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After weighing in on Monday morning to find that I'd lost two pounds, I decided that I would lose 10 pounds a month (I'd add in daily aerobic exercise). I sat down and charted it all out.
How simple and seductive it all is to chart out my life. There's no need to live it, when I can just imagine it. Everything waits for me to lose weight. When I was a child, the perfect girly-girl wardrobe was waiting for me to lose weight. When I was in college, dating was waiting for me to lose weight.
The logical part of me knows that I'll be more credible as the creator of a system to make the raw-food lifestyle sustainable if I look like I sustain a healthy lifestyle. But the emotional part of me knows that there are so many people out there struggling with their weight, that me being honest and while-I'm-still-fat, making my videos.
Maybe it's enough that I'm blogging about it.
My kitchen studio isn't ready yet, nor do I have the video/audio equipment yet – it'll take a few months (I'm going to do a fundraising campaign on Indiegogo – so please support me – the gifts will be many of the products and services that I sell on this website, but they'll be discounted because I need to raise a lot of money to get the raw-lifestyle center (the Healing House and Grounds) into shape to become a community wellness center as well as my raw-food lifestyle center.
So maybe I'll do the videos after that, without regard to my weight.
I'll think about it. And when the time comes, I'll see how I feel about it.
Thinking and feeling are very different.
No matter what, I'll blog about it. | RedPajamaC4_-37362165859791690 | Slimpajama627bTrain/chunk1 |
Q: GLS based on standard deviation condition I want to perform a generalized least square model (GLS) with the gas data provided by the NIST/SEMATECH e-Handbook of Statistical Methods [1], where I want to predict pressure, based on temperature. Now, the linearized model for this relation has heteroskedasticity, so we want to addres that by performing a GLS.
And we want to perform the GLS model with this condition:
$$\sigma_i=\gamma_0+temp_{i}^{\gamma_1}$$
But I don´t know how to implement this using the gls() function in R.
Any help would be appreciated.
[1] https://www.itl.nist.gov/div898/handbook/pmd/section4/pmd452.htm
A: Use the variance function varConstPower in the nlme library. See Pinheiro and Bates, page 212 for information about this variance function. The varConstPower variance function specifies the variance structure as
$$
\textrm{Var} (\epsilon_{i} ) = \sigma^2 (\delta_1 + |\textrm{temp}_i|^{\delta_2} )^2.
$$
In your gls() model, you will need to specify the variance structure by doing something like weights = varConstPower(form = ~ temp).
| RedPajamaStackExchange_3233340783482963378 | Slimpajama627bTrain/chunk1 |
Suquamish WA 15 Yard Dumpster | Dumpster Infinite!
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Getting a roll off dumpster for a structure project can also be especially important should there be any chemical wastes and also hazardous components that have to become cleared through the construction website. There are specifically licensed rubbish companies experienced in taking care of these types of materials available for you. If this scenario applies to you and the company, it's wise to discuss these matters when you help make inquiries together with your prospective rubbish service company. A lot of the important as there are special regulations that cover these kinds of set up. The objective of these regulations is to reduce the managing of these unsafe materials to those who know how to undertake it, thus minimizing the likelihood of which members of the public is going to be exposed. To illustrate asbestos, that may cause cancers and serious respiratory troubles if not disposed of properly. | RedPajamaC4_7904562015875005015 | Slimpajama627bTrain/chunk1 |
How to Overcome Physician Resistance to Digital Health
It's safe to say that, here in 2017, digital health is here to stay. Encompassing as it does all forms of electronic healthcare — including telehealth, telemedicine and remote patient management as well as mobile health (mHealth), EMR/EHR, and even IT-oriented concepts like patient data security — digital health is now securely a part of the foundation upon which much of modern healthcare delivery rests.
Yet — and this may come as little surprise to administrators — digital health still hasn't been accepted by all physicians. Some reports indicate that patients are more open to telehealth than their physicians; a 2016 Modern Healthcare report, for instance, notes that 64% of Americans "would be willing to have a video visit with their doctor."
That report runs down the specific benefits telehealth offers patients, including "reducing wasted time — taking off from work, traveling to and from a medical office, and waiting to be seen."
Doctors Often Resistant to Digital Health
Contrast that with a 2014 survey of family physicians that, according to mHealthIntelligence, found that, "while a vast majority see the benefits of telehealth, only 15 percent are actually using it,"
Citing this 2016 report from the Robert Graham Center for Policy Studies in Family Medicine and Primary Care, the mHealthIntelligence report adds that "the results fall in line with the plethora of surveys and studies that say healthcare providers would benefit from adopting telehealth — but they're not compelled to use it."
Writing at GIHealth.com, the website of his own My Total Health clinic in Los Angeles, Dr. Brennan Spiegel, MD, MSHS, addresses this resistance to digital health. In doing so, he recalls the first comment he heard after delivering a lecture about digital health to a group of physicians:
"Digital health? Is that like a rectal examination?"
"The doctor who made this comment snickered when he said it, prompting others in the audience to light up with exuberance," Dr. Spiegel recalls, even as he points out that the lecture was given at "an esteemed academic medical center" and that the comment was "not a unique reaction among rank-and-file doctors."
Dr. Spiegel — an accomplished physician who's also a professor of medicine, co-editor-in-chief of the American Journal of Gastroenterology, and involved in digital health efforts for UCLA and Cedars-Sinai Health System — admits to seeing the humor in the comment, particularly "to a gastroenterologist like myself."
Yet he also sees the danger in a population of physicians who are resistant to accepting some of the most important innovations in healthcare — innovations that have the capacity to not only improve patient care and reduce expenses, but relieve stress on over-worked clinicians and help fight the effects of the rural physician shortage.
Overcoming Physician Resistance to Digital Health
Whether the continuing resistance to digital health is a product of lack of familiarity with the term, resistance to the concept, or simply a fear of the unknown — or a combination of all three — it's not unique to the United States. Even in other technologically advanced countries, physician groups have defied the transition.
In the UK, The Guardian has suggested that the benefits of telehealth "will only be realised if doctors stop looking for opportunities to reject it." In South Korea, telemedicine is currently prohibited, "and a recent government attempt to legalize it was met with a wall of opposition from medical professionals and activists," writes Max S. Kim for Quartz, which also describes how "tensions over the bill resulted in a doctors walkout in 2014."
Dr. Spiegel understands the importance of overcoming this resistance. To that end, his article offers the top 10 digital health fears that he's encountered on the lecture circuit, as well as his advice on overcoming them. Highlights include:
1. Time. "You're kidding, right? How in the world do I have time to check all the data?" Dr. Spiegel's first point is also among the most understandable: After all, how do busier-than-ever physicians have time to integrate new processes into their practices when they're struggling to keep up with day-to-day activities and responsibilities? Dr. Spiegel's solution: Training a new type of specialist called a "Digitalist" — a provider that Dr. Spiegel admits "does not yet exist," but then, neither did the hospitalist specialty before 1996.
2. Liability. "What if a patient dies when there was clear evidence something bad was going to happen? Am I going to get sued?" Dr. Spiegel notes the importance of this point, too, and admits it must be addressed "before we get too much farther with remote digital monitoring in everyday clinical practice." Again, "that will be the Digtalist's responsibility."
3. Proof. "This all sounds great, but until you can prove it to me, it's just a bunch of toys and gadgets from entrepreneurs trying to make a buck. I need real evidence." Though evidence is mounting that digital health innovations actually do work — and work very well, as per our list above — more is needed. "We need rigorous, hard-fought, meticulous, sufficiently powered, controlled trials to figure out if digital interventions work," Dr. Spiegel writes. "This is no different than for any other biomedical advance, whether for cancer chemotherapy, biologics, invasive procedures, or anything else in medicine."
4. Access. Digital health "may work for wealthy patients with access to care and resources, but what about the rest of our patients?" This point is founded on a fundamental misunderstanding of just what digital health is capable. "Just having access to a smartphone" — as the vast majority of Americans now do — "allows us to deploy apps and even virtual reality, among other technologies." Witness the success of the Mississippi Diabetes Telehealth Network, which has projected a cost savings of $339,184 in just one yearamong 100 diabetic patients.
5. Age. "Maybe young people like using this stuff, but what about our older patients?" The misperception also persists that seniors aren't going to engage with digital health out of fear of technology. Again, an understandable reaction — this has been, traditionally, a true enough complaint. Yet it ignores the fact that today's seniors are actually embracing digital technology at astonishing levels. As the Pew Research Center pointed out in May, 2017, today's seniors are "more digitally connected than ever.
"In fact, some groups of seniors — such as those who are younger, more affluent and more highly educated — report owning and using various technologies at rates similar to adults under the age of 65," the report added.
Dr. Spiegel also observes that "we've noticed that many young patients are unwilling to use digital technologies, and many older patients are enthusiastic about them; there are no hard and fast rules.
"This only means we need to be aware of the digital divide and find ways to overcome it, where possible," he adds. "There is a tremendous opportunity for research and patient engagement."
Dr. Speigel's full list of "Top 10 Reasons Doctors Fear Digital Health" also addresses concerns about data security, value of care, and a few other important points. We encourage you to read the full article here.
"If this is successful, then digital health will expand care beyond the traditional clinic visit, use visits more effectively, reduce avoidable admissions, and improve outcomes of care while protecting you from additional work," he concludes.
"Time will tell if this future becomes reality, but for many health systems the future has already arrived. Now is the time for doctors to shape the future of digital health for our field before others shape it for us."
Interested in learning more about digital health and how it can help healthcare organizations meet their operational goals while improving care? We invite you to contact Care Innovations® for a complementary consultation. | RedPajamaCommonCrawl_-8324072996035775270 | Slimpajama627bTrain/chunk1 |
/* The following code was generated by JFlex 1.4.1 on 4/28/12 4:57 PM */
/*
* 04/24/2012
*
* LatexTokenMaker.java - Scanner for LaTeX.
*
* This library is distributed under a modified BSD license. See the included
* RSyntaxTextArea.License.txt file for details.
*/
package org.fife.ui.rsyntaxtextarea.modes;
import java.io.*;
import javax.swing.text.Segment;
import org.fife.ui.rsyntaxtextarea.*;
/**
* Scanner for the LaTeX.<p>
*
* This implementation was created using
* <a href="http://www.jflex.de/">JFlex</a> 1.4.1; however, the generated file
* was modified for performance. Memory allocation needs to be almost
* completely removed to be competitive with the handwritten lexers (subclasses
* of <code>AbstractTokenMaker</code>, so this class has been modified so that
* Strings are never allocated (via yytext()), and the scanner never has to
* worry about refilling its buffer (needlessly copying chars around).
* We can achieve this because RSTA always scans exactly 1 line of tokens at a
* time, and hands the scanner this line as an array of characters (a Segment
* really). Since tokens contain pointers to char arrays instead of Strings
* holding their contents, there is no need for allocating new memory for
* Strings.<p>
*
* The actual algorithm generated for scanning has, of course, not been
* modified.<p>
*
* If you wish to regenerate this file yourself, keep in mind the following:
* <ul>
* <li>The generated LatexTokenMaker.java</code> file will contain two
* definitions of both <code>zzRefill</code> and <code>yyreset</code>.
* You should hand-delete the second of each definition (the ones
* generated by the lexer), as these generated methods modify the input
* buffer, which we'll never have to do.</li>
* <li>You should also change the declaration/definition of zzBuffer to NOT
* be initialized. This is a needless memory allocation for us since we
* will be pointing the array somewhere else anyway.</li>
* <li>You should NOT call <code>yylex()</code> on the generated scanner
* directly; rather, you should use <code>getTokenList</code> as you would
* with any other <code>TokenMaker</code> instance.</li>
* </ul>
*
* @author Robert Futrell
* @version 0.5
*
*/
public class LatexTokenMaker extends AbstractJFlexTokenMaker {
/** This character denotes the end of file */
public static final int YYEOF = -1;
/** lexical states */
public static final int EOL_COMMENT = 1;
public static final int YYINITIAL = 0;
/**
* Translates characters to character classes
*/
private static final String ZZ_CMAP_PACKED =
"\11\0\1\3\1\32\1\0\1\3\23\0\1\3\1\5\1\0\1\5"+
"\1\7\1\4\7\5\1\2\1\22\1\6\12\1\1\20\1\5\1\0"+
"\1\5\1\0\2\5\32\1\1\5\1\23\1\5\1\0\1\2\1\0"+
"\1\1\1\25\1\1\1\31\1\17\1\14\1\26\1\10\1\15\2\1"+
"\1\16\1\1\1\27\1\1\1\12\2\1\1\13\1\11\2\1\1\21"+
"\3\1\1\30\1\0\1\24\1\5\uff81\0";
/**
* Translates characters to character classes
*/
private static final char [] ZZ_CMAP = zzUnpackCMap(ZZ_CMAP_PACKED);
/**
* Translates DFA states to action switch labels.
*/
private static final int [] ZZ_ACTION = zzUnpackAction();
private static final String ZZ_ACTION_PACKED_0 =
"\2\0\2\1\1\2\1\3\1\1\1\4\1\5\4\6"+
"\1\7\3\10\4\0\2\10\4\0\2\10\2\0\1\11"+
"\1\0\1\10\3\0\1\10\1\12\2\0\1\13";
private static int [] zzUnpackAction() {
int [] result = new int[42];
int offset = 0;
offset = zzUnpackAction(ZZ_ACTION_PACKED_0, offset, result);
return result;
}
private static int zzUnpackAction(String packed, int offset, int [] result) {
int i = 0; /* index in packed string */
int j = offset; /* index in unpacked array */
int l = packed.length();
while (i < l) {
int count = packed.charAt(i++);
int value = packed.charAt(i++);
do result[j++] = value; while (--count > 0);
}
return j;
}
/**
* Translates a state to a row index in the transition table
*/
private static final int [] ZZ_ROWMAP = zzUnpackRowMap();
private static final String ZZ_ROWMAP_PACKED_0 =
"\0\0\0\33\0\66\0\121\0\66\0\66\0\154\0\66"+
"\0\66\0\207\0\242\0\275\0\330\0\66\0\363\0\u010e"+
"\0\u0129\0\u0144\0\u015f\0\u017a\0\u0195\0\u01b0\0\u01cb\0\u01e6"+
"\0\u0201\0\u021c\0\u0237\0\u0252\0\u026d\0\u0288\0\u02a3\0\u02be"+
"\0\u02d9\0\u02f4\0\u030f\0\u02be\0\u032a\0\u0345\0\66\0\u0360"+
"\0\u037b\0\66";
private static int [] zzUnpackRowMap() {
int [] result = new int[42];
int offset = 0;
offset = zzUnpackRowMap(ZZ_ROWMAP_PACKED_0, offset, result);
return result;
}
private static int zzUnpackRowMap(String packed, int offset, int [] result) {
int i = 0; /* index in packed string */
int j = offset; /* index in unpacked array */
int l = packed.length();
while (i < l) {
int high = packed.charAt(i++) << 16;
result[j++] = high | packed.charAt(i++);
}
return j;
}
/**
* The transition table of the DFA
*/
private static final int [] ZZ_TRANS = zzUnpackTrans();
private static final String ZZ_TRANS_PACKED_0 =
"\1\3\2\4\1\5\1\6\3\3\10\4\1\3\1\4"+
"\1\3\1\7\1\10\3\4\1\10\1\4\1\11\10\12"+
"\1\13\3\12\1\14\4\12\1\15\10\12\1\16\34\0"+
"\2\4\5\0\10\4\1\0\1\4\3\0\3\4\1\0"+
"\1\4\2\0\2\17\5\0\7\17\1\20\1\0\1\17"+
"\3\0\1\21\2\17\1\0\1\17\1\0\10\12\1\0"+
"\3\12\1\0\4\12\1\0\10\12\12\0\1\22\32\0"+
"\1\23\3\0\1\24\36\0\1\25\12\0\2\17\5\0"+
"\10\17\1\0\1\17\3\0\3\17\1\0\1\17\2\0"+
"\2\17\5\0\10\17\1\0\1\17\3\0\2\17\1\26"+
"\1\0\1\17\2\0\2\17\5\0\7\17\1\27\1\0"+
"\1\17\3\0\3\17\1\0\1\17\12\0\1\30\33\0"+
"\1\31\36\0\1\32\35\0\1\33\12\0\2\17\5\0"+
"\10\17\1\0\1\17\3\0\3\17\1\0\1\34\2\0"+
"\2\17\5\0\10\17\1\0\1\17\3\0\1\17\1\35"+
"\1\17\1\0\1\17\13\0\1\36\40\0\1\37\31\0"+
"\1\31\35\0\1\40\11\0\2\17\5\0\10\17\1\0"+
"\1\17\3\0\3\17\1\41\1\17\2\0\2\17\5\0"+
"\5\17\1\42\2\17\1\0\1\17\3\0\3\17\1\0"+
"\1\17\14\0\1\31\4\0\1\37\20\0\1\43\25\0"+
"\1\40\1\44\1\0\2\44\12\40\1\44\1\40\1\44"+
"\2\0\3\40\1\0\1\40\2\0\2\45\5\0\10\45"+
"\1\0\1\45\3\0\3\45\1\0\1\45\2\0\2\17"+
"\5\0\10\17\1\0\1\17\3\0\2\17\1\46\1\0"+
"\1\17\7\0\1\40\25\0\2\45\5\0\10\45\1\0"+
"\1\45\2\0\1\47\3\45\1\0\1\45\2\0\2\17"+
"\5\0\10\17\1\0\1\17\3\0\3\17\1\50\1\17"+
"\2\0\2\51\5\0\10\51\1\0\1\51\3\0\3\51"+
"\1\0\1\51\2\0\2\51\5\0\10\51\1\0\1\51"+
"\2\0\1\52\3\51\1\0\1\51\1\0";
private static int [] zzUnpackTrans() {
int [] result = new int[918];
int offset = 0;
offset = zzUnpackTrans(ZZ_TRANS_PACKED_0, offset, result);
return result;
}
private static int zzUnpackTrans(String packed, int offset, int [] result) {
int i = 0; /* index in packed string */
int j = offset; /* index in unpacked array */
int l = packed.length();
while (i < l) {
int count = packed.charAt(i++);
int value = packed.charAt(i++);
value--;
do result[j++] = value; while (--count > 0);
}
return j;
}
/* error codes */
private static final int ZZ_UNKNOWN_ERROR = 0;
private static final int ZZ_NO_MATCH = 1;
private static final int ZZ_PUSHBACK_2BIG = 2;
/* error messages for the codes above */
private static final String ZZ_ERROR_MSG[] = {
"Unkown internal scanner error",
"Error: could not match input",
"Error: pushback value was too large"
};
/**
* ZZ_ATTRIBUTE[aState] contains the attributes of state <code>aState</code>
*/
private static final int [] ZZ_ATTRIBUTE = zzUnpackAttribute();
private static final String ZZ_ATTRIBUTE_PACKED_0 =
"\2\0\1\11\1\1\2\11\1\1\2\11\4\1\1\11"+
"\3\1\4\0\2\1\4\0\2\1\2\0\1\1\1\0"+
"\1\1\3\0\1\1\1\11\2\0\1\11";
private static int [] zzUnpackAttribute() {
int [] result = new int[42];
int offset = 0;
offset = zzUnpackAttribute(ZZ_ATTRIBUTE_PACKED_0, offset, result);
return result;
}
private static int zzUnpackAttribute(String packed, int offset, int [] result) {
int i = 0; /* index in packed string */
int j = offset; /* index in unpacked array */
int l = packed.length();
while (i < l) {
int count = packed.charAt(i++);
int value = packed.charAt(i++);
do result[j++] = value; while (--count > 0);
}
return j;
}
/** the input device */
private java.io.Reader zzReader;
/** the current state of the DFA */
private int zzState;
/** the current lexical state */
private int zzLexicalState = YYINITIAL;
/** this buffer contains the current text to be matched and is
the source of the yytext() string */
private char zzBuffer[];
/** the textposition at the last accepting state */
private int zzMarkedPos;
/** the current text position in the buffer */
private int zzCurrentPos;
/** startRead marks the beginning of the yytext() string in the buffer */
private int zzStartRead;
/** endRead marks the last character in the buffer, that has been read
from input */
private int zzEndRead;
/** zzAtEOF == true <=> the scanner is at the EOF */
private boolean zzAtEOF;
/* user code: */
/**
* Constructor. This must be here because JFlex does not generate a
* no-parameter constructor.
*/
public LatexTokenMaker() {
}
/**
* Adds the token specified to the current linked list of tokens.
*
* @param tokenType The token's type.
* @see #addToken(int, int, int)
*/
private void addHyperlinkToken(int start, int end, int tokenType) {
int so = start + offsetShift;
addToken(zzBuffer, start,end, tokenType, so, true);
}
/**
* Adds the token specified to the current linked list of tokens.
*
* @param tokenType The token's type.
*/
private void addToken(int tokenType) {
addToken(zzStartRead, zzMarkedPos-1, tokenType);
}
/**
* Adds the token specified to the current linked list of tokens.
*
* @param tokenType The token's type.
* @see #addHyperlinkToken(int, int, int)
*/
private void addToken(int start, int end, int tokenType) {
int so = start + offsetShift;
addToken(zzBuffer, start,end, tokenType, so, false);
}
/**
* Adds the token specified to the current linked list of tokens.
*
* @param array The character array.
* @param start The starting offset in the array.
* @param end The ending offset in the array.
* @param tokenType The token's type.
* @param startOffset The offset in the document at which this token
* occurs.
* @param hyperlink Whether this token is a hyperlink.
*/
@Override
public void addToken(char[] array, int start, int end, int tokenType,
int startOffset, boolean hyperlink) {
super.addToken(array, start,end, tokenType, startOffset, hyperlink);
zzStartRead = zzMarkedPos;
}
/**
* ${inheritDoc}
*/
@Override
public String[] getLineCommentStartAndEnd() {
return new String[] { "%", null };
}
/**
* Returns the first token in the linked list of tokens generated
* from <code>text</code>. This method must be implemented by
* subclasses so they can correctly implement syntax highlighting.
*
* @param text The text from which to get tokens.
* @param initialTokenType The token type we should start with.
* @param startOffset The offset into the document at which
* <code>text</code> starts.
* @return The first <code>Token</code> in a linked list representing
* the syntax highlighted text.
*/
public Token getTokenList(Segment text, int initialTokenType, int startOffset) {
resetTokenList();
this.offsetShift = -text.offset + startOffset;
// Start off in the proper state.
int state = Token.NULL;
s = text;
try {
yyreset(zzReader);
yybegin(state);
return yylex();
} catch (IOException ioe) {
ioe.printStackTrace();
return new TokenImpl();
}
}
/**
* Refills the input buffer.
*
* @return <code>true</code> if EOF was reached, otherwise
* <code>false</code>.
* @exception IOException if any I/O-Error occurs.
*/
private boolean zzRefill() {
return zzCurrentPos>=s.offset+s.count;
}
/**
* Resets the scanner to read from a new input stream.
* Does not close the old reader.
*
* All internal variables are reset, the old input stream
* <b>cannot</b> be reused (internal buffer is discarded and lost).
* Lexical state is set to <tt>YY_INITIAL</tt>.
*
* @param reader the new input stream
*/
public final void yyreset(java.io.Reader reader) {
// 's' has been updated.
zzBuffer = s.array;
/*
* We replaced the line below with the two below it because zzRefill
* no longer "refills" the buffer (since the way we do it, it's always
* "full" the first time through, since it points to the segment's
* array). So, we assign zzEndRead here.
*/
//zzStartRead = zzEndRead = s.offset;
zzStartRead = s.offset;
zzEndRead = zzStartRead + s.count - 1;
zzCurrentPos = zzMarkedPos = s.offset;
zzLexicalState = YYINITIAL;
zzReader = reader;
zzAtEOF = false;
}
/**
* Creates a new scanner
* There is also a java.io.InputStream version of this constructor.
*
* @param in the java.io.Reader to read input from.
*/
public LatexTokenMaker(java.io.Reader in) {
this.zzReader = in;
}
/**
* Creates a new scanner.
* There is also java.io.Reader version of this constructor.
*
* @param in the java.io.Inputstream to read input from.
*/
public LatexTokenMaker(java.io.InputStream in) {
this(new java.io.InputStreamReader(in));
}
/**
* Unpacks the compressed character translation table.
*
* @param packed the packed character translation table
* @return the unpacked character translation table
*/
private static char [] zzUnpackCMap(String packed) {
char [] map = new char[0x10000];
int i = 0; /* index in packed string */
int j = 0; /* index in unpacked array */
while (i < 112) {
int count = packed.charAt(i++);
char value = packed.charAt(i++);
do map[j++] = value; while (--count > 0);
}
return map;
}
/**
* Closes the input stream.
*/
public final void yyclose() throws java.io.IOException {
zzAtEOF = true; /* indicate end of file */
zzEndRead = zzStartRead; /* invalidate buffer */
if (zzReader != null)
zzReader.close();
}
/**
* Returns the current lexical state.
*/
public final int yystate() {
return zzLexicalState;
}
/**
* Enters a new lexical state
*
* @param newState the new lexical state
*/
@Override
public final void yybegin(int newState) {
zzLexicalState = newState;
}
/**
* Returns the text matched by the current regular expression.
*/
public final String yytext() {
return new String( zzBuffer, zzStartRead, zzMarkedPos-zzStartRead );
}
/**
* Returns the character at position <tt>pos</tt> from the
* matched text.
*
* It is equivalent to yytext().charAt(pos), but faster
*
* @param pos the position of the character to fetch.
* A value from 0 to yylength()-1.
*
* @return the character at position pos
*/
public final char yycharat(int pos) {
return zzBuffer[zzStartRead+pos];
}
/**
* Returns the length of the matched text region.
*/
public final int yylength() {
return zzMarkedPos-zzStartRead;
}
/**
* Reports an error that occured while scanning.
*
* In a wellformed scanner (no or only correct usage of
* yypushback(int) and a match-all fallback rule) this method
* will only be called with things that "Can't Possibly Happen".
* If this method is called, something is seriously wrong
* (e.g. a JFlex bug producing a faulty scanner etc.).
*
* Usual syntax/scanner level error handling should be done
* in error fallback rules.
*
* @param errorCode the code of the errormessage to display
*/
private void zzScanError(int errorCode) {
String message;
try {
message = ZZ_ERROR_MSG[errorCode];
}
catch (ArrayIndexOutOfBoundsException e) {
message = ZZ_ERROR_MSG[ZZ_UNKNOWN_ERROR];
}
throw new Error(message);
}
/**
* Pushes the specified amount of characters back into the input stream.
*
* They will be read again by then next call of the scanning method
*
* @param number the number of characters to be read again.
* This number must not be greater than yylength()!
*/
public void yypushback(int number) {
if ( number > yylength() )
zzScanError(ZZ_PUSHBACK_2BIG);
zzMarkedPos -= number;
}
/**
* Resumes scanning until the next regular expression is matched,
* the end of input is encountered or an I/O-Error occurs.
*
* @return the next token
* @exception java.io.IOException if any I/O-Error occurs
*/
public org.fife.ui.rsyntaxtextarea.Token yylex() throws java.io.IOException {
int zzInput;
int zzAction;
// cached fields:
int zzCurrentPosL;
int zzMarkedPosL;
int zzEndReadL = zzEndRead;
char [] zzBufferL = zzBuffer;
char [] zzCMapL = ZZ_CMAP;
int [] zzTransL = ZZ_TRANS;
int [] zzRowMapL = ZZ_ROWMAP;
int [] zzAttrL = ZZ_ATTRIBUTE;
while (true) {
zzMarkedPosL = zzMarkedPos;
zzAction = -1;
zzCurrentPosL = zzCurrentPos = zzStartRead = zzMarkedPosL;
zzState = zzLexicalState;
zzForAction: {
while (true) {
if (zzCurrentPosL < zzEndReadL)
zzInput = zzBufferL[zzCurrentPosL++];
else if (zzAtEOF) {
zzInput = YYEOF;
break zzForAction;
}
else {
// store back cached positions
zzCurrentPos = zzCurrentPosL;
zzMarkedPos = zzMarkedPosL;
boolean eof = zzRefill();
// get translated positions and possibly new buffer
zzCurrentPosL = zzCurrentPos;
zzMarkedPosL = zzMarkedPos;
zzBufferL = zzBuffer;
zzEndReadL = zzEndRead;
if (eof) {
zzInput = YYEOF;
break zzForAction;
}
else {
zzInput = zzBufferL[zzCurrentPosL++];
}
}
int zzNext = zzTransL[ zzRowMapL[zzState] + zzCMapL[zzInput] ];
if (zzNext == -1) break zzForAction;
zzState = zzNext;
int zzAttributes = zzAttrL[zzState];
if ( (zzAttributes & 1) == 1 ) {
zzAction = zzState;
zzMarkedPosL = zzCurrentPosL;
if ( (zzAttributes & 8) == 8 ) break zzForAction;
}
}
}
// store back cached position
zzMarkedPos = zzMarkedPosL;
switch (zzAction < 0 ? zzAction : ZZ_ACTION[zzAction]) {
case 1:
{ addToken(Token.IDENTIFIER);
}
case 12: break;
case 8:
{ addToken(Token.FUNCTION);
}
case 13: break;
case 2:
{ addToken(Token.WHITESPACE);
}
case 14: break;
case 9:
{ int temp=zzStartRead; addToken(start,zzStartRead-1, Token.COMMENT_EOL); addHyperlinkToken(temp,zzMarkedPos-1, Token.COMMENT_EOL); start = zzMarkedPos;
}
case 15: break;
case 3:
{ start = zzMarkedPos-1; yybegin(EOL_COMMENT);
}
case 16: break;
case 5:
{ addNullToken(); return firstToken;
}
case 17: break;
case 7:
{ addToken(start,zzStartRead-1, Token.COMMENT_EOL); addNullToken(); return firstToken;
}
case 18: break;
case 10:
{ int temp = zzStartRead;
addToken(temp, temp+3, Token.RESERVED_WORD);
addToken(temp+4, temp+4, Token.SEPARATOR);
addToken(temp+5, zzMarkedPos-2, Token.RESERVED_WORD);
addToken(zzMarkedPos-1, zzMarkedPos-1, Token.SEPARATOR);
}
case 19: break;
case 11:
{ int temp = zzStartRead;
addToken(temp, temp+5, Token.RESERVED_WORD);
addToken(temp+6, temp+6, Token.SEPARATOR);
addToken(temp+7, zzMarkedPos-2, Token.RESERVED_WORD);
addToken(zzMarkedPos-1, zzMarkedPos-1, Token.SEPARATOR);
}
case 20: break;
case 6:
{
}
case 21: break;
case 4:
{ addToken(Token.SEPARATOR);
}
case 22: break;
default:
if (zzInput == YYEOF && zzStartRead == zzCurrentPos) {
zzAtEOF = true;
switch (zzLexicalState) {
case EOL_COMMENT: {
addToken(start,zzStartRead-1, Token.COMMENT_EOL); addNullToken(); return firstToken;
}
case 43: break;
case YYINITIAL: {
addNullToken(); return firstToken;
}
case 44: break;
default:
return null;
}
}
else {
zzScanError(ZZ_NO_MATCH);
}
}
}
}
}
| RedPajamaGithub_-7444026203120788064 | Slimpajama627bTrain/chunk1 |
Diamond, Peter and Felli, Leonardo (1993) Search, sticky prices and deflation. Mimeo.
This paper examines equilibrium in a deflationary environment, in a market with free entry where consumers search and firms set prices on individual units of the commodity. Prices attached to newly produced goods are continuously adjusted. Prices attached to previously produced goods can only be changed at a cost. Deflation cuts into the market power created by the need to search for the good. Thus consumers' welfare is inverse u-shaped in deflation. | RedPajamaC4_8454868855954882204 | Slimpajama627bTrain/chunk1 |
Ad blocking is going mainstream, and this is not a good thing. Inflated, intrusive ads result from advertisers having bad incentives, and ad blocking technology can actually make those incentives even worse. The only solution is one that advertisers can be on board with as well.
© 2019 Andrew Betts. All rights reserved, unless stated. | RedPajamaC4_7398421644353650669 | Slimpajama627bTrain/chunk1 |
Stoning is Not an Islamic Punishment
August 1, 2016 August 8, 2016 — Mohammad Hussein Saffouri
Not too long ago, The New York Times reported that a group of Muslims in Afghanistan had stoned to death a woman accused of adultery. On what legal basis did this group of Muslims base its judgment in committing this gruesome act of stoning?
They could not have based it on the Quran, because the Quran gives clear and definite directives on the punishment of adultery which are completely different from the punishment meted to that unfortunate woman.
The punishments for adultery are stated in Ayahs 02-03 of Surah an-Nur:
The adulteress and the adulterer scourge each one of them a hundred stripes, and in the matter of Allah's Religion let no tenderness for them seize you if you believe in Allah and the Last Day; and let a party of the believers witness their chastisement. The adulterer shall marry none but an adulteress or an idolatress, and the adulteress none shall marry her but an adulterer or an idolator; that is forbidden to the believers.
Furthermore, Ayah 93 from Surah an-Nisa states:
And whoever kills a believer intentionally, his recompense is Hell to abide therein, and the Wrath and the Curse of Allah are upon him, and a great punishment is prepared for him.
So in taking the law in their own hands, this particular group of Muslims has committed a most grievous crime!
References to Stoning in the Quran
The punishment meted to that unfortunate and aggrieved woman is not Islamic in so far as the Quran is concerned. In fact, the method of punishment itself is not Islamic. In multiple places, the Quran states that the method of execution by stoning is a characteristic of Pagan societies. Nowhere is it mentioned as an Islamic practice; but instead, stoning was a form of punishment invented by societies before Islam. Many Prophets of Islam, such as Hz Abraham (AS), were given threats related to stoning by unbelievers. For example:
Ayah 20 of Surah ad-Dukhan:
And indeed, I have sought refuge in my Lord and your Lord, lest you stone me.
Ayah 46 of Surah Maryam:
(His father) said, "Have you no desire for my gods, O Abraham? If you do not desist, I will surely stone you, so avoid me a prolonged time."
Ayah 20 of Surah al-Kahf:
For they, if they should come to know of you, will stone you or turn you back to their religion; then ye will never prosper.
Ayah 91 of Surah Hud:
They said, "O Shuayb, we do not understand much of what you say, and indeed, we consider you among us as weak. And if not for your family, we would have stoned you (to death); and you are not to us one respected."
From the above verses, it is clear that stoning was a pagan practice, and the Quran views it as such. It is not an Islamic punishment. Plus, it absolutely was not a method of punishment invented or practised by the Arabs.
Origins of Stoning
So, where did stoning come into Islam from? In reality, it came from later sources, as thoroughly discussed by Theodor Nöldeke in his work Geschichte des Qorâns (1860). According to him, inspiration for stoning as a method of punishment came from the Old Testament.
As a matter of fact, Paul Winter, in his work On the Trial of Jesus (Berlin: Walter de Gruyer & Co, 1961), observed that the Old Testament decrees three methods for putting people to death, as under:
The first method is stoning, which is especially applied in the case of an adulteress.
The second one is death by burning alive. This method is also applied to an adulteress if she happens to be the daughter of a Rabbi.
The third method is cutting the head off by means of a sword.
It is now clear as to from where the abomination of stoning came into Islam. It came not from the Quran, but from alien sources. In other words, it came via those people from Ahl al-Kitab who acted as story tellers and popular commentators on the Quran. They produced a religious lore, some of which found its way into the Islamic practice of later days.
Therefore, while the modern media verticals are happy to term "stoning" as an Islamic practice, it hardly has any Islamic connections. In fact, the so-called Muslim lawgivers who advocate stoning as a form of punishment are mistaken about the teachings of Islam in this regard.
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Abu Dinar says:
Akhi I know you probably wrote this to benefit people, but this is wrong.
Don't misguide the people akhi. Stoning is a part of the shari'ah. For your information there are a couple of hadith which narrate the prophet' (saw) issuing a command to carry it out. Below is a hadith from Sahih Muslim
Chapter 4. Stoning of a married person for Zinâ [44181 15 – (1691) It was narrated that 'Abdullâh bin 'Abbâs said: "'Umar bin AlKhattâb said, when he was sitting on the Minbar of the Messenger of Allah : Allah sent Muhammad with the truth, and He revealed the Book to him. One of the things that Allah revealed to him was the Verse of stoning. We recited it, memorized it and understood it, The Messenger of Allah stoned (adulterers) and we stoned them after him. But I am afraid that with the passage of time, people will say, we do not find (the Verse of) stoning in the Book of Allah, so they will go astray and forsake an obligation that Allah revealed. Stoning (is mentioned) in the Book of Allah as a duty which much be carried out on those who commit Zinâ if they are married, men and women alike, if proof is established or if there is pregnancy or a confession"
And another hadith from Sahih Muslim
4427] 19 – (1693) It was narrated from Ibn 'Abbâs that the Prophet said to Mâ'iz bin Mãlik: "Is it true what I have heard about you?" He said: "What have you heard about me?" He said: "I heard that you committed Zinâ with the slave woman of the family of so-andso." He said: "Yes." He (the narrator) said: "He testified to that four times, then he () ordered that he be stoned.
Wallahi there are numerous hadith but I can't post all here, please verify next time before writing such akhi. May Allah forgive us.
Muhammad Abdul Haqq says:
Brother, firstly I advise you to Fear Allah (SWT) as Allah (SWT) forbids speaking without knowledge, and following desires. You state "It is now clear as to from where the abomination of stoning came into Islam. It came not from the Quran, but from alien sources."
Ibn Rajab (RH) says in Jami' Al-'Ulum Wal-Hikam (Pg. 175) in the Explanation of Hadith 14; Abdullah Ibn Mas'ud (RA) narrates; the Prophet (PBUH) said "It is impermissible to take the life of a Muslim who bears testimony that there is no God but Allah, and I am the Messenger of Allah, except in one of three cases: the adulterer, a life for a life, and the renegade Muslim [apostate], who abandons the Muslim community."
Ibn Rajab (RH) comments on this Hadith saying "These are the three cases in which it is permissible to take the life of a Muslim who testifies that there is no God but Allah, and that Muhammad is the Messenger of Allah. Killing in each of these cases is agreed upon among the Muslims."
Then he comments on part of the Hadith relating to the Adulterer as follows; "The legal punishment for an adulterer and adulteress in Islam according to the consensus of Muslims, is stoning to death. The Prophet (PBUH) stoned Ma'iz and the woman coming from a tribe called Ghamid. Ibn 'Abbas deduced that stoning is the legal punishment from the Qur'an verse that reads [5:15] "O People of the Scripture, there has come to you Our Messenger making clear to you much of what you used to conceal of the Scripture and overlooking much. There has come to you from Allah a light and a clear Book."
Ibn 'Abbas said, "He who denies stoning, purposelessly denies Qur'an. Then, he recited the above verse and said, "Stoning was one of the legal rules concealed by the people of the scripture."
You state "In fact, the so-called Muslim lawgivers who advocate stoning as a form of punishment are mistaken about the teachings of Islam in this regard." You know better than Ibn 'Abbas (RA)? Are you saying he is mistaken? Was he not a lawgiver? I understand why you maybe want to deny this act in Islam because you fail to accept this brutal reality. However, we as Muslims must understand Islam only has certain laws to deter people away from the disobedience of Allah (SWT). Whether it is cutting off the hand of the one who steals, stoning the adulterer, executing apostates, these severe methods of punishments are only placed as a deterrent of committing that particular sin.
Who would want to steal after seeing someone's hand being cut off? Who would want to commit adultery when they see how painful it looks? Understand that this earth belongs to Allah (SWT) and only the law of Allah (SWT) should be applied over it, not the law of this Murtad of this Kafir. The religion of Allah (SWT) has come to destroy 'Kufr' so that the Word of Allah (SWT) would be the Highest. It is there to take people from the darkness of ignorance to the light of Islam, from the shackles of man-made invention to the Justice of Islam, and if Allah (SWT) says you stone the adulterer and chop the hand off the one who steals, then who are you to say otherwise? May Allah (SWT) forgive for us our sins and mistakes, those done in public and in secret, we ask Allah (SWT) to guide us to the Path that Pleases Him (SWT), the path of those upon whom He has bestowed favor, not of those who have evoked His anger or of those who are astray. Ameen.
*Correction(s) Ibn 'Abbas (RA) said "He who denies stoning, purposelessly denies *the Qur'an."
"not the law of this Murtad *or this Kafir."
Mohammad Hussein Saffouri says:
The Quran never ordered stoning.It stated that the punishment for adultery is flogging.The Quran takes precedence over Ibn Abbas.
Allahu Akbar, before I say anything I want to narrate to you this Hadith Insha'Allah. A Hadith in Ibn Majah; Miqdam bin Ma'dikarib Al-Kindi narrated that: The Messenger of Allah (ﷺ) said: "Soon there will come a time that a man will be reclining on his pillow, and when one of my Ahadith is narrated he will say: 'The Book of Allah is (sufficient) between us and you. Whatever it states is permissible, we will take as permissible, and whatever it states is forbidden, we will take as forbidden.' Verily, whatever the Messenger of Allah (ﷺ) has forbidden is like that which Allah has forbidden." Sanad: Hasan.
And in another Hadith and I'm amazed how accurate this is; 'Umar Ibn Khattab (RA) said "Verily Allah sent Muhammad (ﷺ) with the truth, and he revealed the Book to him. Among what was revealed to him was the Ayah of stoning. So the Messenger of Allah (ﷺ) stoned, and we stoned after him. I fear that time will pass over the people such that someone will say 'We do not see stoning in the Book of Allah.' They will be misguided by leaving an obligation which Allah revealed. Indeed stoning is the retribution for the adulterer if he was married and the evidence has been established, or due to pregnancy, or confession." Sanad: Sahih
The evidences are many and clear. As it is said "When proven wrong, the ones who are Truthful will correct themselves, whilst the ignorant will keep on arguing." And that is the nature of ignorant people, they have a mind-set of "Tell me what I want to hear, otherwise don't speak the truth." I ask you By Allah (SWT), are these two evidences not enough? If you continue to reject this particular law of Shari'a then here are the words of the Messenger of Allah (ﷺ) who said "If you reject Islam, Allah will destroy you." (Bukhari Vol.4 3620, 3621) And rejecting Shari'a is rejecting Islam, so Fear Allah (SWT) and accept what has been commanded.
Sufyan bin Uzayr says:
Assalam Alaikum brother
The point that brother Muhammad Saffouri begins his argument with is that a group of men stoned a woman in Afghanistan, and she was accused of adultery.
The Quran 24:02 does describe the punishment for adulterous behavior, and it is flogging. No mention of stoning is made. In that case, do you not think flogging is the Islamic punishment for adultery, rather than stoning?
Anjum Ara says:
The punishment of adultry is clearly mentioned in Surah an-Nur
"The woman and the man guilty of adultery or fornication,- flog each of them with a hundred stripes: Let not compassion move you in their case, in a matter prescribed by Allah, if ye believe in Allah and the Last Day: and let a party of the Believers witness their punishment.
Let no man guilty of adultery or fornication marry and but a woman similarly guilty, or an Unbeliever: nor let any but such a man or an Unbeliever marry such a woman: to the Believers such a thing is forbidden."
The Quran 24:02-03
If Stoning is punishment prescribed by the Allah, why didn't Allah mentioned it in the Quran? Where Allah is giving each and every detail of the issue… The punishment and than later how to treat them and how to punish them what if someone is wrongly accusing a chaste woman or man of adultry without witnesses?
Talking about the stoning mentioned in Hadith in Sahih al-Bukhari Hadith 7543 Narrated Ibn `Umar:
"A Jew and Jewess were brought to the Prophet (ﷺ) on a charge of committing an illegal sexual intercourse. The Prophet (ﷺ) asked the Jews, "What do you (usually) do with them?" They said, "We blacken their faces and disgrace them." He said, "Bring here the Torah and recite it, if you are truthful." They (fetched it and) came and asked a one-eyed man to recite. He went on reciting till he reached a portion on which he put his hand. The Prophet (ﷺ) said, "Lift up your hand!" He lifted his hand up and behold, there appeared the verse of Ar-Rajm (stoning of the adulterers to death). Then he said, "O Muhammad! They should be stoned to death but we conceal this Divine Law among ourselves." Then the Prophet (ﷺ) ordered that the two sinners be stoned to death and, and they were stoned to death, and I saw the man protecting the woman from the stones."
The Prophet punished the JEW and JEWESS according to their Sharia, mentioned in the Torah. If the punishment of Stoning was to be allowed in Islam Why Would Prophet (PBUH) asked for Torah?
As Salaamu Alaykum Wa Rahamatullah Wa Barakatu. Brothers Sufyan and Anjum Insha'Allah I will answer you both. First to start with Br. Sufyan.
You mention "The point that brother Muhammad Saffouri begins his argument with is that a group of men stoned a woman in Afghanistan, and she was accused of adultery." And Muhammad Hussein the one who posted this said "Not too long ago, The New York Times reported that…" Now before I continue, do you see anything wrong with Mohammad Hussein's statement? He starts off with "The New York Times reported that…"
I'm if correct I'm pretty sure all of us here are all following Qur'an and Sunnah? No? Allāh (SWT) says [49:6] "O you who believe! If a rebellious evil person comes to you with a news, verify it, lest you harm people in ignorance, and afterwards you become regretful to what you have done."
Allāh (SWT) is telling us if a rebellious evil person, if a 'Fāṣiq' (Evil-doer) comes to you with information, verify it. How about if the source is not a 'Fāṣiq' but a 'Kāfir' (Disbeliever)? Isn't that all the more reason to verify? If people were to check for themselves and verify the information they hear; they would have most certainly been guided to the truth. But now everything we hear, whether on the television or in the newspapers we read, we believe without question. As one of the scholars say "We must verify what we hear, especially today with the mouthpiece of 'Shayṭān' (The Devil) the western media."
That is the first mistake is that you even Believe in the words of these 'Kuffar'. The second mistake is that you only take Qur'an (From what I can see) and you completely neglect the Sunnah of the Prophet (ﷺ), in this aspect. A Hadith in Tirmidhi (2676); the Prophet (ﷺ) says "Beware of the newly invented matters, for indeed they are astray. Whoever among you sees that, then he must stick to my Sunnah and the Sunnah of the rightly guided Khulafa,' cling to it with the molars." The Prophet (ﷺ) tells us you stick to my Sunnah and the Sunnah of the rightly guided Khulafa', and they are who? The Sahaba (RA). Abu Bakr As-Siddeeq(RA), 'Umar ibn Khattab (RA), 'Uthman ibn Affan (RA) and 'Ali ibn Abi Talib (RA). We stick to their way.
And 'Umar Ibn Khattab (RA) is telling us "I fear that time will pass over the people such that someone will say 'We do not see stoning in the Book of Allah.' They will be misguided by leaving an obligation which Allah revealed." You don't believe 'Umar (RA)? Even though you are ordered to by the Prophet (ﷺ)? Fear Allah (SWT) Brother. And you ask me "The Quran 24:02 does describe the punishment for adulterous behavior, and it is flogging. No mention of stoning is made. In that case, do you not think flogging is the Islamic punishment for adultery, rather than stoning?"
My response would be, based on the evidences provided which have been authentically established I have no reason to disbelieve in stoning. It has been commanded so [2:285] "We hear and we obey." Don't question why Br. it is very dangerous.
Now Br. Anjum. You state "If Stoning is punishment prescribed by the Allah, why didn't Allah mentioned it in the Quran?" I would say to you, didn't Allah (SWT) forbid suicide in Qur'an? Allah (SWT) says [4:29] "And do not kill yourselves [or one another]. Indeed, Allah is to you ever Merciful." Ibn Kathir in his Tafsir, he sub-titles this as "Forbidding Murder and Suicide." Again the title itself is self-sufficent as evidence. Now, we read in another verse [2:54] "And [recall] when Moses said to his people, "O my people, indeed you have wronged yourselves by your taking of the calf [for worship]. So repent to your Creator and kill yourselves. That is best for [all of] you in the sight of your Creator."
Strange. One minute Allah (SWT) is telling us don't commit suicide and then Musa (AS) is telling his people kill yourselves. And Allah (SWT) is approving of that. Now why do I mention these two examples? It is for the purpose of interpretation. I'm trying to show you how important 'Tafsir' (Interpretation) of the Scholars is, in Islam. Let's now analyze properly what these two examples mean. The first verse I quoted [4:29] that is forbidding suicide, and the second example [2:54] seems to be allowing suicide, correct? Now let's see what the Scholars have to say. Ibn Kathir says in his Tafsir of [2:54] "This was the repentance required from the Children of Israel for worshipping the calf."
Then he says "Allah ordered Musa to command his people to kill each other. He ordered those who worshipped the calf to sit down and those who did not worship the calf to stand holding knives in their hands. When they started killing them, a great darkness suddenly overcame them. After the darkness lifted, they had killed seventy thousand of them. Those who were killed among them were forgiven, and those who remained alive were also forgiven."
You see the understanding of the Scholars? So was this verse [2:54] actually telling the people to commit suicide? No. They were commanded to kill each other, but because they could be killing their own mothers, daughters, fathers, brothers and sons it is as if they are killing themselves, because you could go and kill your father and mother, it is like you are killing yourself.
Now if the Sahaba (RA), the direct students of the Prophet (ﷺ) are telling us stoning is permitted by their interpretation, then who are you or anyone to say no to that? This verse [5:15] "O People of the Scripture, there has come to you Our Messenger making clear to you much of what you used to conceal of the Scripture and overlooking much. There has come to you from Allah a light and a clear Book." Ibn 'Abbas (RA) is telling us "He who denies stoning, purposelessly denies the Qur'an. Then, he recited the above verse [5:15] and said, "Stoning was one of the legal rules concealed by the people of the scripture." And that's exactly what you said, you state "The Prophet (ﷺ) said, "Lift up your hand!" He lifted his hand up and behold, there appeared the verse of Ar-Rajm (stoning of the adulterers to death). Then he said, "O Muhammad! They should be stoned to death but we conceal this Divine Law among ourselves."
Doesn't that statement of the one-eyed man go hand-in-hand with the statement of Ibn 'Abbas (RA)? "Stoning was one of the legal rules concealed by the people of the scripture."? So how are you using this as an evidence when it is proving exactly what I am telling you? And your question "If the punishment of Stoning was to be allowed in Islam Why Would Prophet (PBUH) asked for Torah?" To prove a point, from this it seems that the Prophet (ﷺ) already knew the Jews conceal some of their scripture, then why else would the Prophet (ﷺ) tell him lift up his hand if there was nothing to hide? And Allah Knows Best. The evidences are clear Brothers, if you are sincere in your claim of truth you will accept what has been presented, if not your account is with Allah (SWT). And Allah (SWT) is the Best of Judges. | RedPajamaCommonCrawl_-5431528201524020340 | Slimpajama627bTrain/chunk1 |
Country music's reigning Entertainer of the Year has a new video on the Taste of Country Top 10 Video Countdown poll this week. Luke Bryan has released the long-awaited video for his latest single 'Crash My Party.' If anyone has a shot to take down multi-week champion Carrie Underwood, it's Bryan and his faithful fans.
Additionally, newcomer Joel Crouse's new video for 'If You Want Some' debuts in the poll. Last week, Gary Allan made a big splash with 'Pieces,' and Tate Stevens continues to fight for votes and that top spot. Will we see a new No. 1 this week? Vote for up to 10 videos once ever hour until the poll closes at 12PM ET on Friday (June 28). The Top 10 Video Countdown will be revealed shortly afterward. | RedPajamaC4_-6639446473212261016 | Slimpajama627bTrain/chunk1 |
DH-40 Kick Down Door Holder - Standard 4"
DH-60 Kick Down Door Holder - Optional 6"
GKL-B1-KIT Narrow Stile Deadlock/Deadlatch Lock Fill Plate, including Cylinder Hole Caps.
GKL-SK1-Key Spanner Key for inserting GKL-B1 Bridges into door stile.
SI-1000 Transom Decal "THIS DOOR MUST REMAIN... DURING BUSINESS HOURS"
SI-2000 Transom Decal "THESE DOORS TO REMAIN... WHENEVER BUILDING IS OCCUPIED"
SI-3000 Transom Decal "THIS DOOR TO REMAIN... WHENEVER BUILDING IS OCCUPIED" | RedPajamaC4_4710012242914101934 | Slimpajama627bTrain/chunk1 |
FORT DEL PILAR, Baguio City — President Rodrigo Duterte and Vice President Ma. Leonor "Leni" Robredo will share the stage on Sunday as they attend the graduation of the Philippine Military Academy (PMA) here.
The country's two highest leaders, whose relationship got strained after Robredo quit her Cabinet post, will be seated one seat away from each other.
Duterte will be the guest of honor and speaker at the rites, where he will award the presidential saber to 23-year old Cadet First Class Rovi Mairel Valino who topped 167 mistahs of the "Salaknib" Class of 2017.
Robredo will award the vice presidential saber to Cadet First Class Philip Viscaya.
The two leaders arrived here on Saturday to attend two separate events.
The PMA graduation will be the second time Duterte and Robredo will meet this year after the Legislative-Executive Development and Advisory Council (Ledac) session in January.
In December 2016, Robredo resigned from Duterte's Cabinet just 150 days after she took her oath as chair of the Housing and Urban Development Coordinating Council (HUDCC). | RedPajamaC4_-6310515860818450412 | Slimpajama627bTrain/chunk1 |
Hungary's broadband market has benefited from intense infrastructure-based competition, with the result that broadband penetration is relatively high for the region. There is an extensive cable network competing against DSL services and a vibrant and rapidly expanding fibre sector. In May 2018 Liberty Global agreed to sell its cable unit UPC Hungary to Vodafone Group, a deal which will see Vodafone Hungary improve its position in the market for bundled services.
The regulator has introduced a number of measures aimed at promoting market competition, which is pushing the drive for higher speed platforms and encouraging operators to invest in technology upgrades with a focus on fibre deployments. The incumbent telco Maygar Telekom has built an extensive 1Gb/s footprint and has also launched a 2Gb/s fibre service. FttP and the expansion of services based on the DOCSIS3.1 standard will help drive the take-up of fixed broadband services, though from about 2023 it is anticipated that growth will slow as customers adopt voice and data services on 5G infrastructure, particularly in rural areas.
This report provides an overview of Hungary's broadband market, including market analyses, statistics and subscriber forecasts.
UPC Hungary, Vodafone Hungary, Maygar Telecom, Hungarotel, GTS Datanet, B2B Europe. | RedPajamaC4_8181253852443009563 | Slimpajama627bTrain/chunk1 |
Chiropractic is the only health care system that works to maximize the natural, God-given strengths of the human body and its capacity to heal itself without the use of drugs or surgery.
1. WHAT IS AN ADJUSTMENT? A chiropractic adjustment is given to align the spine which takes pressure off the spinal cord and nerves. This restores proper nerve supply to the body and the organs and thus, allows normal healthy bodily function to occur. An optimum functioning spine equals optimum health.
2. WHAT DOES AN ADJUSTMENT FEEL LIKE AND HOW LONG WILL IT TAKE? Patients report that getting adjusted feels great. However, in some cases individuals may feel a little sore the first couple of times while the body adapts and adjusts to its new posture. An adjustment takes less than a minute, but the vital nerve energy it releases can last for hours, days, or even weeks, depending on the stage of your care.
3. IS CHIROPRACTIC SAFE? While 2,000 people will die from taking aspirin this year and thousands more from surgery and drug reactions, chiropractic is extremely safe; so safe that malpractice insurance premium rates for chiropractors pale in comparison to what all other medical professionals pay.
4. WHAT RESEARCH HAS BEEN DONE ON CHIROPRACTIC? Literally thousands of health studies including research by the U.S. government have shown that chiropractic is beneficial in maximizing health, boosting immunity, relieving the symptoms of sickness and disease (like lowering blood pressure), and restoring normal function back to the body.
5. SHOULD I BE ADJUSTED IF I AM SICK? YES! An adjustment will help your body regain control and balance to better fight off your condition and the nervous system also runs your immune system.
6. CAN I BE ADJUSTED IF I HAVE HAD AN OPERATION ON MY SPINE; HAVE OLD, WEAK, BRITTLE OR BROKEN BONES? Our corrective chiropractic technique is very gentle and can be employed to assure proper safety for every patient – from newborns to the elderly.
7. CAN I BE ADJUSTED IF I AM PREGNANT? For normal development of the baby and ease and safety of the birth, being adjusted prior to, throughout and post-pregnancy is absolutely essential to mother and baby's health.
8. CAN I ADJUST MYSELF? Even chiropractors need chiropractors to adjust them. The worst spines are those of people who manipulate their own spines. Self manipulation can even be dangerous. A corrective adjustment allows subluxations to correct themselves via the natural healing power of the body. | RedPajamaC4_-5644034450780696525 | Slimpajama627bTrain/chunk1 |
Kalynn Borer is a physician assistant from Nebraska. She obtained her undergraduate degree in biology from Creighton University and her master's degree in physician assistant studies from the University of Nebraska Medical Center, both in Omaha, Nebraska. She graduated from UNMC in 2017, moved to the Phoenix area and worked for 8 months at a Family Practice clinic which led her to discover that she wanted to focus on more conditions involving endocrinology. She understands the extensive impact diabetes has on overall health and hopes to educate patients about their endocrine conditions so they can live healthier lives. | RedPajamaC4_-867243357839213353 | Slimpajama627bTrain/chunk1 |
package com.google.api.ads.adwords.jaxws.v201406.cm;
import javax.xml.bind.annotation.XmlEnum;
import javax.xml.bind.annotation.XmlType;
/**
* <p>Java class for AdGroupAd.ApprovalStatus.
*
* <p>The following schema fragment specifies the expected content contained within this class.
* <p>
* <pre>
* <simpleType name="AdGroupAd.ApprovalStatus">
* <restriction base="{http://www.w3.org/2001/XMLSchema}string">
* <enumeration value="APPROVED"/>
* <enumeration value="DISAPPROVED"/>
* <enumeration value="FAMILY_SAFE"/>
* <enumeration value="NON_FAMILY_SAFE"/>
* <enumeration value="PORN"/>
* <enumeration value="UNCHECKED"/>
* <enumeration value="UNKNOWN"/>
* </restriction>
* </simpleType>
* </pre>
*
*/
@XmlType(name = "AdGroupAd.ApprovalStatus")
@XmlEnum
public enum AdGroupAdApprovalStatus {
/**
*
* Approved
*
*
*/
APPROVED,
/**
*
* Disapproved
*
*
*/
DISAPPROVED,
/**
*
* Approved - famiy safe
*
*
*/
FAMILY_SAFE,
/**
*
* Approved - non-family safe
*
*
*/
NON_FAMILY_SAFE,
/**
*
* Approved - adult content
*
*
*/
PORN,
/**
*
* Pending review
*
*
*/
UNCHECKED,
UNKNOWN;
public String value() {
return name();
}
public static AdGroupAdApprovalStatus fromValue(String v) {
return valueOf(v);
}
}
| RedPajamaGithub_-8785977540054706093 | Slimpajama627bTrain/chunk1 |
Makeup superstore Sephora has confirmed its widely anticipated return to Hong Kong in physical store form.
The LVMH-owned cosmetics retailer will sublease a 4000sqft space in the Zara store at IFC Mall in Central, nine years after it closed its last store in the territory.
Despite its physical absence in the market, Sephora Hong Kong has continued to sell products online to loyal customers.
The last Sephora Hong Kong store traded for just two years in Mong Kok, closing in 2010. At the time, retail commentators said the brand failed due to poor store location, lacklustre marketing and high rents.
Sephora is popular in Mainland China and has stores across Southeast Asia trading profitably, especially in Singapore and Malaysia.
According to news reports in Chinese media, Sephora has subleased the space from Zara for HK$2 million (US$254,800) per month. | RedPajamaC4_-5799465025281065951 | Slimpajama627bTrain/chunk1 |
500: #500: KevKev TimTim TalkTalk on Dragon Slaying, Lessons Learned, Viagra, and Assorted Nonsense
KevKev TimTim TalkTalk on Dragon Slaying, Lessons Learned, Viagra, and Assorted Nonsense | Brought to you by Wealthfront automated investing, Literati Kids, a try-before-you-buy subscription book club, and Athletic Greens all-in-one nutritional supplement. More on all three below.
Kevin Rose (@KevinRose)—technologist, serial entrepreneur, world-class investor, self-experimenter, and all-around wild and crazy guy—was the first guest on the podcast nearly seven years ago. We were in San Francisco, sitting at this huge wooden table, and I remember being very nervous. I didn't know what to expect, but if people liked the idea, I promised to do at least six total episodes.
600M+ downloads and hundreds of guests later, Kevin is taking the reins and interviewing me for episode #500!
Hard to believe it all started off as a lark. It's arguably the biggest thing I've ever done, and without you all—my dear listeners—it wouldn't be possible.
Thank you for allowing me to do this work. I love it. 🙏
Please enjoy!
This episode is brought to you by Literati Kids, a try-before-you-buy subscription book club! Great children's books open up new worlds for discovery. With Literati Kids, your child can explore uncharted places every month, with spellbinding stories handpicked by experts.
From art and escapades to tales of compassion and friendship, each Literati box follows a new, enriching theme. And with personalized extras like stickers, surprises, and special guest artwork, every box is a fun and fresh adventure. Head to Literati.com/Tim for twenty-five percent off your first two orders. Select your child's book club and start them on a literary journey like no other.
This episode is also brought to you by Wealthfront! Wealthfront pioneered the automated investing movement, sometimes referred to as 'robo-advising,' and they currently oversee $20 billion of assets for their clients. It takes about three minutes to sign up, and then Wealthfront will build you a globally diversified portfolio of ETFs based on your risk appetite and manage it for you at an incredibly low cost.
Smart investing should not feel like a rollercoaster ride. Let the professionals do the work for you. Go to Wealthfront.com/Tim and open a Wealthfront account today, and you'll get your first $5,000 managed for free, for life. Wealthfront will automate your investments for the long term. Get started today at Wealthfront.com/Tim.
This episode is also brought to you by Athletic Greens. I get asked all the time, "If you could only use one supplement, what would it be?" My answer is usually Athletic Greens, my all-in-one nutritional insurance. I recommended it in The 4-Hour Body in 2010 and did not get paid to do so. I do my best with nutrient-dense meals, of course, but AG further covers my bases with vitamins, minerals, and whole-food-sourced micronutrients that support gut health and the immune system.
Right now, Athletic Greens is offering you their Vitamin D Liquid Formula free with your first subscription purchase—a vital nutrient for a strong immune system and strong bones. Visit AthleticGreens.com/Tim to claim this special offer today and receive the free Vitamin D Liquid Formula (and five free travel packs) with your first subscription purchase! That's up to a one-year supply of Vitamin D as added value when you try their delicious and comprehensive all-in-one daily greens product. | RedPajamaCommonCrawl_-1025243801630970478 | Slimpajama627bTrain/chunk1 |
Organic farmer Sue Bullock of Back Achers Farm will offer a program highlighting her experiences with organic and sustainable farming. This presentation ties together nutrition, environment, and relationship of farmer to eater. Considerations of food production and distribution and how these relate to the overall health of the individual consumer are also discussed. This program is appropriate for those interested in local and organic foods, health and nutrition and sustainable agriculture. Susan Bullock is owner and operator of Back Achers Farm in Rome, PA. $5 per person. Pre-registration is suggested. For more information or to register, contact Lackawanna College Environmental Education Center at 570-842-1506. | RedPajamaC4_98276248816970325 | Slimpajama627bTrain/chunk1 |
In early April, I had the absolute pleasure of photographing James & Diana's Arrowtown Athenaeum Hall and Thurlby Domain Wedding. James & Diana are an awesome local Arrowtown couple and, with their son Luke, an awesome family too.
They chose Thurlby Domain & Arrowtown Athenaeum Hall as their venues and autumn as the season for their Arrowtown Wedding. If I was to describe their wedding in a few words, those words would be "super down-to-earth, relaxed & beautiful".
The weather gods really turned it on for their big day. The sun was shining and the trees and ground were gold with autumn leaves. The light was magic and everything looked amazing.
Diana and the girls got ready nearby at Millbrook Resort, while James and the lads got ready at their family home in Arrowtown.
James & Diana's wee son Luke (8 months old, I believe) was in attendance as the ring bearer and did a sterling job. (Even if he did need to be carried). Oh, and there may or may not have been some peeing during the ceremony. (I can neither confirm nor deny that) but all in all, he did a stellar job.
All in all it was a pretty magical day. I do feel super lucky to not only be doing what I do for a living but also to be working with such awesome couples. James and Diana and little Luke, you guys rock and your wedding day was awesome! Thanks for letting me be a part of it!
But enough wiffle-waffle from me, I'll let the photos do the talking. If you dig these photos and you would like to have a chat about Photography for your Wedding, you can get in touch with me here. And you can check out more samples of my Relaxed, Natural & Fun Queenstown Wedding Photography here. | RedPajamaC4_8144807072393420611 | Slimpajama627bTrain/chunk1 |
TPSN w/ Lawson Sizemore
Tiger Tales
2020-2021 Yearbooks Now On Sale
Class of 2021 Picture Day Event
Club Feature: Students of Service
Kayla Fink, Features Editor
If you've ever thought about helping out around the community or being part of a club, SOS, also known as Students of Service may be the perfect opportunity for individuals looking to be a part of a great group.
SOS is all student produced and was created during the 2008 school year at Joliet West High School. The club is sponsored by Dr. Cheryl McCarthy and Mrs. Carol Collins.
SOS has been involved with American Cancer Society's Relay for Life and Morning Star Mission. The members of the club have raised thousands of dollars for these organizations. Joliet Rotary Club sponsors the club and formally welcomed SOS into Rotary as an Interact Club in 2009.
Students of Service look for any opportunity to volunteer in the Joliet community. The club is open to any suggestions regarding projects, which range from small to big.
SOS has grown immensely and more and more students are becoming active in the community. Students must complete an application at the end of each year to be considered a member for the beginning of the upcoming school year.
A certain number of standards must be maintained to remain a member. The amount of meetings students miss and the amount of service opportunities students attend are accounted for to make sure members stay active.
Beth Spesia is the President of the club, Sam Scott is the Vice President, Hannah Robinson is the Treasurer, Yuri Lara is Secretary and AJ Galli and Sarah Wysock handle Public Relations for the 2010-2011 school year. The club holds meetings during 1st period, so freshman cannot become members.
Feed My Starving Children is a non-profit organization that SOS will become involved with. Students of Service have two dates set up to assist at the Aurora Feed My Starving Children site. At the site meals are packaged to send to third world countries. Organizers make the atmosphere enjoyable by playing music and having fun while doing something very rewarding. The organization ships to about 70 countries. "We have two dates to go up this year, which is great," Sarah Wysock said.
Individuals can help out with Feed My Starving Children but only members are invited to go with Students of Service. Make sure to look out for application deadlines for the 2011-2012 school year as this is a very rewarding club to be a part of.
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The online newspaper of Joliet West High School | RedPajamaCommonCrawl_-1487968024410274345 | Slimpajama627bTrain/chunk1 |
The potential for phytoremediation of MTBE
Ellen Rubin, Anu Ramaswami
This paper examines the potential for phytoremediation of MTBE, a gasoline additive that has become a prevalent and persistent groundwater pollutant, due to its' non-sorbing and non-reactive nature in water. A novel experimental design is developed to measure plant uptake and transpiration of MTBE from hydroponic systems, separating these processes from passive volatilization of the chemical. Plant uptake experiments indicate 30% reduction in MTBE mass in water over a 1-week period by small poplar saplings, at both high (1600ppb) and low (300ppb) MTBE concentrations. Active plant uptake of MTBE was approximately double that achieved by passive volatilization through a balsa wood control. MTBE was detected in biomass at the 100-ppb level, confirming passage of MTBE through the plant. A mass balance indicated that MTBE was largely untransformed during transport through the small poplar saplings to air. The high degree of MTBE removal achieved by small plants over a short period of time indicates great potential for successful phytoremediation of subsurface MTBE plumes using poplar trees. The fraction of MTBE removed from the hydroponic systems correlated well with volume of water transpired by the plants; the correlation enabled computation of the MTBE transpiration stream concentration factor of approximately 1, an important parameter for the design of engineered MTBE phytoremediation systems.
Water Research
Ecological Modeling
Waste Management and Disposal
Phytoremediation
Poplar trees
Transpiration stream concentration factor (TSCF)
Fingerprint Dive into the research topics of 'The potential for phytoremediation of MTBE'. Together they form a unique fingerprint.
MTBE Earth & Environmental Sciences
phytoremediation Earth & Environmental Sciences
Transpiration Engineering & Materials Science
Vaporization Engineering & Materials Science
Water Engineering & Materials Science
Groundwater Engineering & Materials Science
Gasoline Engineering & Materials Science
Design of experiments Engineering & Materials Science
Rubin, E., & Ramaswami, A. (2001). The potential for phytoremediation of MTBE. Water Research, 35(5), 1348-1353. https://doi.org/10.1016/S0043-1354(00)00555-8
Rubin, Ellen ; Ramaswami, Anu. / The potential for phytoremediation of MTBE. In: Water Research. 2001 ; Vol. 35, No. 5. pp. 1348-1353.
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title = "The potential for phytoremediation of MTBE",
abstract = "This paper examines the potential for phytoremediation of MTBE, a gasoline additive that has become a prevalent and persistent groundwater pollutant, due to its' non-sorbing and non-reactive nature in water. A novel experimental design is developed to measure plant uptake and transpiration of MTBE from hydroponic systems, separating these processes from passive volatilization of the chemical. Plant uptake experiments indicate 30% reduction in MTBE mass in water over a 1-week period by small poplar saplings, at both high (1600ppb) and low (300ppb) MTBE concentrations. Active plant uptake of MTBE was approximately double that achieved by passive volatilization through a balsa wood control. MTBE was detected in biomass at the 100-ppb level, confirming passage of MTBE through the plant. A mass balance indicated that MTBE was largely untransformed during transport through the small poplar saplings to air. The high degree of MTBE removal achieved by small plants over a short period of time indicates great potential for successful phytoremediation of subsurface MTBE plumes using poplar trees. The fraction of MTBE removed from the hydroponic systems correlated well with volume of water transpired by the plants; the correlation enabled computation of the MTBE transpiration stream concentration factor of approximately 1, an important parameter for the design of engineered MTBE phytoremediation systems.",
keywords = "Groundwater, MTBE, Phytoremediation, Poplar trees, Transpiration stream concentration factor (TSCF)",
author = "Ellen Rubin and Anu Ramaswami",
journal = "Water Research",
Rubin, E & Ramaswami, A 2001, 'The potential for phytoremediation of MTBE', Water Research, vol. 35, no. 5, pp. 1348-1353. https://doi.org/10.1016/S0043-1354(00)00555-8
The potential for phytoremediation of MTBE. / Rubin, Ellen; Ramaswami, Anu.
In: Water Research, Vol. 35, No. 5, 01.01.2001, p. 1348-1353.
T1 - The potential for phytoremediation of MTBE
AU - Rubin, Ellen
AU - Ramaswami, Anu
N2 - This paper examines the potential for phytoremediation of MTBE, a gasoline additive that has become a prevalent and persistent groundwater pollutant, due to its' non-sorbing and non-reactive nature in water. A novel experimental design is developed to measure plant uptake and transpiration of MTBE from hydroponic systems, separating these processes from passive volatilization of the chemical. Plant uptake experiments indicate 30% reduction in MTBE mass in water over a 1-week period by small poplar saplings, at both high (1600ppb) and low (300ppb) MTBE concentrations. Active plant uptake of MTBE was approximately double that achieved by passive volatilization through a balsa wood control. MTBE was detected in biomass at the 100-ppb level, confirming passage of MTBE through the plant. A mass balance indicated that MTBE was largely untransformed during transport through the small poplar saplings to air. The high degree of MTBE removal achieved by small plants over a short period of time indicates great potential for successful phytoremediation of subsurface MTBE plumes using poplar trees. The fraction of MTBE removed from the hydroponic systems correlated well with volume of water transpired by the plants; the correlation enabled computation of the MTBE transpiration stream concentration factor of approximately 1, an important parameter for the design of engineered MTBE phytoremediation systems.
AB - This paper examines the potential for phytoremediation of MTBE, a gasoline additive that has become a prevalent and persistent groundwater pollutant, due to its' non-sorbing and non-reactive nature in water. A novel experimental design is developed to measure plant uptake and transpiration of MTBE from hydroponic systems, separating these processes from passive volatilization of the chemical. Plant uptake experiments indicate 30% reduction in MTBE mass in water over a 1-week period by small poplar saplings, at both high (1600ppb) and low (300ppb) MTBE concentrations. Active plant uptake of MTBE was approximately double that achieved by passive volatilization through a balsa wood control. MTBE was detected in biomass at the 100-ppb level, confirming passage of MTBE through the plant. A mass balance indicated that MTBE was largely untransformed during transport through the small poplar saplings to air. The high degree of MTBE removal achieved by small plants over a short period of time indicates great potential for successful phytoremediation of subsurface MTBE plumes using poplar trees. The fraction of MTBE removed from the hydroponic systems correlated well with volume of water transpired by the plants; the correlation enabled computation of the MTBE transpiration stream concentration factor of approximately 1, an important parameter for the design of engineered MTBE phytoremediation systems.
KW - Groundwater
KW - MTBE
KW - Phytoremediation
KW - Poplar trees
KW - Transpiration stream concentration factor (TSCF)
JO - Water Research
JF - Water Research
Rubin E, Ramaswami A. The potential for phytoremediation of MTBE. Water Research. 2001 Jan 1;35(5):1348-1353. https://doi.org/10.1016/S0043-1354(00)00555-8 | RedPajamaCommonCrawl_9097340015033643317 | Slimpajama627bTrain/chunk1 |
Gordon Campbell | Parliament TV | Parliament Today | Video | Questions Of the Day | Search
Scoop Parliament
Questions for Oral Answer - July 17
Press Release: ParliamentToday.co.nz
QUESTIONS TO MINISTERS
1. Hon Dr NICK SMITH to the Minister of Finance: What reports has he received on the economy?
2. DAVID SHEARER to the Prime Minister: Does he agree with his Minister of Finance that "the mixed ownership programme will be good for Kiwi investors, the Government and the economy as a whole"?
3. COLIN KING to the Minister of Science and Innovation: How will the new Advanced Technology Institute help businesses get competitive products to market?
4. Rt Hon WINSTON PETERS to the Minister of Finance: Does the Government's economic strategy support the development of New Zealand-owned financial institutions?
5. MIKE SABIN to the Associate Minister of Health: What recent announcements has he made regarding the regulation of psychoactive substances?
6. JULIE ANNE GENTER to the Minister of Transport: How much was spent on investigation, design, and other preparatory work for the now cancelled Otaki to Levin expressway?
7. Hon CLAYTON COSGROVE to the Minister for State Owned Enterprises: Is he concerned about the potential loss of revenue from the float of Mighty River Power due to market uncertainty around water rights?
8. TIM MACINDOE to the Minister for Social Development: How will the Social Security (Youth Support and Work Focus) Amendment Bill provide greater support for young people at risk of long-term welfare dependency?
9. JACINDA ARDERN to the Minister for Social Development: Does she stand by her statements that "the billion dollars is not just about the young people. Those savings are also coming from those on other benefits … we certainly have got projections that we believe we will be making savings over the next four years"?
10. HOLLY WALKER to the Minister for Social Development: Can she confirm that in the year from 1 July 2010 to 30 June 2011, 71 children and young people were abused while in CYFS care?
11. JACQUI DEAN to the Minister of Corrections: What progress has been made on the Government's goal of getting more prisoners into employment and education?
12. PHIL TWYFORD to the Minister of Transport: How much money is budgeted for spending on investigation and design on the roads of national significance in the next three financial years, over and above the $216 million that has been spent since 2009?
Find more from ParliamentToday.co.nz on InfoPages. | RedPajamaCommonCrawl_-6331256136070922449 | Slimpajama627bTrain/chunk1 |
Aston Martin > DB7
2000 Aston Martin Db7 Vantage Convertible on 2040-cars
Year:2000 Mileage:33800
Winthrop, Maine, United States
This Aston was delivered to California where it reamianed until June of 2013. It is now in Winthrop, Maine. It has never been out in winter. It was never moved out of garage from mid October of 2013 until June of 2014. You won't be disappointed with this car. It runs, handles and sounds terrific. No known defects. Never been in an accident. I have original paper work and most records for the car. Reserve is very reasonable.
Aston Martin DB7 for Sale
02 am db7 volante * only 25k mi * 02 la auto show design built by am * loaded(US $54,950.00)
2002 aston martin db7 vantage coupe 2-door 6.0l
2002 aston martin db7 vantage volante convertible 2-door 6.0l beautiful!!!!(US $43,000.00)
Only 21,000, carfax certified, extra clean
2002 aston martin db7 vantage volante rare atrium blue/ivory 19,000 miles mint!!
2001 aston martin db7 vantage volante convertible(US $37,000.00)
Auto Services in Maine
Tuffy Auto Service Center ★★★★★
Auto Repair & Service, Brake Repair
Address: 22750 Pontiac Trl, Salem-Twp
Pat`s Automotive Center ★★★★★
Auto Repair & Service, Gas Stations
Address: 669 Main St, Wade
National Mechanix ★★★★★
Auto Repair & Service, Brake Repair, Auto Transmission
Address: 10983 Hi-Tech Dr., Salem-Twp
Maaco Collision Repair and Auto Painting ★★★★★
Address: 32754 W 8 Mile Rd, Salem-Twp
Island Auto Repair ★★★★★
Auto Repair & Service, Automobile Body Repairing & Painting, Brake Repair
Address: 1391 State Highway 102, Mount-Desert
Grimmel`s Service Station ★★★★★
Auto Repair & Service, Gas Stations, Tire Dealers
Address: 681 Lisbon St, Greene
Aston Martin signs Letter of Intent for technical partnership with AMG
A little over two months ago came reports that Daimler and Aston Martin were in talks, again, about "supply and technical-cooperation agreements." The next step has been taken with Aston Martin announcing that it has signed a Letter of Intent that looks "towards a technical partnership" with Mercedes-AMG GmbH, and the two companies aiming to have definitive agreements done by year's end.
While it will get to use certain electric and electronic components from AMG, the true golden egg for the maker of the Vanquish will be the ability to develop a new line of "bespoke V8 powertrains" that will be fitted to "a new generation of models." In return for opening up the larder, Daimler will get a non-voting stake of up to five percent of Aston Martin.
Nothing else is being said about the tie-up for the moment, but there's a press release below with a few more details.
2017 Aston Marin Lagonda could live on Mercedes M-Class platform
Tue, 29 Oct 2013 17:20:00 EST
A few weeks ago, we brought you news from the launch of the Aston Martin Vanquish Volante that the British brand, which is formally known as Aston Martin Lagonda, was still planning on going ahead with a Lagonda-badged crossover. Now comes word that that vehicle could very well be based on a Mercedes-Benz M-Class.
When the first Lagonda Concept debuted at the 2009 Geneva Motor Show, it sat on a Mercedes-Benz GL-Class platform, some four years before Aston Martin and Mercedes-AMG deal was inked. And with that partnership, which will see Aston Martin gain access to AMG electrics and "bespoke, V8 powertrains," the opportunities for platform sharing are many.
Dr. Ulrich Bez, the boss of Aston Martin, told the UK's AutoCar, "I look at what Porsche is doing with the 911 as its core business and then it is able to do models like the Cayenne based on the Volkswagen Touareg. It is good business." We've said many times that we'll tolerate exotic CUVs and SUVs if it means keeping the beloved core models alive, which has been the case with Porsche. We see no reason Aston Martin wouldn't be able to do the same.
Race Recap: 2014 24 Hours of Le Mans defines 'endurance'
Mon, 16 Jun 2014 10:31:00 EST
Commenting on the rush of events that rocked beginning and end of the 24 Hours of Le Mans, Paul Truswell of Radio Le Mans said "the race is about the ability to endure, not just the ability of drivers to do what they do for a long time." The entire race machine, all the way down to the pit boards and radios, has to survive the stress and abuse of the entire day. This was the race to prove those words.
There were two Toyotas, two Porsches and three Audis, five of the seven led the race at some point, six of the seven ran in the top three. Toyota will be hugely disappointed that it didn't win when its car and drivers were so, so strong, but they gave Audi the kind of scare we haven't seen since the best of Peugeot's days, and Toyota did a better job of it even in the loss. Porsche blew away everyone's expectations, falling 3.5 hours short of a fairy tale ending that would have made Disney cry.
But Le Mans doesn't really do fairy tales. Well, not that fairy tale. Audi's Twitter handle during the event was #welcomechallenges. As usual, Le Mans answered for the entire field. | RedPajamaCommonCrawl_-5060256331479204402 | Slimpajama627bTrain/chunk1 |
Home Posts Tagged "ishaq dar"
1 year ago | Comments Off on How was Ishaq Dar Running after Seeing Cameras & Reporters?
Ishaq Dar's another marriage revealed?
2 years ago | Comments Off on Ishaq Dar's another marriage revealed? | RedPajamaC4_-2229299760122167230 | Slimpajama627bTrain/chunk1 |
La Cataluña, luego Cataluña, fue una revista publicada en Barcelona entre 1907 y 1912, durante la Restauración.
Descripción
Editada en Barcelona y con periodicidad semanal, la revista publicó su primer número el 5 de octubre de 1907. Fue dirigida por Joan Torrendell y Miquel dels Sants Oliver y estuvo escrita en castellano. Cambió, tras concluir el año 1910, su título por el de Cataluña, que conservó hasta terminar 1912. A partir de 1913 vería la luz Catalunya (1913-1914), una etapa de la revista publicada en catalán bajo la dirección de Josep Carner. Esta última cabecera cesó definitivamente el 26 de diciembre de 1914.
Referencias
Bibliografía
Enlaces externos
Publicaciones fundadas en 1907
Publicaciones desaparecidas en 1910
Revistas editadas en Barcelona
Revistas en español | RedPajamaWikipedia_-988193753762538195 | Slimpajama627bTrain/chunk1 |
class FinishedBooksController < ApplicationController
def index
books = Book.finished
respond_to do |format|
format.json { render json: books, status: 200 }
format.xml { render xml: books, status: 200 }
end
end
end
| RedPajamaGithub_-6252682477133606371 | Slimpajama627bTrain/chunk1 |
Donate A Car Canada accepts Vehicle Donations for Kids Up Front. They provide free towing in many areas across Canada, or you can drop off your vehicle to maximize your donation. For more details on how the process works, click here.
Have an event you want to run as a fundraiser for Kids Up Front Calgary? Choose us as your non-profit of choice for a golf tournament, car wash, bake sale, sports tournament, fun run, pancake breakfast or any other ideas you may have! We're always looking for more ways to raise more money and increase our supportive network.
Want to take the next step? You can fill out our event form here, or contact Landon at 403-444-4318 ext. 3 or landon@kidsupfront.com with your event idea, questions or other ways you're looking to get involved.
If your organization has corporate giving programs, choose us as the recipient of the funds!
Employees are also encouraged to ask their Human Resources representative about their companies' 'Matching Funds' policies and directing their United Way contributions to Kids Up Front Calgary.
A donation of securities or mutual fund shares is the most efficient way to give charitably. With a donation of securities or mutual funds, capital gains tax does not apply, allowing you to give more and avoid paying capital gains taxes.
For more information about donating securities please click here.
For more information about donations, please call: 403.444.4318 or email our Executive Director, Nicky Nash. | RedPajamaC4_4934086401659314137 | Slimpajama627bTrain/chunk1 |
Oh...dining at Downtown Disney is one of my favorite day / night events while visiting Walt Disney World.
There are so many fantastic meals at over a dozen Quick Service and Table Service throughout DD, so you'll simply have to pick the ones that seem the absolute best. (Determine this by looking at their menus, which you can find by clicking on the locations in the link above.) You can even find reviews and some photos of many of these locations at two unofficial websites: AllEars.net and DisneyFoodBlog.com.
Our family favorite restaurants are both created by the same chef. Wolfgang Puck Express at Downtown Disney Marketplace is a Quick Service location, but once you've placed your order, it eats and feels like a Table Service location. Servers will bring you your meals and refill your drinks, making this a much more relaxing location as soon as you've ordered. Some of our favorite WDW dishes come from this location; they are that good. Over at Wolfgang Puck Grand Cafe, you'll find an entirely different but spectacular menu, with creative, delicious dishes that will make you vow to return on your next visit, if not the next day. | RedPajamaC4_8827632972989974186 | Slimpajama627bTrain/chunk1 |
It can be quite challenging to start or maintain a regular workout routine at any age. This challenge does not get easier as one gets older. There are lots of things that can discourage you as an older adult. There are pains and aches, health problems, gym-dread, fear of falling, concerns about injuries.
It is even bad if you have never exercised before. Knowing exactly where to start from will be an issue. If it is not that, then you might be thinking you are too old or frail.
Realizing the fact that you can no longer live up to some kinds of standard you once set for yourself when you were younger is another big bubble-buster. Ok, none of those are issue to you. To you, exercise is simply boring, that's all.
While all these appear to be good-enough reason to slow down at the thought of working out as you age or just decide to take things easy, there are better reasons why you should consider getting moving.
You have lots more to benefit from becoming more active. You can relieve stress, improve your overall sense of total wellbeing and even properly manage symptoms of any pains or illness.
Also, you do not have to get involved in trips to the gym or harsh workouts before you are able to reap the benefits of exercises or get its rewards. All you just have to do is add more activities and movement to your life.
Doing this even in small ways can make a huge difference. No matter what state your physical condition is or your age, it is never too late to get active. Don't think you have past that.
If you think it is too late to get active, then you are also thinking it is too late to boost your outlook and health, and also improve on your aging process, which is not ok.
Thinking there is no point in exercising when you are going to get old anyway?
Do you just want to get just get old or feel old and very dependent? Regular physical activity helps you look younger, even if it is just removing 3-5 years from your age in physical appearance, it is a big deal.
And the truth is, it can help you achieve much more than that. What is even more importance than your physical appearance is what you feel within yourself. Regular exercise helps you feel younger and remain independent.
Not only that, being active helps you reduce the risk of developing varieties of conditions such as diabetes, high blood pressure, obesity, dementia, heart disease, Alzheimer and certain cancers.
Apart from all those, exercise helps you improve your mood at 60 or 70 just like it did when you were 20 or 30.
If you don't want to fall, that's exactly one of the things over 50 workout plans can help you achieve. Regular physical activity helps you build stamina and strength. This further helps you prevent loss of bone density.
Your balance will have a lot more to benefit from this developing. This is the best way for you to reduce your risk of falling.
3. Exercising is too frustration and your glory days as an athlete is over?
Nobody is asking you to exercise to compete in the Over 50 fitness competition, not necessarily. But the sense of achievement that comes with physical activities is fulfilling. Apart from the fact that you get to improve your health, you still deserve that sense of achievement I am talking about.
Your performance levels decline with age, that is inevitable. And why's that? Thanks to the changes in your bone density, metabolism, hormones and muscle mass. Most adults experience sarcopenia (loss of muscle mass) and that is something that has gradually started since you hit the age of 30. It might just get bad when you are over 50.
However, Fred Schafer , who is a 60 year old fitness expert and the author of the Over 50 Fit guide mentioned that sarcopenia has nothing to do with aging. You just need to right over 50 mindset training, Over 50 diet plan and Over 50 workouts to help you achieve a better muscle mass and dramatically reduce your risk of losing much muscle mass as you age.
He also believes hitting the gym once or twice in the week is very important towards achieving a better muscle mass. The best fitness centres in town also have branches in most cities around you and Tucson is a great place to start your search.
Overall, the most important factor here is to set lifestyle goals that perfectly fit your age. Also, don't forget that sedentary lifestyle takes a greater toll on your ability as an athlete more than biological aging.
Here is a Fact: You're never too old. Yes, you are not too old that you should neglect getting moving and improving your health. Another fact is that adults who later become active in life usually exhibit greater mental and physical improvements than some younger people.
If it has been a while since you last exercised or you have never exercised before, you will have not have to worry about being encumbered sports injuries unlike lots of regular exercisers in their later lives. You just have to start with gentle activities and then build up from there.
Getting involved in physical activities can help you improve your self-confidence and strength. It can also help you improve your pains. According to many older people, they discovered that not only does regular activity help the stem the decline in vitality and strength that comes with age, but it actually enhance it. | RedPajamaC4_-3532270229190567200 | Slimpajama627bTrain/chunk1 |
Monday | March 12th, 2007
News: Congress Refocusing On Charitable Sector
don-mcnamara
A member of the U.S. House of Representatives has signed-on to head a permanent bipartisan caucus on philanthropy while two senators have introduced legislation to allow IRAs to be used for charity as the nonprofit sector again becomes a focus of some members of Congress. Companion legislation was also introduced in the House.
The Council on Foundations is spearheading a movement with the U.S. House of Representatives to form the first-ever Congressional caucus dedicated to the nonprofit sector. Although no official statement has been made about the scope of the caucus, some in the sector are already concerned that the focus might be too narrow.
Independent Sector lead a group of more than 550 charities to work with Sen. Byron Dorgan, D-N.D. and Sen. Olympia Snowe, R-ME, who introduced the "Public Good IRA Rollover Act of 2007," a giving incentive that encourages older Americans to donate to charitable organizations.
Rep. Robert "Robin" Hayes, R-N.C., is the first to sign on as co-chair of the new Congressional Philanthropy Caucus, and currently the only member of Congress linked to the initiative.
A spokeswoman for Hayes said they are seeking a democratic co-chair in the House. An official at the Council on Foundations (CoF), said the goal is "to have both a democrat and republican co-chair the caucus in each respective chamber (of Congress)."
The announcement came on the heels of this year's Foundations on the Hill, an annual lobbying event co-sponsored by the Washington, D.C.-based CoF and the neighboring Forum of Regional Associations of Grantmakers. Nearly 400 national foundation trustees, executives and staff gathered for the fifth-annual event, held Feb. 27-28. This year the goal went beyond having discussions with members of Congress about philanthropy.
"The concept was agreed upon at the end of last year, and we added it to this year's Foundations on the Hill agenda," said Rodney Emery, vice president of government relations and public policy at CoF. Emery said the objective of establishing a caucus is to provide a platform for members of Congress and their staff to meet with foundation members to discuss in a non-partisan fashion the issues that face the nonprofit sector. He said the focus will be "on philanthropy, which is basically the foundations."
Hayes, whose family runs the Cannon Foundation, in Concord, N.C., is "very aware of the issues that face foundations, whether it's tax rules and grant processes, things like that," said Carolyn Hern, communications director in Hayes' Washington, D.C., office. Hern said the caucus will be a vehicle to better inform members of Congress about the importance of philanthropy, nonprofit, and foundation work in local communities.
Still, some sector leaders are wary. "Generally, I think that it's helpful to have any vehicle for legislators to better understand the nature of philanthropy," said Gary Bass, executive director of OMB Watch, a D.C.-based advocacy group. "I am a little bit concerned that it's just solely focused on foundations instead of on charities at large."
While there's been no official statement about the range of issues on which the caucus will focus, Bass said it's likely to be around foundations. "I think that's good. But I also think there are a bigger set of issues," said Bass. "I don't think many members of Congress fully understand the structure of the nonprofit community." Bass said this lack of understanding has "huge implications" for important sector issues, such as engagement on public policy, and even broader implications "for just understanding the sector and what role it plays in the community."
Kay Guinane, director of nonprofit speech rights at OMB Watch, said she'd like to see Congress become better educated about the sector and more effective within, and a caucus is one way to facilitate that.
"(A caucus) is something where lawmakers might have a better chance at seeing the bigger picture, since some of (the issues impacting the sector) fall in a variety of (Congressional) committees," said Guinane. She noted her many attempts to address the release of charitable funds seized from organizations designated as supporters of terrorism with the U.S. Department of the Treasury, "and we just bounce around," she said, "because it doesn't fit neatly into any one committee."
According to Guinane, the caucus will be helpful in creating better relationships between the nonprofit sector and members of Congress. "Overall, there's been a pretty hostile attitude towards philanthropy and charity coming off the Hill in the last several years," said Guinane. "I think a lot of that is based on misinformation."
If the new Congressional Philanthropy Caucus does spotlight only foundations, Bass said he suspects one reason is a potential or perceived misuse of funds by some foundations. "And, I can't imagine that the Gates/Buffet, the size of the foundation, won't be something that needs to be discussed," he added. Bass mirrored Guinane in his desire that a big part of the focus of the caucus be on education. "The whole notion of philanthropy, the landscape has changed over the years," he said.
"I don't think the caucus's role is to supplant or replace the role of oversight," added Bass. "But I do think that the purpose of a caucus is to educate members around a set of issues so that when they go do oversight, or when they have to vote on issues, they're better educated and know how to do that." Bass said he'd like to see the caucus members look at issues of transparency, who foundations are accountable to, and who should control a foundation's money.
"If it's simply a way of rubbing elbows with the powerful foundation leaders, then it'll be a missed opportunity," said Bass. "If it becomes a way of better understanding the foundation community and philanthropy in the United States, and to strengthen that both through encouraging more and holding greater accountability, then I call it a huge success."
Regarding the Public Good IRA Rollover Act of 2007, it extends and broadens the current IRA Charitable Rollover, which allows people to make charitable contributions directly from their IRAs without suffering adverse tax consequences. Unless the new bill is enacted, this giving incentive will expire at the end of this year," said Diana Aviv, president and CEO of Independent Sector.
Since it was enacted in August 2006, the IRA Charitable Rollover has enabled Americans to make new contributions to the nonprofits, although reliable statistics on the amount donated is not yet available.
For more information regarding the Pension Protection Act and the IRA Charitable Rollover provision, go to www.independentsector.org
« Nonprofits Impacted By New Anti-Terrorism Guidelines
Cyber Journey » | RedPajamaCommonCrawl_7930606465498649310 | Slimpajama627bTrain/chunk1 |
The Assemblies of God Bethlehem Ministry USA is a missionary Church with headquarters in Lighthouse Point, Florida whose parent church, organized in Brazil since 1927, is headquartered in São Paulo, SP, Brazil.
The Church of Our Lord Jesus Christ is a living organism, an ecclesiastical organization where men and women redeemed by the precious blood of the Lord and Saviour Jesus Christ, meet weekly in homes and temples to worship our good God. In each of our services, we see the power and the hand of God move in a unique way through the preaching and teaching of the Holy Bible, and through praise and worship, gifts, signs, miracles, wonders and miracles of the Spirit Holy One of God who often are notorious in the lives of those there are. | RedPajamaC4_-566890926082412418 | Slimpajama627bTrain/chunk1 |
there is a lot of painting that needs to be done at my mom's house. when i mean a lot, i mean almost every room. yesterday we went out and purchased 6 gallons of paint, 4 different colors and 2 gallons of primer. after ranking each room in number of importance, we began to tackle the dining room. no more wall paper people, we are going green!
things to note: my mom will not let me be around the primer without lots of fans blowing as there is a warning that it can affect a human's reproductivity organs.
apparently this product is just known in the state of california. since i am in iowa does it still count? this woman wants grandkids and is not taking any chances (someday of course only when i am 'happily married'.
secondly, i am wearing board shorts from 8th grade and a hooters bandana. please cut me some slack though, i am living out of a tiny suitcase so there are not many pieces of clothing i have with me that i am willing to sacrifice, thus the sweet get up. | RedPajamaC4_3492531294394961925 | Slimpajama627bTrain/chunk1 |
Prometheus is another cool 3yr old ready to start looking for his new home.
Theo is a classy type, by one of our past Weiti stallions Smokey (stationbred) out of a TB mare who was an excellent jumping horse. He will mature around 15.3hh or a bit bigger with a correct and athletic build. A gawky teenager currently but he will blossom! Fresh broken but going kindly under saddle, lovely mover, super canter. Theo will make a classy sporthorse and is ready for someone to educate and enjoy. | RedPajamaC4_7755573523801544507 | Slimpajama627bTrain/chunk1 |
Sat Sep 14 2019
Church, Dundee
15 Ward Rd. Dundee DD1 1ND
Flag Promotions Present
SHEEP ON DRUGS vs MECHANICAL CABARET
Event Cancelled.
Sheep on Drugs are a British techno/Industrial music group, formed by Duncan X (a.k.a. King Duncan) (vocals) and Lee Fraser (a.k.a. Dead Lee) (guitar/keyboards) and currently composed of Fraser and Johnny Borden (vocals/keyboards). Originally classified as part of the rave movement, the duo emerged in the early 1990s with a string of singles, including "Motorbike," "15 Minutes of Fame" and "Track X" (later covered by Grace Jones as "Sex Drive"). "15 Minutes of Fame" reached the lower reaches of the UK Singles Chart as did "From A To H And Back Again".
Emanating from an as yet un-gentrified Victorian back-alley of old London town, Mechanical Cabaret is the music, lyrics and voice of self confessed techno-punk Roi Robertson, together with similarly synth-obsessed Stephen James Bellamy.
Founded in 1999, Mechanical Cabaret combine edgy, off-kilter melodies, throbbing bass, and downright filthy analogue synthesizer experiments, with a plethora of sampled found-sound, techno/electro beats and an energetic, post-industrial-pop sensibility. Coupled with Roi's deadpan baritone and sardonic lyrics, the resulting package is delivered with a healthy dose of, typically British, dark humour.
With the release of their new album in 2019 'Disarmingly Charming', they've now released 8 albums, and many singles/EPs to date. They've worked with several record labels along the way, but have chosen to self-release their material from now on, via their own label, Zos Kia Records.
Roi and his Mechanical Cabaret have been entertaining and provoking audiences around Europe for two decades. As well as playing many headline and club shows of their own, they've also supported the likes of such influential musical luminaries as Fad Gadget, Nitzer Ebb, Suicide, DAF, Karl Bartos of Kraftwerk, The Damned, Sigue Sigue Sputnik, Frontline Assembly, The Young Gods, Client, T.Raumschmiere, Alien Sex Fiend, A Flock Of Seagulls, Clan Of Xymox, Mesh, and more.
Sat Sep 14 2019 7:00 PM
Church, Dundee Dundee | RedPajamaCommonCrawl_-4937021353440526034 | Slimpajama627bTrain/chunk1 |
Following the Los Angeles Lakers with Mark Medina
Kobe Bryant says he's "100 percent" healthy
Posted on June 18, 2014 by Mark Medina
In what marks a rare positive trace of news involving Lakers these days surprisingly involves Kobe Bryant's health.
"I'm 100 percent," Bryant told a Brazilian reporter surrounding his left knee that kept him out for all but six games last season.
Of course the verdict remains undecided whether Bryant can survive an 82-game schedule next season after experiencing major injuries in both his left knee and left Achilles tendon. But some more issues remain unsolved.
The Lakers are still involved in a deliberative coaching search, and Bryant expressed uncertainty whether that will actually yield a splash hire.
"That's a very tough call to make," Bryant said. "Unfortunately, there are very few great coaches out there. I don't know why that is. But there are very few great coaches. It's a very very short list. We're going to take our time and pick the right person."
The Lakers have interviewed a flurry of veteran coaches including Mike Dunleavy, Byron Scott, Lionel Hollins, Alvin Gentry and Kurt Rambis. It appears likely they will not hire anyone before the NBA Draft on June 26 and possibly even when free agency begins on July 1. Scott remains the lone candidate to interview with the Lakers twice, though they are expected to conduct more follow-up interviews.
Meanwhile, the Lakers are both preparing for their seventh overall draft pick and assembling a roster that currently only entails Bryant, Steve Nash and Robert Sacre under contract.
"It's literally starting from scratch," Bryant said. "It's not what about what we have to do better frm last year. It's about what we have to do to win."
Tough task indeed after the Lakers ended the 2013-14 season with their worst record in L.A. franchise history.
"It's a very very tough season, but what's life without a few challenges?" Bryant said. "We have to have a few challenges. This summer, I'm training really hard. The organization is working really hard to make sure we have a great team. That's the best time when people count you out."
2014 World Cup: Kobe Bryant experiencing split allegiances
Kobe Bryant laughs off Jurgen Klinnsman's criticism on contract extension
Kobe Bryant's Health & Fitness event wins Middle East award
Follow L.A. Daily News Lakers beat writer Mark Medina on Twitter and on Facebook. E-mail him at mark.medina@langnews.com
This entry was posted in Kobe Bryant by Mark Medina. Bookmark the permalink.
tinywacclakerboy
Byron scott would be a great fit with the Lakers and maybe even a leg up to get Kyrie down to L.A
Tweets by @MarkG_Medina
LaVar & Lonzo Ball reality TV show premieres on Aug. 31
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Cihan Ayaz on Kobe Bryant, Shaquille O'Neal bury hatchet during podcast
Zach Henderson on Did you have Senegal plus 46?
Zach Henderson on Jeremy Lin, Steve Nash star in another parody video
Zach Henderson on Magic Johnson said he'll "never interfere" with Luke Walton's efforts to coach the Lakers | RedPajamaCommonCrawl_-5195674644879152156 | Slimpajama627bTrain/chunk1 |
We do not do Career Counselling for Banking. We have started this update so that students get most relevant information with speed and accuracy. We take information from most reliable source , However advise to contact your teachers/Institutes for best update.
IBPS RRB 2016 Cutoff - The cut off score of IBPS RRB 2016 is decided by Institute of Banking Personnel Selection (IBPS) to delimit the number of candidates for the next round of IBPS RRB recruitment process. The cut off score of IBPS RRB 2016 for the post of Office Assistants (Multipurpose) will be released in the first week of December 2016. Candidates who will qualify IBPS RRB 2016 preliminary exam will be allowed to appear in mains exam. The exam conducting body releases subject wise as well as overall category wise IBPS RRB cut off 2016. If a candidates scores equal marks to or more than cut off marks then they are pass and eligible to take part in next round of selection process. Earlier, the IBPS RRB cut off 2016 for the post of Officers Scale I was released on November 22. IBPS RRB cut off 2016 is the basis for preparation of allotment result for recruitment of 16,560 candidates for the post of Officers (Scale I, II & III) and Office Assistant (Multipurpose) in Regional Rural Banks. The examination authority publishes separate IBPS RRB 2016 cut off score for Officers (Scale I, II & III) and Office Assistants (Multipurpose). IBPS RRB cut off 2016 of preliminary, mains and interview will be announced after the declaration of result. IBPS RRB 2016 mains exam for Officers Scale I, II & III will be held on December 11 and for Office Assistant (Multipurpose) on December 18, 2016. IBPS RRB 2016 cut off for mains exam will be announced in January, 2017.
The examination authority may consider on factors given below while deciding IBPS RRB 2016 cut off score.
The cut off score of Office Assistant will be declared in December 2016. Based on the cut off score all the qualified candidates be allowed to appear in IBPS RRB 2016 mains exam. Candidates have to secure sectional as well as overall qualifying marks in order to pass this stage.
IBPS RRB 2016 cut off score of preliminary exam has been declared on November 22, 2016 for Officers Scale I.
IBPS RRB 2016 cut off score of mains exam will be declared in December/January for Office Assistants and Officers Scale I, II and III. Candidates have to secure sectional as well as overall IBPS RRB 2016 mains cut off score to qualify the recruitment test. Based on the IBPS RRB mains cut off score candidates will be called for the interview for the post of Officers Scale I, II and III. While for the Office Assistant Posts candidates will selected strictly as per the rank in merit list as per their marks in IBPS RRB 2016 mains exam.
The IBPS RRB cutoff 2016 will be available for the candidates on this page, once it gets announced by the IBPS. Meanwhile, last year's cutoff of the IBPS RRB has been provided below to help candidates have a fair idea on the expected cutoff of this exam.
Total Weighted Score (TWS) Cut off applied against 3 times vacancies : The details of IBPS RRB cut offs applied on Total Weighted Score (TWS) against 3 times the number of vacancies as reported by RRBs for shortlisting for interview is mentioned below. | RedPajamaC4_-5660712466183796895 | Slimpajama627bTrain/chunk1 |
Over the past year the international community has made efforts to respond to the civil war. In keeping with the UN Secretary-General's "Human Rights Up Front" initiative, the UN mission in South Sudan (UNMISS) immediately opened their bases to those seeking protection, with approximately 100,000 civilians still taking refuge at these sites.
-- to release its report on systematic and widespread human rights violations as the first step in a process of accountability.
"Today is a moment to reflect upon the catastrophe that has befallen the world's youngest state," said Dr. Simon Adams, Executive Director of the Global Centre for the Responsibility to Protect. "Both the government and the rebels have failed to uphold various peace agreements and failed to uphold their responsibility to protect their people from mass atrocities. Now the UN Security Council must act." | RedPajamaC4_8798055331855180669 | Slimpajama627bTrain/chunk1 |
Home › Market Overview › Jeff Bezos to step down as Amazon CEO, Andy Jassy to take over in Q3
Jeff Bezos to step down as Amazon CEO, Andy Jassy to take over in Q3
Amazon CEO Jeff Bezos will leave his post later this year, turning the helm over to the company's top cloud executive, Andy Jassy, according to an announcement Tuesday. Bezos will transition to executive chairman of Amazon's board. Bezos, 57, founded Amazon in 1994 and has since morphed the one-time online bookstore into a mega-retailer with global reach in a slew of different categories from gadgets to groceries to streaming. Amazon surpassed a $1 trillion market cap under Bezos' leadership in January of last year — it's now worth more than $1.6 trillion.
The company had kept its succession plans quiet, though onlookers speculated that either Jassy or Jeff Wilke, CEO of Amazon's worldwide consumer business, would be Bezos' eventual successor. In August Amazon announced Wilke will retire in 2021. Jassy, 53, will become CEO in the third quarter.
Jassy joined Amazon in 1997 and has led Amazon's Web Services cloud team since its inception. AWS continues to drive much of Amazon's profit. "I'm excited to announce that this Q3 I'll transition to Executive Chair of the Amazon Board and Andy Jassy will become CEO," Bezos said in a letter to employees. "In the Exec Chair role, I intend to focus my energies and attention on new products and early initiatives. Andy is well known inside the company and has been at Amazon almost as long as I have. He will be an outstanding leader, and he has my full confidence."
Jeff Bezos to step down as Amazon CEO, Andy Jassy to take over in Q3, CNBC, Feb 3 | RedPajamaCommonCrawl_2987538075763461179 | Slimpajama627bTrain/chunk1 |
© 2001 Mohammed Ali Mohammed Al Shafaee. All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.
Oman has inadequate health manpower, particularly doctors and nurses, as evident from the limited prospect for Omanization (employment of Omani nationals). Medical services in Oman have relied primarily on the recruitment of expatriate doctors and nurses from several countries. The solution to the present shortage in health professionals (doctors and nurses) is complex, but if we identify those factors that health professionals perceive as negative, because they contribute to dissatisfaction and turnover, possible interventions to improve working conditions may be developed. Therefore, this study aimed to examine the factors affecting job satisfaction of doctors and nurses, including differences in those factors related to nationality (Omani and non- Omani) and organisations. Three hospitals and three primary care health centres in Muscat Governorate were selected for the study. Job satisfaction was explored qualitatively via focus group interviews and quantitatively, using survey questionnaires. The job satisfaction questionnaires were based mainly on the instrument developed by Stamps et al. (1978). Factor analysis was employed to ascertain factors underlying job satisfaction.
Several organisational and job-related factors were found to influence job satisfaction of both doctors and nurses: relationships with colleagues and teamwork, professional status, relationship with patients, administration, workload, pay, promotion, working conditions and medical stress. Doctors' job satisfaction was statistically significantly associated with their age, marital status, designation, work experience and weekly working hours. Nurses' job satisfaction was statistically significantly associated with their total years of work experience in Oman. There was a statistically significant difference in job satisfaction between Omani and non-Omani i doctors. Additionally, there were statistically significant differences in job satisfaction between doctors/nurses working in different organisations. | RedPajamaC4_7058697634469051079 | Slimpajama627bTrain/chunk1 |
Business Bay is a beautiful location of Dubai with a great combination of sea and land. It is very famous for its beautiful landscape and many people live to live here due to its peaceful environment. It has very beautiful buildings for commercial and residential use and many people live to visit Business Bay due to its beauty. The buildings of Business Bay get damaged due to seawater damage the paint of the buildings that is why regular painting services are required to keep the buildings beautiful. Samraa Maintenance provides Painting Services in Business Bay for the convenience of residents of Marina.
As Business Bay required regular painting and paint touch up services to maintain its beauty that is why there is a regular demand for the painting experts in this area. To meet the demand of the painting services of Business Bay Samraa Maintenance offers complete painting services in Business Bay. The expert painter of Samraa Maintenance provides professional painting services in Business Bay including all the services of painting. Our professional painters are expert in providing complete painting services all over Dubai which not only include the painting services but also painting touch ups and after painting services in Business Bay. We provide painters for residential or commercial areas, interior and exterior painting services, texture painting and ceiling painting. | RedPajamaC4_3450517263194200010 | Slimpajama627bTrain/chunk1 |
buchiglas process equipment in pharmaceutical research and pharmaceutical production plants are often built with glass lined steel mixing tanks and distillation overheads in Borosilicate Glass. Chemical engineering is needed to design the adequate equipment for a specific process.
The inert attitude is another important factor, and at the other factor is obvious - it is transparent.
These are the main reasons for the use of Borosilicate glass in chemical processing plants used in chemical and pharmaceutical research and in production.Brand names for Borosilicate glass are Pyrex or Duran.
Buchi is a leading manufacturer of chemical process equipment, consisting of glass lined mixing vessels with Borosilicate glass distillation overhead. The Glass overheads of smaller units use glass condensers, larger units use shell & tube type heat exchangers with inner tubes in glass or Silicon carbide (SiC).
In drug discovery and life science, several guidelines and regulations must be respected by the process equipment manufacturers.
Since working often with solvents, the unit must be explosion proof. In Europe the ATEX regulation for Ex proof equipment must be applied and confirmed by a certificate of conformity.
Another important factor especially in pharmaceutical production in the cleanliness of such installation. When running different products in the same reactor system, a cross contamination must be avoided. This has to be respected already in the design of chemical reaction units, as well as by choosing the right materials for such equipment.
The distillation overhead is therefore made in Borosilicate glass with PTFE gaskets. The chemical process is mainly done under vacuum. Therefore the high vacuum (or low leakage rate) is crucial for the purity of the final product. Distillation Glass overheads are built This as well as safe chemical processing in glass process equipment we can guarantee by the use of «büchiflex» components (up to DN600) of our modular glass components system. | RedPajamaC4_1560448300678370903 | Slimpajama627bTrain/chunk1 |
Most stock analysts are nerdy number crunchers – not rhyme busters.
But don't tell that to Michael Masdea, a well-known semiconductor analyst at Credit Suisse.
Attached to a recent research report ripe with typical financial jargon was Masdea's version of Eminem's hip-hop smash "Lose Yourself" – compete with new lyrics goading investors to buy semiconductor stocks while they're still cheap.
"We know buying semis can be very scary, but it's times like these that separate the weak from the chaff," Masdea says on the recording, which was sent to clients via voicemail.
The jingle quickly made its way around trading desks and ended up on the blog Dealbreaker, where it became the most e-mailed item on the site. | RedPajamaC4_191331589870164560 | Slimpajama627bTrain/chunk1 |
There wasn't just updates to other games tied to State of Play, we also saw the announcement of a new game, Readyset Heroes. Announced with a voice over and a layer of gameplay and a official trailer afterward, Readyset Heroes is not your normal dungeon-crawler. Up to four players, either joining a server or sitting on a couch, can be divided into teams of two. Or for another flavor, you can go all out and play in a free-for-all. All are tasked to find loot in a randomly generated dungeon. That being said, you can play solo, as well.
The game will support 4-player multiplayer be it online or local. A subscription to PlayStation Plus is not needed to play online.
No release date has been set, but it will be out sometime in 2019.
What do you think of the announcement? Does this party game seem fun to you? | RedPajamaC4_217784352938047473 | Slimpajama627bTrain/chunk1 |
On December 9, 2016, we held the "Global Brain Alliance Forum (GBAF) 2016" at Roppongi Hills. This year's GBAF was the 10th GBAF. The GBAF began with the purpose of providing networking opportunities for large corporates and startups.
Over 600 people participated in this event, including people in charge of new business development from large corporates and startup owners. Also, over 100 people participated from abroad from countries such as South Korea, Singapore, Israel, Hong Kong, New Zealand and the USA.
At the event, we announced the establishment of a new GB fund, "Global Brain No. 6 investment limited partnership," which was also announced via a press release on the day, provided lectures by people from large corporates and startups, and held a panel discussion on the space industry.
Mr. Ninomiya introduced the important skills for success in the sports world, using some players he closely observed as examples.
As strategic LP investors, Cool Japan Fund, JTB, SMBC, Information Services International-Dentsu, KODEN Holdings and Sumitomo Forest talked about the meaning of participating in the No. 6 Fund.
We will start the operation of the No. 6 Fund with the first close at the end of December. It has a \20-billion upper limit and the second close, or final close, will be the end of June 2017. In addition to business entities, universities and overseas institutional investors have committed to invest.
Three startups from Israel provided pitches at the lunch venue. From Israel, where successful startups appear one after another, startups with advanced technologies presented pitches, which attracted more people than the lunch venue could hold.
Yasuhiko Yurimoto/Representative Director and President of Global Brain Mr. Yurimoto, our representative, talked about GB's history and future growth strategy.
We held a panel discussion with Mr. Takeshi Natsuno, the inventor of i-mode and a member of the Committee on National Space Policy as a moderator. The panelists were Ms. Naoko Yamazaki, an astronaut and a member of the Committee on National Space Policy in the Cabinet Office, and Mr. Yuya Nakamura of AXELSPACE, which develops, launches and operates microsatellites.
Mr. Rich Mahoney introduced the current status of the robotics industry, in which commoditization was in progress. He worked as a director of robotics at SRI International, the world largest research institution, for 7 years, and is currently the CEO of Superflex.
He said, "It is often said that spreading robotics will deprive people of their work. We need to show good stories about the future improved by robotics with a vision." He also presented the concept of "powered clothing," a product assisting the movement of muscles with an electric motor, which Superflex is currently planning and developing.
At the end of his presentation, he announced that GB had invested in Superflex as a lead investor in Series A.
Mr. Kitahara talked about Mitsui Fudosan's previous efforts for new business and the preparation necessary for a large corporation to conduct Open Innovation.
Mitsui Fudosan has been operating incubation facilities and co-working spaces in Japan for a long period of time and focused on supporting startups. In April 2016, they established "31VENTURES," a Venture Creation Department, to integrate four bases in Japan.
Mr. Kitahara said, "Large corporates are currently required to make major organizational innovation. It is necessary for us to make a small organization of about 20 personnel and give complete authority to them." Also, he passionately said that a "going concern" was Japanese companies' culture and "a real manager" was a person who protected employment and kept the company going.
Mr. Tsukada talked about the results of working with startups and the future perspective of KDDI.
While the connection between KDDI and users is being diversified due to the dissemination of smartphones, services provided by smartphone carriers have followed a similar path. KDDI has deployed "AU life design," an effort to provide services that make users' lives richer. Organically, KDDI on its own could not effectively provide services such as financial settlement, electricity, insurance and entertainment since KDDI's traditional business is providing a communication service. Thus, they established the basis for co-creation with startups by starting initiatives such as KDDI ꝏ Labo, where they developed and supported startups, and the KDDI Open Innovation Fund, or corporate venture capital fund, and have provided services of the portfolio companies to communication service users. | RedPajamaC4_4638939902592043900 | Slimpajama627bTrain/chunk1 |
Halloween Night Movies to Watch with Your Kids!
As a holiday that revolves around spooks and scares, you can bet that there are hundreds of Halloween movies that you can get your hands on. The hard part is finding movies that are interesting for adults and still appropriate for kids, though there are a few quintessential titles that you should consider. We've collected a list of our favorite Halloween night movies to watch with your kids that will also be reminiscent for you and any other adults in the room.
1. Hocus Pocus
By far, Hocus Pocus is a fan favorite when it comes to Halloween time, especially as it brings together adventure, traditions around the holiday, and some of the best actresses in the world including Bette Midler and Sarah Jessica Parker. The movie revolves around the life of Max Dennison, played by Omri Katz and his sister Dani, played by Thora Birch, after they move to Salem, Massachusetts with their family.
Upon their arrival, they stumble across a coven of witches that inevitably end up being freed and they have to find a way to put them back where they came from. It's a hilarious comedy that still perfectly captures the feeling of Halloween without being too spooky for kids.
2. The Nightmare Before Christmas
Arguably one of Tim Burton's most successful films, what we love the most about The Nightmare Before Christmas is that it doubles as a Christmas movie as well, so you have the ability to watch this masterpiece twice in one year! Following the story of Jack Skellington, AKA The Pumpkin King, you get to learn about the trials and tribulations of him attempting to claim Christmas for one year in an effort to try something different.
There are plenty of subplots, such as the romance between Jack and Sally, and there are plenty of internal dilemmas that Jack has to go through in order to attempt to commandeer Christmas.
3. Casper
There are plenty of variations of Casper, however, the 1995 movie featuring Malachi Pearson, Christina Ricci, and Bill Pullman is our favorite, especially as the entire film takes place around Halloween time. With a similar feel to Hocus Pocus, it's a phenomenal family-friendly film that is equally as entertaining for adults.
When James Harvey (Bill Pullman) and his daughter Kat (Christina Ricci) move to Maine, they soon realize that the mansion is haunted by Casper the Friendly Ghost (Malachi Pearson) and his three tumultuous uncles. There's a lot involved with the movie ranging from a romantic subplot to trying to protect their home against a couple of city-slicker invaders, which gives it a slight Home Alone feel as well.
4. E.T.
E.T. is a classic film that nearly everyone has seen, though the actual alien in the movie is a hit or miss with kids. Some of us grew up adoring the loving and cuddly E.T., while others were less than impressed with how terrifying he seemed when we were younger. Regardless, it's a film that every child should see as it brings them through a journey of meeting a best friend, making the most out of your time with that friend, and understanding what you would do to make sure that friend is protected. Starring Henry Thomas as Elliott and Drew Barrymore as Gertie, it's a great family film to watch this Halloween.
5. Monster House
If you're looking for a Halloween flick that is a little more modern than the other films on this list, Monster House (2006) is a great fantasy/mystery film for the kids to get into. Mitchel Musso, Sam Lerner, Spencer Locke, and Ryan Newman are the biggest names in the film and it's a great adventurous film to watch. When three kids come to the conclusion that a house in their neighborhood is home to a creature that wants to hurt them, none of the parents in the town believe them.
As Halloween approaches, the trio comes up with a plan to destroy the house before the creature gets its grasp on innocent trick-or-treaters. Although it sounds terrifying, it's a hilarious animated family-friendly film.
6. Halloweentown
As a film that influenced several other Halloween films, including three others in the same franchise, Halloweentown is a classic amongst kids that grew up in the 90s. We find that it's the perfect combination of Sabrina the Teenage Witch with a twist of Hocus Pocus that will give you an evening filled with entertainment. It will also have your kids wishing that they had supernatural powers once it's finished.
Starring Debbie Reynolds, Kimberly J. Brown, and Judith Hoag, Halloweentown follows the adventure of a girl who learns that she is a witch with powers to save her town filled with supernatural entities.
7. R.L. Stine's The Haunting Hour
If you're the parents of kids that are a little bit older and are looking for a movie that will creep them out, R.L. Stine's The Haunting Hour is a great choice. As kids that grew up reading Goosebumps, anything that R.L. Stine puts out is creepy in its own way and has the perfect mix of age-appropriate terror and adventure. With this movie, viewers will be brought down the paths of several tales that feature creepy creatures ranging from stalking clowns to life-sized dolls.
8. The Haunted Mansion
Who doesn't love sitting down and enjoying an Eddie Murphy film once in a while? The Haunted Mansion is a great alternative to other Halloween movies because it takes a different spin on what it means to be afraid during the spooky holiday. A realtor and his wife are beckoned to a mansion that they quickly learn is haunted by some entities. The entire film is about how they try to escape, though it has the perfect ending with a moral message about the importance of family and being there for the ones you love.
With the hundreds of Halloween movies out there, you can surely find some titles that are going to keep your kids entertained, though these are the best ones that we recommend watching this year. Whether you and your partner are looking for some not-so-scary films to watch or if you're hosting an annual Halloween party for your kids, these titles are the perfect classics to fall back on. | RedPajamaCommonCrawl_5268422179526637728 | Slimpajama627bTrain/chunk1 |
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Statement of the Commissioner of Official Languages of Canada on the modernization of the Official Languages Act
Gatineau, Quebec, September 23, 2021
Commissioner of Official Languages Raymond Théberge made the following statement today:
"Official languages have been the focus of much media attention over the past year. The amount of coverage they have received shows how important our official languages are to Canadians and what an essential role they play in Canadian society.
Although we have come a long way, there is still much work to be done. As I have said repeatedly, the Official Languages Act is the cornerstone of our federal language policy, and it needs to be reviewed in depth to make it relevant, dynamic and strong. There is a very real necessity for a modernized Act to better protect the language rights of Canadians and to enhance the vitality of official language minority communities.
Now that the federal election is behind us and Parliament is about to reconvene, I urge the new government to continue to make our official languages and the modernization of the Act a top priority and to honour its commitments to Canadians. Now, more than ever, it is time to take action, and I expect a bill to be tabled as soon as possible. I would like to thank the parliamentarians who helped to advance this important project, and I congratulate all of those who have been newly elected or re-elected and who will be entering or returning to Parliament in the coming weeks.
I look forward to actively re-engaging in the modernization of the Act and to sharing my thoughts with parliamentarians when the time is right. Although we have seen some progress on the modernization of the Act, the work is ongoing and is far from over.
We all need to work together to ensure that this modernization, which is long overdue, becomes a reality. Both of our official languages must continue to thrive in today's Canada and in our country's future."
Office of the Commissioner of Official Languages
media@clo-ocol.gc.ca
Monday to Friday, from 8:30 a.m. to 4:30 p.m. (Eastern Time).
Follow us on Twitter and Facebook | RedPajamaCommonCrawl_-8585512062768932201 | Slimpajama627bTrain/chunk1 |
All While Exploring Kildonan Park.
Be Part Of A Summer Experience Like No Other!
Camp Rainbow is a new initiative being launched by Rainbow Stage this summer! Taking place in and around Rainbow Stage in the beautiful Kildonan Park, youth ages 9-13 will receive a summer experience like no other. The programming for this week-long day camp will feature high quality, first-class music theatre instruction by Rainbow Stage teaching artists, with a focus on singing, dancing and acting. Participants will also get to explore Kildonan Park itself, which offers many opportunities for summer fun between its pathways, fields and forests. Those attending are sure to receive a memorable summer camp experience as they develop their artistic skills and learn about team work, spatial awareness and social responsibility through professional music theatre instruction and fun! | RedPajamaC4_1491542311326987529 | Slimpajama627bTrain/chunk1 |
Shaykh Mustafa Takhtayi or Shaikh Mostafa Takhti () was Kurdish poet from Avroman Takht who lived before 1788. His works are among the earliest samples of written Gorani school of poetry. Takhtî was the father of poet Sheikh Ahmad Takhti who was born in around 1640.
References
Kurdish poets
People from Kurdistan Province | RedPajamaWikipedia_7751637653198515028 | Slimpajama627bTrain/chunk1 |
F12 ships The Grove Release 7
http://www.cgchannel.com/wp-content/uploads/2018/11/181128_TheGrove7.mp4
F12 – aka developer Wybren van Keulen – has shipped The Grove Release 7, the latest version of his Blender-based tool for generating biologically plausible tree models.
The update adds support for the new features in Blender 2.8, and introduces a fully non-destructive workflow, making it possible to re-edit trees at any time.
Mimic the growth forms of real trees
The Grove takes a parametric approach to generating trees, with controls that mimic the factors determining the forms of real plants, resulting in more realistic-looking models.
Once the overall form of a tree has been set, The Grove fills in details by using 'Twigs': instanced geometry representing not only actual twigs, but leaves, flowers and fruit, sold separately to the core app.
The software is a Blender add-on, but the resulting textured geometry can be exported in standard file formats, including FBX and OBJ, for use in other DCC applicaitons.
Now fully based in Blender 2.8
Release 7 moves The Grove over to Blender 2.8, the long-awaited next major update to the software, due out in beta any day now.
Van Keulen advises artists not to use Release 7 in production until a final build of Blender 2.8 is available, but comments: "I'm so excited about [it] and there's just no fun in waiting!"
One feature of Blender 2.8 that The Grove makes use of is the Collections system, which makes it possible to view a Grove system as a hierarchy, separating the twigs and growth properties from the tree itself.
Faster, more interactive, more non-destructive workflow
The update also makes workflow both more interactive – it is now possible to pick a twig and "see it appear immediately on your tree" – and more non-destructive.
On the latter front, it is now possible to re-edit trees or add wind animation after they have been generated, even "after using other tools [or] saving and loading your scene".
Under the hood, individual tree-generation processes like growth and pruning have been split into separate operators, which should improve performance with larger scenes.
Users also now have more control over when the software rebuilds the form a tree, with non-essential rebuilds now triggered manually.
Other changes include improvements to wind animation and branch smoothing, plus a number of UI changes. You can find a full list via the link below.
The Grove Release 7 is available for Blender 2.8 only, running on Windows, Linux and macOS. For users of Blender 2.79, Release 6 is still available to download.
The base application has an MSRP of €109 (around $123), although at the time of posting, it's available at a launch discount. Individual Twigs cost €9.60 ($10.80).
Read a full list of new features in The Grove Release 7 on the product website
Tags: biologically plausible, Blender, Blender 2.8, F12, FBX, growth simulation, new features, non-destructive, OBJ, price, The Grove, The Grove Release 7, tree generation, tree simulation, vegetation generation, Wybren van Keulen | RedPajamaCommonCrawl_-3325023832365131646 | Slimpajama627bTrain/chunk1 |
import unittest
"""
https://leetcode.com/problems/remove-outermost-parentheses/
https://leetcode.com/submissions/detail/221110733/
"""
class Solution:
def removeOuterParentheses(self, S: str) -> str:
ans = ''
depth = 0
for s in S:
if s == '(':
depth += 1
if depth > 1:
ans += s
if s == ')':
depth -= 1
return ans
class Test(unittest.TestCase):
def test(self):
solution = Solution()
self.assertEqual(solution.removeOuterParentheses(
'(()())(())'), '()()()')
self.assertEqual(solution.removeOuterParentheses(
'(()())(())(()(()))'), '()()()()(())')
self.assertEqual(solution.removeOuterParentheses('()()'), '')
if __name__ == '__main__':
unittest.main()
| RedPajamaGithub_-5358396823459709360 | Slimpajama627bTrain/chunk1 |
I just finished loading some new 28 gauge Cheddite hulls with my MEC. Try running the new hulls under your pre-crimp station a couple times before you finish the crimp.
Also, letting the hull sit there with the pre-crimp in place seems to really help. Just hold the handle down for 10 seconds or so. And I do that 2 times or so until it looks like it took and will crimp ok. You can visually see if the pre-crimp is holding. Then final crimp it before the folds come back out. | RedPajamaC4_4627703252513795621 | Slimpajama627bTrain/chunk1 |
Best Car Sales and Discounts for December
By Jamie Page Deaton December 16, 2014
With some analysts expecting new car sales to hit 16.5 million, 2014 is shaping up to be a banner year for people who sell new cars. But what about buyers? If you're shopping for a new car, will increased demand lead to increased prices, leaving you out in the cold?
The 2015 Ford Fiesta (Ford Motor Company)
It doesn't look that way. Even though we have less than a month to go in 2014, there are still plenty of new car deals, discounts and sales. Many automakers are still offering generous new car financing, and new car lease deals are available with low monthly payments.
[See Best New Car Discounts and Deals]
Small cars, like the 2015 Ford Fiesta, have no-interest financing, while midsize SUVs, like the Chevrolet Traverse, also have zero-percent financing. There are even luxury car deals available. The BMW 3-Series has a $1,000 discount and low-interest financing, while the Lexus RX has 0.9 percent financing. Lease shoppers can find leases with payments as low as $159 per month on the Mazda3 and $249 per month on the Honda CR-V.
[See Best Car Lease Deals]
In the market for a new car? Check out our new car rankings, best car deals and best lease deals. When you're ready to buy, check out the U.S. News Best Price Program for guaranteed savings on a new car. Also, be sure to follow us on Twitter and Facebook. | RedPajamaCommonCrawl_1195142963984693789 | Slimpajama627bTrain/chunk1 |
First responseReliable communications during natural disasters, emergencies
The Contingency Response Communications System (CRCS) is easily set up within thirty minutes. Once set up is complete the CRCS allows emergency first responders quickly to communicate with military commanders through phone or Internet
Airmen assigned to the 126th Air Refueling Wing Communications Flight (CF) at Scott AFB in Illinois keep the lines of communication open during an emergency.
An Illinois National Guard release reports that the Contingency Response Communications System (CRCS) is one piece of next generation equipment in the 126th CF's arsenal in the battle for reliable emergency communications. The CRCS is an Internet Protocol (IP)-based, universal solution that allows first responders to communicate and exchange information with radio interoperability, live streaming video, wireless Internet, and voice over IP (VoIP) services.
Janet Napolitano, DHS secretary, said the next generation emergency communications equipment must be mobile, interoperable, and easily operated and the CRCS is suitable for the task. The CRCS is mobile because all of its equipment is kept in a secure container attached to the rear of a Humvee. The equipment is capable of wireless Internet transmissions to make phone calls from remote areas. A surveillance camera attached to the exterior allows commanders to assess the scene and make decision using a real-time picture.
Air Force Tech. Sgt. Christopher Kruse of O'Fallon, Illinois, is with the 126th CF, and he oversees CRCS training for CF personnel. His most recent class was conducted during the unit's March Unit Training Assembly, and focused on set-up and initial start up procedures. Kruse said the system is easily set up within thirty minutes. Once set up is complete the CRCS allows emergency first responders quickly to communicate with military commanders through phone or Internet. The release notes that this quick communication decreases the gap between the front lines of a disaster to the critical decision-making authorities. Real-time decisions become possible and emergency/disaster relief efforts are precisely directed when and where they are needed. | RedPajamaCommonCrawl_-894439377905624242 | Slimpajama627bTrain/chunk1 |
We have inspired you with all things rustic, vintage and outdoor themed in our previous mood boards, but this week we are looking at barns as the perfect wedding venue. Converted barns are becoming one of the hottest locations to host a special day with original features taking centre stage. It's all about using the unique features to create a personalised venue.
The high wooden beams can easily be taken advantage of by wrapping fairy lights, bunting and lanterns. If your venue is on or close to a working farm, hay bails are a must have and an easy seating choice, whether indoor or out and with a cosy woollen blanket to make it extra comfortable. The details you can find in the countryside can be used to create special centrepieces and decorations, like a tractor or wheelbarrow, and can be the storage for flowers and drinks, and even the perfect backdrop for photography.
A barn wedding is a blank canvas to create your dream day, and don't worry, you won't be smelling the previous animal tenant throughout the day. | RedPajamaC4_1078987051486353871 | Slimpajama627bTrain/chunk1 |
Sandy Hook Elementary School
Making school shootings fashionable
Last week, some edgelord fashion brand unveiled their new line of hoodies with the names of schools where school shootings have taken place. The most prominent ones were those emblazoned with the names of Stoneman Douglas High School in Florida, Columbine, and Sandy Hook. I think there was a Virginia Tech one too but I …
Categories: Crime, Trench Report•Tags: Columbine, hoodies, Marjory Stoneman Douglas High, Sandy Hook Elementary School, school shootings•
Bomb threat called into Sandy Hook on anniversary of shooting
Yesterday was the sixth anniversary of the shooting at Sandy Hook Elementary School in Newtown, Connecticut. Normally, I don't mention these anniversaries in passing anymore because I feel like these communities that have been affected by such tragedies don't need any more attention on them as they try to cope with the catastrophic events that …
Categories: Crime, Trench Report•Tags: bomb threat, conspiracy theory, Sandy Hook Elementary School, school shooting•
FBI releases the Sandy Hook files
This past week, the FBI released their files on the Sandy Hook Elementary School shooting and the psychopath who committed it, Adam Lanza. From what I've read so far, the files don't really tell us anything we didn't already know. However, this article from the BBC has a great breakdown of the main parts of …
Categories: Crime, Trench Report•Tags: Adam Lanza, Nancy Lanza, Sandy Hook Elementary School, school shooting•
Chachi loves tin foil
Have I ever mentioned how I really can't stand conspiracy theorists? I especially can't stand them when they claim an incident where innocent lives are lost is a 'false flag'. These people, who lack common sense and completely disregard Occam's Razor, think that every mass shooting is a false flag. The only good thing about …
Categories: Crime, Politics, Trench Report•Tags: conspiracy theory, Heather Heyer, Renee Baio, Sandy Hook Elementary School, school shooting, Scott Baio, Vickie Soto•
Sandy Hook truther sentenced for threatening victim's family
(Story broke 6/7/2017) 57-year-old Lucy Richards of Tampa, Florida, was expected to enter into a plea deal with prosecutors for threatening a man by the name of Lenny Pozner. If that name sounds familiar to you, it's because Mr. Pozner lost his son Noah at the Sandy Hook Elementary School shooting at the hands of …
Categories: Crime, Trench Report•Tags: conspiracy theory, death threats, harassment, Lenny Pozner, Lucy Richards, Noah Pozner, Sandy Hook Elementary School, school shooting•
Sandy Hook truther no-shows court date for death threats
57-year-old Lucy Richards was expected to appear in court today, in order to enter into a plea agreement that would spare her jail time. Richards was accused of harassing Lenny Pozner whose son Noah was killed at Sandy Hook. She is a conspiracy theorist who is said to believe that Sandy Hook never happened and …
Sandy Hook truther charged with making death threats against victim's family
57-year-old Lucy Richards of Tampa, Florida, has been arrested for allegedly sending death threats to a Sandy Hook victim's family. If you're not familiar with the Sandy Hook truthers, they're a bunch of conspiracy theorists who believe that the school shooting at Sandy Hook Elementary School never took place and was a hoax perpetrated by …
Sandy Hook documents to remain secret
A Connecticut judge has ruled that documents seized in the Sandy Hook investigation that belonged to Adam Lanza will remain secret. The judge cited that if Lanza had survived and was tried for his crimes, the court would have ordered the private property returned to its rightful owner. While it wasn't mentioned in any article …
Categories: Crime, Trench Report•Tags: Adam Lanza, Sandy Hook Elementary School, school shooting•
Father of victim deals with Sandy Hook truthers
The following link is a great story from The Trace about Lenny Pozner entitled "What Kind of Person Calls a Mass Shooting a Hoax?" Mr. Pozner is the father of Noah Pozner who was tragically killed at Sandy Hook Elementary School. Mr. Pozner also decided to take it upon himself to engage the people, and …
Categories: Crime, Trench Report•Tags: conspiracy theory, harassment, James Tracy, Lenny Pozner, Noah Pozner, Sandy Hook Elementary School•
Sandy Hook truther assails victim's family
I actually have somewhat of a fascination of conspiracy theories. I think they can be fun little works of fiction. What I can't stand are the conspiracy theorists themselves who ignore all basic tenets of logic and science just to put forth whatever the latest tripe is that Alex Jones is pushing. It pisses me …
Categories: Crime, Trench Report•Tags: conspiracy theory, harassment, Matthew Mills, Sandy Hook Elementary School, Vickie Soto• | RedPajamaCommonCrawl_-4323546143085673852 | Slimpajama627bTrain/chunk1 |
Don's Home Science Biology Anatomy NeuroAnatomy
Nervous System (NS)
Forebrain (Telencephalon [cerebral hemispheres], Diencephalon [thalamus and hypothalamus])
Midbrain (cerebellum, pons, and medulla oblongata)
Hindbrain
Peripheral Nervous System (PNS)
Somatic (Voluntary) Nervous System - Reacts with External Environment
- Sensory neurons - Get signals from senses (sight, sound, touch, ...)
- Motor neurons - Control skelital muscles.
Autonomic (Involuntary) Nervous System - Reacts with Internal Environment.
(internal organs and glands. Largely involuntary muscles.)
Sympathetic Branch
- Causes release of neurotransmitter noradrenaline, which among other things stimulates the heartbeat and raises blood pressure. The release of adrenaline from the adrenal medulla on the kidneys into the blood ensures that all the cells of the body will be exposed to sympathetic stimulation even if no neurons reach them directly.
Parasympathetic Branch
- Mainly the vagus nerves, which returns the body functions to normal after they have been altered by sympathetic stimulation. The vagus nerves also help keep inflammation under control.
See: Adrenergic Receptor Database at Beijing Medical
The brain is made up of many cells, but the neurons are the primary players in brain functions. A neuron is made up of a nucleus with multiple dendrites to receive signals from other neurons and an axon with many branches to send signals to other neurons. There are 100 Billion neurons in the brain. A typical neuron has about 1,000 to 10,000 synapses (that is, it communicates with many other neurons, muscle cells, glands, etc.). It has been estimated that there are 1 quadrillion synapses in the human brain. That's 1015. see neurons below.
This wiring system surpasses by many orders of magnitude the complexity of even the most advanced supercomputers.
In the 4th century BC Hippocrates concludes the brain was involved in sensation and was the seat of intelligence. Plato (428BC - 348BC) agrees, but it not accepted until experiments by Roman physiologist and anatomist Galen identified it in the 2nd century AD. See Neuroscience History
In the 17th century English anatomist and physician Thomas Willis did work on the anatomy of the brain, and published Pathologicae cerebri, et nervosi generis specimen, an important work on the pathology and neurophysiology of the brain. See Neuroscience History
But there is still a lot that is unknown.
The brain is divided into the left and right hemispheres and with the exception of the pineal gland in the center, every brain module below is duplicated in each hemisphere.
Left Hemisphere - Communicates by using words, has highly developed verbal abilities, is logical and systematic, concerned with matters as they are.
Right Hemisphere - Communicates using images (pictures), has highly developed spatial abilities, is intuitive and imaginative, concerned with emotions and feelings.
Sensory and motor neurons on the left side of the body are connected to the right hemisphere of the brain and vice versa.
So, a stroke in the left hemisphere may cause speech problems and paralysis of the right side of the body.
Whereas a stroke in the right hemisphere may cause paralysis to the left side and problems with spatial and perceptual abilities causing misjudgement of distances and instability. See Effects of Stroke.
The main components of the brain are most apparent in the embryonic development of the brain, where three swellings occur for the forebrain, midbrain and hindbrain. All vertibrates have these 3 parts.
Simplified version:
Neocortex - Thought (including planning, language, logic & will, awareness), most developed in humans.
Limbic System - Emotion (feelings, relationship/nurturing, images and dreams, play), shared by mammals.
Reptilian Brain - Instinct (survival, breathing/swallowing/heartbeat, startle response), entire brain in reptiles.
The following section is more about psychology than anatomy, but it is integrally linked with brain function.
In work started in the 1960s, neurologist Dr. Paul MacLean (director of the Laboratory of Brain Evolution and Behaviour (now NIMH) at the NIH, discovered that each layer can become dominant depending on the circumstances.
Previous to MacLean's work it was assumed that the neocortex dominates the limbic and the reptilian brains.This assumption is anulled by the finding that the mental functions of the neo-cortex can be hijacked by the functions of the other two brain layers.
The Three-Layered Brain at HolisticEducator.com
Human Nature - Fundamentals | The Future of Human Evolution | HumansFuture.org
Relationships/The Evolution of the Human Brain - Wikibooks
Transactional Analysis and the Triune Brain
White Matter - Gray Matter:
The white matter is a neuron that is made up of extending, myelinated nerve fibers, or axons.
It is found between the brainstem and the cerebellum. It is the white matter that allows communication to and from grey matter areas, and between grey matter and the other parts of the body.
White Matter axons are protected by the myelin sheath, which provides insulation from the electrical processes. White Matter composes 60% of the brain.
Gray Matter composes 40% of the whole brain.
Gray Matter - The real processing is concluded in the grey matter. They have shorter axons without a myelin sheath.
Brain systems:
Forebrain | Midbrain | Hindbrain
The Forebrain
(Telencephalon [cerebral hemispheres], Diencephalon [thalamus and hypothalamus])
* Telencephalon
* Cerebrum (also called the Cerebral Cortex, Cerebral Hemispheres or Neo-Cortex) (Telencephalon) - The cerebrum consists of the cortex, large fiber tracts (corpus callosum) and some deeper structures (basal ganglia, amygdala, hippocampus). It integrates information from all of the sense organs, initiates motor functions, controls emotions and holds memory and thought processes (emotional expression and thinking are more prevalent in higher mammals).
Source: Rice U.
See Also: Functional brain map below
The neopallium is the top layer of the cerebral hemispheres, about 2 mm thick, and is involved in higher functions such as sensory perception, generation of motor commands, spatial reasoning, and in humans, language and conscious thought. Other names for the neopallium include neocortex , isocortex and homotypical cortex.
* Corpus Callosum - A bundle of nerve fibers (millions of axons from the cerebral cortex) that allows the two hemispheres to communicate.
Cerebral Lobes:
Source: Anatomy of the Brain
at The American Health Assistance Foundation
Frontal lobe - Involved in motor skills (including speech) and higher cognitive functions, conscious thought, short-term memory. The left frontal cortex seems to be the language area.
Expressive functions - Personality, emotions, and long-term memory. Reasoning, problem solving, and high-level thinking are also believed to be controlled by this area of the brain.
The left frontal lobe is active in doing exact math calculations.
Parietal lobe - Receives and processes all somatosensory input from the body (touch, pain)
Left parietal lobe performs analytical functions. Math approximations.
Temporal lobe - The processes auditory information from the ears, relates it to areas of the parietal lobe and the motor cortex of the frontal lobe. Also processes olfactory input.
Sensual information, aesthetics, beauty and form.
Occipital lobe - Receives and processes visual information directly from the eyes and relates this information to Wernicke's area in the parietal lobe and frontal lobe.
BA - Brodmann Area - Brodmann's map of cytoarchitectonics.
See: The Human Brain | umich.edu/~cogneuro
and Human brain - General features - Wikipedia
The frontal lobe has 3 main division consisting of the prefrontal cortex and the pre-motor area and the motor area. The pre-motor and motor areas of the frontal lobes contain nerves that control execution of voluntary muscle movement and the prefrontal cortex is responsible for personality and expression and the planning of complex cognitive behaviour..
The Prefrontal cortex consists of the dorsolateral frontal cortex and the orbitofrontal cortex. Source: Cognitive Neuropsychology 101: Frontal Lobes !
Besides the frontal cortex, the posterior parietal cortex clearly plays a role in voluntary movements, by assessing the context in which they are being made. The parietal cortex receives somatosensory, proprioreceptive, and visual inputs, then uses them to determine such things as the positions of the body and the target in space. It thereby produces internal models of the movement to be made, prior to the involvement of the premotor and motor cortices.
Source: The Brain From Top To Bottom | thebrianmcgill.ca
See The hindbrain for the Medulla, Pons and Cerebellum.
See brain map below for specific functional areas.
Limbic system - More evolutionarily primitive brain structures deep inside the brain. They are involved in many of our emotions and motivations, particularly those that are related to survival, such as fear, anger, and emotions related to sexual behavior. The limbic system is also involved in feelings of pleasure that are related to our survival, such as those experienced from eating and sex.
(Sometimes the Limbic System is classified as distinct from the Cerebrum)
Hippocampus - Control of the emotional response to a given situation. Also important for memory and learning..
Basal Ganglia - The basal ganglia are a group of structures, including the globus pallidus, caudate nucleus, subthalamic nucleus, putamen and substantia nigra, that are important in coordinating movement.
Amygdala - Reaction to fear. Receives signals of the potential danger and begins to set off a series of reactions that will help you protect yourself.
Cingulate Gyrus - Coordinates Sensory Input With Emotions. Emotional Responses to Pain. Regulates Aggressive Behavior.
Fornix - Connects the Hippocampus to the Hypothalamus
* Diencephalon - Inner Brain - Part of Forebrain next to Midbrain
thalamus - Involved in sensory perception and regulation of motor functions (i.e., movement). It connects areas of the cerebral cortex that are involved in sensory perception and movement with other parts of the brain and spinal cord that also have a role in sensation and movement
Hypothalamus and pituitary gland - These control visceral functions, body temperature and behavioral responses such as feeding, drinking, sexual response, aggression and pleasure.
Posterior lobe of the pituitary - Receives antidiuretic hormone (ADH) and oxytocin from the hypothalamus and releases them into the blood.
See Cervical Xray on the spine page.
Cerebellum & Pons see hindbrain below.
Brainstem
- The brainstem connects the brain and the spinal cord. It consists of the medulla (an enlarged portion of the upper spinal cord), pons and midbrain (lower animals have only a medulla). The brainstem controls the reflexes and automatic functions (heart rate, blood pressure), limb movements and visceral functions (digestion, urination).
The Midbrain (mesencephalon)
The midbrain (mesencephalon) occupies only a small region in humans (it is relatively much larger in "lower" vertebrates).
Tectum - Controls Auditory and Visual Responses.
Tegmentum - Attention Control Mechanism and awareness. Controls Motor Functions. Regulates Some Autonomic Functions.
Ventral Tegmental Area (VTA): Packed with dopamine-releasing neurons, which relay messages about pleasure through their nerve fibers to nerve cells in a limbic system structure called the nucleus accumbens. Still other fibers reach to a related part of the frontal region of the cerebral cortex. So, the pleasure circuit, which is known as the mesolimbic dopamine system, spans the survival-oriented brainstem, the emotional limbic system, and the frontal cerebral cortex.
Isthmus - midbrain-hindbrain junction
The Hindbrain (rhombencephalon)
Pons - Contains many cranial nerves (Nerves such as the facial nerves, which emerge from the brainstem rather than the spinal cord). It contains the Pontine Sleep Center, which is important for the level of consciousness, and the Respiratory Centers, which along with the Medullary Respiratory Centers help control Respiratory Movements.
Cerebellum - The cerebellum is located behind the brain stem. The cerebellum integrates information from the vestibular system (region of the inner ear that helps with balance) that indicates position and movement and uses this information to coordinate balance, posture and limb movements.
Medulla Oblongata - Controls autonomic functions (such as breathing, heartbeat, sneeze, cough, swallow, vomiting). Processing of inter-aural time differences for sound localization.
The Vagus nerve is the tenth cranial originating from the medulla oblongata. See Cervical Xray on the spine page.
Vagus Nerve
The vagus nerve is the longest of the cranial nerve. Its name is derived from Latin meaning "wandering". It does not go thru the spinal cord, but from the medula (part of the brainstem) down the neck, to the chest and abdomen.
The pharyngeal branch travels between the internal and external carotid arteries and enters the pharynx at the upper border of the middle constrictor muscle. It supplies the all the muscles of the pharynx and soft palate except the stylopharyngeas and tensor palati.
The superior laryngeal nerve branches distal to the pharyngeal branch and descends lateral to the pharynx.
The third branch is the recurrent branch of the vagus nerve and it travels a different path on the left and right sides of the body.
Speech is permitted through a branch of the vagus nerve, the laryngeal nerve, which innervates the larynx.
In the thorax branches go to the lungs for bronchoconstriction, the esophagus for peristalsis and the heart for slowing of heart rate. In the abdomen branches enter the stomach, pancreas, small intestine, large intestine and colon for secretion and constriction of smooth muscle.
See Vagus nerves at Medical Look Human Anaatomy
Vagus nerve in health.
Brain Map:
Source: The Columbia College of Physicians and Surgeons Complete Home Medical Guide
See also the Functional brain map from Science Daily
Other Maps:
Hidden Talents-- 113 Brain Maps
Brain Map - Broca's Area - wizardofads.com.au
Techers Guide at NIH.gov
Divisons of the Nervous System System at Neuroscience for Kids
A new brain atlas and database developed by the International Consortium for Brain Mapping (ICBM), uses an anatomically labeled brain template. The Laboratory of Neuro Imaging (LONI) at UCLA has a Data Immersive Visualization Environment (DIVE) for Brain Visualization.
Logic+Emotion: Creativity 2.E by David Armano
Central Nervous System at Human Physiology by Frank Orme at aol Hometown
How your brain works at HowStuffWorks.com
Comparative Mammalian Brain Collections at BrainMuseum.org
Functional brain map from Science Daily by Daniel Oldjira Fufa.
Other Brain Maps at: headInjury.com, Hidden Tallents
The NIH Blueprint - Non-Human Primate (NHP) Atlas will generate an atlas of gene expression in the developing rhesus macaque brain. They have contracted with the Allen Institute for Brain Science in Seattle and the UC Davis MIND Institute for this project.
Brain Structures and their Functions at Bryn Mawr College.
The brain functions by sending electrical signals from one place to another. Very small charges pass between nerve cells, accompanied by changes in electrical potential, in voltage. This activity can be measured and displayed as a wave form called brain wave or brain rhythm.
Brain waves are measured with an electroencephalogram (EEG) by placing electrodes on the scalp and measuring voltage differences.
Frequency band (cycles/second) Name of Wave Band Description
1 - 3 Delta Generally strongest when a person is in a deep dreamless sleep.
4 - 7 Theta May be associated with dreamy, creative, intuitive states.
8 - 12 Alpha Associated with a calm and relaxed state when the person is not thinking.
12 - 16 SMR Sensorimotor rhythm (SMR) is associated with physical stillness and body presence.
15 - 30 Beta Associated with being alert, with normal thinking, with processing information.
40+ Gamma (Sometimes included in Beta). Associated with intensely focused thought. Brain state of hyperalertness, perception, and integration of sensory input. Tibetan Buddhist monks had high Gamma activity during meditation.
The brain and spinal cord are made up of many cells, including neurons and glial cells.
90% of the brain is glial cells; they provide support functions for the neurons.
There are 100 Billion neurons in the brain.
The neuron body contains organelles such as mitochondria, endoplasmic reticulum,
and a nucleus (which contains DNA).
The dendrites radiate out from the cell body. They are specialized for
receiving information from other neurons. Dendrites act like antennae for nerve cells.
The axon generally carries nerve impulses away from the cell body.
Usually only one axon sprouts off of the cell body, but it may have many
branches conecting to dendrites on many other neurons..
Axons convey information from one part of the brain to antoher.
They may be up to a meter long.
(A Giraffe's primary afferent axon (from toe to neck) is 15 feet long.)
The Synapse is the point of connection between two neurons (axon
and dendrite) or between a neuron (axon) and a muscle or gland.
Boutons are where synapes occur.
At birth, a babty already has about all of the neurons it will ever have, but it will continue to develop synapses as it learns throughout it's life. . It's brain doubles in size in the first year, and by age three it has reached 80 percent of its adult volume.
Even more importantly, synapses are formed at a faster rate during these years than at any other time. In fact, the brain creates many more of them than it needs: at age two or three, the brain has up to twice as many synapses as it will have in adulthoo. These surplus connections are gradually eliminated throughout childhood and adolescence, a process sometimes referred to as blooming and pruning. Baby's Brain Begins Now: Conception to Age 3 | Urban Child Institute
Different Types Of Neurons
There are different types of neurons. They all carry electro-chemical nerve signals, but differ in structure (the number of processes, or axons, emanating from the cell body) and are found in different parts of the body.
Sensory neurons or Bipolar neurons carry messages from the body's sense receptors (eyes, ears, etc.) to the Central Nervous system (CNS). They include the senses, sight, hearing, taste and feeling, touch, pain, temperature. Sensory neuron account for 0.9% of all neurons. (Examples are retinal cells, olfactory epithelium cells.)
Motoneurons or Multipolar neurons carry signals from the CNS to the muscles and glands. These neurons have many processes originating from the cell body. Motoneurons account for 9% of all neurons. (Examples are spinal motor neurons, pyramidal neurons, Purkinje cells.)
Interneurons or Pseudopolare (Spelling) cells form all the neural wiring within the CNS. These have two axons (instead of an axon and a dendrite). One axon communicates with the spinal cord; one with either the skin or muscle. These neurons have two processes. (Examples are dorsal root ganglia cells.)
Source: NIH
Note: Some articles state that appendages of a sensory neuron that comes from the nerve ending is a dendrite.
Women have 10% more neurons.
You loose 10% over a lifetime.
A typical neuron is 10 microns (µm) (.01 mm) in diameter. (See size)
They vary in size from 4 microns (.004 mm) to 100 microns (.1 mm) in diameter.
Their length varies from a fraction of an inch to several feet.
The cell body of a motor neuron is approximately 100 microns (0.1 millimeter) in diameter.
Neurotransmission
Source: Rn Continuing Education
When a dendrite is stimulated in a certain way, the neuron to which it is attached suddenly changes its electrical polarity and may fire, sending a signal out along its single axon where it may be picked up by the dendrites of other neurons.
A typical neuron has about 1,000 to 10,000 synapses (that is, it communicates with 1,000-10,000 other neurons, muscle cells, glands, etc.). It has been estimated that there are 1 quadrillion synapses (the gap between the axon terminal and the receiving cell) in the human brain. That's 1015.
The synapses therefore constitute an exceedingly complex wiring system that surpasses by many orders of magnitude the complexity of even the most advanced supercomputers.
A computer model constructed from an actual 3-d microscopic photo of a single cortical neuron.
The cell body (soma) is represented in blue.
Dendrites appear in green, and the axons are red.
The white dots represent the locations of boutons, where synapses occur.
Source: Visualizing Neurons at the U. of Alabama
Infant brain development:
At birth, a baby's brain contains 100 billion neurons, and almost all the neurons the brain will ever have.
A 2011 article says,
At birth, the number of synapses per neuron is 2,500, but by age two or three, it's about 15,000 per neuron.
More synapses are created and some that are seldom or never used are eliminated.
New research says New research in 2017 says there are over 1 million new connections per second in the first few years of life.
Bulletin #4356, Children and Brain Development: What We Know About How Children Learn - Cooperative Extension Publications - University of Maine Cooperative Extension 2011
New Research Shows Significantly More Neural Connections Formed During Early Years Than Previously Thought - First Five Years Fund, 2017
Source: Brain Architecture | developingchild.harvard.edu, 2009
Life Stages Of The Brain : TED Radio Hour : NPR
See other diagrams at: Spine under health,
UNM.
Mapping the Mind, by Rita Carter
The Human Brain: An Introduction to Its Functional Anatomy by John Nolte
Synaptic Self: How Our Brains Become Who We Are, by Joseph Ledoux.
Bulletin #4356, Children and Brain Development: What We Know About How Children Learn - Cooperative Extension Publications - University of Maine Cooperative Extension
Intelligence and Age
Neuroscience and Athletics
History of Neuroscience including Nobel Prize winners
Brain Cranium issues in health
Brain Facts at the Society for Neuroscience
Interviews - Clotaire Rapaille, The Reptillian Brain and Persuasion | FRONTLINE | PBS
neurons at Georgia Perimeter College
Neuroscience for kids at U. of Washington
Brain Cells at EnchantedLearning.com
Human brain - General features - Wikipedia
Pittsburgh Supercomputing Center (PSC) Visualizations for Gray Matters: The Brain Movie
Introduction to Neuroanatomy
Overview of Neuron Structure and Function at the NIH
Mental and neurological diseases
Neuroscience Glossaries at csuchico.edu, ualberta.ca, Society for Neuroscience (SFN) (sfn.org), Neuroscience at a Glance (medicalNeuroscience.com)
Organization of the Nervous System at John W. Kimball's Biology Pages
Return to NeuroScience
last updated 14 June 2014 | RedPajamaCommonCrawl_7859499669789683145 | Slimpajama627bTrain/chunk1 |
Favorite bike commuting advice I've received: You can never have too many lights.
#1 tip for beginning bike commuters: Start as a fair-weather rider; pick the nice days to get the hang of things.
Other Bicycling interests: Taking our shih-tzu dogs for a ride in the bike trailer, recreational rides to local craft breweries.
Other interests: playing piano, enjoying my yard, sampling the local restaurants and craft beers.
Favorite bike commuting advice I've received: There is no bad weather, just bad clothing choices.
#1 tip for beginning bike commuters: Find a group to ride with because it's a lot of fun.
Other interests: I love animals and I do a lot of volunteer work and fostering. Also, love cooking vegan food.
#1 trip for beginning bike commuters: Dress for the weather, and be visible.
Other Bicycling interests: Checking out other cities' bike infrastructure.
Other interests: Music - I play the trumpet.
#1 trip for beginning bike commuters: Carry a spare tube and way to inflate it!
Other Bicycling interests: Touring; Fun Group Rides, especially ones with donuts!
Favorite bike commuting advice I've received: Make sure people can see you on dark mornings!
How often I commute: 2-3 times a week on average when the weather is above freezing. Less often in the winter when I switch to spin classes.
Favorite Bike Commuting Advice I've received: Start your commute colder than you want since you will heat up as you ride….depending on commute length.
#1 Tip for beginning bike commuters: Light it up! Make sure you have lights on (blinking or solid) even during daylight hours. Makes it easier to be seen not only by vehicles but also by other trail users.
# years bike commuting: I've commuted by bike since I learned how to ride a bike as a child, so for 47 years so far.
Commuting Bike: Co-Motion Nor'wester touring bike, outfitted with rack, panniers, lights.
How often I commute: I lead the bike train on Bike-in Breakfast dates, but mostly commute to Bicycle Garage Indy North store (where I work / have my office) commute 2-3 times a week when it's nice weather and commute to/from the bike ride I lead at the store. I commuted to/from work about 900 miles last year.
Favorite bike commuting advice I've received: Best commuting routes for bikes are generally not the same as best commuting routes for motor vehicles.
#1 trip for beginning bike commuters: Check out your bike commuting route on a day when you have no time commitments (like on a weekend) so you know what your route is and how long it's going to take you.
Other Bicycling interests: I like to explore areas by bike on day trips - recreational riding. I also enjoy leading group rides, teaching people of all ages to learn how to bike for the first time.
Other interests: Photography, music (am a classically trained pianist), playing euro board games. | RedPajamaC4_-8316491412754597626 | Slimpajama627bTrain/chunk1 |
Q: Javascript regex matching string ending with number inconsistent I have the following regex patterns that matches all the 'act' that ends with numbers within a list of URLs.
Regex pattern /\/ch(\d+)\/act(\d+)/gi
Javascript code
pageSrc[1] = "../ch01/index.html";
pageSrc[2] = "../ch01/act01/1.html";
pageSrc[3] = "../ch01/act01/2.html";
pageSrc[4] = "../ch01/act02/1.html";
pageSrc[5] = "../ch01/act02/2.html";
pageSrc[6] = "../ch01/actx/1.html";
var pattern = /\/ch(\d+)\/act(\d+)/gi;
for(var i=0; i<pageSrc.length; ++i){
var hasAct = pattern.test(pageSrc[i]);
console.log(hasAct);
}
The expected results and actual results
| String | Expected Result | Actual Result |
| pageSrc[1] | false | false |
| pageSrc[2] | true | true |
| pageSrc[3] | true | *FALSE |
| pageSrc[4] | true | true |
| pageSrc[5] | true | *FALSE |
| pageSrc[6] | false | false |
Am not sure why pageSrc[3] won't return true. I used the regEx tester on gskinner.com and it worked fine, here is the link http://gskinner.com/RegExr/?344ap
Can anyone help me take a look please? thanks in advance!
A: You are using /g. Remove that flag to make it work.
The g flag makes the regex start matching from pattern.lastIndex (the index where the previous match ended), until it fails, and then start at 0.
A: Remove the g flag. From the RegExp.test documentation:
As with exec (or in combination with it), test called multiple times on the same global regular expression instance will advance past the previous match.
You don't want a global search when reusing a pattern like this.
> var pageSrc = [];
> pageSrc[1] = "../ch01/index.html";
pageSrc[2] = "../ch01/act01/1.html";
pageSrc[3] = "../ch01/act01/2.html";
pageSrc[4] = "../ch01/act02/1.html";
pageSrc[5] = "../ch01/act02/2.html";
pageSrc[6] = "../ch01/actx/1.html";
var pattern = /\/ch(\d+)\/act(\d+)/i;
for(var i=0; i<pageSrc.length; ++i){
var hasAct = pattern.test(pageSrc[i]);
console.log(i, hasAct);
}
0 false
1 false
2 true
3 true
4 true
5 true
6 false
| RedPajamaStackExchange_-8910111194381084462 | Slimpajama627bTrain/chunk1 |
By JILL YOUNG MILLER Staff Writer
Drift fishing. The principle is simple.
Take a boat out to sea. Point the boat into the wind, cut the engine and let the wind turn the boat and push the boat slowly, sideways, anchorless, over a reef or a wreck.
Where fish are likely to congregate.
Then you drop your hook and bait, and wait.
Adrift.
-- "The police, they beat me up."
That's Steve talking, Steve who "ain't been in trouble for about six months."Steve, who's 18 and fishing from a boat for the first time in his life. "And they sprayed Mace in my face. A whole can of Mace."
Steve, who says the law nabbed him for burglary and auto theft. Steve, who tells you again about the Mace, then looks out at the gray-blue waves and says softly, like a hurt child, "Isn't that terrible?" It's terrible, too, that all days aren't as peaceful and wholesome as this one, if a person finds himself adrift.
Today, on a windy weekday in March, Steve and eight other teen-agers are fishing on the Flamingo, a 65-foot commercial drift boat based in Fort Lauderdale.
Capt. Allen Moudy owns the Flamingo. He normally charges passengers $20 apiece for an afternoon, but he invited these teens aboard to fish for free.
"I want to show them that there are some nice people out in the world, instead of trying to put them behind bars or being ugly with them," Moudy says.
"Really, what I want to get across to other business people in town is there are groups out there that need help," he says. "Darn it, let's break loose and help these kids out. They're human, too. They got two eyes. They put their socks on the same way as we put our socks on, you know?" Who are these kids?
"I don't ask questions," Moudy says.
The teen-agers are in the custody of or under the supervision of the Florida Department of Health and Rehabilitative Services. As social worker Jennifer Tanis puts it, "Most have had contact with the law."
They're enrolled in a day program in Wilton Manors, operated by the non-profit Community Environments Inc. The program helps teens earn high school diplomas, get their driver's licenses, write their resumes, fill out job applications. It also takes them out for fun.
They've been to Metrozoo, Seaquarium, museums.
This is their first fishing expedition.
"I believe I'll catch one today," Julio, 17, tells social worker Tanis. "I'm going to catch a whale. Did you hear me, Jennifer? I'm going to catch a whale."
Tanis: "Would you settle for a sailfish?" "No, I'm going for a whale."
Tanis, who works for Community Environments, came up with the idea of taking her crew fishing, but it almost got away from her. "I was calling all different places, trying to get quotes for going out, and everybody had astronomical rates," she says.
Then she called Capt. Moudy.
"I explained to him who we are and what we do, and I asked him how much it would be and he said, 'Nothing.' I said, 'Nothing?"' That's something for a teen like Tim. The last time he went fishing he was about 8. He fished from a beach, but he doesn't remember what, if anything, he and his father caught.
"Now my dad's passed away," says Tim, 17, whose latest trouble is burglary.
He never went fishing again, until today.
"Man your poles!" Tim shouts, scrambling to the railing when the engine stops.
The starboard side of the boat is for fishing, the port side is for, well, vomiting over. Or escaping the wind, sitting and watching the water and the sky.
"I don't want to be no bum," Steve says, taking a break. "I don't want to be no thief. Or no drug dealer."
Those are the options?
"Now I'm thinking, I'm going to get me a job. And have a nice place. I want to live, have a good life, not die like everybody else."
Steve wants to be a basketball player, he says, or work with disabled people.
But for now, he wants to catch a fish.
"If I catch a big fish, could you take a picture of me with it in front of my face?" To protect their privacy, we can't photograph the teens' faces or report their last names.
"I haven't been in trouble for almost a year and a half, two years," says Jennifer, 16, watching a line the first mate set up to catch sailfish.
What did she do?
She's silent, then says, "I used to hang out with these people and we'd rob houses and, um, set fire to houses."
Those days are over, she says.
"I could never wake up and say I love myself. Now I can. I feel better about myself than I ever did," she says.
"I don't want to be in courts all my life. I don't want to be in jail. I don't want to hurt my mom deliberately, all the time, all my life. When I do things wrong, it doesn't only hurt me. It hurts everybody, especially my family, who loves me."
Jennifer didn't want to go fishing because she gets seasick. But today she took Dramamine, and it's working.
"I'm not sick, thank God."
So she sits and waits, enjoying the salty air and watching for sailfish.
None of the teens catches anything today, but social worker Tanis says she thinks they'll all take something home with them: the knowledge that a stranger cared enough to provide them with poles, bait and a boat for the afternoon.
Yet a few of the teens don't even try. One spends the afternoon lying in the cabin, his jaw clenched when he's not sleeping. Someone turns on a boom box, blaring rap music. Someone else says to turn it off, to save the batteries.
"After a while you get used to the rocking," says Chris, 15, who has "no idea" how he ended up in this program but likes it, especially today.
"Fishing's cool," he says, smoking a cigarette and peering at the water.
Chris' dad died 10 years ago, and he and his mother don't get along, he says, so he lives in a "respite" home with other boys. His past includes "breaking and entering, stuff like that."
And his future?
About 15 seconds pass, then he says: "OK. I want to get a nice education. Make a lot of money. Help out my mom, because she has helped me out."
Later, as the Flamingo motors back to Fort Lauderdale, Chris sees something he wants along the Intracoastal Waterway.
"See that?" he says, nodding at a mammoth red brick house with white columns and an American flag flying over its lawn. "I'm going to have a house like that some day."
The Flamingo motors on. Soon the yachts lining the waterway catch Chris' eye.
"People who own those boats, you know what they do all day?" the boy asks. "Try to figure out how to spend their money." | RedPajamaCommonCrawl_-9186918716490844696 | Slimpajama627bTrain/chunk1 |
Mystic Seaport is about 10 miles east of New London in southeastern Connecticut.
Take Exit 90 and turn left at end of ramp onto Route 27 South. Proceed approximately 1/2 mile to the Seaport.
Take Exit 90 and from right lane, turn right at the light onto Route 27. Proceed approximately 1/2 mile to the Seaport.
Parking for cars with car-top 1Xs and 2Xs will be provided in the lot on the same side of the street as the Seaport at the new water access park just north of Latitudes Restaurant and the Seaport. Look for signs as you approach the Seaport from the North. Trailers will be parked in the larger lot across from the north entrance of the Seaport (as in previous years). | RedPajamaC4_2526063450981437249 | Slimpajama627bTrain/chunk1 |
The Summit + is a great mid-high-range vaporizer selling at $150. For this price this is the best you can get! I will not exaggerate by saying that there are much more expensive vaporizers that preform half of this one.
The Summit Plus, very much like his older brother, the Summit, is a portable and lightweight vaporizer. It feels nice in hand and is well made. With a rugged feel, great vapor quality and durability it makes this vape one of my favorites.
It's designed to work in extreme weather and outdoor activities making it perfect for extreme sports lovers. Of course this vaporizer is also perfect for home users (that only like to watch extreme sports from their couch).
What are the main differences between the Summit and the Summit Plus?
The best upgrade in my opinion is the free smartphone app – The Summit Plus is now Bluetooth enabled! The app has precise temperature and session time control, information about remaining battery and the option to boost your session temp in one click.
Bigger Battery – The Summit + lithium battery is a 3300mAh charged with a micro USB charging port and has a pass-through feature allowing to vape while plugged in charge.
Built-in Stir Tool – This is a small but cleaver feature. With the built-in stir tool you can stir your herbs (dauu!) and clean the oven.
Splash Proof – With IP54 certification against splashing water and dust, the Summit + is perfect for outdoor use.
The Summit + is a conduction vaporizer using direct draw as vapor delivery method (these can be a bit harder to draw from) but with this vape I didn't feel it was an issue at all, I got nice draws every time.
To start using the Summit + simply hold the Go button for 3 seconds and the vape will start heating. Do this also to power off. Heating time is fast and takes somewhere from 35-45 seconds.
You will get a vibration alert notification when reaching desired temperature (also will vibrate when switching vape on or off). Cool feature!
I like the "ergonomic design". The outer shell is a high-strength polycarbonate and the grip is a thermoplastic urethane. In simple words – it's very strong and feels tight in hand.
The dimensions of the Summit Plus are 4.5″ x 1.1″ x 1.4″ (11.4cm x 2.8cm x 3.6cm) and it weighs 0.3lbs (136g). Not so small like other vaporizers, but not meant for this purpose also.
With Go button in the middle, +/- buttons and LED interface that displays the temperature settings and battery level, this is a very user-friendly vaporizer.
It comes in three different colors: black, green and blue.
The Summit + features a laser welded stainless steel continuous pathway providing tasting vapor.
I really like vaporizers with a vapor pathway! For me it does most of the job in producing quality vapor. I truly like them more than others because the vapor cools down before it reaches my throat.
I could get very good taste out of the summit and at higher temps I got great clouds, that's the way I like it.
Everything! From a $150 vaporizer everything is more than expected. It's great to know that there's a vape that doesn't break bank but works excellent.
Great vapor quality, easy to use and of course the cool app that makes it much more fun to use.
I really tried to find something that makes me sad, it's rare that I don't find anything.
The only thing I can say here is that for some people (mostly women) with a smaller mouth, the mouthpiece can be a bit big and hard to vape from.
This review was made using the Summit Plus vaporizer by Vapium. It's also good for the Summit (non plus) but keep in mind that both sell for the same price so why buy the old version if you can buy the new one for the same price?
If you want to buy the Summit + vaporizer do that only at authorized dealerships, this promises you will get an original unit (no fakes) and a valid 2 year warranty. I recommend this store, it is an authorized dealership with excellent customer service and free shipping.
Please share your thoughts about the Summit Plus vaporizer, I'd also love to hear your own vaping experience.
Liked this review? I would be grateful if you use sharing buttons to pass on the word, thanks!
Join Our Regularly Giveaways & Receive Special Vaporizer Deals!
NOTE! We never send any spam emails or off topic stuff.
4th of July 2018 Vaporizer Sales & Deals!
© 2019 Vaposcan.com. All rights reserved. | RedPajamaC4_384584250876808680 | Slimpajama627bTrain/chunk1 |
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<h2 title="Uses of Class org.apache.taverna.server.master.common.Credential" class="title">Uses of Class<br>org.apache.taverna.server.master.common.Credential</h2>
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<div class="classUseContainer">
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<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing packages, and an explanation">
<caption><span>Packages that use <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Package</th>
<th class="colLast" scope="col">Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><a href="#org.apache.taverna.server.master">org.apache.taverna.server.master</a></td>
<td class="colLast">
<div class="block">The core of the implementation of Taverna Server, including the
implementations of the SOAP and REST interfaces.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colFirst"><a href="#org.apache.taverna.server.master.common">org.apache.taverna.server.master.common</a></td>
<td class="colLast">
<div class="block">This package contains the common XML elements used throughout Taverna Server's various interfaces.</div>
</td>
</tr>
<tr class="altColor">
<td class="colFirst"><a href="#org.apache.taverna.server.master.interfaces">org.apache.taverna.server.master.interfaces</a></td>
<td class="colLast">
<div class="block">Interfaces to the main worker classes that provide the magical power
that drives the webapp front-end.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colFirst"><a href="#org.apache.taverna.server.master.rest">org.apache.taverna.server.master.rest</a></td>
<td class="colLast">
<div class="block">This package contains the RESTful interface to Taverna Server.</div>
</td>
</tr>
<tr class="altColor">
<td class="colFirst"><a href="#org.apache.taverna.server.master.soap">org.apache.taverna.server.master.soap</a></td>
<td class="colLast">
<div class="block">This package contains the SOAP interface to Taverna Server.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colFirst"><a href="#org.apache.taverna.server.master.worker">org.apache.taverna.server.master.worker</a></td>
<td class="colLast">
<div class="block">A Taverna Server back-end that works by forking off workflow executors.</div>
</td>
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<h3>Uses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/package-summary.html">org.apache.taverna.server.master</a></h3>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/package-summary.html">org.apache.taverna.server.master</a> that return <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[]</code></td>
<td class="colLast"><span class="typeNameLabel">TavernaServer.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/TavernaServer.html#getRunCredentials-java.lang.String-">getRunCredentials</a></span>(<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> runName)</code> </td>
</tr>
</tbody>
</table>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/package-summary.html">org.apache.taverna.server.master</a> with parameters of type <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a></code></td>
<td class="colLast"><span class="typeNameLabel">TavernaServer.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/TavernaServer.html#setRunCredential-java.lang.String-java.lang.String-org.apache.taverna.server.master.common.Credential-">setRunCredential</a></span>(<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> runName,
<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> credentialID,
<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> credential)</code> </td>
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<h3>Uses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/common/package-summary.html">org.apache.taverna.server.master.common</a></h3>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing subclasses, and an explanation">
<caption><span>Subclasses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/common/package-summary.html">org.apache.taverna.server.master.common</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Class and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code>static class </code></td>
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.Dummy.html" title="class in org.apache.taverna.server.master.common">Credential.Dummy</a></span></code>
<div class="block">A credential that is just used for deleting credentials by ID.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colFirst"><code>static class </code></td>
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.KeyPair.html" title="class in org.apache.taverna.server.master.common">Credential.KeyPair</a></span></code>
<div class="block">A description of a credential that is a public/private key-pair in some
kind of key store.</div>
</td>
</tr>
<tr class="altColor">
<td class="colFirst"><code>static class </code></td>
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.Password.html" title="class in org.apache.taverna.server.master.common">Credential.Password</a></span></code>
<div class="block">A description of a credential that is a username and password.</div>
</td>
</tr>
</tbody>
</table>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/common/package-summary.html">org.apache.taverna.server.master.common</a> with parameters of type <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code>protected boolean</code></td>
<td class="colLast"><span class="typeNameLabel">Credential.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html#equals-org.apache.taverna.server.master.common.Credential-">equals</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> c)</code> </td>
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<h3>Uses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/interfaces/package-summary.html">org.apache.taverna.server.master.interfaces</a></h3>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/interfaces/package-summary.html">org.apache.taverna.server.master.interfaces</a> that return <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[]</code></td>
<td class="colLast"><span class="typeNameLabel">TavernaSecurityContext.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/interfaces/TavernaSecurityContext.html#getCredentials--">getCredentials</a></span>()</code> </td>
</tr>
</tbody>
</table>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/interfaces/package-summary.html">org.apache.taverna.server.master.interfaces</a> with parameters of type <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code>void</code></td>
<td class="colLast"><span class="typeNameLabel">TavernaSecurityContext.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/interfaces/TavernaSecurityContext.html#addCredential-org.apache.taverna.server.master.common.Credential-">addCredential</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> toAdd)</code>
<div class="block">Add a credential to the owned set or replaces the old version with the
new one.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colFirst"><code>void</code></td>
<td class="colLast"><span class="typeNameLabel">TavernaSecurityContext.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/interfaces/TavernaSecurityContext.html#deleteCredential-org.apache.taverna.server.master.common.Credential-">deleteCredential</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> toDelete)</code>
<div class="block">Remove a credential from the owned set.</div>
</td>
</tr>
<tr class="altColor">
<td class="colFirst"><code>void</code></td>
<td class="colLast"><span class="typeNameLabel">TavernaSecurityContext.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/interfaces/TavernaSecurityContext.html#validateCredential-org.apache.taverna.server.master.common.Credential-">validateCredential</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> c)</code>
<div class="block">Tests if the credential is valid.</div>
</td>
</tr>
</tbody>
</table>
</li>
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<h3>Uses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/rest/package-summary.html">org.apache.taverna.server.master.rest</a></h3>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing fields, and an explanation">
<caption><span>Fields in <a href="../../../../../../../org/apache/taverna/server/master/rest/package-summary.html">org.apache.taverna.server.master.rest</a> declared as <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Field and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></code></td>
<td class="colLast"><span class="typeNameLabel">TavernaServerSecurityREST.CredentialHolder.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/rest/TavernaServerSecurityREST.CredentialHolder.html#credential">credential</a></span></code>
<div class="block">The credential inside this holder.</div>
</td>
</tr>
</tbody>
</table>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing constructors, and an explanation">
<caption><span>Constructors in <a href="../../../../../../../org/apache/taverna/server/master/rest/package-summary.html">org.apache.taverna.server.master.rest</a> with parameters of type <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colOne" scope="col">Constructor and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/rest/TavernaServerSecurityREST.CredentialHolder.html#CredentialHolder-org.apache.taverna.server.master.common.Credential-">CredentialHolder</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> credential)</code> </td>
</tr>
<tr class="rowColor">
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/rest/TavernaServerSecurityREST.CredentialList.html#CredentialList-org.apache.taverna.server.master.common.Credential:A-">CredentialList</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[] credential)</code>
<div class="block">Initialise the list of credentials.</div>
</td>
</tr>
<tr class="altColor">
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/rest/TavernaServerSecurityREST.Descriptor.Credentials.html#Credentials-java.net.URI-org.apache.taverna.server.master.common.Credential:A-">Credentials</a></span>(<a href="http://docs.oracle.com/javase/7/docs/api/java/net/URI.html?is-external=true" title="class or interface in java.net">URI</a> uri,
<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[] credential)</code>
<div class="block">Initialise a description of the credentials.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colLast"><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/rest/TavernaServerSecurityREST.Descriptor.html#Descriptor-javax.ws.rs.core.UriBuilder-java.lang.String-org.apache.taverna.server.master.common.Credential:A-org.apache.taverna.server.master.common.Trust:A-">Descriptor</a></span>(javax.ws.rs.core.UriBuilder ub,
<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> owner,
<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[] credential,
<a href="../../../../../../../org/apache/taverna/server/master/common/Trust.html" title="class in org.apache.taverna.server.master.common">Trust</a>[] trust)</code>
<div class="block">Initialise a description of the security context.</div>
</td>
</tr>
</tbody>
</table>
</li>
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<h3>Uses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/soap/package-summary.html">org.apache.taverna.server.master.soap</a></h3>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/soap/package-summary.html">org.apache.taverna.server.master.soap</a> that return <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[]</code></td>
<td class="colLast"><span class="typeNameLabel">TavernaServerSOAP.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/soap/TavernaServerSOAP.html#getRunCredentials-java.lang.String-">getRunCredentials</a></span>(<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> runName)</code>
<div class="block">Get the credentials associated with the run.</div>
</td>
</tr>
</tbody>
</table>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/soap/package-summary.html">org.apache.taverna.server.master.soap</a> with parameters of type <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a></code></td>
<td class="colLast"><span class="typeNameLabel">TavernaServerSOAP.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/soap/TavernaServerSOAP.html#setRunCredential-java.lang.String-java.lang.String-org.apache.taverna.server.master.common.Credential-">setRunCredential</a></span>(<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> runName,
<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> credentialID,
<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> credential)</code>
<div class="block">Set a credential associated with the run.</div>
</td>
</tr>
</tbody>
</table>
</li>
<li class="blockList"><a name="org.apache.taverna.server.master.worker">
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<h3>Uses of <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> in <a href="../../../../../../../org/apache/taverna/server/master/worker/package-summary.html">org.apache.taverna.server.master.worker</a></h3>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/worker/package-summary.html">org.apache.taverna.server.master.worker</a> that return <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code><a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a>[]</code></td>
<td class="colLast"><span class="typeNameLabel">SecurityContextDelegate.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/worker/SecurityContextDelegate.html#getCredentials--">getCredentials</a></span>()</code> </td>
</tr>
</tbody>
</table>
<table class="useSummary" border="0" cellpadding="3" cellspacing="0" summary="Use table, listing methods, and an explanation">
<caption><span>Methods in <a href="../../../../../../../org/apache/taverna/server/master/worker/package-summary.html">org.apache.taverna.server.master.worker</a> with parameters of type <a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a></span><span class="tabEnd"> </span></caption>
<tr>
<th class="colFirst" scope="col">Modifier and Type</th>
<th class="colLast" scope="col">Method and Description</th>
</tr>
<tbody>
<tr class="altColor">
<td class="colFirst"><code>void</code></td>
<td class="colLast"><span class="typeNameLabel">SecurityContextDelegate.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/worker/SecurityContextDelegate.html#addCredential-org.apache.taverna.server.master.common.Credential-">addCredential</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> toAdd)</code> </td>
</tr>
<tr class="rowColor">
<td class="colFirst"><code>abstract void</code></td>
<td class="colLast"><span class="typeNameLabel">SecurityContextDelegate.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/worker/SecurityContextDelegate.html#addCredentialToKeystore-org.apache.taverna.server.master.common.Credential-">addCredentialToKeystore</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> c)</code>
<div class="block">Adds a credential to the current keystore.</div>
</td>
</tr>
<tr class="altColor">
<td class="colFirst"><code>protected void</code></td>
<td class="colLast"><span class="typeNameLabel">SecurityContextDelegate.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/worker/SecurityContextDelegate.html#addKeypairToKeystore-java.lang.String-org.apache.taverna.server.master.common.Credential-">addKeypairToKeystore</a></span>(<a href="http://docs.oracle.com/javase/7/docs/api/java/lang/String.html?is-external=true" title="class or interface in java.lang">String</a> alias,
<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> c)</code>
<div class="block">Adds a credential to the current keystore.</div>
</td>
</tr>
<tr class="rowColor">
<td class="colFirst"><code>void</code></td>
<td class="colLast"><span class="typeNameLabel">SecurityContextDelegate.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/worker/SecurityContextDelegate.html#deleteCredential-org.apache.taverna.server.master.common.Credential-">deleteCredential</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> toDelete)</code> </td>
</tr>
<tr class="altColor">
<td class="colFirst"><code>abstract void</code></td>
<td class="colLast"><span class="typeNameLabel">SecurityContextDelegate.</span><code><span class="memberNameLink"><a href="../../../../../../../org/apache/taverna/server/master/worker/SecurityContextDelegate.html#validateCredential-org.apache.taverna.server.master.common.Credential-">validateCredential</a></span>(<a href="../../../../../../../org/apache/taverna/server/master/common/Credential.html" title="class in org.apache.taverna.server.master.common">Credential</a> c)</code> </td>
</tr>
</tbody>
</table>
</li>
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</li>
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By James Alexander Gordon on 6th September 2013
ECS4 2016ECS4 2016 Virtuals
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Cookies are small bits of data that are being sent from the websites a user visits and downloaded to their computers.They appeared immediately after the introduction of the World Wide Web (WWW) and are now widely used.By using these particular pieces of information, websites have the capability to offer customized services covering the personalized needs …
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ACE2020, Online from Tokyo, Japan
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Dubai Conference Series 2017IICLLDubai2017
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Social Bond of Indonesian Higher-Education Students Who Access Facebook
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Adult and lifelong learning
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Language and Technology
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Performing Arts Practices: Theater, Dance, Music
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ECAH2017Oral Presentation
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Education, post-colonialism and globalisation
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Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
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This study introduces the theoretical basis for the articulatory distance in foreign language learning context, which serves to find the efficient and optimal path to correctly pronounce the consonants of the target language in a learner-language-sensitive way, i.e. taking into account the operational difficulties for different learners who already have their own specific phonological system. …
Language Development & Literacy
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Situated in a bounded socio-geographical context (i.e., Vancouver, Canada), this ethnographic individual case study provides an in-depth analysis of a bilingual young girl's home literacy practices of meaning-making established across semiotic modes (i.e., linguistic, visual, audio, spatial, embodied, kinesthetic) during the COVID-19 pandemic. Framed within multimodality as its main theoretical perspective and drawing and play …
Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Exploring Filipino Kindergarten Children's Concepts of the Environment: A Study of Drawings
The success of Environmental Education (EE) is based on how the curriculum helps students develop the "right" relationship with the environment. EE scholars reveal that environmental problems arise not because EE approaches have failed but because people connect with the environment differently. Hence, educators should understand students' views of the environment before formulating environmental science …
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Philosophy - Philosophy and Technology
AI Ethics in Next Generation Wireless Networks: A Philosophical Outlook
Artificial Intelligence (AI) algorithms are playing a great role in modern society nowadays. Developing AI-based algorithms more intelligent than humans, for example, it has beaten humans in many specific domains such as chess, and ensuring the use of their advanced intelligence for good rather than bad raises a lot of ethical issues including safety, security, …
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ECERP2016ECS2 2016
Eusebism and the Unified Theory of Rights
In ancient Greece was coined the term εὐσέβεια to define a sense of respect of exceptional magnitude, as the two terms used implied "ευ" (good) and "σέβομαι" (to respect, revere). We live in what Bobbio described as "the age of rights" and new rights are raising everywhere, as well as the proposals to recognize new subjects …
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Interdisciplinary Art and Design Projects
Sonic Kinesthetic Forest: Listening to and Dancing With Trees
Sonic Kinesthetic Forest is an interdisciplinary research project and pedagogical investigation that uses sensory-based, creative methods of drawing, sound, and movement for connecting humans more viscerally to trees and forest landscapes. Our work responds to David Abram's premise in The Spell of the Sensuous that sensory practices are vital for mitigating human disembodiment, desensitization and …
By James Alexander Gordon on 21st February 2022
Film Criticism and Theory
Wolves on the Prairie and Worms in the Sand: From Colonizer to Colonized – The Inversion of Principalities in Western Films
There is a consistent desire to locate the worldview on animals. In the Cheese and the Worms, Carlo Ginzburg (1992) describes the universe in the mind of a medieval miller: the universe was formed from chaos, as if cheese had been curdled from milk; angels first appeared as maggots born from cheese. This implies the …
By James Alexander Gordon on 3rd May 2022
Becoming-other to Belong: Radical Eco-Cosmopolitan Subjectivity in Jeff Noon's Nymphomation
Critiques of the Industrial Revolution pair it respectively with the twin evils of alienation and the advent of the anthropocene. Such arguments suggest that mechanical and digital technologies alienate individuals from each other and undermine their responsibility towards the future vitality of the places they inhabit. While many environmentalists have proposed a re-emphasis upon the …
FilmAsia2016MediAsia FIlmAsia 2016
The Off-Screen Space and the Silent Fragments in Andrei Tarkovsky's Films
This paper discusses two major films by the Russian director Andrei Tarkovsky, Ivan's Childhood (1962) and Andrei Rublev (1966). Both films are set in the background of turbulent periods in Russia. The two main characters, Ivan and Rublev, however, are ordinary individuals rather than war heroes. Their most significant aspect is that in the chaotic …
ECSEE2018
Resilience Must Cope with Increasing Natural Hazards in Europe
Rampant European flooding in recent years reminds us of the natural hazards facing Europe. The North Sea has a history of ferocity. Europe has also faced seismic and volcanic risks, landslides, tsunamis and wildfires. The Great Lisbon Earthquake of 1755 and the Storm of 1703 are historic reminders of the perils facing Europe.Risks are not …
Perceived Barriers to, and Benefits of Physical Activity Among Injured or Sick British Military Veterans: A Behaviour Change Wheel Perspective
Background Physical activity (PA) has been shown to have many positive benefits for wounded, injured, and/or sick (WIS) British military veterans. Before PA is promoted in this population, however, it is important to understand the perceived barriers to, and benefits involved. Yet, to date, research has not explored this topic; despite many WIS veteran PA …
By James Alexander Gordon on 27th September 2019
ACP2018Uncategorised
Social Innovation: Towards Community Wellbeing and World Peace: A Case Study of Weixin Shengjiao I Ching University's Lifelong Learning
The global environment is facing natural drastic changes. The rapid changes have eroded our humanistic values. The implementation of humanistic education has become a most concerned issue to all countries, and lifelong learning has also become a good prescription. However, "lifelong learning" has always been a popular slogan. How lifelong learning affects people's heart and …
By James Alexander Gordon on 9th April 2018
ECE2018
Participatory Processes and Co-Creation Methods as Paths toward Innovation: Evidence on the Application of Participatory Methods in Secondary Schools
This paper provides evidence of the possibilities of participatory processes and co-creation techniques as an effective way to approach the process of diagnose, analysis and prescription of any given challenge. We argue that the entering of innovation in the classroom by means of the adaptation of pre-existent participatory tools -according both to the intended goal …
ISSN: 2189-1001 –The Asian Conference on Business and Public Policy 2021: Official Conference Proceedings
ACBPP2021 – Online from Tokyo, Japan
Monday, November 1 – Tuesday, November 2, 2021
Professional Concerns, Training and Development
Who Am I? Omani English Language Teachers Professional Identities
This presentation will shed some light on the concept of teacher professional identity and the impact of educational policies on the development of this identity from both theoretical and practical perspectives. The initial findings of the research conducted on Omani English language teachers professional identities will be discussed and revealed. This presentation will draw on …
Jurisdictional Issues in Cross Border Hacking
Increase in use of cyber technologies and at the same time increasing trends in the related crimes, compelled the scholars to discuss about the respective. During the regulation of the cyber world, one of the major problems, which was witnessed was the clash between the transnational internet and national law(s) because online activities are not …
Sustainable Management for a Long-Term Caring Center Taking Community Service as a Moderating Role
According to Ministry of Interior, there were more than 2.6 million people older than 65 years in Taiwan. It consisted of 11.15% of the whole population. Long-term caring for senior persons in Taiwan is now a booming business that delicate business prescription is a must for any private institution. No more than 48 beds in …
By James Alexander Gordon on 6th November 2015
Education and post-colonialism
De-colonizing Canadian Post-Secondary Education
In Canada, the recent Truth and Reconciliation Committee of Canada Report (2015) revealed the devastating impact of over a century of forced assimilation on Indigenous peoples. In the educational context, assimilation manifested itself in the residential school system, a system which existed from the late 19th century until 1996 and whose mandate was to "Kill …
By James Alexander Gordon on 21st October 2015
IICLLHawaii2016Paper Available
Geography of German Daycare Centers and its Association with the Preschoolers' Sociolinguistic Characteristics
Purpose: Language acquisition is associated with or influenced by a number of factors which can be called sociolinguistic, social/sociological or demographic. Among other things, children cannot avoid being influenced linguistically by their peers and other contact persons from their neighborhood. Also, neighborhood might be a correlate of several factors influencing language acquisition. This study aimed …
By James Alexander Gordon on 18th January 2016
The Utilities of New Media for Indonesian Organic Community
Making a commitment to eat healthy food is a great start towards a healthier life. Organic food has become very popular issue in Indonesia because it provides a variety of benefits. But in fact, as the biggest agricultural country in the world, people in Indonesia is not really aware about organic food. Consequently, Organic Community …
By James Alexander Gordon on 31st January 2014
Web-Based Science Learning as Innovative Instruction
There are so many mediums of technology, which is radically redefined in order to obtain communication and change the view of teaching and learning. The widespread use of the World Wide Web (www) extended the capacity of the different educational institutions involved in training to extend the possibilities of e-learning. There are a lot of …
Equity and Meritocracy in the Singapore Education System: Can There Be a Balance?
The Republic of Singapore is a small multiracial and multicultural island-nation. While the Malays are recognized as the country's indigenous group, they make up less than 14% of the total population. The Chinese, being the dominant group, form 75%, while the Indians, at 8%, are represented as another minority group. The rest of the population …
Energy: Renewable Energy and Environmental Solutions
Game Analysis on Stakeholders of Low-Carbon Building Market Promotion
Recently, the climate change has become a globe issue influencing human survival and development and all countries have taken steps to reduce carbon emissions to address climate change. Low carbon building is one of the effective methods to deal with climate change. However the low carbon building market is developing slowly. Thus, it is necessary …
Teaching Experiences, Pedagogy, Practice & Praxis
An Investigation Into the Efficacy of Students-as-partner Pedagogy in a Singapore University Education Learning Context
In Students-as-partner (SAP), students work in partnership with staff members in higher learning institutions to facilitate deeper learning in students by promoting student engagement. While SAP's impact on student consultants and staff members directly involved in partnership is generally well and widely researched, relatively little is reported about its application on student learning in an …
Reaching Global Audiences Through Platform Partnerships
This presentation will walk through how the University of Virginia has partnered with third-party platforms to reach global audiences. Data on the massive open online course (MOOC0 portfolio of the University of Virginia and the related metrics on enrollments and completions will be reviewed. The content strategy of the University utilizing courses and specializations to …
Qualitative/Quantitative Research in any other area of Psychology
The Risks of Purchasing Superficies Right-Based Housing: The Perspective of Consumer Protection
This paper investigates the risks of buying superficies right-based housing for consumers and takes the Zone T-9 development project in Taipei city as a case study. It explores the potential risks consumers face when purchasing such housing and the question of how they can safeguard their personal rights and interests. Interviews were conducted with scholars …
By James Alexander Gordon on 26th March 2015
Using the Elaboration Likelihood Model (ELM) to Investigate Consumers' Purchase Intention: Usana as an Example
The sudden boom in direct selling business in recent years has drawn a considerable number of participants. The mechanism that makes the participants stand out and entices consumers to buy products is crucial to them. This study explores the impact that two independent variables, which are argument quality (central path) and source expertise (peripheral path), …
ACSS2017Oral Presentation
Risk Management and Profit-Loss Analysis of Foreign Currency Risks During Low-Interest-Rate Periods: A Case Study of NTD/NZD
In recent years, central banks in many countries have adopted quantitative easing monetary policy which induces lower-interest-rates; take Taiwan as an example, currently the interest rates for short-term (one year or shorter) time-deposits range from .1%~1%. Yet, foreign banks offer short-term deposits with interest rates between 1%~5% which greatly welcome by investors. The drawback for …
By James Alexander Gordon on 2nd June 2017
Media and Mass Communication - Critical and Cultural Studies, Gender and Communication
Hello Kitty's Popularity and Its Change of Representation
Since it was introduced in the market in 1974, Hello Kitty, a fictional white cat, became a Japanese cultural icon and has been attributed as being ��kawaii�� (��cute��). Characters of Kitty have been used in a myriad of ways like iPods, PCs, Nintendo 3DS, Play Station, games, telephone, televisions, buses, jewelries, coins, and etc. Many …
Linguistics, Language and Psychology/Behavioral Science
Exploring Consumers' Intention to Accept Smartwatch
Smartwatch is currently the most popular form of wearable technology, a promising category of information appliances. As an integration of classic timepiece and fashionable IT industries, smartwatch is a challenging business since both of the industries used to have very different marketing strategies. However, there are few studies having discussed about consumers' attitude toward such …
ACEID2016Paper Available
The Audit Commission of Local Government in the UK
This paper examines the Audit Commission of local government in the United Kingdom. The function of the Audit Commission, established in 1983 as an independent public corporation and dissolved in 2015, is to audit administration by the local authorities. However, in fact, the Audit Commission has been playing roles of the policy maker and influencing …
Technology and Society – Green Computing: ICT, Sustainability, Energy and the Environment
The Mediating Effects of Green Product Design on Economic Performance of Reverse Logistics: A Conceptual Study
The dwindling of natural resources and higher demand for landfill space fuelled the concept of sustainable consumption. For decades, buy and throwaway society created a string of negative environmental consequences and a positive change is taking place as developed nations take the lead in closing the supply chain loop via extended producer responsibility (EPR). Returns …
Business Administration and Business Economics, Marketing, Accounting
Online Reviews in an E-Commerce Environment: Impact on Brand Trust and Consumer Equity
This study adopts a quantitative approach using a factorial between-subjects experimental design to determine the effects of online reviews on brand trust and consumer equity. Customer equity links closely with customer value, brand value and relationships unlike willingness to buy. An online user discussion forum was purpose-built to conduct experimental research for this study, using …
Community, Peace and Sustainability: Leveraging Institutional Positionality to Affect Local and System Change
In October 2018 the IPCC published a predictable, but no less grim, report on where 'we' are situated vis a vis climate change and what is yet to unfold. Despite over a hundred years of scientific concern from scientists on the human effects of industrialization and globalization we now face out of control wildfires, drought, …
Community Radio Use to Providing Knowledge of Media Literacy among the Elderly in Rural, Thailand
The consequence of attempts to radio broadcasting reform in Thailand has been delayed more than 15 years. It's causing emptiness and establishing community radio stations without monitored almost 8,000 stations all over Thailand, which mainly produced the programs for commercial and political purposes. It does not conform to the principle of the community radio in …
Learning Experiences, Student Learning & Learner Diversity
Reflection of Sustainable Entrepreneurial Intent Among the Learners on Completion of Courses on Sustainability
The increased awareness of destruction created by human behavior is serving as fuel to stand together for a sustainable planet as a society. The irrational behavior towards society and the environment has moved us closer to global crises like global warming hunger & poverty. The studies in recent times prove the learned consumers are attracted …
Education and Technology: Teaching, Learning, Technology and Education Support
Learning Media of Currency Introduction for Children with Special Needs
Application of Information Technology and Communication (ICT) has no longer been uncommon and has reached almost every aspect of human lives, including education and learning aspects. The learning media in this study is targeted at children with special needs. It is constructed based on the standard curriculum for mathematics, especially the topics related to numbers, …
Is there any Connection/Relation between Ad Creativity and "Old Brain"? Analyzing Awarded Advertisements through Neuromarketing
Creativity is a central component of advertising success and in a close relation with the other components like getting interest and attention. Many awards in the advertising business focus on creativity, only a few focus on the effectiveness of advertising. Neuromarketing is a new field of advertising research which tries to understand consumer's mind. It's …
By James Alexander Gordon on 3rd July 2014
Librarianship - Library, information literacy, education, and culture
Factors Influencing the Decisions of Non-Medical Professionals in Barangay Tugatog, Malabon in Choosing the Most Appropriate Health Information
"Laughter is the best medicine" already became a household phrase, oftentimes used as a joke when someone doesn't want to take medication. Health Information in the Philippine setting is very complex. It is a combination of early traditional and modern scientific practices. Libraries play critical roles in the e-health era. They are tasked to help …
By James Alexander Gordon on 4th February 2015
ACERP2018Uncategorised
Language as a Barrier to Informed Consent and Patient Communications in South African Hospitals
Background: The ability of HCPs to communicate effectively is critical to patient understanding. Barriers to communication arising from illiteracy and language could prevent understanding of medical procedures, thereby putting patients at risk of providing informed consent (IC) without comprehension. The National Health Act stipulates that healthcare professionals (HCPs) when obtaining IC, "must, where possible, inform …
Advertising, Marketing, and Public Relations
Government Officials Perceptions of Public Relations in Indonesia
This research attempts to illustrate the perception of Public Relations (PR) profession in Indonesia. Adapting past research from Sterne in 2010 which research described media perception in New Zealand, this particular research explore the perceptions not from the media, but from government officials. Information was extracted from representative of government officials since they represent the …
By James Alexander Gordon on 11th December 2015
Changing Behaviours Through Design: An Educational Comic Brochure to Help Prevent Childhood Obesity
Communication implies engagement with the message, and it becomes more relevant when the primary purpose is to educate while having an entertainment experience. Based on the literature review, we know what types of illustrations will capture most of the attention of specific age groups. This project aims to develop a set of artefacts to increase …
By James Alexander Gordon on 1st August 2022
Learning, Teaching and Educational Structures - Professional Concerns, Training and Development
The Impact of End of Session Exams on Students' Learning
Educating professional doctors who are familiar with modern knowledge and up to date is of an utmost importance. In this research, the impact of an exam at the end of the class session has been used to evaluate students' learning. This research took place at Islamic Azad University Tehran Medical and Dentistry branches. 329 subjects …
By James Alexander Gordon on 8th March 2015
Stress Resistance, Adaptability, and Emotional Stability of Medical Students Obtaining Categories 4 and 5 on The Psychometric Test and Related Factors
Background: In its effort to produce high quality graduates, the Faculty of Medicine, University of Indonesia, Indonesia administers psychological tests to assess first year medical students' logical thinking skills and personality. The results of those tests are divided into 5 categories of recommendation, 1 to 5, based on the capability of the students to complete …
Social Support and Life Satisfaction of Burns Survivors: Relationship with Demographics
Burn survivors are facing many challenges which are affecting their life satisfaction. Even at discharge from hospital, majority of burn survivors reported extra misery and lesser satisfaction with life than the normative samples (Patterson, Ptacek, Cromes, Fauerbach, & Engrav, 2000). Present study was conducted to study the social support and life satisfaction, with specific role …
ISSN: 2188-1111 – The European Conference on Arts & Humanities 2017: Official Conference Proceedings
ECAH2017 The Jurys Inn Brighton Waterfront, Brighton, United Kingdom
ECAH2017 Conference Theme: "History, Story, Narrative"
Tuesday, July 11 – Wednesday, July 12, 2017
By Nagoya Office on 11th September 2017
ACE2017Oral Presentation
Innovative Methods of Teaching of Radiology to Undergraduate Medical Students
The current generation of doctors have become very much dependant on radiology for making a diagnosis.Therefore it is imperative that the medical student learns radiology at the undergraduate level itself. In order to encourage and motivate students in learning radiology I have devised an innovative and unique method in teaching the subject of radiology.The main …
ACE ACSET AURS 2016ACE2016
Minding the Gap: Confronting the Standardized Testing Mindset in Higher Education
Teaching to the test has become standard practice in Japan. The uniformity of instruction this approach requires, as well as the apparent fairness of everyone being judged by the same standard, fits well within the parameters of conformity and equality that are hallmarks of Japanese society. Learners raised on this system become very comfortable with …
ACERP2017Oral Presentation
Understanding and Practice of Informed Consent by Professional Nurses in South Africa: An Empirical Study
Introduction: Informed consent (IC) is a legal and ethical doctrine, constitutionally protected in South Africa through rights to bodily integrity, privacy and self-determination. The National Health Act 2003 codified requirements for IC; stipulating that healthcare professionals (HCPs) must inform patients about diagnosis, treatment risks, benefits, options, and right of refusal. However, multicultural societies are challenged …
By James Alexander Gordon on 10th April 2017
GLOBAL2017Oral Presentation
Legal Measure to Waive Abortion in ASEAN Regional Countries
The purpose of this research is to study exception of abortion in South East Asian region compared with globally legal abortion standard, and to bring this knowledge obtained to improve Thailand's abortion law for its government is planning the use the country as the center of South East Asian's medical hub. It has a research …
Justice Delayed? The Nkanu Igbo and the Nigerian Army Occupation: 1967-1970
The Nigerian-Biafran Civil War was savagely contested by both sides of the divide. The seceding Biafra had borne the brunt of the pogrom, the counter coup d'état that decimated its officer corps in Nigeria and the sporadic outbursts of sectarian and ethnic cleansing preceded the declaration of the Republic of Biafra on May 30,1967. In …
Developing Effective Government Responses to Climate Change: The Case of Australia
The international awareness and emphasis on global climate change has put pressure on national governments to prepare action plans to counter its impact. The imperative to act as quickly as possible is an added strain on national government agents who seek effective and timely responses to this complex problem. A country's environmental policies are shaped …
Advertorials as a Public Relations Tool and its Impact on Newspapers and Readers
Advertorials are regarded a potent form of communication, albeit with a reputation for deception. It is a portmanteau of two words advertising and editorial and refers to any piece of communication (in any media) that is sponsored by a brand and endorsed by a publisher. The key difference between advertorial and editorial content rests in …
Changing Teachers' Perceptions on Low-Achieving Students' Cultural Capital and Habitus
In general, low-achieving students in Singapore schools have been reported to perform well in literacy tests (PIRLS), compared to their counter-parts in other countries. However, for these students to achieve even a higher level of literacy skills in English, as promoted by the latest English Language Syllabus, classroom discourse patterns will need to change. The …
EuroMedia2017Virtual Presentation
De-Westernising Travel Journalism: Consumerism Meets Postcolonialism
Scholars have long viewed travel writing and travel journalism from a postcolonial perspective, based on the history of 'the West visiting the rest'. Today, however, travel and tourism is multi-directional, with increasing leisure travel among the rising powers of Asia. To counter this western-dominated perspective, this paper uses a grounded-theory approach to assess how travel …
Interdisciplinary Perspectives on Gender
Numbers and Needed Nuance: A Critical Analysis of the Gender Equity Index (GEI)
Gender equality has become an important societal goal, and a number of indices attempt to measure gender equality on a country-level. This chapter analyzes Social Watch's Gender Equity Index (GEI) in terms of its stated aims and associable strengths, weaknesses, and problematic issues. A distinctive strength of GEI is an authenticity stemming from the independence …
Being Liked': The Constructed Identiity of Project-Based Workers in the New Zealand Film Industry
"The New Zealand screen industry, in line with similar trends in the UK and US, has experienced a proliferation of tertiary trained 'film school' graduates, and consequently there is an oversupply of aspiring workers. Tertiary providers are creating false expectations in graduates that employment will come following time and money spent on industry-specific training. In …
The New Atheist Movement in the Blogosphere: Burlesque and Carnivalesque as Rhetorical Strategies in Visual Productions
This paper examines the visual production of the New Atheist Movement in the Blogosphere. The new atheist movement appeared as an action to fight the exclusion and alienation of atheists' beliefs in the U.S. religious discourse. I argue that the images of New Atheism use burlesque and carnivalesque as rhetorical strategies. Result, in the public …
An Analytic Study on the Therapeutic Boundary between Counseling Psychologist and Sexual-Abused Children
This study aims at exploring different types of therapeutic boundaries during counseling psychologist's counseling process with the sexual-abused children. It also aims at providing methods for the counseling psychologists to use the therapeutic boundaries in order to enhance the counseling process as well as providing a practical approach and reference for professional counselors. This study …
ACE2019, Toshi Center Hotel, Tokyo, Japan
Thursday, October 31 – Sunday, November 3, 2019
By James Alexander Gordon on 23rd December 2019
Investigation of the Best-case Scenario of Rice Husk/Briquette Combustion for Lower Particulate Matter Emission
Air pollution has been a major cause of diseases and deaths, especially in developing countries, due to their inability to afford cleaner sources of energy. Biomass such as agricultural residues is combusted, using inefficient combustion techniques, characterized by high emission of particulate matter (PM) and smoke, which have adverse effects on human health. This study …
Sensitivity and Interpretativity- Between Schizoaffective Disorder and Paranoid Schizophrenia
Motivation of topic: A differential diagnosis between schizoaffective disorder and paranoid schizophrenia in this case is difficult to make, patient presenting specific elements of both disorders, requiring an assessment based on both the life history information and history of the disorder, as well as emotionally resonance and emotional presence of the patient in the relationship …
By James Alexander Gordon on 7th June 2015
ACAH LibrAsia 2016LibrAsia2016
Archival Institution as Agent of Representation of Religious Plurality in Indonesia
Using qualitative research through literature analysis, this paper hows archival institutions could act as a strategic agent of representation to develop a network with religious communities in Indonesia. Thus, they all together could collect, preserve, and exhibit religious archives. Through that action, religious archives collection in the archival institution could represent the plurality of religions …
By James Alexander Gordon on 31st March 2016
Borderlands – Exploring Commonalities and Overcoming Challenges in Sarawak
Today there still exist many borders which hamper transit and crossings for many others. Case in point is the border between Sarawak and Kalimantan, a border whose crossing requires documentation for many a potential traveller. In this regard it is helpful to remember that most national borders are different from natural borders. National borders are …
Cosmopolitan Legal Education: From Irnerius and the Westphalian Paradigm to the Modern Law School
The law school has not always been one that would be predominantly engaged with national legal matter. The subject of law, as a field of learning, has for a number of centuries been the toy of national educational systems, because law has been the toy of nation States. Law, the discipline, which nowadays draws materials …
By James Alexander Gordon on 22nd March 2022
Literature - Comparative Literature
Eve and Her Beings: A Chopin-Brainard Simulation
This study investigates the characteristics of Eve reinvented in Cecilia Manguerra-Brainard's "Magdalena" and Kate Chopin's "The Awakening" through the signification of three elements: language, characterization, and theme. Supporting the assumption are the literary theories of mimesis , formalism and feminism. The method utilized in this study is discourse analysis. Findings 1. Both novels portray the …
Environmental Sustainability & Environmental Management: Land Use & Misuse
Examination of the Challenges in Local Climate Action Planning and Implementation in Japan
Climate change poses substantial challenges for the effective implementation of counter-measures. Carbon emission reduction and climate impacts adaptation require actions from the international level to the local level in terms of the geographic scale and the level of government Here the implementation theory poses questions regarding the implementation of meta-policies, the effectiveness of top-down and …
IICTCHawaii2016Oral Presentation
Designing Science Simulations in Accordance with Research-Based Guidelines: A Case Study Approach
Educational researchers have shown experimentally that student learning through animations and videos can be made more effective through the consideration of a number of cognitive based design principles. The applicability of these evidence based guidelines in the design of complex science simulations for a popular online course regarding life on other planets is documented in …
Hate Speech or Voice from Minority? – Media's Dilemma under Multicultural Pressure
This research is both an effort to examine the mass communication discourse on hate speech incidents and to draw a rough map of some of the landscape of recent argumentation. This landscape may give clearer view on the complex structure of racism which is a compound of ethnocentrism fundamentally caused by jus sanguinis (Latin: right …
ECP2016ECS2 2016
Criminals Cash Flow Strategies in Financial Crime on the Example of Online and Offline Fraud
Financial aspects of crime are in many cases not evident and the criminal's motivation to commit a specific crime is sometimes very individual, i.e. not driven by common sense. Those financial aspects are – also in cybercrime – related to motivational aspects, the type of crime, modus operandi and legal alternatives. In our work, we …
Critical and Cultural Studies, Gender and Communication
Media and Human Rights: India's North East in National India Media
With the dawn of India's independence in 1947 and subsequent consolidation of its territory, and reorganisation of international border with her neighbours, India's North East as a distinct geographical region is explicitly palpable. More than just a geographical region, it is a cultural region different from mainland India. Culturally, people from the region are yet …
In Search of Wellness in Hong Kong: The Evolution of Delusive Public Space in the Metropolis
From a fishing village with only several hundred of the population to one of the most densely populated city and globally recognized economic body — Hong Kong has been transformed into a world-renowned city with a unique history and vivid lifestyle, which has deemed her a very mysterious place that is yet to be unfolded. …
Innovative language teaching and learning methodologies
The Power of Informality in the Con-Textual Design of English-for-Specific-Purposes Scripted Role Plays
The study aims to analyze the theoretical underpinning of the design technique of formal-informal contextual alternation in scripted role-plays for teaching and learning English for Specific Purposes (ESP) and the practical effects it bears upon the communicative skills of ESP learners at levels above B1 (CEFR) as compared to a traditional predominantly-formal contextual design. The …
Virtual spaces: digital technologies and communications
Learning Skills in Journalistic Skepticism while Recognizing Whistleblowers
This paper explains a didactic program of blending provocative teaching method with experiential learning – within the third year of the Bachelor of Journalism and Bachelor of Communication and Media Studies – University of Wollongong, Australia. There are pedagogical imperatives for developing the professional 'self' in respect to citizenship, journalistic values and practice. The challenge …
LibrAsia2017Oral Presentation
Folktales, Myths and Legends on Sculptors of South India
History speaks on sculptures and silent on sculptors; whereas folktales take contradictory position towards this phenomenon. The folktales, Myths and legends on sculptors of south India narrate the dark shades of the life of sculptors. The present paper is intended to explore the tales from south India and hypothetically propose the four processes occurring in …
ACAH2017Oral Presentation
Stories We Tell Our Selfies
Selfies have become a common social practice for a significant number of people throughout the world. While some criticise selfies as attention seeking or narcissistic, others have argued that they are a form of visual diary and a way for an individual to tell their own story. This would make them a kind of autobiography …
Apocalypse of Terrorism in Kashmir: Interface between Patriarchal Domination and Gender Issues
In the quagmire of terrorism in Kashmir spanning over a period of nearly three decades innocent women and children have borne the severest brunt. Terrorism is often described in the language/ idiom of 'war', usually by terrorists. Whether or not it is war is an important debate, though, it has caused serious destruction of lives …
ECE2017Oral Presentation
Te Wananga O Raukawa: Transforming the Colonial State of New Zealand Through Education
Within the settler state of New Zealand, education has been a force for social transformation, both positive and negative. Throughout the first 150 years of contact between the indigenous Maori and the British colonists, education was one of the strategies employed to assimilate Maori; they were transformed from members of sovereign nations (iwi) into British …
Television Comes to Town – The Role of Television in National Identity Formation in One Post-Colonial Caribbean Nation.
The decolonisation movement that swept the British Caribbean and which saw all but five of the islands begin their move to self-government between 1962 and 1983, heralded a significant change in the political relationships with the metropole. It did little for the consciousness raising of the formerly colonial people to be independent. In order to …
Just-in-Time-Teaching – A Solution to Meet the Current and Future Challenges Many African University Lecturers Face: Ethiopia as an Example
The future challenges for universities are fueling the current situation at many African universities. The main pressure is coming from the demographic situation. In Ethiopia for example, it is anticipated that by 2030 the age group 0-24 will amount to 62% of the total population. Moreover, Ethiopian universities lack of qualified lecturers, which might jeopardise …
ACAH2017Virtual Presentation
Beyond "Sex and the Family": Revisionist Historiography in Nora Okja Keller's Comfort Woman
Until the early nineties and due to various reasons, the experiences of (Korean) comfort women were edited out of Korean and Japanese historical narratives, highlighting how power dynamics and different agendas lead to the sanitization and censoring of historical records. In her novel Comfort Woman (1997), Nora Okja Keller positions Akiko, a survivor of Japanese …
ECS4 2016EuroMedia2016
Media Portrayal of Street Violence against Egyptian Women
"Often ignored in media coverage of the Egyptian revolution is how protests led by labor unions—many of them women based labor unions in the manufacturing cities of Egypt—catalyzed the revolution," says Nadine Naber. Women are at the heart of every social movement that happens in Egypt and in the Arab world. Nevertheless, the local media …
MediAsia2017Oral Presentation
Challenging the Narrative Rhetoric: Inscribing Her Story Into History
Historically the media has been used for propaganda, and censorship to supress creative expression. Recently the presence of censors in newsrooms and on editorial boards served to highlight its misuse of the media, so when Alankrita Shrivastava's film Lipstick Under My Burkha ran into trouble with the censor board, it raised the question of whether …
Friends with Benefits: A Discourse Analysis on Framing US-Philippine Relations through Print Media's Coverage of EDCA
This study examines discourse production in the reportage of foreign affairs. In early 2014, Philippines announced the planning and signing of the Enhanced Defense Cooperation Agreement (EDCA) with the United States. This research discusses vested interests of stakeholders, conflicting frames the print media used in their reportage, and representations of diplomatic concepts of friendship, peace …
Quantifying Risk of Natural Disaster Using Typhoon Damage Cases in Commercial Buildings
Damages caused by natural disasters are increasing worldwide, and damages are increasing accordingly. Therefore, a number of international public organizations and global insurance companies are actively studying risk modeling models to predict and counter the risks of natural disasters. These organizations are working to increase the sophistication of the model, as it creates a strategy …
By James Alexander Gordon on 8th August 2019
The Indian Odd: Women's Rising Education and Declining Workforce Participation
The disproportionate representation of women in labor as compared to their education is an Indian odd which will be examined in this study. Women are attaining higher education degrees at similar rates as men but hold a much lower track of considerable labor participation. Women constitute only 21% of the workforce as compared to 49% …
A Reflection on Personal Bias to Create an Inclusive Learning Environment
The COVID-19 pandemic has exposed several areas of student need. It has also revealed and magnified the societal failures that have caused inequities in our classrooms. Creating an inclusive digital space begins with self-work. This paper explores the role of color-blindness in society and how to counter its effects. Additionally, self-awareness as a means to …
Cross-Temporal Icons: Amazonian Globality
Recent studies of the female warrior figure, have shown that it is a character that needs rethinking and contributes to the subversion of the so called "female identity". The figure of these warriors or Amazons, comes up as a challenging one. On the one hand, seen as monsters and unnatural, and on the other, praised …
Triggering Incarcerated Students' Use of the Target Language and Reducing the L1 Interference in Class Through Positive Reinforcement
The aim of this presentation is to demonstrate that teaching and learning a foreign language in social sensitive populations such as incarcerated students is always possible despite the technological limitations both professors and students are subjected to. The use of the dollar technique not only triggers the students' use of the target language but also …
By James Alexander Gordon on 2nd March 2020
ACSEEACSEE Official Conference Proceedings
ISSN: 2186-2311 – The Asian Conference on Sustainability, Energy and the Environment 2012 – Official Conference Proceedings
"Working Together Towards a Sustainable World"
May 3-6 2012, Osaka, Japan
By Nagoya Office on 1st August 2012 | RedPajamaCommonCrawl_-7785552650294479221 | Slimpajama627bTrain/chunk1 |
Iconic looks start with a stroke (or two!) of Laura Geller's Iconic Eye Shadow. Sweep, blend, and accentuate your lids with rich, stay-true color that defines in a New York minute.
Apply the Petal Pink shade to the inner corner of the eye. Sweep the Electric Rose shade onto the center of the lid. Define the outer corner, upper and lower lash line with the Brownstone shade.
Brownstone, Petal Pink: Talc, Mica, Dimethiconol Stearate, Dimethicone, Panthenol, Prunus Amygdalus Dulcis (Sweet Almond) Oil, Simmondsia Chinensis (Jojoba) Seed Oil, Triticum Vulgare (Wheat) Germ Oil, Brassica Campestris (Rapeseed) Seed Oil, Escin, Opuntia Ficus-Indica Flower Extract, Camelina Sativa Seed Oil, Ruscus Aculeatus Root Extract, Centella Asiatica Leaf Extract, Hydrolyzed Yeast Protein, Calendula Officinalis Flower Extract, Glycerin, Diisostearyl Malate, Octyldodecyl Stearoyl Stearate, Caprylyl Glycol, Lauroyl Lysine, Zinc Stearate, Hexylene Glycol, Butylene Glycol, Aqua (Water, Eau), Ammonium Glycyrrhizate, Sodium Citrate, Phenoxyethanol. May Contain: CI 77491/77492/77499 (Iron Oxides), CI 75470 (Carmine), CI 77007 (Ultramarines).
Electric Rose: Mica, Octyldodecyl Stearoyl Stearate, Talc, Pentaerythrityl Tetraisostearate, Panthenol, Prunus Amygdalus Dulcis (Sweet Almond) Oil, Simmondsia Chinensis (Jojoba) Seed Oil, Triticum Vulgare (Wheat) Germ Oil, Brassica Campestris (Rapeseed) Seed Oil, Escin, Opuntia Ficus-Indica Flower Extract, Camelina Sativa Seed Oil, Ruscus Aculeatus Root Extract, Centella Asiatica Leaf Extract, Camellia Sinensis Leaf Extract, Hydrolyzed Yeast Protein, Calendula Officinalis Flower Extract, Glycerin, Caprylyl Glycol, Hexylene Glycol, Butylene Glycol, Aqua (Water, Eau), Ammonium Glycyrrhizate, Magnesium Myristate, Maltodextrin Sodium Citrate, Phenoxyethanol, Synthetic Fluorphlogopite, Tin Oxide, CI 77491 (Iron Oxides), CI 77891 (Titanium Dioxide), CI 77510 (Ferric Ferrocyanide). | RedPajamaC4_6785364309258364487 | Slimpajama627bTrain/chunk1 |
Over many years we have found that preventing or reversing inflammation is all about listening to your body. From that listening you can begin to learn first-hand what increases or reduces your body's inflammatory response. You can cool your body's inflammatory response and keep it healthier over time by taking one step at a time, at a pace that feels right for you. This is the approach we have found to be most effective and sustainable over the long term.
You have many options for reducing inflammation. Many of the suggestions we recommend can be implemented on your own. But if you have chronic inflammation, or moderate to severe symptoms of inflammation, we encourage you to work with an integrative healthcare or functional medicine provider to devise a plan that suits your unique needs.
Eat lots of fruits, vegetables, and wild seafood.
Add generous portions of deeply-pigmented vegetables to every meal and snack for their fiber and natural anti-inflammatory compounds.
Many herbs and foods such as turmeric, oregano, garlic, green tea, blueberries, and ginger contain bioflavonoids and polyphenols that limit free-radical production in the body.
As for fish, while its health benefits were once beyond compare, many species today contain astronomically high levels of mercury, PCB's, and other toxins. With that unfortunate reality, we suggest you significantly limit or avoid Atlantic varieties, and eat only wild Pacific or Alaskan salmon (unless organically farm-raised). Because toxins magnify as you go up the food chain, smaller species such as sardines, anchovies, and shellfish are still good choices. For more information, check out EWG's Consumer Guide to Seafood.
Add essential fatty acids (EFA's) to your diet, such as the one formulated by Marcelle Pick. Because omega–3 fatty acids are in shortest supply in our modern diet, we recommend you take an omega–3 supplement daily to rebalance your diet. This is one of the simplest, safest, yet most effective steps you can take to quell chronic inflammation in your body. In our practice we have found fish oil EFA supplements to be most helpful, but if you are a vegetarian, algal sources can be used with good result. Just be sure your EFA supplement has been tested and proven free of mercury and other heavy metals — otherwise it might do you more harm than good. Click here to find out more about Marcelle Pick's EPA/DHA Fish Oil Support Formula.
We also encourage you to include a small handful of nuts and seeds in your diet daily, especially walnuts and freshly ground flaxseed, which are good sources of omega–3s. Some practitioners also recommend adding an omega–6 supplement called gamma linolenic acid (GLA) if you have rheumatoid arthritis. For cooking purposes our oil of choice is grapeseed oil, and for dressings it's olive oil, which is high in oleic acid, an omega–9 with anti-inflammatory polyphenols. You can even have the ratio of EFA's in your blood measured with an EFA profile that evaluates omega–3 levels versus omega–6s versus omega–9s. Remember, when it comes to essential fats, it's all about balance — you can read our articles about about fat and cholesterol, the benefits of omega-3's, and the differences between omega-3's, 6's and 9's for detailed info.
Eliminate certain foods and additives from your diet. I know how hard it can be to say no to the many foods that turn the body's inflammatory dial up high. Number-one on the list of offenders would be trans fats — hydrogenated oils. Next would be the sugars, refined carbohydrates, and gluten-containing foods that women often crave when their systems are off-balance. These and many other additives and preservatives are well hidden in processed convenience foods, making them very difficult to avoid.
You will also need to steer clear of known allergens, and be aware of increasing food sensitivities as well. Gluten, eggs, dairy, soy and nuts are some of the most common dietary irritants. To help you identify sensitivities that could be causing you problems, follow an elimination diet, avoiding a substance for two weeks, then reintroducing it for a day or two. Yes, it can be tough at first to make changes like this, but the payoff is huge — it can make a tremendous difference in how you feel in a surprisingly short period of time. Tipping the balance — away from pro-inflammatory, toward anti-inflammatory — can take place almost overnight for some women.
Here are some of the recommended supplements to help you naturally ward off inflammation.
Though many studies have examined the impact vitamins such as folic acid and the other B's have on our tissue function and levels of inflammation, the role these vitamins play remains unclear. There is, however, a clear connection between higher blood levels of certain nutrients and lower risk of health conditions caused by inflammation like arthritis, cardiovascular disease, and insulin resistance. Along with the benefits of folic acid, other B vitamins, and EFA's as described above, vitamin D also has known anti-inflammatory effects, and vitamins C, A, and E are widely celebrated as powerful antioxidants, countering the effects of free radical damage.
One day we'll better understand how vitamins, minerals, and micronutrients work on our behalf as natural anti-inflammatories. What's important for us to understand now is that the damaging effects of inflammation can be prevented and reversed by making healthy dietary changes today. Taking a good multivitamin is one of the easiest ways to ensure that your body has adequate levels of antioxidant and anti-inflammatory nutrients when it needs them most.
The natural world has so much to offer us in the way of compounds that quiet inflammation in our bodies. Many of these are traditional medicinal foods, herbs, and spices used for centuries in the past, yet whose specific mechanisms of action biochemists are still exploring today. The study of phytotherapy is helping to bring about a whole new range of anti-inflammatory agents that more effectively target the inflammatory cascade, well upstream of where conventional NSAID's and COX-2 inhibitors cause their damaging and unwanted side effects.
Also called flavones or flavonoids, this is a class of over 5000 plant chemicals that our bodies metabolize in a way that offers strong anti-oxidant, anti-cancer, anti-allergenic, and anti-inflammatory effects. Bioflavonoids include compounds such as quercetin, epicatechin, and oligomeric proanthocyanidins (OPC's). But don't let their long names put you off — many occur abundantly in our daily food and drink, such as in citrus fruits, vegetables, tea, cocoa and wine, to name just a few! Others are less well known, or found less widely in nature, or still waiting to be discovered. Most bioflavonoids can also be taken in supplemental form as part of a natural anti-inflammation regimen. Among the best for soothing the inflammatory cascade are quercetin, rutin, and procyanidins (OPC's) such as those found in pine bark extract (Pycnogenol) and grape seed extract.
Boswellia (Boswellia serrata). Also known as Indian frankincense, Boswellia serrata has long been recognized in Ayurvedic medicine for its anti-inflammatory benefits. Today scientists studying extracts of boswellia report that it can switch off key cell signalers and pro-inflammatory mediators known as cytokines in the inflammatory cascade.
Ginger (Zingiber officinalis). Valued for centuries the world over for its medicinal qualities, ginger today is being studied by biochemists and pharmacologists interested in its analgesic, anti-inflammatory, anti-nausea, and sugar-moderating effects in the body. In the past 30 years or so their work has confirmed how ginger shares properties with conventional over-the-counter and prescription NSAID's, in that it suppresses the synthesis in the body of the pro-inflammatory molecules known as prostaglandins — but with few if any side effects. Recently, however, an even more exciting body of work is emerging that shows how ginger extract can actually inhibit or deactivate genes in our body that encode the molecules involved in chronic inflammation.
Turmeric (Curcuma longa), an ancient culinary spice native to South East Asia, has been used as an anti-inflammatory agent for centuries in Indian Ayurvedic medicine. Also known as cucurmin, it is a mild COX-2 inhibitor, but works differently from the prescription-strength drugs that can increase your risk of myocardial infarction or stroke. Like Boswellia and ginger, it seems to inhibit joint inflammation by preventing the production of prostaglandins and activation of inflammation-regulating genes through its effects on cell-signaling.
Glucosamine–Chondroitin. Glucosamine sulfate (1500–2000 mg/day, in divided doses) and chondroitin sulfate (~1000 mg/day) are important building blocks in healthy cartilage. As we age, our bodies can't create these compounds as readily as they do in youth. Glucosamine–Chondroitin supplements may help repair damaged tissues, but they are thought to act more principally by delaying progression of joint inflammation and alleviating its symptoms. In other words, they may not have as strong an impact on the underlying causes of chronic inflammation as our other recommendations, but you can certainly ask your healthcare provider about including them in your plan. If you have shellfish allergies, be sure to check with your healthcare provider before taking these supplements.
Adopt healthy habits and get some physical activity every day. Fuel your body with natural anti-inflammatory agents and keep your joints flexible and well-nourished by exercising every day. Start slowly with a five-minute walk and build your stamina. We recommend 20–30 minutes of activity, five times a week. Exercise is a great way to counteract stress, especially when combined with deep breathing — as with yoga or Pilates. These exercises are appropriate at all levels of stamina.
Go out and play! Or, stay in for a change and get away from it all. Whatever it is that most relaxes you, simply do it – find some time to relax. If you live with chronic stress, investigate meditation or biofeedback therapies to learn the relaxation response. Talk therapy can also help people navigate through their emotional minefields. See our articles on alternative therapies in our Emotions, Anxiety and Mood section of our Health Library for more info. Often your local religious institution or Y will advertise support groups or community-building events. This is one way you can share emotional burdens (and we all have them!) with willing listeners. All of these activities can calm inflammation by lowering cortisol, your stress hormone.
Get plenty of rest — it's the perfect inflammation antidote. You need to sleep between seven and nine hours a night to give your body time to heal from the previous day's demands. A good night's sleep can undo the effects of the inflammatory response, so don't undervalue the simple act of going to bed on time. Invest in the bed and bedding you find most comfortable — some individuals swear by a lambskin mattress covers, others by feather beds, and some will have nothing but a 100% cotton futon. Remember, you are worth it.
Break your bad habits. Substances like alcohol, caffeine, nicotine, and marijuana place a heavy burden on your system, so eliminate them or at least moderate your intake. One of the fastest ways to reduce inflammation is to stop smoking and using stimulants. Try quitting for a week or two and see how good you feel. That will encourage you to quit forever. If that doesn't work, find a support group or professional help and keep trying until you quit.
Examine your surroundings and color them as "green" as possible. Use natural cleaning products and detergents. Limit your reliance on dry cleaning and air fresheners. Test your air and water and, if necessary, get high-quality filters. Bring in lots of houseplants to help filter the air you breathe. If you work in a "sick" building, you have the right to object. OSHA has a toll-free number for inquiries: 1-800-321-6742 or go to their website, www.osha.gov.
Practice a gentle detox or cleansing program a couple of times a year. It's impossible to completely eliminate your exposure to environmental toxins, so it's a good idea to periodically detoxify. For more information on how to do this, read our articles on detoxification and women's health. This is a great way to gently and rapidly down-regulate systemic inflammation.
Calming inflammation in the body is a process we are constantly undergoing, much akin to maintaining our natural hormonal balance. But it can be done if we remind ourselves how quickly inflammation can speed out of control and how important reducing inflammation is for our health. Just as we need to make healthy choices to support our hormones, we need to do the same to sustain the natural checks and balances of our immune response. After all, your body is the only permanent home you have — it only makes sense to heed your inner smoke alarms. | RedPajamaC4_-8262805665273733037 | Slimpajama627bTrain/chunk1 |
Whether you're a country mouse or a city mouse, it's nice to know where home is. But when the Israelites get to the Promised Land, everyone is going to get home turf...except the Levites! Tune in to learn from city planner Jill Slater about how the Levites get taken care of. This is Episode 43 of the weekly Torah cartoon from G-dcast.com. Each week, a different storyteller - some musical, some poetic, some just straight-up, tell the story of the current Torah portion...and then we animate it! | RedPajamaC4_5558358901890219613 | Slimpajama627bTrain/chunk1 |
Keith Sherrill is a Community Housing Officer in VHDA's Community Outreach area and a subject matter expert on Mixed-use/Mixed-income and revitalization efforts. We asked Keith to share his thoughts on the "Murals in Montross" revitalization effort and how VHDA supports efforts like these.
How can public displays of art such as Murals in Montross contribute to town revitalization?
A successful revitalization effort needs to focus on addressing physical and economic blight in a targeted area. In a downtown area, this blight may be from vacant properties, dilapidated buildings, or poorly maintained properties. While physical improvements are important, you have to address the economic blight in a downtown area to create an environment where people want to spend time and businesses can prosper.
Murals and other art displays can help create this environment. Murals have been used to make a downtown area more attractive to people who visit and may desire to live in an area. Art, music or food festivals also can create traffic that supports businesses in downtown areas. These festivals bring in lots of customers, allow a new customer base to be reached and create excitement.
Why is it important that mixed-use/mixed-income (MUMI) funding be used for this type of revitalization project?
VHDA's mixed-use/mixed-income (MUMI) grants provide localities with planning resources to pursue mixed-use development as a tool to improve their downtown areas. The grants also give resources to potential developers who can address key downtown properties that have the potential to "turn around" a commercial district.
Effective downtown revitalization requires a multifaceted approach. Accurately spaced commercial businesses may attract visitors and encourage walkable blocks. Housing located in downtown areas means both consumers and business owners can live closer to those businesses. This can encourage businesses to stay open longer and support evening and weekend traffic. Also, art displays are an attractive draw, encouraging people to visit areas which they might not otherwise consider. A particular MUMI success story is the Hippodrome Theater, located in Richmond, Virginia's historic Jackson Ward. Buildings such as this are being preserved and revitalized into hubs for business and living.
How does VHDA become involved in this type of revitalization project? What are some areas that have benefited?
VHDA's MUMI grants are a response to the need for combined financing for mixed-use projects within a downtown area. This funding is critical because it is difficult to finance small retail space downtown in an area that is struggling.
VHDA partners with local governments around Virginia to support revitalization efforts, including efforts in downtown areas. The desire for adaptive reuse of critical buildings is sometimes the goal that starts the planning stage. VHDA assists with MUMI planning grants to determine the feasibility of specific mixed-use projects, study the housing needs in a particular area and encourage investment in mixed-use projects and in master planning for redevelopment of specific targeted areas. | RedPajamaC4_-2100887281669639370 | Slimpajama627bTrain/chunk1 |
20/09/2019 – USDA long-term projections to 2028/29 — auf Deutsch lesen
Good prospects for cotton exporters Brazil, Sub-Saharan Africa, and India
By Sibylle Michel
Raw cotton production is expected to continue moving to countries with favorable resource endowments and advancing production technologies.
© USDA Agricultural Projections to 2028
Expanded cotton output is projected for traditional producers with large amounts of land suitable for cotton production, including Brazil, Sub-Saharan Africa, and India.
The U.S. share of world cotton production has declined from the early 2000s (20 percent) with the spread of new technology around the world; however, throughout most of the baseline period, the U.S. share is expected to remain fairly stable (15 percent). The United States remains the world's leading cotton exporter, increasing exports marginally (0.9 percent annually) to 4.03 m tonnes by 2028/29. However, the U.S. share of world cotton trade falls to 30 percent by 2028/29, compared with 40 percent in 2016/17.
Area planted to cotton in Brazil is projected to expand in Bahia and Mato Grosso regions with continuing yield growth as well. Brazil's cotton exports are projected to increase by 1.92 m tonnes by 2028/29, corresponding to a 10.5-percent annual growth rate, the largest projected growth rate among the world's major exporters. Brazil became the world's second-ranking cotton exporter in 2018/19 and remains second through the projection period.
India's cotton exports grow by 4.5 percent annually, reaching 1.46 m tonnes in 2028/29. Improved yields in India raised India's production and exports, although bollworm resistance issues have hampered yields in recent years. Projected yield growth in India reflects continuing improvement in cultivation practices and stabilization of insect problems. India became the third largest exporter in 2018/19 as Brazil exports surpassed India's. India is expected to remain the world's third-largest cotton exporter behind the United States and Brazil.
Exports from the 15 countries of the Economic Community of West African States are projected to experience sustained 4 percent annual growth in the next decade. Improvements in technical and financial infrastructure will help boost production and exports. Exports from the other countries in Sub-Saharan Africa are projected to increase 2.7 percent annually. Sub-Saharan Africa is expected to add 570.000 tonnes to trade and account for 14.5 percent of world trade over the projection period.
Government policies in the major cotton-producing countries in Central Asia are promoting investment in textile industries and contributing to exports of textile products rather than exports of raw cotton. Exports rebound slightly during the first half of the projection before declining. FSU exports (entirely from Central Asia) increase 0.5 percent annually, with only 540.000 tonnes exported by 2028/29, which is far below the peak exports of 1.59 m tonnes in 2005/06.
Source: USDA Agricultural Projections to 2028
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Jess Fleischer, CEO and Co-Founder of Son of a Tailor: "We founded Son of a Tailor because we believe the fashion industry has to be better – for its customers, the environment and for the people involved in production." © Soat
16/01/2020 – Against fashion waste
Jess Fleischer and Andreas Langhorn fight against surplus production and textile waste. For low return quotas and against overproduction. By Iris Schlomski
Sibylle Michel
Bremer Baumwollbörse
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Up to 54% of people with symptoms of bladder control problems haven't talked to their doctor.
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What Is Esophageal Rupture?
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What Is Esophageal Stricture?
An esophageal rupture is a tear in the esophagus, the passageway from the throat to the stomach. It is a medical emergency, requiring prompt diagnosis and treatment.
The esophagus may be ruptured by forceful vomiting, chemical injury, trauma or other disorders of the esophagus, such as esophageal cancer. Chest pain from a large tear in the esophagus may mimic symptoms of a heart attack.
Leakage of esophageal contents such as saliva, food or vomit into the neighboring chest cavity can cause chemical injury or a serious bacterial infection or abscess. Treatment usually involves surgery to repair the tear and remove esophageal contents from the chest cavity, combined with antibiotics to prevent or treat a bacterial infection. If the esophagus has been severely damaged, surgical removal of part or all of the esophagus may be necessary.
What Causes Esophageal Rupture?
Forceful vomiting
Ingestion of a foreign object
Ingestion of lye or other corrosive chemical
Infection, ulcer or cancer of the esophagus
Trauma, such as an automobile accident
Accidental injury from insertion of tubes or instruments into the esophagus during medical procedures. (Approximately half of esophageal ruptures are caused this way.)
Lifting a heavy object or straining during defecation
Straining during defecation
Symptoms of Esophageal Rupture?
Moderate or severe chest pain that may worsen upon breathing or swallowing following an episode of retching or vomiting
Rapid, shallow breathing, difficulty breathing (dyspnea)
Abdominal or back pain
Difficulty swallowing (dysphagia)
Nausea or vomiting, sometimes with blood
Low blood pressure (hypotension)
Prevention of Esophageal Rupture
Keep small objects and household chemicals that may be swallowed away from young children.
Obtain prompt treatment for disorders that cause severe nausea and vomiting.
Diagnosis of Esophageal Rupture
Chest x-ray may be performed. You may be required to swallow a contrast material to clearly identify the site of rupture in the esophagus.
Flex esophagoscopy can be used to identify and locate perforations and determine the extent of injury, whether transmural or mucosal.
Chest CT scan may be used to detect esophageal cancer or an abscess in the ches.
How to Treat Esophageal Rupture
Surgical repair of the rupture is necessary for all but relatively small tears. In cases of severe esophageal damage, the affected portion of the esophagus may be removed surgically.
Small tears can often be treated medically. In such cases, the patient will not be permitted to eat and oral suction may be used to keep the esophagus empty.
Intravenous fluids and nutrients may be administered to maintain hydration and nutrition until the tear has healed.
Intravenous antibiotics may be administered to treat or prevent an associated bacterial infection.
If fluid has collected around the lungs, a chest tube may be used to drain the fluid.
If fluid has collected in the area behind the breastbone and between the lungs (called the mediastinum), a procedure called a mediastinoscopy may be performed.
EMERGENCY Call an ambulance for any severe chest pain. Heart attack, esophageal tear, and other serious disorders will need to be ruled out.
Johns Hopkins Symptoms and Remedies: The Complete Home Medical Reference
Simeon Margolis, M.D., Ph.D., Medical Editor
Prepared by the Editors of The Johns Hopkins Medical Letter: Health After 50
Updated by Remedy Health Media
Publication Review By: the Editorial Staff at Healthcommunities.com
Last Modified: 15 Dec 2014
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Dziewiatkowski Breaks Record as Raider Soccer Moves to 12-0
On Thursday night, the Portland boys' varsity soccer team pushed their record on the season to 12-0 with a 9-1 mercy over Charlotte just after halftime. The team is off to its best start in PHS soccer program history.
Senior Tate Dziewiatkowski scored two goals on Charlotte, putting his total for the year at 26, and breaking the schools previous single season scoring record of 24.
Florian Klindt scored four goals for the Raiders is not far behind Dziewiatkowski for the season. Klindt now has 22 goals.
Unai Gerrikabeitia, Johann Boettger, and Carlos Casas all scored goals for the Raiders as well.
Coach Christopher Roof is enjoying the team's success and attributes much of it to their chemistry and unselfishness. Roof said, "It is exciting and nerve racking. I am used to trying to find ways to motivate them. In previous seasons we were under 500. Now I am trying to keep them motivated because they have won all these games, but they have done a good job staying motivated. We have had good team chemistry, which has helped a lot. Nobody is bickering. No one is arguing. People are unselfish. We had a lot of the starters, Tate and Florian, the two leading goal scorers, looking for goals for the younger kids today. We had a sophomore off the bench score today. Lots of unselfishness. Trying to get everyone to score."
The Raiders will host Sexton on Tuesday and then Lansing Catholic on Thursday for the last league game of season. Lansing Catholic is also undefeated in league play. Roof said he was, "Hoping to be contending for first ever league title for soccer on Thursday."
To see AJ Guilford's photos from the game against Charlotte, please see our Facebook photo album.
After the win over Charlotte, four of the Raider soccer players hustled over to Lansing Catholic to join the Raider JV football team. Cameron Roof, Johann Boettger, Florian Klindt and Unai Gerrikabeitia came running onto the artificial turf at Lansing Catholic to a welcoming applause from the JV football parents with three minutes remaining in the first quarter. The Raiders were leading 7-6 at the time.
The four additional players were much appreciated by the JV Raiders who only had 15 players at the start of the game. The Raiders would go on to beat the Cougars 62-34. Roof had a touchdown and multiple extra points, while Klindt had an extra point.
Dziewiatkowski will have a Raider football jersey on himself Friday night in the homecoming game against Lansing Catholic. He is the kicker for the varsity football team. | RedPajamaCommonCrawl_2638496503173417480 | Slimpajama627bTrain/chunk1 |
Peters' Treaty Principles Bill Before House
Thursday, 10 February 2005, 1:30 pm
Press Release: New Zealand First Party
Parliament now has a chance to remove the foolishness of the so-called "principles of the Treaty" from all legislation and derail the Treaty gravy train forever, says New Zealand First leader, Rt Hon Winston Peters.
Mr Peters was responding to the news today that his private members bill aimed at removing Treaty "principles" from the statute books had been drawn from the ballot and would be debated in the House.
"While some politicians make noises about these Treaty "principles" we have actually done the one thing which was required – we drafted a Bill which will see them removed.
"No longer will New Zealanders have to deal with the uncertainty and disquiet that these principles have created.
"This is truly a great day for everyone as it is the beginning of a process which will see them freed from this highly expensive shackle of political correctness. "
Mr Peters appealed to all MPs to cast aside their differences and show they are prepared to create a society in which one rule of law applies equally to all.
"The chance has arrived to derail the Treaty gravy train and to end the grievance industry. This year could be remembered as the time New Zealanders decided they were truly one, unified people.
"This will not disadvantage Maori. It will lift the shroud of the past from their shoulders and free them to face the future.
"The only groups to miss out will be the malcontents and the Treaty travellers whose trotters will be out of the public trough," said Mr Peters.
Find more from New Zealand First Party on InfoPages. | RedPajamaCommonCrawl_-3282650595426543309 | Slimpajama627bTrain/chunk1 |
Keep foods from sticking to fry pans with this Pan Sprease 16 oz. all-purpose release spray!
Offering excellent value and quality, this Pan Sprease release spray will help tackle a variety of cooking and frying tasks. It creates a non-stick coating on a variety of surfaces, including grills, casserole dishes, and fry pans. Made with canola oil to handle high heat, this spray is free of fat, cholesterol, calories, and sodium. Stock up on this product for your restaurant, buffet, or next catered event!
"I love this cooking spray. It doesn't flavor the food you are cooking and is really easy to clean off of baking pans. The large 16 ounce size is great and lasts a long time."
Simply shake the aerosol can and spray a light coating onto the cooking surface to create a surface from which foods will release easily. Eliminate labor time, avoid applying too much or too little grease, and enjoy a more consistent taste with this all-purpose pan release spray.
The release performance keeps foods from breaking apart and sticking to the pan, so you'll also enjoy an easier clean up.
Not only can you avoid gummy build-up that occurs with other greases and oils, but you can also extend the life of your pans and lessen replacement pan costs. | RedPajamaC4_-1175194893129229727 | Slimpajama627bTrain/chunk1 |
Our Practice Areas – Porter Porter & Hassinger, P.C.
Local governmental entities can confront the same legal problems as any other individual or organization, but often face challenges that are unique as well. Porter, Porter & Hassinger has extensive experience representing cities, towns, counties and their officers and employees in matters ranging from alleged civil rights violations, employment disputes and personal injury matters to zoning applications, municipal annexations, and tax collection.
The best way to avoid legal issues regarding the employer/employee relationship is to address potential problems before they arise. Our attorneys have counseled clients before a lawsuit is ever filed regarding employment issues in such areas as wrongful termination, the Alabama Worker's Compensation Act, the Americans with Disabilities Act, the Family Medical Leave Act, the Fair Labor Standards Act, and Title VII. Should litigation become necessary we have successfully defended cases in both state and federal courts, achieving the most satisfactory results a litigant can expect.
Our firm has defended various lawsuits in state and federal courts against product manufacturers, particularly those within the firearms industry. Often, products liability cases can be very complex, and can require consultation from medical professionals, engineers or regulatory specialists – our extensive experience handling these types of cases can help us achieve the most efficient and economical resolution for our clients.
Porter, Porter & Hassinger represents insurance policy holders, whether they be corporations, municipalities, or individuals, in all manner of litigation, including claims of products liability, premises liability, and wrongful death and other person injury actions.
The attorneys at Porter, Porter & Hassinger, PC can assist you with devising a plan, prior to your death, to protect your interests and assets, and to carry out your final wishes, when that eventuality occurs. We utilize a variety of estate planning tools, including Simple and Complex Wills, Trusts, Durable Powers of Attorney and Living Wills to help you accomplish those wishes.
At Porter, Porter & Hassinger, we strive to deliver the very best legal representation. | RedPajamaC4_6396865296492124067 | Slimpajama627bTrain/chunk1 |
But it still brought torrential rain.
By Friday evening, Florence was downgraded to a tropical storm, its winds weakened to 112 km/h as it moved forward at 6km/h about 25 kilometres north of Myrtle Beach, South Carolina. When they got to the home, the woman was dead, authorities said. "But I think we're ready".
Jon Wright considers himself one of the lucky residents of Wilmington, N.C. - so far.
Hurricane Florence began lashing the coast Thursday morning, sending pounding waves ashore and rising storm surge.
By 3 p.m., more than 15.5 inches had accumulated in Moorehead City, the National Hurricane Center reported. Numerous calls are from residents who are trapped in their homes, some of whom reported floodwater rising up to the second floor.
Roads became flooded, trees blown over and homes destroyed as some parts of North Carolina have already seen surges of flood water as high as 10ft. "You're going to have flooding miles and miles inland", the center's director, Ken Graham, said. The agency adds that people trapped by flooding should "never enter attics or crawl spaces". Later Friday, a wind gust of 68 miles per hour was measured at a station in Wrightsville Beach, near Wilmington. At the city's airport, the wind was gusting at 91 miles per hour. It was moving at a paltry 5 miles per hour.
Florence diminished from hurricane strength as it came ashore on Friday, but forecasters said the 350-mile-wide storm's (560 km) slow progress across the two states could leave much of the region under water in the coming days.
Meteorologist Ryan Maue of weathermodels.com calculated that Florence could dump a staggering 18 trillion gallons (68 trillion liters) of rain over a week on North Carolina, South Carolina, Virginia, Georgia, Tennessee, Kentucky and Maryland. The storms slow and parallel movement to the coastline created several bands of heavy rain, capable of producing 2 to 4 inches of rain per hour, sitting over the same locations for essentially the last day and a half.
The dolphins were spotted near the docks of the North Carolinians city, their fins briefly peaking out of the water before disappearing underneath. The homes of about 10 million were under watches or warnings for the hurricane or tropical storm conditions.
"This storm is relentless and excruciating", North Carolina Governor Roy Cooper told CNN late on Friday. "Everybody laughs at the fact that this storm got downgraded. but I've never seen tree devastation this bad". That advisory came out on August 30, when Florence was developing near the Cabo Verde Islands across the Atlantic. | RedPajamaC4_-8210482597124406131 | Slimpajama627bTrain/chunk1 |
Gaming, News
Final Fantasy 7 Remake Demo For PS4 Is Something We Never Expected
Shivam Gulati
It's been years since we've been waiting to get our hands on Final Fantasy 7 Remake. The game is slated for a release on April 10, 2020; however, Square Enix surprised everyone by releasing a free demo for the game on PlayStation Store.
The Final Fantasy VII Remake Demo features the first chapter of the story with a 3-hour long gameplay. You'll see Cloud and Barret attempt to plant a bomb in Mako Reactor 1.
Square Enix announced on Twitter that the Final Fantasy 7 Remake Demo is available for immediate download, and people went all crazy.
Some people downloaded the demo without giving it a second thought. On the other hand, some people said that they'd wait a little bit more and go for the full game instead of the demo.
If you choose to download the game, you'd need a space of approximately 8GB. Also, for people who download the demo, there will be an exclusive PS4 theme available when the full game comes out.
It has been confirmed that the progress you make in the demo will not be added to the actual game. So, you'll have to play the full game from scratch.
However, this demo is a perfect opportunity for fans to get a first-hand experience of this epic JRPG on their PS4.
Shivam is a blogger who is always fascinated with technology and the amount of knowledge he can gather from the internet. He is trying to nerdify everyone around him with that same knowledge, through his writings. He enjoys gaming in particular, so he tries to keep track of what's new in the gaming community and write about it. Visit his Gaming Channel IntroGamers on YouTube.
Will Neo Electric Sedan With 1000KM Range Challenge Tesla In China?
2021 Tata Altroz iTurbo What's New: Engine, Interiors, & More | RedPajamaCommonCrawl_5418430580613237631 | Slimpajama627bTrain/chunk1 |
Right so he's been about for a long time i know. But this year his music has just been crazy. The Hemlock 12", the Hessle EP, then Work Them/Fall Short... A whole loads of amazing remixes and dubs.
Anyway my point is has producer been has good as him this year? I can't think of anyone coming close in terms of consistent output. Mental talent.
Just saw him DJ on Saturday, amazing tunes all round.
I love Work Them so much. I went nuts when the slightest bits of the percussion came into the mix, haha.
He has yet to make a duff tune imo, and I think he played a big part in getting the Berlin lot and the like to sit up and take notice.
Even here, loads of people I know had no interest in most of this stuff but they all play Ramadanman records now.
The kinda stuff doing the rounds at the moment is really made for him as well isn't? He has a great sense of rhythms and arrangements.
Didn't pick up work them cause its getting rinsed but got Mir last week, I think it great.
Yeah I caught him on Sat night too, had a bit of a "drunken" *ahem* conversation with him too post set.
Do you lurk around any NZ boards my man? Always nice to meet random internet people. | RedPajamaC4_8790463503265784865 | Slimpajama627bTrain/chunk1 |
Diplomat Cable Leaks
Khan's London
Salvini vs Open Borders NGOs
British Teen Doesn't Regret Becoming ISIS Bride But Wants to Come Home to Have Baby
Laura Lean - WPA Pool/Getty Images
Oliver JJ Lane
One of the three schoolgirls who flew from London in 2015 to join the Islamic State in Syria and become a so-called jihadi bride has re-emerged in a refugee camp, and wants to return to the United Kingdom to give birth.
Shamima Begum, now 19 years old and nine months pregnant with her third child by her Dutch jihadist husband who is now being held by Syrian Free Democratic Forces, was found and interviewed by Britain's The Times newspaper just two weeks after she left the final territory ISIS holds due to the fighting there.
Despite the fact her two other children had already died in the Islamic State, the teenage extremist said "no I don't regret" joining the Caliphate, and even appeared to express her regret the Islamic State was collapsing.
Alternative headline: 'Investigation confirms ISIS extremists among refugees seeking to enter Britain' https://t.co/idhkEF7FSt
— Jack Montgomery ن (@JackBMontgomery) February 13, 2019
Asked by journalist Anthony Loyd whether recent events marked the end of the Caliphate, Begum replied: "Yeah I really do, I don't have high hopes. It is getting smaller and smaller, and there is so much oppression and corruption going I don't think they really deserve victory."
While casually describing seeing a decapitated head in a dustbin — "it didn't faze me at all" — and even expressing regret at having left the Caliphate at the moment of its final battle, calling that decision a moment of weakness that her fellow female jihadists would be "ashamed of", Begum insisted she wanted to return to the United Kingdom.
Begum, who left Bethnal Green, London, in 2015, told the newspaper: "I know what everyone at home thinks of me as I have read all that was written about me online… But I just want to come home to have my child. I'll do anything required just to be able to come home and live quietly with my child."
Dozens of ISIS Jihad Brides Returning to Britain 'Imminently' https://t.co/KmbitCKlii
— Breitbart London (@BreitbartLondon) October 29, 2018
Britain's mainstream media appeared to lend their apparent tacit support to the extremist as the news of her emergence and desire to travel to the United Kingdom broke Wednesday evening, with The Times, Telegraph, Guardian, and others paradoxically describing her flight from the United Kingdom to a warzone to set up a new life as "fleeing Britain".
The Merriam-Webster online dictionary defines the act of fleeing as running away from danger or evil, or hurrying towards a place of safety. The Times led with the pleading headline on both physical and digital formats 'Bring Me Home' Thursday morning and published the comments of Begum's lawyer Tasnime Akunjee, who said the authorities should treat his clients as "victims", rather than jihadists.
The Associated Press reports the comments of UK Security Minister Ben Wallace who said Begum's lack of remorse over her path in life was "worrying" and that the British public would be concerned about someone returning to a country that "they apparently hate" and stressed that "actions have consequences."
And how precisely do you 'integrate' an ISIS fighter into European society? https://t.co/Fg6jft5xTD
— Breitbart London (@BreitbartLondon) March 14, 2017
Breitbart London has reported at length on the difficulties arising for European governments over returning jihadists, with hundreds having moved back to countries across the continent. Often battle-hardened and de-sensitised to violence after years in the Caliphate, it has been a challenge for security services to identify and prosecute returning extremists hiding amongst migrants and so-called asylum seekers passing through Europe's southern borders.
The British government admitted in 2018 that a "significant proportion" of the 400 or more Islamic State jihadists who had then returned to the UK had been deemed "no longer of national security concern", and were living at large in the country. Collecting evidence on humanitarian crimes committed while in the Islamic State can be near impossible in many cases, making convicting returned extremists difficult.
The number of security-threat individuals the government officially admitted they knew existed was revised significantly upward over the course of 2017 after a series of terror attacks on British soil led to questions being asked over the work of the security services monitoring individuals.
Europol: 'Indisputable' That Terrorists Entered Europe Posing as Refugees https://t.co/6EBlAh86ye pic.twitter.com/dxGLkaNSrk
— Breitbart London (@BreitbartLondon) December 3, 2016
Oliver JJ Lane is the editor of Breitbart London — Follow him on Twitter and Facebook
AfricaLondon / EuropeNational SecurityDaeshIslamic StatejihadJihadi BridesLondonradical islamSyriaterrorismUnited Kingdom
Bill Clinton Distances Himself From Jeffrey Epstein | RedPajamaCommonCrawl_-1319718543315761755 | Slimpajama627bTrain/chunk1 |
'They were angels': Neighbors mourn family of 6 killed in house fire
by: Kevin Freeman
NEWCOMERSTOWN, Ohio (WJW) – It was a horrific tragedy as a raging fire took the lives of a family of six in Tuscarawas County.
Neighbors, relatives and the entire community are mourning the loss of what appears to be a mother, father and four little girls.
1 killed in Medina County house fire: Investigators
The Tuscarawas County Coroner has not yet positively identified the victims. The bodies have been sent to the Cuyahoga County medical examiner's office for further examination.
But neighbors, community members and loved ones are already mourning the loss of an entire family whose house burned to the ground.
"All the children, they were angels. They're, the family, they were amazing people," said neighbor and extended family member, Adrianna Clay.
"It was just tragic. There's no other words for it. I couldn't do anything," said her mother, Kitty Clay.
Kitty and her daughter Adrianna live right next door to the home on Spaulding Avenue in Newcomerstown that burned to the ground early Monday morning.
Neighboring departments helped the Tuscarawas County village firefighters put out the flames.
"I was down in the basement and it was about 1 a.m. and it was a loud boom. I came running upstairs and I thought someone had just broke into my house. I came running upstairs and the entire side of the house was engulfed in red flames," said Adrianna.
Frozen, bursting pipes causing damage across NE Ohio — how to prevent it
"The fire started between 12:30 and 1:00 and by 2:30, the house was on the ground," said Kitty.
Kitty and Adrianna say the family next door — Leroy Elliott, Jr,, Terrin Hendricks and their four daughters, ages five to 14 — were more than neighbors, they were extended family.
Kitty showed FOX 8 a photo taken last Christmas with her husband dressed as Santa.
"Alyssa Rain was my little shining star. She was since the day she was born. Abigail and Ariel and Addison, they were the most beautiful little girls. Very loving, very caring," Kitty said.
"The mother, she had a heart of gold. I mean, the children did no wrong. If you needed something, Terrin was there. Leroy was the greatest father to their children. He would have done anything to protect those babies and I know for a fact that he went down fighting to protect those kids," said Adrianna.
Jason Peoples, superintendent of the Newcomerstown Exempted Village School District, released a statement reading, in part, "Our hearts are heavy as we begin to process the enormity of this loss. The school district, staff and entire school community send our thoughts, prayers and unwavering support to the family and friends of those who were taken too soon."
A couple hundred people gathered in the parking lot of Christ United Methodist Church, right around the corner from the house, Monday evening to honor the victims.
"I stood there and I watched. I made sure they got our angels out safely, to be in the hands of God and to be able to lay them to rest," said Kitty.
The neighbors say the family's dogs perished as well.
Newcomerstown Schools will be offering grief support at West Elementary School tomorrow from 3 p.m. to 6 p.m. for all families of Newcomerstown schools.
Additional counselors and support staff will also be available when students return to school on Tuesday, January 3, and as needed thereafter.
The state fire marshal is assisting with the investigation. So far, a cause of the fire has not been determined. | RedPajamaCommonCrawl_-5974527628273086210 | Slimpajama627bTrain/chunk1 |
Bias: Why we assume correlation between two variables
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Why we assume correlation between two variables
Illusory Correlation
, explained.
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Why is it important? Example Further reading
What is Illusory Correlation?
Illusory Correlation occurs because people often find a correlation where none exists. We assume that two events or characteristics of events that occur together are correlated.
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This incorrect association of events occurs most often when the events are new and rare, and thus tend to capture our attention. This phenomenon has been presented as being the consequence of mental heuristics. For example, the availability heuristic states that people assume that what immediately comes to mind is the most likely option or outcome. This causes people to assume that the event they witnessed is a good approximation of a corollary relationship. Illusory correlation is often cited as being an important source of stereotypes and racism.
Related Biases
Illusion of Control
Illusion of Validity
The most common example of illusory correlation is the incorrect association of minority groups with negative behaviors. This occurs because when a member of a minority group, for example, is caught stealing, that memory is more emotionally salient. It is then easier to recall, and as a result we assume that these groups are more likely to steal.
http://lifehacker.com/the-illusory-correlation-a-common-mental-error-that-le-1755442156
https://www.psychologytoday.com/blog/mental-mishaps/201506/race-violence-and-illusory-correlations
Extrinsic Incentive Bias
Why do people think that extrinsic incentives are more motivating for others?
What is Extrinsic Incentive Bias? The extrinsic incentives bias is an attributional bias which indicates that people are more likely...
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Affect Heuristic
Why we tend to rely upon our current emotions when making quick, automatic decisions.
What is Affect Heuristic The affect heuristic is a mental shortcut used when making automatic decisions, whereby we rely heavily...
Anchoring Bias
Why we tend to rely heavily upon the first piece of information we receive
What is Anchoring Bias? Anchoring describes the tendency to rely on initial information to "anchor" subsequent judgements and interpretations.
See All Icon arrow right turquoise color | RedPajamaCommonCrawl_3241693169977127141 | Slimpajama627bTrain/chunk1 |
In one of SHOWstudio's earliest forays into 3D, Nick Knight and Val Garland used 'Pinpression' toys to immortalise the faces of supermodels Kate Moss, Erin O'Connor, Naomi Campbell, Stella Tennant, Karen Elson, Gemma Ward and Liberty Ross. Completed over the course of a year, the models' faces were cast, set in resin and then decorated by Garland.
In 2005, while shooting Stella Tennant for Dior and having happened upon a 'Pinpression' toy, Nick Knight began experimenting with 3D, pondering the possibilities that exist beyond the flat photograph. Today, he works across a variety of mediums, from sculpture to installation, using a multitude of tools from camera phones to 3D scanners. It's this multifaceted approach that has lead him to define his work firmly as image-making rather than photography.
Created using archive footage, untouched for years, this film - edited by his then assistant Ruth Hogben - and imagery documents one of Knight and SHOWstudio's earliest forays into 3D. Knight and Val Garland used the toys to immortalise the faces of supermodels Kate Moss, Erin O'Connor, Naomi Campbell, Stella Tennant, Karen Elson, Gemma Ward and Liberty Ross. Completed over the course of a year, the models' faces were cast in pins after a day's shooting with Knight, then set in resin and decorated by Garland. | RedPajamaC4_7843570936226515814 | Slimpajama627bTrain/chunk1 |
Want to finish your novel? Kick your writing up to the next level? Julie Cohen's tutor-led writing retreat is perfect for those who want to improve their writing while having time to get some words on the page. The mornings are dedicated to group and one-to-one work with you on your story, targeting your specific goals and areas for improvement, and the afternoons are time for you to write, revise, think, before reporting on your progress from the day. Julie will tailor the retreat to your individual needs, with the focus on practical work on an ongoing project. This retreat is suitable for writers at any level, from a writer working on their first book to authors who have already completed several manuscripts.
Many of her former students have gone on to publication, some to become Sunday Times bestsellers. She is the resident writing agony aunt for Novelicious.com and will absolutely not be distracted from teaching by Rory the dog. | RedPajamaC4_7426596810349157560 | Slimpajama627bTrain/chunk1 |
Our menus change daily to maximise the availability of fresh, locally-sourced ingredients.
Our bar is open from 11am to 11pm, Monday to Saturday.
Our Lunch Menu is available in our bar between 12:00-14:00.
Our evening menu is available between 18:30 and 21:00.
Our menu descriptions do not list all ingredients, if you have an allergy please ask about the ingredients in your meal before ordering. All food is produced in a kitchen where gluten, nuts & other allergen are present. We cannot guarantee our food is safe for severe nut allergies as nuts are present in the kitchen.
Available in our bar and restaurant between 6PM & 9PM every Monday from just £10.
Please note that these change occasionally.
Our real ale selection changes regularly from popular breweries such as Adnams, Bullards, Grain and Sharps. We also always have Guinness & Blue Moon Wheat Beer on tap.
Fancy a cocktail, speciality gin or a mature vintage malt?
Our bar is stocked with an expansive choice of alcoholic and soft drinks. So if you're in the mood for something in particular, or you'd like our bar staff to make you something that you've never tried before – just ask!
Whenever the clouds disappear, our alfresco garden is bathed in sun throughout the day and into the evening in spring and summertime.
There's nothing better that dining outside or a relaxing drink with the sun on your face.
We have eight outdoor tables, comfortably seating up to 32 people – perfect for fresh air drinks and outdoor dining, whenever you feel the need.
The Mulberry Tree is a small independent hotel and restaurant in the small rural Broadland market town of Attleborough, just a short hop from the Norfolk capital City of Norwich and the popular Snetterton race track circuit events.
The Mulberry Tree ideally situated just off the A11 in Attleborough, Norfolk giving access to the Historical City of Norwich and local attractions such as Snetterton Racing Circuit, Banham Zoo and Bressingham Steam Museum and Gardens.
Further afield Norfolk has lots to enjoy: the beauty and tranquility of our forests, beaches, market towns and nature reserves.
Room rates shown are 'Price From' & subject to change without notice.
PLEASE CALL TO CONFIRM RATES FOR DATES REQUIRED.
For reservations at the Mulberry Tree please call 01953 452124.
Rooms are available to check-in after 3pm.
We ask that you please vacate your room by 11am on the day of departure.
Our aim is to provide an excellent dining experience in relaxed, stylish surroundings.
The Mulberry Tree has earned an enviable reputation. We are not a seasonal destination we rely on our repeat customers, therefore realise the importance of consistency!
Our menus are continually changing to give our regular visitors something new to enjoy, and reflect seasonal produce. It goes without saying we only use the freshest, best ingredients available to us.
To make your dining experience a memorable one you will find our restaurant has a relaxed atmosphere, there is plenty of space between our tables, you will not be rushed and you will receive attentive but unobtrusive service.
Searching for the perfect place to eat in South-Norfolk.
Planning to stay in the beautiful Breckland countryside and are looking for quality accommodation with great food, fantastic wines and good selection of beers.
Or you just want a charming, relaxed environment to meet friends or colleagues and enjoy a tasty meal.
…we think you'll agree that The Mulberry Tree Attleborough is the perfect place to stay and to dine in Norfolk. We look forward to welcoming you.
Fab. The mulberry tree is a high class eating place and bar. Lovelylunch time menu and very good evening menu. Good range of drinks and nice ambiance.
First class in every way. First time here. Lovely welcome on arrival. Really lovely layout in bar and restaurant. Good selection of drinks. Excellent food and service second to none. A very enjoyable experience.
Very nice! A dreary January evening and expected it to be dead as so soon after new year it was surprisingly buzzy. Very tasty food, friendly service, and warm and cosy!
Family meal celebration. Five of us visited the Mulberry Tree for a family lunch. There was something on the menu for everyone. I thought the lunch time menu was excellent value and the food was hot, freshly cooked and tasty (all the things I think are important in a meal). My brother in law had fish and chips, it looked so good that I wished I'd had that, even though I really enjoyed my meal. I don't normally have dessert but was tempted by the chocolate/orange mousse which was an excellent choice. My husband had the Christmas version of creme caramel which he really enjoyed. The ambience of the place and the friendly staff made for a really enjoyable lunch.
Well I can't believe why I ever go anywhere else for a meal. Ate there last Saturday. A girls night out. 3 courses and yet again as ever blown away. Food was amazingly delicious. We all had 3 courses and not one of us could fault a single thing. Perfect in every way. In fact we all sent our compliments to the chef after eating our main. Wow and wow again. This is in a small market town (fortunately I live here) and I would highly recommend. The service is superb and really friendly. There is great attention to detail in their food ambience and service, worth every penny. It is worth travelling to get here I can tell you. One of the best places to eat in Norfolk. I would highly recommend the Mulberry tree.
Went as a large family booking, the staff looked after us so well from booking through to the end. Nothing was to much trouble, food was tasty as were the cocktails! Highly recommend.
Called the Mulberry tree last minute and had 30 minutes to get ready and dash out. I'll keep it short have been here a few times and still continues to wow us. Superb service from start to finish and a very talented chef the food is something to savour. We will definitely keep returning.
A great lunch. The wife and I enjoyed a splendid lunch, We have eaten here before so we shared a starter and a desert I had the chicken for mains, it was superb the wife had a Caesar salad also very good, nice selection of gins and tonics. And a well kept bitter one of our favourite places the main bar can become a little busy but the restaurant rooms are comfortable and with plenty of space between the tables. This is the place we chose to go on special occasions during the evening , but shall be visiting more often at lunch times now.
Anniversary. Excellent meal and service. Varied menu and quiet setting. Have been before and will come again. Wife loved the sticky toffee pudding!
Stylish bar and restaurant. The Mulberry Tree is a bit of a haven in small town Attleborough – staff all very efficient and friendly and comfortable welcoming with lovely garden seating area as well. Good range of beers and wines at reasonable prices and bar meals very good. Well worth a visit.
Nice atmpshere – great food. We had a family meal there last week. The quality of the food was really super – a standard which is iften hard to find. It was our son's birthday who had flown in from the States and the occasion was really great.
Had early evening drinks here and sat outside in the lovely garden. Very friendly staff and very welcoming.
Excellent Saturday lunch – 3 courses for 3 people, and every mouthful enjoyed. We took my 94 year old mum for lunch on Saturday, and she ate her way thru langustine salad, haddock and chips and chocolate pudding; my wife had the salad, a burger and sticky toffee pud; I had seared tuna, trout with crab and crushed new potatoes, and lime pie. Every dish was attractively served, and cooked perfectly. Service was excellent throughout – attentive without being overbearing.
Prices were good for the quality, and we will be back again soon.
SINGLE TRAVELLERS MADE VERY WELCOME!
I have stayed here for work a few times. The bedrooms are all different and very well finished with extremrly comfortable beds… I think I slept for 9 hours! The restaurant is stylish and has a good menu and great food. The owners and staff are really friendly and you don't feel out of place sitting in their lovely bar area overlooking a lovely terrace and garden. Breakfast was very well prepared. It's also very well priced!
Birthday Meal. Decided to visit The Mulberry Tree in Attleborough for a special birthday meal for the 2 of us, based on a recommendation.
Easy to find and to park, very nicely furnished inside and attractive bar area. Very friendly staff and attentive without being overbearing.
I had the Halloumi Burger, this was full of taste as was the ranch dressing and a plentiful portion of tasty fries. My wife had the Moroccan Vegetable Stew served with cous-cous and falafel. She was very impressed with the presentation and the taste.
For dessert I went for my favourite Cheese and Biscuits, served with a tasty chutney and grapes. Lots of cheese and great quality. My wife had a White Chocolate Cheesecake served with Vanilla ice cream, cherry compote and a sweet spring roll. Again thoroughly enjoyed. Will certainly be paying another visit to this special place and would recommend to anyone.
The most welcoming staff! Stopped off for drinks with a friend a couldn't of felt more welcomed by the barman Logan! Was very up to knowledge about every drink on the bar and happy to answer any questions I had about cocktails and drinks, will definitely be returning for more fun times!
We had a reunion of ex staff and were really pleased we chose the Mulberry Tree. Charming staff, polite and helpful. The food was delicious and for the quality reasonably priced. Wine was as usual in all these establishments overpriced. Ww had a great time and the food was memorable in its deliciousness. We are looking forward to our next meal there with drooling anticipation.
I stayed for one night at Mulberry Tree ahead of a Meeting. This is not a usual location for me though I have stayed here twice before over the last decade.
This is a friendly place. It is a popular bar for the locals who enjoyed a quiet drink in comfortable surroundings. There is a well stocked bar and good service.
The room was well furnished and decorated; clean and comfortable with tea makings etc. The bed was large and comfortable, the ensuite was also very large and well fitted.
The rooms character has been maintained so it isn't the bland box type I usually stay in.
The restaurant and food is very good and definitely to a higher standard. I had an evening meal and breakfast here and both were cooked to perfection.
The staff were attentive and friendly. Good place to stay.
Great room, great decor, great staff and a fantastic breakfast.
The hotel was warm, the room was clean with a huge comfy bed.
I didn't get to eat dinner but apparently it's a fantastic restaurant too.
There is plenty of parking and it's easy to find.
Very good place to visit, good service, food, coffee, beer and wines. Very comfortable bar and restaurant also has good accommodation. Has a lovely outside seating area when weather permit. Well worth a visit.
Excellent place for business or pleasure.
It was a delight to stay here on business. The food was excellent, as was the service and my room. I have already booked for my subsequent visits to the area.
A colleague, who was staying at another hotel locally, came over for dinner and even though the entire place was packed on a Monday night they managed to fit him for food too.
Once I'd checked out in the morning they let me work in the bar area for an hour or so and even offered, without asking, fresh coffee. I think this is a sign of their absolute attention to detail in service.
Invited by Friends to celebrate a milestone birthday, delighted with the delicious three course meal which was excellent. The service was extremely good and the decor and ambience are lovely. A very enjoyable experience.
I came here with a group of friends for an evening meal. We booked in advance with ease via email, and the table was ready when we arrived. Service was superb, food (we all had mains and puddings) was beautiful and variety of drinks available was pleasing too.
We all enjoyed our food, which was presented nicely and just the right portion size. We will certainly be returning for a group meal here again.
Lovely bar and hotel. Our rooms were not over spacious but everything in them was of the best quality, and let's be honest no one is really there to have a party in the room! And things not in the room were only a phone call away. The staff were very attentive and we had a great afternoon in the bar with good food. Great breakfast every need catered for and the portions were both plentiful and piping hot, a rarity in hotels. And all the attentive staff deffo deserves mention. All in all a hotel I'd be more than happy to recommend and would definitely stay again.
We have eaten here on several occasions including family celebrations, romantic meals and last minute drop insurance. We particularly like the Monday night burger and a drink special that can be a bar meal, outside in the warmer weather or taken in the restaurant if we want to be more formal. Staff always friendly and always a special cocktail or something on the black board. The quality is always good and the prices reflect that but look out for the specials.
Went out for a meal with friends, food exceptionally good, service very helpful and friendly, certainly would recommend going here, the bar was busy when we first arrived but staff still helpful and attentive, restaurant has a pleasant atmosphere, food and service could not be faulted.
It's the 2nd time I've been here for a meal and I can't fault it. The food is easy on the eye and tasty. The staff are very friendly and the restaurant as a whole is rather spacious. It's well worth a trip. If you rarely go out for a meal and you want to go somewhere for a tasty meal and a good ambience for a good price. Then pick here.
The sun was shining on arrival so we enjoyed a few Pimms or two in the nice well kept beer garden before a lovely meal in the restaurant. Great food and very friendly staff. Our room was spacious and very well furnished; a well thought out layout. A truly enjoyable experience and would highly recommend restaurant and hotel. Will certainly return.
Always try and book in!
I travel to Norfolk quite regularly with work and always try to book into this hotel.
The rooms are lovely, very spacious the only downside is dependant upon the rooms the wifi can be a little weak.
Food in the bar and restaurant is always high quality.
Brilliant food, drink and staff. Easily one of the best places in the area. Also has a nice beer garden to sit out and enjoy the sun. Ideal for every age group as well. Plenty of different cocktails to keep anyone happy. Can't recommend the place enough!
Recently moved to Attleborough so have been here about 4 times in the last couple of months. Twice I have been for Sunday lunch and had the most delicious roast beef. It was pink and tender and unbelievably delicious. All of the accompaniments were delicious and the roast potatoes were to die for!
We have always struggled to find a decent place in Attleborough to go for a family meal, but after reading the reviews of the Mulberry Tree, we decided to try it for my fathers 85 birthday meal. We are so pleased that we tried it.
AMAZING RESTAURANT WITH CONSISTENTLY HIGH STANDARDS AND WONDERFUL FOOD.
We have only eaten at the Mulberry Tree so have not used the hotel facilities. We live three miles away and are regular diners.
Every meal we have eaten here has been superb. There is nothing to touch this restaurant anywhere else in the area. The dishes are cooked and presented beautifully and always full of the most amazing flavours. All members of staff are excellent – so helpful and extremely efficient. It makes going out for a meal here an absolute pleasure every time.
Stayed just the one night. Allocated room 6. Spacious room. Plenty of natural light from a large bay window. King size bed (with mattress topper) was extremely comfy. Quality bed linen. Huge bathroom with shower cubicle and large bath. Plenty of shelving to accommodate your own toiletries etc. All spotlessly clean.
The room had a large flat screen tv with plenty of channels. Breakfast was very nice. We were served by the Proprietor, who seemed to welcome our feedback. We chose the full English, which was of good quality, was freshly cooked to order and arrived piping hot. We would not hesitate to book again if we were in the area.
Received a warm welcome at the bar when we booked in, managed to stay there for two hours before going up to our room. We stayed in room No. 1 which was clean and well maintained with a large comfortable bed. We then enjoyed a excellent dinner served by very good waiting staff. Breakfast was another excellent experience with a good variety of food. A very enjoyable stay.
As always lovely, not been for some time, shame no strongbow.
The food and staff are amazing. They make fantastic cocktails. Always made to feel welcome. It gets very busy so make sure you book ahead and arrive early as parking gets quite full.
Fabulous food and atmosphere, every time!
Perfect place to stay. Food excellent, staff friendly and helpful.
Haven't stayed in the hotel but the bar and beer garden are lovely. Great for having a few drinks with the family. And right next to it is a park for the kids.
fantastic food, cocktails and great feel!!
Excellent food and lovely staff!!
Had a wonderful two night stay at this charming inn. Rooms were large, tastefully decorated and up to date, with comfy beds and pillows. Breakfast was hot, English Style, with beautifully cooked to order eggs. The restaurant has a large grassy terrace, with a quick and creative drink menu and good wine list. The restaurant was excellent; we dined there both nights and were impressed by the quality high end ingredients, creative recipes, and friendly service. I travel a lot for work and this was one of the nicest places I have stayed in a long while. Highly recommended.
Lovely food very friendly helpful staff had a long lunch in the garden most enjoyable highly recommend.
Nice place to go for a meal.
Stunning food, had a birthday there a couple of years ago and is an amazing place to eat as well as stay!
What a fantastic place ,so much atmosphere and such lovely staff, highly recommend, great place for a beer and a chat.
Best place in the area to eat. Can't fault it.
The Mulberry tree after 11 years continues to be a really nice place to be, the staff are very nice and polite and the general range of drinks is reasonably broad. Inside the bar has a warm atmosphere which makes socialing a very easy and relaxing.
Beautiful relaxed place to eat great cooked food, in a surrounding that you can speak, chat & have conversation …. Good wine and beer too!
Great place to spend quality time with friends, partners and all. Definitely recommend, and wouldn't want to go anywhere else.
Lovely meal, both Main and Dessert.
First time, great service very friendly and great food will certainly go again.
Friendly helpful staff, very good customer service.
Great food and cocktails. Nice location and welcoming staff.
A group of us stayed here at the weekend and loved every minute of it.The bar has a friendly warm atmosphere and the rooms are spacious and cosy!! It topped off a brilliant weekend of silver wedding celebrations for us, would definitely stay again and would recommend to anyone.
Simply the best place to eat and drink in Attleborough. Holds it own with the best in Norfolk as well!!!
Brilliant! Went (2 couples) for pre-Christmas lunch. Great friendly service, good menu choice esp vegetarian, good value. Loved it; happy to recommend.
We are looking for a chef working at experienced CDP level to join our kitchen team.
We are a small team so you would be required to work in all areas of the kitchen from stove to pastry.
Must have experience working with fresh produce to a high standard.
Nearly 1,000 British pubs have disappeared over the last 12 months. Pubs are being hit with a myriad of cost pressures at a time of unprecedented political uncertainty and unstable consumer confidence. | RedPajamaC4_-1930471765419623380 | Slimpajama627bTrain/chunk1 |
For the headquarters of a dynamic company that is experiencing strong growth due to numerous acquisitions around the world, you will work directly with the new VP Finance for the establishment of a treasury department. You will work on the macro and micro components in a fast-moving environment where you have to structure data, reports, systems and analyzes.
You will be fully responsible for the creation of various tools and systems for the department including the establishment of a global cash management structure. You will also manage all banking operations, be in charge of the consolidated budget, cash flow and work on a multitude of projects.
This is a position that will give you visibility with the directors, and with a good possibility of progression.
Bachelor in accounting or finance, with 5 to 10 years of experience in cash, including knowledge in multicurrency. We are looking for a candidate who wants to have more responsibilities and able to set up a department. | RedPajamaC4_2926161587948194061 | Slimpajama627bTrain/chunk1 |
Tax week has arrived! Alas, owing taxes are top of mind for most of us! In that spirit, we thought we'd share a few ideas about how to SAVE money on Speech Therapy. The cost of speech therapy is a hefty burden for many families. While there are often free speech therapy services provided in public school settings, children under the age of five or children in remote areas of the country are forced to seek private speech therapy or look for alternate ways to afford this care. Here are a few avenues to turn to that may help you save money on your speech therapy services. | RedPajamaC4_-1767417250310844158 | Slimpajama627bTrain/chunk1 |
Now this will be very perfect. A transparent person and another that is willing to provide solution to all the problems. This is what makes this match utterly the best in the universe so to speak. The motives are set on a long time sexual relationship as well as the need to understand each other. Therefore, let's take a look at what this amazing combination brings to the table.
The first date is always the best for these two. An easy give and take session that makes each other wish that the night never ends. Why is this the case? One is a soft spot of the other – holding the other together. Normally without the Cancer counterpart, then the unstable Gemini will be the player that they are always. This is why it is best to say that such a sexual compatibility utterly is remarkable!
Now this will be an uphill task for the results to be as intended. Consider the cancer woman for instance. Though intelligent and caring, they are shifty when it comes to their moods. On the other hand, the Gemini man is the kind that lives a double life and is thus fully aware of the nature of his sexual partner. He will thus easily play his lover, without the latter noticing – making this really hard to work.
Women natural love being listened to. This is why the unpredictable Gemini mate will always be presenting endless issues with her life to her Cancer lover. The latter will then respond in kind by offering solutions to all her problems, making their sexual relationship nurture, though it may not be that easy as well. Upside is that the close intimacy will with time nurture incredible sexual relationship.
Now that we have taken a look at either parties, the next thing to focus on is the actual individual lifestyle of each and how it may impact on their sexual relationship. If you take a closer look at any Cancer person you know, you will realize that they are really reserved – not fully open to the rest of the world. This means that it is up to other people to really discover these people.
Along these lines, as for the Gemini, these are always open to the world. Letting the world in as it presents itself and full of zeal and mischievous behavior. They are somewhat difficult to read on when they are serious and when they are merely joking around. Flirty at one moment and then sexual in the next – on and off intermittently.
Where am I going with this? If you haven't noticed, we have easily been able to tell the striking difference between the two. The only thing that may prove difficult for these two to be fully sexually compatible and for a long time is getting to know who wants what and at what time. So, as you can see, we noted at the start that this is the best sexual compatibility on one condition – UNDERSTANDING! | RedPajamaC4_-7678657283636732356 | Slimpajama627bTrain/chunk1 |
Brantford Railway Station
Get Brantford Railway Station essential facts below. View Videos or join the Brantford Railway Station discussion. Add Brantford Railway Station to your PopFlock.com topic list for future reference or share this resource on social media.
5 Wadsworth St., Brantford, Ontario
43°08?48?N 80°15?56?W / 43.14667°N 80.26556°W / 43.14667; -80.26556Coordinates: 43°08?48?N 80°15?56?W / 43.14667°N 80.26556°W / 43.14667; -80.26556
1 side platform, 1 island platform
Preceding station
Following station
toward Windsor
Windsor-Toronto Aldershot
toward Toronto
Brantford railway station in Brantford, Ontario, Canada is a railway station serving Via Rail trains running between Toronto and Windsor. The station also serves the nearby towns of Paris and Simcoe.
Grand Trunk Railway Station, ca. 1910
The station was built by the Grand Trunk Railway, as designed by architects Spier and Rohns, in 1905.[1]
The station played a key role in Brantford's economic development.[2] It brought markets, materials and labour into the city.[2] Refurbishments for the Brantford railway station came in 2002 when Via Rail spent $350,000 ($466,900 in today's money) to make general improvements to railway service.[3] Ten passenger trains connect Brantford to the major economic hubs of Windsor, Sarnia, Toronto, Montreal, and Ottawa every day.[4]
The station is wheelchair-accessible and is located near the junction of Market, Gray and West Streets. CN Gore Park is the closest park to the railway station, with the Carnegie Library and the Brethour House being other attractions within a reasonable distance of the station.[2] A self-service ticketing kiosk allows people to print out their own tickets.
The station building includes the Brantford Station Gallery, an art gallery & coffee shop featuring live music, which is open to travellers.[5]
Brantford Transit provides transit access to and from the railway station. Short-term and long-term automobile parking are available for a fee as of August 1, 2012; previously the parking had been free to use. Increased use of railway services has been the primary reason for this change in parking policy.
GO Transit indicated in the "GO 2020" plan that peak hour train or bus service may be expanded to Brantford by the year 2020.[6]
^ Brown, Ron (2008-04-21). The Train Doesn't Stop Here Anymore: An Illustrated History of Railway Stations in Canada. Dundurn. ISBN 9781770703193.
^ a b c Historicplaces.ca. "Brantford Railway Station's Colorful Past". Retrieved 2011.
^ Michael Swanson Art. "2002 Refurbishments to Brantford Railway Station". Retrieved 2013.
^ Brantford Brant. "Daily railroad service to/from Brantford". Retrieved 2013.
^ Brantford Station Gallery. "All about the Brantford Station Gallery". Retrieved 2013.
^ GO Transit. "GO 2020" (PDF). Archived from the original (PDF) on 2012-01-03. Retrieved 2011.
Media related to Brantford railway station at Wikimedia Commons
Via Rail: Brantford Railway Station
Brantford_railway_station | RedPajamaCommonCrawl_-1804959103670330352 | Slimpajama627bTrain/chunk1 |
Home Politics Is Ben Carson's Immigrants/Slave Speech, a Diversion Tactic?
Is Ben Carson's immigrants/slave speech, simply a clever diversion tactic to get your attention away from what's really going on in Trump administration or does he actually believe what he is saying?
In case you have been living under a rock, let us recap. Ben Carson who is the new secretary of Hud and Housing Development started his week in his new role with an epic speech.
The 40-minute speech that was supposed to be about the hopes and dreams of living in the United states and he was doing well until he tried to make the point that slaves were like immigrants, having a dream that one day they would have prosperity in 'this land'.
We have a theory on this, we do not think Ben could have possibly believed the words that came out of his mouth, a black man that should be one of the most brilliant men on the planet could not possibly be that confused, there had to be more to it. After reading and listening to all the opinions, some digging at his character and some in support of him, our theory is that Ben is simply the ultimate distraction.
At the end of the day even if you think Ben had a moment of temporary insanity on that stage the facts of the discussion remain the same. Slaves are not immigrants, it's just a historical fact, one that no black man with slave ancestry can justify in any format.
I'm proud of the courage and perseverance of Black Americans and their incomprehensible struggle from slavery to freedom. I'm proud that our ancestors overcame the evil and repression that we know as slavery.
The slave narrative and immigrant narrative are two entirely different experiences. Slaves were ripped from their families and their homes and forced against their will after being sold into slavery by slave traders.
The Immigrants made the choice to come to America. They saw this country as a land of opportunity. In contrast, slaves were forced here against their will and lost all their opportunities. We continue to live with that legacy.
The two experiences should never be intertwined, nor forgotten, as we demand the necessary progress towards an America that's inclusive and provides access to equal opportunity for all.
We should revel in the fact that although we got here through different routes, we have many things in common now that should unite us in our mission to have a land where there is liberty and justice for all.
Those words are much different from what he said on the stage, and corroborate exactly the point we are trying to make. Ben is no fool!
In recent days as his very character started to get questioned he posted an article written in an attempt to justify his comments making the point that Obama said the same thing back in 2015 but did not receive quite the backlash.
"And perhaps, like some of you, these new arrivals might have had some moments of doubt, wondering if they had made a mistake in leaving everything and everyone they ever knew behind. So life in America was not always easy. It wasn't always easy for new immigrants.
Certainly it wasn't easy for those of African heritage who had not come here voluntarily, and yet in their own way were immigrants themselves. There was discrimination and hardship and poverty.
Similar indeed! The truth is we are splitting hairs on some facts that require no argument! Black folk came to this country involuntarily stacked on top of one another sold into something they did not ask for. Ben Carson knows that but his articulation of the facts leave much to be desired.
Ben and his speech are non-factors in the grand scheme of things, a rabbit hole of thoughts that delay our focus on what we really need to be thinking about. In other words whether his words were intentional or not, Ben's speech while controversial is minute in comparison to the daily assault we are getting from the Trump administration from every direction.
Word of advice Ben! If you are going to be a puppet for Orange in chief, leave the slave narrative alone you will never get it right even when you should. Now lets get focused! | RedPajamaC4_-650083980216403400 | Slimpajama627bTrain/chunk1 |
The AR-3D was a military air traffic control and early warning radar developed by Plessey and first produced in 1975. It used a pencil beam and simple frequency scanning system known as "squint scan" to produce a low-cost 3D radar system that was also relatively mobile. About 23 were produced in total and found sales around the world into the early 1980s.
The frequency scanning system had the disadvantage that a target aircraft would always be "painted" by the same frequency signal, which made the task of jamming the radar simpler. This limited its sales prospects to military users, and shortly after delivering the AR-3D the company began negotiations with the US company ITT-Gillifan to incorporate their multi-frequency scanning with the AR-3D's receivers and display systems to produce the Plessey AR-320.
History
Squint
During the installation of the first high-power microwave frequency radars using slot antennas, operators of the AMES Type 14 noticed that the apparent angle of the "blips" on the radar display did not always match the physical angle of the antenna. This was traced to an effect in the waveguides, which had slightly different transmission characteristics based on frequency. When the cavity magnetron warmed and cooled during use, its frequency changed slightly, and a delay was introduced in the waveguide. This caused the signal to no longer exactly match the positioning of the radiators in the antenna, and caused the beam to shift. This effect became known as "squint" and was generally considered annoying, especially on the AMES Type 80 where servicing the magnetron required a lengthy recalibration process to bring the beam back in line with the antenna.
Through the 1960s, significant effort was put into developing "squintless feeds" that avoided this problem, but the problem also presented an opportunity. Squint is caused by the waveguide system slowing the signal by different amounts depending on the frequency. If the signal exits through a slotted waveguide antenna, this slight shift in timing produces a phase shift of the output. This shift will cause the resulting wavefront to change direction. This is the basis of the phased array radar, which normally accomplishes this using signal delay electronics. As squint causes a similar delay, it can also be used to steer the beam. This leads to the possibility of radar that can scan its beam in a chosen direction, typically vertically, with no moving parts.
SQUIRT
Another technique that was being widely explored in the late 1950s and early 1960s was the technique of pulse compression. Pulse compression greatly increases the range resolution of a radar, which was formerly defined almost entirely by its pulse width. To get the required resolution in older designs, pulses were very short, typically a few microseconds, which required massive power output in order to produce a detectable reflected signal. Using pulse compression, the pulses could be much longer, at least ten times, meaning the same return signal would be produced with the peak output.
Pulse compression works by changing the frequency of the signal over the time of the pulse and then delaying the returned signal based on its frequency. This compresses the return into a short pulse that can then be used for accurate ranging. This presented a potential issue in a radar using squint scanning, which would presumably send the signals in different directions if pulse compression were used. It appeared that as long as the beam steering was at the right speed it would be possible to do both; a given target would only see a small change in frequency as the beam scanned passed it, but the signal would dwell on any one target long enough that there would be a notable frequency shift during the resulting reflection that could be used for pulse compression.
In 1964, Plessey won a contract to consider the issue and began development of an experimental system. This was completed in 1967 as SQUIRT. Early tests demonstrated the system worked in theory, but the returned signal was weak and the system did not have the desired detection range. The system was modified and testing resumed in 1968 with the result that the detection range had improved but the height finding accuracy was lower than desired. It was finally concluded that the difference in the performance of the system across the 10 MHz bandwidth was too great to be practical.
AR-3D
Plessey felt the basic concept still offered significant benefits, at least in less-demanding roles, and that it could be greatly improved by increasing the bandwidth past what was possible with its original 1960s-era systems. In 1973 they received Ministry of Defence (MoD) funding to build an example set with a potential 150 MHz bandwidth, which was operational the next year. In 1975, the company put it on the market as the AR-3D, offered for military air traffic control (ATC) and "limited air defense purposes". The ideal market would be day-to-day traffic control around a military airport, where the secondary function of early warning would still be useful. It was displayed publicly at the Paris Air Show in 1975. At the time, they predicted sales of up to 50 systems worldwide.
The system as a whole consisted of the antenna and its mount, six short semi-trailers of equipment, and one full-length semi-trailer with the operations room. It was airmobile via Chinook helicopter. Sales followed with Egypt taking three units, South Africa ten, and Qatar and Ecuador two each. The RAF used one in Germany for ATC around RAF Gatow and sent two to the Falkland Islands in January 1983 followed by another in February 1984. According to Burr, the countries were assigned code names, with Penguin referring to the UK Ministry of Defence, and Rodent, Condor, Lion and Falcon to outside-UK sales. This list shows a total of 23 examples being produced. Those used by the RAF were given the name AMES Type 94.
Newspaper reports from 1986 state another six were sold to Iran, but it is not clear if this is included in the list above or represents new-build systems. Given the late date of the sale, this may be systems "recycled" from RAF use or other sales.
AR-320
Although successful in the market, the AR-3D had the significant disadvantage in the military role in that a particular target would always be "painted" by the same frequency signal, and thus jamming the signal would be greatly simplified. Most other 3D radars of the era did not use squint scanning and thus did not suffer from this problem. Seeking a way to apply their work on the AR-3D to a new frequency agile radar, Plessey entered an agreement with ITT-Gilfillan of Los Angeles. Gilfillan also used squint scanning, but did so at different frequencies with each pulse, and thus avoided the problems with the AR-3D. Gilfillan supplied a new antenna and transmitters, while Plessey supplied suitably modified versions of the existing receiver and display systems. The result was the Plessey AR-320, which replaced the AR-3D in the market.
Description
The system was packaged as a complete unit known as the Type 40/80-5 Command and Control Post. This consisted of the antenna unit on a four-legged mounting, a Transmitter Cabin, two Diesel Generators, Communications Cabin, Workshop Cabin and the Processing and Control Cabin. Most of these were in the form of short semi-trailers, although the Processing and Control Cabin was full-length. Although designed primarily to be pulled by prime movers, the system was also airmobile via Chinook helicopter.
The antenna rotated around its vertical axis to scan in azimuth. The reflector took the form of a vertical cylindrical paraboloid, with the lower corners cropped off. The end-fed slot feed antenna was held in front of the reflector by three sets of legs forming triangular supports, one at the top and two at the bottom, the lowest also feeding the signal. The antenna was mounted at one end of its support platform, seemingly unbalanced, while the Transmitter Cabin was positioned at the other where it connected to a waveguide running along the top of the platform.
The transmitter used two stages, the first being a travelling wave tube and the second a grid klystron. Total peak power was 1.1 MW while average power was 10 kW. The transmitter had a bandwidth of 140 MHz during its 36 microseconds pulses.
On reception, the signal was converted to an intermediate frequency and then split into eight signal paths, each of which accepted a range of frequencies in order to perform coarse vertical angle determination. Pulse compression was then added using an acoustic surface wave filter, compressing it to 100 nanoseconds. The lowest elevation "beams" also had moving target indication clutter suppression to eliminate ground returns.
The output of the receivers was then sent to a plot extractor, which identified moving objects in the returns and attempted to automatically assign tracking information - direction and speed. The result was then sent to the multiple displays in the Processing and Control Cabin. The data could also be sent over datalink via the Communications Cabin.
References
Citations
Bibliography
Ground radars
Military radars of the United Kingdom
Plessey | RedPajamaWikipedia_-5814003812249143634 | Slimpajama627bTrain/chunk1 |
North America Forum»Forum ›Knights Fable ›General Discussion › HELP!!!
Same goes for all the other classes but a different skill name its your 1st End Skill Talent.
I think before it was a skill tome though it seems it didnt appear.
2019-4-20 04:58 GMT+8 , Processed in 0.052255 second(s), 38 queries . | RedPajamaC4_2834141729988372484 | Slimpajama627bTrain/chunk1 |
Specialty Construction Projects | Miller Electric Construction, Inc.
Caring for the needs of our areas educational institutions, parks and recreation, and religious organizations.
We are proud to serve the needs of our areas colleges and universities. These include Carlow College, Chatham College, CMU, Duquesne University, LaRoche College, Point Park College, and the University of Pittsburgh.
Accomplishments include two exhibits at the Pittsburgh Zoo. Kids Kingdom, a multi acre maze of lit walkways, exhibits, pools, rides, and aquariums. Discovery Pavilion, a two story structure housing up close and hands on exhibit to educate our youth. In addition, we serve the ongoing needs of many of the areas local golf courses, parks, and other recreation centers.
Recent construction for religious organizations include: Bellefield Presbyterian Church, renovations and relighting Heinz Chapel, renovations and relighting Weinberg Village home for the aged, Multi-Million dollar addition and renovations to this local complex. | RedPajamaC4_435197729483343681 | Slimpajama627bTrain/chunk1 |
Genealigy research is about people so people – and problems or questions – are the main part of this site. This section includes bios for as many people as i can document. Let me know if you have any questions or new information about anyone.
The first part of this effort will be to add key people into the new site. The second part will be to expand the description of each person, telling their story. And the third part will be to post source citations so other researchers can verify my assertions. | RedPajamaC4_-1450751154153908425 | Slimpajama627bTrain/chunk1 |
CURRENTS IN TEACHING AND LEARNING
CURRENTS IN TEACHING AND LEARNING VOL. 1 NO. 2, SPRING 2009 EDITORIAL ESSAYS Class Barriers: Creative Writing in Freshman Compositio...
Author: Laurence Newton
Outdoor teaching and learning -
LEARNING AND TEACHING GUIDES
Learning and teaching pronunciation
UCD TEACHING AND LEARNING
Learning and Teaching Strategy,
Teaching. and Learning in the Cloud. Cloud based teaching and learning in rural schools RURALSCHOOLCLOUD PROJECT
Teaching and Learning Policy
TEACHING AND LEARNING ACTIVITIES:
LEARNING AND TEACHING STRATEGY
Learning and Teaching Policy
Learning and Teaching Theory
Motivation, Teaching, and Learning
MATHEMATICS TEACHING AND LEARNING
Constructivist Learning and Teaching
Learning, teaching and assessment
Teaching and Learning Forum
CURRENTS IN TEACHING AND LEARNING VOL. 1 NO. 2, SPRING 2009
Class Barriers: Creative Writing in Freshman Composition M. Thomas Gammarino
Lessons from Quintilian: Writing and Rhetoric Across the Curriculum for the Modern University Andrew Bourelle
TEACHING REPORTS
Tell Me a Story: Effective Use of Creative Writing Assignments in College Literature Classes Amy Cummins
The Self-Deconstructing Canon: Teaching the Survey Course Without Perpetuating Hegemony Randy Laist
CURRENT CLIPS & LINKS
Websites Related to Teaching and Learning
Seeking Submissions
From the Book Review Editors Catherine Wilcox-Titus and Matthew Johnsen
Staying 'On Course' James M. Lang's On Course: A Week-by-Week Guide to Your First Semester of College Teaching Sean C. Goodlett
Comprehensible Online Course Design Robin M. Smith's Conquering the Content: A Step-by-Step Guide to Online Course Design Vicky Gilpin
Teaching with Integrity Parker J. Palmer's The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life Jeffrey W. Cohen
About Us, Subscriptions, Submissions, Inquiries
worcester.edu/currents
Beginnings Josna Rege Best Practices: Preventing and Managing Challenging Classroom Situations Deb Wingert and Tom Molitor
Making Reading Visible in the Classroom Ellen C. Carillo
CURRENTS IN TEACHING AND LEARNINg VOL. 1 No. 1, FALL 2008
Beginnings Josna Rege Welcome to the Spring 2009 issue of Currents in Teaching and Learning. As Currents completes its first year, I want to reflect on beginnings. As the late Edward Said noted in Beginnings, his first book, a beginning is a new departure, but it is not necessarily an origin (3). For Currents, nearly a year of groundwork by a number of people preceded our inaugural issue. Furthermore, as Said emphasized, a beginning immediately establishes relationships with already-existing works. This was particularly true for Currents as a new electronic journal as it began to interact with an already-flourishing network of conversations about teaching and learning in higher education. Currents is beginning to circulate in an ever-widening web of overlapping networks: from scholarship of teaching and learning (SoTL) journals and newsletters to listserves and blogs. We are gratified that our geographical range is getting deeper as well as wider, with our outreach bringing us inquiries, subscriptions, and submissions from our own Central Massachusetts and the Central United States, and garnering interest from Tennessee and Texas to Australia, India, and Nigeria. While the inaugural issue primarily carried essays and reports from contributors based in the Eastern and Western United States, this issue happily features work by a number of writers in the Midwest and Southwest: Minnesota, Illinois, Kansas, and Nevada, as well as New England and Hawai'i. This issue of Currents features two pieces of particular interest to beginning teachers, but addressed to all. In "Best Practices," based on their experience mentoring future and early-career faculty, Deb Wingert and Tom Molitor have assembled a "basic toolkit of strategies and resources" designed to prevent and manage a wide variety of challenging classroom situations. Sean Goodlett reviews James Lang's On Course: A Week-by-Week Guide to Your First Semester of College Teaching, a book that he believes "should be required reading for all new college and university teachers." Currents is delighted to encourage contributions by new talent as well as by seasoned teacher-scholars. This issue features two essays and one teaching report by university teachers who are also doctoral candidates: "Class Barriers," by M. Thomas Gammarino, "Lessons from Quintilian," by Andrew Bourelle, and "The Self-Deconstructing Canon," by Randy Laist. As students and teachers, all three are attuned to the needs of students and attentive to worcester.edu/currents
Rege – Editorial
CURRENTS IN TEACHING AND LEARNING VOL. 1 NO. 2, SPRING 2009
double standards in the classroom whereby instructors and institutions fail to practice what they preach. Gammarino argues for breaking down the binary of critical and creative writing; Bourelle calls for the implementation of writing and rhetoric across the curriculum, often embraced in principle but less frequently in practice, and Laist puts forward a design for a survey course that both teaches and demystifies a discipline's canonical texts. Across-the-curriculum courses are only just beginning to get serious attention in many academic institutions across the country. Despite the fact that interdisciplinarity has been a buzzword for at least two decades, many colleges and universities are only now training their faculty to incorporate such courses seriously and systematically into their curriculum design. Andrew Bourelle's abovementioned essay advocates strongly for writing and rhetoric across the curriculum not as newfangled notions but as both long-established fundamentals of a person's higher education and necessary components of a contemporary curriculum. In her teaching report, "Making Reading Visible in the Classroom," Ellen Carillo similarly makes a case for teaching reading across the curriculum. Strangely, while literacy is recognized as a fundamental prerequisite for informed citizenship and, as one of the three R's, reading is considered essential to elementary and secondary education, reading often seems to drop out of sight in higher education curricula, although reading—and particularly, interpretive—skills are critical to student success. Courses often have a series of beginnings, as all of us know who have offered a pilot or Special Topics course and fine-tuned it in subsequent iterations. Three pieces in this issue address course design or re-design: Randy Laist's Teaching Report, "The SelfDeconstructing Canon: Teaching the Survey Course Without Perpetuating Hegemony," offers liberating strategies to those of us charged with teaching a required
department survey. Both M. Thomas Gammarino's aforementioned essay, "Class Barriers: Creative Writing in Freshman Composition" and Amy Cummins' teaching report, "Tell Me a Story: Effective Use of Creative Writing Assignments in College Literature Classes," make the case for including creative writing in courses across the curriculum and offer provocative and usable ideas for how to do so. As online courses become more widespread, teachers are becoming more sophisticated in designing courses specifically for online instruction. For those who might still think that teaching a course online means merely tweaking one's face-to-face course syllabus and posting it on a Web-based course management platform, Vicky Gilpin's detailed review of Robin Smith's Conquering the Content: A Step-by-Step Guide to Online Course Design will be an eye-opener. Finally, as the prospect of summer hangs before us like a mirage, it is worth reminding ourselves that we are human beings as well as teachers. In his review of Parker Palmer's The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, Jeffrey Cohen does just that, urging us to honor our multifaceted identities and to renew ourselves and our passion for our work. Jumping into a dynamic interdisciplinary field (SoTL) and a rapidly evolving medium (online publication) quite new to me has been a humbling as well as an exhilarating experience, and one that I would not have been able to navigate alone. Launching Currents has been a joy because it has been a collective effort, and as we celebrate our first year, I want to thank everyone who has made it possible, both in our home institution and beyond. First, thanks to Worcester State College's Office of Academic Affairs and to Andrea Bilics of the Center for Teaching and Learning for sharing our vision for Currents and continuing to support us despite the difficult fiscal climate. Thanks, too, to the Center's Graduate Assistant, Ana Salinas, who has taken on additional work this semester with competence and
grace. Kathleen Lynch, our first Editorial Assistant, did a terrific job doing the preliminary research to establish the need and niche for Currents and setting up our electronic filing system. We wish her the best as she graduates with a Master's in Occupational Therapy and look forward to welcoming our new Editorial Assistant Brian Burgess in the fall. Our founding Advisory Board has been as solid as a rock through this past year, shaping the policy and profile of the journal and carrying out its day-to-day work with a will. Heartfelt thanks to our Editorial Subcommittee members Ruth Haber, Karen Weierman, and Beth Russell, who have gone beyond the call of duty in working closely with contributors in sometimes extensive copyediting, formatting, and proofreading. Equally, thanks to our Technology Subcommittee members Karl Wurst, Jeffry Nichols, and Daron Barnard for their work and expertise in updating the website and the subscriber listserve and posting the PDFs for each issue. Book Review Editors Cathy Wilcox-Titus and Matthew Johnsen are doing a terrific job in building the Book Reviews section; please write to them if you are interested in reviewing for Currents. We have Matthew to thank for having come up with our journal's name and Dan Shartin for having helped us word and work through our mission statement. Most of our Standard Operating Procedures are now in place, thanks to SOP Subcommittee members Pearl Mosher-Ashley, Sue Foo, and Bonnie Orcutt, though we are still a work in progress. Currents has been fortunate to have professional designers and editors (and—full disclosure—family members) generous enough to give their time to the project: thanks to Nikhil Melnechuk for his elegant design work and infinite patience, Eve Melnechuk for her creation of the style templates, and Ted Melnechuk for his meticulous proofreading. The work of our referees has been invisible but essential to reviewing the submissions, maintaining high standards for the
journal, and giving usable feedback to contributors. To Gouri Banerjee, Daron Barnard, Elizabeth Bidinger, Phil Burns, Maureen Fielding, Sean Goodlett, Jenny Goodman, Ruth Haber, Jennifer Hudson, Matthew Johnsen, Kim Hicks, Sangeeta Kamat, Bonnie Kanner, Sara Korber-Deweerd, Jeffry Nichols, Mathew Ouellett, Bonnie Orcutt, Michael Reder, Beth Russell, Sandra Singer, Rashna Singh, Carey Smitherman, Pennie Ticen, Don Vescio, Jeanie Warnock, Kristin Waters, Karen Woods Weierman, Catherine WilcoxTitus, Margaret Wiley, Karl Wurst, Sharon Yang, and Adam Zahler: heartfelt thanks for the generous gift of your time and expertise. Finally, thank you to the growing body of Currents contributors, without whom there would be no journal at all, and our far-flung network of readers, whose feedback and participation we crave. In the coming year, we look forward to creating an External Advisory Board for Currents and have been gathering names of interested candidates with a range of expertise and from a cross-section of different institutions. Please write to me if you would like to be considered. Also, do send us your recommendations of teaching-and-learningrelated websites for Current Clips & Links and your announcements for our Work-in-Progress page. Please note that we have extended our submissions deadline for the Fall 2009 issue by two weeks, to June 1st, 2009. Here's to new beginnings, again and again!
References Said, E. W. (1985). Beginnings: Intention and method. New York: Columbia University Press.
Best Practices: Preventing and Managing Challenging Classroom Situations Deb Wingert and Tom Molitor Abstract Professors currently face significant challenges in the classroom. Over the past two decades, teachers have increasingly been called on to handle minor classroom disruptions, accommodate learning needs of students with disabilities, and recognize and address warning signs of significant student distress and potentially volatile behaviors. Particularly vulnerable to these challenges are future and early career (EC) faculty as they begin to build their teaching repertoire. Through our work in mentoring hundreds of future and EC faculty and a review of research on best practices in faculty development, we present a basic toolkit of strategies and resources to support and to improve the overall teaching and learning environment.
Keywords future and early career faculty, identification, prevention and managing challenging classroom situations, challenging classroom behaviors, recommended classroom strategies
Deb Wingert is Director of Educational Development at the College of Veterinary Medicine, University of Minnesota. She also serves as Early Career Facilitator and Preparing Future Faculty (PFF) Coordinator for UMN's Center for Teaching and Learning. Tom Molitor is Distinguished Teaching Professor and Chair in Veterinary and Population Medicine at the College of Veterinary Medicine, University of Minnesota. His research interests include teaching excellence in science-based university education, molecular mechanisms in the pathogenesis of viral diseases, neuroimmunology, and the modulation of host defense responses by addictive drugs.
A crisp, sunny day in April, a rare time Minnesotans cherish. Spring semester of 2007 is winding down. The class of 30 interdisciplinary doctoral students enthusiastically buzzes about final exams, pending degrees, and upcoming interviews as they focus their sights on academic careers in the professoriate. As more students arrive for class, news spreads quickly of a horrendous tragedy unfolding at Virginia Tech; the class demeanor abruptly quiets. Serious class discussion emerges, centering on what happened, why it happened, and, especially, whether this could happen to us here or on any campus where we might be teaching. This paper focuses on the rich fruits of that discussion. What potentially difficult situations do professors face today? With little or no training beyond their discipline, how can professors discern which classroom behaviors are potentially dangerous or could lead to tragic circumstances? What is the role of the professor in guiding a distressed student to the appropriate skilled, trained personnel? Where can a professor find consultation and support, rather than going it alone? With professors on the classroom front lines, what essen4
Wingert & Molitor – Best Practices
tial support systems can faculty access in a collaborative effort to identify, prevent, and/or manage disruptive or disturbing student behavior? Such situations are particularly challenging in research institutions, where classes are often large, with enrollments of 30, 50, 100 students or more. Campuses Today Disruptive student behavior, from mild antics to dangerous, potentially lethal aggression, in college and university classrooms has increased significantly over the past two decades (Kitzrow, 2003). Professors have struggled with students who arrive late, leave early, chat through class, dominate the class, or refuse to participate at all. Meyers (2003) found that at least 20% of all college students demonstrate classroom incivility during their college years. Likewise, the 2004 American College Health Association Survey found that 94% of 47,000 students surveyed felt overwhelmed at times; 45% felt depressed, seriously enough that the depression adversely affected their functioning; 63% felt hopeless at times; and 10% had seriously considered suicide. Challenging classroom situations can seriously interfere with the teaching and learning process, adversely impacting faculty, students, and the overall learning environment. In such situations, faculty feel increased stress and tend to spend more time dealing with disruptive behavior than teaching critical material. Teaching excellence takes a hit. Caught in this unfortunate crossfire, students experience derailed learning due to the tense or chaotic learning environment (Morrissette, 2001; Schneider, 1998). Challenging Classroom Behavior Over the past 25 years, we have taught higher education students with a myriad of challenges. Through programs offered by the Center for Teaching and Learning, we have mentored hundreds of future and early career faculty. From such experiences and from research on best practices in faculty development (McKeachie and worcester.edu/currents
Svinicki, 2006; Richardson, 1999; Braxton and Bayer, 2005; Sorcinelli, 1994; Meyers, 2003; Morrissette, 2001; Schneider, 1998), we have compiled an array of strategies and tips to support future and early career faculty in effectively handling common challenging classroom behaviors seen in today's college and university classrooms. Six common challenging classroom behaviors in higher education are described in the sections below and briefly listed in Table 1. Each behavior, briefly described as a short scenario in the left column, is paired with suggested strategies to prevent and/or manage the behavior in the column to its right. These scenarios, with the corresponding strategies, have been used in faculty development workshops to engage faculty in further developing and strengthening their teaching excellence. Unprepared Students
One of the most common concerns of future and early career faculty remains how to deal effectively with students who may not have completed the assigned readings or assignments and can contribute little in class. Quizzes. A highly successful technique we have used (and recommend) is the frequent employment of quizzes, especially Instant Feedback Assessment Techniques (IF-ATs). IF-ATs refer to quizzing techniques that provide instant feedback to students. Instructors can administer IF-ATs for full credit or partial credit during each class session, rather than solely for traditional mid-term or final exams. Students tend to prepare more for class sessions when they know they are held accountable for mastering content. The use of IF-ATs tends to increase student learning, retention, and engagement, a significant student motivator (Brosvic et al., 2004). For example, if the instructor uses PowerPoint, s/he can incorporate a slide, every 7-10 slides or so, that contains a multiple-choice test item based on the previous slides. If they know that questions are coming, students focus strongly on essential information, especially when the instructor tells them Wingert & Molitor – Best Practices
Challenging Behavior
Potential Management Strategies
1. Unprepared: A small group of students often attends your class, but its members have not read the assigned readings, and therefore contribute little in discussions. How would you handle this situation?
• Give brief, periodic quizzes • Provide study questions or study guides to be completed by class session (can be submitted for grading) • Assign students to present selected content to the class
2. Inattentive: A few students enjoy reading the paper during class or frequently carry on their own conversation, which, at times, annoys others. How would you handle this situation?
• Try using small groups (increases engagement) • Use Think/Pair/Share (call on inattentive students, after asking a question that students think about and share with a peer) • Use Write/Pair/Share (call on inattentive students, after asking a question, having students write down an answer, and having them share their answers with a partner) or OneMinute Paper (call on those students, after asking a question, and students write a one-minute answer) • Move around the classroom for proximity to inattentive students • Rotate class seating or re-group students • Confer with student(s) privately
3. Reluctant to Participate in Class: (Name) comes to class, sits in the back of the class near the door, rarely speaks to classmates, and has yet to ask or share information in class. How would you handle this situation?
• Use structured small groups: assign group roles and require group processing • Randomly select group members to share a summary of group work • Use Think-Pair-Share and Write-Pair-Share
4. Hostile/Oppositional Behavior: (Name) seems to have a chip on his/her shoulder. His/ her comments in class often sound either angry or hostile. Even his/her nonverbal behavior seems contentious (looks of contempt, etc.). How would you handle this situation?
• Acknowledge student as an individual (encouraging comments on assignments, confer with student on assignments, respond in a constructive manner, etc.) • Meet privately with the student and respectfully ask him or her to moderate his or her behavior. • Listen carefully and respectfully. Then state your position, calmly presenting the issue to entire class, and encourage responses
5. Argumentative/Heated Discussions: A lively class discussion has turned into an intense argument involving 4-6 students. Hostile and damaging comments are being exchanged. How would you handle this situation?
• Use constructive controversy/structure a debate (Johnson, D. & Johnson, R., 1997): -Encourage discussion of multiple views -Instruct students to debate the opposite view -Encourage discussion of multiple views • List evidence of views on board (T-Chart or Two-Column method or more, representing each view) • Slow tempo of voice and ask an open-ended question • Use Rotating Chair technique (speaker summarizes previous statement before sharing their comment) • Circular Response Discussion (each student shares a comment)
6. Cheating/plagiarizing Student Behavior: You just discovered a student cheating on an exam in your large lecture class of 150 students. How would you handle this situation?
• Review University's policy [e.g., (Office for Student Conduct and Academic Integrity)] • Remind class about consequences of cheating (e.g., failing assignment/test, lowering final grade, failing course, etc.) To Prevent Cheating: • Review policy in syllabus • Require multiple drafts of paper • Use different forms of the same test or randomized test items
Table 1. Potential Classroom Management Strategies that the IF-AT questions indicate what "might be on an exam." IF-ATs are a lower technology tool. The lower, less expensive tech resource includes an actual IF-AT form resembling a lottery ticket, in which students simply scratch off a given rectangle to expose the correct answer. The IF-ATs are constructed so that the answers cannot be changed and instructors can tell how many trials it took to get the final answer (IF-AT information available at: epsteineducation.com). Instructors can choose from a variety of response tools, including some higher-technology tools. High- tech response tools include the iClicker (Cummings, 2008; iClicker information available at: Pearsonhighered.com). Faculty may prefer response forms currently used by worcester.edu/currents
their departments or even simpler forms at the low end of the tech spectrum: sticky notes, or small pieces of paper collected either after each question break or at the end of the class. We recommend that faculty incorporate quizzes/questions directly into their class session materials and select the appropriate response tool for their particular setting. Holding students accountable increases preparedness. Study Guides. Many future and early career faculty search for ways to ensure that students complete required readings and master massive amounts of content before class. We encourage future and early career faculty to develop study guides consisting of a small set of questions based on content to be addressed in each class. Effective professors develop questions that address Wingert & Molitor – Best Practices
the most critical content of the upcoming class. We recommend creating questions that require the students to demonstrate their understanding of the assigned material by applying the material in some way, rather than to regurgitate material. To ensure that students use the study guides, we recommend that faculty require students to submit their answers prior to the class session. An easy way for them to do so is to submit their work online through a course WebVista site or other similar academic software that offers a grading option in which they earn credit for submissions. Students who are required to complete study questions at home tend to be more prepared, allowing class time to be more productively used; if they have read the assigned material, they can follow and even contribute to analyses of the content, and they can be expected to use higher-level, critical-thinking skills in class discussions. In concert with IF-ATs, well-designed study guides both help students navigate large amounts of complex material and increase the probability of their coming to class with the reading done. Students Present Selected Content. Effective ways to engage students abound. One of our most successful strategies involves assigning specific content for students to share/teach/present to peers, usually in small groups. Students particularly enjoy the jigsaw, in which students, usually in small groups of 4-6, divide up a portion of an assigned reading, each taking responsibility for a different part (Aronson et al., 2007). We require students to read the assigned reading outside of class. While we sometimes have them answer study questions online before class, as described in the previous paragraph, at other times we wait until they are back in class to give them questions on the reading they have prepared and then have them share their responses, comparing and analyzing their answers in their jigsaw groups. After sharing, groups complete either an individual or small-group IF-AT as previously described. Using a jigsaw exercise means that chances are lower
that students will attend class unprepared, but, should they do so, other options are available to the instructor. Here are two of our suggestions: (1) do not give unprepared students credit for this class session/activity; or (2) assemble unprepared students into a separate group and give them lower credit for the session. Inattentive Behaviors
Inattentive students can significantly derail a class session, annoying others with their incessant chatter, online gaming, and other distracting behavior. To regain their attention, professors can implement a few strategies. First, inattentive behavior can be a cue to initiate a brief, classwide think-pair-share (or write-pair-share), which involves asking a question related to the course content and then instructing students to think about (or write) a possible answer, pair up with partners next to them and share their responses. Reminding students to be prepared to share with the class tends to increase their accountability. After allowing a brief moment for general student sharing, respectfully ask the inattentive student to contribute. Whether the class is large or small, even in a seminar or lab, the instructor can place students in small groups, either deciding who should work together or asking students sitting near each other to work together. Merely separating inattentive students into different groups can decrease inattention. Further, students who are both given a specific task (i.e., to address specific questions) and held accountable (i.e., expected to be prepared to submit or present answers/findings) tend to function with increased attention and focused participation. Crucial to this strategy is group processing, in which the small group submits a written description of one thing that they did well, as well as one suggestion to improve their group's performance. Having to hand in a self-evaluation contributes to both accountability and on-task behavior. A very simple strategy to decrease inattentive behavior quickly pertains to physical proximity. Moving worcester.edu/currents
away from the front of the classroom and speaking to the students from the sides or aisles can increase their attention. Standing close to the inattentive students and engaging them briefly with respectful eye contact (no glaring!), as if conversing with them, can be particularly effective. Finally, in order to maintain a high-quality learning environment, faculty should establish class ground rules (i.e., only one person talks at a time; students and faculty criticize ideas rather than people; laptops should be used for note-taking only, and so on), state them in the syllabus, review them, and revisit them when inattentive behaviors recur. If necessary, the professor might also consider meeting the student(s) privately to discuss course expectations and the importance of participation in class, including consequences of continuing inattention, such as low grades or even removal from the course. Reluctance to Participate in Class
For various reasons, some students do not participate in class. They may feel self-conscious, anxious, embarrassed, unconfident, or uninterested. The reluctant student in your class may be a reflective learner, needing time to formulate a response, or may be afraid of public speaking, especially if he or she is an introvert or perhaps comes from a culture which discourages students from speaking out. Many of the small-group techniques suggested for inattentive behaviors also apply for reluctant students. Likewise, using think-pairshares or write-pair-shares or even short one-minute writes can be particularly effective in engaging reticent students. Activities such as think-pair-share provide students with a chance to organize, prepare, and share their thoughts. A one-minute write entails asking students to use the last minute of class for writing about a topic such as the main points that they will take with them from the session or their response to the content presented during the session. Such activities address the problems of the reluctant and/or reflective learner. worcester.edu/currents
Oppositional Behavior
One of the most frequently expressed concerns of our future and early career professors relate to hostile, oppositional student behavior in the classroom. Oppositional behavior can manifest as criticizing other students' opinions, professor's comments, course materials, or grading policies. Ignoring oppositional behavior often increases contention within the classroom. Both McKeachie (2006) and Brookfield (1995) recognize that the hostile student usually needs to feel heard. Dialogue can be initiated through written communications (we recommend journals, student writings/reflections, one-minute papers) or verbal communications (i.e., private conferences outside class). The professor can choose to model effective communication during the class session by first empathically acknowledging the student's stance, then calmly stating his or her own perspective and going on to encourage responses from other students, opening the discussion to the entire class. If there is a chance that other students might see this strategy as a chance to vent their hostility toward the disruptive student, simply enforcing the ground rules for civility in the classroom and announcing that everyone can contribute twice to the discussion but must wait to make the second comment until after everyone else has spoken can help maintain a respectful, spirited discourse. Argumentative, Heated Class Discussions
Heated discussions handled well in class can ignite meaningful learning and enhance the overall learning environment. Effective professors harness and guide the students' interests. A few tips: Start by reviewing the class ground rules previously discussed. Two of our favorite strategies to facilitate productive heated discussions are T-charts and constructive controversies. In the first, we draw a large T on the whiteboard, assign a student to serve as scribe, and begin facilitating the discussion. Comments from one perspective are listed on the left side of the T, and comments from an opposWingert & Molitor – Best Practices
Challenging Problem Behavior 1. Student(s) with Attention-Deficit Disorder (ADD): You receive an accommodation notice from the disability specialist about a student in one of your classes who has Attention Deficit Disorder (ADD). A request is made for allowing him/her an extra week on a research paper. You believe that this is too much time and that the extended time may put the student behind on the next assignment. Students with a Learning Disability Condition: Several days after the first exam in your class, a student approaches you and tells you that s/he has a learning disability, which affects his/her ability to take multiple choice exams. S/he has failed the exam and asks that you provide him/her with a make-up exam in essay format.
Potential Management Strategies What do you do? • Contact and consult with Disability Services What teaching strategies are indicated? • Vary your teaching format (i.e., break up lecture with active learning strategies such as: small group discussion, thinkpair-shares, IF-ATs,) • Use repetition, extreme clarity, and explicit organization (Lecture outlines, handouts of PowerPoint slides with bullets and partially complete content in order for students to take notes; clear, specific and concrete directions of all activities and assignments) • Present information about assignments/exams verbally AND in writing
2. Student Suffering from Depression (and Anxiety): In a private conversation, a student tells you that's/he has missed several classes during the past two weeks because s/he has been severely depressed. S/he has been seeing a psychologist for therapy and a psychiatrist for medication. S/he tells you that his/her medication is affecting his/ her memory and s/he is having difficulty taking notes in your class. S/he asks you for copies of your overhead transparencies and all your class notes. You wish to help, but are unsure if you should accommodate this request.
How should you proceed? • Contact Mental Health and Disability Service professionals. (They can provide support and guidance for next steps and strategies)
Table 2. Disabilities in the College/University Classroom
ing perspective are listed on the right. This method can also be adapted to use a blank, two-column PowerPoint slide that can be posted and/or emailed. Likewise, a constructive controversy, also known as a debate, planned and implemented effectively, can help students see several perspectives on a given issue/ topic ( Johnson & Johnson, 1997). When a professor wants to give direction to a heated, course-related discussion, s/he can assemble groups of 4-5 students and ask each group to prepare one side of the controversy. Within each group, members are assigned roles such as presenting the position, providing evidence for their side, rebutting the opposing view, and making a closing statement. When they have assembled their cases, including evidence drawn from course content and strong reasoning to make the evidence compelling, each group presents its side. Since each student and group has prepared for the debate, all are expected to ask questions during this time, with the class ultimately discussing and voting for one side, based on the evidence and analysis presented by a group. Other effective strategies to use in facilitating productive heated discussions include rotating chair, circular response discussion, and open-ended questions. Rotating chair helps to slow down the discussion and increase listening during heated debates. In this exercise, each student is required to summarize the previous student's comment before sharing his or her own. Paired with the instructor's slower tempo of speaking and the use of open-ended questions (no specific right/ wrong answer), the heated discussions tend to cool down naturally, in concert with increased reflection and analytical comments. Finally, implementing a circular response discussion, in which each student shares his or her thoughts and opinions without judgment from the rest of the class, allows all students to share their comments, rather than enabling a few students to dominate discussions.
Cheating/Plagiarism
Recent research indicates a continuing increase in student cheating (Hinman, 2004). The good news, particularly for future and early career faculty, is that a few simple strategies can help prevent or significantly reduce the likelihood of cheating, including plagiarism. Review your college's or university's policy on academic integrity with your students on the first day of class. State this policy clearly in your syllabus, including specific consequences for cheating (i.e., failing assignment/ exam, receiving a lower final grade, failing the class, etc.), as determined by you and/or your department. Be sure to define plagiarism clearly, so that students will understand what is and is not responsible use of sources. Requiring students to sign an honor code has also been found to reduce the likelihood of cheating (McCabe & Pavela, 2005). To keep students from benefitting from paper mills or finding online articles and using cut and paste in order to simulate original work, require multiple-draft submissions of a major paper or project. When it comes to cheating on exams (especially traditional, objective exams), we find that the most effective preventive measures are using different forms of the same exam and/or randomizing both the test items (for same or different forms of an exam) and, for multiple choice tests, the possible answers for each question. Increase in Students with Disabilities on College/ University Campuses
More than ever before, students with a wide range of disabilities attend colleges and universities. Both technological and pharmaceutical advances have made educational opportunities available to persons with conditions that would previously have barred them from higher education (Kitzrow, 2003). The reassuring news for future and early career faculty, who may feel apprehensive about working alone on the front lines of teaching and learning, is that many campuses have highly qualified disability service and mental health professionals to support faculty as they work with an Wingert & Molitor – Best Practices
increasingly diverse student population and to oversee the identification of students in need of help, refer them to the appropriate services, and identify and implement appropriate accommodations for them. The University of Minnesota's Disability Services serves as a national model, supporting effective learning and working opportunities for students, staff, and faculty with disabilities. Its comprehensive range of services include online access (http://ds.umn.edu/ disabilities/) to extensive resources, information, and teaching and learning strategies helpful to students with conditions including deafness (also hard-of-hearing and deafblind); mobility impairments (paraplegia, quadriplegia, muscular dystrophy, multiple sclerosis, cerebral palsy, amputation); systemic disabilities (diabetes, seizure disorders, lupus); traumatic brain injuries; visual impairments; and invisible disabilities such as attention deficit/hyperactivity disorder (AD/HD and ADD), learning disabilities, and psychiatric disabilities. In this section, we will focus on strategies to support students with these invisible disabilities. Attention Deficit Disorder (ADHD/ ADD) and Learning Disabilities
Attention deficit hyperactivity disorder (ADHD/ ADD), a set of symptoms of inattention, remains one of the most common invisible disabilities, affecting an estimated 3–5% of the child population, 60%–70% of whom experience attention-related problems into adulthood (American Psychiatric Association, 2000). A learning disability (LD) is a lifelong disorder that significantly compromises a person's ability in one or more of the following areas: speaking, listening, reading, writing, computing, recalling, and/or organizing information. The U.S. Department of Education estimates that LD can be found in 5% of the population, although others report higher estimates (2001). Although LD is different from ADHD/ADD, these two conditions often overlap. An important factor for future and early career faculty to consider in their 12
academic planning is that effective teaching and learning strategies helpful to ADHD/ADD students often benefit students with learning disabilities as well. A few selected problems and strategies are briefly described below and summarized in Table 2. First and foremost, contact and consultation with Disability Services is essential. On most campuses, disability services staff provide both valuable support for faculty and needed services for students. Professors can share their concerns with trained personnel and seek expert assistance as they try to figure out what steps to take with ADHD/ADD and LD students. Support for students can include reasonable accommodations that do not compromise required course competencies (i. e., private test space) and referrals to mental health services, if necessary. Even if students refuse accommodations, Disability Services can provide faculty with classroom strategies to help LD and ADHD/ADD students in the classroom. One of the most effective classroom strategies for students with LD and/or ADHD/ADD is to vary your teaching format. Break up traditional lectures with opportunities for students to process and apply the material that you have just presented. We recommend that faculty use the IF-AT or an alternative method of inserting multiple-choice test items in PowerPoint presentations, as we described earlier in this paper, being sure that the questions require students to think critically about the content presented in the prior 10-12 minutes. The professor does not need to grade the test items: students can discuss answers with their peers and share their answers via class vote, taking less than a minute to do so. We find that while all students respond well to this very brief activity, it is particularly valuable in helping LD and ADHD/ADD students to organize, recall, process, and apply course content in manageable chunks. Other ways to vary your teaching format include the use of brief and structured smallgroup discussions; think (or write)-pair-shares; one-
• Absenteeism (pattern of missing class) • Failure to identify oneself by name • Failure to complete assignments • Significant change in interaction level (no longer interacting with peers) • Inability to interact with any peers • Hostile interaction pattern with peers and or faculty, TA, etc. • Fatigued and disheveled (dirty clothes, uncombed hair, etc.) appearance • Mention of suicide or comment that s/he has no reason to live • Hostility toward peers • Sending of toxic, vitriolic notes/emails to faculty, TA, peer or campus official • Sending of threat(s) via note, letter or email to faculty, TA, peer or campus official • Significant decrease in student grade point average (GPA) • Bizarre behavior (hearing voices, calling oneself by another name, hallucinations, etc.) • Extreme fatigue • Inability to sleep • Frequent agitation • Harassment or stalking of other(s) • Invasion of privacy (e.g., taking cell phone pictures without permission) of another • Substance abuse • Possession of weapon(s)
(Sokolow & Lewis, 2007)
Table 3. Warning Signs
minute writes; writing/sharing their "muddiest point" (whatever they find most confusing in the class session so far); and short case studies/problems that require students to apply course content. Revisit course content with brief reviews. This can be as simple as asking questions (i.e., IF-ATs, PowerPoint slide with sample test item/question or think-pair-share) at the beginning of class regarding the previous session to revive students' memory of the older material so that the instructor can build on that foundation as he or she presents new concepts and information. Reviewing material outside of class can be encouraged in a variety of ways. A class favorite presents the review in the form of a Jeopardy-style game (template available at: decsoftware.com) created by the instructor for students to play with peers or alone. This type of activity helps students easily revisit, engage, and master essential course material without sacrificing additional course time. Faculty who present course content with concrete clarity in a well-organized manner tend to excel in teaching (Skelton, 2005; Sorcinelli & Davis, 1996). Students, particularly those with LD and ADHD/ ADD, learn more effectively when course content is taught in a well-organized and clear manner. Faculty can disseminate class-session outlines or even handouts of partially completed PowerPoint slides that give students an organized structure to follow as they take notes. Finally, faculty should provide clear, specific and concrete directions for all activities and assignments, being sure to explain them verbally during class and in writing, including such information in the course syllabus and in rubrics/checklists setting out concrete and specific expectations for all assignments and activities. The Increase in Mental Health Issues on College/ University Campuses
Today's colleges and universities have experienced a dramatic rise in a host of student mental health issues, ranging from such common problems as stress and alco14
hol/substance abuse to serious psychological/psychiatric conditions, such as major depression, bipolar disorder, schizophrenia, anxiety disorders, post-traumatic stress disorder, obsessive-compulsive behaviors, and suicidality (Kitzrow, 2003; UMN Disability Services, 2009; Fogg, 2009). Professors, particularly early career faculty, can benefit from both the collaborative, collegial support of campus professionals and an array of powerful teaching strategies to effectively engage an increasingly challenging student body. The University of Minnesota recently created the campus-wide Provost Committee on Student Mental Health to review the issues and barriers faced by students with mental health needs. The committee's goals include raising awareness regarding student mental health, impacting policy change, and helping to improve the overall preventive and management conditions, services, and resources for student mental health. As a result, a comprehensive website (http://www.mentalhealth.umn.edu/) was developed to provide immediate support, resources, and direction for students in distress, concerned faculty, staff, parents, and friends/peers. This website contains valuable, applicable information for both the University of Minnesota and other colleges and universities. Stress and Mental Health
Dr. Christenson, Director of Mental Health at the University of Minnesota Boynton Health Services, reports that stress both adversely impacts academic performance and plays a major role in mental health problems (2008). He explains that common stressors for students in higher education settings include: shared living space, new relationships, conflict with parent/ roommate/significant other, homesickness, increased access to alcohol/drugs, increased independence, poor eating habits, irregular sleep patterns, and financial pressures. The UMN mental health website includes excellent resources that are accessible to all regarding healthy stress management. worcester.edu/currents
Indicators of distress. Dr. Renninger (2008), Senior Psychologist at the UMN's University Counseling and Consulting Services (UCCS), shares the following significant signs/indicators of potential student distress: academic indicators, which include missed assignments, deterioration in work quality, a drop in grades, a negative change in classroom performance, verbal aggressiveness in class, disorganized or erratic behavior, continual excuses (requests for extended deadlines, late submissions), assignments/writings that indicate extreme hopelessness, rage, social isolation, or despair; physical indicators, such as dishevelment/deterioration in physical appearance/hygiene, visible change in weight, hangovers, smell of alcohol, excessive fatigue; personal indicators, including tearfulness, unprovoked anger/hostility, excessive dependency, expressions of hopelessness/worthlessness, expressions of distress over family/other problems; and safety/risk indicators, such as comments about going away for a long time, history of suicidal thoughts or suicide attempts, distribution of prized possessions, or self-destructive/injurious behaviors. Suggested Next Steps. Professors need not be psychologists or disability experts (sigh of relief ) to teach students effectively. Professors can contact campus professionals to share concerns, glean suggestions, and begin the referral process, if appropriate. Disability Services professionals can provide faculty and students with a wealth of support and services such as confidential consultations, determination of disability and appropriateness of reasonable accommodations, and referrals for additional campus health and counseling services. Classroom support might include accommodations in exams and coursework. Dr. Renninger (2008) provides the following guidelines for professors to use when talking to a student about your concerns: First, write down your specific concerns (see indicators above) and possible campus referral sources. Consult with campus mental
health and/or disability services professionals. If you are concerned about campus or personal safety, contact campus police. Second, contact (email or phone) and invite student to confer at a designated time in your office or a designated private, confidential room. A mental health professional can offer guidance about effective ways to approach a troubled student, including helping you to evaluate whether it is safe to interact with the student without witnesses. Third, share your concerns (what you have observed) in a nonjudgmental manner. Fourth, listen to the student's details, reasons, feelings and concerns about the situation. Fifth, work together in looking at options (i.e., referral to campus professions, follow-up conference); and sixth, follow up, as determined. In concert with this, Rinehart (2008), UMN Provost for Student Affairs shared, with faculty and staff, a simple model for talking with a person about a sensitive issue, which "...often consists of the following elements: 'I care', 'I see', 'I feel', LISTEN, 'I want', 'I will'." Rinehart suggests the following "basic outline" for an email message requesting a meeting: Dear (student name), As your instructor, I am concerned (I care) about how you are doing in class. I see you failed the last exam and you have not been participating in class discussion (specific observable behaviors).I am worried (I feel) that you may fail this class and I would like (I want) to talk to you about difficulties that may be keeping you from succeeding. My office hours are. . . . If these times do not work, please email me suggested times so we can make an appointment (I will meet with you). Depression and Anxiety. Results from a 2007 health survey conducted by the University of Minnesota Boynton Health Services indicated that one in every ten students surveyed met the criteria for major depression, and had seriously considered suicide in the past year (Christenson, 2008). Christenson reported that
students who have difficulty managing their stress are three times more likely to be diagnosed with depression. Both disability and university mental health services can collaboratively support faculty and assist students with depression to provide appropriate, tailored accommodations. If a professor observes one or more of the previously listed indicators or suspects that a student struggles with depression and/or anxiety, we encourage immediate consultation with both campus mental health and disability service professionals. Volatile Behavior: Warning Signs of Potentially Dangerous Situations
Several troubling student behavior patterns can alert professors and other university officials to potentially serious or even dangerous emotional functioning (IACLEA, 2007). Sokolow and Lewis (2007) identified that one or more of the following student behaviors, summarized in Table 3, can signify potential warning signs which might be observed not only by professors and instructional staff, but also by student housing personnel, and other university officials. Sokolow and Lewis (2007) advocate creating a campus Behavioral Intervention Team (BIT) to provide a unified approach in addressing difficult, potentially lethal student behaviors. Representative members comprising this team could include campus police, academic affairs officers, student housing staff, disability services professionals, general counsel, student affairs personnel, counseling/mental health clinicians, and faculty/staff. Instead of receiving fragmented pieces of information regarding a student's behavior from different sources, the BIT team can be centralized to receive information from many areas of the student's college life and quickly detect patterns that could signify serious problems in time to help the student and prevent him or her from endangering himself/herself and others. Intervention can be tailored to the student needs and might include mental health assessment, hospitalization (voluntary or involuntary, depending on the situation), support and 16
accommodations from Disability Services, and support for faculty/staff. Students who refuse to cooperate with recommendations for assessment and treatment, especially those who continue behaviors such as invasion of privacy, harassment, or stalking that violate the campus student conduct code, could be given the choice of either compliance or withdrawal for noncompliance. Similar to the model described above, the University of Minnesota created the Behavioral Consultation Team (BCT) that faculty and staff can immediately access to relay and discuss concerns about disturbing student behavior. Finally, the involvement of parents early in the process can help in both sharing essential information and receiving support for plans of actions. Although the Family Educational Rights and Privacy Act (FERPA) may limit sharing information with a parent, information can be shared when it relates to the 85 % of college and university students whose parents still claim them as dependents for tax purposes (Sokolow & Lewis, 2007). Summary and Conclusions Professors have increasingly faced a myriad of potentially difficult classroom situations, from mild challenges to potentially dangerous dilemmas that can significantly interfere with the teaching and learning process. With solid support from centers for teaching and learning and faculty development specialists, faculty and instructional staff can learn to identify, manage, and prevent a wide range of disruptive classroom behaviors. Campus mental health and disability services can provide both essential support for faculty and appropriate services and accommodations for students. Creating a team that includes members of the campus police, academic affairs, student housing, disability services, general counsel, student affairs, counseling/mental health services, and faculty/staff can expedite the detection of distressing and even harmful
behavior patterns and enable action to be taken more quickly to get troubled students the help they need and keep dangerous situations from escalating. Tragedies such as those experienced by Virginia Tech engender hard lessons for all institutions. From immense loss, we have learned to strengthen our strategies and coordinate efforts by many different offices within the college community to provide a safe, high-quality teaching and learning environment for all.
References American College Health Association. (2004). National college health assessment: Penn State University System executive summary, Fall 2004. Baltimore, MD. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders. (Fourth Edition, Text Revision) DSM-IV. Washington, D.C. Aronson, E., Wilson, T., & Akert, R. (2007) Social psychology. (6th edition). Garden City, NJ: Prentice Hall. Braxton, J., & Bayer, A. (2005). Faculty and student classroom improprieties: Creating a civil environment on campus, No.100. New Directions for Teaching and Learning, No. 77, Indianapolis, IN: Jossey-Bass. Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass Higher and Adult Education Series. Brosvic, G., Epstein, M., & Cook, M. (2004). Provision of feedback during preparation for academic testing: Learning is enhanced by immediate but not delayed feedback. The Psychological Record, 54, 207-231.
Christenson, G. (2008). Faculty and staff mental health training: A public health approach. Presentation to UMN faculty, CVM Seminar on Teaching, University of Minnesota, St. Paul, MN, November 14, 2008. Cummings, B. (2008). iClicker classroom response system. New York: Addison-Wesley, Pearson Education. Disability Services (2008). http://ds.umn.edu/ disabilities/. University of Minnesota: Minneapolis, MN. Fogg, P. (2009). Grad-school blues: Students fighting depression are not alone. The Chronicle of Higher Education: The Chronicle Review. Issue: Feb. 20, 2009. Hinman, L. (2004). How to fight college cheating. Washington Post, September 3, 2004. International Association of Campus Law Enforcement Administrators (IACLEA). (2007). How to respond effectively to troubled or suicidal college students. IACLEA Web Seminar. Johnson, D., & Johnson, R. (1997). Academic controversy: Increase intellectual conflict and increase the quality of learning. In W. Campbell. & K. Smith (Eds.) New paradigms for college teaching. Edina, MN: Interaction Book Company. Keller, C., Finkelstein, N., Perkins, K., Pollack, S.,Turpen, C., & Dobson, M. (2007). Researchbased practices for effective clicker use. 2007 Physics Education Research Conference, AIP Conference Proceedings, 951, 128-131. Kitzrow, M. (2003). The mental health needs of today's college students: Challenges and recommendations. NASPA Journal, 41, (1), 167181. Mauer, R. (1996). Beyond the wall of resistance: Unconventional strategies that build support for change. Austin, TX: Bard Press.
McCabe, D., & Pavela, G. (2005). New honor codes for a new generation. Inside Higher Education, 11, March 2005. McKeachie W.J., & Svinicki M. (2006) Chapter 14. Dealing with student problems and problem students. Teaching tips: strategies, research, and theory for college and university teachers, 12th Edition. 172-190, Houghton Mifflin. Meyers, S. (2003). Strategies to prevent and reduce conflict in college classrooms. College Teaching, 51, 94. Morrissette, P. (2001). Reducing incivility in the university/college classroom. International Electronic Journal for Leadership in Learning, 5 (4). 1–12. Available at: http://www.ucalgary.ca/~iejll/ volume5/morrissette.html Renninger, S. (2008). Faculty and staff mental health training: Talking with a student about your concerns. Presentation to UMN faculty, CVM Seminar on Teaching, University of Minnesota, St. Paul, MN, November 14, 2008. Richardson, S. (1999). Promoting civility: A teaching challenge. New Directions for Teaching and Learning, 77, Indianapolis, IN: Jossey-Bass. Rinehart, J. (2008). How to approach a student you are concerned about. Email communication to University of Minnesota Twin Cities Faculty and Staff. December 1, 2008. Specific suggestions available at: http://www.mentalhealth.umn.edu/ facstaff/HowTo.pdf Schneider, A. (1998). Incivility forum looks at classroom behavior. Indiana Daily Student. Available at: http://idsnews.com/ news/100598incivility.html Skelton, A. (2005). Understanding teaching excellence in higher education: towards a critical approach. London: Taylor & Francis.
Sokolow, B., & Lewis, W. (2007). A framework for student mental health & violence prevention. Magna Online Seminar Co-sponsored by Magna Publications and the National Center for Higher Education Risk Management (NCHERM), July 10, 2007. Sorcinelli, M. D. (1994). Dealing with troublesome behaviors in the classroom. In K. W. Prichard and R. M. Sawyer (Eds.), Handbook of college teaching: theory and applications. Greenwood: Westport, CT. Sorcinelli, M. D, and Davis, B. (1996). Understanding 'teaching excellence' in higher education: a critical evaluation of the national teaching fellowships scheme, Studies in higher education, 29, 4, 451–68.
Class Barriers: Creative Writing in Freshman Composition M. Thomas Gammarino Abstract Despite numerous calls for increased dialogue between the disciplines of composition and creative writing over the past fifteen years, few have interrogated the assumptions underlying that basic binary itself. In this essay, I want to argue that the distinction is fundamentally classist and to offer one practical suggestion for complicating the binary that I have yet to see articulated elsewhere in any thoroughgoing way. A glance at the lion's share of freshman composition textbooks and syllabi will still show this suggestion to be a radical claim: namely, that teachers of freshman composition, whenever there is ample institutional leeway,
M. Thomas Gammarino has an MFA from The New School and is completing a PhD at the University of Hawai'i. His short fiction has appeared in Dzanc Books' Best of the Web 2009 anthology, The New York Tyrant, The Adirondack Review, and Noö Journal, and his first novel, Big in Japan: A Ghost Story, is due out from Chin Music Press in November 2009.
should include at least one assignment, if not a whole unit, of creative writing in their courses. Not only will this benefit students' writing skills in general, but it will also serve to dismantle the century-old bias that partitioned the disciplines off from one another in the first place.
Keywords creative writing, composition, the fiction assignment, rhetoric, class
Introduction Having spent the better part of last summer reading everything I could find on creative writing pedagogy, I was refreshed to come upon Michelle Cross's exhortation in her essay "Bestsellers and Blockbusters: Lore and Popular Culture" to creative writing theorists to start "looking beyond their frequent compare-and-contrasts with literary and composition/rhetoric pedagogies" (2007, p. 74). Among others, Wendy Bishop (1994), Joseph Moxley (1989), and Eve Shelnutt (1989) had spearheaded that line of inquiry back in the early nineties and it has reappeared under various guises since, indeed so much as to effectively dominate discussion in the nascent field of creative writing studies to this day. Most of the discussion has revolved around those areas of composition research that creative writing teachers would putatively do well to take as models for their own sorely undertheorized field, but there has been remarkably little by way of interrogating the assumptions that underlie the basic binary of composition and creative writing, which I take to be classist at root. In this essay, I want to offer a practical suggestion for complicating that binary that I have yet to see articulated elsewhere in any thoroughgoing worcester.edu/currents
Gammarino – Class Barriers
way1, and which a glance at the lion's share of freshman composition textbooks and syllabi will still show to be a radical claim, namely, that teachers of freshman composition, whenever there is ample institutional leeway, should include at least one assignment, if not a whole unit, of creative writing in their courses. A Practical Injunction
Wendy Bishop's charge back in 1994 had gone like this: "No doubt, students are confused about the relationship between composition studies and creative writing because English studies, as a profession, is confused" (p. 187). Evidently her call to arms went largely unheeded, for as late as 2006, when I began my PhD coursework at the University of Hawai'i focusing on creative writing, I myself was boggled by what I saw as the thoroughly counterintuitive divorce of these two disciplines. I felt out the boundaries soon enough, but in trying to make some historical sense of what I saw as a patently false dichotomy, I turned to Bishop's Colors of a Different Horse, where I found D.G. Myers' tentative definition: . . . creative writing seems to denote a class of composition once simply called fiction . . . As such it is a makeshift, omnibus term for poems, novels, novellas, short stories, and (sometimes) plays; for the invented as opposed to the historical; for the imaginary in contradistinction to the actual; for the concrete and particular as distinguished from the thorny and abstract. In short, for nonnonfiction . . . . (p. 187) For Bishop, however, Myers' definition, even with all its hedging, was still too sure of itself, and she dismantled the binaries it took as its basis: The textual creations Myers catalogs as fixed genres will be found by many current compo1
Wendy Bishop and Hans Ostrom (1994) and Tim Mayers (2005) have each questioned the possible role of imaginative writing in the first-year program, though none, so far as I can tell, has accorded it much space, let alone sustained a sound argument in its defense.
sitionists (and literary theorists) as convenient, contingent, and situated. The historical must be discovered through the ideologically based author; the actual can only be apprehended through the representations of language and constructed texts; and the thorny and abstract may provide valid, but (currently) not sanctioned, ways of learning about the concrete and particular . . . When genres blur, it is necessary to remind ourselves that categories are constructed and that genres are defined. (p. 187) Indeed, in our post-postmodern age, it goes without saying that any specimen of writing might be productively thought of as a variety of fiction, at least in the etymological sense of being "fashioned" or "formed," language never being so streakless a window as the nineteenth-century realists liked to think it was. Myers' distinction between the imaginary and the actual is perhaps the most specious of all. As Ann Berthoff reminds us over and over again, all writing is in some sense imaginary: "The imagination is the shaping power: perception works by forming—finding forms, creating forms, recognizing forms, interpreting forms" (1981, p. 64). The writer of nonfiction must still engage in the same sort of transfiguration process engaged in by the writer of fiction. Forms emerge from the primordial chaos of the writer's mind and are sorted through, nursed to coherence, tailored to certain rhetorical purposes and fit to what is, by definition, the linear, one-word-at-a-time nature of language. In choosing language to embody mental phenomena, the writer—whether of the play, the news article, or the holy scripture—can at best produce only a version of things, a kind of fiction. Practically speaking—and I really do want to speak practically here—I am not suggesting that there is no difference between the terms "fiction" and "nonfiction" as they are conventionally employed, only that the genres have more in common than not, and that
the delineation is more elusive than it may at first seem, growing blurrier the harder we look. What we're talking about finally is more a distinction in subject matter than in technique. Certainly the personal narrative, which is widely taught in first-year composition courses, bears a closer resemblance to the Chekhovian short story than to the con/pro essay, though even this, I would argue, draws on many of the same faculties. Why then the longstanding bias against fiction in the composition classroom when the personal narrative has become almost de rigueur? The common wisdom among composition teachers, if we go on the evidence of most composition textbooks, is that the writing of fiction does not engage the critical faculties in any potentially meaningful way. Judith Harris observes: Creative writing, in a sublime sense, suffers from its own aesthetic attribute—rendering it "useless" to composition teachers whose goal is to raise students' class consciousness. Hence, in these redactors' views, students should be first trained to decipher the tropes and conventions of 'discourse communities' and only subsequently be allowed to write creatively. Creative writing pedagogy should have no place in composition practice. (2001, p. 175) I don't imagine that these "redactors" are consciously sowing the seeds of their own pedagogical undoing when they set out to raise students' class consciousness, but the great irony here is that the bias they uphold in shunning creative writing as a means of getting there is itself an exercise in classism. In The Elephants Teach, his history of creative writing in the US academy, D.G. Myers traces the origins of the composition/creative writing divide: It [composition] was formulated at Harvard in the last two decades of the nineteenth century out of the belief that the ideal end of the study of literature is the making of literature . . . Indeed,
the subsequent heterogeneity of composition can largely be explained as the result of successful attacks on it for being too literary—something less elitist (as we would now say) was called for. By that time, however, the demand for literary fluency was already beginning to be satisfied by creative writing. (2006, p. 284) In case we were hesitant to make the leap from "elitism" to "classism" within the academic context, Bishop did it for us, "The lessons here are obviously political ones; fundamentals precede art and art writing is for the elite (endlessly, the white, literate, at least middle-class kind), and composition writing is for those who need nothing more than basic literacy (although what that is no group has yet been able to agree upon)" (1994, p. 187). Perhaps in the early twentieth-century university context this dichotomy made more sense than it does today. Maybe it really was only the moneyed elite who found the time to torture sonnets while the less wellto-do had to focus on the more pragmatic concerns of their future careers (though I suspect a little research would show otherwise). But I wonder how many of us are comfortable in the twenty-first century reinforcing these old stereotypes, clinging to genre boundaries that "mark status and buttress privilege and pretension" (Bishop & Ostrom, 1994, p. 6)? Is creative writing still reserved for the elite? Are we comfortable with the idea that our job as teachers is merely to make sure students are properly manufactured for the technocratic workforce? And if we are, then why all this talk of "transforming" students in the literature of composition studies? If our goal is, in fact, along these more humanistic lines, then how can we possibly justify barring creative writing from our composition classrooms? In discussing some of the ways in which the fiction assignment can be, indeed is, a productive way of spending a couple of weeks in a semester of first-year composition, I have drawn on the WPA Outcomes Statement
for First-Year Composition as a convenient touchstone (Council of Writing Program Administrators, 2000). I say "convenient" by way of acknowledging that there is nothing absolute or unproblematic about the outcomes themselves, even if it is beyond my purview to interrogate them here). The statement breaks down into four main teaching areas: Critical Thinking, Reading, and Writing; Rhetorical Knowledge; Processes; and Knowledge of Conventions. The fiction assignment, I want to claim, calls upon each one of them. Critical Thinking, Reading, and Writing
Michael McClure, at the 1993 Conference on College Composition and Communication, told of a discussion on teaching composition led by a panel of experienced instructors. One of the speakers handed out copies of a short story about a young boy's hunting trip with his father. While most of the instructors hailed the story, one declared that the best she could give it was a Bsince it demonstrated "no critical thinking." This is the sort of sentiment, so rife in recent decades, that to my mind cooperates in upholding the century-old bias of "partitioning off 'self-expression' from a concern with the communication of ideas and proficiency of usage" (Myers, 2006, p. 288). I would like to term this the Self-Expression Fallacy, the notion, not at all unpopular (indeed, as Nancy Kuhl [2005] observes, it has spawned a whole industry, viz. Julie Cameron's The Artist's Way), that creative writing is by definition a kind of solipsistic, new-agey exploration of self, not as a means of communicating larger truths as it was for the Romantics but as a kind of therapeutic end in itself. This is wonderful, of course, but it has nothing whatever to do with the aims of most college writing programs, and most any accomplished fiction writer would surely bristle at the accusation that his/her writing is more about "self-expression" than "the communication of ideas." Anyone who has ever seen a short story from inception through several drafts to "completion" need not be told that the amount of critical thinking that goes 22
into the making of an effective short story is typically formidable. The stakes of this misapprehension aren't merely philosophical either. "In romanticizing the role of creative expression," George Kalamaras writes, "the university simultaneously marginalizes the teaching of creative writing and limits its possibilities" (Cain et al., 1999, p. 79). Here's what McClure had to say about the "no critical thinking" affair: I tell this incident because for me that such a comment could be made on the basis of "critical thinking" (a term, like "literacy" and others used to justify institutional practices, kept carefully and purposefully ambiguous by the multiplicity of its uses by different speakers) highlights the need for constant questioning of our assumptions about education practices. Universities, English Departments, and individual classrooms exist to serve particular (if, thankfully, often competing) social, political, and cultural aims, and we need at least to be self-conscious about these aims. I find it disturbing that a committed and otherwise thoughtful composition specialist could so easily dismiss "fiction" as a viable avenue towards thinking critically about issues of importance to students and to writing teachers. (p. 12) Needless to say, I do too. An assignment is only as effective as its teacher, of course, and there are any number of ways we might go about incorporating the fiction assignment into the composition classroom—and a correlative number of ways we might go about engaging the critical faculties. To take just a few examples: »» Dinty Moore has his students write both a short story and a personal experience essay, then, based on peer reviews, choose one to revise for the final grade of the unit (1992). »» Eric Melbye, as part of his pedagogy of "serious play," asks his composition students to compile
a tripartite "casebook," consisting of 1) an original piece of fiction or poetry, 2) the "author response"—a detailed response to the creative writing of one of the student's peers, and 3) the "casebook response"—a recursive essay on the creative process and the casebook project itself (2004). »» Will Hochman, as a way of getting his students "to establish relationships among writers and readers, and to introduce the composition class to an environment of close, textual focusing," has his students do "paired fiction writing," in which students are paired with partners and write to the teacher's prompts, exchanging papers after each segment such that by the end of class each pair has written two working pieces of fiction (2002). »» Heidi D. Rosenberg assigns her students to rewrite their personal narratives as fiction in order that they "play out any number of possible beginnings or endings, allowing for play not only with the structure of the story, but with the language, as well. In turn, this would allow for them to begin to understand what might be the story that is supposed to happen—that is, what is the grand narrative that they might be measuring their own experience with or against?" (2002, p. 10). I begin my class with a unit on narrative in which students write both a personal and a fictional narrative. In this way they get a sense of how very tenuous that dividing line is. The culminating assignment of the unit is the "portrait" (adapted from LaRene Despain's Writing: A Workshop Approach) in which they tailor individual scenes, "mini-scenes," and exposition to the purpose of evoking a particular aspect of a person. I give students the option of writing about a person they have known or an invented person, living or dead, human or otherwise.
I've designed my course such that the focus of the assignments moves steadily from personal experience to the more abstract. As such, the next unit, the collage, borrowed in part from Peter Elbow's A Community of Writers, asks students to surround some abstract idea with different pieces of writing. Unlike Elbow, however, I insist that the essay encompass at least five different genres of writing, and very often this includes fiction, poetry, and found poetry as well. I stipulate that 80% of the writing must be original. The other 20% might be cribbed from elsewhere, though it must be properly cited. In my two years of teaching composition, this has tended to be my students' favorite assignment, and it is typically my favorite to read as well. Following Wendy Bishop's model, I use a contract grading system in my composition course (see Bishop, "Contracts, Radical Revision, Portfolios, and the Risks of Writing" in Leahy, 2005, p. 109-120). If a student satisfactorily completes all course work, participates regularly, and maintains good attendance, he/she has an automatic B for the semester. If he/she wants an A, then some extra work is required, including a significant revision of an earlier assignment, a letter to the editor of a newspaper or magazine, and a 2-3 page short short story (for models we read several stories from Robert Shapard and James Thomas' anthology New Sudden Fiction: Short-Short Stories from America and Beyond). Some teachers, likely because they're aware of the institutional ambivalence regarding the place of fiction in first-year composition, take pains to yoke the assignments to a critical agenda. The more explicitly didactic the assignment becomes, however, the less successful it seems likely to be. Jean Grace, for instance, assigns her students to construct a fiction around a reading they've done in class ("write a sketch in which characters have a mutually worthwhile conversation about the Perl passage we read the first day of class"). In effect, students are asked to write an old-fashioned allegory about a critical essay they've had no say in choosing. While
certainly it can be instructive for students to try their hands at dialogue, I can hardly think of a less organic way of assigning it. No wonder what she ends up with is "a stack of papers that include discussion of a text in the mouths of lifeless characters in no particular setting, with little attention to details of language" (1993, p. 8). The most effective approaches seem invariably to be the least apologetic, a move that McClure sees as serving a critical function in itself: "By validating fiction in such sites, we are breaking the limits of traditional academic expectations about the kind of work proper to a 'composition' setting. That is, we free the speaking subject to explore herself and her own significance in new ways" (1993, p. 6). Though McClure veers awfully close to the Self-Expression Fallacy here (to be sure, I do believe that writing fiction can lead to self-discovery, just as I believe that writing playbills and dictionary entries can), I think his basic point is a good one. By disrupting received notions about what's proper to the composition setting, we stand to validate our students in new ways, both by modeling the kind of creative, critical thinking we hope for them to engage in, and by giving them fiction as another tool to think with. To be sure, it is partly a political act I am advocating here. The fiction assignment invites students to produce the kinds of literatures that their institutions have for the past century or so deemed them fit only to consume. And while few of our students may go on to be professional writers, all of them stand to benefit from the kinds of critical thinking engendered by a constructivist approach to literature. Aside from heightening students' sensitivity to the textures and resonances of words themselves—no small achievement in itself—studying literature "from the inside" serves a de-essentializing function as well, revealing to students the constructed, provisional nature of all texts, and by extension, of all systems of meaning. So while any critical pedagogy might teach students to ask questions like "What is this?" and "What does it mean?" the constructivist approach encourages students
to augment these with other, more active and dialogic questions like "Why is this the way it is?" and "How might it be made better?" Rhetorical Knowledge
While the notion of the solitary writer who writes for none but himself/herself may have a certain romantic appeal, I'm not sure such a writer has ever existed. Every writer I know admits to writing to some audience, even if only an imaginary one. Students, in their sometimes capacity as reluctant writers, may in fact not want to be read; but if they have to be, they would presumably like it to be with approbation. Wayne Booth, in The Rhetoric of Fiction, writes about the unavoidable rhetorical exigencies of the writer of fiction: In short, all of the clichés about the natural object being self-sufficient are at best half-truths. Though some characters and events may speak by themselves their artistic message to the reader, and thus carry in a weak form their own rhetoric, none will do so with proper clarity and force until the author brings all his powers to bear on the problem of making the reader see what they really are. The author cannot choose whether to use rhetorical heightening. His only choice is of the kind of rhetoric he will use. (1961, p. 116) Consciously or not, the writer of fiction, like the writer of arguments, is constantly making rhetorical choices. The more conscious he/she becomes of those choices, the more successful his/her fiction is likely to be, for finally what the writer of fiction strives to do is not only to tell a story, but to register certain tonalities, to effect certain responses, to persuade readers of the relevance, importance, even beauty of what they are reading—at the very least to persuade them that they are not wasting their time. Like a well-crafted argument, an effective fiction anticipates reader responses and plays off of them. That controlling consciousness is of course the author's, though it rarely manifests itself
fully in a first draft; rather it is the layered product of successive revisions, a scaffolding of choices. As a result of increasing recognition of creative writing's material, ideological, and political ramifications, many recent creative writing theorists have called for a view of creative writing that foregrounds rhetoricity. In a 1999 issue of College Composition and Communication that devoted an entire section to discussion of the nexus between composition and creative writing, George Kalamaras argued for merging the disciplines by grounding creative writing classes in "social-epistemic rhetoric" (p. 80). More recently, Paul Dawson has called for replacing the formalist poetics that dominates the typical workshop with a sociological poetics that would "require a recognition that aesthetic or craft-based decisions of a writer are always the result (consciously or otherwise) of ideological or political choice" (2005, p. 211), and Tim Mayers has called for a pedagogy of creative writing that involves "sustained reflection on the very enterprise of creative writing as it relates to larger social, political, and rhetorical trends" (2005, p. 148). A glance at any of the recent anthologies on creative writing theory and pedagogy will yield further examples. Processes
Obviously no monolithic method of composition can meet the needs of every writer all of the time, and the many methods espoused by compositionists—prewriting, peer work, drafts, etc.—all have their analogues in the discourse of creative writing. Indeed, they are not so much similar as identical. While the workshop on the Iowa model is easily the most pervasive method of instruction in creative writing programs throughout the United States, some teachers have rightly challenged it for its relative indifference to process. Even as I might defend the virtues of the workshop for experienced writers, its essential captiousness clearly disqualifies it as the best approach to take with undergraduates, particularly in the context worcester.edu/currents
of the composition classroom. Eve Shelnutt, in Creative Writing in America (1989), outlined an interesting alternative to the workshop that would highlight process by combining the reading of professional essays on the sources of creative writing, mini-workshops on student stories, and student essays on the sources of their stories (p. 151–167), an approach that might easily be adapted to the composition classroom. My own suggestion is that teachers teach the creative assignment just as they would any other composition assignment—for the goal finally is not to carve out a special place for creative writing so much as a natural one. In my classes, this usually entails some freewriting, basic lectures on craft (e.g., tense, point of view, sensory detail, dialogue), reading and discussion of published samples as well as samples from some of my former students (with their permission, of course), and finally some form of peer review, though never with more than three or four students to a group. Knowledge of Conventions
The writing of fiction gives students practice in virtually all of the elements of writing good prose, including, though certainly not limited to, "the study of lists, punctuation, verb tense, sentence length and style, pronouns, detail, and data" (Peary, p. 3); word choice, sentence variety, and paragraphing (Moore, 1992, p. 2). Fiction can also serve as an outlet for students to indulge their more playful inclinations; to use figures; to evoke, characterize, plot; to experiment with transitions, genre, form, rhythm, point-of-view—all skills that can enhance students' expository writing as well. Wallace Stegner speaks to the crossover: Expository writing has to contain a body of information. But that body of information doesn't have to be blunt or obtuse. It doesn't hurt any writer of expository prose to try his hand at writing a story, because control of place and character and evocation of sensuous impressions and so on are
all things that can be used in expository writing. (Bunge, 1985, p. 122) Moreover, creative writing has the added boon of frequently being seen by students as more "fun" than the typical composition assignment, and while this is not unproblematic in its own right, it seems clear to me that a student who becomes engaged in a story is far more likely to continually revise, to double-check grammar and spelling, to read the piece aloud into a voice recorder—even, in short, to inhabit their expanding knowledge, than the student made to feel that certain dimensions of his/her imagination are off limits. Not every student gets more engaged in the fiction assignment than the argumentative one, for instance, but many do, and one would be hard-pressed to show why they shouldn't have the chance. The Nexus
In contemplating the fractured nature of English studies in the twenty-first century, I keep finding myself thinking back to the first twelve years or so of my education when I used to attend this singularity called the "English class." In English class, I knew I could be expected to study grammar and vocabulary; to read short stories, poems, essays, novels, plays; and to write some of the same. Maybe those courses were more specialized than I ever knew, but they were always of a piece to me. English class was where we studied writing: all kinds, reading it, producing it. In this age of rampant information and specialization, Katharine Haake may well be right that we "have passed the point where the easy commingling and cross-fertilization of discourses and disciplines inside English studies … can occur" (2007, p. 25), but it bears repeating that while Bishop and Moxley might have been naïve in thinking the walls could come down any time soon, their premise at least was unassailable. Those walls are historical, contingent, not at all essential. Moreover, they're made of paper, and a lot of it green. If we really wanted to
knock them down, all we'd have to do is huff and puff a little. References
Berthoff, Ann E. (1981). The making of meaning. Upper Montclair: Boynton/Cook Publishers. Bishop, Wendy, & Ostrom, Hans (Eds.). (1994). Colors of a different horse: Rethinking creative writing theory and pedagogy. Urbana: National Council of Teachers of English. Bishop, Wendy. (2005). Contracts, radical revision, portfolios, and the risks of writing. In Leahy, Anna (Ed.), Power and identity in the creative writing classroom: The authority project (109-120). Tonawanda: Multilingual Matters Ltd. Booth, Wayne C. (1961). The rhetoric of fiction. Chicago: The University of Chicago Press. Bunge, Nancy. (1985). Finding the words: Conversations with writers who teach. Athens: Swallow Press. Cain, M. A., Lardner, T., Kalamaras, G., Mayers, T. (1999). Inquiring into the nexus of composition studies and creative writing. College Composition and Communication, 51, 70–95. Cross, Michelle. (2007). Writing in public: Popular pedagogies of creative writing. In Ritter, Kelly & Vanderslice, Stephanie (Eds.), Can it really be taught?: Resisting lore in creative writing pedagogy (pp. 67–76). Portsmouth: Boynton/Cook. Council of Writing Program Administrators. (2000). WPA Outcomes Statement for First-Year Composition. Department of English website, Illinois State University. Retrieved from http:// www.english.ilstu.edu/Hesse/outcomes.html. Despain, LaRene. (1991). Writing: A workshop approach. New York: McGraw-Hill. Elbow, Peter, & Belanoff, Patricia. (1999). A community of writers: A workshop course in writing. New York: McGraw-Hill.
[email protected]CESTER.EDU
Gardner, John. (1991). The art of fiction: Notes on craft for young writers. New York: Vintage. Grace, Jean. (1993). Finding and creating voices through story—Writing in the composition classroom. [44th Annual Meeting of the Conference on College Composition and Communication, San Diego, CA, March 31–April 3.] Retrieved November 18, 2006, from ERIC Document Reproduction Service. Harris, Judith. (2001). Re-writing the subject: Psychoanalytic approaches to creative writing and composition pedagogy. College English, 64, 175–204. Hochman, Will. (2002). Using paired fiction writing: Transactional creativity and community building in the composition class. Retrieved November 18, 2006, from www.southernct.edu/~hochman/ Willsedessay. Kuhl, Nancy. (2005). Personal therapeutic writing vs. literary writing. In Leahy, Anna (Ed.), Power and identity in the creative writing classroom: The authority project (3–12). Tonawanda: Multilingual Matters Ltd. Mayers, Tim. (2005). (Re)writing craft: Composition, creative writing, and the future of English studies. Pittsburgh: University of Pittsburgh Press. McClure, Michael. (1993). Composition as fiction: Revising the writing classroom. [Annual Meeting of the Conference on College Composition and Communication—44th, San Diego, CA, March 31–April 3, 1993]. Retrieved November 18, 2006, from ERIC Document Reproduction Service. Melbye, Eric. (2004). Serious play: Creativity in composition and pedagogy. Retrieved from www. doit.gmu.edu/inventio/past/display_past. asp?pID=spring04&sID=melbye.
Moore, Dinty W. (1992). Narrative is just a fancy word for story: Incorporating a short fiction assignment into the freshman composition syllabus. [Annual Meeting of the College English Association—Pittsburgh, PA, March 27-29.] Retrieved November 18, 2006, from ERIC Document Reproduction Service. Moxley, Joseph. (1989). Tearing down the walls: Engaging the imagination. In Moxley, Joseph (Ed.), Creative writing in America (25-45). Urbana: NCTE. Myers, D.G. (1996). The elephants teach: Creative writing since 1880. Chicago: U of Chicago Press. Ostrom, Hans. (1994). Of Radishes and Shadows, Theory and Pedagogy. In Bishop, Wendy, & Ostrom, Hans (Eds.). Colors of a different horse: Rethinking creative writing theory and pedagogy (xi–xxiii). Urbana: National Council of Teachers of English. Peary, Alexandria. (2006). How to more than just survive with an MFA. Poets&Writers, Inc. Retrieved from www.pw.org/mag/teachersguide/ archive/loun0403.html Rosenberg, Heidi D. (2002). Playing in the intersections: Teaching composition dangerously. [Annual Meeting of the Conference on College Composition and Communication—53rd, Chicago, IL, March 20-23.] Retrieved November 18, 2006, from ERIC Document Reproduction Service. Shapard, Robert & Thomas, James (Eds.). (2007). New sudden fiction: Short-short stories from America and beyond. New York: Norton. Shelnutt, Eve. (1989). Notes from a cell: Creative writing programs in isolation. In Moxley, Joseph (Ed.), Creative writing in America (3-24). Urbana, Illinois: NCTE.
Lessons from Quintilian: Writing and Rhetoric Across the Curriculum for the Modern University Andrew Bourelle Abstract A close look at Quintilian's Institutio oratoria shows that nearly 2,000 years ago Roman educators were using a teaching approach similar in many ways to modern theories of Writing Across the Curriculum (WAC). For Quintilian, rhetoric was not a discipline unto itself. Instead, the elements of rhetoric were important throughout a student's education. Rhetoric was not simply taught in a rhetoric class; it was an element of classes in all subjects. The modern WAC move-
Andrew Bourelle is in his final year working toward a PhD in English, with an emphasis in rhetoric and composition, at the University of Nevada, Reno. His research interests include composition pedagogies, writing across the curriculum, writing centers, and creative nonfiction.
ment, born in the 1970s, functions from the same idea: writing should not be taught only in first-year composition courses; it must be an element of classes in all disciplines as well. Quintilian said that each "species" of writing has its own form and function; therefore, learning writing and rhetoric within the context of a discipline is preferable to the idea of simply learning writing and rhetoric. In this paper, the author will examine current WAC models and argue that paying more careful attention to Quintilian's classical Roman approach to teaching writing and rhetoric could strengthen education in modern universities.
Keywords writing, Writing Across the Curriculum, WAC, Quintilian, rhetoric
Introduction The writings of the Roman educator and rhetorician Quintilian hold valuable insights for the modern educational pedagogy of Writing Across the Curriculum (WAC). In a time of budget crises at universities nationwide, WAC programs and writing in general may fall victim to cutbacks and costsaving measures or—just as dangerous—to misunderstandings about the importance of writing to students' education. Writing is integral to learning, and it should be present throughout a student's college career, not just in first-year composition courses or in a few writing-intensive classes. I believe that the future of WAC could be strengthened—as could the education of countless university students—if we looked to the lessons Quintilian outlined nearly 2,000 years ago. The WAC movement, as we know it today, began in the 1970s as an effort to incorporate more writing into university education (Russell, 2002). 28
Bourelle – Lessons from Quintilian
At the time and in preceding years, there was a tremendous boom in higher education, with more openadmissions policies and more students going to college. Many of those students came out of public school systems where writing was not strongly emphasized. Previously, college composition had typically centered on literature, but in the 1960s composition education shifted to a more process-based, experiential approach, featuring expressive writing and student-centered classrooms. Teaching writing became different from teaching literature. In the 1970s, however, there was an outcry against "illiteracy"—a similar outcry that had been heard in the 1950s and the 1910s (Russell, 2002) and that we have heard periodically in later decades. This claim that there was a literacy crisis was illustrated by Newsweek's famous 1975 article, "Why Johnny Can't Write" (Sheils). WAC programs were founded during that era's literacy crisis and were viewed by some as the "fix" to the problem. At the heart of the WAC movement is the argument that writing develops thinking; it is not simply the mechanical act of putting to paper what one already knows. The WAC movement, Russell (2002) says, was a way of "reconceiving writing as a serious intellectual activity" (p. 285). Writing, the WAC movement claimed, had value to other disciplines besides English. While WAC seemed like a new concept—one that university systems today still have not completely adopted—I argue that educators some 2,000 years ago were using similar pedagogies. Quintilian's Institutio oratoria summarized the Roman educational system and proposed a curriculum for teaching students from childhood to adulthood. The twelve-book collection has been called "perhaps the most ambitious single treatise on education which the ancient world produced" (Murphy, 1987, p. xviii). A close look at Institutio oratoria—particularly Book Ten, which focuses on the continued learning of an adult—shows that Roman educators were using a teaching approach
similar in many ways to modern theories of WAC. For Quintilian, rhetoric was not a discipline unto itself. Instead, the elements of rhetoric were important throughout a student's education. Rhetoric was not simply taught in a rhetoric class; it was an element of teaching in all subjects. While Quintilian's pedagogy might be more accurately described as Rhetoric Across the Curriculum—or Writing and Rhetoric Across the Curriculum—the modern WAC movement functions from the same idea: writing is important to thinking and learning, and therefore should be an ongoing part of a student's education. Roman Rhetorical Education Completed in 95 CE, Quintilian's Institutio oratoria summarized the educational system as it existed in ancient Rome. In this system, as Quintilian scholar James J. Murphy (1996) has explained, boys were trained daily from the age of six to about eighteen, going through increasingly difficult exercises. There were two levels of masters who taught the children: the grammaticus, who helped children with imitations and speaking and writing exercises, and the rhetor, who prepared students for the final stage of declamation, when they gave fictitious speeches. The ultimate goal of Quintilian's curriculum was for men to have facilitas, which Murphy describes as "facility in devising appropriate language to fit any speaking or writing situation" (p. 584). A student would strive to become a good man skilled in speaking. Rhetoric, to Quintilian, was not simply the art of persuasion and certainly was not thought of in a pejorative sense as the term is often used today in politics or the news media. Murphy (1986) says, "Rhetoric, or the theory of effective communication, is for Quintilian merely the tool of the broadly educated citizen who is capable of analysis, reflection, and then powerful action in public affairs" (p. xxvii). In other words, the citizen orators he educated, men with facilitas, were criti-
cal thinkers capable of careful analysis and articulate expression. Murphy (1986) explains that Quintilian "aims to develop the minds and talents of young men who can themselves decide their own actions in the public arena" (p. xxvii). While Quintilian emphasized the importance of writing, the primary goal of his pedagogy was to produce good orators. Writing has since replaced oratory as the primary means of communicating ideas in education, but this distinction between WAC and Quintilian's RAC was not as important as one might think. According to Murphy (2001), whether language was oral or written was less important than its ability to fit the situation at hand. Murphy says, "It is clear that writing and oral language go hand in hand in the Roman educational program" (p. 36). And, further, Quintilian recognized the integral links between speaking, reading, and writing. "[T]hey are all connected," Quintilian says in Institutio oratoria, so inseparably linked with one another, that it [sic] any one of them is neglected, we labor in vain in the other two—for our speech will never become forcible and energetic unless it acquires strength from great practice in writing; and the labor of writing, if left destitute of models from reading, passes away without effect, as having no director; while he who knows how everything ought to be said, will, if he has not his eloquence in readiness and prepared for all emergencies, merely brood, as it were, over locked-up treasure. (p. 125) In Quintilian's Roman curriculum, Murphy (1986) explains, "there is a constant interplay between the three types of expression—reading, writing, and speaking— with critical listening an important adjunct" (p. xxiv.) This contrasts with modern universities that seem, at least in large lecture courses, to emphasize listening and reading, with writing and speaking less important or missing altogether.
While Quintilian's goal was to educate orators, he recognized the importance of writing and realized that there were important links between speaking, writing, and thinking. In Chapter Three of Book Ten, Quintilian states, "In writing are the roots, in writing are the foundations of eloquence; by writing resources are stored up, as it were, in a sacred repository, whence they may be drawn forth for sudden emergencies, or as circumstances require" (p. 139). Further evidence for Quintilian's understanding of the interrelationship between writing and oratory can be found in the final chapter of Book Ten when he says, I know not whether both exercises, when we perform them with care and assiduity, are not reciprocally beneficial, as it appears that by writing we speak with greater accuracy, and by speaking we write with greater ease. We must write, therefore, as often as we have opportunity (p. 157). In other words, Quintilian knew nearly 2,000 years ago that writing is important to learning. Quintilian felt rhetoric was a tool "embedded in the total learning process" (p. 33). His goal was for students to gain facilitas and be able to speak extemporaneously on any subject at any time. The true orator, one who has succeeded under Quintilian's educational framework, would be a generalist knowledgeable about endless subjects. While universities today provide a broad liberal education, students declare majors and work toward becoming specialists within a specific field. Students focus their education in certain disciplines, each of which has its own rhetorical methods and bodies of knowledge. Students may be able to speak and write accurately upon a moment's notice on particulars of their field, but not necessarily on any topic. It would be impossible, I would argue, for anyone to be able to speak extemporaneously on any and every subject in today's modern society. There was a time, perhaps, when educational systems could produce students knowledgeable about many subject areas. But now, with
modern higher education institutions, the need is for more people to become specialized. Certainly there are people quite well educated about many different subjects, but most modern scholars are steeped in one discipline, perhaps knowledgeable about others but truly facilitas in only one. I would also argue that Quintilian, at some level, recognized that specialization was an essential part of education. In Chapter Two of Book Ten, Quintilian says, Thus boys follow the traces of letters in order to acquire skill in writing; thus musicians follow the voice of their teachers, painters look for models to the works of preceding painters, and farmers adopt the system of culture approved by experience. We see, in short, that the beginnings of every kind of study are formed in accordance with some prescribed rule. (p. 132) Given this model, it is hard to imagine a Roman scholar able to speak fluently and accurately about writing, music, painting, and farming. Further, for Quintilian the goal of achieving true facilitas and becoming a good man skilled in speaking well was an unattainable ideal. It was something to strive for but never to achieve, as "[e]ducation for Quintilian begins in the cradle, and ends only when life itself ends" (Murphy, 1986, xxi). Writing Across the Curriculum Today, there is an elastic and sometimes confusing definition of WAC within the academy. Most scholars know that WAC stands for Writing Across the Curriculum, but there is little consensus about the meaning of WAC in practice. As Susan McLeod (1990) has said, WAC is a term that has "come to have an aura that is vaguely positive, something that is good for students" (p. 150), but many professors and administrators, inside and outside of English studies, lack a clear understanding of WAC. Writing develops thinking, WAC argues; therefore, for students to learn academic subjects, writing
should have an important presence in college curricula. The implementation of WAC varies widely, however, creating confusion. As David R. Russell (2002) has outlined, there are three primary models used for WAC. In the first WAC model, writing is not taught across the curriculum at all, but confined to first-year composition courses. In this case, English department instructors are supposed to teach their classes in such a way as to prepare their students to write, regardless of what they study later. Therefore, instructors in other disciplines can breathe a sigh of relief and think, "I don't have to teach the students to write; that's English's job." As Russell says, "Such a program need not require (or even ask for) the active involvement of faculty from across the curriculum" (p. 297). In the second model, other disciplines require one or two writing-intensive courses, in which writing specific to that discipline is the focus. In this case, an engineering or history student would have to take a course in learning how to write engineering or history papers, but writing would be limited to those classes and be absent in the other courses of the discipline. One of the major problems with this model is that departments often recruit English instructors to teach the courses, which defeats the purpose of teaching disciplinary writing (Waldo, 2004). Another problem is that faculty in the departments then do not require substantial writing in classes besides the writing-intensive course (Waldo, 2004). The instructors think, "I don't have to teach the students to write—that's the job of the writing-intensive class." And so Writing Across the Curriculum is reduced to writing in a handful of classes across the curriculum. In the third WAC model—the one I advocate and the one Quintilian's Institutio oratoria supports—the program exists to help faculty members develop writing assignments for classes all over campus. WAC administrators help instructors find ways to use cognitively challenging writing assignments in their classrooms.
The ultimate goal is to have students do a lot of writing, in many classes, and in every major. Just as Quintilian argued for rhetoric and writing to be a part of all classes, writing in today's universities should not be restricted to one or two classes. Such an approach takes time and is not as easy as a lecture hall and test format, but this way of teaching has an important pedagogical foundation: writing in a academic field helps students develop their own thinking in that discipline. WAC scholarship tells us that writing in a discipline requires specialization in specific styles and forms of writing, expertise beyond that of English departments. The work of Charles Bazerman (1986), drawing from Lev Vygotsky's theories of language development, supports this third model of WAC. Bazerman compares a student learning a discipline to a child learning a language, and he characterizes such a student as a "neophyte" climbing a "hierarchy of expertise" (pp. 304, 306). The way people think, work, and communicate in one discipline is different from the next, and, as importantly, so is the way they write. Writing in biology is different from writing in English, writing in history is different from writing in journalism, writing in social work is different from writing in business, and so on. Immersion in a new academic discipline is necessary for students to learn to think and write in that discourse. As Mark Waldo (2004) says, each discipline has its own values, purposes, and forms for writing: "What makes writing good in one discipline certainly does not make it good in another" (p. 6). David Bartholomae (1985) uses the example of a history student to explain that students must appropriate the language of a discipline by frequent and repeated writing in order to become specialists themselves. There is an important distinction, Bartholomae says, between simply "learning history" and "learning to write as an historian" (p. 145). He says, "A student can learn to command and reproduce a set of names, dates, places, and canonical interpretations (to 'tell' somebody else's
knowledge); but this is not the same thing as learning to 'think' (by learning to write) as an historian" (p. 145). In other words, through frequent and repeated writing in an academic discipline, students can become critical thinkers in those disciplines, able to think and draw conclusions for themselves, rather than simply repeating what they have been told. To illustrate the distinctiveness of disciplinary languages, Waldo quotes a passage from a chemistry article that showcases the specialized language of that community: There is much current interest in large molecule photodissociation dynamics involving many degrees of freedom and multiple electronic potential energy surfaces. The photofragmentation of the nitrosoalkenes provides an experimentally accessible class of molecules for which the influences of structural and electronic complexity can be investigated in a systematic way. The general features of the gas- and condensed-phase photochemistry of alkyl nitroso compounds are well understood [1-5]. Excitation of the S S (n ) transition of the alkyl nitroso compounds in the 600700 nm wavelength region leads to dissociation to nitric oxide and an alkyl radical fragment. The lowest, metastable vibrational levels of the first excited singlet electronic state of the nitrosoalkanes have a high fluorescence quantum yield and are only weakly predissociative; excitation at shorter wavelengths result in dissociation with a high quantum yield. (qtd. in Waldo p. 5). Even though the words are in English, it might as well be in another language—to me and to countless other readers. Waldo says that one of the writers of the chemistry article and an English graduate student worked together to try to translate the passage in a way that could be understood by a lay audience. It took them eleven double-spaced pages to do the work of the passage, which covered less than a manuscript
page. Waldo says, "They both agreed, after their grueling effort, that the translation did not do the same work as the paragraph" (p. 6). This example illustrates that the specialized language of academic disciplines serves a purpose and that general language does not successfully accomplish the work in such fields. To write in such a language takes an immersion into the specialized discipline, including frequent and repeated writing to appropriate the language of the discipline. Despite what might appear as a clear need to include writing in multiple disciplines based on those disciplines' values for writing, English scholars sometimes misunderstand WAC in another way: they believe that other disciplines should change their writing to be more like writing done in the field of English studies. Robert Root, co-editor of The Fourth Genre: Contemporary Writers of/on Creative Nonfiction, provides an example of this misperception of WAC. In a presentation at the 2000 Conference on College Composition and Communication, Root decried the type of writing that is often produced in the academy. Root argues that "[e]fforts to eliminate the individual writer, especially in disciplinary writing, produce nondiscourse" that is "depersonalized, dehumanized, deliberately obfuscational writing." Based on this, one might guess that Root would describe the chemistry passage I just discussed as "depersonalized, dehumanized, deliberately obfuscational"—even though, as I said, one of the authors and a grad student working together could not write an adequate translation for a lay audience in eleven pages. In that same presentation, Root quoted and praised this passage by physicist and astronomer Chet Raymo, from his book Honey from Stone: I will sit on this starlit bank and shiver in my ignorance, red blood pouring through my veins, a wind of atoms blowing in and out through my nostrils and the pores of my skin, pummeled with particles from the cores of stars, Vega-drenched,
sandstone-lifted, terrified, unconsoled, undefined, ecstatic. (qtd. in Root) The passage might be worth praising, but I question the way Root praises it. Root says, "I read it and I think, I wish I could write like an astronomer—this astronomer and physicist, at least. It's the sentence I want engraved on the commemorative medal celebrating the meeting of creative nonfiction and writing across the curriculum." This is an excellent example of what I see as a fundamental flaw in many scholars' view of WAC. Root apparently sees WAC as a way for so-called "good" writing to make its way to other disciplines. In other words, Root likes this passage because the astronomer/ physicist is writing like someone from the discipline of English. If English scholars with the same misconception of WAC were in charge of administering WAC programs, clearly the writing in those disciplines would be seen as depersonalized and obfuscational. It's a tremendous error when English-based WAC administrators try to get biology, physics, and journalism instructors to write based on the same values used in English departments. Neither Root nor I have climbed the hierarchy of expertise in physics or astronomy to understand these academic languages. Raymo's book is not intended for such a specialized audience, and that is why Root admires the writing. But it is unrealistic to expect that all writing in astronomy or physics be done in the creative nonfiction style of Raymo's book. As Waldo says, a discipline's "values, purposes, and forms for writing are community-based, not universal" (p. 6). Quintilian says that depending on the purpose, writing requires "a different and distinct style" (p. 136), although as I noted earlier, ancient Roman schools did not have specialized disciplines in our modern sense. However, "Every species of writing," Quintilian says, "has its own prescribed law, each its own appropriate dress" (p. 136). He uses the example that "comedy does not strut in tragic buckskins, nor does tragedy step along in the slipper of comedy" (p. 136); however, he is
talking about more than simply genres within creative writing. Quintilian also refers to writing for different purposes and occasions, and his talk of "different and distinct" styles certainly would have applied to what were considered the three types of rhetoric of the era: deliberative, judicial, and epideictic, or ceremonial. Quintilian would likely have recognized that the two examples I used earlier, the engineering excerpt quoted from Waldo and the Raymo passage praised by Root, were for different occasions and audiences, and had "different and distinct styles." I do not want to be too presumptuous in my assumptions, but it seems that Quintilian and other Roman educators recognized that difference existed in the writing and rhetoric of certain topics and that those differences should not be praised or criticized based on the values of another "species." The fact that writing and rhetoric were important parts of all classes—not just one writing-and rhetoric-intensive class—seems also to support this assumption. Quintilian and WAC Writing should be used to help students develop in a new discourse community such as their academic major. How can a neophyte scholar trying to learn a specialization within an academic discipline do so without writing? How can someone learn a new academic language without practicing writing in that language? At its best, WAC is a university-wide effort to have students write, and write often, in whatever discipline they are studying. Writing Across the Curriculum should go beyond first-year composition or a few writing-intensive classes; students should actually be writing across the curriculum. Quintilian's model for education suggests that modern universities hinder their students' learning if the students are only actually writing in first-year composition courses or perhaps one or two writing-intensive courses. For Roman scholars, "instruction always began with the matter which made all learning possible—that
is, it began with language and the uses of language. The interplay of speaking and writing was an integral part of this instruction from the beginning" (Murphy, 1987, p. ix–x). As I said earlier, for all its emphasis on rhetoric, the lifelong educational curricula in Quintilian's Institutio oratoria did not contain courses specifically in rhetoric. Instead, rhetoric was used throughout a person's education as needed. If looked at in a modern sense, this would suggest that writing would not be confined to writing classes—it would be an important part of all classes. So in studying different majors, different discourse communities, different—in the words of Quintilian—"species," students learn through writing. This connection between Quintilian and WAC has important implications for teaching writing in a modern context. Incorporating writing across the curriculum is not a new idea for helping students learn: it's more than 2,000 years old. Quintilian's Institutio oratoria shows that writing and rhetoric—the interplay of language— are not simply one way of helping students learn; they are essential. Perhaps our modern literacy crises happened because educators moved away from the ancient model. WAC still exists today because it was not the quick fix to a broken system that some thought it would be—WAC should be the system itself. Further, we might consider that rhetoric—as the study of effective communication, the interplay between reading, writing, and speaking—should be given stronger emphasis in cross-curricular studies, beyond the act of writing typically emphasized by WAC. Instead of WAC, we might consider RAC—Rhetoric Across the Curriculum—or WRAC—Writing and Rhetoric Across the Curriculum. Speaking, reading, and writing are all integrally tied to thinking and learning. Therefore, the interplay of the three could be valuable in all areas of study, not just in a first-year composition class. Modern WAC efforts have increased writing in other courses of study besides first-year English
classes, yet consideration of rhetoric remains largely relegated to first-year composition. Rhetoric, just as writing, differs across disciplines. The way information is communicated, the way scholars debate ideas, and the way knowledge is created are all rhetorical in nature. Roman scholars realized this as rhetoric was important throughout a person's education. While predicting an optimistic future for WAC in her plenary address at the 2008 Writing Across the Curriculum Conference, Susan McLeod noted that nearly half the universities in the US and Canada have WAC programs—up from 38 percent nearly 20 years ago—and even more have plans to implement such programs. This is positive news, but WAC, despite being decades old now, still has not become a part of the institutional landscape in higher education. In other words, despite the seemingly obvious importance of the relationship between writing and learning, more than half of the universities in the US and Canada still do not have a WAC agenda. Additionally, it is unclear what types of WAC models are used at those universities. The preferable model I spoke of earlier certainly is not used in all of them. And with financial pressures causing universities to cut programs and tighten budgets, there is a good chance that writing—and certainly rhetoric—will be left by the wayside. (For example, at my school, the University of Nevada, Reno, administrators plan to close the Writing Center—and the WAC program with it—in May 2009 as if it were a frill and not a program essential to the cognitive development of the students.) In a time of budget constraints and pressures to have larger class sizes, universities should continue to strive to keep writing and rhetoric a part of education across the disciplines. We must not forget the lessons of Quintilian, that "the interplay of speaking and writing" has historically, and rightfully, been an important part of ongoing education. Memorizing for multiple-choice and fill-in-theblank examinations cannot replace the educational
value of writing about a topic and understanding it well enough not only to write about it but also to make discoveries during writing, to learn while writing. Nor can such examinations replace active discussion, debate, and communication of ideas. The interplay of language— not just listening to a lecture and taking a test on the material, but actually participating in the writing and discussion of course material—is integral to learning. Writing and rhetoric may be the central focus of the field of composition, but scholars across campuses must recognize that writing and rhetoric should not end in first-year composition or in one or two writingintensive classes. First-year writing classes, with their emphasis on composing and rhetorical skills, are an appropriate place to start, but writing and rhetoric should be emphasized throughout a student's college education.
Bartholomae, D. (1985). Inventing the university. In M. Rose, When a writer can't write: Studies in writer's block and other composing-process problems. (pp. 134–166). New York: Guilford Press. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: University of Wisconsin Press. McLeod, S. (2001). The pedagogy of writing across the curriculum. In G. Tate, A. Rupiper & K. Schick (Eds.), A guide to composition pedagogies. (pp. 149164). New York: Oxford University Press. McLeod, S. (2008). The future of WAC—Plenary address, Ninth International Writing Across the Curriculum Conference, May 2008 (Austin, Texas). Across the disciplines, 5. Retrieved October 14, 2008, from http://wac.colostate.edu/atd/ articles/mcleod/2008.cfm
Murphy, J.J. (1987). Introduction. In J.J. Murphy (Ed), Quintilian on the teaching of speaking and writing: Translations from books one, two, and ten of the Institutio oratoria (ix–xlviii). Carbondale, IL: Southern Illinois University Press. Murphy, J.J. (1996). Quintilian. In T. Enos (Ed.), Encyclopedia of rhetoric and composition: Communication from ancient times to the information age (581–585). New York: Garland. Murphy, J.J. (2001). The key role of habit in roman writing instruction. In J.J. Murphy (Ed), A short history of writing instruction: From ancient Greece to modern America. (pp. 35–78). Mahwah, NJ: Lawrence Erlbaum Associates. Quintilian. (1987). Quintilian on the teaching of speaking and writing: Translations from books one, two, and ten of the Institutio oratoria. ( J.J. Murphy, Trans.). Carbondale, IL: Southern Illinois University Press. (Original work published 95 CE) Root, R. (2000). The eye of the beholder in creative nonfiction and academic non-discourse. CCCC April 13, 2000. Retrieved November 2005 from http://www.chsbs.cmich.edu/Robert_Root/ background/beholder.html 1 Russell, D.R. (2002). Writing in the academic disciplines: A curricular history. Carbondale, IL: Southern Illinois University Press. Sheils, M. (1975, December 8). Why Johnny Can't Write. Newsweek, 92, 58-63. Waldo, M.L. (2004). Demythologizing language difference in the academy: Establishing disciplinebased writing programs. Mahwah, NJ: Lawrence Erlbaum Associates.
Making Reading Visible in the Classroom Ellen C. Carillo Abstract Writing Across the Curriculum and Writing in the Disciplines programs have changed the face of instruction. Missing from these programs—both in name and often in practice— is a focus on reading. Writing remains disconnected from reading, its counterpart in the process of composing meaning. This paper addresses the difficulty posed by teaching reading since instructors cannot actually see reading in the way that they see their students' writing. This piece details an assignment that in its focus on the process of reading actually makes
Ellen C. Carillo is an Assistant Professor of English at the University of Connecticut and Writing Coordinator at its Waterbury campus. She has published on feminist pedagogy, and has forthcoming articles on New Critical and other early twentieth-century pedagogies.
reading visible, thus having the potential to help students in all fields become not only better writers, but better readers.
Keywords reading pedagogy, writing pedagogy, Writing Across the Curriculum, Writing in the Disciplines, difficulty
Introduction Robert Scholes (2002) has characterized our attitude toward the teaching of writing as compared to the teaching of reading: We normally acknowledge, however grudgingly, that writing must be taught and continue to be taught from high school to college and perhaps beyond. We accept it, I believe, because we can see writing, and we know that much of the writing we see is not good enough. But we do not see reading. We see some writing about reading, to be sure, but we do not see reading. I am certain, though, that if we could see it, we would be appalled. (p. 166) In this passage, Scholes raises a range of issues—from the relationship of writing to reading to the differing expectations of high school and college reading. Most interesting to me, though, as someone committed to emphasizing the connections between reading and writing in my classroom, is the implicit challenge Scholes poses here: the challenge to find ways of making reading visible so that we can help our students develop not only as writers, but as readers.
Carillo – Making Reading Visible
While most of us would agree that this development goes hand in hand—students become better writers because they are also becoming better readers and vice versa—we tend to ignore this connection as we continue to privilege writing by devoting more class time to writing than to reading. We also assign projects that allow us to see (or perhaps we only focus on) our students' writing as opposed to their reading. And, despite the fact that our students' writing is comprised of interpretations—readings!— the reading itself seems far more elusive and thus more difficult to comment upon than the writing. We may tell our students that we expect active reading and marked-up texts, and we are often rebutted with concerns about selling books back to the campus bookstore or to amazon.com, neither of which will purchase books that are covered in "scribble" and highlighting. So how can we make our students better readers? What might we do to enable ourselves to see our students' reading so that we can help them achieve this goal? I certainly don't have the answer to this. An answer, though, comes in the form of an assignment that has made reading visible in my classroom and has the potential to make reading visible in classrooms across the disciplines. I come from an English department, a department like most across the country that is marked by a divide between writing and reading. For us, this divide is represented by the separation of the composing process (writing) and the reading process (literature) in our curricula. Students take either composition courses (writing) or literature courses (reading courses). However, reading is as much a process of composing as is writing, and I have worked especially hard try to bridge this unnatural divide in my own courses. Now, as I work with instructors from a range of disciplines— many of whom are charged with integrating writing into their courses—I try to show them how their teaching and their students can benefit from a focus on the connections between these practices.
Connecting Reading and Writing Through the Passage-Based Paper I have a range of assignments in class and out of class that attempt to make reading visible, but the one that seems most malleable to most disciplines is one that I call the passage-based paper (PBP for short).1 The following assignment, which students are given frequently throughout the term, is distributed to them at the start of the semester: WHAT IS A PASSAGE-BASED PAPER (PBP)? Throughout the course of the semester, I will ask that you choose a short passage (3-5 sentences) from the text that we are reading and write a 1-2 page passage-based paper on this excerpt. You will be expected to discuss this passage in class and hand in the assignment at the end of class.
Format: Transcribe the passage onto the top of the page (including the page number from which the passage is taken), and then "unpack" the passage, paying close attention to the textual elements, including the passage's language, tone, and construction. Once you have examined the passage closely, conclude your paper by connecting this passage to the rest of the work. In other words, once you have completed a close, textual analysis of your passage, contemplate the meaning of the passage and its place in or contribution to the meaning(s) of the text as a whole. Purpose: Passage-based papers offer you the opportunity to experience the connections between the interpretive practices of reading and writing. These papers give you the opportunity to engage in close textual analysis and to grapple 1
I was introduced to a version of this assignment more than a decade ago by one of my professors, Dr. James Bloom at Muhlenberg College, whose pedagogy continues to inspire my own. worcester.edu/currents
with difficult ideas that come up in the texts that we will be reading. I am concerned primarily with your ability to work closely with the texts that we are reading. We are working with difficult texts, and it is fine if your papers represent an attempt at developing an argument through close analysis of a passage as opposed to a fully-developed argument. These passage-based papers also prepare you for writing formal essays in which you will be expected to attend to textual evidence as carefully as you attend to the passages you choose for your passage-based papers. Preparation and Support: At the beginning of the term, we will work together on writing passagebased papers. We will discuss strategies for choosing a passage and completing these assignments. You will receive feedback on your PBPs from me, as well as from your peers. My PBP prompt has gone through multiple permutations over the last eight years that I have been using it. I have revised it to be less directive and more directive, as well as less and more detailed. In some instances, I have tailored it to a specific course and added components that seemed relevant and useful in that particular context. Most recently, I have added the "Purpose" section to make my pedagogy transparent. Just as important, this addition gives students a sense of why they are doing what they are doing, especially because this type of assignment—which they initially read as a response paper—is very foreign to them. While the PBP resembles a response paper in its length and in the frequency with which I assign it, the resemblance ends there. Notice there is no space here that asks students for their opinion, their response, or anything like that. In fact, I usually hold writing workshops at the beginning of the semester in order to look at examples of students' PBPs so that I can emphasize that a PBP is not a response paper that asks students for their opin-
ions, reactions, or feelings about the text. While we could debate the place of students' personal responses in any course, this specific assignment asks students to focus solely on the text and the textual elements therein and has them participate in the act of transcribing the passage in order to emphasize that this—and nothing else—is to be the focus of their inquiry. A challenge for most students in part because they are far more accustomed to traditional response papers, the PBP gives students the opportunity to offer a sustained reading of a short excerpt, to single out a passage they believe to be rich with meaning and then offer a reading that is based on the elements present in that passage. The passage-based paper allows me to see and comment upon students' reading practices. And, because we are working with a very small portion of text, my comments are necessarily specific in nature as I respond to a student's very local reading. Keeping reading this contained, I am able to see how students proceed in their readings: how they move from looking at certain words and phrases to making claims about them. This assignment makes them slow down and become aware of the process by which they make meaning, and it allows me to see and comment on this meaning-making. The assignment also allows students to see how their classmates are reading, since their passage-based papers guide our discussions. Often, two or more students will choose the same passage and interpret it differently, yet each interpretation is valid—the students just chose to focus on different textual elements. This allows us to discuss the potential for multiple and even competing readings of the same passage. Sometimes a reading will be completely unsustainable based on the passage or on the ways in which the student has attended to the passage, and that allows us to talk about the limits of interpretation and the importance of connecting evidence to claims.
Adapting the PBP to Disciplines Outside of English2 This is all well and good for English, you may be thinking, but how does one make reading visible outside of English and outside of the humanities? How can I make my Biology students better readers? Notice that the PBP prompt doesn't ask students to address anything particularly "literary" about the passage they have chosen. Instead, the assignment asks students to comment on the relationship between language, style, and meaning, which is relevant in all disciplines, particularly for students who are both learning to recognize and imitate how writers in that discipline write. If your students read journals within the field they can choose a passage from one of those. In their four-year, cross-disciplinary study of student writers and instructors from across the disciplines, Chris Thaiss and Terry Myers Zawacki (2006) found that "students can infer style by reading professional writing" (p. 128). While inferring is certainly useful, the PBP asks student to do far more than that. A student in the sciences may pay particular attention to the science-writer's abstract. Students might comment on the tone, style, and/or structure of a passage from the abstract. Students might write about how this passage differs from the article as a whole in terms of style, diction, and structure. Students might choose to focus on the introduction or conclusion to a published laboratory report and write about the textual elements therein, making them aware of the different components of a lab report. You could even use a lab report written by a student to help model the sort of writing you are looking for in the course. While the focus here seems to be on writing rather than reading, it is actually through their close readings of these passages that students learn about the conventions that govern writing within that discipline. Moreover, noticing and writing about these textual elements help reveal 2
Many thanks to Dr. Beth Matway at the University of Pittsburgh for helping me to think beyond English.
for students their processes of reading and make them aware of the fact that they, as writers, will necessarily need to keep readers in mind. Another way to tweak the PBP, while keeping its focus on a limited amount of text, is to have students choose a difficult passage and write about it in order to make sense of it, in order to develop a reading. Mariolina Salvatori and Patricia Donahue (2006) have written extensively on the importance of having students dwell on (rather than ignore) the difficulties they encounter while reading. Salvatori and Donahue have described how entering the text through this difficulty (whether the difficulty stems from vocabulary, references, or an unfamiliar concept) can be a productive route for students to take because it makes them aware of the work that readers must do when interpreting a text. In the introduction to their book, they speak directly to students, telling them that the purpose of the book is "to help you inquire into whatever intellectual difficulties you might encounter in your work as a college student. Inquiry into difficulty is an important dimension of both academic work and human understanding—a fact that our students' writing has confirmed over and over again" (p. xxii). Beyond connecting the processes of reading and writing to human understanding, this emphasis on difficulty also helps students, in the words of David Bartholomae and Anthony Petrosky (1986), "to see difficulty as a condition of adult reading, as a gift that makes reading possible" (p. 18). Taking the "difficulty paper" beyond the humanities might mean having students locate a passage that creates a set of questions for them, questions that they don't have the means (e.g., data, results from other studies or experiments, and so on) to answer quite yet. Students can use the passage to develop the questions so that they can consider what information it is that they need in order to answer the questions that the passages have raised for them. In the process, students become aware of their difficulties and rather than find-
ing them prohibitive, they become generative and promote understanding as the student "wrestles"—to use Peter Elbow's term for this type of work—with the text and the concepts therein. In all of these cases, students are being made aware of their own reading practices by working through a small portion of text and using writing to figure out what's going on in it (or where else they might need to go to figure this out). The length of the passage with which students are working is perhaps the most important element of this assignment no matter how you choose to adapt it for your course. A short passage is important not only because reading and writing— especially if it is a particularly difficult text—seem less overwhelming, but because the limited text demands that student and teacher alike both slow down and become acutely aware of their interpretive processes. For the student, this means becoming aware of what it feels like to actively make sense of something. And, for the instructor, it means the opportunity both to see students' processes and to intervene in productive ways in those processes. The instructor also becomes responsible for showing students how the PBP is related to the work of the course. Ideally, the PBP is part of a sequence of assignments. The PBP may help students prepare for writing longer works and for the close attention to textual evidence expected in longer, formal papers. Or, the PBP may help students discover what questions need to be answered or what information needs to be collected before they can complete another assignment in the sequence. Alternatively, the PBP can be used to address how students might work closely with sources in preparation for research assignments that will ask them to do this work on a much larger scale. Students should be made aware of the PBP's connections to other assignments and to the goals of the course so that PBPs don't appear as though they are discrete assignments that are
unrelated to—and therefore less important than—the rest of the work completed in the course. Ultimately, the PBP helps students experience not just writing, but reading as an act of discovery. As they read, not only can students inquire into the content of a range of fields but, through attention to their own reading practices, they can better "appreciate the rhetorical differences that distinguish one discipline from another" (Thaiss & Zawacki, 2006, p. 129). We need to instruct our students on what they might look for when they read in the disciplines so that they can better understand the content, become better writers, and, perhaps most importantly, become better readers in the (sometimes multiple) fields within which they are working.
References Bartholomae, D., & Petrosky, A. (1986). Facts, artifacts, counterfacts. New York: Boynton/Cook. Elbow, P. (2001). Foreword. In M. Curtis et al. (Eds.), The original text-wrestling book (pp. ix-xiv). Dubuque, Iowa: Kendall/Hunt. Salvatori, M. R., & Donahue, P. A. (2004). The elements (and pleasures) of difficulty. New York: Longman. Scholes, R. (2002). The transition to college reading. Pedagogy, 2.2., 165-172. Thaiss, C., & Zawacki. T. M. (2006). Engaged writers & dynamic disciplines. New York: Boynton/Cook.
Tell Me a Story: Effective Use of Creative Writing Assignments in College Literature Courses Amy Cummins Abstract Creativity and innovation are required in twenty-first century workplaces, and different types of college assignments help diverse learners connect with and retain course material. Creative writing assignments provide opportunities for students to adapt, extend, and respond to literary texts. This essay presents a rationale and strategies for classroom practices using creative writing in college literature courses and includes examples from students' writing. It explains the importance of the writer's statement, a self-analysis that makes the activity both critical and creative, and the peer-sharing process. I address possible pitfalls,
Amy Cummins, PhD, works as Assistant Professor of English at Fort Hays State University, Kansas. Her writing has appeared recently in journals including Southern Studies, Eureka Studies in Teaching Short Fiction, The Texas Review, and The Rio Grande Review, and in the books Styling Texts: Dress and Fashion in Literature and American History Through Literature, 1820-1870.
propose the cross-disciplinary value of creative writing, and offer suggestions for the incorporation of creative writing activities into a variety of college courses.
Keywords Creativity, pedagogy, peer sharing, writer's statement, literature, adaptation.
Introduction While literary interpretation essays and term papers continue to be mainstays of literature courses and will carry the most weight for grades, valuable writing experiences are provided by creative writing assignments in which students working in groups or individually adapt and respond to literary texts. Rewriting or extending literary texts is a method of fostering creativity that Brenda Greene terms "reinventing" the works (1990, p. 178). Students in college literature courses will benefit from writing creatively and performing self-analysis. Veronica Austen, an English professor who uses creative writing in literature courses, argues that creative writing will remove the distancing "awe of literature" and give students the confidence "to claim an active role in the classroom" (2005, p. 140). When students rework literary texts, they engage more effectively with the texts and the course, and this engagement with course material reinforces what is being learned. Creativity and storytelling are valuable cross-curricular skills worth practicing in college courses. As this report reveals, professors in many disciplines can incorporate both creative writing and the self-analysis component into assignments. There are several reasons to consider the use of creative writing assignments.
Cummins – Tell Me a Story
»» Creativity and innovation are required in twentyfirst century workplaces. »» Different types of assignments can help diverse learners connect with and retain course material. »» Literature is perceived freshly when the method of analysis requires both creative and critical responses. »» The importance of literary genre, structure, style, and narrative perspective become clearer when one is crafting narrative, and characters can be comprehended more deeply when one imagines their unstated thoughts. »» Writing in various genres provides practice for students who will write as part of their careers. »» Evaluation of new assignments invigorates the professor, while creative activities provide a variety and change of pace appreciated by contemporary college students. Creative Writing in Literature Courses Some college literature courses are already sites for the incorporation of creative writing assignments. As an English professor requiring students to write in one or more of the literary modes they are studying, particularly creative nonfiction and poetry, Lynn Z. Bloom argues that "To be a producer as well as a consumer of texts enables—no, obliges—the writer to understand works of literature from the inside out" (1998, p. 57). On her syllabus for an advanced composition course, Bloom articulates to students the reasons for the creative writing they will do, including her belief "that it is important to read literature, as well as to write it, with an understanding of the writer's craft, the writer's art" (p. 58). Dan Mills teaches William Shakespeare's Othello not only by techniques of close analysis but also by a method of having students compose and perform imaginative "backstory scenes" in sixteenth-century English, projecting explanations for some of the drama's
many ambiguities (2008, p. 158). Mills reports that his students respond well to the exercises, which help them to examine the motivations of Othello and Iago and to understand racial bias in the text (p. 159). This activity benefits students during the course because "they force themselves to fill in gaps that Shakespeare cleverly leaves in the dramatic action" (p. 158), and it helps them after the course because they have gained experience in detecting what may be missing (p. 159). Using the "reinvention" strategy, Brenda Greene has students rewrite scenes from classic novels as dialect scripts that explore "the perspective of an underprivileged character or the hidden agenda of the major characters" (1995, p. 178). She notes that the created dialects help the writers to provide alternate readings, to construct complex instead of stereotypical characters, and to "examine how language affects the meaning of the text" (p. 183). Greene has also worked with an assignment in which students describe what Kate Chopin's The Awakening "might have been like if it had been written by a male" (p. 187). Regarding grading, Greene explains that she uses the "imaginative literary texts" either as response papers or as in-class writing activities and evaluates them "in terms of a student's ability to capture a character's language" (p. 189). Writer's Statement Essential to the value of a creative writing assignment, the concise writer's statement appears at the beginning of the submission, making the paper both critical and creative. This self-analysis sets up the goals of the individual and shows critical engagement with the writing process. I compare it with statements by artists that are posted at exhibitions in art galleries. If students need to incorporate into their statement terminology such as narrative perspective, conflict, or foreshadowing, such expectations should be made clear in the assignment. The writer's statement could have a word length
of approximately one quarter or less of the creative portion. In my world literature class, I used the creative and critical writing activity to help teach narrative perspective, asking students to write an adaptation that changed the point of view; I also looked at drafts in conference and was able to help when a few students misidentified the perspective in the original or their own story. Doing a writer's statement helps the creative writer articulate what she wants to accomplish and helps the teacher to assess the work. Austen terms this component an "analytic response" or "critical assessment" valuable for "ensur[ing] that the activity of creative writing has in fact accomplished its purpose of deepening one's engagement with course material" (2005, p. 147). Such a self-assessment can help instructors in many disciplines to incorporate and evaluate creative work. In a core class for English majors surveying early American literature, I required the writer's statement to include commentary on the objectives and themes of the adaptation of a literary text on our syllabus. I wrote to students as follows: The first paragraph of your analysis should explain what you chose to do with the creative adaptation; the second paragraph describes the literary effects or thematic implications of your adaptation; the third paragraph describes your writing process and identifies one or more sections of the creative component upon which you worked particularly hard to achieve your desired goals. The paper is incomplete without both components, the critical and the creative parts. Two examples demonstrate the value of the writer's statement. In a world literature course in November 2007, Sheridan Thompson opened a self-analysis of his retelling of Emilia Pardo Bazán's story "Torn Lace" in this manner:
For my literary adaptation, I decided to retell the story from the viewpoint of the husband to be, Bernardo. His perspective in this adaptation is first person limited. However, I took the characteristics that were portrayed when Micaelita ripped the lace and painted a whole different picture of Bernardo using his furious demeanor towards Micaelita. I thought that if he could be so angry at that one point, his anger towards Micaelita had always been building up to that point. If Micaelita could have an epiphany, then Bernardo could have a major change of character. . . . The students' self-analytical writing component helped them to articulate how narrative perspective shapes every aspect of a story. Traci Bamber, another writer in the world literature course, demonstrated understanding and control of narrative perspective in her writer's statement, which began: I chose to adapt Julio Cortázar's "End of the Game" from first person limited of the girl's point-of-view to a first-person limited of Ariel B.'s point of view. I chose this because I wondered what Ariel thought and why this older boy was so caught up in the girls' game. I kept the details limited to what he would have seen and known. I had to change the names of the Statues, because Ariel wouldn't know their proper name that the girls gave them until he met and talked to them. The writer's statement is essential to the effectiveness of creative writing assignments. It demonstrates self-reflection and makes writers articulate the methods and purposes of their work, contributing also to students' greater appreciation of writing as a craft. Peer Sharing Creative writing assignments have been effective in part because class time was devoted to sharing and responding to the works, encouraging more investment from the class members. In my undergraduate classes, volunteers read aloud their writing in front of the
group, providing enjoyable class periods, usually with a short question-and-answer session at the end. When there is time for peer review in advance, classmates give feedback to one another and dialogue about their work. Nurse educators Carol Picard, Ellen Landis, and Lynn Minnick argue on behalf of group creative work in their essay "Creativity: A Collaborative Process" and describe how "mindfulness" is developed by creative approaches that demand "alertness and sensitivity" and prevent practitioner burnout (2007, p. 73). When my world literature class did its small group projects, the group members stood to present their work together. I collected responses written by other class members about the presentations, then I shared selections with the groups. Veronica Austen suggests that a process of peer feedback could help with the grading of creative work by "de-centering the assessment process so that evaluation is conducted not just by the instructor but also by the writer's peers and the writer him/ herself " (p. 148). Presentations of creative work can also be organized into open class sessions linked with a cross-disciplinary research and creative activities week, National Poetry Month or Women's History Month, or local events related to course content. In one of my online graduate courses using the Blackboard platform, class members uploaded their creative and critical writing assignment to Digital Dropbox. The following week, the assignment was for each class member to comment on at least four of their classmates' submissions. Interacting with an audience beyond the professor enabled the class members to invest their best efforts in the activity. Peer responses also freed class members from relying exclusively on the professor for discussion of their work. As with other writing assignments, having peer readers or listeners in addition to the professor will make the assignment more personally meaningful for students.
Examples from Students I have used variations of the creative and critical writing assignment in numerous university English classes including American literature surveys, world literature, nineteenth-century women's literature, and young adult literature. Whether students are given a limited or a wide range of options depends on the course and assignment objectives. The assignment in my general education class in world literature has involved both individual and group projects. The individual writing assignments involve adaptations of stories into new points of view, and the group projects require multimedia presentations. Examples quoted in this essay are from individual writing assignments used with permission of each writer. In March 2008, one student in an online course, "Nineteenth-Century Women Writers," wrote a creative paper that imagined a letter to her great-grandchildren from Aunt Marthy, grandmother of Harriet Jacobs, author of Incidents in the Life of a Slave Girl. Writing this narrative enabled identification and understanding of the historical figures. The creative adaptation was shared and discussed via Blackboard. Class member Gina Woodmansee drew the reader into the religious characterization of Marthy by beginning the letter as follows: My Dearest Ellen and Benny, What joy my heart feels at the news of my daughter's freedom! For the first time in my life I can lay my head on my pillow and know true peace of mind. My prayers of supplication are now prayers of praise and thanksgiving to my God who has delivered my family from its enemies. Those prayers have not gone unheard, and so I am free at last to leave this earthly life of sorrow and woe and with a joyous heart enter the heavenly kingdom of eternal life. I am old and weary, and I know I shall never see you again in this lifetime, but before I leave this world for a better life,
I wish to share a small portion of my story with you. ... Literary adaptations also provided the basis for the creative assignment in my world literature course in November 2007. Class members were to retell a story from a different narrative perspective and to submit a Writer's Statement expressing their aims. Earl Ruder, a student in this course, adapted "The Guest" by Albert Camus in order to tell a story about an Arab man being held prisoner; the original, a classic existentialist work, gives the man no name and leaves his character a cipher. Ruder challenged himself by writing in the third-person limited perspective about the Arab character he named Salah. Salah awoke from his sleep, if you could really call it that. The truth of the matter was that he hadn't slept in weeks. He lay there on the bedroll that lined the floor of his small, earthen home. The light of the fire cast vague shadows that seemed to point in accusation. His eyes were transfixed on his hands. "I'm not a murderer," he thought, "Am I?" But he had murdered. Just three weeks prior, he had killed his cousin in a fit of blood rage that had since left him confused and increasingly hysterical. He shook his head to dismiss the thoughts. A cold breeze crept in through the shabby cover that was his door. He decided to warm himself by the fire. Salah slowly got to his feet, his bones crackling as he did so. He moved across the room with the grace of some ancient undead thing, his body hunched, his head hung low, and his arms dangling limply at his side. . . . Ruder's narrative develops a backstory about the imprisoned man without removing all of the ambiguity in the original by Camus; his story is about Salah as an individual, not about his impact on the life of Balducci. The creative writing assignment can call forth excellent writing abilities that cannot always be made manifest in critical prose. To provide ideas for literary approaches,
the list below is based on a homework assignment prompt for a course in young adult literature. »» Write a dramatic monologue through the perspective of a major or minor character. »» Compose a poem about a character in one of the texts. You could directly address the character or create her unique voice expressing thoughts not revealed in the original text. »» Rewrite a section of a story or do a sequel that projects the futures of characters in the books. »» Write several entries in a diary, journal, or weblog (blog) by one of the characters in the book. »» Imagine and summarize the backstory or prequel to a text. »» Conduct an imaginary interview of one of the characters or of an author. »» Tell the plot of a new story in which characters from different texts interact with one another. »» Write a short newspaper or feature article reporting on an event within a book. »» Rewrite a scene from a book as a play, complete with stage directions and dialogue from characters, then have classmates read it aloud with you. »» Relocate a scene from a book into an entirely different setting. Response from my own students has been affirmative for all variations of this assignment. I report that students in all majors were favorable to creative writing assignments. I have had students recall the assignment and their subject several years after the class. During the semesters that I have practiced it, sometimes inviting multimedia projects but more often specifying literary adaptations, I have received many memorable submissions from individuals and in small group projects. I list some examples of my students' creative writing assignments: »» A short story that began as a retelling of Robert Frost's poem "Stopping by Woods on a Snowy
Evening" and was later published in the campus literary journal (Rome, 2007, p. 13). A retelling of Zora Neale Hurston's "Sweat" as an illustrated children's story with mice instead of human characters. A story in which nineteenth-century women characters from four novels are set in the present time and communicate via a weblog (blog) called "The Desolation Club." A dramatic monologue and a blog by the protagonist in Fanny Fern's novel Ruth Hall, and a memorial essay by her daughter to be read as an afterword to the book. A private diary by Harriet Jacobs, expressing thoughts and fears she did not reveal in her book Incidents in the Life of a Slave Girl. Pitfalls
Five problems can arise with the use of creative writing assignments: »» Submission of creative writing loosely inspired by the material but not meeting requirements of the assignment and expectations of the professor. »» Confusion about correct length and not knowing when or how to stop. »» Difficulty for the teacher in fair and helpful evaluation. »» Resistance by students with less background or interest in creative writing. »» Challenges to the assignment if it does not meet course objectives and college guidelines. Some of these problems can be avoided by providing examples and a clear writing assignment that outlines expectations regarding purposes, parameters, style, deadlines, and the rubric or grading categories. Displaying examples in advance—not necessarily models but good samples—will help writers at all levels of skill; brainstorming as a full class will also benefit the writers. Expecting or inviting rough draft review and individual conferences can enable the teacher to catch problems with a submission's not meeting requirements
or not going as far as it could in order to be effective. These methods will help both those students who have done little creative writing and those students who do so regularly. Giving a word length or page range helps writers to know whether they are aiming for two pages or seven and how much length matters to your evaluation of their submission. Providing enough time for students to complete the project satisfactorily depends on how extensive the writing assignment is. Specifying in advance what material is suitable as the basis for the creative response can help to avoid confusion. Furthermore, if the assignment is not identified as creative on the syllabus given at the beginning of the class, it may be necessary to offer a conventional paper as an alternate topic. Professors wanting to try creative assignments and concerned with the evaluation of creative products should not only provide an explanation of the grading process for the assignment but also make sure that their initial usage of the assignment is not weighted heavily for the course grade. Professors may grade holistically or tailor grading checklists to the assignment by enumerating possible points in categories such as requirements for what must be included, accuracy in relation to content of the original text, use of descriptive language, and editing for conventions and consistency. For any college-level writing assignment and particularly for ones requiring both creative and critical writing, the professor must provide not merely a grade but specific comments responding to the work as a whole. If any creative writing assignment idea cannot be explained effectively and shown as relevant to course objectives or college expectations, such problems suggest it is not applicable or requires major rethinking before usage in the classroom.
Applications for Creativity in Many Disciplines A recent study (McCorkle et al.) showed that college students in marketing and other business majors "perceived creativity as important to their career" and "believed that creativity is a skill that can be learned," findings that suggest students' receptiveness to faculty efforts "to encourage, develop, and reward" creativity (2007, p. 258, p. 259). The professional workforce shows increasing demand for employees who possess creativity and can analyze a problem from different perspectives, then "seek a solution where no one else has thought of going" (Nebenzahl, 2008, p. G1). Because people of all ages learn better when they are actively participating, not merely listening, creative assignments that require interactivity and engagement will enhance learning. The creativity and critical thinking skills that develop through practicing storytelling techniques can help teach business theories, leadership or communication styles, and educational methods. Narrative arts can be incorporated into how college instructors convey content through case studies and word problems. In a course described in Nurse Educator, students learn to express a "nursing philosophy" through self-selected media: as nursing students use song, poetry, and artwork to present their beliefs to the class, multiple senses are involved, thereby building retention for the individual and the class (Whitman and Rose, 2003, p. 166). Creativity in writing assignments will result in college students' growing to see writing as a rewarding process. Different types of writing assignments appeal to students who unfortunately often perceive writing tasks "as an unwelcome chore bereft of any creative element" (Parameswaram, 2007, p. 172). Education Studies Professor Gowri Parameswaram describes a semester-long process used in a psychology of developing adolescence course, during which students have the opportunity to "convert their understandings" of their "research journeys" into "a creative product" such as a 48
skit, literature, song, film, or painting" (2007, p. 174). Parameswaram notes that "popular media of expression among students are plays and narratives that weave their research together" (2007, p. 174). Students in the psychology course add continually to their "research project maps" and then have to organize their information "into meaningful sections that hang together and tell a 'story'" (Parameswaram, 2007, p. 174). Mary Ellen Mallia, now a university director of environmental sustainability, describes how she incorporates creativity when instructing an introductory Economics course. One assignment requires students to use "a creative format" for demonstrating "knowledge of the three macroeconomic indicators": Gross Domestic Product growth, unemployment, and inflation (2006, p. 1). Mallia's assignment includes a rubric describing specific grading criteria for content, writing style, and format (2006, p. 3). Mallia provides examples of her students' work, including "a short story based on the classic Dickens's Christmas story" in which "unemployment, inflation and GDP are the three ghosts who visit Scrooge" (p. 1). Mallia argues that the assignment helps students "synthesize this knowledge" and that they "demonstrate a deeper understanding of the macroeconomic indicators and have the possibility of retaining the information longer" than if measured in conventional ways such as multiple choice tests (p. 1). Conclusion I invite college professors to incorporate creative writing assignments into the curriculum in order to build skills in originality and elaboration and to increase engagement with course material. I thank the students whose writing provided the inspiration and basis for this article. Applications across the disciplines will help students practice critical thinking and retain course concepts. The essential components of the author's statement and the peer sharing process must not be neglected if this activity is to succeed. The experiences
in writing both creatively and critically will enhance student learning and provide a memorable academic experience.
References Austen, V. (2005). The value of creative writing assignments in English literature courses. International Journal for the Practice and Theory of Creative Writing 2(2), 138-150. Bamber, T. (2007). Ariel's End of the Game. Paper for English 125, World Literature and the Human Experience. Hays, KS: Fort Hays State University. Bloom, L.Z. (1998). Composition Studies as a Creative Art: Teaching, Writing, Scholarship, Administration. Logan: Utah State U P. Greene, B. (1995). Reinventing the literary text: Student writers at work. In A. Young and T. Fulwiler (Eds.), When Writing Teachers Teach Literature: Bringing Writing to Reading. (pp. 177190). Portsmouth, NH: Boynton/Cook. McCorkle, D., J. Payan, J. Reardon, & N. Kling. (2007). Perceptions and reality: Creativity in the marketing classroom. Journal of Marketing Education 29(3), 254-261. Mallia, M. Using creativity in assessment to teach economics. Poster Session. American Economics Association (AEA) January 2006 Meeting. Retrieved March 1, 2009, from: Mills, D. (2008). Mind the gap: Teaching Othello through creative responses. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 8(1), 154-159.
Nebenzahl, D. (2008, May 31). You can train yourself to be more creative in the way you tackle problems. The Montreal Gazette, p. G1. Retrieved June 19, 2008, from http://www.lexisnexis.com. Parameswaram, G. (2007). Inclusive writing in a psychology class. Journal of Instructional Psychology, 34(3), 172-176. Picard, C., E. Landis, & L. Minnick. (2007). Creativity: A collaborative process. In Martha Bradshaw and Arlene Lowenstein (Eds.), Innovative Teaching Strategies in Nursing and Related Health Professions. (pp. 71-78). Sudbury: Jones and Bartlett Publishers. Rome, T. (2007). Embracing the Darkness: A Retelling of Frost's "Stopping By Woods on a Snowy Evening." Lines from the Middle of Nowhere (18), 13-16. Hays, KS: Fort Hays State University Campus Literary and Arts Journal. Ruder, E. (2007). The Fallows. Paper for English 125, World Literature and the Human Experience. Hays, KS: Fort Hays State University. Thompson, S. (2007). Adaptation of Emilia Pardo Bazán's "Torn Lace." Paper for English 125, World Literature and the Human Experience. Hays, KS: Fort Hays State University. Whitman, B. L., & Rose, W. J. (2003). Using art to express a personal philosophy of nursing. Nurse Educator (28)4, 166-169. Woodmansee, G. (2008). To Ellen and Benny. Paper for English 601, Nineteenth-Century Women Writers. Hays, KS: Fort Hays State University.
The Self-Deconstructing Canon: Teaching the Survey Course Without Perpetuating Hegemony Randy Laist Abstract To teach a survey course in any discipline is, almost by definition, to construct and propagate the kind of grand narrative of history that has been discredited by postmodernism, deconstruction, multiculturalism, and, in fact, by most contemporary theory. Certainly, to perpetuate unthinkingly an authoritarian reverence for "Great Books" is antithetical to the spirit of a humanist education today, yet survey courses with titles like "Masterworks of English Literature" (the class I teach at the University of Connecticut) remain staples of most undergraduate plans of study. A similar pedagogical challenge accompanies introductory
Randy Laist is currently a PhD candidate in American literature at the University of Connecticut, where he is finishing up his dissertation on Don DeLillo. His articles have appeared in Critique, Modern Language Studies, and Academic Exchange Quarterly, and his professional interests include media studies, ecocriticism, and phenomenology.
courses in philosophy, history, and the sciences. Starting from the assumption that it is possible to teach from the canon without merely promulgating it, I consider three ways in which canonical texts can be employed in a survey course setting as a means of teaching the canon and deconstructing it at the same time.
Keywords survey course, canon, pedagogy, hegemony, deconstruction
To teach a survey course in any discipline is, almost by definition, to construct and propagate the kind of grand narrative that has been discredited by postmodernism, deconstruction, multiculturalism, and, in fact, by most contemporary theory. Although survey courses are frequently maligned as hierarchical, exclusive, and reactionary, the persistence in university curricula of classes like the one I teach at the University of Connecticut, "Masterworks of English Literature," attests to a general agreement that, as Glenn C. Altschuler (2000) has argued, "Survey courses are the best way to provide the basic context that in turn permits productive learning in more advanced courses" (p. B24). According to this view, survey courses are necessary to provide students with the "raw data" that will become the subject of more nuanced consideration in more advanced courses. In the field of literary studies, efforts to mitigate the perceived political incorrectness of survey courses by repopulating them with women and minorities represent, as Susan VanZanten Gallagher (2001) explains, "not so much an exercise in the eradication as in the creation of a canon" (p. 56). As a finite list of privileged texts, the syllabus of a literature course is itself unavoidably a signifier and vehicle of canonicity. The question 50
Laist – The Self-Deconstructing Canon
is not whether the instructor of the course will promote a canonical block of texts, but the style in which she will do so. Beverly Peterson (2001) observes that "In constructing a syllabus, teachers and professors may act as if the choices had been made for them, sanctioned by tradition" (p. 380), but Gerald Graff (1992) and others have explored the possibility of presenting canonicity itself as an arena of conflict. Graff encourages teachers to take pedagogical advantage of disciplinary disputes by "teach[ing] the conflicts themselves, making them part of our object of study" (p. 12). Starting from the assumption that it is possible to teach from the canon without merely promulgating it, I would like to consider the possibility that canonical texts may be employed in a literature survey course setting as a means of teaching the canon and deconstructing it at the same time. The situation in literary studies is an explicit case of a more abstract problem that haunts survey courses across disciplines. While literature students are assigned a literal collection of texts that constitute the course content, survey courses in history, philosophy, and even the sciences tend to be misleadingly centralized around grand narratives which are more invisible than they are in literary studies and so, perhaps, more cognitively entrenched in the worldviews of both teachers and students. The facts that other disciplines also have lists of canonical texts and that literary studies similarly has an invisible guiding ideology illustrate that problems of canonicity are all-pervasive at many different levels in a wide variety of pedagogical situations. Linda K. Kerber (1997) has lamented the typical American History survey course "in which the lessons already seem to be well laid-out, marching in sequence from Columbus to as close to the present as we can get before the class sessions are used up" (p. 15). Ladelle McWhorter (2000) observes that "Most undergraduate philosophy majors take a course in modern philosophy from Descartes to Kant. However, postmodern philosophers have questioned the practice of turning philosophical history
into a grand narrative as survey courses like Modern Philosophy tend to do" (p. 1). Biology textbooks are commonly organized around an anthropocentric narrative rather than foregrounding ecological diversity, and physics textbooks continue to describe the history of science as an ascent of incremental accomplishments rather than as a succession of Kuhnian paradigm shifts. Teachers of history, philosophy, and science are generally well-versed in the epistemological and cultural complexities which characterize the discourse of their fields, but when it comes to communicating "the basics" to non-specialists, these complexities tend to be set aside for the sake of pedagogical efficiency. As teachers, we find it easy to convince ourselves that the critique of disciplinary meta-narratives is something "added on" to the core content of the discipline: an eccentric coda to the conventional history. But I think if we are honest with ourselves, it is clear that the challenge represented by the "postmodernizing" of our disciplinary assumptions has genetic implications for our most fundamental attitudes about what it means to think about literature, history, philosophy, or science. Following my explanation of how I address the challenge to canonicity in my literature class, I will suggest possibilities for analogous applications in other disciplines. Canonicity is not only a list of texts, but a way of thinking about what the list signifies. The limited number of texts that can be reasonably included in a literature survey course constitutes a necessary canon, but it is the pedagogical approach to these texts that will determine the degree to which they will be characterized as transcendent and inviolable or contingent and provisional. There are three interrelated levels at which what we might call the "ontological status"—the aura of metaphysical authority—of texts under study is determined. Most concretely, there is the status of the text itself. The permanence and mass-production of the printed page suggest an apparent authority that we naturally tend to personify as a confident and
decisive speaker, unified in his intentions and unwaveringly deliberate in his speech. Familiarity with close reading accustoms students to conceive of the author as the all-powerful God of the text-world, dexterously manipulating every aspect of the text. But in fact, many of the most conventionally canonical works lack any such relation to this kind of author, and expose in their very existence the mutability and haphazardness of the processes both of creative activity and of textual transmission. More subtly, the ontological status of a text will be determined by its perceived relation to a historical and literary context. In a survey course, where an entire historical period might be represented by a single text, there is a strong possibility that a text may seem to spring up out of nothing as an independent, self-sufficient jewel of disembodied imagination. In the interest of communicating a more accurate understanding of the pervasive significance of literary influence, a responsible pedagogy should take steps to dispel the sui generis assumption of literary genius and emphasize the degree to which literary texts partake in a dense interrelatedness to other texts. Finally, there is the level of the syllabus itself and the ontological assumptions it represents. If it is true that you cannot write a survey course syllabus without engaging the canon debate, then it is the intellectually honest thing to do to bring canonicity into the thematic foreground of the class itself. The explicit interrogation of how canonicity has taken shape keeps the syllabus from taking on an aura of self-evidence. In the rest of this article, I will address myself to specific strategies I have employed to de-hegemonize my teaching of canonical texts on these three levels. Many of the canonical texts which populate survey syllabi have erratic textual histories that are hidden by the apparent order we perceive in their finished form. Although the instructors of survey courses may be aware of these histories as part of their professional expertise, students are frequently surprised and
even, perhaps, disturbed to discover the chaos beneath the ordered lines of type. Shakespeare is always at the center of canon studies and Shakespeare's most famous creation, Hamlet, is the very personification of the Anglo-American literary canon. And yet, who is Hamlet the character and what is Hamlet the play? The famous unreadability of the character finds a fitting metaphor in the obscurity of the play's textual history. Famously, the so-called ur-Hamlet has been lost to history. We know it existed, because it was criticized in 1598, but no one knows or will likely ever know how the lost play handled the material or who wrote it. The play that we think we are familiar with is an updated revision of this vanished original. Like Hamlet himself, the script of Hamlet has a ghost father, and just as Hamlet has a secret history of what his personality was like before the play begins, so the play's own origins are cloaked in historical obscurity. Furthermore, our Hamlet is not only one updated revision of the vanished play, but rather, as the textual scholar Paul Werstine (1995) has called it, "a thing of shreds and patches" (p. 236) stitched together from three different manuscripts of unknown provenance, among which there are only a few hundred lines in common. Most shocking is the wonderfully bad Bad Quarto of 1603, with its hamhanded parody of the famous soliloquy. "To be or not to be, I there's the point, / To Die, to sleepe, is that all? I all: / No, to sleepe, to dreame, I mary there it goes …" (Foster, 1998, 51). In my class, we read the Bad Quarto version of this play side by side with the one in the students' Dover Thrift editions in the interests of speculating on their relative merits and weaknesses. Inevitably, some students maintain that the Bad Quarto version is better, whether because it's more concise or because the less frilly language more effectively conveys Hamlet's bafflement and despair. Such skepticism is vindicated by recent scholarship suggesting that the Bad Quarto is not just a botched pirating of a pristine original, but was in fact a playwright-sanctioned condensation for travel-
ing performances. Shakespeare wrote for the stage, not for the definitive anthology. It is possible that he wrote scenes for some performances of a given play and not for others. He appears to have revised his plays over time, and it seems likely that he composed two completely different versions of King Lear and neglected ever to finalize a definitive draft of his masterpiece. This perspective restores a kind of porousness and elasticity to the Shakespearean text that disarms the intimidating quality of the exotic language and famous names. Another technique for breaking up the surface of a text is to draw attention to the manner in which poets have revised and reconceived their poems over periods of time. In his discussion of teaching " Ode: Intimations of Immortality" alongside Wordsworth's various drafts of the poem, Jeffrey Robinson (1987) observes that "the study of revision … teaches the student that every stage of thought has its own substantive reality" (p. 113). It is easy enough to pass out a photocopy of Milton's Trinity Manuscript draft of Lycidas (Patrides, 1983, 12-13) as a way of teaching that literary texts are not vatic pronouncements from disembodied voices, but are the products of struggling individuals thinking in time and space. Milton can sometimes sound as if he writes with the exclusive purpose of intimidating students, but seeing his excisions and rewordings makes him appear less all-knowing and more fathomable. The glimpse into Milton's mind provided by his drafts has the quality of one of those DVD featurettes that accompany movies these days; an apparently selfsufficient text is re-presented as a series of choices, accidents, and inspirations. In addition to providing the poem with a compositional background, Milton's draft sheds light on the finished poem. The list of flowers, which seems intrusive and indulgent toward the end of the finished poem, turns out to be one of the first passages that Milton wrote, whereas the central movement of the finished poem—Lycidas's deification—comes across in the Trinity Manuscript, as Merritt Y. Hughes
(1957) observes, as an "afterthought" (p. 116). Even more provocative are the minor changes. To ask why Milton (1993) thought that "well-attir'd woodbine" (p. 60) sounded better than "the garish columbine" (Patrides, 1983, p. 13) is to catch Milton in the process of his craft as a wordsmith in a manner that is rendered deliberately impossible by the glossy aura of the finished work alone. It is easy to see that, although there is a rhetorical flair to starting two lines in a row with "Young Lycidas … Young Lycidas" (Patrides, 1983, p. 12), Milton (1993) is right to add a plaintive variation by altering a word to create "For Lycidas … Young Lycidas" (p. 56). On a thematic level, it is interesting to see Milton, in his description of Orpheus's severed head, cross out "divine" and substitute "gorie" (Patrides, 1983, p. 12). Other canonical staples of the survey course syllabus also have easily locatable revisions and alternate versions. Most famously, Whitman's "Song of Myself " has a number of passages which Whitman removed, revised, and replaced throughout his forty years of reworking his life's work. Whereas Milton would probably want us to consider Lycidas as the published draft in and of itself, Whitman would certainly want students of his masterpiece to appreciate the mutability which is the essence of his poetry, and recent Norton editions of the poem obligingly include appendices of passages excluded from the Leaves of Grass poems (Whitman, 2002, 544-560). Eliot's (1996) "The Love Song of J. Alfred Prufrock" casts a textual shadow known as "Prufrock's Pervigilium," 33 lines of text that Eliot cut from the published version of the poem and then published separately in Inventions of the March Hare (pp. 43-44). Awareness of these parallel texts deepens our appreciation not only for these poems as creative objects, but for the nature of texts themselves as human projects as opposed to scriptural pronouncements. "Prufrock's Pervigilium" is almost as ubiquitous as the original poem these days, thanks to the remarkable
capacity of the internet to reflect exactly the kind of layered-ness which I am suggesting is conducive to the de-hegemonification of canonical texts. Conveniently, as Richard J. Finneran (1996) points out, "The availability of hypermedia technology for the personal computer has coincided with a fundamental shift in textual theory, away from the notion of a single-text 'definitive edition' and toward a recognition of both the integrity of discrete versions of a work and the importance of nonverbal elements" (p. x). These nonverbal elements include not only alternate versions of a text, whether variants or drafts, but also what Jerome McGann (1991) has called "bibliographical codes" (p. 13), the network of extra-textual references which makes up any given work of art. As Virginia Woolf (1981) explains in A Room of One's Own, "Masterpieces are not single and solitary births; they are the outcomes of many years of thinking in common, of thinking by the body of the people, so that the experience of the mass is behind the single voice" (p. 65). The capacity to represent the interconnectedness of texts of all varieties is the most revolutionary aspect of the internet as far as literary studies is concerned. As avid navigators of the World Wide Web, American millennials are uniquely poised to appreciate the workings of influence and allusion. I tell my students that they are probably better equipped to understand a densely allusive poem such as Lycidas or The Waste Land than any other generation in history, not only cognitively, as members of a generation to whom hypertext is second nature, but also materially, in the sheer fact of their accessibility to hyperlinked electronic texts of canonical works. The internet is a living demonstration of the interdependency of texts, which have the dual capacity to focalize a diverse array of background texts, and to scatter into hyperlinked trains of outward associations. Examining the device of allusion is central to any reading of either canonical poem, Lycidas or The Waste Land, but the two poems employ allusion to establish
very different moods. In "Lycidas," the poet's grief for his dead friend finds a home in his pastoral allusions. The poet inhabits a poetic world which gives shape and meaning to mortality by folding it into the structures that have been provided by Virgil, Theocritus, Moschus, and Tacitus. The apotheosis Lycidas achieves in the poem is certainly as much, if not more, poetic than Christian. In The Waste Land, the allusions generally lack the redemptive potency evident in Milton's poem; rather than merging into a poetic unity, Eliot's references fragment into a disparate collage, constituting not a home so much as an improvised bomb shelter. Eliot's allusions are so central to the structural, thematic, and poetic identity of The Waste Land that I have found that whenever I teach it, I wind up trying to teach a few dozen other works at the same time: the stories of Tristan and Isolde, of Philomel, of The Tempest, of Galahad, of Die Götterdämmerung, of Augustine's Confessions, and a laundry list of other things. For the survey course, as a way both of negotiating this formidable background material and of demonstrating the critical relevance of these sub-texts to the poem as a whole, I turn it into a homework assignment. I identify twenty major allusions in the poem for my students, each of whom is then responsible for researching the history of the allusion and speculating on its significance to Eliot's poem. As the students present the results of their inquiry to the class, The Waste Land takes on a succession of different shades of meaning with each presentation, as if we are seeing Eliot's poem change progressively through the different perspectives opened up by its allusions. Frequently, these allusions open doors to other allusions and even disclose hyperlinks to one another independently of Eliot's composition. In addition to being a rewarding technique for reading The Waste Land itself, this activity opens up the class itself to an examination of other literatures—canonical and non-canonical, English and non-English, Western and
non-Western—as well as providing a vivid lesson in the hybrid referentiality of literary texts. Finally, and perhaps obviously, the most effective defense against perpetuating a quasi-religious posture in relation to the syllabus is the inclusion of texts which themselves expose the misleading implications inherent in canon-formation. For this purpose, I have found that Charlotte Perkins Gilman's famous short story "The Yellow Wallpaper" and Virginia Woolf 's A Room of One's Own make excellent companion pieces for interrogating the relationship between women and the canon. Together these texts support the impression that literary history is as revealing for what it does not include as for what it does. The self-deconstruction of the canon receives its fullest articulation with the final text on the syllabus, Ishmael Reed's novel Mumbo Jumbo (1972), a text which is at the same time staunchly canonical (having famously been included in Harold Bloom's list of the 500 Great Works of the Western Canon (1994, p. 535)), and also one of Western literature's most ascerbic screeds against the Western Canon and canonicity itself. The novel is a kind of tool for excavating the premises of the course in its entirety and generating possibilities for alternate paradigms according to which cultural history might be conceptualized. According to Mumbo Jumbo, Western culture as a whole is afflicted with Atonism, the worship of disembodiment and abstraction along with an active malice toward nature and the sensual body. Atonist writers are apologists for sterility and death. Hemingway, we are told, loved bullfighting because it is a traditional Atonist sport to torture and kill the Bull God, a symbol of fertility. Milton is also cited as an exemplary Atonist, a judgment that is used to explain his solid place in English studies: "that's why English professors like him, he's like their amulet" (p. 172). After a semester of talking in more or less reverent tones about Hemingway and Milton, in the midst of a course of study which
seems to take for granted the inherent value of these authors' writing, it puts both instructor and student into a pedagogically interesting position to suddenly have our interest in these authors challenged as a symptom of a foundational racism. Reed's critique is leveled not only at individual authors, but at the logic of the survey course itself. In the novel, Hank Rolling, the Guianese art critic who specializes in Vermeer, speaks for Atonist educators generally when he tells the Vodou priestlecturer Papa LaBas that he "must come clean with those students. They must have a firm background in the Classics. Serious works, the achievements of mankind which began in Greece and then sort of wiggled all over the place like a chicken with its neck wrung" (p. 217). Rolling's framing of cultural accomplishment as a European venture with a Hellenic origin erases the African roots of European traditions, perpetuating an ahistorical understanding of "the Western tradition" as an upsurge ex nihilo in which Homer and Socrates play the roles of the Great White Autochthonous Fathers. Reed's critique of the Eurocentric assumptions underlying canon formation extends finally to the university itself and the informational meta-canon it represents. College student Abdul Hamid's university experience taught him that "the knowledge which they had made into a cabala, stripped of its terms and the private codes, its slang, you could learn in a few weeks. It didn't take 4 years, and the 4 years of university were set up so that they could have a process by which they could remove the rebels and the dissidents" (p. 37). The hierarchy of knowledge inherent in canonicity and in university curricula generally is indicted as a system of obfuscation and mystification designed to distinguish insiders from outsiders, to disguise racism as culture, and to secure ideological consistency. In evaluating the legitimacy of these accusations, student and teacher alike are necessarily involved in a very personal degree of selfinterrogation.
The ontological destabilization of texts which the pedagogy of the self-deconstructing canon attempts to achieve may be similarly brought to bear on the grand narratives which undergird the survey course syllabi of other disciplines. If über-canonical literary texts like Hamlet and Lycidas exemplify the arbitrary nature of canon formation, central ideas in philosophy and history such as postmodernism and globalization compel us to recognize the fallacy of disciplinary grand narratives themselves. Of course, the language and worldview of this very article is radically involved with ideas which contemporary philosophy has made available, including the entire discourse of Lyotard's "grand narratives" (1984, p. xxiii) and the understanding of why they are problematic. Any survey-course philosophy student who does not come away with a functional understanding of postmodern epistemology has missed an overwhelmingly prominent aspect of contemporary philosophical discourse. The historical condition of globalization poses an analogous challenge to any historical narrative which privileges Western history or indeed any model of historical narrative structured in a line rather than as a web. To understand the historical significance of globalization is simultaneously to recalibrate the priority of any particular branch on the historical bush. In the same way that The Waste Land is best understood as a network of linked texts rather than as, to borrow Woolf 's phrase, "a single solitary birth," so may the narratives of history best be apprehended from within the context of the social sciences. Kevin St. Jarre (2008), responding to the challenge that globalization poses to conventional narrative-based history instruction, proposes "rebuild[ing] the scope and sequence for the social studies around the social sciences, which have long been neglected" (p. 665). In St. Jarre's model, the content-based pedagogy of linear history would be absorbed into an instructional strategy that privileges various analytical frames such as economics, civics, and
the behavioral sciences. Rather than teaching a noncontextual narrative of the Civil War as a free-standing historical incident, students in St. Jarre's program would consider the event of the Civil War from a sociological perspective in one semester, from an economic perspective in another semester, and from a legal perspective in a third. Such a technique is analogous to my lesson in which students of The Waste Land consider the poem progressively from the perspective of each of its various literary and historical allusions. In the same way that I employ Mumbo Jumbo to allow the canon to speak against itself, it would be appropriate for science teachers to incorporate that canonical work of science writing, Thomas Kuhn's The Structure of Scientific Revolutions (1962), into their syllabus in the interest of bringing to light the teleological bias which inevitably finds its way into the classroom discourse. In the life sciences, the almost equally canonical book by Stephen Jay Gould, Full House: The Spread of Excellence from Plato to Darwin (1996), presents a readable and accessible deconstruction of anthropocentric evolutionary narratives. The fact that survey courses are frequently directed toward non-majors makes them an ideal arena for considering the nature of our disciplines from a critical perspective. In intra-disciplinary contexts, we can always assume that our engagement with our field of study has an in-built justification that never needs actually to be spoken to lend legitimacy to the entire enterprise. But faced with an audience of non-specialists, the instructor of the survey course is challenged to articulate the rationale for studying her discipline at all. In order to keep from looking like a buffoonish museum curator keeping jealous guard over an inventory of dusty relics or like a hero-worshipping sycophant spreading the gospel of Sacred Stories, it is incumbent upon the survey course instructor to present the meta-narratives which constitute her discipline as living, breathing, unstable, and even dangerous entities. I try to encour-
age my students to think of the literary canon not as some kind of crystal cathedral, but as an insatiable meat grinder that spares nothing, devouring nothing more ruthlessly than its own claims to authority.
References Altschuler, G. C. (2000). Cultural literacy depends on survey courses. The Chronicle of Higher Education, 47(13), B24. Bloom, H. (1994). The western canon. New York: Riverhead. Eliot, T. S. (1996). Inventions of the March Hare. (C. Ricks, Ed.) New York: Harcourt Brace. Eliot, T. S. (1998). The waste land, Prufrock, and other poems. New York: Dover, 1998. Finneran, R. J. (1996). The literary text in the digital age. Ann Arbor: University of Michigan Press. Foster, M. E. (1998). The play behind the play: Hamlet and Quarto One. Portsmouth: Heinemann. Gallagher, S.V. (2001). Contingencies and intersections: The formation of pedagogical canons. Pedagogy: Critical Approaches to Teaching Literature, Language, and Composition, 1(1), 53-67. Gilman, C. P. (1997). The yellow wallpaper. In The yellow wallpaper and other stories. New York: Dover. Gould, S. J. (1996). Full house: The spread of excellence from Plato to Darwin. New York: Three Rivers. Graff, G. (1992). Beyond the culture wars. New York: W. W. Norton. Kerber, L. (1997). The challenge of "opinionative assurance." National Forum: The Phi Kappa Phi Journal, Summer, 15-17. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge. (G. Bennington and B. Massumi, Trans.) Minneapolis: University of Minnesota Press. McGann, J. (1991). The textual condition. Princeton: Princeton University Press. McWhorter, L. (2000). Can a postmodern philosopher teach modern philosophy? Teaching Philosophy, 23(1), 1-13. Milton, J. (1957). John Milton: Complete poems and major prose. (M. Y. Hughes, Ed.). New York: Macmillan. Milton, J. (1993). Lycidas. In John Milton: Selected poems. New York: Dover, 56-60. Patrides, C.A. (1983). Milton's Lycidas: The tradition and the poem. Columbia, MO: University of Missouri Press. Peterson, B. (2001). Inviting students to challenge the American literature syllabus. Teaching English in the two-year college, 28(4), 379-82. Reed, I. (1972). Mumbo jumbo. New York: Scribner. Robinson, J. (1987). Radical literary education: A classroom experiment with Wordsworth's "Ode." Madison: University of Wisconsin Press. Shakespeare, W. (1992). Hamlet. New York: Dover. St. Jarre, K. (2008). A member of the supporting cast. Phi Delta Kappan, 89(9), 664-666. Werstine, P. (1995). The textual mystery of Hamlet. In D. S. Kaston (Ed.) Critical essays on Shakespeare's Hamlet. (pp. 210-240). New York: G. K. Hall. Whitman, W. (2002). Leaves of grass and other writing. (M. Moon, Ed.) New York: W. W. Norton. Woolf, V. (1981). A room of one's own. Orlando: Harcourt.
CLIPS & LINKS Current Clips & Links A list of links to interesting, non-commercial websites related to teaching and learning. Currents invites reader recommendations and will assume responsibility for seeking permissions as necessary.
1. Ideas on Teaching:
Each volume of Ideas on Teaching is a collection of short papers written by practising teachers (based on their own experiences in university teaching) that discusses specific topics and issues. The aim is to generate further thought and discussion, share tips, and encourage improvement in teaching. Published by the Centre for Development of Teaching and Learning (CDTL), National University of Singapore. http://www.cdtl.nus.edu.sg/ideas/
2. Digital Ethnography:
A Kansas State University working group led by Dr. Michael Wesch, Assistant Professor of Cultural Anthropology and Digital Ethnography, dedicated to exploring and extending the possibilities of digital ethnography. "A Vision of Students Today," their 2007 video produced in collaboration with 200 students at KSU, has more than 3 million hits on YouTube, and "The Machine is Us/ing Us" (Winner, Wired magazine Rave Award for Video, 2007), has more than 9 million. http://mediatedcultures.net/ksudigg/
3. Center for Excellence in Teaching (CET), University of
Southern California: offers a variety of online resources and events. In particular, see the resources in the following sections: Materials from CET Faculty Fellows, Teaching and Learning, and CET QuickTime Video Project. http://www.usc.edu/programs/cet/
4. The Teaching and Learning Commons, Carnegie Foundation: An intellectual community space provided to enrich and encourage exchange of knowledge about teaching and learning, developed by the Knowledge Media Laboratory of The Carnegie Foundation for the Advancement of Teaching. You are invited to: create representations of effective teaching practice; share these representations with the community; read and comment on others' work; build on the work of other community members; and re-create new representations
to contribute to the commons. http://commons.carnegiefoundation.org/
5. Spanish Language and Culture: a website of useful, usable, and culturally saturated
Spanish grammar exercises and activities created by Professor Barbara Kuczun Nelson of Colby College in Waterville, Maine. The Study Modules teach verb tenses through art, photographs, audio and video clips from Spain, Central and South America, and the Spanish-speaking Caribbean. Recommended by Professor Patricia Marshall, Department of Languages and Literature, Worcester State College. http://www.colby.edu/~bknelson/SLC
Announcements of Work in Progress If you or your institution has a study or research project in the works, you may want to announce it here for a number of reasons. »» If your project is in the conception stage, you may still be conducting literature reviews and seeking input from others who have conducted research in this area, as to focus and methodology. In that case, the Currents Work-in-Progress page would be a good place to announce your intentions and invite early input as you design your study. »» If your study is a long-term one in several stages, you may want to announce preliminary findings on the Currents Work-in-Progress page. »» If you are working in an area that is currently "hot," (such as problems with student attention due to "multi-tasking" in the classroom), you may want to announce it while it is underway, to generate interest and inquiries from scholars working on related projects. Calls for Collaborators If you are planning a study that will require data from more than one classroom or academic institution, the Currents Work-in-Progress page would be an excellent place to call for individual or institutional collaborators.
From the Book Review Editors Catherine Wilcox-Titus and Matthew Johnsen Book reviews for this issue of Currents include: a classic in teaching and learning, Parker Palmer's The Courage to Teach; a book that provides practical advice on online learning, Robin Smith's Conquering the Content: A Step-by-Step Guide to Online Course Design; and a review of a book of particular interest to new faculty, James Lang's On Course: A Week-by-Week Guide to Your First Semester of College Teaching. These reviews continue to balance general philosophical approaches to education with practical advice for teachers in higher education that applies across disciplines. If you are interested in reviewing books for Currents, please send inquiries to [email protected] or [email protected]
Wilcox-Titus & Johnsen – Book Reviews
Staying 'On Course' Sean C. Goodlett On Course: A Week-by-Week Guide to Your First Semester of College Teaching. By James M. Lang. Cambridge: Harvard University Press, 2008, 336 pp., $26.95 (HC), ISBN 978-0-674-02806-7. Readers may already know James Lang from his regular contributions to The Chronicle of Higher Education. In the fall of 1999, when I was just beginning to write my doctoral dissertation, Lang began writing a column on the vicissitudes of the academic job market. Like many graduate students of the time, I followed Lang's articles faithfully, shared his anxieties while worrying over my own prospects, and cheered when he eventually landed a plum position. From the fall of 2000 until the spring of 2006, Lang wrote a second series of articles for the Chronicle that charted the course of his tenure-track career at Assumption College. These eventually became the basis for his well-known autobiographical work, Life on the Tenure Track: Lessons from the First Year ( Johns Hopkins, 2005). I confess to being a fan of Lang's Chronicle pieces, and in the interest of full disclosure I should reveal that last fall, as the Faculty Director of Fitchburg State College's Center for Teaching and Learning, I invited him to my campus as a paid speaker. We teach at neighboring colleges in Central Massachusetts, and Fitchburg State had just embarked on an ambitious new faculty mentoring program. It was only natural to have him kick off the academic year, especially as the Center had distributed complimentary copies of Life on the Tenure Track to all incoming faculty. In the event, I found him as gracious and generous in person as he is thoughtful and engaging in print. I only wish this latest offering by Lang had been available in the fall. On Course: A Week-by-Week Guide to Your First Semester of College Teaching is a "how to" guide for those just beginning to teach at the college or university level. As with Life on the Tenure Track, the present volume came out of a similarly titled set of articles in the Chronicle. A handful of "On Course" entries from the fall of 2006 served as rough drafts of chapters in the book, and, along with nearly a score more, they have provided the basis for what Lang calls "a modest and realistic approach to teaching" (xi). He suggests that new faculty read the book before the first semester gets underway and then mine it as a reference guide throughout their early career. worcester.edu/currents
Sean C. Goodlett is an Associate Professor of History and the Faculty Director of the Center for Teaching and Learning at Fitchburg State College in Massachusetts. He is currently revising a manuscript on the cultural and social history of eighteenth-century European newsprint.
Goodlett – Staying 'On Course'
The seventeen chapters of the volume roughly correspond to the fifteen weeks of a semester with the addition of a prologue and epilogue. Lang downplays this structural "conceit," and it doubtless derives from the strictures of writing for a periodical. In any event, each chapter treats a discrete topic, offering analysis of methods or approaches, occasionally some firm "dos" and "don'ts," and a brief annotated list of mostly print resources. New faculty will appreciate the thoughtful advice on syllabus development (in the Prologue), the in-depth analysis of the particular virtues of lectures and discussions (Chapters 3 and 4), and the frank treatments of such subjects as students' personal lives (Chapter 8), cheating and plagiarism (Chapter 9), and student evaluations of faculty (Chapter 13). As an experienced instructor, I found Lang's recommendations for "first days" (Chapter 1) and for battling the end-ofsemester "doldrums" (Chapter 11) most enlightening. On balance, though, the book really is targeted to junior faculty. Other legacies of the constraints of writing for the Chronicle do crop up. One or two chapters present topics in a clunky, reference-manual style. This is especially the case with the chapter on classroom discussions (Chapter 4), which ends awkwardly with an FAQ, while the chapter on "common problems" (Chapter 12) is entirely given over to the same format. In other instances, Lang privileges methods that are most applicable for Humanities courses. Indeed, his focus is sometimes so narrow that he can neglect methods which do not stress writing (e.g., in Chapter 6), and he seems shy about fully exploring examples from the sciences. In one example from a typical science course, I found myself wanting Lang to explain exactly how students cram the post-Newtonian conceptualizations of motion that are taught in the modern physics classroom into an Aristotelian "mental model," because it would have allowed him to flesh out the problem of student biases (pp. 158-163). But in the end both the organizational
oddities and the overemphasis of the Humanities seem natural here: in the former case, Lang intends the volume to serve as a reference manual, and in the latter he writes from his own experiences and leaves instructors to discover their own discipline-specific applications. Other teaching guides have their virtues. Wilbert J. McKeachie's venerable Teaching Tips (now in its twelfth edition; Houghton Mifflin, 2006) has a more comprehensive bibliography of teaching and learning scholarship and probably treats more topics at a higher level, while Linda B. Nilson's Teaching at Its Best (second edition; Anker, 2003) is more inclusive of non-Humanities disciplines. However, On Course surpasses these with the fullness of Lang's analysis on the subjects he treats and the charm of his relaxed, almost conversational prose. In short, Lang has drawn from his considerable classroom experience to think through the practical consequences of his advice, and he has done so without the usual soporific and technical style of the earlier guides. This engaging book should be required reading for all new college and university teachers.
Comprehensible Online Course Design Vicky Gilpin Conquering the Content: A Step-by-Step Guide to Online Course Design. By Robin M. Smith. Jossey-Bass, John Wiley & Sons, Inc., 2008, 153 pp., $27.00 (PB), ISBN 978-0-7879-9442-6. Today's economic climate has encouraged many nontraditional students to begin their paths toward higher education with online courses. Professionals seeking continuing education credits are also increasingly served in this growing field. The flexibility of asynchronous education is seductive to adult learners needing to juggle academics with already-overloaded schedules. The increasing popularity of online programs, courses, and supplementary information for hybrid and synchronous courses has created the need for increased research on and information about teaching in the online world. Specifically, there is a deficit of practical advice for instructors on designing online courses. As part of the Jossey-Bass Guides to Online Teaching and Learning Series, Smith's (2008) Conquering the Content: A Step-by-Step Guide to Online Course Design takes major strides in making up this deficit. Instructional design specialist Robin M. Smith, Associate Professor of Educational Development and Coordinator of Web-based Learning at the University of Arkansas for Medical Sciences, provides expert advice without condescension or pedantry. For a slim volume with a conversational tone, Conquering the Content packs a scholarly punch. Although easily accessible for online instructional "newbies," the format of the work may inspire a wry chuckle from aficionados from both sides of the virtual desk, as each chapter opens in a conscious echo of a well-designed online module, complete with learning goals/outcomes, learning resources, additional resources, learning activities, self-assessment, and lesson evaluation. Smith models exactly what she discusses in the work: tight construction, relevant examples, and the creation of elements designed to encourage as well as challenge the student. The seven concise chapters direct educators through the steps necessary to make the transition from face-to-face, synchronous instruction to online asynchronous instruction. The chapters include strategies for the instructor to use in preparing his or her courses for the transition to the online environment. As Conquering the Content delves into the nuts and bolts of implementation, Smith provides time estimates of how long aspects of each step might worcester.edu/currents
Vicky Gilpin, EdD, is an instructor of English at Richland Community College and Cerro Gordo High School in Illinois. Dr. Gilpin has presented conference papers at the Popular Culture Association/ American Culture Association, the Illinois Association of Teachers of English, and "Walking the Walk of Diversity," Richland Community College, and she has recently been named one of Phi Delta Kappa International's Emerging Leaders, Class of 2009-2010.
Gilpin – Online Course Design
take and hints on how to make the instructor's life easier from the start by anticipating the need to change textbooks or adjust objectives in future offerings of the course. In Chapter 1, "Design with Learning in Mind," Smith introduces the educator to altering course content for Web-based learning, emphasizing how to "see" the course from the students' perspectives while aiming instruction toward multiple learning styles. She emphasizes the importance of reframing the focus from what needs to be taught to what needs to be learned, providing research-based strategies for creating a learner-centered environment. One of the strengths of the book, as evidenced by this first chapter, is the inclusion of succinct lists aimed toward continuous instructor success. One example is a list of instructional design applications based on M. David Merrill's First Principles of Instruction (p. 7). Another strength of the book is that Smith elaborates these lists. For example, she presents and discusses five elements of the learner-centered online environment: self-selected, time, place, pace, and around-the-clock-access (pp. 13-14). Conquering the Content is not recommended as a single read-through before instructors move on to the next model or text; it is a thorough reference work for educators to consult throughout the initial design process as well as during course implementation. Chapter 2, "Design with the Future in Mind," keeps an eye on flexibility and ease of alteration to the course in the future. One integral directive is "never to embed textbook page numbers or chapter references within course content, quizzes, assignments, discussions, feedback, or any other portion of the course. Textbook page numbers and chapter references should appear only on the learning guides" (p. 27). By putting textbook-specific information in the learning guides only, the instructor is preparing for an easy transition to different textbooks or later additions of supplementary material. Smith also outlines how to begin developing modules and learning guides early in the book in
order to prepare the instructor for the future creation of modules and guides. Like any effective facilitator, she uses both global and sequential methods to provide her reader with an awareness of future goals in order to limit surprises and encourage time management. Authentic assessment methods are explored in Chapter 3, "Design with Assessment in Mind." Instructors must remember the importance of allowing students the freedom of assessments that provide the opportunity for students to make, and learn from, their mistakes. Smith compares and contrasts the limitations and advantages of various types of assessment within the online environment. One of the many useful strategies is for the potential online instructor to reflect on how to begin "teaching for the long term" (p. 38). Smith recommends that instructors analyze their course's goals, the skills necessary to achieve those goals, and whether or not the assessment is appropriate. Instructors must ask if the assessment provided actually measures what the instructor wants his or her students to know or be able to do. Conquering the Content is a model of good organization whose basic strategies are laid out in Chapter 4, "Design with Organization in Mind." This chapter elaborates upon learning guides, the course development map, and prioritization in online learning. Smith reminds the educator to continue viewing the course from the student perspective by defining the elements of the learning guides in student-centered language. For example, she notes that Learning Goals or Outcomes are "What You Need to Know" while Learning Resources are "Tools to Help You Learn" and Learning Activities are "What You Need to Do." She further elaborates on how one should break down each assignment into necessary parts to ease the students into the online experience and create opportunities for success in the course. She warns against "gratuitous use of technology" and suggests strategies for instructors to reflect on how to use the online environment
to remove personally irritating aspects of face-to-face learning, such as constant requests for grade updates. The hands-on aspect of this chapter is designed to be comforting to the novice online instructor. Chapter 4 continues to stress the importance of taking the time to prepare before the course begins rather than continually scrambling to stay ahead of the students. Throughout the book, the instructor is encouraged to think of one specific course to transition to the online environment; this approach, described in Chapter 5, emphasizes the need for the instructor to "Design with Content in Mind." Chunking course content and layering multiple styles of activities are the focal points of this chapter. Smith emphasizes that online course content must have the ability to: present short, directed learning segments, or "chunkability"; repeat and review content, or "repeatability"; stop and resume without having to start all over, or "pauseability"; and offer clear, direct instructions, or "understandability" (pp. 64-65). In order to assist in the creation of the most effective "chunking" methods, she presents brain-based learning research, strategies to maximize learning, and a format to create bridges between informational elements. The reader is encouraged to be realistic when planning an online course. Smith notes that cutting-and-pasting or scanning old lecture notes is not an effective method for approaching online instruction and preparation. Chapter 6, "Design with Process in Mind," guides an effective transition from synchronous learning to an asynchronous online format. This chapter offers a variety of best practices to increase effectiveness and student learning opportunities. Smith reminds the educator of the importance of easy navigation from a student's point of view and provides strategies to assist with the perspective shift. One of the primary characteristics of successful online courses is consistency. Instructors must be consistent about when assignments are to be turned in, where they are to be turned in, what method to use in order to contact the instructor, and even with the
physical design connected to the navigational elements of the site. Each of the strategies given throughout the book is concise but relevant, allowing the instructor to recognize and appreciate those with which he or she is familiar and become introduced to those with which he or she is not. Again, the conciseness and relevance of the information within the chapters is demonstrative of the best practices modeled throughout the book. In the final chapter, "Design with Navigation in Mind," Smith describes elements essential to maintaining the integrity of the online course and sketches paths for the future. The activities within this chapter encourage successful implementation of elements discussed throughout the book. They also serve as reminders for the instructor to look ahead to "continuous improvement" of the course. Smith provides approaches to use throughout the course in order to document possible future revisions. She does not minimize the role that students can play as stakeholders; she encourages instructors to see student comments as useful information to make the course more effective, and she emphasizes the importance of instructor reflection and journaling throughout the experience to provide a record of personal growth. Each of the seven chapters contains a goldmine of information; although the book is a "quick read" when read from cover to cover, it offers little nuggets on which the reader can ruminate. Despite the wealth of practical advice in it, what makes Conquering the Content outstanding are the resources provided, both in internet links and in twenty-two pages of applicable forms for design practice and reflection. Conquering the Content: A Step-by-Step Guide to Online Course Design is a necessity for any instructors who anticipate even the slightest possibility of designing or teaching an online course in the future. Its real-world applications, conversational style, strategies for effective design and instruction, and rich resources are essential for those familiar as well as unfamiliar with the intricacies of online instruction.
Teaching with Integrity Jeffrey W. Cohen The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. 10th Anniversary Edition. By Parker J. Palmer. Jossey-Bass, 2007, 248 pp., $27.95 (HC), ISBN 978-0-7879-9686-4.
Let us begin with what Parker Palmer's book is not. It is not a how-to guide for teachers, nor is it a recipe book for those who wish to put together a repertoire of specific techniques for use in the classroom. Rather, The Courage to Teach is an invaluable book for anyone who is interested in exploring the intersection of their identities as teacher and as human being. With great humility, Parker Palmer draws upon decades of experience to discuss the importance of considering both the individual and the community in establishing a successful classroom experience. One of his fundamental points is that teaching can (and perhaps should) be seen as deeply personal. His exploration of the inner self and its relationship to teaching emphasizes the benefits of combining self-awareness with an awareness of the context within which one teaches, including an understanding of and true compassion for students. According to Palmer, there is a very real and deep connection between our own identities and the world around us. Therefore, it is difficult to teach successfully in a manner that contradicts our personal identities. In effect, Palmer suggests that successful teachers use techniques in the classroom that fit with who they are. In support of his claim, he discusses the implications of disjunctions between the way we teach and our inner selves. Two case studies of individual teachers provide readers with eye-opening examples of how things can become difficult, if not altogether impossible, if we do not honor our own identities. By not working to connect our teaching with our inner selves, Palmer argues, we risk becoming detached from our work, confrontational with students, and altogether disjointed as individuals. This theme is carried over into a discussion of how faculty mentors may spark curiosity and provide models for teaching behaviors that both honor and conflict with their mentee's personal identities. Something that will resonate with most educators is Palmer's contention that the great teachers many of us had in our lives provided us with the nourishment we needed to become engaged with them, with our discipline, and with a general thirst for knowledge. Importantly, mentors connect with us on a 66
Cohen – Teaching with Integrity
Jeffrey W. Cohen is currently serving as Instructor of Criminal Justice at Worcester State College in Massachusetts. His areas of interest include Gender Studies, Integral Theory, Offender Re-entry/Reintegration, Research Methodology, and Pedagogy/ Androgogy.
deeply personal level, regardless of their specific teaching style. Many of us have had, and continue to have, mentors with whom we disagree a great deal in terms of approaches to teaching. Even these mentors, however, provide us with an opportunity to engage actively with our disciplines. This dynamic echoes Palmer's urging that we honor not only our inner selves, but the communities in which we live and work. This seeming paradox, of honoring self as well as community, is one of many discussed throughout this book. Paradoxes are often new and frightening for many people. This is partly because we live in a world that is based on dichotomies. We are often afraid to venture into the gray areas of life. We feel safe and secure when we "know" right from wrong. Palmer suggests, however, that higher education should provide students and teachers with opportunities to dwell in paradox. To this end, he describes six paradoxes that he tries to explore in his own courses. His discussion offers important insights to all who wish to situate their students' learning in the context of curiosity, cognitive dissonance, and transformational experiences. For example, Palmer's paradox of simultaneously honoring both the "little" and the "big" stories may help those who wish to provide students with an outlet to safely explore their own meanings or "truths" within the context of what is already known or thought to be objectively "true." Through an exploration of disciplinary content and its resonance for each individual (i.e., honoring the "big" and the "little" stories), students may become better prepared to incorporate new and important concepts into their studies and their lives. As Palmer later suggests, one way to explore these paradoxes is through the construction of a "subject-centered classroom." Palmer's discussion of the subject-centered classroom introduces a thoughtful perspective on how to simultaneously honor ourselves, our students, and our subject. To summarize, in a subject-centered classroom,
students are given time to experience the subject matter personally and then to discuss their experiences with a community of peers who have also had time to experience the subject matter. This provides an opportunity for students to see how abstract disciplinary concepts can be applied to their own lives and the experiences of others. This, again, is an example of how Palmer promotes the weaving of the inner self with the learning community for both students and teachers. The themes touched on in this review are only a few of the many important contributions to the literature on teaching found in this book. Palmer offers strong support for the idea that teachers should honor their own identities, take lessons from those around them, challenge their students to dwell in the less familiar and more frightening world of paradox, and strive to connect the student, teacher, and subject in an interlocking web of discovery and passion. He makes it clear that teachers should be comfortable with who they are, express that comfort to their students, and help their students become more comfortable with themselves, while remaining cognizant of their own propensity to fail in these noble pursuits. Perhaps most importantly, Palmer's book provides readers with an opportunity to assess their own vision of teaching and find ways to better align that vision with a genuine understanding of self and community, one that honors our individual strengths and forgives us our weaknesses. This is not the book for those who seek answers. If, however, it is the questions that excite you, I believe this book will feed your hunger and generate thoughtful introspection. In this 10th Anniversary Edition, Palmer reflects on the process through which his original work was created. In this reflection, presented in a new Foreword, Palmer describes the genesis of The Courage to Teach and its development over the ten years leading to its original publication in 1998. In a new Afterword, Palmer presents a beautifully articulated vision for the future of education. This vision includes a call to action addressed
to educators who are willing to weave his prior emphasis on individual authenticity into a movement leading to more thoughtful, dramatic, and far-reaching institutional change. The 10th Anniversary Edition also includes a CD recording of Palmer's conversations with colleagues regarding his and their work towards a more integrated and self-aware educational system.
Staff Editor: Josna Rege Book Review Editors: Catherine Wilcox-Titus and Matthew Johnsen Director, Center for Teaching and Learning: Andrea Bilics Gratuate Assistant, Center for Teaching and Learning: Ana Salinas
About Us Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Published twice a year, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challengesfacing teachers today. Non-specialist and jargon-free, Currents is tended for both faculty and graduate students in higher education, teaching in all academic disciplines.
Advisory Board For its inaugural period, Currents in Teaching and Learning has a founding Editorial Advisory Board that fulfils both editorial and advisory functions, and is made up of Worcester State College faculty members from a variety of disciplines. Currents will soon be soliciting interested teacher-scholars from a representative range of disciplines and higher-education institutions to form our external Advisory Board.
Subscriptions If you wish to be notified when each new issue of Currents becomes available online, and to receive our Calls for Submissions and other announcements, please visit http://listserv.worcester.edu/scripts/wa.exe?A0=CURRENTS_SUBSCRIBERS and click on Join CURRENTS_SUBSCRIBERS
Founding Editorial Advisory Board Daron Barnard, Biology Sue Fan Foo, Education Ruth Haber, Languages and Literature Matthew Johnsen, Sociology Pearl Mosher-Ashley, Psychology Jeffry Nichols, Chemistry Bonnie Orcutt, Economics Beth Russell, Psychology Dan Shartin, Philosophy Catherine Wilcox-Titus, Visual and Performing Arts Karen Woods Weierman, Languages and Literature Karl Wurst, Computer Science Janice Yee, Economics Design: Nikhil Melnechuk www.CHALKERS.org
CALL FOR SUBMISSIONS Volume 2, Number 1, Fall 2009 Currents invites submissions for its Fall 2009 issue, including: Short reports from different disciplines on classroom practices (2850-5700 words). Longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today (5700-7125 words). Announcements of work-in-progress and requests for collaborators. Book and website reviews. We welcome both individual and group submissions.
EXTENDED Submissions Deadline: June 1, 2009. Submissions received after this date will be considered for future issues. Submissions and Contact Information Please address all submissions and inquiries to Josna Rege via e-mail: [email protected] For further information and submissions guidelines see our website: www.worcester.edu/currents. Please address all postal inquiries to Josna Rege Editor, Currents in Teaching and Learning Department of Languages and Literature Worcester State College 486 Chandler Street Worcester, MA 01602-2597 U.S.A. Currents in Teaching and Learning is a publication of the Center for Teaching and Learning, Worcester State College, Worcester, Massachusetts, U.S.A. ISSN: 1945-3043 © 2009, Worcester State College, Center for Teaching and Learning
Report "CURRENTS IN TEACHING AND LEARNING" | RedPajamaCommonCrawl_1498437111598196897 | Slimpajama627bTrain/chunk1 |
Q: Can I decode a packet using sharpsnmp I am creating and sending an SNMP packet manually using pcap.net, the reason for this is that I need to be able to change the sender details of the SNMP packet to one other than the application hosts NIC and which wouldn't be possible with the library unless I somehow intercepted the outgoing packet and changed the details on the fly. My issue is that I can send out my packet and receive it using pcap.net as well but I need a way to decode the BER encoded packet, can I directly decode a received packet without using the rest of the library? If so what function could I call so I can read the oid values directly from a recieved packet?
A: When you first asked this question I read it but could not provide much insight.
What #SNMP offers are the two set of functions below,
*
*MessageFactory.ParseMessage, a few functions that parse raw bytes to ISnmpMessage.
*ISnmpMessage.ToBytes, a method that generates raw bytes.
If you can write adapters to bridge #SNMP and Pcap.NET, you should be able to achieve what you want.
Next time, make sure you avoid C# tag, as yes you might be down voted due to that.
References:
http://help.sharpsnmp.com/html/Overload_Lextm_SharpSnmpLib_Messaging_MessageFactory_ParseMessages.htm
http://help.sharpsnmp.com/html/M_Lextm_SharpSnmpLib_Messaging_ISnmpMessage_ToBytes.htm
| RedPajamaStackExchange_7805096352652098287 | Slimpajama627bTrain/chunk1 |
Jest to część klasyfikacji anatomiczno-terapeutyczno-chemicznej:
Obejmuje ona leki ochraniające ścianę naczyń:
C 05 A – Leki stosowane zewnętrznie w leczeniu hemoroidów
C 05 AA – Preparaty zawierające kortykosteroidy
C 05 AA 01 – hydrokortyzon
C 05 AA 04 – prednizolon
C 05 AA 05 – betametazon
C 05 AA 06 – fluorometolon
C 05 AA 08 – fluokortolon
C 05 AA 09 – deksametazon
C 05 AA 10 – fluocynolon
C 05 AA 11 – fluocynonid
C 05 AA 12 – triamcynolon
C 05 AB – Preparaty zawierające antybiotyki
C 05 AD – Preparaty zawierające środki miejscowo znieczulające
C 05 AD 01 – lidokaina
C 05 AD 02 – tetrakaina
C 05 AD 03 – benzokaina
C 05 AD 04 – cynchokaina
C 05 AD 05 – prokaina
C 05 AD 06 – oksetakaina
C 05 AD 07 – pramokaina
C 05 AE – Preparaty miorelaksacyjne
C 05 AE 01 – Triazotan gliceryny
C 05 AE 02 – diazotan izosorbidu
C 05 AE 03 – diltiazem
C 05 AX – Inne leki stosowane zewnętrznie w leczeniu hemoroidów
C 05 AX 01 – preparaty glinu
C 05 AX 02 – preparaty bizmutu w połączeniach
C 05 AX 03 – inne preparaty w połączeniach
C 05 AX 04 – preparaty cynku
C 05 AX 05 – tribenozyd
C 05 B – Leki stosowane w leczeniu żylaków
C 05 BA – Heparyny i heparynoidy do stosowania zewnętrznego
C 05 BA 01 – heparynoid
C 05 BA 02 – apolan sodu
C 05 BA 03 – heparyna
C 05 BA 04 – polisiarczan pentozanu
C 05 BA 51 – heparynoid w połączeniach
C 05 BA 53 – heparyna w połączeniach
C 05 BB – Leki obliterujące żylaki do podawania domiejscowego
C 05 BB 01 – oleinian monoetanoloaminy
C 05 BB 02 – polidokanol
C 05 BB 03 – cukier inwertowany
C 05 BB 04 – siarczan tetradecylowo-sodowy
C 05 BB 05 – fenol
C 05 BB 56 – glukoza w połączeniach
C 05 BX – Inne leki stosowane w leczeniu żylaków
C 05 BX 01 – dobesylan wapnia
C 05 BX 51 – dobesylan wapnia w połączeniach
C 05 C – Leki wpływające na elastyczność naczyń
C 05 CA – Bioflawonoidy
C 05 CA 01 – rutozyd
C 05 CA 02 – monokserutyna
C 05 CA 03 – diosmina
C 05 CA 04 – trokserutyna
C 05 CA 05 – hidrosmina
C 05 CA 51 – rutozyd w połączeniach
C 05 CA 53 – diosmina w połączeniach
C 05 CA 54 – trokserutyna w połączeniach
C 05 CX – Inne leki wpływające na elastyczność naczyń
C 05 CX 01 – tribenozyd
C 05 CX 02 – naftazon
C 05 CX 03 – nasiona kasztanowca
Bibliografia
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Pubs in London >
Pubs in Southall >
202 Western Road, Southall, Middlesex, UB2 5ED
Website 0208 8139354
Prince Of Wales in Southall has a function room that can be booked. The pub has a big screen, it shows football on TV. Prince Of Wales has Sky Sports. The pub has terrestrial TV.
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Croatia v England
Happening on 12/10/2018 [Expired]
England travel to Croatia to play their first-ever away match in the Nations League on Friday, and although the game is being played behind closed doors you can still catch all the action live from the comfort of your local!
Kick off at 7:45pm.
show full details ▶
England v Italy
After seeing off the Dutch last week, England are going for back-to-back wins as they host Italy at Wembley tonight for the second friendly of the international break.
Catch all the action here, with coverage from 7:30pm followed by an 8pm kick-off!
Netherlands vs England
We're entering the final stretch ahead of the World Cup 2018 with preparations continuing this evening as the Lions travel to Amsterdam for a friendly against the Netherlands.
Coverage starts at 7:30pm with kick-off slated for 7:45pm - join us to catch all the action live!
Southall (0.75 miles)
Hayes & Harlington (1.28 miles)
Hounslow West (1.81 miles)
Halfway House (0.11 miles)
Scotsman (0.24 miles)
Grand Junction (0.28 miles)
Old Oak Tree (0.31 miles)
Southall Working Mens Club (0.45 miles) | RedPajamaCommonCrawl_-8147200144413244664 | Slimpajama627bTrain/chunk1 |
The Escape Hunt Experience Singapore offers a true "experience" where you are transported to another era and play the part of a famous London detective with your colleagues trying to solve a unique mystery. As a team, you play against the clock in one of our rooms to solve the challenge and thereby find your escape. Our adventures last around 90 minutes – after a short briefing you play your 60 minute game. Afterwards, you can chat about your experience in our luxurious lounge over refreshments and then dress up in our special outfits for photos. | RedPajamaC4_4937221129573532005 | Slimpajama627bTrain/chunk1 |
By-Pass protein is protein that is not degraded by rumen microbes, also known as undegraded intake protein (UIP) and rumen undegraded protein (RUP) in USA, UDP or DUP in the UK or PDIA in France.
We can offers two unique bypass protein products based on soybean or rapeseed meal. These products with their high levels of undegradable yet highly digestible protein offer to dairy farmers the opportunity to increase milk yields while reducing production costs.
Both products are produced by a patented manufacturing process which involves reaction of high protein soybean or rapeseed meal with xylose, a highly reactive natural sugar. | RedPajamaC4_7026444071267660427 | Slimpajama627bTrain/chunk1 |
Cubs v. Indians?
Coming home last night after dinner with a friend, we noticed four or five helicopters flying and hovering nearby. We speculated that it might be something for the new Batman movie, which has been filming here all summer. Instead, it was the TV stations getting shots of the crowd gathering in front of Wrigley Field to celebrate the Cubs National League Central Division Championship. All of the local stations alternated between scenes of the celebration at Wrigley and the champagne showers in the Cubs locker room in Cincinnati. Today, the Cubs announced they're holding a rally on Monday in Grant Park.
A rally? My first reaction was that these celebrations are all terribly premature, but maybe not.
With 85 wins, ten fewer than the Indians and Red Sox, the Cubs have the worst record of the eight playoff teams. If the Cubs hadn't won the division, they would have been fourth in the National League Wild Card hunt. Of the eight playoff teams, the worst team in the American League has a better record than the best team in the National League.
So, the Cubs are the eighth best team in baseball. Not even, by record, but they did win their division.
Celebrate while you can.
I have lived in the shadow of Wrigley Field for twenty years, but I was born and raised a Cleveland Indians fan. I believe baseball fans are born, not made. I also believe that if you can't be with the one you love, love the one you're with, hence I am a Cubs rooter.
I don't think the Cubs chances are very good, but anything can happen in the playoffs. Therefore, I think I need to declare now.
Go Tribe!!!
Labels: baseball, Chicago Cubs, Cleveland Indians
Dems at Dartmouth
Biden, Dodd and Richardson -- babbling idiots. The sports term is "pressing." The theatrical term is flop sweat. Biden and Dodd have moments of lucidity; Richardson has none. Way out of his depth. Couldn't even think up his own Bible verse, had to copy off Obama.
Biden -- 300,000 cases of Fetal Alcohol Syndrome a year. Seemed high to me. That would be like 1 in 13 births. I looked it up. The real number is, outside estimate, 80,000 (1.9%, Abel and Sokol study).
Biden -- first to say, "torture doesn't work" in response to the trick torture question. Obama missed the chance. "Torture bad" not as good an answer.
Kucinich -- funny, knows his voters. How great would it be to have Dennis Kucinich and his hot wife in the White House? What are all of those little books he has in his pocket? A tiny constitution? A St. Francis prayer card? "Strength through peace"(?) What else? Energy through kindness? Equality through faith? Freedom through hope? How naïve are his voters?
Gravel -- "Get off gas in 5 years, off carbon in 10." "Hey you kids, get off my lawn."
Obama -- smooth.
Clinton -- smoother.
Edwards -- also pressing. Apparently trying to get to the left of Kucinich on Iraq(!) Making no impression on me except as a potentially dangerous populist demagogue.
Posted by Chuck Cowdery at 10:51 PM No comments: Links to this post
Labels: Biden, Clinton, Dartmouth, Debate, Democrats, Dodd, Edwards, Gravel, Kucinich, Obama, Presidential campaign, Richardson
My people are from the part of Germany where you can't possibly drink more beer in October than you do every day of the year, so we don't see the point of Oktoberfest.
If I never see an old man in lederhosen again, it will be too soon.
People at Oktoberfest drink like they have either just that day discovered beer or have just learnt it's about to be discontinued.
Labels: beer, lederhosen, Oktoberfest
Frank Lloyd Wright and the Rookery
In 1885, Burnham and Root designed a building for the Central Safety and Deposit Company. At twelve stories high, the Rookery was the tallest building in the world. It remains as one of the most beloved buildings in Chicago's Loop.
The grand lobby space was remodeled by Frank Lloyd Wright in 1905 and has recently been restored to the splendor of Wright's 1905 design.
The Frank Lloyd Wright Building Conservancy is a not-for-profit organization dedicated to the maintenance and preservation of the remaining structures designed by Frank Lloyd Wright, through education and advocacy.
You can visit them at www.savewright.org
Labels: architecture, Frank Lloyd Wright, preservation, Rookery
Evan Williams Single Barrel Vintage Is Exciting Again.
On Saturday, October 13, Heaven Hill is unveiling its Evan Williams Single Barrel 1998 Vintage at the J. B. Speed Art Museum in Louisville. I don't know when they announced it but I hear it's already sold out. The ad on the web site says, "Meet Master Distillers Parker & Craig Beam and noted Bourbon experts." I'm pretty sure I'm one of the noted Bourbon experts.
Heaven Hill does something like this every year. Good for them and that's what's so great about the vintage concept; each annual release is 'news.' True as that is, it's hard for me to get all worked up about it every year. It's always good whiskey, it's always interesting to compare it to previous releases, but let's just say it's not up there with Christmas.
This year is different. I'm really looking forward to this one, and the one after that, and the one after that, for the next few years. Why? Because Heaven Hill's distillery in Bardstown (DSP-31) was destroyed in a fire in 1996. They don't like to talk about it but I do, because it's bourbon history in the making.
EWSB always has a barrel entry date on the label. Anything entered after November of 1996 isn't DSP-31 bourbon. Some of the 1996 and all of the 1997 is whiskey made at Jim Beam to Heaven Hill's specifications and supervised by Parker and Craig Beam (P&C). Subsequently, Brown-Forman also made whiskey for them, supervised by P&C, etc. Sometime in 1999 they began producing in their new home, the Bernheim facility in Louisville, but it took maybe another year or more before P&C got the operation there the way they wanted it. Because Heaven Hill needs more whiskey than Bernheim alone can produce, they have continued to use Brown-Forman's plant in Shively too, so who knows where the next EWSB was made. That's why these next few years of EWSB will be so interesting. They will be the only legacy of the '96 fire that you can taste and take home with you.
What we're going to see or, rather, taste is a transition. Heaven Hill has pretty much committed to making EWSB represent the best single-barrel whiskey they can produce in nine years. Each year the pool changes but the criteria doesn't. You expected them to clear the bar every year at DSP-31 after they got this thing going. With DSP-31 out of the picture and not one but possibly three different distilleries in the mix, it starts to get interesting again.
There seems to be nothing to be concerned about, as the 1997 is good and perhaps superior to some of the last DSP-31 vintages (though '94 is still the one to beat). I'm looking forward to tasting the new one next month, much more so than I have looked forward to it in years. Heaven Hill was good about telling us that the 1997 was made at Beam and I expect they will be equally forthcoming about this and subsequent vintages.
I'll let you know what I think after October 13.
Labels: 1996 fire, Evan Williams, Heaven Hill, Jim Beam, single barrel, vintage
Blending; The Scottish Influence
Among we fans of American whiskey, 'blend' is a bad word, connoting both the 'imitation' whiskeys of the past and the unedifying American Blended Whiskeys of the present day.
Even in Scotland, where the art of whiskey blending began, today it gets no respect. Real whiskey enthusiasts don't care about Johnnie Walker, regardless of label color. It's all about single malts.
But as my friend Gary Gillman often reminds me, blending gives us an unlimited variety of flavors, some of which are wonderful and can be achieved no other way. As his fellow Canadian Sam Bronfman once said, "distilling is a science, blending is an art."
What I have realized just recently is how influential Scottish blending techniques have been, especially in some unexpected places, especially the practice of combining very flavorful pot-distilled spirit with more neutral column-distilled spirit. This is, of course, the way Scottish, Canadian and Japanese whiskey blends are made, but as I recently learned it also is the way fine rums are blended in the former British colony of Jamaica by Appleton Estate. Different varieties of sugar cane are processed, their molasses separated from their pure sugar content, then the molasses is fermented, distilled in either a pot or column still, and aged in used Jack Daniel's barrels. These different, aged rums are then blended to a desired taste profile, exactly the way Scottish whiskey blends are made, except with rum.
In the United States, where we value straight whiskey above all else, and where pot stills are usually used only for secondary distillation, there are still some parallels. Four Roses makes ten different bourbon formulas by combining five different yeasts with two different mash bills. Everything is aged in new, charred barrels; i.e., everything is straight bourbon. Still, they have ten different taste profiles, more if you factor in different ages, which they combine (i.e., blend) into an ideal final product.
Most American whiskey-makers do something similar, though less ambitious. They make only one formula but they achieve different flavors through the natural process of aging, both through time and warehouse location. They then select and mix (i.e., blend) whiskeys of different ages and from different warehouse locations until they match their brand's taste profile. The only exceptions are bottled-in-bond bourbons, which are increasingly rare, and single-barrel bourbons, which are increasingly common.
By American law, any combination of straight whiskeys of the same type, made in the same state (why this is important I can't explain), is still a straight whiskey of that type. Therefore, a mixture of different straight bourbons, even made at different distilleries, is still straight bourbon. Which brings us naturally to Woodford Reserve.
Woodford Reserve Distiller's Select is even closer to the Scottish model, in that it combines pot-distilled straight bourbon with column-distilled straight bourbon and mixes (i.e., blends) them in much the same way as Appleton blends rum. It's no accident that Brown-Forman, whose controlling Brown family is proud of its Scottish ancestry, makes both Woodford Reserve Bourbon and Appleton Rum.
Finally, I learned recently that Brown-Forman founder George Garvin Brown, creator of Old Forester, which was originally (in 1870) a blend of straight bourbons from different distilleries, opposed the part of the Bottled-in-Bond Act that requires bonded whiskey to be from one distillery during a single season. He valued the ability to mix whiskey of different ages and from several distilleries together to achieve the best possible flavor. Old Forester Signature is 100° proof, the traditional proof of American straight whiskey, but it is not bottled-in-bond, as whiskeys of different ages are combined (i.e., blended) to achieve the desired taste profile. Taking this principle even further, Brown-Forman uses different taste profiles (i.e., blends) for its Signature and standard 86° proof expressions. Most whiskeys sold at different proofs are the same profile diluted to different strengths.
As E. H. Taylor said a century ago and in support of the Bottled-in-Bond Act, where American blended whiskey went off the track was by emphasizing cheapness. Though some of the worst practices of that era were eliminated, the typical American blended whiskey today combines a little bit of straight whiskey (about 40 percent) with a lot of grain spirit (about 60 percent). Grain spirit is vodka that has spent a few months in used bourbon barrels, to take the edge off. American blends also have flavoring and coloring agents added, which straight whiskey never does.
Considering the current size of the American whiskey industry—seven companies operating eleven distilleries—blending good straight whiskeys is a way to achieve a greater variety of flavors. Maybe the word 'blend' has been debased but the practice shouldn't be. Blending may also be a way for craft distillers, still struggling with how to make a legitimate 'craft' American whiskey, to get into the game, by combining their aged distillate with good bulk whiskey from one of the majors.
We should all keep a open mind.
Labels: whiskey blending grain spirit rum
Elvira Arellano vs. Rosa Parks.
It strikes me as I have gone back and re-read my post about Elvira Arellano that it sounds less sympathetic than what I actually feel. I feel badly for her and I feel guilty, as an American, because it is primarily the U.S. government's failure to enact and enforce a rational immigration policy that is the cause of both her anguish and America's undocumented immigrant problem.
I also should probably explain why I find preposterous the claim that she is "the Rosa Parks of the immigration rights movement." If the comparison merely means that both are the personification of their movement, then although the jury is still out on Arellano, I'll say okay, maybe, but so what? I believe they want it to mean more than that. They are trying to borrow some of Ms. Parks' aura of righteousness, and that is the part that falls somewhere between preposterous and offensive. Rosa Parks stood for the proposition that an oppressed people should not be complicit in their own oppression, regardless of the risk. What does Elvira Arellano stand for? Put kindly, perhaps for the proposition that if you want something badly enough you can convince yourself that you are entitled to it.
Maybe Arellano's supporters are guilty of nothing worse than the modern tendency to overstate just about everything, the subject of one of my first blog posts.
Big News Day!
Craig files to withdraw his guilty plea, claiming that in a "state of intense anxiety" following his arrest, he "felt compelled to grasp the lifeline offered to him by the police officer" and plead guilty to the disorderly conduct charge. This is an improvement? "I'm not a closeted homosexual, but I am an emotional basket case who breaks down under the slightest pressure and, in that state, can be railroaded into doing irrational things that are manifestly contrary to my own self-interest." Yeah, that's what I look for in a public official.
Plus, General Petraeus is on the Hill ("I believe that we will be able to reduce our forces to the pre-surge level ... by next summer without jeopardizing the security gains we have fought so hard to achieve." What a gift for the Democrats!), the Family Secrets verdict is coming in ("We're not gangsters, we were just pretending to be gangsters."), implanted microchips cause cancer (No, really?), and Ronald Regan's first wife has joined him in, well, take your pick.
What a day! (And it's barely half over.)
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Verizon Wireless instating $30 mobile device upgrade fee April 22
Jake Smith
- Apr. 11th 2012 8:10 am PT
Following suit with other carriers, Verizon Wireless announced this morning its plan to instate a $30 mobile device upgrade fee April 22. This means if you are an existing Verizon customer looking to purchase a new device on a two-year contract, you will have to pay $30. Thanks!
Verizon was the only carrier not to charge its customers an upgrade fee. AT&T and Sprint each charge their customers $36 to upgrade to a new device on contract, while T-Mobile charges customers $18 to upgrade. Verizon claims the reason is: "This fee will help us continue to provide customers with the level of service and support they have come to expect which includes Wireless Workshops, online educational tools, and consultations with experts who provide advice and guidance on devices that are more sophisticated than ever."
Since the fee covers "all mobile devices," 3G+4G enabled tablets would also appear to be also under this window. You can check out the full press release after the break.
On April 22, Verizon Wireless is implementing a $30 upgrade fee for existing customers purchasing new mobile equipment at a discounted price with a two-year contract. This fee will help us continue to provide customers with the level of service and support they have come to expect which includes Wireless Workshops, online educational tools, and consultations with experts who provide advice and guidance on devices that are more sophisticated than ever.
While the upgrade fee is not unique to Verizon Wireless, most devices can be traded in with our green friendly trade-in program at www.verizonwireless.com/tradein as a way to save money or potentially offset the fee completely.
Breaking news from Cupertino. We'll give you the latest from Apple headquarters and decipher fact from fiction from the rumor mill. | RedPajamaCommonCrawl_6197679410186406816 | Slimpajama627bTrain/chunk1 |
United Way Network assists Valparaiso residents during eviction caused by infestation; donations sought
By: United Way of Northwest Indiana Last Updated: July 25, 2019
United Way Network is working to find emergency housing for nine adults, seven children and several animals living in a Valparaiso apartment building that is being shut down due to a cockroach and bedbug infestation.
Work with residents began when Porter Regional Hospital alerted United Way of Porter County to the situation on behalf of one of the residents. A health department inspector was called in to evaluate the situation and determined an eviction order was to be administered due to the unsafe conditions.
"This is exactly the complex problems United Way helps people who are teetering on the edge of disaster with every day," said Kim Olesker, president & CEO of the United Way of Porter County. "We mobilize our partners into action to find a long-term solution to the immediate need. Disaster relief is a long-term strategy to stabilize our community."
In addition to the infestation, the electricity was temporarily shut off to the six-unit building during the extreme heat this past Saturday. The eviction notice was served earlier this week giving tenants until tomorrow, Friday, July 26, to leave.
United Way is helping with the relocation efforts by coordinating housing and services provided by partners such as Housing Opportunities, Hilltop Neighborhood House, Porter County Aging and Community Services, New Creation's Men Center, Salvation Army, Catholic Charities, Porter County Library, Valparaiso Community Schools, Vale Park Animal Hospital, Porter Hospital, Neighbor's Place, HealthLinc and NeighborLink Porter County.
Due to the infestation residents must leave all possessions behind. United Way is seeking monetary donations to support the resident relocation effort into interim and long-term housing. Monetary donations can be made to the United Way Disaster Relief Fund at unitedwaypc.org or by calling (219) 464-3583.
All About the Girls Part 8 IS HERE! All About the Girls (AATG) is an event where women come together to be reminded of how powerful they are when connected with one another. The event offers a space for sharing stories and experiences with others. 🎟 https://t.co/3cQVMG74TY https://t.co/iKdLfNhGs4 | RedPajamaCommonCrawl_-6356345672043960051 | Slimpajama627bTrain/chunk1 |