Focusing on energy efficiency in your business just makes sense. The combination of technological advancements and energy incentives is a great way to reduce your energy consumption and save money on your bottom line. Many companies have realized savings of over 50% with their upgrades with paybacks within 12 to 24 months!
Energy efficiency is a way of managing and restraining the growth in energy consumption. Something is more energy efficient if it delivers more services for the same energy input, or the same services for less energy input. For example, when a compact florescent light (CFL) bulb uses less energy than an incandescent bulb to produce the same amount of light, the CFL is considered to be more energy efficient.
Energy efficiency is a powerful and cost-effective tool for achieving a sustainable energy future. Improvements in energy efficiency can reduce the need for investment in energy infrastructure, cut energy bills, improve health, increase competitiveness and improve consumer welfare. Environmental benefits can also be achieved by the reduction of greenhouse gases emissions and local air pollution. Energy security – the uninterrupted availability of energy sources at an affordable price – can also profit from improved energy efficiency by decreasing the reliance on imported fossil fuels.
TCS is an authorized DTE Energy and Consumers Energy Trade Ally. We can perform and audit off the HVAC mechanical systems in your facility and recommend changes and upgrades that qualify for available incentives and rebates. Our job is to walk you through the process from start to finish while you enjoy major reductions in your energy bills.
Want to save energy and save money for you business?
Learning about energy efficiency can help. Find out how you can reduce the energy used by your equipment, lighting, and heating and cooling. Take control of your energy use and improve your business' bottom line.Energy efficiency resources, savings tips, and rebates and incentives designed for your business.
If you are considering updating your facility, TCS Michigan can help you identify opportunities and advantages of installing energy efficiency measures and reduce payback time. Take advantage of these programs and make a positive impact on your business' bottom line.


Guest Lectures, Educational Visits, Quiz Competitions, Surveys are undertaken by PG students, Seminars, workshops etc..
In the academic year 2015-16 a State Level Conference was organized on 4th Feb.2015 on the topic "New Dimensions of the Emerging Indian Economy".
About 62 lecturers and research scholars from various colleges/institutes participated in the Conference. 35 research papers were accepted and each of the paper presenter was given a CD for the Conference Proceedings. Dr. Sunil Dhapte, Director, YASHADA, Dr. W.N. Salve form Shri Venkatesh College, Ichalkarnaji, Dr. Pradeep Apte form Fergusson College and Dr. Avinash Nikam were the Resource Persons for the conference.
Dr. Sunil Dhapte, Director, YASHADA, Pune, speaking in the inaugural session. Seated from left are Prof. Prakash Dixit, Deputy Secretary, P.E. Society and Dr. Sanjay Kharat, Principal, Dr. Jyoti Gagangras, Vice-Principal Arts and Prof Dastagir Pathan, Coordiantor & HOD, Economics.
Dr. Sanjay Kharat, Principal speaking during the valedictory function. Seated from left are Resource person Dr. Avinash Nikam. Chief Editor, Arthasamvad, Prof Dastagir Pathan, Dr. W.N. Salve, Shri Venkatesh College, Ichalkarnaji, Chief Guest of the session and Dr. Jyoti Gagangras, Vice-Principal Arts.
On 31st August 2016, the department organized a Quiz Competition for the UG students on "Indian Economy". About 99 students participated in the competition.
Quiz competition held on 31st August 2016 on "Indian Economy" by Department of Economics.
As a part of the Silver Jubilee celebrations of the College, the Department of Economics in association with the Marathi Arthashastra Parishad organized a 'Dr. Sudha Mokashi' awarded -one day workshop on "Fishery Production and Management" on Friday, 7th October 2016. There were about 110 participants including staff and students. The guest included Dr. Shivaji Bhosale, Chairman, Marathi Arthashastra Parishad, Prof. Dr. Avinash Nikam, Chief Editor, Arthasamvad, Prof. Suresh Todkar, Joint Secretary, PES, Shivajinagar, Pune and Dr. D.V. Jahagirdar, Former Chairman Marathi Arthashastra Parishad. Mr. Vijay Shikre, Joint-Director, Matsya Utpadan Kendra, Hadapsar, Pune, and Dr. Sanjay Kharat, Principal, Modern College, Ganeshkhind were the resource persons.
Speaking on the occasion is Dr. Shivaji Bhosale, Chairman, Marathi Arthashastra Parishad, seated from left to right are Mr. Vijay Shikre, Joint-Director, Matsya Utpadan Kendra, Hadapsar, Pune, Dr. Sanjay Kharat, Principal, Prof. Dastagir Pathan, HOD, Economcis and Prof. Dr. Avinash Nikam, Chief Editor, Arthasamvad.
Speaker is Mr. Vijay Shikre, Joint-Director, Matsya Utpadan Kendra, Hadapsar and seated from left to right are Dr. Shivaji Bhosale, Chairman, Marathi Arthashastra Parishad, Prof. Dr. Avinash Nikam, Chief Editor, Arthasamvad and Prof. Dastagir Pathan, HOD Economics.
The Department is well established with a departmental library. The department has its own PC with internet connection and a Printer. A classroom with LCD projector is also available.
Mr. Raju Khude Peon 15 Yrs.


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Legenda
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Zaključni boji

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Moški posamično
1910

redpajama_set_name: RedPajamaWikipedia


This course is designed as a gateway to understanding how social media sites influence and are impacted by our selves, as well as the role of social media in our relationships. This course with its focus on social media sites in particular, will examine the various implications and functions of social media in contemporary times. The study of new media takes place across disciplinary divides and from multiple theoretical perspectives. This course will thus explore social media research from across academic traditions. With a focus on both theory and practical applications, this course gives learners opportunities to think intellectually about how mobile technologies and being online impacts daily living, personal health, individual success, and interpersonal relationships. This class satisfies a Tier 1: Individuals and Society General Education Requirement. Does not satisfy an eSociety major requirement.
This course examines the popular image of hackers and hacking by considering the larger cultural context of information sharing in the digital age. This course introduces students to theories and practices of information sharing including the public domain, information as a common public good, hacking, copy left, open source software, open access publishing, and the creative commons. This class satisfies a Tier II: Individuals and Society General Education Requirement. Alternatively, this class can be applied towards the eSociety major or minor. Tier II Gen-eds can be double-dipped with a minor but not a major.
With the increasing reliance on new media for collaborative work, social connection, education, and health-related support, this course will analyze human collaboration and community processes online. By considering how people create a sense of community, maintain group connections, and cooperate with others to bring about a particular outcome, this class will focus on what humans do, how they present themselves, and how they do the work of collaboration in online contexts. In addition to focusing on how humans work together in online in communities, this course will examine the many theories and interdisciplinary bodies of literature that pertain to `community? generally, and `online communities? specifically. With a focus on both theory and practical applications, this course gives learners opportunities to think intellectually about technology-based collaborations and to apply course-based knowledge in their mediated social lives. This course is not a technical experience, rather it focuses on the theories pertaining to and the processes in play when humans engage in group collaborations (e.g., gaming, teaching, learning, working, or gaining health-related support) via mobile technologies and online sites.
This course offers a broad survey of contemporary thinking about social media and examines mediated practices across sectors such as health care, education, government, museums, tourism, and business. Students will be exposed to a range of applicable theories, will be introduced to contemporary notions of information behavior (i.e., seeking, using, and negotiating information), will consider the historical evolution of new media environments, and will become familiar with information and social media literatures. In focusing on how people share social and practical information online, this course will examine how people aim to bring about particular outcomes via social media.
This course explores the emergence of contemporary visual culture and technological changes over time as well as how these shifts have and continue to impact human events, societal eras, and the `telling' of human stories. Specifically, this course offers an introduction into thinking critically about past events and related interpretations, handling archival materials, and visualizing human activity over time with new media technologies. Students will consider the function of digital narratives in processing, creating, and representing understandings of historical, personal, or location-based events and experiences.
As data continue to grow in volume and penetrate everything we do in contemporary work across many professions, employers are seeking data scientists to extract meanings and patterns from large quantities of data. This user-friendly course will provide an introduction to a variety of skills required for data analytics in organizations, education, health contexts, and the sciences. Specifically, this course examines information management in the context of massive sets of data, provides students proficiency with a variety of data analysis tools, and exposes learners to varied data platforms as well as skills and concepts related to data mining and statistical analysis. Particular attention will be given to toolkits imbedded in R and other platforms.
This course will lay a foundation for understanding how stories shape communities, identities, memories, and perspectives on our lives. In addition, this course will provide opportunities for the theoretical analysis of self representation, composite narratives on behalf of others, cultural heritage, and memories as they are preserved and performed within stories and through narrative. Influences on digital digital storytelling such as the sociocultural context, the institutional contexts of production the audience, and the needs or goals of the digital storyteller will be examined. Students will be required to call on their own intellectual, emotional, and imaginative processes, as well as to develop their own skills in digital storytelling, interviewing, oral history collection, and the use of relevant digital storytelling tools.
This course will lay a foundation for understanding how to design and conduct qualitative research in the digital age. This course will focus on such practices as digital ethnography, online discourse or text analysis, web-based survey research, virtual interviewing, and data collection via mobile technologies. Broad paradigmatic assumptions underpinning interpretive inquiry will also be examined.
This course will explore broad research paradigms and theoretical approaches that inform contemporary social research, varying study designs, as well as the systematic methods utilized in differing types of data analyses. Though this course will introduce research processes across the academic spectrum, quantitative analysis of both small and large data sets will be emphasized. Therefore, students will learn about basic statistical analyses and will be introduced to the emerging worlds of data science and social media analytics. Students will also consider related topics such as data visualization or research presentations.
The focus of this course is on how social information is produced though language and identity work online, focusing on patterns of talk and interactional rules and practices across contexts (e.g., text-messaging, online communities, personal identity work, and transnational blogs). As part of this focused study of talk, this course will explore how online language use can create, maintain, reproduce, or disrupt roles and related norms (e.g., those of a friend, student, expert, or political agent), as well as identities and social categories (e.g., gender, sexuality, race, disability, or nationality). This course will also focus on the broader discourses on a 'global' level, examining human collaboration online for practices tied to elitism, the movement of social capital, racism, power, and the cultural production of inequalities.
This course will lay a foundation for theoretical analyses of how people socially create and negotiate information in the digital age. In addition, this course investigates a variety of approaches ranging from critical/cultural studies to positivist/behavioral research, considering the differing ways to think about social life and information in contemporary times. Broader paradigmatic assumptions (e.g., feminist theory, systems research) as well as specific theoretical topics (e.g., interactivity, mobility, telecommunity) will be examined. In addition, this class will survey the theoretical underpinnings of new media research across a variety of topic areas to include gaming, digital labor, communities, and global culture online.
In the early 21st Century, we see publishing in the throes of dramatic changes, from print to electronic most obviously but also in who authors books, the economics of publishing, and how books get to readers. These changes remind us that the dynamics of the movement of the written word to its audience are an integral part of the society in which books are written, produced, and circulate. This 3-credit course takes an historical perspective on publishing, which we will define as the processes by which books come into being in multiple copies and are distributed to reach their audiences. We will start with ancient societies all over the world, and we will investigate the circumstances across societies in which books distinguish themselves from administrative records and begin to serve the needs of the literate elite. We will examine the way the physical form of the book and the technologies for producing it arise from the circumstances of each society, and in turn, how that physical format conditions the character of books and their use. We will trace the rise of publishing practices and identify the factors necessary for the reproduction and distribution of books to form an actual trade in books in varying societies. As we work our way from the ancient world to the early modern world, we will compare publishing practices in different societies and explore commonalities and differences in the relationships that develop between the creation, reproduction and distribution of books. Of particular focus will be our comparison of the rise of publishing and book trades in Europe, Asia, and the Arab world before 1450. After the introduction of printing with metal moveable type in Europe, associated with Gutenberg in approximately 1450, we will have an opportunity to observe the changes that this new technology makes in publishing and the book trade, by comparing the mature manuscript book trade of the late middle ages to that of the hand-press book publishing of early modern Europe. In the run up to the mid-term we will see the effect of monetary capital on the book trades and the shaping of the function of the publisher (although not yet called that). We will also examine related publishing matters such as art and decorative print production as well as the emergence and social role of pamphlets.
This course will look at how commerce in information content (websites, books, databases, music, movies, software, etc.) functions. We will discuss things like switching costs, net neutrality, the long tail, differential pricing, and complementary goods. In order to successfully navigate this digital world, information consumers, information producers, and information policy makers need to understand what sorts of information goods are likely to be available and how much they are likely to cost. We cannot learn enough about digital commerce simply by studying the various information technologies that are now available to create and disseminate information content. What matters most is how people choose to spend their time using these technologies, and what sorts of content can provide earning potential for its creators. What also matters are the unique properties of information content that make it very different from other sorts of goods. For instance, while only one person at a time can drive a particular car or eat a particular hamburger, millions of people can simultaneously read the same book, listen to the same song, and use the same software. These are issues that are part and parcel to living, working, purchasing, and being entertained in an eSociety; these are the issues addressed in this course.
This course provides a powerful introduction to some of the criminal activities taking place in relation to digital information, big data, and social media. Related to the exploration of criminal activity in an eSociety, this course focuses on some of the most common legal issues faced today, with regard to our own personal data (e.g., our health histories, our genetic make up, our cloud-based photos and messages, our past) and in relation to organizational or political data on social media and in society. In this course, students as future technologists, will be exposed to the 'dark side' of this current 'information society' (e.g., deception, cybercrime) as well topics such as big data privacy, digital disruptions, consumer data and related sales, gaming protections, youth safety online, big science data sharing issues and related trust, digital security, as well as how certain groups -- law firms, advocacy groups, marketing professionals, and political or lobbying groups -- are mining data for particular use. Students will be required to consider recent court cases and contentions around the use, management, and protection of data in society as well as the risk humans face in this digital information and mediated age.
This course introduces key concepts and skills needed for those working with information and communication technologies (ICT). Students will be exposed to hardware and software technologies, and they will explore a wide variety of topics including processing and memory systems, diagnostics and repair strategies, operating systems in both desktop and mobile devices. As part of this course, students will consider current technological disruptions, those issues emerging as technologies and social needs collide. Students will also learn about design issues and user needs tied to mobile or computer applications and web-based tools, sites, games, data platforms, or learning environments.
This course focuses on the ethical issues that arise in the context of new and emerging information technologies-- e.g., threats to privacy of ubiquitous technological surveillance, limitations on access created by digital rights management. The course will use the framework of ethical theory to analyze these issues and to propose policy solutions. The goal of the course is to give students the necessary theoretical foundation to be involved in the evaluation and construction of information policies at the local, national, and international level.
We are living in a time when nearly everyone has the means to make movies, music and photos using just their own personal tools like smartphones, iPads, and similar mobile gadgets. This course will develop and refine skills and understanding of multimedia in contemporary culture. Offering a survey of innovative works in film and information arts, this course will allow students a hands-on opportunity to respond to concepts covered in class using self-produced media. This course will address how information functions in time-based forms of multimedia and video in this era of interactive information and displays. Drawing on historical precedents in the media and computational arts, this course focuses on both linear and non-linear approaches of using image, sound and text to create critical and creative works that function in a the context of social media and our contemporary digital society. How and why do certain images, music or films affect us so profoundly? We will address this question through a study of the components of media literacy that include: Production, Language, Representation, and Audience. These concepts will be examined through a cross-section of writers including: Marshall McLuhan, John Berger and Susan Sontag.
ESOC 214 or ISTA 116 required.
This course will guide students through advanced applications of computational methods for social science research. Students will be encouraged to consider social problems from across sectors, including health science, environmental policy, education, and business. Particular attention will be given to the collection and analysis of data to study social networks, online communities, electronic commerce, and digital marketing. Students will consider the many research designs used in contemporary social research, including "Big" data, online surveys, and virtual experimental labs, and will think critically about claims of causality, mechanisms, and generalization.
Security is about protecting assets, such as money and physical possessions. For instance, we use walls, locks, burglar alarms, and even armed guards to keep other people from stealing and/or destroying our stuff. These days, information is typically one of our most important assets. Thus, we have to worry about the possibility of other people stealing and/or destroying it. For instance, criminals threaten our data with scareware or ransomware in order to extort money from us.
In today's digital society, people have access to a wide variety of information sources and scientific data. In this course, students will learn about the role of science and scientific data in society, and they will consider means for making science information findable and understandable for a wide variety of audiences. This course will provide students an interdisciplinary experience for considering science data and how that information gets shared across contexts.
Required in the eSociety major. Typically offered Fall and Spring semester.
This course is designed to be a culminating experience for the eSociety degree program, a course that engages students in practical activity as well as prepares learners for contemporary work. eSociety major and minor students as well as other undergraduates preparing for work relating to digital information or related fields can enroll in and will benefit from this course. Students will be given opportunities to discuss, review and reflect on their learning in their undergraduate work relative to an eSociety and will be provided the mechanisms through which their coursework can be applied to `real-world' contexts (e.g., internships, interviews with leaders in their area of study, professional shadowing experiences, service learning projects, or community-based event planning). Ultimately, this course provides students the opportunity to learn about what it means to be prepared in an eSociety as well as reflect on their own skill sets and the professional preparation needed for career satisfaction and success.
Digital information technologies shape our lives. The benefits and the possible dangers of digital information technologies will be explored from a multidisciplinary perspective, looking at the insights into our digital age from history, linguistics sociology, political theory, information science, and philosophy. Students will have opportunities for active reflection on the ways in which digital technology shapes learning and social interaction.
This course will focus on how to insure that we can reliably get quality information and will also consider information quality from the perspective of the suppliers of information. Principles of evaluating information exchanges and sources will be discussed and topics will include the verification of the accuracy of information and the evaluation of resources in specialized subject domains.
We do all sorts of things with information technology: we play games, we listen to music, we watch movies, and we communicate with other people. But one of the main things that we use information technology for is to learn things. Toward this end, we visit Wikipedia, Ask.com, The New York Times, and other such sites. Or we just Google stuff that we want to know about. This course is about how information technology is affecting the ability of individuals and institutions to acquire and share knowledge.
Using readings, lectures, demonstrations, and varied assignments, introduces students to search functions and indexes on the Web; proprietary databases that provide full-text articles not available on the open Web; search syntax and protocols; non-text retrieval of numeric data, photos, and other forms of information; and how to evaluate and reformulate search results.
This course covers theory, methods, and techniques widely used to design and develop a relational database system and students will develop a broad understanding of modern database management systems. Applications of fundamental database principles in a stand-alone database environment using MS Access and Windows are emphasized. Applications in an Internet environment will be discussed using MySQL in the Linux platform.
The U.S. government collects, generates, publishes and distributes a vast amount and variety of information. All information professionals-even those who do not intend to specialize as government document librarians-should understand the organization of and promote access to this body of work. In this course, lectures, discussions, and readings will acquaint students with theoretical and practical knowledge. The assignments will provide opportunities for deeper exploration of government information policies and resources.
Study of the user interface in information systems, of human computer interaction, and of website design and evaluation.
Introduces the basics of copyright law and fair use, also discusses the theoretical foundations and history of copyright and the public domain. These issues are placed within a broader multicultural and international context. By the end of the course students will: (a) know the basics of copyright law and fair use as they apply to libraries and related information services, and (b) understand the importance of balancing the rights of intellectual property owners with the societal need for a robust public domain.
Information seeking is the process or activity of attempting to obtain and use information from both human and virtual sources. It is a basic skill that people in the 21st century need for their academic and career work. LIS 487 addresses how to assist users of information services and libraries to accomplish this important task. The course addresses information-seeking theories, methods, and user behaviors with a goal of students gaining an understanding of how people seek, gather, retrieve and use information. The course draws on literature from library and information science, psychology, and communications. Understanding information seeking is applicable broadly for information professionals LIS 487.
Required in the ISTA majors.
Important ideas and applications of information science and technology in the sciences, humanities and arts. Information, entropy, coding; grammar and parsing; syntax and semantics; networks and relational representations; decision theory, game theory; and other great ideas form the intellectual motifs of the Information Age and are explored through applications such as robotic soccer, chess-playing programs, web search, population genetics among others.
Required in the ISTA majors. MATH 107 or MATH 112 or placement beyond the level of College Algebra required.
Understanding uncertainty and variation in modern data: data summarization and description, rules of counting and basic probability, data visualization, graphical data summaries, working with large data sets, prediction of stochastic outputs from quantitative inputs. Operations with statistical computer packages such as R.
Required in the ISTA majors. Completion of ISTA 130 or CSC 110 or equivalent or consent of instructor required. Typically offered in Fall.
At the core of Information Science lies the digital data that is the object of study. This course aims to introduce the tools, techniques, and issues involved with the handling of this data: where it comes from, how to store and retrieve it, how to extract knowledge from the data via analysis, and the social, ethical, and legal issues involved in its use. Throughout the course, students will be given hands-on experience with actual datasets from a variety of sources including social media and citizen science projects, as well as experience with common tools for analysis and visualization. Students will also examine topical case studies involving legal and ethical issues surrounding data.
Required in the ISTA majors. College algebra recommended.
An introduction to computational techniques and using a modern programming language to solve current problems drawn from science, technology, and the arts. Topics include control structures, elementary data structures, and effective program design and implementation techniques. Weekly laboratory.
This course explores the social, legal, and cultural fallout from the exponential explosion in communication, storage, and increasing uses of data and data production. In this class, we emphasize the opposing potentials of information technologies to make knowledge widely available and to distort and restrict our perceptions. In a world of rapid technological change, topics include (but are not limited to): eavesdropping and secret communications, privacy; Internet censorship and filtering, cyberwarfare, computer ethics and ethical behavior, copyright protection and peer-to-peer networks, broadcast and telecommunications regulation, including net neutrality, data leakage, and the power and control of search engines.
This course provides an introduction to game design and teaches students the fundamental concepts for creating games. Students will survey many different games, exploring the issues game designers face when designing games in different genres. Students will participate in a series of game design challenges and will be responsible for designing and prototyping simple games using a game building tool. Students will present their solutions to these challenges in front of the class for general discussion and constructive criticism.
Students will study how digital technologies are changing how people learn, how technology-based learning supports new approaches to assessment, how theories of learning are being developed to support research in these emerging areas, and how research on human learning is informing the design of computers that learn. This class satisfies a Tier II: Individuals and Society General Education Requirement. Alternatively, this class can be applied towards the ISTA BA/BS.
This course examines the ways in which computing and information science support and facilitate the production and creation of art in current society. A particular focus of the course will be to discuss how artists have used advances in technology and computing capacity to explore new ways of making art, and to investigate the relationships between technical innovation and the artistic process. This class satisfies a Tier II: Arts General Education Requirement. Alternatively, this class can be applied towards the ISTA BA/BS and ISTA minor. Tier II Gen-eds can be double-dipped with a minor but not a major.
This course will provide the student with the information and experience necessary for the creation and manipulation of digital audio. Students will have the opportunity to experience the music-making process with the technology tools and techniques that are common in both home and professional studios. The class will make use of a variety of software packages designed for contemporary music production, explaining the universal techniques and concepts that run through all major software programs. Topics will include musical analysis, MIDI control, synthesis techniques, audio editing, and audio mixing. Lab assignments will emphasize hands-on experience working with musical hardware and software to provide the necessary skills to create music based on today's musical styles. The course provides the foundation for further study, creative applications, and personal expression.
One semester programming experience required: ISTA 130 or CSC 110 or ECE 175.
This course provides an introduction to software and hardware packages that allow students to explore rapid prototyping, object design, and physical computing using Computer-Aided Design (CAD) software, 3D printing technology, laser cutting, and Arduino microcontrollers. The processing language will also be introduced, and used for visualization and interfacing. This interdisciplinary course combines elements of computer science, electrical engineering, mechanical design, robotics, and visualization.
This is a hands-on practical course where fluency is largely built through experience building projects, rather than written exams. This course will require extensive technology training and substantial reference to open resources on the web. This course includes a team-based design competition as a final project.
Sequences are common representations in biology, music, linguistics, business and many other disciplines. The things we do with sequences — searching them, cutting them up and reassembling them, aligning them, making predictions, detecting patterns and changes in their structures, and so on — also are similar across disciplines. This course uses examples from across campus to teach the common data structures and algorithms for working with sequences.
ISTA 116 (or MATH 163), & ISTA 130 (or CSC 110) required.
An introduction to the mathematical theories of probability and information as tools for inference, decision-making, and efficient communication. Topics include discrete and continuous random variables, measures of information and uncertainty, discrete time/discrete state Markov chains, elements of Bayesian inference and decision-making, Bayesian and Maximum Likelihood parameter estimation, and elementary coding theory.
ISTA 311 & ISTA 350 or consent of instructor required.
This course introduces students to the theory and practice of data mining for knowledge discovery. This includes methods developed in the fields of statistics, large-scale data analytics, machine learning, and artificial intelligence for automatic or semi-automatic analysis of large quantities of data to extract previously unknown and interesting patterns. Topics include understanding varieties of data, classification, association rule analysis, cluster analysis, and anomaly detection. We will use software packages for data mining, explaining the underlying algorithms and their use and limitations. The course will include laboratory exercises, with data mining case studies using data from biological sequences and networks, social networks, linguistics, ecology, geo-spatial applications, marketing and psychology.
ISTA 116, 130, and 131 required.
This course surveys the techniques central to the modern practice of extracting useful patterns and models from large bodies of data and the theory behind these techniques. Students will learn the purpose, power, and limitations of models, with concrete examples from business and science. Course subject matter may include classification and regression, supervised segmentation and decision trees, similarity/distance metrics and recommender systems, clustering and nearest neighbors, support vector machines, understanding and avoiding overfitting, natural language processing and sentiment analysis, machine learning, neural networks, and AI, and logistic regression.
ISTA 116, ISTA 130, & ISTA 131 or equivalent required.
This course will provide an introduction to informatics application programming using the python programming language and applying statistical concepts from a first semester statistics course. A key goal of this course is to prepare students for upper division ISTA courses by expanding on the skills gained in ISTA 116 and 130 but will be broadly applicable to any informatics discipline. Throughout the semester students will be faced with information application problems drawn from several different disciplines in order to expand their breadth of experience while simultaneously increasing their depth of knowledge of scientific and informatics programming methods. Students will practice problem decomposition and abstraction, gaining experience in identifying commonly occurring information processing issues and in applying well-known solutions. In addition, students will design their own algorithmic solutions to problems and will learn how to effectively compare different solutions, evaluating efficiency in order to choose the best solution for a given problem. Periodic code reviews will be held in order to expose students to a range of different solution methods, which will aid them in discovering weaknesses in their own work and will improve their ability to communicate with others on technical topics. The course will include an introduction to the python scientific computing libraries and other statistical packages. Additional course topics will include the use of version control systems, software profiling, general software engineering practices and basic shell scripting.
A significant portion of the human brain is devoted to understanding spatial data and its relation to the world. Through the ages humans have naturally developed external representations of such information for communication, planning, understanding, and entertainment. Further, the digital age has led to an explosion of images available to everyone in forms that are convenient to share, manipulate, and automatically mine for information. In this thematic course we will study images from perspectives that transcend disciplines, and applicable to many of them, including the arts, science and biomedicine, computational intelligence, geography, and security. We will study what images are, how images are stored and distributed, the reproduction of images, how they can be manipulated, using images for visualization, and extracting semantics from images.
This course is a hands-on, project-based approach to understanding and designing art installations. Enrollees will learn principles, tools, and techniques of rapid prototyping and installation design, and will collaborate to design and implement a large-scale installation by the end of the semester. The course lectures will also provide an overview of the history, theory, and aesthetics of installation art.
This course continues the exploration of creative coding that began in ISTA 303. Students will develop experimental and creative works based, in part, on techniques from the fields of human-computer interaction, computer vision, virtual reality, machine learning, and other disciplines that have the potential to impact our culture through the introduction of new technologies. Aside from gaining technical proficiencies needed to engage with these topics (e.g., software engineering, physical computing techniques, familiarity with multimedia packages and libraries), students will have the opportunity to explore the use of novel interaction devices (e.g., Kinect, Wii, LeapMotion, Glasses, and Oculus Rift) as well as to experiment with a range of digital media environments (e.g., projection mapping, live coding, sonification, mobile devices, physical sensors,augmented reality, immersive systems). Moreover, students will become more familiar with the history and current state of the fields of new media art and creative coding. Students will read widely from journal articles and from media arts conference and festival proceedings, and will be expected to document their own work in a clear, professional manner, both through writing assignments and the creation of an online portfolio of creative projects. By the end of this course students will have the ability to participate meaningfully (through the implementation and documentation of creative projects) in contemporary discourse regarding art and technology.
Bayesian modeling and inference is a powerful modern approach to representing the statistics of the world, reasoning about the world in the face of uncertainty, and learning about it from data. It cleanly separates the notions of representation, reasoning, and learning. It provides a principled framework for combining multiple source of information such as prior knowledge about the world with evidence about a particular case in observed data. This course will provide a solid introduction to the methodology and associated techniques, and show how they are applied in diverse domains ranging from computer vision to molecular biology to astronomy.
One semester programming experience required: ISTA 130 or CSC 110 or ECE 175. Further programming experience recommended.
The field of Human Computer Interaction (HCI) encompasses the design, implementation, and evaluation of interactive computing systems. This course will provide a survey of HCI theory and practice. The course will address the presentation of information and the design of interaction from a human-centered perspective, looking at relevant perceptive, cognitive, and social factors influencing in the design process. It will motivate practical design guidelines for information presentation through Gestalt theory and studies of consistency, memory, and interpretation. Technological concerns will be examined that include interaction styles, devices, constraints, affordances, and metaphors. Theories, principles and design guidelines will be surveyed for both classical and emerging interaction paradigms, with case studies from practical application scenarios. As a central theme, the course will promote the processes of usability engineering, introducing the concepts of participatory design, requirements analysis, rapid prototyping, iterative development, and user evaluation. Both quantitative and qualitative evaluation strategies will be discussed.
Programming experience at the level of CSC 120 is preferred.
Students will learn from experts from projects that have developed widely adopted foundational Cyberinfrastrcutrue resources, followed by hands-on laboratory exercises focused around those resources. Students will use these resources and gain practical experience from laboratory exercises for a final project using a data set and meeting requirements provided by domain scientists. Students will be provided access to computer resources at: UA campus clusters, iPlant Collaborative and at NSF XSEDE. Students will also learn to write a proposal for obtaining future allocation to large scale national resources through XSEDE.
Calculus I and II, linear algebra (MATH 313), & ISTA 311 or consent of instructor required.
Machine learning describes algorithms which can modify their internal parameters (i.e., "learn") to recognize patterns and make decisions based on examples or through interaction with the environment. This course will introduce the fundamentals of machine learning, will describe how to implement several practical methods for pattern recognition, feature selection, clustering, and decision making for reward maximization, and will provide a foundation for the development of new machine learning algorithms.
Virtual reality is an emerging novel area of technology that has been becoming more and more widely used. It enables a more immersive user experience as the head mounted displays surround 360-degree view. It encompasses many disciplines such as computer science, human computer interaction, game design and development, information science and psychology. This course merges a theoretical, practical and project based approach to give students the necessary knowledge required to design and develop their own virtual reality projects using Unity, which is one of the most widely used 3D game engines worldwide.
Algorithms are a crucial component of game development. This course will provide students with an in-depth introduction to algorithm concepts for game development. The course will cover basic algorithm and data structures concepts, basic math concepts related to game algorithms, physics and artificial intelligence based game algorithms that are supplemented with modern examples. Unity Game Engine along with C# programming language will be used throughout the class.
ISTA 350 or CSC 245 or MATH 243 or consent of instructor required.
The methods and tools of Artificial Intelligence used to provide systems with the ability to autonomously problem solve and reason with uncertain information. Topics include: problem solving (search spaces, uninformed and informed search, games, constraint satisfaction), principles of knowledge representation and reasoning (propositional and first-order logic, logical inference, planning), and representing and reasoning with uncertainty (Bayesian networks, probabilistic inference, decision theory).
One semester programming experience required: ISTA 130 or CSC 110 or ECE 175 required. Further programming experience recommended.
This course provides an introduction to video game development. We will explore game design (not just computer games, but all games) and continue with an examination of game prototyping. Once we have working prototypes, we will continue with the development of a complete 2D computer game. The remaining course topics include: designing the game engine, rendering the graphics to the screen, and artificial intelligence. Students will be given periodic homework that reinforces what was learned in class. Homework will include developing a game prototype, game design documentation, some programming tasks. Students will work in small teams to develop a working game as a term project. Grades will be primarily based on the term project with some small amount of weight to homework. The examples provided in class will be programmed in Java and available for execution on any operating system. Programming homework assignments will be done in either Java or the language chosen by the instructor. The term project can be written in any programming language with instructor permission.
Analyze genomic sequences through understanding and using a variety of bioinformatics algorithms and software tools. Interdisciplinary approach integrating informatics, statistics, and biology.
ISTA 350 or CSC 345 required.
Most of web data today consists of unstructured text. This course will cover the fundamental knowledge necessary to organize such texts, search them a meaningful way, and extract relevant information from them. This course will teach natural language processing through the design and development of end-to-end natural language understanding applications, including sentiment analysis (e.g., is this review positive or negative?), information extraction (e.g., extracting named entities and their relations from text), and question answering (retrieving exact answers to natural language questions such as "What is the capital of France" from large document collections). We will use several natural language processing toolkits, such as NLTK and Stanford's CoreNLP. The main programming language used in the course will be Python, but code written in Java or Scala will be accepted as well.
ISTA 350 or CSC 345 or NSCS 344 or consent of instructor required. MATH 313 recommended.
Neural networks are a branch of machine learning that combines a large number of simple computational units to allow computers to learn from and generalize over complex patterns in data. Students in this course will learn how to train and optimize feed forward, convolutional, and recurrent neural networks for tasks such as text classification, image recognition, and game playing.
This course will cover the fundamental knowledge necessary to build systems, such as web crawling, index construction and compression, boolean, vector-based, and probabilistic retrieval models, text classification and clustering, link analysis algorithms such as PageRank, and computational advertising. The students will also complete one programming project, in which they will construct one complex application that combines multiple algorithms into a system that solves real-world problems.


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Safran signs with leading international banks a Euro 950 million credit facility with a 5-year maturity
Paris, October 24, 2011 - Safran (NYSE Euronext Paris: SAF) signed on October 21, with a group of leading international banks, a revolving credit facility for an amount of Euro 950 million, maturing in October 2016. This operation allows Safran to stretch the maturity profile of its financing by replacing its committed backup facility of Euro 800 million which was otherwise maturing in January 2012 and reinforces the Group's strong liquidity for the next 5 years. The operation, structured as a club deal of 7 banks* all of which were already lending banks of Safran, underlines banks' confidence in the credit quality of Safran. The facility is for general corporate purposes. A net debt / EBITDA <2.5 covenant applies to the facility.
(*) The "Bookrunners and Mandated Lead Arrangers": Natixis, Crédit Industriel et Commercial (groupe Crédit Mutuel), Société Générale Corporate & Investment Banking, The Bank of Tokyo - Mitsubishi UFJ, Ltd.
The "Mandated Lead Arrangers": BNP Paribas, Crédit Agricole Corporate and Investment Bank, HSBC France.
Safran is a leading international high-technology group with three core businesses: Aerospace (propulsion and equipment), Defence and Security. Operating worldwide, the Safran group has more than 54,000 employees and generated sales of 10.8 billion euros in 2010.
Working alone or in partnership, Safran holds world or European leadership positions in its core markets. The Group invests heavily in Research & Development to meet the requirements of changing markets, including expenditures of 1.2 billion euros in 2010. Safran is listed on NYSE Euronext Paris and its share is part of the CAC40 index. Press
Mob. +33 (0)6 07 83 59 73
Email:catherine.malek@safran.fr
Pascal Bantegnie
Email:pascal.bantegnie@safran.fr
Antoine-Pierre de Grammont
Email:antoine-pierre.degrammont@safran.fr
75724 Paris Cedex 15 - France
Safran's Board of Directors selects Olivier Andriès as future Chief Executive officer.
Safran: Continued momentum in Q3 2019 - On track to meet 2019 outlook
Share buyback program

redpajama_set_name: RedPajamaCommonCrawl


1/09/2016�� Gardenscapes level 37 Walkthrough ��� ������ 37 ������� ���� Gardenscapes �����-�����������... 1. Download MacRemover and install it by dragging its icon to the application folder. 2. Launch MacRemover in the dock or Launchpad, select Gardenscapes 2 appearing on the interface, and click Run Analysis button to proceed.
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Gardenscapes, from Playrix Games, is a game that combines elements of matching puzzles and gardening. It originally launched back in 2012 and has since seen versions for iOS, Android, Facebook, Nintendo 3DS, internet browsers, and Mac OS.
This, IMHO, is the best of the Gardenscape series, and they are all pretty good. Although the garden is smaller than the one in Gardenscapes 1, the visuals, graphics, and soundtrack are outstanding.


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Roots N Blues 2019
Free N' Fun Bar Bingo, 6 p.m. IRON POST: University of Illinois Jazz Trombone Ensembles, 7 p.m. MONARCH BREWING COMPANY, Monticello: Monarch Thursday Night Trivia, 9 p.m. NEIL ST. BLUES: Lou DiBello.
the band remains faithful to its original mission as it celebrates the musical roots of American rock 'n' roll itself. "The history of the music is wonderful," Cross said. "It's basically the blues.
No more "Being for the Benefit of Mr. Kite" or "Strawberry Fields Forever": Lennon had moved on to a sparer sound, a nod to his rock 'n' roll roots as well as a salute to the blues. While "Yer Blues".
Your festival guide to Salmon Arm Roots & Blues 2019 with dates, tickets, lineup info, photos, news, and more.
How do you describe Jason Elmore & Hoodoo Witch sound and songbook? What characterize ban's philosophy? Our sound is heavily influenced by the Texas blues sounds of Freddie King, Johnny Winter, The Fabulous Thunderbirds, Junior Brown, and other guitar-based Texas blues/rock bands.
The Roots N Blues Foundation has brought joy and music education to thousands of children by providing the Blues in the Schools program. Students have the opportunity to write and perform with award-winning guest musicians and internationally recognized music educators in their classrooms.
Last year, Kidjo released a widely acclaimed reimagining of "Remain in Light," which puts the album's African roots at the center with punchy. music jamboree CRASHfest Saturday at House of Blues. Q.
City of Bedford Labor Day Blues & BBQ Festival offers authentic live Blues entertainment, smoking hot award winning BBQ events, and more. Bluesfest 2019.
StorageMart is proud to sponsor the Roots N Blues N BBQ Festival: full of music, fun, food, and community. Find artist lineup and buy tickets now!
It's our thirteenth season!! Six concerts feature Zydeco, Blues, Reggae and more with local bands performing the opening act. This year, our line-up of nationally touring artists includes bluesman Governor Davis, the award-winning Chicago reggae band Indika, and the hiphop-bluegrass fusion artists Gangstagrass.
The Geator's R'n'R R&B Express. Every Saturday 6-7pm Every Saturday you can take a one hour ride into the musical encyclopedic mind of legendary disc jockey, and Philadelphia icon Jerry Blavat.
Mar 3, 2019. Rhythm & Roots is a three day Music Festival with camping held in Charlestown Rhode Island on Labor. August 30, 31st, September 1 2019.
Sep 12, 2018. For over a decade now Music Maker has been partnered with the Roots N Blues N BBQ Festival in Columbia, MO which has featured many.
. the Telluride Blues & Brews Festival is an annual celebration of music and craft beer set at. 26th Annual – September 13-15, 2019 – Telluride, CO. lineup with a consistent, diversified and eclectic mix of blues, rock, soul, funk, gospel, roots,
The core group of the film comprises members of Ital Lion, a sound system — a crew of DJs, engineers and emcees that play reggae music in dance halls — on their journey to a fateful blues dance.
Sep 28, 2018. The 12th Annual Roots N Blues N BBQ Festival will be held Friday, Saturday, and Sunday, September 28th – September 30th, 2018 at.
THE MAPLE BLUES BAND. The Maple Blues Band has been a cornerstone of the annual Maple Blues Awards Ceremony in Toronto since 1999. This world class, eight member group includes some of Canada's highly respected blues musicians, all of whom are multiple Maple Blues.
If You Need 2019 Roots N Blues N BBQ Festival Tickets Please See The Listings Above. Each Line Represents A Different Date Which All Together Make Up All The Roots N Blues N BBQ Festival 2019.
Charters, Town Bridge: Returning to Charters for 2019 is Lexie Green, a Cambridgeshire songwriter who tours around England performing her Americana & vintage Rock 'n' Blues. alternative roots band.
Powerhouse blues-rock trio, Shaw Davis and the Black Ties, are currently on their "Tales From The West" 2019 U.S. Tour, supporting their new album of the same name, with a performance locally at Six.
Four-time Grammy® winner Damian Marley has established himself as a unique and influential presence in reggae, combining the roots sound of his father. sound from the crossroads of rock 'n' roll,
PORTLAND — Plans are complete for the Trinity Spring Music Series 2019 to be held this year on Saturday. With haunting harmonies, the group blends loose blues, roots and rock n' roll into a unique.
First Launched in 2007, the festival features over 30 artists representing the genres of roots, blues, gospel, country, folk and soul. The line up includes…
Thursday April 25: Earth, Wind & Fire, Alanis Morissette, The Doobie Brothers, Ciara, Taj Mahal & the Phantom Blues Band, Boyfriend. Detroit Brooks and Jolynda "Kiki" Chapman, The Roots of Music.
With haunting harmonies, the group blends loose blues, roots and rock n' roll into a unique sound. third Wednesday from 10-11 a.m., except on holidays, through December 2019. The information.
Roots N Blues N BBQ Festival. Columbia, Missouri About Blog The Blog about Annual Roots N Blues N BBQ Festival presented by StorageMart consisting of 30 Artists. Websites And Newsletters To Follow in 2019. Next Top 15 Bluegrass Music Blogs, Websites & Newsletters in 2019. About The Author.
Mary Wang Vivo Dance Xi You Di Wang was remembering how things used to be. June 19, 2018 · If you visit this page is from lyrics search, I apologize here, the lyrics website data has been lost, has been closed. ACHTUNG! THE DESERT TIGERS (1977) – Lame Italian WWII war flick which, for about 45 minutes, veers off
The 13th Annual Roots N Blues N BBQ Festival will be held Friday, Saturday, and Sunday, September 27th September 29, 2019 at Stephens Lake Park in Columbia, Missouri. First Launched in 2007, the festival features over 30 artists representing the genres of roots, blues, gospel, country, folk, bluegrass, rock, and soul.
Even before he became the toast of Vegas, Prima combined solid jazz, Italian roots and good. as the first rock'n'roll record. It was certainly the point where Fats' natural, easy-rolling charisma.
Mar 10, 2019- All Along the Watchtower. Jimi Hendrix. '67 I am so jealous of that guy in the bottom right! Oh the days when you could actually bring a camera to a.
2019 Roots N Blues N BBQ Festival on Sep 27, 2019 in Columbia, MO at Stephens Lake Park. The 13th Annual Roots N Blues N BBQ Festival will be held Frida.
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Announcing the Pittsburgh Blues and Roots Festival 2019 – July 27th & 28thPlanning is well. Well organized, great venue, fantastic music, and good people.
(Maryland alternative band Clutch and English blues-rockers Royal Blood were. address 415-E Church St. N.W. Tickets are $15 advance $20 day of show, available via eventbrite.com. Nashville.
Rebecca & Megan Lovell of Larkin Poe are singer/songwriter, multi-instrumentalist sisters creating their own brand of Roots Rock 'n' Roll: gritty, soulful, bluesy, and flavored by their southern heritage.
At Sacred Mountain Sanctuary, Candler Roots Day Camp, June 24-28. 9 a.m.-4 p.m. with before and after care available. Starts at $115. At N.C. 191 and the Blue Ridge Parkway. Summer PlayGround, July.
Complete list of 2019 Country Music Festivals in the USA and Canada. Country Music Festival Guide for the fans. Over 80 confirmed Music Festivals for 2019 and 2020. Country Music and Camping Festivals are great for summer fun.
Roots N Blues N BBQ Festival shared John Prine's post. We're thrilled and honored to announce John Prine as a headliner for the 2019 Roots N Blues N BBQ.
Sep 14, 2018. The upcoming Roots N Blues N BBQ Festival, taking place Sept. 28-30 in Columbia's Stephen Lake Park, had added a special Chuck Berry.
Sat September 28, 2019 Columbia, MO US 65201 Directions. Betsy Farris worked on The Roots N Blues N BBQ Festival for 9 years. In her spare time, she.
Rebecca Loebe 03/09/2019 Rebecca Ann Loebe is an American musician, singer-songwriter, and guitarist currently living in Austin, Texas. She tours frequently in North America and has also performed in Japan and Europe. She is known for releasing independent albums as well as her performances on the NBC television show The.
The Steeldrivers come to Boulder Theatre, March 14, 2019. Doors 7:00 p.m. and show 8:00. fiddles and mandolins – it's that rock-n-roll edge played on traditional instruments. I don't know if that's.
Though Wills died in 1975, the Playboys are still going in 2019. formed jazz's roots. Texan tune smiths built from this big, jazzy foundation, instituting a fiddled, Texas twang and lumping in.
Fayetteville Roots Festival is a four-day, intimate, urban music and food festival taking place August 22 – 25, 2019 in Northwest Arkansas. in many uniquely American musical styles such as Folk, Blues, Bluegrass, Jazz, Country, and more.
The Los Angeles Philharmonic Association has announced today the line-up for the 2019 KCRW's World Festival at the Hollywood. his signature sound from the crossroads of rock 'n' roll, blues, jazz,
Rum 138: 2070 SW Cr 138, Fort White, FL 32038 MAP rum138.com (386)454-4247 RiverFest 2019 – 9th Annual Our Santa Fe River Annual Song Contest.An afternoon of family fun and fellowship with live music by the Deviljays and Our 9th Annual Songwriting Contest.
But as the afterglow of Saturday's induction ceremony in which Bon Jovi, the Moody Blues. 2019 could be even more intriguing. Just look at just some who will be newly eligible: Beck, Counting Crows.
Pool Of Death Classical Music Obituaries for the last 7 days on Your Life Moments. The golden age of thrash was marked by works that mimicked the intricacy and nuance of classical music, and Metallica nailed that on the head with "Master"'s awe-inducing overtures and sinuous guitar. Last season, the Vancouver Chopin Society and Early Music Vancouver teamed up for
The 13th Annual Roots N Blues N BBQ Festival will be held Friday, Saturday, and Sunday, September 27th – 29th, 2019 at Stephens Lake Park in Columbia, Missouri.
Sep 26, 2018. As the community welcomes residents and visitors for the Roots N Blues N BBQ Festival Sept. 28 – 30 at Stephens Lake Park, City of Columbia.
Opening in 2019 is the Linde Center. he plays the House of Blues on his Dungeon Family Tour — which reunites Goodie Mob, Organized Noize, and KP the Great — and shows just how deep those Southern.
Get Cheap Roots N Blues N BBQ Festival Tickets from Tickets4Festivals.com and Enjoy Your Favourite Roots N Blues N BBQ Festival 2019 This Year With.
The Roots N Blues N BBQ Festival will be held on September 27-29, 2019. It.
World famous jazz & rhythm'n'blues bar in the Old Town of Stockholm, Sweden.
The Marcus King Band. Songwriter. Guitarist. Singer. Bandleader. At only 20 years of age, Marcus King's dazzling musical ability is evident throughout The Marcus King Band, the young phenom's 2nd full-length LP and first for Fantasy Records.
Live Music Photographer Providence Music Every Cultural Reference You Probably Didn't Catch In Lady Gaga's New Video. Who said a degree in comparative literature was useless? Vini Ames Duo: jazz, pop, R&b, oldies, Al's Waterfront Restaurant, 28 Water St., East Providence. 5-9 p.m. Marc Berger: folk, bluegrass, roots, Providence Public Library, 150 Empire St., from 6:30-8 p. Cranston. 641-5815.
Tallahassee's own down-to-the-roots bluegrass posse The Bottom Dollar Boys gets to pickin' and stompin' at 8 p.m. Friday at Blue Tavern, 1206 N. Monroe St. The Boys describe. 9 p.m. Saturday at.
Call Me. St. Paul & The Broken Bones. 2:51. 8. Budding Trees. Nahko and Medicine for the People. 6:24. 9. Deep River Blues. Tommy Emmanuel, Jason Isbell.
Mary Wang Vivo Dance
Pool Of Death Classical Music


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General Modern
The 7 most romantic moments in history
From starry-eyed poems to public declarations of love, history is full of romantic gestures. Here we explore seven extraordinary romantic moments that changed the course of science, art and even history itself...
Published: February 11, 2019 at 1:32 pm
Marie Curie dedicates her life to the work she began with her husband
Perhaps science's greatest power couple, Pierre Curie and Marie Sklodowska met in 1894 at the Physics department of the Sorbonne University. Both idealists determined to dedicate their lives to science, they quickly discovered an intellectual like-mindedness. Pierre and Marie were married only a year later and together they embarked on groundbreaking work investigating radioactivity. In 1898 they announced their discovery of two new elements, radium and polonium, and went on to win a joint Nobel Prize for Physics in 1903.
The Curie's married life was dominated by their scientific study and laboratory work, which was often physically as well as mentally exhausting. Their constant exposure to radiation also saw them suffer significant health problems, from fatigue to skin scarring. Outside work, Marie and Pierre enjoyed long, adventurous cycling trips and had two daughters, Irene and Eve.
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The relationship was brought to a shocking and tragic end in 1906 when Pierre was killed unexpectedly, falling under a heavy horse-drawn cart after slipping in the street. After a period of intense mourning, Marie dedicated her life to pursuing the work they had begun together. She took over Pierre's position at the Sorbonne, becoming the first woman ever to teach there, and went on to win a second Nobel Prize, for chemistry, in 1911.
Through the First World War Marie continued to develop the work she had begun with her husband, as head of the International Red Cross radiology service. She worked tirelessly training medical orderlies and even driving ambulances with X-ray equipment to the front lines.
After Marie's death from aplastic anaemia [deficiency of blood cells caused by failure of bone marrow development] in 1934, brought on by the years of exposure to radioactive substances, she was buried alongside Pierre. Their remains were later moved to Paris's Pantheon, in recognition of the groundbreaking discoveries they made together.
Queen Victoria mourns Prince Albert
One of history's most popular royal partnerships, Queen Victoria and Prince Albert reigned together for 21 years. Married in 1840, the couple had nine children together and shared the daily duties of royal life. However, the family's domestic and political stability was shattered on 14 December 1861 when Albert died unexpectedly.
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A generally healthy man of 42, the prince's sudden death from typhoid caught both the queen and the nation off-guard. Historian Helen Rappaport suggests that Albert's death was "nothing less than a national calamity". Over the years Albert had assumed many of the functions of a reigning monarch, sharing Victoria's mountain of royal duties and masterminding popular projects such the 1851 Great Exhibition and South Kensington museums complex.
Victoria quickly descended into what Rappaport calls a "crippling state of unrelenting grief". She had not only been reliant on Albert's help dealing with royal and business affairs, but was intensely dependent on him emotionally. According to Rappaport, "Albert had been all in all to Victoria: husband, friend, confidant, wise counsel, unofficial secretary and government minister. There was not a single aspect of her life on which she had not deferred to his advice and greater wisdom". She suggests that "Albert had been her one great, abiding obsession in life. Without him Victoria felt rudderless".
This intense grieving quickly created serious problems. Victoria began to take up rigorous and ritualistic observances of bereavement, which lasted far longer than the two-year mourning period conventional at the time. Her reluctance to appear in public and decision to wear black for the rest of her life earned her the nickname the 'Widow of Windsor'. Helen Rappaport suggests that through these actions, Victoria was "turning her grieving into performance art, retreating into a state of pathological grief which nobody could penetrate and few understood". Over time, the queen's sombre retreat from public life significantly impacted on her popularity, with growing complaints that she did nothing to justify her income.
Victoria never fully recovered from Albert's death. She commissioned several monuments in his honour, including the Royal Albert Memorial in Kensington Gardens, which was completed in 1876. She remained in mourning for 40 years, until her own death aged 81.
Shakespeare writes sonnets to the Dark Lady
Some of the most acclaimed romantic poetry of all time, Shakespeare's sonnets 127–154 celebrate the beauty of a Dark Lady. These sonnets have gone down in history as some of the Bard's most romantic and erotic, with oft-quoted lines such as "My mistress' eyes are nothing like the sun/Coral is far more red, than her lips red… And yet by heaven I think my love as rare/As any she belied with false compare". However, the identity of the Dark Lady addressed in the poems remains unknown, and has proved to be one of literature's greatest mysteries.
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What does Shakespeare reveal to readers about his mysterious mistress? He portrays her as an erotic temptress: sonnet 144 addresses her as "my female evil" and "my bad angel". Other sonnets tell us of her black hair and "raven black" eyes, and celebrate her dark complexion: "Thy black is fairest in my judgement's place", "beauty herself is black".
Shakespeare's relationship with the Dark Lady has intrigued scholars for centuries, and there are a multitude of theories about her identity. Dr Aubrey Burl has recently argued that the Dark Lady is Aline Florio, the wife of an Italian translator. Meanwhile, Dr Duncan Salkeld has identified her as Lucy Morgan, a Clerkenwell prostitute also known as 'Black Luce'. Other possible candidates for the Dark Lady have included a courtesan, a landlady, a wigmaker's wife and even a lady-in-waiting of Queen Elizabeth I, Mary Fitton. However, it's unlikely that we will ever know for certain the identity of the alluring lady who inspired such remarkable poetry, or the extent of Shakespeare's relationship with her.
Shah Jahan builds the Taj Mahal
Constructed between 1632 and 1653, the Taj Mahal in India is recognised across the world. However, as well as being an architectural marvel, it is also one of history's greatest romantic gestures, from India's Mughal Emperor, Shah Jahan.
In 1612 Shah Jahan married the Persian princess Arjumand Banu Begum. Mughal court poets claimed Arjumand's beauty was so great that the moon hid its face in shame before her, and she reportedly enthralled the future emperor at first sight. Despite the fact that Shah Jahan had two other wives, Arjumand is generally acknowledged as being the love of his life. He even gave her the name "Mumtaz Mahal", meaning 'jewel of the palace'. A loyal and devoted wife, Begum accompanied her husband on various military campaigns, and the couple rarely spent time apart.
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In 1631, after 19 years of marriage, Mumtaz Mahal died giving birth to her 14th child. According to legend, distraught at his powerlessness to help her, Shah Jahan made a deathbed promise to build his wife the greatest tomb the world had ever seen. After a period of intense grieving, as promised he began work on an extraordinarily elaborate mausoleum to honour Mumtaz Mahal – the Taj Mahal.
The Shah threw himself into the project, summoning the best dome-builders, masons, painters, calligraphers and other artisans from as far as Turkey and Iraq to work on it. No expense or painstaking detail was spared. Overall it took 22,000 labourers more than 21 years to complete the epic monument. Mumtaz Mahal's cenotaph stands at the perfect centre of the symmetrical Taj, and upon his death Shah Jahan was placed alongside her. The Shah's memorial to his beloved wife is now a UNESCO World Heritage Site, attracting millions of visitors every year.
Emperor Shah Jahan and his wife Mumtaz Mahal in a split picture from around 1640. (Hulton Archive/Getty Images)
Edward VIII abdicates the throne in the name of love
Sparking a crisis that rocked the British monarchy, Edward VIII's decision in 1936 to give up the throne for a woman he loved undoubtedly deserves a place among history's most romantic moments.
Edward met Wallis Simpson, a chic, charismatic American socialite, in 1931 at a party hosted by his then-mistress, Thelma Furness. Despite Wallis being a married woman, by 1934 she and Edward had become lovers, to the immense disapproval of Edward's family. The prince was no angel – he had a playboy reputation and had had several affairs. However, while his family tolerated a casual affair with Wallis, any suggestion of marriage was categorically ruled out. As a married woman seeking a second divorce, Wallis was an impossible consort for a future king and head of the Church of England.
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The couple came under intense pressure from all sides to end the affair. The king's ministers, the Church of England and the royal family pleaded with Edward to terminate the relationship. Meanwhile, Wallis received death threats and was forced to retreat to France to escape her vilification in the British press as a "Yankee harlot". Princess Elizabeth, the future Queen Mother, famously refused to acknowledge Wallis, referring to her only as "a certain person" or "that woman".
Despite all this, on 10 December 1936 Edward abdicated after only 325 days as king. His unexpected and unprecedented decision left his shy, stammering younger brother George VI to reluctantly assume the throne. Edward made his motives perfectly clear, declaring to the public "I have found it impossible to carry the heavy burden of responsibility and to discharge my duties as king as I would wish to do without the help and support of the woman I love."
Following Edward's abdication and Wallis's divorce, the couple married in a private ceremony in France. They embarked on a jet-setting lifestyle, living abroad together until Edward's death in Paris in 1972.
Heloise and Abelard exchange love letters
Immortalised through a series of intimate love letters, the doomed affair of Abelard and Heloise is one of the medieval period's most compelling love stories.
The tale began in 12th-century Paris, where Peter Abelard, a notable philosopher, was employed as a tutor. His pupil was Heloise d'Argenteuil, a brilliant student and the niece of a Parisian canon named Fulbert. Teacher and pupil became lovers and the unmarried Heloise found herself pregnant. Heloise's age at the time is unclear, but some academics such as Constant Mews suggest she may have been as old as 27, with a significant scholarly reputation.
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Upon discovering the pregnancy Abelard proposed marriage, but Heloise was reluctant, in the knowledge that having a wife and family would jeopardise Abelard's scholarship. According to her letters, she "never sought anything in you except yourself… looked for no marriage bond." Despite this reluctance, a wedding went ahead in secret, to avoid any damage to Abelard's career. Heloise reportedly gave birth to a son, Astrolabe, but is not known what happened to him in later life.
Things quickly fell disastrously apart. Angered by the affair's damage to his reputation, Heloise's uncle Fulbert spread news of the secret wedding and Abelard consequently placed Heloise in the convent of Argenteuil. Fulbert was so enraged by this that he had Abelard castrated in vengeance for his actions.
Following the shame and trauma of his castration, Abelard became a monk at Paris's Abbey of St Denis. Following his insistence that she do the same, Heloise too took holy orders and the couple retreated to a lifetime of celibacy in separate monasteries. However, they continued to correspond with each other through a series of letters, which document their earlier affair. The intimate and erotic content of these taboo-busting letters have for years intrigued academics. Heloise's letters suggest that despite everything she did not regret the affair, reflecting "I should be groaning over the sins I have committed, but I can only sigh for what I have lost".
A depiction of lovers Heloise and Abelard from a 13th century bible. (Fine Art Images/Heritage Images/Getty Images)
Henry VIII gets excommunicated in order to re-marry
Henry VIII's tempestuous relationship with Anne Boleyn is infamous for both its dramatic political consequences and its horrifying, bloody end. However, when Anne first joined the royal court in 1522, few could have anticipated the turbulence that would follow. Henry was not only married at the time, but also having an affair with Anne's sister, Mary. What's more, Historian Suzannah Lipscomb suggests that Anne was not an obvious choice for Henry's future wife or even mistress, as he "wouldn't have been bowled over by her good looks. The surprising thing about Anne is that she wasn't considered to be a great beauty."
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The lost heirs of Henry VIII: Alison Weir on Katherine of Aragon's failed pregnancies
Instead, it was Anne's wit, charm and continental sophistication that apparently infatuated the king, who became ardent in his pursuit of her. In a 1527 letter to Anne, Henry declared himself "struck by the dart of love" and asked her to "give herself body and heart to him".
The consequences of Henry's infatuation were huge. As the Pope refused to annul his existing marriage to Catherine of Aragon, Henry broke with the Catholic Church and was subsequently excommunicated. He went on to form the Church of England, irrevocably changing the entire religious landscape of the nation. Following Henry's break with Rome, he and Anne were married in January 1533. Anne was already pregnant at the time, with the future Queen Elizabeth I. Anne was crowned queen of England in an extravagant coronation ceremony later that year.
The royal couple's happiness was short-lived. Anne's inability to produce a male heir, along with Henry's growing infatuation with Jane Seymour, meant that the king was soon looking for a way out of the marriage for which he had sacrificed so much. Trumped-up adultery charges against Anne, her brother and three other men provided Henry with a way to be rid of his wife. After one of the men, Mark Smeaton, confessed under torture, the marriage was annulled and Anne's fate sealed.
The relationship reached its bitter and bloody end on 19 May 1536, with Anne's execution on her husband's orders.
This article was first published by History Extra in 2016
Historical people
More on: Kings and queens


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Syria to Algeria: We Prefer not to Raise Issue of our Return to the Arab League
Tuesday September 6th, 2022 by ATHR PRESS (Pro-government newspaper)
Faisal al-Mekdad said the issue of Syria's return to the League must "not be simplified," according to Athr Press.
(ATHR PRESS)
On Sunday, the Algerian Foreign Ministry issued a statement in which it confirmed that Syrian Foreign Minister Faisal al-Mekdad stressed, during a phone call with his Algerian counterpart Ramtane Lamamra, that his country prefers not to raise the issue of its return to its seat in the Arab League during the summit to be hosted by Algeria next November.
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According to APS, the Algerian Foreign Ministry statement said: "The issue of the relationship of the Syrian Arab Republic with the Arab League was discussed. The head of Syrian diplomacy stressed that his country prefers not to raise the issue of resuming its seat in the Arab League during the Algeria summit to contribute to the unification of the word and the Arab class in the face of the challenges posed by the current situation at the regional and international levels."
The official statement said the two sides expressed their aspiration that the summit would culminate in "constructive outcomes that will contribute to purifying the atmosphere and strengthening Arab relations to advance joint Arab action."
On July 25th, Lamamra paid a visit to the Syrian capital Damascus. He discussed with his Syrian counterpart several issues and held a press interview, during which Mekdad did not provide any final answer in this regard. He stressed that Syria's absence from the Arab League harms the mechanism of joint Arab action. Mekdad said regarding this issue: "Let's not simplify things, we must deal with reality within the framework of a regional and international situation, and we must think about the pressures exerted at various levels to solve the solution. Syria will remain at the heart of joint Arab action, and if there are some measures opposing this action, whoever imposes bears the responsibility, and it was imposed by international pressure and in certain circumstances."
Asharq al-Awsat newspaper has previously quoted diplomatic experts as confirming that Syria's return to the Arab League is one of the biggest obstacles to determining the date of the next summit of the Arab League in Algeria. The advisor of the Al-Ahram Center for Political and Strategic Studies, Dr. Hassan Abu Taleb, said: "Holding the summit on its proposed date is very difficult, as a result of the great differences on how to deal with Syria, while Algeria seeks to lift the embargo on it. There is no Arab consensus on this issue."
On Sunday, the work of the meeting of the Council of the Arab League at the level of permanent representatives began within the framework of the 158th session at the headquarters of the General Secretariat of the Arab League in Cairo, chaired by Libya as the successor to Lebanon.
This article was translated and edited by The Syrian Observer. The Syrian Observer has not verified the content of this story. Responsibility for the information and views set out in this article lies entirely with the author.


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Soldiers in civilian clothing shot at Palestinians who, thinking they were being robbed, sought to defend their property; one Palestinian killed
Update: An MPIU investigation was launched on 24 April 2012. On 5 January 2014, the MAG Corps informed B'Tselem that the case was still under investigation. On 13 January 2015, the MAG Corps informed B'Tselem that the case had been sent to a military prosecutor for review. On 15 July 2015 the MAG Corps informed B'Tselem that the case was still under review.
On 27 March 2012 in the middle of the night, security forces in civilian clothing as well as uniformed soldiers entered Kafr Ramun, northeast of Ramallah, and shot three brothers from the Shawakhah family: Akram, age 36, Anwar, age 38, and Rashad, age 28. All three were wounded, each shot multiple times, and were taken by the soldiers to Shaare Zedek Hospital in Jerusalem where they were admitted to Intensive Care. On 2 April 2012, Rashad Shawakhah died of his wounds in the hospital.
The three brothers and their families live on the northeastern outskirts of Kafr Ramun. The brothers explained that in the wake of recent thefts in the village, they take turns guarding at night. Based on the testimony given to B'Tselem, at about 1:30 am on 27 March 2012, Akram Shawakhah woke up to do his guard duty. Through his window, he saw two people in civilian clothing about fifty meters from the house. Akram called his brothers Anwar and Rashad to wake them up, and the three of them, suspecting it was robbers, went out to the street and called out to the strangers to stop. Akram Shawakhah was holding a club, and Rashad and Anwar were each holding a knife.
When the brothers had came within a few meters of the strangers and demanded that they identify themselves, one of the strangers pulled out a gun, and shot Anwar Shawakhah in the neck. According to the testimonies given to B'Tselem, the other man then pulled a gun. The brothers responded by trying to attack the two men, who then fired several shots and wounded both Akram and Rashad in the abdomen.
Insofar as is known to B'Tselem, at this stage uniformed Israeli soldiers arrived from the southeast. Rashad and Anwar Shawakhah were already lying on the ground, and Akram, who was still standing despite his injury, described what happened next:
"Just then I saw a bunch of soldiers coming from below - from the direction of Abu Yusef's house, and they were shouting: 'Stop, stop.' I felt somewhat relieved because I thought that the army would deter the armed men and detain them, whoever they were. The soldiers approached and one of them told me to stop and pointed his rifle at me. Of course I did not move and I already had my hands up to show that I was not violent. Then I began to tell him: 'The thieves shot us, I am wounded in the abdomen, I am wounded.' I tried to lower my hands to lift up my shirt so that he could see the wounds, and then the soldier shot in my direction and hit me with the third bullet on the right side of my abdomen and then I fell to the ground.'
Akram told B'Tselem that the same soldier approached him, cursed at him, kicked him in the leg and trod on his head. Akram also testified that another soldier fired several shots at his brother Rashad while Rashad was lying on the ground. When the shooting stopped, the brothers were given first aid by the army medic and taken in military vehicles to ambulances that took them to the Shaare Zedek Hospital in Jerusalem.
On 2 April 2012, Rashad Shawakhah died of his wounds at the hospital. The medical reports indicate that he was found to have four abdominal gunshot wounds, causing several tears in the intestine and piercing his spleen, along with another gunshot wound in his left arm. Rashad was operated on several times, but his condition deteriorated and he died.
According to the medical documentation, Anwar Shawakhah was injured by a bullet that penetrated his neck and exited on the left side of his back. He was treated in the surgical ward at the hospital and released on 8 April 2012. His brother Akram was diagnosed with four gunshot wounds to the abdomen and was released on 6 April 2012 after hospitalization in the surgical ward.
B'Tselem's investigation raises grave concerns regarding the conduct of the soldiers and the army in this incident. The testimonies taken by B'Tselem indicate that the brothers did not understand that they were dealing with soldiers in civilian clothing and suspected that the men were thieves, and hence they went outside armed with a club and with knives. The investigation also found that the two men in civilian clothing ignored the brothers' request to identify themselves, meanwhile taking out their firearms. Even if the soldiers were at risk once they were discovered by the brothers, the soldiers could still have identified themselves as such and issued a warning before opening fire. In addition, the testimony and medical reports indicate that the two undercover soldiers did not aim at the lower part of the three brothers' bodies, but rather at their midsection and upper bodies.
Moreover, the results of the inquiry strongly suggest that the soldiers in uniform who arrived on the scene after the initial shootings, also fired at Akram and Rashad Shawakhah, even though both men were already wounded and Rashad was lying on the ground. There was no justification for this shooting and clearly if the brothers had represented any danger at that point, the danger could have been removed using other means.
The IDF Spokesperson has not yet addressed the details of the incident. Media reports have merely announced that an operational inquiry is underway and that its results will be conveyed to the Military Advocate General Corps. An initial media report on the incident on Army Radio on 27 March 2012 stated that terrorists had attacked an IDF soldier and stabbed him during a military operation. This version was disproved when the two Shawakhah brothers were released from the Israeli hospital without having been charged for an attack or any other crime. Subsequent media reports stated that the two people in civilian clothing were soldiers from the undercover Duvdevan unit, who had entered the village as part of a training exercise. According to one article, the soldier who beat one of the wounded men following the shooting was relieved of his position.
B'Tselem has warned in the past that the operational behavior of the undercover units, and particularly their open-fire regulations, are illegal. Soldiers from these units enter areas with hostile civilian populations disguised as civilians themselves, armed solely with guns. This carries a high risk of injury to civilians because if the undercover soldiers are discovered and endangered, they will have no non-lethal means of protecting themselves. Given the risk of a possibly fatal confrontation, sending soldiers to a civilian locality to train as undercover operatives is particularly serious – if in fact that is why the soldiers were in the village in this incident. Because a training operation serves a general purpose of improving the army's operational abilities and no military necessity is attributable to such an action, it is unlawful. This mode of operating demonstrates a deep disdain on the army's part for the lives of Palestinian civilians.
In the wake of this incident, B'Tselem contacted the office of the Military Advocate General (MAG) Corps and demanded that it immediately order a Military Police investigation into the circumstances. This process must include an examination of the behavior of the command echelon, which ordered the unit's entry into the village. The most recent policy on military investigations, presented by the State Prosecutor to the High Court of Justice in April 2011, said that "Every incident in which a civilian is killed… as a result of an IDF operation in Judea or Samaria, will precipitate an immediate Military Police investigation," except when a civilian is killed in an action "in the nature of a real combat operation." Since that announcement, the MAG Corps has immediately ordered an investigation in each case in which a soldier killed a Palestinian in the West Bank. Today, 24 April 2012, B'Tselem was informed that the MAG corps has ordered the opening of an investigation into this case - about a month after the incident occurred.
Related Media:
Report in Ynet news site, 18 April, 2012
Report in Ha'aretz news paper, 15 April, 2012
B'Tselem report: "Lethal Training: The Killing of Muhammad Al-Hilu by Undercover Soldiers in Hizmeh Village", March 1997
B'Tselem report: "Activity of Undercover Units in the Occupied Territories"
More on beating and abuse
Related testimonies
Related photographs
More on the open-fire policy
Background the use of firearms
The Military Law Enforcement System
Data on Fatalities
New video footage from killing of Yassin a-Saradih in Jericho reveals that soldiers beat and abused him as he lay wounded, and did not offer him the necessary medical aid
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IDF soldiers shoot and wound Heytam Yassin near Checkpoint 17, Nablus District, 4 November 2006
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Here's the deal, I love berries – all sorts of berries. When I am not enjoying the Jersey Fresh strawberries we grow here on our farm, I turn to Driscoll's Berries for the sweetest, freshest berries around. Spring is FINALLY here and I am ready for some lighter spring desserts. Mixed Berry Chocolate Shortcake is the perfect answer.
I love strawberry shortcake. I thought it would be fun to change it up a little by making the traditional vanilla biscuit a semi-sweet chocolate biscuit. Chocolate lovers rejoice! This chocolate creation will be right up your alley! I also combined three of my favorite Driscoll's Berries – strawberries, raspberries and blackberries together for the topping.
Begin by mixing the dry ingredients together to form the base of the biscuit.
Add the cubed butter and incorporate together until the dough forms small peas. Then, mix in the heavy cream and mix until a sticky dough forms.
Turn the dough out onto a light floured surface. Roll out until dough is 3/4 inch thick. Using a biscuit cutter, cut 10 circles and place them on a lined baking sheet. If you don't have a round biscuit cutter, you can use the rim of a large glass to cut the shortcakes.
The shortcakes will rise nicely when baked. Allow to cool completely.
While the shortcakes are cooling, I wash and cut up my berries. I just love their vibrant colors. I added a teaspoon of Grand Mariner to the berry mixture just to bring out their flavors a little more. You can leave this out if you don't like it.
To assemble, I top one shortcake with a generous helping of the mixed berries and whipped cream. I top it off with another shortcake handsome more whipped cream and berries.
This is the perfect make-ahead dessert too. You can bake your shortcakes the night before and store them in a air-tight container or storage bag. Cut your fruit up the morning before you plan to serve and you have a delicious dessert in a jiffy!
Cut up berries in medium bowl. Sprinkle with sugar and Grand Mariner. Refrigerate until ready to use.
In another medium sized bowl, sift all dry ingredients together.
Using a pastry blender, cut in butter and mix until small peas form.
Add heavy cream a little at a time and mix until a sticky dough forms.
Turn dough out onto a floured surface. Roll dough about 3/4 inch thick. Using a round biscuit cutter, cut out 10 shortcakes and place on a lined baking sheet.
Bake at 425 degrees for 12-15 minutes. Remove from oven and cool completely.
To assemble shortcakes, top one biscuit with a generous helping of the berries. Top with whipped cream. Add another biscuit on top and add another dollop of whipped cream and berries.
A chocolate shortcake?! This looks divine, Melissa. I'd love to make this for a special weekend breakfast for the family.
Ooh hoo – this looks divine! I love me some berry shortcakes – I make one with strawberry & rhubarb. Love the addition of chocolate to the cake part.
Drooling, this looks so delicious!
YES! This looks divine! Thanks for sharing this recipe. My whole family would love this!
That looks AMAZING!!! Pinned it.