Elements of a Police Report
Forms and formats of police reports will vary among police
departments, but all will contain the same informational elements.
It's FREE.
Download the 164 page UCR Handbook from the FBI and save it to your computer.
The importance of this book cannot be overstated. If you read this book, and you keep it close for reference, you will never
experience problems recognizing and properly classifying crimes.
Additionally, your knowledge of its contents will put you far ahead of others in any pre-employment interviews.
The truth is that the detectives and scientists will come after you, and their successes will depend largely on your
preliminary report of the offense or incident. The initial phases of any investigation are super critical, and the way you
record basic factual information; your observations; statements by others; evidence collection, and any other actions you
take will determine the success or failure of an investigation.
The Length of Your Preliminary Report
Many police officers believe a preliminary report should be brief and cover only very basic information. Wrong...your
preliminary report should include every bit of relevant information your investigation produces. The depth of your
investigation depends only upon your investigative abilities, and the time and resources available to you.
The Importance of the Uniform Crime Reporting Handbook
Knowing how to classify crimes and report them in the proper format is all important. The proper classification of a crime
will help to ensure it gets the attention it deserves. It's sad to say, but you're going to learn that a lot of police officers
aren't very well versed in UCR. The ever increasing political importance of crime reduction has led a lot of supervisors and
police commanders to adopt some pretty creative interpretations for crime classifications, so your knowledge and
understanding of UCR is more important that ever before.
Basic Factual Information
Your police report is going to have labeled information fields (boxes) for you to list basic factual information. Those fields are there for a purpose other
than balancing the graphic design of the report. You'll work with officers who think N/A, none, and / marks should fill the majority of these fields. The
completeness and accuracy of basic factual information is important for a host of reasons including making you look competent. For example:
Follow-up contact with a victim is important. Your victim tells you he has no telephone. Before you write [none] in that box, ask the victim for a
relative's or friend's phone number through which he can be contacted. Ninety-nine percent of the time, under this circumstance, your victim will be
able to provide you with a phone number.
Date; Time, and Location of the Offense or Incident
You're probably thinking, "This is pretty obvious." You're absolutely right, but you'll learn that some officers don't consider accuracy that important
when recording these critical details. When you're on the scene with a victim only moments after an offense, these details won't be a problem.
However, people sometimes wait, even when serious offenses occur, to report crimes. Rapes and sexual assaults often fall into this category.
If and when a suspect is apprehended, these details become extremely important. For instance: If the true date is off by just one day, that error could
establish a verifiable alibi for the suspect. Even if the error is corrected during the investigation, it could cause problems during any prosecution.
You'll also learn that people badly estimate time by either underestimation or overestimation. For example: You're interviewing the victim of a street
robbery. The victim tells you she can identify the suspect, because she got a good look at him. You ask her how long she looked at his face, and she
replies, "About a minute." While she's not lying, it should be obvious to you that she's probably overestimating the time. One minute is a very long
time. A little more effort on your part will bring that down to a more realistic 10 second observation. You may not think it's an important detail, but if
the case ever gets to trial, the defendant's attorney will certainly make the jury aware of just how long a minute can be.
The location of an offense should seldom be a problem since the location you'll record is the exact location where the offense occurs or begins. Even if a
victim is abducted and taken to several locations, the location of the offense will be where the first unlawful act occurs...in this case the abduction.
Remember, so many things are intertwined. Take this example where an abduction occurs: The suspect forces the victim into a car at gunpoint. At this
point the UCR Crime is Aggravated Assault. If the suspect commits no other crime during the abduction, the offense will remain Aggravated Assault.
However, if the suspect subsequently robs the victim, the UCR classification changes to Robbery. So many officers become confused -- you need not be
confused -- JUST GET THE UCR HANDBOOK. The location remains the same, your narrative will record the additional locations.
Suspect Description - Name; Address; Race; Age; Date of Birth; Height; Weight; Eyes; Hair; Complexion; identifying characteristics
You're going to look at a robbery report, and in the suspect description field you'll see, "M-B-NFD" or "M-W-NFD." While the description will tell you
nothing about the suspect, it will tell you two things about the officer who wrote the report. First, the officer is lazy, and second, the officer doesn't take
his or her job seriously. The acronym NFD for No Further Description is a favorite of too many police officers. Of course, there are exceptions...the
victim might be blind, or the suspect could come up on the victim from behind, and the victim is too fearful to even look at the suspect. However, this is
not the usual case.
When a person becomes a victim of a crime of violence, it's an extremely traumatic experience. Sometimes the victim will be upset and talk at length
without providing much relevant information. Other times the victim will be
subdued, and he or she will offer very little information. Either way, it is up to you to obtain all available information regarding the crime and the
suspect(s) from the victim. Believe it or not, some officers will wait for the victim to do the officer's job for him or her. The officer might ask the
victim, "How old is the suspect," and the victim replies, "I don't know." You'd be surprised how many officers will take that answer for omitting any
age in the suspect description. As a police officer, you should already realize that the suspect is probably between the ages of 15 and 50. From here, it's
just a simple task to get the victim's estimation of the suspect's age.
You'd be amazed how much a person takes in during stressful and potentially deadly experiences. All you have to do is question...question...question.
When you ask a victim about the suspect's height, you already have two models to go by. You know your height, and the victim knows his or her
height. A few up and down hand movements by the victim will end with a pretty accurate estimation of the suspect's height. Weight is more
problematic, but terms like thin; stocky; muscular; large belly, etc. will aid in providing identifiable information.
Here's one which many, or even most, police officers never seriously consider. Describing the race of a suspect is not as simple as you might think.
When the suspect is white, there's a wide variation of descriptions concerning hair color, eyes, etc. Complexion can go from pale to dark, but
complexion is usually only one of a number of characteristics. When the suspect is African-American, or black, complexion is always listed primarily as
light; medium; or dark. Here's the problem. When you ask an African-American victim the complexion of a black suspect, that victim will almost
always describe the suspect's complexion in comparison to the victim's own complexion. In other words, if the victim is very dark complected, he or she
will describe the suspect as light skinned when, in fact, the suspect is medium to dark complected. All you need do is point this out to the victim, and he
or she will immediately understand and provide you with a more accurate estimation.
It's really all up to you and how you treat a victim. Once a victim knows that you're truly interested in getting as much information as possible, you'll
be amazed how much the victim will be able to recollect. You simply start at the top of the head to the tip of the suspect's toes. The more detailed
questions you ask, the more details the victim will remember. Detail...Detail...Detail -- That's what a police report is all about.
Many, many years ago I was sitting at roll call when the shift commander used me for entertainment. He read one


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Soldering and Brazing
Soldering is a process in which two or more metal items are joined together by melting and flowing a filler metal into the joint, the filler metal having a relatively low melting point. Soft soldering is characterized by the melting point of the filler metal, which is below 400 °C (752 °F). The filler metal used in the process is called solder. Soldering is distinguished from brazing by use of a lower melting-temperature filler metal; it is distinguished from welding by the base metals not being melted during the joining process.
Brazing is a joining process whereby a filler metal or alloy is heated to melting temperature above 450 °C (840 °F) or, by the traditional definition in the United States, above 800 °F (427 °C) and distributed between two or more close-fitting parts by capillary action. By definition the melting temperature of the braze alloy is lower (sometimes substantially) than the melting temperature of the materials being joined. The brazed joint becomes a sandwich of different layers, each metallurgically linked to the adjacent layers.
Silver brazing alloys
Maintenance welding alloys, flamespray, flash back arrestors
Mild steel, stainless, brazing, silver brazing alloys
Soldering & brazing

source: HuggingFaceFW/fineweb-edu


Your Cat and Your New Baby
By Jackson Galaxy
Expecting a baby? Congratulations! In all the anticipation and excitement, don't forget that bringing home baby disrupt in your cat's routine. Without proper preparation, litterbox problems, aggression or other forms of acting out can be an unfortunate result.
To a cat, routine is everything. It's hard to predict how a cat might react to the unexpected arrival of a baby, who smells funny, makes a lot of noises, gets lots of attention, and changes the household schedule radically. The cat may also get much less loving attention. These changes can precipitate significant unwanted behavior.
Your cat may even display resentment, but it is important to understand that the resentment is not of the baby itself, but of all the changes – the new scents, sounds, and seemingly odd parental behavior.
However, no matter how friendly the feline and no matter how docile the baby, the two should never be left alone unsupervised. While it is unlikely that your cat would deliberately attack a baby, she could accidentally injure or suffocate the baby just by snuggling up too close.
You can use a realistic infant doll to simulate the sounds, movements, and activities commonly surrounding a new baby. Get the cat used to the presence of this "baby" starting several weeks ahead of your due date. Purchase and use baby products such as baby powder, infant formula, diapers, lotion, shampoo, etc. to accustom the cat to the new behaviors and smells surrounding the baby.
When your cat expresses calm interest, be sure to praise her, and give her a favorite toy or treat as a reward. She should also get special petting and play times on a regular schedule that can continue after baby comes home.
When expecting any changes in your household, Spirit Essences' formulas "Changing Times," and "Ultimate Changing Times" can help your cat maintain its balance and sense of belonging during the transition. But as always, slow and steady always wins the race when acclimating your cat to anything new.
Do you really know what's in your cat's food?
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The Lotus Symbol in Buddhism
The lotus (Sanskrit and Tibetan padma) is one of the Eight Auspicious Symbols and one of the most poignant representations of Buddhist teaching.
The roots of a lotus are in the mud, the stem grows up through the water, and the heavily scented flower lies pristinely above the water, basking in the sunlight. This pattern of growth signifies the progress of the soul from the primeval mud of materialism, through the waters of experience, and into the bright sunshine of enlightenment.
Though there are other water plants that bloom above the water, it is only the lotus which, owing to the strength of its stem, regularly rises eight to twelve inches above the surface.
According to the Lalitavistara, "the spirit of the best of men is spotless, like the lotus in the muddy water which does not adhere to it."
According to another scholar, "in esoteric Buddhism, the heart of the beings is like an unopened lotus: when the virtues of the Buddha develop therein, the lotus blossoms; that is why the Buddha sits on a lotus bloom."
The lotus is one of Buddhism's best recognized motifs and appears in all kinds of Buddhist art across all Buddhist cultures. Scrolling lotuses often embellish Buddhist textiles, ceramics and architecture.
Every important Buddhist deity is associated in some manner with the lotus, either being seated upon a lotus in full bloom or holding one in their hands. In some images of standing Buddhas, each foot rests on a separate lotus.
The lotus does not grow in Tibet and so Tibetan art has only stylized versions of it, yet it appears frequently with Tibetan deities and among the Eight Auspicious Symbols.
The color of the lotus has an important bearing on the symbology associated with it:
- White Lotus (Skt. pundarika; Tib. pad ma dkar po): This represents the state of spiritual perfection and total mental purity (bodhi). It is associated with the White Tara and proclaims her perfect nature, a quality which is reinforced by the color of her body.
- Pink Lotus (Skt. padma; Tib. pad ma dmar po): This the supreme lotus, generally reserved for the highest deity. Thus naturally it is associated with the Great Buddha himself.
- Red Lotus (Skt. kamala; Tib: pad ma chu skyes): This signifies the original nature and purity of the heart (hrdya). It is the lotus of love, compassion, passion and all other qualities of the heart. It is the flower of Avalokiteshvara, the bodhisattva of compassion.
- Blue Lotus (Skt. utpala; Tib. ut pa la): This is a symbol of the victory of the spirit over the senses, and signifies the wisdom of knowledge. Not surprisingly, it is the preferred flower of Manjushri, the bodhisattva of wisdom.
- Based on an article by Nitin Kumar for Exotic India Arts. Reprinted by permission.


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By Wade Bourne
Imagine taking a handful of stirred-up hornets and throwing them in front of a hunter. This is similar to what the latter faces when a flight of blue-winged teal swarms over his decoys. The main difference is, with the birds he's not in danger of being stung, except perhaps by the embarrassment of empty shell hulls floating on the water with no feathers beside them!
Truly, these little ducks are tricky targets. They come in a darting mass rather than a graceful formation like mallards or pintails. While bigger ducks glide with natural grace, teal scramble like a midget hockey team.
In September, waterfowlers take to marshes, ponds and sloughs to try for these feathered rockets. Bluewings, especially, leave their northern nesting grounds at the first hint of fall, heading toward wintering areas in Mexico and Central America. Most of these birds are long gone by the time later, regular duck seasons open. Thus, the U.S. Fish & Wildlife Service allows a special early teal season in years when the population forecast is abundant for these birds (in excess of 3.3 million) on the breeding grounds.
These seasons are held between September 1 and 30, and season lengths vary by flyway. The bag limit is usually four birds. Some states like Florida, Kentucky and Tennessee have a five-day special teal and wood duck season. (Check your state game regulations for season length and bag limit in your state.)
This early season is typically a time of sweat-mopping, mosquito-slapping and shell-popping fun. It also offers a preview/tune-up for later seasons when the big ducks arrive. Here's how you can score on the early season fun.
Continue Reading >>


Reinforce Candor or Speak Truth to Power?
My Leadership model for building trust has a central element entitled "Reinforce Candor." This is the ability to make people glad they expressed a concern with a leader's inconsistency. Usually, people are punished for expressing a concern with the leader's actions. When high trust and transparency are present, the leader can set aside his or her ego and reinforce the person who challenges an action. Doing so creates a large trust deposit and allows for future trust-building exchanges. When candor is not reinforced, people hide their true feelings and do not challenge the leader, so trust is hard to maintain. Leaders who consistently reinforce candor build a culture where trust grows and deepens.
I was doing a presentation recently and a bright student cornered me on a break and asked why my phrase of reinforcing candor was not just the same thing as speaking truth to power. The question was not easy to answer with everyone buzzing around and the need to take a bathroom break myself, but the question played on my mind.
Later, I went back over the thought process and my notes for how I ended up with the wording of "Reinforce Candor" as the best phrase. I had forgotten how much time and effort I had spent trying to get exactly the right combination of words. The reason I thought "Speak truth to power" was too narrow was that the phrase implies that it is a one way trust building thing. In fact, I believe great leaders try to get everyone in the organization to reinforce candor, so it means not just speaking truth to power but being free to speak truth to everyone without punishment. The boss needs to feel reinforced for being candid with the employee as well as the other way around. We don't often think about the reverse effect because we have such huge problems getting leaders to understand and do the direct effect.
The second aspect I found lacking in "Speak truth to power" is that it leaves out the magic ingredient, which is reinforcement. Lots of leaders will allow people to speak their truth, but not many have the ability to make people glad when they say something in opposition to what the leader thinks is right. That is why it takes a lot of work and energy to get leaders to understand this magic ingredient – it goes against human nature until the leader becomes convinced of the wisdom in it. Once a leader experiences the incredible trust building impact of reinforcing candor, he or she is inclined to do it more often because the small price to pay for suppressing one's ego is completely overshadowed as the organization becomes a more real place where people are not playing games with each other.
While my model is focused on the behaviors of leaders (because it is a leadership model and leaders are where the problem resides 99% of the time) the model really needs to be spread to the whole population once a leader fully understands its power.
2 Responses to Reinforce Candor or Speak Truth to Power?
 1. trustambassador says:
 Thank you for your words of encouragement, Robert. I believe that trust is the missing ingredient in many organizations.
 2. Reblogged this on Gr8fullsoul.
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S&P/ASX Buy-Write Index™
The S&P/ASX Buy-Write Index (XBW) replicates the performance of a well known option trading strategy where the investor holds a long position in a security and then writes (or sells) call options against the long position. The short call position earns option premium for the investor however the short call also limits the potential profit from the long security position.
In the case of the XBW, the underlying security is the S&P/ASX 200 Accumulation Index over which a S&P/ASX 200 Index call option is sold each quarter. Once an option series has been selected and a short option position established, the option position is held to expiry. At the expiry of the current option a new option to be sold is selected where the new option is the next quarterly option to expire and the next out of the money strike.
For more information on the XBW please view the Buy Write Strategy factsheet.
Australian Data
Why use options in equity portfolio management?
Options are a financial instrument that can be considered whenever equity fund managers seek to:
 - Generate extra returns: by writing options and collecting premium income when your market view is that you are happy to cap upside.
 - Reduce risk: by buying put options as insurance, or by writing premium income which cushions downside price moves.
 - Reduce transactions costs: by gaining exposure to stocks or an index using options, rather than paying full stock transactions costs.
 - Reduce market impact costs of acquiring stock: by accumulating exposure via options, and then selling those options when the required stock weight has been reached.
 - Capital gains implications: because you can effectively sell stock by selling call options, capital gains implications can be managed.
Buy-Write Examples
Market news
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Course pages 2011–12
Programming for Mobiles
Principal lecturer: Dr Andrew Rice
Taken by: MPhil ACS, Part III
Hours: 16 (7 × one-hour lectures + 7 × one-hour practical classes + 1 x two-hour presentation session)
Prerequisites: Programming in Java; and undergraduate course in digital communication
Developing applications for modern smart phones requires different considerations to writing for a conventional PC environment. This course will cover the relevant background knowledge required to effectively develop for modern smart phones, discuss the differences between current popular platforms and highlight some of the ongoing research questions. Practical experience will be provided implementing concepts from lectures in practical classes using the Android operating system.
The course will consist of six lectures interspersed with five practical classes. The practical classes will be used to enable students to demonstrate taught concepts from the lectures.
- Lecture 1: Introduction to mobile programming and an overview of the major platforms. A discussion about particular considerations required by mobile developers. The anatomy of a mobile phone application.
- Practical 1: Getting started with Android, students will work through a walkthrough guide building a simple location-based messaging application.
- Lecture 2: A survey of wireless networking technologies. Working with varying network interfaces and dealing with changing connectivity.
- Practical 2: Implementation of a disconnection tolerant streaming music player.
- Lecture 3: Mobile computing meets cloud computing.
- Practical 3: Cloud offload
- Lecture 4: Sensors and sensing.
- Practical 4: Implementation of a "Tricorder" which displays the measurements from the handset's sensors
- Lecture 5: User interface considerations and programming for touch screens.
- Practical 5: Building a gesture based application.
- Lecture 6: Other devices and other platforms
- Practical 6: Free choice short project
- Lecture 7: Controlling power consumption and understanding battery technologies. Off-loading computation.
- Student presentations and demonstrations of free choice project.
On completion of this module, students should:
- be familiar with the capabilities of a number of different smart phone platforms;
- have a general understanding of the various technologies integrated into phone handsets;
- have practical experience building applications.
- Students will demonstrate their completed applications to the course leader to receive a tick for each exercise.
- Students will submit a portfolio at the end of the course summarising Lectures 1, 2, 3, 4, 5 and 7 and application walkthroughs for each of the six practicals. Each lecture summary should be between one and two pages in length. Application walkthroughs should be between one and two pages in length and contain descriptive text and screenshots describing the constructed application.
- Each lecture summary will contribute 8% of the final mark.
- Each tick combined with a satisfactory application summary will contribute 8% of the final mark.
- The presentation given at the end of the course describing the chosen free-choice project will contribute 4% of the final mark.
- The final module mark will be expressed as a percentage.

source: openbmb/Ultra-FineWeb


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Check here frequently for updates on Appalachian Fire Science and summaries written in plain language!
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Author: Waldrop, T.
Source: Fire Science Brief No. 117, July 2010
1) More than 3 million acres have burned EVERY YEAR since 1999.
From 2002-2013, 3.5% of the total acreage of the 50 states burned. (That's bigger than the size of Wyoming.)
Controlled burns are a powerful tool in the fight against non-native species, but are they the best way to promote oak regeneration? In short — it's complicated.
There is a general consensus that we don't know enough about how fire affects Appalachian amphibians and reptiles. In a 2013 paper, Clemson University researchers took a step in the right direction by tracking American toads (Anaxyrus americanus) to explore how fuel reduction treatments affect toad breeding, mortality, and movement.
Wild pig populations are expanding across the US and recently pushed into the Appalachian Mountains. Most studies on pigs are concerned with their destructive behavior, but researchers are struggling to keep up with the range expansion. The fire science world has only caught a glimpse of what might happen if pigs move in after a controlled burn.


Cultural Competence Toolkit – Involving Volunteers from Culturally and Linguistically Diverse Backgrounds
Cultural Competence aims to foster constructive interactions between members of different cultures. The following is a widely used definition: "Cultural competence is a set of congruent behaviors, attitudes and policies that come together in a system, agency, or among professionals and enable that system, agency or those professionals to work effectively in cross cultural situations" (Cross et al, 1989). The word "culture" implies an integrated pattern of human behavior and the word "competence" implies having the capacity to function effectively. Cultural competence should be viewed as an on-going process. Through this process, individuals develop awareness and knowledge about the value that diversity can bring to an organization and a community. Cultural competence goes beyond "culture as ethnicity" to discover the complexities of individual cultural identities (Cross et al, 1989). A culturally competent organization: Values diversity and incorporates at all levels the importance of culture.
Conducts an assessment of cross-cultural relations.
Is vigilant towards and manages the dynamics of cultural difference.
Expands its cultural knowledge.
Adapts its services to meet the culturally-unique needs of individuals served
(Cross et al, 1989).


How COVID – 19 outbreak has affected the supply chain?
How COVID – 19 outbreak has affected the supply chain?
How COVID – 19 outbreak has affected the supply chain? 150 150 Next Generation 4 Supply-Chain
One of the most visible impacts of the coronavirus pandemic has been the strain on the global supply chain, with consumers noticing certain goods are harder to find at their local store.
Danko Turcic, an associate professor of operations and supply chain management at UC Riverside's School of Business, said the current environment is causing "previously unseen disruptions in both supply and demand."
In order to understand why, it's helpful to know how supply chains work. Turcic describes a supply chain as a logistics network made up of suppliers, manufacturers, warehouses, distribution centers, and retail outlets.
In a standard supply chain, raw materials are sent to factories where goods are manufactured. Those products are then shipped to warehouses for storage and then to retailers or customers. For consumers, the system is designed to provide more variety and lower costs, Turcic said.
So far, the supply chain in which Americans get most of their goods is holding up well, he said, with consumers able to get most products. But will it last? Below, Turcic explains his thoughts in more detail.
How durable is this system, how long a period of time can it continue to operate without a major disruption?
It is impossible to answer this question generally. Supply chain resilience depends both on the product and on the retailer that engineered that particular chain. Supply chains are resilient if the retailer has relationships with multiple suppliers for the same product or when the retailer holds large safety stocks. Having either gives the retailer the ability to respond to both supply and demand shocks. The problem is having a lot of suppliers or large safety stocks is more expensive than having fewer suppliers and smaller safety stocks. So, it comes down to pricing and to striking some kind of balance. How much are consumers willing to pay?
What particular impacts are we seeing now due to the coronavirus?
First and foremost, we are seeing dramatic shifts in demand for certain items, which lead to the following:
1. Shortages, e.g., lack of hand sanitizer and paper products, which comes down to manufacturing constraints.
2. Rationing, e.g., many retailers respond to shortages by rationing certain items.
3. Prioritization, e.g., online retailers prioritize supplies and deliveries of certain items (household and medical).
4. Reduction in the number of SKUs (stock keeping units) that many retailers offer. To make their supply chains more manageable, many retailers have been reducing product variety. Doing so allowed both to focus and to make more storage space for items that are currently in high demand. Fundamentally, managing supply chains during the crisis is not business as usual.
Why are we seeing shortages of certain products like toilet paper?
A well-designed supply chain is built to withstand some supply uncertainty and some demand fluctuations. But the demand fluctuations for items like toilet paper, hand sanitizer, hair clippers, and other household items are well outside of the normal fluctuation ranges.
The manufacturing base simply isn't set up for it, nor should it be, because in a regular time, it doesn't make sense to have such overproduction of these particular items.
Moreover, supermarkets and food supply chains were not designed for resiliency. They were designed for maximum business cost savings.
Conversely, why are some farmers having to destroy certain crops?
In part, that is because they can't easily shift products bound for restaurants into the appropriate sizes, packages and labels necessary for sale at supermarkets. Few in the agricultural industry expect grocery store demand to offset the restaurant market's steep decline.
A farmer who is used to supplying five local restaurants that are shut down cannot easily switch production to supplying to the local supermarket, where there is a lengthy process where they vet you before they allow you into the store.
Are there some long-term impacts we should be concerned with?
One of the big challenges is to keep the workforce healthy. If you cannot relieve people in their situation, where they have to physically work in close proximity and the disease starts spreading, you might have people not showing up for work or actually physically falling ill. If that happens, particularly for companies that are harvesting crops, where the work is very labor intensive, and they have a hard time doing it in any other way, then this is a serious constraint for them.
Going forward you will see some differences between different companies. Some retailers will have shortages of different items, possibly because they planned differently from their competition. Planning for supply chains that can function well in this environment is very expensive. In terms of the supply chain, what we're experiencing now is like a 100-year-old flood.
Article from: UC Riverside News
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On 04 May 2023, Ambassador Cecilia Attard-Pirotta, accompanied by First Secretary at the Embassy Mr Charles Calleja, paid a visit to the offices of Mano Maritime in Haifa to learn more about the company's operations and its role in the maritime industry. The Ambassador was welcomed by Mr Moran Mano, Vice President of Mano Maritime, who provided her with an overview of the company's history, operations, and its contribution to the development of the maritime industry in the region.
Mano Maritime, a leading cruise and shipping company, can trace its roots in Israel from before the country's independence in 1948 and has since expanded its operations to include cruise ships, cargo vessels, and port services. The company operates in the Mediterranean, the Black Sea, and the Red Sea. During her visit, the Ambassador was given a tour of the company's offices and facilities, including company's flagship cruise liner the Crown Iris at the port of Haifa. The Ambassador also met with key personnel from different departments, including sales and operations.
The visit by the Maltese Ambassador to Mano Maritime underscores the importance of promoting trade and investment between Malta and Israel and highlights the potential for further collaboration between the two countries in the maritime industry. As a testimony of the growing cooperation, The Crown Iris is also expected to make several stops in Valletta during 2023.


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Mining and Geode Set
(Click on image for larger view) |
6 years & up. Young scientists will enjoy learning about our Earth as they uncover hidden treasures in these hands-on activities. With Mine for Gems students will have fun finding treasure as they excavate gems such as pyrite, geodes, amethyst, quartz crystals, calcite, and more. There are 10 real gemstones burried inside. Each kit includes a gemstone dig site in a metal tray, 2 digging tools, and a 12 page full-color adventure guide. With Break Open Real Geodes children will enjoy breaking real geodes and discovering beautiful crystals formed years ago by prehistoric volcanoes. This kit includes safety goggles, six geodes from one mine, and a full-color adventure guide. The geodes range in size from 1 1/2" - 2" in diameter.
Copyright © 2013 Kaplan Early Learning Company. All rights reserved.


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Are you looking to switch your communication provider, but the idea of changing your phone numbers is just too much to handle? We've got you covered. With the Telnyx phone number portability check, you can easily check up to 2,500 numbers at once.
What is Number Porting?
Number porting refers to the process of transferring (porting) a phone number from one provider to another. The process can be broken down into two categories, local number porting, which deals with fixed lines, and full mobile number porting, which deals with transferring mobile numbers.
With number porting, businesses are no longer forced to stay with their communication providers to avoid the hassle of switching their phone numbers. Number portability puts the power back into the hand of the customer. So, how do you know whether or not your current number is eligible for porting?
How to Check Phone Number Portability with Telnyx
Ready to check if your phone number or numbers are eligible for porting? To get started, follow the three simple steps below.
Step 1: Log in to the Mission Control Portal
- Go to _URL_
- Enter your username and password
- Click Sign In
Don't have an account? Sign up here with your email address, or register with your Google, Facebook or GitHub account.
Step 2: Create a Porting Request
- Click Numbers on the left sidebar navigation
- Select Port Numbers
- Click the green Add Porting Request button
- Choose either My Own Numbers or My Customer's Numbers
- Select a country from the dropdown
- Click Next
Step 3: Check Number Portability up to 2,500 Numbers
- Enter the phone number(s) you want to check for portability
- Click Check Number Portability
- TIP: Numbers outside of North America must be entered in E. 164 format
- TIP: Numbers should be separated with a comma, or line break
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Footprint in Rock Art
footprint heavenly gates negev desert rock art
Footprint – Heavenly Gates in Negev Desert Rock Art, Israel
Many engraved footprints were found in Negev Desert rock art. Some researchers interpret them as symbols of god presence. Indeed, their similarity to a footprint confuses the visual interpretation, and our proof of their symbolic meaning is far from what envisioned. Detailed examination of these rock art reveals a repeating pattern that proves that they are symbols of heavenly gates.
According to the ancient concept, the gates of Heaven are Sumerian imaginary structures floating in the sky that serve as a gateway between heaven and earth. In Negev Desert rock art the gate resembles a footprint an idea copied directly from Sumerian cylinder seals. The gates are located at the ecliptic plane intersection with the horizon, the place where the Sun, moon, and planets rise and set. Another type of gate, the heavenly gate, leads to the world center or Paradise and it is located in the North Star vicinity situated above the Ursa Major constellation.
1. The Gate Astronomical Origins
John C Didier (2009) hypothesize that the imaginary heavenly gate is constructed from the stars around the North Pole. This includes the prominent stars and constellations around the North Star, such as Ursa Major, Ursa Minor, and Draco, which appear in many Sumerian cylinder seals, as shown in Fig2. The two Ursa Minor stars define the top and the two Ursa Major stars define the gate bottom. The imaginary lines connecting the four stars create a rectangle that forms the gate. This rectangular area surrounds Thuban, a star in the Draco constellation tail, the previous North Pole star and earth pivot about 5000 years ago, considered the location of Paradise. This gate mounted on the heavenly bull back, as illustrated in Fig.1, made from the outline of the Ursa Major constellation.
Rock Art News. Sumerian heavenly gate abstraction
Fig 1 Heavenly Gate illustration Fig2 The Heavenly Bull and the Winged Gate. On right, the Goddess Inanna climbs out the gate
2. The Gates in Sumerian Cylinder Seals
Acadian cylinder seal Fig.2, dated 3000BC, depicts a gate, called the literature "The Bull and the Winged Gate". The winged gate supported by the heavenly bull, an Ursa Major constellation depiction, was imagined as a mechanism that allowed it to float in the air. Two gods on the gate sides are powering the gate by passing a rope between them, an action that implies movement, which depicts the winding Draco constellation. The gate wings look like sun rays of slightly different sizes also symbolizing the rise and set direction. On the right side in Fig.2, the larger wing symbolizes the rise direction and the smaller one, on left, symbolizes the set direction. The wings remind of birds' wings that award the gate the ability to float in the air. The similarity between the gates described by John C Didier, Fig.1, and the cylinder seal in Fig.2 is very clear.
The Epic of Gilgamesh 1500 BC contains the gate textual and pictorial testimony as described in Innana and the Celestial bull myth. On the right side of Fig.2, the cylinder seal describes a scene from this myth in which Innana steps out from the heavenly gate carried by the heavenly bull. She is heading straight from the gate, naked, and runs into the floating boat that sails the celestial ocean that separates heaven from earth. Note the adherence to the set/rise gate wings sizes in this cylinder seal.
3. The Footprint in Negev Desert Rock Art
Fig.4 presents Rock Art examples of footprints from the Negev Desert. They always appear as a pair comprised of rising and setting gates with wings. The gates resemble a footprint of slightly different sizes with the attached wings that look like ears. The gate schematic confirms the ideas in the Sumerian cylinder seals, which includes the adherence to the gates and wings sizes. The artist emphasized the differences in rising and setting direction by the gates sizes, the wings sizes, and the gate outlines thickness and fullness. The gates are in the shape of a footprint, which is the body part that walks through the gate.
rock art archeology research news. footprint, heavenly gates examples from negev desert rock art
Fig.4 Heavenly Gates Negev Desert Rockart Fig 5 The Sun and Moon Gates
Fig.5 illustrates a Rock Art example of four gates. The upper pair is the sun sunrise and sunset gates; the sun appears between them seen as a full circle. The lower pair is the moon rising and setting gates that appear between them. The gate size ratio, of the sun rising and setting, is maintained, however, the moon gates are of equal size since their brightness doesn't change.
Fig.6 shows examples of engraved rock art gates from the Negev Desert with their heavenly association. From left to right: 1. Venus entering the heavenly gate (see Venus Calendar) 2. Venus Star hovering above its gates. 3. The moon exits its rise gate (the right footprint), 4. An ibex enters the gate, half of it inside and half outside.
Rock Art archeology research news. footprint and the heavenly gate rock art
Fig.6 Examples of heavenly gates and their association with celestial objects
4. The Heavenly Gate celestial abstraction
Fig.7 shows two galloping horses carrying in tandem a rectangular structure. This unique arrangement represents the heavenly gate, which marked the entrance to heaven, and its ability to float in the sky. This beautiful and unusual scene actually depicts the constellations around the north star, see Fig.7, the most important sky region and the portal entry to heaven. The horses are a depiction of Ursa Major and Ursa Minor constellations. Don't look for the pictorial resemblance of the horses and constellations. It is all in the artist's mind that abstracted prominent constellation characteristics, around the north star, into familiar objects. The lower horse with its rectangle body and the kneeling posture reminds the shape of the Ursa Major constellation. The upper horse represents Ursa Minor constellation with its long tail depicting the Draco constellation that winds between these two constellations. The area where the Draco tail is crossing, the rectangular structure, marks the old North Star Thuban location, from 4th to 2nd-millennium BCE.
Rock Art research news. Heavenly gate as a North star
Fig 7 The Heavenly Gate situated around the North Pole the world pivot. The gate is carried by two horses representing the constellations Ursa Major/Minor and Draco. Negev Desert Rock Art (photo Razy Yahel)
Fig.8 illustrates various gate engravings from the Negev Desert. The Sumerian cylinder seals and Negev Desert Rock Art similarity are compelling evidence for the Heavenly Gates abstraction. This includes details as gates sizes, wings sizes, and even a reminiscence of the Draco constellation seen as the wavy line within the gate.
Rock Art research News. Footprint, Heavenly gate examples Negev Desert rock art
Fig.8 Heavenly gate examples from the Negev Desert rock art
More deciphering, in a new book Rock Art in Israel, is available online.
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Definitions for yardstickˈyɑrdˌstɪk
Random House Webster's College Dictionary
a stick a yard long, commonly marked with subdivisions, used for measuring.
Category: Weights and Measures
any standard of measurement:
Tests are not the only yardstick of academic achievement.
Origin of yardstick:
a measure or standard used for comparison
"on what kind of yardstick is he basing his judgment?"
yardstick, yard measure(noun)
a ruler or tape that is three feet long
Kernerman English Learner's Dictionary
a standard against which sth can be judged
The stock market is a yardstick for economic performance.
a flat stick used to measure a yard
***Measure it with a yardstick.
A measuring rod thirty-six inches long.
A standard to which other measurements or comparisons are judged.
a stick three feet, or a yard, in length, used as a measure of cloth, etc


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Picos de Europa National Park
The first National Park in Spain
The Picos de Europa National Park was the first one to be awarded that designation in Spain. Its history goes back to 1918, when don Pedro Pidal, Marquis of Villaviciosa, promoted the law to create the Montaña de Covadonga National Park, which was named Picos de Europa National Park on 30 May 1995. This natural area was awarded the UNESCO Biosphere Reserve designation in 2002.
The Picos de Europa Mountains are made up of three important massifs: eastern or Andara massif, central or Urrieles massif, and western or Cornión massif. Its climate is humid and rainy, because it is affected by the sea (which is only 20 kilometres away). It snows in winter but it is not strange to find year-round snowfields. Because of the park's special climatology, there are often fog banks, much feared by mountain climbers. Regarding its orography, it stands out because of its strong relief, where high peaks are followed by deep ravines and canyons. In more than 200 spots the mountains are over 2,000 metres above sea level and there are slopes that are more than 2,300 metres high. The central massif is the most abrupt of the three, with the highest peaks: Torrecerredo (2,646 metres), the highest peak in the range, Naranjo de Bulnes (2,519 metres) and Pico Tesorero (2,570 metres). The eastern massif is the longest one, where high summits, such as Peña Santa de Castilla (2,596 metres) alternate with meadows, hill forests, beech forests, oak groves and heathland. In this massif you'll find the famous Covadonga Lakes. The eastern massif is shorter and lower, and the sharp crags contrast with the green pastureland. There are four rivers flowing through the park, along deep ravines: Deva River in La Hermida gorge; Sella River in Los Beyos gorge; Cares River in the "Garganta Divina" ravine; and Duje River in La India gorges. There are many viewpoints from where we can contemplate its beauty. A good option is to use the Fuentedé cable car which will take you higher than 1,800 metres above sea level.
Type of area
Parque Nacional, Reserva Biosfera
Area: 64.660 Hectares
Location: It is situated between the regions of Asturias, Cantabria and León, in the heart of the Cantabrian Mountains, in northern Spain.
Information for visits: You can reach the park in your private vehicle all year round except at the busiest times of year (summer, Easter week and national bank holiday weekends). You can check the Visitor Centres on this page.
More access information.
Environmental information: In the Picos de Europa National Park you'll find the best Atlantic forests in Spain. There are many oaks, beech, hazel, maple, chestnut, walnut trees… Many animal species live in the valley: wild boar, roe deer, wolves and some bears, many small birds (robins, coal tits and black woodpeckers), and even the emblematic capercaillie. The terrain is especially rugged and it is crossed by four rivers that cut through deep ravines, forming spectacular canyons in the mountain. You will also be able to enjoy the two most famous alpine lakes in Spain: El Enol and La Ercina, also called the Covadonga Lakes.
There are conservation plans for the capercaillie and recovery plans for the bearded vulture in the Picos de Europa National Park.
Cultural information: The Picos de Europa Mountains cover the municipalities of three provinces: Asturias, Cantabria and León. Excellent cultural tourism is available in these places. For example, in the region of Liébana (in the province of Cantabria but adjoining Asturias and León) you can visit the churches of Santa María de Lebeña and Santa María de Piasca, and the Monastery of Santo Toribio de Liébana. In Asturias you'll have the chance to visit the Shrine of Covadonga, in Cangas de Onís. Make the most of your visit and taste the Picos de Europa cheeses, which are traditional in the area and have a strong flavour. They are fermented in caves, and one of them is the famous Cabrales.
Authorisations: You will find more information about the permits you need at the following links:
Access to the Lakes and Covadonga
Recorridos por el Parque
Tel.: +34 985848614
Fax.: +34 985848699
Amieva, Cangas de Onís
León (Castilla y León)
Oseja de Sajambre, Posada de Valdeón
In Picos de Europa National Park you can...
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Website managed by: Sociedad Estatal para la Gestión de la Innovación y las Tecnologías Turísticas, S.A. (SEGITTUR)


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Sixth grade students use actual dinosaur fossils, on loan from SWAU, as part of their Core Knowledge Plate Tectonics Unit. Kindergarten students were taken on a tour of the fossils by sixth grade students where they practiced measuring and examining the fossils. Some of the highlights included comparing the size of an Edmontosaurus vertebrae to that of a cow, and the size of the Edmontosaurus jaw to their own. Other fossils included those of the Tyrannosaurus Rex, Triceratops and Pachycephalosaurus.
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It may not have been correctly shaken, shake again for 2 minutes. Paint spray can or the content is possibly too cold. Bring the spray paint can to the recommended processing temperature. There may be product components left in the riser tube and valve. Turn the spray paint can upside down and spray twice so that the propellant releases the residues and transports them to the outside.
Might the spray paint can be empty? Shake until the mixing balls can be heard.
Might the valve be clogged? Wipe all residues from the spray head nozzle, turn the spray paint can upside down and spray twice briefly.
The optimum painting temperature (ambient temperature) with aerosol cans is approx 15-25C° and approx. 40-80 % relative humidity. At low temperatures the spray paint cans should be tempered slightly. This is necessary for the application behaviour.
By the weight of the can and the audible mixing balls in conjunction with the production date that is stated in a code on the base of the can, on the knurled edge of the can or in the can dome. The shelf life of a 1K aerosol can is 5 years, the shelf life of a 2K aerosol can is 3 years. Please send us the product designation and, if possible, the item number and code so we can establish this.
The application starts outside the processing surface. It is applied completely across the surface and the spray coat ends outside the actual processing surface.
In contrast to 'universal solutions', the formulas of the SprayMax FillClean products are precisely matched to the products being filled. This matching improves the precision, quality and ultimately the finish and appearance.
The mechanics in the system require at least 7.5-8 bar. A lower pressure will lead to malfunctions.
The difference lies in the can caps. On the 1K FillClean products, the special can cap can be used in the device as an insert in the filling cylinder at the same time.. This is not possible with 2K Fill In products because the activate button is in the can cap. 2K spray paint cans are therefore always Fill In versions. The separate cap set including the adapter ring must be used to fill 2K spray pant cans in the FillClean device.
The pot life of a 2K aerosol can dose is the possible processing time after the separate, integrated, closed hardener cartridge has been triggered. The processing time depends on the product and hardener components. The potlife is stated on the aerosol can with a pictogram. The potlife depends on the (ambient) temperature. Higher temperatures reduce the potlife, lower temperatures will prolong it.
The storage period for 1K aerosol cans is 5 years assuming that the storage temperature is approx. 20°C on average. The product can be used during this time provided that the valve has been sprayed empty and that the aerosol can is shaken for 2 minutes again before being used.
No. Due to its construction and the fact that the Variator is designed for specific filling materials, it cannot be used for all aerosol cans.
No. There are more than 8 different spray heads used in the SprayMax product range. With different technologies and spray behaviours. The Variator is ideal here because the spray direction and the spray pattern size can be steplessly adjusted.
Basically, all products and product combinations, even different hardener systems and hardener mixing ratios. The trick is to create the right formula and the best combination of the product components.
The SprayMax 2K technology is leading. The SprayMax 2K technology is patented. Only the SprayMax technology has a hardener cartridge with an integrated multiple seal system and the safe and uncomplicated activate mechanism.
A special aerosol technology is used for SprayMax products. This technology includes the optimum combination of formula, propellant mix, filling product and can technology in combination with extensive production know-how.


What is Checkology?
Providing valuable skills
Checkology gives you the habits of mind and tools to evaluate and interpret information. And you gain an understanding of the importance of the watchdog role of the press.
Experts lead the way
Top journalists and digital media experts anchor the platform's interactive lessons.
Featuring real-world examples from social media and news sites, these e-learning experiences resonate with learners of all ages, helping them to identify credible information, seek out reliable sources and know what to trust, what to dismiss and what to debunk.
Checkology features
 1. Evaluation
 Educators can see and access all work that a student submits through our lightweight learning management system (LMS).
 2. Word Wall
 The Word Wall offers students quick access to a glossary of news literacy terms.
 3. Co-teachers
 Educators can assign a co-teacher to each section of students, enabling that teacher to also access and evaluate students' work.
 4. Discuss Wall
 On this optional classroom discussion wall, students can respond to prompts created by their educator.
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 Educators can send three types of messages to students within the platform: announcements, text-response and multiple choice.
Checkology features
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categorize information.
make and critique news judgments.
explore how the press and ordinary people can each act as watchdogs.
detect and categorize misinformation.
interpret and apply the First Amendment.
(Only available for student learners.)
compare the ways that countries protect or restrict press freedom.
(Only available for student learners.)
identify logical fallacies and evaluate arguments.
(Only available for student learners.)
investigate the impact of personalization algorithms.
(Only available for student learners.)
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How have modern media transformed the expanse and meaning of ritual? How do these media rituals influence identity? Can the modern nation be understood as the product of collectivized ritual experience? In the February 2009 issue of Cultural Anthropology, Danny Kaplan explores how radio regulates collective time, and provides a new means for the engineering of national identification.
Many studies of nationalism in recent decades have focused upon the ritualized reading of print media in the creation of an "imagined community." Building on Benedict Anderson's discussion of time and nationalism, in which mass media are framed as mechanisms for shaping common social imaginaries along the lines of national identity, Kaplan's work highlights another omnipresent but often overlooked aspect of these national imaginariesmusic radio. Despite its seemingly "universal, individualist, and at times rebellious ethos" (319), pop rock music's capacity to shape moods makes this medium uniquely well suited for the subtle engineering of collective experience and national sentiment. In the case of Israel, Jewish national radio programming began in Palestine in 1936, and radio has played a central role in the subsequent development of national identity.
To better understand the conceptualization and implementation of musical mood enhancement by public agents, Kaplan undertook an ethnographic study of popular music programming on national and regional radio stations. Through interviews with Israeli music programmers, Kaplan demonstrates their role as interpreters and engineers of collective meanings in contemporary moments of national significance who foster a sense of national identity through both the selection and timing of songs. Drawing upon a common habitus, these disc jockeys show a marked uniformity in their choices. In times of commemoration, such as the Memorial Day for Fallen Soldiers or Holocaust Memorial Day, programmers focus on a genre known as homeland songs, which produces a collective mood of commemoration and solemnity. In cases of a terror attack, programmers are left with the gruesome task of determining whether an attack constitutes an emergencythose deemed serious enough are met with a musical mood shift, which in turn produces a public mood shift into a state of emergency. Through their engineering of the public reaction to a violent event, broadcasters play a central role in determining the importance of this event in public consciousness as well as in affirming national identity through collective experience.
This ritualization has repercussions for interpretation of as well as responses to emergency events. Kaplan notes a close correspondence between the commemorative mode and the emergency mode as engineered on the radiothrough this similarity, tragic events from centuries apart become linked, representing contemporary moments of emergency as sacred. Such incorporation of emergencies into mythic national narratives, Kaplan points out, deters from pursuing a political interpretation of events in terms of actors, cause, and effect, instead producing a desire for grand and drastic actionhence justifying otherwise unjustifiable collective action.
Kaplan's article insightfully analyzes the role of mass media in the production and reproduction of national identity. Through the often overlooked aspect of radio music programming, he further highlights the collective emotions aroused through aural rituals. Finally, by demonstrating how ritualization on Israeli radio elevates contemporary emergency to the level of the mythic and the sacred, Kaplan's work provides a unique perspective on the potential effects of ritualization upon politics.
Danny Kaplan is currently a professor at Bar Ilan University and Tel Aviv-Yafo Academic College. He is the author of Brothers and Others in Arms: The Making of Love and War in Israeli Combat Units (Haworth Press 2003) and The Men We Loved: Male Friendship and Nationalism in Israeli Culture (Berghahn Books 2006).
Cultural Anthropology has published essays on the use of radio. These include, Brian Silverstein's "Disciplines of Presence in Modern Turkey: Discourse, Companionship, and the Mass Mediation of Islamic Practice" (2008); Laura Kunreuther's "Technologies of the Voice: FM Radio, Telephone, and the Nepali Diaspora in Kathmandu" (2006); and Nickola Pazderick's "Recovering True Selves in the Electro-Spiritual Field of Universal Love" (2004).
Cultural Anthropology has also published a number of other essays on Israel and the Middle East. See Lori Allen's "Getting By the Occupation: How Violence Became Normal during the Second Palestinian Intifada" (2008); Galit Saada-Ophir's "Borderland Pop: Arab Jewish Musicians and the Politics of Performance" (2006); and Alex Weingrod's "Changing Israeli Landscapes: Buildings and the Uses of the Past" (1993).
Ceremony on Mount Herzel marking the shift from Memorial day to Independence Day
The Amichai Project for Israel website links to dozens of streaming Israeli radio stations, as well as a number of music charts and live video broadcasts.
In the essay, Kaplan writes about mizrachi "oriental" music. Specifically, he mentions Kobi Peretz as a popular mizrachi performer. The comments on Peretz's videos seem to show that he has a wide audience globally, with people from italy and france typing in their support. Here is a clip of the Tel Aviv born singer performing Balbeli Oto ("Confuse Him"):
On the Rooftops of Tel AvivLive (_URL_
Most commonly, media is thought of as a vehicle for carrying information. But media serve many other functions. Kaplan writes about how music programming "presents new ways for engineering national identification" and "regulates time in a uniform manner." Media can also be used for negotiating indigenous identity (Ginsburg 2008), shaping social imaginaries (Anderson 1991), "mood enhancement" (DeNora 2000), and distributing "glory" in order to legitimate political-economic systems (Agamben 2007). Scholarship on the creation and maintenance of different "publics" has highlighted the importance of various media in shaping forms of collectivity and participation (Habermas 1991; Taylor 2004; Warner 2005) and the historical development of media technologies has had important effects on the politics of participation in flows of knowledge and information (Castells 2000; Kelty 2005). How else are media used?
Kaplan could not have produced his insights by listening to one or a few broadcasts. It took an in-depth, "jewelers eye view," over a long period of time. How did his insider/outsider status help him to write this essay?
While the following list of questions can be asked about individuals pieces of media, or individual performances, another level of analysis requires addressing these questions to entire systems of media: What kinds of collectivity enable and orient this medium? What kind of technical infrastructure did it build on and possibly extend? What economic infrastructure enabled the medium? What social and political-economic landscape does the medium operate within, and how have EEM producers read this landscape? What is the structure and logic of the medium and whom does it address? What kinds of translation are attempted? And, then, who watches? What kinds of subjects are constituted through interaction with this medium? What kinds of insight are provoked? What kind of collectivity is engendered, and how sustainable does it seem to be? What further communications result? What kind of political action is provoked?
The "MTV generation" refers to people that grew up overstimulated, soaking up flashy fast-cutting media and as a result are require lots of quick transitions to hold their attention. Kaplan argues that Israeli radio "regulates" the collective sense of time. In what other ways do the media we consume actually transform how we sense the world?
One of Kaplan's main arguments is that "times of emergency are represented through and subordinated to sacred, mythic experience" and he suggests "possible political implications in terms of the cultural responses to terrorism." What is the "political" orientation of Kaplan's essay? What do you think of his use "zionist?" When he argues that a "political interpretation of terrorism" is substituted by a "mythic framework," do you think the term "mythic" connotes "not true?" story-like? false? shared?
Anderson argued that, as Kaplan writes, "newspapers linked in the readers' imagination unrelated yet concurrently occurring events… as a result, a growing number of people could increasingly imagine themselves living their lives in parallel to fellow readers, sharing a strong sense of common identity and destiny. Through the faculty of simultaneity-in-time the nation could thus be envisioned as a single social body moving uniformly through historical time." Could new media that is increasingly global in its reach (the Internet, the New York Times Global Edition), foster a new kind of imagined global community? Furthermore, can Anderson's account of the "reading community" be extended to account for the "writing communities" that emerge with more participatory new media technologies?
What is Kaplan's "object?" Is it the songs? The siren? Time?
This essay is "informed by an ethnographic study of national and regional radio stations in Israel," a research report submitted to the Second Authority for Television and Radio. What is the "Second Authority?" According to their website, "The Second Authority… represents the public interest in the commercial broadcasting channels in Israel, enables their operations and regulates them, promotes original productions, protects against the offense of the public interest, encourages the incorporation of public interest contents and initiates studies on the social effects of the broadcasts." What is this "public interest" they speak of? Also see the wiki page on the Second Authority.
Kaplan, Danny (2008). Commemorating a "suspended death": Missing soldiers and national solidarity in Israel. American Ethnologist 35(3), 413-


Who Invented What When 1st edition
Who Invented What When 0 9781741104882 _PHONE_
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Who Invented What When: Who Invented What When recounts the 500-year saga of innovation that has shaped the world we live in, from the first pocket watch to the latest nanotechnology. Arranged chronologically, each new invention is placed in its historical context and provides insight into the inventor?s life and motivation as well as the difference their invention has made.
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National Wildlife Refuge
|10630 Road 181
Ellsworth, NE 69340
Phone Number: _PHONE_
|Visit the Refuge's Web Site:
|Crescent Lake National Wildlife Refuge is a vast sea of mixed-grass habitats with wetlands found where the sandhills dip below the water table.|
Crescent Lake National Wildlife Refuge
Crescent Lake National Wildlife Refuge (NWR) is located approximately 28 miles north of Oshkosh, Nebraska. The Refuge was established in 1931 to help conserve waterfowl populations. It is located at the eastern edge of the Nebraska panhandle in Garden County, on the southwestern edge of the 19,000 square mile Nebraska sandhills.
The sandhills are characterized by continuous grass and forb-covered dunes and swales and are considered to be the largest body of sand in the world that is not a desert. Where the swales dip below the water table, sub-irrigated meadows, marshes, and lakes have formed. In most cases, no stream systems exist between wetlands. Many lakes are maintained solely by underground water sources.
The 45,849-acre Refuge is largely grasslands dotted with hundreds of permanent, semipermanent, and temporary wetlands. It is administered by the U.S. Fish and Wildlife Service (Service) as part of the Crescent Lake/North Platte National Wildlife Refuge Complex. The Complex headquarters is 100 miles to the west in the city of Scottsbluff, Nebraska.
Getting There...
Crescent Lake NWR is located approximately 28 miles north of Oshkosh, Nebraska. From U.S. Highway 26, turn north on West Second. Proceed north out of town (oil road will convert to gravel), and follow directional signs to the Refuge headquarters. From U.S. Highway 2, turn south just east of Lakeside, Nebraska. Follow directional signs to the Refuge headquarters (approximately 28 miles).
Get Google map and directions to this refuge/WMD from a specified address:
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A "sea of grass in a sea of grass" best describes Crescent Lake NWR. The Refuge has largely recovered from past overgrazing, and grazing is now used an important habitat management tool. Today, native prairie management consists of a combination of rest, grazing, and prescribed burning.
The Refuge contains about 8,251 acres of wetlands. Manipulation of water levels is possible on nine of the lakes and is used to control shoreline vegetation in order to create open shoreline for migratory birds.
Hayden's penstemon, also known as blowout penstemon, is Nebraska's rarest plant and is the only endangered plant on the Refuge. This plant is unique in that it depends on non-vegetated sand surfaces, or blowouts, for its existence. Reactivation of some blowouts has been attempted and seedlings from the University of Nebraska have been transplanted to historic sites.
In 1972, 24,502 acres of the Refuge were proposed for inclusion in the National Wilderness Preservation System. Congress has not acted on that proposal. In the intervening years, the area has been managed to maintain and improve the wilderness characteristics that existed at the time of the proposal.


How To Switch From Addiction To Recovery
Addiction is a brain disease. It is something that changes the way you think. To recover, you have to turn back the way you think. You have to revert back to when you were in control. Turn the mindset of doing anything to stay loaded into a mindset that you'll do anything to be clean.
First off, you need to start today, and you need to take it slow.
Start today.
Stop looking for your fix. Do not let yourself succumb to that anymore. To truly be in control, you cannot let drugs control you.
Take it slow.
Recovery takes time, and even just deciding to recover can be a hard process. There will be setbacks. It will be hard. Let yourself get to recovery in a timely, but possible manner. Take it slow and breathe.
Then, you can start to switch from addiction to recovery.
Use what you learned from addiction to recover.
Addiction made you realize just how possible things are if you simply want it. With addiction, if you wanted a fix, you got it. No matter how hard it was, or what barriers you faced, you got what you wanted. The same can be true in recovery. If you want it, you will work towards it and face whatever obstacles come your way. You can recover.
Addiction may have also taught you that life can be cruel. Recovery can teach you that same lesson. Becoming sober can be cruel, but it is worth it. There will be long days, and mental breakdowns, but that is the price of recovery.
Addiction showed you that life has rewards. In addition, there was the reward of a fix or a high. But that reward also destroyed you. It was not a healthy reward. In recovery, there is a much better reward than addiction. At the end of recovery, there is a healed body and mind, and a life to build up again. You can be you again.
Addiction doesn't have to destroy you. You can use what you learned in addiction to recover. Your life is worth it. Finding recovery is a phenomenal reward, in of itself. Start today. Steps Recovery Centers can help.
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Sándor Kabai looks at everyday life in a unique way. "Wherever I go, I keep looking for the possibility of Demonstrations. On the street, a lamp, I'm thinking of making it a Demonstration," says Kabai.
Creating Demonstrations with Mathematica allows him to combine his background as an engineer with his passion for making computer graphics and promoting education. Kabai says Mathematica's advantages are "the precision and knowing the exact location of the objects which are being depicted and the movement which can be produced interactively."
It is especially exciting to him that his Demonstrations, as part of The Wolfram Demonstrations Project, can be used as educational tools for math and science teachers around the world. Kabai says, "It will have very, very great impact. Some people who are not deeply familiar with the possibilities of Mathematica Demonstrations are already very enthusiastic that it will revolutionize the education."


Dealing with a disability when driving
The practical and theory tests can be nervous and stressful for anyone but when you have a disability like dyslexia, dyspraxia, partial deafness, partial sight, ME or something else it makes learning to the driver that bit more stressful. None of the previous mentioned disabilities will prevent you from learning to drive but the DSA do need to know if you have a disability before you take your driving test.
Dyslexia and dyspraxia ‚ when booking the theory test you can apply for an extended test and depending on the severity of the dyslexia request that an examiner reads the questions. When booking the theory test you need to send a letter on headed paper from your college, school or doctor. The headed letter can be either faxed to 0300 _PHONE_ or sent by post to The Driving Standards AgencyBooking Department, PO Box 381, Manchester M50 3UW, make sure that your full name and address are included. Someone from the DSA will then contact you within 10 days to arrange your theory test if 10 days pass and you haven't heard anything try calling them on 0300 _PHONE_.
With the practical, the DSA will also have to be informed when booking the test because one of the elements of the test is to drive independently for 10 minutes, therefore, the examiner may choose to give you verbal directions instead of telling you to follow signs to avoid confusion.
Partial sight ‚ this can affect your ability to judge distance and can affect your depth perception, depending on which eye is affected it can also cause problems when reversing. When booking the driving test click on the box asking about disability and change the answer to yes then write on the following page in the space provided that you have problems with vision again depending on the severity of the problem they may ask for a note from your doctor.
Partial deafness ‚ When the examiner is giving instruction if you are unable to hear him/her clearly then you may make mistakes or miss stop junctions as you are trying to second guess the instruction. Inform DSA when you book the test so they can make a note on the test sheet for the examiner test also inform the examiner before the test commences. He/she will then give you earlier and louder instruction and may even use his hands to help direct you.
When driving occasionally people forget where left and right are with so much else going on its an easy thing to forget the examiners are aware of this and when informed they will use their hands to point which direction to take as well as give you the verbal direction this makes your life and their life so much easier.
With other disabilities like ME, early-stage MS or anything else you think might affect your ability to drive sure when booking your test you inform the DSA and they make a note of it on the test paper so the examiner is fully aware, it could make all the difference.
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Abstract: Formal Concept Analysis (FCA) is a prominent field of applied mathematics organising collections of knowledge - formal concepts - as conceptual landscapes of knowledge. FCA proved to be a promising theory to extract, analyse and visualise conceptual structures arising from various data structures. One of the strengths of FCA is the elegant, intuitive and powerful graphical representation of landscapes of knowledge as concept lattices. The purpose of this paper is to present FCA Tools Bundle and its various features, which is a bundle of tools for dyadic, many-valued, triadic and even polyadic FCA.
Keywords: Formal Concept Analysis, FCA Tools Bundle, Knowledge, concept lattice


numeric-preludeAn experimental alternative hierarchy of numeric type classes
Safe HaskellSafe-Infered
data T a Source
Here we try to provide implementations for zero and one by making the modulus optional. We have to provide non-modulus operations for the cases where both operands have Nothing modulus. This is problematic since operations like '(/)' depend essentially on the modulus.
A working version with disabled zero and one can be found ResidueClass.
modulus ::!(Maybe a)
the modulus can be Nothing to denote a generic constant like zero and one which could not be bound to a specific modulus so far
representative ::!a
(Eq a, C a, C a) => Eq (T a)
Read a => Read (T a)
Show a => Show (T a)
(Eq a, C a) => C (T a)
(/:) :: C a => a -> a -> T aSource
r /: m is the residue class containing r with respect to the modulus m
isCompatible :: Eq a => T a -> T a -> BoolSource
Check if two residue classes share the same modulus
lift2 :: Eq a => (a -> a -> a -> a) -> (a -> a -> a) -> T a -> T a -> T aSource


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Attitude-Behavior Relations is the relationship between attitudes and behavior. Research has shown that numerous factors can influence the strength and consistency of this relationship. These factors include, but are not limited to, attitude strength, attitude function, individual personality variables, and issues of research design and measurement.
A description of the attitude you selected. Explain whether or not there is consistency between your behavior and your attitude.
Explain two factors that might affect this attitude-behavior relationship.
State if this attitude is strong or weak and explain how the strength of your attitude may influence your behavior.
Describe one challenge that attitude researchers might face in predicting behaviors from attitudes and explain why.
Support your response with references
In this particular task, you are being asked once more to reflect on attitude-behavior relationship. I suggest using this simple outline:
1. Attitude & behavior - definition & distinction - 100 words
2. Chosen Factors - 150 words
3. Attitude selected and exemplifies behavior in a situation - 100 words
4. Challenge in prediction - 100 words
This outline should cover what you need. You can also use the listed resources to further explore the topic. Just let me know via the feedback section if you need further clarification. All the best with your studies.
Attitude and Behavior
Attitudes are those psychological 'tendencies' (McLeod, 2008) that is showcased as a form of valuation of subjects, objects, places, people, ideas and things that could be negative or positive. Hogg & Vaughan (2005) related that attitudes are, "relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols." These are the sum total of our socialization, our experiences, our culture - an expression of our identities and personalities. But since they are subject to our experiences, they can also be subject to change. As such, attitudes impact how we behave. If our attitude towards a particular person is negative, we will not be as welcoming, helpful or understanding as we usually are when our attitude towards another person is positive. The psychological process of attitudes influencing behavior is shaped by 4 factors - the nature of the...
The attitude-behavior relations for relationships between attitudes and behaviors are provided. The Numerous factors which can influence the strengths and consistency of this relationship is given.


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Anyone who has ever attempted to teach a preschooler to stop interrupting knows how difficult it can be to get on the same page with someone who can't quite do the whole empathy thing. But if it's true that all conversations with preschoolers are hard conversations, it's also true that all conversations with preschoolers are also important conversations? Why? Because preschoolers are developing and refining their prejudices. They are, unless the adults around them convince them not to, learning to discriminate. And in all likelihood that discrimination will be about gender. That's why, difficult as it may be, parents of boys need to convince their sons to talk to girls and, in so doing, push back against gender bias.
"The most crucial time in their lives for brain development is between the ages of zero to three," explains Karlyn Rawlinson, a licensed preschool teacher with Total Child preschool In Chicago, Illinois. "If we want young boys to listen to and see girls as equals, let's promote that and facilitate play amongst them often."
Play is where a child makes sense of the world; if a child's play experiences include girls as equals, so will their worldview. That's a broad generalization of course, but a useful one, but even parents who try to cultivate an inclusive play space are contending with other cultural forces.
"The biggest reasons for separation I see between young boys and girls are the gender-specific toys and media. Providing open-ended materials during play, and encouraging children to try new things is crucial," recommends Rawlinson. "I hear children say things like, 'that's a girl water bottle' because of the pink color or the character on it. These are crucial teachable moments to address stereotypes. Pink can be for boys. Trucks can be for girls. We all like different things, and that's okay!"
It isn't about forcing boys or girls to play with a specific toy; it's okay for boys to still like trucks or girls to still like pink. But believing that it is bad or wrong to like a toy simply because it is associated with the opposite gender reinforces the kind of biases that can cause problems later in life.
Not every troublesome behavior is necessarily predicated on gender; preschoolers are notoriously bad listeners in general, so parents will need to help them learn how to improve. Unfortunately, human communication can be very subtle, and parents themselves may not listen particularly well. It's understandable — being the parent of a toddler or preschooler requires a lot of work — but if parents want their kids to maintain eye contact, listen without interrupting, and affirm that they are paying attention, that is how they need to communicate with their children and others.
How to Teach Preschool Boys to Respect Girls
- Play shapes attitudes: Play is how young kids prepare for the world, so giving boys and girls the chance to play together normalizes the routine compromise and cooperation they'll experience for the rest of their lives.
- Push back against marketing: boys and girls can like whatever they like, regardless of focus groups. Parents should support kids interests, but not let them denigrate others' interests due to gender expectations.
- Listening isn't easy for kids: If a child is having a particularly difficult time remembering to wait for their turn to speak, a visual cue might help. Parents can establish a sign or symbol that means "wait your turn" to help remind kids to listen to others.
- Consent is key: even innocent contact like friendly hugs or playful wrestling shouldn't be one-sided. Teaching children that they have control over when they are touched helps them respect others and respect themselves.
- Practice: Little kids are egotistical, and considering the feelings of others isn't necessarily natural. Like any new skill, kids need lots of practice before they are good at it.
"A parent is their child's first and most important teacher. Whether you know it or not, you are a model for your child," says Rawlinson. "So, keeping that in mind, parents must first model any positive/appropriate behaviors and/or skills they want their kids to acquire."
Probably the most important (and most controversial) lesson for preschoolers to learn is consent. There are disputes about how when to introduce this topic to children, but Rawlinson says that parents can start by teaching inherently curious and social kids to ask first before giving a hug.
"Not all children feel comfortable receiving a hug, and not all children want to be touched. We must remind both boys and girls to ask first," advises Rawlinson. "This gives all children agency and a sense of empowerment. And if the answer is no, no means no. There's always other ways to show affection: sharing a smile, or finding another buddy or loved one to give that hug to. Listening to children and validating their feelings is key for boys and girls alike."


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Sociocultural values related to salmon and herring and their linkages to fisheries governance are explored in a comparative study. The aim is to understand why and how salmon and herring are important for different stakeholder groups, and to investigate how these values could inform the development of governance practices that are both sustainable and legitimate.
The cultural importance of Baltic salmon is strong in the Baltic Sea region, especially in its Northern parts. Salmon fishing is a constant topic of political debates, and public spending is targeted to salmon habitat restoration. By contrast, the value of Baltic herring seems to be mostly economic. Human consumption of herring has decreased especially in the Northern parts of the Baltic Sea, but it still has more nutritional importance in the Eastern parts. In BONUS GOHERR project, the social and cultural values affecting these trends will be identified and compared by interviewing stakeholders from Finland, Sweden, Denmark and Estonia. Further, possibilities to take these values into account in the development of ecosystem-based governance will be examined. Also the political, legal and organizational prerequisites for integrated governance will be assessed.
1. Understand the sociocultural value and use of Baltic salmon and herring;
2. Apply these understandings to assess the political prerequisites for successful integrated fisheries governance; and
3. Explicate what kind of institutional and attitudinal flexibility is needed for integrated governance.
More information in Workspace.


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2. Gaps in current literature
2.1 The need for integration has long been recognised
The notion of integrated transport and land use planning has been proposed for a long time and the need for better integration of transport and land use planning is a long-standing issue in the literature.
Something of a breakthrough came in the early 2000s when the Commonwealth sponsored the production of a National Charter for Integrated Transport and Land Use Planning (Australian Transport Council 2003). The passage below from these Guidelines sums up the conceptual foundation for the integration imperative, at least as it was resolved at that time.
"Land use and transport planning has a key role to play in delivering social, economic, and environmental sustainability. Roads will continue to dominate as the means of movement for the majority of people and freight in Australia in the foreseeable future. However, by shaping the pattern of development and influencing the location, scale, density, design, and mix of land uses, planning can help to facilitate an efficient transport and land use system by:
- reducing the need to travel;
- reducing the length of journeys;
- making it safer and easier for people to access services;
- reducing the impact of transport on communities;
- improving freight access to key terminals and improved freight flows;
- providing for the efficient distribution of goods and services to business and community;
- providing a choice of travel modes; and
- ensuring flexibility to meet the demands of a changing economy and market environments".
While the National Charter for Integrated Transport and Land Use Planning was welcome, the ATAP Guidelines for ITLUP enhance the Charter by adopting two approaches:
- The traditional approach – cluster and connect
- The emerging approach – recognising the potential city shaping impact of transport.
These ATAP Guidelines for ITLUP introduce the city shaping impact of transport and provide a first step in developing an awareness, capability and practice in this important aspect of integrated planning. In time, more depth should be added to the guidance on city shaping impacts as knowledge and practice in this area evolve.


the long run.
Do you know research says, when you are sleeping, you are actually reducing fat as your body burns more calories when you soundly sleep for hours?
How To Keep From Sleeping Disorders For Fresh Skin?
For this,
 1. Take a bath before going to bed
 2. Have a head massage before sleeping
 3. Use comfortable pillows
 4. Sleep in the proper posture to keep from sleep apnea
 5. Stop taking the phone and other devices to the bed.
7. Vitamin Deficiency
What causes sallow skin
While aiming to reduce fat, we cut food items from our meals. By doing so, maybe we're inducing sallow skin to appear. How?
Most of the time, when reducing weight, we also lop the necessary vitamins and nutrients to cut down calorie intake.
When the vitamin intake gets low, the skin gets starved and starts showing signs like sallow skin.
Which Vitamins Help the Skin To Remain Healthy?
Vitamin C is the most necessary for your skin to enhance its shield against contaminants in the environment. It keeps skin cleaned against dark spots.
Besides this, vitamin K, E, B12, and A are much important for your skin to get rid of sallow skin.
How to Reduce Vitamin Deficiency Causing Sallow Skin?
For this,
 1. Eat more fruits and greens that are rich in vita-nutrients.
 2. To keep from fat and weight, reduce meat intake.
 3. If the deficiency is severe, do not forget taking vitamin supplements regularly
This thing will not just improve your facial tone and complexion but will also help you to fight against mood swings and depression.
8. Excessive Tobacco Intake:
Sallow skin smoking
Do you know tobacco accelerates the aging process? On a factual basis, regular nicotine intake diminishes the layer of collagen on your skin and makes it thin with each passing day.
It also makes your skin deprived of oxygen, resulting in dryness, itchiness, and sallowness. Therefore, you will have to reduce the involvement of Nicotine in your food in any way.
How to keep your skin from thinning, sagging, and sallow?
For this,
 1. Stop smoking; it is injurious to health as well as skin
 2. Stop taking tea after lunch as it also causes the skin to get dry
 3. Try to reduce your coffee intake
Before ending, you also need to know that the sallow skin issue is not associated with your age.
9. Sallow Skin Conditions Aren't Associated with Age:
sallow skin condition
Image Sources flickr
Many people may attach it with age or consider it a sign of aging, but it is Nothing but a mere myth.
Remember, the pale complexion is not a matter of age in any direct way.
You may consider, your skin is the part of your body that tans, wrinkles, or sags with age. But do you know, your skin is changing from the day you were born?
It is true! "After each month, your skin sheds old cells and creates new ones."
A Healthy Face Tip: You will have to make your skin bring healthy and vigorous cells to fight healthily against contaminants and pollutants in the environment.
Age can be a sallow skin stimulus because your derma starts losing its natural moisture, strength, and elasticity with time, which results in thinness and wrinkles.
As a whole, your skin looks dull, dry, and damaged, if not taken care of properly, just like it happens in the pale skin tone.
Bottom Line:
Nothing is cureless if you try with all your heart and put into all the necessary efforts. If your skin appears sallow, pale, or brown in tone, you should take action against it just now.
In a nutshell, become your skin's best friend and just give it enough water and oxygen. For this, try to change your way of living, eat healthy, sleep peacefully
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Julia Louise Gage Carpenter (1851 – 1931) was the sister of Maud Gage Baum and sister-in-law of L. Frank Baum. Baum borrowed details from the life of the Carpenter family when he wrote The Wonderful Wizard of Oz.
After Julia Gage married James D. "Frank" Carpenter in 1882, the couple attempted to homestead in La Moure County, North Dakota, at a site about twenty miles outside of the tiny town of Edgeley. The location was isolated, bleak, and treeless; the wood for their cabin had to be brought to the site by wagon. Baum exploited this detail to paint the gray bleakness of the Kansas prairie at the start of his most famous novel: the wood for the cabin of Uncle Henry and Aunt Em also had to be transported by wagon to its desolate location. Like Henry and Em, the real-life Carpenters eventually had to abandon their homestead. Frank Carpenter worked at several jobs, including blacksmith, in Edgeley between 1899 and 1901; then the couple and their surviving children, daughter Magdalena and son Harry, moved to Fargo. The family eventually settled in Chicago while the Baums were living in the city.
The Baums were especially close to Magdalena Carpenter; at one point Maud even attempted to adopt her niece, though sister Julia would not consider it. Baum borrowed from the Carpenters once more for literary effect: when he wrote The Twinkle Tales he chose the setting of Edgeley for the stories. Magdalena Carpenter is said to have been intelligent and independent; arguably, the character of Twinkle has some resemblance to her.
Julia Gage Carpenter kept a diary of her homesteading experience, which has been used by scholars and historians as a source for the subject.
Julia and Magdalena Carpenter were the witnesses for Baum's last will and testament.
- L. Frank Baum. Twinkle and Chubbins: Their Astonishing Adventures in Nature-Fairyland. Introduction by Michael Patrick Hearn. Escanaba, MI, The International Wizard of Oz Club, 1987.
- Katharine M. Rogers. L. Frank Baum, Creator of Oz: A Biography. New York, St. Martin's Press, 2002.


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Do You Have Questions?
Become a wildlife ecologist and study the relationship between predators and their prey in the high Andes of South America. The activities below will introduce you to Emiliano Donadio and his research on pumas and vicunas in San Guillermo National Park in Argentina.
As you complete the activities, you will have the opportunity to:
- make hypotheses and predictions.
- collect and analyze data.
- use your results to reach a conclusion.
NOTE: All of the videos for this project are on YouTube. You may access them through the links on the individual pages, or you may access them all on the Science Posse's playlist on the University's YouTube channel. However, because YouTube is blocked in some schools, they can also be accessed from the University of Wyoming Multimedia Server.
Click on the links or pictures below to begin your investigation!
Meet Emiliano Donadio, the man behind the research.
When researchers complete their field studies, they examine their data in the context of the larger picture and report what they have learned. This synthesis often leads to new ideas to investigate further.