text:
Bitwa pod Lowosicami (niem. Lobositz) – starcie zbrojne, które miało miejsce w północnych Czechach 1 października 1756 r., pomiędzy wojskami pruskimi króla Fryderyka II i wojskami austriackimi podążającymi na odsiecz saskim sojusznikom otoczonym w obozie warownym pod Pirną.

Strategia
Feldmarszałek Browne prowadził operację mającą na celu uwolnienie osaczonych pod Pirną wojsk saskich, natomiast wojska Fryderyka miały w tym przeszkodzić. Browne miał zamiar odciągnąć od Pirny jak największe siły pruskie, po czym wysłać silny 10–12-tysięczny oddział bez taborów i ciężkiej artylerii, który szybkim marszem po górskich ścieżkach miał dotrzeć w pobliże Pirny i połączyć się z Sasami. Swoją szansę w bitwie z Prusakami austriacki dowódca upatrywał w zajęciu silnej pozycji obronnej – taką znalazł pod Lovosicami nad Łabą. Browne oczekiwał króla pruskiego na równinie pod miastem dosłownie kilkaset metrów od wyznaczających granicę Pogórza Rudaw dwóch wzgórz – Lovoš na północy i Homolka na południu. Siły austriackie podzielone zostały na 2 części: na prawym skrzydle, na zachód od Lovosic naprzeciw wzgórza Lovoš znalazła się wzmocniona straż przednia (11 tys. piechoty i 3 tys. kawalerii) z zadaniem zamortyzowania lub powstrzymania uderzenia nieprzyjaciela. Na lewym skrzydle natomiast, naprzeciw wzgórza Homolka ugrupowały się siły główne (15 tys. piechoty i ponad 4 tys. jazdy). Front i obie flanki sił głównych ubezpieczane były przez strumień Modla i mokradła utrudniające dostęp do ich stanowisk.

Pruskie siły główne rozwinęły się między wzgórzami Lovos i Homolka. Mniej liczna piechota pruska rozwinęła się w jednej linii, a tylko na prawym skrzydle ustawiło się kilka batalionów w drugiej linii. Z powodu ciasnoty pola bitwy jazda pruska nie ustawiła się na skrzydłach, lecz za piechotą.

Przebieg bitwy
Pierwsze strzały padły ok. godziny 7 rano. Wymieniły je ubezpieczenia austriackiego lewego skrzydła wysunięte pod Lovoš i pruska piechota straży przedniej. Ponieważ mgła utrudniała rozpoznanie Fryderyk sądził, iż ma do czynienia tylko z austriacką strażą tylną, którą postanowił odciąć i zepchnąć do Łaby. We mgle rozpoczął się wzajemny ostrzał artyleryjski, który przyniósł straty obu stronom (zginął dowódca austriackiej jazdy straży przedniej Julius Cäsar Radicati, zaś śmiertelnie ranni zostali pruscy generałowie Johan Christian Rühlemann von Quandt i Franz Ulrich von Kleist, który pozostał na placu boju pomimo urwanej nogi).

O godz. 11 pomimo utrzymującej się mgły Fryderyk postanowił uderzyć za pomocą jazdy, aby rozpoznać siły przeciwnika. Atak został odparty flankowym ogniem piechoty i kontruderzeniem austriackiej jazdy. Dopiero wtedy Fryderyk zorientował się, iż ma przed sobą poważniejsze siły niż sądził. Fryderyk rozkazał jeździe drugiej linii osłonić wycofujących się kolegów. Jednak z powodu niezrozumienia rozkazów (i wobec zamiaru pierwszego, jedynie rozpoznawczego uderzenia) – cała jazda pruska drugiej linii poszła do szarży. Przyłączyła się do niej wycofująca się jazda pierwszej linii. Doszło wówczas do największej szarży wojen śląskich z udziałem ok. 10 tysięcy kawalerzystów (z wyjątkiem 300 huzarów niemal cała konnica Fryderyka jaka była pod Lovosicami). Pruska kawaleria znalazła się w morderczym ogniu krzyżowym austriackiej piechoty, której z powodu mokradeł nie była w stanie dopaść. Jednocześnie do kontrnatarcia ruszyła jazda austriacka. Po chwilowym zamieszaniu udało się Austriakom odrzucić Prusaków i zadać im znaczne straty sięgające ok. 1 tys. ludzi, w tym ok. 200 zabitych. Zginęło wielu oficerów (w tym generałowie David Hans Christoph von Lüderlitz i Henning Ernst von Oertzen).

W tym czasie na stokach wzgórza Lovoš trwały zacięte walki, w których nieregularne oddziały chorwackie ukryte wśród winnic i zarośli zadawały duże straty pułkom pruskim. Obie strony kierowały na to skrzydło swoje posiłki. Prusacy jednak byli szybsi – uderzeniem na bagnety wyparli wyczerpanych już Chorwatów. Ok. godziny 14 oddziały pruskie wyszły wreszcie z labiryntu winnic i zarośli na otwartą przestrzeń. Doszło do regularnej walki piechoty, w której dała o sobie znać przewaga ognia Prusaków. W końcu wyparto Austriaków do Lovosic. W podpalonym ogniem artylerii miasteczku doszło do zaciętej walki ulicznej, w której przewagę uzyskali Prusacy zajmując je ok. godz. 15. Browne wycofał się w dobrym porządku zatrzymując niedaleko pola bitwy. Wyczerpani długotrwałą bitwą Prusacy nie ścigali jego wojsk.

Epilog
Browne wycofał się z pola bitwy po to, aby zrealizować swój plan ratowania Sasów, co wymagało oderwania się od Prusaków. Po bitwie szybko zorganizowano korpus ratunkowy (ok. 6–7 tys. ludzi i 20 lekkich dział), który dotarł pod Pirnę 11 października, mając przed sobą zaskoczone siły pruskie liczące tylko ok. 4 tys. ludzi. Jednak plany rozbiły się o nieudolność dowództwa saskiego, zwłaszcza Augusta III i jego wszechwładnego ministra Brühla. Opóźniona przeprawa Sasów przez Łabę spowodowała, iż Prusacy zaczęli szybko ściągać w ten rejon posiłki, nie dopuszczając do połączenia z armią austriacką. Mimo przewagi liczebnej Sasi nie zdecydowali się nacierać, zaś stosunkowo małe siły Browna zagrożone przez Prusaków (12 października po południu w sile już 8 tys. ludzi) musiały 14 października wycofać się do Czech. W tej sytuacji Sasi postanowili 16 października kapitulować. Do pruskiej niewoli dostało się ok. 18 500 saskich żołnierzy w tym 14 009 piechurów, 3 507 kawalerzystów i 917 artylerzystów.

Bibliografia
 Robert Kisiel: Praga 1757. Warszawa: Bellona, 2003, s. 31-45,

Bitwa pod Lowosicami
Bitwy w 1756
Bitwy w historii Austrii
Bitwy w historii Niemiec
Bitwy wojny siedmioletniej
Bitwa

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La chiesa di Sant'Isidoro Agricola all'Albergheria o chiesa dei Fornai, è luogo di culto ubicato nel mandamento di Palazzo Reale o Albergaria in Via Generale Luigi Cadorna, nel centro storico di Palermo.

Storia

Epoca spagnola

Il tempio fu edificato nel 1643 dal sacerdote Francesco Galasso sotto il titolo di «Sant'Isidoro».

Il 18 maggio del 1667 fu assegnato dal canonico Girolamo Pavano alla maestranza dei fornai o panettieri, da questo momento il luogo di culto cominciò ad appellarsi chiesa di Sant'Isidoro dei Fornai. Dopo lavori di rifacimento commissionati dall'unione dei lavoranti di forno, il 23 marzo 1704 - giorno di Pasqua, la chiesa fu riaperta al culto celebrando la festa di Gesù e Maria. Il titolo tipico dell'unione fu aggiunto a quello primitivo della chiesa. I restauri comportarono delle modifiche sostanziali: il cappellone ospitò un nuovo dipinto, il quadro del santo titolare fu trasferito presso l'altare della parete laterale.

Epoca contemporanea

Dal 1922 al primitivo sodalizio si affiancò la Confraternita di Maria Santissima Addolorata del Venerdì Santo.

Il terremoto del Belice del 1968 e gli sciami sismici del 2002 e del 2016 hanno arrecato danni che hanno comportato recenti campagne di restauro.

Esterno

L'edificio presenta un semplice prospetto intonacato rivolto ad oriente, definito da paraste laterali, cornicione e frontone. Ha un unico portale, varco d'accesso frontale sormontato da nicchia e finestra con inferriata. Due lampioni a braccio completano la decorazione.

Una scalinata, costituita da una rampa di nove gradini, raccorda attraverso una cancellata il piano stradale con piano interno di calpestio. Ai lati due nicchie e una porta d'ingresso ai sotterranei.

Addossato a settentrione un corpo secondario con portale, balcone e alla sommità la cella campanaria costituita da tre luci.

Interno

L'interno, restaurato dopo i danni degli ultimi terremoti, è a navata unica, presenta due altari per lato, superfici ornate con apparato decorativo in stucchi settecenteschi. Scalini degli altari, paliotti, zoccoli e pilastri che sono a fianchi del cappellone e delle cappelle sono di marmo bigio.

Navata sinistra

 Prima arcata: Cappella di Sant'Isidoro. Sulla sopraelevazione dell'altare è custodito il quadro raffigurante Sant'Isidoro, in passato collocato nel cappellone.
 Seconda arcata: Cappella del Santissimo Crocifisso. Crocifisso collocato su parete decorata a stucco con raggiera.

Navata destra

 Prima arcata: Cappella di San Francesco d'Assisi. È documentato un dipinto raffigurante lImmacolata Concezione ritratta con San Francesco d'Assisi e Santa Rosalia.
 Nicchia.
 Seconda arcata: Cappella di San Gregorio e delle Anime del Purgatorio, primitiva Cappella di Sant'Antonio da Padova. È documentato il dipinto raffigurante la Messa in suffragio delle Anime Purganti.

Altare maggiore

L'altare maggiore inizialmente è dedicato a Sant'Isidoro Agricola è oggi intitolato a Gesù e Maria. Sulla sopraelevazione dell'altare è custodito il quadro raffigurante Gesù e Maria, opera eseguita da Guglielmo Borremans intorno al 1730.

Sodalizi

Confraternita di Gesù e Maria dei fornai o dei panettieri

La maestranza dei fornai o panettieri o lavoranti di forno era costituita in unione sotto il titolo di «Gesù e Maria».

Nel 1721 nel mese di marzo questa unione fu elevata al stato di compagnia.

Confraternita di Maria Santissima Addolorata e Cristo Morto del Venerdì Santo

La Confraternita di Maria Santissima Addolorata del Venerdì Santo fu fondata il 15 settembre 1922, memoria di Maria Addolorata.

Il sodalizio è promotore di una suggestiva processione che si svolge nel pomeriggio del Venerdì Santo. Sono rappresentate scene della Passione di Gesù interpretate da figuranti in costume. Sono processionate per il quartiere due storiche "vare" custodite nella chiesa: il Cristo morto e la Vergine Addolorata.

Oratorio

Oratorio della Confraternita dei Fornai sotto il titolo di «San Pietro in Vinculis e San Lorenzo in San Mercurio», ubicato in via Porta Sant'Agata. Primitiva sede della confraternita.

Cripta

Il sodalizio detto di Gesù e Maria dei Panettieri aveva come funzione primaria quella di garantire ai membri una dignitosa sepoltura.

Sotto la navata e il locale adiacente è ubicata un'ampia cripta, ornata di stucchi e affreschi. L'ambiente principale rettangolare è collegato da breve corridoio con una piccola stanza, dove nelle tre pareti si trovano tre colatoi per la mummificazione e uno sfiatatoio con tubi di terracotta. Qui i cadaveri erano conservati per circa un anno chiusi da una lastra di ardesia. Nei loculi che ospitavano i corpi mummificati dei defunti che parenti e conoscenti andavano a visitare si trovano in buono stato i cuscini in pietra finemente lavorati.

Ricco ciclo di pitture parietali, due figure simboleggianti Scheletri, ai lati dell'altare dove si celebravano le messe in suffragio delle anime, la Morte a cavallo armata di falce, le Anime Purganti, le Anime Purganti in preghiera, lAngelo con clessidra, il Cristo risorto, figure di anima e altra di uomo e donna che conversano.

Settimana Santa

I riti devozionali della Settimana Santa presso la chiesa di Sant'Isidoro dei Fornari.

Note

Bibliografia

Altri progetti

Isidoro
Chiese dedicate a sant'Isidoro Agricola
Isidoro


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Research has shown that students have a variety of ideas about natural selection that may be context dependent. Prior analyses of student responses to open-ended evolution items have demonstrated that students apply more core ideas about natural selection when asked about animals, but respond with the same number of naive ideas for plant and animal items. Other research has shown that changing an item to ask about trait loss or gain shifted the types of naive ideas applied by students in their responses. In this paper, we take up both of these findings to determine if differences exist in the types of ideas students apply to similar items with either a plant or an animal in the item stem.
In order to understand if students applied different ideas to plants or animals in distractor-driven multiple-choice questions, we analyzed high school biology students' responses to matched-item pairs. Dichotomous scoring revealed that students chose the correct response more often for the animal items as compared to the plant items. Chi squared analyses revealed significant differences in the distribution of student responses to matched items. For example, more students chose responses that defined animal fitness as related to their strength and plants' fitness related to its longevity.
These results suggest that varied context of plants or animals in item stems on diagnostic assessments can provide teachers with a more complete picture of their students' ideas about natural selection prior to instruction. This is particularly important in assessments used prior to instruction; as teachers will gain greater insight into the variety of ways students think about natural selection across different types of plants and animals.
Evolution through the process of natural selection is the unifying concept in the field of biology (Dobzhansky 1973) and is among the disciplinary core ideas in life sciences in the Next Generation Science Standards (NGSS Lead States 2013). Unfortunately, studies conducted over the past 25 years have indicated that students have a number of difficulties understanding this concept (Bishop and Anderson 1990; Gregory 2009; Nehm et al. 2009; Shtulman 2006). For example, students may assign agency to organisms, suggesting that they can intentionally change themselves in response to changes in their environment, or they may confuse the concept of biological fitness with everyday meanings of the term (Bishop and Anderson 1990).
These naive conceptions about natural selection are extremely robust (Ferrari and Chi 1998) and diagnosis of these ideas is particularly important for teachers to support conceptual change in their students (Carey 2000). A number of approaches to this type of 'preassessment' exist; for example, teachers may use activities and questioning strategies to elicit and respond to student ideas prior to and during instruction (c.f. Furtak 2006). Another approach involves diagnostic assessments, which are generally given to students prior to a unit of instruction and are based on cognitive maps of student understanding of a particular content domain (Treagust 1995). These assessments are designed to provide teachers with information to inform instruction based on an accounting of what their students know and understand.
Although diagnostic assessments may provide teachers with quick and easily interpretable information about student thinking, they also have the potential to generate misleading information about students' ideas. Students' intuitive ideas are generally found to be context-dependent, thus students may respond differently to similar questions when framed in different ways (Hammer et al. 2005). Therefore, the ways in which diagnostic assessment items are written might be more or less likely to draw upon students' intuitive ideas, leading to response patterns that are inconsistent across contexts. Indeed, prior research in biology has indicated that students' varied responses to similar items are dependent upon the context in which the question is framed (e.g. Duncan et al. 2009).
Assessment is, by nature, an inferential process (Bennett 2011), and as such, teachers must make inferences about what students know based upon evidence of their understandings (Pellegrino et al. 2001). This process rests upon the assumption that assessment items elicit valid information about student thinking; however, if student responses vary according to the context in which assessment items are framed, the inferences made about student thinking on the basis of those items are no longer valid. If this is the case, it follows that assessments should span a variety of contexts to support teachers in having ample evidence to make inferences about what students know. In this paper, we explore high school students' response patterns to matched pairs of multiple-choice items about natural selection, varying item context through the use of plants or animals in the item stems. We conclude with implications for diagnostic assessment and teaching of natural selection.
Our work is situated in the conceptual domain of the process of evolution by natural selection, or the process by which species of living organisms descend from other species (Darwin 1859). Following the work of prominent biologists studying assessment of students' ideas about natural selection (e.g. Anderson et al. 2002; Nehm and Reilly 2007), we base our work on Mayr's (1982, p. 479–480) five facts and three inferences about natural selection. Mayr's description builds an explanation for natural selection in a stepwise fashion, first establishing the potential of a mated pair of organisms to reproduce exponentially, then addressing the role of the environment in leading to differential survival and reproduction, and ultimately describing the process of speciation over long periods of time. Mayr's (1982) facts and inferences are similar to accounts of natural selection in the Next Generation Science Standards (NGSS Lead States 2013).
A considerable amount of research has been conducted into the various ideas that students have prior to, and as a result of, instruction about natural selection. Perhaps the best-documented intuitive ideas of natural selection and evolution have to do with what Shtulman (2006) called transformationist ideas that attribute change to "a single process operating on the 'species' essence" (p. 173). These ideas have been identified in many young children, elementary and secondary students, college students, and adults (Gregory 2009).
Transformationist ideas include teleological or purpose-driven language, such as an organism 'needs' to change, and reflexive language reflecting goal direction or agency, such as an organism 'changed itself;' these ideas have been shown to appear in students' interpretations of many evolutionary phenomena, including that individual differences are minor (Mayr's Fact 4), a trait's heritability depends upon its adaptive value (Fact 5), and differential survival and reproduction are irrelevant to adaptation (Inference 2) (Shtulman 2006). For example, students may think that an animal will adapt to its changing environment by gaining a trait that supports their survival. This idea may represent an idea students have based on their everyday understanding of adapt, such as the way humans make changes in response to variations in the environment like wearing warmer clothes in the winter.
In addition, students may confuse the meaning of the word 'fitness' in everyday situations with biologists' use of the term 'fitness'. Students may activate an understanding of fitness related to exercise and health, rather than a scientific understanding of the term that organisms are fit if they survive to reproduce. For example, a student may apply an intuitive understanding of fitness that an animal is strong when in fact the more successful trait in a particular environment may be small stature or the ability to store large amounts of water. Furthermore, students commonly pick up on the use of the phrase 'survival of the fittest,' equating the idea of fitness in biology with the idea of fitness in its everyday use or, as Anderson et al. (2002) stated, they equate fitness with "strength, speed, intelligence, or longevity" (p. 964).
Similarly, students' intuitive ideas about the role that origin of traits plays in creating variation within a population can influence their understanding of natural selection (Shtulman and Schulz 2008). Research indicates that students struggle to understand the role of random processes in multiple areas of science (Ferrari and Chi 1998; Odom and Barrow 1995), and commonly attribute a goal or purpose to inanimate objects. In that sense, students are challenged to think about new traits as arising due to multiple, random genetic processes, such as recombination of genes through sexual reproduction, gene shuffling and random mutations in genetic sequences (Garvin-Doxas and Klymkowsky 2008). Part of the challenge to students' understanding is the fact that new mutations are not necessarily beneficial, but may also be deleterious or have no effect on an organism's phenotype (Muller 1932). Given the way that genetic mutations are often portrayed in science fiction and popular culture, students are more likely to state that new traits arise as a result of an organism's needs or in response to environmental changes rather than occurring through random genetic processes (Bishop and Anderson 1990; Dagher and Boujaoude 2005; Geraedts and Boersma 2006; Shtulman 2006).
Given the wide range of ideas students have, some form of pre-assessment is needed to inform teachers' planned instruction for any given group of students. Diagnostic assessments are designed to support teachers in understanding the raw material that they and their students will be working with in the classroom to construct understandings of scientific ideas (Treagust 1995). These assessments are quite different than traditional assessments that are often used to assess students' ability to recall facts.
Many widely used diagnostic assessments have made use of item formats specifically designed to provide information about what students know. Some diagnostic assessments make use of open-ended questions (Opfer et al. 2012), and others use two-tier items, which are multiple-choice assessments that have two sets of responses (Treagust 1995). The first tier includes responses to the question and in the second tier students chose a response that reflects their reasoning for their choice in tier one. Another approach is to use multiple-choice items in which the incorrect responses, or distractors, are linked to students' prior ideas or intuitions. An advantage of this type of multiple choice question, also known as distractor-driven multiple choice (DDMC) (Sadler 1998), is that the teacher gets to know which students have chosen which response, thereby quickly classifying students' understanding into a range of categories that can lead to specific instructional choices rather than classifying students' responses as simply being right or wrong. DDMC distractors are written on the basis of prior research into student thinking, such as that described above.
The ways in which student ideas are activated as resources for instruction has been shown to depend on how problems are framed (Hammer et al. 2005). That is, when a student is asked a question within a particular context, they might draw upon one set of prior ideas, but when that context is changed, they may draw on another set of ideas. Duncan et al. (2009) argued that the contexts of assessment tasks could prove problematic for teachers and researchers attempting to identify the level of students' understanding, and that the context of a task or item may influence the way students respond, with students exhibiting higher performance in one context but lower performance in another.
We define item context as the surface features used to frame a question and response choices. Take, for example, the following item about variation from the Conceptual Inventory of Natural Selection (Anderson et al. 2002), a commonly used diagnostic assessment for college students' understanding of natural selection: Populations of lizards are made up of hundreds of individual lizards. Which statement describes how similar they are likely to be to each other? Anderson et al. (2002) noted that this item is intended to elicit student ideas about variation. While the question is framed in the context of the Canary Island Lizards, it could easily be modified to the context of another organism, such as exchanging lizard for another animal such as a brown bear, or using organisms from another kingdom, such as a plants or bacteria.
Recent studies of student responses to natural selection items found that students gave different responses depending on the context of the item (Nehm and Ha 2011; Nehm et al. 2012; Nettle 2010; Opfer et al. 2012; White and Yamamoto 2011). For example, undergraduate biology students said that organisms lost traits over time because they did not use them or that the organism shifted energy allocation to other more important processes, but did not use those ideas to respond to items about trait gain (Nehm and Ha 2011). Similarly, students provided different responses for items that differed in familiarity of species and if the item referred to a plant or animal; students applied more key concepts about evolutionary change to items that contained familiar and animal items, yet there was no significant difference in the frequency of naive ideas represented with the different contexts (Opfer et al. 2012). Table 1 summarizes research on types of item contrasts.
The studies described in Table 1 demonstrate that both the frequency and type of ideas students applied to similar items shifted when contexts were varied. One context that requires further investigation is the contrast of animal or plant in the item stem. While the ACORN assessment (Nehm and Ha 2011; Opfer et al. 2012) contrasted items with plants and animals, analyses of student responses to those items quantified the frequency of intuitive responses rather than identifying differences in types of intuitive responses for plant versus animal items. Nehm and Ha (2011) noted that the plant item elicited more intuitive ideas than the animal item when both asked about trait gain at a larger scale of change, but did not report which ideas each context elicited. Similarly, Opfer et al. (2012) noted that there were differences in student application of ideas to plant and animal items, but did not discuss what those different ideas are for each context.
Children have been found to apply biological ideas differently when considering animals and plants (Anggoro et al. 2008; Carey 1985; Hatano et al. 1993; Leddon et al. 2008; Opfer and Seigler 2004). For example, children tend to not include plants with animals when asked to group things as alive or not alive (Anggoro et al. 2008; Carey 1985; Leddon et al. 2008). Furthermore, children do not associate goal-directed behavior with plants in the same way they do with animals (Opfer and Seigler 2004). This research suggests that students have associated the idea of being alive with the ability to move around, which may have consequences for other concepts in biology that apply to both animals and plants. For example, questions related to origin of traits or fitness may activate the animacy bias because students' intuitive ideas suggest agency and intentional development on the part of the organism to survive; however, they may not apply the same set of intuitive ideas if they do not associate animacy with plants.
How does the use of a plant or animal in the item stem influence the frequency with which students choose responses linked to scientifically accepted ideas?
How does the use of a plant or animal in the item stem influence student choice of responses linked to common to intuitive ideas on matched pairs of items?
Our work in developing a diagnostic assessment for student ideas about natural selection is situated in a long-term study of teachers' everyday assessment practices (see Furtak 2009). As a component of this work, we have sought to create an assessment that could provide teachers with diagnostic information about their students' thinking in an efficient and timely manner. We describe the process of item development, the population of students who responded to these items, and our analytic approach in the sections below.
We developed the items analyzed in this paper during construction and validation of the Daphne Assessment of Natural Selection (DANS), which was developed following the Stanford Educational Assessment Laboratory (SEAL) assessment design process (Ayala et al. 2002; Ruiz-Primo et al. 2001). We began with a hypothesized representation of natural selection that sequenced students' increasingly sophisticated ideas about natural selection from naïve to scientifically accepted (Furtak et al. 2014). We then worked to match existing multiple-choice items (Anderson et al. 2002) and a set of open-ended formative assessments authored by our research team (Furtak 2009) to this representation. Then we collected student responses to these assessment items, and conducted think-aloud interviews to better understand student thinking about natural selection and the ways in which the assessment items were eliciting that thinking.
Over time, we modified the representation of natural selection to include both Mayr's (1982, p. 479–480) facts and inferences about natural selection, as well as mechanisms for the origin of variation. We also refined the categories on the representation to better reflect student thinking as measured with assessment items. Across a span of three academic years, this process helped us to iteratively evaluate the way we were representing the construct of natural selection, develop new assessment items, collect more observations, and interpret those observations again. The end product was a set of distractor driven multiple-choice items on the DANS, each of which had one scientifically accepted response and a set of distractors linked to different aspects of student intuitive ideas of natural selection (Furtak et al. 2014).
We worked with a subset of the DANS items in the present analysis, focusing on three aspects of natural selection that observations from the assessment development process suggested would be likely areas for item context to influence student response patterns: fitness, origin of traits, and variation (Table 2). We further disaggregated the origin of traits category into two components: understanding of the genetic mechanisms underlying the origin of traits, and understanding that transformationist explanations of natural selection are not an accurate explanation of change in populations. For each of these four categories we created contrasts for animals versus plants, hypothesizing that students might be more likely to select distractors related to transformationist ideas or to assign agency to organisms when the item was framed in the context of an animal versus a plant. We then wrote generic items for each dimension and then developed two versions of each item with one framed in the context of a plant and the other an animal, working with organisms indigenous to the area in which we conducted the study so they would be familiar to students. The complete set of matched items can be found in Table 3.
2A. Within a population of blue jays, there are differences in beak size. What causes these differences?
2B. Within a population of prickly pear cactus plants, there is variation in the number of spines that keep predators from eating them. What causes these variations?
3A. Although most skunks are black and white, some are grey and others are light-colored. Where did the variations in fur color within a population of skunk most likely come from?
3B. Although most chili peppers are spicy, some are not so spicy and others are very spicy. Where did the variations in spiciness within a population of chili peppers most likely come from?
This study was conducted in three high schools in the same large, suburban school district in the Western US. We administered all eight items to students enrolled in 10th grade biology courses at each high school early in the fall semester prior to their evolution unit. A total of 740 students took the assessment. These students were linguistically, racially, and economically diverse. Only 709 students were used in the analyses that follow because we only included students that answered all eight items.
We performed two separate analyses of student responses to each of the eight items. The first analysis involved scoring the items dichotomously and comparing the mean score on the animal items to the mean score on the plant items with a paired t test. Although these items were not designed for dichotomous scoring, this created a mechanism to calculate a continuous measure of students' responses that could then be used to statistically compare students' success on each set of items. We calculated Cohen's d to calculate an effect size of item context on students' scores.
Next, to explore the proportions of students' responses for each pair of matched items, we performed Chi squared tests of homogeneity. Chi squared analyses compare observed to expected values to see if the distributions are homogeneous, and significant value indicates that the distribution of student choices were significantly different for matched items. Since Chi squared analyses assumes independent observations, we used SPSS software to randomly sample half the students and compared the distribution of their responses to the animal item to the distribution of the other half of the students' responses to the plant item. This resulted in a total of 709 observations, N = 331 for the plant items and N = 378 for the animal items.
To perform tests of significance on responses to matched items, we calculated the standardized residuals as post hoc analyses on matched items (the difference between the observed and expected values converted to a z score). We used the standard threshold for determining significance with z-scores, with a standardized residual less than −1.96 or greater than 1.96 was determined to be significantly different (p < 0.05) from the expected value.
Our analyses indicate that student responses differed significantly depending upon whether a plant or animal was used as the context for the item stem. The average score on the animal items was 1.85 (SD = 1.06), whereas the average score on the plant items was 1.30 (SD = 0.90). A paired t test indicated a significant difference between students' scores on animal versus plant items, t (708) = 11.06, p < 0.01, d = 0.44. These results suggest that students chose the correct response more frequently for the animal items than for the plant items.
However, this dichotomous scoring of the items only gives us information on which students chose the scientifically accepted response and does not give us information on which distractor students chose for each item. Chi squared analyses revealed that for three of the four matched pairs there was a significant difference in the distribution of student responses to each item. The distribution of student responses to the fitness, genetic origin of traits, and transformationist items indicated significant differences in how students responded to those items. However, there was not a significant difference in the distribution of student ideas for the matched items that assessed students' ideas about variation. In the next section, we will present results of the Chi squared analyses to understand if and how students' responses differed to matched item pairs.
Items 1A and 1B (Table 3) asked students to define fitness, and used the context of a plant or an animal. Response choices for these items included statements that reflect the common intuitive ideas that an organism's fitness is defined by their longevity, strength, or success in obtaining food.
There was a significant difference in the distribution of student responses χ2 (3, n = 709) = 41.2, p < 0.001, and the proportion of students that chose the scientifically accepted answer for these items was similar (34% for the animal and 37% for the plant). Post-hoc analyses indicated a significant difference (p < 0.05) in the number of student responses for each of the distractors than would be expected given homogeneous distributions for each of the items. A greater proportion of students chose the answer that provided a definition of fitness as strength for the animal (43%) than for the plant (23%). A greater proportion of students chose the answer that provided a definition of fitness as longevity for the plant (30%) than for the animal (19%). Table 4 summarizes the distribution of student responses, as well as the standardized residuals for each response choice.
Items 2A and 2B (Table 3) explored students' understanding of the origin of traits as a result of random genetic processes, and used item contexts of a blue jay and prickly pear cactus. The response choices for these items contained the scientifically accepted response that traits change through random genetic processes and intuitive ideas that relate to the environment causing genetic changes, gene mutations without a specified mechanism for how this change leads to variation in a population, and no genetic basis for change.
There was a significant difference in the distribution of student responses for each item, χ2 (3, n = 709) = 26.14, p < 0.001. Post-hoc analyses showed that three of the four responses contributed significantly (p < 0.05) to the difference in the overall distribution of student responses. A greater proportion of the students responded with the scientifically accepted response to the blue jay item (40%) as compared to the prickly pear cactus item (24%). While a greater number of students chose distractors for the prickly pear cactus, the pattern of choices from greatest to least for the two items was similar. The greatest proportion of students chose the distractor that the environment causes genetic changes for both items; however, more students chose this distractor for the cactus item (38%) than for the blue jay item (27%). More students also chose the response that genes do not control traits for the prickly pear cactus (14%) than for the blue jay (8%), although this was the least popular choice for both items. Table 4 summarizes the distribution of student responses, as well as the standardized residuals for each response choice.
Items 3A and 3B (Table 3) explored students' understanding of the origin of traits as a result of random genetic processes with distractors tied to transformationist ideas, and used item contexts of a skunk and chili pepper plant. The distractors for those items included that the organism changes itself, the environment changes the organism, and the environment changes the organisms' genes.
There was a significant difference in the distribution in student responses for these items χ2 (3, n = 709) = 35.24, p < 0.001. Two out of the four responses revealed significant (p < 0.05) differences in the frequency of student choices for these items in post hoc analyses. A greater proportion of students answered this question with the scientifically accepted response for the skunk (44%) compared to 26% of students choosing that response for the chili pepper. A greater proportion of students chose the response that the organism changed itself in response to a change in the environment for the chili pepper (40%) as compared to the skunk item (22%). Table 4 summarizes the distribution of student responses, as well as the standardized residuals for each response choice.
The preceding sections indicate that students responded differently for three of the four matched item pairs, suggesting that the context of the item was influencing their response patterns. Students chose the scientifically accepted response for the animal items as compared to the plant items, and selected different distractors related to the fitness of animals versus plants. In addition, students selected different distractors for items related to plants versus animals with respect to the origin of new traits. In the following section we will discuss how each of these findings provides diagnostic information about what students know about natural selection prior to instruction, and will then discuss the implications of these findings for diagnostic assessment design and instruction.
The data presented above demonstrate that students responded differently to matched item pairs with varying context for three of the four paired items measured. In this section, we will discuss what types of inferences teachers could make about these data if represented as either dichotomous or disaggregated by student response choice.
As we have illustrated, inferences that are possible when the items are scored dichotomously are limited. Nevertheless, we can conclude that students had a poor understanding of these aspects of natural selection, regardless of whether a plant or animal was used in the item stem. While the difference in their scores was statistically significant, the effect size (d = 0.4) reflected only a medium-size effect of item context on students' application of scientific explanations for natural selection. However, students did respond more favorably to items with animals in item stems, so teachers would know that their students understand the concepts better when the items are framed with animals. Teachers could act on this inference by providing students more examples in class using plants and other organisms, such as bacteria or fungi.
Opfer et al. (2012) found similar findings when they varied test items with plants or animals, with students providing more key evolutionary concepts for animal items than plant items. They attributed this response pattern to students' greater exposure to animals over plants as example organisms in science classes. It is possible that students in our study have also been exposed to more animal examples in class; however, it is also possible that students apply more evolutionary ideas to animals in contrast to plants because they hold biased ideas that only animals are alive. More research is needed on student understanding of natural selection in plants and animals to further explain these findings.
When teachers are provided information on student responses that are disaggregated by student response patterns, there are more inferences that can be made about what students know and can do then from a report of dichotomously scored items. The distribution of student responses allows for a teacher to identify a variety of intuitive ideas students are activating to understand change over time across different organisms. In this way, teachers can identify possible patterns in how students' ideas about plants and animals influence their thinking about evolutionary processes and how they may begin to address those differences in their teaching.
One pattern could be inferred from the similar response pattern of the items that asked about variation among a population of organisms of the same species: half of the students chose the scientifically accepted response that organisms vary within a population for both items, and chose distractors in similar proportions. Therefore, it is possible that students have a coherent set of resources that are activated to respond about variation. Opfer et al. (2012) similarly suggest that the use of similar intuitive ideas reveals a robust cognitive architecture. Ideas about variation within a population have been identified as important indicators of understanding natural selection as a mechanism for evolution (Shtulman and Schulz 2008); as such, it is imperative that teachers address this issue of variation with their students across different types of organisms. Teachers would need to use explicit teaching strategies (Hammer et al. 2005) to work with the ideas that all individuals are unique or identical and demonstrate that, while all individuals carry some similarity, there are slight variations among individuals that are not necessarily unique, but make individuals different from one another.
Students' performance on the fitness items shows an important difference for how students related the concept of fitness to plants versus animals. Students chose strength to represent fitness for animals and longevity for plants. This reflects a common everyday definition that students have been shown to draw upon when thinking about fitness (Anderson et al. 2002), as well their tendency to attribute human-like deliberate acts to animals (e.g. Ferrari and Chi 1998). Furthermore, this finding is consistent with research that shows children readily categorize plants with animals when asked about whether or not they grow and die (Anggoro et al. 2008; Carey 1985; Leddon et al. 2008), which suggests that an animacy bias is also being activated when students answer questions related to fitness. This difference in response choices also points to the importance that teachers address student ideas about fitness differently with plants and animals.
The student response distributions on the origin of traits items provide an interesting pattern in students' responses to the matched item pairs. For both of these sets of items, students chose the scientifically accepted response more for the animal than the plant item. Taken together, the highest proportion of student responses on both items related plants' change in traits as a direct response to the environment changing. This response pattern makes sense as students likely have seen plants change with the seasons, losing leaves, changing color, flowering and going through cycles of death and regrowth. Teachers can use this intuitive idea expressed by their students to support their understanding of the underlying genetic plasticity that plants have as a trait for successful reproduction in particular environments.
The variability of student responses to matched items provides more information for teachers to use diagnostically to inform their instruction of natural selection. While it is important to note that no assessment can provide teachers with all the information they need to understand what their students know and can do (Pellegrino et al. 2001), assessments can be designed to give teachers more and better information about what their students know to guide their inferences toward instructional action (Bennett 2011).
Research on conceptual change in students highlights the importance of teachers understanding the nature of student understanding prior to instruction (e.g. Carey 2000; Hammer et al. 2005; Strike and Posner 1992). The findings of this study indicate the influence of item context on student pretest responses, and as such they indicate the importance of teachers eliciting and building upon the ideas that students bring to learning about natural selection. It follows that teachers should rely upon a variety of instructional practices to learn about the ideas students bring to understanding natural selection, as well as other scientific concepts, so that they can better attend to student thinking during instruction.
At the same time, our findings highlight the critical role that the item's sample organism may play in influencing students' response choices. Assessments that feature only plant or animal items will result in an incomplete assessment of what students know. Furthermore, our findings suggest that these inconsistencies may indicate differences in the ideas and experiences students draw upon when responding to items about natural selection. As a result, assessments that rely on animals alone for their item contexts—such as the Conceptual Inventory of Natural Selection (Anderson et al. 2002)—may not be sensitive to the entire range of student ideas activated by plant contexts. Therefore, diagnostic assessment developers should construct natural selection assessments with items featuring plants and animals to provide a more complete picture of student understanding of this disciplinary core idea.
While our study was framed around diagnostic assessment, it also has implications for large-scale assessments. In the current K-12 educational climate in which standardized tests are used to make high stakes decisions about students, school funding, and instructional quality, state tests must cover a great deal of content. As a necessity, these tests may feature only a few items about any given concept. Our study indicates that student understanding of natural selection might be over-estimated if all of these items are written about animals or, conversely, student understanding might be under-estimated if all these items are written about plants. Only larger pools of items featuring a variety of animal and plant contexts will provide a full picture of student understanding of natural selection.
Given the small set of items with which we worked, we were not able to look for interaction effects that might be attributed to the type of organism used in the item stem. For example, blue jays are able to fly long distances and migrate and as such students may perceive these organisms differently than animals that are not as able to change location. Similarly, students might be more likely to apply intuitive ideas when asked about carnivorous plants, such as the Venus flytrap. Carnivorous plants are able to move and capture other organisms, therefore students may apply an animacy bias to these plants and respond more similar to questions that contain an animal as a target organism. Future studies might more systematically explore the interaction of the organism used in the item stem with the intuitive ideas students draw upon when answering them. In addition, our study explored only a few dimensions of natural selection. Expanded assessments might more comprehensively assess all of the dimensions of natural selection identified by Mayr (1982) or in other representations of this concept.
Educators should be aware of how different contexts influence which ideas students draw on to explain their understanding of natural selection. Greater efforts should be made on the part of teachers and curriculum developers to integrate examples of evolution across both plants and animals. The canonical examples of Geospiza fortis finches on the Galapagos Islands and Biston betularia moths during the Industrial Revolution may be illustrative of how natural selection happens in animals, but our results indicate they should be complemented by examples of natural selection in plants. By drawing out student ideas using a range of examples during instruction, educators may learn more about what students know in order to inform instruction. Furthermore, students should be encouraged to develop universal explanations for natural selection that can be applied not only to animals, but also to plants and other organisms.
SCH carried out the data analysis and drafted the manuscript. EMF and DM generated and piloted the assessment used in the study and contributed to writing of the manuscript. All authors read and approved the final manuscript.
Funding was provided by National Science Foundation (grant no. 0953375).


1. In order to find which color source channel would work best for your photo: Select the channels section of the Layers Menu (if the Channels section isn't shown, select if from the Window Menu), then deselect all the channels except one.
2. To Start out I tried the Red Channel because it is the most commonly used for black and white conversion.
3. Then try the Green Channel to see if you like it better, (in the photo I used, it made more contrast between the building and the white entrance). Also keep in mind that if you like more than just one channel, you can convert to black and white with a mixture of source channels.
4. Then try the Blue Channel to see if you like it at all, (in the photo I used, it made the building and door even darker, I think I like the Green and Red channels better for this photo).
5. Now you have to make a decision which Channel you liked the most, for my photo I decided that I like the Green and Red channel equally so I will now convert the photo to black and white using 50% of each.
6. To convert the photo to black and white using those channels first create a New Channel Mixer Adjustment Layer (Layer>New Adjustment Layer >Channel Mixer). Then Select the checkbox next to where it says Monochrome. Then Adjust the Source Channels to what you wanted, for this photo I wanted 50% Red and Green.
For different photos, the best looking combinations will almost always be different. Many professional photographers experiment with many source channel combinations and eventually develop their own unique black and white style.
Lovely. Simple and very effective instructions. Thank you!


text:
Q: What is the collective name for the evolution chamber, forge, and engineering bay? Zerg's evolution chamber, Protoss' forge, and Terran's engineering bay have similar roles. All are pre-requisites for anti-air and detection buildings for the respective races.
What collective term or phrase could be used for these three structures?
Example scenario: You are playing a team game (with some inexperienced friends) and you spot a Twilight Council in production (implying the need for detection). Instead of saying "guys, better start building your evo chamber, forge, or e-bay", I would like to shorten it to something like "guys, better start building your  insert collective name here."

A: Upgrade facility. I don't have a source other than watching way too many VOD's of SC:BW and SC2.
It's not a universal term by any means but it's used occasionally.

A: There is no such name and there will not be. I tried to introduce this problem to Teamliquid in this post.
Well, it seems that the community does not want new therms / names. They suggest using "upgrades", +X, +X/+X or calling them by their names (EBay, Forge, Evo). As long as no one "famous", like Day[9], Artosis or Tasteless support the new name it will not be accepted. But even this is not certain.
It will be almost the same as Husky's Destiny Cloud Fist build. It was first known as the 111 (One One One) build, but the name seemed somewhat stupid so he tried to introduce a new name. Till now he still uses Destiny Cloud Fist on his channel, but the community still calls it 111 build.
But if you think there should be a collective name, by all means try to use it as often as you can. Perhaps it will crawl its way in.

A: There is no collective term for those structures. In discussions people usually refer either directly to the upgrades instead of the buildings - i.e. "Start working on your upgrades" instead of "Get an evolution chamber/..." - or the function the building is required for - i.e. "Get detection" or "Get static defenses".
Suggesting names is outside the scope of this platform, so i won't suggest any new term. It is not required anyways.

redpajama_set_name: RedPajamaStackExchange


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Raquel Farmer-Hinton
Educational Policy & Community Studies, Multicultural Studies, Social Foundations of Educationrfarhin@uwm.eduEnderis Hall 523
Dr. Raquel Farmer-Hinton is an Associate Professor in the Department of Educational Policy and Community Studies. She is a scholar of urban education and, for over 20 years, she has conducted research on urban policies, schools and communities.
Noteworthy projects include investigations related to a) college-going cultures in urban high schools, b) social capital toward college planning for urban students, c) best practices used in non-selective college preparatory schools, and d) the role of promise scholarship programs toward college planning.
Raised and educated in East St. Louis, Illinois, she has also worked with three fellow scholars, also reared in East St. Louis, on a response to Kozol's (1991) Savage Inequalities utilizing Yosso's (2005) Community Cultural Wealth model (Teachers College Record, 2013).
Since becoming a faculty member, Dr. Hinton has authored or co-authored publications using both qualitative and quantitative methods. Further, Dr. Hinton has received research awards and/or served as the principal investigator on grants from the American Educational Research Association, Educational Testing Service, University of Wisconsin-Milwaukee, and the University of Wisconsin Institute on Race and Ethnicity.
As a university professor, Dr. Hinton teaches graduate and undergraduate courses on research methods, sociology of education, urban education, and cultural foundations of education (online and face-to-face). At UWM, she coordinates the Alternative Education Certificate Program. She also serves as Co-Chair of the Steering Committee of The UChicago Consortium on Chicago School Research.
Dr. Hinton received her B.S. in Psychology, and her M.S. and Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. She previously held positions as a Spencer Postdoctoral Research Fellow at the University of Chicago, a postdoctoral research fellow at the Educational Testing Service in Princeton, New Jersey, and a research associate at Westat in Rockville, Maryland.
Farmer-Hinton, R. & Rifelj, K. (2018). Clearing clogs in the pipeline: College readiness for all in Chicago and Milwaukee. In B. Smerdon, K. Kim, and C. Alfed (Eds.) College and Career Readiness and Success: What Do We Know and How Do We Measure It? Charlotte, NC: Information Age Publishing.
Harris, D., Farmer-Hinton, R., Kim, D., Diamond, J., Blakely-Reavis, T., Rifelj, K., Lustick, H. & Carl, B. (2018). The promise of free college (and its potential pitfalls): Evidence on the design, implementation, and effects of "free college" and performance-based college aid from a randomized control trial. Washington, DC: Brookings Institute. https://www.brookings.edu/wp-content/uploads/2018/09/GS_9202018_Free-College.pdf
Bryan, J., Farmer-Hinton, R., Rawls, A., and Woods, C. (2017). Social capital and college-going culture in high schools: The effects of college expectations and college talk on students' postsecondary attendance. Professional School Counseling, 21(1), 95-107. https://doi.org/10.5330/1096-2409-21.1.95
Farmer-Hinton, R., Lewis, J.D., Patton, L.D., and Rivers, I. D. (2013). Dear Mr. Kozol…Four African American women scholars and the re-authoring of Savage Inequalities. Teachers College Record, 115(5), 1-38 http://www.tcrecord.org/Content.asp?ContentId=16955
Bonds, M., Sandy, M. and Farmer-Hinton, R. (2013). The rise and fall of a voluntary public school integration transportation program: A case study of Milwaukee's 220 Program. Education and Urban Society, 47(6), 623-645. https://doi.org/10.1177/0013124513497504.
Farmer-Hinton, R. (2012). Going to college: Students' perceptions of postsecondary preparation and planning in an urban, non-selective college preparatory charter high school. In W. T. Pink (Ed.) Schools and Marginalized Youth: An International Perspective (pp. 411-444). Creskill, NJ: Hampton Press, Inc.
Farmer-Hinton, R. (2011). On being college prep: Examining the implementation of a "college for all" mission in an urban charter school. The Urban Review, 43(5), 567-596. https://doi.org/10.1007/s11256-010-0168-4
Farmer-Hinton, R. (2011). Service and scholarship: How opportunities to "give back" foster culturally responsive and respectful research projects. In Scott, K. and Blanchett, W. (Eds) Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Charlotte, NC: Information Age Publishing.
Holland, N.E. and Farmer-Hinton, R. (2009). Leave no schools behind: The importance of a college culture in urban public high schools. The High School Journal, 92(3), 24-43. doi:10.1353/hsj.0.0019
Farmer-Hinton, R. (2008). Social capital and college planning: Students of color using school networks for support and guidance. Education and Urban Society, 41(1), 127-157. https://doi.org/10.1177/0013124508321373
Farmer-Hinton, R. (2006). On becoming college prep: Examining the challenges staff members face in executing a school's mission. Teachers College Record, 108(6), 1214-1240. https://www.tcrecord.org/content.asp?contentid=12523
Farmer-Hinton, R. (2002). The Chicago context: Understanding the consequences of urban processes on school capacity. The Journal of Negro Education, 71(4), 313-330. DOI: 10.2307/3211183


A good heart can lead to heartbreak?! I know that sounds like a bit of a bummer. But if you really think about it, I bet you know someone who is "suuuuuuch a great person" but always gets their heart broken. Unfortunately, good-hearted people are some of the most at risk of becoming involved with an unhealthy partner.
Reader Question: Do I honor my commitment when my wife doesn't?


If you need a idea for a product, something unique with a study that goes from the sketch to a full professional presentation than you can stop looking.
I need just a short brief and a few reference about the market and the technical specs and I will deliver a concept ready to be presented to your potencial investors or to the next step for production.
1. Product name if available.
3. A description of what is the target of the product / concept.
4. Examples of products or concepts on the market to use as a reference.


text:
Q: MySQL select all days in date range even if no data is available for day I have entries for each days as a punch in/out clock. I would like to display all days for the date givens week and show the days even if no data in found for that day.
Example:
Monday 2015-05-04
- 2015-05-04 10:30:00
- 2015-05-04 15:45:34

Tuesday 2015-05-05
- 2015-05-05 08:43:23
- 2015-05-05 17:18:13

Wednesday 2015-05-06
- 2015-05-06 09:03:12

Thursday 2015-05-07
0 Entries

Friday 2015-05-08
0 Entries

The DB schema looks like:
id | user_id | punch_time | punch_status

I would ideally like to be able to change the date given to MySQL to any timestamp and it would show the days and results for that week.
Thanks :D

NEW
Any ideas why this doesn't work to get days when no records are present?
SELECT * FROM punch_clock, calendar_table WHERE calendar_table.dt = DATE(punch_clock.punch_time) && calendar_table.week_num = $week && calendar_table.y = $year ORDER BY punch_clock.punch_time

Newer Query
 SELECT * FROM punch_clock LEFT JOIN calendar_table ON calendar_table.dt = DATE(punch_clock.punch_time) WHERE calendar_table.week_num = 18 && calendar_table.y = 2015;

A: With MySQL, I usually use a calendar table for this purpose (containing all the dates until 2030 for example)
It allows to do many other things like this kind of queries, manage special days, etc..
You'll want to LEFT JOIN your table on it, I mean this calendar table have to be "left positioned"
Taking your last query, I'd do this:
SELECT *
FROM calendar AS cal
LEFT JOIN punch_clock AS puc
  ON (cal.dt = DATE(puc.punch_time))
WHERE TRUE
  AND cal.week_num = 18
  AND cal.y = 2015
;

Didn't try, but this is the idea.

A: Have a try of this:
SELECT *
FROM
  (
    SELECT a.Date AS mydate
    FROM (
           SELECT date('2015-05-08') - INTERVAL (a.a + (10 * b.a) + (100 * c.a)) DAY AS Date
           FROM (SELECT 0 AS a
                 UNION ALL SELECT 1
                 UNION ALL SELECT 2
                 UNION ALL SELECT 3
                 UNION ALL SELECT 4
                 UNION ALL SELECT 5
                 UNION ALL SELECT 6
                 UNION ALL SELECT 7
                 UNION ALL SELECT 8
                 UNION ALL SELECT 9) AS a
             CROSS JOIN (SELECT 0 AS a
                         UNION ALL SELECT 1
                         UNION ALL SELECT 2
                         UNION ALL SELECT 3
                         UNION ALL SELECT 4
                         UNION ALL SELECT 5
                         UNION ALL SELECT 6
                         UNION ALL SELECT 7
                         UNION ALL SELECT 8
                         UNION ALL SELECT 9) AS b
             CROSS JOIN (SELECT 0 AS a
                         UNION ALL SELECT 1
                         UNION ALL SELECT 2
                         UNION ALL SELECT 3
                         UNION ALL SELECT 4
                         UNION ALL SELECT 5
                         UNION ALL SELECT 6
                         UNION ALL SELECT 7
                         UNION ALL SELECT 8
                         UNION ALL SELECT 9) AS c
         ) a
    WHERE a.Date BETWEEN '2015-05-04' AND '2015-05-08'
  ) dates
  LEFT JOIN
  (
    SELECT *
    FROM
      table1
  ) data
    ON DATE_FORMAT(dates.mydate, '%Y%m%d') = DATE_FORMAT(data.punch_time, '%Y%m%d')

SQL Fiddle: http://sqlfiddle.com/#!9/72ee3/15/0
This is a fast but not that ideal solution for your question. But I think it's just enough for use.
If you'd like to solve the problem "perfectly", I suggest you reading this article: http://www.brianshowalter.com/calendar_tables

A: Even while this is a really old question I did not like the idea of an extra calendar table and came up with this query, adjusted for the question.
SELECT pc.`id`, pc.`user_id`, pc.`punch_status`, dates.`date` FROM punch_clock pc RIGHT JOIN (SELECT week.`date` FROM (
    SELECT CURDATE() AS `date`
       UNION SELECT CURDATE() + INTERVAL 1 DAY
       UNION SELECT CURDATE() + INTERVAL 2 DAY
       UNION SELECT CURDATE() + INTERVAL 3 DAY
       UNION SELECT CURDATE() + INTERVAL 4 DAY
       UNION SELECT CURDATE() + INTERVAL 5 DAY
       UNION SELECT CURDATE() + INTERVAL 6 DAY
       UNION SELECT CURDATE() - INTERVAL 1 DAY
       UNION SELECT CURDATE() - INTERVAL 2 DAY
       UNION SELECT CURDATE() - INTERVAL 3 DAY
       UNION SELECT CURDATE() - INTERVAL 4 DAY
       UNION SELECT CURDATE() - INTERVAL 5 DAY
       UNION SELECT CURDATE() - INTERVAL 6 DAY
    ) AS week
WHERE YEARWEEK(`date`, 0) = YEARWEEK(CURDATE(), 0)) AS dates ON dates.`date` = DATE(pc.`punch_time`) ORDER BY dates.`date`

Not exactly pretty, but it does the job without an extra table. This uses a week from Monday to Sunday, use YEARWEEK(xxx, 1) for Sunday to Monday week.


text:
Q: Modal does not hide FullCalendar elements I'm using FullCalendar in React and need a modal to pop-up when a button is clicked.
The issue I'm experiencing is that certain elements of the calendar do not fade behind the overlay and are instead at full opacity and in front of the modal.
Specifically, in dayGridMonth view the elements are the internal grid that makes up the calendar, the date numbers in each cell, the events and the current day highlight (i.e. all internal calendar elements). However, the toolbar header, the day text and the external border are all hidden as desired.
When in listDay or listWeek views, only the active button in the toolbar is misbehaving.
I've tried implementing a plain JS modal and also using react-modal. The issue persists in both.
import { useState } from "react";
import TaskModal from './TaskModal';

function Calendar (props) {
  const [modalOpen, setModalOpen] = useState(false);

  function addEvent () {
    setModalOpen(true);
  }

  return (

      <FullCalendar
        headerToolbar={{
          start: "addEvent",
          center: "foo",
          end: "bar",
        }}
        customButtons={{
          addEvent: {
            text: "+",
            click: addEvent,
          }
        }}
        some other props...
      >
      <TaskModal modalOpen={modalOpen} setModalOpen={setModalOpen} />

  );
}

import Modal from "react-modal";

export default function TaskModal (props) {
  Modal.setAppElement("#root");

  return (
    <Modal
      isOpen={props.taskModalVisible}
      onRequestClose={false}
      contentLabel="My dialog"
    >

My modal dialog.

      <button onClick={() => props.setTaskModalVisible(false)}>Close modal</button>
    </Modal>
  );
}

A: The issue was simply that the problematic elements had a very high CSS z-index (as high as 999). This was resolved by adding className and overlayClassName props to the Modal. Then giving these classes an even higher z-index so that everything else would be behind.


text:
Nine things we learned behind the scenes at Soccer Aid
Nobody wants Piers Morgan to win Soccer Aid. Literally, nobody...
By Kimberley Bond
Sunday, 16th June 2019 at 5:24 pm
It may have been a dull and drizzly Thursday morning, but not even the wet weather could dampen spirits at Stamford Bridge – the home of Chelsea FC, and Soccer Aid 2019.
When is Soccer Aid 2019 on TV? Which celebrities are playing? Everything you need to know about ITV's charity football match
Who's in the Soccer Aid 2019 line-up? Full England and World XI teams as celebs and professionals face off
Piers Morgan and Susanna Reid go head-to-head as Soccer Aid 2019 managers
A galaxy of stars and footballers alike were out training for the 2019 tie which pits two teams of famous faces against each other in a fierce football match all with the aim of raising money for Unicef.
This year, Susanna Reid and Sam Allardyce will be in charge of the England squad, as they take on Piers Morgan and Harry Redknapp's World XI team.
We watched as they warmed up on the pitch – and got some behind-the-scenes gossip from the players as they prepared for the big game. Here's what we learnt:
1. John Terry is a hard taskmaster
Yes, Soccer Aid may be all for a good cause, but that doesn't stop the former Chelsea captain from taking the match seriously.
Marching his team round the pitch, he then ordered his players to stand in a circle while they practiced passing the ball to one another in quick succession – and chastising them if they failed to make contact.
"I thought the footballers would be less competitive," Lee Mack grumbled. "But they shout at you and they tell you where to stand."
Terry is joined on the team by England stars Katie Chapman and Rachel Yankey, who are also similarly tough out on the pitch.
"I definitely try and hold my own," Chapman told us. "The guys are great and have made us feel welcome – but football is football. Male, female, it's the same rules and it doesn't matter who's playing it.
2. Mark Wright thinks he's one of the professionals
Mark Wright's is in the England squad for the third time, and the TV presenter (who once played semi-professionally) is quite the Soccer Aid veteran.
But after giving a speech to the rest of the Soccer Aid players, World XI stars Kem Cetinay and Roman Kemp have marked the former TOWIE star as the one they both really want to beat.
"Wright was giving it the big one," Kemp joked. "He gave such a big speech last night. He wants this so badly. I think Mark thinks he's a pro-footballer."
"The England team are taking it really, really seriously this year," added Cetinay.
But regardless of whatever teams our stars play on, the Soccer Aid players have all become fast friends – seeing the most unusual of bromances arise…
3. Danny Jones "is faster" than Usain Bolt – no, really
We never would have guessed that Danny Jones from McFly and Olympic gold medallist Usain Bolt would turn out to be best mates – but the pair have really bonded thanks to Soccer Aid.
Jones joked that they had developed "a really friendly, but real, rivalry" after the singer was ranked as "faster" than Bolt after being logged as the speediest player.
"I feel great knowing I'm the fastest man on the pitch," he said.
It's a fact Jones was seemingly keen to tell every journalist in attendance, with Bolt grumbling, "I'm not going to live this down today, oh my God.
"I was just trying to run some long distances, just trying to get my heart rate up but I didn't know they were going to make it a competition so I was chilling. He won and I was like, 'No!'"
4. But Usain Bolt beat Mo Farah in a space-hopper race
Bolt may be handing over his gold medals to McFly, but he's still the fastest man on a space-hopper – beating our very own Mo Farah in an impromptu race.
"It's always intense between the two of us," he said. "Bolt wants to win at everything and so do I. That's why we win medals and have the careers we have."
5. Mo Farah has a very special celebration dance planned
Farah has a variant of his Mobot move which he debuted at London 2012 that he's promised to whip out should he score a winning goal.
"I'm going to do the flying Mobot," he told us proudly.
6. Piers Morgan has been winding up Susanna Reid…
Piers Morgan and Susanna Reid on Good Morning Britain (ITV, JG)
They've always had a friendly rivalry on the Good Morning Britain sofas, but World XI manager Morgan seems prepared to antagonise Susanna as much as possible.
Taking sneaky snaps for Instagram, Reid was spotted batting Morgan away as he laughed at her.
But despite knowing the onslaught she may face on Monday morning should her team lose, Jones thinks Reid actually has the upper hand.
"Piers is coming in attacking, while Susanna is being cool," he said. "She's scaring Piers a bit. We're doing this for Susanna."
7. Even some of Piers Morgan's own team wants England to win – just to wind him up
Morgan's infamous love-to-hate personality has reportedly got even his own team's backs up, with the World XI rumoured to be rooting for Reid's England squad.
"I genuinely think the World XI team want us to win," Lee Mack said.
"They do!" added Ben Shephard. "Robbie Keane was applauding us, Didier Drogba was applauding us. They don't want Piers to win.
"Think about how unbearable he'd be," said Mack.
"Working under Piers Morgan is rough," agreed World XI player Bolt. "He's not taking any prisoners. He's here now and he wants to win.
"But we want to win because we've never won before. We've got a good team, so it's exciting."
8. Ben Shephard might mute Piers on Twitter after the match
The GMB host told us he was happy he does not have to deal with Piers face-to-face on Monday morning, but teased he may put a soft-block on his co-host should he gloat on Twitter.
"He's not muted yet, but come Monday morning, we'll see," he joked.
9. Celebrations for the winning team may not be as messy as you'd think
Both Shephard and Mack, who took part last year, want to have just as riotous a victory party as they did in 2018 – but are aware that they are not as young as they used to be.
"The kettle got broken," said Shephard. "But some of us are middle-aged fathers – you get off the pitch, you sit down, and you think, 'Ah it's going to be amazing,' but then you're just shattered."
"It was absolutely brilliant, last year," added Mack, "But I was disappointed there wasn't any Bovril."
Soccer Aid for Unicef will be broadcast live on ITV on Sunday 16th June, starting at 6.30pm. To donate to Unicef, visit socceraid.org.uk
Kem Cetinay
Lee Mack
Mark Wright (The Only Way Is Essex)
Roman Kemp
Soccer Aid
Former Chelsea captain John Terry to return to Stamford Bridge for Soccer Aid 2019
Piers Morgan to interview Lord Sugar for Life Stories
All about Soccer Aid
Didier Drogba backs Frank Lampard to replace Maurizio Sarri at Chelsea – but does he want the job himself?


I studied esotericism and occultism for over 10 years. Most courses about chakra systems give the user an individual interpretation as well as providing some visualization techniques, promised as instant fixes. What those authors would prefer you don't know is that, in order to obtain any lasting benefit, you must clear and heal your chakras repeatedly. Most users, after listening to and absorbing meditations, tend to believe that their work is finished. Their meditations and visualisations laying forgotten on their computer or phone.
That's why in this course we'll use secret and personal mantras that you'll be able to repeat throughout the day to heal your chakras in the most convenient way possible.
For example: if during the day you find yourself uninspired, you'll simply repeat the third eye chakra mantra, and by association? you'll open up yourself to divine inspiration.
Or as another example, if you find yourself being too hard on you that day, repeating the heart chakra mantra will activate the power of the heart chakra. This enables you to be filled with compassion for self.
Furthermore, you'll be able to improve your confidence by repeating the third chakra mantra, as well as utilizing the second mantra to increase your creativity and sexual vitality.
You won't need to re-listen to an hour long meditation to do it either. After the mantra is installed you can close your eyes, repeating the mantra for just 2-3 minutes, to reap all the amazing benefits.
As chakras were traditionally used as a tool for spiritual development; in this course I'll teach you everything there is to know about spiritual enlightenment. You'll learn what it is from a scientific perspective? and how to achieve it.
What's more, this course will teach you the secrets of kundalini awakening which most gurus would prefer you didn't know. It will teach you how to awaken your kundalini and what to do if you get kundalini psychosis,which is a very rare side effect of deep spiritual work, making sure we safeguard your health.
You'll also learn everything there is to know about the human energy system.
Through this course, you'll also learn how to feel and heal your whole energy system.
Many have a difficult time achieving this. This is because they are numbed towards the subtle sensations in their bodies, due to the distractions of chronic tension and trauma elsewhere. This is why I've included a 300 page book (a separate course in of itself) that will teach you how to apply Reichian therapy, a form of body-based psychotherapy. This approach removes chronic tensions in your body that prevent you from mastering your energy system. It will help you remove numerous psychological issues that keep you from living your life to the fullest.


Anne Kershen entered the academic world having taken her degrees as a mature student whilst her family was growing up. Before having her children she was an executive in a central London public relations company. Prior to joining, what was then, the Politics Department at Queen Mary in 1989, Anne spent a year as the curator of the London Museum of Jewish Life (now the Jewish Museum London) whilst the permanent curator was on sabbatical. She was a trustee of the Museum for more than 25 years. Anne took over the Barnet Shine Senior Research Fellowship in 1990 and remained the fellow until she retired to become an Honorary Senior Research Fellow at Queen Mary in 2011. In 1995 she established the Centre for the Study of Migration and was its Director until her retirement. At the beginning of the 21st century she created, directed and taught on three Masters in Migration – M.Sc in Migration, MA in Migration and Law and M.Res Migration - which ran until 2012. During her time as Director, Anne held a number of workshops and conferences at Queen Mary on migration related issues as well as representing the Centre at events outside. She was, and remains, a media consultant on migration, particularly with relation to immigration in London. She appeared in, and advised on, the recent BBC series, The Victorian Slum. She also initiated the Ashgate (now Routledge) series, Studies in Migration and Diaspora, of which she remains series editor and which to date has in excess of 40 publications on its list.
In 2013 Anne completed a 60 page report for Tower Hamlets and Shropshire Councils which was a comparative study of the impact of immigrants on an inner London borough and one that was predominantly rural. Her latest book is an edited volume, London the Promised Land Revisited: The Changing Migrant Landscape in Early 21st Century London, Routledge, 2015) to which she contributed three chapters. Together with Colin Holmes she has just completed an edited volume in memory of William J Fishman, entitled An East End Legacy: Esssays in Memory of William J Fishman which will be published by Routledge in August 2017 . Her current research interest still remains immigration in London over the past three centuries and also the role of religion in the lives of migrant women. She is a Fellow of the Royal Society of Arts and a Fellow of the Royal Historical Society.
Strangers, Aliens and Asians: Huguenots, Jews and Bangladeshis in Spitalfields 1660-2000, Taylor and Francis, London, (Routledge), 2005.
Uniting the Tailors, Frank Cass, London, 1995.
with Romain, J, Tradition and Change A History of Reform Judaism in Britain 1840 - 1995, London, Vallentine Mitchell, 1995.
London the Promised Land Revisited: The Changing Migrant Landscape in Early 21st Century London, Ashgate, Aldershot, 2015.
Food in the Migrant Experience, Aldershot, Ashgate, 2002, (ed.).
Language, Labour and Migration, Aldershot, Ashgate, 2000, (ed.).
A Question of Identity, Ashgate, Aldershot, 1998, (ed.).
London the Promised Land? The Migrant Experience in a Capital City, Ashgate, Aldershot, 1997, (ed.).
'Time when England said Welcome', Church Times, 12/6/2015.
With L. Vaughan, 'There was a Priest, A Rabbi and an Imam; an analysis of urban space and religious practice in London's East End, 1685-2010', in Material Religion, Vol. 9 (1), March 2013: pp. 10-35.
'From mons pays, the shtetl and the desh, to London's East End: A Rationale for Comparative Immigrant Studies', Jewish Culture and History, Vol. 12, Numbers 1-2, 2010, pp. 317-327.
'Food in the British Migrant Experience' in Food and History, Vol. 7. No. 1, 2009, pp211-224.
'The Closing of an Open Door: Immigration Legislation in Britain 1905 to 2005', Patterns of Prejudice, 2007.
'The 1905 Aliens Act', History Today, Volume 55 (03), March 2005, pp 13-19.
'The Migrant in a Spitalfields Landscape', Landscape Research, Vo. 29, No. 3, July, 2004, pp. 261-275.
'From Celebrationists to Confrontionists: British Jewish Historiography in the Late Nineteenth and Twentieth Centuries' in Immigrants and Minorities, (2000).
'The Origin of Wholesale Clothing Industry in the East End of London', in Textile History, 28 (1), 1997.
'Afterwards', in M. Tromp, M. Bachman and H. Kaufman (eds), Fear and Loathing: Victorian Xenophobia, Ohio State University Press (2013), pp. 347-57.
'The Migrant at Home in Spitalfields: Memory, Myth and Reality', in K. Burrell and P. Panayi (eds), Histories and Memories: Migrants and their History in Britain, London, Tauris Academic Studies, (2005), pp. 96-113.
'Immigrants, Sojourners and Refugees: Minority Groups in Britain 1900-1939' in C. Wrigley (ed.), A Companion to Early Twentieth Century Britain, Blackwell, 2003. pp. 137-151.
'Mother Tongue as a Bridge to Assimilation', in Anne J Kershen, (ed.) Language, Labour and Migration, 2000, pp. 11-38.
'A Question of Identity' in Anne J Kershen, A Question of Identity, 1998, pp. 1-22.
'Higher Education in the London Community' in R. Floud and S. Glynn (eds), London Higher, Athlone Press, London, 1998, pp.
'Huguenots, Jews and Bangladeshis and the Spirit of Capitalism' in Anne J Kershen,(ed.), London the Promised Land? The Migrant Experience in a Capital City, Avebury/Ashgate, 1997, pp. 66-90.
' The Jewish Year Book 5657(1896): A Defence of British Jewry?' in A Centenary Facsimile of the First Jewish Year Book, Vallentine Mitchell, 1996, pp xv-xli.
'Henry Mayhew and Charles Booth: Men of Their Time' in G. Alderman and C. Holmes (eds), Outsiders and Outcasts, Duckworth, 1993, pp. 94-118.
'Trade Unionism Amongst the Tailoring Workers of London and Leeds', in D. Cesarani (ed.), The Making of Modern Anglo-Jewry, Blackwell, 1990, pp. 34-54.
'Jewish Women Don't Work', presented at the SSN Symposium, Manchester Science Museum, March 14th 2009.
'Food in the Migrant Experience', presented at the IEHCA (Institut Europeen d'Histoire et des Cultures de l'Alimentation) Tours, September 6th 2008.
'Images of the Jew: Stereotyping the Outsider' presented at National Identity and Social Cohesion, CRONEM Conference 2008 'Nationalism, Ethnicity and Citizenship: Whose Citizens? Whose Rights?',University of Surrey, 1 July 2008.
'Synagogues and Mosques, Bagels and Curries: The Experience of Muslims and Jews in Spitalfields', presented at the Forum on the Comparative Study of Muslims and Jews', held at Royal Holloway College, University of London, 22nd -23rd June 2006.
'Tinker, Tailor … Beggar Man: The Economic Mobility of Migrants', presented at the Conference of Business Historians, Queen Mary, University of London, 16th June 2006.
'Why do they get all the best flats with the showers: Host Society Reception of Immigrants in Britain', presented at the International Conference on Migration, Warsaw, 18th May 2006.
'The Closing of an Open Door - Immigration Legislation in Britain 1905-2005', presented at the National Archives conference on 1905 Aliens Act, 27th October 2005.
'The Aliens Act of 1905 - Cause and Effect', presented at the Museum of London, 12th March 2005.
'Immigrant Integration;, Huguenots, Jews and Bangladeshis in Spitalfields 1660-2002', paper given at the University of Cape Town, 8th December 2004.
'London as a multi-cultural city', Paper presented at conference at the Immigration and Nationality Directorate, 19th March 2004.
'From Celebrationists to Confrontationists' paper given at Jewish Museum London, 10th July, 2003.
'Immigration in Britain in the 20th Century', paper given to meeting of United Nations Association, Church House Westminster, 12th December 2002.
Consultant for Radio and TV programmes related to migrants in London, have also appeared on same.
Fellow RSA and Fellow RHS.
Series Editor for Ashgate series, Studies in Migration and Diaspora which currently (summer 2015) has 40 publications in the list, four more in production and an impressive continuing number of proposals.
Consultant to Bartlett Graduate School UCL on migration issues.


If you ever have a squirrel problem and some free time, why not wage a war? Kurt Grandis used Computer Vision to recognize birds at first, but his backyard feeder attracted squirrels. Using a web cam, the recognition software, and a few other hardware tricks, he managed to have the computer shoot a super soaker at the squirrels! Drawback: Too many squirrels, so the soaker constantly ran out of water.
Install Civilization V on your C drive with a short name. I saved it as "Civ5" (c:\Civ5) and will reference it as such.
Install Civilization V Gods and Kings in the same Civ5 folder. When prompted if you want to install in the same folder, hit yes.
Error MoveFile Failed Code 3 is due to the fact that the path was too long in length when saved in Program Files. This is because there are way too many folders in Civilization.


text:
Samsora dons full Princess Peach cosplay at Smash Ultimate Summit 2
Our only complaint is the lack of a turnip.
Ubisoft shares drop by almost a third after poor Breakpoint sales
Ubisoft stocks tumbled by 29% after the revised earnings and game delays caused by Breakpoint's 'disappointing' performance.
Does Call of Duty: Modern Warfare require internet?
Find out if you'll need an internet connection to start playing Call of Duty: Modern Warfare's solo campaign.
After yesterday's news that Watch Dogs Legion, Gods & Monsters and Rainbow Six Quarantine would be delayed, Ubisoft's shares have sunk by almost a third.
The delays were triggered by a revised earnings estimate which reduced predicted sales for this fiscal year by 33%, which Ubisoft's CEO Yves Guillemot blamed on 'very disappointing' Ghost Recon Breakpoint sales and, 'to a lesser extent' The Division 2.
In the wake of this earnings revision, Ubisoft's stock value plunged 29% by end of play Thursday, with a Guillemot holding stakeholder call late that night with analysts to explain the downturn.
When the Paris stock exchange opened this morning, Ubisoft shares were only 22% lower than their previous day's peak at 43.8 Euros by 9:57am, however that pits Ubi's stock at a total 38% decline for this year. In a statement released which detailed the delays to three of the company's upcoming 2020 releases, Guillemot said the recently released Breakpoint suffered critically as well as commercially.
"For Ghost Recon Breakpoint, while the game's quality appeared on track," says Ubisoft co-founder and CEO Yves Guillemot, "critical reception and sales during the game's first weeks were very disappointing. As we have done with past titles, we will continue to support the game and listen to the community in order to deliver the necessary improvements.
Gods & Monsters was due for a February release date, while Watch Dogs Legion was due to release on March 6. Both games will now be pushed back until at least after April to appear in the 20/21 fiscal year calendar.
Chris is the captain of the good ship AllGamers, which would explain everything you're seeing here. Get in touch to talk about work or the $6 million Echo Slam by emailing chris.higgins@allgamers.com or finding him on Twitter.