Bicycle accident statistics 2017
How many people die on a bicycle each year?
The estimated number of preventable deaths from bicycle transportation incidents remained unchanged from 2017 to 2018. However, deaths have increased 30% in the last 10 years, from 785 in 2009 to 1,024 in 2018.
How many cyclists died in 2018?
857 cyclists
What are the most common causes of bicycle accidents?
According to an NHTSA National Survey on Bicyclist and Pedestrian Attitudes and Behaviors, the six most common causes of injury to cyclists were: Hit by a car (30 percent) Fell (17 percent) Roadway not in good repair (13 percent) Rider error (13 percent) Crashed/ collision with fixed object (7 percent)
How many cyclists killed 2017 UK?
During the time period recorded here, the number of cyclists killed on British roads averaged at about a 100 fatalities each year. Numbers decreased post 2017 as 99 and 98 deaths were recorded in 2018 and 2019 respectively.
How many pedestrians do cyclists kill?
The number of pedestrians involved in cycle collisions last year represents 162 people per billion miles walked. Those seriously hurt has jumped from 93 to 122, whilst those killed has dropped from six to three. The lowest number of pedestrians hit by cyclists in the last five years was 444, in 2015.
How many cyclists died 2019?
Overall traffic deaths have also increased compared to the same time last year—205 up from 192 according to the Department of Transportation. But cycling deaths have nearly tripled this year compared to last. So far in 2019, 29 cyclists were killed.
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How many cyclists kill people?
In 2018, 99 pedal cyclists were killed, 4,106 seriously injured and 13,345 slightly injured in Great Britain. Although car occupants account for the greatest number of casualties each year, this is unsurprising as cars account for 80% of traffic on Britain's roads.
How dangerous is cycling?
An Allianz Group study shows that more than 40% of all collisions of a bike and a car involve a severe head and brain injury. If a cyclist doesn't wear a helmet at the time of the accident, the risk of suffering brain damage gets up to two times higher.
Is riding a bike safer than driving?
What happens when a cyclist causes an accident?
In the event of any crash or accident involving a driver and a cyclist – even if it is the cyclist's fault – a car is a big metal box so the rider will more than likely come off worse. Like any collision on the road, legally you have to stop when an accident causes injury or damage and swap insurance details.
How do you recover from a bike accident?
Expert Advice on Recovering After a Cycling Crash Focus on sleep. Whether it's a tough workout, an illness, or a crash, your body needs rest to recover from stress and build back up to full strength. Eat for recovery. Take Care of Yourself. Take good care of your skin. Keep moving – slowly. Ride the trainer. Build your strength.
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How common are bike accidents?
Overview of Bicycle Accidents in the United States In 2015, there were 45,000 reported bicycle accidents in the United States, down from 50,000 reported accidents in the prior year. However, the number of fatal accidents increased by more than 12 percent during this same time.
How many cyclists die a year in London?
Year _PHONE_
Thousand daily journeys 270 730
Killed 18 8
Seriously injured 485 454
How many cyclists killed London 2019?
The figures reveal that the total number of cyclists killed or seriously injured increased 83 per cent, from 153 to 280. Incidents involving motorbikes or scooters rose 20 per cent, from 288 to 345. A TfL report said that more cyclists were killed or seriously injured as a result of collisions with cars.
How many cyclists are killed by cars each year?
In 2018, there were 857 bicyclists killed in motor vehicle crashes, a more than 6% increase from the year before. NHTSA's bicycle safety programs focus on the behaviors of bicyclists and motorists to reduce injuries and fatalities on our nation's roadways.
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Could household disinfectants be contributing to the growing number of children who are overweight or obese? A new study finds antimicrobial and antibacterial agents affect gut microbiome، as the Technical Times said.
The surprising discovery was made by researchers from the University of Alberta who studied data from AllerGens' Canadian Healthy Infant Longitudinal Development or CHILD to investigate the link between cleaning products and overweight children. They examined exposure of children to three categories of household cleaners: disinfectants، detergents، and eco-products. The study was published in the Canadian Medical Association Journal. The researchers، who tracked 727 children، found that frequent use of disinfectants، including baby wipes، increases the risk of obesity in young children. Children from homes that use disinfectants at least twice a week are likely to have higher levels of the gut microbes Lachnospiraceae، the bacteria linked with obesity، at 3 to 4 months old compared to families that do not use common household cleaners as frequently. At 3 years old، these same children have higher body mass compared to those who were not exposed to the heavy use of disinfectants at home as infants. "We didn't just find an association،" said principal investigator Anita Kozyrskyj. "Our'mediation' statistical analysis suggests that a gut microbiome enriched with Lachnospiraceae early in infancy was likely directly responsible for children becoming overweight or obese."

source: openbmb/Ultra-FineWeb


Tentation de Saint-Antoine, 1888
This suite of 10 lithographs by French printmaker and painter Odilon Redon (1840–1916) was inspired by scenes from Gustave Flaubert's La tentation de Saint-Antoine (1874). Equal parts play and novel, Flaubert's text dramatically re-creates a night in which the hermit Anthony, alone in the desert, experiences a variety of temptations orchestrated by the Devil.
Forming one of Redon's most famous series, these prints demonstrate the artist's mastery of lithography and his ability to imitate the textures, tones, and rich blacks of his charcoal drawings, called noirs. Like other symbolist works from the period, Redon's Tentation de Saint-Antoine evokes dreams and the hidden passages of the imagination.


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Due to the rapid changes that have happened in the society, most people today live in urban areas. They live a hectic life that in most cases come with its health challenges. It is not uncommon to develop a health condition out of fatigue and pressure in the workplaces. And although most people go to hospitals to look for the treatment of such diseases, a walk in the forest has been found to yield such or even better results. Shinrin-yoku is a term developed in Japan over three decades ago and means "forest bathing."
Scientists in Japan and South Korea have discovered critical health benefits that come with taking a walk under trees. Their work has attracted the attention of many people around the world, and many are now interested in shinrin-yoku and forest therapy. Did you know that walking in a natural area while relaxed can come with so many health benefits? Nurses to incorporate forest bathing shinrin-yoku into their life because;
It Boosts the Immune System
Some diseases such as cancer have become very common nowadays. Many factors such as lifestyles, genetics, and working conditions among others are believed to be behind the increases cases of such diseases around the world today. New and more advanced treatment methods have developed, and people are spending a lot of money in curing these diseases. Have you ever thought what impact a walk in the forest would have on your immunity? Some trees have been found to produce organic compounds essential in the development of "NK" (natural killer) cells. These cells boost our immune system and help in fighting cancer.
It Reduces Stress
Spending so much time in workplaces without getting enough rest make many people get exhausted. Certain things happening in the society have been known to cause this condition. Think about the pain of losing a loved, separating or divorcing your partner, losing a job, suffering from chronic diseases among others and the psychological suffering that follows. People are now taking medicines to treat conditions that require no medication. A walk in a natural area in a relaxed way has been found to calm your body and reduce stress. Next time you get stressed, don't take the pills; consider shinrin-yoku.
Recuperation after Surgery, Illness, or Treatment
Some diseases cause a lot of harm to the body so that even after feeling well, a significant amount of time and energy is needed to achieve full recovery. The treatment of other diseases such as cancer makes our bodies weak, taking us a long time before regaining our strength. A walk in the forest is associated with restorative properties. Our bodies' capacity to restore strength is boosted making one recover even faster.
It Reduces Blood Pressure
Although blood pressure is sometimes genetic, specific factors are known to increase the chances of getting the condition. Some of these lifestyle habits are lack of physical exercises and overweight. Stress has also been found to cause blood pressure. People who visit natural areas regularly are less like to suffer from blood pressure than those that don't. Nurses should, therefore, incorporate forest bathing shinrin-yoku when in their practice when dealing with conditions it has been found to be applicable.


Joke of the day
Joke of the day
Every man needs a go-to joke.
Joke N° 5221
Special Delivery
Three comedians are shooting the breeze at the back of a nightclub after a late gig. They've heard one another's material so much, they've reached the point where they don't need to say the jokes anymore to amuse each other; they just need to refer to each joke by a number. "Number 37!" cracks the first comic, and the others break up. "Number 53!" says the second guy, and they howl. Finally, it's the third comic's turn. "Number 44!" he quips. He gets nothing. Crickets. "What?" he asks. "Isn't 44 funny?" "Sure, it's usually hilarious," they answer. "But the way you tell it…"
Ryan Murphy
Joke N° 5222
Test of Three
Keep this philosophy in mind the next time you hear, or you are about to repeat a rumor. In ancient Greece, Socrates was widely lauded for his wisdom. One day, the great philosopher came upon an acquaintance who ran up to him excitedly and said, "Socrates, do you know what I just heard about one of your students?" "Wait a moment," Socrates replied. "Before you tell me, I'd like you to pass a little test. It's called the Test of Three." "Test of Three?" the man asked. "That's correct," Socrates continued. "Before you talk to me about my student, let's take a moment to test what you're going to say. The first test is Truth. Have you made absolutely sure that what you are about to tell me is true?" "No," the man replied. "Actually, I just heard about it." "All right," said Socrates. "So you don't really know if it's true or not. Now let's try the second test, the test of Goodness. Is what you are about to tell me about my student something good?" "No, on the contrary," the man replied. "So," Socrates continued, "you want to tell me something bad about him even though you're not certain it's true?" The man shrugged, a little embarrassed. Socrates continued, "You may still pass though because there is a third test -- the filter of Usefulness. Is what you want to tell me about my student going to be useful to me?" "No, not really." "Well," concluded Socrates, "if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?" The man was defeated and ashamed and said no more. This is the reason Socrates was a great philosopher and held in such high esteem. It also explains why Socrates never found out that Plato was banging his wife.
Ryan Murphy
Joke N° 5223
Tough Business
Two old actors are sitting on a bench. One says: "How long has it been since you had a job?" "Thirty-two years," the other actor answers. "How about you?" "That's nothing," the first actor replies. "I haven't had a job in 40 years!" "Jeez," the other says. "One of these days we've got to get out of this business!"
Ryan Murphy
Joke N° 5224
Friendly Gesture
Jen's friend Amy is complaining about having a sore throat. "When I have a sore throat, I always give my husband a blow job and, as long as I swallow, it feels better the next day. You should try it," says Jen. The next day, they meet up and Amy is all smiles. "How did it go, then?" asks Jen. "Wonderfully!" beams Amy. "Your husband couldn't believe it was your idea."
Ryan Murphy
Joke N° 5225
Hellish Decision
A guy dies and is sent to hell. Satan meets him, shows him doors to three rooms and says he must choose one to spend eternity in. In the first room, people are standing in excrement up to their necks. The guy says: "No, let me see the next room." In the second room, people are standing with excrement up to their noses. The guy shakes his head and says no again. Finally, Satan opens the door to the third room. People are standing with excrement up to their knees, drinking coffee and eating pastries. The guy says: "I pick this room." Satan nods and starts to leave, and the guy wades in and starts pouring some coffee. On the way out Satan yells, "OK, coffee break's over. Everyone, back on your heads!"
Ryan Murphy
Joke N° 5226
Understanding Nature
A man trying to understand the nature of God asked him: "God, how long is a million years to you?" God answered: "A million years is like a minute." Then the man asked: "God, how much is a million dollars to you?" And God replied: "A million dollars is like a penny." Finally, the man asked: "God, could you give me a penny?" And God said: "In a minute."
Ryan Murphy
Joke N° 5227
New Facelift
This woman goes in for a facelift and the doctor says: "We've got this new method: I put a knob in the back of your head, and every time you feel like you need a lift, just turn it." She gets the knob implanted and is beautiful for five years. But one day she notices a problem and returns to the doctor. "I've got these huge bags under my eyes," she complains. The surgeon replies: "Those aren't bags; those are your breasts." "Ah," she sighs. "That explains the goatee."
Ryan Murphy
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Home Numbers 7 6 As A Mixed Number
7 6 As A Mixed Number
Upnumerique.com - 7 6 As A Mixed Number. A toll free number can be a potent marketing tool that can improve the response rate of a marketing. Customers are much more likely to respond to a toll free number as it does not price them. In addition to these obvious benefits, they're also very suitable specially for rapidly increasing businesses.
Associated to 7 6 As A Mixed Number, The numerology profile of someone is composed of many unique numbers. Each is going to represent a certain thing on your own life. The kind of numbers you buy will likely vary depending on where you get your own readings. Some sources will have the ability to supply you with a comprehensive list although others are going to just give you the basics.
Studying numerology involves two levels or phases-learning the meaning of the numbers and also calculating the various private number values. This write-up is all about the first-learning the emblematic significance of the amounts as they're presented in Pythagorean numerology.
Numerology is definitely the exploration of all numerical characters which helps figure outside and reveal some persons skills, abilities, aspirations and pathway completely through everyday life. Letters of the alphabet at an identical time frame may be represented by specific numerals, and therefore the specific amount of most of the collective amounts found in your individual name side your personal birth date contain a direct cosmic connection to themselves, even also to who exactly you're That is relevant to 7 6 As A Mixed Number.
Numerology is also supposedly a definite heavenly belief in the mysterious powers of amounts that have the capability to form our life and travel during the plan of time. Amounts are demonstrably very essential as with no universe will soon fall apart. These numbers have always played quite critical roles in the discovery of brand new beings and things.
Your residence, apartment or unit range contrasts with the frequency of your very own individual numerology to decide on whether or not you dwell in harmony or discord. Your lifestyle and personality characteristics are affected by the vibrations set up by special house amounts. Love, relationships, health, money, happiness and standard abundance aspects of one's own life are all impacted by your house number.
There's something almost magical about tough numbers: we appear to presume they're correct when we are presented with them throughout discussions. But, I want one to feel back again to once you had been in school and also you happen to be working in your own math homework.
Buying mobile quantities will be a lot like buying personalised license plates to get many car. The tradition has grown hugely popular over the years. There certainly are a number of explanations why folks buy their Mobile phonenumber. One of many advantages of purchasing a Mobile Phone Number is using portability. After acquired, the amount will probably belong to the owner forever as long since it's retained in a busy service.
The day amount you were created is identified as the Gift Number. The Gift Amount is just a special gift or skill that you embody that may support you about fulfilling your life's aim. This guide is going to reveal to you how to receive your Donation Amount in Numerology and provide some information to exactly what that number calls.
To be profitable, it's necessary for any business to maintain an open line of communicating with its own customers. An individual community telephone will likely be adequate for your little business just starting out, but since the business grows and its own customer base broadens, which one local phone may not be enough to keep up with the amount. At there, now is the time to look at having a toll free number.
Many people would like to avail of toll-free numbers however, don't exactly know the method by which they perform. Keep reading to learn about toll-free number facts and how they function to help make your business an unqualified success.
See Also: Pay For Hotel With Checking Account Number
Because you can find so many different numerological approaches, techniques for calculating or discovering meaning, and maybe software for numerology, there's not been a pair, or agreed upon, definition or interpretation to get a specific variety or letter. That makes understanding the numbers within our dreams more difficult although maybe not impossible.
Spiritual recognition arrives from a variety of forms. Knowing the underlying meanings of one's environment may be described as a exact valuable tool in navigating throughout everyday life. Numbers carry special meaning and influence one's, your feelings, your own abilities and even your relationships. Know here what numbers are crucial on your own life.
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How to take tilt-shift photographs
Romain Trystram
If you've ever seen a video or photo of a large object that, for some strange reason, appears to be a picture of a small scale model, there's a good chance it was made using tilt-shift photography. The technique works by photographing an object with the lens out of line with the sensor or film. This allows for a different focal distance at various points in the photo. It's an impressive technique, but can require expensive lenses.
Fortunately, Bhautik Joshi, who "couldn't justify the cost" of one such lens, decided to take matters into his own hands. His website,, lists four ways to make one, as well as more info on how this technique works. We'll focus on his "Plungercam Mini" design, as it's simple to make.
 1. Gather the parts
 You'll need a camera body that's capable of changing lenses and an old 35mm lens you don't mind damaging. You'll also need a camera-body cap, a 5cm pipe coupling, and a 5cm turnkey hose clamp.
 Finding the correct materials will be the trickiest part of the project -- try a hardware shop.
 2. Assemble the tilt mechanism
 Remove the lens back. Cut a piece of the coupling to the length of your unaltered lens, then drill out the centre of the body cap to fit the pipe. Slide the altered body cap into one side of the coupling section. Slide your altered lens into the other end of the coupling. The length of the assembly should be close to what the lens was before alteration to keep the lens's focal distance correct. Place the hose clamp over the coupling near the lens, then tighten it. Screw the body cap on to your camera to form your new lens fixture.
 3. Focus, tilt, then refocus
 Bhautik suggests you "form a sharp image of something near, then adjust the focus on to a far object while holding the lens still."
 Now, try to get two objects in focus that are separated by some distance. The same technique works for shooting video.


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Say the right thing the wrong way and you'll disconnect.
Intent to connect, correct, or be useful isn't useful unless content, tone, and body language fully align.
Everything you say invites responses from others.
What responses do your communication methods call for?
- Aggression calls for agreement or disagreement. It's hard to dialog or discuss with aggression. Aggressive people complain, "Why don't you talk to me? Why didn't you share your views?"
- Passion is aggression with a smile. It invites a bit more discussion but mostly people agree or disagree. Those who agree, support. Those who disagree, run or roadblock.
- Sadness invites sympathy or withdrawal depending on how much the audience cares.
- Correction calls for agreement or defense. Responses have more to do with how you are perceived by others. Experts receive head nodding – persistent critics get distain.
- Loud volume, when you have power and position, calls for quiet from others, unless they're equals, stupid, or close friends.
- Soft tones invite others in.
The quality of your interactions is determined by the way you talk, not what you say – assuming you are at least average intelligence. You can say the right thing in the wrong way. Or, you can say the wrong thing with pure intentions. Neither works.
Good intentions don't guarantee
Before you talk, ask:
- What feelings am I inviting?
- What responses am I seeking?
- What outcomes am I pursuing?
- Smile more – frown less.
- Ask more – make fewer statements.
- Lower volume – don't raise it.
- Soften tones – avoid harshness.
- Be clear quickly – don't beat around the bush.
What secrets have you learned about inviting the responses you seek?

source: HuggingFaceFW/fineweb-edu


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What would a sunrise look like on another world? So far, humanity has only recorded sunrises on Mars and Earth, but it is fun to wonder what they would look like on planets known and yet unknown. Planets far from their parent star would record the rise of an unusually bright point of light rather than a round orb. Although this might appear to be what is on this picture, the careful combination of long exposures and creative lighting is actually based on Venus-rise from planet Earth, captured through Mesa Arch in Canyonlands National Park, Utah, USA. Picturesque buttes and mesas dot the background landscape. The orange sky is created by air scattering and dust, but is likely reminiscent of dusty skyscapes on Mars.
Image Credit & Copyright: Robert Arn
Explanation from: _URL_


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|Nov9-12, 07:24 AM||#1|
Thermodynamic - water/ice piston help!
An inventor proposes to make a heat engine using water/ice as the working substance inside a cylindrical piston and taking advantage of the fact that water expands as it freezes and can therefore lift a piston supporting some mass m. The engine process consists of four steps as shown in the schematic below.
(i) Load: The weight to be lifted is placed on top of a piston over a cylinder of water held at a temperature of 1oC. The piston sits at height hw.
(ii) Lift: The system is then placed in thermal contact with a low temperature reservoir at −1oC until the water freezes into ice, lifting the weight to a height hi.
(iii) Unload: The weight is then removed at height hi while the ice remains frozen.
(iv) Reset: The ice is melted by putting it back in contact with the high-temperature reservoir at 1oC, returning the piston hw. Another mass is added to the piston and the cycle is ready to be repeated.
The inventor is pleased with this device because it can seemingly perform an unlimited amount of work (by lifting an unlimited mass m) while absorbing only a finite amount of heat each cycle.
Assuming that the piston has a cross-sectional area of 10 cm2 and contains 50 cm3 of liquid H2O (i.e. hw = 5 cm), calculate:
(i) The work done by the piston in raising a mass of 10 g.
(ii) The mass required to stop the engine working (i.e., reduce the freezing point of the water to −1oC).
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|Nov9-12, 08:00 AM||#2|
Interesting idea. For your questions:
2. You will have to look into the compressibility of water and ice.
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In July of 2004 we deployed DORISS/PUP in the Sea Cliff Hydrothermal Field on Gorda Ridge.
High temperature fluids (~300 deg C) were exiting from a number of vents along the Sea Cliff Hydrothermal Field (above left). We collected spectra from the exiting fluid using both a stand-off optic behind a dome window (not shown) and an immerision optic in an open-bottomed cube (above right).
Spectra were obtained from minerals (anhydrite and barite), and bacterial mats using the precision underwater positioner (PUP) (above).
End of narrative. Return to LRS main page.Questions? Comments? Please contact Edward Peltzer.


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The different columns in Activity Monitor are a little confusing
Taken from my answer at Server Fault:
Mac OS X Memory Jargon:
Wired : This refers to kernel code and such. Memory that should not ever be moved out of the RAM. Also know as resident memory.
Shared : Memory that is shared between two or more processes. Both processes would show this amount of memory so it can be a bit misleading as to how much memory is actually in use.
Real : This is the "real" memory usage for an application as reported by task_info() - a rough count of the number of physical pages that the current process has. (RSIZE)
Private : This is memory that a process is using solely on it's own that is used in Resident memory. (RPRVT)
Virtual : The total amount of address space in the process that's mapped to anything - whether that's an arbitrarily large space for variables or anything - it does not equate to actual VM use. (VSIZE)
Active : Memory currently labelled as active and is used RAM.
Inactive : "Inactive memory is no longer being used and has been cached to disk. It will remain in RAM until another application needs the space. Leaving this information in RAM is to your advantage if you (or a client of your computer) come back to it later." - Mac OS X Help
Free : The amount of RAM actually available without any data.
The best documentation I know of (and have been able to find in followup research) is Apple's own Managing Memory article on their developer website.
Real mem relates to physical memory (actual RAM modules in your computer). Virtual Mem is how much "fake" memory is allocated to the process, meaning memory that is allocated on the permanent storage medium (hard drive, solid state drive, etc) for that process. Shared memory is physical (Real) memory that can be shared with other processes. Private memory is "real" memory that can only be used by the process it is allocated to.
These explanations may help as well... directly from activity monitor --> help --> viewing system memory usage:
Here is an explanation of some of the information displayed at the bottom of the memory pane:
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You saw it coming to this over the past few weeks, didn't you? I have been writing a lot lately about "viral video" and "social video," and now it's time to give them the ultimate face-off. What's the difference between viral video and social video? Which has the edge today, and which is the future of online video marketing?
The Misunderstanding of Viral Video Marketing and Social Video Marketing
"Viral video" is very well embedded into our mainstream lexicon. Wikipedia defines it as such:
A viral video is a video that is made popular through the process of Internet sharing, typically through video sharing websites, social media, and email."
We also know that a viral video can be so infectious online that it can breach the outer realm of mainstream media, and back into the online, and so on and so forth.
Yet the term "viral video" has become not only a cliché, but often a misnomer. The common misunderstanding is that viral videos are just about the number of views they get. As ReelSEO's Christopher Rick explained here earlier, "viral videos are about spreading a message without having to do the actual spreading yourself."
Companies that provide what they like to call "viral video marketing" solutions for clients will provide one or more of the following services:
- Plan and create interesting video content
- "Seeding" that content online (both organically and through advertising), and;
- Measure performance of those campaigns from both social media metrics and branding metrics (and if they're up to the challenge, sales and revenue correlations as well.)
Accomplished video marketer Kevin Nalty, and author of "Beyond Viral," stresses that a viral video isn't an actual marketing strategy, per se; it's the result of one. Partially because the term has become such a cliché and a short-sighted video marketing strategy for most, Kevin declared viral video "dead" in 2008. (He still says so in the very first sentence on his own book's website.)
"Social video" is a term that's comparatively very new, and even more misunderstood. I've heard marketers equate it to just putting a video up on a social media channel, like YouTube or Facebook. However, that really makes no more sense than saying because someone put up a video on a business directly that automatically makes it a business video. If I put up a repurposed television commercial on YouTube, that certainly wouldn't be what we consider to be a true social activity, either.
That's why I've given my own definition of a social video as this:
"A social video is the blending of video with human relationships for the co-creation of value."
Social video marketing goes further down the funnel of engagement than views and sharing alone; which also allows for better audience targeting and a more qualitative response than a viral video can be expected to provide.
I also believe that the term "social video" is a cliché and misnomer as well. Artificial Intelligence has not advanced so much that we can have an actual "social video;" what we only have are social people. (Or if you want to get sociological, we do have other social mammals as well, but all of our marketing efforts are reserved for humans until at least the next few evolutionary cycles. ;-) Since both marketers and consumers are compelled to ascribe human qualities to digital media, "social video marketing" is a term that I hope will stick around for a while as we improve our collective social, video, and marketing skills.
The Big Video Face-Off: Viral Video Vs. Social Video
I'll say right off the bat that this is just my own, admittedly highly subjective study. But I hope it will serve as an easy way for comparing two types of video when applied as professional marketing strategies; and to show which has the edge for certain types of marketing objectives. These categories are done in no particular order of importance, and you may find a few more value indicators of your own than what I included here. Let's begin!
- Viral video is more about capturing short-attention spans, which are easy to slip away.
- Social video is about gaining focused attention, which gradually increases over time.
- Viral videos actually require no socializing activity around them. While most viral videos tend to have some social component for their views and shares, those can be achieved through other means, such as mass display advertising and popular keyword searches of breaking news. That is why a viral video can also appeal to people who have no interest in the social aspects of the medium. There's always going to be a large audience for people who only want to be entertained, where they can just watch a video and then leave it (and do nothing else).
- Social videos are dependently largely around the value of the conversations and human-based help that are born from them, and cultivated over time.
- Viral video doesn't require any authenticity to achieve views and shares. (I.e., the video can be a fake.)
- Social video is based on trusting the source and the message. The video must be transparent and authentic.
- Viral video is about the quantity of views and shares. A viral video doesn't need a targeted audience, or a clear objective, to go viral. To quote Kevin from his book, "Views or impressions can be horribly deceptive. They can give a brand the false pride of going viral with no sales consequences."
- Social video is about the quality of those views and shares; and as such, it needs to be based on both having a targeted audience and a clear objective.
- A viral video is more about the short-term goals (i.e., the sprint).
- A social video is about the long-term model (i.e., the marathon).
- A viral video is often about casting as wide of a net as possible for a low-entry point to a large number of views
- A social video is more about finding a niche market with unmet needs, and creating video content specific to their needs and likes.
- A viral video is very difficult (sometimes impossible) to duplicate its initial success, since it is largely based on market uncertainties.
- A social video can have it's success duplicated every time simply by following it's original formula, and adapting to changes in the market.
- A viral video shares only the content of that video itself
- A social video shares not just content, but opportunities for person-to-person communication. This communication can take the form of answering questions, providing recommendations, sharing perspectives, and just implying showing that you're listening and responding.
- A viral video is about talking at someone.
- A social video is about talking with someone.
- Even if a video does go viral there's no guarantee of real audience engagement. Audiences online are easily distracted by other video competing for their attention.
- Social video is more apt at building and maintaining a relationship with your audience. A relationship is defined as the state of which two or more people have a real connection with each other. Social video by its own method is much better about creating a sense of community, and personal connection.
- The success of viral video is extremely difficult for most to maintain. "Many marketers are focused on creating a viral video, but they are missing the reach and influence of sustaining an audience via online video," says Kevin in his book.
- Social video, on the other hand, works best when it involves building a series of videos and connecting with your audience beyond just seeding content (i.e., conversations). Here is another quote in Beyond Viral from Ben Relles, founder of BarelyPolitical.com (the company responsible for one of the most viral sensations of the decade, "Obama Girl"): "The major of our viewership comes from continually building an audience, which is more sustainable than trying to 'go viral' with every video."
- With viral videos, audience attention span is fleeting and easily lost. Without a sense of loyalty, people will just browse to whatever catches their attention next.
- Social video is all about building a loyal audience. That loyalty is earned from your genuine interest and commitment with actually socializing with your audience – both with new videos, and the conversations you participate in from those videos. That loyalty is also what makes audiences stick around for your next video, and the next, and the next.
- The purpose of a viral video is to entertain, first.
- The typical purpose of a social video is always to be of help to someone.
- Trying to make a viral video can be very expensive to produce
- Social videos cost nothing to produce
- Viral video marketing = views + shares
- Social video marketing = views x engagement x value x acquisition
The Final Decision: Viral Video vs. Social Video Marketing
Viral video and social video both have their place and can co-exist peacefully in our marketing industry. Both of them are their own types of business strategy with some areas of overlap. So which should you do? Well if you ask Kevin, a very successful viral video and social video marketer, he has this advice to share in his book: "Don't bet on the big viral video. Brands should go social."
Both viral video and social video are organic creations. If we stick the medical analogy, a viral video is something that someone infects people with, and oftentimes of questionable benefit (and in some instances causes big problems). A social video, on the other hand, is something you give to others to make them better for it, and healthy for everyone.
You heard me right. A viral video, by its very nomenclature, is related to the idea of an infection. Infections spread and sometimes, as we've highlighted here recently on ReelSEO, one of their drawbacks is that they can cause serious problems for real people. Viral videos


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This book contains a study of the system of liability under the Hagueand Hague Visby Rules. The application of the Rules under American, English and Dutch law and incidentally Australian and Canadian law is researched to determine if the Rules are construed and applied uniformly. Where it is found that there are differences in the way a Rule is applied the intended construction of the Rule is established.
After a chapter on the construction of the Rules, the duties of the carrier contained in article III(1) and III(2) are discussed. Some of the most important exceptions of article IV and the relationship between those exceptions and the duties of the carrier are discussed in two separate chapters. There is also a chapter on the division of the burden of proof.
The book ends with a chapter containing the conclusions derived from the comparative legal research throughout the book.
A summary is included in English and Dutch.
N.J. Margetson is a lawyer in Rotterdam at Hampe Meyjes.
List of abbreviations
1.1 When do the H(V)R apply?
1.2 Construction of the Rules
1.3 Research question
1.4 Method used to answer the research question
1.5 Researched legal systems
1.6 Topics of research
1.7 The UNCITRAL draft convention
2 Construction of the Hague (Visby) Rules
2.3 Aids to the construction of the H(V)R
2.4 Problems regarding uniform construction of the H(V)R
2.5 Ways to improve uniform construction of the H(V)R
3 Duties of the carrier
3.2 What is meant by 'voyage'?
3.3 What is meant by 'before and at the beginning of the voyage'?
3.4 Why is the requirement restricted to the period 'before and at the beginning of the voyage'?
3.5 What is meant by 'due diligence'?
3.6 Is the duty to exercise due diligence to make the ship seaworthy delegable?
3.7 What is the meaning of seaworthiness?
3.8 What is meant by 'properly and carefully'?
3.9 Is the duty contained in art. III(2) delegable?
4 The relationship between the duties of the carrier and the exceptions
4.2 Causes of damage
4.3 The expression 'overriding obligation'
4.4 The requirement of causal connection
4.5 Doctrines concerning the relationship between art. III and art. IV
4.6 Concurrence of culpable and non-culpable causes of damage
4.7 Why is art. III(2) not also considered an overriding obligation under English law?
4.8 The intended construction of the relationship between the duties and the exceptions
5 Art. IV(1) and some of the exceptions of art. IV(2) H(V)R
5.1 Art. IV(1): loss or damage due to unseaworthiness
5.2 The 'nautical fault' exception
5.3 The fire exception
5.4 Perils of the sea
5.5 The catch all exception
6 Division of the burden of proof under the H(V)R
6.2 In general
6.3 Common law
6.4 Dutch Law
6.5 Some other continental authors
6.6 The author's opinion: the division of the burden of proof depends on the invoked exception
6.7 The intended division of the burden of proof
7.1 The intended construction of the H(V)R
7.2 Duties of the carrier
7.3 Overriding obligation
7.4 Art. IV(1): loss or damage due to unseaworthiness
7.5 The 'nautical fault' exception
7.6 The fire exception
7.7 Perils of the sea
7.8 The catch all exception
7.9 Division of the burden of proof
Appendix I Hague Visby Rules
Appendix II Harter Act
Appendix III Carriage of Goods by Sea Act 1936
Appendix IV Carriage of Goods by Sea Act 1971


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At restaurants with multiple locations, it is common that one user may need to make changes to another user's Permissions, Basic Information, and Jobs and Wages at another location.
This article will cover the requirements for a user to make changes to Employee Information, Jobs and Wages, or User Permissions to:
1) their own account at another location
2) another user's account at another location
Permissions Hierarchy -
Multi-location restaurants must have at least one "super user" at the corporate level that has access to all Toast permissions. This access is granted by a Toast employee. The "super user" should then choose a minimum of one manager user at each individual location that also has access to all permissions.
However, the permissions granted to the manager user at the individual locations are still to the super user's discretion. For example, the super user may not want a manager user to have access to certain Admin Permissions such as Financial Accounts or Franchisee Fees.
In order to make changes to a specific permission for another user, the user making the change must also have access to that permission.
To make changes to a specific permission for a user at another location, the user making the change must have the same permission granted to them at their original location AND at the location where the user's permission needs to be changed.
- Example: A user has the ability to Void Items / Orders at Location A but not at Location B.
- This user will only have the ability to grant other users access to the Void Items / Orders permission at Location A.
- If a user has the ability to Void Items / Orders at Location A, Location B, and Location C, then the user can grant the Void Items / Orders permissions to another user at all three locations.
Employee Information - The ability to edit a user's basic information (including contact information, password, and passcode) is based off of the Employee Info permission.
In order for a user to make changes to their own employee information OR to another user's employee information, the user making the changes must have the Employee Info permission granted to them.
To make changes to a user's employee information at another location, the user making the change must have the Employee Info permission granted to them at their original location AND at the location where the user's employee information needs to be changed.
Jobs and Wages - The ability to add or remove job roles from an employee is based off of the Employee Jobs & Wages permission and also on the permissions within the job role.
Requirements to add or remove a job role from a user at another location:
- The user adding/removing editing the job role must have all of the permissions that are required of the job role.
- Example: In order for User A to assign the Key Employee role to User B at User B's location, User A must have access to all of the permissions that are required within that job role.


text:
This problem is about investigating whether it is possible to start at one vertex of a platonic solid and visit every other vertex once only returning to the vertex you started at.
A Hamiltonian circuit is a continuous path in a graph that passes through each of the vertices exactly once and returns to the start.
How many Hamiltonian circuits can you find in these graphs?
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable.
Decide which of these diagrams are traversable.
Thank you for all your solutions. I think it is quite difficult
to explain the solution to this problem but many of you noticed the
pattern of the nodes in the diagram and the importance of the fact
that there are four nodes on the diagram, each of which has an odd
number of routes from it.
The model of the town, where each island and each side of the
river has an odd number of bridges leading to/from it, was included
so that you could relate it to the diagrams in the hints. To be
able to move from each of the four regions you must have two areas
with an even number of bridges so that you can arrive and leave.
Solutions received from Andrei of School 205 Bucharest, Alex and
Joanna of Woodfall Junior School, Katherine, Phoebe and Katharine
of The Mount School and Gowri, Hannah and Sophie of Caistor Grammar
School used this idea.
The hints were there to help you to identify the importance of
the number of odd nodes. It is worth going back to these and try to
generalise your findings from this problem to other similar
Andrei observed that the city is symmetrical in respect to a
The journey is impossible.
Suppose the starting point of the walk is on a side of the river
(it could be north or south, as specified the city is symmetrical);
there are three bridges. The people must first go on the first
bridge, return on the second, and then go away by the third, so
they cannot come back! There must be an even number of bridges on
each part so, that they can return home.
After solving the problem this way, I discovered that this is a
famous problem of the history of mathematics, being at the basis of
topology of networks, first developed by Euler in 1735. He
constructed a diagram (essentially the same as yours), and
associated the land with the vertices, and the bridges with the
possible ways of connecting the vertices - arcs.
Using the reciprocal of Euler's theorem: "if a network has two or
less odd vertices, it has at least an Euler path", that says "if a
network has two or less odd vertices, it has at least an Euler
path", it is easy to see that the proposed problem does not admit
an Euler path (i.e. a continuous path that passes through every arc
once and only once).


text:
In this tutorial, you'll learn how to use the ActiveCampaign integration to sync contacts on ActiveCampaign with Sendinblue. This can be helpful in order to automatically transfer information between the two apps.
Setting up the ActiveCampaign Integration
To get your integration up and running, you will need to perform the following steps:
- Click on the + icon on the top menu and then click on the Integrations tab.
- Select the ActiveCampaign Contacts integration from the Integrations page.
- Enter an integration name as shown below. After providing a name, click the Create Integration button to move on to the Integration Creation page.
- Connect your ActiveCampaign account
- Click on Connect Your Account to connect your ActiveCampaign account.
- Enter your URL and API Key on the ActiveCampaign authentication page that just appeared.
- Click on Proceed.
- Click the Continue button to move to the next step.
- Select the ActiveCampaign Contact list
- Select the list in your ActiveCampaign account that you want to sync with your contacts.
- Check the Opt-In Agreement box. Once the integration runs, the contacts in this list will be synced to your Sendinblue account.
- Click the Continue button.
- Map your ActiveCampaign data fields with your Sendinblue contact attributes
- Select the corresponding ActiveCampaign field from the drop-down displayed to map with each contact attribute on Sendinblue.
- Click the Continue button.
- Select a Sendinblue Contact List:
- You can select an existing list or create a new one. Your ActiveCampaign contacts will be imported and synced to this list.
- Click on the Continue button.
- Save your integration
- Save and activate the integration by clicking the Save and Activate button.
- You will be redirected to the Integrations page, where you can view the newly created integration.
Your monthly quota:
- There's a global limit on how much data, your integrations can pull or sync with. This limit is set to 100,000 tasks/month. You'll receive an email notification when you reach 80% of your monthly quota. If you exceed this limit, your integrations will be stoped and you'll receive a new email notification informing you about that.
- To increase your monthly quota, write to us at _EMAIL_.
- Contacts created in Sendinblue will not be reflected in ActiveCampaign.
- If you delete a contact in ActiveCampaign, the deletion will not be reflected in Sendinblue.
- The phone number attribute must be 6-16 digits. If you create or update a contact in ActiveCampaign with a phone number not following this format, it will not be reflected in Sendinblue.
- If you update or create more than 10k contacts in ActiveCampaign, only the latest 10k contacts will be reflected in Sendinblue. 10k is the maximum upper limit of contacts fetched from ActiveCampaign for a single bulk operation. The actual number of contacts fetched also depends on the page size in ActiveCampaign and its API's response time.
- When contacts are imported from ActiveCampaign to Sendinblue after integration creation, custom fields like Gender, Company etc, are not imported into Sendinblue. Updating the value of a custom field in Sendinblue, in this case, will not override the previous value in ActiveCampaign, but set it to blank instead.
- The boolean (Yes/No) and category (dropdown) type fields are currently not supported for syncing.
- There is a basic rate limit for how many operations can be performed simultaneously on contacts in ActiveCampagin. You can send a maximum of 5 API requests per second for your ActiveCampaign account.
Have a question?
If you have a question, feel free to reach our support team at _EMAIL_.


text:
Molecular evolution and expression divergence of the Populus polygalacturonase supergene family shed light on the evolution of increasingly complex organs in plants
- Plant polygalacturonases (PGs) are involved in cell separation processes during many stages of plant development. Investigation into the diversification of this large gene family in land plants could shed light on the evolution of structural development.
- We conducted whole-genome annotation, molecular evolution and gene expression analyses of PG genes in five species of land plant: Populus, Arabidopsis, rice, Selaginella and Physcomitrella.
- We identified 75, 44, 16 and 11 PG genes from Populus, rice, Selaginella and Physcomitrella genomes, respectively, which were divided into three classes. We inferred rapid expansion of class I PG genes in Populus, Arabidopsis and rice, while copy numbers of classes II and III PG genes were relatively conserved in all five species. Populus, Arabidopsis and rice class I PG genes were under more relaxed selection constraints than class II PG genes, while this selective pressure divergence was not observed in Selaginella and Physcomitrella PG families. In addition, class I PG genes underwent marked expression divergence in Populus, rice and Selaginella.
- Our results suggest that PG gene expansion occurred after the divergence of the lycophytes and euphyllophytes, and this expansion was likely paralleled by the evolution of increasingly complex organs in land plants.


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Legal Training
Blackstone Legal Fellowship is not a culmination... it is a beginning
Blackstone Legal Fellowship is a leadership training program that brings together exceptional Christian law students and prepares them for careers marked by integrity, excellence, and leadership. Since 2000, Alliance Defending Freedom has trained more than 2,400 law students from more than 225 law schools in 21 different countries.
The Fellowship begins with a summer-long leadership training program, which includes three weeks of seminars on topics such as legal philosophy, constitutional law, practicing with integrity and excellence within the legal profession, and career development and cultural engagement. Interns also spend the summer engaged in legal internships across the world, working with nonprofits, governmental entities, and boutique law firms, among others.
The summer program represents a beginning, not a culmination, as Interns emerge with a professional network, enduring friendships, and a foundation of knowledge that will serve them throughout their careers. Those selected to become "Fellows" at the end of the summer also receive ongoing training, resources, and support through an international community.
Have Questions?
For answers to common questions about Blackstone Legal Fellowship, view the FAQ.
Why is the program named the Blackstone Legal Fellowship?
The program is named for Sir William Blackstone (_PHONE_), a contemporary of the framers of the U.S. Constitution and Declaration of Independence. An English judge who went on to become the first Vinerian professor of law at Oxford University, Blackstone is best known for his Commentaries on the Laws of England.
The Commentaries were the original foundation for legal education in America and a work that would dominate the common law legal system for centuries. Indeed, they had a pervasive and profound impact on the United States Constitution and whose concept of absolute rights formed the basic premise of our Declaration of Independence.
In the Commentaries, Blackstone explained that the basis upon which English Common Law resides is a higher law, the law written by God and found in His scriptures and the created order. Blackstone says, "when the Supreme Being formed the universe, and created matter out of nothing, he impressed certain principles upon that matter, from which it can never depart, and without which it would cease to be." Because of this, William Blackstone argues, "the first and primary end of human laws is to maintain... these absolute [i.e. God-given] rights of individuals." Accordingly, man lacks authority to write a law that contradicts God's law. Blackstone called this concept "ultra vires," which means it is beyond the authority of man to write a law that violates God's law. Blackstone also said that law is fixed, it is uniform, and it is universal. It does not change based on who the President is, or who holds judicial positions. It is the same law for everyone at all times and in all places.
Blackstone's influence on American law can hardly be overstated. His writings trained nearly every American lawyer until the mid-19th century. Unfortunately, his influence and the Christian worldview have since been virtually eradicated from American law schools. For this reason, Alliance Defending Freedom named its prestigious law student program the Blackstone Legal Fellowship, representing a new generation of lawyers, men and women of Christian conviction, passion, and intelligence, being equipped to serve as leaders within the legal culture, proposed by Blackstone's vision of the law to foster legal systems that fully protect our God-given rights.
The Blackstone Legal Fellowship seeks accomplished law students who are committed to their faith and are dedicated to impacting the law-profession culture. To learn more and apply, visit
Criteria for selection include: strong academic performance; leadership skills, both exhibited and potential; maturity of faith and character; and commitment to legal and cultural engagement.
The 2020 class included 156 Interns. We anticipate the 2021 class will be a similar size. To learn more and apply, visit
The Blackstone Legal Fellowship is a ministry of Alliance Defending Freedom.
What Blackstone Fellows Say
Learn More and Apply
Visit the Website
Help fund the largest Blackstone class yet!
This year, we're hoping to fund the largest Blackstone class yet with over 160 students. But this important program relies heavily on the financial support you provide.
It costs around $25,000 to fund one student. And there is no financial burden on the students who are chosen to attend.
Your gift to support Blackstone will be put to work training the next generation of Christian leaders who can fight and win for freedom. Will you give today and help ensure this important program continues?
Yes, I'll help!
Beyond the Summer
True to its name, Blackstone Legal Fellowship is a Fellowship. Throughout the program, and extending well beyond its conclusion, Interns participate in a thoughtful community of highly accomplished Christian law students, developing relationships that will endure for years to come. Fellows—those Interns selected to join the Fellowship at the end of the summer program—also benefit from the alumni network. Through events, additional training, and a variety of networking opportunities, Fellows strengthen relationships with members of their class and also form new connections that will be personally and professionally enriching. Through the summer program, and all that follows, Blackstone Fellows are equipped to effectively engage the legal culture and accelerate their careers in whatever area of law God is calling them.
Selection to Blackstone Legal Fellowship
Blackstone Legal Fellowship is much more than a summer internship program. It is, in short, a long-term investment in its participants. Accordingly, Blackstone Interns are selected through a rigorous and highly competitive application process specifically designed to build a diverse class with strong leadership potential in all areas of private practice and public service. The selection committee seeks students with outstanding intellectual distinction and Christian commitment who will form a far-reaching network of legal professionals with the character, competence, and credentials to create lasting change in our legal culture.
For all these reasons, Blackstone Legal Fellowship is not a culmination... it is a beginning.
The Program
Phase I:
Interns gather for two weeks of lectures, seminars, and interactive discussions designed to confront conventional wisdom in legal education and present a principled, analytical framework for understanding natural law principles, constitutional interpretation and jurisprudence, and the history of Western civilization. The curriculum also incorporates daily worship and a devotional series focusing on personal and ethical challenges related to the legal practice.
Phase II:
Interns complete a legal internship to advance their career objectives. Interns obtain positions at a wide variety of organizations, including nonprofits, NGOs, governmental entities, and boutique law firms.
Phase III:
At the end of the summer, Interns return together for seminars and training focused on career development and cultural engagement. The curriculum includes practical career advice and enables Interns to develop a clearer vision of their professional calling. Faculty includes partners from prestigious law firms, high-ranking public officials, academics, and former judicial law clerks. Interns return to law school equipped with deeper knowledge, stronger convictions, and access to a vast professional network that will continue to grow throughout their careers.
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text:
Understand the context, background, and purpose of the curriculum
Identify how the curriculum can be used, with whom, and in what situations
Rationale and motivation for developing the curriculum
Curriculum overview, goals and objectives
Suggestions for using curriculum
Arranging a training based on the curriculum
About the curriculum authors
Rationale and motivation for the developing the curriculum
National organizations, funding agencies, researchers and communities are increasingly calling for an approach to health research that recognizes the importance of social, political and economic systems to health behaviors and outcomes. This focus is due to many converging factors, including our increased understanding of the complex issues that affect health, the importance of prevention to public health, the role for both qualitative and quantitative research methods, and the need to translate research findings into changes in practice and policy. Evidence is mounting that participatory models of research, in which communities are engaged as partners in the research process, are effective in bridging the gap that often exists between research and public health practice. Indeed, these models are essential to achieving the nation's health research agenda.
As interest in CBPR and funding available to support CBPR grows, there is a growing need and demand for educational resources that help build the knowledge and skills needed to develop and sustain effective CBPR partnerships. This curriculum seeks to address this need and demand.
Curriculum overview, goals and objectives
Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill-Building Curriculum presents an opportunity to explore the practice of CBPR as an innovative approach for improving health. The curriculum intends to foster critical thinking and action on issues impacting CBPR and community-institutional partnerships. The curriculum is built upon a combination of experiential and didactic approaches to teaching and learning. Through clearly presented content, examples and exercises that stimulate new ways of thinking "outside of the box," you will:
Develop a deeper understanding of the basic principles of CBPR and strategies for applying them
Understand the key steps involved in developing and sustaining CBPR partnerships
Identify common challenges faced by CBPR partnerships and suggested strategies and resources for overcoming them
Develop and enhance skills for all partners that will enhance their capacity for supporting and sustaining authentic CBPR partnerships
The curriculum includes seven units. Each unit contains:
In-depth content information about the topic(s) being presented
Examples and interactive exercises that are designed to trigger discussion and to help better understand the concepts being presented
Citations and suggested resources, selected based on their relevance and usefulness to the unit's learning objectives
The focus of the curriculum is on developing and sustaining CBPR partnerships. It does not include substantive content on methods for conducting the actual research (i.e., the benefits and limitations of different study designs, methods for collecting and analyzing data). Appendix C provides a list of journal articles and books that can enhance your understanding in these areas.
The curriculum is intended as a tool for use by community-institutional partnerships that are using or planning to use a CBPR approach to improving health. It can be used by partnerships that are just forming as well as existing partnerships. It is intended for use by health professions faculty and researchers, students and post-doctoral fellows, staff of community-based organizations, and staff of public health agencies at all skill levels.
Suggestions for using the curriculum
Developing a CBPR partnership is a dynamic process. Partnerships may want to use the curriculum from their inception, or use specific sections that address specific challenges the partnership is currently facing. The curriculum may be used:
In the early stages of developing a partnership to...
Orient partners to CBPR
Stimulate conversations around key questions and issues as the partnership is forming
Establish principles, policies and procedures that lay the foundation of a successful partnership
Within a partnership to...
Work through concerns or challenges and develop locally relevant solutions
Assess the extent to which the partnership has embraced CBPR
Orient new partners to CBPR
In classroom discussions on CBPR
In training workshops with "mixed audiences" of community, academic and health department representatives
The units and sections can be reviewed in any order, but we do recommend starting with Unit 1 since it provides a foundation for the rest of the curriculum. Individual units and appendices can be printed as PDF files, as can individual tables, figures, examples and exercises. We hope this will help facilitate the ability to incorporate portions of the curriculum into partnership meetings, classroom discussions, training workshops and other relevant settings.
Examples, exercises and sample policies are featured throughout the curriculum. None will be applicable to all partnerships. Since the curriculum is intended to appeal to a broad audience, we encourage adapting or extrapolating from the information presented.
We welcome and encourage your comments and suggestions on the curriculum. We would also like to learn how you have used the curriculum and how it may have contributed to your understanding and practice of CBPR. Our hope is that the curriculum will serve as a valued resource, continually improved over time. To share your thoughts with us, please take a few minutes to respond to an anonymous feedback survey by clicking here.
Arranging a training based on the curriculum
Periodically, training workshops are offered based on the curriculum. Upcoming opportunities are listed on the curriculum homepage.
It is also possible to arrange customized delivery of the curriculum by the authors and other members of the CCPH Consultancy Network who are skilled in CBPR. For more information, contact Community-Campus Partnerships for Health by email: _EMAIL_ or call _PHONE_.
About the curriculum authors
The material and information presented in this curriculum are based on the work of the Community-Institutional Partnerships for Prevention Research Group that emerged from the Examining Community-Institutional Partnerships for Prevention Research Project.
Information is drawn from the experiences and materials of project partners, as well as other print and electronic sources. In some cases, portions of existing materials were adapted or modified to address the goals of the curriculum. When applicable, permission has been granted by the authors or copyright holders.
The Examining Community-Institutional Partnerships for Prevention Research Project ran from October 2002 through December 2005 with funding from the Prevention Research Center Program Office at the Centers for Disease Control and Prevention (CDC) through a cooperative agreement with the Association of Schools of Public Health.
The project aimed to identify and synthesize what is known about community-institutional collaborations in prevention research and develop and evaluate strategies to foster community and institutional capacity for participatory research at national and local levels. The project's ultimate goal was to facilitate approaches for effectively translating community interventions in public health and prevention into widespread practice at the community level.
These nine organizations, represented currently by the individuals named, participated as partners in the project. See Appendix A for descriptions of these organizations.
Community-Based Public Health Caucus of the American Public Health Association
Represented by: Renee Bayer and Adele Amodeo
Community-Campus Partnerships for Health
Represented by: Sarena D. Seifer, Kristine Wong and Annika Robbins Sgambelluri
Community Health Scholars Program
Represented by: Diane Calleson and Renee Bayer
Detroit Community-Academic Urban Research Center
Represented by: Barbara Israel and Robert McGranaghan
National Community Committee of the CDC Prevention Research Centers
Represented by: Ella Greene-Moton and E. Yvonne Lewis
Seattle Partners for Healthy Communities
Represented by: Kristen Senturia, Alison Eisinger and Gary Tang
Represented by: Sarah Flicker
Yale-Griffin Prevention Research Center
Represented by: Kari Hartwig and Maurice Williams
Project reports, presentations and other products are available on the project website at _URL_
During the first year of the project (2002-2003), the project partners collaborated to examine and synthesize existing data on successful characteristics of community partnerships for prevention research. The first year's activities yielded a report that:
Defined "successful community-institutional collaborations in prevention research"
Identified factors that facilitate and impede these successful relationships and outcomes
Presented recommendations and strategies that could build the capacity of communities, institutions and funding agencies to engage in successful community-institutional partnerships for prevention research
During the second year of the project (2003-2004), the project partners created two working groups which designed and implemented specific strategies for building community and institutional capacity for participatory approaches to prevention research:
The Policy Working Group, chaired by Adele Amodeo, worked to implement policy recommendations by collaborating with funding agencies to support partnership infrastructure, assess partnerships in proposals and design peer review processes
The Training Working Group, chaired by Robert McGranaghan developed and tested a training curriculum for partnerships on developing and sustaining CBPR partnerships
During the third year of the project (2004-2005), the project partners completed a curriculum for Developing and Sustaining CBPR Partnerships and pilot-tested it through a 4-day intensive training institute for partnership teams held in August 2005. Portions of the curriculum were offered in a variety of formats, including a pre-conference workshop at the 2004 Community-Campus Partnerships for Health conference and a half-day continuing education institute at the 2005 American Public Health Association conference.
The version of the curriculum you see here is the product of multiple rounds of review by project partners, incorporating feedback from participants. Project partners took the lead on authoring and editing each section of the curriculum as indicated in the table of contents.
During the process of the curriculum's development, many people and organizations committed their time, comments and technical expertise. In addition to the project partners and curriculum authors mentioned above, they include:
Eduardo Simoes, Lynda Anderson, Sharrice White and Robert Hancock of the Centers for Disease Control and Prevention for enthusiastically supporting


How do I enrol my child at Taikura?
Phone the school office (06) _PHONE_ and ask for the Enrolments Registrar Ext: 807
Is there a cost and how does this work?
The school operates by a required attendance dues fee of $1023.50 each year per child and a donation form with a recommended donation of $1650.00 each year per child. Then they advise the school.
There are also required sundries eg. stationery, music, sports and camps. These charges vary from class to class.
Is there a long waiting list?
What are the formal qualifications?
Can a child attend your school if they have not attended another Steiner School?
Yes, anyone is able to enrol / go on the waiting list as long as the family are able to show a connection to the Special Character of the school. This is done through a Special Character Interview.
What is a Special Character Interview?
A Special Character Interview is part of the process for determining a family's connection to the Special Character of the School. This is a requirement of our Enrolment Scheme. Before a family can place their children on the waiting list, they need to have a Special Character Interview.
How do I prepare for a Special Character Interview?
There is a recommended reading list that we encourage families to review, the Anthroposophical Centre (500 Nelson Street North, Hasting) has a library that is open to the public. We also encourage families to attend events (such as festivals, presentation and plays) that are held at the school. The school newsletter (The Grapevine) will have information about what events are on that are open to the public. It is important to check The Grapevine especially during Covid 19 Level 2 for the most up to date information as some events will be cancelled or have restricted attendance.
What does State Integrated mean?
State integrated means we are a school with a Special Character (Steiner Education) that gets funding from the Ministry of Education. The Ministry provides money for teaching staff and the day to day running of the school. The Proprietors provide the buildings and the long term funding for the school.
Is the school zoned?
We have an area of convenience and priority is given to those who live within this. Please see the schools Enrolment Scheme for further details.
Dress code.
There is no school uniform. School students are expected to be familiar with and abide by the student dress code at all times as explained in the Parent Handbook
Is there a bus service?
We currently have a bus service to and from Napier, Havelock North, Haumoana, and Waipawa.
Is there after school care?
Our school does not provide after school care.
Where can I access school policies?
Username: taikurasteiner
Password: heartwood


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The 2DECOMP&FFT library is a software framework in Fortran to build large-scale parallel applications. It is designed for applications using three-dimensional structured mesh and spatially implicit numerical algorithms. At the foundation, it implements a general-purpose 2D pencil decomposition for data distribution on distributed-memory platforms. On top, it provides a highly scalable and efficient interface to perform three-dimensional distributed FFTs.
Elemental is a C++ framework for distributed-memory dense linear algebra that strives to be fast, portable, and programmable. It can be thought of as a generalization of PLAPACK to element-by-element distributions that also makes use of recent algorithmic advances from the FLAME project. Elemental usually outperforms both PLAPACK and ScaLAPACK, however, it heavily relies on MPI collectives so a good MPI implementation is crucial. Both pure MPI and hybrid OpenMP-MPI configurations are supported.


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|1. Select category||2. Choose calculator||3. Enter data||4. View results|
McNemar's test to analyze a matched case-control study
McNemar's test is used to compare paired proportions. It can be used to analyze retrospective case-control studies, where each case is matched to a particular control. Or it can be used to analyze experimental studies, where the two treatments are given to matched subjects. Read an example with explanation.
Use McNemar's test (and this calculator) only when you are analyzing matched pairs. Each value you enter above represents a number of PAIRS. The total number of subjects in the study is twice the total of the values you enter above.


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teenth birthday present to Harry Potter. Hermione Granger also gave Harry a Sneakoscope for his seventeenth birthday, which later on alerted them of the Snatchers outside their tent who appeared when Harry accidentally said Voldemort's name, which was Tabooed. Unfortunately, it also alerted their presence to the Snatchers.
A small sphere which turns red when you have forgotten something. First seen in Harry Potter and the Philosopher's Stone, when Neville Longbottom received one from his grandmother. Later in that same book, he dropped the remembrall during his first flying lesson, when he fell to the ground. Draco Malfoy picked it up, and would not give it to Harry, who then chased after him. Malfoy threw the remembrall toward Hogwarts castle, and Harry flew to it, and caught it. This was all seen by Prof. McGonagall, who saw potential in Harry to be a seeker for the Gryffindor Quidditch team.
Mad-Eye Moody's Magical Eye


Five tips for reducing Exchange Server support costs
A few simple steps can make a big difference in what you spend to support your Exchange Server organization. Brien Posey shares several practical suggestions.
The current economic climate continues to drive organizations to look for ways to reduce IT costs. Here are five things you can do to cut costs on Exchange Server support.
1: Take advantage of Role Based Access Control
One of the best ways to reduce Exchange Server support costs (while reducing your own workload in the process) is to take advantage of Exchange 2010's Role Based Access Control (RBAC) feature. RBAC allows you to delegate degrees of administrative permissions to non-Exchange administrators so that they can perform specific tasks.
For example, there is a management role group named Help Desk, to which you can assign help desk staff. Members of this role group can perform basic administrative tasks, such as modifying user information (address, phone number, etc.). It is worth noting that in Exchange Server 2010, end users can be allowed to modify their own information through Outlook Web App. As strange as it may sound, members of the Help Desk group are allowed to modify only information that users are allowed to modify themselves. Therefore, if you prevent users from modifying their own information, you will block the Help Desk from doing so as well.
The Help Desk Group is only one of the RBAC groups. You can use RBAC to provide truly granular Exchange Server permissions. For instance, you could potentially lighten the administrative burden by designating another staff member to act as a recipient manager (which would allow that person to create and maintain user mailboxes).
2: Proactively monitor the server's health
Another major step you can take to reduce Exchange Server support costs is to be proactive in your server maintenance. A number of tools are on the market for monitoring Exchange Server's health, and I highly recommend investing in such a tool. Although you'll have to spend some money up front, the tool will likely reduce your costs in the long run. Exchange Server monitoring tools are designed to spot small problems so that you can correct them before they turn into big problems. This not only helps reduce down time, but it also reduces costs by doing the troubleshooting for you.
3: Use dedicated Exchange servers
Whenever possible, you should run Exchange on dedicated servers (physical or virtual) rather than attempting to host additional roles, services, or applications on an Exchange server. Using dedicated servers eliminates the possibility of an unrelated service or application interfering with Exchange.
Using dedicated servers also helps improve security because a dedicated server has a smaller attack surface than a server that's performing multiple duties. Furthermore, if anything does go wrong with the Exchange server, the problem is often easier to troubleshoot if Exchange is the only thing running on the server.
4: Build redundancy into your Exchange Server organization
Few things drive up support costs the way an unanticipated failure does. Several types of costs are incurred when a server fails. First, there is the cost of paying the IT staff to fix the problem. There may also be costs associated with replacement parts or support calls to Microsoft. Although such costs can be significant, they are minor in comparison to the costs that occur because of how the failure affects the end users.
If users are affected by a failure, they can't properly do their job. At best, this means they're being paid to wait around for the server to come back up. At worst, an Exchange Server failure translates directly to lost revenue because customers are unable to communicate with employees.
While you may not always be able to completely prevent failures from occurring, you can prevent users from being affected by those failures by building redundancy into your Exchange Server organization. Microsoft supports failover clustering only for mailbox servers, but you can achieve redundancy for other Exchange Server roles through load balancing.
5: Periodically run the Exchange Server Best Practices Analyzer
Finally, I recommend that you periodically run the Exchange Server Best Practices Analyzer (ExBPA). In case you're not familiar with the ExBPA, it's a free tool that analyzes your Exchange Server organization to make sure your configuration adheres to Microsoft's recommended best practices. The Best Practices Analyzer started life as a downloadable tool, but it's now included in the Exchange Management Console Toolbox section in Exchange 2007 and Exchange 2010.
I recommend periodically running the tool because Microsoft is known to change its recommendations from time to time. As Microsoft's recommended best practices evolve, those changes are reflected in the ExBPA. As a general rule, I suggest running the ExBPA once a month or any time you make a configuration change.
Editor's Picks


10 Gems From 100 Years of 'The Elements of Style'
I can't keep a pair of pants looking presentable for more than 3 years. My body is well over 20 years old, way under 100, and it's hit and miss with this damn thing.
And somehow the same book has been assisting writers for 100 years?
The original version of The Elements of Style was published in 1920. Let's put this in context. If you ate the way people ate in 1920, you'd be eating Hoover Stew, which is a fancy name for hot dogs and mac and cheese. You'd also be at the very beginning of prohibition, which is contradictory: Hot dogs and mac seems like a very drunk idea. But the lack of booze may explain the clearheaded nature of The Elements of Style.
A style guide that's pre-internet, pre-word-processor, even. Think how much the world has changed. Yet some of the advice here is as important today as it was then.
The Elements of Style, the original 1920 edition, is only about 50 pages long. And at 50 pages, it might be too long for most of us.
So, as a community service, and as a praise for this book's longevity, here are some highlights.
1. Breaking the Rules
The quote about learning the rules and breaking them has been attributed to a lot of different people. Pablo Picasso, although that attribution is questionable. Alexander McQueen, though he was born in 1969, which would make this a late quote. Even the Dalai Lama had this one thrown his way.
Strunk's version is the earliest version of the saying that I can nail down. And it explains that breaking a rule should be done to achieve something. So whenever someone in your workshop claims "I did that on purpose," feel free to ask them which rule they broke, what they planned to achieve, and whether they think they managed the intended effect.
2. Writing is Problem-Solving
One suggestion, if you can't keep the apostrophe rules straight, is a workaround. Instead of "Achilees' heel", just say, "The heel of Achilles."
The idea of a style guide giving you workarounds is just fantastic. Instead of memorizing rules, start thinking about writing as a series of small problems to solve, and solve them your way.
3. Use Concrete Language
He showed satisfaction as he took possession of his well-earned reward. [no]
He grinned as he pocketed the coin. [yes!]
This is an amazing example of so many rules that have been said so many ways. Show don't tell. Use on-the-body description.
Based on one line that describes the same action, I know which book I'm reading and which one I'm tossing aside.
4. Tattoo-Worthy Advice
Vigorous writing is concise.
That's a tattoo right there. Not enough people use "vigorous" to describe something done right. I think sex is the only thing where "vigorous" is used. Let's sex up writing and be vigorous about it.
5. Minimalism
Great analogies. I might compare this to a modern thing, good code shouldn't have unnecessary lines. "Unnecessary" doesn't mean omitting description or detail, which is the common complaint about minmalism. This complaint is usually a veiled gripe about the hard work of editing. You can describe a field of flowers all goddamn day if you want. Just know when it's finished, and step away.
6. The Fact That
"The fact that" should be revised out of every sentence in which it occurs.
I was unaware of the fact that [no]
I was unaware that (did not know) [yes!]
the fact that he had not succeeded [no]
his failure [yes!]
the fact that I had arrived [no]
my arrival [yes!]
You know what? Yes. You're right. "The fact that" is a phrase that should be like a big flag. "Hey, you can say this more directly and forcefully."
7. Interesting
Interesting. Avoid this word as a perfunctory means of introduction. Instead of announcing that what you are about to tell is interesting, make it so.
That's a goddamn mic drop. If something's interesting, you don't have to prepare me for it. It will stand on its own as interesting. Just like good-looking people do not have to announce themselves: "Prepare for my entrance, and prepare to see that I am good-looking." I think most of us will figure it out.
Strunk mentions "clever" as well, that it's overused. He's right. Cleverness is for watch-makers and Velociraptors jumping out at Muldoon.
8. The Literal Debate
A literal flood of abuse. [no]
A flood of abuse. [yes!]
Literally dead with fatigue [no]
Almost dead with fatigue (dead tired) [yes!]
This one might ruffle some feathers, but I tend to agree, and I have a reason!
We have plentiful modifiers that do the work currently shouldered by "literally." And with the alteration of "actually" to be received as an aggressive nerd correction, the word "literally" has an important use, and there aren't many words that do the same work. It's meant to express the concreteness of something happening, not the level of it. A "literal shit storm" would be an exploding septic tank. A "literal shit storm" applied to a bad meeting? Why not replace "literal" with "complete" or "total" or "a shit storm so severe NOAA was tracking it on radar hours beforehand"?
9. People and The Public
"The people" is a political term, not to be confused with "the public". From the people comes political support or opposition; from the public comes artistic appreciation or commercial patronage.
Strunk thinks it's possible to both dislike something politically and appreciate something artistically. Just throwing it out there.
10. Thanking You in Advance
This sounds as if the writer meant, "It will not be worth my while to write to you again." In making your request, write, "Will you please," or "I shall be obliged," and if anything further seems necessary write a letter of acknowledgment later.
Ugh, yes. Don't thank me in advance. It's also a sort of mandate: Because you'll be doing this, I'll thank you now. If I can take the time to do something for you, you can take the time to thank me once the work is completed. Or, if you're giving me an order, just grow up and do it. Don't pretend like I'm doing you a favor.
Happy Centennial, boys.
Buy The Elements of Style at Bookshop or Amazon
Alec Stumbaugh's picture
Alec Stumbaugh July 23, 2020 - 8:52pm
So I've kept track of my comic reading for the last 2 and 1/2 years. I average 2000 comics a year. If I have 40 more years left, that gives me 80,000 comics. I'll take it!
AnthonyJohnson's picture
AnthonyJohnson August 22, 2020 - 12:53am
O love games and its been long I could not visit your page as I was busy providing homework help online in AU but I am back now.Thanks for your gaming post.
walker89's picture
walker89 November 19, 2020 - 2:20pm
Employee computer monitoring software allows you to assess work productivity based on the programs and sites used by employees during working hours. The system automatically categorizes the programs used into productive, unproductive, and neutral based on predefined settings. This will help you grow your business effectively.


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What is heavier: oxygen or carbon dioxide?
Question Date: 1998-03-17
Answer 1:
At room temperature and atmospheric pressure, oxygen and carbon dioxide are both gasses. In fact, they are close to what scientists call ideal gasses. Ideal gasses are much more easy to understand than non-ideal gasses. For ideal gasses, the density of the gas (the weight for a given volume--basically the heaviness) is directly proportional to the mass of an individual molecule. For oxygen, a molecule consists of two oxygen atoms, and has a weight of 2 x 16 = 32. For carbon dioxide, there is one carbon atom (weight 12) and two oxygen atoms (mass 16 x 2) for a total of 44. This means that carbon dioxide should be about 44/32 = 1.375 times as heavy as an equivalent volume of oxygen. In reality, oxygen gas has a density of 1.429 grams/liter at the so-called standard pressure and temperature (basically room temperature and atmospheric pressure) while carbon dioxide has a density of 1.977 grams/liter. If you do the math, you will find that carbon dioxide is 1.383 times as heavy as oxygen. This means that the "ideal gas model" is very good in this case.
Incidentally, if you cooled these gasses down and pressurized them until they liquified (liquid oxygen is used as rocket fuel, liquid carbon dioxide is used to carbonate soft drinks) you would get a different answer. Liquid oxygen is actually heavier than liquid carbon dioxide by a little bit. 1.149 grams/ milliliter for liquid oxygen at its boiling point versus 1.101 grams/ milliliter for liquid carbon dioxide.
If you cool even more and get solid oxygen and carbon dioxide you would find than carbon dioxide is slightly heavier than a similar volume of solid oxygen. Solid carbon dioxide is also known as dry ice, and is used to keep thing cold when ordinary ice is not good enough.
Answer 2:
What you are really interested in the density of the gas, rather than the weight.For most gases at atmospheric pressure, a given volume contains the same number of molecules at a given temperature. This is known as the ideal gas law. The density (or how "heavy") something is depends on the amount of mass per volume - a pound of lead and a pound of feathers has the same mass, but take up quite different volumes, and hence have quite different densities, with the leak having a high density (heavy) and the feathers having a low density (light). For an ideal gas, the density is just the molecular weight of the gas, divided by the volume of a given number of molecules. Since a given number of molecules always takes up the same volume for a gas, the higher the molecular weight, the "heavier" the gas is, or the higher the density. Carbon dioxide has one carbon atom and two oxygen atoms, and a molecular weight of 44 grams per mole ( a certain number of molecules). The oxygen in the air is actually O2, or molecular oxygen, with a molecular weight of 32. Hence, carbon dioxide has a higher density, or is heavier than oxygen. That is why you need to be careful with carbon dioxide. It can displace the oxygen in a room and lead to asphyxiation.
Answer 3:
Carbon has an atomic wt of 12, oxygen in diatomic form(O2) of 32 and CO2 of 44. this means that the mass of 6x1023 atoms of CARBON has a mass of 6 kilograms, the mass of 6x1023 diatomic oxygen molecules is 32 kg, and for CO2 its 44kg, so carbon is the lightest and CO2 the heaviest.
Answer 4:
Well, what makes up oxygen gas? Oxygen gas is made up of two oxygen molecules stuck together. That's why you'll sometimes see O2 when they mean oxygen (get it...two oxygens). Anyway, carbon dioxide is made up of two oxygen and a carbon molecule. So which do you think is heavier?
The answer is carbon dioxide.
Bonus question: How much heavier is carbon dioxide than oxygen?
Answer 5:
Well, oxygen molecules have two oxygen atoms. Carbon dioxide molecules have two oxygen atoms plus one carbon atom. So which molecule do you think is heavier?
Answer 6:
I'll give you a hint on this one and then I bet you'll be able to figure it out for yourselves. The symbol for oxygen is O and the symbol for carbon dioxide is CO2.
Answer 7:
I am going to help you answer this one for yourself. All gasses (like oxygen and carbon dioxide) have about the same number of molecules in, lets say a gallon of air. So the difference in weight of the gasses is in proportion to the difference in weight of the individual molecules.
Now, the each oxygen molecule has two oxygen atoms. Each carbon dioxide molecule has two oxygen and one carbon atom. Even without knowing the weight of these atoms, can you tell now which will be heavier? Write back with your answer!
Answer 8:
That is an interesting question. Once, when I was at the Exploratorium, a science museum in San Francisco, I saw a great exhibit that actually answered your question perfectly! The exhibit had you blow a single soap bubble into a large tub with dry ice at the bottom. The soap bubble sank towards the bottom of the tub at first, as you would expect, but instead of hitting the bottom and popping, the bubble gradually stopped falling and finally sat suspended in the air! Dry ice gives off carbon dioxide gas, and so there was a thick layer of carbon dioxide in the bottom of the tub. Because carbon dioxide is heavier than air, and the bubble was made of air, the bubble actually floated above the carbon dioxide layer because it was lighter. Eventually, the chill from the dry ice froze the soap on the surface of the bubble and the bubble sank to the bottom of the tub and stayed there, a perfect sphere of hollow ice.
If you've ever seen the smoke that comes off of dry ice, you probably already knew the answer to your question, as that "smoke" is actually carbon dioxide gas mixed with water vapor, and tends to "sink" and collect on the floor or on counter tops until it mixes with the air and disperses.
Here's an exercise: the chemical formula for molecular oxygen (the kind found in the atmosphere and which we breathe) is two oxygen atoms bound together (two atoms total), while the chemical formula for carbon dioxide is one carbon atom plus two oxygen atoms bound together (3 atoms total). If a carbon atoms weighs 12 atomic mass units, and oxygen atoms each weigh 16 atomic mass units, how much heavier is carbon dioxide than molecular oxygen?
Answer 9:
Oxygen has an atomic mass of 16 gram per mole. The gas oxygen that is in the "air" has the formula O2. That means that there are two atoms of oxygen. The formula for carbon dioxide is CO2, that means one atom of carbon and two atoms of oxygen. The atomic mass of carbon is 12 grams per mole.
So one mole of O2 weights : 2 x 16 = 32 grams
One mole of carbon dioxide : 12 + (2 x 16) = 44 grams.
Which one is heavier?
Answer 10:
Here's a clue to the answer. Chemists have calculated a measure called the atomic weight for many different kinds of atoms. The atomic weight of oxygen is 16 units and carbon is 12 units. Carbon dioxide is made up of one atom of carbon and two atoms of oxygen. So, which is heavier one atom of oxygen or two atoms of carbon Di-oxide?
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The Hebrew script used in these lessons are the internet Hebrew Unicodes and are best viewed with the David.ttf font uploaded to your fonts folder.
In Verbs part 1 we learned that each Hebrew verb identifies;
- Person (first, second or third) of the subject of the verb
- Gender (masculine or feminine) of the subject of the verb
- Number (singular or plural) of the subject of the verb
- Tense (perfect or imperfect) of the verb
- And sometimes the gender and number of the object of the verb
In the next couple of lessons we will learn that each Hebrew verb also includes the following.
- Voice (active, passive or reflexive) of the verb
- Mood (simple, causative or intensive) of the verb
Hebrew verbs have three voices - active, passive and reflexive. In the active voice the subject of the verb is imparting the action of the verb. For instance, in the phrase קצר יעקב (qatsar ya'aqov) Jacob is performing the action of the cutting - "Jacob cut" (In Verbs part 1, all of the verbs learned there are in the active voice). In the passive voice the action of the verb is imparted on the subject of the verb so, in the phrase נקצר יעקב (niq'tsar ya'aqov) the action of cutting is imparted on Jacob - "Jacob was cut." In the reflexive voice the action of the verb is imparted on the subject of the verb by the subject of the verb. In the phrase התקצר יעקב (hitqatser ya'aqov) Jacob performs the action of cutting onto himself - "Jacob cut himself." Below is a chart with the conjugations of the active, passive and reflexive verb voices of קצר in the perfect tense.
Generally speaking the passive voice verbs in the perfect tense are identified by the prefix נ (nee) and the reflexive voice verbs in the perfect tense are identified by the prefix הת" (heet).
However, when it comes to the passive voice in the imperfect tense the only difference between the passive and the active is a change in the vowel sounds. Reflexive voice in the imperfect tense does not include the first letter of the reflexive prefix - ה, instead the second letter - ת, is placed after the prefix identifying the subject of the verb. The chart below includes the active, passive and reflexive conjugations for the verb קצר in the imperfect tense.
The first time a person is confronted with these various conjugations of a verb they feel overwhelmed. Do not let this frustrate you as there are a few of things to keep in mind.
Some of the more common conjugations will be easily recognized simply because of the extensive number of times they are used in the text. For instance the verb conjugation ויאמר (vay-yo-mer) meaning "and he said" is used 2084 times in the Hebrew Bible (ten times in Genesis chapter one alone).
The vast majority of the verbs in the Hebrew Bible are in the pa'al (simple, active) form which is the simplest form of the verbs.
There are several resources available to assist the Hebrew student to easily identify these conjugations (more on this in a later lesson).