text:
'Stick it', cop murder witness told boss
A policewoman who cradled a dying colleague slain during a stake out in Melbourne has made an emotional outburst at a public hearing into alleged misconduct during the murder investigation 20 years ago.
In 2013, Victoria's former top homicide detective, Ron Iddles, reviewed evidence collected after the 1998 murders of Sergeant Gary Silk and Senior Constable Rodney Miller, realising descriptions of the killers weren't recorded until two years later.
Bandali Debs and Jason Roberts were convicted of the murders in 2002, but Roberts still claims he is innocent and wants a retrial.
The Independent Broad-based Anti-corruption Commission (IBAC) is conducting a four-week hearing into alleged police misconduct during Operation Lorimer, which investigated the murders.
Victoria Police Sergeant Helen Marie Poke tearfully told the hearing on Wednesday that a senior detective from Operation Lorimer asked her and her partner to remove offender descriptions from their statements.
"He criticised what was in it," she told the hearing of her statement.
"That we shouldn't put in the description and all the irrelevant stuff. To tell you the truth I cracked it and I told him what he could do with his statement.
"No senior detective should tell us what should go in the statements."
Sgt Poke said she and her partner didn't hand in their statements, telling the detective where he could "stick it".
She submitted a statement in April 2000, in which she said she comforted Const Miller as he died, and that he told her "get them, I'm f***ed".
She had previously vented online via Facebook about the detective asking her to omit detail and responded he could "stick it up his arse - it was my statement not his sanitised version".
"They don't care about us blue shirts," she added on Wednesday.
Const Miller kept repeating there were two offenders, one on foot, with a chequered shirt and a dark Hyundai, she said.
Her statement recounted her efforts to comfort him as he gasped for breath and was placed on an ambulance trolley.
When questioned by Roberts' lawyer about what she meant when she was "trashed" after the murders, Sgt Poke responded angrily, adding IBAC was making her and her colleagues relive traumatic events by "rehashing" it.
Also on Wednesday, another police sergeant who attended the scene admitted he didn't put "important" information in his statement.
Sergeant Francis Leo Adams said he overheard officers at the murder scene discussing a "dark Hyundai".
He agreed when questioned that it was "all important information" and said he didn't know why it's "not there" in his statement, other than he was concerned about breaking hearsay rules.
Sgt Adams also said he didn't think he took a notebook to the scene and admitted he didn't file an official statement until 18 months after the deaths.
"Upon reflection it's abundantly clear how important it is to provide information as soon as you can," he said.
The hearing continues on Thursday.


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EPL Transfer News
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Sadio Mane's lone goal against the Wolves on Sunday sent Liverpool racing 13 points clear of their next best rivals Leicester City and ending the year with 52 points from their 19 games which is still one less than what the others have played. Buoyed on confidence after the 3-2 win over reigning champions Manchester City, Nuno Espirito Santo's men came very near to extracting a draw from the League leaders at Anfield when Pedro Neto had drilled his shot into the bottom left corner on the stroke of half-time only for Jonny to be declared offside by a whisker by the VAR. The Wolves now slip to the 7th place after the Anfield loss and share 30 points with Tottenham Hotspurs who remain in the 6th place after a 2-2 draw to bottom-placed Norwich City away at Carrow Road. In what should have been an easy three points for Jose Mourinho's men, it was Harry Kane's late penalty in the 83rd minute that saved the day for the Lilywhites who were down 1-2 till then.
Along with Liverpool, the Top Four places of the English Premier Table remained the same with Leicester City, Manchester City and Chelsea occupying the 2nd, 3rd and 4th slots respectively at the end of 2020. While Leicester City overcame West Ham 1-2 at the London stadium, Manchester City were able to do away with Sheffield United 2-0 and remain a point behind the Foxes.
Arsenal's Mikel Arteta taking charge of his first home game since succeeding the sacked Unai Emery, looked on course for three important points after Pierre-Emerick Aubameyang's header put the Gunners in front in as early as the 13th minute. The Gunners who looked so potent for the first 30 minutes of the game, however, ran out of steam towards the end of the first half as Chelsea, helped by Lampard removing Emerson and sending on Jorginho, started to dominate and continued to do so after the interval. The constant barrage of attacks on the Arsenal goal yielded results despite the latter stoically holding out. The first Chelsea goal came late in the 83rd minute from an error when goalkeeper Bernd Leno completely misjudged Mason Mount's looping free-kick to leave the substitute Jorginho positioned behind him to tap in the easiest of finishes. Tammy Abraham settled the issue for the visiting Blues when he turned around Shkodran Mustafi far too easily inside the box to beat Leno and make it 1-2 just three minutes before the final whistle. While Chelsea remain firmly entrenched in the 4th place with 35 points, Arsenal under their new coach Arteta have moved a place below to the 12th, mustering just 24 points from their 20 games so far.
Meanwhile Ole Solskjaer's Manchester United seemed to have put their ignominious 0-2 loss to Watford behind and come out roaring to beat Newcastle 4-1 and Brighton & Hove 2-0 in consecutive games to climb smartly to the 5th spot with 31 points accrued. Anthony Martial has been the player instrumental in the surge upwards with three goals from these two outings.
Watford meanwhile are having their best phase of the season, going through three matches without a loss under new manager Nigel Pearson. After a 2-0 win over Manchester United and 1-1 draw against Sheffield United, the Hornets trounced Aston Villa 3-0 on Saturday but sadly ended the year in the 19th place despite all their recent feats.
Everton's superb run under new coach Carlo Ancelotti (who took over on 21 December) continued as they romped home to their third win from 5 unbeaten games, beating Newcastle 1-2 away at St. James Park. The player behind the Toffee's revival has been Dominic Calvert-Lewin who has slammed in 5 from as many as of his previous outings including the two against Newcastle on Saturday. From being in the 18th spot and relegation zone in October, Everton have come a long way to break into the Top ten after Saturday's win at St. James Park.
Aston Villa still languish in the 18th spot (relegation territory) with 18 points after their loss to Watford while West Ham are teetering a point above them at the 17th. Norwich City despite their heroics against the Spurs find themselves at the bottom of the table.
Team standings with points on the Premier League table after 20 games
1 Liverpool 55 *
3 Man City 41
6 Tottenham 30
7 Wolves 30
8 Sheff Utd 29
9 Crystal Palace 27
10 Everton 25
11 Newcastle 25
13 Burnley FC 24
15 Southampton 22
16 Bournemouth 20
17 West Ham 19 *
19 Watford 16
20 Norwich City 13
* Denotes 19 games played
In this article:Featured, Football
2019-20 English Premier League NEW YEAR'S DAY recap: Week 21 of 38
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Manchester United: The weeding out begins
Bangladesh in the World Cup 2019: The strongest underdogs by far.
Three reasons why Juventus won Serie A
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redpajama_set_name: RedPajamaCommonCrawl


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Tribolonotus is a genus of lizards, commonly known as crocodile skinks.

Geographic range
Species in the genus Tribolonotus are found in New Guinea, the Bismarck Archipelago, and the Solomon Islands.

Species
The genus includes the following 10 species:

Nota bene: A binomial authority in parentheses indicates that the species was originally described in a genus other than Tribolonotus.

References

Further reading
Austin CA, Rittmeyer EN, Richards SJ, Zug GR (2010). "Phylogeny, historical biogeography and body size evolution in Pacific Island Crocodile skinks Tribolonotus (Squamata; Scincidae)". Molecular Phylogenetics and Evolution 57 (1): 227–236.
Boulenger GA (1887). Catalogue of the Lizards in the British Museum (Natural History). Second Edition. Volume III. ... Scincidæ ... London: Trustees of the British Museum (Natural History). (Taylor and Francis, printers). xii + 575 pp. + Plates I-XL. (Genus Tribolonotus, p. 364).
Duméril AMC, Bibron G (1839). Erpétologie générale ou Histoire naturelle complète des Reptiles, Tome cinquième [Volume 5]. Paris: Roret. viii + 854 pp. (Tribolonotus, new genus, pp. 364–366). (in French).

Lizard genera
Taxa named by André Marie Constant Duméril
Taxa named by Gabriel Bibron

redpajama_set_name: RedPajamaWikipedia


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Die Idäischen Daktylen () waren in der griechischen Mythologie dämonenartige Gestalten, denen die Auffindung und erste Bearbeitung des Eisens und Kupfers zugeschrieben wird.

Als ihre Heimat galt das Ida-Gebirge in Phrygien, wo sie im Dienste der Großen Mutter (Rhea-Kybele) standen und infolgedessen mit den Kureten und Korybanten zusammengestellt wie auch mit den samothrakischen Kabiren und mit den Telchinen vermengt wurden. Auch auf den Ida von Kreta wurden sie versetzt.

Der Name Daktylen wird verschieden erklärt; am wahrscheinlichsten bezieht er sich auf die Kunstfertigkeit dieser metallurgischen Geister des Waldgebirges.

Der phrygischen Daktylen werden drei genannt:
 Kelmis (angeblich "Schmelzer"),
 Damnameneus ("Hammer")
 Akmon ("Amboss").
In Kreta waren es fünf oder zehn oder hundert.

Dass die Daktylen zugleich für Zauberer und geheimer Naturkräfte kundig galten, erklärt sich leicht; auch hielt man sie für Erfinder von allerlei nützlichen Künsten, beispielsweise des musikalischen Klanges und des Taktes, wozu die Kunst der Schmiede von selbst Anleitung gab.

Literatur

Weblinks
 Daktyloi & Kouretes im Theoi Project (engl.)

Kreatur der griechischen Mythologie


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Der Piktorialismus ist eine kunstfotografische Stilrichtung. Ziel des Stiles war es, nicht lediglich ein bloßes, einen Augenblick in der Realität festhaltendes Abbild des Motivs herzustellen, sondern eine symbolische Darstellung von Gemütszuständen oder grundlegenden Werten zu erzielen. Seine Blütezeit fand der Piktorialismus zwischen dem Ende des 19. Jahrhunderts bis zum Ersten Weltkrieg, in Japan noch bis etwa 1925; piktorialistische Fotografien wurden allerdings teilweise noch bis zum Ende der 1950er Jahre angefertigt.

Techniken und Stilmittel
Erklärtes Ziel des Piktorialismus war es, die Fotografie als vollwertiges künstlerisches Ausdrucksmittel zu etablieren. Stilistisch orientierte man sich zunächst insbesondere am Naturalismus in der Malerei, dann aber auch am Impressionismus und Symbolismus.

Häufig angewandte stilistische Merkmale piktorialistischer Fotografien sind verringerte Konturenschärfe, nebelartig zerstreute Lichtführung, sorgfältige Wahl des Ausschnitts, fließende Übergänge, Vorliebe für Nacht- und Nebelszenen, 'künstlerische' Sujets (Landschaften, Porträts, Akte) und intensive Nachbearbeitung der Abzüge, unter Umständen aber auch des Negativs vor Herstellung des Positivs (z. B. durch Frank Eugene). Trotz des oft geringen Eindrucks von Schärfe und Tonwertreichtum, den piktorialistische Positive auf den Betrachter hinterlassen, sind die meisten erhaltenen Negative der Bilder mit dem vollen möglichen Tonwertumfang und durchaus auch dem Stande der Technik entsprechender Schärfe aufgenommen.

Ein auffällig oft verwendetes Requisit piktorialistischer Fotografien, zum Beispiel bei Alice Boughton, Anne Brigman oder Clarence Hudson White, ist die Kristallkugel, auch in Abwandlung als z. B. Glasschüssel, die einen Zustand geistiger Vollkommenheit und Einheit symbolisieren sollte.

Entwicklung des piktorialistischen Stiles
Die Diskussion, ob die Fotografie eine Kunst sei oder jemals eine werden könne, beschäftigte die Kunsttheoretiker seit der Erfindung der Fotografie. Während sich das neue Medium für Porträts und Reportagen rasch durchsetzte, blieb die künstlerische Anwendung selten. Das Hauptargument dafür, die Fotografie könne keine Kunst sein, war, Fotografie sei ein technischer Vorgang, bei dem der Fotograf nichts anderes als den Auslöser zu betätigen habe; die Fotografie sei also ein simples Abbild der Natur, während wahre Kunst eine Verarbeitung sein müsse. Aus dem von der Natur angebotenen Farben- und Formenreichtum müsse der bildende Künstler auswählen, um die beabsichtigte Aussage zu treffen. Diese Auswahl sollte mit den Stilmitteln des Piktorialismus auch in der Fotografie erreicht werden.

Die theoretische Grundlage des Piktorialismus waren die Schriften Pictorial Effect in Photography von Henry Peach Robinson, erschienen 1869, und Naturalistic Photography for Students of the Arts von Peter Henry Emerson (1889). Die Hauptthese des zweiten Buches ist, Kunst sei die Wiedergabe der optischen Eindrücke, die unser Bewusstsein empfange. Dies könne die Fotografie ebenso gut wie die Malerei. Um die Sinneseindrücke nachzuahmen, müsse das Bild jedoch das Hauptmotiv scharf, Vorder- und Hintergrund hingegen leicht verschwommen wiedergeben. Für diese Theorie stützte sich Emerson auf physiologische Erkenntnisse, vor allem auf die Arbeiten von Hermann von Helmholtz zum menschlichen Sehen. Kurz nach der Veröffentlichung seines Werkes, das beträchtliches Echo auslöste, widerrief Emerson jedoch seine Thesen und behauptete nun, die Fotografie könne nie Kunst werden. Dieser Widerruf wurde jedoch kaum zur Kenntnis genommen; die meisten Piktorialisten beriefen sich auf Emerson, obwohl sie oft wenig mehr von ihm kannten als den Begriff der "künstlerischen Unschärfe".

Gruppen von Fotografen schlossen sich zusammen mit dem erklärten Ziel, der künstlerischen Fotografie zum Durchbruch zu verhelfen ("pictorialistic" wurde im Sinn von "künstlerisch" verwendet). Die Hauptzentren befanden sich in London (Linked Ring) und New York (Photo-Secession), doch entstanden Clubs in der ganzen Welt; der Piktorialismus gilt als erste weltumspannende Fotografiebewegung. Die Clubs waren oft Abspaltungen der bestehenden Fotografiegesellschaften, die den Piktorialisten zu sehr mit technischen und kommerziellen Fragen beschäftigt waren. Viele der piktorialistischen Vereinigungen gaben Zeitschriften heraus, die zur weltweiten Vernetzung der Fotografen beitrugen.

Die Bildsprache der piktorialistischen Fotografie ist es, mit fotografischen Mitteln eine einem Gemälde ähnliche Bildwirkung zu erzeugen. Um dem Vorwurf der simplen Dokumentation der Realität zu entgehen, sind viele der Fotografien verschwommen und stimmungsvoll. Alle Spuren der Industrialisierung wurden vermieden, mit Vorliebe zeigen die Piktorialisten Landschaften, idyllische Szenen, gerne mit einer romantisch in den Vordergrund platzierten Person, Porträts und Akte. Es wurde oft eine arbeitsaufwändige Technik verwendet, viele Abzüge sind Unikate, um sich von der Massenfotografie abzugrenzen. Der piktorialistische Fotograf, der den ganzen Ablauf der Bildherstellung kontrollierte, griff häufig auf Retusche und andere direkte Eingriffe in den Abzug zurück. Für manche war das Negativ nur die Skizze, die erst im Ablauf von Entwicklung und Abzug zur Kunst wurde. Man bediente sich bei der Ausarbeitung zumeist sehr aufwändiger Edeldruckverfahren, was die künstlerische Wirkung zusätzlich untermauerte.

Nach dem Ersten Weltkrieg wurde der Piktorialismus oft hart kritisiert als bloße Imitation der Malerei, der die eigentlichen Eigenschaften der Fotografie verleugnet habe. Es ist jedoch der Piktorialismus, der die Fotografie als Kunst etablierte und diese späteren Kritiken so erst ermöglichte.

Piktorialismus in der jüngeren Vergangenheit
Die Kunsttheorie geht davon aus, dass sich Spuren oder Einflüsse einer Stilrichtung zyklisch wiederholen, ohne dass dabei die grundlegenden Elemente kopiert werden. So erleben in der jüngeren Vergangenheit Einflüsse des Piktorialismus in der Stilrichtung des Reflexionismus eine Wiederbelebung, wobei die Stilelemente der ursprünglich konkurrierenden Neuen Sachlichkeit hineinfließen.

Wichtige Vertreter

Literatur
 Anne Hammond. In: Michel Frizot (Hrsg.): A New History Of Photography. Könemann, Köln 1998, ISBN 3-8290-1328-0, S. 293–333.
 Franz-Xaver Schlegel: Pictorialism. In: Lynne Warren (Hrsg.): Encyclopedia of Twentieth-Century Photography. Band 3: O – Z, Index. Routledge, New York NY u. a. 2006, ISBN 0-415-97667-7, S. 1262–1266.
 Franz-Xaver Schlegel: Das Leben der toten Dinge. Studien zur modernen Sachfotografie in den USA 1914–1935. 2 Bände. Selbstverlag "Art in Life", Stuttgart u. a. 1999, ISBN 3-00-004407-8 (Zugleich: Göttingen, Univ., Diss., 1997).
 Peter Tausk: Die Geschichte der Fotografie im 20. Jahrhundert. Von der Kunstfotografie bis zum Bildjournalismus. 2. überarbeitete und aktualisierte Auflage. DuMont, Köln 1980, ISBN 3-7701-0813-2, S. 14ff.

Weblinks

 Christopher Paun: Die Annäherung der Fotografie an die Malerei im Piktorialismus als Strategie der Anerkennung der Fotografie als Kunst Berlin, April 2002 (PDF, 5,6 MB, 45 Seiten mit 12 Abbildungen)
 New York Photography. Von Stieglitz bis Man Ray. Ausstellung im Bucerius Kunst Forum, Hamburg, vom 17. Mai bis 2. September 2012
 Metropolitan Museum of Art: Pictorialist Photography Exhibition Catalogs, 1891–1914, in The Menschel Library, digitalisiert
 Piktorialismus-Portal: Online-Katalog der Kunstbibliothek – Staatliche Museen zu Berlin mit 2.300 Objekten, u. a. 600 Fotografien aus der eigenen Sammlung, sowie Verknüpfungen mit Publikationen und Ausstellungen, in denen die Fotografien um 1900 zu sehen waren

Einzelnachweise

Geschichte der Fotografie


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Gui Lake and Zhong Shuliang of Yang Shengan Temple
时间: 2019-04-25 作者:凉情伤心
Gui Lake and Yang Shengan Temple
Zhong Shuliang
In the southwest corner of Xindu County, Gui Lake leans against the city wall, covering an area of about 60 mu.. Yang Shengan, a famous scholar and poet in history, lived in poverty all his life and became famous for his work.. He is just "melancholy in different epochs, not at the same time" with the "Fu Du for the Future" society, while Shengan Temple and Du Fu Thatched Cottage are far apart from each other on the picturesque Chengdu Plain..
Gui Lake has now become Guihu Forest Square. In front of the park is a couplet written by Comrade Guo Moruo. "Sweet osmanthus fragrance, beautiful paradise; The lake lights up and changes the world.. "As soon as you enter the park, you will stop to admire the view of the lake and the ruins of Shengan before it is too late.. It turned out to be under a rattan flower shelf like a large open hall.. Rattan flowers spread brocade across the sky with tassels hanging around. Zhu zi is bright and fragrant with bananas.. It is the largest wisteria in Sichuan Province and has a history of more than 100 years.. Its roots run through move gracefully, with an unstoppable momentum, and thousands of flowers and pistils are like thousands of smiling faces.. It can be called a welcome cane with the welcome pine people in Huangshan.. It depicts the beautiful scenery of Spring and welcomes guests from all over the world..
It is spring. To the west of the rattan stand is the "Willow Tower", Liusi Thousands of feet, a bay of the lake. "Small Jinjiang" is like a small boat forbidding the wind, and "Cross Pavilion" is like a double ring facing the water. Then there are several flower paths and a forest of flowers.. In this part of Linmen, we have seen the erotic beauty of prostitutes. Looking around, we can see the erotic beauty of spring.. The lakeside is luxuriant with flowers and trees, and there are countless fish swimming in the lake.. The sky is clear and the sky is clear. When you climb to the top of the city to overlook, you will be especially amazed that the whole of Gui Lake is inlaid in the unique beautiful scenery of Chengdu Plain-a vast sea of rape flowers and wheat seedlings in golden yellow and green. At this time, Gui Lake is indeed like a pearl on the case of Golden set and Qingyu, and Shengan Temple is the shining point of this pearl..
The shape of Gui Lake is long and narrow, and the distance between east and west is far greater than that between north and south.. Shengan Temple is located in the middle of the lake to the east and back to the east and west.. Dong Yu is magnanimous, with clear windows, thousands of Fermentation starter fences, and heaps of rocks surrounded by Yingying Lake. Therefore, some people say that "the Iraqis are in the middle of the water.". Looking forward, "Cross Pavilion", "Willow Tower" and "Small Jinjiang" are on the right bank. "Hangqiu", "Fragrant World" and "Guanjiatai" are in Zuo Di. The bridge pavilions and galleries around the "pillow garden pavilion" and the "sunken chardonnay pavilion" are similar to a green belt that bends Fermentation starter and entangles at the west end of the lake.. Everywhere there are pink willows and green flowers, and swallows dancing and warblers singing. The makeup points out the spring in Gui Lake.. On the back of Shengan's words are "Fragrant Pavilion", "Flying Hongqiao" and "Green Yi Event". The lake is narrower, the greener shade is thicker, the deeper and quieter, and it is another realm..
The layout of the pavilions in Gui Lake fully shows the characteristics and advantages of China's traditional national style.. In particular, its local conditions and emphasis on nature are even more intriguing. It makes the city a mountain, with its water layout, pavilions, terraces and open halls, bridges, corridors, pavilions, and originality.. We have achieved a variety of defects that cover a small area but are well-spaced, located in a suitable location, with harmonious colors, echoing each other, looking at each other and being good, and are absolutely free from withering, stagnation, irrelevance and visibility.. Sunny weather, rain, moon, clouds and laurels, lotus, fish and birds are all included in the arrangement and arrangement of the whole lake scenery. They are filmed in the nature, and they also work hard at detailed programs to make the scenery and feelings merge. For example, Ut Pictura Poesis has become a place of interest and beauty for many years, which makes people yearn for.!
The yearning of Gui Lake is also due to the fact that Gui Lake's earliest owner, Yang Sheng 'an, was heavily populated.. It is also like the Shefu Cottage, a few thatched cottages in the west of Wanli Bridge in Chengdu, which is famous for its great poet and widely admired..
Yang Shengan was a famous scholar and poet in ancient China.. He told Shen that the words were to be used for repair. Sheng An was his nickname.. From Xindu District. He was born in the first year of Hongzhi Emperor in the Ming Dynasty (1488) and died in the thirty-eighth year of Jiajing in the Ming Dynasty (1559). When he was a teenager, he was very eager to learn and liked to write poems, which was praised by his elders.. His father, Yang Yanhe, served successively in the Zhengde and Jiajing dynasties of Senior Secretary. History books say that he was upright and did some good things for the country.. Following his father's example, Yang Shen was the number one scholar in annual examination, and was appointed by Imperial Academy to write and make a sutra palace.. He spoke frankly and dared to remonstrate, not to avoid facing battle-ax and hatchet.. Yang Shen, the number one scholar, is a man of real talent and practical learning. According to the legend in Ming History, he is "the best writer in the Ming Dynasty, the richest writer in his works, and he puts prudence first.". "It's a pity that such a person with both ability and political integrity, learning and doing well, and being young and promising, was hit hard by the autocratic emperor in the uproar of the" big ceremony "debate, so that he was exiled for half of his life until" he had a white head for the rest of his seventy years. "!
The story goes like this: Emperor Jiajing (Jiajing Emperor) Zhu Hou was always the cousin of the late Emperor Zhengde (Zhengde Emperor) Zhu Houzhao and the nephew of Hongzhi Emperor, the father of Zhengde Emperor. Since Wuzong has no children, Zhu Hou always inherits the throne. According to the old feudal rules and the principle that the latter is the son of the puppet, Zhu Hou always should be the son of Hongzhi Emperor. He should respect Ming Xue Zong as "Emperor Kao" and call his own father and the late Xing Xian Wang as "the father". At most, he can only honor his own father as "Emperor" and must not be called Xing Xian "Emperor". This is the opinion of most ministers, including Yang Tinghe and Yang Shen. However, there are also a few people who think that Zhu Hou is always a successor to the Great System and not an heir. Therefore, he should call his father "Emperor Kao", revered as Xing Xian "Emperor", and called Hongzhi Emperor "Emperor Bocao". Zhu Houzong agreed with this view very much and asked Yang Tinghe and others, "Can parents change things?"?! However, the two sides insisted that they could not resolve the issue for three years and that there were other issues involved.. Yang Yanhe was dismissed from office and many ministers who disagreed with the emperor's will were condemned.. In the third year of Jiajing, En Dag I Juli, Ministry of Personnel's right assistant minister, He Mengchun and Yang Shen gathered more than 200 officials at the Jinshui Bridge in front of Tiananmen Square. They knelt down at the Wenhua Gate and Zuoshun Gate one after another to cry and remonstrate.. Zhu Houzong not only ignored it, but also imposed brutal repression. He put 134 people into prison, beat more than 180 people with court beating, and killed 17 people alive..Yang Shen was also delayed twice in 10 days and recovered from his death.. Soon he was stationed in Yongchang Wei, Yunnan province (now Baoshan district, Yunnan province) until he died of old age..
The dispute over the "grand ceremony" is in essence a dispute between the two opinions on the feudal ritual system within the feudal ruling class. It is a dispute between the two interpretations of the traditional feudal system on the succession and the "ceremony" of the heir, and the two propositions made therefrom.. Later generations also held different opinions on this matter.. Today, it seems, it is just a dispute about the emperor's family affairs, which has little meaning.. However, Yang Shengan's integrity is valuable because he does not belong to power or cater to the emperor's will in this matter.. What is especially valuable is that he is not afraid of court beating, not afraid of banishment, and lives beyond measure. He regards wealth as a floating cloud. He has lived in remote areas for decades and has not lost heart or slackened off. He has diligently studied and disseminated the traditional culture of the motherland and the culture of ethnic minorities.. His research includes classics, inscriptions, rhymes, words, lyrics, literary reviews, Hundred Schools of Thought, astronomy, geography, medicine, zoology and botany.. He also wrote a large number of poems, ancient texts and popular literary works that have certain practical significance and reflect the local conditions and customs of the frontier and expose feudal tyranny.. In total, there are more than 400 kinds of his works, which is really a learned person.. Although there are some omissions and mistakes in his works which are discussed by later generations, his spare time does not cover up the Zhou Yu and contains a lot of essence, which is of high academic and literary value..
Gui Lake has the original name of Wei Lake. It is said that the new capital of the Three Kingdoms, county magistrate Wei, used to drill lakes here to build water conservancy. Therefore, it is named Wei Lake, which is the predecessor of Gui Lake. This statement was once considered untrustworthy.. But in front of Yang Sheng 'an, there was indeed a lake here. Sheng 'an planted hundreds of Guangxi plants along the dike and had some business operations. From then on, the lake was called Gui Lake. In the light-year period of Qing Dynasty, Shengan Temple was built on the Gui Lake, wood was carved into temples, and some pavilions and pavilions were built, so Gui Lake gradually took shape.. After liberation, the CPC and the people's government attached great importance to it. After the tower was repaired, it took a lot of effort, and Gui Lake and Shengan Temple became tourist attractions..
Yang Shengan was born and grew up by the lake. He studied and got married by the lake.. At the age of 30, he succeeded Suining woman Huang E as his wife.. Huang Ke, Huang E's father, and Gong Ju Shangshu, are friends of Yang Qian, Yang Shen's father.. Huang Moth is an educated poetess. She once lived in Beijing with Yang Shengan and accompanied her to Yongchang for several years. After that, she left Yang Town for a long time because her hometown in Xindu needed people to take care of her.. (责任编辑:admin)
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Is your home's flooring in need of updating? From the unique looks of ash and pine to the characteristic varieties of hickory, hardwood flooring is both versatile and beautiful, with a natural quality that you can't find in any other flooring. Thanks to its natural character and beautiful tones, you'll find variety, style and timelessness when you choose hardwood.
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text:
Arts & Entertainment	By Rachel Weight	| Wed May 30, 2007 | 2:30pm
The Snake The Cross The Crown
Band: The Snake The Cross The Crown is Kevin Jones, Franklin Sammons, William Sammons, and Mark Fate
Albums: Cotton Teeth, released March 2007 and Mander Salis, released 2005 on Equal Vision Records
Style: Indie folk-rock
Influences: The Band, Radiohead, Bob Dylan, the Beatles, and "anything you can tap your toe to."
The Skinny: This Alabama-bred quartet started out as a junior high cover band before moving to the West Coast to live and play music. In 2003 they produced their debut EP, Like a Moth Before a Flame. After signing with Equal Vision and recording the well-received full-length, Mander Salis, TSTCTC embarked on a slew of national tours with the likes of mewithoutYou and Mae, before returning to Santa Barbara's shores to try and create their own sound for a new album – the last they recorded here before moving back East.
With the just released Cotton Teeth, The Snake The Cross The Crown have molded themselves into an novel folk-rock band. They are currently picking up a national following as they make their way across the U.S. on a tour with mewithoutYou, Piebald, and Manchester Orchestra. The Snake The Cross The Crown's folk-rock influences are layered between experimental electronica, banjos and keyboards, and earnest, moody lyrics that speak of a musical maturity and originality beyond their years.
Upcoming Shows: Monday, June 4th at SoHo with The Hero and The Victor, and Le Meu Le Purr.
The Head and the Heart at the Bowl
'Paris is Burning' Documents NYC Ball Scene
London Symphony Musicians Join Music Academy Faculty


text:
Live oscar blog
Mar 04, 2018 · Follow along with our live coverage of the 2018 Oscars with our live-blog, which will cover the evening's ceremony starting at 7:30pm EST.
Oscars 2020 highlights: 'Parasite' creates history with Best Film, Best Director wins; Joaquin Phoenix, Renee Zellweger win top honours. Laura Dern, Brad Pitt won the Supporting Actress, Actor Oscars. how to stream the 2020 oscars academy awards ceremony live online This may have been the shortest Hollywood awards season in a while, with the Golden Globes and the Oscars separated by only a month. Feb 09, 2020 · But before the 92nd annual Academy Awards ceremony kicks off later today, you'll want to get the party started with PEOPLE and Entertainment Weekly's Red Carpet Live show. Feb 28, 2016 · Oscars 2016. Mark Rylance, Brie Larson, Leonardo DiCaprio and Alicia Vikander hold their Oscars in the press room during the 88th annual Academy Awards ceremony at the Dolby Theatre in Hollywood Oscars voting body invites 819 members in campaign to diversify the Academy Eva Longoria, Zendaya and Awkwafina are among the new class of invitees which is 36% people of color and 45% women Get up-to-the-minute updates on stars hitting the red carpet, the night's big winners and more for the 2018 Oscars! Follow all the action at the 87th annual Oscars on Sunday, Feb. 22! We'll be talking red carpet fashion, unforgettable Oscars moments and all about the night's big winners!
Mar 07, 2010 · The Carpetbagger is at the 82nd annual Academy Awards in Hollywood Sunday evening and will be filing updates all evening. Check back here regularly for dispatches from the red carpet, announcements of the winners and commentary from special guest stars, including A.O. Scott, the co-chief film critic of The New York Times.
Feb 10, 2020 · Follow our live blog to find out. External Link: Oscars 2020: Follow live Topics: academy-awards-oscars , film-movies , arts-and-entertainment , awards-and-prizes , united-states Welcome to The Gazette's 2020 Academy Awards live blog! I'm your host, pop culture obsessive, Terry Terrones. I'm here at luxurious Casa de Terrones at the foot of Pikes Peak. Maybe you'll be awake to hear the final winner of the night at roughly 10:30 p.m., or maybe you'll be passed out on the couch! I can't blame you! Tune into the broadcast on ABC at 7 p.m. CT, pour a glass of champagne, and follow along with this live blog for some snarky commentary from your boy (i.e. me)!
Richard Brody live-blogs the 2017 Oscar ceremony, covering all the cheers and tears of the eighty-ninth Academy Awards.
Find Oscars 2020 news and blogs. Get articles about the Academy Awards nominees, winners, red carpet, predictions, awards night and more. Watch The Oscars Live! You can watch The Oscars awards show on the following:. On your television LIVE SUNDAY, FEBRUARY 9th.Exclusive red carpet coverage begins at 6:30e|3:30p, followed by the awards ceremony at 8:00e|5:00p. Feb 25, 2019 · Live Blog / Oscars 2019 as it happened: Winners, big surprises, speeches and more. Breaking News Emails. Get breaking news alerts and special reports. The news and stories that matter, delivered U4qUIxam. #Omni Trading Academy | oscar@futuresanalysts.com | +1 (702) 629-4755 oscar@futuresanalysts.com | +1 (702) 629-4755
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В карточку включили два моих рапорта, за август и сентябрь.
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text:
Q: Truncate long links in Bootstrap I'm designing a page using Bootstrap 3.1 wherein if the length of an HTML link is way too long, it overflows out and creates a horizontal scroll in the mobile version. Is there a way to truncate it and replace it by ellipses?
Example:

What I need is that instead of extending out, it should get truncated before the border. ANy idea how to do so?

A: You need to make sure that the container has overflow: hidden to keep the text from flowing outside of the border and give it text-overflow: ellipsis to give the link the ellipsis.

.box {
  background: #f99;
  border: 1px solid #c66;
  width: 100px;
  padding: 7px;
  margin-bottom: 15px;
}

.nowrap {
  white-space: nowrap;
}

.ellipsis {
  overflow: hidden;
  text-overflow: ellipsis;
}

  A really long piece of text

  A really long piece of text

redpajama_set_name: RedPajamaStackExchange


text:
There's A Surprising Link Between Your Risk Of Alzheimer's And Your Dental Health
Good oral hygiene isn't just about your teeth. Voyagerix/Shutterstock
By Rachel Baxter
You've probably heard that a healthy dose of crossword puzzles and light exercise can help stave off dementia, but it seems something even simpler might protect your brain – keeping your teeth clean.
According to new research published in the journal Science Advances, there is a significant link between the bacterium Porphyromonas gingivalis – the main cause of chronic gum disease – and Alzheimer's.
A team of scientists from the University of Louisville found P. gingivalis in the brains of deceased people who suffered from Alzheimer's. They also discovered the bacterium's DNA in their spinal fluid and toxic enzymes called gingipains, which are produced by the microbe, in their brains. The same brains also contained higher levels of tau protein and ubiquitin, which are both linked to Alzheimer's disease.
Interestingly, the brains of 50 control bodies, who were elderly but did not suffer from Alzheimer's, contained low levels of gingipains. This is important because previous studies have found a link between P. gingivalis and Alzheimer's before, but it's been unclear whether poor oral care is just a side effect of dementia. These findings suggest that it's the other way around, and that the control patients might have gone on to develop the disease if they had lived longer and the gingipains had built up more.
The team then turned to mice to see whether P. gingivalis enters the brain following a mouth infection. Over six weeks, they established infections in the mouths of otherwise healthy mice and indeed discovered the presence of the bacterium in their brains. They also found dying nerve cells and high levels of beta-amyloid protein, a hallmark of Alzheimer's disease.
While the new results are certainly exciting, and the study is the largest ever to investigate the link between Alzheimer's and P. gingivalis, it's important to note that it doesn't prove the bacterium causes Alzheimer's, just that it is likely a contributing factor.
"We now have strong evidence connecting P. gingivalis and Alzheimer's pathogenesis, but more research needs to be done before P. gingivalis is explicitly implicated in the causation or morbidity of Alzheimer's disease," said study co-author Jan Potempa.
"We know diseases like Alzheimer's are complex and have several different causes, but strong genetic evidence indicates that factors other than bacterial infections are central to the development of Alzheimer's, so these new findings need to be taken in the context of this existing research," added David Reynolds, Chief Scientific Officer at Alzheimer's Research UK.
The team even managed to find a way to kill P. gingivalis in the brains of mice. They used a compound that targeted the gingipains, which likely supply nutrients to the bacteria, to successfully kill off the bacteria, reducing neurodegeneration and the formation of beta-amyloid protein.
Biotech start-up Cortexyme, Inc., who sponsored the new research, has previously shown a similar drug to be safe and tolerable in both healthy old people and those with Alzheimer's in a Phase 1 clinical trial. They hope to conduct a Phase 2 trial to further test out their drug soon.


text:
Q: subprocess.Popen() results taking a very long time to communicate() in Linux I'm working on a project where I am attempting to scan for any application communicating through TCP port 587. In windows, I was able to use the code below:
import subprocess
from datetime import datetime

proc = subprocess.Popen('netstat -ano -p tcp | findStr "587"', shell=True, stdin=subprocess.PIPE,
                        stdout=subprocess.PIPE)
print(f'before proc.communicate(): {datetime.now()}')
out, err = proc.communicate()
print(f'after: {datetime.now()})

With these results:
before proc.communicate(): 2022-03-12 17:21:04.079038
after: 2022-03-12 17:21:12.411754

However, when I try to run an alternative command in Linux below:
import subprocess
from datetime import datetime

proc = subprocess.Popen('lsof -nP -iTCP:587',
                        shell=True,
                        stdout=subprocess.PIPE)
print(f'before proc.communicate(): {datetime.now()}')
# this line is taking way too long to run
(out, err) = proc.communicate()
print(f'after: {datetime.now()}')

My results are as follows:
before proc.communicate(): 2022-03-12 14:31:23.652261
after: 2022-03-12 14:31:36.613435

I'm not sure using datetime is giving the most accurate results... When I run the command in Linux from my IDE (PyCharm), it takes several seconds to show the "after..." results while on Windows it is instant.
Any help to work this issue out or better understand what's going on is very much appreciated! Thanks.

A: Give psutil a try. This might solve slowness and provide python objects instead of raw text.
import psutil

psutil.net_connections(kind='tcp')

A: Just use netstat, and let Python do the text filtering.
I don't have a Linux box handy; this is the output on FreeBSD 13.
In [1]: import subprocess as sp

In [2]: %timeit sp.run(["netstat", "-an", "-p", "tcp"], capture_output=True, text=True)
3.04 ms ± 20 µs per loop (mean ± std. dev. of 7 runs, 100 loops each)

In [3]: r = sp.run(["netstat", "-an", "-p", "tcp"], capture_output=True, text=True);

In [4]: %timeit [ln for ln in r.stdout.splitlines() if ".587 " in ln]
6.81 µs ± 7.74 ns per loop (mean ± std. dev. of 7 runs, 100000 loops each)

In [5]: port587 = [ln for ln in r.stdout.splitlines() if ".587 " in ln]
Out[5]: []

Note how running the external process takes a couple of milliseconds, but filtering the output only takes microseconds.


text:
Q: Show that $\sup(A \cup B)=\max\{\sup A,\sup B\}$ Let $A,B$ not empty,bounded subsets of $\mathbb{R}$.Show that
$$\sup(A \cup B)= \max \{\sup A, \sup B \}.$$
That's what I have done so far:
Let $x\in A \cup B \Rightarrow x \in A \text{ or } x\in B \Rightarrow x\leq \sup(A) \text{ or } x\leq \sup(B) \Rightarrow x\leq \max \{\sup(A),\sup(B)\}$.
But,how can I continue?

A: $s$ is an upper bound for $A \cup B$ iff it is an upper bound for $A$ and for $B$, so $s \geq \sup A$ and $s \geq \sup B$.
The least upper bound, $\sup A \cup B$ is then the least such $s$ - which is clearly $ \max \{ \sup A, \sup B \}$.

A: You're nearly there. You've shown that every $x \in A \cup B$ satisfies $x \leq \max\{\sup(A),\sup(B)\}$. Therefore, by definition (or an elementary property, depending on your definition) of $\sup$, $\sup(A \cup B) \leq \max \{ \sup(A), \sup(B) \}$.
Conversely, every element of $A$ is also in $A \cup B$, so for exactly the same reason, $\sup A \leq \sup(A \cup B)$. Symmetrically, $\sup B \leq \sup(A \cup B)$. By definition of $\max$, $\max \{ \sup(A), \sup(B)) \leq \sup(A \cup B)$.


Eric began working at DDPSC in February of 2018. He attended Coastal Carolina University where he received a B.S. in Biology and an M.S. in Coastal Marine and Wetland Studies.
Prior to arriving at Danforth, Eric worked as a fisheries observer in Alaska, an alligator biologist in Florida, an arborist in North Carolina, and as a greenhouse technician at Monsanto.


Tanner Landrus: "I first met the girl who would become my future girlfriend on the first day of seventh grade. We were both in band class together, and I sat next to her. We never spoke too much at first, but over time we began to speak to each other more and more. First, it was strictly about class related items, and then it turned to various other topics.
As the years went by, my feelings for her grew as we began to have more classes together. I was admittedly a bit awkward, so I never worked up the courage to ask her out.
Finally, on the last day of our senior year, I buckled down and did it. To my surprise, she agreed and admitted that she had had a crush on me for almost the same time that I had feelings for her.


(PDF) Use PDF for accurate view of all images/formulas.
This unit is meant for Honors Chemistry as a supplemental unit that follows bonding. It gives students the opportunity to explore common water pollutants by analyzing their chemical structure and physical properties. In addition, they have the opportunity to enhance their understanding of the cause of the pollution, how it impacts the environment, and explore ways to mitigate continued pollution. In addition, they will analyze the decomposition of ozone in the presence of UV radiation and chlorofluorocarbons. This analysis includes topics such as: reaction types, radicals, excited electrons, bond stability, molecule stability, and chain reactions.
Though chemistry studies all matter and its interactions, all chemists deal primarily with compounds. The materials we interact with everyday are mostly made of atoms bound together. Very rarely does an element remain unbound in nature. From the type of drugs designed to treat diseases, the dyes in the clothing we wear, to the very air we breathe we experience chemistry every day. It is through the different types of arrangements of atoms that the substances we are familiar with take shape. The arrangement of atoms within structure determines the type of reactions that occur and the properties of the resulting substances. Thus, chemical bonding is a pivotal concept in chemistry.
Bonding is consistently one of the most challenging topics for my students. I know that my students struggle with the abstract nature of the topic because the closest I can generally bring them to bonding is through modeling kits. The inherent problem to the traditional methods used here is that the students do not usually tie the content to prior knowledge of every day materials. Traditionally students struggle with the task of evaluating and predicting products of new substances. I believe this occurs for two reasons. First, the substances most Chemistry teachers rely on to teach these topics are unidentifiable chemicals and do not create a lingering connection for students. Secondly, the chemicals used are not explored sufficiently to help students "see" the properties. During this seminar I decided to have my students approach bonding differently. I believe that my students will connect better with the material if they explore the properties of substances that are relevant and important in their everyday lives. Therefore, I choose to focus on the chemistry of water pollution and ozone depletion.
This unit is designed to help students explore the chemistry of everyday pollutants and research how it impacts our planet. First, the students will evaluate the bonding and intermolecular forces in common water pollutants to gain greater insight into how these chemicals enter the water system and interact with our environment. As groups they will create presentations that illustrate the importance of the chemical structure of one pollutant and have the opportunity to explore the social and environmental impact of that substance. Lastly, they will evaluate the multistep breakdown of ozone in the presence of chlorofluorocarbons and UV light. All my activities allow the students to work in groups to analyze the chemistry of pollution.
I teach in Charlotte- Mecklenburg County in Charlotte, NC. This unit was developed for students in the Honors Chemistry program at Mallard Creek High School. Mallard Creek is a very large urban high school with 2150 students. Our student body is 31%White, 54% African-American and 15% other (Asian, Hispanic, Indian and multi-racial). There are several graduation plans offered at Mallard Creek and we have a very diverse student body. My high school is on a block and modified block schedule. Last year my school had 80.9% proficiency and only 58.5% of our students met expected growth. Though our graduation rate was at an impressive 95.6%, our teachers have begun professional development to raise the rigor of the classes in our high school. Our school focus has shifted from proficiency to growth.
I teach 3 Chemistry Honors classes and 3 Chemistry Standard classes throughout the year on a block schedule for 90 minute periods. I see my students every day in one semester. My standard students are primarily 11th and 12th graders while my honors students are primarily 10th and 11th graders. My Honors classes have between 31-34 students while my Standard classes have 24-29 students. Since my school is relatively new we do not have extensive lab materials.
I have been teaching at Mallard Creek for 4 years now and have become personally involved in the Literacy Team at my school. Most of planning focuses on the content of chemistry and the ability of my students to master reading sciences. As outlined in A Time to Act, there is a national crisis involving the literacy of secondary students in the content area.1 Therefore, this unit is designed to teach content and science writing skills. I will use requirements of the Common Core Standards and strategies that focus on struggling readers and writers to facilitate learning. My unit will have components that I will use in my Standard Chemistry class; however, the entire unit will be written for my Honors Chemistry class.
This lesson is created for a group of students that have been placed in accelerated courses to allow them to have access to more Advanced Placement science courses in their junior and senior year of their high school path. They are all at or above grade levels in their math classes and have a strong work ethic. The students come from varied backgrounds and socioeconomic groups, but all consistently show growth in science as measured on their 8th grade End of Grade Test. This lesson will have components to it that require advanced Chemistry and are designed to be a supplement in an honors course.
The research suggests that there are several methods for implementing teaching through inquiry. I have decided that the 5 E's: Engage, Explore, Explain, Elaborate, and Evaluate will suite my style of teaching and my students best. This method creates an environment that allows students to find an "in" to the lesson.
The Engagement stage in the process will allow students to relax and begin the natural inquiry process.6 To pull my students in I will use real substances to explore bonding so that the concepts I teach can be linked to actual experiences. This portion of the unit will create the sense of awe, of personal experience, and allow students to talk about the science they experience rather than learn about.
Simultaneously, I want my students to explore concepts they have already mastered. To thoroughly explore bonding my students will solve problems using prior knowledge. As they transition from the excitement of real world based introductions, they will be challenged to answer questions about the conclusions they independently draw using electron configuration and stability arguments. The Lewis Structures my students create bring in knowledge about the periodic table, electron configuration and electronegativity of each atom. Most of this work will take place in groups so that each student is supported and challenged. My role in this transition will be to facilitate group discussion and provide resources so that the students can draw correct conclusions without my input.
My students will continue to draw conclusions, analyze problems, and investigate patterns as we progress through the unit. They elaborate and explain their conclusions as we begin applying bonding to real life chemistry and finally, my students demonstrate their knowledge when they analyze the properties of water and several other compounds. In each of the stages of inquiry I will continue to provide my students with feedback, support, and the resources necessary to allow them to further their understanding of bonding and the interaction of particles. By asking students to support claims with evidence strengthens my students ability to process large amounts of intricate information.
In this unit I have several content objectives I want my students to master, as well as several processing and literacy goals. First they will learn the content as outlined in the Essential Standards. Essential Standard 1.2 outlines that my students will "Understand the bonding that occurs in simple compounds in terms of bond type, strength, and properties".7 This includes "qualitatively comparing the relative strengths of ionic, covalent, and metallic bonds, inferring the type of bond and chemical formula formed between two atoms, comparing intra- and inter- particle forces, and comparing the properties of ionic, covalent, metallic, and network compounds."8 They will also be able to tie bonding to electron configuration, the octet rule, and potential energy diagrams in bonding.
This unit fits at the end of my Bonding Content Unit. It is a four day exploration into ozone and water and how the two substances interact with other chemicals in the environment. This unit is designed to help students see the chemistry in our environment. They will have the opportunity to explore the chemistry, the social impact and ways to help clean up our environment in two separate activities. Each activity is designed to incorporate inquiry, peer collaboration, and help students bring bonding and reactions together.
To work through this activity there are several topics the students need to have mastered. Specifically, the students need to have a firm understanding of how the atom is organized and what contributes to the stability of a system so they can predict and analyze different substances. First, my students must know that the quantum mechanical model of the atom stipulates that the atom consists of two main regions: the nucleus and orbitals. Reactions can occur at both regions of the atom; however, they involve different mechanics. Nuclear stability is dependent on the neutron to proton ratio while chemical stability relies on electron configuration. Most of the substances we experience in our everyday lives are compounds formed in chemical reactions. During chemical reactions atoms are simply rearranged. I've integrated reactions into this unit because they complement bonding so well.
My students will rely heavily on the interpretation of the Periodic Table and the wealth of information in its underlying structure. They all have Periodic Tables that have been annotated with vital information. For example, they have learned that the Periodic Table is arranged by atomic number and representative atoms in the same group have the same number of valence electrons. They would have been made already aware that reactivity is directly related to an atoms radius, nuclear charge and electron configuration. In prior lessons we would have already begun discussing possible configurations for ions and molecules by exploring ways to fulfill the octet of each atom. My students know that the Octet Rule states that atoms will lose, gain or share electrons in order to obtain a full energy level, which normally requires 8 valence electrons in the outer shell, except for hydrogen. In this unit we will incorporate the electron configuration of constituent atoms into almost every activity to help anchor each activity. This is done to ensure that my students have a method for determining if a compound, its constituent atoms, a radical, or an atom are stable or unstable. It also allows students to use prior knowledge to explain how atoms and ions may interact with other substances. For example, my students will examine the atomic orbitals of the central atom in each species in the decomposition of ozone to determine whether it is stable or unstable. They will use their knowledge of electron configuration to explain why a substance reacts to form the products in each step.
Before I begin this enrichment unit I will have completed teaching the fundamental concepts in bonding. The bonding unit is aligned with the new Essential Standards and teaches my students several important concepts about the three major bond types: ionic, metallic, and covalent. They are responsible for being able to determine bond type, draw Lewis Dot Structures, identify salts and molecules, identify bond and molecular polarity, determine the VSEPR geometry of molecules, and predict physical properties based on the most predominant intermolecular force. For example, students need to know that molecules are generally softer than salts, that they have a wide range of melting and boiling points do not conduct heat or electricity and are not always soluble. They also need to be able to interpret experimental data to identify unknown substances based on properties.
In my initial instruction my students learned how to identify the bond type by focusing on the first element present in the chemical formula. This was relatively easy to introduce because I had already taught my students that salts, or ionic substances, contain cations, which are generally metals, and anions, which are generally non-metals. Likewise, they already know that molecules contain all non-metals. This background knowledge allowed my students to easily connect the formulas of different substances to the physical properties that are inherent to the general bond type in the compound. The dual connection of tangible substances along with their chemical formulas allows students to create links to new material and apply their knowledge of prior content.
This link allows me to show them a quantitative method for bond type determination through electronegativity values. They will need to understand that elements with high electronegativity values attract electrons more strongly in a bond. If those atoms come into contact with another nonmetal the resulting bond will generally be covalent. The actual difference in electronegativity of a covalent bond ranges from 0.0 to 1.7. Within that range there are polar bonds and non-polar bonds. A polar bond results from the uneven distribution of electrons between two atoms of similar but not equal electronegativities. In laymen terms, the electrons are shared unequally. The nonpolar bond results from the even distribution of electrons between two atoms with relatively equal electronegativities. Lastly, ionic bonds are created when two atoms with largely different electronegativities react and the electrons are completely transferred to the atom with the highest electronegativity. Any bond with a difference in electronegativity values above 1.7 are considered ionic. This concept is notably significant to the unit as it lays the foundation for the structure and properties of each substance.
By the time we reach this enrichment unit they will be able to compare different substances and infer relative relationships based on bonding. The first activity in my unit allows my students to explore the arrangement of the atoms based on the transfer, sharing, or mobilization of valence electrons in a more in depth perspective. Here we will examine the Lewis Structures of each bond type extensively by examining everyday pollutants.
The least electronegative element is in the center of the molecule. Exceptions – Carbon is always in the middle and Hydrogen is never in the middle.
The remaining elements should be placed around the central atom. If the central atom is a period 2 element it cannot have more than 4 surrounding atoms.
The number of valence electrons for each element should be counted and summed. This represents the total number of electrons present in the final structure.
A bond, represented by a dash, should be drawn from the central atom to all surrounding atoms.
All bonding electrons should be added and subtracted from the total number of valence electrons.
The remaining electrons should be given to surrounding atoms with the highest electronegativity first until an octet is reached.
Once all electrons have been distributed the formal charge of each atom should be assessed to see if multiple bonds are required.
Formal charges are assigned for each atom in a molecule.
The sum of all formal charges must equal the net charge on the structure.
The best structure is one where the least number of atoms have a formal charge.
Multiple bonds are drawn to create molecules with formal charges of zero on all atoms.
In the event that you cannot get all formal charges to zero, the negative formal charge should always lie with the atom with the highest electronegativity.
My students will also be expected to analyze a formula or a structure and predict how it will interact with other structures. In the first activity my students will explore the interaction of several substances and water. They will examine the structure of many common substances and make a predetermination of solubility, intermolecular force, and properties based on the Lewis structures and geometries of each substance. My students will use their knowledge of molecular geometries to determine is a molecule is polar or non-polar and they will identify the predominant intermolecular force as hydrogen bonding, ion-ion attraction, ion-molecule attraction, dipole-dipole attraction, or London dispersion forces. For example, my students know that salts contain ionic bonds. These bonds are created by the electrostatic attraction of cations and anions and are held together by ion-ion attraction. The positive charge of the cation and the negative charge of the anion are attracted much like magnets. They also know that water is a polar molecule because of its asymmetrical distribution of electrons around the central atom. Using this information they should be able to determine that all salts do not react with water, but dissolve in it because of the ion-molecule attraction between the ions and the positive and negative pole on water.
Even with our constant contact with water many people do not understand how or why certain compounds are damaging to our water systems. For this reason, I will have my students examine the chemical composition of several pollutants to explain why their presence harms ecosystems. My goal is make sure they have firsthand knowledge of how we impact the state of the hydrological system of our planet by looking at how pollutants enter, move through and remain in the water on our planet. In the first activity my students will evaluate the structure of fertilizer salts, Styrofoam, plastic polymers, arsenic salts and combustion by products such as NOx and SO2 gases.
Both the Styrofoam and plastics are significant because of the heavy use of plastics in our everyday life. According to the EPA, 13 million tons of plastic was generated in 2009 and only 7% was recovered for recycling.12 The amount of plastic waste that ends up in our oceans cannot be calculated, but its impact is certainly gaining a great deal of attention. For this reason, I will focus on the accumulation of microplastics in our oceans and their physical and chemical implications on human and marine ecosystems. Most plastics in the ocean are considered non-biodegradable because they cannot be broken down by bacterial action or oxidation into simpler molecules such as methane, carbon dioxide and water.13 In landfills plastics can be considered biodegradable if temperatures are consistently above 58°C, where some plastics begin to slowly break down into smaller molecules; however, in the ocean the temperature is far below that.14 In the ocean plastics tend to break into small fragments because of wave motion and UV light degradation. These fragments are integrated into ecosystems at varying depths. The environmental impact occurs as smaller fish consume the plastic pellets and are then consumed by larger fish. The process continues as larger fish consume contaminated fish and the concentration of the contaminants increases in a process called bioaccumulation.
Arsenic salts are naturally occurring in the soils and sands of our planet. The most notable case of arsenic poisoning remains in Bangladesh; however, many countries worldwide have contaminated wells. Arsenic poisoning causes lungs and kidney problems and skin lesions and discoloration. Because this is not a man made problem, but a problem that arises from our need to find alternative sources for fresh water it easily falls into the category of pollutants I am addressing.
Nitric oxide is a very reactive chemical and it further reacts with the oxygen in the air to form nitrogen dioxide.
This liquid is completely soluble in water. All acid rain causes biological, social and structural damage to our planet.
It is essential that I lay the foundation for several concepts not normally taught in high school Honors Chemistry in order to accomplish the goals of the first activity of my unit. First, I will introduce polymers and radicals through a series of lectures and videos. My students will not need to understand the different mechanisms used to form polymers; rather, they will simply need to understand that polymers are chains that contain smaller base units, or monomers, that are covalently bonded together. Likewise, I will be introducing the basic definition of radicals. My students will learn that radicals are substances with an unpaired electron. As stated before, structures gain stability by following the octet rule. Radicals are highly unstable substances that can initialize chain reactions. Though this is not a standard topic it emphasizes several key standards in the new Essential Standard course of study.
Our ozone layer has been a topic in environmental news for over 50 year. In the early 1970's scientist began to wonder what happened to aerosol chemicals once they reached the upper atmosphere. Two scientists, Frank Rowland and Mario Molina, were particularly interested in the reactivity of chlorofluorocarbons, a particularly stable compound used in refrigeration processes. They found that high energy radiation, especially UV-C, corresponding to 220 nm or less, can break carbon chlorine bonds.21 Once hailed as a chemical milestone, chlorofluorocarbons were identified as the catalyst destroying our upper atmosphere.
To strengthen their knowledge of reactivity based on structure I will use the interactions between photons produced from the suns radiation with ozone. In this portion of the unit I break my students into groups and assign each group one step in the reaction. The students will be asked to draw and create models of each of the reactants to use as evidence for why the products are generated. The students will write a paragraph explaining the stability of each species within the reaction. After each group has successfully finished each reaction they will form new groups in which one member has evaluated different steps in the decomposition process. The students will provide their group members with a synopsis of their mechanism.
The following series represents the five reactions that each group will evaluate.
In this section I have the ability to show corresponding structures, formal charges, and polarity of all the involved molecules. Not only will my students get to learn about the chemistry of stratosphere, but they will see why certain substances are so reactive. The next reaction series, where the resulting ·ClO molecule continues to react in order to finally form O2, only illustrates the destructive nature of chloroflurocarbons.
In the final net reaction, the outcome always involves the destruction of ozone to form oxygen. Using ozone and oxygen as my basis for teaching polar and nonpolar molecules allows me to emphasize the importance of chemical reactions, reaction pathways, and bonding. My students will generate a step by step examination of how ozone reacts with chlorine radicals in the presence of UV radiation. They will have examined a complete reaction, multiple structures and the formation of a more stable product. This activity ties together all my goals. My students will evaluate several structures of common pollutants in the first activity and will use their knowledge of stability and bonding to explain why a series of reactions occur to decompose a molecule from one form into another.
Students are given a molecular modeling kit and paired into groups of 3. The groups in this activity should be created to ensure students with gaps are met. This allows students to work together and refine their knowledge by explaining concepts to other students. It also facilitates my movement in the classroom. Groups can use the resources given to them and work through content issues together.
Each individual will receive a copy of the handout "Predicting Properties in Everyday Pollutants".(Appendix A) The students have 75 minutes to correctly complete the handout as a group. They are allowed to use their notes from lectures, their textbooks and each other as a resource in this activity. In this activity I direct students to the posters created in the beginning of the unit for bond type determination, definitions, and helpful hints on how to create Lewis Structures. This activity is predominantly student centered and I remain as a guide to help students identify how to find the answers. Students are instructed that they must obtain my signature on each line before they move to the next substance. This ensures that students are correctly completing each portion of the assignment before progressing to the next. When I check each group I look to make sure that each student has completed all parts of the assignment and I provide feedback on the accuracy of each answer.
To begin this activity I will arrange the students' desks so that students are grouped separately from the other groups. This ensures that the groups are forced to work through the activity together. The students begin by determining compound and bond type. Students that struggle with this portion of the activity should use the definitions of salts and molecules to figure out how to decode the chemical formulas they are given. After students identify the compound and bond type they will draw and then build a model of the Lewis Structure of each compound. In cases where the structures cannot be drawn given their knowledge of nomenclature they have been provided the structure. They should still create a model of the structure. In the last part of this activity my students are asked to identify the molecular geometries, the predominant intermolecular force and the resulting physical and chemical properties with water such as solubility. This has a tendency of being very difficult for my students. To help them easily identify the correct answer I direct my students towards their reference pages and their notes on how molecules and ions interact with water. I generally have students create a model of water so that we can literally hold the molecule they have created up to the water molecule and see if there is a site where the models may interact.
To wrap up this activity the class discusses the similarities and differences in compounds they examined. Limit this discussion to 10 minutes. I try to get my students to see the big picture that allows them to group substances as molecules that will react with water, molecules that do not react and will not dissolve, and salts that do not react with water but readily dissolve. Ask the students leading questions such as, "What compounds seem to be more likely to react with water?" "What compounds are more likely to dissolve in water?" As we go through our discussion I tell the students to include notes on the side of their work to help them understand why certain compounds fall into these categories.
Students are given a 90 minute period to work on a presentation on one of the nine substances they evaluated in the first activity. The presentation must be created using Prezi, a medium that allows students to navigate through information in 2.5D space. Begin this activity with a quick 5 to 10 minute tutorial on how to create a Prezi presentation. I will allow the students to create their own groups of three. I assigned the substance to each group to make sure there was an even distribution of topics. In order to fit this into one class period the students are given three resources they can incorporate into their presentation. They will be required to use these three resources and they will also be required to find one more source. The students will present their presentations to the class in three days.
The students should work to incorporate several components into their presentations. They should focus first on how the chemical they are examining enters the water supply. In this initial focus they should be able to evaluate if the entry is manmade or natural, is it a byproduct or the intended chemical created, and where it occurs. Here the students should be answering questions such as, "Is this chemical avoidable? Is this chemical vital to our way of life? Does human activity increase or decrease the need for this chemical? Does human activity create the problem and why?" Have the students create an opinion that their presentation can focus on.
The next focus should illustrate the chemical composition of the substance. The chemical and structural formula should be included. The students should focus on the physical and chemical properties of the substance. In this section of the presentation students can include, where available, the chemical reactions used to create the substance. This section should answer questions such as, "What are the pros and cons of this substance? How do the properties of this substance address a certain need in society?" In this portion the students should focus on facts and not opinion.
When students present their Prezi to the class each student will have a handout that lists the nine substances with large blanks next to them. As each groups present the students are asked to write down key facts for each chemical. They will be asked to summarize in one paragraph the information presented by the groups. The presentations should last one 90 minute period.
In this activity students are put into groups of 3 by achievement on the last two activities. Students who did very well with the first activity were grouped with students who did not do well. Because this activity connects bonding to other concepts and requires high level thinking skills it is essential to place struggling students with other students to help instigate that thought process. In this activity students are given one of five different reactions in the multistep breakdown of stratospheric ozone. Each group is responsible for drawing the Lewis Structures of all constituent substances and explaining why the products are formed using stability arguments.
To begin this activity, I will show the tutorial on www.wwnorton.com/chemistry and view Chemistry of the Upper Atmosphere and Collision Theory. All the tutorials on this website are free and accessible to all. The first tutorial illustrates how UV light influences reactivity in the upper atmosphere and introduces the students to free radicals. The second tutorial shows the reaction pathway for ozone destruction in the presence of chlorofluorocarbons. Have a 5-10 minute discussion about the reactions they will be examining and why the catalyst and UV light are vital to this reaction.
In the activity students are asked to draw the Lewis structure of each compound in their reaction and use electron configuration to explain why the products are more stable than the reactants. Be sure to assist students by emphasizing the rules for drawing the best Lewis Structure. Ask them what contributes to the stability of a substance? Have them draw the valence electrons orbital notation to show the pairing of electrons in the structures. Ask them how the octet rule is fulfilled in each of the substances. This should take about 30 minutes.
After each group has completed their reaction the groups are rearranged to form new groups of five students. Each member of the group will have the structures and explanations for one of the five reactions. They are responsible for explaining their answer to the other students. Give groups another 30 minutes to complete this activity.
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"ACRE: Accountability and Curriculum Reform Effort." North Carolina Public Schools. http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/chemistry (accessed December 1, 2011).
McIsaac, Gregory. "Surface Water Pollution by Nitrogen Fertilizers." In Encyclopedia of Water Science. New York: Marcel Dekker, Inc., 2003. 950.
"Polluted Runoff (Nonpoint Source Pollution) | US EPA." US Environmental Protection Agency. http://www.epa.gov/owow_keep/NPS/index.html (accessed November 3, 2011).
Kershaw, Peter, et al. "United Nations Environment Programme (UNEP)." United Nations Environment Programme (UNEP) – Home page . http://www.unep.org/yearbook/2011/pdfs/plastic_debris_in_the_ocean. (accessed December 1, 2011), 27.
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http://www.wwnorton.com/college/chemistry/gilbert2/chemtours/chemtour.asp This website has tutorials on bonding. View the following tutorials: Bonding, Lewis Dot Structures, Periodic Table, Resonance, Expanded Valence Shells, Partial Charges and Bond Dipoles, Hydrogen Bonding and Water, and Intermolecular forces.
http://www.chem.ucla.edu/harding/tutorials/formalcharge.pdf This is a pdf file on how to calculate formal charges.
http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch8/lewis.html This is website that walks you through drawing Lewis Structures.
http://www.chem1.com/acad/webtext/chembond/ This is a great online text book that illustrates and explains bonding.
http://www.edinformatics.com/math_science/water_ice.htm This website has different links to water and ice information and interactive water molecules in a java applet.
http://www.idswater.com/water/us/home.aspx This website is a great resource for learning about water chemistry.
http://www.epa.gov/osw/conserve/materials/plastics.htm This website has facts on plastic consumption.
http://www.beyonddiscovery.org/content/view.article.asp?a=73 This website has it all on ozone and chloroflurocarbons.
Each group will create a presentation that teaches the class about the interaction of your pollutant and water. Your presentation should not last more than 10 minutes. It should include the following topics.
Topic One: How does the chemical enter our water system?
Is this chemical a man made product?
Is this chemical vital to our way of life?
Does human activity increase or decrease the need for this chemical?
Does human activity create the problem and why?
Topic Two: What is the chemical composition of the pollutant?
What is the chemical and structural formula of the pollutant?
What are the chemical and physical properties of the pollutant?
Show any and all chemical reactions used to create the chemical (where applicable).
What are the pros and cons of the substance?
How do the properties of this substance address a certain need in society?
Topic Three: What is the impact of this pollutant on the environment?
What part of our lives is impacted by this chemical?
What are the health risks to different ecosystems from this chemical?
What are the health risks to people?
Is the effect permanent or reversible?
Topic Four: What can we do to change this problem?
Emphasize any alternative products, manufacturing processes, or human behavior that may alter the production of their substance.
Is chemistry necessary to change the pollutant or does human behavior need to be altered?
Go to http://www.nbclearn.com/portal/site/learn/chemistry-now/chemistry-of-household-cleaners to find articles and videos on ammonia and fertilizers.
Go to http://chemistrydaily.com/chemistry/Eutrophication to find information on prevention.
Go to http://www.epa.gov/owow/NPS/Ag_Runoff_Fact_Sheet.pdf to read about agricultural runoff.
Go to http://scifun.chem.wisc.edu/chemweek/PDF/Agricultural_Fertilizers.pdf to read about fertilizer properties.
Go to http://www.wwnorton.com/college/chemistry/gilbert2/chemtours/chemtour.asp and watch the tutorial on: Polymers.
Go to http://www.chem1.com/acad/webtext/states/polymers.html to find awesome details about the environment and plastics.
Go to http://www.enviroliteracy.org/article.php/1188.html to find even more awesome details about the environment and plastics.
Go to http://portal.acs.org/portal/PublicWebSite/education/resources/highschool/chemmatters/archive/CNBP_024548 and read "Plastics Go Green".
Go to http://www.umac.org/ocp/HowisAcidRainFormed/info.html to get information on the formation of acid rain.
Go to http://www.lakescientist.com/learn-about-lakes/water-quality/acid-rain.html to find information on how acid rain affects lakes.
Go to http://www.wwnorton.com/college/chemistry/gilbert2/chemtours/chemtour.asp and watch the tutorials on: Acid Rain and Acid-Base Ionization.
Go to http://www.quadlock.com/green_building/eps_and_the_environment.pdf to find facts about polystyrene and its uses.
Go to http://www.nbclearn.com/portal/site/learn/chemistry-now/chemistry-of-plastics to find tons of information about plastics. There are videos and articles here.
Go to http://www.nbclearn.com/portal/site/learn/chemistry-now/chemistry-of-detergents to watch a video that explains how detergents work in water.
Go to http://www.pollutionissues.co.uk/household-cleaners-detergents.html to read about types of detergents that enter the water supply.
Go to http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1256306/pdf/amjphnation00157-0108.pdf to read about detergents in the water supply and how to eliminate the problem.
Go to http://portal.acs.org/portal/PublicWebSite/education/resources/highschool/chemmatters/archive/WPCP_008628 to read about arsenic poisoning and how to avoid it.
Go to http://www.physics.harvard.edu/~wilson/arsenic/arsenic_project_introduction.html to find information about arsenic poisoning and tons of links to more information.
Go to http://www.water2drink.com/how_it_works/arsenic.asp to find great information about arsenic as a chemical and what areas in the US have issues with arsenic poisoning.
Go to http://www.unicef.org/search/search.php?querystring=Bangladesh+water to find tons of articles and statistics on arsenic poisoning in Bangladesh.
In your group analyze one of the following reactions. In the box below your reaction draw the Lewis Structure for each substance in the reaction. Determine if the products are more stable than the reactants and explain why.
Posted on May 31, 2012 by clas-web.	This entry was posted in 2011, Curriculum Units, Vol 3: The Chemistry that Surrounds Us. Bookmark the permalink.


Over 1100m² of Junckers timber has been fitted at the University of Hertfordshire's Prince Edward Hall, not just on the floors but on walls and ceiling as well, in a newly built campus reception, learning zone and café area.
The extended and re-modelled scheme takes the form of a 'granite box' which appears to be inserted into the existing building structure on a juxtaposing plane. The interior is lined with Junckers solid Beech on floor, walls and ceiling to stunning effect, a testament to how contemporary wood panelling is gaining momentum in the design industry.
As a natural, living material, solid wood creates an ideal indoor climate, naturally retaining heat, maintaining an even temperature and balanced humidity levels. The Flooring contractors were Junckers' Approved Contractor PICA Floorings.