suwarno, prima agus ( 2010 ) alih kode bahasa guru dalam pembelajaran bahasa indonesia di kelas xi sman 1 kauman tulungagung. other thesis, university of muhammadiyah malang. download ( 85kb ) | preview language variance clearly could be a character of group. language variance exactly a tendency and all consisted of vocabulary differences. certain words tend to use by certain group, which created certain language variance. the character might not be seemed in vocabulary used by speaker, but it showed based differences in a region. code exchange could be happened if the speaker changed his / her language when using certain language in his / her speech. elements taken from another language often existed in form of words, phrase, group of words, word repeats. code exchange usage in communication, especially in educational world which considered student ’ s comprehension as the most important things were found often. it was done to give more comprehend material explanation by students. problems statement in this research were : ( a ) how the shape of code exchange used by teacher in learning process at grade xi sman 1 kauman high school of tulungagung, ( b ) what consideration factors caused the code exchange by teacher in learning process at grade xi sman 1 kauman high school of tulungagung method used in this research was descriptive qualitative method. descriptive method aimed to find information about phenomena when the research was done, data collected consisted of ( 1 ) code exchange used by the teacher in learning process, ( 2 ) consideration factors caused the code exchange in learning process. from observation and interview done in this research, there could be concluded that code exchange done by teacher limited among two language, they were indonesian and language. while consideration factors for teacher to do code exchange could be divided into two, situation and purpose. according situation, some of them : ( 1 ) formal situation, ( 2 ) teacher ’ s emotion. according to purpose to be reached, some of them : ( 1 ) convince the students, ( 2 ) create friendly condition with students, ( 3 ) teacher wanted to adjust the code with students. | item type : | | thesis ( other ) | | subjects : | | l education > l education ( general ) | | divisions : | | faculty of teacher training and education > department of indonesian and literature | | depositing user : | | rayi tegar pamungkas | | date deposited : | | 22 mar 2012 08 : 50 | | last modified : | |


reading skills : making connections these sites provide various activities involving the reading stragey with connections to text - to - text, text - to - self, and text - to - world. includes modeling scenarios as well as interactive activities for teachers. into the book : strategies for learning this site from wisconsin education communication board features interactive activities to teach questioning, visualizing, inferring, summarizing, evaluation, and synthesizing. videos model teaching lessons. readwritethink : making connections : strategy guide here is a strategy guide to learn how to model the three different kinds of connections ( text - to - text, text - to - self and text - to - world ). students then use the strategies to look for their own personal connections to a text. three downloadable posters describing the connections are available. reading response logs - making connections this pdf helps students connect to the texts they are reading. teaching reading comprehension : a look at reading comprehension strategies learn more about the following reading comprehension strategies : making connections, visualizing, questioning, inferring, evaluating, and synthesizing. note : this site includes ads. scholastic : making connections - self - monitoring see this series of seven lessons provides independent activities to engage students in making connections to text. note : this site contains ads. readwritethink : digging deeper : developing comprehension using " thank you, mr. falker " this lesson provides strategies for students to make personal connections to text by using " thank you, mr. falker ". response journals may be used for recording student connections to the character and themes in the book. readwritethink : boars and baseball : making connections this lesson uses " in the year of the boar and jackie robinson " to teach reading strategies of text - to - self, text - to - text, and text - to - world. an extension activity is given. readwritethink : family ties : making connections to improve reading comprehension in this activity, students are engaged with picture books about families to make text - to - self, text - to - text, and text - to - world connections by reading and responding to those books. revisiting read - aloud : instructional strategies that encourage students ' engagement with text use this article for teaching examples of modeling text - to - text, text - to - self, and text - to - world strategies. several student activities are provided. this site provides information on six comprehension strategies and activities for students. note : this site contains ads. request state standards


prof. e. w. scripture contributes an article entitled “ how the voice looks ” to a recent number of the century. professor scripture is director of the psychological laboratory of yale university, and if his views are accepted there promises to be a revolution in vocal teaching. the illustrations tell some curious stories. here is one statement from the experimenter : not long ago i stated these facts to a well - known clef club, and supported them by the curves of german vowels sung into and traced from a phonograph by professor hermann, of konigsberg ; by pictures of spoken english vowels obtained in a different way by professors nichols and merritt, of cornell ; by analyses of finnish vowels by dr. pipping, of helsingfors ; by direct observations of the vocal cords made by dr. musehold according to a new method, and by the results of other investigations. the statements were received with a dismay mitigated only by incredulity. one member even remarked that such views “ would, if true, knock all our theories of vocal instruction into a cocked hat. ” there was, in fact, a natural reluctance to giving up the helmholtz overtone theory of vocal resonance. the abandonment of the incorrect theory of vocal action will probably require modifications in the present methods of vocal instruction, but that is a matter for the musicians to decide. i merely suggest that if the mouth - resonance cannot alter the sound from the cords except by mixture of new tones with it, it is hopeless to attempt to correct faulty cord - action by adjustment of the mouth ; the cords must be trained to emit such forms of explosions as will produce the best effects on the ear.


panama has historically served as the crossroads of trade for the americas. its strategic location as a bridge between two oceans and the meeting of two continents has made panama not only a maritime and air transport hub, but also an international trading, banking, and services center. panama ’ s global and regional prominence is being enhanced by recent trade liberalization and privatization, and it is participating actively in the hemispheric movement toward free trade agreements. panama ' s dollar - based economy offers low inflation in comparison with neighboring countries and zero foreign exchange risk. its government is stable and democratic and actively seeks foreign investment in all sectors, especially services, tourism and retirement properties. due to the country ' s historic evolution, which focused resources overwhelmingly on services and transactions, the assembly and manufacturing sectors – largely comprised of production of items such as processed foods, chemical products, construction materials and a small and declining clothing sector - remain severely underdeveloped. given the higher educational requirements for the service sector jobs panama ’ s economy created, this distortion has contributed to great income disparities, with social and economic inequalities marked by a high percentage of the population living at or near the poverty level, with significant underemployment and limited education and other social benefits. in 2010 the three major credit rating agencies – standard & poor ’ s, moody ’ s, and fitch - all raised their credit ratings for panama to investment grade, granting the government of panama international recognition for recent tax reforms and its record of steady gdp growth while keeping its deficits under control ( even in 2009, a dismal year for the world economy, panama ’ s economy grew 2. 9 % and the government of panama ’ s deficit was only 1 % of gdp ). not only does the investment - grade rating lower the cost of borrowing for the government of panama, but it sends a strong market signal that panama, even while carrying a debt ratio that is relatively high, is one of only five latin american countries to achieve this distinction. panama ' s economy is based primarily on a well - developed services sector, accounting for about 75 % of gdp. services include the panama canal, banking, the colon free zone, insurance, container ports, and flagship registry. panama is currently engaged in the panama canal expansion project. this project, in conjunction with the expansion of the capacities of its ports on both the atlantic and pacific coasts, will solidify panama ’ s global logistical advantage in the western hemisphere. this logistical platform has aided the success of the colon free zone ( cfz ),


in conjunction with the expansion of the capacities of its ports on both the atlantic and pacific coasts, will solidify panama ’ s global logistical advantage in the western hemisphere. this logistical platform has aided the success of the colon free zone ( cfz ), the second largest in the world after hong kong, which has become a vital trading and transshipment center serving the region and the world. cfz imports – a broad array of luxury goods, electronic products, clothing, and other consumer products - arrive from all over the world to be resold, repackaged, and reshipped, primarily to regional markets. because of this product mix, u. s. brand market share is significant, even if most of those products are made in asia. hong kong is the cfz ' s biggest supplier, while colombia and ecuador are the two largest destinations for exports from the cfz. the u. s. is panama ' s most important trading partner, with about 30 % of the import market, and u. s. products enjoy a high degree of acceptance in panama. in 2011, u. s. exports to panama jumped 34 % to $ 8. 25 billion – in no small part due to the fact that panama ’ s economy grew 10. 5 %. however, international competition for sales is strong across sectors including telecommunications equipment, automobiles, heavy construction equipment, consumer electronics, computers, apparel, gifts, and novelty products. panama ’ s inflexible labor laws are a source of concern for prospective investors. firing practices are excessively regulated, reducing labor mobility and inhibiting hiring. while inexpensive in global terms, panama ' s minimum wage is relatively high in a central american context. in addition, competent technical employees fluent in english may be hard to find. these labor issues, coupled with relatively high costs for electricity, result in higher than average unit production costs in panama. instances of questionable government practices continue to affect u. s. investors in panama. these include bidding procedures, contract obligations, and a slow and imperfect judicial system. the current administration has announced an ambitious agenda of fiscal reform, anticorruption and transparency improvements, and reform of the social security system. with the exception of fiscal reform, however, there has been little to no progress on these fronts. continued improvements in the areas of educational and judicial reform will be critical for panama to improve its business competitiveness standing in the region. international indexes generally rate panama as one of the best countries in latin america for business and investment. at the same time, however,


the areas of educational and judicial reform will be critical for panama to improve its business competitiveness standing in the region. international indexes generally rate panama as one of the best countries in latin america for business and investment. at the same time, however, u. s. investors have voiced concerns about corruption and inconsistent treatment. for these reasons we encourage u. s. companies interested in investing in panama to read our report on investing in panama thoroughly and to contact us for more information. we also recommend that americans interested in purchasing property in panama review the u. s. citizens services note here. panama has no restrictions on the outflow of capital or outward direct investment. its accession to the world trade organization in mid - 1997 opened up trade and lowered tariffs across the board, giving panama the lowest average tariff rate in latin america. panama ’ s recognition of the u. s. sanitary and phytosanitary system and the creation of a new food safety authority have essentially eliminated the previous slow and arbitrary procedures for issuing phytosanitary permits for u. s. food products. consumer attitudes and many brand preferences are similar to the u. s. u. s. television, radio and magazines are all available and popular in panama. panamanians frequently travel to the u. s. for vacation, medical treatment, study and business. their buying patterns and tastes are similar to those of u. s. consumers. u. s. goods and services enjoy a reputation for high quality and are highly competitive. panama has in recent years established itself as a regional competitor to miami for consumer retail, which may result in a larger market than its domestic population would indicate. the country boasts the highest per capita gdp in the region. however, income distribution is highly skewed toward a relatively small, consumer goods - oriented, economically powerful class. this class enjoys a very high level of disposable income. they prefer high quality trend - setting goods where price is a secondary determinant in the purchasing decision. the expansion of the panama canal – a us $ 5. 25 billion project that will double capacity and allow passage of larger post - panamax vessels - was approved in a national referendum in 2006 and started in 2007. the government of panama sees this project as essential to maintaining its stature in global transport and hopes to complete it in 2014. when completed, the project will have a significant impact on u. s. ports, which are already positioning themselves to take advantage of the expansion. an interesting area for foreign investment is in the former canal zone


transport and hopes to complete it in 2014. when completed, the project will have a significant impact on u. s. ports, which are already positioning themselves to take advantage of the expansion. an interesting area for foreign investment is in the former canal zone and associated military bases. one of the largest facilities, the former howard air force base, is being developed into a “ new town ” with offices, light warehousing, apartments, homes along with shops and restaurants, all within a special economic incentive zone. a number of anchor u. s. clients, e. g. dell, 3m, caterpillar, and w. r. grace, have established growing operations in this area. panama is on record as being in favor of free trade agreements ( ftas ) and is currently working to implement a trade promotion agreement ( tpa ) with the u. s. that will result in tariffs immediately dropping to zero for approximately 87 % of u. s. exports, with the remainder phased out over time. panama has full ftas with el salvador, taiwan, singapore, chile, costa rica, honduras, guatemala, peru and nicaragua ; and partial ftas with mexico, dominican republic and cuba. panama is in the process of implementing an fta with the european union while an fta with canada is pending ratification by the canadian parliament. due to its open economy, panama has few market access problems. one of the more common market entry options is to appoint an agent or distributor. another option is to find a local partner who can provide market knowledge and contacts. other businesses have been successful via licenses or franchises. the u. s. commercial service offers u. s. companies market entry assistance through a variety of services, any of which can be tailored to suit your needs. we also will work to defend your business interests in panama if the need arises. we measure ourselves on our ability to help you do more business in panama. given the ease of air travel between the u. s. and panama, our gold key service ( gks ) is our most popular offering. this service connects you with qualified representatives, distributors, partners, or customers. the u. s. embassy will conduct background checks, set up the meetings, and provide translation and driving services as part of the package. to learn more about how we can assist you in doing more business in panama, please visit our website at www. export. gov / panama. you can also call us at 011 - 507 - 317 - 5000 or email us at email @ example


sexuality and sexual identity human sexuality is a topic of great interest in society, but has been difficult to develop as a research field, outside a narrow biological or medical context. in recent decades, however, sexuality has developed as an important field of research in the social and cultural sciences. its topics include the social structures shaping sexual practice ; the variations between cultures – and within cultures – in practices around intercourse, childbirth and sexual health ; sexual violence and exploitation ; representations of sexuality in mass media ; and the role of sexuality in human development. the practical importance of social research on sexuality, for purposes such as addressing the hiv / aids pandemic, are now recognised. researchers in this area include : | dr kellie burns | | senior lecturer, health education and professional practice ; research progress manager – division of doctoral studies keywords : gender, sexuality, sexual citizenship, gender / sexuality and sport, sexualities education, pedagogies of health and wellbeing, school as clinical setting | professor jude irwin | | professor of social work and social justice, social work and policy studies | dr kate russell | | senior lecturer, human movement and health education ; doctoral studies research progress manager ; division low risk ethics committee keywords : gender, body image, sexuality, sport, identity, sexual health education


- c. v. sum - elt calendar my students very often tend to do the required course readings once, struggling not only with comprehension, but also relating the content from week to week. in order to both improve comprehension and dig deeper, this post is about pushing students to engage with the readings. one lesson i ’ ve tried to instill in new university students is that to understand material and get the most from a reading, you need to engage with it, like having a conversation where you go down various tangents, inspired by the original discussion, but always being able to bring it back. likewise, the more you engage with a reading, the less work you ’ ll need to do later when using it as part of your research. giving examples or even practicing engagement in a class or two and expecting them to do it on their own simply isn ’ t enough. learners need the skills broken down into separate functions to recognise and practice. what do we do to engage with readings? how can they be divided into clearer, concise roles to practice before being put together? and despite strong encouragement, it ’ s rare that any student will fully grasp how to engage even if they have the gumption to run with it on their own. this has been my experience. last year, my colleagues and i tried out a version of reading circles in the vein of furr ( 2004 ) with the readings required by the history credit course our students concurrently took. though it seemed to help them understand the primary and secondary sources, in - class discussion infrequently moved into true discussion. with several factors potentially contributing to this, this year i kept the same general timeline, but determined that i ’ d control certain factors : 1 ) modify the roles to suit our students ’ needs and our goals, 2 ) require student reflections after the in - class discussions, and 3 ) choose the readings themselves. each role needs really to serve two purposes : help engage with material and practice research essay skills. with this in mind, i tweaked furr ’ s explanations of the role responsibilities a little ( see document below ). i also added a few roles. interpreting, evaluating and integrating visual media from readings and into essays is a vital skill at this level. as a result, i added in a visualiser role, along the lines of the artistic adventurer ( daniels 2002 ). another change was emphasise critical thinking regarding bias, reliability and context. in comes my contextualiser role. finally, i collapsed the word master and passage finder


a visualiser role, along the lines of the artistic adventurer ( daniels 2002 ). another change was emphasise critical thinking regarding bias, reliability and context. in comes my contextualiser role. finally, i collapsed the word master and passage finder into the highlighter. the handout i give students is here. the first page is for teacher ’ s reference, whereas students get the second in order to encourage cognisance of the roles ’ purposes and effects. i allow students to choose their weekly roles, exceptions : there must be a discussion leader and not same role twice in a row. this gives a certain control back. to do this, they update this google spreadsheet so i can monitor more effectively. a new feature added in this year is to reflect on the process each week before moving on. so far, i ’ ve given two groups the following points to consider and asked them to email me their reflection : a ) how your partners contributed to your understanding of this article b ) how critiqued of what you prepared helped you c ) how the extra help ( i wrote questions to consider for each role on the board during the discussion to help students fill gaps in their preparation – edit : november 19 – see photos of my board at the bottom of this post ) was similar to or different from what you ’ d prepared and what you could use to fill in your role d ) who was most / least vocal, why and what could be done to better manage the discussion next time e ) which role you think appeals to you the most and why with one group, i asked them to answer all. with the other, i asked them to reflect on all, but submit one they felt was significant to them. beware, the answers vary from the extremely wishy - washy : a ) as the discussion leader, [ joe ] has led us to understanding this reading and we can get a common view of a whole group. as the highlighter, [ mark ] has shown us the main sentence of the article and explained the complex or topical vocabulary. as the contextualiser, [ charles ] gave us the background of the event. to the more meaty : a ) … thirdly, i want to talk about our visualiser, [ smith ]. i got really surprised about things she found. showing the picture about the how haitian works in the dominican republic, map of the haiti and dominican republic, and an introduction video about the film “ the price of sugar ”, really helped me a lot. because i didn ’


about things she found. showing the picture about the how haitian works in the dominican republic, map of the haiti and dominican republic, and an introduction video about the film “ the price of sugar ”, really helped me a lot. because i didn ’ t find these information when i want to find some information to better understand the article, i got surprised, especially the video. that gave me the visual impact how bad the situation is in haiti, and helped me remember it better than just reading the words. i collect these ungraded reflections and use them as examples to differentiate fluffy content from substance as well as see what the students themselves feel the value is. it ’ s great to have choice, especially when reading for pleasure, but when it ’ s meant to practice certain skills for high - stakes assignments, i ’ d prefer to take the reigns for the time being. last year, our purpose solely was to have students understand the required readings of the history course. this worked and it didn ’ t ( see above ). this year, we decided not to use the required readings themselves, but take another page from the reading circle roles, connector, by choosing related readings that provide extra context, interesting connections, quotable ideas, and topical discussion. we ’ ll use increasingly lengthy articles as time goes on and success at how to perform the roles increases. i also plan to choose readings that demonstrate great personal bias, technically challenging vocabulary and increasingly complex, less obvious connections. after the in - class reading circle discussion, i post next week ’ s article on blackboard as well as extra information ( e. g. link to download the article, citation example, date of in - class discussion ). to enhance students ’ preparation, i often add links to extra material for the current article ( see week 8 example on the right ). here are two articles my students have used so you can see an example of how they relate to the history reading / lecture of that week : week 8 & 9 history topics : the haitian revolution ( 1791 - 1804 ) week 8 rc article : terral, ben. “ haiti : the price of sugar. ” review of the price of sugar, by bill haney ( dir. ), global research. november 19, 2007, http : / / www. globalresearch. ca / index. php? context = va & aid = 7372. ( download ) week 9 rc article : peguero, valentina. “ teaching the haitian revolution : its place in western and modern world history. ” the


##earch. ca / index. php? context = va & aid = 7372. ( download ) week 9 rc article : peguero, valentina. “ teaching the haitian revolution : its place in western and modern world history. ” the history teacher volume 32, no. 1 ( november 1998 ) : 33 – 41. ( download ) one final task is to submit a group report one week later. this includes a formatted submission of what they prepared for their roles, as well as modifications based on the group discussion. little by little, the students seem to be getting more and more from the readings. more and more their desire to investigate more autonomously is improving. and i ’ m pleasantly surprised by many of their reflections suggesting something to the effect of them being helpful. here are two quick videos of students giving it a go : 1st week – 16 students, mostly mandarin - speakers week 2 – 28 students, mainly mandarin - speakers, 1 russian, 1 indonesian daniels, h. literature circles : voice and choice in book clubs and reading groups. ( second edition ). portland, me : stenhouse ; 2002 furr, m. literature circles for the efl classroom. 2004. available at http : / / www. eflliteraturecircles. com / litcirclesforefl. pdf ( accessed on november 11, 2011 ). shelton strong, s. “ literacture circles in elt. ” elt journal 2011. first published online july 18, 2011 doi : 10. 1093 / elt / ccr049 ( accessed on november 6, 2011 ). arc in practicum, a concrete example of how this activity worked in reality. the interactions of arc, which details interactions with instructor and each other. the highlighter role, details of how this lexically - focussed role works context is important, a preview the contextualiser role using visuals to represent concepts in texts, introducing the visualiser role to students arc workshop slides, from # toscon12, # tc12 & # tesolfr feel free to share this post! = ) - may 7th, 2013may 7th, 2013april 28th, 2013 posts by month posts by category


this post really is about using lvm ( logical volume manager ; an abstraction layer for disk devices ) snapshots. a snapshot is a frozen image of a logical volume, which simply means “ filesystem ”. it ’ s not really “ frozen ”, lvm2 snapshots are read / write by default. but you can freeze a filesystem in time with a lvm snapshot. the background of this really is exadata ( computing node ) and upgrading, but has nothing unique to exadata. so don ’ t let this bother you. but the idea of using lvm snapshots popped up when dealing with exadata computing nodes and upgrades. first of all : lvm is in development, which mean different linux versions have different lvm options available to them. i am using the exadata x2 linux version : rhel / ol 5u7 x86 _ 64. i guess ol6 has more and more advanced features inside lvm, but with x2, ol5u7 is what i have to use. so the steps in this blogpost are done with this version. any comments are welcome! second : if you want to experiment with this : most people allocate all space in the volume group to logical volumes upfront. a snapshot is a cow ( copy on write ) copy of a logical volume. this means a snapshot starts off with zero extra bytes ( source and snapshot are equal ), and grows as the source gets modified. this means you need to have free / available space in the volume group to facilitate the snapshot. then there is another caveat : the ‘ / boot ’ filesystem cannot be in lvm, so is a normal partition on most systems ( also on exadata ). this means snapshots do not help if you want a backup of that filesystem. you need to use another trick. okay, here we go : you have a large modification upcoming and want to be able to restore your system to this moment in time. 1. backup / boot filesystem [ root @ localhost ~ ] # df / boot filesystem 1k - blocks used available use % mounted on / dev / sda1 248895 24037 212008 11 % / boot [ root @ localhost ~ ] # umount / boot [ root @ localhost ~ ] # dd if = / dev / sda1 of = dev


dev / sda1 248895 24037 212008 11 % / boot [ root @ localhost ~ ] # umount / boot [ root @ localhost ~ ] # dd if = / dev / sda1 of = dev _ sda1 _ backup [ root @ localhost ~ ] # mount / boot 2. create snapshot of logical volumes in this example it ’ s only the root filesystem ( which is a bit special, because this filesystem is set in grub. conf for the bootloader, and in / etc / fstab ). [ root @ localhost ~ ] # lvdisplay - v / dev / vg00 / lv _ root using logical volume ( s ) on command line / dev / hdc : open failed : no medium found - - - logical volume - - - lv name / dev / vg00 / lv _ root vg name vg00 lv uuid wutwln - ffdb - qrlg - 1lgl - xqkb - glvn - opcoww lv write access read / write lv status available # open 1 lv size 3. 91 gb current le 125 segments 1 allocation inherit read ahead sectors auto - currently set to 256 block device 253 : 0 lvdisplay displays the properties of the logical volume to be snapshotted, i use this to spot the number of le ’ s. [ root @ localhost ~ ] # lvcreate - l 125 - s / dev / vg00 / lv _ root - n lv _ root _ snap / dev / hdc : open failed : no medium found logical volume " lv _ root _ snap " created the system now has been backed up in a way that we can revert to this situation. next would be to do the o / s upgrade, software upgrade or whatever. it goes horribly wrong, and you need to restore the system to the previous situation. 1. rename current logical volume in this case, i rename my lv _ root logical volume to lv _ root _ old : [ root @ localhost ~ ] # lvrename / dev / vg00 / lv _ root / dev / vg00 / lv _ root _ old / dev / hdc : open failed : no medium found renamed " lv _ root " to " lv _ root _ old " in volume group " vg


##v _ root / dev / vg00 / lv _ root _ old / dev / hdc : open failed : no medium found renamed " lv _ root " to " lv _ root _ old " in volume group " vg00 " the logical volume ( which we currently use ) has been renamed. 2. create new lv _ root this is the logical volume we are going to use to put the snapshot in. [ root @ localhost ~ ] # lvcreate - l 125 - n lv _ root / dev / vg00 logical volume " lv _ root " created 3. populate the new lv _ root with the snapshot contents [ root @ localhost ~ ] # dd if = / dev / vg00 / lv _ root _ snap of = / dev / vg00 / lv _ root 8192000 + 0 records in 8192000 + 0 records out 4194304000 bytes ( 4. 2 gb ) copied, 93. 0858 seconds, 45. 1 mb / s 4. restore the / boot filesystem [ root @ localhost ~ ] # umount / boot [ root @ localhost ~ ] # dd if = dev _ sda1 _ backup of = / dev / sda1 [ root @ localhost ~ ] # mount / boot [ root @ localhost ~ ] # shutdown - r now this sequence of events enabled me to restore my system to a post - modification situation. of course you should test this very thoroughly for your own situation, but this offers an elegant way, which has little external dependencies. post restore / cleaning up : when the system is reverted to its old situation, we are left with a logical volume and a snapshot which probably are not of use anymore. these can be cleaned up the following way : [ root @ localhost ~ ] # lvremove / dev / vg00 / lv _ root _ old do you really want to remove active logical volume lv _ root _ snap? [ y / n ] : y logical volume " lv _ root _ snap " successfully removed do you really want to remove active logical volume lv _ root _ old? [ y / n ] : y logical volume " lv _ root _ old " successfully removed


access to educational materials there are many factors affecting access to online educational materials, such as the cost of the materials, the cost of access, restrictive copyright licences, language, and local relevance of the content. these are broad and ongoing issues, with gains slowly being made to allow more access for more school and university students around the world. in developed countries, affordable broadband is creating a truly information - rich learning environment for students. it is possible to find information on most topics very easily and quickly. in this environment, skills such as information literacy, critical reading and problem solving become important. for too many students in the developing world, access remains limited. in the 21st century, where being networked is essential to learning, working and playing in the information society, the lack of access directly undermines the universal right to education. one emerging trend could play a part in changing this : the rise of the mobile phone. of course, the physical platform of access – the phone – is only one piece of a complex puzzle, but it is of such a disruptive nature that it could significantly move access to information a few steps closer to being a universally enjoyed right. the staggering uptake of mobile phones – in terms of speed of adoption and number of users – has surprised even the greatest of techno - optimists. while universally accepted figures are difficult to obtain, it was reported that by the end of 2008, worldwide mobile cellular subscribers would reach the four billion mark. a full 1. 3 billion of those subscribers would come from the bric countries ( brazil, russia, india and china ), which were driving the bulk of the growth in adoption. in the same year it was also reported that africa was the world ’ s fastest growing mobile market. the international telecommunication union ( itu ) cautions that these figures need to be “ carefully interpreted ” ( which is outside the scope of this paper ), but the overall gist is understood : the mobile revolution has happened, and is here to stay. when understood in the context of around one billion people accessing the internet, the revolution becomes even more significant. what does it mean for education and access to online educational materials when it is claimed that for every personal computer ( pc ) there are four mobile phones? the emergent field of mobile learning, or m ‑ learning, has been trying to answer that question ( even while struggling to define itself in a field that is constantly evolving ). initial definitions focused exclusively on the device itself, presenting m ‑ learning as any learning that happened through a personal digital


or m ‑ learning, has been trying to answer that question ( even while struggling to define itself in a field that is constantly evolving ). initial definitions focused exclusively on the device itself, presenting m ‑ learning as any learning that happened through a personal digital assistant ( pda ) or mobile phone. this view is problematic ; it is the equivalent of focussing on the physical object of a book, and not the content it holds. over the years, more mature definitions have emerged that focus on issues such as mobility, and on how “ personal mobile and wireless devices can enhance, transform and extend learning, teaching, assessment and administration. ” added to that are opportunities for creative expression, social networking and identity development, to name but a few. m - learning offers characteristics of “ ownership, informality, mobility, and context that will always be inaccessible to conventional tethered e - learning ”. clearly m ‑ learning is not just e ‑ learning that has gone for a walk, but something rather different. mobile phones are personal, part of our emotional lives and almost always with us. through mobile phones, access begins to be conceived in terms of “ just - in - time ” and “ just - for - me ” learning. for this reason, traxler posits that “ it is entirely possible that the emergence of mobile learning in developing countries will take the evolution of e ‑ learning along a trajectory that is very different from that in developed countries, where it has been predicated on massive, static, and stable resources ” – an exciting prospect. many opportunities exist for m ‑ learning to increase the reach and depth of access to online educational materials – too many to cover here. four key issues stand out and are worth mentioning : mobility, or being able to access and share information from anywhere ( where there is coverage, of course ) and at any time ; the pervasiveness of the device ( for example, compared to the number of pcs in telecentres or schools ) ; the ability to access not only materials but people, fully exploiting the communication feature of phones in the service of education ; and the potential of the phone as a device for content creation. in addition to the texting that happens on phones, many phones today have cameras that can take still images as well as video. many phones can also play audio files and have radio. increasingly, even lower - end handsets have general packet radio service ( gprs ) capability, allowing for internet access and web browsing. mobile instant messaging ( mim ), through


video. many phones can also play audio files and have radio. increasingly, even lower - end handsets have general packet radio service ( gprs ) capability, allowing for internet access and web browsing. mobile instant messaging ( mim ), through services such as mxit or mig33, is becoming popular with the youth on phones such as these. in south africa alone, mxit claims a user base of 14 million. one project that has captured the learning opportunities provided by mobile phones is dr math, which is set up on the mxit platform in south africa. this service provides maths tutoring – from live tutors – via mim to anybody about any school maths question, from 14 : 00 to 22 : 00 on sunday to thursday. using chat, learners can be tutored at night in their rooms. it is a very affordable and effective learning service ( one tutor can help up to 50 learners in an hour ), providing just - in - time support. while the educational potential of m ‑ learning is enormous, a number of key challenges need to be overcome. poor user experience and un - optimised content for someone who has access to the internet only through their mobile phone, the experience is hugely empowering. but the small screen and non - qwerty keyboard interface of most phones limits that interaction. certain content types – bite - sized and just - in - time – favour this interface. however, much of the existing online educational materials will need to be reformatted or repurposed to make them mobile friendly. language and localisation of content the perennial issues of too much english learning material and not enough in other languages, as well as a lack of local content – or locally adapted content – still pervade the access debate. the mobile phone alone cannot rectify this imbalance. but when viewing the phone as a content - creation device, it can empower users to generate and share local content. furthermore, because phones are ideally suited to accessing locally relevant and timely information, the incentive to generate this content – for content providers and local citizens – is increased. mobile tariffs are still too high in developing countries, especially because most citizens pre - pay for their usage, which is more expensive than contract rates. there is even some research that suggests that “ mobiles are doing more economic harm than good, and sometimes making poor people poorer, ” because they spend too much of their income on mobile communication. there is much work to be done to lobby network operators throughout africa to reduce tariffs, and for


“ mobiles are doing more economic harm than good, and sometimes making poor people poorer, ” because they spend too much of their income on mobile communication. there is much work to be done to lobby network operators throughout africa to reduce tariffs, and for handsets to become cheaper. as an interim measure, network operators could zero - rate data costs for access to educational sites, and reduce short message service ( sms ) costs for educational purposes. the discussion of access to educational materials within the context of mobile phones is very broad in scope, and we have touched on only some of the issues. while the field of m - learning is still emergent, there are enough innovative examples that have demonstrated the potential that mobile phones have for increasing not only access to educational materials, but also the power to create and share these materials in the developing world. going forward, we should think carefully about how to exploit the pervasiveness of mobile phones, and about how their features – their unique content and services – provide new ways to educate and learn. ahonen, t. ( 2008 ) mobile as 7th of the mass media : cellphone, cameraphone, iphone, smartphone, futuretext, london. traxler, j. ( 2009 ) current state of mobile learning, in ally, m. ( ed. ) mobile learning : transforming the delivery of education and training, athabasca university press, edmonton, p. 9 - 24. traxler, j. and sugden, d. ( 2007 ) why go mobile? an overview of mobile and wireless learning. www. jisc. ac. uk / media / documents / programmes / elearninginnovation / session1 _ jtds _ whygomobile. pdf reed, m. ( 2008 ) africa, world ' s fastest growing mobile market. allafrica. com / stories / 200804280943. html ahonen, t. ( 2008 ) mobile as 7th of the mass media : cellphone, cameraphone, iphone, smartphone, futuretext, london. roberts, c. ( n. d. ), cited in traxler, j. and sugden, d. ( 2007 ) why go mobile? an overview of mobile and wireless learning. www. jisc. ac. uk / media / documents / programmes / elearninginnovation / session1 _ jtds _ whygomobile. pdf traxler, j. ( 2009 ) current state of mobile learning, in ally, m.


the us gets 60 % of its imported oil from countries which are not free nor stable. click on map for more details. the world economy pumped 87 million barrels of oil a day in 2011, up from 84 mlllion in 2007. with emerging economies demanding more petroleum to fuel their growth, oil producers are turning to more difficult conditions and hostile territories for their exploration and production. the increasing difficulties in maintaining high production rates is the key metric in this conflict. although the earth may contain billions of barrels of oil or similar hydrocarbons, it is only the amount that can be extracted in a timely fashion that is use to economies and societies. there have been many examples of this extraction rate going into decline after a high point, a phenomenon called " peak oil. " the united states experience peak oil in the early 1970 ' s. as other countries, and ultimately the world as a whole, go into peak oil phases, competition is expected to become more intense. the map to the right shows the political status of countries which export oil to the united states. the green countries are assessed as ' free ' by the think tank freedom house. the yellow countries are ' partly free ' and the purple are ' not free. ' the united states gets 60 percent of its foreign oil from countries which are neither free, peaceful nor stable. click on the map to enlarge it and for a table and its accompanying story. the first years of the 21st century have seen unusual hurricanes, tornado swarms, floods and droughts descending upon natural areas, croplands and cities. some say it is a largely a manifestation of man - made climate change ; others attribute it to natural variability and periodic trends of the earth. and there is the argument that it is some of both. whatever the cause, extreme weather is causing thousands of deaths and destroying billions of dollars of property and crops. coastlines are impacted by sea level rise, even at the rate of a few millimeters a year. this channel helps you stay informed about the issues and ramifications of extreme weather.


hydrolysisgreenspun. com : lusenet : introductory geology, oswego state : one thread in class monday we talked about hydrolysis. i was wondering why potassium feldspar leaves a solid of clay minerals and doesn ' t dissolve completely like a calcite mineral would. - - sandra feocco ( dominick f @ prodigy. net ), february 27, 2001 i found this information on the internet in encarta. msn. com under calcite. i hope this helps a little. calcite group - group of minerals belonging to the carbonate group that are isomorphous with one another and have the same properties. minerals in this group can partially or fully replace one another. for example, iron may take the place of magnesium in magnesite calcite is only slightly soluble in pure cold water. however, rainwater or other water in contact with air will absorb carbon dioxide from the air. carbon dioxide reacts with water to form carbonic acid. calcite reacts with carbonic acid to form calcium bicarbonate. calcium bicarbonate is quite soluble in water. thus, the solubility of calcite is sensitive to the acidity of the water. the solubility of calcite is also sensitive to the temperature of the water, being quite soluble in hot water but not in cold water. calcite frequently dissolves in one location and precipitates in another location when the water becomes less acidic or cools. ( mgco3 ), transforming it to siderite ( feco3 ). this information was found in the encyclopedia under potassium. potassium is found in nature in large quantities, ranking eighth in order of abundance of the elements in the crust of the earth, in various minerals such as carnallite, feldspar, saltpeter, greensand, and sylvite. potassium is a constituent of all plant and animal tissue as well as a vital constituent of fertile soil. my guess is that because calcite is a dissolvable and potassium feldspar is a mettalic which is undissolvable are the reasons you are looking for. i hope i am right or on the right track for you. - - tina miller ( firstname. lastname @ example. org ), february 27, 2001.


kansas city on ice january 29 marked the arrival of an historic ice storm that devastated large portions of the midwest. one of the hardest hit locales was the kansas city metropolitan area. officials called it the worst natural disaster in local history. the results were as instructive as they were devastating. the storm began on january 29 and lasted through the 31 though the thought of ice storms may evoke mental images of branches and whole trees crashing violently through lines ( in fact, that does happen ), the reality in most cases is somewhat different, though sometimes no less spectacular. as ice accumulates, tree branches sag, drooping onto power lines. according to jerry borland, executive editor of transmission and distribution world magazine, this is what causes most outages in ice storms. the branches cause a short, or fault, when they touch the lines. if no protective measures were in place, the arcs generated by the electrical current would eventually melt the line, causing it to break. to prevent this, utilities install in - line fusible links, as well as fuses on transformers, that will blow when a fault occurs. this results in a loss of power, and each one of the blown fuses must be replaced manually to restore service. that ' s why it takes so long to regain power after a widespread event. but it ' s easier than repairing broken lines, which would take even longer. in the end, most customers in the kansas city area were without power. utility crews from all across the midwest were called in to help. according to borland, “ the normal workforce for kansas city power and light ( the largest utility in the kc area ) is 107 crews, which amounts to 489 people. the ice storm resulted in kcp & l bolstering their workforce by an additional 738 crews, totaling an additional 2, 300 people. kcp & l recorded the most outages with 285, 000 total reported outages, ” but was not the only utility severely affected. the destruction clearly showed that areas where line clearance had occurred recently were less prone to destruction. as much as people complain about what ' s done to trees around power lines, it ' s a valuable thing, as this storm proved. afterward, area utilities were criticized for not trimming aggressively enough. ( sometimes, you just can ' t win! ) according to borland, tree trimming is one of the largest line items in utilities ' budgets, and often it ' s difficult to adequately fund trimming operations. perhaps more interesting were the clear differences


sometimes, you just can ' t win! ) according to borland, tree trimming is one of the largest line items in utilities ' budgets, and often it ' s difficult to adequately fund trimming operations. perhaps more interesting were the clear differences among tree species regarding structural damage. mike dougherty, urban forester and owner of tree management company ( lenexa, kan. ), saw first - hand how some trees fared better than others. dougherty lists the following susceptible species and causes of failure : silver maple : soft wood resulting in mid - limb failure ; forks / v - shaped crotches and weak branch attachments resulting in splits ; re - sprout failures from previous topping practices. red maple ( cultivars ) : same failures as silver maple. river birch : soft wood resulting mid - limb and trunk failure. green and white ash ( cultivars ) : forks / v - shaped crotches and weak branch attachments causing splits. redbud and dogwood : forks / v - shaped crotches and weak branch attachments causing splits. ornamental pear ( cultivars ), primarily bradford : co - dominant stems, forks / v - shaped crotches causing splits, often to the ground, destroying entire tree. siberian elm : brittle wood causing snaps / breaks mid - limb ; re - sprout failures from previous topping practices. willow and cottonwood : soft wood resulting in mid - limb and trunk failure. looking at dougherty ' s list, you see a mix of “ old ” species, as well as some currently popular types. dougherty asserts that just as we now are paying for poor planting choices made decades ago ( such as siberian elm, which was widely planted as a replacement for american elms ravaged by dutch elm disease ), many of our current choices will create similar problems in 20 to 40 years. newer popular species, such as red maple and river birch, are planted by the thousand and are not among the more structurally sound trees. people just don ' t realize what a problem they may be creating, according to dougherty, because these specimens aren ' t old and large enough to do much damage yet. that may be too generous, however. despite the wide recognition of their weak structures, people continue to plant silver maples and bradford pears in great numbers in urban areas. of course, this is not to say the species on dougherty ' s list have no place … just not next to houses and power lines! too often, we ignore long - term or infre


phoenix feathers are feathers shed by phoenixes, primarily gathered and used in wandmaking. this is one of the rarest core types. phoenix feathers are capable of the greatest range of magic, though they may take longer than either unicorn or dragon cores to reveal this. they show the most initiative, sometimes acting of their own accord, a quality that many witches and wizards dislike. phoenix feather wands are always the pickiest when it comes to potential owners, for the creature from which they are taken is one of the most independent and detached in the world. these wands are the hardest to tame and to personalise, and their allegiance is usually hard won. known wandsharry potter ' s and tom riddle ' s wand cores came from the same phoenix : fawkes, who belonged to albus dumbledore. these two wands are brothers. therefore, they have a certain connection and may produce unusual magical effects when forced to duel one another ; a phenomenon known as priori incantatem. he who must not be named kidnapped ollivander, the wand maker, for information. ollivander told him that a different wand may work against harry, but harry destroyed the " borrowed " wand when lord voldemort chased him when harry was being moved. garrick ollivander also showed a maple and phoenix feather wand for trying to harry potter in 1991. the only phoenix known to have donated his feathers to make a wand was fawkes, albus dumbledore ' s magical bird. he only gave two feathers, one to harry potter ' s wand, and one to tom riddle ' s wand. there was at least one other phoenix who donated its feather to ollivander as shown in the maple wand ollivander showed harry in 1991. who this phoenix was and how its feather was attained is unknown. - harry potter and the philosopher ' s stone ( first mentioned ) - harry potter and the philosopher ' s stone ( film ) ( mentioned only ) - harry potter and the chamber of secrets ( seen on phoenix ) ( possibly ) - harry potter and the chamber of secrets ( film ) ( seen on phoenix ) - harry potter and the chamber of secrets ( video game ) ( seen on phoenix ) - harry potter and the goblet of fire ( mentioned only ) - harry potter and the order of the phoenix ( warning sign ) ( possibly seen on phoenix ) - harry potter and the order of the phoenix ( film ) ( seen on phoenix ) - harry potter and the half - blood prince


( source : journal of the national cancer institute, news release, sept. 27, 2012 ) wednesday, sept. 26 ( healthday news ) - - a colorectal gene database will help further research into the disease, a new study suggests. the crcgene database gathers all genetic association studies on colorectal cancer. it allows researchers to accurately interpret the risk factors of the disease and provides insight into the direction of further research, according to julian little, with the department of epidemiology and community medicine at the university of ottawa, and colleagues. to determine the genetic factors associated with colorectal cancer, they analyzed data from all published genetic association studies on colorectal cancer. the researchers identified 16 independent gene variants with the strongest links to colorectal cancer, among 23 variants, a number lower than expected. unfortunately, the researchers say, this reduces the feasibility of combining variants as a profile in a prediction tool to identity people who are at increased risk for colorectal cancer and who should be screened for the disease. even so, the analysis " provides a resource for mining available data and puts into context the sample sizes required for the identification of true associations, " the researchers wrote in the sept. 27 issue of the journal of the national cancer institute. about 950, 000 new cases of colorectal cancer are diagnosed each year, according to a journal news release. risk factors for the disease include age, diet, lifestyle and possibly genetics. the u. s. centers for disease control and prevention has more about colorectal cancer. copyright © 2013 scoutnews, llc. all rights reserved. healthdaynews articles are derived from various sources and do not reflect federal policy. healthfinder. gov does not endorse opinions, products, or services that may appear in news stories. for more information on health topics in the news, visit health news on healthfinder. gov.


how the kumbh mela crowds are counted date 2013 / 2 / 7 18 : 04 : 40 | topic : hindu press international allahabad, india, february 2, 2013 ( india real time ) : the kumbh mela is frequently billed as the world ' s largest religious gathering. it is almost certainly true. but how can we know for sure? the two men with the challenge of counting up to an estimated 80 million people are divided on how to do it. they also come up with different numbers. they are devesh chaturvedi, the commissioner of allahabad, and alok sharma, the inspector general of police in the city, which is hosting the hindu festival. the commissioner reckons the number of pilgrims passing through the kumbh mela site on the banks of the ganga between jan. 14 and march 10 will end up somewhere between 60 to 80 million. both men use different techniques for counting but agree neither method is scientific or water tight. mr. sharma is more conservative and estimates the final total will be around 40 to 60 million. " we use thumb rules, " says mr. sharma. his team positions counters at the entry points to the mela area, which leads to the bathing ghats ( banks ). they calculate the maximum crowd capacity of 100 meters of road based on the assumption that each pilgrim will take up 1. 5 square feet of ground. then they measure the speed of the crowd by timing how long it takes a police officer to move 600 meters with the throng. " the pace of crowd keeps changing depending on the density, " the inspector general adds. once they know how long it has taken the policeman to walk 600 meters they can work out how big a crowd has covered the same distance and how many people have passed. vehicles arriving along the entry roads around allahabad are counted manually and trains with up to 8, 000 passengers each are also added to the total. mr. chaturvedi has a different approach to the enormous population count. from a series of watch towers across the 14 sectors of the mela site head - counters try to keep a tab on the number of pilgrims below. " it ' s not the most scientific way of doing it, " mr chaturvedi says. " but that is the only estimate available to us. " this year for the first time the mela is also being tracked using satellite imagery. " based on the color of the images they are going to tell what is the density of human beings, " mr. chat


every internet site in the world is facing the growing issue of fraudulent usage of information, and we want to work with users around the world to stop this practice. please keep reading to learn more about the warning signs and what you can do. spam email is such a common occurrence today that you may think you know what to look for. but there are two types of email scams — what ' s known as ' phishing ' and ' spoofing ' — that can be more difficult to identify. both practices concern fraudulent email where the ' from address ' has been forged to make it appear as if it came from somewhere, or someone, other than the actual source. below are the warning signs to look for : what ' s ' phishing ' all about - and how do i spot it? phishing emails are used to fraudulently obtain personal identification and account information. they can also be used to lure the recipient into downloading malicious software. the message will often suggest there are issues with the recipient ' s account that requires immediate attention. a link will also be provided to a spoof website where the recipient will be asked to provide personal / account information or download malicious software. monster will never ask you to download software in order to access your account or use our services. how is it different than ' spoofing '? spoof emails often include a fraudulent offer of employment and / or the invitation to serve as a go - between for payment processing or money transfers. this scam is primarily directed at a general audience, but it can also reach monster members who have included contact information on their resume. like with phishing emails, the sender ' s address is often disguised. examples of fraudulent email these examples of fraudulent email show you what to watch out for ( click to see details ) : consumer advice : how to avoid phishing scams the number and sophistication of phishing scams sent out to consumers is continuing to increase dramatically. while online banking and e - commerce is very safe, as a general rule you should be careful about giving out your personal financial information over the internet. the anti - phishing working group has compiled a list of recommendations that you can use to avoid becoming a victim of these scams. - be suspicious of any email with urgent requests for personal financial information - phishers typically include upsetting or exciting ( but false ) statements in their emails to get people to react immediately - they typically ask for information such as usernames, passwords, credit card numbers, social security numbers


slavery and the law in virginia slave laws passed in virginia : 1640 - 1660 : the critical period : custom to law when status changed to " servant for life " 1660 - 1680 : slave laws further restrict freedom of blacks and legalize different treatment for blacks and whites - 1639 / 40 - - blacks excluded from the requirement of possessing arms. - 1642 - - black women counted as tithables ( taxable ). - 1662 - - possibility of life servitude for blacks. 1680 - 1705 : slave laws reflect racism and the deliberate separation of blacks and whites. color becomes the determining factor. conscious efforts to rigidly police slave conduct. - 1667 - - baptism does not bring freedom to blacks. - 1669 - - an act about the " casual killing of slaves " establishes that " if any slave resist his master and by the extremity of the correction should chance to die, that his death not be accompted felony. " - 1670 - - servant for life : the " normal " condition judged for blacks. - 1670 - - forbade free blacks and native americans, " though baptised, " to own christian servants. - 1680 - - prescription of thirty lashes on the bare back " if any negroe or other slave shall presume to lift up his hand against any christian. " - 1680s - - development of a separate legal code providing distinct trial procedures and harsher punishments for negroes. - 1680s - - status of the child is determined by the status or condition of the mother. - 1680s - - severe punishment prescribed for slaves who leave their master ' s property or for hiding or resisting capture. - 1691 - - banishment for any white person married to a negroe or mulatto and a systematic plan to capture " outlying slaves " is approved. - 1705 - - all negro, mulatto, and indian slaves are considered real estate. - 1705 - - dismemberment of unruly slaves is made legal.


hampden is the most south - easterly town in. penobscot county west, of the penobscot river : having bangor on the northeast, herinon on the north, orrington on the east — separated by the penobscot. newhurgh on the west, and winterport, in waldo county, on the south. the area is 23, 040 acres. the surface is rolling rather than billy. the soil is favorable for agriculture. hermon pond lies on the north - west corner, with which are nearly connected two smaller ponds, stetson and patten, lying wholly within the town. through these ponds flows the soadabscook, entering the penobscot at hampden village. the principal stream beside this is the west branch of the soadabscook, rising in the south - west part of the town and emptying into stetson pond in the north - west. the principal water - power is near the mouth of the soadabscook, at hampden village. the manufactures of the town are paper ( two mills ) meal and flour, boats, barrels, coopers ’ ware and stock, etc. this and hampden corners, a short distance south on the river are considerable villages. both are ports, and have in time past had a large maritime commerce, and still have some business on the sea. other small villages are east and west harnpden, both in the northern part of the town. the first settler in hampden was benjamin wheeler, who came from new ham nshire about 1767, and built his dwelling near the “ basin ” at the mouth of the soadabscook. other settlers came in ; and wheeler, being a carpenter, built mills ; and the settlement soon became known as wheelersborough. being molested and threatened by the british, the settlers, in 1779, retired through the woods to the kennebec, and from thence to woolwich and portland. in 1783 they returned. in 1796 the township was surveyed and lotted by ephaim ballard, and every householder received 100 acres of land. if he were a settler before 1784, he paid the government $ 6 but if afterward and before january, 1794, he paid $ 50. the residue of the township was assigned to general knox, to make up for a deficiency under the waldo patent. after the peace there were large accessions of settlers, many from cape cod ; and in 1794 the town was incorporated.


paid $ 50. the residue of the township was assigned to general knox, to make up for a deficiency under the waldo patent. after the peace there were large accessions of settlers, many from cape cod ; and in 1794 the town was incorporated. the name was chosen in honor of the english patriot, john hampden. among the early settlers were gen. john crosby, who entered into commercial business, and carried on an extensive trade both with euiope and the east indies. another prominent man was general gabriel johonot, a brave frenchman who served under washington, and was subsequently his friend and correspondent. lion. martin kinsley, general jedediah herrick, enoch brown and john godfrey were also prominent citizens of the town. hon. hannibal hamlin, vice - president and senator of the united states, settled in harnpden as a lawyer about 1832. during the last war with england the united states corvette “ adams, ” of 24 guns, commanded by capt. charles morris, having struck a sunken rock in penobscot bay, came to harnpden to repair the injury. a principal object of the british expedition up the river in the autumn was the capture of this vessel while she was dismantled and helpless. the british force consisted of two sloops of war, one brig, and several transports, with their crews and several hundred regulars. captain morris landed his guns, and erected two batteries, one on the wharf, and one on a hill 200 yards below. the militia collected to the number of about 600 ; and under the command of general blake, of brewer, took up a position on the ridge to oppose the troops as they advanced up the road from where they had landed at bald hill cove. when within about 300 yards of general blake ’ s position, the british opened fire, then advanced with fixed bayonets in “ double quick. ” being without breastworks, and outflanked, the militia quickly gave way and made a precipitate retreat. the foe then charged on captain morris ’ s batteries, driving their few defenders from their cannon at the point of the bayonet. captain morris at once blew up his ship, and with his men retreated to bangor, thence to portland. incensed at thus losing their prize, the officers for three days permitted the sailors, marines and infantry full liberty on shore, where they comitted many excesses in the plunder of citizens and destruction of property. when the enemy finally departed they took with theni nearly 80 of the


the atrocities committed by nazi soldiers during world war ii are well known. i ' d like to know what motivated these soldiers to do hitler ' s bidding? were they brain - washed? did they believe they were doing the right thing in killing 6 million ( jewish ) people? how could so many soldiers willing and consistently execute thousands of defenseless and innocent people, including children, day after day? i have to recommend the recent book soldaten : on fighting, killing, and dying by a historian and social psychologist here, as there isn ' t are more objective source for understanding the mindset of those german soldiers during wwii as their own conversations : let me quote some passages with author neitzel in an bbc interview : both authors argue that nazi soldiers were no more naturally violent than those anywhere else, but they did it in a very organized and systematic way. if you look at chechnya war or some wikileaks videos you see that obedience to orders even nowadays is the same dominant psychological pattern among soldiers and the " level " of brutality doesn ' t really differ qualitatively. the end justifies the means in war. nearly everyone can become a mass murderer in war within few days. another article about the book states : this got a bit long with mainly quotes, but it ' s a important and tricky question where any personal reasoning without facts would be highly unreliable to me. simple answer, ( and here i agree with @ evan harper ' s comment ), is deference to authority and careful planning by nazis to hide the truth of what they were doing. deference to authority the most easily understood example of this it the milgram exmperiment. this experiment was especially motivated by holocaust trials. a summary from milgram of the experiment read : ( 65 % of people committed what they believed was murder on the basis of authority, though they showed signs of stress and rebelliousness. ) the holocaust was not really public information. for the majority of the nazi regime, jews were mostly imprisoned in concentration camps. it was only in 1942, that extermination camps, where mass murders took place were started. these extermination camps were not set up in germany itself, but occupied poland. pasrt of the reason was to hide the fact of the killings from the civil populace. killing was mostly carried out by poison gas, which was considered to be psychologically acceptable to the soldiers operating the camp ( besides being efficient ). the holocaust was itself referred to the holocaust as the gas chambers were intentionally choosen to


the civil populace. killing was mostly carried out by poison gas, which was considered to be psychologically acceptable to the soldiers operating the camp ( besides being efficient ). the holocaust was itself referred to the holocaust as the gas chambers were intentionally choosen to make it easy to kill lots of people. the germans tried shooting gypsies and disabled people ( the first victims ) but their soliders wouldn ' t be able to do it for long. it upset them. the nazi party needed an easier way to kill lots of people. the gas chamber was easy for their soliders because one group of soliders could escourt the victims at the start when they were alive, and the victims would take off their clothes and get naked themselves, then they ' d be killed, then another group of solider would only have to deal with dead bodies. there would not be soliders who saw the killings, nor soliders who saw the live people and then pressed the buttons. since the victims were naked, the soliders didn ' t have to remove clothes from the bodies. it was easy to keep the dead bodies out of sight. jews were ( and in many placed in east europe still are ) very much hated by the population mostly because it is believed that they are guilty in killing jesus christ. in russian empire for instance there were multiple bloody anti - jewish pogroms. the only reason why the jews were not killed by the non - jewish population at the time was that the state mostly made efforts to protect the jews or at least to limit the extent of hostilities. when the state power was becoming weak, the scale of hostilities usually rose dramatically. for example during russian civil war about 200000 jews were killed even though no party of the conflict officially endorsed extermination of the jews. so once the state power completely changed their attitude from protecting the jews or at worst, negligence to officially endorsing the killings and supporting that with additional propaganda efforts the effect was predictable. the already anti - semitic population that in most cases was willing to kill the jews even despite the resistance of the state, was intentionally further indoctrinated against jews and any remaining restrains lifted. i ' m looking at " the good old days " the holocaust as seen by its perpetrators and bystanders, and at the police battalion studies, and i ' m still thinking functionalism is more explanatory than intentionalism. ordinary germans, including the vast majority of the wehrmacht, shared a racialist politics and during the circumstances of the war shared a common attitude towards


police battalion studies, and i ' m still thinking functionalism is more explanatory than intentionalism. ordinary germans, including the vast majority of the wehrmacht, shared a racialist politics and during the circumstances of the war shared a common attitude towards resolving the racial problems of jews and eastern and southern slavs. hitler ' s involvement was not decisive, as the rate of spontaneous massacre and the mixed class background of the police battalion soldiers demonstrates. the historiography of the holocaust emphasises two causative accounts ( both explained in depth at wikipedia with adequate citations there ). the first is " intentionalism, " this broadly focuses on hitler ' s unique culpability for the decisions behind the holocaust, or limits these decisions to the inner circle of the nsdap leadership or the wehrmacht. much of the us case at nuremberg was intentionalist in its attitude to the causes of war crime. later scholarship evidenced the mass and widespread culpability of wehrmacht soldiers, and in particular second line soldiers such at the soldiers of the police battalions. these soldiers were ordinary germans. in the case of the police battalion studies, it was demonstrated that the class and occupational composition of these battalions directly mirrored the class and occupational composition of germany as a whole — they were representative males. in particular, they were older males who under the intentionalist schema of " brainwashed ss boys " should not have engaged in mass killings. but in the east, and in the west, and in the south — but, most particularly in the east and south ( soviet union and yugoslavia ) — these ordinary men engaged quite willingly in voluntary jew hunting and massacres of civilians. evidence accumulated that jew hunting and massacres were entirely voluntary, and that soldiers who showed no willingness to engage in massacres were allowed without punishment, scorn or humiliation to not engage in these activities. jew hunting was discovered to be constructed as leisure by ordinary soldiers. this greatly strengthened the " functionalist " side of the argument, that the holocaust emerged out of functional requirements of the entire german war, that mass massacres and genocide were the ordinary business and outcome of war. genocide studies has furthered these findings. current work in genocide studies engages the individual " massacre " as the unit of analysis, rather than the entire genocide. in part this is done because of the understanding developed from the german studies of the importance of ordinary participants and their attitudes. while i primarily read genocide studies in the field of soviet atrocities and attempts to analyse soviet and soviet - style atrocities as a singular whole, my understanding is that


of the understanding developed from the german studies of the importance of ordinary participants and their attitudes. while i primarily read genocide studies in the field of soviet atrocities and attempts to analyse soviet and soviet - style atrocities as a singular whole, my understanding is that placing " hitler " or " nazism " as central to the holocaust is widely discredited ; even where the unique contributions of nazi ideology or organisational doctrine gave the holocaust distinctive colour. historians rarely accept dichotomies without showing how they interpenetrate ; but crude intentionalism is clearly discredited. hitler was not directly responsible for the holocaust, except of course that he tolerated it, encouraged it, sought to order it, and perceived the german desire for it. ( here you should consider reading about the history of einsatzgruppen a in the baltic states, its composition, and its eventual failure to achieve its stated aims due to psychological wear and tear. einsatzgruppen a was comprised of nsdap ideologues with higher university degrees, who believed in the racial purification of germany and its mission of empire in the east — and even they proved incapable of continuous intimate massacre despite their ardent beliefs in the nsdap mission. ) soldiers did not have to be motivated by or for hitler to engage in atrocities. atrocities were a historical part of the german method of waging war. ( even as they were part of the japanese, or british, or australian, or soviet ways of waging war. ) german soldiers voluntarily and with eagerness began implementing the basic program of the holocaust, and would have done so in the soviet union even without widespread official encouragement and support from directly nsdap motivated and controlled organisations such as the einsatzgruppern. in particular, the commissar order and anti - partisan operations were conducted with gusto and enjoyment. germans also broadly agreed with the racial categories the nsdap used, largely because the nsdap ' s ideology was a mirror of german racialism. german soldiers did not set out to kill six million jews. they set out to punish jews, slavs and communists as categories. the actual result of this was tens of millions of dead central and eastern europeans. jews were especially singled out for special treatment in this schema, but the programme was the broad punishment including by collective death by massacre or starvation of eastern and southern slavs generally, and specific cultural groups like roma or jews in particular. even the formerly social democratic or communist german soldiers, such as in the police battalions,


the programme was the broad punishment including by collective death by massacre or starvation of eastern and southern slavs generally, and specific cultural groups like roma or jews in particular. even the formerly social democratic or communist german soldiers, such as in the police battalions, identified with the goal of punishing jews and slavs. sometimes this punishment involved forced labour ( conducted primarily as a form of ritualised humiliation with jews, rather than for primarily economic gain ). sometimes this involved mass murder, industrial deportation of populations for a widely recognised final solution, or death marching prisoners with insufficient sources of food, clothing, shelter or medicine with a full awareness of the results. most current work points to the capture of large numbers of soviet pows in the transition from sporadic massacre to systematic attempts to destroy entire population groups, a " functionalist " analysis. pow camps for soviet soldiers were run with a mentality of causing large scale deaths. however, intentionalists can point to the nsdap plans for the annihilation by starvation of all jews and most slavs west of the projected 1941 stop lines over the 1941 - 1942 winter. indeed, the wehrmacht ' s occupation planning attempted to implement just this. the targets of the holocaust, both in the minds of ordinary germans, and in the planning of the nsdap organs and organs that predated the nsdap such as the junker dominated military synchronised in 1941. ( much of this comes out in soviet evidence to nuremberg which was always more functionalist ). finally the question of how could soldiers willingly and consistently execute thousands of people day in day out? they couldn ' t. einsatzgruppen a broke down under the psychological stress of mass executions, even using baltic hiwis to do the nasty work. jew hunting and anti - partisan massacres were highlights, rewards, in the boring life of rear area policing. for front line units seconded to anti - partisan or clearance operations, they provided a welcome relief and a source of leisure in a far lower intensity environment. the moral questions regarding personal culpability have for a long time focused on the blandness and ordinary nature of attempting to systematically annihilate civilian population groups. for current research i ' d suggest starting with chirot and mccauley ( 2006 ) why not kill them all? : the logic and prevention of mass political murder. adolf hitler ' s goal in life was initially to become an artist. however, the academy of fine arts vienna denied hitler ' s admission twice, in 1907 and 1908. so,


kill them all? : the logic and prevention of mass political murder. adolf hitler ' s goal in life was initially to become an artist. however, the academy of fine arts vienna denied hitler ' s admission twice, in 1907 and 1908. so, by the end of world war i, hitler was strongly patriotic and anti - semitite. he stayed in the army after wwi and eventually was assigned to monitor the german workers ' party ( dap ). the dap was strongly antisemitic, nationalistic, anti - capitalistic, and anti - marxist. it favored a " strong active government, a ' non - jewish ' version of socialism, and solidarity among all members of society. " the president of the party, anton drexler was attracted to hitler ' s oratory skills and invited hitler to join, which he did. by 1921, hitler had became known as a notorious speaker and became the leader of the dap ( which eventually came to be known as the nazi party ). so as we see, hitlers used his oratory skills to persuade the germans to adopt his anti - sematic, anti - communist, totalitarian views. hitler eventually rose to power and held grand rallies and made persuasive speeches with much nazi propaganda. many germans came to hold his views that semitic and romani races were inferior to aryan races. nazism openly declared slavs as subhuman, however they slacked off on this idea somewhat when they became allies with bulgaria, croatia, and slovakia. also, many germans were still bitter of their loss of wwi. their was a popular stab - in - the - back theory which hitler supported. it claimed that germany had never lost a war and that the german army did not lose world war i, but was betrayed by the civilians and politicians on the home front. it has been stated that the stab - in - the - back theory was " an ideological cement of hitler ' s dictatorship. " the germans were bitter at the the allied powers, but mainly at the french who had occupied germany during post - world war i. this pushed them to obey hitler as he promised to repudiate the treaty of versailles. so this wasn ' t a case of brainwashing. there were two main factors at play here : these two factors were supported by hitler and formed the basis and ideology of nazism. this motivated the many of the germans to the bitter end.


cinco de mayo is an occasion of ethnic pride celebrated throughout mexico and the united states. cinco de mayo marks a victorious battle that took place in puebla, mexico. there 4, 000 brave mexican soldiers triumphed over twice as many french fighters on may 5, 1862. today cinco de mayo is a joyous holiday celebrated with food, fun, parades, and plenty of cerveza or tequila. typically held during the first week of may, cinco de mayo springtime events include carnivals, street fairs, and multi - day festivals across the u. s. the best and most authentic cinco de mayo celebrations occur in locations with the highest concentration of mexican people. similar to st. patrick ' s day and columbus day, cinco de mayo is one of those special times when everyone feels a little bit mexican in their soul. since attending local cinco de mayo fairs and celebrations can make a romantic getaway even more fun, consider adding one of these cinco de mayo events to your spring travel itinerary : cinco de mayo celebrations in the usa - denver, colorado - lasting two days, the cinco de mayo celebrate culture festival attracts 400, 000 people. hear live mexican regional, spanish rock, latin jazz, salsa, ranchero, tex - mex, and chicano rock music outdoors. - chicago, illinois - douglas park draws as many as 200, 000 people to its colorful cinco de mayo celebration that includes a festival, musical events, food booths, games, kids area, and cultural displays. - omaha, nebraska - a parade, festival, carnival, and crowning of a queen mark cinco de mayo celebrations here. - phoenix, arizona - cinco de mayo is celebrated in multiple venues throughout the desert area. - portland, oregon - mexican food and carnival enliven tom mccall waterfront park during cinco de mayo celebrations. - reno, nevada - more than 100, 000 visitors attend this cinco de mayo celebration, which includes latino music and food booths. - kansas city, kansas - celebrates cinco de mayo in the heartland. - minneapolis, minnesota - cinco de mayo takes place in district del sol on st. paul ' s west side with music, food and a salsa - tasting contest, a parade, sports zone, wellness village, crafts, children ' s section and history area. - san antonio, texas - cinco de mayo festival with music and food, concerts and other commemorations takes place at historic market square. - san francisco, california - the mission neighborhood goes


future heat vulnerability in california, part i : projecting future weather types and heat events abstractexcessive heat significantly impacts the health of californians during irregular but intense heat events. through the 21st century, a significant increase in impact is likely, as the state experiences a changing climate as well as an aging population. to assess this impact, future heat - related mortality estimates were derived for nine metropolitan areas in the state for the remainder of the century. here in part i, changes in oppressive weather days and consecutive - day events are projected for future years by a synoptic climatological method. first, historical surface weather types are related to circulation patterns at 500mb and 700mb, and temperature patterns at 850mb. gcm output is then utilized to classify future circulation patterns via discriminant function analysis, and multinomial logistic regression is used to derive future surface weather type at each of six stations in california. five different climate model - scenarios are examined. results show a significant increase in heat events over the 21st century, with oppressive weather types potentially more than doubling in frequency, and with heat events of 2 weeks or longer becoming up to ten times more common at coastal locations. copyright springer science + business media b. v. 2012 download infoif you experience problems downloading a file, check if you have the proper application to view it first. in case of further problems read the ideas help page. note that these files are not on the ideas site. please be patient as the files may be large. as the access to this document is restricted, you may want to look for a different version under " related research " ( further below ) or search for a different version of it. bibliographic infoarticle provided by springer in its journal climatic change. volume ( year ) : 115 ( 2012 ) issue ( month ) : 2 ( november ) contact details of provider : web page : http : / / www. springer. com / economics / journal / 10584 you can help add them by filling out this form. reading list or among the top items on ideas. access and download statistics for technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact : ( guenther eichhorn ) or ( christopher f baum ). if you have authored this item and are not yet registered with repec, we encourage you to do it here. this allows to link your profile to this item. it also allows you to accept potential citations to


good day : two chapters from the ethiopian history ( 1 ) i read a lot of articles about the history of ethiopia and era of ancient sudan and abyssinia, these two names appear together in many references ; some times in arabic and eastern references, the names ( sudan and abyssinia “ habasha ” ) replace each others. also, the name kush refers to the all area that south of egypt including “ nubia of sudan ” and “ aksum of ethiopia ”. i read about two eras in the ethiopian history with more interest ; the era of establishing the aksumite kingdom as a christian kingdom and nation in the 4th century and the era of the collapse and disintegration of the united political system into several small temporary kingdoms which is “ zemene mesafint ” or the “ age of princes ” the first era of establishing the first christian kingdom in the world has really shaped the history of ethiopia for 16 centuries. this is part about this era from encyclopedia : ( after the fall of d ’ mt in the 4th century bc, the plateau came to be dominated by smaller successor kingdoms. in the first century ad the aksumite empire emerged in what is now northern ethiopia and eritrea, at times extending its rule into yemen on the other side of the red sea. the persian religious figure mani listed aksum with rome, persia, and china as one of the four great powers of his time. in about 316 ad, frumentius and his brother edesius from tyre accompanied their uncle on a voyage to ethiopia. when the vessel stopped at a red sea port, the natives killed all the travelers except the two brothers, who were taken to the court as slaves. they were given positions of trust by the monarch, and converted members of the royal court to christianity. frumentius became the first bishop of aksum. a coin dated to 324 shows that ethiopia was the second country to officially adopt christianity ( after armenia ), although the religion may have been at first confined to court circles ) what we get from other long eras of national christian government and kingdoms is not just the “ religious loyalty ” but the concept of central powerful government with strong cultural influence which is very ancient and deep rooted in ethiopia. this concept turned to a national secular doctrine. the only exception of this situation in the ethiopian history was “ zemene mesafint ” or the “ age of princes ”.


this is it, folks. after traveling for more than eight months, over a distance of 350 million miles, nasa ' s one - ton, nuclear - powered, six - wheel drive rover, curiosity, is just hours away from touching down on the surface of the red planet. it won ' t be easy. curiosity ' s entry, descent and landing — called " edl " by nasa engineers — is the most ambitious the agency has ever attempted. from the top of the atmosphere to the surface of the planet takes just seven minutes, but it will involve slowing the rover from over 13, 000 miles per hour to a complete, safe, and total stop on martian terrain. it takes light 14 minutes to make the trip from earth to mars, which means controlling the spacecraft directly from earth is out of the question ; curiosity has been programmed to perform all of its edl maneuvers autonomously. if it works, it works. if it doesn ' t... well... let ' s not worry about that. for now, let ' s get geared up for one of the most historic nights in the history of space exploration. 18 : 43 pt | distance from mars : 32, 680 miles | time to touchdown : 3 : 48 : 11 first things first : here ' s the livefeed from nasa — when word comes down that curiosity has reached the surface of the planet safely ( or not ), this is where you ' ll hear it first. we ' ll start our commentary at 20 : 00 pt. 20 : 02 pt | distance from mars : 21, 918 miles | time to touchdown : 2 : 28 : 36 curiosity is currently streaking toward mars at 8, 687 miles per hour. it will continue to pick up speed in the hours ahead, thanks to the force of martian gravity, ultimately entering the planet ' s atmosphere in excess of 13, 000 miles per hour. that ' s around twenty times the speed of a bullet. 20 : 12 pt | distance from mars : 20, 665 miles | time to touchdown : 2 : 19 : 28 nasa recently released an awesome interactive animation depicting the stages of curiosity ' s entry, descent and landing, or " edl " — click here to check it out. it ' s a great overview of the landing procedure, and includes lots of cool stats, like how fast the rover will be moving at various altitudes during its seven - minute trip from the top of the atmosphere to the surface of the planet. 20 : 27 pt | distance from mars : 18,


procedure, and includes lots of cool stats, like how fast the rover will be moving at various altitudes during its seven - minute trip from the top of the atmosphere to the surface of the planet. 20 : 27 pt | distance from mars : 18, 600 miles | time to touchdown : 2 : 04 : 30 there are scientists and engineers at nasa who have devoted as much as a decade of their lives to the curiosity project. tonight, all that work will be put to the test. in an interview with io9, nasa jpl systems engineer devin kipp said he was feeling " excited, anxious and petrified " all at once. everyone is going through " alternating emotions, " he said. his sentiments resonate with those of scott hubbard, former director of nasa ' s ames research center, who described the atmosphere around nasa and jpl as follows : " everybody is on edge. there ' s a lot of confidence there, but the truth is mars is still mostly an unknown. it ' s a tense confidence. " as adam steltzner, leader of curiosity ' s descent and landing team, told reporters earlier today : " we ' re rationally confident, emotionally terrified. " update : 20 : 35 pdt @ marscuriosity updates us on its status : those numbers are a little different from the ones on nasa ' s eyes on the solar system, an awesome interactive 3d simulator ( screenshot featured here ) that allows you to follow curiosity ' s approach. check it out for yourself here. 21 : 06 pt | distance from mars : 13, 120 miles | time to touchdown : 1 : 025 : 00 21 : 12 pt | distance from mars : 12, 300 miles | time to touchdown : 1 : 20 : 00 the uplink transmitter is now off. in other words : jpl is no longer giving curiosity any instructions. " she is now truly on her own. " curiosity is also now within the orbit of deimos, one of mars ' moons. we ' re getting very, very close. 21 : 31 pt | distance from mars : 9, 500 miles | time to touchdown : 1 : 00 : 00 we are now one hour away from curiosity ' s projected touchdown. 21 : 33 pt | distance from mars : 9, 200 miles | time to touchdown : 58 : 00 fun fact : the holes in curiosity ' s wheels spell out " jpl " in morse code... useful for spotting curiosity ' s tracks on the surface of mars. 21 : 40 pt | distance from mars : 8


touchdown : 58 : 00 fun fact : the holes in curiosity ' s wheels spell out " jpl " in morse code... useful for spotting curiosity ' s tracks on the surface of mars. 21 : 40 pt | distance from mars : 8, 170 miles | time to touchdown : 51 : 00 beginning about 11 minutes, 30 seconds before entry into martian atmo, jpl will start receiving " tones " from curiosity, depicted here with pink dashes. these basic radio - frequency tones will go directly from curiosity to earth, updating us on the spacecraft ' s status. these tones will continue for around 13 minutes, but we ' ll lose direct contact with curiosity a couple of minutes after it enters the atmosphere, as the spacecraft loses sight of earth over the martian horizon. at that point, jpl will rely on uhf radio data ( depicted here in blue ), that will be relayed to earth via satellites in orbit around mars. both the mars odyssey spacecraft and mars reconnaissance orbiter will be overhead during curiosity ' s landing. mro ' s hirise camera will be attemptint to snap a photo of curiosity during its descent ; odyssey will act as a " bent pipe, " relaying curiosity ' s uhf radio data to earth. 21 : 52 pt | distance from mars : 6, 100 miles | time to touchdown : 39 : 00 curiosity has officially entered edl mode in preparation for its descent. " there ' s no going back, " says allen chen in jpl mission control. 21 : 57 pt | distance from mars : 5, 270 miles | time to touchdown : 33 : 00 " i ' d like to thank the cruise taem for bringing us over 350 million miles... curiosity is in fantastic shape to perform entry descent and landing, and she ' s there because you guys got her here. good luck, and see you on the other side, on mars " - adam steltzner, leader of curiosity ' s descent and landing team. 22 : 01 pt | distance from mars : 4800 miles | time to touchdown : 30 : 00 we ' re now about 23 minutes to entry. everybody at jpl is munching on peanuts for good luck : update : 22 : 07 pt curiosity will not be in direct contact with earth when it sets down on mars. instead, it will rely on odyssey, a spacecraft in orbit around mars, to relay information back to earth. odyssey will be orbiting above curiosity when it lands, but there ' s still a chance it won ' t be able to