that using scales with chords mostly consists in ephasising the strong notes ( those that are part of the chord ) and keeping the other notes short as we pass from one strong note to another. is there some way of taking a chord progression and making sense of it in terms of scales? luckily, yes. we ' ve seen how we could form a c major chord from a c major scale and that we could further form an a minor scale by starting on the 6th step of the c major scale and an a minor chord from that. it stands to reason that there should be a chord for every step of the major scale ( ditto for the minor scale ). making chords on every step of a scale is called harmonisation and the way to do this is to take the note from any step, make it the root, skip the next note, make the note after that the third, skip one more note and make the note after that the fifth ( see preceeding scale / chord examples ). you end up with a series of chord types which is the same for every major key and a second series which is the same for every minor key : harmonised major scale : major minor minor major major minor diminished major c major chords : c, dm, em, f, g, am, bdim, c g major chords : g, am, bm, c, d, em, f # dim, g harmonised minor scale : minor diminished major minor minor major major minor a minor chords : am, bdim, c, dm, em, f, g, am e minor chords : em, f # dim, g, am, bm, c, d, em when faced with a chord progression, try to determine what key it is in ( based on what chords are present ) and then you ' ll know what scale to use over it. we ' ve seen how the c major and a minor scales share exactly the same notes and differ only in what note we choose as our starting point. we could take any note in a major scale and use that as our starting point - the resulting scale would be a mode of the major scale. so what are they good for? if you ' ve looked at any scale / mode books, you ' ll probably have encountered modes as fingering patterns. the easiest way to use those is to treat them as different positional patterns for major or minor scales. thus, if you know the a minor scale 5th position 6 - string pattern, you might use the 3rd


have encountered modes as fingering patterns. the easiest way to use those is to treat them as different positional patterns for major or minor scales. thus, if you know the a minor scale 5th position 6 - string pattern, you might use the 3rd position g mixolydian pattern as a lower extension. you ' ll still effectively be playing a minor, but you ' ll be using a different position than the standard fingerings. the series of modes built on steps of a major scale is as follows : ionian ( major scale ) dorian phrygian lydian mixolydian aeolian ( minor scale ) locrian the more clever way of using modes is to use them as substitutions for the major and minor scales, whenever particular notes of the major and minor scales just sound wrong, even when played as passing tones. for example, f is a troublesome note in c major and a minor and tends to clash noticeably. the solution : use c lydian instead of c major and a dorian instead of a minor. those scales contain f # instead of f and often work better in c major or a minor contexts. another reason to use modes is if the chords you ' re working with don ' t neatly fit into a key. say you are playing over a repeating progression of am c d. the progression is centered on am, but the d chord is out of key. when you try to play the a minor scale over it, it doesn ' t sound good at all. yep, it ' s our old friend - the f note - clashing again. the remedy? use a dorian instead. putting it all together all of the above might be a bit overwhelming, but it is necessary context for what is a fairly easy - if time consuming - task : learning to use scales. here ' s how to go about it : it is a lot of work, but you ' ll find that there are shortcuts that stem from the construction of the guitar. for example, once you learn where the notes associated with every chord lie in a major scale pattern, you ' ll find that if you move the pattern to a new position and key, you ' ll be using the same fingerings for strong notes of the respective chords in the new key. if you ' re also paying attention to the note names and thus learning the fingerboard, you ' ll find it much easier to find the strong notes of any chord whose construction you are familiar with. in general you should learn the basics about the 7 modes first.


teenage drivers are three times more likely to be involved in fatal car accidents than older drivers. and teens who drive with two or more passengers are five times more likely to get into a fatal crash. that ' s why amica insurance is sharing some important safety tips for parents and teens. on average, seven teenagers die each day as a result of car crashes, according to federal highway statistics. that ’ s why amica insurance is sharing some important safety tips for parents and teens for national teen driver safety week. according to the national highway traffic safety administration and the centers for disease control : - teenage drivers are three times more likely to be involved in fatal car accidents than older drivers. four of every 10 deaths occur while teens are driving at night. - teens who drive with two or more passengers are five times more likely to get into a fatal crash than those who drive alone or with one passenger. - nearly 40 percent of male drivers ages 15 to 20 involved in fatal crashes were speeding at the time, and 25 percent had been drinking. - about a quarter of teens surveyed last year admitted that, within the last month alone, they had ridden in a car with someone who had been drinking. “ those are frightening statistics, not only for parents but for other motorists on the road, ” said shannon o ’ brien, an assistant vice president with amica insurance. “ that ’ s why we urge parents to talk to their teens about the importance of driving safely and setting rules to help protect them, whether they ’ re the driver or the passenger. ” nhtsa also encourages parents to establish these firm rules for teen drivers : - absolutely no alcohol - always buckle up ( this includes drivers and passengers ) - no talking or texting on a cell phone while driving - have the car in the driveway by 10 p. m. - no more than one passenger in the car at a time - follow house rules or face parental consequences “ we encourage everyone to talk to their teens about the important responsibility that comes with being behind the wheel of a car, ” o ’ brien said. “ but setting by firm rules and guidelines, parents can help their teenage drivers stay safe. ”


sensitization is the word used to describe an allergic reaction that develops after repeat exposure to an allergen. often, the first time a body is exposed to a substance it does not seem to know what to do with it and basically just observes it. however, in subsequent exposures, it apparently recognizes the substance, and if it deems the material a dangerous intruder, it mounts an attack ( immune response ) against it. occasionally, sensitization occurs after one small exposure, but more often it occurs after a single high dose or large surface area exposure, or after prolonged, repeat exposures over either small or large surface areas. this is why products such as hair dyes and relaxers recommend that you patch test a small area of skin every single time you plan to use the product. symptoms of sensitization to ingredients in hair care products can include development of a painful, pimply rash, scaly, itchy atopic dermatitis, contact dermatitis, eczema, inflammation and itchy, flaky scalp. systemic and / or anaphylactic reactions are unlikely given the typical quantity of any ingredient in a hair product and the relatively small area of exposure, but they are not entirely unheard of. this entry was posted on tuesday, december 11th, 2012 at 5 : 00 pm and is filed under home, ingredients, products and ingredients. you can follow any comments to this entry through the rss 2. 0 feed. you can skip to the end and leave a comment. pinging is currently not allowed.


technical notes : a. 3 test development the development of the assessment instruments is an interactive multi - step process that involves representatives of the participating jurisdictions, various expert committees, and an international consortium of contractors. generally, the first step is to develop or revise a framework to guide the construction of the assessment. items that fit within the framework are submitted by participating jurisdictions as well as developed by each study ' s international consortium of test developers. potential items are reviewed by representatives of each jurisdiction for possible bias and relevance to the study ' s framework. all items are meant to reflect the national, cultural, and linguistic variety among participating jurisdictions. approved items are field - tested, and items that perform well are identified for inclusion in an " item pool " that is used to create the actual or " main " assessment instruments. design of instruments the main assessment instruments consist of ( 1 ) test booklets made up of instructions and blocks or clusters of items ( small sets of items from the final pool of items ) and ( 2 ) questionnaires for students, schools, teachers ( in pirls and timss ), and parents ( in pirls and pisa, although the united states has not administered the parent questionnaire ). the test booklets for pirls, pisa, and timss are constructed such that no student responds to all of the items. this construction is consistent with other large - scale assessments, such as the u. s. national assessment of educational progress ( naep ). to keep the testing burden to a minimum, and to ensure broad subject - matter coverage, the assessments use a " rotated block design " that includes items from different content domains and, in the case of pisa and timss, different subject areas. the number of booklets for each assessment varies as does the amount of time students have to complete each booklet they receive. in each assessment, a portion of the items are identical to items used in the prior administration of the assessment. these items allow a study to " maintain trend " ( i. e., be able to make reliable comparisons among the results of different administrations of an assessment over time ) and to provide for corrections through equating, if necessary. source versions of all instruments are prepared in english and, in the case of pisa, in french as well. these are translated into the primary language or languages of instruction in each participating jurisdiction. in addition, it is sometimes necessary to adapt the instrument for cultural purposes, even in nations such as the united states that use english as the primary language of instruction


multiple sclerosis ( ms ) is a life - long chronic disease of the central nervous system. it affects mainly young women ( ages 20 to 50 ) and is an unpredictable condition that can range from being relatively benign to being totally disabling. some people with ms may be mildly affected while others may lose their ability to write, speak, or walk. the problem occurs due to multiple areas of inflammation and scarring ( sclerosis ) in the central nervous system. when this happens, communication between the brain and other parts of the body is disrupted. about 250, 000 to 350, 000 people in the us have ms. although the cause of ms is not known, some of the causes of ms currently under investigation include the following : - autoimmune disorders - environmental factors - genetic factors symptoms of ms are erratic and may be mild or severe. it is common to have an attack followed by a period of recovery - this is called exacerbations and remissions. other times, symptoms are progressive and may appear in various combinations, depending on the area of the nervous system affected. initial symptoms of ms may include : - blurred or double vision - red - green color distortion - pain and loss of vision due to optic neuritis ( inflammation of the optic nerve ) - difficulty walking - paresthesia ( abnormal sensation or pain, such as numbness, prickling, or " pins and needles " ) other symptoms of multiple sclerosis may include any / all of the following ( to a varying degree ) : - muscle weakness in the extremities - difficulty with coordination ( impaired walking or standing may result ; partial or complete paralysis is possible ) - spasticity ( increased muscle tone leading to stiffness and spasms ) - loss of sensation - speech problems - hearing loss about 50 percent of all people with ms experience cognitive impairments related to their disease. the effects of these impairments may be mild or severe and may include difficulty with any of the following : - poor judgment fortunately, pregnancy does not appear to speed up the course or worsen the effects of ms. however, it is thought that women who have unrecognized ms may be more likely to begin having symptoms during pregnancy. some studies have found that ms symptoms decrease in pregnancy and increase during the postpartum ( after delivery ) period. the disabling effects of the disease may make it physically difficult for the mother to carry a pregnancy. muscle weakness and coordination problems may increase the likelihood for falls. fatigue may worsen. paralysis and wheelchair


postpartum ( after delivery ) period. the disabling effects of the disease may make it physically difficult for the mother to carry a pregnancy. muscle weakness and coordination problems may increase the likelihood for falls. fatigue may worsen. paralysis and wheelchair dependence may increase the risk for urinary tract infections. women in labor with ms may not have pelvic sensation, and may not feel pain with contractions. this may also make it difficult for them to tell when labor begins. delivery of the baby may be more difficult in women with ms. while labor itself is not affected, the muscles and nerves needed for pushing can be affected. this may make caesarian section surgery, forceps, and vacuum - assisted deliveries more likely. pregnant women with ms need close monitoring of the disease and of fetal well - being. more frequent prenatal visits are often needed. there is no established treatment that alters the course of ms. however, medications may be used in pregnancy including steroids and anti - inflammatory drugs. a procedure called plasmapheresis ( a method for removing toxic elements from the blood ) has been used in investigative trials for treatment of ms. consult your physician for more information. a rehabilitation program for people with ms is designed to meet the needs of the individual patient, depending upon the type and severity of the symptoms and the amount of impairment. active involvement of the patient and family is vital to the success of the program. the goal of ms rehabilitation is to help the patient to return to the highest level of function and independence possible, while improving the overall quality of life - physically, emotionally, and socially. in order to help reach these goals, ms rehabilitation programs may include the following : - exercises and activities to help improve motor skills, restore activities of daily living ( adls ), and help the patient reach maximum independence - exercises that promote muscle strength, endurance, and control - management of bowel or bladder control - use of assistive devices such as canes, braces, walkers - methods to improve communication skills for patients who have difficulty speaking - cognitive retraining - vocational counseling - adapting the home environment for ease of function, safety, accessibility, and mobility - patient and family education rehabilitation programs for patients with ms can be conducted on an inpatient or outpatient basis. many skilled professionals are part of the rehabilitation team, including any / all of the following : - internist and other specialists - rehabilitation nurse - physical therapist - occupational therapist - speech / language therapist - social worker - recreational therapist - case manager - vocational counselor


family and consumer sciences and schools - - a perfect partnership for parent education volume 5, no. 2, summer 2000 marilou m. rochford to effectively reach parents, family and consumer sciences ( fcs ) educators must develop strong working relationships with the schools in their respective communities. forging these partnerships takes time, but the benefits produce notable results and significantly impact the lives of the parents and children in those communities. in the human development field, parent education continues to surface as one of the most important areas of concentration. family well - being, along with improved parenting, coping, and stress management skills, ranked highly as issues that clientele need for enhanced lifestyles, according to a 1991 survey by the national extension association of family and consumer sciences. to effectively reach parents, family and consumer sciences ( fcs ) educators must develop strong working relationships with the schools in their respective communities. forging these partnerships takes time, but the benefits produce notable results and significantly impact the lives of the parents and children in those communities. reaching parents through schools children experience critical stages in their development, one of which is the transition to formal schooling, commonly occurring between ages 4 and 6. at this developmental stage, both children ' s and parents ' lifestyles are changing, sometimes dramatically. the way both groups adapt to these changes influences their experiences with education for years to come. for students, building confidence at an early age predicts future educational achievement. for parents, building relationships with school personnel enriches the learning environment and creates a successful learning atmosphere ( west, et al. 2000 ). according to the national coalition for parent involvement in education, there are many studies demonstrating that family involvement encourages student achievement, positive attitudes, and other behaviors that increase school success. the importance of parent involvement is underscored by its inclusion in the national education goals, which state that schools must work to increase parental involvement ( u. s. department of education 1990 ). given these factors, fcs educators can and should create partnerships with schools to provide education and to facilitate parents ' early involvement in their children ' s education. kindergartners are special : handle with care the program, kindergartners are special : handle with care ( kas ) was designed to fill the need for the kind of parent education outlined above. the program was developed by marilou rochford, family and consumer sciences educator, with rutgers cooperative extension in new jersey. this five - session program, presented in an interactive lecture format, covers the following topics for parents of four to six -


. the program was developed by marilou rochford, family and consumer sciences educator, with rutgers cooperative extension in new jersey. this five - session program, presented in an interactive lecture format, covers the following topics for parents of four to six - year - old children : building a child ' s self - esteem, communicating and disciplining with love, nutrition, health and fitness, the fourth " r " - - responsibility, and ready for kindergarten. each session lasts approximately two hours. in that time, parents have ample opportunity for interaction and for practicing new skills learned. each session incorporates family literacy activities. the program enables parents to build their skills in the following areas : - building their child ' s self - esteem - increasing their use of positive discipline and guidance skills - forming a partnership between home and school - increasing their use of positive coping skills - improving their communication skills - identifying and developing family literacy skills in addition, parents who have participated in this program reported that they have gained confidence and feel better about themselves as parents, and that they were better able to express their feelings, values, and ideas more effectively. the program achieves its objectives in a variety of ways, using an interactive lecture format, audio - visual support, and many hands - on exercises designed for the adult learner. during the sessions, participants are given ample opportunity to interact with each other and to engage in open discussion with the instructor. one unique feature of the program involves the use of " p. s. ( parents supporting ) parents " pages, an activity that establishes a network of support for parents. p. s. parents pages, which are included as part of the curriculum, are distributed to participants at the beginning of each session. participants complete a p. s. parents page relating to that session ' s topic. for example, during one session, parents are asked to write down three positive qualities about their child ( ren ). responses are deposited in the p. s. parents box and are used to enrich discussion and to create self - esteem builders for children. participants are free to identify themselves on their responses or may choose to remain anonymous. participants can also use the p. s. parents box to pose questions for discussion individually with the instructor or with the group. using this procedure is helpful for participants who are reluctant to raise concerns publicly. there are several ways that instructors use the p. s. parents activity. in some cases it may be appropriate for the instructor to give parents a particular topic to respond to. in other cases, the instructor may


who are reluctant to raise concerns publicly. there are several ways that instructors use the p. s. parents activity. in some cases it may be appropriate for the instructor to give parents a particular topic to respond to. in other cases, the instructor may direct parents to focus on a topic that was raised by someone in the workshop. based on class participants and topics raised, instructors can tailor this activity as they see fit. this activity allows parents to practice and improve their own literacy and communication skills by encouraging them to write. it also provides an open, anonymous forum for parents to explore sensitive feelings and topics in their family lives. for optimum effectiveness, the program should be conducted in partnership with a school district. fcs educators should work to establish contact with school administrators, i. e., school principals and superintendents, in their communities. to market this program, the fcs educator should fully explain the program rationale and should prepare information about the program that can be easily distributed by the school to parents. some schools host events strictly for parents of prospective kindergartners, often in conjunction with school registration. these events, as well as " back to school nights, " " new parent orientations, " and others, are excellent forums for fcs educators to explain the program and to solicit potential attendees. once interest has been established, the fcs educator and the school administrator should develop a " calendar of responsibility " that details the activities and coordination necessary to host the program. both the school administrator and fcs educator should share the tasks, as these programs are far more successful when the school district has invested time and effort into the marketing and coordination of the event. ideally, the course should be conducted with parents before their children actually begin kindergarten. the school administrator should be able to guide the fcs educator in choosing the most appropriate dates and times for the course, given the adminstrations ' s knowledge of the parents in their district. working closely with the school administrator can help to avoid scheduling conflicts with other school or community events, enabling a higher attendance rate. facility and additional supports the best location for this program is within the school itself. classroom, library, or cafeteria space can all be used. the room must be large enough to accommodate the number of participants comfortably, with space for participants to take notes and review handouts. instructors should also have access to the necessary audio - visual items for this program, i. e., overhead projector, screen or blank wall, tv, vcr, etc. some school


space for participants to take notes and review handouts. instructors should also have access to the necessary audio - visual items for this program, i. e., overhead projector, screen or blank wall, tv, vcr, etc. some school districts have provided refreshments, childcare, transportation, and other incentives to ensure good attendance. the fcs educator should negotiate these points ahead of time with the school administrator. impacts and success stories since its development in 1995, the program has been tested in new jersey with more than 500 participants. a curriculum guide was recently approved for statewide and nationwide use, and the author is in the process of compiling nationwide data. participants who have received this training represented a wide variety of ages, economic, social, rural, and urban populations. participants were from intact, single - parent, and grandparent - headed families. participants complete a pre - test and a post - test to assess their knowledge both before and after the program. in addition, after each session, participants completed an evaluation that indicated areas of behavior change, learning opportunities and knowledge gained during each session. a follow - up evaluation is conducted after 4 to 6 months that further assesses behavior changes and future needs for training and support. highlights of results from the follow up evaluation follow : - 96 percent of respondents used techniques to build their child ' s self esteem - 90 percent of respondents indicated that they had increased the use of positive discipline and guidance that they learned in the course - 95 percent of respondents planned to participate as a partner with their child ' s school to enhance their child ' s educational experience - 88 percent of respondents increased their use of positive coping strategies - 89 percent of respondents noted that they had improved their communication skills - 95 percent of respondents reported increased family literacy activities through programs like kindergartners are special : handle with care, fcs professionals and schools can form lasting partnerships to provide parent education and encourage parent involvement in schools. taking the time to create these partnerships and educate parents is well worth the effort. children benefit through higher educational achievement. parents benefit through improved skills and stronger support networks. with these solid foundations, the future looks bright for stronger, more resilient families in the years ahead. barth, r. s. 1990. improving schools from within. san francisco, ca : jossey - bass. berger, e. h. 1991. parents as partners in education. new york : macmillan. u. s. department of education, office of educational research and improvement. 1996. helping your child. washington dc


as many know, this is the 150th anniversary of the publication of on the origin of species. if i may be so bold, one of the things that might distinguish our thinking about evolution in the last 50 years from the first hundred years might be the speed at which natural selection can operate. for a long time, we thought of evolution taking long times : millions of years would be needed to see the gradual accumulation of changes. we learned in the past few decades that we can see the effects of selection over the course of a few decades. there are a few fast changing situations that should press the fast forward button on natural selection. invasions are one. that ’ s why they ’ re invasions, not slow expansions. boronow and langkilde look at how the invasion of red fire ants are affecting fence lizards. the ants ( solenopsis invicta ) are nasty little buggers. a dozen will kill a fence lizard in less than a minute. you ’ d think that would apply some pretty strong selection on the lizards if they have any traits in the population that provide even a little defense against the ants. to test whether natural selection has started acting on the fence lizards ( sceloporus undulatus ), they collected lizards from two locations : one was invaded by the ants 70 years ago, and the other has not been invaded yet. then, they allowed some angry ants to bite restrained lizards, and measured the animals ’ performance on several behavioural tasks, like biting, running, and so on. a control group of lizards where handled, but not bitten. they also looked at the effect of dilute venom on the lizards ’ blood directly. the bottom line? there ’ s no effect. the lizards from the region that had been putting up with ants for seven decades had the same behavioural responses to the ants as lizards from the region with no ants. no differences in the blood responses to venom, either, though the blood was affected by venom. the authors suggest that the ant venom might have a “ tipping point. ” less than a certain dose, and the lizard is fine. more than that dose, and you ’ ve got a scaly corpse. the range in between “ fine ” and “ dead ” could be minuscule, in which case, there may not be a lot of variation for natural selection to work on. thus, if the lizards can keep the bites under the critical value, they suffer no fitness consequences. another issue is that the fence lizards do live with other fire ants, like sole


this subject will be treated under the following heads : i. origin of none ; ii. none from the fourth to the seventh century ; iii. none in the roman and other liturgies from the seventh century ; iv. meaning and symbolism of none. according to an ancient greek and roman custom, the day was, like the night, divided into four parts, each consisting of three hours. as the last hour of each division gave its name to the respective quarter of the day, the third division ( from 12 to about 3 ) was called the none ( latin nonus, nona, ninth ). for this explanation, which is open to objection, but is the only probable one, see francolinus, " de tempor. horar. canonicar. ", rome, 1571, xxi ; bona, " de divina psalmodia ", iii ( see also matins and vigils ). this division of the day was in vogue also among the jews, from whom the church borrowed it ( see jerome, " in daniel, " vi, 10 ). the following texts, moreover, favor this view : " now peter and john went up into the temple at the ninth hour of prayer " ( acts 3 : 1 ) ; " and cornelius said : four days ago, unto this hour, i was praying in my house, at the ninth hour, and behold a man stood before me " ( acts 10 : 30 ) ; " peter went up to the higher parts of the house to pray, about the sixth hour " ( acts 10 : 9 ). the most ancient testimony refers to this custom of terce, sext, and none, for instance tertullian, clement of alexandria, the canons of hipolytus, and even the " teaching of the apostles ". the last - mentioned prescribed prayer thrice each day, without, however, fixing the hours ( didache ton apostolon, n. viii ). clement of alexandria and likewise tertullian, as early as the end of the second century, expressly mention the hours of terce, sext, and none, as specially set apart for prayer ( clement, stromata vii ). tertullian says explicitly that we must always pray, and that there is no time prescribed for prayer ; he adds, nevertheless, these significant words : " as regards the time, there should be no lax observation of certain hours — i mean of those common hours which have long marked the divisions of


pray, and that there is no time prescribed for prayer ; he adds, nevertheless, these significant words : " as regards the time, there should be no lax observation of certain hours — i mean of those common hours which have long marked the divisions of the day, the third, the sixth, and the ninth, and which we may observe in scripture to be more solemn than the rest " ( " de oratione ", xxiii, xxv, in p. l., i, 1191 - 3 ). clement and tertullian in these passages refer only to private prayer at these hours. the canons of hippolytus also speak of terce, sext, and none, as suitable hours for private prayer ; however, on the two station days, wednesday and friday, when the faithful assembled in the church, and perhaps on sundays, these hours were recited successively in public ( can. xx, xxvi ). st. cyprian mentions the same hours as having been observed under the old law, and adduces reasons for the christians observing them also ( " de oratione ", xxxiv, in p. l., iv, 541 ). in the fourth century there is evidence to show that the practice had become obligatory, at least for the monks ( see the text of the apostolic constitutions, st. ephraem, st. basil, the author of the " de virginitate " in baumer - biron, op. cit. in bibliography, pp. 116, 121, 123, 129, 186 ). the prayer of prime, at six o ' clock in the morning, was not added til a later date, but vespers goes back to the earliest days. the texts we have cited give no information as to what these prayers consisted of. evidently they contained the same elements as all other prayers of that time — psalms recited or chanted, canticles or hymns, either privately composed or drawn from holy writ, and litanies or prayers properly so - called. the eighteenth cannon of the council of laodicea ( between 343 and 381 ) orders that the same prayers be always said at none and vespers. but it is not clear what meaning is to attached to the words leitourgia ton euchon, used in the canon. it is likely that reference is made to famous litanies, in which prayer was offered for the catechumens, sinners, the faithful, and generally for all the wants of the church


peregrinatio, pp, 53, 66, etc. ). but it is only in the succeeding age that we find a complete description of none, as of the other offices of the day. in the rule of st. benedict the four little hours of the day ( prime to none ) are conceived on the same plan, the formulae alone varying. the office begins with deus in adjutorium, like all the hours ; then follows a hymn, special to none ; three psalms, which do not change ( ps. cxxv, cxxvi, cxxvii ), except on sundays and mondays when they are replaced by three groups of eight verses from psalm 118 ; then the capitulum, a versicle, the kyrie, the pater, the oratio, and the concluding prayers ( regula s. p. benedicti, xvii ). in the roman liturgy the office of none is likewise constructed after the model of the little hours of the day ; it is composed of the same elements as in the rule of st. benedict, with this difference, that, instead of the three psalms, cxxv - vii, the three groups of eight verses from psalm 118 are always recited. there is nothing else characteristic of this office in this liturgy. the hymn, which was added later, is the one already in use in the benedictine office — " rerum deus tenax vigor ". in the monastic rules prior to the tenth century certain variations are found. thus in the rule of lerins, as in that of st. caesarius, six psalms are recited at none, as at terce and sext, with antiphon, hymn and capitulum. st. aurelian follows the same tradition in his rule " ad virgines ", but he imposes twelve psalms at each hour on the monks. st. columbanus, st. fructuosus, and st. isidore adopt the system of three psalms ( cf. martene, " de antiq. monach. rit. ", iv, 27 ). like st. benedict, most of these authors include hymns, the capitulum or short lesson, a versicle, and an oratio ( cf. martene, loc. cit. ). in the ninth and tenth centuries we find some additions made to the office of none, in particular litanies, collects, etc. ( martene, op. cit., iv


cf. martene, loc. cit. ). in the ninth and tenth centuries we find some additions made to the office of none, in particular litanies, collects, etc. ( martene, op. cit., iv. 28 ). among the ancients the hour of none was regarded as the close of the day ' s business and the time for the baths and supper ( martial, " epigrams ", iv, viii ; horace, " epistles ", i, vii, 70 ). at an early date mystical reasons for the division of the day were sought. st. cyprian sees in the hours of terce, sext and none, which come after a lapse of three hours, an allusion to the trinity. he adds that these hours already consecrated to prayer under the old dispensation have been sanctified in the new testament by great mysteries — terce by the descent of the holy ghost on the apostles ; sext by the prayers of st. peter, the reception of the gentiles into the church, or yet again by the crucifixion of our lord ; none by the death of christ ( " de oratione ", xxxiv, in p. l., iv, 541 ). st. basil merely recalls that it was at the ninth hour that the apostles peter and john were wont to go to the temple to pray ( " regulae fusius tract. ", xxxvii, n. 3, in p. g., xxxi, 1013 sq. ). cassian, who adopts the cyprian interpretation for terce and sext, sees in the hour of none the descent of christ into hell ( de coenob. instit., iii, iii ). but, as a rule, it is the death of christ that is commemorated at the hour of none. the writers of the middle ages have sought for other mystical explanations of the hour of none. amalarius ( iii, vi ) explains at length, how, like the sun which sinks on the horizon at the hour of none, man ' s spirit tends to lower itself also, he is more open to temptation, and it is the time the demon selects to try him. for the texts of the fathers on this subject it will suffice to refer the reader to the above - mentioned work of cardinal bona ( c. ix ). the same writers do not fail to remark


time the demon selects to try him. for the texts of the fathers on this subject it will suffice to refer the reader to the above - mentioned work of cardinal bona ( c. ix ). the same writers do not fail to remark that the number nine was considered by the ancients an imperfect number, an incomplete number, ten being considered perfection and the complete number. nine was also the number of mourning. among the ancients the ninth day was a day of expiation and funeral service — novemdiale sacrum, the origin doubtless of the novena for the dead. as for the ninth hour, some persons believe that it is the hour at which our first parents were driven from the garden of paradise ( bona, op. cit., ix, section 2 ). in conclusion, it is necessary to call attention to a practice which emphasized the hour of none — it was the hour of fasting. at first, the hour of fasting was prolonged to vespers, that is to say, food was taken only in the evening or at the end of the day. mitigation of this rigorous practice was soon introduced. tertullian ' s famous pamphlet " de jejunio ", rails at length against the psychics ( i. e. the catholics ) who end their fast on station days at the hour of none, while he, tertullian, claims that he is faithful to the ancient custom. the practice of breaking the fast at none caused that hour to be selected for mass and communion, which were the signs of the close of the day. the distinction between the rigorous fast, which was prolonged to vespers, and the mitigated fast, ending at none, is met with in a large number of ancient documents ( see fast ). francolinus, de temp. horar. canonicar. ( rome, 1571 ), xxi ; amalarius, de eccles. officiis, iv, vi ; durandus, rationale, v, i sq. ; bona, de divina psalmodia, ix ; ducange, glossarium infimoe lutinitatis, s. v. horoe canonicoe ; idem, glossarium medioe groecitatis, s. v. orai ; martene, de monach. rit., iv, 12, 27, 28, etc. ; haeften, disquisit. monastic


glossarium medioe groecitatis, s. v. orai ; martene, de monach. rit., iv, 12, 27, 28, etc. ; haeften, disquisit. monasticoe, tract. ii, ix, etc. ; probst, brevier u. breviergebet ( tubigen, 1868, 22 etc. ; baumer - biron, hist. du breviaire, i, 63, 73, 116, etc. ; cabrol and leclercq, monum. liturg. ( paris, 1902 ), gives the texts from the fathers to the fourth century ; talhofer, handbuch der kathol. liturg., ii ( 1893 ), 458. apa citation. ( 1911 ). none. in the catholic encyclopedia. new york : robert appleton company. http : / / www. newadvent. org / cathen / 11097a. htm mla citation. " none. " the catholic encyclopedia. vol. 11. new york : robert appleton company, 1911. < http : / / www. newadvent. org / cathen / 11097a. htm >. transcription. this article was transcribed for new advent by robert a orosco. in memory of fr. jacob j. joerger, op. ecclesiastical approbation. nihil obstat. february 1, 1911. remy lafort, s. t. d., censor. imprimatur. + john cardinal farley, archbishop of new york. contact information. the editor of new advent is kevin knight. my email address is feedback732 at newadvent. org. ( to help fight spam, this address might change occasionally. ) regrettably, i can ' t reply to every letter, but i greatly appreciate your feedback — especially notifications about typographical errors and inappropriate ads.


a solar - powered plane designed to fly both day and night has succeeded in its first attempt at a 24 - hour voyage. taking off from its base in switzerland, the solar impulse hb - sia soared into the sky at 6 : 51 a. m. wednesday local time ( 9 : 51 p. m. pacific time tuesday ), intent on staying in the air nonstop for 24 hours by flying through the night powered purely by the solar energy captured during the day. " 24 hours and a successful flight through the night! " read a post on the solar impulse twitter feed posted at around 9 : 38 p. m. pdt wednesday. " this is a milestone in putting fossil fuels behind us. " the solar impulse site tracked the progress of the pilot, andre borschberg, and outlined the itinerary and hopes for the entire flight. the plan was that the solar impulse would slowly attain an altitude of nearly 28, 000 feet with the sun ' s rays both powering the propeller plane and charging its batteries to prepare for the night flight. as the sun started to sink too low to continue providing energy to the solar cells ( about two hours before sunset ), borschberg planned to begin a slow descent, hitting an altitude of around 4, 900 feet by 11 p. m. local time. the goal at that point was to continue flying throughout the night and until the next sunrise using only the captured energy stored in the plane ' s batteries. the question was whether borschberg could coax the batteries to supply enough juice to keep him aloft all night before landing at dawn on thursday. " goal achieved for si. historic moment. jubilation here in payerne, switzerland! " read another tweet posted thursday night on the solar impulse twitter page. solar impulse is calling the flight the longest and highest flight completed by a solar plane. the solar impulse team originally planned the first 24 - hour flight for last week. but a technical glitch with the telemetry transmitter, which lets the ground crew monitor the flight, kept the plane grounded until the problem was resolved. the public can follow the flight and aftermath via the site ' s dedicated page, its blog, and its twitter feed. … read more


election 2012 roundup : four faculty members on this year ' s campaign henry and gertrude rothschild professor of computer science q. tell us about your project and how it relates to the election. over the course of the last year, we have been collecting data from online political forums, twitter and different kinds of online discussions. we have also collected news. the program we have created identifies influencers. we look to identify who was able to change people ’ s minds and how ; where sentiment shifted ; and what arguments people found persuasive. and we look to correlate shifts in sentiment with events as reported in the news. q. how does it work? the systems detect influence using several programs that perceive components of influence. for example, one program can detect in online discussions whether a participant feels positively, negatively or neutral towards a topic and whether other people on the forum agree or disagree. we use machine - learned algorithms that recognize sentiment based on the way language is used — for instance, negative or positive expressions such as “ i like ” or “ i hate. ” the computer uses all of these cues to identify that this person is in favor of a particular claim or this other person is opposed. we have another algorithm that can detect whether someone is making a claim about a particular topic. and we can detect when someone is attempting to persuade people to go along with their opinion. then we can look at how those arguments change the sentiment of others or the direction of the conversation. when we put them all together, we can determine whether somebody is being influential and when they change other people ’ s opinions. we are still building these systems and plan to look at other kinds of information, such as age and gender. q. how would this relate to the national discourse? we might use it to analyze how people reacted to particular events, which events were important in determining opinions, and how in online social media, influence played a role in determining outcomes. so we might look at whether changes in opinion are correlated to a particular event in the news, like the recent attack in libya. there might be a discussion about health care on a forum, and you might have two people taking different sides about whether obamacare is helpful or not. by looking at what claims are made and who agrees or disagrees, we can identify whether one person was able to influence other people. also, we can look at the influence of obama or people who work for him, what they are reported to have said, how often it was mentioned in the forums and what effect that had


can identify whether one person was able to influence other people. also, we can look at the influence of obama or people who work for him, what they are reported to have said, how often it was mentioned in the forums and what effect that had on people ’ s sentiments. i would note that our programs are not perfect, they have error rates. these are hard problems, and they are not easily solved. our error rates can go from 10 to 30 percent depending on the component and the data. q. what is your overall goal? ultimately, we want to be looking across quite a few forums to see what is happening. we can aggregate that information to find out how influence is expressed in different genres, which forums are most influential, how influences changes over time, who within a forum is most influential and how do they get people to agree. ultimately, we want to be able to detect influence for a variety of purposes such as advertising or online problem solving. q. how did you get interested in this field? i did my undergrad at brown in comparative literature. so i had an interest in language at that point. i did both french and english, and looked at all time periods. i loved james joyce and baudelaire. a lot of my friends were doing computer science and were very enthusiastic about it. so towards my senior year i began taking course in computer science. i learned at the end of undergraduate that there was a field where you could combine computers and language. i heard university of pennsylvania had a great program in it, and i went there to do a phd with aravind joshi one of the pioneers in the field of natural language processing. — interview by adam piore four columbia faculty were awarded sloan research fellowships by the alfred p. sloan foundation. they are mark churchland, assistant professor of neuroscience ; wei min, assistant professor of chemistry ; simha sethumadhavan, associate professor of computer science ; and wei zhang, assistant professor of mathematics. alondra nelson, associate professor of sociology, won the 2012 book award from the association for humanist sociology for body and soul : the black panther party and the fight against medical discrimination.


stay steady on your feet as you age by lindley estes the first day of autumn, sept. 22, is also fall prevention awareness day, a nationally recognized date to observe ways to prevent seniors from falling. falling, according to the centers for disease control and prevention, is the largest contributor to injury in elderly people. every 15 seconds, an older adult is treated in the emergency room for a fall ; every 29 minutes, one dies following a fall. “ about one third fall and never get back up, ” said teresa d ’ orazio, special projects coordinator for orthopedic and sports physical therapy associates in fredericksburg. “ they fall and literally never get back on their feet. ” in observance of the national awareness day, orthopedic and sports physical therapy associates is holding a fall prevention open house on sept. 21. “ a lot of seniors are unaware that they can proactively prevent a fall, ” d ’ orazio said. at the open house, ospta will offer fall risk testing done by physical therapists, blood pressure checks, vision tests from local optometrists and prescription reviews. d ’ orazio said a lot of falls can be prevented by correcting issues with general strength, vision and balance, and by making sure medications are not contributing to unsteadiness. she said she has seen prevention strategies work for patients at ospta. one pair of patients, 85 - year - old sisters, started coming to the facility because they want to remain independent. “ they want to continue living on their own, not even with each other, ” she said. “ and they know the key to living on their own is mobility. ” the sisters go to physical therapy, exercise at the facility and remain independent and fall - free, d ’ orazio said. falling — and even the fear of falling — can radically affect a person ’ s life. but there are things you can do, especially as you age, to minimize your risk of falling. the mayo clinic and ospta recommend these strategies : - make an appointment with your doctor. to assess your falling risk, your doctor may ask what medicines you take, whether you have fallen before and whether you have any health problems that could enhance your falling risk. - if you have glasses, wear them. and check in once a year with an ophthalmologist. - stay active. with a doctor ’ s permission, participate in activities such as walking, water workouts or tai chi — they may reduce the risk


have glasses, wear them. and check in once a year with an ophthalmologist. - stay active. with a doctor ’ s permission, participate in activities such as walking, water workouts or tai chi — they may reduce the risk of falls by improving strength, balance, coordination and flexibility. also, see a physical therapist if you feel unsteady on your feet. - wear sensible shoes. high heels, slippers and shoes with slick soles can cause falls. to prevent this, you should have your feet measured each time you buy shoes, since foot size can change. sturdy shoes with nonskid soles are good investments to prevent a fall. however, avoid shoes with extra - thick soles. the mayo clinic and ospta recommend choosing lace - up shoes instead of slip - ons, and keeping the laces tied. also, make sure your feet aren ’ t cramped. if you ’ re a woman who can ’ t find wide enough shoes, try men ’ s shoes. - remove home hazards, light up your living space and use devices like grab bars. provide adequate lighting, and use night lights. install grab bars next to the toilet and shower — this is especially helpful for seniors with balance or strength problems. remove scatter rugs and secure carpet edges, and place nonslip rugs in the bathroom to prevent unsteadiness. also, keep walkways in the home clear and place things used regularly in cabinets that can be easily reached without a stepstool. lindley estes : 540 / 735 - 1976 want to go? what : fall prevention open house where : orthopedic and sports physical therapy associates, 421 chatham square, southern stafford county when : friday, sept. 21. 8 a. m. to 2 p. m. to register : registration is required. call 540 - 373 - 3031 to sign up.


but keller and her colleagues say their research proves otherwise. keller has studied the chicxulub site and other impact - crater sites around the world for the past decade. she believes that the asteroid impact behind chicxulub coincided with a " time of massive volcanism, which led to greenhouse warming. " keller says those three eventsthe chicxulub asteroid impact, volcanism, and climate change " led to high biotic stress and caused the decline of many tropical species populations, " but not mass extinctions. that die - off didn ' t occur until later. however, keller does believe that the initial confluence of volcanic activity, global warming, and the chicxulub asteroid impact ultimately contributed to the mass extinction. key to keller ' s assertions is a 20 - inch - thick ( 50 - centimeter - thick ) layer of limestone found between the k - t boundary and the impact breccia, or molten lava and rocky debris, laid down when the chicxulub asteroid collided with earth. keller and her colleagues believe that the thickness of the limestone layera type of sedimentary rock characteristically formed under large bodies of water like oceans, seas, and lakesindicates that it accumulated in the crater over some 300, 000 years after the impact. as proof, keller points to fossils of microscopic organisms called foraminifera and fossil burrows present in the limestone layer. according to keller, those fossils indicate the sediment was deposited after the asteroid impact but before the period of mass extinction that marked the end of the cretaceous. many other scientists disagree with that interpretation, however. they say the layer of fossil - rich limestone was deposited quickly as backwash and infill caused by a huge tsunami that followed the chicxulub asteroid ' s impact with earth. the layer, they say, did not take 300, 000 years to accumulate. in her defense, keller says the quick - accumulation theory is unsupported by evidence that would have been found during her analysis of core samples gathered at chicxulub and 45 localities in northeast mexico. but alan hildebrand, a proponent of the quick - accumulation theory, says the burrows were " made by organisms digging after the fireball layer was deposited. " thomas r. holtz, jr., a vertebrate paleontologist at the university of maryland in college park, supports the view that the limestone was quickly laid down as crater infill. he said he is not surprised that cretaceous fossils were found in


high resolution satellite images show the devastating floods of the mississippi river in the midwest hitting arkansas to tennessee, and mississippi to louisiana. swollen by weeks of heavy rain and snow melt, the mississippi river has been breaking high water records that have stood since the 1920s and ’ 30s. it is projected to crest at vicksburg on may 19 and shatter the mark set there during the catastrophic flood in 1927. the river is expected to crest at 57. 5 feet on may 19, about 1. 5 feet above the 1927 record, according to the u. s. corps of engineers. the city of natchez is expected to flood on may 21 with new orleans to follow on may 23. damage in baton rouge and new orleans could be lessened if the u. s. corps of engineers opens the morganza spillway to relieve pressure on levees but it would flood thousands of acres of farmland and thousands of homes. worldview - 2 ( natural color ) satellite image of flooding in the midwest, cairo, illinois ( image credit : digitalglobe ) worldview - 2 ( false color ) satellite image of flooding in the midwest, cairo, illinois ( image credit : digitalglobe ) the worldview - 2 satellite sensor provides multiband ( 8ms + 1pan ) satellite image data to support spectral analysis for various applications. the worldview - 2 multispectral band combination of 8 - 7 - 4 is providing a 2m resolution satellite image where the color blue is water and bright yellow healthy vegetation and darker yellow is vegetation affected by the flooding. for a white paper on the benefits of the 8 spectral bands of worldview - 2, please click here. remote sensing gives state and government agencies the ability to view the damage from multiple vantage points. the spatial resolution of an image determines the ability to view individual features such as buildings and bridges. it also affects the ability to monitor and assess damage conditions, and depends on the nature of the hazard itself. to view more worldview - 2 satellite images, visit here. boat tour on flooding. all eyes on mississippi river levees, spillways as flood tensions continue video. about satellite imaging corporation : satellite imaging corporation ( sic ), a privately held technology company that provides high resolution satellite imagery from satellite sensors such as geoeye - 1, worldview - 2 worldview - 1, quickbird and ikonos, rapideye and other remote sensing products for analysis and mapping applications such as geographic information system ( gis ). the company specializes in mono and stereo satellite imaging technology producing seamless or


london ( ap ) — u. k. health officials are increasing their surveillance for any potential disease outbreaks that could disrupt the london olympics this summer. an estimated 3 million visitors are expected to descend on the city during july and august, bringing with them viruses and bacteria from around the world. at a meeting tuesday of international disease experts, some said even though an outbreak was unlikely, officials couldn ' t take the risk of not being prepared for the olympics, which are taking place from july 27 to aug. 12. " no news will be good news, " said john mcconnell, editor of the lancet infectious diseases, which co - sponsored the meeting on health in mass gatherings. he said large sports events like the olympics typically have not had major outbreaks in the past. but to get ready, british health authorities are boosting checks for infectious diseases and increasing labs ' capacity to test samples. during the games, officials will get daily health reports on potential trouble spots and first - aid clinics will operate at event sites. britain ' s health protection agency said it will mostly be looking for ailments like flu, diarrhea and respiratory illnesses but its surveillance system should be able to pick up rarer infections. scientists from saudi arabia shared their experiences from monitoring the hajj, the world ' s largest annual mass gathering, which draws more than 2. 5 million religious pilgrims to mecca every year. nearly 200, 000 people come from developing countries, and the event helped spread polio outbreaks several years ago from nigeria to indonesia. the u. s. centers for disease control and prevention advises americans planning to travel to britain to ensure they ' re up to date on their routine vaccinations, including measles. europe has yearly outbreaks of the highly infectious disease. last month, the top doctor for britain ' s olympic team advised athletes not to shake hands to avoid catching any diseases. mcconnell dismissed that advice as " utterly unrealistic, " noting infections were passed on just as easily by touching contaminated surfaces. " you are just as likely to catch something by touching a dirty handrail... so there ' s no reason not to shake hands, " he said.


prescription and illicit drug abuse frequently asked questions 11. if i use prescription medications the wrong way, how could that affect my health? taking medications the wrong way - - whether by accident or on purpose - - can make your health worse. opioids ( painkillers ) can be addictive and they can have serious side effects, including slowed breathing and death from overdose. depressants can also be addictive if taken incorrectly. their side effects include confusion and impaired coordination. older adults are especially sensitive to these side effects, which can increase their risk of accidents and falls. combining a depressant with anything that can cause sleepiness, such as alcohol or pain medications, can be very dangerous. and taking too many sleeping stimulants can be addictive if not taken as prescribed. repeated use or high doses of stimulants can lead to feelings of hostility, anxiety or paranoia. also, taking high doses of a stimulant may cause an irregular heartbeat, a dangerous rise in body temperature, heart failure, or seizures. taking a stimulant at the same time as certain other medicines can also be dangerous. for example, taking a stimulant and a cold medicine containing a decongestant can lead to dangerously high blood pressure or irregular heart rhythms.


modelling southern ocean krill population dynamics : biological processes generating fluctuations in the south georgia ecosystem murphy, eugene j. ; reid, keith. 2001 modelling southern ocean krill population dynamics : biological processes generating fluctuations in the south georgia ecosystem. marine ecology progress series, 217. 175 - 189. 10. 3354 / meps217175full text not available from this repository. variability is a key feature of the pelagic ecosystems of the southern ocean and an important aspect of the variation is fluctuation in the abundance of krill euphausia superba dana, the major prey item of many of the higher predators. direct impacts of variability in the large - scale physical environment, such as changes in ocean circulation, have been suggested as the main factor generating the observed fluctuations. so far, however, there has been little quantitative assessment of the importance of krill population dynamics in the observed variation. here, analyses of a model of krill population development and predator diet data from south georgia have been used to examine seasonal changes in the population structure of krill. the krill population model was combined with a size - based selection function and used to generate expected length - frequency distributions in the predator diet through a summer season. comparison of the model solutions with the predator diet data indicates that the model can reproduce the observed pattern of variation and emphasizes that adult population changes are a key aspect of the interannual fluctuations observed during some years. low krill abundance was associated with reduced representation of the 3 + age group ( 3 to 4 yr old ), whereas when krill were abundant the 3 + age class was the major age group present. the seasonal changes in the population structure in the predator diet involve a complex interaction of relative year class strength, timing of immigration, fluctuations in growth rates and dynamic predatorselective effects. development of the model to examine the interactive effects of changing krill growth and mortality rates will be a valuable next step. the dominance of the changes in krill population age structure underlines the fact that to understand the variability of the south georgia ecosystem we must identify the major factors generating variability in population dynamics throughout the scotia sea. | programmes : | | bas programmes > antarctic science in the global context ( 2000 - 2005 ) > dynamics and management of ocean ecosystems | | additional keywords : | | ecosystem, krill, ocean, model, population dynamics, predators, diet data, interannual, variability, allochthonous, southern ocean | | date made live : | | 24 oct 2012 12 : 49 |


i will repeat the important part for clarity : " lookup " is not a verb. it ' s simply not. this site is dedicated to educating people about the common misuses of words " lookup. " it is meant for both non - native speakers who may not know any better, and for native speakers who should know better but don ' t. it is in no way a substitute for a real education. poor grammar is an excellent way to make any presentation sound stupid - - or program look sloppy - - so if you intend to use this language much then it behooves you to learn it properly. it is possible to conjugate verbs. they can change tense and mood. they can change number and person. you will see how even basic conjugation fails for here are some examples with the verb " conjugate. " if you doubt that " conjugate " is a verb ( or need to look up what it means ), definitions from agree. note that, as with many verbs, noun forms exist. here we ' re using the verb form. conjgate is a regular verb, so the present tense is simple. consider the past tense : the past tense is easy to form with a weak verb like " conjugate. " this is normal behavior for a verb. english has more complicated verbs, like irregular and strong verbs, but those are generally the oldest verbs in the language. new verbs are regular and weak. as a new verb, " lookup " should follow the regular, weak model that " conjugate " exemplifies. unfortunately, it does not : notice the problem with the third person singular. however, let ' s choose to ignore this problem for now. after all, we can ' t let one little conjugation problem make thousands of programmers and technical writers look like fools. plowing right ahead, we ' ll look at the past tense : unfortunately, not a single one of those sounds right. it seems that " lookup " can ' t change tense or conjugate like a normal verb. a strong verb? many older verbs are strong verbs, meaning they change tense by modifying an internal vowel or diphthong. as you will see, it doesn ' t behave like a strong verb, either. compare the above behavior to the strong verb " sing : " | i sing | | i sang | | i run | | i ran | | i meet | | i met | a separate verb? some grammarians will call this a "


either. compare the above behavior to the strong verb " sing : " | i sing | | i sang | | i run | | i ran | | i meet | | i met | a separate verb? some grammarians will call this a " phrasal " or " two - part " verb, but this is mostly because some grammarians are seeking tenure at their university posts and must publish anything they can to get or keep that coveted teaching spot. similar motivation has created definitions for " compound verbs " and " stretched verbs " - - all different kinds of verbs, supposedly. essentially, though, a two - part verb must have two parts and lookup only has one. the following list of lookup ' s component parts demonstrates this fact. | 1st | | i | | look up | | we | | look up | | 2nd | | you | | look up | | you [ all ] | | look up | | 3rd | | he / she / it | | looks up | | they | | look up | the past tense is also predictable : | 1st | | i | | looked up | | we | | looked up | | 2nd | | you | | looked up | | you [ all ] | | looked up | | 3rd | | he / she / it | | looked up | | they | | looked up | | owned | | i have a book. | | modified | | i have a secret book. | i own the book, then make it a secret book. truly, that is grand. now i will do the same for " lookup. " | owned | | i have a lookup. | | modified | | i have a secret lookup. | " lookup, " it seems, works as a noun. " lookup " is not a verb. it ' s simply not. if it is any part of speech at all, it is a noun. while we did not explore every possible part of speech, we saw with certainty that " lookup " is not a verb. it ' s simply not. if you take only one thing away from this page, take that one fact : " lookup " is not a verb. educate others. correct manuals, software, and web pages as you find them. tell everyone you know that " lookup " is not a verb. you will make a pedant ( me ) happy. you will earn the respect of grammar nazis. most importantly, you will know the truth. magnanimousness demands


them. tell everyone you know that " lookup " is not a verb. you will make a pedant ( me ) happy. you will earn the respect of grammar nazis. most importantly, you will know the truth. magnanimousness demands that i offer solutions, or correct forms of some of the common abuses of " lookup " here are some suggestions, assuming you prefer " lookup " as a word rather than take a more conservative approach and insist the proper form is " look up " or " look - up. " | can you lookup? | | can you look up? | | i tried to lookup.... | | i tried to look up.... | | enter your name at the lookup prompt. | | ( this is acceptable ) | | please lookup again. | | please look up again. | you can also continue your education by learning about other words that are not verbs. for entertainment you can read a sarcastic rebuttal to the argument that lookup really is a verb and the language simply has evolved. thanks to mark pettit for the corrections to the " checkout " page. thanks to nathanial jones for the observation of phrasal verbs. thanks to someone whose email i deleted before i could record his name for his suggestion to add a note on prepositions. thanks to john goodman for the correction on " carryout " in the index.


skip over navigation guide and features guide and features science, technology, engineering and mathematics featured early years foundation stage ; us kindergarten featured uk key stage 1 & 2 ; us grades 1 - 4 featured uk key stage 3 - 5 ; us grades 5 - 12 featured uk key stage 1, us grade 1 & 2 featured uk key stage 2 ; us grade 3 & 4 featured uk key stages 3 & 4 ; us grade 5 - 10 featured uk key stage 4 & 5 ; us grade 11 & 12 what ' s to notice? stage : 1, 2, 3, 4 and 5 article by lynne mcclure the theme for is about ' actions on objects '. all of the activities we have devised involve some kind of noticing, and several of them involve new interactivities which we think promote lots of opportunities to notice. john mason, our guest editor this month, has written a lot about the ' discipline of noticing ' and how important it is to the understanding of the deeper structures of mathematics. so what does this mean and how can we help our students get better at it - how can we ' educate awareness '? rather than think abstractly about this, let ' s consider what it looks like in some of this month ' s offerings. add and take - away path can be construed as an exercise in adding up and taking away. one might also think of it as a very early introduction to vectors. but the task has been devised so that the problem solver is almost forced to notice something. perhaps two totals being the same might be a coincidence, but if the children are encouraged to try some others they notice that so long as they fix the start and end of a path, the total will always be the same. to adults that may be obvious but to small children it is far from being so and they can be quite surprised. the teacher ' s role here is in offering a structured task which has lots of flexibility so that the children can choose any routes they like. and then the big question - what do they notice and why do they think this happened? i really like area and perimeter. children so often get these muddled up, usually because they meet them at different times in their school career, so setting a task where they intentionally have to attend to both simultaneously is a good way of confronting the confusion. the usual questions students are asked are about knowing a formula and calculating the value of either area or perimeter but here the questions are of a different nature. they force the child to look at the relationship between the shape, its


way of confronting the confusion. the usual questions students are asked are about knowing a formula and calculating the value of either area or perimeter but here the questions are of a different nature. they force the child to look at the relationship between the shape, its area and its perimeter. long thin shapes may have a small area and a large perimeter for example ; shapes with bits cut out may have a very small area and a very big perimeter - so the structure and property of the shape itself become the important ideas. and the variants can be used as consolidation games. in each case the students have to notice the commonalities, framed in the multiplication operation, so that they can deduce what whole number factors go where. similar noticings have to take place in. because many of the questions differ only slightly, asking which piece of the answer gives the most information demands noticing, which leads to a clearer understanding of the structure of the question. whilst i was focused on this, two activities from previous months came to mind. is a task we published last month. the team have been using it a lot with students recently ( you can see videos of this ), and have refined their thinking about how it might be used, and the sorts of questions to ask. the students are invited to perform a certain action ( tilting a square ) and asked what they notice. the teacher ' s role is in helping them to attend to similarities and differences - and in this case the way that these are recorded by the teacher on the board helps the students to notice in a way that they may not have done if they had recorded in other ways. one of my favourite tools on the nrich site is you ' ll need to read the instructions first, but as an interactivity to model actions, and successive actions, on objects, it ' s an engaging option. lots of deciding what to attend to and how to record it. in all of these tasks - and the others this month - ' actions on objects ' change something. learners get caught up in the detective work of trying to fathom what it is that makes a difference, and sometimes whether the order of actions matters. if you ' re short of something to do and want to refine your own noticing skill, try 18 - hole light golf. it could become addictive. meet the team the nrich project aims to enrich the mathematical experiences of all learners. to support this aim, members of the nrich team work in a wide range of capacities, including providing professional development for teachers wishing to embed


press release 09 - 118 the abyss : deepest part of the oceans no longer hidden nereus is first undersea vehicle to enable routine scientific investigation of ocean depths worldwide june 2, 2009 the abyss is a dark, deep place, but it ' s no longer hidden. at least when nereus is on the scene. nereus is a new type of deep - sea robotic vehicle, called a hybrid remotely operated vehicle ( hrov ). nereus dove to 10, 902 meters ( 6. 8 miles ) on may 31, 2009, in the challenger deep in the mariana trench in the western pacific ocean, reports a team of engineers and scientists aboard the research vessel kilo moana. the dive makes nereus the world ' s deepest - diving vehicle, and the first vehicle to explore the mariana trench since 1998. " much of the ocean ' s depths remain unexplored, " said julie morris, director of the national science foundation ( nsf ) ' s division of ocean sciences, which funded the project. " ocean scientists now have a unique tool to gather images, data and samples from everywhere in the oceans, rather than those parts shallower than 6, 500 meters ( 4 miles ). with its innovative technology, nereus allows us to study and understand previously inaccessible ocean regions. " nereus ' s unique hybrid - vehicle design makes it ideally suited to explore the ocean ' s last frontiers, marine scientists say. the unmanned vehicle is remotely operated by pilots aboard a surface ship via a lightweight, micro - thin, fiber - optic tether that allows nereus to dive deep and be highly maneuverable. nereus, however, can also be switched into a free - swimming, autonomous vehicle mode. " reaching such extreme depths is the pinnacle of technical challenges, " said andy bowen, project manager and principal developer of nereus at the woods hole oceanographic institution ( whoi ). " the team is pleased that nereus has been successful in reaching the very bottom of the ocean to return imagery and samples from such a hostile world. with a robot like nereus we can now explore anywhere in the ocean. the trenches are virtually unexplored, and nereus will enable new discoveries there. nereus marks the start of a new era in ocean exploration. " nereus ( rhymes with " serious " ) is a mythical greek god with a fish - tail and a man ' s torso. the vehicle was named in a nationwide contest open to high school and college students. the mariana trench forms the boundary between two tectonic plates


with " serious " ) is a mythical greek god with a fish - tail and a man ' s torso. the vehicle was named in a nationwide contest open to high school and college students. the mariana trench forms the boundary between two tectonic plates, where the pacific plate is subducted beneath the small mariana plate. it is part of the pacific ring of fire, a 40, 000 - kilometer ( 25, 000 - mile ) area where most of the world ' s volcanic eruptions and earthquakes occur. at 11, 000 meters, its depth is about the height a commercial airliner flies. to reach the trench, nereus dove nearly twice as deep as research submarines are capable of, and had to withstand pressures 1, 000 times that at earth ' s surface - - crushing forces similar to those on the surface of venus, according to dana yoerger of whoi and louis whitcomb of johns hopkins university, who developed the vehicle ' s navigation and control system and conducted successively deeper dives to test nereus. " we couldn ' t be prouder of the stunning accomplishments of this dedicated and talented team, " said susan avery, president and director of whoi. " with this engineering trial successfully behind us, we ' re eager for nereus to become widely used to explore the most inaccessible reaches of the ocean. with no part of the deep seafloor beyond our reach, it ' s exciting to think of the discoveries that await. " only two other vehicles have succeeded in reaching the mariana trench : the u. s. navy - built bathyscaphe trieste, which carried jacques piccard and don walsh there in 1960, and the japanese - built robot kaiko, which made three unmanned expeditions to the trench between 1995 and 1998. trieste was retired in 1966 and kaiko was lost at sea in 2003. the nereus engineering team believed that a tethered robot using traditional technologies would be prohibitively expensive to build and operate. so they used unique technologies and innovative methods to strike a balance between size, weight, materials cost and functionality. building on previous experience developing tethered robots and autonomous underwater vehicles ( auvs ), the team fused the two approaches together to develop a hybrid vehicle that could fly like an aircraft to survey and map broad areas, then be converted quickly into a remotely operated vehicle ( rov ) that can hover like a helicopter near the seafloor to conduct experiments or to collect biological or rock samples. the tethering system presented one of the greatest challenges in developing a cost - effective ro


into a remotely operated vehicle ( rov ) that can hover like a helicopter near the seafloor to conduct experiments or to collect biological or rock samples. the tethering system presented one of the greatest challenges in developing a cost - effective rov capable of reaching these depths. traditional robotic systems use a steel - reinforced cable made of copper to power the vehicle, and optical fibers to enable information to be passed between the ship and the vehicle. if such a cable were used to reach the mariana trench, it would snap under its own weight before it reached that depth. to solve this challenge, the nereus team adapted fiber - optic technology developed by the navy ' s space and naval warfare systems center pacific to carry real - time video and other data between the nereus and the surface crew. similar in diameter to a human hair and with a breaking strength of only eight pounds, the tether is composed of glass fiber with a very thin protective jacket of plastic. nereus brings approximately 40 kilometers ( 25 miles ) of cable in two canisters the size of large coffee cans that spool out the fiber as needed. by using this very slender tether instead of a large cable, the team was able to decrease the size, weight, complexity and cost of the vehicle. another weight - saving advance of the vehicle is its use of ceramic spheres for flotation, rather than the much heavier traditional syntactic foam used on vehicles like the submersible alvin or the rov jason. each of nereus ' s two hulls contains between 700 and 800 of the 9 - centimeter ( 3. 5 - inch ) hollow spheres that are precisely designed and fabricated to withstand crushing pressures. whoi engineers also developed a hydraulically operated, lightweight robotic manipulator arm that could operate under intense pressure. with its tandem hull design, nereus weighs nearly 3 tons in air and is about 4. 25 meters ( 14 feet ) long and approximately 2. 3 meters ( nearly 8 feet ) wide. it is powered by more than 4, 000 lithium - ion batteries. they are similar to those used in laptop computers and cell phones, but have been carefully tested to be used safely and reliably under the intense pressure of the depths. " these and future discoveries by nereus will be the result of its versatility and agility - - it ' s like no other deep submergence vehicle, " said tim shank, a biologist at whoi who is aboard the expedition. " it allows vast areas to be explored with great


the result of its versatility and agility - - it ' s like no other deep submergence vehicle, " said tim shank, a biologist at whoi who is aboard the expedition. " it allows vast areas to be explored with great effectiveness. our true achievement is not just getting to the deepest point in the oceans, but unleashing a capability that now enables deep exploration, unencumbered by a heavy tether and surface ship, to investigate some of the richest geological and biological systems on earth. " on may 31, the team took the vehicle to 10, 902 meters, the deepest dive to date. testing will continue over the next few days and the team will return to port on june 5. on this initial engineering cruise, nereus ' s auv mode was not tested. on its dive to the challenger deep, nereus spent more than 10 hours on the bottom, sending live video back to the ship through its fiber - optic tether and collecting biological and geological samples with its manipulator arm, and placed a marker on the seafloor signed by those onboard the surface ship. " the samples collected by the vehicle include sediment from the tectonic plates that meet at the trench and, for the first time, rocks from deep exposures of the earth ' s crust close to mantle depths south of the challenger deep, " said geologist patty fryer of the university of hawaii, also aboard the expedition. we will know the full story once shore - based analyses are completed back in the laboratory this summer. we can integrate them with the new mapping data to tell a story of plate collision in greater detail than ever before accomplished in the world ' s oceans. " additional funds for nereus were provided by the office of naval research, the national oceanic and atmospheric administration, the russell family foundation and whoi. cheryl dybas, nsf ( 703 ) 292 - 7734 email @ example. com stephanie murphy, whoi ( 508 ) 289 - 3340 firstname. lastname @ example. org nereus slideshow : http : / / www. whoi. com / page. do? pid = 10076 & tid = 201 & cid = 33893 & ct = 362 # nereus animation : http : / / www. whoi. com / page. do? pid = 10076 & tid = 1061 & cid = 48563 & cl = 33973 the national science foundation ( nsf ) is an independent


look again at this who lives next to me has a goat. in its own clause, who functions as the subject. who is the subject of the verb lives. for this reason, who is in the nominative case. but the relative pronoun does not always function as the subject. consider the he is the man whom in this example, whom is not the subject in its own clause. you is the subject of the verb saw. whom is the direct object. for this reason, the objective case, whom, is used rather than the nominative case, who. so also in greek, as a rule, the case of the relative pronoun is determined by its function in its own clause. consider two of the examples we have already cited : ος εστιν μου τεκνον ( 1 who is my child the relative pronoun ος is nominative because it functions as the subject in its own clause. it is the subject of the verb εστιν. the fact that it does not agree in case with its antecedent is inconsequential. εκλεκτη κυρια και τοις τεκνοις αυτης, ους εγω αγαπω ( 2 jn. 1 ) elect lady and to the children of her, whom i love in this example, the relative pronoun ους is accusative because in its own clause it functions as the direct object of the verb αγαπω - i love whom.


sparks - st. elmo ' s fire instructor / speaker : prof. walter lewin last time i mentioned to you that charge resides at the surface of solid conductors but that it ' s not uniformly distributed. perhaps you remember that, unless it happens to be a sphere. and i want to pursue that today. if i had a solid conductor which say had this shape and i ' m going to convince you today that right here, the surface charge density will be higher than there. because the curvature is stronger than it is here. and the way i want to approach that is as follows. suppose i have here a solid conductor a which has radius r of a and very very far away, maybe tens of meters away, i have a solid conductor b with radius r of b and they are connected through a conducting wire. if they are connected through a conducting wire, then it ' s equipotential. they all have the same potential. i ' m going to charge them up until i get a charge distribution qa here and i get qb there. the potential of a is about the same that it would be if b were not there. because b is so far away that if i come with some charge from infinity in my pocket that the work that i have to do to reach a per unit charge is independent of whether b is there or not, because b is far away, tens of meters, if you can make it a mile if you want to. and so the potential of a is then the charge on a divided by 4 pi epsilon 0 the radius of a. but since it is an equipotential because it ' s all conducting, this must be also the potential of the sphere b, and that is the charge on b divided by 4 pi epsilon 0 r of b. and so you see immediately that the q, the charge on b, divided by the radius of b, is the charge on a divided by the radius on a. and if the radius of b were for instance 5 times larger than the radius of a, there would be 5 times more charge on b than there would be on a. but if b has a 5 times larger radius, then its surface area is 25 times larger and since surface charge density, sigma, is the charge on a sphere divided by the surface area of the sphere, it is now clear that if the radius of b is 5 times larger than a, it ' s true that the charge on b is 5 times the charge on a, but the surface charge density on b is


by the surface area of the sphere, it is now clear that if the radius of b is 5 times larger than a, it ' s true that the charge on b is 5 times the charge on a, but the surface charge density on b is now only one - fifth of the surface charge density of a because its area is 25 times larger and so you have this - - the highest surface charge density at a than you have at b. 5 times higher surface charge density here than there. and i hope that convinces you that if we have a solid conductor like this, even though it ' s not ideal as we have here with these two spheres far apart, that the surface charge density here will be larger than there because it has a smaller radius. it ' s basically the same idea. and so you expect the highest surface charge density where the curvature is the highest, smallest radius, and that means that also the electric field will be stronger there. that follows immediately from gauss ' s law. if this is the surface of a conductor, any conductor, a solid conductor, where the e field is 0 inside of the conductor, and there is surface charge here, what i ' m going to do is i ' m going to make a gaussian pillbox, this surface is parallel to the conductor, i go in the conductor, and this now is my gaussian surface, let this area be capital a, and let ' s assume that it is positive charge so that the electric field lines come out of the surface like so, perpendicular to the surface. always perpendicular to equipotential, so now if i apply gauss ' s law which tells me that the surface integral of the electric flux throughout this whole surface, well, there ' s only flux coming out of this surface here, i can bring that surface as close to the surface as i want to. i can almost make it touch the conductor. so everything comes out only through this surface, and so what comes out is the surface area a times the electric field e. the a and e are in the same direction, because remember e is perpendicular to the surface of the equipotentials. and so this is all there is for the surface integral, and that is all the charge inside, well the charge inside is of course the surface charge density times the area a, divided by epsilon 0, this is gauss ' s law. and so you find immediately that the electric field is sigma divided by epsilon 0. so whenever you have a conductor if you


inside is of course the surface charge density times the area a, divided by epsilon 0, this is gauss ' s law. and so you find immediately that the electric field is sigma divided by epsilon 0. so whenever you have a conductor if you know the local surface charge density you always know the local electric field. and since the surface charge density is going to be the highest here, even though the whole thing is an equipotential, the electric field will also be higher here than it will be there. i can demonstrate this to you in a very simple way. i have here a cooking pan and the cooking pan, i used to boil lobsters in there, it ' s a large pan. the cooking pan i ' m going to charge up and the cooking pan here has a radius, whatever it is, maybe 20 centimeters, but look here at the handle, how very small this radius is, so you could put charge on there and i ' m going to convince you that i can scoop off more charge here where the radius is small than i can scoop off here. i have here a small flat spoon and i ' m going to put the spoon here on the surface here and on the surface there and we ' re going to see from where we can scoop off the most charge. still charged from the previous lecture. so here, we see the electroscope that we have seen before. i ' m going to charge this cooking pan with my favorite technique which is the electrophorus. so we have the cat fur and we have the glass plate. i ' m going to rub this first with the cat fur, put it on, put my finger on, get a little shock, charge up the pan, put my finger on, get another shock, charge up the pan, and another one, charge up the pan, make sure that i get enough charge on there, rub the glass again, put it on top, put my finger on, charge, once more, and once more. let ' s assume we have enough charge on there now. here is my little spoon. i touch here the outside here of the can - - of the pan. and go to the electroscope and you see a little charge. it ' s very clear. what i want to show you now it ' s very qualitative is that when i touch here the handle, it ' s a very small radius, that i can take off more charge. there we go. that ' s all i wanted to show you. so you


you now it ' s very qualitative is that when i touch here the handle, it ' s a very small radius, that i can take off more charge. there we go. that ' s all i wanted to show you. so you ' ve seen now in front of your own eyes for the first time that even though this is a conductor that means that it is an equipotential, that the surface charge density right - - right here is higher than the surface charge density here. only if it is a sphere of course for circle symmetry reasons will the charge be uniformly distributed. if the electric field becomes too high we get what we call electric breakdown. we get a discharge into the air. and the reason for that is actually quite simple. if i have an electron here and this is an electric field, the electron will start to accelerate in this direction. the electron will collide with nitrogen and oxygen molecules in the air and if the electron has enough kinetic energy to ionize that molecule then one electron will become two electrons. the original electron plus the electron from the ion. and if these now start to accelerate in this electric field, and if they collide with the molecules, and if they make an ion, then each one will become two electrons, and so you get an avalanche. and this avalanche is an electric breakdown and you get a spark. when the ions that are formed become neutral again they produce light and that ' s what you see. that ' s the light that you see in the spark. and so sparks will occur typically at the - - at sharp points - - at areas where the curvature is strong, whereby the radius is very small, that ' s where the electric fields are the highest. how strong should the electric field be? well, we can make a back of the envelope calculation. if you take air of 1 atmosphere, dry air, at room temperature, then the - - the electron on average, on average, will have to travel about 1 micron, which is 10 to the - 6 meters, between the collisions with the molecules, it ' s just a given. sometimes a little more, sometimes a little less. because it ' s a random process of course. to ionize nitrogen, to ionize oxygen, takes energy. to ionize an oxygen molecule takes twelve - and - a - half electron volts. and to ionize nitrogen takes about 15 electron volts. what is an electron volt? well, an electron volt is a teeny weeny little amount


ionize an oxygen molecule takes twelve - and - a - half electron volts. and to ionize nitrogen takes about 15 electron volts. what is an electron volt? well, an electron volt is a teeny weeny little amount of energy. it ' s 1. 6 times 10 to the - 19 joules. electron volt is actually a very nice unit of energy. because once you have an electron and it moves over a potential difference of one volt, it gains in kinetic energy, that ' s the definition of an electron volt, it gains 1 electron volt. it ' s the charge of the electron, which is 1. 6 times 10 to the - 19 coulombs, multiplied by 1 volt. and that gives you then the energy, 1 electron volt. and so what it means then - - let ' s assume that this number is 10 electron volts. we only want a back of the envelope calculation. so we want the electron to move over a potential difference delta v which is roughly 10 volts and we want it to do that over a distance delta x which is 10 to the - 6 meters, that ' s your 1 micron. and if that happens you ' ll get this enough kinetic energy in the electron to cause an ion. so what electric field is required for that, that is delta v, the potential difference, divided by the delta x, so that is 10 divided by 10 to the - 6, so that ' s about 10 to the 7 volts per meter. that ' s a very strong electric field. in reality when we measure the electric fields near breakdown, it is more like 3 million volts per meter. but it ' s still very close. this was only a back of the envelope calculation. so very roughly at 1 atmosphere air, room temperature, when the air is dry, we get electric breakdown at about 3 million volts per meter. when the ions neutralize you see light, that ' s why sparks can be seen. they heat the air, they produce a little pressure wave, so you can also hear noise. if you had two parallel plates and you would bring those plates closely together and suppose they had a potential difference of 300 volts, then you would reach an electric field of 3 million volts per meter when the distance d is about one tenth of a millimeter. so that ' s when you expect spontaneous discharge between these two plates. in practice however it probably will happen when the plates are further apart than one


field of 3 million volts per meter when the distance d is about one tenth of a millimeter. so that ' s when you expect spontaneous discharge between these two plates. in practice however it probably will happen when the plates are further apart than one tenth of a millimeter. and the reason for that is that there is no such thing as perfect plates. the plates have imperfections. that means there are always areas on the plate which are not flat, which are a little bit like what you see there, small radius, and that ' s of course where the electric field then will be larger and that ' s where the discharge will occur first. however, if you touch the doorknob and you get a spark, you feel a spark, and you look at the spark and you see that when you ' re 3 millimeters away from the doorknob that the spark develops, you can s - pretty sure that the potential difference between you and the door was of the order of 10000 volts, several thousand volts, at least. because over 3 millimeters it requires 10000 volts to get the 3 million volts per meter. when you comb your hair or when you take your shirt off you get little sparks, you can hear them and if it ' s dark you can see them, and you can be sure that at the sharp ends of this hair, of the fabric, that you have developed electric fields of the order of 3 million volts per meter. and then you get the automatic breakdown. now of course high voltage alone doesn ' t necessarily kill you. what - - what - - what matters is not so much the voltage to get killed but it ' s the current that goes through you. and current is charge per unit time. and so in si units it would be coulombs per second. for which we write a capital a which stands for ampere, the man who did a tremendous amount of research in this area, a frenchman. and so if you touch the doorknob the instantaneous current may actually be quite high. it may be an ampere even, but it may only last for 1 millisecond. and so that ' s not going to kill you. we all know that when you comb your hair that you don ' t die and you also know that when you take your shirt off even though you may hear the sparks that that ' s not lethal. so maybe in a future lecture we can discuss in some more details what it does take to actually execute someone electrically