king of the three rosses in connacht, went one time to ask one of his daughters in marriage, and he stayed outside the place through the whole length of a year, playing his harp, and able to get no nearer to bodb or to his daughter. and he went on playing till a lake burst up under his feet, the lake that is on the top of a mountain, loch bel sead. it was bodb ' s swineherd went to da derga ' s inn, and his squealing pig along with him, the night conaire, the high king of ireland, met with his death ; and it was said that whatever feast that swineherd would go to, there would blood be shed before it was over. and bodb had three sons, angus, and artrach, and aedh. and they used often to be living among men in the time of the fianna afterwards. artrach had a house with seven doors, and a free welcome for all that came, and the king ' s son of ireland, and of alban, used to be coming to angus to learn the throwing of spears and darts ; and troops of poets from alban and from ireland used to be with aedh, that was the comeliest of bodb ' s sons, so that his place used to be called " the rath of aedh of the poets ". and indeed it was a beautiful rath at that time, with golden - yellow apples in it and crimson - pointed nuts of the wood. but after the passing away of the fianna, the three brothers went back to the tuatha de danaan. and bodb dearg was not always in his own place, but sometimes he was with angus at brugh na boinne. three sons of lugaidh menn, king of ireland, eochaid, and fiacha, and ruide, went there one time, for their father refused them any land till they would win it for themselves. and when be said that, they rose with the ready rising of one man, and went and sat down on the green of brugh na boinne, and fasted there on the tuatha de danaan, to see if they could win some good thing from them. and they were not long there till they saw a young man, quiet and with pleasant looks, coming towards them, and he wished them good health, and they answered him the same way. " where are you come from


some good thing from them. and they were not long there till they saw a young man, quiet and with pleasant looks, coming towards them, and he wished them good health, and they answered him the same way. " where are you come from? " they asked him then. " from the rath beyond, with the many lights, " he said. " and i am bodb dearg, son of the dagda, " he said, " and come in with me now to the rath. " so they went in, and supper was made ready for them, but they did not use it. bodb dearg asked them then why was it they were using nothing. " it is because our father has refused land to us, " said they ; " and there are in ireland but the two races, the sons of the gael and the men of dea, and when the one failed us we are come to the other. " then the men of dea consulted together. and the chief among them was midhir of the yellow hair, and it is what he said : " let us give a wife to every one of these three men, for it is from a wife that good or bad fortune comes. " so they agreed to that, and midhir ' s three daughters, doirenn, and aife, and aillbhe, were given to them. then midhir asked bodb to say what marriage portion should be given to them. " i will tell you that, " said bodb. " we are three times fifty sons of kings in this hill ; let every king ' s son give three times fifty ounces of red gold. and i myself, " he said, " will give them along with that, three times fifty suits of clothing of all colours. " " i will give them a gift, " said a young man of the tuatha de danaan, from rachlainn in the sea. " a horn l will give them, and a vat. and there is nothing wanting but to fill the vat with pure water, and it will turn into mead, fit to drink, and strong enough to make drunken. and into the horn, " he said, " you have but to put salt water from the sea, and it will turn into wine on the moment. " " a gift to them from me, " said lir of sidhe fionnachaidh, " three times fifty swords, and three times fifty well - riveted


the sea, and it will turn into wine on the moment. " " a gift to them from me, " said lir of sidhe fionnachaidh, " three times fifty swords, and three times fifty well - riveted long spears. " " a gift from me, " said angus og, son of the dagda, " a rath and a good town with high walls, and with bright sunny houses, and with wide houses, in whatever place it will please them between rath chobtaige and teamhair. " " a gift to them from me, " said aine, daughter of modharn, " a woman - cook that i have, and there is geasa on her not to refuse food to any ; and according as she serves it out, her store fills up of itself again. " " another gift to them from me, " said bodb dearg, " a good musician that i have, fertuinne, son of trogain ; and although there were women in the sharpest pains of childbirth, and brave men wounded early in the day, in a place where there were saws going through wood, they would sleep at the sweetness of the music he makes. and whatever house he may be in, the people of the whole country round will hear him. " so they stopped in brugh na boinne three days and three nights, and when they left it, angus bade them bring away from the oak - wood three apple - trees, one in full bloom, and one shedding its blossom, and the third covered with ripe fruit. they went then to their own dun that was given them, and it is a good place they had there, and a troop of young men, and great troops of horses and of greyhounds ; and they had three sorts of music that comely kings liked to be listening to, the music of harps and of lutes, and the chanting of trogain ' s son ; and there were three great sounds, the tramping on the green, and the uproar of racing, and the lowing of cattle ; and three other sounds, the grunting of good pigs with the fat thick on them, and the voices of the crowd on the green lawn, and the noise of men drinking inside the house. and as to eochaid, it was said of him that he never took a step backwards in flight, and his house was never without music or drinking of ale. and it


the green lawn, and the noise of men drinking inside the house. and as to eochaid, it was said of him that he never took a step backwards in flight, and his house was never without music or drinking of ale. and it was said of fiacha that there was no man of his time braver than himself, and that he never said a word too much. and as to ruide, he never refused any one, and never asked anything at all of any man. and when their lifetime was over, they went back to the tuatha de danaan, for they belonged to them through their wives, and there they have stopped ever since. and bodb dearg had a daughter, scathniamh, the flower of brightness, that gave her love to caoilte in the time of the fianna ; and they were forced to part from one another, and they never met again till the time caoilte was old and withered, and one of the last that was left of the fianna. and she came to him out of the cave of cruachan, and asked him for the bride - price he bad promised her, and that she was never able to come and ask for till then. and caoilte went to a cairn that was near and that was full up of gold, that was wages earned by conan maol and hidden there, and be gave the gold to bodb dearg ' s daughter. and the people that were there wondered to see the girl so young and comely, and caoilte so grey and bent and withered. " there is no wonder in that, " said caoilte, " for i am of the sons of miled that wither and fade away, but she is of the tuatha de danaan that never change and that never die. "


your past experience in earthquakes may give you a false sense of safety ; you didn ’ t do anything, or you ran outside, yet you survived with no injuries. or perhaps you got under your desk and others thought you overreacted. however, you likely have never experienced the kind of strong earthquake shaking that is possible with a cascadia subduction zone earthquake : sudden and intense back and forth motions of several feet per second will cause the floor or the ground to jerk sideways out from under you, and every unsecured object around you could topple, fall, or become airborne, potentially causing serious injury. this is why you must learn to immediately protect yourself after the first jolt … don ’ t wait to see if the earthquake shaking will be strong! in most situations, you will reduce your chance of injury if you : - drop down onto your hands and knees ( before the earthquakes knocks you down ). this position protects you from falling but allows you to still move if necessary. - cover your head and neck ( and your entire body if possible ) under a sturdy table or desk. if there is no shelter nearby, only then should you get down near an interior wall ( or next to low - lying furniture that won ’ t fall on you ), and cover your head and neck with your arms and hands. - hold on to your shelter ( or to your head and neck ) until the shaking stops. be prepared to move with your shelter if the shaking shifts it around. wherever you are, protect yourself! you may be in situation where you cannot find shelter beneath furniture ( or low against a wall, with your arms covering your head and neck ). it is important to think about what you will do to protect yourself wherever you are. what if you are driving, in a theater, in bed, at the beach, etc.?


the federal no child left behind act requires states to define challenging academic standards and administer high - quality assessments so that students, teachers, parents, and administrators can measure progress against shared expectations for student achievement. elementary and middle school students in new york state take yearly state tests in core academic subjects to assess their mastery of the common core learning standards. students ’ test results are one of the factors that schools use to decide whether to promote a student to the next grade. in high school, students must pass five regents exams in order to graduate and may earn an advanced diploma if they pass more exams. read more about the elementary and middle school promotion policies or high school graduation requirements. students in new york city also take tests to apply for admission to selective schools and programs and to prepare for college. new york city and new york state use test results to evaluate how well schools are serving students. to learn more about how the subjects are taught in new york city, see the academics page. parents and guardians can see their child ’ s test scores and learn more about what the scores mean on aris parent link. educators can find information about test administration and procedures on the yearly testing page on the doe intranet. grades 3 – 8 state tests elementary and middle school students in new york state take yearly state tests in core academic subjects to assess their mastery of the common core learning standards. students ’ test results are one of the factors that schools use to decide whether to promote a student to the next grade. educators also analyze students ’ test results to help determine which instructional standards to focus on, and to evaluate their programs. the links below take you to pages with more information about each particular test that elementary and middle school students take ; you can also read more about how subjects are taught in new york city on the academics page. for information about student participation in state tests, see this frequently asked questions ( faq ) resource ; a two - page parent guide is also available. translated versions of the parent guide are also available in arabic, bengali, chinese, french, haitian creole, korean, russian, spanish, and urdu. test coordinators can find more information here. on june 17, 2013, the nyc lote ( languages other than english ) exams will be offered in 21 languages : albanian, arabic, bengali, chinese ( simplified ), chinese ( traditional ), french, german, greek, haitian creole, hebrew, hindi, italian, japanese, korean, latin, polish, punjabi, russian, spanish, urdu, and vietnamese. for questions, contact your network assessment


( simplified ), chinese ( traditional ), french, german, greek, haitian creole, hebrew, hindi, italian, japanese, korean, latin, polish, punjabi, russian, spanish, urdu, and vietnamese. for questions, contact your network assessment team. high school students in new york state take regents exams to assess their mastery of new york state learning standards. in order to graduate from high school, students must pass exams in five subjects : english, mathematics, science, global history, and u. s. history and government. student may also earn an advanced regents diploma if they pass additional exams in math, science, and a foreign language. learn more about regents exams and new york city high school graduation requirements. back to the top some students with disabilities are eligible to take new york state alternate assessments ( nysaa ) in place of the general education state tests in grades 3 - 8, or regents competency tests ( rcts ) in place of regents exams in high school. back to the top new students who speak languages other than english at home take the language assessment battery ( lab - r ) test within ten days of starting school in new york state. the lab - r assesses students ’ english language skills. educators use the results of the assessment to determine whether students should receive special services to help them learn english. students who receive english as a second language assistance take the new york state english as a second language achievement test ( nyseslat ) every year to determine how well they are learning english. students will continue to receive special language services until their scores on the nyseslat are high enough to show that they are ready to participate in english - only programs. educators also use students ’ nyseslat scores to help determine which instructional standards to focus on, and to evaluate their programs. students who are unable to understand the math, science, and social studies state tests in english may take versions translated into chinese ( traditional ), haitian creole, korean, russian, or spanish. when tests are not available in the student ' s native language, the test may be translated orally to the student. ells who have been in the united states for less than one year are not required to take the new york state ela test in their grade, but must start taking ela tests after their first year. back to the top any student who wishes to apply to new york city ’ s gifted and talented ( g & t ) elementary school programs must take the gifted and talented test. all students in pre - kindergarten through grade 2 who are


their first year. back to the top any student who wishes to apply to new york city ’ s gifted and talented ( g & t ) elementary school programs must take the gifted and talented test. all students in pre - kindergarten through grade 2 who are current new york city residents are eligible for the tests. students who score in the top ten percent are eligible for g & t programs in their local district. students who score in the top three percent are also eligible for citywide g & t programs. for more information about new york city elementary school gifted and talented programs, see the gifted and talented test information and handbooks. back to the top students in grades 8 or 9 who wishes to enroll in one new york city ’ s specialized high schools must take the specialized high school admissions test ( shsat ) in the fall to demonstrate their verbal and math skills. all students in grades 8 and 9 who are current new york city residents are eligible for the tests. students are ranked according to their scores on the test, and assigned to a school depending on their rank on the list, the priority in which they placed schools, and the seats available at each school. learn more about the high school admissions process. back to the top city public school students in grades 10 and 11 may take the preliminary sat ( psat ) for free in the fall. the psat assesses students ' verbal and math skills. it helps put students on track for college success by giving them practice for the sat exams, which many colleges require for admission. it also gives students access to college and career planning tools and the chance to enter the national merit scholarship competition. schools administer the psat to their students ; families do not need to register students or make a special request to participate in the test. back to the top students in grades 3 through 12 whose native language is spanish and who are receiving language arts instruction in spanish take el examen de lectura en espanol ( ele ) to assess their reading achievement in spanish. students who receive instruction in chinese may take the chinese reading test to determine their chinese proficiency. back to the top a sample of new york city schools also participate in naep assessments every year. naep provides a common way of comparing academic performance at a high level across states and over time. not every student or school takes the naep ; only a limited sample of schools and students participate each year. naep assesses students in math, reading, science, writing, the arts, civics, economics, geography, and u. s.


key words : google, jane goodall, forests and the cloud 28 dec, 2009 10 : 59 am not long ago, the only people who could access and analyze satellite images of the earth were government officials, the military, well - equipped scientists and oil, gas and mining companies. today, anyone with a computer and internet connection can access to google earth. since its introduction in 2005, google earth has become a powerful tool for scientists, activists and ordinary citizens who want to better understand, monitor and communicate about the environment. today, anyone with a computer and internet connection can access to google earth. since its introduction in 2005, google earth has become a powerful tool for scientists, activists and ordinary citizens who want to better understand, monitor and communicate about the environment. on my way home from copenhagen, i learned about these new developments from lilian pintea, who is the director of conservation science at the jane goodall institute, which is best known for its pioneering research on chimpanzee behavior. we met when we missed a connection in geneva, so we arranged to have dinner during the layover. you could say that lilian, who is 38, has already lived through two democratic revolutions. a native of moldova, he was studying ecology in moscow when the soviet union collapsed in 1991. he subsequently came to the u. s. as a fulbright scholar and earned a phd in conservation biology from the university of minnesota. as a specialist in geographic information systems ( gis ) and remote sensing, he has watched technology that was once reserved for elites in the developed world spread to the rest of the world, including remote villages in the global south. “ as a biologist, i was always frustrated that i was in the middle of a lake or forest and i would collect my data, and i didn ’ t know what was happening a few kilometers away, ” pintea says. now, satellite images reveal landscape patterns that simply aren ’ t visible from the ground — evidence of illegal logging or gradients in deforestation. “ you can then look for political, social economic and ecological factors that explain the pattern, ” pintea says. lilian, who lives in maryland and works the northern virginia suburbs of washington, travels frequently to tanzania and uganda. “ one problem which we often face in our project areas is the lack of capacity, ” he told me. “ every trip to africa, i do training … we want to empower local communities and governments to take charge and manage their lands. ” in places were traditional land tenure systems are breaking down,


is the lack of capacity, ” he told me. “ every trip to africa, i do training … we want to empower local communities and governments to take charge and manage their lands. ” in places were traditional land tenure systems are breaking down, the technology had help settle boundary disputes. “ sometimes people don ’ t agree on where their village begins and ends, ” he said. not surprisingly, geospatial technologies are also used to better understand the relationship between chimpanzees and their habitats. if all goes well, the google mapping tools announced in copenhagen will enable communities to generate accurate and timely information about their forests. that ’ s crucial to a financing mechanism known as redd ( reducing emissions from deforestation and degradation ), which is designed to prevent deforestation. regular readers of this blog know that emissions from tropical deforestation account for about 17 % of global warming pollutants, more than all of the world ’ s cars, trucks, trains, boats and planes. the government of norway, a major backer of redd, has given the goodall institute a $ 2. 7 million grant to equip and train villagers in western tanzania and their institutions to prepare for redd. google programmers including rebecca moore, an evangelist for google earth outreach, visited the region last fall to train goodall institute staff, village forest monitors, local government officials, university staff and others to gather data, take pictures and upload their findings to “ the cloud ” – meaning the internet, where powerful software and data are stored.. “ it ’ s still a work in progress but we are already doing it, ” lilian told me. “ they ’ re mapping the forests and monitoring the threats. ” the number of scientists, ngos and companies working on gis and forestry issues is impressive : students and professors at the university of washington have created free software called odk ( open data kit ) that makes it easy to collect survey data and upload it from android phones. digital globe, an imagery and information firm based in longmont, colorado, gathers more detailed satellite images than those available on google. esri, a software firm based in redlands, ca., is the world leader in gis, proving tools to build geospatial infrastructure. for its part, google collaborated with greg asner of carnegie institution for science, and carlos souza of imazon to build its newest platform, and it got support from the gordon and betty moore foundation. in my job, i hear a lot of blah -


learn the scrum methodology the scrum methodology of agile software development marks a dramatic departure from waterfall management. in fact, scrum and other agile processes were inspired by its shortcomings. the scrum methodology emphasizes communication and collaboration, functioning software, and the flexibility to adapt to emerging business realities — all attributes that suffer in the rigidly ordered waterfall paradigm. posted by admin under scrum basics in waterfall, managers determine a team member ’ s workload capacity in terms of time. that is, managers estimate how long they anticipate certain tasks will take and then assign work based on that team member ’ s total available time. this is problematic because it does not distinguish between a story that is very hard to complete and one that is undemanding ; it only considers how long the work will take. to put it another way, coding a feature and organizing the heaps of documentation on your desk are activities that likely take the same amount of time, but there ’ s no question that the former would require much more sustained concentration and effort. because of that fact, they should be recognized as incredibly different tasks, requiring different levels of effort. scrum takes a considerably different approach to determining a team member ’ s capacity. first of all, scrum assigns work to an entire team, not an individual. philosophically, this places an emphasis on collective effort. second, scrum refuses to quantify work in terms of time because this would undermine the self - organization central to the success of scrum. this is a major break from waterfall : instead of a manager estimating time on behalf of other individuals and assigning tasks based on conjecture, team members in scrum use effort and degree of difficulty to estimate their own work. what does the process of estimation look like? scrum does not prescribe a single way for teams to estimate their work. however, it does ask that teams not estimate in terms of time, but, instead, use a more abstracted metric to quantify effort. common estimating methods include numeric sizing ( 1 through 10 ), t - shirt sizes ( xs, s, m, l, xl, xxl, xxxl ), the fibonacci sequence ( 1, 2, 3, 5, 8, 13, 21, 34, etc. ), and even dog breeds, in which a chihuahua would represent the smallest stories and a great dane the largest. the important thing is that the team shares an understanding of the scale it is uses, so that every member of


, 34, etc. ), and even dog breeds, in which a chihuahua would represent the smallest stories and a great dane the largest. the important thing is that the team shares an understanding of the scale it is uses, so that every member of the team is comfortable with the scale ’ s values. in the sprint planning meeting, the team sits down to estimate its effort for the stories in the backlog. the product owner needs these estimates, so that he or she is empowered to effectively prioritize items in the backlog and, as a result, forecast releases based on velocity. this means the product owner needs an honest appraisal of how difficult work will be. thus it is recommended that the product owner does not observe the estimation process to avoid pressuring ( intentionally or otherwise ) a team to reduce its effort estimates and take on more work. even when the team estimates amongst itself, actions should be taken to reduce influencing how a team estimates. as such, it is recommended that all team members disclose their estimates simultaneously. because individuals “ show their hands ” at once, this process is not unlike a game of poker. unsurprisingly, teams often call estimation “ planning poker. ” some teams have even developed their own decks of playing cards expressly for this process. still, even when teams possess a shared understanding of their scale, they can ’ t help but estimate differently. to arrive at a single effort estimation that reflects the entire team ’ s sense of a story ’ s difficulty, it often requires numerous rounds of estimation. veteran teams who are familiar with the process, however, should reach a consensus after just a few rounds of planning poker. need an example? watch an example team conduct a backlog grooming meeting, including relative estimation and example user stories. planning poker is demonstrated at the 4 minute mark of this video : to see how velocity is computed from story points, watch an example sprint review meeting including velocity measurement. posted by admin under scrum basics in scrum, a product owner would never deem a team ’ s work “ done / done / done ” until he or she had consulted the story ’ s acceptance criteria. acceptance criteria are the requirements that have to be met for a story to be assessed as complete. acceptance criteria are incredibly important in scrum because they spell out what a product owner expects and what a team needs to accomplish. there are no hairs to split and no points to argue. if it ’ s in the acceptance criteria, then it needs to be in the release. so


scrum because they spell out what a product owner expects and what a team needs to accomplish. there are no hairs to split and no points to argue. if it ’ s in the acceptance criteria, then it needs to be in the release. so what happens when only some — most, even — of a story ’ s acceptance criteria is met? should the team be awarded a corresponding percentage of the story points? well, no. scrum frowns on partial credit for work that is only partially completed. all of the criteria must be fulfilled or else the work is incomplete. ( many scrummasters won ’ t allow teams to present work that hasn ’ t been completed. ) why does scrum only accept work that is 100 percent complete? first of all, an implicit acceptance criterion of any story is that it must be completed during the sprint it was assigned. work is confined to the sprint, so a team must complete the work in that sprint as well. second, it ’ s common for teams to discover the final one percent of work to be more challenging than they expected. it might sound like a yogi berra - ism, but if it ’ s not done, it ’ s not done. third, when a product owner awards unearned credit, it results in velocity inflation, rendering the team ’ s velocity an unreliable metric for forecasting. furthermore, when a team is awarded credit for a story that it will have to finish in the next sprint, it means the team ’ s workload is even greater than the sprint backlog suggests. when this happens, a team has to play catch up, which often leads to a team falling behind and accruing substantial technical debt along the way. clearly, it is in the interest of the team to only award credit when it is completely earned. partial credit only serves to undermine a product owner ’ s ability to forecast accurately and risks building technical debt. tags : acceptance criteria posted by admin under agile and scrum here ’ s an interesting video i reposted from the agile journal website : an interview at the agile 2008 conference in toronto between agile journal reporter patrick egan and victor szalvay, co - founder of danube technologies, inc. and product owner for the scrumworks pro agile management tool. it only clocks in at about five minutes, but, in that time, patrick and victor cover a lot of ground. topics discussed include agile adoption trends ; the evolution of agile tooling solutions ; common challenges organizations face when adopting agile ; and how danube uses sc


clocks in at about five minutes, but, in that time, patrick and victor cover a lot of ground. topics discussed include agile adoption trends ; the evolution of agile tooling solutions ; common challenges organizations face when adopting agile ; and how danube uses scrum to manage all their projects, from budget forecasting to marketing. tags : agile conference 2008 - scrum based funding model – 20 percent may 9, 2013 - what is agile alm april 2, 2013 - 月 月 月 間 、 日 本 に する 定 てす 。 スクラムのコーチンクまたはトレーニンクに のある 方 は こ くたさい 。 march 14, 2013 - the next big idea march 5, 2013 - on being available february 17, 2013 - open source think tank 2013 on march 20, 2013 - eclipsecon 2013 on march 25, 2013 - scrum gathering 2013 on may 5, 2013 - oscon 2013 on july 22, 2013 - agile 2013 on august 5, 2013 click to follow laszlo on twitter - may 2013 - april 2013 - march 2013 - february 2013 - january 2013 - december 2012 - november 2012 - october 2012 - january 2012 - december 2011 - november 2011 - october 2011 - november 2010 - september 2010 - june 2010 - april 2010 - march 2010 - february 2010 - december 2009 - november 2009 - october 2009 - september 2009 - august 2009 - july 2009 - june 2009 - may 2009 - april 2009 - march 2009 - february 2009 - january 2009 - december 2008 - november 2008 - october 2008 - september 2008 - august 2008


homesickness... that miserable feeling of longing for something or someone familiar, that seemingly physical pain that erupts whenever you think of home, that nagging thought that perhaps you made a terrible mistake in leaving the comforts of your old life. sound familiar? it may, because it ' s a common experience of students who have left home for the first time. what can you do to deal with those feelings so that you can focus on the task before you - being a successful student? 1 ) surround yourself with familiar images and objects from home : a favorite comforter, your high school yearbook, pictures of family and friends... 2 ) spend some time with new friends sharing stories of home. talk about home with anyone who will listen. more people than you may realize will be interested in stories of your life and home. 3 ) get connected! being active in your new environment not only distracts you from your feelings of homesickness, it helps to create positive reasons for being where you are. 4 ) try to avoid random and impulsive ( and expensive! ) trips or phone calls home, but set up a regular schedule for contact ; for example, you call home every monday, wednesday and friday, and they call you tuesday, thursday, and on the weekend. work it out. 5 ) give it time. you were home all your life, so expect some difficulty with adjusting to being away. but know that this too shall pass. soon, this will feel like home as well and you ' ll have plenty of reasons to stay. if you continue to have difficulty and find it hard to function though time has passed, it may be helpful to talk with a trained professional who can help you feel better.


timeline for jesus ’ real birthday there are two calendars to be aware of when studying the scriptures ; the jewish or sacred ( religious ) calendar and the civil calendar. note : if you study bible prophecy always use the months and days from the jewish calendar when studying events which occurred after the implementation of the feast of the lord. these feast dates are recorded in leviticus 23. ( that ' s my instruction given to me from holy spirit when i first began to study bible prophecy ). christmas ( december 25 ) is the time we celebrate the time of christ birth. however, i believe the keys scriptures and the prophetic symbolism of the feast of the lord contradict man ’ s tradition of december 25 as christ birthday. i put together a timeline which is made from some key verses which point to jesus ’ birthday being in the fall most like at the feast of trumpets ( tishri 1 ). month 1 : nisan ( mar - apr ) – zacharias – performing priestly services. lk 1 : 8 - 25 john is conceived during the first month which is nisan. month 6 ; elul ( aug - sep ) gabriel visits with mary. lk 1 - 26. mary informed that elizabeth is 6 month pregnant lk 1 : 36 mary visit with elizabeth 3 months before returning home in month 9 which would be the month kislev, lk1 : 56. hanukkah occurs in kislev. mary returned home and most likely conceived jesus from holy spirit during hanukkah. month 9 : kislev ( nov - dec ) elizabeth gives birth to john. lk. 1 : 57. this would place john ' s birth in the month hanukkah occurs, not jesus ’ birth. hanukkah is the feast of " dedication " or feast of lights. john was dedicated to serve god and prepare the way for the coming of the lord. now let ' s work with the clues in the text to locate the approximate time of christ birth. months before the birth of jesus - caesar ' s census decree went out to all the roman empire. lk 2 : 1. it took months for the news of the census decree to travel across the land and then additional time for the people to travel to their birth place where they were counted in the census and paid a tax. i can only assume that the taking of the census went on for more than a year or perhaps even two. however, we do have some clues to the condition of mary and the season of the year in which


in the census and paid a tax. i can only assume that the taking of the census went on for more than a year or perhaps even two. however, we do have some clues to the condition of mary and the season of the year in which they returned to bethlehem. mary was about to give birth. with the decree mary & joseph returned to bethlehem, jesus is born shortly after mary and joseph arrived in bethlehem. lk 2 : 6 - 7 the shepherds are in the fields when the angel announces christ birth. lk 2 : 8. the shepherds wouldn ’ t be abiding in the fields in the winter months when the rain and snow fall in some areas. this places the angelic announcement much sooner than winter or the traditional date of december 25. tishri 1 - is the feast of trumpets established by god. lev. 23 : 24. this date is the beginning of the jewish new year. trumpets are blown and the time of the early rains and plowing. it is taught in jewish lore that adam was formed on tishri 1. “ so also it is written, “ the first man, adam, became a living soul. ” the last adam became a life - giving spirit. 1 cr 15 : 45 count backwards 9 months from tishri to find the month of conception and you get kislev ( nov - dec ) and hanukkah, the feast of lights. modern astromony software shows celestial studies very well may indicate that a uniques sign appeared in the heavens above bethlehem during tishri in 3bc. see the movie trailer http : / / thestarofbethlehemmovie. com /. it is an amazing look at the celestial events which were occuring in the heavens leading up to christ birth. so i believe it ' s accurate to say that john the baptist was born during the month of kislev and most likely during hanukkah ( festival of lights ). jesus was most likely conceived by holy spirit during hanukkah ( jesus, the light of the world jn 9 : 5 ). john ' s birth proceeded and prepared the way for christ conception. nine months later jesus was most likely born on tishri 1 during the feast of trumpets. follow the calendar timeline which i have put together and you will see the scriptures point to jesus ’ birthday being in the fall of the year and not in winter. some people say, " what does it matter anyway when we celebrate jesus ' birthday as long as we celebrate it? " okay, then when


it ’ s an odd thing about barge / scow jargon … if it ’ s out there, it keeps itself well hidden. so i ’ m going to arbitrarily grab some terms to use. if you use them in public, some scholar is likely to take a swing at you, so be warned. for the purposes of this post … - barge or scow – square sectioned vessels with a bow and stern transom. since these examples are all called scows, i ’ ll follow suit, today. but it ’ s six - of - one, half dozen of t ’ other. - dead - flat – a planar stretch of mid - bottom ( no rocker, v or arc … flat like a table top ). - curved end – bottom which connects dead - flat and transom with a curved ‘ plane ’. - raked end – bottom which connects dead - flat and transom with a plane. - knuckle – the angle between dead - flat and a curved or raked end that does not fair smoothly into the dead - flat. let ’ s take a little stroll down memory lane. the following models represent four treatments of the flat bottomed scow : milton is a real ‘ knucklehead ’. raked ends, steep forward and easy aft. this was very common around the great lakes, and showed up elsewhere around this country and others ( e. g., the german rhine ). knuckles clearly disturb the clean flow of water. but in the heavy timber construction common to the day, the chines are quick and inexpensive to shape. milton ’ s ends do have some curve, but slight enough to be easily fashioned from a grown tree. this will help reduce the angle, and therefore the resistance of the knuckle. a bigger mystery is the blunt bow angle and easy aft end, also common ( we ’ ll see it in alma, below ), which is contrary to most modern practice. i haven ’ t found a good explanation. it ’ s possible that it ’ s a holdover from the out - of - favor cod ’ s head and mackerel tail that was a leading paradigm for many centuries. speed - wise, that ’ s got to hurt … the steep bow throws water forward, wasting energy and slowing the boat. there may be other properties that paid for the loss of speed. the extra buoyancy to lift over short, steep or confused seas ( endemic to the great lakes, and the north sea )? many dutch coasters have extremely blunt bows


boat. there may be other properties that paid for the loss of speed. the extra buoyancy to lift over short, steep or confused seas ( endemic to the great lakes, and the north sea )? many dutch coasters have extremely blunt bows, it ’ s claimed, for this reason. easy aft ends, though, release water smoothly, with little turbulence and drag. a good thing. st. michael ’ s sailing scow this model has raked ends, but now both are at a low angle. it should move much more easily through the water. but you can see that, it ’ s traded off some volume by doing so. power variations can be found around the country, with aft rake eliminated and the dead - flat extended to the transom. this allows it to get up on step. btw, the line between scows of this type and garveys starts to get fuzzy. more thesis material, if you care about such things. another cargo schooner, alma has lines similar to those of milton, but her ends are both curved and faired into the dead - flat. compared to milton, she should move quite well. alma may have had to face the steep head seas at the mouth of sf bay, where current meets the westerly, pacific swell. as with milton, it may make up for speed lost to her abrupt bow. in both cases, distances to cover under sail were circumscribed … speed may not have been their top priority. alma ’ s end curves are chine - logged with scarfed sections of heavy timber. compared to milton, this would have been slower and more labor intensive. sf had a lot of chinese, might - as - well - be - slave labor … despite the killer name, these were pretty common along the gulf of mexico coast, and were used more for smuggling than battle, though it did occur. these are triloboats ’ closest scow ancestor. ends curved and faired and relatively easy. the leeboards were quite common in these boats, too, especially in smaller boats where uninterrupted hold space is at a premium. so here ’ s one of mine. note the raked aft end. this is optional. either end may be curved or raked. my preference is curved at both ends. in plank - framed plywood construction, i consider it easier to build curved than raked. raked ends have the edge in tape ’ n ' glue construction, but not by much. the performance gains from curves will, i believe, quickly


both ends. in plank - framed plywood construction, i consider it easier to build curved than raked. raked ends have the edge in tape ’ n ' glue construction, but not by much. the performance gains from curves will, i believe, quickly pay for themselves, and keep paying. but that ’ s me. if you do choose a raked end, it ’ s best astern. turbulence created at the bow has the whole hull to play, dragging and slowing the boat. my end angles are somewhere between the cargo schooners and the smaller scows. i ’ d like them to be a bit easier than they are, but other trade - offs muscle in ( e. g. arranging longitudinal, full - length bunks in the bow ). if you ’ re design your own, you ’ ll find your own set of trade - offs. it boils down to trading off sleekness for speed vs. displacement / interior volume. the more you carve away, the faster you are, but the less you can carry, with less elbow room. two last thoughts : the more heel – or the higher the expected seas – the higher the ends have to rise, especially at the bow. low ends plow their transoms sooner. pinching in the sides toward bow and stern transoms helps by shortening their radius from the center - line. on flat water, garveys – light scows with low ends and freeboard – are among the fastest monohulls under sail. but in a chop, forget it. the easier the bow angle, the sooner it will pound, a consideration when motoring, or anchoring exposed. the boat is upright, then, and when bow and wave angle match up, it ’ s like hands clapping. for the next few weeks to months dave zeiger of triloboats. com will answer one of your shantyboat living questions each week or so. dave will draw upon his years of experience in boating … in living aboard.. how do you handle discharge of sewage? what are your food storage secrets? send your questions to firstname. lastname @ example. org.


what ' s a fab lab? shopbot has been involved in the innovative and progressive fablab agenda for many years, supplying a shopbot digital fabrication tool ( cnc router ) as an integral component of fablabs, including mobile fablabs that tour the country. what ' s a fablab and what is the mission of fablabs? originating from mit ' s center for bits and atoms, fablabs bring the technologies of digital fabrication to people in smaller u. s. communities and in developing countries around the world, giving people the technological tools that can enable them to leapfrog into 21st century lean manufacturing for the betterment of their local communities. “ fablab is a perfect fit for shopbot, ” said ted hall, shopbot ’ s founder and ceo. “ we ’ re focused on technology and education, ” he said, “ and we ’ re proud to be participating in this incredible effort to support innovation and manufacturing through the use of technology. ” fab labs have spread from inner - city boston to rural india, from south africa to the north of norway. activities in fab labs range from technological empowerment to peer - to - peer project - based technical training to local problem - solving to small - scale high - tech business incubation to grass - roots research. projects being developed and produced in fab labs include solar and wind - powered turbines, thin - client computers and wireless data networks, analytical instrumentation for agriculture and healthcare, custom housing, and rapid - prototyping of rapid - prototyping machines. fab labs share core capabilities, so that people and projects can be shared across them. this currently includes : - a computer - controlled lasercutter, for press - fit assembly of 3d structures from 2d parts - a shopbot cnc milling machine, for making furniture - ( and house - ) sized parts - a signcutter, to produce printing masks, flexible circuits, and antennas - a precision ( micron resolution ) milling machine to make three - dimensional molds and surface - mount circuit boards - programming tools for low - cost high - speed embedded processors in shopbot ' s home state of north carolina, fablabs carolinas are hoping to generate funding for fablab installations across north carolina. they believe fablabs will give a wide range of people " the ability to conceptualize, design, develop, fabricate and test almost anything they can create. from new games to robots to whatever the users can imagine, the fab lab puts price


believe fablabs will give a wide range of people " the ability to conceptualize, design, develop, fabricate and test almost anything they can create. from new games to robots to whatever the users can imagine, the fab lab puts priceless equipment, typically out of reach for most, into the hands of anyone, with the goal of creating innovative ideas, products and services to enrich our community and world. " learn more about fablabs here. ambulantes on their way click to view slideshow fab7 lima : ambulante day by sallye coyle, shopbot trainer and consultant, august 19, 2011 friday was the final push for finishing the ambulantes. the plan was to pack up the ambulantes and take them over to the town square at 4 : 30 pm … so there was much laughter and hard work as everyone put on the final details. phyllis from dc finished cutting all of her pieces the previous tuesday before the mobile fablab left dc to arrive at shopbot, so her project was to assemble them into a cookie stand. people came with various levels of experience : tom from abu fablab ( kenya ) started with a drawing on the back of an envelope, learned how to translate that into parts and toolpaths with partworks software, and ended up with a rolling cart with storage and cooking space and a sign. the two graduates students from the school of education at stanford, rachel and daniel, made us all smile, they were so excited with their first experience with the shopbot. the “ scandanavian ” team effort included a tongue drum to announce their entrance and lights to make their bottles glow. japan ’ s effort had fans and upholstered fablab logos. visitors continued to come by to see the shopbot in action. and kenny, from mit, started cutting his ambulante at 4, and had it ready to go by the 4 : 30 we took a break from building to wrap up the conference. committees made their reports. thanks were given to sherry lassiter ( mit ) and karin niemantsverdriet, who was at fab6 in amsterdam and came to lima for 6 months to help with the organization of fab7. neil announced the location of fab8 ( new zealand ) and fab9 ( japan ). then, the task was to transport the ambulantes to the park by the river. of course, in addition to the cart was the creation of food from each country. my job was


( new zealand ) and fab9 ( japan ). then, the task was to transport the ambulantes to the park by the river. of course, in addition to the cart was the creation of food from each country. my job was to make the chocolate chip cookies for the phyllis ’ s stand … i even carried flour and sugar and chocolate chips in my backpack to lima ( security had fun testing those bags … i got teased about making cookies on the plane. ) alas, the task of baking enough cookies in a toaster oven that shared a power supply with the laser cutter upstairs while helping get everyone else ’ s ambulantes cut out on the shopbot downstairs proved too much for me, so phyllis fell back on her supply of ginger cookies she had brought from home. the illinois group made popcorn on a stove powered by llama dung that they had collected from around machu picchu! sambosas from africa, empanaditas, indian food, snacks molded ( molds made at fablab ) from fruit puree, etc, alcoholic beverages to warm the soul … the crowd was pleased, the lines long, the carts emptied. click to view slideshow fab7 lima, thursday, august 18 by sallye coyle, shopbot trainer and consultant, august 18, 2011 i have been in lima for more than a week now. with the official opening of the fablab conference, things have gotten so busy that i haven ’ t had time to write. but much has been happening. the shopbot is in continuous service, with a sign up list. on friday night, there will be a contest of “ ambulantes, " or street food carts with food from the contestant ’ s native country. so, people are cutting out parts on the shopbot, the laser cutter and who knows what else. my time has been busy showing people how to design in partworks, how to bring in a dxf from another program, how to set toolpaths. half of the group works in metric, half in inches, so we are all getting pretty good at switching back and forth. i ’ ve set up the automatic zeroing routines for the lima shopbot to run in metric ( confusing to the users of imperial, but they are dealing with it. ) to backtrack over the highlights of the week : sunday, during the day, all was ( almost ) quiet in the final hours before the opening of fab 7. kenny and i worked on the shopbot until the


dealing with it. ) to backtrack over the highlights of the week : sunday, during the day, all was ( almost ) quiet in the final hours before the opening of fab 7. kenny and i worked on the shopbot until the last moment, and then rushed home to change before the final ceremonies. sunday night, we had the official opening of fab7, with a celebration at the town hall. after the official greeting, a concert by the symphony orchestra and youth orchestra, and several dance exhibitions, we boarded busses for a light display at a water park nearby. monday, the games began. the shopbot is working great, and so people are designing and cutting like mad. it is a truly international crowd, with people helping people with their design files. alex from the netherlands was the first to cut out his table, and then gathered in others to help wire tie the legs. now, his table has become a worktable. dan from chicago has not only learned to run the shopbot, but he is now teaching and helping others. his team is making a popcorn stand with an umbrella and vinyl stickers. the group from india was cutting their parts while i was running among people needing help, so it was awhile before i realized that they were cutting at 1 ips with a. 01 plunge. i ’ m amazed we didn ’ t start a fire. we were able to clean the carbon in the collet and get it back into working order. tom ado from kenya ( his fablab is running totally on solar power ) got his first experience with partworks and cutting out parts on the shopbot. he intends to order his shopbot in the next couple of months. i have now finished all three presentations. on tuesday, i gave a tips and tricks class on the shopbot. feedback was that even people who have used a shopbot for awhile learned a few things, like how to use the c3 program, and we talked about feeds and speeds, bits, toolpathing, etc. later, as people worked on their part files, i could tell that people had actually been listening. well, almost everyone. wednesday was a brief summary of shopbot ’ s beginning and big building projects that have been made with a shopbot ( provided by bill young ). it was fun to then learn about other big projects created in other parts of the world. the days have become a blur, with 14 hours a day at the fablab, or preparing for talks early in the morning because


by bill young ). it was fun to then learn about other big projects created in other parts of the world. the days have become a blur, with 14 hours a day at the fablab, or preparing for talks early in the morning because i am too tired at night to do more than go to bed. but everyone is wonderful, they are thrilled with the shopbot, and are moving from needing my help to helping each other. the tradition is a single kiss on the cheek to greet … i ’ m trying to pass it on to the indian men. many many conversations about using the shopbot for manufacturing or opening other fablabs throughout the world. last night was a dinner with the presenters of today ’ s symposium. from barcelona, victor ( iaac, fablab solar house ) and the vice mayor of barcelona and another barcelonan talked about their vision of barcelona as a fab city … instead of product in - trash out, turn the city into a self - sufficient fab city. it is a vision! today, the lab itself is closed because we are having a symposium with real and virtual presentations. everyone from bioengineering to maker shed to ponoko to wired, plus the barcelona presentation in more detail. my presentation showed shopbot from its origin in the barn, and using 2 x 4 ’ s, strut and screen door rollers to the desktop and 5 axis tool. it has generated quite few questions and excitement, both in spanish and english. this website is interesting in terms of finding supplies for small - scale www. inventables. com : the hardware store for desktop manufacturing. zach is planning to create materials sized for the shopbot desktop. wednesday, aug 17 : shopbot international by sallye coyle, shopbot trainer and consultant, august 17, 2011 folks from around the world are taking advantage of the shopbot, and people to give them a helping hand in using it. my laptop is in demand as the design computer, with a sign up sheet to get time on the machine. we ’ ve had to empty the dust collection bag once already … and the shopbot table has a fine record of the things we have been cutting. in the meanwhile, the traditional art of weaving continues to take place on the patio. carlos “ pedrero ” and luis took me back behind the scenes to show me photos of ancient ruins. experiments in microhabitats for growing crops? scientists have found that each step is a half a degree different than the one below it.


carlos “ pedrero ” and luis took me back behind the scenes to show me photos of ancient ruins. experiments in microhabitats for growing crops? scientists have found that each step is a half a degree different than the one below it. designing for the shopbot click to view slideshow fab7 lima, day 2 by sallye coyle, shopbot trainer and consultant, august 13, 2011 the actual fab7 doesn ’ t begin until next week, but the activity surrounding the fablab lima is incredible. located as we are in the lower level, we don ’ t see all of it, but visitors come by on a regular basis … from visiting dignitaries to students from other universities. if watching the shopbot plane the sacrificial board is fascinating, watching your own name cut out is fabuloso, estupendo! in addition to the electronics and digital fabrication labs, parts of the school of architecture itself are getting a facelift. notably, the restroom facilities have a new coat of paint and organization. and, they need new signs. so, several of the regulars got a chance to play with the partworks software to design their part files. after giving them a few hints, i left them to it, and was rewarded with peals of laughter as they worked their way through the cad / cam program. it ’ s easy for me to think that it ’ s all about shopbot, but we are just a small part of the effort that is going into this. other works stations ( electronics, molding, laser cutting, even ( gasp ) another cnc machine, are coming into being. computers need to be set up, sponsors are setting up their booths, decor has been fabricated and is being put into place. victor freundt, beno juarez, organizers, are in constant contact with other universities and officials to promote the idea behind fablab. friday night, sherry lassiter and several of the mit grad students and i were invited to dinner with jaime serida nishimura, dean, and santiago roco, professor of economics, of the business school at esan university in lima. the main topic was innovation, and how to foster it. and then, how to manufacture the ideas that may come of the community created by fablab. in the meanwhile, there is much to celebrate that is not digital fabrication. carlos “ pedrero ”, sculptor, borrowed my camera to take videos and pictures of a weaver who is treasured for his techniques


the community created by fablab. in the meanwhile, there is much to celebrate that is not digital fabrication. carlos “ pedrero ”, sculptor, borrowed my camera to take videos and pictures of a weaver who is treasured for his techniques. and, dinner last night was next to an even older treasure, the huaca made of adobe bricks that is thousands of years old. fablabbers from around the world are beginning to arrive. i have heard stories from the mit graduate students about their adventures setting up labs in africa and india, and am looking forward to meeting some of the people from those labs. last night, i talked with jens, from norway, who is travelling the world to visit the fablabs, and see how each lab uses their equipment. our conversation included physiological indications of stress level, and how to create a friendly device that would monitor stress levels and help a person regulate their own heart rate. and, he also wants to surf while in lima. his friend from iceland thinks having a shopbot to create surfboards in iceland would be a great idea. julio thrilled with the shopbot click to view slideshow lima, day 1 by sallye coyle, shopbot trainer and consultant, august 12, 2011 a fortunate series of events lead me to meet nadya and kenny from mit in the elevator, so i didn ' t have to brave my way to the school of engineering via the crazy bus system ( 50 + independent bus companies, small bus, one driver threading his way through traffic, one assistant hanging out the window with a sign indicating their direction, a bus stop any place in the right two lanes of traffic ), or fall prey to the conniving desk clerk who wanted to charge my room 45 soles for a 10 soles taxi ride. lima is amazing... street stalls hanging with ( i hope ) freshly killed chickens, fruit, and the soles of shoes waiting to be fabricated to fit your feet. a whole part of town devoted to the sale of toilet paper. last night, we had dinner next to a pre - incan ruin in the center of town. the fab7 is taking place at the school of architecture, a brick and glass enclave, complete with peruvian totems, nestled against a hill side of dirt and shanties. victor, beno, karen and many many others have created a light - filled electronics lab and a white and clean feeling digital fabrication lab out of two storage rooms that had been filled with 50 years of furniture, debris and


of dirt and shanties. victor, beno, karen and many many others have created a light - filled electronics lab and a white and clean feeling digital fabrication lab out of two storage rooms that had been filled with 50 years of furniture, debris and dust. in three weeks!!! the shopbot was up and wired, so we spent the day grounding and putting on the support board. people are sooo excited about it that, as soon as i started moving it around, 2 - 3 people came in to watch. then, they went and got 10 more people, so i switched to showing them the software. then, they went and got 10 - 15 more people. so, the maiden test was in front of 30 people. needless to say, we had issues, but they did get to see it move a bit before we sent them away while we worked on it. by the end of the day, we were able to surface the table, and use the bot to countersink the holes for the support board. manuel and gina were so excited that they were dancing every time they started a part file. even julio, who can ' t speak a word of english, willingly vacuumed and swept when needed, then quietly grinned the biggest grin you have ever seen when he was asked to run the shopbot. shopbot in peru for fab7 by sallye coyle, shopbot trainer and consultant, august 11, 2011 i ' ve just arrived in lima in preparation for fab7 ( www. fab7. pe ), the annual meeting of fablabs from around the world. this year the conference is being held in lima. fablabs bring technology and digital fabrication machinery to those who want to make what they need. there is a shopbot in most of the 50 fablabs open throughout the world, with more opening every week. the conference takes place aug 15 – 19, 2011, with the first part of the week reserved for those who are actually associated with a fablab. on thursday, an academic symposium will be open to all who are interested. there will be a graduation ceremony on thursday evening, and the lima fablab will officially opened. representatives of the government of peru will be on hand for the opening. i will be making three presentations during fab7. tuesday, as part of the subtractive printing track, i ' ll be providing tips and tricks for running a shopbot. wednesday, i ' ll showcase large projects that have used a shopbot,


the words forbidden fruit stand as a metaphor ( an image ). the metaphor comes from the book of genesis in the bible. there adam and eve are thrown out of paradise because they eat from the tree of knowledge. most often, people thought the fruit was an apple. this is a wordplay of latin language word for apple, malus, which can mean both " evil " and " apple ". the bible does not say what kind the fruit is. in judaism the fruit is believed to be either a grape, a fig, a citron or wheat. most scholars say that the type of fruit is not forbidden, it was just the fruits of that particular tree that were. in general, the term can also refer to something that is considered to be illegal or immoral to do. it might also be dangerous. many times this is about sex ( perhaps with children, inside the family, or outside of marriage ) or about using illegal drugs. it might also be about people drinking alcohol even though they are too young to be legally allowed to do so. other pages [ change ] - old testament, genesis 1 : 16 - 17, " and the lord god commanded the man, saying, of every tree of the garden thou mayest freely eat : but of the tree of the knowledge of good and evil, thou shalt not eat of it : for in the day that thou eatest thereof thou shalt surely die. "


it is widely regarded that a healthy diet protects against major illness. men on the whole however, are not given to healthy eating and lifestyle practices, although recent reports from the department for health ( 2009 ) suggest men ’ s health awareness is beginning to change. one reason for men ’ s slow up - take of a healthy lifestyle and eating practices is the meanings men attach to food and the relationship between diet and health ( gough, 2007 ). historically, diet and the concern with healthy eating have been associated with feminised ideals and practices which centre on consumption, health and embodiment ( gill, henwood & mclean, 2005 ). these associations put pressure on men to conform to conventional masculine identity projects with their disinterest in health and appearance. the recent launch of the super scooby provides an interesting example of how masculine ideals can absolve men from changing their health - defeating ways. the metro ’ s article about the ‘ super scooby ’ with its ‘ artery - busting 2, 645 calories ’ draws on conventional masculine identity markers, which allow men to engage unproblematically in eating the unhealthy meal. for example the ‘ super scooby ’ is offered to ‘ real men ’ who are willing to take up the challenge to ‘ beat the ( as yet unbeaten ) beast ’. indeed, the ‘ super scooby ’ provides a man - size portion of meat with its eight rashers of bacon and four burgers ( gough 2007 ). irony and humour ( see benwell, 2004 ) are also frequently used to mock health concerns associated with eating the burger ‘ health concerns haven ’ t been completely ignored – the monster burger contains some salad. it boasts two lettuce leaves and six slices of tomato … accounting for all of 29 calories ’. super scooby is uk ’ s ‘ biggest burger ’ the beer talking : four lads, a carry out and the reproduction of masculinities ‘ real men don ’ t diet ’ : an analysis of contemporary newspaper representations of men, food and health new stats reveal england ’ s calorific alcohol intake concerns about health and looks are driving thousands to cut back on alcohol


hundreds of auroras detected on mars 13 dec 2005 ( source : university of california at berkeley ) auroras similar to earth ' s northern lights appear to be common on mars, according to physicists at the university of california, berkeley, who have analyzed six years ' worth of data from the mars global surveyor. the discovery of hundreds of auroras over the past six years comes as a surprise, since mars does not have the global magnetic field that on earth is the source of the aurora borealis and the antipodal aurora australis. according to the physicists, the auroras on mars aren ' t due to a planet - wide magnetic field, but instead are associated with patches of strong magnetic field in the crust, primarily in the southern hemisphere. and they probably aren ' t as colorful either, the researchers say : the energetic electrons that interact with molecules in the atmosphere to produce the glow probably generate only ultraviolet light - not the reds, greens and blues of earth. " the fact that we see auroras as often as we do is amazing, " said uc berkeley physicist david a. brain, the lead author of a paper on the discovery recently accepted by the journal geophysical research letters. " the discovery of auroras on mars teaches us something about how and why they happen elsewhere in the solar system, including on jupiter, saturn, uranus and neptune. " brain and jasper s. halekas, both assistant research physicists at uc berkeley ' s space sciences laboratory, along with their colleagues from uc berkeley, the university of michigan, nasa ' s goddard space flight center and the university of toulouse in france, also reported their findings in a poster presented friday, dec. 9, at the american geophysical union meeting in san francisco. last year, the european spacecraft mars express first detected a flash of ultraviolet light on the night side of mars and an international team of astronomers identified it as an auroral flash in the june 9, 2005, issue of nature. upon hearing of the discovery, uc berkeley researchers turned to data from the mars global surveyor to see if an on - board uc berkeley instrument package - a magnetometer - electron reflectometer - had detected other evidence of auroras. the spacecraft has been orbiting mars since september 1997 and since 1999 has been mapping from an altitude of 400 kilometers ( 250 miles ) the martian surface and mars ' magnetic fields. it sits in a polar orbit that keeps it always at 2 a. m. when on the night side of the planet. within an hour of first delving into the data, brain


( 250 miles ) the martian surface and mars ' magnetic fields. it sits in a polar orbit that keeps it always at 2 a. m. when on the night side of the planet. within an hour of first delving into the data, brain and halekas discovered evidence of an auroral flash - a peak in the electron energy spectrum identical to the peaks seen in spectra of earth ' s atmosphere during an aurora. since then, they have reviewed more than 6 million recordings by the electron reflectometer and found amid the data some 13, 000 signals with an electron peak indicative of an aurora. according to brain, this may represent hundreds of nightside auroral events like the flash seen by the mars express. when the two physicists pinpointed the position of each observation, the auroras coincided precisely with the margins of the magnetized areas on the martian surface. the same team, led by co - authors mario h. acu? a of nasa ' s goddard space flight center and robert lin, uc berkeley professor of physics and director of the space sciences laboratory, has extensively mapped these surface magnetic fields using the magnetometer / reflectometer aboard the mars global surveyor. just as earth ' s auroras occur where the magnetic field lines dive into the surface at the north and south poles, mars ' auroras occur at the borders of magnetized areas where the field lines arc vertically into the crust. of the 13, 000 auroral observations so far, the largest seem to coincide with increased solar wind activity. " the flash seen by mars express seems to be at the bright end of energies that are possible, " halekas said. " just as on earth, space weather and solar storms tend to make the auroras brighter and stronger. " earth ' s auroras are caused when charged particles from the sun slam into the planet ' s protective magnetic field and, instead of penetrating to the ground, are diverted along field lines to the pole, where they funnel down and collide with atoms in the atmosphere to create an oval of light around each pole. electrons are a big proportion of the charged particles, and auroral activity is associated with a physical process still not understood that accelerates electrons, producing a telltale peak in the spectrum of electron energies. the process on mars is probably similar, lin said, in that solar wind particles are funneled around to the night side of mars where they interact with crustal field lines. the ultraviolet light is produced when the particles hit carbon dioxide molecules. " the observations suggest some acceleration process occurs like on earth,


, in that solar wind particles are funneled around to the night side of mars where they interact with crustal field lines. the ultraviolet light is produced when the particles hit carbon dioxide molecules. " the observations suggest some acceleration process occurs like on earth, " he said. " something has taken the electrons and given them a kick. " what that " something " is remains a mystery, though lin and his uc berkeley colleagues lean towards a process called magnetic reconnection, where the magnetic field traveling with the solar wind particles breaks and reconnects with the crustal field. the reconnecting field lines could be what flings the particles to higher energies. the surface magnetic fields, brain said, are produced by highly magnetized rock that occurs in patches up to 1, 000 kilometers wide and 10 kilometers deep. these patches probably retain magnetism left from when mars had a global field in a way similar to what occurs when a needle is stroked with a magnet, inducing magnetization that remains even after the magnet is withdrawn. when mars ' global field died out billions of years ago, the solar wind was able to strip the atmosphere away. only the strong crustal fields are still around to protect portions of the surface. " we call them mini - magnetospheres, because they are strong enough to stand off the solar wind, " lin said, noting that the fields extend up to 1, 300 kilometers above the surface. nevertheless, the strongest martian magnetic field is 50 times weaker than the field at the earth ' s surface. it ' s hard to explain how these fields are able to funnel and accelerate the solar wind efficiently enough to generate an aurora, he said. brain, halekas, lin and their colleagues hope to mine the mars global surveyor data for more information on the auroras and perhaps join with the european team operating the mars express to get complementary data on the flashes that could solve the mystery of their origin. " mars global surveyor was designed for a lifetime of 685 days, but it has been very valuable for more than six years now, and we are still getting great results, " lin observed. the work was supported by nasa. coauthors with brain, halekas, lin and acu? a are laura m. peticolas, janet g. luhmann, david l. mitchell and greg t. delory of uc berkeley ' s space sciences laboratory ; steve w. bougher of the university of michigan ; and henri r? me of the centre d ' etude spatiale des rayonnements in toulouse


go to set theory part ii. linear sets ( serial theory ) abdo. see pitch number div, or directed - interval vector, also interval string. the distance between successive ( ordered ) pcs cycling to an octave. a prime div is the div of a prime form. forte prime. a generalized version of a set that includes its inversion. index number. the transposition number, in semitones, above a reference pc. p5 would be a transposition up 5 semitones from p0. interval. the distance between two pitches. in set theory intervals are measured by the number of semitones. thus, ce is not a major third ( m3 ) but 4 semitones, or simply 4. a minor sixth would be 8. interval class ( ic ). the distance between two pitch classes, measured by the shortest distance. c to g may be the interval of 7, but its interval class is 5. thus, the largest ic is the tritone ( 6 ). interval string. see div modulo 12 ( mod12 ). an arithmetic system nearly identical to that of a clock, where 13 = 1, 14 = 2 etc. however, in modulo 12 the number 12 = 0. if we want to know what 2 hours past 11 is ( 11 + 2 ), we say it is one o ' clock ( 1 ). thus, in mod12, 11 + 2 = 1, and there is no number greater than 11. normal form or normal order. a cyclic permutation of a pc set arranged in ascending order as compactly as possible with respect to the first pc. each pc is represented by a pitch number in the absolute - do system. the normal order of an f major chord would be 590. pitch class ( pc ). all pitches with the same name plus their enharmonic equivalents ; e. g. all c # s make up a single pitch class. but, db and bx are also in the same class. pitch number ( pin ). each pc can be represented by a number from 0 to 11 in the twelve - tone system. the first row of numbers in this table indicates the decimal notation for each pc. the last row shows the same pcs in hexadecimal ( base 16 ) notation. the table shows abdo ( absolute - do ) notation, where c is always zero ( 0 ). in the reldo ( relative - do ) notation, any pc may be set to zero, usually the first of an arbitrary


) notation. the table shows abdo ( absolute - do ) notation, where c is always zero ( 0 ). in the reldo ( relative - do ) notation, any pc may be set to zero, usually the first of an arbitrary rotation. thus, fac is represented as 590 in abdo, but as 047 in reldo. pcs or pitch - class set. a group of pitch classes. protoprime. the prime form of a set without including its inversion. reldo. see pitch number unordered set, ( or nonlinear set ). a set whose temporal order is irrelevant, as in chords. the first and most important way that a pc set is identified is by its protoprime, or simply prime. however, sometimes the normal form, or normal order, is used. the normal order may be considered as a step on the way to the prime. so, we ' ll start by figuring it. as in the above glossary, the normal order is a cyclic permutation of a pc set arranged in ascending order as compactly as possible with respect to the first pc. each pc is represented by a pitch number in the absolute - do system. thus, the normal order of an f major chord would be 590. here are the quickest steps for finding the normal form and then the prime : 1. eliminate any duplicate pcs. for example, d # c g # f # a c g #, eliminate the duplicate g # and c. thus, this pc set is initially labeled 30869, with the pitch duplications eliminated. 2. place the numbers in ascending order, 03689. 3. figure the intervals between consecutive pairs of pitch numbers, cycling back to the initial pc. 3 - 0 = 3, 6 - 3 = 3, 8 - 6 = 2, 9 - 8 = 1, 0 - 9 = 3. thus, the intervals are 33213. this is called the directed - interval vector, or div. pins = 0 3 6 8 9 div = 3 3 2 1 3 4. find the index number by locating the largest interval number. in this case, the largest interval number is 3, but there are three of them. when there are more than one of the largest number, choose the one with the smallest number following it ( cyclically ). this would be the second 3 in the above example. the pin ( pitch number ) following this is the index number. in our example the index pin is 6


the largest number, choose the one with the smallest number following it ( cyclically ). this would be the second 3 in the above example. the pin ( pitch number ) following this is the index number. in our example the index pin is 6. ( if the " smallest " number occurs more than once following a tie, then the next number should be considered using the same criteria, etc. ) 5. arrange the pins ascending from the index number : 68903. this is the normal form. the normal form has very little use and can be discarded. 6. the prime is figured from the normal form by setting the first pin to zero by transposition. this is done in our example by subtracting 6. subtract the same number from all the pins. [ 6 - 6 = 0, 8 - 6 = 2, 9 - 6 = 3, 0 - 6 = 6, 3 - 6 = 9 ]. the result is 02369. this is the prime, which may be simplified to 2369, omitting the superfluous leading zero. a more elegant ( simpler ) way to get the prime is to use the div, or interval string. in our example this is 33213. the largest interval followed by the smallest is the second 3. this points to the next interval as the starting interval for the prime. therefore, cycling the intervals, we get 21333. the digits should always sum to 12 to complete an octave. if we build a set class from this we get 02369. to get the inversion ( i ), reverse the div : 33312. then find the inversion ' s prime div by the same method : 12333. building a set class from this we get : i = 01369. 6. the forte prime may or may not differ from the protoprime. to get the forte prime ( after allen forte ), compare the prime with its inversion. the one which is most compacted toward zero is the forte prime. in this case, compare p = 02369 with i = 01369. the latter is most compacted ( smallest interval ) near zero. so, the forte prime is 01369. remember that forte primes do not discriminate between major and minor. notice : this is all that is required to identify the set class ( the set class is the protoprime ). the following are additional steps for computing the inversion and the forte prime. to find the forte prime ; the forte primes


minor. notice : this is all that is required to identify the set class ( the set class is the protoprime ). the following are additional steps for computing the inversion and the forte prime. to find the forte prime ; the forte primes can be computed in real time on the internet at paul nelson ' s tools. primes from the keyboard the keyboard of a piano, organ, or other electronic keyboard, can be used to simplify the determination of the prime. for example, a dominant seventh chord, e. g., a c7, can be imagined or played on a keyboard in four possible configurations or positions. ( 1 ) ( 2 ) ( 3 ) ( 4 ) these are the cyclical rotations of this set, commonly known as root, first, second, and third inversions. from these, choose the most compact form under the hand, i. e., number 2, which encompasses the smallest inverval of a minor sixth or 8 semitones. using this form, set the first pc to zero, i. e., using reldo, and figure the intervals in semitones above it ; i. e., 0368. this is the prime. this method can be used for any set. if two or more forms compete with the smallest span, choose the one with the smallest interval from the bass to the next note above. interval string notation the most elegant way to represent a set class is with interval string notation ( isn ), first documented by ernst - lecher bacon in the monist, 27 : 1, october 1917, under the title " our musical idiom ". in this system a pc set is represented by a series of intervals ( in semitones ) that fills an octave. thus, the minor 7th chord, 037, becomes 345 in isn, the intervals between the pcs with one more to complete the octave. on close scrutiny it will be ascertained that a set class is really a directed - interval vector, or div, rather than a pitch - class set. a new catalog of sets may be constructed with this notation in which set identity is very elegant and economical, without the need for set names ; e. g., c7 chord, 0368 ( 4 - 27b ), becomes 3324. the half - diminished seventh ( 0258 or 4 - 27 ) becomes simply 2334. in isn, the difference between major ( 435 ) and minor ( 345 ) chords are clearly nonequivalent, just as are the


), becomes 3324. the half - diminished seventh ( 0258 or 4 - 27 ) becomes simply 2334. in isn, the difference between major ( 435 ) and minor ( 345 ) chords are clearly nonequivalent, just as are the dominant seventh and half - diminished seventh. the intervals in isn should always add up to 12. allen forte ' s " prime forms " are actually combined pairs of protoprimes ( or simply, primes ) that are not perceived or conceived as such in our music. as a simple example, 047, the major chord, does not appear in forte ' s table, but is subsumed into 037, the minor chord. ( it is important to recognize that set theory calls these chords " inversions ", which is not the same as the traditional concept of chord inversion as determined by the bass note. ) thus, it is impossible to distinguish these " inversions " in forte ' s system, e. g., impossible to distinguish major chords from minor. this problem expands to all distinct pairs of prime inversions. the dominant - seventh ( 0368 ), as another example, is subsumed into the half - diminished seventh ( 0258 ), making them indistinguishable. the same is true for more complex sets. the table of set classes retains all the original forte set - names, but identifies each distinct inversion as a " b " form, an identifying label that is suffixed to the forte name for each inversion. thus, these additional primes are reinstated to their proper position in the pantheon of chords, distinct, yet related, to their inversions. in no way does this subtract from the information of set theory, nor does it change forte ' s foundational sets. rather, it embraces them and expands upon them ; i. e., more information is provided - - information that is omitted by subsumption of inversions into the same set class. it also has the additional benefit of simplifying the determination of the prime form by elimination of the steps that include the inversion, normal form, " best normal form ", which are unnecessary and have little use. it is maintained by some theorists that the reduction in the forte primes is valid because of the " atonal " context for which set theory was designed ; i. e., major and minor chords are the same in an " atonal " context. but, the division between tonality and atonality " is itself questionable, and objective


" atonal " context for which set theory was designed ; i. e., major and minor chords are the same in an " atonal " context. but, the division between tonality and atonality " is itself questionable, and objectively indefinable, just as is " atonal music ". ( see my web essay tonality, modality and atonality. schoenberg himself maintained that " atonality " is actually a misnomer and is indeterminate,. even the concept " pantonality " can only be defined subjectively. forte himself uses set theory to analyze stravinsky ' s rite of spring and other at least marginally tonal music, such as in scriabin ' s late music. major and minor chords are found in the rite, and they are rendered indistinguishable by forteian analysis. i would contend that these chords are not heard as identical sonorities in this, or any other context. they are simply not normally perceived as equivalent set classes. the division between tonal and and atonal music is very unclear. the problem is exacerbated in the " atonal " work of schoenberg, ives, satie, and others. the set name is found in the table of pc sets. the prime, 02369, is found as set number 125 with the set name 5 - 31b. the forte prime, 01369, is 5 - 31. * set name. a tag used to identify a pc set. allen forte ' s set name consists of two numbers separated by a dash. an example is 4 - 27. the number before the dash indicates the cardinality of the set ( the number of pcs it contains ). the number after the dash, the ordinal number, indicates a catalog number determined by its alphanumeric order in the complete list of sets. another way to identify a set is by its prime form, which may also be its set name ; 047, the major chord may be represented as simply 47 and minor as 37. set class. all the pc sets represented by a single prime form, including transpositions. in forte ' s system the set class also includes the inversion. thus, 037 and 047 are in the same set class. * note : another way to find the forte prime is to look up the prime in a table of sets ( try this link ), and note its set - name ( 5 - 31b ). find the


differing cardinalities. similarity relation. sets of the same cardinality may be related by their similarity. there are several different types, the most important of which are described below. directed interval ( di ). the distance between two pins that are placed in an order. e. g., the di of e to c is 8, whereas the di from c to e is 4. directed interval vector ( div ). the di between a series of pins ; e. g., the div of ecgac is 8723. since pc sets are not bound by the octave, two pc sets are equivalent if they map under rotation and / or transposition. egc ( 470 ) and ceg ( 047 ) are equivalent by rotation. gbdf ( 7b25 ) and faceb ( 5903 ) are equivalent by transposition. the first operation involves rotating the pitch numbers as in a circle. the second, transposition, is a matter of addition ; add 2 to 5903 and the result is 7b25. thus, pc sets are equivalent by these two operations. sets fbgd ( 5b72 ) and cegbb ( 047a ) are equivalent after both operations, rotation and transposition. inversion is achieved by projecting intervals of a set in the opposite direction. mathematically, this is acheived by subtracting the pins from 12 ( the modulus ). as an example, 047, the major chord is inverted by subtracting its pins from 12 to give : 085. when placed in prime form 085 becomes 037. thus, 037, the minor chord is the inverse of 047, the major. in forte ' s system inversionally related sets are equivalent and are made indistinguishable. thus, 047 is subsumed into 037. in this system inversionally related sets are identified as distinct but related by mutual inversion. inversionally related sets always have the same interval vector. z related sets are sets that have the same interval vector. additionally, when two sets have the same name except for the b ending on one, the sets are inversionally related. this makes it easy to establish these relations in the tables. z - related sets are accompanied by an extension on the set name with two dots followed by an ordinal number. this identifies the ordinal number of another set having the same interval vector. a mirror set is actually not a relation between sets, but a relation that a set may have within


the set name with two dots followed by an ordinal number. this identifies the ordinal number of another set having the same interval vector. a mirror set is actually not a relation between sets, but a relation that a set may have within itself. such a set results in the equivalent set when inverted and is thereby called a mirror set. all such sets are indicated in the table of sets with an asterisk after their set names. thus, such a set has no distinct inverse, but instead, each is its own inverse. when one set is included within another, they are said to be in the subset relation, also known as the inclusion relation. this may be abbreviated s for the subset relation. a familiar example of this is the incomplete dominant - seventh chord. bgf is a subset of gbdf. bdf, the diminished chord, is also a subset of the dominant seventh. the subset relation is the only relation that two sets of differing cardinalities may have. however, forte has also described special set complexes that relate groups of such sets. the first is called the set complex k, where a set or its complement are in the inclusion relation ( superset or subset ) with all the other sets in its group. the second is called the set complex kh, where a set and its complement are in the inclusion relation with all the other sets in its group. the latter is more selective. the set to which all the others are so related is called a nexus set, which is used as a reference. a table of the set complexes kh may be found in sam, appendix 3. not all subset relations are equally significant. for instance, the statement that the major chord is a subset of the 12 - note set, although true, is insignificant, because all sets are subsets of the 12 - note set ; i. e., the statement is not discriminating. the larger the superset is, the less significant are its subsets. a 3 - note subset is more significant if it is a subset of a 4 - note set, than it is if it were a subset of an 9 - note set. this observation leads to a method for establishing subset significance. it is suggested here that a subset whose cardinality is more than half of the superset is more significant than one that is not. in this way one may make a distinction between significant - subsets ( mapping > 50 % ) by labelling them with an s, and a less - significant subset ( mapping < = 50 %


superset is more significant than one that is not. in this way one may make a distinction between significant - subsets ( mapping > 50 % ) by labelling them with an s, and a less - significant subset ( mapping < = 50 % ) by labelling it with a +. to determine if one set is contained in another place both in prime form. in some cases, the pins of the smaller set will be the same as those of the larger set and can, thus, reveal the subset relation. but, most of the time this will not be the case. figure the intervals between successive pins of both sets. these intervals should, as usual, be considered cyclic. if the div of the smaller set can be aligned with the larger or with successive sums of the larger, then the subset relation applies. two sets are in the complement relation when one contains all the pcs that are excluded from the other. for example, a c major scale excludes " black keys ". the five black keys are its complement, and vice versa. thus, a 7 - note set has a 5 - note complement, a 4 - note set has an 8 - note complement, etc., where the complement cardinalities always add up to 12. in the table of sets, sets with complementary cardinalities and the same ordinal number are complements. but, if one has a b ending, the complement does not. exceptions to this are indicated with a < sign in the table of sets. this sign indicates that the complement has the same name ending. all hexachords have hexachord complements. many are there own complements, except for the b ending. those that are not their own complements identify their complements by the ordinal number that follows two dots in the set name. these dots also identify z - sets, those that have the same interval vector. every set is in the subset relation to its complement except for the complementary couple 7 - z12 / 5 - z12. the cardinality of the two sets must add up to 12. write the pins of the complement of one of the sets and place it in prime form. if this matches the other set, the two sets are complements. similarity relations are used to describe the relationships between sets of the same cardinality. these are based upon pc similarity and ic similarity. allen forte describes four basic types of similarity relations, which he designates rp, ro, r1, and r2. rp is determined by pc


between sets of the same cardinality. these are based upon pc similarity and ic similarity. allen forte describes four basic types of similarity relations, which he designates rp, ro, r1, and r2. rp is determined by pc similarity, and the other three are determined by ic similarity. rp, maximum similarity of pc, exists when the two sets of cardinality c have at least one common subset of cardinality c - 1, which is the same as saying that there is one unmatched pc. forte remarks that rp by itself is " not especially significant " because it is too common, and leaves it at that. by forte ' s rp criteria, for example, 014 would be just as similar to 047 ( major chord ) as is 037 ( minor chord ). and, 014 is just as similar to 037 ( minor chord ) as is 036 ( diminished chord ). this does not agree with the way these chords are commonly perceived. for a revision of rp that would agree more with our perceived notions of similarity, one could require that the unmatched pc pair be within a semitone of a match. this makes the criteria for maximal similarity more selective, more distinguished, and corresponding more closely to our perceived notions of similarity. this type of similarity could be designated as simply p. ro, called " minimum similarity ", exists when two set of cardinality c have no corresponding interval vector digits in common. r1 and r2 are known as maximum similarity of interval class. such is the case when four out of their six iv digits are equivalent. the remaining two dissimilar digits determine the difference between r1 and r2. if these are the same numbers but switched in position, then the relation is r1. if the two dissimiar digits are simply not equivalent, even if switched, the relation is r2. 1. they must be the same cardinality c. 2. they have four out of six iv digits corresponding and parallel ( same position ). ( r1 / r2 ) 3. they have all but one pc correspondence. ( rp ) maximal similarity exists when two pc sets of the same cardinality can be mapped to one another, with the exception of one pc in one of the sets. additionally, the interval vectors of the two sets must have four out of six matches. these may be called the x relation ( forte ' s r1 ) when the unmatched digits are switched and the o relation (


in one of the sets. additionally, the interval vectors of the two sets must have four out of six matches. these may be called the x relation ( forte ' s r1 ) when the unmatched digits are switched and the o relation ( forte ' s r2 ) when they are not. ( the reasons for changing forte ' s symbols become apparent when a single letter is needed on a " relations triangle ". additionally, x and o are easier to remember, because they neatly describe their respective relations in the shape of the letters. ) another type of maximal similarity, called simply the r relation, is more selective, and is based upon a perception model that is statistically determined. by this criteria it is assumed that the perception of the similarity of small sets is easier than is the perception of the similarity of large ones ; i. e., the similarity of, say, 9 - note sets would be more difficult to perceive than their complements, 3 - note sets. thus, a formula is constructed to simulate this difference in perception. to satisfy r the sets must meet the following criteria : 1. two pc sets of the same cardinality can be mapped to one another, with the exception of one pc in one of the sets, which must be within a semitone of a match with the unmatched pc of the other set. 2. there must be a minimum of interval correspondence t, where t equals the total number of ics corresponding in the two sets. t must be equal or greater than sc / 8, where s is the sum of the ics in the set cardinality ( the sum of the digits in the iv ), and c is the cardinality. as an example, compare the following two sets, given in prime form with their interval vectors : c = 6, the cardinality. comparing the primes, only one pin pair is unmatched ( 8 and 9 ), and they are a semitone apart, which satisfies condition 1. then observing the ivs, the sum ( s ) of the ics in this cardinality is 15. ( this is determined by adding the numbers in either iv. all sets of cardinality c will have the same s. ) to determine t : the number of ics common in each iv position is equal to the smaller number ( comparing each pair of digits in the same position ), and 132321 is the result. adding these together gives t, which is 12 in this case. the number 8 is the cardinality chosen to


iv position is equal to the smaller number ( comparing each pair of digits in the same position ), and 132321 is the result. adding these together gives t, which is 12 in this case. the number 8 is the cardinality chosen to represent a reasonable limit to the perception of r ; i. e., sets having cardinalities greater than 7 cannot have the r relation ( although they may have other maximally similar relations ). since sc / 8 = 11. 25 and t = 12 is greater, the two sets of our example meet the criteria for the r relation. various operations are commonly performed on pc sets. these include rotations ( ceg becomes egc, gce, ecg, etc. ) and registral displacement. these operations have no effect on pc content. that is, they remain invariant under these operations. two operations that are commonly performed on pc sets that can alter pc content are ( 1 ) transposition and ( 2 ) inversion. pc sets often maintain some pc invariance after a transposition. a common example is the whole - tone scale, 02468a, or 6 - 35 *. when this set is transposed by 2 semitones all of its pcs are held invariant. this would, of course, have important compositional consequences. it would be important, then, to know when pcs are held invariant under the operation of transposition. we can determine this by examining the iv of a pc set. 6 - 35 * has an iv of 060603. the number that appears in each position indicates the number of pcs held invariant when transposed by its respective ic. thus, the 6 that appears in ic position 2 reveals that when this set is transposed by 2 semitones ( t2 ), 6 pcs ( all ) are held invariant. since this is an ic transposition it may be either up or down, i. e., t2 or t10. a zero in the first position reveals that when this set is transposed by 1 semitone no pcs are held constant ( also true for t11 ). the same is true of t3 and t9. there is a 6 in the ic4 position, meaning that at t4 or t8, 6 pcs ( all ) are again held constant. the 3 in the ic6 position, however, may seem puzzling at first. but, recall that 6 is its own inversion ; therefore, the number of invariant pcs is double the number in the ic6 position ; i. e.