the president, in his inaugural address, told america and the world that if god " truly " created us " equal, " biblically condemned homosexual relations are morally equivalent to biblically affirmed heterosexual relations. twisting scripture. twisting truth. some thoughts about what he said : the president ' s carefully crafted words created pictures of pilgrims on a journey. pilgrims making progress. a picture of secular progressivism and relative truth, wrapped in the original intent of our founding fathers and god ' s plan for mankind as revealed in his word. he spoke of a people and a country " without boundaries. " while it is true our pursuit of excellence and achievement is nearly limitless - - - the sky is the limit, it is equally true that morality has boundaries. freedom, as the founders understood it, was freedom to do the morally right thing, not license to do anything and everything. and they made it abundantly clear their understanding of freedom and morality was based on biblical teaching. our country was founded on judeo - christian values and principles, not evolving moral " truth. " the president said, " our journey is not complete until our gay brothers and sisters are treated like everyone else under the law, for if we are truly created equal, then surely their love and commitment to one another must be equal as well. " there is no question all people must be treated with equal dignity and respect. but should the most fundamental component of human culture, marriage and family, be redefined to conform to a sexual behavior in order to prove respect or tolerance? in the context of his speech, his recent statements and his actions to move the homosexual agenda forward, this is the message : if homosexual behavior is not elevated, affirmed and treated as normal, moral and equal to heterosexual relationships, then god didn ' t create us equal. or. those who oppose normalizing homosexual behavior and redefining marriage are taking a stand against god. if you oppose redefining marriage, or " marriage equality " on the journey as the president ' s sees it, you oppose both god and the original intent of the founding fathers. this is a deceptive message which twists the truth. and it twists scripture. god ' s word is abundantly clear on homosexual behavior. he loves the person and extends forgiveness and restoration to them, as he does to all of us, but not license to behave as we may be inclined to behave. the president ' s narrative reminds me of an ancient conversation that also involved removing boundaries and relative, evolving truth. a journey without moral boundaries. right and wrong


the study of motion is often called kinematics. we will begin our study with one dimensional kinematics. we will later expand to 2 and 3 dimensional kinematics after we have studied vectors. we can give the position of an object in relation to a reference point. there are a number of variables we can use for position, such as x, d, or s. the official metric unit for position is the meter ( abbreviated m ). the meter was first defined in terms of the circumference of the earth on a meridian passing through paris. it is now defined in terms of the speed of light. when working with other scales, it might be convenient to use other metric units such as the nanometer ( nm ), the centimeter ( cm ), and the kilometer ( km ). we will often use exponential notation. exponential notation is convenient for expressing very large and small numbers. for instance, 12, 300 would be expressed as 1. 23 x 10, 000 or 1. 23 x 104 so 3. 14 km = 3140 m = 3. 14 x 103 m for small numbers, 0. 000345 = 3. 45 x 10 - 4 a micrometer, 1 μm = 10 - 6 m the width of a human hair on average is 10 μm. this would be 10 x 10 - 6 m. the wavelength of a helium - neon laser is 633 nm = 633 x 10 - 9 m = 6. 33 x 10 - 7 m the common metric units are given in powers or 3. the kilometer is 1000 m. although the 100 centimeters = 1 meter it is not actually a common unit. 1 millimeter = 1mm = 10 - 3 m 1 micrometer = 1um = 10 - 6 m 1 nanometer = 1nm = 10 - 9 m 1 picometer = 1pm = 10 - 12 m 1 femotometer = 1fm = 10 - 15 m also known as a fermi except for kilometer, we often do not use the larger metric prefixes for distance. but they are used for frequencies and other units in physics. 1 kilometer = 1 km = 1000 m = 103 m megameter = 1mm = 106 m gigameter = 1gm = 109 m terrameter = 1 tm = 1012 m common british imperial units for measuring distance include the inch, the foot, the yard, and the mile. an easy way to remember the conversion from meters to miles can be remembered in terms of track and field. the loop in a track


1012 m common british imperial units for measuring distance include the inch, the foot, the yard, and the mile. an easy way to remember the conversion from meters to miles can be remembered in terms of track and field. the loop in a track is ¼ mile long. it is also known as the 400 m race, so 1 mile is approximately = 1600 m. engineers in america commonly use imperial units. very small measurements for the purposes of manufacturing are given in 1 / 1000ths of an inch. when dealing with astronomical distances there are other units we might use such as the light - year, the parsec, or the astronomical unit. the light - year is the distance light will travel in one year. an object which is one parsec away has one arc - second of parallax from earth. an astronomical unit is the average distance from the earth to the sun. distance vs displacement in physics we often study the change in position of an object. if we are only examining the change in position from the start of our observation to the end, we are talking about displacement. we ignore how we get from point a to point b. we are only concerned with how the crow flies. if we are concerned with our path, we are working with distance ( see figure a ). for example, let us suppose i were to talk around the perimeter of a square classroom ( see figure b ). the classroom is 10 meters on a side. at the end of my trip i return to my original starting position. the distance traveled would be 40 m. the displacement would be zero meters because displacement only depends on the starting and ending positions. the other important distinction between distance and displacement is that distances do not have a direction. if you were wearing a pedometer is would record distance. the odometer on a car records distance. displacement has a direction and a magnitude. magnitude is a fancy physics term for size or amount. for instance, suppose i walked 10 m north, 10 m east, 10 south, and then 5 m west ( see figure c ). my distance traveled would be 35 m. there is a magnitude but no net direction. since we can describe distance with just a magnitude ( but no direction ) we call it a scalar. but my displacement would be 5 m due east. as displacement has both a magnitude and a direction, we call it a vector. we measure time in seconds. we will use the variable t for time. the elapsed time for a certain action would be δt.


5 m due east. as displacement has both a magnitude and a direction, we call it a vector. we measure time in seconds. we will use the variable t for time. the elapsed time for a certain action would be δt. the greek letter delta, δ, is used to represent a change in a quantity. if we are talking about a reoccurring event ( such as the orbit of the earth around the sun ) we talk about the period of time t, with a capitol t. for longer periods of time we will often use the conventional minutes, hours, days, or years. for shorter periods of time will often use exponential notation or may use milliseconds, microseconds, picoseconds, or femtoseconds. for instance, chemical reactions may often take place on the picosecond timescale. just as when you dance under a strobe like at a cool school dance you can see your movements in stop action. scientists use pulsed lasers with picosecond and femtosecond pulses to examine dynamics at the molecular level. speed and velocity building on changes in position and changes in time, we can examine the rate at which these changes in position take place. how fast are we moving? you probably use the terms speed and velocity interchangeably in your everyday vernacular, but in physics they have distinct meanings. speed is a scalar and has no direction. speed can be defined as speed = distance / elapsed time velocity is a vector. we could consider velocity to be speed in a given direction. to calculate the average velocity over a period of time, we use displacement and elapsed time. where v is velocity, x is position, t is time. the greek letter delta, δ, means a change in a quantity, such as the change in position or the change in time. the bar over the velocity v means the terms in averaged. for instance, δx = xf – xo, or the change is position equals the difference of the final position and the original positions. our first set of problems will involve the above kinematic equation. problem solving method when solving physics problems, it is useful to follow a simple problem solving strategy. although at first, it may be easy to solve some problems in your head, by following this strategy you will develop good problem solving habits. just as you must develop good habits by brushing your teeth every day, you should attempt to follow the following methodology for solving physics problems. the


be easy to solve some problems in your head, by following this strategy you will develop good problem solving habits. just as you must develop good habits by brushing your teeth every day, you should attempt to follow the following methodology for solving physics problems. the first step is step 0 because it does not always apply. step 0 : draw a picture of the problem if appropriate. step 1 : write down the given information step 2 : write down the unknown quantity you are trying to find out step 3 : write down the physics equations or relationships that will connect your given information to the unknown variables. step 4 : perform algebraic calculations necessary to isolate the unknown variable. step 5 : plug in the given information to the new equation. cancel appropriate units and do the arithmetic. example 1 : a robot travels across a countertop a distance of 88. 0 cm, in 30 seconds. what is the speed of the robot? in this case, we do not need to do any algebra. significant figures : at this point we should not how many significant figures our answer has. your final answer cannot have more information that your original data. we were presented with a distance and a time with only 3 significant figures, therefore our final answer cannot have more precision than this. now let us look at a problem which does require some algebra. example 2 : the sr - 71 blackbird could fly at a speed of mach 3, or 1, 020 m / s. how much time would it take the sr - 71 to take off from los angeles and fly to new york city via a path which is a distance of 5500 miles. you should note that you need to convert miles to meters, remembering that 1 mile = 1600 m first we need to algebraically isolate the variable t. first we multiply both sides by t, and t cancels on the right hand side of the equation. then dividing both sides by v gives us now, plugging in for distance and speed gives us note the units and the number of significant digits. because one piece of our original data ( distance ) only had two significant digits, we have to round off our final answer to 2 significant digits. also, look at the cancelation of units. the meters in the units cancel. our units have the reciprocal of a reciprocal, thus the final units are in seconds, which you might have guessed since we are working with time. for ease of perspective we converted these units into minutes. average velocity vs instantaneous velocity another important distinction is finding an average value or the velocity versus the velocity at a


partnership is the most common form of business organisation in india. partnership firms are governed by the provisions of the indian partnership act, 1932. the act lays down the rules relating to formation of partnership, the rights and duties of partners and dissolution of partnership. it defines partnership as a " relationship between persons who have agreed to share the profits of business carried on by all or any of them acting for all ". this definition gives three minimum requirements to constitute a partnership : - - there must be an agreement entered into orally or in writing by the persons who desire to form a partnership. - the object of the agreement must be to share the profits of business intended to be carried on by the partnership. - the business must be carried on by all the partners or by any of them acting for all of them. under the act, persons who have entered into partnership with one another are individually called as ' partners ' and collectively as ' firm ' and the name under which they run their business is called the ' firm name '. provisions relating to taxation of partnership firms partnership firm is subjected to taxation under the income tax act, 1961. it is the umbrella act for all the matters relating to income tax and empowers the central board of direct taxes ( cbdt ) to formulate rules ( the income tax rules, 1962 ) for implementing the provisions of the act. the cbdt is a part of department of revenue in the ministry of finance. it has been charged with all the matters relating to various direct taxes in india and is responsible for administration of direct tax laws through the income tax department. the income tax act is subjected to annual amendments by the finance act, which mentions the ' rates ' of income tax and other taxes for the corresponding year. under the income tax act, the partnership firm is taxed as a separate entity, distinct from the partners. in the act, there is no distinction between assessment of a registered and unregistered firms. however, the partnership must be evidenced by a partnership deed. the partnership deed is a blue print of the rights and liabilities of partners as to their capital, profit sharing ratio, drawings, interest on capital, commission, salary, etc, terms and conditions as to working, functioning and dissolution of the partnership business. under the act, a partnership firm may be assessed either as a partnership firm or as an association of persons ( aop ). if the firm satisfies the following conditions, it will be assessed as a partnership firm, otherwise it will be assessed as an aop : - - the


, at every stage of hungary ' s history, we find him dividing the leading politicians into two groups : those who believed in " small hungary " and those who believed in " greater hungary ". the " small hungarians " were those whose primary goal was national independence from the habsburgs. but this aspiration of theirs, he maintained, was motivated not by some lofty ideal, the love of freedom, for example, but by selfish " class interest " ( the nobility ' s determination to protect its privileges ), coupled with a passion for dissension and upheaval inherited from their eastern ancestors. another name for this " passion " was protestantism, which, as szekfu saw it, was ab ovo inspired by the resolve to spark denominational conflict and create disorder. the " great hungarians ", on the other hand, had always appreciated that the great power status of the habsburg empire was a historical necessity. they recognized the need for political compromise, and strove to promote social reform, and the nation ' s material improvement and intellectual progress ( naturally, with habsburg support ). szekfu ' s synthesis presents the baroque culture of the eighteenth century as the zenith of hungarian history, a time when the country ' s territorial integrity had been more or less restored, when religious ( protestant vs. catholic ) and political ( estates vs. absolutism ) in - fighting no longer undermined the unity of the nation, when the country ' s economic and cultural development picked up momentum, and its resettlement began. even in the late ' 30s, szekfu was very much preoccupied by matters of external politics and national sovereignty. in his allam es nemzet ( state and nation, 1942 ), he rejected both the french notion of a political nation and the german " ethnic nation " concept, and presented a uniquely hungarian notion, one rooted in st. stephen ' s tolerance toward the " foreigners ". it was a nation concept which guaranteed the country ' s minorities a high degree of autonomy, while its raison d ' etre was to safeguard, and / or to restore hungary ' s territorial integrity. " a nepiseg tortenete " ( ethnohistory ) written in 1931, was the most comprehensive formulation malyusz would ever give of his program. the study starts with a definition of the notion of " the ethnic ". as opposed to " the national ", the conscious expression of a people ' s cultural and political aspirations, " the ethnic " was shorthand for the spontaneous


of his program. the study starts with a definition of the notion of " the ethnic ". as opposed to " the national ", the conscious expression of a people ' s cultural and political aspirations, " the ethnic " was shorthand for the spontaneous ways and cultural preferences of a particular people. the best way to get started in ethnohistorical research, he went on to say, was to write " synthetic " local and / or county histories. by " synthetic " he meant just the opposite of the village by village approach of the prewar county histories : the historian was to focus on the small, organically - related historico - geographical units - estates, valleys, plains, and so on - units he would later call " cultural regions ", and whose study he expected to reveal an entire network of southern, eastern and northern cultural contacts. malyusz honed his theory by clashing swords with proponents of the most powerful historical ideology of his time. taking a direct stab at geistesgeschichte, its preoccupation with western cultural influences and its exclusive reliance on the evidence of the written word, he set ethnohistory the task of concentrating on " spontaneous " cultural elements such as roads, means of transportation, architecture, systems of local political and administrative organization, and " anthropological " data of every kind that might serve to give an accurate picture of the day - to - day life of the people. malyusz ' s views on the nature and techniques of ethnohistory, were thus fully developed by the time he came to give his " introduction to ethnohistory " course ( i. e., the series of lectures that form the core of the volume under review ) in the 1936 - - 37 academic year. ( as the editor makes clear, only the lectures delivered in the second semester have been found among malyusz ' s extant papers. ) one of the issues addressed in the lectures was the matter of the " auxiliary disciplines " which malyusz proposed to " modify " with a view to making them integral parts of the science of ethnohistory. he was particularly enthusiastic about the potential of ethnography and of linguistics, attaching great importance to the study of dialects ( and their exact geographic mapping ), and to tracing the origins of place names and personal names. he was also keen to have his students learn to use questionnaires, and to set up the institutional framework of ethnohistorical research. malyusz


geographic mapping ), and to tracing the origins of place names and personal names. he was also keen to have his students learn to use questionnaires, and to set up the institutional framework of ethnohistorical research. malyusz ' s ethnohistory was the revival of the positivist traditions of the nineteenth century. the legacy of positivism, as his contemporaries were quick to point out, was evident in his preoccupation with the collective, and with the law - like regularities of development, and in his concentration on cultural history. but ethnohistory proposed to give an account of cultural development with full regard to its grounding in economic history and historical geography. instead of political and administrative units, it took organically related historical and / or geographic regions for its units of analysis, and investigated them at all levels and with all the tools that we have come to associate with microhistory and microgeography. so far, so good. the picture is tainted, however, by the fact that the contemporary inspiration of malyusz ' s ethnohistory was the volkstumskunde associated with aubin, kotzschke, keyser, and spamer in the inter - war years. volkstumskunde itself harked back to the nation concept espoused by herder, arndt, fichte and the brothers grimm, which posited race and ethnicity as the basis of nationhood, and defined national affiliation in terms of a community of descent, language and culture. it was an approach humanist in inspiration, but wide open to racist exploitation. thus it was that by the turn of the century, the pan - german movement had made it into an ideology of world domination, oneserving to substantiate their doctrine of the germans ' racial superiority over the slavs. allied with ostforschung, another fin - de - siecle intellectual trend, volkstumskunde came to present german history as essentially a crusade to spread german culture ( the german " cultural ground " ), principally toward the east. empire building and " civilizing " - founding cities, introducing the german legal system, organizing churches - was, on this view, at the very heart of german history, as was the struggle for pan - german unification. ( paradoxically, for all its chauvinism, volkstumskunde proved to be a highly fruitful trend in german historiography. as opposed to


german in several respects. for one thing, his very emphasis on the autonomy of hungarian culture implied resistance to hitler ' s attempts at expansionism. but there was also another side to it. malyusz ' s cultural nationalism - as he himself admitted - was meant to lay the groundwork for revisionism. his resolute underscoring of the strength and autonomy of hungarian culture was meant to provide an alternative to szekfu ' s vision of a hungary whose fortunes were irrevocably tied to that of the habsburgs. given the opportunity, malyusz was suggesting, hungary would be capable of carrying through a territorial revision on its own. all in all, however, malyusz might most equitably be judged as having posited - as opposed to szekfu ' s concept of nation as state - the concept of nation as culture. for all its manifest ideological and political bias, in respect of methodology, ethnohistory anticipated our current approach to social history. in publishing malyusz ' s lectures for the first time ever in book form, the editor of the volume under review has enabled non - historians, too, to draw their own conclusions about the more universal lessons of ethnohistory. the lesson might prove as timely as the german revisitation of volkstumskunde has proved to be.


transformations in the coordinate plane transformations in the coordinate plane are often represented by " coordinate rules " of the form ( x, y ) - - > ( x ', y ' ). this means a point whose coordinates are ( x, y ) gets mapped to another point whose coordinates are ( x ', y ' ). when possible, simple formulas are given for x ' and y ' in terms of x and y. for example, ( x, y ) - - > ( x + y, x – y ) is a coordinate rule for some transformation and maps the points ( 0, 0 ), ( 2, 0 ), ( 2, 5 ), and ( 0, 5 ) as follows : ( 0, 0 ) - - > ( 0, 0 ) ( 2, 0 ) - - > ( 2, 2 ) ( 2, 5 ) - - > ( 7, – 3 ) ( 0, 5 ) - - > ( 5, – 5 ) this transformation is not an isometry ( it changes the size of any figure ) and the image of the blue rectangle with those vertices is the red rectangle : translations of geometric figures in the coordinate plane can be determined by translating the x - and y - coordinates of points. horizontal and vertical translations are the easiest. all other translations can be thought of as a composition of horizontal and vertical translations. the following examples illustrate this. example 1 : give a coordinate rule for translating a figure horizontally by 3 units. solution : a horizontal translation just changes the x - coordinates of all points, so the rule is ( x, y ) a ( x + 3, y ). to illustrate, the blue rectangle with vertices ( 0, 0 ), ( 2, 0 ), ( 2, 5 ), and ( 0, 5 ) is translated to the red rectangle with coordinates ( 3, 0 ), ( 5, 0 ), ( 5, 5 ), and ( 3, 5 ) : example 2 : give a coordinate rule for a translation by a distance of 4 units at 30o. solution : consider a point with coordinates ( x, y ) and its image with coordinates ( p, q ) draw a right triangle with the point and its image as the endpoints of the hypotenuse. this is a 30 - 60 - 90 triangle, so the side opposite the 30o angle is half the hypotenuse and the other side is that times the square root of 3. therefore we have the following picture : from this picture


. this is a 30 - 60 - 90 triangle, so the side opposite the 30o angle is half the hypotenuse and the other side is that times the square root of 3. therefore we have the following picture : from this picture we see that and q = x + 2 therefore the coordinate rule is : ( x, y ) - - > when a point is reflected in a line, the line is the perpendicular bisector of the segment joining the point and its image. we will only consider coordinate rules for reflections in horizontal and vertical lines, and in the lines y = x and y = – x since the rules for lines in general involve messy details beyond the scope of this course. example 3 : give a coordinate rule for reflecting in the line vertical line x = 3. solution : consider a point ( x, y ) and its image ( p, q ) : the y - coordinate of the image is the same as the y - coordinate of the preimage, so q = y. since the line x = 3 bisects the segment from the point to its image, the horizontal distances from the point to the line and its image to the line are equal, so 3 – x = p – 3 adding 3 to both sides tells us that p = 6 – x. therefore the coordinate rule is : ( x, y ) - - > ( 6 – x, y ) example 4 : give a coordinate rule for reflecting in the line y = x. solution : again let the point and its image have coordinates ( x, y ) and ( p, q ), respectively. the line y = x is a 45o line through the origin, and the relation between the point and its image looks like this : if we draw horizontal and vertical segments from the axes through the points and to the line y = x, we have the following : since the green line is at 45o, we can focus on two squares to see that q = x and p = y : thus, the coordinate rule is : ( x, y ) - - > ( y, x ) that is, when reflected in the line y = x, the coordinates of any point are transposed. coordinate rules for reflections in general, the following coordinate rules for reflections can easily be established : reflection in x - axis : ( x, y ) - - > ( x, – y ) reflection in y - axis : ( x, y ) - - > ( – x, y ) reflection in y = x : ( x


established : reflection in x - axis : ( x, y ) - - > ( x, – y ) reflection in y - axis : ( x, y ) - - > ( – x, y ) reflection in y = x : ( x, y ) - - > ( y, x ) reflection in y = – x : ( x, y ) - - > ( – y, – x ) we will only consider rotations about the origin of multiples of 90o. example 5 : give a coordinate rule for a rotation about the origin of 90o ( counterclockwise ). solution : such a rotation is equivalent to reflections in two lines that intersect at the origin and are 45o apart. we could use the x - axis as the first line and the line y = x as the second. the composite of these reflections is : ( x, y ) - - > ( x, – y ) - - > ( – y, x ) that is, a rotation about the origin of 90o has the coordinate rule : ( x, y ) - - > ( – y, x ) coordinate rules for rotations in general, we can state the following coordinate rules for ( counterclockwise ) rotations about the origin : for a rotation of 90o : ( x, y ) - - > ( – y, x ) for a rotation of 180o : ( x, y ) - - > ( – x, – y ) for a rotation of 270o : ( x, y ) - - > ( y, – x ) dilations in the coordinate plane first consider dilations with the origin as center. then the coordinate rule for a dilation with scale factor k is simply this : ( x, y ) - - > ( kx, ky ). example 6 : triangle abc has coordinates a ( – 1, – 3 ), b ( 1, 1 ) and c ( 2, – 3 ). triangle def has coordinates d ( 2, 6 ), e ( – 4, 6 ) and f ( – 2, – 2 ). show that triangle dfe is the image of triangle abc under a dilation with center at the origin, and find the scale factor. solution : the image of a is given by ( – 1, – 3 ) - - > ( – 1k, – 3k ). if d is that image, then – 1k = 2 and – 3k = 6. both give k = – 2. if we apply this dilation


1, – 3 ) - - > ( – 1k, – 3k ). if d is that image, then – 1k = 2 and – 3k = 6. both give k = – 2. if we apply this dilation to b and c, we find that f is the image of b and e is the image of c. dilations with center other than the origin a dilation with any point other than the origin as the center of dilation can be accomplished by first translating the center of dilation and figure so the origin becomes the center, and then translating back : example 7 : find a coordinate rule for the dilation with center ( 5, – 3 ) and scale factor 2. solution : if ( x, y ) is a point on a figure to be dilated, we first translate left 5 and up 3. this gives us the point ( x – 5, y + 3 ), and the origin becomes the center of the dilation. the dilation now gives us ( 2x – 10, 2y + 6 ). then we translate back - - that is, right 5 and down 3, which gives us ( 2x – 10 + 5, 2y + 6 – 3 ). so the coordinate rule is : ( x, y ) - - > ( 2x – 5, 2y + 3 ) return to lesson 5


investigation of neurofeedback with real - time fmri in healthy volunteers and patients with hyperkinetic movement disorders - many people can learn to use feedback about brain activity to modify that activity, but is it not known if people with tourette syndrome can modify their brain activity. - researchers have evidence that certain areas of the brain are involved in causing tics in people with tourette syndrome. if people with tourette syndrome can use feedback about brain activity to modify activity in those parts of the brain, they may be able to modify their brain activity to help control the tics. - to determine if people with and without tourette syndrome can learn to use thought to control brain activity. - to test whether people who have tourette syndrome can learn to control brain activities, possibly helping to control tics. - healthy volunteers ages 18 and older who are right - handed and are willing to not consume caffeine or alcohol for 24 hours before the study visit. - patients with tourette syndrome who have tics that can be observed and studied. - all participants must be able to undergo magnetic resonance imaging ( mri ) scans. - healthy volunteers ( two visits to the nih clinical center over a 2 - to 4 - week period ; visit may last up to 3 hours ) : - screening visit, including physical examination and medical history, and a magnetic resonance imaging ( mri ) scan if the individual has not had one performed at the national institutes of health in the past year. - study visit : functional mri ( fmri ) scan to allow researchers to see if volunteers can learn to control their brain activity during a scan. volunteers will be asked to complete tasks as directed during the fmri scan. - patients with tourette syndrome ( three or four outpatient visits over a 4 - to 6 - week period ; each visit may last up to 4 hours ) : - screening visit, including physical examination and medical history, and an mri scan if the individual has not had one performed at the national institutes of health in the past year. - evaluation visit to ask questions about tourette symptoms and to have patients complete questionnaires about their tics and their mental health. - study visit : fmri scan to allow researchers to see if patients can learn to control their brain activity during a scan. patients will be asked to complete tasks as directed during the fmri scan. - final visit : researchers will ask questions about tic symptoms, have patients complete questionnaires, and perform a brief exam. afterward, patients will have an fmri scan similar to


be asked to complete tasks as directed during the fmri scan. - final visit : researchers will ask questions about tic symptoms, have patients complete questionnaires, and perform a brief exam. afterward, patients will have an fmri scan similar to the previous one. - all participants will be paid a small amount of money in compensation for their participation in the study. | study design : | | time perspective : prospective | | official title : | | investigation of neurofeedback with real - time fmri in healthy volunteers and patients with hyperkinetic movement disorders | | study start date : | | april 2009 | the objective of this study is to see if healthy volunteers and patients with hyperkinetic movement disorders such as tourette syndrome ( ts ) are able to learn how to alter their brain activity using feedback during functional magnetic resonance imaging ( fmri ), and whether such feedback training can lead to improvement in symptoms in ts patients. this study is to be carried out in three phases. in phase 1 we will study the feedback technique using fmri with right - handed adult healthy volunteers, in phase 2 we intend to study if right - handed adult patients with ts are also able to learn the feedback technique, and in phase 3 we intend to study whether feedback training with fmri leads to improvement in symptoms in ts patients and whether patients were able to retain the ability to alter their brain activity. phase 1 : healthy volunteers will be shown an image that corresponds to their brain activity being measured continuously during fmri scanning and asked to attempt to alter this activity first with a simple finger - tapping task and then with their thoughts. phase 1 will require two visits ( one screening and one scanning ) ( completed ). phase 1a : a pilot study evaluating the ability of healthy volunteers to learn to modulate their own brain connectivity using feedback of connectivity patterns between two motor regions during a real - time fmri paradigm. phase 1a will require three visits ( one screening and two scanning with evaluation ). phase 2 : ts patients will be studied to see if they can learn to alter their brain activity in a similar way as the healthy volunteers. patients will have their symptoms videotaped and a brief interview after scanning. phase 2 will require three visits ( one screening, one evaluation, and one scanning ). phase 3 : the effect of altering brain activity in a specific brain area on symptoms in ts patients will be studied. patients will be asked to continue to focus their thoughts as they did during feedback scanning any time that they feel an urge prior to a tic or


: the effect of altering brain activity in a specific brain area on symptoms in ts patients will be studied. patients will be asked to continue to focus their thoughts as they did during feedback scanning any time that they feel an urge prior to a tic or every hour while awake, whichever is more frequent, until a follow - up visit and fmri scan two or three days later. phase 3 will require four visits ( one screening, one evaluation, one scanning, and one follow - up ). no visit will last more than 4 hours. the primary outcome for phases 1 and 2 is the difference in brain activation within a specific area after feedback training compared to a baseline, and for phase 3 it is the difference in symptoms measured by a ts rating scale before fmri scanning compared to two or three days after learning the feedback technique. secondary outcomes for all three phases include the changes in activation in a specific brain area compared to a baseline after repeated scanning trials and when no feedback image is displayed. | contact : elaine p considine, r. n. | | ( 301 ) firstname. lastname @ example. org | | contact : mark hallett, m. d. | | ( 301 ) email @ example. com | | united states, maryland | | national institutes of health clinical center, 9000 rockville pike | | recruiting | | bethesda, maryland, united states, 20892 | | contact : for more information at the nih clinical center contact patient recruitment and public liaison office ( prpl ) 800 - 411 - 1222 ext tty8664111010 firstname. lastname @ example. org | | principal investigator : | | mark hallett, m. d. | | national institute of neurological disorders and stroke ( ninds ) |


join hundreds of early years practitioners in the tes early years group. find lesson ideas and inspiration, share best practice and get your questions answered by your peers. what age group? what ' s wrong with paper and pencils? give them a variety of paper and writing implements to choose in your writing area, include different colours and sizes, post - it notes, envelopes, rolls of paper etc. and access to glue sticks, sellotape, paper clips. have clipboards and pens or pencils, post its, notebooks, exercise books, etc. placed in all your other areas so they can writie while they are there. at the moment i ' ve got scrolls made from paper discoloured with tea bags and rolled up in my castle role play along with a quill pen made from a feather taped to a biro. i ' ve got a clipboard next to some castle and knights small world play and they use it for noting down the score between two sets of knights, i haven ' t been able to fathom their rules yet but never mind! i ' ve got small world superhero characters made from laminated photos of some of the boys dressed up and mounted on wooden blocks placed on my author ' s table with appropriate vocabulary and small blank books for them to write in, these are well used. laminated photos of other children are mixed with the wooden fairytale characters in a fairytale small world setting along with a clipboard, i haven ' t had much writing in that area yet but a lot of verbal story telling. don ' t forget paper on clipboards, long rolls of wallpaper as well as whiteboards and pens, chalkboards and large chalks for writing on the ground outside. in the past i ' ve had paper and a plastic bottle near pirate small world play and they used it for writing messages. it was hard getting the scrunched up paper out of the bottle but certain reluctant boys improved rapidly. most important - celebrate any writing that they do. share it with the class - praise the letter formation, the quantity, the firm positive pencil strokes, the attempt at using letter sounds, anything positive at all - the other children will take their cue from this and want to get in on it. i agree with inkyp mashed potato is fun and so is paint and sand and mud and... but in reception they need to use pen / pencil and paper and sometimes reluctant boys have to do things they don ' t automatically choose. it ' s not what they use to mark


the classic free - speech axiom is that the cure for bad speech is more speech. this article considers the possible social costs of speech, focusing on speech strategies that impede and degrade change, even if the speech itself is socially acceptable. this article introduces the clucking theorem, which states that human nature unnecessarily inflates the costs of processes related to proposed legal changes. clucking is a form of externality — it is an action that inflates the social costs associated with discourse over a new or revised norm. it also alters transitions, degrades the quality of reforms, impedes certain changes, and facilitates undesirable transitions. this article ’ s inquiry into the characteristics of clucking is supported by a qualitative study of debates and disputes over changes to backyard chicken laws in more than one hundred localities between 2007 and 2010. this study emphasizes that certain clucking characteristics are unrelated to the substance of the issue at stake, the size of the population, or the innovation in the proposed change. in synthesizing the study, this article identifies five categories of individuals who engage in clucking : losers, winners, status quo enforcers, political opportunists, and human roosters. finally, this article stresses that civility norms and procedural rules are viable means to reduce the social costs of clucking. a supplement to this article is available here.


what is a cyborg? revision as of 00 : 15, 24 december 2010 by caseorganic anything that is an external prosthetic device creates one into a cyborg. the idea of a cell phone being a technosocial object that enables an actor ( user ) to communicate with other actors ( users ) on a network ( information exchange and connectivity ) makes one into what david hess calls low - tech cyborgs : " i think about how almost everyone in urban societies could be seen as a low - tech cyborg, because they spend large parts of the day connected to machines such as cars, telephones, computers, and, of course, televisions. i ask the cyborg anthropologist if a system of a person watching a tv might constitute a cyborg. ( when i watch tv, i feel like a homeostatic system functioning unconsciously. ) i also think sometimes there is a fusion of identities between myself and the black box " ( gray, 373 ). types of cyborgs " according to the editors of the cyborg handbook, cyborg technologies take four different forms : restorative, normalizing, reconfiguring, and enhancing ( gray, 3 ). cyborg translators are currently thought of almost exclusively as enhancing : improving existing translation processes by speeding them up, making them more reliable and cost - effective. and there is no reason why cyborg translation should be anything more than enhancing ". source : cyborg translation consumptive vs. necessitative prosthetics i ' d additionally define two additional types of cyborgs based on consumptive practices : those who attach prosthetics as a necessity, and those who attach them as an external representation of status and tribal affiliation. in the latter case, one ' s external prosthesis is chosen carefully and updated frequently. this is most often seen in middle classes, especially in the young offspring of these classes. other specialized cyborg types : 1. cyborgs actually do exist ; about 10 % of the current u. s. population are estimated to be cyborgs in the technical sense, including people with electronic pacemakers, artificial joints, drug implant systems, implanted corneal lenses, and artificial skin. a much higher percentage participates in occupations that make them into metaphoric cyborgs, including the computer keyboarder joined in a cybernetic circuit with the screen, the neurosurgeon guided by fiber optic microscopy during an operation, and the teen gameplayer in the local videogame arc


them into metaphoric cyborgs, including the computer keyboarder joined in a cybernetic circuit with the screen, the neurosurgeon guided by fiber optic microscopy during an operation, and the teen gameplayer in the local videogame arcarde. " terminal identity " scott bukatman has named this condition, calling it an " unmistakably doubled articulation " that signals the end of traditional concepts of identity even as it points toward the cybernetic loop that generates a new kind of subjectivity ( gray, 322 ). 2. this merging of the evolved and the developed, this integration of the constructor and the constructed, these systems of dying flesh and undead circuits, and of living and artificial cells. have been called many things : bionic systems, vital machines, cyborgs. they are a central figure of the late twentieth century.... but the story of cyborgs is not just a tale told around the glow of the televised fire. there are many actual cyborgs among us in society. anyone with an artificial organ, limb or supplement ( like a pacemaker ), anyone reprogrammed to resist disease ( immunized ) or drugged to think / behave / feel better ( psychopharmacology ) is technically a cyborg. the range of these intimate human - machine relationships is mind - boggling. it ' s not just robocop, it is our grandmother with a pacemaker ( gray, 322 ). - george p. landow, professor of english and art history, brown university. in " cyborgology : constructing the knowledge of cybernetic organisms " - - the introduction to the ( gray, introduction ), four classes of cyborg are described : the latter category seeks to construct everything from factories controlled by a handful of " worker - pilots " and infantrymen in mind - controlled exoskeletons to the dream many computer scientists have - downloading their consciousness into immortal computers ( gray, 3 ).


| a children ' s mummer ' s parade, as on the fourth of july, with prizes for the best costumes. | | a fool or simpleton ; ninny. | | the science or occupation of cultivating land and rearing crops and livestock ; farming ; husbandryrelated : geoponic | | [ c17 : from latin agricultura, from ager field, land + cultura | | agriculture ( ag ' ri - kul ' chər ) pronunciation key the science of cultivating land, producing crops, and raising livestock. tilling the ground ( gen. 2 : 15 ; 4 : 2, 3, 12 ) and rearing cattle were the chief employments in ancient times. the egyptians excelled in agriculture. and after the israelites entered into the possession of the promised land, their circumstances favoured in the highest degree a remarkable development of this art. agriculture became indeed the basis of the mosaic commonwealth. the year in palestine was divided into six agricultural periods : - i. sowing time. tisri, latter half ( beginning about the autumnal equinox. ) marchesvan. kisleu, former half. early rain due = first showers of autumn. ii. unripe time. kisleu, latter half. tebet. sebat, former half. iii. cold season. sebat, latter half. adar. [ veadar. ] nisan, former half. latter rain due ( deut. 11 : 14 ; jer. 5 : 24 ; hos. 6 : 3 ; zech. 10 : 1 ; james 5 : 7 ; job 29 : 23 ). iv. harvest time. nisan, latter half. ( beginning about vernal equinox. barley green. passover. ) ijar. sivan, former half., wheat ripe. pentecost. v. summer ( total absence of rain ) sivan, latter half. tammuz. ab, former half. vi. sultry season ab, latter half. elul. tisri, former half., ingathering of fruits. the six months from the middle of tisri to the middle of nisan were occupied with the work of cultivation, and the rest of the year mainly with the gathering in of the fruits. the extensive and easily - arranged system of irrigation from the rills and streams from the mountains made the soil in every part of palestine richly productive ( ps. 1 : 3 ; 65 : 10 ; prov


corn. it was called by the hebrews a moreg, a threshing roller or sledge ( 2 sam. 24 : 22 ; 1 chr. 21 : 23 ; isa. 3 : 15 ). it was somewhat like the roman tribulum, or threshing instrument. when the grain was threshed, it was winnowed by being thrown up against the wind ( jer. 4 : 11 ), and afterwards tossed with wooden scoops ( isa. 30 : 24 ). the shovel and the fan for winnowing are mentioned in ps. 35 : 5, job 21 : 18, isa. 17 : 13. the refuse of straw and chaff was burned ( isa. 5 : 24 ). freed from impurities, the grain was then laid up in granaries till used ( deut. 28 : 8 ; prov. 3 : 10 ; matt. 6 : 26 ; 13 : 30 ; luke 12 : 18 ). the active production of useful plants or animals in ecosystems that have been created by people. agriculture has often been conceptualized narrowly, in terms of specific combinations of activities and organisms - wet - rice production in asia, wheat farming in europe, cattle ranching in the americas, and the like - but a more holistic perspective holds that humans are environmental engineers who disrupt terrestrial habitats in specific ways. anthropogenic disruptions such as clearing vegetation or tilling the soil cause a variety of localized changes ; common effects include an increase in the amount of light reaching ground level and a reduction in the competition among organisms. as a result, an area may produce more of the plants or animals that people desire for food, technology, medicine, and other uses. learn more about agriculture with a free trial on britannica. com.


date of award doctor of philosophy ( phd ) frank j. floyd, ph. d. - chair this study examined mechanisms by which sibling relationships may buffer the harmful effects of negative peer experiences on the psychological adjustment of children with mental retardation ( mr ) or learning disabilities ( ld ). the study broadened existing findings with typically developing children and examined the effects of sibling social competency training on peer experiences and the impact of sibling relationship qualities, including warmth and positivity, supportiveness, conflict, and negativity, on children ’ s loneliness, internalizing, and delinquent behavior problems. the participants included 100 families with children who were between 8 and 10 years old. the families had a sibling dyad in which the target child had mr ( n = 36 ), an ld ( n = 43 ), or was typically developing ( n = 21 ), while siblings were typically developing. parents, target children, and siblings completed questionnaires and interviews assessing family and peer relationships. sibling dyads completed a video - taped interaction. results indicated that, as predicted, children with an ld or mr experienced significantly lower rates of positive peer experiences and significantly higher rates of negative peer experiences than did typically developing children. they exhibited significantly higher rates of loneliness and internalizing, but not delinquent, behavior problems than typically developing children. there was only partial support for the hypothesized protective effects of siblings on children ’ s development of adverse peer experiences. in particular, there was an indirect effect of one form of social competency training : social involvement mediated the effect of learning disabilities on adverse peer experiences. as predicted by the buffering hypothesis, emotional supportiveness by siblings moderated the impact of negative peer experiences on children ’ s internalizing and delinquent behavior problems. in addition, negativity within the sibling relationship moderated the effect of negative peer experiences on children ’ s internalizing problems while sibling conflict moderated the effect of positive peer experiences on loneliness. there were no significant effects for sibling warmth and positivity. findings that siblings of children with mr or an ld can buffer some of the harmful effects of adverse peer experiences on psychological well being in specific instances suggest that including siblings in interventions aimed at improving peer experiences and psychological functioning may be relevant under certain circumstances. hindes, andrea r., " the buffering effect of sibling relationships on problems with peer experiences and psychological functioning in children with cognitive disabilities " ( 2006 ). psychology dissertations. paper 20.


traditional medicine has come far. but in some ways, it has not kept pace with the times. far too often, through today ’ s symptom based healthcare system, ‘ illnesses ’ are too quickly diagnosed. introducing yet another foreign substance ( more medication ) into the system may not be the best solution. toxins in the body frequently are the problem. toxins can enter our bodies in many ways … from the foods and liquids we eat and drink or from our environment. major culprits can be processed foods, junk foods, deep - fried foods, fast foods, preservatives, soft drinks, alcohol, cigarettes, caffeine, and a variety of sugars. also included are chemicals and substances such as hormones and antibiotics from meats, dairy and poultry products, even fertilizers and pesticides used in farming. plus, other chemicals used in manufacturing, cleaning solutions, painting and building supplies may prove harmful. sadly, in the times we live in, even personal care products and popular, handy containers should be suspect. of course, heavy metals like mercury, lead and others are always a red flag... while the list goes on. surprisingly, we can also create our own toxins. mental and emotional stress from personal loss, worry, your job, depression, divorce and finances, among others can cause the body to manufacture its own toxins. additionally, a lengthy illness or hospital stay with prescribed medication, although sometimes necessary, can be toxic themselves, and may actually worsen one ’ s biochemical imbalances long term. to our detriment, all of these toxins may become stored in the liver and other vital organs, creating inflammation and making us more susceptible to disease. in many a case, the symptoms alone can make us feel sick. for some people it may be one or two ; for others, an entire rash of symptoms, which can manifest quickly or gradually, over months or years. it is the mission of the detoxification network of america ( dna ) to bring awareness of these challenges to the masses. dna will also educate and inform them of viable solutions : through the new medicine foundation protocol, detoxification happens by removing these toxins and restoring health at the cellular / biochemical level. as balance is restored, the symptoms ; many symptoms, sometimes misdiagnosed as illness, quite often diminish and then disappear completely. at dna, we work with a diligence toward assuring you the highest quality in knowledge, treatment, counseling and personal


certificate - based authentication over an ssl connection is the most secure type of authentication. therefore, when authentication occurs at the connection layer, the client does not need to provide an additional name ( bind dn ) and password to directory proxy server during the ldap bind. a client can only perform certificate - based authentication over an ssl connection. the basic steps in establishing an ssl connection are as follows : the client requests that a secure connection be established. as part of this request, directory proxy server provides a server certificate to the client. a server certificate is a single certificate associated with one instance of directory proxy server. when a secure connection is used, the server certificate identifies the instance of directory proxy server to the client. the establishment of the connection includes a negotiation phase. during this phase, the client and directory proxy server attempt to agree on the encryption policy that is used. the server certificate contains the list of encryption policies ( ciphers ) that are supported by the directory proxy server. depending on the security configuration of the proxy server, the server might require the client to provide a certificate. the client provides a certificate to the server, either because the client is configured to do so, or because the proxy server has requested it. the client then sends an ldap bind request to directory proxy server to establish the client ' s identity on that connection. if the request is a simple bind, directory proxy server uses the bind dn and password provided by the client. if the request is a sasl external bind, directory proxy server does one of two things : considers the subject of the certificate as the bind dn of the client. maps the certificate by searching the backend server for an entry that matches the received certificate. if the verify - certs property is set, directory proxy server verifies that the received certificate is the one stored in the entry that is found. the following configuration properties determine how directory proxy server performs that search : cert - data - view - routing - policy cert - data - view - routing - custom - list cert - search - bind - dn cert - search - bind - pwd - file cert - search - base - dn cert - search - attr - mappings when the proxy server has the bind dn, it can verify the validity of the client. for more information about ssl for directory proxy server, see secure sockets layer for directory proxy server. for certificate - based authentication to occur, directory proxy server must be configured to accept client certificates and the client


it can verify the validity of the client. for more information about ssl for directory proxy server, see secure sockets layer for directory proxy server. for certificate - based authentication to occur, directory proxy server must be configured to accept client certificates and the client must be configured to use sasl external bind. when you create a directory proxy server instance, the certificate database is automatically populated with the ca certificates of certain trusted cas. you can add trusted ca certificates to the certificate database if necessary, by using the directory service control center ( dscc ) or by using the dpadm command. for more information, see to install a ca - signed server certificate for directory proxy server in oracle fusion middleware administration guide for oracle directory server enterprise edition. when a client provides a certificate to directory proxy server, the server verifies that certificate against the list of trusted ca certificates in its certificate database. the verification is successful if the server ' s certificate database contains the client certificate itself, or the ca certificate with which the client certificate was generated. the server certificate can be one of the following : self - signed certificate. a public and private key pair, where the public key is signed by directory proxy server. trusted ca certificate. a single certificate that is automatically generated by the company ’ s internal certificate server or by a known certificate authority ( ca ). directory proxy server also supports the use of a server certificate chain. a server certificate chain is a collection of certificates that are automatically generated by the company ’ s internal certificate server or by a known ca. the certificates in a chain trace back to the original ca, providing proof of identity. this proof is required each time you obtain or install a new server certificate. when an instance of directory proxy server is created, a default self - signed certificate is created. by default, directory proxy server manages the ssl certificate database password internally. you can install any number of certificates on a server. when you configure ssl for an instance of directory proxy server, you must install at least one server certificate and one trusted ca certificate. for an explanation of how certificate - based authentication works, see certificate - based authentication. for information about how to configure certificate - based authentication for directory proxy server, see to configure certificate - based authentication in oracle fusion middleware administration guide for oracle directory server enterprise edition. when a client binds to directory proxy server with the simple authentication and security layer ( sasl ) external bind, directory proxy server obtains the credentials of the client from the certificate, rather


the energy information administration has released “ world shale gas resources, ” an important commissioned report providing an assessment of how much natural gas is locked in shale deposits in 14 regions around the world. ( here ’ s its overview of shale gas in the united states. ) here ’ s a map of the surveyed regions : the report includes some pretty remarkable numbers from countries that currently have limited domestic gas options, including china and quite a few western european nations that have been held somewhat hostage by russia. its publication comes in sync with a disturbing article in the times noting how much crop production, including tropical staples such as cassava, is being diverted to making biofuels. i sent the following query to a batch of people immersed in assessing and / or developing the world ’ s energy menu but it ’ s a query for you, as well, of course ( i ’ ve tweaked it to remove some e - mail shorthand ) : i would greatly appreciate some reflection from you on the new shale gas assessment from eia ( global estimates for areas that have been surveyed ) against the trends for food crops, including cassava, going to make fuels, as reported today by elisabeth rosenthal in the times. i ’ ve seen some fresh analysis saying this new shale report completely ices the case that gas is now ( more than was already clear ) a fundamental game changer. the figures for china help explain why a team of chinese gas experts, as i was told not long ago by folks at oklahoma state university, has been there studying extraction technologies. there are strong new hints that gas can play a much bigger role in energy for transport ( for example lng for big trucks ) and that it will ( and should? ) outcompete nuclear, coal and renewables for electricity ( at least in the us ). can it compete with the political influence of big agriculture here, and, any time soon, with coal in china? jesse ausubel long ago also noted that natural gas is a far better bet to link with carbon capture ( through “ zero emission power plant ” technology ), if you think carbon capture and sequestration is a serious prospect down the line. so is this it? one thing i note in that e. i. a. report is the big blank spots in assessed regions, many of which ( like much of sub - saharan africa, of course ) are also regions locked in deep energy poverty. how does this gas push relate to ending energy poverty in such places? the first reply came from ausubel, a


as we check our coding page in. net application we found that at the top after the namespaces there is a call that is partially defined in every web page. the question arrives in our mind that what is this partial and why we use the class with partial access specifier. why we not use the class as publicly or privately? here we are to answer all these question. first we will get the partial class definition and its need. the normalisation is a data analysis technique to design a database system. the normalisation allows the database designer to understand the current data structure within an organisation. the end result of a normalisation is a set of entity. we remove the unnecessary redudency by normalising the database table. read the rest of this entry » the alias name is the name that is referred to any column name or table name that is given by user. the alias name also used to represent some column or table without using its real name. as we will proceed in this article we will see that how we can use both the alias column name and alias table name in sql server. using the querystring is the another method to pass information between pages in your asp. net application. as we know that querystring is the portion of the url after a question mark (? ). the information is always retrieved as a string that can be converted with any type. here we get the code to pass multiple values at a single time in querystring. the cast ( ) function is used to change the data type of a column. we can use the cast ( ) function for various purpose. cast ( original _ expression as desired _ datatype ) read the rest of this entry » the convert ( ) function is used to convert an expression of one specific data type to another type. also this function can be used to represent the value of date / time type variable in different different format. as we will discuss later in this post we will see how we accomplish this task. reference type are important features of the c # language. they enable us to write complex and powerful application and effectively use the run - time framework. if we define the reference type variables in c # then the reference type variables contain a reference to the data not the value. the value is stored in a separate memory area. for example in c # we used several reference type variables such as classes, structures, array, enumeration etc.


co - operation has considered as important by libraries. therefore regular national annual meetings have been organised with directors of it and computing centres together with directors of university libraries for some time. furthermore at the local level it steering committees or advisory committees for information management have been introduced at universities. it is necessary to consider the evolutionary stage of present library, computer and information services as well as other players in the field. are they yet at a sufficiently mature stage for new systems to be designed with confidence, or is there still a great deal of dynamism, so that different design criteria must be incorporated to deal with the continuing evolution? consequently, most organisations have started to look at new ways of working. co - operation and collaboration have been found productive and useful, with organisations entering into new type of alliances. libraries and computing centres have developed closer relationships in the uk and usa, although less so in other countries. the first alliance of this type in finland is at tampere university of technology, where the computing centre as a independent institute was terminated. co - operation has always been a strong feature in finnish university libraries, and not less today. a major work has been carried out in selecting and at the moment implementing a new library system voyager. this is a second system consecutively in university libraries, and co - operation has proven its advantages and benefits. another success story is finelib, finnish electronic library that acquires electronic material for university libraries. the finnish universities form the core of the finelib consortium, and it started already in 1997. it is financed by the ministry of education ( 18 mill. finnish marks ) and the rest comes from the licence fees of university libraries. finnish electronic library works in close co - operation with other national development programmes. common concerns include electronic publishing, long - term storage of electronic material, copyright and other topical issues. international projects in the field of electronic libraries are being followed closely. virtual university collaboration and the development of digital learning environments is the next extensive area to be considered. the work has already begun under the project of finnish virtual university. © this publication and its compilation in form and content is copyrighted. every realization which is not explicitly allowed by copyright law requires a written agreement. especially, this holds for reprography and processing / storing by electronic systems.


teachers were working way too hard on some things that modern technology could make so much easier, says to dan levin. “ precisely, there are a lot of questions available on the internet, but they tend to be in the form of pdf files, ” he says. “ teachers need to get the pdfs, skim through them, find the kinds of questions they are looking for and then, after doing all that work, they still have to cut and paste and reformat. ” his solution to all that, problem - attic, makes the process a whole lot faster, simpler and more convenient. here, dan discusses what the name means, takes us through the late 1980s when technology integration into the classroom began in earnest, through an era of large vertical systems — and into the present time environment of technology in education to fill us in on what he thinks is really going on with teachers and technology. victor : what does the name mean? dan : the name problem - attic gradually evolved from a lot of experimentation with words such as test, quiz, problem, question and exercise. we wanted to combine that part of instruction with the concept of storage, particularly long - term storage, and content curation. a lot of the documents that we thought we could make more searchable and useful to teachers have been up on websites for years. some of them have been gathering “ digital dust ” because they are much harder to access than they should be. we eventually realized that problem - attic was a really good play on words for what we are doing. victor : so the attic is really coming from the attic of the house? dan : that ’ s the metaphor. there are gobs of really good questions on the internet that organizations and states have been putting up for decades – new york regents exams are a good example – but they were too hard to access. but they ’ re great questions! to us, attic means long - term storage, so we thought problem - attic was appropriate. really, what we ’ ve done is dusted off the questions and made them modern and accessible – made them new again. victor : what is it? who created it? dan : our company, educaide, is the creator of problem - attic. we have a long history of providing schools with high - quality, standards - based material for assessment and instruction. what we ’ ve done with problem - attic reflects more of a startup mentality. like a lot of young companies, we spotted a problem that could be fixed, and we thought we could make the lives


standards - based material for assessment and instruction. what we ’ ve done with problem - attic reflects more of a startup mentality. like a lot of young companies, we spotted a problem that could be fixed, and we thought we could make the lives of teachers, homeschoolers, tutors and parents a lot easier. it was fortunate for us that our company had experience developing question banks and teacher tools. even though we approached this with a startup mentality, we were able to apply some unique skills because we had already been doing something similar for a long time. we ’ d already figured out how to handle the formatting, and we knew how to scale up and organize a lot of questions quickly. i think we brought in a good understanding of what needed to be done and how to do it. i helped found educaide about 20 years ago. some people might have given up and moved on, but we ’ ve always approached our work as a long - term effort. a lot of things happen quickly on the internet, but this is content curation, so we ’ ve had to grow our offerings almost as a museum director would. knowing how to organize content and make searching efficient requires a particular set of skills. i think that we were uniquely positioned to develop problem - attic because we had been grappling with these issues for a long time. i was a teacher before this company was founded, so the main idea behind problem - attic, which is coming into play now, comes from my own experience. as a teacher, i was frustrated. computers were entering classrooms in the late 1980s, and i had a dream, even back then, of building a massive database for teachers to eliminate the problems of cutting and pasting, searching for material and sharing. so problem - attic is not a new idea, but a confluence of factors was needed to make it a reality. one is the whole web 2. 0 model, which is only about 10 years old. the second is a good understanding of how websites like this should work, what the interaction should be. a lot of the technology behind the website is actually very new – probably no more than a few years old. so even though i think we were way ahead of our time 20 years ago and we tried mightily to do something like problem - attic back in the 1990s, we were stuck with desktop applications and databases, and we had no good distribution model. the model became clearer around 2002 to 2003 with no child left behind. we started to get some insight into what a


something like problem - attic back in the 1990s, we were stuck with desktop applications and databases, and we had no good distribution model. the model became clearer around 2002 to 2003 with no child left behind. we started to get some insight into what a large - scale solution might look like. then, in recent years, the quantity of available material became even larger, states began to coalesce around certain things such as common core standards, and people became very comfortable with the idea of software as a service. everything came together perfectly for us, which is to say, changes in the world around us finally made our dream of problem - attic achievable. i hope problem - attic is an overnight success, but it will have taken us 20 years to achieve that overnight success! victor : what does problem - attic do? what are the benefits? dan : first and foremost, problem - attic puts a lot of good material back in the hands of teachers – material that was excellent when it first came out and has unfortunately gotten lost or buried, become inaccessible over time or was not in a good form for teachers. problem - attic gives them access to great questions that have already been written and shouldn ’ t be forgotten. it ’ s a waste of time for so many educators around the world to be rewriting this stuff, reinventing the wheel. from the technical side, problem - attic eliminates the drudgery of cutting and pasting, reformatting and putting questions together into a test, quiz or worksheet. problem - attic ’ s output is gorgeous and can make a teacher feel proud. it doesn ’ t look like you took scissors and tape and went over to the photocopy machine. it looks like there is real desktop publishing muscle behind what you created. i think that ’ s really neat and that a lot of teachers are going to appreciate it. the documents look very professional. from there, problem - attic ’ s benefits flow down to students. although it is definitely a time - saving tool for teachers, that is only a means to an end. the goal is to help students learn, to personalize learning. giving kids quick feedback, having a convenient way to do ongoing assessment, being able to serve classes of mixed abilities, meeting students ’ individual needs – all that makes for a powerful tool! victor : how is it unique from other similar products / services? what companies do you see as in the same market? dan : one of the interesting things about the web is that it is pretty easy to put up


industry, i think no child left behind stalled things quite a bit. around 2001 to 2002, a lot of interest, including our own interest in what we developed, shifted toward large - scale assessment, state standards, and scoring and reporting – basically, toward data - driven instruction. the way i see it, there was a need for development in that area, but ultimately it sidetracked us a little bit from that dream we had in the ‘ 90s of doing more pure content and serving the needs of teachers. like a lot of companies, we shifted our focus to assessment, and in retrospect, that ’ s a different industry, a different model. it doesn ’ t work quite as well with web 2. 0 because it is so large and integrated. so that whole era, from about 2001 or 2002 to just a couple of years ago, was based on the concept of large, vertical systems that did everything for schools and teachers – everything from attendance and grading to curriculum management, from tracking student progress to contacting parents. and that still is somewhat of a model in education, though i think it is fading. in the last three or four years, we began to see a change, an understanding that websites could be more directed at specific needs, and that they could speak to each other. so it turns out you don ’ t really need big systems. thus there has been fertile development in a lot of areas, a shift toward best - of - class solutions for specific problems. of course the solutions should talk to one another so teachers end up with a complete solution that is best - of - class, seamlessly integrated, convenient and, of course, usable on a whole bunch of different devices and with different applications in the classroom. that ’ s the change which has occurred, or rather is occurring, in k - 12 education. the shift from big, vertically integrated systems is producing a fertile environment with much more adaptable software, with a better understanding that the end user, rather than the company that made it, should decide how to do the work. so that ’ s our philosophy : let the end user decide the best way to make use of all of these great questions. and i think that what i just described is how a lot of people are approaching the web these days. it is not unique to education. victor : where did it originate? where can you get it now? dan : as i said earlier, problem - attic was developed by educaide, of which i ’ m one of the founders. we still


is making it an amazing time because there are so many things that can be done now to improve education and help teachers. we look at our company as helping to solve one piece of the puzzle. problem - attic helps fulfill the promise of a digital classroom – personalized learning and everything that goes with that. it is a great time to be in this field. victor : what sort of formative experiences in your own education and teaching career helped to inform your approach to creating problem - attic? dan : like a lot of inventors going back centuries, it was frustration over something that had to be better. of course, i don ’ t think problem - attic is a complicated type of invention or discovery compared with some. but it can help solve teachers ’ frustration with not having easy access to, or not a having a good means of formatting, high - quality, proven content. i have two daughters, and i help them at home with their math homework. i was a math coach and a math club adviser when they were in middle school. there were a lot of times i would have done anything to have a product like problem - attic because i was spending so much time trying to pull questions together. i hope we can help teachers of all types who are in search of good questions, in and out of the classroom, to help kids understand difficult concepts. victor : how does problem - attic address some of your concerns about education? dan : education needs help in many ways, but the system is also showing great promise right now. i think problem - attic, like a lot of other great web tools, does change the economics. i think that it shows, among other things, that this can be done affordably and that valuable resources can be made available free of charge. there is no reason that the tools that educators need should be costly. and that isn ’ t just our discovery. khan academy does free videos, and so do others. a couple of companies that could be considered our competitors have realized that they will have to make a lot of things available for free. i think that is maybe the biggest way we are changing the economics – making the solutions less expensive and more widely available, if they are done right. it took a lot of years to figure out how to do this ; there were no shortcuts. victor : what is your outlook on the future of education? dan : i ’ m excited about where education is headed, toward more online and blended learning. i also realize there will be bumps in the road. one thing


a room, turn off your computer ( and the screen ) when you don ' t use it, same with the tv and other electric appliances, prefer compact fluorescent lamps or even better leds. when a device is on stand - by, its transformator uses electricity, using a multi plug with a switch will save this useless waste. there are easy but very efficient things you can do. we can do without a tumble drier. little things are all important. don ' t let the water run while brushing your teeth. fix leaks that represent big volumes of water at the end of the day. install dry toilets to save even more water ( more than 10m3 / per head every year ) and to get compost. prefer tap water, quite drinkable in western countries to save the plastic and wrapping of bottle water. use biodegradable soap for your washing and select a low temperature program. buy second - hand items is it always necessary to buy new items? second - hand goods are often quite a good idea and are cheaper. as for quality, there can be different cases but older products will often last longer. using second - hand things is consuming less and so polluting less. instead of considering an item as waste, you can give it a second life! however, the energy consumption of older appliances must be taken into account. use biodegradable products try and use as little plastic as possible : is it always necessary to wrap an item you can hold in your hand? a good alternative is using cloth bags or willow baskets. be careful with the so - called biodegradable plastic bags, some will only be fragmented, which makes a difference. plenty of polluting and toxic products can easily be replaced by biodegradable ones for housecleaning : white vinegar, hydrogen carbonate will do wonders. the higher the quality of a product, the longer it will last. so prefer wood to plastic for your furniture, wood is sturdier and can be repaired. same for building, use timber which is more environment friendly as it traps and stores carbon, also, it is a renewable resource. let ' s take action we have the duty to pass on a healthy planet to the next generations so we must do our best to become worthy eco - citizens, we can join green groups locally and raise awareness, share our pleasure in simple living and, last but not least, we can contribute to... ekopedia! see also - ↑ the american dietetic association position paper at eatright, pdf. -


general chemistry / periodicity and electron configurations blocks of the periodic table the periodic table does more than just list the elements. the word periodic means that in each row, or period, there is a pattern of characteristics in the elements. this is because the elements are listed in part by their electron configuration. the alkali metals and alkaline earth metals have one and two valence electrons ( electrons in the outer shell ) respectively. these elements lose electrons to form bonds easily, and are thus very reactive. these elements are the s - block of the periodic table. the p - block, on the right, contains common non - metals such as chlorine and helium. the noble gases, in the column on the right, almost never react, since they have eight valence electrons, which makes it very stable. the halogens, directly to the left of the noble gases, readily gain electrons and react with metals. the s and p blocks make up the main - group elements, also known as representative elements. the d - block, which is the largest, consists of transition metals such as copper, iron, and gold. the f - block, on the bottom, contains rarer metals including uranium. elements in the same group or family have the same configuration of valence electrons, making them behave in chemically similar ways. causes for trends there are certain phenomena that cause the periodic trends to occur. you must understand them before learning the trends. effective nuclear charge the effective nuclear charge is the amount of positive charge acting on an electron. it is the number of protons in the nucleus minus the number of electrons in between the nucleus and the electron in question. basically, the nucleus attracts an electron, but other electrons in lower shells repel it ( opposites attract, likes repel ). shielding effect the shielding ( or screening ) effect is similar to effective nuclear charge. the core electrons repel the valence electrons to some degree. the more electron shells there are ( a new shell for each row in the periodic table ), the greater the shielding effect is. essentially, the core electrons shield the valence electrons from the positive charge of the nucleus. electron - electron repulsions when two electrons are in the same shell, they will repel each other slightly. this effect is mostly canceled out due to the strong attraction to the nucleus, but it does cause electrons in the same shell to spread out a little bit. lower shells experience this effect more because they are smaller and allow the electrons to interact more. coulomb ' s


canceled out due to the strong attraction to the nucleus, but it does cause electrons in the same shell to spread out a little bit. lower shells experience this effect more because they are smaller and allow the electrons to interact more. coulomb ' s law coulomb ' s law is an equation that determines the amount of force with which two charged particles attract or repel each other. it is, where is the amount of charge ( + 1e for protons, - 1e for electrons ), is the distance between them, and is a constant. you can see that doubling the distance would quarter the force. also, a large number of protons would attract an electron with much more force than just a few protons would. trends in the periodic table most of the elements occur naturally on earth. however, all elements beyond uranium ( number 92 ) are called trans - uranium elements and never occur outside of a laboratory. most of the elements occur as solids or gases at stp. stp is standard temperature and pressure, which is 0° c and 1 atmosphere of pressure. there are only two elements that occur as liquids at stp : mercury ( hg ) and bromine ( br ). bismuth ( bi ) is the last stable element on the chart. all elements after bismuth are radioactive and decay into more stable elements. some elements before bismuth are radioactive, however. atomic radius leaving out the noble gases, atomic radii are larger on the left side of the periodic chart and are progressively smaller as you move to the right across the period. conversely, as you move down the group, radii increase. atomic radii decrease along a period due to greater effective nuclear charge. atomic radii increase down a group due to the shielding effect of the additional core electrons, and the presence of another electron shell. ionic radius for nonmetals, ions are bigger than atoms, as the ions have extra electrons. for metals, it is the opposite. extra electrons ( negative ions, called anions ) cause additional electron - electron repulsions, making them spread out farther. fewer electrons ( positive ions, called cations ) cause fewer repulsions, allowing them to be closer. | ionization energy is the energy required to strip an electron from the atom ( when in the gas state ). ionization energy is also a periodic trend within the periodic table organization. moving left to right within a period or upward within a group, the first ionization energy generally increases. as the


an electron from the atom ( when in the gas state ). ionization energy is also a periodic trend within the periodic table organization. moving left to right within a period or upward within a group, the first ionization energy generally increases. as the atomic radius decreases, it becomes harder to remove an electron that is closer to a more positively charged nucleus. ionization energy decreases going left across a period because there is a lower effective nuclear charge keeping the electrons attracted to the nucleus, so less energy is needed to pull one out. it decreases going down a group due to the shielding effect. remember coulomb ' s law : as the distance between the nucleus and electrons increases, the force decreases at a quadratic rate. it is considered a measure of the tendency of an atom or ion to surrender an electron, or the strength of the electron binding ; the greater the ionization energy, the more difficult it is to remove an electron. the ionization energy may be an indicator of the reactivity of an element. elements with a low ionization energy tend to be reducing agents and form cations, which in turn combine with anions to form salts. electron affinity | electron affinity is the opposite of ionization energy. it is the energy released when an electron is added to an atom. electron affinity is highest in the upper left, lowest on the bottom right. however, electron affinity is actually negative for the noble gasses. they already have a complete valence shell, so there is no room in their orbitals for another electron. adding an electron would require creating a whole new shell, which takes energy instead of releasing it. several other elements have extremely low electron affinities because they are already in a stable configuration, and adding an electron would decrease stability. electron affinity occurs due to the same reasons as ionization energy. electronegativity is how much an atom attracts electrons within a bond. it is measured on a scale with fluorine at 4. 0 and francium at 0. 7. electronegativity decreases from upper right to lower left. electronegativity decreases because of atomic radius, shielding effect, and effective nuclear charge in the same manner that ionization energy decreases. metallic character metallic elements are shiny, usually gray or silver colored, and good conductors of heat and electricity. they are malleable ( can be hammered into thin sheets ), and ductile ( can be stretched into wires ). some metals, like sodium, are soft and can be cut with a knife. others, like iron,


in formal language theory, a grammar ( when the context isn ' t given, often called a formal grammar for clarity ) is a set of production rules for strings in a formal language. the rules describe how to form strings from the language ' s alphabet that are valid according to the language ' s syntax. a grammar does not describe the meaning of the strings or what can be done with them in whatever context — only their form. formal language theory, the discipline which studies formal grammars and languages, is a branch of applied mathematics. its applications are found in theoretical computer science, theoretical linguistics, formal semantics, mathematical logic, and other areas. a formal grammar is a set of rules for rewriting strings, along with a " start symbol " from which rewriting starts. therefore, a grammar is usually thought of as a language generator. however, it can also sometimes be used as the basis for a " recognizer " — a function in computing that determines whether a given string belongs to the language or is grammatically incorrect. to describe such recognizers, formal language theory uses separate formalisms, known as automata theory. one of the interesting results of automata theory is that it is not possible to design a recognizer for certain formal languages. parsing is the process of recognizing an utterance ( a string in natural languages ) by breaking it down to a set of symbols and analyzing each one against the grammar of the language. most languages have the meanings of their utterances structured according to their syntax — a practice known as compositional semantics. as a result, the first step to describing the meaning of an utterance in language is to break it down part by part and look at its analyzed form ( known as its parse tree in computer science, and as its deep structure in generative grammar ). introductory example a grammar mainly consists of a set of rules for transforming strings. ( if it only consisted of these rules, it would be a semi - thue system. ) to generate a string in the language, one begins with a string consisting of only a single start symbol. the production rules are then applied in any order, until a string that contains neither the start symbol nor designated nonterminal symbols is produced. a production rule is applied to a string by replacing one occurrence of its left - hand side in the string by its right - hand side ( cf. the operation of the theoretical turing machine ). the language formed by the grammar consists of all distinct strings that can be generated in this manner. any particular sequence of production


its left - hand side in the string by its right - hand side ( cf. the operation of the theoretical turing machine ). the language formed by the grammar consists of all distinct strings that can be generated in this manner. any particular sequence of production rules on the start symbol yields a distinct string in the language. if there are multiple ways of generating the same single string, the grammar is said to be ambiguous. for example, assume the alphabet consists of a and b, the start symbol is s, and we have the following production rules : then we start with s, and can choose a rule to apply to it. if we choose rule 1, we obtain the string asb. if we then choose rule 1 again, we replace s with asb and obtain the string aasbb. if we now choose rule 2, we replace s with ba and obtain the string aababb, and are done. we can write this series of choices more briefly, using symbols :. the language of the grammar is then the infinite set, where is repeated times ( and in particular represents the number of times production rule 1 has been applied ). formal definition the syntax of grammars - a finite set n of nonterminal symbols, none of which appear in strings formed from g. - a finite set of terminal symbols that is disjoint from n. - a finite set p of production rules, each rule of the form - where is the kleene star operator and denotes set union. that is, each production rule maps from one string of symbols to another, where the first string ( the " head " ) contains an arbitrary number of symbols provided at least one of them is a nonterminal. in the case that the second string ( the " body " ) consists solely of the empty string – i. e., that it contains no symbols at all – it may be denoted with a special notation ( often, e or ) in order to avoid confusion. - a distinguished symbol that is the start symbol. the semantics of grammars the operation of a grammar can be defined in terms of relations on strings : - given a grammar, the binary relation ( pronounced as " g derives in one step " ) on strings in is defined by : - the relation ( pronounced as g derives in zero or more steps ) is defined as the reflexive transitive closure of - a sentential form is a member of that can be derived in a finite number of steps from the start symbol ; that is, a sentential form is


g derives in zero or more steps ) is defined as the reflexive transitive closure of - a sentential form is a member of that can be derived in a finite number of steps from the start symbol ; that is, a sentential form is a member of. a sentential form that contains no nonterminal symbols ( i. e. is a member of ) is called a sentence. - the language of, denoted as, is defined as all those sentences that can be derived in a finite number of steps from the start symbol ; that is, the set. note that the grammar is effectively the semi - thue system, rewriting strings in exactly the same way ; the only difference is in that we distinguish specific nonterminal symbols which must be rewritten in rewrite rules, and are only interested in rewritings from the designated start symbol to strings without nonterminal symbols. for these examples, formal languages are specified using set - builder notation. consider the grammar where,, is the start symbol, and consists of the following production rules : this grammar defines the language where denotes a string of n consecutive ' s. thus, the language is the set of strings that consist of 1 or more ' s, followed by the same number of ' s, followed by the same number of ' s. some examples of the derivation of strings in are : - ( note on notation : reads " string p generates string q by means of production i ", and the generated part is each time indicated in bold type. ) the chomsky hierarchy when noam chomsky first formalized generative grammars in 1956, he classified them into types now known as the chomsky hierarchy. the difference between these types is that they have increasingly strict production rules and can express fewer formal languages. two important types are context - free grammars ( type 2 ) and regular grammars ( type 3 ). the languages that can be described with such a grammar are called context - free languages and regular languages, respectively. although much less powerful than unrestricted grammars ( type 0 ), which can in fact express any language that can be accepted by a turing machine, these two restricted types of grammars are most often used because parsers for them can be efficiently implemented. for example, all regular languages can be recognized by a finite state machine, and for useful subsets of context - free grammars there are well - known algorithms to generate efficient ll parsers and lr parsers to recognize the corresponding languages


for example, all regular languages can be recognized by a finite state machine, and for useful subsets of context - free grammars there are well - known algorithms to generate efficient ll parsers and lr parsers to recognize the corresponding languages those grammars generate. context - free grammars a context - free grammar is a grammar in which the left - hand side of each production rule consists of only a single nonterminal symbol. this restriction is non - trivial ; not all languages can be generated by context - free grammars. those that can are called context - free languages. the language defined above is not a context - free language, and this can be strictly proven using the pumping lemma for context - free languages, but for example the language ( at least 1 followed by the same number of ' s ) is context - free, as it can be defined by the grammar with,, the start symbol, and the following production rules : a context - free language can be recognized in time ( see big o notation ) by an algorithm such as earley ' s algorithm. that is, for every context - free language, a machine can be built that takes a string as input and determines in time whether the string is a member of the language, where is the length of the string. deterministic context - free languages is a subset of context - free languages that can be recognized in linear time. there exist various algorithms that target either this set of languages or some subset of it. regular grammars in regular grammars, the left hand side is again only a single nonterminal symbol, but now the right - hand side is also restricted. the right side may be the empty string, or a single terminal symbol, or a single terminal symbol followed by a nonterminal symbol, but nothing else. ( sometimes a broader definition is used : one can allow longer strings of terminals or single nonterminals without anything else, making languages easier to denote while still defining the same class of languages. ) the language defined above is not regular, but the language ( at least 1 followed by at least 1, where the numbers may be different ) is, as it can be defined by the grammar with,, the start symbol, and the following production rules : all languages generated by a regular grammar can be recognized in linear time by a finite state machine. although, in practice, regular grammars are commonly expressed using regular expressions, some forms of regular expression used in practice do not strictly generate the regular languages and do