Surface Structures and Appendages (Flagella, Fimbriae and Pili)
Fimbria vs pilus
Cell Surface Appendages of Bacteria
(Flagella vs Fimbriae vs Pili of Bacteria)
What are cell surface appendages?
Cell surface appendages (aka filamentous appendages) are proteinaceous tubular or fibrous structures found on the surface of bacterial cells. They extend from the surface of the bacterial cell wall and can have many functions such as locomotion, attachment, adhesion and assisting in genetic exchange.
What are the three types of cell surface appendages of bacteria?
The THREE types of cell surface appendages are present on bacteria. The classification is based on the relative length of the appendages, composition and function. The three cell surface appendages of bacteria are
(1). Flagella
(2). Fimbriae
(3). Pili
(1). Flagella
Bacterial Flagella definition: Bacterial flagella are long whip-like filamentous structures present in some bacteria. The most important function of flagella is to assist in locomotion. Flagella can also act as a sensory organ to detect temperature and the presence of certain chemicals. Even though the flagella are present in prokaryotes and eukaryotes, both are entirely different in their structure, formation and mechanism of propulsion.
What are the characteristics of bacterial flagella?
Ø Flagella are long whip-like filamentous structures.
Ø Flagella are many times longer and thicker than Fimbriae and Pili.
Ø Approximate length of flagella varies from 15 to 20 µm.
Continue reading
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Say how far you agree with the views that Drummer Hodge is presented in a romantic, idealised way, and that Graves(TM) German soldier is presented with stark realism.
Extracts from this document...
1 A) Write a comparison of the ways the writers describe the death of a soldier. Say how far you agree with the views that Drummer Hodge is presented in a romantic, idealised way, and that Graves' German soldier is presented with stark realism. Opinions expressed through poetry differ hugely and have always done so throughout history. The opinions and experiences of the writers are the main factors, which affect the content and messages that the poems portray. War poetry such as that of Thomas Hardy and Robert Graves hold opinions, which coincide with their own feelings and emotions on the subject of War. In 'Drummer Hodge' Hardy shows the tragedy and waste of war but no direct criticism is implied. Indeed, 'Drummer Hodge' is presented in a holy, romantic way that is arguably presenting War as a glorious and romantic affair engaged in to protect us from evil. 'A Dead Boche' is far more realistic and Graves seems to use his poem to show how war can be so dehumanising that the dead soldiers can be viewed as symbols rather than people. ...read more.
Graves understood that the people back home, indirectly involved in the War, saw little of the true horrors and perceived the War to be glamorous and heroic. He creates this poem, with it's sickly language and synesthesia, in an attempt to shock people into reconsidering their opinions on the war as a whole. 'Drummer Hodge' is a completely different poem, from a completely different perspective. Hardy did not directly experience War, unlike Graves, and only wrote the poem 'Drummer Hodge' having read about the young boy's death in a newspaper and therefore because of this, the language in 'A Dead Boche' contrasts hugely with the soft, romantic and natural language in 'Drummer Hodge.' Furthermore this is partly because Graves aims to shock and disgust the reader whilst Hardy aims to glorify and commend in order to increase a feeling of national pride. 'His homely Northern breast and brain Grow to some southern tree, And strange-eyed constellations reign His stars eternally.' The place in which this drummer boy is buried is peaceful and beautiful and in a sense this poem seeks to comfort the British public with the fact that although many will die abroad defending the ...read more.
This deliberate use of rhythm is also seen in 'A Dead Boche' as the rhythm is regular and constant but this seems to end on the last two lines, stopped dead, just as the German soldier was. Also Graves deliberately rhymes certain woods for increased effect. 'Wood/Blood' - Used, as the wood itself would be covered with blood from the battle. 'Green/Unclean - The colour green is the colour of infection, bile and other disgusting things and so their rhyme is perfect especially when placed in context with a dead, decomposing body. Both poems hold their separate views and opinions, Graves anger and despair at the War is openly apparent in 'A Dead Boche' and there is a sense of despair in 'Drummer Hodge' too, as the boy is buried in a foreign land, far from his place of birth, seemingly left; uncared for by his countrymen without even a gravestone to mark his grave. At the same time Hardy seems to celebrate this as being naturalistic and spiritual. There is nothing soft in 'A Dead Boche' and this is intended, at least Hodge was buried underground and laid 'to rest' whilst the German soldier is simply propped against a shattered tree trunk. ...read more.
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One of the poems in the 1912-13 collection is the poem 'The Going' Hardy feels anger towards Emma. Although she has passed, Hardy still blames her for disappearing without saying good-bye, 'why did you give no hint that night? Never to bid good-bye', like she used to do when she was alive.
2. Compare the way Larkin and Plath present human relationships in their poems.
This suggests that the husbands and wives don't feel fulfilled by their marriage which is similar to Plath's idea of artificial marriage in The Applicant. Afternoons shows what marriage has become after time, whereas Plath's The Applicant discusses what marriage is likely to become, in terms of the stereotypes created by society.
1. The Historyof War Poetry and the works of Wilfred Owen
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2. Is Thomas hardy obsessed with the past
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1. How Do These Poems Reveal Shelley(TM)s Views About The Role Of The Poet?(TM) Discuss.
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In The Wasteland, A Game of Chess, Eliot illustrates this with a reference from Ovid?s Metamorphoses; a painting depicting ?The change of Philomel? stands on the ?antique mantel? a picture of violence, rape and mutilation. Violence is emphasised throughout this section, starting with blank verse, the meter becomes increasingly irregular
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Cisco CloudCenter: Get the Hybrid IT Advantage
Definition - What does Bridge mean?
Bridges are also known as Layer 2 switches.
Techopedia explains Bridge
A network bridge device is primarily used in local area networks because they can potentially flood and clog a large network thanks to their ability to broadcast data to all the nodes if they don’t know the destination node's MAC address.
A bridge uses a database to ascertain where to pass, transmit or discard the data frame.
1. If the frame received by the bridge is meant for a segment that resides on the same host network, it will pass the frame to that node and the receiving bridge will then discard it.
2. If the bridge receives a frame whose node MAC address is of the connected network, it will forward the frame toward it.
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By: Andreas Moritz
Posted: December 7, 2011 — updated 2016
Book excerpt: The Amazing Liver and Gallbladder Flush
The urinary system is an extremely important excretory system of the body. It consists of the following: two kidneys, which form and excrete urine; two ureters, which convey the urine from the kidneys to the urinary bladder; a urinary bladder, where urine collects and is temporarily stored; and a urethra, through which urine passes from the urinary bladder to the exterior of the body.
Smooth functioning of the urinary system is essential for maintaining an appropriate fluid volume by regulating the amount of water that is excreted in the urine. Other aspects of its function include regulating the concentrations of various electrolytes in the body fluids and maintaining normal pH (acids-alkalis balance) of the blood. This system is also involved in the disposal of waste products resulting from the breakdown (catabolism) of cell protein in the liver, for example.
Most diseases of the kidneys and other parts of the urinary system are related to an imbalance of the simple filtration system in the kidneys. About 26 to 40 gallons of dilute filtrate are formed each day by the two kidneys. Of these, only 34 to 52 ounces are excreted as urine (the rest is absorbed and re-circulated). With the exception of blood cells, platelets and blood proteins, all other blood constituents must pass through the kidneys. The process of filtration is disrupted and weakened when the digestive system – and in particular, the liver – perform poorly.
Gallstones in the liver and gallbladder reduce the amount of bile that the liver is able to produce. Thus, it becomes impossible to digest food properly. Much of the undigested food begins to ferment and putrefy, leaving toxic waste matter in the blood and lymph. The body’s normal excretions, such as urine, sweat, gases and feces, do not usually contain disease-generating waste products; that is, of course, for as long as the passages of elimination remain clear and unobstructed.
Disease-causing agents consist of tiny molecules that appear in the blood and lymph. They are visible only through powerful electron microscopes. These molecules have a strong acidifying effect on the blood. To avoid a life-threatening disease or coma, the blood must rid itself of these minute toxins. Accordingly, it dumps these unwanted intruders into the connective tissue of the organs. The connective tissue consists of a gel-like fluid (lymph) that surrounds all cells. The cells are ‘bathed’ in this connective tissue. Under normal circumstances, the body knows how to deal with acidic waste material that has been dumped into the connective tissue. It releases an alkaline product, sodium bicarbonate (NaHCO3), into the blood that is able to retrieve the acidic toxins, neutralize them, and then eliminate them through the excretory organs. This emergency system, though, begins to fail when toxins are deposited faster than they can be retrieved and eliminated. As a result, the connective tissue may become as thick as jelly. Nutrients, water and oxygen can no longer pass freely, and the cells of the organs begin to suffer malnutrition, dehydration and oxygen deficiency.
Some of the most acidic compounds are proteins from animal foods. Gallstones inhibit the liver’s ability to break down these proteins. Excessive proteins are ‘temporarily’ stored in the connective tissues and then converted into collagen fiber. The collagen fiber is built into the basal membranes of the capillary walls. The basal membranes may become up to ten times as thick as normal. A similar situation occurs in the arteries. As the blood vessel walls become increasingly congested, fewer proteins are able to escape the bloodstream. This leads to blood thickening, making it more and more difficult for the kidneys to filter. At the same time, the basal membranes of the blood vessels supplying the kidneys also become congested, making them harder and more rigid. As the process of hardening of the blood vessels progresses further, blood pressure starts to rise and overall kidney performance drops. More and more of the metabolic waste products excreted by the kidney cells, which would normally be eliminated via venous blood vessels and lymphatic ducts, are now retained and adversely affect the performance of the kidneys even further.
Through all this, the kidneys become overburdened and can no longer maintain normal fluid and electrolyte balances in the body. In addition, urinary components may precipitate and form into crystals and stones of various types and sizes. Uric acid stones, for example, are formed when uric acid concentration in the urine exceeds 2 to 4 mg percent. This amount was considered within the range of tolerance until the mid-1960s, when it was adjusted upward. Uric acid is a by-product of the breakdown of protein in the liver. Since meat consumption rose sharply in that decade, the ‘within the norm’ level was adjusted to 7.5 mg percent. This adjustment, however, does not make uric acid any less harmful to the body. Stones formed from excessive uric acid concentrations of 4 mg percent and higher can lead to urinary obstruction, kidney infection and, eventually, kidney failure.
As kidney cells become increasingly deprived of vital nutrients, including oxygen, malignant tumors may develop. In addition, uric acid crystals that are not eliminated by the kidneys can settle tumors in the joints and cause rheumatism, gout and water retention.
Symptoms of impending kidney trouble are often deceptively mild in comparison to the potential severity of kidney disease. The most observable and common symptoms of kidney problems are abnormal changes in the volume, frequency and coloration of the urine. These are usually accompanied by swelling of the eyes, face and ankles, as well as pain in the upper and lower back. If the disease has progressed further, there may be blurred vision, tiredness, declined performance and nausea. The following symptoms may also indicate malfunctioning of the kidneys: high blood pressure, low blood pressure, pain moving from the upper to lower abdomen, dark brown urine, pain in the back just above the waist, excessive thirst, increase in urination (especially during the night), less than 500 ml of urine per day, a feeling of fullness in the bladder, pain while passing urine, drier and browner skin pigment, ankles being puffy at night, eyes being puffy in morning, bruising and hemorrhaging.
All major diseases of the urinary system are caused by toxic blood; in other words, by blood filled with tiny molecules of waste material and excessive proteins. Gallstones in the liver impair digestion, cause blood and lymphcongestion, and disrupt the entire circulatory system, including that of the urinary system.
When the gallstones are removed, the urinary system has a chance to recuperate, rid itself of accumulated toxins and stones, and maintain fluid balance and normal blood pressure. This is necessary for all the processes in the body to run smoothly and efficiently. There may also be a strong need to cleanse the kidneys, in addition to the liver and gallbladder.
This is an excerpt from Andreas Moritz‘s book The Amazing Liver and Gallbladder Flush.
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来源： 跨考教育
2014-04-22 10:39:33
Unit 28 Death Valley死亡谷
Death Valley doesn’t sound like a very inviting place. It is one of the hottest places in the world. The highest temperature ever recorded there was 134 degrees Fahrenheit, and that was in the shade! Death Valley in California(加利福尼亚州) covers nearly 3000 square miles, from which approximately 555 square miles are below the surface of the sea. One point is 282 feet below sea level--the lowest point in the Western Hemisphere. In Death Valley, pioneers and explorers faced death from thirst and the searing heat. Yet despite its name and bad reputation, Death Valley is not just an empty wildness of sand and rock. It is a place of spectacular scenic beauty and home to plants, animals, and even humans.
In 1849 a small group of pioneers struggled for three months to get across the rough land.They suffered great hardships as they and their wagons traveled slowly across the salt flats in the baking sun. They ran out of food and had to eat the oxen and leave their possessions behind. They ran out of water and became so thirsty that they could not swallow the meat. They found a lake and, being wild with joy, fell on their knees only to discover it was heavily salted. Finally, weak and reduced to almost skeletons, they came across a spring of fresh water and their lives were saved. When they finally reached the foot of mountains, they slowly climbed up the rocky slopes.One of them looked back and said, “Goodbye, Death Valley.”That has been its name ever since.
Death Valley is the driest place in North America. Yet far from being dead, it is alive with plants and animals. They have adapted to this harsh region. In the salt flats on the valley floor,there are no plants to be seen. But near the edge, there are grasses. Farther away, there are some small bushes and cactus(仙人掌). Finally, high on the mountainside, there are pine trees.
What is not visible are the seeds lodged in the soil, waiting for rain. When it does come, a brilliant display of wild flowers carpets the once barren(荒芜的) flatlands. Even the cactuses blossom.As the water dries up and the hot summer nears, the flowers die. But first they produce seeds that will wait for the rains of another year.
At noon on a summer day, Death Valley looks truly devoid(缺乏的) of wildlife. But in reality, there are 55 species of mammals(哺乳动物), 32 kinds of birds, 36 kinds of reptiles, and 3 kinds of amphibians(两栖动物). During the day many seek shelter under rocks and in burrows(洞穴). As night approaches, however, the land cools, and the desert becomes a center of animal activity. Owls hunt for mice. Bats gather insects as they fly. The little kid fox is out looking for food,accompanied by snakes, hawks, and bobcats(山猫). Many of these animals, like the desert plants,have adapted to the dry desert. They use water very efficiently. They can often survive on poor water supplies that would leave similar animals elsewhere dying of thirst.
Humans have also learned how to survive in this land. The natives knew where every hidden spring was. They also knew the habits of the desert animals, which they hunted. The natives, and later even the prospectors, ate every imaginable desert animal. They ate everything from the big horn sheep(巨角野羊) to snakes, rats and lizards(蜥蜴). They were often on the edge of starvation, In autumn they gathered nuts from the pine trees. Other foods they ate included roots, cactus plants, leaves, and sometimes insects.
The early prospectors didn’t know the desert as well as the natives. Many died looking for gold and silver in Death Valley; others did find the precious metals. Then a “boomtown(新兴城镇)” was born. First it consisted of miners living in tents. Then permanent buildings were built. But when the mine failed, the town that was built up around it did too. Today the remains of these “ghost towns(鬼城(因金矿枯竭而被人遗弃的城镇))” are scattered about Death Valley.
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Fruit Bowl / Anyone Who?
How Do I Play It?
Students begin in a circle (ideally on a chair but doesn’t have to be).
Label the children with a type of fruit approx 5 – banana, apple, cherry, strawberry, pineapple. Repeat the sequence until every child is labelled with a fruit.
To check they remember and as a practice call out each fruit and get the students to raise their hand when their fruit is called.
Now explain that you will call out a fruit and those who are that fruit must change places (not with people sat next to them). If you call out "fruit bowl" everyone moves.
If the excitement is growing or the focus is drifting instead of calling out mime or mouth the fruit.
You can change the theme from fruit to anything. You can also adapt the way they move and change places e.g. hop, like you’re on the moon, skip etc...
Whole Group
Short (5 mins or less)
Spatial Awareness
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History of Funan
In the mid-3rd century A.D. two chinese traders, Kang Tai and Zhu Ying, visited Vyadharapura (town of the hunters), the legendary capital of the Funan kingdom. Their account became part of the Chinese Empirical Records:
The Liang Shu account from Chinese Empirical Records
Ed. note.: There was no translation of the original text up to now. The chinese text was published by Wheatley, P., The Golden Khersonese, University of Malaya Press, 1966. We thank Yun from China History Forum for the execellent English translation and Wolfgang Wintermeier for the German translation.
The kingdom of Funan is south of Rinan prefecture (in northern Vietnam), in a big bay on the west of the sea. It is 7,000 li from Rinan, and over 3,000 li southwest of Linyi (Champa). The capital is 500 li from the sea. There is a big river 10 li across, which flows from the northwest and enters the sea in the east. The kingdom has a diameter of over 3,000 li, and its land is low-lying and flat. Its climate and customs are generally similar to Linyi. It produces gold, silver, bronze, tin, lakawood, ivory, jadeite, and five-coloured parrots.
(Omitted: descriptions of neigbouring kingdoms of Dunsun, Piqian and Zhubo)
The people of the Funan kingdom originally had the custom of going naked, tattooing their bodies and letting their hair hang down. Their ruler was a woman named Liuye (Willow Leaf, called Soma in a Cham version). She was young and muscular, like a man. In the south there was the kingdom of Ji, where there was a priest of spirits and gods named Huntian (Kaundinya). He dreamt that a god gave him a bow, and that he sailed to sea in a merchant ship. In the morning he got up and went to the temple, and found the bow under a sacred tree. He thus followed the dream and sailed to sea on a ship, reaching the outer areas of Funan. Liuye and her followers saw the ship approaching and wanted to capture it. Huntian then drew his bow and shot Liuye's ship, piercing its side and hitting one of the servants. Liuye was terrified and surrendered to Huntian with all her people. Huntian taught Liuye to make a hole in a piece of cloth and put her head through it, using it as clothing to cover her body. He then ruled over the kingdom and took Liuye as his wife. They had seven sons who were each made king of a region. Later, the king Hun Pankuang used cunning to cause dissension between the regions, making them suspect and obstruct each other. He then used his army to attack and conquer them all, and sent his own children and grandchildren to rule the various regions, with the title of Lesser King.
Pankuang died in his 90s, and his middle son Panpan was made king. Affairs of state were entrusted to the general Fan Man. Panpan died after 3 years as king, and the people then appointed Fan Man as king. Fan Man was a brave warrior and skilled in strategy, and used his military strength to attack neighbouring kingdoms and make them all submit. He gave himself the title of Great King of Funan. He built large ships and sent them across the sea to attack more than ten kingdoms including Qudukun, Jiuzhi, Diansun, extending his territory by 5,000 to 6,000 li. Next, he planned to attack the Jinling kingdom, but fell ill and sent his crown prince Jinsheng to lead the attack in his stead. Fan Man's nephew Zhan was a general leading 2,000 men, and usurped Fan Man's throne. He sent men to trick Jinsheng and kill him. When Fan Man died, he had an infant son named Chang living among the people. When Chang reached tha age of 20, he made friends with brave men in the kingdom and attacked and killed Zhan, but Zhan's general Fan Xun then killed Chang and made himself king.
Fan Xun governed the kingdom well and built viewing pavilions for his leisure, where from dawn to noon, he would receive three or four guests. The people gave sugarcane, tortoises and birds to each other as gifts. The law of the kingdom did not include prisons. Those who were charged with a crime first fasted for 3 days, and then an axe was heated until it was red-hot and the accused was made to carry it for seven steps. Also, golden rings and chicken eggs were thrown into boiling soup and the accused had to fish them out. If he was lying about his innocence, his hand would be scalded, and if he was telling the truth, it would not. They also kept crocodiles in the moat of the capital, and also a pen of fierce beasts outside the gate. Those accused of crimes would be fed to the beasts or crocodiles, and if they were not eaten within 3 days they were considered innocent and released. The larger crocodiles are more than 2 zhang long, and resemble the Yangzi alligator, with four legs, and snouts six to seven chi long with teeth on either side that are sharp as swords. They usually eat fish but also swallow river deer and people if they come across them. There are crocodiles south of Cangwu prefecture and in the foreign countries (to the south).
In the time of the Wu state (Three Kingdoms period), Guard Commander Kang Tai and Xuanhua Operations Officer Zhu Ying were sent as envoys to Fan Xun's kingdom. The people there were still naked, except for women who wore a cloth with a hole for their head. Kang Tai and Zhu Ying said, "This is a fine kingdom, but it is not desirable for the people to be exposed like that." So for the first time, men in the kingdom were commanded to wear hengfu. The hengfu is what is now called the ganman (i.e. sarong). The rich made their hengfu out of cotton, but the poor used only simple (hemp) cloth.
In the Taikang reign of Jin Wudi (280-289 AD), Funan sent its first tribute mission. In the first year of Shengping of Jin Mudi (357), the king Zhuzhantan sent a tamed elephant as tribute. The emperor Mudi issued an edict saying, "This animal is troublesome to transport, you need not send any more." Later, there was king Qiaochenru who was originally a Brahmin from India. A god told him "you will be king of Funan", and he was pleased in his heart and travelled to the kingdom of Panpan. The people of Funan heard about it and all welcomed him happily and made him king. He changed the institutions of the country to follow the Indian laws.
After Qiaochenru's death, there was king Chilituobamo. In the reign of Song Wudi (420-422), he sent his local produce as tribute. In the Yongming reign of Southern Qi (483-493), king Sheyebamo (Jayavarman?) sent an envoy with tribute.
In the second year of the Tianjian reign (of Liang Wudi, 503), Sheyebamo again sent tribute in the form of a Buddha statue made of coral, as well as local produce. The emperor issued an edict saying, "The king of Funan Qiaochenru Sheyebamo lives on the edge of the sea and his kingdom has been our vassal in the south for generations. His sincerity is known far abroad, and he places much value on translating the sutras and offering tributes of treasures. It is good to accept and reward him, and confer titles of prestige on him. He may be honoured as General Pacifying the South and King of Funan."
The people of this kingdom are all ugly and dark, with curly hair. They do not dig wells where they live, and several tens of households share one pool to fetch water from. They worship the god of heaven, as an icon of bronze with two faces and four arms, or four faces and eight arms. Each hand is holding something - a child, or a bird or beast, or a sun or moon. The king goes in and out of his palace riding an elephant, and so do the concubines. The king sits with one (right) knee upright and the left knee hanging to the ground, and a white dish is placed before him on which is set a golden basin with an incense burner. The custom of the kingdom is that in mourning one shaves his moustache, beard and hair. The dead are buried in four ways: by water, thrown into rivers; by fire, burned into ashes; by earth, buried in the ground; and by birds, left out in the wild (for birds to eat). The people are greedy and stingy, without propriety, and the men and women form relationships without restrictions.
In the 10th and 13th year (of Tianjian, 511 and 514), Sheyebamo sent tribute. That year (514) he died, and his son by a concubine, Liutuobamo (Rudravarman?) killed his younger brother, the son of the queen, and made himself king. In the 16th year (517) he sent the envoy Zhudangbaolao with tribute. In the 18th year (519) he again sent an envoy with an Indian sacred statue made of sandalwood, leaves of the Poluo tree, and various types of incense including Huoqizhu, Yujin, and Suhe. In the first year of Putong (520), the second year of Zhongdatong (528), and the first year of Datong (535), envoys were sent bearing tribute. In the 5th year (of Datong, 539), an envoy was sent with a live rhinoceros. It was also said that the kingdom had a hair of the Buddha, 1 zhang and 2 chi long, and the emperor (Liang Wudi) sent the monk Shi Yunbao to return with the envoy to bring it (to China).
© 2004-2017
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English 304: Shakespeare: Major Plays
Prof. Boyer
Reading Questions for Macbeth
(Keyed to The Norton Shakespeare)
1. What is the effect of beginning the play with the witches? (Compare the openings of the other plays we have read; are any of those like this one?) Whom are the witches going to meet, and when? Notice the language of lines 10-11 and watch for it later in the play.
1. What do we learn about and from the "bloody Captain" (1.2.1-44)? Who is Macdonwald and what has he done? What has been done to him and by whom? Did that end the problem with rebels (1.2.29-34)?
2. What do we learn from Ross and Angus (1.2.45-62)? Who was the traitor in this different revolt? What does King Duncan say about the traitor and about his title (1.2.63-65)?
1. What is the effect of what the witches tell each other in 1.3.1-27)? What is the effect of the specifics they tell? Are these details important to the plot of the play? Why are they here? What does the First Witch mean by line 9? Keep the line in mind; "do" is an important word in this play. How do the witches prepare for Macbeth's arrival, and what do they say (1.3.28-35)?
2. Does Macbeth's first line (1.3.36) remind you of anything we have heard before? What do the witches look like (1.3.37-45)? What do they tell Macbeth (1.3.46-48). What happens to Macbeth then? How do we know? (See 1.3.49-55.) What does Banquo ask the witches and what do they tell him (1.3.55-67; notice the paradoxes in 1.3.63-65, similar in structure to 1.1.10-11 and 1.3.36). What do we know that Macbeth doesn't know in 1.3.68-76)?
3. How does Banquo explain the witches (1.3.77-78)? What does Macbeth learn from Ross and Angus (1.3.87-114)? What is Macbeth doing in lines 114-156? Note where he is speaking to himself, where he is speaking only to Banquo, and where he is speaking to everyone. How is Macbeth reacting to what the witches have said and to what Ross and Angus have said? Read Banquo's speech in lines 120-125 carefully for a statement related to the themes of the play. Then read Macbeth's speech at 1.3.126-141 carefully. What is he saying? What is he beginning to think about? Notice an echo of the paradox of "fair is foul" in lines 140-141.
4. How does Macbeth explain his behavior (1.3.148-149)? How much of his thought does he plan to share with Banquo (1.3.152-154)?
1. How did Cawdor die (1.4.1-11)? How does the King respond (1.4.11-14)? Keep these lines in mind.
2. How does the King greet Macbeth and Banquo (1.4.14-35)? Note the imagery of planting and growing. What announcement does the King make in lines 35-42? (Prince of Cumberland is the title of the Scottish heir apparent, like Prince of Wales for the English.) Where does the King intend to go (1.4.42-47)? How does he react in his aside to the King's announcement of his heir (1.4.48-53)? What is going on in Macbeth's mind?
1. Has Macbeth reported accurately to his wife (1.5.1-12)? How does she respond? Read her speech in lines 13-28 carefully. How does she describe Macbeth? Does this match what we have seen of him?
2. How does Lady Macbeth respond to the news that the King is coming? Read her speech in lines 36-52 carefully. What does she intend to do? What does she have to do to herself to let that happen?
3. Who is in charge when Macbeth arrives (1.5.52-71)? Has Lady Macbeth decided what to do? Has Macbeth? What does she tell him to do, and what will she herself do?
4. What is Lady Macbeth's name? (A trick question-it's not in the play. But historical sources tell us her name was Gruoch and that she had a son by a previous marriage, named Lulach. See the Bedford Texts and Contexts edition of Macbeth, p. 128, with no source given there.)
1. Read the opening speeches (1.6.1-10) carefully, noting the imagery. How honest is Lady Macbeth's welcome (1.6.10-31)?
1. Read Macbeth's soliloquy in 1.7.1-28 carefully. Notice the repetition of "done" in lines 1-2. How ready is Macbeth to kill the King? What is he worried about in lines 1-12? What special rules of hospitality is Macbeth violating (lines 12-16)? What motivation does Macbeth attribute to himself (lines 25-28)?
2. What is Lady Macbeth complaining about in lines 28-30? What does Macbeth then say, and how does Lady Macbeth reply? Read their discussion in lines 31-82 carefully to see what positions each holds and what means each uses to convince the other? Who is the stronger person in this scene?
1. What is the purpose of the opening of 2.1 (lines 1-9)? Notice the references to time (lines 1-3), and think about the other references to time so far in the play (1.1.1-5; 1.3.56, 146, and 152; 1.5.8 and 56-62; 1.7.51 and 81). What is the function of the discussion about the witches in 2.1.20-29?
2. Read Macbeth's soliloquy in 2.1.33-64 carefully. What is happening to him? How does he explain it? What will he do about it? Notice references to time in line59 and to deeds and done in lines 61-62.
1. What is Lady Macbeth's state of mind in her soliloquy (2.2.1-13)? What has she done? What does she assume Macbeth is now doing? Why didn't she do it (lines 12-13)?
2. What deed has Macbeth done (2.2.14)? What is Macbeth worried about in lines 17-31? How does Lady Macbeth respond (lines 31-32)? Notice the heavy emphasis on the murdering of sleep in lines 33-41. What problem arises in line 46? How is it solved? Keep lines 44-45, 58-61, and 65 about washing in mind for later in the play.
1. What does the porter pretend to be doing? Notice the emphasis on equivocation in this speech and in the following dialogue with Macduff. Equivocation was a doctrine espoused by Jesuits living secretly in England (and in danger of arrest, torture, and death) that allowed them to swear oaths with double meanings in order to preserve their lives while also maintaining their faith but that looked to their opponents very much like lying under oath. Equivocation had recently been much discussed because of the trials surrounding the Gunpowder Plot of November 1605, a Catholic attempt to blow up Parliament while the members and the King were present. Watch how the idea of equivocation functions in the play.
2. What is the thematic function of Lennox's conversation with Macbeth about the unruly night (lines 50-59). What is the theatrical function of the scene? Why does something need to be here?
3. What news does Macduff report at line 59? How do Macbeth and Lady Macbeth respond? What does Macbeth report in lines 103-104 that he did? What do Malcolm and Donalbain decide to do and why (lines 116-121 and 131-142)? Where will they go? What do they seem to expect will happen if they don't leave?
1. What is the function of the dialogue between the Old Man and Ross (lines 1-20)? What do we learn from Macduff about Malcolm and Donalbain? About Macbeth? Where has Macbeth gone? Where will Macduff go? (Macbeth was historically a member of the royal family; his mother and Duncan's mother were sisters, daughters of Duncan's predecessor as king; both Duncan and Macbeth were historically about the same age. Duncan ruled from 1034 to 1040 and Macbeth from 1040 to 1057.) Notice that many of the key words and ideas we have been tracing appear in this scene.
1. How does Banquo react to Macbeth's being King (3.1.1-10)? What does he suspect has happened to Duncan?
2. What does Macbeth learn from Banquo in lines 19-38? Why does he want to know it? What does he say about Malcolm and Donalbain in lines 31-34?
3. Read Macbeth's soliloquy in 3.1.49-73 carefully. What is bothering Macbeth?
4. How does Macbeth get the two murderers to agree to kill Banquo? Has he told them the truth about Banquo and himself? What has brought the murderers to be willing to do a deed like this?
1. How much does Macbeth tell Lady Macbeth about his fears? How much does he tell her about what he plans to do? Does she know as much as we know at this point?
1. How do the two murderers respond to the third one? How does the third one explain his presence?
2. How successful is their mission?
1. During the banquet, what does Macbeth learn from the First Murderer (3.4.11-31)? How does that affect Macbeth's participation in the banquet?
2. What appears at 3.4.36? Who can see it? What "trick" does it play on Macbeth (3.2.36-46)? How does Macbeth respond? How does Lady Macbeth explain his response to him? To the guests? What does Macbeth find strange (3.4.74-82)? What happens to the banquet?
3. Who is the next problem person mentioned (3.2.127-129)? How well does Macbeth trust his followers (3.4.130-131)? Where will he go tomorrow and what does he want to find out (3.4.131-134)? How does Lady Macbeth diagnose his infirmity (3.2.140)?
1. What is Hecate's complaint to the witches? What does she tell them to do? What will happen tomorrow? Where?
1. Why is Lennox talking in such an indirect way to the other lord? What is Lennox trying to tell him? What might he be trying to learn about him?
2. What has happened to Macduff?
3. What is the function of this scene in the play?
1. How many witches appear in this scene?
2. What messages does Macbeth get from the witches and their apparitions? Does he feel safe after the first three apparitions? Should he? How does he feel after the fourth, the line of kings?
3. What does Macbeth learn from Lennox at line 158? What does he plan to do about it?
1. What is Lady Macduff's reaction to her husband's departure for England (4.2.1-30).
2. What is the function of the scene between Lady Macduff and her son (4.2.30-64)?
3. What happens to Lady Macduff and her son?
1. What do we know at the beginning of the scene that Macduff doesn't know?
2. What is the main issue between Malcolm and Macduff in the first part of the scene (4.3.1-32)? Why might Malcolm be suspicious of Macduff? How does Macduff respond (4.3.32-38)? What changes when Macduff starts to leave at line 35?
3. What does Malcolm say about himself, and how does Macduff respond (lines 38-115)? What bothers Macduff more in a king, lust or avarice? Why does this character of Malcolm's surprise Macduff (lines 106-112)? (Malcolm's mother was the daughter of the Old Siward mentioned in line 135, which might explain why he is helping. The description of his mother sounds more like St. Margaret of Scotland, who in fact was later this Malcolm's wife.)
4. How does this threat to leave by Macduff change Malcolm's story? What is Malcolm's explanation for his behavior (lines 115-133)? What was Malcolm about to do when Macduff arrived (lines 134-138)?
5. What is the purpose of the discussion of King Edward's healing powers? How does this compare to the present King of Scotland in the play? Note lines 155-157: King James, who was from Scotland and who as a Stuart was considered one of those descendants of Banquo, had recently revived this practice when the play was written, which gives another reason for including it in the play.
6. What message does Ross bring? How long does it take for him to tell it? How does Macduff respond? Note lines 214-217: Who "has no children"? We assume he means Macbeth, but could he mean Malcolm, who is perhaps too hasty in telling him to "Be comforted"? Notice the mentions of "man" in lines 221-223 and 237 and compare the use of the word earlier in the play (as at 1.7.46-51 abd 72-74; 3.1.92-102; and 3.4.57, 72, 98, and 107). What does it mean to be a "man" in this play?
7. What are Malcolm, Macduff, and Ross ready to do at the end of the scene?
1. What has the gentlewoman seen Lady Macbeth do (5.1.1-15)? Why won't she tell the Doctor what Lady Macbeth said?
2. What does Lady Macbeth reveal in her sleepwalking speeches and actions (5.1.23-58)? To what does the Doctor relate this in 5.1.61-69? What is he suggesting in lines 66-67?
1. Where are the soldiers heading in 5.2? Whose side are they on? What do the mentions of Birnam Wood (line 5) and Dunsinane (line 12) remind us of?
1. What reports are the servants bringing to Macbeth (5.3.1)? Why does Macbeth say he is not afraid? What does he think about himself in lines 20-29?
2. What does the Doctor say about Lady Macbeth (lines 39-46)? What does Macbeth wish the Doctor could do (lines 52-58)?
1. What does Malcolm tell the soldiers to do (5.4.4-7)? What effect do you expect this to have on Macbeth?
1. What does "the cry of women" signify (, 15)? Read Macbeth's famous speech in lines 16-27 carefully. What is he saying? How does he feel about life at this point?
2. What news does the messenger bring in lines 28-33? How does Macbeth react to this news? What does he now think of the witches (lines 40-46)? (Notice the return of "equivocation" in line 41.) Yet what is his mood at the end of the scene (lines 49-50)? Will he go out with a whimper?
1. What do we learn in this scene? Why are Siward and his son mentioned?
1. What is Macbeth's attitude at the beginning of the scene (lines 1-4)? What happens in his encounter with Young Siward?
5.8 (5.7 continues in most editions)
1. Who is Macduff looking for and why (lines 1-10)?
5.9 (5.7 continues in most editions)
1. How is it that Malcolm and Siward are able to enter the castle so easily (lines 1-6)?
5.10 (5.8 in most editions)
1. What unwished-for information does Macduff have for Macbeth (lines 1-16)? How does Macbeth respond? What will happen if he doesn't fight? Why does he fight?
5.11 (5.8 continues in most editions)
1. How upset is Siward at his son's death? Why?
2. What does Malcolm promise his followers (lines 26-41)? What does he tell us about Lady Macbeth's death (line 36-37)? Should we believe him? (He is her enemy, after all-but remember the Doctor's instructions in 5.1.66-67.)
Return to English 304 list of reading questions
Return to English 511 list of reading questions
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The August 1861 Battle of Cook's Canyon
After the Americans were driven out of Tubac, Arizona and forced to flee to nearby Tucson, they agreed to flee to southwestern New Mexico after they reached Tucson. In all, they numbered 24 men, 16 women, and 7 children. They brought along with them over 1,000 head of livestock. The small group of whites left Tucson on August 15, 1861. After the small group of whites entered Cook's Canyon which is in southwestern New Mexico, they were attacked soon after the last wagon entered the canyon, by about 100 Anishinabe soldiers and their allies. During the assault the whites formed their wagons into a circle to better defend themselves. After a long day of fighting Anishinabe ogimak lifted the siege but they had captured nearly all the livestock of the whites and killed 4 whites and wounded 8 more in the battle. After the battle, a small group of the whites who survived made it to the Mimbres River. From there, they sent for military support at Pinos Altos. Confederate soldiers assembled and the Battle of the Florida Mountains was fought two days later.
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The Late Ordovician equatorial zone, like the zone today, had few hurricane-grade storms within 10° of the equator, as emphasized by the preservation of massive-bedded Thalassinoides ichnofacies in a trans-Laurentian belt more than 6000 km long, from the southwestern United States to North Greenland. That belt also includes nonamalgamated shell beds dominated by the brachiopod Proconchidium, which would not have been preserved after hurricane-grade storms. The belt lacks such storm-related sedimentary features as rip-up clasts, hummocky cross-stratification, or large channels. In contrast, other contemporaneous Laurentian Thalassinoides facies and shell beds on either side of the belt have been disturbed by severe storms below fair-weather wave base. The position of the biofacies-defined equatorial belt coincides with the Late Ordovician equator deduced from paleomagnetic data from Laurentia, thus providing both a high-precision equatorial location and an independent test of the geocentric axial dipole hypothesis for that time.
During much of the Ordovician and Silurian Periods, Laurentia was flooded extensively by epicontinental seas; the abundant, climate-sensitive fossils and sedimentary rocks have been used for the general differentiation between warm-water and cool-water settings, yet its fossils have not previously been applied to pinpointing the equatorial zone.
Today’s equatorial zone hosts most of the world’s biodiversity epicenters; for example, the coral reefs of Indonesia (within 10° of the equator) have a notably higher coral diversity than the higher latitude Great Barrier Reef of Australia or the Caribbean reefs (Roberts et al., 2002; Marshall, 2006; Kiessling et al., 2010). Several characteristics of the modern equatorial zones, such as the lack of seasonality and hurricanes, have the potential to be recognized in the rock and fossil record. The hurricane record of the Atlantic and east Pacific regions for the past 160 yr (National Oceanic and Atmospheric Administration, 2011) shows that tropical storms and hurricanes are usually absent within 10° north and south of the equator (the doldrums) because of the weak Coriolis force (Fig. 1). In that hurricane-free equatorial zone, disturbances of seafloor sediments and biota are mostly limited to relatively weak waves and currents generated by trade winds and tides. In contrast, strong hurricanes or cyclones chiefly occur in the tropics on both sides of the equatorial zone, between lat 10° and 30°, and are capable of generating long-period waves that can disturb and rework sediments to 120 m or deeper. Sedimentary features known to be generated by such storms include hummocky cross-stratification and amalgamated shell coquinas associated with segregated mud drapes, scoured bases, and graded bedding that are redeposited by severe storms between the fair-weather wave base and the maximum storm wave base (usually 15–120 m).
Because cold, south polar regions with permanent ice caps existed during the Late Ordovician and Early Silurian, it is plausible that the Late Ordovician temperature gradient between the polar and tropical areas, and therefore the hurricane pattern, was similar to the modern gradient and pattern. Here we show that an extensive hurricane-free equatorial zone can be recognized across a relatively narrow band in the Late Ordovician rocks of Laurentia, indicating the position of the paleoequator there, and independently corroborating the equator indicated by paleomagnetism for that time.
Massive-Bedded Thalassinoides Facies
Along more than 6000 km from the Great Basin in the southwestern United States, through the Williston Basin (northern Wyoming, USA, and southern Manitoba, Canada), to the Franklinian Basin in North Greenland, the distinctive massive-bedded Thalassinoides facies (MBTF) is characterized by individual bed thickness of 1 m or more, and occurs commonly in Upper Ordovician carbonate rocks (Jin et al., 2012; Figs. 1 and 2; see Fig. DR1 in the GSA Data Repository1). The MBTF differs from the more common thinner and/or irregularly bedded Thalassinoides ichnofacies in several aspects, and it accumulated in a depositional environment that has apparently contradictory attributes (i.e., relatively shallow, open-marine water, but with a substrate seldom disturbed by severe storms), as indicated by the following sedimentological and biological features. (1) There is a predominance of broad-based, low-profiled colonies of hermatypic corals and stromatoporoid sponges, commonly preserved in life position with relatively rare disorientation or overturning, and the soccer-ball–sized calcareous alga Fisherites is also common; those photoautotrophic or photosymbiont-bearing fossils constrain the depositional setting to shallow water and within the upper photic zone. (2) There is a lack of hummocky cross-stratification or prominent scoured or channeled bases. (3) Intercalation between amalgamated coquina beds and mud drapes is lacking. (4) There is a lack of rip-up clasts; the pervasive distribution of Thalassinoides burrow galleries is usually thought to have been maintained in a carbonate firmground, but disturbed or redeposited clasts (either of carbonate mud or burrowed matrix) are rare in MBTF. (5) The massive beds tend to be laterally continuous and consistent, and truncations of deep burrows (to 1 m) are rare within individual beds.
MBTF is also found in the Great Basin on a carbonate platform on the passive margin of western Laurentia, where it was bounded by a carbonate ramp leading to deep oceanic waters to the northwest. The carbonate platform is ∼250 km wide in modern outcrop, but was somewhat narrower originally because of tectonic extension in the Cenozoic.
These MBTF characteristics define a narrow ecological window for its accumulation at a water depth below the fair-weather wave base (to avoid destruction of the burrow galleries), but above the level of oxygen starvation to maintain the oxygenation within the deep burrows (Fig. 2). The MBTF window must also have been free of severe storms (wave base down to 120 m depth). In that Late Ordovician, hurricane-free, relatively shallow water equatorial environment, the burrow galleries must have remained intact for tens or perhaps hundreds of years, until they were solidified during early diagenesis. The lack of destruction and redeposition by storms would have favored the vertical continuity of the burrow system and prevented the formation of storm-generated bedding planes, because the burrowing activities of deposit feeders obliterated subtle laminations within each bed. The interpretation of a stable depositional setting is supported by the uniform pattern of the MBTF, which persists vertically through tens of meters of strata and laterally over a very large region. For example, over the extensive carbonate platform in the eastern Great Basin the MBTF has been recognized as a distinct shallow-water facies in shallowing-upward sequences just below cyclical laminite facies, with fenestral fabrics that are capped by hardgrounds, and the depositional environment was interpreted to be a subtidal shelf above storm wave base by Harris and Sheehan (1996). Thalassinoides facies would also have originally formed above the fair-weather wave base in the equatorial belt, but substrate disturbances by fair-weather waves would have resulted in thinner and irregularly bedded Thalassinoides beds (Fig. 2E), such as those in North Greenland and southern Manitoba, where the Upper Ordovician beds that occur above the MBTF interval, interpreted as of shallower water origin near the fair-weather wave base, are much thinner and wavy bedded (Fig. DR2 in the Data Repository). In higher tropical latitudes, MBTF could not form above either the fair-weather wave base or the severe-storm wave base (Fig. 2).
In this study it is crucial to differentiate true MBTF facies from other thinner bedded Thalassinoides ichnofacies, as MBTF do not occur in any part of Laurentia other than in the belt we have plotted as the inferred storm-free paleoequator. For example, the Upper Ordovician and basal Silurian carbonate strata of the Anticosti Basin (located nearly 20° south of the paleoequator, well within the hurricane zone; Figs. 1 and 3) contain abundant hummocky stratification associated with graded bioclastic beds and centimeter- to meter-scale scoured bases and mud drapes, but lack MBTF (Long, 2007; Jin, 2008).
Nonamalgamated Brachiopod Shell Beds
The Upper Ordovician carbonate succession in the G.B. Schley Fjord region of North Greenland is >400 m thick and contains recurrent shell beds composed almost entirely of the pentameroid brachiopod Proconchidium (Harper et al., 2007). In addition to their monospecific composition and temporal persistence through the upper half of the succession, the shell beds have several striking characteristics (Fig. 3; see also Figs. DR2 and DR3): (1) the shells are overwhelmingly represented by large, extremely thickened ventral valves only, randomly distributed in a matrix of micritic mudstone and wackestone, and without signs of shell concentration by mud winnowing; (2) the large, rostrate, and prominently thickened ventral valves are commonly preserved in situ or close to a weighted beak-down or concave-down life position; in contrast, dorsal valves or even their fragments are very rare. This suggests that the smaller and thinner dorsal valves must have been preferentially winnowed away by relatively weak waves and currents that were not powerful enough to remove the larger and heavier ventral valves. (3) Like MBTF, the shell beds are associated with the large calcareous alga Fisherites and stromatoporoid sponges; those photosynthetic or photosymbiont-bearing taxa constrain the shell beds to a shallow-water depositional setting well within the photic zone. (4) Sedimentary structures generated by hurricane-grade storms, such as hummocky cross-stratification, graded bedding, amalgamation of shells, and segregation of mud drapes, are absent.
Therefore, nonamalgamated brachiopod shell beds were generally deposited under shallower water than MBTF. The thick Proconchidium shell beds, correlatives of the lower Turesø and Alegatsiaq Fjord Formations in North Greenland, can be traced to coeval strata in the Baillarge Formation on Brodeur Peninsula, Baffin Island, northeastern Canada (Harper et al., 2007), where the shell beds are also dominated by ventral valves of Proconchidium. In the more southern areas (localities 10–13 in Fig. 1), hurricane deposition has been commonly recognized in Upper Ordovician to basal Silurian carbonate strata, from the Anticosti Basin, through New York, Pennsylvania, southern Ontario, to the Cincinnati Arch region. For example, the abundant Early Silurian Virgiana shell beds from Anticosti Island and many other sites, that were comparable to the Upper Ordovician Proconchidium shell beds, have prominent hurricane-generated structures, including centimeter- to meter-wide scoured or channeled bases, graded bedding, convex-up stacking of disarticulated valves, and pervasive hummocky cross-stratification in both the concentrated shell beds and the interbedded drapes of carbonate mud (Fig. 3; Fig. DR4).
Therefore, the sedimentological and faunal data indicate that the Proconchidium nonamalgamated brachiopod shell beds accumulated in shallow, open-marine settings in the photic zone and near fair-weather wave base; this constrains their preservation, like MBTF, to the hurricane-free equatorial zone.
Paleomagnetic studies for Paleozoic geographical reconstructions have relied heavily on data from a small number of suitable continental rocks. In Laurentia, paleomagnetic data of good quality are scarce for the Ordovician and Silurian Periods, and only 8 paleomagnetic results spanning 490–420 Ma are available for Laurentia (Torsvik et al., 1996). There is a 40 m.y. gap in the paleomagnetic record between 465 and 425 Ma (Middle Ordovician–Early Silurian); the positions and orientations of Laurentia for this interval have been interpolated, hindering the detailed positioning of this large tectonic plate and limiting previous study of its biodiversity gradient to a broad division of tropical versus extratropical biotas in those times.
The paleomagnetic technique is dependent on the assumption that the Earth’s dynamo has a time-averaged dipole geometry that is geocentric and coaligned with the Earth’s spin axis, known as the geocentric axial dipole hypothesis. That has been applied successfully to reconstructions from the late Paleozoic to the Cenozoic (e.g., Dominguez et al., 2011), but its existence for Ediacaran through Devonian time is open to question (Evans, 2006). Limited paleomagnetic data from Gondwana place sedimentary deposits related to the Hirnantian (Late Ordovician) glaciation approximately in the paleomagnetically determined south polar region (Evans, 2003). We argue that, for Laurentia, the Late Ordovician ecological and paleomagnetic indicators of the equatorial zone (MBTF and nonamalgamated brachiopod shell beds) coincide, and thus conclude that the geocentric axial dipole was operative then. The position of the South Pole is determined using the coordinates of the MBTF and nonamalgamated brachiopod shell bed localities in North Greenland (restored to pre-rift North American coordinates; Cocks and Torsvik, 2011), southern Manitoba, and the southwestern United States; the beds extended 6000 km across Laurentia from the ancient eastern to western continental margins (Fig. DR5).
From Cambrian to Middle Ordovician time (532–465 Ma), poles determined from reliable paleomagnetic data form an apparent polar wander path (APWP) that places Laurentia at the paleoequator, with some counterclockwise rotation (Fig. DR5B). That is followed by a 40 m.y. paleomagnetic data gap prior to the Wenlock (425 Ma) Rose Hill Formation (Table DR1; Cocks and Torsvik, 2011). Within the gap, the Late Ordovician (445 Ma) Juniata Formation offers a useful inclination-only paleolatitudinal constraint for the Iapetus margin of Laurentia, although its structural complexity precludes the calculation of a paleomagnetic pole. The Juniata red beds are exposed in both regional limbs of the Pennsylvania embayment and have an overall tilt-corrected inclination that indicates deposition at 26°S ± 12° paleolatitude (Miller and Kent, 1989). When the paleomagnetic colatitude swath of permissible Juniata pole positions is plotted with ±12° latitudinal uncertainty for comparison with the Late Ordovician South Pole position derived from MBTF and nonamalgamated brachiopod shell bed localities, the 2 coeval and independent estimates agree well within the errors of both methods, in terms of the pole position and in the trajectory of the Laurentian APWP (see Fig. DR5B). This result confirms the previous APWP interpolation within the 40 m.y. data gap, in which Laurentia was projected to straddle the equator and undergo continued counterclockwise rotation during the Late Ordovician and Early Silurian.
The agreement of the paleoecologically determined Late Ordovician South Pole with the Ordovician–Silurian APWP and with that derived paleomagnetically from the Late Ordovician Juniata red beds indicates that the geocentric axial dipole assumption is likely valid for the Ordovician and Silurian Periods. The singular Juniata result also appears to rule out a significant octupolar contribution of ∼19% relative to the dipole in the Late Ordovician (Evans, 2006) in which paleomagnetic directions from subtropical to mid-latitude locations would be anomalously shallowed. The Juniata geocentric axial dipole paleomagnetic paleolatitude of 26°S ± 12° is in agreement with the expected 22.1°S ± 13.5° paleolatitude of the Juniata Formation location, assuming the biologically determined paleoequator and its South Pole to be correct, whereas a 19% octupolar contribution would result in an apparent paleomagnetic paleolatitude for Juniata of just 14°S. A more robust test to assess possible nondipole contributions (e.g., Dominguez et al., 2011) to the Late Ordovician geomagnetic field, however, requires more contemporaneous paleomagnetic results over a wider latitudinal range than is available from Laurentia alone. The most reasonable interpretation is that the geocentric axial dipole hypothesis holds true for the Ordovician and Silurian.
The Late Ordovician massive-bedded Thalassinoides facies and nonamalgamated brachiopod shell beds of Laurentia indicate the existence of an equatorial, hurricane-free climate belt. A comparison with recent hurricane records suggests that these biofacies are indicators of tropical latitudes within 10° of the equator. The coincidence of both the paleoecologically and paleomagnetically determined positions of the Late Ordovician equator also confirms the validity of the geocentric axial dipole assumption for the Late Ordovician and Early Silurian.
Paleogeographical figures were plotted with the aid of GMAP 2003 (T.H. Torsvik) and PMGSC (R. Enkin) software. Funding and support for research and field work were provided by the Danish Council for Independent Research, Danish National Research Foundation, Natural Sciences and Engineering Research Council of Canada, POLOG, Station Nord (for logistics in Greenland), and U.S. National Science Foundation grant EAR-9910198.
1GSA Data Repository item 2013026, supplementary introduction and methods, Figures DR1–DR4, and Table DR1, is available online at www.geosociety.org/pubs/ft2013.htm, or on request from editing@geosociety.org or Documents Secretary, GSA, P.O. Box 9140, Boulder, CO 80301, USA.
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Solving Inequalities
Middle schoolers solve 10 different problems that include multiplication and division of various inequalities. They determine how to make each inequality true. Pupils multiply or divide both sides of an inequality by any positive number in the equation.
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6th - 7th
Arithmetic & Pre-Algebra
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Fine Print
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How Far, How Fast?
Note: From 2008, there will be greater emphasis on "green" Chemistry and environmental issues.
This is only a half module, meaning the exam lasts 45 minutes and is marked out of 45, rather than 60. That means there's less to learn, but it's essential to get revising early!
Enthalpy Changes
You'll remember good old exothermic and endothermic reactions from GCSE. Exothermic is letting out heat into the surroundings in a reaction and endothermic is taking it in. There's a special name for this, and as you've probably guessed from the heading, it is enthalpy change.
The symbol for enthalpy is a H and the enthalpy change is given the two symbols ΔH (good old Greek letter Δ -- capital Delta).
If a reaction is exothermic, the ΔH value is negative. E.g. -164 kJ
If a reaction is endothermic, the ΔH value is positive. E.g. +164 kJ
Enthalpy change is given the units joules (J) or kilo joules (kJ). Remember, there are 1000 J in 1 kJ.
What makes reactions exothermic or endothermic, though? Well, a reaction is basically just a combination of breaking bonds, and then making bonds. We need to put in energy to break a bond, and energy is released when bonds are formed. If more energy is released than was put in, it becomes exothermic, if less energy is released, it's endothermic. Pretty simple. The MINIMUM initial energy you need to put into the reaction is called the activation energy.
Taking the above examples, we can draw diagrams of enthalpy change. Examiners like to ask you to sketch them, so make sure you know them!
Exothermic Reaction
Endothermic Reaction
In order to compare enthalpy change, there has to be a standard for all experiments to follow. The symbol is used to denote standard conditions. These are:
Pressure: 1 atmos
Temperature: 25oC
Solution concentrations: 1 mol dm-3
So, the standard enthalpy change of a reaction -- written as ΔH -- just means the heat exchange with the surroundings of a reaction, under standard conditions.
The standard enthalpy change of combustion -- written as ΔHc -- means the complete combustion of ONE MOLE of a substance in O2 under standard conditions.
For example, for CH4: CH4 + 2O2 -----> CO2 + 2H2O
The standard enthalpy change of formation -- ΔHf -- means the formation of ONE MOLE of substance from its constituent elements under standard conditions.
For example, for CH4: C + 2H2 -----> CH4
And finally, the standard enthalpy change of Bond Dissociation -- ΔHd -- means then energy required to break one mole of a bond under standard conditions.
For example, for HCl: HCl -----> H + Cl (note, we have no charges here).
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Bond Enthalpy
Bond enthalpy is the energy required to break a covalent bond.
The bond enthalpy is written with the symbol E. For example, E(C-C) means the bond enthalpy of a C-C bond. The bond enthalpy of any bond is the same value as the ΔHd.
Some common bond enthalpies are:
Bond E(X-Y) kJmol-1
H-H +/- 436
C-C +/- 347
C-H +/- 612
O=O +/- 413
O-H +/- 464
C-O +/- 358
C=O +/- 805
You don't need to remember those though, because all questions will give you the required info!
As you see from the table, bond enthalpy is measured in kJmol-1. It can also be either a positive (+ve) or negative (-ve) value. The sign is VERY important.
If you're breaking a bond, the bond enthalpy is positive (breaking bonds is endothermic and needs energy).
If you're forming a bond, the bond enthalpy is negative (forming bonds is exothermic).
The bond enthalpy is only for gaseous bonds, which makes measuring it, tricky. We use an AVERAGE bond enthalpy, which means calculations might vary from the real thing...
Using bond enthalpies, we can calculate the overall enthalpy change of a reaction.
From the above table, work out the enthalpy of combustion for CH4.
Before we do anything, we need to write down the equation. Combustion, remember, means burn completely in oxygen, so therefore, we get the equation:
CH4 + 2O2 -----> CO2 + 2H2O
Now, draw them out in their structural formula:
Consulting the table above, we write down what we have. On the LHS of the arrow, all values are positive because the bonds are being broken, while on the RHS, they're negative because bonds are being formed.
4 x + 612
= + 2448
2 x + 413
= + 826
2 x - 805
= - 1610
4 x - 464
= - 1856
Finally, add up all these values (remembering the negatives) and you'll get the answer:
- 192 kJmol-1
Easy! Remember your +/- !
Enthalpy Change of Solutions
Bond enthalpies are fine when we have gaseous molecules, but what happens with solutions? As you might remember, there were different mol equations and it's no different here. The equation for enthalpy change of solutions is:
ΔH = mcΔT
Don't look so confused!
ΔH is just the enthalpy change that we're calculating. It can be either +ve or -ve, so don't forget your sign! The answer to the equation comes out in joules - you merely divide by 100 to get kJ.
m is the mass, but we assume that 1 cm3 of solution is the same as 1 g. The mass is the final volume. (i.e. if you added two solutions together, you add those volumes).
c is a constant (gah, it's sounding like maths), which represents the heat capacity. This is usually around 4.2Jg-1K-1, but the exam question will always tell you what figure to use as the constant.
ΔH is the change in temperature. If the temperature falls, we attach a +ve (to show it's endothermic) and if the temp rises, we attach a -ve (to show it's exothermic).
Okay, a worked example to show how it's done:
50cm3 of concentrated sulphuric acid (10mol dm-3) was added to 950cm3 of water at a temperature of 19oC. The mixture was stirred gently until a maximum temperature of 28oC was reached. What was the enthalpy change for the reaction? Assume standard heat capacity is 4.2Jg-1K-1.
First off, we remind ourselves of the equation: ΔH = mcΔT
Next, it's just a case of sticking the numbers in:
m = 50 + 950 = 1000
c = 4.2
ΔT ΔT= 28oC - 19oC = 9oC. It's exothermic, therefore: -9.
Times all these numbers together and we get: -37800 J
Finally, divide by 1000 to get: -37.8 kJ
The question might ask you to calculate the enthalpy change per mole. This just means you divide the energy given out by the number of moles you have. In the example above:
50cm3 of concentrated sulphuric acid (10mol dm-3)
Remember the old formula:
50 x 10 1000 = 0.5 mol.
Then, - 37.8 kJ 0.5 = -75.6 kJmol-1
Hess's Law
Hess was a scientist. He discovered:
"The enthalpy change of a reaction is independent to the route taken."
Going from A + B to C + D is the same as going from A + B to E + F and then to C + D.
From this, we can say:
We can use Hess's Law to calculate enthalpy changes that are difficult to measure in the lab. We use data from two sets of data:
ΔHf -- the standard enthalpy change of formation -- means the formation of ONE MOLE of substance from its constituent elements under standard conditions.
ΔHc -- the standard enthalpy change of combustion -- means the complete combustion of ONE MOLE of a substance in O2 under standard conditions.
Calculate ΔH for CH4 + 2O2 ---> CO2 + 2H2O from the following data:
Compound ΔHf/kJmol-1
CH4 - 76
CO2 - 394
H2O - 286
So, we have ΔHf here, so we need the following diagram:
Because O2 is an element, it has no formation value.
Because there are 2 moles of H2O, we need to times the value by 2. -286 x 2 = - 572.
We want to go from CH4 and O2 down to the constituent elements and up to the products, so we need to change the arrows, and thus change the signs:
Finally, we add up all the numbers, being careful of the plus and minus signs and get the answer: - 890 kJ mol-1
Calculate the ΔHc for 2C + 2H2 + O2 ---> CH3CO2H, using the following data:
Compound ΔHc/kJmol-1
C -394
H2 -286
CH3CO2H -876
This time we have ΔHc values, so the arrows go the opposite way:
We want to go from C, H2 and O2 and then up to CH3CO2H.
So we change the arrow, and the sign.
Add up to get the answer: -484 kJ mol-1
That's all there is to it! Remember, fomation arrows go from the box, combustion arrows go down to the box!
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Vehicles powered by an internal combustion engine are major polluters. Catalytic convertersare used to decrease the amount of pollution.
Catalytic converters cylindrical structures containing a ceramic honeycomb coated in a mixture of palladium, platinum and rhodium. The honeycomb structure gives the maximum surface area so that the catalyst can be more effective, and it is fixed on the exhaust, so that the hot gases will react as they pass through.
There are three main pollutants that you should know about:
Carbon Monoxide
Oxides of Nitrogen
Formation Some of the fuel escapes unburned. When hydrocarbons burn with insufficient O2, CO is produced. O2 and N2 combine in heat of exhaust.
Effect Carcinogenic and toxic. CO is highly toxic. It combines with haemoglobins in the blood to prevent oxygen reaching tissue. Nitrogen oxides cause smog, low level ozone, are irritant and contribute to acid rain.
Catalytic Converter Oxidises the hydrocarbon into CO2 and H2O.
Oxidises CO to CO2 and H2O:
Step 1: Adsorption of CO onto active site of catalyst.
Step 2: Bonds are weakened so chemical reaction occurs.
Step 3: Desorption of CO2 and H2O from the catalyst.
Reduces nitrogen oxides N2:
Step 1: Adsorption of NO onto active site of catalyst.
Step 2: Bonds are weakened so chemical reaction occurs.
Step 3: Desorption of N2 from the catalyst.
Catalytic converters aren't the complete answer, however, because CO2 is one of the main contributors to global warming. We'd be so much better off if we walked or cycled...
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Collision Theory
In order to react, particles need to collide with the minimum activation energy and the correct orientation.
If we increase the pressure of a gas, or the concentration of a liquid, we increase the rate of reaction. This is because molecules have less space to move around in and therefore are more likely to collide. A greater number of collisions means a greater chance of colliding with the EA and correct orientation as so reacting.
If we increase the temperature, the rate of reaction increases again. This is because of two factors. Providing more heat gives the particles more energy, and so they move around faster. Thus they are more likely to collide and more collisions means a greater chance of a reaction. Also, with more energy, particles are more likely to have the correct EA and so when they collide, there's an even greater chance of reaction.
We can see the affect of temperature in the Boltsman distribution.
In a sample of gas, the Boltsman distribution shows the different energies of particles:
• The area represents the total number of particles. For a higher temperature, there are a lot more particles with energy above the EA.
• No particles have no energy, so the graph starts at the origin.
• The graphs never touch the x-axis again, though, because there is no limit to the amount of energy a particle can have.
A catalyst also increases the rate of reaction. It enters a reaction, provides an alternate route for the reaction to take place and so lowers the activation energy, without being consumed.
Labelling a catalyst on the Boltsman distribution would look like this:
There are two types of catalyst, homogeneous and heterogeneous.
A homogeneous catalyst is in the same phase as the reactants, such as sulphuric acid in the esterification of an alcohol:
All these are liquid.
Another example is the chlorine free radical breakdown of the atmosphere:
Cl + O3 -----> ClO + O2
ClO + O -----> Cl + O2
Overall equation: O3 + O -----> 2O2
All these are gaseous.
A heterogeneous catalyst is in a different phase to the reactants.
Catalytic converters (palladium, rhodium and platinum) are a good example.
Iron in the Haber Process is also a heterogenous catalyst:
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Chemical Equilibrium
A chemical equilibrium occurs when a forward and backward reaction are moving at the same speed. It takes place in a closed system and because the rates of the forward and reverse reactions are equal, the concentrations are fixed.
Controlling a chemical equilibrium is really useful in industry.
According to Le Chatelier's Principal, whenever a dynamic equilibrium is disturbed, it changes so that the disturbance is opposed and equilibrium is restored.
Temperature/pressure/concentration can all be altered to produce more or less product. The production of ammonia in the Haber Process is a good example of using equilibriums.
The Haber process is very important because ammonia used to make fertilisers, such as ammonium sulphate:
NH3 + H2SO4 -----> (NH4)2SO4 + H2O
Ammonia is also used to produce nitric acid, which is used in explosives.
The equation that occurs in the Haber Process is:
ΔH = - 72 kJ mol-1
If we look at pressure, we can see that there are 4 moles on the LHS, but only 2 moles on the RHS. This means that if we increase the pressure, due to Chetalier's Principal, the equilibrium will try to oppose this. There will be more product produced, because on the RHS, there are fewer moles. This is what we want. However, increasing pressure is very expensive...
The same happens with concentration.
If we consider temperature, however, the ΔH = - 72 kJ mol-1. This means:
It's endothermic towards the reactants side, and so if the temperature is increased, the equilibrium will try to oppose it by moving to the LHS and produce less product. This isn't what we want.
However, a decreased temperature will slow the rate of reaction, and thus also lessen the yield...
In real life, a compromise is reached. The conditions for the Haber Process are around 400oC and 250 atmos.
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Acids and Bases
From GCSE, you'll have been told that acids had a pH below 7, alkalis a pH over 7. As usual, they were telling you lies and we now have a new definition for acids and bases:
Acids are proton donors.
Bases are proton acceptors.
What does that mean? Well, when in aqueous form, acids dissociate into their ions, and one of these is a H+.
Example: HCl --> H+ + Cl-
If a hydrogen loses its electron, it basically becomes a proton. When they react, the base takes the H+ ion, "accepting" it, while the acid "donates" it.
If we look at the following equation:
HCl + HBr ---> H2Cl- + Br-
We're used to HCl being an acid, but here, it is accepting a H+ and so is the base. This is because HCl is a weaker acid than HBr.
Strong and Weak Acids
We can differentiate between strong and weak acids depending on their ionisation or dissociation.
Strong acids fully dissociate, which means in aqueous form they split completely into their ions. HCl is an example:
HCl ---> H+(aq) + Cl-(aq)
Not all acids fully dissociate fully, however. Weaker acids only partially dissociate into ions and there are still complete molecules. Organic acids, like methanoic acid are an example:
HCOOH(aq) H+(aq) + HCOO-(aq)
There is a lower concentration of H+ ions and this means the reaction is slower.
Main Reactions - just gotta learn some, I'm afraid...
1. Acid + Metal -----> Salt + Hydrogen
Equation: Ca + H2SO4 -----> CaSO4 + H2
Ionic Equation: Ca + 2H+ ------> Ca+2 + H2
2. Acid + Carbonate -----> Salt + Water + Carbon Dioxide
Equation: Na2CO3 + H2SO4 -----> Na2SO4 + H2O + CO2
Ionic Equation: CO3-2 + H2+ -----> H2O + CO2
3. Acid + Base -----> Salt (a neutralisation reaction)
NH3 + HCl -----> NH4Cl
NH4+ + Cl- -----> NH4Cl
4. Acid + Alkali -----> Salt + Water (another neutralisation reaction)
HCl + NaOH -----> NaCl + H2O
H+ + OH- -----> H2O
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That's just about everything for How Far, How Fast!
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Reference > Anatomy of the Human Body > II. Osteology > 3. The Vertebral Column
3. The Vertebral Column
(Columna Vertebralis; Spinal Column).
The vertebral column is a flexuous and flexible column, formed of a series of bones called vertebræ.
The vertebræ are thirty-three in number, and are grouped under the names cervical, thoracic, lumbar, sacral, and coccygeal, according to the regions they occupy; there are seven in the cervical region, twelve in the thoracic, five in the lumbar, five in the sacral, and four in the coccygeal. 2
This number is sometimes increased by an additional vertebra in one region, or it may be diminished in one region, the deficiency often being supplied by an additional vertebra in another. The number of cervical vertebræ is, however, very rarely increased or diminished. 3
The vertebræ in the upper three regions of the column remain distinct throughout life, and are known as true or movable vertebræ; those of the sacral and coccygeal regions, on the other hand, are termed false or fixed vertebræ, because they are united with one another in the adult to form two bones—five forming the upper bone or sacrum, and four the terminal bone or coccyx. 4
With the exception of the first and second cervical, the true or movable vertebræ present certain common characteristics which are best studied by examining one from the middle of the thoracic region. 5
Check out our other writing samples, like our resources on Reviews Essay, Mass Media Essay Topics, Lottery Essay.
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Shinto, Shinotoism, or kami-no-michi meaning "the way of the gods" is the indigenous religion of Japan and the Japanese people. These practices are carried out diligently, since the practice links the present-day Japan with the ancestral Japan. Shinto practices were first recorded in the historical records of the Kojiki and Nihon Shoki in the 8th century. Still, these earliest Japanese writings do not refer to a unified "Shinto religion", but rather to disorganized folklore, history, and mythology. Shinto today is a term that applies to public shrines suited to various purposes such as war memorials, harvest festivals, romance, and historical monuments, as well as various sectarian organizations. Practitioners express their diverse beliefs through a standard language and practice, adopting a similar style in dress and ritual, dating from around the time of the Nara and Heian Periods.
The word Shinto ("Way of the Gods") was adopted from the written Chinese (神道, pinyin: shén dào), combining two kanji: "shin" (神?), meaning "spirit" or kami; and "tō" (道?), meaning a philosophical path or study (from the Chinese word dào). Kami are defined in English as "spirits", "essences" or "deities", that are associated with many understood formats; in some cases being human-like, in others being animistic, and others being associated with more abstract "natural" forces in the world (mountains, rivers, lightning, wind, waves, trees, rocks). Kami and people are not separate; they exist within the same world and share its interrelated complexity.
There are currently 119 million observers of Shinto in Japan, although a person who practices any manner of Shinto rituals may be so counted. The vast majority of Japanese people who take part in Shinto rituals also practice Buddhist ancestor worship. However, unlike many monotheistic religious practices, Shinto and Buddhism typically do not require professing faith to be a believer or a practitioner, and as such it is difficult to query for exact figures based on self-identification of belief within Japan. Due to the syncretic nature of Shinto and Buddhism, most "life" events are handled by Shinto and "death" or "afterlife" events are handled by Buddhism—for example, it is typical in Japan to register or celebrate a birth at a Shinto shrine, while funeral arrangements are generally dictated by Buddhist tradition—although the division is not exclusive.
Creation MythEdit
Shinto teaches that everything contains a kami (神 "spiritual essence"?, commonly translated as god or spirit). Shinto's spirits are collectively called yaoyorozu no kami (八百万の神?), an expression literally meaning "eight million kami", but interpreted as meaning "myriad", although it can be translated as "many Kami". There is a phonetic variation kamu and a similar word among Ainu kamui. There is an analog "mi-koto".
Kami are a difficult concept to translate as there is no direct similar construct in English. Kami is generally accepted to describe the innate supernatural force that is above the actions of man, the realm of the sacred, and is inclusive of gods, spirit figures, and human ancestors. All mythological creatures of the Japanese cultural tradition, of the Buddhistic tradition, Christian God, Hindu gods, Islamic Allah, various angels and demons of all faiths among others are considered Kami for the purpose of Shinto faith.
The kami reside in all things, but certain places are designated for the interface of people and kami (the common world and the sacred): sacred nature, shrines, and kamidana. There are natural places considered to have an unusually sacred spirit about them, and are objects of worship. They are frequently mountains, trees, unusual rocks, rivers, waterfalls, and other natural edifices. In most cases they are on or near a shrine grounds. The shrine is a building built in which to house the kami, with a separation from the "ordinary" world through sacred space with defined features based on the age and lineage of the shrine. The kamidana is a home shrine (placed on a wall in the home) that is a "kami residence" that acts as a substitute for a large shrine on a daily basis. In each case the object of worship is considered a sacred space inside which the kami spirit actually dwells, being treated with the utmost respect and deference.
Types of ShintoEdit
To distinguish between these different focuses of emphasis within Shinto, many feel it is important to separate Shinto into different types of Shinto expression.
• Shrine Shinto (神社神道 jinja-shintō?) is the most prevalent of the Shinto types. It has always been a part of Japan's history and constitutes the main current of Shinto tradition. Shrine Shinto is associated in the popular imagination with summer festivals, good luck charms, making wishes, holding groundbreaking ceremonies, and showing support for the nation of Japan. Before the Meiji Restoration, shrines were disorganized institutions usually attached to Buddhist temples, but they were claimed by the government during the imperial period for patriotic use and systematized. The successor to the imperial organization, the Association of Shinto Shrines, oversees about 80,000 shrines nationwide.
• Imperial Household Shinto (皇室神道 Kōshitsu-shintō?) are the religious rites performed exclusively by the Imperial Family at the three shrines on the Imperial grounds, including the Ancestral Spirits Sanctuary (Kōrei-den) and the Sanctuary of the Kami (Shin-den).
• Folk Shinto (民俗神道 minzoku-shintō?) includes the numerous but fragmented folk beliefs in deities and spirits. Practices include divination, spirit possession, and shamanic healing. Some of their practices come from Taoism, Buddhism, or Confucianism, but most come from ancient local traditions.
• Sect Shinto (宗派神道 shūha-shintō?) is a legal designation originally created in the 1890s to separate government-owned shrines from local religious practices. They do not have shrines, but conduct religious activities in meeting halls. Shinto sects include the mountain-worship sects, who focus on worshipping mountains like Mount Fuji, faith-healing sects, purification sects, Confucian sects, and Revival Shinto sects. The remainder of Sectarian Shinto is New Sect Shinto. The current groups of Sect Shinto are Kurozumikyo, Shinto Shuseiha, Izumo Oyashirokyo, Fusokyo, Jikkokyo, Shinshukyo, Shinto Taiseikyo, Ontakekyo, Shinto Taikyo, Misogikyo, Shinrikyo and Konkokyo. An association of Sect Shintoists also exists.
• Koshintō (古神道 ko-shintō?), literally "Old Shinto", is a reconstructed "Shinto from before the time of Buddhism", today based on Ainu and Ryukyuan practices. It continues the Restoration movement begun by Hirata Atsutane.
All these main types of Shinto and some subtypes have given birth to many and diverse schools and sects since medieval times to the present days. A list of the most relevant can be found at the article Shinto sects and schools.
There are a number of symbolic and real barriers that exist between the normal world and the shrine grounds including: statues of protection, gates, fences, ropes, and other delineations of ordinary to sacred space. Usually there will be only one or sometimes two approaches to the Shrine for the public and all will have the torii over the way. In shrine compounds, there are a haiden or public hall of worship, heiden or hall of offerings and the honden. The innermost precinct of the grounds is the honden or worship hall, which is entered only by the high priest, or worshippers on certain occasions. The honden houses the symbol of the enshrined kami.
The heart of the shrine is periodic rituals, spiritual events in parishioners' lives, and festivals. All of this is organized by priests who are both spiritual conduits and administrators. Shrines are private institutions, and are supported financially by the congregation and visitors. The better-known shrines may have festivals that attract hundreds of thousands, especially in the New Year season.
Shinto teaches that certain deeds create a kind of ritual impurity that one should want cleansed for one's own peace of mind and good fortune rather than because impurity is wrong. Wrong deeds are called "impurity" (穢れ kegare), which is opposed to "purity" (清め kiyome). Normal days are called "day" (ke), and festive days are called "sunny" or, simply, "good" (hare).
Those who are killed without being shown gratitude for their sacrifice will hold a grudge (怨み urami) (grudge) and become powerful and evil kami who seek revenge (aragami). Additionally, if anyone is injured on the grounds of a shrine, the area must be ritually purified.
Purification - Harai or OharaiEdit
It is common for families to participate in ceremonies for children at a shrine, yet have a Buddhist funeral at the time of death. The Japanese conception of the afterlife, however, can sometimes take a distinctly non-Buddhist turn. In old Japanese legends, it is often claimed that the dead go to a place called yomi (黄泉), a gloomy underground realm with a river separating the living from the dead. This yomi is very close to the Greek Hades.
Unlike many religions, one does not need to publicly profess belief in Shinto to be a believer. Whenever a child is born in Japan, a local Shinto shrine adds the child's name to a list kept at the shrine and declares him or her a "family child" (氏子 ujiko). After death an ujiko becomes a "family spirit", or "family kami" (氏神 ujigami). One may choose to have one's name added to another list when moving and then be listed at both places.
Omairi - Visiting A ShrineEdit
Any person may visit a shrine and one need not be "Shinto" to do this. Typically there are a few basic steps to visiting a shrine.
• Approach the entrance and bow respectfully before entering.
Harai (or Harae)Edit
The rite of ritual purification, usually done daily at a shrine and is a ceremony of offerings and prayers of several forms. Shinsen (food offerings of fruit, fish, vegetables), Tamagushi (Sakaki Tree Branches), Shio (salt), Gohan (rice), Mochi (rice paste), and Sake (rice wine) are all typical offerings. On holidays and other special occasions the inner shrine doors may be opened and special offerings made.
Misogi Harai — Water PurificationEdit
Also known as: Misogi Shūhō (禊修法)
The basic performance of this is the hand and mouth washing (Temizu 手水) done at the entrance to a shrine. The more dedicated believer may purify him- or herself by standing beneath a waterfall or performing ritual ablutions in a river. This practice comes from Shinto history, when the kami Izanagi-no-Mikoto first performed misogi after returning from the land of Yomi, where he was made impure by Izanami-no-Mikoto after her death.
Amulets And Protective ItemsEdit
Omikuji are paper lots upon which personal fortunes are written.
Less popular protective items include dorei, which are earthenware bells that are used to pray for good fortune. These bells are usually in the shapes of the zodiacal animals: hamaya, which are symbolic arrows for the fight against evil and bad luck; and Inuhariko, which are paper dogs that are used to induce and to bless good births.
Originally, the practice of kagura involved authentic possession by the kami invoked. In modern day Japan it appears to be difficult to find authentic ritual possession, called kamigakari, in kagura dance. However, it is common to see choreographed possession in the dances. Actual possession is not taking place but elements of possession such as losing control and high jumps are applied in the dance.
Historical RecordsEdit
• The Kojiki (Record of Ancient Matters); The foundation to written Shinto history.
• The Shoku Nihongi and its Nihon Shoki (Continuing Chronicles of Japan).
• The Rikkokushi (Six National Histories) which includes the Shoku Nihongi and Nihon Shoki
Jomon Period (Late and Final 2000 BCE–400 BCE)Edit
Yayoi Period (400 BCE–250)Edit
Kofun Period (250–552)Edit
The great bells and drums, Kofun burial mounds, and the founding of the imperial family are important to this period. This is the period of the development of the feudal state, and the Yamato and Izumo cultures. Both of these dominant cultures have a large and central shrine which still exists today, Ise Shrine in the South West and Izumo Taisha in the North East. This time period is defined by the increase of central power in Naniwa, now Osaka, of the feudal lord system. Also there was an increasing influence of Korean trade and culture which profoundly changed the practices of government structure, social structure, burial practices, and warfare.
The Japanese also held close alliance and trade with the Korean Gaya confederacy. The Paekche kingdom in Korea had political alliances with Yamato, and in the 5th century imported the Chinese writing system to record Japanese names and events for trade and political records. In 513 they sent a Confucian scholar to the court to assist in the teachings of Confucian thought. In 552 or 538 a Buddha image was given to the Yamato leader which profoundly changed the course of Japanese religious history, especially in relation to the undeveloped native religious conglomeration that was Shinto.
In the latter 6th century, there was a breakdown of the alliances between Japan and Korea but the influence led to the codification of Shinto as the native religion in opposition to the extreme outside influences of the mainland. Up to this time Shinto had been largely a clan ('uji') based religious practice, exclusive to each clan.
Asuka Period (552–645)Edit
Hakuho Period (645–710)Edit
Nara Period (710–794)Edit
The priest Gyogi is known for his belief in assimilation of Shinto Kami and Buddhas. Shinto kami are commonly being seen by Buddhist clergy as guardians of manifestation, guardians, or pupils of Buddhas and bodhisattvas. The priest Gyogi conferred boddhisattva precepts on the Emperor in 749 effectively making the Imperial line the head of state and divine to Shinto while beholden to Buddhism.
Syncretism with BuddhismEdit
In the 18th century, various Japanese scholars, in particular Motoori Norinaga (本居 宣長, 1730–1801), tried to tear apart the "real" Shinto from various foreign influences. The attempt was largely unsuccessful, since as early as the Nihon Shoki parts of the mythology were explicitly borrowed from Chinese doctrines. For example, the co-creator deities Izanami and Izanagi are explicitly compared to the Chinese concepts of yin and yang. However, the attempt did set the stage for the arrival of state Shinto, following the Meiji Restoration (c.1868), when Shinto and Buddhism were separated (shinbutsu bunri).
Cultural HeritageEdit
Shinto has been called "the religion of Japan", and the customs and values of Shinto are inseparable from those of Japanese culture. Many famously Japanese practices have origins either directly or indirectly rooted in Shinto. For example, it is clear that the Shinto ideal of harmony with nature underlies such typically Japanese arts as flower-arranging (生け花, ikebana), traditional Japanese architecture, and garden design.
A number of other Japanese religions have originated from or been influenced by Shinto. Also, much of Japanese pop culture, especially anime and manga, draws from Shinto for inspiration and stories (e.g. Spirited Away, Amatsuki, InuYasha, Higurashi When They Cry, Hell Girl, Kamichu!, and Kannagi: Crazy Shrine Maidens).
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