text:
Festus Rolls Past Fox, Improves to 7-6
The Festus Tigers Girls Varsity Basketball team run through the Fox Warriors 52-32 on Monday. The Tigers have won six of their last seven games after starting the season 1-5. and now stand at 7-6 on the year.
The Festus Tigers Girls' Varsity Basketball squad cruised past the Fox Warriors 52-32 on Monday. Festus has won their last five matchups with the Warriors dating back to 2017.
The game started fast and both teams found ways to effectively score the ball early. The first was the highest-scoring quarter of the day for both sides. Festus was able to grab the edge 18-16 and held a slight lead at the start of the second.
The Tigers continued to score the ball well, but focused up defensively. Their pressure ramped up, and Fox's scoring almost came to a complete stop. Festus outscored the Warriors 15-2 in the quarter and took a 33-18 lead into halftime.
Fox made some adjustments and came out with a much better third quarter. However, they were not able to cut into Festus' lead. Each team scored 11 in the third, and Festus still held a nice lead heading into the final eight minutes. The Tigers then had another great quarter defensively and only allowed Fox to score three in the fourth. Festus sealed the 52-32 victory, pushing their record to 7-6 and over the .500 hump.
Emily Holt had arguably her best game of the season and led the team with 20 points. She also had six rebounds and three assists. Holt has been heating up and has scored ten points or more in her last four games.
"I started off the season rough on the offensive side of things. I wasn't confident in my shot and was letting any missed shots get to my head," Holt said. "I started working more and more in practice on shots I take in games and gaining that muscle memory of those shots. After a couple of games, my shots just started falling and I have been improving each game."
Lily Knickman was second on the team with 14 points. She shot 6-8 from the floor and had five rebounds. Josie Allen had seven points, seven assists, five rebounds and four steals. Mya Courtois put together six points and four rebounds, while Samantha Helbrueck scored five points.
"We moved the ball really well," Courtois said. "Our Post definitely showed up and made almost everything they put up."
The Tigers have won six of their last seven games after starting the season 1-5 and finally won the battle to push their record over the .500 mark for the first time since being 1-0. Something has clicked with these Tigers over the past month, and they continue to grind out wins.
Festus' next challenge is against Hillsboro on Thursday, Feb. 4th.
Related Items:Basketball, Emily Holt, Festus, Festus Varsity Girls Basketball, Josie Allen, Lily Knickman, Mya Courtois, Samantha Helbrueck

redpajama_set_name: RedPajamaCommonCrawl


text:
Name John Fox [1, 2, 3, 4, 5, 6]
Born Mar 1806 Killamarsh, Derbyshire, England [1, 2, 3]
Christened 30 Mar 1806 Killamarsh, Derbyshire, England [5]
Residence 1841 Killamarsh, Derbyshire, England [1]
Relationship: Son
Residence 1861 Chesterfield, Derbyshire, England [2]
Newbold Road Workhouse
Person ID I16 Cooke Family History
Father Matthew Fox
b. Abt 1771, Duckmanton, Derbyshire, England
Mother Hannah Torr
b. Sep 1775, Doncaster, Yorkshire, England
d. Oct 1843, Killamarsh, Derbyshire, England (Age ~ 68 years)
Married 6 May 1799 Eckington, Derbyshire, England [4, 7]
Family Mary Smith
b. 1805, Derbyshire, England
Married 16 Mar 1828 Killamarsh, Derbyshire, England [4, 6]
IGI M01200-3 Mary of Beighton Parish
1. Matthew Fox
b. Oct 1833, Killamarsh, Derbyshire, England
2. Job Fox
b. Aug 1830, Killamarsh, Derbyshire, England
3. John Fox
b. Abt 1835, Derbyshire, England
4. Amelia Fox
b. Dec 1831, Killamarsh, Derbyshire, England
5. Mary Fox
b. Mar 1837
d. Apr 1837, Killamarsh, Derbyshire, England (Age ~ 0 years)
6. William Fox
b. Abt 1828, Killamarsh, Derbyshire, England
d. May 1891, Killamarsh, Derbyshire, England (Age ~ 63 years)
7. Charles Fox
b. Apr 1840, Killamarsh, Derbyshire, England
d. 12 Apr 1840, Killamarsh, Derbyshire, England
Family ID F4 Group Sheet
[S29] 1841 England Census, Ancestry.com, (Name: - Provo, UT, USA: The Generations Network, Inc., 2006. - Census Returns of England and Wales, 1841. Kew, Surrey, England: The National Archives of the UK (TNA): Public Record Office (PRO), 1841. Data imaged from the National Archives, London, England. The;), Class: HO107; Piece 195; Book: 13; Civil Parish: Killamarsh; County: Derbyshire; Enumeration District: 2; Folio: 19; Page: 4; Line: 22; GSU roll: 241297..
Birth place: Derbyshire, England
Residence date: 1841
Residence place: Killamarsh, Derbyshire, England
[S26] 1861 England Census, Ancestry.com, (Name: - Provo, UT, USA: The Generations Network, Inc., 2005. - Census Returns of England and Wales, 1861. Kew, Surrey, England: The National Archives of the UK (TNA): Public Record Office (PRO), 1861. Data imaged from the National Archives, London, England. The;), Class: RG9; Piece: 2529; Folio: 34; Page: 19; GSU roll: 542985..
Birth place: Killdmarsh, Derbyshire, England
Residence place: Chesterfield, Derbyshire, England
[S30] 1851 England Census, Ancestry.com, (Name: - Provo, UT, USA: The Generations Network, Inc., 2005. - Census Returns of England and Wales, 1851. Kew, Surrey, England: The National Archives of the UK (TNA): Public Record Office (PRO), 1851. Data imaged from the National Archives, London, England. The;), Class: HO107; Piece: 2148; Folio: 434; Page: 25; GSU roll: 87781..
Birth place: Killamarsh, Derbyshire, England
[S221] England, Select Marriages, 1538–1973, Ancestry.com, (Name: Ancestry.com Operations, Inc.; Location: Provo, UT, USA; Date: 2014;).
[S225] England, Select Derbyshire, Church of England Parish Registers, 1538-1910, Ancestry.com, (Name: Ancestry.com Operations, Inc.; Location: Provo, UT, USA; Date: 2014;).
[S333] Derbyshire, England, Church of England Marriages and Banns, 1754-1932, Ancestry.com, (Name: Ancestry.com Operations, Inc.; Location: Lehi, UT, USA; Date: 2017;), Derbyshire Record Office; Matlock, Derbyshire, England; Derbyshire Church of England Parish Registers; Diocese: Diocese of Derby.
[S333] Derbyshire, England, Church of England Marriages and Banns, 1754-1932, Ancestry.com, (Name: Ancestry.com Operations, Inc.; Location: Lehi, UT, USA; Date: 2017;), Derbyshire Record Office; Matlock, Derbyshire, England; Diocese: Diocese of Derby.


Special beginners offer: Unlimited Introductory yoga classes for $21 per week. Minimum 10 week enrolment beginning at the start of each term. Want to try a class before you commit to 10 weeks? Come along to a casual beginners class first.
We offer a progressive curriculum that systematically introduces and consolidates over 25 basic yoga poses (asanas). The course incorporates yoga techniques that are both beneficial and interesting to the beginning student, as well as being a basis for the ongoing practice of yoga. Enjoy a beginners course in a modern, fully-equipped & friendly studio dedicated to yoga, with experienced, qualified teachers.
Immerse yourself in the practice of yoga by attending as many classes as you like at this level. We recommend that you attend a regular class time every week, and then attend additional classes where possible.
Each term runs for 10 weeks and each session is 1hr 15mins. $210 for 10-weeks of unlimited yoga.
Joining after term has already started?
If you missed the beginning of term we do accept late enrolments. Please contact us or enrol at the studio prior to the commencement of your class. If you would like to try a class before enrolling, we advise that you try one of our Introductory Casual classes first.


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Nodaway, Iowa > Business Industries: Yellow Pages Directory Inc.
Below is a list of the types of businesses in the City of Nodaway for which we have listings. If you do not see your industry within the list below, adding your business will automatically create it.
Don't see your category here? Adding your business in Nodaway will create it!
Nodaway is a small city area in Adams County, IA, USA. Nodaway is a white populated region of Iowa.
The main financial activities include contracting and home building and mailing and shipping and supplying.It has few eateries, cafes, grocery stores, shops and convenience stores as well.
For continually updated facts on Nodaway use: the Nodaway Wikipedia page.
To get a feel for Nodaway's cost of living view: single family homes on Zillow.


text:
Q: Identify accordion-selector and tab using jQuery DOM based methods? I have this function where I send in the id of the jquery-ui-accordion,and jquery-ui-tab. The function changes both it's error state.
I want to make this function identify both selector and tab automatically, so that I don't need to send it any parameters.
function show_error(selector,tab) {
    var $this = $(selector);
    //  parent tab
    var parent = $("#accordion").parent();
    //parent.adderror();

    // the content
    $this.adderror();

    // the header
    var header = $this.attr("aria-labelledby");
    $("#"+header).adderror();

    // the tab
    //This didn't work -var tab = parent.attr("aria-labelledby");
    $("#"+tab).parent().adderror();
}

To use this function call as

            No error here

The problem is I use this in loads of places my rails application, and if something is changed/moved, I need to change them accordingly. Is there any way to make the function as just show_error(), and then it picks up the tab and selector automatically? I will be calling the function in the right place. So for eg-: show_error() , and it automatically identifies which accordion and tab it was for dependent on the place from where it was called.
If you wanna experiment, here is a JSFiddle - http://jsfiddle.net/bxeP7/5/
It's something like

Orders

      <% if @order_error.present? %>
          <%= @order_error.html_safe %>
          <%= javascript_tag("$(function() {show_error('#ui-accordion-accordion_oms-panel-0','ui-id-1');});") %>
      <% else %>
          <%= render "trace/display_tabular_data", :data => @order %>
      <% end %>

 Order Items

...

A: Change your generating code to:

Orders

  <% if @order_error.present? %>
      <%= @order_error.html_safe %>

  <% else %>
      <%= render "trace/display_tabular_data", :data => @order %>
  <% end %>

 Order Items

    ...

And then your JavaScript, get all errors and their parent accordion contents and headers and tab panels and tab header using generated classes by jquery UI.
function show_error() {
    // Get all errors occured
    var $errorsOccured = $('.error-occured');

    $errorsOccured.each(function () {
        var $currentError = $(this);

        // Get accordion elements
        var $parentAccordionContent = $currentError.closest('.ui-accordion-content');
        var $parentAccordionHeader = $parentAccordionContent.prev('.ui-accordion-header');

        // Get tab elements
        var $parentTabPanel = $parentAccordionHeader.closest('.ui-tabs-panel');
        var tabIndex = $parentTabPanel.index();
        var $parentTabHeader = $parentTabPanel.prev('.ui-tabs-nav').find('li').eq(tabIndex);

        // Call error function for all elements found
        $currentError.add(
        $parentAccordionContent).add(
        $parentAccordionHeader).add(
        $parentTabPanel).add(
        $parentTabHeader).adderror();
    });
}

I didn't test it, to much effort to update your fiddle, but it will work!

redpajama_set_name: RedPajamaStackExchange


Theatre en Bloc is proud to present the regional premiere of Cry It Out, an emotional comedic play written by Molly Smith Metzler and directed by Lily Wolff. This newly published piece keeps in-line with Theatre En Bloc's mission to produce quality theatre that is relevant to communities and situations in Austin, TX.
Cooped up on maternity leave and starved for conversation, Jessie invites her forthright neighbor Lina, also a new mom, for coffee on the patio between their duplexes. Despite their vastly different finances, they become fast friends during naptimes—while someone watches from the mansion on the cliff overlooking Jessie's yard. A comedy with dark edges, Cry It Out takes an honest look at the absurdities of being home with a baby, the power of female friendship, the dilemma of going back to work, and the effect class has on parenthood in America. There will be Optional Talk Backs regarding female friendship, economics and parenthood in America following each performance.
Theatre en Bloc is a professional theatre company with a history of producing quality theatre that is relevant to communities and situations in Austin, TX. Founded by Jenny Lavery in 2011, TEB is led by the belief that great art inspires great communities. Our mission is to create and share elegantly rendered theatrical events that collide with the question: What does it mean to be alive in the world today?
Cry It Out features Lee Eddy, Christin Davis*, Jenny Lavery, and Ben Wolfe*.
The Austin Scottish Rite Theater is bringing back a favorite for kids of all ages this spring! Bring the family to watch A Migrant's Tale: Pancho Rabbit meets danger at every stage of his journey to find his missing Papa, but the greatest danger of all is his untrustworthy guide. Kids and grown-ups alike will be inspired by this resonant and powerful story. Original live music by Chris Ledesma and stunning renditions of Tonatiuh's award-winning illustrations fill the Austin Scottish Rite stage.
From the original book by Duncan Tonatiuh, adapted for the stage exclusively for Austin Scottish Rite Theater, Pancho Rabbit and the Coyote is the winner of several awards including Pura Belpré Author and Illustrator Honor, Kirkus Best Books of 2013, Best Multicultural Children's Books 2013, Notable Children's Books from ALSC 2014 and others.
Giveaway: Enter for a chance to win a family four pack of tickets to see Pancho Rabbit and the Coyote at the Austin Scottish Rite Theater. The winner picks which performance to attend. All you have to do is leave a comment or fill out the form below by 5:00 p.m. CST on Wednesday, April 11, 2018.


text:
The ObserverANC (African National Congress)
ANC accused of airbrushing allies and rivals out of anti-apartheid struggle
South Africa's ruling party said to be rewriting the past to give itself the starring role as it celebrates its centenary
Supporters of the African National Congress gather in the 1950s as part of a civil disobedience campaign against apartheid. Photograph: AFP/Getty Images
David Smith in Johannesburg
@smithinamerica
Sat 31 Dec 2011 12.21 EST
History may be written by the victors, but who gets top billing? South Africa's ruling African National Congress, one of the most famous political movements in history, has been accused of "airbrushing people out" of the liberation past as it prepares to celebrate its centenary.
The ANC, the oldest liberation movement in Africa, turns 100 years old next Sunday, the cue for year-long commemorations costing 100m rand (£7.8m).
While no one questions the central role of Nelson Mandela and other ANC leaders in winning freedom from racial apartheid in 1994, rival political organisations and various commentators say the anniversary will be manipulated to sideline the contributions of others.
"The ANC are rewriting history," said Allister Sparks, a veteran journalist and analyst and the co-author of Tutu: The Authorised Portrait. "They're airbrushing people out. I don't know of a street named after Desmond Tutu, and he was effectively the leader [of the anti-apartheid movement] for 15 years. I'm not trying to belittle the ANC, but they didn't do it all."
The ANC was founded at a meeting of black activists and intellectuals in a Bloemfontein church in 1912. It resisted white minority rule, was banned in 1960 and launched an armed struggle a year later. After the arrest of Mandela and others, its leaders continued their work in exile and lobbied for international sanctions that ultimately helped topple the apartheid regime. Mandela was released in 1990, and when the first democratic, multiracial elections were held four years later the ANC won by a landslide.
Today visitors to South Africa could be forgiven for thinking the credit belongs to the ANC alone. Johannesburg, for example, has a Mandela House museum, Nelson Mandela Bridge, the Mandela Theatre and a six-metre-high bronze statue of Mandela in Nelson Mandela Square. But this narrative overlooks the role of others in events such as the Sharpeville massacre and the Soweto student uprising as well as that of churches, trade unions and giant personalities, including black nationalist leader Robert Sobukwe, liberal opposition MP Helen Suzman and Black Consciousness founder Steve Biko.
Archbishop Emeritus Tutu recently attacked the ANC for neglecting the influence of church leaders during the struggle. "The trouble is that the ANC on the whole reckons that the freedom we enjoy is due to them," he said. "Everyone else is just a sideline." Referring to a state-of-the-nation address by President Jacob Zuma, Tutu continued: "I sat in the audience and listened to this president paying tribute to all the people who had helped to bring about democracy in the country. This president did not mention a single religious leader." Church leaders had encouraged up to 30,000 people at a time to march against apartheid, he added. "There was a time when the people leading the struggle were religious leaders. Let the ANC know, they cannot airbrush us out."
There has also been criticism from the Pan Africanist Congress (PAC), a black nationalist movement that broke from the ANC in 1959. It organised the 1960 protest march in Sharpeville, where police fired on an unarmed crowd, killing 69, a defining moment in liberation history. But on the 50th anniversary of the massacre, ANC youth leader Julius Malema claimed that the memory of Sharpeville belonged to the ANC.
The PAC's forgotten role was the subject of further controversy last week when the ANC and the media were accused of ignoring the fact that the majority of political prisoners hanged by the apartheid government belonged to the party. Sam Ditshego, of the Pan Africanist Research Institute, wrote: "Many people are not aware that the first political prisoners on Robben Island were PAC members and that the longest-serving political prisoner on Robben Island was a PAC founding member, the late Jafta Masemola. PAC political prisoners were treated more harshly than ANC political prisoners on Robben Island. Please allow PAC members to tell our story. The media and the ANC are guilty of lying by omission."
PAC founder Sobukwe is given little tribute, apart from a brief description to tourists outside his prison on Robben Island. In South Africa's last general election, the ANC polled 65.9%, while the PAC received 0.27%.
The jamboree around the ANC's centenary contrasts sharply with the failure to mark modern South Africa's own centenary two years ago. Even the deputy president, Kgalema Motlanthe, admitted at the time that he was astonished by the "deafening silence" around the 100th anniversary of the Union of South Africa.
Opposition parties have raised concerns that public funds and other resources may be used for a party political event. The ANC has reportedly spent 10m rand of taxpayers' money to buy back the church where its founding fathers met in 1912 so that Zuma can light a "centenary flame" there.
Political activist Andile Mngxitama, co-editor of Biko Lives!, said the centenary would expose how the ANC marginalises rival groups. "They are going to play on the idea they were the sole liberator of our country. They're not going to acknowledge Black Consciousness, the Pan Africanist Congress, the independent voices of students. This is the last shot they have at maintaining a hegemony over society."
The ANC needs to trade on its heroic past to conceal its present failings, he added. "Our government lacks this little thing called black consciousness. If they had it, they would be building better houses, better schools and better transport. Instead they have affirmed the idea of black inferiority. History has been used as a cover-up for the failure to provide basic services to our people. I think it's a tragedy that history has been abused like this, to the point that children will laugh at it and spit at it."
The ANC denies that it is hijacking South Africa's struggle history. Jackson Mthembu, its national spokesperson, acknowledged that the party did not act alone and said Tutu and other leading figures have been invited to its celebrations. "We played a prominent part, no question about it, but that doesn't mean there were no Bikos."
But he added: "When you celebrate 100 years of the ANC, it's 100 years of the struggle in this country. You cannot include those who were not part of the ANC. It does not make sense. If we celebrated leaders who were not ANC, we would then be blamed for taking over the PAC. We expect the PAC to celebrate its leaders and we will be there. They can't blame another organisation because they don't have the capacity."
ANC (African National Congress)


Check out this great Easter Class for kids, on Monday 15th April If you have a child with an interest in baking, they will love this Easter Cookery Class. Using Easter-themed recipes, we will teach a variety of baking skills and the kids will get to take all their treats home with them.
During this hands-on class, we teach the kids a range of recipes and methods to help them to become more confident and skilled in the kitchen back home. All recipes are tailored for their age group and they should be able to recreate them at home. How proud they will be when they are part of making the Easter treats for the family!


text:
Lieutenant Charles Lister, Hood Battalion, 2nd Naval Brigade, RND - Lister was an amusing correspondent and on 18th July he wrote a typical letter which manages to be amusing about both Scotsmen and jam manufacturers.
"We are now in the trenches. We went in about three days ago. They are old Turkish trenches, with one or two admirably protected dug-outs, which we suspect the Turks have been made to hollow out for the German officers. It is fairly whiffy, and there are quite a number of dead in the neighbourhood, and the tell-tale stocking or end of boot is now and then seen protruding from the trench wall. We get our share of sniping, even in the support trench, which I have seen most of. One has to drop nimbly past certain critical corners. But there is no need for anyone to get hit if they keep down. The Turks are sniping from a long way off and fire on the chance. The communication trenches are rather ticklish by day, though safe enough by night. There are occasional dead bodies where people have been killed, and it is an awful job getting our men past them: they have a sort of supernatural fear of trampling on their own dead; this kind of feeling of awe is felt also by the men in the case of the Turkish dead. We get all we want to eat. The Eastern tea and biscuits and jam are excellent, but for a jam variety known as the Sir X. Y. brand, with a picture of the inventor on the label. He is a characteristic Millbank type, with the urbane glance of the sweating mill-owner of the 'forties. I-le gives us away, because the French used to give us wine in exchange for jam, but are now tired of doing so, as they always get this sample foisted upon them. What a good example of Gresham's Law. Trench life means a good deal of repose but very little sleep. This is not so much due to the enemy as to the torrents of raw levies coming up to do working parties or to relieve pals or to look for their proper places in the line, and so on. I have had my toes trodden on by every officer and man of a Scottish Territorial Division. They come up in driblets, carrying the most weird cooking utensils, and with every sort of impedimentum. They never know how many of them are coming, and if you ask them each man says he is the last. Then after about ten seconds' interval fresh men come up, carrying what appear to be portions of bagpipes. They are always getting lost and held up. Last night I had to get them out by dint of jumping on the top of the communication trench parapet and kicking dust on to their heads, and at the time using the most violent language. The humours of trench warfare are really delicious. Our men are in fine fettle and have worked awfully well, taking things up to the firing-line with hardly any rest. Patrick keeps a most lucid grasp of affairs, even with the Scots standing on our toes, when the trench is a seething mass of humanity. I had no idea the difficulty of getting men in or out of the trenches would be so great. The trenches are bone dry just now, rather hot and dusty, but there is always a breeze. I am very well and happy. The trench soil is limestone and chalk, rather white and trying to the eyes."
With regard to the jam tins I think Lister may have been referring to Henry Jones a jam manufacturer from Australia who had adopted the brand name IXL (I excel in all the products that I make - Lister would disagree!) and was himself popularly dubbed 'Jam Tin Jones'. As a brand name this motto was an inspired choice soon forming part of Tasmanian and Australian folklore. It became instantly recognisable with the man, his factories and his products. He was the largest private employer in Tasmania and at the time, the head of the largest private company in the world exporting jam to countries throughout the world. With this and his contribution to commerce and military efforts, he was the first Tasmanian to be knighted and hence became caricatured as the 'Knight of the Jam Tin'. As to Gresham's Law it seems that Charles Lister was far better educated than I am (Eton seems to be superior to Chesterfield in this respect!) However I have looked up Gresham's Law and found that it is an economic principle "which states that when government compulsorily overvalues one money and undervalues another, the undervalued money will leave the country or disappear from circulation into hoards, while the overvalued money will flood into circulation." It is commonly stated as: "Bad money drives out good". This law applies specifically when there are two forms of commodity in circulation which are required by to be accepted as having similar face-values for economic transactions. The artificially overvalued money tends to drive an artificially undervalued money out of circulation. Gresham's law is named after Sir Thomas Gresham (1519-1579), an English financier during the Tudor period.
C. Lister quoted by Lord Ribblesdale, Charles Lister: Letters and Recollections (London: T. Fisher Unwin Ltd, 1917), p.209-210
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text:
Gli sport gaelici sono i tradizionali sport praticati in Irlanda. I principali sono il calcio gaelico e l'hurling, entrambi organizzati dalla Gaelic Athletic Association (GAA). Quest'ultima organizza altri sport, come il rounders e la pallamano gaelica. Durante il tardo XIX secolo, in Irlanda gli sport gaelici stavano scomparendo. Questo declino fu fermato dalla GAA e dal Risorgimento gaelico, che resero questi sport quelli che ancora oggi sono i più popolari in Irlanda, dopo il calcio.

Calcio gaelico

Il calcio gaelico (gaelic football in inglese) è il più popolare di questi sport e viene giocato in squadre da 15 su un campo rettangolare con porte a forma di H su entrambi gli estremi. Il principale obiettivo è quello di segnare mandando la palla attraverso le porte e segnando pertanto dei punti sopra la traversa orizzontale e dei gol, che ne valgono 3 punti, nella rete sotto la traversa. Vince la squadra che alla fine della partita ha totalizzato il maggior punteggio. Questo sport combina le abilità del calcio e della pallacanestro, in un veloce sport molto fisico e di contatto, caratterizzato da un punteggio solitamente elevato.

Hurling

L'hurling è uno sport giocato con pallina e mazze, in squadre da 15, in un campo rettangolare con porte a forma di H su entrambi gli estremi. Il principale obiettivo è quello di segnare mandando la palla attraverso le porte. Vince la squadra che alla fine della partita ha totalizzato il maggior punteggio. Le origini dell'hurling risalgono a più di tre millenni fa, e si dice che sia il più veloce sport su prato, grazie alla combinazione tra lacrosse, hockey su prato e baseball, da cui deriva uno sport di forti tiri e di elevate abilità tecniche.

Rounders

Il rounders è uno sport che viene giocato con mazza e palla; in pratica, un gioco molto simile al baseball. Il rounders è il meno popolare tra gli sport gaelici, e viene organizzato da una sottodivisione della GAA, nota come Rounders Council of Ireland.

Pallamano gaelica

La pallamano gaelica  è uno sport in cui due giocatori usano le loro mani per ribattere la palla contro un muro. Questo sport è simile alla pallamano americana. I giocatori gaelici si sfidano contro i loro corrispondenti americani.

Altri sport gaelici
Esisterebbero altri sport gaelici, ma la maggior parte sono ormai scomparsi. Passatempi come il road bowling, praticato in Irlanda da molto tempo, può essere considerato uno sport gaelico.

Collegamenti esterni

redpajama_set_name: RedPajamaWikipedia


text:
7th Sea was first published by AEG in 1999, written by John Wick and Jennifer Wick. Set in an imaginary world, Théah, in its year 1668; it's a swashbuckling magical romp through something loosely based on Europe at a similar stage in its development.
Richly resourced with sourcebooks for the nations of Theah and for the myriad 'secret societies' that characters can join, the game system uses d10s - the number rolled depending on your skills and the appropriate 'trait' as selected by the GM, then of those rolled you keep the highest of a number determined by the value of your 'trait' - the so-called 'roll-and-keep' mechanic.
However, the main contribution to system mechanics is the 'Drama Die.' These are given by the GM whenever a player does something spectacular, dramatic or outright amusing... and may be 'spent' by that player to improve any die roll later on in the game. This helps to foster the dramatic swashbuckling style intended for gameplay, and rewards it in a more direct way than merely awarding experience points... the wise GM encourages this not only for enjoyment of the game but because that's the only way he gains drama dice for the NPCs to use!
As is the way of such things, a d20 ruleset was released during 2002, renamed Swashbuckling Adventures and using the same glorious setting. Further sourcebooks have followed enabling d20 players to explore the wonders of Théah's unique brands of magic, and presenting a series of "Heroes, Villains and Monsters" to share the world. Fortunately, for those who prefer it, the 'roll-and-keep' mechanic may still be used even with new materials, while the recent conversion books make it possible for d20 enthusiasts to enjoy everything that has been written for 7th Sea.
In 2016, John Wick Presents (the company of the original game designer) brought out a Second Edition, using an enhanced and improved version of the original 'Roll and Keep' mechanic. In April 2019, John sold the game to Chaosium.
7th Sea 1e Swashbuckling Adventures 7th Sea 2e
7th Sea Links 7th Sea Resources
Page last updated: 6 April 2019


Chictopia is the largest source of fashion inspiration on the web. The kamari leather moto trend is rocked by blogger LikeFreshLaundry with kamari leather moto Joie jackets, cashmere Line sweaters, messenger Clare Vivier bags, clubmaster ray-ban sunglasses, torres Joie sandals, asymmetrical wrap Helmut Lang skirts.
to vote on LikeFreshLaundry's look.


Usage metadata for API calls? - OCR.space Free OCR API - Forum for Kantu Task and Test Automation and the free OCR API.
Usage metadata for API calls?
Other than exceeding those limits and receiving an error message in the response when attempting an OCR request, is there any way to retrieve what my current usage is so that I do NOT make the call just to receive an error? I've seen some APIs place usage metadata in a special response header, but it does not appear that such data exists in the OCR.space responses.
This feature is currently only available for the PRO and PRO PDF plans.
I am a PRO user with an API key … how do I get my current usage information?
Great, just contact us and we will send you the technical details.


Monique manages an Emmaus village in the South West of France. Then Jacques, the brother she hasn't seen in years, turns up. He's a good-for- nothing with only one thought in mind: becoming rich.
More than a family reunion, what follows is a clash of two visions of the world.


text:
	//
	// **vectorop:** 8bit vector arithmetics that emulate simple operator overloading
	// in JavaScript, as a proof of principle. This script is intended as a tutorial!
	//
	// **@author:** (c) 10/2011 by Lorenz Lo Sauer; lsauer.com
	// **@license:** MIT-LICENSE or BSD-LICENSE
	// **@link:** https://www.github.com/lsauer/vectorop/
	// **@version:** 0.1.1
	//
	// **Background: **
	// By default, JS doesn't allow operator overloading but does allow capturing the value-
	// coercion-function `stringTo` and `valueOf`, which converts an object to a primitive value
	// Respectively, `toString` acts in the context of a string coercion/conversion.
	// If either method returns a non-primitive type, the respective other method is invoked

	// **Note:**
	// The code is purposefully not geared towards speed (at the gain of readability)
	// for comprehensive matrix and vector functionality use 'glmatrix'
	// Only minimal Error checking is implemented. No overflow warnings are provided.
	// Only positive values are supported < 255, i.e. UInt8,
	// otherwise only signed 7bit numbers would be possible
	// In principle any number types could be implemented, by adapting the bit masks and bit allocations.
	// Due to certain 32bit constraints, the implemented number types are: `positive integer numbers R: -1 < R < 256`
	//
	//
	// **Todo/Maybe:**
	// - Allow negative 8bit numbers
	// - Add examples for other operators
	// - Implement a general purpose 'object to 64bit serialization'
	//
	// **See also:**
	//
	// - https://developer.mozilla.org/en-US/docs/JavaScript/Reference/Global_Objects/Object/valueOf
	// - http://lsauer.com/2011/09/javascript-binary-to-int-hex-decimal.html
	// - https://gist.github.com/lsauer/1582813 - Convert a Vector into a Matrix
	// - https://github.com/toji/gl-matrix - by Brandon Jones
	//
	// Permission is hereby granted, free of charge, to any person obtaining a copy
	// of this software and associated documentation files (the "Software"), to deal
	// in the Software without restriction, including without limitation the rights
	// to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
	// copies of the Software, and to permit persons to whom the Software is
	// furnished to do so, subject to the following conditions:
	//
	// *The above copyright notice and this permission notice shall be included in*
	// *all copies or substantial portions of the Software.*
	//

    // Global containment
    // -----
(function() {

    // Module Setup
    // -----

    // Define the internal vectorop object
    var vectorop = {};

    // Export the vectorop object as either a CommonJS module, or as the global object
    if (typeof module !== 'undefined' && module.exports) {
        module.exports = vectorop;
    } else {
        this.vectorop = vectorop;
    }

    // Set the vectorop version
    vectorop.version = '0.1.1';

	/**
	* CONSTANTS
	*/

	vectorop.RADIAN = 57.2957795;

	/**
	* Utility Functions
	*/

    // number utility functions
    // ------------------------

    // `d2b`: Converts a decimal to a binary representation
	//
	// 	@param d {Int} #decimal number
	// 	@return b {String} binary number representation
	vectorop.d2b = function d2b(d){
		return d.toString(2);
	}

    // `b2d`: Converts a binary representation to a decimal
	//
	// 	@param d {String} #number in binary representation
	// 	@return d {Int} decimal number representation
	vectorop.b2d = function b2d(d){
		return parseInt(d,2);
	}

    // objects utility functions
    // -------------------------

	// `listToMatrix`: converts a 1D array to a 2D array
	//
	// 	@param a {Array} list of elements
	// 	@param len {Int} number of elements in each row
	// 	@return matrix {[[,..],[,...],...]} 2D array containing matrix elements
	vectorop.listToMatrix = function Array1dTo2d(a, len){
	  var b=[];
	  for(var i=0; i<a.length; i+=len)
		b.push( a.slice(i,i+len) );
	  return b;
	}

	// `matrix`: Converts a linear list of elements into an n x m matrix
	//
	// 	@param alist {Array} linear list of elements
	// 	@param n {Int} #rows of the matrix
	// 	@param m {Int} #rows of the matrix optional:true; else n=m
	// 	@return matrix {[[,..],[,...],...]} 2D array containing matrix elements
	vectorop.matrix = function matrix(alist,n,m) {
		m||(m = n);
		var mat = []
		for(var i=0,len=n*m;i<len;i+=m)
			mat.push(alist.slice(i,i+m))
		return mat;
	}

	// `list`: inverse operation to the function `matrix`: flattens an array
	//
	// 	@param mat {Array} 2D array, representing an n x m matrix
	// 	@return array {Array} 1D array containing vector elements
	vectorop.list = function list(mat){
		return (mat+'')
				.split(',')
				.map(parseFloat);
	}

	// `matcmpr`:  compares (non-strictly) two matrices and returns true or false
	//
	// 	@param mat1 {Array} 1st 2d array of n x m matrix elements
	// 	@param mat1 {Array} 2nd 2d array of n x m matrix elements, to be compared to
	// 	@return isEq {Boolean} true is returned in the case of matrix equality
	vectorop.matcmpr = function matcmpr(mat1,mat2){
		if(undefined === mat1[0][0]) {
			mat1 = [mat1];
			mat2 = [mat2];
		}
		for(i in mat1)
			for(j in mat1[i])
				if(mat1[i][j] != mat2[i][j])
					return false;
		return true;
	}

	// vector object functions
    // -----------------------

	// *Todo:*

	//	- Dynamic bitsize-allocation per number:
	//	- Implement cutting off the number via `&range|lower`, according to a dynamic bitsize per number
	//  - Alternatively: allow 16bit numbers in the case of 2D vectors

	// *Notes:*

	// The shifting operation could be refactored out into toString
	// The Vector object contains the original x,y,z representation
	// The z-value is ignored in a 2D vector, and thus placed beyond the 16bit position

	// `_Vector`: packs x,y,z 8bit Integers (<255), into an vector object
	//
	// 	@param x,y,z {Int} 8bit Integers holding coordinate values
	// 	@return point {Int} 32bit/64bit (JS runtime dependent), Integer containing x,y,z.
	vectorop._Vector = function _Vector(x,y,z) {
		var  point, signx, signy, signz;
		// allow passing arguments as an array
		if(x instanceof Array){
				 z = x[2]
				,y = x[1]
				,x = x[0]; //initial array `x` is now unreferenced
		}
		//store the signs

		signx = (x < 0)  ? 1 : 0;  //alternative: Number( x < 0)
		signy = (y < 0)  ? 1 : 0;
		signz = (z < 0)  ? 1 : 0;

		//initialize empty variables, as Integers
		var _x = Math.abs( (x|0) || 0 );
		var _y = Math.abs( (y|0) || 0 );
		var _z = Math.abs( (z|0) || 0 );

		// allow passing arguments as single number i.e. a `point`
		// with three argument values passed, pack the absolute x,y,z values into a `point`
		var bit24mask = (1 << 24)-1;
		if(_x > 255){
			point = _x & bit24mask;					// as the point is 24bit, cut it off with a 24bitmask
		}else{
			point = (_z << 16) ^ (_y << 8) ^ _x;	// overlay ad-hoc-created bitmasks via XOR
		}
		//Todo: allocate sign to Bit 30(x),29(y), 28(z)
		//pack the signs into the point
		point |= (signx << 30);
		point |= (signy << 29);
		point |= (signz << 28);

		// assign local variables to an instance
		if(this){							//-> for readability:
			 this.z = z						// this.z = z<< 16;
			,this.y = y						// this.y = y<< 8;
			,this.x = x;					// this.x = x;
			this.point = point;
		} else {
			return point;
		}
	}

	// `Vector`: helper function that returns an Vector instanc
	//
	// 	@param x,y,z {Int} 8bit Integers holding coordinate values
	// 	@return vector {Object} _Vector object containing 8bit 3D coordinates
	vectorop.Vector = function Vector(x,y,z) {
		if(arguments.length > 3){
			return null;
		}
		var vobj = new vectorop._Vector(x,y,z);
			//define attribute-like functions
			vobj.__defineGetter__('length', vectorop._Vector.prototype.len);

		return vobj;
	}

	// `isVectorInstance`: helper function that checks if a passed object is a Vector instance and handles errors
	//
	// 	@param v {Object} obejct tested to by an instance of _Vector
	// 	@return state {Boolean} returns true if the object is a _Vector instance
	vectorop.Vector.isVectorInstance = function(v){
		if( ! (v instanceof vectorop._Vector)){
			throw new TypeError("A Vector instance must be passed to:" + arguments.callee);
		}else {
			return true;
		}
	}

	// Vector: prototypal functions
    // ---------------------------

	// demonstrate that `valueOf` would get precedence, if defined...
	/*	vectorop._Vector.prototype.valueOf = function() {
	 *		console.log("valueOf was invoked" )
	 *	}
	 */

	// `toString`: overloaded function, to pack 8bit x,y,z values into a 32bit number of the vector instance
	//
	// 	@return point {Int} 32bit number containing x,y,z 3D coordinates as 8bit integers
	// 	The function is mainly invoked through the '+' plus operator acting upon a vector instance
	vectorop.Vector.prototype.toString = function() {
	   var x = this.x << 16;					// each coordinate x,y,z is allocated 8bit, and shifted upwards
	   var y = this.y << 8;
	   var z = this.z;
	   console.log("Vector.toString invoked");
	   return x + y + z;						//return a 32bit number containing x,y,z
	}

	// `toString`: overloaded function, to unpack a 32bit number into 8bit x,y,z values of the vector instance
	//
	// 	@param isRetstring {Bool} when set to true, a pretty-printed string is returned rather than a bit-serialized number/point
	// 	@return point {Int} 32bit number containing x,y,z 3D coordinates as 8bit integers
	vectorop._Vector.prototype.toString = function(isRetstring) {
		var bit24mask = (1 << 24)-1;							//alternative: Math.pow(2,24) - 1
		this.z = ((this.point & bit24mask) >> 16) &255;			//byte = UInt8; 255 = "11111111" 8bit Bitmask
													//get rid of the upper bits, then shift down:
		this.y = ((this.point & bit24mask) >>  8) &255;			//alternative: var y = (this.point -= (z << 16)) >> 8;
		this.x = ((this.point & bit24mask)     ) &255;
		//Todo: read sign from Bit 30(x),29(y), 28(z)
		//read sign-bits put at the front of the 32bits; x being closer to the Most Significant Bit position
		if( this.point & (1<<30) ){
			this.x = -this.x;
		}
		if( this.point & (1<<29) ){
			this.y = -this.y;
		}
		if( this.point & (1<<28) ){
			this.z = -this.z;
		}
		var retstring = '[x: '+this.x+', y: '+this.y+', z: '+this.z+']';
		if( typeof isRetstring !== "undefined" && true === Boolean(isRetstring) ){
			return retstring;
		}else{
			console.log( retstring );
			return this.point;
		}
	}

	// `toArray`: returns an 1d array containing x,y,z cartesian coordinates
	//
	// 	@return array {Array} 1D array containing vector values x,y,z
	vectorop._Vector.prototype.toArray = function(){
		return [ this.x, this.y, this.z ];
	}

	// `mul`: calculates the vector product between the pertaining vector instance and a vector passed as argument
	//
	// 	@param v2 {Vector} second Vector
	// 	@return point {Int} 32bit number containing x,y,z 3D coordinates as 8bit integers
	vectorop._Vector.prototype.mul = function(v2) {
		vectorop.Vector.isVectorInstance(v2);
		return new vectorop.Vector(
			 this.x * v2.x
			,this.y * v2.y
			,this.z * v2.z
		);
	}

	// `div`: calculates the division between the pertaining vector instance and a vector passed as argument
	//
	// 	@param v2 {Vector} second Vector
	// 	@return point {Int} 32bit number containing x,y,z 3D coordinates as 8bit integers
	vectorop._Vector.prototype.div = function(v2) {
		vectorop.Vector.isVectorInstance(v2);
		return new vectorop.Vector(
			 this.x / v2.x
			,this.y / v2.y
			,this.z / v2.z
		);
	}

	// `dot`: calculates the dot product between the pertaining vector instance and a vector passed as argument
	//
	// 	@param v2 {Vector} second Vector
	// 	@return point {Int} 32bit number containing x,y,z 3D coordinates as 8bit integers
	vectorop._Vector.prototype.dot = function(v2) {
		vectorop.Vector.isVectorInstance(v2);
		return   this.x * v2.x
				+this.y * v2.y
				+this.z * v2.z;
	}

	// `cross`: calculates the cross product between the pertaining vector instance and a vector passed as argument
	// The cross product can be defined as the determinant of a suitable 3×3 matrix (See: *Sarrus rule*)
	// The cross product is anticommutative, implying negative numbers.
	// Calculating the cross product with the current implementation is possible only in select cases.
	//
	// 	@param v2 {Vector} second Vector
	// 	@return vector {Object} _Vector object containing 8bit 3D coordinates
	vectorop._Vector.prototype.cross = function(v2) {
		vectorop.Vector.isVectorInstance(v2);
		return new vectorop.Vector(
			 this.y * v2.z - this.z * v2.y
			,this.z * v2.x - this.x * v2.z
			,this.x * v2.y - this.y * v2.x
		);
	}

	// `dotcross`: calculates the scalar triple product between the pertaining vector instance and two vector passed as argument
	// The result of the scalar triple product may be negative and can thus not be handled by the current implementation.
	// The scalar value can be thought of as the volume V of a parallelepiped, spanned by the three given vector instances
	//
	// 	@param v2 {Vector} second Vector
	// 	@param v3 {Vector} third Vector
	// 	@return vector {Object} _Vector object containing 8bit 3D coordinates
	vectorop._Vector.prototype.dotcross = function(v2, v3) {
		vectorop.Vector.isVectorInstance(v2);
		vectorop.Vector.isVectorInstance(v3);
		return (v2.cross(v3)).dot(this);
	}

	// `abs`, `length{attr}`, `len`: calculates the magnitude or length of the pertaining vector instance
	//
	// 	@return point {Int} 32bit number containing x,y,z 3D coordinates as 8bit integers
	vectorop._Vector.prototype.abs =
	vectorop._Vector.prototype.len = function() {
		return Math.sqrt(
			 this.x * this.x
			+this.y * this.y
			+this.z * this.z
		);
	}

	// `unit`,`norm`: calculates a normalized or unit vector of the pertaining vector instance and a passed normalization factor
	// Note: By necessity, floating point numbers are required and thus `unit` is incompatible with the current implementation
	//
	// 	@param v2 {Vector|Int} second Vector object or integer value as normalization factor
	// 	@return vector {Object} _Vector object containing normalized 8bit 3D coordinates
	vectorop._Vector.prototype.unit =
	vectorop._Vector.prototype.norm = function(v2) {
		var len;
		if( v2 instanceof Object && v2.len instanceof Function ){
			len = v2.len();
		} else if(typeof v2 === 'number') {
			len = v2;
		} else{
			// no argument passed: normalize by the own length
			len = this.len();
		}
		return new vectorop.Vector(
		   this.x / len
		  ,this.y / len
		  ,this.z / len
		);
	}

	// `unit`,`norm`: calculates a normalized or unit vector
	//
	// 	@param v1 {Vector} Vector object to be normalized
	// 	@param v2 {Vector|Int} second Vector object or integer value as normalization factor
	// 	@return vector {Object} _Vector object containing normalized 8bit 3D coordinates
	vectorop.Vector.unit =
	vectorop.Vector.norm = function(v1, v2) {
		var len;
		if( v2 instanceof Object && v2.len instanceof Function ){
			len = v2.len();
		} else if(typeof v2 === 'number') {
			len = v2;
		} else{
			// no argument passed: normalize by the own length
			len = v1.len();
		}
		return new vectorop.Vector(
		   v1.x / len
		  ,v1.y / len
		  ,v1.z / len
		);
	}

	// `unit`,`norm`: copies the pertaining Vector object
	//
	// 	@return vector {Object} _Vector object containing 8bit 3D coordinates
	vectorop._Vector.prototype.copy = function() {
		return new vectorop.Vector(this.x, this.y, this.z);
	}

	// `min`: calculates the minimum vector coordinates between two vectors passed as argument
	//
	// 	@param v1 {Vector} first Vector object
	// 	@param v2 {Vector} second Vector object
	// 	@return vector {Object} _Vector object containing the minimum 8bit 3D coordinates
	vectorop.Vector.min = function(v1, v2) {
		if( ! v1 instanceof vectorop._Vector && ! v2 instanceof vectorop._Vector ){
			throw new TypeError("Two Vector instances must be passed to:" + arguments.callee);
		}
		return new vectorop.Vector(
			 Math.min(v1.x, v2.x)
			,Math.min(v1.y, v2.y)
			,Math.min(v1.z, v2.z)
		);
	}

	// `min`: calculates the minimum vector coordinates of the pertaining v instance and a Vector passed as argument
	//
	// 	@param v1 {Vector} first Vector object
	// 	@param v2 {Vector} second Vector object
	// 	@return vector {Object} _Vector object containing the minimum 8bit 3D coordinates
	vectorop._Vector.prototype.min = function(v2) {
		vectorop.Vector.isVectorInstance(v2);
		return new vectorop.Vector(
			 Math.min(this.x, v2.x)
			,Math.min(this.y, v2.y)
			,Math.min(this.z, v2.z)
		);
	}

	// `max`: calculates the maximum vector coordinates between two Vectors passed as argument
	//
	// 	@param v1 {Vector} first Vector object
	// 	@param v2 {Vector} second Vector object
	// 	@return vector {Object} _Vector object containing the maximum 8bit 3D coordinates
	vectorop.Vector.max = function(v1, v2) {
		if( ! v1 instanceof vectorop._Vector && ! v2 instanceof vectorop._Vector ){
			throw new TypeError("Two Vector instances must be passed to:" + arguments.callee);
		}
		return new vectorop.Vector(
			 Math.max(v1.x, v2.x)
			,Math.max(v1.y, v2.y)
			,Math.max(v1.z, v2.z)
		);
	}

	// `max`: calculates the maximum vector coordinates of the pertaining Vector instance and a Vector passed as argument
	//
	// 	@param v1 {Vector} first Vector object
	// 	@param v2 {Vector} second Vector object
	// 	@return vector {Object} _Vector object containing the maximum 8bit 3D coordinates
	vectorop._Vector.prototype.max = function(v2) {
		vectorop.Vector.isVectorInstance(v2);
		return new vectorop.Vector(
			 Math.max(this.x, v2.x)
			,Math.max(this.y, v2.y)
			,Math.max(this.z, v2.z)
		);
	}

	// `deg`,`spherical`: calculates the spherical values of the pertaining Vector instance, or sets the coordinates when `r,p,t (radius, phi, theta)` is passed
	//
	// 	@param r {Vector} r, the radius or radial distance
	// 	@param t {Vector} theta, the inclination or polar angle
	// 	@param p {Vector} phi, the azimuth or azimuthal angle
	// 	@return vector {Object} Object containing `r,p,t (radius, phi, theta)` or a Vector containing the 8bit 3D coordinates
	vectorop._Vector.prototype.deg =
	vectorop._Vector.prototype.spherical = function() {
		if( 0 === arguments.length ){
			var len = this.len();
			return {
				 r: len
				,p: Math.atan2(this.y, this.x)		/*theta*/
				,t: Math.acos(this.z / len)			/*phi*/
			}
		} else{
			var  x = r * Math.sin(phi) * Math.cos(the)
				,y = r * Math.sin(phi) * Math.sin(the)
				,z = r * Math.cos(phi);

			this.point = (z<< 16) ^ (y<< 8) ^ x;	// update the coordinates of the vector instance
			return new vectorop.Vector(x,y,z);
		}
	}

	// `sph2cart`,`fromSpherical`:  calculates the carthesian coordinate values `x,y,z` of the spherical coordinates passed as `r,p,t (radius, phi, theta)`
	//
	// 	@param r {Vector} r, the radius or radial distance
	// 	@param t {Vector} theta, the inclination or polar angle
	// 	@param p {Vector} phi, the azimuth or azimuthal angle
	// 	@return vector {Object} _Vector object containing the maximum 8bit 3D coordinates
	vectorop.Vector.sph2cart =
	vectorop.Vector.cartesian = function(r, phi, the) {
		return new vectorop.Vector(
			 r * Math.sin(phi) * Math.cos(the)
			,r * Math.sin(phi) * Math.sin(the)
			,r * Math.cos(phi)
		);
	}

	// `rot`: rotates the pertaining vector instance given the specified rotation angles of each axis
	// See: http://stackoverflow.com/questions/5081842/3d-z-y-x-rotation-of-vector
	//
	// 	@param degx {Int} angle of rotation around the x-axis
	// 	@param degy {Int} angle of rotation around the y-axis
	// 	@param degz {Int} angle of rotation around the z-axis
	// 	@return vector {Object} _Vector object containing 8bit 3D coordinates
	vectorop._Vector.prototype.rot = function(degx,degy,degz) {
		//Not implemented due to the current lack of floting number support
		return null;
	}

})();

redpajama_set_name: RedPajamaGithub


finally decided to purchase and try a webcam. So, there it is, 2 little studies so far (the other one comming in next post).
Very nicely played, Marek. I like the look and the sound of the guitar too.
Absolutely brilliant, Marek! Well played and very fluid! Brought back really good memories when I first heard John Mills play this beautiful piece with his Asturias guitar. Would have sounded a lot more beautiful and in-depth if you had played it on a Miguel Rodriguez or Masaki Sakurai guitar! Keep up the good play! You should play all of Bach's lute suites with your instrument!
so much for these Giuliani study pieces! They sounded really good!
Nicely played and recorded. I enjoyed listening. Thank you for posting.
Really great choices for articulation, this short piece is really alive when played this way. I'm glad it popped up to the top of this page so I could get a look at it!
I'm glad it popped up to the top of this page so I could get a look at it!
Yup I've seen your videos before here and on the Youtube channel, just not this particular one. I am a fan to say the least!
I am a fan to say the least!


text:
, es un videojuego de acción para máquinas recreativas.

Resumen

Tiger Road fue creado por Capcom en Japón, y distribudo por la misma compañía en noviembre de 1987.
Además de por Capcom, en Europa y Estados Unidos, también fue distribuido por la empresa Romstar.

Tuvo conversiones y adaptaciones a varios ordenadores personales y consolas de videojuegos de la época.

En abril de 2006, Capcom lo reeditó para PlayStation 2 y Xbox, en una recopilación de sus clásicos de recreativas titulada Capcom Classics Collection Volume 2.

Historia
Ryu-Ken-Oh, que pretende dominar el mundo, ha secuestrado a todos los niños de ciudades y aldeas, para lavarles el cerebro y convertirlos en sus diabólicos secuaces.

El gran maestro del templo Oh-Rin, envía a su mejor discípulo, Lee-Wong, a rescatar a los niños y acabar con Ryu-Ken-Oh.

Lee-Wong, tendrá que viajar a los cuatro territorios custodiados por los cuatro esbirros de Ryu-Ken-Oh, y acabar con ellos haciendo uso de las armas y el manto mágico que le permite volar,  recibidos de su maestro.

Conversiones

Adaptaciones

Fuentes

Libros

CD

Enlaces externos

Videojuegos de 1989
Videojuegos de acción
Videojuegos arcade
Videojuegos de Capcom
Videojuegos para Commodore 64
Videojuegos para Amiga
Videojuegos para Amstrad CPC
Videojuegos para PC Engine
Videojuegos para ZX Spectrum


The Crook in the Lot by Thomas Boston is a real Puritan classic that I just happened to put in my Amazon shopping cart to get free shipping last month, but I am glad that I did! And I want to encourage you to get a copy of this one, and treasure it for the true gem that it is.
As Christians we encounter a variety of difficult circumstances and situations in our lives (or our 'lot'). For some people, the difficulty in our lot may be seen in physical problems with our bodies (i.e. health problems, illness, deformities, weakness, barrenness, beauty, etc.). For other people it may deal with their honor, or the failure to receive the honor and respect due to them. Still others may deal with difficulty in their vocations and stations in this world, whether it is ongoing difficulty on their job, frustrated hopes and expectations, or even a desire to do something else while you have to remain where you are. And another area of difficulty for many people lies in their relationships with family, friends, the world, and even the Church. However, as Boston continuously points out, it does not matter where your 'crook' is in your lot of life, it is of highest importance that we, as Christians, have the proper view of these difficulties and look upon them with the eye of faith, not just by our natural senses. And with a proper view, these difficulties will become advantageous to us as we learn how to adjust our deportment (loved that word) under them.
The hand of God is unmistakably involved in every aspect of our lives, both small and great. If He has decided to put a crook, or a difficulty, in some aspect of your life, you will not be able to change or alter that difficulty until He wills it to change. So you ought to quiet yourself with the knowledge that regardless of the difficulty, God is directly involved and is using this for your good in Him.
Humility is of the utmost necessity in the Christian life, and if you will be loved and cared for by God, you must learn humility. However, humility is oftentimes very hard to come by in the Christian life because we wrestle with lofty opinions of ourselves and what we are due. Thus, God teaches us humility through the crooks in our lot, and His aim is to make this a thorough work. So, though we may be content to just deal with our various difficulties in life and work through them, looking for better days ahead, God desires that we learn how to lower our spirits down to our lots so that we indeed calm and quiet our souls as a weaned child with its mother (Psalm 131). The lowering down of our spirits in the midst of crooks is probably the hardest lesson to learn for the Christian; however, it yields the sweetest fruits.
As we perform the duties of humility, we have this promise from the Lord that He will raise us up out of our difficulties (straighten the crooks) in due season. The due season happens at different times for each Christian, as the Lord sees fit. And there are some crooks that will not be straighten until we close our eyes for the last time and take our last breath. Nevertheless, we can trust that the Lord will exalt the humble at the appointed time, not a moment too late and not a second too soon.
In these days, there is so much discontentment and dissatisfaction among people with their lot in life, even among professing Christians. Protests, rallies, blogs, and social media blasts abound as people take to voicing all of their problems with a variety of things around them that may or may not be actually affecting them. Nevertheless, the issues of fairness, equality, privilege, and rights dominate the news, and I found this book to be an extra tether for my soul, a balm for my aching mind, and a sweet, familiar melody to my heart that reminded me of the very basic things that I learned at the very beginning of my Christian walk. That is, we may not understand the 'why' behind all of the things in our lives right now, but we will understand them all better by and by.
Brothers and sisters, I pray that you get your hands on this book soon, and may you see with the eyes of faith in all of your crooks that the Lord has allotted to you.


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Philosophy Course Listing
Degree Pathways by Major
Post-Baccalaureate Certificates
College of Fine Arts, Humanities & Social Sciences
School of Criminology & Justice Studies
Francis College of Engineering
Manning School of Business
Zuckerberg College of Health Sciences
All courses, arranged by program, are listed in the catalog. If you cannot locate a specific course, try the Advanced Search. Current class schedules, with posted days and times, can be found on the NOW/Student Dashboard or by logging in to SiS.
Introduction to Philosophy (Formerly 45.201)
Examines some of the typical approaches to philosophical questioning and the issues raised in such inquiry: what is true knowledge, what is reality, what is the good, what is the right political order, what is the nature of religious faith? Meets Core Curriculum Essential Learning Outcome for Critical Thinking & Problem Solving (CTPS).
Introduction to Logic and Critical Reasoning (Formerly 45.202)
Studies the methods used to distinguish correct from incorrect reasoning. This course will aim at developing (1) an ability to express one's ideas clearly and concisely; (2) an increased skill in defining one's terms; and(3) a capacity to formulate arguments vigorously and to scrutinize them critically. Meets Core Curriculum Essential Learning Outcome for Critical Thinking & Problem Solving (CTPS) and Quantitative Literacy (QL).
Introduction to Ethics (Formerly 45.203)
Examines the basic issues and problems of ethics and values and a survey of some important alternative answers to the questions raised, on both an individual and a social level, by our necessity to act and to live in a rational and human way. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Introduction to Political Philosophy (Formerly 45.206)
Political philosohy is concerned with basic questions about community, public life, and social organization. This course will address issues such as the rights of the individual in relation to the power of the state and society; the nature and legitimacy of political authority and democracy; the significance of power, economics, justice and equality in social life; and the duties and responsibilities of citizens. We will also consider the philosophical meaning of communitarianism, liberalism, and republicanism, individualism, capitalism, and socialism, as well as the role of class, race, and gender in politics.
Introduction to Philosophy of Science
This course is designed to introduce students to fundamental questions in philosophy of science. We will cover both descriptive issues such as how scientific theories become "facts," and normative questions that ask how we ought to structure scientific inquiry. We will cover a range of scientific disciplines including physics, chemistry, biology, geology, and even paleontology. We'll also cover disciplines that are more or less controversial as "sciences," such as economics, mathematics, medicine, and engineering.
Philosophy and Christianity (Formerly 45.220)
There is currently no description available for this course.
The goal of this course is to provide a basic understanding of Islam, the religion of some one-fifth of humankind, in its theological, historical, political, social and human dimensions. The course provides a general introduction to Islam, including the historical dimension, the theological, and the social/political. We will also address issues regarding the relevance of Islam to contemporary political events.
Introduction to World Religions (Formerly 45.296)
A study of religious knowledge and the phenomena of religion from a philosophical standpoint. The course considers explanations for religious behavior, some central issues in religious belief, and the values and goals of religious systems. Various world religions provide specific data for these topics.
Ways of Knowing (Formerly 45.301)
Studies and analyzes various forms and expressions of human knowledge (perception, concept-formation and symbolic functioning, myth, aesthetic creation and interpretation, scientific discovery and understanding) and the individual, social, and historical conditions to which they are subject. The goal of the course is a comprehensive view of the structure of the human mind and its operations.
Requisite: Sophomore level or higher.
God and Philosophy (Formerly 45.304)
Studies, historically and systematically, the following topics: a) the origin and content of the idea of God, b) the possibility of affirming God, philosophically and religiously, c) the complex nature of religious language and imagery, and d) God's relation to the world, history, and the individual.
Language Signs and Symbols (Formerly 45.305)
An examination of the various grammars of human expressions from the point of view of a general theory of signs. Among the topics to be treated are: a) the nature of signs, symbols, and meaning; b) the structures and functions of language; c) the relations between language, thought, and reality, especially as manifested in metaphor; d) the social dimensions of signification and symbolization; and e) the relations between the different linguistic, sign, and symbol systems.
Feminist Theory Politics (Formerly 45.306)
What is sexist oppression? Is our culture still sexist, or is the need for feminism over? How should we respond to sexism in other cultures? Do men and women have different natures? Are our culture's sexual representations of women necessarily degrading, and if so, why? We'll consider these questions, and others, by examining the arguments and methodology of analytic feminism. We'll start by tracing the historical development of feminism in the 18th, 19th, and 20th centuries, and then turn to several contemporary feminist analyses of sexist oppression. We'll then use these feminist frameworks to examine more specific issues. Possible topics include: feminist analyses of sexual objectification in pornography, feminist arguments in ethics and social theory, feminist analyses of science,and feminist criticisms of gendered labour. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Medicine & Philosophy
Philosophy of medicine explores epistemological, metaphysical, and policy-oriented topics in biomedical research, theory, and practice. Possible topics include the nature of health and disease, normality and dysfunction, historical representations of clinical practice, the role of evidence, the nature and history of psychopathy and psychiatric disorders, policies and public trust, the meaning of medical expertise, and more.
Pre-req: ENGL.1020, and Students in humanities disc, PHIL 2080 or another upper div (e.g. 3000-level) PHIL course is highly rec. Students in STEM fields, PHIL 2080 or another upper div (e.g. 3000-level) bio-related or health sci courses are highly rec.
Philosophy of Race and Gender (Formerly 45.308)
This course will focus on issues of identity and difference. We will discuss the ways in which group identities are formed and break down. We will discuss how differences are constituted and reconstituted. These issues are central to theories of race and gender, racism and sexism. Some of the questions which we will raise are these: What motivates forming group identities? How are they formed? How is identity used within oppressive social structures? How can it be used to transform society? Why do some differences make a difference and others don't? Can we choose our group identities? Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Biology & Philosophy
Philosophy of biology analyzes the knowledge produced across the biological sciences and considers how biologists arrive at their findings in addition to their societal contexts. Possible topics include the nature of evolution, intelligent design, determinism, contingency, adaptationism, sociobiology, as well as gender, sexuality, and race in biology, human genome editing and eugenics, and modelling, reductionism, explanation.
Pre-req: ENGL.1020, and Students in humanities disc, PHIL 2080 or another upper div (e.g. 3000-level) PHIL course is highly rec. Students in STEM fields, PHIL 2080 and/or another 2000-level biology-related course is highly recommended.
Philosophy of Creative Imagination (Formerly 45.310)
Focuses first on imagination as a function of mind, placing it in relation to other functions such as perception, emotion, and conceptualization. Attention is then given to the difference between the reproductive and the creative imagination, with special emphasis on the psychological and social/political dimensions of creativity. Topics to be considered include poetical metaphor, theatrical performance, painting, architecture, or photography.
Philosophy of Humor and Comedy
This course examines the phenomenon of humor, laughter, and comedy, inquiring into its nature and function in human life. We explore the leading theories of humor, in attempting to explain what makes something "funny" and why we enjoy humor so much. We also attempt to relate the idea of humor to the related ideas of laughter and comedy. The course will include analysis of the various forms of humor, including the joke, the dramatic comedy, and stand-up comedy.
Philosophy of Disability
Examines the basic issues and problems in the philosophical study of disability, including engagement with the interdisciplinary field of disability studies. Provides a survey of issues relating to the lived experience of disability, disability and well-being, theories of disability, and the concepts of normality, fitness and ableism as they relate to the practice and institutions of medicine, politics, religion, and society more generally.
Public Health Ethics
In this course we examine contemporary issues in public health ethics. Utilizing historical and recent cases we unpack the core conceptual issues and emerging trends in bioethics. In doing so, we'll discuss issues such as quarantine, surveillance, isolation, behavioral interventions, and criminalization of health. We discuss the ethical and public health implications of nutrition, vaccinations, occupational health, pandemics, and bioterrorism, among many other cases.
Pre-Req: ENGL.1020 College Writing II.
This course examines the moral status and ethical treatment of non-human animals.
Pre-req: ENGL.1010 College Writing I.
This course examines moral questions about neuroscience. Topics include neurological interventions for criminals, free will and the brain, moral and cognitive enhancements, consent and identity change, and ethical human research.
Philosophy and Literature (Formerly 45.311)
This course examines the intersection between philosophy and literature. Course content includes detailed study of philosophical works of literature and works of philosophy about Literature. Featured Topics include competing definitions of Literature, silent and performative reading, models for acquiring literary status, Literature and morality, censorship, the role of truth in literary experience, and the relationship between authors, works, fictional characters, readers, and critics.
American Philosophy (Formerly 45.313)
American philosophy provides a historical approach to American intellectual history from 1830 to the present. American Transcendentalism and Pragmatism will be the two focal points in the course and students will be acquainted with authors such as Ralph Waldo Emerson, Margaret Fuller, Henry David Thoreau, C.S. Peirce, William James, Jane Addams and John Dewey. The ideas of freedom, self-reliance, community, and moral life are the abiding threads in this tradition and will be explored in the course of the term.
Philosophy of the Gothic Imagination (Formerly 45.314)
A philosophical inquiry into science fiction, fantasy, and horror, with special emphasis on film. This course will attept to provide interpretations of some classic examples from these genres, as well as to inquire into the philosophical significance of these literary categories and their relation to mythology and religion. Questions to be addressed will include the problem of knowledge and rationality and its limits, the nature of the human being, and the moral problem of the role of violence in the social order. The class will attempt to identify a continuous tradition between these modern genres and ancient Greek tragedy and mythology.
Dante's Way from Fear to Peace
The course will involve close reading of central cantos from all three books of Dante's Divine Comedy, the Inferno, Purgatorio, and Paradiso. Through we will consider Dante's place in the history of European literature, in particular, his relationship to Virgil and the epic tradition, our primary focus will be on three philosophical concerns, existential/ethical, metaphysical/ontological, and epistemological/Linguistic.
Philosophical Topics (Formerly 45.315)
A close study of some of the great texts of philosophical literature. In general, one or two major works are selected and subjected to a thorough reading.
Philosophy and Film (Formerly 45.316)
This course examines the political and philosophical values and ideas which constitute cinema. It analyzes film as an historical, cultural, commercial, and artistic endeavor. Students will develop the skills to watch film actively and critically.
Theories of Ethics (Formerly 45.321)
This course examines theories of Philosophical ethics. Possible topics include metaethics (which asks questions such as "What do we mean when we call things 'right' or 'wrong'?", "Are there universal ethical truths or is morality fundamentally relative?", and "What is the relationship between morality and religion?"), normative ethics (which asks whether the right thing to do is determined by considerations such as rights, duties, intentions, consequences, character, or something else) and applied ethics (which applies normative ethical theories to particular concrete problems).
PhilosophyClassics: Nietzsche (Formerly 45.323)
A detailed introduction to Nietzsche's thought and its reception. This course will examine Nietzsche's most important works and central concepts such as the Dionysian and Apollonian, the last man, overman, eternal recurrence, genealogy, and will to power.
Environmental Philosophy (Formerly 45.327)
An examination of the philosophical foundations of environmentalism. Addresses both the question of ethical duties we owe to animals and to nature, and also the question of man's relation to the natural world.
Philosophy of Symbolic Logic (Formerly 45.330)
The first half of this course examines various axiomatic systems, and the student develops both intrasystematic and metasystematic techniques of proof. During the second half of the course, attention is given to certain important philosophical problems which arise from reflection on logical systems, e.g., the cognitive processes of abstraction and instantiation, the general notion of form, and questions of consistency and interpretation.
Philosophy of the Mind (Formerly 45.331)
The status of consciousness is the central concern of a philosophy of mind. The course takes as its point of departure a reflection upon the nature and significance of consciousness from the perspective of its advocates (Husserl, Sartre) and its adversaries (Ryle, Skinner). The results of this preliminary inquiry is to provide a foundation for the exploration of other issues: the possibility of an unconscious; the temptation of bad faith; the dynamics of concept formation; and the nature of emotion, imagination, and dreams.
Engineering and Ethics (Formerly 45.334)
A philosophical analysis of the ethical dimensions and responsibilities of the engineering profession. Specific case studies and ethical issues are analyzed through the application of some of the basic concepts and principles of traditional and contemporary ethical theories. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Digital Ethics (Formerly 45.335)
This course will examine important ethical issues and value conflicts emerging in computer science, information technology, and artificial intelligence. Through readings and class discussions students will not only have an opportunity to explore the manner in which ethical and technical problems are related, but to develop insight into areas of ethical philosophy and modes of reasoning essential to an intelligent understanding of such issues. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Early Modern Philosophy
Examines Early Modern European Philosophy and its religious and scientific context, including movements such as the Mechanical Philosophy, Rationalism, Empiricism, and Transcendental Philosophy. Topics include knowledge and scientific understanding, the human mind and personal identity, and the debate between faith and reason.
Poetry and Philosophy After Plato (Formerly 45.339)
After defining "Neoplatonism" with reference to Plato's Phaedo, Symposium, and Phaedrus, the course will consider the relationships among Homer's Odyssey, Plotinus's Enneads, Virgil's Aeneid, Augustine's Confessions, and Dante's Divine Comedy. The focus will be on coming home to the "source and origin" after having been away and, as the philosopher Plotinus puts it, having been "a stranger in something strange". Students will be invited to work on other literary and philosophical treatments of this theme in English, Irish or American poetry and writing. A principal concern of the course is language "sung, spoken, and written". Accordingly, the course will applicable to, and count for the Philosophy and Communications track.
Mysticism: East and West (Formerly 45.340)
This course explores the religious and psychological phenomenon known as the mystical experience, both within the context of organized religion and outside it. We will approach this subject from a comparative standpoint, considering examples from Christianity, Judaism, and Islam and also from Eastern religions such as Buddhism and Taoism. We will make use of philosophy, psychology, theology and literature in order to try to understand mysticism and its relation to religion. Readings include The Upanishads, the Tao Te Ching, the Bible, and Plato. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
German Philosophy
In this course, students will be exposed to the rich tradition of German philosophy. Beginning with the emergence of philosophical works written in German in the 14th century, the course follows the historical progression of German philosophy up until the mid-20th century. Along the way, students will be introduced to major and minor figures in the German philosophical tradition. Through this course, students will understand the contributions of German philosophy to German culture and shaping German's national identity. Additionally, students will recognize connections between German philosophy and the wider Western philosophical tradition.
Critical Theory & Society (Formerly 45.342)
The nature and methods of a critique of society that focuses on the conflicts between the various modes of rationality and rationalization.
Greek Tragedy & Philosophy (Formerly 45.347)
Philosophers such as Plato, Aristotle, Hegel, and Nietzsche have drawn inspiration from, and challenged critically, the great Greek tragedians Aeschylus, Sophocles and Euripides. This course will play off philosophical commentaries against the specific tragedies they have targeted in order to examine the often tense relationship between philosophical discourse and tragic poetry.
Eastern Philosophy and Religion (Formerly 45.348)
A comparative study of the major strand and themes of Eastern thought and philosophies, encompassing principally the Japanese, Chinese, and Indian traditions.
World Philosophies (Formerly 45.350)
This course will fuse the historical and the thematic approaches in order to undertake a comparative examination of the relations of the great philosophical traditions (Chinese, Indian, Western, Islamic, and Japanese) to the perennial issues of philosophy. The main focus will be the continuing vitality and heuristic fertility of these traditions and their ability to define how human Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Problem of Evil (Formerly 45.351)
Why is there evil and suffering in the world? This course looks at the explanations that have been given in the various religions of the world and considers the strengths and weaknesses of each approach.
Existence & Anxiety (Formerly 45.352)
Explores basic questions of human existence in 19th and 20th Century philosophy and literature. Topics include anxiety and alienation; freedom and responsibility; authenticity and bad faith; individuality and mass society; rationality and the absurd; values and nihilism; and God and meaninglessness. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Gender and Religion (Formerly 45.353)
This course examines gender in philosophy of religion and philosophy of theology. Issues addressed include the nature of gender, the divine gender, religious oppression and liberation of women, and LGBTQIA+ issues.
Science and Religion (Formerly 45.357)
A study of the multiple relations between science and religion focusing on the theme of creativity. The problem of the various truth claims of the two systems will be subjected to a close analysis and principles developed to understand how conflicts between the them can be understood and resolved.
Equality, Justice and the Law (Formerly 45.361)
This class investigates the American fascination with the "rule of law." Questions to be considered include the following: What do we mean by the rule of law? What is the relation between law and morality? How does the rule of law promote justice, and what is its connection with the ideal of equality? What is the role of a written Constitution in protecting the rule of law? Special emphasis will be given to the Equal Protection clause of the Constitution and its role in prohibiting discrimination against disadvantaged groups, including racial minorities, women, and the handicapped. We will also consider in detail some theories of constitutional interpretation, including the Original Intent theory.
Democracy and Its Critics (Formerly 45.362)
Explores the diverse roots of the democratic ideal and the opportunities and dangers associated with democratic politics. The arguments for and against democracy will be analyzed. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Capitalism and Its Critics (Formerly 45.365)
This course explores the historical evolution of capitalism, from its early beginnings in the Enlightenment to the most recent debates about the free market and globalization. The focus will be on the debate over the vitues and vices of capitalism as distinct from other modes of economic and political organization. Concepts to be discussed will include freedom, equality and the distribution of wealth. Readings include Adam Smith, Karl Marx, Max Weber, Joseph S, and others.
Globalization and Its Critics (Formerly 45.366)
The course explores globalization as the process of transformation of regional and national phenomena into global ones, analyzing its social, economic, political, and cultural aspects. Supporters view it as the progress of liberalization and democratization that develop peaceful international cooperation; critics see globalization as the expansion of the profit-seeking global corporations that abuse the less developed and vulnerable regions. The course readings include the works of Amartya Sen, Samuel Huntington, Joseph Stiglitz, and other leading economists, sociologists, and philosophers.
Feminism and Liberalism (Formerly 45.367)
Liberalism stresses the importance of protecting individual people's right to live their lives however they see fit. Feminism strives to show that women are subject to a variety of injustices that prevent them from being able to live lives that are as good as men's. The aim of this course will be to consider whether liberalism and feminism are compatible, or whether the central ideals of liberalism--ideals like equality, automomy, and individual rights--actually function to entrench not just sexism but also racism, classism, and other kinds of oppression. Readings will include both historical and contemporary writers such as Isaiah Berlin, Thomas Hobbes, John Locke, Catherine MacKinnon, John Stuart Mill, Martha Nussbaum.
The Politics of Food (Formerly 45.368)
This class will examine the moral and political implications of the food we eat. Topics we'll cover include genetically modified organisms, factory farming, animal rights and welfare, agricultural pollution, agricultural subsidies, third world hunger, the obesity epidemic, and the industrial food system and its alternatives.
History of Moral Philosophy (Formerly 45.369)
This course explores the history of moral philosophy by examining the writings of key thinkers in the Western philosophical canon, including Leibniz, Hume, Kant and Hegal. We will focus on four basic types of moral reasoning: perfectionism, utilitarianism, intuitionism, and Kantian constructivism. Our goal will be to understand how these thinkers from the modern period of moral philosophy have influenced the way contemporary philosophers think about morality. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Metaphysics (Formerly 45.370)
This course examines fundamental issues and topics in contemporary metaphysics. Broadly construed, metaphysics refers to the nature of existence and reality, or more basically, being. Topics in the course include: persistence, personal identity, human ontology, free will, possible worlds and modality, causation and paradoxes.
Buddhist and Zen Philosophy (Formerly 45.371)
Explores Buddhist and Zen philosophy and practice from ancient India through its developments in China and Japan to contemporary America. Attention is given to significant philosophical movements such as Abhidharmika, Madhyamika, Yogacara, Huayen, and Chan (Zen).
Chinese Philosophy (Formerly 45.372)
An introduction to the Chinese philosophical tradition in translation, especially the classical schools of Confucianism, Daoism, Mohism, and Legalism. Later developments in Buddhist and Neo-Confucian thought will also be explored.
Arabic and Islamic Philosophy (Formerly 45.373)
An introductory survey of selected philosophical topics and figures in the Arabic-speaking world, focusing on the development of classical Arabic philosophy (falsafa) through its proponents and critics from al-Kindi (9th century) to Averroes (12th century). The course can also include speculative theology (kalam), mystical philosophy (Sufism), later developments, and contemporary issues.
Myth, Ritual and Festival (Formerly 45.374)
This course aims to analyze the social, cultural, and religious phenomena of the festival or holiday in its connection with myth and ritual. We focus in particular on the groundbreaking work of the Russian literary theorist Mikhail Bakhtin and his analysis of the cross-cultural features of the idea of the festival, for example the Roman Saturnalia, the British May Day festival, and our modern thanksgiving, Christmas, and New Year festivals. We will also consider other important contributions to the study of ritual and festival, including those of James Frazer, mircea Eliade, and Joseph Campbell. A substantial part of the class will be focused on the sociological and historical aspects of the role of festival in modern society. We will also attempt to place the festival and holiday tradition within a larger framework of the role of myth and ritual in religion.
Philosophy of Sex and Love (Formerly 45.375)
The aim of this course is to introduce students to both historical and contemporary discussions surrounding the topics of sex and love. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
The Ethics of War and Peace (Formerly 45.376)
This course examines theories about why human beings engage in mass killing, the history of moral deliberation about war in major religious traditions, and modern philosophical analyses of the diverse moral principles that those traditions have bequeathed to us. The course comprises three broad ethical questions. First when, if ever, is recourse to arms legitimate (jus ad bellum)? Second, what constraints should apply to military conduct (jus in bellos)? And third, how should wars end (jus post bellum)? These three questions will be systematically discussed by critically examining a selection of writings by historical and modern secular and religious thinkers.
Philosophy of Peace and Nonviolence (Formerly 45.378)
This course examines philosophical theories of peace, pacifism, and nonviolence. We will study ancient and modern accounts, secular and religious traditions, as well as feminist perspectives in the philosophy of peace and nonviolence. We will explore philosophical applications of nonviolence toward nonhuman animals and the natural environment, along with specific cases of nonviolent resistance in contemporary global conflicts.
Philosophy of Death and Dying (Formerly 45.383)
This course is a philosophical and interdisciplinary examination of prominent issues concerning the meaning of life and death and the ethical concerns involved with life, death and end of life issues. Topics in the course include: definitions of death, metaphysics and death, cultural meanings of death, the ethics of killing vs. letting die, euthanasia and suicide, and rights of the dying. Meets Core Curriculum Essential Learning Outcome for Social Responsibility & Ethics (SRE).
Philosophies of Art and Beauty (Formerly 45.384)
Examines the views of major philosophers on the beautiful and the nature of artistic creativity. An attempt is made to correlate the views of the thinkers with the works of poets, artists, and composers and the statements the latter have made about their work.
Philosophy of Popular Culture (Formerly 45.385)
This course analyzes those forms of art/entertainment commonly referred to under the umbrella term "popular culture" through a variety of philosophical lenses. After seeking to establish a categorization of "popular culture," students will examine the mediums of music, film, television, advertisements and sports. Throughout the course, students will read/listen/watch various examples of the mediums listed above and attempt to answer various questions about them such as: what societal values make these examples popular at a current moment? What cultural assumptions do these examples reflect? What is the artistic/aesthetic merit of these examples?
Ancient Philosophy (Formerly 45.386)
A survey of the beginnings of philosophy, mainly western, from the Presocratics to Augustine. Studies the emergence of philosophy out of mythical forms of thinking and the development of rational thought in the work of Plato, Aristotle, the Stoics, the Epicureans, and the Neoplatonists.
Plato and Beginning of Philosophy (Formerly 45.387)
It is Plato who first uses the words 'philosopher" and "philosophy", and who, in his dialogs or dramatic discussions, establishes for all subsequent Western thought just was the enterprise of philosophy will be. In our study of these dialogs we will trace the origins in Plato of philosophy's primary questions concerning what is real and true as opposed to mere appearance (ontology, metaphysics), what is knowledge as opposed to mere opinion (epistemology), what is valid argument (logic), what is beautiful (aesthetics), and what is good, just and fair (ethics, politics). Plato foregrounds speech and language in all these considerations. Hence language, as the medium of thought and communication, will be a fundamental concern throughout our study.
Latin American Philosophy
Students in this course will be introduced to current and longstanding debates within Latin American Philosophy. They will also be exposed to many of the principle texts and thinkers within this burgeoning tradition. The class includes a survey of Latin American philosophy ranging from pre-colonial Aztec thought to the debates over the struggle for Latin American independence, and also the question of identity: what constitutes Latin American philosophy.
Immigration and Global Justice
This course addresses the question of justice in regards to immigration policy. We consider a variety of views including Communitarianism, Liberalism, Nationalism, Cosmopolitanism, and Democratic Theory. We will look at how these different positions have answered the following sorts of questions: Do we have duties to strangers of foreigners that are of equal weight to the duties we owe to members of our family, our circle of friends or our nation? Does part of the definition of "self-determined state" include the right to unilaterally reject petitions of inclusion from non-citizens? Does a commitment to equality demand that borders be open?
This course is an introduction to and survey of the philosophy of sport. In this course, students will consider the nature and existence of sports, as well as the relationship of sports to various games and social practices. Additionally, the ethical implications of various aspects of sports will be presented, with an application of these ethical issues to various real-life problems and examples. Overall, sports will be analyzed as a reflection of human nature and social realities, and its examination will provide important insight to our existence.
Philosophy of Prisons and Mass Incarceration
Students in this course will be introduced to philosophical writings on punishment and prisons and will analyze these social phenomena in the context of mass incarceration in contemporary U.S. society. Prisons and mass incarceration will be philosophically analyzed with special consideration to race, ethnicity, class, and gender. Students will consider a variety of philosophical responses to issues of incarceration in the U.S., including prison reform and prison abolition movements.
Philosophy of Persons and Persistence
This course will introduce students to concepts of ontology and persistence in the context of personhood and personal identity. Throughout the course, students will learn about philosophical problems concerning the nature of change, properties, the status of persons, and sameness of a person over time. Major views on personal identity, including dualism, psychological views, material views, and nihilism will be presented, with careful consideration given to each theory's strength and weaknesses.
Pre-req: ENGL.1010 College Writing I, and ENGL.1020 College Writing II.
Bioethics and Genetics Research (Formerly 45.401)
This course addresses ethical issues that arise in biomedical research and practice including autonomy in the doctor-patient relationship, the duty of confidentiality, the right to refuse treatment, the right to death with dignity, the ethics of experimentation with human subjects, the ethics of genetic enhancement, and justice in health care distribution. The course will combine theoretical perspectives and concrete case studies that illustrate actual dilemmas that the health care profession has in fact encountered over the years.
Directed Studies (Formerly 45.491)
The student, through regular and frequent consultation with an instructor, pursues a special problem in philosophy, the results of which are presented in a 25-30 page paper.
This course is designed to provide philosophy majors with a capstone project involving integration of their coursework in philosophy in the form of an independent research project under the supervision of a faculty member. The capstone will be taken during the senior year (students in the Communications program may take the Practicum instead of the Capstone). The class is designed to meet the Essential Learning Outcomes of Written and Oral Communication, Applied and Integrative Learning, and Information Literacy.
Junior or higher standing and permission of Instructor.
Practicum (Formerly 45.496)
The practicum is a 3-credit internship at a professional site relevant to the student's course of study. Students are required to write a term paper at the end of their internship.


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Conner, Tony
Card: Panini Contenders 2017
Acquired: 2017, Box Breaker
Tony Conner played strong safety for Ole Miss. He had standout years as a Freshman and as a Sophomore, earning Freshman All-American Honors. After starting 28 consecutive games for the Rebels, Conner had a knee injury and two surgeries that limited he to five games in his junior season. Tony rebounded in 2016 and started all 12 games for Ole Miss as a senior. An in the box safety who is a good tackler and run supporter, Tony had only two interceptions and 13 pass breakups over his career at Ole Miss. He went unselected during the 2017 NFL Draft.
Tony was given a tryout at minicamp by the 49ers and the team moved him to linebacker. He was invited to camp after that but did not make the squad. Tony might make a nice fit for one of the new spring leagues picking up steam in the next two years- as at this time he is a free agent.
panini contenders 2017san Francisco 49erstony conner
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