Subset (49)

default · 18.8M rows

Split (1)

train · 18.8M rows

text string	id string	dump string	url string	date string	file_path string	license_abbr string	license_version string	license_location string	license_in_head bool	license_in_footer bool	license_parse_error bool	license_disagreement bool	language_script string	language string	language_score float64	potential_licenses dict
Elise D. prd.21.Super-Fly Sadie2.I can fly in the sky3.I would help get people out of fires who are trapped inside and fly them out to safety. Maya .S. Prd 21.Bouncing Bella 2.I can jump 70 feet in the air and out run any bad person.3.I would bring safety,happiness,love,and protection to everyone. Da'Boris B. 2ndIf i was a superhero my name would be aqua man. i would have the ability to swim under water like a fish and communicate with animals. i would take my powers and use them for science research. AsherE(2)animal man?Power-Ability to communicate with animals.I would do this to find out what animals think of humans and share that info with the rest of the world. kianaHortonmy name would be singing girl my super power would be to sing a song that makes that villian so up set that when i get done sing a song they would freeze and would not be able to defrost until the song is out of there minds Joe G.2nd periodMy super hero ability would be to change annoying people's everyday objects into something really irritating, like a desk stapler turns into a bee that constantly buzzes in your ear. My name would be Presto-Change-o, the Great Annoyance Causer. I think it would be fun to go around and give annoying people a taste of their own medicine. kiana H.my name would be singing girl my super power would be to sing a song that makes that villian so upset that when i get done sing a song they would freeze and would not be able to defrost until the song is out of there minds My name would be Blue eyed wonder, my super power would be the ability to be invincible so no enemies could do any damage to me. The message I would like to bring everyone is that if someone messes with you, they will be taken care by either a superhero or another person. -Lizzie K pd. 2 Rebekah D. period 2 I am Annie Mal. I can shapeshift into different animals. I work to stop global warming. The ozone layer and the animal kingdom are mine to save! Brandon B period 21. shapeshifter Hannah S.Period 2My name would just be Z.My superpowers would be that i can change my apperance whenever i wanted to. Because if that i could go all around the world 1.) 2.) to be able to see when trouble coming , and to be able to fly3.)i will be able to talk good things into the people who is destroying the worldkyla p xavierm4my name is Rogueman, i can turn invisible,intangeble, and super fast. I try to stop crime in secrecy, and catch evil villans. Michael R pd 4 My name is mr. bigg i can grow super big and i am out to help people by doing the impossible manual labor Connor K. Period 4 1. My name is inferno2. I have the power to shoot fire through any part of my body.3. My message that I would like to tell everyone is that you can be anyone you want if you work hard. I did not want to be like this. khristianwper.4pI Majestic Ip SpringdanceMy power would be to stop timeI would like to help by using my powers to persuade world leaders to do the right thing so world peace will be better.McKenzee K.P.4 Quinn C period 4If i were a super hero, i would be super table man. My super power would be to transfer to any table in the world, and then walk around and fight crime (as a table of course). of course, because i can teleport to any table in the world, i would be faster than super fast guy. My message to everyone would be that furniture everywhere can fight crime. Michael P period 4The super fast guyim going to stop drugs and crime because im fastim faster then flashim better than the super table manand super table man is slower than me James GPeriod 41. The Amazing Lazy Guy2. I have the powers to eat a lot of food and sit on the couch and watch tv.3. If you are in danger, I'll just sit on the couch and eat chips. kyle f. p.4i think my name should be the speedey Nicole H.Applied arts, period 4My superhero's name is Admad. He is different from ordinary superheroes. He can read peoples minds but he can also change their ways if they are doing evil. he looks around the world for people who are doing evil.His message that one day in the near future with everyoneshelp the world will be rid of evil. Audrey P.p.8If I were a super hero my name would be the same because I'm not in disguise. My super power would be to be able to turn invisible. I would turn invisible at any time i want like when someone runs into me in the hall they would get all freaked out because there is no one there. tim h #1 if i was a super hero my name would be the magic man#2 i would have super strangest and be very quick#3 my message would be always stay cool willie p 08g1. The amazing natedogg.2. my power is turning people into dogs. Kyle W-Period 8My name PrinceTamalama from the Freaky freaky DoomBox And my super powers are Super Strength And Invisibility and Flight. Darion W.Period 8Super D.Take Flight.Super Fast,Laser eyes Kevin B.1. Potato in a Bucket.2. Can peel skin without a peeler.3. Don't be mean to potatoes. Brian C. My superpower would be to become invisible anytime I want to. My message would be to tell kids my age to be respectful and to follow your dreams Lucas P.My name's the Speed Demon.My super powers are super speed, super strength, and I can fly.My message to the world is anyone can be a hero, not just people with super powers. Leah J. Period 81. The Pink Flamingo2. I can influence the way people think.3. I want to send a message to people to stop abusing animals and not kill their homes. Rosemary H.Period 81. The Green Queen2. If I see any trash on the street, I can zap it and turn it into clean air or trees.3. I want to make the world a prettier, brighter, and nicer home for people and animals. Kyle P. When I become a superhero: 1) I want to be called King Krunch2) My super power would be crunching the villians in to little pieces. I would also be able to make my own energy and share it Sinclair D.If i were a super hero i think my name would be Mrs.Eye. my super power would be able to see things that normal people can't see. The message i want to tell the citizens is that i can see things better than you and so there fore i am better than you so let me do all of the saving the world stuff! Eric C. Period 8 My name is The Skull Raider. I can bring back the dead to serve me. I can also take over body's and make them do as I wish. Although I seem like the bad guy but I'm not. I'm here to protect the world of the living from the creatures that live in the shadows never heard of me, never will If I were a superhero, I think that I would be either Ms. Green. My super power would be the ability to rid the universe of all potential and actual pollutants. The message that I would want to tell people is that saving the environment is NOT that hard, if you do something simple, like recycle or ride your bike to work instead of driving, can make the world a healthier and cleaner place to live. And i don't think that anybody wants to live in a gross, smoggy, polluted world.Olivia T. Prd. 8 My name is Galacta girl. I have fire powers. I can burn all littered pieces of garbage and trash that can be tosed on the ground. The citizens of my earth will be happy that i am helping solve all global warming.Jalissa B-H,period 1 Hannah S.Period 2My super hero name would be hannahbannah.My super power would be that i would go around giving people special bananas. These bananas would make the person who ate them tell the truth for one hour. I would use these bananas against people like polititions who lie a lot. That way the world would know if their world leaders are evil or not.My message I would want to tell people is always tell the truth, and eat heathy. John D, Period 2I am Treeman, a stupid name I know but I can call upon the long-undiscovered powers of trees and command them to do my bidding and eliminate my enemies. I aim to spread the message of respect to trees, and the message of the upcoming end of the world by pollution from burning trees. Rachel M: 2If i was a superhero my name would be, "Fashion Girl". I would choose that because I love fashion. something about colorful clothes interest me in some way. I don't like all fashion things, but i like things that aren't so colorful, but at the same time, fashionable. My super power would be, helping people with no type of fashion, get them into fashion. I want to bring my type of fashion to people and show them that fashion designing can be a good hobby. Jesse V.2nd periodIf i were a super hero my name would be super jesse spectacular. I would be able to be invisible and i'd be able to sneek into meetings with terrorists, or other bad guys that were planning to attack or do something bad. I'd want to protect all the people in my city from gangs or anybody that would want to cause the people harm, and especially the people that only want to harm people because it entertains them. 1.) miss. creativekyla p jakari c.per.,21. i would want my superpower to make me extra strong and i can be able to fly and go invisible. 2.i would want my name to be princetamalama from the freaky freaky dean bogs.3.the message i would be sending is that i would be the strongest men alive and could never be stopped. andrew mccabe period 4my name would be AwEsOmE MaNmy super hero power would be to shoot pure amazingness out of my eyes. So pretty much everything i see would be instantly awesomefied.my message to the people would be for people to live everyday like it's the awesomest. also never regret anything for too long or else you'll always be sad. and being sad is not awesome. Khrisitan W. lo Majestic lo my superhero power would be i am immortal , and my skin is made of kevlar . I can with stand any force and I have unlimited strength. My message to the people would be to live everyday like is your last and enjoy every moment. Jake Bronner1. SUPADUPAKAE2. I can change colors with my mind3. Don't fear the color changer is here Alena B. period 8If I were a super hero my name would be Miss Icy. My super power would be that I could make ice creams and ice cubes of and shape or size. The message I want to say is this"No matter how big or small the job is (or how big or small you want your ice cream or ice cube to be) its never to big or small for Miss Icy!!! 1)Angelic G2)My super power is writing in cursive. 3)Be Brave,Be smart,and and a leader. My super power is super speed because i like to move fast. I could travel the world. sheba campbell period 8th 1. mighty girl2. she pet dog and is awesome interesting person Demerra g period 8 name of super hero super gurl super gurl is someone who saves the world by cleaning up the world helping out other people and caring for the fellow people in her town showing care she flies she is very strong and she is cool plus she defeat bad people who try to mess up the town Deja M.Period 91.)Hair Queen 3.02.)I save the world from split ends and horrible dye jobs 3.)I am Hair Queen 3.0,and i save the world from hideous hair.If you have split ends or damaged hair,then give me a call. I will fix you up and make you look fabulous. I have many hair salons across the world, and I am the best in the nation. Danielle K.Period 91.Balloon Girl2.Balloon girl travels by balloon and save the world from evil clowns and people who sell balloons.3.The message I would send to my citizens is to not sit on balloons and don't always trust clowns. Ariana WPeriod 91.If i were i super hero, my name would be PRiNCESS diAMONd 3.0.2.My super power would be to use my Diamond to save the world from bad jewelry sales, robberies, and discusting stores.3.I am PRiNCESS diAMONd 3.0 and if you have a problem with bad jewelry that you bought, a jewelry store robbery, or bad stores then give me a call and i will be there in a hurry.! Jack B.period 91. My name would be Zap.2. My power would be to zap lighting.3. My message would be just try hard. Lyndell W.Period 9If I were a superhero my name would be giggles and I would bring laughter to all people.I would tell jokes help other people become funny and give them good tips. gordon b.period 9 my name would be the weather blaster. i could control the weather and fly and super speed. then i could stop tornadoes and hurricanes. i could save farmland. Zack B. Period 91. My name is bigZ. I have super strength and I can fly. My message to the world is if anyone needs help with something they cant do them self i will help them. Such as moving a car, stoping a train from crashing, or catching a plane when it is going to crash. If they need help I will be their! JEREMY M9HYPNOTIZE BECAUSE I CAN PUT SOMETHING TO MY TEACHERS TO GIVE ME A A. Isabel A.Period 91. My super hero name would be The Imitator.2. My super power would be that I am able to imitate any super hero created and posses their powers. I can only imitate one super hero at a time.3. The message i would bring to everyone is "You shouldn't have to copy people in life, just be yourself because life's too short." Katie A.Period 91. Chef give a lot2. I am the chef of this poor country. I cook for the poor and give over all health to people.3. NO one should starve to death. Some people don't have the money but they need food. Ruby G.Period 91. Doctor fix it all2. I help people who are sick or need medical care.3. For people who don't have the money, but they need medical help, I go all over the world to help them and give them the medical care they need. Charlie h. period 91. my superhero name would be 2.i would be able to prevent fire like house fires, forest fires and any other bad fire. i can also make good fires such as controled burns, camp fires and more. Ben C.Period 91.My super hero name would probably be 2. my power would be to control anything electric. Caitlin M.Period 91. I am Karaoke Meister!2. Er...karaoke? yo yo yiggety yo dawg. wazzup with u foshizzle? Caitlin M.Period 9(Continuation from earlier)3. I will protect the world from the evil bunnies and their friends: the giant vampire guinea pigs! Though I spend too much time singing at karaoke bars to notice them destroying stuff...A picture of karaoke meister Jalissa B-H. Period 1If I were a super hero, I think my name would be Super Girl. My super power would be laser eye vision that burns away littered objects. The message that i would give is that when i burn away all the garbage that pollutes our Earth, is that others help me out my recycling or throwing trash away. This is a good way to stop global warming also. Sophie G. Period 1I would be named CrazyGirl. I would be able to annoy people asnd use this power to stop people like evil rulers form doing things like the Holocost that would effect the world, Jacob M. P.1If I were a superhero my name would be Ghost. I would chose this name because my superpowers would be turning invisible, walking through walls and things of that nature. I would help the people by watching over the populace, and no one could see me as they committed crimes. That way I could easily capture them as criminals. Elisa W.Period 1If I were a superhero I would be called super touch.My super power would be having a magic touch. Anything I would touch would be healed or made More powerful. The message I would send to citizens wold be that bullying has to stop. I would make the weaker person stronger and less afraid of the person that is bullying them. I would be everyones hero. Ben M.Period 1If i were a superhero my name would be Dragon King. My power would be to summon dragons at will and morph into a dragon. the message the citizen should know is airplane accidents no longer. Period 1Michael W.If I were a superhero I would superman. My super power would be strength and flying, I always wanted to fly. You could get to places no one could and plus if i got a job that involves a forklift or a ladder I'm sure I get lots of promotions.[tilt the head left :D] James K. Period 1My super hero power would be to fly.My superhero name would be The Flying Flame. I can fly at light speed and save people who are in a major situation. They will then have one more life because they have been already been saved once. Deja Y.If i was a super hero my name would be super girl. My powers would be that I am strong and that I have heat vision. The message I would tell to the citizens would be I will help you if your in serious trouble. Jalon B.Period 1My name is The Dragon Master.My superpower is to change into a mighty dragon. I can also call upon other dragons to server me. The message I bring to the world is be strong and and mighty like a dragon don't let anything get you down joseph E.my name would be black night and my super powers would be super strength, flight and speed Paul v.E. PERIOD 1IF I WAS A SUPER I WOULD BE A TURTLE THING 'CAUSE TURTLES ARE COOL. I COULD HIDE IN MY SHELL AND HAVE SUPER STRENGTH. NOW I'M SOUNDING LIKE I'M A TEENAGE MUTANT NINJA TURTLE, BUT I'M NOT TRYING TO. MY MESSAGE TO PEOPLE WILL BE TURTLES ARE NOT REPTILES, THE'RE ANPHIBIANS! Ben S.p.9If I were a super hero my name would be aqua raider because everything has water in it so i could control almost everything. With this power i could control bad guys to turn them selfs in. With my power i want to decrease crime by making them think that they are good ghosts that do a good thing saying that not all weird thing are bad. Pierce S. Period 1If I was a superhero, my name would be Blaze and I would be able to control fire. The message I would want people to get is that if I can shoot fire out of my hands than people don't have to shoot each other if they don't agree on something. Jessica K. p.1If I were a superhero my name would be The Mind Mover and I can move anything with my mind. I could move thing and save people. For example if a rock was fall and was going to hit some one to save their life by moving the rock away from them!!!!!!!!! Jonah M.period 1If I were a super hero my name would be the Flying Iceman. I would freeze people who did things illegal and I could see illegal actions from a birds eye view because I can fly. The message is that I want to help them out with the bad guys running around in the world and make sure nobody except the bad guys get a little cold. Mia R. P.1If I were a superhero my name would be The Mind Reader. And my power would to read peoples minds. I would be able to read criminals minds and I can save the innocent people from the evil people. If I could be a super hero I would either be like a fire guy or ice man.My message would be to save the worldand free my people from evil. joseph E. I would help my city from crooks and bad people. Aisling O.Period 1If i were a superhero, my name would be Agirl, which stands for Aisling girl, or Awe girl. My super power would be that I can stretch as much as I want to. For example, if I needed something in the kitchen, but I was in the living room, I could stretch my arm into the kitchen. The message I want to bring to everyone is that I would help people. By this I mean that I could stretch and grab people before they get into an accident, like a car crash. I could also help people by making life easier for them. To do this, I could grab something for them, and then they would not have to run and get it. Eleanor S.Period 1If I were a superhero I would want to be able to fly,& my name would be Lady Soar. Lady Soar would fly around the world and watch to make sure there were no petty burglaries, because that is something that everyone agrees is mean, and then we would be one step closer to having a polite and courteous world. Devin w.1 periodmy super power is super-strength. my super power name is MB. i can lift things that no one else can lift. Haskell Mperiod 1If i were a super hero, my name would probably be †he . My super power would be the power to control nature (wind, earth, fire, water, etc). The message I want to bring to everyone would be that people don't need to worry about being robbed/murdered anymore. Anthony cp.31.my name is bumble_-b i have supper powers. They are invisibility and unlimited wishes. i will help fight crime and also use my powers so i can have fun. i can also fly how how cool is that. Someday i wish to save the world and be the greatest supper hero ever Hannah MPeriod 31.If I were a superhero, my name would be "Tree Hugger." 2. Using my mind, I can plant trees and other kinds of plants to get more oxygen into the world. Also, I can stop pollutants from reaching the Ozone Layer and turn it into oxygen. I can also stop pollutants from killing our sea animals by polluting the oceans and seas. I do this by using my mind to turn it into clean, safe water. 3. The message I would like to bring to everyone is that if we all work together, we can save the planet, the ozone, and the creatures of earth. Recycling is very important and we should all use our super powers, or just a recycling bin to help out the cause. GO GREEN! Lea S.Period 31. If I was a superhero, my name would be The Pollutinator. 2. My power would be to eat all the junk in junkyard's so the ozone layer wouldn't be corrupted so much. And, I would use my mind to deposit good green things into people's mind.3. I would like to bring the message that going green is good and we want to eliminate global warming. Recycling, solar panels, and hybrid cars would help. Another message is that everyone should help out the earth and everyone should do nothing but go green on Earth day. Julian T p.3 1.my name is invisible boy my super powers are i can turn invisible and fire power and fly also i have super strength.i have super speed.i like to beat up bad guys Declan S.P. 3. My name would be the Albino. I would have the incredible power of reflecting, and using my incredibly pale (nearly translucent)skin and hair to filter and reflect sunlight in large amounts and fling them at my enemy. My message is that Albino's are awesome and also that mankind should utilize the sun as Eco-Energy, and put a giant magnifying glass in the orbit of the Earth to burn the enemy like small, insignificant ants!!! Jerren F. period 31.my name would be camel boy.2. my power would be to stop time, super strength, and i have two humps on my back to beat the crap out of people. 3. the message i want to send to people is stacks on deck. Antoine G period 31.fantastic blue2.To stop hurricanes that are coming threw and my other super powers is to drive in nice and exspensive cars and , save the world from people that are hurting the world. I also have supper speed.3.my message is that will never let anyone harm me or the world and also i would not let the world end because of evil and stuburn villins,and know i'm everywhere Nile S.p.31. My name is flashing turtle and i have lightning power and super speed cause who needs to fly when u can run super fast. I would use my powers to fix power plants, cables, and lighting in homes also i will run to trouble fast and stop[ it Rebecca KPeriod 3My name is water woman, As everyone knows, the many bodies of water in the universe are dirty, poluted, and filled with chemicals. My super power is that i can drink one oceans water in less than a minute, then in less than five minutes my filter in the center of my stomach does its job by filtering out all the chemicals, polution, and ect. in the water, and i spit it back out, making the world a clean, less poluted place! This would benifit not just people, but sea life, which would increase our the amount of fresh fish. That means less people getting sick, and a much healthier enviroment! Sierra BPeriod.31.Mercedes2.I'm super fast, and i can shape shift to anything.3.You can't hide from me cause I'm like shadows cause I'm very sneaky,and just know even when you don't feel like your safe you are because I'm everywhere!!!!! Marcasia cperiod31. If i was a hero my name will be markaka.2. my super power is if i think of food it will a peer.3.The reason why i choose that power is because it will help the homeless so if i see any homeless person i will feed them by thinking about what they want. Sylvie S.Period 3If I were a super hero my name would be DeSine. My super power would be the ability to make people and their possessions and or stolen items colorless. This would make bad people sad that they don't have colors and then they would go cry. My message to the world is that bad things are punished, so don't do bad things!!!! And, that colorless is boring. Jade K.Period 3If I was a superhero my name would be Life Saver. I would have something no other superhero would. I would throw candy at people that would quickly stick to them and within 10 seconds it would melt them away. I would use it to protect citizens and keep them safe. I would be their Life Saver. My message is that anything bad can go away. And I can help. Bruno S.p-31.my name is LOONY TUNNY2.My power is every loony tune power imaginable. Also I make every bad guy choke they laugh so much.3.My message is that I will make all the strict workaholics loosen up. SO JUST LIVE LITTLE!!!!!!!!!!!!!!!!!!!!!!!!!!! nile s.p.3My name is joe the hobo i'm not poor thats just my super hero name i can fly and teleport any where i want f.b.i knows me very well i get new gadgets every month i will use my powers for the safety of others Ragan H. Period 9If i were a superhero my name would be Money girl. I can make money appear out of thin air. I would donate the money to good causes. The message i want to send out is if you want to donate some money, ask me and I will give you some. Yusuf K Period 9If i was a superhero, my name would be MegaStrength. My superpower would be to be able to lift any object. My message to send would be that even through the toughest times, you need to be strong. charlie h.9 period(continued)1) my supper hero name is fire boy.2) (other page)3)most people think fire is bad, but their wrong.Fire can be good at some times. with out fire we could not survive in the wild. danielle lperiod 91. funwomen2.fun women will make everthing fun if your feeling down she will bring your day up3. look out cause funwomen is here should would bring u joy Ross C.P. 91. If I were a super hero my name would be TGP: "The Time Guy Person"2. My super power would be to control time.3. With my powers I would do thingslike save someone from dying. For example if there was an old lady who had a heart attack and didn't get to the hospital on time. I could rewind time back to and hour before she had the heart attack and rush her to the hospital. Another thing I could do is save a child from drowning. I could stop a bank robbery or stop someone from getting hit by a car and Ben C.Period 91)If I were a super hero my name would be electroid2) My super power would be to control anything electronic3) I would use my powers to stop machine problems, stop identity theft and help create better appliances. Conal Duffy, Period 9I am the super pink elephant. I can stomp on the ground and send a wave across the ground to knock people of their feet, and Bounce in the air and land on people. I can shoot bananas at people too. I use my powers to protect the species of elephant from extinction and hunting. i got my powers from eating candy. SO DON'T EAT CANDY IF YOUR AN ELEPHANT. danielle lambperiod 9i disagree because animals and creativity don`t have nothing to do with that. Margaret Dadeperiod 91.Superhelper2.send helpers to help the people who need help than i come after them3.after they come and rescue them i would come and help the person who need help breshaun hunter super 'B' the message would be not to mess with me .if i was a super hero i would love to have the power /abilty of super speed, invisiblity and super freeze action!!!!!!!!!!!!!!!!!!!!!!! Jonathan T per. 9 1. My name is alion X. 2. he can catch people and fix things in a move of a hand.3. he tels and helps the police capter criminals Connor K. Period 4If I was a super hero my name would be Inferno. My super power would be that I could shoot fire and electricity out of any part of my body. I would like all citezens to know that you can be anything in the world that you what, it all comes with some hard work. That is why I am here, to protect every one of you from potential danger, so you can work towards those goals in life. If I were a superhero my name would be anonymous. My power would be quick , no one would never know who I am. I would help people with things but I would be so quick they wouldn't even know they've been helped.Latoya P. C. 4th p. Berryhill.C1.peace.2.my super is to bring peace to people .3.my super power would help people by briging peace to fighting , hating ect... Kyler D per.41. if i was a super hero my name would be flash beacuse i can run raely fast. 2. my super power would super speed and super strenth3. my super power would help people by if there stuck under something heavy i could get there fast and i could lift the stuf off befor the die. berryhil.C1. i would have to disagree because humankind is very creative but animals are to . like you see a spider some hate spiders but you don't know how creative they really are . like the common web you mite think it's just web , but it is really a design of lines that make a beautiful design . jones.c1.fire girl 2.i can help people of they home is on fire. 3.if there was a fire i would help people by exstinguishing the fire. Destiny J.period 4If I was a super my name would be courage. Because my friends say that when they are feeling sad i give them the courage to keep trying. The message i would send to the citizens is if you're feeling blue just call me. kyle f.per4my name will be the hawk.my supper power is to fly.i would help people if a i falling i would come and save them. Joanna Campbell Prd 8th 1.hi girl 2.greet people 3.i would greet people and make them happy and make they smile and it would make me happy to . Christian S. my superhero's name would be speedy, he can run super fast and has super strength. 1.danielle l.peroid 92.if i had the ablity to be a superheromy name would be baby talker. 3. the reason why i would be baby talker is because when baby cry they make me feel bad and i wont to have the ablity to know wat they wont and that way i can help the mom and the baby out in that would make me happy and the parent would be even happier because know they know wat is the matter. Chris B.Period 31. His name is Captain Redes.2. Super Speed is his super power.3. He is a good Guy. He is faster than both Superman and Captain America. Juanita W.period81. Ultrasonic Hearing Girl. I can hear people screaming from many states away. My superpower will help people that lose things such as their dog, or their cell phone.Or even listen on the White House, were they make decisions for president. Stephon B. 1st PeriodIf I were a superhero, I would be Mr. Incredible. My superpower would be the gift of help. My superpower would help police officers get criminals off the streets, help keep children safe, and help poor families get food and shelter. Travon Billupsperiod-81.Punch Face Man2.punch people in the face for no reason.3.My powers wouldn't help anyone. it'll just hurt them. My name would be IEZ. I would have the abilty to see from Anyone’s eye (including technoly) and see what thir seeng in my minds eye. IEZ would aslo be faster then the speed of light. In this way IEZ would be able to know when somthing bad is about to happen and get there and stop it.-Luke W. Period 9 Steven W.Period 8If I had a superpower I would be a bully stopper I would go up to bullies and take there lunch money and give it back to the kids they took it from. People would like me and all the people that where being bullied would like me and help me with my home work . Kyle Williams Period 8 If i was to have a super power it wold be to predict when trouble is coming and how it will happen because i would like to stay out of it and most of all keep some of my friends to of it i don't like trouble and i would sure do a lot to stop it. brittaney h. prd 4Mz. Ghetto SupastarI would sing softly to crimanls to make them surrender themselves to the police. 1.Margaret.d.2.my super powers will be a heart bubble.3.i would save people by if they want to fall in love or they are very desprate i would sneak into their home and make them stare at the bubble. then they will fall truly in love. and they will live happily ever after. darrenperiod 9i will be able to fly so i can go to califonia to meet iron man and be a superhero Kayla DunlapMy superhero name is Love.My power is happy love. It will help people by making them happy. Post a Comment	<urn:uuid:b84f3e42-81e7-4c65-b1a4-724f35878d2e>	CC-MAIN-2024-51	https://d304art.blogspot.com/2008/09/superhero.html?showComment=1220976540000	2024-12-02T08:11:02Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-sa	3.0	a_tag	false	false	false	false	Latn	eng	0.994512	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
Climate change? Never mind. Lock her up? Didn’t mean it. Torture? I don’t think that anymore. The big takeaway from Donald Trump’s interview with the New York Times was how casually he walked away from some of the most caustic things he said during the campaign. If there’s a more striking example of a politician admitting that he essentially lied about everything to get elected, I’m not aware of it.	<urn:uuid:90ed9c50-981b-4aac-8d35-a44924a735d4>	CC-MAIN-2024-51	https://dankennedy.net/2016/11/23/trump-to-times-eh-i-didnt-mean-any-of-it/	2024-12-02T08:23:47Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-nc-sa	4.0	a_tag	false	false	false	false	Latn	eng	0.999881	{ "abbr": [ "by-nc-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Search form Number of results: 147 Sort by: Situations (6) Regions (0) Countries (1) Situations views: \| \| Country views: \| - 619 urban refugees and asylum seekers have been forcefully relocated to Dadaab since 18th April. Others came on their own. The majority originate from Somalia.highlight 04 Jun 2014 (10 years ago) - Dadaab refugees call for peace. World Refugee Day (20th June) will be celebrated in all five Dadaab camps. This year, refugees chose PEACE as the main theme.highlight 04 Jun 2014 (10 years ago) - *World Refugee Day (20th June) UNHCR and partners will lead the refugee community in Dadaab to commemorate World Refugee Day on 20th June. The global theme for this year is- “One family torn apart by war is too many.” The community has agreed to commemorate this day by conveying to the world, messages of peace through a campaign dubbed “31 Days of Peace Messages” which kicked off on 20th May. The community communication team is conveying these messages in camps as well as to local and international audiences through camp meetings, community radio and social media.highlight 13 Jun 2014 (10 years ago) - UNHCR and partners will lead the refugee community in Dadaab to commemorate World Refugee Day on 20th June. The global theme for this year is- “One family torn apart by war is too many.” The community has agreed to commemorate this day by conveying to the world, messages of peace through a campaign dubbed “31 Days of Peace Messages” which kicked off on 20th Mayhighlight 13 Jun 2014 (10 years ago) - The refugee community in Dadaab will commemorate WRD 2014 by conveying to the world, messages of peace through a campaign dubbed “31 Days of Peace Messages"highlight 13 Jun 2014 (10 years ago) - 19 refugee representatives from Dadaab took part in a 'Go and See' visit to Kismayo, Somalia, from 4 to 8 August. They will now share their thoughts and impressions with the other camp residents.highlight 08 Aug 2014 (10 years ago) - The Somali Prime Minister, H.E. Abdiweli Sheikh Ahmed, visited Dadaab Refugee Camps. He toured a hospital and a school and met refugee representatives.highlight 22 Aug 2014 (10 years ago) - UN Chief Ban Ki-moon and World Bank President Kim Yong Kim visit Dadaabhighlight 29 Oct 2014 (10 years ago) - 214 patients were operated in the 'Eye Camp' in Dadaab's Hagadera Hospitalhighlight 26 Oct 2014 (10 years ago) - Dadaab Camps are preparing for 16 Days of Activism which will start on 25 Novemberhighlight 05 Nov 2014 (10 years ago)	<urn:uuid:c9146d24-e0ca-4453-a287-f909b7addc3e>	CC-MAIN-2024-51	https://data.unhcr.org/en/search?type=highlight&sv_id=0&geo_id=178&sort=createDate&direction=asc&page=4	2024-12-02T06:50:32Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.99469	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
default search action - 2023 - [c2]John D. Coley, Eloise Davenport, Sarah Bissonnette, Andrea Burton, Kimberly Tanner: Relations Between Anthropocentric Thinking and Biological Misconceptions in Students attending Urban and Rural Universities. CogSci 2023 - 2017 - [c1]John D. Coley, Nicole Betz, Jessica Leffers, Yian Xu, Michal Fux, Kristin de Nesnera, Kimberly Tanner: Relations Between Intuitive Biological Thought and Scientific Misconceptions. CogSci 2017 manage site settings To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q. Unpaywalled article links Privacy notice: By enabling the option above, your browser will contact the API of unpaywall.org to load hyperlinks to open access articles. Although we do not have any reason to believe that your call will be tracked, we do not have any control over how the remote server uses your data. So please proceed with care and consider checking the Unpaywall privacy policy. Archived links via Wayback Machine Privacy notice: By enabling the option above, your browser will contact the API of archive.org to check for archived content of web pages that are no longer available. Although we do not have any reason to believe that your call will be tracked, we do not have any control over how the remote server uses your data. So please proceed with care and consider checking the Internet Archive privacy policy. Reference lists Privacy notice: By enabling the option above, your browser will contact the APIs of crossref.org, opencitations.net, and semanticscholar.org to load article reference information. Although we do not have any reason to believe that your call will be tracked, we do not have any control over how the remote server uses your data. So please proceed with care and consider checking the Crossref privacy policy and the OpenCitations privacy policy, as well as the AI2 Privacy Policy covering Semantic Scholar. Citation data Privacy notice: By enabling the option above, your browser will contact the API of opencitations.net and semanticscholar.org to load citation information. Although we do not have any reason to believe that your call will be tracked, we do not have any control over how the remote server uses your data. So please proceed with care and consider checking the OpenCitations privacy policy as well as the AI2 Privacy Policy covering Semantic Scholar. OpenAlex data Privacy notice: By enabling the option above, your browser will contact the API of openalex.org to load additional information. Although we do not have any reason to believe that your call will be tracked, we do not have any control over how the remote server uses your data. So please proceed with care and consider checking the information given by OpenAlex. last updated on 2024-05-03 20:46 CEST by the dblp team	<urn:uuid:91789b5a-5163-42c3-a62f-0eb42a2987f6>	CC-MAIN-2024-51	https://dblp1.uni-trier.de/pid/212/4388.html?view=by-type	2024-12-02T07:09:32Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	zero	1.0	json-ld	true	false	false	false	Latn	eng	0.996835	{ "abbr": [ "zero", "zero", "zero", "zero" ], "in_footer": [ false, false, true, true ], "in_head": [ true, true, false, false ], "location": [ "json-ld", "json-ld", "a_tag", "a_tag" ], "version": [ "1.0", "1.0", "1.0", "1.0" ] }
default search action manage site settings To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.	<urn:uuid:e44b9d50-6f59-4b22-b693-bb7329661c8d>	CC-MAIN-2024-51	https://dblp1.uni-trier.de/rec/journals/ibmrd/PlambeckERW02.html	2024-12-02T06:45:00Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	zero	1.0	json-ld	true	false	false	false	Latn	eng	0.99938	{ "abbr": [ "zero", "zero", "zero", "zero" ], "in_footer": [ false, false, true, true ], "in_head": [ true, true, false, false ], "location": [ "json-ld", "json-ld", "a_tag", "a_tag" ], "version": [ "1.0", "1.0", "1.0", "1.0" ] }
The following code samples, which use the Google APIs Client Library for Python, are available for the YouTube Reporting API and YouTube Analytics API. You can download these code samples from the python folder of the YouTube APIs code sample repository on GitHub. - Bulk reports (YouTube Reporting API) - Targeted query reports (YouTube Analytics API) Bulk reports Retrieve reports This code sample demonstrates how to retrieve reports created by a specific job. It calls the jobs.list method to retrieve reporting jobs. It then calls the reports.list method with the jobId parameter set to a specific job id to retrieve reports created by that job. Finally, the sample prints out the download URL for each report. #!/usr/bin/python ### # # This script retrieves YouTube Reporting API reports. Use cases: # 1. If you specify a report URL, the script downloads that report. # 2. Otherwise, if you specify a job ID, the script retrieves a list of # available reports for that job and prompts you to select a report. # Then it retrieves that report as in case 1. # 3. Otherwise, the list retrieves a list of jobs for the user or, # if specified, the content owner that the user is acting on behalf of. # Then it prompts the user to select a job, and then executes case 2 and # then case 1. # Usage examples: # python retrieve_reports.py --content_owner_id=<CONTENT_OWNER_ID> --local_file=<LOCAL_FILE> # python retrieve_reports.py --content_owner_id=<CONTENT_OWNER_ID> --job_id=<JOB_ID> --local_file=<LOCAL_FILE> # python retrieve_reports.py --content_owner_id=<CONTENT_OWNER_ID> --report_url=<REPORT_URL> --local_file=<LOCAL_FILE> # ### import argparse import os import google.oauth2.credentials import google_auth_oauthlib.flow from googleapiclient.discovery import build from googleapiclient.errors import HttpError from googleapiclient.http import MediaIoBaseDownload from google_auth_oauthlib.flow import InstalledAppFlow from io import FileIO # The CLIENT_SECRETS_FILE variable specifies the name of a file that contains # the OAuth 2.0 information for this application, including its client_id and # client_secret. You can acquire an OAuth 2.0 client ID and client secret from # the {{ Google Cloud Console }} at # {{ https://cloud.google.com/console }}. # Please ensure that you have enabled the YouTube Data API for your project. # For more information about using OAuth2 to access the YouTube Data API, see: # https://developers.google.com/youtube/v3/guides/authentication # For more information about the client_secrets.json file format, see: # https://developers.google.com/api-client-library/python/guide/aaa_client_secrets CLIENT_SECRETS_FILE = 'client_secret.json' # This OAuth 2.0 access scope allows for read access to YouTube Analytics # monetary reports for the authenticated user's account. Any request that # retrieves earnings or ad performance metrics must use this scope. SCOPES = ['https://www.googleapis.com/auth/yt-analytics-monetary.readonly'] API_SERVICE_NAME = 'youtubereporting' API_VERSION = 'v1' # Authorize the request and store authorization credentials. def get_authenticated_service(): flow = InstalledAppFlow.from_client_secrets_file(CLIENT_SECRETS_FILE, SCOPES) credentials = flow.run_console() return build(API_SERVICE_NAME, API_VERSION, credentials = credentials) # Remove keyword arguments that are not set. def remove_empty_kwargs(kwargs): good_kwargs = {} if kwargs is not None: for key, value in kwargs.iteritems(): if value: good_kwargs[key] = value return good_kwargs # Call the YouTube Reporting API's jobs.list method to retrieve reporting jobs. def list_reporting_jobs(youtube_reporting, kwargs): # Only include the onBehalfOfContentOwner keyword argument if the user # set a value for the --content_owner argument. kwargs = remove_empty_kwargs(kwargs) # Retrieve the reporting jobs for the user (or content owner). results = youtube_reporting.jobs().list(kwargs).execute() if 'jobs' in results and results['jobs']: jobs = results['jobs'] for job in jobs: print ('Reporting job id: %s\n name: %s\n for reporting type: %s\n' % (job['id'], job['name'], job['reportTypeId'])) else: print 'No jobs found' return False return True # Call the YouTube Reporting API's reports.list method to retrieve reports created by a job. def retrieve_reports(youtube_reporting, kwargs): # Only include the onBehalfOfContentOwner keyword argument if the user # set a value for the --content_owner argument. kwargs = remove_empty_kwargs(kwargs) # Retrieve available reports for the selected job. results = youtube_reporting.jobs().reports().list( *kwargs ).execute() if 'reports' in results and results['reports']: reports = results['reports'] for report in reports: print ('Report dates: %s to %s\n download URL: %s\n' % (report['startTime'], report['endTime'], report['downloadUrl'])) # Call the YouTube Reporting API's media.download method to download the report. def download_report(youtube_reporting, report_url, local_file): request = youtube_reporting.media().download( resourceName=' ' ) request.uri = report_url fh = FileIO(local_file, mode='wb') # Stream/download the report in a single request. downloader = MediaIoBaseDownload(fh, request, chunksize=-1) done = False while done is False: status, done = downloader.next_chunk() if status: print 'Download %d%%.' % int(status.progress() 100) print 'Download Complete!' # Prompt the user to select a job and return the specified ID. def get_job_id_from_user(): job_id = raw_input('Please enter the job id for the report retrieval: ') print ('You chose "%s" as the job Id for the report retrieval.' % job_id) return job_id # Prompt the user to select a report URL and return the specified URL. def get_report_url_from_user(): report_url = raw_input('Please enter the report URL to download: ') print ('You chose "%s" to download.' % report_url) return report_url if __name__ == '__main__': parser = argparse.ArgumentParser() parser.add_argument('--content_owner', default='', help='ID of content owner for which you are retrieving jobs and reports') parser.add_argument('--job_id', default=None, help='ID of the job for which you are retrieving reports. If not ' + 'provided AND report_url is also not provided, then the script ' + 'calls jobs.list() to retrieve a list of jobs.') parser.add_argument('--report_url', default=None, help='URL of the report to retrieve. If not specified, the script ' + 'calls reports.list() to retrieve a list of reports for the ' + 'selected job.') parser.add_argument('--local_file', default='yt_report.txt', help='The name of the local file where the downloaded report will be written.') args = parser.parse_args() youtube_reporting = get_authenticated_service() try: # If the user has not specified a job ID or report URL, retrieve a list # of available jobs and prompt the user to select one. if not args.job_id and not args.report_url: if list_reporting_jobs(youtube_reporting, onBehalfOfContentOwner=args.content_owner): args.job_id = get_job_id_from_user() # If the user has not specified a report URL, retrieve a list of reports # available for the specified job and prompt the user to select one. if args.job_id and not args.report_url: retrieve_reports(youtube_reporting, jobId=args.job_id, onBehalfOfContentOwner=args.content_owner) args.report_url = get_report_url_from_user() # Download the selected report. if args.report_url: download_report(youtube_reporting, args.report_url, args.local_file) except HttpError, e: print 'An HTTP error %d occurred:\n%s' % (e.resp.status, e.content) Create a reporting job This code sample demonstrates how to create a reporting job. It calls the reportTypes.list method to retrieve a list of available report types. It then calls the jobs.create method to create a new reporting job. #!/usr/bin/python # Create a reporting job for the authenticated user's channel or # for a content owner that the user's account is linked to. # Usage example: # python create_reporting_job.py --name='<name>' # python create_reporting_job.py --content-owner='<CONTENT OWNER ID>' # python create_reporting_job.py --content-owner='<CONTENT_OWNER_ID>' --report-type='<REPORT_TYPE_ID>' --name='<REPORT_NAME>' import argparse import os import google.oauth2.credentials import google_auth_oauthlib.flow from googleapiclient.discovery import build from googleapiclient.errors import HttpError from google_auth_oauthlib.flow import InstalledAppFlow # The CLIENT_SECRETS_FILE variable specifies the name of a file that contains # the OAuth 2.0 information for this application, including its client_id and # client_secret. You can acquire an OAuth 2.0 client ID and client secret from # the {{ Google Cloud Console }} at # {{ https://cloud.google.com/console }}. # Please ensure that you have enabled the YouTube Data API for your project. # For more information about using OAuth2 to access the YouTube Data API, see: # https://developers.google.com/youtube/v3/guides/authentication # For more information about the client_secrets.json file format, see: # https://developers.google.com/api-client-library/python/guide/aaa_client_secrets CLIENT_SECRETS_FILE = 'client_secret.json' # This OAuth 2.0 access scope allows for read access to the YouTube Analytics monetary reports for # authenticated user's account. Any request that retrieves earnings or ad performance metrics must # use this scope. SCOPES = ['https://www.googleapis.com/auth/yt-analytics-monetary.readonly'] API_SERVICE_NAME = 'youtubereporting' API_VERSION = 'v1' # Authorize the request and store authorization credentials. def get_authenticated_service(): flow = InstalledAppFlow.from_client_secrets_file(CLIENT_SECRETS_FILE, SCOPES) credentials = flow.run_console() return build(API_SERVICE_NAME, API_VERSION, credentials = credentials) # Remove keyword arguments that are not set. def remove_empty_kwargs(kwargs): good_kwargs = {} if kwargs is not None: for key, value in kwargs.iteritems(): if value: good_kwargs[key] = value return good_kwargs # Call the YouTube Reporting API's reportTypes.list method to retrieve report types. def list_report_types(youtube_reporting, kwargs): # Provide keyword arguments that have values as request parameters. kwargs = remove_empty_kwargs(kwargs) results = youtube_reporting.reportTypes().list(kwargs).execute() reportTypes = results['reportTypes'] if 'reportTypes' in results and results['reportTypes']: reportTypes = results['reportTypes'] for reportType in reportTypes: print 'Report type id: %s\n name: %s\n' % (reportType['id'], reportType['name']) else: print 'No report types found' return False return True # Call the YouTube Reporting API's jobs.create method to create a job. def create_reporting_job(youtube_reporting, report_type_id, kwargs): # Provide keyword arguments that have values as request parameters. kwargs = remove_empty_kwargs(kwargs) reporting_job = youtube_reporting.jobs().create( body=dict( reportTypeId=args.report_type, name=args.name ), *kwargs ).execute() print ('Reporting job "%s" created for reporting type "%s" at "%s"' % (reporting_job['name'], reporting_job['reportTypeId'], reporting_job['createTime'])) # Prompt the user to enter a report type id for the job. Then return the id. def get_report_type_id_from_user(): report_type_id = raw_input('Please enter the reportTypeId for the job: ') print ('You chose "%s" as the report type Id for the job.' % report_type_id) return report_type_id # Prompt the user to set a job name def prompt_user_to_set_job_name(): job_name = raw_input('Please set a name for the job: ') print ('Great! "%s" is a memorable name for this job.' % job_name) return job_name if __name__ == '__main__': parser = argparse.ArgumentParser() # The 'name' option specifies the name that will be used for the reporting job. parser.add_argument('--content-owner', default='', help='ID of content owner for which you are retrieving jobs and reports.') parser.add_argument('--include-system-managed', default=False, help='Whether the API response should include system-managed reports') parser.add_argument('--name', default='', help='Name for the reporting job. The script prompts you to set a name ' + 'for the job if you do not provide one using this argument.') parser.add_argument('--report-type', default=None, help='The type of report for which you are creating a job.') args = parser.parse_args() youtube_reporting = get_authenticated_service() try: # Prompt user to select report type if they didn't set one on command line. if not args.report_type: if list_report_types(youtube_reporting, onBehalfOfContentOwner=args.content_owner, includeSystemManaged=args.include_system_managed): args.report_type = get_report_type_id_from_user() # Prompt user to set job name if not set on command line. if not args.name: args.name = prompt_user_to_set_job_name() # Create the job. if args.report_type: create_reporting_job(youtube_reporting, args, onBehalfOfContentOwner=args.content_owner) except HttpError, e: print 'An HTTP error %d occurred:\n%s' % (e.resp.status, e.content) Targeted query reports Retrieve daily channel statistics This example calls the YouTube Analytics API to retrieve daily views and other metrics for the authorizing user's channel for the 2017 calendar year. The sample uses the Google APIs Python client library. The code requests the user's permission to access the https://www.googleapis.com/auth/yt-analytics.readonly scope. SCOPES = ['https://www.googleapis.com/auth/yt-analytics.readonly'] Your application might also need to request access to other scopes. For example, an application that calls the YouTube Analytics API and the YouTube Data API might need users to also grant access to their YouTube accounts. The authorization overview identifies scopes typically used in applications that call the YouTube Analytics API. Set up authorization credentials Before running this sample locally for the first time, you need to set up authorization credentials for your project: - Create or select a project in the Google API Console. - Enable the YouTube Analytics API for your project. - At the top of the Credentials page, select the OAuth consent screen tab. Select an Email address, enter a Product name if not already set, and click the Save button. - On the Credentials page, click the Create credentials button and select Oauth client ID. - Select the application type Other, enter the name "YouTube Analytics API Quickstart", and click the Create button. - Click OK to dismiss the resulting dialog. - Click the (Download JSON) button to the right of the client ID. - Move the downloaded file to your working directory. Install required libraries You also need to install the Google APIs Client Library for Python and some additional libraries: pip install --upgrade google-api-python-client pip install --upgrade google-auth google-auth-oauthlib google-auth-httplib2 Run the code Now, you are ready to actually test the sample: - Copy the code sample below to your working directory. - In the sample, update the value of the CLIENT_SECRETS_FILE variable to match the location of the file that you downloaded after setting up your authorization credentials. - Run the sample code in a terminal window: python yt_analytics_v2.py - Go through the authorization flow. The auth flow might automatically load in your browser, or you might need to copy the auth URL into a browser window. At the end of the authorization flow, if necessary, paste the authorization code displayed in the browser into your terminal window and click [return]. - The API query executes and the JSON response is output to the terminal window. Sample code # -- coding: utf-8 -- import os import google.oauth2.credentials import google_auth_oauthlib.flow from googleapiclient.discovery import build from googleapiclient.errors import HttpError from google_auth_oauthlib.flow import InstalledAppFlow SCOPES = ['https://www.googleapis.com/auth/yt-analytics.readonly'] API_SERVICE_NAME = 'youtubeAnalytics' API_VERSION = 'v2' CLIENT_SECRETS_FILE = 'YOUR_CLIENT_SECRET_FILE.json' def get_service(): flow = InstalledAppFlow.from_client_secrets_file(CLIENT_SECRETS_FILE, SCOPES) credentials = flow.run_console() return build(API_SERVICE_NAME, API_VERSION, credentials = credentials) def execute_api_request(client_library_function, kwargs): response = client_library_function( kwargs ).execute() print(response) if __name__ == '__main__': # Disable OAuthlib's HTTPs verification when running locally. # DO NOT* leave this option enabled when running in production. os.environ['OAUTHLIB_INSECURE_TRANSPORT'] = '1' youtubeAnalytics = get_service() execute_api_request( youtubeAnalytics.reports().query, ids='channel==MINE', startDate='2017-01-01', endDate='2017-12-31', metrics='estimatedMinutesWatched,views,likes,subscribersGained' dimensions='day', sort='day' )	<urn:uuid:430568a4-9d15-488d-b318-60c27f53b937>	CC-MAIN-2024-51	https://developers-dot-devsite-v2-prod.appspot.com/youtube/reporting/v1/code_samples/python	2024-12-02T08:39:57Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.954902	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Aggrephagy is a comparatively poorly understood cell maintenance mechanism that targets aggregated proteins, distinct from the ubiquitin-proteasome system that disposes of misfolded or otherwise problematic proteins. Alterations to protein structure break the proper function of the protein, and damaged machinery causes problems to a cell. Protein aggregation is a feature of neurodegenerative conditions, and scientists are in search of ways to encourage cells to more rapidly and efficiently remove these aggregates before they accumulate to pathological levels. The ubiquitin-proteasome system (UPS) and autophagy are the two primary cellular pathways of misfolded or damaged protein degradation that maintain cellular proteostasis. When the proteasome is dysfunctional, cells compensate for impaired protein clearance by activating aggrephagy, a type of selective autophagy, to eliminate ubiquitinated protein aggregates; however, the molecular mechanisms by which impaired proteasome function activates aggrephagy remain poorly understood. Here, we demonstrate that activation of aggrephagy is transcriptionally induced by the transcription factor NRF1 in response to proteasome dysfunction. Although NRF1 has been previously shown to induce the expression of proteasome genes after proteasome inhibition (i.e., the proteasome bounce-back response), our genome-wide transcriptome analyses identified autophagy-related p62 and GABARAPL1 as genes directly targeted by NRF1. Intriguingly, NRF1 was also found to be indispensable for the formation of p62-positive puncta and their colocalization with ULK1 and TBK1, which play roles in p62 activation via phosphorylation. Consistently, NRF1 knockdown substantially reduced the phosphorylation rate of p62. Finally, NRF1 selectively upregulated the expression of GABARAPL1, an ATG8 family gene, to induce the clearance of ubiquitinated proteins. Our findings highlight the discovery of an activation mechanism underlying NRF1-mediated aggrephagy through gene regulation when proteasome activity is impaired.	<urn:uuid:7694ad57-e0a5-4b90-b994-1557b6cd4ebf>	CC-MAIN-2024-51	https://www.fightaging.org/archives/2023/10/in-search-of-target-mechanisms-to-enhance-aggrephagy/?nc	2024-12-02T08:52:11Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.992176	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
- 1First Institute of Oceanography, Ministry of Natural Resources and Laboratory for Regional Oceanography and Numerical Modeling, Laoshan Laboratory, Qingdao, China - 2Shanghai Typhoon Institute, China Meteorological Administration, Shanghai, China - 3Shandong Key Laboratory of Marine Science and Numerical Modeling, Qingdao, China The Indian Ocean Dipole (IOD) is one of the dominant interannual variabilities in the Indian Ocean (IO), and an extreme IOD, in particular, has dramatic effects on the weather, agriculture, and ecosystem around it. Therefore, the formation of an extreme IOD has been a worldwide research focus. Among 13 positive IOD (PIOD) events, two type-east and two type-comparable PIODs developed into extreme events during the 1960–2020 period. This investigation focuses on the cause of the formation of the type-east extreme PIOD, as previous studies have discussed the origin of the type-comparable extreme PIOD. Composite analysis showed that, as an entity, the strong East Asian and Australian monsoon (EAAM) may result in an evident easterly wind anomaly around the Indonesian region of the Marine Continent during May to August of the years when type-east PIODs occurred. The easterly wind anomaly associated with the EAAM was stronger in the extreme IOD group, whereas it was relatively weak in the regular group. The difference in the easterly wind anomaly between the extreme and regular groups could result in a vertical motion anomaly by enhancing the anomalous westward current. The stronger vertical motion created an upwelling in the deep-layer cold water, resulting in a more distinct difference in the vertical temperature gradient. All these conditions promoted the transformation of the type-east PIODs that occurred in 1961 and 1994 into extreme events and are indicative of the importance of vertical advection terms in the formation of type-east extreme PIODs. This study reveals the cause of the formation of type-east extreme PIODs, which will be helpful in understanding IOD diversity. 1 Introduction The tropical Indian Ocean (TIO) has its own unique climate system because the equatorial Indian Ocean (IO) lacks a stable easterly wind and the thermocline is relatively flat along the equator (Schott et al., 2009; Cai et al., 2013). Therein, a remarkable sea surface temperature (SST) dipole mode, known as the Indian Ocean Dipole (IOD), occurs interannually in the TIO and has attracted much attention due to its prominent climate impacts along the TIO rim and on other remote regions (Saji et al., 1999; Webster et al., 1999; Ashok et al., 2003; Saji and Yamagata, 2003; Qiu et al., 2014; Li et al., 2016). The IOD has positive and negative phases. Positive IOD (PIOD) events are defined as above-normal SST anomalies (SSTAs) in the western TIO and below-normal SSTAs in the eastern TIO. Negative IOD (NIOD) events are the opposite of PIOD events (Saji et al., 1999). Moreover, the amplitude of the PIOD is generally larger than that of the NIOD (Hong et al., 2008a; Hong et al., 2008b), which might be the reason for the PIOD having led to more serious disasters. IOD events can be classified into many types according to their triggering mechanism, evolution, or SSTA pattern. For example, the classification of IODs either coincides with or is independent of the El Niño–Southern oscillation (ENSO) (Allan et al., 2001; Ashok et al., 2003; Fischer et al., 2005; Drbohlav et al., 2007; Hong et al., 2008b; Guo et al., 2015; Yang et al., 2015), but IODs could also be classified into spring- and autumn-type events based on their mature phase (Sun et al., 2014). In all classification criteria, the classification of IOD according to the SSTA pattern is of particular interest because an IOD with a different SSTA pattern has different effects on the climate over the IO and surrounding countries and even on remote regions (Birkett et al., 1999; Latif et al., 1999; Webster et al., 1999; Saji and Yamagata, 2003; Han et al., 2006; Cai et al., 2013; Nur’utami and Hidayat, 2016; Lestari et al., 2018). Previous studies have defined type-west IODs as those in which the SSTA amplitude in the western TIO exceeds twice that in the southeastern TIO, type-east IODs are those in which the SSTA amplitude in the southeastern TIO exceeds twice that in the western TIO, and type-comparable IODs have comparable SSTA amplitudes at both poles (Sun et al., 2014; Cai et al., 2020; Jiang et al., 2022). Following the definition of the IOD and the classification criteria, we identified 13 PIOD and nine NIOD events during the past ~61 years from 1960 to 2020. Of the 13 PIODs, those in 1972, 1987, 2012, and 2015 were classified as type-west PIODs; the events in 1961,1967, 1994, and 2006 were classified as type-east PIODs; and those in 1963, 1982, 1997, 2002, and 2019 were classified as type-comparable PIODs. Compared with regular IOD events, extreme IOD events have always led to much more severe natural disasters (Xiao et al., 2020), such as floods, droughts, and wildfires, over the IO and its surrounding regions. For example, in 2019, an extreme PIOD caused a catastrophic drought in northern Australia. Such climatic conditions tend to trigger forest fires and are also unfavorable for the development of rain, which helps control fires. The Australian forest fires lasted from September to December and resulted in the severe loss of wildlife resources. During the past 61 years, from 1960 to 2020, four extreme PIOD events occurred in 1961, 1994, 1997, and 2019. Of these, the events in 1961 and 1994 were classified as type-east PIODs, while those in 1997 and 2019 were considered to be type-comparable PIODs. In comparison to that of regular type-comparable PIODs, the formation of extreme type-comparable PIODs is attributed to stronger Bjerknes feedback and/or wind–evaporation–SST (WES) feedback, which are positive feedbacks that promote the development of PIODs. There are still marginal differences in the development process of the extreme type-comparable PIODs between 1997 and 2019, although the type-comparable PIODs showed similar formation mechanisms. The formation of the extreme PIOD in 1997 was mainly attributed to a very powerful Bjerknes feedback, which was thought to be associated with the super El Niño that occurred in the same year (Saji et al., 1999; Webster et al., 1999). The other extreme PIOD with type-comparable characteristics occurred in 2019, mainly due to two positive feedback processes: one was the Bjerknes feedback, which was caused by the residual consequence of the weak 2018 Pacific warm conditions (Du et al., 2020), and the other process was a WES feedback, which was triggered by the strengthening Australian high and the weakening sea level pressure over the South China Sea/Philippine Sea (Lu and Ren, 2020). Although previous studies have investigated the formation mechanism of extreme PIODs with type-comparable characteristics, the mechanism of extreme PIODs with type-east characteristics remains poorly understood. Research on this issue will enhance our understanding of the formation of extreme IODs and will help improve forecasts of possible disastrous events associated with the IOD. Therefore, the present study aimed to investigate the causes and conditions of the formation of type-east extreme PIODs. In Section 2, the data and method used in this study are described. Section 3 presents the analysis and results. Finally, the summary and discussion are given in Section 4. 2 Data and methods For this study, we used the following data: 1) monthly SST data from the Extended Reconstructed SST product of the National Oceanic and Atmospheric Administration (NOAA), which has a 2° × 2° horizontal resolution; 2) monthly wind field data with 2.5° × 2.5° horizontal resolution, which were obtained from the National Centers for Environmental Prediction (NCEP) and the National Center for Atmospheric Research (NCAR) reanalysis dataset (Kalnay, 1996) ; 3) multilevel oceanic 3D temperature and velocity data from the Simple Ocean Data Assimilation (SODA version 2.2.4) reanalysis dataset; and 4) surface heat flux data (Kumar and Hu, 2012) from the ensemble mean of the NCEP–NCAR reanalysis data. The dipole mode index (DMI), which measures the strength of the IOD, was defined as the difference between the area-averaged SSTAs at the west pole (10° S–10° N, 50°–70° E) and the east pole (10° S–0°, 90°–110° E) (Saji et al., 1999). A DMI value exceeding one standard deviation above normal during the September to November period was regarded as a classic IOD event. As shown in the time series of the DMI (Figure 1), there were 13 PIOD events, with four type-east PIOD events (1961, 1967, 1994, and 2006), five type-comparable PIOD events (1963, 1982, 1997, 2002, and 2019), and four type-west PIOD events (1972, 1987, 2012, and 2015). Notably, four PIOD events (i.e., 1961, 1994, 1997, and 2019) whose amplitudes exceeded twice the standard deviation of the DMI were classified into the extreme PIOD group. The PIODs in 1961 and 1994 showed type-east features, such as the dipole pattern being mainly due to the SSTA at the east pole. Figure 1 Time series of the normalized dipole mode index (DMI) derived from the National Oceanic and Atmospheric Administration (NOAA) Extended Reconstructed SST V5 for the 1960–2020 period. The black and dotted lines indicate one and two times the standard deviation, respectively. To investigate the specific dynamic and thermodynamic air–sea processes causing the difference between the extreme and regular groups of type-east PIODs, a mixed-layer budget was used to analyze the temperature tendency. The mixed-layer temperature tendency equation (Li et al., 2002; Wang et al., 2012) is given below: where u, v, and ω represent the three dimensions of the oceanic current; T is the mixed-layer temperature; ( )' denotes the anomaly of variables; represents the climatological mean variables; Qnet is the summation of the downward shortwave radiation absorbed in the mixed layer (Qsw), net downward surface longwave radiation, and surface latent and sensible heat fluxes; R is the residual term; ρ is the seawater density; cp is the specific heat of seawater; and H is the mixed-layer depth. Here, H was defined as the depth at which the ocean temperature was 0.8°C lower than the surface temperature (Wang et al., 2012; Chen et al., 2016). All the budget terms in Eq. 1 were integrated from the surface to the mixed-layer depth. Considering the shortwave penetration below the mixed layer, the Qsw absorbed in the mixed layer is given as follows (Wang 2012): where Qsurf is the net downward surface shortwave radiation. 3 Results To investigate the cause of the type-east extreme PIOD formation, we first identified the extreme and regular PIOD events by analyzing the DMI. The normalized DMI results showed 13 classic PIOD events that occurred in 1961, 1963, 1967, 1972, 1982, 1987, 1994, 1997, 2002, 2006, 2012, 2015, and 2019 (Figure 1). Of these 13 PIODs, four events that occurred in 1961, 1994, 1997, and 2019 were apparently stronger than the remaining events and were classified as the extreme group. The DMI, which was determined using the SSTAs at the west and east poles, was the main judgment basis for the IOD. According to the dominance of the SSTAs at the different poles of the IOD, the PIOD could be classified into three types: type-east, type-comparable, and type-west. For this reason, there were some differences in the formation mechanism of the different types of PIODs. Of the four extreme PIODs, the extreme events in 1961 and 1994 were type-east PIODs, while the remaining extreme events in 1997 and 2019 were classified as type-comparable PIODs. In addition, it appeared that no type-west PIOD cases developed into extreme events during the past 60 years. Previous studies have discussed the reasons for the 1997 and 2019 type-comparable PIODs having been able to develop into extreme events. Considering the lack of understanding on the causes of the formation of extreme events in type-east PIODs, we conducted the following detailed research. The composite analysis showed the evolutions of the SSTAs for the extreme and regular groups at the east and west poles (Figure 2). The SSTA at the east pole was lower in the extreme group than that in the regular group from May to September (Figure 2A), and the difference was above the 90% significance level; however, the composites of the west pole SSTAs showed little difference between the extreme and regular groups (Figure 2B). In addition, the SSTAs were not obviously different between the extreme and regular groups in the years (−) and (+) because the significance level was less than 90% (Figure 2). These results illustrate that the SSTA at the east pole primarily determined whether or not the type-east PIOD could develop into extreme or regular events. Furthermore, the type-east PIOD generally occurred in the summer, matured in the autumn, and ended in the winter. Its lifetime was concentrated within 1 year, and the SSTA signal associated with the IOD appeared to have little continuity in the year just before and the year right after the PIOD event in the IO (Figure 2). Figure 2 Temporal evolution of the composite sea surface temperature anomalies (SSTAs; in degree Celsius) at the east pole (A) and west pole (B). The red and green lines indicate the results derived from the extreme and regular Indian Ocean Dipole (IOD) groups, respectively. Here, minus and plus signs denote 1 year before and 1 year after the positive IOD (PIOD) year, respectively. The composites of the east pole SSTAs in the extreme and regular groups were very similar in April of the type-east PIOD year; subsequently, the SSTA in the extreme group deceased at a faster rate than that in the regular group, and the SSTA difference between the two groups reached its peak in September (Figure 2). Therefore, we regarded the May to August period as the tendency analysis key period, as the obvious SSTA difference between the extreme and regular groups occurred from April to May and the amplitude of the difference reached its maximum in September, which also indicated that the tendency is around zero at this time. The evolutions of the SSTA tendency in the two groups showed that the gradually enlarging SSTA difference could be attributed to the cumulative effect of the SSTA tendency during the May to August period (Figure 3). Thus, a key issue that should be addressed is the cause of the SSTA tendency difference during this period. Figure 3 Temporal evolution of the composite east-pole sea surface temperature anomaly (SSTA) tendency (in degree Celsius per month) for the extreme Indian Ocean Dipole (IOD) group (red) and the regular IOD group (green). Here, Eq. 1 was utilized to evaluate the difference in the tendency of the mixed-layer temperature anomaly (MLTA) between the extreme and regular groups during the May to August period. Figure 4 shows the implementation of the heat budget on the differences in the MLTAs between the two groups. Among the diagnostic terms, the estimated MLTA difference tendency (term 11), which is the sum of the components of the tendency equation (terms 1–10), approximated the actual MLTA difference tendency (term 12). This finding implies that the mixed-layer heat budget was approximately balanced. Note that the most important component that mainly contributed to the tendency of MLTA difference between the two groups was vertical advection (Figure 4), denoting the well-known thermocline feedback. Figure 4 Composite mixed-layer heat budget terms (in degree Celsius per second) for the difference between the extreme and regular groups during the May to August period in the positive Indian Ocean Dipole (PIOD) year. Terms 1–10 denote , , −u'∂T′/∂x , , , −v'∂T′/∂y , , , −ω'∂T′/∂z , and , respectively. Term 11 is the sum of the first 10 terms, while term 12 is the mixed-layer temperature tendency, ∂T'/∂t . Vertical advection includes the vertical gradient of the mean temperature by the upwelling difference (extreme group minus regular group) (term 7), the mean upwelling by the vertical gradient of the temperature difference (term 8), and the upwelling difference by the vertical gradient of the temperature difference (term 9). During the onset phase (May to June), the heat budget results showed that terms 7, 8, and 9 all promoted the MLTA difference between the two groups. Therein, terms 7 and 8 were approximately −6.26 × 10−8°C s−1 and −3.01 × 10−11°C s−1, respectively. The absolute value of term 7 was much greater than that of term 8, making the largest contribution to the tendency. The vertical motion difference played the most important role in causing the mixed-layer temperature difference between the two groups in this period. However, term 1 () provided the largest positive contribution (−1.22 × 10−8°C s−1) to the SSTA tendency (−3.85 × 10−8°C s−1) between the two groups in May. Therefore, the differences in the vertical motion and vertical temperature gradient could be attributed to the anomalous westward current between the two groups (Figures 5A, B). The westward current difference occurred in May and gradually strengthened the vertical motion in the following months, which could more efficiently carry the deep-layer cold water to the upper layer, which then led to a colder MLTA in the east pole of the IOD (Figure 5B). Subsequently, the westward current difference could have been maintained by the east–west SST difference, and it continued to strengthen the vertical motion upwelling the deep-layer cold water. With the accumulation effect from the upwelling associated with the vertical motion difference, the vertical gradient of the sea temperature difference gradually became more crucial to the difference in the MLTA. Eventually, the difference in the vertical temperature gradient made the largest contribution on the SSTA tendency difference between the two groups (Figure 5C). The vertical advection provided the most important contribution to the tendency difference between extreme and regular groups during the whole development phase of the IOD (from May to August). Moreover, the contributions of terms 8, 9 and 7 of the vertical advection are large, media and small in order (Figure 4). Thus, the westward current difference between the two groups played a key role in the entire development phase. Figure 5 Composite longitudinal depth section of the oceanic temperature (shading; in degree Celsius) and current (vector; zonal velocity in meters per second and vertical velocity in millimeters per second) difference between the extreme and regular positive Indian Ocean Dipole (PIOD) groups averaged over 10° S–0° in May (A) and the periods from May to June (B) and May to August (C). To understand the cause of the westward current difference between the extreme and regular groups, we investigated the differences between the atmospheric circulation and mixed-layer current. The westward current difference at the east pole appeared to be attributed to the easterly wind difference based on an analysis of the differences among the atmospheric circulation, upper oceanic current, and the MLTAs between the extreme and regular groups during the May to August period (Figure 6). The next question to be discussed is what caused the easterly wind difference. Figure 6 Composite of the difference in the mixed-layer temperature (shading; in degree Celsius), current (vector; in meters per second), and the 850-hPa wind (streamline) between the extreme and regular groups during the development phase (from May to August) of the Indian Ocean Dipole (IOD). We analyzed the differences in the SST, atmospheric circulation, and oceanic mixed-layer current between the extreme and regular groups during the onset phase, which probably gave rise to the differences in the subsequent evolution, in order to determine the reasons for the PIOD intensity difference between the two groups. There was a negative SSTA at the east pole, and the SSTA at the east pole was colder in the extreme group than in the regular group (Figure 7). Moreover, the anomalous mixed-layer currents were located westward at the east pole in the two groups and were consistent with the easterly wind anomaly in the region (Figure 7). This finding further indicates that the easterly wind anomaly played an important role in the formation of the type-east PIOD, and it confirmed that the difference in the wind anomalies between the two groups was the dominant reason for the different IOD intensities. Figure 7 Composite of the anomalies of the sea surface temperature (SST) (shading, in degree Celsius), current (vector, in meters per second), and the 850-hPa wind (streamline) in the extreme (A) and regular (B) groups during the onset phase (from May to June). The Asian–Australian monsoon, which occurred over the 40°–160° E, 30° S–30° N region, had profound impacts on the IOD (Webster et al., 1999; Li et al., 2002). The East Asian and Australian monsoons (EAAMs), which are key components of the Asian–Australian monsoon system, could be strong as an entity during some boreal summers, and under this condition, the EAAMs could jointly produce an easterly wind anomaly near the Marine Continent (MC) of Indonesia (Xu and Guan, 2017a; Xu and Guan, 2017b; Chen and Guan, 2017). The joint monsoon index of the EAAMs (Chen et al., 2017; Chen et al., 2020) was larger in the extreme group than in the regular group, which suggests that the EAAMs, particularly for the Australian winter monsoon, were likely to be stronger in the extreme group than in the regular group. The difference in the easterly wind anomaly in the region of the MC and the eastern TIO may be attributed to the EAAM difference between the two groups. The composite analyses on precipitation and wind indicated that the negative precipitation anomaly occupied the Australian and east pole areas of the IOD and induced an anticyclonic wind anomaly at the 850-hPa level, which showed an anomalous easterly wind at the east pole in the May to June period of the extreme group (Figure 8A). In the same period of the regular group, the negative precipitation anomaly occurred on Java Island and its surrounding areas. Although the precipitation anomaly likewise induced an easterly wind anomaly at the east pole (Figure 8B), the easterly wind anomaly was relatively weak in comparison to the easterly wind anomaly for the extreme group (Figure 8C). From May to August, the precipitation anomaly, wind anomaly, and the difference between the extreme and regular groups were more obvious (Figure 9). The results further confirmed that the stronger Australian high due to the EAAM intensity difference made the easterly wind anomaly stronger in the extreme group than in the regular group. The westward current difference that was forced by the easterly wind difference eventually propelled the formation of extreme PIOD. Figure 8 Composite of the precipitation anomaly (shading, in millimeters per day) and the 850-hPa wind anomaly (vector, in meters per second) for the extreme (A) and regular (B) groups and the difference between the two groups (C) during the May to June period. Figure 9 The same as Figure 8, but for the May to August period. 4 Summary and discussion The IOD is the most notable interannual signal in the TIO and includes positive and negative events, similar to ENSO. The PIODs could be classified into type-east, type-comparable, and type-west according to their spatial pattern and dynamics. Four super PIOD events occurred during the 1960–2020 period, including those in 1961, 1994, 1997, and 2019. Among the four extreme cases, the events that occurred in 1961 and 1994 were type-east PIOD events, while those that occurred in 1997 and 2019 were type-comparable PIOD events. The aim of this study was to investigate the reasons for the type-east PIODs in 1961 and 1994 possibly developing into super events. A composite analysis of the SSTAs verified that it was mainly due to the SSTA difference at the east pole that the type-east PIOD was remarkably stronger in the extreme group than in the regular group. The mixed-layer heat budget showed that the tendency of the SSTA difference between the extreme and regular groups was primarily dependent on the vertical advection terms during the May to August period. Further analysis illustrated that the vertical temperature gradient difference played the most important role in the difference in the type-east PIOD intensities between the extreme and regular groups. The difference in the vertical temperature gradient between the two groups, which was closely associated with the vertical motion difference, became the most important factor modulating the tendency because the vertical motion could cool the MLTA by upwelling the cold water from the deep layer. The vertical motion difference could be mainly induced by the western current difference, which was forced by the easterly wind difference between the extreme and regular groups in the east TIO. The composite results showed that the difference in the easterly wind anomaly may be attributed to the difference in the EAAM intensity during boreal summer. The East Asian summer monsoon and the winter Australian monsoon, as an entity, were stronger in the extreme group than in the regular group. While the EAAMs were anomalously strong during boreal summer, they intensified the Australian high and northwestern subtropical anticyclone, i.e., the anticyclone anomaly wind field in the northwestern subtropical Pacific and Australia, which facilitated the easterly wind anomaly near the equator region covering the east pole area. The easterly wind difference associated with the EAAMs ultimately produced the extreme type-east PIOD events in 1961 and 1994 and the regular events in 1967 and 2006. Very complex relationships exist between the East Asian summer monsoon and the Australian winter monsoon because they may be affected by ENSO and even some atmospheric processes in middle- and high-latitude regions. Except for the complementary relationship between the East Asian summer monsoon and the Australian winter monsoon, as an entity, they also had simultaneously homodromous variations. However, the environmental factors and processes modulating the EAAMs are still unknown and need to be further researched to improve the forecasting of extreme PIOD events. Data availability statement The data that support the findings of this study are publicly available and can be derived from the following sources: TC best-track dataset (https://www.ncdc.noaa.gov/ibtracs/index.php?name=ib-v4-access), and NCEP/NCAR and NOAA reanalysis data (https://psl.noaa.gov/data/gridded/reanalysis/). Author contributions ZX and YZ gathered and analyzed data, ZL and YF proposed the scientific question, discussed the results and co-wrote the manuscript. All authors edited the manuscript. Funding This study was financially supported by the Laoshan Laboratory (nos. LSKJ202202700 and LSKJ202202704), the Shanghai Typhoon Institute (no. TFJJ202206) and WESTPAC/IOC. Acknowledgments The authors thank JTWC, NCEP/NCAR, and NOAA for the use of the datasets employed herein. Conflict of interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Publisher’s note All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher. References Allan R. J., Chambers D., Drosdowsky W., Hendon H., Latif M., Nicholls N., et al. (2001). Is there an Indian ocean dipole and is it independent of the El niño–southern oscillation? CLIVAR Exchanges 6, 18–22. Cai W., Yang K., Wu L. X., Huang G., Santoso A., Benjamin N., et al. (2020). Opposite response of strong and moderate positive Indian ocean dipole to global warming. Nat. Clim. Change 11, 27–32. doi: 10.1038/s41558-020-00943-1 Cai W., Zheng X. T., Weller E., Collins M., Cowan T., Lengaigne M., et al. (2013). Projected response of the Indian ocean dipole to greenhouse warming. Nat. Geosci. 6 (12), 999–1007. doi: 10.1038/ngeo2009 Chen W., Guan Z. Y., Yang H. D. (2020). Complementary relationship between East Asian summer monsoon and Australian winter monsoon and the related circulation anomalies. Trans. Atmos. Sci. 43 (5), 834–844. doi: 10.13878/j.cnki.dqkxxb.20200616001 Fischer A. S., Terray P., Guilyardi E., Gualdi S., Delecluse P. (2005). Two independent triggers for the Indian ocean dipole/zonal mode in a coupled GCM. J. Clim. 18, 3428–3449. doi: 10.1175/JCLI3478.1 Han W., Shinoda T., Fu L. L., Mccreary J. P. (2006). Impact of atmospheric intraseasonal oscillations on the indian ocean dipole during the 1990s. J. Phys. Oceanogr. 36 (4), 670–690. doi: 10.1175/JPO2892.1 Jiang J. L., Liu Y. M., Mao J. Y., Li J. P., Zhao S. W., Yu Y. Q. (2022). Three types of positive Indian ocean dipoles and their relationships with the south Asian summer monsoon. J. Clim. 35, 405–424. doi: 10.1175/JCLI-D-21-0089.1 Latif M., Dommenget D., Dima M., Grotzner A. (1999). The role of Indian ocean sea surface temperature in forcing east African rainfall anomalies during December–January 1997/98. J. Clim. 12, 3497–3504. doi: 10.1175/1520-0442(1999)012<3497:TROIOS>2.0.CO;2 Lestari D. O., Sutriyono E., Sabaruddin I. (2018). Severe drought event in Indonesia following 2015/16 El niño/ positive Indian dipole events. J. Phys. Conf. Ser. 1011 012040. doi: 10.1088/1742-6596/1011/1/012040 Li Z., Li T., Yu W., Li K., Liu Y. (2016). What controls the interannual variation of tropical cyclone genesis frequency over bay of Bengal in the post-monsoon peak season? Atmos. Sci. Lett. 17, 148–154. doi: 10.1002/asl.636 Li T., Zhang Y. S., Lu E., Wang D. L. (2002). Relative role of dynamic and thermodynamic processes in the development of the Indian ocean dipole: An OGCM diagnosis. Geophys. Res. Lett. 29 (23), 2110. doi: 10.1029/2002GL05789 Nur’utami M. N., Hidayat R. (2016). Influences of IOD and ENSO to Indonesian rainfall variability: Role of atmosphere ocean interaction in the indo-pacific sector. Procedia. Environ. Sci. 33, 196–203. doi: 10.1016/j.proenv.2016.03.070 Sun S. W., Fang Y., Tana, Liu B. C. (2014). Dynamical mechanisms for asymmetric SSTA patterns associated with some Indian ocean dipoles. J. Geophys. Res. Oceans. 119, 3076–3097. doi: 10.1002/2013JC009651 Wang L., Li T., Zhou T. J. (2012). Intraseasonal SST variability and air-sea interaction over the kuroshio extension region during boreal summer. J. Clim. 25, 1619–1634. doi: 10.1175/JCLI-D-11-00109.1 Xiao F., Wang D., Leung M. Y. (2020). Early and extreme warming in the south China Sea during 2015/2016: Role of an unusual Indian ocean dipole event. Geophys. Res. Lett. 47 (17), e2020GL089936. doi: 10.1029/2020GL089936 Xu Q., Guan Z. Y. (2017a). Interdecadal change of diabatic forcing over key region of the maritime continent and its possible relations with east Asian summer monsoon anomalies. J. Trop. Meteorol. (in Chinese). 33, 21–29. Xu Q., Guan Z. Y. (2017b). Interannual variability of summertime outgoing longwave radiation over the maritime continent in relation to East Asian summer monsoon anomalies. J. Meteorol. 31, 665–677. doi: 10.1007/s13351-017-6178-3 Keywords: Indian Ocean Dipole (IOD), extreme event analysis, Asian–Australian monsoon, easterly wind anomaly, heat budget analysis Citation: Li Z, Xu Z, Zheng Y and Fang Y (2023) Air sea conditions facilitate a transformation of the positive Indian Ocean Dipole with distinct east pole characteristics into an extreme event. Front. Mar. Sci. 10:1106130. doi: 10.3389/fmars.2023.1106130 Received: 23 November 2022; Accepted: 06 February 2023; Published: 01 March 2023. Edited by: Jinbao Song, Zhejiang University, ChinaReviewed by: DX Wang, Sun Yat-sen University, ChinaWeichen Tao, Institute of Atmospheric Physics (CAS), China Copyright © 2023 Li, Xu, Zheng and Fang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. *Correspondence: Zhi Li, bGl6aGlAZmlvLm9yZy5jbg==	<urn:uuid:5146958f-bb97-436d-be20-a7a2923d70a7>	CC-MAIN-2024-51	https://www.frontiersin.org/journals/marine-science/articles/10.3389/fmars.2023.1106130/full	2024-12-02T09:23:03Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.985632	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
SCHIP Program Enrollment: December 2001 Update This report presents information on the number of children enrolled in SCHIP for each state, for specific months from 1998 to 2001. As of December 2001, the SCHIP program covered 3.5 million low-income children. An increase of 780,000 from the previous year.	<urn:uuid:47434f45-8168-4754-abb5-5575f33cd746>	CC-MAIN-2024-51	https://www.kff.org/medicaid/report/schip-program-enrollment-december-2001-update/	2024-12-02T08:05:34Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-nc-nd	4.0	a_tag	false	true	false	false	Latn	eng	0.993762	{ "abbr": [ "by-nc-nd" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
2 Draft Laws In Iran Would Put Women’s Health At Risk, Amnesty International Says TIME: Iran Mulls Laws That ‘Reduce Women to Baby-Making Machines,’ Says Amnesty “Amnesty International has slammed Iran for proposing two draft laws aimed at boosting the country’s population, saying the legislating would ‘reduce Iranian women to ‘baby-making’ machines.’ One proposal would ban voluntary sterilization and restrict access to contraceptives, while the other would make it harder for women without children to get jobs…” (Regan, 3/11).	<urn:uuid:f3c2fbfd-bee4-4574-93e8-c1ff77dcb607>	CC-MAIN-2024-51	https://www.kff.org/news-summary/two-draft-laws-in-iran-would-put-womens-health-at-risk-amnesty-international-says/	2024-12-02T08:12:24Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-nc-nd	4.0	a_tag	false	true	false	false	Latn	eng	0.994959	{ "abbr": [ "by-nc-nd" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Artefact the boys book of ill treating amplifiers this has been my beacon, my bible, my guide through life whenever I have doubted or been lost it has helped me see the light whole thing on external link Share: Latest Discussion If you'd like to leave a comment, please Login	<urn:uuid:063a1a3e-d070-45a2-bf36-7f281d50a965>	CC-MAIN-2024-51	https://www.mdmarchive.co.uk/artefact/3126/Danny-And-The-Dressmakers-Promotional-Item-1979	2024-12-02T07:32:43Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-nc-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.999003	{ "abbr": [ "by-nc-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Computer-Assisted Porcelain Laminate Veneer Preparation: A Scoping Review of Stereolithographic Template Design and Fabrication Workflows Abstract :1. Introduction 2. Materials and Methods - What are the key steps involved in the digital workflow for designing and manufacturing stereolithographic templates in computer-assisted PLV preparation? - What are the limitations of stereolithographic template designs that may impact the tooth preparation accuracy? 2.1. Literature Search - (i) - Articles detailing a digital workflow for designing and fabricating stereolithographic templates in computer-assisted PLV preparation. - (ii) - Clinical studies involving the preparation of PLV for six or more teeth. - (iii) - Articles published in English. - (i) - Articles focusing on conventional veneer preparation procedures. - (ii) - Articles using templates for tooth reduction assessment. - (iii) - In vitro studies and review articles. 2.2. Data Extraction 2.3. Quality Assessment 3. Results 4. Discussion 4.1. Three-Dimensional Diagnostic Data Acquisition and Virtual Patient Model Generation 4.2. Virtual Diagnostic Wax-Up and Esthetic Pre-Evaluative Temporary Approach 4.3. Virtual Tooth Preparation 4.4. Stereolithographic Template Designs 4.5. Stereolithographic Template Fabrication 4.6. Limitations 4.7. Future Directions 5. Conclusions Author Contributions Funding Institutional Review Board Statement Informed Consent Statement Data Availability Statement Conflicts of Interest References - Minase, D.A.; Sathe, S.; Bhoyar, A.; Dahihandekar, C.; Jaiswal, T. Porcelain Laminate Veneers: A Case Report. Cureus 2023, 15, e34220. [Google Scholar] [CrossRef] [PubMed] - Ge, C.; Green, C.C.; Sederstrom, D.A.; McLaren, E.A.; Chalfant, J.A.; White, S.N. Effect of tooth substrate and porcelain thickness on porcelain veneer failure loads in vitro. J. Prosthet. Dent. 2018, 120, 85–91. [Google Scholar] [CrossRef] [PubMed] - Al-Fouzan, A.F. Gravimetric analysis of removed tooth structure associated with different preparation designs. Saudi J. Dent. Res. 2016, 7, 1–6. [Google Scholar] [CrossRef] - Gao, J.; He, J.; Fan, L.; Lu, J.; Xie, C.; Yu, H. Accuracy of reduction depths of tooth preparation for porcelain laminate veneers assisted by different tooth preparation guides: An in vitro study. J. Prosthodont. 2022, 31, 593–600. [Google Scholar] [CrossRef] [PubMed] - Jurado, C.; Watanabe, H.; Tinoco, J.V.; Valenzuela, H.U.; Perez, G.G.; Tsujimoto, A. A Conservative Approach to Ceramic Veneers: A Case Report. Oper. Dent. 2020, 45, 229–234. [Google Scholar] [CrossRef] - Silva, B.P.D.; Stanley, K.; Gardee, J. Laminate veneers: Preplanning and treatment using digital guided tooth preparation. J. Esthet. Restor. Dent. 2020, 32, 150–160. [Google Scholar] [CrossRef] - Unkovskiy, A.; Unkovskiy, N.; Spintzyk, S. A virtual patient concept for esthetic and functional rehabilitation in a fully digital workflow. Int. J. Comput. Dent. 2021, 24, 405–417. [Google Scholar] - Luo, T.; Li, J.; Xie, C.; Yu, H. Accuracy of three digital waxing-guided trial restoration protocols for controlling the depths of tooth preparation for ceramic veneers. J. Prosthet. Dent. 2024, 131, 56–63. [Google Scholar] [CrossRef] - Ozer, F.; Pak-Tunc, E.; Esen Dagli, N.; Ramachandran, D.; Sen, D.; Blatz, M.B.; Kang, S.Y.; Lee, H.N.; Kim, W.C. Evaluation of marginal discrepancy of pressable ceramic veneer fabricated using CAD/CAM system: Additive and subtractive manufacturing. J. Adv. Prosthodont. 2018, 10, 347–353. [Google Scholar] - Marques, S.; Ribeiro, P.; Gama, C.; Herrero-Climent, M. Digital guided veneer preparation: A dental technique. J. Prosthet. Dent. 2024, 131, 554–559. [Google Scholar] [CrossRef] - Figueira, J.; Guaqueta, N.; Ramirez, D.I.; Kois, J. Veneer tooth preparation utilizing a novel digital designed workflow: A case report. J. Esthet. Restor. Dent. 2023, 35, 803–809. [Google Scholar] [CrossRef] [PubMed] - Coachman, C.; Paravina, R.D. Digitally enhanced esthetic dentistry—From treatment planning to quality control. J. Esthet. Restor. Dent. 2016, 28 (Suppl. S1), S3–S4. [Google Scholar] [CrossRef] [PubMed] - Mangano, C.; Luongo, F.; Migliario, M.; Mortellaro, C.; Mangano, F.G. Combining intraoral scans, cone beam computed tomography and face scans: The virtual patient. J. Craniofac. Surg. 2018, 29, 2241–2246. [Google Scholar] [CrossRef] [PubMed] - Harris, B.T.; Montero, D.; Grant, G.T.; Morton, D.; Llop, D.R.; Lin, W.S. Creation of a 3-dimensional virtual dental patient for computer-guided surgery and CAD-CAM interim complete removable and fixed dental prostheses: A clinical report. J. Prosthet. Dent. 2017, 117, 197–204. [Google Scholar] [CrossRef] [PubMed] - Sucharew, H.; Macaluso, M. Methods for research evidence synthesis: The scoping review approach. J. Hosp. Med. 2019, 14, 416–418. [Google Scholar] [CrossRef] - Tricco, A.C.; Lillie, E.; Zarin, W.; O’Brien, K.K.; Colquhoun, H.; Levac, D.; Moher, D.; Straus, S.E. PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Ann. Intern. Med. 2018, 169, 467–473. [Google Scholar] [CrossRef] - Peters, M.D.; Godfrey, C.M.; Khalil, H.; McInerney, P.; Parker, D.; Soares, C.B. Guidance for conducting systematic scoping reviews. JBI Evid. Implement. 2015, 13, 141–146. [Google Scholar] [CrossRef] - Moola, S.; Munn, Z.; Tufanaru, C.; Aromataris, E.; Sears, K.; Sfetcu, R.; Mu, P.F. Chapter 7: Systematic Reviews of Etiology and Risk. In Joanna Briggs Institute Reviewer’s Manual, 2nd ed.; Aromataris, E., Munn, Z., Eds.; The Joanna Briggs Institute: Adelaide, Australia, 2017; Volume 5, pp. 217–269. [Google Scholar] - Zhong Yi, L.I.; He Fei, B.A.I.; Yi Jiao ZHAO, Y.W.; Hong Qiang, Y.E.; Yu Chun, S.U.N. 3D Evaluation of Accuracy of Tooth Preparation for Laminate Veneers Assisted by Rigid Constraint Guides Printed by Selective Laser Melting. Chin. J. Dent. Res. 2020, 23, 183–189. [Google Scholar] - Wang, S.; Zhao, W.; Ye, H.; Liu, Y.; Zhou, Y. Preliminary application and evaluation of digital step-by-step tooth-preparation templates. J. Prosthet. Dent. 2023, 130, 102–107. [Google Scholar] [CrossRef] - Taha, Y.; Raslan, F.; Ali, A.; Roig, M. Guided tooth preparation device fabricated with a complete digital workflow: A dental technique. J. Prosthet. Dent. 2021, 125, 221.e1–221.e4. [Google Scholar] [CrossRef] - Caponi, L.; Raslan, F.; Roig, M. Fabrication of a facially generated tooth reduction guide for minimally invasive preparations: A dental technique. J. Prosthet. Dent. 2022, 127, 689–694. [Google Scholar] [CrossRef] [PubMed] - Liu, C.; Guo, J.; Gao, J.; Yu, H. Computer-assisted tooth preparation template and predesigned restoration: A digital workflow. Int. J. Comput. Dent. 2020, 23, 351–362. [Google Scholar] [PubMed] - Abulhamael, S.M.; Papathanasiou, A.; Kostagianni, A.; Jain, S.; Finkelman, M.; Mourão, C.F.; Ali, A. Evaluation of marginal and internal adaptation of veneers generated by the guided prosthetic tooth preparation system. J. Esthet. Restor. Dent. 2024, 36, 911–919. [Google Scholar] [CrossRef] [PubMed] - Gao, J.; Jia, L.; Tan, X.; Yu, H. Three-dimensional quantification of enamel preservation in tooth preparation for porcelain laminate veneers: A fully digital workflow in vitro study. Oper. Dent. 2022, 47, 183–189. [Google Scholar] [CrossRef] [PubMed] - Yousry, M.; Hammad, I.; El Halawani, M.; Aboushelib, M. Preparation of ultrathin translucent zirconia laminate veneers using 3D printing reduction guides. J. Prosthet. Dent. 2024, 131, 548–553. [Google Scholar] [CrossRef] - Sartori, N.; Ghishan, T.; O’Neill, E.; Hosney, S.; Zoidis, P. Digitally designed and additively manufactured tooth reduction guides for porcelain laminate veneer preparations: A clinical report. J. Prosthet. Dent. 2024, 131, 768–773. [Google Scholar] [CrossRef] - Villalobos-Tinoco, J.; Jurado, C.A.; Robles, M.; D’Atri, E.; Afrashtehfar, K.I. Tooth-reduction 3D-printed guides for facilitating the provision of ultrathin laminate veneers. A cross-shaped novel design. Int. J. Esthet. Dent. 2023, 18, 390–404. [Google Scholar] - Robles, M.; Jurado, C.A.; Azpiazu-Flores, F.X.; Villalobos-Tinoco, J.; Afrashtehfar, K.I.; Fischer, N.G. An Innovative 3D Printed Tooth Reduction Guide for Precise Dental Ceramic Veneers. J. Funct. Biomater. 2023, 14, 216. [Google Scholar] [CrossRef] - Luo, T.; Zhang, J.; Fan, L.; Huang, Y.; Yu, J.; Yu, H. A digital workflow with the virtual enamel evaluation and stereolithographic template for accurate tooth preparation to conservatively manage a case of complex exogenous dental erosion. J. Esthet. Restor. Dent. 2022, 34, 733–740. [Google Scholar] [CrossRef] - Gao, J.; Li, J.; Liu, C.; Fan, L.; Yu, J.; Yu, H. A stereolithographic template for computer-assisted teeth preparation in dental esthetic ceramic veneer treatment. J. Esthet. Restor. Dent. 2020, 32, 763–769. [Google Scholar] [CrossRef] - Taut, M.; Mitariu, L.; Manziuc, M.; Negucioiu, M.; Kui, A.; Boutros, R.; Buduru, S. Digital versus analog workflow for six upper veneers: A case report. Rom. J. Oral Rehabil. 2022, 14, 104–109. [Google Scholar] - Li, J.; Joda, T.; Revilla-León, M.; Saleh, M.H.A.; Chen, Z.; Wang, H.L. Recommendations for successful virtual patient-assisted esthetic implant rehabilitation: A guide for optimal function and clinical efficiency. J. Esthet. Restor. Dent. 2024, 36, 186–196. [Google Scholar] [CrossRef] [PubMed] - McLaren, E.; Schoenbaum, T. The bonded functional esthetic prototype: Part 1. Inside Dent. 2013, 9, 84–92. [Google Scholar] - Ward, D.H. Proportional smile design: Using the recurring esthetic dental proportion to correlate the widths and lengths of the maxillary anterior teeth with the size of the face. Dent. Clin. N. Am. 2015, 59, 623–638. [Google Scholar] [CrossRef] [PubMed] - Omar, D.; Duarte, C. The application of parameters for comprehensive smile esthetics by digital smile design programs: A review of literature. Saudi Dent. J. 2018, 30, 7–12. [Google Scholar] [CrossRef] - Zhai, Y.; Lados, D.A.; LaGoy, J.L. Additive manufacturing: Making imagination the major limitation. JOM 2014, 66, 808–816. [Google Scholar] [CrossRef] - Olsson, A.; Hellsing, M.S.; Rennie, A.R. New possibilities using additive manufacturing with materials that are difficult to process and with complex structures. Phys. Scr. 2017, 92, 053002. [Google Scholar] [CrossRef] - Attaran, M. The rise of 3-D printing: The advantages of additive manufacturing over traditional manufacturing. Bus. Horiz. 2017, 60, 677–688. [Google Scholar] [CrossRef] - Bae, E.J.; Jeong, I.D.; Kim, W.C.; Kim, J.H. A comparative study of additive and subtractive manufacturing for dental restorations. J. Prosthet. Dent. 2017, 118, 187–193. [Google Scholar] [CrossRef] - Grande, F.; Tesini, F.; Pozzan, M.C.; Zamperoli, E.M.; Carossa, M.; Catapano, S. Comparison of the accuracy between denture bases produced by subtractive and additive manufacturing methods: A pilot study. Prosthesis 2022, 4, 151–159. [Google Scholar] [CrossRef] - Le, V.; Keßler, A.; Folwaczny, M. Influence of DLP and SLA printer technology on the accuracy of surgical guides for implant dentistry in free-end situations. Int. J. Comput. Dent. 2023, 26, 219–226. [Google Scholar] - Labakoum, B.; Farhan, A.; Taleb, L.B.; Mouhsen, A.; Lyazidi, A. Effects of autoclaving and disinfection on 3D surgical guides using LCD technology for dental implant. 3D Print. Med. 2024, 10, 1–9. [Google Scholar] [CrossRef] [PubMed] - Park, J.M.; Jeon, J.; Koak, J.Y.; Kim, S.K.; Heo, S.J. Dimensional accuracy and surface characteristics of 3D-printed dental casts. J. Prosthet. Dent. 2021, 126, 427–437. [Google Scholar] [CrossRef] [PubMed] - Guttridge, C.; Shannon, A.; O’Sullivan, A.; O’Sullivan, K.J.; O’Sullivan, L.W. Biocompatible 3D printing resins for medical applications: A review of marketed intended use, biocompatibility certification, and post-processing uguidance. Ann. 3D Print. Med. 2022, 5, 100044. [Google Scholar] [CrossRef] - Raszewski, Z.; Chojnacka, K.; Kulbacka, J.; Mikulewicz, M. Mechanical Properties and Biocompatibility of 3D Printing Acrylic Material with Bioactive Components. J. Funct. Biomater. 2022, 14, 13. [Google Scholar] - Jian-Peng, S.; Jin-Gang, J.; Wei, Q.; Zhi-Yuan, H.; Hong-Yuan, M.; Shan, Z. Digital Interactive Design and Robot-Assisted Preparation Experiment of Tooth Veneer Preparation: An In Vitro Proof-of-Concept. IEEE Access 2023, 11, 30292–30307. [Google Scholar] [CrossRef] - Jiang, J.; Guo, Y.; Huang, Z.; Zhang, Y.; Wu, D.; Liu, Y. Adjacent surface trajectory planning of robot-assisted tooth preparation based on augmented reality. Eng. Sci. Technol. Int. J. 2022, 27, 101001. [Google Scholar] [CrossRef] Database \| Keywords \| ---\|---\| Web of Science \| TS = (((veneers) OR (porcelain laminated veneers) OR (ceramic veneers)) AND ((printed) OR (templates) OR (manufactured) OR (guided) OR (assisted) OR (designed) OR (digital)) AND ((tooth reduction) OR (tooth preparation))) \| PubMed \| TS = (((veneers) OR (porcelain laminated veneers) OR (ceramic veneers)) AND ((printed) OR (templates) OR (manufactured) OR (guided) OR (assisted) OR (designed) OR (digital)) AND ((tooth reduction) OR (tooth preparation))) \| Scopus \| ({veneers} OR {porcelain laminated veneers} OR {ceramic veneers}) AND ({printed} OR {templates} OR {manufactured} OR {designed} OR {digital} OR {guided} OR {assisted}) AND ({tooth reduction} OR {tooth preparation}) AND PUBYEAR > 2013 AND PUBYEAR < 2025 AND (LIMIT-TO (DOCTYPE, “ar”)) AND (LIMIT-TO (LANGUAGE, “English”)) AND (LIMIT-TO (EXACTKEYWORD, “Computer Aided Design”) OR LIMIT-TO (EXACTKEYWORD, “Computer-Aided Design”) OR LIMIT-TO (EXACTKEYWORD, “Dental Veneers”) OR LIMIT-TO (EXACTKEYWORD, “Dental Veneer”) OR LIMIT-TO (EXACTKEYWORD, “CAD/CAM”) OR LIMIT-TO (EXACTKEYWORD, “Three Dimensional Printing”) OR LIMIT-TO (EXACTKEYWORD, “Workflow”) OR LIMIT-TO (EXACTKEYWORD, “Computer Aided Design/computer Aided Manufacturing”) OR LIMIT-TO (EXACTKEYWORD, “3D Printing”) OR LIMIT-TO (EXACTKEYWORD, “CAD-CAM”) OR LIMIT-TO (EXACTKEYWORD, “Computer-aided Design”) OR LIMIT-TO (EXACTKEYWORD, “Cad/cams”) OR LIMIT-TO (EXACTKEYWORD, “Additive Manufacturing”) OR LIMIT-TO (EXACTKEYWORD, “Computer Aided Manufacturing”) OR LIMIT-TO (EXACTKEYWORD, “Three Dimensional Imaging”) OR LIMIT-TO (EXACTKEYWORD, “Imaging, Three-Dimensional”) OR LIMIT-TO (EXACTKEYWORD, “Printing, Three-Dimensional”) OR LIMIT-TO (EXACTKEYWORD, “Tooth Preparation”)) \| Authors and Year \| Types of Study \| Number of Teeth (Tooth Type) \| Types of Scanners \| STL Diagnostic Data Acquisition \| Virtual Patient Model \| Digital Wax-Up \| Aesthetic Validation Procedure \| ---\|---\|---\|---\|---\|---\|---\|---\| Silva et al., 2020 [6] \| Case report \| Case 1: 10 teeth (teeth 15 to 25) \| Case 1: Extraoral scanner (3Shape D2000) \| Case 1: Indirect scans of maxillary and mandibular cast \| Case 1: Maxillary cast scan \| Case 1: Digital wax-up was made on maxillary digital cast \| Case 1: Mock-up was completed using three different digital wax-ups \| Case 2: 10 teeth (teeth 15 to 25) \| Case2: Intraoral scanner (3Shape Trios3) \| Case2: Direct scans of Maxillary and mandibular dentitions \| Case 2: Intraoral scans \| Case 2: Digital wax-up was created using Digital Smile Design planning software \| Case 2: Mock-up was completed using a silicone index taken from a printed wax cast and Luxatemp Bisacryl \| \|\| Gao et al., 2020 [31] \| Case report \| 8 teeth (teeth 14 to 24) \| - Intraoral scanner (3Shape TRIOS) - Face scanner (3DMD) - CBCT (3D Accui tomo 170) \| - Direct scans of maxillary and mandibular dentition - Facial scan - CBCT scan of maxilla skeletal \| Superimposition of intraoral, facial and CBCT scans using Exocad software 2018 \| Digital wax-up was created on virtual patient mounted on virtual articulator \| Not completed \| Luo et al., 2022 [30] \| Case report \| 16 teeth (teeth 11 to 24, teeth 34 to 44) \| - Intraoral scanner (Trios Color Pod) - CBCT (3D Accui tomo 170) - Face scanner (3dMDs) \| - Direct scans of maxillary and mandibular dentition - Facial scan - CBCT scan of maxilla and mandible skeletal \| Superimposition of CBCT, intraoral and face scans using Exocad software 2018 \| Digital wax-up was created on virtual patient mounted on virtual articulator \| Not completed \| Tinoco et al., 2023 [28] \| Case report \| 10 teeth (teeth 15 to 25) \| Laboratory scanner (Degree of Freedom HD) \| Indirect scans of maxillary and mandibular casts \| Diagnostic casts scan \| Not mentioned \| Intraoral mock-up was performed using Structure Premium \| Robles et al., 2023 [29] \| Case report \| 8 teeth (teeth 14 to 24) \| Laboratory scanner (Degree of Freedom HD) \| Indirect scans of maxillary and mandibular casts \| Diagnostic casts scan \| Digital wax-up was created on digital diagnostic casts \| Diagnostic mock-up was performed using temporary bis-acrylic material \| Figueira et al., 2023 [11] \| Case report \| 10 teeth (teeth 15 to 25) \| -Intraoral scanner (3Shape) -Extraoral photog raphs (Kois Facial Reference Glasses) -CBCT \| -Direct scans of maxillary and mandibular dentition -Indirect scans of diagnostic casts \| Superimposition of extraoral photographs and intraoral scans \| Diagnostic wax-up was created on virtual patient \| Diagnostic mock-up was performed using Bonded Functional Esthetic Prototype (BFEP) \| Marques et al., 2024 [10] \| Case report \| 6 teeth (teeth 13 to 23) \| Intraoral scanner (CS3600; Carestream) \| Direct scans of maxillary and mandibular dentition \| Superimposition of extraoral photographs and intraoral scans \| Digital wax-up was created on digital diagnostic casts \| Trial restoration was performed using bis-acrylic resin \| Authors and Years \| CAD Software Used for Template Designs \| Virtual Tooth Preparation \| Number of Templates \| Template Designs \| Types of 3D Printer \| Types of Template Resins \| Limitations of the Template Design \| ---\|---\|---\|---\|---\|---\|---\|---\| Silva et al., 2020 [6] \| First Fit software \| Virtual tooth reduction was performed from digital wax-up using First Fit software \| Case 1: 6 \| Each template was designed with a window slot to engage the special First Fit handpiece \| Formlabs 2 \| Not mentioned \| 1. A specially designed bur was required 2. No guidance for tooth reduction in interproximal areas and the cervical finish line \| Case 2: 8 \| \|\|\|\|\|\|\| Gao et al., 2020 [31] \| Exocad 2018 \| Desired volume was reduced from digital wax-up using “off-set” tool \| 1 \| Template was designed with cylindrical guide tubes on labial and incisal surfaces \| ProJet MJP 3600 MultiJet \| Resin (VisiJet S300) \| 1. Calibrated bur with stopper was required 2. Only provides depth groove for subsequent ve neer preparation \| Luo et al., 2022 [30] \| Exocad 2018 \| Not mentioned \| 1 \| The templates were designed with tubes at designated points on labial, incisal and palatal surfaces \| ProJet MJP 3600 MultiJet \| Resin (VisiJet S300) \| 1. Calibrated bur with stopper was required 2. Only provides depth groove for subsequent ve neer preparation \| Tinoco et al., 2023 [28] \| Exocad version 2.4 \| Not mentioned \| 1 \| Template incorporated a cross-shaped design \| Mono 4K, Anycubic \| Transparent photo-polymerizable resin (Anycubic Clear UV Resin) \| Only provide depth groove for subsequence veneer preparation \| Robles et al., 2023 [29] \| Exocad (Exocad 2.4) \| Not mentioned \| 1 \| Template incorporated a cross-shaped design \| Mono 4K, Anycubic \| Transparent photopolymerizable resin (Anycubic Clear UV Resin) \| Only provides depth groove for subsequent veneer preparation \| Figueira et al., 2023 [11] \| 3Shape \| Virtual tooth preparation is performed using virtual burs \| 1 \| An open window was designed on the labial surface of template \| Not mentioned \| Not mentioned \| Free-hand tooth preparation at the cervical finish line is required \| Marques et al., 2024 [10] \| Meshmixer \| Desired volume was reduced from digital wax-up \| 5 \| Each template was designed with open access to the labial surfaces of the prepared tooth and rotary instrument access sleeved windows \| Max UV. Asiga (DLP) 62 μm \| Clear resin (Freeprint Ortho; Detax). \| Free-hand polishing is needed after guided tooth preparation \| Authors and Year \| A1 \| A2 \| A3 \| A4 \| A5 \| A6 \| A7 \| A8 \| Total Yes (Max 8) \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| Gao et al., 2020 [31] \| Yes \| No \| Yes \| Yes \| Yes \| Yes \| Unclear \| Yes \| 6 \| Luo et al., 2022 [30] \| Yes \| Yes \| Yes \| Yes \| Yes \| Yes \| No \| Yes \| 8 \| Tinoco et al., 2023 [28] \| Yes \| No \| Yes \| Yes \| Yes \| Yes \| No \| Yes \| 6 \| Robles et al., 2023 [29] \| Yes \| No \| Yes \| Yes \| Yes \| Yes \| No \| Yes \| 6 \| Figueira et al., 2023 [11] \| Yes \| No \| Yes \| Yes \| Yes \| Yes \| No \| Yes \| 6 \| Marques et al., 2024 [10] \| Unclear \| No \| Yes \| Yes \| Yes \| Yes \| No \| Yes \| 5 \| Authors and Year \| B1 \| B2 \| B3 \| B4 \| B5 \| B6 \| B7 \| B8 \| B9 \| B10 \| Total Yes (Max 10) \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| Silva et al., 2020 [6] \| Unclear \| Yes \| Yes \| Unclear \| Unclear \| Yes \| Yes \| Yes \| Yes \| N/A \| 6 \| Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. \| © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Guan, X.; Beh, Y.H.; Tew, I.M. Computer-Assisted Porcelain Laminate Veneer Preparation: A Scoping Review of Stereolithographic Template Design and Fabrication Workflows. Dent. J. 2024, 12, 302. https://doi.org/10.3390/dj12100302 Guan X, Beh YH, Tew IM. Computer-Assisted Porcelain Laminate Veneer Preparation: A Scoping Review of Stereolithographic Template Design and Fabrication Workflows. Dentistry Journal. 2024; 12(10):302. https://doi.org/10.3390/dj12100302 Chicago/Turabian StyleGuan, Xin, Yew Hin Beh, and In Meei Tew. 2024. "Computer-Assisted Porcelain Laminate Veneer Preparation: A Scoping Review of Stereolithographic Template Design and Fabrication Workflows" Dentistry Journal 12, no. 10: 302. https://doi.org/10.3390/dj12100302 APA StyleGuan, X., Beh, Y. H., & Tew, I. M. (2024). Computer-Assisted Porcelain Laminate Veneer Preparation: A Scoping Review of Stereolithographic Template Design and Fabrication Workflows. Dentistry Journal, 12(10), 302. https://doi.org/10.3390/dj12100302	<urn:uuid:8a32851b-2cf8-4c43-9c05-d9bae018a1b4>	CC-MAIN-2024-51	https://www.mdpi.com/2304-6767/12/10/302	2024-12-02T08:07:28Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.78629	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Hamas yesterday condemned the “open-ended Israeli war on prisoners inside their jails,” a statement said. “Despite the open-ended war being waged against Palestinian detainees by the Israeli occupation government, their rock-solid will remains unshaken,” member of Hamas’ Political Bureau, Zaher Jabarin, said. He added: “The courageous Palestinian detainees will stand steadfast in the face of this war and will confront it with all means possible.” “We, as well as our people, stand behind the steadfast detainees in their struggle for freedom against the Israeli occupation as they embark on an open-ended hunger strike later this month following the reduction of family visits.” The Supreme National Emergency Committee of the National Captive Movement announced that Palestinian prisoners will go on a hunger strike on Thursday 14 September in response to Israeli National Security Minister Itamar Ben-Gvir ordering a reduction in family visits to Palestinian prisoners from the occupied West Bank to once every two months instead of once a month.	<urn:uuid:b009ee29-8ff2-4a5b-a26b-3e28dcca755f>	CC-MAIN-2024-51	https://www.middleeastmonitor.com/20230904-hamas-condemns-open-ended-israel-war-on-prisoners/	2024-12-02T07:46:44Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-nc-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.996977	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
LANG. 2 Powered by MyCity.rs This work is licensed under a Creative Commons License .	<urn:uuid:6a49b63b-cfa9-4f50-8355-db7572c5db17>	CC-MAIN-2024-51	https://www.mycity.rs/slika.php?slika=188882_100062564_LANG.%202.jpg	2024-12-02T07:18:20Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by-nc-nd	2.0	a_tag	false	false	false	false	Latn	eng	0.970831	{ "abbr": [ "by-nc-nd" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "2.0" ] }
Before the terrorist attacks that left more than 125 people dead and hundreds wounded in Paris on Friday, November 13, 2015, the city was set to host the 21st Conference of the Parties (COP21) for the United Nations Framework Convention on Climate Change, starting on November 30, 2015. It was just announced that the conference will go on as planned. I applaud France for its commitment to the global environment amid its national tragedy and mourning. The decision emphasizes that countries are now beginning to realize that putting a cap on rising temperatures is just as important as curbing terrorism if the world is to survive. And I have hope that finally, with this particular convention taking place in Paris at this precise moment, all of us throughout the world will also understand that. Not that successful in the past Just a few days ago, the World Meteorological Organization released another report stating that the concentration of greenhouse gases in the Earth’s atmosphere hit a record high in 2014. Last year on November 4, I wrote to you about how levels of carbon dioxide, the major greenhouse gas, had hit 400 parts per million (ppm). Scientists say that greenhouse concentrations need to remain under 450 parts per million by 2100, which means we need to set a goal of keeping the average global temperature increase to no more than 3.6 degrees Fahrenheit (or 2 degrees Celsius) above the preindustrial level. Anything higher would change the climate so dramatically that neither humans nor ecosystems could easily adapt. That’s why many regard the Paris conference as a critical window of opportunity to save the planet before it’s too late. At COP21, the delegates from nearly 200 countries are hoping to reach a historic agreement to curb greenhouse gas emissions. Last week, scientists in the United Kingdom predicted that the global mean temperature in 2015 would mark a one-degree-Celsius rise above preindustrial levels for the first time ever—which researcher Stephen Belcher called a clear move into “uncharted territory” for climate change. Unfortunately, the emissions cuts countries have pledged in advance of the Paris conference aren’t enough to keep us within the two-degree limit. If carbon emissions are left unchecked, according to the Intergovernmental Panel on Climate Change, the world could see a four-degree-Celsius rise by the end of the century, translating into food insecurity, health crises, mass migration and violent conflict over resources. In other words, we’d have a global catastrophe. A lot of pressure is on Paris. Climate change conferences have not been that successful in the past. Since its inaugural 1995 meeting in Berlin, the COP has convened every year in cities around the world to review the plan of action for stabilizing greenhouse gases. Yet, CO2 levels continue to rise. Last year’s conference in Lima, Peru, did little than pave the way for more talking about climate change. Now, the time may be right Although no one would have wished for a scenario where the issues of terrorism and climate change would bump up together as they are in Paris now, it is an awakening. The Paris attacks demonstrate how volatile an unstable world can be. Kudos to France for its decision to soldier on with dealing with two of the world’s biggest problems at this time. This may be the moment when world leaders will be especially motivated to push a real greenhouse-gas-curbing agreement through, when climate-change mitigation is actually still feasible. According to the United Nations Conference on Climate Change, a 2013 meta-study compiled almost 12,000 research abstracts published by over 29,000 researchers between 1991 and 2011. Among them, 3,896 articles stated a position on the causes of global warming over the past 50 years: 97.1 percent of them endorsed the consensus that it is human-caused. So, let’s hope we’re done with banning the language of climate change. Let’s hope we’re done with denying that the planet is warming faster than ever due to human activities. For France, for the world, let’s finally demand that all nations come together to do something about it. If not Paris now, then where and when? Here’s to finding your true places and natural habitats, Candy	<urn:uuid:02117001-d84b-4042-abff-e7af9c7fb5f1>	CC-MAIN-2024-51	https://www.nathab.com/blog/applauding-paris-climate-change-conference-2015-will-go-on/	2024-12-02T08:02:02Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066127282.52/warc/CC-MAIN-20241202064003-20241202094003-00341.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.998125	{ "abbr": [ "by", "by" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Vacuum births and barriers to its use: An observational study in governmental hospitals in Sierra Leone Peer reviewed, Journal article Published version Permanent lenke https://hdl.handle.net/11250/3050385Utgivelsesdato 2022Metadata Vis full innførselSammendrag Objectives Assisted vaginal births (AVD) can prevent unnecessary caesarean sections (CS). The number of CS is increasing rapidly in sub-Saharan Africa; these are still associated with high perioperative mortality rates. The aim of this study is to define the proportion of AVD in governmental hospitals in Sierra Leone and examine barriers to its use. Design Retrospective observational study of AVD between September 2016 and August 2017. Setting A representative selection of Sierra Leonean governmental hospitals (n=11). Participant and intervention (a) Data were collected from labour ward records. (b) Health workers involved in labour management were questioned. Primary and secondary outcome measures (a) Number of spontaneous, assisted vaginal and caesarean births. (b) Potential barriers to use vacuum-assisted births. Results (a) Total annual numbers of registered births, AVD and CS were 16 833, 631 (3.7%) and 4642 (27.6%). The proportion of vacuum births ranged from 0.0% to 5.1% across facilities. The proportion of CS ranged from 6.5% to 33.4%. (b) The most frequently reported reasons for limited vacuum use were lack of equipment (25/72; 35%) and insufficient training (18/72; 25%). Conclusions The proportion of AVD was particularly low in district facilities, and according to healthcare workers this was mostly due to lack of equipment and insufficient training. Implementing relevant training programmes on the use of vacuum devices and increasing the availability of working devices may increase the proportion of vacuum births in government hospitals in Sierra Leone. This could reduce the number of unnecessary CS.	<urn:uuid:3bbca9db-b031-4554-9a3b-bf54b0e661a5>	CC-MAIN-2024-51	https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/3050385?locale-attribute=no	2024-12-03T12:36:57Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc	4.0	a_tag	false	false	false	false	Latn	eng	0.991688	{ "abbr": [ "by-nc" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Please be advised that external sites may have terms and conditions, including license rights, that differ from ours. MIT OCW is not responsible for any content on third party sites, nor does a link suggest an endorsement of those sites and/or their content.	<urn:uuid:80c0048c-3a38-45a1-98e1-48a36521109c>	CC-MAIN-2024-51	https://ocw.mit.edu/courses/18-338j-infinite-random-matrix-theory-fall-2004/resources/jsymeig/	2024-12-03T12:19:42Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc-sa	4.0	json-ld	true	false	false	false	Latn	eng	0.997786	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "json-ld", "a_tag" ], "version": [ "4.0", "4.0" ] }
Prior modules introduced qualitative approaches and methods for study design and data collection. You learned that exploratory and descriptive research questions are often addressed using qualitative methodologies—naturalistic observation, interview, focus group, social network, GIS, or open-ended survey data, to name a few. Qualitative studies do not necessarily test hypotheses about the data (although they can test hypotheses generated by prior theory (Glaser & Struss, 1967). Qualitative studies often use data to develop an understanding of social work problems, social phenomena, or diverse populations. The focus of this chapter is on what investigators do with the collected qualitative data to begin answering their research questions. In this chapter you will learn about: - moving from qualitative data collection to data preparation; - coding qualitative data. Qualitative Data Preparation Investigators engaged in qualitative research are careful to collect data in a manner that preserves, to the closest possible degree, the specific wording and context or what their study participants share. Technology tools can assist in capturing participants’ statements verbatim. For example, digital audio or video recording is possible with small, portable recorders, cell phones, or dictation devices. Digital recording is preferable to recordings based on “tapes” because they are more durable and less vulnerable to accidental destruction. Furthermore, digital software exists to help transcribe these recordings into written text (more about this later). The entire process of data collection and preparation (recording and transcription) needs to be approved by the institutional review board (IRB) for human subject participation and consented to by the study participants. However, seasoned investigators do not rely on technology alone. There exist many painful stories concerning data lost through technology failures: not picking up the narrative in the first place because microphones or cameras were not sufficiently sensitive or were improperly placed, batteries running out, or damaged recording devices; and, including accidentally erased recordings or other epic failures. Audio and video recordings are usually supplemented with field notes—these are written (or typed) either by the person conducting the observation, interview, or focus group, or by a collaborating observer/recorder. It is difficult to effectively play both roles, interviewer and recorder, and maintain strong interview rapport with participants; engaging a collaborator as recorder/note-taker is well-advised. There exists another, important reason for these field notes: they contribute rich descriptive detail about the context of statements made, supplementing the recorded and transcribed participant statements, infusing the record with greater meaning. For example, field notes can clarify who was the speaker when recorded voices sound similar. And, the notes can describe changes in body language, long pauses, facial expressions, making or losing eye contact, or other events that can help investigators interpret meaning from the context of what is said. To demonstrate, consider an early study of children’s emerging sibling relationships (Nadelman & Begun, 1982). The investigators engaged firstborn preschool aged children (2 ½ to 5 years old) from families expecting their second baby in projective doll play, a structured format for observational data. Each of the children, in their own homes, were introduced to the standardized, portable doll house and doll family (parents, child, and baby matching their own race and family composition). What the child said was audio-recorded throughout the doll play session. The investigator also kept field notes describing each child’s behavior with the dolls with comments made every 30 seconds. These field notes were particularly helpful in understanding child utterances, since the children’s language skills were emerging. The notes also explained long silences that occurred when children, upon discovering the toy toilet, ran off to the potty themselves—potty training was an active part of the children’s reality at this age, and a reminder to go was often triggered by play with the toy toilet. Field notes also helped when the doll play sessions were repeated after the birth of the younger sibling. The children often ran to the baby when playing with the doll baby, and the investigators had notes characterizing a child’s touching, eye contact, and other interactions with the real baby brother or sister. Combining these different types of qualitative data allowed investigators to develop a rich description of emerging sibling relationships that extended far beyond the preexisting ‘sibling rivalry’ paradigm. Qualitative Data Transcription. Investigators may choose to work with observational data in real time—coding observed behaviors as they occur. For the sake of reliable and verifiable data, however, they often choose to work from recordings. One challenge with recordings is the necessity to replay them, over and over, to analyze the data. Instead, investigators often choose to work from transcripts of the recorded interview, focus group, or observation sessions; reading the transcript is often faster than repeatedly rewinding and replaying content for coding purposes. As previously noted, however, some of the rich context may be lost in translation from audio or video recording to written transcription. Data transcription is time consuming. Transcribing a one-hour interview could require four or more hours of transcription time—assuming the recording is clear and easy to interpret and there is only one person speaking. It could require upwards of ten hours in real time to transcribe a one-hour group interview (a family with multiple members or a focus group, for example). Digital transcription software can help (e.g., Dragon Speak®) but often introduces inaccuracies, necessitating a great deal of time re-checking the transcription to be certain of its accuracy. These software packages MAY have contractual agreements that violate research standards for confidentiality and data security—reading the fine print before clicking on “ACCEPT” is critical, especially for “free” transcription software packages. Investigators need to consider the relative cost of their own time, the time and experience of study team members, or professional transcription (e.g., ranges $1 to $5 per minute across several websites visited in August, 2018). Furthermore, transcription services need to be approved by the institutional review board (IRB) when a study involving human participants is proposed, and participant consent is required, as well. Try this out for yourself: watch a brief Youtube video, such as “Charlie Bit My Finger—Again.” While listening to the video but not watching the screen, write down everything you hear the children vocalize. Now replay the video, listening while reviewing your transcription. - How accurately did you record the children’s vocalizations? Replay the video again, this time both watching and listening. Compare your audio transcription to what you see and hear–the seeing being a context for what you hear. - How accurately did your audio transcription reflect what happened—the children’s vocalizations and the context? - How much meaning do you think you lost without tone of voice and body language/gestures? - What do you think would improve the quality of the data you transcribed, moving from the video to the written word? Qualitative Data Coding “aims to make sense of and give meaning to the data collected. In general, the process of qualitative data analysis involves the identification and organization of themes or patterns from the words, text, and narratives obtained in the data collection” (Corcoran & Secret, 2013, p. 166). - These programs do not DO the analysis, they support the investigator doing analyses—remember, the investigator is the “tool” for determining themes and codes. - Some programs only assist with text data, others assist with analysis of images and other forms of data, as well (e.g., Dedoose®). - Cloud-based programs and some free packages may have practices that violate data confidentiality or security requirements established by an institutional review board (IRB). Coding and Coding Confirmation As previously noted, an investigator may approach qualitative data with a pre-established list of categories that are applied to the data—deductive or a priori coding. The investigator applies the predetermined coding categories with the data in terms of whether each them appears or, possibly, how frequently the theme appears (depending on the research question). For example, investigators were interested in exploring the nature and extent of personal information shared by adolescents in the MySpace social networking site (Hinduja & Patchin, 2008). The study addressed a widespread concern that individuals were providing information that left them vulnerable to sexual predators. The team began with an a priori coding scheme for the type of information youth publicly post: they conducted a content analysis with a randomly sampled set of 9,282 MySpace profile pages. The coding included first name, full name, birth date, telephone number, address or city/state of residence, school attended, email address, instant messaging screen name, pictures, pictures in swimsuit or underwear, and evidence of alcohol/other substance use. In terms of identification, over 38% of pages sampled provided the adolescent’s first name, almost 9% provided a full name, over 81% provided a city of residence, and almost 28% referenced their school. Furthermore, almost 57% of sampled profiles included a photograph, and over 15% had a friend’s photograph in a swimsuit or underwear, while slightly over 5% had a photograph of themselves in swimsuit/underwear; over 18% presented evidence of alcohol use, 7.5% tobacco use, and 1.7% marijuana use. About 40% of youth set access to “private,” meaning that the other 60% of profiles were potentially viewable by anyone. While single pieces of information alone might not lead to identifying an individual, in combination (especially with pictures included) information shared makes identification and/or personal contact possible. Since this research was completed, public education about safer Internet use may have had an impact on individuals’ posting patterns, and organizations have introduced security measures that may reduce vulnerability. However, concern remains that individuals, including adolescents, are vulnerable to predators or exploitation based on what is shared across public domains of the Internet. Open Coding. In contrast, when investigators approach qualitative data without predetermined or preconceived ideas about categories and themes present in participants’ responses, they engage in open coding (an inductive process). This is the foundation of the qualitative approach called grounded theory. Open coding was defined by Rubin and Babbie (2013) as: A qualitative data processing method in which, instead of starting out with a list of code categories derived from theory, one develops code categories through close examination of qualitative data” (p. 337). Accompanying the investigators’ description of the resulting coding categories is a set of memos, notes, or journaling entries that depict what the investigator was thinking in making these coding decisions. This information helps guide others in how the results emerged to provide transparency and replicability. While qualitative research is science and results in empirical evidence, performing it well can be compared to the art of dance (Engel & Schutt, 2018). This is because it requires the investigator to maintain a state of openness in interpreting the variety of ideas shared by participants while concurrently maintaining objectivity in applying the methods and a subjective awareness and reflection about the dynamic processes by which themes and categories emerge. For example, investigators reported on a study that utilized grounded theory methods to explore the ways that transgender persons are depicted in the media (McInroy & Craig, 2015). They conducted in-depth, semi-structured interviews of several hours length with 19 young adults who self-identify as LGBTQ persons. The interviews were audio-recorded and transcribed; coding of each interview was conducted by three separate coders. The investigators found, first of all, that participants described their experiences with offline media (e.g., television and movies) differently from their experiences with online media (e.g., websites and social media). Transphobic representations (negative reactions or opinions concerning transgender persons) emerged from the thematic coding as an issue with offline media more significantly than issues of homophobia (negative reactions of opinions concerning gay, lesbian, or bisexual persons). The participants also expressed that offline media exhibits very little in the way of positive representations of transgender people; this was experienced as a contrast with more positive representations of LGBTQ persons. The participants also experienced transphobia to a greater extent in the online environment, possibly because of the anonymity allowed in this environment. On the other hand, the online environment offered greater numbers and range of supportive, helpful options for transgender youth. The study authors shared a large number of verbatim quotes from their study participants to demonstrate the coding categories that emerged from the data. Cross-Checking Coding Decisions - data collection - managing and organizing the data - reading and making memo notes about emergent ideas (initial analysis) - describing and classifying codes into themes (data reduction) - developing interpretations (including how themes relate to one another, how they are distinct) - assessing interpretations (how themes/interpretations hold up in other examples, how well other investigators and study participants agree with interpretations) - representing and visualizing the data - presenting an account of the findings. Take a moment to complete the following activity. Chapter Summary In this chapter, you were introduced to general concepts and issues involved in managing and analyzing qualitative data. There exist excellent textbooks and online demonstrations for learning to master these skills. This content also applies to mixed methods research since many aspects of mixed methods data are qualitative.	<urn:uuid:fda7924a-6727-4e9e-9ca9-fd1c25932de4>	CC-MAIN-2024-51	https://ohiostate.pressbooks.pub/swk3401/chapter/module-4-chapter-1-working-with-qualitative-data/	2024-12-03T10:46:25Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc-sa	4.0	json-ld	true	false	false	false	Latn	eng	0.997723	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, false ], "in_head": [ true, false ], "location": [ "json-ld", "a_tag" ], "version": [ "4.0", "4.0" ] }
thumbnail testing by Lazur - uploaded on May 1, 2015, 1:59 am There seem to be a pixelation issue on thumbnails of images in portrait format (and/or with small cliparts as well? Or was that solved already?). These images may point out if there is a problem. Log into OpenClipart - Tags - 2015 Lazur URH clipart issue openclipart raster remix 217882 render renderig test thumbnail thumbnail_issue wave_of_ridiculous_thumbnails_here W.O.R.T.H - Safe for Work? - Yes	<urn:uuid:6eff6ad8-c4ce-42ad-a6a2-80de8cae29ad>	CC-MAIN-2024-51	https://openclipart.org/detail/217883/thumbnail-testing	2024-12-03T11:36:20Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	zero	1.0	json-ld	true	false	false	false	Latn	eng	0.994543	{ "abbr": [ "zero" ], "in_footer": [ false ], "in_head": [ true ], "location": [ "json-ld" ], "version": [ "1.0" ] }
CET PEER-ADVISEMENT TODAY With: Touheda Khanom Status: Closed Session Information: Tuesday [ 9 AM – 12 PM ] & Thursday [ 9 AM – 12 PM ] via Zoom Feel free to post any questions as comments to this post or contact me at my city tech email email@example.com (When you send me an email please send me your EMPLID and a picture of whatever you want to work on.)	<urn:uuid:e16c25c4-effd-4a59-99ca-c15cda698a18>	CC-MAIN-2024-51	https://openlab.citytech.cuny.edu/perkinspeeradvisement/2022/06/07/	2024-12-03T12:01:38Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc-sa	3.0	a_tag	false	true	false	false	Latn	eng	0.993946	{ "abbr": [ "by-nc-sa", "by-nc-sa", "by-nc-sa", "by-nc-sa" ], "in_footer": [ true, true, true, true ], "in_head": [ false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "3.0", "3.0", "3.0", "3.0" ] }
At the end of this chapter you should be able to: - Add -s for the third person singular verb - Write yes/no questions and short answers - Write information questions using wh- question words - Add the plural marker -s ,-es, and -ies to verbs and nouns Recognize and use - the simple present in the affirmative and negative - adverbs of frequency Directions: Ask your partner or group the following questions about your morning routines. A “routine” is a habit you usually do or a series of actions you do regularly. - What do you do before school? - Do you ever wake up late? Do you usually wake up early? - Do you drink coffee or tea in the morning? - Do you do your homework in the morning, in the afternoon, in the evening, or at night? - How long does it take for you to get ready in the morning? - How long does it take you to get to campus? Do you live close or far from campus? - How do you get to campus? Drive? Bike? Bus? Walk? Carpool? Dropped-off? Directions: Read this story out loud with a partner. One person reads a paragraph, then the other person reads the next paragraph. When you are finished, read the story again. This time, read the paragraphs, you did not read. Yuri & Palani Hi! My name is Yuri. I am from Ukraine. I am a student at Clackamas Community College. I have a roommate. His name is Palani. He is from Laos. We live together, but we are very different. I wake up early at 6:00 am. Palani pushes the snooze button on his alarm clock many times, so he wakes up very late. He gets up at 7:30 am. I take a shower in the morning, but Palani takes a shower at night. I take a shower at 6:15 am. He takes a shower at 9:00 pm. I eat breakfast at home, but Palani doesn’t eat breakfast. I make coffee, and I eat cereal for breakfast. I bike to school, but Palani drives to school. I am never late. I leave at 7:30 am. Palani leaves at 7:50 am. I arrive at school early, but Palani arrives late. I arrive at school at 7:45 am. Palani arrives at 8:05 am. Palani sometimes arrives late because he can’t find parking. We are friends, so I always save him a seat next to me. We sit with Jacques and Ana. They arrive early too. Class begins at 8:00 am. How often do you arrive late to class? Are you similar to me, or are you more similar to Palani? Directions: Please write the answers to the questions in complete sentences. 1. What is the name of the man who is talking? ___________________________________________________________________ 2. What is the name of his roommate? ___________________________________________________________________ 3. What is Yuri comparing? ___________________________________________________________________ 4. Who wakes up early? Who wakes up late? ___________________________________________________________________ 5. What time does class begin? ___________________________________________________________________ 6. Who arrives late? Who arrives on time? ___________________________________________________________________ 7. How about you? Are you an early riser or a late riser? ___________________________________________________________________ 8. What time does Yuri wake up? What time does Palani wake up? ___________________________________________________________________ Part 1 Directions: Look at the story about Yuri and Palani. Choose (by underlining or otherwise marking) the verbs you find. Don’t choose the BE verb. We are not studying that verb in this chapter. Part 2 Directions: Complete the table with the verb forms that agree with each subject. Verb \| Subject \| Form \| ---\|---\|---\| 1. wake up \| I \| \| He/Palani \| \|\| 2. take \| I \| \| He/Palani \| \|\| 3. leave \| I \| \| He/Palani \| \|\| 4. arrive \| I \| \| He/Palani \| Directions: Write the correct simple present tense form of the verb (in parentheses) on the line. 1. I (wake up)_________________________ at 6:00 am. 2. He (wake up)_________________________ at 7:30 am. 3. You (eat)_________________________ breakfast on the bus. 4. They (take)_________________________ a shower before bed. 5. He (take)_________________________ a shower in the morning. 6. We (go) _________________________ to a restaurant for lunch. 7. She (have)_________________________ cereal for breakfast. 8. His class at Oregon City (begin)_________________________ at 9:00 am. 9. My classes at Harmony (begin)_________________________ at 6:00 pm. 10. She (wash) _________________________ the dishes in the morning. Uses of the Simple Present The simple present is used for talking about routines, habits, and repeated activities in the present time. We use the simple present to talk about facts, which are always true. Time expressions (e.g., every day, in the summer) and adverbs of frequency (e.g., never, sometimes, always) signal the simple present tense. What is a routine? Something you do every morning, every week, every year. - I brush my teeth two times a day. - You go to the gym three times a week. - He makes breakfast for my children every morning. - She starts work at 7:00 am. - They do laundry every Saturday. What is a habit? Something you do regularly. - My husband reads in bed before he goes to sleep. - My cat wakes me up on Saturdays because he is hungry. What is a repeated action? Action that we do more than once. - I shop at Winco (not every week, but I like to go there). - She wears shorts in the summer. What is a fact? Something that is always true. - The moon revolves around the earth. - She has two children. - Vegetables are healthy. - Water boils at 212 degrees Fahrenheit. Forms of the Simple Present You must add an -s to the verb with the subjects he, she, and it. subject + verb Subject \| Verb \| ---\|---\| I You We They \| walk. \| He She It \| walks. \| Directions: Write the correct form of the verbs in parentheses. 1. Yuri (wake up)______________ at 6:00 am. 2. Palani (drive)______________ to school. 4. Yuri (make)______________ coffee. 5. I (cook)______________ breakfast. 6. She (eat)______________ cereal. 7. Palani (take)______________ a shower in the evening. 8. They (carpool)______________ together. 9. She (ask)______________ for a pencil. 10. Yuri and Palani (attend) ______________ Clackamas Community College. 11. We (attend) ______________ Clackamas Community College. 12. I (take)______________ a shower in the morning. 13. He (make)______________ and (drink)______________ coffee every morning. 14. She never (arrive)______________ late. 15. Class (begin)______________ at 11:30 am. 16. He usually (find)______________ parking easily. 17. Palani (live)______________ with Yuri. 18. They (brush) ______________ their hair in the morning. 19. We (brush)______________ our teeth twice a day. 20. My cats (sleep)______________ all day. Directions: Read the paragraph. Then, listen to your instructor read the paragraph. Listen for the verbs and write them on the line. Listen closely for the correct form of the verb. Ana and Pedro’s Morning Routine Ana and Pedro (1)__________ at 6:00 am. Ana (2)__________ coffee. Her brother, Pedro, (3)__________breakfast. She (4)__________a shower at 6:30 am. Her brother (5)__________ a shower at 7:00 am. They (6)__________ and (7)__________ their teeth. Ana (8)__________ the cat. Ana (9)__________ her hair and (10)__________ makeup. Pedro (11)__________ his hair. Ana’s book bag (12)__________ready. Pedro (13)__________ his books in his backpack. Ana (14)__________lunches. Class (15)__________ at 9:00 am. Ana and Pedro (16)__________ the house at 8:30 am. They (17)__________ at school at 8:45 am. Ana (18)__________ out books from the college library before class. She always (19)__________ good books to read. Ana and Pedro (20)__________ to class at 8:55 am. Their first class (21)__________ at 10:50 am. Part 1 Directions: Interview your partner. 1. Where do you live? ___________________________________________________________________ 2. What time do you wake up? ___________________________________________________________________ 3. When do you eat breakfast? ___________________________________________________________________ 4. What do you eat for breakfast? ___________________________________________________________________ 5. How do you get to school (walk, bus, car, etc.)? ___________________________________________________________________ 6. What time do you go to school? ___________________________________________________________________ 7. What time do you get home? ___________________________________________________________________ 8. When do you go to bed? ___________________________________________________________________ Part 2 Directions: Write 8 sentences about your own daily routine using the same questions. 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 5. ________________________________________________________________ 6. ________________________________________________________________ 7. ________________________________________________________________ 8. ________________________________________________________________ Part 3 Directions: Share and compare your daily activities. Read your sentences to your partner. Your partner reads to you. See if you have the same (or different) daily activities. Part 4 Directions: Your instructor will give you a Venn Diagram to complete. Write sentences about yourself where it says You. Write sentences about your partner where it says Partner. If you and your partner have any activities that are the same, write them where it says both. Adverbs of Frequency with the Simple Present Adverbs of frequency (AoF) let us talk about how often we do something. How often do you come to class? I always come to class! How often do you shop at Fred’s? I often shop at Fred’s. Study the chart below to learn the meanings of the following adverbs. Adverb \| Frequency \| ---\|---\| always \| 100% \| usually \| 70-90% \| often \| 50-60% \| sometimes \| 30-40% \| seldom/rarely \| 10-20% \| never \| 0% \| Adverbs of Frequency (AoF) with the BE Verb With the BE verb, the AoFs are added between BE and the rest of the sentence. You will see in the next section that this is different with other verbs. subject + BE + AoF + rest of sentence Subject \| BE \| AoF \| Rest of Sentence \| ---\|---\|---\|---\| I \| am \| never \| late. \| He She It \| is \| always \| on time. \| You We They \| are \| sometimes \| early. \| Directions: Put the correct form of the BE verb followed by the AoF on the line. 1. I (be/always) _____________________________________ late. 2. He (be/never) _____________________________________ on time. 3. She (be/often) _____________________________________ busy on Saturday. 4. It (be/never) _____________________________________ cold in August. 5. You (be/usually) _____________________________________ cold in the morning. 6. We (be/never) _____________________________________ hungry in the morning. 7. They (be/seldom) _____________________________________ tired at 9:00 pm. 8. You (be/rarely) _____________________________________ late for school. 9. He (be/sometimes) _____________________________________ tired after work. 10. It (be/usually) _____________________________________ sunny in Los Angeles. 1. Class (usually)___________________________ interesting. 2. They (often)___________________________ busy. 3. I (always)___________________________ friendly. 4. You (never)___________________________ hungry after lunch. 5. She (always)___________________________ hungry at 3:00 pm. 6. He (rarely)___________________________ on time for class. 7. They (sometimes)___________________________ confused in class. 8. You (often)___________________________ sleepy. Adverbs of Frequency with Other Verbs When we look at the sentences in Activity 3.9, we see that we are saying how often something happens. An adjective follows the adverb of frequency (AoF). AoFs give more information about a person or a situation. For example, they show how often we are hungry, tired, late, busy, or on time. But, what if we want to say how often we do some activity? In that case, we don’t use the BE verb. We use another verb, like eat, sleep, cook, drive, or talk. Instead of adding the AoF after the verb, like we did with the BE verb, we add it before the verb. We do this because we are saying how often the activity of the verb happens. subject + AoF + verb + rest of sentence Subject \| AoF \| Verb \| Rest of Sentence \| ---\|---\|---\|---\| I \| always \| eat \| breakfast. \| He She It \| usually \| does \| his own laundry. \| You We They \| never \| walk \| to school. \| We use the AoF to talk about how often or how frequently something happens. How often do you eat breakfast? I always eat breakfast. In the sentence above, we are saying how often we eat breakfast (always). How often does he cook dinner? He usually cooks dinner. In the sentence above, we are saying how often he cooks dinner. (usually). How often do they walk to school? They never walk to school. In the sentence above, we are saying how often they walk to school (never). Directions: Write the Adverb of frequency (AoF) and the verb in the correct form on the line. When we use any verb except the BE verb, the AoF goes before the verb. 1. I (never/eat) ___________________ breakfast. 2. You (often/do) ___________________ laundry on Saturdays. 3. He (usually/swim) ___________________ on weekends. 4. She (never/sing) ___________________ karaoke. 5. It (rarely/rain) ___________________ in July. 6. They (seldom/watch) ___________________ movies. 7. We (always/do) ___________________ our homework. 8. She (sometimes/make)___________________ the bed. Directions: Put the AoF and the verb in the correct order. 1. usually Ana and Pedro (wake up) _______________________________ at 6:00 am. 2. always Our class (start) _________________________________________ at 6:00 pm. 3. rarely The college (cancel) ________________________ classes because of snow. 4. usually The teacher (give) ____________________________________ us homework. 5. often Vegetarians (eat) ________________________________________ vegetables. 6. never The students (sleep) ____________________________________ during class. 7. sometimes Ana (make) _________________________________________ lunch for Pedro. 8. always Students (speak) ____________________________________ English in class. How often do you… \| always \| usually \| often \| sometimes \| seldom / rarely \| never \| ---\|---\|---\|---\|---\|---\|---\| wake up before 7:00 am? \| \|\|\|\|\|\| eat breakfast? \| \|\|\|\|\|\| fall asleep before 11:00 pm? \| \|\|\|\|\|\| drive to work? \| \|\|\|\|\|\| do laundry on the weekend? \| eat dinner before 6:00 pm? \| sleep in on Sundays? \| \|\|\|\|\|\| go grocery shopping on the weekdays? \| come to class on time? \| \|\|\|\|\|\| do your homework before class? \| Part 2 Directions: Choose 5 of the questions (and answers) from Part 1. On your own lined paper, use the answers to write sentences about your classmate’s activities. Remember to use adverbs of frequency. Turn this in to your teacher. Write your name, the date, and Activity 3.12 on the top of your paper. Directions:The purpose of this game is to practice using adverbs of frequency. Your teacher will give you some AoF game cards (often, sometimes, never). - Stand up and find a partner. - Ask your partner a question. Begin the sentence “How often…” - The partner answers the question using an AoF. - If your partner answers your question using the AoF that you have in your hand, give your partner the card. - If your partner answers using an AoF that you don’t have, then change to another student and try again. - You can only ask two questions before you need to change partners. - You can only talk to the same person after you have talked with all your other classmates. - Talk to as many partners as you can. When you have no more cards, sit down. The goal of the game is to give away all of your cards. Student 1: How often do you eat french fries for breakfast? Student 2: I never eat french fries for breakfast. (Student 1 gives the card saying “never” to Student 2) Student 1: How often do you do your homework? Student 2: I usually do my homework. (Student 1 doesn’t have a ”usually” card. Student 1 changes partners and tries again.) Ideas for Questions: How often do you… wash your hair? buy a car? eat at a restaurant? call your brother? walk to school? Pronunciation and Spelling: Adding -s and -es We add -s and -es for two reasons: 1. The word is a noun, and we are making it plural. 2. The word is a verb, and it agrees with the subject (he, she, or it–3rd person singular) Pronunciation In English the same letters can have different sounds. For example, the letter “c” can sound like /k/ in cat, but it can also sound like /s/ in ice. For words that end in -s or -es, there are three different sounds: /s/, /z/, and /ɪz/. We can predict how the -s or -es ending will sound by the last sound of the word before we add the -s or -es ending. If the word ends with these sounds: \| This is the sound made by adding -s or -es: \| Examples \| ---\|---\|---\| /f/ /k/ /p/ /θ/ or /t/ \| → /s/ \| laughs, drinks, sleeps, births, writes, gets \| /b/ /d/ /g/ /l/ /m/ /n/ /ŋ/ /r/ /v/ /ð/ and all vowel sounds \| → /z/ \| grabs, rides, hugs, comes, runs, sings, lives, sees, goes, plays, buys, studies \| /ʤ/ /z/ /ks/ /s/ /tʃ/ or /ʃ/ \| → /ɪz/ \| changes, quizzes, fixes, kisses, uses, teaches, pushes \| /θ/=th as in bath /ð/=th as in that /ʤ/=j as in judge /tʃ/=ch as in church /ʃ/=sh as in wash Target Word \| Ending Sound (Circle your choice) \| ---\|---\| 1. teaches \| /s/ /z/ /ɪz/ \| 2. teachers \| /s/ /z/ /ɪz/ \| 3. asks \| /s/ /z/ /ɪz/ \| 4. kicks \| /s/ /z/ /ɪz/ \| 5. does \| /s/ /z/ /ɪz/ \| 6. reads \| /s/ /z/ /ɪz/ \| 7. watches \| /s/ /z/ /ɪz/ \| 8. begins \| /s/ /z/ /ɪz/ \| 9. pushes \| /s/ /z/ /ɪz/ \| 10. listens \| /s/ /z/ /ɪz/ \| 11. She works at a hospital. \| /s/ /z/ /ɪz/ \| 12. He lives with his sister. \| /s/ /z/ /ɪz/ \| 13. He puts the book on the table. \| /s/ /z/ /ɪz/ \| 14. She goes to school four nights a week. \| /s/ /z/ /ɪz/ \| 15. He cooks for her in the evening. \| /s/ /z/ /ɪz/ \| 16. We need boxes to move house. \| /s/ /z/ /ɪz/ \| 17. The mom buys groceries after class. \| /s/ /z/ /ɪz/ \| 18. The mom buys groceries after class. \| /s/ /z/ /ɪz/ \| 19. I sweep up the leaves on the sidewalk. \| /s/ /z/ /ɪz/ \| 20. The boys play soccer in the park. \| /s/ /z/ /ɪz/ \| Directions: Listen to the teacher say a list of words and then sentences. You will hear each word or sentence two times. Decide if the ending sound is /s/, /z/, or /ɪz/ and choose (by circling or otherwise marking) your choice. 1. /s/ /z/ /ɪz/ 2. /s/ /z/ /ɪz/ 3. /s/ /z/ /ɪz/ 4. /s/ /z/ /ɪz/ 5. /s/ /z/ /ɪz/ 6. /s/ /z/ /ɪz/ 7. /s/ /z/ /ɪz/ 8. /s/ /z/ /ɪz/ 9. /s/ /z/ /ɪz/ 10. /s/ /z/ /ɪz/ 11. /s/ /z/ /ɪz/ 12. /s/ /z/ /ɪz/ 13. /s/ /z/ /ɪz/ 14. /s/ /z/ /ɪz/ 15. /s/ /z/ /ɪz/ Part 1 Directions: Identify which of the three ending sounds (/s/, /z/, or /ɪz/) is at the end of each of the target words. Write the sound symbol on the line. /s/ /z/ /ɪz/ 1. changes _____ 2. crabs _____ 3. dishes _____ 4. touches _____ 5. helps _____ 6. books _____ 7. pencils _____ 8. sleeps _____ 9. mixes _____ 10. kisses _____ 11. The students eat breakfast. _____ 12. My sister walks her dog. _____ 13. The dogs eat peanut butter. _____ 14. The student catches the bus. _____ 15. I have three cats. _____ 16. Most teachers have pets. _____ 17. She writes a book. _____ 18. Natasha buys food. _____ 19. Yuri wakes up on time. _____ 20. She sees her daughter. _____ Part 2 Directions: With a partner, say the word or sentence. Your partner will point to the sound they hear. Spelling Rule 1: If a word ends in /s/, /z/, /ch/, /sh/ or /x/ sound → add -es Only add -es for the he/she/it form of the verb (third person singular). watch → watches wash → washes kiss → kisses I pass out papers. → She passes out papers. I wash the dishes. → He washes the dishes. Directions: Write the correct form of the verb in parentheses on the lines. 1. (watch) I __________ TV in the morning, but she ________ TV at night. 2. (wash) They ________ dishes together after dinner. He ________ dishes on weekends. 3. (fix) My father and I _________ cars together. My husband ________ the bicycle. 4. (teach) They ________ their daughter Ukrainian. Eva ________ her son Amharic. 5. (brush) I ________ my teeth twice a day. He _______ three times a day. 6. (kiss) She _______ her husband in the morning. I ________ my children before bed. 7. (stretch) I always ________ before exercise. Viktor ________ after exercise. 8. (guess) I never ________ the answer, but Tatiana often ________ the answer. 9. (mix) She ________ Spanish and English. They _______ English and Ukranian. 10. (splash) The kids ______ in the bathtub. My daughter always ________, too. 11. (cash) I ______ my check at the bank. He _________ his check too. 12. (latch) I ________ my screen door. She ________ her screen door. 13. (notice) I always ________ mistakes. She never ________ mistakes when she writes. 14. (touch) He ________ the door. We ________ the window. 15. (brush) They ________ their hair once a day. He _________ his hair three times a day. 16. (pass) She ________ all her classes. They ________ their ESL classes. 17. (ask) I ________ for vegetarian food. Natasha ________ for Ukrainian food. 18. (ask) He ________ a question. We ________ to play a game. 19. (watch) She ________ Jackie Chan movies. They ________ Jet Li movies. 20. (dance) I ______ twice a week. He ________ once a week. Directions: Read the story. Then listen to your teacher read the story. Listen for the missing words and write them on the line. Remember that the subject and the verb of a sentence have to agree. If they don’t agree, you should listen again. Some verbs end in -s and some verbs end in -es. Viktor and Tatiana Viktor and Tatiana (1)_________ married. They (2)_________ English at Clackamas Community College. They (3)_________ from Ukraine. Tatiana sometimes (4)_________ angry with Viktor because he doesn’t help around the house. Tatiana (5)_________ dinner and Viktor (6)_________ TV. Tatiana (7)_________ the house, and Viktor (8)_________ English. Then Tatiana remembers that Viktor (9)_________ the car while she (10)_________ books. In the grocery store, he always (11)_________ the shopping cart. He (12)_________ for her when she is sick. He also (13)_________ the socks when they (14)_________ movies at home. On school nights, Viktor (15)_________ the dishes after Tatiana cooks. He (16)_________ her every day when they leave the house, and he (17)_________ her every night before they (18)_________ asleep. Then Tatiana isn’t angry anymore. Rule 2: If a word ends in a consonant plus -y, change -y to i and add -es. If the word ends in a vowel plus -y, just add -s. Consonant + -y Change -y to i and add -es cry → cries study → studies Vowel + -y Add -s pay → pays buy → buys Directions: Write the correct form of the verb on the line in the sentences below. 1. (study) I ___________ in the morning, but he ___________ at night. 2. (worry) He ___________ about money. I ___________ about him. 3. (cry) The cat ___________ when I leave. The babies ___________ all the time. 4. (play) She ___________ piano. We ___________ violin. 5. (pay) I ___________ for groceries with a credit card. Tatiana ___________ with cash. 6. (stay) He ___________ after class for help. They ___________ after class to talk. 7. (stay) She ___________ at a hotel. I ___________with my mom. 8. (worry) My husband ___________ about school. I ___________ about our health. 9. (enjoy) We ___________ playing board games. He ___________ online games. 10. (say) They ___________ they are busy Friday, but she ___________ Friday is ok. 11. (fly) A bird ___________ south in winter. Birds ___________ north for the summer. 12. (buy) They ___________ paper online. She ___________ supplies at the store.. 13. (fly) He ___________ to Paris today. I ___________ to Denver tomorrow. 14. (study) We ___________ before vocabulary tests. She ___________ for grammar. 15. (pay) He ___________ for 2 classes. I ___________ for 3 classes. 16. (try) I ___________ to study 3 times a week. She ___________ to study every day. Using Infinitives with Like, Want, & Need Some verbs can be combined with an infinitive (to + verb) to express a different meaning or opinion about the activity. Verb \| Meaning \| ---\|---\| like + to ski (Infinitive) \| This shows an activity that is pleasurable or fun. Example: I like to ski. \| want + to go (Infinitive) \| This shows an activity that I have a desire to do. Example: I want to go to a movie. \| need + to finish (Infinitive) \| This shows an activity that I have to do. Example: I need to finish my homework. \| Part 1 Directions: Complete the sentences by writing like, want, or need on the line. 1. I ___________ to pay my rent. 2. She ___________ to study for the test. 3. They ___________ to buy a diamond necklace. 4. You ___________ to have an expensive new car. 5. I ___________ to read a book before bed to help me sleep. 6. You ___________ to do your homework. 7. We ___________ to eat dessert first. 8. I ___________ to sleep until 10:00 am, but I __________ to get up because work starts at 7:00 am. Negatives with the BE Verb Directions: Make these sentences negative by adding not after the verb. 1. She is a hairdresser. ___________________________________________________________________ 2. He is busy today. ___________________________________________________________________ 3. They are from Colombia. ___________________________________________________________________ 4. He is a contractor. ___________________________________________________________________ 5. It is sunny. ___________________________________________________________________ 6. They are students. ___________________________________________________________________ 7. He is a teacher. ___________________________________________________________________ 8. The dog is in the garden. ___________________________________________________________________ Negatives with All Other Verbs Using Auxiliary Verbs There are three auxiliary verbs in English: BE, DO, and HAVE. We will learn about BE and DO in this class. We will learn about using HAVE as an auxiliary in the next level. You have already seen the first of our three auxiliary verbs, BE, in Chapter 2. We combine the BE verb with the -ing form of the verb to create the present progressive (an action happening now). When we make negative sentences with other verbs, we use the auxiliary verb, DO. It has two forms: do and does. The negative not comes after do or does and is followed by the base form of the main verb. The base form is the infinitive without the to. Instead of “to sing” (infinitive), the base form is sing. Do not add -s to the base verb. Let’s look at an example sentence. subj do/does neg. base verb rest of sentence He does not sing in the shower. - He is the subject - Does is the auxiliary verb. Do/Does agrees with the subject (3rd person singular: add -es). - Sing is the main verb in the base form. Do not add -s to the main verb. subject + auxiliary DO + not + base form + rest of sentence Subject \| Auxiliary DO \| Negative \| Base Form of Main Verb \| Rest of Sentence \| ---\|---\|---\|---\|---\| I You We They \| do \| not \| drink \| coffee after 5:00 pm. \| He She It \| does \| Negative Contractions To make negative contractions, we contract the auxiliary verb and the negative. Subject \| Auxiliary DO + not \| ---\|---\| I You We They \| do not = don’t \| He She It \| does not = doesn’t \| Directions: Choose the correct form, and then write the contraction on the line. Remember that the auxiliary DO (do/does) has to agree with the subject. 1. The teacher do not / does not eat meat. ___________________ 2. I am a homemaker. I do not / does not work outside my home. ___________________ 3. She is a driver. She do not / does not work in an office. ___________________ 4. He is a vegetarian. He do not / does not eat meat. ___________________ 5. They do not / does not drink coffee in the evening. ___________________ 6. Palani do not / does not like to wake up early. ___________________ 7. Yuri do not / does not want to come to school late. ___________________ 8. Yuri do not / does not press snooze on his alarm clock. ___________________ 9. They do not / does not have the same habits. ___________________ 10. It do not / does not look like a good book. ___________________ 11. The students do not / does not do their homework. ___________________ 12. He do not / does not get good grades on tests. ___________________ Directions: Write the correct form of do or does on the line. 1. (do/sing) She ___________ not ___________ in public. 2. (do/write) They ___________ not ___________ on the wall. 3. (do/drive) He ___________ not ___________ for a job. 4. (do/ask) You ___________ not ___________ for a diamond ring. 5. (do/play) We ___________ not ___________ guitar. 6. (do/like) The dog ___________ not ___________ my cat. 7. (do/type) She ___________ not ___________ fast. 8. (do/read) He ___________ not ___________ online. Directions: Make these sentences negative. Use full forms for numbers 1-5 and contractions for numbers 6-10. 1. I go to work at 3:00 pm. ___________________________________________________________________ 2. She wants to eat Chinese food. ___________________________________________________________________ 3. They have two children. ___________________________________________________________________ 4. He has a dog and two cats. ___________________________________________________________________ 5. You need to stand in line. ___________________________________________________________________ 6. She finishes her homework. ___________________________________________________________________ 7. I eat breakfast. ___________________________________________________________________ 8. You drink coffee. ___________________________________________________________________ 9. He drinks diet soda. ___________________________________________________________________ 10. My car has red seats. ___________________________________________________________________ Part 1 Directions: Use the sentences below to interview your partner. Take notes on your own lined paper. Student A: Tell me a food you don’t like. Student B: I don’t like eggs. 2. Tell me a movie you don’t like. 3. Tell me a place you don’t like. 4. Tell me a sport you don’t like. 5. Tell me a color you don’t like. 6. Tell me a singer or band you don’t like. 7. Tell me a type of music you don’t like. 8. Tell me a book you don’t like. Part 2 Directions: Now, write 5 sentences about your partner. Use your notes to help you. Write your partner’s answers in FULL sentences. 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 5. ________________________________________________________________ Yes/No questions mean that the answer to the question is either yes or no. These questions don’t use wh- question words. Remember, when we use an auxiliary verb, the main verb is in the base form. The auxiliary verb goes before the subject and the main verb goes after the subject. auxiliary DO + subject + base verb + rest of sentence Auxiliary DO \| Subject \| Base Form of Main Verb \| Rest of Sentence \| ---\|---\|---\|---\| Do \| I you we they \| eat \| breakfast? \| Does \| he she it \| Short Answers Short answers are quick answers to yes/no questions. Remember that if the question uses the BE verb, use the BE verb in your answer. If the auxiliary DO is used in the question, then use DO in the answer. Do you have cats? Yes, I do. Are you a teacher? Yes, I am. Affirmative \| Negative \| \|\|\|\| ---\|---\|---\|---\|---\|---\| Yes, \| I you we they \| do. \| No, \| I you we they \| do not. OR don’t. \| he she it \| does. \| he she it \| does not. OR doesn’t. \| Do you drink coffee in the morning? Yes, I do. Does he drink coffee in the morning? No, he doesn’t. Directions: Complete the questions with the missing auxiliary verb and subject. A: Does she wake up early? B: No, she doesn’t. 1. A:___________________ do her homework every day? B: Yes, she does. 2. A:___________________ wash the dishes after dinner? B: Yes, he does. 3. A:___________________ eat dinner together? B: Yes, they do. 4. A:___________________ work late every day? B: No, she doesn’t. 5. A:___________________ drive to school? B: Yes, he does. 6. A:___________________ study vocabulary? B: Yes, I do. 7. A:___________________ eat lunch at home? B: No, we don’t. 8. A:___________________ ask questions? B: Yes, she does. 9. A:___________________ practice English at the grocery store? B: Yes, I do. 10. A:___________________ do laundry on Saturdays? B: Yes, he does. Information Questions in the Simple Present We have seen several lists of wh-question words in previous chapters. Here is a bigger list. You can practice making questions with the new words and review the ones you have seen in Chapters 1 and 2. Wh- Question Word \| Asks about... \| Example Question \| ---\|---\|---\| Who \| a person \| Who is your teacher? \| What \| information \| What is your name? \| Where \| location \| Where are you from? \| When What time \| Time (specific and general) \| When is your birthday? What time is your class? \| Why \| a reason \| Why are you late? \| How \| directions, process, or means \| How do you get home? \| How many \| a number \| How many children do you have? \| How often \| frequency \| How often do you drink coffee? \| How much \| an amount or money \| How much is our textbook? \| What kind \| one from a group \| What kind of fruit do you like? \| What time asks about specific time. When asks about general time. What time does class start? Class starts at 9:00 am. When is your birthday? My birthday is in August. We form information questions (sometimes called wh- questions) the same as yes/no questions. Add the question word (who, what, where, when, what time, etcetera) to the beginning of the question. wh- + auxiliary DO + subject + main verb Wh- Question Word \| Auxiliary DO \| Subject \| Base Form Main Verb \| ---\|---\|---\|---\| Who What Where When What time Why How How many How often How much \| do \| I you we they \| see? eat? drive? write? \| does \| he she it \| Directions: Choose the correct question word. 1. Who/What is your teacher? My teacher is Susan. 2. Where/What is your address? My address is 19 Molalla Ave, Oregon City. 3. Where/When do you wake up? I wake up at 7:30 am. 4. Why/Who do you have an umbrella? Because it’s raining. 5. How/Where do you take ESL? I take ESL classes at CCC. 6. When/What do you work? I work at 5:00 pm. 7. Why/How do you get to school? I take the bus. 8. What/How do you cook hotdogs? I boil them, but some people grill them. 9. How much/How often milk do you want? I want 1 cup. 10. How many/Why cookies do you want? I want 2 dozen. Directions: Fill in the blank with the correct question word. 1. A:___________ do you go to work? B: I go to work at 5:00 am. 2. A:___________ is he wearing a sweater? B: He’s cold. 3. A:___________ do you study vocabulary? B: I use vocabulary cards. 4. A:___________ are they from? B: They’re from Italy. 5. A:___________ are you doing? B: I’m doing my homework. 6. A:___________ often do you sleep in? B: I sleep in on Saturdays. 7. A:___________ time does class start? B: Class starts at 6:00 pm. 8. A:___________ do you study? B: I study at the library. 9. A:___________ is your favorite actor? B: My favorite actor is Brad Pitt. 10. A:___________ many classes do you take? B: I take three classes each term. Directions: Your instructor will give you a worksheet that you can use to interview a classmate. - Match the wh-question word with the question. You can only use a word one time. - When you finish matching you will have 10 questions and 10 answers. Choose 5 questions to ask your classmate. - Write the answers to the 5 questions below. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________ Directions: There are 10 mistakes in the paragraph below. Find the mistakes with the simple present, adverbs of frequency, negative sentences, or -s / -es endings and correct them. My name is Jacques. I lives next to Yuri and Palani. I am a student at CCC also. I arrive always early to class. My brother drive me to school. I do not drives. I eat lunch with my friends. We eat often at Ana and Pedro’s house. I doesn’t cook. After class, always I study in the library. I finishes my homework in the afternoon. I study with my friend. My friend Palani finish his homework at night. I live with my family. My mother cook dinner for the family. She wash the dishes after dinner. I dry them. Directions: Rewrite these sentences to include the adverb of frequency (AoF) in parentheses. 1. (usually) We eat dinner outside in summer. ___________________________________________________________________ 2. (always) I wear slippers in the house. ___________________________________________________________________ 3. (never) My family wakes up early. ___________________________________________________________________ 4. (sometimes) My friends and I watch movies on Fridays. ___________________________________________________________________ 5. (rarely) We eat uncooked food. ___________________________________________________________________ 6. (often) They are late to class. ___________________________________________________________________ 7. (never) I finish my homework on the computer. ___________________________________________________________________ 8. (seldom) She takes her dog to the dog park. ___________________________________________________________________ 9. (usually) You are on time. ___________________________________________________________________ 10. (rarely) She eats fast food. ___________________________________________________________________ 11. (never) It snows in August. ___________________________________________________________________ 12. (always) It rains in October. ___________________________________________________________________ 13. (often) We have homework. ___________________________________________________________________ 14. (never) They forget books at home. ___________________________________________________________________ Directions: Write the question on the line below. Use the answer for extra information. Some questions are wh-questions, and some are yes/no questions. 1. A: ______________________________________________________________ B: I wake up at 8:00 am. 2. A: ______________________________________________________________ B: Yes, I do (I have a dog.) 3. A:_______________________________________________________________ B: My birthday is in August. 4. A: ______________________________________________________________ B: No, I don’t. (I don’t do my homework in the morning.) 5. A: ______________________________________________________________ B: I take a shower in the morning. 6. A: ______________________________________________________________ B: I arrive early for class. 7. A: ______________________________________________________________ B: He drives to school. 8. A: ______________________________________________________________ B: He washes the dishes every day. 9. A: ______________________________________________________________ B: Yes, I do. (I exercise 3 times a week.) 10. A: ______________________________________________________________ B: I eat fast food once a month. Directions: Write a paragraph comparing your daily schedule with a partner’s daily schedule. Use the simple present tense, adverbs of frequency, and time expressions. Pre-writing: - Write 6 questions to ask your partner. Use 6 different wh-question words. There is a place to write each question in the chart that follows. - Answer the 6 questions for yourself. - Choose a partner, ask your questions, and then write down your partner’s answers. Question \| My Answer \| Partner’s Answer \| ---\|---\|---\| 1. \| \|\| 2. \| \|\| 3. \| \|\| 4. \| \|\| 5. \| \|\| 6. \| Format: - Use your own 8.5″ x 11″ lined paper. Do not use other paper sizes, please. - Heading: Put your full name, the due date, and Ch. 3 Writing Assignment at the top of your paper. Your instructor will tell you where the heading goes (left or right side). - Indent the first sentence, skip lines (double space), and leave a 1-inch margin on the sides and bottom. Writing and Grammar: - First sentence: begin writing by using this topic sentence: [Partner’s name] and I are classmates, but we are very different. - In your sentences, write your answer and your partner’s answer. - Use 3 adverbs of frequency. - Write 2 negative sentences. - Use full forms; do not use contractions. - Use capital letters and punctuation correctly. - Use the rubric below to check your work. Model Paragraph: My partner and I are classmates, but we are very different. I get up very early at 5:00am. My partner doesn’t get up early. She often gets up at 9:00am. I usually drink coffee in the morning, but my partner doesn’t like coffee. She likes tea instead. I have two children, so I am busy with them. My partner is married, but she doesn’t have any children. I leave for school at 8:30am. My partners never goes straight to school. She goes to her parents house first. She always helps them because they are very old. My parents are still young at age 50 and 55. Assignment Rubric: Heading: Full Name, Due Date, Ch. 3 Writing Assignment \| 1 point \| ---\|---\| Format: Indent, double space, margins \| 1 point \| Your paragraph has at least 10 sentences \| 1 point \| Every sentence has a subject and verb, & they agree \| 1 point \| There are 3 adverbs of frequency \| 3 points \| There are 2 negative sentences \| 4 points \| Correct use of spelling \| 1 point \| Correct use of capital letters \| 1 point \| Correct end punctuation \| 1 point \| Total \| 14 points \| These were our goals at the beginning of Chapter 3: At the end of this chapter you will be able to: - Add -s for the third person singular verb - Write yes/no questions and short answers - Write information questions using wh- question words - Add -s , -es, and -ies to verbs and nouns Recognize and use - the simple present in the affirmative and negative - adverbs of frequency Directions: Choose yes if you think you achieved the goals or no in the table below if you think you did not achieve the goals. Then, write an example of the goal in the last column. I can… \| I achieved this goal: \| My example: \| ---\|---\|---\| add -s for 3rd person singular \| yes no \| He walks. \| write an affirmative sentence in the simple present \| yes no \| write a negative sentence in the simple present \| yes no \| write yes/no questions using the simple present \| yes no \| answer yes/no questions using short answers \| yes no \| make information questions using wh- question words \| yes no \| use AoF with the simple present \| yes no \|	<urn:uuid:13aa0068-3743-4e2d-8feb-ef006a0d20b6>	CC-MAIN-2024-51	https://openoregon.pressbooks.pub/explorations1/chapter/chapter-3/	2024-12-03T12:38:08Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc-sa	4.0	json-ld	true	false	false	false	Latn	eng	0.997724	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, false ], "in_head": [ true, false ], "location": [ "json-ld", "a_tag" ], "version": [ "4.0", "4.0" ] }
Open/Close Toolbox Format: Photographs Menu Click on the image to add a tag or press ESC to cancel a tag or press ESC to cancel loading google map.... Car smash, 1961 (January 1961). Pae Korokī, accessed 04/12/2024, https://paekoroki.tauranga.govt.nz/nodes/view/738	<urn:uuid:640a1e44-6e33-4bf2-981f-d20e32f30bc3>	CC-MAIN-2024-51	https://paekoroki.tauranga.govt.nz/nodes/view/738	2024-12-03T12:01:08Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc	4.0	a_tag	false	false	false	false	Latn	eng	0.877032	{ "abbr": [ "by-nc" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Skip to main content An initiative of the South Australian Maritime Museum Toggle navigation Ships People Ports Photos About Log in My Archive Log in Primary tabs Create new account Log in (active tab) Request new password Username * Password * Log in	<urn:uuid:b6b2b218-7d10-4df9-8bad-69ec2d13067d>	CC-MAIN-2024-51	https://passengers.history.sa.gov.au/user/login?current=node/988478	2024-12-03T11:26:43Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by	3.0	a_tag	false	true	false	false	Latn	eng	0.880453	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
Medium Privacy Policy You can see our previous Privacy Policy here. This Privacy Policy explains how A Medium Corporation (“Medium,” “we,” or “us”) collects, uses, and discloses information about you. This Privacy Policy applies when you use our websites, mobile applications, and other online products and services that link to this Privacy Policy (collectively, our “Services”), contact our customer service team, engage with us on social media, or otherwise interact with us. We may change this Privacy Policy from time to time. If we make changes, we will notify you by revising the date at the top of this policy and, in some cases, we may provide you with additional notice (such as adding a statement to our website or providing you with a notification). We encourage you to review this Privacy Policy regularly to stay informed about our information practices and the choices available to you. CONTENTS - Collection of Information - Use of Information - Sharing of Information - Third-Party Embeds - Transfer of Information to the United States and Other Countries - Your Choices - Your California Privacy Rights - Additional Disclosures for Individuals in Europe - Contact Us COLLECTION OF INFORMATION Information You Provide to Us We collect information you provide directly to us. For example, you share information directly with us when you create an account, fill out a form, submit or post content through our Services, purchase a membership, communicate with us via third-party platforms, request customer support, or otherwise communicate with us. The types of personal information we may collect include your name, display name, username, bio, email address, business information, your content, including your avatar image, photos, posts, responses, and series published by you, and any other information you choose to provide. In some cases, we may also collect information you provide about others, such as when you purchase a Medium membership as a gift for someone. We will use this information to fulfill your request and will not send communications to your contacts unrelated to your request, unless they separately consent to receive communications from us or otherwise engage with us. We do not collect payment information through our Services. We rely on third parties to process payments in connection with our Services. Any information you provide to facilitate such a payment is subject to the third-party payment processor’s privacy policy, and we encourage you to review this policy before you provide any information to the payment processor. Information We Collect Automatically When You Interact with Us In some instances, we automatically collect certain information, including: - Activity Information: We collect information about your activity on our Services, such as your reading history and when you share links, follow users, highlight posts, and clap for posts. - Transactional Information: When you purchase a membership, we collect information about the transaction, such as subscription details, purchase price, and the date of the transaction. - Device and Usage Information: We collect information about how you access our Services, including data about the device and network you use, such as your hardware model, operating system version, mobile network, IP address, unique device identifiers, browser type, and app version. We also collect information about your activity on our Services, such as access times, pages viewed, links clicked, and the page you visited before navigating to our Services. - Information Collected by Cookies and Similar Tracking Technologies: We use tracking technologies, such as cookies and web beacons, to collect information about you. Cookies are small data files stored on your hard drive or in device memory that help us improve our Services and your experience, see which areas and features of our Services are popular, and count visits. Web beacons (also known as “pixel tags” or “clear GIFs”) are electronic images that we use on our Services and in our emails to help deliver cookies, count visits, and understand usage. We also work with third party analytics providers who use cookies, web beacons, device identifiers, and other technologies to collect information about your use of our Services and other websites and applications, including your IP address, web browser, mobile network information, pages viewed, time spent on pages or in mobile apps, and links clicked. This information may be used by Medium and others to, among other things, analyze and track data, determine the popularity of certain content, deliver content targeted to your interests on our Services, and better understand your online activity. For more information about cookies and how to disable them, see Your Choices below. Information We Collect from Other Sources We obtain information from third-party sources. For example, we may collect information about you from social networks, accounting services providers and data analytics providers. Additionally, if you create or log into your Medium account through a third-party platform (such as Apple, Facebook, Google, or Twitter), we will have access to certain information from that platform, such as your name, lists of friends or followers, birthday, and profile picture, in accordance with the authorization procedures determined by such platform. Information We Derive We may derive information or draw inferences about you based on the information we collect. For example, we may make inferences about your location based on your IP address or infer reading preferences based on your reading history. USE OF INFORMATION We use the information we collect to provide, maintain, and improve our Services, which includes publishing and distributing user-generated content, personalizing the posts you see and operating our metered paywall. We also use the information we collect to: - Create and maintain your Medium account; - Process transactions and send related information, such as confirmations, receipts, and user experience surveys; - Send you technical notices, security alerts, and support and administrative messages; - Respond to your comments and questions and provide customer service; - Communicate with you about new content, products, services, and features offered by Medium and provide other news and information we think will interest you (see Your Choices below for information about how to opt out of these communications at any time); - Monitor and analyze trends, usage, and activities in connection with our Services; - Detect, investigate, and prevent security incidents and other malicious, deceptive, fraudulent, or illegal activity and protect the rights and property of Medium and others; - Debug to identify and repair errors in our Services; - Comply with our legal and financial obligations; and - Carry out any other purpose described to you at the time the information was collected. SHARING OF INFORMATION We share personal information in the following circumstances or as otherwise described in this policy: - We share personal information with other users of the Services. For example, if you use our Services to publish content, post comments or send private notes, certain information about you will be visible to others, such as your name, photo, bio, other account information you may provide, and information about your activities on our Services (e.g., your followers and who you follow, recent posts, claps, highlights, and responses). - We share personal information with vendors, service providers, and consultants that need access to personal information in order to perform services for us, such as companies that assist us with web hosting, storage, and other infrastructure, analytics, payment processing, fraud prevention and security, customer service, communications, and marketing. - We may disclose personal information if we believe that disclosure is in accordance with, or required by, any applicable law or legal process, including lawful requests by public authorities to meet national security or law enforcement requirements. If we are going to disclose your personal information in response to legal process, we will give you notice so you can challenge it (for example by seeking court intervention), unless we are prohibited by law or believe doing so may endanger others or cause illegal conduct. We will object to legal requests for information about users of our Services that we believe are improper. - We may share personal information if we believe that your actions are inconsistent with our user agreements or policies, if we believe that you have violated the law, or if we believe it is necessary to protect the rights, property, and safety of Medium, our users, the public, or others. - We share personal information with our lawyers and other professional advisors where necessary to obtain advice or otherwise protect and manage our business interests. - We may share personal information in connection with, or during negotiations concerning, any merger, sale of company assets, financing, or acquisition of all or a portion of our business by another company. - Personal information is shared between and among Medium and our current and future parents, affiliates, and subsidiaries and other companies under common control and ownership. - We share personal information with your consent or at your direction. - We also share aggregated or de-identified information that cannot reasonably be used to identify you. THIRD-PARTY EMBEDS Medium does not host some of the content displayed on our Services. Users have the ability to post content that is actually hosted by a third party, but is embedded in our pages (an “Embed”). When you interact with an Embed, it can send information about your interaction to the hosting third party just as if you were visiting the third party’s site directly. For example, when you load a Medium post page with a YouTube video Embed and watch the video, YouTube receives information about your activity, such as your IP address and how much of the video you watch. Medium does not control what information third parties collect through Embeds or what they do with the information. This Privacy Policy does not apply to information collected through Embeds. The privacy policy belonging to the third party hosting the Embed applies to any information the Embed collects, and we recommend you review that policy before interacting with the Embed. TRANSFER OF INFORMATION TO THE UNITED STATES AND OTHER COUNTRIES Medium is headquartered in the United States, and we have operations and service providers in the United States and other countries. Therefore, we and our service providers may transfer your personal information to, or store or access it in, jurisdictions that may not provide levels of data protection that are equivalent to those of your home jurisdiction. For example, we transfer personal data to Amazon Web Services, one of our service providers that processes personal information for us in various data center locations across the globe, including those listed here. We will take steps to ensure that your personal information receives an adequate level of protection in the jurisdictions in which we process it. YOUR CHOICES Account Information You may access, correct, delete and export your account information at any time by logging into the Services and navigating to the Settings page. Please note that if you choose to delete your account, we may continue to retain certain information about you as required by law or for our legitimate business purposes. Cookies Most web browsers are set to accept cookies by default. If you prefer, you can usually adjust your browser settings to remove or reject browser cookies. Please note that removing or rejecting cookies could affect the availability and functionality of our Services. Communications Preferences You may opt out of receiving certain communications from us, such as digests, newsletters, and activity notifications, by following the instructions in those communications or through your account’s Settings page. If you opt out, we may still send you administrative emails, such as those about your account or our ongoing business relations. Mobile Push Notifications With your consent, we may send push notifications to your mobile device. You can deactivate these messages at any time by changing the notification settings on your mobile device. YOUR CALIFORNIA PRIVACY RIGHTS The California Consumer Privacy Act or “CCPA” (Cal. Civ. Code § 1798.100 et seq.) affords consumers residing in California certain rights with respect to their personal information. If you are a California resident, this section applies to you. In the preceding 12 months, we have collected the following categories of personal information: identifiers, commercial information, internet or other electronic network activity information, and inferences. For details about the precise data points we collect and the categories of sources of such collection, please see the Collection of Information section above. We collect personal information for the business and commercial purposes described in the Use of Information section above. In the preceding 12 months, we have disclosed the following categories of personal information for business purposes to the following categories of recipients: Medium does not sell your personal information. Subject to certain limitations, you have the right to (1) request to know more about the categories and specific pieces of personal information we collect, use, and disclose about you, (2) request deletion of your personal information, (3) opt out of any sales of your personal information, if we engage in that activity in the future, and (4) not be discriminated against for exercising these rights. You may make these requests by emailing us at firstname.lastname@example.org or by completing this webform. We will verify a webform request by asking you to provide identifying information. We will not discriminate against you if you exercise your rights under the CCPA. If we receive your request from an authorized agent, we may ask for evidence that you have provided such agent with a power of attorney or that the agent otherwise has valid written authority to submit requests to exercise rights on your behalf. This may include requiring you to verify your identity. If you are an authorized agent seeking to make a request, please contact us. ADDITIONAL DISCLOSURES FOR INDIVIDUALS IN EUROPE If you are located in the European Economic Area (“EEA”), the United Kingdom, or Switzerland, you have certain rights and protections under applicable law regarding the processing of your personal data, and this section applies to you. Legal Basis for Processing When we process your personal data, we will do so in reliance on the following lawful bases: - To perform our responsibilities under our contract with you (e.g., providing the products and services you requested). - When we have a legitimate interest in processing your personal data to operate our business or protect our interests (e.g., to provide, maintain, and improve our products and services, conduct data analytics, and communicate with you). - To comply with our legal obligations (e.g., to maintain a record of your consents and track those who have opted out of non-administrative communications). - When we have your consent to do so (e.g., when you opt in to receive non-administrative communications from us). When consent is the legal basis for our processing your personal data, you may withdraw such consent at any time. Data Retention We store personal data associated with your account for as long as your account remains active. If you close your account, we will delete your account data within 14 days. We store other personal data for as long as necessary to carry out the purposes for which we originally collected it and for other legitimate business purposes, including to meet our legal, regulatory, or other compliance obligations. Data Subject Requests Subject to certain limitations, you have the right to request access to the personal data we hold about you and to receive your data in a portable format, the right to ask that your personal data be corrected or erased, and the right to object to, or request that we restrict, certain processing. To exercise your rights: - If you sign up for a Medium account, you may at any time request an export of your personal information from the Settings page, or by going to Settings and then selecting Account within our app. - You may correct information associated with your account from the Settings page, or by going to Settings and then selecting Account within our app, and the Customize Your Interests page to update your interests. - You may withdraw consent by deleting your account at any time through the Settings page, or by going to Settings and then selecting Account within our app (except to the extent Medium is prevented by law from deleting your information). - You may object at any time to the use of your personal data by contacting email@example.com. Questions or Complaints If you have a concern about our processing of personal data that we are not able to resolve, you have the right to lodge a complaint with the Data Protection Authority where you reside. Contact details for your Data Protection Authority can be found using the links below: - For individuals in the EEA: https://edpb.europa.eu/about-edpb/board/members_en - For individuals in the UK: https://ico.org.uk/global/contact-us/ - For individuals in Switzerland: https://www.edoeb.admin.ch/edoeb/en/home/the-fdpic/contact.html CONTACT US If you have any questions about this Privacy Policy, please contact us at firstname.lastname@example.org. If you are from the EEA or the United Kingdom and have questions about this Privacy Policy, please contact us at email@example.com or our privacy representatives as follows: Privacy representative for EEA Unit 3D North Point House North Point Business Park New Mallow Road Cork T23AT2P Ireland Or here. Privacy representative for the United Kingdom 37 Albert Embankment London SE1 7TL United Kingdom Or here.	<urn:uuid:8fe5ab6c-9c9d-4581-aa8a-85f16e9e3976>	CC-MAIN-2024-51	https://policy.medium.com/medium-privacy-policy-f03bf92035c9?source=post_page-----7654108cf1a--------------------------------	2024-12-03T11:56:20Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.993109	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Difference between revisions of "Ptt dx-4" m (1 revision) \| (No difference) Revision as of 19:35, 28 September 2011 Contents The PTT DX-4 (Computer) This computer currently features a keyboard instead of a Hard Drive (the two are interchangeable) This keyboard has all of the commands on it (Jump will not work because there is no where to jump to) The Language on the keyboard is very similar to PCL. ( I can't find the instructions because there is no search function on the forums but it will be here soon) So Basically: -A,B,C stand for registers -Store stands for storage/ram -con stands for constant --> places the pre into the post thing -ADD/SUB user Register A+-B->C -IF will set the test bit (located top right in the CPU) to 1 or 0. If a Jump is placed after it will only jump if the bit is 1. -Jump Jumps to a new spot in the program (only works with Hard Drives) -IN is the input so A->IN will take register A and put it back in in the place of a constant. It will be easier if I could link you to PCL which has more detailed instructions but there is no search function any more. The PTT 4004: 4bit CPU The CPU is the larger box to the right, it has 2 inputs and 2 outputs. The bottom one is command IN, This is where the information from the South Bridge is passed into the cpu, it is decoded and hooks up the functions. The one above is a mid clock input it is used when reading from the ram. This goes directly to Register A and B. The Next one Data Out. This is used to send any information to the North Bridge. The next one up is the command out, this tells the north bridge what to do with the data its been sent. The Entire CPU is 4 bit and does not stray from this like I have seen some peoples. IF you would like more information regarding any particular parts of the cpu please ask and make it more specific I cannot go into detail about the entire thing. Also the Following command are used for Command In. 1. 0001 - Constant -> A (Arg) 2. 0011 - Constant -> B (Arg) 3. 0101 - A -> RAM (Arg) 4. 0110 - B -> RAM (Arg) 5. 0111 - C -> RAM (Arg) 6. 1001 - RAM -> A (Arg) 7. 1010 - RAM -> B (Arg) 8. 1101 - ADD 9. 1110 - SUB 10. 1111 - Equal to 11. 1011 - JUMP (Arg) 12. 1100 - Variable 13. 0010 - Display (Arg) 14. 0100 Less Than 15. 1000 Greater Than The North Bridge The Northbridge get commands in from the top right. Based on the following: 1. 101 - Write RAM 2. 110 - Read RAM 3. 011 - Variable 4. 010 - Display 5. 001 - Jump It then redirects the Data based on these commands to its required location. Most of it is taken up with the A->IN and Ram Control. The Ram Control Saves the thing that needs to be sent to ram for a whole cycles so that its ready when it gets the position. The A->IN is very similar except it holds it for longer before Sending it to the Command IN. The SouthBridge The Southbridge uses a counter to increment the position in the Hard Drive by One each clock cycle. It can also be set to a specific number by the Northbridge which enables the ability to jump through the program. The Ram The Ram is very simple with just a decoder on the right to specify the position and Read/Write. It uses SWCH to save the bits and is split up into blocks of 4 bits therefor one byte is four bits not eight in this situation. The Ports The Ports so far are the standard Powder Toy Technology Ports that will be up on the wiki in a short time, these ports are designed so that another port of a similar type will be compatible. The Hard Drive Is currently non existent :D It would be good if someone could make one, it would be very similar to the ram but one problem. 4 bits only allows a maximum of 16 words in the hard drive. I have thought of two work arounds but please feel free to give your ideas: 1. Have jumps handled by the motherboard using two bytes for the command. This would require a new Southbridge to be designed to check for the jump command and take total control if it finds it. 2. The Hard Drive is split into "sectors" where each sector is 14 bytes and 0000 will jump down a sector and 1111 will jump up a sector. Using this method about 42 bytes could fit inside the hard drive using my current RAM design. However this makes it difficult as the File System will not support files above 14 bytes. The Graphics Card and Display The Display was created by Powder Toy Technology and credit goes to UBERNESS. It first decodes the binary input ad is transferred to the second part of the Graphics Card which converts it to a seven segment display form. Forum See forum post for more information or to ask questions https://powdertoy.co.uk/Discussions/Thread/View.html?Thread=3710	<urn:uuid:d571ed52-9e38-464b-bf5b-310bc29e53db>	CC-MAIN-2024-51	https://powdertoy.co.uk/Wiki/index.php?title=Ptt_dx-4&diff=724&oldid=723	2024-12-03T11:03:43Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066137897.45/warc/CC-MAIN-20241203102227-20241203132227-00241.warc.gz	by-nc-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.998724	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Abstract Book review of Building a Bridge: How the Catholic Church and the LGBT Community Can Enter into a Relationship of Respect, Compassion, and Sensitivity by James Martin, S.J. DOI 10.15365/joce.2203072019 First Page 94 Last Page 97 Creative Commons License This work is licensed under a Creative Commons Attribution 3.0 License. Recommended Citation Moreno, L. (2019). Book Review: Building a Bridge: How the Catholic Church and the LGBT Community Can Enter into a Relationship of Respect, Compassion, and Sensitivity. Journal of Catholic Education. https://doi.org/10.15365/joce.2203072019	<urn:uuid:721d0d8a-0ea4-4970-85bc-ecc933c26bc6>	CC-MAIN-2024-51	https://digitalcommons.lmu.edu/ce/vol22/iss3/7/	2024-12-04T14:59:47Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00141.warc.gz	by	3.0	link_tag	true	false	false	false	Latn	eng	0.756013	{ "abbr": [ "by", "by", "by" ], "in_footer": [ false, false, false ], "in_head": [ true, false, false ], "location": [ "link_tag", "a_tag", "a_tag" ], "version": [ "3.0", "3.0", "3.0" ] }
The Athenaeum Student newspaper dating from 1898 to 1925 of Morehouse College. More About This Collection Date of Original 1898/1925 Subject African American college students--Periodicals African Americans--Social conditions--Periodicals Atlanta (Ga.)--Newspapers Fulton County (Ga.)--Newspapers Georgia--Atlanta Georgia--Fulton County Type Text Holding Institution Atlanta University Center Robert W. Woodruff Library Search Constraints You searched for: Subject Atlanta (Ga.)--Newspapers Remove constraint Subject: Atlanta (Ga.)--Newspapers Subject Fulton County (Ga.)--Newspapers Remove constraint Subject: Fulton County (Ga.)--Newspapers Subject Atlanta (Ga.)--Newspapers Remove constraint Subject: Atlanta (Ga.)--Newspapers Subject Atlanta (Ga.)--Newspapers Remove constraint Subject: Atlanta (Ga.)--Newspapers Subject Fulton County (Ga.)--Newspapers Remove constraint Subject: Fulton County (Ga.)--Newspapers Subject Fulton County (Ga.)--Newspapers Remove constraint Subject: Fulton County (Ga.)--Newspapers Subject Georgia--Atlanta Remove constraint Subject: Georgia--Atlanta Subject Atlanta (Ga.)--Newspapers Remove constraint Subject: Atlanta (Ga.)--NewspapersSearch Results No results found for your search Try modifying your search - Use fewer keywords to start, then refine your search using the links on the left.	<urn:uuid:8430a654-e10c-4ce2-851f-90f08ef9eaa1>	CC-MAIN-2024-51	https://dlg.usg.edu/records?collection_record_id=auu_sn98240343&f%5Bsubject_facet%5D%5B%5D=Atlanta+%28Ga.%29--Newspapers&f%5Bsubject_facet%5D%5B%5D=Fulton+County+%28Ga.%29--Newspapers&f%5Bsubject_facet%5D%5B%5D=Atlanta+%28Ga.%29--Newspapers&f%5Bsubject_facet%5D%5B%5D=Atlanta+%28Ga.%29--Newspapers&f%5Bsubject_facet%5D%5B%5D=Fulton+County+%28Ga.%29--Newspapers&f%5Bsubject_facet%5D%5B%5D=Fulton+County+%28Ga.%29--Newspapers&f%5Bsubject_facet%5D%5B%5D=Georgia--Atlanta&f%5Bsubject_facet%5D%5B%5D=Atlanta+%28Ga.%29--Newspapers&only_path=true&per_page=20&sort=yyyy_mm_dd_sort+asc%2C+title_sort+asc&view=maps	2024-12-04T15:58:34Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00141.warc.gz	by-nc	4.0	a_tag	false	false	false	false	Latn	eng	0.73481	{ "abbr": [ "by-nc" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
WOCE Sea Level, WSL (2006): Daily sea level from coastal tide gauge station Fort_Denison in 1971 (Research quality database) [dataset]. Sea Level Center, University of Hawaii, PANGAEA, https://doi.org/10.1594/PANGAEA.427359 Always quote citation above when using data! You can download the citation in several formats below. Related to: Further details: Quality assessment of sea level data from station Fort Denison. Fort_Denison.txt Project(s): Coverage: Latitude: -33.849000 * Longitude: 151.233000 Date/Time Start: 1971-01-01T12:00:00 * Date/Time End: 1971-12-31T12:00:00 Event(s): Parameter(s): License: Creative Commons Attribution 3.0 Unported (CC-BY-3.0) Size: 365 data points	<urn:uuid:49db57bf-5124-472a-ba95-dbb35cd9c364>	CC-MAIN-2024-51	https://doi.pangaea.de/10.1594/PANGAEA.427359	2024-12-04T15:03:32Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00141.warc.gz	by	3.0	json-ld	true	false	false	false	Latn	eng	0.736869	{ "abbr": [ "by", "by" ], "in_footer": [ false, false ], "in_head": [ true, false ], "location": [ "json-ld", "a_tag" ], "version": [ "3.0", "3.0" ] }
Within the ENCORE+ Quality Workshop 2 I did a short presentation about how we are dealing with quality ensurance when uploading OER to our OER-repository at Graz University of Technology. Find here my slides: This works happens within our Open Education Austria Advanced project – thanks to all to let this happen 🙂	<urn:uuid:71ed75ce-c9cd-4999-8f07-0e86beb98d77>	CC-MAIN-2024-51	https://elearningblog.tugraz.at/archives/tag/quality-ensurance	2024-12-04T14:47:38Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00141.warc.gz	by-sa	3.0	a_tag	false	true	false	false	Latn	eng	0.987763	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
electronic book review digital futures of literature, theory, criticism, and the arts Electronic Book Review (ebr ) is an online, open access, peer-reviewed journal of critical writing produced and published by the emergent digital literary network. ISSN: 1553-1139	<urn:uuid:42128884-6cda-44b1-a7f3-bc07f4440347>	CC-MAIN-2024-51	https://electronicbookreview.com/author_essay/author_essay-464-2110/	2024-12-04T14:39:25Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00141.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.997529	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
30 Hudson Street \| \| ---\|---\| Alternative names \| Goldman Sachs Tower \| Record height \| \| Tallest in New Jersey from 2004 to 2018[I] \| \| Preceded by \| 101 Hudson Street \| Surpassed by \| 99 Hudson Street \| General information \| \| Type \| Commercial Offices \| Location \| 30 Hudson Street Jersey City, New Jersey United States \| Coordinates \| \| Construction started \| 2001 \| Completed \| 2004 \| Management \| CB Richard Ellis \| Height \| \| Roof \| 781 ft (238 m) \| Technical details \| \| Floor count \| 42 \| Floor area \| 1,600,000 sq ft (148,645 m2) \| Lifts/elevators \| 36 \| Design and construction \| \| Architect(s) \| Pelli Clarke Pelli Adamson Associates \| Developer \| Gerald D Hines Interests \| Structural engineer \| Thornton Tomasetti \| Main contractor \| Turner Construction \| Website \| \| www \| \| References \| \| [1][2][3][4] \| 30 Hudson Street, also known as Goldman Sachs Tower, is a 781 ft (238 m), 42-story building in Jersey City, New Jersey. It is the second tallest building in New Jersey. Completed in 2004, the tower was designed by César Pelli, and was the tallest building in the state for 14 years. It houses offices, a cafeteria, a health unit, and a full-service fitness facility including a physical therapy clinic. The tower sits on the waterfront overlooking the Hudson River and Lower Manhattan and is visible from all five of the New York City boroughs. On a clear day, the building may be visible from Highlands, New Jersey to the south and from Bear Mountain, New York to the north, 40 miles (64 km) away. Originally intended to be a dedicated use building for Goldman Sachs' middle and back office units, lower than projected staffing levels at the bank following the global financial crisis forced Goldman to seek occupancy from other tenants to avoid forgone rental income. Royal Bank of Canada currently shares the space, with plans for other professional service firms to take occupancy as well in the near future.[citation needed] Since 2020, the building also houses the headquarters of Organon International.,[5] AIG & Lord Abbett.[6] History [edit]Originally the tower was meant to be the centerpiece of an entire Goldman Sachs campus at Exchange Place, which was to include a training center, a university, and a large hotel complex.[citation needed] Many of the company's Manhattan-based equity traders refused to move away from Wall Street, delaying the occupation of the building's top 13 floors, which remained vacant until early 2008. Once a derelict and mostly industrial part of Jersey City, the Exchange Place area forms part of New Jersey's Gold Coast, a revitalized strip of land along the formerly industrial west bank of the Hudson. Economic development in the 2000s spurred large-scale residential, commercial, and office development along the waterfront. Although the location was largely rejected by the company's financial executives, 4,000 Goldman Sachs employees made the move to the building, including much of the company's real estate, technology, operations, and administrative departments. The building is certified under LEED-NC Version 2.0 of the U.S. Green Building Council. The building has been surrounded by pedestrian protective scaffolding since 2010.[7] The company completed construction of another tower in 2010 to house the bulk of their sales and trading departments. It is located at 200 West Street in Lower Manhattan just north of Brookfield Place (originally the World Financial Center), almost directly across the water from 30 Hudson.[8] Under their "Venice strategy",[9] Goldman Sachs launched a ferry service between the two buildings in 2013, operated by the Billybey Ferry Company.[10][11] In media [edit]The building can briefly be seen in The Avengers when Iron Man prevents New York City from being struck by a missile, and in Spider-Man: Homecoming, when Tony Stark is about to revoke Peter Parker's Spider Man suit. Gallery [edit]- From below - The tower seen with the Jersey City skyline from lower Manhattan - At night - From the Colgate Center See also [edit]- List of tallest buildings by U.S. state - List of tallest buildings in Jersey City - List of tallest buildings in New Jersey - List of tallest buildings in the United States - International Finance Centre Tower 1 in Hong Kong, designed similarly to the Goldman Sachs Tower - 200 West Street in Lower Manhattan, Goldman Sachs global headquarters References [edit]Notes - "30 Hudson Street". CTBUH Skyscraper Center. - "Emporis building ID 101573". Emporis. Archived from the original on April 10, 2016. {{cite web}} : CS1 maint: unfit URL (link) - "30 Hudson Street". SkyscraperPage. - 30 Hudson Street at Structurae - Moss, Linda (July 9, 2020). "Merck Spinoff Agrees to Locate Headquarters in Jersey City, New Jersey". CoStar News. - "Lord Abbett takes 178,000 sq. ft. at Goldman Sachs tower in Jersey City". Real Estate NJ. April 12, 2022. - Hayes, Melissa (June 19, 2010). "Waterfront walkway around Goldman Sachs in Jersey City reopening". NJ.com. Retrieved May 7, 2016. - Craig, Susanne (April 16, 2010). "Goldman Sachs's New Palace Creates Princes, Serfs". Wall Street Journal. ISSN 0099-9660. Archived from the original on January 10, 2015. Retrieved April 17, 2010. - Goldberger, Paul (August 2, 2004). "Shanghai on the Hudson". The New Yorker. Retrieved July 27, 2012. - Martin, Adam (February 20, 2013). "Goldman Sachs Is Being Oddly Coy About Its New Public Ferries". Intelligencer. Retrieved August 8, 2022. - McGeehan, Patrick (February 20, 2013). "On Hudson, Bank's Ferries Are Finally in Service". The New York Times. ISSN 0362-4331. Retrieved August 8, 2022. - "Bernie Sanders Ad Attacks Goldman Sachs, Wall Street Contributions". RealClearPolitics. January 29, 2016. External links [edit]- Media related to Goldman Sachs Tower (Jersey City) at Wikimedia Commons	<urn:uuid:6f9660df-f7a9-4cc0-a2c8-c9508879f945>	CC-MAIN-2024-51	https://en.wikipedia.org/wiki/30_Hudson_Street	2024-12-04T16:34:37Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00141.warc.gz	by-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.976793	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ true ], "location": [ "link_tag" ], "version": [ "4.0" ] }
Date of Birth \| 18-January-1983 \| \| Place of Birth \| Killeshandra (Ireland) \| Nationality \| Republic of Ireland \| \| Profession \| Actor \| \| Eamonn Owens is an Irish actor. He has appeared in 19 films since 1997. He starred in the 1997 film The Butcher Boy and his performance won him an Honourable Mention at the 48th Berlin International Film Festival. \| Awards by Eamonn Owens \| Check all the awards nominated and won by Eamonn Owens. \| \|\|\|\|\|\|\|\| 1999	<urn:uuid:38029379-04a1-4fc9-bd19-aebc163a0eba>	CC-MAIN-2024-51	http://awardsandwinners.com/winner/?name=eamonn-owens&mid=/m/0k4mlq	2024-12-05T18:52:02Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by	2.5	a_tag	false	true	false	true	Latn	eng	0.935735	{ "abbr": [ "by", "by-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "2.5", "2.5" ] }
start Permission Denied Sorry, you don't have enough rights to continue. Login You are currently not logged in! Enter your authentication credentials below to log in. You need to have cookies enabled to log in. Sorry, you don't have enough rights to continue. You are currently not logged in! Enter your authentication credentials below to log in. You need to have cookies enabled to log in.	<urn:uuid:03b18f1e-bb46-4b74-a859-17f683c3f544>	CC-MAIN-2024-51	http://bigdigs.org/	2024-12-05T20:00:58Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.999747	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Skip to Content Articles Sign In Navigation Home ≣ Vault ≣ Ratings Listening Tests Articles About Attic ][ Hall of Fame ][ Breadcrumbs SoundExpert Articles coinhive Entries with tag coinhive . Crowdfunding audio research with open and legit mining of cryptocurrency in browser Published Date 11/13/18 9:19 AM A perfectly white use case for Coinhive JS miner Read More About Crowdfunding audio research with open and legit mining of cryptocurrency in browser » By Serge Smirnoff 589769 Views, 0 Comments audio quality coinhive crowdfunding jsecoin mining monero portable players RSS (Opens New Window) Showing 1 result.	<urn:uuid:21722240-368c-4889-b92c-e0ac5a960732>	CC-MAIN-2024-51	http://soundexpert.org/articles;jsessionid=58637EDA001A82C0511FFA6058B4D8FB?p_p_id=33&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p_p_col_id=column-1&p_p_col_count=1&p_r_p_564233524_tag=coinhive	2024-12-05T18:25:46Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.947934	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
December 2022 Google SEO office hours How to reduce my site from 30,000 products to 2,500? Alan: Vertical Web asks, my old site is going from 30,000 products down to 2,500. I will generate 400,000 301 redirects. Is it better to start on a clean URL and redirect what needs to be redirected to the new site or do it on an old URL? We generally recommend keeping your existing domain name where possible. We support redirecting to a new domain name as Google will recognize the 301 permanent redirect and so understand your content is moved. However, there's greater risk of losing traffic, if a mistake is made in the migration project, it is fine to clean up old pages and either have them return a 404 or redirect to new versions, even if this affects lots of pages on your site. Does Google ignore links to a page that was a 404 ? Gary: Sina is asking, it's been formerly asserted that Google ignores links to a 404 page. I want to know whether links to that page will still be ignored when it is no longer 404 . Well, as soon as a page comes back online, the links will be counted again to that page after the linking pages have been recrawled and the fillings have been deemed still relevant by our systems. Do speed metrics other than Core Web Vitals affect my site's rankings? John: If my website is failing on the Core Web Vitals, but performs excellently on GTMetrix speed test, does that affect my search rankings? Well, maybe. There are different ways to test speed, different metrics, and there's testing either on the user side or in a lab. My recommendation is to read up on the different approaches and to work out which one is appropriate for you and your website. Why doesn't Google remove all spam? Duy: Somebody asked, why does Google not remove spam web pages? Well, over the years we blogged about several spam specific algorithms that either demote or remove spam results completely. One such example is SpamBrain, our artificial intelligence system that's very good at catching spam. Sometimes for some queries where we don't have any good results to show, you might still see low quality results. If you see spam sites are still ranking, please continue to send them to us using the spam report form. We don't take immediate manual actions on user spam reports, but we do actually use the spam reports to monitor and improve our coverage in future spam updates. Thank you so much. Do too many 301 redirects have a negative effect? John: Lisa asked. I create 301 redirects for every 404 error that gets discovered on my website. Do too many 301 redirects have a negative effect on search ranking for a website? And if so, how many is too many? You can have as many redirecting pages as you want, millions is fine if that's what you need or want. That's said, focus on what's actually a problem so that you don't create more unnecessary work for yourself. It's fine to have 404 pages and to let them drop out of search, you don't need to redirect. Having 404 errors listed in Search Console is not an issue, if you know that those pages should be returning 404 . How does Google determine what is a product review? Alan: John asks, how does Google determine what is a product review for the purposes of product review updates? If it's affecting non-product pages, how can site owners prevent that? Check out our Search Central documentation on best practices for product reviews, for examples of what we recommend, including in product reviews. It is unlikely that a non-product page would be mischaracterized as a product review. And it is unlikely that it would have a significant effect on ranking, even if it was. It's more likely to be other ranking factors or algorithm changes that has impacted the ranking of your page. Should I delete my old website when I make a new one? John: I bought a Google domain that came with a free web page. I now decided to self-host my domain, and I wanted to know if I should delete my free Google page. I don't want to have two web pages. If you set up a domain name for your business and have since moved on to a new domain, you should ideally redirect the old one to the new domain, or at least delete the old domain. Keeping an old website online when you know that it's obsolete is a bad practice and can confuse both search engines and users. Should paginated pages be included in an XML sitemap? Alan: Should paginated pages such as /category?page=2 be included in an XML sitemap? It make sense for me, but I almost never see it. You can include them, but assuming each category page has a link to the next category page that may not be much benefit, we will discover the subsequent pages automatically. Also, since subsequent pages are for the same category, we may decide to only index the first category page on the assumption that the subsequent pages are not different enough to return separately in search results. My site used to be hacked, do I have to do something with the hacked pages? John: Nacho asks, we were hacked early in 2022 and still see Search Console 404 error pages from spammy pages created by the hacker. These pages were deleted from our database. Is there anything else that I should do? Well, if the hack is removed, if the security issue is resolved, and if the pages are removed, then you're essentially all set. These things can take a while to disappear completely from all reports, but if they're returning 404 , that's fine. Does Google care about fast sites? Alan: Tarek asks, does Google care about fast sites? Yes. Google measures Core Web Vitals for most sites, which includes factors such as site speed, and Core Web Vitals is used as a part of the page experience ranking factor. While it's not something that overrides other factors like relevance, it is something that Google cares about and equally important users care about it too. Can Google follow links inside a menu that shows on mouseover ? Lizzi: Abraham asks, can Google follow links inside a menu that appears after a mouseover on an item? Hey, Abraham. Great question. And yes, Google can do this. The menu still needs to be visible in the HTML and the links need to be crawlable, which means they need to be proper A tags with an href= attribute. You can use the URL inspection tool in Google Search Console to see how Google sees the HTML on your site, and check to see if the menu links are there. Hope that helps. Why did reporting shift between my mobile and desktop URLs? John: Luki asked, we use sub-domains for desktop and mobile users. We found a strange report in Search Console in early August where the desktop performance has changed inversely with the mobile performance. And the result is that our traffic has decreased. For the technical aspect of the indexing and reporting, shifting to the mobile version of a site is normal and expected. This happens with mobile first indexing and can be visible in reports if you look at the host names individually. However, assuming you have the same content on mobile and desktop, that wouldn't affect ranking noticeably. If you're seeing ranking or traffic changes, they would be due to other reason. Does having many redirects affect crawling or ranking? Gary: Marc is asking, do many redirects, let's say twice as many as actual URLs, affect crawling or ranking in any way? Well, you can have as many redirects as you like on your site overall, there shouldn't be any problem there. Just make sure that individual URLs don't have too many hops in the redirect chains, if you are chaining redirects, otherwise you should be fine. Can I use an organization name instead of an author's name? Lizzi: Anonymous is asking, when an article has no author, should you just use organization instead of person on author markup? Will this have a lesser impact on results? It's perfectly fine to list an organization as the author of an article. We say this in our article structured data documentation. You can specify an organization or person as an author, both are fine. You can add whichever one is accurate for your content. What can we do if someone copies our content? Duy: Somebody asked a competitor's copying all of our articles with small changes. In time, it ranks higher than us. DMCA doesn't stop them or seem to lower their ranking. What else can we do, their site has more authority. If the site simply scrapes content without creating anything of original value, that's clearly a violation of our spam policies, and you can report them to us using our spam report form so that we can improve our algorithms to catch similar sites. Otherwise, you can start a thread on our Search Central Help community, so product experts can advise on what would be some of the possible solutions. They would also be able to escalate to us for further assessment. Do URL, page title, and H1 tag have to be the same? Lizzi: Anonymous is asking: URL, page title, and H1 tag. Do they have to be the same? Great question, and no, they don't need to be exactly the same. There's probably going to be some overlap in the words you're using. For example, if you have a page that's titled "How to Knit a Scarf", then it probably makes sense to use some of those words in the URL too, like /how-to-knit-a-scarf or /scarf-knitting-pattern , but it doesn't need to be a word for word match. Use the descriptive words that make sense for your readers and for you when you're maintaining your site structure and organization. And that'll work out for search engines as well. Is redirecting through a page blocked by robots.txt a valid way to prevent passing PageRank? John: Sha asks, is redirecting through a page blocked by robots.txt still a valid way of preventing links from passing PageRank? If the goal is to prevent signals from passing through a link, it's fine to use a redirecting page that's blocked by robots.txt. Why is my site flagged as having a virus? Alan: Some pages in my website collect customer information, but my site is always reported as being infected via a virus or deceptive by Google. How can I avoid this happening again without removing those pages? Your site might have been infected by a virus without you knowing it. Check out web.dev/request-a-review for instructions on how to register your site in Search Console, check for security alerts, then request Google to review your site again after removed any malicious files. Some break-ins hide themselves from the site owner so they can be hard to track down Is there any way to get sitelinks on search results? Lizzi: Rajath is asking, is there any way to get sitelinks on SERPs? Good question. One thing to keep in mind is that there's not really a guarantee that sitelinks or any search feature will show up. Sitelinks specifically only appear if they're relevant to what the user was looking for, and if it'll be useful to the user to have those links. There are some things that you can do to make it easier for Google to show sitelinks. However, like making sure you have a logical site structure, and that your titles, headings, and link text are descriptive and relevant. There's more on that in our documentation on sitelinks, so I recommend checking that out. Does having two hyphens in a domain name have a negative effect? John: My site's domain name has two hyphens. Does that have any negative effect on its rankings? There's no negative effect from having multiple dashes in a domain. How important are titles for e-commerce category pages pagination? Alan: Bill asks, how important are unique page titles for e-commerce category product listing page pagination? Would it be helpful to include the page number in the title? There is a good chance that including the page number in your information about a page will have little effect. I would include the page number if you think it's gonna help users understand the context of a page. I would not include it on the assumption it'll help with ranking or increasing the likelihood of the page being indexed. Is it better to post one article a day, or many a day? John: Is it better for domain ranking to regularly post one article every day or to post many articles every day? So here's my chance to give the SEO answer: it depends. You can decide how you want to engage with your users on the downside, that means there's no absolute answer for how often you should publish. On the upside, this means that you can decide for yourself. What is the main reason for de-indexing a site after a spam update? Gary: Faiz Ul Ameen is asking what is the main reason for de-indexing of sites after the Google spam update? Well, glad you asked. If you believe you were affected by the Google Spam update, you have to take a really, really deep look on your content and, considerably improve it. Check out our spam policies, and read more about the Google spam update on Search Central. Can Google read infographic images? John: Zaid asks, can Google read infographic images? What's the best recommendation there? While it's theoretically possible to scan images for text, I wouldn't count on it when it comes to web search. If there's text that you want your pages to be recognized for, then place that as text on your pages. For infographics, that can be in the form of captions and alt texts, or just generally, well, you know, text on the page. Is it possible to remove my site completely if it was hacked? Gary: Anonymous is asking whether it's possible to completely remove a site from Google Search, because it has been hacked and leads to thousands of invalid links. Well, first and for foremost, sorry to hear that your site was hacked. Our friends at web.dev have great documentation about how to prevent this from happening in the future, but they also have documentation about how to clean up after a hack. To answer your specific question, you can remove your site from search by serving a 404 or similar status code, or by adding noindex rules to your pages. We will need to recrawl your site to see the status codes and noindex rules. But that's really the best way to do it. Why does my Search Console miss a period of data? John: I'm missing months of data from my domain property on Search Console, from April 2022. It connects directly to August 2022. What happened? This can happen if a website loses verification in Search Console for a longer period of time. Unfortunately, there is no way to get this data back. One thing you could try, however, is to verify a different part of your website and see if it shows some of the data there. How can I deindex some bogus URLs? Gary: Anonymous is asking, I want to deindex some bogus URLs. There's really only a handful ways to deindex URLs: removing the page and serving a 404 or 410 or similar status code. Or by adding a noindex rule to the pages and allowing Googlebot to crawl those pages. These you can all do on your own site. You don't need any specific tool. But Googlebot will need to recrawl those pages to see the new statuses and rules. If we are talking about only a couple pages, then you can request indexing of these pages in Search Console. Why is some structured data detected only in the schema validator? Lizzi: Frank asks, why is some structured data markup detected on the schema validator, but not on Google's rich result test? Hey Frank. This is a really common question. These tools are actually measuring different things. I think you're referencing the schema.org Markup Validator, which is checking if your syntax in general is correct, whereas the Rich Result Test is checking if you have markup that may enable you to get a rich result in Google Search. It doesn't actually check every type that's on schema.org, it only checks those that are listed in the list of structured data markup that Google supports, which is about 25 to 30 features, so it's not fully comprehensive of everything that you'd see on schema.org, for example. Do you have people who can make a website for me? John: Do you have people that I can work with to create a functioning site? Unfortunately no. We don't have a team that can create a website for you. If you need technical help, my recommendation would be to use a hosted platform that handles all of the technical details for you. There are many fantastic platforms out there now, everything from Blogger from Google, to Wix, or Squarespace, Shopify, and many more. They all can work very well with search and usually they can help you to get your site off the ground. Why are some sites crawled and indexed faster? Gary: Ibrahim is asking why are some websites crawled and indexed faster than others? This is a great question. Much of how fast a site is crawled and indexed depends on how the site is perceived on the internet. For example, if there are many people talking about the site, it's likely the site's going to be crawled and indexed faster. However, the quality of the content also matters a great deal. A site that's consistently publishing high quality content is going to be crawled and indexed faster. Why do Google crawlers get stuck with a pop-up store selector? Alan: Why do Google crawlers get stuck with a pop-up store selector? It can depend on how the store selector is implemented in HTML. Google follows a href links on a page. If the selector is implemented in JavaScript, Google might not see that the other stores exist, and so might not find the product pages for those stores. How can I verify my staging site in Search Console? Gary: Anonymous is asking if we have a staging site that is allow-listing only specific developer's IP addresses, if we upload a Search Console HTML file, which I suppose is the verification file, will Search Console be able to verify that site? Well, the short answer is no. To remove your staging site from Search, using the removal tool for site owners first you need to ensure that Googlebot can actually access the site, so you can verify it in Search Console. We publish our list of IP addresses on Search Central. So you can use that list to allow-list the IPs that belong to Googlebot so it can access the verification file. Then you can use the removal tool to remove the staging site. Just make sure that the staging site in general is serving a status code that suggests it cannot be indexed such as 404 or 410 . How can I get a desktop URL indexed? John: How can we get a desktop URL indexed? The message Search Console says page is not indexed because it's a page with a redirect. We have two separate URLs for our brand, desktop and mobile. With mobile first indexing, that's normal. Google will focus on the mobile version of a page. There's nothing special that you need to do about that, and there's no specific trick to index just the desktop version. Is it possible to report sites for stolen content? Lizzi: Christian is asking, is it possible to report sites for stolen content, such as text, original images, that kind of thing? Yes, you can report a site. Do a search for "DMCA request Google", and use the "report content on Google" troubleshooter to file a report. Is adding Wikipedia links a bad practice? John: Is adding Wikipedia links to justify the content a bad practice? Well, I'd recommend adding links to things that add value to your pages. Blindly adding Wikipedia links to your pages doesn't add value. Is there any difference if an internal link is under the word "here"? Lizzi: Gabriel is asking, is there any difference if an internal link is under the word "here" or if it is linked in a keyword? Hey Gabriel, good question. It doesn't matter if it's an internal link to something on your site or if it's an external link pointing to something else, "here" is still bad link text. It could be pointing to any page and it doesn't tell us what the page is about. It's much better to use words that are related to that topic so that users and search engines know what to expect from that link. Why does my news site's traffic go up and down? Gary: Niraj is asking, I follow the same pattern of optimization, but my news website traffic is up and down. Well, for most sites it's actually normal to have periodic traffic fluctuations. For example, seasonality effects e-commerce sites quite a bit. For news sites, specifically user interest in the topics you cover can cause fluctuations, but all in all, it is normal and not something that you have to worry about usually. Is changing the URL often impacting my SEO performance? John: Is changing the URL often impacting my SEO performance? For example, a grocery site might change a URL from /christmas/turkey-meat to /easter/turkey-meat . The page is the same, the URL is just changed with a redirect. I wouldn't recommend constantly changing URLs. At the same time, if you must change your URLs, then definitely make sure to redirect appropriately. How does freshness play a role in ranking seasonal queries like Black Friday deals? Alan: How does freshness play a role in ranking? For seasonal queries like Black Friday deals, it makes sense to update frequently as news or deals are released, but what about something less seasonal? You may decide to update a Black Friday deals page frequently to reflect the latest offers as they come out. Remember, however, that Google does not guarantee how frequently a page will be reindexed, so not all of the updates are guaranteed to be indexed. Also, a good quality page that does not change much may still be returned in search results if we think it's content is still relevant. I would recommend focusing on creating useful content and not spending too much time thinking about how to make static pages more dynamic. Is there a way to appeal SafeSearch results? John: Adam asks, is there a way to appeal SafeSearch results? I work with a client that has been blocked from their own brand term while resellers and affiliates are still appearing. So first off, I think it's important to realize that SafeSearch is not just about adult content. There's a bit of nuance involved there, so it's good to review the documentation. Should you feel that your website is ultimately incorrectly classified, there's a review request link in an article called "SafeSearch and your website" in the Search developer documentation. How can I update my site's brand name? Lizzi: Danny is asking. My site name is in search is reflecting the old domain's brand name, even with structured data and metatags. What else can I do to update this information? Hello, Danny. The site name documentation has a troubleshooting section with a list of things to check that's more detailed than what I can cover here. You want to make sure that your site name is consistent across the entire site, not just in the markup. And also check any other versions of your site and make sure that those are updated too, for example, http and https . If you're still not having any luck, go to the Search Console help forum and make posts there. The folks there can help. When migrating platforms, do URLs need to remain the same? John: Aamir asks, while migrating a website from Blogger to WordPress, do the URLs need to be the same, or can I do a bulk 301 redirect? You don't need to keep the URLs the same. With many platform migrations, that's almost impossible to do. The important part is that all old URLs redirect to whatever specific new URLs are relevant. Don't completely redirect from one domain to the home page of another. Instead, redirect on a per URL basis. How much do I have to do to update an algorithmic penalty? Duy: Johan asked if a website gets algorithmically penalized for thin content, how much of the website's content do you have to update before the penalty is lifted? Well, it's generally a good idea to clean up low quality content or spammy content that you may have created in the past. For algorithmic actions, it can take us several months to reevaluate your site again to determine that it's no longer spammy. How can I fix long indexing lead times for my Google-owned site? John: Vinay asks, we've set up Google Search Console for a Google owned website where the pages are dynamically generated. We'd like to get insights into what we should do to fix long indexing lead times. Well, it's interesting to see someone from Google posting here. As you listeners might know, my team is not able to give any Google sites SEO advice internally, so they have to pop in here like anyone else. First off, as with any bigger website, I'd recommend finding an SEO agency to help with this holistically. Within Google, in the marketing organization, there are folks that work with external SEO companies, for example. Offhand, one big issue I noticed was that the website doesn't use normal HTML links, which basically makes crawling it a matter of chance. For JavaScript sites, I'd recommend checking out the guidance in our documentation and our videos. How does the helpful content system determine that visitors are satisfied? Duy: Joshua asked, how exactly does the helpful content system determine whether visitors feel they've had a satisfying experience? We published a pretty comprehensive article called "What creators should know about Google's August 2022 helpful content update" where we outline the type of questions you can ask yourself to determine whether or not you're creating helpful content for users. Such as, are you focusing enough on people first content? Are you creating content to attract search users using lots of automation tools? Did you become an expert on a topic overnight and created many articles seemingly out of nowhere? Personally, I think not just SEOs, but digital marketers, content writers, and site owners should be familiar with these concepts in order to create the best content and experience for users. Should we 404 or noindex pages created by bots on our website? John: Ryan asks, bots have swarmed our website and caused millions of real URLs with code tacked on to be indexed on our website through a vulnerability in our platform. Should we 404 of these pages or noindex them? Either using a 404 HTTP result code or a noindex robots metatag is fine. Having these on millions of pages doesn't cause problems. Depending on your setup. You could also use robots.txt to disallow crawling of those URLs. The effects will linger in Search Console's reporting for a longer time, but if you're sure that it's fixed, you should be all set. Will adding a single post in Spanish to my English site affect my search rankings? Lizzi: Bryan asks if my site is all in English and I add a single post in Spanish, will that affect search rankings? Hey, Bryan. Sure. That's totally fine. It's not going to harm your search rankings. I also recommend checking out our guide to managing multilingual websites as there's a lot more to cover when you're thinking about publishing content in multiple languages. Do all penalties show up in Search Console? Duy: Stepan asked, in Google Search Console there exists a section called Manual Actions. Does Google show all penalties there and always notify domain owners when a domain is hit with some penalties? We have manual actions, which are issued by human reviewers and algorithmic actions, which are driven entirely by our spam algorithms such as Spambrain. We only communicate manual actions to site owners through Search Console. You can search for manual actions report. There's a page there that lists a lot of information to help you understand more about our different types of manual actions, as well as how to file a reconsideration request when you receive and already address the manual action. Will SEO decline? Should I study something different? John: Caroline asks, will SEO decline in favor of SEA and SMA? I'm starting my internship and need to know if I better redirect my path or continue on my way and specialize myself in accessibility. I'm not quite sure what SMA is, but regardless, there are many critical parts that lead to a website's and a business' success. I definitely wouldn't say that you shouldn't focus on SEO, but at the same time, it's not, well, the answer to everything. My recommendation would be to try things out. Find where your passions and your talents lie, and then try more of that. Over the years things will definitely change, as will your interests. In my opinion, it's better to try and evolve than to wait for the ultimate answer. Does the number of outgoing links affect my rankings? Duy: Jemmy asked, does the number of outgoing links both internal and external, dilute PageRank, or is PageRank distributed differently for each type of link? I think you might be overthinking several things. First of all, focusing too much on PageRank, through building unnatural links whether it violates a policy or not, takes time and effort away from other more important factors on your, such as helpful content and great user experience. Second of all, sites with internal links allowed us to discover not only new pages, but also understand your site better. Limiting them explicitly would likely do more harm than good.	<urn:uuid:5342b51b-af56-4aa3-8265-22cd999273d2>	CC-MAIN-2024-51	http://webproxy.stealthy.co/index.php?q=https%3A%2F%2Fdevelopers.google.com%2Fsearch%2Fhelp%2Foffice-hours%2F2022%2Fdecember	2024-12-05T20:14:58Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.999467	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Oliver Escobar was raised in a country governed by a dictatorship. Now he is making a life work in democratic research, teaching, and advocacy. He says many or most of our democracies are very underdeveloped. They focus on just a few practices, elections and party politics, which are important but very limited aspects of democratic life. That underdevelopment may have played a role in bringing about what is now a time of great upheaval. That upheaval might in turn serve up an opportunity for renewal. Oliver says democracy is very personal. It’s about the conditions of possibility for meaningful lives. And it’s not so new as we typically think. In this episode we talk about the indigenous nature of democracy, a practice that reaches all the way to the beginning of culture, long before the dawn of western civilization. Democracy is not a story that belongs to a few countries, it is a story that belongs to humanity. There are people all around the world who are living in or into deeper democracy. And yet, their stories are not ones we hear. We ask and explore why. Why when there is a more whole way of life alive and well in communities all around the world, do we not hear their stories? What would it take to go from what Oliver calls a critical mess, to a critical mass? Follow the Axiom News Podcast with Peter Pula on Spotify.	<urn:uuid:f3073062-f21b-439a-967f-c20743560f5e>	CC-MAIN-2024-51	http://www.axiomnews.com/catalyzing-democracy-gestalt-%E2%80%93-critical-mess-critical-mass-oliver-escobar	2024-12-05T18:12:18Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-nd	3.0	a_tag	false	false	false	false	Latn	eng	0.99931	{ "abbr": [ "by-nc-nd" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
Gün, Lamiha, Assisant professor. PhD. Economics Department, Turgut Özal University, Ankara, Turkey., Turkey Reminder - How to do online submission to another Journal? - If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen: Submission Guidelines for Canadian Social Science We are currently accepting submissions via email only. The registration and online submission functions have been disabled. Please send your manuscripts to firstname.lastname@example.org，or email@example.com for consideration. We look forward to receiving your work. Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY). Canadian Social Science Editorial Office Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada. Telephone: 1-514-558 6138 Website: Http://www.cscanada.net; Http://www.cscanada.org E-mail:firstname.lastname@example.org; email@example.com Copyright © Canadian Academy of Oriental and Occidental Culture	<urn:uuid:71826f5a-d934-40ff-9aef-09b9037d3bef>	CC-MAIN-2024-51	http://www.cscanada.net/index.php/css/search/authors/view?firstName=Lamiha&middleName=&lastName=G%C3%BCn&affiliation=Assisant%20professor.%20PhD.%20Economics%20Department%2C%20Turgut%20%C3%96zal%20University%2C%20Ankara%2C%20Turkey.&country=TR	2024-12-05T20:25:49Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.938312	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
LI, Zhanfang, Associate Professor, Ph.D.. School of Foreign Languages, North China Electric Power University, Beijing, China. Reminder - How to do online submission to another Journal? - If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen: Submission Guidelines for Canadian Social Science We are currently accepting submissions via email only. The registration and online submission functions have been disabled. Please send your manuscripts to firstname.lastname@example.org，or email@example.com for consideration. We look forward to receiving your work. Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY). Canadian Social Science Editorial Office Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada. Telephone: 1-514-558 6138 Website: Http://www.cscanada.net; Http://www.cscanada.org E-mail:firstname.lastname@example.org; email@example.com Copyright © Canadian Academy of Oriental and Occidental Culture	<urn:uuid:65f8e25e-9950-4736-ae64-3b559a21c04a>	CC-MAIN-2024-51	http://www.cscanada.net/index.php/css/search/authors/view?firstName=Zhanfang&middleName=&lastName=LI&affiliation=Associate%20Professor%2C%20Ph.D..%20School%20of%20Foreign%20Languages%2C%20North%20China%20Electric%20Power%20University%2C%20Beijing%2C%20China.&country=	2024-12-05T19:57:44Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.936546	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
I had to take pictures of this raven when I saw it. Look closely; you'll see it has a dart through its head! Almost looks like it went in the throat and out the eye on the other side. How it's still alive, I don't know. Click an image to view full. Thursday, May 15, 2008 Label Cloud About Me Alaska Animals Anonymous Art Atheism Bicycle Blog Reactions Blog Upgrades Blogger Blunt Honesty Buildings Caturday Clothing Code Comics Computers Copyright Cruise Ship Watch Death Desktop Backgrounds Disasters Doomsday Economy eMail Emergency Energy Flying Spaghetti Monster Food Free Speech Friends Games Gay Rights Google Goth Holidays Idaho Idle Mind Illness Injury Internet Japan Jury Duty Ketchikan Large Hadron Collider Lasers Law Lies Magic: the Gathering Master Marf Meme Milestones Money Motivational Monday Mountain Mountain Dew Music Musical Taste Photos Poems Politics Polls Pony Power Outage Problems PSAs Random Reader Opinion Reader Submission Relationships Religion Scam Science Science Fiction Scientology Screenshots Sea-Monkeys Ships Sims 3 Legacy Social Norms Software South Park Space Stupidity Technology The Game Tourism Trail Unusual Ads Vacation Weapons Weather Web Feeds Word Play Work YouTube	<urn:uuid:3e9a453c-8aeb-4004-bd9d-7625ec3c3a24>	CC-MAIN-2024-51	http://www.mastermarf.com/2008/05/immortal-bird.html	2024-12-05T18:31:56Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-sa	3.0	a_tag	false	true	false	false	Latn	eng	0.944616	{ "abbr": [ "by-nc-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
Note: spoilers ahead. There's just no way to talk about the good and bad points of this book without giving away some important plot issues. I was greatly disappointed by this book. It had come highly recommended, the reviews I read were pretty positive, and the subject interested me: the inner workings of a biology lab, the lives of distinguished researchers, post-docs, lab techs, and their families. My husband was a graduate student in a research lab during the early years of our marriage, so the whole scene was familiar to me and I wanted to see how it was portrayed. Goodman does a pretty job in the first part of the book where she lets us get to know the characters and their environment. Then she introduces the possibility of scientific fraud – are someone's results "too good to be true?" and the book gets even more interesting for a while as we explore this possibility. At certain points in the middle of the book she gets a real momentum going and the book becomes a page-turner, at least for about 30 pages. Then the book starts to drag as we read about inquest after inquest, about everyone's doubts, miseries, and frustrations in the lab, and about the shenanigans of the lab's leaders as they attempt damage control. It all just goes on far too long. And then, Goodman doesn't even resolve the problem! She never tells the reader in the end whether the character really faked his data or not – she leaves it very ambiguous, with some evidence still pointing to fraud (or at least, overly hopeful interpretations) and other evidence that supports his honesty. When I finally realized that there would be no resolution, I was furious. Can I continue to rant? I would have been happy to read about one fraud investigation; instead we are treated to three. And we really really don't need the chapters about the families of the various main characters; this is just extraneous filler that adds nothing to the book's essential plot, and drags down the momentum. It's like this book was a neat little truck, humming along on a good road, and about two thirds of the way through, the author decided to pile all this extra stuff (refrigerators, sofas, doubt, ambiguity) into the back of the truck, slowing it down until it finally ground to a halt, just short of its destination. (Book 43, 2006)	<urn:uuid:296e0e5f-8a16-460e-84cf-37d5b97d24fe>	CC-MAIN-2024-51	https://abookaweek.blogspot.com/2006/10/intuition-by-allegra-goodman.html?showComment=1162790400000	2024-12-05T19:41:05Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-nd	3.0	a_tag	false	true	false	false	Latn	eng	0.999544	{ "abbr": [ "by-nc-nd", "by-nc-nd" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
Austin Highlights Austin highlights the vibrant Culture, remarkable food, and dynamic music scene that defines Texas’ capital. Known for its motto, ‘Keep Austin Weird,’ this city is a blend of southern charm and modern innovation. In this article, we will uncover the top 10 must-see attractions and experiences that capture the essence of Austin. Whether you’re looking for live music venues, iconic food trucks, or captivating outdoor spaces, this guide will help you navigate the best that Austin has to offer. Get ready to explore the heart of Texas and create unforgettable memories. 1. Experience the Buzz at South by Southwest (SXSW) Festival One of the most exciting Events in Austin is undoubtedly the South by Southwest (SXSW) Festival. This annual festival showcases a vibrant mix of music, film, and interactive media, attracting thousands of visitors from around the globe. Held every March, SXSW transforms the city into a lively hub of creativity and innovation. Attending SXSW offers a unique chance to engage with artists, filmmakers, and tech innovators. As you stroll through the festival, you will not only enjoy live performances but also have the opportunity to attend panels and workshops. This makes SXSW a melting pot of ideas and entertainment. However, it’s important to plan ahead. Tickets can sell out quickly, so securing yours early is essential. Plus, don’t forget to explore the surrounding venues in Austin which often host spontaneous performances and events, amplifying the overall experience! 2. Explore the Beauty of Zilker Park: Austin’s Urban Oasis Zilker Park is often described as Austin’s urban oasis, and it’s easy to see why. Spanning over 350 acres, this park offers countless recreational opportunities for outdoor enthusiasts. From hiking to picnicking, Zilker Park serves as a perfect escape from the city hustle. The park is home to the stunning Barton Springs Pool, which maintains a refreshing temperature year-round. This natural spring-fed pool is ideal for swimming, and its scenic surroundings make it a great spot for relaxation. Additionally, the park features numerous trails, offering stunning views and a chance to connect with nature. Visiting Zilker Park is a must for travelers looking to experience the heart of Austin’s outdoor culture. So, pack a picnic and enjoy a day surrounded by lush landscapes and vibrant community Activities! 3. Discover the Live Music Scene on Sixth Street For many, the essence of Austin lies in its live music scene, and Sixth Street is at the epicenter of this vibrant Culture. Known for its eclectic mix of bars, clubs, and live music venues, this area buzzes with energy, particularly during the weekends. As you walk down Sixth Street, you will quickly find a variety of genres from rock to blues and country. Many venues offer free entry, allowing you to explore multiple acts without breaking the bank. Additionally, the street itself hosts several festivals throughout the year, amplifying the city’s reputation as the “Live Music Capital of the World.” While enjoying the music, don’t miss out on the exciting atmosphere filled with creative street performers and food options. Therefore, whether you’re a music lover or a casual visitor, Sixth Street promises an unforgettable experience! 4. Savor Local Flavors: A Guide to Austin’s Food Trucks Austin is renowned for its diverse and vibrant food truck scene, which offers an eclectic mix of cuisines that cater to every palate. In fact, there are over 1,000 food trucks in the city, making it a culinary paradise. From traditional Texas barbecue to gourmet tacos, the options are endless. One must-try food truck is Franklin Barbecue, famous for its mouthwatering brisket. However, as the line can get long, arriving early is a smart strategy. Also, don’t miss Veracruz All Natural, known for its delicious breakfast tacos. Furthermore, food trucks are often located near breweries and parks, enhancing your dining experience with a laid-back atmosphere. Insider tip: Follow local food blogs for updates on the best food truck spots and specials! 5. Visit the Texas State Capitol: A Historical Gem The Texas State Capitol stands as a magnificent symbol of Austin’s rich history. Completed in 1888, this stunning structure is not only the seat of government but also an architectural wonder. Notably, it is one of the largest capitol buildings in the United States, surpassing even the U.S. Capitol in size. Visitors can take free guided tours that delve into the history of Texas and its political landscape. During the tour, you’ll discover fascinating facts about its 19 monuments and beautiful gardens. Moreover, the stunning interior features original paintings and intricate carvings that reflect the state’s heritage. Pro tip: Opt for a self-guided tour to explore the grounds at your own pace and enjoy breathtaking views of downtown Austin! 6. Bat Viewing at Congress Avenue Bridge: A Unique Natural Wonder Austin is famous for its bat colony residing under the Congress Avenue Bridge, which is one of the largest urban bat colonies in the world. Each evening from spring to fall, about 1.5 million bats emerge from under the bridge at sunset, creating a mesmerizing sight. To enjoy this spectacle, many gather on the bridge or the nearby bat viewing area. As dusk settles, the bats take flight, providing a unique opportunity for photographers and nature lovers alike. It’s a sight that is truly unforgettable. Additionally, local guides often offer boat tours on Lady Bird Lake, allowing for a different perspective. Arrive early for the best viewing spots, and be sure to check the schedule for peak bat activity. Witnessing this natural wonder is certainly one of the top Austin highlights! 7. Delight in the Vibrant Art Scene at the HOPE Outdoor Gallery Austin is renowned for its thriving art scene, and one of the best places to experience this is the HOPE Outdoor Gallery. This unique space, dedicated to street art and murals, offers a canvas for artists of all skill levels to express themselves. As you stroll through the gallery, prepare to be amazed by vibrant colors and creativity that adorn the walls. The gallery not only showcases local talent, but it also reflects the city’s Culture and community spirit. In addition, the rotating nature of the artwork ensures there’s always something new to discover. Given that it’s an outdoor gallery, it’s advisable to visit early in the morning or later in the afternoon to avoid the heat. Pro Tip: Don’t forget your camera! The art is perfect for capturing vibrant Instagram photos to share your Austin highlights. 8. Explore the Enigmatic Barton Springs Pool The Barton Springs Pool is a natural spring-fed pool located within Zilker Park. Not only is it a perfect escape from the Texas heat, but it also showcases Austin’s enchanting natural beauty. The pool maintains a refreshing temperature of around 68-70°F year-round, making it a popular spot for locals and visitors alike. While swimming, you can enjoy stunning surroundings, including lush greenery and towering trees. Furthermore, the pool has a rich history dating back to the 1800s, making it a fascinating destination. Entry is affordable and is open throughout the year, inviting everyone for a relaxing day. 9. Capture Stunning Views at Mount Bonnell Mount Bonnell, often dubbed as one of the highest points in Austin, offers breathtaking views that should not be missed. When you hike the steep trail to the top, you’ll be rewarded with panoramic vistas of the Colorado River and Austin’s skyline. To enhance your experience, plan to visit during sunset when the sky ignites with vibrant hues. Moreover, the area around Mount Bonnell is perfect for a picnic or simply to soak in the beauty of nature. Since it is a favorite spot for both tourists and locals, it’s wise to arrive early to secure a good vantage point. 10. Experience the Quirky Charm of the Cathedral of Junk One of the most unique attractions in Austin is the Cathedral of Junk, an extraordinary installation created by local artist Vince Hannemann. Tucked away in a residential area, this whimsical structure is made entirely from discarded materials, showcasing the artist’s imagination and resourcefulness. Visitors are encouraged to explore the many levels and nooks of the Cathedral. Interestingly, this artistic creation has become a symbol of Austin’s eclectic spirit. As you walk through this fascinating maze, you’ll discover everything from bicycles to old television sets integrated into the design. Moreover, the Cathedral of Junk is a testament to the city’s commitment to creativity and sustainability. It’s open to the public, but donations are appreciated to help maintain this quirky landmark. Don’t miss the chance to take unique photographs and document your visit to this hidden gem! Austin highlights provide a rich tapestry of experiences that cater to all tastes. From its prominent music scene to stunning parks and delectable culinary offerings, this city invites travelers to immerse themselves in its eccentric charm. Whether you’re dancing at a music festival, enjoying scrumptious bites from a food truck, or taking in the sunset from Mount Bonnell, Austin promises unforgettable memories. Which highlights are you most excited to explore? Share your favorites in the comments below, and let’s embrace the unique spirit of Austin together!	<urn:uuid:ad4964e8-91e1-42c3-bd0c-1298a519687e>	CC-MAIN-2024-51	https://adventurebackpack.com/austin-highlights/	2024-12-05T19:13:09Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-sa	2.0	a_tag	false	false	false	true	Latn	eng	0.998664	{ "abbr": [ "by-nc-sa", "by-nc-nd", "by-nc-nd", "by-nc-nd", "by-nc-nd" ], "in_footer": [ false, false, false, false, false ], "in_head": [ false, false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "2.0", "2.0", "2.0", "2.0", "2.0" ] }
Caracas Landmarks Caracas is a city steeped in history and culture, offering visitors a wealth of landmarks that tell the story of its past and present. From colonial-era churches to modern artistic structures, Caracas landmarks reflect the diversity and uniqueness of Venezuela’s capital. In this article, we will guide you through 10 must-see landmarks in Caracas, each one offering a glimpse into the city’s rich heritage and vibrant cultural life. Whether you’re an architecture aficionado or a curious traveler, these sites will leave you enchanted and eager to explore more. 1. El Ávila Mountain: A Natural Wonder Overseeing Caracas El Ávila Mountain, a dominant feature of the Caracas landscape, stands as a natural wonder that enchants all visitors. Towering over the city, this majestic mountain offers breathtaking views that are simply unforgettable. For outdoor enthusiasts, hiking through its lush trails is a must-do activity. Additionally, the teleferico (cable car) provides a unique way to experience the beauty of El Ávila without the strenuous trek. As you ascend, you’ll encounter diverse flora and fauna, making it a perfect spot for nature lovers. Moreover, the panoramic vistas of Caracas from the peak are nothing short of spectacular. Be sure to pack some snacks and enjoy a picnic while soaking in the serene atmosphere. As many travelers have shared, visiting El Ávila is a highlight of exploring Caracas landmarks. 2. Plaza Bolivar: The Heart of Historical Caracas Plaza Bolivar is the heart of historical Caracas, pulsating with the essence of Venezuela’s past. Surrounded by important buildings, this lively square is dedicated to the nation’s hero, Simón Bolívar. Visitors will find themselves drawn to the beautifully landscaped gardens and the iconic statue of Bolívar himself, which stands proudly at the center. Furthermore, various cultural Events and gatherings often take place here, adding to the vibrant atmosphere of the plaza. While strolling around, don’t miss the nearby National Pantheon and the Caracas Cathedral, both of which enhance the historical significance of the area. It’s the perfect spot for a leisurely afternoon amidst the rich history of Caracas. 3. The Caracas Cathedral: A Symbol of Faith and History Located in the bustling Plaza Bolívar, the Caracas Cathedral is a remarkable symbol of faith and history. This stunning architectural masterpiece, built in the 17th century, reflects various styles, primarily Baroque and Neoclassical. Its grand facade captivates visitors and invites them to explore its serene interior. Inside, the cathedral houses beautiful altars and religious art, including stunning stained-glass windows. Additionally, it serves as the final resting place for notable figures, adding depth to its historical significance. If time permits, attending a mass can enhance your appreciation of this sacred space. Indeed, visiting the >Caracas Cathedral is a recommended experience for anyone exploring the city’s landmarks. 4. The National Pantheon: Resting Place of Venezuelan Heroes Located in the historic heart of Caracas, the National Pantheon serves as a mausoleum for some of Venezuela’s most revered figures. This beautiful structure, initially built as a church, underwent transformation to become a place of homage. Visitors are often moved by the grandeur of the architecture and the rich history encapsulated within. As you wander through its hallowed halls, you can pay respects to national heroes like Simón Bolívar and Andrés Bello. The striking dome and intricate frescoes demand admiration, and if you’re eager to learn, guided tours provide invaluable insights. Furthermore, the atmosphere is serene, making it an ideal spot for reflection. 5. Parque Generalísimo Francisco de Miranda: Green Oasis in the City Parque Generalísimo Francisco de Miranda, commonly known as Parque del Este, is an expansive green oasis amidst the urban hustle of Caracas. This park offers locals and visitors a perfect getaway, filled with lush gardens, tranquil lakes, and vibrant wildlife. As I strolled through the paths, I was captivated by the beauty of nature. Moreover, the park hosts various recreational Activities. Whether you want to jog, practice yoga, or simply enjoy a picnic, the options are plenty. To enhance your experience, consider visiting the park in the early morning or late afternoon when the sunlight casts a golden hue over the landscape. 6. Contemporary Art at the Museo de Arte Contemporáneo de Caracas The Museo de Arte Contemporáneo de Caracas stands out as a premier destination for art enthusiasts. This museum showcases a diverse range of contemporary art, featuring Venezuelan and international artists. Walking through its halls, I was constantly surprised by the innovative pieces and thought-provoking exhibitions. In addition to its permanent collection, the museum hosts rotating exhibitions. Therefore, each visit can provide a fresh experience. Moreover, the architectural design of the building itself is a work of art, incorporating natural light and open spaces beautifully. If you are passionate about Culture, this museum should definitely be on your list of Caracas landmarks. 7. La Casa de la Cultura: Architectural Splendor and Cultural Hub La Casa de la Cultura stands as a magnificent example of Caracas landmarks that harmoniously blend architecture with cultural significance. This cultural center is not only a feast for the eyes but also serves as a hub for artistic expression and education. Originally established to promote Venezuelan art and traditions, it hosts numerous exhibitions, workshops, and performances. As you explore its beautifully designed spaces, you will encounter a variety of art forms that reflect the country’s diverse heritage. Transitioning from room to room, you’ll find galleries showcasing local artists and historical artifacts. For a truly immersive experience, check their schedule for ongoing Events. Don’t miss this gem, as it’s a perfect spot to appreciate both the architecture and the vibrant cultural scene in Caracas. 8. The Beautiful Architecture of the Teresa Carreño Cultural Complex The Teresa Carreño Cultural Complex is a must-visit when exploring Caracas landmarks. This architectural marvel not only captivates visitors with its stunning design but also serves as the main venue for performing arts in Venezuela. The complex features several auditoriums and theaters, each boasting state-of-the-art acoustics. Moreover, the exterior of the complex is a masterpiece in itself, with a modern design that contrasts beautifully with the historic buildings nearby. Additionally, it regularly hosts concerts, ballets, and cultural Events that showcase both local and international talent. If you have a passion for the arts, make sure to include a performance at this iconic venue during your visit. 9. The Colonial Charm of Petare: A Journey Through Time When it comes to experiencing authentic Caracas landmarks, the colonial charm of Petare is an absolute treasure. This traditionally Hispanic neighborhood provides a glimpse into the past with its cobbled streets and colonial architecture. As you wander through Petare, you’ll feel as if you’ve stepped back in time. Many buildings here date back to the colonial period, showcasing beautiful facades and colorful murals. In particular, the local markets offer a vibrant atmosphere where you can enjoy traditional food and crafts. Moreover, the community’s sense of pride and heritage makes the experience even richer. So, as you explore Petare, take your time to soak in its history and delightful ambiance. 10. Exploring the Modernity of the Parque Central Complex The Parque Central Complex stands as a prime example of modern architecture in Caracas, representing a blend of functionality and aesthetic appeal. This urban hub features two iconic skyscrapers, which are not only spectacularly designed but also play a critical role in the city’s skyline. Visitors to the complex can enjoy the spacious park that lies at its heart, providing a serene escape from the bustling city life. Furthermore, the Parque Central is home to various cultural institutions and entertainment options, making it a vibrant gathering place for locals and tourists alike. By exploring the Parque Central Complex, travelers can appreciate the city’s commitment to modern urban design while also enjoying outdoor Activities. Additionally, it features art installations that enhance the overall experience. Thus, if you’re seeking a place to unwind and take in the architecture of Caracas landmarks, this complex should be on your itinerary. Caracas boasts a rich tapestry of landmarks that reflect its historical significance and cultural vibrancy. From the natural majesty of El Ávila to the artistic expressions found in museums, each site adds a layer to the understanding of this dynamic city. Which Caracas landmark are you most excited to visit? Share your experiences and thoughts in the comments below, and embark on your journey to explore the enchanting landmarks of Caracas!	<urn:uuid:8a894ca7-988f-4c3b-8860-77bc75884654>	CC-MAIN-2024-51	https://adventurebackpack.com/caracas-landmarks/	2024-12-05T19:20:25Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	4.0	a_tag	false	false	false	true	Latn	eng	0.995842	{ "abbr": [ "by-sa", "by-nc-nd", "by-nc-nd" ], "in_footer": [ false, false, false ], "in_head": [ false, false, false ], "location": [ "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "2.0", "2.0" ] }
Document Type Article Publication Date 2-1-2016 DOI http://dx.doi.org/10.1016/j.yexcr.2016.01.011 Abstract Canonical Notch signaling involves Notch receptor activation via interaction with cell surface bound Notch ligand. Recent findings also indicate that Notch signaling may be modulated by cross-talk with other signaling mechanisms. The ECM protein MAGP2 was previously shown to regulate Notch in a cell type dependent manner, although the molecular details of this interaction have not been dissected. Here, we report that MAGP2 cell type specific control of Notch is independent of individual Notch receptor-ligand combinations but dependent on interaction with RGD binding integrins. Overexpressed MAGP2 was found to suppress transcriptional activity from the Notch responsive Hes1 promoter activity in endothelial cells, while overexpression of a RGD→RGE MAGP2 mutant increased Notch signaling in the same cell type. This effect was not unique to MAGP2 since the RGD domain of the ECM protein EGFL7 was also found to be an important modulator of Hes1 promoter activity. Independently of MAGP2 or EGFL7, inhibition of RGD-binding integrins with soluble RGD peptides also increased accumulation of active N1ICD fragments and Notch responsive promoter activity independently of changes in Notch1, Jag1, or Dll4 expression. Finally, β1 or β3 integrin blocking antibodies also enhanced Notch signaling. Collectively, these results answer the question of how MAGP2 controls cell type dependent Notch signaling, but more importantly uncover a new mechanism to understand how extracellular matrices and cellular environments impact Notch signaling. Copyright Statement This is an author-produced, peer-reviewed version of this article. © [YEAR], [PUBLISHER NAME]. Licensed under the Creative Commons [insert license details and URL]. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/[ENTER LICENSE CODE]/[Version Number]/ . The final, definitive version of this document can be found online at [JOURNAL NAME], doi: [DOI #] Publication Information Deford, Peter; Brown, Kasey; Richards, Rae Lee; King, Aric; Newburn, Kristin; Westover, Katherine; and Albig, Allan R.. (2016). "MAGP2 Controls Notch via Interactions with RGD Binding Integrins: Identification of a Novel ECM-Integrin-Notch Signaling Axis". Experimental Cell Research, 341(1), 84-91.	<urn:uuid:69274905-cd17-4708-84bc-cb328efa419a>	CC-MAIN-2024-51	https://scholarworks.boisestate.edu/bio_facpubs/455/	2024-12-05T19:59:33Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-nd	3.0	a_tag	false	false	false	false	Latn	eng	0.962425	{ "abbr": [ "by-nc-nd" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
1 Introduction In 2017 the European Commission proposed, in its draft ePrivacy Regulation,[1] revisions to the “cookie law” introduced in the 2002 ePrivacy Directive[2] and refined in the 2009 Citizens’ Rights Directive.[3] Much commentary has focussed on the reduced range of cookies to be covered by the new law. However, this article suggests that a more significant change is the re-allocation of responsibilities between providers of websites and browsers. Current law makes website operators responsible both for the storage and retrieval of cookies and for the subsequent processing of data derived from them. This has encouraged interpretations that apply the Directive to both operations, even though its text provides no basis for that. By mandating a legal role for web browsers in storage and retrieval – and allowing website operators to rely on them performing it – the draft Regulation should clarify that subsequent processing has always been a legally separate activity subject not to the specific cookie law but, if it involves personal data, to general data protection law. Data derived from cookies should not be treated as a special case, but instead as another type of (potentially) personal data, whose processing is subject to the full range of data protection law. This should produce more appropriate controls for both website operators and users, and an improved experience for both. This paper maps the development of the lex specialis for cookies and how its scope has been extended beyond the actual text. It then suggests how the draft ePrivacy Regulation could correct this and result in the use of more appropriate general law for cookie processing. 2 Cookie laws: 2002 and 2009 In 2002, the ePrivacy Directive introduced a special legal regime for cookies – Member States shall ensure that the use of electronic communications networks to store information or to gain access to information stored in the terminal equipment of a subscriber or user is only allowed on condition that the subscriber or user concerned is provided with clear and comprehensive information in accordance with Directive 95/46/EC, inter alia about the purposes of the processing, and is offered the right to refuse such processing by the data controller.[4] The 2009 Citizen’s Rights Directive replaced this “right to refuse” with a requirement that “the subscriber or user concerned has given his or her consent”.[5] A recital to the Directive appeared to allow such consent to be inferred from the settings of the user’s web browser: Where it is technically possible and effective, in accordance with the relevant provisions of Directive 95/46/EC, the user’s consent to processing may be expressed by using the appropriate settings of a browser or other application.[6] However the Article 29 Working Party of Data Protection Supervisors pointed out that in 2010 “three [of the four] major browsers have as a default setting to allow all cookies”,[7] and that a user’s failure to change this setting could not be taken as “a clear and unambiguous indication of his/her wishes”.[8] For a browser’s settings to provide valid consent, it must by default reject third-party cookies and require an affirmative action by the user before it accepts them.[9] In 2013 the Working Party re-iterated that consent could only be inferred from browser settings “[w]here the website operator can be confident that the user has been fully informed and actively configured their browser or other application”.[10] With the Commission confirming in 2017 that “the default settings for cookies are set in most current browsers to ‘accept all cookies’”,[11] the option of relying on browser settings still seems to be unavailable to website operators. Instead, most websites have implemented technical measures to obtain consent, typically using banners or pop-ups that users must click before viewing the content they want. As a result, according to the European Commission “end-users are overloaded with requests to provide consent”.[12] Furthermore, although the ePrivacy Directive only covers storing and accessing cookies, the Article 29 Working Party encouraged website operators to treat this interaction as also providing consent to the subsequent processing of any personal data that might be derived from those cookies: “users’ single acceptance to receive a cookie may also entail their acceptance for the subsequent readings of the cookie, and hence for the monitoring of their internet browsing”.[13] Despite an observation that the Data Protection Directive (95/46/EC) “applies to matters not specifically covered by the ePrivacy Directive whenever personal data are processed”,[14] this Working Party guidance has been widely interpreted as meaning that consent is required for processing cookies data, not just – as the ePrivacy Directive actually states – for storing and accessing them. This interpretation creates two anomalies. The ePrivacy Directive exempts some cookies – those used solely for transmissions over a network and those necessary to provide a service explicitly requested by a user[15] – from the requirement to obtain consent to storage and access. A website that omits these cookies from its consent interface may have no legal basis for processing personal data that may be derived from them. Conversely websites that obtain consent for storage and access may be encouraged to also use consent as the basis for subsequent processing even where alternative provisions under the Data Protection Directive would be more suitable. 3 The draft ePrivacy Regulation 2017 In 2017, the European Commission published its proposal for a new ePrivacy Regulation.[16] This reaffirms many aspects of the 2009 Directive and the Article 29 Working Party’s comments on it: that the lex specialis only applies to storing and accessing cookies, not subsequent processing; that such storing or accessing requires prior, informed consent;[17] that, now in an Article rather than a Recital, such “consent may be expressed by using the appropriate technical settings of a software application enabling access to the internet”; [18] and that, to be valid, such settings must be the result of a “clear, affirmative action” action by the user.[19] However, in an apparent recognition of the failure of previous legislation that merely declared the possibility of relying on technical settings to express consent, there is a new explicit statement that “web browsers … are in a privileged position to play an active role to help the end-user to control the flow of information to and from the terminal equipment”.[20] And, to ensure that browsers do, in future, play that role, the Commission propose a new legal duty on those supplying web browsers to the European market: - Software placed on the market permitting electronic communications, including the retrieval and presentation of information on the internet, shall offer the option to prevent third parties from storing information on the terminal equipment of an end-user or processing information already stored on that equipment. - Upon installation, the software shall inform the end-user about the privacy settings options and, to continue with the installation, require the end-user to consent to a setting. - In the case of software which has already been installed on 25 May 2018, the requirements under paragraphs 1 and 2 shall be complied with at the time of the first update of the software, but no later than 25 August 2018.[21] If this becomes law, web browsers will be required to present their users with an active choice whether or not to allow the storing and accessing of cookies, in a way that ensures the user has given legally valid consent. Articles 10(2) and 10(3) suggest that this requirement could be satisfied by a choice offered when the software is installed or first updated. Although doubts have been expressed whether such an interface can in fact provide sufficient information to obtain valid consent,[22] the draft legislation is clear that in future this will be an issue for browser suppliers, not website operators. The inclusion of a cut-off date, by which all browsers must behave in this way, appears to resolve the concerns previously expressed by the Article 29 Working Party: after that date, website operators will know that browser technical settings are the result of an active, informed choice by their users and that, as a result, they have valid consent for any storing or accessing of cookies that those settings permit. 4 What law for cookie processing? An active choice presented when a browser is installed or first updated may provide valid consent for storing and accessing cookies but, since “[t]he definition of and conditions for consent provided for under Articles 4(11) and 7 of [the General Data Protection Regulation (GDPR)] shall apply”,[23] it is unlikely that such an interface could also provide valid consent for subsequent processing. Making the active choice interface part of the browser installation process means website operators are very unlikely to have the access or control that will be required to satisfy the GDPR’s requirements that they “be able to demonstrate that the data subject has given consent to the processing operation”,[24] or to ensure it is “as easy to withdraw as to give consent”.[25] And, even if such an interface could provide information about the “purposes of the processing for which the [cookies] are intended”[26] at the time the browser is installed, it gives website operators no possibility of updating that information as they change their processing and purposes over time. Thus, although the draft Regulation will mean that website operators can rely on browser technical settings to express users’ consent to the storing and accessing of cookies, the Article 29 Working Party’s suggestion that the same consent could extend to subsequent processing of information derived from those cookies no longer appears tenable. Website operators will therefore need to take their own measures to ensure that their processing of cookie data complies with the law. And, where cookies constitute personal data, it should now be clear that the relevant law has never been the special cookie provisions of ePrivacy law but, from 25 May 2018, the GDPR. Using cookies will therefore resemble other examples, presented in the Working Party’s 2011 Opinion on Consent, of compound processing where different aspects may be covered by different legal provisions.[27] Website operators must therefore identify and apply the relevant aspects of the GDPR when processing any personal data derived from cookies. This resolves the anomalies that arise when the ePrivacy Directive alone is used for cookie processing: appropriate legal bases – including contract and legitimate interests, as well as consent – become available both for cookies exempt under that Directive and for those where consent is inappropriate or unavailable. The Working Party’s Opinion 04/2012 on the Cookie Consent Exemption[28] provides examples of both exempt and non-exempt cookies that illustrate how applying normal data protection law to the processing of cookie data results in legal bases that are both consistent with the cookie storage rules and provide appropriate safeguards and obligations for data subjects and data controllers respectively. Load-balancing cookies are considered necessary for communication over the network, so are exempt from storage notification:[29] since they only identify a server, not a client machine, they will not contain personal data, so their processing does not engage data protection law and does not require processing notification either. Cookies that are used only to customise the user interface – for example to indicate a preferred language or format for content – do not require any unique identifier so are unlikely to constitute personal information.[30] They may, depending on persistence, require a notice before storage: the Working Party suggests placing this clearly beside the “remember setting” button.[31] Cookies used to store user input – for example the contents of a shopping cart – are likely to constitute personal data. Though these are exempt from storage notification,[32] a legal basis for processing is required. The obvious basis is that processing is necessary for, or at the user’s request to prepare for, a contract with the user.[33] Websites must therefore notify users about the processing: since this must be done “at the time when personal data are obtained”,[34] a static web page linked from the shopping cart option is likely to be suitable. Using this basis also gives users the right to data portability, however any storage of purchasing history is more likely to be associated with the user’s account rather than with a transient session cookie. Similar considerations are likely to apply to session authentication,[35] user-centric security,[36] and multi-media player session cookies.[37] In 2012 the Working Party reluctantly concluded that – even though they were “not likely to create a privacy risk” – the ePrivacy Directive required cookies used for first-party website analytics to obtain storage consent.[38] Article 8(1)(d) of the draft Regulation now follows the Working Party’s recommendation and adds “audience measuring” by websites to its exempted list. The obvious GDPR basis for this processing, which is likely to involve personal data, is that it is necessary for a legitimate interest of the data controller.[39] This basis requires that the impact on the individual’s rights and freedoms be minimised and that any remaining risk be balanced against the benefit of processing to the data controller. Since the aim of these cookies is to gather information about the website, while having no effect on its users, tools such as pseudonymisation can be used and will often reduce the risk sufficiently to satisfy this balance.[40] Users must be informed of the processing, the interest that it serves, and their right to object to it (in which case the rights balance must be reassessed in the light of that particular user’s circumstances). Again, this information can be provided through a static web page, rather than requiring an active dialogue. Persistent (multi-session) authentication cookies are an example where consent is likely to be the basis for both storage and processing. So long as the cookie is only used for authentication, it should be possible to obtain informed, prior, opt-in consent to both through a single “remember me” button with an accompanying notice.[41] More complex uses that are required to obtain consent for storage include social plug-in tracking[42] and third party advertising.[43] Zuiderveen Borgesius considers “the fact that a company sees personal data processing as useful or profitable does not make the processing ‘necessary’[44] to provide the contracted service to the user. Processing for these purposes might be considered necessary for a legitimate interest of the social network provider or third party, but only if that interest is not overridden by the user’s rights and freedoms.[45] Otherwise, it will require the user’s free, informed consent.[46] While Recital 47 of the GDPR indicates that the legitimate interests basis might be available for direct marketing, it does not explain how to satisfy the Article 6(1)(f) balancing test. This basis would require the interested party to provide information to users and handle objections from them, but would avoid the need for an active consent dialogue. More detailed guidance from regulators would, therefore, be welcome on the conditions under which legitimate interests could apply. In other circumstances the remaining legal basis, consent, is likely to be an even more onerous choice than under the current Data Protection Directive, since the GDPR requires, among other things, that it be specific, actively granted,[47] recorded,[48] easily withdrawn and data erased.[49] The Working Party’s conclusion that such cookies are “not strictly necessary to provide a functionality explicitly requested by the user”,[50] suggests that consent cannot be inferred from the user’s willingness to use the service but must, under the GDPR, be obtained separately.[51] In addition, using consent involves complying with data portability requests,[52] which will include data collected over the entire lifetime of the cookie.[53] The ePrivacy Regulation’s provisions on browser settings will not, therefore, eliminate the need for consent dialogues for these cookies: indeed the GDPR requirements for consent to processing are likely to make them more complex. Treating the processing of cookie data as a normal activity involving personal data should also highlight that all aspects of the GDPR apply. Thus, for example, cookie data that is used to make automated decisions with legal, or other significant, effect on an individual will be subject to the profiling provisions in Article 22. Or, as the Working Party note, website operators who wish to have a third party perform website audience measurement on their behalf can use a “GDPR-compliant [data] processor agreement” to do so.[54] 5 Conclusion: general, rather than special, law By separating responsibility for the technical aspects of storing and accessing cookies from the legal aspects of processing data derived from them, the draft ePrivacy Regulation supports the Article 29 Working Party’s 2012 view that “[t]he risk to data protection comes from the purpose(s) of processing rather than the information contained within the cookie”.[55] The GDPR was specifically designed to provide a comprehensive regime to regulate such processing. Furthermore, applying the Regulation ensures that the same rules apply to processing irrespective of who performs it or what technology may be used: cookies, super-cookies, browser fingerprinting, or any future invention. As recently as 2013, the Working Party appeared to exclude any legal basis other than consent: “[f]or the processing of the personal data that goes together with the reading and setting of tracking cookies the data controller needs to obtain the unambiguous consent of the user”.[56] This seems likely to have resulted in both an excessive number of unnecessary and inappropriate consent dialogues and, where cookies were declared exempt, processing of personal data without any consideration of legal basis or requirements. It may well explain the Department for Culture, Media and Sport’s (DCMS) finding that: [T]he biggest unanticipated impact has been the consumer reaction which ranges from apathy to frustration, but nowhere near the positive reassurance that introduction of the requirement was expected to deliver.[57] If regulators and website operators now take the opportunity to apply general data protection law to the processing of cookie data, there should be much less frustration and apathy from both consumers and website operators, and much more of the positive reassurance that DCMS were hoping for. [1] Proposal for a Regulation of the European Parliament and of the Council concerning the respect for private life and the protection of personal data in electronic communications (2017/0003 (COD)) (hereinafter ‘draft ePrivacy Regulation’). [2] Directive 2002/58/EC of the European Parliament and of the Council of 12 July 2002 concerning the processing of personal data and protection of privacy in the electronic communications sector (Directive on privacy and electronic communications) [2002] OJ L 201/37. [3] Directive 2009/136/EC of the European Parliament and of the Council of 25 November 2009 amending Directive 2002/22/EC on universal service and users’ rights relating to electronic communications networks and services, Directive 2002/58/EC concerning the processing of personal data and the protection of privacy in the electronic communications sector and Regulation (EC) No 2006/2004 on cooperation between national authorities responsible for the enforcement of consumer protection laws [2009] OJ L 337/11 (hereinafter ‘Citizens Rights Directive’). [4] Supra n. 2, art. 5(3). [5] Supra n. 3, art. 2(5). [6] Ibid., Recital 66. [7] Article 29 Working Party, “Opinion 2/2010 on Online Behavioural Advertising” 00909/10/EN WP 171, p. 14. [8] Ibid. [9] Ibid., p. 15. [10] Article 29 Working Party, “Working Document 02/2013 Providing Guidance on Obtaining Consent for Cookies” 1676/13/EN WP 208, p. 4. [11] Draft ePrivacy Regulation, supra n. 1, Recital 23. [12] Ibid., Recital 22. [13] Article 29 Working Party, “Opinion 2/2010 on Online Behavioural Advertising”, supra n. 7, p. 3. [14] Ibid., p. 8. [15] Citizens Rights Directive, supra n. 3, art. 2(5), replacing art. 5(3) of Directive 2002/58/EC. [16] Supra n. 1. [17] Ibid., Recital 20. [18] Ibid., art. 9(2). [19] Ibid., Recital 22. [20] Ibid., Recital 22. [21] Ibid., art. 10. [22] E.g. Eoin Carolan, “The continuing problems with online consent under the EU’s emerging data protection principles” (2016) 32 Computer Law & Security Review 462-473. [23] Draft ePrivacy Regulation, supra n. 1, art. 9. [24] Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 25/46/EC (General Data Protection Regulation) [2016] OJ L 119/1 (hereinafter ‘GDPR’), art. 13(1), Recital 42. [25] Ibid., art. 7(3). [26] Ibid., Recital 42. [27] Article 29 Working Party, “Opinion 15/2011 on the Definition of Consent” 00197/11/EN WP187, p. 8. [28] Article 29 Working Party, “Opinion 04/2012 on Cookie Consent Exemption” 00879/12/EN WP 194, pp. 6-11. [29] Ibid., s. 3.5. [30] Frederik Zuiderveen Borgesius, “Singling out people without knowing their names – Behavioural targeting, pseudonymous data, and the new Data Protection Regulation” (2016) 32 Computer Law & Security Review 256-271, p. 257. [31] Article 29 Working Party, “Opinion 04/2012 on Cookie Consent Exemption”, supra n. 28, s. 3.6. [32] Ibid., s. 3.1. [33] GDPR, art. 6(1)(b). [34] Ibid., art 13(1). [35] Article 29 Working Party, “Opinion 04/2012 on Cookie Consent Exemption”, supra n. 28, s. 3.2. [36] Ibid., s. 3.3. [37] Ibid., s. 3.4. [38] Ibid., s. 4.3. [39] GDPR, art. 6(1)(f). [40] Ibid., Recital 28. [41] Article 29 Working Party, “Opinion 04/2012 on Cookie Consent Exemption”, supra n. 28, s. 3.2. [42] Ibid., s. 4.1. [43] Ibid., s. 4.2. [44] Frederik Zuiderveen Borgesius and Joost Poort, “Online Price Discrimination and EU Data Privacy Law” (2017) 40(3) Journal of Consumer Policy 347-366, p. 360. [45] GDPR, art. 6(1)(f). [46] Ibid., art. 6(1)(a). [47] Ibid., art. 4(11). [48] Ibid., art. 7(1). [49] Ibid., art. 7(3). [50] Article 29 Working Party, “Opinion 04/2012 on Cookie Consent Exemption”, supra n. 28, s. 4.1 [51] General Data Protection Regulation, supra n 24, art. 7(4). [52] Ibid., art. 20. [53] Article 29 Working Party, “Guidelines on the Right to Data Portability” 16/EN WP 242 rev.01, p. 9. [54] Article 29 Working Party, “Opinion 01/2017 on the Proposed Regulation for the ePrivacy Regulation (2002/58/EC)” 17/EN WP 247, p. 19. [55] Article 29 Working Party , “Opinion 04/2012 on Cookie Consent Exemption”, supra n. 28, p. 5. [56] Article 29 Working Party, “Working Document 02/2013 Providing Guidance on Obtaining Consent for Cookies”, supra n. 10, p. 6. [57] Department for Culture, Media and Sport, “Post Implementation Review of the EU Electronic Communications Framework 2009” (April 2017), p. 16, available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/610586/PIR_EU_Electronic_Communications_Regulatory_Framework_2009.pdf (accessed 19 May 2017).	<urn:uuid:ee96d956-03d6-4a1b-ac74-e039d384cf3b>	CC-MAIN-2024-51	https://script-ed.org/article/the-draft-eprivacy-regulation-no-more-lex-specialis-for-cookie-processing/	2024-12-05T20:32:29Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-nd	4.0	a_tag	false	false	false	false	Latn	eng	0.982834	{ "abbr": [ "by-nc-nd" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Accessibility Do you want to learn how to make your teaching materials more accessible? The OER Accessibility Toolkit might be able to help. Creative Commons Many items in this repository are made available through a creative commons license. Please visit the Creative Commons website to learn about the details of each license. UBC Policy 81 Some items in this repository are shared under UBC Policy 81, “Use of Teaching Materials in UBC Credit Courses”. Open Education Resources UBC Library has user guides on open educational resources repositories including informational videos on copyright and finding and using open education resources. BC Campus also has an open education initiative. Other repositories at UBC include: UBC Circle: UBC’s digital repository for research and teaching materials STATspace: A repository for introductory statistics teaching materials	<urn:uuid:ece63066-6b61-4164-b6c4-400f7f633ab4>	CC-MAIN-2024-51	https://sei.ubc.ca/blurb;jsessionid=910C8FFEE4E239D6F1CF0424A807FC4F?blurb=Resources	2024-12-05T20:36:30Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	cc-unknown	null	a_tag	false	false	false	false	Latn	eng	0.991822	{ "abbr": [ "cc-unknown" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ null ] }
Stand sit lie It's an old cycling mantra for recovery: If you're standing, sit down. If you're sitting, lie down. It's something I like to keep in mind after a big workout, particularly on the legs — get the weight off them! It's an old cycling mantra for recovery: If you're standing, sit down. If you're sitting, lie down. It's something I like to keep in mind after a big workout, particularly on the legs — get the weight off them!	<urn:uuid:c8791f43-bea3-4fd3-9cfb-68240358408f>	CC-MAIN-2024-51	https://sketchplanations.com/stand-sit-lie	2024-12-05T19:44:51Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc	4.0	json-ld	true	false	false	false	Latn	eng	0.980724	{ "abbr": [ "by-nc" ], "in_footer": [ false ], "in_head": [ true ], "location": [ "json-ld" ], "version": [ "4.0" ] }
Help Search results Namespaces Special page English Views More Jump to navigation Jump to search Search Content pages Multimedia Everything Advanced There were no results matching the query. Create the page " Pokmon Gold Version " on this wiki! Retrieved from " https://strategywiki.org/wiki/Special:Search " Navigation menu Personal tools Not logged in Talk Contributions Create account Log in Search Navigation Main page Games Community Staff lounge Recent changes Upload file Random page Help Facebook Twitter Discord Chat Tools Special pages Printable version Categories PlayStation 3 PlayStation 4 PlayStation 5 Game Boy Advance Nintendo DS Nintendo 3DS Wii Wii U Nintendo Switch Xbox 360 Xbox One Xbox Series X Windows Other	<urn:uuid:dde26535-15f1-45aa-92b2-926d99588a22>	CC-MAIN-2024-51	https://strategywiki.org/w/index.php?title=Special:Search&search=Pokmon%20Gold%20Version&go=Go	2024-12-05T20:30:20Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.764529	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ true ], "location": [ "link_tag" ], "version": [ "4.0" ] }
Electrophysiologic assessment of autonomic function in epilepsy Drake J ME, Andrews JM, and Castleberry CM (1998) Electrophysiologic assessment of autonomic function in epilepsy. Seizure 7:2 91–6. Abstract: Sudden unexpected death associated with epilepsy (SUDEP) is an important clinical problem. Peri-ictal autonomic dysfunction is thought to play a role in SUDEP and few means exist for clinical identification of patients at risk. Sympathetic function was assessed by measuring sympathetic skin responses (SSR) elicited in the hand by auditory or tactile stimulation or by inspiration. Parasympathetic function was assessed by recording the R-R interval (RRI) and determining its variability in subsequent heartbeats. Fifty epilepsy patients had significantly greater SSR amplitudes and latencies than controls. The RRI was shorter in patients than in controls and the mean successive difference (MSD) was less, but significance was not reached. Twenty patients at possible risk for SUDEP (male, generalized seizures, intermittent medication noncompliance, drug and alcohol abuse, traumatic or structural aetiology) differed significantly from controls in SSR and RRI. Epilepsy patients may differ in autonomic function from the general population, and these differences may be relevant to SUDEP. The SSR and the RRI may be a simple means of assessing autonomic function in epilepsy outpatients. Keywords: epilepsy; autonomic; sympathetic; parasympathetic; electrophysiology Context - Sympathetic function measured by skin conductance changes, parasympathetic by HRV. Skin conductance changes were larger in epilepsy patients, HRV was not, but if a subgroup of patients with SUDEP risk factors was considered, the differences were more pronounced. Some statistical results seem unlikely, for example, the standard deviation of heart rate was almost 20 times less in these SUDEP-risk patients than in controls, even though the SD for all epilepsy patients was about 85% that of controls.	<urn:uuid:dbee1b24-3610-4ea8-9281-543427cd1e3a>	CC-MAIN-2024-51	https://sudepwiki.pathology.jhmi.edu/index.php?title=Electrophysiologic_assessment_of_autonomic_function_in_epilepsy	2024-12-05T20:12:48Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.994714	{ "abbr": [ "by-nc-sa", "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, true, true ], "in_head": [ true, false, false ], "location": [ "link_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "4.0" ] }
Purchase this article with an account. or Daeun Shin, Hannuy Choi, Dongyoung Kim, Jaekyung Park, Tae Keun Yoo, Kyungmin Koh; Code-Free Machine Learning Approach for EVO-ICL Vault Prediction: A Retrospective Two-Center Study. Trans. Vis. Sci. Tech. 2024;13(4):4. https://doi.org/10.1167/tvst.13.4.4. Download citation file: © ARVO (1962-2015); The Authors (2016-present) Purpose: Establishing a development environment for machine learning is difficult for medical researchers because learning to code is a major barrier. This study aimed to improve the accuracy of a postoperative vault value prediction model for implantable collamer lens (ICL) sizing using machine learning without coding experience. Methods: We used Orange data mining, a recently developed open-source, code-free machine learning tool. This study included eye-pair data from 294 patients from the B&VIIT Eye Center and 26 patients from Kim's Eye Hospital. The model was developed using OCULUS Pentacam data from the B&VIIT Eye Center and was internally evaluated through 10-fold cross-validation. External validation was performed using data from Kim's Eye Hospital. Results: The machine learning model was successfully trained using the data collected without coding. The random forest showed mean absolute errors of 124.8 µm and 152.4 µm for the internal 10-fold cross-validation and the external validation, respectively. For high vault prediction (>750 µm), the random forest showed areas under the curve of 0.725 and 0.760 for the internal and external validation datasets, respectively. The developed model performed better than the classic statistical regression models and the Google no-code platform. Conclusions: Applying a no-code machine learning tool to our ICL implantation datasets showed a more accurate prediction of the postoperative vault than the classic regression and Google no-code models. Translational Relevance: Because of significant bias in measurements and surgery between clinics, the no-code development of a customized machine learning nomogram will improve the accuracy of ICL implantation. This PDF is available to Subscribers Only	<urn:uuid:12ffc210-9e8f-4ba3-a497-0b35bff2e987>	CC-MAIN-2024-51	https://tvst.arvojournals.org/article.aspx?articleid=2793515	2024-12-05T18:54:45Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-nd	4.0	a_tag	false	false	false	false	Latn	eng	0.986919	{ "abbr": [ "by-nc-nd", "by-nc-nd", "by-nc-nd" ], "in_footer": [ false, false, false ], "in_head": [ false, false, false ], "location": [ "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "4.0" ] }
Oberlin College Motto \| Learning and Labor \| ---\|---\| Type \| Private liberal arts college \| Established \| September 2, 1833 \| Religious affiliation \| Non-denominational \| Endowment \| $832.4 million (2015) \| President \| Marvin Krislov \| Administrative staff \| 1,058 \| Students \| 2,900 \| Location \| Oberlin, Ohio, USA 41°17′35″N 82°13′07″E / 41.292929°N 82.218576°ECoordinates: 41°17′35″N 82°13′07″E / 41.292929°N 82.218576°E \| Campus \| Small town \| Colors \| Cardinal red Mikado yellow \| Athletics \| NCAA Division III – NCAC \| Nickname \| Yeomen / Yeowomen \| Affiliations \| \| Website \| oberlin.edu \| Oberlin College \| \| Location \| Tappan Square, Oberlin, Ohio \| Area \| 440 acres (178.1 ha) \| Built \| 1833 \| NRHP Reference # \| 66000615 \| Added to NRHP \| October 15, 1966 \| Oberlin College is a private liberal arts college in Oberlin, Ohio, noteworthy for having been the first American institution of higher learning to regularly admit female and black students in addition to white males. The Oberlin Conservatory of Music, part of the college, is the oldest continuously operating conservatory in the country. History Founding Both the college and the town of Oberlin were founded in northern Ohio in 1833 by a pair of Presbyterian ministers, John Jay Shipherd and Philo P. Stewart. The College was built on 500 acres (2.0 km2) of land specifically donated by the previous owners, Titus Street, founder of Streetsboro, Ohio, and Samuel Hughes, who lived in Connecticut. Shipherd and Stewert named their project after Jean-Frédéric Oberlin, an Alsatian minister whom they both admired. The ministers' vision was for both a religious community and school. Oberlin's founders bragged that "Oberlin is peculiar in that which is good," and the college has long been associated with progressive causes. Asa Mahan (1799–1889) accepted the position as first President of the Oberlin Collegiate Institute in 1835, simultaneously serving as the chair of intellectual and moral philosophy and a professor of theology. Mahan's liberal views towards abolitionism and anti-slavery greatly influenced the philosophy of the newly founded college; likewise, only two years after its founding, the school began admitting students of all races, becoming the first college in the United States to do so. Graduate School of Theology In 1965, the board of trustees voted to discontinue graduate instruction in theology at Oberlin, and in September 1966, six faculty members and 22 students merged with the Divinity School of Vanderbilt University. African-American students In 1844, Oberlin College graduated its first black student, George B. Vashon, who became one of the founding professors at Howard University and the first black lawyer admitted to the Bar in New York State. The African Americans of Oberlin and those attending Oberlin College "have experienced intense challenges and immense accomplishments since their joint founding in 1833. Its African American and other students of color have used education and activism to influence the college, the town, and beyond. Their efforts have helped Oberlin remain committed to its values of freedom, social justice, and service." The College's approach to African Americans was by no means perfect. Intensely anti-slavery, Oberlin was the only college to admit black students in the 1830s. By the 1880s, however, with the fading of evangelical idealism, the school began segregating its black students. Nonetheless, Oberlin graduates accounted for a significant percentage of African-American college graduates by the end of the 19th century. The college was listed as a National Historic Landmark on December 21, 1965, for its significance in admitting African Americans and women. Coeducation Oberlin is also the oldest continuously operating coeducational institution, since having admitted four women in 1837. These four women, who were the first to enter as full students, were Mary Kellogg (Fairchild), Mary Caroline Rudd, Mary Hosford, and Elizabeth Prall. All but Kellogg graduated. Mary Jane Patterson graduated in 1862 as the first black woman to earn a B.A. degree. Soon women were fully integrated into the college, and comprised from a third to half of the student body. The religious founders, especially evangelical theologian Charles Grandison Finney, saw women as inherently morally superior to men. Indeed, many alumnae, inspired by this sense of superiority and their personal duty to fulfill God's mission engaged in missionary work. Historians have typically presented coeducation at Oberlin as an enlightened societal development presaging the future evolution of the ideal of equality for women in higher education. Finney presidency The faculty of Oberlin quarreled frequently with the highly religious president Mahan, and in 1850 voted unanimously to relieve him of his position as president. In his place, famed abolitionist and preacher Charles Grandison Finney (already a professor at the college since its founding) was made president, serving until 1866. Oberlin attained prominence because of the influence of Finney, after whom one of the College's chapels and performance spaces is named. Under Finney's leadership, Oberlin's faculty and students increased their activity in the abolitionist movement. They participated together with people of the town in biracial efforts to help fugitive slaves on the Underground Railroad (where Oberlin was a key stop), as well as to resist the Fugitive Slave Act. One historian called Oberlin "the town that started the Civil War" due to its reputation as a hotbed of abolitionism. In 1858, both students and faculty were involved in the controversial Oberlin-Wellington Rescue of a fugitive slave, which received national press coverage. Two participants in this raid, Lewis Sheridan Leary and John Anthony Copeland, along with another Oberlin resident, Shields Green, also participated in John Brown's Raid on Harpers Ferry. This heritage was commemorated on campus by the 1977 installation of sculptor Cameron Armstrong's "Underground Railroad Monument" (a railroad track rising from the ground toward the sky) and monuments to the Oberlin-Wellington Rescue and the Harper's Ferry Raid. Fairchild presidency In 1866, James Fairchild became Oberlin's third president, and the first alumnus of the school to achieve that rank. Himself a committed abolitionist, Fairchild, at that point chair of theology and moral philosophy, played a role in Oberlin-Wellington Rescue, hiding fugitive slave John Price in his home. During Fairchild's tenure, the faculty and physical plant of the college expanded dramatically. In 1889, he resigned as president but remained as chair of systematic theology. (In 1896, Fairchild returned to the Oberlin leadership as acting President, serving until 1898.) Oberlin Band missionaries Oberlin College was also prominent in sending Christian missionaries abroad. In 1881, students at Oberlin formed the Oberlin Band to journey as a group to remote Shanxi province in China. A total of 30 members of the Oberlin Band worked in Shanxi as missionaries over the next two decades. Ten died of disease, and in 1900, fifteen of the Oberlin missionaries, including wives and children, were killed by Boxers or Chinese government soldiers during the Boxer Rebellion. The Oberlin Shansi Memorial Association, an independent foundation, was formed in their memory. The Association, with offices on campus, sponsors Oberlin graduates to teach in China, India, and Japan. It also hosts scholars and artists from Asia to spend time on the Oberlin campus. King, Carr, and Fuller presidencies Henry Churchill King (1858–1934) became Oberlin's sixth president in 1902. At Oberlin from 1884 onward, he taught in mathematics, philosophy, and theology. He was President of the college until 1927; with a tenure of 25 years, he holds the distinction of being Oberlin's longest-serving president. Robert K. Carr served as Oberlin College president from 1960–1970, during a tumultuous period of student activism. Under his presidency, he increased the school's physical plant, with 15 new buildings completed. Under his leadership, student involvement in college affairs increased, with students serving on nearly all college committees as voting members (including the Board of Trustees). Despite these accomplishments, Carr clashed repeatedly with the students regarding issues related to the Vietnam War, and he left office in 1969 (with History professor Ellsworth C. Clayton taking over as acting President), and was forced to resign as President in 1970. Oberlin (and Princeton) alumnus Robert W. Fuller's commitment to educational reform—which he had already demonstrated as a Trinity College dean—led his alma mater to make him its tenth president in November 1970. At age 33, Fuller became one of the youngest college presidents in U.S. history. During his Oberlin presidency—a turbulent time at Oberlin and in higher education generally—Fuller reshaped the student body by tripling the enrollment of minorities at the college. He also recruited and hired the first four African-American athletic coaches in a predominantly white American college or university, including Tommie Smith, the Gold Medalist sprinter from the 1968 Summer Olympics in Mexico City. (Another of his hires was Jack Scott as athletic director.) Fuller was interviewed on campus by Howard Cosell and appeared on primetime television to talk about these changes. In 1974, after four years of service as Oberlin's president, Fuller considered that he had fulfilled his mission and resigned the office. Dormitories and change in social rules Oberlin's older dormitories, such as Keep, Pyle, and Tank, were characterized by a home-like environment. In the 1950s and 1960s, as the college acted to provide expanded newer dormitory and dining facilities, the new dorms, such as Dascomb, Harkness, Barrows, and North, were built in a more institutional style. Historian Geoffrey Blodgett, a professor and graduate of Oberlin, notes that campus dorms caused anger among students of the time, who called them expedient "slabs" of "sleeping and feeding space". Just as important during this period was student concern over what was perceived as archaic social and dining rules. Historically, evening dining occurred at women's dorms and semi-formal attire was required. Women were subjected to a curfew, enforced by an honor system and women's student panels, whereas men were not. A formal dating parlor with chaperones was maintained on the second floor of Wilder Hall. Gradually, student activists began to press for change, and throughout the 1960s, the College implemented fewer and fewer restrictive social rules. In 1970, Oberlin made the cover of Life as one of the first colleges in the country to have co-ed dormitories. The article featured two students who lived in South Hall. At first, the dorm was floor-by-floor co-ed, which was considered quite radical. Dean of Women Rose Montague and the two senior residents in the dorm at the time were guests on a Chicago TV station morning talk show soon after Life's article came out, to talk about the "experiment". The program, Kennedy and Company, sought to reveal the "darker" side of co-ed dorm life from parents' perspective. The male senior resident (Lloyd Blanchard) was asked on live TV if he had "ever had sex in the dorm," to which he replied, "That's really none of your business." Starting in the 2010-11 school year—except for several women-only halls, Baldwin Cottage Women and Trans* Collective, and the Edmonia Lewis Center for Women and Transgender People—Oberlin students were allowed to room with students of any gender in any room on campus. Danenberg and Starr presidencies In 1983, following a nationwide search, Oberlin hired S. Frederick Starr, an expert on Russian and Eurasian affairs, as well as a noted musician, as its 12th president. Starr's academic and musical accomplishments boded well for his stewardship of both the College and the Oberlin College Conservatory of Music. However, despite increasing minority hiring, Starr's tenure was marked by clashes with students over such issues as divestment from South Africa and the dismissal of a campus minister, as well as Starr's general approach of reframing Oberlin as the "Harvard of the Midwest." After a particularly vitriolic clash with students that took place on the front lawn of his home in April 1990, Starr took a leave of absence as president from July 1991 – February 1992. He officially resigned in March 1993, effective to June of that year. 21st century Nancy Dye became the 13th president of Oberlin College in July 1994, succeeding the embattled Starr. Oberlin's first female president, she oversaw the construction of new buildings, the increased selectiveness of the student body, and helped grow the endowment with the then-largest capital campaign in the college's history. As president, Dye was known for her accessibility and inclusiveness. Especially in her first few years, she was a regular attendee at student events such as football games, concerts, and dorm parties. Dye served as President for nearly 13 years, resigning on June 30, 2007. Academics Of Oberlin's nearly 3,000 students, nearly 2,400 are enrolled in the College of Arts & Sciences, a little over 400 in the Conservatory of Music, and the remaining 180 or so in both College and Conservatory under the five-year Double-Degree program. College of Arts & Sciences The College of Arts & Sciences offers over 50 majors, minors, and concentrations. Based on students graduating with a given major, its most popular majors over the last ten years have been (in order) English, Biology, History, Politics, and Environmental Studies. The College's science programs are considered strong, especially Biology, Chemistry and Physics. The college is home to the world's first undergraduate Neuroscience program. Conservatory of Music The Conservatory is located on the college campus. Conservatory admission is rigorous, with over 1400 applicants worldwide auditioning for 120 seats. Students benefit from over 500 performances yearly, most free of charge, with concerts and recitals almost daily. The Conservatory was one of the recipients of the 2009 National Medal of Arts. Allen Memorial Art Museum The Allen Memorial Art Museum, with over 13,000 holdings, was the first college art museum west of the Alleghenies. College Library Oberlin College Library system is one of the largest undergraduate libraries in the nation. In addition to the main library there are branch libraries for art, music, and science, and a central storage facility. The libraries have large collections of print and media materials and provide access to an extensive array of online databases and journals. Beyond the 2.4 million-plus items available on campus, Oberlin students have access to more than 46 million volumes from over 85 Ohio institutions in through the OhioLINK consortium. In addition to the breadth of its holdings, the Oberlin College Library is recognized for its quality: it received the Association of College and Research Libraries Excellence in Academic Libraries Award in 2002, and in 2006 Director of Libraries Ray English was named the ACRL's Academic-Research Librarian of the Year. In the summer of 2007 the main level of the main library was converted into an Academic Commons that provides integrated learning support and is a hub of both academic and social activity. OhioLINK consortium Oberlin students and faculty benefit by Oberlin's membership in the OhioLINK consortium, providing access to 12,000+ commercially licensed online journals, 130 databases, 18,000+ ebooks and is rapidly growing digital media collections. The OhioLINK Central Catalog represents the library holdings of 87 libraries in the state, including the State Library of Ohio, plus the Center for Research Libraries. The collection is nearing 10 million unique records representing 27.5 million holdings in the system, and undergraduates account for the larger percentage of OhioLINK online borrowing – the process by which any enrolled student can readily request the loan of books and other items from any other library in the system. Experimental College The college's "Experimental College" or ExCo program, a student-run department, allows any student or interested person to teach their own class for a limited amount of college credit. ExCo classes by definition focus on material not covered by existing departments or faculty. Many courses supplement conventional disciplines, from languages and areas of cinema or literature, to musical ensembles like Steel Drums and Javanese gamelan, martial arts and forms of dancing. Other ExCos cover an array of topics, in the past ranging from Aquariums to Wilderness Skills to Hacky Sack to philosophical discussions of Calvin and Hobbes. Due to the nature of ExCo, while some staple courses are continued for years, the overall number and selection of classes offered varies dramatically from semester to semester. For example, 'Contracts and Social Order' was taught for only the Spring and Fall semesters in 2005 by an off-campus non-affiliated sociologist. Winter Term Another aspect of Oberlin's academics is the Winter Term during the month of January. This term was created to allow students to do something outside the regular course offerings of the college. Students may work alone or in groups, either on or off campus, and may design their own project or pick from a list of projects and internships set up by the college each year. Students must complete a winter term project three years out of their four in the College of Arts and Sciences. Projects range from serious academic research with co-authorship in scientific journals, to humanitarian projects, to making avant-garde films about historic Chicago neighborhoods, to learning how to bartend. A full-credit project is suggested to involve five to six hours per weekday. Creativity & Leadership The Creativity and Leadership Department is a recent addition to the Oberlin College experience. Created in 2005 as a part of the Northeast Ohio Collegiate Entrepreneurship Program (NEOCEP), a Kauffman Campuses Initiative, and sponsored by the Burton D. Morgan and Ewing Marion Kauffman, the department is focused on supporting and highlighting entrepreneurship within the student body. This is done through a series of classes, symposia, Winter Term programs, grants, and fellowships available at no cost to current students and in some cases, recent alumni. One such opportunity is the Creativity and Leadership Fellowship, a one-year fellowship for graduating seniors that includes a stipend of up to $30,000 dollars to advance an entrepreneurial venture. In 2012, the Creativity and Leadership department announced LaunchU, a business accelerator open to Oberlin College students and alumni who are pursuing an entrepreneurial venture. The selective, three-week intensive program connects the participants with other entrepreneurs and business leaders chosen from the surround northeast Ohio region as well as the extensive Oberlin College alumni network. LaunchU culminates in a public pitch competition before a guest panel of investors, where the participants have the opportunity to be awarded up to $15,000 in funding. The winner of the 2014 LaunchU pitch competition was Chai Energy, a Los Angeles-based green energy startup focused on modernizing and personalizing home energy monitoring. In 2014, LaunchU announced the creation of an online network in order to build stronger connections between entrepreneurs within the Oberlin College students and alumni network with a focus on attracting younger alumni. Campus culture Political activism Oberlin students have a reputation for being notably "'left-leaning'". Though the Princeton Review argues, "Some here worry 'Oberlin’s student body is becoming more and more mainstream each year.'” The college was ranked among the Princeton Review's' list of "Colleges with a Conscience" in 2005. In 2004, student activism led to a campus-wide ban on sales of Coca-Cola products. However, this was revoked in spring 2014 and students may now buy Coca-Cola products from the student union. In the 1960s, Memorial Arch became a rallying point for the College's civil rights activists and its anti-war movement. Oberlin supplied a disproportionate number of participants in Mississippi Freedom Summer, rebuilt the Antioch Missionary Baptist Church in the Carpenters for Christmas project, supported NAACP sponsored sit-ins in Cleveland to integrate the building-trades, and with the SCLC participated in demonstrations at Hammermill Paper. Emeritus Professor of Sociology (1966-2007), James Leo Walsh stated that students, "...carried out dozens of protests against the Vietnam war ranging from peaceful picketing to surrounding a local naval recruiters car", to the Oberlin Review in 1995. In 2013, after a string of racially biased postings on campus, president Marvin Krislov cancelled classes in response to student demands and called for a day of reflection and change. In a public statement, he claimed that an investigation had identified two students believed to be largely responsible for the postings, who had been removed from campus. In a police report of the events, two students, whose names have been redacted, admitted to some but not all of the offenses. In May 2015, students temporarily took over their school's administration building to protest a $2,300 increase in tuition cost between the 2015 and 2016 academic school year. Students initially proposed, "...moving from providing merit aid to need-based scholarships, loosening on-campus dining and housing requirements, reducing food waste and temporary workers in Campus Dining Services... " to the school's Vice President of Finance Mike Frandsen on Monday, April 27, 2015, in which their demands were declined for issue. $10,931,088 were allocated to management salaries for the 2013-2014 school year much of which came from student tuition. LGBT advocacy Oberlin is also known for its liberal attitude toward sexuality and gender expression. Oberlin was ranked among the 20 friendliest campuses for LGBT students in The Advocate's College Guide for LGBT Students. Several different student groups exist to support the interests of LGBT students and their allies. Student Cooperative Association The Oberlin Student Cooperative Association, or OSCA, is a non-profit corporation that houses 174 students in four housing co-ops and feeds 594 students in eight dining co-ops. Its budget is more than $2 million, making it the third-largest of its kind in North America behind the Berkeley Student Cooperative and the Inter-Cooperative Council of Ann Arbor, and by far the largest relative to the size of the institution whose students it serves. OSCA is entirely student-run, with all participating students working as cooks, buyers, administrators, and coordinators. Every member is required to do at least one hour per week of cleaning if they are able, encouraging accountability for the community and the space. Most decisions within OSCA are made by modified consensus. Oberlin bans all fraternities and sororities, making the co-ops the largest student-organized social system at the college. In addition to OSCA's four housing/dining and three dining-only cooperatives, Brown Bag Co-op is an OSCA-backed grocery that sells personal servings of food at bulk prices. OSCA also funds the Nicaragua Sister Partnership (NICSIS), a "sister cooperative" with Nicaragua's National Union of Farmers and Ranchers (UNAG). NICSIS works as a micro-lending program with a mission to empower female members of the community and provide superior benefits for laborers. Outside of OSCA, other Oberlin co-ops include the Bike Co-op, Pottery Co-op, and SWAP: The Oberlin Book Co-op. Music In addition to Oberlin Conservatory, Oberlin has musical opportunities available for amateur musicians and students in the college. Oberlin Steel, a steel pan ensemble founded in 1980, plays calypso/soca music from Trinidad and Tobago and has been performing at Oberlin's Commencement Illumination event for over 30 years. Oberlin College Taiko, founded in 2008, explores and shares Japanese taiko drumming as both a traditional and contemporary art form. The entirely student-run Oberlin College Marching Band (OCMB), founded in 1998, performs at various sporting events including football games, women's rugby, and pep rallies throughout the year. There are a number of a cappella groups, including the Obertones (all-male), Nothing But Treble (all-female), the Acapelicans (all-female), 'Round Midnight (co-ed, jazz/folk), Pitch, Please (co-ed), and Challah Cappella (co-ed, Jewish). Other notable music organizations include the Black Musicians Guild and the Arts and Sciences Orchestra. Students in the college can form chamber groups and receive coaching through the Conservatory. Student composers also provide a demand for musicians to perform their work. The college radio station WOBC-FM, and the party circuit (including the popular on-campus venue, The 'Sco) contribute to the campus music scene. Many alumni have pursued careers in popular and indie music, including members of the bands The Mars Volta, Rasputina, Come, Deerhoof, Liz Phair, Josh Ritter, Songs: Ohia, The Sea and Cake, Teengirl Fantasy, Tortoise, Trans Am, Sleepytime Gorilla Museum, Skeletons, and the Yeah Yeah Yeahs. Due in part to both this and the school's proximity to Cleveland, the college attracts touring artists with a frequency nearly unparalleled among institutions of its size. Film Thomas Edison's moving picture show was shown in Oberlin in February 1900. Just seven years later, Oberlin's Apollo Theater opened, and became one of the first theaters to install sound equipment, for the 1928 release of The Jazz Singer, the first "talkie." The theater has since been a mainstay in the Oberlin community at its comfortable locale on south campus, and in 2012 (after a year of renovations) became the centerpiece for The Danny DeVito and Rhea Perlman Cinema Studies Center for Media Education and Production. The area above the theatre includes editing labs, an animation area, a recording studio and small projection screening room. Art rental Oberlin's museum has a unique art rental program. At the beginning of every semester students camp out in front of the north gate of the college's Allen Memorial Art Museum to get first pick of original etchings, lithographs and paintings by artists including Renoir, Warhol, Dalí, and Picasso. For five dollars per semester, students can hang these works on their dorm room walls. The program was started in the 1940s by Ellen H. Johnson, a professor of art at Oberlin, in order to "develop the aesthetic sensibilities of students and encourage ordered thinking and discrimination in other areas of their lives." Sexual Information Center The school hosts a student-run Sexual Information Center, where students may receive free or heavily discounted condoms and lubricant, confidential peer counseling on sexual issues, and free rides to clinics in the area. The Sexual Information Center sponsored Safer Sex Night, originally started in the 1980s as a response to the AIDS crisis. The event was discontinued after the spring 2014 semester. Oberlin's Drag Ball Committee hosts Drag Ball, which marks Transgender Awareness week. Both these events are well-attended by students, although they have drawn criticism from conservatives. Campus Speakers A sampling of the school's past commencement speakers reflects its reputation for embracing diversity, ranging from Archbishop Desmond Tutu, Martin Luther King, Jr. and Jesse L. Jackson to figures as varied as Pete Seeger, Michelle Malkin, Robert Frost, Clarence Thomas, Adlai Stevenson and Michelle Obama. International Cooperation On 26 August 2014, some students from Oberlin College went to BNU-HKBU United International College to be interns. Sustainability Oberlin College has demonstrated its commitment to the pursuit of sustainability on a number of fronts. In 2006, Oberlin became one of the character institutions to sign the ACUPCC and set a target climate neutrality date for 2025. Oberlin's innovative Adam Joseph Lewis Center For Environmental Studies, a building the Department of Energy labeled as one of the "milestone" buildings of the 20th century, incorporates a 4,600 square foot (425 square meter) photovoltaic array, the biggest of its kind in Ohio at the time. The AJLC also features a Living Machine, garden, orchard, and parking lot solar array. The school utilizes biodiesel, hybrid, and electric vehicles for various purposes, offers financial support to a local transit company providing public transportation to the school, and has been home to the Oberlin Bike Co-op, a cooperatively run bicycle center, since 1986. Each residence hall monitors and displays real time and historic electricity and water use. Some dorms also have special lamps which display a color depending on how real time energy use compares to the average historic energy use. The school's Campus Committee on Shareholder Responsibility provides students, faculty, and staff with the opportunity to make suggestions and decisions on proxy votes. In 2007, Oberlin received a grade of "B+" from the Sustainable Endowments Institute's annual College Sustainability Report Card, and was featured among schools as a "Campus Sustainability Leader". In 2008, Oberlin received an "A-" on the annual College Sustainability Report Card. It was also listed as the school with the greenest conscience by Plenty in their green campuses ratings. In 2011, the College received an A on the Sustainability Report card. Oberlin College participated in AASHE's Sustainability Tracking, Assessment, and Rating System (STARS) in early 2012. Oberlin College was one of only 43 institutions to receive a grade of Gold in STARS. According to a 2010 article in The Oberlin Review, renovated dorms may use more electricity. This is the case for several dorms renovated during the summer of 2008. The College architect, Steve Varelmann, has called the numbers "erratic and possibly unreliable." According to Varelmann, a possible explanation for this phenomenon is that previously non-functioning equipment started functioning again after the renovation. Students may also be at blame for their behavior: "What electronic devices are they using? Are they voluntarily reducing light usage? Are spaces experiencing increased use due to the improvements achieved from the renovation?" John Scofield, professor of physics at Oberlin concluded that "We are building more and more efficient buildings, yet we're using more energy." Publications and media Oberlin students publish a wide variety of periodicals. The college's largest publications are The Oberlin Review and The Grape. The Oberlin Review is a traditional weekly newspaper, focusing on current events, with a circulation of around 2,500. The Grape is Oberlin's student-run alternative newspaper. Fearless and Loathing is Oberlin's only online alternative publication, publishing news, opinions, creative non-fiction, and multimedia. There is also a newspaper pertaining to the interests of students of color, called In Solidarity. Magazines on campus include Wilder Voice, a magazine for creative nonfiction and long-form journalism, The Plum Creek Review, a literary review containing student-written fiction, poetry, translations, and visual art, Headwaters Magazine, an environmental magazine, and The Synapse, a science magazine. Spiral is a magazine focused on genre fiction. The College also produces a quarterly alumni magazine, while the Conservatory publishes its own magazine once a year. The WOBC News Corps, a news division of WOBC-FM created in February 2010, produces local news segments that air bi-hourly. WOBC, a large student organization with significant non-student membership, also maintains an online blog that focuses on music and local events. In February 2013, the college received a significant amount of press focusing on the so-called "No Trespass List," a secret list maintained by the college that bars individuals from campus without due process. Student activists and members of the surrounding town joined together to form the One Town Campaign, which sought to challenge this policy. On February 13, 2013, a forum at the Oberlin Public Library with over 200 people in attendance, including members of the college administration, the Oberlin city council and national press, saw speakers compare the atmosphere of the college to "a gated community." Athletics The school's varsity sports teams are the Yeomen and Yeowomen. The name Yeomen arose in the early 1900s (decade) as a result of blending the former team moniker with the school's official motto. Early on in the program, football players and other athletes were known simply as Oberlin Men or "O" Men. Eventually, as the athletic department became more cohesive, the Yeomen mascot was adopted, drawing on the phonetic sound of "O" Men and the schools official motto of "Learning and Labor". As women's sports became more prevalent, "Yeowomen" was adopted to describe the mascot representing women's athletics. In 2014, the school announced that the albino squirrel will be its official mascot, although teams will continue to be referred to as "yeomen" and "yeowomen". Oberlin football is known for having begun the coaching career of player and coach John Heisman, being the last in-state team to defeat Ohio State, and for having one of the worst records in college football history from 1990 to 2001. The College plays its home games in the Austin E. Knowlton Athletics Complex, built in 2014. Oberlin participates in the NCAA's Division III and the North Coast Athletic Conference (NCAC), a conference which includes Kenyon College, Denison College, Wooster College, Depauw University and others. Kenyon has traditionally been Oberlin's biggest rival. Recently, leaders of the Athletic Department and various club sports have spoken out in favor of increased institutional support for the teams, requesting that the College provide access to professional sports trainers and team transportation. The college also hosts several private sports teams, including the Oberlin Ultimate team. Oberlin Ultimate was founded in 1976 and is often among the top 10 teams in its region. Baseball On Friday, May 8, 2015, the Oberlin baseball team won the championship of the NCAC. The championship was the first for Oberlin as a baseball team since it joined the NCAC in 1984. To earn their title, the Yeomen needed to defeat Wooster, which was ranked 11th in the nation among D3 schools. Football Oberlin's football team was the first team coached by John Heisman, who led the team to a 7–0 record in 1892. Oberlin is the last college in Ohio to beat Ohio State (winning 7–6 in 1921). Though in modern times, the football team was more famous for losing streaks of 40 games (1992–1996) and 44 games (1997–2001), the Yeomen have enjoyed limited success in recent years. Cheerleading In 2011, Oberlin began its most recent attempt to feature a cheerleading squad. In 2006, a cheerleader fell from atop a pyramid at a football game, initiating the demise of Oberlin's Cheerleading Club. That injury prompted the school to restrict the club's activities, prohibiting stunting and tumbling, after which participation fizzled out. The club's charter, however, remained intact and was used to bring the squad back in 2011. Tryouts were held in the spring of 2011 and the cheerleading team went active at Oberlin's first home football game that Fall, a 42-0 win over Kenyon College. The squad also cheers for the basketball team and participates in spirit building and service events across campus and in the community. Rugby Oberlin has both women's and men's rugby teams, the Rhinos and the Gruffs, respectively. The Rhinos were formed in the early 1990s and have been competing continuously since then. The Rhinos have been one of the more successful Oberlin teams, defeating The Ohio State University 14–0 in Spring 2008, and winning the Teapot Dome Tournament. Rhino colors are green and black. The Oberlin College Men's Rugby team was founded in 1973 by Bruce Kostic Class of 1974. They won their first game defeating the Elyria Black River Rugby Club. Oberlin, formed as the Oberlin College Rugby Club (OCRC), was sponsored by the Oberlin College Rathskeller, then the campus pub. In its second season, 1974, the team complied a 3–2 record and carried a roster of 32 players, mainly football and lacrosse players. The Oberlin Men's Rugby team disbanded their charter in the 1990s. The current men's rugby team was formed in the fall of 2006 as the Oberlin College Men's Rugby Football Club (OCMRFC) Gruffs mainly under the supervision of Keith Yoder and David Sokoll. Since then, the Gruffs have continued to grow as a formal, chartered, club sports organization of Oberlin College. Ultimate Oberlin has both men's and a women's Ultimate club teams, known as the Flying Horsecows and the Preying Manti respectively. The Horsecows have made trips to College Nationals in 1992, 1995, 1997, and 1999. The Manti qualified for Nationals for the first time in 1997. Both teams qualified for Division III nationals in 2010. Both teams also maintain a tradition of emphasizing the spirit of Ultimate. After having an unsuccessful 2006–2007 season, the Flying Horsecows hired a coach to work them into shape, and succeeded in advancing to the Regional championship tournament. Notable people Faculty Alumni See also See also References - As of June 30, 2015. "U.S. and Canadian Institutions Listed by Fiscal Year (FY) 2015 Endowment Market Value and Change in Endowment Market Value from FY 2014 to FY 2015" (PDF). National Association of College and University Business Officers and Commonfund Institute. 2016. - url=http://www.oberlin.edu - NAICU – Member Directory - Staff (2010-07-09). "National Register Information System". National Register of Historic Places. National Park Service. - "Fast Facts - Oberlin College". Oberlin College. Retrieved 18 September 2013. - Cityofoberlin.com - Fletcher, Robert Samuel. A History of Oberlin College From Its Foundation Through the Civil War. Chicago: R.R. Donnelley & Sons Company, 1943. Print. - Oberlin College Archives (2003-03-30). "Biography: Asa Mahan (1799-1889)". Retrieved 2008-03-27. - The culture of English antislavery, 1780-1860. Retrieved 15 September 2014. - "Oberlin College Archives - Published Resources - Architectural Records Guide - Group 11". Retrieved 28 June 2015. - "Oberlin College Archives - Published Resources - Womens History Guide - Group 11". Retrieved 28 June 2015. C1 control character in \|title= at position 55 (help) - "Oberlin College Archives - Holdings - Finding Guides - RG # - Name (bdate-ddate) - Biography/Administrative History". Retrieved 28 June 2015. - "Constructing Black Education at Oberlin College". Retrieved 15 September 2014. - http://blackamericanweb.com/?q=articles/news/the_black_diaspora_news/18489 - "Journal of Blacks in Higher Education". Retrieved 15 September 2014. - African Americans at Oberlin, Then and Now - Cally L. Waite, "The Segregation of Black Students at Oberlin College after Reconstruction," History of Education Quarterly (2001) 41#3 pp 344-64. in JSTOR - "National Historic Landmarks Program - Oberlin College". Retrieved 8 May 2007. - Hoagland adds that this innovation as also advantageous for men because it would uplift them spiritually. Ronald W. Hogeland, "Coeducation of the Sexes at Oberlin College: A Study of Social Ideas in Mid-Nineteenth-Century America," Journal of Social History, (1972-73) 6#2 pp. 160-176 at p 161 in JSTOR - Charles E. Hambrick-Stowe, Charles G. Finney and the Spirit of American Evangelicalism (1996) p 199 - Brandt, Nat (1990). The town that started the Civil War. Syracuse University Press. ISBN 0-8156-0243-X. - Underground Railroad Monument - "Oberlin-Wellington Rescue Monument". Retrieved 15 September 2014. - "Harper's Ferry Memorial". Retrieved 15 September 2014. - "Presidents of Oberlin College". Oberlin College Archives. Oberlin College. Retrieved 21 October 2013. - Brandt, Nat Massacre in Shansi, Syracuse: Syracuse University Press, 1994 - Robert K. and Olive Grabill Carr Papers, 1907-1981, Oberlin College Archives. Accessed Dec. 17, 2013. - Blodgett, Geoffrey (May 11, 1995). "The Grand March of Oberlin campus plans". Oberlin Observer. Vol. 16 No. 17 Sec. Observations. (web archive: Oberlin.edu) - "College web site". Retrieved 15 September 2014. - "Gender Policies". Retrieved 28 June 2015. - "2/12 - S. Frederick Starr (1940- )," Oberlin College website. Accessed Nov. 5, 2015. - Foss, Sara and Miller, Hanna. "Pomp and circumstances: Nancy Dye's first four years," Oberlin Review (May 22, 1998). - "Presidents of Oberlin College". Oberlin College Archives. Retrieved Dec. 17, 2013. - McIntyre, Mike, "Nancy Dye's Presidency," Oberlin Alumni Magazine vol. 97, #3 (Winter 2001). - Kaplan, Maxine and Hansen, Jamie. "Dye Announces Retirement: After 12 Years, Dye is Set to Step Down," Oberlin Review (Sept. 15, 2006). - "Applying to Oberlin: Double-Degree Program". Oberlin College. Retrieved 15 January 2013. - "Academic Departments and Programs". Oberlin College. Retrieved 16 October 2014. - "Sciences at Oberlin". Oberlin College. Retrieved 23 February 2014. - "National Medal of Arts". Retrieved 28 June 2015. - Short Tour: Allen Art Museum - "Oberlin College Library". Retrieved 15 September 2014. - Excellence in Academic Libraries Award at the Wayback Machine (archived October 20, 2008) - Ray English's Acceptance Speech at the Wayback Machine (archived October 20, 2008) - "Oberlin College Library". Retrieved 15 September 2014. - "Fall 2002 Exco course listing". Retrieved 15 September 2014. - "Spring 2003 Exco course listing". Retrieved 15 September 2014. - "EXCO Committee". Retrieved 15 September 2014. - "Office of Winter Term". Retrieved 15 September 2014. - "Collegiate Entrepreneurship - The Burton D. Morgan Foundation". Retrieved 15 September 2014. - "Oberlin College - Creativity and Leadership-About Us". Retrieved 15 September 2014. - "How to Start a College Entrepreneurship Club - Inc.com". Inc.com. Retrieved 15 September 2014. - "Oberlin College LaunchU - Collaborate, Innovate, Accelerate". Oberlin College LaunchU. Retrieved 15 September 2014. - "The Oberlin Review : launchu". Retrieved 15 September 2014. - "About LaunchU - Oberlin College LaunchU". Oberlin College LaunchU. Retrieved 15 September 2014. - "Chai Energy - LA Cleantech Incubator". Retrieved 15 September 2014. - "Chaienergy.com - Chai Energy". Chaienergy.com. Retrieved 15 September 2014. - "Members - Oberlin College LaunchU". Oberlin College LaunchU. Retrieved 15 September 2014. - "Colleges with a conscience". Retrieved 15 September 2014. - Taylor, Samantha (November 19, 2004). "College set to ban Coca-Cola". Oberlin Review (web link: Oberlin.edu) - "College Lifts Ban on Coca-Cola Products". - Merredith Collins and Melody R. Waller "Activism thrives through Oberlin's history" The Oberlin Review. 1 May 1995. Accessed May 6, 2015. - "Oberlin College: James Leo Walsh. 2015. Accessed 6 May 2015. - Dickson, EJ, "Oberlin College students protest against fracking in Youngstown". Oberlin College and Conservatory: News and Media. 12 December 2011. Accessed 22 May 2015. - "To the Oberlin Community". Retrieved 25 June 2013. - "Oberlin Source: Building a Brilliant Future". - "Oberlin president finds hateful messages ‘personally upsetting’ - Cleveland Jewish News: Local News". - "Oberlin Police Department, Incident Report #13-00079" (PDF). - Payerchin, Richard. 1 May 2015 "Oberlin Students take over building to protest tuition hike" "The Morning Journal News" - "Oberlin College: Staff Salaries" Chronicle Data. Accessed 6 May 2015 - Harris, Melissa, "Students Meet with Frandsen After Protests" . 1 May 2015. The Oberlin Review. Accessed May 6, 2015. - The Advocate College Guide for LGBT Students is the best ever road map to gay-friendly campuses. Even if we do say so ourselves. - Blodgett, Geoffery. "The Early Apollo". Oberlin Online: News and Features. (web link: ) - Farkas, Karen (September 20, 2012). "Apollo Theatre in Oberlin reopens and includes new home for cinema studies department". Cleveland.Com". (web link: ) - Angell, Sue (September 26, 2005). "Art Rental Still Going Strong After 60 Years". Oberlin Online: News and Features. (web link: Oberlin.edu) - Pearce, Jean (2003-11-05). "Radical Activist U: Oberlin College". FrontPageMag. Archived from the original on September 30, 2008. Retrieved 2008-10-02. - UIC welcomes 20 international interns aboard - "Carbon Neutrality". Retrieved 28 June 2015. - "College Sustainability Report Card 2008". Sustainable Endowments Institute. Retrieved 15 September 2014. - "College Sustainability Report Card 2009". Retrieved 15 September 2014. - "Green Campuses 3.0". MNN - Mother Nature Network. Retrieved 15 September 2014. - "Oberlin College - Green Report Card 2011". Retrieved 28 June 2015. - "Oberlin College - Scorecard - Institutions - AASHE STARS". Retrieved 28 June 2015. - Rebecca Cable, Renovated Dorms May Use More Energy, The Oberlin Review, April 2010, p. 1. - Rebecca Cable, Renovated Dorms May Use More Energy, The Oberlin Review, April 2010, p. 4. - Rebecca Cable, Renovated Dorms May Use More Energy, The Oberlin Review, April 2010, p. 4. - "Wilder Voice". Retrieved 15 September 2014. - "Plum Creek Review". Retrieved 15 September 2014. - Headwaters Magazine - "List of Oberlin College Student Groups". Retrieved 15 September 2014. - "The Synapse Magazine". Retrieved 3 October 2014. - "Oberlin.edu". Retrieved 15 September 2014. - Associated Press, @ap (14 February 2013). "Oberlin: Students protest 'no trespass' list". WKYC. Retrieved 28 June 2015. - http://web.archive.org/web/20131104031656/http://www.nbcnews.com/id/50817568/. Archived from the original on November 4, 2013. Retrieved February 27, 2013. Missing or empty \|title= (help) - "Secret 'No Trespass' list at Oberlin College raises concerns at forum". cleveland.com. Retrieved 28 June 2015. - "Oberlin College Athletics - Oberlin is Going Nuts Over Its New Athletics Mascot". Oberlin College. Retrieved 15 September 2014. - Karlgaard, Joe; et al. (2007-10-05). "Club Sports Demand Equal Attention". The Oberlin Review. Retrieved 2008-08-09. - "Oberlin College Athletics - Baseball Wins NCAC Title for the First Time in School History". Oberlin College. Retrieved 28 June 2015. - Perry, Nick. "Oberlin Cheerleading Club Revived". Fearless and Loathing. Retrieved 10 October 2011. - "Oberlin.edu". Retrieved 15 September 2014. - "The Preying Manti". Retrieved 15 September 2014. - UPA.org - "Through The Years In Glacier National Park: An Administrative History (Appendix A)". National Park Service. Retrieved 2013-06-15. - "Discovery and Exploration". National Park Service. Archived from the original on 2006-02-23. Retrieved 2007-01-12. Further reading - Barnard, John. From evangelicalism to progressivism at Oberlin College, 1866-1917 (The Ohio State University Press, 1969). full text online free - Fletcher, Robert Samuel. A history of Oberlin College: From its foundation through the Civil War (Arno Press, 1971) - Hogeland, Ronald W. "Coeducation of the Sexes at Oberlin College: A Study of Social Ideas in Mid-Nineteenth-Century America," Journal of Social History, (1972–73) 6#2 pp. 160–176 in JSTOR - Morris, J. Brent. Oberlin, Hotbed of Abolitionism: College, Community, and the Fight for Freedom and Equality in Antebellum America. Chapel Hill, NC: University of North Carolina Press, 2014. - Waite, Cally L. "The Segregation of Black Students at Oberlin College after Reconstruction," History of Education Quarterly (2001) 41#3 pp 344–64. in JSTOR Primary sources - Oberlin College. General Catalogue of Oberlin College, 1833-1908: Including an Account of the Principal Events in the History of the College, with Illustrations of the College Buildings (1909) Online External links Wikimedia Commons has media related to Oberlin College. \| - Official website - Official athletics website - Oberwiki, the Oberlin wiki - "Oberlin College". Encyclopedia Americana. 1920. - "Oberlin". Encyclopædia Britannica (11th ed.). 1911.	<urn:uuid:dd90a6ba-6167-46b6-8e03-a4dc3f51d4bc>	CC-MAIN-2024-51	https://wiki-gateway.eudic.net/wikipedia_en/Oberlin_College.html	2024-12-05T19:02:26Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	3.0	a_tag	false	false	false	false	Latn	eng	0.992501	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
Spanish language Spanish \| \| ---\|---\| Castilian \| \| español, castellano \| \| Pronunciation \| [espaˈɲol], [kasteˈʎano] \| Region \| Spain, Hispanic America, Equatorial Guinea (see below) \| Native speakers \| 470 million (2015) L2 speakers: 90 million (no date) \| Early forms \| Old Spanish Latin (Spanish alphabet) Spanish Braille \| \| Signed Spanish (Mexico, Spain, & presumably elsewhere) \| \| Official status \| \| Official language in \| Regulated by \| Association of Spanish Language Academies (Real Academia Española and 21 other national Spanish language academies) \| Language codes \| \| ISO 639-1 \| es \| ISO 639-2 \| spa \| ISO 639-3 \| spa \| Glottolog \| stan1288 \| Linguasphere \| 51-AAA-b \| Spanish is sole official language at the national level Spanish is a co-official language \| Spanish (i/ /, español), also called Castilian (i/ /, castellano ), is a Romance language that originated in the Castile region of Spain and today has hundreds of millions of native-speakers across the world. Spanish is a part of the Ibero-Romance group of languages, which evolved from several dialects of common Latin in Iberia after the collapse of the Western Roman Empire in the 5th century. It was first documented in central-northern Iberia in the 9th century and gradually spread with the expansion of the Kingdom of Castile into central and southern Iberia. Beginning in the early 16th century, Spanish was taken to the colonies of the Spanish Empire, most notably to the Americas, as well as territories in Africa, Oceania and the Philippines. From its beginnings, Spanish vocabulary was influenced by its contact with Basque and Germanic languages, as well as by neighboring Ibero-Romance languages, and later it absorbed many Arabic words during the Al-Andalus era in the Iberian Peninsula. It also adopted words from non-Iberian languages, particularly the Romance languages Occitan, French, Italian and Sardinian, as well as from Nahuatl and other Indigenous languages of the Americas. Spanish is one of the six official languages of the United Nations. It is also used as an official language by the European Union, the Organization of American States, and the Union of South American Nations, and by many other international organizations. Estimated number of speakers It is estimated that more than 427 million people speak Spanish as a native language, which qualifies it as second on the lists of languages by number of native speakers. Instituto Cervantes claims that there are an estimated 470 million Spanish speakers with native competence and 559 million Spanish speakers as a first or second language, including speakers with limited competence and more than 21 million students of Spanish as a foreign language. Spanish is the official or national language in Spain, Equatorial Guinea, and 19 countries in the Americas. Speakers in the Western Hemisphere total some 418 million. In the European Union, Spanish is the mother tongue of 8% of the population, with an additional 7% speaking it as a second language. Spanish is the most popular second language learned in the United States. In 2011 it was estimated by the American Community Survey that of the 55 million Hispanic United States residents who are five years of age and over, 38 million speak Spanish at home. Names of the language In Spain and in some other parts of the Spanish-speaking world, Spanish is called castellano (Castilian) as well as español (Spanish), the language of the region of Castile, contrasting it with other languages spoken in Spain such as Galician, Basque and Catalan. The Spanish Constitution of 1978 uses the term castellano to define the official language of the whole Spanish State in contrast to las demás lenguas españolas (lit. "the other Spanish languages"). Article III reads as follows: El castellano es la lengua española oficial del Estado. ... Las demás lenguas españolas serán también oficiales en las respectivas Comunidades Autónomas... Castilian is the official Spanish language of the State. ... The other Spanish languages as well shall be official in their respective Autonomous Communities... The Spanish Royal Academy, on the other hand, currently uses the term español in its publications but from 1713 to 1923 called the language castellano. The Diccionario panhispánico de dudas (a language guide published by the Spanish Royal Academy) states that although the Spanish Royal Academy prefers to use the term español in its publications when referring to the Spanish language, both terms, español and castellano, are regarded as synonymous and equally valid. Two etymologies for español have been suggested. The Spanish Royal Academy Dictionary derives the term from the Provençal word espaignol, and that in turn from the Medieval Latin word Hispaniolus, 'from—or pertaining to—Hispania'. Other authorities attribute it to a supposed mediaeval Latin hispaniōne, with the same meaning. History The Spanish language evolved from Vulgar Latin (colloquial Latin), which was brought to the Iberian Peninsula by the Romans during the Second Punic War, beginning in 210 BC. Previously, several pre-Roman languages (also called Paleohispanic languages)—unrelated to Latin, and some of them unrelated even to Indo-European—were spoken in the Iberian Peninsula. These languages included Basque (still spoken today), Iberian, Celtiberian and Celtic. Traces of Basque especially can be found in the Spanish vocabulary today, mainly in place names. The first documents to record what is today regarded as the precursor of modern Spanish are from the 9th century (see Glosas Emilianenses). Throughout the Middle Ages and into the modern era, the most important influences on the Spanish lexicon came from neighboring Romance languages—Navarro-Aragonese, Leonese, Aragonese, Catalan, Portuguese, Galician, Mirandese, Occitan, Gascon, and later, French and Italian. Spanish also borrowed a considerable number of words from Basque and Arabic, as well as from Germanic languages through the migration of tribes and a period of Visigoth rule in Iberia. In addition, many more words were borrowed from Latin through the influence of written language and the liturgical language of the Church. Local sociolects of Vulgar Latin evolved into Spanish in the north of Iberia, in an area defined by Álava, Cantabria, Burgos, Soria and La Rioja. The dialect was later brought to the city of Toledo, where the written standard of Spanish was first developed, in the 13th century. In this formative stage, Spanish (Castilian) developed a strongly differing variant from its close cousin, Leonese, and, according to some authors, was distinguished by a heavy Basque influence (see Iberian Romance languages). This distinctive dialect progressively spread south with the advance of the Reconquista, and so gathered a sizable lexical influence from the Arabic of Al-Andalus, much of it indirectly, through the Romance Mozarabic dialects (some 4,000 Arabic-derived words, make up around 8% of the language today). The written standard for this new language began to be developed in the cities of Toledo, in the 13th to 16th centuries, and Madrid, from the 1570s. The development of the Spanish sound system from that of Vulgar Latin exhibits most of the changes that are typical of Western Romance languages, including lenition of intervocalic consonants (thus Latin vīta > Spanish vida). The diphthongization of Latin stressed short e and o—which occurred in open syllables in French and Italian, but not at all in Catalan or Portuguese—is found in both open and closed syllables in Spanish, as shown in the following table: Latin \| Spanish \| Ladino \| Aragonese \| Asturian \| Galician \| Portuguese \| Catalan \| Gascon / Occitan \| French \| Sardinian \| Italian \| Romanian \| English \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| petra \| piedra \| piedra (or pyedra) \| piedra \| piedra \| pedra \| pedra \| pedra \| pedra/pèira \| pierre \| perda \| pietra \| piatrǎ \| 'stone' \| terra \| tierra \| tierra (or tyerra) \| tierra \| tierra \| terra \| terra \| terra \| tèrra \| terre \| terra \| terra \| țară \| 'land' \| moritur \| muere \| muere \| muere \| muerre \| morre \| morre \| mor \| morís \| meurt \| mòrit \| muore \| moare \| 'dies (v.)' \| mortem \| muerte \| muerte \| muerte \| muerte \| morte \| morte \| mort \| mòrt \| mort \| mòrti \| morte \| moarte \| 'death' \| Spanish is marked by the palatalization of the Latin double consonants nn and ll (thus Latin annum > Spanish año, and Latin anellum > Spanish anillo). The consonant written u or v in Latin and pronounced [w] in Classical Latin had probably "fortified" to a bilabial fricative /β/ in Vulgar Latin. In early Spanish (but not in Catalan or Portuguese) it merged with the consonant written b (a bilabial with plosive and fricative allophones). In modern Spanish, there is no difference between the pronunciation of orthographic b and v, with some exceptions in Caribbean Spanish. Peculiar to Spanish (as well as to the neighboring Gascon dialect of Occitan, and attributed to a Basque substratum) was the mutation of Latin initial f into h- whenever it was followed by a vowel that did not diphthongize. The h-, still preserved in spelling, is now silent in most varieties of the language, although in some Andalusian and Caribbean dialects it is still aspirated in some words. Because of borrowings from Latin and from neighboring Romance languages, there are many f-/h-doublets in modern Spanish: Fernando and Hernando (both Spanish for "Ferdinand"), ferrero and herrero (both Spanish for "smith"), fierro and hierro (both Spanish for "iron"), and fondo and hondo (both Spanish for "deep", but fondo means "bottom" while hondo means "deep"); hacer (Spanish for "to make") is the root word of satisfacer (Spanish for "to satisfy"), and hecho ("made") is the root word of satisfecho (Spanish for "satisfied"). Compare the examples in the following table: Latin \| Spanish \| Ladino \| Aragonese \| Asturian \| Galician \| Portuguese \| Catalan \| Gascon / Occitan \| French \| Sardinian \| Italian \| Romanian \| English \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| filium \| hijo \| fijo (or ijo) \| fillo \| fíu \| fillo \| filho \| fill \| filh/hilh \| fils \| fillu \| figlio \| fiu \| 'son' \| facere \| hacer \| fazer \| fer \| facer \| facer \| fazer \| fer \| far/faire/har (or hèr) \| faire \| fairi \| fare \| a face \| 'to do' \| febrem \| fiebre \| fiebre \| fiebre \| fiebre \| febre \| febre \| febre \| fèbre/frèbe/hrèbe (or herèbe) \| fièvre \| (calentura) \| febbre \| febră \| 'fever' \| focum \| fuego \| fuego \| fuego \| fueu \| fogo \| fogo \| foc \| fuòc/fòc/huèc \| feu \| fogu \| fuoco \| foc \| 'fire' \| Some consonant clusters of Latin also produced characteristically different results in these languages, as shown in the examples in the following table: Latin \| Spanish \| Ladino \| Aragonese \| Asturian \| Galician \| Portuguese \| Catalan \| Gascon / Occitan \| French \| Sardinian \| Italian \| Romanian \| English \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| clāvem \| llave/clave \| clave \| clau \| llave \| chave \| chave/clave \| clau \| clau \| clé \| crai \| chiave \| cheie \| 'key' \| flamma \| llama/flama \| flama \| flama \| flama \| chama \| chama/flama \| flama \| flama \| flamme \| framma \| fiamma \| flamă \| 'flame' \| plēnum \| lleno/pleno \| pleno \| plen \| llenu \| cheo \| cheio/pleno \| ple \| plen \| plein \| prenu \| pieno \| plin \| 'plenty,full' \| octō \| ocho \| ocho \| güeito \| ocho/oito \| oito \| oito \| vuit/huit \| uèch/uòch/uèit \| huit \| otu \| otto \| opt \| 'eight' \| multum \| mucho muy \| muncho muy \| muito mui \| munchu mui \| moito moi \| muito mui (arch.) \| molt \| molt (arch.) \| moult (arch.) \| (meda) \| molto \| mult \| 'much, very, many' \| In the 15th and 16th centuries, Spanish underwent a dramatic change in the pronunciation of its sibilant consonants, known in Spanish as the reajuste de las sibilantes, which resulted in the distinctive velar [x] pronunciation of the letter ⟨j⟩ and—in a large part of Spain—the characteristic interdental [θ] ("th-sound") for the letter ⟨z⟩ (and for ⟨c⟩ before ⟨e⟩ or ⟨i⟩). See History of Spanish (Modern development of the Old Spanish sibilants) for details. The Gramática de la lengua castellana, written in Salamanca in 1492 by Elio Antonio de Nebrija, was the first grammar written for a modern European language. According to a popular anecdote, when Nebrija presented it to Queen Isabella I, she asked him what was the use of such a work, and he answered that language is the instrument of empire. In his introduction to the grammar, dated August 18, 1492, Nebrija wrote that "... language was always the companion of empire." From the sixteenth century onwards, the language was taken to America and the Spanish East Indies via Spanish colonization of America. Miguel de Cervantes Saavedra, author of Don Quixote, is such a well-known reference in the world that Spanish is often called la lengua de Cervantes ("the language of Cervantes"). In the twentieth century, Spanish was introduced to Equatorial Guinea and the Western Sahara, and to areas of the United States that had not been part of the Spanish Empire, such as Spanish Harlem in New York City. For details on borrowed words and other external influences upon Spanish, see Influences on the Spanish language. Grammar Spanish is a relatively inflected language, with a two-gender noun system and about fifty conjugated forms per verb, but with inflection of nouns, adjectives, and determiners limited to number and gender. (For a detailed overview of verbs, see Spanish verbs and Spanish irregular verbs.) Spanish syntax is considered right-branching, meaning that subordinate or modifying constituents tend to be placed after their head words. The language uses prepositions (rather than postpositions or inflection of nouns for case), and usually—though not always—places adjectives after nouns, as do most other Romance languages. Its sentence structure is generally subject–verb–object, although variations are common. It is a "pro-drop", or "null-subject" language—that is, it allows the deletion of subject pronouns when they are pragmatically unnecessary. Spanish is described as a "verb-framed" language, meaning that the direction of motion is expressed in the verb while the mode of locomotion is expressed adverbially (e.g. subir corriendo or salir volando; the respective English equivalents of these examples—'to run up' and 'to fly out'—show that English is, by contrast, "satellite-framed", with mode of locomotion expressed in the verb and direction in an adverbial modifier). Subject/verb inversion is not required in questions, and thus the recognition of declarative or interrogative may depend entirely on intonation. Phonology The Spanish phonemic system is originally descended from that of Vulgar Latin. Its development exhibits some traits in common with the neighboring dialects—especially Leonese and [Aragonese language\|Aragonese]]—as well as other traits unique to Castilian. Castilian is unique among its neighbors in the aspiration and eventual loss of the Latin initial /f/ sound (e.g. Cast. harina vs. Leon. and Arag. farina). The Latin initial consonant sequences pl-, cl-, and fl- in Spanish typically become ll- (pronounced [ʎ], [j], [ʝ], [ʒ], or [d͡ʒ]), while in Aragonese they are preserved, and in Leonese they present a variety of outcomes, including [tʃ], [ʃ], and [ʎ]. Where Latin had -li- before a vowel (e.g. filius) or the ending -iculus, -icula (e.g. auricula), Modern Spanish produces the velar fricative [x] (hijo, oreja, where neighboring languages have the palatal lateral [ʎ] (e.g. Portuguese filho, orelha; Catalan fill, orella). (See History of the Spanish Language for more information) Segmental phonology The Spanish phonemic inventory consists of five vowel phonemes (/a/, /e/, /i/, /o/, /u/) and 17 to 19 consonant phonemes (the exact number depending on the dialect ). The main allophonic variation among vowels is the reduction of the high vowels /i/ and /u/ to glides—[j] and [w] respectively—when unstressed and adjacent to another vowel. Some instances of the mid vowels /e/ and /o/, determined lexically, alternate with the diphthongs [je] and [we] respectively when stressed, in a process that is better described as morphophonemic rather than phonological, as it is not predictable from phonology alone. The Spanish consonant system is characterized by (1) three nasal phonemes, and one or two (depending on the dialect) lateral phoneme(s), which in syllable-final position lose their contrast and are subject to assimilation to a following consonant; (2) three voiceless stops and the affricate /tʃ/; (3) three or four (depending on the dialect) voiceless fricatives; (4) a set of voiced obstruents—/b/, /d/, /a/, and sometimes /ʝ/—which alternate between approximant and plosive allophones depending on the environment; and (5) a phonemic distinction between the "tapped" and "trilled" r-sounds (single ⟨r⟩ and double ⟨rr⟩ in orthography). In the following table of consonant phonemes, /θ/ and /ʎ/ are marked with an asterisk () to indicate that they are preserved only in some dialects. In most dialects they have been merged, respectively, with /s/ and /ʝ/, in the mergers called, respectively, seseo and yeísmo. The phoneme /ʃ/ is in parentheses () to indicate that it appears only in loanwords. Each of the voiced obstruent phonemes /b/, /d/, /ʝ/, and /a/ appears to the right of a pair of voiceless phonemes, to indicate that, while the voiceless phonemes maintain a phonemic contrast between plosive (or affricate) and fricative, the voiced ones alternate allophonically (i.e. without phonemic contrast) between plosive and approximant pronunciations. Labial \| Dental \| Alveolar \| Palatal \| Velar \| \|\|\|\|\|\| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| Nasal \| m \| n \| ɲ \| \|\|\|\|\|\|\| Stop \| p \| b \| t \| d \| tʃ \| ʝ \| k \| ɡ \| \|\| Continuant \| f \| θ* \| s \| (ʃ) \| x \| \|\|\|\|\| Lateral \| l \| ʎ* \| \|\|\|\|\|\|\|\| Flap \| ɾ \| \|\|\|\|\|\|\|\|\| Trill \| ɲ \| Prosody Spanish intonation varies significantly according to dialect but generally conforms to a pattern of falling tone for declarative sentences and wh-questions (who, what, why, etc.) and rising tone for yes/no questions. There are no syntactic markers to distinguish between questions and statements and thus, the recognition of declarative or interrogative depends entirely on intonation. - In words that end with a vowel, stress most often falls on the penultimate syllable. - In words that end with a consonant, stress most often falls on the last syllable, with the following exceptions: The grammatical endings -n (for third-person-plural of verbs) and -s (whether for plural of nouns and adjectives or for second-person-singular of verbs) do not change the location of stress. Thus, regular verbs ending with -n and the great majority of words ending with -s are stressed on the penult. Although a significant number of nouns and adjectives ending with -n are also stressed on the penult (joven, virgen, mitin), the great majority of nouns and adjectives ending with -n are stressed on their last syllable (capitán, almacén, jardín, corazón). - Preantepenultimate stress (stress on the fourth-to-last syllable) occurs rarely, only on verbs with clitic pronouns attached (guardándoselos 'saving them for him/her/them/you'). In addition to the many exceptions to these tendencies, there are numerous minimal pairs that contrast solely on stress such as sábana ('sheet') and sabána ('savannah'); límite ('boundary'), limite ('[that] he/she limits') and limité ('I limited'); líquido ('liquid'), liquído ('I sell off') and liquidó ('he/she sold off'). The spelling system unambiguously reflects where the stress occurs: in the absence of an accent mark, the stress falls on the last syllable unless the last letter is ⟨n⟩, ⟨s⟩, or a vowel, in which cases the stress falls on the next-to-last syllable. Exceptions to those rules cause an acute accent mark to appear over the stressed syllable. Geographical distribution Spanish is the primary language of 20 countries worldwide. It is estimated that the combined total number of Spanish speakers is between 470 and 500 million, making it the second most widely spoken language in terms of native speakers. Spanish is the second most spoken language by total number of speakers (after Mandarin). Internet usage statistics for 2007 show Spanish as the third most commonly used language on the Internet, after English and Mandarin. Europe In Europe, Spanish is an official language of Spain, the country after which it is named and from which it originated. It is widely spoken in Gibraltar, although English is the official, international language. It is also commonly spoken in Andorra, although Catalan is the official language. Spanish is also spoken by small communities in other European countries, such as the United Kingdom, France, Italy, and Germany. Spanish is an official language of the European Union. In Switzerland, which had a massive influx of Spanish migrants in the 20th century, Spanish is the native language of 2.2% of the population. The Americas Hispanic America Most Spanish speakers are in Hispanic America; of all countries with a majority of Spanish speakers, only Spain and Equatorial Guinea are outside the Americas. Nationally, Spanish is the official language—either de facto or de jure—of Argentina, Bolivia (co-official with Quechua, Aymara, Guarani, and 34 other languages), Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico (co-official with 63 indigenous languages), Nicaragua, Panama, Paraguay (co-official with Guaraní), Peru (co-official with Quechua, Aymara, and "the other indigenous languages"), Uruguay, and Venezuela. Spanish is co-official with English in Puerto Rico. Spanish has no official recognition in the former British colony of Belize; however, per the 2000 census, it is spoken by 43% of the population. Mainly, it is spoken by the descendants of Hispanics who have been in the region since the seventeenth century; however, English is the official language. Due to their proximity to Spanish-speaking countries, Trinidad and Tobago and Brazil have implemented Spanish language teaching into their education systems. The Trinidad government launched the Spanish as a First Foreign Language (SAFFL) initiative in March 2005. In 2005, the National Congress of Brazil approved a bill, signed into law by the President, making it mandatory for schools to offer Spanish as an alternative foreign language course in both public and private secondary schools in Brazil. In many border towns and villages along Paraguay and Uruguay, a mixed language known as Portuñol is spoken. United States According to 2006 census data, 44.3 million people of the U.S. population were Hispanic or Hispanic American by origin; 38.3 million people, 13 percent, of the population over five years old speak Spanish at home. The Spanish language has a long history and presence in the United States due to historic Spanish and later, Mexican administration over territories now forming the southwestern states as well as Florida, which was Spanish territory until 1821. Spanish is by far the most common second language spoken and taught in the country, and with over 50 million total speakers, the United States is now the second largest Spanish-speaking country in the world after Mexico. While English is the de facto official language of the country, Spanish is often used in public services and notices at the federal and state levels. Spanish is also used in administration in the state of New Mexico. The language also has a strong influence in major metropolitan areas such as those of Los Angeles, Miami, San Antonio, New York, San Francisco, Dallas, and Phoenix; as well as more recently, Chicago, Las Vegas, Boston, Denver, Houston, Indianapolis, Philadelphia, Cleveland, Salt Lake City, Atlanta, Nashville, Orlando, Tampa, Raleigh and Baltimore-Washington, D.C. due to 20th and 21st century immigration. Africa In Africa, Spanish is official (along with Portuguese and French) in Equatorial Guinea, as well as an official language of the African Union. In Equatorial Guinea, Spanish is the predominant language when native and non-native speakers (around 500,000 people) are counted, while Fang is the most spoken language by number of native speakers. Spanish is also spoken in the integral territories of Spain in North Africa, which include the Spanish cities of Ceuta and Melilla, the Plazas de soberanía, and the Canary Islands archipelago (population 2,000,000), located some 100 km off the northwest coast of mainland Africa. Within Northern Morocco, a former Spanish protectorate that is also geographically close to Spain, approximately 20,000 people speak Spanish as a second language, while Arabic is the de jure official language. A small number of Moroccan Jews also speak the Sephardic Spanish dialect Haketia (related to the Ladino dialect spoken in Israel). Spanish is spoken by some small communities in Angola because of the Cuban influence from the Cold War and in South Sudan among South Sudanese natives that relocated to Cuba during the Sudanese wars and returned in time for their country's independence. In Western Sahara, formerly Spanish Sahara, Spanish was officially spoken during the late nineteenth and twentieth centuries. Today, Spanish in this disputed territory is maintained by populations of Sahrawi nomads numbering about 500,000 people, and is de facto official alongside Arabic in the Sahrawi Arab Democratic Republic, although this entity receives limited international recognition. Asia-Pacific Spanish is present on Easter Island, as it was annexed as a Chilean province in 1888. Spanish was an official language of the Philippines from the beginning of Spanish rule in 1565 to a constitutional change in 1973. During Spanish colonization (1565–1898), it was the language of government, trade and education, and spoken as a first language by Spaniards and educated Filipinos. In the mid-nineteenth century, the colonial government set up a free public education system with Spanish as the medium of instruction. This increased use of Spanish throughout the islands led to the formation of a class of Spanish-speaking intellectuals called the Ilustrados. However, Spanish was never spoken by the majority of the population. Despite American administration after the defeat of Spain in the Spanish–American War in 1898, the usage of Spanish continued in Philippine literature and press during the early years of American rule. Gradually, however, the American government began increasingly promoting the use of English, and it characterized Spanish as a negative influence of the past. Eventually, by the 1920s, English became the primary language of administration and education. But despite a significant decrease in influence and speakers, Spanish remained an official language of the Philippines when it became independent in 1946, alongside English and Filipino, a standardized version of Tagalog. Spanish was removed from official status in 1973 under the administration of Ferdinand Marcos, but regained its status as an official language two months later under Presidential Decree No. 155, dated 15 March 1973. It remained an official language until 1987, with the ratification of the present constitution, in which it was re-designated as a voluntary and optional auxiliary language. In 2010, President Gloria Macapagal-Arroyo encouraged the reintroduction of Spanish-language teaching in the Philippine education system. But by 2012, the number of secondary schools at which the language was either a compulsory subject or an elective had become very limited. Today, despite government promotions of Spanish, less than 0.5% of the population report being able to speak the language proficiently. Estimates indicate that while around 3 million people can speak Spanish with varying degrees of competency, only around 439 thousand people can speak the language at a native level. Aside from standard Spanish, a Spanish-based creole language—Chavacano—developed in the southern Philippines. The number of Chavacano-speakers was estimated at 1.2 million in 1996. However, it is not mutually intelligible with Spanish. Speakers of the Zamboangueño variety of Chavacano were numbered about 360,000 in the 2000 census. The local languages of the Philippines also retain some Spanish influence, with many words being derived from Mexican Spanish, owing to the control of the islands by Spain through Mexico City until 1821, and then directly from Madrid until 1898. Spanish was also used by the colonial governments and educated classes in the former Spanish East Indies, consisting of modern-day Guam, Northern Mariana Islands, Palau, and Micronesia, in addition to the Philippines. Spanish loan words are present in the local languages of these territories as a legacy of colonial rule. Today, Spanish is not spoken officially in any of these former Spanish territories. Spanish speakers by country The following table shows the number of Spanish speakers in some 79 countries. Country \| Population \| Spanish as a native language speakers \| Native speakers or very good speakers as a second language \| Total number of Spanish speakers (including second language speakers) \| ---\|---\|---\|---\|---\| Mexico \| 122,273,473 \| 113,347,509 (92.7%) \| 120,439,371 (98.5%) \| \| United States \| 321,442,019 \| 39,254,342 (13.1%) \| 41,343,921 (82% of the 55.4 mill. Hispanics + 2.8 mill. non Hispanics) \| 52,000,000 (including 7.8 million students and some of the 9 million undocumented Hispanics not accounted by the Census) \| Colombia \| 48,620,000 \| 47,770,000 (850,000 with other mother tongue) \| 48,231,040 (99.2%) \| \| Spain \| 46,624,382 \| 38,231,993 (82%) \| 46,064,889 (98.8%) \| \| Argentina \| 43,590,368 \| 40,300,000 \| 43,328,826 (99.4%) \| \| Venezuela \| 31,028,637 \| 29,930,393 (1,098,244 with other mother tongue) \| 30,656,293 (98.8%) \| \| Peru \| 31,488,625 \| 26,481,934 (84.1%) \| 27,269,149 (86.6%) \| \| Chile \| 18,191,884 \| 17,910,284 (281,600 with other mother tongue) \| 18,064,541 (99.3%) \| \| Ecuador \| 16,220,000 \| 13,500,000 \| 15,911,820 (98.1%) \| \| Guatemala \| 16,176,133 \| 9,705,680 (60%) \| 13,976,179 (86.4%) \| \| Cuba \| 11,390,000 \| 11,390,000 \| 11,321,660 (99.4%) \| \| Dominican Republic \| 10,528,000 \| 9,300,000 \| 10,485,888 (99.6%) \| \| Bolivia \| 10,958,089 \| 6,355,692 (58%) \| 9,632,160 (87.9%) \| \| Honduras \| 8,721,014 \| 8,513,264 (207,750 with other mother tongue) \| 8,633,804 (99.0%) \| \| France \| 65,635,000 \| 477,564 (1% of 47,756,439) \| 1,910,258 (4% of 47,756,439) \| 6,685,901 (14% of 47,756,439) \| Brazil \| 205,325,000 \| 460,018 \| 460,018 \| 6,676,018 (460,018 native speakers + 96,000 limited proficiency + 6,120,000 students. 5,500,000 can hold a conversation) \| El Salvador \| 6,520,675 \| 6,090,000 \| 6,501,113 (99.7%) \| \| Nicaragua \| 6,042,000 \| 5,551,876 (490,124 with other mother tongue) \| 5,860,740 (97.0%) \| \| Italy \| 60,795,612 \| 1,037,248 (2% of 51,862,391) \| 5,704,863 (11% of 51,862,391) \| \| Costa Rica \| 4,890,379 \| 4,806,069 (84,310 with other mother tongue) \| 4,851,256 (99.2%) \| \| Paraguay \| 6,854,536 \| 3,907,086 (57%) \| 4,763,903 (69.5%) \| \| Panama \| 3,764,166 \| 3,263,123 (501,043 with other mother tongue) \| 3,504,439 (93.1%) \| \| Uruguay \| 3,480,222 \| 3,330,022 (150,200 with other mother tongue) \| 3,441,940 (98.9%) \| \| Puerto Rico \| 3,474,182 \| 3,303,947 (95.1%) \| 3,432,492 (98.8%) \| \| Morocco \| 34,378,000 \| 6,586 \| 6,586 \| 3,415,000 (10%) \| United Kingdom \| 64 105 700 \| 120,000 \| 518,480 (1% of 51,848,010) \| 3,110,880 (6% of 51,848,010) \| Philippines \| 101,562,305 \| 438,882 \| 3,016,773 \| \| Germany \| 81,292,400 \| 644,091 (1% of 64,409,146) \| 2,576,366 (4% of 64,409,146) \| \| Equatorial Guinea \| 1,622,000 \| 1,683 \| 918,000 (90.5%) \| \| Romania \| 21,355,849 \| 182,467 (1% of 18,246,731) \| 912,337 (5% of 18,246,731) \| \| Portugal \| 10,636,888 \| 323,237 (4% of 8,080,915) \| 808,091 (10% of 8,080,915) \| \| Canada \| 34,605,346 \| 439,000 \| 643,800 (87% of 740,000) \| 736,653 \| Netherlands \| 16,665,900 \| 133,719 (1% of 13,371,980) \| 668,599 (5% of 13,371,980 ) \| \| Sweden \| 9,555,893 \| 77,912 (1% of 7,791,240) \| 77,912 (1% of 7,791,240) \| 467,474 (6% of 7,791,240) \| Australia \| 21,507,717 \| 111,400 \| 111,400 \| 447,175 \| Belgium \| 10,918,405 \| 89,395 (1% of 8,939,546) \| 446,977 (5% of 8,939,546) \| \| Benin \| 10,008,749 \| 412,515 (students) \| \|\| Ivory Coast \| 21,359,000 \| 341,073 (students) \| \|\| Poland \| 38,092,000 \| 324,137 (1% of 32,413,735) \| 324,137 (1% of 32,413,735) \| \| Austria \| 8,205,533 \| 70,098 (1% of 7,009,827) \| 280,393 (4% of 7,009,827) \| \| Algeria \| 33,769,669 \| 223,422 \| \|\| Belize \| 333,200 \| 173,597 \| 173,597 \| 195,597 (62.8%) \| Senegal \| 12,853,259 \| 205,000 (students) \| \|\| Denmark \| 5,484,723 \| 45,613 (1% of 4,561,264) \| 182,450 (4% of 4,561,264) \| \| Israel \| 7,112,359 \| 130,000 \| 175,231 \| \| Japan \| 127,288,419 \| 100,229 \| 100,229 \| 167,514 (60,000 students) \| Gabon \| 1,545,255 \| 167,410 (students) \| \|\| Switzerland \| 7,581,520 \| 150,782 (2,24%) \| 150,782 \| 165,202 (14,420 students) \| Ireland \| 4,581,269 \| 35,220 (1% of 3,522,000) \| 140,880 (4% of 3,522,000) \| \| Finland \| 5,244,749 \| 133,200 (3% of 4,440,004) \| \|\| Bulgaria \| 7,262,675 \| 130,750 (2% of 6,537,510) \| 130,750 (2% of 6,537,510) \| \| Bonaire and Curaçao \| 223,652 \| 10,699 \| 10,699 \| 125,534 \| Czech Republic \| 10,513,209 \| 90,124 (1% of 9,012,443) \| \|\| Hungary \| 9,957,731 \| 83,206 (1% of 8,320,614) \| \|\| Aruba \| 101,484 \| 6,800 \| 6,800 \| 75,402 \| Trinidad and Tobago \| 1,317,714 \| 4,100 \| 4,100 \| 65,886 (5%) \| Cameroon \| 21,599,100 \| 63,560 (students) \| \|\| Andorra \| 84,484 \| 33,305 \| 33,305 \| 54,909 \| Slovenia \| 35,194 (2% of 1,759,701) \| 52,791 (3% of 1,759,701) \| \|\| New Zealand \| 21,645 \| 21,645 \| 47,322 (25,677 students) \| \| Slovakia \| 5,455,407 \| 45,500 (1% of 4,549,955) \| \|\| Norway \| 4,644,457 \| 12,573 \| 36,250 \| \| China \| 1,339,724,852 \| 30,000 (students) \| \|\| Gibraltar \| 29,441 \| 22,758 (77.3%) \| \|\| Lithuania \| 2,972,949 \| 28,297 (1% of 2,829,740) \| \|\| Luxembourg \| 524,853 \| 4,049 (1% of 404,907) \| 8,098 (2% of 404,907) \| 24,294 (6% of 404,907) \| Russia \| 143,400,000 \| 3,320 \| 3,320 \| 23,320 \| Western Sahara \| 513,000 \| n.a. \| 22,000 \| \| Guam \| 19,092 \| \|\|\| US Virgin Islands \| 16,788 \| 16,788 \| 16,788 \| \| Latvia \| 2,209,000 \| 13,943 (1% of 1,447,866) \| \|\| Turkey \| 73,722,988 \| 1,134 \| 1,134 \| 13,480 \| Cyprus \| 2% of 660,400 \| \|\|\| India \| 1,210,193,422 \| 9,750 (students) \| \|\| Estonia \| 9,457 (1% of 945,733) \| \|\|\| Jamaica \| 2,711,476 \| 8,000 \| 8,000 \| 8,000 \| Namibia \| 3,870 \| \|\|\| Egypt \| 3,500 \| \|\|\| Malta \| 3,354 (1% of 335,476) \| \|\|\| European Union (excluded Spain) \| 460,624,488 \| 2,397,000 (559,525 already counted) \| \|\| Total \| 7,300,000,000 (Total World Population) \| 445,530,710 (6.1 %) \| 486,224,694 (6.7 % ) \| 530,045,118 (7.3 %) \| Dialectal variation The variety with the most speakers is Mexican Spanish. It is spoken by more than twenty percent of the world's Spanish speakers (more than 112 million of the total of more than 500 million, according to the table above). One of its main features is the reduction or loss of unstressed vowels, mainly when they are in contact with the sound /s/. In Spain, northern dialects are popularly thought of as closer to the standard, although positive attitudes toward southern dialects have increased significantly in the last 50 years. Even so, the speech of Madrid, which has typically southern features such as yeísmo and s-aspiration, is the standard variety for use on radio and television. The educated Madrid variety has most influenced the written standard for Spanish. Phonology The four main phonological divisions are based respectively on (1) the sound of the spelled ⟨s⟩, (2) the debuccalization of syllable-final /s/, (3) the phoneme /θ/ ("theta"), (4) and the phoneme /ʎ/ ("turned y"), - The sound of the spelled ⟨s⟩ is pronounced in most of Spain as a voiceless "apico-alveolar" "grave" sibilant [s̺], with a weak "hushing" sound reminiscent of retroflex fricatives. In most of Hispanic America (except in Paisa Region, Colombia) it is pronounced, as in English, a voiceless alveolar hissing sibilant [s]. The difference, because the sounds of the spelled ⟨s⟩ is one of the most common in Spanish, is usually the first to be noted by a Spanish-speaking person to differentiate Spaniards and Hispanic Americans. - The debuccalization (pronunciation as [h], or loss) of syllable-final /s/ is associated with southern Spain and lowland Americas: Central America (except central Costa Rica and Guatemala), the Caribbean, coastal areas of southern Mexico, and South America except Andean highlands. Debuccalization is frequently called "aspiration" in English, and aspiración in Spanish. When there is no debuccalization, the syllable-final /s/ is pronounced as voiceless "apico-alveolar" "grave" sibilant or as a voiceless alveolar "hissing" sibilant in the same fashion as in the last paragraph. - The phoneme /θ/ (spelled c before e or i and spelled ⟨z⟩ elsewhere), a voiceless dental fricative as in English thing, is maintained by a majority of Spain's population, especially in the northern and central parts of the country. The maintenance of phonemic contrast is called distinción in Spanish. In other areas (some parts of southern Spain, the Canary Islands, and the Americas), /θ/ is merged with /s/. In Spanish, it is generally called seseo (in reference to the usual realization of the merged phoneme as [s]) or, occasionally, ceceo (referring to its interdental realization, [θ], in some parts of southern Spain). In most of Hispanic America, the spelled ⟨c⟩ before ⟨e⟩ or ⟨i⟩, and spelled ⟨z⟩ is always pronounced as a voiceless alveolar "hissing" sibilant. - The phoneme /ʎ/ spelled ⟨ll⟩, palatal lateral consonant sometimes compared in sound to the sound of the ⟨lli⟩ of English million, tends to be maintained in less-urbanized areas of northern Spain and in highland areas of South America. Meanwhile, in the speech of most other Spanish-speakers, it is merged with /ʝ/ ("curly-tail j"), a non-lateral, usually voiced, usually fricative, palatal consonant, sometimes compared to English /j/ (yod) as in yacht and spelled ⟨y⟩ in Spanish. As with other forms of allophony across world languages, the small difference of the spelled ⟨ll⟩ and the spelled ⟨y⟩ is usually not perceived (the difference is not heard) by people who do not produce them as different phonemes. Such a phonemic merger is called yeísmo in Spanish. In Rioplatense Spanish, the merged phoneme is generally pronounced as a postalveolar fricative, either voiced [ʒ] (as in English measure or the French ⟨j⟩) in the central and western parts of the dialectal region (zheísmo), or voiceless [ʃ] (as in the French ⟨ch⟩ or Portuguese ⟨x⟩) in and around Buenos Aires (sheísmo). Grammar Voseo Virtually all dialects of Spanish make the distinction between a formal and a familiar register in the second-person singular and thus have two different pronouns meaning "you": usted in the formal and either tú or vos in the familiar (and each of these three pronouns has its associated verb forms), with the choice of tú or vos varying from one dialect to another. The use of vos (and/or its verb forms) is called voseo. In a few dialects, all three pronouns are used, with usted, tú, and vos denote respectively formality, familiarity, and intimacy. In voseo, vos is the subject form (vos decís, "you say") and the form for the object of a preposition (voy con vos, "I am going with you"), while the direct and indirect object forms, and the possessives, are the same as those associated with tú: Vos sabés que tus amigos te respetan ("You know your friends respect you"). The verb forms of general voseo are the same as those used with tú except in the present tense (indicative and imperative) verbs. The forms for vos generally can be derived from those of vosotros (the traditional second-person familiar plural) by deleting the glide [i̯], or /d/, where it appears in the ending: vosotros pensáis > vos pensás; vosotros volvéis > vos volvés, pensad! (vosotros) > pensá! (vos), volved! (vosotros) > volvé! (vos) . Indicative \| Subjunctive \| Imperative \| \|\|\|\|\| ---\|---\|---\|---\|---\|---\|---\|---\| Present \| Simple past \| Imperfect past \| Future \| Conditional \| Present \| Past \| \| pensás \| pensaste \| pensabas \| pensarás \| pensarías \| pienses \| pensaras pensases \| pensá \| volvés \| volviste \| volvías \| volverás \| volverías \| vuelvas \| volvieras volvieses \| volvé \| dormís \| dormiste \| dormías \| dormirás \| dormirías \| duermas \| durmieras durmieses \| dormí \| The forms in bold coincide with standard tú-conjugation. \| In Chilean voseo on the other hand, almost all verb forms are distinct from their standard tú-forms. Indicative \| Subjunctive \| Imperative \| \|\|\|\|\| ---\|---\|---\|---\|---\|---\|---\|---\| Present \| Simple past \| Imperfect past \| Future \| Conditional \| Present \| Past \| \| pensái \| pensaste \| pensabai \| pensarís \| pensaríai \| pensís \| pensarai pensasei \| piensa \| volvís \| volviste \| volvíai \| volverís \| volveríai \| volvái \| volvierai volviesei \| vuelve \| dormís \| dormiste \| dormíai \| dormirís \| dormiríai \| durmái \| durmierai durmiesei \| duerme \| The forms in bold coincide with standard tú-conjugation. \| The use of the pronoun vos with the verb forms of tú (vos piensas) is called "pronominal voseo". Conversely, the use of the verb forms of vos with the pronoun tú (tú pensás or tú pensái) is called "verbal voseo". In Chile, for example, verbal voseo is much more common than the actual use of the pronoun vos, which is often reserved for deeply informal situations. And in Central american voseo, one can see even further distinction. Indicative \| Subjunctive \| Imperative \| \|\|\|\|\| ---\|---\|---\|---\|---\|---\|---\|---\| Present \| Simple past \| Imperfect past \| Future \| Conditional \| Present \| Past \| \| pensás \| pensaste \| pensabas \| pensarás \| pensarías \| pensés \| pensaras pensases \| pensá \| volvés \| volviste \| volvías \| volverás \| volverías \| volvás \| volvieras volvieses \| volvé \| dormís \| dormiste \| dormías \| dormirás \| dormirías \| durmás \| durmieras durmieses \| dormí \| The forms in bold coincide with standard tú-conjugation. \| Distribution in Spanish-speaking regions of the Americas Although vos is not used in Spain, it occurs in many Spanish-speaking regions of the Americas as the primary spoken form of the second-person singular familiar pronoun, with wide differences in social consideration. Generally, it can be said that there are zones of exclusive use of tuteo in the following areas: almost all of Mexico, the West Indies, Panama, most of Colombia, Peru, Venezuela and coastal Ecuador. Tuteo (the use of tú) as a cultured form alternates with voseo as a popular or rural form in Bolivia, in the north and south of Peru, in Andean Ecuador, in small zones of the Venezuelan Andes (and most notably in the Venezuelan state of Zulia), and in a large part of Colombia. Some researchers maintain that voseo can be heard in some parts of eastern Cuba, and others assert that it is absent from the island. Tuteo exists as the second-person usage with an intermediate degree of formality alongside the more familiar voseo in Chile, in the Venezuelan state of Zulia, on the Caribbean coast of Colombia, in the Azuero Peninsula in Panama, in the Mexican state of Chiapas, and in parts of Guatemala. Areas of generalized voseo include Argentina, Nicaragua, eastern Bolivia, El Salvador, Guatemala, Honduras, Costa Rica, Paraguay, Uruguay and the Colombian departments of Antioquia, Caldas, Risaralda, Quindio and Valle del Cauca. Ustedes Ustedes functions as formal and informal second person plural in over 90% of the Spanish-speaking world, including all of Hispanic America, the Canary Islands, and some regions of Andalusia. In Seville, Huelva, Cadiz, and other parts of western Andalusia, the familiar form is constructed as ustedes vais, using the traditional second-person plural form of the verb. Most of Spain maintains the formal/familiar distinction with ustedes and vosotros respectively. Usted Usted is the usual second-person singular pronoun in a formal context, but it is used joint with the third-person singular voice of the verb. It is used to convey respect toward someone who is a generation older or is of higher authority ("you, sir"/"you, ma'am"). It is also used in a familiar context by many speakers in Colombia and Costa Rica and in parts of Ecuador and Panama, to the exclusion of tú or vos. This usage is sometimes called ustedeo in Spanish. In Central America, especially in Honduras, usted is often used as a formal pronoun to convey respect between the members of a romantic couple. Usted is also used that way as well as between parents and children in the Andean regions of Ecuador, Colombia and Venezuela. Third-person object pronouns Most speakers use (and the Real Academia Española prefers) the pronouns lo and la for direct objects (masculine and feminine respectively, regardless of animacy, meaning "him", "her", or "it"), and le for indirect objects (regardless of gender or animacy, meaning "to him", "to her", or "to it"). The usage is sometimes called "etymological", as these direct and indirect object pronouns are a continuation, respectively, of the accusative and dative pronouns of Latin, the ancestor language of Spanish. Deviations from this norm (more common in Spain than in the Americas) are called "leísmo", "loísmo", or "laísmo", according to which respective pronoun, le, lo, or la, has expanded beyond the etymological usage (le as a direct object, or lo or la as an indirect object). Vocabulary Some words can be significantly different in different Hispanophone countries. Most Spanish speakers can recognize other Spanish forms even in places where they are not commonly used, but Spaniards generally do not recognize specifically American usages. For example, Spanish mantequilla, aguacate and albaricoque (respectively, 'butter', 'avocado', 'apricot') correspond to manteca, palta, and damasco, respectively, in Argentina, Chile (except manteca), Paraguay, Peru (except manteca and damasco), and Uruguay. The everyday Spanish words coger ('to take'), pisar ('to step on') and concha ('seashell') are considered extremely rude in parts of Hispanic America, where the meaning of coger and pisar is also "to have sex" and concha means "vagina". The Puerto Rican word for "bobby pin" (pinche) is an obscenity in Mexico, but in Nicaragua, it simply means "stingy", and in Spain, it refers to a chef's helper. Other examples include taco, which means "swearword" (among other meanings) in Spain, "traffic jam" in Chile and "heels" (shoe) in Argentina, Peru, and Colombia, but it is known to the rest of the world as a Mexican dish. Pija in many countries of Hispanic America and Spain itself is an obscene slang word for "penis" while in Spain the word also signifies "posh girl" or "snobby". Coche, which means "car" in Spain, central Mexico and Argentina, for the vast majority of Spanish-speakers actually means "baby-stroller" or "pushchair", while carro means "car" in some Hispanic American countries and "cart" in others, as well as in Spain. Papaya is the slang term for "vagina" in parts of Cuba and Venezuela, where the fruit is instead called fruta bomba and lechosa, respectively. Also, in Argentina and Spain, one would say piña when talking about punching someone else (as an alternate, slang usage) whereas in other countries, piña refers only to a pineapple. Relation to other languages It is generally acknowledged that Portuguese- and Spanish-speakers can communicate, although with varying degrees of difficulty. Meanwhile, mutual intelligibility of the written Spanish and Portuguese languages is very high, given that the difficulties of the spoken forms are based more on phonology than on grammatical and lexical dissimilarities. Ethnologue gives estimates of the lexical similarity between related languages in terms of precise percentages. For Spanish and Portuguese, that figure is 89%. Italian, on the other hand—although its phonology is more similar to that of Spanish—is said to have a lexical similarity of 82%. Mutual intelligibility between Spanish and French or between Spanish and Romanian is lower still, given lexical similarity ratings of 75% and 71% respectively. And comprehension of Spanish by French speakers who have not studied the language is much lower, at an estimated 45%. In general, thanks to the common features of the writing systems of the Romance languages, interlingual comprehension of the written word is greater than that of oral communication. The following table compares the forms of some common words in several Romance languages: Latin \| Spanish \| Galician \| Portuguese \| Astur-Leonese \| Aragonese \| Catalan \| French \| Italian \| Romanian \| English \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| nos \| nosotros/nos \| nós1 \| nós1 \| nós, nosotros \| nusatros \| nosaltres (arch. nós) \| nous2 \| noi/noialtri3 \| noi \| 'we' \| frater germanum (lit. "true brother") \| hermano \| irmán \| irmão \| hermanu \| chirmán \| germà (arch. frare)4 \| frère \| fratello \| frate \| 'brother' \| dies martis (Classical) feria tertia (Ecclesiastical) \| martes \| martes/terza feira \| terça-feira \| martes \| martes \| dimarts \| mardi \| martedì \| marți \| 'Tuesday' \| cantiō(nem) canticum \| canción cántico \| canción/cançom5 cántico \| canção cântico \| canción (or canciu) \| canta \| cançó \| chanson \| canzone \| cântec \| 'song' \| magis plus \| más (arch. plus) \| máis \| mais (arch. chus or plus) \| más \| más (or més) \| més (arch. pus or plus) \| plus \| più \| mai/plus \| 'more' \| manus sinistra \| mano izquierda6 (arch. mano siniestra) \| man esquerda6 \| mão esquerda6 (arch. mão sẽestra) \| manu izquierda6 (or esquierda; also manzorga) \| man cucha \| mà esquerra6 (arch. mà sinistra) \| main gauche \| mano sinistra \| mâna stângă \| 'left hand' \| nihil nullam rem natam (lit. "no thing born") \| nada \| nada (also ren and res) \| nada (neca and nula rés in some expressions; arch. rem) \| nada (also un res) \| cosa \| res \| rien/nul \| niente/nulla \| nimic/nul \| 'nothing' \| cāseus formaticus \| queso \| queixo \| queijo \| quesu \| queso \| formatge \| fromage \| formaggio/cacio \| caș7 \| 'cheese' \| 1. Also nós outros in early modern Portuguese (e.g. The Lusiads), and nosoutros in Galician. 2. Alternatively nous autres in French. 3. Also noialtri in Southern Italian dialects and languages. 4. Medieval Catalan (e.g. Llibre dels fets). 5. Depending on the written norm used (see Reintegrationism). 6. From Basque esku, "hand" + erdi, "half, incomplete". Notice that this negative meaning also applies for Latin sinistra(m) ("dark, unfortunate"). 7. Romanian caș (from Latin cāsevs) means a type of cheese. The universal term for cheese in Romanian is brânză (from unknown etymology). Judaeo-Spanish Judaeo-Spanish, also known as Ladino, is a variety of Spanish which preserves many features of medieval Spanish and Portuguese and is spoken by descendants of the Sephardi Jews who were expelled from Spain in the fifteenth century. Conversely, in Portugal the vast majority of the Portuguese Jews converted and became 'New Christians'. Therefore, its relationship to Spanish is comparable with that of the Yiddish language to German. Ladino speakers today are almost exclusively Sephardi Jews, with family roots in Turkey, Greece, or the Balkans, and living mostly in Israel, Turkey, and the United States, with a few communities in Hispanic America. Judaeo-Spanish lacks the Native American vocabulary which was acquired by standard Spanish during the Spanish colonial period, and it retains many archaic features which have since been lost in standard Spanish. It contains, however, other vocabulary which is not found in standard Spanish, including vocabulary from Hebrew, French, Greek and Turkish, and other languages spoken where the Sephardim settled. Judaeo-Spanish is in serious danger of extinction because many native speakers today are elderly as well as elderly olim (immigrants to Israel) who have not transmitted the language to their children or grandchildren. However, it is experiencing a minor revival among Sephardi communities, especially in music. In the case of the Latin American communities, the danger of extinction is also due to the risk of assimilation by modern Castilian. A related dialect is Haketia, the Judaeo-Spanish of northern Morocco. This too tended to assimilate with modern Spanish, during the Spanish occupation of the region. Writing system Spanish language \| ---\| Overview \| Grammar \| Spanish is written in the Latin script, with the addition of the character ⟨ñ⟩ (eñe, representing the phoneme /ɲ/, a letter distinct from ⟨n⟩, although typographically composed of an ⟨n⟩ with a tilde) and the digraphs ⟨ch⟩ (che, representing the phoneme /t͡ʃ/) and ⟨ll⟩ (elle, representing the phoneme /ʎ/). However, the digraph ⟨rr⟩ (erre fuerte, 'strong r', erre doble, 'double r', or simply erre), which also represents a distinct phoneme /r/, is not similarly regarded as a single letter. Since 1994 ⟨ch⟩ and ⟨ll⟩ have been treated as letter pairs for collation purposes, though they remain a part of the alphabet. Words with ⟨ch⟩ are now alphabetically sorted between those with ⟨cg⟩ and ⟨ci⟩, instead of following ⟨cz⟩ as they used to. The situation is similar for ⟨ll⟩. Thus, the Spanish alphabet has the following 27 letters and 2 digraphs: The letters k and w are used only in words and names coming from foreign languages (kilo, folklore, whisky, kiwi, etc.). With the exclusion of a very small number of regional terms such as México (see Toponymy of Mexico), pronunciation can be entirely determined from spelling. Under the orthographic conventions, a typical Spanish word is stressed on the syllable before the last if it ends with a vowel (not including ⟨y⟩) or with a vowel followed by ⟨n⟩ or an ⟨s⟩; it is stressed on the last syllable otherwise. Exceptions to this rule are indicated by placing an acute accent on the stressed vowel. The acute accent is used, in addition, to distinguish between certain homophones, especially when one of them is a stressed word and the other one is a clitic: compare el ('the', masculine singular definite article) with él ('he' or 'it'), or te ('you', object pronoun) with té ('tea'), de (preposition 'of') versus dé ('give' [formal imperative/third-person present subjunctive]), and se (reflexive pronoun) versus sé ('I know' or imperative 'be'). The interrogative pronouns (qué, cuál, dónde, quién, etc.) also receive accents in direct or indirect questions, and some demonstratives (ése, éste, aquél, etc.) can be accented when used as pronouns. Accent marks used to be omitted on capital letters (a widespread practice in the days of typewriters and the early days of computers when only lowercase vowels were available with accents), although the Real Academia Española advises against this and the orthographic conventions taught at schools enforce the use of the accent. When u is written between g and a front vowel e or i, it indicates a "hard g" pronunciation. A diaeresis ü indicates that it is not silent as it normally would be (e.g., cigüeña, 'stork', is pronounced [θiˈɣweɲa]; if it were written cigueña, it would be pronounced [θiˈɣeɲa]). Interrogative and exclamatory clauses are introduced with inverted question and exclamation marks (¿ and ¡, respectively). Organizations Royal Spanish Academy The Real Academia Española (Royal Spanish Academy), founded in 1713, together with the 21 other national ones (see Association of Spanish Language Academies), exercises a standardizing influence through its publication of dictionaries and widely respected grammar and style guides. Because of influence and for other sociohistorical reasons, a standardized form of the language (Standard Spanish) is widely acknowledged for use in literature, academic contexts and the media. Association of Spanish Language Academies The Association of Spanish Language Academies (Asociación de Academias de la Lengua Española, or ASALE) is the entity which regulates the Spanish language. It was created in Mexico in 1951 and represents the union of all the separate academies in the Spanish-speaking world. It comprises the academies of 22 countries, ordered by date of Academy foundation: Spain (1713), Colombia (1871), Ecuador (1874), Mexico (1875), El Salvador (1876), Venezuela (1883), Chile (1885), Peru (1887), Guatemala (1887), Costa Rica (1923), Philippines (1924), Panama (1926), Cuba (1926), Paraguay (1927), Dominican Republic (1927), Bolivia (1927), Nicaragua (1928), Argentina (1931), Uruguay (1943), Honduras (1949), Puerto Rico (1955), and United States (1973). Cervantes Institute The Instituto Cervantes (Cervantes Institute) is a worldwide non-profit organization created by the Spanish government in 1991. This organization has branched out in over 20 different countries with 54 centers devoted to the Spanish and Hispanic American culture and Spanish Language. The ultimate goals of the Institute are to promote the education, the study and the use of Spanish universally as a second language, to support the methods and activities that would help the process of Spanish language education, and to contribute to the advancement of the Spanish and Hispanic American cultures throughout non-Spanish-speaking countries. Official use by international organizations Spanish is recognised as one of the official languages of the United Nations, the European Union, the World Trade Organization, the Organization of American States, the Organization of Ibero-American States, the African Union, the Union of South American Nations, the Antarctic Treaty Secretariat, the Latin Union, the Caricom and the North American Free Trade Agreement. See also References - El español: una lengua viva - Informe 2015 (PDF) (Report). Instituto Cervantes. 2015. - Spanish at Ethnologue (18th ed., 2015) - Nordhoff, Sebastian; Hammarström, Harald; Forkel, Robert; Haspelmath, Martin, eds. (2013). "Standard Spanish". Glottolog. Leipzig: Max Planck Institute for Evolutionary Anthropology. - Note that in English, "Castilian" or "Castilian Spanish" may be understood as referring to European Spanish ("Spanish Spanish") to the exclusion of dialects in the New World or to Castilian Spanish to the exclusion of any other dialect, rather than as a synonym for the entire language. - La RAE avala que Burgos acoge las primeras palabras escritas en castellano (in Spanish), ES: El mundo, 2010-11-07 - "Spanish languages "Becoming the language for trade" in Spain and". sejours-linguistiques-en-espagne.com. Archived from the original on 2013-01-18. Retrieved 2010-05-11. - Dworkin, Steven N. (2012). A History of the Spanish Lexicon: A Linguistic Perspective. Oxford: Oxford University Press. p. 83. ISBN 0199541140. - "Official Languages \| United Nations". www.un.org. Retrieved 2015-11-19. - "Summary by language size". Ethnologue. - Cervantes.es - Instituto Cervantes (2015) - http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf - "Most Studied Foreign Languages in the U.S". Infoplease.com. Retrieved 2012-08-20. - US Census Bureau. "American Community Survey (ACS)". - Diccionario Panhispánico de Dudas, 2005, pg. 271-272. - "Diccionario de la lengua española" (in Spanish). Buscon.rae.es. Retrieved 2010-11-06. - Ramón Menéndez Pidal, Manual de gramática histórica española (Espasa-Calpe, 1968), §66.2 - Lloyd A. Kasten and Florian J. Cody, Tentative Dictionary of Medieval Spanish (2nd ed., Hispanic Seminary of Medieval Studies, 2001) - Penny, Ralph (2002). A History Of The Spanish Language (2 ed.). Cambridge University Press. pp. 20–21. - "Concise Oxford Companion to the English Language". Oxford University Press. Retrieved 24 July 2008. - "Harold Bloom on Don Quixote, the first modern novel \| Books \| The Guardian". London: Books.guardian.co.uk. December 12, 2003. Retrieved 2009-07-18. - "Spanish Language Facts". Encyclopedia.com. Retrieved 2010-11-06. - Crow, John A. (2005). Spain: the root and the flower. University of California Press. p. 151. ISBN 978-0-520-24496-2. - Thomas, Hugh (2005). Rivers of Gold: the rise of the Spanish empire, from Columbus to Magellan. Random House Inc. p. 78. ISBN 978-0-8129-7055-5. - "La lengua de Cervantes" (PDF) (in Spanish). Ministerio de la Presidencia de España. Archived from the original (PDF) on October 3, 2008. Retrieved 2008-08-24. - Zamora Vicente (1967:117 and 222) - Hualde (2014:39) - Martínez-Celdrán, Fernández-Planas & Carrera-Sabaté (2003:255) - Cressey (1978:152) - Abercrombie (1967:98) - John B. Dabor, Spanish Pronunciation: Theory and Practice (3rd ed.: Holt, Rinehart and Winston, 1997), Ch. 7 - "John B. Dalbor's Voice Files to Accompany Spanish Pronunciation". Auburn.edu. Archived from the original on March 8, 2012. Retrieved 2012-08-20. - Eddington (2000:96) - "Instituto Cervantes 06-07" (PDF). Retrieved 2010-04-21. - "Most widely spoken Languages in the World". Nations Online. Retrieved 2009-08-27. - "CIA The World Factbook United States". Cia.gov. Retrieved 2011-02-05. - "Internet World Users by Language". Miniwatts Marketing Group. 2008. - "CIA World Factbook — Gibraltar". Cia.gov. Retrieved 2011-02-05. - "Background Note: Andorra". U.S. Department of State: Bureau of European and Eurasian Affairs. January 2007. Retrieved 2007-08-20. - "BBC Education — Languages Across Europe — Spanish". Bbc.co.uk. Retrieved 2012-08-20. - "Swiss Federal Statistical Office > Languages". Retrieved 2014-03-10. - Constitución de la República del Paraguay, Article 140 - Constitución Política del Perú, Article 48 - "Puerto Rico Elevates English". the New York Times. 29 January 1993. Retrieved 2007-10-06. - "Population Census, Major Findings" (PDF). Belize: Central Statistical Office, Ministry of Budget Management. 2000. Archived from the original (PDF) on 2007-06-21. Retrieved 2007-12-20. - "Belize Population and Housing Census 2000". CR: UCR. Retrieved 2010-04-21. - "Belize". World Factbook. CIA. Retrieved 2011-02-05. - "FAQ". The Secretariat for The Implementation of Spanish. Trinidad and Tobago: Government of the Republic. Archived from the original on 2010-11-03. Retrieved 2012-01-10. - "Brazilian Law 11.161". Presidência da República. 2005-08-05. Retrieved 2014-03-31. - Lipski, John M (2006). Face, Timothy L; Klee, Carol A, eds. "Too close for comfort? the genesis of "portuñol/portunhol"" (PDF). Selected Proceedings of the 8th Hispanic Linguistics Symposium (Somerville, MA: Cascadilla Proceedings Project): 1–22. Retrieved 2008-12-29. - U.S. Census Bureau Hispanic or Latino by specific origin. - U.S. Census Bureau (2007). "United States. S1601. Language Spoken at Home". 2005-2007 American Community Survey 3-Year Estimates. Archived from the original on January 5, 2009. Retrieved September 3, 2009. - "Más 'speak spanish' que en España". Retrieved October 6, 2007. (in Spanish) - Crawford, John (1992). Language loyalties: a source book on the official English controversy. Chicago: University of Chicago Press. p. 62. - "Equatorial Guinea (2000)". Ethnologue. Archived from the original on December 25, 2008. Retrieved 2010-04-21. - "CIA World Factbook - Equatorial Guinea". CIA. 20 September 2007. Retrieved 2011-02-05. - Los cubanos, la élite de Sudán del Sur (in Spanish), FR: Radio France International, 2011-07-06, retrieved 20 December 2011 - "Como saharauis queremos conservar el español" (in Spanish). 2008-03-03. Retrieved 2015-03-15. - "Historia de un país" (in Spanish). Retrieved 2015-03-15. - "Estadisticas: El idioma español en Filipinas" (in Spanish). ES: Busco enlaces. 2000-11-15. Retrieved 2010-11-06. - Ocampo, Ambeth (December 4, 2007). "The loss of Spanish". Makati City, Philippines: Philippine Daily Inquirer (INQUIRER.net). Opinion. Archived from the original on July 26, 2010. Retrieved July 26, 2010. - "Presidential Decree No. 155 : PHILIPPINE LAWS, STATUTES and CODES : CHAN ROBLES VIRTUAL LAW LIBRARY". Chanrobles.com. Retrieved 2014-03-24. - Article XIV, Sec 7: "For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein. Spanish and Arabic shall be promoted on a voluntary and optional basis." - Rodríguez-Ponga, Rafael. "New Prospects for the Spanish Language in the Philippines". Retrieved 1 March 2015. - Legaspi, Amita O. (July 3, 2012). "PNoy (President Benigno Aquino III) and Spain’s Queen Sofia welcome return of Spanish language in Philippine schools". GMA News. - Medium projection, PH: National Statistics Office, 2010, archived from the original on August 11, 2011 - "El español, una lengua viva: Informe 2012" (PDF) (in Spanish). pp. 6 and 10. Retrieved 2015-03-15. (439,000 native speakers + 2,557,773 limited competency + 20,492 students.) - Spanish creole: Quilis, Antonio (1996), La lengua española en Filipinas (PDF), Cervantes virtual, p. 54 and 55 - Rubino (2008:279) - 1973 Constitution of the Republic of the Philippines, The corpus juris, Article XV, Section 3(3), retrieved 2008-04-06 - "Spanish Influence on Language, Culture, and Philippine History". Retrieved 15 March 2015. - Engelberg, Stefan. "The Influence of German on the Lexicon of Palauan and Kosraean (Dissertation)" (PDF). Retrieved 23 August 2012. - "Spanish language in Philippines". Retrieved 1 March 2015. - "UN 2015 estimate" (MS Excel PDF). UN Population data. Retrieved 2016-01-07. - Ethnologue, 18th Ed.: es:Anexo:Hablantes de español según Ethnologue (edición 18). - Eurobarometer (PDF), EU: Page TS2: Population older than 15 years old of each country. page T74: Speakers who speak Spanish very well. Page T46: Speakers who speak well enough in order to be able to have a conversation. es:Anexo:Hablantes de español en la U.E. según el Eurobarómetro (2012), 2012 - "Cifras", Spanish students (p. 10) (PDF) (in Spanish) (2015), ES: Instituto Cervantes Students across the World. - Demografía de la lengua española (PDF) (in Spanish), ES, p. 10, to countries with official Spanish status. - 2016 population estimate (in Spanish), MX: CONAPO estimate - "MX", The World Factbook, USA: CIA: Spanish only 92.7% - (4 ,July ,2015) Population clock, US: Census Bureau - Spanish speakers older than 5 years old (Table, US: Census Bureau, 2014) - Data Access and Dissemination Systems (DADS). "American FactFinder - Results". census.gov. - Taylor, Paul. "(2011)". pewhispanic.org. Retrieved 2014-03-24. - "Census Bureau (2014)". Census.gov. Retrieved 2014-03-24. - Gonzalez, Ana (2013-08-13). "(2011)". pewresearch.org. Retrieved 2014-03-24. - There are 9 million illegal Hispanics in USA, some of them aren't in the census (Pálidos de hambre (editorial) (in Spanish), Impre, 2009-04-19) - Academia Norteamericana de la Lengua Española, El castellano - Ansón, José Ma, José Ma. Ansón: "Casi cincuenta millones" hablan español en EE. UU., El Castellano - "La amenaza al idioma español - Voces de Univision". Univision.com. Archived from the original on October 11, 2011. Retrieved 2012-08-20. - Rodríguez Barilari, Elbio, Congresos de la lengua (in Spanish), ES - Más de 70 expertos participaran en la III Acta Internacional de la Lengua Española (in Spanish), ES: ABC de Sevilla, 2008-03-29 - CNN en español restructures its programming, The New York Times, 2011-03-13 (The United States is now the second-largest Spanish-speaking country in the world, with more Spanish speakers than Spain, and exceeded only by Mexico). - "Reloj animado" (in Spanish). CO: DANE. Retrieved 2010-09-01. - There are 850,000 speakers of American Indian languages ("CO", Ethnologue) - "Datos básicos" (in Spanish). ES: INE. 2015-01-01. Retrieved 2014-01-01. - 82.0% speak Spanish as a first language (Eurobarometer (PDF), Europa, 2012) - "Argentinian census INDEC estimate for 2016". Retrieved 2014-03-24. - 40,872,286 people is the census population result for 2010 Censo, AR: INDEC, 2010 - "According to Ethnologue, there are 3,646,270 speakers with non Spanish mother tongue. 3,400,000 immigrant languages, as Italian (1,500,000), Arabic (1,000,000), German (400,000), or Guarani (200,000). There are also 246,270 native speakers. The most important are Quichua (60,000) and Toba (40,000)". Ethnologue. Retrieved 2013-06-14. - "Proyecciones de Población". ine.gov.ve. (2016) - "Languages", VE, Ethnologue, There are 1,098,244 people who speak other language as their mother tongue (main languages: Chinese 400,000, Portuguese 254,000, Wayuu 199,000, Arabic 110,000) - Quispe Fernández, Ezio (2016). "Cifras" [Numbers] (PDF) (in Spanish). PE: INEI. - "Census", The World factbook, US: CIA, 2007, Spanish (official) 84.1%, Quechua (official) 13%, Aymara 1.7%, Ashaninka 0.3%, other native languages (includes a large number of minor Amazonian languages) 0.7%, other 0.2% - "PE", Country, Ethnologue, There are 5,782,260 people who speak other language as mother tongue (main languages: Quechua (among 32 Quechua's varieties) 4,773,900, Aymara (2 varieties) 661 000, Chinese 100,000). - "Informes" [Reports]. Proyecciones (in Spanish). CL: INE. 2016. p. 36. Archived from the original (PDF) on 2010-02-14. Retrieved 2010-04-21. - "CL", Country, Ethnologue, There are 281,600 people who speak another language, mainly Mapudungun (250.000) - "Estimate", Pop. clock (SWF), EC: INEC - Ethnologue (1999-02-19). "(2011)". Ethnologue. Retrieved 2014-03-24. - "Tema / Indicadores". - "GT", The World factbook, CIA, Spanish (official) 60%, Amerindian languages 40% - "Cuba". Country (report). Ethnologue. Retrieved 2012-08-20. - Ethnologue (1999-02-19). "(2011)". Ethnologue. Retrieved 2014-03-24. - "(2016)". INE. Retrieved 2010-04-21. - According to the 1992 Census, 58 per cent of the population speaks Spanish as its mother tongue. unicef.org - "INE (2011)". Archived from the original on May 19, 2011. Retrieved 2011-02-05. - There are 207,750 people who speak another language, mainly Garifuna (98,000).: Ethnologue - "INSEE estimate to 1/11/2012". Insee.fr. Retrieved 2012-08-20. - Eurobarometr 2012 (page T40): Native speakers. - Eurobarometr 2012 (page TS2): Population older than 15. (age scale used for the Eurobarometer survey) - Eurobarometr 2012 (page T74): Non native people who speak Spanish very well. - Eurobarometr 2012 (page T64): Non native people who speak Spanish well enough in order to be able to have a conversation. - IBGE population estimation [IBGE publishes the populational estimates for municipalities in 2 011] (in Portuguese), BR, 2016 - Informe 2015 (PDF), ES: Instituto Cervantes, 2015, pp. 7, 14 - Census 2010 estimation (page 32) Archived October 6, 2011, at the Wayback Machine. - There are 14,100 people who speak other language as their mother tongue (main language, Kekchí with 12,300 speakers): Ethnologue. - There are 490,124 people who speak another language, mainly Mískito (154,000).: Ethnologue - "Eurostat 2015 estimation". Istat.it. Retrieved 2014-03-24. - "ENEC estimation to 2016". INEC. Retrieved 2011-02-05. - "Costa Rica". Ethnologue. - DGEEC 2016 estimation - According to the 1992 census, 50% use both Spanish and the indigenous language Guarani at home, 37% speak Guarani only, 7% speak Spanish only.findarticles.com. About 75 percent can speak Spanish.pressreference.com - Census INE estimate for 2013 (véase "Proyección de Población por municipio 2008-2020") - There are 501,043 people who speak another language as mother tongue: PA, Ethnologue - "2016 INE estimation". 2016. - There are 150,200 people who speak another language as mother tongue, UY, Ethnologue - "2015 US. census Bureau" (PDF). - 95.10% of the population speaks Spanish (US. Census Bureau) - "World Population Prospects: The 2015 Revi sion, Key Findings and Advance Tables" (PDF). United Nations Department of Economic and Social Affairs/Population Division. p. 15. Retrieved 10 January 2016. - El español en el mundo [Spanish in the world] (PDF), ES: Instituto Cervantes, 2012, p. 6 - El español en el contexto Sociolingüístico marroquí: Evolución y perspectivas (page 39): Between 4 and 7 million people have Spanish knowledge (M. Ammadi, 2002) Archived November 6, 2013, at the Wayback Machine. - "Euromonitor, 2012" (PDF). exteriores.gob.es. p. 32. - Census estimate%5d "Census 2011" Check \|url= value (help). U.K. Gov. Census. 2014. Retrieved 2016-04-20. - Languages of the United Kingdom - Medium projection, PH: National Statistics Office, 2015 - "native knowledge speakers" (in Spanish). Realinstitutoelcano.org. 2009-02-18. Retrieved 2014-03-24. - 1,816,773 Spanish + 1,200,000 Spanish creole: Quilis, Antonio (1996), La lengua española en Filipinas (PDF), Cervantes virtual, p. 54 and 55 - Ten Reasons (PDF), ES: Mepsyd, p. 23 - Philippines, Spanish differences, archived from the original on December 21, 2012 - Spanish in the world 2012 (Instituto Cervantes): 3,017,265 Spanish speakers. 439,000 with native knowledge, 2,557,773 with limited knowledge (page 6), and 20,492 Spanish students (page 10). - Nestor Diaz: More than 2 million Spanish speakers and around 3 million with Chavacano speakers (2010-04-24). "FILIPINAS / Vigoroso regreso del español". Aresprensa.com. Retrieved 2012-08-20. - The figure of 2 900 000 Spanish speakers is in Thompson, RW, Pluricentric languages: differing norms in different nations, p. 45 - World wide Spanish language, Sispain - German census, DE: Destatis, 2015-03-31 - "Equatorial Guinea census". Population statistics. 2010. Retrieved 2010-04-21. - Spanish according to INE 2011 - 14% of the population speaks Spanish natively and other 74% as a second language: "Anuario", CVC (PDF) (in Spanish), ES: Cervantes, 2007 - "Eurostat (1/1/2012 estimate)". Epp.eurostat.ec.europa.eu. 2013-10-17. Retrieved 2014-03-24. - Eurostat 1/1/2010 - Statcan, CA: GC - "www12.statcan.gc.ca/census". 2.statcan.gc.ca. Retrieved 2014-03-24. - 87% of the Hispanics, speak Spanish. mequieroir.com - There are 740,000 Hispanics in Canada in 2015, according to "Hispanovation: La creciente influencia hispánica en Canadá" (Social Media Week in Toronto): www.univision.com, www.abc.es. - "Netherland Census ClockPop". Cbs.nl. Retrieved 2012-08-20. - 2012 censusArchived November 5, 2013, at the Wayback Machine. - "2011 Census". Censusdata.abs.gov.au. Retrieved 2014-03-24. - "2071.0 - Reflecting a Nation: Stories from the 2011 Census, 2012–2013". Abs.gov.au. Retrieved 2013-06-14. - Page 32 of the "Demografía de la lengua española" - "Eurostat estimate to 1/1/2011". Epp.eurostat.ec.europa.eu. 2012-04-02. Retrieved 2012-08-20. - 2013 census estimate - ins.ci Census, 2009 - statisticsbelize.org.bz (2009 mid-year) Archived December 9, 2013, at the Wayback Machine. - Page 32 of Demografía de la lengua española (52,1% native speakers + 11,7% with some Spanish knowladge)) - Pages 34, 35 of the "Demografía de la lengua española", page 35. - Peruvian immigrants in 2012 - www.state.gov. 2015 estimate - www.bfs.admin.ch - 111,942 Spaniards in 2016 (INE) + 17,113 Peruvians in 2012 () + 5706 Argentines in 2012 () + 2864 Chileans in 2012 - cvc.cervantes.es (annuary 2006-07) - Archived November 30, 2011, at the Wayback Machine. - "czso.cz" (in Czech). czso.cz. 2013-12-31. Retrieved 2014-03-24. - "(2012)". ksh.hu. Retrieved 2014-03-24. - "Resultado 2010 - Persona". Censo2010.aw. 2010-10-06. Retrieved 2012-08-20. - Archived July 25, 2015, at the Wayback Machine. - http://cvc.cervantes.es/lengua/anuario/anuario_06-07/pdf/paises_41.pdf - Evolution de la population par sexe de 1976 à 2012 en: Annuaire Statistique du Cameroun 2010. Consultado el 23-08-2012. - "New Zealand census (2006)". Stats.govt.nz. 2009-02-13. Retrieved 2014-03-24. - "cvc.cervantes.es". cvc.cervantes.es. Retrieved 2014-03-24. - "Press Release on Major Figures of the 2010 National Population Census". Stats.gov.cn. Archived from the original on April 18, 2012. Retrieved 2012-08-20. - 25,000 Spanish students in the university + 5,000 in the "Instituto Cervantes"cervantes.es (page 4) - "Statistics - FAQ's". Gibraltar.gov.gi. 2012-11-12. Archived from the original on January 5, 2014. Retrieved 2014-03-24. - www.um.es (5.2. Datos descriptivos de los usos de español e inglés, Gráfico 2). 77.3% of the Gibraltar population speak Spanish with their mother more, or equal than English. - "(2013)". db1.stat.gov.lt. Retrieved 2014-03-24. - "Демография". Gks.ru. 2011-12-27. Retrieved 2014-03-24. - "2009 estimate" (PDF). UN. 2008. Retrieved 2010-04-21. - The Spanish 1970 census claims 16.648 Spanish speakers in Western Sahara () but probably most of them were people born in Spain who left after the Moroccan annexation - Page 34 of the Demografía de la Lengua Española - "2010 Census". Census.gov. Retrieved 2013-06-14. - "Population - Key Indicators \| Latvijas statistika". Csb.gov.lv. Retrieved 2013-06-14. - "::Welcome to Turkish Statistical Institute(TurkStat)'s Web Pages::". TurkStat. Retrieved 2012-08-20. - 8,000 (Page 37 of the Demografía de la lengua española) + 4,346 Spanish Students (according to the Instituto Cervantes) - "Census of India : Provisional Population Totals : India :Census 2011". Censusindia.gov.in. Retrieved 2014-03-24. - "cervantes.es (page 6)" (PDF). Retrieved 2014-03-24. - "Jamaican Population". Statinja.gov.jm. Retrieved 2014-03-24. - Languages of Jamaica, - El español en Namibia, 2005. Instituto Cervantes. - "cvc.cervantes.es" (PDF). Retrieved 2014-03-24. - "Eurostat - Tables, Graphs and Maps Interface (TGM) table". Epp.eurostat.ec.europa.eu. 2013-10-17. Retrieved 2014-03-24. - Demografía de la lengua española, page 37 (2,397,000 people speak Spanish as a native language in the E.U. excluded Spain, but It is already counted population who speak Spanish as a native language in France (477,564), Sweden (77,912) and Luxemburg (4,049)). - "International Programs - People and Households - U.S. Census Bureau". Census.gov. 2016-01-05. Retrieved 2012-08-20. - 426,515,910 speakers L1 in 2012 (ethnologue) of 7,097,500,000 people in the World in 2012 (UN): 6%. - "The 30 Most Spoken Languages in the World". KryssTal. Retrieved 2013-01-16. - 517,824,310 speakers L1 and L2 in 2012 (ethnologue) of 7,097,500,000 people in the World in 2012 (UN): 7.3%. - Eleanor Greet Cotton, John M. Sharp (1988) Spanish in the Americas, Volume 2, pp.154-155, URL - Lope Blanch, Juan M. (1972) En torno a las vocales caedizas del español mexicano, pp.53 a 73, Estudios sobre el español de México, editorial Universidad Nacional Autónoma de México, México URL. - Random House Unabridged Dictionary. Random House Inc. 2006. - The American Heritage Dictionary of the English Language (4th ed.). Houghton Mifflin Company. 2006. - Webster's Revised Unabridged Dictionary. MICRA, Inc. 1998. - Encarta World English Dictionary. Bloomsbury Publishing Plc. 2007. Retrieved 2008-08-05. - Penny, Ralph (2000). Variation and Change in Spanish. Cambridge University Press. p. 199. ISBN 0-521-78045-4. whatever might be claimed by other centres, such as Valladolid, it was educated varieties of Madrid Spanish that were mostly regularly reflected in the written standard. - The IPA symbol "turned y" (ʎ), with its "tail" leaning to the right, resembles, but is technically different from, the Greek letter lambda (λ), whose tail leans to the left. - Charles B. Chang, "Variation in palatal production in Buenos Aires Spanish". Selected Proceedings of the 4th Workshop on Spanish Sociolinguistics, ed. Maurice Westmoreland and Juan Antonio Thomas, 54-63. Somerville, MA: Cascadilla Proceedings Project, 2008. - "Real Academia Española" (in Spanish). Buscon.rae.es. Retrieved 2010-04-21. - Katia Salamanca de Abreu, review of Humberto López Morales, Estudios sobre el español de Cuba (New York: Editorial Las Américas, 1970), in Thesaurus, 28 (1973), 138-146. - "3 Guys From Miami: Fruta Bomba". Cuban-food-usa.com. Archived from the original on August 30, 2009. Retrieved 2010-04-21. - Jensen 1989 - Penny 2000: 14 - Dalby 1998: 501 - Ginsburgh and Weber 2011: 90 - "- Ethnologue". Ethnologue. - Often considered to be a substratum word. Other theories suggest, on the basis of what is used to make cheese, a derivation from Latin brandeum (originally meaning a linen covering, later a thin cloth for relic storage) through an intermediate root *brandea. For the development of the meaning, cf. Spanish manteca, Portuguese manteiga, probably from Latin mantica ('sack'), Italian formaggio and French fromage from formaticus. Romanian Explanatory Dictionary - Alfassa, Shelomo (December 1999). "Ladinokomunita". Foundation for the Advancement of Sephardic Studies and Culture. Retrieved 4 February 2010. - Diccionario Panhispánico de Dudas, 1st ed. - Real Academia Española, Explanation at Spanish Pronto (Spanish), (English) - "Abecedario". Diccionario panhispánico de dudas (in Spanish). Real Academia Española. 2005. Retrieved 2008-06-23. - "Ch". Diccionario de la lengua española de la Real Academia Española. - "Ll". Diccionario de la lengua española de la Real Academia Española. - "Scholarly Societies Project". Lib.uwaterloo.ca. Archived from the original on September 23, 2010. Retrieved 2010-11-06. - Batchelor, Ronald Ernest (1992). Using Spanish: a guide to contemporary usage. Cambridge University Press. p. 318. ISBN 0-521-26987-3. - "Association of Spanish Language Academies" (in Spanish). Asale. Archived from the original on September 23, 2010. Retrieved 2011-02-05. - "Real Academia Española". Spain: RAE. Retrieved 2010-11-06. - "Academia Colombiana de la Lengua" (in Spanish). Colombia. Archived from the original on February 19, 2008. Retrieved 2011-02-05. - "Academia Ecuatoriana de la Lengua" (in Spanish). Ecuador. Archived from the original on May 27, 2011. Retrieved 2011-02-05. - "Academia Mexicana de la Lengua". Mexico. 2010-09-22. Archived from the original on September 15, 2010. Retrieved 2010-11-06. - "Academia Salvadoreña de la Lengua". El Salvador. Archived from the original on September 4, 2011. Retrieved 2011-02-05. - "Academia Venezolana de la Lengua" (in Spanish). Venezuela. Archived from the original on May 27, 2011. Retrieved 2011-02-05. - "Academia Chilena de la Lengua". Chile. Archived from the original on September 5, 2010. Retrieved 2010-11-06. - "Academia Peruana de la Lengua". Peru. Retrieved 2010-11-06. - "Academia Guatemalteca de la Lengua" (in Spanish). Guatemala. Archived from the original on August 4, 2008. Retrieved 2011-02-05. - "Academia Costarricense de la Lengua". Costa Rica. Retrieved 2010-11-06. - "Academia Filipina de la Lengua Española" (in Spanish). Philippines. Archived from the original on May 27, 2011. Retrieved 2011-02-05. - "Academia Panameña de la Lengua". Panama. Retrieved 2010-11-06. - "Academia Cubana de la Lengua". Cuba. Retrieved 2010-11-06. - "Academia Paraguaya de la Lengua Española". Paraguay. Retrieved 2011-02-05. - "Academia Dominicana de la Lengua". República Dominicana. Archived from the original on December 22, 2010. Retrieved 2011-02-05. - "Academia Boliviana de la Lengua". Bolivia. Retrieved 2011-02-05. - "Academia Nicaragüense de la Lengua" (in Spanish). Nicaragua. Archived from the original on May 27, 2011. Retrieved 2011-02-05. - "Academia Argentina de Letras". Argentina. 2010-03-25. Retrieved 2011-02-05. - "Academia Nacional de Letras del Uruguay". Uruguay. Retrieved 2011-02-05. - "Academia Hondureña de la Lengua" (in Spanish). Honduras. Archived from the original on May 27, 2011. Retrieved 2011-02-05. - "Academia Puertorriqueña de la Lengua Española". Puerto Rico. Retrieved 2011-02-05. - "Academia Norteamericana de la Lengua Española". United States. Retrieved 2011-02-05. - A First Spanish Reader, by Erwin W. Roessler and Alfred Remy Bibliography - Abercrombie, David (1967). "Elements of General Phonetics". Edinburgh: Edinburgh University Press. - Cressey, William Whitney (1978). Spanish Phonology and Morphology: A Generative View. Georgetown University Press. ISBN 0878400451. - Dalby, Andrew (1998). Dictionary of Languages: The Definitive Reference to More Than 400 Languages. Columbia University Press. ISBN 0-231-11568-7. - Eddington, David (2000). "Spanish Stress Assignment within the Analogical Modeling of Language" (PDF). Language (Language) 76 (1): 92–109. doi:10.2307/417394. JSTOR 417394. - Ginsburgh, Victor; Weber, Shlomo (2011). How Many Languages Do We Need?: The Economics of Linguistic Diversity. Princeton University Press. ISBN 978-0-691-13689-9. - Harris, James (1967). "Sound Change in Spanish and the Theory of Markedness". Language (Language) 45 (3): 538–52. doi:10.2307/411438. JSTOR 411438. - Hualde, José Ignacio (2014). Los sonidos del español. Cambridge University Press. ISBN 978-0-521-16823-6. - Jensen, John B. (1989). "On the Mutual Intelligibility of Spanish and Portuguese". Hispania 72 (4): 848–852. doi:10.2307/343562. JSTOR 343562. - Martínez-Celdrán, Eugenio; Fernández-Planas, Ana Ma.; Carrera-Sabaté, Josefina (2003). "Castilian Spanish". Journal of the International Phonetic Association 33 (2): 255–59. doi:10.1017/S0025100303001373. - Ladefoged, Peter; Johnson, Keith (2010), A Course in Phonetics (6th ed.), Boston, Massachusetts: Wadsworth Publishing, ISBN 978-1-4282-3126-9 - Moreno Fernández, Francisco; Otero, Jaime (2008), Atlas de la lengua española en el mundo, Barcelona: Ariel - Penny, Ralph (2000). Variation and Change in Spanish. Cambridge University Press. ISBN 0-521-78045-4. - Population by age, both sexes, annual; estimate for 2012 (XLS), UN - Rubino, Carl (2008), "Zamboangueño Chavacano and the Potentive Mode.", in Michaelis, Susanne, Roots of Creole Structures: Weighing the Contribution of Substrates and Superstrates, Amsterdam: Benjamins, pp. 279–299, ISBN 9027252556 - Zamora Vicente, Alonso (1967), Dialectología española, Madrid: Gredos Further reading External links Wikibooks has a book on the topic of: Spanish \| Spanish edition of Wikipedia, the free encyclopedia \| Spanish edition of Wikisource, the free library \| - Spanish language at DMOZ - Diccionario [Dictionary of the RAE] (official Spanish language dictionary) (in Spanish), Real Academia Española. - "Spanish", Languages, BBC. - Size and nature of the Spanish vocabulary, About.com. - Free Spanish to English translation, UK: Transfree.	<urn:uuid:bea03f0e-35e4-47f5-bba5-6dd8c61f1efc>	CC-MAIN-2024-51	https://wiki-gateway.eudic.net/wikipedia_en/Provincia.html	2024-12-05T20:30:11Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	3.0	a_tag	false	false	false	false	Latn	eng	0.889851	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
You do not have permission to edit this page, for the following reasons: You can view and copy the source of this page. Return to The Seven.	<urn:uuid:2d234c5a-9b5b-4f09-bfba-a95469eb44dd>	CC-MAIN-2024-51	https://wiki.battlemaster.org/index.php?title=The_Seven&action=edit	2024-12-05T19:26:11Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-sa	3.0	link_tag	true	false	false	false	Latn	eng	0.997744	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "link_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
TDF LibreOffice Document Liberation Project Community Blogs Weblate Nextcloud Redmine Ask LibreOffice Donate This category has the following 2 subcategories, out of 2 total.	<urn:uuid:a1222d8f-7b12-4be7-987c-a25da9f1e462>	CC-MAIN-2024-51	https://wiki.documentfoundation.org/Category:Pages_embedding_special_content	2024-12-05T19:31:20Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	3.0	link_tag	true	false	false	false	Latn	eng	0.89644	{ "abbr": [ "by-sa", "by-sa", "by-sa" ], "in_footer": [ false, true, true ], "in_head": [ true, false, false ], "location": [ "link_tag", "a_tag", "a_tag" ], "version": [ "3.0", "3.0", "3.0" ] }
Help Pages that link to "DE:Tag:megalith type=stone circle" ← DE:Tag:megalith type=stone circle Jump to navigation Jump to search What links here ⧼whatlinkshere-target⧽ Page: ⧼whatlinkshere-ns⧽ Namespace: all (Main) Talk User User talk Wiki Wiki talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk Item Item talk Property Property talk DE DE talk FR FR talk ES ES talk IT IT talk NL NL talk RU RU talk JA JA talk TimedText TimedText talk Module Module talk Gadget Gadget talk Gadget definition Gadget definition talk Proposal Proposal talk Invert selection ⧼whatlinkshere-filter⧽ Hide transclusions Hide links Hide redirects Go The following pages link to DE:Tag:megalith type=stone circle : Displayed 20 items. View ( previous 50 next 50 ) ( 20 50 100 250 500 ) Tag:megalith type=stone circle ( ← links ) Cs:Tag:megalith type=stone circle ( ← links ) Pl:Tag:megalith type=stone circle ( ← links ) DE:Historic.Place/Karteneigenschaften ( ← links ) DE:Key:megalith type ( ← links ) DE:Tag:megalith type=dolmen ( ← links ) DE:Tag:megalith type=menhir ( ← links ) DE:Tag:megalith type=alignment ( ← links ) DE:Tag:megalith type=stone circle ( ← links ) DE:Tag:megalith type=passage grave ( ← links ) DE:Tag:megalith type=chamber ( ← links ) DE:Tag:megalith type=nuraghe ( ← links ) DE:Tag:megalith type=tholos ( ← links ) DE:Tag:megalith type=long barrow ( ← links ) DE:Tag:megalith type=stone ship ( ← links ) DE:Tag:megalith type=cist ( ← links ) DE:Tag:archaeological site=megalith ( ← links ) DE:Tag:megalith type=well ( ← links ) DE:Tag:megalith type=ring cairn ( ← links ) DE:Tag:megalith type=gallery grave ( ← links ) View ( previous 50 next 50 ) ( 20 50 100 250 500 ) Retrieved from " https://wiki.openstreetmap.org/wiki/Special:WhatLinksHere/DE:Tag:megalith_type%3Dstone_circle " Navigation menu Personal tools English Create account Log in Namespaces DE Discussion English Views Read View source View history More Search Site Main Page The map Map Features Contributors Help Blogs Shop Donations Wiki discussion Recent changes Tools Special pages Printable version	<urn:uuid:5ccfc6bd-0b67-43e3-9b88-e12373ee522f>	CC-MAIN-2024-51	https://wiki.openstreetmap.org/wiki/Special:WhatLinksHere/DE:Tag:megalith_type%3Dstone_circle	2024-12-05T19:45:22Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-sa	2.0	a_tag	false	true	false	false	Latn	eng	0.698412	{ "abbr": [ "by-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "2.0" ] }
You have followed a link to a page that does not exist yet. To create the page, start typing in the box below (see the help page for more info). If you are here by mistake, click your browser's back button. Creating Talk:ES Punch From Ephinea PSO Wiki	<urn:uuid:5c54004d-8540-4a57-be05-d11a52ae80a5>	CC-MAIN-2024-51	https://wiki.pioneer2.net/index.php?title=Talk:ES_Punch&action=edit&redlink=1	2024-12-05T20:03:13Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066362401.69/warc/CC-MAIN-20241205180803-20241205210803-00041.warc.gz	by-nc-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.998188	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "link_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Naming convention (programming) In computer programming, a naming convention is a set of rules for choosing the character sequence to be used for identifiers which denote variables, types, functions, and other entities in source code and documentation. Reasons for using a naming convention (as opposed to allowing programmers to choose any character sequence) include the following: - to reduce the effort needed to read and understand source code; - to enable code reviews to focus on more important issues than arguing over syntax and naming standards. - to enable code quality review tools to focus their reporting mainly on significant issues other than syntax and style preferences. The choice of naming conventions can be an enormously controversial issue, with partisans of each holding theirs to be the best and others to be inferior. Colloquially, this is said to be a matter of dogma. Many companies have also established their own set of conventions to best meet their interests. Potential benefits Some of the potential benefits that can be obtained by adopting a naming convention include the following: - to provide additional information (i.e., metadata) about the use to which an identifier is put; - to help formalize expectations and promote consistency within a development team; - to enable the use of automated refactoring or search and replace tools with minimal potential for error; - to enhance clarity in cases of potential ambiguity; - to enhance the aesthetic and professional appearance of work product (for example, by disallowing overly long names, comical or "cute" names, or abbreviations); - to help avoid "naming collisions" that might occur when the work product of different organizations is combined (see also: namespaces); - to provide meaningful data to be used in project handovers which require submission of program source code and all relevant documentation; - to provide better understanding in case of code reuse after a long interval of time. Challenges The choice of naming conventions (and the extent to which they are enforced) is often a contentious issue, with partisans holding their viewpoint to be the best and others to be inferior. Moreover, even with known and well-defined naming conventions in place, some organizations may fail to consistently adhere to them, causing inconsistency and confusion. These challenges may be exacerbated if the naming convention rules are internally inconsistent, arbitrary, difficult to remember, or otherwise perceived as more burdensome than beneficial. Readability Hidden from the view of most users, well-chosen identifiers make it significantly easier for developers and analysts to understand what the system is doing and how to fix or extend the source code to apply for new needs. For example, although the statement a = b * c; is syntactically correct, its purpose is not evident. Contrast this with: weekly_pay = hours_worked * pay_rate; which implies the intent and meaning of the source code, at least to those familiar with the context of the statement. Common elements The exact rules of a naming convention depend on the context in which they are employed. Nevertheless, there are several common elements that influence most if not all naming conventions in common use today. Length of identifiers Fundamental elements of all naming conventions are the rules related to identifier length (i.e., the finite number of individual characters allowed in an identifier). Some rules dictate a fixed numerical bound, while others specify less precise heuristics or guidelines. Identifier length rules are routinely contested in practice, and subject to much debate academically. Some considerations: - shorter identifiers may be preferred as more expedient, because they are easier to type - extremely short identifiers (such as 'i' or 'j') are very difficult to uniquely distinguish using automated search and replace tools - longer identifiers may be preferred because short identifiers cannot encode enough information or appear too cryptic - longer identifiers may be disfavored because of visual clutter It is an open research issue whether some programmers prefer shorter identifiers because they are easier to type, or think up, than longer identifiers, or because in many situations a longer identifier simply clutters the visible code and provides no perceived additional benefit. Brevity in programming could be in part attributed to: - early linkers which required variable names to be restricted to 6 characters to save memory. A later "advance" allowed longer variable names to be used for human comprehensibility, but where only the first few characters were significant. In some versions of BASIC such as TRS-80 Level 2 Basic, long names were allowed, but only the first two letters were significant. This feature permitted erroneous behaviour that could be difficult to debug, for example when names such as "VALUE" and "VAT" were used and intended to be distinct. - early source code editors lacking autocomplete - early low-resolution monitors with limited line length (e.g. only 80 characters) - much of computer science originating from mathematics, where variable names are traditionally only a single letter Letter case and numerals Some naming conventions limit whether letters may appear in uppercase or lowercase. Other conventions do not restrict letter case, but attach a well-defined interpretation based on letter case. Some naming conventions specify whether alphabetic, numeric, or alphanumeric characters may be used, and if so, in what sequence. Multiple-word identifiers A common recommendation is "Use meaningful identifiers." A single word may not be as meaningful, or specific, as multiple words. Consequently, some naming conventions specify rules for the treatment of "compound" identifiers containing more than one word. As most programming languages do not allow whitespace in identifiers, a method of delimiting each word is needed (to make it easier for subsequent readers to interpret which characters belong to which word). Historically some early languages, notably FORTRAN (1955) and ALGOL (1958), allowed spaces within identifiers, determining the end of identifiers by context. This was abandoned in later languages due to the difficulty of tokenization. It is possible to write names by simply concatenating words, and this is sometimes used, as in mypackage for Java package names, though legibility suffers for longer terms, so usually some form of separation is used. - Delimiter-separated words One approach is to delimit separate words with a nonalphanumeric character. The two characters commonly used for this purpose are the hyphen ("-") and the underscore ("_"); e.g., the two-word name "two words " would be represented as "two-words " or "two_words ". The hyphen is used by nearly all programmers writing COBOL (1959), Forth (1970), and Lisp (1958); it is also common in Unix for commands and packages, and is used in CSS. This convention has no standard name, though it may be referred to as lisp-case or COBOL-CASE (compare Pascal case), kebab-case, or other variants. Of these, kebab-case, dating at least to 2012, has achieved some currency since. By contrast, languages in the FORTRAN/ALGOL tradition, notably languages in the C and Pascal families, used the hyphen for the subtraction infix operator, and did not wish to require spaces around it (as free-form languages), preventing its use in identifiers. An alternative is to use underscores; this is common in the C family (including Python), with lowercase words, being found for example in The C Programming Language (1978), and has come to be known as snake case. Underscores with upper case, as in UPPER_CASE, are commonly used for C preprocessor macros, hence known as MACRO_CASE, and for environment variables in Unix, such as BASH_VERSION in bash. - Letter-case separated words Another approach is to indicate word boundaries using medial capitalization, called "CamelCase", "Pascal case", and many other names, thus rendering "two words " as either "twoWords " or "TwoWords ". This convention is commonly used in Pascal, Java, C#, and Visual Basic. Treatment of acronyms in identifiers (e.g. the "XML" and "HTTP" in XMLHttpRequest ) varies. Some dictate that they be lowercased (e.g. XmlHttpRequest ) to ease typing and readability, whereas others leave them uppercased (e.g. XMLHTTPRequest ) for accuracy. See also: Letter case § Special case styles Metadata and hybrid conventions Some naming conventions represent rules or requirements that go beyond the requirements of a specific project or problem domain, and instead reflect a greater overarching set of principles defined by the software architecture, underlying programming language or other kind of cross-project methodology. Hungarian notation Perhaps the most well-known is Hungarian notation, which encodes either the purpose ("Apps Hungarian") or the type ("Systems Hungarian") of a variable in its name. For example, the prefix "sz" for the variable szName indicates that the variable is a null-terminated string. Positional notation A style used for very short (8 characters and less) could be: LCCIIL01, where LC would be the application (Letters of Credit), C for COBOL, IIL for the particular process subset, and the 01 a sequence number. This sort of convention is still in active use in mainframes dependent upon JCL and is also seen in the 8.3 (maximum 8 characters with period separator followed by 3 character file type) MS-DOS style. Composite word scheme (OF Language) One of the earliest published convention systems was IBM's "OF Language" documented in a 1980s IMS (Information Management System) manual . It detailed the PRIME-MODIFIER-CLASS word scheme, which consisted of names like "CUST-ACT-NO" to indicate "customer account number". PRIME words were meant to indicate major "entities" of interest to a system. MODIFIER words were used for additional refinement, qualification and readability. CLASS words ideally would be a very short list of data types relevant to a particular application. Common CLASS words might be: NO (number), ID (identifier), TXT (text), AMT (amount), QTY (quantity), FL (flag), CD (code), W (work) and so forth. In practice, the available CLASS words would be a list of less than two dozen terms. CLASS words, typically positioned on the right (suffix), served much the same purpose as Hungarian notation prefixes. The purpose of CLASS words, in addition to consistency, was to specify to the programmer the data type of a particular data field. Prior to the acceptance of BOOLEAN (two values only) fields, FL (flag) would indicate a field with only two possible values. Language-specific conventions ActionScript Ada In Ada, the only recommended style of identifiers is Mixed_Case_With_Underscores . C and C++ In C and C++, keywords and standard library identifiers are mostly lowercase. In the C standard library, abbreviated names are the most common (e.g. isalnum for a function testing whether a character is alphanumeric), while the C++ standard library often uses an underscore as a word separator (e.g. out_of_range ). Identifiers representing macros are, by convention, written using only upper case letters and underscores (this is related to the convention in many programming languages of using all-upper-case identifiers for constants). Names containing double underscore or beginning with an underscore and a capital letter are reserved for implementation (compiler, standard library) and should not be used (e.g. __reserved or _Reserved ). This is superficially similar to stropping, but the semantics differ: the underscores are part of the value of the identifier, rather than being quoting characters (as is stropping): the value of __foo is __foo (which is reserved), not foo (but in a different namespace). Go In Go, the convention is to use MixedCaps or mixedCaps rather than underscores to write multiword names. Java In Java, naming conventions for identifiers have been established and suggested by various Java communities such as Sun Microsystems, Netscape, AmbySoft, etc. A sample of naming conventions set by Sun Microsystems are listed below, where a name in "CamelCase" is one composed of a number of words joined without spaces, with each word's initial letter in capitals — for example "CamelCase". Identifier type \| Rules for naming \| Examples \| ---\|---\|---\| Classes \| Class names should be nouns in UpperCamelCase , with the first letter of every word capitalised. Use whole words — avoid acronyms and abbreviations (unless the abbreviation is much more widely used than the long form, such as URL or HTML). \| Methods \| Methods should be verbs in lowerCamelCase or a multi-word name that begins with a verb in lowercase; that is, with the first letter lowercase and the first letters of subsequent words in uppercase. \| Variables \| Local variables, instance variables, and class variables are also written in lowerCamelCase . Variable names should not start with underscore (_ ) or dollar sign ($ ) characters, even though both are allowed. This is in contrast to other coding conventions that state that underscores should be used to prefix all instance variables. Variable names should be short yet meaningful. The choice of a variable name should be mnemonic — that is, designed to indicate to the casual observer the intent of its use. One-character variable names should be avoided except for temporary "throwaway" variables. Common names for temporary variables are i, j, k, m, and n for integers; c, d, and e for characters. \| Constants \| Constants should be written in uppercase characters separated by underscores. Constant names may also contain digits if appropriate, but not as the first character. \| Java compilers do not enforce these rules, but failing to follow them may result in confusion and erroneous code. For example, widget.expand() and Widget.expand() imply significantly different behaviours: widget.expand() implies an invocation to method expand() in an instance named widget , whereas Widget.expand() implies an invocation to static method expand() in class Widget . One widely used Java coding style dictates that UpperCamelCase be used for classes and lowerCamelCase be used for instances and methods. Recognising this usage, some IDEs, such as Eclipse, implement shortcuts based on CamelCase. For instance, in Eclipse's content assist feature, typing just the upper-case letters of a CamelCase word will suggest any matching class or method name (for example, typing "NPE" and activating content assist could suggest NullPointerException ). Initialisms of three or more letters are CamelCase instead of upper case (e.g., parseDbmXmlFromIPAddress instead of parseDBMXMLFromIPAddress ). One may also set the boundary at two or more letters (e.g. parseDbmXmlFromIpAddress ). JavaScript The built-in JavaScript libraries use the same naming conventions as Java. Data types and constructor functions use upper camel case (RegExp, TypeError, XMLHttpRequest, DOMObject) and methods use lower camel case (getElementById, getElementsByTagNameNS, createCDATASection). In order to be consistent most JavaScript developers follow these conventions. See also: Douglas Crockford's conventions Lisp Common practice in most Lisp dialects is to use dashes to separate words in identifiers, as in with-open-file and make-hash-table . Dynamic variable names conventionally start and end with asterisks: map-walls . Constants names are marked by plus signs: +map-size+ . .NET Microsoft .NET recommends UpperCamelCase for most identifiers. (lowerCamelCase is recommended for parameters and variables) and is a shared convention for the .NET languages. Microsoft further recommends that no type prefix hints (also known as Hungarian notation) are used. Instead of using Hungarian notation it is recommended to end the name with the base class' name; LoginButton instead of BtnLogin . Objective-C Top-level entities, including classes, protocols, categories, as well as C constructs that are used in Objective-C programs like global variables and functions, are in UpperCamelCase with a short all-uppercase prefix denoting namespace, like NSString, UIAppDelegate, NSApp or CGRectMake. Constants may optionally be prefixed with a lower case letter "k" like kCFBooleanTrue. Instance variables of an object use lowerCamelCase prefixed with an underscore, like _delegate and _tableView. Method names use multiple lowerCamelCase parts separated by colons that delimit arguments, like: application:didFinishLaunchingWithOptions:, stringWithFormat: and isRunning. Pascal, Modula-2 and Oberon Wirthian languages Pascal, Modula-2 and Oberon generally use Capitalized or UpperCamelCase identifiers for programs, modules, constants, types and procedures, and lowercase or lowerCamelCase identifiers for math constants, variables, formal parameters and functions. While some dialects support underscore and dollar signs in identifiers, snake case and macro case is more likely confined to use within foreign API interfaces. Perl Perl takes some cues from its C heritage for conventions. Locally scoped variables and subroutine names are lowercase with infix underscores. Subroutines and variables meant to be treated as private are prefixed with an underscore. Package variables are title cased. Declared constants are all caps. Package names are camel case excepting pragmata—e.g., strict and mro —which are lowercase. Python and Ruby In Python, if a name is intended to be 'private', it is prefixed by an underscore. Private variables are only enforced by convention in Python. Names can also be suffixed with an underscore to prevent conflict with Python keywords. Prefixing with double underscores changes behaviour in classes with regards to name mangling. Prefixing and suffixing with double underscores are reserved for 'magic names' which fulfill special behaviour in Python objects. See also - Category:Naming conventions - Checkstyle - Coding conventions - List of tools for static code analysis - Namespace References - Derek M. Jones "Operand names influence operator precedence decisions" An experiment investigating the effect of variable names on operator precedence selection - Raymond, Eric S. (1 October 2004). "religious issues". The Jargon File (version 4.4.8 ed.). Retrieved 7 November 2011. - Naming a Package - "CSS reference". Mozilla Developer Network. Retrieved 2016-06-18. - "StackOverflow - What's the name for snake_case with dashes?". - "Programmers - If this is camelCase what-is-this?". - "Camel_SNAKE-kebab". - UnderscoreVersusCapitalAndLowerCaseVariableNaming - jwfearn (Sep 5 '12 at 0:39). "Revisions to jwfearn's answer to What's the name for dash-separated case?". Check date values in: \|date= (help) - Living Clojure (2015), by Carin Meier, p. 91 - lodash: kebabCase - http://www.joelonsoftware.com/articles/Wrong.html - http://www.adaic.org/resources/add_content/docs/95style/html/sec_3/3-2-1.html - "ISO/IEC 9899:1999 Programming languages -- C". ISO. - "ISO/IEC 14882:2011 Information technology -- Programming languages -- C++". ISO. - https://golang.org/doc/effective_go.html#mixed-caps - "Code Conventions for the Java Programming Language", Section 9: "Naming Conventions" - "NETSCAPE'S SOFTWARE CODING STANDARDS GUIDE FOR JAVA",Collab Software Coding Standards Guide for Java - "AmbySoft Inc. Coding Standards for Java v17.01d" - http://www.gigamonkeys.com/book/variables.html - Naming conventions on CLiki - Microsoft .NET Framework Capitalization Styles - .NET Framework Developer's Guide - General Naming Conventions - [Framework Design Guidelines, Krzysztof Cwalina, Brad Abrams Page 62] - Modula-2 Name Convention - Foreign API Identifiers in Modula-2 Name Convention - "Perl style guide". - "perlmodlib - constructing new Perl modules and finding existing ones". - Style Guide for Python Code PEP8 External links - American Name Society - promotes onomastics, the study of names and naming practices, both in the United States and abroad. - coding-guidelines.com has a pdf that uses linguistics and psychology to attempt a cost/benefit analysis of identifier naming issues	<urn:uuid:c2bf67a9-745f-47eb-988b-0121dc98aa7e>	CC-MAIN-2024-51	https://ipfs.io/ipfs/QmXoypizjW3WknFiJnKLwHCnL72vedxjQkDDP1mXWo6uco/wiki/Naming_conventions_(programming).html	2024-12-06T20:40:29Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-sa	3.0	a_tag	false	false	false	false	Latn	eng	0.994391	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
The International Society for Photogrammetry and Remote Sensing is a non-governmental organization devoted to the development of international cooperation for the advancement of photogrammetry and remote sensing and their applications. The Society operates without any discrimination on grounds of race, religion, nationality, or political philosophy. Useful Links Useful External Links Our Contact ISPRS c/o Leibniz University Hannover Institute of Photogrammetry and GeoInformation Nienburger Str. 1 D-30167 Hannover GERMANY Email: firstname.lastname@example.org	<urn:uuid:65314832-4a09-41e8-86db-01892553d11f>	CC-MAIN-2024-51	https://isprs-archives.copernicus.org/articles/XLVIII-4-W1-2022/187/2022/isprs-archives-XLVIII-4-W1-2022-187-2022-metrics.html	2024-12-06T21:00:45Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.958276	{ "abbr": [ "by", "by" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
ADDITIONAL MENU JOURNAL TEMPLATE TOOLS INFORMATION VISITORS A. \| The manuscript is written in English, research outcomes articles reflecting social sciences phenomena. \| B. \| The manuscript is typed using Microsoft Word program on A5 size, around 3,000-5,000 words in Book Antiqua 11 pts and 1.15 space. \| C. \| The writing system for research outcome consists of: \| Title \| \| The title it should be clear, concise, and informative. \| \| Name of the author \| \| The name of the author is written without any academic degree, followed by the name of author’s institution, located under the title of the article. \| \| Abstract with keywords \| \| The length of abstract is around 200-250 word, while the limit of keywords is 3-5 words. The abstract, at the least, must contain the aim, methods, and result on the research. \| \| Introduction \| \| The author(s) must convey the background of research clearly and show the focus and the problem which is research. The purpose of article review should mention on Background. The author(s) must also clearly show the novelty (state of the art) of this research. \| \| Literature Review \| \| The author should explain the literature review comprehensive study and interpretation of literature that addresses a specific topic. The theoretical approach(es) used in topic or question on background, to identify, appraise and synthesize evidence in order to answer specific research questions. \| Method \| \| The author should explain the method clearly, not long-winded and comprehensive. In short, the writer must be able to explain how this research is done, how the data was analyzed and so on. \| \| Result and Discussion \| \| The research result and discussion section contain results of the research finding and their ensuing discussions. The finding acquired from the results of the conducted research should be written with the supplementary support of adequate data. The research results and findings should be able to resolve or provide explanations to the question stated in the introduction. \| \| Conclusion \| \| The concluding statement should contain summary. The summary should exemplify the answers provided to the hypothesis and/or research objectives or acquired findings. The summary should not contain repetition of research results and discussions, and it should instead contain a summation of research results and findings as expected in the research objective or hypothesis. \| \| References \| \| All references cited in the text of the article should be written in the bibliography section. It should include references obtained from primary sources (consisting of scientific journals amounting to 80% of the entire bibliography) that have been published in the last 10 (ten) years. The remaining 20% may include research articles or research reports (thesis, books, and other relevant publications). \| \| D. \| Tables and figures must have titles and have clear number and sources, and be typed in single space. \| E. \| The manuscript is to be submitted directly to the International Journal of Social Sciences Review (epistemikpress.id) by creating user account as an author. \| F. \| All reference mentioned should be written down in reference using American Psychological Association (APA) style and arranged from A to Z. \| G. \| Check each referred article for accuracy and make sure every quoted work in the article is written in References. Works that are not cited but mentioned in References will be omitted by the editor. \| Books \| \| Muradi. (2005). Berpijak di Atas Bara; Kegamangan Politik TNI pada Masa Transisi. Bandung: Unpad Press. \| \| Agustino, L, & Indah, F. (2017). Korupsi: Akar, Aktor dan Locus. Yogyakarta: Pustaka Pelajar. \| \| Book chapter \| \| Smith, F. M., & Jones, W. (2004). The college student. In C. Wood & M. Meyer (Eds.), Cross-cultural education (pp. 75- \| \| 105). London, Canada: MacMillan. \| \| Journal Article \| \| Lee, K. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental \| \| Education, 28(2), 2-15. \| \| Journal article with DOI \| \| Kusumaningrum, D. (2016). Interdependence versus truth and justice: lessons from reconciliation processes in Maluku \| \| Jurnal Ilmu Sosial dan Ilmu Politik, 20(1), 15. doi: 10.22146/jsp.17998 \| \| Smith, G. (2012). Barthes on Jamie: myth and the tv revolutionary. Journal of Media Practice, 13, 3-17. \| \| doi: 10.1386/jmpr.13.1.3_1 \| \| Journal article on website \| \| Austin, D. (2009). Fatty acids, breastfeeding and autism spectrum disorder. E-journal of Applied Psychology, 5(1), \| \| 49-52. Retrieved from http://ojs/lib.swin.edu.au/ \| \| Newspapers article \| \| Fung, M. (2006, December 12). Asthma rates increasing. Winnipeg Free Press, pp. C4. \| \| Newspaper article on website \| \| Harris, M. (2011, August 16). Grades improve if classes start later, studies find. The Calgary Herald. \| \| Herald. Retrieved from http://www.calgaryherald.com/ \| \| Website \| \| Buzan, T. (2007). Mind maps. Retrieved September 3, 2009, from http://www.buzanworld.com/Mind_Maps.ht \| \| Website document \| \| TransCanada. (2006). Annual report. Retrieved from http://www.transcanada.com/investor/annual_reports/2006 \| \| /media/pdf/TransCanada_2006_Annual_Report.pdf \| \| Book translation \| \| Mancusa, S., & Viola, A. (2015). Brilliant green: The surprising history and science of plant intelligence (J. Benham, \| \| Trans.). Washington, DC: Island Press. \| \| H. \| All manuscripts are anonymously studied by reviewers appointed by the editor according to their expertise. The author is given a chance to revise the manuscript based on the reviewer’s or the editor’s recommendation/advice. \| of publication or rejection will be informed through the author’s email address. \| \| I. \| The editor has the right to modify and correct the spelling, writing, and grammar of the published manuscript. \| COPYRIGHT IJJSR: International Journal of Social Sciences Review are published under the terms of the Creative Commons Attribution-ShareAlike. Authors retain the copyright to their work. Users may read, copy and distribute the work in any medium provided the authors and the journal are appropriately credited. LICENSE TO PUBLISH License All material published by IJJSR: International Journal of Social Sciences Review is protected under International copyright and intellectual property laws. IJJSR is licensed under a Creative Commons 4.0 International License (CC-BY-SA) or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly works. This license permits anyone to compose, repair, and make derivative creation even for commercial purposes, as long as appropriate credit and proper acknowledgment of the original publication from a journal are made to allow users to trace back to the original manuscript and author. Author’s Warranties The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s. User Rights Under the Creative Commons Attribution-ShareAlike license, the author(s) and users are free to share (copy, distribute and transmit the contribution). Rights of Authors Authors retain the following rights: Co-Authorship If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement. Termination This agreement can be terminated by the author or IJJSR upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of IJJSR . The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party. Publisher: Epistemik Press	<urn:uuid:b42b09c1-3cd5-431d-870f-281e06550509>	CC-MAIN-2024-51	https://journal.epistemikpress.id/index.php/IJSSR/about/submissions	2024-12-06T19:44:53Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by	4.0	a_tag	false	true	false	true	Latn	eng	0.98623	{ "abbr": [ "by", "by", "by-sa", "by-sa" ], "in_footer": [ true, true, false, false ], "in_head": [ false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "4.0", "4.0" ] }
FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN PARTISIPASI PRIA DALAM KELUARGA BERENCANA DI KECAMATAN RUMBAI PESISIR TAHUN 2012 Abstract The man participation in family planning (FP) mean to take part in this program inspite of founding good sexual behavior for themselves and their wife. This research explore several factors which related to man participation in FP program on Rumbai Pesisir Sub district, Municipality of Pekanbaru in the year of 2012.Research design is case control study, with case is the man not participate in FP program while as control is the man whom taking part on the FP in the year of 2012. Result the man with acces difficulty to family planning program 10 times risk not to participate compared with the counterpart/control (CI 95% : OR = 5,3 – 17,9), men not supported by social and cultural aspect for family planning program 4 times risk not to participate (CI 95% : OR= 2,4 – 7,9), men with negative opinion to family palnning program 4 times risk not to participate(CI 95%: OR = 1,3 – 7,0), while the man from low income family 2 times risk not to participate (CI 95% : OR = 1,2 – 3,5) compared with their counterparts respectively. Conclusion: Multivariate analysis revealed that independent variable related to man participation , the family planning program, social and cultural aspect, opinión to family planning program and family income. Wife age is the only Independence variabel related counter directionally. Parity, education level and knowladge to family planning program are three variables not related to men participation, meanwhile family planning service quality is the confounding variable to service acces variable and social and cultural variable. Suggestion : increase quality and acces of family planning services including site of service, concellor, cost and spesific family planning promotion for mankind. Family planning and health service program is distributed to all area of Rumbai Pesisir subsdistric and to increase the support of public figure and all stake holder for Family planning program.	<urn:uuid:6be48d5a-0021-4f84-946e-d95a5484b8f2>	CC-MAIN-2024-51	https://jurnal.pkr.ac.id/index.php/JPK/article/view/33	2024-12-06T20:59:12Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.98639	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
MediaWiki.org kullanıcılarının sınıflandırılması. This category has the following 3 subcategories, out of 3 total.The number of included categories (C), pages (P) and files (F) is stated in brackets.	<urn:uuid:41a6a40c-5eac-437f-b5a9-6b10fb5b55c3>	CC-MAIN-2024-51	https://m.mediawiki.org/wiki/Category:MediaWiki.org_users/tr	2024-12-06T20:40:43Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-sa	4.0	link_tag	true	false	false	true	Latn	eng	0.787657	{ "abbr": [ "by-sa", "by-sa", "zero" ], "in_footer": [ false, true, true ], "in_head": [ true, false, false ], "location": [ "link_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "1.0" ] }
Information For Authors Interested in submitting to this journal? We recommend that you review the About the Journal page for the journal's section policies, as well as the Author Guidelines. Authors need to register with the journal prior to submitting or, if already registered, can simply log in and begin the five-step process.	<urn:uuid:8f2cab81-87c6-4a22-a241-f447f967b4e0>	CC-MAIN-2024-51	https://majalahfk.ub.ac.id/index.php/mkfkub/information/authors	2024-12-06T21:10:53Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-nc	4.0	a_tag	false	true	false	false	Latn	eng	0.99792	{ "abbr": [ "by-nc" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
1. NAME▲ spi_setup - setup SPI mode and clock rate 2. SYNOPSIS ▲ int spi_setup(struct spi_device * spi ); 3. ARGUMENTS ▲ spi the device whose settings are being modified 4. CONTEXT ▲ can sleep, and no requests are queued to the device 5. DESCRIPTION ▲ SPI protocol drivers may need to update the transfer mode if the device doesnAqt work with its default. They may likewise need to update clock rates or word sizes from initial values. This function changes those settings, and must be called from a context that can sleep. Except for SPI_CS_HIGH, which takes effect immediately, the changes take effect the next time the device is selected and data is transferred to or from it. When this function returns, the spi device is deselected. Note that this call will fail if the protocol driver specifies an option that the underlying controller or its driver does not support. For example, not all hardware supports wire transfers using nine bit words, LSB-first wire encoding, or active-high chipselects. 6. COPYRIGHT ▲	<urn:uuid:24785364-d9f6-43be-a4c1-67137e974e57>	CC-MAIN-2024-51	https://man.developpez.com/man9/spi_setup/	2024-12-06T19:25:03Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by	3.0	a_tag	false	false	false	false	Latn	eng	0.997129	{ "abbr": [ "by", "by" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
Category:Board elections 2013/sk Pages related to 2013 board elections. Pages in category "Board elections 2013/sk" The following 2 pages are in this category, out of 2 total. Pages related to 2013 board elections. The following 2 pages are in this category, out of 2 total.	<urn:uuid:fa395d68-b6e6-4a74-9905-7bed8bddce36>	CC-MAIN-2024-51	https://meta.m.wikimedia.org/wiki/Category:Board_elections_2013/sk	2024-12-06T20:25:48Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.99034	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "link_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
- Library Home / - Search Collections / - Open Collections / - Browse Collections / - UBC Theses and Dissertations / - Navigating the healthcare and school systems when your... UBC Theses and Dissertations Navigating the healthcare and school systems when your child has developmental coordination disorder Klein, Erin Abstract Developmental coordination disorder is a common neurodevelopmental disorder that is under-recognized, under-diagnosed, and under-treated. No standard of care exists in British Columbia to assist families to access diagnostic and rehabilitative services and supports. To affect change, it is imperative to understand parent perspectives on needed resources to access diagnosis and treatment. A cross-sectional study using the impACT for DCD questionnaire explored barriers and facilitators families encounter when navigating school and healthcare systems in British Columbia. This study aimed to understand parent perspectives and priorities regarding needed resources and programs. Descriptive data analysis for close-ended questions was used to understand data trends. Inferential statistics were utilized to understand differences between variables. Content analysis was used to explore emergent themes from open-ended questions. Families identified barriers to access a timely diagnosis, which included their own limited awareness and poor understanding from healthcare professionals and educators. Long waitlists for publicly funded assessments and inconsistent access to school-funded clinical evaluations possibly led families to seek private testing. A lack of dedicated funding for treatment, coupled with inconsistent access to school-based therapy, likely contributed to obtaining private treatment for families who had the resources to pursue this option. There was a decline in active therapy with age, with younger children more likely to receive therapy. Changing priorities of social and emotional function for older children, in conjunction with increasing financial burden, likely led to this decline in therapy use. Parents reported that inconsistent access to classroom supports may have contributed to social and emotional challenges for their children. Families identified the need for funded diagnostic services, coupled with education for healthcare professionals, educators, and the community. Collaborative partnerships between physicians, therapists, and educators are integral for early detection. Children with DCD require funded, multidisciplinary treatment that addresses physical, social, and emotional function. At school, children with DCD need classroom supports, to enable successful participation in the curriculum. Regrettably, all children in this study presented with social and emotional challenges, suggesting that the current service model in British Columbia is not meeting their needs, necessitating policy changes to increase supports and services for children with DCD. Item Metadata Title \| Navigating the healthcare and school systems when your child has developmental coordination disorder Creator \| \| Publisher \| University of British Columbia Date Issued \| 2021 Description \| Developmental coordination disorder is a common neurodevelopmental disorder that is under-recognized, under-diagnosed, and under-treated. No standard of care exists in British Columbia to assist families to access diagnostic and rehabilitative services and supports. To affect change, it is imperative to understand parent perspectives on needed resources to access diagnosis and treatment. A cross-sectional study using the impACT for DCD questionnaire explored barriers and facilitators families encounter when navigating school and healthcare systems in British Columbia. This study aimed to understand parent perspectives and priorities regarding needed resources and programs. Descriptive data analysis for close-ended questions was used to understand data trends. Inferential statistics were utilized to understand differences between variables. Content analysis was used to explore emergent themes from open-ended questions. Families identified barriers to access a timely diagnosis, which included their own limited awareness and poor understanding from healthcare professionals and educators. Long waitlists for publicly funded assessments and inconsistent access to school-funded clinical evaluations possibly led families to seek private testing. A lack of dedicated funding for treatment, coupled with inconsistent access to school-based therapy, likely contributed to obtaining private treatment for families who had the resources to pursue this option. There was a decline in active therapy with age, with younger children more likely to receive therapy. Changing priorities of social and emotional function for older children, in conjunction with increasing financial burden, likely led to this decline in therapy use. Parents reported that inconsistent access to classroom supports may have contributed to social and emotional challenges for their children. Families identified the need for funded diagnostic services, coupled with education for healthcare professionals, educators, and the community. Collaborative partnerships between physicians, therapists, and educators are integral for early detection. Children with DCD require funded, multidisciplinary treatment that addresses physical, social, and emotional function. At school, children with DCD need classroom supports, to enable successful participation in the curriculum. Regrettably, all children in this study presented with social and emotional challenges, suggesting that the current service model in British Columbia is not meeting their needs, necessitating policy changes to increase supports and services for children with DCD. Genre \| \| Type \| \| Language \| eng Date Available \| 2023-09-30 Provider \| Vancouver : University of British Columbia Library Rights \| Attribution-NonCommercial-NoDerivatives 4.0 International DOI \| 10.14288/1.0395939 URI \| \| Degree \| \| Program \| \| Affiliation \| \| Degree Grantor \| University of British Columbia Graduation Date \| 2021-05 Campus \| \| Scholarly Level \| Graduate Rights URI \| \| Aggregated Source Repository \| DSpace	<urn:uuid:4e468c93-275d-4b54-84fc-6133e4a31711>	CC-MAIN-2024-51	https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0395939	2024-12-06T20:12:47Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-nc-nd	4.0	json-ld	true	false	false	false	Latn	eng	0.997059	{ "abbr": [ "by-nc-nd", "by-nc-nd" ], "in_footer": [ false, false ], "in_head": [ true, false ], "location": [ "json-ld", "a_tag" ], "version": [ "4.0", "4.0" ] }
Skip to main content User account menu Log in RSS Main navigation Articles Resources What is open source? The open source way Projects and applications Organizations Open source alternatives Alternatives to Acrobat Alternatives to AutoCAD Alternatives to Dreamweaver Alternatives to Gmail Alternatives to MATLAB Alternatives to Minecraft Alternatives to Google Photos Alternatives to Photoshop Alternatives to Skype Alternatives to Slack Alternatives to Trello More... Linux Downloads Frequently Asked Questions Search Athul Joy 119 points Open Minded Ubuntu Linux Python Java Authored Comments Athul Joy 8 Jun 2018 How to use the history command in Linux Thanks, Steve Morris Athul Joy 8 Jun 2018 8 roles on a cross-functional DevOps team Nice article Load More	<urn:uuid:723f0964-5bc4-49b2-8511-446ad99b628f>	CC-MAIN-2024-51	https://opensource.com/users/aathul	2024-12-06T20:09:06Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	cc-unknown	null	a_tag	false	true	false	false	Latn	eng	0.906643	{ "abbr": [ "cc-unknown" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ null ] }
You've followed a link to a topic that doesn't exist yet. If permissions allow, you may create it by clicking on Create this page. This website uses cookies. By using the website, you agree with storing cookies on your computer. Also you acknowledge that you have read and understand our Privacy Policy. If you do not agree leave the website.More information about cookies	<urn:uuid:d06394ea-04a2-47d4-b0bb-04caa3f431f0>	CC-MAIN-2024-51	https://openwrt.org/pt-br/docs/guide-developer/releases/goals/21.02	2024-12-06T20:27:42Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.999773	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Mental disorders as a share of total disease burden About this data Related research and writing Sources and processing This data is based on the following sources How we process data at Our World in Data All data and visualizations on Our World in Data rely on data sourced from one or several original data providers. Preparing this original data involves several processing steps. Depending on the data, this can include standardizing country names and world region definitions, converting units, calculating derived indicators such as per capita measures, as well as adding or adapting metadata such as the name or the description given to an indicator. At the link below you can find a detailed description of the structure of our data pipeline, including links to all the code used to prepare data across Our World in Data. Reuse this work - All data produced by third-party providers and made available by Our World in Data are subject to the license terms from the original providers. Our work would not be possible without the data providers we rely on, so we ask you to always cite them appropriately (see below). This is crucial to allow data providers to continue doing their work, enhancing, maintaining and updating valuable data. - All data, visualizations, and code produced by Our World in Data are completely open access under the Creative Commons BY license. You have the permission to use, distribute, and reproduce these in any medium, provided the source and authors are credited. Citations How to cite this page To cite this page overall, including any descriptions, FAQs or explanations of the data authored by Our World in Data, please use the following citation: “Data Page: Mental disorders as a share of total disease burden”, part of the following publication: Esteban Ortiz-Ospina and Max Roser (2016) - “Global Health”. Data adapted from IHME, Global Burden of Disease. Retrieved from https://ourworldindata.org/grapher/mental-and-substance-use-as-share-of-disease [online resource] How to cite this data In-line citationIf you have limited space (e.g. in data visualizations), you can use this abbreviated in-line citation: IHME, Global Burden of Disease (2024) – with minor processing by Our World in Data Full citation IHME, Global Burden of Disease (2024) – with minor processing by Our World in Data. “Mental disorders as a share of total disease burden” [dataset]. IHME, Global Burden of Disease, “Global Burden of Disease - Deaths and DALYs” [original data]. Retrieved December 6, 2024 from https://ourworldindata.org/grapher/mental-and-substance-use-as-share-of-disease	<urn:uuid:4bf84711-9466-446d-b373-3aca8897a48b>	CC-MAIN-2024-51	https://ourworldindata.org/grapher/mental-and-substance-use-as-share-of-disease?tab=chart&country=POL	2024-12-06T20:31:32Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.987504	{ "abbr": [ "by", "by" ], "in_footer": [ true, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Tuberculosis death rate in people without HIV What you should know about this indicator Sources and processing This data is based on the following sources How we process data at Our World in Data All data and visualizations on Our World in Data rely on data sourced from one or several original data providers. Preparing this original data involves several processing steps. Depending on the data, this can include standardizing country names and world region definitions, converting units, calculating derived indicators such as per capita measures, as well as adding or adapting metadata such as the name or the description given to an indicator. At the link below you can find a detailed description of the structure of our data pipeline, including links to all the code used to prepare data across Our World in Data. Reuse this work - All data produced by third-party providers and made available by Our World in Data are subject to the license terms from the original providers. Our work would not be possible without the data providers we rely on, so we ask you to always cite them appropriately (see below). This is crucial to allow data providers to continue doing their work, enhancing, maintaining and updating valuable data. - All data, visualizations, and code produced by Our World in Data are completely open access under the Creative Commons BY license. You have the permission to use, distribute, and reproduce these in any medium, provided the source and authors are credited. Citations How to cite this page To cite this page overall, including any descriptions, FAQs or explanations of the data authored by Our World in Data, please use the following citation: “Data Page: Tuberculosis death rate in people without HIV”. Our World in Data (2024). Data adapted from World Health Organization. Retrieved from https://ourworldindata.org/grapher/tuberculosis-mortality-rates-excludes-people-who-are-also-infected-with-hiv [online resource] How to cite this data In-line citationIf you have limited space (e.g. in data visualizations), you can use this abbreviated in-line citation: World Health Organization - Global Health Observatory (2024) – processed by Our World in Data Full citation World Health Organization - Global Health Observatory (2024) – processed by Our World in Data. “Tuberculosis death rate in people without HIV” [dataset]. World Health Organization, “Global Health Observatory” [original data]. Retrieved December 6, 2024 from https://ourworldindata.org/grapher/tuberculosis-mortality-rates-excludes-people-who-are-also-infected-with-hiv	<urn:uuid:15045793-35d5-4e4e-a4cf-ba51fe5e2434>	CC-MAIN-2024-51	https://ourworldindata.org/grapher/tuberculosis-mortality-rates-excludes-people-who-are-also-infected-with-hiv?tab=chart&country=POL	2024-12-06T20:29:08Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066416984.85/warc/CC-MAIN-20241206185637-20241206215637-00841.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.987982	{ "abbr": [ "by", "by" ], "in_footer": [ true, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Have you found an error? Do you have any suggestions for making our service even better or any other questions about this page? Please write to us and we'll make sure we get back to you. I hereby confirm the use of my personal data within the context of the enquiry made.	<urn:uuid:7fd8508c-909e-43d1-85d7-4b7c61e3b114>	CC-MAIN-2024-51	https://collections.mnaha.lu/fullscreen/mnha22725/1/	2024-12-07T23:16:51Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	zero	1.0	a_tag	false	false	false	false	Latn	eng	0.999219	{ "abbr": [ "zero" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "1.0" ] }
Latin American >> South American >> Argentine Genius Kitchen(food.com) - Means that suitable USDA nutrition profile could not be mapped for this ingredient-unit combination.	<urn:uuid:4264f3d7-19f9-49f5-9537-f8c86ea84902>	CC-MAIN-2024-51	https://cosylab.iiitd.edu.in/recipedb/search_recipeInfo/97756	2024-12-07T23:56:01Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by-nc-sa	3.0	a_tag	false	true	false	false	Latn	eng	0.94544	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
There are too few nonprofit organizations like CC fighting for the commons – support our vital leadership with an end of year contribution. Donate today! Act now and support the #OneMoreVote campaign to trigger Senate review of the FCC repeal In December 2017, the Federal Communications Commission (FCC) voted along party lines to repeal the 2015 Open Internet Order that ensured net neutrality in the United States. Without net neutrality, broadband providers like Comcast and Verizon will have free reign to block or discriminate against content or applications that are carried over their networks. Last week the official notice of the repeal was published in the Federal Register, meaning that now the clock is ticking. If Congress or the courts do not intervene before 23 April 2018 (60 days after the notice), net neutrality will be a thing of the past. Today we’re joining the massive online campaign that will flood the Senate with calls and emails. The goal of the action is to secure the final vote needed to pass the Congressional Review Act (CRA) resolution restoring net neutrality. If 50 votes are secured in the Senate, then the fight will shift to the House of Representatives. Go to battleforthenet.com and contact Congress to stop the FCC’s dismantling of important net neutrality protections. Creative Commons has always supported network neutrality. We joined thousands of organisations calling on everyone to make their voice heard to the FCC and Congress. A free and open internet is an essential utility of everyday life – Creative Commons licensing is only one factor in a healthy open internet ecosystem. A strong digital commons requires universal access to basic digital infrastructure, and enforceable rules that promote fair competition and freedom of information. The FCC repeal of net neutrality is clearly antithetical to the wishes of the public. We stand in solidarity with countless internet users, creators, teachers, startups, and information-seekers who can only thrive with strong net neutrality protections. We’ll continue the fight for the open internet for all. Posted 27 February 2018	<urn:uuid:5962f225-590d-4b47-829c-63614acaeb31>	CC-MAIN-2024-51	https://creativecommons.org/2018/02/27/time-running-net-neutrality/	2024-12-07T23:36:36Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	cc-unknown	null	link_tag	true	false	false	false	Latn	eng	0.998165	{ "abbr": [ "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown", "cc-unknown" ], "in_footer": [ false, false, false, false, false, false, false, false, false, false, false, false, false, true, true, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false ], "in_head": [ true, true, true, true, true, true, true, true, true, true, true, true, true, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false, false ], "location": [ "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "link_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null, null ] }
Ann Kristine Jansen1, Camila Dias Nascimento Rocha2, Gilberto Simeone Henriques1, Rodrigo Ribeiro dos Santos3 1Department of Nutrition, Universidade Federal de Minas Gerais, Brazil 2Pos Graduation Program, Universidade Federal de Minas Gerais, Brazil 3Department of Medicine, Universidade Federal de Minas Gerais, Brazil Corresponding author:Ann Kristine Jansen, Department of Nutrition, Universidade Federal de Minas Gerais, Brazil Submission: July 05, 2022; Published: July 21, 2022 ISSN 2578-0093Volume7 Issue5 Reduction in the quality or quantity of Muscle Mass (MM) constitutes the current concept of sarcopenia, a condition related to functional loss [1], falls, fractures and dependence, hospitalizations, and mortality [2]. Minerals are related to the prevention of sarcopenia [3], as they influence the functions of the antioxidant system [4,5], muscle synthesis [4] and muscle contraction and relaxation [6]. Some studies [7-9] found an association between minerals and loss of muscle mass, strength, and physical performance, also suggesting a role in the treatment of sarcopenia. The role of Ca in sarcopenia has been suggested through the modulation of calpains and cysteine proteases responsible for regulating key processes in myogenesis [10]. Adequate Ca intake may be associated with lower chances of sarcopenia [8,11], but these findings are conflicting [8,9,12]. This may be due to the difference in the Ca intake of the populations studied and the serum levels of 25-hydroxyvitamin D, which were significantly lower in the studies that found an association between Ca and sarcopenia [8] than in the studies that did not, [9,12]. However, the study by Seo et al. [8] showed that after adjusting of 25-hydroxyvitamin D, Ca intake remained associated with sarcopenia [8]. Phosphorus (P) is as important as Ca in bone and muscle health. The ideal ratio of Ca: P intake is about 1:5, however, it is usually lower when there is a high consumption of processed foods [13]. A lack of P can lead to muscle weakness, and sarcopenic elderly people seem to consume less P in their diets than non-sarcopenic people [12]. A cross-sectional analysis of 7,421 subjects found an inverse association between phosphate and muscle strength in the elderly [14], but more research is needed to consolidate a link between P and muscle mass preservation. Magnesium (Mg) depletion can cause changes in muscle cells by increasing oxidative stress and decreasing intracellular Ca homeostasis [4]. A recent cross-sectional study with 396,283 participants found an inverse association between Mg intake and sarcopenia [11]. The “In CHIANTI” study found a significant and strong relationship between circulating Mg and muscle performance in the elderly [15]. The “Maastricht Sarcopenia Study” demonstrated 12% lower Mg consumption in the sarcopenic group, compared to non-sarcopenic elderly people, but without differences in serum concentrations [9]. In the study by Verlaan et al. [12], Mg intake also differed significantly between sarcopenic and non-sarcopenic individuals, and in the last two studies, dietary Mg intake in sarcopenic elderly was below the recommendation, leading to the belief that this nutrient may be important to prevent and treat sarcopenia in these individuals [12]. In a cross-sectional analysis, individuals who reported higher potassium (K) intake were associated with lower probability of developing sarcopenia [11]. K is important for the maintenance of cell membrane and the regulation of smooth, cardiac and skeletal muscle [13]. Any sudden changes in the intra and extracellular concentration of Na and K can affect muscle function. Se seems to have a positive association with muscle mass, physical performance, and sarcopenia, even if there is consumption below the recommendation and low serum concentrations [9,12]. Through selenoproteins (SelP), Se influences muscle synthesis and function, although the exact underlying mechanisms remain unclear [16]. The variation in the Se state seems to influence different cellular pathways, such as the mTOR pathway, which correlates with the aging process [17]. Se intake was lower in sarcopenic older adults compared to non-sarcopenic older adults [9,12] and associated with better results on the walk, chair, and balance test [18]. However, Chaput et al. [19] found no association between Se and muscle mass, which can be explained by the high mineral intake, which was twice the recommendation [19]. Zinc (Zn), on the other hand, is involved in metabolic, structural, catalytic, co-catalytic and regulatory functions, being an integral part of antioxidant enzymes, such as copper-zinc-superoxide dismutase [20], delaying oxidative processes, which contribute to the muscle atrophy [4,6]. Iron (Fe), due to its role in oxygen transport, in a deficiency state, it seems to reduce physical performance. But the relationship of these minerals with sarcopenia are not described in the literature. According to a recent review, possible effects of sodium (Na) on sarcopenia remain unclear because of an insufficient number of articles [7]. According to these findings, minerals have a high potential for the prevention and treatment of sarcopenia due to their numerous functions. However, the lack of intervention and case-control studies limits conclusions about their effects in this condition, especially regarding supplementation. What is clear is the low intake of these micronutrients and the association with sarcopenia. The dietary consumption of these minerals, through food, should be encouraged in elderly people. © 2022 Ann Kristine Jansen. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and build upon your work non-commercially.	<urn:uuid:01ffcc55-6e1a-483d-b75a-9133f798e834>	CC-MAIN-2024-51	https://crimsonpublishers.com/ggs/fulltext/GGS.000674.php	2024-12-08T00:40:58Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.984105	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Michael Miller has commented on "self-appointed looting watchdog" David Gill's use of the Medici Polaroids in the New York Observer. See http://www.observer.com/2010/digging-past?page=1 His article discusses the difficulties in researching "provenance information" even for rather valuable artifacts. Predictably, David Gill has critiqued the article. See http://lootingmatters.blogspot.com/2010/05/messy-murky-issues-clouding-market.html Yet, Gill has yet to fully disclose the circumstances behind his own access to the Polaroids, which are only partly available to the public. As I asked in a recent blog, "Is Gill acting as an undisclosed agent of the Italian Cultural Bureaucracy or as some sort of Internet cultural property vigilante?" That in many ways is more interesting than whether particular pieces in an auction were pictured in the Medici trove or not. Addendum, dated June 3, 2010 This note from a well-placed "Cultural Property Observer" explains what is not commonly known about the "Medici Poloroids." Peter, It was good to speak with you today about your email of last week concerning the Polaroids posted by David Gill. First, let's review the history. In September, 1995 the Swiss police raided four warehouses in the Geneva Free Port and seized several hundred antiquities. The warehouses were leased by a Swiss company, Editions Services ("ES"), which was traced to Giacomo Medici. Two sets of Polaroids were seized from the warehouse. The first set ("Group 1") were images of recently-excavated objects. The second set ("Group 2") were images of cleaned objects being offered for sale by ES. In addition, the Caribinieri took their own set of photographs of all of the objects in the warehouses ("Group 3"). In January 1997, the Carabinieri arrested Medici. According to the Carabinieri the warehouses contained 10,000 artifacts. This figure was exaggerated. The Group 1 images were the core of the Italian case against Medici and probably amounted to about 500 objects. The Group 2 images were a mix of objects represented in Group 1 plus objects that were purchased by ES on the market. Remember, ES was in the first instance a trading company which purchased and sold objects on the market and most of these objects were never connected to the Group 1 images. The Group 3 images were mostly of objects already represented in Groups 1 and 2. The Italian Caribinieri posted a number of images from Groups 1 and 2 (about 150 in total) on their website in 1998. All of the images were removed from the website in late 2000 or early 2001. A number of institutions created archives of these images. Unfortunately, I don't think the Art Loss Register was one of these! Therefore, it is possible that David Gill and others were given copies of the Polaroids or downloaded the images from the website. Some of the images were posted to the AIA's website in 1998 at http://www.archaeology.org/online/features/geneva/captions/1.html It would be useful to have all of the images in a public database, but this is an unlikely while they remain the gift that keeps on giving to the Italian prosecutor's office.	<urn:uuid:bc8ac54b-b60d-4fb4-aa8e-d8ee64ee0ba1>	CC-MAIN-2024-51	https://culturalpropertyobserver.blogspot.com/2010/05/new-york-observer-on-medici-poloroids.html	2024-12-08T00:08:04Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by-nc-nd	3.0	a_tag	false	false	false	false	Latn	eng	0.998977	{ "abbr": [ "by-nc-nd", "by-nc-nd" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }
Use email button above to contact. Our Community Norms as well as good scientific practices expect that proper credit is given via citation. Please use the data citation above, generated by the Dataverse. CC0 - "Public Domain Dedication" No guestbook is assigned to this dataset, you will not be prompted to provide any information on file download. This file has already been deleted (or replaced) in the current version. It may not be edited. Restricting limits access to published files. You can add or edit Terms of Access for the dataset, and allow people to Request Access to restricted files. The file will be deleted after you click on the Delete button. Files will not be removed from previously published versions of the dataset. Please select one or more files. Share this dataset on your favorite social media networks. Citations for this dataset are retrieved from Crossref via DataCite using Make Data Count standards. For more information about dataset metrics, please refer to the User Guide. The restricted file(s) selected may not be downloaded because you have not been granted access. You may request access to the restricted file(s) by clicking the Request Access button. Click Continue to download the files you have access to download. Are you sure you want to delete this dataset and all of its files? You cannot undelete this dataset. Are you sure you want to delete this draft version? Files will be reverted to the most recently published version. You cannot undelete this draft. Private URL can only be used with unpublished versions of datasets. Are you sure you want to disable the Private URL? If you have shared the Private URL with others they will no longer be able to use it to access your unpublished dataset. The file(s) will be deleted after you click on the Delete button. This dataset contains restricted files you may not compute on because you have not been granted access. Are you sure you want to deaccession? The selected version(s) will no longer be viewable by the public. Are you sure you want to deaccession this dataset? It will no longer be viewable by the public. Please select two versions to view the differences. Please select a file or files to be downloaded. Please select a file or files for access request. Select existing file tags or create new tags to describe your files. Each file can have more than one tag. You need to Sign Up or Log In to request access to this file. ???file.mapData.unpublished.message??? Please confirm and/or complete the information needed below in order to continue. Upon downloading files the guestbook asks for the following information. Account Information Use the Download URL in a Wget command or a download manager to download this package file. Download via web browser is not recommended. User Guide - Downloading a Dataverse Package via URL https://data.brin.go.id/api/access/datafile/ Please confirm and/or complete the information needed below in order to request access to files in this dataset. You will not be able to make changes to this dataset while it is in review. Are you sure you want to republish this dataset? Select if this is a minor or major version update. This dataset cannot be published until Publikasi Produsen Data is published by its administrator. This dataset cannot be published until Publikasi Produsen Data and Fungsi Data&BI are published. Return this dataset to contributor for modification. Copyright © 2024, Repositori Ilmiah Nasional, Badan Riset dan Inovasi Nasional RIN Dataverse Support Please fill this out to prove you are not a robot.	<urn:uuid:d2171697-c987-4203-b8e1-527bdafc3a45>	CC-MAIN-2024-51	https://data.brin.go.id/dataset.xhtml;jsessionid=0649b274e529da1163a6ed9369ae?persistentId=hdl%3A20.500.12690%2FRIN%2FJVEUYA&version=&q=&fileTypeGroupFacet=&fileAccess=Public&fileTag=&fileSortField=date&fileSortOrder=	2024-12-07T23:28:09Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	zero	1.0	json-ld	true	false	false	false	Latn	eng	0.997673	{ "abbr": [ "zero" ], "in_footer": [ false ], "in_head": [ true ], "location": [ "json-ld" ], "version": [ "1.0" ] }
Stack Exchange log in help Stack Exchange Data Explorer Home Queries Users Compose Query SELECT COUNT(Id) FROM Badges 0 Please login or register to vote for this query. (click on this box to dismiss) Q&A about the site for power users of web applications SELECT COUNT(Id) FROM Badges view current version edited nov 12 created nov 12 anonymous Enter Parameters Run Query Cancel Options: Text-only results Include execution plan Switch to main site Hold tight while we fetch your results Results [:current/:total] Messages Graph Execution Plan Download CSV Download XML :records returned in :time ms:cached help sites blog chat data legal contact us feedback Site design / logo © 2024 Stack Exchange Inc; user contributions licensed under cc by-sa ; see the licensing help page for more info rev 2023.1.23.89 Data Explorer works best with JavaScript enabled	<urn:uuid:55a0d06d-85d5-45e7-9c4b-d21927bc005b>	CC-MAIN-2024-51	https://data.stackexchange.com/meta.webapps/revision/1872831/2291007	2024-12-08T00:57:00Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.974512	{ "abbr": [ "by-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Projekt „ e-Puszcza ”. Podlaskie cyfrowe repozytorium przyrodniczych danych naukowych. Use email button above to contact. Our Community Norms as well as good scientific practices expect that proper credit is given via citation. Please use the data citation above, generated by the Dataverse. No waiver has been selected for this dataset. No guestbook is assigned to this dataset, you will not be prompted to provide any information on file download. Upon downloading files the guestbook asks for the following information. Account Information Share this dataset on your favorite social media networks. Citations for this dataset are retrieved from Crossref via DataCite using Make Data Count standards. For more information about dataset metrics, please refer to the User Guide. The restricted file(s) selected may not be downloaded because you have not been granted access. Click Continue to download the files you have access to download. Are you sure you want to delete this dataset and all of its files? You cannot undelete this dataset. Are you sure you want to delete this draft version? Files will be reverted to the most recently published version. You cannot undelete this draft. Private URL can only be used with unpublished versions of datasets. Are you sure you want to disable the Private URL? If you have shared the Private URL with others they will no longer be able to use it to access your unpublished dataset. The file(s) will be deleted after you click on the Delete button. Files will not be removed from previously published versions of the dataset. This dataset contains restricted files you may not compute on because you have not been granted access. Are you sure you want to deaccession? The selected version(s) will no longer be viewable by the public. Are you sure you want to deaccession this dataset? It will no longer be viewable by the public. Please select two versions to view the differences. Please select a file or files to be downloaded. Please select a file or files for access request. Please select a file or files to be deleted. Please select unrestricted file(s) to be restricted. Please select restricted file(s) to be unrestricted. Please select a file or files to be edited. Select existing file tags or create new tags to describe your files. Each file can have more than one tag. You need to Sign Up or Log In to request access to this file. Please confirm and/or complete the information needed below in order to continue. Use the Download URL in a Wget command or a download manager to download this package file. Download via web browser is not recommended. User Guide - Downloading a Dataverse Package via URL https://dataverse.openforestdata.pl/api/access/datafile/ Please confirm and/or complete the information needed below in order to request access to files in this dataset. You will not be able to make changes to this dataset while it is in review. Are you sure you want to publish this dataset? Once you do so it must remain published. This dataset cannot be published until Otwarte dane OFD is published. Would you like to publish both right now? Once you publish this dataset it must remain published. Are you sure you want to republish this dataset? Select if this is a minor or major version update. This dataset cannot be published until Otwarte dane OFD is published by its administrator. This dataset cannot be published until Otwarte dane OFD and Bazy danych IBS PAN / MRI PAS databases are published. Return this dataset to contributor for modification. Copyright © 2024 openforestdata.pl Support Please fill this out to prove you are not a robot.	<urn:uuid:91ff7881-0f21-4385-a5af-492dc965a064>	CC-MAIN-2024-51	https://dataverse.openforestdata.pl/dataset.xhtml;jsessionid=ddcc949894420eec7dff7f26560f?persistentId=doi%3A10.48370%2FOFD%2FDVQWUV&version=&q=&fileTypeGroupFacet=%22Unknown%22&fileAccess=Public&fileSortField=date	2024-12-08T01:00:32Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.997944	{ "abbr": [ "by", "by", "by", "by", "by", "by" ], "in_footer": [ false, false, false, false, false, false ], "in_head": [ false, false, false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "4.0", "4.0", "4.0", "4.0" ] }
Woman standing in field by tiller Free to use This object is offered under a Creative Commons license. You are free to use it for any non-commercial purpose as long as you properly cite it, and if you share what you have created. PARTNER Densho Visit partner PARENT OBJECT FILE ID ddr-densho-464-84-mezzanine-4bc392606d SIZE 144.0 KB TECHNICAL DETAILS Bookdrive Capture 6.1.6; Canon EOS Rebel T3i RIGHTS This work is licensed under a .	<urn:uuid:f3e0b534-a90e-44bf-b77a-4d888e139cc7>	CC-MAIN-2024-51	https://ddr.densho.org/ddr-densho-464-84-mezzanine-4bc392606d/	2024-12-07T23:45:48Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by-nc-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.985675	{ "abbr": [ "by-nc-sa", "by-nc-sa", "by-nc-sa", "by-nc-sa" ], "in_footer": [ true, true, false, false ], "in_head": [ false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "4.0", "4.0" ] }
Unless I am confused, the image above is used and the caption here calls it SCC, whereas in the image's description on commons, it says "Epithelioma spinocellulare". Lesion 14:59, 7. Jul. 2013 (CEST)Beantworten	<urn:uuid:b29c1efe-07f4-4eef-81ea-b0395f6dc514>	CC-MAIN-2024-51	https://de.m.wikibooks.org/wiki/Diskussion:Pathologie:_Mundh%C3%B6hle_und_Pharynx	2024-12-08T00:47:28Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066433271.86/warc/CC-MAIN-20241207224914-20241208014914-00741.warc.gz	by-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.99326	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "link_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
In his speech, Vladimir Putin spoke of the need to give more attention to the quality of Russia’s military-technical cooperation with foreign partners. The President said that in view of the recent terrorist attacks on the United States and many countries’ efforts to unite forces in the fight against terrorism, military-technical cooperation acquired special significance. It is important not only to maintain a high quality of Russian hardware but also to ensure a proper level of servicing it.	<urn:uuid:a60712a2-40e1-41a1-91cf-508a261b0108>	CC-MAIN-2024-51	http://en.kremlin.ru/events/president/news/40549/print	2024-12-09T04:23:56Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.998958	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Take a Step and Reconsider: Sequence Decoding for Self-Improved Neural Combinatorial Optimization Abstract The constructive approach within Neural Combinatorial Optimization (NCO) treats a combinatorial optimization problem as a finite Markov decision process, where solutions are built incrementally through a sequence of decisions guided by a neural policy network. To train the policy, recent research is shifting toward a ‘self-improved’ learning methodology that addresses the limitations of reinforcement learning and supervised approaches. Here, the policy is iteratively trained in a supervised manner, with solutions derived from the current policy serving as pseudo-labels. The way these solutions are obtained from the policy determines the quality of the pseudo-labels. In this paper, we present a simple and problem-independent sequence decoding method for self-improved learning based on sampling sequences without replacement. We incrementally follow the best solution found and repeat the sampling process from intermediate partial solutions. By modifying the policy to ignore previously sampled sequences, we force it to consider only unseen alternatives, thereby increasing solution diversity. Experimental results for the Traveling Salesman and Capacitated Vehicle Routing Problem demonstrate its strong performance. Furthermore, our method outperforms previous NCO approaches on the Job Shop Scheduling Problem. Type Publication 27th European Conference on Artificial Intelligence (ECAI) 2024	<urn:uuid:48fa7ab8-35af-4dfa-90f5-1dec6e3efff6>	CC-MAIN-2024-51	http://johnnycrab.com/publication/takeastep/	2024-12-09T04:10:44Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-nc-nd	4.0	a_tag	false	true	false	false	Latn	eng	0.992276	{ "abbr": [ "by-nc-nd" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Laptop Gets $1B Investment To Turn into Cloud Service 29 Oct 2018 17:49 Tags Cloud computing application solutions, for our purposes right here, mean computer software that has a low monthly charge rather than a 1-time capital expenditure. Digital Organization and the Digital World, where connections among items and men and women are pushing us to much more and a lot more true-time interactions and choices. That lack of an edge that clearly defines the cloud atmosphere your organisation might be considering sending your information to can make it seemingly hard to safeguard. In truth, security is cited in numerous research as the quantity one particular inhibitor to cloud adoption.Social networking brings many rewards to several individuals, organizations, and businesses, but there are also downsides. This article lists the benefits and disadvantages. Up the service provider's stakes by requiring them to ensure that their subcontractors or any other third party are adhering to the identical privacy and data security obligations that they are.And the cloud's rewards go beyond just storage and computer software maintenance. Apps like video streaming and collaboration come with added fees such as maintaining the network bandwidth to power them. Tony Dillon is CEO and founder of , an on the internet HR platform designed to aid modest businesses handle employee details, absence, sickness instruction and ambitions.In this guide, we suggested 16 issues you need to consider just before selecting cloud computing solutions. You are going to uncover most cloud computing apps give you a new perspective on how you get operate accomplished, how you solve problems. Cloud computing gives you and your team flexibility in place, at a cash-flow level, and in how and what we contact software program.Information protection guidance for schools taking into consideration utilizing cloud solutions ('the cloud') to hold sensitive data. Even if the cloud computing application does not have every function you need, you often can add it by way of customization or premium levels of vendor service. Most properly-developed cloud computing systems supply comprehensive interface capability, normally by means of Net solutions that integrate both internal and hosted systems. Each application provider is different, of course, and your specialized functions may not be offered even with integration and configuration.To discover out much more about our IT services and how working with PAV i.t. could benefit your business please get in touch with our friendly group today on 01273 834 000. The important message from the PageUp incident is that organizations who collect private data about their consumers will be accountable for data breaches, even if the data incident happens at a vendor or cloud service provider.2. Invest in identity management and authentication services. Cloud solutions are very accessible and this can be a double-edged sword. In order to safe your cloud-service, you want to control your credentials. Identity management and authentication services should be utilised to secure the entirety of a system, so that a single log on is used and needed.In several instances, technology is not to blame when issues go incorrect with the cloud - for every genuine ‘hack' there's probably to be 1,000 instances of human error - whether that is lost files, poor passwords or other risky on-line behaviour.Editing Perhaps surprisingly, some services never let you edit documents within cloud storage itself - instead, you open the file outdoors of the storage service, then it syncs automatically. Numerous give you the selection of each, though, giving you a tiny more flexibility. Some cloud-storage solutions, matheusmelo578081.wikidot.com which includes Livedrive and Knowhow, let you edit pictures, too.Organizations ought to make a decision what they retailer in the cloud, nevertheless. The benefit of cloud storage is the potential to have it on-hand, prepared in an instant. It should not be used for long-term archival, due to the fact of the operating costs of that. If you are you looking for more in regards to click through the next post stop by our own web-page. To examine, a 1 terabyte challenging drive fees about $200 on average. It is higher upfront cost compared with cloud computing, but the operational charges will even out in about a quarter.As a outcome, enterprise owners can log on more than the net from anywhere and karina92d4895.soup.io access inventory and sales data. The cloud model also guarantees modest businesses can simply comply with strict and complex credit-card safety guidelines, since they themselves do not capture Visa or MasterCard numbers on their terminals but merely transmit them securely to Moneris's servers.Never share any information concerning your cloud storage with any person. Keeping passwords a secret is a must but in no way be as well keen on letting individuals know specifics of which vendor or service you use also for extra safety. Evaluate what your weaknesses are and create an inventory of what to test such as servers and applications.When selecting the ideal way of safeguarding your details maintain in mind how beneficial that data is to you and to what extent it is reasonable to protect it. Consequently, the first issue you ought to do is to define the level of privacy you need and hence a level of protection for it. If you do not actively use the World wide web to operate, even a two-step verification involving SMS with a code sent to your mobile phone might seem cumbersome, even though most men and women who use email for sending organization information appreciate this choice. Comments: 0 page revision: 0, last edited: 29 Oct 2018 17:49	<urn:uuid:4e8a2cb8-ea33-4cb1-bc39-1ee051ed2ef9>	CC-MAIN-2024-51	http://mariettagod2.wikidot.com/blog:181	2024-12-09T04:05:18Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	3.0	a_tag	false	false	false	false	Latn	eng	0.997894	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
15 May 2019 15:23 Tags <h1>Set New High Scores In Your Favourite Games With These Prime Video Recreation Suggestions</h1> <p>Have you ever played a video sport? If Good Ideas To Help Your Video Game Playing is not any, don't worry, as you aren't alone. Though it could also be a worldwide development, there are many people who've by no means touched a video recreation in their lives. The next article incorporates some advice on video video games that can assist you get started.</p> <p>Buy your video games used. Video video games are expensive. Even so, many people insist on buying them new. The reasoning behind that is that used video games can be damaged or faulty. Most retailers verify their used games earlier than bringing them into their inventory. Buy used and save your receipts, simply in case. The financial savings is effectively definitely worth the minor danger.</p> <p>If you are having trouble seeing important particulars in your video recreation, modify the brightness. Video sport designers typically wish to set a mood of their games, however that mood comes with the worth that necessary puzzle pieces could also be missed within the dimness. Take again the management a bit by boosting that brightness in the setting's area.</p> <p>Go surfing to seek out critiques about a sport before you purchase it. These comments will enable you to perceive more about the game and will finally help you identify if it is best for you. As well as, consumer comments could be very useful in helping you perceive if a recreation has annoying glitches or not.</p> <p>If you're concerned concerning the ESRB rating, and you are not positive whether you need to buy a game for your loved ones or not, turn to the Web for help. By combing via user opinions, you ought to be able to determine why a sport was given a selected ranking. You may also uncover issues that the rating didn't inform you about, however that can impression your decision.</p> <p>Always examine a number of completely different shops before purchasing a game. Be sure to look each on-line and in precise brick and mortar stores in your area. The cost of a video sport can vary broadly, particularly if a sport isn't brand new. By doing a little bit extra leg work, you will get a sport for a steal.</p> <p>Spend quality time together with your children by taking on a video game that you just both enjoy. A lot of children get pleasure from taking part in games they usually're able to be taught fairly a bit from them. There are various educational video games on the market, not to say the hand and eye coordination your children will get from playing the video games.</p> <p>Get pleasure from playing video video games with youngsters when you have them. This allows you to bond together with your child and study extra about what they prefer to do. Having things in frequent together with your kids is a good way to engage in more dialog. You'll be able to see if there are any abilities they want to better, too.</p> <p>Just a few video games provde the comfort of creating a real-world clock accessible in the sport itself. This can be a problem with full-display games. You do not need them taking on extra of your time than you may afford; position a clock of your own near your display screen with the intention to keep observe of how lengthy you've been taking part in.</p> <p>You ought to be setting limits for time concerning your youngsters and video games. Strive to not let your kids play for over two hours every day since it could possibly rearrange their priorities and strain their arms and eyes.</p> <p>Take Stable Recommendation To help you Study Video Games at video recreation rankings. Like film scores, video video games are rated depending on their content. The ESRB consists of several scores for video recreation titles. These ratings are EC, E, E10+, Teen, Mature, AO, and RP. "EC" or Early Childhood is for avid gamers three and older, "E" is for Everyone seems to be for gamers 6 and older, "E10+" is for everybody 10 and older, "Teen" is for avid gamers 13 and older, "Mature" is for avid gamers 18 and older, "AO" is Adults Just for players 18 and older, and "RP" means Score Pending.</p> <p>Even when you have an aversion to utilizing cheat codes or stroll throughs with video video games, it's possible you'll find a bit of of analysis helpful with many forms of games. Function-playing and technique games, specifically, very sophisticated ways and methods. Do not really feel dangerous about looking up the data it's worthwhile to master these superior gaming moves.</p> <p>If you are purchasing a game for a baby and do not know what kind of recreation to choose, use the ESRB ranking on the case as a information. The score system isn't perfect. It does provide you with a good suggestion about the content material of a sport. Even so, so you can ensure the sport is age-acceptable.</p> <p>Maintain a firm price range in the course of the course of the year on video video games. Video video games might be a very costly good to purchase, which can set you back thousands of dollars if issues get out of management. Try to pick a number of video games and stick with these, to cut back your general bills.</p> <p>If you are a parent of a baby who plays video games, you want to watch them. Take a look at issues like how lengthy they're playing and what sort of games they are taking part in. You could know exactly what they're doing when they switch on that console or laptop.</p> <p>If there are a lot of games you wish to check out however don't want to decide to purchasing them, rent them! Do You Wish to Be A greater Gamer? Take a look at These Stable Video Gaming Ideas! are available in local shops or by means of a mail-order service. You'll be able to checklist as many titles as you want that you are taken with and check out one or two at a time. Some rental companies even have digital content you possibly can download immediately.</p> <p>Be very wary of all issues free on this planet of on-line gaming. Most frequently, if you're supplied something for nothing, there will be a catch. You could be exposing your laptop to malicious software program or opening up your wallet with out even figuring out it. Be smart and play it cool with sport freebies!</p> <p>It is by no means too late to start playing video video games. THE FUNDAMENTALS Of Playing Online VIDEO GAMING of your degree of expertise or age, you can all the time choose up a video recreation and start playing it. If you've got by no means tried video video games earlier than, then now is the right time to make use of the recommendation supplied and begin enjoying.</p>	<urn:uuid:854506ec-5722-4ae1-8324-542b40d4f74b>	CC-MAIN-2024-51	http://mariettagod2.wikidot.com/blog:343	2024-12-09T04:45:33Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	3.0	a_tag	false	false	false	false	Latn	eng	0.998794	{ "abbr": [ "by-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
Date: 1715 "But Malvezzi tell us, it is, for that Nature in Providence drives away the Evil from it self, and thriftily reserves that which is Good; and for this Reason it is, says he, that those who have the Plague are desirous to come into Company, that they may give it to others; and by the same Reason, ... preview \| full record— Bulstrode, Richard, Sir (1610-1711)	<urn:uuid:3696ae2d-14a7-49ab-b5b7-f6d81df0704c>	CC-MAIN-2024-51	http://metaphors.lib.virginia.edu/metaphors?f%5Bauthor_gender%5D%5B%5D=Male&f%5Bauthor_nationality%5D%5B%5D=English&f%5Bauthor_politic%5D%5B%5D=Royalist+%28Pro-Stuart%29&f%5Bcategories%5D%5B%5D=Body&f%5Bcategories%5D%5B%5D=Mineral&f%5Bwork_literary_period%5D%5B%5D=Eighteenth+Century&f%5Bwork_literary_period%5D%5B%5D=Early+Modern	2024-12-09T04:17:11Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-nc-sa	2.5	a_tag	false	false	false	false	Latn	eng	0.997807	{ "abbr": [ "by-nc-sa" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "2.5" ] }
- hbeetham joined the session A Strategy to Conduct OER Qualification Measures for University Lecturers [1537] 7 years, 8 months ago - Home - OER18 - Programme - Participate - News - Our Supporters - About - Conference Themes - Keynote Speakers - Plenary Panelists - Meet the co-chairs - Meet the Conference Committee - Call for Proposals [now closed] - Sponsorship and Exhibition - Financial assistance - Guidelines for Presenters and Session Chairs - Guidelines for Reviewers - Venue and Travel Information - Registration - Terms of Use - Help	<urn:uuid:42ad1a7b-777d-4df5-a125-8de3ec878d5c>	CC-MAIN-2024-51	http://oer17.oerconf.org/participants/hbeetham/activity/897/	2024-12-09T03:41:12Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.723855	{ "abbr": [ "by", "by" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
The Stillness and the Fluttering Context Substances Name \| Dosage \| Route of Administration \| 5-MeO-MiPT \| 20 mg \| Oral in gel cap \| Introduction We’re hosting a party later today, I’m excited but also pretty anxious. I woke up kinda early and have a whole day to kill beforehand. Also on a bit of glow from 3-MeO-PCP the previous night. Onset 10 mg taken in a gel cap Starting to feel first effects, a sort of numbing electric stimulation through my limbs, reminiscent of LSD or phenethylamines. Colors look brighter. First alerts seem mild and I do have a good amount of time to kill so I decide to take another 10 mg. It still feels pretty mild, but there is a definite sense of ascending, coming up and rising. Getting jittery with a great deal of physical stimulation. The numbing electric stimulation begins to transition into a sort of dissociation. Lots of body tremors, with bodyload in the form of an odd buzzing queasiness. Not really any visuals except some warping/swirling if I really focus, along with brighter colors. No patterning of any sort. Peak The uncomfortable stimulation has mostly faded and the dissociation has taken over and swept me with a great calm. My body feels so good, and tactile sensations begin to ramp up. Touching things feels fantastic, especially rough surfaces, it’s like my skin can sense every minute feature of every surface, and each little node of stimulus pulses through my body. I am getting spontaneous tactile sensations that feel like I am gently being brushed by a light cloth or big brush with very fine bristles. It feels like there is a gentle breeze blowing on me from all around. The best way I could describe these sensations is “fluttery”. Visuals begin to pick up, completely against my expectations. They are similar to the tactile sensations in that they flash in and out, fleeting and fluttering. They are vivid amorphous blobs of color, not arranged in any particular pattern and not corresponding in any way to my normal visual stimuli. Eventually faint thick tendrils begin to seep in as the dominant visual, subtly turning the world into a gummy tangle. Otherwise, it seems like I’m looking through glasses that make the world clearer-perspective is a bit distorted but everything appears in high definition and is rippling. I feel very stimulated and restless, which along with chills lends to some slight discomfort. It feels like my mind has just been soaking in a big cold damp psychedelic blanket. I cannot really form coherent thoughts or articulate things. It is different than the usual mental acuity that comes with psychedelics, it’s as though my mind is in such a different void of a place that trying to reconcile that with my stimuli and memories is pointless. I have an alien mind in a familiar world, and the dissonance just creates static. I decide that I’m still not deep enough, and decide to take 2 huge hits from my gravity bong. I underestimated this chemical heavily… The visuals were and still are pretty light and I took that to correlate directly with the cognitive aspect. What followed is still somewhat inexplicable. It felt like a dissociative, but crawling with alien life. With my eyes closed, the ‘visuals’ were ethereal and vague and honestly couldn’t be considered visuals but some strange synesthetic aesthetic experience wired directly into my brain, no stimuli or even hallucinated stimuli, just pure void and essence. My body would just fade when I closed my eyes, no pleasurable tactile sensations, just total absence. It felt like my mind was forming a gravity well and sinking into existence. Any attempts at using some internal narration failed, it was as if my ability to use words had just died. I rode this out for about an hour and then went outside to listen to music and enjoy the sky. There were those same swirly tendril patterns in the sky and more flashes of color, some of them corresponding to the forms of the patterns. The tactile sensations had more or less faded. Music was fascinating, it was like the feeling I get from listening to music stoned where I can pick out every sound and every layer of carefully placed instruments and voices, but amplified tenfold, I could intensify my focus on certain elements of the soundscape and isolate them in my mind. Offset I was mostly down by now, unlike the usual comedown from psychedelics where I feel especially social and have increased mental acuity, I mostly just felt drained and eroded. One thing to note during the comedown was INTENSE muscular discomfort, just a great deal of aching and restless leg syndrome and that feeling of never being comfortable. Back to baseline I think. Conclusion / Aftermath This would be my first foray into the 5-MeO-Tryptamines and I would later come to understand them as their own class of drug entirely. They are incomparable to other psychedelics for several reasons- The first is a lack of sensory stimulation and distortions until higher doses are reached, and even then the effects are subtle and odd. They do not follow the patterns or harmonies of traditional psychedelic visual effects- rather they are vague, disconnected, and extremely abstract. The headspace is unlike anything else, it’s a blank neutrality and a sense of suppression of the normal channels of psychedelic thought. It’s not entirely as though these chains of thought have been rendered blank, but rather they have been rerouted into esoteric territory that defies proper comprehension- it’s a profound alteration that leaves the mind unsure of how to react. The physical effects of this drug in particular feature a great deal of stimulation and hallucinated tactile sensations, moreso than any other psychedelic I’ve taken. I’m not entirely sure what utilitarian value I could apply to this substance personally, it’s just so odd. The leg pain on the comedown was interesting too.	<urn:uuid:6d92c2bb-6c9d-4f87-ad6a-7fbfdfcd6ead>	CC-MAIN-2024-51	http://www.effectindex.com/reports/the-stillness-and-the-fluttering	2024-12-09T03:22:50Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-nc-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.998943	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ true, true ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
Selected Tags Click on a tag to remove itMore Tags Click on a tag to add it and filter downAndroid-library packages Showing projects tagged as Views, UI Widget, Android, Layout Widget, Custom View, and Android-library - - - - - - - - - - 1.3 0.0 JavaA really simple library that help you to display a custom toast with many colors (for : success, warning, danger, info, dark, light, primary...etc ), or with rounded corners, or event with image. -	<urn:uuid:55e8076e-6f1a-4090-9142-ae2f7ded4cc4>	CC-MAIN-2024-51	https://android.libhunt.com/packages/views/ui-widget/android/layout-widget/custom-view/android-library	2024-12-09T04:08:13Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.98811	{ "abbr": [ "by-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
2023 RWKV: Reinventing RNNs for the Transformer Era Bo Peng Eric Alcaide Quentin Anthony Alon Albalak Samuel Arcadinho Stella Biderman Huanqi Cao Xin Cheng Michael Chung Leon Derczynski Xingjian Du Matteo Grella Kranthi Gv Xuzheng He Haowen Hou Przemyslaw Kazienko Jan Kocon Jiaming Kong Bartłomiej Koptyra Hayden Lau Jiaju Lin Krishna Sri Ipsit Mantri Ferdinand Mom Atsushi Saito Guangyu Song Xiangru Tang Johan Wind Stanisław Woźniak Zhenyuan Zhang Qinghua Zhou Jian Zhu Rui-Jie Zhu Findings of the Association for Computational Linguistics: EMNLP 2023 Transformers have revolutionized almost all natural language processing (NLP) tasks but suffer from memory and computational complexity that scales quadratically with sequence length. In contrast, recurrent neural networks (RNNs) exhibit linear scaling in memory and computational requirements but struggle to match the same performance as Transformers due to limitations in parallelization and scalability. We propose a novel model architecture, Receptance Weighted Key Value (RWKV), that combines the efficient parallelizable training of transformers with the efficient inference of RNNs. Our approach leverages a linear attention mechanism and allows us to formulate the model as either a Transformer or an RNN, thus parallelizing computations during training and maintains constant computational and memory complexity during inference. We scale our models as large as 14 billion parameters, by far the largest dense RNN ever trained, and find RWKV performs on par with similarly sized Transformers, suggesting future work can leverage this architecture to create more efficient models. This work presents a significant step towards reconciling trade-offs between computational efficiency and model performance in sequence processing tasks. 2018 Curriculum Learning Based on Reward Sparseness for Deep Reinforcement Learning of Task Completion Dialogue Management Atsushi Saito Proceedings of the 2018 EMNLP Workshop SCAI: The 2nd International Workshop on Search-Oriented Conversational AI Learning from sparse and delayed reward is a central issue in reinforcement learning. In this paper, to tackle reward sparseness problem of task oriented dialogue management, we propose a curriculum based approach on the number of slots of user goals. This curriculum makes it possible to learn dialogue management for sets of user goals with large number of slots. We also propose a dialogue policy based on progressive neural networks whose modules with parameters are appended with previous parameters fixed as the curriculum proceeds, and this policy improves performances over the one with single set of parameters.	<urn:uuid:fde057d5-219b-420d-b707-677e84379db9>	CC-MAIN-2024-51	https://anthology.aclweb.org/people/a/atsushi-saito/	2024-12-09T03:31:28Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	true	false	true	Latn	eng	0.976069	{ "abbr": [ "by", "by-nc-sa", "by" ], "in_footer": [ true, true, true ], "in_head": [ false, false, false ], "location": [ "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "3.0", "4.0" ] }
BackgroundFetchFailEvent class Null safety Constructors Properties - bubbles → bool? - read-only, inherited - cancelable → bool? - read-only, inherited - composed → bool? - read-only, inherited - currentTarget → EventTarget? - read-only, inherited - defaultPrevented → bool - read-only, inherited - eventPhase → int - read-only, inherited - fetches → List< BackgroundFetchSettledFetch> ? - read-only - hashCode → int - The hash code for this object. [...] read-only, inherited - id → String? - read-only, inherited - isTrusted → bool? - read-only, inherited - matchingTarget → Element - A pointer to the element whose CSS selector matched within which an event was fired. If this Event was not associated with any Event delegation, accessing this value will throw an UnsupportedError. read-only, inherited - path → List< EventTarget> - read-only, inherited - runtimeType → Type - A representation of the runtime type of the object. read-only, inherited - target → EventTarget? - read-only, inherited - timeStamp → num? - read-only, inherited - type → String - read-only, inherited Methods - composedPath( ) → List< EventTarget> - inherited - noSuchMethod( Invocation invocation) → dynamic - Invoked when a non-existent method or property is accessed. [...] inherited - preventDefault( ) → void - inherited - stopImmediatePropagation( ) → void - inherited - stopPropagation( ) → void - inherited - toString( ) → String - Returns a string representation of this object. inherited - waitUntil( Future f) → void - inherited	<urn:uuid:c4e8e9a6-0564-4506-bc87-fe16b31b0fb9>	CC-MAIN-2024-51	https://api.dart.dev/stable/2.10.4/dart-html/BackgroundFetchFailEvent-class.html	2024-12-09T05:03:19Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.975422	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
FAQ - Frequently asked questions 1. Why have a publication server? The server offers WIAS’ scientists the organizational and technical possibility to publish scientific documents electronically. 2. What do we store? We store, catalogue and archive all electronic documents which have been published by WIAS’ scientists. You can deposit preprints, reports, technical reports, annual research reports, papers, books, research data, software, teaching material, poster, videos, etc. 3. What about my copyright? Authors retain their copyrights. Papers previously deposited on this repository can also be published in journals, books or on other repositories. In dealing with publishers, all scientists are asked to retain a non-exclusive right for the work to be stored on WIAS’ institutional repository (after a possible embargo period). 4. Which rights are granted to the repository? The repository maintainer retains a non-exclusive right to publish the work open access and to archive the work. All further rights stay with the author. The author may grant additional rights by adding a public copyright license. 5. What about the rights of third parties? All publishing authors are responsible to make sure third parties’ rights are preserved. The website maintainer will block access to any publication that violates third parties’ rights. In this case, publishing authors will be notified by the site maintainer. 6. Which requirements must the documents meet? Documents will have to be distributable to the public. Documents are not dynamic. Thus, if there are changes to the document, a new version of the document has to be stored additionally. Furthermore, documents have to match the maintainer’s predetermined technical parameters. 7. What are the technical specifications? All electronic documents will be provided with individual and persistent addresses that allow direct access to the documents. Addresses are registered as URNs (Uniform Resource Name). Administration and maintenance of all URNs is guaranteed by the maintainer. Moreover, it is possible to assign DataCite Digital Object Identifiers (DOIs). All formal and content based metadata can be accessed via an OAI-PMH 2.0 interface by scientific search engines such as BASE or OAlster. Furthermore, we provide special tags in our websites to support searchbots in order to increase visibility with, e.g., Google Scholar. Thus, we grant global visibility of all data entered. 8. How much does it cost? WIAS’ scientists publish for free. 9. Transfer to German National Library The maintainer of this repository is allowed to provide the German National Library with an electronic version of all documents that are obliged to be submitted according to German law. 10. May I share documents on social networks? Yes, all documents may be shared on Facebook, Twitter und Google+. 11. What about licensing? Creative Commons 4.0 International Licenses - free distribution of an otherwise copyrighted work This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY 4.0 This work is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License. CC BY-NC 4.0 This work is licensed under a Creative Commons Attribution - NonCommercial - NoDerivatives 4.0 International License. CC BY-NC-ND 4.0 This work is licensed under a Creative Commons Attribution - NonCommercial - ShareAlike 4.0 International License. CC BY-NC-SA 4.0 This work is licensed under a Creative Commons Attribution - NoDerivatives 4.0 International License. CC BY-ND 4.0 This work is licensed under a Creative Commons Attribution - ShareAlike 4.0 International License. CC BY-SA 4.0 Open Data Commons Licenses - Licenses for databases GNU General Public Licenses – Licenses for Software GNU General Public License (GPL) version 2 (#GPLv2) GNU Lesser General Public License (LGPL) version 2.1 (#LGPLv2.1) GNU All-Permissive License (#GNUAllPermissive) MIT License – License for Software MIT License https://opensource.org/licenses/MIT 12. Further questions? Please contact: Library Weierstrass Institute Mohrenstr. 39 10117 Berlin ++49 (0)30 20372-294 library [at] wias-berlin.de	<urn:uuid:7b1fe7c8-fc0e-445f-b3b9-01ed78f6ffc2>	CC-MAIN-2024-51	https://archive.wias-berlin.de/content/publish/faq.xml;jsessionid=188DB0EAE5850914B629418095E55A2D	2024-12-09T04:32:56Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	false	false	true	Latn	eng	0.989025	{ "abbr": [ "by", "by", "by-nc", "by-nc", "by-nc-nd", "by-nc-nd", "by-nc-sa", "by-nc-sa", "by-nd", "by-nd", "by-sa", "by-sa" ], "in_footer": [ false, false, false, false, false, false, false, false, false, false, false, false ], "in_head": [ false, false, false, false, false, false, false, false, false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "4.0", "4.0", "4.0", "4.0", "4.0", "4.0", "4.0", "4.0", "4.0", "4.0", "4.0", "4.0" ] }
Jump to content Main menu Main menu move to sidebar hide Navigation Main page Recent changes Random page Help about MediaWiki Arc Wiki Search Search Request account Log in Personal tools Log in Request account Contents move to sidebar hide Beginning 1 External links Toggle the table of contents Toggle the table of contents Playdays Page Discussion English Read View source View history Tools Tools move to sidebar hide Actions Read View source View history General What links here Related changes Special pages Printable version Permanent link Page information From Arc Wiki This teeny-tiny article needs some work. You can help us by expanding it. Playdays External links Playdays on MobyGames Retrieved from " https://arcwiki.org.uk:443/index.php?title=Playdays&oldid=2814 " Categories : Games Games with missing genres Commercial games Release dates without sources Games released in 1994 Software compatible with the Archimedes Software with missing compatibility information Sub-stubs Games without infobox images Games without cover art Games without title screens Games without icons Amiga ports Toggle limited content width	<urn:uuid:a88e1226-0bd6-4318-ac6f-bfc705051253>	CC-MAIN-2024-51	https://arcwiki.org.uk/index.php/Playdays	2024-12-09T04:10:53Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-nc-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.965525	{ "abbr": [ "by-nc-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Patterer t 565 ] I — glib talk I Patter- ing adj, I Patterer n. atw. ^^^51 f? at»r C^1 c»i1?in Pattern ( ) n. a model, an example ^tf\| ; I Patty ( ctft ) n, a little pie f^4l I Paucity ( n1%t? ) n. fewness >Tt<n1 I Paunch ( ) «. the belly C^tTl ifl? Cl^ I Paunchy adj. c1^ i Pauper ( ’T-nt? ) n. a destitute person C<rT35?tsT C»lt^ ; I Pause ( •(w^ ) n. a temporary stop ; cessa- tion, suspense ; a mark for rest in reading or writing Clr • — v. t. to make a pause »T, ^ I Pausingly adv. by breaks, deliberately Kfk tj U » Pave ( ) V. t. lay down stone, or brick fn»l ^1 t5l ♦dfa MW ; to form a level surface ^ ; to prepare, as a way :s^9pr»i 7^, I Paved adj. ^1 I Pavement ( CT’^‘Ca^ ) n. a paved road or floor W M^y M I Pavillion ( ) n. a tent ; an ornamental building with a dome il1w^ 'e<f ; a canopy ^tfsiTls^l I Pavon ( ) n. a small flag fixed to lance c»r»!^ I Paw (♦[)«. the feet of a beast for prey I — V. t. to scrape with the forefoot ^ I Pawn ( •t'e^ ) n. a pledge deposited ; some- thing given as a security C’Tf^l, I — 0 . t. to give in pledge C’lt^l CW, • Pawnee n, i Pawner n, ^ww Pawnbroker ( n'6?(-4’3rt? ) n. a broker who lends money on pledges aW CfW atrr»i I Pay ( c^f’ ) V. t. to discharge a debt Or duty WM «rt^ W ; to punish cf, ■rtf% Cf I to reward Of ; to give, to render C?, C^TtCl I — -»• t. to be profitable n^Vl f W « —n. salary, wages I To pay money into court='Bittn»i'y5 ^ ^ wni on Pay for=to bear the expense of Wta Cf> C? I To pay off = to discharge ♦ff?rrt<f ; to requite C«r I Pay the piper ='Jl^rrir f^Wl i Pay one’s respects ='e»I’T ■! ; OTta ; ’HTt! ^ I Payable ( ) adj. due, that ought to be paid OT1 I Pay-day ( Cf’Of’ ) n. a fixed day for payment Payee ( cn'^ ) n. one to whom money is paid n • Paymaster ( cnV^ll^l^ ) n. an officer in the army who pays ftll I Payment ( ) n. the act of paying, that which is paid I Pea ( ) «. an annual herb of the family i Peas (/»/. )=C’TO, ai^r 1 Pease ( pi. ) =caca, aiJa 1 Split-peas =iri aN atf r Pea-stone a coarse kind of lime-stone having grains C^ta1 Petr sou^T = {colloq) thick yellow fog tsli I Pea ( ) «. a peafowl a’a1 Fat^ • Peace ( PfF ) «. a state of quiet ; freedom from distance wFTi ; rrf%, - friendliness afw, faaf^l I — interj. be silent fifa 9 , aca ara Wta^ I To keep the peace=wTf% aaFl asa 1 Peaceable ( fnCFaw ) adj. disposed to	<urn:uuid:71cf3de2-405d-4814-8262-0c44291e9c2e>	CC-MAIN-2024-51	https://as.wikisource.org/wiki/%E0%A6%AA%E0%A7%83%E0%A6%B7%E0%A7%8D%E0%A6%A0%E0%A6%BE:The_pronouncing_anglo_assamese_dictionary.djvu/%E0%A7%AB%E0%A7%AE%E0%A7%A8	2024-12-09T04:32:33Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	4.0	link_tag	true	false	false	false	Latn	eng	0.839646	{ "abbr": [ "by-sa", "by-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "link_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
First time here? Check out the FAQ! Sign in English tags users badges ALL UNANSWERED Ask Your Question Give us your feedback! Dear Visitor , we look forward to hearing your feedback. Please type and send us your message below. Your name (optional): Email: I don't want to give my email or receive a response: Please note: Askbot requires javascript to work properly, please enable javascript in your browser, here is how	<urn:uuid:64aef0bb-e7da-474d-b58a-7fda7883080a>	CC-MAIN-2024-51	https://askbot.org/en/feedback/?next=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzI1NiJ9.eyJuZXh0X3VybCI6Ii9lbi9xdWVzdGlvbi8yODU2L2Nhbi1pLXVzZS1teXNxbC1pbm5vZGIvIn0.97k-4RyxFhEYSfMGtQel72ZAg6CtAcn8uKgC1-pq7l4	2024-12-09T04:56:36Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	3.0	a_tag	false	true	false	false	Latn	eng	0.99709	{ "abbr": [ "by-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "3.0" ] }
Public Lab is an open community which collaboratively develops accessible, open source, Do-It-Yourself technologies for investigating local environmental health and justice issues. close \| All topics » If you cannot use the ReCaptcha to verify you are not a bot, use this alternative verification. By signing up, you agree to the Code of Conduct, which applies to all online and in-person spaces managed by the Public Lab community and non-profit. You also agree to our Privacy Policy. As an open source community, we believe in open licensing of content so that other members of the community can leverage your work legally -- with attribution, of course. By joining the Public Lab site, you agree to release the content you post here under a Creative Commons Attribution Sharealike license, and the hardware designs you post under the CERN Open Hardware License 1.1 (full text). This has the added benefit that others must share their improvements in turn with you. or sign up to join the Public Lab community Forgot your password? Reset it here Follow related tags: Follow	<urn:uuid:c7254c6f-8638-433f-83e7-dd4fa15905d7>	CC-MAIN-2024-51	https://stable.publiclab.org/questions/tag/spectrometry-turbidity	2024-12-09T04:04:22Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	3.0	a_tag	false	true	false	false	Latn	eng	0.99832	{ "abbr": [ "by-sa", "by-sa", "by-sa", "by-sa" ], "in_footer": [ true, true, false, false ], "in_head": [ false, false, false, false ], "location": [ "a_tag", "a_tag", "a_tag", "a_tag" ], "version": [ "3.0", "3.0", "3.0", "3.0" ] }
Show your appreciation to this photographer by linking back to their work and improving their exposure on StockSnap. Photo by Matt Bango on StockSnap By signing up, you agree to the Terms & Conditions and Privacy Policy. You'll also receive our newsletter, which you can unsubscribe to at any time. Please enter the email address you provided during registration and we'll send you instructions on how to reset your password. We'll be sending you an email shortly with instructions on how to reset your password. This request will expire in 24 hours. Please be sure to check your spam folder. Enter your email and we’ll send you our most popular photos every week straight to your inbox. We can't seem to reach the server to continue with your request. Please reload the page and try again.	<urn:uuid:7553885a-1712-4a15-a7ae-84149a24c561>	CC-MAIN-2024-51	https://stocksnap.io/photo/feet-beach-XYSEJHZL8M	2024-12-09T04:46:20Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	zero	1.0	json-ld	true	false	false	false	Latn	eng	0.998031	{ "abbr": [ "zero", "zero" ], "in_footer": [ false, false ], "in_head": [ true, false ], "location": [ "json-ld", "a_tag" ], "version": [ "1.0", "1.0" ] }
The Turkish Journal of Physical Medicine and Rehabilitation (Formerly published as Türkiye Fiziksel Tıp ve Rehabilitasyon Dergisi) is the official journal of the Turkish Society of Physical Medicine and Rehabilitation. Publication fee will only be applied for publishing approved articles. This fee is only to cover the cost of publication and there will be no benefits to the organization. Publishing fee is €40 per page for ready to publish articles. If the corresponding author is a member of Turkish Society of Physical Medicine and Rehabilitation, a 20% discount will be applied to the article fee. Publication fees will not be charged for who have served as peer reviewers for our journal on 5 occasions in last year, provided they are the corresponding authors, first author or last author. Once the articles you have submitted as Word files are accepted for publication, they will be charged according to the number of pages they cover in the journal. This fee will be notified to you by the Publisher. Please do not pay before you receive an e-mail from the Publisher. Publication fee will be calculated according to the number of pages which the articles cover in the Journal. For example: 40 € x 5 per page = 200 Euro + 40 Euro (20% € VAT) = 240.00 € [Euro] 40 € x 10 per page = 400 Euro + 80 Euro (20% € VAT) = 480.00 € [Euro] Bank Account: Ziraat Bankası / Ihlamurdere – Şubesi € [Euro] IBAN: TR06 0001 0015 8980 2811 9950 03 Swift code: TCZBTR2A Payee’s name: Türkiye Fiziksel Tıp ve Rehabilitasyon Derneği İktisadi İşletmesi	<urn:uuid:3fa55735-5c6e-4984-8f31-c5af0189edde>	CC-MAIN-2024-51	https://turkishjournalpmr.com/similar.php?&id=3015	2024-12-09T03:18:58Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-nc	4.0	a_tag	false	false	false	false	Latn	eng	0.982648	{ "abbr": [ "by-nc", "by-nc" ], "in_footer": [ false, false ], "in_head": [ false, false ], "location": [ "a_tag", "a_tag" ], "version": [ "4.0", "4.0" ] }
First you need to teach the Live Image Environment how to speak ZFS Code: sudo su - apt install -y zfsutils-linux Then find out what ZFS pools can be imported Code: zpool export -a zpool import Doing that command will list all pools that are not already imported. Lets say the pool you wanted to use was MyPool. Then to import it Code: zpool import -f -N -R /mnt MyPool Repeat that for any other pools that you want to mount... Then list the dataset structure Let's say your recognise the base dataset structure as something like Code: zfs list MyPool/DATA/ubuntu_2404 Then you would do Code: zfs mount MyPool/DATA/ubuntu_2404 zfs mount -a You should now be able to access any files within that pool's filesystem, under the /mnt folder. Note thatthose instructions are just to access the files, not to repiar an OS within that, which would then take chrooting into that filesystem.	<urn:uuid:e27b3b56-bcc4-44ae-9aa0-36ed2c3a9f3d>	CC-MAIN-2024-51	https://ubuntuforums.org/showthread.php?t=2497377&s=4ba19444ade8dccfa7bf0abfde035883&p=14188538	2024-12-09T05:30:04Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.995256	{ "abbr": [ "by-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Frings, D., Albery, I. P., Kimber, C., Naughton, F., Sideropoulos, V. and Dawkins, L. (2024) Change in vaping, smoking and dual‐use identities predicts quit success and cigarette usage: A prospective study of people quitting smoking with electronic cigarette support. British Journal of Health Psychology, 29 (4). pp. 877-888. ISSN 1359-107X Preview \| PDF (Frings_etal_2024_BritishJHealthPsychol) - Published Version Available under License Creative Commons Attribution. Download (360kB) \| Preview \| Abstract Objective: Electronic cigarettes (ECs) are an efficacious support for some but not all people wishing to stop using tobacco. While advice and practical support have been identified as increasing quit success, little research has explored the role of changes in smoking and EC-related social identities. Methods: A prospective study following 573 people attempting to quit smoking with EC support. Self-report measures of identification with being a smoker, non-smoker, vaper and dual user (people using ECs and tobacco products) were taken prior to the quit attempt and at a 12-week follow-up. Results: Baseline identifications with being a smoker, non-smoker or dual user were not associated with smoking outcomes. Baseline vaper identity baseline was linked to more frequent tobacco abstinence at follow-up and lower levels of cigarette smoking. Levels of social identification at follow-up were consistently linked with outcomes, with vaper identity and non-smoking identities being protective and dual user identity being related to lower abstinence rates but decreased tobacco usage. Changes in identity over time were the most consistent predictor of outcomes. Conclusions: Findings have implications for smoking cessation practice, informing how and when identity-based interventions may be effective and our understanding of how identity transitions occur. Item Type: \| Article \| ---\|---\| Additional Information: \| Funding information: This study was funded by the Medical Research Council ] (MRC/PHIND; Grant ref: MR/T002352/1). Data availability statement: Data are available via London South Bank University Open Research (https://openresearch.lsbu.ac.uk/). The analysis was not pre-registered. \| Faculty \ School: \| Faculty of Medicine and Health Sciences > School of Health Sciences \| Depositing User: \| LivePure Connector \| Date Deposited: \| 12 Jul 2024 08:31 \| Last Modified: \| 13 Nov 2024 00:52 \| URI: \| https://ueaeprints.uea.ac.uk/id/eprint/95890 \| DOI: \| 10.1111/bjhp.12735 \| Downloads Downloads per month over past year Actions (login required) View Item \|	<urn:uuid:cd6160e2-5a9c-47fb-a4b4-c91c2d901b8e>	CC-MAIN-2024-51	https://ueaeprints.uea.ac.uk/id/eprint/95890/	2024-12-09T05:12:16Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	false	false	false	Latn	eng	0.955579	{ "abbr": [ "by" ], "in_footer": [ false ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Combat Training Start \| Thurman Grant \| ---\|---\| End \| Thurman Grant \| Level \| 15-30 \| Category \| Western Plaguelands \| Experience \| 2,600 \| Reputation \| +350 Alliance \| Rewards \| or or or or \| Previous \| \| Next \| Objectives Speak with Gory at the Writhing Haunt and challenge him to combat. - Gory defeated Description In fact, you might still be able to help train some of my men. You probably noticed the abomination outside. We initially tried to fight him, but he didn't fight back. He seems to want to help out on the farm. Take a group of four settlers and challenge this abomination to combat. He seems to be pretty tough, but with one of him and five of you, I think you'll have a chance at beating him. Rewards You will also receive: Progress If we're going to help out in this battle for Andorhal, we need to learn how to fight. Completion We can handle things from here. I thank you for your help, <name>. I assume that when we next meet, it will be in battle. Take care of yourself until then. We'll need all the help we can get. Notes On accepting the quest, four Provincial Minutemen (farmers) appear. You are able to control them via a basic pet interface: Attack/follow/move to, and aggressive/defense/passive. - Speaking with Gory - Gory always wanted to be a farmer. - If you really want to help out, you can help me and my friends with some combat practice. - Gory says: You want to fight? Alright, Gory fight. - On defeat - Gory says: Gory give up! You farmers fight more good! Progression - Part 1 - The first battle for Andorhal - / / - Both of the following, in either order: - All of the following, in any order: - (breadcrumb) - Part 2 - The uneasy calm - Part 3 - The mending of the Plaguelands - The Menders' Stead (quest) (breadcrumb) - Part 4 - Living in the Plaguelands - Part 5 - Hearthglen - Part 6 - The renewed plague - Part 7 - The battle resumes	<urn:uuid:6adf6c87-4799-4770-abe3-eb16166807ba>	CC-MAIN-2024-51	https://warcraft.wiki.gg/wiki/Combat_Training	2024-12-09T04:43:56Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-sa	4.0	a_tag	false	true	false	false	Latn	eng	0.996656	{ "abbr": [ "by-sa" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Photographs - The Wellcome Trust Centre for the History of Medicine at UCL - Date: - 1997 - Reference: - GC/253/A/2/4/4 - Part of: - Wellcome Witnesses to Twentieth Century Medicine Seminars - Archives and manuscripts Collection contents About this work Description File consists of contact sheets only (no photographs) taken at the seminar on ,"The M.R.C. Common Cold Unit", which was held at the Wellcome Institute on 13 May 1997. The seminar was part of the Wellcome Witnesses to Twentieth Century Medicine meetings also known as the Witness Seminars. The transcript of this seminar was published with three other seminars in Volume 2 of the Witness Seminar series, E.M. Tansey, D.A. Christie, L.A. Reynolds (editors), Making the Human Body Transparent: The Impact of N.M.R. and M.R.I.; Research in General Practice; Drugs in Psychiatric Practice; The M.R.C. Common Cold Unit, (London: Wellcome Trust, 1998). Contact sheets (copyright Wellcome Centre Medical Photographic Library) are pictures of the participants and audience and include: Contact sheets C038271 and C038272. Publication/Creation Physical description Where to find it Location Status Access Closed stores Permanent link Identifiers Accession number - 809	<urn:uuid:ab93f2b2-0479-4cc8-9743-695a30426cb7>	CC-MAIN-2024-51	https://wellcomecollection.org/works/radf33ug	2024-12-09T04:11:00Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by	4.0	a_tag	false	true	false	false	Latn	eng	0.944675	{ "abbr": [ "by" ], "in_footer": [ true ], "in_head": [ false ], "location": [ "a_tag" ], "version": [ "4.0" ] }
Browse wiki Jump to: navigation , search Academia and Development Modification date This property is a special property in this wiki. 18 February 2012 14:19:48 + hide properties that link here No properties link to this page. Enter the name of the page to start browsing from. Retrieved from " https://wiki.km4dev.org/Special:Browse/Academia_and_Development " Navigation menu Personal tools Log in Request account Namespaces Special page Variants Views Actions Search Navigation Home Advanced Search Discussions Events Initiatives Members Recent Changes Site Map Help Donate Sub-Communities KM4Dev Core Group SA-GE KM4D Journal KM4Dev Rome KM4Dev Netherlands KM4Dev Harare Other Key Pages Community Knowledge KM4Dev 2016 Vienna meetings KM4Dev Wiki functionality Thinking About Our Community Add content Add Discussion Add Profile Add Core Group Meeting Tools Special pages Printable version External links KM4dev website Members on Ning KM4Dev on D-Groups Events Jobs Centre Privacy policy About KM4Dev Wiki Disclaimers	<urn:uuid:336d9cb6-a29f-4ccc-88b9-be51d05a1b3f>	CC-MAIN-2024-51	https://wiki.km4dev.org/Special:Browse/Academia_and_Development	2024-12-09T03:27:44Z	s3://commoncrawl/crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00641.warc.gz	by-nc-sa	3.0	link_tag	true	false	false	false	Latn	eng	0.686333	{ "abbr": [ "by-nc-sa", "by-nc-sa" ], "in_footer": [ false, true ], "in_head": [ true, false ], "location": [ "link_tag", "a_tag" ], "version": [ "3.0", "3.0" ] }

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.