Please click here to view event details including payment information.
This winter, join educators from across the country for an intensive and transformative learning experience designed to improve, develop, and sustain instructional excellence. Come with a team from your school, district or network and study how the standards, content and systems can improve the performance of struggling students.
Please click here to download the flyer for this Institute.
UnboundEd is spearheading two social media campaigns, #lightbulbmoment, #whyiteach and #whyilead, showcasing what participants are learning both from sessions and from their schools throughout the year. There will be flyers in each session room where we encourage you to share any "Ah-ha!" moments of learning. We look forward to learning from you!
Tell us your story, ask us a question, or just say hi!
Reminder: The resort fee of $24 at check-in is optional.
Friday's sessions end at 2:30 pm. You must check out of your room no later than 11:00 am on Friday to avoid additional hotel charges. If needed, you can check your bags at the hotel registration desk until your departure. We will also have a place to store your luggage at the Standards Institute Registration Desk located in the Palm Ballroom Foyer (on Friday only).
Parking at the hotel is being offered to Institute attendees for a specially discounted group rate of $15 per day.
Please pick up your name badge and materials at the Standards Institute Registration Desk in the Palm (Grand) Ballroom Foyer located on the Lobby Level in the convention center of the hotel.
We strongly encourage you to register Sunday evening to avoid long lines on Monday morning!
Special meal requests: If you noted special dietary requests, you will receive a special card in your registration that will identify your special request/allergy.
Open your browser and it will prompt you to enter our code on the splash page.
Input unbounded and click connect. After a few seconds, it will re-route you to the Hilton Hotel website. At that point, you can access the web as needed.
On Monday, February 13, join us Poolside to kick-off the exciting week of learning over drinks!
The Hilton Orlando Lake Buena Vista - Disney Springs™ Area is located in the Walt Disney World® Resort and within walking distance to Disney Springs™. This truly amazing place has an eclectic mix of restaurants, unique boutiques, and nightlife.
The link above also contains partial-day tickets. Since these partial-day and multi-day tickets are not available for purchase at Theme Park Ticket Windows, you will need to purchase through this custom website prior to your arrival.
* 40-50 passenger, runs every half our/top and bottom of the hour.
Pre-work. We have a full agenda planned and there are several things we are asking you to do to prepare for the week. Click here to access the pre-work.
Focus on English Language Learners for All Pathways Understanding and designing scaffolds for English Language Learners takes center stage through a series of large and small group sessions. Participants come to understand the latest research and thinking on supporting ELLs to meet the highest academic standards, while also getting an opportunity to apply these ideas to their own materials.
To help us gather information about the impact of Institute on your learning, please complete a ~10-minute confidential survey about your current knowledge of the learning objectives by Sunday, January 29. You will receive the survey link through a separate email from research@standardsinstitutes.org. We do not expect that you will know the answers to all the questions right now. On Day 4 of Institute, you will be asked the same questions again to see how your knowledge has changed. At that time, you will be able to see the correct answer to each question. All results will only be shared in the aggregate and you will never be identified individually. Thank you so much for your time!
Please note that some school and district email servers block emails from Survey Monkey, our survey platform. Therefore, you might receive two separate requests to complete the Pre-Test survey if you provided us with two email addresses during registration. You only need to complete the survey once, through either email. You might continue to receive notifications asking you to complete the survey at the second email. We apologize for this inconvenience. If you do not receive the pre-test by tomorrow at 5:00 pm please email research@standardsinstitutes.org.
Examine the relationship between the standards, shifts, and instruction to better understand how a strong scope and sequence can move students toward college and career readiness. Through work with free curricular materials, understand how to immerse students in a learning environment that engages them to build fluency, knowledge, vocabulary, and comprehension in the classroom.
Through collaborative video study and ongoing reflection, analyze lesson planning, instructional moves, and standards-alignment in the classroom.
Practice determining text complexity to ensure student access to grade-level complex text. Develop targeted text dependent questions that support and scaffold reading experiences for struggling students. Distinguish between close reading and a volume of reading, and understand the roles of each in and out of the classroom. Through a study of argument writing at the secondary level, learn how to engage students in writing for understanding and support their claims with text- based evidence. Learn how to work non-evaluative formative assessment into planning and instruction to achieve stronger student outcomes.
In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the elementary classroom.
Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 6-12. Participants observe instructional video and engage with text to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.
In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the secondary grades beginning with an exploration of the relationship between reading and text complexity, the components of text complexity, and analysis of texts to determine complexity in calibrated setting. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims and nonfiction.
In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the secondary grades beginning with an exploration of the relationship between reading and text complexity, the components of text complexity, and analysis of texts to determine complexity in calibrated setting; (1-4) Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims and nonfiction.
Beginning with a Keynote of support fluency with struggling readers by Dr. David Paige (Bellarmine University), participants explore how close reading of complex text, sentence deconstruction, and work with "juicy sentences" support struggling students in accessing complex text; (1-4) Participants explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using "California Commonwealth Club Address" (Cesar Chavez) from Odell Education Core Proficiencies Unit Making Evidence-Based Claims with an OE Unit, which is embedded in Grade 7 Module 2A of Expeditionary Learning's Curriculum.
This session provides participants with the opportunity to explore the confluence of the Reading and Language standards to ensure that students can access grade level complex text in the classroom through work at the sentence level, work with vocabulary, and examination of how aligned curriculum can be scaffolded to include these supports.
Participants begin with a keynote addressing the support of disfluent students at the secondary level provided by Dr. David Paige (Bellarmine University), and explore how close reading of complex text, sentence deconstruction, and work with "juicy sentences" support struggling students in accessing complex text; (1-4) Participants examine the planning and instructional implications of Dr. Paige's keynote and morning work for accessing complex text using Odell Education Core Proficiencies Unit 1 and "The Short Happy Life of Francis Macomber" in Grade 9.
Participants explore the process for close reading complex text, including capturing the gist and important details through text dependent questions, and how a planning sequence that includes masterful, close, and independent reading supports struggling students in accessing complex text; (1-4) Participants use work with Juicy Sentences to understand the role of syntax in complex text and explore how CCSS aligned resources can be scaffolded to make complex texts accessible to struggling students using "Nasreen's Secret School" from EL Grade 3 Curriculum Module 1.
Following a keynote by David Liben, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity; (1-4) Participants apply their understanding from morning work to practice and then design a learning experience that builds student knowledge around central texts in OER and participants' curriculums.
Participants apply their knowledge from David Liben's keynote to developing sequences of text dependent questions around "The Short Happy Life of Francis Macomber" to support struggling students as they access the text in the Odell Unit; (1-4) Participants apply their learning around the composition of the Odell Unit and text dependent questions that scaffold understanding for struggling readers to OER texts and participants' curriculums.
Introduction and Planning with the end in Mind: Participants analyze text to choose an appropriately engaging and complex text around which to build a multi-day read-aloud course of study and engage in backward design to plan for multiple reads that culminates with an appropriate assessment; (1-4) Developmentally Appropriate Rigor: Planning Questions and Activities to Support All Students: Participants use their analysis of text complexity with their chosen text to create questions that make the text accessible and enjoyable to all students.
Participants examine how the craft and structure standards demand that students "read like writers," and analyze how they support attention to the language of texts; (1-4) Participants use their understanding of language in craft and structure to apply it in lesson design, paying particular attention to how to use them in instruction through appropriate text-dependent questions, and developing their own using OER or their own texts.
Participants are introduced to argumentation through engagement with the specific reading and writing standards that frame argumentation in the standards, then learn how to use tools that facilitate student acquisition of conceptual knowledge; (1-4) Participants use seminal arguments to help understand argumentation, perspective, and the topic. They then use multiple perspectives to understand topic and position complexity, and delineate an argument; Evaluating Arguments and Developing a Position: Participants use their analysis to evaluate arguments, then review and synthesize their analysis to form their own position on a topic. Finally, they reflect on how argumentation helps develop topic knowledge and literacy proficiency.
(Continued from previous day) These sessions introduce participants to how the Read-Aloud Project builds knowledge and vocabulary using a text that students can access for a variety of purposes, and engages participants in the creation of a mini standards-based unit around a complex read-aloud text to use with students in the classroom.
Participants work in teams to populate their RAP templates with text dependent questions and activities.
(Continued from previous day) These sessions introduce a standards-aligned process for using complex texts to teach argumentation in the ELA classroom, and engage participants as teachers and learners in a scaffolded unit of study to evaluate arguments and develop perspectives using methods and tools designed to support students as they prepare for demands of college and career.
Learn about implementing the research skills addressed in the standards, and how an iterative inquiry process builds topic-specific knowledge in a systematic way. Focus on what higher standards demand for writing and how building knowledge and communicating knowledge go hand-in-hand in writing tasks.
Building on the learning from prior sessions, continue learning about knowledge by developing an expert pack. The packs will contain annotated bibliographies and suggested sequencing of texts to provide a coherent learning experience for students.
In these sessions, participants choose to work on either a) a personal unit brought to be evaluated and revised based on the learning of the previous days of institute or b) continue work on an expert pack. For the unit work, participants will evaluate their unit for alignment to the standards and shifts, build scaffolds and adaptations for students below grade level, and get feedback during a peer-teaching activity. The cycle of aligning, adapting, and teaching will be replicable and a structure to repeat throughout the school year. For participants focusing on P-2, this will take the form of reviewing/evaluating their literacy structure rather than specific units. For the expert pack, participants will continue working on the expert pack in order to have a practical and replicable path to topical knowledge building when they return to school.
Participants analyze student work to understand the dimensions of Standards-based Informative/Explanatory student writing and plan for transformative writing instruction in the elementary grades.
Day 2 focuses on the research process for elementary students. Through examination of student work and specific tools, participants become better prepared to plan strong lesson sequences around research and writing.
Participants explore how writing can be used to build deep understanding of key concepts in a variety of content areas, with a focus on a research process that develops writing independence with students. Participants engage in a protocol for examining student work and plan for the dimensions of opinion/argument writing. Through the examination of Research Packs and Writing for Understanding Lesson Sequences, participants learn how engaging the process of building content knowledge and an understanding of writing craft and structure can be.
Day 3 focuses on text-based narrative writing in the elementary grades and the technical aspects of composing narratives while ensuring alignment to standards.
The Special Place of Narrative Writing: Participants explore how the principles of writing for understanding apply to narrative writing, and examine a progression of student narrative writing. Participants examine how to engage students in the mode of writing in a manner that is text-based and builds knowledge while also attending to the technical aspects of composing narratives.
Participants experience the link between a volume of reading on a topic and rapid development of vocabulary, and knowledge, then consider the classroom applications for expert packs, a structured variant of this process. Participants investigate topic resources and examine principles for selecting, sequencing, and supporting student access to and interaction with texts in an expert pack.
Day 4 is devoted to bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment.
Participants develop ELL-focused upgrades to a unit that exemplify the language demands of an ELA/Literacy unit based on learning from Thursday and the rest of the week.
Participants begin work on an expert pack that links to a topic of a unit in order to build knowledge and vocabulary with facilitator support and review.
Participants work on writing/research-focused upgrades to a unit using the structure and content learned on Monday and Tuesday with guidance from facilitators on leverage points, timelines, goals, and framework.
Study the mathematical shifts of focus, coherence, and rigor through examining standards-aligned tasks and activities. Understand the structure of the standards as well as the language and meaning of the standards. Gain a deeper understanding of what content is prioritized and dive into the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine the standards to understand what is meant by conceptual understanding, procedural skill and fluency, and application, and understand why rigor is important within the context of instruction, curriculum, and student work. Also examine how the shifts impact the practice of teachers and coaches.
Come to understand how students will engage with the math content standards and the math practice standards and describe the connections between them. Study the Instructional Practice Guide (IPG), a freely available tool from Student Achievement Partners, using the lens of the shifts to understand how it can drive effective instruction. Explain the implications for role-specific practice including understanding content, lesson planning and implementation, and reflection.
Deepen understanding of grade level content by examining curriculum maps and materials for the EngageNY curriculum. Come to see how the instructional shifts are embodied in a high level curriculum map and module assessment materials. In looking at curriculum, learn about ways of making adaptations for students that are below grade level as well as English Language Learners and practice making adaptations using the EngageNY curriculum. Annotate lessons according to the IPG indicators and practice teach.
This session furthers participants understanding of the "Coherence" shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to help students with "unfinished learning" from prior grades access content at their grade level.
This session furthers participants understanding of the "Coherence" shift by investigating the notion of across-course coherence. Participants will explore the connections between standards across courses in this band, and plan a sequence of instruction to help students with "unfinished learning" from prior grades access content in their course.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 2.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 3.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 4.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 3 of the EngageNY curriculum modules for grade 5.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 6.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 7.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 8.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 1.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Geometry.
These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 2.
his session addresses understanding, adapting, and implementing Modules 1 and 2 of the EngageNY curriculum modules for grade 2.
This session addresses understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 3.
This session addresses understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 4.
This session addresses understanding, adapting, and implementing Module 3 of the EngageNY curriculum modules for grade 5.
This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 6.
This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 7.
This session address understanding, adapting, and implementing Modules 5 and 6 of the EngageNY curriculum modules for grade 8.
This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 1.
This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Geometry.
This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 2.
Dive deeply into the standards and shifts related to an upcoming unit of instruction. Through study of Parts 1 and 2 of the UnboundEd content guides, understand what the shifts of focus, coherence, and rigor look like for the standards addressed in units, and develop a list of indicators of high-quality, aligned instruction. Evaluate units for alignment in terms of focus, coherence, and rigor, and identify next steps for improving alignment by the fall.
Leverage progressions of learning in the Standards with an eye towards adapting materials for struggling students. Identify and better understand the highest-leverage progressions for specific units using the principle of Coherent Content in Context. Detect gaps in students' learning and proactively make adjustments to their own instruction. Examine and use formative assessment strategies to develop comprehensive instructional support plans for specific units.
Identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons. Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Participants will apply learning and prepare a lesson from their own unit for teaching. Engage in a "buddy teaching" exercise to put new learning into practice.
Through analysis and discussion of an exemplar lesson plan, participants will unpack the language demands of learning mathematics, as well as key instructional moves that support language minority students and ELLs. Participants will then turn their attention to a lesson in their own unit, applying ELL supports for purposes of adapting.
Objectives are necessary, but not sufficient. Without high quality, well aligned tasks in the math classroom, student work and progress toward meeting objectives will always be hindered. In this session, learn how to recognize and fix misaligned and low quality tasks to ensure student work informs instruction the way it needs to. Use the Smith and Stein levels of cognitive demand for tasks to both evaluate and adjust them to meet students where they are, and accelerate them up to grade level.
These sessions focus on analyzing and adapting math tasks to support and accelerate students with learning gaps.
Objectives are necessary, but not sufficient. Without high quality, well aligned tasks in the math classroom, student work and progress toward meeting objectives will always be hindered. In this elective, participants will learn how to recognize and fix misaligned and low quality tasks to ensure student work informs instruction the way it needs to. Leveraging their learning from the morning session, Participants will use the Smith and Stein levels of cognitive demand for tasks to both evaluate and adjust them to meet students where they are, and accelerate them up to grade level.
Leading high standards implementation requires a level of instructional leadership that is entirely new for many school leaders. In-depth and hands-on learning experiences develop understanding of the standards for both ELA and math: recognizing what they look like in a classroom setting; matching instructional strategies appropriately; and developing teachers' capacity to plan and deliver standards-aligned curriculum.
Participate in a cycle of learning to deepen understanding of what the standards look like - and don't look like -in practice. Spend significant time on content-specific work to better understand what to look and listen for in classrooms and how to change practice through evidence.
Using instructional video and artifacts, unpack what teachers need to know and be able to do to design and lead a standards-aligned classroom. Discuss how to provide feedback to teachers in order to move practice.
Identify the systems and structures that are essential for sound decision making and successful implementation of standards-aligned curriculum and instruction. Address planning and making choices based on student needs, including strategies for closing gaps in knowledge or skill.
The learning in these sessions is grounded in the research-base behind the instructional shifts and standards in grades K-5. As a core learning activity, participants observe instructional video to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.
In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing the Focus Shift and standards-aligned instruction.
Continuing the morning session, participants use classroom video to practice observing and coaching teacher development of the Focus Shift and standards-aligned instruction. In the second half of the afternoon, participants examine the Coherence Shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade level standards, and instructional video provides opportunities to observe and scenarios to coach the Coherence Shift and standards-aligned instruction.
The learning in these sessions is grounded in the research-base behind the instructional shifts and standards in grades 6-8. As a core learning activity, participants observe instructional video to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.
The learning in these sessions is grounded in the research-base behind the instructional shifts and standards in high school. As a core learning activity, participants observe instructional video to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.
This session begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. In addition, participants evaluate standards and tasks for aspects of Rigor. Last, leaders will practice observing and coaching the Rigor Shift and standards-aligned instruction using a classroom video.
This session builds off of the content of the previous sessions. Participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and all three shifts: Focus, Coherence and Rigor. In a continuation from the morning session, participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and all three shifts: Focus, Coherence and Rigor.
In this session, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-based support is occurring for struggling learners.
Participants learn the key elements of an early literacy program, with specific focus on foundational skills standards and the process (and remediation) of learning to read. Participants analyze their current programs, systems and structures for strengths and weaknesses in each of the components.
In this foundational session, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the elementary classroom.
Participants learn the relationship between reading and text complexity, define the components of text complexity, and analyze texts to determine complexity in calibrated setting, as well as how to scaffold struggling learners so that they can access that complexity in the classroom.
In this session participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module's approach to teaching texts and evidence-based claims, and develop standards-aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support knowledge- and vocabulary-building in teacher practice.
Participants learn the role that syntax plays in students' ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support struggling learners. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.
Learn how to engage students in rigorous and scaffolded research and text based writing that builds knowledge and vocabulary. Practice protocols that train the eye to recognize standards-aligned writing across grade levels and that can be used for professional development back at school.
Learn how to effectively adapt curriculum to accelerate students who are behind grade level while also teaching grade-level standards. Apply the concepts of Load Bearing Walls and Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Practice coaching teachers to meet students where they are and get them where they need to be.
Determine whether student tasks are aligned to the grade level standards. Using UnboundED Content Guides, deepen understanding of the intent of the standards of focus. Leaders then learn to use a protocol to determine alignment of tasks to standards. To support implementation of this work back at school, practice using protocols and coaching teachers in planning for lesson-embedded task alignment.
Unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and English Language Learners. Practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.
Get up on the balcony and conduct a systems analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. By analyzing one content area and looking below the surface, identify the ways in which current systems of structures, models and values are affecting students.
Through deconstructing the layers of the metacognitive process around a writing task, participants recognize the inherent skills and knowledge necessary for argumentation, the importance of explicit instruction to support them, and the decision points for instructional scaffolds. Participants examine the interdependence between reading and writing, and how reading and writing skills grow through collaborative processes that encourage student exchange of ideas in the writing process. Through student work assessment, leaders become familiar with how targeted support strategies can be gleaned from trends in student work.


In February 1997, Western and certain assets and liabilities of Jay Smith's sole proprietorship Smith Engineering were acquired by Wanderlust Interactive, Inc. Wanderlust was renamed Adrenalin Interactive, Inc. on May 14, 1998. In December 1999, Adrenalin Interactive acquired McGlen Micro, Inc. through a reverse merger, forming McGlen Internet Group, Inc. , and Western's operations were discontinued. Western's Vice President Michael Cartabiano took over the remaining contracts  and started Sennari Interactive, LLC that same month. Sennari originally operated at the same location as Western with many former Western employees.
Pacific Softscape was another development company started by former employees.
Developer: BlueSky Software; Speech Compression: Electronic Speech Systems?
The game built into the Vectrex. Later revisions were done by Hall when he was at GCE.


text:
Vingar kring fyren är en svensk dramafilm från 1938 i regi av Ragnar Hyltén-Cavallius.

Handling
Sjömannen John Anker från Norge blir förälskad i den unga flickan Anna Holmstrand, men blir förtvivlad när han får reda på att hon redan är förlovad med fyrmästaren Knut Holmstrand och John lämnar henne. En dag behöver fyren anställa ett nytt fyrbiträde och John, som länge ansökt om jobbet får det. Det han inte vet är att Anna bor på fyren, och hans känslor för henne kommer tillbaka.

Om filmen
Filmen premiärvisades den 10 oktober 1938 på biograferna Alcazar och Astoria i Stockholm. Den spelades in vid Irefilms ateljéer i Stockholm med exteriörer från Visby och Grönskärs fyr på Värmdö av Hilmer Ekdahl. Som förlaga har man Poul Knudsens manus Du skal ikke begære.

Vingar kring fyren har visats i SVT, bland annat 1998, 2004, 2012, 2017, i juni 2020 och i juni 2022.

Rollista (i urval)

Musik i filmen
"Det var dans på bryggan därhemma", kompositör Ernfrid Ahlin, text Roland, sång Alfred Maurstad
"Med Eros penna", kompositör Eric Westberg, instrumental
"Vingar kring fyren", kompositör Ernfrid Ahlin, text Roland, instrumental
"Vår tangomelodi", kompositör Ernfrid Ahlin, text Roland, instrumental
"Nu är det jul igen", sång Valborg Svensson
"Nearer, My God, to Thee" ("Närmare, Gud, till dig"), kompositör Lowell Mason, engelsk text Sarah Flower Adams, svensk text Emanuel Linderholm, sång på engelska Anna Lindahl

Källor

Externa länkar

Filmer 1938
Svenska dramafilmer
Gotland på film
Filmer från Terrafilm
Svenskspråkiga filmer
Svenska 1930-talsfilmer
Filmer i regi av Ragnar Hyltén-Cavallius

redpajama_set_name: RedPajamaWikipedia


text:
Economic Philosophy, Economics and Culture
"Catholic" versus "Protestant" Ethics
Categories: Economic Philosophy Economics and Culture
By Bryan Caplan, Apr 17 2012
I've often heard people distinguish between two distinct ethical outlooks. They usually call them the "Catholic" approach and the "Protestant" approach, but the distinction has little to do with theology. Instead:
The "Catholic" approach has extremely high moral standards (e.g. Be celibate; give everything you have to the poor; love everyone), but enforces them loosely.
The "Protestant" approach has moderate moral standards (e.g. Don't commit adultery; prudently give to the deserving poor; don't hate people who've never done you wrong), but enforces them strictly.
John Derbyshire's apology for Mel Gibson is a nice illustration:
The notion that we are not fully human until we have washed ourselves
pure all the way through, pure and white as the Lamb, is, to my mind,
highly obnoxious. I don't know where it came from, or why it has taken
such a grip on us in this age. I think it is a Protestant doctrine —
Roman Catholics have always been much more sensible about human weakness
(so I'm guessing that Mel finds it as obnoxious as I do, whatever his
lawyers are telling him to say to the press). It certainly has some deep
roots in American culture, from the Puritans and the old Philadelphia
Quaker sects.
There's also a "Victorian" variant, with extremely high moral standards and selective enforcement: Loose for elites, stricter for the masses.
As a moral realist, I think the most important question is "Which ethical view is correct?" And as a moral intuitionist, I judge the Protestant approach plainly superior. The moral case against adultery is easy to grasp; the moral case for celibacy (!), not so much. The moral case against hating people who have done you no wrong is easy to grasp; the moral case for loving (!?) total strangers, not so much. And if an action is wrong, it merits condemnation, not pity for the "human weakness" that many humans habitually overcome.
When people distinguish the Catholic and Protestant approaches to ethics, though, they strangely avoid ethical arguments. They're more likely to appeal to the behavioral effects of the two approaches. Or to be more precise: (a) Proponents of the Catholic approach coyly allude to the good effects of their approach on behavior, without clearly identifying these alleged effects; and (b) Proponents of the Protestant approach keep their thoughts to themselves – at least around me.
Economics can't resolve the underlying ethical dispute. But economics can shed plenty of light on the behavioral effects of the two approaches. We'll see how in my next post.
ThomasL
Bryan, one thing that might help is that the Catholic virtue is chastity, not celibacy. Chastity is "appropriate" sexual activity, where celibacy is abstinence. There are celibate vocations within the church, but that is a separate thing.
Neither chastity nor celibacy are uniquely Catholic either, as both the argument for a moral virtue of chastity and for celibate vocations are much older than Catholicism. Caeser Augustus himself apparently had strong views on chastity, and adjusted Rome's laws of marriage and divorce to encourage the traditional Roman views on chastity, which he feared were not as in practice as they had once been. The Vestal Virgins are probably the most famous classical celibate vocation, but they were not the only ones.
The Catholics are not even particularly strict when compared to Greco-Roman moralist philosophers like Seneca–who probably didn't always practice what he preached–or Musonius Rufus–who probably did. Rufus approved of sexual activity solely for the purpose of procreation, which is much stricter than the Catholic position. Marcus Aurelius was not quite as strict as Rufus, but also argued for chastity as a moral virtue in itself, apart from any allusion to "good effects" on behavior in other spheres. (The idea of requiring good secondary effects is a bit strange in moral argument. It would be curious to argue that one shouldn't steal because thieves are more likely to be inconsiderate than non-thieves, even if it were demonstrably true…)
If you want to look into the philosophical basis for the Catholic view on chastity, you should consider Love and Responsibility by Karol Wojtyla (later Pope JohnPaul II). It would be a stretch to describe him as coy anyway, but his primary argument proceeds from the dignity of the human person and the nature of love rather than "good effects" on behavior.
Curt Doolittle
IMHO: Protestant ethics are concerned with the actions and results needed to produce good works, catholic ethics are concerned with symbols and beliefs in order to create internal purity. Thats why all the entrepreneurs are protestant, and so many philosophers are catholic.
Small things in large numbers have vast consequences.
Too bad the germans failed at dropping the church entirely. The movement to restore paganism and rationalism just never could get critical mass.
Pandaemoni
At least in modern times, celibacy in the Catholic church is the abstention from marriage, principally by certain members within the Church hierarchy, and since chastity outside of wedlock is also a virtue, by extension it also includes abstaining from sexual conduct. (Though historically when celibacy was new there was a sense in certain cases of separating clergy from their existing wives and forbidding procreation after one joined the church.)
Both Catholics and Protestants value chastity outside of marriage, largely in equal measure, at least among those with equal devotion to their religious principles. What has happened is that both groups have seen that devotion to principle (particularly in the first world nations) wane in the past 40-50 years (along with many other trends that seem to cut against the grain of traditional religion and religious values).
Despite the availability of birth control, I don't think any of the Abrahamic religions have completely given up on the ideal of virginity until marriage (maybe the Unitarians have).
Protestants gave up on celibacy, but they have not yet conceded on the issue of chastity outside of marriage. Neither has Judaism, officially, for that matter, as the Torah still has laws leaning in favor of women abstaining from sexual activity outside of marriage (like Deuteronomy 22: 28-29 which says that if you have sex with a virgin, you pay her father money and marry her "because he has humbled her").
Other than enforcing celibacy on clergy, I do't see that much daylight between devout Catholics and devout Protestants on that issue.
stuhlmann
I went to a Catholic grade school, K-8, and afterwards made no further study of Catholic philosophy. So basically my understanding of Catholic morals and ethics comes primarily from what is (or was) taught to children. This was back in the old days when we had nuns with rulers to instruct us. From my arguably limited and warped understanding, Catholic morality places a higher value on doing good works – feeding the poor, caring for the sick, etc, than it does on purity and believing all the right things. (I could go on about how this results in many highly charitable agnostics and atheists, but I'll save that for another day.) I think that this emphasis on good works is the real philosophical difference between Catholics and Protestants. Catholics are taught that you have to earn a place in heaven.
RPLong
IMHO, the correct way to view this is to note that "Catholic ethics" are based on Virtue Ethics in the Roman tradition, whereas "Protestant ethics" are clearly Deontology.
I think Virtue Ethics makes much more logical sense as an ethical philosophy than Deontology. There is no reason or rationale behind Deontology, it simply is what it is. That's why it can only be enforced strictly – because there is no discussion about it.
Virtue Ethics are rooted in the notion that we can discuss and agree upon a well-reasoned view of the correct ethical decisions in any situation, based on universally accepted standards. That's why it is enforced less strictly: because like any complex situation, different people will come to different conclusions based on different underlying rationale.
The Catholic Church doesn't teach that married people should be celibate. Silly.
Bryan is wrong to assume protestants necessarily have more moderate standards. Some groups abjure smoking, dancing, or gambling but the Catholics tolerate all these. The difference is Bryan likes clear rules and has faith that His group (intolerant libertarian atheists) will always come up with sound criteria for morality.
The great thing about sending your kid to a Catholic elementary school was that you could usually get a drink at a school social event. When I moved, I ended up sending my kids to a Lutheran school, which was great, except that I was expected to socialize with other parents while stone cold sober, which is asking a lot.
One way to conceptualize the difference: the "protestant" ethics uses Jeopardy-like scoring; you gain for good deeds but lose for bad ones. The "catholic" ethics only scores good deeds, and ignores the bad ones.
Steve Sailer, that's exactly why I aspire to be the dad with a twinkle in his eye and a flask in his sport jacket.
Apr 17 2012 at 11:38am
Even the scoring notion is odd. What about the Calvinists who believe in predestination and good deeds don't really "count?"
@Bryan
Reading over your post again, I think you may have confused some of the Catholic requirements to be a priest of a monk with Catholic moral teaching.
All Catholics are supposed to love their neighbors. They are not all supposed to be celibate and poor.
The reason a monk or a priest is required to be celibate and have few possessions–the latter is particularly strict for monks–is that they are supposed to be absolutely dedicated to God. Having legitimate moral responsibilities to children, a wife, management of property, etc. would make that absolute dedication impossible. They would either do God or their wife and children a disservice.
It is not unusual that absolute dedication would require sacrifice. Epictetus argued something similar for the man that wished to become a true philosopher. And of course choosing to give up your possessions goes back farther even than Epictetus with Socrates, Diogenes, etc.
But not everyone is meant to be a priest or a monk.
Switching focus slightly, I want to grant you that even chastity is not necessarily and always intuitive. However you cannot be both a moral realist and moral intuitionist without give some primacy to either the judgment of reality or the judgment of intuition–or arguing that everyone makes identical intuitive judgments. If you are a strict moral intuitionist, then what I intuit to be right is right, and what you intuit to be right is right, even if we intuit different things. That violates moral realism. If you are a moral realist, then it is possible that while many moral values are recognized intuitively, it is equally possible that some (or all) are not. There reality is not necessarily connected to my intuition. Moral realism would require that any individual's moral intuition could be critiqued against the reality of moral law.
What would you think of the claim to be an economic realist and an economic intuitionist? I on the one hand affirm the reality of economic law, but form my judgments on what it is based solely on whether any particular portion of economics resonants well with my intuition. Once my intuition has made its gut decision, I don't need to reassess it with my reason, because my intuition does an infallible job. Does that sound like a reasonable economic school of thought? If it does not sound like a good way to economic truth, why does it sound like a good way to moral truth?
Again, if you want a real argument for things like chastity, I would recommend getting a philosophical text on it, like Wojtyla's Love and Responsibility. You may not agree with it, but I think you'll see it isn't unreasonable even if it happened to strike you at first as counter-intuitive.
Apr 17 2012 at 1:24pm
It just occured to me that you failed your ideological turing test. http://www.econlib.org/archives/2011/06/the_ideological.html
Do you believe that values conflict (value pluralism), or are you more Dworkinian in your outlook?
It is a good point that in certain ways Catholics are more tolerant than Protestants (alcohol and dancing, for example), but that varies widely by Protestant denomination. Very few frown on dancing (and those that do do so because it leads to sex), and having grown up Lutheran, I can say I never saw a Lutheran social event where beer was unwelcome.
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text:
/ Nick Cave and the Bad Seeds
April 9, 2019 By
"I've never gotten over the pleasure of someone covering one of my songs," Leonard Cohen once said. "I don't have a sense of proprietorship, which probably stems from coming up as a folksinger where it was understood that songs develop a patina through interpretation. I feel that's the mark of excellence." Ace Records has just released a new collection of excellent Leonard Cohen covers with Hallelujah: The Songs of Leonard Cohen. It's the latest volume in the label's Songwriter series, and it
Categories: Uncategorized Formats: CD Genre: Classic Rock, Folk, Jazz, Pop, Popular Standards/Vocal, R&B/Soul Tags: Barb Jungr, Buffy Sainte-Marie, David Blue, Dion, Jeff Buckley, Joe Cocker, Judy Collins, k.d. lang, Lee Hazlewood, Leonard Cohen, Madeleine Peyroux, Marianne Faithfull, Marissa Nadler, Nick Cave and the Bad Seeds, Nina Simone, Ron Sexsmith, Rufus Wainwright, Stina Nordenstam, Tom Northcott
April 1, 2019 By Sam Stone 4 Comments
With his acumen for gripping poetry, inimitable baritone, and trademark Spanish-influenced fingerpicking, Leonard Cohen married his talents for poetry and song-craft to create some of the most enduring music of the singer-songwriter era and beyond. Like every great songwriter, Cohen's work continues to inspire an array of cover versions. Sure, there's the million-and-one covers of "Hallelujah," but even before the 1967 release of his debut Songs of Leonard Cohen, early supporters like Judy
Categories: News Formats: CD Genre: Classic Rock, Country, Folk, Rock Tags: Barb Jungr, Buffy Sainte-Marie, David Blue, Dion, Jeff Buckley, Joe Cocker, Joni Mitchell, Judy Collins, k.d. lang, Lee Hazlewood, Leonard Cohen, Madeleine Peyroux, Marianne Faithfull, Marissa Nadler, Nick Cave and the Bad Seeds, Nina Simone, Ron Sexsmith, Rufus Wainwright, Stina Nordenstam, Tom Northcott
May 5, 2017 By Joe Marchese 9 Comments
Welcome to this week's Release Round-Up! Grateful Dead, Cornell 5/8/77 (Grateful Dead/Rhino) (Amazon U.S. / Amazon U.K. / Amazon Canada) Rhino teams with the Grateful Dead for the first authorized release of one of the band's most famous concert bootlegs: the Cornell 5/8/77 show. The bootleg recording of this show was so significant that it was added to the Library of Congress' National Recording Registry in 2011. This 3-CD set ties in with a new book about the oft-discussed concert;
Categories: Release Round-Up Formats: Box Sets, CD, Digital Download, Digital Streaming, Vinyl Genre: Pop, R&B/Soul, Rock, Soundtracks Tags: Diana Krall, Grateful Dead, Julie Andrews, Nick Cave and the Bad Seeds, Patti Labelle, Rare Earth, Seals and Crofts, The Creation, The Turtles


text:
Geologic evolution of the Sør Rondane Mountains, East Antarctica: Collision tectonics proposed based on metamorphic processes and magnetic anomalies
Yasuhito Osanai, Yoshifumi Nogi, Sotaro Baba, Nobuhiko Nakano, Tatsuro Adachi, Tomokazu Hokada, Tsuyoshi Toyoshima, Masaaki Owada, Madhusoodhan Satish-Kumar, Atsushi Kamei, Ippei Kitano
地球変動
比較社会文化研究院(部門に属さない)
38 引用 (Scopus)
The Sør Rondane Mountains of eastern Dronning Maud Land, East Antarctica can be subdivided into two different crustal terranes: the NE-terrane and the SW-terrane. The former is underlain by basement rocks of amphibolite-facies (unit A) and granulite-facies (unit B), and the latter by granulite-facies (unit C) to greenschist-facies (units D and D') rocks. The metamorphic evolution of the NE-terrane exhibits a clockwise pressure-temperature-time (. P-T-t) path and the SW-terrane exhibits a counter-clockwise P-T-t path, and detrital zircon U-Pb ages are also different between the two terranes. The differences in the metamorphic evolution processes and detrital zircon provenance in these two regions can be explained by the collision of the NE-terrane and the SW-terrane which is constrained to have occurred at 600-650. Ma. The collision is interpreted to reflect convergence between the East Maud-East African orogen terrane and the Maud-Nampula terrane of the Kalahari Craton, which are bounded by the Main Tectonic Boundary and passes through the Sør Rondane Mountains. The RTP magnetic anomalies suggest this suture is cut by the subsequent collision boundary between the Kalahari Craton and the Rayner Belt, which is exposed in the Lützow-Holm region. This collisional belt is considered to have formed at approximately 520-580. Ma.
ページ(範囲)
Precambrian Research
https://doi.org/10.1016/j.precamres.2013.05.017
出版済み - 9 1 2013
magnetic anomaly
granulite facies
P-T-t path
greenschist facies
basement rock
amphibolite facies
Osanai, Y., Nogi, Y., Baba, S., Nakano, N., Adachi, T., Hokada, T., ... Kitano, I. (2013). Geologic evolution of the Sør Rondane Mountains, East Antarctica: Collision tectonics proposed based on metamorphic processes and magnetic anomalies. Precambrian Research, 234, 8-29. https://doi.org/10.1016/j.precamres.2013.05.017
Geologic evolution of the Sør Rondane Mountains, East Antarctica : Collision tectonics proposed based on metamorphic processes and magnetic anomalies. / Osanai, Yasuhito; Nogi, Yoshifumi; Baba, Sotaro; Nakano, Nobuhiko; Adachi, Tatsuro; Hokada, Tomokazu; Toyoshima, Tsuyoshi; Owada, Masaaki; Satish-Kumar, Madhusoodhan; Kamei, Atsushi; Kitano, Ippei.
:: Precambrian Research, 巻 234, 01.09.2013, p. 8-29.
Osanai, Y, Nogi, Y, Baba, S, Nakano, N, Adachi, T, Hokada, T, Toyoshima, T, Owada, M, Satish-Kumar, M, Kamei, A & Kitano, I 2013, 'Geologic evolution of the Sør Rondane Mountains, East Antarctica: Collision tectonics proposed based on metamorphic processes and magnetic anomalies', Precambrian Research, 巻. 234, pp. 8-29. https://doi.org/10.1016/j.precamres.2013.05.017
Osanai Y, Nogi Y, Baba S, Nakano N, Adachi T, Hokada T その他. Geologic evolution of the Sør Rondane Mountains, East Antarctica: Collision tectonics proposed based on metamorphic processes and magnetic anomalies. Precambrian Research. 2013 9 1;234:8-29. https://doi.org/10.1016/j.precamres.2013.05.017
Osanai, Yasuhito ; Nogi, Yoshifumi ; Baba, Sotaro ; Nakano, Nobuhiko ; Adachi, Tatsuro ; Hokada, Tomokazu ; Toyoshima, Tsuyoshi ; Owada, Masaaki ; Satish-Kumar, Madhusoodhan ; Kamei, Atsushi ; Kitano, Ippei. / Geologic evolution of the Sør Rondane Mountains, East Antarctica : Collision tectonics proposed based on metamorphic processes and magnetic anomalies. :: Precambrian Research. 2013 ; 巻 234. pp. 8-29.
@article{bdda9a3ef3944f92b9842c2d174a2e40,
title = "Geologic evolution of the S{\o}r Rondane Mountains, East Antarctica: Collision tectonics proposed based on metamorphic processes and magnetic anomalies",
abstract = "The S{\o}r Rondane Mountains of eastern Dronning Maud Land, East Antarctica can be subdivided into two different crustal terranes: the NE-terrane and the SW-terrane. The former is underlain by basement rocks of amphibolite-facies (unit A) and granulite-facies (unit B), and the latter by granulite-facies (unit C) to greenschist-facies (units D and D') rocks. The metamorphic evolution of the NE-terrane exhibits a clockwise pressure-temperature-time (. P-T-t) path and the SW-terrane exhibits a counter-clockwise P-T-t path, and detrital zircon U-Pb ages are also different between the two terranes. The differences in the metamorphic evolution processes and detrital zircon provenance in these two regions can be explained by the collision of the NE-terrane and the SW-terrane which is constrained to have occurred at 600-650. Ma. The collision is interpreted to reflect convergence between the East Maud-East African orogen terrane and the Maud-Nampula terrane of the Kalahari Craton, which are bounded by the Main Tectonic Boundary and passes through the S{\o}r Rondane Mountains. The RTP magnetic anomalies suggest this suture is cut by the subsequent collision boundary between the Kalahari Craton and the Rayner Belt, which is exposed in the L{\"u}tzow-Holm region. This collisional belt is considered to have formed at approximately 520-580. Ma.",
author = "Yasuhito Osanai and Yoshifumi Nogi and Sotaro Baba and Nobuhiko Nakano and Tatsuro Adachi and Tomokazu Hokada and Tsuyoshi Toyoshima and Masaaki Owada and Madhusoodhan Satish-Kumar and Atsushi Kamei and Ippei Kitano",
doi = "10.1016/j.precamres.2013.05.017",
journal = "Precambrian Research",
T1 - Geologic evolution of the Sør Rondane Mountains, East Antarctica
T2 - Collision tectonics proposed based on metamorphic processes and magnetic anomalies
AU - Osanai, Yasuhito
AU - Nogi, Yoshifumi
AU - Baba, Sotaro
AU - Nakano, Nobuhiko
AU - Adachi, Tatsuro
AU - Hokada, Tomokazu
AU - Toyoshima, Tsuyoshi
AU - Owada, Masaaki
AU - Satish-Kumar, Madhusoodhan
AU - Kamei, Atsushi
AU - Kitano, Ippei
N2 - The Sør Rondane Mountains of eastern Dronning Maud Land, East Antarctica can be subdivided into two different crustal terranes: the NE-terrane and the SW-terrane. The former is underlain by basement rocks of amphibolite-facies (unit A) and granulite-facies (unit B), and the latter by granulite-facies (unit C) to greenschist-facies (units D and D') rocks. The metamorphic evolution of the NE-terrane exhibits a clockwise pressure-temperature-time (. P-T-t) path and the SW-terrane exhibits a counter-clockwise P-T-t path, and detrital zircon U-Pb ages are also different between the two terranes. The differences in the metamorphic evolution processes and detrital zircon provenance in these two regions can be explained by the collision of the NE-terrane and the SW-terrane which is constrained to have occurred at 600-650. Ma. The collision is interpreted to reflect convergence between the East Maud-East African orogen terrane and the Maud-Nampula terrane of the Kalahari Craton, which are bounded by the Main Tectonic Boundary and passes through the Sør Rondane Mountains. The RTP magnetic anomalies suggest this suture is cut by the subsequent collision boundary between the Kalahari Craton and the Rayner Belt, which is exposed in the Lützow-Holm region. This collisional belt is considered to have formed at approximately 520-580. Ma.
AB - The Sør Rondane Mountains of eastern Dronning Maud Land, East Antarctica can be subdivided into two different crustal terranes: the NE-terrane and the SW-terrane. The former is underlain by basement rocks of amphibolite-facies (unit A) and granulite-facies (unit B), and the latter by granulite-facies (unit C) to greenschist-facies (units D and D') rocks. The metamorphic evolution of the NE-terrane exhibits a clockwise pressure-temperature-time (. P-T-t) path and the SW-terrane exhibits a counter-clockwise P-T-t path, and detrital zircon U-Pb ages are also different between the two terranes. The differences in the metamorphic evolution processes and detrital zircon provenance in these two regions can be explained by the collision of the NE-terrane and the SW-terrane which is constrained to have occurred at 600-650. Ma. The collision is interpreted to reflect convergence between the East Maud-East African orogen terrane and the Maud-Nampula terrane of the Kalahari Craton, which are bounded by the Main Tectonic Boundary and passes through the Sør Rondane Mountains. The RTP magnetic anomalies suggest this suture is cut by the subsequent collision boundary between the Kalahari Craton and the Rayner Belt, which is exposed in the Lützow-Holm region. This collisional belt is considered to have formed at approximately 520-580. Ma.
U2 - 10.1016/j.precamres.2013.05.017
DO - 10.1016/j.precamres.2013.05.017
JO - Precambrian Research
JF - Precambrian Research
10.1016/j.precamres.2013.05.017


One of the most anticipated mobile CCG games of the year, Destiny Child, has just been officially released in 164 countries worldwide. The game received great feedback during its earlier releases in Japan and Korea, sparking the interest of players from around the globe. It is now available in five different languages, including English, Chinese, and French.
Destiny Child was developed by LINE Games in collaboration with SHIFTUP. The game follows the story of a Demon King candidate who winds up in the mortal world along with his three loyal succubi. The game's protagonist must then recruit more followers called Childs and assemble a team in order to make his way back to the top. Players can progress through the main plot or explore the individual stories of each Child.
The game features Live 2D technology which animates characters as though they are living and breathing on screen. This is one of the things that sets Destiny Child apart from the typical CCG that normally features static portraits of collectible characters. To top it all off, the game also features artworks from world-famous illustrator, Hyung-tae Kim. Artwork has become such a crucial part of the game's development that it has regularly held illustration competitions for its Korean and Japanese versions. Members of the Destiny Child community were also invited to participate in offline artwork exhibits, further reinforcing art in its core.
In terms of gameplay, players are given several game modes to explore in Destiny Child. These include scenario-based quests for players who prefer to follow the stories, and PVP battles like Devil Rumble for the more competitive members of the community. The game also offers daily missions like Underground and Event Dungeon where players can earn various rewards.
Destiny Child introduced the Devil Fiesta event during its global launch on December 6. The event gives players the chance to earn valuable prizes like a 5-star character summon scroll and 10,000 onyx. These are great rewards that will help players get a head start in the game.
Destiny Child can be downloaded for free from Google Play and the App Store. Multiple login options are available, including Facebook, LINE, and Google accounts.


text:
Search results for: 'nathaniel branden'
Nathaniel Branden Seminars (1)
Search results for 'nathaniel branden'
Lectures on the Psychology of Romantic Love
The concept of romantic love as the proper basis of marriage has gained greater acceptance in North America than anywhere else in the world. Yet the divorce rate in this country is also higher than anywhere else in the world — and is continuing to rise at an accelerating pace. This has led some psychologists and marriage counselors to question the validity of romantic love as a basis for an enduring marital relationship. Nathaniel Branden challenges these critics and presents a new and original theory of the nature and meaning of romantic love in human life, the relation of love and sex, the nature of masculinity and femininity — and the psychological conditions necessary for the achievement of emotional and sexual fulfillment. Learn More
Psychotherapy and The Objectivist Ethics
This recording was made available by The Nathaniel Branden Institute.
A lecture given and recorded at a meeting of the Michigan Society of Consulting Psychologists in Detroit on November 24, 1965. Mr. Branden discusses why the Objectivist ethics is indispensable to effective psychotherapy. Learn More
This recording was made available by The Nathaniel Branden Institute. A lecture given and recorded at Stanford University on January 21, 1966. Mr. Branden discusses the questions: What is the problem of alienation? What is personal identity? What is the significance of the attacks on capi... Learn More
Teenagers' Questions on Sex
An informal discussion with a group of teenagers. The questions asked by the group and answered by Mr. Branden are among those most frequently raised, by people of all ages, on the subject of sex. This recording was made available by The Nathaniel Branden Institute. The audio qual... Learn More
Social Metaphysics
This recording was made available by The Nathaniel Branden Institute. It was based on an article by Mr. Branden which originally appeared in The Objectivist Newsletter (1962) and discusses the mental processes and motives of the psychological dependent or "second-hander." The audio quality of t... Learn More
Nathaniel Branden Seminars (1969 - 1973)
The audio quality of this product has been enhanced, but unfortunately some residual problems are not resolvable. Nathaniel Branden Seminars: Complete Series A monthly recorded discussion by Nathaniel Branden of students' questions in the fields of psychology, philosophy, contemp... Learn More
New Lectures on the Psychology of Self-Esteem
This course is not the same as NBI's "Principles of Objectivist Psychology" and was recorded circa 1976. The audio quality has been enhanced, but unfortunately some residual problems are not resolvable. Here are some of the highlights of this course: The need, the motivating pow... Learn More
The Principles of Efficient Thinking by Barbara Branden
The ability to reason is man's most important faculty - the attribute which lifts him above all other species. Yet, the science of using his rational faculty effectively has been almost entirely neglected. Most people fail to realize that thinking is not an automatic process, known to eve... Learn More


Radnor Primitive Baptist Church is a family of believers in our Lord and Saviour Jesus Christ. We endeavor to serve and honor Him in everything we do. God is simply amazing and magnificent in all that He is and does. We anticipate the opportunity to share His wonderful love with you.
There are two very distictive features of our worship service that make us unique. First is the simplicity of the service: Prayer, Singing, Preaching. That's it! All music is a cappella congregational, public prayers are offered by various members of the congregation, and the preaching is expository and informative, always relevant but never compromised. Simple and effective.


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text:
Apple: You share iCloud data, and we'll make iPhones smarter
The company believes privacy is important, but services like Siri work better when a company can analyze real-world data.
Stephen Shankland
Apple's iOS 10.3 software describes how Apple wants to gather iCloud data to improve services.
Screenshot by Stephen Shankland/CNET
Apple long has argued in favor of customer privacy, but the company wants to do more with your personal data so services like Siri voice recognition can get smarter.
A new option in its iOS 10.3 software, released earlier this week for beta testing, asks iPhone and iPad users to share iCloud account data. iCloud services include file storage, email, calendars, photo management, password synchronization, and music and video library management.
Privacy is a thorny issue for tech companies. It sounds nice in principle, but it's technically complicated. And until an FBI investigator arrives, we're more likely to care about how well our phones steer us around traffic and flag important messages than we are about whether a tech company's data center is peering into our personal lives.
Apple argues it's possible to have both good services and good privacy. Indeed, it touted privacy even with earlier versions of iOS that already gather data about how we use iPhones and iPads.
"Analysis of data from your iCloud account is undertaken only after the data has undergone privacy-preserving techniques such as differential privacy," a new analytics section of the phone's privacy settings says. "Analysis of such data will allow Apple to improve intelligent features such as Siri and other similar or related services."
Privacy has been a point of pride for Apple in its attempt to get its products to stand out. In 2015, Chief Executive Tim Cook criticized companies like Google that are "gobbling up everything they can learn about you and trying to monetize it."
But guess what -- that sort of data can improve driving directions, spam filtering, speech recognition, movie recommendations, autocorrect typing predictions and many other advanced services that make phones so useful. In today's artificial intelligence era, those services are increasingly important.
Apple uses technology called differential privacy that statistically muddies data sets to obscure details about individuals while still benefitting from the ability to analyze that user data. In earlier versions of iOS, Apple sought "diagnostic and usage information" to improve products and services, but now Apple is specifically calling out usage of iCloud account data and offering a little more detail on how sharing can improve "language models and other intelligent features."
Tech Enabled: CNET chronicles tech's role in providing new kinds of accessibility.
Technically Literate: Original works of short fiction with unique perspectives on tech, exclusively on CNET.
Big four US carriers face off over 5G: We compare their peak speeds: We tested Verizon, AT&T, Sprint and T-Mobile's early 5G network speeds two ways.
Apple - USE TAG
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Discuss: Apple: You share iCloud data, and we'll make iPhones smarter


text:
Kawakami (jap.: , -mura) ist ein Dorf im Landkreis Süd-Saku in der Präfektur Nagano auf der japanischen Hauptinsel Honshū.

Geografie
Kawakami ist die östlichste Gemeinde von Minamisaku-gun und liegt je etwa 40 Kilometer von Chichibu in der Präfektur Saitama, Kantō im Osten, Kōfu in der Präfektur Yamanashi im Süden und Suwa im Westen entfernt.

Wirtschaft und Verkehr
Die Straße, mit der das Bergdorf aus Richtung Suwa erschlossen wird, endet hier.
Nördlich des Ortes befindet sich das Kannagawa-Pumpspeicherkraftwerk, eins der größten Pumpspeicherkraftwerke der Welt, das sich zugleich zweier Dämme zweier verschiedener Flusssysteme (Shinano und Tone) bedient.
Nahe dem heutigen Kraftwerk kam es 1985 zum Absturz von Japan-Air-Lines-Flug 123.
Im Südwesten befindet sich das Nobeyama Radio Observatory, im Südosten der Chichibu-Tama-Kai-Nationalpark.

Städtepartnerschaften
Es gibt eine Partnerschaft zu  Musashino in .

Einzelnachweise

Weblinks

Ort in der Präfektur Nagano


text:
Atheism in Dragon Age: Origins
Written by Joe Martin
Tags: #atheism #dragon-age #religion #rpg
Companies: #bioware #electronic-arts
I'm playing Dragon Age: Origins in my spare time at the moment. My character is a Common Elf Rogue and I've had a hard time getting back into it since our review. That's partly to do with the fact that I'm just not as enamoured with swords and sorcery as I used to be (nowadays I prefer lightspeed and lasers), but it's also that I have a problem with the way the in-game theology is presented to players as a foregone conclusion.
I'm anxious for this not to become a real-world religious debate, but I will say that I'm an atheist and that that's something I wanted my Elf, Jacob, to share. It seemed to make sense that a Common Elf character should be atheist too – the history of the Alienage Elves has them completely detached from their old gods and culture, while also being relegated to second-class citizens by a Chantry-led society. An Elf in an Alienage wouldn't have grown up with the Dalish religion, but would likely have been spared the attention of the Chantry too – at least, that's if the Origin story is anything to go by.
Dragon Age's fictional religion obviously plays a big part of the story, with the Chantry cast as alternately oppressive and supporting of society and constantly near the centre of attention. Whether you're helping rogue mages resist what could be seen as religious persecution or collecting ancient texts for Chantry scholars, the religion of Andastre and the Maker is pretty much unavoidable – and when it's like that, I don't have a problem with it. Just as in real life, I'll let people believe what they want as long as they don't try to make me do the same. It's on that last, italicised clause that Dragon Age and I start to have problems…
Sacred Urn of Andastre or Magical Grey Sand?
It all started with the mission where you have to collect the ashes of the prophet Andastre from an ancient temple, with the overall aim being to use the reputed healing power of the ashes to save the life of a nobleman. I sought out the ashes with no problems or qualms, not really concerned with the religious significance of my characters actions in any real sense. In fact, I was treating the ashes not as a holy relic but as just another magic item to be collected and used.
The key word there is: magic. Ferelden is a world where magic definitely exists and is used regularly. The Chantry god though, is not. The Maker never comes down himself to give you a +2 Sword of Archdemon Slaying, he acts in mysterious ways instead. There are lots of references and legends about miracles and holy powers, but who is to say that these aren't either natural or magical phenomenon? To me (and my character) those options seem far more likely than supposing that the Chantry's religion is correct (and that the Elvish and Qunari religions are therefore invalid or possibly forming a larger, less possible pantheon).
All of this was unspoken though; there was no way for my character to voice this opinion upon the world, so it wasn't something I bothered too much about. Instead, I got the magic ashes of Andastre and returned them to the Chantry scholar who had discovered the temple, Brother Genitivi.
Brother Genitivi marvelled at the ashes I had bought back with me and asked me what the experience had been like, with my available responses pretty much limited to saying that it was an incredibly holy experience or dismissing it as an errand to find a burnt woman in a stone box.
Randomly distributed unholy power or a rare, but natural phenomenon?
I didn't like either of those options. My character wasn't touched spiritually by the task and I personally had found the temple to be little more than an over-long dungeon grind with some obvious, predictable puzzles tacked on the end – so no holy revelations there. The nonchalant answer seemed even worse though, as while dismissing the ashes as nothing but ashes may have distanced my character from Chantry doctrine in some regard, it would have also passively reinforced them by confirming them as Andastre's ashes more blatantly. The line offered wasn't "I got what appear to be magic ashes while remaining unconvinced about the validity of your convictions", its "I got the most holy proof of your God, but I'm too cool to be moved by that fact."
This mediation is typical of most interactions with the Chantry throughout Dragon Age, I realised. Occasionally you get a chance to speak out against Chantry methods (such as the regulation of mages), but you're never really given a chance to tackle the underlying theology. It's always a choice of choosing to say either "Praise the Maker!" or "The Maker exists, but I don't want to praise him right now." I want the third option which says flatly "Actually, I don't believe in the Maker and would prefer it if you just told me how many Deep Mushrooms you want me to collect and spared me the rhetoric, thanks."
For me, this is a problem because it directly affects some of the larger quests in the game. I don't want to tell the Chantry to leave the Mage's Circle alone for a bit; I want to tell them they have no more right to monitor the Mage's Circle than the Dalish Elves or the Quanari. I want them to realise the hypocrisy of the situation when they, with one hand, claim that the Maker watches over all things, then with the other condemn anyone born with magical aptitude.
More importantly, I want to know why my character is apparently the only sceptic in the whole of Ferelden and why even apostate mages like Morrigan temper their hatred of the church with fear of the Maker (albeit cloaked in sarcasm). If Ferelden has room for priests, elves, mages and golems then why doesn't it have room for sceptics and scientists too?
Read our review of Dragon Age Origins


It was a beautiful Spring-like day when we hit the park for Nicole and John's engagement photos! I love that they had their dog along with them and that they knew when seeing my photos online that we were a perfect match for this session. I am so excited for them and I know that they will have a happy life together! Thank you so much for contacting me for your engagement photography, and I wish you all the best!!!
If you are interested in engagement photography with your pets please contact me! We have a great time and I love showcasing the whole family, pets included! Spring sessions are booking now, don't miss the beautiful Spring blooms!


Royal frost birch, starting at 130.00, click here.
Get Deal, from 35, patio plants from 35 From Sooner Plant Farm.
I have handed over a sizeable amount of money to buy trees from them instead of other companies over the years.Autoplay is on, abelia mosanensis "smnamds sweet emotion fragrant abelia.Winter came and went and soon spring was upon.We offer 3 kinds of sale items: Daily Deal chimney sweep amble Plants includes overstocks, discontinued, and random plants for additional customer savings.Get Code, eTER, free Gifts.I can safely say that I will continue to do business with Sooner Plant Farm thank you for your gift sayings in the future.I did not purchase this guarantee from Sooner, as I believed my purchase was a safe one considering their reputation on this site, the time of year being ripe for planting new trees, plus I am used to many other companies offering 6 months.Get Deal, amazing Deal: Bloom-a-Thon Azaleas for.Your website trumpets that Sooner Plant Farm is all about the customer, with "top 5" awards and Sooner Guarantee medals splashed all over your please honor.Click Here for more information.Juniperus virginiana "Taylor taylor juniper, starting.00, click here.
Loyalty means nothing to some.I have made attempts to contact.Our standard guarantees apply to these items.On Nov 5, 2013, Hawk259 Saxonburg, PA wrote: Posted on November 1, 2013, updated November 5, 2013 am not new to landscaping/tree planting/gardening.Updated on 25th October, 2018.Penny Pincher Plants includes plants with drastically reduced prices.On Nov 5, 2013, Sooner Plant Farm (Shop Smarter Shop Sooner) responded with: on Nov 2, 2013 1:35 PM, Sooner Plant Farm (Shop Smarter Shop Sooner) responded with: As always we are thankful for customer feedback.Go to m Top Stores Related Stores All Stores All Categories Home Coupons Home Garden dixon florist & gift shop dixon ca Sooner Plant Farm Coupons updated on May 13, 2018).I am a repeat customer with Sooner.
The leaves began falling off shortly thereafter, but due to the time of year, all my other maples were losing their leaves for the fall, so I thought nothing.
Sooner's prices on trees are competitive, but their shipping costs are high, so it becomes a tough pill to swallow once you add up cost of trees, coupled with high shipping costs, then offering a guarantee on their plants as an additional charge.


You are doing business in your homemarket by selling European products and equipment?
You plan to do (more) business by selling your products into Europe?
You plan to acquire a company in Europe?
For all activities with Europe and European companies it is supportive to have your "eyes and ears" located close to your European counterparts.


The event was a part of PAN India pilot campaign for Firefox Nightly aimed to create a strong technical community who will be using and testing Nightly on a regular basis. Besides, it was a meetup for community members in the region. The event Kashmir Uses Firefox Nightly was organised at Bangs, Srinagar on 25th May, 2017.
We started with the brief Introduction about Mozilla, its projects and programs and its local community in the state of Jammu and Kashmir. We then introduced the attendees to Firefox Nightly, why do we have this version of firefox, why should we use it and what are the benefits. Then the steps to download, install and the filing of bug was shown. Few attendees installed the browser and also signed up for an account on Bugzilla.
We also discussed WebCompat and how to contribute to it.
Besides, the attendees were introduced to the projects and programs of Mozilla that are currently in focus. WebVR, Rust, WebCompat to name a few. We also devised a plan for the local community as to what activities to take out in the coming months.
The attendees shared content about the event and the Firefox Nightly Browser online with the hashtag #INUsesFxNightly.


The official start of the Guyana Rugby Football Union (GRFU) season will commence tomorrow with the staging of the Banks DIH Sevens Championships, at the National Park rugby ground.
According to a release from the Union, the Opening Ceremony and March Past of teams will begin at 10:30 hrs, while Director of Sport Mr. Neil Kumar will deliver the feature address.
The opening of the season follows a year of resounding success of the National Men's and Women's Sevens teams who won the Caribbean Championships held in Mexico last November.
That performance was followed by the Men's attendance at the IRB World Sevens Series in Las Vegas where they performed creditably against some of the best teams in the world including a drawn encounter with #4 ranked France.
The Men's Sevens team has already begun intense preparation to contest the Central America & Caribbean Games Rugby Sevens to be played at the National Stadium on July 24-25, while both the Men's and Women's Sevens teams will defend their Caribbean Championships titles in Guyana immediately following the CAC Games, 27th -31st July.
The Banks DIH Championship trophy will be contested by Men's teams from Yamaha Caribs, Pepsi Hornets and the Guyana Defence Force, while the President's Cup will be contested by Women's teams from Yamaha Caribs and Pepsi Hornets.
The tournament will be followed by the GRFU Sevens League with the Men contesting the President's Championship Trophy and the Women the Vice President's Championship Trophy.


text:
Q: How does one access DataGrip in PhpStorm? It sounds like JetBrains "DataGrip" functionality is included with PhpStorm. (https://intellij-support.jetbrains.com/hc/en-us/articles/115000877044-DataGrip-FAQ). How does one access the DataGrip functionality from within PhpStorm? (For example I want to explore a sqlite/mysql database)
Is this the same as the "Database Navigator" plugin? (https://plugins.jetbrains.com/plugin/1800-database-navigator)

A: "DataGrip functionality" incudes:

*

*Database toolwindow (Data Sources/DB connections, viewing DB structure)

*Query console (edit and execute SQL statements)

*Table/Query results viewer

*Import into/Export from DB

*DB diagrams

*Search for DB objects from Search Everywhere

*etc

You can check the following links from the PhpStorm Help and PhpStorm website:

*

*Video overview (quite old, but still valid): https://www.youtube.com/watch?v=kjPbxVlPnSI

*Introduction blog post (very old): https://blog.jetbrains.com/phpstorm/2012/11/sql-support-and-database-tools/

*Database tools and SQL (main entry): https://www.jetbrains.com/help/phpstorm/relational-databases.html

*

*Connecting to SQLite DB: https://www.jetbrains.com/help/phpstorm/connecting-to-a-database.html#connect-to-sqlite-database

*Database tool window: https://www.jetbrains.com/help/phpstorm/database-tool-window.html

*Query console: https://www.jetbrains.com/help/phpstorm/query-console.html

redpajama_set_name: RedPajamaStackExchange


Hadley and I both got released from the hospital this morning and it is so nice to be home! Yesterday it was uncertain if Hadley would be allowed to come home but since she gained some weight and her jaundice levels went down the pediatrician decided all was well and checked us out. And, luckily it has been pretty uneventful since we got home. She has slept the whole time (besides the few minutes to eat and be changed) but Kerry and I are not complaining about the quiet.
Here are a few photos from the last four days and more to come later.
All day yesterday we had our own gloworm.
Then today we packed Hadley into the car seat and headed home.


text:
'Outlander': New Danger Awaits in Season 6 Trailer
TELEVISION'Outlander': New Danger Awaits in Season 6 Trailer
We're less than two months away from the long-awaited premiere of the sixth season of STARZ's hit fantasy drama series Outlander, and the official trailer has just been released!
Season 6 of Outlander will open with an extended episode, which will pick back up very shortly after the traumatizing events that occurred at the end of the fifth season. The last time that audiences saw Claire (Caitriona Balfe) and Jamie (Sam Heughan), Claire had just returned to Fraser's Ridge after her violent encounter with Lionel Brown and his men. Now, with the threat of the Revolutionary War looming over the ridge, the pair must decide what is best for their family.
"The sixth season of 'Outlander' sees a continuation of Claire and Jamie's fight to protect those they love, as they navigate the trials and tribulations of life in colonial America. Establishing a home in the New World is by no means an easy task, pThe sixth season of "Outlander" sees a continuation of Claire and Jamie's fight to protect those they love, as they navigate the trials and tribulations of life in colonial America. Establishing a home in the New World is by no means an easy task, particularly in the wild backcountry of North Carolina — and perhaps most significantly — during a period of dramatic political upheaval. The Frasers strive to maintain peace and flourish within a society which – as Claire knows all too well — is unwittingly marching towards Revolution. Against this backdrop, which heralds the birth of the new American nation, Claire and Jamie have built a home together at Fraser's Ridge. They must now defend this home — established on land granted to them by the Crown — not only from external forces, but also from the increasing strife and conflict in the community within their care. For the Frasers and their immediate family, "home" is more than simply a site in which they live, it is the place where they are laying the foundations for the rest of their lives. If Season 4 asked "What is home?" and Season 5 asked, "What are you willing to do to protect your home?" then Season 6 explores what happens when there is disharmony and division among the inhabitants of the home you've created: when you become an outsider, or an 'outlander,' so to speak, marginalized and rejected in your own home."
The series also stars Duncan Lacroix, Sophie Skelton, Richard Rankin, César Domboy, Lauren Lyle, John Bell, and more.
Outlander is adapted from Diana Gabaldon's international best-selling book series, and season 6 is based on the book A Breath of Snow and Ashes. The show has already been renewed for a seventh season, as confirmed last March.
Season 6 of Outlander will premiere across all STARZ platforms on Sunday, March 6 at 9 p.m. ET/PT in the U.S. and day and date in the UK for the first time on STARZPLAY.
'Hawkeye' Star Fra Fee Joins Cast of 'Beauty and the Beast' Prequel Series
'Superman & Lois' Season 2, Episode 3 "The Thing in the Mines" Photos
STARZ Renews 'Outlander' for Final Season
'Outlander' Releases Season 7 Teaser Trailer
Starz Announces Return of 'Outlander' Favorites


text:
layout: post
published: true
title: "The Casually Smart Home (Part 2)"
author: Varun
image: /img/am2322.jpg
credit: Adafruit
creditlink: https://www.adafruit.com
galleries:
  am2322-analyzer:
    pictures:
      - url: "am2322-logic-hookup.jpg"
        caption: "I hooked up my logic analyzer for a little in-situ (in-kitchen) data capture."
      - url: "am2322-working-overview.png"
        caption: "This is what the conversation between Pi and AM2322 looks like when everything is working."
      - url: "am2322-working-request.png"
        caption: "There's a specific format to use when sending the request "
      - url: "am2322-working-result.png"
        caption: "Fun to analyze the results you get manually to verify things make sense."
      - url: "am2322-broken.png"
        caption: "Trying to use normal i2c libraries adds an extra write operation that sometimes mucks things up."
  am2322-connection:
    pictures:
    - url: "am2322-connection.png"
      caption: "A simplified diagram, that might be easier to understand"
  dslogic:
    pictures:
    - url: "dslogic.jpg"
      caption: I'm attached to my logic analyzer, but you probably shouldn't get it.
  galleryPreview:
    pictures:
      - url: "part2-preview.jpg"
        caption: "This little cutie is pretty powerful, but you have to know how to talk to it."
---

_Fun with sensors. I had to pick a sensor for my first working location monitors. Why was it a good choice? How much work to get it running?_

{% include gallery.html gallery_id="galleryPreview" %}

This is the part two in a series covering the project I'm working on in my spare time. My hope is to inspire some of you to try something new; maybe even using some of my mistakes to make it easier for yourselves:

* Part 1: [Overview and quick preview]({% post_url 2017-05-15-RPi-casually-smart-home-part-1 %})
* Part 2: Fun with sensors ← _(you are here)_
* Part 3: Displays
* Part 4: Casual networking
* Part 5: Bonus features
* Part 6: Physical constraints

#### Why use AM2322?

There are many weather sensors out there, but my list was quickly pared down by the following criteria:

* **It uses i2c communication.** i2c lets me use just two wires (data and clock) to interface devices with the Raspberry Pi. It usually needs no level conversion (3.3V - 5V), and it allows multiple devices to share one set of connections. Raspberry Pi has built-in support for i2c, so no need for add-ons like an analog-digital converter (like for [TMP36](https://www.adafruit.com/product/165)). Perhaps most importantly, i2c allows the Raspberry Pi to set the clock for communication. Devices like Arduino can reliably work in real time, so they can handle one-wire interfaces where the timing requirements are tight ([AM2302](https://www.adafruit.com/product/393)). Raspberry Pi has too many layers to guarantee microsecond-level timing: operating system, other processes, threading, and the python runtime. There are [RPi libraries](https://github.com/adafruit/Adafruit_Python_DHT) for the AM2302, but they do not work reliably.
* **It senses temperature *and* humidity.** My parents are aging, and Mom is particularly sensitive to humidity. It's important to us to collect that information. That rules out some other options: [MCP9808](https://www.adafruit.com/product/1782),  [MPL3115A2](https://www.adafruit.com/product/1893).
* **It's cheap (affordable).** I want to be able to make more units at a low cost. AM2322 costs about $3, which beats out most other options. High price rules out a few other choices: [HTU21D-F](https://www.adafruit.com/product/1899), [DHT22](https://www.adafruit.com/product/385),
* **It's mountable.** Ultimately I want to stick these units into nice cases. A sensor on a breakout board would be hard to put in a case that provides enough airflow to give me good data. Sensors that come in little plastic cages seem easier to slot into a case opening. Units like the [Si7021](https://www.adafruit.com/product/3251) are no good for this reason.

*Note:* The AM2321 appears identical in function to the AM2322, but I couldn't find it available as cheaply.

#### How do we communicate with it?

The sensor has four pins: VCC, Data, Ground, and Clock. It also supports both one-wire mode and i2c mode. One-wire mode is clockless, so only VCC, Data, and Ground are used. We want i2c mode, which requires us to power the sensor (via VCC) only **after** the Clock pin is set high.

{% include gallery.html gallery_id="am2322-connection" %}

If we use the standard 3.3V or 5V power connections, the Raspberry Pi will power the sensor _before_ the i2c subsysem is initialized, which will put the AM2322 into one-wire mode. That's why we'll have to power the sensor via a RPi GPIO pin. The [AM2322.py](https://github.com/smartperson/rpi-location-monitor/blob/master/src/AM2322.py) library I modified takes care of that for us. The python code turns on the AM2322 long after the i2c subsystem starts up.

Getting data from the sensor follows this basic pattern:

1. Ping the AM2322 be attempting to read. It will fail, but it will wake up.
2. Send the actual request of the data we want. Usually we want all 4 bytes for temperature and humidity.
3. Read 8 bytes, 2 bytes the describe our request, 4 bytes of sensor data, and 2 bytes of a checksum.

This should be easy right? We can just use standard Python i2c [readList()](https://github.com/adafruit/Adafruit_Python_GPIO/blob/master/Adafruit_GPIO/I2C.py#L131) commands to get our data, since it's all according protocol. *Right?* Unfortunately it's not that simple, because…

#### the AM2322 is i2c(-ish)

I had to pore over the [datasheet](http://www.electrodragon.com/w/File:AM2322_datasheet.pdf) (similar to [AM2321](http://akizukidenshi.com/download/ds/aosong/AM2321_e.pdf)), look at example code, and finally pull out my logic analyzer to understand the issue. Other people had mentioned that the AM232* sensors aren't exactly i2c compliant, but never dived into the details of why.

{% include gallery.html gallery_id="am2322-analyzer" %}

It boils down to two basic issues:

1. When sending our request, we send the register (0x03), a starting addess (0x00), and a number of bytes (0x04). Most i2c devices do not require a request with this much information — only a register.
2. When using standard read commands like readList(), we must provide a register and length. The readList() command will actually first **write the register** out to the device. AM2322 does not expect this; it expects us to read **8 bytes raw** once we've sent our request.

The standard i2c python libraries don't provide support for this. If we try using those standard methods, it works sometimes, but it fails intermittently. For now I've written up my AM2322.py to use the rpigpio module and C code, which let's us do exactly what we want. It's not ideal, but it works, and I can find a better option later.

#### Useful code

I'm trying to keep everything I do fully updated on [GitHub](https://github.com/smartperson/rpi-location-monitor). As I mentioned before, I'll probably release a version of my [AM2322.py](https://github.com/smartperson/rpi-location-monitor/blob/master/src/AM2322.py) as a module once I get it cleaned up. It handles request throttling, pseudo-asynchronous operation, and properly powering up the AM2322 to ensure we're always in i2c mode.

In accordance with smart principles, my resin.io [Dockerfile](https://github.com/smartperson/rpi-location-monitor/blob/master/Dockerfile) and [requirements.txt](https://github.com/smartperson/rpi-location-monitor/blob/master/requirements.txt) should show you how I get the required components installed and i2c running (at a lower bitrate for stability).

#### A note on logic analyzers

Unless you want to try using new components and run into debugging issues, you probably don't need a logic analyzer. I use a [DSLogic](http://www.dreamsourcelab.com/dslogic.html), for which I have 16-channel logic analyzer and 2-channel oscilloscope attachments. It works well for what it is, but the developers don't actively maintain the software, which is based on [sigrok](http://sigrok.org). Fortunately the open source community has been submitting patches, including yours truly.

{% include gallery.html gallery_id="dslogic" %}

If you're looking for a good logic analyzer with amazing software, you have to get a [Saleae](https://www.saleae.com) - I know of no better product.

#### What's next

As always, you can keep an eye on my code work on [github](https://github.com/smartperson/rpi-location-monitor). I hope to have a post on i2c displays and casual graphics ready soon.

*-vkm*

##### Who's Varun?

_I most recently was the founder of an HR tech startup, [Disqovery](http://disqovery.com). I have worn many hats, and I like making things. I also like talking business. You can reach me at [smartperson@gmail.com](mailto:smartperson@gmail.com), [@smartperson](https://twitter.com/smartperson), [Github](https://github.com/smartperson), and [LinkedIn](https://linkedin.com/in/varunkmehta)._

redpajama_set_name: RedPajamaGithub