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School and skill based progression allows you continue to expand your character, shifting from being a Warrior to a Mage and then an Alchemist.


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Comparison of the NAS Panel Report on clustering and what David Mustard and I wrote in our original paper.
Last year charges flew over the use of clustering in the debate between myself and Ayres and Donohue. Well, whatever the other aspects of the debate and whatever other problems that I have with the National Academy of Sciences report on firearms, their report should make it fairly clear that I was correct or at the very least the extreme claims that were being floated last year were unfounded.
From my original paper with David Mustard, p. 18, fn. 46
One possible concern with these initial results arises from our use of an aggregate public policy variable (state right-to-carry laws) on county-level data. See Bruce C. Greenwald, A General Analysis of the Bias in the Estimated Standard Errors of Least Squares Coefficients, 22 J. Econometrics 323–38 (August 1983); and Brent R. Moulton, An Illustration of a Pitfall in Estimating the Effects of Aggregate Variables on Micro Units, 72 Rev. Econ. & Stat. 334 (1990). As Moulton writes: ''If disturbances are correlated within the groupings that are used to merge aggregate with micro data, however, then even small levels of correlation can cause the standard errors from the ordinary least squares (OLS) to be seriously biased downward.'' Yet, this should not really be a concern here because of our use of dummy variables for all the counties, which is equivalent to using state dummies as well as county dummies for all but one of the counties within each state. Using these dummy variables thus allows us to control for any disturbances that are correlated within any individual state.
From the National Academy of Sciences report on firearms, p. 138
However, investigators reporting cluster-adjusted standard errors do not formally explain the need for these adjustments. These adjustments, in fact, are not supported in the basic models specified in Equations 6.1 and 6.2. Instead, those who argue for presenting clustered standard errors often cite Moulton (1990) as the source of their belief that adjustments are needed. Moulton considered a model in which there is an additive source of variation (or additive effect) that is the same for all observations in the same cluster. He showed that ignoring this source of variation leads to standard errors that are too low. Investigators who make clustering corrections usually consider the counties in a state to constitute one of Moulton's clusters and appear to believe that the absence of state-level additive effects in their models causes standard errors to be too low. The models estimated in this literature, including those of Lott and his critics, typically contain countylevel fixed effects (the constants gi in equations 6.1 and 6.2). Every county is always in the same state, so, any state-level additive effect simply adds a constant to the gi's of the counties in that state. The constant may vary among states but is the same for all counties in the same state. The combined county- and state-level effects are indistinguishable from what would happen if there were no state-level effects but each gi for the counties in the same state were shifted by the same amount. Therefore, state-level effects are indistinguishable from county-level effects. Any state-level effects are automatically included in the g's. There is no need for adjustments for state-level clustering.
_____________ Finally, note that the state level estimate also produce statistically significant estimates and there is no issue of clustering in that case. In addition, iif the data is threated as count data, the results are unaffected by the use of clustering (see Plassmann and Whitley).
Johnlott.org (description of book, downloadable data sets, and discussions of previous controversies)
Academic papers:
Appalachian law school attack
Baghdad murder rate
Arming Pilots
Fraudulent website pretending to be run by me
The Merced Pitchfork Killings and Vin Suprynowicz's quote
Ayres and Donohue
Mother Jones article
An interview with John R. Lott, Jr. author of More Guns, Less Crime: Understanding Crime and Gun Control Laws
Some data not found at www.johnlott.org:
Since the first news search was done additional news stories have been added to Nexis:
There are thus now 218 unique stories, and a total of 294 stories counting duplicates (the stories in yellow were duplicates): Excel file for general overview and specific stories. Explicit mentions of defensive gun use increase from 2 to 3 now.

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animating dreaming into action
danni zuvela: big eye aboriginal animation from canada & australia
The Boy Who Had the Magic Word and the Whispering Moth
AUSTRALIA AND CANADA WERE ESTABLISHED AS COLONIES WHOSE FOUNDING FORCIBLY OCCUPIED TERRITORIES THAT HAD BELONGED TO ABORIGINAL PEOPLES FOR THOUSANDS OF YEARS (40,000 IN THE CASE OF AUSTRALIA AND 12,000 IN CANADA). BOTH INDIGENOUS CULTURES SHARE A MUTUAL SPIRITUAL UNDERSTANDING OF TOTEMIC CONNECTIONS AND COLLECTIVE CONSCIOUSNESS, AS WELL AS BEING THE ONLY TWO FIRST NATION PEOPLES TO REFER TO THEMSELVES AS ABORIGINAL. THROUGH THE LENS OF ANIMATION, BIG EYE: ABORIGINAL ANIMATION FROM AUSTRALIA AND CANADA EXPLORES THE MANY SIGNIFICANT CORRESPONDENCES BETWEEN THE FIRST NATIONS PEOPLES OF THESE TWO COUNTRIES.
Curators Jenny Fraser and Lubi Thomas, together with assistant curators Rennae Hopkins and Maggie McDade, have produced a resonant and imaginative study of recent creative work by Aboriginal artists and filmmakers from Australia and Canada. Staged over an array of screens throughout QUT's versatile multimedia space, The Block, the show is more than a survey. It also included a popular interactive component, where participants create short moving animations in Flash in a permanently set up drop-in lab. Crucially, the curators' thoughtful selections and presentation establish an international, interdisciplinary dialogue between Australian and Canadian animation.
Animation is naturally a hybrid medium, as Big Eye's inclusion of claymation, CGI and machinima, and traditional line-drawn 2D styles shows. However, the focus on this stubbornly heterogeneous field carries a political charge as well. In Australia, unlike Canada, creative work in the moving image is conspicuously canalised into the very different worlds of filmmaking and (new) media arts. As self-described 'digital native' Jenny Fraser notes in the exhibition's floornotes, "(a)pparently the two entities shall never meet, and sadly the Aboriginal sub-sections of those industries have followed suit. However, in other countries, like Canada, the arts world is bighearted enough to embrace and support both, simultaneously. On a curatorial level, animation was chosen as a screen-based genre that crosses that divide with ease, along with the other divides, like age, education and socio-economic status."
Border-crossing is addressed in Australian Aboriginal artist Aroha Groves' use of Second Life in her work, What is a Blakfulla doing in a virtual realm? Her sexy, pistol-wielding machinima transcends the limitations imposed by time and place in the creation of a provocative online Aboriginal character. Fusing contemporary and historical pop cultural motifs with hints of menace tempered with absurdism, Groves' work clearly delights in the potential for experiment and play with identity afforded by art-making in the digital realm. This work, like Canadian Skawennati Tricia Fragnito's TimetravellerTM (2008), employs digital animation tools to question the role of representation in the fantasy of online personae and suggests some emancipatory possibilities of cyberspace for Aboriginal people.
The limitless worlds of plasticine animation are explored in Orphan Boy (2004) by the Gunbalanya Community and Gozer Media, from Western Arnhem Land. This communally-authored piece, together with sister story The Echidna and the Turtle (2003), makes expressive and dynamic use of plasticine to relate key dreaming stories. Orphan Boy's carefully composed soundscape contrasts with the deliberately rough-hewn visuals, just as the sticky, fingerprinted faces are complemented by brilliant cobalt and magenta sparkles signalling the Rainbow Serpent's magic. The boldness of the forms and dramatic flair with which this dreaming is related are engrossing—the film completely captured this spectator. While the Canadian claymation counterpart, Dennis and Melanie Jackson's Wapos Bay Series (2009), utilises a much more 'licked finish' to depict the life of a fictitious community in northern Saskatchewan, its primary appeal is also the charming way in which the clay characters, sets and mise-en-scene are engagingly deployed to narrate important cultural stories.
Similarly, both the wonderful Australian The Dreaming Series (the second edition of which aired recently on SBS) and the Canadian Raven Tales Series featured in Big Eye revolve around narrating key stories in serial form. Jenny Fraser describes these as "examples of Creation Stories from an animist perspective in action. Generally animals are a great mirror for our own behaviours. This is in reflection of the true essence of our identity. Everything else comes after the beginning…"
For all these similarities, there are some key differences between the nurturing of contemporary Australian and Canadian Aboriginal animations. The most notable of these is put perfectly by Fraser when she notes that, before Canada's official Apology to its own Stolen Generation, the Canadian Government "had handed over $350 million compensation to Residential School Abuse sufferers and this was invested into culturally significant intitiatives, such as talking circles, language revitalisation and digital storytelling projects." Amidst all the discussions about intergenerational trauma and the reconciliation process, the suggestion here for a similarly proactive, positive, generative response at the Australian national level seems like excellent advice.
Big Eye's suite of films is the richer for the inclusion of key recent works like The Boy Who Had the Magic Word and the Whispering Moth (writer John Graham, animators Rebekah Pitt, Christine Peacock, 2005).This film is a contemporary myth, or re-Dreaming, which works to reinforce existing ideas—about secret words and sacred knowledge—by connecting ancient storytelling traditions with contemporary animation and literary practice. Boy and Moth's simultaneous sense of time past and present is emblematic of the approach in Big Eye overall which, according to Jenny Fraser, is about striving "to honour the past as our teacher, honour the present as our creation, and honour the future as our inspiration… this is 'Dreaming' in action."
Big Eye: Aboriginal Animation from Australia and Canada, curators Jenny Fraser, Lubi Thomas, assistant curators Rennae Hopkins, Maggie McDade, artists Jenny Fraser, Aroha Groves, The Gunbalanya Community & Gozer Media
Frank McLeod & Aboriginal Nations, Christine Peacock, Rebekah Pitt & John Graham; from Canada: Dark Thunder Productions, Raven Tales, Skawennati Tricia Fragnito, Rabbit and Bear Paws, The Healthy Aboriginal Network; QUT The Block, April 28-May 15


We touch the global swine industry through multiple outlets including the annual Leman Swine Conference held in St Paul, our Swine Disease Eradication Conference (SDEC) workshop and monthly research report, our Friday Science Page included in the weekly report from the Swine Health Monitoring Project (SHMP), and most recently through our Leman China Swine Conference. Our mantra is "science-driven solutions" as we work hard to deliver new knowledge that is backed by research conducted by us and our colleagues around the world.
Through the Leman Conference, we invite you to submit research abstracts, some of which will be presented orally in a research preconference session and the remainder presented as posters. In addition, we will have approximately 100 scientists and practitioners sharing their latest findings and discussing how to put them into effect.
We invite a few of our Leman speakers to accompany us to Nanjing, China. There we hold our annual Leman China conference attracting close to 2,000 members of the Chinese swine industry. We learn about their industry, their recent problems and how they are managing health and production challenges. We exchange recent research findings and experiences with the goal of reducing health challenges in the global swine industry.
"Outreach is a key part of our global mission"


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Nicholas A. Lotito
Seth D. Kirschenbaum
State Crimes
Call Today for A Free Consultation (404) 471-3177
Two indicted in false invoicing scheme involving airline company
Even though an indictment only contains charges and the accused is innocent until proven guilty, accusations have the potential to harm the reputation someone has spent years building up. Accusations can affect employment opportunities, child custody determinations and even personal relationships. However, it is also important to remember that these accusations are just that-it is up to the government to prove these charges and it is possible for a strong defense to undermine many aspects of the government's case.
According to a recent indictment, an ex Delta Air Lines Inc. employee and his accomplice were accused of defrauding Delta Air Lines for over $20 million. The indictment alleges that the two defrauded the Atlanta based company through a false invoicing scheme between the years of 2004 and 2013.
An employee of Delta since 1979, the 57-year-old accused allegedly submitted false invoices to Delta, and after the merger, Northwest, on behalf of a company supposedly owned by his 62-year-old accomplice. The invoices were for services and goods that were allegedly not rendered by the company and the two supposedly were aware of this. The former employee is accused of approving the fraudulent invoices in return for a monetary reimbursement.
The two face 96 counts of mail fraud and conspiracy to commit mail fraud.
Even though the fraud charges may seem daunting, Atlanta residents should remember their legal rights, including their right to a trial. In order to be found guilty of fraud charges, the prosecution must prove the accused's intent to defraud the other party and an experienced fraud attorney may be able to help the accused fight these charges.
Source: Atlanta Business Chronicle, "Ex-Delta employee, accomplice indicted in $22M false invoicing scheme," June 27, 2014
Posted By Nick Lotito & Seth Kirschenbaum
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Public Corruption (1)
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GAB 18 (Grishin's Art Blog 18)
Art and Revolution
George Johnson, Construction with brown triangle 1986, acrylic on canvas, 186 x 140 cm., Courtesy of the artist and Charles Nodrum Gallery
The Bolshevik revolution of 1917 was one of the most momentous events of the 20th century. It reshaped almost every aspect of our lives – politically, socially and culturally – and now, exactly a hundred years later, we can pause and examine its heritage.
In Europe, the Royal Academy held its blockbuster exhibition Revolution: Russian art 1917-1932, the British Library its Russian Revolution: Hope, Tragedy, Myths show, Deutsches Historisches Museum in Berlin mounted its major 1917: Revolution: Russia and Europe exhibition and there is a plethora of exhibitions around the world including The Museum of Modern Art's landmark exhibition A Revolutionary Impulse: The rise of the Russian avant-garde in New York.
Konstantin Melnikov, Pavilion of the Soviet Union, 1925, Exposition internationale des arts décoratifs et industriels modernes, Paris
In Australia cultural celebrations of the Russian revolution are more muted with an exhibition of Russian revolutionary graphics opening at the National Gallery of Australia in Canberra in late August, drawing on its internationally significant holdings of Russian avant-garde art, and a big exhibition Call of the avant-garde: Constructivism and Australian art at the Heide Museum of Modern Art in Melbourne.
Constructivism was the art movement of the Bolshevik revolution, whose ideology reflected that of the fledgling socialist state, and whose forms swept into every aspect of cultural production including typography, book design, poster art, architecture, furniture, ceramics, textiles, theatre stage sets, cinematography, music, poetry as well as painting, sculpture and printmaking. For example, when the new Soviet state exhibited at the Exposition internationale des arts décoratifs et industriels modernes in Paris in 1925 the Soviet Pavilion was designed by the constructivist architect Konstantin Melnikov, while for the interior Aleksandr Rodchenko designed a constructivist workers' club.
Aleksandr Rodchenko, Workers Club, 1925, Exposition internationale des arts décoratifs et industriels modernes, Paris (reconstruction)
Constructivism was at the service of the revolution and the Soviet state, so that El Lissitzky's famous lithographic poster, Drive the red wedge into the whites, 1920, commissioned by the Political Department of the Western Front, in many ways sums up the essence and principles of constructivism. If we examine this civil war image – the graphic elements are simple and geometric in character. The black and white trapezoidal areas are obliquely separated. A sharp aggressive red triangle – symbolic of the red army, literally deflowers the broken white circle (the tsarist army) – the simple sans serif lettering, obliquely placed in relation to the total geometry of the poster – reads "with the red wedge, destroy the whites" i.e. the Bolshevik army drives the red wedge into the ranks of the whites (also in Russian there is an alliterative quality in the words).
Although economically the young Soviet state was a basket case with sanctions and economic blockade imposed by the surrounding imperialist powers, culturally it was a superpower and constructivism was a subversive export designed to spread the Communist revolution to the rest of the world.
El Lissitzky, Drive the red wedge into the whites, 1920, lithograph, poster commissioned by the Political Department of the Western Front
Soviet constructivist artists and their fellow travellers infiltrated the revolutionary Bauhaus in Germany and before long Kurt Schwitters and Laszlo Moholy-Nagy converted to Constructivism mainly through contact with El Lissitzky. Moholy-Nagy wrote in 1922 in his article 'Constructivism and the Proletariat':
"Everyone is equal before the machine. I can use it, so can you ... There is no tradition in technology, no class consciousness. Everybody can be both the machine's master and its slave. This is the root of Socialism ... This is our century: technology, machine, Socialism ... The art of our time has to be functional, precise, all-inclusive. It is the art of Constructivism ... In Constructivism form and content are one ... Constructivism ... is not confined to the picture frame and pedestal. It expands into industry and architecture, into objects and relationships. Constructivism is the Socialism of vision."
Constructivism and its socialist ideology were inseparable and every constructivist, to the woman – as many prominent Constructivist artists were women, including Lubov Popova, Varvara Stepanova, Olga Rozanova and Alexandra Ekster – felt that they were part of a global revolution.
One difficulty with an exhibition such as the Call of the avant-garde is that most of the Australians were quick to copy the outside forms of Constructivism, but not the ideological content. The great Soviet poet and Constructivist artist and designer Vladimir Mayakovsky was to term such endeavours as "carrot coffee", a reference to those who captured the outside form, but failed to understand the essence.
The Heide exhibition includes a small handful of Russian works, the Rodchenko painting and photograph on loan from the Art Gallery of New South Wales and the El Lissitzky Proun lithographs from the Art Gallery of Western Australia are the most remarkable of these.
Justene Williams, The Worker (Costume from Victory Over the Sun) 2016, stretch cotton, felt, plastic toys, self- striped felt, drill, dimensions variable, Courtesy of the artist and Sarah Cottier Gallery, Sydney, © the artist
There are also a few superb pieces by Erich Buchholz, a German artist who spent most of his life denying that he was a Constructivist, but came closest to them in spirit and ideology. The rest of the show consists largely of Australian and British artists, of a much later generation, who responded to some of the forms and ideas of Constructivism.
Sally Smart made her own complex and multifaceted 'Constructivist puppets' that engage on a number of planes with ideas of Russian feminists, while Justene Williams recreates costumes for Victory over the sun (1913), the Russian Futurist opera written in a transrational language that celebrated the emergence of a number of Constructivist elements.
Ralph Balson, Constructive Painting 1963, oil on composition board, 90.2 x 136.6 cm, TarraWarra Museum of Art Collection, Victoria, Gift of Eva Besen and Marc Besen AO 2001, © Estate of Ralph Balson
Ralph Balson, Frank and Margel Hinder, George Johnson and John Nixon in their art, in different ways, celebrate Constructivist forms. The exhibition curators, Sue Cramer and Lesley Harding, adopt a broad-brush definition of Constructivism, so that Inge King, Victor Pasmore, Anthony Caro, Gunter Christmann, Emily Floyd, Meredith Turnbull, Max Dupain, Olive Cotton, Melinda Harper and Raafat Ishak all somehow fit under the Constructivist banner.
Inge King, Solar Eclipse 2007, stainless steel and colour, 90 x 85 x 47cm, Private Collection, © Estate of Inge King
Vladimir Lenin and his enlightened Commissar for Education and Culture Anatoly Lunacharsky may not have personally liked or understood Constructivism, but were happy to tolerate artistic diversity. Some of the subsequent Soviet leaders were incapable of accepting anything other than academic realism. Constructivism never died in the Soviet Union, seeking refuge in typography, filmmaking, photomontage and poster art, but it did take root in the West and ultimately permeated many aspects of art and design.
Erika Esau link
Such an exciting movement!
Lansheng Zhang
What a great term of "carrot coffee"!


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This part one of a group of blogs on Kircher's Ars magna lucis et umbrae this books covers such a broad scope I've picked a few subjects to focus on and today Will be the Macic Latern "De Lucerna[e] Magicae"
720G Athanasius Kircher 1602-1680
Athanasi Kircheri Fuldensis Buchonii è Soc. Jesu presbyteri ars magna lucis et umbræ, in X. libros digesta. Quibus admirandæ lucis & umbræ in mundo, atque adeò universa natura, vires effectusque uti nova, ita varia novorum reconditiorumque speciminum exhibitione, ad varios mortalium usus, panduntur. Editio altera priori multò auctior.
Amstelodami, Joannem Janssonium à Waesberge, & hæredes Elizæi Weyerstraet. 1671 .
Folio *4, **4, ***6, (*)2, A-Xxxx4 Second Enlarged edition. This copy is bound in contemporary calf with nicely gilt spine.
Kircher's Major Scientific Work and his Principal Contribution to Optics"In Ars magna lucis et umbrae Kircher discusses the sources of light and shadow. The work deals especially with the sun, moon, stars and planets. Kircher also treats phenomena related to light, such as optical illusions, color and refraction, projection and distortion, comets, eclipses, and instruments that use light, such as sundials and mirrors. He theorizes about the type of mirror supposed to have been used by Archimedes to set Roman ships afire, drawing from notes of his own experiments performed in the harbor of Syracuse. The work includes one of the first treatises on phosphorous and fireflies. Here Kircher also published his depictions of Saturn and Jupiter as he saw them through a telescope in Bologna in 1643. On that occasion he observed that the planets were neither perfectly round nor self-luminous, contrary to the popular Aristotelian belief that they are perfect, unchanging spheres."Kircher takes a great interest in sundials and mirrors in this book, and several interesting engravings are of fanciful sundials. He had written extensively on these subjects on his previous work, the Primitiae gnomonicae catoptricae. In Ars magna lucis et umbrae Kircher also discusses an odd ancestor of the modern projector: a device called the 'magic lantern,' of which he is generally, though erroneously, considered the inventor. "Before writing this work, Kircher had read Kepler's Ad vitellionem paralipomena (1604), the first modern work on optics and was influenced to some extent by it. The Ars magna lucis et umbrae reveals Kircher's contribution as an astute observer and cataloguer of natural phenomena" (Merrill)
Kircher and the Magic Lantern
Invented by Huygens in 1656, the magic lantern was the precursor of both the slide machine and the motion-picture projector. It was disseminated with great success to the public throughout the 1660s by the entrepreneurial Thomas Rasmussen Walgenstein who was also the one who had christened Huygens' device the "magic lantern". Impressed by the magical device's growing popularity, Kircher includes the first illustrated description of the magic lantern, "De Lucerna[e] Magicae seu Thaumaturgae Constructione", on page 768 of his second edition of Ars magna lucis et umbrae published in Amsterdam in 1671. (Devices of Wonder, p. 297).
Prominent Dutch scientist Christiaan Huygens, is nowadays widely accepted as the true inventor of the magic lantern. He knew Athanasius Kircher's 1646 edition of Ars Magna Lucis et Umbrae which described a primitive projection system with a focusing lens and text or pictures painted on a concave mirror reflecting sunlight. Christiaan's father Constantijn had been acquainted with Cornelis Drebbel who used some unidentified optical techniques to transform himself and summon wonderful appearances in magical performances. Constantijn Huygens wrote very enthusiastically about a camera obscura device that he got from Drebbel in 1622.
Probably the oldest document concerning the magic lantern is a page on which Christiaan Huygens made ten small sketches of a skeleton taking off its skull, above which he wrote "for representations by means of convex glasses with the lamp" (translated from French). As this page was found between documents dated in 1659, it is believed to also have been made in 1659.
Huygens probably only constructed the lantern to amuse young family members and soon seemed to regret it, as he thought it was too frivolous. In a 1662 letter to his brother Lodewijk he claimed he thought of it as some old "bagatelle" and seemed convinced that it would harm the family's reputation if people found out the lantern came from him. Christiaan had reluctantly sent a lantern to their father, but when he realized that Constantijn intended to show the lantern to the court of King Louis XIV of France at the Louvre, Christiaan asked Lodewijk to sabotage the lantern.
Huygens' 1694 laterna magica sketch, showing: "speculum cavum (hollow mirror). lucerna (lamp). lens vitrea (glass lens). pictura pellucida (transparent picture). lens altera (other lens). paries (wall)." Christiaan initially referred to the magic lantern as "la lampe" and "la lanterne", but in the last years of his life he used the then common term "laterna magica" in some notes. In 1694 he drew the principle of a "laterna magica" with two lenses.
Walgensten's magic lantern as illustrated in Dechales Cursus seu mundus mathematicus (1674) Thomas Rasmussen Walgensten, a Danish mathematician, studied at the university of Leyden in 1657-58 and was acquainted with Christiaan Huygens. It is unclear if one was inspired by the other or if they even may have collaborated on the development of the magic lantern. At least from 1664 until 1670 Walgensten was giving magic lantern shows in Paris, Lyon, Rome and Copenhagen, and he "sold such lanterns to different Italian princes in such an amount that they now are almost everyday items in Rome" according to Athanasius Kircher in 1671. When Walgensten projected an image of Death at the court of King Frederick III of Denmark some courtiers were scared, but the king dismissed their cowardice and requested to repeat the figure three times. The king died a few days later.
One of Christiaan Huygens' contacts imagined in how Athanasius Kircher would use the magic lantern: "If he would know about the invention of the Lantern he would surely frighten the cardinals with specters." Athanasius Kircher would learn about the existence of the magic lantern via Thomas Walgensten and introduced it as "Lucerna Magica" in the widespread 1671 second edition of this book Ars Magna Lucis et Umbrae. Kircher claimed that Thomas Walgensten reworked his ideas from the previous edition of this book into a better lantern.
Kircher described this improved lantern, but it was illustrated in a confusing manner:
the pictures seem technically incorrect with both the projected image and the transparencies shown upright (while the text states that they should be drawn in an inverted position), the hollow mirror is too high in one picture and absent in the other, and the lens (I) seems to be placed at the wrong side of the slide. Experiments with a construction as illustrated in Kircher's book proved that it could work as a point light-source projection system. The projected image in one of the illustrations shows a person in purgatory or hellfire and the other depicts Death with a scythe and an hourglass.
According to legend Kircher secretly used the lantern at night to project the image of Death on windows of apostates to scare them back into church. Kircher did suggest in his book that an audience would be more astonished by the sudden appearance of images if the lantern would be hidden in a separate room, so the audience would be ignorant of the cause of their appearance.
The earliest reports and illustrations of lantern projections suggest that they were all intended to scare the audience. French engineer Pierre Petit, who saw a show by Walgensten, called the apparatus "lanterne de peur" (lantern of fear) in a 1664 letter to Huygens. Surviving lantern plates and descriptions from the next decades prove that the new medium was not just used for horror shows, but that all kinds of subjects were projected.
De Backer Sommervogel IV, col. 1050, no.9 ; Ferguson I.466; Vagnetti EIIIb42; this edition not in Merrill or Becker; Barbara Maria Stafford & Frances Terpak, Devices of Wonder, (Getty, 2001); Linda Hall Library, Jesuit Science, 10; Kemp, Science of Art, pp. 191 (camera obscura); Harvey, Luminescence, pp. 103ff; Wheeler 169 (1671 ed.).; Caillet 5770
"De Lucerna[e] Magicae", camera Obscura, Early modern amusment, Kircher, Magic Lantern, Movies, projectors


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Home » Arts & Literature » Shoaib – Dr. Monika Show on S&S Radio, Cornwall ON
Shoaib – Dr. Monika Show on S&S Radio, Cornwall ON
Posted by: Monika Spolia in Arts & Literature, Blog, Entertainment, News, Slider August 20, 2019 2,783 Views
August 19, 2019, Cornwall – A joint venture by Shoaib Sadiq and Dr. Monika Spolia, The Shoaib – Dr. Monika Show, is a great success. One of its kind, the show takes a lighter tone on everyday issues and realities amongst South-Asians and other communities alike.
"There was a dire need of some form of media for our community in Cornwall and now I am actually a part of it. It feels great," says Shoaib Sadiq, the host and the director of the show. Shoaib is a writer from Cornwall who has written 4 books of short stories and one novel. The novel is in Urdu but the short-stories have been translated from Urdu to Hindi and Punjabi as well. He is an accomplished writer who writes with passion.
The show is definitely a hit. I mean who doesn't like to lighten up and laugh a little. Though the show is full of jokes but they are like anecdotes to contemporary social issues.
"Social issue are not taboos but there is a way to talk about them. We poke around them and joke around them in the show. It is laughter all around," says Dr. Monika Spolia, the co-host and the director or the show. She is the editor of Bharat Times Journal since 2003 and she has written 2 books, one on Gandhi ji and another about poems in English and Hindi.
This is the 8th radio show and below are the links to all of them up to today.
Shoaib – Dr. Monika Show on S&S Radio Cornwall (August 19, 2019)
Shoaib – Dr. Monika Show on S&S Radio Cornwall (August 6, 2019)
Shoaib – Dr. Monika Show on S&S Radio Cornwall (May 9, 2019)
Shoaib – Dr. Monika Show on S&S Radio Cornwall (April 25, 2019)
Shoaib – Dr. Monika Show on S&S Radio Cornwall (pilot show on April 11, 2019)
+Monika Spolia
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What's a poem to a scientist? A fairy tale to a physicist? A riddle to an engineer? A novel to a biologist? Is it even important for seemingly rational, literal-minded scientists to engage with and understand these types of works? Senior News Reporter Franklin Lewis discusses this and more with literature professor Barbara Mossberg, along with whether aspiring scientists should study the liberal arts; the geniuses of the scientific world who have simultaneously been poets, musicians and philosophers; and the relationship between our scientific understanding of the world and our ability to empathize with the others around us. This is episode two of season three of Spotlight on Science, a series from the Emerald Podcast Network designed to spark conversations across disciplines with scientists, researchers and intellectuals at the University of Oregon to discuss their work in a way that is understandable to everyone. The music in this podcast is "Zombie Disco" by Six Umbrellas. This episode was produced and edited by Ryan Nguyen.


text:
AA Podcasts
League Networks
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Announcing Schedules
Viewing Picks
The Power of Deadspin
2006 ArticlesBy Brian Powell on 06/13/2006 01/28/2023
So my new "best friends" at http://Deadspin.com put up a post today with a link to my site, and brought a ton new peeps to the site. Since this site is only a month old you can feel my joy, oozing through the graph below.
Their glorious Tuesday just dwarfs my pathetic….umm everything. So thanks Deadspin, may you continue to dominate me.
Here is my mention: http://www.deadspin.com/sports/leftovers/leftovers-waste-management-180432.php
And here is the story that I wanted to do today (please read Big Daddy Drew's poem….it makes me smile): http://www.deadspin.com/sports/college-basketball/revisiting-the-days-top-story-redick-180452.php
About Brian Powell
View all posts by Brian Powell
Five movies we look forward to seeing in 2023
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"I totally understand. My boobs are real."
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The bank is said to have offered to provide between 700 million and 1 billion euros.
Oakland A's add Johnny Doskow to 2023 broadcast team
"Johnny was a gift to the Sacramento sports landscape for over two decades."
Craig Carton explodes at the notion that his James Dolan interview was soft
"To say on Twitter right now that we did not confront Dolan about fans being concerned that they might be banned or harassed because they took a shot at James Dolan...is a bold-faced lie."
By Brandon Contes On Jan 27, 2023 5
Emmanuel Acho & Van Lathan spar on Twitter over Higher Learning podcast appearance
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so now he thinks he's a human.
its wing so it can't be mended.
Being cussed enough myself to bridle at being told 'There's a poem in that for you' I admire your restraint Patricia. I also recall a demonstration of owls at a school I taught in. It was one of the scariest things I ever experienced. There is a sadness in this poem which you restrain yourself - admirably - from labouring. 'Yellow as Nefertiti's necklace....' Lovely stuff.
He does recognize the poet in you. We are present watching the hawks with you. I didn't know the term, imprint bird--happy to learn something new also. Keep writing.
Your grandson gets it for sure; he recognizes the poet in you. Beautiful poem, appreciated by another Nana.


text:
Lipa Sara – pomnik przyrody, lipa drobnolistna (Tilia Cordata), rosnąca w dzielnicy Płakowice przy ulicy Widokowej. Prowadzi do niej biegnący wzdłuż cmentarza komunalnego w Lwówku Śląskim niebieski szlak. Naprzeciwko budynku nr 13 rośnie lipa drobnolistna "Sara".

Obwód pnia wynosi 350 cm. Lipa opatrzona jest stosowną tabliczką.

Przypisy

Lwówek Śląski
Lipa Sara

redpajama_set_name: RedPajamaWikipedia


Spikers are a strange race of humanoid creatures whose faces resemble a human, but a spiker's mouth is nearly seven inches wide and is filled with double rows of long, needlelike teeth. Spikers are covered from head to toe in small, thick scales. The red-scaled variety of spiker is most common, but few of these abominations are encountered nowadays.
Spikers dwell is remote areas of wilderness where they prey upon any living creature unfortunate enough to wander too near its usually well-hidden lair.


The property listing with MLS# RX-10312657 at 2 Ocean Boulevard, Fort Pierce, FL 34949 is no longer eligible for IDX display. It may be under contract or no longer available on the market. Use the links below to search for homes for sale in the area.
View homes for sale in Surfside Harbor.


The goal of Math Games is to engage students in meaningful mathematical problem-solving experiences, build math knowledge and skills, and increase their desire to learn through fun activities.
Math Games are fun activities that develop targeted math strategies and skills. They can be competitive, cooperative, whole group, small group, or solitary. These games can provide structured play, in which students are highly motivated to engage in mathematical thinking, have mathematical conversations, remember numerical combinations, and develop problem-solving strategies.
Begin by talking to the school-day teacher to find out about the math concepts and skills students are learning, and what kinds of games can extend their knowledge. For example, if students are learning to multiply and divide, a fun game that lets students compete for solutions can extend their learning. Select appropriate math games that target particular strategies and skills and tap students' interests. Allow students to work together in small groups or as a larger group. Facilitate learning during the games by asking questions that encourage students to use what they know about math to find the answer. Guide student thinking and highlight important mathematical concepts through modeling, asking questions, and facilitating conversations with and between students.
In addition to tapping children's natural motivation to play, math games offer several other instructional advantages, including opportunities for choice, high concentration, and informal instruction. Choice promotes engagement while providing students with opportunities to increase their understanding and application of math skills and concepts, gain computational fluency, and utilize communication skills to justify their moves. Games also encourage social interaction and immediate feedback.
Math games are a fun way for students to build math skills and practice problem solving. Many of the games can be played using teams where students can strategize together and model for one another. However, some ELLs who lack confidence in their language and math skills may be reluctant participants. It may be best for the afterschool instructor to first demonstrate or model how the games are played and to pair beginning ELLs with an English-speaking teammate or partner who can help ELLs through an initial practice round.
Games often include language and rules that are unique to that game. ELLs might be confused by a new game that they have never experienced. Therefore, it is important for the afterschool instructor to preview each game in order to highlight any new vocabulary, math concepts, and/or language structures that ELLs might need in order to fully participate and be successful in that activity. If given this kind of support, ELLs will be communicating, collaborating, and competing with their classmates—and that is when the real learning will take place.
Think about how you might divide up groups?who works well together? Which students could assist other peers? What roles will you assign to different members of the group so that each student participates?
Students use algebraic skills and visual clues to determine rules for sorting and classification.
This game requires no physical preparation.
Set norms for group play.
Explain that you are thinking of a rule—one thing that students have in common—that you want students to guess. You will put students who meet your rule in a small group to your right, and those who don't in a small group to your left.
Choose a rule that is easy to recognize, such as students who are boys, or students who are girls. Remember not to say what your rule is; you want students to guess.
What made you choose that person?
What does your choice have in common with others in the "meets my rule" group?
How is your choice different from students in the "meets my rule" group?
Once students understand the game, let them take turns coming up with a rule (students who are wearing red) and challenge them to come up with new and more challenging rules.
Identify two areas in the room where students will cluster once the game begins. One area should be labeled "does not satisfy this rule" and the other "does satisfy this rule."
To begin, the activity leader thinks of a rule (for instance, wearing red) but does not reveal the rule to the group.
Students will nominate someone from the group that they believe may satisfy the rule.
Direct that student to join the "does not satisfy this rule" or "does satisfy this rule" cluster, based on the predetermined rule.
As the clusters increase in size, encourage all students to discover the rule. Ask students to refrain from guessing, and to make sure they check their suspicions as to what the rule may be before asking the instructor whether their discovery indeed is the rule.
Ask students questions such as,"Why do you think that arrangement satisfies my rule?" "What do you notice?"
The activity leader should initially be the instructor, who will model how the game is to be played; however, students can then take turns as the activity leader.
For a small-group activity, students can sort buttons, cards, or numbers into two groups, trying to find the rule of the activity leader.
Do a practice round in which the afterschool instructor tells students the category or rule, and students have to divide themselves. This will help ELLs understand why the group is being divided.
Keep the initial groupings familiar and concrete so that ELLs can understand and visualize the criteria for forming groups independent of language ability. Use real objects that are available in the classroom such as buttons, writing utensils, counters, or clothing whenever possible or have pictures available.
Be sure to demonstrate or literally point out the criteria or concept being applied after each sequence. This is a great opportunity for oral language development.
Be sensitive to classroom diversity issues when choosing or allowing students to choose categories or rules by which students themselves might be categorized. This is a great activity to bring diverse groups of students together rather than have them separated by eye color or hair color or language. To avoid such situations, the afterschool instructor may want to have several categories written on slips of paper that students can pull out of a hat.
When dividing the room in half and labeling each side, try substituting a more familiar phrase such as "meets the rule" or "follows the rule" instead of "satisfies the rule" and "does not satisfy the rule."
Sam is wearing blue. Tina is not (isn't) wearing blue.
They are wearing blue. They are not (aren't) wearing blue.
This button is round. This button is not (isn't) round.
These buttons are round. These buttons are not (aren't) round.
Be aware of the verbs and language forms used when modeling for ELLs. The language should naturally flow out of the context or situations as shown in the examples. The idea is to limit the language structures being modeled so that ELLs can recognize and practice familiar structures. If too many sentence patterns are used interchangeably to describe one rule, ELLs may not understand the basic rule being described and may be reluctant to speak themselves.
Contractions and pronouns are okay. ELLs need to learn English as it is spoken, but usage should conform to general standards.
Students create number sentences using four numbers and any combination of addition, subtraction, multiplication, and division to make 24.
Familiarize yourself with the game's instructions and goals.
You may want to begin by reviewing the factors of 24 to familiarize students with the game. This will help get them warmed up to approaching one number through a variety of operations and all the ways that you can get to 24.
One of the common mistakes students make is repeating an operation they have already used. For example, 4 x 2 x 2 + 8 = 24 is the same as 8 + 2 x 2 x 4 = 24. But rather than pointing this out as a mistake, use questioning strategies to help students see for themselves if they have or have not come up with a new way of getting to 24, and encourage them to keep trying.
Present students with a game card which has four numbers on it, making sure all students can view the card.
Ask students to create number sentences using the four numbers and any combination of addition, subtraction, multiplication, and/or division to make 24. Students can use each number on the card only once in their number sentence.
Encourage students to use mental math but allow them access to tools, if necessary.
Have one student share a number sentence, allowing other students to check and see if the calculations were correct.
Ask students if there is more than one number sentence that solves the problem. Provide time for students to share all the number sentences that are created.
In addition to requesting a solution, ask students how they developed the solution. This will provide you and their peers a glimpse of their problem-solving strategies.
These steps can be repeated with other game cards time permitting.
Give students a deck of cards (each card has four numbers on it).
Using the four numbers on the card, encourage students to record all of the number sentences they find that make 24.
Encourage students to share their findings with their group and with you when you join their group.
While you are with each group, make sure that you ask students questions that guide them to additional strategies and number sentences where appropriate. For example, "Is there another way to make 24?" or "How did you figure this one out?"
Students can continue this process for an allotted time or until they have completed their deck of cards.
To clarify the rules and objectives of the game, try presenting beginning ELLs with four individual number cards rather than one single card with all four numbers written on it. Have another colored or slightly different card imprinted with the number 24. Create more cards with parentheses, the equal sign, and symbols representing the operations of addition, subtraction, multiplication, and division. Ask students if they can arrange the order of the cards so that the final answer is 24. You may need several of each of the operations cards.
In addition to listening to instructions, it is important for ELLs to receive new information and instructions by seeing and touching (if possible). When ELLs can see and demonstrate for themselves that the numbers and symbols can be rearranged to equal 24, they are also demonstrating their understanding of the problem to the instructor.
Have English-speaking partners model reading the number sentences. Encourage ELLs to read the number sentences with their partners and, if they are confident, for the entire class.
Students hide geometric shapes on coordinate grids while others try to find the vertices from hints.
Determine how you would like to generate the groups. You might have students count off by threes, or assign them to a group of three.
Students may have a question about how to start, and it may be helpful to talk with them about how the playing grid works and the vocabulary that relates to it: x-axis (the horizontal axis), y-axis (the vertical axis), ordered pair, (x-coordinate, y-coordinate), vertex, edge, and the names of common geometric shapes, from triangle through octagon.
Students may begin by using their own informal terms, which is fine, but be sure to check their understanding of the underlying concepts, and encourage them to order their points in an x,y sequence. For instance, even if they are using terms like "four points up" or "three to the right," ask them to put the horizontal direction first.
As students play, encourage the group seeking the figure to talk about how they will keep track of each guess, and which of the four conditions each guess met. The hider should tally the number of guesses.
The students' language to refer to the points may be ambiguous. Phrases like, "the point all the way at the left" or, "just below the last point" may come up. If you hear something like this, ask the seekers how the hider will know how to answer and whether there is a more concise, less ambiguous way to refer to a point. This way, students may see the value of the (x,y) ordered-pair approach, which does not depend on outside references and is less ambiguous.
If someone draws a circle, or another shape that is not a polygon, ask them to draw a regular polygon instead, but as time allows discuss circles or curves after the play.
Ask students to review their strategies. Were some figures harder to find than others? Why? How did they keep track of what they had discovered?
Group students into threes. One student hides and the other two seek geometric figures in a coordinate system.
Provide the hider with one grid and the "seekers" with an identical grid. During play, the hider is back-to-back with the seekers.
Have the hiders draw a geometric shape on the grid, making sure the vertices, the intersections of two or more lines of the geometric figure (for instance, a corner), have integer coordinates.
After the hider draws the geometric shape, he or she begins the game by telling the seekers what type of geometric shape was drawn.
The goal of the game is for the seekers to cooperatively locate the points corresponding to the vertices of the hidden shape. The hider provides clues after each guess that tells the seekers where the guess is relative to the shape. There are four clues that can be given during the game: (1) inside the shape; (2) outside the shape; (3) on an edge but not a vertex; or (4) a vertex. The seekers use the clues, their knowledge of a coordinate system, and their knowledge of the properties of geometric shapes to find the vertices in as few guesses as possible.
Once the seekers have determined all the vertices of the shape, students rotate positions so that each student has the opportunity to be the hider.
Have an easily readable poster or word wall with the necessary vocabulary and illustrations for students to refer when needed. Or let students use picture dictionaries or other resources that include both the word and a visual referent for each term.
In order to demonstrate how the game is played, play a whole-class practice game using the overhead projector with the instructor providing a shape for students to guess. The instructor can also help students strategize about how to make a good guess.
Don't worry about ELLs' sentence structure or correctness apart from the ordered number pairs, the clues, and the math vocabulary. This is a great activity for them to practice vocabulary in context and gain fluency speaking with their peers.
Many mathematical terms in English have cognates in other languages. For example, the words "axis" is the same in English and in Spanish. Other words may vary only slightly from one European language to another. For example, "rectangle," "rhombus" and "vertex" are rectángulo, rombo, andvértice, respectively, in Spanish. Some ELLs, like English-speaking students, may not yet know many of these geometric terms and concepts in their native language. Translation will not help those students who do not yet understand the underlying concept.
Have beginning ELLs practice matching simplified versions of each clue with a sample shape. Model by pointing and repeating Inside the shape or Outside the shape. Next, have them point when you repeat those phrases.
Try substituting the words "line" and "corner" for "edge" and "vertex." The goal is for them to eventually use the more precise terms, but students can often understand and build upon the more familiar terms.
Students develop an understanding of data and probability while they determine if the game they are playing is fair.
Print out accompanying PDFs and familiarize yourself with the scenarios students will be involved with. If necessary, make time to share the lesson with a day-time mathematics instructor to converse about the standards and mathematics involved.
Decide how you will organize students into pairs (allowing choice or assigning partners).
Make sure all materials are available for all students.
Prepare a brief introduction of the game and students' mission during the game. Students have probably had experiences playing dice games as well as games of chance. You may decide to ask students to share these experiences and to think about whether they felt the games were set up fairly. The goals of this discussion are to clarify the task and pique students' interest in the problem.
Give a brief introduction of the game and the expectations of the lesson.
Ask students to familiarize themselves with the instructions and to get started as soon as their twosome is ready. Before playing, students are asked to predict which player they think will have the most wins. You can collect the predictions by putting tally marks on the board for Player 1 or Player 2. Be sure to ask students to talk about the reasoning behind their predictions.
Circulate and stay involved while students play and answer the questions on the worksheet. While talking with students, try to generate student thinking without giving away answers or leading students down a particular line of thinking.
For example, you can ask students, How did you arrive at this answer? or What happened when you modified the game board?
Ask, Are you surprised by the results? Why or why not? What is surprising to you?
Once students realize that Player 2 wins most of the time, ask, Why would it be that Player 2 wins more often than Player 1?
To get students ready to answer the questions on the theoretical probability of the game, you can ask, Based on what you know about probability, how often do you think Player 2 should win? All the time? Half the time? How could you figure this out?
As students play the game, encourage them to bounce ideas around about who is winning and why. Student dialogue will enhance the richness of the game and the learning experiences associated with playing it.
Be prepared for some students to move forward to the extensions and/or save the extensions for another day. You may decide that some students can take the extensions home to work on (and play with a family member) if they wish.
After students have played the game and answered the questions, lead a class discussion on fairness in games and what it means. This will allow students to affirm their learning by thinking through and comparing what they discovered while they played. (e.g. their thinking, their discoveries, their theories, their ideas).
Students exercise their imaginations and creativeness to modify/develop games.
Students roll number cubes to move a bicyclist toward the finish line, and then create a chart showing the frequency of the numbers rolled.
Print out the PDF to use as the game board. Laminate or cover it with clear contact paper.
If you plan to introduce the game to the whole group, make an overhead copy of game board.
Who is ahead? Which bicyclist is in first place right now? Who is in second place? How far behind is the second place bicyclist? How do you know?
How far from the finish line is bicyclist 5?
Which bicyclist moves ahead this roll? How do you know?
How many times have you rolled a 5? How do you know?
For whom did you cheer in this game? If you play the game again, are you going to pick this bicyclist to cheer on again?
Which bicyclists are more/less likely to win? Why?
Will bicyclist number one ever win? How do you know?
Set the game up, making sure that all students can see the game board (an overhead projector might help).
Have students select a number (1-12) that they will cheer for; each number represents a cyclist on the board game.
Ask students to predict who will win and why.
Provide two number cubes and have students take turns rolling dice.
After each roll, students add the two numbers rolled and mark an X in the next empty space above the bicyclist whose number corresponds with the sum of the two numbers rolled.
Each X represents the bicyclist moving closer toward the finish line.
Students continue taking turns rolling the cubes and charting the outcome until one of the bicyclists reaches the finish line.
As students play, encourage them to predict who they think will win, who is ahead, and why. Ask questions throughout and after the game. See Teaching Tips for sample questions.
In order to set the scene of a bike race, ask if any students have ever raced their bikes with a friend. If possible, show a picture of a bike race or racers to clarify the context of this activity.
Give each student a copy of the Race to the Finish game board so they can practice listening and demonstrate their understanding of the course of events. Beginning ELLs may not contribute orally, but they can often demonstrate their understanding with a non-verbal, physical response—in this case by marking an X in the proper column for each bicyclist.
Pair beginning ELLs with English-speaking partners initially so that they can check whether the ELL is tallying correctly and offer help if needed. It is important to encourage English-speaking partners not to automatically share answers with ELLs but to wait, watch, and offer help only when necessary.
Provide frequent opportunities for students to practice their understanding and pronunciation of ordinal numbers: Who is first? Who is fifth? ELLs who understand numerals and ordinals can practice pronunciation of ordinal numbers, which can be difficult for all young students but especially for those speakers of languages in which the final "-th" sound does not exist.
Using a Price is Right game scenario, students see, touch, or hear objects, and are asked to use estimation to predict an object's size.
Gather a variety of items to measure, and tools to conduct the measurement.
Develop age-appropriate questions regarding the materials.
Determine the order in which students will participate (for example, by picking names from a hat).
Set group norms for play.
How long is this pencil? Is the actual length longer or shorter than 15 cm?
How long (in seconds) does it take ... (me) to .... (count to 20) at a normal rate? Is the time it will take me to count to 20 higher or lower than 30 seconds?
How far (in inches) can I jump? Is the length that I can jump more or less than 18 inches?
How many of these cups does it take to fill this jar? Is the number of cups that it will take to fill this jar larger or smaller than 4?
How many fluid ounces are in this container? Is the number of fluid ounces in this container higher or lower than 8?
How large is this angle? Is the measurement of this angle greater or lesser than 30 degrees?
How heavy is this rock? Is the weight of this rock more or less than 10 grams?
Select a student or two to be contestants and to "come on down" to play the game.
Explain to students that they will be presented with an object and asked to answer a given question about the object (relating to its size).
Present the players with the item, then ask your pre-selected question (see sample questions in the Teaching Tips). Choose items and corresponding sizes appropriate for the age of the player.
After contestants make a higher/lower decision, have them check if they are correct by selecting a tool and completing the measurement to determine the actual size of the item.
Encourage the audience to coach the player as they try to come up with the correct answer.
ELLs, like many other students, probably aren't familiar with the format of The Price is Right game show, so you may have to model an example or two with students who might already be familiar with the program.
Since the metric system is more commonly used throughout the world, students from outside the United States may not be familiar with U.S. customary units such as ounces (liquid and weight), feet, and pounds. This presents an opportunity for ELLs to provide their metric-system expertise while their English-speaking partners can help with concepts such as gallons and miles per hour.
Show ELLs what the unfamiliar base unit looks like before asking them the question. For example, show students what a liquid ounce looks like before asking them the question "Does this cup hold more than 10 ounces or less than 10 ounces?"
In this activity, ELLs will have to grapple with unfamiliar language in addition to a new measuring system. Comparative words such as "faster/slower," "higher/lower," and "greater/less than" may be difficult for ELLs to understand and use independently. Use hand and arm gestures to demonstrate the quantity being compared and allow students to do the same when giving their answers.
Model and encourage ELLs to use new comparative vocabulary words and phrases. With more advanced students, model and encourage them to try using the words in a complete sentence, such as A pencil is shorter than one foot.
Encourage all students to give their final answers using the number and unit, such as "two cups or five minutes."
The Internet provides numerous free, high-quality learning games that enhance math skills. When looking for math games on the Internet, look for games that do not resemble drill and practice. There are many mathematics simulation games available for students on the Web. Absurd Math is an interactive math problem solving game in which players gain power using mathematical skill and knowledge.
Older students can apply their mathematical skills by creating computer games using free Game Maker software. The Game Maker Web site showcases games created with its software as well as instructions for using the software to create educational games.
Annenberg Media (1997-2005). Workshop 5: Idea-making. Looking at learning.... Again. Retrieved September 9, 2005 from http://www.learner.org/channel/workshops/lala/synopses.html.
Braxton, B., Gonsalves, P., Lipner, L., Barber, J. (1999). Math around the world. Berkeley, CA: University of California.
Kamii, C. 1984. Young children reinvent arithmetic: Implications of Piaget's theory. New York: Teachers College Press.
Kamii, C., DeVries, R. 1980. Group games in early education: Implications of Piaget's theory. Washington, DC: National Association for the Education of Young Children.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.


As 23-year-old Belmont campus security dispatcher Benjanique Amos fights against an aggressive brain tumor, the Belmont community stands behind her in support.
Vice President for Administration and University Counsel Jason Rogers emailed a link to faculty and staff on March 28, encouraging financial support for Amos through donations.
As of Wednesday morning, 72 faculty and staff members donated over $3,000 to help pay for Amos' treatment.
Amos' family hopes that proton therapy — an extremely costly method of treatment — would help in ways past treatments could not.
And now because of the support from the Belmont community, Amos will begin treatment next week.
This week featured several events to support Amos through donations and prayer.
Sponsored by the Office of Human Resources, a bake sale took place in the Massey Business Center starting at 8:30 a.m. on Wednesday. All proceeds went to benefit Amos.
Additionally, University Ministries, Human Resources, Campus Security and the University Staff Advisory Council are sponsoring a prayer service that will take place in the Bell Tower Chapel on Friday at 11:30 a.m..
Rogers encouraged continued support from the community.
"All are invited to spend time together praying for Benjanique, her family, and medical providers," he said in the email.
This article written by Elizabeth Phillips. Photo courtesy of Belmont's Office of Communications.


4 Most Common Sleep Disorders Homeopathic Remedies for Autism Epilepsy - Is Surgery An Option? How to Treat Brain Tumor With Ayurvedic Remedies Sleepwalking - 11 Things You Must Know! Parkinson's Disease - Are You Aware Of These Signs?
Very nice doctor listen patiently about problem.


Kickin' off Summer with Cars, Cash, and Gucci Mane!
The 2019 102 JAMZ CAR Show's coming to Winston-Salem Fairgrounds, Sunday, May 5th, with more than $20,000 in cash, plus Hi-Risers, Low Riders, New Schools, Custom Bikes, Fast & Furious Imports, Trucks, SUVs and more. Non-stop entertainment featuring Gucci Mane starts at 11 AM.


Spectacular ocean views span upto 180 degrees in front of you. Maui is visible on a clear day. Unique and private 141 acres of gentle sloping, open pasture nestled between the Hanaula and Waikaulapala Gulches. Gulches are famous for tropical foliage and birds. You might see or hear cardinals, yellow finches, hawaiian hawks & owls, golden plovers and more. Planted in this rich soil are 800+ of the worlds finest Cacao plants. Criollo is a mild cacao bean and only 5% of the world's crop. Most of the Beans are sold to Madre Chocolates in Oahu. Additionally growing are avocado, coffee, kava and macadamia nut trees.
The Kohala ditch runs through the bottom portion of the property and at the top is a 30,000 gallon shed roof catchment tank, which feeds a 10,000 gallon tank closer to the barn. The shed roof system currently collects approx. 1000 gallons of water per 1" of rain. This property also has a county water meter, which supplies water to the barn and house. There are 2-3 areas earmarked as building sites. They have amazing views and are on top of the 141 acres. The house on the property was meant for the farm manager, it is 1,344 sq. ft. house has 3 bedrooms, 2 baths, lava rock outdoor shower, large lanai and detached oversized 2 car garage. The barn was designed by renowned Hawaii architect, Clem Lam. There is a large office, full bathroom, studio/storage area upstairs, and 2 large roll up doors opening to storage area. The barn has hot water on demand and a full PV system on the roof which supplies grid tied power to barn and residence. Barn also includes a 50A service for electric vehicle charging or welding machine. The green house is serviced with AG water but can be easily changed to county water if needed. It is being used as the nursery and cacao drying facility for the property. Large cover-all AG building is for storing a large array of farm equipment. Farm equipment and vehicles are available separate.


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Fitzsimon & Brogan // This Girl, The Girl Who Shouted Love at the Heart of the World
Today on the stage of Nova Music blog we have the duo Fitzsimon & Brogan, from London, UK. It is formed by songwriter Neil Fitzsimon and singer Bee Brogan, who has been members of the Pretty Blue Gun band, which signed with an independent label, licensed to Sony.
The band released two critically acclaimed albums, produced by Pat Collier (Katrina and the Waves, Walking on Sunshine) and featuring members of The Art of Noise, Dave Bronze (bassist for Eric Clapton), Tobias Boshell (Moody Blues) and guitarist Pip Williams, just to name a few.
After the band broke up, Neil and Bee joined together to create their "pure pop for now people". To date they have released 8 singles and 4 albums. Their songs have been included in films and TV productions. They wrote the Jack Dagger musical, presented at the Greenwich Theater in London, for the Musical Futures Award, and at the Bridewell and the Royal College of Music in London. One of their tracks reached number 3 in a French national download chart, while their single Girl In a Gilded Cage hit #1 in Belgium's iTunes charts.
With such a rich curriculum, this might already be the end of the article and the only thing left to add would be to listen to the music of Fitzsimon & Brogan. But, as you may already know, here on Nova Music blog we like to dig deeper inside the music we review. So let's continue. It's really worth it!
To better focus on the successes achieved by these two brilliant artists, we have chosen to review their latest releases: the album The Girl Who Shouted Love at the Heart of the World and one of its singles, This Girl.
The album is a fluid ride through 15 tracks, for just under an hour of music, offering a brilliant, pure and fresh pop sound. It shows a mix of melodies and styles, which embraces the feelings of the 80s and 90s, enriched by a contemporary and creative touch. It is as if Fitzsimon & Brogan were able to put a secret ingredient in grandma's apple pie. More or less everyone knows how to bake it, but Neil and Bee can bake a "better" one. They play a genuine and perfectly performed pop music that has no frills and yet something more, a sort of magic powder they're able to spread here and there, as in a magic trick.
That's how you'll fall in love with the entire album just by listening to the first track, This Is Love. Song after song, you'll find yourself singing along with all of them. And you will continue even after the end of the last one, you can bet on it.
This Is Love is a beautiful song. The perfect introduction to a journey through the music of Fitzsimon & Brogan, full of engaging rhythms, colorful tones, along with melodies and voices so brilliant they shine their own light.
We thus arrive around the middle of the album, where we discover another gem in the 8th track: This Girl. This song, which is a testimony of what true love is, delights us with a feeling of carefree innocence. This is the example of how to produce a melodic pop song for the modern music industry. Take easy-to-relate lyrics and a well-structured arrangement with musical hooks and excellent vocals. Mix them together and you're done.
Continuing listening, Fitzsimon & Brogan live up to our expectations. They continue to please us, with a genuine mix of catchy melodies and an exuberant pop sound, to then flow gently into the deeply intimate aura of the last track, Early Frost.
All this is the secret recipe for Fitzsimon & Brogan's apple pie.
One of the oldest recipes in the world.
Everyone knows how to bake it.
But nobody has the secret ingredients of Fitzsimon & Brogan.
We want more. Don't you?
Listen now to This Girl and The Girl Who Shouted Love at the Heart of the World. Discover all the Fitzsimon & Brogan's music, and keep updated on their upcoming releases checking their official website [ here ].


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package com.microsoft.azure.keyvault.models;

import java.util.List;
import java.util.Map;
import com.fasterxml.jackson.annotation.JsonProperty;

/**
 * The certificate merge parameters.
 */
public class CertificateMergeParameters {
    /**
     * The certificate or the certificate chain to merge.
     */
    @JsonProperty(value = "x5c", required = true)
    private List<byte[]> x509Certificates;

    /**
     * The attributes of the certificate (optional).
     */
    @JsonProperty(value = "attributes")
    private CertificateAttributes certificateAttributes;

    /**
     * Application-specific metadata in the form of key-value pairs.
     */
    private Map<String, String> tags;

    /**
     * Get the x509Certificates value.
     *
     * @return the x509Certificates value
     */
    public List<byte[]> x509Certificates() {
        return this.x509Certificates;
    }

    /**
     * Set the x509Certificates value.
     *
     * @param x509Certificates the x509Certificates value to set
     * @return the CertificateMergeParameters object itself.
     */
    public CertificateMergeParameters withX509Certificates(List<byte[]> x509Certificates) {
        this.x509Certificates = x509Certificates;
        return this;
    }

    /**
     * Get the certificateAttributes value.
     *
     * @return the certificateAttributes value
     */
    public CertificateAttributes certificateAttributes() {
        return this.certificateAttributes;
    }

    /**
     * Set the certificateAttributes value.
     *
     * @param certificateAttributes the certificateAttributes value to set
     * @return the CertificateMergeParameters object itself.
     */
    public CertificateMergeParameters withCertificateAttributes(CertificateAttributes certificateAttributes) {
        this.certificateAttributes = certificateAttributes;
        return this;
    }

    /**
     * Get the tags value.
     *
     * @return the tags value
     */
    public Map<String, String> tags() {
        return this.tags;
    }

    /**
     * Set the tags value.
     *
     * @param tags the tags value to set
     * @return the CertificateMergeParameters object itself.
     */
    public CertificateMergeParameters withTags(Map<String, String> tags) {
        this.tags = tags;
        return this;
    }

}


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Tractors Today
Tractors and Farm Equipment Reviews
Tractor Reviews
Kubota BX2350 Review
This year, one of the leading designers and manufacturers of garden tractors, Kubota, has released a new model into their range, the BX2350. Ranked now as the best and most efficient in their range, it boats more power and ease of use than anything that they have created previously. Here, we will talk about some of the newly developed features of the Kubota BX2350 tractor.
With a power rating of 23bhp and a 3 cylinder injected diesel engine, it can make light work of what might usually be seen as an arduous outdoor job. The engine is liquid cooled which is one of the many features which goes towards making it so efficient whilst staying powerful. The specification list is simply enormous. It replaces its predecessor, the BX2200 that has already been around for ten years, and was long due an upgrade.
Kubota themselves describe the differences between the new and old models to be extremely vast The BX2350 is more powerful, durable, stylish, user-friendly and versatile. The versatility aspect of the design was very well thought out as alongside this new model comes new attachments to purchase with it also. Anything from a snowplow, to a digging unit, to a pallet fork can be used alongside the new Kubota garden tractor.
Should you only wish to use this tractor to mow a large garden, you might be missing out on its potential. Although it will complete this task to a very high standard, it can do so much more and will show its value for money within no time at all. The size of the compact diggers does not affect the strength of it hey have been built with cast iron axles so that they stay stable when under a heavy load from either the front or a back loader.
Maneuverability is also not sacrificed by choosing to purchase a smaller model. In fact, the BX2350 is probably better at doing do due to its miniature size. The wheels are large considering the overall dimensions of the tractor, but this is for stability on different types of grounds and for safety of course. The wide wheels will be required even more so when the bucket is under load; you would not want the tires sinking into the ground with the added pressure on them. This is what it has been built and designed for, to stay strong throughout whichever tasks it becomes submitted to.
The 23bhp engine is the leader of its class in the reliability and power stakes. This latest model from Kubota has been developed to be as energy efficient as possible. After the testing stages were complete, a decision was made to ensure that all future models built reduce noise pollution, gases emitted into the air around them and use must less fuel whilst operating overall. Each of these points has been easily achieved.
Kubota's MX 5800 is one of the excellent additions to …
Kubota MX 5800 Review
The John Deere 2305 is a compact tractor, that's been …
John Deere 2305 Review
Simplicity Regent EX Review
New Holland T6.140 Review
Mahindra 4035 Review
Kubota BX25 Review
Copyright © 2021 Tractors Today


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Since 1841: The Story of an Enduring Family Business
Pharmaceutical Commerce, Pharmaceutical Commerce - September/October 2016,
Morris & Dickson publishes a family and company history
"In 1932, one man's will and wisdom rescued his family's ninety-year-old business. Fifty years later, his son and grandsons forged anew an agile wholesale and distribution company able to hold its own against the biggest players in the industry," reads the flyleaf of Since 1841: The Story of an Enduring Family Business. The 451-page book is a history of Morris & Dickson, published by the company's president and fourth-generation family member, Paul Dickson. Family and company histories are prone to self-promoting advertisements for themselves, but in this case, Dickson commissioned a knowledgeable business writer, Martha Holoubek Fitzgerald, to provide a detailed, heavily documented work.
Plus, it's a heck of a story. Morris & Dickson, although deeply rooted in its Shreveport, LA setting, is a $4-billion/year regional drug and healthcare products distributor, and with this book is celebrating its 175th anniversary. A company around that long has seen—and made—a lot of history of its own, starting with the initial efforts of its founders to establish pharmacy businesses in northern Louisiana (then a stopping point for settlers streaming to the Texas territory), through the Civil War, the Great Depression, a direct hit from a tornado in 1996 and most recently, Hurricane Katrina (as well as the less-remembered Hurricane Rita that followed it a month later in 2005). The difficulties of getting needed medications to patients and hospitals in the aftermath of those storms is well-documented; Since 1841 provides a look at the behind-the-scenes efforts the company dedicated to the recovery.
The origin stories of Morris & Dickson start with John Worthington Morris, a Welsh-born immigrant, who set up a pharmacy in Shreveport in 1841 (the city had become incorporated only in 1839). After several reorganizations—and after surviving through the Civil War—the company was joined by a New Orleans physician and druggist, Samuel Augustus Dickson. After the death of T. H. Morris (John Worthington's brother) in 1894, the company reincorporated as Morris & Dickson; a last heir, Allen Morris, left the company and, starting in February 1901, "the company would be in the hands of a new mercantile dynasty."
The book also has some up-to-the minute details of trends in US drug distribution: the company's effort in serializing product to meet the requirements of the Drug Supply Chain Security Act; controlled-substances distribution; and authorized-distributor relationships with manufacturers. Striding across most of the 20th century at the company was Markham Allen Dickson Sr., chairman and president, who passed away in 2014.
"For five generations, the Dickson family has remained united by a driving purpose: to be a successful regional distributor of pharmaceuticals and a civic leader in the communities the family serves from its base in Shreveport in the Red River valley of northwest Louisiana," writes John Davis, faculty chair, Families in Business Executive Education Program, Harvard Business School, in a forward to the book. "These communities," he goes on to say, "need advocates like the Dicksons. Most people in rural communities across America get their primary healthcare products from independent pharmacies like those served by Morris & Dickson. . .We may forget that the 'big box' model doesn't serve everyone in need, but the Dicksons never forget."
Since 1841 is available for purchase at Amazon.com.
OpinionPharmaceutical Commerce - September/October 2016
Exploring the Digital Therapeutics Landscape
Sustainability: Its Importance Can't Be Ignored
Succeeding with Fit-for-Purpose AI


Yesterday afternoon on the 4th July 2017, between 2pm and 2:35pm BST (British Summer Time), we sent a number of email reminders to end customers (those wanting to pay one of our merchants), asking them to authorise historic direct debit mandates. The emails were sent to individuals who received a request from one of our merchants to set up a mandate, but who never completed the original request.
All our systems remain secure and uncompromised, no third parties were involved, and we have put in place changes to fix the root cause of this issue. We apologise for any inconvenience caused.
What you should do depends on whether you're an end customer who received an email from us on 4th July or a merchant collecting money through GoCardless.
If you haven't already taken action, please ignore the email you received. We have deactivated the link within it.
If you opened the link and completed the form, and you don't want to set up payments to the merchant, please contact the merchant or your bank to cancel the Direct Debit mandate, or alternatively contact us if you have any queries.
If your customers were impacted by the issue, we'll be in touch with more detailed information.
We'll be letting you know which customers were affected, and what options you have for handling any action taken by your customers in relation to the emails.
As always, our support team is happy to help.
In detail: how did this happen?
On the 'Customers' tab of our dashboard, we have a 'Remind all' button, which sends a reminder to all your customers who haven't finished setting up a Direct Debit mandate with you.
As part of our phone support service, our staff can trigger these emails on behalf of a merchant.
The combination of a bug in our dashboard API and the way our dashboard works when staff are acting on behalf of merchants led to reminder emails being sent for all merchants that had pending customers, rather than just the merchant the support agent triggered reminders for.
As soon as we found out about the issue, we halted sending any further emails, triaged the bugs, and began working on our response.
We have fixed the bug, and performed multiple tests to ensure the fix is working as intended.
We want to reiterate our apology for the inconvenience caused by this issue.
As part of our incident response process, we'll be conducting a detailed investigation into the issue and our response to it. We'll be focused on finding any improvements we can - in both our systems and processes - that will reduce the likelihood and impact of this kind of issue happening again.
If you have any questions after reading this, please feel free to contact our support team.


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Mohr sentenced to 22 years in a state prison facility
Tue, Jul 09, 2019 at 8:53AM
P R E S S R E L E A S E
State of Florida v. Charles Michael Mohr
Case Number: CF17-12922
ST. AUGUSTINE – At the conclusion of a sentencing hearing yesterday, Charles Michael Mohr, 24, was sentenced to 22 years in a state prison facility. He was convicted of three counts of attempted first degree murder and one count of shooting into an occupied vehicle.
On September 29, 2017, Mohr became involved in an act of road rage off Racetrack Road. He pulled alongside the victims' vehicle and began to confront them. As the victims attempted to drive away, Mohr fired several shots from his 9mm handgun into their car—resulting in two of the three victims sustaining gunshot wounds.
Assistant State Attorney Kaitlyn Mairs was the prosecutor in this case and Circuit Judge Howard M. Maltz handed down the sentence.
Bryan L. Shorstein
Public Information Officer / Executive Director
Office of State Attorney R.J. Larizza
State Attorney, Seventh Judicial Circuit
SAOPIO@SAO7.org
386-562-4043 - Cell
DeLeon Sentenced to 30 Years in Prison for Raping Child
Gearing convicted of robbery with a firearm
Georgia Man Who Stole from Speedway Patrons Sentenced to 10 Years? Prison on 13 Felony Charges
Daytona Man Sentenced to 20 Years' Prison on Putnam County Case
Taylor sentenced to life in prison for lewd and lascivious molestation of a minor
Retired Deputy Sentenced to 15 Years in Prison, Probation for Child Sex Crimes


text:
Rail Holidays In Macedonia
Home to an absolute feast of mountains, lakes and incredible sights, Macedonia is a country of natural wonder and historical significance
With its three national parks and the stunning Lake Ohrid, Macedonia's calming views fit with its image as one of former Yugoslavia's most peaceful states.
The country was the birthplace of Mother Teresa and, allegedly, Alexander the Great. Despite its bickering with Greece over its history and the usage of the name 'Macedonia', the geographical space now known today as 'North Macedonia' has a story that spans across the ages. The Kingdom of Macedon goes back to 800 BC and its capital, Skopje, is thought to be even older – dating back thousands of years.
Despite its current peaceful nature, the city's volatile past has led to its destruction and resurrection many times throughout history, but thankfully numerous notable landmarks still remain. And, with PTG, you can experience some of these sights as we tour Skopje on our 'Rail Wonders of the Balkans' package. Our tour ventures to the house of Mother Teresa, the Old Bazaar and the city's central square – the location of the magnificent, controversial and gigantic 'Warrior on a Horse' statue, believed to depict Alexander the Great.
Rail & Cultural Journeys In Macedonia
Rail Wonders of the Balkans


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TOPEKA, Kan. — The Topeka Police Department recently accepted a challenge from the Lawrence Police Department and issued their own challenge to the Kansas City, Kan., Police Department.
The Topeka Police Department paired with kids from the Boys and Girls Club to make their video a success and posted it to the department's Facebook page on Thursday.
In the video, Topeka officers issued a challenge for the men and women of the Kansas City, Kan., Police Department.
We'll be looking to see if they accept the challenge.


Hundreds of protesters blocked the rail traffic during rush hour, affecting traffic on the Kanpur-Lucknow rail division.
A major ruckus broke out at the Uttar Pradesh's Harauni railway station near Unnao after a one person was killed and two others injured in a stampede on Monday morning.
According to initial information, the stampede was caused by misinformation about the arrival of 64206 Kanpur-Lucknow Memu passenger. The train arrived at platform number 4 while the passengers were waiting at platform number 3. As the train entered the wrong platform, the rush to catch the train caused a stampede, crushing one person two death.
The incident enraged the passengers who ransacked the station and a train while threatening to set the tracks on fire. Hundreds of protesters blocked the rail traffic during rush hour, affecting traffic on the Kanpur-Lucknow rail division.
Several trains, including Tata Chhapra Express and Raebareli passenger, were waiting for the line to clear at different stations for over one hour.