portraits have a peculiar fascination for people. as lisa jardine pointed out recently, historical figures come to life so much more vividly when a portrait is available. this is true for historians almost as much as anyone else. therefore the thought that there might be an undiscovered or lost portrait of a famous and controversial figure like robert hooke is extremely tantalising. it also grips the public imagination – several visitors to the royal society ’ s 350th anniversary exhibition over the summer commented, ‘ they say newton destroyed a portrait of hooke ’. indeed, ’ they ’ do say this. the final scene in the 2009 royal shakespeare company production ‘ the tragedy of thomas hobbes ’ showed newton slashing a portrait, a reference that shows how familiar this story has become. so the question is, did newton do it? he seems to have had both motive and opportunity. his relations with hooke had turned sour in 1686 following controversy over hooke ’ s contributions to newton ’ s theory of gravity. after hooke ’ s death in 1703 newton was elected president of the royal society ( ‘ they ’ also say he waited until hooke had died before becoming more active in the society ). newton oversaw the society ’ s move to a new premises in crane court, and it is assumed that the portrait went missing during this move. finally, newton was a ruthless and overbearing character who held grudges – or so they say. but before we pronounce newton guilty of destroying royal society property, we need to consider the fundamental question of whether a portrait of hooke existed in the first place. none of the evidence on this point is really conclusive. there are two pieces of evidence to suggest there was a portrait. the first comes from hooke ’ s diary, or memorandum book, in which he recorded his daily life in some detail for long periods from the 1670s to 1690s. in an entry for 16 october 1674 he wrote ‘ at garaways. left off taking tobacco — mr bonust drew picture. ’ garaways was a coffee - house much visited by hooke, but ‘ mr bonust ’ is a rather mysterious figure who only appears once in the diary. the first editors of the diary suggested that this was one ‘ bownest ’, whose portrait of ejected minister arthur jacksonis housed in the national portrait gallery in the form of an engraving by david loggan. hooke was interested in art, and visited various painters, including mary beale, who painted his friend and colleague robert


’, whose portrait of ejected minister arthur jacksonis housed in the national portrait gallery in the form of an engraving by david loggan. hooke was interested in art, and visited various painters, including mary beale, who painted his friend and colleague robert boyle, and the miniaturist mary moore, mother of hooke ’ s friend richard waller ( himself an accomplished artist ). however if mr bownest did draw hooke ’ s picture in 1674, this is the only reference hooke made to it. the second piece of evidence is a description of a visit to the royal society ’ s premises in 1710 by a german traveller, zacharias conrad von uffenbach. like many other scientifically - minded travellers of the day, von uffenbach was keen to see the famous royal society – but the reality was a severe disappointment for him. after being shown the repository and meeting rooms at gresham college, he wrote dismissively in his travel - journal, “ the finest instruments and other articles [ lie ]... not only in no sort of order or tidiness but covered with dust, filth and coal - smoke, and many of them broken and utterly ruined. if one inquires after anything, the operator who shows strangers round... will usually say : ‘ a rogue had it stolen away ’, or he will show you pieces of it, saying : ‘ it is corrupted or broken ’ ; and such is the care they take of things!... finally we were shown the room where the society usually meets. it is very small and wretched and the best things there are the portraits of its members, of which the most noteworthy are those of boyle and hoock. ” von uffenbach, a foreign visitor briefly shown the society ’ s meeting room, is the only person to make such a reference to hooke ’ s portrait. james yonge, who visited the society in november 1702 and was elected frs at the time, recorded seeing ‘ divers original pictures ’ in the council room. he listed eleven portraits, including those of robert boyle and theodore haak, but hooke ’ s was not among them. it seems unlikely that yonge would have overlooked hooke ’ s picture if it was there. hooke was yonge ’ s first contact at the society : the two men had corresponded for many years and yonge referred to hooke in his journal as ‘ my old friend ’. other sources in which we might expect to find a mention of hooke ’ s


##e ’ s first contact at the society : the two men had corresponded for many years and yonge referred to hooke in his journal as ‘ my old friend ’. other sources in which we might expect to find a mention of hooke ’ s portrait are curiously silent on the subject. the inventory of hooke ’ s possessions after his death does not include a portrait. richard waller, who wrote the first biography of hooke in the preface to his edition of hooke ’ s papers, printed two years after hooke ’ s death, never mentioned a portrait. neither did hooke ’ s second posthumous editor, william derham. and if a portrait did exist, there is no evidence that it was given to the royal society. the minutes of the society ’ s meetings, in which gifts such as portraits were often ( but not always! ) recorded, say nothing about a portrait of hooke, and neither do any other lists of donations in the period. hooke himself, who was very protective of his scientific reputation and prestige, never spoke of donating his own portrait to the society. the absence of any corroborating evidence must cast some doubt on von uffenbach ’ s claim to have seen a portrait of hooke at gresham collegein 1710. was he shown theodore haak ’ s portrait and misheard the name? hooke was the more famous fellow and von uffenbach may have assumed the society had his portrait. i think we can say that although hooke may have had his picture taken, it is unlikely to have been hanging in the society ’ s meeting room at gresham college. and newton? he ’ s definitely off the hook. ps. if you have any evidence to the contrary we ’ d love to hear it, otherwise follow this link to see some portraits which allegedly feature robert hooke.


by jonathan adelstein, administrator - usda rural utilities service if you lived in a rural area 75 years ago, you probably didn ’ t have electricity. water for livestock, cooking, cleaning and bathing had to be hand pumped from a well. farmers risked milk spoilage in the summer, and people often got sick from lack of refrigeration of their food. on may 11, 1935, president franklin d. roosevelt signed an executive order to create the rural electrification administration ( rea ) to bring power to rural areas. it was a resounding success. nothing before or since has transformed rural america like the rea. today ’ s rural utilities service ( rus ), part of the usda rural development mission area, continues the work of rea. just this week, four former rea and rus administrators gathered in usda ’ s radio studio, reflecting on their roles from 1993 to the present. their observations will soon be available via podcast. rural development, through rus, is aggressively building a program to finance renewable energy, and rural america is rapidly becoming a greater energy producer for the nation. not only is this part of president obama ’ s clean energy economy, but it will also create quality jobs in rural america. working with other federal agencies, rural electric cooperatives and other utilities, we are taking steps to modernize the electric grid and improve energy efficiency. while working to improve electric transmission services we are also meeting a new challenge : delivering broadband to rural communities. without broadband, rural businesses are placed at a disadvantage and our children face diminished educational opportunities. our next great achievement will be to build a system that will connect even the most remote places in america to the web. rural america ’ s future is bright, thanks to the thousands of men and women who have worked in or with the rea and now the rus over the past three - quarters of a century. chances are, if you live in rural america, some of those people are your neighbors, as close as your local electric cooperative. they achieved a modern miracle, lighting rural america. this week, take a minute and think about all the good they ’ ve done. they ’ ve achieved the greatest success in a government technology program of all time. ( left to right ) christopher mclean, administrator, 2000 - 2001 ; wally beyer 1993 - 1999 ; james andrew 2005 - 2009 ; glenn english ( ceo - nreca ) ; hilda gay legg 2001 - 2005 ; jonathan adelstein 2009 – present ; dallas tonsager ( undersecretary, usda


now that we ’ ve gone over the reasons why proper food combining is important and the groups of foods, let ’ s go over the principles of mixing these items properly. food combining : rules to follow to avoid fermentation in the intestines, indigestion, water retention and toxicity, do apply these simple techniques in eating for health 1. eat sweet fruits with other varieties of sweet fruits only. they may combine with sub - acid fruits 2. eat acid fruits alone or with lettuce and celery. in little quantities they may combine with avocadoes or nuts and non - starchy vegetables. 3. avocadoes and olives are best eaten with non - starchy vegetables. i believe mashed, avocadoes combine great with boiled potatoes. 4. melons, as a rule eat alone or leave alone. food combining : combinations to avoid when practicing proper food combining as rule for eating healthier, these are some combinations you especially want to avoid. 1. starch and acid ( e. g. tomato and potato ) 2. protein and protein ( avocadoes and nuts ) 3. sweets and starch ( maple syrup and rice ) food combining : comments on other food items 1. never, ever eat fresh fruits with cooked meals. save for the avocado and even then with caution. 2. lettuce and celery combine with anything. eat these raw. 3. meat & fish : eat these substances in very, very little quantities, one at a time and with no / low starch vegetables exclusively. 4. bread : well, here is a thought, nature doesn ’ t produce bread! if you must eat this item, eat as little of it as possible, toasted and with vegetables and fat only. also to be considered is this fact : you ’ re only being rendered as soggy as that bread and if you ’ re male, it has the tendency to throw your sexuality out of sync. ever wonder why some guys have breasts? well, bread is piled with a high amount of estrogen ( a female hormone ) so do yourself a favor and eat of it no longer. ( i have read that rye, spelt and un - yeasted breads might be okay in moderation ) 5. grains : eat as little as possible of grains and when consumed, combine them with vegetables only. food combining : final suggestions and closing thoughts 1. never eat until you ’ re hungry and guidelines to know when you are in true hunger are


) 5. grains : eat as little as possible of grains and when consumed, combine them with vegetables only. food combining : final suggestions and closing thoughts 1. never eat until you ’ re hungry and guidelines to know when you are in true hunger are as follows : - the stomach aspires. - the mouth salivates even at the sight of plain lettuce. - the mind is happy and clear - it happens usually after noon when the body is its building stage. 2. do not drink liquids of any kind with your meals. it only dilutes the digestive juices in your stomach leading to indigestion and constipation. 3. as a rule of thumb, don ’ t drink anything but water an hour or 2 prior to and / or after eating your meals. 4. one truth regarding the conditions of the human blood found out by medical doctors is that acidity is a sign of disease. this readily happens with the mixed eater when he fills his stomach daily with meat, starch, confectioneries and fruit all at the same time. if you are not fully convinced, next time you sit down to your sunday dinner ; have your usual menu served for an imaginary guest. empty his portion in a pot, using the same quantities that you eat and drink yourself. stir thoroughly, and then bake this in an oven at 500 degrees fahrenheit for no less than 30 minutes. place a cover on the pot and leave it overnight. when you remove the cover the next day, a distinct surprise will await you. that surprise is also in your digestive tract and has and will continue to be there everyday as a result of improper food combining. in nature such as exists in the animal kingdom, there are no mixtures at all. the ideal and most natural method of eating is the mono - diet. truthfully, one kind of fresh organic fruit, when in season, should constitute a meal and you will find yourself better nourished. however going back to that simplicity is very difficult in our complicated world. this is why, as an alternative, you should apply the guidelines above when eating for health. so at all times, follow these food combining principles properly and your body will thank you for years to come that you did. # # # foras aje is an independent researcher and author of fitness : inside and out, a book on improving physical and mental health naturally. for more information on natural health, news and breakthroughs visit his site at http : / / www.


it ' s an amazing combination of a proto - ripley ' s, a cookbook, etiquette guide, and almanac. wonders of minute workmanship. link in the twentieth year of queen elizabeth, a blacksmith named mark scaliot, made a lock consisting of eleven pieces of iron, steel and brass, all which, together with a key to it, weighed but one grain of gold. he also made a chain of gold, consisting of forty - three links, and, having fastened this to the before - mentioned lock and key, he put the chain about the neck of a flea, which drew them all with ease. all these together, lock and key, chain and flea, weighed only one grain and a half. oswaldus norhingerus, who was more famous even than scaliot for his minute contrivances, is said to have made 1, 600 dishes of turned ivory, all perfect and complete in every part, yet so small, thin and slender, that all of them were included at once in a cup turned out of a pepper - corn of the common size. johannes shad, of mitelbrach, carried this wonderful work with him to rome, and showed it to pope paul v., who saw and counted them all by the help of a pair of spectacles. they were so little as to be almost invisible to the eye. johannes ferrarius, a jesuit, had in his posession cannons of wood, with their carriages, wheels, and all other military furniture, all of which were also contained in a pepper - corn of the ordinary size. mark frauenfelder is the founder of boing boing and the editor - in - chief of make and cool tools. twitter : @ frauenfelder. come and hear mark speak at the ala conference in chicago on july 1.


child and youth health this page provide links to child health and youth health child healtha good start in life is important to the health and wellbeing of children. this page outlines many of the activities being undertaken to enhance child health and wellbeing. more information on child health is available on this web site. youth healthdespite australia ' s increasing wealth and generally high level of education, many indicators of developmental health and wellbeing are showing adverse trends amongst children and adolescents. more information on youth health is available on this web site. the national framework for universal child and family health services ( the framework ) - the framework outlines the core services that all australian children ( from birth to eight years ) and families should receive at no financial cost to themselves, regardless of where they live, and how and where they access their health care. the framework was developed through a strong partnership between the commonwealth, state and territory governments and the non - government sector. children and young people in out - of - home care - the national framework for protecting australia ’ s children 2009 – 2020 was endorsed by the council of australian governments on 30 april 2009. it represents a long - term, national approach to help protect all australian children and was developed through a strong partnership between governments and the non - government sector.


- about cei - support cei rachel ' s folly : the end of chlorine rachel ' s folly : the end of chlorine february 29, 1996 the environmentalists are right about one thing : dirty water kills. millions are people are dying needlessly all over the world because of it. but are the main culprits man - made pollution and chlorinated chemicals? try endemic poverty, bad plumbing and lack of access to basic water chlorination techniques. every year, nearly 1. 5 billion people - - mostly children under five - - suffer from preventable water - borne diseases such as cholera, typhoid fever, amoebic dysentery, bacterial gastroenteritis, giardiasis, schistosomiasis, and various viral diseases such as hepatitis a. yet now there is a mounting campaign, led by environmental activists in wealthy industrialized nations, to eliminate every last man - made chlorine molecule from the face of the earth. greenpeace, the international environmental advocacy group, launched the first salvo in 1991 with its call to phase out completely “ the use, export, and import of all organochlorines, elemental chlorine, and chlorinated oxidizing agents ( e. g. chlorine dioxide and sodium hypochlorite ). " 1 as greenpeace ' s joe thornton explains, " there are no uses of chlorine which we regard as safe. " 2 yet chlorination - - considered one of the greatest advances ever in public health and hygiene - - is almost universally accepted as the method of choice for purifying water supplies. 3 in the united states alone, 98 percent of public water systems are purified by chlorine or chlorine - based products. alternative chemical disinfectants such as ozone and other short - lived free radicals have been used in water treatment, but none has demonstrated the safety and efficacy of chlorination. 4 chlorine is a ubiquitous element, one of the basic building blocks of all matter in the universe. in fact, scientists are only now beginning to discover and identify the great number of natural organohalogens present in our world. by one estimate, mother nature manufactures at least 1, 500 chlorine - containing chemicals. 5 volcanic activity, forest and grass fires, fungi, algae, ferns and the decomposition of seaweed all release chlorinated organics into the environment. 6 our own bodies produce hypochlorite to


500 chlorine - containing chemicals. 5 volcanic activity, forest and grass fires, fungi, algae, ferns and the decomposition of seaweed all release chlorinated organics into the environment. 6 our own bodies produce hypochlorite to fight infection and hydrochloric acid for proper digestion. 7 and there is, of course, sodium chloride - - common table salt - - present naturally in mines, lakes and seawater, found in our blood, sweat and tears, and essential to the diets of humans and animals. clearly, a goal of total chlorine removal from the environment would be unattainable. and the potential human toll resulting from its eradication is manifest and staggering. every major scientific investigation of chlorinated water has concluded that the real and proven health risks from microbial contamination of drinking water far exceed the uncertain and hypothetical risks of cancer from chlorination and its byproducts. why, then, are governmental bodies around the world embracing greenpeace ' s caprice - - absolute zero tolerance for man - made chlorine - - when the hazards to humanity are so explicitly large? perhaps the answer can be traced back to the publication of rachel carson ' s silent spring in 1962. the book is a lyrical tract, the bible of the environmental movement. carson was the first to bear witness against chlorinated hydrocarbons and other " elixirs of death " created by " the ingenious laboratory manipulation of molecules. " she condemned these arrogant manipulations, prophesied a man - made cancer epidemic, and popularized the zero - based approach to regulating synthetic chemicals. a daunting theme runs throughout silent spring - - that man ' s ingenuity would be his own worst enemy. and therein lies the essence of rachel ' s folly. carson and her intellectual heirs in the environmental movement embrace a mistaken vision of technology. it is an impaired vision that considers only the risks of industrial chemical compounds, and not the risks created by their absence. as the late aaron wildavsky observed, there are few unalloyed good things in the world. rarely does one find a substance that has benefits but not costs. 8 " sunsetting " all uses of chlorine may reduce the hypothetical risks associated with such compounds as dioxin, ddt and pcbs. at the same time, however, a blanket ban on chlorine would increase the enormous risks of waterborne microbial infection here and in underdeveloped countries that can now barely afford ch


as dioxin, ddt and pcbs. at the same time, however, a blanket ban on chlorine would increase the enormous risks of waterborne microbial infection here and in underdeveloped countries that can now barely afford chlorine disinfectants ( let alone costly substitutes such as ozone or ultraviolet light treatment ). even more daunting, a chlorine phase - out would halt the production of most plastics, pesticides and chlorine - containing drugs like chloroquine, a key anti - malarial drug ; halogenated tetracycline - based antibiotics like chlortetracycline ; and the family of halogenated antipsychotics such as chlorpromazine. 9 according to one industry - backed report, almost 85 percent of the pharmaceuticals manufactured worldwide require chlorine at some stage of production ; 96 percent of crop - protection chemicals are chlorine - dependent. 10 from safe drinking water, clean swimming pools and pest - free crops, to flame retardants and food packaging, quality white paper and bright socks, saran wrap, plastic bottles, garden hoses, window frames and sturdy plumbing pipes, the end of chlorine would spell the end of modern civilization itself.


free blacks in the north and south, the liberator, january 22, 1831 william lloyd garrison, a leading northern abolitionist, began publishing his anti - slavery newspaper, the liberator, in january 1831. in this early article he compares the conditions of free blacks in the north and the south and the differences in the discrimination and prejudice they faced. as garrison noted, freedom did not afford african americans either civil rights or justice. in most of the states in which slavery is tolerated, the laws in relation to free colored persons are severe in the extreme. though their freedom is recognized, yet they have not the rights of other freemen.... few whites will eat with blacks. even where blacks and whites are domestics in the same kitchen, the blacks, as i have been told, are often compelled to eat at a separate table. so it is said that white journeymen and apprentices of mechanics often refuse to work with blacks. the prejudice has taken two different forms in the different parts of our country. at the north, few blacks are mechanics, because the whites will not allow them to work with them. at the south, on the contrary, few of the mechanics are whites, because they will not do the same sort of work as blacks. source : foner, philip s., and lewis, ronald l., the black worker : a documentary history from colonial times to the present, volume 1 the black worker to 1869. philadelphia : temple university press, 1978 p. 157


nobody in ancient times could have imagined that the earth was billions of years old, so you won ' t see any explicit attempts to reconcile the genesis creation stories with an old earth. however, the early christians did see discrepancies that made them question how literally the creation stories should be understood. second century christian apologist justin martyr wrote in his dialogue with trypho, chapter lxxxi : for as adam was told that in the day he ate of the tree he would die, we know that he did not complete a thousand years. we have perceived, moreover, that the expression, ' the day of the lord is as a thousand years, ' is connected with this subject. you can see already the seed of the notion that the " days " of genesis 1 do not refer to 24 - hour periods. third century scholar origen of alexandria went further in de principiis iv. 16 [ emphasis mine ] : for who that has understanding will suppose that the first, and second, and third day, and the evening and the morning, existed without a sun, and moon, and stars? and that the first day was, as it were, also without a sky? and who is so foolish as to suppose that god, after the manner of a husbandman, planted a paradise in eden, towards the east, and placed in it a tree of life, visible and palpable, so that one tasting of the fruit by the bodily teeth obtained life? and again, that one was a partaker of good and evil by masticating what was taken from the tree? and if god is said to walk in the paradise in the evening, and adam to hide himself under a tree, i do not suppose that any one doubts that these things figuratively indicate certain mysteries, the history having taken place in appearance, and not literally. even ancient scientists understood that " evening " and " morning " were meaningless without reference to the sun, moon, and stars ; origen interpreted genesis in light of the scientific knowledge of his day, paving the way for later generations to reconcile faith and science. the influential 5th century scholar augustine of hippo, in the city of god, 11. 6, refused to speculate about what " day " meant in genesis 1 [ emphasis mine ] : for that which is made in time is made both after and before some time, — after that which is past, before that which is future. but none could then be past, for there was no creature by whose movements its duration could be


] : for that which is made in time is made both after and before some time, — after that which is past, before that which is future. but none could then be past, for there was no creature by whose movements its duration could be measured. but simultaneously with time the world was made, if in the world ' s creation change and motion were created, as seems evident from the order of the first six or seven days. for in these days the morning and evening are counted, until, on the sixth day, all things which god then made were finished, and on the seventh the rest of god was mysteriously and sublimely signalized. what kind of days these were it is extremely difficult, or perhaps impossible for us to conceive, and how much more to say! in the literal meaning of genesis ( pdf ), 1. 19, augustine gave advice for interpreting the scriptures ' statements about the physical world [ emphasis mine ] : usually, even a non - christian knows something about the earth, the heavens, and the other elements of this world, about the motion and orbit of the stars and even their size and relative positions, about the predictable eclipses of the sun and moon, the cycles of the years and the seasons, about the kinds of animals, shrubs, stones, and so forth, and this knowledge he holds to as being certain from reason and experience. now, it is a disgraceful and dangerous thing for an infidel to hear a christian, presumably giving the meaning of holy scripture, talking non - sense on these topics ; and we should take all means to prevent such an embarrassing situation, in which people show up vast ignorance in a christian and laugh it to scorn. lest he be misunderstood, augustine continued [ emphasis mine ] : the shame is not so much that an ignorant individual is derided, but that people outside the household of the faith think our sacred writers held such opinions, and, to the great loss of those for whose salvation we toil, the writers of our scripture are criticized and rejected as unlearned men. if they find a christian mistaken in a field which they themselves know well and hear him maintaining his foolish opinions about our books, how are they going to believe those books in matters concerning the resurrection of the dead, the hope of eternal life, and the kingdom of heaven, when they think their pages are full of falsehoods on facts which they themselves have learnt from experience and the light of reason? later in the same book, augustine laid out his hermeneutic


of eternal life, and the kingdom of heaven, when they think their pages are full of falsehoods on facts which they themselves have learnt from experience and the light of reason? later in the same book, augustine laid out his hermeneutic for reading genesis ( the literal meaning of genesis, 2. 9, no online link available, but quoted in wikipedia, allegorical interpretations of genesis [ emphasis mine ] : with the scriptures it is a matter of treating about the faith. for that reason, as i have noted repeatedly, if anyone, not understanding the mode of divine eloquence, should find something about these matters [ about the physical universe ] in our books, or hear of the same from those books, of such a kind that it seems to be at variance with the perceptions of his own rational faculties, let him believe that these other things are in no way necessary to the admonitions or accounts or predictions of the scriptures. in short, it must be said that our authors knew the truth about the nature of the skies, but it was not the intention of the spirit of god, who spoke through them, to teach men anything that would not be of use to them for their salvation. so although old earth creationism is a modern view, it draws ( as does theistic evolution ) on the ancient tradition of understanding genesis in light of our current knowledge about the universe.


conditions of use no planet is alike each other. they all have there uniqueness. like saturn has its rings and jupiter has its big storm on it called the red dot. some of the planets are different colors too. like uranus and neptune are blue. planets can be red, blue, and white. also when you look up into the sky, you sometimes see a star in the sky and the next night its not there. that ' s because its a wondering star better known as a planet. the most common one is venus. the planets are close and far away from the sun. the closest one it mercury. the furthest one is neptune. now your probably wondering why it ' s not pluto, well to tell you the truth, pluto is not a planet anymore. i know, it ' s sad. now let me give you a list so you know how close and far away the planets are. pluto - 39. 5au ( not a planet ) the planets are all different sizes. for instance, jupiter is thhe largest planet, and mercury is the smallest. now your probably wondering, why isn ' t pluto the smallest planet. well to tell you the truth, pluto is not a planet anymore. scientists say it drifted to far out of our solar system. so now we just call pluto a dwarf planet. we used lot of mesurements when we were working with the planets. but the most we used were lightyears and aus. we used lightyears for measuring the distance of the stars and how long it takes for the light of the stars to get to us, and we used aus to tell the distance of the planets. an au is how far a planet is form the sun. here are all the planets and their au ' s. article posted september 24, 2009 at 09 : 41 am • comment • reads 1297 return to blog list add a comment latest 10 comments :


download the document called " ap course outline syllabus " which you will find scrolling down to the very end of this page. print and read the entire document carefully so you will know what this course requires in more detail. with this information, it is a good time to have a discussion at this point with your parents about this class and whether or not you should take it, given the rigors of the course. if you are sure that you belong to this class and should take it, sign the contract and ask your parent or guardian to read and sign it and initial the parent agreement as well. there is also a contract to use spanish exclusively in class. sign that too. now let ' s turn to the subject of the ap examination itself which you will take in may 2013. to know more about it, download the file " ap spanish course description " below. make sure you read the information provided by the college board in this document, look at the format of the exam and the sample questions so you have an idea what this challenging exam is like even before we start the course. study skills : you would not have gotten this far in your spanish language studies if you didn ' t already have some good study skills. scan through these sites on study skills and see if there is anything new that might help you with the level of intensity this ap spanish course is going to demand of you. click on these links to access the sites. next, go on the message board ( found on this page, right above " upcoming events and homework ) and click on the subject " discussion question 1 ". click on " add reply " ( do not start a new topic ) and post a comment answering the discussion question below. your post should be in spanish, have a minimum of 50 words and observe rules of grammar and orthography. ( note : to put the accent marks on the computer, click here : spanish accent marks ). discussion question 1 : after exploring the different components of the ap spanish exam, which areas of the test do you think will be the hardest for you? what study strategies do you plan to incorporate for bettering yourself in these areas? what study strategies would you offer to your classmates as they identify areas of difficulty for themselves? read two other posts and respond to at least one. if there are no posts to respond to yet, wait a day or two. now, based on what you ' ve learned so far about the ap course and the ap spanish language exam and after spending some time discussing it, evaluate your skills at


. if there are no posts to respond to yet, wait a day or two. now, based on what you ' ve learned so far about the ap course and the ap spanish language exam and after spending some time discussing it, evaluate your skills at this point going into the course. go to the " articles " section on the right side of the home page and click on " sondeos ( polls ) and answer the survey. now, download and print out the " encuesta " document at the end of this section and fill it out in as much detail as you can ( this one you can do in english ). this activity is aimed at improving your spanish vocabulary. 1. ) read the article on " amplia tu vocabulario " ( found on the right - hand corner of the homepage under " articles " ) thoroughly. with the information from the article, reflect on your vocabulary level going into the this ap class and think about how much vocabulary you have to acquire personally to help you prepare for this class. 2. ) download the document called " vocabulario ", print it and do the activity to help you further in your vocabulary acquisition skills. 3. ) buy a vocabulary notebook ( decide on what kind but it should have enough pages to hold the long lists of words you will have at the end of this course ). start jotting words down as soon as you start doing these activities as you encounter new words and expressions. use the suggestions outlined in the article you read. this vocabulary notebook will be collected and checked on the first day of school and should have all the new words you ' ve learned during the summer ( these word lists will vary according to each student ' s vocabulary level ) the ap spanish curriculum assumes that the student already has a high level of proficiency in grammar. the ap course will build on this and introduce some more advanced structures so it ' s very important that you review all the grammar you ' ve learned so far before the start of the course. relative to english, they say that the three most challenging grammatical elements in spanish are ser and estar, the preterite and imperfect tenses and the subjunctive and they need to be mastered at the ap level so that ' s a good place to start although you may have others you still struggle with. go to the websites below to work on as many specific grammatical points as you need to review. some of them offer tutorials, clear grammar explanations and self - correcting exercises that you can do ( choose the ones


have others you still struggle with. go to the websites below to work on as many specific grammatical points as you need to review. some of them offer tutorials, clear grammar explanations and self - correcting exercises that you can do ( choose the ones that don ' t require you to have an account ) : ejercicios de gramatica bowdoin university spanish language and culture by barbara k. nelson afterwards, download and print out the grammar review log document below and fill it out according to what you have done. now you can proceed to the next activity. this second grammar activity consists of verb conjugations. to do this activity, click here : once on the page, click on the verb " abrazar " and you will the see verb conjugated in every possible way. quickly skim the different forms of this verb. this is technically what you are expected to be able to do with any verb in spanish ( except for the preterito anterior form ) on the ap level. this activity affords you a bird ' s eye view of all the verb forms you have learned so far and is very useful for preparing for the course. here is a list of 20 different verbs you will now need to conjugate in all the forms ( skip the futuro perfecto and preterito anterior forms, they are rarely used so don ' t bother with them ) according to the verb charts. some of them are very basic verbs that you are familiar with, others are not : agradecer, anadir, caber, conseguir, comenzar, convertir, cubrir, despedir, destruir, divertirse, dormir, eligir, equivocarse, establecer, incluir, medir, producir, recoger, reir, vencer download the document " formas verbales " below and print or photocopy it 20 times to use it for this activity. write the forms by hand. when you ' re done, check the correct conjugation of each verb by clicking that verb in the same site : spanish verb forms to see the right forms. make note of these corrections and patterns that you observe in the conjugation of these specific verbs this next homework combines your listening, reading and summary - writing skills, which is an important feature of the ap spanish language examination. it is especially useful for practicing listening to authentic native speakers, speaking with different accents at


conjugation of these specific verbs this next homework combines your listening, reading and summary - writing skills, which is an important feature of the ap spanish language examination. it is especially useful for practicing listening to authentic native speakers, speaking with different accents at a natural pace ( not slowing down for an audience of language learners ) which is another challenge of the ap exam. first, watch some video clips in spanish proficiency exercises from a university of texas at austin site ( http : / / www. laits. utexas. edu / spe / index. html ) and listen to what different native spanish speakers are saying on a variety of topics. as you watch and listen, try not to read the accompanying text yet. the clips are arranged according to level so you may want start with clips from the beginner ' s level and see how much you understand. progress on from there and listen to a couple more clips from the higher levels. as each clip gets harder to understand, you can repeat it, reading the transcript on the right, so you can see the words as they are being said. make sure at this point that you are making note of some new words and trying to guess the meaning of each using contextual clues. only use a dictionary ( spanishdict. com or reverso. com online, for example ) if you can ' t guess the meaning. now, go on to http : / / teresasanchez. biz / podcast / this is a site with podcasts by teresa sanchez. for this activity, choose five ( 5 ) of these podcasts to listen to. these are from spain and are longer than the ones from the other site. do the same thing here, listening without looking at the words at first. then if it gets harder, read along as you listen. as a summary - writing exercise, write a summary of the 5 podcasts you have chosen according to what you know is a good summary. to remind you what a good summary is, download the pdf file called " summary writing tips " below and read it to guide you in your writing. for the ap course, it is important to read authentic materials from various sources. for this activity, you will read and write a summary of two ( 2 ) articles from a newspaper or magazine about a subject that interests you. summary writing requires you to understand the text thoroughly and therefore doing it in a foreign language makes it doubly hard so first make sure you have 100 % comprehension of the text before writing. also make sure to


magazine about a subject that interests you. summary writing requires you to understand the text thoroughly and therefore doing it in a foreign language makes it doubly hard so first make sure you have 100 % comprehension of the text before writing. also make sure to continue to jot down words you are learning in your vocabulary notebook as you work on these articles. you may use the largest spanish daily, el pais ( http : / / elpais. com / ) or click on the following link to find other periodicals from other countries : again, refer to the document " summary writing tips " to guide you as you write your summary. when you hand in this summary on september 6th, you will also need to hand in a printed copy of the article you have chosen. in this ap class, you will also have the opportunity to read literary works, most of them short stories. for this activity we turn to a short story written by argentinian author julio cortazar to practice reading comprehension of literary texts. it ' s a short but challenging text with an interesting plot twist so you will have to stay with it ( read a couple of times ) before you get to an appreciation of what it is about. remember that reading literature is different from reading journalistic texts because of the figurative language used and it can be frustrating for a language learner. but read it for pleasure as well as it ' s a finely crafted short story. so go to this link to read this short story entitled continuidad de los parques : read it once through. now go back to parts that are difficult to understand and use contextual clues to guess the meaning of words and phrases. only use the dictionary as a last resort. make sure you are jotting down words that you have learned from the reading. now you can have the story read to you by clicking here : play it and enjoy the story - telling. you may replay it for more listening comprehension practice. to view 2 dramatizations of the story on youtube to enhance your understanding of the story, copy and paste these in your browser : now post your reaction to this short story on the message board clicking on the subject " continuidad de los parques ". again, your post must be in spanish with at least 50 words and must observe rules of grammar and orthography. note : to put the accent marks on the computer, click here : spanish accent marks ) read two other posts and respond to at least one. if there are no posts to respond to yet, wait


must observe rules of grammar and orthography. note : to put the accent marks on the computer, click here : spanish accent marks ) read two other posts and respond to at least one. if there are no posts to respond to yet, wait a day or two. now let ' s turn to the importance of cognate words for building vocabulary. your ability to recognize cognates ( words that sound alike in both english and spanish ) depends on your english vocabulary. learning more words in english will help you feel more comfortable in spanish! and many spanish cognates come from words that have almost dropped completely from conversational english, so learning spanish words will expand your english vocabulary too. check out this english site about cognates : ( take notes ) now search the internet using google espanol for another travel / tourist site about peru and read it. you ' re now ready to post another comment on the message board clicking on the subject " discussion question # 2 ". post a comment answering the discussion question below : discussion question # 2 : briefly discuss the different types of tourists ( world travelers ) there are throughout the world and then explain ( in a paragraph ) which one you think is the best type of tourist and why. read two other posts and respond to at least one. explore the bbc site regarding guernica : 70 years later. ( if you are unfamiliar with guernica, please do some research on your own first. ) be sure to read the written articles and interviews, listen to the audio clips, and view the video clip. now go to the message board one more time and click on the subject " discussion question # 3 ". post a comment answering the following question : discussion question # 3 : how is the atrocity of guernica similar / different from atrocities committed by a modern day dictator? be sure to include in your comparison perceptions of participants in the events as well as perceptions of the events by the world community. read two other posts and respond to at least one.


figure tag is used to provide the structure for inserting a figure into a cnxml document. a figure may contain an image, multimedia object, or caption tag. < title > the world ' s cutest dog < / title > < media id = " dogpic " alt = " a dog sitting on a bed " > < image mime - type = " image / jpeg " src = " image1. jpg " / > notice how cute the dog is just sitting there. results in this display : figure 1 : notice how cute the dog is just sitting there. | the world ' s cutest dog | allows you to determine which way subfigure elements are arranged. has no effect if the figure has no subfigure children. - horizontal - subfigures appear side by side ( default ). - vertical - subfigures appear one on top of the other. defines the type of figure in order to give specialized control over numbering. figures of the same type are numbered in series ( i. e., figure 1, figure 2... ). type can be used in conjunction with label so that figures of each user - defined type appear with their own label. type can be any user - defined value that reflects the purpose of the figure. a unique identifier, whose value must begin with a letter and contain only letters, numbers, hyphens, underscores, colons, and / or periods ( no spaces ). may contain an optional tag, followed by an optional title next, it must contain : may contain an


there is a passage in on intelligence about the differences between parallel processing in human versus computers : from the dawn of the industrial revolution, people have viewed the brain as some sort of machine. they knew there weren ' t gears and cogs in the head, but it was the best metaphor they had. somehow information entered the brain and the brain - machine determined how the body should react. during the computer age, the brain has been viewed as a particular type of machine, the programmable computer. and as we saw in chapter 1, ai researchers have stuck with this view, arguing that their lack of progress is only due to how small and slow computers remain compared to the human brain. today ' s computers may be equivalent only to a cockroach brain, they say, but when we make bigger and faster computers they will be as intelligent as humans. there is a largely ignored problem with this brain - as - computer analogy. neurons are quite slow compared to the transistors in a computer. a neuron collects inputs from its synapses, and combines these inputs together to decide when to output a spike to other neurons. a typical neuron can do this and reset itself in about five milliseconds ( 5 ms ), or around two hundred times per second. this may seem fast, but a modern silicon - based computer can do one billion operations in a second. this means a basic computer operation is five million times faster than the basic operation in your brain! that is a very, very big difference. so how is it possible that a brain could be faster and more powerful than our fastest digital computers? " no problem, " say the brain - as - computer people. " the brain is a parallel computer. it has billions of cells all computing at the same time. this parallelism vastly multiplies the processing power of the i always felt this argument was a fallacy, and a simple thought experiment shows why. it is called the " one hundred – step rule. " a human can perform significant tasks in much less time than a second. for example, i could show you a photograph and ask you to determine if there is cat in the image. your job would be to push a button if there is a cat, but not if you see a bear or a warthog or a turnip. this task is difficult or impossible for a computer to perform today, yet a human can do it reliably in half a second or less. but neurons are slow, so in that half a second, the information


t make a difference. a computer, no matter how many processors it might have and no matter how fast it runs, cannot " compute " the answer to difficult problems in one hundred steps. so how can a brain perform difficult tasks in one hundred steps that the largest parallel computer imaginable can ' t solve in a million or a billion steps? the answer is the brain doesn ' t " compute " the answers to problems ; it retrieves the answers from memory. in essence, the answers were stored in memory a long time ago. it only takes a few steps to retrieve something from memory. slow neurons are not only fast enough to do this, but they constitute the memory themselves. the entire cortex is a memory system. it isn ' t a computer at all. the point made here is that the computing paradigm ( that is, the way the whole thing works ) of the brain and the computer are completely different. the computer is a turing machine, and the brain is something else, possibly a memory system if you think that jeff hawking is right. whatever it is, the brain is not a turing machine. to go back to your question : why can ' t human brains be used to do massive parallel processing in the same way computers are doing today? it has to do with the way the human brain works. if you assume that the brain will do any task in a parallel fashion, and the more neurons involved, the better the performance ; then in order to maximize your performance you should use your whole brain. 1 task : 100 % performance, 2 tasks : 50 % performance, 3 tasks : 33 % performance, and so on. but if you add an " attention switching cost " to go from one task to another, then you are better off just focusing on one task where the switching cost is zero. so you can multitask, but it won ' t be efficient.


ask a high school or college kid about their ipod or video library and you ’ ll soon hear a lot about file sharing. it ’ s used as a method for swapping favorite music files, tv shows or movies, often avoiding paying fees for them. and it ’ s often illegal. with the recording industry association of america ( riaa ) actively sending “ cease and desist ” letters to anyone found to be illegally trading copyrighted materials, it ’ s in your family ’ s best interest to talk about the right and the wrong ways to find and share music and movies. recently, sweden erupted in a furor when a new law went into effect including severe penalties for anyone using illegal file sharing systems. it ’ s estimated that 1 in 10 swedes uses these systems. when the new law went into effect last week requiring the isps to turn in those using these systems, the overall effect was shocking. internet traffic in sweden fell by 30 %, immediately! according to a symantec study, an estimated 90 % of avid gamers also engage in file sharing. sweden represents 3 % of the worldwide total for file sharing. the reason security companies like symantec care about file sharing is that it ’ s so difficult for people to keep these programs secure. by their nature, they open a door into the family computer and invite internet strangers to come on in, take a few files and leave a few behind. these systems are notorious for spreading viruses and keystroke loggers ( dangerous little programs that spy on your every keyboard click and report your private info out to others on the internet. ) they ' ve been used to distribute pornography and child pornography, hiding these terrible images with innocuously - coded file names to trick the users of the systems. they are also blamed for criminals getting access to people ’ s tax records. here ' s a story that recently aired on the today show about how a family ' s computer was hacked for their valuable tax records using a popular music sharing service. if you haven ’ t sat with your teen to discuss the right way to acquire music and watch tv shows and videos online, you need to do so. your lack of involvement might be risking the safety of your computer and all your private information. even worse, you may be at risk of legal action if your computer is found to be involved in any of the many illegal activity known to be a part of illegal file sharing systems. here ' s a good guide to disabling peer to peer file sharing systems. and this pamphlet from the riaa for


many common horse hoof problems are caused by imbalance, which can affect the entire horse. for instance if a horse has a sore hock, it may be because the medial / lateral balance of the hoof is off balance. if your horse has lost his get up and go, then he may have sore feet. frequently, behaviour problems are brought on due to the discomfort of living with pain, so always consider this when your horse is being especially difficult to manage. horse hoof problems – abscess an abscess in the hoof is usually characterised by the sudden onset of severe lameness. sometimes, the horse will not put any weight on the affected hoof at all. the area around the abscess will be sensitive. you may notice swelling in the lower leg and an increased digital pulse. a vet or farrier will be able to pare away the hoof to identify and drain the abscess, as well as confirm a diagnosis. if an abscess is left untreated, it can erupt through the sole or at the coronary band. once your vet finds and drains the abscess, it is important to keep the area clean in order to avoid reinfection. soak the hoof in a of epsom salt solution to draw out any remaining infection. keep the hoof bandaged until it heals. in addition, your vet may recommend an anti - inflammatory for pain management. horse hoof problems – bruises a bruised hoof can cause varying degrees of lameness. some horses will only be affected when walking on uneven or rocky surfaces, while others can be constantly lame. a sole bruise may leave a visible mark, but lameness or sensitivity generally occurs before the bruise appears. to treat your horse for bruising, have him stand with the injured hoof in a bucket of ice water to prevent the rapid blood flow. in severe cases, a vet may recommend an anti - inflammatory medication. horse hoof problems – cracks a crack in the hoof wall that begins at the coronary band and occurs on the side of the hoof is called a quarter crack. toe cracks also occur, yet they are not as common. such cracks generally start on the inside of the hoof, do not become obvious until reaches the hoof wall surface. cracks are not horse hoof problems that will always cause the horse to be lame. however, if the area becomes infected, the horse may experience severe pain. check for cracking as part of your daily horse care regimen.


a fundamental effect of over - consumption is a reduction in the planet ' s carrying capacity. excessive unsustainable consumption will exceed the long term carrying capacity of its environment ( ecological overshoot ) and subsequent resource depletion, environmental degradation and reduced ecological health. the scale of modern life ' s over - consumption has enabled an overclass to exist, displaying affluenza and obesity. however once again both of these claims are controversial with the latter being correlated to other factors more so than over - consumption. in the long term these effects can lead to increased conflict over dwindling resources and in the worst case a malthusian catastrophe. however, the worldwatch institute said the booming economies of china and india are planetary forces that are shaping the global biosphere. the state of the world 2006 report said the two countries ' high economic growth exposed the reality of severe pollution. the report states the world ' s ecological capacity is simply insufficient to satisfy the ambitions of china, india, japan, europe and the united states as well as the aspirations of the rest of the world in a sustainable way movements and ideologies have formed in recent decades to reduce over - consumption. these include anti - consumerism, ecological economics, freeganism and green economics. however laudable, these efforts mathematically cannot mitigate the consumption impacts projected from population projections through the year 2050.


| title | | abc in dixie : a plantation alphabet ( v ) | | author | | bonte, louise quarles ; bonte, george willard, 1873 - | | publisher location | | england - - london | | publication date | | ca. 1900 | | image production process | | relief prints | | notes | | relief illustrations, color printed in bavaria. | an alphabet book with rhymes written in imitation of southern black english of the 19th century and illustrations that depict a variety of stereotyped plantation characters. " v is fer victor who b ' longed ter mars lee en after de wah went up no ' th en wuz free. " [ v is for victor who belonged to mars lee and after the war went up north and was free. ] the illustration depicts a man wearing patched clothing and shoes, and carrying a knapsack and walking stick. his clothing and unsmiling demeanor are in stark contrast to the nicer clothes and grins of the other former slaves depicted in the book who decided to remain and work on the plantation after the war and emancipation. | contextual notes | | right after the civil war, books were published that attempted to refute the " immorality " of slavery. these books were often illustrated with photographs of former slaves dressed in outlandish costumes looking happy and content. texts purported to document the kind and reasonable treatment of slaves in the south. all of these books relied on racial stereotypes. racial stereotypes persisted in the united states long after the civil war and these children ' s books were also especially popular in england. at about this same time, silent movies were showing white actors in blackface and featuring minstrel shows. | george willard bonte was an artist well - known for his portraits and louise quarles bonte was an artist well - known for her miniatures. | subjects ( lcsh ) | | african americans - - southern states - - caricatures and cartoons | | category | | discrimination and bigotry | | digital collection | | children ' s historical literature collection | | digital id number | | chl1127 | | repository | | university of washington libraries, special collections division | | repository collection | | children ' s historical literature collection. pe1155. b59 1900z | | physical description | | p. : illustrated ; 28. 5 x 24 cm. | | digital reproduction information | | photographed from original book in tiff format using a canon eos digital rebel xti / eos 400d, resized and enhanced using


| title | | core and legs of space needle under construction, september 15, 1961 | | photographer | | dudley, roger | | caption | | the howard wright construction company broke ground at the space needle site on april 17, 1961. the result of a design collaboration among businessman edward e. carlson, architect john graham and university of washington architecture professor victor steinbrueck, the space needle was built for the 1962 century 21 exposition ( world ' s fair ) in seattle. with the addition of the final torch tower, the construction of the 600 foot space needle was completed on december 8. 1961. seattle ' s pacific car and foundry company was the subcontractor for the steel fabrication and erection. | this photograph depicts the partially completed core and legs of the space needle. the legs of the space needle consist of three 36 - inch wide flanged beams welded together flange - to - flange and stiffened with diaphragms to form large three - sided tubes. the needle ' s triangular core houses utilities and two stairways, with elevators mounted on its outside. this image also shows the derrick crane, designed by pacific car and foundry co. that climbed up inside the core and reached over the top to hoist the huge fabricated steel sections into position. | notes | | caption information source : space needle usa by harold mansfield and george gulacsik, 1962. | stamped on verso with business stamp of roger dudley, commercial photographer, seattle. handwritten on verso : 42507 printed on lower right border on photo : space needle, john graham & co. architects, howard s. wright construction co. a schematic of the footprint of the space needle is printed in the lower left border of the photograph, with an arrow drawn to indicate the viewpoint. | subjects | | architecture — washington ( state ) — seattle ; building sites — washington ( state ) - - seattle ; building — washington ( state ) — seattle ; century 21 exposition ( 1962 : seattle, wash. ) ; construction — 1960 - 1970 ; cranes, derricks, etc. — washington ( state ) — seattle ; space needle ( seattle, wash. ) ; towers - - washington ( state ) - - seattle | | places | | queen anne ( seattle, wash. ) ; united states — washington ( state ) — seattle | | digital collection | | museum of history & industry photograph collection | | image number | | 2005. 6. 19 | | ordering information | | to order a reproduction or to inquire about permission


let me first invoke the usual hypothesis of cognitive science : the mind is a computer / program / algorithm so let the study of the mind be informed by the study of computers / programs / algorithms. a lot of mike ’ s comments have direct analogues in programming languages and software engineering — lots of people question why monads and continuations are useful and point out that mutation and goto are intuitively easy to understand. so, it ’ s not clear to me that time spent writing typical programs on a computer is more beneficial or convincing than the same time spent writing, say, montagovian fragments with paper and pencil. the concern that is more convincing, and that functional programming, monads, and continuations help address, is how to write and maintain large and reliable programs. the claim that a given program or part of a program works, like the claim that a given montagovian fragment or lexical entry works, is basically a theorem. it takes effort to formulate and justify such theorems, especially if we want to do it not only by example but also by rigorous reasoning. as we change and grow our program over time, we want to avoid repeating what is essentially the same effort for parts that have not changed or lexical entries that are analogous. for example, we might want to prove one lemma about all values of a certain type, or all transitive verbs. in sum, we want modular programming, modular testing, and modular reasoning. by “ module ”, i just mean that you could swap one out and stick another one in without affecting what we care about in the rest of the system. whenever two pieces of code or testing or reasoning are similar, we want to put the similar parts in a module so that we can reuse our work as we repeat and change the pattern. monads are one kind of module that emerged when people got tired of writing similar programs and proofs over and over again. it ’ s just like in the rest of math : groups, vector spaces, etc. on 2010 - 12 - 14t12 : 49 : 18 - 0500, mike solomon wrote : i would agree that monads give a potentially unifying perspective. i was challenging the claim that without monads you can ’ t “ really ” understand mutation / dynamic update. or, that functional programming gives the best way to understand mutation. this just seems wrong to me. monads are notoriously difficult to understand, mutation is intuitively easy to understand. that is, i would say : we already understood


dynamic update. or, that functional programming gives the best way to understand mutation. this just seems wrong to me. monads are notoriously difficult to understand, mutation is intuitively easy to understand. that is, i would say : we already understood mutation, now we look at it from a different perspective to try better understand how to combine it with other effects. of course what i just wrote may not be what it means to ‘ “ really ” understand mutation / dynamic update ’. nevertheless, i would suggest that to “ really ” understand something entails proving theorems about it that go beyond particular usage examples — at least, not just “ this program gives the correct output on this sample input ” but “ this program part works on all inputs regardless of the rest of the program ”. as soon as we humans who get bored easily try to prove such theorems, we want to capture repeated patterns in our reasoning so as to avoid repeating them. ( hoare logic for reasoning about imperative programs is a great and successful example of such capture, even though it treats mutation specifically and not as a special case of a side effect. ) maybe understanding mutation even entails being confident in a program part that uses mutation and no other side effect, regardless of what side effects occur in the rest of the program. one question i asked yesterday ( last night ) is whether the analogy between quantification and shift / reset yielded insight independent of what kind of semantics one gave for shift / reset : shift / reset can be understood operationally, as a reduction calculus. can quantification? but maybe this is just what qr is. in general, is the transformation to lf a kind of operational semantics? i would answer yes, yes, yes. i take at least 3 lessons from programming - language semantics into natural - language semantics : first, there are different kinds of semantics, not only denotational but also operational and axiomatic, each good for different purposes. operational makes it more obvious how much time and space a program will take ; denotational makes it easier to substitute equals for equals in a larger program. second, we should relate the different kinds of semantics. for example, i ’ m a big fan of olivier danvy ’ s work on mechanically turning denotational semantics ( well, definitional interpreters ) into operational semantics or back. imagine putting towers into a vending machine and getting qr out or vice versa! finally, it is worth applying specific ideas such as monads in denotational semantics


semantics ( well, definitional interpreters ) into operational semantics or back. imagine putting towers into a vending machine and getting qr out or vice versa! finally, it is worth applying specific ideas such as monads in denotational semantics and evaluation contexts in operational semantics. is it only from the point of view of continuations that one can understand ( best ) a programming language that contains control and state? continuations are the best denotational account of control. it makes it easy to prove that the following expressions can be substituted for each other : ( shift c ( and ( c ( mother ' john ) ) ( c ( mother ' mary ) ) ) ) ; john and mary ' s mother ( mother ( shift c ( and ( c ' john ) ( c ' mary ) ) ) ) ; john ' s mother and mary ' s mother do continuations help us understand / reason about order of evaluation per se, or do they help us reason about order of evaluation in the context of a compositional semantics? the latter, and thus the former, no? : ) in general, should the monad / continuation approach give us insights into natural language meaning ( empirically relevant insights ), or should it give us insights into how to analyze natural language meaning in a certain way, compositional semantics? the latter, and thus the former, no? : ) : ) it seems to me that the analogy between computational side effects and “ apparently noncompositional ” linguistic phenomena could be insightful in the first way, and that these insights would be conceptually prior to any implementation in terms of monads / continuations. sure, if i were patenting all this then i would claim an implementation in terms of monads / continuations as “ a preferred embodiment ” of the analogy. take weak crossover. the insight is that evaluation order matters. you and ken used continuations to capture this compositionally. but now your account of order - sensitivity is order - independent. this is what we need for traditional, bottom - up compositional semantics. but why do we still want this? or, what is the status of such a semantics? it is often said that a compositional semantics is necessary for humans to understand novel utterances. but i think it is apparent that weak crossover arises not because humans learn a compositional semantics which simulates order - sensitivity, but rather because of the actual order - sensitivity of processing ( we hear from left to right ). what kind of semantic system captures this directly? you probably


that weak crossover arises not because humans learn a compositional semantics which simulates order - sensitivity, but rather because of the actual order - sensitivity of processing ( we hear from left to right ). what kind of semantic system captures this directly? you probably wouldn ’ t find any denotational account of evaluation order “ direct ” in your sense. the “ kind of semantic system ” you want is probably operational semantics. indeed, the way i would argue that some denotational semantics accounts for evaluation order is to show that it corresponds to an operational semantics that obviously accounts for evaluation order. here ’ s another attempt to put things generally. is natural language a language with side effects ( e. g. c, ocaml ), which really does work impurely / noncompositionally, but such that, at a level of abstraction, its behavior can be described compositionally? or is natural language a pure functional language ( e. g. haskell ) which just happens to contain lexical items whose ( pure functional ) meanings simulate side effects? if it is the former, which seems plausible, how does language “ really ” do what it does? what ’ s the difference? in other words, what does “ really ” mean? haskell programs can perform io and manipulate mutable state just fine. the “ semantics / pragmatics interface ” ( aka “ run - time system ” ) of haskell lets you define a value “ main ”, of type “ io ( ) ”, which gets performed when you eventually run the program. it ’ s like, how does a hamblin set of alternatives get actually asked?


bsa supply no. 35859 in learning about astronomy, scouts study how activities in space affect our own planet and bear witness to the wonders of the night sky : the nebulae, or giant clouds of gas and dust where new stars are born ; old stars dying and exploding ; meteor showers and shooting stars ; the moon, planets, and a dazzling array of stars. - describe the proper clothing and other precautions for safely making observations at night and in cold weather. tell how to safely observe the sun, objects near the sun, and the moon. explain first aid for injuries or illnesses such as heat and cold reactions, dehydration, bites and stings, and damage to your eyes that could occur during observation. - explain what light pollution is and how it and air pollution affect astronomy. - with the aid of diagrams ( or real telescopes if available ), do each of the following : do the following : - explain why binoculars and telescopes are important astronomical tools. demonstrate or explain how these tools are used. - describe the similarities and differences of several types of astronomical telescopes. - explain the purposes of at least three instruments used with astronomical telescopes. do the following : - identify in the sky at least 10 constellations, at least four of which are in the zodiac. - identify at least eight conspicuous stars, five of which are of magnitude 1 or brighter. - make two sketches of the big dipper. in one sketch, show the big dipper ' s orientation in the early evening sky. in another sketch, show its position several hours later. in both sketches, show the north star and the horizon. record the date and time each sketch was made. - explain what we see when we look at the milky way. at approximately weekly intervals, sketch the position of venus, mars, or jupiter in relation to the stars. do this for at least four weeks and at the same time of night. on your sketch, record the date and time next to the planet ' s position. use your sketch to explain how planets move. do the following : - list the names of the five most visible planets. explain which ones can appear in phases similar to lunar phases and which ones cannot, and explain why. - find out when each of the five most visible planets that you identified in requirement 5a will be observable in the evening sky during the next 12 months, then compile this information in the form of a chart or table. update your chart monthly to show whether each planet will be visible during the early morning or in the


5a will be observable in the evening sky during the next 12 months, then compile this information in the form of a chart or table. update your chart monthly to show whether each planet will be visible during the early morning or in the evening sky. do the following : - sketch the face of the moon and indicate at least five seas and five craters. label these landmarks. - sketch the phase and the daily position of the moon, at the same hour and place, for a week. include landmarks on the horizon such as hills, trees, and buildings. explain the changes you observe. - list the factors that keep the moon in orbit around earth. - with the aid of diagrams, explain the relative positions of the sun, earth, and the moon at the times of lunar and solar eclipses, and at the times of new, first - quarter, full, and last - quarter phases of the moon. with your counselor ' s approval and guidance, do one of the following : - describe the composition of the sun, its relationship to other stars, and some effects of its radiation on earth ' s weather. define sunspots and describe some of the effects they may have on solar radiation. - identify at least one red star, one blue star, and one yellow star ( other than the sun ). explain the meaning of these colors. list at least three different career opportunities in astronomy. pick the one in which you are most interested and explain how to prepare for such a career. discuss with your counselor what courses might be useful for such a career. - visit a planetarium or astronomical observatory. submit a written report, a scrapbook, or a video presentation afterward to your counselor that includes the following information : - activities occurring there - exhibits and displays you saw - telescopes and other instruments being used - celestial objects you observed - plan and participate in a three - hour observation session that includes using binoculars or a telescope. list the celestial objects you want to observe, and find each on a star chart or in a guidebook. prepare an observing log or notebook. show your plan, charts, and log or notebook to your counselor before making your observations. review your log or notebook with your counselor afterward. - plan and host a star party for your scout troop or other group such as your class at school. use binoculars or a telescope to show and explain celestial objects to the group. - help an astronomy club in your community hold a star party that is open to the public. - personally take a series of photographs or digital images


as your class at school. use binoculars or a telescope to show and explain celestial objects to the group. - help an astronomy club in your community hold a star party that is open to the public. - personally take a series of photographs or digital images of the movement of the moon, a planet, an asteroid or meteoroid, or a comet. in your visual display, label each image and include the date and time it was taken. show all positions on a star chart or map. show your display at school or at a troop meeting. explain the changes you observed. atomic energy, chemistry, computers, geology, photography, radio, space exploration, and weather merit badge pamphlets - bond, peter. dk guide to space. dk publishing, 1999. - brunier, serge, and akira fujii. the great atlas of the stars. firefly books, 2001. - covington, michael a. astrophotography for the amateur, 2nd ed. cambridge university press, 1999. - davis, kenneth c. don ' t know much about space. harpertrophy, 2001. - - - - - - - - -. don ' t know much about the solar system. harpercollins, 2001. - harrington, philip, and edward pascuzzi. astronomy for all ages. globe pequot press, 2000. - henbest, nigel, and heather couper. dk space encyclopedia. dk publishing, 1999. - lambert, david. the kingfisher young people ' s book of the universe. kingfisher books, 2001. - moore, patrick, ed. astronomy encyclopedia. oxford children ' s books, 2002. - price, fred w. the planet observer ' s handbook. cambridge university press, 2000. - schaaf, fred. 40 nights to knowing the sky : a night - by - night skywatching primer. owl books, 1998. - stott, carole. new astronomer. dorling kindersley limited, 1999. - trefil, james. other worlds : images of the cosmos from earth and space. national geographic, 1999. cds, dvds, and videos amazing universe iii. hopkins technology, 1995, cd - rom. imax cosmic voyage. warner home video, 1996, dvd. distant suns : the virtual desktop planetarium. virtual reality laboratories, 1994, cd - rom. savage sun. discovery channel, 1999, videocassette. the solar empire : a star is born. discovery channel and the learning channel, 1997,


distant suns : the virtual desktop planetarium. virtual reality laboratories, 1994, cd - rom. savage sun. discovery channel, 1999, videocassette. the solar empire : a star is born. discovery channel and the learning channel, 1997, videocassette. 21027 crossroads circle p. o. box 1612 waukesha, wi 53187 - 1612 web site : http : / / www. astronomy. com sky and telescope 49 bay state road cambridge, ma 02138 - 1200 toll - free telephone : 800 - 253 - 0245 web site : http : / / skyandtelescope. com organizations and web sites 9201 ward parkway, suite 100 kansas city, mo 64114 web site : http : / / www. astroleague. org astronomy watch : tonight ' s sky and astro events web site : http : / / www. astronomy - watch. com national aeronautics and space administration headquarters information center washington, dc 20546 - 0001 web site : http : / / www. nasa. gov national optical astronomy observatory 950 north cherry ave. tucson, az 85719 web site : http : / / www. noao. edu national radio astronomy observatory 520 edgemont road charlottesville, va 22903 - 2475 web site : http : / / www. nrao. edu the planetary society 65 north catalina ave. pasadena, ca 91106 - 2301 web site : http : / / planetary. org web site : http : / / www. skymaps. com solar system exploration : the planets web site : http : / / sse. jpl. nasa. gov / features / planets / planetsfeat. html space telescope science institute 3700 san martin drive baltimore, md 21218 web site : http : / / hubblesite. org web site : http : / / www. spacewander. com web site : http : / / www. spaceweather. com


as 2002 began, the communists ' attempt to reinstate obligatory study of the russian language prompted opposition protests in moldova ' s capital, chisinau. several media outlets rallied to defend the romanian language and the cultural identity that the majority of moldovans share with neighboring romania. state media coverage of these protests was censored. in february, in response to severe censorship of the state broadcaster teleradio - moldova ( tvm ), hundreds of tvm journalists went on strike in solidarity with the anti - communist opposition. in retribution, a few journalists and staff members were dismissed or suspended from the station in march. months of intense opposition protests drove the council of europe to issue a resolution on april 24 condemning moldova ' s censorship of state media. the resolution called on moldova to transform teleradio - moldova into a public entity. according to a new law that was drafted in response to the council ' s resolution, a 15 - person supervisory council, appointed by the president, parliament, and the government, will manage the broadcaster. although widely criticized for allowing the state to retain control over the outlet, the law took effect on august 15, ending the standoff between tvm journalists and management. trans - dniester, a breakaway region in eastern moldova, continued to make headlines. in early 2002, a newspaper there was forced to close, allegedly because its founder and chief financier, who is also the son of the region ' s president, pulled out of the operation following the publication of articles that criticized the region ' s authorities. at the same time, proposed amendments to the region ' s press law threatened to make it easier to censor and harass journalists. the proposals would abandon a clause that prohibits censorship and would introduce registration and licensing procedures. civil conflict over trans - dniester erupted in 1991, when moldova declared independence from the soviet union and aligned itself with neighboring romania, adopting romania ' s latin - based alphabet and national anthem and even calling for unification with the country. trans - dniester ' s russian - speaking population has since achieved a large degree of autonomy, with its own money, president, and legislature. moldova, however, still formally claims the territory as its own. while political tension exists between moldova and trans - dniester, correspondents from the chisinau - based weekly timpul and adevarul nistrean newspaper working in trans - dniester ' s capital, tiraspol, have taken steps to bridge the two sides of the conflict by discussing opportunities for professional cooperation.


to the associated press. all parliamentary reporters moldova ' s parliament approved new regulations enabling legislators to suspend the accreditation of journalists covering the legislative body. the regulations also allow parliament members to reproach reporters publicly for printing incorrect information. a reporter ' s accreditation can be suspended if a demanded retraction is not published in the manner desired by the lawmaker. natalia florea, the associated press, flux news agency education minister gheorghe sima confiscated the audiocassette of florea, a reporter for the associated press and flux news agency, during a speaking engagement. the minister snatched the audio recorder from the journalist and handed it to his security personnel, who took the tape and returned the recorder to florea. the tape was not returned. sergiu afanasiu, accente valeriu manea, accente afanasiu and manea, editor - in - chief and journalist, respectively, at the weekly accente, were detained on charges of receiving a bribe of us $ 1, 500 in return for not publishing compromising materials about a local businessman. according to the moscow - based center for journalism in extreme situations ( cjes ), the businessman offered afanasiu bribes several times, but he never accepted them and instead published materials about the man ' s activities. accente staff believe that the charges are spurious and came in reprisal for the paper ' s critical reporting. the journalists were released on october 23, but both had to sign an agreement not to leave the capital, chisnau, while the case remains ongoing. according to cjes, a court hearing is scheduled for january 30, 2003.


12 september 2012 - as of 7 sept 2012, the national park service ( nps ) has reported eight cases of hantavirus pulmonary syndrome ( hps ) among visitors who stayed at yosemite national park in california since june 2012. of these, three were fatal and five cases are recovering. park authorities have begun to notify and advise park visitors and those who stayed overnight at " signature tent cabins ” at yosemite ' s curry village or " high sierra camps " between 10 june and 24 august 2012 to seek immediate medical attention if they exhibit any symptoms of hps. person - to - person transmission of hantavirus pulmonary syndrome has not been reported in the united states. investigations carried out by nps revealed that seven of the eight reported cases of hps have been linked to the " signature tent cabins " in curry village in yosemite valley, and one case stayed in multiple " high sierra camps " in yosemite ( a different area of the park than curry village ) in july. there is no specific treatment or cure for hantavirus pulmonary syndrome infection. early recognition and treatment of infected individuals can reduce disease progression. early symptoms include fatigue, fever, chills, and muscle aches. fifty percent of the patients can experience headaches, nausea, vomiting, dizziness and abdominal pain. the disease progresses rapidly ( 4 - 10 days after initial symptoms ) to include coughing, shortness of breath and severe difficulty breathing. early medical attention greatly increases the chance of survival in cases of hps. it is recommended that if a recent visitor to yosemite national park has any of the symptoms listed above, that they seek medical attention immediately and advise their health care professional of the potential exposure to hantavirus.


ing f1 : carbon fibre explained many race fans don ' t know how or why a modern f1 car is constructed of carbon fibre - - even the steering wheel is made from it. this film looks at the reasons why, and follows the production process, from the carbon fibre sheet being cut with a pair of scissors in a sealed room, right through to fernando alonso driving out of the pit garage cocooned in a carbon fibre safety cell designed to withstand the force of a 200mph crash. interviews with : ian goddard, senior composites engineer, ing renault f1 team guy rowles, clean room head, ing renault f1 team how to repair a broken carbon fibre ( fiber ) fishing pole or rod practical how - to instructional tutorial from showing how you can repair a broken, fractured or damaged carbon fiber fishing pole or rod using carbon fibre and epoxy resin using our fishing pole repair kit. optical fibres check us out at an optical fiber is made up of the core ( carrying the light pulses ), the cladding ( reflecting the light pulses back into the core ) and the buffer coating ( protecting the core and cladding from moisture, damage, etc ). together, all of this creates a fiber optic which can carry up to 10 million messages at any time using light pulses. fiber optics is the overlap of applied science and engineering concerned with the design and application of optical fibers. optical fibers are widely used in fiber - optic communications, which permits transmission over longer distances and at higher bandwidths ( data rates ) than other forms of communications. fibers are used instead of metal wires because signals travel along them with less loss and are also immune to electromagnetic interference. fibers are also used for illumination, and are wrapped in bundles so they can be used to carry images, thus allowing viewing in tight spaces. specially designed fibers are used for a variety of other applications, including sensors and fiber lasers. light is kept in the core of the optical fiber by total internal reflection. this causes the fiber to act as a waveguide. fibers which support many propagation paths or transverse modes are called multi - mode fibers ( mmf ), while those which can only support a single mode are called single - mode fibers ( smf ). multi - mode fibers generally have a larger core diameter, and are used for short - distance communication links and for... kelloggs fruit ' n ' fibre advert 1990 advert for kelloggs fruit ' n ' fibre with ross kemp carbon fibre cello shows the process for manufacturing a cello from carbon fibre. la fibre - water mel


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