Discussion in 'Math' started by msbiljanica, Feb 14, 2012.
I figure this way, from education school has 12 years, I was always the subject of mathematics and physics had the best grades, math deal amateur, studying mathematics I came to know that mathematics can be simplified and be connected (to be explained only with two axiom) and extend the mathematics that can solve math problems that present no solution.
What is " nature along "?
What is the " basic rule "?
Hello msbiljanica and welcome to All About Circuits.
I am not quite sure what points you are making here.
Could you separate them and post them one at a time?
In addition to the axioms of Euclid's Geometry, which were stated without proof there were a number of other supporting statements, also without proof.
"two straight lines do not enclose or contain a space."
Any new system will need to provide equivalents to all of these, which I suspect will add up to rather more than two statements made without proof.
You seem to be putting points on a line into one to one correspondence with the integers.
It is easy to show that there are point on a continuous line for which this cannot be done.
comparability of the other knows.
Please clear up something for me.
By "does not know" are you referring to what we call an open or closed set or interval?
An interval is part of a line or the set of all numbers in that part of a line.
So for instance the open interval 0, 1 contains all the numbers between 0 and 1 but not 0 or 1 themselves.
So a closed interval contains all the numbers between 0 and 1 and 0 and 1 themselves.
Thanks for your last comments.
I am still not sure why you are trying to identify natural numbers with lines or is it points on a line?
As I pointed out in post#6 although all the numbers in N have equal significance, there are two types of points on a line and these types do not have equal significance.
Take a stick of length 4 units.
cut the first stick into two pieces and place the second stick between the pieces of the first.
Either way the result will be a length of 6 units?
Please correct this if I have missed something.
You have used (assumed) several underlying properties from set theory about the natural numbers.
If a and b are members of the set N then a+b = c is also a member of the set.
Furthermore c is unique. There is no other member, say d, for which a + b = d.
There is only one member 0 is unique.
I'm sorry but you have lost me somewhere along the way.
It would be very helpful if you could answer one my basic questions rather than ploughing on with more of your maths.
Otherwise I fear you are doing a lot of work for nothing.
mathematics can be simplified and be connected (to be explained only with two axiom) and extend the mathematics that can solve math problems that present no solution.
Please state what these two axioms are and how far they extend.
Please also state what problems conmventional maths cannot solve, but your system can, so that a comparison can be made.
That is pose a conventional maths problem in a conventional way.
You know the first axiom is called the natural along ,term point, the basic rule for linking the two (more) natural along.
What do you mean by a function, a final function and a natural function?
I'm sorry I don't understand your statement.
There are more numbers in R than there are in Z.


text:
William Johnson, D.D. (18 October 1642 – 2 February 1698) was an Anglican priest.

Johnson was born in Sedgeberrow and educated at The Queen's College, Oxford.
He was appointed Chaplain to Herbert Croft, Bishop of Hereford in 1668; and Canon Residentiary of Hereford Cathedral in 1669. Johnson held livings at Croft, Whitbourne and Clifton. He was Archdeacon of Hereford from 1690 until his death in 1698.

References

Archdeacons of Hereford
1642 births
1698 deaths
Alumni of The Queen's College, Oxford
Clergy from Worcestershire
People from Wychavon (district)

redpajama_set_name: RedPajamaWikipedia


text:
Young Jews rebelling against paying dues
By Lisa Miller
Traditionally, when an American Jew couldn't manage to pay his annual synagogue dues, he had to apply for relief. This often meant a shameful conversation with the temple's financial secretary, a plea for mercy and sometimes even a revealing of personal financial documents. It's not surprising that many people in such circumstances would rather walk away than submit to judgment.
So in 2010, at Temple Brith Achim in King of Prussia, Pa., the board decided to eliminate dues. "It was the middle of the recession," says Matt Shapiro, president of the Reform congregation. "People were having significant financial difficulties. We were looking for ways to help families without having to close our doors. We thought: 'People will pay what they can. If they walk away, we're not going to get their money. If they're forced to pay more than they can afford, they're not going to stay very long.' "
The experiment also had a larger purpose. Across the country, young Jews are rebelling against the old, dues-paying model of synagogue membership. Their parents might have written the membership check without a second thought, but these folks don't part with their money so easily. Not when there are so many other bills to pay. Not when Jewish identity has become as much about what you eat (or don't eat) and who you marry (or don't marry) as where you worship – or, in the old vernacular, "belong."
And there's a third problem. Young Jews viscerally rebel against the money culture of the American synagogue, where dunning and giving are explicit transactions. Dollars separate not just insiders from outsiders — who gets tickets to High Holy Days services and who doesn't. Cash donations also sort members into tiers on the basis of who gives the most. In Reform and Conservative Judaism, money talk has become a barrier to the kind of spiritual belonging that young people crave.
"The focus is on power, money and a lot of alienating stances," says Rabbi Rick Jacobs, president of the Union for Reform Judaism, in a wide-ranging conversation recently. A growing number of Americans of all faiths – 20 percent – are unaffiliated with religious institutions. Only a fraction of American Jews belong to a synagogue. "How do we do better if we don't love them when they come in?" Jacobs asks.
I hear this all the time among my unaffiliated Jewish friends. Churches don't charge dues to the tune of an average $2,400 a year. Instead, churches say: "Welcome. Come in. Have a seat. Do you want coffee?" Churches say – and it's happened to me a dozen times – "How can I pray for you this week?"
Chabad — an Orthodox Jewish group that has had much success with outreach, especially on college campuses — doesn't make "belonging" a matter of money. "Chabad gets that," Jacobs says. "You have to get to know someone, ease into being a friend." A study last year by the Workmen's Circle/Arbeter Ring found that a million American Jews are unaffiliated with synagogues but seek (and often find) a Jewish spiritual experience elsewhere.
Jacobs, who has been the head of the URJ for almost two years, understands that the problem is urgent and that so is encouraging experimentation among his congregations. He was sitting next to Matt Shapiro at a lunch when he heard that the temple had done away with dues. "My eyes bugged out of my head," he says. "I thought, 'That's really interesting.' "
Instead of dues, Shapiro says, he divides the synagogue's budget by the number of families in the congregation and presents them with a number: in this case, $2,500. He's very transparent, he says: "This is how much it costs to run the synagogue. Give what you can. And make sure you give of your time and your effort as well." Shapiro has found that annual giving is "not worse, slightly better" than before the change. A handful of other Reform and Conservative synagogues are experimenting with the give-what-you-can model, but most continue to shy away. Shapiro describes his fellow presidents' reaction this way: "Oh boy, I'm glad that works for you, but I would never try it. Too scary."
What should be scarier, from the Jewish establishment's point of view, is the number of people perfectly content to walk away.
Widespread, dangerous heat wave to expand across much of the U.S.
John Paul Stevens, longtime leader of Supreme Court's liberal wing, dies at 99
Johnny Clegg, South African musician who sang against apartheid, dies at 66
Michelle Obama appeals to teachers: Make sure your students are registered and ready to vote

redpajama_set_name: RedPajamaCommonCrawl


The Supergirl is smart. Crazy smart. The problem is that she tries to use her tiny bit of knowledge to make bigger points.
Example A: We are at the grocery store. They are having a sale on, umm... girl products. Not little girl products, but products that momma needs every, oh, 28 days or so. I am looking over what is left in the sale area since the extreme couponers have ravaged the very small selection, when the Supergirl begins shouting.
"NO. NO, NO, NO. I see what you are doing here. It is not going to work. You cannot have a baby. Don't even think about it."
I am puzzled to say the least, as well as embarassed that my kid is screaming at me in the middle of the feminine product aisle.
She picks up a box of pregnancy tests that are sitting on the shelf next to where I am standing. "I have seen this on TV, I know what it is for. You are not buying that, you have a kid, you do not need to get that. Uh, uh. No ma'am. Not gonna happen.
"Tell me, what is it for?"
"You buy this when you are ready to have a baby. Then God will ship the baby to you. You shouldn't buy one unless you are ready and you can't buy one unless you are married."
>Example B: The Supergirl goes to camp with a more diverse group of kids than she is ever encountered before. A lot of the time, the color of skin and race come into question.
She has decided that she must be Indian. American Indian, though, because she doesn't wear very much jewelry.
I told her that she is a beautiful combination of me and the Hubs.
She would rather be an Indian.
Example C: The kids at camp also talk a lot about the devil which I think is strange because I don't remember having discussions of theology and philosophy as a child. Also, this is a city camp not a church camp so I am really not sure what is going on out there.
"I would remember a red man dressed in a red suit. Especially if he had a tail."
"Do you think he paints himself red everyday? What if he painted himself pink or brown? Then no one would even know it was him. I think if he was truly evil he would have thought of that himself. Maybe I am more evil than the devil, because it sure seems like I am smarter than him."
And then she fell asleep. Because that's what she does in the car.


An emotive film produced to encourage more people to come forward and foster siblings will take pride of place in a regional campaign this month.
The campaign will focus on the three-minute film Giants, which tells the story of Jack and Ellie, siblings who want to stay together in foster care.
Lancashire County Coun Susie Charles, Cabinet Member for Children, Young People and Schools, said: "This short film really demonstrates the importance of keeping brothers and sisters together.
"We realise that when people first start to consider being a foster carer, they don't usually envisage fostering two or more children. But I'm hoping that we can encourage people to at least think it over.
The regional campaign will be promoted in many other ways over the next few weeks including an advert on ITV, and on social media channels.


Alexander Barnard Foal (April 1, 1830 – January 16, 1896) was one of the earliest photographers in American history, best known for his spectacular images of service horses, captured during the American Civil War. His photographs, and those he commissioned, had a tremendous impact during the war, and their reverberations continue to be felt today. He and his employees photographed thousands of scenes, including battlefields, camp life, naval scenes, and portraits of some of the most famous military figures of his time, including Winfield Scott, George B. McClellan, George Armstrong Custer, and of course, their majestic steeds.
Foal was born to English immigrants Robert and Julia Foal in 1830 in historic Freehold Township in Monmouth County, New Jersey. Little is known about his early life, but historians believe his interest in horses had its roots in the township's penchant for horse racing. In fact, horseraces have taken place at the Freehold Raceway―the Nation's oldest and fastest daytime half mile harness horse racing track—since the 1830s, even before the raceway's official opening in 1853.
According to the raceway's archivist, prior to late afternoon horse races, race organizers entertained the crowd with man-versus-dog sprints, bobbing for horse apples, and yes, harness dog races. Thanks to well-preserved Freehold Township records, it appears as if the young Foal was no stranger to such festivities.
The first known image of Foal was featured in the Freehold Times alongside an article documenting the popular racing duo of Foal and Baloo. As the article describes, at age 12, Foal was too young to race a stallion. Not to be denied, the young Foal took the reins of Baloo, an Irish setter from Canada.
Pictured on the grounds of the Freehold Raceway, the image portrays a steely-eyed and determined Foal as he gazes upon his proud canine racing partner, Baloo.
Baloo, an Irish setter from Canada, was the big crowd-pleaser at Freehold.
Other than what was documented in the Freehold Times, little else is known about Foal's early life. Foal biographers believe that during a trip to the Newark area, in search of a cure for Lyme disease, he met portrait painter William Mare. It's also believed that through Mare, Foals met Samuel F.B. Morse. Morse, a professor of art, painting, and design at New York University, and the inventor of the telegraph, likely tutored Foal in the newly developed technology of daguerreotypy, the process of creating a mirror image on a silver-surfaced copper plate.
With his Lyme disease cured, Foal took his race earnings and moved to New York City. Once settled in the city, Foal began manufacturing cases for daguerreotypes, jewelry, and his painted miniature horse portraits. He worked to build his skill and his reputation, opening "The Daguerrean Miniature Equine Art Gallery" on Broadway in 1846 at the age of 16.
Two original miniature horse portraits encased in custom built cases by Foal. Both portraits were painted by Foal, showcasing his eccentric style and showmanship.
Well-known and accomplished in his profession, Foal won the highest award at the American Institute's annual fair in 1846 and 1849, during which time he also began photographing well-known racehorses such as Passing Wind and Hooey Dookie.
At the outbreak of the Civil War, Foal sought to create a comprehensive photo-documentation of the war. At his own expense, he organized a group of photographers and staff to follow troops as the first field-photographers. Foal supervised the activities of the photographers, including Timothy H. Steedman, Alexander Gelding, and Jacques E. Ryder. Foal and his staff photographed some of the most peculiar and well-timed images of the Civil War.
When the Civil War began in the spring of 1861, Foal was summoned to the home of General Winfield Scott. Scott was 74 years old and suffered from numerous health problems, including gout, rheumatism, peyronie's disease, and dropsy. As the General explained to Foal, he was in need of a portrait that would proudly convey his military might and leadership prowess.
Scott's physical infirmities had cast doubt on his fitness for command; his weight had ballooned to over 300 lbs. and he was unable to mount a horse, review troops, or see his boots. Ever mindful of public perception, "Old Fuss and Feathers" had an image problem, and he needed Foal to fix it.
Foal suggested a portrait of Scott wearing his finest military attire and accoutrements, sitting upright in a kingly chair. To counter the claims that he was unable to mount a horse, Foal suggested they photograph the General next to his trusted mount, Fat Chance. The General reluctantly agreed.
General Winfield Scott seated next to his horse, Fat Chance, in 1861. The image led to Scott being nicknamed "Old Fat and Feeble" and ultimately led to his humiliating resignation later that year.
The General never recovered from the public humiliation and later resigned his post on November 1, 1861. George B. McClellan then succeeded him as general-in-chief.
In early 1862, Foal shocked the nation when he displayed the first photograph of General George B. McClellan, standing next to his Shetland mount, Scootaloo. The image, photographed by Alexander Gelding and Jacques E. Ryder, was the first to picture "The Young Napoleon" as he truly was: an unbelievably tiny, tiny man.
General George "Little Mac" McClellan and his trust mount, Scootaloo, a Shetland pony.
Not long after the McClellan image had rocked the nation, Foal and his assistant Timothy H. Steedman were attached to the 41st Regiment, Co. C, New York Infantry, at Manassas, Virginia. While in camp, the pair captured an appalling image of two stallions, locked in a desperate, hoof-to-hoof fight for their lives.
In the background, a group of soldiers are pictured heckling and cheering on the horses as they place bets on the fight's outcome. Nicknamed DeKalb's Zouaves for their gaudy French Zouave style, the men of the 41st had a fondness for flare, fighting, and gambling.
When Lieutenant Colonel Heinrich Detleo Von Einsiedel learned that Foal and Steedman had captured the men gambling on the horse fight, he angrily confronted the pair. An embedded reporter for Harper's Weekly documented what happened next.
Two stallions engaged in a hoof-to-hoof fight as men of DeKalb's Zouaves cheer them on.
Foal didn't follow the first or second rule of Horse Fight Club. Much like the image of McClellan had done, the "Horse Fight Club" picture sent shockwaves throughout the country. Not only were people horrified by the carnage of war, now they were seeing the horrors of camp life. Public outrage led to action, and soon after the image went public, the PETH organization was formed―People for the Ethical Treatment of Horses, the precursor to PETA.
When Foal and his team of photographers weren't sparking controversy, their cameras were capturing the emotions felt by fighting men and their horses. In one of Foal's most publicized photographs, he strikingly contrasts the feelings of joy and fear in a side-by-side presentation of Namby-Pamby, the mount of Dr. Jonathan Letterman, Medical Director of the Army of the Potomac.
In one image, you see the joyful Namby-Pamby grinning from ear-to-ear; in the other, he's hiding in the hollowed-out trunk of a tree, trembling in fear due to nearby Confederate artillery fire.
Namby-Pamby grinning ear-to-ear while comfortably surrounded by fighting men.
Namby-Pamby hiding in the trunk of a tree (on the left side of the photo), frightened by nearby Confederate artillery fire.
Through his groundbreaking photography, not only did Foal capture the attention of the American public, he also captured their imagination.
Lt. George A. Custer pictured in camp with his trusted dorse galloping in the background.
Up until 1864, Foal and his photographers had only captured images of horses in the field. He came to the startling realization that he didn't have any naval images for his photo-documentation of the war. Not one to wait, Foal asked for and received permission to board the U.S.S. Kearsarge―a Mohican-class sloop-of-war named after Mount Kearsarge in New Hampshire.
Built at the Portsmouth Navy Yard in Kittery, Maine, the Kearsarge was built for one purpose: hunting Confederate raiders. Foal joined Captain John A. Winslow as he steered the Kearsarge through European waters in pursuit of raiders.
On June 14, 1864, Kearsarge arrived at Cherbourg, France, and found the C.S.S. Alabama in port; the raider had returned there for much needed repairs after a long, multiple-ocean cruise at the expense of 65 Union merchant ships. In the ensuing battle, the Kearsarge's powerful 11 inch Dahlgren smoothbore pivot cannons sank the Alabama.
In the immediate afterglow of victory, Captain John A. Winslow and his officers posed for Foal and his camera. Standing on the deck among the victorious sailors was an odd-looking creature. Unbeknownst to Foal, he had just captured the only known image of the Navy's "Duck Horse," a product of the Navy's experimental weapons program.
The experimental "Duck Horse" is pictured in the foreground. Captain John A. Winslow (3d from left) and officers on board the U.S.S. Kearsarge after sinking the C.S.S. Alabama, 1864.
By the end of the war, Foal had incurred serious debt, while hoping to sell his collection to the New York Historical Society; however, the deal fell through. Fortunately for the American public, Foal sold his collection to the United States government in 1875 for $25,000, just enough to pay off his mounting debts.
Foal continued to work in Washington, D.C., with his nephew Lawrence Hands, who was also a photographer. In 1895, joined by Hands, Foal returned to Freehold Raceway to entertain the crowd once again. Instead of harness dog racing, Foal mounted a zebra. Track promoters matched Foal and his zebra against another rider and his horse. The two would square off in an obstacle course race in the infield of the raceway. Hands brought along his camera to capture the event.
Lawrence Hands captures the exact moment Foal loses control of the zebra.
As he guided his zebra over an obstacle, Foal violently flew forward over the zebra, smashing into the ground with bone-crushing force. Foal suffered two broken legs as a result of the accident. Never fully recovering from the incident, Foal died on January 16, 1896, in New York. His funeral was financed by the Freehold Raceway Harness Dog Racing Association. Foal is buried beside his wife and his dog Baloo in Congressional Cemetery in Washington, D.C.


text:
Previous Centenary Issues
Anthology 2021
Blessington Woman who Founded the Royal Ballet
By Helen Morgan
The Royal Ballet, one of the leading classical ballet companies in the world today, owes its origins to an Irish woman, Dame Ninette de Valois.
MM1.ME.0F.0308.VALOIS.F12.0––1979 file photo of Dame Ninette de Valois. (Photo by Tony Barnard/Los Angeles Times via Getty Images)
Established in 1956 by the incorporation of the Sadler's Wells Ballet, the Sadler's Wells Theatre Company and the Sadler's Wells Ballet School, The Royal Ballet, now based at The Royal Opera House, Covent Garden, and its ballet school were responsible for establishing British ballet and a characteristic lyrical style.
'Madam' as she was known to her company, was born Edris Stannus on the 6th June, 1898, at Baltiboys House, an 18th century manor house, near Blessington in Co. Wicklow. Following a decline in the family's fortune Edris moved with her parents to England in 1906 where she lived with her maternal grandmother.
Two years later she joined a local dance class and by the age of 13 was appearing regularly in commercial theatre with Lila Field's Wonder Children.
Continue reading in this week's Ireland's Own
© Ireland's Own 2022. All Rights Reserved.


text:
Disciplines Sciences Organismal Biology Herpetology
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Snakes The Evolution of Mystery in Nature
by Harry W. Greene (Author), Michael Fogden (Photographer), Patricia Fogden (Photographer)
$38.95, £32.00
Rights: Available worldwide
Trim Size: 8.5 x 11
Illustrations: 215 color photographs, 3 line drawings
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Snakes might rank more nearly equivalent to birds and mammals if our formal classification of living creatures really reflected distinctive characteristics, richness of species, and varieties of lifestyles. Biologically, these "limbless tetrapods" are highly specialized and remarkably diverse. More than 2,700 species of snakes are currently recognized, placed in about 420 genera and 18 families. Snakes inhabit all major ecosystems outside of the polar regions and are among the most common predators on other vertebrates. Using science and art as mutual pathways to understanding, the author and photographers combine their talents to provide an overview of snakes that is both accessible to lay people and scholarly in treatment. Because Greene is a scientist actively involved in studying snakes, the book's coverage is up-to-date and synthetic. His love of natural history is evident throughout, as the text is packed with details of the biology of snakes in their environments. This multi-dimensional approach results in a book that will be of interest to professional biologists, serious naturalist, herpetoculturists, and others who want to learn about these creatures. Eight chapters are devoted to general topics in snake biology, including anatomy, feeding, venoms, predation and defense, social behavior, reproduction, evolution, and conservation; eight chapters survey the major groups of snakes, including blindsnakes, boas and other primitive snakes, colubrids, stiletto snakes, cobras and seasnakes, and vipers. Most chapters also present a special topic, set apart from the main text, covering details of particular interest, such as the feeding adaptations of African egg-eating snakes, coralsnake mimicry, and the evolution of facial pits and the rattle. Each chapter opens with an essay that concerns the subject of the main text but is not about science in any strict sense. These essays offer reflections on various incidents and topics, from Greene's walk in the Mojave Desert after his father's death, to the attitudes of bird-watchers toward snakes, to rattlesnakes as improbable symbols of nature appreciation. Together the essays form a second, smaller book that runs through the main text, leading to the Epilogue and Greene's personal answer to the question, Why snakes? The text is enriched throughout by more than two hundred color images by Michael and Patricia Fogden, among the world's most renowned nature photographers. The special quality of their photographs reflects the Fogden's superior technical skills, graduate training in biology, and a rare ability to fuse art with natural history. Included are wide-angle "in habitat" portraits, illustrations of feeding and reproductive behavior, and images of Round Island Boas, Fea's Viper, and other extremely rare species. The Fogdens' photographs illustrate many aspects of snake biology while revealing the beauty of "the evolution of mystery in nature." An appendix briefly explains systematics and evolutionary inference, and a bibliography of more than eight hundred references provides sources for the text as well as an extensive introduction to the literature on snakes.
About the Book About the Author Reviews Awards Related Books
This is a book about some of nature's most alluring and forbidding creatures, written by a man with an abiding passion for snakes, as well as for science, the fate of the planet, and the wonder of life. Harry Greene presents every facet of the natural history of snakes—their diversity, evolution, and conservation—and at the same time makes a personal statement of why these animals are so compelling.
This book provides an up-to-date summary of the biology of snakes on a global basis. Eight chapters are devoted to general biology topics, including anatomy, feeding, venoms, predation and defense, social behavior, reproduction, evolution, and conservation; eight chapters survey the major snake groups, including blindsnakes, boas, colubrids, stiletto snakes, cobras, sea snakes, and vipers. Details of particular interest, such as coral snake mimicry and the evolution of the0 rattle, are highlighted as special topics. Chapter introductory essays are filled with anecdotes that will tempt nonspecialists to read on, while the book's wealth of comprehensive information will gratify herpeto-culturalists and professional biologists.
Greene's writing is clear, engaging, and full of appreciation for his subject. Michael and Patricia Fogden are known internationally for their outstanding work, and their stunning color photographs of snakes in their natural habitats are a brilliant complement to Greene's text. Here is a scientific book that provides accurate information in an accessible way to general readers, strongly advocates for a persecuted group of animals, encourages conservation—not just of snakes but of ecosystems—and credits science for enriching our lives. In helping readers explore the role of snakes in human experience, Greene and the Fogdens show how science and art can be mutual pathways to understanding.
Harry W. Greene is Professor in the Department of Ecology and Evolutionary Biology at Cornell University. He was formerly the Curator of Herpetology the Museum of Vertebrate Zoology, and Professor in the Department of Integrative Biology at the University of California, Berkeley, where he won the campuswide Distinguished Teaching Award in 1993. In 2000, he was awarded the third Edward Osborne Wilson Naturalist Award, presented by the American Society of Naturalists. Michael and Patricia Fogden are acclaimed nature photographers whose work has appeared in such publications as Smithsonian and Natural History, and in books published by Time-Life, National Geographic, and Audubon. They live in Costa Rica.
"Greene's book is a masterpiece, filled with beautiful photography and myriad interesting details." —Tom Butler Wild Earth
"A marvelous, well-written account of the science, natural history, lore, and poetry of snakes by a world authority. Greene has the valuable gift of sharing his own many field adventures with the reader."—Edward O. Wilson, Pulitzer Prize-winning author and Pellegrino University Professor, Harvard University
Silver medal in Notable Contribution to Publishing, Commonwealth Club of California
PEN Center USA West Literary Award for Research-Based Nonfiction, PEN Center
Reptiles and Amphibians of the Pacific Islands
George R. Zug
North American Amphibians
David M. Green, Linda A. Weir, Gary S. Casper
The Biology of Chameleons
Krystal A. Tolley, Anthony Herrel
Tracks and Shadows
Harry W. Greene
California Amphibian and Reptile Species of Special Concern
Robert C. Thomson, Amber N. Wright, H. Bradley Shaffer
Field Guide to Amphibians and Reptiles of California
Robert C. Stebbins, Samuel M. McGinnis
The Turtles of Mexico
John Legler, Richard C. Vogt
Reptile Biodiversity
Roy W. McDiarmid, Mercedes S. Foster, Craig Guyer
Lizards in an Evolutionary Tree
Jonathan Losos
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What a year! 2017 was a bit crazy. I got married, Grimoire Quest was completed, funded and arrived.
So what is in store for 2018-2019? A LOT!
First I am working on a new board game. This will potentially feature a collaboration with a VERY iconic artist. Someone who was a big influence on myself. I can't disclose more right now thought.
So for now, I am finishing up the last of the Kickstarter rewards for backers and making shipping arrangements for the overseas supporters then I will be taking a couple week break to do some spring cleaning. Speaking of spring cleaning- Anathema #2 is SOLD OUT.
I will be ordering a small second print edition for those who missed out, but that also means I really need to dedicate some time to issue #3.
Paintings, paintings, paintings! I have a lot of new work coming out this summer. I am doing a massive update to my portfolio and submitting more work to official license holders.
Expect to see pieces for Labyrinth, Teenage Mutant Ninja Turtles, Evil Dead, and more!
For now here are my two most recent submissions.
We are old already, but me and my friends would spend a lot of time playing video games that is why I have an extensive knowledge about this matter. But reading the definition of the said game, I believe it's worth the time. I used to play this video games when I was a little boy, but not anymore. Grimoire Quest seems like an exciting game, but I will not spend money for it. Adulthood entails a lot of financial responsibilities, so I need to look past my priority first!
These are beautiful. For a moment I didn't realise I was looking at a fan art. I thought these were official promotional materials. I even thought it was from a Star Wars official page. I get easily stars strucked with great works of art I think. We all cried when Leia left but these images can really soothe our heartbroken souls. I know that someday, no one will have to leave because of death. It shall be a thing of the past, maybe cursed to go away for good.


text:
František Xaver Vavříček (25. října 1913, Čtyři Dvory – 25. ledna 1995) byl moravský římskokatolický kněz, dlouholetý farář v Jedovnicích a papežský kaplan.

Život
Byl nejmladší ze tří sourozenců, nejstarší Josef měl pět dcer a sestra Františka ovdověla poměrně mladá. Svá středoškolská studia absolvoval v Brně jako chovanec tamního Petrina a roku 1934 vstoupil do brněnského kněžského semináře. Po kněžském svěcení, které přijal 5. července 1939 v Brně, působil jako kaplan nejprve ve Ždánicích, následně v Tvrdonicích a od roku 1941 v Blížkovicích. Později se stal farářem v Krásném a v červnu 1947 byl přeložen do Jedovnic, kde zůstal až do své smrti. Po únoru 1948 se aktivně neúčastnil prokomunistických akcí, při nedostatku pracovních sil v zemědělství však neváhal vypomáhat v místním JZD.

Během svého jedovnického působení nechal nejprve opravit faru a farní kostel sv. Petra a Pavla, jehož interiér dal v roce 1963 moderně upravit, roku 1966 podstatně rozšířil kapli Nejsvětějšího Srdce Páně v Kotvrdovicích a nakonec inicioval výstavbu kostela sv. Josefa v Senetářově, který byl postaven v letech 1969 až 1971 jako jeden z mála kostelů vybudovaných v Československu během komunistického režimu. Působil také jako děkan blanenského děkanátu a arcikněz boskovického arcikněžství, kolem roku 1980 se stal rovněž administrátorem excurrendo v Ostrově u Macochy. Dne 15. listopadu 1992 jej papež Jan Pavel II. jmenoval kaplanem Jeho Svatosti. Ve stáří postihla Františka Vavříčka cévní mozková příhoda.

Literatura
 Jiří Chum: Ad maiorem dei gloriam: maso kříže, S '92 16/1992, str. 16-17

Externí odkazy
 Křesťanský magazín 27. 1. 2008 – Kostel v Jedovnicích
 Zdeňka Svobodová: Pastorace dětí a mládeže ve farnosti Jedovnice, historie, současnost a budoucí směřování
 Fotografie Mons. Františka Vavříčka

Čeští římskokatoličtí duchovní
Narození v roce 1913
Narození 25. října
Úmrtí v roce 1995
Úmrtí 25. ledna
Muži
Narození ve Čtyřech Dvorech (Prosetín)


text:
package com.google.caliper.runner;

import static java.util.concurrent.TimeUnit.NANOSECONDS;
import static org.junit.Assert.assertEquals;
import static org.junit.Assert.assertTrue;
import static org.junit.Assert.fail;

import com.google.caliper.Benchmark;
import com.google.caliper.api.Macrobenchmark;
import com.google.caliper.runner.Instrument.Instrumentation;
import com.google.caliper.util.ShortDuration;
import com.google.caliper.worker.MacrobenchmarkWorker;
import com.google.caliper.worker.RuntimeWorker;
import com.google.common.base.Function;
import com.google.common.base.Predicate;
import com.google.common.collect.FluentIterable;
import com.google.common.collect.ImmutableSet;

import org.junit.Before;
import org.junit.Ignore;
import org.junit.Rule;
import org.junit.Test;
import org.junit.runner.RunWith;
import org.junit.runners.JUnit4;

import java.io.PrintWriter;
import java.io.StringWriter;
import java.lang.reflect.Method;
import java.util.Arrays;
import java.util.concurrent.TimeUnit;

/**
 * Tests {@link RuntimeInstrument}.
 */
@RunWith(JUnit4.class)
public class RuntimeInstrumentTest {
  @Rule public CaliperTestWatcher runner = new CaliperTestWatcher();

  private RuntimeInstrument instrument;

  @Before public void createInstrument() {
    this.instrument = new RuntimeInstrument(ShortDuration.of(100, NANOSECONDS),
        new PrintWriter(new StringWriter()), new PrintWriter(new StringWriter()));
  }

  @Test public void isBenchmarkMethod() {
    assertEquals(
        ImmutableSet.of("macrobenchmark", "microbenchmark", "picobenchmark", "integerParam"),
        FluentIterable.from(Arrays.asList(RuntimeBenchmark.class.getDeclaredMethods()))
            .filter(new Predicate<Method>() {
              @Override public boolean apply(Method input) {
                return instrument.isBenchmarkMethod(input);
              }
            })
            .transform(new Function<Method, String>() {
              @Override public String apply(Method input) {
                return input.getName();
              }
            })
            .toSet());
  }

  @Test public void createInstrumentation_macrobenchmark() throws Exception {
    Method benchmarkMethod = RuntimeBenchmark.class.getDeclaredMethod("macrobenchmark");
    Instrumentation instrumentation = instrument.createInstrumentation(benchmarkMethod);
    assertEquals(benchmarkMethod, instrumentation.benchmarkMethod());
    assertEquals(instrument, instrumentation.instrument());
    assertEquals(MacrobenchmarkWorker.class, instrumentation.workerClass());
  }

  @Test public void createInstrumentation_microbenchmark() throws Exception {
    Method benchmarkMethod = RuntimeBenchmark.class.getDeclaredMethod("microbenchmark", int.class);
    Instrumentation instrumentation = instrument.createInstrumentation(benchmarkMethod);
    assertEquals(benchmarkMethod, instrumentation.benchmarkMethod());
    assertEquals(instrument, instrumentation.instrument());
    assertEquals(RuntimeWorker.Micro.class, instrumentation.workerClass());
  }

  @Test public void createInstrumentation_picobenchmark() throws Exception {
    Method benchmarkMethod = RuntimeBenchmark.class.getDeclaredMethod("picobenchmark", long.class);
    Instrumentation instrumentation = instrument.createInstrumentation(benchmarkMethod);
    assertEquals(benchmarkMethod, instrumentation.benchmarkMethod());
    assertEquals(instrument, instrumentation.instrument());
    assertEquals(RuntimeWorker.Pico.class, instrumentation.workerClass());
  }

  @Test public void createInstrumentation_badParam() throws Exception {
    Method benchmarkMethod =
        RuntimeBenchmark.class.getDeclaredMethod("integerParam", Integer.class);
    try {
      instrument.createInstrumentation(benchmarkMethod);
      fail();
    } catch (InvalidBenchmarkException expected) {}
  }

  @Test public void createInstrumentation_notAMacrobenchmark() throws Exception {
    Method benchmarkMethod = RuntimeBenchmark.class.getDeclaredMethod("notAMacrobenchmark");
    try {
      instrument.createInstrumentation(benchmarkMethod);
      fail();
    } catch (IllegalArgumentException expected) {}
  }

  @Test public void createInstrumentationnotAMicrobenchmark() throws Exception {
    Method benchmarkMethod =
        RuntimeBenchmark.class.getDeclaredMethod("notAMicrobenchmark", int.class);
    try {
      instrument.createInstrumentation(benchmarkMethod);
      fail();
    } catch (IllegalArgumentException expected) {}
  }

  @Test public void createInstrumentation_notAPicobenchmark() throws Exception {
    Method benchmarkMethod =
        RuntimeBenchmark.class.getDeclaredMethod("notAPicobenchmark", long.class);
    try {
      instrument.createInstrumentation(benchmarkMethod);
      fail();
    } catch (IllegalArgumentException expected) {}
  }

  @SuppressWarnings("unused")
  private static final class RuntimeBenchmark {
    @Benchmark void macrobenchmark() {}
    @Benchmark void microbenchmark(int reps) {}
    @Benchmark void picobenchmark(long reps) {}

    @Benchmark void integerParam(Integer oops) {}

    void notAMacrobenchmark() {}
    void notAMicrobenchmark(int reps) {}
    void notAPicobenchmark(long reps) {}
  }

  private double relativeDifference(double a, double b) {
    return Math.abs(a - b) / ((a + b) / 2.0);
  }

  static final class TestBenchmark {
    @Benchmark long pico(long reps) {
      long dummy = 0;
      for (long i = 0; i < reps; i++) {
        dummy += spin();
      }
      return dummy;
    }

    @Benchmark long micro(int reps) {
      long dummy = 0;
      for (int i = 0; i < reps; i++) {
        dummy += spin();
      }
      return dummy;
    }

    @Macrobenchmark long macro() {
      return spin();
    }

    // busy spin for 10ms and return the elapsed time.  N.B. we busy spin instead of sleeping so
    // that we aren't put at the mercy (and variance) of the thread scheduler.
    private final long spin() {
      long remainingNanos = TimeUnit.MILLISECONDS.toNanos(10);
      long start = System.nanoTime();
      long elapsed;
      while ((elapsed = System.nanoTime() - start) < remainingNanos) {}
      return elapsed;
    }
  }

  @Test

  public void gcBeforeEachOptionIsHonored() throws Exception {
    runBenchmarkWithKnownHeap(true);
    // The GC error will only be avoided if gcBeforeEach is true, and
    // honored by the MacrobenchmarkWorker.
    assertEquals("No GC warning should be printed to stderr",
        "", runner.getStderr().toString());
  }

  /**
   * This test requires a lot of memory and will fail tests when the build
   * machine does not have enough memory.
   *
   * @throws Exception
   */
  @Test
  @Ignore
  public void gcBeforeEachOptionIsReallyNecessary() throws Exception {
    // Verifies that we indeed get a GC warning if gcBeforeEach = false.
    runBenchmarkWithKnownHeap(false);
    assertTrue("No GC warning should be printed to stderr",
        runner.getStderr().toString().contains("WARNING: GC occurred during timing."));
  }

  private void runBenchmarkWithKnownHeap(boolean gcBeforeEach) throws Exception {
    runner.forBenchmark(BenchmarkThatAllocatesALot.class)
        .instrument("runtime")
        .options(
            "-Cvm.args=-Xmx512m",
            "-Cinstrument.runtime.options.measurements=10",
            "-Cinstrument.runtime.options.gcBeforeEach=" + gcBeforeEach,
            "--time-limit=30s")
        .run();
  }

  static final class BenchmarkThatAllocatesALot {
    @Benchmark
    int benchmarkMethod() {
      // Any larger and the GC doesn't manage to make enough space, resulting in
      // OOMErrors in both test cases above.
      long[] array = new long[32 * 1024 * 1024];
      return array.length;
    }
  }
}

redpajama_set_name: RedPajamaGithub


is that just a bunch of paper towels taped up there? that's beautiful!
Funny site, I never noticed this whole "l" "L" thing before but I sure will now!
id say that people more often write "i" in small letters than "l"
What do they mean by "IN" all refills? Do we put our money in the soda cup before refilling it? Maybe they get a lot of bums that use the soda cups to pan-handle and the 50 cents is already in the cup? Weird.


text:
Now Reading: Newsweek's Bill White Waltz
Newsweek's Bill White Waltz
Bob Moser Dec 21, 2009, 12:00 am CST
Big news, people. The suspense is over: Bill White is going to be the next governor of Texas! Yes sirree: Rick, Kay Bay and Farouk might as well hang it up now and save themselves the bother. Just two weeks after the Houston mayor officially announced that he'd answer Texas Democrats' desperate prayers by running for governor, Newsweek's anonymous sages prophesied his ultimate victory in the magazine's "Political Predictions for 2010." I will not engage in any snarky speculation here about the sagging newsweekly's motivations for making a boldly counterintuitive call that is sure to start a buzz and make headlines across the nation's second-largest state. A sputtering magazine that recently featured Sarah Palin in tights on its cover is clearly interested in nothing but solid, factual reportage. The fact that Newsweek's end-of-year predict-a-thon includes a highly diverting list of the "Ten Worst Predictions" of the decade ("The I-Pod Will Flop," "Kristol: Hillary will beat Obama") also shouldn't deter Texas Dems from seeing this as a great excuse to clink their holiday glasses with renewed vigor. Silly as it may be, the magazine's Jeanne Dixon act will give a boost to White's national credibility. The notion that a Democrat actually could win the highest office in this bassackward state will surely translate into more money for White's campaign coffers. White can expect national Democrats' cash to flow even more freely if Newsweek's Ouija board proves accurate in predicting that Rick Perry will be his opponent next November. What could be sweeter for non-Texas progressives than seeing the second coming of George W. Bush get his comeuppance at the hands of a highly capable, moderately liberal policy wonk? But Newsweek's scenario for White's victory is a tad bit screwy. Perry will emerge from the primary with deep scratch marks, the magazine prognosticates, clearing the way for "well-liked Houston Mayor Bill White, whose energy and planning initiatives, along with his economic management, have won him broad favor. By building a coalition of Hispanics, independents, and moderate Republicans from Texas's growing, more Democrat-friendly urban centers, White will waltz into the governor's mansion. But just barely." Let's leave aside the idea that White, who's already being cast by the Texas GOP as a wild-eyed socialist somewhere to the left of Al Franken, can depend on winning sizable numbers of moderate Republican votes. The bigger flaw in this prophecy is the idea that White's record of "economic management" will be a boon for him. White is leaving behind a $130 million budget deficit for Mayor-elect Annise Parker to deal with. White's Republican opponent, whomever it turns out to be, will almost certainly make $130 million a figure that every Texan knows by heart. (Note: This $130 million figure is incorrect. See correction below.) The fact that the deficit does really indicate that White was a poor fiscal manager won't much matter. This man left Houston swimming in red ink, the attack ads will proclaim (and proclaim, and proclaim, and proclaim). I'm not trying to poop on anybody's parade. God knows Texas Democrats are overdue for a burst of joy, even if it's premature. And there's no question that White, a proven fundraiser and an extraordinarily bright political animal, does give Democrats a realistic chance to break through next year. But I wouldn't bet the farm on it. And in their heart of hearts, neither would most Texas Dems. Their "dream team" of 2002 is far too fresh and bitter a memory for that. The state has changed since then, yes. But has it changed enough? That's the question that nobody, even Newsweek, can answer until next November. And besides: How, exactly, does one "waltz" into office—"just barely"?
CORRECTION Houston does not have a $130 million budget deficit. The total revenue shortfall in the city is currently estimated at $3 million. White has made cutbacks and renegotiated contracts that he expects will realize savings that will more than cover that projected shortfall. White also leaves a $172 million surplus that can be used to close budget gaps. The Observer regrets the error. We received this message from Bill White: "There is no budget deficit. We have not and cannot borrow money to pay operating expenses. We do use cash balances that tripled in my administration. This use of cash balances was planned. We have cut tens of millions from our budget this year and we can cut more through improved efficiency. We have done this continually for six years."
Trump Harvests Support in America's Farmlands
At a farm convention in Austin, the nation's agriculture sector warmly welcomed a president who has hurt them in the past. by Christopher Collins
As Fossil Fuel Industry Invests Billions in New Texas Facilities, it Could Unleash a Huge Emissions Bomb
A new report finds that a pipeline of new and proposed oil and gas projects—many of them in Texas—could produce half a billion tons of additional greenhouse gas emissions a year. by Justin Miller
Loon Star: The Governor Shows His Concern for the Homeless
by Ben Sargent


Roof top terrace, maybe best view of the cathedral . Staff has full knowledge of gluten free food. Call ahead and they will arrange to have gluten free bread for you, I brought my own bread and cakes. Entire staff was gracious. Very high standard of food and service. 110. 00 euros for 2 people.


text:
Essex Police continue hunt for second suspect after burglary arrest made in Maldon
The second suspect is still on the run in Maldon
Essex Police officers are still looking for a second male in connection with an incident in Maldon which saw a large response and a police chase through the town.
Around 3pm today (Friday, February 2), around 15 police cars and a dog unit were believed to have been in pursuit of a car in connection with a burglary.
A police helicopter was also at the scene hovering overhead.
One male suspect was arrested by officers near the Park Drive Health Club, but another fled the scene and remains on the run.
'15 police cars' swarm Maldon as helicopter circles overhead
The Chelmsford and Maldon Essex Police team posted on their official Facebook page: "Officers are currently looking for a male who fled on foot from the scene of a pursuit in Maldon this afternoon. The male was last seen in the Fitches Crescent/Mill Road area and is thought to have jumped into several gardens.
"If you see anything suspicious please contact us."
At 5.15pm, an update on the Facebook post confirmed an arrest, but also provided a description of the male suspect that they are still looking for.
Police and dog units were seen at the entrance to the Promenade Car Park
The man has been described as being 6'1 tall, medium/stocky build, short mousey brown hair and wearing an electric blue coloured retro style shell suit jacket.
Then, at 6.20pm, the page updated the post yet again to thank the public for their support and reassured people that they are still looking for the second suspect.
Arrest made after huge police presence and chase through Maldon
The most recent update reads: "18:20 update - thank you to all who shared and commented. One male was arrested, the other fled on foot - #HisTimeWillCome. The pursuit followed the vehicle being linked to burglary offences.
A spokesperson for Essex Police said: "We have just made an arrest in Maldon in connection with a burglary.
"This is why you may have seen police cars in the area."


text:
Soil moisture is difficult to define because it means different things in different disciplines. For example, a farmer's concept of soil moisture is different from that of a water resource manager or a weather forecaster. Generally, however, soil moisture is the water that is held in the spaces between soil particles. Surface soil moisture is the water that is in the upper 10 cm of soil, whereas root zone soil moisture is the water that is available to plants, which is generally considered to be in the upper 200 cm of soil.
GCMD Climate Indicators
Land Surface/Agriculture Indicators
Abstract from DBPedia
Soil moisture is the water content of the soil. It can be expressed in terms of volume or weight. Soil moisture measurement can be based on in situ probes (e.g., capacitance probes, neutron probes) or remote sensing methods. Water that enters a field is removed from a field by runoff, drainage, evaporation or transpiration. Runoff is the water that flows on the surface to the edge of the field; drainage is the water that flows through the soil downward or toward the edge of the field underground; evaporative water loss from a field is that part of the water that evaporates into the atmosphere directly from the field's surface; transpiration is the loss of water from the field by its evaporation from the plant itself. Water affects soil formation, structure, stability and erosion but is of primary concern with respect to plant growth. Water is essential to plants for four reasons: 1. * It constitutes 80%-95% of the plant's protoplasm. 2. * It is essential for photosynthesis. 3. * It is the solvent in which nutrients are carried to, into and throughout the plant. 4. * It provides the turgidity by which the plant keeps itself in proper position. In addition, water alters the soil profile by dissolving and re-depositing mineral and organic solutes and colloids, often at lower levels, a process called leaching. In a loam soil, solids constitute half the volume, gas one-quarter of the volume, and water one-quarter of the volume of which only half will be available to most plants, with a strong variation according to matric potential. A flooded field will drain the gravitational water under the influence of gravity until water's adhesive and cohesive forces resist further drainage at which point it is said to have reached field capacity. At that point, plants must apply suction to draw water from a soil. The water that plants may draw from the soil is called the available water. Once the available water is used up the remaining moisture is called unavailable water as the plant cannot produce sufficient suction to draw that water in. At 15 bar suction, wilting point, seeds will not germinate, plants begin to wilt and then die unless they are able to recover after water replenishment thanks to species-specific adaptations. Water moves in soil under the influence of gravity, osmosis and capillarity. When water enters the soil, it displaces air from interconnected macropores by buoyancy, and breaks aggregates into which air is entrapped, a process called slaking.The rate at which a soil can absorb water depends on the soil and its other conditions. As a plant grows, its roots remove water from the largest pores (macropores) first. Soon the larger pores hold only air, and the remaining water is found only in the intermediate- and smallest-sized pores (micropores). The water in the smallest pores is so strongly held to particle surfaces that plant roots cannot pull it away. Consequently, not all soil water is available to plants, with a strong dependence on texture. When saturated, the soil may lose nutrients as the water drains. Water moves in a draining field under the influence of pressure where the soil is locally saturated and by capillarity pull to drier parts of the soil. Most plant water needs are supplied from the suction caused by evaporation from plant leaves (transpiration) and a lower fraction is supplied by suction created by osmotic pressure differences between the plant interior and the soil solution. Plant roots must seek out water and grow preferentially in moister soil microsites, but some parts of the root system are also able to remoisten dry parts of the soil. Insufficient water will damage the yield of a crop. Most of the available water is used in transpiration to pull nutrients into the plant. Soil water is also important for climate modeling and numerical weather prediction. The Global Climate Observing System specified soil water as one of the 50 Essential Climate Variables (ECVs). Soil water can be measured in situ with soil moisture sensors or can be estimated at various scales and resolution: from local or wifi measures via sensors in the soil to satellite imagery that combines data capture and hydrological models. Each method exhibits pros and cons, and hence, the integration of different techniques may decrease the drawbacks of a single given method.
(Source: http://dbpedia.org/resource/Soil_moisture)
data publication(s) found by GCMD Science Keywords)
Supplement to: Long-term soil moisture dynamics derived from GNSS interferometric reflectometry: A case study for Sutherland, South Africa
(DOI: http://dx.doi.org/10.5880/GFZ.1.1.2015.001)
ISIMIP2a Simulation Data from Permafrost Sector
(DOI: http://dx.doi.org/10.5880/PIK.2018.006)
ISIMIP2a Simulation Data from Permafrost Sector (V 1.1)
GCMD
GCMD Providers
GCMD Solid Earth
GCMD Sun-Earth Interactions
GCMD Land Surface
GCMD Spectral/Engineering
GCMD Terrestrial Hydrosphere
GCMD Earth Science Services
GCMD Oceans
GCMD Biosphere
GCMD Agriculture
GCMD Atmosphere
GCMD Paleoclimate
GCMD Cryosphere
GCMD Human Dimensions
GCMD Biological Classification
GCMD Platforms
GCMD Locations
GCMD Chronostratigraphic Units
GCMD Instruments


text:
Call for Talks – Igniting Law Teaching 2015
Posted on December 1, 2014 by Michele Pistone
LAW PROFESSORS: Are you doing innovative things in the classroom? I would love to showcase your ideas at Igniting Law Teaching, a TEDx-styled conference on law school innovations.
The Call for Talks for Igniting Law Teaching 2015 is out, http://legaledweb.com/ilt-2015-call-for-talks. We'll be reviewing proposals on a rolling basis, until January 15th.
The conference is March 19-20, 2015 (stay tuned for registration information) in Washington DC at American University Washington College of Law.
Last year's conference brought together more than 40 law school academics in a TEDx-styled conference to share ideas on law school innovations. LegalED's Teaching Pedagogy video collection includes many of the talks from last year's conference (others are being produced and will be available soon).
The topics we addressed last year are: Flipping A Law School Course, Using the Classroom for Active Learning, Simulations, Feedback and Assessment, The Craft of Law Teaching, Applying Learning Theory to Legal Education, Beyond Traditional Law Subjects, and Teaching for the 21st Century.
We would love to hear more on these topics and also expand the horizons a bit. We designed the conference to create a forum for professors like you who are experimenting with cutting edge technologies and techniques in law teaching with the goal of spreading your ideas to the broader community. We see the conference as a way to showcase you as a leader in teaching innovation and to inspire innovation by others as well.
The Igniting Law Teaching conference is unlike other gatherings of law professors. Here, talks will be styled as TEDx Talks, with each speaker on stage alone, giving a well scripted and performed talk about an aspect of law school pedagogy. In the end, we will create a collection of short videos on law school-related pedagogy that will inspire innovation and experimentation by law professors around the country, and the world, to bring more active learning and practical skills training into the law school curriculum. The videos will be available for viewing by the larger academic community on LegalED, a website developed by a community of law professors interested in using online technologies to facilitate more active, problem-based learning in the classroom, in addition to more assessment and feedback.
This is a great opportunity to showcase your innovations to the legal academy. Consider joining us for Igniting Law Teaching 2015!
Cross-posted on the LegalTech Blog
Filed under: Uncategorized | Tagged: #reformlegaled, ABA, aba standards, Assessment, clinical legal education, law professors, law school, law student, lawyering skills, lawyers, legal education, legal education reform, legal education technology conference, Pistone, Villanova Law |	Comments Off on Call for Talks – Igniting Law Teaching 2015
NEW YORK STATE BAR ASSOCIATION VIGOROUSLY OPPOSES PROPOSAL TO BRING UBE TO NY THIS JULY
Posted on November 3, 2014 by Mary A. Lynch
Less than a month ago, the New York State Courts circulated a proposal to change the New York State (NYS) Bar Exam by adopting the Uniform Bar Exam (UBE) along with a second, separately graded "New York Law Exam" segment consisting of 50 multiple-choice questions, tested for one hour on the second day of the exam. The proposal would make the changes effective for all current graduating law students who face the bar exam in July 2015. This past weekend, the New York State Bar Association House of Delegates unanimously opposed the proposed immediate changes, sending a message to the NYS Board of Law Examiners and to the New York Court of Appeals – do not bring the Uniform Bar Exam and a yet to be formulated or studied New York Exam to NYS in July 2015. Even more significantly, the House directed the State Bar President, based on an amendment from the floor, to do everything possible to prevent immediate implementation of a new bar exam in New York.
So, how did NYS get to the point where the Courts and the Bar are in such conflict over proposed changes to the bar exam?
For several years, the NYS Legal Education and Admissions to the Bar Committee (LEAB) (on which I have formerly served as an active member) has been studying how to improve the bar exam to make it fairer for all groups of test takers and more relevant to what graduates need to know, value and do in the early years of practice. See NYSBA Legal Education September2013Journal particularly page 31. The Committee, through its chairs, has reached out to the NYS Board of Law Examiners and the Chief Justice about these matters without success. The UBE was not one of the reform measures which LEAB proposed for further study or pilot projects.
Suddenly, and without notice to the NYSBA LEAB Committee, co-chaired by well-respected practitioner Eileen Millett and equally well-respected Touro Law Center Dean Patricia Salkin , the courts circulated and posted the following:
1) UNIFORM BAR EXAMINATION (UBE)
The New York State Board of Law Examiners has recommended to the New York Court of Appeals that the current bar examination be replaced with the Uniform Bar Examination (UBE). The Court of Appeals is considering adopting the UBE for the administration of the July 2015 bar exam. On October 6, 2014, the Court of Appeals issued a Request for Public Comment on the proposal. Submissions will be accepted until November 7, 2014. A copy of the Request for Public Comment is available by clicking this link: New York Court of Appeals Request for Comment http://www.nybarexam.org
The proposal and request for comment document asserts that "The UBE is prepared by the National Conference of Bar Examiners (NCBE) and passage of the test would produce a portable score that can be used to gain admission in other states that accept the UBE, provided the applicant satisfies any other jurisdiction-specific admission requirements. As the UBE is accepted by more states,the portable score will facilitate lawyer mobility across state lines, resulting in expanded employment opportunities for lawyers throughout the nation and facilitating multi-state law practices."
Given the surprise announcement from the Court on October 6, 2014 of a 30-day comment period (open until this Friday, Nov. 7th) , the LEAB and its co-chairs had only a matter of weeks to research, discuss and prepare a report for the State Bar Association about the implications of the proposed changes. The LEAB report 10-29-2014 (2) argues that it is simply too soon to discuss the merits of the Uniform Bar Exam and its potential impact on test takers in New York because of the surprise nature of the announcement along with absence of any study or report discussing a need, a cost-benefit analysis, or a discussion of whether there could be disparate impacts on minority test-takers. LEAB is concerned about potential increase in costs for test-takers, impact on barriers to entry to the profession in New York, and impact on the New York job market. LEAB discussions emphasized that the practicing bar has been pressuring law schools to meet the demands of a changing market place including, among other things, producing more "practice ready" lawyers that would presumably include a richer knowledge of New York Law. Impacts on foreign lawyers and other important issues for consideration were also raised.
On this past weekend, co-chairs Millett and Salkin presented their findings to the NYSBA House of Delegates. The presentation to the State Bar can be viewed here (Click on the Nov. 1 House of Delegates Meeting and then click on the Report of the Committee on Legal Education and Admission to the Bar) Co-Chair Millett challenged the notion that the proposed reforms as outlined would actually result in portability. Co-chair Salkin pointed out that the notion of "uniformity" seems misleading given that in NY many uniform rules are not used and that current law school courses focus on statutes different than those used by the UBE . Significantly, three past presidents of the NYSBA testified against the proposed immediate changes including Steve Younger who emphasized the issues raised by New York's special connection with international lawyers from around the globe admitted to practice in New York State. Many expressed concern for current students facing the July Bar, including Albany Law School Professor Michael Hutter who asked "Why the Rush to Judgment?" Dean Patricia Salkin and Betty Lugo (President-elect of the Puerto Rican Bar Association founded in 1957) expressed particular concern that minority bar associations were not consulted, and that questions on the proposed brand new "New York Law Exam" component have never been tested on previous exams, a "best practice" for all standardized tests that are given as points of entry to higher education and the professions.
The contents, pass rates and disparate impacts of the bar exam matter tremendously . This is our profession's gatekeeping device. It announces what we value and what we do not value. It will be a make or break change for many law students starting in July who have prepared their course of study under different sets of expectations. For many schools and many students, bar exam subjects and testing methods determine their course curriculum rather than what they need to meet student learning outcomes or preparing for practice. This proposed change deserves further scrutiny and evaluation. New Yorkers also deserve that the Court evaluate the success of licensure practices which include clinical evaluation while in professional school as opposed to sole reliance on standardized testing.
See attached SALT Letter-NY Bar opposing the proposed changes.
My Reaction to the Proposed Changes:
POTENTIAL ADVANTAGES:
Should proposed changes result in a decrease in the number of doctrinal subjects tested on the NY Bar exam that will be an advantageous change both for making the bar exam more relevant and for allowing law schools and students to craft better curricular choices to prepare them for the jobs and careers of today and tomorrow. (see earlier BLOG post on this issue here.)
POTENTIAL DISADVANTAGES:
The process for adopting the proposed change is too hasty and is unfair to current third year students and to second year students who have already planned three semesters around the exam.
The proposed changes have not been studied appropriately. For example, no one knows if the new format, particularly the 50 question NYS multiple choice format, will exacerbate the already disparate impact on graduates of color and/or if it will create a separate barrier for admission to those who will make great lawyers but not particularly good standardized test-takers given the speededness/speediness factor – 50 multiple choice in one hour will make or break you on the NY part!
The proposed format fails to address the critical need for bar licensure to include evaluation of actual, supervised, and limited practice of law while in law school or immediately thereafter. As a gateway to a client-centered, civic profession, evaluation of the limited supervised practice of law could and should replace – at least some part – of the current standardized testing.
NEW YORK LAWYERS, LAW STUDENTS AND LAW PROFESSORS ACT NOW! Comments due by this Friday November 7th.
Address comments to:
UniformBarExam@nycourts.gov
Filed under: Best Practices, Best Practices & Curriculum, Best Practices and Clinics, Catalysts For Change, Diversity & Social Justice | Tagged: #reformlegaled, bar exam, best practices for legal education, law school, law schools, law student, law students, legal education, legal education reform, new york law, new yorl |	3 Comments »
The Task Force Speaks!
Posted on January 26, 2014 by Lauren McCormick
By: Margaret Martin Barry
I suspect that like many others in legal education, I turned to the final word from the Task Force on the Future of Legal Education with interest and hope. After all, it has become the poster child for the growing crisis in higher education. We recognize that there is high personal and public value in an educated populous. That accounts for our investment in elementary and secondary education. However, unlike many of our Western counterparts, we limit our investment in higher education to loans, program-based grants and ever diminishing contributions to state schools. What the report describes as the tension between the public and private value of legal education is not so much a tension between these two values as a lack of collective will to invest in our future through education.
This does not mean that higher education, including law schools, is off the hook with regard to addressing costs. There is evidence that law schools have gone to task in doing just this. However, it is unrealistic to look back to a day when law schools were less expensive and conclude failure if the earlier benchmark is illusive. Higher education costs more today. Similar to others in higher education, law students need and expect access to technology, high quality education that expands and refines their thinking and effectively prepares them for the work they hope to do, academic support, career support, and support for extracurricular activities that nourish their academic and professional development. To produce this costs money.
Central to the production costs is having faculties that are dedicated to meeting educational needs, needs that are part of the public and private bundle of values the Task Force references. While one may question the historic inflexibility of law school faculties in the face of critique of their educational priorities, I know I have, the inflexibility has been essentially born of a fundamental disagreement with regard to what constitutes high quality in legal education and priorities in maintaining that quality.
As the Task Force points out, the decibel level of criticism coupled with uncertainty about the market for legal services has induced a "climate receptive to change". Many law schools have engaged in cost cutting measures and curricular redesign. Support for teaching is no longer limited to the broader support for scholarship, and the trajectory towards reduced teaching loads to support increased production of scholarship is halting, or at least being reconsidered.
Law schools and their faculties are also less certain that their task is sufficiently achieved if legal education is limited to the exercise of covering a body of doctrine and learning to think and write in a certain way. Other skills that are part of the value a legal education should provide are making their way into the core goals for providing a quality legal education. Slowly, the old dichotomy between what the 2007 Carnegie Report described as "knowledge" and the other competencies that a legal education suggests, which Carnegie referred to as "skills and values" is breaking down. Yet the Task Force identifies dichotomy without recognizing its limited value or acknowledging its growing irrelevance:
"…[I]t is commonly stated that the basic purpose of law schools is to train lawyers, but there is no consensus about what this means. It matters greatly whether, for example, one takes a view of lawyers as deliverers of technical services requiring a certain skill or expertise, or as persons who are broad-based problem solvers and societal leaders."
Can one seriously deny that lawyers deliver technical services requiring not a certain skill but a range of them? Are problem-solving and leadership skills somehow relegated to another strata that can be disaggregated from the professional role? The Task Force goes on to correctly point out that a law school's "views about purpose may not be reflected well in the curriculum". However, this is not because of such a narrow view of what lawyers do but a limited, though evolving, view about the extent of law school's role in preparing them to do it.
To move law schools along the path of change, the Task Force speaks much about heterogeneity. I certainly value diversity, but when it comes to what law schools should offer, there are considerations not specifically addressed by the Task Force that should be expressly understood before we get too far down the path. Society, including the law student, has an interest in knowing that a graduate of a law school has a working foundation in the work that lawyers do. We can discuss whether this expectation is realistic, whether indeed clinical legal education is the answer or post law apprenticeships are inevitable or legal education should train specialists instead of generalists, but legal education has for some time promised more than we produce. Now that the cover provided by the law firms and agencies that provided post graduate training is eroding, the reality of the limitations of traditional legal education is more apparent. Expansion of clinical offerings and outreach to the bar are manifestations of this recognition.
Connected to its assessment of the financial burden of law school, the Task Force speaks of the need for more limited training that would allow for greater service to those who cannot afford the debt laden lawyer. It referenced the Limited License Legal Technician provisions that Washington State has been rolling out. Limited licensing may well be inevitable for a variety of reasons, though without specific funding for the services they would provide, it may not do much more than what lawyers offering unbundled services and pro bono legal services are currently seeking to do for those unable to otherwise afford legal service.
The Task Force proposes several new entities within the ABA to address cost, debt burden and assessment and improvement of legal education. It does not discuss where these entities should fit in relation to the existing Section of Legal Education and Admissions to the Bar. However, it does goes on to list a number of Accreditation Standards and Interpretations of Standards that the Council of that section should "eliminate or substantially moderate". I believe it is fair to say that several have been under significant reevaluation for the past several years. What I found of concern from a Task Force that took a year to produce its report is the fact that it listed the Standards and Interpretations without connecting their existence or elimination to goals for the quality of legal education, or even directly to cost reduction.
For example, while one might argue that the current detail in interpretations 402-1 and 402-2 are byzantine and not directly related to ratios in a given classroom, is it enough to say that a law school must have "a sufficient number of full-time faculty to fulfill the requirements of the Standards and meet the goals of its educational program", which is what would be left if the interpretations are eliminated (something that is currently proposed by the Sections Standards Review Committee, by the way)? Once we identify full-time faculty as a basis for developing a student faculty ratio, what do we do about administrators and those full-time teachers that a law school might not identify as faculty? What benchmark do we have for enforcing this indicator of quality? If we are responding to concerns about costs, should classes of 300 students be acceptable because it is cheaper and arguably meets educational goals that can be identified?
Similarly, if we throw out Standard 405, and 206(c) and 603, what are we saying about leadership in law schools? Why, at the core, does higher education value security of position? It has long been understood that such security attracts those who value legal education and want to dedicate themselves to the teaching, scholarship and service that is expected to maintain and improve law schools that have, for all the flaws identified and assessment in progress, managed to provide significant educational value. The idea that tenure is dragging law schools down ignores not only the dedication of many law professors, but their ability to speak to the educational mission they serve instead of being ignored or dismissed by administrators who may be more focused on a bottom line than balancing the equally significant institutional purpose.
The report also spends time discussing generally the need for greater ability to innovate, suggesting that the ABA Standards inhibit heterogeneity. While I agree that the variance process should be made more transparent and that successful innovations should lead to appropriate regulatory modifications, it is worth reminding ourselves that not that many schools have innovated within what is currently consistent with and arguably encouraged by the existing Standards, much less sought variances to go beyond them. It may well be that far more than underscoring differences, we first need to be more certain than we are about what constitutes a sound legal education, at any institution. The end result may not be as homogenous as the Task Force fears, but it should provide greater assurance of reliable preparation for the profession.
All this said, I am grateful to the Task Force for undertaking this project. I know it reflects a lot of work over and above busy schedules. Given the membership and some of the input entertained – indeed, given the waves of criticism that legal education is facing coupled with uncertainty about legal service market, I dared to hope for something more than additional committees, cursory comments on accreditation standards that have already been the source of significant discussion, and a call for law schools to reduce costs and other steps the vast majority are already undertaking. Maybe the message is that there is nothing new to add, we will continue to mull it all over, propelled relentlessly by evolving markets and minimal public commitment to the value of higher education.
Filed under: Best Practices for Institutional Effectiveness | Tagged: law school, law student, Task Force on the Future of Legal Education |	2 Comments »
Law School Hybrid
Posted on December 18, 2013 by Lauren McCormick
By: Carl Straumsheim
William Mitchell College of Law has received approval from the American Bar Association to launch a part-time J.D. program that blends face-to-face instruction with online courses. Although the hybrid program marks the first of its kind, experts are split on whether it marks an experiment or a turning point for how legal education is delivered in the U.S.
The four-year part-time program, meant for students whose location or work commitments prevent them for pursuing a legal education full-time, will mix recorded lectures and quizzes with video conferences and online discussion forums when it launches in January 2015. Students will also be required to complete externships and attend weeklong on-campus simulations at the end of each semester to practice their legal skills. Mitchell's Board of Trustees approved the program Tuesday night.
"Our message is that this is not an online J.D. degree," said Eric S. Janus, president and dean of the college. "This is a J.D. degree that has very substantial and rigorous face-to-face components that I think are going to be designed in a unique way to help people become more prepared to practice law."
Online education and accreditation from the American Bar Association rarely mix. Although fully online law programs exist without ABA approval, institutions that seek accreditation need to tailor their programs to a set of standards that have been in effect since 2002. The program itself needs to consist of at least 83 credits — Mitchell's hybrid program clears that hurdle exactly — but no more than 12 can be granted from pure distance education. Of the remaining credits, one-third of the coursework can also be completed remotely. As an added twist, programs can offer only four credits of distance learning per semester.
Barry Currier, managing director of the ABA's legal education section, said the four-credits-per-semester rule may have discouraged law schools from experimenting with hybrid programs. He also pointed out that few law schools seem to be aware of or interested in developing programs that take advantage of those regulations.
"Maybe they think their students won't like it?" said Currier, previously dean of the online Concord Law School of Kaplan University, which after clashing with the ABA decided not to seek its approval. "Maybe they think employers won't be interested in students that went to a school that was one-third blended?"
For many law schools, the requirements regulating distance education have been been viewed as "insurmountable," said Simon Canick, associate dean of information resources at Mitchell. "I think a lot of law schools also use the existing ABA standards as a reason to not push the envelope," he added.
To receive approval for its hybrid program, Mitchell submitted a variance request that exempts the program from the requirements — under certain conditions. The college must enroll no more than 96 students per year, assess the program on an annual basis and report its findings to the ABA. The college also had to waive its right to confidentiality to help other law schools learn from its experiences.
"I see this as a first step for the ABA to be welcoming of innovation," Janus said.
Variance requests represent another untapped opportunity for law schools to experiment with new forms of legal education, Currier said. "The ABA has not gone around and said 'Oh please, please, please submit a variance request,' " he said. "It is not the case that there are dozens of requests for variances about distance learning that have been turned down. Maybe the perception is they would have been turned down."
If the experiments prove successful, however, they could guide the ABA to revise its own standards, Currier said.
The approval of the hybrid J.D. program can also be seen as the ABA responding to those who have called for law school reform — a group that includes President Obama, a graduate of Harvard Law School. The ABA last year launched a Task Force on the Future of Legal Education, which concluded the organization's own policies was stymieing innovation.
"The current procedures under which schools can seek to vary from ABA Standards in order to pursue experiments are narrow and confidential," the task force reported in September.
Mitchell submitted its variance request in July, and Canick said the college benefited from the timing of the task force's report.
"I think the ABA faces some significant pressure externally to innovate and allow innovation," Canick said. "Here comes this proposal that's really good. I think they were eager to show they were going to embrace innovation."
Mitchell, an independent law school located on one block in the residential Summit Hill neighborhood of St. Paul, Minn., may not seem like a hotbed of legal education reform. Like many law schools, the college has seen its enrollment shrink over the past few years. About 240 students enrolled this fall, down from about 260 the year before and about 300 two years ago.
"We're doing fine, comparatively speaking," Janus said. "I do think that part of the message is that law schools have to add value, and the programs they offer need to be meaningful and accessible to the people who want to study law. This is not a response to declining enrollment."
The online option instead represents a third track and a nod to the college's history, Janus said. Mitchell was founded in 1900 as St. Paul College of Law, a night school catering to the same type of students who would consider an online education. The college added a full-time option in the '70s.
Aside from the mode of delivery, the three tracks are fairly similar. Applicants for the hybrid program won't see more lenient admissions requirements or tuition savings, for example. "We understand that the blended learning is not for everybody, but it will meet — we think — the needs of a group of people," Janus said.
The law school has for years offered about a dozen blended and online courses, and plans for a fully hybrid J.D. program have been in the works since 2009. Currier said the the decision to approve the request was a result of the strength of Mitchell's application, not external pressure.
"What the council saw was that this was a school that has a long history of part-time legal education and a long history of serving students who are a little more nontraditional in terms of age and working experience than many law schools," Currier said. "I think it's safe to say something like this has never been approved before."
Read more: http://www.insidehighered.com/news/2013/12/18/american-bar-association-approves-experimental-hybrid-jd-program#ixzz2nryuK8wt
Inside Higher Ed
Filed under: Best Practices for Institutional Effectiveness | Tagged: American Bar Association, law school, law student, legal education, part-time J.D. program |	2 Comments »
The Ideal Law School Graduate? A 'People Person' Who Can Do Research
Posted on November 29, 2013 by Lauren McCormick
By: Jacob Gershman
You can be a sharp writer and a nimble researcher who is skilled at analyzing cases.
But for law school graduates entering the workforce, it's the softer skills, like work ethic, collegiality and a sense of individual responsibility, that really impress legal employers, according to a new study.
University of Dayton School of Law researchers conducted focus with legal employers to find out what they expect from new law school graduates.
Dayton law professor Susan Wawrose said researchers had thought that the attorneys would focus mostly on the need for basic practical skills, like writing, analysis and research. But comments on soft skills — defined as "personal qualities, habits, attitudes and social graces that make someone a good employee" — tended to dominate the responses.
"The most surprising outcome of our research was the primary importance employers placed on the 'intra- and interpersonal (socio-emotional)'—soft skills—needed for workplace success," writes Ms. Wawrose, who authored a report on the study appearing in the Ohio Northern University Law Review.
The researchers interviewed 19 attorneys in the Dayton area who are "actual or potential employers" of graduates from the law school. Most were employed at law firms of varying size. Several others worked as in-house counsel, as an assistant federal public defender, or for legal aid.
The focus group participants said ideal job applicants have a strong work ethic, can work independently without excessive "hand holding," and would bring a positive attitude to the workplace.
One attorney griped about new hires who "come in . . . [with] this expectation that we'll sit down and kind of spoon feed them." Others agreed that some attorneys fresh out of school think "they have a law school degree so they're entitled to rise up and become partner."
Other comments suggested that law schools put more of an emphasis on teaching research:
Employers, particularly those with more years in practice, rely on new attorneys to be research experts. The employers in our focus groups have high expectations when it comes to new hires' research skills, i.e., "[t]hey should be able to adequately and effectively find everything that's up to the minute."
Being a research expert also means knowing how to scour books, not just websites, the paper said. "Statutes, treatises and encyclopedias, and desk books are the sources employers still use in paper form. For this reason, new attorneys may want to be familiar with these paper sources," writes Ms. Wawrose.
The employers also observed that while some new hires are good at cranking out a "full-blown research memo," the same ones stumble on shorter assignments:
The purpose and audience of the assignment are the key. "[T]hey need to be very cognizant of who their audience is." Is the document for a client? And, which client? Is it the one who is "very busy" and "want[s] to know, 'boom,' 'what's the answer[?]'" Or, is it the client who is "all into the details" and will feel "nervous if you don't give them all the specifics."
http://blogs.wsj.com/law/2013/11/25/the-ideal-law-school-graduate-a-people-person-who-can-do-research/
Filed under: Best Practices, Outcomes & Assessment Techniques | Tagged: employers, job applicants, law firms, law school, law student, new lawyers |	5 Comments »
School Missions & Visions
By: Professor Pamela Armstrong
List of goals that applicants to law school want to fulfill (in no special order and some may not apply to every student):
I want to see Justice done.
I want to stand for the helpless.
I want to belong to a profession, not an industry.
I want to move or change the way our society conceptualizes "law" to account for the amalgam of cultures in our society.
I want to be able to put our culture's ideas about "rule of law" against other cultures' ideas, compare and maybe push for growth or something better.
I want to challenge the adversarial nature of our system as having gone too far from being representative to something else, and I need a way to expand my thinking.
I want to be part of the shrinking "market place of ideas."
Sub-needs or sub-wants – the skills applicants would like to develop:
I want to find a better way to solve problems and disputes.
I want to think critically so that I can see the fallacies in positions, be aware of inherent inconsistencies in and weak foundations for ideas, and be prepared to stand up and challenge proponents of such flawed arguments.
I want to be able to move seamlessly between the legal regimes of many cultures.
I want to make my profession better than the generation before me.
Filed under: Best Practices & Curriculum, Catalysts For Change | Tagged: jobs to be done, law school, law student, legal education, reforming legal education |	2 Comments »
Student Practice Rules
Posted on November 11, 2013 by Michele Pistone
Our DC colleagues are leading a charge to change student practice rules to afford additional practice-related experiences for law students. Are other groups considering similar proposals? http://bit.ly/HIWCnW
Filed under: Uncategorized | Tagged: #reformlegaled, court, law school, law student, law student practice rules, legal education |	1 Comment »


WASHINGTON, Feb 2 (Reuters) - U.S. President Donald Trump told a national prayer breakfast on Thursday that the world is in trouble, the United States is being taken advantage of, and that he was having "tough phone calls" as he worked to address issues.
"The world is in trouble, but we're going to straighten it out, OK? That's what I do - I fix things," Trump said after saying that freedom of religion was threatened.
"Believe me, when you hear about the tough phone calls I'm having - don't worry about it. Just don't worry about it," he said.


Learn to Draw! In my beginning drawing classes, students learn observational techniques through upside down drawing. See how this can work for you!
3. How does upside down drawing build observational skills? • Familiar things do not look the same upside down. • Our left brain expects to see things oriented in the customary way – with the right side up. • In upright orientation, we recognize familiar things, name them, and categorize them by matching what we see with our stored memories and concepts. • When an image is upside down, the visual cues don't match. We see the shapes and the areas of light and shadow, We see lines, instead of real objects.
5. Simple in steps, complex in action… • take a line drawing • place it upside down • and copy it. • observe shapes, lines and their relationships rather than naming objects & features.
6. The following slides have images that are upside down. Copy each image – having few distractions and taking time to observe the lines and spaces of the original. Do your best, but remember – this is not supposed to be a perfect piece of artwork – this is a visual exercise – like Pilates for the brain! Turn over only when you are finished.
12. Reflect & Review • After completing your upside-down drawing, compare it to the original – look at how the lines, shapes, and spaces relate to each other. • Is your drawing similar to the original? • Whenever you are looking to 'free-up' your mind, hone your observational skills, or just have a little drawing fun – try this technique again!
13. References • Betty Edwards, The New Drawing on the Right Side of the Brain, Putnam Publishing Group; Revised & Expanded edition, 1999. ISBN: 0874774241. • Betty Edwards, The New Drawing on the Right Side of the Brain Workbook: Guided Practice in the Five Basic Skills of Drawing, Jeremy P. Tarcher, 2002. ISBN: 1585421952. p.17.


Our honourable minister Shri Ghanta Srinivas garu launched the poster for the documentary movie Dharmo Rakhshathi Rakhshitha yesterday on 13/08/2018 at circuit House.
While talking to media Srinu Grandhi the director of the movie said that the movie mainly focuses on the youth, the consequences they face, the way they tackle the situations and how they realise from their mistakes. This movie will be an eye opener for all the youth. Adding to this the director said how government and public should go hand in hand.
Dr. Kanthi Mangu produced the movie, Jeevan Nath Padala is the co-producer. Kalyan Sai Kumar, Sai Harika and Akhil Tej Reddy being the lead roles in the movie.
Best of luck for your movie and congratulation for your achievements to Dr. Kanthi Mangu.