was generally seen as fair, but allegations of electoral board fraud tainted both victories. the elections of 1994 were again marred by charges of fraud. following a compromise calling for constitutional and electoral reform, president balaguer assumed office for an abbreviated term and congress amended the constitution to bar presidential succession. since 1996, the dominican electoral process has been seen as generally free and fair. in june 1996, leonel fernandez reyna of the dominican liberation party ( pld ) was elected to a 4 - year term as president. fernandez ' s political agenda was one of economic and judicial reform. he helped enhance dominican participation in hemispheric affairs, such as the oas and the followup to the miami summit. on may 16, 2000, hipolito mejia, the prd candidate, was elected president in another free and fair election, defeating pld candidate danilo medina and former president balaguer. mejia championed the cause of free trade and central american and caribbean economic integration. the dominican republic signed a free trade agreement ( cafta - dr ) with the united states and five central american countries in august 2004, in the last weeks of the mejia administration. during the mejia administration, the government sponsored and obtained anti - trafficking and anti - money - laundering legislation, sent troops to iraq for operation iraqi freedom, and ratified the article 98 agreement it had signed in 2002. mejia faced mounting domestic problems as a deteriorating economy - - caused in large part by the government ' s measures to deal with massive bank fraud - - and constant power shortages plagued the latter part of his administration. during the mejia administration, the constitution was amended to permit an incumbent president to seek a second successive term, and mejia ran for re - election. on may 16, 2004, leonel fernandez was elected president, defeating mejia 57. 11 % to 33. 65 %. eduardo estrella of the prsc received 8. 65 % of the vote. fernandez took office on august 16, 2004, promising in his inaugural speech to promote fiscal austerity, to fight corruption and to support social concerns. fernandez said the dominican republic would support policies favoring international peace and security through multilateral mechanisms in conformity with the united nations and the oas. on may 16, 2008, president fernandez was re - elected president with 53. 8 % of the vote. the fernandez administration works closely with the united states on law enforcement, immigration, and counterterrorism matters. congressional and municipal elections were held in may 2010, with fernandez ’ s


each year people from every walk of life, regardless of religion or political affiliation, gather for a national day of prayer that ’ s held on the first thursday in may. hoping to capitalize on the attention given to the national day of prayer, the american humanist association and the secular coalition of america “ are joining forces to combat the national day of prayer by promoting the national day of reason. ” the history of prayer for our nation goes back to at least 1775 when the continental congress asked the colonies to pray for wisdom in forming a new nation. the day was officially recognized in 1952 when president harry truman signed into law a proclamation for an annual day of prayer. now the atheists want in on the action. they are claiming that we can solve our problems with reason alone. the reason - alone approach has been tried before with bloody results. the enlightenment philosophers of the eighteenth century rejected the christian religion and declared reason to be supreme. “ europe disintegrated because the goddess of reason, whom the french revolutionaries placed, in the shape of a parisian streetwalker, upon the altar of notre dame, ” became france ’ s new authority. outfitted in the attire of a roman goddess, she was “ carried shoulder ‑ high into the cathedral by men dressed in roman costumes. ” to make the transition from the old religion of christianity to the new religion of reason - worship the church of notre dame was reconsecrated to the “ cult of reason. ” in the france of 1793, reason was not only a god that failed, she was a goddess who cut her own throat. the fanaticism of reason that gripped the french revolutionaries convinced them that they could create a republic of reason out of thin air — or more correctly, out of hot air. the men who came up with the idea of celebrating the festival of reason were all quite intelligent men — rational actors in the most pronounced sense of this word. they were determined not only to think for themselves and control their own lives, but to build a society that would meet their ideals. belief in reason over religion is beginning to look like the modern materialist ’ s new savior. sam harris tries to make this point in his book the end of faith : religion, terror, and the future of reason. al gore argues in a similar way in the assault on reason. if people were only reasonable, they and others argue, all would be right with the world. harris and the other reason - alone advocates don ’ t not tell us whose version of reason we are to follow. is it the


the assault on reason. if people were only reasonable, they and others argue, all would be right with the world. harris and the other reason - alone advocates don ’ t not tell us whose version of reason we are to follow. is it the reason of the french revolutionaries who hadn ’ t met a head they didn ’ t want to lop off or the reason of the stalinists who believed the gulag was a good place for someone to “ get his mind right ”? maybe we should follow the reasoning of aristotle who believed in the reasonableness and “ natural order ” for the institution of slavery because there are some people who are “ slaves by nature. ” one last thing. the reason - only crowd contend that the constitution is a “ secular document ” that does not mention anything about religion. it should be pointed out that the word “ reason ” does not appear in the body of the constitution. the fourth amendment does use the word “ unreasonable searches and seizures. ” while the word “ reason ” is not found, a reference to jesus christ is. just above george washington ’ s signature, the following is found : done in convention by the unanimous consent of the states present the seventeenth day of september in the year of our lord one thousand seven hundred and eighty seven and of the independence of the united states of america the twelfth. in witness whereof we have hereunto subscribed our names. - richard hertz, chance and symbol ( chicago, il : the university of chicago press, 1948 ), 100. [ ] - francis a. schaeffer, how should we then live? ( 1976 ) in the complete works of francis a. schaeffer : a christian worldview, 5 vols. ( wheaton, il : crossway books, 1984 ), 5 : 122. [ ] - lee harris, the suicide of reason : radical islam ’ s threat to the west ( new york : basic books, 2007 ), 67. [ ]


a day in the life of a governor - using the pupil voice - recruiting for success - extended schools - improving attendance - involving parents school case study – using the pupil voice primary school e – governors use pupil voice to conduct school evaluation and monitor school improvement. when the governors at the school were asked to provide evidence for the pupil - outcome based ofsted evaluations, they realised that it was relatively straightforward to present the actions the school had taken, but it was not quite as easy to show the difference they had made. so for example, when asked about how children in the school felt about bullying or staying healthy, evidence presented tended to be about what had been done to tackle the issues, rather than the impact of those actions. so working together with link adviser, they followed a scheme that brought governors, senior management and pupils together to check whether the support strategies being delivered were making a difference. so how did they do it? - they focused on three or four children from each class and invited them to attend a session, asking them to take some of their books. members of the senior leadership team and governing bodies were invited to the group ( but not class teachers ). - during the group session, after being put at ease, the children were asked a series of 20 questions about enjoyment, safety, health, participation, standards and suggestions. some examples of questions included : - what subjects do you like at school? - which subjects are hardest for you? - why does your teacher mark your books? - what gets in the way of your learning? - is your work too easy, too hard or just right? - do you feel safe in school? what have you learnt about being safe? - how do you keep healthy? the link adviser initially ran the pupil meeting ; however, the governors soon got the hang of it and started to lead with the questioning. after the first group had finished, the governors split into two teams to conduct the sessions simultaneously with different year groups. - following the discussion, the outcomes were shared with teachers and any actions agreed. the chair of governors, attended the sessions with two other governors and the head teacher. he said : “ it was lovely to see the children react to the questions posed to them and it proved an interesting and worthwhile exercise. “ with one group, we were particularly pleased about how well aware they were of safety – both in and out of the school – and with another group, how they valued the work of the school council. ” a number of other primary schools in the north have also adopted


, we were particularly pleased about how well aware they were of safety – both in and out of the school – and with another group, how they valued the work of the school council. ” a number of other primary schools in the north have also adopted this approach and each discovered areas where the schools could improve their performance. in one school, it was found that despite achieving good outcomes, the children weren ’ t clear on their targets, therefore governors left knowing they would have to question the head about how they would communicate with the children about targets. in another, children said how much they liked the extracurricular homework club, so the school increased the time it was made available and also widened the criteria for attendance. how have governors benefited from this approach? - it provided an opportunity to gain first - hand knowledge of learning and issues in the classroom - it enabled them to participate in the school monitoring and self - evaluation processes - it helped to inform the ofsted process - it gave them a better understanding of the self - evaluation framework ( sef ) and the links to the school improvement process. how has this supported school improvement? - it has provided a great opportunity to collect evidence for the sef, especially regarding personal development and wellbeing - schools can reflect on whether the support strategies they are delivering are appropriate and making an impact - governors and staff receive feedback directly from the children to help identify areas for school improvement - schools get a better understanding of how they can extend and accelerate the progress of underachieving children - the school has an evidence trail of actions being taken to address underachievement and can monitor the impact of agreed strategies. recruiting for success governor d is the chair of governors at primary school f, a special school catering for pupils aged 2 – 16 with complex medical conditions. in may 2007 it was judged as outstanding, and therefore when the headteacher announced she was retiring, it was crucial to find the right replacement. we spoke to governor d about the school ’ s journey, which involved three recruitment campaigns before they finally got their headteacher. how did you prepare for the recruitment process? we convened a full governing body meeting, where we formed a five - person selection panel ( helpful to avoid a split vote ). it was important that we had different types of governors on the panel and that each understood the commitment required of them. we enlisted the support of experienced representatives from the local authority, who could guide us on areas such as safeguarding, equal opportunities, salaries and so on. we also prepared a contingency plan,


and that each understood the commitment required of them. we enlisted the support of experienced representatives from the local authority, who could guide us on areas such as safeguarding, equal opportunities, salaries and so on. we also prepared a contingency plan, in case we were not able to appoint first time round – worthwhile planning, as we ended up appointing the deputy after our first round failed to find the right person. how did you define the type of person you were looking for? we thought about the future development of the school and the specific leadership qualities needed. we are part of the building schools for the future ( bsf ) programme and are bidding for specialist status in the special educational needs ( sen ) strand of communication and interaction, so we needed someone who could develop the school in this direction, while maintaining our ‘ outstanding ’ ofsted judgement. we used the school improvement plan and ofsted reports, looked at our self - evaluation data, and of course the criteria outlined in the national standards for headteachers. we changed the person specification second time round as we felt our first attempt was too narrow and that we were excluding some good candidates by being too specific about experience required. how did you attract the right quality of candidate? we were supported by management support advisers in putting together the job advert. i would strongly urge other governing bodies not to scrimp on advert placement – making it stand out will cost a little more up front, but will pay dividends if it gets the attention of the right candidates. we prepared a high - quality recruitment pack, which included job description, person specification, school information and the recruitment timetable ( including interview dates ). on our third attempt, we even invited people on a tour around the school before they applied – this helped candidates make a decision about whether it was the right school for them, and helped our short - listing process. how did you select? first time round, we didn ’ t even short - list. second and third time round we got a much better response, probably due to the revised person specification, more prominent advert and better timed placement ( by advertising earlier in the year we caught those looking for a new job for the new school year ). as well as a match to the job description and person specification, we looked for two things in particular in the application letters : did they include how they could address the needs of our particular school, and did they include what impact their actions had in previous schools? we used a simple scoring matrix and short - listed up to three


for two things in particular in the application letters : did they include how they could address the needs of our particular school, and did they include what impact their actions had in previous schools? we used a simple scoring matrix and short - listed up to three candidates to invite for interview. we used a variety of activities over two days to assess candidates, including teaching a class, undertaking a written task, a presentation and a formal interview. however, one of the most interesting and perceptive activities was the use of pupils from the school council, who fed back to the selection panel following time spent questioning each candidate. how did you make sure you ’ d made the right choice? we were confident that we had an outstanding candidate however, we took up references from his current school in as well as previous schools. we also advised the local authority, which did its own checks, before ratifying the decision with the full governing body. what did your induction programme look like? we kept in contact with the new head by email, and set up a number of meetings with the current acting head and the chair. he was invited to key events at the school ( such as the sip visit and bsf meetings ) and spent a day with the senior leadership team. an assembly was held to introduce the new head to the school before the end of the summer term. how would you summarise your recruitment campaign? we had three attempts to recruit, but it was well worth the wait to get the right person. my advice to others would be to have the courage to keep going until you find the candidate you need. getting the right headteacher is vital for the whole school community, but most importantly for the pupils. further guidance materials from the ncsl are available to help governors recruit headteachers and senior leaders. you can access them via http : / / www. nationalcollege. org. uk / and seven steps to successful recruitment a research study by the national college for school leadership ( ncsl ) found that the process of recruiting and appointing staff can be broken down into seven stages : step 1 : preparation getting ready to run an effective recruitment campaign step 2 : definition understanding and describing your ideal candidate step 3 : attraction getting the right people to apply step 4 : selection choosing the best candidate step 5 : appointment securing your chosen candidate step 6 : induction giving you a strong head start step 7 : evaluation learning from the experience extended schools case study barrie chalmers, headteacher at st mary ’ s c of e, moss side, tells us how his school has developed a wide


chosen candidate step 6 : induction giving you a strong head start step 7 : evaluation learning from the experience extended schools case study barrie chalmers, headteacher at st mary ’ s c of e, moss side, tells us how his school has developed a wide range of extended services for pupils, parents and the community, and gives us his top tips : at st mary ’ s c of e we offer a wide range of extended provision, from breakfast and after - school clubs, to a weekend arabic school used by the local arabic speaking community. the school is open from 8am to 6pm on weekdays. some pupils take t ’ ai chi classes before lessons begin, and until recently we worked with the local karate centre to provide a karate club. we provide the webster - stratton parenting course, and our first group of 16 parents have recently completed the ten - week programme. four of our staff are now trained as family intervention workers, which has made a real difference. instead of referring families to social workers, we can now intervene and offer support ourselves where appropriate. we run an esol ( english for speakers of other languages ) course for parents in collaboration with the windrush centre, which is invaluable to our many parents who don ’ t speak english as their first language. “ our governing body has been key. it has put in a lot of time and effort to achieve this success. ” it has been key in allowing us to develop our range of extended provision. it put in a formal bid to become one of the city ’ s pilot extended schools and put in a lot of time and effort to achieve this. we realised some time ago that the key to improving outcomes for our children was not just teaching and learning, but in offering a wider range of opportunities for children and particularly their parents. the governors have always recognised the impact extended schooling can have and have offered their full support for this. we have found that working with partners has been an important part of our extended provision. we work with manchester academy to provide vocational experience for our year 5 and 6 pupils in a range of industries, and we have also developed close links with whalley range and trinity high schools. “ the rewards for creating as wide a range of opportunities as possible for pupils, parents and the community are massive. ” building a successful extended offer takes a lot of time and effort, but the opportunities are there in any school and do not require special facilities. providing good teaching and learning will, of course, always be a hugely important part of any school,


. ” building a successful extended offer takes a lot of time and effort, but the opportunities are there in any school and do not require special facilities. providing good teaching and learning will, of course, always be a hugely important part of any school, but the rewards for creating as wide a range of opportunities as possible for pupils, parents and the community are massive. one final thing to remember is that extended provision is not a ‘ bolt - on ’ to your school. it will completely change the way the school works but, if done effectively, the benefits will be reaped by everyone. - don ’ t try and do too much too soon. building an effective extended offer will take time, so build slowly and consolidate. - involve parents in any plans to introduce new provision – either they or their children will almost certainly be using it. - remember that things will go wrong. if something does not work, learn from it, and do not be afraid to try new things. - governing bodies have a vital role to play. discuss how advanced your school ’ s extended offer is. ask the leadership team what plans they have to develop extended provision and what benefits they would expect these to bring. - be imaginative! there is no right or wrong type of extended provision. build on the opportunities that exist in your school and respond to the needs of your pupils, parents and community improving attendance : a governor ’ s perspective sue murphy is chair of governors at brookway high school. she tells us how governors have been involved in helping to reduce absence at the school. what measures have been used by brookway to try and improve attendance? we have tried as a governing body to really focus on attendance over a sustained period. we make sure that attendance is always an item on the agenda for the governing body to discuss. as a governing body we acknowledged that attendance was an issue, and we hold a regular monitoring working group involving a small panel of governors and the school leadership team to look at the school improvement plan, making sure one of the things we focus on is attendance. this allowed us to really look at the impacts of measures we were employing. in terms of specific measures, we have used incentive schemes, as well as attendance panels which have helped to bring home to parents / carers and pupils the importance of attending school. one of the most crucial factors we have found has been to get on top of any potential attendance issues early, ensuring that all staff at the school see it as part of their role – staff have worked really hard to improve attendance. can


attending school. one of the most crucial factors we have found has been to get on top of any potential attendance issues early, ensuring that all staff at the school see it as part of their role – staff have worked really hard to improve attendance. can you say a bit about how improved attendance has impacted on the school generally? there is a link between improving attendance and raising attainment within the school, and getting a grip on attendance issues allows more pupils to benefit from efforts made to improve teaching and learning. attendance is also often linked to a range of wider issues, so by engaging with children that are often absent and their parents, i think as a school we have been able to help to deal with some of these associated issues. how have governors been involved in tackling attendance issues? we have tried as a governing body to get really involved in improving attendance. we appointed a lead governor to focus on attendance issues and report back to the governing body on this. we also make sure that the attendance policy is reviewed regularly and that staff, pupils and parents are aware of the policy. what advice would you give to other governors looking to improve their school ’ s attendance? just keep going! raising attendance levels can be a slow process but it is just a case of making sure that you keep trying. be prepared to try new things and be imaginative when tackling absence issues, making sure you evaluate well and keep doing what works. with commitment from the whole governing body and everyone else in the school, attendance levels can be raised. ofsted – a governor ’ s experience angela o ’ hagan, chair of gb at crumsall lane primary school leading up to the inspection, was the school and governing body optimistic about the outcome? we were aware that we were due an ofsted inspection and that governance had been an issue at the previous inspection. therefore, we had been working for some time towards becoming more effective as a governing body and, by the time this inspection was due, we were quite confident that policies and procedures were up to date and working well. we have an excellent clerk who supports us well and the local authority also provided valuable support by way of documents and a presentation to governors about increasing their effectiveness. how did you prepare? in readiness for ofsted, governors made sure that they were familiar with the latest version of the sef and school improvement plan, both of which we monitor regularly. once the school received ‘ the phone call ’, i met briefly with the headteacher and deputy to make sure that i was completely up to date with any


the latest version of the sef and school improvement plan, both of which we monitor regularly. once the school received ‘ the phone call ’, i met briefly with the headteacher and deputy to make sure that i was completely up to date with any developments since the last governing body meeting and that i had the latest pupil progress data. we also ensured that the latest sub - committee meeting minutes were on file. as i know a chair of governors at another school, we had a brief chat about their recent experience of ofsted. did you, or any other governors, attend school during the inspection? as chair, i was interviewed by one of the three ofsted inspectors. my interview lasted about half an hour, was much more relaxed than i had feared, and in fact was extremely positive. i felt that the purpose of this interview was for the inspector to allow me to demonstrate my knowledge and commitment to the school, rather than trying to ‘ catch me out ’ so i would say that as long as you know your school well and can back up what you say you know with evidence then there is nothing to fear from ofsted from a governor ’ s point of view. involving parents spring 2010 abdoulie drameh, parent governor at cheetwood primary school, tells us about the work being done at his school to involve parents. what is going on at cheetwood? although the school was already committed to involving parents, the past year has seen an increase in this type of work. there has been lots going on recently, including two really successful family learning weeks, which involved the whole school as well as many local partners. during both events, parents were asked what they enjoyed and what they would like to see in future. parents said they wanted more sports and fitness events as well as computer training, and they also enjoyed being part of their children ’ s learning and wanted more support to be able to help their children. this was all taken on board, resulting in a pilates class, football training for kids and parents together, as well as opportunities for parents to work alongside their children in school time. a six - week computer course has also been offered to parents through manchester adult education service. eighty parents attended school during events held for manchester parents ’ week, which was a great turnout. parents have also been invited to join focus groups about policies such as cyber - bullying, and the school has written parent - friendly versions of policies. what have you been involved in as a parent? i seem to be in school all the time! i


parents have also been invited to join focus groups about policies such as cyber - bullying, and the school has written parent - friendly versions of policies. what have you been involved in as a parent? i seem to be in school all the time! i always try to attend events that the school invites parents to. i also go to the district network meetings, and recently i attended the parents ’ conference at the town hall, which gave me a few good ideas to pass on to school. how does the governing body get involved? the governing body is always interested in how the school is involving parents. the teacher with responsibility for every child matters, tina bakin, feeds back to the headteacher, who then briefs governors about how the school is working with parents. i also feed back from any events i have attended, as well as any relevant issues i have been speaking to parents about. the school is also part of the pilot of the leading parent partnership award ( lppa ), which the governing body is very interested in supporting. how do you make contact with parents and encourage them to get involved? i speak to other parents on an informal basis all the time, and make sure that i let them know what ’ s going on at school and how they can be involved. i will also support parents to get involved if possible ; for example i accompanied one parent to a couple of events and also encouraged one interested parent to stand for parent governor at the next election. in addition, i listen to the concerns of parents, and guide them in the right direction to solve any problems. what has been the impact of the work that has been carried out with parents? the turnout at events is increasing every time, including among parents who did not attend school previously. there has also been an increase in the number of parents volunteering in school. the teachers say they have seen positive effects on the children, who say they like their parents being involved in their work.


hp openvms systems documentation openvms debugger manual 4. 2. 2 ascii string types when displaying an ascii string value, the debugger encloses it within quotation marks ( " ) or apostrophes ( ' ), depending on the language syntax. for example : to deposit a string value ( including a single character ) into a string variable, you must enclose the value in quotation marks ( " ) or apostrophes ( ' ). for example : if the string has more ascii characters ( 1 byte each ) than can fit into the location denoted by the address expression, the debugger truncates the extra characters from the right and issues the following message : if the string has fewer characters, the debugger pads the remaining characters to the right of the string by inserting ascii space you can examine an entire array aggregate, a single indexed element, or a slice ( a range of elements ). however, you can deposit into only one element at a time. the following examples show typical operations with arrays. the following command displays the values of all the elements of the array variable arrx, a one - dimensional array of integers : the following command displays the value of element 4 of array arrx ( depending on the language, parentheses or brackets are used to denote indexed elements ) : the following command displays the values of all the elements in a slice of arrx. this slice consists of the range of elements from element 2 to element 5 : you can deposit a value to only a single array element at a time ( you cannot deposit to an array slice or an entire array aggregate with a single deposit command ). for example, the following command deposits the value 53 into element 2 of arrx : the following command displays the values of all the elements of array real _ array, a two - dimensional array of real numbers ( three per dimension ) : the debugger issues a diagnostic message if you try to deposit to an index value that is out of bounds. for example : in the previous example, the deposit operation was executed because the diagnostic message is of i level. this means that the value of some array element adjacent to ( 1, 3 ), possibly ( 2, 1 ) might have been affected by the out - of - bounds deposit operation. to deposit the same value to several components of an array, you can use a looping command such as for or repeat. for example, assign the value red


2, 1 ) might have been affected by the out - of - bounds deposit operation. to deposit the same value to several components of an array, you can use a looping command such as for or repeat. for example, assign the value red to elements 1 to 4 of the array color _ array : you can examine an entire record aggregate, a single record component, or several components. however, you can deposit into only one component at a time. the following examples show typical operations with records. the following command displays the values of all the components of the record variable part : the following command displays the value of component in _ stock of record part ( general syntax ) : the following command displays the value of the same record component using cobol syntax ( the language must be set to cobol ) : the following command displays the values of two components of record part : the following command deposits a value into record component in _ stock : 4. 2. 5 pointer ( access ) types you can examine the entity designated ( pointed to ) by a pointer variable and deposit a value into that entity. you can also examine a pointer variable. for example, the following pascal code declares a pointer variable a that designates a value of type real : the following command displays the value of the entity designated by the pointer variable a : in the following example, the value 3. 9 is deposited into the entity designated by a : when you specify the name of a pointer variable with the examine command, the debugger displays the memory address of the object it designates. for example : the debugger recognizes address expressions that are associated with instructions. this enables you to examine and deposit instructions using the same basic techniques as with variables. when debugging at the instruction level, you might find it convenient to first enter the following command. it sets the default step mode to stepping by instruction : there are other step modes that enable you to execute the program to specific kinds of instructions. you can also set breakpoints to interrupt execution at these instructions. if you specify an address expression that is associated with an instruction in an examine command ( for example, a line number ), the debugger displays the first instruction at that location. you can then use the period (. ), return key, and circumflex ( ^ ) to display the current, next, and previous instruction ( logical entity ), as described in section 4. 1. 8. for example, on alpha processors : line numbers, routine names, and labels are symbolic address expressions


however, the following three examine commands incorrectly interpret the three logical successors as instructions : 4. 3. 2 depositing instructions ( vax only ) on vax processors, you can deposit instructions as well as examine them. use the following deposit command syntax : you must enclose language - expression ( an assembly - language instruction ) in either quotation marks or apostrophes. the / instruction qualifier indicates that the delimited string is an instruction and not an ascii string. or, if you plan to deposit several instructions, you can first enter the set type / override instruction command ( see section 4. 5. 2 ). you then do not need to use the / instruction qualifier on the deposit command. instructions occupy different numbers of bytes depending on their operands. when depositing instructions of arbitrary lengths into successive memory locations, use the logical successor operator ( return key ) to establish the next unoccupied location where an instruction can be deposited. the following example shows the technique : when you replace an instruction, be sure that the new instruction, including operands, is the same length in bytes as the old instruction. if the new instruction is longer, you cannot deposit it without overwriting, which will destroy the next instruction. if the new instruction occupies fewer bytes of memory than the old one, you must deposit nop instructions ( instructions that cause no operation ) in bytes of memory left unoccupied after the replacement. the debugger does not warn you if an instruction you are depositing will overwrite a subsequent instruction, nor does it remind you to fill in vacant bytes of memory with nops. the following example shows how to replace an instruction with an instruction of equal length : 4. 4 examining and depositing into registers the vax architecture provides 16 general registers and 18 vector registers, some of which are used for temporary address and data storage. table 4 - 1 identifies the debugger built - in symbols that refer to vax registers. on vax processors : on alpha processors, the alpha architecture provides 32 general ( integer ) registers and 32 floating - point registers, some of which are used for temporary address and data storage. table 4 - 2 identifies the debugger built - in symbols that refer to alpha registers. on alpha processors : the following examples show how to examine and deposit into registers : on vax processors, the processor status longword ( psl ) is a register whose value represents a number of processor state variables. the first 16 bits of the psl ( referred to


if you ’ re in to making your own pcbs at home, you know the trials of etching copper clad boards. it ’ s slow, even if you ’ re gently rocking your etch tank or even using an aquarium pump to agitate your etching solution. [ cunning _ fellow ] over on instructables has the solution to your etching problems, and can even produce printmaking plates, jewelry, photochemically machine small parts, and make small brass logos of your second favorite website. the etchinator is a spray etcher, so instead of submerging a copper clad board into a vat of ferric or cupric chloride, etching solution is sprayed onto the board. we ’ ve seen this technique before, but previous builds use pumps to spray the etching solution and cost a bundle. [ cunning _ fellow ] ‘ s etchinator doesn ’ t used pumps ; it ’ s driven by two cordless drill motors sucking up etching solution through a hollow tube. the basic idea behind the build is sticking a vertical pvc pipe in a box with etching solution. mount an impeller in the bottom of the tube, drill many small holes in the side of the tube, and spin it with a motor up top. the solution is sucked up the tube, sprayed out the sides, and falls back down into the reservoir. put a masked off copper board in the tank and bob ’ s your uncle. not only did [ cunning _ fellow ] come up with an awesome pcb etching solution, but the same machine can be used for etching brass plate for printmaking, and even photoetching brass sheets for model planes, trains, and automobiles. the quality is really amazing ; the instructables robot above was etched out of 0. 7 mm thick brass, with an etch depth of 0. 35 mm with only 0. 05 mm of undercut. a very awesome build that is already on our ‘ to build ’ project list.


“ is the most significant black democratic socialist of early twentieth - century america. jeffrey b. perry has brought his thought and practice to life in a powerful and persuasive manner. ” — cornel west, princeton university “ jeffrey perry ’ s significant biography lives up to the promise of its title. finally, the voice of this majorprogressive is to be heard again loud and clear. ” — david levering lewis, new york university, and author of a two - volume biography of this is just some of the praise that jeffrey b. perry ’ s extraordinary new biography hubert harrison : the voice of harlem radicalism, 1883 - 1918 has already earned. perry ’ s work recounts and recovers the legacy and life and times of hubert harrison, a thinker and activist who influenced marcus garvey, du bois, and other important political and cultural figures of the harlem renaissance. please let me know if you would like a review copy of the book, would like to interview the author or have jeffrey perry contribute to your site. for more information, you can also read the book ’ s introduction or read jeffrey perry ’ s postings on the columbia university press blog, here and here. ( please feel free to link to or excerpt from these materials. ) more on hubert harrison : the voice of harlem radicalism, 1883 - 1918 : hubert harrison was an immensely skilled writer, orator, educator, critic, and political activist who, more than any other political leader of his era, combined class consciousness and anti - white - supremacist race consciousness into a coherent political radicalism. harrison ’ s ideas profoundly influenced “ new negro ” militants, including a. philip randolph and marcus garvey, and his synthesis of class and race issues is a key unifying link between the two great trends of the black liberation movement : the labor - and civil - rights - based work of martin luther king jr. and the race and nationalist platform associated with malcolm x. the foremost black organizer, agitator, and theoretician of the socialist party of new york, harrison was also the founder of the “ new negro ” movement, the editor of, and the principal radical influence on the garvey movement. he was a highly praised journalist and critic ( reportedly the first regular black book reviewer ), a freethinker and early proponent of birth control, a supporter of black writers and artists, a leading public intellectual, and a bibliophile who helped transform the 135th street public library into an international center for


racism is innate : the human brain makes unconscious decisions based on ethnicity – “ racism is hardwired into the brain and operates unconsciously because areas that detect ethnicity and control emotion are closely connected, according to scientists. ” – original research article. see also how the brain views race. csic recovers part of the genome of 2 hunter - gatherer individuals from 7, 000 years ago – “ the dna data, which represent the 1. 34 % and the 0. 5 % of both individuals total genome, show that they are not directly connected to current populations of the iberian peninsula. iberians from the mesolithic period were closer to current populations of northern europe, who could have assimilated part of the genetic legacy of these hunters - gatherers. ” food and porn as supernormal stimuli – from dennis mangan pottery 20, 000 years old found in a chinese cave – “ pottery fragments found in a south china cave have been confirmed to be 20, 000 years old, making them the oldest known pottery in the world, archaeologists say …. the findings … [ refute ] conventional theories that the invention of pottery correlates to the period about 10, 000 years ago when humans moved from being hunter - gathers to farmers. ” – original research article. steady studs, dysgenic dolls – “ jayman found that among black men, the trend is neutral, while a pronounced dysgenic trend exists among black women. the story is similar among whites, although the dysgenic tilt among white women is gentler than it is among black women. ” – from mr. a. epigone, esq. also this! : your color red really could be my blue – “ ‘ i would say recent experiments lead us down a road to the idea that we don ’ t all see the same colors, ’ neitz said. another color vision scientist, joseph carroll of the medical college of wisconsin, took it one step further : ‘ i think we can say for certain that people don ’ t see the same colors …. ’ ” bonus : phylogeny : rewriting evolution – “ tiny molecules called micrornas are tearing apart traditional ideas about the animal family tree. ” bonus bonus : low - carb diet burns the most calories in small study bonus bonus bonus : mysterious fairy circles are ‘ alive ’ – whoa. bonus bonus bonus bonus : how presidential elections are impacted by a 100 million year old coastline – cool! bonus bonus bonus bonus bonus : mumbai doctors remove 12. 5cm - long worm


there are no mass graves in belzec holocaust deniers say : the excavations that located and mapped 33 mass graves at the belzec death camp from 1977 to 2000 revealed only traces of whole human remains in them. these traces are the result of death by disease and hardship of a handful of jews as they were being deported farther to the east - not a program of mass murder. carlo mattogno, an italian holocaust denier, makes two major claims about the mass graves in belzec : - the 33 mass graves contain only a " handful " of unburned bodies. - the amount of ashes and bone fragments in the 33 graves is very small. - mattogno claims that these few bodies represent only a " resettlement policy " that showed a " very severe german attitude toward the jews. " 1 what we know about the existence of mass graves in belzec the 1945 polish investigation in 1946, czeslaw godzieszewks, the regional investigative judge of the district court of zamosc, presented a report about their investigation of the grounds of belzec. the commission dug 9 trenches about 10 meters ( 33 feet ) across and 8 meters ( 26 feet ) deep. in them they found meters - thick layers of human ashes, as well as the charred remains of human bodies, body parts, women ’ s hair and unburned human bones. in one 26 - foot - deep trench alone they found a layer of human ashes 3 meters thick ( about 10 feet. ) 2 the kola investigation between 1997 and 2000, a team of experts including archeologists, historians and cartographers exhaustively and scientifically surveyed the entire site of the camp. the research was authorized by the polish government and the united states holocaust memorial museum. the team, headed by professor andrzej kola of the university of torun in poland, undertook the study because the memorial at belzec needed to be replaced and they did not wish to disturb the mass graves when they designed and built the new memorial space. kola ’ s team drilled 2, 001 soil cores 5 meters ( 16. 5 feet ) apart to a depth of 6 meters ( 20 feet ) in a grid over the entire area of the camp. the soil samples that contained human remains were analyzed in a laboratory and were returned and replaced in the original drill holes out of respect for the dead. the kola investigation found that belzec was " one large a patchwork of mass graves. " 3 they located and measured 33 mass graves which had


a laboratory and were returned and replaced in the original drill holes out of respect for the dead. the kola investigation found that belzec was " one large a patchwork of mass graves. " 3 they located and measured 33 mass graves which had a total volume of approximately 21, 300 cubic meters or approximately 752, 202 cubic feet. more information about these investigations is available at http : / / www. jewishgen. org / yizkor / belzec1 / bel150. html. the facts about mattogno ’ s claims claim 1 : the graves contain only a " handful " of unburned bodies. mattogno claims that of the 33 mass graves found by kola that only graves 3, 10 and 20 contain a shallow layer of unburned bodies at the very bottom. he concludes that the " only legitimate conclusion one can draw " is that there are " only rare corpses here and there " totaling " at most several hundred corpses. " 4 what mattogno does not tell the reader is : - grave 3 is 16 meters long by 15 meters wide by 5 meters deep ( about 52 feet by 50 feet by 16 feet. ) - grave 10 is 24 meters long by 18 meters wide by 5 meters deep ( about 78 feet by 59 feet by 16 feet. ) - grave 20 extends outside the current camp boundaries and so could not be completely measured. the part that could be measured is 26 meters long by 11 meters wide by 5 meters deep ( 85 feet by 36 feet by 16 feet ). it is absurd to believe that the germans would have dug such large, deep graves ( about the height of a two - story house ) with heavy excavating equipment and then laid only one or two layers of bodies on the very bottom of each before covering them up. - more dishonestly, mattogno fails to mention at all that graves 1, 4, 13, 25, 27, 28 and 32 also contain unburned remains. therefore, out of 10 graves that held whole human remains, mattogno only acknowledges 3 of them. however, even kola ’ s careful examination does not reveal exactly how many bodies might be in the mass graves because he took great care not to drill through layers of whole bodies if he could avoid it. for instance, in kola discontinued drilling in grave 4 when he hit a layer of whole human bodies. 5 therefore, in that grave we do not know how thick that layer was. recall that mapping the depth and volume of the graves was not ko


for instance, in kola discontinued drilling in grave 4 when he hit a layer of whole human bodies. 5 therefore, in that grave we do not know how thick that layer was. recall that mapping the depth and volume of the graves was not kola ’ s brief - he was to determine where the mass graves were so they could be respected in the final memorial design. why are there any whole human remains in the mass graves at all if they were all incinerated? we cannot say for sure why they are there but it is reasonable to suppose that : - after long months of exhuming and burning the bodies, the germans wanted to finish the job and get out of that backward and miserable place as quickly as possible. despite their desire to eliminate the evidence of mass murder, leaving some bodies 25 feet below the surface probably did not seem like a very big risk. - the condition of the bodies at the bottom of the graves is so terrible that the germans - even though their jewish slaves did the work - might not have been able to face exhuming them. claim 2 : the amount of ashes and bone fragments in the mass graves is very small. it would also be best for the holocaust deniers ’ " transit camp " theory if there were not a substantial amount of human ashes or fragments of bone or teeth in the graves either - or at least very little. so it should not be surprising that mattogno claims that the graves contain " only a very thin layer of sand and ash " which is " absolutely incompatible with the cremation of 600, 000 corpses. " 6 but mattogno is wrong : the layers of ash and bone in the graves are not " very thin " at all. here are some examples. - grave 5 contains " pieces of burnt human bones so densely packed together that the drill could not penetrate further. " the grave is 32 meters long by 10 meters wide by 4. 50 meters deep ( about 105 feet by 33 feet by 15 feet ). - grave 6 is 30 meters long by 10 meters wide by 4 meters deep ( about 99 feet by 33 feet by 13 feet ). it contains " carbonized wood and pieces of fragments of burnt human bones. at the east end of the grave, the ground is covered with gray sand containing a mixture of crushed pieces of burnt and unburned pieces of human bones. " - graves 3, 10, 11, 12, 13, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, 27, 28


of crushed pieces of burnt and unburned pieces of human bones. " - graves 3, 10, 11, 12, 13, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, and 33 all contain fragments of burnt human bones, human ashes and carbonized wood. - grave 14 is the largest in the camp. it contains " burnt pieces of human bones and fragments of carbonized wood mixed with grey sandy soil to a depth of 5 meters. " that is about 16 feet deep. no matter how much mattogno wants it to be, a 5 meter thick ( 16 feet ) layer of ash is not a " thin layer " of ashes. - the ashes and bone remnants are not just in the graves either. kola ’ s team found them mixed with sand on the surface and scattered all around the mass graves. they can be seen by the human eye even today. the above facts are devastating to mattogno ’ s theory about belzec being a transit camp and explains why he does not even mention them at all. kola ’ s report was written in polish but you may read the english translation of portions of it and see the detailed map of the mass graves found on the site and the meticulous diagrams of the dimensions and contents of the mass graves at : http : / / holocaustcontroversies. blogspot. com / 2006 / 05 / carlo - mattogno - on - belzec. html. why were the remains not exhumed to be sure? mattogno complains that his questions about exactly how deep the graves were ( when they exceeded the 20 foot core ), how many whole bodies were in the graves and precisely how much human and wood ash and bone remnants were in them could have been solved by doing a thorough and proper exhumation in order to settle the matter. however, exhumation was not kola ’ s brief. even if it had been kola ’ s charge, he would have been unable to complete the task because several of the largest mass graves extend outside the current boundaries of the camp onto private land and could not have been investigated. in addition, some religious figures objected strenuously to any investigation being done at all, feeling that any disturbance of the graves was a violation of the dead. 7 digging up all the mass graves to count every body and quantify all the ashes and bone remnants would have been totally intrusive and would


any investigation being done at all, feeling that any disturbance of the graves was a violation of the dead. 7 digging up all the mass graves to count every body and quantify all the ashes and bone remnants would have been totally intrusive and would have raised a storm of controversy. therefore, every effort was made to disturb the mass graves as little as possible. the american holocaust denier makes the same complaint about both belzec and treblinka. he contends that the " lack of searching for physical evidence is shocking " and states that kola was handpicked because " they " knew he would not find anything that " didn ’ t support the story. " he wants both camps to be entirely dug up to prove it is not all a " big lie. " the same ethical considerations - as well as practical considerations of digging up every square foot of acres of land in both camps - applies. 8 mattogno ’ s attempt to diminish the number of unburned bodies to " at most several hundred " and the ashes and bones to a " thin layer " to fit his " transit camp " theory is both desperate and dishonest. in order to make it work mattogno resorts to distortions, omissions and lies. the facts show that two separate investigations 60 years apart show that the remains of the bodies of at some 450, 000 jewish men, women and children are buried in belzec. their deaths were part of a campaign of systematic mass murder by the germans and not just the result of death by disease or hardship during the deportation process. mattogno did get one thing right : the jewish men, women and children who were murdered at belzec were the victims of a " very severe german attitude " towards them. 1. carlo mattogno, belzec in propaganda, testimonies, archeological research, and history ( castle hill publishers, 2004 ), p. 99. 2. ibid., p. 79 - 81. 3. " archeological investigation : belzec : a review by historians, " p. 5 / 9 at www. holocaustresearchproject. org / ar / modern / archreview. html. 4. mattogno, belzec in propaganda, pp. 78, 79. 5. robin o ’ neil, belzec : prototype for the final solution : hitler ’ s answer to the jewish question at http : / / www. jewishgen. org / yizkor / belzec1 /


no doubts about his genius how could shakespeare wind up as a ` runner up ' in any poll to select the greatest briton, asks v. s. ravi. an overseas poll conducted by the bbc has concluded that sir issac newton was the " greatest briton " of all time, followed by churchill and princess diana. newton ' s enormous scientific achievements seem to have influenced the outcome ; while in the case of churchill, it was his leadership qualities during world war ii. ranking diana third has destroyed the credibility of the whole exercise. her charm, kindness and involvement in charitable causes contributed greatly to make her an icon all over the world. but that is where the admiration for her has to stop. including her in a list of 10 greatest britons of all time is carrying things a little too far. however, i was shocked to find shakespeare, the greatest genius of all time, had been relegated to the status of a ` runner - up '. there is also no justification to deny darwin his rightful place, in as much as his contribution to biology is as significant as newton ' s is to physics. for all these reasons opinion polls of this kind are unreliable, misleading and invite ridicule. take a look at shakespeare ' s enormous vocabulary. he employed 9, 36, 433 words in his writings, out of which 27, 780 are different words. the average person uses less than 1, 000 words in writing, a little more than that in speech and has a recognition vocabulary of about 5, 000 words. some of the greatest writers may have twice this capability. today, english has a total vocabulary of two million words followed by german as a pathetic second with 1, 86, 000 words, russian with 1, 36, 000 words, and french with 1, 26, 000 words. thus shakespeare in the 16th century used five times the number of words in modern german! shakespeare is the most quoted writer in history. his plays have been translated into 50 languages. in the oxford dictionary of quotations containing about 20, 000 quotations, shakespeare alone monopolises a staggering 60 pages ( 10 per cent ). he coined 1700 new words. many of the phrases and terms created by him are in daily use. some of them have been used as titles for books and movies. the vastness of vocabulary and the ability to see the relationship between words is one of the major factors in measuring genius. shakespeare excelled any other human being in this aspect. his encyclopaedic knowledge of science, history, mathematics, classical literature sociology


old state capitol delve into the politics and everyday life of the tumultuous 19th - century by touring this national historic landmark that served as kentucky ' s capitol from 1830 to 1910. in the galleries of this stately building, witness the changing tastes of 19th - century kentuckians in " great revivals : kentucky decorative arts treasures, " an exhibition that highlights five stylistic design eras and the commonwealth ' s treasures from those times. estimated time : 1 hour. visit the re - created 1850s state law library in its original site or debate legislative matters in the re - created 1850s house and senate chambers. estimated time of historical building tour : 1 hour. all old state capitol tours begin at the thomas d. clark center for kentucky history. history of the building gideon shryock, an early kentucky architect, designed the old state capitol when he was only 25 years old. shryock used architectural symbolism to connect the vigorous frontier state of kentucky with the ideals of classical greek democracy. the building, which introduced greek - revival architecture to the united states west of the appalachian mountains, is widely recognized as a beautiful masterpiece of 19th - century american architecture and boasts a self - supporting stone stairway, a light - flooded rotunda and dual legislative chambers. this was the only pro - union state capitol occupied by the confederate army during the civil war. plans to swear in a confederate governor and establish a confederate state government were ruined by the approach of the union army just days before the battle of perryville in 1862. in the aftermath of the bitterly contested gubernatorial election in 1899, the state legislature met here in 1900 to decide the winner. an assassin, hiding in an office in the old capitol annex next door, shot the democratic claimant, william goebel, as he approached the capitol. armed citizens and state guard soldiers occupied the grounds, and here for a time kentuckians threatened to fight their own miniature civil war. a plaque marks the site outside the building where goebel, the only governor in united states history to be assassinated while in office, fell. replaced by the new capitol in south frankfort early in the 20th century, the building has served as the home of the kentucky historical society since 1920. the subject of extensive restoration work since the early 1970s, the old state capitol looks today much as it did in the 1850s. old state capitol 300 west broadway frankfort, ky 40601 tours of the old state capitol available march 9 - dec. 14, 2013 : all tours begin at the thomas d. clark center for kentucky history. wednesday


ki tisa ( mitzvot ) for more teachings on this portion, see the archives to this blog, below at march 2006. this week ’ s parasha is best known for the dramatic and richly meaningful story of the golden calf and the divine anger, of moses ’ pleading on behalf of israel, and the eventual reconciliation in the mysterious meeting of moses with god in the cleft of the rock — subjects about which i ’ ve written at length, from various aspects, in previous years. yet the first third of the reading ( exod 30 : 11 - 31 : 17 ) is concerned with various practical mitzvot, mostly focused on the ritual worship conducted in the temple, which tend to be skimmed over in light of the intense interest of the calf story. as this year we are concerned specifically with the mitzvot in each parasha, i shall focus on this section. these include : the giving by each israelite [ male ] of a half - shekel to the temple ; the making of the laver, from which the priests wash their hands and feet before engaging in divine service ; the compounding of the incense and of the anointing oil ; and the shabbat. i shall focus here upon the washing of the hands. hand - washing is a familiar jewish ritual : it is, in fact, the first act performed by pious jews upon awakening in the morning ( some people even keep a cup of water next to their beds, so that they may wash their hands before taking even a single step ) ; one performs a ritual washing of the hands before eating bread ; before each of the daily prayers ; etc. the section here dealing with the laver in the temple ( exod 30 : 17 - 21 ) is also one of the four portions from the torah recited by many each morning, as part of the section of the liturgy known as korbanot, chapters of written and oral torah reminiscent of the ancient sacrificial system, that precede pesukei de - zimra. sefer ha - hinukh, at § 106, explains the washing of hands as an offshoot of the honor due to the temple and its service — one of many laws intended to honor, magnify, and glorify the temple. even if the priest was pure and clean, he must wash ( literally, “ sanctify ” ) his hands before engaging in avodah. this simple gesture of purification served as a kind of separation between the divine service and everyday life. it added a feeling


priest was pure and clean, he must wash ( literally, “ sanctify ” ) his hands before engaging in avodah. this simple gesture of purification served as a kind of separation between the divine service and everyday life. it added a feeling of solemnity, of seriousness, a sense that one was engaged in something higher, in some way separate from the mundane activities of regular life. ( one hand - washing by kohanim, in the morning, was sufficient, unless they left the temple grounds or otherwise lost the continuity of their sacred activity. ) our own netilat yadaim, whether before prayer or breaking bread, may be seen as a kind of halakhic carryover from the temple service, albeit on the level of rabbinic injunction. what is the symbolism of purifying one ’ s hands? water, as a flowing element, as a solvent that washes away many of the things with which it comes in contact, is at once a natural symbol of both purity, and of the renewal of life. mayim hayyim — living waters — is an age old association. torah is compared to water ; water, constantly flowing, is constantly returning to its source. at the end of days, “ the land will be filled with knowledge of the lord, like waters going down to the sea. ” a small part of this is hinted in this simple, everyday gesture. “ see that this nation is your people ” but i cannot pass over ki tisa without some comment on the incident of the golden calf and its ramifications. this week, reading through the words of the parasha in preparation for a shiur ( what ruth calderon, founder of alma, a secularist - oriented center for the study of judaism in tel aviv, called “ barefoot reading ” — that is, naive, without preconceptions ), i discovered something utterly simple that i had never noticed before in quite the same way. at the beginning of the calf incident, god tells moses, who has been up on the mountain with him, “ go down, for your people have spoiled ” ( 32 : 7 ). a few verses later, when god asks leave of moses (! ) to destroy them, moses begs for mercy on behalf of the people with the words “ why should your anger burn so fiercely against your people … ” ( v. 11 ). that is, god calls them moses ’ people, while moses refers to them as god ’ s people. subsequent to this exchange, each of them refers to them


why should your anger burn so fiercely against your people … ” ( v. 11 ). that is, god calls them moses ’ people, while moses refers to them as god ’ s people. subsequent to this exchange, each of them refers to them repeatedly in the third person, as “ the people ” or “ this people ” ( העם ; העם הזה ). neither of them refers to them, as god did in the initial revelation to moses at the burning bush ( exodus 3 : 7 and passim ) as “ my people, ” or with the dignified title, “ the children of israel ” — as if both felt a certain alienation, of distance from this tumultuous, capricious bunch. only towards the end, after god agrees not to destroy them, but still states “ i will not go up with them, ” but instead promises to send an angel, does moses says “ see, that this nation is your people ” ( וראה כי עמך הגוי הזה ; 33 : 13 ). what does all this signify? reading the peshat carefully, there is one inevitable conclusion : that god wished to nullify his covenant with the people israel. it is in this that there lies the true gravity, and uniqueness, of the golden calf incident. we are not speaking here, as we read elsewhere in the bible — for example, in the two great imprecations ( tokhahot ) in lev 26 and deut 28, or in the words of the prophets during the first temple — merely of threats of punishment, however harsh, such as drought, famine, pestilence, enemy attacks, or even exile and slavery. there, the implicit message is that, after a period of punishment, a kind of moral purgation through suffering, things will be restored as they were. here, the very covenant itself, the very existence of an intimate connection with god, hangs in the balance. god tells moses, “ i shall make of you a people, ” i. e., instead of them. this, it seems to me, is the point of the second phase of this story. moses breaks the tablets ; he and his fellow levites go through the camp killing all those most directly implicated in worshipping the calf ; god recants and agrees not to destroy the people. however, “ my angel will go before them ” but “ i will not go up in your midst ” ( 33 : 2,


camp killing all those most directly implicated in worshipping the calf ; god recants and agrees not to destroy the people. however, “ my angel will go before them ” but “ i will not go up in your midst ” ( 33 : 2, 3 ). this should have been of some comfort ; yet this tiding is called “ this bad thing, ” the people mourn, and remove the ornaments they had been wearing until then. evidently, they understood the absence of god ’ s presence or “ face ” as a grave step ; his being with them was everything. that is the true importance of the sanctuary in the desert and the tent of meeting, where moses speaks with god in the pillar of cloud ( 33 : 10 ). god was present with them there in a tangible way, in a certain way continuing the epiphany at sinai. all that was threatened by this new declaration. moses second round of appeals to god, in exod 33 : 12 - 23, focuses on bringing god, as it were, to a full reconciliation with the people. this is the significance of the thirteen qualities of mercy, of what i have called the covenant in the cleft of the rock, the “ faith of yom kippur ” as opposed to that of shavuot ( see hy i : ki tisa ; and note prof. jacob milgrom ’ s observation that this chapter stands in the exact center, in a literary sense, of the unit known as the hextateuch — torah plus the book of joshua ). but i would add two important points. one, that this is the first place in the torah where we read about sin followed by reconciliation. after adam and eve ate of the fruit of the garden, they were punished without hope of reprieve ; indeed, their “ punishment “ reads very much like a description of some basic aspects of the human condition itself. cain, after murdering abel, was banished, made to wander the face of the earth. the sin of the brothers in selling joseph, and their own sense of guilt, is a central factor in their family dynamic from then on, but there is nary a word of god ’ s response or intervention. it would appear that god ’ s initial expectation in the covenant at sinai was one of total loyalty and fidelity. the act of idolatry was an unforgivable breach of the covenant — much as adultery is generally perceived as a fundamental violation of the marital bond. moses, in persuading god to recant of


one of total loyalty and fidelity. the act of idolatry was an unforgivable breach of the covenant — much as adultery is generally perceived as a fundamental violation of the marital bond. moses, in persuading god to recant of his jealousy and anger, to give the faithless people another chance, is thus introducing a new concept : of a covenant that includes the possibility of even the most serious transgressions being forgiven ; of the knowledge that human beings are fallible, and that teshuvah and forgiveness are essential components of any economy of men living before a demanding god. the second, truly astonishing point is the role played by moses in all this. moshe rabbenu, “ the man of god, ” is not only the great teacher of israel, the channel through which they learn the divine torah, but also, as it were, one who teaches god himself. it is god who “ reveals his qualities of mercy ” at the cleft of the rock ; but without moses cajoling, arguing, persuading ( and note the numerous midrashim around this theme ), “ were it not for my servant moses who stood in the breach, ” all this would not have happened. it was moses who elicited this response and who, so to speak, pushed god himself to this new stage in his relation with israel — to give up his expectations of perfection from his covenanted people, and to understand that living within a covenant means, not rigid adherence to a set of laws, but a living relationship with real people, taking the bad with the good. ( again, the parallel to human relationships is obvious )


to save weight on the a380 superjumbo aircraft, resourceful software helped design an innovative decentralized hydraulic system with lightweight micropumps delivering power locally to emergency braking and landing gear steering systems. edited by alan l. hitchcox, editor with an overall length of 73 m and a wing span of nearly 80 m, the airbus a380 provides seating for 525 passengers and a range of 15, 200 km ( nearly 10, 000 miles ) — sufficient to fly nonstop from new york to hong kong. to gain maximum fuel efficiency and payload capacity, weight savings was a must when developing this massive plane. composite and other lightweight materials account for more than 25 % of its structure, and engineers scrutinized every aspect of the aircraft to further trim it down. of particular interest were hydraulic lines running the length of the aircraft from large centralized pumps to actuators for brakes, landing gear, and the nose wheel steering system. ordinarily, large commercial jets have three sets of redundant hydraulics : two primary circuits and a third back - up for safety. to reduce this bulk, the all - hydraulic backup circuit was replaced with a decentralized hydraulicpower generation system. signals from electronic control units ( ecu ) activate multiple small electrically - driven micropumps, each located close to the actuators they control. the micropumps provide 350 bar ( 5000 psi ) of local hydraulic pressure over short runs of small - diameter, lightweight tubing for braking and steering, so it ’ s always available in an emergency. | amesim predictions of a380 nosewheel steering system performance closely matched bench tests of actual system behavior. | a tall order for engineers a world ’ s first in a commercial airliner, this local electrical hydraulic generation system ( lehgs ) was developed by messier - bugatti, a subsidiary of the safran group and a world leader in aircraft landing and steering systems. an airbus partner for over 30 years, the company ’ s customers include 250 airlines, 20 military air forces, and major global aircraft manufacturers. in optimizing system performance, project engineers faced challenges of integrating and sizing the many different physical parts, assemblies, and subsystems for the mechanical, electrical, and hydraulic systems. moreover, they needed to assess any risk factors, such as electrical overloading. compounding the difficulty, tight deadlines and budgetary constraints prohibited numerous time - consuming and costly physical tests of system mock - ups. instead, work in designing and optimizing the performance of this first


risk factors, such as electrical overloading. compounding the difficulty, tight deadlines and budgetary constraints prohibited numerous time - consuming and costly physical tests of system mock - ups. instead, work in designing and optimizing the performance of this first - ever system would have to be done early in the plane ’ s development — before any hardware was built and at the same time other aircraft system designs were underway. the solution : advanced predictive software messier - bugatti met these challenges with the imagine. lab ground loads software based on the amesim simulation platform, which the company had implemented on previous projects for predicting the behavior of complex multi - domain intelligent systems. engineers began by selecting and piecing together individual components and subsystems from among a library of pre - defined items : - hydraulic pressure drop, - hydraulic component design, - electromechanical, motors, and drives, - thermal resistance, - thermal hydraulics, and - thermal, hydraulics, and electrical basics. | local electrohydraulic generation system ( lehgs ) consists of a reservoir, left, with accumulator and other accessories, and an electric motor - driven pump, right. in addition to emergency braking on all 20 wheels of the a380, the power units also provide backup hydraulic power for the all - important nose wheel steering system. | unlike conventional system modeling languages that require computer programmers to write software, the overall system model is created graphically, and engineers are prompted to enter parameters where necessary. in this way, amesim software creates a multi - domain system model from the overall conceptual information of interconnected parts and subsystems. importantly, it does not require a full 3 - d geometry representation, so engineers can simulate and predict the behavior of intelligent systems long before detailed cad geometry becomes available. throughout this process, messier - bugatti system engineers took advantage of convenient access to imagine. lab ground loads software. the system ’ s flexible licensing arrangement enabled them to optimize the use of specific modules and libraries while lowering overall system simulation expenses. simulating complex behavior ground loads modeling and analysis capabilities allowed messier - bugatti to analyze behavior of hydraulic systems in terms of performance, stability, and robustness. engineers also used the model to study the thermal characteristics of hydraulic circuits and evaluate the need for heat exchangers. these results were then used to establish the sizing, output, and other component specifications for the entire hydraulic power unit, including its reservoir, pump, and accumulator. using ground loads, engineers


circuits and evaluate the need for heat exchangers. these results were then used to establish the sizing, output, and other component specifications for the entire hydraulic power unit, including its reservoir, pump, and accumulator. using ground loads, engineers could also explore alternate sets of parameters and scenarios. when developing a steering system, for example, various combinations of components and systems ( actuators, motors, valves, ecu, etc. ) could be compared from specification to validation, thus significantly improving the steering system quality. | signals from electronic control units ( ecu ) activate multiple small electricallydriven micro - pumps, each located close to the actuators they control. the micropumps provide 5000 psi of local hydraulic pressure over short runs of small - diameter, lightweight tubing for braking and steering — always available in an emergency. | with these predictive capabilities, messier - bugatti simulated the behavior of the electrohydraulic system for the a380, validated system power - generating performance, and engineers accurately sized components early in development. this significantly reduced dependency on numerous physical prototypes. “ messier - bugatti can use imagine. lab amesim to tune complex multiphysics systems without performing a large set of tests on bench, ” commented michael benmoussa, senior design engineer on the project. “ simulation enabled us to anticipate and reduce the inherent development risks of a new technology by incorporating an upstream validation regarding the technical choices, ” continued benmoussa. “ simulation results obtained in the early project stages using lms imagine. lab amesim were later confirmed on test benches with a very good accuracy. ” in this manner, ground loads can significantly reduce guesswork and free the engineering team to focus on innovation and r & d. “ messier - bugatti was able to predict systems and equipment performances — including critical new technologies — on the entire flight domain, ” commented benmoussa. “ the a380 enters into service with its nose wheel steering system control loop only tuned with lms imagine. lab amesim. tests were performed to confirm the good system performance. ” for more information on amesim and imagine. lab ground loads software from lms ltd., troy, mich., call ( 248 ) 952 - 5664, or visit www. lmsintl. com.


air traffic control and radar air traffic control and radar every day tens of thousands of people board airplanes to travel from one place to another. these flights, thousands of which take off and land daily, are among the safest forms of travel. although airplane crashes are tragic and headline grabbing, the fact is the sky is a very safe place to be. but how, with so many airplanes in the air, does air travel maintain such a good safety record? the answer is, in large part, air traffic control, the complex system of directing planes and telling them how high or low to fly, and when and where to land safely. air traffic control systems rely heavily on radar. radar first made a huge impact during world war ii when it was largely developed for use by battling nations. after the war the civil ( that is, non - military ) aviation community began to apply radar techniques developed during the war to civil aviation guidance and surveillance. the first use of this technology involved using radar to aid landing. in 1943 u. s air force air traffic controllers began routinely using ground controlled approach ( gca ) equipment to help military pilots land safely in poor visibility. gca employed a pair of oscillating radar antennas with narrow “ pencil beams, ” one scanning side to side ( azimuth ), the other up and down ( elevation ). a controller observed the precise angle returns from these azimuth and elevation radars and radioed landing guidance to the pilot. gca also included a 360 - degree rotating radar for surveillance of the entire terminal area. this radar used a “ fan ” beam ( narrow in azimuth and tall in elevation ) that detected planes out to about 20 miles from the airport and up to altitudes of about 3000 meters ( 10, 000 feet ). civil controllers first used military gca equipment at laguardia airport in 1945, where it helped triple the landing rate to 15 planes per hour. gca experienced occasional problems, but it worked well enough so that by 1952 it was being used at many airports. by the mid - 1950s, however, gca landing guidance components were being replaced by a new landing aid called the instrument landing system ( ils ). ils uses similar course guidance principles, but uses receivers in aircraft that display course deviation directly to the cockpit. while it ’ s crucial that planes land safely, it is equally important that they be safe during flight. thus, as ils replaced the gca scanning pencil beams, improved rotating radars with faster scan rates and larger coverage areas also replaced


cockpit. while it ’ s crucial that planes land safely, it is equally important that they be safe during flight. thus, as ils replaced the gca scanning pencil beams, improved rotating radars with faster scan rates and larger coverage areas also replaced the gca terminal area surveillance radars. as air traffic continued to grow it also became important to track planes in high - altitude airspace. accordingly, the coverage of air traffic radar surveillance grew throughout the 1960s as long - range radars were deployed along important air routes. initially, these aircraft surveillance radars had no automatic tracking capability. controllers pushed plastic markers called “ shrimp boats ” around the screen to track the movement of an aircraft. by the 1960s radar surveillance of civil aircraft routinely included automatic aircraft tracking. air traffic control radars now track both aircraft and hazardous weather. modern air traffic control radars use the doppler effect to discriminate moving aircraft from stationary targets and to measure storm velocities. another system developed during world war ii, and which had great impact on civil aviation, was the identification friend or foe ( iff ) system. iff depended on special radar receiver / transmitter units located in friendly aircraft. these radar “ transponders ” responded to coded radar “ interrogations ” with coded replies to indicate that they were not hostile aircraft. in the late 1950s it was proposed that iff technology be used for surveillance of civil aircraft. the use of transponders increases the detection range of the radar, eliminates clutter interference from other reflectors, and provides a means of aircraft identification and altitude reporting. in the early 1960s the u. s federal aviation administration ( faa ) published a national standard for air traffic control interrogators and transponders. by the end of the decade over 200 ground - based interrogators were in use in the u. s and the faa made it mandatory to equip aircraft with transponders before they could operate in positive controlled airspace at high altitudes and near major airports. in the 1970s the faa enlisted the aid of the mit lincoln laboratory to upgrade the original air traffic control radar beacon system to improve its surveillance performance in dense airspace and to expand its coded transmissions to transmit air traffic control data between the ground and individual aircraft. this “ discrete addressed ” beacon system uses ground sensors and airborne transponders that are interoperable with the original beacon system, but which achieve surveillance accuracy, capacity, and reliability that is adequate to support automatic safety warning functions for controllers and pilots. in the 1980s the faa developed an airborne


ground sensors and airborne transponders that are interoperable with the original beacon system, but which achieve surveillance accuracy, capacity, and reliability that is adequate to support automatic safety warning functions for controllers and pilots. in the 1980s the faa developed an airborne collision avoidance system based on air - to - air surveillance of the same air traffic control transponders used for surveillance from the ground. today the use of this collision avoidance system is required on all air carrier aircraft operating in the united states and europe. the last part of the air traffic control system to benefit from radar surveillance was the airport runways and taxi - ways. radar surveillance to assure safety of aircraft on the airport surface is difficult because of reflections from the ground and from airport structures and service vehicles. although several generations of airport surface detection radars have been deployed since the 1990s, and surface surveillance performance has improved, reflections continue to cause unreliable tracking. as with other radar environments, surveillance quality on the airport surface can be improved by the use of transponders. unfortunately, the resolution of the beacon system used for airspace surveillance is inadequate to distinguish between closely spaced aircraft at airports. however, high - resolution surface surveillance can be achieved with multiple receivers on the airport surface that estimate transponder locations by comparing arrival times of replies from conventional transponders. systems that combine this “ multilateration ” technique with primary radar surveillance can now achieve surveillance accuracies and reliabilities that are good enough to input to automatic safety warning devices on the airport surface. related recommended reading the story of the invention of the klystron. < span id = " fck _ dom _ range _ temp _ 1365634644485 _ 748 " / > [ [ category : navigation


architectural educators use the scientific term “ critical mass ” to justify the necessity for design students to be present in the studio in order to gain momentum, share ideas, and learn from each other, while enjoying their camaraderie. further, it is believed that the physical presence may yield an esprit de corps, albeit in a pedagogy which values individualism. any of these educational objectives, however, such as communication, idea sharing and momentum, are within reach in the virtual environment. indeed, telecommunication technology oriented design environment actually enhances educator - student and student - student participation in getting to know each others ’ values and cultures. such cooperation across time and space, leads future designers to identify and solve problems in a truly global setting the computer savvy profile of today ’ s students suggests that cross - cultural and across - distance design education is an achievable aim and even may weaken the argument for the merits of physical presence in the studio. even in practice, for example, the use of building information modeling ( bim ) approach will likely to change how professionals cooperate through networking media in creatively linking, sharing, and integrating their design expertise with their other professional team members. recent developments in telecommunication technology virtually have eliminated the necessity for sharing the same physical space by the members of a studio or cooperating professionals on a project. professionals and students alike can easily work, debate, and share ideas even if they are many time - zones apart. in this paper, we concentrate on the implications of this technology upon design education, particularly on the studio component through a major global studio urban design project case study. it focuses on the pros and cons of global studios based on experiences in architectural education which is coming to focus as a variant in the studio typology both in traditional and in nascent on - line programs. | keywords : | | global studio, distant learning, educational cooperation, virtual design studio, architectural education, architectural design | associate professor, architecture, the university of oklahoma, norman, oklahoma, usa associate professor, college of architecture, the university of oklahoma, norman, oklahoma, usa there are currently no reviews of this product. write a review


youth sports training with weights at what age should a young person begin lifting weights or using kettlebells? the question i get asked more than any other. here ’ s my brief thought on the matter ( taken right from the curriculum found in the iyca ’ s youth fitness specialist – level 1 certification material ) simply stated, around the age of 9 or 10. within the ‘ guided discovery ’ phase of training ( 6 – 9 years ) the goals are quite simple : ( 1 ) movement ( in the form of multi - directional game play ) ( 2 ) outcome - based coaching ( not critiquing form, but rather supportive of effort ) ( 3 ) experiential learning # 3 is critical. kids need to learn - by - doing. experimenting with movement and implement dynamics. in the absence of over - coaching or instruction, children in this age bracket will develop a vast and hearty warehouse of neural knowledge that can and will be translated into more specific, advanced forms of athletic ability in time. the second phase of the iyca ’ s long - term development model is called ‘ learning exploration ’. in this section of our system ( ages 10 – 13 ) we still maintain a very open, experiential - style of learning - through - doing, but add an element of complexity by beginning the process of dedicated instruction of both lifting and movement. it is within this phase that we must begin the process of external loading : ( 1 ) using low volume, low load ( 2 ) incorporating both free - play as well as critical instruction ( 3 ) involving skill sets or other ‘ like ’ habitual lessons in terms of kettlebells, pamela macelree and jason c. brown did a fantastic job of teaching the concept of how to incorporate this form of training into a young athletes life. i ’ ve prepared a full 60 - minute web - based presentation for you to enjoy on this topic. absolutely no charge whatsoever … just click on the link below and understand how best to incorporate kettlebells into the youth sports training programs of young athletes :


the holy scriptures, tanakh 1917 edition according to the masoretic text ( jps 1917 edition ) please sign up for our email newsletter ( below ) to download your free version of the holy scriptures. your free ebook will be sent to you via email in the early nineteenth century, most american jews couldnt read the bible because they were not literate in hebrew and an adequate english translation didnt exist. isaac leesers the twenty - four books of the holy scriptures, published in 1854, attempted to fill this need. and it did, more or less, for many years. but jewish interest in the bible grew and a more discriminating audience found leesers translation inadequate ; it was antiquated and filled with many errors. at its second biennial convention in 1892, the jewish publication society, just four years old, decided that its highest priority was to produce for american jews a new and popular english rendition of the bible. the society formed a bible committee made up of representatives of the three major jewish institutions of higher learning at the time : hebrew union college in cincinnati, the jewish theological seminary in new york, and dropsie college in philadelphia. the committee wanted its new bible to be in the best english possible, and this, they felt, was to be found in the protestant revised version, which was based on the king james version. its members agreed to use the revised version, and to remove all un - jewish and anti - jewish phrases, expressions, renderings, and usages and introduce traditional jewish interpretation to reflect jewish feeling, law, faith and tradition. the committee had good intentions, but it floundered until max margolis, one of american jewrys leading scholars of bible and semitics, was hired as editor - in - chief. though he edited the translation ( which had been prepared by 32 contributors ) in just 12 months, a remarkable accomplishment, it had to be reviewed by a board of editors so diverse that its members argued for years over minor details. jps secretary henrietta szold then went over the manuscript 12 times. the project eventually cost about 10 times its original budget. but it was worth it. the holy scriptures became the societys best - selling volume, selling nearly 40, 000 copies within its first year of publication. most jewish textbooks, as well as the leading orthodox, conservative, and reform prayer books, turned to the societys translation when quoting scripture. the back - to - the - bible movement of the 1950s inspired jps to make its bible as widely available as possible.


, as well as the leading orthodox, conservative, and reform prayer books, turned to the societys translation when quoting scripture. the back - to - the - bible movement of the 1950s inspired jps to make its bible as widely available as possible. and so it published many editions : a quarto - sized pulpit bible for jewish chaplains, a two - volume hebrew - english edition, and even a large - size illustrated version that was sold door - to - door. this renewed interest in the bible also inspired harry orlinsky, professor of bible at hebrew union college - jewish institute for religion in new york, to lobby for a brand new jps translation, a clear departure from the king james version, one that would truly be considered the authoritative jewish view of what the words of the bible meant. the new bible committee first published the torah, prophets, and writings separately from the rest of the bible, over a more than 20 - year period. orlinsky headed the committee that prepared the torah, which was published in the mid - 1960s. he was also part of the group that worked on the prophets. the committee that prepared the writings was made up of other scholars from north america and israel. in 1985, all three parts were brought together in one volume, the jps tanakh. this translation came to be known as njps ( new jps ) and the original 1917 translation as the ojps ( old jps ). to date, the njps is the most widely read translation of the hebrew ( jewish ) bible, and one of the worlds most accessible and readable english bibles. you will notice that the 1917 translation uses some archaic language, such as shalt, thee, and thou, because it borrowed heavily from the king james version. several passages in the 1917 version are much more poetic in tone than those in the 1985 translation ( see psalm 23 ). also, the 1985 translation is more gender neutral than the 1917 version ( see 2 kings 25 : 9 ). sarna, jps the americanization of jewish culture 18881988, 97. sarna, jps the americanization of jewish culture 18881988, 104. greenspoon, a short history of bible translations, jps guide the jewish bible, 48. please sign up for our email newsletter to download your free version of the holy scriptures. you ' re free ebook will be sent to you via email :


concord expressa christian science study resource we know principle only through science. the prin ‐ 6ciple of christ is divine love, resistless life and truth. then the science of the principle must be christlike, or christian science. more than regal is the majesty 9of the meekness of the christ - principle ; and its might is the ever - flowing tides of truth that sweep the universe, create and govern it ; and its radiant stores of knowl ‐ 12edge are the mysteries of exhaustless being. seek ye these till you make their treasures yours. when a young man vainly boasted, “ i am wise, for i 15have conversed with many wise men, ” epictetus made answer, “ and i with many rich men, but i am not rich. ” the richest blessings are obtained by labor. a vessel 18full must be emptied before it can be refilled. lawyers may know too much of human law to have a clear per ‐ ception of divine justice, and divines be too deeply read 21in scholastic theology to appreciate or to demonstrate christian charity. losing the comprehensive in the technical, the principle in its accessories, cause in effect, 24and faith in sight, we lose the science of christianity, — a predicament quite like that of the man who could not see london for its houses. 27 clouds parsimonious of rain, that swing in the sky with dumb thunderbolts, are seen and forgotten in the same hour ; while those with a mighty rush, which waken the 30stagnant waters and solicit every root and every leaf with the treasures of rain, ask no praising. remember, thou canst be brought into no condition, be it ever so severe, 150 150 : 1where love has not been before thee and where its tender lesson is not awaiting thee. therefore despair not nor 3murmur, for that which seeketh to save, to heal, and to deliver, will guide thee, if thou seekest this guidance. pliny gives the following description of the character of 6true greatness : “ doing what deserves to be written, and writing what deserves to be read ; and rendering the world happier and better for having lived in it. ” strive thou 9for the joy and crown of such a pilgrimage — the service of such a mission. a heart touched and hallowed by one chord of christian 12science, can accomplish the full scale ; but this heart must be honest and in earnest and never weary of struggling