Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth's orbit . Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years . Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , Which looks for potential landing sites for the probes . The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold . Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species . The robotic probes sent out to research on Darwin IV are called Horus Probes . Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , Which is covered with solar receptors , a computer ' brain ' , a ' head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves . The probes have a limited degree of artificial intelligence , very similar to the ' processing power ' of a 4-year-old . All the real thinking is done by a supercomputer in the orbiting Von Braun . The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker . The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin . After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter .
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Answer: Despite the probes' limited A.I., what handles the "real thinking"?

While Nashiri was in Afghanistan, Nibras and Khamri saw their chance. They piloted the explosives-laden boat alongside the USS Cole, made friendly gestures to crew members, and detonated the bomb. Quso did not arrive at the apartment in time to film the attack. Back in Afghanistan, Bin Laden anticipated U.S. military retaliation. He ordered the evacuation of al Qaeda's Kandahar airport compound and fled- first to the desert area near Kabul, then to Khowst and Jalalabad, and eventually back to Kandahar. In Kandahar, he rotated between five to six residences, spending one night at each residence. In addition, he sent his senior advisor, Mohammed Atef, to a different part of Kandahar and his deputy, Ayman al Zawahiri, to Kabul so that all three could not be killed in one attack. There was no American strike. In February 2001, a source reported that an individual whom he identified as the big instructor (probably a reference to Bin Laden) complained frequently that the United States had not yet attacked. According to the source, Bin Laden wanted the United States to attack, and if it did not he would launch something bigger. The attack on the USS Cole galvanized al Qaeda's recruitment efforts. Following the attack, Bin Laden instructed the media committee, then headed by Khalid Sheikh Mohammed, to produce a propaganda video that included a reenactment of the attack along with images of the al Qaeda training camps and training methods; it also highlighted Muslim suffering in Palestine, Kashmir, Indonesia, and Chechnya. Al Qaeda's image was very important to Bin Laden, and the video was widely disseminated. Portions were aired on Al Jazeera, CNN, and other television outlets. It was also disseminated among many young men in Saudi Arabia and Yemen, and caused many extremists to travel to Afghanistan for training and jihad. Al Qaeda members considered the video an effective tool in their struggle for preeminence among other Islamist and jihadist movements.
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Answer: Who ordered the evacuation of al Qaeda's Kandahar airport compound?

Tocqueville asserted that the values that had triumphed in the North and were present in the South had begun to suffocate old-world ethics and social arrangements. Legislatures abolished primogeniture and entails, resulting in more widely distributed land holdings. This was a contrast to the general aristocratic pattern in which only the eldest child, usually a man, inherited the estate, which had the effect of keeping large estates intact from generation to generation. In America, in contrast, landed elites were less likely to pass on fortunes to a single child by the action of primogeniture, which meant that as time went by, large estates became broken up within a few generations which, in turn, made the children more equal overall. It was not always a negative development, according to Joshua Kaplan's interpretation of Tocqueville, since bonds of affection and shared experience between children often replaced the more formal relation between the eldest child and the siblings, characteristic of the previous aristocratic pattern. Overall, in the new democracies, hereditary fortunes became exceedingly difficult to secure and more people were forced to struggle for their own living. This rapidly democratizing society, as Tocqueville understood it, had a population devoted to "middling" values which wanted to amass, through hard work, vast fortunes. In Tocqueville's mind, this explained why America was so different from Europe. In Europe, he claimed, nobody cared about making money. The lower classes had no hope of gaining more than minimal wealth, while the upper classes found it crass, vulgar, and unbecoming of their sort to care about something as unseemly as money; many were virtually guaranteed wealth and took it for granted. At the same time in America, workers would see people fashioned in exquisite attire and merely proclaim that through hard work they too would soon possess the fortune necessary to enjoy such luxuries. Despite maintaining with Aristotle, Montesquieu, and others that the balance of property determined the balance of power, Tocqueville argued that, as America showed, equitable property holdings did not ensure the rule of the best men. In fact, it did quite the opposite. The widespread, relatively equitable property ownership which distinguished America and determined its mores and values also explained why the American masses held elites in such contempt.
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Answer: Why were the children of American elites more equal to non-elite children than were the children of European elites?

Appended to the last book, however, is a self-contained essay on aesthetics, which Durer worked on between 1512 and 1528, and it is here that we learn of his theories concerning 'ideal beauty'. Durer rejected Alberti's concept of an objective beauty, proposing a relativist notion of beauty based on variety. Nonetheless, Durer still believed that truth was hidden within nature, and that there were rules which ordered beauty, even though he found it difficult to define the criteria for such a code. In 1512/13 his three criteria were function ('Nutz'), naive approval ('Wohlgefallen') and the happy medium ('Mittelmass'). However, unlike Alberti and Leonardo, Durer was most troubled by understanding not just the abstract notions of beauty but also as to how an artist can create beautiful images. Between 1512 and the final draft in 1528, Durer's belief developed from an understanding of human creativity as spontaneous or inspired to a concept of 'selective inward synthesis'. In other words, that an artist builds on a wealth of visual experiences in order to imagine beautiful things. Durer's belief in the abilities of a single artist over inspiration prompted him to assert that "one man may sketch something with his pen on half a sheet of paper in one day, or may cut it into a tiny piece of wood with his little iron, and it turns out to be better and more artistic than another's work at which its author labours with the utmost diligence for a whole year."
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Answer:
Which artist, in addition to Alberti, did Durer disagree with?