The idea behind structured training is to make best use of your training time by making it specific to your requirements and tackling your weaknesses. To help identify your weaknesses you could undertake an Ability Gap Analysis. You can easily carry out this Spidergram Test without any help from me. Follow the link above, follow the instructions and have fun analysing yourself!
To explain the timing marks at the base of the graph you'll have to understand the test protocol. First, there is a long warm up which isn't on this graph. The program then begins with a one minute continuation of that warm up and a ten second countdown to the full effort. So the test proper begins at 0:01:10 which explains why the bottom, superscript timing marks are ten seconds ahead of the test duration. The first five seconds are masked to allow a build to peak. So, 0:01:15 is actually 5 seconds into the test. The test lasts 30 seconds which is why it finishes at 0:01:40. Simple!
You'll remember from the first test published last month (the dotted line) that the peak effort occurred five seconds in to the test. The green line is power, the magenta line is cadence. On the retest (the solid line) the peak effort isn't only higher but it occurs at the ten second mark, five seconds later than the first; already a significant power and time improvement. So we have peak power up from 572 watts to 595 watts; a 4% increase and for double the initial sustained time period.
In the first test, power bled away to 502 watts 15 seconds in to the test. In the second, power dipped to 542 watts at this point, 8% higher, then levelled to a gradual decline to hit 502 watts at 25 seconds. A full ten seconds later. So in all that time this rider would have been pulling away from themselves in their virtual sprint and would now be a few bike lengths ahead of themselves!
The first test shows a peak, a steady decline then a drop off. The second test shows a later higher peak, a small dip, a gradual decline then a drop off. However, the second drop off falls at a significantly lower rate and finishes at a higher power output than the first. In the first test we had a final power reading of 365 watts, in the second we have an 18% improvement to give a final reading of 432 watts.
You'll also notice that the increased power has come with a reduction in cadence; which means a bigger gear was being used to produce that power. A little more work to get leg speed back to the cadence of the first test will see even bigger improvements and more power gains.
Obviously the results above can at worst be described by an extreme cynic as "not bad". In fact they're bloody marvellous. This rider always had the engine to be a sprinter they just didn't use it because they only sprinted (badly) once every other week in an actual race. And because they didn't see themselves as a sprinter they never committed to sprint training. It's a self fulfilling prophecy; as with most things in life. Who dares wins; or in cycling terms, "Who sprints wins".
The power drop improvement means this rider can now go from further out and sustain their speed. As others die 25 metres from the line, they may still slow but at less of a pace and maybe just enough to hold people off.
The absolute peak power shows a 4% increase, which is good but it was hit five seconds later which is fantastic. A double whammy. The relative peak power shows a 7%.increase because during the month the rider lost a kilo in weight and a reduction in body fat. Again two wins for the price of one.
Our anaerobic capacity, the indicator of total work accomplished within the 30 seconds, was up 5%. This is the true indicator of our improvement as it takes in to account all of our effort for all of the duration. Now this may seem a small figure compared to the others but when you look at the tiny distances by which sprints are won an extra 5% is a phenomenal amount of return for eight sessions of work.
As a final note, the improvement isn't to be measured from the peaks and troughs of the lines. The real world improvement is the volume of the area sandwiched between the two green lines. Every pedal rev builds on the increase of those that have gone before them. The improvement is cumulative throughout the entire duration of the sprint. And few sprints last 30 seconds. So after this test a sprint is a doddle!
Knowing you have a sprint also helps when the going gets tough in the race itself. You'll feel more inclined to hurt for that extra second or two on the climb if you know you can out sprint the riders you're trying to hang on to. At our level we can all be a sprinter. The power is within us we just need to unleash it.
Power output is not as high in these tests as on the road due to the fact the bike is locked in to an ergometer so the upper body road action is negated. I know the person who took the test can knock out over 800 watts on the road. So don't get hooked up on the numbers it's the percentage gains that matter. Although ergo-based, they are transferable to road riding.


Fenwick Equestrian's Liquid Titanium products incorporate a patent pending technology which has resulted in the production of our therapeutic Quick Wraps that "heal naturally". Our Liquid Titanium smart fabric improves blood flow without compression and accelerates the healing process. Our therapeutic Quick Wraps can be worn 24/7, with no warm up time or adverse effects.
"Our fabric enhances the body's natural ability to heal"


For years scientists have claimed they would soon be ready to perform transplants from pigs to humans. But they never seem to get any closer to performing any actual surgery. Meanwhile an ethical, moral and scientific debate has raged among scientists, politicians, religious leaders, animal rights advocates, and environmental groups. As the arguments swirl back and forth, researchers in New Zealand have quietly launched the world's first xenotransplant trial. Aiming to free diabetic patients from their dependence on daily insulin injections, and reduce the awful side effects of the disease, they have begun implanting pig islet cells into the peritoneal cavities of their patients. Their procedure has been remarkably successful. These doctors managed to wean a patient completely off their daily insulin–the first time this has happened without immune suppression. This film follows one of the first patients to undergo this amazing procedure, against a background of twenty years of dogged research.


text:
Q: Resource recommendation for a thorough coverage of rotational mechanics (especially gyroscopes) I am looking for a book which covers classical rotational mechanics in full detail using all the specialized powerful tools of Lagrangian and Hamiltonian formalism (if needed).
I have already studied Classical mechanics by Goldstein and Analytical Mechanics by Hand and Finch as a reference alongside a one-semester undergraduate course on classical mechanics. And although I found rotational mechanics most interesting I could not grasp it as well as I would like to through these books. I suppose it is because neither of them offers a thorough discussion of this topic.
 Note: This is not a regular "recommend me some books for classical mechanics" query. I could I have easily Googled that up if that was the case. What I seek is a particular emphasis on or an exclusive coverage of rotational mechanics with the help of the most advanced tools that we currently have. That is particularly hard to find because most classical mechanics books and courses aim only to prepare students for quantum mechanics or chaos theory and so give rotational mechanics only a brief treatment.
 My aim specifically is to thoroughly understand gyroscopes and to develop an intuition about them for application in toys, experimental demonstrations, etc. Any resource on theory, mathematical development, application or history would be appreciated.

redpajama_set_name: RedPajamaStackExchange


The more people through your door (whether it's physical or virtual) is a bonus for any business, but drastic changes to marketing landscape have made doing so increasingly difficult. Nowadays the customer journey is much more convoluted, and what once could be compared to a free flowing, straight cut stream is now a rapid filled, meandering river. But enough of artistic analogies; the point I'm trying to make is that gathering data for any business is fundamental and will aid you when looking to build an omni channel marketing strategy.
Consumers are now bombarded by a multitude of channels, from organic search; display advertising; PPC; Social Media; content marketing; in-app marketing all the way through to the more traditional SMS and email marketing.
This one's pretty straightforward and a staple for any businesses website. As you grow and build your brand, (providing you're doing it well) you'll naturally build loyalty from consumers and those around them. Ensure you're not missing this simple data capturing technique by embedding a signup form on your website.
Be sure not to over complicate opt-in forms, the more data you ask for the less likely you're going to obtain it. Keep it simple, forename, surname and an email address. It's also important to regularly communicate to keep the customer engaged (at least once a month), but don't over do it or they'll likely unsubscribe.
Not just a solution for making your business a bit more green, electronic receipts are a great way of capturing data. Newer in-store payment terminals will facilitate electronic receipts, sending them via text or email. This is a great opportunity to collect more customer data, just be sure to ask your customers if they're happy to receive exclusive offers and deals from time-to-time.
If you're an running an ecommerce store, utilising forms to provide quotes to potential customers, or rely on customers to create an account to access your services. This is the perfect opportunity to offer an opt-in to be sent promotions and offers via email or SMS.
Not only an effective way of obtaining your customers mobile data, but also an excellent way to improve the way in which you interact with your prospective customers. If your business involves shipping a product, offer to keep customers up-to-date via SMS with dispatch and delivery notifications.
A great technique for any business (especially B2B). Gated content is a strong means of gathering new data. If you're in a position to share knowledge, you should invest time and money into creating great content. Infographics, whitepapers and industry insight reports are all great pieces of content that will entice customers to give up their personal information. Simply direct the user to a landing page with a signup form and once their data has been submitted, send the user an SMS with a link to a hosted PDF.
Anyone engaging with your brand will is more likely to give up their data if they believe they'll get something in return. Running incentivised campaigns, whether it be a competition or a survey with the chance of winning a prize will coax users into getting involved.
Perhaps a more niche technique; If you've invested money in marketing automation software such as Marketo, Pardot, Hubspot, Eloqua or Act-on (if you haven't already), you need to utilise progressive profiling. After obtaining basic customer data (name and email address), you can continue to communicate with them via email. The more they engage, the more you can attempt to collect their data (asking for different information each time) all made possible by the use of tracking code.
Already gathered plenty of data and read to start sending? Sign up with Mr Messaging today!


Phoenix Logistics offers a fully qualified range of standard and micro-miniature MIL-STD-1553 In-line Data Bus Couplers.
Standard single and dual stub 1553 inline couplers are available for immediate delivery. In addition, Phoenix Logistics has designed and can provide numerous special MIL-STD-1553 in-line couplers including 3, 4, 5, and 6 stub databus couplers with available internal terminations (if required). Both standard and micro-miniature MIL-STD-1553 couplers allow system designers to optimize coupler locations while eliminating connections (thereby increasing reliability) and maximizing weight savings.
Additional environmental features are detailed in a Phoenix Logistics complete MIL-STD-1553 environmental qualification test report, which can be obtained upon request.
Standard MIL-1553 Splice Kits and MIL-1553 Connectors are available as separate items or can be included as part of a kit or an integrated MIL-STD-1553 harness assembly.
For further technical information and guidleines for specifying Phoenix Logistics' In-Line Couplers please download our MIL-STD-1553 Data Bus In-Line Coupler Specification Guide.
Phoenix Logistics offers MIL-STD-1553 box couplers designed for use in space, military, aerospace, and commercial applications.
MIL-STD-1553 box couplers are designed for ruggedized environments and can be supplied with various MIL-1553 connectors arrayed in various configurations. Our data bus box couplers allow a system designer to interconnect avionics boxes with minimum wire runs and allow for future expansion and the addition of new boxes with minimal impact to the existing avionics wiring system. Our MIL-STD-1553 box couplers are also an excellent choice for bench testing complete systems. PLI 1553 box couplers are also available in standard versions with up to eight stubs, customized versions with up to 12 stubs, or low-profile versions with up to six stubs.
PLI data bus box couplers meet the requirements of Mil-Std-1553 and USAF 8912005, 8912006, 8912007, and 8912008. All connectors meet the requirements of Mil- DTL-38999 and Mil-PRF-49142.
Phoenix Logistics also designs and manufactures special MIL-STD-1553 box coupler applications for demanding environments. We have designed special box applications for space and for providing lightning protection for the MIL-STD-1553 Data Bus avionics system when external aircraft probes are required.
For further technical information and guidleines for specifying Phoenix Logistics' Box Couplers please download our MIL-STD-1553 Data Bus Box Coupler Specification Guide.


how to repair concrete floor crack 4.
how to repair concrete floor lovely crack product for or slab from.
how to repair concrete floor levelling.
how to repair concrete floor repairing slabs bold design patch can i my slab around a rough in pipe enter cracks patio.
how to repair concrete floor products garage epoxy kit.
how to repair concrete floor shot blast inc 6.
how to repair concrete floor uneven.
how to repair concrete floor page image.
how to repair concrete floor basement crack.
how to repair concrete floor main mending damaged.
how to repair concrete floor restoration regarding remodel.
how to repair concrete floor best palm beach fort.
how to repair concrete floor epoxy kit surface products contractors.
how to repair concrete floor shot blast inc 3.
how to repair concrete floor.
how to repair concrete floor floors.
how to repair concrete floor grind grinding down 1 on for contractor phoenix enticing.
how to repair concrete floor earthquake crack slab.
how to repair concrete floor 1 lg.
how to repair concrete floor slab pier system lg.
how to repair concrete floor garage products paints.
how to repair concrete floor slab crack.
how to repair concrete floor 2 a slab.


6+ unique tastings, bites & brews - including owner and chef interactions.
Enjoy an all-inclusive foodie experience as you sip, sample and savor Avalon's best restaurants.
Encounter the sights, sounds and stories behind well-known Catalina Island landmarks.
Avalon Tasting & Cultural Walking Tour booklet includes tour map, cultural insights & exclusive guest coupons.
A variety of food and beverage options are served on tour. Come with a sense of foodie adventure!
Minimum to book is 2 people and the maximum is 16 per tour. We offer private group tours for this Catalina Island event as well.
Minimum age to participate is 13. Minimum age to consume alcohol is 21. ID is required to consume alcohol.
This tour is fully accessible. One tasting location does require stairs to dine in the restaurant, however they are happy to bring the tasting to an outside seating area for your comfort.
You should be be physically able to do a combination of sitting & standing throughout the tour. While checking out, you may enter any food allergies or aversions.
Expect to enjoy 6 tasting locations. Your tour cost includes all food & beverage tastings, including alcohol, along with server & bartender gratuities plus applicable taxes. This isn't just a food tour – you will find a greater appreciation for the culture and history of Santa Catalina Island and Avalon.
What to bring and wear: Comfortable walking shoes, sunscreen, a hat for shade, sunglasses and tip for your guide if you so choose. Photo ID to check in for the tour and if you plan to drink (minimum drinking age is 21 years old in California).
Do I need a reservation for the Avalon Tasting & Cultural Walking Tour?
Yes. We call in food orders to all of our tasting locations one hour prior to the start of the tour, so ticket sales close 1 hour prior to the start of the tour. The Food Tour has become very popular, so please make sure to book in advance as group sizes are kept small on purpose (16 guests or less per tour time).
Are there restrooms available on the Avalon Tasting & Cultural Walking Tour?
Yes. There are restrooms at the base of the Green Pleasure Pier, right next to the starting point. There are also restrooms at every dining location we visit. Just ask your guide for their location in each establishment.
Can I take pictures on the Avalon Tasting & Cultural Walking Tour?
How far is the starting point of the Avalon Tasting & Cultural Walking Tour from certain areas?
Is there food provided? Can I eat and drink while on the Avalon Tasting & Cultural Walking Tour?
You know it! This is a food tour, so all of the food and beverage is included in the cost of the ticket. It will be enough food for lunch. Most people report being pleasantly full at the end of the tour.
"Myself and 8 other people in my group thoroughly enjoyed the Taste of Catalina food tour. The food was amazing! Not just 1 taste at each place but 2 or 3! Lili is a fantastic guide... we learned lots of fun facts about the island."


Details: Balenciaga was founded in Paris in the 1900's and since has been recognised for its exceptionally precise designs and cool minimalism. Black leather new logo monogrammed sneakers from Balenciaga. Featuring a round toe, a slip-on style, a brand embossed insole and a flat rubber sole.


text:
The Chicago Bears interviewed Reggie McKenzie for their GM vacancy. Here's what to know about the Miami Dolphins senior personnel executive.
Wikileaks publishes CIA director John Brennan's personal emails
By Tribune wire reports
CIA Director John Brennan listens during a news conference at CIA headquarters in Langley, Va. (Pablo Martinez Monsivais / AP)
The WikiLeaks organization posted material Wednesday from what appears to be CIA Director John Brennan's personal email account, including a draft security clearance application containing personal information.
The material presumably was taken in a compromise of Brennan's email account by a hacker who told The New York Post he is a high school student protesting American foreign policy. The hacker claimed he posed as a Verizon employee and tricked another employee into revealing Brennan's personal information.
Brennan was seeking a security clearance while applying for a job as White House counterterrorism adviser. It was not immediately clear whether any national security information was compromised in the release of the clearance application, which includes his wife's Social Security number and the names of peopleBrennan worked with over a long prior career at the CIA.
A CIA statement called the postings a "crime."
"The Brennan family is the victim," the agency said in an unattributed statement, in keeping with agency policy. "This attack is something that could happen to anyone and should be condemned, not promoted. There is no indication that any the documents released thus far are classified. In fact, they appear to be documents that a private citizen with national security interests and expertise would be expected to possess."
The documents all date from before 2009, when Brennan joined the White House staff; before that, he was working in the private sector. Aside from the partially completed clearance application, none of the documents appears to be sensitive.
In a section of his security clearance application covering foreign contacts, Brennan writes that in August 2007: "I have had lunch twice and dinner once with Alan Lovell, a U.K. colleague with whom I worked closely during the last three years of my government career. Alan is currently posted at the U.K. Embassy in Washington."
Brennan's "government career" to that point consisted of decades at the CIA. It's not clear what Lovell's role was at the British Embassy. The State Department in 2009 listed Lovell as a "counselor" in the British Embassy. His LinkedIn profile currently lists him as working at the British Ministry of Defense.
The documents include a partially written position paper on the future of intelligence, a memo on Iran, a paper from a Republican lawmaker on CIA interrogations and a summary of a contract dispute between the CIA and Brennan's private company, the Analysis Corporation, which had filed a formal protest after losing a contract dealing with terrorist watch lists.
In a post-election memo, purportedly written to Obama, Brennan laid out a pragmatic roadmap on dealings with Iran. His suggestions are similar to the carrot-and-stick approach the administration would eventually use in nudging Tehran toward joining negotiations over slowing the momentum of its growing nuclear reactor program.
"The United States has no choice but to find ways to coexist — and to come to terms — with whatever government holds power in Tehran," Brennan said in the three-page memo. He added that Iran would have to "come to terms" with the U.S. and that "Tehran's ability to advance its political and economic interests rests on a non-hostile relationship with the United States and the West."
In the memo, Brennan advised Obama to "tone down" rhetoric with Iran, and swiped at former President George W. Bush for his "gratuitous" labeling of Iran as part of a worldwide "axis of evil." Brennan also said the U.S. should establish a direct dialogue with Tehran and "seek realistic, measurable steps." Although he didn't specifically call for the regime of financial sanctions that the Obama administration, along with Europe, Russia and China, pushed against Iran, Brennantold the president-elect to "hold out meaningful carrots as well as sticks."
A 2008 letter from then-Sen. Kit Bond to colleagues describes Bond's proposal to curb CIA interrogation techniques in a less restrictive way than requiring the agency to adhere to the Army field manual, which was what Obama ultimately did.
A related document appears to be legislation reflecting Bond's proposal, which would have prohibited the agency from engaging in interrogation techniques prohibited by the Army field manual, rather than restricting it to only those techniques allowed by the manual.
But there is no way to know why Brennan had the letter or what his views on it were. He has defended brutal CIA interrogations as having produced good intelligence while supporting Obama's decision to ban them.
WASHINGTON — Associated Press
Latest Nation & World

redpajama_set_name: RedPajamaCommonCrawl


text:
NEWS: Barack Obama Endorses Stephanie Murphy for Congress
ORLANDO – Today, candidate for Congress Stephanie Murphy announced that she has received the endorsement of Barack Obama.
"I'm proud to endorse former national security specialist Stephanie Murphy for the United States House of Representatives," said Barack Obama.
Continued Obama, "In Congress, I know Stephanie Murphy will put Central Florida families first, and fight to build on all of the progress we've made over the last eight years to create a stronger, safer, fairer country for our children. In the wake of the Pulse tragedy, I have been struck by the resilience of the greater Orlando community and how they have come together to reject hate and fear, and to fight to end the cycle of senseless gun violence in our country. Stephanie Murphy embodies those values and will work with both parties toward the commonsense gun safety reform we need, and will be a champion for Central Florida's working families in Congress."
"I am incredibly honored to be endorsed by Barack Obama, and I am so grateful for the steady hand in which he has guided our nation throughout his two terms in office," said Stephanie Murphy. "Eight years ago our country was on the brink of economic disaster, and thanks to Obama, we have made incredible progress. But there is more work to be done. We must work in a bipartisan manner to strengthen our middle class, raise wages for American families, pass commonsense gun safety reform, and usher in a new prosperity for all Americans. I thank Barack Obama for his support of my campaign, and I look forward to working together with both parties to bring change, security, and equality to our nation."
Murphy is running for Congress in Florida's Seventh Congressional District, which includes all of Seminole County and northern Orange County, including Winter Park and much of downtown Orlando.
Follow Stephanie
Paid for by Stephanie Murphy for Congress
Stephanie Murphy


text:
• China sees more inclusive finance loans to small businesses in 2019 • Discover China: Digital technologies enable inclusive finance in China • Inclusive finance service benefits small enterprises • China inclusive finance loans increase in 2018 • China allocates 10 bln yuan to support inclusive finance • China's inclusive finance develops steadily • Xinhua China news advisory -- June 3 • Garden festival kicks off in Ireland, attracts residents, visitors • Venezuela sends aid to Cuba after tropical storm Alberto • Venezuela prepares list of political opponents to be freed from jail
You are here: World Bank/
WB: Joint study looks at lessons from China's experience
World Bank, April 02, 2022 Adjust font size:
A new study – "Four Decades of Poverty Reduction in China: Drivers, Insights for the World, and the Way Ahead" – was released on March 31 at a joint event in Beijing. The study considers the insights of China's experience for other developing countries and puts forward suggestions for China's own future policies.
The study was undertaken by China's Ministry of Finance, the Development Research Center (DRC) of the State Council, and the World Bank, with China Center for International Knowledge on Development (CIKD) acting as the implementing agency.
"China's battle against poverty has benefited the largest number of people in human history," said Minister Ma Jiantang, Secretary of the Party Leadership Group of the DRC. "To sustain poverty reduction gains, China will focus more on achieving endogenous development in areas that have been lifted out of poverty and introduce vigorous measures to support rural revitalization. Our goal is to achieve common prosperity and high-quality development including through the rural revitalization strategy with a focus in five key areas: industry development, human capital, culture, ecological environment and local governance."
"China achieved its goal of poverty reduction in the new era as scheduled at the end of 2020," said Yu Weiping, Vice Minister of Finance. "We have accomplished the arduous task of eliminating extreme poverty and made significant contributions to global poverty reduction. Going forward, China will continue to sustain and expand the gains in poverty alleviation and comprehensively realize rural revitalization. The Ministry of Finance will ensure that sound fiscal policy measures will be made and implemented to support the transition. We stand ready to continue strengthening cooperation with the World Bank in relevant areas."
"China's poverty reduction story is a story of persistent growth through economic transformation," said Manuela V. Ferro, World Bank Vice President for East Asia and Pacific. "As China's economy adjusts to a new low carbon growth model, its social policies will need to be adapted to support greater labor mobility, upgrade skill levels in line with shifts in labor demand and offer improved social protection to ensure a just transition."
China's approach to poverty reduction has been based on two pillars, according to the report. The first was broad-based economic transformation to open new economic opportunities and raise average incomes. The second was the recognition that targeted support was needed to alleviate persistent poverty; support was initially provided to areas disadvantaged by geography and the lack of opportunities and later to individual households. The report points to a number of lessons for other countries from China's experience, including the importance of a focus on education, an outward orientation, sustained public investments in infrastructure, and structural policies supportive of competition.
The report also highlights how the success of China's economic development and the associated reduction of poverty benefited from effective governance, which helped coordinate multiple government agencies and elicit cooperation from non-government stakeholders. To illustrate the role of broad-based economic transformation in poverty alleviation, separate sections of the report analyze growing agricultural productivity, incremental industrialization, managed urbanization and rural-to-urban migration, and the role of infrastructure. The evolution of China's approach to poverty alleviation, from place-based to country-wide social protection policies, and the targeted poverty alleviation strategy since 2012 are also reviewed.
The report considers the likely future structural shifts in China's growth model, including rebalancing towards consumption and high value services and embarking on the transition towards carbon neutrality, and their implications for China's future policy agenda. It highlights the need to close remaining gaps in quality education between rural and urban areas and to provide better social protection to migrant workers, and the scope for improved integration of the various existing social security policies.


text:
Indonesian village wants Canada's trash
Indonesia's crackdown on imported foreign waste — including from Canada — has upset the village of Bangun, where residents say they earn more money sorting through piles of garbage than growing rice in once-lush paddy fields.
Overwhelmed by a spike in waste imports after China closed its doors to foreign garbage, Indonesia has tightened import rules and customs inspections, sending hundreds of tonnes of foreign waste back to their origin countries.
Green groups praised the crackdown, but Bangun residents say restricting trash from countries like the United States, Canada and Australia will wipe out a key source of income.
"If they're going to forbid us from this, there must be a solution. The government hasn't provided us jobs," said Heri Masud as he took a break from sifting through rubbish piled high around the village of 3,600 people.
Children in Bangun play on a pile of rubbish. (Willy Kurniawan/Reuters)
The front and backyards of homes in Bangun overflow with waste on land that once had been used to grow rice.
Villagers look for plastic and aluminum to sell to recycling firms. Tofu makers also buy waste to burn as fuel when making the soy-based food.
Masud said the money from sorting trash is used to fund activities such as sending villagers on the Hajj pilgrimage to Islam's holiest sites in Saudi Arabia.
"Every year 17-20 people from this village go on a Hajj. That's funded from this waste," he said.
Salam, 54, said recycled rubbish paid for his children's schooling, and also bought a house for his family and livestock.
"I have nine goats now," said Salam, who works as a waste broker between villagers and a nearby paper factory and says his job is easier than farming.
A 5-year-old boy walks over a pile of garbage. The yards around homes that once grew rice are piled high with trash. (Willy Kurniawan/Reuters)
While it may be more lucrative, the piles of garbage are a threat to villagers' health, environmentalists say.
Research by the green group ECOTON found microplastics had polluted groundwater in Bangun and in the nearby Brantas river used for drinking water by five million people in the area.
Indonesia imported 283,000 tonnes of plastic waste last year, up 141 per cent from a year earlier. The country is the second biggest contributor of plastic pollutants in the world's oceans, according to a 2015 study.
In June, Indonesia sent back about 100 tonnes of paper waste imported from Canada via the U.S. because it was contaminated with plastic and rubber.
A month earlier, the president of the Philippines ordered 69 containers of garbage be sent back to Canada because it had been mislabelled as recyclables.
Domestic waste in Indonesia is also a problem.
Indonesia generates 105,000 tonnes of solid municipal waste every day in urban areas, with only 15 per cent recycled, said a World Bank report in June. Many city landfills are near capacity and beaches around the archipelago are often strewn with rubbish.
"We already know that Indonesia is dirty, and now America is adding their rubbish," Prigi Arisandi, executive director of ECOTON, said at a recent rally outside the U.S. consulate general in Surabaya in East Java.
Indonesia has launched a plan to reduce marine plastic debris by 70 per cent by 2025, pledging to spend $1.3 billion Cdn, but it is unclear how much progress has been made.
The government is behind schedule for setting up waste-to-energy plants, while a plan to impose a levy on plastic bags is facing strong opposition from the plastic industry.
By : Ashley Armstrong Tags: Canadas Indonesian trash village
'It's been hell': Indigenous DND employee says harassment policy failed him
ROM curator 'very happy' to help identify new species of medicinal leech


The European Society of Cardiology (ESC) has launched new guidelines on syncope (the transient loss of consciousness caused by reduced blood flow to the brain).
Syncope is very common with approximately 50% of people having at least one syncopal event during their lifetime. The most common type is vasovagal syncope, commonly known as fainting, which has many triggers including fear, shock, seeing blood, or prolonged standing. The challenge for doctors is to identify the minority of patients whose syncope is caused by a potentially deadly heart problem.
The guidelines recommend a new algorithm for emergency departments to stratify patients and discharge those at low risk. Patients at intermediate or high risk should receive diagnostic tests in the emergency department or an outpatient syncope clinic.
Another diagnostic tool is the implantable loop recorder, a small device inserted underneath the skin of the chest that records the heart's electrical signals. The guidelines recommend extending its use for diagnosis in patients with unexplained falls, suspected epilepsy, or recurrent episodes of unexplained syncope and a low risk of sudden cardiac death. A new section has been added to the guidelines, as an addendum, with practical instructions for doctors on how to perform and interpret diagnostic tests.


text:
Баймаки () — село в Белогорском районе Хмельницкой области Украины.

Население по переписи 2001 года составляло 108 человек. Почтовый индекс — 30222. Телефонный код — 3841. Занимает площадь 0,058 км².

Местный совет
30222, Хмельницкая обл., Белогорский р-н, с. Ставищаны, ул. Центральная, 77

Примечания

Ссылки
 Баймаки на сайте Верховной рады Украины
 Административно-территориальное устройство Хмельницкой области

Населённые пункты Белогорского района (Хмельницкая область)

redpajama_set_name: RedPajamaWikipedia


text:
JTE v11n1
https://doi.org/10.21061/jte.v11i1.a.5
Talking Technology: Language and Literacy in the Primary School Examined Through Children's Encounters with Mechanisms
Eric Parkinson
The Role of Language and Dedicated Terminology
Language plays a pivotal role in teaching and learning across the curriculum. This article embraces an examination of certain dedicated terms within technology education that children may encounter as part of their primary school experience. Four language-related issues are explored. The first of these concerns the difficulty that may be experienced in defining certain technological terms. The second concerns the ways in which primary school children use their own versions of terminology to describe specific artifacts and functions. The third issue concerns the role of some manufacturers and publishers in employing inappropriate terminology within educational products. The final issue revolves around the psycho-social development of language in young children and the contribution this may make to the acquisition of appropriate technical terms. These issues are woven together to form a complex linguistic tapestry with implications for classroom practice.
Language, when seen as the instrument of communication used by the speech community ( Labov, 1994 ), provides the basic platform for the communication of ideas. Our language is packaged into words. These convenient vocal units express culturally-derived fragments of meaning, and indeed it seems that we all have an intuitive grasp of what constitutes a word as a distinct unit within our own language ( Langacker, 1972 ). The use of the term "word" is qualified with culture, since it is the sharing of the meaning of our words in prescribed cultural settings that enables us to sustain the building blocks of our language. As Pinker (1994) said, "A word is the quintessential symbol. Its power comes from the fact that every member of a linguistic community uses it interchangeably in speaking and understanding...Words...are a universal currency within a community".
Within the community of the primary school, the core elements of language such as speaking, listening, reading and writing can be gained in all manner of subjects ( DFE 1995 , SCAA 1997a ), including Design and Technology ( SCAA, 1997b ).
Design and Technology has a significant stock of words that we could see as being of a "dedicated" nature. The words are often powerful and as "packets of meaning" we may assume that they need secure foundations upon which to erect complex structures of technological thought, language, and action. Many of the words employed in design and technology can be described as "terminology"-the naming of parts.
These technical terms are often a form of linguistic shorthand. We do not refer for example to "wheels which have machined or cast grooves disposed in a regular fashion around their periphery so they may interact with similar wheels in order to convey motion through the act of rotation." We simply talk about "gears."
The importance attached to individual words is recognized across curriculum documents in the United Kingdom. The national curriculum for England and Wales ( DFE, 1995 ) suggests that pupils be taught "-to use the appropriate vocabulary for naming and describing the equipment, materials and components they use". Similar claims for the use of dedicated language are made in the Scottish Environmental Studies 5-14 program of the Scottish Office Education Department ( SOED, 1993 ) and by the Department of Education for Northern Ireland ( DENI, 1992 ).
On the basis of core directives such as these, if children are to begin to develop a design and technology vocabulary it seems important that the meanings of words that they accumulate are precise. Moreover, the vocabulary should be practiced regularly within appropriate settings to better embed them as core linguistic components. This dedicated stock of words, the terminology of design and technology, could be quite extensive even for children of primary age since curriculum expectations may embrace conceptual content of a relatively high order. Areas such as "mechanisms" and "control applications" carry a significant stock of technical terms which primary age children may encounter.
Words, Contexts, and Expectations
We do of course often see that certain words are used in one way in a subject-related circumstance but have different meanings when the context is more general. The term "energy" for example, has a specific, reserved meaning in science. Yet it has a very unscientific range of applications beyond that discipline when children in class claim they "have no energy today!" Nonetheless, effective teaching and learning should still have enabled the child to gain a grasp of the notion of the principle of the conservation of energy. The word "energy" in the dedicated scientific sense is loaded with meaning and shared across the scientific community.
Perhaps it is one of the features of higher language acquisition that we may employ various levels or domains of vocabulary usage. Through some subtle mechanism, terms can be shared in certain contexts, but when appropriate we are able to throw a subtle "linguistic switch" to accommodate an alternative set of meanings in different settings.
In the primary years of education, from the perspective of published guidance, there seems to be something of a presumption that accumulation of a precise technological vocabulary should be undertaken. Moreover, since there is not much evidence to the contrary, it would appear to be a straightforward process. Thus in primary schools where there can be a considerable repertoire of activities in designing and making, it would seem that children, while engaging in these various tasks, should have access to teachers, support texts, and perhaps even software that could introduce "appropriate" vocabulary. These assumptions may, however, not be consistent with what actually happens in primary school practice.
Developing a Technical Vocabulary Through the Concept of Mechanism
For the purposes of this article, the linguistic focal point will be two terms which are central to the understanding of aspects of mechanics at primary education level. Encounters with mechanisms play a part in United Kingdom primary schools from the early years with simple vehicles to later, more complex engagements with control technology ( J auml;rvinen, 1998 ). At a conceptual level, mechanisms are part of our technological society and embrace core ideas on the transfer of energy and the application of force. Engagement with mechanisms in school settings can be one of the very practical routes by which scientific understanding can be gained through interaction with technology.
Intimately bound up in the conceptual areas of force and energy relating to mechanisms is the idea of relative motion. Parts move relative to each other and do so predominantly by describing circles or parts of circles. Two terms, which are important in the understanding of the vocabulary related to mechanisms, are "shaft" and "axle." There is a body of evidence to suggest that terms such as these, in certain texts, lack clear meaning. As a result, published support materials may be unable to use the terms in an appropriate manner in teaching and learning situations.
Problems of Definition-The Meaning of "Shaft" and "Axle"
The origins of the terms shaft and axle are based in antiquity. Partridge (1958) indicated the origins of the term schaft from Middle English, from Old English as scaeft and Old Norse as scapt . In the case of Old Norse, the term refers to a long handle-usually that of a spear. Further into the past one can find the Latin term scapus and the Doric Greek term skapon , both meaning "staff." A modern source such as Chambers 20th Century Dictionary (1983) refers to a shaft as "anything long and straight: a stem: an arrow: a missile...a rotating rod that transmits motion".
Beyond the basic qualities of "long and straight" the term "shaft" then, clearly has a range of meanings and these are often context-dependent. From a structural perspective, the term shaft could embrace the long and straight pieces that contribute to a framework. On the other hand, a shaft can describe a long, straight void such as a mine shaft. And then there is the mechanically dedicated meaning. In this instance the long, straight component is further qualified in that it rotates and thus can transmit motion.
The term "axle" was shown by Partridge (1958) to have Greek ( axon ) and Sanskrit ( aksas ) origins, and modern dictionary definitions such as the Chambers 20th Century Dictionary (1983) clearly relate axle to axis and describe it as "...a line about which a body rotates, or about which a figure is conceived to revolve". The Collins English Dictionary (1991) specifies the term in the context of mechanics such as "a bar or shaft on which a wheel or pair of wheels, or other rotating member revolves".
From these core definitions, in the contexts of mechanisms, it can be established that shafts can be long straight rods that transmit rotary motion. Axles on the other hand, although they may be long and straight, do not turn. Rather, things turn around them.
There is a contradiction however. Perhaps as the ultimate reference, the Oxford English Dictionary (1989) describes an axle in a mechanical context as "The centre pin upon which a wheel rotates, or which revolves along with it". From the Oxford English Dictionary reference it seems that an axle may be fixed or it may rotate.
This confusion is intensified by terms used in the realms of engineering. For example, an engineer may speak of a "live" axle or a "dead" or "fixed" one. However, in this respect at least the term is qualified so that the user is aware of the implications of the "types" of axles. In engineering terms, especially within the automotive industry, this qualification "live" is used in the description of, for example, a "live rear axle."
As a final complication to this picture, in the heavy transport sector, a railway carriage or wagon will be seen to have "axleboxes" on the outside of frames, and yet, turning within these bearing structures are rods (shafts) which firmly connect pairs of wheels!
Examples of Definitions from Texts to Support Technology Education
As a means of supporting primary teachers, the UK-based Design and Technology Association has published a useful guide for primary educators regarding terms used in Design and Technology activities that may be encountered in the classroom. From this source, The (British) Design and Technology Association (DATA) (1995) offers the following definitions: "Axle - Rod on which one or more wheels can turn" and "Shaft - A rod which transmits motion".
With core dictionary definitions in mind, one might be compelled to ponder the meanings of the terms and wonder what ideas they convey to primary teachers. The DATA shaft definition is a little less specific than core dictionary definitions. While a shaft clearly is a rod that transmits motion, this motion is not qualified as being rotational.
Not all rods which transmit motion may be shafts. Rods which transmit motion by moving to and fro, such as a push-rod or a connecting rod, exist. In the language of mechanical engineering, then, the term "rod" seems to have a range of applications when given further qualification.
"Rod" is a rather useful non-committal term, for a rod is long and straight, and if it rotated it could act as a shaft. On the other hand it could be the axis upon which something else rotates in which case it would make a useful axle. Rods could even be used to describe long, straight structural elements.
The term "axle" under the DATA definition may be inexact, depending upon which definition one adheres. Certainly the extended understanding of axle that is used in some sectors of engineering may need further qualification via "dead" or "fixed" and "live." The whole basis of ascribing meanings to multi-sense words is a discipline in itself and the process of establishing the senses of words for dictionary entries is a complex business for the domain of a specialist. Large, general language sources offer the lexicographer a resource which can provide a systematic approach to establishing senses. Atkins (1987) for example provides an insight into the use of objective (syntactic and lexical) evidence to support dictionary senses.
On the basis of complexity, the "naming of parts," or terminology, is relatively straightforward and at the "easy" end of the semantic scale. However, even at this level, a set of definitions that is the basis for constructing a techno-logical vocabulary seems quite difficult to achieve. In light of this, is it realistic to expect that teachers will comprehend a range of meanings and be able to pass on accurate information to children?
Terminology Used by Primary School Children Based on Work with Moving Things
Much design and technology activity in the primary classroom centers around moving things for they are quite simply a source of inspiration for children and teachers alike. Even before the text of a national curriculum for England and Wales began to specify the skills and content of design and technology at the start of the 1990s, teachers and children had been engaging in the process of making things "go" for years. The justification was simple. Wheeled vehicles were interesting in their own right and perhaps reflected the aspirations of an increasingly mobile "car-centered" population (Parkinson, 1998) . Young children pushed simple wheeled toys and went on to make things "go" very often from the assured platform of success offered by construction kits. As manipulative skills developed, children were able to represent and create a wide variety of wheeled vehicles using a range of reclaimed materials.
Perhaps in the broadest sense there is an element of progression in all of this. First, children are able to relate to aspects of motion by wheels interacting with a flat surface such as the ground or a desktop. Play activities enable them to gain an intuitive understanding of the differences between sliding and rolling friction and the key role that wheels play in all of this. At some point in a learning sequence, children become able to handle the more abstract notion of wheels interacting with other wheels . This interaction occurs either by wheels turning on fixed axles or the wheels may be attached to shafts (or "live" axles). In the latter case, there is an advantage to be gained from shaft-driven elements in that once a shaft is turning then specialized wheels of different sizes, such as gears, can occupy places on the same shaft. Thus they can transfer motion from one shaft to another in a complex sequence of drive relationships we call a gear train.
In a study of primary children engaged in problem solving with gear trains using LEGO Technic, Bennett (1996) provided an account of the descriptive terms employed. He stated that, "It was interesting to note the reluctance or inability of the children to use the technical vocabulary in discussions. Axles were variously called 'stick things'_'spars'_'that bit there'... 'Little things-what's it called?'... and yet this did not necessarily diminish the children's practical capabilities or willingness to explain their understanding". The Bennett study was undertaken with a small group of children in a spare classroom and videotaped. This controlled setting may have, of course, influenced the language-related outcomes.
In a similar mechanism-related setting for studying primary-age pupils' linguistic behavior and responses, Schoultz (1997) reinforced this view of children choosing to use their own terminology. He did this from the perspective of technological language not being seen as a native language. Within this study, children were invited to interact with a "black box" containing a mechanism and then to provide explanations for what was presumed to happened within. When interviewed about what might have been happening within the black box, Schoultz stated that, "The pupils in the study used few words from the technological field, instead they used words like that one, this one, this stick and that spike etc. This is not unusual as technology for many people is a long list of words and terms which have been extracted from their context".
The picture starting to emerge here is that children are not using "correct" technical terms. This observation is underlined in England and Wales by the government Office for Standards in Education (1995) inspection force which raises this issue of the acquisition of technical vocabulary from their own particular observation-based perspective, pointing out for example that in infant schools (Key Stage 1) "...technical vocabulary was rarely developed adequately".
Data collected specifically for this article from a small sample of institutions in Kent, UK, supports the view that pupils-and their teachers-show limited application or understanding of the terms axle and shaft. To assess pupil and adult understanding of these terms, timber artifacts featuring a wheel which turns on a yellow axle and wheel attached to a red shaft were produced.
Samples of children and adults were randomly selected from co-operating institutions. The subjects were asked to explore the artifact and then give a name to the red component and the yellow component.
Reactions from children
The initial response from children regarding the naming of parts was in many ways secondary to their reaction to the artifact itself. Most children wanted to provide a name—or perhaps a context for the whole artifact. Even though the wheels were offset on opposing corners of the artifact, and only one wheel was evident on each rod, many children ventured that "this is a car isn't it?" Some ventured further that "some wheels are missing."
The children were initially unwilling to accept the abstraction and detachment required to focus on individual components; these had to be related to the whole artifact and to them, the device seemed to be "incomplete" without a name or purpose.
Analysis relating to the categories of name offered by children for the red and yellow components was undertaken under the denotational structure described by William Labov in 1978, cited by Allan (1986) . Labov indicated ways in which descriptive terms might be applied to a set of containers. His evidence suggested that decisions on the how to assign various names might be made according to the criteria of shape, material from which the containers were made, the purpose of the container, and the location of the container.
On a small sample of children ( n =18) in UK primary years 5 and 6, an analysis was carried out upon data provided in the naming activity. Since the Labov criterion of "place" seemed inappropriate (although this was perhaps a pointer to the matter or "context" which was not pursued further for the purposes of this study), the classification was attempted using the criteria of shape, material and purpose.
This task proved to be largely ambiguous for it was often impossible to clearly assign the terms used for the red shaft and yellow axle to the Labov criteria. Children used terms such as "handle"—which could apply to either (or both) criteria of "purpose" or indeed of "shape." Similarly, some children referred to the rods as a "wooden pole." This could be classified under "material", "purpose" and "shape!"
From the sample, one child referred to the fixed and moving rods as a "shaft." No children used the term "axle." The terms most frequently used were "piece/bit of wood" (5 responses, two for the shaft and three for the axle) and "stick" (4 responses, two each for the shaft and axle).
A second sample ( n =31) was collected from younger children. These were drawn from UK primary years 3 and 4. The pattern of data reflected that found with the previous sample. The most frequently used term was "wood" (15 responses, seven for shaft and eight for axle) and "stick" (11 responses, seven for shaft and four for axle). No children used the terms "axle" or "shaft."
The sheer range of words used by children as descriptors was extensive in both samples, and provided a glimpse into the richness and diversity of language upon which they were able to draw. This could be seen as a stage in children's concept development in which, according to Vygotsky (1986) the children were able to use concrete and factual bonds to associate with components, rather than adult abstractions and logic.
Comparison with data from adults
For purposes of comparison, data were also collected from serving teachers. Volunteers in two primary schools ( n =28) teaching the 5-11 age range in Kent, UK, kindly provided information. The overwhelming finding was that of the use of the preferred term "axle" for both the red shaft and the yellow axle. These data from serving teachers was further supported by data volunteered from students ( n =108) in the first few weeks of a primary teacher training course at a higher education facility in Kent. Again, the overwhelming response was that of the use of the term "axle" to describe both the red shaft and the yellow axle. In fact, for the red shaft, 46% opted for the pure term "axle" while a further 20% used the term, but in qualified form such as " moving axle." For the yellow axle the use of the term "axle" was slightly less emphatic, with 24% using the unqualified pure term and a further 26% using it with qualification.
In the situations described so far, primary pupils could be seen to be participating in an informal labeling process. Descriptive terms could be seen to be woven into terse phrases so that meanings can be shared within a practical setting, often rooted in problem solving. When we observe children working in group situations at mechanism-related tasks, body language such as pointing plays a significant role in addition to spoken language. Johnsey (1998) elaborates on this aspect of body language which augments, extends, or substitutes speech as a transfer medium for ideas. He suggested that, "Hand gestures can describe the dimensions and shape of a model and how parts of it function and move. The method is a quick and effective way of communicating ideas to others and of manipulating an image held in the mind's eye".
An Analysis of Shaft and Axle Terminology in Mechanical Kits
The basis for definitions has been seen to be somewhat problematic. A review of selected literature does nothing to clarify this situation. Three examples concerned with publications intended to educate students in matters mechanical were selected for study.
The first example is drawn from the work of the Rev. Robert Willis, Jacksonian Professor of natural and experimental philosophy at the University of Cambridge in the mid 1800s. Willis developed a special construction kit which could be used a means of demonstrating principles of mechanisms to his students. It was devised so that mechanical components could be added, removed, or re-positioned with speed and accuracy during a lecture-demonstration.
This demonstration apparatus was described in great detail ( Willis, 1851 ) and provides insight into the basic terminology used. Willis suffered no confusion between axles and shafts. His explicit text makes it very clear that within the context of mechanisms, shafts can rotate and need suitable bearing points and sometimes a means of inhibiting undesirable to and fro motion along the long axis. He wrote, "To prevent the endlong motion of the shafts, which are mere plain cylinders unprovided with shoulders or necks, rings must be employed. This device is usual in manufacturing mechanism when a shaft requires to be often taken out for cleaning or adjustment. It is plain...the shaft will be free to revolve, but prevented from sliding endlong".
The Willis example has been chosen since it was something of a benchmark in education in mechanics. Willis was a clear leader in his field, established a novel, practically-based teaching mode, and communicated his ideas to an influential cadre of future engineers. Moreover, for the benefit of his students, Willis did not use the qualified term "live" axle, he used the dedicated and specific term "shaft."
A second example is drawn from an instructional handbook concerned with the product "Mecanno." Meccano, a set of metal parts originating from the start of this century, was in many ways the first construction kit to gain mass appeal both for children and indeed for many adults. It held a leading place in the global market until being displaced by construction kits made from injection-molded plastics in the 1960s.
The example drawn from the Meccano Constructors Guide ( Love, 1971 ) then, represents a significant point of accumulated knowledge and application of the Meccano product. It featured the most modern Meccano set, one that used electric motors and lights. In many ways, this was ground-breaking territory for the late 1960s and early 1970s. Here was a product, with supporting literature, that could influence a whole generation of potential engineers.
The Guide is confusing on the issue of specific mechanism-related terms. Within the metallic domain of Mecanno, wheels, gears, and pulleys can be fixed to metal rods with small screws. This implies that rods could be given the specific term "shafts," for they can rotate in holes in the structure provided by the perforated strips and plates which are characteristic of the Meccano construction system. Alternatively, the rods could have been described as "free" or "live" axles." The Guide features copious illustrations of mechanisms with shafts. In the text however, these shafts are referred to as Axle Rods . To simply have called them rods would have been acceptable, but to qualify the term "rod" with a further descriptor seems difficult to justify and indeed rather clumsy.
Rod has an almost elegant simplicity as a term. Perhaps the author wished to qualify the general term rod with an indication of motion, and chose axle to do this. Nonetheless, did this rather ponderous piece of language-giving affect a generation of Meccano-inspired potential engineers?
The third example in this historical succession is drawn from what could be seen as one of the successors to Meccano. This product is LEGO Dacta, which became popular in the 1960s and 70s as a children's toy. Later, this product achieved significant penetration into the formal education market.
For the purpose of the LEGO example, two publications produced by the LEGO organization were selected. The first publication is the Teacher's Guide to TECHNIC 1 ( LEGO Group, 1985 ) for children of the ages of seven and upwards. This product marked a departure of LEGO away from the interlocking building blocks with a focus on modeling structures and into the modeling of mechanisms. This transition clearly put them into the educational market.
Moving parts in the LEGO system, particularly in the TECHNIC 1 set, are characterized by the use of precision-made, black, splined rods onto which various types of wheels can be pushed so that they hold their position by friction. These splined rods can then rotate freely in the regularly pierced plastic structural members of LEGO. These splined, black rods are shafts (or "live" axles).
However, according to the Teacher's Guide for TECHNIC 1 the black rods are known simply as "axles." This seems like an educational opportunity missed. A dedicated term could have been used, but the unqualified "axle" was employed instead.
Have things changed since 1985? Very little it would seem. The text of a later guide, the LEGO DACTA Motorized Systems Teacher's Guide ( LEGO, 1994 ) is part of a class resource which demonstrates the full capability of a precision-made injection molded plastic kit. This resource is for use by secondary school pupils. The Guide acknowledges that the Motorized Systems set has arisen out of international collaboration between LEGO Dacta teams in Denmark, Australia, and the UK. In a situation perhaps similar to Meccano of the late '60s and '70s, one is dealing with a construction kit at its zenith.
As before, the text of the Guide however refers to the black splined shafts which characterize LEGO mechanisms as unqualified "axles." The reader is advised for example that "Axles should be run as freely as possible to reduce friction...".
One is forced to repeatthe reservations expressed regarding the construction guide for Meccano. How will this affect the language acquisition of a generation of engineers who have grown up using LEGO Dacta materials? The situation has further implications since the instructional materials are for teachers. As a consequence, teachers could acquire unqualified and inappropriate technical vocabulary and convey it to the children they teach.
Reflections on Evidence in Relation to Psycho-Social Influences
From the standpoint of the diversity and range of names produced by children for "putting a name to" unfamiliar components, it is useful to reflect on the self-devised informal terms used by children in the previous examples. Shape and function certainly play major roles as descriptors for the construction of informal labels. These are "working" labels which serve the children in their own particular context and socio-linguistic setting.
The investigations on children's performance on thinking and language in controlled, perhaps unfamiliar, laboratory-like investigations described earlier (for example contrived pieces of problem solving and children responding to interviews and the handling of unfamiliar artifacts), require careful reflection. Lave (1988) offers a reminder that the learning process itself can be seen as part of an interaction between complex mental process and the totality of the learning environment. Data recorded from contrived learning situations may not represent the broader, more complex picture. This is not to say that children's engagement with the unfamiliar is of no value. Within the field of problem solving, Hennessy and McCormick (1994) provide a reminder that changing familiar aspects of tasks (such as introducing the frames with yellow and red rods or the "black boxes" described earlier) can assist in the development of decontextualised knowledge, enabling learners to master complex situations.
A significant factor to consider regarding the complex overall picture of language learning is that of assumptions about the use of use of everyday language. Rix and Boyle (1995) raise the issue of children having alternative meanings for everyday words. From the context of primary science they said "...we became intrigued by the number of times children appeared to have alternative meanings for everyday words which we took for granted needed no further explanation to make the meaning explicit". The notion of alternative meanings signals the inclusion of another strand in the understanding of learning and key role of language, for it is primary science that has left an indelible mark on the research landscape with ideas on constructivism. This rests on the notion that learners assemble their own frameworks of meaning ( Driver et al., 1985 ) in order to explain the circumstances of their surroundings. Moreover, scientifically incorrect, yet plausible explanations may lead to the development of alternative frameworks. These must be challenged and appropriately reconstructed if scientific ideas are to take root and flourish.
From this standpoint, a parallel line of inquiry can be followed. If it is accepted that children may construct their own meaning, then it may follow, given the interaction of meaning and language, that they may construct elements of their own language too. This might well include an array of informal names supported by the qualification of concrete descriptors. Within this linguistic construction process the accuracy of words will be significant. Indeed, as Sutton (1992) crucially pointed out, it will occur at times of episodes of new thought that shades of meaning will be at their most significant. He stated that, "a shift of attention from one shade of meaning to another is what initiates new understanding".
Halliday (1975) brings a further dimension to the notion of informal labeling. In describing two "macro-functions" of language, a distinction between functional components of the semantic system is made. The first of these macro-functions, the "ideational" components, where the speaker expresses experiences about the external world, would seem to match well with the labeling process- the notion of matching parts to informal "name plates" based on criteria such as shape and substance.
The second of these macro-functions within the semantic system refers to "interpersonal" components. This function is characterized by participation in a speech event where elements of personal judgements and attitudes can exert effects on the listeners. Is this process also at work when informal labeling is undertaken? Within the nuances of spoken language, then how things are said may be as relevant as what is said. Phrases such as "little things," "what's it called?" and "stick things" may convey interpersonal overtones into the informal labeling process. Medway (1994) identified the ideational component in a positive light in the context of architects engaged in building projects. He described types of communication scenarios in which architects engage with each other and suggested that the ideational and interpersonal linguistic strands weave together to form a textual web with "...strands of meaning appearing and reappearing in successions of contexts".
Situated Learning
Lave (1991) added another dimension to this aspect by taking a de-centered view between the polarity of constructivism, and individual and socially shared cognition. Lave suggested that children may develop language and learning within what is termed a "situated community of practice." This may share some similarity with the architects' office with its community of specialized engineers and designers sharing tasks, contexts, and a stream of specialized language.
From a classroom perspective, this may have implications for the way that teachers organize practical learning situations, such as engagement with mechanisms. Perhaps the role of pupil participation needs further exploration with a greater emphasis on organizational strategies that enable pupils to situate themselves both as observers and as managers with responsibility for practical activity ( Lave Wenger, 1991 ). Rogoff (1995) reinforced this view as one of the basic notions concerning the transfer of knowledge and made the point that it is the transfer between situations of say, "observer" and "responsible organizer" that allows participants to construe relations between purposes and meanings. Indeed, Rogoff described this process in a profound way as being "...inherently creative, with people actively seeking meaning and relating situations to each other". The situated learning environment can thus enable episodes of "reflected" dialogue in which ideas are tested by bouncing them onto other participants to gauge levels of acceptance.
We are left with a number of problems. First, from one perspective it would seem that linguistic possession of sets of appropriate technical terms is a desirable curriculum aim. Second, as has been demonstrated from the selected examples, there is some inconsistency in the very definition of technical terms themselves. In the limited setting of the cases presented, for example, one cannot be sure what "right" terms actually are! Third, the guidance materials that could influence and direct the actions of teachers reflect the general uncertainty over the use of technical terms. They are inconsistent. Finally, from limited research evidence based on observations of what children do in schools, children appear to want to use their own terms rather than prescribed ones anyway. They are able to construct their own terms based, for example, on perceptions of form and function. This in itself is a valuable learning experience which may serve to develop technological capability.
What effect does all this have on development of language and literacy within the primary classroom? It may be that children are not necessarily "technologically deprived" if their technical vocabulary is not as sound as curriculum documents might incline us to believe is desirable. Perhaps the technical "home grown labels" produced by children within the design and technology "situated community of practice" contributes to a growth of understanding that is, as yet, not recognized nor understood. A body of further research from primary classrooms needs to contribute to the overall picture. Indeed perhaps the pursuit of a true technical vocabulary at an early age is, to an extent, undesirable and special terms are best used in the more refined atmosphere of the secondary school. Here technology-dedicated staff can use appropriate terms and convey these to children consistently within relevant contexts. It is possible that the "misuse" of technical terms in settings that educate young minds has itself contributed to the occurrence of "linguistic drift" which seems to surround the terms specified in this account.
Allan, K. (1986). Linguistic Meaning, Vol. 1. London and New York: Routledge and Kegan Page.
Atkins, B. T. (1987). Semantic ID tags: Corpus Evidence for Dictionary Senses. In the uses of Large Text Databases: Proceedings of the 3rd Annual Conference of the University of Waterloo Centre for the New Oxford English Dictionary. Waterloo, Canada: University of Waterloo.
Bennett, R. (1996). An investigation into some Key Stage 2 children's learning of foundation concepts associated with geared mechanisms. The Journal of Design and Technology Education, 1(3).
Chambers 20th Century Dictionary (1983). Edinburgh, UK: W and R Chambers Ltd.
Collins English Dictionary (1991). Third Edition. Glasgow, UK: Harper-Collins Publishers.
DATA (1995). Design and Technology-Technical Vocabulary for Key Stage 1 and 2. Wellesbourne, UK: Design and Technology Association:
DENI (1992). Technology and Design. Programmes of Study and Attainment Target. Department of Education for Northern Ireland. Belfast, UK: HMSO.
DFE (1995). Key Stages 1 and 2 of the National Curriculum. Department for Education. London, UK: HMSO.
Driver, R., Guesne, E., Tiberghien, A. (1985). Children's ideas in science. Milton Keynes, UK: Open University Press.
Halliday, M. A. K. (1975). Learning how to mean: explorations in the development of language. London: Edward Arnold Ltd.
Hennessy, S., McCormick, R. (1994). The general problem solving process in technology education: Myth or reality? In F. Banks (Ed.) Teaching Technology. London, UK: Routledge.
J auml;rvinen, E. (1998). The Lego/Logo Learning Environment in Technology Education: An Experiment in a Finnish Context. Journal of Technology Education, 9(2).
Johnsey, R. (1998). Exploring Primary Design and Technology. London, UK: Cassell.
Labov, W. (1994). Principles of Linguistic Change. Vol. 1. Internal Factors. Cambridge Massachusetts: Blackwell Publishers.
Langacker, R. W. (1972). Fundamentals of Linguistic Analysis. New York: Harcourt Brace Jovanovich.
Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge, UK: Cambridge University Press.
Lave, J. (1991a). Situated Learning in Communities of Practice. In L. B. Resnick, J. M. Levine, S. D. Teasley (Eds.). Perspectives on Socially Shared Congnition. Washington: American Psychological Association.
Lave, J., Wenger, E. (1991b). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
LEGO (1985). Teacher's Guide to Technic 1. LEGO Group. Wrexham, UK: LEGO UK.
LEGO Dacta (1994). Lego Dacta Motorised Systems, Teacher's Guide. Wrexham, UK: LEGO Dacta .
Love, B. N. (1971). Meccano Constructors Guide. Hemel Hempstead, UK: Model and Allied Publications.
Medway, P. (1994). The Language Component in Technological Capability: Lessons from Architecture. International Journal of Technology and Design Education, 4(1).
Office for Standards in Education. (1995). Design and technology. A review of inspection findings 1993/94. London, UK: HMSO.
Parkinson, E. F. (1998). The seduction of the wheel. A synthesis of research-based issues surrounding car-led construction activities of young children and the relationship these may have with current environmental trends which progressively seek to limit the impact of road traffic. In J. S. Smith E. W. L. Norman (Eds.). IDATER 98 International Conference on design and technology research and curriculum development. Loughborough, UK: Loughborough University.
Partridge, E. (1958). Origins, A short etymological dictionary of Modern English. London, UK: Routledge Kegan, Paul.
Pinker, S. (1994). The Language Instinct-The new science of Language and Mind. London, UK: The Penguin Press.
Rix, C., Boyle, M. (1995). I think I know what you mean. Primary Science Review. 37.
Rogoff, B. (1995). Sociocultural activity on three planes. In J. V.Wertsch, P. Del Rio, A. Alvarez (Eds.) Sociocultural studies of mind. Cambridge, UK: Cambridge University Press.
SCAA (1997a). Use of language: a common approach. London, UK: School Curriculum and Assessment Authority.
SCAA (1997b). Design and Technology and the use of language. London, UK: School Curriculum and Assessment Authority.
Schoultz , J. (1997). Pupils talk and write about simple mechanisms. In R. Ager C. Benson (Eds.). International primary design and technology conference-a celebration of good practice, Volume 2. Birmingham, UK: CRIPT at University of Central England.
SOED (1993). Environmental Studies 5-14. Edinburgh, UK: The Scottish Office Education Department.
Sutton, C. (1992). Words, science and learning, Buckingham, UK: Open University Press.
The Oxford English Dictionary (1989). Second Edition, Volume 1. Oxford, UK: Clarendon Press.
Vygotsky, L. (1986). Thought and Language. A. Kozulin (Ed. and Trans.). Cambridge, Mass: The MIT Press.
Willis, R. (1851). A system of apparatus for the use of lecturers and experimenters in mechanical philosophy, especially in those branches which are connected with mechanism. London, UK: John Weale.
Eric Parkinson (e.f.parkinson@canterbury.ac.uk) is on the Faculty of Education, Canterbury Christ Church University College, Kent, United Kingdom.


text:
Cult Labs > Cult Labels > Official Shameless Fan Forum > Current and Upcoming Shameless Titles
New Shameless Releases Coming Very Soon!
Page 101 of 145 « First < 51 91 99 100 101 102 103 111 > Last »
marvinnashsear
Location: Bellshill
[QUOTE=Mat82;570552]I have a dvd rip of this from a uk satellite channel, and all the animal cruelty is intact. The vagaries of censorship, eh?廊
If I remember right it was on Yvette Fielding's channel. She had a channel for a wee while that showed films at night. This was one of them along with the likes of Demons 1 and 2 and The Driller Killer.
Cult Rookie
I think your right. Might have been called the paranormal channel or something similar.
Yeah that's right. Then it changed to the Unexplained channel.
incidental to the plot.
I presume you mean plot in it's loosest terms.
Indeed. It's not the most complicated and intricately designed of narratives!
Boo Radley
Do we need this debate again?
Not a debate, only an observation and as companies are presently releasing these type of films again, relevant to the topic. Kierarts had the most pertinent response along the lines of, "There are plenty of other films they could release." Everyone knows these titles are aimed at a small niche of cult film collectors, and being so, are nit picky bastards that always want the most complete uncut version available. Every time one of these films comes out everyone knows the most asked question will be, "Is it uncut?" before shouting loudly that they will refuse to buy it. So why put out titles they know will never pass the censors when it is as Kierarts said? Guess there is no such thing as bad publicity, eh?
And all this claptrap about stuff that was just happening at the time or slaughter versus torture is bollocks! It's an excuse to excuse the inexcusable. Try saying that fast 5 times... I first saw Deodato back in the early 90's and when he spoke about Cannibal Holocaust he explained that the animal violence was a device to shock the audience so that when the human "deaths" occurred they would appear more shocking due to the state of mind of the viewer who had been primed by the previous. Fast forward 20 years with changed attitudes and suddenly there are a wealth of reasons to justify the footage.
Take Argento, the lizard pinned to the wall, wriggling. Is it Deep Red, I'm just doing this from memory? BBFC had a problem with it anyway, Dario says, "Oh no, that was a prop, not a real lizard, wriggling and gasping, we wouldn't hurt a live lizard." Fine! No problem! Big hairy bollocks is what that is. I refuse to believe they spent how much on an animated lizard for that one brief scene. Hey, maybe I'm wrong.
Thankfully there are very few cult movies with this sort of footage and most of them have had releases somewhere if you have to have an uncut version. Yes, that's me in that group. The next furore will be when Cannibal Apocalypse gets released and they want that 1 second of burning rat, damnit!
The Reaper Man@Cult Labs, Nosferatu@Cult Labs, Demdike@Cult Labs and 1 others like this.
"Why did they have to go and cut her for?" "She could have been used two, maybe three more times!"
Originally Posted by Boo Radley
It makes me laugh when you hear Deodato now say Holocaust was a social commentary. Was it ****, it was exploitation pure and simple designed to shock audiences. He exploits now knowing the gullible are definitely seduced by this social commentary guff.
Nosferatu@Cult Labs, keirarts, Boo Radley and 1 others like this.
I'm 99% sure that's a real lizard pinned to the ground in Deep Red. As you say, the Italian films at that time, even those produced by Salvador Argento, didn't a huge budgets and I doubt they had a realistic robotic lizard.
I did alude to the BBFC using flimsy premises to allow animal cruelty, whether it's a director claiming a real lizard is animatronic, an animal's death was quick when the visual evidence suggests otherwise, or something was a hunt/ritual slaughter and they were 'only watching', having no part in its organisation. That said, I'm not aware of any of these applying to the gratuitous suffering in Mountain of the Cannibal God.
keirarts
Cult Addict
Location: Barrow-in-furness
The legislation is there to 'protect animals' and the BBFC are obliged to follow it.
It's a bit late one might argue given its a practice in film making that's nowhere near as prominent as it once was. I do think here the law is something of an ass when it's applied retrospectively to films several decades old. As a way of stamping out the practice today then fair play. But films like Cannibal holocaust are relics of a bygone era and a record of how films were made back then. Excising material like this has always felt somewhat like letting film makers off the hook. Alleged 'directors cuts' where the film makers can remove the stuff they wish they hadn't shot.
ramses likes this.
Location: Back in the ol' smoke
"Naturally, we've been following the recent discussions about MOUNTAIN OF THE CANNIBAL GOD. At Shameless, we are proud of presenting you with all the gore and sex you could possibly want but we do refuse gratuitous animal cruelty. We are determined not only to source the best possible materials for the films we publish, but also the closest possible version to the director's original or the filmmaker's preferred vision of the film
In the case of 'Cannibal' movies, which mostly arrive with a plate-full of prejudices, we needed to find a compromise to these diametrically opposed notions: maxing the gore, not shying from explicitness whilst minimising the vision of animal cruelty (appalling yet unfortunately already committed to celluloid)
In the case of the most famous Cannibal film of them all, Ruggero Deodato made his first and still only unique re-edit of CANNIBAL HOLOCAUST expressly and exclusively for Shameless to tone down the animal cruelty from the film
Similarly, Sergio Martino shares our concern and supports the editing of the work in order not to pander to exploitative and unnecessary violence against animals. Originally, sadly, due to production commercial obligations, it was believed this type of extreme animal cruelty would generate more interest and sales… Martino explains more in the extra on our Blu-ray. We hope you'll join us in appreciating the wild, weird and gory world of Martino's MOUNTAIN OF THE CANNIBAL GOD (minus the gratuitous animal cruelty.)…oh and by the way, THAT pig scene is still definitely in there! "
People try to put us down
Just because we get around
Golly, Gee! it's wrong to be so guilty


Improving the usability of your e-commerce website builds a aggressive benefit – in the present day's consumers should not satisfied with sites that simply enable them to shop. Add monitoring code to your site or app to gather the ecommerce knowledge and ship it to Analytics. These things have attracted folks earlier than, and can at all times continue to do so. Advocate related products when a purchase has been made. Curation and entry subscribers also cancel after they do not feel that they are getting value for the money, probably as a result of these companies offer extra discretionary merchandise.
Enterprise-to-Shopper (B2C): Digital transactions of products and providers between companies and consumers. Faucet into this enormous opportunity to empower customers to purchase from you whenever and wherever they choose, and ensure product, pricing, and promotional information is always consistent, tailored, secure, and up-to-date.
The good news is that subscription e-commerce customers might be sticky once they discover a service they like. 2014 e-commerce statistics on shipments, gross sales and revenues from 4 sectors of the economy: manufacturing, wholesale, companies and retail. He advises clients to purchase shares in Kion ( ), a German forklift truck-maker that's automating warehouses for on-line retailers, speeding up deliveries in the course of.
Max is artificial intelligence for the enterprise that permits your customers to work together along with your branded e-commerce web site through textual content or speech. Use HubSpot to create optimized product pages, touchdown pages for advertisements, and emails that ship a extra custom-made on-line purchasing experience for your viewers.
This all provides up to streamlining how clients do business with you, accelerating income growth, decreasing danger, and bettering margins. Amazon, Walmart, and Apple are examples of B2C businesses. Business to Shopper (B2C): When companies sell electronically to end-customers, it's referred to as B2C ecommerce.
Engage customers via personalized products and provides, process transactions rapidly and securely, and concentrate on achievement and customer service. Now that you've a promising product thought and a transparent overview of the market, it is time to begin eager about the key components of your retailer, comparable to your model name, area identify, brand tips, and your logo.


No more links to other websites for the Dickeys and Five Guys menus. They are now loaded on Fast Food Source. Like the other newer updates, these menus are ZOOMABLE by simply clicking the image. Much easier to read.


1. Pierce whole eggplant(s) on one side. Put whole, pierced side up on a rack in 500F oven for 20 to 30 minutes.
2. Put peeled whole garlic cloves in a small oven proof bowl. Drizzle with a little olive oil and place in oven beside the eggplant for 10 minutes or til golden.
Serve immediately. This is a wonderful slathered on slices of crusty bread.


Error: the server dropped to connection (it may be to busy).
230-questions about the Homestead FTP service.
230- that is available in your account.
230- to the root directory of your Homestead Web sites.
230- moved to this directory.
230- of the Homestead site.
230- reside in the 'Files' subdirectory.
I'm not having this problem with other FTP applications, but I prefer using Fetch.
I recommend checking the "Use passive mode transfers (PASV)" box in the Firewall section of Fetch Preferences. Does that help?


Today, a group of us are getting together to plan our garden club's luncheon in June. With so much inspiration out there, it's just a matter of which way we'll go. Formal and proper or relaxed and casual?
Love the balance of the tight, more formal arrangement with the casual flower pot favors.
Dressing up this bicycle with flowers and a welcome sign would make a great first impression and is a great way to mark the house without using balloons.
How to handle cutlery is always a question.
Nobody does a better crudite platter than my pal, Eddie Ross. This one has the casual, farmers market vibe.
Love this update on the flower pot dessert. Chocolate pudding, topped with crumbled chocolate wafers and a little sprig of mint…simple and impressive.
So, what would be your style…wildflowers or proper English garden?
Dear Elizabeth, Fun, fun party! I am into both a bit, love wildflowers popping up everywhere and then some more formal borders to rein everything in !!
I don't think there is a bad idea in the bunch..love it all but would lean towards proper English garden. Love the cutlery tied with wildflowers though..so charming! And that last cake is just "beyond".
You have so many talents! I love all your inspiration to create a fun and festive garden party. I always admire the English but then the Italians have a mod flair using food in the mix. I love the idea of keeping things fresh and wild. After all a garden is all about getting one's hands dirty!
Well, that is a tough choice, Elizabeth, because they are all gorgeous!! I love the first image w/ the chalkboard.
So many charming ideas. I like the idea of the Welcome bike at the entrance.
Adorable ideas!! I am in live with this English garden party. From where you got these ideas dear! I am going to throw a floral themed party on my engagement. Please suggest some ideas to decorate my party space rentals in Brooklyn.