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Crucial and Routine Decisions: A New Explanation of Why Ideology Affects U.S. Supreme Court Decision Making the Way it Does
Tracy L. R. Lightcap
April 19, 2010
Tulane Law Review, Vol. 84, pp. _PHONE_, 2010
Models using judicial ideology to explain Supreme Court decision-making remain controversial due to their apparently limited explanatory scope. Civil liberties and civil rights decisions and those concerning economic policy appear to be well explained by the ideological attitudes of the justices. However, decisions in other areas show little relationship to these attitudes.
I suggest that this is due to the differing character of the decisions made by the Court in different areas. I hypothesize that decisions made in the civil rights and liberties and economic policy areas are crucial decisions; i.e. decisions by the justices that creatively change their environments through the exercise of judicial review. Long and short term expectations for issues dominated by crucial decisions cannot be generated efficiently since the outcomes are truly uncertain. Instead, each justice's deliberations in these cases will concentrate on the possibility of highly detrimental or favorable outcomes that might occur. Since reliable probabilistic expectations cannot be generated justices use their ideological preferences to evaluate these "focus outcomes". Thus, in types of cases where the justices are more likely to make crucial decisions, it is more likely that ideology will affect decision making. In issue areas where more stable environments are present, the justices can make routine decisions, i.e. decisions that follow probabilistic expectations and that stabilize over time. For these issues, ideology is less likely to be a useful explanation. I test this theory with an analysis of Supreme Court cases in different issue areas and end with some observations concerning the consequences of my findings.
Number of Pages in PDF File: 25
Keywords: supreme court, decision making, uncertainty, attitudinal model
Date posted: May 4, 2010
© 2015 Social Science Electronic Publishing, Inc. All Rights Reserved.
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Monique Fermon-Devel is a doctor of pharmacy, committed to the well-being of her patients.
And I will go even further, The Doctor invests himself every day for the preservation of our Earth and the living beings that inhabit it.
She developed a passion for medicinal plants around the world.
Born in Egypt in 1954 to French parents, she traveled the world from her earliest childhood through Ethiopia, Italy and China (and the list goes on).
In disagreement with certain methods of the food and pharmaceutical industry, she decides, after 35 years of research and practice, to create a range of herbal infusions of which only she knows the quantities to make the plants interact with each other. they.
His Leitmotif: "Our remedies are found in Nature"
Questioned by individuals and medical organizations, The Doctor creates tailor-made herbal teas to treat specific ailments.
An example of one of his interventions:
Solicited by the house of microbiota in Toulon (France), she created a range of personalized herbal teas for them to preserve our intestinal microbiota.
In collaboration with a child psychiatrist, Doctor Fermon-Devel has developed an essential oil technique to improve the case of autistic children.
In addition to chemical treatments, she has developed mixtures and protocols for oncology patients, mixtures of plants to improve chronic diseases: diabetes, hypercholesterolemia, hypertension, etc.
With the aim of better health maintenance, it also offers exclusive ranges of herbal teas for daily use and allow better nourishment and protect nature.
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male and female students, and some Berkeleyans feared that this policy would promote inter-racial marriage. Blaisdell told of a conversation at the Women's Faculty Club in which his wife was asked, "Would you want your daughter to marry a Negro?"
Author Yoshiko Uchida grew up in a Japanese immigrant household on Ward Street during the boom and bust period of the 1920s and 30s. In spite of the discriminatory atmosphere her family faced in many aspects of Berkeley life, most of her early childhood friends and playmates were white neighbors, sometimes the children of European immigrants. But as she grew older and dating became an issue, social separation increased, and by the time she finished Berkeley High, the majority of her close confidants were fellow Japanese Americans. Uchida graduated early and attended Cal. Although she did well in her classes, she and most of her friends worried that due to racial discrimination, they would never be able to get jobs appropriate to their level of educational achievement. She also worried about growing international tension between the United States and Japan. Of course, the latter fears became reality on December 7, 1941, when Japan attacked Pearl Harbor. Still, Uchida was so focused on school, that after hearing the news that Sunday morning, she went off to the library to study. When she returned home, she learned that federal officers had arrested her father while she was gone. Her world, indeed much of the world of pre-war Berkeley, was about to be turned upside down.

source: HuggingFaceFW/fineweb-edu


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Curriculum and learning begin early at Kid City. For our little ones, ages 6 weeks to 24 months, we have chosen the Funshine Express Curriculum. This engaging, faith based curriculum assists young children in learning the fundamentals of language, gross and fine motor skills and includes learning opportunities for music, art, and sensory play.
Beginning at age two and continuing through Pre-K, your child will learn with us using the ABeka Curriculum. ABeka is a high quality, nationally accredited curriculum with a Christian perspective. This curriculum includes an all-encompassing series of workbooks, engaging activities, and teaching materials developed to help build a strong foundation for future learning. ABeka is challenging but also easy for kids to learn and builds upon itself leading up to Pre-K where your child will become fully prepared for kindergarten.
Contact us to tour our facilities, meet our teachers and learn for yourself what makes Kid City League City the right fit for your family.

source: openbmb/Ultra-FineWeb


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April 1943 the Nazis created Bergen-Belsen in Lower Saxony near the city
of Celle as a transit center - Bergen-Belsen was never officially given formal
concentration camp status. But the second commandant, SS-Hauptsturmführer Josef
Kramer, nicknamed the Beast of Belsen, completed the transformation of Bergen-Belsen
into a regular
concentration camp. Josef Kramer's most recent assignment had been at
By 1945 thousands of prisoners who had become too weak to work were shipped
there, to die off slowly by starvation and typhoid. In the one month of March,
more than 18,000 succumbed. Hitlers most famous victim Anne
Frank died in Bergen-Belsen a few weeks before the camp was liberated by the
British army on April 15, 1945.
However, it was unable to rescue the inmates. On that liberation day the British
found 10,000 unburied corpses and 40,000 sick and dying prisoners. Among the living inmates, 28,000 died after the liberation. The inmates were
abandoned in Bergen-Belsen by the Germans, left behind for death to come.


What Is a Lotus Birth?
What Is a Lotus Birth?
Last update: 02 July, 2018
A lotus birth is a practice that sees birth in a particular way. In a lotus birth, the placenta is left attached to the baby through the umbilical cord until it's naturally detached. This process usually lasts between 3 to 10 days after delivery.
Gradual transition
In the vast majority of natural births, the umbilical cord is artificially cut after birth, and thus the baby's union with its placenta comes to an end. This is a task carried out by the doctors or midwife.
A lotus birth allows this separation to occur gradually. That is, the baby continues to be attached to its natural source of nutrients, the placenta, until nature dictates otherwise.
Normally, the umbilical cord falls off between 3 and 10 days after delivery. In that moment, the child separates from the connection that has kept him together with his mother for nine months of gestation.
A birth planned according to this practice doesn't involve any outside intervention to remove the umbilical cord. The stages that comprise a lotus birth are as follows:
 - The child leaves the mother's womb.
 - Later, the mother expels the placenta, which usually happens about 30 minutes later.
 - At this time, the umbilical cord isn't cut, but the baby is held along with the placenta until the umbilical cord detaches naturally.
What Is a Lotus Birth?
Origin of the lotus birth
The lotus birth owes its name to its originator, Clair Lotus Day. In 1974, this researcher from California questioned everything related to the cutting of the umbilical cord, and even studied the work of primatologist Jane Goodall.
This researcher's investigation and her concern for the method of cutting the umbilical cord led her to give birth following this new practice. Since then, many births have been carried out in this way, which has generated various controversies.
Varied opinions: natural method or risky?
There are conflicting opinions regarding this way of giving birth.
On the one hand, the traditional view considers this practice to be a risk factor for the baby. Fundamentally, it's seen as a source of infections if care isn't taken regarding preservation of the placenta.
On the other hand, it appeals to those who want to prioritize a natural process. Emphasis is placed on the advantages associated with the provision of nutrients to the baby and a less drastic separation of its main source of life during pregnancy.
Benefits of lotus births
The placenta is the baby's main source of nutrients. It's an organ that pumps 500-700 ml of blood into the uterus every minute. In this way, it provides oxygen to the baby, as well as hormones.
It's also responsible for discarding harmful substances through the mother's bloodstream. The mother's system then filters the blood through her kidneys.
After birth, the placenta continues to provide nutrients through the umbilical cord.
Those who defend the lotus birth consider it a gradual way of helping the child adapt to new conditions, and that the contribution of nutrients that is received outside of the womb is essential for the baby's growth, development and health.
The process requires specific care that should be known in order to avoid infections and other more serious problems:
 1. After birth and delivery, including the expulsion of the placenta, the placenta must be washed with warm water. This way, any remaining blood will be removed.
 2. Let it drain and dry with a paper towel. Salt is usually added to accelerate the drying process.
 3. Then the placenta is wrapped or put in an open silk bag and placed next to the baby.
What Is a Lotus Birth?
A comprehensive look
The conception that circulates around the lotus birth is a vision of medicine, nature and the human being. According to scholars of the subject, it's a process that challenges many medical myths that we've grown accustomed to.
When considering the fact that the placenta is an integral part of the baby, the natural attitude is to let the process develop according to its organic phases.
The truth is that it entails a different way of looking at birth and like all medical procedures, it's recommended that you consult with your doctor before any decisions are made.


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The Importance of Addressing Chimney Leaks
As we've stated many times before, water is a chimney's worst enemy. When water or moisture gets into your chimney, it can cause a wide range of serious problems. Water will bring even the most well-built chimney to its knees, causing cracked mortar, flaking bricks and compromising its structural integrity. When water gets into the creosote inside your chimney liner, it eats into the mortar, accelerating the damage.
There are many possible causes for a chimney leak, including:
Protect Yourself Against Chimney Leaks
There are several ways to protect yourself against chimney leaks:
- Make sure you have a professional-grade chimney cap installed.
- Replace or repair a damaged chimney crown.
- Repair chimney mortar cracks or gaps.
- Inspect and repair any leaky flashing around your chimney.
- Waterproof your chimney!
Don't let a leaky chimney get out of hand. The CSIA-certified professionals at Mr. Smokestack Chimney Service can inspect your chimney and track down the source of any leaks or water problems.
Your dryer vent system is another potential source of fire hazard, so include regular inspection and cleaning as part of the chimney and vent services provided by Mr. Smokestack Chimney Service.


How to Increase Your Speed Comfortably
Increasing speed comes up often in our Chi Running workshops and forums. We hear questions like, "How do I achieve a personal best time at my next marathon?" or "I want to qualify for Boston—how can I get faster?"
Even runners without competitive aspirations want to see continual improvement over time. Speed is a measure of progress that almost everyone can relate to, but as we try to get faster we also run the risk of overworking our legs or getting injured.
This means cooperating with the force of gravity by leaning more while simultaneously holding your alignment and relaxing your hips, legs, shoulders and arms. Think of it in terms of physics: as you offer less and less resistance to the force pulling you forward, the faster you'll go.
Technique First, Then Distance, Then Speed
To run effortlessly with good technique is a goal we all share. Applying these Chi Running Form Focuses will improve your efficiency and allow you to build distance gradually.
Create a straight line from the crown of your head to your feet. When you're properly aligned, your body is supported by your structure, not your muscles.
Lean From the Ankles
Leaning slightly from the ankles allows gravity to pull you along as you fall forward.
Mid-Foot Strike
Land with a mid-foot strike rather than a heel strike to decrease impact to your lower legs, knees, and hips.
Stride Length
Keep your stride short to avoid pulling yourself forward with your legs.
Pelvic Rotation
As your legs swing out behind you, allow your hips to rotate around their central axis with each step. Make sure your core is engaged and that your pelvis isn't moving laterally (side to side).
Maintaining a constant cadence—the rate at which your feet strike the ground measured in strides per minute—prevents your legs from spending too much time supporting your body weight with each step. We recommend running at a 170 to 180 spm (or 85 to 90 spm for each leg).
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Dancing and Singing through the Bill of Rights
In this lesson, students analyze the Bill of Rights and explore the importance of the issues involved. The students employ their musical and kinesthetic intelligences in a creative performance singing and dancing to learn and teach the Bill of Rights. They perform the Bill of Rights in familiar vocabulary to their parents and members of the community (senior citizens).
The learners will:
- read and analyze the "Bill of Rights" using the Frayer model.
- write a four-question survey.
- survey family members and compile data.
- recite and sing the "Bill of Rights" in familiar language.
- Student copies of the "Bill of Rights"
- Copies of the Frayer Model (includes Spanish Version)
- Constitutional Amendment Poster Pages (handout) printed on poster board and displayed for students to see from their seats
- Song sheets for each child (handout The Amendment Song)
Interactive Parent / Student Homework:Student groups create a four-question survey related to the Bill of Rights. The students bring home the survey to get family input. They may invite family members to join in on the trip to the retirement home, encouraging more community participation.
- The Bill of Rights at the National Archives 6 August 2003
- Frayer Model Map _URL_
- Schoolhouse Rock (video)—"America Rock"-1973. Disney Studios: 1997. ASIN: _PHONE_
Pass out copies of the "Bill of Rights." Ask the students to recall what the "Bill of Rights" is and why the amendments are important. Read the amendments aloud as a group.
Place students into ten cooperative groups (2-3 students per group). Assign each group one of the amendments in the "Bill of Rights." Hand out the Frayer Model. Each group completes the Frayer model for the amendment assigned. After 15 to 20 minutes, have each group present its model to the rest of the class. These responses can then be hung in the classroom.Teacher Note: The Frayer Model is a tool used to help students develop their vocabulary. Frayer believes that students develop a stronger understanding of concepts when they study them in a relational manner. Students write a particular word in the middle of a box and proceed to list characteristics, examples, non-examples, and a definition in other quadrants of the box. They can proceed in any order: using the examples and characteristics to help them formulate a definition, or using the definition to determine examples and non-examples.
Each group collaboratively writes a four-question survey related to the "Bill of Rights." The questions should generate answers that can be grouped and graphed. Examples: Which amendment do you think is most important? Do you think Amendment Two is as important today as it was at the time it was written?
Provide each group computer access to type the survey. They print out enough copies for each group member (and the teacher) and save the survey to a master disk.
Groups bring home their surveys (and copies of the "Bill of Rights") and complete it with their families. The survey results are brought back the following day. Encourage the students to talk with their families about their responses to further understand their opinions and recognize the importance of the amendments to the Constitution.
Groups review and compare results from the survey. The groups decide how they will compile, organize, and display the data gathered, such as in a bar graph, circle graph, chart, etc. The students display their data neatly and creatively. The groups should add a paragraph describing the results of their survey.
All groups present their data to the class. The class discusses any trends evident from the surveys.
Place the students in the same ten cooperative groups from day one. The groups will have the same amendment from the first day (used in the Frayer model). The facilitator hands out the posters of Handout Three: Constitutional Amendment Poster Pages to the appropriate groups. These posters are written in language which is "user friendly," or more modern for the students.
Give the groups fifteen minutes to come up with an action or dance move that shows the meaning of the assigned amendment.
Pass out copies of The Amendment Song. Lead the class through the song to the tune of the "Twelve Days of Christmas." After one time through, have a representative from each group teach the class the creative movement to match each amendment. Sing the song through again with the new movements. Practice several times until everyone knows the song and the motions.
Day Four (may be several days later):
Take the class on a field trip to a local retirement home to share their song (and any related projects/performances) with members of the community. Bring along a poster with the lyrics to allow the residents to join in and sing along.
Assess whether the students know the amendments by passing out blank copies of The Amendment Song (Handout Four). The teacher should decide in advance whether the students fill in either the lyrics to the song or use their own words.
The teacher arranges a field trip to a retirement home (or a younger classroom in the school). The students share their song as a performance. (Other appropriate related projects can be part of the performance.)
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 02. Diverse Cultures
Benchmark E.4 Demonstrate listening skills.
Standard PCS 05. Philanthropy and Government
Benchmark E.2 Identify why rules are important and how not all behaviors are addressed by rules.
Strand PHIL.IV Volunteering and Service
Standard VS 01. Needs Assessment
Benchmark E.1 Identify a need in the school, local community, state, nation, or world.


Take the 2-minute tour ×
Let $\alpha = \frac{1+\sqrt{-19}}{2}$. Let $A = \mathbb Z[\alpha]$. Let's assume that we know that its invertibles are $\{1,-1\}$. During an exercise we proved that:
Lemma: If $(D,g)$ is an Euclidean Domain such that its invertibles are $\{1,-1\}$, and $x$ is an element of minimal degree among the elements that are not invertible, then $D/(x)$ is isomorphic to $\mathbb Z/2\mathbb Z$ or $\mathbb Z/3\mathbb Z$.
Now the exercise asks:
Prove that $A$ is not an Euclidean Domain.
Everything hints to an argument by contradiction: were $(A, d)$ be an ED and $x$ an element of minimal degree among the non invertibles we'd like to show that $A/(x)$ is not isomorphic to $\mathbb Z/2\mathbb Z$ or $\mathbb Z/3\mathbb Z$.
How do we do that? My problem is that, since I don't know what this degree function looks like, I don't know how to choose this $x$!
I know that the elements of $A/(x)$ are of the form $a+(x)$, with $a$ of degree less than $x$ or zero. By minimality of $x$ this means that $a\in \{0, 1, -1\}$. Now I'm lost: how do we derive a contradiction from this?
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3 Answers 3
up vote 7 down vote accepted
What a coincidence, this was a recent homework problem for me as well. Here's an additional hint: Show that $X^2 + X + 5$ does not split over $\mathbb{F}_2$ or $\mathbb{F}_3$. Deduce a contradiction to the minimality of the degree of $x$.
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$X^2-X+5$ doesn't split in $\mathbb F_{2}[X]$ or $\mathbb F_{3}[X]$ because it has no roots in those fields. But it does split in $A[X]$, thus in $A/(x)[X]$. Contradiction! I hope :) – Jacopo Notarstefano Feb 26 '11 at 15:56
_USER_: Yes, something like that. Essentially what happens is that you are forced to conclude that $A/(x)$ is the trivial ring, so $x$ must be a unit, but we already excluded all the units. – Zhen Lin Feb 26 '11 at 16:19
Perhaps you will find enlightening the following sketched proof that $\rm\: \mathbb Z[w],\ w = (1 + \sqrt{-19})/2\ $ is a non-Euclidean PID -- based on a sketch by the eminent number-theorist Hendrik W. Lenstra.
Note that the the proof in Dummit & Foote, uses the Dedekind-Hasse criterion to prove it is a PID, and the universal side divisor criterion to prove it is not Euclidean, is probably the simplest known. The so-called universal side divisor criterion is essentially a special case of research of Lenstra, Motzkin, Samuel, Williams et al. that applies in much wider generality to Euclidean domains. You can obtain a deeper understanding of Euclidean domains from the excellent surveys by Lenstra in Mathematical Intelligencer 1979/1980 (Euclidean Number Fields 1,2,3) and Lemmermeyer's superb survey The Euclidean algorithm in algebraic number fields. Below is said sketched proof of Lenstra, excerpted from George Bergman's web page.
Let $\rm\:w\:$ denote the complex number $\rm\ (1 + \sqrt{-19}/2\:,\:$ and $\rm\:R\:$ the ring $\rm\: Z[w]\:.$ We shall show that $\rm\:R\:$ is a principal ideal domain, but not a Euclidean ring. This is Exercise III.3.8 of Hungerford's Algebra (2nd edition), but no hints are given there; the proof outlined here was sketched for me (Bergman) by H. W. Lenstra, Jr.
$(1)\ $ Verify that $\rm\ w^2\! - w + 5 = 0,\:$ that $\rm\ R = \{m + n\ a\ :\ m, n \in \mathbb Z\} = \{m + n\ \bar a\ :\ m, n \in \mathbb Z\},\:$ where the bar denotes complex conjugation, and that the map $\rm\ x \to |x|^2 = x \bar x\ $ is nonnegative integer-valued and respects multiplication.
$(2)\ $ Deduce that $\rm\ |x|^2 = 1\ $ for all units of $\rm\:R\:,\:$ and using a lower bound on the absolute value of the imaginary part of any noneal member of $\rm\:R\:,\:$ conclude that the only units of $\rm\:R\:$ are $\pm 1\:.$
$(3)\ $ Assuming $\rm\:R\:$ has a Euclidean function $\rm\:h,\:$ let $\rm\:x\ne 0\:$ be a nonunit of $\rm\,R\,$ minimizing $\rm\: h(x).\:$ Show that $\rm\:R/xR\:$ consists of the images in this ring of $\:0\:$ and the units of $\rm\:R\:,\:$ hence has cardinality at most $3$. What nonzero rings are there of such cardinalities? Show $\rm\ w^2 - w + 5 = 0 \ $ has no solution in any of these rings, and deduce a contradiction, showing that R is not Euclidean.
We shall now show that $\rm\:R\:$ is a principal ideal domain. To do this, let $\rm\:I\:$ be any nonzero ideal of $\rm\:R\:,\:$ and $\rm\:x\:$ a nonzero element of $\rm\:I\:$ of least absolute value, i.e., minimizing the integer $\rm\ x \bar x\:.\:$ We shall prove $\rm\ I = x\:R\:.\:$ (Thus, we are using the function $\rm\ x \to x \bar x\ $ as a substitute for a Euclidean function, even though it doesn't enjoy all such properties.)
For convenience, let us "normalize" our problem by taking $\rm\ J = x^{-1}\ I\:.\:$ Thus, $\rm\:J\:$ is an $\rm\:R$-submodule of $\:\mathbb C\:,\:$ containing $\rm\:R\:$ and having no nonzero element of absolute value $< 1\:.\:$ We shall show from these properties that $\rm\: J - R = \emptyset\:,\:$ i.e., that $\rm\ J = R\:.$
$(4)\ $ Show that any element of $\rm\:J\:$ that has distance less than $1$ from some element of $\rm\:R\:$ must belong to $\rm\:R\:.\:$ Deduce that in any element of $\rm\ J - R\:,\:$ the imaginary part must differ from any integral multiple of $\:\sqrt{19}/2\:$ by at least $\:\sqrt{3}/2\:.\:$ (Suggestion: draw a picture showing the set of complex numbers which the preceding observation excludes. However, unless you are told the contrary, this picture does not replace a proof; it is merely to help you find a proof.)
$(5)\ $ Deduce that if $\rm\: J - R\:$ is nonempty, it must contain an element $\rm\:y\:$ with imaginary part in the range $\rm\ [\sqrt{3}/2,\ \sqrt{19}/2 - \sqrt{3}/2]\:,\:$ and real part in the range $\rm\: (-1/2,\ 1/2]\:.$
$(6)\ $ Show that for such a $\rm\: y\:,\:$ the element $\rm\: 2\:y\:$ will have imaginary part too close to $\:\sqrt{19}/2\:$ to lie in $\rm\: J - R\:.\:$ Deduce that $\rm\ y = w/2\ $ or $\rm- \bar w/2\:,\:$ and hence that $\rm\ w\ \bar w/2\ \in J\:.$
$(7)\ $ Compute $\rm\: w\ \bar w/2\:,\:$ and obtain a contradiction. Conclude that $\rm\:R\:$ is a principal ideal domain.
$(8)\ $ What goes wrong with these arguments if we replace $19$ throughout by $17$? By $23$?
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You don't need to know what the degree function looks like to choose $x$: you already chose it when you said "$x$ an element of minimal degree." (By the well-ordering principle, the set of degrees of nonzero, non-unital elements has a least element.)
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I guess I should have phrased my question better. I do understand that this $x$, given a degree function, exists. I'll try to edit my question to


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The Clayton Collection, which is owned by trustees and loaned to English Heritage, has 5,500 catalogued items from a variety of sites along the central section of the Wall. © Trustees of the Clayton Collection
The Clayton Collection - The Curator's Choice
Few people today have heard of John Clayton yet he is one of the single most important individuals in the history of Hadrian's Wall.
Were it not for this remarkbale Victorian gentleman collector and archaeologist large parts of Hadrian's Wall would have disappeared as the industrial revolution fuelled the need for stone to build factories and mills.
Now his collection, which resides at Chesters Roman Fort Museum - adjacent to the remains of the fort, has been re-displayed in a revamped space. The Clayton Collection has 5,500 catalogued items from a variety of sites along the central section of the wall.
Below, Chesters Fort Museum curator, Georgina Plowright, explains why these are her favourite seven objects from the collection:
John Clayton. © Trustees of the Clayton Collection
Incense burners from Coventina's Well near Carrawburgh Fort
The well lay within a small shrine dedicated to the goddess Coventina. She was not just a local Celtic goddess, as she is also known in France and Spain. Both burners have an inscription saying that they were made (and donated) by a man named Saturninus Gabinius.
Made of pottery with rather florid decoration, they are unique in Roman Britain. The small finds are in a case in the small gallery, and the numerous pieces of sculpture from the well are around the walls of the main gallery.
Stone altar giving the name of the first regiment stationed at Chesters
Found in the nearby river in 1978, it confirmed suspicions that the fort had originally been built for a cavalry unit. The altar shows that its name was the Ala Augusta Ob Virtutem Appelata, "the cavalry regiment called Augusta for Valour".
It would be an honour to be called the equivalent of 'the Emperor's Own'. Hadrian's name appears on the altar, confirming that it dates from the original building of Hadrian's Wall. It is under the window in the small gallery.
Part of the re-vamped collection at the Chesters Roman Fort Museum. © Trustees of the Clayton Collection
The Carvoran Modius, a large bronze corn measure found by the postman just outside the fort at Carvoran in 1915
It has lots of mysteries – the Emperor Domitian's name has been erased, its inscription says it contains the odd amount of 17½ sextarii which does not tie up with its estimated volume.
The most likely explanation is that it was the official measure against which a daily ration of 2½ sextarii of corn per soldier could be checked on a weekly basis, and Domitian's name was erased as he was damned after his death.
Finds excavated by John Clayton from the Commanding Officer's bath house in 1840
There are not many of them, and they are not all there, but when we started we didn't know we had any of them.
The combination of the fact that the Rev. John Collingwood Bruce illustrated them in his 1851 edition of The Roman Wall, and the fact that nearly 9,000 items in the collection have been catalogued, many with illustrations on the computer catalogue, meant that previously anonymous objects could be re-identified as coming from this early excavation.
A slection of stone altars (photographed prior to their re-display) in the Clayton Collection. © Trustees of the Clayton Collection
Three stones illustrating hunting themes
They have all been very simply carved with roughly incised lines, and very much have the appearance of being doodles, perhaps of a soldier's daydreams.
One shows two men hunting with a trident, another a man attacking a boar with a trident, and the third simply shows a fine beast, which may be a stag. They are all in different places and careful searching is needed to find them so it's a challenge you can set the kids during a visit.
Large stone with inscription beginning AQVA ADDVCTA'
It goes on to name the Second Cavalry Regiment of Asturians, who came from North West Spain and records that they brought water to Chesters.
The brilliant part is that you can still see the end of their aqueduct where it comes in at the side of the West gate of the fort. The stone is high up on the shelves of the North wall of the big gallery.
Mr Clayton's copy of John Collingwood Bruce's The Roman Wall, 1867 edition
This is the third and best edition with lovely illustrations. A lot of John Clayton's work came into the public domain through Bruce's publications and Bruce is effusive in his dedication about the help that Clayton gave him. It is lovely to think of Mr Clayton sitting in his study leafing through this very volume.
Chesters is one of four major visitor attractions along Hadrian's Wall World Heritage Site in the care of English Heritage. It welcomes around 54,000 visitors a year.


text: According to tradition and testimony, this chasuble—together with its matching stole, maniple, chalice cover, chalice veil, and burse—was made in Sicily, as a gift from his bishop for Nicolo Spedaliere (also recorded as Spitaleri), head priest of the mother church of Partanna. It is entirely feasible that the vestments were made by a women's religious order or at a school that practiced this type of embroidery. The nearly symmetrical pattern of full-blown, seminaturalistic flowers, small blossoms, curving leaves, and scrolls is characteristic of the late Baroque ornament that appears on some Sicilian and Italian vestments from the late seventeenth to the mid-eighteenth century. Similarly typical is the combination of painterly polychrome silk embroidery, worked in long and short stitches and French knots, with metal thread couched in a variety of patterns. Although the chasuble maintains its traditional surface division into central orphrey and side panels, which previously may have been of different materials, there is no structural reason to do so, as the entire decoration is embroidered and the pattern flows over these boundaries.


Black Lamb and Grey Falcon I: Sentences
One reason it is going to take me a long time to read Black Lamb and Grey Falcon is that so many of its individual sentences stop me in my tracks. I've been trying to figure out what it is about them that is so startling (in a good way). Here are some examples of sentences that I've marked in the first 50 or so pages:
All her life her corsets had deformed and impeded her beautiful body, but they did not protect her from the assassin's stiletto. That cut clean through to her heart. Even so her imperial rank had insulated her from emotional and intellectual achievement, but freely admitted sorrow.
 It is certain that he is dying, because he is the centre of a manifestation which would not happen unless the living had been shocked out of their reserve by the presence of death.
 I reflected that if a train were filled with the citizens of the Western Roman Empire in the fourth century they would have made much the same complaints.
It takes the whole of Croatian history to solve the mystery.
[The Habsburgs] were bent on procuring the dissolution of their Empire, on raping time and begetting on her the Sarajevo assassination.
What quality is it in these sentences that makes them so impressive, so exciting? They certainly aren't poetic, if by that we mean something like mellifluous or musical or beautiful–though they are rhythmic and sometimes startlingly metaphorical. I've been thinking that their excitement lies in their intellectual daring: in West's fearless reach from the particular to the historical, from the personal to the philosophical. Though they are eloquent, memorable, dramatic, I don't admire these sentences as examples of rhetorical display–I don't read them and wish I could write like that. Rather, they make me wish I could think like that…and then the writing, perhaps, would follow. It's the voice of someone who has (or at least believes she has) not just the whole of European history at her disposal but the whole of human nature in her sights. 'You can't say that,' they make me exclaim; 'you can't know that.' But she does know it; she does say it.
One thought on "Black Lamb and Grey Falcon I: Sentences
 1. Sam March 27, 2012 / 11:14 pm
 Wow, tremendous post. In a few sentences you get right at the brilliance of West's writing.
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text:
Daily Life in Ancient Egypt
1. Auflage Dezember 2007
2007. 256 Seiten, Hardcover
ISBN 978-1-4051-1855-2 - John Wiley & Sons
Preis inkl. Mehrwertsteuer zzgl. Versandkosten.
Auch verfügbar als Softcover.
Using the life of a young girl and her family as a model, this book recreates the daily life of the middle-class residents of the ancient town of Lahun during Egypt's Middle Kingdom period. This perfect snapshot in time has been painstakingly recreated using recently published textual data and archaeological findings.
* Provides an illuminating and engaging re-construction of what daily life was like in ancient Egypt
* Describes the main issues of everyday life in the town - from education, work, and food preparation to religious rituals, healing techniques, marriages, births, and deaths
* Authentically recreated through the use of recently published textual data and archaeological findings directly from the settlement of Lahun and other sites
* Includes photographs and illustrations of actual artifacts from the settlement of Lahun
Aus dem Inhalt
List of Illustrations.
1 The Setting.
3 Close to Home.
4 The Stuff of Life.
5 Crafts and Trades.
6 Learning Earning and Leisure.


text: A battery utilizes a one way, pressure-relief valve system and Gelled (immobilized) electrolyte to achieve a recombinant technology. Gelled Electrolyte is formed by addition of silicon dioxide (SiO2) to diluted Sulphuric acid (H2SO4). Fused gelled electrolyte not only acts as electrolytic medium for ion movement but also provides infinite small crevices necessary for recombination reaction. Oxygen normally produced on the positive plate is transported to negative plates through crevices formed in fused gel and it is then absorbed by negative plates.This surpasses the production of hydrogen at the negative plates. Water(H2O) is produced instead, retaining the moisture within the battery. It never needs watering, and should never be opened as this would expose the battery to excess oxygen from air.


How to Restore Deleted Computer Games
Deleted computer games can be restored.
If you accidentally delete one or more computer games from your Windows computer, there's no need to fear. You can restore the deleted games from the Recycle Bin back to your computer in a few easy steps. The Recycle Bin is an area of your computer where deleted files are stored until you permanently remove them. You can access the Recycle Bin to restore deleted files.
Step 1
Click "Start > Programs > Accessories > Windows Explorer" to open Windows Explorer. You can use Windows Explorer to view, move, delete, and restore files on your computer.
Step 2
Click "Recycle Bin" to open the area on your computer where deleted files are stored.
Step 3
Click the "Name" column in the right pane of the Windows Explorer window.
Step 4
Scan the list of deleted file names or icons and locate the computer game you want to restore.
Step 5
Right-click the name of the computer game and click "Restore."
If the triangle next to the "Name" column is pointing up, the list of file names is in alphabetical order.
If you need to restore more than one game, repeat steps 4 and 5 until you restore every deleted computer game.


, 2], -E[2, 2], E[1, 2], E[2, 2], length = 0, lty = 2,...)
add_line <- function(A, inits) {
 lines(solve_linear(A, inits = inits), col ='red', lwd = 1.5)
plot_vector_field(A, title = 'The Saddle of Love')
add_line(A, c(3.5, 1))
add_line(A, c(3.5,.75))
add_line(A, -c(3.5, 1))
add_line(A, -c(3.5,.75))
points(0, 0, cex = 1.7)
points(0, 0, cex = 2.2, col = 'white', pch = 20)
plot of chunk unnamed-chunk-11
The figure above visualizes the resulting vector field, the standard basis (solid lines), the eigenvectors (dashed lines), and four example trajectories (red lines). The eigenvectors define different quadrants than the standard basis. If Romeo and Juliet start in the top right or top left eigenquadrant, then their love grows exponentially. If they start in the bottom left or bottom right eigenquadrant, their hate grows exponentially. Note that we again have a saddle point, as there is exponential decay along one eigenvector and exponential growth along the other; only if Romeo and Juliet's initial feelings are exactly on the decaying eigenvector do we end up in a state of indifference.
In the next section, we go beyond the saddle of love and study what different matrices $A$ imply for the stability landscape of love affairs.
A classification of linear systems
All we need to know to classify the relationship between Romeo and Juliet is the trace $\tau = a + d$ and the determinant $\Delta = ad - bc$ of the matrix $A$. We can rewrite these in terms of eigenvalues:
which means that we can characterize a linear system solely by its eigenvalues. If $\lambda_1 < 0$ we have exponential decay and if $\lambda_1 > 0$ we have exponential growth in the direction of the first eigenvector, $\mathbf{v}_1$. The same holds for $\lambda_2$ and $\mathbf{v}_2$.
Keepin' it real: Attracting and repelling nodes
Like you never done before
I can't hear ya any more.
If $\tau^2 - 4\Delta > 0$, both eigenvalues are real. If both are negative, then the origin is an attracting fixed point; if they are positive, the origin is a repelling fixed point. As an example, take this matrix:
which means that Romeo downplays his feelings as strongly as Juliet, but is influenced only half as strongly by Juliet's feeling as Juliet is by his feelings.
The matrix:
shows what both Romeo and Juliet reinforce each other's feeings ($b = 0.50$ and $c = 0.25$) as well as their own ($a = 1$ and d = $0.50$). We know from above that this cannot be mathematically stable!
The figure on the left below shows that indifference is the result of the relationship govenered by $A_1$, regardless of the starting point. Nodes generally have a slow and a fast eigendirection; the larger the eigenvalue, the stronger the pull in the direction of the corresponding eigenvector. For the stable node on the left, the fast eigendirection is clearly given by the negative eigenvector — all trajectories are strongly pulled in its direction; only gradually are they pulled in the other eigendirection until they end up at the origin.
plot of chunk unnamed-chunk-12
The figure on the right shows the relationship governed by $A_2$, which yields a more tumultuous love affair. In particular, Romeo and Juliet always have opposite feelings toward each other that also grow exponentially: Romeo becomes madder and madder in love with Juliet while Juliet becomes more and more hateful towards him, or the reverse — it doesn't matter how loud one of them calls the other, there will be no positive response. The fast eigendirection is now given by the positive eigenvector; all trajectories initially go up (or down) a bit, before they get pulled heavily in the eigenvector's direction, moving almost parallel to it.
In both the above cases, the eigenvalues are distinct. This allows one eigendirection to be slow and the other fast. In the next section, we look at what happens when both eigenvalues are equal.
One-dimensional love
Ah, now I don't hardly know her
But I think I could love her
Crimson and clover
If $\tau^2 - 4\Delta = 0$, the matrix $A$ does not have distinct eigenvalues. We can distinguish two cases. First, as in our very first example, we could have:
which yields a star node: all directions point either to the origin ($\lambda < 0$) or away from it ($\lambda > 0$). We have visualized this vector field for $\lambda = -1$ and $\lambda = 1$ when Romeo met Juliet, so we do not visualize it here. In this case, $A$ is diagonalizable, that is, we can find matrices $\Lambda$ and $E$ such that:
To see this in R, assume that $\lambda = -1$. The following could should give us $A$ back.
check_decomposition <- function(A) {
 eig <- eigen(A)
 E <- eig$vectors
 Lambda <- diag(eig$values)
 E %*% Lambda %*% solve(E)
A <- -diag(2)
## [,1] [,2]
## [1,] -1 0
## [2,] 0 -1
For $A$ to be diagonalizable, we require that $E$, the matrix of eigenvectors, is invertible. A matrix is invertible if it is full rank, which requires that the eigenvectors be independent, that is, they must span the plane. This brings us to the second case. Assume that:
Then the two eigenvalues are again equal, but the eigenvectors are not independent. We can still compute the eigendecomposition in R:
A[1, 2] <- -1
## eigen() decomposition
## $values
## [1] -1 -1
## $vectors
## [,1] [,2]
## [1,] 1 1.000000e+00
## [2,] 0 2.220446e-16
The only eigenvector is $\mathbf{v}_1 = (1, 0)^T$, even though R tells us that there are two distinct ones due to numerical imprecision. If we were to diagonalize the matrix, we would get an error, since $E$ is singular, that is, not invertible:
## Error in solve.default(E): system is computationally singular: reciprocal condition number = 1.11022e-16
We can, however, still visualize the vector field. We now have a degenerate node in which all trajectories are parallel to the eigenvector (which in this case is the x-axis, since $\mathbf{v}_1 = (1, 0)^T$).
plot of chunk unnamed-chunk-16
While we can plot the vector field, we cannot use our diagonalization trick to compute a closed-form solution, since we cannot invert $E$. We could use numerical methods to compute trajectories; I will discuss this in more detail in a follow-up post on nonlinear differential equations for which we generally cannot get a closed-form expression. However, we can get such an expression for linear systems even if $A$ is not diagonalizable by using matrix exponentials. Since this would take us a little too far here, I defer this treatment to the Post Scriptum.
In the next two sections, we complete our classification of linear systems by allowing Romeo and Juliet's love to oscillate.
Spiralling love
Sometimes I feel so happy
Sometimes I feel so sad
Sometimes I feel so happy
But mostly you just make me mad
Baby, you just make me mad
Observe that:
which will be complex if $\tau^2 - 4\Delta < 0$. We rewrite the eigenvalues slightly:
where $\alpha = \tau / 2$ and $\omega = \sqrt{4\Delta - \tau^2} / 2$. The solution to the system of differential equation is still of the form:
However, the $\lambda$'s are now complex which results in:
For $\alpha < 0$ and $\omega \neq 0$ we have dampened oscillations: they decay exponentially. For $\alpha > 0$ and $\omega \neq 0$ we have amplifying oscillations: they grow exponentially. To see this visually, let's take the matrix
This implies that Romeo dampens his own feelings slightly ($a = -0.10$) and feels more love when Juliet hates him and more hate if Juliet loves him ($b = -1$). On the other hand, Juliet does not listen to her own feelings ($d = 0$) and mimicks Romeo's feelings ($c = 1$). Where does this lead the two love birds?
The figure below on


Bermuda Triangle
Bermuda Triangle
The Bermuda Triangle is also known as devil's triangle. Its full name is aka Bermuda Triangle. It is a region which has three corners. It is situated on the NorthAtlantic Ocean. A large number of ships and aircrafts have dissappeared into that triangle. Their dissapearnace is still mysterious and no one know the circumstances or reality behind them. According to the US Navy, the triangle does not actually exist.
The place is believed to have a lot of supernatural entities or extra terrestrial life forms have been reported. The Bermuda triangle was the worst water for shipping in the olden days. The World Wide Fund For Nature has done some research in 2013 which proves that this place is still deadly but not among the most dangerous top ten list in the world.
The area of Bermuda Triangle is 1,300,000 to 3,900,000 kilometre square. It is known as the largest dangerous water land. The Atlantic Ocean has the history of losing many aircraft and ships. But the other parts of the ocean are also very deadly. Some sloppy research has been done as well which confuses some people for over exaggerating the mysteries there. Some people also believe that the legend is fake and there is no such extra life form in the triangle. The faulty reasons have been given for dissappearances as well.
The United States Coast Guards confirm that a large number of ships pass through that triangle still on regular basis. In 1972 an explosion occurred which sank a lot of tankers and coat guard had recovered a lot of bodies. A lot of storms have also raged over the past few years. ational Hurricane Center satellite also detected extreme cold air which resulted in destruction of many vessels there.
The famous flight 19 also disappeared in December 5, 1945, it was believed that aircraft was drowned due to mysterious events and ran out of fuel. The Douglas DC-3also disappeared while during the flight from San Juan, Puerto Rico. A pleasure yacht was found adrift in the Atlantic south of Bermuda on September 26, 1955. The crew vanished while the yacht survived in the sea. That was very mysterious and could not be explained scientifically as well. The hurricane season starts in the Atlantic ocean every year and it results in the disappearance and untimely accidents frequently as well.
There are several movies made on this deadly topic of Bermuda Triangle. The 1977 Airport 77 was a Hollywood Hit among the list of many others.
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How to add a ReadOnly property in C#?
Property - A property is an entity that describes the features of an object.
A property is a piece of data contained within a class that has an exposed interface
for reading/writing. Looking at that definition, you might think you could declare a
public variable in a class and call it a property. While this assumption is somewhat
valid, the true technical term for a public variable in a class is a field. The key
difference between a field and a property is in the inclusion of an interface.
We make use of Get and Set keywords while working with
properties. We prefix the variables used within this code block with an underscore.
Value is a keyword, that holds the value
which is being retrieved or set. See code below to set a property as ReadOnly. If
a property does not have a set accessor, it becomes a ReadOnly property.
Default Values of Types
Const - ReadOnly
Interface Reference, is, as
public class ClassA
private int length = 0;
public ClassA(int propVal)
length = propVal;
public int length
More Interview Questions...


text:
Operating systems and runtime environments typically provide some form of isolation between applications. For example, Microsoft Windows uses processes to isolate applications. This isolation is necessary to ensure that code running in one application cannot adversely affect other, unrelated applications.
Application domains provide an isolation boundary for security, reliability, and versioning, and for unloading assemblies. Application domains are typically created by runtime hosts, which are responsible for bootstrapping the common language runtime before an application is run.
This section explains how to use application domains to provide isolation between assemblies.
In This Section
- Application Domains Overview
Provides an overview of application domains.
- Application Domains and Assemblies
Describes the relationship between application domains and assemblies.
- Application Domains and Threads
Describes the relationship between application domains and operating system threads.
- Programming with Application Domains
Describes how to program with application domains.


Cookies on this website
BACKGROUND: Generalised anxiety disorder (GAD) is a chronic and disabling condition with considerable personal and economic impact. Cognitive behavioural therapy (CBT) is a recommended psychological therapy for GAD; however, there are substantial barriers to accessing treatment. Digital CBT, in particular smartphone-delivered CBT, has the potential to improve accessibility and increase dissemination of CBT. Despite the emerging evidence of smartphone-based psychological interventions for reducing anxiety, effect size scores are typically smaller than in-person interventions, and there is a lack of research assessing the efficacy of smartphone-delivered digital interventions specifically for GAD. METHODS: In the DeLTA trial (DigitaL Therapy for Anxiety), we plan to conduct a parallel-group superiority randomised controlled trial examining the efficacy of a novel smartphone-based digital CBT intervention for GAD compared to a waitlist control. We aim to recruit 242 adults (aged 18 years or above) with moderate-to-severe symptoms of GAD. This trial will be conducted entirely online and will involve assessments at baseline (week 0; immediately preceding randomisation), mid-intervention (week 3), post-intervention (week 6; primary end point) and follow-up (week 10). The primary objective is to evaluate the efficacy of the intervention on GAD symptom severity compared to a waitlist control at post-intervention. Secondary objectives are to examine between-group effects on GAD at follow-up, and to examine the following secondary outcomes at both post-intervention and follow-up: 1) worry; 2) depressive symptoms; 3) wellbeing; 4) quality of life; and 5) sleep difficulty. DISCUSSION: This trial will report findings on the initial efficacy of a novel digital CBT intervention for GAD. Results have the potential to contribute towards the evidence base for digital CBT for GAD and increase the dissemination of CBT. TRIAL REGISTRATION: ISRCTN, ISRCTN12765810. Registered on 11 January 2019.
Original publication
Journal article
Publication Date
Anxiety, CBT, Cognitive behavioural therapy, Digital, GAD, Generalised anxiety disorder, RCT, Randomised controlled trial, Smartphone


text:
1. Where did John Forbes Nash, Jr. grow up? How were Nash's parents described in Chapter One?
John Forbes Nash, Jr. grew up in Bluefield, West Virginia. His parents married on September 6, 1924. They lived in Bluefield in the coal mining mountains of West Virginia and became Episcopalians. The Nash's were respectable middle-classers. John Sr. worked for Appalachian Power and was steadily employed through the Depression.
2. How was John Forbes Nash, Jr. described as a child in Chapter One? When did he develop an interest in mathematics?
As a child, John was a loner but curious and always asking questions. He liked to learn on his own and read books. He had few friends and was awkward in social situations. John's teachers complained that he would not make the effort to do his schoolwork. He became interested in mathematics at the age of thirteen when reading Men of Mathematics.
This section contains 4,137 words
(approx. 14 pages at 300 words per page)


Tortilla Soup Essay
Multicultural Psychology Significance
 Tortilla Soup provides an interesting perspective on the changes in the role of women from a background that has very specific characterization of it. Martin Naranjo's family is imbibed with its Mexican-American but at the same time reflects the modern traditions as reflected in Martin's profession as a chef and in the upbringing of his daughters. However, it is clear that there are unspoken rules regarding the social and gender roles of the daughters both real and created by the individuals themselves.
 Each daughter also reflects distinct personalities and represents characterizations of Hispanic women in society. The movie points out hat these characterizations are not so much prescriptive as they have become inherent in the women that when conflicts arise, a need for intense personal reflection develops. At the same time, the daughters are being challenged to be part of American society and to embody its premise of female emancipation. Another important issue that the film discusses is the changing dynamics of family in American and multicultural societies.
Cultural Themes
 The themes discussed in the movie revolve around social and gender issues. The underlying challenge for Martin's three daughters, Leticia, Carmen and Maribel, is how to define their roles in today's society and how to resolve it with their cultural heritage. Effort has been made to establish that the family that the family is very open to modernity which highlights that the conflict is not a head-on controversy between modern and traditional values. Thus, the cultural themes are explored through personal experience of the daughters.
 The traditional view of Hispanic women is that they are to be most concerned with home and hearth. The social roles of women have been traditionally associated with maternal functions and contrary characterizations are often viewed as the result of bad relationships or a lack of interest or even a hatred of men. In the case of the Martin's daughters, they are all unmarried and have pursued or are pursuing professional interests. Though Leticia has had her unfortunate romance, this is not highlighted as a dominant reason for her single hood but rather there is suggestion of the state being a conscious and deliberate choice.
 Another socio-cultural issue that is being addressed is the consideration of economic and professional interest over personal choice. As illustrated in Carmen's choice not to pursue cooking as a career because of financial security, the need for social and financial security precedes the personal fulfillment in the selection of a profession. Furthermore, there is a realization for all of the characters, particularly in Maribel, the need for cultural identity and acceptance. There is equal pressure for the characters to preserve traditions and the need to be just like everybody else.
 The most major issue that the movie discusses is gender role that result from both tradition and modern ideas. In either case, the issue of conformity is an issue that has to be dealt with. The sisters all have their individual concept of the role of women in society and they all struggle to conform to these notions and at the same time break away from them. More than any other factor related to gender, the aspect that they all struggle most with are notions regarding femininity. In fact, there is no denying that each sister knows that they are women of their time but what they struggle to learn in the movie that femininity is also a personal perspective.
Gender Roles and Cultural Factors
 Gender roles are learned through socialization and society is defined if not bound by culture. At the same time, culture is created by relationship and interactions of these roles. Thus, gender and culture reinforces each other. One interesting facet that the movie highlights is the gender perceptions are both internal and external: it is taught to us but unless people themselves support the idea, then the roles can not persist. Another important realization is that each culture has a different perspective on the gender roles developed by another culture. As seen Hortensia's interactions with the family, these roles often also cause conflict since there are varied interpretations neither of which can reflect fully the perception of another.
 At the same time, whereas family has been the main means of identification for Hispanic women s presented in the movie, the shift of focus to professional life also creates new challenges to attain what have been considered as ideals of the gender which include femininity and maternal roles. The formation of their identity however is dynamic and is continually being influence by the circumstances of the individual sister, their family, their developing social experience and individual search for fulfillment.
Individualistic Versus Collectivist Cultures
 As illustrated by Martin's edict of Sunday dinners to be family affairs, the gatherings are the family's main means of keeping in tough with each other and discussing issues. The tradition is not just a means of maintaining traditions but also assessing the changes in each others' lives. There is a suggestion and even a popularization of the idea that individualism contradicts collectivism.
In the case of Maribel, the struggle is most apparent because of the nature of her social experience: as much as she seems to be the least attached to traditions, she also is has the most clear headed view of her identity and her history. Though there are often contradictions in the perspectives that she presents, her character indicates that the conflict of individualism and collectivism is often mired in a lack of personal resolution or identity.
 Similarly, in the case of Carmen, her choice of pursuing her career instead of pursuing a culinary career like her father reflects the conflict of individualistic identity which is greatly associated with professional development in the workplace. However, it should also be realized that personal value and significance of one's work, it is also often used as a means of identifying one's class or social consequence. Some social scientists even have theorized that these so-called struggles of women between individualistic and collectivist cultures only create glass ceilings that have served to discredit women in the workplace as well as establish social restrictions to the roles they take in society.
Communication Styles and the Theme
 It is apparent from the beginning of the film that the family enjoys a very close and intimate relationship regardless of the undercurrents in the movie. At first it seems that the characters are entrenched in their familial roles however, as the movie develops, it is clear that the characters' rapport extends beyond family ties. Martin's dialogue with his daughters indicates more of a paternal role. In contrast with his interactions with other characters in the film, he is significantly less opinionated and seems to utilize food as his main means of communication.
 As the film develops its conclusion, there is no significant shift in the family roles by the four main characters. American society has greatly emphasizes the individualism where as Mexican or Hispanic traditions play greater value on family or collective identity. For the latter, the tendency may in fact be a consequence of the need to maintain historical identity or a common and shared experience.
In conclusion, the movie presents the idea that as much as people try to create individual identities, cultural backgrounds and perspectives influence them both consciously and subconsciously. The major changes are generally internal in nature but are reflected in the more open exchange between Martin and his daughters. The undercurrents that at the beginning of the movie seemed to threaten conflict are now presented as typical of any family which may remain unspoken but nonetheless accepted.
Ripoll, Maria (2001). Tortilla Soup. California: Samuel Goldwyn Company


text:
From Radiation, Food, EMF
Check your Veggies and Fruits with SOEKS Nitrate Tester! Is your produce really organic? Had your local farmer used chemical fertilizer to accelerate the growth? Afraid that it may be contaminated? Find out with SOEKS Nitrate Tester! SOEKS Nitrate Tester is an indispensable tool that's been developed to calculate the level of nitrates present in fresh food items like fruits, vegetables, fresh meat and child food products.
What are Nitrates?
Nitrates are a primary ingredient in fertilizers used in most industrialized countries. Excess nitrate absorption in your body affects the oxygen carrying capacity of your blood.
Convenient to operate, the tester features a metallic probe which is poked into the food material to examine. Nitrate levels are evaluated by measuring the level of conductivity of high-frequency alternating currents in the product.
The appraised results are displayed in the format of nitrate content in milligrams per kilogram of the analyzed product. It also suggests whether the product analyzed is fit for consumption.
For easy cognizance of nitrate levels, the SOEKS Nitrate Tester displays a message that best describes the degree of nitrate concentration in food objects. The message is either of the following:
- Normal Nitrate Concentration
- Insignificant Nitrate Concentration
- Dangerous Nitrate Concentration
SOEKS Nitrate Tester NUC-019-1 has a preloaded permissible levels of nitrates for the following products:
Apples, Apricots, Bananas, Beets, Early cabbage, Late cabbage, Early carrots, Late carrots, Cucumber soil, Cucumber gr., Eggplant, Grapes, Greens, Pears, Lettuce, Marrow, Melons, Nectarines, Onion Bulbs, Green Onions, Peaches, Sweet Peppers, Persimmon, Potatoes, Black Radish, Garden Radish, Strawberries, Tomato soil, Tomato ground, Watermelons, Fresh Meat.
SOEKS Nitrate Tester can still be used to detect dangerous nitrates levels in fresh vegetables, fruits and meats.
SOEKS Nitrate Tester is a must have device when preparing baby food. Little children are the most affected by nitrates.
- Measures nitrate ion content from 20 to 5,000 mg/kg
- Time to measure: 10 seconds
- Color user friendly display
- 2 AAA batteries or mini USB port
- Two year warranty
- Compact and easy to use
- Measures nitrates in food
- Rechargeable through USB
- Takes 10 seconds to display results
- Vibrant color display
- Weight 9 oz
- Dimensions 7 x 5 x 2 in


text:
The Little A-Plant on the Prairie
Location: West side of the Westin Hotel, north of 104th Avenue and east of Westminster Boulevard.
Artist: Winsor Fireform Fabrication - Tumwater, Wash.
Year Installed: 2011.
How Acquired: Funded by the City of Westminster.
Comments: The history panel is located at the base of one of sixteen custom-designed light towers.
The Little A-Plant on the Prairie
The end of World War II ushered in the atomic age and the Cold War, with both the United States and Soviet Union locked in a race to build nuclear arms. Sixteen miles northwest of downtown Denver, the Atomic Energy Commission constructed the Rocky Flats Atomic Plant upon the isolated open prairie. The first buildings were erected there in 1951, and in 1952 the facility became operational. Over the following decades, numerous additional buildings were constructed and the plant grew to the size of a small city. By the late 1950s, more than 1,800 workers were employed there, a number that rose to more than 5,000 three decades later. In 1972, the site was expanded when Congress authorized the purchase of 4,600 acres of open land around the plant to serve as a buffer zone.
Rocky Flats was active from 1952 to 1989 producing detonators, or "triggers," for nuclear bombs. The triggers, which utilized plutonium and other radioactive materials, initiated the fission reaction that released a bomb's ferocious atomic energy when it was detonated. During its years of production, two primary contractors managed the plant under contract with the Atomic Energy Commission: Dow Chemical (_PHONE_) and Rockwell International (_PHONE_).
Problems began to emerge from the site's operations by the early 1970s, when evidence of radioactive contamination was found in area water bodies and topsoil. Although waste containment and treatment processes were implemented, Rocky Flats continued to be a source of environmental concern. In 1985, area landowners sued the plant for contamination problems. With the anti-nuclear and environmental movements gaining momentum, protestors began gathering outside the facility's gates. Large protests between 1979 and 1983 drew crowds of 10,000 and more, along with speakers such as Sen. Patricia Schroeder and activist Daniel Ellsberg, and singers Peter Yarrow, Jackson Browne and Bonnie Raitt. Area health departments claimed that the incidence of cancer among populations downwind from the plant was higher than among the general population. Both local and state political leaders began to join the public clamor for the plant to be closed.
In 1989, following years of allegations that the plant was causing health problems among nearby urban residents, FBI and EPA agents raided the facility. This raid eventually resulted in a permanent suspension of nuclear production and Rockwell was replaced by EG&G, which managed the site from 1990 through 1995. Although nuclear trigger production halted as the Cold War came to an end, the facility required a massive cleanup effort. Safety and security operations also remained necessary. Environmental remediation was initially expected to take more than sixty years and require an investment of as much as $36 billion. In 1993, the federal government announced that Rocky Flats was officially closed as a weapons production facility and would be solely engaged in environmental cleanup.
During the 1990s and early 2000s, Rocky Flats was the site of one of the nation's largest environmental cleanup efforts as the facility was decommissioned, buildings were demolished, and its grounds remediated. In addition to the physical cleanup, more than a half million pieces of equipment and millions of classified documents had to be processed for storage or disposal. The final stage of work at Rocky Flats was undertaken by Kaiser-Hill, which assumed responsibility for the site in 1995 and completed its cleanup by the end of 2005.


text:
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Menapian Glacial Stage
Menapian Glacial Stage, division of Pleistocene time and deposits in northern Europe (the Pleistocene Epoch began about 2,600,000 years ago and ended about 11,700 years ago). The Menapian Glacial Stage followed the Waal Interglacial Stage and preceded the Cromerian Interglacial Stage, both periods of relatively moderate climatic conditions. Menapian sediments contain the remains of fossil animals and plants (preserved as spores and pollen) adapted to cold climes. The Menapian is correlated with the Baventian Stage of Great Britain, a unit represented by deposits formed in a marine environment.


text:
Submitted by Sally Trowbridge on 14 May, 2012 - 13:00
After struggling to break the ice, the next obstacle is to keep the conversation going beyond the initial conversation. For this reason, this lesson aims to provide students with a bank of around 15 questions that they would feel comfortable asking in a conversation with a new acquaintance. They will also learn more general techniques involving different types of questions and the skill of turn-taking. Finally, they will practise all the skills from the lesson in a role-play game.
Topic: Socialising and keeping conversations going
Romesh Gunesekera was born in Sri Lanka, and has been living and writing in London since the 1970s. His writing is frequently elegiac and wistful, casting reflective eyes at 'the spoiled paradise' of his original home.


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This "acting Governor-General" is known as the Administrator of the Government.
First in line of succession is the Chief Justice, followed by the next most senior member of the New Zealand judiciary.
The Letters Patent provide for an order of succession if:
- the Office of Governor-General is vacant
- the Governor-General is incapacitated
- the Governor-General is outside the country
- the Governor-General is unable to perform her duties.
The Administrator is required to take an oath similar to the Governor-General and may exercise all of the powers of the Governor-General.


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A small green seaweed. It has dark round, forked fronds (branches) with a fuzzy appearance and a velvety or sponged texture.
Up to 30 cm long.
Search area for 30 minutes and record the following:
Abundant: found easily with little searching
Frequent: found with minimal searching
Rare: only 1 or 2 individuals found with intensive searching
Not found: not present during search
There are several other similar Codium species but Codium fragile can usually be distinguished from these by having a dark green rather than light green appearance, and a tubular rather than flat cross section and furry appearance.
A subspecies (Codium fragile tomentosoides) is highly invasive.


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Our 'Have Your Say' resource aligns with levels 3 and 4 of the New Zealand Curriculum. We've also created a 'Votes for Women' resource which aligns with level 4 of the New Zealand Curriculum.
You can also download slideshows and editable PDFs that you can use to help teach these resources.
Have Your Say – New Zealand Curriculum levels 3 and 4
This resource aims to encourage your students to have their say on decisions that affect their lives.
We based this resource on civics education, which helps students engage with and take part in the democratic process.
Use this resource to promote your students' critical thinking and increase their knowledge of citizens' rights and responsibilities to contribute to and take part in decision-making.
Votes for Women – New Zealand Curriculum level 4
Use this resource to connect the suffragists' achievement to how voters engage with and take part in democracy today.


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For sleep quality, Whole Systems Traditional Chinese Medicine (WS-TCM) offers a safe and effective alternative to pharmaceuticals. Many conventional drugs cause negative side effects—including headaches, fatigue, dry mouth, and dizziness. Alternatively, studies have shown that acupuncture enhances slow wave sleep (SWS), a type of deep sleep that occurs in the 3rd and 4th stage of REM sleep. Additionally, research is confirming that acupuncture and herbs in combination improve sleep quality relative to pharmaceuticals, including estazolam—a sedative with serious side effects.
Chinese medicine has been used for thousands of years as a natural and gentle way to improve sleep. At Garden Acupuncture, we also specialize in pediatric sleep treatment, providing needle-free treatments for children as well as pediatric medical massage, dietary guidance, gentle herbs, and sleep hygiene recommendations. Adult and pediatric sleep-related disorders that may be treated with WS-TCM include:
Restless leg syndrome
Sleep is essential for the rest and repair our bodies need. Lack of quality sleep affects your ability to think clearly, react quickly, and form memories, while chronic sleep issues can lead to mood disorders and illness—in both children and adults. We work with our clients to understand not only their symptoms, but the underlying patterns that may be inhibiting sleep. Treatment can include acupuncture, herbs, nutrition, and lifestyle counseling. Relief may come within several visits, continuing to build over the course of treatment.
— David, Brooklyn


Scribble Decoder
New in version 0.5.
Plugin Name: ScribbleDecoder
The ScribbleDecoder is a trivial decoder that makes it possible to set one or more static field values on every decoded message. It is often used in conjunction with another decoder (i.e. in a MultiDecoder w/ cascade_strategy set to "all") to, for example, set the message type of every message to a specific custom value after the messages have been decoded from Protocol Buffers format. Note that this only supports setting the exact same value on every message, if any dynamic computation is required to determine what the value should be, or whether it should be applied to a specific message, a Sandbox Decoder using the provided write_message API call should be used instead.
 - message_fields:
 Subsection defining message fields to populate. Optional representation metadata can be added at the end of the field name using a pipe delimiter i.e. host|ipv4 = "" will create Fields[Host] containing an IPv4 address. Adding a representation string to a standard message header name will cause it to be added as a user defined field, i.e. Payload|json will create Fields[Payload] with a json representation (see Field Variables). Does not support Timestamp or Uuid.
Example (in MultiDecoder context)
type = "MultiDecoder"
subs = ["ProtobufDecoder", "mytype"]
cascade_strategy = "all"
log_sub_errors = true
type = "ScribbleDecoder"
 Type = "MyType"


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1. What is urban renewal? Why do cities undergo urban renewal, and what are the results? 1. Definition of urban renewal Program in which cities identify blighted inner-city neighborhood, acquire the properties from private owners, build new roads and utilities, and turn...Read More
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Our kitchens are usually the family gathering area, and it should be a healthy kitchen. For
the cook, it is their castle and they should be proud of it.
Our kitchen's are where we prepare food, wash little hands, feed pets, and serve guests.
Our kitchens should be free of germs, bacteria, pesticides, and anything harmful.
Our kitchen should be a healthy kitchen, a safe and clean place to be.
Most of the cleaning products we bring home are made with harmful ingredients,
chemicals that are harmful to our skin and to inhale.
Many products say that we should wear gloves when using them. Most of us don't, but
don't realize our skin is absorbing all those harmful chemicals right into our bodies. Most
of the cleaners say to have good ventilation when using their products. We breathe the
chemicals into our lungs, which oxygenate our blood with what, toxins and chemicals.
We eat off of dishes and cook with pans that have residues of the chemicals in our soaps.
Residue is tracked in from pesticides and chemicals used outside, and the inorganic foods
Most kitchens are not a very healthy place at all because of all the chemical cleaners
we use. We should all be using safe natural cleaners and soaps for our kitchens and our
If we buy any inorganic fruits and vegetables they should be washed off with a vegetable
wash. A vegetable wash will at least remove the harmful chemicals from the outside; this
of course does not change what's on the inside? We should be buying organic foods and
products and have filtered drinking water in our kitchens.
With some simple changes we could really have a safe and healthy kitchen to feel great
about, and we will be one step closer to a healthy home.
People who read this article also read:


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The basic difference between fixed investment and inventory investment is the type of goods on which investment is to be made. Firstly, Fixed investment refers to expenditure on investment in capital goods. On the contrast, inventory investment refers to the expenditure incurred on investment in stock.
To know the difference between these two, we must clear the meaning of these terms:
The Content covered in this article:
Meaning of Fixed Investment:-
It refers to the increase in the stock of fixed assets of the producers during a year. In other words, it can be described as the expenditure incurred by producers on purchase of long term assets or capital goods during the year. For example, Plant and machinery, Furniture and Building etc.
It can be calculated as:
Fixed investment during the year = Stock of fixed assets at the end of the year – Stock of fixed assets in beginning of the year
Let's assume, a producer has a stock of 20 machines at the beginning of year i.e. 1st Jan 2020. On 31st December 2020, he has a stock of 35 machines. Thus, the fixed assets stock of producer is increased by 15 machines during the year.
Therefore, fixed investment during the year 2020 = 15 machines.
Due to this, fixed investment is also known as Fixed capital formation. Thus, It means the increase in capital in terms of fixed assets which are used in the process of production for several years.
Meaning of Inventory Investment:-
It refers to the change in the stock of finished, semi-finished and raw material during a year. Here, the finished goods refer to the final goods ready to sale or unsold. And, Semi-finished goods include goods which are in the process of production. Thus, The stock of these goods is known as Inventory stock. It keeps on varying with the passage of time. Hence, the change inventory stock during the year is known as inventory investment of producers.
It can be calculated as:
Inventory investment during the year = Inventory stock at the end of the year – Inventory stock at the beginning of the year.
Let's assume the producer has 1,25,000 units of inventory stock including finished, semi-finished goods and raw material at the beginning of year i.e. 1st Jan 2020. On 31st December 2020, he has 2,25,000 units of inventory stock with him. Thus, the inventory stock of producer is increased by 1,00,000 units.
Inventory stock during the year = 1,00,000 units.
Chart of Difference between Fixed investment and inventory investment:
|Basis of Difference||Fixed Investment||Inventory Investment|
It refers to expenditure incurred on the purchase of fixed assets or capital goods.
|It refers to expenditure incurred on the purchase of raw material, semi-finished or finished goods.|
|Purpose||Here, the purpose is to continue further production.||Here, the purpose is to meet the demands of consumers in case of shortage.|
Can be known as
|It can also be known as Capital investment.||It can also be known as Working Capital investment.|
|Here, the investment can be considered as expenditure on long term assets.||And, this investment can be considered as expenditure on income yielding short term assets.|
Resale of assets
|In this type of investment, the assets are not meant to be resold at any period of time.||Here, the inventory is not meant to be resold immediately but stays in stock to raise inventory level.|
|The stock of fixed assets at the end of the year – Stock of fixed assets in beginning of the year||Inventory stock at the end of the year – Inventory stock at the beginning of the year.|
|In short, It leads to a higher rate of economic growth.||Generally, It avoids the uncertainties related to price and availability of raw material.|
Download the chart:-
If you want to download the chart please download the following image and PDF file:-
Thus, these both investments are essential for any business enterprise. As one is required for further production. And, other is required to make profits.
Thanks Please share with your friends
Comment if you have any question.


text: Literally "peace." In the revised liturgy the kiss of peace, which the priest celebrant at Mass gives to the ministers at the altar and announces to the congregation with the words, "Let us offer each other the sign of peace." the faithful then extend to one another some appropriate sign of peace, as approved by the national (or regional) conference of bishops. In ancient times the pax took place much earlier in the Mass. And for centuries, until the Second Vatican Council, it was given by the celebrant only to those immediately assisting at the altar during a solemn High Mass.


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HEALTH WORKERS: HEROES UNDER THREAT, UNDER PRESSURE
Disasters and emergencies are not new for Dr. Mubashar Shiekh.
Until recently he was Country Representative for WHO's office in Iran.
He has worked in several emergencies internationally and has first hand
experience on the devastation caused by natural disasters and wars.
He knows how emergencies destroy and damage hospitals and health
workers, cutting of health services to survivors and communities when
they are most needed. Now as head of the Global Health Workforce
Alliance1, Dr. Shiekh draws attention to why WHO's call to make hospitals
safe in emergencies is so important, especially from the perspective
of health workers who can be the first victims of a disaster or
the frontline of response.
Tell us a little about your own
experience in emergencies
In 2003, when I was WHO representative in Iran, there was a devastating earthquake in Bam which destroyed almost the entire community within a few seconds. 100% of the health facilities collapsed to the ground and 70% of the health workforce died within the first few minutes of the disaster. You can imagine the situation we were facing - it was an emergency within an emergency situation where the first kind of assistance necessary is providing care and relief to the injured.
In such situations, there are two requirements – the infrastructure and someone to deliver the services. In the Bam situation, we did not have any of those facilities – you can of course build temporary facilities, but if you don't have the trained, the right kind of health workers you are simply in deep trouble. There were a lot of lessons learnt from the Bam disaster. First was that health infrastructure needed to be sustained during an emergency. Second was that we had to have proper preparedness plans. Preparedness plans need to be shared with the staff, who need to be trained on them and the plans need to address the needs not only of patients, but also of the health workers. Subsequently, WHO along with other partners took a number of steps to mobilize health workers from surrounding areas. This was not easy. But I can assure you that if you learn the lessons, things can change over a short period.
We had another earthquake in Lauristan, Iran in April 2006 and because the lessons were learnt – there was a proper preparedness plan, and a warning system. The physical damage in terms of the overall structure was much greater, but the number of people who died, including the health personnel were significantly less compared to what we faced in Bam. This clearly emphasized the need to have functional health systems, which are resilient, which has the basic ingredients to stay functional and also making sure that health workers are available.
Do you think health workers can
be trained to deal with emergencies?
There are a number of existing programmes, but it is an area which needs much greater attention. WHO is also taking the lead in emphasizing various phases of response and emergencies and one of the fundamental response in preparedness – if you want to have better response and relief mitigation efforts subsequently. Within that it is important to also have the staff trained, with a comprehensive plan with clear roles and responsibilities of various levels, categories, and the linkages between various staff. Coordination mechanisms in time of emergencies need to be clear as is having the right kind of back up mechanisms in place – i.e. medicines and other support which are necessary.
How do health workers cope with
Importance must also be given to the psychosocial needs of the health workersit is not only the populations which suffer. More often it is the health workers who are at the forefront. I have seen cases where health workers may have survived, but they have lost members of their family, friends and loved ones. So they are going through a phase where they have the moral responsibility to be at the forefront and help others and at the same time to overcome their grief and personal challenges faced in such emergencies.
How in your view can health workers
be protected in armed conflict?
This is an issue which goes much deeper. We need a response at the political level, leadership level, within sectors and in civil society. Health workers are here to serve everyone and we must recognize that and protect them. We have seen a number of armed conflicts and emergencies which have severely affected the health workforce. We have also seen in countries instances where large populations, including health workers, were forced to migrate for safety reasons, despite their desire to work. We need to make sure they are protected, respected and supported before, during and after emergencies, so that the impact of disasters, natural or otherwise are minimal.
What is your message on this theme
of WHD this year calling countries to
make hospitals safe in emergencies?
From the perspective of the Alliance, this issue is very critical given the fact that globally we are facing a huge shortage of health workers. Reports in 2006 state that we are short of four million health workers globally, especially in countries which are more prone to disasters and emergencies. We are already in the process of helping countries, with WHO and other partners, to address their health worker shortages by scaling up, by providing training programmes, building the infrastructure, building training institutes, improving retention incentives, etc. despite all these we can find ourselves in a situation where there is an emergency which negates all the positive impact and changes so far. That is why it is more important while we are scaling up as an Alliance, the World Health Day message and policy and approach of making sure health facilities are resilient during emergencies is so important. Training programmes of health workers, pre-service as well as in-service training programmes must be part of the curriculum, must address the issues of how they must react before, during and after an emergency. This is the only way if we want to make sure lives are saved and health facilities are functional during an emergency!
1 The mission of the Global Health Workforce Alliance (GHWA) is to work through the coordinated actions of its members to ensure a motivated and skilled workforce is trained, supported and retained in sufficient numbers to overcome the crisis in health care provision, to move towards universal access to prevention, treatment and care against major health problems, and to accelerate achieving the health related Millennium Development Goals (MDG)


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BAZETTA - Locating and identifying various tree species and examining soil erosion were among the challenges local middle school students took part in as part of an annual outdoor environmental competition.
The Trumbull Soil and Water Conservation District hosted its 12th annual Junior Envirothon at Mosquito Lake State Park campgrounds, where sixthto eighth-graders spent several hours working on hands-on outdoor learning tasks at five stations.
Kelly Hardval, education coordinator with Trumbull Soil and Water Conservation District, said 10 teams were tested in categories of soils, forestry, aquatics, wildlife and this year's environmental topic - wetlands.
Hardval said teams met professionals from the Ohio Department of Natural Resources Division of Wildlife, Forestry, Parks and Recreation and Soils as well as independent environmental educators.
''The day's activities combine hands-on learning with spending time in the outdoors. The result is an effective tool to help nurture environmentally aware students," she said.
This year included 55 participants from Champion, Mathews, Mineral Ridge, Bristol and Warren's McGuffey School.
"This is an outdoor academic competition where students working as teams cooperate and test their skills in learning about soils, water and wetlands,'' Hardval said.
Teachers and volunteers helped at the five ecostations set up in the park where there were specific questions and tasks the students needed to solve.
She said the TSCWD hopes the middle school level will help get more students at the high school level involved in an Envirothon that would include competing for scholarship money.
Bristol eighth-grader Lindsay Malcolm and the five members of her team said they have learned about the different types of trees and the wetlands found in the park.
For their activity, Malcolm said they had to find and name different trees.
''I was expecting a lot of hiking and using a lot of science,'' she said.
Tyler Dempsey of Bristol said he learned where to find things in different environments the park.
Champion seventh-grader Arianna Killing said their school has competed before at the Envirothon, but new teams and new schools were involved this year.
The Champion Middle School students selected to take part are involved in the school's science club and scored well on state science tests.
Bethany Delgarbino, a sixth-grade science teacher from Baker Elementary School, said the students from the Mathews school have taken part for many years and share their knowledge with the other students when they return to the school.


ise" means to prevent moving.
Stops an object moving. The name of this spell comes from the films rather than the books but is included here as it is very likely to be the "clever Freezing Charm" used by Hermione to immobilise Cornish Pixies in Professor Lockhart's first Defence Against the Dark Arts lesson. See also "Freezing Charm".
â€œImpedimentumâ€? is Latin for â€œa hindranceâ€?. Use to stop or slow down a person or creature (as opposed to an object).
Imperturbable Charm
Impeturbable means â€œnot able to be disturbedâ€?. Creates a barrier which sounds, objects and people cannot cross.
Impervious means â€œincapable of being affectedâ€?. Used to make an object resistant to water.
Incantation Free Magic
Whilst the vast majority of spells have a notional verbal component, any spell can in fact be cast without speaking by a sufficiently talented wizard. It appears that it is the power of the mind and the body which causes the spell to take effect, and the incantation is merely a vehicle used to help create the necessary mental and physical conditions for the magic to be successful. The more advanced the magic, the more difficult it is to cast without its verbal component, and even Voldemort can be found using the incantation for spells such as Avada Kedavra. Non-verbal magic is taught in the sixth year and above at Hogwarts.
â€œIncarcerateâ€? means to shut in. Summons ropes which then bind the victim.
â€œIncendoâ€? is Latin for â€œset fire toâ€?. Creates fire.
Intruder Charm
The wizarding equivalent of a burglar alarm. It makes an audible signal when the area covered by the charm is entered by somebody or something.
Invisibility Spell
Fred and George Weasley used this spell to good effect in their range of Headless Hats. Hermione was particularly impressed that theyâ€™d managed to make the range of invisibility go beyond the charmed object. This spell is different to Evanesco in that Evanesco actually causes the item to cease to exist rather than simply making it invisible.
Inanimatus Conjurus
From the Latin â€œinanimusâ€?, meaning â€œinanimateâ€?, and the word â€œconjurusâ€?, a derivative of â€œconjureâ€?.
A spell mentioned in passing as homework in Harryâ€™s fifth year. The effect is unknown, but presumably involves conjuring inanimate objects. Professor McGonagall said at another point that Conjuring Spells were NEWT level magic, and so this is probably a simplified version.
Instant Scalping Hex
Removes the hair from the victim â€" instantly. Harry consulted the book "Basic Hexes for the Busy and Vexed" in preparation for the Triwizard tournament and found this spell but discarded it due to the fact that dragons have no hair
Latin for â€œto summonâ€?. Summoning charm, used to make objects fly straight to the spell caster.


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|Feb8-13, 06:53 AM||#1|
Friction conditions on contact point of disc
I have some doubts regarding the friction force on a certain situation. Imagine a disc over a fixed flat surface. Like this:
The disc has two motions, rotational and translational but these are independent of each other. I mean the translational motion does not come from the rotation of the disc, imagine an external force that moves the disc.
Now, with this in mind lets say that the disc is moving from left to right always keeping contact with the surface. At the same time the disc is rotating with an angular velocity clockwise. Because of the different movements, at the contact point, there is slip.
Now to the question itself. What kind of friction do I have at the contact point? Do I have rolling or sliding friction at the contact point? and what direction does the friction force have since the disc is moving to the right but at the contact point the direction of rotation is to the left?
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THE AI 4-D CYCLE
The application of AI can be visualized as a cycle through four phases of activity: Discovery, Dream, Design,
, as shown in Figure 7.2
. Each of the Ds represents different activities and conversations with the common thread of ongoing dialogues that are generative. AI has been used in small groups and large groups for whole system change (Barrett & Fry, 2005). Chapters Sixteen and Seventeen present further information on large group interventions and whole system change.
The Discovery Phase—The Best of What Is
The task in the Discovery phase is to inquire, learn about, and appreciate the best of "what is." The ability to collect strengths-based, life-giving, and future-oriented data is key to the Discovery phase....