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Paparnakis, Anthanasius G. (1993) The biblical foundation of Athanasius' understanding of the nicene homoousion. Masters thesis, Durham University.
In this thesis we attempt to investigate St. Athanasius' defence of the biblical character of the crucial Nicene term "homoousios" which has been called mto question from the very first moment of its emergence in the official ecclesiastical documents until today. In the Introduction we explore two themes: first, the position of the "homoousios" in modem Athanasian scholarship in which we identify three main problems: a) that very little attention has been paid to the relations of the term with the Bible, b) that it is still regarded as a doctrinal development which marked the beginning of importation into the Christian doctrine of ideas alien to the genuine biblical message and c) that the twofold option between "generic" and "numerical" identity is the prevailing view of understanding the meaning of the term. Second, we briefly explore the data provided by the Athanasian pro-homoousion texts which show that he dealt with two problems: a) that the term was not biblical and b) that it implied division of God. As a result, he relates the term with two fundamental biblical doctrines: the natural generation of the Son from the Father and the unity of essence of the Son / with the Father. His main argument is that the objections raised against the "homoousion" spring out of objection to these biblical doctrines and although the term is not included in the Scriptures it fully preserves their message. In view of this, we divided our thesis into two corresponding parts. In the first part we look into the biblical evidence which Athanasius recalls as the source of the doctrine of the Generation of the Son from the Father. We follow his attempt to establish it starting from the conception of the Father as Begetter, going to the act of begetting and finally to the Son as the Offspring of the Father. In the first chapter we investigate his interpretation of the biblical texts to which he refers with regard to the first two points: the Son has the beginning of his existence in the being (=essence) of the Father and therefore the biblical verb which describes his generation is "to beget" and not "to create". We investigate the understanding of the Son as Offspring in the second chapter together with the other Christological titles 'Word' and 'Wisdom' with which he establishes the indivisible nature of the divine generation. In the third chapter we look into the Biblical Paradigms 'lighteffulgence', 'fountain-river' and 'image' which illustrate his understanding emphasizing the spiritual dimension of divine generation. In the second part we look into the biblical doctrine of the Unity of the Son with the Father which Athanasius mainly bases on the Gospel of St. John. He identifies absolute community of attributes between Father and Son in the biblical descriptions of them except the designations 'Father' and 'Son' which are uniquely attributed to them individually. Thus Athanasius concludes in explaining his understanding as unity of being, essence or divinity and duality of names or persons. Both are equally real and true without subordination of the one to the other. The 'homoousion' is understood to maintain both the distinction and the unity of the Father and the Son. Finally in the Conclusions we summarize the results of our discussion focusing on the meaning of the 'homoousion' and the hermeneutical principles that arise out of Athanasius exegesis.
|Item Type:||Thesis (Masters)|
|Award:||Master of Arts|
|Copyright:||Copyright of this thesis is held by the author|
|Deposited On:||16 Nov 2012 10:51|


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Creating a Mailbox
You can create an email account associated with your domain to make your website appear more professional.
To create an email account with your domain name:
- Go to your website's Dashboard.
- Click on the Domain button.
- Select Set Unique Domain from the drop-down list.
- Click on Email Accounts then on New Email Account.
- Choose your account name and password.
- You can forward incoming emails to a different email by checking the Forward emails to a different mailbox checkbox and entering the destination email. Do not forward to the same email that you just created, i.e. the email _EMAIL_ cannot forward emails to _EMAIL_.
- Save the account by clicking on Apply.
- You can create emails with SITE123 that connect to your domain only if your MX records point to SITE123. Read more about Setting MX Records to SITE123.
- The mailbox size is limited to 1GB, while attached files are limited to 15MB in total.

source: openbmb/Ultra-FineWeb


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The effect of project-based learning on academic achievement in a freshman biology classroom
MetadataShow full item record
Biology is a required course for freshman students at my school and the majority of these students will not go on to a future career in science. As such, most do not see the value in taking the class and are unable to make connections between what we learn and occurrences in their everyday lives. This classroom research project focused on the implementation of project-based learning instruction to increase student attitude towards science, increase academic achievement, and reinforce the connection between biology and the real world. Lessons for two treatment units focusing on Mendelian Genetics and Molecular Genetics were taught using the principles behind project-based learning. In each unit, students worked in collaborative groups to solve an overarching problem that tied together all aspects of the unit. At the end of the unit, a project-based learning artifact or final product produced by the group is presented to school, family, and community members. Data was collected in various formats throughout project implementation. Students completed surveys prior to the start and at the end of the project-based learning units. In addition, nine students were interviewed at the mid and end point of the project. Student scores on assessments, such as quizzes and tests, were compared between students in the treatment group taught via project-based learning and students from the 2014-2015 school year who were taught in a more traditional setting. Results showed that while project-based learning did not significantly increase student achievement it also did not negatively impact achievement. This showed that project-based learning instruction was equally effective when compared to the traditional, teacher-centered classroom. Regardless of the lack of achievement gains, students preferred this method of instruction. They found instruction via project-based learning more engaging and thought that it offered a level of flexibility they did not have in previous instructional units. This instructional method works for a large variety of students, in particular, students who prefer hands-on learning experiences.


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FORD CREEK. Ford Creek rises about 1½ miles northeast of Kanawha in northwestern Red River County (at 33°53' N, 95°14' W) and runs first north, then east, for a total of eight miles before reaching its mouth on the Red River (at 33°57' N, 95°10' W). The stream, which is intermittent in its upper reaches, initially traverses an area with loamy soils, changing to clayey near its mouth. The area to the east and south of the stream is generally wooded with pines and hardwoods. On the other side of its lower reaches, however, the land is primarily used to grow sorghum, grain, or cotton.
The following, adapted from the Chicago Manual of Style, 15th edition, is the preferred citation for this article."FORD CREEK," Handbook of Texas Online (_URL_ accessed May 24, 2013. Published by the Texas State Historical Association.

source: HuggingFaceFW/fineweb-edu


Setting Up WebGoat for Pen-testing
Posted on September 21, 2016.
As I have been preparing to teach my security course, I wanted to incorporate a variety of tools into the course so that students gain a more technical understanding regarding security topics such as general DOS commands, cryptography, stegonography, secure networks, access controls, application security, database security, incident disaster and response, etc. Anyway, I searched for effective tools to examine application and database insecurities with a way to track individual student progress. Enters WebGoat. WebGoat allows you test a bunch of insecurities to gain an understanding of possible weaknesses when building a web application and database. You could run the standalone jar file per the instructions; however, I wanted each user to have access to their own account so these were the steps I followed to make this possible:
 1. Download Maven binary zip file, extract it, and save the directory where you want.
 2. Download and install the latest Java JDK.
 3. Add JAVA_HOME to the environment variables by opening System Properties and then clicking Environment Variables on the Advanced tab
 4. Add the path to the JDK you installed in
 5. Enter JAVA_HOME as the Variable name and the directory to your JDK as the Variable value
 6. Click OK twice.
 7. Click edit while selecting Path under the System variables
 8. Add two new path variables %JAVA_HOME%in and the bin folder in the Maven folder you saved in
 9. Click OK twice.
 10. Check to see if Maven is running by running the following in command prompt:
 mvn -v
 11. Install Git.
 12. Open command prompt, navigate to where you want to download WebGoat, and run the following:
 git clone
 git clone
 cd WebGoat
 git checkout develop
 mvn clean compile install
 cd..
 cd WebGoat-Lessons
 git checkout develop
 mvn package
 xcopy "targetplugins*.jar" "..WebGoatwebgoat-containersrcmainwebappplugin_lessons"
 cd..
 13. If you want to add more users to track individual logins, follow these instructions before continuing. Note: The spring-security.xml file is located at WebGoatwebgoat-containersrcmainwebappWEB-INF. If you skip this step you can still login with the guest, webgoat, and server default accounts. If you remove the guest, webgoat, and server account, make sure you delete the following from the login.jsp file located at WebGoatwebgoat-containersrcmainwebappWEB-INFpages:
 The following accounts are built into Webgoat

 AccountUserPassword
 Webgoat Userguestguest
 Webgoat Adminwebgoatwebgoat
 14. The Show Source, Show Solution, Show Plan, Show Hints, and Restart Lesson links will duplicate unless you hide (style="display:none) the following lines of code in the main.jsp file located at WebGoatwebgoat-containersrcmainwebappWEB-INFpages.
 Show Source
 Show Solution
 Show Plan
 Show Hints
 Restart Lesson
 15. Run the standalone jar file:
 cd WebGoat
 mvn package
 cd webgoat-container/target
 java -jar webgoat-container-7.1-SNAPSHOT-war-exec.jar
 Note: you can specify the port or address to run WebGoat by adding the following after the previous line:
 --p --address
 -p -a
 16. Open WebGoat in your browser by visiting:


Taliq is a boy name.
Discover other Famous boy names that start with t
Taliq VIP rank
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Frequently Asked Questions
Is Taliq a popular name?
Over the years Taliq was most popular in 2000. According to the latest US census information Taliq ranks #16861st while according to famousnames.vip Taliq ranks #2nd.
How popular is the name Taliq?
According to the US census in 2018, no boys were born named Taliq, making Taliq the #53913th name more popular among boy names. In 2000 Taliq had the highest rank with 9 boys born that year with this name.
How common is the name Taliq?
Taliq is #53913th in the ranking of most common names in the United States according to he US Census.
When was the name Taliq more popular?
The name Taliq was more popular in 2000 with 9 born in that year.
When was the last time a baby was named Taliq
The last time a baby was named Taliq was in 2010, based on US Census data.
How many people born in 2010 are named Taliq?
In 2010 there were 5 baby boys named Taliq.


MHCS are specialised in the recruitment and consultancy for the Hospitality and Catering sectors
Stress in the Hospitality Sector
The nature of work in the hospitality sector tends to hold irregular working hours and a large amount of pressure. Some mental health professionals state that this is indeed to the effect that substance abuse and mental health issues are not uncommon in this field of work.
If the above factors do not manifest in the workers, it is still highly likely that they have experienced a high level of stress at their workplace. While being a normal part of life, stress levels that are painfully high tend to manifest from fears that one can't cope, or that failure to reach excessive standards is inevitable.
Among many of the challenges that employees of the hospitality sector face, the most common would be emotional demands, repetitive work, overtly negative or long interactions with guests, hard deadlines, sudden changes to new urgent demands, a low influence of the practices and environment they work in, and problems with coordination of shifts.
It is a common fact however that stress is unavoidable, and is even a part of life, with a common mantra being 'Calm seas don't make strong sailors'. While this may be true, stress levels that are too high tend to cause more damage than they do growth, often leading to depression, anxiety, panic attacks and even psychosomatic symptoms such as nausea. The long lasting nature of this stress is counterproductive to even how the human body functions with cortisol. This would cause the above mentioned symptoms, and in turn, reduce performance and efficiency.
Some of the main instigators of these high stress levels include but are not limited to:
 - Management and negative colleagues
 - Unrealistic demands and workloads
 - Large projects
The first point highlights how the work environment and relationships play a massive role in workplace morale, overall motivation and energy. The hardest situation relating to this is where an individual is working for bosses they dislike and who dislike them, along with colleagues from which they are either exclude, or maltreated or berated. To add workplace ethics into the mix, shady business practices can sometimes hammer more stress into workers with a strong moral compass.
The second part of the relationships involves praise and recognition. While workers are not children who ask for cookies after a task completed, respect and recognition for their work (essentially being given credit for their efforts) goes a long way to workplace morale and mental wellbeing.
Based on the results of countless studies on this subject, a first move to help manage stress in the hospitality sector would be to create a work environment where recognition and reward/respect is fostered, fairness and equality amongst workers is demonstrated, and employee relations are held high. To address the final two points, having a strong number of employees to distribute high workloads with less strain would also aid to not overburden workers with tasks they simply cannot perform with their given resources.
All of this is obviously easier said than done, but saying is one step forward to doing. With the strong work demands of this sector, it is of a high priority to nurture people well, and foster a more positive energy in the workplace for the benefit of all involved.
Institute of Hospitality. (2018). Digital Loyalty. Hospitality Quarterly(47), p. 18.


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This page is part of a range of support being offered to schools and governing bodies in the Caerphilly county borough.
It covers a number of publications from local, regional and national bodies on Equalities and Community Cohesion issues, in order to help schools in preparing and delivering equalities objectives and actions within their own school environment to improve the educational experience of children and young people, regardless of their identity, circumstances and background.
All documents are publically available to share and no copyright infringement is intended. They have been brought together into one place on this website in order that our schools and governing bodies have a central resource easily available to them. The information was previously circulated on CD to all schools in the county borough.
Model Schools Strategic Equality Plan
This document is intended to show schools and governing bodies an example of what their own policy could look like. It contains a lot of detail that school may wish to edit or add in local context and is only intended as a guide.
Schools may for example choose to merge and copy parts of other schemes, such as their current race or disability schemes, which this plan will replace as a comprehensive equality plan and set of objectives.
Model Schools Strategic Equality Plan (PDF 75kb)
Governors Wales Equalities Fact File 03/11
This guide was produced jointly by Governors Wales and the Equality and Human Rights Commission (Wales).
Schools have obligations under the Equality Act 2010 as employers, bodies that carry out public functions and as service providers. For Foundation, Voluntary Aided schools, the governing body is the employer whilst in community and Voluntary Controlled schools, the LA is the employer but the governing body is responsible for staffing matters, etc.
Governors Wales Equalities Fact File (PDF 146kb)
Respect and resilience
Learning has the potential to be a very powerful tool in promoting integration and mutual respect. This presents invaluable opportunities for positive cohesion messages to be promoted through learning experiences across all age groups and backgrounds.
The 'Respect and Resilience' document was produced to provide guidance and advice to schools on how they can further develop this highly important area of policy in line with the School Effectiveness Framework. It is clear that schools which are community focused, and the teachers and staff who work with young people, have a crucial role to play in ensuring that they have a safe and supportive environment in which to question things, but also to understand and foster tolerance and respect for others.
Respect and Resilience (PDF 1.5mb)
WLGA guidance - equalities and schools
This is a set of documents produced by the Welsh Local Government Association as a national resource for schools, governing bodies and local education authorities.
Briefing on Public Sector Duties Wales 2011 (PDF 46kb)
Equalities Issues in Education 2011 (PDF 88kb)
Common Equality Risks in Education 2011 (PDF 89kb)


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Very little reference has been made in this guide to the important aspects of if and when it is worth making an investment in a more energy-efficient technology. The great differences between countries and regions in the prices of engines, fuel and skilled labour make it meaningless to present quantitative financial guidelines. However, the following basic calculation should assist a vessel operator in investment decisions. It should be noted that the method is a quick approximation; if a large investment is being considered, a more detailed financial analysis is necessary.
Total cash expenditure should be calculated by summing the purchase price, installation cost, any net lost earnings plus the additional annual maintenance cost incurred by the new investment. The net lost earnings should be estimated from the number of days the vessel will be out of service multiplied by the owner's normal net earnings (after the deduction of costs and crew share) from the vessel per day.
The money to be invested could have been left in the bank to earn interest, which is effectively lost. Lost interest is calculated by multiplying the bank interest rate by the total cash expenditure. The total cost is the sum of the lost interest and the total cash expenditure.
The anticipated annual fuel savings should be estimated from the fuel savings figures related to the new investment (such as those presented in this guide), multiplied by the present annual total expenditure on fuel. The latter should be estimated from current records.
The payback period for the investment is then calculated by dividing the total cost by the expected reduction in fuel cost, and multiplying by 12 in order to convert from years to months. It is very important for the payback period to be shorter than the useful life of the item(s) to be purchased.
The chart shown here is an example only and is not based on a particular case.
Figure 14: Example assessment of investment in energy-efficient technology


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Chinese date or jujube (Ziziphus jujuba) is a deciduous, smallto medium-sized tree that bears edible fruit. Grown in China for over 4,000 years, jujube has hundreds of named cultivars there. The round to oval fruit is crisp when mature, tasting something like a green apple. When ripe and somewhat dry, fruits resemble dates. Each fruit contains a central stone with two seeds. Chosen cultivars are usually grafted or budded onto seedling rootstock.
Trees can reach 30 feet tall, but vary according to the cultivar. Small, fragrant greenish flowers appear in late spring to summer. Leaves are oval, 1/2 inch long and shiny bright green, turning yellow in fall. Branches have a varying amount of thorns, with wild jujubes very thorny and some cultivars almost thornless. Grafted trees and wild-type trees produce many root suckers, sometimes a distance away from the parent tree. These root suckers are sometimes used as rootstock when grafting jujubes. Fruits range from cherry size to plum size and are green when immature. They change from yellow blotched with mahogany to completely red as they ripen. Ripe fruit soon softens and becomes wrinkled. Fruits are eaten fresh, dried or candied.
Grafting and Budding
Sour jujube (Ziziphus spinosa) rootstock is commonly grafted using the tongue or whip method. Remove the top of the rootstock with a slanted cut and make a matching cut on the scion, fitting the cuts together. Wrap with grafting tape until the tissues grow together. In budding, common methods are T or I budding or shield budding. To bud the scion to the rootstock, make a T-shaped or I-shaped cut through the bark of the rootstock and insert a single bud taken from the scion under the bark. Wrap the area with grafting tape with just the bud showing.
Growing jujube from cuttings is not very successful. There are some indications that jujube will root from softor hardwood cuttings, but in practicality jujubes are not propagated from cuttings. Some reports of success come from the Soviet Union in rooting many cultivars readily from softwood cuttings. The closely related Indian jujube (Ziziphus mauritiana) can be rooted successfully by air layering branches using rooting hormones. Successful rooting of cuttings taken of 2-year-old wood was also reported for Indian jujube.
Except for raising plants for use as rootstock, Chinese jujubes are not grown from seed. For one thing, seeds have a low germination rate. In Indian jujube, removing the seeds from the hard stone that encases them increases germination rates. Soaking the stones in water for 48 hours prior to planting also resulted in better germination. Another reason not to grow trees from seed is that seed do not produce plants that are true to the cultivar. Cultivars can produce fruits without cross-pollination, but the seeds are usually not viable.
Your Planting Articles
- University of Florida Cooperative Extension Service Fact Sheet: The Chinese Jujube
- California Rare Fruit Growers: Jujube
- New Mexico State University Cooperative Extension Service: Jujube: Chinese Date in New Mexico
- Propagation of Horticultural Crops; S. Rajan, S. Rajan and B. L. Markose
- Purdue University NewCrop: Indian Jujube
- Government of Western Australia Department of Agriculture and Food: Growing Chinese Jujubes in WA
- The Encyclopedia of Fruits and Nuts; Jules Janick, Robert E. Paull
- Texas A&M Aggie Horticulture: Whip Grafting
- Texas A&M Aggie Horticulture: Plant Propagation: T or Shield Budding


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Central Rivers Social Studies Learning
Social Studies provides students with skills and knowledge necessary to help make a positive impact on the future. At Central Rivers AEA we are dedicated to providing educators with the most current, research based resources. Best practice in Social Studies involves asking in depth questions and using a variety of sources to create informed answers. The process of Inquiry challenges students to think creatively and cite evidence that is based in fact. Students will learn to communicate their reasoning in clear and concise forms. In a progression of skills and higher order thinking, students will become ready for college, career, and civic life.
Inquiry and Active Learning Research Materials
- Trevor MacKenzie
- Dan Rothstein
- Douglas Fisher
- Warren Berger
- Sam Wineburg
- Jay McTighe
- Releah Cossett Lent
- John Hattie
- Judith C. Hochman
- Jacy Ippolito
- Dylan Wiliam
Iowa Department of Education Quick Links
- Iowa Council for the Social Studies Homepage
- Iowa K-12 CORE Social Studies Standards
- Iowa CORE Shifts in Social Studies Instruction
- Iowa Social Studies Resource Page
- Calendar – Social Studies Events and Learning
Central Rivers Resource Quick Links
- AEA Course Registration Login
- Central Rivers LMS Online Learning
- Central Rivers Digital Resources
- Central Rivers AEA Media Services
Curriculum – Resource Quick Links
- Iowa Department of Cultural Affairs – Museum and Educational Resources
- Goldie's History Kits – Free resources designed specifically for Iowa, K-5.
- Iowa Primary Source Sets – Grade Level and Iowa Standard specific primary source materials.
- Read Iowa History – Free downloadable lesson for K-5 educators on how to integrage Iowa's Primary Source sets.
- Library of Congress – Primary Source Information
- Everyday Inquiry in The Elementary Classroom – Georgia Standards Youtube Channel
- iCivics – Offering freely accessible resources that enhance classrooms.
- OER Big History Project – Free, online courses in History and World History.
- Smithsonian's History Explorer – Free grade level lessons and resources.


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Victor Hugo biography
Victor Marie Hugo was born in Besançon, France, on February 26, 1802, to mother Sophie Trébuche and father Joseph-Léopold-Sigisbert Hugo, who later served as a general in Napoleon's army. Victor Hugo studied the law before poetry lured him away. While his first publications were mostly verse, his novel The Hunchback of Notre-Dame (1831) was a huge success. In 1862, Hugo published Les Misérables, considered one of the greatest works of the 19th century.


New feed for M'sian goats and cattle
RESEARCHERS from International Islamic University Malaysia (IIUM) have formulated a new feedstock for goats and cattle using a local Malaysian crop called Napier grass. The grass is combined with molasses, microbes, vitamins and minerals to optimize fermentation, ultimately producing a fodder or "silage" in 21 days that can last for up to two years. The long-lasting silage can help stabilize
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VBA and Field Codes in MS Word
Using Visual Basic for Applications (VBA) to work with Word's field codes can seem a bit tricky at first, compared to manual field code management. But the time savings that VBA code provides easily justifies the initial effort to write it.
When using VBA to manage Word's field codes, you'll want to implement these functions: adding field codes, deleting them, and navigating to them. The VBA program code in this article implements these functions.
Install the program code
Install the program as follows:
Open Word 2007 and enter the Visual Basic IDE (integrated development environment) by pressing alt-F11. In the Project window, select Normal, then create a new user form by selecting Insert>User Form.
Using one ListBox and two button controls from the control Toolbox, design a form that looks like the following figure. Be sure to create the Delete Field button before the Close button.
Tip: set the text for the button controls by right-clicking them, choosing Properties, then setting the Caption property to the appropriate text do "Delete Field" and "Close."
When you've finished designing the form's appearance, install the program code to make the form work: double-click the form to enter the code window, and paste the following code into that window:
Private Sub CommandButton1_Click()
'Delete a field and remove it from the listbox
ActiveDocument.Fields(ListBox1.ListIndex + 1).Delete
'Delete from list
Private Sub CommandButton2_Click()
Private Sub ListBox1_DblClick(ByVal Cancel As MSForms.ReturnBoolean)
Dim s As String
Dim i As Integer
'Which item was double-clicked? Navigate to it
i = ListBox1.ListIndex
ActiveDocument.Fields(i + 1).Select
Private Sub UserForm_Initialize()
'Load the list box with the field code text from each field code in the main document
Dim i As Integer
Dim s As String
For i = 1 To ActiveDocument.Fields.Count
s = ActiveDocument.Fields(i).Code
Use the Form
Double-click Normal>Microsoft Word Objects>ThisDocument in the Project window. Enter the following code in the code window:
Public Sub showFieldForm()
That subroutine lets us call up the user form from Word. Return to Word and create some field codes in a document. Try inserting these:
– Insert>Quick Parts> Field>Date&Time, with the Update Automatically option checked
– Insert>Quick Parts>Field>Author
– Insert>Quick Parts>Field>NumWords
Run the user form you created by pressing alt-F8 and double-clicking the macro showFieldForm in the macro list. When the user form appears, notice the items in its listbox: all the field codes you entered. Double click one or two to navigate to, then press Delete to delete them. Close the form to notice the deleted fields.
Creating Field Codes Programmatically
The previous exercise showed how to navigate and delete field codes from VBA, but how and when might you use VBA to create them? Consider this scenario:
You're typing a letter that might go out to several different people, but you don't want to trouble with the multi-step process of creating a mail merge. You can instead use field codes to display the letter's addressee anywhere in the letter. When you change the addressee's name, the field codes will automatically change to display it.
Enter the Field-Creation Program Code
This task will make use of both field codes and bookmarks. Start with the field code functionality first: re-enter the Visual Basic IDE by pressing alt-F11. Double-click Normal>Microsoft Word Objects>ThisDocument on the Properties window, and select a clear space to enter the following code into:
Public Sub insertLink()
Dim p, q, s As String
'create the link field code text
p = ActiveDocument.FullName
q = Replace(p, "\", "\\") 'Must escape filename backslashes
s = "link word.document.12 " & q & " bm \a \r"
Selection.Fields.Add Range:=Selection.Range, Text:=s
Return to Word and assign a shortcut key to the macro: click the round MS Office button, then Word Options>Customize, and then the Customize button next to Keyboard shortcut. In the Customize keyboard window, select the Macro category and the InsertLink Macro. Enter a shortcut like Alt-L, then close the window.
While you're still in the Word Options window, select the option to display bookmarks: Choose Advanced, scroll down to the "Show document content" heading, and check the Show bookmark checkbox. Return to the main document.
Compose the letter in our letter-writing scenario. Start the letter with this greeting:
Dear Mr. Perkins:
Bookmark the addressee, Mr. Perkins: select the "Mr. Perkins" text, click Insert>Bookmark, then add the bookmark "bm" to the selected text. Close the window to return to Word, and resume the letter writing with the following text, being sure to follow the instructions to "press alt-L."
The Halibut was delicious. Thank you for taking the time to prepare it. You are truly one-of-a kind, [press alt-L]. Finding another like you would be an impossible task.
So long, [press alt-L], and thanks for all the fish.
When you're done writing the letter, update its field codes by selecting the whole document and pressing F9. The field codes will display the text you bookmarked: Mr. Perkins. Change the addressee now: position the cursor just inside the left brace of the "Mr. Perkins" bookmark. Type in "Mrs. Tillman" (without quotes), and delete the extra text up to the closing brace.
Select the whole document and press ctrl-A once again to update the field codes, which should now show "Mrs. Tillman."
For further exploration
The code examples in this article showed you how to navigate to, delete and create field codes from Visual Basic for Applications. If your documents use field codes, you can now more ably manage them by applying and customizing the programming examples.
References: Microsoft Office Online: Word's Field Codes


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A Lawyer Presents The Case For The Afterlife, The Irrefutable Objective Evidence, a website created by Victor Zammit, retired Solicitor of the Supreme Court of New South Wales and the High Court of Australia
This updated website establishes the basic case for the existence of the afterlife. It contains a book with 29 separate chapters which deal with a wide variety of independent evidence which support this case. Sections introduce the following sources of this evidence:
- Electronic Voice Phenomena and Instrumental Communication--Physical devices which produce voices and other manifestations which are believed to come from spirits and can communicate responsively with investigators.
- Mediums--Persons who have the capability to produce messages and in some cases other physical effects which appear to originate from the spirit world.
- Out of Body and Near-Death Experiences--These have been experienced by millions of people and can involve recollections of mobility independent of one's body (which is often in a "death-like" state), travel to a spiritual world, communication with spiritual entities, and from time to time observations which could not have been made from their bodies.
- Apparitions and Poltergeists--Ghosts or the images of people who are believed to have died seen frequently under a variety of conditions.
- Deathbed Visions--Reports of visions of spiritual entities and conversation with loved ones who have previously died made by people in their final hours of life.
- Xenoglossy--An apparent spirit commmunication through the body of a living human, demonstrating the ability to converse in a foreign language which has never been learned.
- Reincarnation--The recollection and evidence of one or more past lives.
Besides these sources of evidence, this website contains a summary of the evidence for an afterlife, the results of direct communication with spiritual entities, essential features of the afterlife, a bibliography, website links, and several hypotheses about revisions to the laws of physics that would help explain phenomena described in this site.
Reasons to Visit this Website
This website deserves an extended visit because it contains a broad set of information about evidence for the afterlife, derived from many sources. It provides an alternate framework into which this site material, which is generally in greater depth, can be placed. Finally, it can be absorbed rapidly and at essentially zero cost because of its web format.
| Home Page |


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Crystalline Glaze Chemistry Several have inquired about this specialty glaze in recent months, so I thought I would post an introduction into crystalline chemistry. The very first thing to do with this glaze is: throw out your glaze calculator and UMF spreadsheet: they do not apply to this glaze nor can you bring it into unity. Basic cone 6 through 10 crystalline recipe is: 50% ferro frit 3110, 25% zinc oxide, 25% silica 325m, and a seeding agent (see later). ^ Lithium carbonate flux additions discussed later. This is the basic crystalline glaze recipe, regardless of what cone you are firing to. However, crystalline glaze requires high fluidity of the glaze, so a high cone five is the minimum temperature level. It can be fired under five, but it takes a fair deal of chemistry to achieve it; so perhaps later it will be discussed. The reason you see so much variation in this basic recipe is because so many variables effect its outcome. Most of the variations are artistic preferences being inserted to control crystal size, population, and growth patterns. Likewise, the wide variance in firing ramp holds are due to kiln size, crystal development, peak cone temperature, and in many cases because the kilns were never calibrated by using cone packs or pyrometers to adjust thermocouple readings. An example: a ramp hold is stated as 2002F, but that same temperature could be 1992 or 2018F in your kiln. Frit 3110 is the standard and most reliable frit used in the crystalline recipe. There are frits used such as Fusion Frit 644, and others. If Ferro Frit 3110 is not available in your region, then use the chemical analysis of 3110 as a guide to compare available frits. Match the chemistry of your available frit as closely as possible to the chemistry of frit 3110. 50% of the basic recipe is frit, it alone makes up the glassy matrix of the glaze. Although silica is being added to this recipe, that silica addition serves a specific function other than being a glass former. Yes, the silica will add to the glass content, yet it is being added for feedstock for crystals to form. Frit is ground up glass that has already been melted at high temperatures; so the chemistry required to form glass in a glaze is not a consideration. Crystalline glaze requires a thick application of glaze, and crystals require a thick layer of molten glass to grow in. So lowering the frit level in this basic recipe also means you are restricting the glass level in which they grow. You rarely see the level of frit deviate from this basic recipe, and when it is adjusted: those adjustments are minimal. Crystalline glaze or crystals are chemically known as zinc-silicate crystals. Crystals form an ionic bond between zinc and silica: which is why equal parts of each comprise the basic recipe. Yes zinc adds opacity to the glaze and silica is a glass former: but neither addition is present in the recipe for those reasons. Zinc and silica are added and adjusted to form crystals, the additional glass formed or opacity added are secondary reactions. So the adjustments you see in various recipes are to manipulate crystal growth and population, and secondary â€œglaze chemistryâ€ is not a consideration. Nerd (TJA 2017) Edit 8-12-2017 for spacing and grammar. Edit 8-13-2017 Explanation of temperature in first paragraph amended.


text:
The Celebration of Reconciliation
In Chapter 16 the students learn about the celebration of the sacrament of Reconciliation and the Rite of Reconciliation for several and individual penitents.
- Click here for the Chapter 16 activity.
Distribute the activity sheets. Read the directions aloud. Using a paper clip and the tip of a pen or pencil, demonstrate how to make the spinner for the game. Encourage the students to use their We Believe texts to help them write their questions for the "Wheel of Reconciliation" game. Give the students time to complete the each part of the "wheel" with a question about the sacrament of Reconciliation. Then, have students work with a partner to play the game. Partners should exchange "wheels" and take turns by "spinning" and recording their answers. When all questions have been answered on each "wheel" ask the partners to use their We Believe texts to help score and tally each others' answers. Correct answers are worth one point.
Answers will vary.
Multiple Intelligences: Linguistic, Bodily/Kinesthetic, Interpersonal, Logical/Mathematical


Excerpt: 'Happiest Toddler on the Block'
In his new book, The Happiest Toddler on the Block, Dr. Harvey Karp explains that if you talk to your tantrum-prone toddler in what he calls "toddler-ese," the tantrums should stop.
Read an excerpt from The Happiest Toddler on the Block, which is also on video/DVD, by Dr. Harvey Karp.
You can also find more information on Dr. Karp's techniques at _URL_.
EXCERPTS: The Happiest Toddler on the Block,
—Ernest Hemingway
Main Points:
The Fast-Food Rule is the best way to talk to any upset person: Before saying what you think, repeat what he said — with sincerity. If you skip the Fast-Food Rule, your irate friend may not be able to listen to you. When your child is upset, it helps to translate what you say to him into Toddler-ese (his native language). Toddler-ese has four characteristics: very short phrases, repetition, emphasis, and gesturing.
How Do You Say That in Toddler-ese? Communication That Really Works!
Toddler-ese takes some practice-but it will help you be a better, and happier, parent. You are about to learn a new and highly effective way to defuse your toddler's outbursts with love and respect. It's based on understanding how his prehistoric mind works.
First, let's start with a little quiz. Which best describes your toddler's mind?
1. A neatly manicured park 2. A rolling green meadow 3. A jungle If you answered (3) "A jungle," you're absolutely right! Toddlers are sweet and fun, but they're also wild and disorganized. This is especially true when your child gets upset (angry, frustrated, hurt, etc.). As ambassador to your little jungle pal, your job will be much easier once you learn to speak his language (complete with grunts, gestures, and short, primitive phrases)! Becoming fluent in his language is nothing less than your ticket to a fun, wonderful relationship. But before being trained in Toddler-ese, you must first master the numberone law of speaking with anyone who is upset-the Fast-Food Rule!
Okay, I know that burgers and fries are not very prehistoric. But I hope that this funny name will help you remember this important concept forever! Once you've learned it, I'll show you how to translate the Fast-Food technique into Toddler-ese. Together they will be your miracle potion for quickly calming your toddler.
The Fast-Food Rule: The Golden Rule of Communication In conversations you have to take turns-and whoever is most upset goes first! — Karp's rule of communication
The Fast-Food Rule is simple: Before you tell an upset person your concerns, you must repeat back his-with total sincerity. It is a very simple rule and once you master it, you'll be able to make the person you're listening to feel understood, respected, and cared about.
Here's how it works (and why my patients named it the Fast-Food Rule):
The Fast-Food Rule, Step 1: REPEAT the message you hear Burger joints have their problems, but they do one thing incredibly well: taking customers' orders.
Imagine you're at the drive-through. A voice crackles over a speaker, "Can I take your order?"
You reply, "I'd like a burger and fries."
What does the order-taker say back to you?
"What's the matter? Were you too lazy to cook tonight?"
"Do you realize how much fat is in that meal?" "That will be four dollars."
The answer is none of the above!
No. The first thing she does is repeat your order back to you!
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Busy-Wait Protocol ================== process P1; loop enter1 := true; { wants to enter } turn := "P2"; { but yields priority } while enter2 and turn = "P2" do skip; Critical Section; enter1 := false; { exits } Non-critical Section; end; end; process P2; loop enter2 := true; turn := "P1"; while enter1 and turn = "P1" do skip; Critical Section; enter2 := false; Non-critical Section; end; end; Mutual exclusion: ================= When P1 enters its CS, we know that enter1 = true and that either (1) enter2 = false, or (2) turn = "P1". (1) If enter2 = false, then P2 has entered its non-CS, will set enter2 = true and turn = "P1". Since enter1 = true, it will then busy-wait till P1 leaves its CS. (2) Else, if turn = "P1", then we know that P2 set turn = "P1" *after* P1 set enter1 = true and turn = "P2". So P2 must be busy-waiting! Fairness: ========= If P1 is busy-waiting, then enter1 = true, enter2 = true and turn = "P2". Eventually P2 will go around the loop and set turn = "P1", letting P1 proceed and forcing P2 to busy-wait. Similarly, if P2 wants to get into its CS, P1 will eventually let it do so, as long as its CS and non-CS eventually terminate.


text:
Door of communication
Communication (from Latin commūnicāre, meaning "to share" ) is the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. It is the meaningful exchange of information between two or more living creatures.
Sketch and photo by Dongeun Lee
A door is an opening or closing structure used to block off an entrance, typically consisting of an interior side that faces the inside of a space and an exterior side that faces the outside of that space.
Door of Given : 1 The waterfall, 2 The Illuminating Gas. 1946-66. Mixed-media assemblage, approximately 95 1/2 in, high,70 in. wide, including: an old wooden door, bricks, velvet, wood, leather stretched over an armature of metal and other material, twigs, aluminium, iron, glass, plexiglass, linoleum, cotton,electric lights, gas lamp (Bec Auer type), motor, etc. Philadelphia Museum of Art, Gift of the Cassandra Foundation, Cat. 186
Open the door with communication
Compassionate communication skills can dramatically improve the quality of your life. Express concerns openly and honestly in a way that invites understanding instead of defensiveness. Develop empathetic understanding of others without compromising your own values. Even in situations of long-standing conflict or hostility, our communication process can open new doors to understanding and partnership.
75 x 147 cm, mixed media on wood door
When people are in conversation with each other not only speak with sound but also gaze eyes. Sometimes, even though between two persons talk about the same subject, someone lead the dialogue as a higher vantage position in perspective, and another person become a good listener with posture of heart by reducing.
To be continue……


text: Mesoproterozoic A-type magmatic rocks in the Gawler Craton, Curnamona Province and eastern Mount Isa Inlier, form a palaeo-curvilinear belt for reconstructed plate orientations. The oldest igneous rocks in the Gawler Craton are the Hiltaba Granite Suite: c. 1600–1575 Ma. The youngest in the Mount Isa Inlier are the Williams-Naraku Batholiths: c. 1545–1500 Ma. The belt is interpreted as a segment of a hotspot track that evolved between c. 1600 and 1500 Ma. This hotspot track may define a quasilinear part of Australia's motion between 1636 and 1500 Ma, and suggests that Australia drifted to high latitudes. An implication of this interpretation is that Australia and Laurentia may not have been fellow travellers leading to the formation of Rodinia. A hotspot model for A-type magmatism in Australia differs from geodynamic models for this style of magmatism on other continents. This suggests that multiple geologic processes may be responsible for the genesis of Proterozoic A-type magmas.


Bistable perception
Necker_cubeBistable perception is a phenomenon caused by a visual stimulus, which generates two different perceptions in the subject who sees it. Bistable perception instances result in particular from:
– The Necker cube
– the Rubin's vase
– The duck / rabbit illusion
Cases of bistable perception attract the interest because they raise questions about the causes that lead to the bistable phenomenon of perception, but also because there are individual differences in this type of sensitive perception. In particular, the frequency changes or the duration of one of the alternative perceptions vary considerably among individuals. This raises questions about the factors that induce this or that particular response with regard to this phenomenon, in a given individual.
The bistable perception can also be regarded as a special case of multi-stable perception, where only two different views are possible from the same stimulus.
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An instance of one-sideness bias
Let us consider the following (in deductive form) instance of the one-sidedness bias, mentioned by Philippe Boulanger (2000, p. 3)1. Ulam estimates that if a company were to achieve a level of workforce large enough, its performance would be paralysed by the many internal conflicts that would result. Ulam estimates that the number of conflicts between people would increase according to the square of the number of employees, while the impact on the work that would result would only grow as a function of. Thus, according to this argument, it is not desirable that the number of employees within a company becomes important. However, it turns out that Ulam's reasoning is fallacious, as Boulanger points it out, for it focuses exclusively on the conflictual relations between employees. But the 2 relationships among the company employees can well be confrontational, but may include as well collaborative relationships that are quite beneficial for the company. And so there is no reason to favour conflictual relationships with respect to collaborative ones. And when among 2 relationships established between the company employees, some are genuine collaborative relationships, the effect is, instead, of improving business performance. Therefore, we can not legitimately conclude that it is not desirable that the workforce of a company reaches a large size.
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Dual poles
fig2The dual poles can de defined as neutral concepts, which come in pairs, and are such that each of them is defined as the opposite of the other. For example, internal can be defined as the opposite of external and symmetrically, external can be defined as the contrary of internal. In a sense, there is no primitive notion here and neither A nor Ā of the dual poles can be regarded as the primitive notion.
Examples of dual poles are: static, dynamic, internal, external, qualitative, quantitative, absolute, relative, diachronic, synchronic, etc..
The dual poles are neutral concepts, as well as simple qualities. They also differ from vague notions.
The dual poles are neutral concepts, i.e. concepts that present no ameliorative or pejorative nuance. In this sense, external, internal, concrete, abstract, etc.., are dual poles, unlike concepts such as beautiful, ugly, brave, which present either a ameliorative or pejorative shade, and are therefore non-neutral, since beautiful has a positive connotation and ugly has a pejorative connotation.
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Dialectical monism in Aztec philosophy
Reference: James Maffie, Aztec Philosophy, Internet Encyclopedia of Philosophy
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Dialectical monism in Heraclitus
In the antique Western world, dialectical monism appears not much widespread. But we notably find an elaborate form of dialectical monism in Heraclitus. Several fragments of the philosophy of Heraclitus reflect the expression of this unity that results from the joint presence of two dual principles. For example, the Eigth fragment:
and also the Tenth fragment:
Things grasped together: things whole, things not whole; being brought together, being separated; consonant, dissonant. Out of all things one thing, out of one thing all things.
Here we find the expression of dialectical monism, through the union of opposites. We see how the dialectic proceeds from the union of opposites : the consonant and dissonant. This dialectical approach that underpins the philosophy of Heraclitus is also illustrated in Fragment 51:
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dual-largeDualities are pair of neutral concepts which come in pairs, such as each of the two concepts is the opposite of the other.
We can denote a given duality by A/Ā, A and Ā begin the two opposite concepts, which are termed dual poles.
Examples of dualities include: Internal/External, Quantitative/Qualitative, Visible/Invisible, Absolute/Relative Abstract/Concrete, Static/Dynamic, Diachronic/Synchronic, Single/Multiple, Extension/Restriction, Aesthetic/Practical, Precise/Vague, Finite/Infinite, Single/Compound, Individual/Collective, Analytical/Synthetic, Implicit/Explicit, Voluntary/Involuntary
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Dichotomous analysis applied to paradox resolution
dichoThe dichotomous analysis as a methodology that can be used to search for solutions to some paradoxes and philosophical problems, results from the statement of the principle of dialectical indifference. The general idea underlying the dichotomous approach to paradox analysis is that two versions, corresponding to one and the other pole of a given duality, can be untangled within a philosophical paradox. The corresponding approach then is to find a reference class which is associated with the given paradox and the corresponding duality A/Ā, as well as the two resulting variations of the paradox that apply to each pole of this duality.
However, every duality is not well-suited to this approach, as for many dualities, the corresponding version of the paradox remains unchanged, regardless of the pole under consideration. In the dichotomous method, one focuses on finding a reference class and a relevant associated duality, such that the viewpoint of each of its poles actually lead to two structurally different versions of the paradox, or the disappearance of paradox from the point of view of one of the poles. Thus, when considering the paradox in terms of two poles A and Ā, and if it has no effect on the paradox itself, the corresponding duality A/Ā reveals itself therefore, from this point of view, irrelevant.
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Viewpoint of a pole
Fig3Let us define the concept of point of view related to a given pole of an A/Ā duality: we get then, for example (at the level of the extension/restriction duality) the standpoint by extension, as well as the viewpoint by restriction. Similarly, the qualitative viewpoint or perspective results from it, as well as the quantitative point of view, etc.. (at the level of the qualitative/quantitative duality). Thus, when considering a given object o (either a concrete or an abstract object such as a proposition or a reasoning), we may consider it in relation to various dualities, and at the level of the latter, relative to each of its two dual poles.
The underlying idea inherent to the viewpoint relative to a given duality, or to a given pole of a duality, is that each of the two poles of the same duality, all things being equal, deserve an equal legitimacy. In this sense, if we consider an object o in terms of a duality A/Ā, one should not favour one of the poles with respect to the other. To obtain an objective point of view with respect to a given duality A/Ā, one should place oneself in turn from the perspective of the pole A, and then from that of the pole Ā. For an approach that would only address the viewpoint of one of the two poles would prove to be partial and truncated. The fact of considering in turn the perspective of the two poles, in the study of an object o and of its associated reference class allows to avoid a subjective approach and to meet as much as possible the needs of objectivity.
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Principle of dialectical indifference
(Illustration from Wikimedia commons)
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Ambiguous images
Conflict resolution
Conflict resolution with matrices of concepts
Conflict types relating to matrices of concepts
Dialectical contextualism
Dialectical monism
Dialectical monism in ancient Aztec philosophy
Dialectical monism in Heraclitus
Dichotomic analysis
Dichotomic analysis applied to paradox resolution
Dual poles
Instance of one-sidedness fallacy
Matrices of concepts
Bistable cognition
Bistable perception
Omission of the neutral
One-sidedness bias
Philosophical paradox as conflict
Polar contraries
Principle of dialectical indifference
Reference class
Reference class problem
Reference class problem in philosophical paradoxes
Reference class problem in the Doomsday argument
Reference class problem in Hempel's paradox
Reference class problem in the Surprise examination paradox
System of taxa
Viewpoint of a duality
Viewpoint of a given pole
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Is it possible to calculate pressure at a point in a pipe, where a solenoid valve shall be placed, given that
 - the pipe carries water (utility supplied, regular water)
 - from an overhead tank (at a certain height from ground)
 - height of tank (i.e. max water column height, although not sure if vertical pipe-length should be added to it?)
 - water is flowing purely under the effect of gravity (and atmospheric pressure)
 - value is installed at a certain height from ground
 - pipe material is PVC
 - pipe diameter is say 1.5inches.
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Bernoulli's law will get you quite close to the actual value. – Bernhard Jan 15 '12 at 18:43
Thanks _USER_. Care to elaborate a little? Would be an understatement to say that my high-school physics is a bit rusty. – icarus74 Jan 16 '12 at 18:45
The result of this is already given in the answer by Martin (without mentioning Bernoulli's law. Basically, neglecting v-terms, giving dp=g dz – Bernhard Jan 18 '12 at 8:53
Thanks _USER_... better late than... – icarus74 Dec 8 '14 at 6:43
1 Answer 1
up vote 2 down vote accepted
If the fluid is pretty incompressible, the flow rate isn't high and the pipe is wide enough that there aren't surface effects. Then the pressure is simply the height of the head of water above the point multiplied by the density of the fluid.
eg. Water is 0.0361 lbs/cubic inch, so a head of 1ft = 12 inches = 12 * 0.0361 = 0.43 psi
share|cite|improve this answer
The fluid happens to be water. Is it compressible? Pipe is either 1" or 2/3" dia, wonder if it is "wide enough"? Here's a picture. I wonder if the height of the head of water is the length AC, or AB? – icarus74 Jan 16 '12 at 18:44
It's AC, for water in ordinary plumping then just the height is fine. – Martin Beckett Jan 16 '12 at 19:58
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text:
- "I am the Knowing. I observe and record. I observe and collate."— The Knowing
The Knowing was located behind a series of corridors buried underneath Ariel's mining facilities, and filled with traps, such as wall-mounted, motion-activated lasers. Its function was to observe, record, and organize information over the course of history. Presumably, it had been collecting information for the 100,000 years since the disappearance of the Forerunners after activating the Halo Array.
During the Battle of Ariel, ODSTs Dutch and Romeo found The Knowing after their stolen Phantom crash-landed in a room containing the missing colonists, whom the Covenant had been sending through the tunnels to find traps.
Upon entering the Knowing's chamber, it acknowledged their primacy, and offered to answer any questions they had. When it was revealed that the Covenant would be able to use the Knowing's information to destroy the human race "down to [their] last DNA strand," the ODSTs decided to tell the Knowing to self-destruct itself before the Covenant could reach it. Its destruction gave cause for the Covenant to leave Ariel, seeing no reason to remain after their goal had been destroyed - they didn't even bother to glass the planet.


Can you name the answers to this ladder?
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To vomit
Name originating from Italy, means 'Native of Lucania'
To eject saliva out of your mouth4 letters
The end point of something or an advise3 letters
3.14159265358979.......2 letters
Used to refer to yourself1 letter
To press firmly5 letters
You'd have this by your desk4 letters
A representation of a specifc area 3 letters
Short for Ante Meridiam2 letters
A wild, male, pig
To fly like a bird
A harsh spirit or an acidic taste
The possessive form of You
Made from milk, usually white or yellow in colour
To beat persistently or hard
Word to describe someone getting bigger
A male parent
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text:
FEBRUARY 6, 2012
They Wove for Horses: Diné Saddle Blankets opens at the Museum of Indian Arts and Culture on March 25, 2012 and runs through August 8, 2013. The exhibition highlights both the textile-weaving proficiency of Diné weavers who produced complex saddle blankets for all occasions and the design skills of Diné silversmiths who created dazzling headstalls of silver and turquoise.
The saddle blankets on exhibit date from 1860 to 2002 and are arranged by weaving methods: tapestry weave; two-faced double weave; and twill weaves of diagonal, diamond, and herringbone patterns. By using a variety of warp and weft yarns—natural wool, cotton, angora mohair, unraveled bayeta, and Germantown—weavers added individuality to the everyday and fanciful tapestries they created for horses.
Horse trappings on exhibit reveal the great pride that Diné horsemen took in their horses and how they adorned them for ceremonial and social events. The Diné first learned how to manufacture saddles and bridles from neighboring cultures and their proficiency quickly surpassed that of their mentors. That devotion resonates still, as the horse remains a viable living force in Diné life today.
Early Saddle Blankets
Before saddle blankets, sheepskin or angora mohair hides were used as saddle pads and bedrolls. As the Diné acquired domesticated sheep from the Spanish, they began to weave saddle blankets, first in a tufted mohair style
In time, plain-weave tapestry blankets evolved into geometric motifs, and designs ranged from simple—as in banded patterns—to complex—as in the various twills and doubleand two-faced weaves.
Early nineteenth-century accounts indicate that bridles used by Diné horsemen at the time consisted of tanned leather embellished with silver ornaments. These likely were obtained from outside sources until silversmithing techniques became part of the Diné repertoire. Atsidi Sani (ca. 1830–ca. 1918) often is referred to as one of the first of the Diné to learn the trade, in the mid-nineteenth century. Soon after, the Diné surpassed their peers, becoming proficient in crafting and trading horse trappings, and renowned for creating elaborate harnesses with silver headstalls and bits.
When the Diné obtained handmade saddles, improvements again were fast to come. They replaced simple string cinches with elaborately hand-woven straps with designs as intricate as those on saddle blankets and throws. The cinches, whether woven before being attached to the cinch ring or woven on the ring from the start, often were of hand-spun and hand-plied yarn that would reduce chafing. For added comfort, hand-woven saddle blankets were devised to go under saddles and provide padding so that cinches could shift as horses navigated diverse terrain. Hand-woven saddle throws were more for show, basically fancy blankets placed over saddles for social events.
Early Diné Horse Culture
Before the arrival of the horse, foot travel was a constant challenge for the Diné and other tribes in the vast Southwest. When horses were introduced to the region by Spaniards, in the sixteenth or early seventeenth century, the lifestyle and culture of the Diné dramatically changed. Horses provided mobility and increased opportunities for hunting, trade, raiding, and advancement.
When Spanish colonizers retreated during the Pueblo Revolt of 1680 they left behind thousands of Spanish-bred horses—primarily Spanish barbs—in the Rio Grande area. The Diné and other tribes increased their herds and, for men, owning horses meant added prestige, as well as an important means to better provide for and defend families or extended clan families.
The Diné honor the horse in traditional stories, songs, and ceremonies. And, the heritage of horsemanship continues to thrive on the reservation, alongside more recent interests, such as cowboying and rodeo. Today, the fruits of early innovations in the artistry of trappings, from bridles to blankets, are the very foundation of many Diné artists' livelihood.
Steve Cantrell, PR Manager
Located on Museum Hill™, the Museum of Indian Arts & Culture shares the beautiful Milner Plaza with the Museum of International Folk Art. Here, Now and Always, a major permanent exhibition at the Museum of Indian Arts & Culture, combines the voices of living Native Americans with ancient and contemporary artifacts and interactive multimedia to tell the complex stories of the Southwest. The Buchsbaum Gallery displays ceramics from the region's pueblos. Five changing galleries present exhibits on subjects ranging from archaeological excavations to contemporary art. In addition, an outdoor sculpture garden offers rotating exhibits of works by Native American sculptors.
The Museum of Indian Arts & Culture is a division of the Department of Cultural Affairs.
Information for the Public
Location: The Museum of Indian Arts & Culture is located on Museum Hill™, Camino Lejo off Old Santa Fe Trail.
Information: _PHONE_ or visit _URL_
Days/Times: Tuesday through Sunday, 10:00 a.m.-5:00 p.m. Between Memorial Day and Labor Day the Museum is also open on Monday.
Admission: Adult single-museum admission is $6 for New Mexico residents, $9 for nonresidents; OR $15 for one-day pass to two museums of your choice (Museum of Indian Arts & Culture, Museum of International Folk Art, New Mexico Museum of Art, and Palace of the Governors/New Mexico History Museum) OR $20 four-day pass to the four museums listed above. Youth 16 and under, Foundation Members, and New Mexico Veterans with 50% or more disability always free
Sundays: New Mexico residents with ID are admitted FREE, Students with ID receive a $1 discount. Wednesdays: New Mexico resident seniors (60+) with ID are free.
Field Trips: There is no charge for educational groups attending the museum with their instructor and/or adult chaperones. Contact the Tours office by phone at _PHONE_ or _PHONE_ to arrange class/group visits to the Museum.


text:
Speech to Song illusion
Memory for Musical Tones
Pitch of Speech in Tone Language
Speech to Song illusion
The Speech-to-Song Illusion was discovered by Diana Deutsch in 1995, when she was fine-tuning the opening spoken commentary on her CD 'Musical Illusions and Paradoxes'. She had the phrase 'Sometimes behave so strangely' on a loop, and noticed that after a number of repetitions, the phrase sounded as though sung rather than spoken. Later she included this illusion in her CD 'Phantom words and other curiosities', accompanied by the following commentary:
In our final demonstration, speech is made to be heard as song, and this is achieved without transforming the sounds in any way, or by adding any musical context, but simply by repeating a phrase several times over. The demonstration is based on a sentence at the beginning of the CD Musical Illusions and Paradoxes. When you listen to this sentence in the usual way, it appears to be spoken normally - as indeed it is. However, when you play the phrase that is embedded in it:'sometimes behave so strangely' over and over again, a curious thing happens. At some point, instead of appearing to be spoken, the words appear to be sung, rather as in the figure below.
Here is the full sentence followed by the phrase played repeatedly:
And here is the phrase as it is generally heard after it has been played repeatedly:
Now here again is the exact same sentence as you just heard. You will probably find that it begins by sounding as speech, just as before. But when you come to the phrase that had been repeated, it suddenly appears to burst into song.
The effect was investigated in detail by Deutsch, Lapidis, and Henthorn (2008), and Deutsch, Henthorn and Lapidis (2011).
In our first experiment we tested three matched groups of subjects, and presented each group with a different condition. The subjects all listened to the full sentence and then to ten presentations of the phrase. During each pause between presentations they judged on a five-point scale whether they heard the phrase as exactly like speech, like speech, like either speech or song, like song, or exactly like song.
In all conditions, the first and last presentations were identical, and we examined the effects of two manipulations of the intervening presentations on the subjects' judgments. In the first condition, the intervening presentations were exactly as the original. In the second, they were transposed slightly, so that the pitches differed but the pitch relationships were preserved. In the third, the intervening presentations were not transposed, but the syllables were presented in jumbled orderings.
The above graph compares the effects of having the intervening repetitions exactly as the original, as compared with being transposed slightly. As can be seen, when the repetitions were exact, perception moved solidly from speech to song. However, when the repetitions were transposed slightly, although ratings moved slightly towards song, they remained solidly in the speech region.
The above graph shows the effect of having the intervening repetitions consist of the same syllables in jumbled orderings, again compared with having the repetitions exactly as the original. We can see that here there was no transformation from speech to song. So it seems that, in order for this transformation to occur, the phrase needs to be repeated exactly, without transposition, and without changing the ordering of the syllables.
So we can then ask: What do the subjects actually hear when they say that they are hearing song? To find out, we recruited 11 female subjects who had had experience with singing in choirs or choruses, and tested each subject in isolation from the others. We had them listen to the full sentence and then to the phrase repeated ten times, and asked them to reproduce the phrase exactly as they had heard it.
Here are the reproductions of six of the subjects played in sequence. As is evident, although the phrase was spoken, the subjects reproduced it as song.
And here are the reproductions of all 11 subjects, digitally mixed together so that they are played as a chorus. (A small amount of reverberation has been added, but otherwise the sounds are exactly as they were recorded.)
But one might then wonder whether these subjects could have heard the phrase as sung the first time they heard it. So we recruited another set of 11 subjects on the same basis, and also tested them in isolation from each other. This time we played them the full sentence followed by the phrase presented only once, and asked them to reproduce the phrase exactly as they heard it. Here are the reproductions of six of these subjects played in sequence.
And here are the reproductions of all 11 subjects, again digitally mixed together so that they are played as a chorus. This confirms our finding from the rating experiment that when the phrase is heard only once, it is perceived as speech rather than song.
To make sure that these subjects were able repeat the pitches after a single hearing, we then had them listen only once to the phrase as sung rather than spoken, and again asked them to repeat back exactly what they had heard. Here are the reproductions of the same six subjects that you just heard, and you can see that they had no problem reproducing the sung melody.
The red line in the above graph shows the average pitch of each syllable, averaged over the 11 subjects who repeated back the spoken phrase after having heard it 10 times. The blue line shows the average pitch of each syllable, averaged over the other set of 11 subjects, who repeated back the same spoken phrase after having heard it only once. As can be seen, the reproductions of the two groups were very different.
The red line in the above graph again shows the average pitch of each syllable in the spoken phrase, averaged over the 11 subjects who repeated it back after having heard it 10 times. The green line shows the average pitch of each syllable, averaged over the other set of 11 subjects, who repeated back the sung phrase when it had been presented only once. Notice that there is a remarkable correspondence between these two plots, showing that the subjects' perceptions of the sung phrase were very similar to those of the subjects who had instead heard the spoken phrase repeated 10 times, and quite different from their own perceptions of the spoken phrase when they had heard it only once.
To conclude, this illusion is in line with what philosophers and musicians have been arguing for centuries, that strong linkages must exist between speech and music. We still need to determine the neural processes that are responsible for this striking perceptual transformation. However, the present experiments show that for a phrase to be heard as spoken or as sung, it does not need to have a set of physical properties that are unique to speech, or a different set of physical properties that are unique to song. Rather, we must conclude that, assuming the neural circuitries underlying speech and song are at some point distinct and separate, they can accept the same input, but process the information in different ways so as to produce different outputs. As a further point, this illusion demonstrates a striking example of very rapid and highly specific perceptual reorganization, so showing an extreme form of short term neural plasticity in the auditory system.
This illusion has been featured in numerous radio broadcasts, notably the WNYC Radio Lab interview(NPR)with Jad Abumrad and Robert Krulwich.
It has also been featured in several videos. For example, the video below features the illusion being experienced by the fifth graders of Atwater School, Shorewood, Wisconsin. Video created by their music teacher Walt Boyer, posted with permission.
Psychology Home Page | Diana Deutsch's Psychology Web Page


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Benefits of using Problems of the Week as a regular part of your math
PoWs have great motivational value for students:
- Many students comment that PoWs are fun!
- Submitting solutions online provides the potential for a different audience. Many students are inspired to apply greater effort for an outside reader. By the same token, they often are more receptive to feedback they receive from them.
- We publish some of the exemplary online POW solutions that we receive along with Gold and Silver lists. The potential for recognition on the Internet is a powerful motivator.
- Don't take my word for it!
PoWs inform and facilitate the teaching process:
- They allow teachers to examine and discuss students' work and refine their teaching practices based on what they learn from it. Student solutions to the PoWs provide a window into the thinking of students and can serve as a valuable tool for assessing their progress.
- PoWs allow teachers to differentiate instruction among students at various developmental levels. They lend themselves to a variety of strategies and levels of sophistication. Most often they don't depend on any specific procedure or algorithm. Students can approach them from whatever level of understanding and skill they possess. Teachers may simplify or scaffold problems to make them more accessible to students at lower developmental levels, or extend them to challenge those who are ready. It is not uncommon for the same problem to elicit both guess-and-test as well as algebraic solutions.
- PoWs can be used flexibly to accommodate students with different learning styles. Students may work individually or in pairs or groups. PoWs take advantage of students' learning strengths; visual learners may draw pictures or diagrams, kinesthetic learners might use manipulatives or act out a situation, analytic learners can create tables.
- PoWs give students experience with constructed response problems. Many states now include such problems in their assessments.
PoWs and the NCTM Process Standards:
PoWs are an effective vehicle for learning and reinforcing mathematical concepts and skills. They address the Process Standards as proposed by the NCTM and promoted by many states in their mathematics standards.
PoWs help students build mathematical understanding. The problem context helps students attach meaning to the mathematics and make sense of it.
PoWs emulate the process of problem solving in the real world. Students analyze the given information and apply knowledge and skills in different ways. There is not an obvious path to a solution.
PoWs expand each student's repertoire of problem solving strategies. They help students develop approaches for making progress when they are stuck.
PoWs create opportunities for students to reflect on the problem solving process and develop metacognitive skills. Being a proficient problem solver involves being able to plan, monitor and evaluate one's own thinking. A problem context provides a way for students to judge the reasonableness of their answers.
Reasoning and Proof
Justifying one's thinking and procedures, both orally and in writing, is fundamental to mathematics. PoWs provide the opportunity for students to develop this habit of mind and learn that mathematics makes sense.
Writing is an important component of PoWs. The process of putting thoughts into writing serves to clarify and organize the student's mathematical thinking.
The writing that students do in PoWs makes their thinking visible, allowing the teacher to help them move forward.
PoWs help develop literacy skills. They provide an authentic opportunity for students to strengthen reading comprehension and technical writing skills. The ability to write clearly and with appropriate detail is invaluable throughout school and beyond.
The richness of the math in PoWs helps students make connections with other mathematical ideas and with contexts outside of mathematics.
PoWs encourage students to identify analogous problems and situations which helps them generalize their learning and apply it more efficiently to new situations.
PoWs invite a variety of forms of representation. Students often use manipulatives, tables, graphs and diagrams in the process of solving the problem as well as in communicating their results. These representations allow teachers to move students from arithmetic calculations toward algebraic generalizations as a natural next step in their mathematical growth.
More about The Math Forum's
Problems of the Week


River Meaning in English, River Baby Name Origin Gender Meaning Pronunciation
Does River Baby Name seem like an intriguing name for your baby? Learn River Name Meaning in English, its origin and which gender River Baby Name is most suitable for. Check through our list of names that are related to the name River, names similar to River and sibling names of River. Also, read through a detailed numerology report for the name River.
Baby Image
Boy, Girl
British, English
flowing body of water
Related River Baby Names
Willow, Harper, Sage, Luna, Piper, Skye, Nova, Hazel, Ember, Paisley, Remi, Ivy
Sibling Names
Riley, Gage, River
Middle Names
James, Joseph, Lee, Alexander, Thomas, William, Wyatt, Scott, Paul, Marshall
Nature names are big with parents, so its completely in keeping with this preference that River scores well in terms of chart favorites. A name like Riveror Sky, Rainbow or Leafwas once seen as odd or hippieish, but today its as acceptable as any traditional name. It comes from a Latin word, ripa, which translates to riverbank. Though more than twice as popular as a boys' name (Keri Russell of "The Americans" has a son, born in 2007, named River) its growing as a girls' name too.


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Words ending in -ize and -ise
In British English some words can be spelt with either -ize or -ise. In American English, the forms with -ize is more common.
Examples are given below:
- Realize / realise
- Computerize / computerise
- Mechanize / mechanise
- Baptize / baptise
Most words of two or more syllables have -ise in both British and American English.
- Surprise, revise, exercise, advise, comprise, despise, compromise, improvise, supervise, televise, advertise
In American English, advertize is also possible.
If in doubt, remember that -ise is almost always correct in British English.
Spelling and pronunciation
In English, spelling words is not easy. In fact, even native English speakers often find it difficult to spell words correctly. This is mainly because the pronunciation of many English words has changed over the last few hundred years. The spelling system, on the other hand, has stayed more or less the same. Here is a list of some common words that often cause difficulty.
In the following words the letters in brackets are not pronounced.
The following four syllable words are usually pronounced like three syllable words. The letters in brackets are usually not pronounced.
In the following words b is silent.
- Climb, comb, dumb
In the following words d is silent.
- Handkerchief, sandwich, Wednesday
The gh is silent in the following words.
- Bought, caught, ought, thought, daughter, height, high, light, might, neighbour, right, sight, tight, straight, through, weigh
In the following words h is silent
- What, when, whip, why, honest, hour, honour


What is Miracast?
Answer ID 3255 | Published 01/09/2013 12:45 PM | Updated 08/08/2013 08:33 AM
What is Miracast?
Miracast is a peer-to-peer wireless screencast standard created by the Wi-Fi Alliance. It allows two devices (say a tablet and a television) to communicate directly to each other using Wi-Fi, rather than going through a router. Miracast can be used for streaming video and games from a device to a television.
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a stronger urge to eat, mate, and avoid danger. The variables are computed as follows:
where t = time
5 Intention Generator
Figure 5 illustrates the intention generator.
The first check is to see if there is immediate danger of a collision. If an object comes into the collision sensitivity region (a bounding volume around the fish) then the intention I is to avoid a collision. A "timid" fish would have a large sensitivity region whereas a "brave" fish would have a small region.
If there is no collision danger then the neighborhood is searched for predators.. The fear state variable, F, and the most dangerous predator M for which Fm >= Fi, is computed. If the total fear F > fo ( a threshold value 0.1 <= fo <= 0.5) then evasive action must be taken. If the most dangerous predator is not too dangerous (Fm < f1 with f1 > f0) and the fish schools then the school intention is generated, else the escape intention is generated.
If fear is below the threshold then hunger and libido variables are computed. If the larger of the two is greater than some threshold r, (0.0 < r < 0.5) then either the eat or mate intentions are generated.
If there is no action from the above tests then the ambient light and temperature are determined from the perception system. If the fish is content with these values then the intention to wander is generated, else to leave is generated.
After an intention is generated then the fish invokes the perceptual focus mechanism. This focuses on just the external information needed to carry out the generated intention. For example, if the intention is escape, then the positions of obstacles and the most dangerous predator are located and these determine the motion. For example, if the predator is to the left, the constraint don't turn left is generated.
Real fish have a persistence of action. To simulate persistence in action, a single item short term memory is used. For example, if the fish has the intention of eat, and a collision danger is generated, then the current intention is stored and retrieved after the obstacle has been avoided.
The focuser can be parameterized by threshold values to vary the fish character. For example, assume the intention is to eat, and the current target prey distance is lc and the distance to another prey is ln (example a new fish swims into view). Then if lc - ln > threshold the fish will go after the new prey. By varying the threshold from 0.0 to a large number, the predator fish can be very persistent or easily distracted.
5.1 Behavior Routines
After an intention is generated it passes control, and the data from the perception focuser, to a behavior routine. The fish has eight behavior routines: avoiding-static-obstacle, avoiding-fish, eating-food, mating, leaving, wandering-about, escaping, and schooling. The behavior routines then choose the appropriate MC and pass it the right parameters. Look at each of these routines.
avoiding-static-obstacle, avoiding-fish: These operate similarly. Given the relative obstacle position an appropriate MC, e.g. turn-left, is chosen, and the control parameters are computed, subject to other constraints. The avoiding-fish routine treats the other fish as a bounding box moving in a certain direction. Adjusting the size of the bounding box can usually avoid collisions.
eating-food: tests the distance, d, of the food from the fish's mouth. If d >= threshold then a subroutine chasing-target, is invoked. When d < threshold then the subroutine suck-in is invoked. This simulates a vacuum force that is exerted on the target and other nearby objects. This force is added to the other external forces on the nodes. This is how many fish actually eat.
mating: invokes four subroutines
wandering-about: This routine invokes the swim-MC and sends random angles to the turn-MCs.
leaving: This is similar to wandering-about except that the fish moves without turning.
escaping: The fish choose the best MC depending upon the relative position and orientation of the predator
6 Artificial Fish Types
There are currently three types: predators, prey, and pacifists.
Predators do not prey on other predators so they do no predator detection. Also they do not school, escape, or mate (F = L = 0). All they do is avoid collisions and, if hungry, go after prey. A predator chases prey, k, if the cost Ck = dk(1 + B1Sk + B2Ek/pi) is less than some threshold. dk = distance between the mouth of the predator and the center of the prey's body. Sk = 1 if the prey is in a school, else Sk = 0. Ek is the required turning angle. Current values of the parameters are B1 = 0.5 and B2 = 0.2.
Prey fish do not mate. Their main activities are eating and forming schools. The school routine uses rules similar to the Reynolds paper as shown by the set of rules below (collision avoidance is already handled so these look for velocity matching and flock-centering):
test: >= 2 neighbors within one body length to the front?
if the answer = no then find the closest schoolmate in front and speed up towards it
else, if the answer = yes then
test: >= 2 neighbors within one body length to the sides?
if the answer = no then find the closest schoolmate to the sides and turn to it
else, if the answer = yes then
test: swim in generally same direction as the neighbors?
if the answer = no then match velocity with neighbors
else, if the answer = yes then just swim along.
In pacifists, escape and school are deactivated and mate is activated. There is a diversity of fish mating habits but there are three main behaviors:
Nuzzling - the male approaches the female from underneath and nudges her abdomen until she is ready to spawn
Spawning ascent - the female swims rapidly towards the surface pursued by the male and releases gametes at the peak of the ascent.
Courtship dancing - there are two common types:
Looping - the male swims up and down in a loop above and in front of the female
Circling - the male and female circle, as if chasing each other's tail
The author's implemented a mating behavior that does the following sequence of behaviors: looping, circling, spawning ascent, and nuzzling. The male selects a female on the following criteria: a female of the same species is more attractive than a female of a different species (from biology this would have to be so) and closer females are more attractive than ones further away.
Once fish i has selected mate j, it sends a signal to j. There are then three possibilities:
j's intention is not to mate - then i approaches j and follows it around using chasing-target with the center of j's body as the target
j's intention is to mate, but not with i - if i is a male then it performs a looping behavior in front of j. If j is impressed then the courtship sequence continues, else i discontinues looping and looks for another partner. If i is female then it just looks for another partner.
If j intends to mate with i then the courtship sequence begins.
The courtship sequence is as follows:
Looping - the female hovers and bobs her head (by motor control of the pectoral fins) while the male invokes chasing-target at a point in front of the females head (which bobs up and down). The male counts the number of times his mouth reaches the vicinity of the moving point and when a threshold is reached begins the next stage.
Circling - both fish invoke chasing-target on each other's tail.
the spawning ascending routine begins after the female has done a fixed number of turns. The male invokes chasing-target to follow the female.
The female stops and the male does the nuzzling routine for a set number of steps.
After the looping routine the female may be attracted to a larger male fish than the original. At the nuzzling stage, if the male comes in at a wrong angle, the avoiding-fish routine may be invoked, so it turns away and tries again. Also, to allow the fish to approach closely, the sensitivity region is set very small.
7 Conclusion and Computation Costs
They were able to produce 4 wireframe frames per second with 10 fish, 15 food particles and 5 static obstacles on an SGI Indigo2 (with the R4400 cpu - probably 100 mhz).
Life in Computer Graphics
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