The Best Documentaries Of 2021
2020 was a transformative year for cinema. As moviegoers worldwide were largely unable to go to theaters, more and more releases became available at home. In spite of the changes that last year brought, filmmakers continued to deliver important, impactful work.
In 2021, we've already seen a number of fascinating new films, and that's especially true in the world of nonfiction. 2021 has brought more movies that examine America's fraught political history, tell new stories about well-known people, and deliver remarkable renderings of works that originated in other media. Documentaries have continued to remind us why they can be such a stirring form of storytelling. They can shine a light on parts of the word that were previously unknown while captivating viewers the same way any great fictional story can.
Because of the pandemic, many of these movies are also available to stream, or will be in the months ahead. Some of these titles premiered at the Sundance Film Festival to great reviews, while others have already hit one streaming service or another. Here are the best documentaries released in 2021.
The story of Martin Luther King Jr. has already been covered fairly extensively on film. Even so, MLK/FBI finds a new angle by looking at the way the U.S. government harassed the Civil Rights icon for much of his time in the spotlight. As his power and influence grew, American intelligence agencies were constantly attempting to discredit King and the movement he led.
Largely through the use of archival footage and recently declassified files, director Sam Pollard shows how FBI director J. Edgar Hoover used and abused the power of the federal government to undermine King's efforts. King — who was treated as an enemy of the state while he was alive, and only became the legend we now know following his death — fought back. In telling the story of the American government's opposition to the progress King was trying to bring to America, MLK/FBI complicates the simplistic narrative of King that many Americans are taught at school.
MLK/FBI can be rented on a wide variety of streaming services, including YouTube and Amazon Prime.
A Glitch in the Matrix
Are we living in a simulation? That's the simple question at the heart of Rodney Ascher's new documentary, A Glitch in the Matrix. Through interviews, Ascher — who previously directed Room 237, a documentary about fan theories of Stanley Kubrick's The Shining – teases out the philosophies of people who believe that the world around us is a simulation. This topic has long loomed large in the popular imagination, from author Philip K. Dick's supposition that we're living in a computer-generated reality to The Matrix films (hence the title of this documentary).
Critics have praised the movie for paying attention to this theory and for showing the harm it can cause its most ardent believers, although some viewers have criticized it for underestimating the darker side of what this theory might mean. Audiences have also appreciated Ascher's unique visual style and his willingness to interview a diverse array of individuals. Whether we're living in a simulation or not, A Glitch in the Matrix is worth diving into.
A Glitch in the Matrix can be rented on a wide variety of streaming services, including YouTube and Amazon Prime.
In & Of Itself
Plenty of documentaries captivate their audiences with interviews, archival footage, and reenactments, but it's rare to find one that includes adapting a work that was originally designed for the stage. That's just what the inventive In & Of Itself does, capturing Derek DelGaudio's stage show of the same name on film.
Directed by Frank Oz, the movie faithfully depicts what it was like to sit in the audience at one of DelGaudio's shows. DelGaudio is a magician by trade, and In & Of Itself is first and foremost a magic show. By incorporating a narrative and drawing in his audience, DelGaudio turns playful tricks into profundity. The tricks themselves are better seen unspoiled; just know that it's difficult to understand how exactly he pulls them off. They're amazing to behold, but also offer insight into how people see themselves, and what it means to feel conflict about who you are and what you're meant to be.
In & Of Itself is now streaming on Hulu.
Summer of Soul
Summer of Soul (...Or, When the Revolution Could Not Be Televised) is one of the titles on this list that only those who were at this year's virtual Sundance Film Festival have seen. The movie received rave reviews for its heartfelt depiction of the 1969 Harlem Cultural Festival. The Roots frontman Questlove directed the film, which won the Documentary Grand Jury Prize at Sundance when it debuted there in January.
Featuring swaths of never-before-seen archival footage, Summer of Soul has performances from artists like Stevie Wonder, Sly and the Family Stone, and Nina Simone. The Harlem Cultural Festival took place the same year as Woodstock, but hasn't enjoyed the same legacy as that largely rockand folk-based festival. With Summer of Soul, Questlove and the rest of his creative team show Harlem's rightful place at the center of popular music.
Summer of Soul has been acquired by Hulu, but no official date has been announced for the movie's premiere.
A two-part documentary, Tiger tracks Tiger Woods from his childhood through his rise to prominence in the world of professional golf — and to his eventual downfall following allegations of affairs and sex addiction.
From minute one, Tiger makes it clear why Woods was once one of the highest-profile athletes in the world: He was ground-breaking, exceptionally skilled, and highly photogenic. Woods was an athlete who broke boundaries, and the movie celebrates this even as it highlights his flaws and shows how the scandal-hunting media machine tragically consumed him. Although Woods is no longer in his prime, Tiger ends on an optimistic note, reminding viewers that he's returned to the world of professional golf in recent years with some success.
Tiger is available to stream on HBO Max.
Street Gang: How We Got to Sesame Street
Another Sundance title, Street Gang: How We Got to Sesame Street tells a lighter story than many of the entries on this list. The movie is a sprawling, expansive look at how Sesame Street decided to educate children instead of selling them a product. It's an uplifting story, to be sure, and one that sits nicely alongside Morgan Neville's 2018 documentary about Mr. RogersWon't You Be My Neighbor?
Street Gang, directed by Marilyn Agrelo, takes a look at the lives of the many people who helped create Sesame Street. As the documentary suggests, Sesame Street's goal was to create a TV show that kids would like to watch that would also be good for them to watch. The task was easier said than done, but the show eventually became an enormous success and made the lives of everyone who watched it better.
Street Gang will air on HBO sometime this year.
Flee tells a compelling, moving story in an unconventional way. As he prepares to get married, a man named Amin feels compelled to tell his secret life story and does so in interviews with his friend, director Jonas Poher Rasmussen. The animated documentary shows how Amin endured years of horror after the Taliban's rise to power forced him and his family to leave Afghanistan
Rasmussen weaves these explorations of Amin's past with his present, where he's living in relative safety and thinking about buying a house with his partner. As Flee makes clear, though, Amin's past still affects every decision he makes. The movie's animation only makes the brutal reality of what he went through feel more immediate. It's a moving portrait of trauma and the way it can color everything about a person's worldview.
Flee was picked up by Participant and NEON out of Sundance, but is still awaiting a release date.
In the Same Breath
COVID-19 is still very much an issue for people around the world. In the Same Breath is one of the first documentaries to explicitly focus on the pandemic and how it was allowed to spread in early 2020. The film comes from director Nanfu Wang, who grew up in China but now lives in the U.S. The movie is a frank look at how multiple governments misled their citizens in the early days of the pandemic, ultimately worsening the degree of suffering related to the virus.
The movie examines the way the Chinese government repressed information about what was really happening in Wuhan, but it also puts other countries, including the U.S., under a microscope. The movie is riveting in spite of its focus on the recent past, and will likely be the first of many documentaries to tackle COVID-19.
In the Same Breath will premiere on HBO Max in the spring of 2021.
Try Harder!
Getting into college is a trying experience for every high school student who decides to apply, but it's especially so for the students at San Francisco's Lowell High School. Lowell, one of the most competitive high schools in the country, is the focus of Debbie Lum's film Try Harder! Lum tells the stories of the predominantly Asian-American students at the school who are taking extraordinary measures to get into the college of their choice.
The film is honest about the ways that college admissions boards tend to be biased against Asian-American students. Although the


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Social, Personal and Health Education
Social, Personal and Health Education Whole School Plan
|Introductory Statement and Rationale
(a) Introductory Statement
The staff of Inver N.S. formulated this school plan for SPHE, in consulation with our Board of Management, as we believe that SPHE is a shared responsibility and their contributions and involvement will be essential to the effective implementation of the SPHE programme in the school. It was drafted during an in-school planning day, and brought to the attention of the Board of Management and Parents.
Aspects of SPHE have been taught in Inver N.S. for many years through various programmes and initiatives such as Stay Safe, Walk Tall, Relationships and Sexuality Education and through our involvement in the Health Promoting Schools Initiative. It has also been taught through integration with other subject areas such as Physical Education, Religion, Geography, etc. However, we wish to formalise our teaching of SPHE and plan for it on a whole school basis.
|Vision and Aims
Inver N.S values the uniqueness of all individuals within a caring school community. We recognise SPHE is intrinsic in the learning and teaching that occurs both formally and informally in the school and in the classroom. Through our SPHE programme, we wish to assist children to develop feelings of self worth and self confidence, while encouraging their ability to relate to others in a positive way. The programme encourages children to be aware of their rights as individuals while at the same time accepting responsibilty for their actions as members of the school and wider community. Parents have the primary role in the Social, Personal and Health Education of their children, so their involvement will be encouraged as much as possible.
The children of Inver NS should be enabled to achieve the aims outlined in the SPHE curriculum, which include:
Content of Plan
1 Strands and Strand Units:
The curriculum is delineated at four levels—infant classes, first and second classes, third and fourth classes, and fifth and sixth classes—and is divided into three strands: Myself, Myself and others, and Myself and the wider world.
Each of these strands is further subdivided into a number of strand units or topic areas that contain particular objectives.
Inver NS will teach aspects of all three major strand units each year and strand units will be chosen in such a way that the child will receive a comprehensive programme in SPHE over a two year period. Inver NS have created this timetable to reflect this approach:
2 Contexts for SPHE:
SPHE will be taught in Inver N.S. through a combination of the following contexts:
1. Positive School Climate and Atmosphere
Inver NS has created a positive atmosphere by:
* building effective communication
2. Discrete time for SPHE
SPHE is allocated ½ hour per week on each teacher's timetable in Inver NS. However teachers may allocate 1 hour per fortnight to allow for more indepth exploration of a strand unit.
3. Integration with other subject areas and Linkage within SPHE
Teachers will endeavour to adopt an thematic approach to SPHE by integrating it with other subject areas such as Language, Geography, History, Religion, Visual Arts, Physical Education, etc. Themes/Projects such as Healthy Eating Week, Friendship Week, Agri-Awareness, Healthy Heart Week, Lenten Campaign, etc. will also be explored.
3 Approaches and Methodologies:
Inver NS believe that the approaches and methodologies used in SPHE are crucial to the effectiveness of the programme. Active learning is the principal learning and teaching approach recommended for SPHE, therefore we will endeavour to teach SPHE using a variety of strategies which include:
Assessment is a central part of the everyday learning and teaching process in SPHE. It can provide valuable information on the child's progress and on the effectiveness and suitability of the programme and the teaching methods being used.
Inver NS uses the following recommended informal tools for assessment in SPHE:
Each child will keep an SPHE Scrapbook and this will be used to assess a child's progress in SPHE. Each year the child will be given a teacher-designed task or test related to the strand units taught, and the scrapbook will be sent home at the end of each school year.
5 Children with Different Needs:
Teachers will endeavour to adapt and modify activities and methodologies in SPHE to encourage participation by children with special needs. The support teacher will supplement the work of the class teachers where necessary. Inver NS will liase with trained professionals/appropriate agencies when dealing with sensitive issues such as bereavement or loss to ensure that the children involved are fully supported.
6 Equality of Participation and Access:
Inver NS recognises and values diversity, and believes all children are entitled to access the services, facilities, or amenities that are available in the school environment. Ours is a mixed school and we endeavour to challenge traditional stereotypes and ensure that equal opportunities are given to boys and girls to participate in discussion, debate, presentation, etc.
7 Policies and Programmes that support SPHE:
SPHE homework, if prescribed in SPHE, will reflect the active learning approach and will reinforce information already taught during class.
9.1 Programmes and Other Materials:
When a guest speaker addresses the children in SPHE, the class teacher will remain in the classroom (as per Circular 22/2010) and make the speaker aware of this school plan and attached policies.
11 Individual Teachers' Planning and Reporting:
This plan in SPHE and the curriculum documents will inform and guide teachers in their long and short term planning in SPHE. Each teacher will keep a Cuntas Míosúil and this will inform our progress and needs when evaluating and reviewing our progress in SPHE.
12 Staff Development:
Training opportunities will include the following areas and this training will support an effective implementation of the SPHE programme:
§ training in the Child Abuse Prevention Programme/ Stay Safe
§ training in the Substance Misuse programme /Walk Tall
§ training in the Relationships and Sexuality Education programme /R.S.E.
§ Child Protection Seminars
Teachers are encouraged to attend SPHE related courses and will share information/skills acquired at these courses with other members of staff during staff meetings.
13 Parental Involvement:
Parental involvement is considered an integral part to effectively implementing SPHE as Inver NS believe that SPHE is a shared responsibilty. This plan and the curriculum documents are available for parents to inform them of the programme for SPHE, and they are welcomed as committee members on the Relationships and Sexuality Education Policy and Substance Use Policy. They are also welcomed as committee members of the Health Promoting Schools initiative.
14 Community Links:
Inver NS believe that the local community has a very important role to play in supporting the programme in SPHE and endeavour to liase with the members such as the Dental Hygienist, Health Nurse, Fireman, Vet, New Parent, etc.
The success of this plan will be evaluated through teacher's planning and preparation, and if the procedures outlined in this plan have been consistently followed. We will also judge its success if the children have been enabled to achieve the aims outlined in this plan.
(a) Roles and Responsibilities:
Inver NS believes that the school community must be involved to successfully implement SPHE. Therefore the teaching staff will implement this plan with the support of the Board of Management, Parents and the Local Community.
The plan will be implemented from 2019
(a) Roles and Responsibilities:
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the SPHE curriculum in the school. _D Cosgrove_____ is responsible for coordinating this review.
Those involved in the review will include:
This plan will be reviewed in 2021

source: openbmb/Ultra-FineWeb


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Function for displaying math formula with component variable names – xlv
=xlv(CELLREF, Optional Rounder(INTEGER), Optional ColumnNo(Integer))
This function displays the variable names of a mathematical formula defined in another cell. It updates automatically with a change in the values in the formula or a change in the formula.
A formula (=C3+((C4/C5)^(C6+C8)*C7)*C9) is entered in Cell C11 that references the values in cells C3 to C9. Corresponding variable names are located in cells B3 to B9. Each variable name must be located in the same row as the value it is representing.
The variables of the formula in Cell C11 is shown in the cell where the xlv function is entered. In the example below, xlv is entered in Cell C13.
Does the variable name need to be in the cell directly to the left of the value it is representing?
NO: By Default the xlv function looks for the first cell to the left of the value that is not a numeric value.
How to use the Optional Parameters "Rounder" and "ColumnNo"
In the example above, the xlv function has been used without the Rounder parameter and so has defaulted to its adaptive formatting. The adaptive formatting works in the following way:
Each value in the formula is parsed in the following way:
if Value > _PHONE_ the number is expressed in Scientific notation
If _PHONE_ > Value > 100 the number in expressed in standard notation to zero decimal places
If 100 > Value >.001 the number in expressed in standard notation to 3 significant figures
if Value <.001 the number is expressed in Scientific notation
Generally, the xlv function will display the variables of the formula. However, in an instance where a numeric value (rather than a CellRef) is entered in the formula that the "xlv" function is referencing, the rounder parameter can be used to determine the number of decimal places to be displayed.
The formula in cell M11 : =M3+((M4/M5)^(M6+M8)*M7)*M9-101.23589
The last term of the formula is 101.23589 and is a numeric value (and not a CellRef). By default, xlv uses the adaptive number formatting (as described above) and displays the result as shown below in Cell M13; Entry in Cell M13 is: =xlv(M11)
Cell M15 displays the result when setting the rounder parameter to 2 (i.e. 2 decimal places); Entry in Cell M15 is: =xlv(M11,2)
By default, the xlv function returns the first cell to left of the value that is not a numeric value.
In the example below, a formula is entered in cell E10 that references the values in Column E.
=xlv(E10) is entered in cell E12. As can be seen by the output of the xlv function (in cell E12), the xlv function returns the variables located in Column B, since that is where the first non-numeric values are located.
But what if I have more than one column with variable names to the left of the value I am referencing?
What if my variable name is located to the right of the value I am referencing?
Use the second Optional Parameter "ColumnNo" to specify in which column the variable is located. See Below.
In the following example variables are located in Columns B, C and I. (A formula is located in Cell F33 and references values in Column F).
The xlv function is used in Cells F35 to F39 to demonstrate how the second optional parameter is used to specify in which column the variables are located.
The column number can be specified in various ways. E.G. "Column(B1)" can also be used to specify column number 2.
Note 1: If there is no variable defined in the column that is specified, the xlv Function returns "XL_Viking_NoVar" or "xlvikingnovar" to indicate that no variable is defined.
Note 2: The second Optional variable is not used in the above example (hence the double commas), which means any numeric values that are entered in the formula will default to the XL-Viking adaptive number formatting, Ref "Rounder" Parameter.


I created a 2 column layout block, gave the columns block a CSS class of.first-col-2-3
and added this CSS to my theme:
.first-col-2-3 > div:nth-child(1) {background:red;width:67%!important;}
.first-col-2-3:nth-child(2) {width:33%!important;}
The result is that the columns stay 50% / 50% width.
But the first one does get a red background.
So the correct column is targeted, yet the width property isn't changing to make the two columms 67% and 33% respectively.
How do I make the column widths change?
I see a way to add a CSS class to the paragraph within each column but that doesn't work either. Any ideas / solutions? Thank you!
You can add a 2 column block layout where 1 block takes up 2 thirds in the block editor using the UI. Adding CSS classes to achieve this is highly unusual and unnecessary
When you add a column block it asks you:
enter image description here
Resulting in column blocks spaced for thirds:
enter image description here
Each block has a percentage width in the block settings:
enter image description here
If you wanted to use the CSS classes from your theme you have several options:
 - Build a custom columns block
 - Add CSS classes to the column blocks, completely override or remove the block CSS and add in your own
It appears you tried to do the latter, and ran into a 100% pure CSS issue, CSS questions are best asked on stackoverflow (they're offtopic on WPSE as they aren't WordPress questions)
 - I'm not seeing that UI come up in WordPress 5.2.5. When I click on the block settings I'm not getting column settings, just settings for the objects contained in columns (images, headings, etc.) – javaandy Jan 6 '20 at 14:08
 - Upon upgrade to 5.3.2 it worked! Thank you. – javaandy Jan 6 '20 at 14:11
 - You have to have the column block selected, it sounds like you had one of its child/nested blocks selected instead – Tom J Nowell Jan 6 '20 at 16:23
Your Answer


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"Where in the world is......"
AUTHOR: Jean Ann Hollar, Washington
I have students from the third and fourth grade. They have a heck of a time figuring out where any of the places on the map are. Also, they ask if Canada is one of the states. They think that New Mexico is part of the country Mexico. For these reasons, we play a game called "Where in the world is..." every morning.
GRADE LEVEL/SUBJECT: This game can be adjusted to any grade level. I'll give the directions for playing with my third and fourth graders.
PURPOSE: I want my students to know if I'm talking about a country or a state in our country. They should see that there is a World, that World has continents, those continents have countries within them, and those countries are divided up into smaller sections, such as states.
OBJECTIVES: The students will be able to transfer what they see on the globe to a flat map. They will be familiar with large or major land masses as well as major rivers. The students will be able to point out major countries of the world as well as major cities.
RESOURCES/MATERIALS: One large wall map of the world Several globes Tag board and yarn and pins or tape
ACTIVITIES AND PROCEDURES:
Have a large wall map of the world on a bulletin board with space around it. Also, have a globe of the world. Cut out large letters spelling, "Where in the world is....?" and put this above the wall map. Have two spaces available to the right of the wall map. These will hold tag board pieces cut to the same size. They will have different names on them each day. Attach a piece of yarn to the tag board. It will be attached to a different spot on the map each day. The second space for tag board is for later on when city names are added to the question. This also requires a piece of yarn. On the first day, allow the students to become familiar with the similarities between the wall map and the globe. The first day tag board should read "the world".
Days Two through Eight:
Have the name of one of the continents up on the first tag board space when the children enter in the morning. Allow them to use the globe to find the answer to the question, "Where in the world is....Africa?" When the children have had a chance to decide, let one come up and attach the yarn to the correct area of the map that answers the question of that day.
Days Nine through (?):
Take this time to point out major oceans and seas. Each day ask what the students know about the area that is highlighted. Day (?) When you are ready to begin asking where a country is, begin using the second tag board section for a city in that country.
TYING IT ALL TOGETHER: I use the first part of the school year to practice mapping skills. I have the students map out the classroom, the school, and a fantasy island. As they practice finding real places on the wall map and globe, it helps them see the relationship between the paper and the real world.
Thanks, Jean Ann for such a great lesson plan.
Do you have a lesson plan that would work well for one of the subjects on this site? Would you like to share it with the world?
If so, just paste the information into an e-mail and send it my way. I update the site often, so your great work could be showcased really soon.
Thanks for the assistance and thanks for the great work!

source: HuggingFaceFW/fineweb-edu


Tuesday, June 7, 2011
Why we eat cheesecake on Shavuot (funny)
As my erev Shavuot posting, I wanted to share with you something deep and meaningful, about the essence of our holy festival... Cheesecake! (or, if you prefer, blintzes). Last week I was invited to offer my thoughts on any number of Shavuot-related questions for the Connecticut Jewish Ledger, and I chose to address the 'Why do we eat dairy?' question. I wanted to take advantage of the opportunity to add my own spin on this question, partly because I've never been satisfied with any of the more 'traditional' answers and, partly, because I believe its possible to make something meaningful out of each and every moment and, therefore, each and every Jewish food, cheesecake being no exception.
So, what does a more traditional take on this question look like? Check out the short video answer provided by the United Synagogue of Great Britain (Orthodox):
To read my take on the background to eating dairy on Shavuot, the Ledger link is here (Scroll down for my answer on eating dairy).
But the best answer I've read this year was the one I received from my father. Encouraged by what is clearly the Jewish tradition of having an endless number of answers to this vital question of Jewish practice, he decided to add a few more of his own. Enjoy!
Qu: Why do we eat cheesecake on Shavuot?
A: There are many answers, most, if not all, of them wrong. Perhaps the most credible answer, in the traditional Yiddish style, is "Why not?' Always answer a question with a question. This sharpens the mind and frays the nerves.
Another answer is that one day it was Shavuot and Rev Nachman was standing before his students wearing a white robe. With his pale skin he was barely identifiable against a pale background. One of his students was heard to remark: "Doesn't he look just like a bit of cheesecake" and this memory has been preserved ever since.
There is a lot more to Rev Nachman than a chair.
Another answer is that in olden times the harvest at Shavuot was celebrated by eating doughnuts. These doughnuts were the original kind, with a ring of dough sprinkled with sugar and a hole in the middle.Our sages and thymes tells us in an unconvincing, yet mystical, way that the ring represents all the Jews in the world and the hole ( which is not only in the middle but also occupies the surrounding space) is where God lives.
So no matter where you are, if you look, you will find God.
One day, around 1400 CE, a woman was buying doughnuts for Shavuot and said in a feigned middle-Eastern voice: "Ach, these fried doughnuts gives me heartburn; same with KFC. Haven't you anything else"
"How about a bit of cheesecake?" replied the baker. "Ok, I'll try a piece" said the lady.
And she never had heartburn again, dying peacefully the following day.
"A miracle" exclaimed the baker and Jews have been eating cheesecake on Shavuot ever since in the hope that they, too, might be delivered from heartburn.
Although this rarely happens, they have not stopped trying.
Simon Gurevitz
(Not a Rabbi)
1 comment:
 1. Your Dad is a wise man (if a bit of a, as we say here in the states, smart-aleck.)


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Our Vision And Mission
- Janyaa earnestly believes that the World will become a better place when individuals put their education to use in everyday life. Janyaa advocates 'hands on learning' in the high school education to ignite the 'curiosity in learning' and 'apply this learning' in daily life to build great enterprise on this planet.
- Janyaa is committed to educate Government School students through 'hands on learning'.Hence Janyaa designs, manufactures and permanently places curriculum based experiments in the schools for 6th-9th grade Science and Math students.
We are happy to share results of couple of studies conducted on our program.
A study conducted by International School of Business (ISB) Hyderabad in 2015 on students showed that Janyaa students perform 50% better than non-Janyaa students, 94% of the students like teachers showing the experiments and 92% want to practice with these experiments.
A study conducted by ASER (Annual Status of Education Report), Delhi, in 2016 showed 52% improvement in the performance of students from baseline to final tests.


text:
An Observation Guide For Students
Look at an exhibit and answer these questions about it:
1. Get the big picture by walking through the entire exhibit. Think about how the exhibit is organized. How do colors, graphics and labels with large type help you understand the story or main ideas? How is the space organized?
2. Based on what you have observed, what is the exhibit about? What questions do you have about this topic?
3. Now go back through the exhibits a second time, carefully examining objects that interest you. Choose one of these objects without reading its label. Sketch it, tell a companion about it, or write about it.
4. Look at the object and the label. Together, how do they tell the story of the exhibit?
5. What questions do you still have? Where could you go to find answers?


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Published Tue, Oct 23, 2012 10:08 am Dateline
It is reported that six out of 10 American youth witness some form of bullying everyday.
There are many measures being taken to prevent the bullying, including an effort close to home.
The Sisters of St. Joseph Charitable Fund in West Virginia awarded the Appalachian Peace and Justice Network $6,000 to fund 11 free bully prevention classes for Athens County elementary and middle Schools.
The classes will be part of The Second Step Bully Prevention program.
"Second Step teaches empathy, impulse control, anger management and problem solving. And the central idea is that if we have more empathy, more compassion for each other then we don't want to be in conflict with each other so it takes the cycle of violence and teaches the opposite," said Mara Giglio, director at the Appalachian Peace and Justice Network.
Giglio said the program uses different techniques in the classes from puppets for younger children to dance videos for older kids.
Giglio said she thinks the classes have a lot to offer.
"I think it's just powerful to be talking about it, to have a safe and respectful place to be explaining the issues. We have this opportunity to create new norms and to set new ways for how we want to treat each other in schools and in the community," said Giglio.


text:
COMPUTER FINGERSReturn to Search Results
Record 11 of 56.« Previous Product Next Product »
Computer Fingers is an educational game program designed for use by children who are deaf or hard of hearing. The games enhance vocabulary and teach fingerspelling and phonics skills. In the Computer Game, players first explore the keyboard to see the relationship between upper and lower case letters, the manual alphabet, and cued letters, then choose a word to spell from three sets of 10 words each. Words come to life as they are spelled. In the Matchup Game, players match letters to handshapes of the manual alphabet and match words to pictures. An animated cuer shows how the word or letter is pronounced. The Name the Word Game can be played in one of two ways: Identify the picture for the word cued, or identify the picture for the word spelled manually. The speed of the animated cuer and the animated hand can be varied in each game. COMPATIBILITY: For use on Apple Macintosh and IBM or compatible computers. SYSTEM REQUIREMENTS: For Macintosh computers, System 7 through 9 or OS X is required. For IBM-compatible computers, Windows 95/98/2000/XP is required.
This product record was updated on August 5, 2009.
This product is available from:
Cued Speech Discovery / CuedSpeech.com23970 Hermitage Road
Cleveland, Ohio 44122-4008
Telephone: _PHONE_ or _PHONE_.
Link to more products from Cued Speech Discovery / CuedSpeech.com
« Previous Product Next Product » Return to Search Results
Record 11 of 56.


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method and path. Let assume we would like vary middleware key by HTTP scheme:: options = {... 'http_cache_middleware_vary': RequestVary( environ=['wsgi.url_scheme']) } Request Vary ~~~~~~~~~~~~ :py:class:'~wheezy.http.cacheprofile.RequestVary' is designed to compose a key depending on number of values, including: headers, query, form and environ. It always varies by request method and path. Here is a list of arguments that can be passed during initialization: * ''query'' - a list of request url query items. * ''form'' - a list of form items submitted via http POST method. * ''environ'' - a list of items from environ. The following example will vary incoming request by request url query parameter 'q':: request_vary = RequestVary(query=['q']) Note that you can vary by HTTP headers via environ names. A missing value is distinguished from an empty one. :py:class:'~wheezy.http.cacheprofile.RequestVary' is used by ''CacheProfile'' and ''HTTPCacheMiddleware'' internally. WSGI Adapters ------------- :ref:'wheezy.http' providers middleware adapters to be used for integration with other WSGI applications: * :py:class:'~wheezy.http.middleware.WSGIAdapterMiddleware' - adapts WSGI application response (initialization requires ''wsgi_app'' argument to be passed). * :py:class:'~wheezy.http.middleware.EnvironCacheAdapterMiddleware' - adapts WSGI environ variables: ''wheezy.http.cache_policy'', ''wheezy.http.cache_profile'', ''wheezy.http.cache_dependency'' for http content caching middleware. See the demo example in the 'wsgi_adapter'_ application... _'WSGI':.. _'rfc2616':.. _'rfc2109':.. _'wheezy.core':.. _'':.. _'wheezy.caching':.. _'wheezy.validation':.. _'wheezy.web':.. _'wsgi_adapter':


text:
As we work with coalgebras, we'll need a nice way to write out the comultiplication of an element. In the group algebra we've been using as an example, we just have, but not all elements are so cleanly sent to two copies of themselves. And other comltiplications in other coalgebras aren't even defined so nicely on any basis. So we introduce the so-called "Sweedler notation". If you didn't like the summation convention, you're going to hate this.
Okay, first of all, we know that the comultiplication of an element is an element of the tensor square. Thus it can be written as a finite sum
Now, this uses two whole new letters, and, which might be really awkward to come up with in practice. Instead, let's call them and, to denote the first and second factors of the comultiplication. We'll also move the indices to superscripts, just to get them out of the way.
The whole index-summing thing is a bit awkward, especially because the number of summands is different for each coalgebra element. Let's just say we're adding up all the terms we need to for a given :
Then if we're really pressed for space we can just write. Since we don't use a subscript in parentheses for anything else, we remember that this is implicitly a summation.
Let's check out the counit laws in this notation. Now they read. Or, more expansively:
Similarly, the coassociativity condition now reads
In the Sweedler notation we'll write both of these equal sums as
Or more simply as.
As a bit more practice, let's write out the condition that a linear map between coalgebras is a coalgebra morphism. The answer is that must satisfy
Notice here that there are implied summations here. We are not asserting that all the summands are equal, and definitely not that (for instance). Sweedler notation hides a lot more than the summation convention ever did, but it's still possible to expand it back out to a proper summation-heavy format when we need to.


10 Flat Earth Facts to Tell Your Friends
fe earth books education fe learning education
10 Flat Earth Facts to Tell Your Friends
Here are 10 easy to understand facts that might work well as a conversation starter to anyone who you think could be interested in this, one of the biggest conspiracies of all time. However, if you tell your friends these facts, they might not want to be friends anymore.
But in my opinion, anyone who already believes that the moon landings were fake are very good candidates for being able to at least listen to flat earth ideas. That said, I do have friends who believe the moon landings were a hoax, and that NASA is a complete joke, but yet would have a very hard time taking-in flat earth information. So just imagine how hard it is to talk to someone who thinks we did land on the moon and that NASA is great!
When I say "Flat Earth Facts," this includes facts about the real nature of the Sun, the Moon, and the Stars, as well as pointing out the non-sensical absurdities of the globe-earth theory and the lies we have been told, all for the purpose of deceiving us about the nature of the Earth.
Anyway, here are 10 irrefutable facts that should at least make people think…
 1. Moonlight is a cooling light, and is therefore must be some kind of light source of its own. If the Moon is not giving off its own light, then why does its fullness or lack thereof affect people? Why do Moon phases affect crops and farming? Why does Moonlight affect fire differently than Sunlight?
 2. The North Star Polaris has never moved from it's position above the North Pole, and it never will. And all of the other stars in the sky revolve around the North Star. How is this possible if everything in the (so called) universe is forever rotating, orbiting, and constantly moving further out into space in different directions?
 3. We never see the so-called "dark side of the moon." Why? Because a dark side does not exist because it is not a ball in so-called "space." If you want a laugh, look up for yourself "science's" explanation for why we never see the "dark side."
 4. To the naked eye, the Sun and the Moon are the same size.
 5. As you increase in altitude in an airplane, a hot air balloon, or some other aircraft, the distant horizon always stays at eye level no matter how high you go. Not only that, it stays at eye level in all 360-degrees around you! Think about it.
 6. The official United Nations logo is a Flat Earth map. Also using flat earth maps as their logo are the International Civil Aviation Organization, The International Maritime Organization, and The World Meteorological Organization.
 7. There has never been a North-South circumnavigation of the "globe"? Why? It is not possible because the Earth is not a ball, and therefore there is no such thing as a "south pole."
 8. Space shuttle and satellite launches always make giant parabolas in the sky, and even appear to the naked eye to come back down to the earth.
 9. The Northern Latitudes and the Southern Latitudes have drastically different kinds of animal and plant life. If the Earth were a ball, then the Northern and Southern Latitudes would have similar amounts of life. The fact is that Southern Latitudes have surprisingly little life, while the North is surprisingly lush.
 10. Neil Armstrong's strange behavior and lack of willingness to do interviews for most of his life following his "One small step for man…" If he's so interested in this "giant leap for mankind," then why wouldn't he do interviews? Being one in a handful of people to have ever stepped foot on the Moon, shouldn't he feel compelled to make himself available for questions? He never stepped on the Moon. He knew his life was one gigantic lie, and he knew the lie couldn't hold up to scrutiny. Therefore, avoid interviews. I would guess that his guilty conscience at being part of the deception ate away at him until the day he died.
33 thoughts on "10 Flat Earth Facts to Tell Your Friends
 1. SG Today August 20, 2016 at 3:06 am Reply
 #1 – without a link, i searched and found a video on my own. A non-controlled "test" claimed about 2 deg F cooler in the light. I could have produced the same result with a warm cookie-sheet under the testing surface, which would proved nothing about moonlight.
 There may be a controlled test out there, but this video's claim was insufficiently proven.:(
 - flatearthperspectives August 20, 2016 at 10:57 pm Reply
 Then if #1 on my list is ultimately incorrect, it can replaced with any one of a hundred other easily observable facts. How about the fact that a vacuum of space cannot exist against an atmosphere? Or how about the fact of Stanley Kubrick meeting with NASA officials and the very convenient timing of 2001: A Space Odyssey being released in 1968 (beta test of special effects) followed by the 'moon landing' in 1969? Or how about, related to #2, the fact that all of the stars in the constellations have stayed in their same positions relative to each other throughout the history of humanity?
 - SG Today August 21, 2016 at 3:55 pm
 I'm confused, so this is not a list of "10 irrefutable facts"?
 - flatearthperspectives August 21, 2016 at 8:29 pm
 Are you really that confused? Or are you just being a dick?
 - Bob August 24, 2016 at 8:06 pm
 flatearthperspectives – easily observable facts?
 "How about the fact that a vacuum of space cannot exist against an atmosphere?" – I have explained elsewhere on this site that no such condition exists. Atmospheric pressure drops with increasing altitude (like on Mt. Everest): eventually it is so low that only a very few gas particles are left – effectively a vacuum.
 "Or how about the fact of Stanley Kubrick meeting with NASA officials and the very convenient timing of 2001: A Space Odyssey being released in 1968 (beta test of special effects) followed by the 'moon landing' in 1969?" How did he do effects such as dust moving exactly as you would expect in 1) a near vacuum, and 2) with 1/6 Earth's gravity?
 "Or how about, related to #2, the fact that all of the stars in the constellations have stayed in their same positions relative to each other throughout the history of humanity." That is simply not true. Nearly 300 years ago, the astronomer Edmond Halley "…discovered the proper motion of the "fixed" stars by comparing his astrometric measurements with those given in Ptolemy's Almagest. Arcturus and Sirius were two noted to have moved significantly, the latter having progressed 30 arc minutes (about the diameter of the moon) southwards in 1800 years." (Wikipedia)
 Any more "easily observable facts"?
 Liked by 1 person
 - flatearthperspectives August 25, 2016 at 6:21 am
 Lame. Lame. Lame. Your attempts at debunking haven't swayed me, or anyone else I imagine, in the least. I really like the "effects such as dust" thing. Good one. And did you talk to Edmond Halley personally and apparently believe everything you read in your Rockefeller-sanctioned textbooks… for that matter, have you yourself observed any stars in the constellations move? I thought not. And right on… "atmospheric pressure"…*wink* *wink* Keep shillin, my friend.
 - Bob August 25, 2016 at 10:38 am
 Nothing will convince you, your mind is closed! BUT, hopefully some people looking here may have minds which are open to EVIDENCE!
 - flatearthperspectives August 25, 2016 at 4:51 pm
 And with that statement, you just proved that you're a shill. Are they paying you double-time this week? First, it is the people who prefer the Geocentric model who are "open to EVIDENCE!", as you say. Second, you hinted in your previous comment, the one about Stanley Kubrick, that you actually believe that people landed and walked on the moon… well, I'm afraid that if you believe that, there's not much hope for you here, and there's really not much point talking to you. Third, you say that "nothing will convince you"… just so you know, I was an oblivious NASA-believing ball-earther like yourself (although we know you're not a real ball-earther… you're a shill) until about 10 months ago, and so I was "convinced" (again, your words) of lies until that time… so it appears that with my willingness to consider new evidence, and the flat earth is the paradigm that actually HAS evidence, my mind is more open than yours. Imagine for a moment that you are wrong. Impossible, right? Finally, I'm going to give a more thoughtful answer to your lame three points above since I now


text:
The Vanished Monarch
A visit to the gardens at Manley Hall was a wonderful experience. Forty-four greenhouses traveled the spectrum of the whole plant kingdom — with winding walks and waterfalls as in a rich tropical valley of ferns, or stepping stones for walkways that connected a wonderland of artificial lakes filled with aquatic plants. Everything luxuriated in palms, cycads, and beautiful-leaved plants, but there was also a greenhouse full of flowering azaleas surrounded by beds of pansies.
Orchids were the specialty at Manley Hall, and the collection was a showcase of the finest orchid species and varieties of the day. The Cattleya species were particular favorites and when a representative of The Gardener's Chronicle visited Manley Hall in the spring of 1871, he commented with admiration on a large dark Cattleya mossiae 'Manley Hall' with 16 flowers. When The Floral Magazine visited Manley Hall the following year, they wrote about a magnificent new Cattleya species that would excite the interest of the whole horticultural world for decades to come.
Manley Hall was the estate and residence of Samuel Mendel Esq., the "Cotton God" of Manchester, England. Mendel was a true friend of horticulture who opened his gardens and greenhouses free to the public. He was also a good customer of the orchid firm James Backhouse & Sons of York, and when Backhouse received a shipment of a new Cattleya species from its collector in South America, Mendel purchased the plants for his collection.
The excitement of owning a new, unnamed Cattleya species was almost too much for poor Samuel Mendel, who instructed his superintendent, Mr. Petch, to awaken him at any hour of the night when the flowers began to open. Petch obligingly called Mendel at 4 am when the great event occurred and Mendel rushed to the greenhouse in dressing gown and slippers, and is reported to have stood for a long time in awe of the new discovery.
In its 1872 article on a visit to Manley Hall, The Floral Magazine called the new Cattleya species Cattleya mendeli (with one "i"), a name given to them by Petch. Who actually named the plant, however, is still a mystery, because Backhouse sold the plants to Mendel as just an unknown Cattleya species.
Cattleya mendelii was first imported into England in 1870 by two British orchid firms, Messrs. Hugh Low & Co. of Clapton and Messrs. James Backhouse & Sons of York. It first flowered in 1871 in the collection of John Day of Tottenham from plants imported by Low. It was Backhouse's plants, however, in the collection of Mendel, that received all the publicity, the recognition, and the name.
It is difficult to know who to credit with the first botanical description of C. mendelii because the species was accepted by horticulturists so quickly that it became a well-established species without anyone's having formally described it. The Floral Magazine essentially wrote a news item about it in 1872 (t. 32), in which they published a black-and-white picture of a pseudobulb, a leaf, and one flower with a description of the flower's color. The picture clearly shows the distinctive features of C. mendelii's flowers and The Floral Magazine article is sometimes given as the first publication for the species. As a news item, however, the article had no author, so for want of one, Backhouse's name is often used even though he never named the species.
Another common reference gives the year 1870 for the first botanical description in the 6th Edition of Williams' Orchid Grower's Manual — a truly grand faux pas that originated with Veitch in his Manual of Orchidaceous Plants. Unfortunately for Veitch, the 6th edition wasn't published until 1885 — 15 years after C. mendelii was supposed to have been described in it. The 4th edition, published in 1871, did not even mention C. mendelii, and the 5th edition, published in 1877, described C. mendelii, but not as well as The Floral Magazine had five years earlier.
Low sent the first flowers of C. mendelii to the botanist H.G. Reichenbach in 1871, but Reichenbach apparently considered them a fine form of Cattleya trianaei at the time, so he did not describe them as a new species. Reichenbach did eventually publish a proper description in Sander's Reichenbachia in 1888, crediting himself with the name, but Jean Linden had already published a fine description three years earlier in 1885 in his Lindenia, spelling the name "Mendeli" as The Floral Magazine had done.
Since the past is always a little cloudy even on the clearest of days, the best that can be said now is that C. mendelii was accepted by everyone with such immediate enthusiasm and eagerness that no one bothered with the technicalities. It was simply a case of the customers saying, "Just sell me a plant."
Cattleya mendelii was unquestionably the premier cattleya of its day. Orchidists everywhere considered it the most beautiful Cattleya species ever found. The Gardener's Chronicle called it "the most showy of the favorite genus." Reichenbach called it "a glorious flower," and Linden wrote, "Just to see its flowers is breathtaking!" Watson, in his 1890 book Orchids: Their Culture and Management, made the remarkable observation that "not one of its numerous varieties could be called poor."
When I first learned to raise orchids in the early 1940s, the old English estate growers who taught me to grow them were always praising C. mendelii. They talked about its beautiful contrasting colors — very pale lavender sepals and petals against a rich purple lip. They spoke about C. mendelii's very wide petals and large, 8-inch flowers, and how well the flowers were presented on the plants. These English growers were in their mid-60s when I knew them, so they themselves were young men learning about orchids in the 1890s when the Cattleya species were the gems of the orchid world. Cattleya mendelii was obviously a crown jewel.
With such glowing recommendations, I spent a lot of time — about 50 years or more — looking for a fine lavender C. mendelii, but I never found one. It wasn't until I was leafing through Sander's famous old book Reichenbachia that I found what my teachers had been talking about. There, on page 59 of Volume I (series 2), was C. mendelii 'Measuresiana' — big, bold, bright and beautiful. It was everything my English growers had said it was. It was a plant for which you might consider mortgaging the house. It was magnificent. R.A. Rolfe, editor of The Orchid Review, described C. mendelii 'Measuresiana' with absolute abandon. He said, "Owing to the exceeding great beauty of this variety, the Reichenbachia is adorned by one of the finest paintings that ever left the pencil of a painter in any age."
The many C. mendelii I have seen over the years have been charming spring-blooming plants. They had medium-sized 5- to 6-inch flowers with relatively good shape. Their sepals and petals were very pale lavender, sometimes white, and the lip varied from pale to rich dark lavender, and most clones had a distinctive striping radiating down the center of the lip. These C. mendelii were even grown for cut flowers in the early days of the cut-flower industry, but were rapidly replaced by darker lavender species like Cattleya mossiae as florist's tastes turned to darker flowers. None of these C. mendelii, however, were the wide-petaled giants of the 1880s and 1890s. If such splendid C. mendelii had existed, I wondered what happened to them.
It is clear today that the first C. mendelii imported into Europe in the late 1800s were an unusually fine strain of the species. Because of this, they were the collector's favorites and the hybridizer's first choice in breeding. These C. mendelii were the parents of many of our early Cattleya hybrids, including some of the most outstanding hybrids ever produced.
These early C. mendelii hybrids often had very large, round flowers. Brassocattleya British Queen (Bc. Digbyano-Mendelii x C. Lord Rothschild) was one such hybrid that had enormous flowers with wide, overlapping petals. One of the parents, the primary cross Brassocattleya Digbyano-mendelii, itself received four First Class Certificates and two Awards of Merit from the Royal Horticultural Society for its fine flowers. Many of C. mendelii's other primary hybrids also had large, round flowers, particularly Cattleya Atlantic (mendelii x trianaei), and Cattleya Armainvillierensis (mendelii x warscewiczii).
Eileen Low, one of the foremost Cat-tleya breeders of all time, could not say enough good things about C. mendelii. She felt the species contributed both


text:
- Study at Deakin
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- About Deakin
Pure basic research is experimental or theoretical work which is undertaken primarily to acquire new knowledge without a specific application in view, and is carried out without looking for long term economic or social benefits other than the advancement of knowledge. It includes most humanities research.
Strategic basic research is experimental or theoretical work which is undertaken primarily to acquire new knowledge without a specific application in view, and is directed into specific broad ares in the expectation of useful discoveries. It provides the broad base of knowledge necessary for the solution of recognised practical problems.
Applied research is original work which is undertaken to acquire new knowledge with a specific practical application in view. Applied research is undertaken to determine possible uses for the findings of basic research or to determine new methods or ways of achieving some specific and pre-determined objective.
Experimental development is systematic work, using existing knowledge gained from research and/or practical experience, for the purpose of creating new or improved materials, products, devices, processes or services. In the social sciences, experimental development may be defined as the process of transferring knowledge gained through research into operational programs.


AI Data Acquisition and Governance: Considerations for Success
May 26, 2021 05:00 PM (PT)
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Data is the new IP – AI can't exist without a strong data acquisition and curation strategy. Planning the data pipeline, governance, and for growth and updating models regularly needs to be part of the AI strategy from the outset.
This session will cover:
 - Defining AI governance: What this means and how definitions of subjects like ethics and effectiveness can differ between organizations.
 - Data governance: Companies must rely on an AI governance program to ensure only high-quality, unbiased and consistent data are used in training.
 - AI is a growing necessity for enterprises / businesses; it provides an avenue for scaling quickly and efficiently.
 - Best practices / implementation: how to implement AI that meets the requirements of the organization's defined sets of governances.
 - Planning the data pipeline and growing/updating the models: AI is not static in the real world; models must be frequently updated to maintain relevance and accuracy.
3 key takeaways or attendee benefits of the session:
 1. Understand how to assess your organization's need for AI; how to identify the opportune areas for transforming processes, interactions, scaling, cost.
 2. How to start the implementation process. Defining data and AI governance and how to build the training data pipeline within that framework.
 3. Best practices for maintaining AI; how to use data to evaluate models and continuously iterate on them to reflect the real world.
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Kirsten Gokay, Senior Product Manager, Appen
Kirsten Gokay
Kirsten has been with Appen for over five years and has seen countless ways in which people succeed - and fail - when implementing AI in their business processes or products. As a Product Manager, she...
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You've experienced the detrimental effects of Crohn's disease and ulcerative colitis firsthand and you may also know of other people who are going through the same thing. Just as your family and friends have helped you, there are several ways you can help make a difference in the lives of other people living with Inflammatory Bowel Diseases (IBD).
By volunteering your time and skills, you can make a significant and lasting impact on our mission-critical research, education, and support programs. Here are a few ideas of how you can help us—any support you give brings us closer and closer to a cure:


What Teeth Tell Us
what teeth tell us_thumb
In the Hall of Ornithischian Dinosaurs at the American Museum of Natural History, robotic dinosaur skulls demonstrate how the dental adaptations of plant-eating dinosaurs worked. They show that as teeth wore down, new teeth grew to replace them. Paleontologists can tell a lot from the size of a dinosaur's skull and from the teeth in it. If the skull has powerful jaws and long, sharp teeth, then the dinosaur was most probably a meat-eater, a carnivore. The teeth were used to rip apart meat. Wide, flat teeth with ridges indicate that the dinosaur was a plant-eater, a herbivore. The teeth were used to mash and grind tough vegetation.
This activity will introduce students to teeth and help them differentiate between the teeth of meat-eaters and plant-eaters.
 - Pictures of plant-eating and meat-eating animals (from nature magazines and calendars)
 - Staple removers (one per group)
 - Cotton balls
 - Flat rocks (two per group)
 - Leaves
 - What Teeth Tell Us duplicated for each student
 - Crayons
 - Small mirrors
 1. Display the pictures of the animals, one at a time, to students. For each animal, ask students to describe the teeth. Ask them to name a food the animal might eat. Use questioning to elicit answers, leading students to the conclusion that long, sharp teeth are associated with meat-eaters and flat, blunt teeth are associated with planteaters. Tell students they are going to experiment to learn how the teeth of animals help the animals eat their food.
 2. Have students work in small groups. Distribute the staple removers, cotton balls, rocks, and leaves to each group. Model what students are to do. Display the staple remover and tell students it represents the sharp teeth of a meat-eater. Show them how the staple remover works. Tell them the cotton balls represent meat. Display the rocks and tell students they represent the flat, grinding teeth of a plant-eater. Show them how the two rocks work by grinding them together. Tell them that the leaves represent plants. Have students experiment "eating" the cotton balls and leaves using the stapler remover and rocks. Have students determine which set of teeth worked best for each food. Then have students use the mirrors to examine their own teeth to identify what kind of teeth they have. Call on groups to share their findings. Students should conclude that they have both sharp, biting teeth and flat, grinding teeth. Point out to them that they are both meat-eaters and plant-eaters.
 3. Distribute What Teeth Tell Us to students. Have them complete the exercise. (Answers: top left, herbivore; top right, carnivore; bottom left, carnivore; bottom right, herbivore.)


text:
Zvonko Taneski's Macedonian-Slovakian Comparativist Views (Studies and Interpretations), Institute of Macedonian Literature (Skopje, 2012)
#1 Every element contains its opposite, which in turn allows for its referentiality, meaning and ultimate sense of presence. A simultaneous fulfilment of one or another opposition does not only involve exclusion, hostility and antagonism, but also a sense of a complementary whole. As a matter of fact, the immanent goal of each existence and act lies in its oppositionality. The transitions, from one finality into another, strengthen the willingness and the prospect for weakness to turn into strength, for marginality to rise to the centre, for the distant to enter the near, for the unknown to become known.
The book Macedonian-Slovalian Comparativist Views (Studies and Interpretations) by Zvonko Taneski accomplishes just that, namely, it brings together two distant, and quite removed from each other, cultural spaces, that of Macedonia and that of Slovakia. For one, it represents a kind of sublimation of its author's continuous engagement in the area of Macedonian-Slovakian and Slovakian-Macedonian cultural bonds, as part of the vast field of comparative literature. That is to say, the reader consists of studies dedicated to already established Macedonian and Slovakian authors, exploring their reception by the two cultural settings; to name a few: Kočo Racin, Blaže Koneski, Vladimir Reisel, Milan Richter, Jordan Plevneš, etc. One particular accomplishment, for example, is the comparativist study on the poetry of Milan Rufus and Mateja Matevski, respectively, which examines the two authors' development processes, their commonalities as well as their differences. Then, there is the rather vast and pertinent study entitled "A Mirror of the Surrealist Poetic Intuition: The Slovak 1930s as found in the Macedonian1950s", which informs the domain of those specific comparativist researches that are used as benchmarks when studying the developmental shifts and trends of Macedonian literature. Furthermore, we also encounter, in all of its specificity, a methodological study dedicated to the theoretical-methodological developments of the comparativist literary-scientific research conducted both in Slovakia and Macedonia. And then there are those studies dedicated to the authors of the younger generations, whose writing caught Taneski's attention; a mutual presentation of the anthological selections in the two countries, as well as the short introductory notes, applicable to both countries, and key editions published on Macedonian and Slovak literature, respectively.
In short, Zvonko Taneski's book is set apart by its scientific basis and the wide cultural and political significance it bears on the on-going process of ascertain a greater familiarity and mutual acquaintance between the Macedonian and the Slovak people, whose relations date back to the days of the mission of Cyril and Methodius in Slovakia. Ever since then, these bilateral relations have been characterized by a sense of propriety, mutual understanding and closeness, yet at the same time, sadly so, followed by an insufficient communicative intensity, which is attested by the bibliography included at the end pages of the book. The numerous articles, from Taneski's book, are a good example of how seemingly 'small' yet seriously developed themes, provide an excellent basis for comparativist research, since they reveal the specific circumspect paths of shared and familiar intersections of the different cultural models of the two distant yet close countries.


Industrial Controller
To create a complete vision system, explore other?vision system components, such as lighting, lenses, and cables.
Industrial Controllers are high-performance, fanless controllers that provide connectivity for communication and synchronization to EtherCAT and Ethernet CompactRIO chassis, EtherCAT motion drives, GigE Vision and USB3 Vision cameras, and other automation equipment. Controllers also have onboard isolated, transistor‐transistor logic?(TTL), and differential digital?I/O. You can use LabVIEW system design software to create, debug, and deploy logic to both the onboard FPGA and the processor. LabVIEW contains over 950?signal processing, analysis, control, and mathematics functions to accelerate development.


text:
Dec. 25, 2000 The recent discovery of two long-lost cities off the coast of Egypt has been hailed as one of the most exciting finds in the history of marine archaeology.
But the location of the sunken cities of Menouthis and Herakleion might have remained a mystery if not for a unique collaboration among scientists, archaeologists and underwater explorers.
''These ancient cities disappeared more than 1,500 years ago,'' says geophysicist Amos Nur, the Wayne Loel Professor of Earth Sciences.
''Offshore geophysical surveys led to their discovery, and earthquakes may have been responsible for their demise,'' he adds.
Nur will moderate a special session about the Menouthis/Herakleion discoveries on Monday, Dec. 18, at 8:30 a.m. at the fall meeting of the American Geophysical Union in San Francisco.
Among the researchers scheduled to attend the half-day session is Franck Goddio, the French marine archaeologist who last June announced the discovery of the submerged cities in the Bay of Aboukir about 15 miles (25 kilometers) east of Alexandria, Egypt.
Goddio and his divers made headlines when they unearthed from the bottom of the Mediterranean Sea giant marble statues and fractured columns - some dating back to the time of the pharaohs.
''In the ancient world, a major center of various religions and cults existed here,'' says Goddio, director of the European Institute of Submarine Archaeology in Paris.
''Numerous sources of ancient literature verify the existence of the once famous region,'' he adds, noting that some authors described Herakleion and its sister city, Menouthis, as opulent and decadent.
''These cities were not only renowned for their riches and lifestyle, but also for their many temples dedicated to the gods Serapis, Isis and Anubis,'' says Goddio.
''Among others, the Greek historian Herodotus described a temple of Hercules in Herakleion, which he visited during the journey through Egypt he began in 450 B.C.,'' he adds.
The search for the missing cities began in 1996 - a challenging task, recalls Goddio, because it required surveying a 100-square-mile area of the Mediterranean.
''We recognized that the work would be only successfully achieved if a team gathered from diverse disciplines could be formed,'' Goddio says, so he and the Egyptian Supreme Council for Antiquities assembled specialists in geophysics, archaeology, history and marine diving to find evidence of the vanished metropolises.
To map the sea floor, geophysicists used a catamaran specially equipped with echosounders, side-scan sonar and nuclear magnetic resonance (NMR) magnetometers towed in parallel.
''The scientists only had one day left aboard the ship when they finally discovered Herakleion submerged in silt less than 24 feet [8 meters] below the sea surface,'' according to Nur.
What caused these great cities to collapse and sink?
A likely answer is earthquakes.
''In Alexandria itself,'' writes Nur, ''both historical records and archaeological evidence of collapse have shown that the city was devastated both onshore and offshore by an earthquake in the midto late-eighth century A.D., and by one or two earlier earthquakes sometime during the period 200 to 600 A.D.''
He points to rows of columns that all fell in the same direction - strong evidence that a devastating earthquake struck the Alexandria region.
The sinking of the cities is more difficult to explain, Nur concedes, but he says land may have subsided as a result of earthquake-induced liquefaction of the sea floor, or by tsunamis - giant walls of water that sometimes sweep across the shoreline in the aftermath of a marine earthquake.
The Smithsonian Institution's Daniel J. Stanley, a specialist on the geology of the Nile River Delta, also will address the Dec. 18 AGU session. He points out that Herakleion - originally a shipping port at the mouth of the Nile - may have been destroyed and flooded after a branch of the river abruptly shifted course during the first millennium.
Italian historian Emanuela Guideboni will provide evidence from Arabic, Latin and Byzantine sources documenting 14 centuries of earthquakes in the Alexandria region from 320 to 1303 B.C.
However, Jean Yoyette of the College de France in Paris will argue against the earthquake theory, noting that some ancient texts say nothing about major tectonic activity having occurred in the region 1,500 years ago.
''Because the historical and archaeological information in this region is so sparse and incomplete,'' says Nur, ''it is not possible as yet to identify the earthquake faults that devastated Alexandria and Aboukir.''
However, he will discuss three likely locations of the fault system when he addresses the AGU.
''The case of Alexandria and Aboukir highlight the emerging importance of archaeological information in general in helping to predict earthquakes,'' Nur adds, noting that other densely populated coastal regions around the world face similar earthquake hazards today.
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text:
Wednesday 15 May
Philippine duck (Anas luzonica)
Philippine duck fact file
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Philippine duck description
With its rusty-cinnamon head and bluish-grey bill, the Philippine duck is a rather distinctive bird. The cinnamon coloured head is boldly decorated with a black crown and a black stripe through the eye, while the rest of the plumage is brownish-grey. When in flight, a well-defined patch of glossy green on the wing can be clearly seen (2), which is bordered with black and has a narrow white edge (3), and the underside of the wing is also white (2). Immature Philippine ducks have slightly duller plumage than that of adults, while ducklings are olive-brown with a bright yellow face and neck (2). It calls with a typical duck-like quack (3).
- Length: 48 – 58 cm (2)
Philippine duck biology
This shy and nervous species, which will quickly fly off if approached, may be seen in large flocks outside of the breeding season, but usually occurs in pairs or small groups (2). The breeding season is thought to extend between March and November, with a peak in activity in July and August, although this may vary throughout the range (2). The Philippine duck constructs a nest obscured from view under a thick cover of aquatic vegetation, such as water bindweed. Clutches consist of 8 to 10, sometimes 15 to 16, eggs, which are dull white with a brownish tinge. These are incubated for 25 to 26 days (2).
Most active in the early morning, late afternoon, and during moonlit nights, the Philippine duck forages in shallow water for plants, molluscs and crustaceans (2). Fish and frogs may also be consumed, as well as insects, rice and the shoots of young plants; some farmers have complained of the damage this duck had done to newly sown fields and sprouting crops (4).Top
Philippine duck rangeTop
Philippine duck habitat
The Philippine duck can be found in both freshwater and saltwater habitats, including small streams in forests, lakes, marshes, swamps, mangroves, tidal creeks, and the open sea (2) (4). It prefers areas with marsh vegetation, which offers vital food and cover, and is found up to elevations of 300 to 400 metres (2).Top
Philippine duck status
Classified as Vulnerable (VU) on the IUCN Red List 2007 (1).Top
Philippine duck threats
Hunting and habitat loss pose the greatest threat to the Philippine duck's survival, and evidence from the last 20 years suggest that numbers are declining (2). Since the 1960s, high levels of hunting and trapping of this species have been recorded, with thousands allegedly shot each week in certain months in the late 1980s (3), for both food and sport (5). Many wetland habitats of the Philippines have been drained, or converted for aquaculture and shrimpor fish-ponds (3) (5). Most devastating to this species was the drainage of Candaba Marsh in the 1990s, which was once one of the most important sites for the Philippine duck, but is now too dry to support a large population (5). The recent extensive use of pesticides on rice-fields may also have had serious impacts on the Philippine duck (3).Top
Philippine duck conservation
The Philippine duck receives legal protection at five locations, including Lake Naujan National Park on Mindoro and Maria Aurora Memorial Natural Park on Luzon (3). In addition, hunting of all bird species is illegal in the Philippines, with the government banning firearms in 1972, although unfortunately, this law lacks enforcement (3) (5). Education and awareness programmes are required to enable local people to understand the effects of hunting on birds and the relevant laws (5). Further protection of the Philippine's wetlands is also essential for this species' survival; for example, the protection and restoration of Candaba Marsh has been recommended (3).Top
Find out more
For further information on the conservation of the Philippines' wetlands see:
- Society of the Conservation of Philippine Wetlands:
For more information on this and other bird species please see:
- BirdLife International:
AuthenticationThis information is awaiting authentication by a species expert, and will be updated as soon as possible. If you are able to help please contact: _EMAIL_
- The cultivation of marine or freshwater food fish or shellfish under controlled conditions.
- Diverse group of arthropods (a phylum of animals with jointed limbs and a hard chitinous exoskeleton) characterised by the possession of two pairs of antennae, one pair of mandibles (parts of the mouthparts used for handling and processing food) and two pairs of maxillae (appendages used in eating, which are located behind the mandibles). Includes crabs, lobsters, shrimps, slaters, woodlice and barnacles.
- A species or taxonomic group that is only found in one particular country or geographic area.
- A diverse group of invertebrates, mainly marine, that have one or all of the following; a horny, toothed ribbon in the mouth (the radula), a shell covering the upper surface of the body, and a mantle or mantle cavity with a type of gill. Includes snails, slugs, shellfish, octopuses and squid.
- IUCN Red List (April, 2008)
- Kear, J. (2005) Ducks, Geese and Swans. Oxford University Press, Oxford.
- BirdLife International (April, 2008)
- BirdLife International. (2001) Threatened Birds of Asia: the BirdLife International Red Data Book. BirdLife International, Cambridge, UK.
- Crosby, M.J. (2003) Saving Asia's Threatened Birds: A Guide for Government and Civil Society. BirdLife International, Cambridge, UK.
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7 Ways Education Outside the Classroom Provides a Better Future and Workforce
By Dr. Chris Marczak, Superintendent of Maury County Public Schools
The ultimate goal of Maury County Public Schools (MCPS) is to equip students to achieve excellence in their next stage of life so they can become exemplary members of the workforce and community.
In early 2016, we introduced the MCPS "7 Keys to College and Career Readiness," a list of educational goals for each student to reach in order to achieve his or her full potential. Studies show that students who hit these seven benchmarks are more likely to find success in college and the workforce.
This quarter, the Grow Maury Initiative, a pro-education strategic communications campaign in partnership with the Maury County Chamber and Economic Alliance, turns its attention to a new theme—Key Seven—work-based learning and education outside the classroom in preparation to graduation.
The Tennessee Department of Education finds that in a complex global economy, all students must be prepared with intellectual, technical and social skills needed to compete and contribute meaningfully to their communities. Outside-the-classroom opportunities like internships, apprenticeships, volunteering and extracurricular activities build on classroom-based instruction and are the ultimate step in ensuring career-readiness.
Work-based learning experiences outside the classroom provide a better future and workforce in these seven ways:
1. Outside-the-classroom learning opportunities provide valuable real-world career experience.
Opportunities like internships, apprenticeships, job shadowing and volunteering provide students with a unique inside perspective within their potential career field. This offers the chance for students to understand the relevance of their academic studies within real-world scenarios and can aid in the decision-making process students face when choosing a career. It can even help students determine what they don't want to do for a career.
2. Participation in outside-the-classroom opportunities positively impacts academics.
The National Center for Education Statistics finds that outside-the-classroom learning experiences can boost attendance, academic achievement and aspirations for continuing education. These experiences enable students to learn in different settings, helping students to integrate, synthesize and apply knowledge which is essential to deep, meaningful learning experiences.
3. Former interns and apprentices have a competitive advantage over other job seekers.
Internships and apprenticeships build skills like professionalism, responsibility and experience in the field that provide a competitive advantage over other job seekers. These experiences also provide students with networking opportunities they can use in securing a job. Employers often will hire their interns and apprentices for full-time positions since they have already demonstrated capability.
4. Volunteering instills reliability, responsibility and enables students to gain new skills.
Volunteering can be advantageous in developing valuable workplace skills and training. Volunteering requires skills like reliability and responsibility, and can be a favorable addition to a resume. Serving as a volunteer also enables students to network, experience different career fields and it teaches a sense of philanthropy and giving back to the community.
5. Participation in extracurricular activities allows students opportunities to learn the value of teamwork, individual and group responsibility, competition and a sense of culture and diversity.
Students who participate in extracurricular activities, such as sports teams, band clubs and other group or team-related activities obtain skills that can be useful in the workplace. The Fortune Magazine article Want to succeed in business? Then play high school sports discusses how participation in high school sports helps students develop a host of crucial skills that give them a head start as they enter the workplace, and for decades after, providing long-term personal success and pro-sociability.
6. Employers benefit from outside-the-classroom opportunities as a cost-effective recruiting strategy.
Employing interns and apprentices allows employers to screen trainees while getting acquainted with their quality of work and performance. It facilitates their decision-making process when considering to whom they should extend an offer. Employers convert interns to full-time employees seamlessly, which reduces or eliminates any training-related costs. Internships and apprenticeships provide an ongoing pipeline of future employees.
7. Outside-the-classroom opportunities provide employers with students who can bring a fresh perspective and ideas.
Interns bring energy, new perspective and fresh ideas to the workplace which can augment the abilities of an employer's workforce. Interns are good at questioning processes and can often discover a better way that a manager may not have realized. Employers can catalyze these innovative ideas through brainstorm sessions and encouraging interns to speak up during meetings.
Outside-the-classroom opportunities are a rewarding way for businesses and organizations to support students and education in Maury County, facilitating a positive future. Throughout this quarter, we'll be sharing more studies, testimonials and examples that demonstrate the value work-based learning outside of an academic setting can bring to students, employers and the community.


Orbit: Mobile Device Management
Mobile devices include both tablets and smart phones that have a full-featured operating system. The operating system provides the framework required to install applications onto the device. Those applications - called apps for short - are what give the device its wide range of potential uses.
Orbit manages mobile devices by enabling and disabling specific apps as well as dynamically filtering content through the data connection.
Odoo • Text and Image
Odoo • Image and Text
How does Orbit work?
Using a mobile version of Security Appliance, Orbit works on iOS, giving full control and peace of mind knowing...
1. Your favorite stock browser is filtered and can be used safely.
2. Essential apps are filtered.
3. Non-essential apps are removed from the device.
Can "regular" cell phones be managed?
It is true that many regular phones models – sometimes called feature phones or dumb phones – have browsers that are becoming increasingly capable. However, these kinds of phones can't be managed because the operating system is not robust enough to enable management features.
What mobile devices can be managed?
 - iOS (Apple) models such as iPhones and iPads.*
 - Ask if uncertain when purchasing new service.
*All Apple iOS devices must be initially configured by a Compass technician or partner. This configuration will reset the iOS device and cannot be restored from a former backup. Future changes can be done remotely and will not require a reset. Contact Compass for more details.
How does "dynamic filtering" work?
Orbit is smart enough to know when to simply hide questionable content on a page - while still making important functions usable (called "pruning") - and smart enough to know when it is appropriate to block objectionable categories completely. This is the advantage of the dynamic web filtering you get with a product like Orbit.
Let's take the online shopping websites as an example. Much of what is seen on the landing page is unnecessarily distracting, and can be inappropriate as well. Orbit dynamically filters out most of the home page while leaving primary navigation buttons still available.
Dynamic filtering also includes knowing the difference between generally harmless categories (like automotive parts & accessories) and questionable categories (like Movies/Visual Media).


text:
Why do many parasites affect the liver?
Stephen G. Kayes
kayes at SUNGCG.USOUTHAL.EDU
Fri Sep 15 13:47:07 EST 1995
On 15 Sep 1995, Graham Clark wrote:
>
> To which Stephen Kayes replied:
> - I suspect that you hit the reason with the bloodstream going to the
> -liver. Remember that the liver has a double blood supply, namely the
> -hepatic artery and the hepatic portal system which drains the intestinal
> -tract. The blood contained within the portal supply contains the
> -majority of nutrients absorbed from the host's food supply and thus, is
> -extremely attractive to parasites capable of an intravascular existance.
> I don't believe that it is that simple. I can think of three distinct
> scenarios for parasites that affect the liver (somewhat simplified below):
> 1. Organisms like Entamoeba histolytica that end up in the liver as a
> function of the blood flow from the intestines, and when in the liver
> cause disease (in this example amebic liver abscess). The liver is not
> part of the normal life-cycle of the organism.
As might be expected from a glib generality, there are exceptions
but there are interesting relations that must be considered. Graham is
correct. But as regards the disease caused by Entamoeba, liver abscess
from this organim is far less common than is amebic hepatitis which is
caused by a toxin released from the parasite which is then transported to
the liver by the hepatic portal system. E.h. is after all an intestinal
parasite that can invade any tissue of the body. The liver "just happens
to be connected to the GI track and thus, when E.h. invades the submucosa
of the bowel wall and enters the blood stream the ameba are swept to the
liver where they can then resume eating tissue cells, such as hepatocytes
and can elicit some rather stricking histopathological responses.
> 2. Organisms like the malaria parasites where there is a specific life-
> cycle stage that occurs in the liver. In this case there is presumably a
> specific tropism for the liver without which the parasite would be cleared
> from the bloodstream.
Again I agree with Graham but the fact that the malaria parasite
has a tropism for hepatocytes (translated: there are receptors on the
liver cell surface that attach to the malaria organism and result in its
internalizaton. The liver is where the few invaders from the mosquito
undergo their first rounds of asexual multiplication. And what better
place to do so but in the liver which is where the body stores much of
its glycogen (remember carbohydrates are the easiest substrate to use for
energy) derived from ingested food, in the gut which travels by the
portal system to the liver. Did natural selection choose liver cells for
this aspect of the life cycle. Makes sense to me based on the very large
amount of blood flowing through the liver at any one time and the fact
that the sinusoids are lacking continouus basement membranes which allow
the parasites to actually touch hepatocytes without having to leave the
> 3. (which is somewhat like '1') Organisms that affect the liver but never
> actually reside there, like schistosomes. Schisto worms live in the
> mesenteric veins and shed eggs some of which end up in the liver (among
> other places) via the blood stream, where they cause granulomas and
Again, Graham is correct but I ask why do Schistomes (at least
mansoni and japonicum) choose the inferior and superior mesenterics?
Because they drain the intestines and can steal from the host's raw
nutrients. These parasites too, are reproducing at intense rates and
need a good source of raw materials. After the infections become
established and the bowel wall becomes fibrotically scarred, eggs can no
longer penetrate and pass to the outside (to keep the life cycle going)
so they back up in the parasites local environment and blood flow sweeps
them into the hepatic portal system from the mesenterics and into the
liver. I still vote that this gut-liver axis is an extremely beneficial
site for endoparasites to practice their crafts. And Mother nature (in
the guise of natural selection) would promote such a busines plan.
> In none of these cases is it clear that it is the nutrient richness that
> determines the parasite's 'attraction' to the liver although it is likely
> that the blood flow does have a lot to do with how they end up there.
> Is this a reasonable conclusion?
End of Graham's text with my comments inserted.
The bottom line is that both Graham and I have a certain gestahlt
of the internal relationships of host-parasite interactions. Our
differing interests and backgrounds flavor how we think about the same
things. Thats why there is no one single way to train a parasitologist.
You never know who might just see the obviously missed insight into the
host-parasite relationship that all the clasically trained people just
passed over and over. In closing, Katy, your rather simplistic question
is really excellent and I hope it continues to promote a dialogue on site
selection by parasites.
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/\/ /\//\/ /\/ /\/! Structural & Cellular Biology!
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