text:
Unit 1.7: Earth and Space Science The Structure of the Cosmos
Download "Unit 1.7: Earth and Space Science The Structure of the Cosmos"
Aubrie Black
1 Lesson Summary: This week students will search for evidence provided in passages that lend support about the structure and organization of the Cosmos. Then students will summarize a passage. Materials Needed: Reading on Cosmic Mysteries Unit 1.7 Handout 1 (Spectrum Science, Gr. 6, pages 84-85) Video Unit 1.7 What is Evidence for Big Bang Theory?" (Time 5:27min.) Reading on What is the Evidence for the Big Bang? Unit 1.7 Handout 2 Objectives: Students will be able to Weekly Focus: Finding Evidence to Support a Claim or Theory Weekly Skill: Summarizing a Reading Passage Summarize key concepts and evidence of the Big Bang theory College and Career Readiness Standards: RI, RST, WHST ACES Skills Addressed: DFP, LS, AL, CT, SM Notes: Explain to students the importance searching for evidence to support a theory or claim that is presented in a reading passage. It is a skill they will certainly use on any of the GED test modules as well as a college task. Some of the information in this lesson may be new and take some time to fully comprehend. The reading passages can be dense with new vocabulary and ideas. Please let students know you are there to support them. They should feel free to ask questions along the way and you will do your best to answer and assist. Remind students that they do not have to be an expert on the information, but should understand the idea of the Big Bang theory and its part in the Cosmos for the GED Science Module. While there are many theories to explain how the Universe was created, the work today is not to debate such theories, but rather to look for evidence that supports a major scientific theory of the Big Bang. Please review the Classroom Routines 5: Handling Controversial Topics if you feel students may be uncomfortable with the reading passages and possible follow-up discussions. Depending on the class and the student make up of your particular section, as well as your comfort level with the material, you may wish to leave time at the end of the lesson for students to discuss other theories or ideas. Again, the information presented is related to GED Science Module and does not mean someone has to agree or disagree with it. The lesson is to give students background knowledge prior to taking a test or entering college. Also, please note that Routine 4 is referenced in this lesson. H. Turngren, Minnesota Literacy Council, 2013 p.1 GED Science Curriculum
2 GED 2014 Science Test Overview For Teachers and Students The GED Science Test will be 90 minutes long and include approximately 34 questions with a total score value of 40. The questions will have focus on three content areas: life science (~40%), physical science (~40%), and Earth and space science (~20%). Students may be asked to read, analyze, understand, and extract information from a scientific reading, a news brief, a diagram, graph, table, or other material with scientific data and concepts or ideas. The online test may consist of multiple choice, drop down menu, and fill-in-the-blank questions. There will also be a short answer portion (suggested 10 minutes) where students may have to summarize, find evidence (supporting details), and reason or make a conclusion from the information (data) presented. The work students are doing in class will help them with the GED Science Test. They are also learning skills that will help in many other areas of their lives. Activities: Warm-Up: The Big Bang Theory (science not TV Time: 10 minutes show!) As students enter the class, have the following written on the board or overhead Most astronomers believe the Universe began in a Big Bang about 14 billion years ago. This is referred to as the Big Bang Theory. Have students create a KWL chart on a piece of notebook paper (below). This helps to activate students prior knowledge by asking them what they already Know (column 1); students (collaborating as a classroom unit or within small groups) set goals specifying what they Want to learn (column 2); and after reading students discuss what they have Learned (column 3). Students apply higher-order thinking strategies which help them construct meaning from what they read and help them monitor their progress toward their goals. KWL Chart: K - What (else) do I KNOW? W - What do I WANT to know? L - What did I LEARN? H. Turngren, Minnesota Literacy Council, 2013 p.2 GED Science Curriculum
3 Activity 1: Reading for Comprehension (Unit 1.7 Handout 1) Time: 20 minutes 1) Hand out (Unit 1.7 Handout 1) to students. 2) Discuss with students that when reading, they should look for evidence to support a theory or claim, while reading students should determine what is the evidence provided in the passage 3) Ask students to read the passage and answer the questions that follow. Circulate the class while students are working independently to help as needed. Remind students to review the guide words in bold on the left to help with new vocabulary. 4) When students are finished, review answers as a whole class. 5) Ask for students to share their answers if they would like. If there is time, you may have students practice reading for fluency and read the passage to each other in pairs. Activity 2: Finding Supporting Evidence (Unit 1.7 Handout 2 and Video: GED Science Unit 1.7 What is Evidence for Big Bang Theory? Time: minutes 1) Hand out (Unit 1.7 Handout 2) to students. 2) Discuss with students that when reading, they should look for evidence to support a theory or claim, while reading students should determine what is the evidence provided in the passage 3) View the video GED Science Unit 1.7 "What is Evidence for Big Bang Theory?" while students watch and read along with the handout. The handout is what is stated and presented in the video. 4) After viewing the video, ask students work independently to reread the passage and underline the evidence presented 5) Circulate class while they are reading to make sure they understand the information presented and see if there are any questions 6) Review answers as a whole class. Note: some answers may vary, but if they have different evidence, ask them to support their answers. Ask students with different answers to discuss theirs with the class. 7) Have students fill in the final column of their K-W-L chart from today s warm-up activity. Break: 10 minutes Activity 3: Summarizing Passage (Unit 1.7 Handout 2) Time: 50 minutes 1) Students will continue to use Unit 1.7 Handout 2 for this activity. 2) Explain to students they will now summarize the passage they have read. They can use the back of the handout or write on a separate piece of paper. (Refer to Classroom Routine 4: Summarizing to assist with this activity.) 3) Explain to students that summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. 4) Describe the main steps in writing a summary: 1. Keep the most important ideas 2. Remove ideas or details that are not very important 3. Use own words to write the summary. 5) Encourage students to work individually. They should think about their summary, write it, and then share it with a partner. 6) Circulate the class while students are working on their summaries. Assist students who seem to be stuck on where to begin. Remind them to think of the key wh questions used for a summary who or what ; where or when ; and why how is it important. 7) Ask volunteers to write their H. Turngren, Minnesota Literacy Council, 2013 p.3 GED Science Curriculum
4 summaries on the board and review as a class the possible summaries on the board or overhead. If there is time, as a class, work on rewriting, editing, or adding to the summaries. Remind students that editing and rewriting is not admission that their first draft was wrong or bad, it is just part of the writing process and a strategy that all writers use. Wrap-Up: Summarize Orally Time: 5-10 minutes Have students turn to a partner (or write in their journals) about what they have learned today about the reading passage on the Big Bang theory or Cosmic Mysteries. Another option for lesson summary is to have students come up with one question or wondering they still have about the subject that they could research and report back to the class. Note: Use Classroom Routine 4 Handout: Summarizing Extra Work/Homework: The End of the World? Time: minutes outside of class (Unit 1.7 Handout 3) Students can read and answer questions using Unit 1.7 Handout 3 The End of the World? This is an excellent opportunity for students to look at new material in an independent manner. Differentiated Instruction/ELL Accommodation Suggestions If some student groups finish early, they can use the time to practice summarizing a multi-paragraph reading. They can turn their paper over and begin to write up a 3-5 sentence summary of the passage. This is a great way to practice a skill they will need to use on GED modules. Activity Unit 1.7 Handout 1 Writing a summary can be a difficult task for anyone, especially new students. Refer to the Classroom Routine 4: Summarizing Techniques to review ways to handle this. Remind students to look for the most important information and leave out the details. Unit 1.7 Handout 2 If some students finish their summary early, have the made revisions to their summary using academic vocabulary. It is a strategy they could use when writing on the GED tests. H. Turngren, Minnesota Literacy Council, 2013 p.4 GED Science Curriculum
5 Online Resources: Suggested Teacher Readings: GED Testing Service GED Science Item Sample (to get an idea of what the test may be like) Assessment Guide for Educators: A guide to the 2014 assessment content from GED Testing Service: Minnesota is getting ready for the 2014 GED test! website with updated information on the professional development in Minnesota regarding the 2014 GED. H. Turngren, Minnesota Literacy Council, 2013 p.5 GED Science Curriculum
6 Unit 1.7 Handout 2 (2 pages) Read the following passage on the evidence to support the Big Bang theory. Underline the evidence presented in the passage. When finished, you will write a brief summary. What is the Evidence for the Big Bang? Almost all astronomers agree on the theory of the Big Bang, that the entire Universe is spreading apart, with distant galaxies speeding away from us in all directions. Run the clock backwards to 13.8 billion years ago, and everything in the Cosmos started out as a single point in space. In an instant, everything expanded outward from that location, forming the energy, atoms and eventually the stars and galaxies we see today. But to call this concept merely a theory is to misjudge the overwhelming amount of evidence. There are separate lines of evidence, each of which independently points towards this as the origin story for our Universe. The first came with the amazing discovery that almost all galaxies are moving away from us. In 1912, Vesto Slipher calculated the speed and direction of spiral nebulae by measuring the change in the wavelengths of light coming from them. He realized that most of them were moving away from us. We now know these objects are galaxies, but a century ago astronomers thought these vast collections of stars might actually be within the Milky Way. In 1924, Edwin Hubble figured out that these galaxies are actually outside the Milky Way. He observed a special type of variable star that has a direct relationship between its energy output and the time it takes to pulse in brightness. By finding these variable stars in other galaxies, he was able to calculate how far away they were. Hubble discovered that all these galaxies are outside our own Milky Way, millions of light-years away. So, if these galaxies are far, far away, and moving quickly away from us, this suggests that the entire Universe must have been located in a single point billions of years ago. The second line of evidence came from the abundance of elements we see around us. In the earliest moments after the Big Bang, there was nothing more than hydrogen compressed into a tiny volume, with crazy high heat and pressure. The entire Universe was acting like the core of a star, fusing hydrogen into helium and other elements. This is known as Big Bang Nucleosynthesis. As astronomers look out into the Universe and measure the ratios of hydrogen, helium and other trace elements, they exactly match what you would expect to find if the entire Universe was once a really big star. H. Turngren, Minnesota Literacy Council, 2013 p.6 GED Science Curriculum
7 Line of evidence number 3: cosmic microwave background radiation. In the 1960s, Arno Penzias and Robert Wilson were experimenting with a 6-meter radio telescope, and discovered a background radio emission that was coming from every direction in the sky day or night. From what they could tell, the entire sky measured a few degrees above absolute zero. Theories predicted that after a Big Bang, there would have been a tremendous release of radiation. And now, billions of years later, this radiation would be moving so fast away from us that the wavelength of this radiation would have been shifted from visible light to the microwave background radiation we see today. The final line of evidence is the formation of galaxies and the large-scale structure of the cosmos. About 10,000 years after the Big Bang, the Universe cooled to the point that the gravitational attraction of matter was the dominant form of energy density in the Universe. This mass was able to collect together into the first stars, galaxies and eventually the large-scale structures we see across the Universe today. These are known as the 4 pillars of the Big Bang Theory, the four independent lines of evidence that build up one of the most influential and well-supported theories in all of cosmology. But there are more lines of evidence. There are fluctuations in the cosmic microwave background radiation, we don t see any stars older than 13.8 billion years, the discoveries of dark matter and dark energy, along with how the light curves from distant supernovae. So, even though it s a theory, we should regard it the same way that we regard gravity, evolution and general relativity. We have a pretty good idea of what s going on, and we ve come up with a good way to understand and explain it. As time progresses we ll come up with more inventive experiments to throw at. We ll refine our understanding and the theory that goes along with it. Most importantly, we can have confidence when talking about what we know about the early stages of our magnificent Universe and why we understand it to be true. Source Read more: H. Turngren, Minnesota Literacy Council, 2013 p.7 GED Science Curriculum
8 ANSWER KEY (possible answers, students answers may vary) What is the Evidence for the Big Bang? Almost all astronomers agree on the theory of the Big Bang, that the entire Universe is spreading apart, with distant galaxies speeding away from us in all directions. Run the clock backwards to 13.8 billion years ago, and everything in the Cosmos started out as a single point in space. In an instant, everything expanded outward from that location, forming the energy, atoms and eventually the stars and galaxies we see today. But to call this concept merely a theory is to misjudge the overwhelming amount of evidence. There are separate lines of evidence, each of which independently points towards this as the origin story for our Universe. The first came with the amazing discovery that almost all galaxies are moving away from us. In 1912, Vesto Slipher calculated the speed and direction of spiral nebulae by measuring the change in the wavelengths of light coming from them. He realized that most of them were moving away from us. We now know these objects are galaxies, but a century ago astronomers thought these vast collections of stars might actually be within the Milky Way. In 1924, Edwin Hubble figured out that these galaxies are actually outside the Milky Way. He observed a special type of variable star that has a direct relationship between its energy output and the time it takes to pulse in brightness. By finding these variable stars in other galaxies, he was able to calculate how far away they were. Hubble discovered that all these galaxies are outside our own Milky Way, millions of light-years away. So, if these galaxies are far, far away, and moving quickly away from us, this suggests that the entire Universe must have been located in a single point billions of years ago. The second line of evidence came from the abundance of elements we see around us. In the earliest moments after the Big Bang, there was nothing more than hydrogen compressed into a tiny volume, with crazy high heat and pressure. The entire Universe was acting like the core of a star, fusing hydrogen into helium and other elements. This is known as Big Bang Nucleosynthesis. As astronomers look out into the Universe and measure the ratios of hydrogen, helium and other trace elements, they exactly match what you would expect to find if the entire Universe was once a really big star. H. Turngren, Minnesota Literacy Council, 2013 p.8 GED Science Curriculum
9 Line of evidence number 3: cosmic microwave background radiation. In the 1960s, Arno Penzias and Robert Wilson were experimenting with a 6-meter radio telescope, and discovered a background radio emission that was coming from every direction in the sky day or night. From what they could tell, the entire sky measured a few degrees above absolute zero. Theories predicted that after a Big Bang, there would have been a tremendous release of radiation. And now, billions of years later, this radiation would be moving so fast away from us that the wavelength of this radiation would have been shifted from visible light to the microwave background radiation we see today. The final line of evidence is the formation of galaxies and the large-scale structure of the cosmos. About 10,000 years after the Big Bang, the Universe cooled to the point that the gravitational attraction of matter was the dominant form of energy density in the Universe. This mass was able to collect together into the first stars, galaxies and eventually the large-scale structures we see across the Universe today. These are known as the 4 pillars of the Big Bang Theory, the four independent lines of evidence that build up one of the most influential and well-supported theories in all of cosmology. But there are more lines of evidence. There are fluctuations in the cosmic microwave background radiation, we don t see any stars older than 13.8 billion years, the discoveries of dark matter and dark energy, along with how the light curves from distant supernovae. So, even though it s a theory, we should regard it the same way that we regard gravity, evolution and general relativity. We have a pretty good idea of what s going on, and we ve come up with a good way to understand and explain it. As time progresses we ll come up with more inventive experiments to throw at. We ll refine our understanding and the theory that goes along with it. Most importantly, we can have confidence when talking about what we know about the early stages of our magnificent Universe and why we understand it to be true. Source Read more: Possible summary: There are at least four main concepts that give evidence to support the theory of the Big Bang created the Cosmos over 13.8 billion years ago. Some of the evidence is that galaxies are moving away from us; there is an abundance of elements around us; there is microwave radiation in the background; and the formation of galaxies and the Cosmos. H. Turngren, Minnesota Literacy Council, 2013 p.9 GED Science Curriculum
10 Unit 1.7 Handout 3 Unit 1.7 Handout 3 H. Turngren, Minnesota Literacy Council, 2013 p.10 GED Science Curriculum
11 ANSWER KEY 1. B 2. A 3 D 4. A Sample answer: collided, huge crater, waves, thousands of feet high, scorched and leveled H. Turngren, Minnesota Literacy Council, 2013 p.11 GED Science Curriculum
Lesson 4.10: Life Science Plant & Animal Cell Functions
Weekly Focus: Reading Comprehension Weekly Skill: Compare & Contrast Lesson Summary: This week students will continue with lessons in Life Science. The work contains foundational knowledge about plant
Lesson 2.15: Physical Science Speed, Velocity & Acceleration
Weekly Focus: Reading for Comprehension Weekly Skill: Numeracy Skills in Science Lesson Summary: This week students will continue reading for comprehension with reading passages on speed, velocity, and
Lesson 2.11: Physical Science Energy
Weekly Focus: Reading for Comprehension Weekly Skill: Introduction to Energy Lesson Summary: This week students will continue reading for comprehension and get an introduction to various forms of energy.
Lesson 1.1: Earth and Space Science - Introduction
Weekly Focus: Main Idea Weekly Skill: Introduction Lesson Summary: This week students will take a pre- self-evaluation to determine their background knowledge in Earth and space science. They will also
Astro 102 Test 5 Review Spring 2016. See Old Test 4 #16-23, Test 5 #1-3, Old Final #1-14
Astro 102 Test 5 Review Spring 2016 See Old Test 4 #16-23, Test 5 #1-3, Old Final #1-14 Sec 14.5 Expanding Universe Know: Doppler shift, redshift, Hubble s Law, cosmic distance ladder, standard candles,
Unit 1.8: Earth and Space Science Planets & Stars
Weekly Focus: Reading for Comprehension Weekly Skill: Compare and Contrast Lesson Summary: This week students will continue to learn about the makeup of the Cosmos, specifically the solar system. Students
The Origin and Evolution of the Universe
The Origin and Evolution of the Universe 9.7 People have been wondering about the Universe for a long time. They have asked questions such as Where did the Universe come from? How big is it? What will
Your years of toil Said Ryle to Hoyle Are wasted years, believe me. The Steady State Is out of date Unless my eyes deceive me.
Your years of toil Said Ryle to Hoyle Are wasted years, believe me. The Steady State Is out of date Unless my eyes deceive me. My telescope Has dashed your hope; Your tenets are refuted. Let me be terse:
The Expanding Universe
Stars, Galaxies, Guided Reading and Study This section explains how astronomers think the universe and the solar system formed. Use Target Reading Skills As you read about the evidence that supports the
Big bang, red shift and doppler effect
Big bang, red shift and doppler effect 73 minutes 73 marks Page of 26 Q. (a) Scientists have observed that the wavelengths of the light from galaxies moving away from the Earth are longer than expected.
3 HOW WERE STARS FORMED?
3 HOW WERE STARS FORMED? David Christian explains how the first stars were formed. This two-part lecture begins by focusing on what the Universe was like in its first 200 million years of existence, a
Origins of the Cosmos Summer 2016. Pre-course assessment
Origins of the Cosmos Summer 2016 Pre-course assessment In order to grant two graduate credits for the workshop, we do require you to spend some hours before arriving at Penn State. We encourage all of
The Birth of the Universe Newcomer Academy High School Visualization One
The Birth of the Universe Newcomer Academy High School Visualization One Chapter Topic Key Points of Discussion Notes & Vocabulary 1 Birth of The Big Bang Theory Activity 4A the How and when did the universe
Pretest Ch 20: Origins of the Universe
Name: _Answer key Pretest: _2_/ 58 Posttest: _58_/ 58 Pretest Ch 20: Origins of the Universe Vocab/Matching: Match the definition on the left with the term on the right by placing the letter of the term
165 points. Name Date Period. Column B a. Cepheid variables b. luminosity c. RR Lyrae variables d. Sagittarius e. variable stars
Name Date Period 30 GALAXIES AND THE UNIVERSE SECTION 30.1 The Milky Way Galaxy In your textbook, read about discovering the Milky Way. (20 points) For each item in Column A, write the letter of the matching
STAAR Science Tutorial 30 TEK 8.8C: Electromagnetic Waves
Name: Teacher: Pd. Date: STAAR Science Tutorial 30 TEK 8.8C: Electromagnetic Waves TEK 8.8C: Explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to
1.1 A Modern View of the Universe" Our goals for learning: What is our place in the universe?"
Chapter 1 Our Place in the Universe 1.1 A Modern View of the Universe What is our place in the universe? What is our place in the universe? How did we come to be? How can we know what the universe was
The Big Bang A Community in the Classroom Presentation for Grade 5
The Big Bang A Community in the Classroom Presentation for Grade 5 Richard Cupp Engineer STANARDS CONNECTION Grade 5 Physical Science: Elements and their combinations account for all the varied types of
Beginning of the Universe Classwork 6 th Grade PSI Science
Beginning of the Universe Classwork Name: 6 th Grade PSI Science 1 4 2 5 6 3 7 Down: 1. Edwin discovered that galaxies are spreading apart. 2. This theory explains how the Universe was flattened. 3. All
Chapter 23 The Beginning of Time
Chapter 23 The Beginning of Time 23.1 The Big Bang Our goals for learning What were conditions like in the early universe? What is the history of the universe according to the Big Bang theory? What were
Class 2 Solar System Characteristics Formation Exosolar Planets
Class 1 Introduction, Background History of Modern Astronomy The Night Sky, Eclipses and the Seasons Kepler's Laws Newtonian Gravity General Relativity Matter and Light Telescopes Class 2 Solar System
Transcript 22 - Universe
Transcript 22 - Universe A few introductory words of explanation about this transcript: This transcript includes the words sent to the narrator for inclusion in the latest version of the associated video.
World of Particles Big Bang Thomas Gajdosik. Big Bang (model)
Big Bang (model) What can be seen / measured? basically only light (and a few particles: e ±, p, p, ν x ) in different wave lengths: microwave to γ-rays in different intensities (measured in magnitudes)
Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
H9 Modeling the Expanding Universe Activity H9 Grade Level: 8 12 Source: This activity is produced by the Universe Forum at NASA s Office of Space Science, along with their Structure and Evolution of the
Chapter 15 Cosmology: Will the universe end?
Cosmology: Will the universe end? 1. Who first showed that the Milky Way is not the only galaxy in the universe? a. Kepler b. Copernicus c. Newton d. Hubble e. Galileo Ans: d 2. The big bang theory and
WHERE DID ALL THE ELEMENTS COME FROM??
WHERE DID ALL THE ELEMENTS COME FROM?? In the very beginning, both space and time were created in the Big Bang. It happened 13.7 billion years ago. Afterwards, the universe was a very hot, expanding soup
TELESCOPE AS TIME MACHINE
TELESCOPE AS TIME MACHINE Read this article about NASA s latest high-tech space telescope. Then, have fun doing one or both of the word puzzles that use the important words in the article. A TELESCOPE
Lesson 1: Review of Decimals: Addition, Subtraction, Multiplication
LESSON 1: REVIEW OF DECIMALS: ADDITION AND SUBTRACTION Weekly Focus: whole numbers and decimals Weekly Skill: place value, add, subtract, multiply Lesson Summary: In the warm up, students will solve a
What is the Sloan Digital Sky Survey?
What is the Sloan Digital Sky Survey? Simply put, the Sloan Digital Sky Survey is the most ambitious astronomical survey ever undertaken. The survey will map one-quarter of the entire sky in detail, determining
galaxy solar system supernova (noun) (noun) (noun)
WORDS IN CONTEXT DAY 1 (Page 1 of 4) galaxy A galaxy is a collection of stars, gas, and dust. We live in the Milky Way galaxy. One galaxy may contain billions of stars. solar system A solar system revolves
Introduction to the Solar System
Introduction to the Solar System Lesson Objectives Describe some early ideas about our solar system. Name the planets, and describe their motion around the Sun. Explain how the solar system formed. Introduction
Galaxy Classification and Evolution
name Galaxy Classification and Evolution Galaxy Morphologies In order to study galaxies and their evolution in the universe, it is necessary to categorize them by some method. A classification scheme generally
Science Standard 4 Earth in Space Grade Level Expectations
Science Standard 4 Earth in Space Grade Level Expectations Science Standard 4 Earth in Space Our Solar System is a collection of gravitationally interacting bodies that include Earth and the Moon. Universal
Size and Scale of the Universe
Size and Scale of the Universe (Teacher Guide) Overview: The Universe is very, very big. But just how big it is and how we fit into the grand scheme can be quite difficult for a person to grasp. The distances
Defining Characteristics (write a short description, provide enough detail so that anyone could use your scheme)
GEMS COLLABORATON engage The diagram above shows a mosaic of 40 galaxies. These images were taken with Hubble Space Telescope and show the variety of shapes that galaxies can assume. When astronomer Edwin
A Century of Paradigm Shifts in our Thinking About the Universe
A Century of Paradigm Shifts in our Thinking About the Universe George R. Blumenthal Chancellor, UC Santa Cruz Professor of Astronomy and Astrophysics Why start 100 years ago? Before 1910 there was no
The facts we know today will be the same tomorrow but today s theories may tomorrow be obsolete.
The Scale of the Universe Some Introductory Material and Pretty Pictures The facts we know today will be the same tomorrow but today s theories may tomorrow be obsolete. A scientific theory is regarded
23. The Beginning of Time. Agenda. Agenda. ESA s Venus Express. Conditions in the Early Universe. 23.1 Running the Expansion Backward
23. The Beginning of Time Somewhere, something incredible is waiting to be known. Agenda Announce: Solar Altitude Lab (#2) due today Read Ch. 24 for Thursday Observation make-up next week Project Presentations
The Doppler Effect & Hubble
The Doppler Effect & Hubble Objectives Explain the Doppler Effect. Describe Hubble s discoveries. Explain Hubble s Law. The Doppler Effect The Doppler Effect is named after Austrian physicist Christian
Welcome to Class 4: Our Solar System (and a bit of cosmology at the start) Remember: sit only in the first 10 rows of the room
Welcome to Class 4: Our Solar System (and a bit of cosmology at the start) Remember: sit only in the first 10 rows of the room What is the difference between dark ENERGY and dark MATTER? Is Earth unique,
Modeling Galaxy Formation
Galaxy Evolution is the study of how galaxies form and how they change over time. As was the case with we can not observe an individual galaxy evolve but we can observe different galaxies at various stages
Einstein s cosmological legacy: From the big bang to black holes
School of Mathematical and Computing Sciences Te Kura Pangarau, Rorohiko Einstein s cosmological legacy: From the big bang to black holes Matt Visser Overview: 2005 marks 100 years since Einstein discovered
Topic 3. Evidence for the Big Bang
Topic 3 Primordial nucleosynthesis Evidence for the Big Bang! Back in the 1920s it was generally thought that the Universe was infinite! However a number of experimental observations started to question
In studying the Milky Way, we have a classic problem of not being able to see the forest for the trees.
In studying the Milky Way, we have a classic problem of not being able to see the forest for the trees. A panoramic painting of the Milky Way as seen from Earth, done by Knut Lundmark in the 1940 s. The
Particle Soup: Big Bang Nucleosynthesis
Name: Partner(s): Lab #7 Particle Soup: Big Bang Nucleosynthesis Purpose The student explores how helium was made in the Big Bang. Introduction Very little helium is made in stars. Yet the universe is
Chapter 1: Our Place in the Universe. 2005 Pearson Education Inc., publishing as Addison-Wesley
Chapter 1: Our Place in the Universe Topics Our modern view of the universe The scale of the universe Cinema graphic tour of the local universe Spaceship earth 1.1 A Modern View of the Universe Our goals
Astronomy & Physics Resources for Middle & High School Teachers
Astronomy & Physics Resources for Middle & High School Teachers Gillian Wilson http://www.faculty.ucr.edu/~gillianw/k12 A cosmologist is.... an astronomer who studies the formation and evolution of the
GOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION
This includes: 1. Leader Preparation 2. Lesson Guide GOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION LESSON OVERVIEW Exploring the first two chapters of Genesis provides
Exploring the Universe Through the Hubble Space Telescope
Exploring the Universe Through the Hubble Space Telescope WEEK FIVE: THE HUBBLE DEEP FIELD + LIMITATIONS OF HUBBLE, COLLABORATIONS, AND THE FUTURE OF ASTRONOMY Date: October 14, 2013 Instructor: Robert
Borrowing & Saving: Week 1
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Intermediate Level (CASAS reading scores of 201-220)
Science Investigations: Investigating Astronomy Teacher s Guide
Teacher s Guide Grade Level: 6 12 Curriculum Focus: Astronomy/Space Duration: 7 segments; 66 minutes Program Description This library of videos contains seven segments on celestial bodies and related science.
Activity: Multiwavelength Bingo
ctivity: Multiwavelength background: lmost everything that we know about distant objects in the Universe comes from studying the light that is emitted or reflected by them. The entire range of energies
1 A Solar System Is Born
CHAPTER 3 1 A Solar System Is Born SECTION Formation of the Solar System BEFORE YOU READ After you read this section, you should be able to answer these questions: What is a nebula? How did our solar system
The Milky Way Galaxy is Heading for a Major Cosmic Collision
The Milky Way Galaxy is Heading for a Major Cosmic Collision Roeland van der Marel (STScI) [based on work with a team of collaborators reported in the Astrophysical Journal July 2012] Hubble Science Briefing
Exploring Big Bang Evidence Grade Nine
Ohio Standards Connection: Earth & Space Sciences Benchmark A Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and
First Discoveries. Asteroids
First Discoveries The Sloan Digital Sky Survey began operating on June 8, 1998. Since that time, SDSS scientists have been hard at work analyzing data and drawing conclusions. This page describes seven
Cosmic Journey: Teacher Packet
Cosmic Journey: Teacher Packet Compiled by: Morehead State University Star Theatre with help from Bethany DeMoss Table of Contents Table of Contents 1 Corresponding Standards 2 Vocabulary 4 Sizing up the
TeachingEnglish Lesson plans. Conversation Lesson News. Topic: News
Conversation Lesson News Topic: News Aims: - To develop fluency through a range of speaking activities - To introduce related vocabulary Level: Intermediate (can be adapted in either direction) Introduction
SYLLABUS FORM WESTCHESTER COMMUNITY COLLEGE Valhalla, NY l0595. l. Course #:PHYSC 151 2. NAME OF ORIGINATOR /REVISOR: PAUL ROBINSON
SYLLABUS FORM WESTCHESTER COMMUNITY COLLEGE Valhalla, NY l0595 l. Course #:PHYSC 151 2. NAME OF ORIGINATOR /REVISOR: PAUL ROBINSON NAME OF COURSE: ASTRONOMY 3. CURRENT DATE: OCTOBER 26, 2011. Please indicate
Answers for the Student Worksheet for the Hubble Space Telescope Scavenger Hunt
Instructions: Answers are typed in blue. Answers for the Student Worksheet for the Hubble Space Telescope Scavenger Hunt Crab Nebula What is embedded in the center of the nebula? Neutron star Who first
Swarthmore College Newsletter
93 Fog, clouds, and light pollution limit the effectiveness of even the biggest optical telescopes on Earth. Astronomers who study ultraviolet or X-ray emission of stars have been more limited because
EDWIN HUBBLE BIOGRAPHY 720L
2 EDWIN HUBBLE BIOGRAPHY 720L EDWIN HUBBLE EVIDENCE FOR AN EXPANDING UNIVERSE Born November 20, 1889 Marshfield, Missouri Died September 28, 1953 San Marino, California By Cynthia Stokes Brown, adapted
Transportation: Week 2 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
REALIZING EINSTEIN S DREAM Exploring Our Mysterious Universe
REALIZING EINSTEIN S DREAM Exploring Our Mysterious Universe The End of Physics Albert A. Michelson, at the dedication of Ryerson Physics Lab, U. of Chicago, 1894 The Miracle Year - 1905 Relativity Quantum
A Universe of Galaxies
A Universe of Galaxies Today s Lecture: Other Galaxies (Chapter 16, pages 366-397) Types of Galaxies Habitats of Galaxies Dark Matter Other Galaxies Originally called spiral nebulae because of their shape.
GRAVITY CONCEPTS. Gravity is the universal force of attraction between all matter
IT S UNIVERSAL GRAVITY CONCEPTS Gravity is the universal force of attraction between all matter Weight is a measure of the gravitational force pulling objects toward Earth Objects seem weightless when
xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
The Big Bang: New light on an old theory
Physics The Big Bang: New light on an old theory This lesson explores the evidence for the Big Bang theory of the origin of the Universe. In it, you will learn about the following: Using the electromagnetic
FXA 2008. UNIT G485 Module 5 5.5.1 Structure of the Universe. Δλ = v λ c CONTENTS OF THE UNIVERSE. Candidates should be able to :
1 Candidates should be able to : CONTENTS OF THE UNIVERSE Describe the principal contents of the universe, including stars, galaxies and radiation. Describe the solar system in terms of the Sun, planets,
Religion and Science Glossary Cosmology the study of the origins of the universe How did the world come into existence? Theory one Aristotle Taught that the universe has always existed and would always
INFRARED ASTRONOMY EDUCATOR GUIDE
INFRARED ASTRONOMY EDUCATOR GUIDE Connections to Education Standards Next Generation Science Standards: PERFORMANCE EXPECTATIONS 4-PS3-2 MS-PS3-3 MS-PS4-2 MS-ETS1-2 HS-ESS1-2 HS-ETS1-3 Make observations
Big Bang Cosmology. Big Bang vs. Steady State
Big Bang vs. Steady State Big Bang Cosmology Perfect cosmological principle: universe is unchanging in space and time => Steady-State universe - Bondi, Hoyle, Gold. True? No! Hubble s Law => expansion
CELESTIAL CLOCK - THE SUN, THE MOON, AND THE STARS
INTRODUCTION CELESTIAL CLOCK - THE SUN, THE MOON, AND THE STARS This is a scientific presentation to provide you with knowledge you can use to understand the sky above in relation to the earth. Before
Allison Gallahan s Early Childhood Lesson Plan
Allison Gallahan s Early Childhood Lesson Plan Lesson: Big Book: Reading Maps Length: 20-30 minutes Age or Grade Level Intended: 2 nd Grade Academic Standard(s): Social Studies 2.3.2: The World in Spatial
PRODUCTION. 1The Surplus
1The Surplus 2 The US economy produces an amazing number of different products: thousands of different foods, countless movies, dozens of different type cars, hundreds of entertainment products, dozens
What are some things to consider when deciding if a career is a good fit?
Career Fair: Career Research 1 4 CAREERS The BIG Idea What are some things to consider when deciding if a career is a good fit? AGENDA Approx. 45 minutes I. Warm Up: Career Fair Announcement and Expectations
What qualities are employers looking for in teen workers? How can you prove your own skills?
Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15
Introduction. The activity. Part 1 predictions and outcomes. Part 2 a dialogue concerning the origin of the Universe. And so to the Big Bang.
Teacher Notes Introduction And so to the Big Bang. The activity Part 1 predictions and outcomes This introduces Big Bang theory by looking at some of its predictions. The first one was a failed prediction,
Week 1-2: Overview of the Universe & the View from the Earth
Week 1-2: Overview of the Universe & the View from the Earth Hassen M. Yesuf (hyesuf@ucsc.edu) September 29, 2011 1 Lecture summary Protein molecules, the building blocks of a living organism, are made
The first minutes of the Universe released energy which changed to matter, forming stars and galaxies. Introduction
THE COSMIC ENGINE CHAPTER 18 The Universe begins The first minutes of the Universe released energy which changed to matter, forming stars and galaxies Introduction Cosmology, the study of the Universe
Lesson 4: Convert Fractions, Review Order of Operations
Lesson 4: Convert Fractions, Review Order of Operations LESSON 4: Convert Fractions, Do Order of Operations Weekly Focus: fractions, decimals, percent, order of operations Weekly Skill: convert, compute
FIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES
FIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES UNIVERSE CYCLE OVERVIEW OF FIRST GRADE UNIVERSE WEEK 1. PRE: Describing the Universe. LAB: Comparing and contrasting bodies that reflect light. POST: Exploring
How To Understand General Relativity
Chapter S3 Spacetime and Gravity What are the major ideas of special relativity? Spacetime Special relativity showed that space and time are not absolute Instead they are inextricably linked in a four-dimensional
englishforeveryone.org Name Date
englishforeveryone.org Name Date Advanced Critical Reading - Hubble 5 10 15 20 25 30 35 40 The 32,000 word novella The Time Machine by H.G. Wells, published in 1895, is generally credited with popularizing
Preparing and Revising for your GCSE Exams
Preparing and Revising for your GCSE Exams Preparing and Revising for GCSEs Page 2 Contents Introduction 3 Effective Learning and Revision 4 What you need to Revise 5 Revision Notes and Practice 6 Getting
The Location of the Missing Dark Matter A.G. Kelly.
The Location of the Missing Dark Matter A.G. Kelly. Abstract. A source of most of the missing Dark Matter is proposed. If the formation of stars was at a time, and in a position, such that the light from
Understanding Types of Assessment Within an RTI Framework
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
The Cosmic Microwave Background and the Big Bang Theory of the Universe
The Cosmic Microwave Background and the Big Bang Theory of the Universe 1. Concepts from General Relativity 1.1 Curvature of space As we discussed earlier, Einstein s equivalence principle states that
Big Bang and Steady State Theories - Past exam questions (6 mark)
Big Bang and Steady State Theories - Past exam questions (6 mark) (1) * Scientists believe that the Universe is expanding. Describe how careful observation of electromagnetic radiation from distant galaxies
Aim To help students prepare for the Academic Reading component of the IELTS exam.
IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic
Discover the Universe AST-1002 Section 0427, Spring 2016
Discover the Universe AST-1002 Section 0427, Spring 2016 Instructor: Dr. Francisco Reyes Office: Room 12 Bryant Space Science Center Telephone: 352-294-1885 Email: freyes@astro.ufl.edu Office hours: Monday
OBJECTIVES. The BIG Idea. How will taking notes improve my performance in school and on the job? Taking Notes
Taking Notes 2 Study Skills The BIG Idea How will taking notes improve my performance in school and on the job? AGENDA Approx. 45 minutes I. Warm Up: Scavenger Hunt (5 minutes) II. What s My Line? (10
GETTING STARTED IN STAR GAZING. The fact you are here in this introductory session says you have an interest in the hobby of
GETTING STARTED IN STAR GAZING by Nelson Tilden Sun City Oro Valley Astronomy Club The fact you are here in this introductory session says you have an interest in the hobby of astronomy, but please note
The Crafoord Prize 2005
I N F O R M A T I O N F O R T H E P U B L I C The Royal Swedish Academy of Sciences has decided to award the Crafoord Prize in Astronomy 2005 to James Gunn, Princeton University, USA, James Peebles, Princeton
YOUR FINANCIAL ROAD MAP: WHERE DO YOU WANT TO GO?
YOUR FINANCIAL ROAD MAP: WHERE DO YOU WANT TO GO? DAY: 11 TITLE: YOUR MONEY: Consumer Awareness Consumption TARGET COMPETENCY: Understand the influence of advertising and examine the impact of our own
Lesson 18: Introduction to Algebra: Expressions and Variables
LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
The History and Philosophy of Astronomy
Astronomy 350L (Fall 2006) The History and Philosophy of Astronomy (Lecture 23: Steady State vs Big Bang) Instructor: Volker Bromm TA: Jarrett Johnson The University of Texas at Austin Steady State vs
Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Thursday 23 May 2013 Morning
THIS IS A NEW SPECIFICATION H Thursday 23 May 2013 Morning GCSE TWENTY FIRST CENTURY SCIENCE PHYSICS A A181/02 Modules P1 P2 P3 (Higher Tier) *A137270613* Candidates answer on the Question Paper. A calculator


text:
Posted inBlog, Loose Lips
After Post Investigation, City Cancels 2013 Tax Lien Sales
by Will Sommer September 14th, 2013 September 21st, 2020
How's this for a Friday news dump? Less than a week after the Washington Post started its series on problems in the Office of Tax and Revenue's tax lien sales, Mayor Vince Gray and Chief Financial Officer Natwar Gandhi announced the cancelation of 2013 tax lien sales on around 142 homes.
The cancelation will apply to liens for buildings that receive a "homestead deduction"—-meaning they're occupied by their owners and the foreclosure process that could take away their homes hasn't started yet. Gray spokesman Pedro Ribeiro says the 142 lien cancelation's are expected to cost "a few hundred thousand" dollars, but less than a million. Lien sales from previous years that are headed toward foreclosure will also be examined for potential cancelation.
"While these properties will be saved from the possibility of imminent foreclosure, the homeowners will still be required to pay the taxes and interest owed on the property," the release reads. "Most importantly, they will be able to stay in their homes."
Gray's release also details the tax sale legislation he's planning to send to the D.C. Council Monday. The legislation will include a $2,200 cap on legal fees that tax lien purchasers can charge to homeowners and the creation of an independent "Real Property Tax Ombudsman" separate from the Office of Tax and Revenue. Properties that qualify for the homestead deduction would also be ineligible for tax lien sales until they reached $2,500 in unpaid taxes. OTR would also be able to initiate payment plans with delinquent taxpayers.
Gray's press release:
(WASHINGTON, D.C.) – At the initiation of Mayor Vincent C. Gray, he and Chief Financial Officer Natwar Gandhi have ordered the cancellation of the 2013 tax-lien sales for all properties receiving the Homestead Deduction (those properties owned and occupied by the homeowner and where foreclosure proceedings have not yet commenced). The Mayor has also established the office of a Real Property Tax Ombudsman, who will work in the Executive Office of the Mayor to provide counsel to those residents needing assistance and directing them to appropriate resources.
The Mayor has also directed the Office of the Attorney General and the Office of the Deputy Mayor for Health and Human Services to examine all of the pending foreclosure proceedings stemming from prior years' tax-lien sales involving the primary residences of taxpayers to determine if any of those sales should be cancelled prior to the final order of foreclosure. The Mayor will also introduce legislation when the Council returns next week improving the process for tax-lien sales, which, if enacted, will ensure a more fair and effective process when the sales resume next summer.
"Last Sunday, when I first learned from a Washington Post article about the problem of vulnerable District homeowners losing their homes through tax-lien sales, I was appalled by the injustices cited and immediately began pursuing potential remedies," Mayor Gray said. "The actions that Dr. Gandhi and I have taken today will ensure that, from this point forward, no District residents whose property has been sold at a tax-lien sale will be at risk of losing their homes through this process if they have extraordinary circumstances that warrant a re-examination of their cases."
Dr. Gandhi said, "The Mayor and I are committed to working together to ensure the most fair and effective tax-sale process."
The cancellation order means that the District will step in and redeem the properties from the tax-sale purchasers. Approximately 142 owner-occupied properties from the recent July 2013 tax sale will be affected. While these properties will be saved from the possibility of imminent foreclosure, the homeowners will still be required to pay the taxes and interest owed on the property. Most importantly, they will be able to stay in their homes.
"What quickly became clear to me is that we needed to appoint a District Real Property Tax Ombudsman, whose focus is constituent services and who is independent from the CFO's Office of Tax and Revenue (OTR)," Mayor Gray added. "The Real Property Tax Ombudsman will be the person our citizens can call if they need assistance in property-tax matters with OTR, and the ombudsman can coordinate with our District agencies and non-profit partners to get vulnerable residents the assistance they need in navigating and understanding the tax process."
The Mayor has already begun the search for a Real Property Tax Ombudsman and will submit a reprogramming to fund the office as soon as the 2014 fiscal year begins on October 1, 2013. The Ombudsman will be available to assist District homeowners with issues relating to tax sale and other real-property matters, and to refer the homeowners to the proper legal-services providers, public service organizations, and other District entities to assist the homeowner.
The Mayor will introduce permanent legislation when the Council returns from its summer recess on Tuesday, September 17, 2013. This legislation will provide a series of recommendations on how to reform the tax-lien-sale process.
Mayor Gray explained: "The legislation I will introduce on Monday will reform the tax lien sale process by: expanding required notice to homeowners of their rights and alerting them to resources that are available to assist them, including the Real Property Tax Ombudsman; setting a cap of $2,200 on the legal fees that tax sale purchasers may collect; increasing the minimum threshold for tax sale to a debt of $2,500 for properties receiving the Homestead Deduction; sending copies of the notices to property owners to alert them to the tax delinquency and the pending tax sale to the Real Property Tax Ombudsman, who will be able to reach out to homeowners and provide assistance as needed; and giving OTR the authority to negotiate and enter into deferred-payment plans with homeowners on real-estate taxes in order to accommodate owners with limited means.
The tax-lien-sale process, as improved by the Mayor's proposals, is still necessary to ensure that a limited subset of District residents pay their taxes, similar to the process in place in all 50 states.
"I encourage the Council to hold a public hearing on my legislation and work collaboratively with me and interested public stakeholders before the next tax-lien sale," the Mayor added. "This will allow us to develop a well-thought-out and workable solution that protects both vulnerable District homeowners and the District's tax revenue."

redpajama_set_name: RedPajamaCommonCrawl


text:
MIAL
GMR Airports
Centre's nod to consortium may delay Navi Mumbai airport project
The airport bidding process is likely to be delayed further with the entry of a fourth player, a consortium of Voluptas Developers (Hiranandani Group) and Zurich Airport, into the fray.Sanjeev Devasia | TNN | Updated: August 24, 2016, 11:52 IST
MUMBAI: Even as the Union civil aviation ministry has intending to set 2019 as its deadline to operationalize the Navi Mumbai airport, the project may see further delays.
The airport bidding process is likely to be delayed further with the entry of a fourth player, a consortium of Voluptas Developers (Hiranandani Group) and Zurich Airport, into the fray. A deadline of September 1 was set for submission of request for proposal (RFP) documents for the three bidders in the fray earlier. With Voluptas Developers receiving a security clearance from the Union ministry of home affairs (MHA), which was earlier denied to them, Cidco will now have to issue RFP documents to the consortium and also grant them time to submit the same. The MHA clearance, for Voluptas Developers to bid for the Navi Mumbai airport, came in after it gave a similar security clearance to bid for the Mopa International Airport in Goa was given to the company after a Delhi high court order.
RFP documents were given to three bidders in the fray, GMR Airports, GVK Group-lead Mumbai International Airport (MIAL) and MIA Infrastructure, a consortium of Vinci Airports International SA and Tata Realty, in May. "We even had refused to grant extensions for submission of RFP to the three players already in the fray. However, with the MHA granting security clearance to the Hiranandani-led consortium, we will have to accommodate them and provide them with the RFP documents," said a Cidco official. Pre-development work like levelling of the hills are yet to commence due to the monsoon. "We intend to start work by October, as we are unable to move machinery and carry out other work," said a Cidco official.
Top 10 Largest Airports in the World
Tags : Regulatory, Mumbai, MIAL, GMR Airports, Cidco


This Saturday, Union Gospel Mission will serve its 73rd annual Christmas Dinner for the community. Put on with the help of over 200 volunteers, the event provides a delicious holiday meal amidst a joyful family setting, complete with live music and beautiful decorations. The meal is free of charge and occurs at two Vancouver locations and one in New Westminster.
*To speak with someone who has been through UGM programs, please connect with us and we'd be happy to arrange an interview with someone who is willing and able to share a powerful story of life transformation.
Union Gospel Mission has been feeding hope and changing lives of men, women, youth, and children for over 70 years. Through its 7 locations in Metro Vancouver and the city of Mission, UGM provides counseling, education, safe housing, and alcohol and drug recovery to those struggling with poverty, homelessness, and addiction. The heart of the mission is to demonstrate God's transforming love, ease the burden of the most vulnerable, rebuild the lives of the broken, and offer dignity to those who feel cast aside. To learn more, visit www.ugm.ca.


All AFFINITY AT VERRADO homes currently listed for sale in Buckeye as of 04/24/2019 are shown below. You can change the search criteria at any time by pressing the 'Change Search' button below.
"Within the Marketside district in Verrado. Beautiful two-story with mountain views from the loft. 42'' maple Gourmet Kitchen cabinets, gas stainless steel stove top with granite countertops and Kitchen Island. 2'' faux wood blinds throughout the house. Upgraded carpet and pad, tile on all the wet areas. Too many upgrades to list; come and take a look."
"Within the Marketside district in Verrado. Spacious Single Story. 42'' maple cabinets, gas stainless steel GE Stove with upgraded granite countertops and Kitchen Island, 8' interior doors, Upgraded carpet and pad, wood style tile in all the right areas. Too many upgrades to list; come and take a look at this completed home!"
"Within the Marketside district in Verrado. Beautiful single-story surrounded by other 1 story homes! The gorgeous Kitchen includes 42'' maple cabinets, gas stainless steel GE Stove with upgraded granite countertops and Kitchen Island. Some other amazing features include upgraded carpet and pad, wood style tile in all the right areas, plus so much more. There are just too many upgrades to list; come and take a look at this completed home on an oversized lot!"


Wheat Lawn Services is dedicated to providing customers with all of their lawn care needs. As a small company, we are able to give you the personal attention you deserve, at a price you can afford. We strive to exceed your expectations and take pride in the satisfaction of our customers.
Our cool season lawn care program will feed your lawn with the nutrients it needs throughout the year.
We're ready to service your lawn this season! Schedule service now, to reserve your spot!


text:
Пфаррвайзах () — громада в Німеччині, розташована в землі Баварія. Підпорядковується адміністративному округу Нижня Франконія. Входить до складу району Гасберге. Складова частина об'єднання громад Еберн.

Площа — 28,43 км2. Населення становить  ос. (станом на ).

Географія

Адміністративний поділ
Громада  складається з 9 районів:
Дюррнгоф
Гербельсдорф
Юнкерсдорф-ан-дер-Вайзах
Крайсдорф
Ліхтенштайн
Лор
Пфаррвайзах
Рабельсдорф
Реммельсдорф

Примітки

Посилання

 Офіційний сайт

Громади Баварії

redpajama_set_name: RedPajamaWikipedia


text:
Austin-Morris
Austin-Rover
Asia-Motors
De-Tomaso
Although the BMW 3 series debuted in June, 1975, the entry model BMW 315 was first introduced to the model 1979 / 80th Under the bonnet of the BMW 315 lies a 1.6-liter four-cylinder petrol engine which has a maximum output of 75 hp. Like all BMW 3 Series four-cylinder 315 was also adapted to the cheaper regular gasoline. Unlike the more powerful two-liter models was the entry level model, just like the BMW 316 and 318, not equipped with dual headlights, but with simple round headlights. The BMW 3 - series was a success from the beginning : after 6 years, the one millionth car rolled off the line. Whether it is as though a BMW 315 or a BMW 323i acted (the top model with 143 hp), is not used. You are looking for a bargain ? In this website you will find a huge selection of used cars for cheap price.
BMW 315 photos
BMW 320Si
BMW Alpina B6 S
BMW 3er GT
BMW 3er Touring Edition 33
BMW 320Cd
Better Parts LTD 2020
About DMCA Contacts News


text:
China Launches First Intercontinental Missile Capable Reaching the United States
October 2, 2014 By larryf
While the US continues to cut its military budget, China?s military has conducted the first flight test of a new variant of one of its road-mobile intercontinental ballistic missiles in a sign that Beijing is increasing its strategic strike capability against the United States.
The test of a new DF-31B missile was conducted Sept. 25 from a missile test range in central China.
A Pentagon spokeswoman declined to provide details of the test.
?We continue to monitor China?s military modernization, including its missile tests,? Cynthia O. Smith, the spokeswoman, told the Washington Free Beacon.
No details of the missile test could be learned, but the test was believed to have been carried out from China?s Wuzhai test facility.
Nongovernment military analysts said the new missile likely is an increased-range or improved performance weapon, and possibly a multi-warhead version of the ICBM.
A Chinese military enthusiast website has identified the DF-31B as a mobile missile variant designed specifically for travel on rugged terrain or other difficult road conditions.
Mobile missiles are considered a greater strategic threat because tracking their location and targeting them in a conflict is very difficult. The missiles can be hidden in garages or caves to avoid detection by satellites and other sensors.
China has made clear in its state-run media that its nuclear forces are being developed for use against the United States. The Global Times reported Oct. 28 that a submarine-launched missile attack on the United States would kill between 5 million and 12 million Americans.
Filed Under: larry articles, mostpopular


text:
Novartis, Molecular Partners ink potential $230 mln deal for COVID-19 candidates
Oct 28, 2020 • Last Updated October 28, 2020 • 1 minute read
ZURICH — Novartis has licensed global rights to two Molecular Partners' antiviral drugs that have potential to treat COVID-19 patients, the two companies said on Wednesday.
Molecular Partners will get an upfront payment of 60 million Swiss francs ($66.2 million), a potential milestone payment of 150 million francs, and a "significant royalty" on sales of the drugs called MP0420 and MP0423.
First-in-human studies for MP0420 are expected to start in November, Molecular Partners has said, with clinical studies for the second antiviral candidate, MP0423, due to begin in the first half of 2021. Previously, Molecular Partners got a "high single digit millions" of Swiss francs payment from the Swiss government to reserve doses of MP0420.
"It has become increasingly clear that to tackle the pandemic at a global level the development of medicines that can prevent and treat the virus, in addition to the development of vaccines, will be crucial," Novartis said in a statement.
Until now, Novartis's efforts to combat COVID-19 have including a failed bid to repurpose older medicines against COVID-19, including its malaria drug hydroxychloroquine that won U.S. President Donald Trump's endorsement but flopped in randomized clinical trials.
Molecular Partners is seeking to rebound after its eye drug abicipar, in a partnership with U.S. drugmaker AbbVie, failed to win U.S. Food and Drug Administration approval for blindness-causing macular degeneration. ($1 = 0.9070 Swiss francs) (Reporting by John Miller; Editing by Michael Shields)


text:
Watch This: The Midnight Island of Childhood Dreams
Posted by Sarah Galvin | Sep 13, 2016 | Watch This
As a kid I read a lot of stories about survival and kids building homes. My favorites were the Jack London books about wolves, Hatchet, My Side of the Mountain, The Boxcar Children Series, and the Berenstain Bears book about the clubhouse (before Berenstain Bears acquired their current conservative Christian bent.)
I dreamed of the perfect fort, in my mind a treehouse on a child-sized island, about the size of a tiny island in the middle of a certain Seattle lake. I frequently asked my dad when we walked by the island if we could canoe there some time, but as a former Forest Service employee, he had an admirable respect for any place designated a bird sanctuary.
When I discovered a few years ago that the place was no longer a wildlife refuge and that a couple of my friends had camped there, my interest was renewed. In the whirlwind of adult responsibility they didn't find time to return there with me until last night.
My friend Jack bought an inflatable raft for 50 bucks, we loaded up on beer and firewood, and around 10 PM we set out. While no longer legally protected, the place wasn't set up for human visitors, having no docks or even a post to tie a water vessel to. I had no idea what we would find there, and the island, as a place I'd thought about since childhood, had grown huge in my imagination. I'd heard its population consisted mainly of rats (which I mostly like) and spiders (which I cower from in a corner of my apartment while my girlfriend transports them to the garden in shot glasses.)
On the shore nearest the island, Jack told me on his last visit he had seen the ghost of a woman who died there in the 20's. She had an affair with her dad which ended violently, the only evidence of the murder a pile of clothes neatly folded on the beach. Jack saw the silhouette of a woman approaching the beach disappear, as if she bent to retrieve something dropped in the grass and never stood up again. He spent a fair amount of time searching for the woman before concluding she was gone and setting off for the island.
He told me this on the beach as I assembled plastic oars whose sections connected like an Erector Set, and he inflated a raft we couldn't find the cap for. We left the pump screwed into the raft, which I continuously pumped up as we paddled to our destination. If I stopped pumping, down we and our beers and hot dogs would go. The raft took on water as we paddled. I initially panicked, thinking we had worn a hole in our little ship on its scrape-y path from the shore, but Jack assured me it was from the slopping of the oars rather than the metal spikes lining the lake bottom or a ghost's switchblade.
Our ten-minute passage concluded and we hefted our thankfully plastic-wrapped firewood and hot dogs onto the island. It was beautiful there. Part of what's kept me from leaving Seattle during the rent hike and invasion of hideous architecture (besides miraculously finding affordable housing—FUCK YOU whoever is doing nothing to stop the housing crisis) is knowing the tiny distance I have to travel to see the moon and stars, which blazed through the trees on the island like strings of broken Christmas lights.
I was surprised to find well-worn paths, a fire pit, and several elaborate driftwood forts. Building a fire took a few minutes as the twigs and leaves we used for kindling were damp. Soon we were cooking and drinking. I heard rats and saw several giant spiders, which if anything enhanced the fun of the expedition.
This was exactly the adventure I wanted as a kid. I was sharing something I care deeply about with a person whose experience informs and enriches my own. It was the realization of the dream of companionship I'd had since childhood, plus lake water-soaked underwear and some conversations I couldn't have conceived of that young. To be in love, to talk about it with someone who was as well—how could I explain to 8-year-old me this was what I'd needed for decades?
Before we or our rat and spider eavesdroppers knew it, it was 3 am. Jack re-inflated the raft and we headed back to civilization. We were too tired to end the evening at a diner as we had planned, but having made plans to return to the island as the lake soaked our asses on the return trip, it didn't matter.
PreviousRaven's Reading Rainbow: True To The Game
NextTransforming the Conversation About Being Transgender
Sarah Galvin
Sarah Galvin is the author of a book of poems, The Three Einsteins and a book of essays, The Best party of Our Lives. Her poetry and essays can be also found in io, New Ohio Review, Vice Magazine, and Pinwheel, among others. She is a regular contributor to The Stranger newspaper. She is a winner of the 2015 Lottery Grant, a 2015 James W. Ray award nominee, and was considered for what would have been the first Radio Flyer Wagon DUI in Washington State history.
Watch This: Virginia is for Led Zeppelin Lovers
Watch This: Outlander, Brewer of Dreams
Human Pyramids and X-rated Ghostbusters at the Legendary Crescent
Getting Gay at the SIFF Gay-La
by Sarah Galvin, Queerspace Magazine

Watch This: The Midnight Island of Childhood Dreams

by Sarah Galvin, Queerspace Magazine
September 13, 2016

As a kid I read a lot of stories about survival and kids building homes. My favorites were the Jack London books about wolves, Hatchet, My Side of the Mountain, The Boxcar Children Series, and the Berenstain Bears book about the clubhouse (before Berenstain Bears acquired their current conservative Christian bent.)

I dreamed of the perfect fort, in my mind a treehouse on a child-sized island, about the size of a tiny island in the middle of a certain Seattle lake. I frequently asked my dad when we walked by the island if we could canoe there some time, but as a former Forest Service employee, he had an admirable respect for any place designated a bird sanctuary.

When I discovered a few years ago that the place was no longer a wildlife refuge and that a couple of my friends had camped there, my interest was renewed. In the whirlwind of adult responsibility they didn't find time to return there with me until last night.

My friend Jack bought an inflatable raft for 50 bucks, we loaded up on beer and firewood, and around 10 PM we set out. While no longer legally protected, the place wasn't set up for human visitors, having no docks or even a post to tie a water vessel to. I had no idea what we would find there, and the island, as a place I'd thought about since childhood, had grown huge in my imagination. I'd heard its population consisted mainly of rats (which I mostly like) and spiders (which I cower from in a corner of my apartment while my girlfriend transports them to the garden in shot glasses.)

On the shore nearest the island, Jack told me on his last visit he had seen the ghost of a woman who died there in the 20's. She had an affair with her dad which ended violently, the only evidence of the murder a pile of clothes neatly folded on the beach. Jack saw the silhouette of a woman approaching the beach disappear, as if she bent to retrieve something dropped in the grass and never stood up again. He spent a fair amount of time searching for the woman before concluding she was gone and setting off for the island.

He told me this on the beach as I assembled plastic oars whose sections connected like an Erector Set, and he inflated a raft we couldn't find the cap for. We left the pump screwed into the raft, which I continuously pumped up as we paddled to our destination. If I stopped pumping, down we and our beers and hot dogs would go. The raft took on water as we paddled. I initially panicked, thinking we had worn a hole in our little ship on its scrape-y path from the shore, but Jack assured me it was from the slopping of the oars rather than the metal spikes lining the lake bottom or a ghost's switchblade.

Our ten-minute passage concluded and we hefted our thankfully plastic-wrapped firewood and hot dogs onto the island. It was beautiful there. Part of what's kept me from leaving Seattle during the rent hike and invasion of hideous architecture (besides miraculously finding affordable housing—FUCK YOU whoever is doing nothing to stop the housing crisis) is knowing the tiny distance I have to travel to see the moon and stars, which blazed through the trees on the island like strings of broken Christmas lights.

I was surprised to find well-worn paths, a fire pit, and several elaborate driftwood forts. Building a fire took a few minutes as the twigs and leaves we used for kindling were damp. Soon we were cooking and drinking. I heard rats and saw several giant spiders, which if anything enhanced the fun of the expedition.

This was exactly the adventure I wanted as a kid. I was sharing something I care deeply about with a person whose experience informs and enriches my own. It was the realization of the dream of companionship I'd had since childhood, plus lake water-soaked underwear and some conversations I couldn't have conceived of that young. To be in love, to talk about it with someone who was as well—how could I explain to 8-year-old me this was what I'd needed for decades?

Before we or our rat and spider eavesdroppers knew it, it was 3 am. Jack re-inflated the raft and we headed back to civilization. We were too tired to end the evening at a diner as we had planned, but having made plans to return to the island as the lake soaked our asses on the return trip, it didn't matter.

This article first appeared on Queerspace Magazine and is republished here under a Creative Commons license.


text:
Guy: Hawaiian Style
Guy: Hawaiian Style Season 1 Episode 1
Here you can watch Guy: Hawaiian Style Season 1 Episode 1 for free on 123Movies,
Guy Fieri and his family roll through the Hawaiian Islands for a deep dive into the tradition, the adventure and all types of great food.
Series: Guy: Hawaiian Style
Sherwood (2022)
Two murders shatter an already fractured community leading to one of the largest manhunts in British history while threatening to inflame historic divisions sparked during the Miners' Strike three decades…
Pretzel and the Puppies
Meet Pretzel, the world's longest dachshund and a playful, supportive dad to five frisky puppies. Together with his wife, Greta, they encourage their pups to get their paws up to…
Genre: Animation, Kids
Darwin's Game
Sudou Kaname, an ordinary high school student, receives an invitation email to try a mysterious app called "Darwin's Game." Kaname, upon launching the app, is drawn into a game where…
Genre: Action & Adventure, Animation, Mystery, Sci-Fi & Fantasy
The Pembrokeshire Murders
Detective superintendent reopens two unsolved murder cases from the 1980s. Forensic methods link the crimes to a string of burglaries. Steve's team has to find more evidence before the perpetrator…
See life through the eyes of Dino, Ben, and Jonathan — three teens experiencing the joys and pains of growing up. Although different in many ways, these guys have one…
20,30,22,23 min
Viva La Bam was an American reality television series that stars Bam Margera and his friends and family. The show was a spin-off from MTV's Jackass, in which Margera and…
Genre: Action & Adventure, Comedy, Reality


In 2004 & 2009, Telugu votes played an important role to decide the Central government? Will it happen once again in 2019? Will Jagan and K Chandrashekhar Rao be the kingmakers of 2019? What will be the role of Pawan Kalyan? Watch 'RajNiti' debate with Siddharth Zarabi.


Rapid sedimentation in young basin causes overpressured reservoirs. Overpressured reservoirs create challenges for formation evaluation, drilling, and completion.
High temperature/high pressure reservoirs in some regions requires special approaches in development planning and HPHT tools.
Some reservoirs are tight sand that might require horizontal drilling and fracking.
Contact directly, under no obligation of service, one of our top technical team member to obtain timely solution suggestion and or collaboration for your current and upcoming project.
Pls write a brief description of what you would like us to review with you. Thank you.
Please Select 1-20 21-50 51-100 More than 100 Well would like to have an idea of the size of your company.


There are many terms when it comes to route optimization and route planning. In this blog post we describe the ones we use.
Routing is the process of finding the best path between two or more locations with a fixed order in a road or rail network. The criterion according to which a path is the best can vary. You may be looking for the shortest path (by distance), the fastest (by travel time), but also the most scenic or the safest path. Anything is possible as long as it can be specified by assigning some quantity, a generalized cost, to each road segment, and looking for the least-cost path.
Such paths can be calculated with our Routing API which is powered by our open source routing engine.
Other terms like journey planning, trip planning or route planning are frequently used, sometimes also itinerary planning.
When we use the term route optimization, we mean solving vehicle routing problems (VRP) and travelling salesman problems (TSP).
These problems can be solved with our Route Optimization API. It can be used to solve various vehicle routing problems like the capacitated VRP with time windows or the VRP with multiple depots. It allows the user to specify a number of business-specific constraints like time windows, multiple capacity dimension, driver skills etc., and it can even be used to solve large scale problems (>1000 locations and >100 vehicles).
Calculate transport times and distances between all involved locations, e.g. pickup and delivery locations, as well as vehicle start locations. This is done with our Matrix API, see below for more information.
(ii) a partial solution containing all other deliveries.
This step is called the ruin step.
Based on the partial solution (ii) all deliveries from (i) are re-integrated again, which is therefore referred to as recreation, yielding a new solution. If the new solution has a certain quality, it is accepted as the new best solution, whereupon a new ruin-and-recreate iteration starts. These steps are repeated over and over again until a certain termination criterion is met, e.g. computation time or number of iterations.
Our Route Optimization API is powered by our open source optimization engine jsprit.
according to Wikipedia. And for us this means that once you found a path in the network, then navigation is the process of guiding you to the destination. It is tightly coupled to an actual device that knows your location and an algorithm that guesses your direction and the road you are on. With the help of our Routing API and Map Matching API, such a process can be implemented. If, for example, you would like to implement an Android app for the driver of a delivery vehicle, you could start with our Java API client.
Note that the matrix is not necessarily symmetric as you can have one-way roads, and the diagonal is 0 because a location to itself has always the distance of 0. You can calculate this matrix (or, similarly, the travel time matrix) by calling the Routing API multiple times, or much faster, in a single request, with our Matrix API.
Learn more on our website about the GraphHopper Directions API.


In 1904, a young Russian woman, Sabina Spielrein (Keira Knightley) is dragged – literally kicking and screaming – into the Zurich clinic of a rising doctor, Carl Jung (Michael Fasbender).
Using techniques gleaned from the pioneer of what became known as the "talking cure," Sigmund Freud (Viggo Mortensen), Jung manages to restore his patient to health, not least by pinning her problems on abuse she received from her father, as a young girl.
As the treatment progresses, Jung begins to correspond with Freud and the two men become both professionally and personally close.
Sabina quickly understands her problems and goes with the treatment, and soon, Sabina is healthy enough to begin her own journey from patient to one of the first female psychoanalysts.
But as she heals, Jung – happily married to a wealthy heiress – falls into a torrid affair with his patient – something that, along with his newfound ideas that verge dangerously close to the paranormal, put unbearable tension on his relationship with Freud.
David Cronenberg has come a long way from his roots as the foremost exponent of body horror, with such films as Scanners, Videodrome and The Fly creating almost a sub-genre of his own.
His later films included more surrealism (Naked Lunch and Existenz) and dramas grounded in the dark side of reality (Dead Ringers and Crash).
Most recently, he's been involved in a commercially and critically successful collaboration with Viggo Mortensen, with first A History of Violence and more recently Eastern Promises – perhaps his most accessible films of a long career.
A Dangerous Method is the director's third successive collaboration with the actor and appears to veer ever further from the kind of films that made his name.
There are no shocks or frights in this film, that – as the name of the play Christopher Hampton based his screenplay on, his own The Talking Cure, suggests – there's very little action at all.
Once Keira Knightley's Sabina Spielrein is cured of her jaw-jutting psychosis, there's a lot of talking – and a little spanking – but not much else.
For those who are interested in the birth of psychoanalysis and the tensions it spawned between its creators, this is – of course – a fascinating insight, but for the complexities and intricacies of the relationships portrayed here will be over the heads of most cinema-goers.
The performances from all three leads are worthy of praise – only Michael Fassbender has received much awards acknowledgment, largely due to the fact that the film comes close to similarly impressive turns in Shame and Jane Eyre. He's an actor on the way up and this film will do nothing to stop that trajectory.
But although Mortensen's quietly underplayed Freud never feels anything less than genuine, it's not a character that grips the audience and holds the screen, as he did in his previous two Cronenberg outings.
And while Knightley convincingly portrays a woman who goes from a patient to doctor – with all the character changes that involves – the material fails to give her enough of an emotional connection with the audience.
The sets, costumes, dialogue and delivery perfectly evoke the era, but there's too much telling and not enough showing as this film about "the talking cure" inevitably involves a lot of talking.
Hampton's script feels like more of an intellectual exercise or an academic enterprise than a particularly involving drama.
For medical historians, the the film will be thrilling, but for most people – whether or not psychoanalysis features in their life – the development and acceptance of the science and the controversy that continues to surround it doesn't carry enough significance to make this much more than a pretty – and pretty wordy – period drama.


text:
Q: How do I slice a word out of a string in Ruby? Here is my code:
query = "This is a good life"
=> "This is a good life"
query.slice!("is")
=> "is"
query
=> "Th is a good life"

What I am trying to do is to slice a fragment only if it is a single word, not a part of another word.

*

*Slicing (" is ") leaves no space between previous and following words and won't work for the first or the last word of a string.

*("is ") or (" is") do not guarantee that a fragment is not a part of a word.

A: [Edit: Readers, please see @Stefan's comment. He is entirely correct. The lookarounds and character classes I have are unnecessary; all that's needed is \b on each side of "is". There's a lesson here, I think: when one wants to do something in Ruby that's fairly commonplace, like replacing a word in a text, there's probably a way to do it with the minimum of fuss and bother.]
If you intend to deal with the fullness of the English language, this is not a simple question. Here's an approach you might want to adapt:
query = "This is a good life, it is; yes, indeed it is!"

query.gsub(/(?<=\b|[;:-])is(?=\b|[.?!])/i,'')
  => "This  a good life, it ; yes, indeed it !"

In the regex, (?<=\b|[;:-])is a "positive lookbehind"; (?=\b|[.?!]) is a "positive lookahead".

A: You can use sub too. gsub if you want to replace all occurrences of " is " in the string
query = "This is a good life"
# => "This is a good life"
query.sub(" is ", " ")
# => "This a good life"
query.gsub(" is ", " ")
# => "This a good life"

A: try with " is"
 > query = "This is a good life"
 => "This is a good life"
 > query.slice!(" is")
 => " is"
 > query
 => "This a good life"

A: The main difficulty of this problem is about the boundary, if the word is the first or the last in the string.
x = "is"  # any word to slice
query = "This is a good life"
query.gsub(/(\b\s#{x}\b|^#{x}\b\s|\b\s#{x}$)/, '') # "This a good life"
x = "This"
query.gsub(/(\b\s#{x}\b|^#{x}\b\s|\b\s#{x}$)/, '') # "is a good life"
x = "life"
query.gsub(/(\b\s#{x}\b|^#{x}\b\s|\b\s#{x}$)/, '') # "This is a good"

redpajama_set_name: RedPajamaStackExchange


It's a wee bit predictable, but folks on YouTube seem to be crying over this, so figured I'd post it.
It's well done. I'm guessing it's a sort of Thai public service announcement about kindness.
This same story played as an email chain awhile ago…I think the beneficiary of a good deed was Colin Powell or the doctor who did the first heart transplant on the guy who helped him when he was a kid.
Still I would like to see this video played on American TV's now that being kind seems to have been forgotten and simple American Christian charity (without the corporate structure) appears to have been lost/forgotten/blighted by the Teaparty Republicans.
The true divine is paying it forward. What comes as instinct, later becomes a practice of joyful compassion.
Or George Zimmerman shows up and shoots him.
Lack of socialized medicine bad Karma with heavy collateral damage.
I was just wondering if that was a bit of an anachronism. I did get a goldfish in a plastic bag full of water at Woolworth's about a hundred years ago.
Just thinking about this damn video makes me a bit verklempt. Damn adorable Asian boy with his head down (that's where it starts).
I've seen it done that way in India, too.
Not that far back but yes, I've seen soup packaged that way both there and in some Asian restaurants here.
Anyone buy soup to go in Thailand in 1983? Did it come in a plastic bag?
Oh man, I can't watch that movie. It really gets me. Of course, the movie, "Rudy", reduces me to a bag of tears every time I see it.
there's nothing wrong with feeling good once in a while.
The U.S. version would have had the kid beaten by an angry mob and that would have been the end of the commercial – 30 seconds to fit the broadcaster's time slot. The final screen would show brought to you by (insert name), sheriff. Vote for me in Nov.
Exactly. A beautiful "play if forward" moment.
Oh yeah… that's a tear-jerker all right.


text:
Hazel Markus
Hazel Rose Markus was born in London, England, and grew up in San Diego, California. She completed her BS at California State University-San Diego and her Ph.D. at the University of Michigan. She began her academic career at the University of Michigan, where she learned the importance of interdisciplinarity at the Institute for Social Research and demonstrated her intellectual breadth and her commitment to an inclusive science of psychology. In 1994, she moved to Stanford University, where she serves as the Davis-Brack Professor in the Behavioral Science and Professor of Psychology.
Hazel's creative and cutting edge research pushed the discipline forward time after time. Her dissertation made a compelling argument for examining self-views as cognitive structures, and it showed how self-schemas direct attention, shape memory, and guide behavior. With Paula Nurius, Daphna Oyserman and Susan Cross, she developed the idea of possible selves—peoples' ideas of what they might become, would like to become, and are afraid of becoming.
In collaboration with Shinobu Kitayama, she then transformed the field again when she articulated East Asian conceptions of the individual as embedded in relationships, and how this interdependent self-construal which differs from the more independent self-construal that is the default in Western psychology can lead to cultural variation in cognition, emotion, motivation, and action. This theoretical advancement led to breakthroughs in research and theory on motivation, agency, emotion, and health. Hazel and her colleagues have not only expanded the ways that self is conceptualized, but they have also addressed how diverse social and cultural contexts (social class, gender, ethnicity, race, religion, occupation, and national or regional origin) shape cognition, agency, decision-making, and preferences. In the book, Clash! How to Thrive in a Multicultural World with Alana Conner, she has conceptualized cultures as multilayered cycles of individuals, interactions, institutions, and ideas, and conceptualized people as culturally-shaped shapers.
Hazel has also explored concepts of race, ethnicity, diversity, colorblindness and multiculturalism. With literary scholar Paula Moya, in the book Doing Race, she has theorized that race is not something that people or groups have, or are, but rather a set of actions that people individually and collectively do. She has examined both the pride and prejudice consequences of racial identities, and the role of narratives and practices of colorblindness and multiculturalism.
Throughout Hazel's long career, she has been an advocate and mentor for graduate students, post-doctoral scholars, and junior faculty, especially for those often overlooked or underrepresented in the academy. She has mentored and promoted the careers of many women, students from non-Western societies, and members of under-represented U.S. ethnic groups. Her rich legacy endures through the many ways those scholars in turn bring new perspectives to the study of human behavior in social, cultural, class, work, and gender contexts.
Hazel's commitment to being a social scientist who serves society is reflected in her work as the Co-Director of the Stanford "do tank," Social Psychology Addressing Real-world Questions (SPARQ). SPARQ translates the insights of social psychology into accessible tools and strategies to address issues of injustice and inequity in critically important life contexts.
Dr. Markus is a member of the National Academy of Sciences, the British Academy, and a Fellow of the American Association of Arts and Sciences. Her recognition by the field includes the American Psychological Association's Distinguished Scientific Contribution Award, the Association for Psychological Science's William James Award for lifetime achievement, the Society for Personality and Social Psychology's Donald T. Campbell Award. And the Society for Experimental Social Psychology's Distinguished Scientist Award. Dr. Markus served as the President of the Society for Personality and Social Psychology from 2003 to 2004.
"It is wonderful to have this opportunity to honor, and say thank you, to a true pioneer of social cognition, who showed us the power and relevance of the new cognitive methods and frameworks for understanding classic issues in social psychology like the self. And then taking strong leadership once more, to expanding our Western-centric understanding of the self to a broader more inclusive perspective. Leading that cause still today, in fact. It is no small feat to be able to see human nature for what it is, to shake off the scales of one's own culture and existing scientific paradigms, and point the way for others, but this is an important part of Hazel's achievement. She not only helped many of us graduate students to grow up, she helped our field grow up as well." - John Bargh
"It is not often that an internationally-eminent scholar and member of the National Academy of Sciences reaches from research to practice to take on some of the thorniest societal challenges in the hopes of effecting enduring social impact. Working in deep and extensive collaboration with scholars across the globe, with practitioners and policy-makers across a variety of arenas from law enforcement to business, education and health, and in communities near and far, Hazel Markus does just that and has done it for decades. Her contributions on self and culture and race and economic mobility speak for themselves, and her latest iteration of action research, creating evidence-based interventions with her colleagues at SPARQ – a center that takes social psychology and addresses real-world questions – is simply stunning. The world needs more academicians like Hazel Markus!" - Nancy Cantor
Besides the many students she has mentored, I think one of Hazel's greatest contributions to the field is the way she expanded the discussion in social psychology. Many of the topics that she did pioneering work on have now become so mainstream that it is hard to think about the field of social psychology before them. Concepts such as self-schemas, possible selves, culture, social class, and race became important concerns for social psychology. Landmark articles and books such as her chapter with Bob Zajonc on affect and cognition or her paper with Shinobu Kitayama on culture set new directions for the field, and moreover, were so laden with important insights that they would be mined for years to come. Without Hazel, the field of social psychology would be a lot less rich and importantly, a lot smaller, too. - Dov Cohen
When I was working on applications for graduate school, the ABBA song "Take a chance on me" ran constantly through my head, because I lacked a degree in psychology. Fortunately, Hazel Markus did take a chance on me, and I have been forever grateful. Hazel inspires us to think big, to reach beyond the boundaries of what we know now, and to bring others along with us. - Susan Cross
The stereotype that warmth and generosity are incompatible with true brilliance is refuted by the existence of Hazel. - Phoebe Ellsworth
I know nobody who has shaped the field as much as Hazel Markus, not just by pushing its boundaries to include meaning-making, diversity, and inequality, but also by producing a whole generation of social psychologists who themselves were from groups not initially included in mainstream social psychology; and as in my own case, by providing them with community and life-long support. So much to be grateful for. - Batja Gomes de Mesquita
I was extremely lucky to have the chance to work with and learn from Hazel while I was a graduate student at Stanford. In the time that I have collaborated with her, I have deeply appreciated her personal and professional support. Working with Hazel is fun, engaging, and inspiring. I nearly always leave meetings with her more excited about my ideas and motivated to work harder than I had been before. Thank you, Hazel, for all of your wisdom and support, and congratulations! - Cynthia Levine
Hazel Markus brought a cognitive lens to considering the self, highlighted how differences in how the self is constituted matter, focused new attention on the ways in which people shape and are shaped by their place in the social structure, and spearheaded cultural psychology as the study of the ways in which different self concepts affect human perception. Her ability to explain complex ideas in clear and concrete ways contributed to the rise in popularity of cultural psychology and extended the reach of cultural psychology from a niche idea to something that feels necessary to consider. - Daphna Oyserman
Hazel's creative and broad thinking has transformed the field in multiple ways – from her early groundbreaking work on self-schemas to her pioneering work in cultural psychology to taking social psychological research out of the lab and applying it to address critical social and cultural disparities. I was incredibly fortunate to have Hazel as a mentor and role model in graduate school. She taught us not only the importance of theory-building and rigorous methodology, but also encouraged us to cut across disciplinary boundaries. I am deeply grateful to Hazel for her inspiring, supportive and wise mentorship and thankful for her friendship over the years. Congratulations, Hazel, for this much deserved recognition of your work and your lasting influence on the field! - Paula Pietromonaco
I was an economics major during my undergraduate studies at Stanford, when I chanced about Hazel during a guest lecture in an otherwise boring introduction to psychology course. That hour and a half dramatically changed the course of my life. Hazel painted a Monet of social and cultural psychology in her guest lecture - although the details might not be very clear, the effect was mesmerizing. Economics did not stand a chance, and I became a passionate social psychologist for the rest of my life. - Krishna Savani
Congratulations on a wonderful achievement--we have learned a lot from Hazel, and we will keep learning from her! We always admire and respect you so much. - Yukiko Uchida
Hazel, thank you for being such an inspiring, supportive, and creative role model for so many of us, and for leading with others the cultural perspective to be carried to the heart of mainstream psychological research. - Ayse K. Uskul
I cordially thank Hazel for her intellectual curiosity, foresight, and courage to build the now unbreakable bridge between cultural psychology and mainstream social psychology. - Masaki Yuki
I am pleased to have an opportunity to offer a tribute to Hazel Markus, who is so deserving of the Heritage Wall of Fame honor. I had the good fortune of serving with Hazel on the MacArthur Foundation Research Network on Successful Midlife Development (MIDMAC) in the 1990's. Her presentations to the group were always thoughtful and stimulating, and I learned a great deal from her. She had important insights into our understanding of the middle-aged self and the cultural relativity of midlife experiences. Beyond her valuable scientific contributions, other noteworthy recollections come from our free time at MIDMAC meetings, which were often held in exciting places. I have fond memories of adventures and discussions about work and family with Hazel on walks and hikes in many settings from Kiawah Island, South Carolina to San José, Costa Rica and St. Moritz, Switzerland. I also cherish the times I was able to reconnect with Hazel during the subsequent MIDUS/MIDJA meetings and when I was on sabbatical at the Center for Advanced Study at Stanford. Hazel is truly an exceptional scholar and one of the most genuine and supportive people I am fortunate to know. She continues to be an amazing mentor to many students and colleagues. Although she studies the self, Hazel is truly selfless. The field of Social Psychology would not be the same without her. - Margie Lachman