How Savitribai Phule, India's first female teacher, dealt with abusers hell bent on preventing her from educating girls
Most of us know Savitribai Phule as India's first female teacher, who helped her husband Jyotirao Phule establish the first school for girls. But here's the tale of the atrocities and abuses she had to face when she started to work.
Most of us know that Savitribai Phule was the first female teacher of India. Born on January 3, 1831, India's first feminist grew up in a country ruled by the British Raj, where women rights were non-existent. We know how hand in hand with her social reformer husband, Jyotirao Phule, she achieved the revolutionary act of establishing the first school for girls.
But what most of us do not know is the kind of abuse Phule had to go through from the regressive society because of her sheer audacity to go teach women.
Pramila Dandavate, a 1928-born political activist from Mumbai associated with the Praja Socialist Party and later with the Janata Party, describes a few tales of the outstanding courage and grit of Savitribai Phule that show how far she was willing to go to emancipate women.
How Jyotirao Phule's influence transformed Savitribai Phule
Born in a well-to-do farmer family in the backward Mali community, Savitribai Phule was married off to 13-year-old Jyotirao Phule at the tender age of nine in-keeping with the tradition at the time of marrying off girls before they hit puberty.
But little did anyone in their families know that Jyotirao's influence on his young wife would change the very trajectory of India.
Busts of Mahatma Jyotirao Phule and Savitribai Phule, Pune, India
Jyotirao had studied the Hindu scriptures and come to the conclusion that all humans were equal. He realized that education was the one tool that if provided to all humans, would get rid of all social inequalities.
He rejected the high-caste orthodox norms that monopolized education and privileged to keep the other castes downtrodden.
He watched how 'untouchables' were not allowed to pollute' others with their long shadows in the mornings and evening and how they had to tie a broom behind their backs to sweep the very street they had walked on.
He saw in particular how young widows whose old husbands had died had to get their heads shaved and refrain from any kind of beautification or pleasure in life.
He also saw how 'untouchable' women were made to dance naked as the very status of women was reduced to a pleasure-object of men.
Observing all these societal evils that furthered inequality, Jyotirao took the decision to educate women. But how would he do this? He knew he needed other women to help train female teachers for girls. He decided to start with his wife.
Every afternoon, when Savitribai Phule came to the fields where her husband worked to give him his food, Jyotirao sat with her and educated her.
When news reached Jyotirao's father, he threatened to throw them out of the house out of fear of attacks from orthodox elements. The fire of revolution already lit, Savitribai Phule decided to follow her husband.
Official education received by Savitribai Phule
Jyotirao sent his wife to get trained at a school and she passed with flying colours along with another women Fatima Sheikh.
In 1848, the emancipated husband and wife finally established India's first school for girls in Vishrambag Wada, Pune.
Only nine girls enrolled all from different castes. Later on, the number rose to 25. While Savitribai became the headmistress, she taught alongside her fellow trainee Fatima Sheikh and Jyotirao's emancipated aunt Sagunabai.
The audacity of this couple determined to educate women enraged and shocked the society. As Pramila Dandavate writes, "It was believed that if a woman starts writing, she would write letters to all and sundry."
Regressive elements claimed that the food eaten by Jyotirao would turn into worms and that Savitribai would lose him to an untimely death.
Savitribai's ordeal of going to teach at a girl's school
When it was obvious that simple words and rumours wouldn't help deter Savitribai and Jyotirao from their goal of providing education to girls, society decided to take another path.
Going to the girls' school to teach became a huge ordeal for Savitribai. She faced innumerable abuses and listened to obscenities heaped on her on the way to teach.
Groups of orthodox men followed the first female teacher of India on her way to work. They threw rotten eggs, cow dung, tomatoes and stones. They abused her in obscene language.
Retired academician Lalitha Dhara who has authored a number of books on the Phules and Dr Ambedkar writes: She would stop by and politely tell them, "My brothers, I am doing the noble job of educating your sisters. The cow dung and stones that you are pelting on me are not a deterrent but rather an inspiration for me. It is as if you are showering petals on me. While I vow to serve my sisters, I also pray, 'May God bless you.'"
Slowly walking, she would arrive at the school, her strength ebbing away little by little each day thanks to the abuse.
Once she couldn't take it anymore and decided to give up. But her husband convinced her to stay strong.
He gave her two sarees a course one to wear on the way to work which would be soiled by the garbage thrown at her; and another fresh saree to change into before she started work when she reached the school.
While returning, she could change into the same course saree to again take the filth from society.
She continued in this manner for a while, but one day, things got out of hand. Lalitha Dhara writes about how a well-built ruffian stood in her path and told her that if she did not stop educating the Mahars and Mangs, she would have to pay a heavy prize.
A crowd gathered to watch the drama unfold but none helped her. The unfazed Savitribai slapped him hard. The stunned man ran away and so did the onlookers.
The shocking news spread like wildfire all over the city of Pune and finally brought a stop to the every-day abuse.
Continuing work on social emancipation
Empowered, Savitribai Phule established herself and more schools for women and girls till she was honoured for her exemplary work by the British government.
Between 1848 and 1852, the couple established no less than 18 schools for women.
In 1852, she and her husband were felicitated with a shawl for their work in Vishrambag Wada, Pune.
She went on to work towards slowly questioning and eradicating a lot of other social evils. From adopting her son' Yashwant after her husband rescued a pregnant woman about to end her life, to setting up a delivery home for women in forced pregnancies called Balhatya Pratibandhak Griha', Savitribai did all in her power to uplift the standard of women.
The couple also organized the first-of-its-kind barbers strike after castigating them for shaving the heads of young widows. As an example against the evil of untouchability, they also opened up their own water reservoir for everyone.
The empowered couple did a lot of work in the famine and established 52 boarding schools for orphaned children.
After Jyotirao Phule died in 1890, Savitribai continued his work. Most notably, she took over the Satya Shodhak Samaj which had been founded by him. She presided over meetings, guided workers and worked for plague victims.
As Pramila Dandavate writes, "It is said that she used to feed two thousand children every day during the epidemic."
Ironically, Savitribhai was struck down by disease while nursing a sick child and the pioneer of women's education in India died on March 10, 1857.
A 1998 stamp by the Indian Government featuring Savitribai Phule
The first woman teacher and the first female educationist of India was also the first female poetess. Her two books of poetry 'Kavya Phule' (1934) and 'Bavan Kashi Subodh Ratnakar' (1982) continue to inspire us today with their questions on caste and gender.
'Kavya Phule' was published when Savitribai was just 23.
She also wrote a poem entitled 'Go, Get Education' which encouraged people to free themselves from oppression by educating themselves.
Women's emancipation has never been easy and perhaps would never be. But it is thanks to India's first gutsy feminist Savitribai Phule that the women in the country have reached where they are today. We can only hope for more firebrands like her who simply refuse to bow down to the evils of society and keep fighting for universal human rights.
Read: Remembering Savitribai Phule, the child bride who fought for women's rights in 19th century
Read: Savitribai Phule as a tradition breaker: The first female teacher at the first girls' school
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Archive for bathing
What legal rights do users of public bathing facilities have?
Aside from the already mentioned health regulations stating that where there are toilets there must be sinks and where there are sinks there must be soap, the legal rights connected to using public bathing facilities depend, as always, on whether the place is run by the government or a private entity. The particular activities that people may undertake in the facility depend on the staffing, physical plant, and monetary resources of the place and are not a matter of law. They do not have to allow shaving or nail cutting or tooth-brushing, for example. They might only have showers, not bathtubs. They might only allow people to bathe individually to prevent people from having sexual encounters there. Law is about the way people and government behave toward each other and how society operates, it rarely ever declares that people are entitled to do any particular activity in a certain place.
Sometimes there are bathing facilities at churches, shelters, nonprofit community centers and other privately operated places that are funded by donations from individuals and businesses. These privately operated facilities are obligated to function according to the direction of their own boards and their funding sources. This means that private facilities can have their own rules and limitations about the circumstances under which they allow people to wash there or obtain hygiene supplies. It also means that they can be unfair in providing their services: allowing some people to have more time than others, excluding some people, not providing notice of rule changes, etc…
If a private agency or organization gets government funding toward a particular service, like establishing bathing facilities, there may be regulatory legal obligations connected with using that funding. The whole facility is probably not subject to those obligations,[i] only the component providing the government-funded service. To find out abut those obligations, which will probably be about the way the service is provided and the conditions of the facility, it is necessary to find out which government agency (i.e., state department of health or county department of welfare or city special grant bureau, etc…) gives that funding and then contact that government agency to obtain a copy of the regulations and instructions for interacting with them if you believe their regulations have not been followed.[ii]
Sometimes, municipalities or counties install public showers and other washing facilities as part of food banks, health clinics, community centers and other social service agencies that those government entities operate. Those kinds of facilities are considered government property because their buildings and their operations are paid for out of the ordinary tax base either through the regular budget stream or specially-dedicated government funds like limited term grants. Public users are entitled to civil rights protections when accessing these government operated facilities. The civil rights protections include things like equal access, freedom from religious impositions (i.e., they can't force you to say a prayer or participate in religious counseling in order to obtain the service), free speech, freedom from being searched unless the search is a routine security process used for everyone, privacy… (Read more about civil rights on Findlaw.)
All of the rights enumerated in the last paragraph are simply listed as general civil rights principles. Civil rights principles arise from the ways court cases interperet amendments to the U.S. Constitution. So, civil rights is an area of law in which there is often not a clear rule for everyone to follow. Rather, it is a constant analysis of comparisons:
1. weighing the government's purpose along with its rule and
2. determining whether the rule, as applied in the situation being questioned, is structured just to serve that government interest. If it limits people unfairly by going beyond the scope of the government interest, it violates civil rights.
A helpful resource for learning about civil rights is Justia's Annotated U.S. Constitution. Read the sections about the Amendments to the Constitution to find easy explanations of how courts have interpreted those amendments. Note that the list of amendments tells what subjects are covered in each amendment (due process, free speech, etc…) Click on the hyperlinked name of any case on that site and you'll get to the Supreme Court's full decision.
Here are two examples demonstrating how civil rights can be outweighed by significant government interests:
 - If a member of the public, who routinely carries a weapon, comes to the public washing facility, the facility can probably justify locking the weapon away while the visitor is on the premises because the facility has an obligation to prevent harm to its staff and users.
 - People are supposed to have the right to free speech in a public place. However, if someone comes into a washing facility and makes threatening comments to other people bathing there, the facility (i.e., the government) may be at risk of losing the victims of those comments. If the whole purpose of the washing facility is to give people a place to get clean and try to avoid disease, but people were too scared to go there, then it wouldn't be an effective washing facility anymore unless the place refused to allow threats.
[i] The whole facility can be required to make changes in order to comply with legal requirements and accommodate the government funded part. For example, the building might have to install new doors, or fire safety devices, or a stair railing, or make other kinds of modifications to the building entrance or the building's systems in order to make the government funded bathing service properly safe and available to public users.
[2] State agencies, such as health departments, publish their regulations in administrative codes. All of the states' administrative codes are available on the Internet from the National Association of Secretaries of State at
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Is the government required to provide you with bathing facilities?
 It has been held that a criminal defendant who was not provided with soap, a comb, and other basic hygiene amenities in jail was entitled to a new trial because his dirty and disheveled appearance may have turned the jury against him.[i] That is an example of one of the two situations in which the government is required to provide any kind of washing facilities: those in which government buildings make toilets available to the public and those in which the government has custody of someone, as in the case of the jail inmate or when the person is in someplace like a county or state-run nursing home, etc… Other than in those instances, the public cannot expect that the law entitles them to a place in which to get clean or even to get supplies for washing or other personal hygiene functions.
 In government custody situations, as the previous section demonstrates, regulations about the condition of hygiene facilities in institutions might come from the government agency of which the institution is a component or from the public health code. The standards that have to be followed when public restrooms or bathing facilities are available in restaurants, other businesses, or in government buildings are in state public health codes.[ii]
 A clear and detailed example of standard public restroom requirements is in the Illinois public health code which includes specifics like, "Lavatories shall be provided and located within or immediately adjacent to all toilet rooms or vestibules. All lavatories shall be provided with hot and cold running water that can be tempered by means of a valve or combination faucet" and "A supply of bar, liquid, or powdered hand-cleaning soap or detergent in a dispenser shall be available at each lavatory."[iii] The Kentucky public restroom regulations are also very detailed with statements like, "an adequate supply of toilet tissue shall be provided at each toilet facility at all times" and "hand washing facilities, including running water, soap, and individual cloth or paper towels, or other method for drying hands approved by the cabinet, shall be provided…The use of the common towel is prohibited."[iv]
 Oddly, even though there are no general legal requirements mandating public bathing facilities for people who don't have homes, there are some circumstances in which the government provides hygiene supplies to members of the public who don't need something as basic as a place to bathe and who aren't necessarily financially needy. Notable examples of this are equipping drug users with clean syringes and dispensing condoms to teenagers.
 The legal sources for these actions are public health regulations, made by state and county health departments, often in furtherance of the government's interest in preventing the spread of HIV or other viruses, diseases, etc… It seems reasonable to ask why a government would make a law entitling members of the pubic only to such limited hygiene supplies and not just ordinary sinks and showers that are fundamental to fighting so many kinds of sickness. Lobbyists for the poor, and poor people themselves, can ask that question of lawmakers if bathing facilities are not available in a community.
[i] State v. Maisonet, 763 A.2d 1254 (N.J. 2001).
[ii] State health agencies' Web sites are listed at Within each agency's site, look for a link to "laws" or "regulations" or use their search tool for more specific terms such as "cleanliness" or "homeless" or "shelter," etc..
[iii] Ill. Admin. Code tit. 77, § 895.50(g), (g)(1) (2007).
[iv] 902 Ky Admin. Regs. 10:010:2:7, 12, 13 (2006).
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Is it legal to kick someone out of a store or restaurant just because he or she smells bad?
Yes, businesses serving the public have the freedom to eject prospective customers just because they smell bad. In fact, they can kick people out just because they are not wearing shoes or a shirt. Stores and restaurants do not have to do business with anybody if they don't want to. Granted, they cannot discriminate on the basis


How to build a motorcycle ramp for a shed
How long should my shed ramp be?
How high should shed be off ground?
What is a good angle for a ramp?
Bottom line: recommended ramp slope:
The preferred slope for a building access ramp is 1:12 or 1 inch of rise per 12 inches of horizontal run – that's roughly an 8% slope also written as a 4.8 degree angle slope.
What is best for shed base?
You can also use a wooden frame or concrete slabs. Using concrete slabs is a very traditional way to build a shed base and although it takes some initial work, it does provide excellent stability in the long term. Below are the steps involved in building a shed base using concrete slabs.
How do you load a motorcycle without a ramp?
Grab the right handle with one hand and the axle with the other, and lift the front of the bike onto the truck bed. Lift the bike up again until the engine plate is also resting in the truck bed. Grab the rear axle and pull the back tire into the truck.
How steep can a ramp be?
Maximum slope for hand-propelled wheelchair ramps should be 1″ of rise to every 12″ of length (4.8 degree angle; 8.3% grade). Maximum slope for power chairs should be 1.5″ rise to 12″ length (7.1 degree angle; 12.5% grade).
You might be interested: How to fix carburetor on motorcycle
How do you calculate the length of a ramp?
How long of a ramp should I buy? Determining Ramp Length: Measure total rise (how many inches from lower level to upper level) and divide by the slope.
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Articles advice from Josh
/ How To Do Needy Things Without Appearing Needy
Here are 6 ways to take needy actions without seeming needy to women.
Those of you who subscribe to my newsletter will have received an article about neediness and how it is pretty much the biggest turn off to women. However, sometimes, we simply need to (or want to) take some action that is needy. For instance, confirming a date. Confirming a date is, technically, a needy task; however, it is also a necessity given how flaky women generally are. Here are 6 common needy actions we like to take and how you can do take them in a non-needy way.
1. Confirming a date
Confirming a date is a necessity. Unfortunately, it is also needy behavior. How do you get around appearing needy when confirming a date. The best way to confirm a date without being needy is to make a small change in the actual date and use that as the excuse to make contact. For example, if you planned a date at 8pm at XYZ, text her the day off with a message like this: "Hey there, I'm running a bit behind today, let's do 8:15 instead of 8pm." You don't have to ask if the date is still on to confirm a date, you simply need to ping her with a reminder which will then prompt her to either confirm or flake. Don't ever call someone to confirm a date because if she doesn't pick up you will be left in a nebulous situation of wondering if she will check her messages, being super needy by calling again or doing what you should have done in the first place, which is just sending a text.
2. Ask a girl out
Asking a girl out is sometimes a source of extremely needy behavior but it shouldn't be. The proper way to ask a girl out is first to attract her (see my article on asking a girl out) and then worrying about how to actually go about it. The general rule is, once you establish some interest in meeting up, to propose a time and a place. Don't ask when she is free or what she wants to do (though sometimes this does make sense (see point 3 below), simply suggest a time and place and see how she responds.
3. A date at your place
Asking a girl out is one thing, but getting a girl to come over is another. I generally try to arrange a second date at my apartment. However, sometimes this might come off as "too forward" which can be misconstrued by women as "needy". (Yes, sometimes being overly aggressive can be mistaken for neediness). When I am trying to get her to meet at my place, the way I do it without neediness is to either propose two options (one at my place one somewhere else nearby) or to first ask her "if she has anything in mind" for the second date. Her response will almost always be "I'm up for whatever" which then makes it much easier to propose meeting at your place and makes it much harder for her to say no.
4. Buying Gifts
Gift buying, while nice, can often come off as very needy if not done at the right time. Read my article about gift buying to learn how to do this without appearing too needy. The general rule (and it is a good one to follow) is sex before any gift giving.
5. Refusal to escalate physically
If things in the sex and intimacy department are moving too slowly for you, there are needy and non-needy ways to address it. "Begging" or begging like behavior to get sex is very unattractive and will probably lower your odds of getting further. The best way to increase intimacy is arranging dates at your place and if she doesn't want to, play it cool, agree to a date elsewhere, but then cancel. She will get the message. If the problem occurs once you are in the bedroom, don't beg, either stop hooking up cold turkey making it seem like it was your idea to not go further or appeal to her comfort level (ask her why she isn't comfortable with you or what she is afraid of, not why she doesn't want to hook up).
6. Texting, IMing, and calling
A lot of men ruin it with women because they start texting, IM'ing, and calling the girl they had one date with more than they do their own mother or best friend. This is a very easy way to scare a woman off. The obvious solution to this problem is to simply not engage in random back and forth texts and instead only text, IM, or call to set up the next date. If she is the one who initiates, don't fall into the trap of engaging too often. Keep conversations short and try to turn them into arranging meetings.
There are many behaviors that are canonically needy and there is no good way to be "non-needy" about them. However, the 6 actions above can appear needy or non-needy, depending on how you execute. Always execute in the non-needy manner.
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A topic came up yesterday in the forums, and I thought it was of general interest.
HealthVault is different from a lot of information systems - at least the ones I've worked with - in that there is a break between the concept of "user" - the person who authenticates into the application - and "record" - the thing that holds information about specific individual.
This is to support two scenarios.
The first one is for parents, who want to track the health information of their children. They can create a separate record (that they have access to) for the child.
The second one is when an adult is managing the health of another adult - that adult can be granted access to another adult's record.
If you are writing an application, this is something that you need to deal with. If I'm using an application and then I come back to it after I've gotten access to another record, I need to provide the following:
 1. A way to authorize the application to access the new record. This is done through the shell and a redirect, similar to how normal authorization is done.
 2. Some UI to allow the user to switch between records.
For an example of how to do this, take a look at the HealthAndFitness application.
The existence of multiple records explains why you need to use PersonInfo.SelectedRecord to access the data - it belongs to the current record, not to the current user.
That's the overview. The specific point that came up yesterday was around the ids for users and records. An application can access PersonInfo.PersonId and SelectedRecord.Id, and use those to uniquely identify that user and record.
But, to make it harder to correlate information between applications, the same person using two separate applications is going to have two different values of PersonInfo.PersonId and SelectedRecord.Id, and, in fact, the record ID will change if the application is de-authorized and then re-authorized.
So, you may need to keep this in mind if you are doing anything with those IDs...


text:
Unbound: Ukrainian Canadians Writing Home
What does it mean to be Ukrainian in contemporary Canada? The Ukrainian Canadian writers in Unbound challenge the conventions of genre – memoir, fiction, poetry, biography, essay – and the boundaries that separate ethnic and authorial identities and fictional and non-fictional narratives. These intersections become the sites of new, thought-provoking and poignant creative writing by some of Canada's best-known Ukrainian Canadian authors.
To complement the creative writing, editors Lisa Grekul and Lindy Ledohowski offer an overview of the history of Ukrainian settlement in Canada and an extensive bibliography of Ukrainian Canadian literature in English. Unbound is the first such exploration of Ukrainian Canadian literature and a book that should be on the shelves of Canadian literature fans and those interested in the study of ethnic, postcolonial, and diasporic literature.
- Division: Scholarly Publishing
- World Rights
- Page Count: 168 pages
- Dimensions: 6.4in x 0.7in x 9.3in
"Unbound: Ukrainian Canadians Writing Home is a book about what it means to belong to an ethnos, if not an ethnic community, in a globalized world, and how a sense of identification with one's ancestral past rubs up against one's present, creating sparks that can help fire the literary imagination.
A postmodern mash-up of memories, critical reflections, creative ruminations, and pointed questions that probe the boundaries of one's own skin and sense of kin, the contributors' essays grapple with their conflicted identities with a frankness that is frequently uncomfortable, yet more often than not, liberating. Their craft and artistry provides food for thought that goes well beyond the stereotypes of borscht and cabbage rolls."
Jars Balan, Canadian Institute of Ukrainian Studies, University of Alberta
Author InformationLisa Grekul is a novelist and associate professor in the Department of Critical Studies at the University of British Columbia Okanagan.
Lindy Ledohowski is an educational leader and literary scholar. She serves on the board of trustees for the Canadian Museum for Human Rights.
Table of contents
Preface: "Write your stories down; make your voices heard"
Introduction: Ukrainian Canadian Poet Pedagogues
1. Language Lessons
Janice Kulyk Keefer
2. Eight Things
3. Am I Ukrainian?
Marsha Forchuk Skrypuch
4. Bringing Back Memory
6. Putting the Baba Back in the Book
7. The Gulag, The Crypt and the Gallows: Sites of Ukrainian Canadian Desire
Conclusion: Ukrainian Identities On(the)Line: Writing Ethnicity in a Time of Crisis
Appendix: Bibliography of English-Language Ukrainian Canadian Literature
The Kobzar Literary AwardWinner in 2018
Subjects and Courses

source: openbmb/Ultra-FineWeb


text:
The present post is a follow-up to this one, which discussed grammatical similarities between the word poor and adjectival swearwords. Given the subject matter, this post will use (or, rather, mention) offensive language rather copiously. If you don't like that, don't read it.
In my earlier post, I mentioned that adjectives like poor and fucking are subject to unusual grammatical restraints — but only when a particular sense of the word is intended. To recap, consider these examples.
- The genius is fucking.
- Never interrupt a genius who is fucking.
- The man's a fucking genius.
- That fucking genius thinks he's so much better than us.
Sentences (1) and (2) use the literal meaning of "engaging in sexual intercourse." In sentence (3), the word is not used literally, but neither is it being used to curse someone; it does not imply scorn or hatred but merely serves to underscore the word genius. Only in sentence (4) is the word used to communicate the speaker's emotional attitude towards the genius in question; this is what I'm going to call the attitudinal sense of the word.
The situation is similar with poor.
- The gardener is poor.
- This fertilizer is beyond the means of a gardener who is poor.
- He's a poor gardener.
- The poor gardener had to pick all the dandelions out of the lawn by hand.
In sentences (5) and (6), poor can only mean "impoverished." In (7) it could mean either "impoverished" or "lacking in ability." In (8), it could have either of those meanings, but it would more likely be interpreted in a third, attitudinal sense — as an expression of the speaker's pity or sympathy for the gardener.
When an adjective is used in the attitudinal sense, it does not predicate anything at all of the referent of the noun which it is modifying. That is why that annoying cat is not synonymous with that confounded cat. The former is predicating something of the cat — namely, that it causes feelings of annoyance. The truth-value of that predication may be a matter of subjective opinion, but the phrase is still meant to say something about the cat itself. In contrast, that confounded cat says nothing about the cat itself but merely serves to express the speaker's attitude toward it. For a similar reason, the pitiable boy is no substitute for the poor boy. Pitiable makes a statement about the boy — that he deserves, or at least tends to elicit, pity — but poor is simply an expression of the speaker's own feeling of pity.
In addition to poor and various execratory terms, there are several other candidates for the category of attitudinal adjectives (or adjectives which can be used in an attitudinal sense).
One of these — actually a phrase rather than a single adjective is good old. Consider these examples.
- *John is good old.
- John is good and old.
- John is a good old person.
- You can always count on good old John.
- Good old John!
The pattern is familiar from our previous discussion of poor and fucking. Sentence (9) is ill-formed because only attributive adjectives (those used before the noun, rather than in the predicate) can be strung together without a conjunction. It's nearest well-formed equivalent, (9) can only mean that John is an elderly gentleman of high moral caliber — which is predicating something of John and is thus not attitudinal. The sense of (11) depends on which word is stressed. If you stress old, it means the same as (10) — or it could mean that John is in some sense "good at being old"; perhaps old age becomes him, or perhaps he is an actor who is good at playing elderly characters. If instead the word person is stressed, good old can be interpreted in the attitudinal sense — but the attitude conveyed is an attitude towards people in general, not John in particular. Here's an example of a (rather contrived) context in which that reading might make sense:
"I spent all morning observing the chimp colony. Harry and Bonzo were squabbling all morning, with Joey joining in from time to time. I was going crazy trying to catch everything they were doing and write it down. Then finally John showed up and they all quieted down."
"Who's John? The alpha?"
"No, no, he's not a chimp. John is a good old person, one of the other researchers. Boy was I ever glad to have another human being to talk to for a change!"
Sentences (12) and (13) would both be interpreted in the attitudinal sense — conveying the speaker's attitude towards John rather than predicating anything of John himself.
Note that for the good old in (11) to be interpreted attitudinally, we must construct a context in which it could be used in passing. If we take it for granted that John is person, then the main point of (11) is to say that John is good and old. If we imagine a context in which one might assume that John is a chimpanzee, then the main point of the sentence is to say that John is a person; good old is then used in passing and can be interpreted attitudinally.
Adjectival curse words generally have three possible senses: the literal, the emphatic, and the attitudinal. However, not all curse words have all three senses.
Curse words which are noun-participle compounds, such as goddamn(ed) and motherfucking, have no literal sense. That seems like a strange thing to say, since anyone can tell you that goddamned literally means "condemned to hell by God" and that the literal meaning of motherfucking is "having sexual relations with one's mother." However, if you try to use either word literally in a sentence, you'll find that it can't be done. Even in a sentence like Oedipus was the motherfucking king of Thebes, the curse word will be understood in its emphatic sense (the alleged literal sense will also be salient, of course, but only as a sort of pun). Likewise, Let's burn that goddamned heretic carries the attitudinal sense and is not interchangeable with Let's burn that heretic who has been condemned to hell by God. The same is also true of cotton-picking, in my judgment; it would be hard (but perhaps not impossible?) to interpret a sentence like Look at all those cotton-picking migrant workers as a non-attitudinal description of the agricultural task in which the workers in question are engaged.
Curse words which (as I have heard them used) have no emphatic sense include confounded and blasted. When these words are used non-literally, they always carry an attitudinal meaning; they cannot be used for mere emphasis. You can say I'm a goddamn American Jedi, but you can't really say I'm a confounded American Jedi.
Most other adjectival curse words, though, have both an emphatic and an attitudinal sense — and the distinction seems to be based on the same "used in passing" criterion I identified for the attitudinal sense of poor.
- Now this is a motherfucking plane!
- I have had it with these motherfucking snakes on this motherfucking plane!
Sentence (14) is clearly emphatic in meaning; it serves to emphasize the word plane and has no execratory meaning. Sentence (15) uses the word twice in its attitudinal sense, expressing exasperation with the snakes and the plane, and does so in the familiar "in passing" manner.
No sentence with the same grammar as (14), but using poor in place of motherfucking, could be interpreted in the attitudinal sense, which supports the distinction between emphatic curse words and truly attitudinal ones.


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Scientists can look to tree rings to supplement the history of an area, but for David Milarch, the entire tree is significant.
Milarch founded the Champion Tree Project with his sons, Jared and Jake, 20 years ago to create living libraries of the 846 species of trees in the United States. In 2009, the three men decided to give their organization a new name, Archangel Ancient Tree Archive, and to expand it globally.
Based in Traverse City, Mich., the Archangel Ancient Tree Archive's mission is to archive the genetics of ancient trees in living libraries around the world by propagating old-growth trees and using their offspring to reforest.
"We need to archive the genetics of the remaining old-growth trees that are growing on Earth," said David Milarch. "Here in the United States, 98 percent of all the old-growth trees have been cut down. In California, about 96 percent of all Coast Redwoods have been cut down.
"Why is that a tragedy? Because we never even studied them before we cut them down, we didn't know what roles they played in the ecosystem."
Milarch believes that the genetics of long-living trees should be studied to understand how they have managed to survive and thrive. One reason may be due to better immune systems, which would make their genetics vital to successful reforestation.
Working with a range of sources, from professional tree finders to big-tree lists,
When planting, Archangel recommends that no more than 10 percent cloned trees are used for reforestation to maintain genetic diversity and to also allow their genes to mix with the existing trees. The goal is to strengthen the forest overall. Care is given to the selection of the site where the trees are to be planted and why. Sites may be selected in order to aid in phytoremediation, erosion control, runoff management and habitat settings.
Volunteers with the Milarchs' nonprofit organization give their time to assist in all areas of the process, from gathering samples for Archangel's nurseries to planting new trees. Schoolchildren in New York, Michigan and Northern California have also become part of the organization's outreach, helping to plant trees in the thousands.
David Milarch's great-grandfather was a nurseryman, and his passion became a family business. Traverse City is known for its large cherry production, so the Milarch family began growing shade trees for the fruit trees in the area. Milarch's grandchildren mark the sixth generation living on the same land.
"We're tuned into nature," Milarch said. "With that many generations, you have a pretty good grasp of what makes trees tick. "
Milarch and his tree archive caught the attention of New York Times science writer Jim Robbins 11 years ago. After his first story about the project, Robbins continued to follow and write about Milarch's efforts. Last April, "The Man Who Planted Trees: Lost Groves, Champion Trees and an Urgent Plan to Save the Planet" (Spiegel & Grau, $25) was published. It includes information Robbins has gained from his talks with many scientists about trees.
"People are amazed at some of the latest science on what trees really do. Most people don't know that trees communicate with each other. Trees feel pain and when a tree feels pain, it puts out signals and other trees in the area go into a protection mode. Trees emit aerosols out of their leaves and out of their roots that are natural antibiotics and natural disinfectants," Milarch said.
Milarch credits Robbins' book to helping raise awareness about Archangel, which in turn has helped with getting funding. Most recently, the organization planted an old-redwood forest in Oregon from cloned trees. It is looking for sites to plant two old-growth groves in California, in an arboretum or on a large parcel of unused land. The group is also seeking donations to create a living archive in Ireland.
Milarch hopes that the work Archangel is doing can serve as a model for others around the world to follow and lead to more reforestation.
"All is not lost. We can put the trees back for our children and grandchildren," he said. A clone of a 3,000-year-old tree can be cloned again and again, "and with the science and with our work, the great trees and the genetic lineage of those trees never has to die. "

source: HuggingFaceFW/fineweb-edu


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Development of a Rubber-Bonded Grinding Wheel - Studies on Aspherical Grinding -
Aspherical surfaces are an important technology in optical instruments. Until now, only improvements in form accuracy and surface roughness of aspherical surfaces have been investigated. However, when the surface roughness becomes low, the small waviness of the surface becomes marked. This small waviness is termed "Nano-topography." Nano-topography causes grinding marks and reduces the accuracy of an optical instrument. Nano-topography is caused by the vibration of a grinding wheel during the manufacture of the surface. This paper will reveal how a rubber-bonded grinding wheel has been developed to absorb that vibration. The dressing of the grinding wheel was also investigated. As a result, it is possible to eliminate the generation of nano-topography.
Dongming Guo, Tsunemoto Kuriyagawa, Jun Wang and Jun'ichi Tamaki
N. Yoshihara et al., "Development of a Rubber-Bonded Grinding Wheel - Studies on Aspherical Grinding -", Key Engineering Materials, Vol. 329, pp. 465-470, 2007


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During the spring semester the K-State Department of Entomology takes time to recognize and remember Benjamin Franklin Mudge. Benjamin Franklin Mudge (right) was one of the first faculty to teach at what was then the Kansas State Agricultural College, later Kansas State University, starting in 1865. He taught the first entomology course at Kansas State ("Insects Injurious to Vegetation"), and it was also the first economic entomology course taught anywhere in the United States. He also taught courses in astronomy, physics, meteorology, botany, zoology, physiology, mineralogy, geology, physical geography, agricultural chemistry, among others. He was beloved by students, so it is entirely appropriate that we have a week of student-centered activities named in his honor. To learn more about this remarkable man, read this memorial written two years after his death in 1879.
2018 Mudge Week Activities and Schedule


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sensitive and can be susceptible to both "sunburn" and "frostbite". If a tree that has grown for many years in deep shade is
suddenly exposed to hot sun (when all the trees around it are cut down, for example), the bark may become red and flake off,
injuring the tree. In northern regions, a frost too late in the spring or too early in the fall can kill new bark tissue, as well as leaves and
Why is there such variation in the
color and texture of bark? Certain characteristics have obvious advantages in certain habitats. The thick, rough bark of pine trees
withstands fire far better than the bark of oak trees, and therefore more pines survive the frequent fires in temperate coniferous forests. In
other cases, the advantage of one type of bark over another is less well understood. Smooth bark might take less energy to produce, or
it might help to discourage the growth of moss and lichen. Rough bark might be more effective in keeping wood-boring insects out. No
one knows quite why the types of bark have evolved the way they have. One possibility is that the appearance of bark is not adaptive,
and while all trees must have bark of one form or another, its exact color and texture are not particularly important.
Left: The bark on a Ponderosa pine trunk. Photo by Maya Walters.


The Psychology of Being Short and Paranoid
in Project HOPE10 months ago
No doubt, thousands of literatures exist which describe the behaviour of short people. While some of those descriptions are objective, others are biased and largely driven by prejudice and sentiments. When the work is written by a short people, it is likely to say positive things and vice versa.
Surprisingly, the stereotypes have escaped the pages of books - we find them resurfacing in the proverbs we use in everyday conversation, regardless of the language we speak. People have always had their opinions on that issue.
At any rate, psychologists have, over the years, explained that human behaviour and personality are shaped by a number of factors - including body size, the state of being tall or short, of being fat or slim. People tend to react to situations, even form opinions about others, based on their perception of the object of interaction and their own self.
In this regard, short people are said to be very likely to be paranoid because of their height. According to a 2014 study published in the Journal of Psychiatry Research, some Oxford psychologists found that short people were more prone to being paranoid; mistrustful of others, feel persecuted and threatened.
Time Magazine reported that, in conducting the popular study, the Oxford researchers sent 60 women on two simulated rides in London subways that were populated by both men and women. The virtual vintage point of the women were lowered by 25 centimeters in one of the rides. Interestingly, the participants, though often unaware that they were just being shrunken slightly, reported increased feelings of paranoia while seeing through the eyes of a shorter avatar.
The researchers concluded that being short "led to more negative evaluations of the self compared with others and greater levels of paranoia." This clearly explains that short people are more likely to be paranoid than tall people. To a large extent, short people tend to be paranoid and distrustful of others because they either feel intimated or see themselves as very likely to be taken advantaged of. So, they become paranoid as a defensive mechanism against any external aggression or hostility.
So, the next time you meet a short person who is paranoid, remember two things: that short people do so to naturally protect themselves from exploitation and that body size greatly shape our personality and perception of the world.
I will pick offense. I stand for short people. I am on the brief side of life tho
Lol oh no offense intended.
Just kidding
hehehe very good reflection.!! Although the truth is that when you are an insecure being you may be higher than everyone else but mentally you will be very empty and disturbed.
Hahaha I think that you're right. It's more about mindset than the actual height of a person physically. This is really a good way to look at the matter. Thanks.
Interesting concept, the truth is that I understand it From my point of view, small people should try harder to get things done a sample of this we can see in the series that happen on television, about the lives of dwarf families.So it is very understandable.Great information.
Glad you find it worthwhile. Thanks.


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What is SCIM?
Smart Common Input Method platform, in short SCIM, is a development platform to make Input Method developer life easier. It honors a very clear architecture and provides a pretty simple and powerful programming interface.
There are many Input Method programs and platforms living in the world, such as XIM, IIIMF, UIM, kinput, XCIN, Chinput etc. Then why we do want another Input Method platform?
First of all, SCIM is a common IM platform written in C++. It abstracts input method interface into several classes and try to make these classes as simple and independent as possible. With such simple interfaces, developers can write their own input method in a few lines code very easily.
Second, SCIM is highly modularized: most components can be implemented as dynamically loadable modules, thus can be loaded at runtime as you wish. For example, input methods written for SCIM could be IMEngine modules, and users can use such IMEngine modules combined with different interface modules (FrontEnd) in different environment without rewrite/recompile the IMEngine modules.
Third, SCIM is a higher level library comparing with XIM or IIIMF.It has much simpler interface than XIM and IIIMF. And it can work with XIM or even IIIMF (in the future). SCIM can also support client specific input method interface, like gtk2 immodule and qt immodule.
Key features of SCIM:
* Fully Object Oriented structure written in C++. * Highly modularized. * Very flexible architecture, can be used as a dynamically loaded library as well as a C/S input method environment. * Simple programming interface. * Fully i18n support with UCS-4/UTF-8 encoding. * Include many handy utility functions to speedup the development. * GUI Panel with very rich features. * Unified configuration framework.
The goal of SCIM:
* Act as an unified frontend for current available input method libraries. Currently bindings to uim and m17n library are available. * Act as a language engine of IIIMF input method framework (TBD). * Provide as many native IMEngines as possible. * Support as many input method protocol/interface as possible. * Support as many operating systems as possible.
-- Main.- 18 Aug 2004


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In the Land of Time: And Other Fantasy Tales by Lord Dunsany
In In the Land of Time: And Other Fantasy Tales (1986), literary critic and editor S.T. Joshi has compiled a large collection of Lord Dunsany's short fiction that spans fifty years and is representative of his entire oeuvre. As someone who is not well-acquainted with the writings of Edward John Moreton Drax Plunkett, the 18th Baron of Dunsany (_PHONE_), I found this collection to be both an excellent resource and an enjoyable read. I especially appreciate the opportunity to listen to this in audiobook format, thanks to Tantor Audio who has recently released an audio edition which is 17 hours long and is beautifully narrated by Steven Crossley.
After giving us an informative introduction, Joshi has arranged Dunsany's stories into six sections. The first and longest section, which he calls Pegana and Environs, contains Dunsany's stories about Pegana, an imaginative land inhabited and controlled by a cast of remote and frivolous gods. These fables, written in a formal and elaborate style and often sounding like the King James Bible, are slightly reminiscent of the tales about the Greek and Roman pantheons (yet more amusing) and include origin stories as well as tales of the gods meddling with humans and amongst themselves. While reading them I found myself thinking of Tanith Lee's TALES FROM THE FLAT EARTH and Italo Calvino's Invisible Cities.
There's a feeling of playfulness and irony that pervades the Pegana stories which, as Joshi suggests, may be related to Dunsany's concurrent reading of Nietzsche. The stories in this section are:
- The Gods of Pegana
- Time and the Gods
- The Legend of the Dawn
- In the Land of Time
- The Relenting of Sarnidac
- The Fall of Babbulkund
The next section is called Tales of Wonder and contains a sampling of stories that are different from those found in Dunsany's 1916 book titled Tales of Wonder. In this section Joshi has included:
- The Sword of Welleran
- The Kith of the Elf-Folk
- The Ghosts
- The Fortress Unvanquishable, Save for Sacnoth
- Idle Days on the Yann
- A Shop in Go-by Street
- The Avenger of Perdóndaris
- The Bride of the Man-Horse
In these stories we visit many exotic places and meet a sentient sword, a creature who asks for a soul but ends up regretting it, a man who sets out to prove that ghosts don't exist, singing flowers that are the dreams of poets, a wise talking cat, and a centaur. I liked the style, content, and diversity of these stories better than the Pegana fables.
The third section contains several Prose Poems:
- Where the Tides Ebb and Flow
- The Raft Builders
- The Prayer of the Flowers
- The Workman
- The City
These are very short, most just a couple of minutes in the audiobook version. Here we meet a man whose dead body keeps getting re-buried while he's aware of it, a man who falls off a scaffolding and tries to carve his name on the way down, and a king who swears to visit a city that a prophecy claims he'll never reach. Some of these poems are clever, some are thoughtful. They're all beautifully written. "Roses," a poem of only a few lines, is a good example of one of Dunsany's common themes — that nature will continue to thrive long after humans manage to exterminate themselves.
The fourth section, titled Fantasy and Reality, contains:
- The Wonderful Window
- The Coronation of Mr. Thomas Shap
- The City on Mallington Moor
- The Bureau d'Echange de Maux
- The Exiles' Club
- Thirteen at Table
- The Last Dream of Bwona Khubla
These stories were my favorites. One is about a very expensive window that looks out onto a captivating imaginary city. Another is about a businessman who, with half of his brain, competently and logically does his job and, with the other half of his brain, lives in his own fantasy world. In another story we visit a city that only appears when you drink rum, and in another, we visit a shop where traders can swap the bad things that happen to them. There are some repetitive elements in these stories, but they're all clever and amusing.
Dunsany wrote over 150 stories that have been collected as The Jorkens Tales and Joshi provides five in the fifth section (called Jorkens). Joseph Jorkens is a (fictional) member of a London gentlemen's club who is known for the tall tales which he can be induced to begin if one of the club members buys him a drink. The Jorkens tales that Joshi has chosen for this collection are:
- The Tale of the Abu Laheeb (the first Jorkens story)
- Our Distant Cousins
- The Walk to Lingham
- The Development of the Rillswood Estate
- A Life's Work
Jorkens tells the fantastical tales as if they're true, so his listeners are never quite sure how much to believe. In these tales, Jorkens visits Mars, puts an elephant in a matchbox, gets chased by a tree, and explains how the man who just rode by their club in a carriage is actually a satyr. These stories were a lot of fun and I'll be seeking out more of the Jorkens tales soon.
The final section is called Some Late Tales (because they were written later in Dunsany's life) and includes:
- The Policeman's Prophecy
- The Two Bottles of Relish
- The Cut
- Helping the Fairies
- The Romance of His Life
- The Pirate of the Round Pond
This is a diverse set where we see what would happen to London if all the humans were gone, we solve a murder that involves a relish-eating vegetarian, we watch a dog start putting on airs, we witness the consequences of offending "the little people," and we watch some meddlesome boys use torpedoes to sink toy boats on a public pond. These stories, which wouldn't be classified as fantasy, are entertaining and sometimes exude sardonic social commentary.
It's easy to see why Lord Dunsany was such an important influence on Tolkien, Lovecraft, Le Guin, Moorcock, and others fantasy writers. Any reader who is interested in the history of fantasy literature should become familiar with Lord Dunsany's writings and In the Land of Time: And Other Fantasy Tales is the perfect method for doing so. Tantor Audio's new edition is exquisitely performed by Steven Crossley. I highly recommend it.


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Questions on allocating 529 contributions and gift tax liabilities over the five-year period.
1. RIA's 706/709 Deskbook contains the following observation:
The proposed regulations state that a donor may take certain contributions to a QTP into account ratably over five years only with respect to contributions not in excess of five times the annual exclusion amount [Prop. Reg. 1.529-5(b)(2)]. The authors believe that this provision would permit the following, although guidance is not clear.
Example 25D-5: Excess QTP contribution-election of amount less than $65,000.
Taxpayer contributes $33,000 to a QTP in Year 1 and elects to treat $25,000 as a prorated contribution over five years. (Assume a $13,000 annual exclusion for all five years.) Thus, in Year 1, taxpayer utilizes the annual exclusion amount with an $8,000 (non-prorated) contribution and $5,000 from the amount subject to the election to prorate. In Years 2 through 5, the taxpayer is electing to treat as a prorated contribution $5,000 per year.
I believe that the statute specifically requires that the entire $33,000 contribution in RIA's example be allocated over the five-year period. Have you focused on this issue?
The statement quoted above is in RIA's PPC Federal Tax Compliance Library, the 706/709 Deskbook, Chapter 25, Key Issue 25D.
First, why does the taxpayer in the above example want to make the election over only $25,000 and not $33,000? Because the taxpayer wants to use fully his or her annual exclusion for Year 1, and by doing so reduces the amount of annual exclusion deemed to be used for Years 2 through 5 from $6,600 per year ($33,000 ÷ 5) to $5,000 ($25,000 ÷ 5). Thus the taxpayer can make greater additional annual exclusion gifts in Years 2 through 5.
I read the statute as requiring the entire contribution to the 529 account to be subject to the five-year election, if such election is made. I read the proposed regulations as trying to modify this rule only to provide that if the aggregate contributions exceed five times the annual exclusion amount, the excess must be treated as a taxable gift all in Year 1 and cannot be spread out over five years.


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The serious natural disasters such as flood and earthquake break out in a short time. Remote sensing such as airborne SAR can acquire the image of the disaster area quickly. But the airborne SAR remote sensing image has the property of large volume data, so the processing needs very large computer memory and strong computation ability. In this paper, based on the analysis of the SAR image processing procedure, we study the SAR image processing method using computer parallel computation technology, which is based on the parallel computer cluster operation and the large virtual computer memory sharing technology. We also introduce the application of the SAR image parallel processing system in the disaster monitor and assessment to validate the high efficiency of the system and the feasibility of our research.
Geoscience and Remote Sensing Symposium, 2003. IGARSS '03. Proceedings. 2003 IEEE International (Volume:7 )
Date of Conference: 21-25 July 2003


Lunar Samples To Set Space Resources Precedent
Lunar Samples To Set Space Resources Precedent
NASA is offering to buy lunar samples collected by companies for a token sum primarily to set a precedent for space resource rights on the moon.
In a solicitation, NASA requested quotations from companies willing to go to the moon and sell between 50 and 500 grams of lunar rocks or regolith. Once the company collected the sample and provided evidence of doing so, NASA would take ownership of the sample and pay the company. The company would not have to return the sample to Earth, instead of letting NASA collect it on a future mission.
The primary purpose of the transaction is to set a precedent for the extraction and transfer of lunar resources, rather than to actually obtain the samples for scientific or other use. While the request for quotations did not specify a price NASA would pay for the samples, Bridenstine said the agency was willing to pay $15,000 to $25,000 for the samples.
Source: Space News
Name of Author: Jeff Foust
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Stage 0: Lots of lecture – not much else to say about that.
Stage 1:
View this document on Scribd
Stage 2: Start with the question: Which is more difficult – pulling a truck or pulling a lineman across astroturf? Students will immediately have opinions one way or another. (Usually they think that pulling a truck is harder because it's "heavier".)
I split the students into group and have each group agree on which object will be more difficult to pull and guess how much force each will require. (This is my favorite part of the lesson – so often students have no concept of how much force a Newton is. If they ask for some guidance, I inform them that I weigh about 500 N. Students find this shocking. They think 500 N is a HUGE amount of force.)
Once each group has their guesses solidified, we then watch this video and the students work to explain why a flea was able to pull something so heavy (no friction!):
I have the students make a list of factors they think might affect an object's friction and have them test them out (different weights, different surfaces, etc.) This leads us nicely into coefficients of friction and other discussions.
Usually at this point, students are still convinced the truck will require more force – after all, pretty much all of our tests confirmed that heavier objects ARE more difficult to pull. We try it out (I let them each try to pull my car using an ENORMOUS force sensor that one of the math classes built last year). They then try pulling each other across astroturf – most of the students were not strong enough to pull ANY of their classmates across the turf.
(These are the lessons that I have actually given in my 3 years of teaching AP Physics.)
Stage 0: So, Torque is force multiplied by the distance to the pivot point. You must use the component of the force that is perpendicular to the distance. Torque makes things rotate. Awesome, huh?
Stage 1: Torque lab stations:
Stage 2: We started class by watching this video:
The obvious question is "holy crap, how did that happen?" which provided a nice segue from our study of fluid mechanics (which we are just finishing) into torque.
We started by listing factor that might affect whether or not a truck would get knocked over by wind. We then analyzed the fluid mechanics behind it and began our analysis of the actual tipping.
(I have to admit I am a little embarrassed that stage 0 and stage 1 are real lessons that at one point I thought were pretty awesome.
I am trying out a new technique for test and exam review this year with my AP Physics students. They all have a year of honors physics behind them, so reviewing concepts is mostly a waste of time. They know the material pretty well, and right now are just struggling with fitting it all together. (Knowing when they can and cannot use COE, how to break down a complex problem into smaller parts, etc.) I have had a lot of requests from students to just tell them the steps they will need to go through to solve some of the problems. And while that sounds like a lot of fun (ahem) I am not convinced it will be worthwhile. I want them to get used to working through problems that they have never seen before and to learn how to use their understanding instead of a scripted procedure to solve problems.
So I am trying two different techniques for test "reviews".
First, goal-less problems. They are awesome. And sooo easy to create. Just take an AP problem (or any problem for that matter) and remove the question. Then we can discuss what we can(or cannot) solve for and how to solve for each unknown. (There are usually lots and lots of possibilities.)
Second, (and this is what I am doing this week) I want them to solve "real" problems. So I will find a video on youtube, an video of Angry Birds, etc. and have them analyze the physics. (This is again similar to a goal-less problem, but a little more fun.) On Monday, we will be looking at a video of the blue Angry Birds (the ones that split into 3 birds in the air) to figure out what exactly is happening. Is momentum conserved? Energy? Why? Are they on Earth? In order to speed up the process I went ahead and loaded the video into Tracker and printed out the x and y position and velocity graphs. Yes, I realize that ideally they could do this themselves, but for the purpose of a test review I want to spend the time actually looking at the physics instead of learning how to use the software. It should still be a challenge for them to figure out what parts of the graphs are relevant and how to use them for momentum and energy problems (this is not something we have specifically done yet.) Hopefully practicing with a fairly open-ended and less structured problem will make them more comfortable when they see an unfamiliar problem that lists all of the information they need and tells them specifically what questions they need to answer.
This is my third year teaching AP Physics. I have the benefit of being able to teach a group of students who have already completed (successfully) a year of honors physics (which I also taught). This is fabulous, except for the fact that they already know pretty much all of the content they need. In the past, no matter how interesting I tried to make the class, it still felt like I was just re-teaching them stuff they already knew (which I was) and they were bored (for valid reasons). This year, I completely changed things around.
The first week or so of class I spent going over some details that we had kind of breezed over last year (when to rotate coordinate systems, further analysis of the difference between static and kinetic friction, etc.). We then spent one day reviewing the "models" that we had developed last year – ie, constant velocity, constant acceleration, projectiles, COE, COM, central force, etc and reviewed when each was and was not valid. (During this time, the students were also working through some AP problems for homework.)
Now that they have their heads back in the game and refreshed their memories, we have the rest of the trimester (until about Thanksgiving) to do some real physics. Stuff that they are interested in and that requires a little more thinking than just trudging through problem after problem (or watching me trudge through problem after problem). I realized (not surprisingly) that there are about a million youtube videos out there that are AP problems in disguise! Except they're even better, because they require the students to decide what information they need (instead of having it listed for them at the top of the page). Awesome. (Plus, the students think they're pretty cool. That never hurts anything.)
Today, we started our first project. I showed them this video:
Without any prompting, the kids immediately asked "is that real?" Well, I have no idea. Why don't we find out? (Actually, I do have a pretty good idea. But I wasn't about to tell them that.) The class was split between students who were convinced it was fabricated and those who really, really wanted it to be real.
Since this was their first problem of this kind we came up (as a class) with a list of information that they would need to collect in order to solve the problem. (I let them come up with the list and simply wrote their suggestions on the board. I really, really wanted to jump in a few times to point out why some of these pieces were irrelevant, but I refrained. Remember how I'm trying to be less helpful? Yeah, that's hard sometimes. But worth it. As it turns out, once they started working the problem most of them figured out what info was irrelevant and what stuff mattered.) The students spent the rest of class looking up distances and determining whether or not this could reasonably be a real shot or if it was faked. Tomorrow we are going down to the gym and using my Flip camera to collect videos of them attempting half-court shots. (And let me tell you, they are pretty darn excited about that.) That way we can compare the analysis of a real shot to the youtube video.
Next project: car crash anaysis, maybe?
I have two main goals for myself this year (both of which are way harder than I would have thought):
 1. Really listen to my kids. Don't correct them, but pay attention to what they're saying and try to figure out where their misconceptions are.
 2. Be less helpful. I have talked repeatedly about how it's okay to make mistakes as long as we learn from them. It's impossible to learn from mistakes if your teacher jumps in and fixes them before you can make any.
For the past couple of days in my 9th grade physics class, we have been discussing motion maps and position-time graphs (along with the buggy lab). I introduced motion maps by talking about what you can tell about a person's


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Australia: the next culinary capital?
A food museum could put Australia firmly on the global food tourist map, but defining our national food culture could be a challenge, according to an Australian tourism expert.
From Sweden's Disgusting Food Museum and the Netherlands' Dutch Cheese Museum to the Philippines' Desert Museum and Spain's Museu de la Xocolata, countries all over the world are increasingly capitalising on the lucrative food traveller market – according to the World Food Travel Association, around 53 percent of holidaymakers are food travellers.
Tourism expert and Edith Cowan University researcher Dr Eerang Park believes that food travel could be a golden opportunity for Australia when international travel resumes post-COVID. However, the first step will be understanding what makes Australia's cuisine unique.
"We need to prepare for beyond the pandemic," Dr Park says. "We can tap into culinary tourism by positioning Australia as a destination of choice for a unique food experience.
"Australia has some incredibly diverse offerings for food tourists, from modern gastronomy to traditional Indigenous cuisine. We should showcase this to Australians and to the world."
More than just pavlova and Vegemite
Dr Park says while Australia is home to some iconic foods – such as Vegemite, Tim Tams and lamingtons – the key to a successful food museum will be in defining our food culture.
"Australia is well-known around the world for its high-quality produce, particularly our fresh food and wine," she says. "But how do we express our food culture and identity while also embracing our vast and diverse heritage and Indigenous history?
"Food tourism is deeper than just a few special dishes – it needs to go beyond the food to the culture and wider experience."
Hungry for knowledge
Dr Park has researched gastronomy travel around the world to understand what attracts holidaymakers. Her latest study explored the motivations of food tourists who visited China's Hangzhou Cuisine Museum, which features lifelike models of dishes from different historical periods, and found that providing an authentic and engaging experience was key.
"Food museum visitors want an immersive experience with the ability to taste and enjoy the food while learning about its origins and history," Dr Park says. "Around the world, we're already seeing a gradual shift in museums from look-but-don't-touch monuments to more interactive places for visitors to explore and learn."
Dr Park believes the opportunity for an Australian food museum is ripe for the picking.
"When the world recovers from the devastating impacts of COVID-19, what better way for people to reconnect, explore and engage than through food?"


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Let's consider curve $C\subset \mathbb P^n$ of degree $d$ and genus $g$. We want to calculate dimension of deformation space of $C$, i.e. $h^0(C,L)$ where $L$ is the normal bundle.
We can decompose $L$ as $L_1\subset L_2\dots \subset L$, such as $dim L_{i+1}/L_i =1 \ $ and apply Riemann-Roch to each $L_{i+1}/L_i$.
I heard that this gives us $(n-1)(d-g+1)+2g-2 + 2d\ $ (as expected to be dimension of deformation space of $C$ or the number of points need to fix to count curves degree $d$ and genus $g$ passing through them).
But I can't calculate it! Could you help me with this or give me a reference?
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Let's start by stating Riemmann-Roch for vector bundles: If $C$ is a smooth projective curve of genus $g$, and $E$ is a vector bundle of rank $r$ and degree $\delta$, then $h^0(C,E) - h^1(C,E) = \delta - r(g-1)$. If $E$ has a filtration such as you describe, you can prove this by using Riemann-Roch on each quotient line bundle, and then adding up the contributions in the long exact sequence of cohomology.
Now, we want to consider the case where $E$ is the normal bundle $N$ to $C \subset \mathbb{P}^n$. The rank of $E$ is $n-1$. We have the short exact sequence $0 \to T_C \to T_{\mathbb{P}^n}|_C \to N \to 0$. The tangent bundle to $C$ has degree $-(2g-2)$. The tangent bundle to $\mathbb{P}^n$ has first chern class $(n+1)$ times the hyperplane class; the hyperclane class restricts to $d$ times the fundamental class of $C$. So the degree of $N$ is $d(n+1) + (2g-2)$ and Riemann-Roch gives $$d(n+1)+(2g-2)-(n-1)(g-1)$$ which matches your formula.
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How to Incorporate Different Flavors and Ingredients with Your Biscuit Making Machine
Biscuits have always been a delightful treat for people of all ages. Whether enjoyed with morning coffee or as a snack during tea time, they can instantly elevate your mood. However, using a biscuit making machine opens up a whole new world of possibilities. Apart from traditional biscuit flavors, you can experiment with various ingredients to create unique and personalized biscuits. In this article, we will explore different flavors and ingredients that can be incorporated into your biscuit making machine, allowing you to unleash your creativity and delight your taste buds.
Subsection 1: Spice up your biscuit game with herbs and spices
Herbs and spices add depth and complexity to your biscuit flavors, transforming them into unique creations. By incorporating ingredients like rosemary, thyme, cinnamon, nutmeg, or ginger into your biscuit dough, you can create biscuits with a distinct twist. These herbs and spices not only enhance the taste but also provide additional health benefits. Experiment with different combinations to satisfy your personal preferences and discover new favorite flavors.
Subsection 2: Sweet-tooth indulgence with chocolate and fruits
For those with a sweet tooth, incorporating chocolates and fruits in your biscuit making machine is a great way to satisfy cravings. By adding chocolate chips, cocoa powder, or even melted chocolate into your biscuit dough, you can create delectable chocolate biscuits that are sure to please. Similarly, including dried fruits like cranberries, raisins, or apricots can provide bursts of natural sweetness and delightful textures. The combinations are endless, and you can even mix and match to create your own signature biscuit recipes.
Subsection 3: Take a savory turn with cheese and herbs
If you prefer savory flavors, consider incorporating cheese and herbs into your biscuit making machine. By adding grated cheese such as cheddar, Parmesan, or Gruyere, you can create cheesy biscuits that can be enjoyed on their own or paired with savory dips. Additionally, herbs like basil, oregano, or dill can add a fresh and aromatic element to your biscuits, elevating their taste and making them a perfect accompaniment to soups or salads. These savory biscuits are ideal for gatherings or as a delicious snack during cozy evenings.
Subsection 4: Gluten-free options for dietary preferences
Many individuals have dietary restrictions, including gluten intolerance. Owning a biscuit making machine allows you to cater to such dietary preferences. By using alternative flours like almond flour, coconut flour, or rice flour, you can create gluten-free biscuits that are equally delicious. Experiment with different ratios and combinations to find the perfect texture and flavor. Gluten-free biscuits not only provide a wider range of options but also ensure inclusivity, allowing everyone to enjoy your homemade treats.
Subsection 5: Exploring unconventional flavors and ingredients
The world of biscuits is not limited to conventional flavors and ingredients. With your biscuit making machine, you can explore unconventional combinations and push the boundaries of traditional recipes. Incorporating ingredients like bacon, chili flakes, matcha powder, or even rose water can create innovative flavor profiles that surprise and delight your taste buds. Don't be afraid to experiment and let your imagination run wild!
Owning a biscuit making machine opens up a realm of creative possibilities. By incorporating different flavors and ingredients, you can personalize your biscuits and cater to various taste preferences. Whether you prefer sweet or savory, traditional or unconventional, the options are limitless. Experiment with different herbs, spices, chocolates, fruits, cheeses, and flours to create unique biscuit combinations that will leave a lasting impression. So, grab your biscuit making machine, choose your desired flavors, and get ready to embark on a delightful biscuit-making adventure!


Bonsai Basics: LIGHT
Light is the third leg of the triumvirate that keeps every bonsai tree and actually every plant, alive - along with water and oxygen. Sunlight for Bonsai
Every plant needs light. Some need more than others and how much depends on how - and where - that particular tree grows naturally. Bonsai that naturally thrive in full sun like mini jades, bougainvillea and many other flowering bonsai, need more light than more shade tolerant varieties like ficus and schefflera.
Variegated leaves and leaves with a fuzzy or waxy coating are often indicators of a need for more light than others of their kind. So a variegated Serissa is happy with more light than its solid green sibling.
Most bonsai that are grown indoors require as much light as you can give them, without keeping them so close to a southern or western window that they will burn if you don't keep an eye on them. That happens because the window will act as a magnifying glass, greatly intensifying the light. Plants are most vulnerable to this burn when you first move them to a window position or even as the seasons change. As the sun climbs higher in the sky the light becomes stronger, so come March and April watch your trees for signs of yellowed, burnt looking or dried out leaves.
You can also look for signs that there isn't enough light. The most obvious and first to show will be "leggy growth", which means that there is too much space on the stems between the sets of leaves. Your tree will look like it's reaching for the sun and if the growth is not only leggy but also noticeably stretching in one direction and that direction happens to be towards the window, it is not getting enough light but you also need to turn it around regularly to evenly distribute the light it receives.
First, please understand, there is really no such thing as an indoor bonsai or indoor plants. Every plant, every bonsai, is naturally supposed to grow outside. An Indoor bonsai is usually a tree that will not survive our colder winters but will tolerate the lowered light and drier air inside our homes over the winter.
As the weather warms up, moving your trees outside is about the best thing you can do for their long term health and the easiest way for you to burn them. Trust me on this one, I've burnt quite a few myself.
When you first put your plants outside - put them in the shade. Don't let any direct light hit them for a few days. Then let them get about 30 minutes of (preferably) early morning sun - for about a week. Watch the leaves for any signs of burning. After about a week you can give them more morning sun until they take full morning sun, maybe even midday depending on the tree.
A few will take mid-afternoon and early evening sun in the summer, but it really isn't necessary.
They will need more water once you bring them outside and at summer's end, well before any signs of frost, move them back into full shade to mitigate the shock of coming back inside.
Most bonsai will benefit from artificial grow lights. Here's a good article about choosing indoor lighting:


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Spectranomics: Chemical and spectral fingerprinting of tropical canopies
Tropical forests are vast, mostly unexplored places. The trees, vines and other plants that occupy tropical forest canopies are often remote and inaccessible. As a result, it is not easy to assess how the diversity and functioning of tropical forests may be changing with human use and climate change.
The Carnegie Institution is developing new scientific approaches that integrate phylogenetic, chemical and spectral remote sensing perspectives - collectively called Spectranomics - to map canopy function and biological diversity throughout tropical forests of the world. This website provides information on field and laboratory activities, along with data, protocols, publications, and other information on the project.
The Spectranomics Project is made possible by the generous support of the John D. and Catherine T. MacArthur Foundation.
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If momentum is possible without conventional mass, is momentum possible without conventional velocity?
We already know that conventionally the equation is Momentum = Mass * Velocity
It took some work, but an answerer agreed with me at: _URL_
We also know that photons don't conventionally have mass:
Consider the previous answer at:
If the equation can be fulfilled in one way, then logically it could be fulfilled in another way,
For example, an object tethered on a slope has no velocity, but it is the mass of the object that causes it to pull on the tether. Perhaps this is momentum without velocity, even to some minds, without force? Anyone agree with me?
I'm interested in detailed but very conventional explanations of how this MIGHT work AT ALL
Be careful not to conflate velocity with force. Velocity is NOT force.


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Product Help | KitchenAid Canada
Installing the Produce Preserver
How to Install the Produce Preserver in your KitchenAid Refrigerator
The produce preserver absorbs ethylene, to slow the ripening process of many produce items. As a result, certain produce items will stay fresher longer. Ethylene production and sensitivity varies depending on the type of fruit or vegetable. To preserve freshness, it is best to separate produce with sensitivity to ethylene from fruits that produce moderate to high amounts of ethylene.
How to install the Produce Preserver?


Probation Officer Psychological Evaluation
Pre-Employment Psychological Evaluations
 - Fully Aligned
 Our pre-employment psychological evaluation process for probation departments, police, sheriff, fire, and other public safety agencies is fully aligned with POST and other applicable legal standards.
 - Professional Expertise
 - Prioritizing Agency Needs
Pre-employment psychological evaluations are sometimes referred to as pre-employment psychological testing, pre-employment psychological screening evaluations, pre-employment psych screening, pre-employment psychological exams, or pre-employment psychological interviews. Pre-employment psychological evaluations involve a structured process that includes background information, pre-employment psychological testing, psychological interviews, review of records, data integration, and pre-employment psychological reports. Pre-employment psychological evaluations include firefighter psychological evaluations (sometimes referred to as firefighter psychological tests), law enforcement psychological evaluations, peace officer psychological evaluations, police officer psychological evaluations (sometimes referred to as police officer psychological tests), sheriff deputy psychological evaluations, probation officer psychological evaluations, correctional officer psychological evaluations, and 911 dispatcher psychological evaluations. In the State of California, peace officer pre-employment psychological evaluations are sometimes referred to as California POST psychological evaluations or California POST psychologist evaluations.


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Preferences, Practices, and Virtues: An Ethical Reflection on the Universal Apostolic Preferences
The Society of Jesus has promulgated the Universal Apostolic Preferences (UAPs) for the decade 2019-29. We know what the UAPs are: to seek God, walk with the poor, accompany youth, and collaborate in the care of the earth. And we know what they are for: the ongoing conversion of persons and institutions in their commitment to the mission of reconciliation of justice. But what, exactly, is a "preference" anyhow? In this reflection, I draw on the moral tradition of virtue ethics to argue that the preferences are best understood as "practices" or, in other words, as the fundamental actions by which crucial virtues like mercy and justice are developed in persons and in institutions. I also argue that seeing the preferences as practices in the context of virtue ethics opens up fruitful possibilities for fostering engagement with the UAPs at Jesuit institutions of higher education.
DeCosse, David E.
"Preferences, Practices, and Virtues: An Ethical Reflection on the Universal Apostolic Preferences,"
Jesuit Higher Education: A Journal: Vol. 10:
2, Article 6.
Available at: _URL_


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Develop in Swift Data Collections Textbook Cover Develop in Swift Data Collections is a Course
Develop in Swift Data Collections
Full course description
In this course, students extend their knowledge and skill developed in Fundamentals by extending their work in iOS app development creating more complex and capable apps. They'll work with data from a server and explore new iOS APIs that allow for much richer app experiences—including displaying large collections of data in multiple formats. Students experience learning new features of the iOS SDK to continue their app developer journey.


text: English, French, German, Dutch, Danish, and South Indian: from the medieval personal name, of Biblical origin, from Aramaic t'ōm'a, a byname meaning 'twin'. It was borne by one of the disciples of Christ, best known for his scepticism about Christ's resurrection (John 20:24–29). The thspelling is organic, the initial letter of the name in the Greek New Testament being a theta. The English pronunciation as t rather than this the result of French influence from an early date. In Britain the surname is widely distributed throughout the country, but especially common in Wales and Cornwall. The Ukrainian form is Choma. It is found as a personal name among Christians in India, and in the U.S. is used as a family name among families from southern India.


Effortful control in childhood: Factor structure, gender and age effects
H. R. Slobodskaya, E. A. Kozlova, I. V. Leto, N. B. Bairova, E. N. Petrenko
Результат исследования: Научные публикации в периодических изданияхстатьярецензирование
Effortful control was investigated in 302 children aged 23–139 months (52% boys) using laboratory-based experimental tasks. We have adapted behavioral batteries developed by Kochanska and colleagues for children aged 22–78 months and developed comparable batteries for older preschoolers and primary school children. Results showed good interrater reliability for observational ratings, as assessed using intraclass correlations and kappas. An examination of the dimensional structure of the observational measures using con-firmatory factor analyses indicated that in the youngest age group (22–45 months) effortful control has a two-factor structure, including Delaying and Motor Control; in middle and older preschool, the component of Suppressing/Initiating Activity emerged. In the primary school years, task measures were not correlated with each other. We evaluated discriminant validity of observational measures with respect to gender and age. There were few significant gender effects whereas age effects were significant for nearly all variables. Age differences suggest the developmental trajectories of effortful control and its components, delaying, control of gross and fine motor activity, suppressing dominant activity and initiating subdominant activity to signal, and effortful attention. In light of the existing literature, these findings are discussed in terms of the structure and development of in Russian children between early childhood and school years.
Язык оригиналаанглийский
Страницы (с-по)53-65
Число страниц13
ЖурналPsikhologicheskii Zhurnal
Номер выпуска3
СостояниеОпубликовано - 1 мар 2020
Fingerprint Подробные сведения о темах исследования «Effortful control in childhood: Factor structure, gender and age effects». Вместе они формируют уникальный семантический отпечаток (fingerprint).


Two jaguar cubs are bringing more than just cooing visitors to Milwaukee's zoo. They're introducing new genes to the endangered species' captive population.
The spotted brothers were born Nov. 13. They don't have official names yet, but zoo keepers are calling them "Dots" and "Gaps," because of markings on their heads.
Their father was born in the wild, which is rare.
Stacey Johnson, coordinator of the jaguar species survival plan for the American Zoo and Aquarium Association, said the father's new genes will help sustain the zoo population over next 100 years.
It also helps that both cubs are male. Johnson said zoos currently have more female jaguars than male.
The cubs are still too small for their exhibit. But zoo keepers said they should be ready by early February.


Lightweight forged differential
Differentials are found in all vehicles – in four-wheel drives there are even two of them. They are mostly designed as a hypoid-toothed ring gear or as an input gear with helical teeth on the outside. Both types are connected to a cast housing. This can lead to geometry duplications (e.g. for fastening) which increase the system mass. Hirschvogel opts for a forged component area which can be designed very thin due to the high Young's modulus and the high strength of the steel. Welding the part to a ring gear or speed gear (whose central area then forms the cover of the differential housing) leads to significant weight savings compared to conventional solutions.
Technical specifications
Application Area Differential, powertrain
Material Case-hardening steel for toothed part, bainitic or dispersion-hardening steel for housing component; both materials have good weldability
Porduction process Forged, machined, heat treatment, joined
Characteristics Lightweight solution beyond conventional approaches


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Quality Improvement Fundamentals for My Nursing Career
This program will lead the participant through the quality improvement (QI) process from start to finish by providing fundamental principles and practical applications of QI science to assist with any QI project. Coursework in this program is entirely asynchronous.
A UPMC Wolff Learning Academy Quality Improvement Fundamentals Certificate of Completion is available for UPMC nurses who complete the following asynchronous coursework (4 hours) and live workshops (8 hours) (estimated total time to complete -12 hours).
- Principles of Quality and Safety
- Lean Fundamentals
- Assessing the Current State
- Building the Right Team
- Data for Quality Improvement
- Plan-Do-Study-Act Cycles
- Human Factors Design
- Sustaining Change
- Storytelling: Making Your QI Presentation Your QI Story
- Spreading Your Success: How to Effectively Present to Executive Leadership
- Assessing the Current State
- Connecting the Dots with Data: Introduction to Quality Data Analysis
- Legos: Lessons from Lean
- Tackling Quality Improvement Using Plan-Do-Study-Act Cycles and Human Factors Design
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COURSE REGISTRATION REQUIREMENTS AND
WAYS TO ACCESS EDUCATIONAL CONTENT
*Use a UPMC email address for account creation*
Wolff Learning Academy Quality Improvement Fundamentals Certificate of Completion is valid for 2 years.
Obtaining the UPMC Wolff Learning Academy Quality Improvement Fundamentals Certificate of Completion
The tracking form below can be used to record your course progress and final date of completion and submission. You will not be asked to upload this tracking form as proof of completion.
UPMC Wolff Learning Academy Quality Improvement Fundamentals Certificate of Completion Tracking Form
When all program requirements have been met (reviewing course material, completing course surveys,
and attending any applicable live sessions), submit your program completion through this link. You will be asked to attest that you have completed all required coursework and provide your UPMC employee ID number.
Program completions are verified during the last business day of every month. Successful participants will see UPMC Wolff Learning Academy Quality Outcomes Essentials Certificate of Completion on their transcript in HR Direct Learning during the first week of the following month. A certificate of completion will be available through HR Direct Learning once the course is viewable on your HR Direct Learning transcript. For example, a program completion submitted on the 5th of March will be verified at the end of March, but the certificate will not be available in HR Direct Learning until the first week of April.
If your submission is not approved for any reason, participants must resubmit again through the program completion link and be processed along the next monthly schedule in which they fall after completing all program requirements.
Register for asynchronous coursework here:
- Register for Principles of Quality and Safety to gain baseline knowledge necessary to tackle quality improvement projects.
- Register for Lean Fundamentals to learn how to improve flow and outcomes while reducing waste.
- Register for Assessing the Current State to learn about the important first step in any quality improvement project.
- Register for Building the Right Team to learn how to construct an effective team that will support project success.
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Register for live workshops here:
- Register for Assessing the Current State Workshop to apply principles learned in the asynchronous course Assessing the Current State in an interactive environment using real-world projects and examples.
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- Register for Tackling Quality Improvement Using Plan-Do-Study-Act Cycles and Human Factors Design Workshop to apply PDSA and Human Factors Design principles to case studies and interactive activities.


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Dampfnudel is a steam-fried dumpling eaten as a meal or desert. It is an ancient German dish. The Dampfnudel recipe has two variants. It can be made sweet or savory. The flavoring of flour can be changed to suit the taste. This dish is also known as yeast bread and may be eaten as a cake. A dumpling cake soaked in caramel can be delightfully indulging.
History of Dampfnudel
The origin of this dish can be dated back to the 16th Century, when Germany was at war for 30 years. It was a time when food was scarce in the country and a difficult situation forced a German baker to invent Dampfnudel recipe. It is believed that a hungry Swedish army arrived in a town in Palatine area of Germany. They were famished and would go on a killing spree if not given a hot meal. Johanes Muck, a baker took the plunge and decided to make something with little flour and other scarce ingredients. This is how Dampfnudel was invented.
Ingredients and Preparation Method: Yeast Bread
Dampfnudel recipe includes the following ingredients, white flour, water, yeast, salt, butter, margarine, sugar and egg. Yeast helps in making the dumplings fluffy, it adds volume and enables the dough to rise. This dough is made in the shape of balls and steamed in a closed iron pan with milk and butter. It is steam-fried until the milk and butter is reduced in quantity and the lower crust turns brown. Alternatively, it can be made savory by adding salt instead of sugar and substituting the milk with water.
Serving Style of Dampfnudel
The sweeter version of this dish is commonly served with vanilla sauce. It may also be served with caramel sauce and plum sauce. Vanilla custard jam can also be added to this dish. However, the salted version of this dish can be served with potato soup. Typically, this dish is served hot.
Health and Nutritional Value of Dampfnudel
The Dampfnudel recipe is rich in calories due to the butter content. However, the flour content of this dish makes it a healthy option.