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Introduction to Aristotle's Politics
Posted By Greg Johnson On June 21, 2012 @ 2:12 am In North American New Right | Comments Disabled
Part 1: 4,099 words
Part 2: 4,933 words
The following introduction to Aristotle's Politics focuses on the issues of freedom and popular government. It is a reworking of a more "academic" text penned in 2001.
Part I: The Aim and Elements of Politics
1. The Necessity of Politics
Aristotle is famous for holding that man is by nature a political animal. But what does this mean? Aristotle explains that,
even when human beings are not in need of each other's help, they have no less desire to live together, though it is also true that the common advantage draws them into union insofar as noble living is something they each partake of. So this above all is the end, whether for everyone in common or for each singly (Politics 3.6, 1278b19–22).
Here Aristotle contrasts two different needs of the human soul that give rise to different forms of community, one pre-political and the other political.
The first need is material. On this account, men form communities to secure the necessities of life. Because few are capable of fulfilling all their needs alone, material self-interest forces them to co-operate, each developing his particular talents and trading his products with others. The classical example of such a community is the "city of pigs" in the second book of Plato's Republic.
The second need is spiritual. Even in the absence of material need, human beings will form communities because only through community can man satisfy his spiritual need to live nobly, i.e., to achieve eudaimonia, happiness or well-being, which Aristotle defines as a life of unimpeded virtuous activity.
Aristotle holds that the forms of association which arise from material needs are pre-political. These include the family, the master-slave relationship, the village, the market, and alliances for mutual defense. With the exception of the master-slave relationship, the pre-political realm could be organized on purely libertarian, capitalist principles. Individual rights and private property could allow individuals to associate and disassociate freely by means of persuasion and trade, according to their own determination of their interests.
But in Politics 3.9, Aristotle denies that the realm of material needs, whether organized on libertarian or non-libertarian lines, could ever fully satisfy man's spiritual need for happiness: "It is not the case... that people come together for the sake of life alone, but rather for the sake of living well" (1280a31), and "the political community must be set down as existing for the sake of noble deeds and not merely for living together" (1281a2). Aristotle's clearest repudiation of any minimalistic form of liberalism is the following passage:
Nor do people come together for the sake of an alliance to prevent themselves from being wronged by anyone, nor again for purposes of mutual exchange and mutual utility. Otherwise the Etruscans and Carthaginians and all those who have treaties with each other would be citizens of one city.... [But they are not] concerned about what each other's character should be, not even with the aim of preventing anyone subject to the agreements from becoming unjust or acquiring a single depraved habit. They are concerned only that they should not do any wrong to each other. But all those who are concerned about a good state of law concentrate their attention on political virtue and vice, from which it is manifest that the city truly and not verbally so called must make virtue its care. (1280a34–b7)
Aristotle does not disdain mutual exchange and mutual protection. But he thinks that the state must do more. It must concern itself with the character of the citizen; it must encourage virtue and discourage vice.
But why does Aristotle think that the pursuit of virtue is political at all, much less the defining characteristic of the political? Why does he reject the liberal principle that whether and how men pursue virtue is an ineluctably private choice? The ultimate anthropological foundation of Aristotelian political science is man's neoteny. Many animals can fend for themselves as soon as they are born. But man is born radically immature and incapable of living on his own. We need many years of care and education. Nature does not give us the ability to survive, much less flourish. But she gives us the ability to acquire the ability. Skills are acquired abilities to live. Virtue is the acquired ability to live well. The best way to acquire virtue is not through trial and error, but through education, which allows us to benefit from the trials and avoid the errors of others. Fortune permitting, if we act virtuously, we will live well.
Liberals often claim that freedom of choice is a necessary condition of virtue. We can receive no moral credit for a virtue which is not freely chosen but is instead forced upon us. Aristotle, however, holds that force is a necessary condition of virtue. Aristotle may have defined man as the rational animal, but unlike the Sophists of his day he did not think that rational persuasion is sufficient to instill virtue:
... if reasoned words were sufficient by themselves to make us decent, they would, to follow a remark of Theognis, justly carry off many and great rewards, and the thing to do would be to provide them. But, as it is, words seem to have the strength to incite and urge on those of the young who are generous and to get a well-bred character and one truly in love with the noble to be possessed by virtue; but they appear incapable of inciting the many toward becoming gentlemen. For the many naturally obey the rule of fear, not of shame, and shun what is base not because it is ugly but because it is punished. Living by passion as they do, they pursue their own pleasures and whatever will bring these pleasures about... ; but of the noble and truly pleasant they do not even have the notion, since they have never tasted it. How could reasoned words reform such people? For it is not possible, or nor easy, to replace by reason what has long since become fixed in the character. (Nicomachean Ethics, 10.9, 1179b4–18)
The defect of reason can, however, be corrected by force: "Reason and teaching by no means prevail in everyone's case; instead, there is need that the hearer's soul, like earth about to nourish the seed, be worked over in its habits beforehand so as to enjoy and hate in a noble way.... Passion, as a general rule, does not seem to yield to reason but to force" (Nicomachean Ethics, 10.9, 1179b23–25). The behavioral substratum of virtue is habit, and habits can be inculcated by force. Aristotle describes law as "reasoned speech that proceeds from prudence and intellect" but yet "has force behind it" (Nicomachean Ethics, 10.9, 1180a18). Therefore, the compulsion of the appropriate laws is a great aid in acquiring virtue.
At this point, however, one might object that Aristotle has established only a case for parental, not political, force in moral education. Aristotle admits that only in Sparta and a few other cities is there public education in morals, while "In most cities these matters are neglected, and each lives as he wishes, giving sacred law, in Cyclops' fashion, to his wife and children" (Nicomachean Ethics, 10.9, 1180a24–27). Aristotle grants that an education adapted to an individual is better than an education given to a group (Nicomachean Ethics, 10.9, 1180b7). But this is an argument against the collective reception of education, not the collective provision. He then argues that such an education is best left to experts, not parents. Just as parents have professional doctors care for their childrens' bodies, they should have professional educators care for their souls (Nicomachean Ethics, 10.9, 1180b14–23). But this does not establish that the professionals should be employees of the state.
Two additional arguments for public education are found in Politics 8.1:
 Since the whole city has one end, it is manifest that everyone must also have one and the same education and that taking care of this education must be a common matter. It must not be private in the way that it is now, when everyone takes care of their own children privately and teaches them whatever private learning they think best. Of common things, the training must be common. At the same time, no citizen should even think he belongs to himself but instead that each belongs to the city, for each is part of the city. The care of each part, however, naturally looks to the care of the whole, and to this extent praise might be due to the Spartans, for they devote the most serious attention to their children and do so in common. (Politics, 8.1 [5.1], 1337a21–32)
The second argument is both weak and question-begging. Although it may be useful for citizens to "think" that they belong to the city, not themselves, Aristotle offers no reason to think that this is true. Furthermore, the citizens would not think so unless they received precisely the collective education that needs to be established. The first argument, however


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Dartmouth College Office of Public Affairs • Press Release
Posted 5/10/10 • Media Contact: Office of Public Affairs _PHONE_
By using entire islands as experimental laboratories, two Dartmouth biologists have performed one of the largest manipulations of natural selection ever conducted in a wild animal population. Their results, published online on May 9 by the journal Nature, show that competition among lizards is more important than predation by birds and snakes when it comes to survival of the fittest lizard.
Podcast: Lizards and Evolution
"When Tennyson wrote that nature is'red in tooth and claw', I think the image in his head was something like a Discovery Channel version of a lion chasing down a gazelle" said Ryan Calsbeek, an assistant professor of biology at Dartmouth College and a co-author of the study. "While that may often be the case, intense natural selection can also arise through competition. Sometimes, death by competitor can be more important than death by predator".
To show this effect, the researchers covered multiple small islands in the Bahamas with bird-proof netting to keep predatory birds at bay. Other islands were left open to bird predators, and on still other islands, the researchers added predatory snakes to expose the lizards to both bird and snake predators. Next, they tracked the lizards over the summer to record which lizards lived and which died on the different islands.
"We found repeated evidence that death by predators occurred at random with respect to traits like body size and running ability" said Robert Cox, a post-doctoral researcher at Dartmouth and Calsbeek's co-author. "But we also found that increasing the density of lizards on an island consistently created strong natural selection favoring larger size and better running ability."
Calsbeek and Cox explain that in high-density populations, the intensity of competition for food, space, and other resources is likely to increase. In turn, this increased competition favors the biggest, toughest lizards on the island.
"The lizards play for keeps," said Calsbeek, "and there's no room for the meek when times get tough".
Though the researchers note that competition will not always be more important than predation in other species or in different environments, they emphasize that their study has broad social implications because it demonstrates the ability to conduct evolutionary experiments in natural animal populations.
"Many people are skeptical of evolutionary biology because they perceive it as a purely historical science that can't be tested experimentally. Here, we're providing a real experimental test of natural selection as it happens in the wild. That's an exciting way for us to advance the public's perception of evolution" said Calsbeek.
Ryan Calsbeek (left) and Bob Cox (photo by Joseph Mehling '69)
Dartmouth has television (satellite uplink) and radio (ISDN) studios available for domestic and international live and taped interviews. For more information, call _PHONE_ or see our Radio, Television capability webpage.
Last Updated: 5/12/10

source: HuggingFaceFW/fineweb-edu


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DEiPhighlights practical approaches to dance teaching and education in respect to numerous and diverse teaching settings. Each issue includes articles (1,000-3,000 words) by educators about what they do in the studio and classroom. Columns on resources for dance teaching, current trends in the field, and viewpoints from dance educators and students enhance feature articles.
JODE emphasizes practical and theoretical aspects of dance education by scholars and practitioners using a wide range of research frameworks and methods. JODE issues include feature research-based articles (5,000-8,000 words), in practice articles (1,500-3,500 words) focusing on applied theory and teaching approaches, and student readings articles (1,000-3,500 words) geared towards specific student populations in order for teachers to share with their students.
What is each journal's review process?
Both journals receive manuscripts electronically through ScholarOne. This allows each journal's editorial board to facilitate a meaningful review process. Substantive comments, regardless of publication decision, are provided to all authors.DEiP's process begins with a blind screening by DEiP editorial board members. Authors whose work is chosen to move forward receive one-on-one mentoring with an editorial board member, working collaboratively to bring the article to publication readiness.
JODE engages in a rigorous blind peer review process, in which the editor sends articles to be double-blind reviewed by a panel of three national and international scholar-practitioners in the content area of the article. Feedback given during the review process supports authors in their revision writing.
For more information

source: openbmb/Ultra-FineWeb


An undercover investigation by Animal Liberation NSW
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Evidence on vitamin D status and related risk factors in Luxembourg adults is lacking. This study aimed to determine the prevalence of vitamin D deficiency and insufficiency and related risk factors among healthy adults in Luxembourg. Based on clinicians' observations, it was hypothesized that vitamin D deficiency and insufficiency might be common in our population, constituting a significant public health concern. A nationally representative random sample of 1432 adults was enrolled in the ORISCAV-LUX study, 2007–2008. The participants were divided into four categories according to their serum concentrations of 25-hydroxyvitamin D [25(OH)D]. Descriptive, univariate and multivariate statistical analyses used weighted methods to account for the stratified sampling scheme. Only 17.1% of the population had a "desirable" serum 25(OH)D level ≥75 nmol/L, whereas 27.1% had "inadequate" [serum 25(OH)D level 50–74 nmol/L], 40.4% had "insufficient" [serum 25(OH)D level 25–49 nmol/L], and 15.5% had "deficient" [serum 25(OH)D level <25 nmol/L)]. The prevalence of vitamin D deficiency was greater among current smokers, obese subjects, those having reduced HDL-cholesterol level and fair/poor self-perception of health, compared to their counterparts. The prevalence of vitamin D insufficiency was additionally higher among nondrinkers of alcohol, Portuguese and subjects from non-European countries. The final multivariate logistic regression analyses revealed that smoking status and obesity were independent correlates of vitamin D deficiency and insufficiency, respectively. Inadequate vitamin D status is highly prevalent among adults in Luxembourg and is associated with specific lifestyle factors. Along with the effect of vitamin D deficiency and insufficiency on the risk of several diseases, cancer and mortality, our findings have practical implications for public health dietary recommendations, and of particular importance for healthcare practitioners and policy makers.
This is an open access article distributed under the Creative Commons Attribution License
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited


When Will Kittens Eyes Change Color
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Cat Eye Colors An Amazing Range Of Shades Cat eye
In the weeks that follow, kittens will develop their senses even more, namely, their sense of smell, hearing, and their sense of sight. Vet Info states that sometime between three weeks and two months of age a kitten's eyes may begin to change color from a foggy blue to a darker shade. Often, this change can be spotted with the appearance of brownish, amber, yellow, or greenish flecks of color.
When will kittens eyes change color. Kittens' eyes: What to know about the first month. The first step to answering, "When do kittens' eyes change color?" is to know that their eyes aren't even open at birth. Upon exiting the womb and entering the whelping box, a newborn kitten's eyes are sealed shut and functionally useless. Like their coatless bodies and closed ears. A kitten's eyes start to change colour if they are going to, when they are anything from 3 to 6 months old. The most important thing is for them to process light so their vision is good before the colour of their eyes finally change to the colour they will be for the rest of their lives. So, when do kittens' eyes change color? By week 6 or 7, a kitten's eye color begins to change. The iris, the colored part of the eye, contains melanocytes. Once the eye is sufficiently mature, these melanocytes begin producing melanin, pigment that gives the eye its mature adult coloration.
At this age, the adult eye color will begin to emerge. Kittens' eyes will change from baby blue to the eye color they will keep permanently. Kittens with grey, green, or yellow eyes are likely 7 weeks or older. When does kittens' eye color change? Kittens undergo a lot of changes in just a short period of time. At around 6 to 7 weeks of age, a kittens eyes may begin to gradually change color. What color their eyes will end up being is a result of the amount of pigment within the tapetum lucidum. Most of the time, a kitten's eyes will be permanently changed into their adult color by the time they reach 12 to 16 weeks. There is physics behind the answer to the question, which may displease some readers and I'll understand why! By six or seven weeks of age a kitten's eyes begin to change colour from blue to
Blue eyes have virtually no melanin present, as young kittens don't produce a lot of melanin. But as they grow and age, the kitten's body produces more melanin, triggering the eye color change, which occurs around 4 weeks of age and progresses until about 10 weeks of age. Nope! At about 8 weeks, your kittens eye have come full circle. If you are wondering when do kittens' eyes change color or if they will change color again, no they don't. at this point, they are fully mature and fully functional. Even though your kittens eyes have now matured, that doesn't mean they are safe from the kittens own clumsiness. So, when do kittens' eyes change color? By week 6 or 7, a kitten's eye color begins to change. The iris, the colored part of the eye, contains melanocytes.
Blue eyes are associated with all kittens under 6-8 weeks of age. If blue is your favorite color and cats with this magnificent eye color are a must have, then you should go for felines who are known to maintain the color to old age, such as Snowshoe, Ragdoll, Balinese, Javanese, Himalayan, Tonkinese, Persian, and Siamese.Plus, the Ojos Azules is a unique cat breed that can present blue-eyed. Beautiful Blue Eyes. Most kittens, when their eyes open at about 2 weeks old, have light blue eyes, and Johnson said that over the next month or two the eye color changes to the color it will be throughout her adult life. Most adult cats' eyes are somewhere on the color continuum from green to yellow to orange to copper. Look into your cat's eyes. What color are they? The vast majority of adult cat eye colors exist on a spectrum ranging from green, gold and yellow on one side to orange, copper, and brown on the other, with a host of variations and shades between. But what about cats with blue eyes? All kittens are
As beautiful as blue is, most likely, your kitten's eyes will change color. All kittens are born with blue eyes (however, you won't be able to see their baby blues for a few days as they are born with their eyes closed!). For the first seven to 13 days, they depend on smell and, of course, mom in order to survive. Once your kitten's eyes have changed color from the bluish-gray that she was born with, her eyes should not change color after that. If you do notice a sudden change, like if they seem unusually brown or dark yellow, that may signal a serious underlying condition caused by anything from trauma to the eye to feline leukemia. However, feline eye color changes may also indicate serious health concerns that warrant medical attention. Consequently, it is important to understand when and why a cat's eye color may change. Kitten Eye Color. Most kittens are born with blue eyes. As a kitten's sense of sight develops over the next several weeks, his eyes begin to take.
All British Shorthair kittens are born with blue eyes. Gradually, as they mature, the eyes turn to their actual colour. This transition starts when they are around 6-8 weeks old and continues until they are around 2 years old, when they finally reach their full colour. Cat eyes can come in a variety of colors. Kittens are born blind. The eye is blueish as it first starts to develop, gradually becoming the final adult color at three months. The eyes may be of two different colors, sometimes in the same eye! If your adult cat's eyes suddenly change color or appearance medical intervention will be necessary. When kittens begin opening their eyes, the eyes are bright blue in color, regardless of what color their eyes turn later as they grow up. If you have an older kitten and you notice her eyes beginning to change color, she is likely around 6-7 weeks old. At this time, the irises will begin to transition to their permanent, mature color.
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Definition of mot juste
: the exactly right word or phrasing
Did You Know?
English was apparently unable to come up with its own mot juste to refer to a word or phrase that expresses exactly what the writer or speaker is trying to say and so borrowed the French term instead. The borrowing was still very new when George Paston (pen name of Emily Morse Symonds) described a character's wordsmithery in her 1899 novel A Writer's Life thusly: "She could launch her sentences into the air, knowing that they would fall upon their feet like cats, her brain was almost painlessly delivered of le mot juste…." As English speakers became more familiar with the term they increasingly gave it the English article "the" instead of the French le.
Origin and Etymology of mot juste
First Known Use: 1896
Learn More about mot juste
Britannica.com: Encyclopedia article about mot juste
Seen and Heard
What made you want to look up mot juste? Please tell us where you read or heard it (including the quote, if possible).


well as the FN MAG and Rheinmetall MG3 GPMGs.
The FN FAL is a 7.62×51mm NATO, selective fire, automatic rifle produced by the Belgian armaments manufacturer Fabrique Nationale de Herstal (FN). During the Cold War, it was adopted by many North Atlantic Treaty Organization (NATO) countries, most notably with the British Commonwealth as the L1A1. It is one of the most widely used rifles in history, having been used by more than 90 countries.[38] The FAL was predominantly chambered for the 7.62mm NATO round, and because of its prevalence and widespread use among the armed forces of many western nations during the Cold War it was nicknamed "The right arm of the Free World".[39]
H&K G3
The H&K G3 is a 7.62×51mm NATO, selective fire, automatic rifle produced by the German armament manufacturer Heckler & Koch GmbH (H&K) in collaboration with the Spanish state-owned design and development agency CETME (Centro de Estudios Técnicos de Materiales Especiales).[40] The rifle proved successful in the export market, being adopted by the armed forces of over 60 countries.[41] After World War II, German technicians involved in developing the Sturmgewehr 45, continued their research in France at CEAM. The StG45 mechanism was modified by Ludwig Vorgrimler and Theodor Löffler at the Mulhouse facility between 1946 and 1949. Vorgrimler later went to work at CETME in Spain and developed the line of CETME automatic rifles based on his improved Stg45 design. Germany eventually purchased the license for the CETME design and manufactured the Heckler & Koch G3 as well as an entire line of weapons built on the same system, one of the most famous being the MP5 SMG.
M16 rifle
The first confrontations between the AK-47 and the M14 (assault rifle vs battle rifle) came in the early part of the Vietnam War. Battlefield reports indicated that the M14 was uncontrollable in automatic mode and that soldiers could not carry enough ammo to maintain fire superiority over the AK-47.[42] A replacement was needed: A medium between the traditional preference for high-powered rifles such as the M14, and the lightweight firepower of the M2 Carbine.
As a result, the Army was forced to reconsider a 1957 request by General Willard G. Wyman, commander of the U.S. Continental Army Command (CONARC) to develop a.223 caliber (5.56 mm) select-fire rifle weighing 6 lbs (2.7 kg) when loaded with a 20-round magazine.[20] The 5.56mm round had to penetrate a standard U.S. helmet at 500 yards (460 meters) and retain a velocity in excess of the speed of sound while matching or exceeding the wounding ability of the.30 Carbine cartridge.[43]
This request ultimately resulted in the development of a scaled-down version of the ArmaLite AR-10, called ArmaLite AR-15 rifle.[44][45][46] However, despite overwhelming evidence that the AR-15 could bring more firepower to bear than the M14, the Army opposed the adoption of the new rifle.[46] In January 1963, Secretary of Defense Robert McNamara concluded that the AR-15 was the superior weapon system and ordered a halt to M14 production.[46] At the time, the AR-15 was the only rifle available that could fulfill the requirement of a universal infantry weapon for issue to all services. After modifications (Most notably: the charging handle was re-located from under the carrying handle like AR-10 to the rear of the receiver),[45] the new redesigned rifle was subsequently adopted as the M16.[46][47]
The M16 entered U.S. service in the mid-1960s and was much lighter than the M14 it replaced, allowing soldiers to carry more ammunition.[47] Despite its early failures, the M16 proved to be a revolutionary design and stands as the longest continuously serving rifle in American military history.[48][49] It is a benchmark against which other assault rifles are judged,[46] and used by 15 NATO countries, and more than 80 countries worldwide[50]
During the 1960s, other countries would follow the Americans lead and begin to develop 5.56×45mm assault rifles, most notably Germany with the Heckler & Koch HK33. The HK33 was essentially a smaller 5.56mm version of the 7.62×51mm Heckler & Koch G3 rifle. As one of the first 5.56mm assault rifles on the market, it would go on to become one of the most widely distributed assault rifles. The HK33 featured a modular design with a wide range of accessories (telescoping butt-stocks, optics, bipods, etc.) that could be easily removed and arranged in a various configurations.
5.56mm NATO
The adoption of the M16, the H&K33, and the 5.56×45mm cartridge inspired an international trend towards relatively small-sized, lightweight, high-velocity military service cartridges that allow a soldier to carry more ammunition for the same weight compared to the larger and heavier 7.62×51mm NATO cartridge. The 5.56mm cartridge is also much easier to shoot.[36][51][52] In 1961 marksmanship testing, the U.S. Army found that 43% of ArmaLite AR-15 shooters achieved Expert, while only 22% of M-14 rifle shooters did so. Also, a lower recoil impulse allows for more controllable automatic weapons fire.[36][51][52]
Therefore, in March 1970, the U.S. recommended that all NATO forces adopt the 5.56×45mm cartridge.[53] This shift represented a change in the philosophy of the military's long-held position about caliber size. By the middle of the 1970s, other armies were looking at assault rifle type weapons. A NATO standardization effort soon started and tests of various rounds were carried out starting in 1977.[53] The U.S. offered the 5.56×45mm M193 round, but there were concerns about its penetration in the face of the wider introduction of body armor.[20] In the end, the Belgian 5.56×45mm SS109 round was chosen (STANAG 4172) in October 1980.[53] The SS109 round was based on the U.S. cartridge but included a new stronger, heavier, 62 grain bullet design, with better long range performance and improved penetration (specifically, to consistently penetrate the side of a steel helmet at 600 meters).[20]
During the 1970s, the USSR developed the AK-74 and the 5.45×39mm cartridge, which has similar physical characteristics to the U.S. 5.56×45mm cartridge.[54] Also during the 1970s, Finland, Israel, South Africa and Sweden introduced AK type rifles in 5.56×45mm.[55] During the 1990s, the Russians developed the AK-101 in 5.56×45mm NATO for the world export market.[56][57] In addition, Bulgaria, Czechoslovakia, Hungary, Poland and former countries of Yugoslavia have also rechambered their locally produced assault rifle variants to 5.56mm NATO.[58][59] The adoption the 5.56mm NATO and 5.45×39mm cemented the worldwide trend toward small caliber, high-velocity cartridges.
Steyr AUG (bullpup rifle)
In 1977, Austria introduced the 5.56×45mm Steyr AUG bullpup rifle, often cited as the first successful bullpup rifle,[60][61][62] finding service with the armed forces of over twenty countries. It was highly advanced for the 1970s, combining in the same weapon the bullpup configuration, a polymer housing, dual vertical grips, an optical sight as standard, and a modular design. Highly reliable, light, and accurate, the Steyr AUG showed clearly the potential of the bullpup layout. In 1978, France introduced the 5.56×45mm FAMAS bullpup rifle. In 1985, the British introduced the 5.56×45mm L85 bullpup rifle. In the late 1990s, Israel introduced the Tavor TAR-21 and China's People's Liberation Army's adopted QBZ-95. By the turn of the century, the bullpup design had achieved world-wide acceptance.
See also
Other weapons:
Other related articles:
 1. McCollum, Ian (October 24, 2012). "Cei-Rigotti". Retrieved April 25, 2018.
 2. Hogg, Ian V.; Weeks, John (2000). Military Small Arms of the 20th Century (7th ed.). Krause Publications. p. 260. ISBN 978-0-87341-824-9.
 3. David Westwood (2005). Rifles: An Illustrated History Of Their Impact. ABC-CLIO. p. 135. ISBN 978-1-85109-401-1.
 4. Fowler, William; Sweeney, Patrick (2008), The Illustrated Encyclopedia of Rifles and Machine Guns: An illustrated historical reference to over 500 military


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- Wasse r (1) (remove)
- Influence of natural organic matter on the mobility of arsenic in aquatic systems, soils and sediments (2008)
- The element As is today recognized as one of the most dangerous inorganic contaminants and threats for the world's water resources. Arsenic is ubiquitious in the earth crust and humans are especially affected through As polluted drinking water supplies. The occurrence of high As groundwater concentrations is often caused by geogenic processes of As release from the solid phase and accumulation in the water phase. Many contaminated aquifers are also characterized by high concentrations of natural organic matter (NOM). Previous studies showed that NOM presence may affect As mobility, but we are lacking evidence about the reactions pathways and about the importance As-DOM interactions in the environment. We therefore focussed on studying reactions between NOM and As, including redox reactions, complexation, colloid formation and sorption competition in laboratory experiments. Moreover we also studied As behaviour in columns experiments and wetland soils rich in organic matter. Arsenic mobility strongly depends on its redox state. Dissolved organic matter was previously found to be redox active but its redox properties are only poorly understood. In laboratory experiments we therefore elucidated the electron transfer characteristics of different DOM samples. The results showed the high potential of humic substances to chemically reduce different Fe(III) complexes and oxidize H2S and metallic Zn. Reactions occurred over short periods of time with reaction rates in the range from 0.03 to 27 h-1. Under otherwise identical conditions rising DOC concentrations caused higher total electron transfer. This supports the assumption that functional groups of DOM, such as quinones, were indeed the redox active moieties involved in the redox reactions. The calculated electron transfer capacities (ETC) ranged from 0.07 to 6.2 mequiv (g C)-1. The wide range of observed reaction rates and ETC values could be related to the different redox potential of the inorganic reactants used. This suggests that DOM molecules contain redox active moieties with different redox potential and that they possibly represent a redox ladder with the capacity to buffer electrons over a wide range of redox conditions. Humic substances also influenced the As redox speciation as dissolved H3AsO4 was - either chemically or microbiallyreduced to H3AsO3 in DOM solution. No oxidation of As(III) to As(V) was found in these experiments. The presence of organic matter thus changes the redox speciation of As as well as that of other environmentally relevant elements like Fe or S. This possibly also contributes to a higher mobility of As due to the presence of reduced As and Fe species. The formation of complexes on mineral surfaces is one of the most important immobilization processes for As in soils or sediments. DOM strongly interfered with this As sequestration mechanism due to aqueous and surface complexation reactions. Humic substances were found to prevent the precipitation and sedimentation of iron oxide minerals and promote the formation of DOM and Fe containing colloids at aqueous molar Fe/C ratios of up to 0.1. This impeded the co-precipitation and sedimentation of As with Fe mineral structures and increased the amount of mobile As. Arsenic and Fe content were correlated in the different particle size classes was, suggesting As binding to Fe e.g. in cation bridging complexes or DOM stabilized Fe oxide colloids. DOM sorption on synthetic goethite and natural soil and sediment samples also caused a release of As from these solid phases due to sorption competition for mineral binding sites. Especially the weakly adsorbed fraction of As in the natural samples was affected by this process. Both the formation of aqueous complexes or colloids and the sorption competition in the presence of DOM lead to higher As concentration in the water phase and demonstrate the potential of humic substances to increase As mobility. In the studied laboratory columns As redox transformation and complexation by DOM could not be identified. Instead As mobilization was dominated by microbial processes in these experiments. At DOM input concentrations between 5 and 100 mg L-1 the release of As occurred mainly due to the reductive dissolution of the Fe oxide sorbent phase during microbial respiration. The occurrence of sulfate reduction and the precipitation of sulfide minerals at the highest DOM concentrations did not represent a substantial immobilization mechanism. The studied wetland soils represent natural sinks for geogenic As. Fe oxides were the main As sorbents, which is surprising as both soils were temporarily water saturated and likely under reducing conditions. Moreover, the high porewater DOC concentrations and the high organic carbon content in the solid phase apparently did not interfere with As sorption on the iron phases in these soils. Chemical extractions also showed that smaller As fractions were associated with solid phase organic matter pool and with a not identified residual pool, likely sulfide minerals. However, as most As was bound to Fe oxides its fate was strongly affected by changing redox conditions. Fast As immobilization sorption occurred under dry conditions when Fe was oxidized and precipitated, while short-term mobilization of As and Fe in their reduced form was observed upon rewetting. These soils therefore are As sinks as long as oxic conditions are maintained but may turn into As sources when reducing conditions prevail for longer periods of time. Organic molecules influence the redox state and the complexation of As and are able to shift As partitioning in favour of the solute phase. Our results showed that especially the association of As with aqueous complexes and colloids has a strong potential to reduce As retention and increase As mobility. This has to be considered in future studies of As behaviour in aquifers, surface waters, soils or sediments rich in organic substances. Peatland soils were found to represent sinks for geogenic As, showing that the presence of organic matter not necessarily prevents As immobilization. It also depends on the biogeochemical conditions whether an organic matter rich system will accumulate or release As.


Gokshura (Tribulus terrestris Linn.) is a very reverend herb of the Indian Ayurvedic system of medicine for treatment of various kinds of diseases. Its name is derived from two sanskrit words; 'Go' meaning cow and 'Aakshura' meaning hoof, as the fruits of this plant resemble the hooves of cows. Tribulus terrestris extract is widely used as a traditional curable medicine used by several nations such as China, European nations, and America.
Herb - Gokshura
 Ayurvedic Action
Rasa (Taste)Madhura
Virya (Energy)Seeta, (Cold)
Vipak (Post-digestive effect)Madhura
Guna (Quality)Guru,snigdha
Doshic EffectBalances - P
Health Benefits
Aphrodisiac activity
Tribulus Terrestris has more potential than Aswagandha and Kappikachu. All three drugs are good enhancers of sexual function and behavior by increasing the testosterone levels.
Support urinary system
It is effective in treating urinary tract disorders because it promotes the flow of urine and cools and soothes the membranes of the urinary tract. It is used in ayurvedic medicine to maintain efficient kidney and urinary function and in reducing renal discomfort.
Gokshura and Healthy heart
Gokshura contains a saponin called tribulosin which helps in maintaining a healthy heart. Tribulosin helps in widening narrowed arteries thereby improving blood circulation to the heart. This might help lower the risk of coronary heart disease as well as the pain and discomfort associated with it.
Gokshura for erectile dysfunction
Saponins present in Gokshura helps in managing erectile dysfunction as it strengthens the penile tissue and enhances penile erection.
Gokshura for muscle building
Gokshura supplementation can increase testosterone as well as muscle power because of its biologically active chemical compounds such as alkaloids (saponins) and glycosides
Gokshura and uric acid
Gokshura helps to reduce the level of uric acid due to its Mutral (diuretic) property which increases the urine output and helps flush the toxins from the body.
Gokshura and blood pressure
Gokshura has diuretic activity and helps the body get rid of extra salts and water thus controlling blood pressure. Gokshura can be taken by patients with mild to moderate hypertension mainly associated with fluid retention. A recent study also said that Gokshura minimizes systolic pressure, diastolic pressure, mean arterial pressure and improves heart rate
Gokshura and PCOS
Gokshura is considered to be useful for Polycystic ovary syndrome. Some of the symptoms of PCOS are enlarged ovaries, excess male hormone and absence of ovulation. Gokshura contains certain elements which might help in the management of ovarian health and might improve the levels of hormones which are responsible for ovulation and fertility.
Useful partDried fruit
Dosage and side effects (only after consultation with an ayurvedic doctor).
Dosage - Gokshura Churna - ¼-½ teaspoon, twice a day.
Always take Gokshura in the recommended dose or duration as a high dose can lead to stomach upset and diarrhea.
 1. Sandeep PM, Bovee TF, Sreejith K. Anti-Androgenic Activity of Nardostachys jatamansi DC and Tribulus terrestris L. and Their Beneficial Effects on Polycystic Ovary Syndrome-Induced Rat Models. Metab Syndr Relat Disord. 2015;13(6):248-54.
 2. Jamil M, Akhtar AJ, Abuzar A, et al, Ennus Pharmacological scientific evidence for the promise of Tribulus terrestris IRJP.2012;3:403-406.
 3. Arentz S, Abbott JA, Smith CA, et al. Herbal medicine for the management of polycystic ovary syndrome (PCOS) and associated oligo/amenorrhoea and hyperandrogenism; a review of the laboratory evidence for effects with corroborative clinical findings. BMC Complement Altern Med. 2014;14:511.
 4. The Ayurvedic Pharmacopoeia of India.Part 1 Volume 1.
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text:
This geometry acts as a natural amplifier and has the ability to narrow an incoming microwave wavelength into a very specfic frequency. Today, atomic clocks measure 'Time' based on energy 'stepping up' into a higher energetic state.
In the 1970's Les Brown discovered that as a pebble is dropped into water, the radiating rings can be calculated based on a specific 'cube root' (1.3313) where the 5th ring's diameter becomes the first ring's circumference showing an increase in energy states from one to the next and how nature's propagation of energy works.
But what's really interesting is that using Les Brown's calculations we find the exact same measurements in the corbelled niches of the Queen's chamber, the Grand Gallery and many others, showing that in the past, the builders of the pyramids understood this and were increasing energy into different states.
The Queen's chamber niche within the Great Pyramid is said to measure 1.57m (3 cubits) wide at it's base and 0.51m (0.97 cubits) at it's top. Working with Les Brown's ripple equation where a pebble is dropped into water, it's found that the carved niche and it's stepped inserts calculate to values that are close to the stated measurements. So are these the original measurements of the niche?
1 : diameter 0.499747 – circum. 1.570000
2 : diameter 0.375372 – circum. 1.179267
3 : diameter 0.281952 – circum. 0.885778
4 : diameter 0.211781 – circum. 0.665330
5 : diameter 0.159074 – circum. 0.499747
What's also interesting is that the overlapping edges of each step measures 0.25 cubits or 0.13m which matches Les Brown's square'd root value of 1.3313 for radiating rings, also showing that the cubit is related to circumference measurement.


Yeshiva students and teachers last month protesting a High Court ruling.
Text size
A Haredi education is no different than a state one, and even gives the students tools to enter the job market, a number of ultra-Orthodox students told the High Court yesterday in response to a petition against exempting Haredi schools from the national core curriculum.
The response, authored by a several former and current yeshiva students, led by attorney Aviad Hacohen, made pragmatic and principled arguments that there is no difference between Haredi and secular core curricula, and ultra-Orthodox parents should be able to educate their children as they see fit.
The original petition was filed by former education minister Amnon Rubinstein, former IDF logistics chief Elazar Stern, and Prof. Uriel Reichmann, president of the Herzliya Interdisciplinary Center. The petition was aimed at forcing the Education Ministry, the Knesset and the association of principals of Torah study institutions to roll back a Haredi exemption from the core subjects.
"The absence of core curriculum subjects from small yeshivas is no accident, but a deliberate move motivated by an educational, cultural and social ideology," Hacohen wrote in the 96-page response. "It seems appropriate that Israel, which likes to pride itself on its multiculturalism, will not harm the uniqueness of the ultra-Orthodox students and force them, in a manifestly intolerant way, to study subjects which they do not desire."
The ultra-Orthodox students are asking the panel, to be chaired by Court President Dorit Beinisch, to reject the petition. "The petitioners are trying to create social and political change by making inappropriate use of court processes," the respondents wrote. "It's clear that the subject at hand, even if it dresses in legal clothing, is fundamentally social, educational and political, and should be discussed in the Knesset, in the 'forum of ideas' in the media or social sphere, not in the courtroom."
The respondents say the petition ignores the intense yeshiva studies, which help students acquire learning habits, sharpen their minds, "and nurture fresh, critical and creative thinking."
"An average yeshiva student studies 14 hours a day, much more than his state school peer," they argue. "Reality shows that most of the yeshiva students who decided to turn to the job market are extremely successful and rise to prominent positions in whichever areas they join."
The students also maintain that "a democratic society, most certainly one concerned with liberalism and multiculturalism, must be inclusive of different hues and treat various sectors within it with patience and tolerance charted by the'majority society.'"
The respondents note that students in democratic high schools also enjoy the liberty not to study certain subjects, including ones on the core curriculum, and that anyone who wants to can make up for core curriculum studies later and integrate in the job market. "Tens of thousands of Haredim can testify to that," they write.
Meanwhile Sephardi Chief Rabbi Ovadia Yosef said in his weekly sermon that graduates of state schools were "fools and Shabbat desecrators."
"People worry about matriculation exams, they want their son to have a job," the rabbi told his followers. "Why, are rabbis starving? God provides, provides any living being. What's the matter? He'll have a living, he'll have everything. He'll be a rabbi, a Torah scholar, a rabbinical judge, they'll give him lots of money. Yes. Why should he think of other things?"


How to subtract text from a shape in Adobe Illustrator?
I've created a rectangle, and I want to cut some text out of it, so that the text will appear as the background pattern.
I expected to be able to achieve this by selecting the rectangle and the text, using Pathfinder > Minus Front - however this hasn't worked. I've tried searching for the solution everywhere and can't find an answer.
Can anyone tell me where I'm going wrong?
How do I cut out / minus / subtract text from a shape / object in Adobe Illustrator?
1/14/2015 4:40:00 PM
Sometimes the path direction causes the effect to not be visible. After creating outlines from the text, try selecting the outlined text as well as the rectangle and create a Compound Path via the Object menu.
11/7/2012 2:47:00 PM


text:
Pronunciation: (klam'shel"), [key]
1. the shell of a clam.
a. Also called clam'shell buck"et. a dredging bucket opening at the bottom, consisting of two similar pieces hinged together at the top.
b. a machine equipped with such a bucket.
3. Print.a platen press.
Random House Unabridged Dictionary, Copyright © 1997, by Random House, Inc., on Infoplease.


Line clipping
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Line2 clipping.png
In computer graphics, 'line clipping' is the process of removing lines or portions of lines outside of an area of interest. Typically, any line or part thereof which is outside of the viewing area is removed.
There are two common algorithms for line clipping: Cohen–Sutherland and Liang–Barsky.
Main article: Cohen–Sutherland
In computer graphics, the Cohen–Sutherland algorithm (named after Danny Cohen and Ivan Sutherland) is a line clipping algorithm. The algorithm divides a 2D space into 9 regions, of which only the middle part (viewport) is visible.
In 1967, flight simulation work by Danny Cohen led to the development of the Cohen–Sutherland computer graphics twoand three-dimensional line clipping algorithms, created with Ivan Sutherland.[1]
Main article: Liang–Barsky
The Liang–Barsky algorithm uses the parametric equation of a line and inequalities describing the range of the clipping box to determine the intersections between the line and the clipping box. With these intersections it knows which portion of the line should be drawn. This algorithm is significantly more efficient than Cohen–Sutherland, but Cohen-Sutherland does trivial accepts and rejects much faster, so it should be considered instead if most of the lines you need to clip would be completely in or out of the clip window.
Very similar to Liang-Barsky algorithm. The difference is that Liang-Barsky is a simplified Cyrus-Beck variation that was optimized for a rectangular clip window.
The Cyrus-Beck algorithm is of O(N) complexity, and it is primarily intended for a clipping a line in the parametric form against a convex polygon in 2 dimensions or against a convex polyhedron in 3 dimensions.[1]
The Nicholl-Lee-Nicholl algorithm is a fast line clipping algorithm that reduces the chances of clipping a single line segment multiple times, as may happen in the Cohen-Sutherland algorithm. The clipping window is divided into a number of different areas, depending on the position of the initial point of the line to be clipped.
Fast clipping[edit]
This algorithm has similarities with Cohen-Sutherland. The start and end positions are classified by which portion of the 9 area grid they occupy. A large switch statement jumps to a specialized handler for that case. In contrast, Cohen-Sutherland may have to iterate several times to handle the same case.[2]
O(lg N) algorithm[edit]
This algorithm classifies vertices against the given line in the implicit form p: ax+by+c=0. As the polygon is assumed to be convex and vertices are ordered clockwise or anti-clockwise binary search can be applied and leads to a O(lg N) run time complexity.[3]
Main article: Skala algorithm
This algorithm is based on homogeneous coordinates and duality.[4] It can be used for line or line segment clipping against a rectangular window as well as against a convex polygon. The algorithm is based on classifying a vertex of the clipping window against a half-space given by a line p: ax+by+c=0. The result of the classification determines the edges intersected by the line p. The algorithm is simple, easy to implement and extensible to a convex window as well. The line or line segment p can be computed from points x1, x2 given in homogeneous coordinates directly using the cross product as
p = x1 x x2 = [x1,y1,w1] x [x2,y2,w2] or as
p = x1 x x2 = [x1,y1,1] x [x2,y2,1]
See also[edit]
 1. ^ Cyrus, M., Beck, J.: Generalized Two and Three Dimensional Clipping, Computers&Graphics, Vol.3, No.1, pp.23-28, 1978
 2. ^ Mark S. Sobkow, Paul Pospisil and Yee-Hong Yang. A Fast Two-Dimensional Line Clipping Algorithm via Line Encoding//Computer & Graphics, Vol. 11, No. 4, pp. 459–467, 1987
 3. ^ Skala, V.: O(lg N) Line Clipping Algorithm in E2, Computers & Graphics, Pergamon Press, Vol.18, No.4, 1994
 4. ^ Skala, V.: A new approach to line and line segment clipping in homogeneous coordinates, The Visual Computer, ISSN 0178-2789, Vol.21, No.11, pp.905-914, Springer Verlag, 2005


new tricks
A waterlogged bacteria and ancient enzyme could solve plastics' biggest problem
Scientists have discovered a hidden, important side-gig for a 3.2 billion-year-old class of enzymes.
New research has uncovered the secret side-gig of a 3.2 billion-year-old class of enzymes, called nitrogenase.
Scientists long believed that the primary function of these enzymes was to convert nitrogen into ammonia, an essential process that makes Earth habitable. But the new research describes a use for this enzyme that could help create more eco-friendly plastic production.
The enzymes are present in large quantities in a type of soil-dwelling bacteria, called Rhodospirillum rubrum. When exposed to oxygen-depleted environments, which nitrogenase thrives in, these bacteria reveal a previously unknown biological pathway, allowing it to transform sulfur into ethylene.
Ethylene is a natural gas used in the production of everyday plastics, like disposable grocery bags.
Together, the new observations may offer a safer way to create plastics without fossil fuels. They could also help farmers better understand how an abundance of ethylene may be harming their crops.
"We thought, well, that's weird."
Organisms burping out ethylene is something scientists have been actively studying for some time, but Justin North, a research scientist at Ohio State and first author of the new study, says that these previously identified biological pathways to ethylene had a bit of an explosive problem.
"For about a decade, researchers have studied the biological production of ethylene through a different mechanism that occurs in oxygenated environments," North tells Inverse. "There is a technical hurdle to scaling up that process as ethylene and oxygen mixed at industrial scales could be explosive."
Because this newly discovered pathway in bacteria is anaerobic, meaning it doesn't require oxygen, North says it may be possible to scale something like this without the risk of explosions.
The study was published Thursday in the journal Science.
Understanding how these microbes create ethylene can not only offer a more natural solution for plastic production but also help farmers mitigate crop losses.Andy Sproles/ORNL, U.S. Dept. of Energy
How does it work — Unaware of their scientific import, these bacteria are simply generating the proteins they need for survival. In drier, more oxygenated soil conditions there may be more sulfur available to produce methionine, an amino acid necessary for building proteins. But in waterlogged soil, the availability of sulfur becomes much lower. The bacteria appear to solve this problem by turning to a handy survival skill: scavenging sulfur from the surrounding cellular waste instead.
As they did so, the bacteria appeared to burp out high levels of methane and ethylene as a byproduct.
"We know these bacteria are producing hydrogen and consuming carbon dioxide," North says.
"But, lo and behold, they were making copious amounts of ethylene gas. And we thought, well, that's weird."
Using mass spectroscopy, a technique that can look at the mass, structure, and composition of molecules, North and his colleagues discovered the ethylene-producing bacteria samples were chock-full of the ancient enzyme, nitrogenase. These enzymes date back over three billion years, and originally thrived at a time before needing oxygen for biological processes was all the rage.
As the enzyme's name would suggest, researchers previously believed this class of enzymes' sole purpose was to transform nitrogen into ammonia — a necessary process for supporting life on Earth — but Robert Hettich, one of the study's co-authors, says that sometimes long-held thinking can be misleading.
"Sometimes the naming or annotation of a gene or gene family can be misleading," Hettich tells Inverse. "In fact, the gene might have a secondary function, a night job so to speak, or it might actually be doing something completely different... [T]he data are the data."
Future impact — In addition to potentially offering a new path for scientists to harness natural ethylene gas for the production of plastics instead of relying on fossil fuels, the scientists say the discovery may also help farmers better manage their crops and understand how excess ethylene could be damaging them.
While ethylene in moderate amounts can be good for plant growth, excess ethylene (e.g. which this pathway might cause during flooding) can be damaging.
More research still has to be done to learn more about this pathway and how scalable it is, but this study opens an exciting new path of inquiry, the researchers say.
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I have been talking about different "ADE classifications". This time I'll start by continuing the theme of last Week, namely simple Lie algebras, and then move on to discuss affine Lie algebras and quantum groups. These are algebraic structures that describe the symmetries appearing in quantum field theory in 2 and 3 dimensions. They are very important in string theory and topological quantum field theory, and it's largely physics that has gotten people interested in them.
Remember, we began by classifying finite reflection groups. A finite reflection group is simply a finite group of linear transformations of Rn, every element of which is a product of reflections. Finite reflection groups are in 1-1 correspondence with the following "Coxeter diagrams", together with disjoint unions of such diagrams:
An, which has n dots like this: o---o---o---o Bn, which has n dots, where n > 1: 4 o---o---o---o Dn, which has n dots, where n > 3: o / o---o---o---o \ o E6, E7, and E8: o o o | | | o--o--o--o--o o--o--o--o--o--o o--o--o--o--o--o---o F4: G2: H3 and H4: 4 6 5 5 o---o---o---o o---o o---o---o o---o---o---o Im, where m = 5 or m > 6: m o---o
Not all of these finite reflection groups satisfy the "crystallographic condition", namely that they act as symmetries of some lattice. The ones that do are of types A,B,D,E,F, and G, and disjoint unions thereof --- but I'm going to stop reminding you about disjoint unions all the time!
Now, if we have a finite reflection group that's the symmetries of some lattice, we can take the dimension of the lattice to be the number of dots in the Coxeter diagram. In fact, the dots correspond to a basis of the lattice, and the lines between them (and their numberings) keep track of the angles between the basis vectors. These basis vectors are called "roots". To describe the lattice completely, in principle we need to know the lengths of the roots as well as the angles between them. But it turns out that except for type B, there is just one choice of lengths that works (up to overall scale). For type B there are two choices, which people call Bn and Cn, respectively. People keep track of the lengths with a "Dynkin diagram" like this:
Bn has n dots, where n > 1: Cn has n dots, where n > 2: 4 4 o---o---o->-o o---o---o-<-o
The arrow points to the shorter root; for Bn all the roots except the last one are sqrt(2) times as long as the last one, while for Cn all the roots except the last one are 1 / √2 as long. (In fact, the lattices corresponding to Bn and Cn are "dual", in the hopefully obvious sense.) The only reason why we require n > 2 for Cn is that B2 is basically the same as C2!
Now last Week, I also sketched how the Lie algebras of the compact simple Lie groups were also classified by the same Dynkin diagrams of types A, B, C, D, E, F, and G. These were real Lie algebras; we can also switch viewpoint and work with complex Lie algebras if we like, in which case we simply say we're studying the complex simple Lie algebras, as opposed to their "compact real forms".
Unfortunately, I didn't say much about what these Lie algebras actually are! Basically, they go like this:
An - The Lie algebra An is just sln+1(C), the (n+1) × (n+1) complex matrices with vanishing trace, which form a Lie algebra with the usual bracket [x,y] = xy - yx. The compact real form of sln(C) is sun, and the corresponding compact Lie group is SU(n), the n × n unitary matrices with determinant 1. The symmetry group of the electroweak force is U(1) x SU(2), where U(1) is the 1 × 1 unitary matrices. The symmetry group of the strong force is SU(3). The study of An is thus a big deal in particle physics. People have also considered "grand unified theories" with symmetry groups like SU(5).
Bn - The Lie algebra Bn is so2n+1(C), the (2n+1) × (2n+1) skewsymmetric complex matrices with vanishing trace. The compact real form of son(C) is son, and the corresponding compact Lie group is SO(n), the n × n real orthogonal matrices with determinant 1, that is, the rotation group in Euclidean n-space. For some basic cool facts about SO(n), check out "week61".
Cn - The Lie algebra Cn is spn(C), the 2n × 2n complex matrices of the form
A B C D
where B and C are symmetric, and D is minus the transpose of A. The compact real form of spn(C) is spn, and the corresponding compact Lie group is called Sp(n). This is the group of n × n quaternionic matrices which preserve the usual inner product on the space Hn of n-tuples of quaternions.
Dn - The Lie algebra Dn is so2n(C), the 2n × 2n skew-symmetric complex matrices with vanishing trace. See Bn above for more about this. It may seem weird that SO(n) acts so differently depending on whether n is even or odd, but it's true: for example, there are "left-handed" and "right-handed" spinors in even dimensions, but not in odd dimensions. Some clues as to why are given in "week61".
Those are the "classical" Lie algebras, and they are things that are pretty easy to reinvent for yourself, and to get interested in for all sorts of reasons. As you can see, they are all about "rotations" in real, complex, and quaternionic vector spaces.
The remaining ones are called "exceptional", and they are much more mysterious. They were only discovered when people figured out the classification of simple Lie algebras. As it turns out, they tend to be related to the octonions! Some other week I will say more about them, but for now, let me just say:
F4 - This is a 52-dimensional Lie algebra. Its smallest representation is 26-dimensional, consisting of the traceless 3×3 hermitian matrices over the octonions, on which it preserves a trilinear form.
G2 - This is a 14-dimensional Lie algebra, and the compact Lie group corresponding to its compact real form is also often called G2. This group is just the group of symmetries (automorphisms) of the octonions! In fact, the smallest representation of this Lie algebra is 7-dimensional, corresponding to the purely imaginary octonions.
E6 - This is a 78-dimensional Lie algebra. Its smallest representation is 27-dimensional, consisting of all the 3x3 hermitian matrices over the octonions this time, on which it preserves the anticommutator.
E7 - This is a 133-dimensional Lie algebra. Its smallest representation is 56-dimensional, on which it preserves a tetralinear form.
E8 - This is a 248-dimensional Lie algebra, the biggest of the exceptional Lie algebras. Its smallest representation is 248-dimensional, the so-called "adjoint" representation, in which it acts on itself. Thus in some vague sense, the simplest way to understand the Lie group corresponding to E8 is as the symmetries of itself! (Thanks go to Dick Gross for this charming information; I think he said all the other exceptional Lie algebras have representations smaller than themselves, but I forget the sizes.) In "week20" I described a way to get its root lattice (the 8-dimensional lattice spanned by the roots) by playing around with the icosahedron and the quaternions.
People have studied simple Lie algebras a lot this century, basically studied the hell out of them, and in fact some people were getting a teeny bit sick of it recently, when along came some new physics that put a lot of new life into the subject. A lot of this new physics is related to string theory and quantum gravity. Some of this physics is "conformal field theory", the study of quantum fields in 2 dimensional spacetime that are invariant under all conformal (angle-preserving) transformations. This is important in string theory because the string worldsheet is 2-dimensional. Some other hunks of this physics go by the name of "topological quantum field theory", which is the study of quantum fields, usually in 3 dimensions so far, that are invariant under all transformations (or more precisely, all diffeomorphisms).
Every simple Lie algebra gives rise to an "affine Lie algebra" and a "quantum group". The symmetries of conformal field theories are closely related to affine Lie algebras, and


text:
Communication and Perception
There is considerable evidence that gobies use visual, tactile, chemical, auditory, or olfactory cues in reproduction and territorial behavior (see Reproduction and Behavior). It is quite likely that investigators will find more evidence of different types of communication as research progresses.
Communication Channels: visual ; tactile ; chemical
Other Communication Modes: pheromones
Perception Channels: visual
No one has provided updates yet.


In Frontiers in neuroscience ; h5-index 72.0
Purpose : Recently, we developed a novel active learning framework, qVFM, to map visual functions in the visual field. The method has been implemented and validated in measuring light sensitivity and contrast sensitivity visual field maps (VFMs) of normal observers. In this study, we evaluated the performance of the qVFM method in mapping the light sensitivity VFM of simulated patients with peripheral scotoma, glaucoma, age-related macular degeneration (AMD), and cataract.
Methods : For each simulated patient, we sampled 100 locations (60 × 60 degrees) of the visual field and compared the performance of the qVFM method with a procedure that tests each location independently (the qYN method) in a cued Yes/No task. Two different switch modules, the distribution sampling method (DSM) and parameter delivering method (PDM), were implemented in the qVFM method. Simulated runs of 1,200 trials were used to compare the accuracy and precision of the qVFM-DSM, qVFM-PDM and qYN methods.
Results : The qVFM method with both switch modules can provide accurate, precise, and efficient assessments of the light sensitivity VFM for the simulated patients, with the qVFM-PDM method better at detecting VFM deficits in the simulated glaucoma.
Conclusions : The qVFM method can be used to characterize residual vision of simulated ophthalmic patients. The study sets the stage for further investigation with real patients and potential translation of the method into clinical practice.
Xu Pengjing, Lesmes Luis Andres, Yu Deyue, Lu Zhong-Lin
Bayesian adaptive testing, active learning, age-related macular degeneration, cataract, glaucoma, perimetry, scotoma, visual-field map


text:
Linda Allen, Chapter 3: Putting VaR to Work is a 30-minute instructional video analyzing the following concepts:
* Explain and give examples of linear and non‐linear derivatives.
* Describe and calculate VaR for linear derivatives.
* Describe the delta‐normal approach to calculating VaR for non‐linear derivatives.
* Describe the limitations of the delta‐normal method.
* Explain the full revaluation method for computing VaR.
* Compare delta-normal and full revaluation approaches for computing VaR.
* Explain structural Monte Carlo, stress testing and scenario analysis methods for computing VaR, identifying strengths and weaknesses of each approach.
* Describe the implications of correlation breakdown for scenario analysis.
* Describe worst-case scenario (WCS) analysis and compare WCS to VaR


Quick Answer: Is The Sneaker Pink Or GREY?
Which Colour matches with pink?
10 Colours That Match With PinkPink and Blue.
Green And Pink.
Dusty Pink And Dark Brown.
Grey And Baby Pink.
Hot Pink And Bright Yellow.
Old Rose And Black.
Lush Pink And Aqua.
Orange And Pink.More items…•.
What color is the flip flop?
Is the shoe pink or green?
People who see a grey shoe are being told by their brains that the light is white. … Be rest assured that there is nothing with your eyes or even your brain if you see blue and green, instead of the original pink and white. The Vans footwear in question is actually pink in colour and is sold online in Europe.
Which side of the brain sees color?
Color Perception Switches Sides In Brain Scientists have known for years that people categorize colors using the left side of their brains, but a new study reveals that before toddlers know the names of colors, they use the right side of their brains to categorize them.
What does it mean when your vision turns pink?
Pink eye is an inflammation of the outer layer of the eye and inside the eyelid. Your eyes turn red and irritated, and have a weepy discharge. It's often caused by viruses, bacteria or allergies.
Is the shoe GREY and green or pink and white?
Some people see the shoe as grey with green trim and laces, while others see it as pink with white trim and laces. … "When the green light is projected onto the white shoelaces, they will come off as green. Also green plus pink equals grey."
What color shoes go with pink and GREY?
If you're lucky, you'll find black or grey shoes with pink accents. You may have to search for them, but if you find a pair, they'll complement your pink and grey outfit nicely.
Why do I see pink instead of white?
Are GREY shoes versatile?
The beauty of a pair of grey shoes is that while it's an unorthodox shoe color, it's still grey. The versatility factor is high with a pair of these. It's likely that if you go somewhere in a pair of grey shoes that you'll be the only guy in the place wearing grey shoes.
What can you wear pink shoes with?
Coral and pink shoes are superbly feminine and sweet. Much softer than black heels, which can sometimes look harsh, coral/pink shoes are perfect for ladylike dressing. Pair the colours with pastel shades, such as light blue or mint green, or match coral with either pink or orange (its base tones).
Is Teal a real color?
Teal is a blue-green colour. Its name comes from that of a bird—the common teal (Anas crecca)—which presents a similarly colored stripe on its head. The word is often used colloquially to refer to shades of cyan in general.
What is the real color of the dress?
What does it mean if you see pink?
The color pink represents compassion, nurturing and love. It relates to unconditional love and understanding, and the giving and receiving of nurturing. … Pink is feminine and romantic, affectionate and intimate, thoughtful and caring. It tones down the physical passion of red replacing it with a gentle loving energy.
Why does my vision look pink?
What is the actual color of the shoe?
The difference depends on your sensitivity to light and how your brain is interpreting that light. It's also due to the poor lighting in the image. Answer: The shoes are pink and white! EDITOR'S NOTE: This video was originally published on October 15, 2017.
Why do people see different colors?
Why do I see teal and GREY shoe?
Why do I see pink and white and others see GREY and green?


text:
ted. The distance from Walbrook to the Fleet is very nearly 900 yards; supposing the fort was 500 yards in depth from south to north we have an area of 450,000 square yards, i.e. about 100 acres was occupied by the first London, the Fortress on the Lake. What this town was like in its later days when the Romans found it; what buildings stood upon it; how the people lived, we know very little indeed. They went out to fight, we know so much; and if you visit Hampstead Heath you may look at a barrow on the top of a hill which probably contains the bones of those citizens of London who fell in the victory which they achieved over the citizens of Verulam when they fought it out in the valley below that hill.
3. ROMAN LONDON.
The Romans, when they resolved to settle in England, established themselves on the opposite hillock, the eastern bank of the Walbrook. The situation was not so strong as that of the British town, because it was protected by cliff and river on two sides only in


text:
Abstract: Global illumination (GI) computation has been the subject of intense research in computer graphics for many years, but it has only recently been extensively used in practical applications. Major industries, such as videogame and film production, architecture, and design, now use GI to produce CG imagery with increased realism. However, trade-offs differ in these applications, so each uses a significantly different GI computation technique. This course provides an overview of GI computation in practical applications across and within industries. It focuses on juxtaposing the domain-specific decision processes that influence the choice of a particular solution. Each technique is presented in the context of the objectives and constraints set by the application. The course reviews the strong and weak points of each implementation and possibilities for further innovation.
One-line summary: Global illumination in movies and games.
Published in: SIGGRAPH 2010 Course Note. ACM, July 2010. (Los Angeles, USA, July 25-29.)
Course web page, course notes and presentation slides here: Global Illumination Across Industries.
Back to Per's publication page.


text:
This is another daft claim. It is daft for the same reason as Cassidy's explanation for glim is daft. When people borrow between languages, they tend to borrow individual words. Occasionally they borrow well-known and often-used phrases. However they never borrow random bits of sentences and they borrow the most basic form of the word. Cassidy claims that 'beef' as in 'to have a beef with someone' comes from the Irish phrase b'aifirt which means (if it means anything) 'was a reproach'. On its own and out of any context like this, it really means nothing and it would be pronounced baffirch, which doesn't sound much like beef.
The origins of the slang term 'beef' (complaint) are not known. There are various suggestions involving disputes between sheep-herders and cow-punchers in the old west or soldiers complaining about their rations in the Civil War. However, 'beef' doesn't come from b'aifirt and that's a fact.


There Is Sometimes, 1/16/2016
By Jonathan Berman
There Is Sometimes
There is a path called your life.
Sometimes there is a butterfly.
Sometimes the butterfly is a sign.
Sometimes there is light.
Sometimes the light is hope.
Sometimes the path is strewn with pretty pebbles.
Sometimes the pebbles are not pebbles.
Sometimes silence is not so quiet.
Sometimes silence is a river.
Sometimes the water is music.
Sometimes the music is voices.
Sometimes those voices are your past choices.
Sometimes the choices bring pain.
There is a path called pain.
There is a sign post called a butterfly...


text:
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Conditional Statements, Converses, Counterexamples, Truth Values
Worksheet (Geometry)
PDF: Geometry - conditional statements, converses, counterexamples, truth values
Conditional Statements, Converses, Counterexamples, Truth Values Worksheet
This worksheet contains introductory questions on conditional statements and converses. Students are asked to name and identify the parts of a conditional statement (hypothesis & conclusion), to find the converse of a conditional, to determine the truth value of a statement, and provide counterexamples.
To idenify hypothesis and conclusions and find converses in conditional statements.
Number of Problems:
Answer Key:
Write the hypothesis and conclusion of each conditional.
1) If it rains, then the game will be cancelled.
2) If you do not sleep, you will be tired.
3) AB = BC if B is the midpoint of AC.
4) If x = -2, then x2 = 4
Show that each conditional is false by finding a counterexample.
5) If an animal is a bird, then it is a penguin. 6) If x > 2, then x > 5
7) If a number is divisible by 2, then it is divisible by 4.
Write the converse of each statement. If the converse is true, write true. If the converse is false, give a counterexample.
8) If two angles are right angles, then they are congruent.
9) If x + 20 = 25, then x = 5.
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text:
A Richer Vision of Student Success
The Aspen Institute Education & Society Program is committed to ensuring the benefits of public education extend to all students, with a special focus on rectifying the inequalities faced by students of color and students from low-income families. We pursue this work by informing, influencing, and inspiring education leaders.
Public education is essential to America's aspirational identity as a land of opportunity and democracy. In an equitable education system, all individuals can attain sufficient knowledge and skills to pursue the college and career path of their choice, develop a sense of self, and become active and contributing members of their communities. Every student deserves an education that prepares him or her for lifelong learning, success in the world of work, and participation in representative government. Schools are not only places for acquiring knowledge and skills, however; they are also places for identity formation, where young people begin to understand who they are and how they relate to others and society at large.
Unfortunately, far too many students are not receiving the high-quality educational experiences needed to help them reach these goals. This not only hobbles their individual chances for success, but also undermines shared growth in an economy where most jobs that pay a living wage require some form of post-secondary credential.
As a result, Aspen Education is prioritizing social-emotional development and equitable learning environments that are safe, purposeful, and foster belonging. Because we bring deep expertise and connection to policy, practice, and research leaders, we see strategies to support social and emotional development are often treated as additives disconnected from academic instruction. Neither social and emotional development, nor a focus on equity, can succeed without considering how to fully integrate these elements throughout the school day. To accomplish this requires examining issues of race directly. Our Call to Action is an explicit focus on race and equity in this work.
While there is a near-universal commitment to "equity," the term divides people, and much equity work only strives to improve standardized test scores to close achievement gaps.
Education research, neuroscience, and practical experience confirm that learning is a social and emotional process. It is the goal of Aspen Education to influence, support, and connect education leaders to integrate the social, emotional, and academic dimensions of learning.
Featured Tools, Publications, and Blogs on Social, Emotional, and Academic Development
Tools and Publications
- Integrating Social, Emotional, and Academic Development: An Action Guide for School Leadership Teams (March 2019) – This resource for principals and their teams summarizes foundational research, identifies equity implications, offers guiding questions to prompt inquiry, and suggests high-impact actions to weave the social, emotional, and academic needs of students into the school experience every day.
- Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action (May 2018) – This report outlines considerations for educators implementing social, emotional, and academic development. It touches upon injustice and related trauma, holistic discipline, building relationships and trust, and engaging families and communities.
- This Time, With Feeling: Integrating Social and Emotional Development and Collegeand Career-Readiness Standards (March 2017) – An approach to defining social and emotional development (SED) that provides a summary of the research on SED and illustrates the connection between collegeand career-readiness standards and expectations and SED.
- Doug Sovde, "Integrating Social, Emotional, and Academic Development for Student Success," UT-Austin Dana Center, July 30, 2019.
- Rachel Etienne, "Designing a Holistic Learning Experience," Student Achievement Partners, June 19, 2019.
- Astrid Fossum, "Social Emotional Learning and Academic Content: A Natural Pairing," Student Achievement Partners, May 21, 2019.
- Nick Woolf, "Examining the Aspen Institute's New SEAD Action Guide," Inside SEL, April 15, 2019.
- Genevieve Quist Green, "Not An Either/Or," Education Resource Strategies, April 8, 2019.
- Nate Bowling's "Nerd Farmer Podcast"
- Danielle M. Gonzales, "Why We've Got to Talk About Race If We Want to Achieve Education Equity," Education Post
- LaShawn Routé Chatmon and Kathleen Osta, "5 Steps for Liberating Public Education From Its Deep Racial Bias," Education Week
- Ross Wiener, "Why School Climate Should Be Every Principal's Top Priority," Education Week
Human Capital and Professional Learning
Teachers are far and away the most important resource for student learning. Aspen Education partners with education leaders to develop strategies that strengthen the recruitment, development, and retention of effective educators. The Aspen Education Program advances a vision of professional learning that integrates teacher evaluation, teacher leadership, and organizational learning to elevate the teaching profession and improve instruction at scale.
Through our work with federal and state policymakers and district practitioner leaders, Aspen Education surfaces practical policy solutions to support robust professional learning and educator evaluation systems. We identify opportunities to forge coherence and embed a vision of excellence across the myriad policies that shape the teaching profession.
We also work within our network of large urban school districts and charter management organizations to explore how they can cultivate effective professional learning practice in their systems.
Featured Tools, Publications, and Blogs on Human Capital and Professional Learning
Tools and Publications
- Practice What You Teach: Connecting Curriculum & Professional Learning in Schools (April 2017) – To improve teaching and advance student learning requires weaving together the curriculum that students engage with every day with the professional learning of teachers. This paper describes the research supporting this argument, profiles three examples of educators integrating curriculum with professional learning, and provides key takeaways for state, district, and school leaders.
- Teacher Evaluation and Support Systems: A Roadmap to Improvement (March 2016) – This report synthesizes key findings from research, highlights best practices from states and districts across the country, and recommends practices that states and districts can incorporate into their teacher evaluation and support systems to move them forward.
- Leading from the Front of the Classroom: A Roadmap to Teacher Leadership that Works (October 2014) – Co-published with Leading Educators, this paper supports system leaders in building teacher leadership systems. Case studies on Denver Public Schools, Tennessee, and Pritzker College Prep Charter Schools provide examples of successful initiatives.
- Teaching to the Core: Integrating Common Core and Teacher Effectiveness (May 2013) – This report offers ten practical suggestions for state leaders on how to ensure high-quality instruction by integrating teacher effectiveness and collegeand career-ready standards implementation into a transformative whole.
- Ross Wiener and Danielle Gonzales, "Four Ways to Make Teacher Evaluation Meaningful," Hechinger Report, May 31, 2016.
- Ross Wiener, "Three Strategies to Improve Teacher Evaluation," Education Week, April 26, 2016.
- Marisa Goldstein, "Spring Cleaning on Teacher Evaluation," Ed Note, April 4, 2016.
- Danielle Gonzales and Rich Crandall, "A New Roadmap to Better Teacher Evaluation and Support," Governing, March 21, 2016.
Leadership Development and Support
Policy provides resources, regulations, and reward structures that shape the work of schools. Aspen Education draws on the lessons learned in our deep work with practitioner leaders to create learning opportunities for policymakers and to facilitate policy development discussions.
Across the country, states, districts, and national partners are working hard to implement the Every Student Succeeds Act (ESSA), the most recent reauthorization of the federal education law. The Program's position at the nexus of policy and practice helps to strengthen and inform our work on ESSA implementation. Aspen Education supports these efforts by providing thought partnership, convening leaders across contexts, and publishing tools and reports. The Program is primarily focused on two main area of ESSA implementation:
- Focusing attention on ESSA's core purpose of advancing equity in education and
- Developing frameworks for state and district leaders to clearly define their relative roles and responsibilities, and facilitating coordination of efforts across traditional silos of work and different levels of governance to improve policy design and implementation.
For more than ten years, the Program has convened seminars, retreats, and site visits for senior Congressional education staffers, creating a safe space away from the partisanship of Capitol Hill for them to learn from practitioner leaders and state policymakers about how federal policy affected practice. Likewise, our ongoing work with networks of senior leaders in large urban school districts and charter management organizations across the country provides a venue for practitioner leaders to develop their skills as leaders on policy and to surface their perspectives on how policy can improve public education.
Featured Tools, Publications, and Blogs
Tools and Publications
- Changing of the Guard: New Opportunities for State Leadership (December 2018) – We convened a broad bipartisan group of stakeholders to create new resources for policymakers, parents and students to design and implement effective, research-based education policy. The tools focus on creating true equity in education with parents, students, and the state's workforce needs placed front and center.
- Leading for Equity: Opportunities for State Education Chiefs (February 2017) – Leading for Equity outlines 10 commitments state chiefs and their state education agencies can make to advance educational equity for all students, regardless of background.
- Advancing Equity through ESSA: Strategies for State Leaders (October 2016) – This framework is designed to help states make the most of this important opportunity. This framework examines eight equity priorities that states already are pursuing and identifies multiple provisions in ESSA that states can use to address each priority.
- Roles and Responsibilities of the State Education Agency (December 2015) – This discussion guide challenges state chiefs and their leadership teams to consider their local context and capacity in determining essential, possible, and unsuitable roles for their agency.
- State Education


How many syllables in diaconate?
 465391278 syllables
Divide diaconate into syllables: di-ac-o-nate
Stressed syllable in diaconate: di-ac-o-nate
How to say diaconate: How to pronounce diaconate
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Table of Contents
CoChaCo is a collection of constructs, aiming to support the process of thinking, creating and designing a meta-model. The Concept, Characteristic and Connector constructs, which give CoChaCo its name, allow describing the composition of a meta-model while Purpose and Functionality constructs allow to depict the utilization of the meta-model. Stakeholders allow to keep track of the relevant interested parties. With these types in mind and the possibility to relate their instances to one another it is possible to create meta-models independent of a specific framework, platform or implementation while concentrating at the heart of meta-modelling.
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Dependencies among Models
Although it might not be obvious at a first glance, there are several dependencies among certain models. It is worthwhile to have knowledge about these issues before you start making own models, because it helps with resource planning and prevents expensive problems later.
We'll describe several typical kinds of dependencies, considering the example of the Cafu DeathMatch MOD: In the Cafu DeathMatch MOD, mutual dependencies affect the human player models and their weapons.
First, lets deal with all "other" models, i.e. those that are neither player nor weapon models: Usually, these other models are not closely related to each other, each of them has a separate piece of game code associated that handles it, and thus they do not suffer from any inherent dependency problems.
Human player models
Human player models are special, because they are usually intended to be 100% equivalent to each other. That is, if somebody makes a new human player model and offers it for download, you expect it to work exactly like the ones that you already know. In order to achieve this kind of equivalence, two assumptions must hold: The skeleton of the new models must basically match the skeleton of the old models, and the animation sequence numbers must refer to reasonably identical animations.
The animation sequences must match, because the game code has built-in knowledge that, for example, sequence number 3 refers to an "idle (waiting)" animation, and that sequence number 27 refers to an "aiming with a shotgun" animation. It is entirely up to you to animate your model to look at his wrist watch while aiming with the shotgun, or to pick his nose, but it is important that sequence number 27 corresponds to some "aiming with a shotgun" animation – because the same is true for all other models, and the game code relies on it.
The skeletons must also match, for similar reasons: At least the basic hierarchical structure (starting from the pelvis to the most important bones) must be identical, as well as the names(!) of the corresponding bones. However, you are free to add bones to the skeleton as you like, change their sizes or lengths, change their positions relative to each other, and do many other interesting things. You may even omit bones if you want to create a one-armed, one-legged hero. What works and what works not is easiest determined by trying it out, but please do also refer to the next part about weapons.
Weapons do usually come as a set of three models: "world" models, "player" models, and "view" models.
World models are the models that lie around in the world, before someone picked them up. They are usually not animated (or only have a single animation sequence), are independent from anything else, and are therefore in the same category as the "all others" models, so that we need not be further concerned about them.
Player models are the weapons that you see in the hands of other players who have picked up and are using that weapon. For the following discussion, we'll refer to the "player" weapon model as the "_p" model, and to the character model of a human player as the "body" model.
First, if you consider the skeleton of a _p model in the Model Editor, you will find that it resembles a partial body model (the bones from the pelvis to the shooting arm are there!), before it diverges into additional bones for the actual weapon.
Here is the crucial point: In order for the engine to compute the proper position of the _p model relative to the body model, it (partially) has to match the skeletons of both models! That is, it first computes the skeleton of the body model (depending on its current animation pose). Then it considers the skeleton of the _p model, starting at its root, and tries to match it bone-by-bone to the previously computed body skeleton. If a match was found, the engine simply takes the information from the body model bone also for the _p model bone. Only when the matching breaks for the first time, the engine resumes normal bone computing also for the _p model. (This way you can for example see a face-hugger in the hands of another player that is wagging it's tail.) Matches are made by comparing the names of the concerned bones.
As a consequence, if you want to make additional body models for the DeathMatch MOD, and additional weapons, and you want to be able to combine each body model with each weapon, then you have to make sure that they all have a corresponding skeletal structure and bone names!
View models are the models that you see in 1st persons view after you have picked up a weapon yourself. They are also independent from anything else, but the game has usually special code for handling them. Thus, you can well make a replacement weapon for e.g. the shotgun, matching the animation sequences of the existing "view" weapon model according to similar rules as indicated for making replacement human player models. You can also introduce entirely new weapon models, but be prepared that is requires to augment the game's C++ or script code as well.
Applicability to your own game
If you create an own game, things may or may not be different, of course. However, keep in mind that if you want to achieve a high degree of flexibility and ease of maintenance, you'll sooner or later probably experience the same rules and dependencies as described here. They are the – relatively cheap – price for the ability to combine every human player model with every weapon model.
modelling/dependenciesamongmodels.txt · Last modified: 2013-01-07 12:07 (external edit)