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aloud to each other. Choose an interesting short piece and read it for your partner with feeling and emphasis. Children learn by listening to their parents or teachers read and by reading to them. We can do the same and |
it should be a pleasurable activity. When you have read the piece you can discuss it with your partner. What did each of you get out of it? What aspects of the author’s style did you like most? What points |
did the author make and do you agree with them? Play at being students again. 3. Capture new words There is a regular feature in the Reader’s Digest magazine entitled, ‘It pays to expand your Word Power’. It is sound |
advice. Whenever we bump into new words we should turn to the dictionary and spend a moment learning the meaning and derivation of the word. It is easy to skip new words and race on through the text so we |
need discipline if we are not to lose this opportunity. Say we come across the word philology. It means the science of language and its historical development. It comes from the ancient Greek word philos, meaning a friend, and the |
Greek word logos, meaning a word – so philology’s roots means love of words. While we are in this section of the dictionary we might notice that philanthropy, philately, philharmonic and philosophy all use the same Greek root of philos |
and they all refer to the love of something. If we do this we are on our way to becoming a philologist, someone who loves words and the studies the science of language. As you build your vocabulary you should |
try to use the new words in context as this helps you to remember them. However, it can look pompous or pretentious to use many long and obscure words in everyday speech. The main benefit of having a large vocabulary |
is the ability to use a word with exactly the right meaning at a time when it is appropriate. A secondary benefit is that we better understand intellectual writing. There are many guides to good writing style and you have |
to find one that suits you. In general it is better to keep your written and spoken sentences short and clear. But do not hesitate to occasionally use an unusual word when it conveys exactly the meaning you require. 4. |
Write, rewrite and edit We all write, whether it is a text message on a cell phone, an email message or a novel, and we can all improve our writing. A good way to improve your writing is to read |
over what you have written and ask yourself these questions: - Does what I have written express exactly what I mean? - Will it be clear and comprehensible to the reader? - Can I make it more concise or more |
accurate? We should look for superfluous words and sentences. Most of our digital photographs can be improved by cropping in order to focus on the subject. In exactly the same way, most of our written work can be improved by |
cutting out unnecessary or repetitive elements. 5. Play with Words Children learn language by playing with words, testing, experimenting, making mistakes and being gently corrected. We should adopt a playful attitude towards words and treat them as friends. Word games |
will increase your verbal dexterity and intelligence rating. Many standard IQ tests use word puzzles. Anagrams, cryptic crosswords, code-breakers, word searches, dingbats (also known as rebuses) and other verbal conundrums are excellent mental exercise. Scrabble is ideal in this regard. |
If you want to play it seriously you will have to learn many obscure short words that use the high value letters. The dictionary game is simple but fun. One person reads out a definition from the dictionary and others |
have to identify the word. The reader can choose a common word but start with one of its less common meanings. Practice improves your performance with word puzzles which is one reason why people can prepare for IQ tests and |
improve their scores in them. 6. Listen to Yourself In just the same way that you critically review your draft writing in order to sharpen it, you should try to do the same with your speech. If it is possible, |
try to view some video clips of yourself speaking. This is particularly useful it you are rehearsing for an important talk or presentation. Most people are surprised to discover that they display a number of errors or bad habits in |
by mankind.’ They can paint amazing images, inspire and intoxicate. If you continually work on developing your range of words and skills with words then you will reap the rewards. Blow your mind! |
Be An Advocate According to Kaufmann, his big break at Cardinal was given to him by a female boss. During his speech, Kaufmann shared the story of how he decided to change his career path, moving from a controller position into sales. He approached a male superior for support and |
was informed, given his accounting background, that this was not a good idea. He then decided to approach a woman managerat Cardinal. Conversely, she thought it was a great idea. The experience resulted in Kaufmann learning several valuable lessons. First, he learned the importance of having an advocate to advance |
your career. Secondly, he learned that being an advocate takes courage, informing the audience that, at the time, his advocate was the only woman member of the Cardinal leadership team. She had worked very hard to get to her position. By supporting Kaufmann when others didn’t, she had placed herself |
in a precarious position with other members of the leadership team. He had some advice for both men and women in leadership positions. For the men, he challenged them to recognize their unconscious assumptions that impede women from advancing to leadership positions. For women, he had this advice, “If you |
want to get women in leadership positions, you need to get men involved, as mentors and advocates.” Making A Difference The theme of Carolyn Buck Luce’s acceptance speech focused on women in leadership. One of Luce’s concerns is that many women are afraid of power and ambition and shouldn’t be. |
She gave examples of women breaking through glass ceilings and cement walls, not for the sake of doing so, but for a bigger purpose. According to Luce, women need to embrace leadership opportunities if they want to leave the planet a better place than when you found it. “I have |
only one job in life, to make a difference,” she stated. One of the best ways to make a difference in the lives of others is by being a mentor, an advocate, and a leader. |
STL, the Standard Template Library. So if you're learning to program, the basics of C and C++ should be quite similar (except the default way of handling input/output), but I would recommend that you at least familiarize yourself a bit with the features of C++. Even if you're writing purely procedural programs, the default programming paradigm of C, having features |
like streams and templates available can be quite neat. Having the Standard Template Library available also spares you the trouble of reimplementing common data structures and algorithms, e.g. binary search trees and sorting algorithms, every time you need them for a new datatype. |
A hole exists in primary and secondary education that open math can fill. Visual mathematics, spatial or visual reasoning, or the application of mathematics to nature is seldom included in math curriculums or public schools. This gives me math angst because spatial thinking in particular is crucial to many jobs from builders and London cabbies to astrophysists and should be |
more prevalent in print and online than it is, especially in our digital age. This severe lack of spatial thinking in math curriculums and public schools is detrimental to our children's futures. Both parents and policymakers have gone to dizzying lengths to improve math scores and rank. Math curriculums, video games, and tutoring centers abound. Too frequently art, music, recess, |
and physical education have been cut in favor of improving math scores and a school's rank. And yet despite various promises to improve math proficiency, test scores or ranking have left many children without a love of math, a level of enthusiasm for math, or much beyond basic computational math skills...Read more at OpenSource.com |
SQL is a group processing language where as the Data Step is a Rox or observational processing language. So A join and a Merge are not the equivalent creatures. While it may be possible in some cases to mimic the |
Merge with a Join it isn't always the best solution. In this case the extra effort it would take to massage the input data amd the extra SQL code isn't worth the effort. We as SAS programmers have both at |
our disposal, the import thing is to recognize when one is better suited for the task than the other and use it. On the other hand if this is school work your on your own. On Tue, 8 Dec 2009 |
yield the same output to use proc sql >full join procedure, I try to use the procudure below,but it did not >yield the same output,can anyone help me? > proc sql; >select a.code,a.manager,b.assistant from a full join b >thanks in |
Megaflood Created Great Divide Between Britain and France A 3D view of central English Channel shelf, where two megafloods scoured out a deep valley and helped form the channel. Pink represents shallow regions and blue represents deeper areas. CREDIT: Sanjeev Gupta The cultural rift between Britain and France endures as an amusing mystery for many, but the physical divide between |
them can now be blamed on two ancient floods. About 450,000 years ago, a "megaflood" breached a giant natural dam near the Dover strait and began the formation of the English Channel , according to a study detailed in the July 19 issue of the journal Nature. Following this first disastrous flood, a second deluge finished the job. "The first |
was probably 100 times greater than the average discharge of the Mississippi River," said Sanjeev Gupta, a geologist at Imperial College London and co-author of the study. "But that's a conservative estimate—it could have been much larger." Gupta said his team's findings quash previous, evidence-thin theories about how the island became severed from mainland Europe. "Britain has been an island |
for only a very short time period, and we've put together the first clear evidence that the valley system in the English Channel was carved by a megaflood," Gupta said. Prior to the first megaflood, which originated from an enormous lake of freshwater in what is now the North Sea, a quaint river valley was the only waterway obstructing France |
and Britain. Inattentive to building materials, nature contained the monstrous, ice-locked lake with chalky stone. "Some freak event, whatever it was, caused the dam to fail at some point," Gupta said, although he noted that the breach may have resulted from simply too much water built up behind the dam. When the 19-mile-wide barrier failed, the deluge that followed carved |
an impressive basin 33 feet deep and almost 31 miles wide in a matter of weeks. "The dimensions are enormous," Gupta said. "This was when sea levels were about 100 meters (328 feet) lower than today, when a lot of ocean water was locked up in ice sheets." An even larger and more cataclysmic event, however, outdid the first megaflood, |
sometime prior to 180,000 years ago. This second deluge created the characteristic English Channel bottom seen today, according to the study. The second torrent added insult to injury, whittling polished mesa-like islands out of the basin floor. Gupta said such structures are tell-tale signs of megafloods. "The Channeled Scablands, in eastern Washington state, is an area where a huge ice-dammed |
lake created some of these extraordinary features," Gupta said. "They're analogous to what we see underwater in the English Channel." Gupta is uncertain what initiated the second megaflood, but he thinks a large embankment of glacial deposits could have released freshwater that etched out canyon-like valleys. Old evidence, new discovery Making the discovery, Gupta explained, arose out of sheer boredom. |
"I went to the library and came across an older book laying out this theory," Gupta said, noting that the author had little evidence to support it. Yet Gupta realized advances in sonar technology allowed mapping the English Channel's floor in high-resolution, which was done for purposes of ship safety. It was simply a matter of bringing the two pieces |
together, he pointed out. "We were astonished by what we found. Quite frankly, we have better maps of Mars than we do of shallow seas around Britain," he said. Gupta explained three dominant English-Channel-forming theories are shored up by the findings. Glaciers couldn't have carved out the Channel because the polar ice sheets never crept that far south. He explained |
that erosion by river or ocean also can't account for the underwater valley because it is too wide and has structures characteristic of a major flood. "The valley cuts across a large number of rock types, simply ignores the different layers," he said, explaining that only a rapid, enormous and powerful flood can account for the bedrock-scouring features. In the |
future, Gupta and his team plan to look for remnants of the enormous natural dam. "We want to map the ancient lake out, see if there are any other features we've missed," Gupta said. "We may be able to find large boulders left behind from the dam. Be prepared for big discoveries in the future—this is a whole new avenue |
African culture, transformed and reshaped through the long ordeal of slavery and segregation, drawing freely on a wide range of cultural influences but with a distinctive flavor of its own. Hoodoo practices can be traced nearly as far back as the African presence in North America itself. Court records and other sources from the American colonies show that many of |
the basic practices of nineteenth- and twentieth-century hoodoo were already in existence well before the American Revolution. By around 1760, despite the brutal realities of slavery, Africans and African-Americans in the colonies had begun to adapt the magical heritage of their homeland to the New World, borrowing elements of folk Christianity, European magic, and Native American tradition in the process. |
The result was hoodoo. Like most traditions of folk magic, hoodoo directs its workings primarily toward success in everyday life. Spells for drawing money, winning at gambling, attracting a mate or keeping one from straying, avoiding legal troubles, or winning court cases play a substantial role in the hoodoo repertoire. Methods for cursing or "crossing" another person are also an |
important part of the tradition, and there is a correspondingly rich lore of spells for "uncrossing" or countering curses, either by preventing hostile magic from being used in the first place by nullifying spells that have already been set in motion, or by "turning the trick" (that is, sending the spell back on its originator). Please note that the use |
Prices, promotions, styles, and availability may vary. Our local stores do not honor online pricing. Prices and availability of products and services are subject to change without notice. Errors will be corrected where discovered, and Lowe's reserves the right to revoke any stated offer and to correct any errors, inaccuracies |
or omissions including after an order has been submitted. You won't find a tool with more power per inch than a chain saw. Power like that requires extra attention to safety. All of the new and efficient safety features do not replace training in correct chain saw use, proper cutting |
technique, caution and common sense. All tools should be used with caution. Chain saws are no exception. They are powerful tools. A saw blade at full throttle moves at over fifty miles per hour and commands extra attention to safety. Among the common safety features on homeowner saws are: All |
homeowner-sized saws are required to have chain brakes and anti-kickback safety features. Some of the other features listed above are available only on gas-powered saws. Before you even think about cranking the saw and starting to cut, protect yourself. ALWAYS wear protective clothing, including: Felling is the act of cutting |
(or dropping) a tree. Look and look again at what you’re going to be cutting - especially where it will fall. Always determine the angle the tree will fall and make the correct cuts. Falling trees tend to kick straight back. Plan a clear avenue to escape the falling tree, |
moving away from the trunk at an angle, not straight back. Clear debris that may cause you to trip. Limbing and bucking is what you do to the tree you just dropped. Just because the tree is down don't let down your guard. Taking off the limbs (limbing) and cutting |
the tree into manageable pieces (bucking) still require caution. Always work on the uphill side when cutting. See how the tree is balanced and which way it will move if a supporting branch is cut. Take special care to avoid binding and kickback that can occur when the weight shifts. |
Binding and kickback are dangerous situations you face when cutting. In either case the operator loses control of the saw. Binding is caused when the material being cut clamps down and stalls the cutting chain inside of the kerf (or cut). Kickback occurs when the saw tip touches another object |
or the blade is pinched. The saw is thrown back towards the user. A saw cutting at full throttle can kick back in one-tenth of one second - faster than a person can react. To prevent kickback, never cut with the saw’s tip. Above all, read the owner's manual carefully |
Family Space Day Overview - Space Shuttle Family Space Day is a three hour event. The activities are set up so that children and parents can select the order in which they undertake activities. Parents and children are encouraged to learn, play, and explore together. Objectives of the Day - |
learn the components of the Space Shuttle. - explore how the Space Shuttle is used to support the space program and - participate in a simulated Space Shuttle mission and learn about some of the people involved in Shuttle missions. Station 1: Build a Space Shuttle Children build a Space |
Shuttle and learn about its importance in transporting astronauts and other items. Station 2: Create a Mission Patch Children learn the different components of mission patches and design their Station 3: Land Your Space Shuttle Children build a paper model of the Space Shuttle and then attempt to land it |
safely on the runway. Station 4: Space Shuttle Action Theater Children re-enact a Space Shuttle mission, from launch to landing! Station 5: Edible Space Shuttle Children learn about the main components of the new Space Shuttle design by building an edible one! Station 6: Put it in Perspective Children learn |
about the distances of different objects in the sky by attempting to put into order images of Earth, Mars, the Space Shuttle, the Moon and the International Space Station. Station 7: Coloring Sheets and Games Children relax and color and play simple games related to the Space Shuttle. Station 8: |
Reading Room Children and their parents browse and read a selection of books about the Space Shuttle (refer to book list for suggested reading). Facilitator Information – Space Shuttle Explore Space Shuttle– Book and Website References All About Rockets – A Space Shuttle Fact Sheet |
also be assigned excerpts from various writings. These will be placed on reserve in the Library. Listed below are a number of other works on historical method and writing, some of which the student may wish to purchase or use in the library. Barzun, Jacques and Henry Graff. The Modern |
Researcher. Barzun, Jacques. Writing, Editing, and Publishing: Essays Explicative and Hortatory. Benjamin, Jules R. A Studentís Guide to History. Bloch, Marc. The Historianís Craft. Butterfield, Herbert. The Whig Interpretation of History. Cantor, Norman and Richard I. Schneider. How to Study History. Carr, Edward H. What Is History? Gottschalk, Louis. Understanding |
History: A Primer of Historical Method. Guinsburg, Thomas N. The Dimensions of History Lichtman, Allan J. and French, Valerie. The Living Past. Lowith, Karl. Meaning in History. Pace, David , et al. Studying for History. Steffans, Henry J. and Dickerson, Mary J. Writerís Guide: History. Stern Fritz. The Varieties of |
History. Tuchman, Barbara W. Practising History: Selected Essays. Turabian, Kate L. A Manual for the Writers of Term Papers, Theses, and Dissertations. Wilson, John R. M. Research Guide in History. Wresch, William, et al. Writing for the 21st Century: Computers and Research Writing. Students will acquire: A deeper understanding of |
the processes of history A greater ability to perceive the progress of history and to think critically about the major issues from age to age and the means and methods used to solve them A perception of the complex nature of history and the multiplicity of disciplines that comprise it |
and contribute to an understanding of it A comprehension of the importance of a historical perspective in understanding current issues and problems And a keener perception of the nuances of historical explanation and a greater precision in the expression of that understanding Among the specific substantive/content issues addressed are: The |
methods of research in history The major tools and sources that historians use in their research Methods of organizing research and papers The terminology of the historical profession How historians develop their approach to history around themes and concepts The major philosophies of history The nature of critical analysis of |
historical documents The differences between primary and secondary sources The distinction between fact and interpretation The importance of historical evidence and the means of weaving this into a piece of historical writing To distinguish between objectivity and subjectivity The impact of personal philosophy and cultural influences on historical interpretation The |
class will meet on MF from 0200-0250pm. There will be four exams for the course. These exams will be made up of multiple choice and written questions, and will be based on the textbook, and other assigned readings, on lectures and class discussions, and on videos shown in class or |
assigned for viewing outside of class. The grade for the course will be computed on the basis of your performance on the various exams, the quality of your contributions in class, on class attendance, and on extra credit assignments, in cases where those are allowed. Each of the four exams |
will carry the same weight. Grades will be based on the following percentages: Students may be permitted to do special assignments for extra credit. The instructor's decision to permit a student to do these will be based on the student's attendance, constructive contributions in class, and the Instructor's perception of |
the student's work ethic.† Students deficient in any of these areas will not be permitted to submit work for extra credit. To be discussed and announced in class. Students are strongly encouraged to participate in class discussions. Your contribution is important for various reasons. First it can indicate to the |
Instructor where he may need to provide further clarification or more information. Second it helps the student by gaining further explanation, while at the same time it will help fellow students who may be experiencing the same problem.† Third it helps students develop the ability and confidence to express themselves |
in a group setting, and it will also help them gradually to express themselves with greater clarity, as well as encouraging classmates to do likewise. And fourth it will help engage the class in a group discussion of the issue or problem that is of special benefit because of the |
various sides of the issue that can emerge and the variety of explanations possible. Finally it makes the student an active participant in the classroom who provokes and stimulates discussion and the search for explanations and understanding rather than a passive recipient of knowledge.†† Honor Code and Plagiarism Ethics is |
an important aspect of the human being. It is indispensable to the effective functioning of all societies and to reliable and successful relations between all human beings. Consequently you are expected that all work submitted to the Instructor as a part of this course be your own, unless otherwise denoted |
in footnotes or by some other appropriate means. The University imposes very severe penalties for plagiarism, so you should be sure to avoid this at all costs. If you have some doubts about all the different forms and aspects of plagiarism, you should log on to the All written work |
submitted for this course must follow the bibliographic, footnoting, and quotation style presented by Kate L. Turabian. Copies of her books on style are in the library and excerpts and examples are on the Correct Form for the Term Paper Follow the Turabian style and suggestions available on Bibliographies must |
follow the style set out by Turabian and available on Duke Universityís and Long Island Universityís web sites which are linked from my web site. Be sure to follow her warning not to cite or list encyclopedias or textbooks in your writings. Also note her comments on the proper title |
for your bibliography. Once again, be sure in all historical research papers to concentrate on primary sources, using secondary sources mostly as a guide to primary ones and also to familiarize yourself with the major perspectives and interpretations of your topic. To be announced in class. A list of the |
projects for this course will be handed out in class. Some of the projects will be fairly straightforward; others will require considerable time, thought, and analysis. So review the projects early in the course and make sure you leave yourself plenty of time to do a thorough job that is |
Edith Turner (Wané Roonseraw) (ca. 1754–1838) Southampton County, Nottoway (Cheroenhaka) chief Edith Turner, chief of the Nottoway, successfully navigated nineteenth-century Nottoway and Anglo-American societies while she strove to keep the tribe’s children on the reservation. In 1821 Edith Turner (ca. |
1754—February or March 1838), also known as Edy Turner (or by her Nottoway personal name, Wané Roonseraw), petitioned the Virginia General Assembly as chief of the Nottoway (Cheroenhaka). Turner had taken part in land transactions since 1794, but as chief |
she led a push to divide the reservation’s land among the individual Indians, perhaps in an attempt to convince more Nottoway to adopt white farming practices. Early in the nineteenth century most of the Indians on the Nottoway reservation refused |
to participate in intensive farming. Forced to sell reservation land to pay debts, the Nottoway saw their landholdings decrease, making their traditional ways of life increasingly difficult. Turner transcended these problems to own a farm, where she prospered. Turner’s level |
of self-sufficiency was considerable for a woman in her time and place, but her compassion for the Nottoway children makes her an outstanding figure. Records from 1808 show her acting as foster mother for two Nottoway children, and she successfully |
urged the white trustees of the tribe to return four other Indian children to the reservation. At age seventy-six she still looked after at least two children in her home. Turner most likely led the struggle to keep tribal children |
from being schooled or apprenticed off the reservation. As one of the last speakers of the Nottoway language and with a knowledge of their legends, Turner instructed the children in the traditions of the tribe as well as in how |
to survive in white-controlled society. In 1820 she provided surveyor John Wood with a Nottoway vocabulary, allowing scholars a peek at the Iroquoian language. The only Nottoway of her time to write a will, Turner died in Southampton County in |
Proper Swim Technique The proper swim technique can be mastered by even the most novice swimmers. With proper technique and form, you will be getting much more out of your swimming workout. Your muscles will be working harder and you will gain speed through the water. Before you know it, you won’t even have to think about how to do |
the proper swim technique. - Keep your body in check. As you move through the water, your body needs to stay streamlined and straight. This will make you more aerodynamic and increase the efficiency of each stroke. - Use your chest. Your chest muscles are a large part of proper swim technique. To gain speed, press your chest right into |
the water as you stroke. In doing so, your hips will move upward. - Rotate your body. As you reach out with your arm for a stroke, your body should also rotate to that side. This allows you to take a breath and will help you move faster. Start this rotation at your hips. - Rotate your shoulders. In addition |
to rotating your body as you swim, keep your shoulders moving with each stroke. If your shoulders stay flat, you won’t pick up any speed and your swim technique will appear sloppy. Your shoulder should rotate forward as your hands come down into the water on the stroke. - Take longer strokes. You might think that to swim faster, you |
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