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Yes, the website is oldschool, but so is the service. In a very positive way!
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Overall, ClassicBet has a lot going for it, but on the other hand there are quite a few negatives to think about too. The lack of live streaming, cash out and limited banking facilities are all reasons why punters might think about going elsewhere. However, those issues can be easily improved upon and perhaps ClassicBet might think about that in the future.
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Ish just not on the fish?
In 2007 he was 15th among the Elites. In 2008, he slipped to 31st. Even though there were fewer events this year, he now resides in 80th place, with only one stop left. Yet he's won in the West.
there are a lot of guys who this has happened to, look over the standings, currently I beleive 3 of the top 10 money winners EVER are bellow 75th in the standings, and u have to remeber that not all of the top 10 are fishing.


text:
The Heinz Maier-Leibnitz-Preis (Heinz Maier-Leibnitz Prize), in honor and memory of the German physicist Heinz Maier-Leibnitz, is funded by the Bundesministerium für Bildung und Forschung (BMBF, German Ministry of Education and Research), and it is awarded by a selection committee appointed by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) and the BMBF.
Since 2013, there are ten recipients of the prize and each receives 20,000 Euros, which is an increase over the original 16,000 Euros that had been given to six recipients per year until 2012.

Nominees for the award may be put forward by:

Members of the DFG Review Boards
Research universities of the Federal Republic of Germany
The Union der deutschen Akademien der Wissenschaften (Union of the German Academies of Sciences and Humanities)
The Max Planck Society
The Helmholtz Association of German Research Centres
The Fraunhofer Society
The Gottfried Wilhelm Leibniz Scientific Community

See also

 List of physics awards

References

Physics awards
German awards

redpajama_set_name: RedPajamaWikipedia


Crystals of Schoolchildren's Well-Being is an investigative experiment carried out in four countries, involving a topic that is very much of this time, and very global. Children's behaviour at home, at school and in the immediate community says a great deal about the environment, sphere of life and world the children are living in. Despite economic, social, cultural and ethnic differences between countries, the ability of children to cope in the societies of the future is crystallised into a question about the present quality of life, the psychosocial well-being the natural and developed living environment should be able to provide. Health and well-being are supported in a safe and caring school environment free of bullying. At their best, the schools, parents and nearby communities offer a growth environment in which the children's psychosocial health and well-being are the focus of at¬tention. Teachers and educators are more and more conscious of the ways in which they can foster a child's health and development by applying teaching methods related to social interaction and health promotion as well as by utilising the opportunities provided by art and culture in teaching. This book examines the theme by offering both carefully reflected knowledge and practical examples of applications with which psychosocial well-being is being produced in schoolwork. The book is meant for teachers, planners and decision makers who are interested in developing growth environments that support psychosocial well-being as well as cross-cultural co-operation.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
'A picture tells more than a thousand words', is a common saying. Given that a picture tells more than a thousand words – how can we understand and use this expression? How can a picture, or an image, be analysed and used as part of educational research? In this chapter the use of images, and more specifically drawings, will be explored.
This article attempts to visualise the way in which children and young people think about a specific topic, namely the environment. The aim is to make the thinking of children and young people available and to interpret the meaning of their thoughts about our environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. The study is based on empirical material consisting of drawings produced by 109 children and young people, combined with subsequent oral comments. During the drawing analysis different structures and patterns gradually crystallised, and eventually four different themes emerged, consisting of thoughts which focus on the following: the good world, the bad world, the dialectics between the good and the bad world, and symbols and actions protecting the environment. It can be stated that the results which emerged, in the form of the thoughts of the children and young people on the environment, reflect a thinking characterisedby many nuances, such as clean and unspoilt nature in different manifestations, the need for human beings to use nature for recreation and well-being, environmental destruction in different forms, and direct or indirect ways of taking care of the prevailing environmental situation.
"… if we know more about silence, we will know more about ourselves", states Jaworski. What then do we know about silence? Sometimes people are silent of their own free will, while others have silence thrust upon them. Others are perhaps silent to demonstrate their position of strength or superiority with regard to others. To have understanding of and insight into the meaning and different aspects of silence is of importance to life itself, as well as to different educational settings. Within the framework of this paper, the significance of silence for educational settings will be highlighted and discussed. The discussion will be based on the recently published book "Om tystnad - i pedagogiska sammanhang" [About Silence - in educational settings] (Alerby, 2012).The presentation will deal with issues like - is it accepted for students to be silent? Or is this seen as a problem? Some students are experienced by others or by themselves as silent. Perhaps they are neither given, nor do they take, the silent space that is required for participation in the conversation. They remain silent even though the ongoing discussion wakens thoughts and opinions, and they continue to be silent even though they know the answer to the question which the teacher has just asked. Most silent students probably have an opinion to add to the discussion or an answer to give to the question, but they choose for some reason not to express this, and therefore remain silent in the eyes (or ears) of others. But are they really silent? One way to approach these issues is to take the phenomenological movement as a point of departure. To be more precise - this paper will discuss silence in educational settings using a phenomenological life-world approach.
Pajala kommun har med stöd från Skolverket bedrivit kompetensutveckling inom skolan i form av värdegrundsprojektet "Aktivt lärande i Pajala". Projektet vände sig till personal inom Pajala kommuns skolverksamhet, och det anordnades av Pajala kommun, inre rektorsområdet, i samarbete med Centrum för forskning i lärande, Luleå tekniska universitet. Kompetensutvecklingens huvudmål var att tydliggöra skolans värdegrund samt att arbeta med mål och utvärdering. Detta arbete har kopplats till olika utvecklingsarbeten som genomförts inom ramen för de deltagande arbetsenheterna. Vidare har ett aktionsinriktat arbetssätt tillämpats under hela projektets gång. Ett antal av lärarnas A-dagar samt Pedagogiska caféer har använts för gemensam kompetensutveckling. Övriga A-dagar och även viss tid av den reglerade arbetstiden användes till de utvecklingsområden som varje arbetslag arbetade med utifrån sina behov enligt respektive projektplan. Vid utvärderingen framkom att projektdeltagarna upplever att värdegrundsfrågorna, i och med projektet, har legaliserats och även getts ett stort utrymme i verksamheten. Detta genom att frågorna på ett naturligt och självklart sätt fått en framträdande plats, men även genom skolledningens stöd samt universitetets medverkan. Personalen upplever framför allt att de fått mer tid att fokusera ett gemensamt uppdrag, nämligen att arbeta med och utifrån värdegrunden. Lärarna upplever även att eleverna har givits större möjligheter till delaktighet vid såväl planering som utvärdering. Vidare betonas vikten av man från ledningshåll avsätter tid och att ledningen på ett aktivt och konkret sätt visar projektet intresse och uppmärksamhet. Genom den process som det aktionsinriktade arbetssättet startade ledde projektarbetet till såväl kompetensutveckling som till skolutveckling, eller för att använda andra ord – till det livslånga lärandet.
This thesis attempts to clarify the way in which young people think about our envíronment, based on their experiences as the starting point. The aim is to make the thinking of people available and to interpret the meaning of these thoughts, whose content comprises the environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. I also use the phenomenological method as a type of analysis method to use as inspiration when analysing the empirical material. The children and young people who are included in the study are between the ages of 7 and 16. The data collection is based on two partial studies. In one partial study, empirical material is analysed consisting of the production of drawings by 105 children and young people with attached oral comments, and in the other partial study interviews which were conducted with 16 children and young people are analysed. These two studies are partially connected and partially dependent on one another. The drawing study is aimed at developing an understanding of the thinking of the children and young people and also forms the basis for the selection of subjects for the interview study. The interview study for its part is aimed at further deepening the understanding of the thinking process and the interviews took place on two occations with each person. In the drawing analysis four themes of thoughts were crystallised which focus on: the good world, the bad world, the dialectics between the good and bad world, and symbols and actions promoting the environment. In the interview analysis eight themes emerged of thoughts which focus on: pragmatic perspectives, emotional perspectives, future and visionary perspectives, philosophical perspectives, aesthetic perspectives and romantic perspectives. It can be stated that the results which emerged in the form of the thinking of the children and young people on the environment reflect their thinking as having many nuances. If these many-faceted thoughts are to be taken seriously it is necessary in the teaching and learning situation to take into account the thinking of young citizens. Teaching and learning situations should therefore create time and room for conversation and thinking. This is to stimulate the growing power which the experiences of young people have, experiences which are in turn requirements for thinking: thinking which is constituted by beeing-in-the-world.
This paper attempts to elucidate pupils' experience of school and to interpret the meaning of their experiences. The theoretical roots of this study are to be found within the phenomenology of the lifeworld. The pupils' experience of school is made apparent with the aid of creative activity in the form of the production of drawings, combined with subsequent oral comments. During the analysis of the empirical material, different patterns and structures were noticed, and eventually six different themes emerged, which are presented without any relative order of precedence. The themes are in the space of experience of: learning and knowledge, social relations, orderliness and rules, subjects, feelings and time-dimensions. The results which emerged, in the form of the pupils' experience of school, show multifaceted experiences which have many nuances, such as a lack of time to accomplish schoolwork, the importance of breaks and relations between friends, the importance of the relations between the teacher and the pupils, the fact that rules are decided upon over the pupils' heads and the fact that learning things and developing knowledge are positive even if school is sometimes experienced as boring.
Pajala kommun har i samarbete med Institutionen för utbildningsvetenskap, Luleå tekniska universitet och Regionalt utvecklingscentrum, Karlstads universitet, under läsåret 2002/2003 bedrivit kompetensutveckling inom förskola och skola genom projektet "Uppdraget – att utveckla lärandet genom att skapa goda lärmiljöer". Syftet med kompetensutvecklingen var att utveckla barns, ungdomars och vuxnas lärande genom att skapa goda lärmiljöer utifrån det uppdrag som skolan har. Projektet vände sig till all personal inom sju rektorsområden i Pajala kommuns skolverksamhet, från förskola till och med gymnasiet. I kompetensutvecklingen deltog sammanlagt 180 personer fördelade på 30 arbetslag. Ett antal gemensamma kompetensutvecklingsdagar har använts till pedagogiska caféer samt seminarier. Under dessa caféer och seminarier har styrdokument, pedagogisk litteratur och aktuell forskning diskuterats och behandlats. De olika arbetsenheterna har däremellan kontinuerligt fört diskussioner i respektive arbetslag. Ett antal uppgifter, både muntliga och skriftliga, har genomförts i syfte att föra processen framåt och koppla ihop diskussionerna från de gemensamma träffarna till arbetslagsnivå. De olika arbetslagen har även arbetat med olika utvecklingsarbeten där elev- och/eller föräldrainflytande fokuserats. Utvecklingsarbetena har behandlats vid de erfarenhetsseminarier som anordnats varje termin. Vid utvärderingen av detta projekt framkom att projektdeltagarna upplever att de genom projektet fått möjlighet att arbeta med förståelsen av uppdraget genom att tid har avsatts och möten har anordnats. Det framgår tydligt att förståelsen av uppdraget varierar såväl inom som mellan arbetslagen. Genom ett medvetet arbete med styrdokumenten har man nu fått ökade kunskaper om uppdraget och känner sig därför säkrare i sin profession. Kunskaper om det egna lärandet har ökat och vikten av att skapa goda lärmiljöer har blivit tydligare för samtliga berörda. Projektdeltagarna poängterar vidare att de genom projektet lärt sig och praktiserat olika pedagogiska samtal som ett redskap för att utveckla skolan. Deltagarna anser att det är viktigt att samtalen och reflektionerna fortsätter och en förutsättning för att så ska ske är att skolledningen tar ansvar för att möjliggöra detta. Vidare framkom att tid har avsatts för att tillsammans med barnen och ungdomarna samtala kring samt förankra skolans demokratiska värden i enlighet med uppdraget. Arbetet har fokuserat inflytande och delaktighet, men personalen upplever att det finns mycket kvar att göra innan inflytandet för barn och ungdomar blir en naturlig del av skolans verksamhet. Att utveckla ett reellt inflytande är en process som måste fortsätta under en längre tid innan resultat syns i verksamheten. Därför är det angeläget att processerna som startat får ytterligare tid för att kunna utvecklas vidare.
What significance does the body have in the process of teaching and learning? In what way can the thoughts of a contemporary junior-level teacher in this regard be connected to the theory of the lived body formulated by the French phenomenologist philosopher Maurice Merleau-Ponty (1908-1961), and vice versa? The aim of this paper is to illuminate, enable understanding and discuss the meaning of the body in the learning process, with specific focus on the learning of writing as embodied experience. In the process, the boundaries of learning are also explored. While understanding the significance both of learning as embodied experience and of the boundaries of learning is essential within the educational field, in this paper the discussion is limited to exploring how learning as embodied experience and the boundaries of learning can be viewed by taking Merleau-Ponty's notions as theoretical starting points. In an attempt to answer the aim and connect the paper's theoretical point of departure with a voice from a teacher, an interview with a junior-level teacher was conducted. The paper thus offers a theoretical contribution to the field of educational research, but one in which the theory is exemplified by, and connected to, a teacher's voice. Accordingly, the paper concludes by summarising the common understandings of learning held theoretically by Merleau-Ponty and made real in the activities of the contemporary junior-level teacher.
"Knowledge must take a run through the whole body before it becomes real knowledge. If it just goes in one ear, without a 'body run', it will immediately disappear out of the other ear and no knowledge will emerge." A junior-level teacher formulated these thoughts. In this paper they will serve as a point of departure for the discussion of learning. The aim of the paper is to illuminate, understand and discuss the meaning of the body in the learning process - the learning of writing as embodied experience. Furthermore, the boundary of learning will be highlighted. Understanding the importance of learning as embodied experience as well as the boundary of learning are probably essential elements within the educational field. In this paper I limit the discussion to raising some ideas of how learning as embodied experience and the boundary of learning can be viewed taking Maurice Merleau-Ponty's notions as theoretical starting points. Merleau-Ponty's thoughts will be discussed in relation to the contemporary junior-level teacher's view.
In this paper, it is my intention to not only explore the notions and significance of places for silence in education today, but also to develop insights into diverse understandings of silence – such as aspects of power in silence and issues of silent students – to inform school practices and educational policy. The discussion will be illustrated by some students' experiences of a place in the school's playground – the silent place known as the Peace Area. The students at this playground emphasised the significance of a silent place, a place of stillness, to visit during one's time at school. A place for relaxing together with friends, but also a place to be alone with one's thoughts. The students clearly expressed their desire to withdraw to a silent and peaceful place during the school day. But, how many places of silence and stillness are there in the schools of today? As humans, we are, in our daily life, more or less surrounded by different forms of sounds and noise, but also of silence and stillness, even though we do not always recognise or hear the silence. Silence can also be experienced and understood in various ways: pleasant and something to be longed for or unpleasant and unwelcome – or even in some cases as something to be feared. An essential question to raise for future educational policy is not only to what extent students can be in a place of silence and stillness during the school day, but also whether places of silence and stillness are appreciated in today's schools.
This article endeavours to visualise the thoughts of children about a specially selectedsubject, namely the environment. The aim is to make this thinking visible and to interpretthe meaning of these thoughts. The theoretical starting points for the study are to befound within the phenomenology of the lifeworld. The study is based on empirical materialconsisting of interviews with sixteen children, and the interviews were carried out ontwo occasions with all sixteen persons. During the interview analysis eight themesemerged consisting of thoughts which focus on the following perspectives: pragmaticperspectives, teaching-and-learning perspectives, responsibility perspectives, emotionalperspectives, future and visionary perspectives, philosophical perspectives, aestheticperspectives and romantic perspectives. The thoughts about the environment, whichhave emerged in this study have many nuances and are multi-faceted. If these thoughts are to be taken seriously, it is necessary in the teaching situation to take the thinking ofyoung citizens into account.
This paper attempts to elucidate Sámi children's experience of school and to interpret the meaning of their experiences. The Sámi children's experience of school is made apparent with the aid of creative activity in the form of the production of drawings, combined with subsequent oral comments. The children who were included in the study live within the municipal area of Jokkmokk in the County of Norrbotten in northern Sweden. They attend a special school for Sámi children and were all aged between nine and twelve years old. During the analysis of the drawings five different themes emerged, which are presented without any relative order of precedence. The themes are tasks, the future, relationship, time and health. The results which emerged, in the form of the Sámi children's experience of school, indicate that these children's experiences have many nuances which are not recognised by mainstream systems. If these multi-faceted experiences are to be considered by the school and the needs of these children met, it is necessary to first understand the ways in which these children experience school and then to take these understandings into account in teaching situations.
'What time is it?', 'When are we going to have a break?' These questions are probably recognised by most people who are working in the school. The questions demonstrate clearly how time controls a large part of the everyday life of the school. Time is linked to one of the most basic questions of philosophy, and several philosophers in the course of history have discussed questions concerning time. The present paper tries to elucidate time as a phenomenon, and especially to focus on the school's relation to time. To provide a historical background, the paper begins with a short retrospective survey of what certain philosophers have thought and written on the subject of time. Does time exist in itself? Or does time exist only through people's experience of it ? We can pause to reflect on the thesis that time, considered from one perspective, exists through people's being-in-the-world and through their experience of the same. Within different organisations, for example the school, time must be regarded as being under strict chronological control. This time-control influences, of course, the experience of time within the school, and the subject experience of time can be called 'subjective time', or rather - lived time.
"The only wise one, is the one who understands silence", emphasise Erik Gustaf Geijer in a poem from 1840. But how can we understand silence? This paper focuses on silence in educational contexts. Silence can be desirable and enjoyable, aggravating and embarrassing for everyone involved. Silence can also be regarded as an essential and an unavoidable part of human life. If we look into a classroom we can sometimes see the teacher's struggle to get the pupils to be silent. But then again a moment later what happens when a pupil fails to participate during a planned discussion, and remains silent, even though the topic might provoke responses whereby everyone has something to say? How do the teacher and the other pupils react to the silent pupil? We can assume that silence means different things to different people, and that it can communicate many and different things. Silence can, so to say, be "used" in various ways. We can, for example, elect to be silent, but in some situations silence is imposed, as one cannot find words to respond, or we can be silenced. Within this paper multiple meanings of silence, as well as different expressions of silence, will be highlighted. Finally, the value of silence in the process of teaching and learning will be discussed.
Time is linked to one of the most basic questions of philosophy, and several philosophers in the course of history have discussed questions concerning time. The present paper tries to elucidate time as a phenomenon, and especially in relation to the child. To provide a historical background, the paper begins with a short retrospective survey of what certain philosophers have thought and written on the subject of time. Does time exist in itself? Or does time exist only through people's experience of it? We can pause to reflect on the thesis that time, considered from one perspective, exists through people's being-in-the-world and through their experience of the same. Within different organisations, for example the pre school, time must be regarded as being under strict chronological control, and time controls a large part of the everyday life of the pre school. This time-control influences, of course, the experience of time, and the subject experience of time can be called "subjective time", or rather - lived time.
Många elever känner sig stressade av brist på tid även om tiden också upplevs som långsam ibland. Klockan kontrollerar deras skoldagar. Stunder för reflektion och kontemplation saknas oftast helt under skoltid. Upplevelserna visar sig i barns teckningar och berättelser. Men varför räcker inte tiden till? Är det verkligen brist på tid som är problemet eller handlar det om ett effektivitetstänkande i synen på lärande som riskerar att motverka sitt syfte? Frågorna diskuteras av Eva Alerby.
Faculty of Education, University of Waikato.
The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke's magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CF Lewis (1950). By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva's work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings' transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.
Luleå University of Technology, Department of Health Sciences, Nursing Care.
Inom ramen för denna artikel diskuterar vi såväl den psykosociala som den fysiska miljön i skolan. Vidare argumenterar vi för att skolans miljö är av betydelse för elevernas möjligheter att lära sig, likväl som för deras upplevelser av lärandesituationerna. Särskilt intressant blir då att lyssna till eleverna. Syftet med denna artikel är därför att synliggöra och diskutera elevers röster i förhållande till hur skolan kan bli den bästa platsen för lärande. Detta görs med utgångspunkt i forskningsprojektet "Skolan suger" eller?, där drygt 200 elever i åldrarna 11–15 år deltog. Eleverna fick skriftligen reflektera över hur skolan ska bli en riktigt bra lärandemiljö. För att utveckla skolan till den bästa platsen för lärande uttryckte eleverna en önskan att kunna påverka sin lärandemiljö, att uppnå ömsesidighet och samspel, att kunna hantera tidsregleringen i skolan, samt att uppfylla behov för välbefinnande.
A school can be regarded from its spatial configuration. These spaces can create expectations and be experienced as inspiring, they can create opportunities but even limitations for the learning of teachers and pupils. Then, what conveys the impression of the spaces? How does the space formation affect the learning process? To what extent do the spaces in school give rise to human relations? What actions and thought space is constituted? A school building can from an architectural starting point be regarded from many perspectives, where perhaps the most prominent are the material characteristics. However, to understand a building only from material characteristics will not give a comprehensive view of the situation. Instead there are also both functional and aesthetic characteristics within a building. Added to that are complicated questions concerning the architecture formation in relation to the human. One way to approach these dimensions, from a scientific perspective, is to take the phenomenological movement as a point of departure, and to be more precise - the phenomenology of the life-world. We claim that it is possible to study and to make a theoretical set of concepts of the meaning of space within learning. This paper will discuss these questions from a life-world approach.
As humans, we have the ability to use many forms of "language" to express our self and our experiences, where visual art, an image, is one. Accordingly, experiences can be described in many different ways. In this paper we describe the challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers based on life-world phenomenology. We give three examples of the analysis of visual art works, such as photographs, lino prints, and drawings made by students and teachers, as a way to express their lived experiences of different phenomena. The conclusion is that there are limits with using visual art as the sole source of empirical data. We argue that such data has to be accompanied by oral or written comments to enhance credibility and rigor. A life-world phenomenological analysis of visual art and subsequent comments emphasizes openness and humility to participants' experiences as well as an all-inclusive understanding of a phenomenon.
Vad innebär det i praktiken att skolans och förskolans verksamhet skall vila på vetenskaplig grund och beprövad erfarenhet? Det vi tycker är intressant att lyfta fram är på vilket sätt forskningen bedrivs, hur forskningsfrågorna kommer till och hur resultaten kommer den pedagogiska praktiken tillgodo. I denna artikel diskuterar och problematiserar vi relationen mellan den pedagogiska forskningen och förskolans och skolans verksamhet. Diskussionerna exemplifieras från ett konkret forsknings- och samverkansprojekt, där forskning och praktik har gått hand i hand. Vidare ger en forskare, en doktorand, en lärarutbildare, en skolledare och en lärare sin personliga syn på samverkan mellan pedagogisk forskning och praktik.
Brown, JillMonash University, Melbourne, VIC.
Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced. They are locked into the position of 'marginalised other', the perpetual stranger in society. This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion. For some children their school experiences are positive ones in which systems and teachers work together to meet their needs. For others their experiences are of racism, isolation, inadequately equipped and poorly funded schools, unsympathetic teachers and education systems designed to cater for majority groups. Despite these differences all the children remain enthusiastic about school. They are, in the words of a boy from Afghanistan, 'thirsty to learn'. The children and the researchers all argue for education as a means to redress, rather than perpetuate, disadvantage. A vital first step in this process is to hear what is being said by those most affected by current practices. The narratives in this text offer a chance to do just that.
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained in many different ways. The authors' intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach. The authors define "life-world approach" as learning that is constituted by experiences that lead to some kind of change whose utmost purpose is--consciously or unconsciously--to create meaning and make managing the world possible. They contend that by taking the concept of experience and its meaning as being-in-the-world, learning music improves when pupils' experiences of a music lesson are incorporated with their earlier experiences of music.
What can we do to improve our knowledge and understanding of school children health and well being? This question was raised when the ArctiChildren project started. The aim of this presentation is to share some methodological perspectives on research within schools. It is crucial to develop a number of different options of collaboration between researchers, teachers and students, as well as different possible methods. We will highlight the importance of developing collaboration between the researchers and the schools. We will also discuss projective methods, for example drawings, as one way to gain knowledge and understanding of schoolchildren's school experiences. Another method we will discuss is working on consulting basis with the staff in order to decrease bullying and harassment in school.
A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow.As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of a reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room-we are affected by and affect the room in a mutual interplay.In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.
The aim of this paper is to illuminate, enable understanding of, and discuss the meaning of social relations in the learning process, and how knowledge and skills influence roles and relations. The starting point is a story in a 9th grade computer lesson, where a student knew more than the teacher about the subject. How was the relation between the student and the teacher affected by this situation? We analyse and discuss this by using Alfred Schutz's theory of the phenomenology of the social world. We limit the discussion to focus on the ways that teacher-student relations can be understood and explained in accordance with this theory. Finally we emphasize the importance of the teacher being aware of different types of relations with students, and the consequences of these relations, and argue that Schutz's theory is helpful in creating new ways of understanding learning situations in school.
What happens when the student know more about the subject than the teacher? Following discussion did occur at a secondary college during a computer lesson. I want to learn how to make sounds for games. It's really cool to make sound effects, say one of the students. No, today we are going to finish the tasks. Get on with it, answers the teacher. But I already know all that! I want to do something else, say Michael. Michael, stop doing that and get on with the tasks, or else you must leave the classroom!In the paper this situation in the classroom will serve as a point of departure for the discussion. The aim of the paper is to illuminate, enable understanding and discuss the meaning of social relations in the learning process. In the paper we limit the discussion to raise some ideas of how the student's inherent power can affect the learning situation, which in turn can have impact on the psycho-social well-being among the students and the teachers. This will be viewed taking Alfred Schutz's notions as a theoretical starting point, and Schutz's thought will be discussed in relation to the student's view.


text:
Q: ChartJS doughnut colors not showing from a Flask app. All gray Looking for some help here. The doughnut chart is rendering properly, but all the colors are gray. I've scoured the chartjs site and googled, but I can't seem to solve this.
Here's my code:
@app.route('/doughnut_chart')
def doughnut_chart():
    values = []
    labels =['good', 'mediocre','bad']

    colors = ['rgba(0, 153, 0, 0.1)', 'rgba(0,153,153,0.1)','rgba(102,153,51,0.1)']

    good_high = db.session.query(func.sum(Jf_Q1.highwellbeing)/func.sum(Jf_Q1.good_job)).\
        filter(Jf_Q1.working==1).filter(Jf_Q1.good_job==1)

    good_mod = db.session.query(func.sum(Jf_Q1.moderatewellbeing)/func.sum(Jf_Q1.good_job)).\
        filter(Jf_Q1.working==1).filter(Jf_Q1.good_job==1)

    good_low = db.session.query(func.sum(Jf_Q1.lowwellbeing)/func.sum(Jf_Q1.good_job)).\
        filter(Jf_Q1.working==1).filter(Jf_Q1.good_job==1)

    values = [0.82483097725875845114*100,0.14935464044253226798*100,0.01966810079901659496*100]

    return render_template('results.html', values=values,labels=labels, colors=colors)

and my script code on the web page:
    new Chart(document.getElementById("doughnut-chart"), {
            type: 'doughnut',
            data: {
                labels : {{labels | safe}},
                backgroundColor: {{colors | safe}},
                datasets:
                    [{ data : {{values | safe}}
                }]
            },
            options: {
                title: {
                    display: true,
                    text: 'Doughnut Chart Title'
                }
            }
    });

Here's how it looks in Chrome's inspector:

    new Chart(document.getElementById("doughnut-chart"), {
            type: 'doughnut',
            data: {
                labels : ['good', 'mediocre', 'bad'],
                backgroundColor: ['rgba(0, 153, 0, 0.1)', 'rgba(0,153,153,0.1)', 'rgba(102,153,51,0.1)'],
                datasets:
                    [{ data : [82.48309772587584, 14.935464044253226, 1.9668100799016592]
                }]
            },
            options: {
                title: {
                    display: true,
                    text: 'Doughnut Chart Title'
                }
            }
    });

I've tried hex colors such as:
backgroundColor: ["#3e95cd", "#8e5ea2","#3cba9f","#e8c3b9"]

But still no dice
This is what is looks like in Chrome and in FF:
my chart
Any assistance is greatly appreciated.
Thanks

A: Fixed it!. datasets is a list of objects. I needed to place the backgroundColor option inside datasets as such:
datasets:
                    [{ data : [82.48309772587584, 14.935464044253226, 1.9668100799016592],
                    backgroundColor: ['rgba(0, 153, 0, 0.1)', 'rgba(0,153,153,0.1)', 'rgba(102,153,51,0.1)'],
                    fill: true
                }],

I had it outside. RTFM! lol

redpajama_set_name: RedPajamaStackExchange


text:
Blake Shelton addresses divorce rumors on Twitter
Nashville – Country musician and "The Voice" coach Blake Shelton recently addressed rumors that he and wife Miranda Lambert were on the verge of divorce. As reported by WebProNews, the star posted his discontent with media reports that alleged the pair was splitting up on Twitter.
Shelton is quoted as stating in the post, "Maybe because the divorce rate is so high the tabloids have just decided to play the odds with me and Miranda. Morons."
Both Shelton and Lambert have denied ongoing divorce rumors over the course of their marriage.
Lambert sated of the media claims during a Billboard magazine interview earlier this year, "I think I've had like five sets of twins in the last two years, and we've been divorced four times, and one of us had a $100 million divorce."
Justice News Flash delivers the latest in Nashville Legal News.
Url: http://justicenews.visionsmartnews.com/blake-shelton-addresses-divorce-rumors-on-twitter_12465.html
Tags: Blake Sheltondivorcejustice newsMiranda LambertNashville legal newstwitter

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Show error in the case. C++ How can I show an error to the client of my code in the case?
Here is the function which will be used by someone:
double firstTaskSum(int n, double x)
{
    if(n < 0)
    {
        cout << ("n is invalid! n : " + std::to_string(n) + ". And must be n >= 0.");
        return;
    }

    if(x == 0)
    {
        cout << ("x is invalid! 0 to power of 0 is undefined.");
        return;
    }

    return firstTaskSumUp(0, n, x, 1, 1);
}

It gives an error when I try to compile it because it returns nothing. How can I go around it? I would not like to return bogus variables since they may be an actual output for some input.
When using such code:
double firstTaskSum(int n, double x)
{
    if(n < 0)
    {throw invalid_argument("n is invalid! n : " + std::to_string(n) + ". And must be n >= 0.");}

    if(x == 0)
    {throw invalid_argument("x is invalid! 0 to power of 0 is undefined.");}

    return firstTaskSumUp(0, n, x, 1, 1);
}

Here is what I get:

And I would like the error to be nicely output to the console and flow of the program not to stop.

A: You could throw an exception:
#include <stdexcept>
using namespace std;

double firstTaskSum(int n, double x)
{
    if (n < 0)
    {
        throw invalid_argument("n must be positive");
    }

    if (x == 0)
    {
        throw invalid_argument("x can't be 0");
    }

    return firstTaskSumUp(0, n, x, 1, 1);
}

A: Another option beside throwing exceptions is to have a function check for argument validity.
if (IsArgumentValid(1, 1))
    firstTaskSum(1, 1);
else
    cout << "Invalid arguments\n";


text:
Founder of defunct bitcoin exchange has a trail of lawsuits, judgments and at least one unpaid lawyer
Even before being hit with a federal securities fraud lawsuit by the SEC and independent perjury charges by the Justice Department last month, the founder of a now-defunct cryptocurrency exchange had left a trail of lawsuits, legal judgments and a lawyer who says she never got paid by him.Jon Montroll, 37, was accused on Feb. 21 in a civil complaint by the Securities and Exchange Commission of running his cryptocurrency site BitFunder as an "unregistered securities exchange" and of defrauding users.
Montroll also was arrested on separate charges of perjury and obstruction of justice lodged by the U.S. Attorney for the Southern District of New York on Feb. 21.
The prosecutor said Montroll gave false testimony and false documentation during the SEC investigation into BitFunder. The SEC complaint said the Saginaw, Texas, resident failed to disclose a cyberattack on his exchange's system and a bitcoin theft that followed that hack.
In 2013, hackers were able to withdraw from about 6,000 bitcoins from BitFunder, the SEC said, worth about $775,000 at the time. As of Monday, those bitcoins were worth roughly $68.7 million.
After the theft, Montroll transferred some of his own bitcoin holdings to conceal the losses, according to the DOJ's complaint. The cases are pending, and Montroll is scheduled to appear in Manhattan federal court on Wednesday in the DOJ case. Read more from cnbc.com…
thumbnail courtesy of cnbc.com
Previous article Montreal Is Opening A Massive Virtual Reality Laser Game Center
Next article Box Office: Will 'Black Panther' Conquer China?
Ethereum [ETH] to become the next biggest cryptocurrency in the world?
Scott Scanlon·May 11, 2018
Analyst Says Regulations Are Good for Bitcoin and Cryptocurrencies
Litecoin Founder Remains Optimistic Despite Recent Bithumb Hack
Can cryptocurrencies change real estate transactions?


text:
Q: Table "normalization" and tradeoffs It's been a while since my databases course in university, so bear with me as I try to be unambiguous here.
In the domain I'm working in, there are Sources and Destinations.  Both have 2D coordinates (an X and Y coordinate).  Both Source and Destination have separate data in addition to the coordinates.  Finally, there is a one-to-many relationship between Source and Destination.
Idea #1
Use two tables, one for each type of coordinate:
SourceID  |  XCoord  |  YCoord |  Other Source Columns |
--------------------------------------------------------
332       |  33      |  4      |          ...          |
423       |  213     |  342    |                       |
211       |  365     |  12     |                       |

DestinationID  |  Source ID  |  XCoord  |  YCoord |  Other Dest. Columns |
--------------------------------------------------------------------------
455            |  332        |  24      |  4      |          ...         |
892            |  332        |  653     |  32     |                      |
112            |  211        |  5       |  122    |                      |

Idea #2
Use three tables, where Coordinates are stored in their own table, but everything else is the same:
CoordinateID  |  XCoord  |  YCoord |
------------------------------------
1             |  33      |  4      |
2             |  213     |  342    |
3             |  365     |  12     |
4             |  24      |  4      |
5             |  653     |  32     |
6             |  5       |  122    |

SourceID  |  CoordinateID |  Other Source Columns |
---------------------------------------------------
332       |  4            |         ...           |
423       |  5            |                       |
211       |  6            |                       |

DestinationID  |  SourceCoordID |  CoordinateID |  Other Dest. Columns |
------------------------------------------------------------------------
455            |  332           |   1           |          ...         |
892            |  332           |   2           |                      |
112            |  332           |   3           |                      |

The differences I can think of are these:

*

*The second one will perform worse: in order to get the (x, y) coordinates of a source or destination, the source or destination table must be joined with the coordinate table.

*The second one is more maintainable: only one table needs changing if, say, a timestamp needs to be stored with every (x, y) pair.

Are those differences correct?
(I'm happy to remove the next question if it's too open ended or off-topic.)  Are there other significant differences?

A: JOIN operations are not as expensive as you might expect. Many times the benefit of normalization will far outweigh the "costs" of joining the tables, specifically if you have "common" coordinates that are used by more than one destination/source.
I would likely model this using two tables, one for coordinates, and one to describe the points (sources and destinations).
For instance:
CREATE TABLE dbo.Coords
(
    CoordinateID INT NOT NULL
        CONSTRAINT PK_Coords
        PRIMARY KEY CLUSTERED
        IDENTITY(1,1)
    , x INT NOT NULL
    , y INT NOT NULL
);

CREATE TABLE dbo.Points
(
    PointID INT NOT NULL
        CONSTRAINT PK_Points
        PRIMARY KEY CLUSTERED
        IDENTITY(1,1)
    , CoordinateID INT NOT NULL
        CONSTRAINT FK_Points_CoordinateID
        FOREIGN KEY
        REFERENCES dbo.Coords(CoordinateID)
    , RelativePointID INT NULL
        CONSTRAINT FK_Points_RelativePointID
        FOREIGN KEY REFERENCES dbo.Points(PointID)
);

INSERT INTO dbo.Coords (x, y)
VALUES (1, 2)
    , (1, 3)
    , (1, 4);

INSERT INTO dbo.Points (CoordinateID, RelativePointID)
VALUES (1, NULL);

INSERT INTO dbo.Points (CoordinateID, RelativePointID)
VALUES (2, 1);

INSERT INTO dbo.Points (CoordinateID, RelativePointID)
VALUES (3, 2);

SELECT SrcX = src_c.x
    , SrcY = src_c.y
    , DestX = dest_c.x
    , DestY = dest_c.y
FROM dbo.Points src
    INNER JOIN dbo.Coords src_c ON src.CoordinateID = src_c.CoordinateID
    LEFT JOIN dbo.Points dest ON src.RelativePointID = dest.PointID
    INNER JOIN dbo.Coords dest_c ON dest.CoordinateID = dest_c.CoordinateID;

Results:

This design allows any point to serve as the destination for any other source point, effectively allowing you to create a map of directions from one point to any other.

A: You seem to be making this needlessly complicated. You have only two entities: Coordinates and Vectors (though you don't specify the name of this one). A coordinate is made up of two points and a vector is made up of two coordinates.
Coordinates:
ID  |  XCoord  |  YCoord |
-------------------------|
 1  |      33  |       4 |
 2  |     213  |     342 |
 3  |     365  |      12 |
 4  |      24  |       4 |
 5  |     653  |      32 |
 6  |       5  |     122 |

Vectors:
SourceID  |  DestID |
--------------------|
       4  |       1 | -- Source( 24, 4 ), Destination( 33, 4 )
       5  |       2 | -- Source( 653, 32 ), Destination( 213, 342 )
       6  |       3 | -- Source( 5, 122 ), Destination( 365, 12 )
       5  |       4 | -- Source( 653, 32 ), Destination( 24, 4 )

Make DestID the primary key of table Vector to enforce the many-to-one cardinality.
Update: As far as it goes, Idea #2 is a bit more maintainable in that there is a separate table for X-Y Coordinates (Points) and then a Source and Destination table which refers to the appropriate point reference and contains the other data specific to the Source and Destination.
However, you lose some of that maintainability in that it is still needlessly complex. For example, in the Source table you define a one-to-one relationship between Source and the first table -- let's call it Coordinates. But you create a surrogate key for the Source table when you already have a perfectly good surrogate key from the Coordinates table. You could completely drop the SourceID field and rename the CoordinateID to SourceID. You have everything you had before, but with one fewer fields.
Same with the Destination table. You can drop the DestinationID field, rename CoordinateID to DestinationID and change the contents of SourceCoordID to the changed SourceID values.
Your finished design would look like this:
CoordinateID  |  XCoord  |  YCoord |
------------------------------------
1             |  33      |  4      |
2             |  213     |  342    |
3             |  365     |  12     |
4             |  24      |  4      |
5             |  653     |  32     |
6             |  5       |  122    |

SourceID  |  Other Source Columns |
-----------------------------------
4         |         ...           |
5         |                       |
6         |                       |

DestinationID  |  SourceCoordID |  Other Dest. Columns |
-------------------------------------------------------
1              |  4             |          ...         |
2              |  4             |                      |
3              |  4             |                      |

Now you have the desired maintainability with a simpler design. The queries will be simpler also.


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This mega-skilled photography team gives you "how did we look that good?" level wedding photography all over the U.S.


text:
Q: HDFS client dial tcp: lookup xxx(my hostname) on 127.0.0.11:53: no such host I'm using a golang lib(https://github.com/colinmarc/hdfs) to interact with my HDFS.
When I use client.CopyToRemote(src, dest) to copy local files to remote HDFS, sometimes got this error when running the code in a docker container with bridge network mode.
It is confusing me because I construct the client with IP address not hostname like this:
client, err := hdfs.NewClient(hdfs.ClientOptions{
        Addresses: ["41.51.123.51:9000"],
        User:      "hdfs",
    })

Why is it dialing the hostname?

A: In my understanding, it is dialing the datanode with the hostname.
There is a PR talking about this.
After I set this option UseDatanodeHostname: false, the error is gone.


text:
Category / Commentary
August 11, 2019 by jameslloyddavis
Night Letters to America – 8/11/2019
Commentary, essay, Night Letters to America
Commentary, creative writing, Culture, essay, ideas, news, Opinion, reflections, Truth
The purpose and the spark of a humane and civilizing influence is some ineffable quality for which we strive… and its existence serves as foundation for all of our religions, our liberating philosophies, our governing documents, our laws, our visions and our dreams. We labor above all to attain first, but thereafter to retain that quality in our culture, in our lives, if not for ourselves, then for our children. Call it innocence… call it grace… call it joy… it springs from a desire for peace and safety. It thrives in love and it is the goal of every good gesture, every act of courage and every evolving, intelligent impulse within our social constructs, a product we will call… for the sake of definition, an observable innocence of mind.
Innocence is a delicate and a finite resource, however, difficult and… at times… impossible to regenerate once it has been destroyed. It can be mimicked, but only at the cost of what is true, since every time we produce some false sense of security in safety, it requires the dismantling of innocence in proportions dictated by some unwritten metaphysical law.
The "right to bear arms" in the twenty-first century is the perfect example.
One of many justifications used to oppose the regulation of firearms in America is the manufactured illusion that an armed citizenry creates a safe and secure society, requires the same sort of delusion, though on a global scale, that drove the arms race between the United States and the Soviet Union in the decades following World War II, each nation arming itself to the degree that each could destroy its rival and the entire population of the world many times over and in so brief a period of time, the very notion of this competition was called a "balance of power" through the capability of "mutual destruction." The cost of this tenuous purchase of national security was a generational nihilism that essentially destroyed the innocence of its participant nations and robbed all neutral parties of their own safety and security and the incessant ignition of small proxy wars in the Third World.
Let's put that horrendous example into the perspectives that have evolved through the auspices of the National Rifle Association and their benefactor, the gun manufacturers of America. Based upon a premise within the vague wording of the Second Amendment of the Constitution of the United States and fueled by money supplied to them by gun manufacturers, the NRA has become one of the most powerful propaganda agencies, marketing influences, and political lobbies in the entire free world, convincing a huge swath of the American population that they need to live like their pioneer forebearers, who, at least in popular fiction, were surrounded by hostile populations of men and beasts… a dark force in a lawless frontier that perpetually threatened not only their fortune, but their lives.
In the name of this… heritage… they have convinced Americans and bribed their politicians to vindicate the notion that our freedom, our "heritage" and our personal safety demands that every American has the right to bear arms without regulation, license, or constraint. The result? One hundred Americans die on any given day by way of gun violence. Think about that… one hundred people… human beings, men, women, children.
What does that look like? One hundred people.
X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
Every one of the Xs above represents a human being murdered by a gun… one hundred Xs, a fair representation of the sum of any one day's average slaughter by guns in America. However, it is not a fair representation of the victims themselves, nor the broad expanse of grief, hardship and loss that each death implies. These Xs stand for people… individuals with lives that affect others. They represent mothers fathers, husbands, wives, sons, daughters all… baby girls, baby boys, sweethearts, friends, lovers, the innocent and the not so innocent, but each one of the was a living human being one moment and a nameless cipher in the news a day later.
X = Charlie
He died, according to a police report, on 06/25/1991. His death caused by "… a single gunshot wound to his head while sleeping." Charlie was the youngest of four siblings. He was my brother. He was 35 years old and apparently on the upswing after hard times. Hopeful. His parents, my mother and father, were forced to do that which any parent shudders to imagine… to bury one of their children. He was loved by many people, and by everyone in his family, each one devastated and unalterably affected by his sudden and violent death. But it's one thing to bury your brother after the devastating effects of some disease… quite another in the wake of a senseless murder by person or persons unknown, a random crime with no apparent motive, no witnesses, no suspects.
One hundred violent deaths every day of every week of every month of every year in America causes a rippling effect touches the lives of others, such that each single death must surely effect at least a hundred others, friends, families… a hundred times one hundred lives affected in the wake of a death by gunshot.
What does that look like?
I won't waste the space just to give you a visual representation of 10,000 Xs, but I think you can imagine page after page after page… and I'm willing to wager that most people in America have lost someone to gun violence in their lifetime, but how many more who are wounded, physically and mentally traumatized. The numbers reach incomprehensible proportions.
Today? Mass shootings are becoming more frequent and occur in places where none would expect… classrooms, movie theaters, concerts, festivals, churches, synagogues, mosques, temples… anywhere people collect and expect to be safe from harm.
America is a war zone.
It would take volumes to describe the perfect storm that has culminated in this age of violence and insecurity, where no parent can be certain that their child will not be killed on any given day in a classroom… where no one can be certain that their prayers in any church, any synagogue, any mosque, any temple, any sacred place of worship will not be suddenly and violently interrupted by the sound of gunfire.
When do we say, "Enough."
Not this time… apparently. Here it is, but mere days following the murder of 22 people and the injury of 24 more in a Wal-Mart in El Paso by a lone gunman armed with a military assault rifle and, the news cycle changes, the outrage takes a back seat to the suicide of a storied, sex trafficking billionaire, whose life has launched a hundred rumors… and whose death has launched a hundred more.
No one will long remember El Paso. Who's fault is that… if not yours and mine?
Night Letters to America by James Lloyd Davis is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
I hope you will become a regular reader and I heartily invite you to comment below. I love your feedback, even when it's criticism. It makes all the trouble worthwhile and it keeps me honest.
The next revolution will be televised… but will it survive the competition for ratings?
Commentary, News & Commentary, Thoughts
corruption, Justice, revolution
National priorities are too often shaped in a centralized fashion and in circles of focus and influence that entirely eliminate the application of a democratically discerned and representational administration of the will of the majority. Too complex? Simply put, then, we have allowed a culture of autocracy to usurp and assume not only the responsibilities of the self-governed, but the lion's share of the economic benefits we have produced through our collective productivity.
Not unlike the same brand of top-down priorities that compelled the first Americans to write a firm letter to King George telling him to take his taxes and a hike simultaneously, while acting as though it was quite within their rights to govern themselves bottom-up without that divinely inspired autocracy the crown represented at the time.
At the time, it was one hell of an idea, and remarkably successful. A fluke, perhaps, due to the fact that all the crowns in Europe were too busy competing with one another in global warfare over this and that trade dominion in other backwater continents and had not the time to care about a few British bumpkins in Boston and Philly… ordinary farmers and tradesmen with delusions of democratic grandeur.
We got lucky. Look what happened to the French.
They did not fare so well by half for all their fundamental revolutionary esprit.
Perhaps that's why, as a nation, we eventually got soft, insulated as we were from the tyrannies and terrors of European conflict… until such time as our war profiteers saw profit to be had in our involvement, plunging us all into so much overseas warfare that we somehow got the idea it was our raison d'être, that we were the anointed defenders of… what? Freedom?
Under that curious brand we became the world's unpaid mercenaries, this uber-militaristic nation with some apparent national will to martial all our nation's resources toward maintaining a military power unparalleled in our time, quite at the expense of our own common welfare, in order to wage incessant war for this or that "ally"… though less, if at all, in the name of some idealistic purpose than for commercial access to and control of such needful commodities as oil which belong to poorer, weaker nations… warfare in the name of profit… though we are quite in denial of the true reasons… and for the sake of what? Appearances? Hard to tell, but in so doing and by continuing to allow it, we've managed to create for ourselves an ever more parasitical autocracy than mad King George could have ever hoped to effect.
Maybe it's time for another Philadelphia Brand course correction.
Maybe it's time to write another letter… an email, perhaps, but this time with a lot of BCCs. Not to the people who supposedly represent us in the seat of our government, but to all the CEOs of all the global corporations that own them and pull their various strings.
What, after all, do we really have to lose? And… who knows? Like those earlier Americans, we just might get lucky.


text:
import random

def embaralhar_palavra(word):
    word = word.lower()
    posicion = []

    word2 = ''

    while len(word) != len(posicion):

        vari = random.randint(0,len(word)-1)

        if vari not in posicion:
            posicion.append(vari)
            word2 += word[vari]

    return word2

word = input('Digite uma palavra: ')

print(embaralhar_palavra(word))

redpajama_set_name: RedPajamaGithub


I love this quote. I read the book Their Eyes Were Watching God a few years ago for a college English class. To be honest, I didn't love the book, but I have a feeling if I read it again I might feel differently. That's what's great about literature and life. As I grow up I find that I might not like the same things as before because I'm not entirely the same me as before.
I feel as if I've figured out what I want in life just a little bit more since the last time I wrote about growing up. My internships are helping with that.
Writing about this just reminded me of how this great professor I had in fall would talk about how the idea of finding out who you are and forming an identity is strange to her. After all, identity is not a static thing. There are aspects of it that can change over time. I wish I could express what she said as well as she did. Hopefully you get what I mean.
A while ago I put together this playlist centered around the idea of "in-between time." Take it for whatever it means to you. For me, it means being in my 20s, trying to find out what kind of career I want, where I want to live, when to get married and other big things like that.
You can listen to the playlist above, or listen on your Spotify player by clicking here.
I'm going to leave you with one more quote because I love quotes.


text:
1 June 2016 by Nizami13
The Worst Afakens
Months behind the curve here but I finally watched The Force Awakens–rented not bought from iTunes–on the laptop, while eating fish and chips at my desk. What do you call this? It's like Star Wars has become an archetype. Now a direct copy––it's not even a remix––is acceptable. An instance. For a piece of mass (hysteria) media to be so derivative shrinks the collective psyche. In order to subscribe to liking it (a separate thing from actually liking it or not) you have to forget.
Of course, the new copy is aimed at people much younger than me, who would not put up with the archaic SFX of the original. Perhaps it's just a Generation X thing––jilted overgrowns watching kids movies and feeling left out that the makers haven't kept them in the loop. Maybe the believe-yourself stuff pumped through Hunger Games etc is as good as any esoteric codex. Maybe kids grow up pumped with the star-seeded hero's journey narratives of today only to end up aspiring to golf and corporate mafiadom anyway. Everything and nothing changes.
Now the Deathstar is ten times bigger and sucks energy from the sun and we must pretend for the sake of getting our money's worth that Mark Hamill simply doesn't and didn't have the right face for the King of the Jedi. We may as well have had Michael J Fox. We miss Alec Guinness. After LOST I wanted more from Abrams. Only edgy thing he has done here is set the bar even lower for pressing out simulacra. Harrison Ford's action movements are getting ludicrously ponderous, but maybe he and Chewie kind of rescue things on the nostalgia front. Maybe it's sort of edgily cool that JJ casts English and Scots people in the Reich-like staff of the Deathstar, until you remember that the original had Peter Cushing. End of day that's it for Star Wars, as Prometheus was death knell for Alien, as it will be for Matrix and Avatar if the rumoured prequels or sequels ever come out. I probably would collect an Agent Smith plastic figure out a cereal packet.
Which all goes to show that, everything–even (or perhaps especially) allegory about the entrapment of human consciousness–is eventually assimilated into the default post-modern, 'scientific', atheistic banality we are continually persuaded is "the truth".
It's a war of attrition, if nothing else. A relentless canoning of images at the re-uptake sites in the brain. Which is pretty much the mechanism of Evil itself–iteratively reinforcing the correctness of the ego, which will buy let's face it pretty much anything. There is then a connection between the machine and the ego and evil.
Machines essentially repeat. Which is something different from natural production–the propagation of plants and animals etc. There is something mechanical about repeating the post-modern consensus that what there is (often delineated by rapping on the solidity of the wall or tabletop) is all there is and that is the way it always was and ever will be. You won't hear Richard & Judy or Eddie Muir, say, say it in as many words. It is the point of view implicit in what they are saying and not saying. For the most part it is an unexamined point of view–often held by people who do not even know they are holding a point of view. The worse case is when the point of view is known to be a point of view, but is maintained for other, usually selfish, reasons. Worse still is where the point of view is known to be false and is maintained for selfish reasons.
In the Force Awakens we have a very crude awakening. The African-American child-being Fin is awakened by his conscience when he witnesses the ethnic cleansing of a village. Within a few beats he is helping the rebel pilot escape the Death star. And from there, like everyone else, he follows a character arc computed by an app or a widget in Microsoft Word. He might wield the light sabre for a moment, but Fin is basically Driving Ms Daisy. It would have been edgier to have made cast a Syrian or Afghan or Kurd.
But forget edgy. Of course the New Star Wars Movie was never going to be edgy! But ff that's our point of view we need to urgently examine it! Is there not resignation in this acceptance that the New Star Wars Movie is pure simulacrum, fodder, mechanised distraction, laced with blue pill not red. Is it acceptable for a movie titled The Force Awakens? Is it alright that the movie encapsulates whatever might have been alluded to by "the force awakens" in the algorithms of Normal, in the mechanics of Evil? Is there anything new about the new Jedi in the movie other than that she is female? What force awakens in her and what does it do for her or anyone else? Maybe in the kamikaze X-wing pilots penetrating like sperm to the Deathstar egg we can read spirit's impregnation of the void. Is Abrams channeling something in having the Deathstar suck energy from the sun or simply repeating what has already become an archetypal instance, a subroutine, a preset in the machine of plot-with-esoteric-reference?
Or to sum the whole thing up: is it okay to watch something called "The Force Awakens" and then go play golf*?
* I often use golf as a convenient epithet for all that is Evil.
Posted in cinema, Distractions, Internet, Irony, Media, TripleSpeak, War on Terra	| Leave a comment
29 August 2012 by Nizami13
Ex-army irvine eights
Very thought-provoking video series by Kirby Ferguson on vimeo:
Everything is a Remix Part 1 from Kirby Ferguson on Vimeo.
The Nature analogy is apt. Humans, plants, animals and everything in between are all "remixes" of ancestors. Exposé of the corrupt patents and copyright industry is very timely, as is the ludicrously bellicose language of gentle giant Steve Jobs. The issue these videos are getting at is attachment, i.e. identity. Which is not to say that we must do away entirely with it – a question mark as to whether we can – but that there has to be a politics of identity, which is what the first video talks about in the original manifestation of the copyright laws. A window of protection to allow the one who has been working on something, not to be ripped off. As with everything else, the true spirit of this got hijacked…
There is perhaps deeper irony lurking inside the idea of selfless copy/transform/combine dynamic of Nature: which is the selfish gene idea…
Possibly, the films are tautologous in that they select those examples of music and film which demonstrate the point. Another film could perhaps be made about 'singleton' plants/animals/pieces of music…but this would be 'guilty' of the same trick.
If art arises from the soil of the subconscious, which is a collective pool, then the inspiration is available to all. And yet there was/is only one Salvador Dali, Freddie Mercury, J.K Rowling. The self, inevitably, quite naturally attaches to the originality of the channeling. It is only by disciplined effort that we avoid falling into the ego trap of having been The One to channel something.
Posted in Art, cinema, Commentary, Distractions, global, Identity, Internet	| Leave a comment
Funny dictated
The 911 scene from The Dictator
I sat down to write a simple review of The Dictator and found myself hesitating and thinking twice, thrice before writing anything at all. It's difficult to comment on the film without being drawn into the highly complex territory of 'Anti-semitism'.
I sat through the 90 mins of toilet humour (including rape jokes) trying to work out the film's agenda. Conclusion? The film is a mashup, memetically all over the place by accident, on purpose, or accidentally on purpose. Probably the third option.
The sense of non-plussed bemusement rather than challenging confusion or outrage I experienced I put down to the film's use of triplespeak: pretend to pretend that the 'pretend' agenda blasted all over it is just a joke.
Which, once you cancel out the pretending-not-tos, winds down to a fairly simple proposition: that the Middle East's Only Democracy is streets ahead in terms of the politics of memes. Which, of course it is. I may be oversimplifying. I may have missed an ironic turn in the equations here.
The scene near the beginning – you will recognise it from the trailer at least – where The Dictator runs the 100m in his own Olympics, which he must win at pain of death to other competitors, is quite funny. As is the comic refrain of Aladeen making throat-cutting gestures to order so and so's execution – for such ludicrous disagreements as getting in his way on the stairs. And other slapstickiness that other commentators have commented echoes Chaplin, Laurel and Hardy.
But Baron Cohen lives in a different era. The Dictator's name is Aladeen, i.e. Allah deen, 'faith in God'. Muslims will have to suck that one up or be seen as humourless anti-semites. Haha! Arabs will have to take leaves from Kazakhstan's book on how to see the funny side of being portrayed as rapists and goat-fuckers. Women will have to schlerp it on being portrayed as bed fodder. Sexy Beast fans will observe Sir Ben's Kingsley's now irrefutable status as Prize Arsehole.
And anyone attuned to more intelligent (and more funny) humour a la Chris Morris, Stephen Merchant, Ricky Gervais etc etc will I think wonder who finds cock and jizz/ hotdog and mustard jokes funny. There is a weird, low-brow broadside to the film. As if it's begging for someone to, Irvine Welsh style, haul up the sash window and shout out 'THAT'S FUCKING SHITE!'
But it's more complicated than that.
What are we to make of the "911 Scene" (pictured), where Aladeen (Baron Cohen) and Nadal (Jason Mantzoukas), take a tourist helicopter ride, and pretend (i.e. pretend to pretend to pretend) to discuss a 911-style hijack in mock-Arabic that neither actor can quite keep from sliding into mock-Hebrew. The two languages are semitic after all. All those 'kh' sounds.
We could complain that Baron Cohen and Mantzoukas are openly mocking Arabs. Sure, there is much to be mocked about Arabs; there is much to be mocked about anyone and everyone. We could say the whole film mocks Arabs. Borat body-swerved being anti-Kazakh by 'in fact mocking American midwestern anti-semitism.' Does the same body-swerve work here? Is the mockery of Arabs in fact only pretend – the real mockery being of American paranoia about 9/11, as represented by the two American tourists in the helicopter? I can't work it out.
I was also bemused the film's climax, where Aladeen decries the film's treaty to democratise the fictional dictatorship Wadiya as a smokescreen for corporate grab of its oil and other natural resources. There then follows a remarkable excursion into 'leftist' politics, viz:
Imagining America as a dictatorship (Dick Cheney has been mentioned earlier among Khadaffi and Kim Jong Il as one of the world's great dictators), and then
Keeping 99% of wealth to the richest 1%
Taxing the poor
Filling prisons with "one particular racial group" [camera closes on an African man]
Using the media to scare people into support for policies against their interests…
And at that point The Girl enters, allowing the device of Aladeen looking at her and declaring his love for Democracy, with all its imperfections.
Leftist credentials established via apparent criticism of the Invasion of Iraq, we rewind to the early scenes of the film, where we see Aladeen making his first public speech, announcing that Wadiya have enriched 'weapons grade uranium', and sniggering that it 'is for peaceful purposes'. This scene can only be seen as a step firmly in favour of the current hardline stance towards Iran – most vociferously put by Israel, which, it says is entirely justified given Iran's hardline towards it. The complexities are nutshelled by Aladeen's line at the end of this speech: "…will be used only for purposes of medical research…and will certainly never be used to attack Is…Is…Oh boy."
Here Baron Cohen pretends to body-swerve the furore that follows mention of Is****. Why did he have Aladeen 'almost' say it? (Why daren't I mention it now?) Struggling a little with Peter Bradshaw's uncritical review of the film, I arrived at one of the comments at the bottom of the page…
…actually I was only pretending to have done that.
In actual fact I arrived via google on 'Peter Bradshaw' at the CIFWatch web page. CIFWatch, for those who don't know (I didn't until now) is a website dedicated to monitoring the Guardian's Comment Is Free pages. Its mission is stated on its masthead:
The particular page I arrived at singles out one particular response to Peter Bradshaw's review:
Screen Shot of CIFWatch's screenshot of Guardian
Which CIFWatch dissect as follows:
Unpacking this comment (which has thus far garnered 39 'Recommends'):
Conflating of Jews with Israelis: Cohen, a British Jew, is immediately tied to Israel. (Also, see this CW post about a similarly bigoted attack on Cohen by the Guardian's Michael White.)
Classic projection: The suggestion that Israel is an extreme anti-Arab, anti-Islamic country is a perfect moral inversion in light of the Arab world's malign obsession with Jews and Israel, and endemic culture of antisemitism. It takes a lot of ideological conditioning to see the last 64 years as the Israeli/Jewish war against the Arab/Islamic world.
Thinly veiled Nazi analogy: The reader sees a Jew mocking Arab dictators as somehow analogous to Germans mocking Jews in the years leading up to the Holocaust.
This off-topic, gratuitously anti-Zionist (and ad hominem) attack on Cohen has not been deleted by CiF moderators.
If you visit the Peter Bradshaw review and click through the comments to page 4 you now find:
Screen Shot of Guardian Comment page
So the comment has been removed. Why?
Perhaps the Nazi analogy was the straw that broke the camels back (Haha – joke, guys!) The 'Classic Projection' accusation – the absurd and abhorrent suggestion that Israel is anti-Arab (where in Gaza did ATTW get that idea?) is a piece of simple Doublethink not worthy of our attention here. Nor is the tacit admission of CIFWatch's gratuitously Zionist stance in their final comment on the comment.
The first point is the interesting one: Conflating of Jews with Is****is. Baron Cohen is British and Jewish, and therefore tracing a route to Is…Is…Oh boy! Is an illegal move. We shan't delve into Google search results to discover the countless rebuttals of criticism of Israeli policies – esp with regards the Palestinians – as "anti-semitic" – including by CIFWatchers.
No, we shall simply return to that masthead:
"…and the assault on Is****'s legitimacy…" I think makes the site's connection from Jews to Is**** quite clear.
The quote from CP Scott simply baffles me. Is it another ironic twist? Who was CP Scott anyway? Wikipedia:
Charles Prestwich Scott (26 October 1846 – 1 January 1932) was a British journalist, publisher and politician. Born in Bath, Somerset,[1] he was the editor of the Manchester Guardian (now the Guardian) from 1872 until 1929 and its owner from 1907 until his death. He was also a Liberal Member of Parliament and pursued a progressive liberal agenda in the pages of the newspaper.
Hmmm… So a quote from a former editor of the Guardian, viz "the voice of opponents no less than that of friends has a right to be heard" appears in the masthead of a website dedicated to monitoring the Guardian's Comment is Free pages. Whether CIFWatch had anything to do with the comment shown above being removed or not is of course speculation.
I hesitate to come to a conclusion.
The Is****i-P****tinian "issue" is well documented elsewhere.
Rather than appearing (or pretending) to outline any "agenda" on behalf of Is…Is… (any such thing is therefore Classic Projection on the reader's part) I hope to have induced in the reader a certain confusion. A stumbling from proposition to proposition, from pro this to anti that and back again. This is the feeling that accompanied my viewing of The Dictator. I am tempted to say that the film is smokescreen, blurring vision of the complex terrain of the Middle East. But that would only be Classic Projection on my part. I am finally tempted to say that, whatever agenda the film simulates, dissimulates or simply doesn't have (Ha!), attempting to progress a politics of memes by attrition, by spinning doubly and trebly around them, is surely a hiding to nothing. But that would only be thinly veiled analogy.
The author disclaims knowledge, inference, deduction or any other form of cognitive production of any connection between the members of the movie industry mentioned above and the Middle East's Only Democracy.
More on Triplespeak in my article on Rachel Corrie.
Posted in cinema, Commentary, Distractions, Internet, Inversionz, Irony, TripleSpeak	| Tagged cinema, movie, movies, review, the_dictator | 3 Comments


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