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on mining engineering. His wife, Lou Henry Hoover, traveled with him everywhere he went. Herbert and Lou met in college, where she was the sole female geology major at Stanford. He proposed to her by cable from Australia as he |
prepared to move to China; she accepted by return wire and they married in 1899. The couple was in China during the Boxer Rebellion of 1900, a time when Lou helped nurse wounded Western diplomats and soldiers while Herbert assisted |
in the fighting to defend Tianjin, a city near the uprising. By the time the couple returned home to America in 1917, Lou had learned to shoot a gun and had mastered eight languages. Over the course of his career |
as a mining engineer and businessman, Hoover's intellect and understanding of the world matured considerably. Hoover was raised a Quaker and although he rarely went to Meeting as an adult, he internalized that faith's belief in the power of the |
individual, the importance of freedom, and the value of "conscientious work" and charity. Hoover also applied the ethos of engineering to the world in general, believing that scientific expertise, when employed thoughtfully and properly, led to human progress. Hoover worked |
comfortably in a capitalist economy but believed in labor's right to organize and hoped that cooperation (between labor and management and among competitors) might come to characterize economic relations. During these years, Hoover repeatedly made known to friends his desire |
for public service. Politically, Hoover identified with the progressive wing of the Republican Party, supporting Theodore Roosevelt's third-party bid in 1912. World War I brought Hoover to prominence in American politics and thrust him into the international spotlight. In London |
when the war broke out, he was asked by the U.S. consul to organize the evacuation of 120,000 Americans trapped in Europe. Germany's devastating invasion of Belgium led Hoover to pool his money with several wealthy friends to organize the |
Committee for the Relief of Belgium. Working without direct government support, Hoover raised millions of dollars for food and medicine to help desperate Belgians. In 1917, after the United States entered the war, President Woodrow Wilson asked Hoover to run |
the U.S. Food Administration. Hoover performed quite admirably, guiding the effort to conserve resources and supplies needed for the war and to feed America's European allies. Hoover even became a household name during the war; nearly all Americans knew that |
the verb "to Hooverize" meant the rationing of household materials. After the armistice treaty was signed in November 1918, officially ending World War I, Wilson appointed Hoover to head the European Relief and Rehabilitation Administration. In this capacity, Hoover channeled |
34 million tons of American food, clothing, and supplies to war-torn Europe, aiding people in twenty nations. His service during World War I made Hoover one of the few Republicans trusted by Wilson. Because of Hoover's knowledge of world affairs, |
Wilson relied him at the Versailles Peace Conference and as director of the President's Supreme Economic Council in 1918. The following year, Hoover founded the Hoover Library on War, Revolution, and Peace at Stanford University as an archive for the |
records of World War I. This privately endowed organization later became the Hoover Institution, devoted to the study of peace and war. No isolationist, Hoover supported American participation in the League of Nations. He believed, though, that Wilson's stubborn idealism |
led Congress to reject American participation in the League. Secretary of Commerce In 1920, Hoover emerged as a contender for the Republican presidential nomination. His run was blocked, however, by fellow a Californian, Senator Hiram Johnson, who objected to Hoover's |
support for the League. Republican Warren Harding won the White House in 1920 and appointed Hoover as his secretary of commerce, a position that Hoover retained under Harding's successor, President Calvin Coolidge. Under Hoover's leadership, the Department of Commerce became |
as influential and important a government agency as the Departments of State and Treasury. Hoover encouraged research into measures designed to counteract harmful business cycles. He supported government regulation of new industries like aviation and radio. He brought together more |
than one hundred different industries and convinced them to adopt standardized tools, hardware, building materials, and automobile parts. Finally, he aggressively pursued international trade opportunities for American business. To win these reforms, Hoover strengthened existing agencies in the Commerce Department, |
like the Bureau of Foreign and Domestic Commerce, or simply established new ones, like the Bureau of Standards, for the standardization project. He also formed commissions that brought together government officials, experts, and leaders of the relevant economic sectors to |
work towards reform. The initiatives Hoover supported as commerce secretary—and the ways in which he pursued them—reveal his thinking about contemporary life in the United States and about the federal government's role in American society. Hoover hoped to create a |
more organized economy that would regularize the business cycle, eliminating damaging ebbs and flows and generating higher rates of economic growth. He believed that eradicating waste and improving efficiency would achieve some of these results— thus, his support for standardization |
and for statistical research into the workings of the economy. He also believed that the American economy would be healthier if business leaders worked together, and with government officials and experts from the social sciences, in a form of private-sector |
economic planning. This stance led him to support trade associations—industry-wide cooperative groups wherein information on prices, markets, and products could be exchanged among competitors—which Hoover saw as a middle way between competition and monopoly. He insisted, though, that participation in |
these associations remain voluntary and that the government merely promote and encourage, rather than require, their establishment. Hoover hoped that these innovations would strengthen what he saw as the central component of the American experience: individualism. In 1922, Hoover published |
a small book, entitled American Individualism, that examined the Western intellectual tradition's major social philosophies, including individualism, socialism, communism, capitalism, and autocracy. Hoover concluded that individualism was the superior principle around which to organize society. He rejected the laissez-faire capitalism |
of the Right and the socialism and communism of the Left because he believed that these ideologies hindered rather than helped the individual. Instead, Hoover sought a "balance of perspective" between Right and Left that theoretically would create and maintain |
opportunities for Americans to succeed. Through enterprises like those he championed as commerce secretary, Hoover believed the federal government could facilitate the creation of political, social, and economic conditions in which individual Americans could flourish. Hoover's positions and thinking placed |
him solidly in the progressive camp of the Republican Party. As secretary of commerce, Hoover emerged as a potential running-mate for Coolidge in the 1924 presidential election, though that effort fell short. Hoover's reputation with the American people reached its |
peak in 1927, when he took charge of relief efforts following disastrous floods along the Mississippi River. The episode displayed Hoover at his best: as a humanitarian and leader with the ability to solve problems. When Coolidge announced in 1927 |
December 4 is a very special day for the mining industry. This is the feast day of Barbara, Patron Saint for Miners and Blasters, and globally for all the professions that relate to fire (firemen, fireworks specialists, etc.) From her tragic story, which appeared later to be a legend, "the belief became widespread that Barbara could control lightning and other |
manifestations of flame and fire. (...) Miners later developed the use of gunpowder for disintegrating rock, involving manifestations similar to thunder claps and lightning flashes. This led to their need for special protection against accidents from the use of explosives (...)" (Source: The Legend of Saint Barbara, Patron Saint of Mines in Infomine.com) Saint Barbara remains a vivid part of |
mining traditions and heritage. In Europe, a statue of Saint Barbara always stands at the entrance of a tunnel construction site. A lot of mining countries still honor Saint Barbara, from Latin America to Asia. Many extraction sites have been named after Saint Barbara (Compania Minera Santa Barbara S.A. in Chile, Complejo Minero Santa Bárbara in Mexico, Barbara Experimental Coal |
If it wasn’t for earthquakes, humans wouldn’t have innovated architecture They wouldn’t have looked into new ways of building homes, but the problem is that we got good at it |
– good to the points our homes won’t be destroyed frequently enough aka they won’t evolute frequently. If you look around you, there is very few free space - and |
in those spots you find big centers being eradicated everyday – safe and resistant enough – specially to earthquakes – what on earth will take down those inefficient dumb primitive |
beton monsters and make room for better buildings in the future ? So the problem behind this is the ever expanding gap between technology and architecture : our homes will |
always be behind technology/progress – they will be always less optimal. I can only imagine how better the earth will be if our houses were “smart” or modern enough – |
it is not science fiction – the way we build stuff is very retarded to say the least when it comes to the material used, energy saving, what a home |
little earthquakes happened, our primitive cities got “devastated”, we rebuilt them in a better way but the costs were small. We kept gradually improving till our cities became resistant to |
medium/high earthquakes. We reached this point of the graph where things slow down, become stable – it is cool not to have the tragedy and misery of earthquakes, but on |
the other hand there is the hidden and expensive cost of stability and non-progress. It is invisible and super slow but as devastating in its effect as that 2 minutes |
tragedy called earthquake Our homes are costing the earth dearly and suffocating it – we need earthquakes to give engineers another better large-scale chance/try. Before I start sounding too embarrassingly |
enthusiastic about earthquakes and destruction, here is a link on list of earthquakes – it has - Main lists of earthquakes - Historical earthquakes (before 1901) - List of 20th |
century earthquakes (1901–2000) - List of 21st century earthquakes (2001–present) - Lists of earthquakes by country - Largest earthquakes by magnitude - Deadliest earthquakes on record Enjoy the read !Read |
Deep-space communication improved with electromagnetic radiation antenna - Robert C. Dye - Technology Transfer - (505) 667-3404 Electromagnetic radiation antenna has potential for deep-space communication - Directed Energy - Long-range communications - Medicine (Oncology) - RADAR imaging applications are countermeasure-resistant - Communications can be spatially-encrypted - 4-dimensional volumes of energy |
can be aimed at a single space-time point for directed energy applications - Nonspherical decay of the cusp enables low-power communications and propagation over great distances Los Alamos National Laboratory (LANL) researchers have developed the Lightslinger, a completely new type of antenna that produces tightly-focused packets of electromagnetic radiation fundamentally |
different from the emissions of conventional transmitters. The device has potential applications in RADAR, directed-energy (non-kinetic kill), secure communications, ultra-long-range communications (e.g., deep-space), medicine (oncology) and astrophysics. The Lightslinger functions by producing a moving polarization pattern in a ring of alumina. By careful timing of voltages applied to electrodes that |
surround the alumina, the polarization pattern can be made to move superluminally, i.e., faster than the speed of light in a vacuum. Nobel laureate Vitaly Ginzberg showed both that such superluminal polarization patterns do not violate the principles of special relativity and that they emit electromagnetic radiation. Once a source |
travels faster than the waves that it emits, it can make contributions at multiple retarded times to a signal received instantaneously at a distance. This effect is already well known in acoustics; when a supersonic airplane accelerates through the speed of sound, a violent “sonic boom” is heard many miles |
away, even if the airplane itself is rather quiet. The Lightslinger enables the same thing to be done with electromagnetic radiation; i.e., a relatively low-power source can make an “electromagnetic boom”, an intense concentration of radiowaves at a great distance. The “electromagnetic boom” is due to temporal focusing, that is, |
focusing in the time domain. Because of this effect, part of the emitted radiation possesses an intensity that decays with distance r as 1/r rather than as the conventional inverse square law, 1/r2. These nonspherically-decaying wavepackets represent a game-changing technology in the applications of electromagnetic radiation. Development stage: Working prototype |
This insightful research by respected Israeli scholar Nurit Peled-Elhanan will confirm what Palestinian researchers have always known: Israel's prevailing culture of racism, fundamentalism, support for war crimes, and apartheid against Palestinians is mainly a product of an educational system that indoctrinates Jewish-Israeli students with militant colonial values and extreme racism that turn them into "monsters" once in uniform. Guardian: Academic claims Israeli school textbooks |
contain bias "Nurit Peled-Elhanan of Hebrew University says textbooks depict Palestinians as 'terrorists, refugees and primitive farmers" "Peled-Elhanan, a professor of language and education at the Hebrew University of Jerusalem, has studied the content of Israeli school books for the past five years, and her account, Palestine in Israeli School Books: Ideology and Propaganda in Education, is to be published in the UK this |
month. She describes what she found as racism– but, more than that, a racism that prepares young Israelis for their compulsory military service. "People don't really know what their children are reading in textbooks," she said. "One question that bothers many people is how do you explain the cruel behaviour of Israeli soldiers towards Palestinians, an indifference to human suffering, the inflicting of suffering. |
People ask how can these nice Jewish boys and girls become monsters once they put on a uniform. I think the major reason for that is education. So I wanted to see how school books represent Palestinians." In "hundreds and hundreds" of books, she claims she did not find one photograph that depicted an Arab as a "normal person". The most important finding in |
the books she studied – all authorised by the ministry of education – concerned the historical narrative of events in 1948, the year in which Israel fought a war to establish itself as an independent state, and hundreds of thousands of Palestinians fled the ensuing conflict. The killing of Palestinians is depicted as something that was necessary for the survival of the nascent Jewish |
state, she claims." Those who see this as an aberration of Zionism seem to lack sufficient understanding of what Zionism really is and the central role it plays as a patently racist ideology in justifying ethnic cleansing and racist domination over Palestinians. One should not wonder then why, at the height of the Israeli massacre in Gaza 2008-09, a Tel Aviv University poll (reported |
in the Jerusalem Post, Jan. '09) of Jewish-Israeli opinion showed a shocking 94% support for the assault, despite full knowledge of the enormous suffering this Israeli aggression had inflicted upon the 1.5 million Palestinians incarcerated in the Gaza "prison camp" and of the massive destruction of their civilian infrastructure. As in every other colonial system, only sustained and effective pressure from within as well |
as from without can put an end to this downward spiral of criminality, impunity and unspoken racism. More BDS is needed to end Israeli occupation, colonialism and apartheid. Other than the obvious benefits to indigenous Palestinians, suffering more than six decades of this three-tiered system of Israeli oppression, an end to this system of oppression may well transform most Israelis from colonial "monsters" into |
normal humans. (ed note: Nurit Peled-Elhanan is author of Palestine in Israeli School Books: Ideology and Propaganda in Education. International publisher I.B.TAURIS description: "She analyzes the presentation of images, maps, layouts and use of language in History, Geography and Civic Studies textbooks, and reveals how the books might be seen to marginalize Palestinians, legitimize Israeli military action and reinforce Jewish-Israeli territorial identity. This book |
|[This is a MPIWG MPDL language technology service]| Become (p. p.) of Become Become (v. i.) To pass from one state to another; to enter into some state or condition, |
by a change from another state, or by assuming or receiving new properties or qualities, additional matter, or a new character. Become (v. i.) To come; to get. Become (v. |
t.) To suit or be suitable to; to be congruous with; to befit; to accord with, in character or circumstances; to be worthy of, or proper for; to cause to |
Historical Aerial Photographs Prior to the trial, Jan Schlichtmann, the plaintiffs attorney, hired a consulting firm to acquire and analyze historic aerial photographs of the Riley 15-acre property to estimate |
the times when the various drums, barrels, and debris piles first appeared. The consultants took this analysis and compared it to the 1985 field mapping of the debris piles, drums, |
and tanks on the 15-acre property by John Drobinski, a geologist hired by Schlichtmann. Drobinski's field map can be downloaded from the trial documents collection and excerpts of his deposition |
can be downloaded from the trial testimony collection. What Are Aerial Photographs and How Are They Used? Aerial photographs like the ones shown below routinely are taken by the U.S. |
Department of Agriculture and U.S. Geological Survey to make topographic maps, record temporal changes in crop patterns, map geology and mineral resources, and evaluate floodplains. A specialized aircraft with sophisticated |
cameras is used to take photographs using black & white or color infrared film. The aircraft flies along flight lines that overlap slightly while the camera takes photographs at time |
intervals that allow the images to overlap. Because of the overlap is from two different positions in the sky, the overlapping portions of adjacent images can be viewed in 3-D. |
A stereoscope is needed to see the images in 3-D, which produces a static visual image that is similar to looking at a 3-D movie using red and blue glasses. |
Thus, tree tops and buildings appear to be higher than surrounding ground, whereas stream channels and wetlands appear to be lower. Aerial Photographs of the Woburn Wells G and H |
Area The collection below is a subset of those compiled by Maura Metheny for her dissertation research at Ohio State University. Four sets of photographs (May 1954, May 1969, April |
1981, and March 1986) are suitable for 3-D viewing. To do this, print the images on high-quality paper or photographic paper and view them under a stereoscope. An inexpensive plastic |
'pocket' stereoscope works well. The sequence of images below document changes in land use, construction of municipal wells G and H and other structures, changes in the wetland, and the |
appearance of drums and underground storage tanks along the access road between Salem Street and Olympia Avenue on the west side of the river. Detailed information about the dates, resolution, |
scales, and ordering numbers of the sets of aerial photographs shown below is available in this Excel file (Excel 19kB Jan22 07). - May 13, 1954 Photographs: 2414, 2415, 2416, |
2417 northern image Full Resolution ( 28.5MB Mar14 07)north-central image Full Resolution ( 29.3MB Mar14 07)south-central image Full Resolution ( 28.3MB Mar14 07)southern image Full Resolution ( 28.5MB Mar14 07) |
- April 29, 1963 Photographs: 278, 279 western image Full Resolution ( 288kB Mar15 07)eastern image Full Resolution ( 208kB Mar15 07) - April 6, 1965 photograph: 233 Full Resolution |
( 269kB Mar15 07) - May 1, 1969 photographs: 1684, 1685, 1686, 1687 south image Full Resolution ( 288kB Mar15 07)south-central image Full Resolution ( 284kB Mar15 07)north-central image Full |
Resolution ( 281kB Mar15 07)north image Full Resolution ( 273kB Mar15 07) - July 3, 1971 photograph: 126 Full Resolution ( 377kB Mar15 07) - April 23, 1978 photographs: 104 |
north and south north images Full Resolution ( 73kB Mar15 07)south image Full Resolution ( 77kB Mar15 07) - April 13, 1981 photographs: 19-5, 19-6, 19-7 south image Full Resolution |
Two teachers at Norview High School in Norfolk, VA were recently put on administrative leave by the school after a parent complained about a video that she saw in Government |
class. The video informed its audience on how to assert their constitutional rights during various encounters with police, such as during a car or house search. It was accompanied by |
a one page handout about a person’s rights when stopped and arrested by the police. When the girl came home after school that day, she told her mother “You won’t |
believe what we are learning in Government. They are teaching us how to hide our drugs.” The woman promptly called the school to complain about what was taught to her |
daughter, and the teachers were subsequently suspended. There are two things that are rather irksome about these series of events. First, why are parents are so ready to jump to |
conclusions and act on those assumptions? It’s a little hard to believe that teachers would be lecturing their students on the best way to hide drugs from the police. If |
the girl’s mother had just inquired as to what was actually taught that day, it would have been clear that this was Government class as usual, just an exercise in |
educating youth on the Constitution. Second, and more importantly, why are schools eager to appease parents at the drop of a hat? These are institutions filled with education professionals: teachers |
know what their students should learn and what the appropriate materials for teaching them are. A school’s administration should trust that the teacher is making reasonable choices as to how |
a child is taught and with what. In response to a parent’s complaint, they should first research the allegations. The administration at Norview High School, for instance, could have a |
gotten a copy of the leaflet given to students. They also could have watched the video to see if anything inappropriate was shown. Instead, the school acquiesced to the demands |
of one uninformed parent. Sometimes, Mother doesn’t know what’s best. That’s why we have schools and teachers. Unfortunately, this is not a new problem. Schools all over the country have |
bowed down to raging parents over something they don’t think is appropriate for their child. It’s a distressing thought that a parent’s misunderstanding about a certain book or a particular |
lesson in school can translate into a child’s incomplete education. Learning about an individual’s constitutional rights enhances one’s education and can even make for a better citizen. School administrators need |
Schools and Students Private schools in 1999–2000 were located primarily in central cities (42 percent) and the urban fringe or large towns (40 percent) (table 2). About 18 percent of private schools were found in rural areas. In contrast, 24 percent of all public schools were in central city locations, 45 percent in the urban fringe or large towns, and 31 percent in rural |
areas. Most schools—61 percent of private and 71 percent of public—were elementary, but 10 percent of private schools and 25 percent of public schools were secondary. Finally, a much higher proportion of private schools (30 percent) were combined schools (usually grades K–12 or 1–12), compared with only 4 percent of public schools. Figures and Tables Table 2: Percentage distribution of schools according to community |
type and level, by sector and private school type: 1999-2000 Table S2: Standard errors for the percentage distribution of schools according to community type and level, by sector and private school type: 1999-2000 |
Jim Lake and Maria Rivera, at the University of California-Los Angeles (UCLA), report their finding in the Sept. 9 issue of the journal Nature. Scientists refer to both bacteria and |
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