missouri state archives austin augustus king, 1848 - 1853 austin augustus king was born in sullivan county, tennessee on september 21, 1802 to walter and nancy sevier king, daughter of john sevier, the first governor of tennessee. king attended public schools in tennessee, studied law, and was admitted to the tennessee bar in 1822. king married nancy harris roberts ( 1806 - 1857 ) in 1827 and moved to columbia, missouri in 1830 where king started a law office with john b. gordon. following service during the black hawk indian war in 1832, king represented boone county in the missouri general assembly from 1834 to 1837. he served as missouri fifth circuit judge from 1837 to 1848. king presided at the hearing of mormon leader joseph smith and others for treason, murder and additional crimes in 1838 in ray county, missouri. smith and nine others were held over for trial but later escaped. he unsuccessfully sought the democratic gubernatorial nomination in 1844 but won the nomination in 1848. king was sworn in as missouriis tenth governor on november 28, 1848. during his administration, bonds were issued to the hannibal and st. joseph railroad and to the pacific railroad company to finance railroad construction. a state reform school was established in st. louis in 1850 and in 1851, a deaf and dumb asylum was started in fulton. although a slave owner, king as governor vetoed the missouri fugitive slave law as unconstitutional. after leaving office, king attended the 1855 missouri slave owners convention in lexington, missouri but opposed missourians crossing over state lines to vote on the pro - slavery kansas lecompton constitution. when the civil war started, he elected to stay with the union. king served as a union democrat in the 38th u. s. congress from 1863 to 1865. when his bid for reelection failed, king resumed his law practice. austin augustus king collapsed in a st. louis courtroom and died on april 22, 1870. he is buried in richmond cemetery, ray county, missouri. the records ( 1848 - 1853 ) of governor austin augustus king ( 1802 - 1870 ) include affidavits, certifications, the constitution of the missouri institution for the blind, correspondence, construction bids and agreements for the second state capitol building, court proceedings, newspaper clippings, petitions, reports, state bonds, telegrams, and writs of election. rights and reproductions copyright is in the public domain. preferred citation : [ item description ], [ date ] ; austin augustus king, 1848 - 1853 ; office of governor, record group 3. 10 ; missouri state archives, jefferson city. how to use


the internet can be empowering in schools the scene : a high school classroom. students gaze into their laptops. they might be taking notes like good little boys and girls. or they might be passing the time on myspace, quietly playing a web game while their teacher thinks she has their undivided attention. it looks like a teacher ' s worst nightmare. but it ' s the future. if we ' re smart. the best thing about the internet is the power it gives. power to have a voice in civic government, power to learn on our own terms, power to share our lives. but that power isn ' t allowed in the classroom. not yet. and that ' s a mistake. schools all over the country lock their computers away in a lab or a library. that ' s the situation at garfield high school, where the district ' s web filter blocks access to sites like myspace and youtube and occasionally some blogs teachers want to use in class. the filter saves everyone a lot of trouble and worry. students are curious and schools are scared. filters are the easiest way to stop young minds from wandering where they shouldn ' t - - whether it ' s a mindless online game, a profanity - filled blog or worse. schools need to be careful. so they hold back. they stay safe. that ' s the wrong way to go. giving the internet a place in the classroom would cost teachers some control, but the perks are worth it and teens deserve it - - not just to make use of their skills in the classroom but to take make full use of the technologies available to them. consider the situation at the university of washington ' s medical school, where laptops are required gear and no one walks around the class to see what students are doing on them. " we could be checking e - mail, " said first - year student kristina rudd. " many of us are. " but they do other things, too. the second an obscure term escapes the lecturer ' s lips, someone in the classroom will look it up in wikipedia or medical journals, dig up a relevant article and send it to the class. suddenly, the influence of the lecture no longer relies on the effectiveness of the lecturer. and it can happen in high school. at the private lakeside school, 14 - year - old janelle dy hands in almost all her work by e - mail. when she ' s allowed to use her laptop in class, she makes the most of it. " when i took notes on paper, sometimes i '


14 - year - old janelle dy hands in almost all her work by e - mail. when she ' s allowed to use her laptop in class, she makes the most of it. " when i took notes on paper, sometimes i ' d have difficulty understanding what the teacher was talking about, due to vocabulary, " she said. " but now i have a dictionary on my laptop i ' m allowed to use at all times. also i can get to other web sites, like wikipedia or encyclopedia britannica. " not everyone in her class is as dutiful. some students find ways to distract themselves, and a few, making use of their tech savvy, bypass the school ' s web filter and go where they shouldn ' t. that will happen. but to base all students ' technological access on the behavior of an irresponsible few is not only lazy, it denies them an opportunity to learn integrity. granted, many schools are not equipped for this. besides the obvious financial barriers, too many teachers are unaware of all the ways technology can supplement their lessons and few schools have the technical prowess to keep internet rebels in check. but there ' s something else holding educators back : fear of losing control. clearly, teens have a fluency with the internet most teachers can ' t match. bring this technology to every desktop and teachers are put at a disadvantage. we can continue to play it safe, or we can take some risks and give teens some power. who knows? they might surprise us. and the nightmare scenario might be a dream come true. and, also from the seattle post - intelligencer my heart just about stopped when i saw the headline on today ' s seattle times site : " school officials unite in banning wikipedia. " i am a wikipedia junkie - - it ' s my starting point for everything from determining what direction the deep fork river flows in oklahoma, to keeping track of kid nation tv show developments, to figuring out what ' s up with a trend in some cities with kids using bicycles without brakes. i have a close friend who ' s using wikipedia to learn about the potential new owners of the corporation where she works. on the save seattle schools blog, contributers reportedly consulted wikipedia to learn more about mckinsey & co., the outside consulting firm that superintendent goodloe - johnson is using to help craft a strategic plan. is wikipedia the final, definitive source of all information? no. but i don ' t agree with those crotchety librarians in the times article who complain that


outside consulting firm that superintendent goodloe - johnson is using to help craft a strategic plan. is wikipedia the final, definitive source of all information? no. but i don ' t agree with those crotchety librarians in the times article who complain that, " we don ' t see it as an authoritative source, " and subsequently block the site from students. with today ' s technology, information flow has become much more fluid and immediate. just because it can ' t be found in a bound book doesn ' t necessarily mean that it ain ' t so. indeed, there ' s a tremendous amount of subjectivity that goes into what is printed as the " truth. " of course, just because someone posted a statement online doesn ' t necessarily mean that it is true, either. it ' s a shame that the teachers and librarians quoted in the article didn ' t take advantage of the situation - - finding inaccurate information on wikipedia - - by having their students revise the wikipedia site with their own research, or engage in broader discussions about how authority and truth will be staked out in new media ( a battle that ' s raging right now between traditional journalists and bloggers ). do you or your kids use wikipedia? do you think it has a place in schools?


a reentrant lock is one where a process can claim the lock multiple times without blocking on itself. it ' s useful in situations where it ' s not easy to keep track of whether you ' ve already grabbed a lock. if a lock is non re - entrant you could grab the lock, then block when you go to grab it again, effectively deadlocking your own process. reentrancy in general is a property of code where it has no central mutable state that could be corrupted if the code was called while it is executing. such a call could be made by another thread, or it could be made recursively by an execution path originating from within the the code itself. if the code relies on shared state that could be updated in the middle of its execution it is not re - entrant, at least not if that update could break it. a use case for re - entrant locking a ( somewhat generic and contrived ) example of an application for a re - entrant lock might be : you have some computation involving an algorithm that traverses a graph ( perhaps with cycles in it ). a traversal may visit the same node more than once due to the cycles or due to multiple paths to the same node. the data structure is subject to concurrent access and could be updated for some reason, perhaps by another thread. you need to be able to lock individual nodes to deal with potential data corruption due to race conditions. for some reason ( perhaps performance ) you don ' t want to globally lock the whole data structure. you computation can ' t retain complete information on what nodes you ' ve visited, or you ' re using a data structure that doesn ' t allow ' have i been here before ' questions to be answered quickly. an example of this situation would be a simple implementation of dijkstra ' s algorithm with a priority queue implemented as a binary heap or a breadth - first search using a simple linked list as a queue. in these cases, scanning the queue for existing insertions is o ( n ) and you may not want to do it on every iteration. in this situation, keeping track of what locks you ' ve already acquired is expensive. assuming you want do the locking at the node level a re - entrant locking mechanism alleviates the need to tell whether you ' ve visited a node before. you can just blindly lock the node, perhaps unlocking it after you pop it off the queue. a simple mutex is not re - entrant as


| english language arts | | mathematics | | literacy in all subjects | the common core state standards implementation ( ccssi ) team creates and organizes the educator resources to ensure world class, innovative, digitally rich, standards - based teaching and learning. we communicate, create, and curate ccss resources. wisconsin adopted the common core state standards as wisconsin ' s mathematics and english language arts standards in 2010. teachers, content experts, parents, and community leaders all weighed in to help create the common core state standards for english language arts, mathematics, and literacy in all subjects, and these standards have been adopted by over 45 states. wisconsin is also participating in a multi - state project to develop new common standards for science. led by the national research council, a framework was developed to guide the writing of science standards. achieve, inc., is leading the development of next generation science standards based on this framework. expect a final draft version in spring of 2013. wisconsin assessment system beginning in the 2014 - 15 school year, wisconsin ' s state assessment will be based on the ccss. wisconsin is a governing state within the multi - state consortium called the smarter balanced assessment consortium ( smarter ). through smarter, a common state summative assessment will be created and will replace the wisconsin knowledge and concepts exam. wisconsin is also interested in adopting a college entrance exam as part of a balanced assessment system. in addition to smarter, wisconsin is involved in developing both new alternate achievement standards and a new alternate assessment for students with significant cognitive disabilities. dynamic learning maps is charged with developing new alternate achievement standards, called common core essential elements ( ccees ), which are aligned with the common core state standards. a new assessment will be developed to align with these standards.


editors : rainer beck, heinz hilbrecht, klaus reinsch and peter volker hardcover : 546 pages this book is not so much about the sun, but about the opportunities for amateur astronomers to observe the sun. compared with other areas of astronomy solar observing has a number of advantages : • observation can be carried out during the day. you do not have to stay up all night and arrive at work the next day exhausted! • there is an abundance of light. unlike " deep sky " astronomy you actually have to discard much of the light reaching your telescope. • you can set up your observatory in your own backyard - even in the city - there is no need to escape light pollution at remote locations. • observations can be made practically every clear day and some simple programs like sunspot counts can be done in just a few minutes. • you do not need a monster telescope, even a small telescope will show an amazing amount of detail. • the view is constantly changing, the sun ' s appearance has never been, nor will it ever be exactly the same as today. this book was conceived and written by a group of german amateur observers. each section was the responsibility of the amateur who had made that aspect of solar astronomy his specialty. the emphasis was on the practical and covers the kind of solar astronomy within the reach of most amateurs. soon after publication it was declared by many reviewers as the " standard work " and much correspondence reached the authors from abroad requesting an english translation. in terms of content the basic information in the original german edition will be found here. where necessary, updating has taken place and errors have been corrected. numerous passages were revised taking into account the larger, inter - national circle of readers, many pictures have been added and references to german - language literature have been changed, where possible, to appropriate english - language works. the book is divided into four major parts. part a describes instruments used in solar astronomy, offers help in making decisions with regard to buying, and provides instructions for those who might build their own instrument. part b deals with the many different amateur observation possibilities. part c gives encouragement and help in planning and carrying out expeditions to observe solar eclipses and gives details on observation. part d is an extensive bibliography especially tailored for the amateur solar astronomer. each chapter of the book is self - contained in terms of contents and the reader can turn to those subjects which interest him or her the most. numerous cross - references are embedded within the text to point the reader to related sections.


| quick facts : janitors and building cleaners | | 2010 median pay | | $ 22, 210 per year $ 10. 68 per hour | entry - level education | | less than high school | | work experience in a related occupation | | none | | on - the - job training | | short - term on - the - job training | | number of jobs, 2010 | | 2, 310, 400 | | job outlook, 2010 - 20 | | 11 % ( about as fast as average ) | | employment change, 2010 - 20 | | 246, 400 | janitors and building cleaners keep many types of buildings clean, orderly, and in good condition. most janitors and building cleaners work indoors, but some work outdoors part of the time, sweeping walkways, mowing lawns, or shoveling snow. because office buildings are usually cleaned while they are empty, many cleaning workers work evening hours. the work can be physically demanding and sometimes dirty and unpleasant. most janitors and building cleaning workers learn on the job. they do not need formal education. the median hourly wage for janitors and building cleaners was $ 10. 68 in may 2010. employment of janitors and building cleaners is expected to grow 11 percent from 2010 to 2020, about as fast as the average for all occupations. while overall job prospects are expected to be favorable, those with experience are likely to have the best opportunities. compare the job duties, education, job growth, and pay of janitors and building cleaners with similar occupations. o * net provides comprehensive information on key characteristics of workers and occupations. learn more about janitors and building cleaners by contacting these additional resources.


a 17th - century priest and st. augustine native, long ago linked to the martyrdom of franciscan priests and hundreds of native indians in 1705 in tallahassee, has been rediscovered by a tallahassee organization striving to build a shrine to florida martyrs. in their research, the tallahassee group learned of the 1951 book " here they once stood, " written about the tragic ending of the apalachee missions in the tallahassee region. the book ' s authors, mark boyd, hale smith and john w. griffin, conducted intense research for the book that included detailed historical records and archaeology for the times. a passage about fray augustin ponce de leon quotes spanish records of the time about how ponce died on sept. 3, 1705, in tallahassee defending the lives of native indians who lived and worked in the missions. in " here they once stood, " the details of the 1705 massacre indicate that ponce had come to the region from st. augustine with capt. don joseph begambre, acting governor of the presidio ( of st. augustine ). they were " with a group of infantry and chistian indians with their arms, in pursuit of the enemy indians that carried off as captives all the women with all their children and others of minor age of the village in charge of the said.... ponce. " his village was not named in the book. the story further says, " ( they ) encountered the enemy at dawn ( on sept. 3 ).... ( fray augustin ) fought with them until several shots made him surrender his soul to his creator as others of his force also did. " the story goes on to say the enemy was eventually defeated. that enemy was " pagan indians " who were fighting the catholics and their converts. the book reports that ponce went along to minister to the soldiers and indians " without exhibiting fear ( the enemy ) might kill him. " whether ponce is the first native - born floridian or even st. augustine ' s first native to die in the mission fields is being researched by historian michael gannon ph. d. gannon said recently that ponce was a franciscan and his baptismal record from st. augustine is among church records in the diocesan archives at st. joseph convent and in copies of church records at the st augustine historical society. gannon, when he was in charge of the archives, secured the records and had them preserved. they date back to 1594 and are considered the oldest church records in today ' s united states.


of church records at the st augustine historical society. gannon, when he was in charge of the archives, secured the records and had them preserved. they date back to 1594 and are considered the oldest church records in today ' s united states. gannon is researching if there were any other franciscans from florida or st. augustine who may have been martyred. the tallahassee organization - - the martyrs of la florida missions inc. - - has been researching the tragic ending of priests and indians in the apalachee missions around tallahassee. they have extended their search to st. augustine ' s historical records because the first mission was nombre de dios, still in existence today. according to pete cowdrey ph. d., the shrine ' s historian, " it is a real privilege to be connected, even in the smallest way, with the important effort that is casting additional light on the sacrifice of so many who gave their lives for the catholic faith here in north florida. " the archaeological remains of many of those missions are surrounded by varying degrees of urban development today, but visitors to the quiet grounds where so many were killed are reminded that real people - - apalachee and spaniards, clergy and laity - - suffered horrifically for their faith and died martyrs ' deaths at the hands of their tormenters in brutal attacks just over 300 years ago, " cowdrey said. " the victors left only destruction in their wake, but today dedicated individuals are working at the service of the church to tell their story. " the tallahassee group, which calls itself " the martyrs " for short, is continuing research about the missions and is making forays into historical records also held at florida state univeristy, mission san luis in tallahassee and the university of florida. meanwhile, antonieta echenique bernardino also awaits future findings on the missions and ponce. bernardino is a cuban native who lives in miami and is steeped in genealogy and research. she had spent much time in spain researching ponce ' s family because she is a descendent of augustin ' s brother nicolas. " i knew augustin was a priest, but i did not know he was a martyr, " she told the record. the site of the shrine of the martyrs of la florida missions inc. will be located where the mission of san pedro y san pablo once stood. historical records indicate that one of the bloodiest massacres of christian indians took place there at the hand of english governor james moore of the carolina


women must have access to contraceptives and hiv prevention methods : un friday, 17 february 2012 16 : 23 new york, feb 17 : the united nations reiterated on thursday the need to provide women with access to both hormonal contraceptives and condoms to prevent unwanted pregnancies and hiv infection, after a renewed consultation with health experts on the issue. a stakeholder consultation organized by the un joint programme on hiv / aids ( unaids ) in geneva reviewed recent epidemiological studies on the transmission and acquisition of hiv by women using hormonal contraceptives and concluded that the data was not sufficient to change the world health organizationa€™s ( who ) current recommendation, which indicates that condoms are the most effective method to prevent hiv infection. a€œwhile a range of contraceptives protect against unintended pregnancies, only condoms, male and female, provide dual protection by stopping hiv transmission and preventing unintended pregnancies, a€ said unaids in a press statement. according to unaids, about half of the 34 million people living with hiv are women. in sub - saharan africa, the region most affected by the epidemic, nearly 60 per cent of all new hiv infections occur in women. a€œwomen need safe contraceptive and hiv prevention options that they can own and manage, a€ said michel sidiba©, executive director of unaids. a€œnew investments into research for female controlled hiv prevention options and safe contraceptive methods are essential, a€ she said, adding that not giving women and girls access to these methods increases their vulnerability to hiv infection. the level of unmet family planning need among the 1. 18 billion women between the ages of 15 and 49 worldwide is estimated to be 11 per cent, while in sub - saharan africa it is more than twice as high, at 25 per cent. unaids recommends that people who are sexually active a€ “ particularly women and girls a€ “ have full access to information and counselling to make informed choices about their sexual and reproductive health needs. a€œwomen and girls must have access to the widest range of contraceptive and hiv prevention options. such services must be provided in an integrated manner by health workers. a€ ( ibns )


in the ninth year of the hijrah, an arab king made the first positive moves to islam after years of feeling hatred for it. he drew closer to faith ( iman ) after opposing and combating it. and he finally pledged allegiance to the prophet, peace be on him, after his adamant refusal to do so. he was adiyy, son of the famous hatim at - taai who was known far and wide for his chivalry and fabulous generosity. adiyy inherited the domain of his father and was confirmed in the position by the tayy people. part of his strength lay in the fact that a quarter of any amount they obtained as booty from raiding expeditions had to be given to him. when the prophet announced openly his call to guidance and truth and arabs from one region after another accepted his teachings, adiyy saw in his mission a threat to his position and leadership. although he did not know the prophet personally, and had nev er seen him, he developed strong feelings of enmity towards him. he remained antagonistic to islam for close upon twenty years until at last god opened his heart to the religion of truth and guidance. the way in which adiyy became a muslim is a remarkable story and he is perhaps the best person to relate it. he said : " there was no man among the arabs who detested god ' s messenger, may god bless him and grant him peace, more than i, when i heard about him. i was then a man of status and nobility. i was a christian. from my people i took a fourth of their booty as was th e practice of other arab kings. when i heard of the messenger of god, peace be on him, i hated him. when his mission grew in strength and when his power increased and his armies and expeditionary forces dominated east and west of the land of arabs, i said to a servant of mine who looked after my camels : ' get ready a fat camel for me which is easy to ride and tether it close to me. if you hear of an army or an expeditionary force of muhammad coming towards this land, let me know. ' one evening, my servant came to me and said : " yaa mawlaya! what you intend ed to do on the approach of muhammad ' s cavalry to your land, do it now. " ' why? may your mother lose you! ' ' i have seen scouts searching close to the habitations. i asked about them and was told that they belonged to


on the approach of muhammad ' s cavalry to your land, do it now. " ' why? may your mother lose you! ' ' i have seen scouts searching close to the habitations. i asked about them and was told that they belonged to the army of muhammad, ' he said. ' bring the camel which i ordered you to get ready. ' i said to him. i got up then and there, summoned my household ( including ) my children and ordered them to evacuate the land we loved. we headed in the direction of syria to join people of our own faith among the christians and settle among them. we left in too much haste for me to gather together our entire household. when i took stock of our situation, i discovered that part of my family was missing. i had left my own sister in our najd homelands together with the rest of the tayy people. i did not have any means to return to her. so i went on with those who were with me until i reached syria and took up residence there among people of my own religion. as for my sister, what i feared for her happened. news reached me while i was in syria that the forces of muhammad entered our habitations and took my sister together with a number of other captives to yathrib. there she was placed with other captives in a compound near the door of the masjid. the prophet, peace be upon him, passed by her. she stood up before him and said : ' yaa rasulullah! my father is dead and my guardian is not here. be gracious to me and god will be gracious to you! ' and who is your guardian? ' asked the prophet. ' adiyy ibn hatim. ' she said. ' the one who fled from god and his prophet? ' he asked. he then left her and walked on. on the following day, the same thing happened. she spoke to him just as she did the day before and he replied in the same manner. the next day, the same thing happened and she despaired of getting any concession from him for he did not say anything. then a man from behind him indicated that she should stand up and talk to him. she therefore stood up and said : ' o messenger of god! my father is dead and my guardian is absent. be gracious to me and god will be gracious to you. ' i have agreed he said. turning to those about him, he instructed : likewise ` let her go for her father loved


! my father is dead and my guardian is absent. be gracious to me and god will be gracious to you. ' i have agreed he said. turning to those about him, he instructed : likewise ` let her go for her father loved noble ways, and god loves th em. ' ' i want to join my family in syria, ' she said. " but don ' t leave in a hurry, " said the prophet, " until you find someone you can trust from your people who could accompany you to syria. if you find a trustworthy person, let me know. " when the prophet left, she asked about the man who had suggested that she speak to the prophet and was told that he was ali ibn abi talib, may god be pleased with him. she stayed in yathrib until a group arrived among whom was someone she could trust. so she went the prophet and said : ' o messenger of god! a group of my people have come to me and among them is one i can trust who could take me to my family. ' the prophet, peace be on him, gave her fine clothes and an adequate sum of money. he also gave her a camel and she left with the group. thereafter we followed her progress gradually and waited for her return. we could hardly believe what we heard about muhammad ' s generosity towards her in spite of my attitude to him. by god, i am a leader of my people. when i beheld a woman in herhawdaj c oming towards us, i said : ' the daughter of hatim! it ' s she! it ' s she! ' when she stood before us, she snapped sharply at me and said : ' the one who severs the tie of kinship is a wrongdoer. you took your family and your children and left the rest of your relations and those whom you ought to have protected. ' ' yes, my sister, ' i said, ' don ' t say anything but good. ' i tried to pacify her until she was satisfied. she told me what had happened to her and it was as i had heard. then i asked her, for she was an intelligent and judicious person : " what do you think of the mission of this man ( meaning muhammad peace be on him )? " " i think, by god, that you should join him quickly. " she said. " if he is a prophet, file one who hastens towards him would enjoy his grace. and if he is


meaning muhammad peace be on him )? " " i think, by god, that you should join him quickly. " she said. " if he is a prophet, file one who hastens towards him would enjoy his grace. and if he is a king, you would not be disgraced in his sight while you are as you are. " i immediately prepared myself for travel and set off to meet the prophet in madinah without any security and without any letter. i had heard that he had said : ' i certainly wish that god will place the hand of adiyy in nay hand. ' i went up to him. he was in the masjid. i greeted him and he said : ' who is the man? ' adiyy ibn hatim, ' i said. he stood up for me, took me by the hand and set off towards his home. by god, as he was walking with me towards his house, a weak old woman met him. with her was a young child. she stopped him and began talking to him about a problem. i was standing ( all the while ). i said to myself : ' by god, this is no king. ' he then took me by the hand and went with me until we reached his home. there he got a leather cushion filled with palm fibre, gave it to me said : ' sit on this! ' i felt embarrassed before him and said : ' rather, you sit on it. ' ' no, you, ' he said. i deferred and sat on it. the prophet, peace be on him, sat on the floor because there was no other cushion. said to myself : ' by god, this is not the manner of a king! ' he then turned to me and said : ' yes, adiyy ibn hatim! haven ' t you been a " rukusi " professing a religion between christianity and sabeanism? ' ' yes, ' i replied. ' did you not operate among your people on the principle of exacting from them a fourth, taking from them what your religion does not allow you? ' ' yes, ' i said, and i knew from that he was a prophet sent ( by god ). then he said to me : ' perhaps, o adiyy, the only thing that prevents you from entering this religion is what you see of the destitution of the muslims and their poverty. by god, the time i s near when wealth would flow among them until no


perhaps, o adiyy, the only thing that prevents you from entering this religion is what you see of the destitution of the muslims and their poverty. by god, the time i s near when wealth would flow among them until no one could be found to take it. ' perhaps, o adiyy, the only thing that prevents you from entering this religion is what you see of the small number of muslims and their numerous foe. by god, the time is near when you would hear of the woman setting out from qadisiyyah on her camel until she reaches this house, not fearing anyone except allah. ' perhaps what prevents you from entering this religion is that you only see that sovereignty and power rest in the hands of those who are not muslims. by god, you will soon hear of the white palaces of the land of babylon opening up for them and the treas ures of chosroes the son of hormuz fall to their lot. ' ' the treasures of chosroes the son of hormuz? ' i asked ( incredulously ). ' yes, the treasures of chosroes the son of hormuz, ' he said. thereupon, i professed the testimony of truth, and declared my acceptance of islam. " one report says that when adiyy saw the simplicity of the prophet ' s life - style, he said to him : " i testify that you do not seek high office in this world nor corruption, " and he announced his acceptance of islam. some people observed the prophet ' s treatm ent of adiyy and said to him : " o prophet of god! we have seen you do something which you have not done to any other. " " yes, " replied the prophet. " this is a man of stature among his people. if such a person come to you, treat him honorably. " adiyy ibn hatim, may god be pleased with him, lived for a long time. he later said : " two of the things ( which the prophet spoke of ) came to pass and there remained a third. by god, it would certainly come to pass. " i have seen the woman leaving qadisiyya h on her camel fearing nothing until she arrived at this house ( of the prophet in madinah ). " i myself was in the vanguard of the cavalry which descended on the treasures of chosroes and took them. and i swear by god that the third event will be realized. "


if a specific user can or cannot successfully execute a program ( binary or script ) depends on two things : the user need execution privileges on the file. this isn ' t a problem : ls - l reveals that any user can execute the user needs reading, writing and / or execution privileges to the files the program accesses. this part is much, much trickier and more dangerous, as it may involve changing the permissions of many files. for more information, see chmod - wikipedia. the normal way to execute a command with root privileges is sudo. from the manpage : sudo allows a permitted user to execute a command as the superuser or another user, as specified in the sudoers file. the real and effective uid and gid are set to match those of the target user as specified in the passwd file and the group vector is initialized based on the group file ( unless the - p option was specified ). if the invoking user is root or if the target user is the same as the invoking user, no password is required. otherwise, sudo requires that users authenticate themselves with a password by default ( note : in the default configuration this is the user ' s password, not the root password ). once a user has been authenticated, a time stamp is updated and the user may then use sudo without a password for a short period of time ( 5 minutes unless overridden in sudoers ). the basic syntax in your specific case is : regarding your other questions : 1. where do all of the commands that do not require root privileges reside in my os? most binaries for all users reside inside most system binaries ( require root privileges ) reside in this is just a rule of thumb. you can place binaries everywhere you want. see also : filesystem hierarchy standard 2. can i move this command there? apart from potentially breaking something, this would have absolutely no effect.


annuals, biennials, or perennials, 5 - 400 cm, spiny. stems ( 1 - several ) erect, branched or simple, sometimes narrowly spiny - winged. leaves basal and cauline ; finely bristly - dentate to coarsely dentate or 1 - 3 times pinnately lobed, teeth and lobes bristly - tipped, faces green and glabrous or densely gray - canescent, usually eglandular. heads discoid, borne singly, terminal and in distal axils, or in racemiform, spiciform, subcapitate, paniculiform, or corymbiform arrays. ( peduncles with ± reduced leaflike bracts. ) involucres cylindric to ovoid or spheric, ( 1 - 6 × ) 1 - 8 cm. phyllaries many in 5 - 20 series, subequal or weakly to strongly, outer and middle with bases appressed and apices spreading to erect, usually spine - tipped, innermost usually with erect, flat, often twisted, entire or dentate, usually spineless apices ( distal portion of phyllary midveins in many species with elongate, glutinous resin gland, usually milky in fresh material but dark brown to black when dry ). receptacles flat to convex, epaleate, covered with tawny to white bristles or setiform scales. florets 25 - 200 + ; corollas white to pink, red, yellow or purple, ± bilateral, tubes long, slender, distally bent, throats short, abruptly expanded. cylindric, lobes linear ; ( filaments distinct ) anther bases sharply short - tailed, apical appendages linear - oblong ; style tips elongate ( as measured in descriptions including the slightly swollen nodes, long cylindric fused portions of style branches and very short distinct portions ). cypselae ovoid, ± compressed, with apical rims, smooth, not ribbed, glabrous, basal attachment scars slightly angled ; pappi persistent or falling in rings, in 3 - 5 series of many flattened, plumose bristles or plumose, setiform scales ( longer bristles shorter than corollas except in c. foliosum and c. arvense ). x = 17. only three genera in cynareae are represented by native species in the new world, and of these cirsium


national standards correlations how to use this activity science is all around us from a bicycle brake to a pine cone to a flag pole. in " dirtmeister ' s science reporters, " students lead their own investigation in observing, identifying, and describing the science found in their world then write about their findings. with the help of science expert steve tomecek ( the " dirtmeister " ), students learn to ask scientific questions, communicate their observations, and construct explanations of natural phenomena. in this installment, " dirtmeister ' s science reporters " focuses on animal adaptations. students are challenged to find and report on one way a particular animal preferably one found in their local area is adapted to its environment. using the questions on the assignment sheet, students describe the animal and how it is especially designed to fit in with its environment. when students complete their observational reports, they submit them online for possible inclusion in the science observer. this activity offers an exciting way to teach inquiry - based science, as each new investigation helps reinforce basic science concepts. through participation in " dirtmeister ' s science reporters, " students will : - explore, observe, and describe the world around them. - identify various phenomena in the real world. - investigate materials, organisms, and properties of common objects. - construct explanations of natural and man - made phenomena. - develop the ability to ask scientific questions, investigate aspects of the world around them, and use their observations to construct reasonable explanations for the questions posed. - ask questions about objects, organisms, and events in the environment. - use data to construct a reasonable explanation. - communicate their ideas to others. - develop their science knowledge. - learn through the inquiry process how to communicate their own investigations. teachers who participate in " dirtmeister ' s science reporters " should allow students two class periods ( 45 - minute blocks ) to complete the assignment. this includes time for students to retrieve and review the assignment, read the background material, find and observe their subject, answer questions about their findings, and write their reports. you may wish to assign the step of finding and observing a subject as homework. we also suggest that students who participate submit a " draft " of their report to you before final writing. in this way, you can determine if the student is " on target " with his or her assignment. top of page national standards correlations the " dirtmeister ' s science reporters " animal adaptations investigation helps students meet the following science content standards as set forth by the national research council of the national academy of - students conduct a simple


his or her assignment. top of page national standards correlations the " dirtmeister ' s science reporters " animal adaptations investigation helps students meet the following science content standards as set forth by the national research council of the national academy of - students conduct a simple investigation. ( content standard a ) - students employ simple equipment and tools to gather data and extend the senses. ( content standard a ) - students communicate investigations and explanations. ( content standard a ) - students discover and understand the characteristics of organisms. ( content standard c ) - students understand the relationship between organisms and their environment. ( content standard c ) - students understand the structure and function of living things. ( content - students understand the diversity and adaptations of organisms in their environment. ( content standard c ) top of page how to use this activity in " dirtmeister ' s science reporters " students are introduced to new science concepts. after gaining knowledge about the concept by reading background information, students seek out an example of that concept in the real world whether it ' s found in their home, school, or community. they answer questions about their observations using an observation sheet provided by the dirtmeister. this observation sheet encourages scientific observation, critical thinking, and directed student writing. finally, students write their reports. they can see samples of what other students top of page as students learn about animal adaptation, they are challenged to find and describe one way an animal of their choice is adapted to its in order to survive, every animal has certain features that help it " fit in " with its surroundings. this is known as animal adaptation. some adaptations are purely physical. for example, sharks have fins to help them swim and gills that allow them to breathe underwater. without these two special traits, they would have difficulty surviving in a marine environment. animals also adapt to their environments through certain behaviors or actions. when threatened, a porcupine extends its quills, making it difficult for a fox to eat the porcupine. having the ability to adapt to changes in the environment is critical for an animal ' s survival. animals who can ' t adapt die! adaptation also allows animals to exploit environments that other animals cannot occupy. flippers and fins, for example, allow fish to live comfortably underwater. because they can live in different environments, animals reduce the competition for resources and possess a better chance to survive. of all the world ' s animals, humans are perhaps the best adapted because we can fit in almost any environment on the planet. however, humans depend on technology to adapt to their surroundings. through the use of


and possess a better chance to survive. of all the world ' s animals, humans are perhaps the best adapted because we can fit in almost any environment on the planet. however, humans depend on technology to adapt to their surroundings. through the use of technology, humans have been able to adapt to almost every environment imaginable, from icy cold antarctica to the bottom of the sea. without this outside help, we would actually only be able to live in a very narrow type of as students learn about animal adaptation, it ' s important for them to understand the comparisons of adaptation between humans and other animals. technology has permitted humans to make fairly rapid adjustments to environmental change. however, for other animals, adaptation is a slow, steady process which may take hundreds of thousands of years to accomplish. as humans change the earth ' s environment, entire species of animals are being eliminated because they cannot " fit in " and do not have the time needed to develop sufficient means of adapting to the changed environment. top of page here are some suggestions to enhance the experience of dirtmeister ' s science reporters for your students : - have the class list all of the different animals that they can encounter in and around their local environment. what are various adaptations for each of these animals? - have students describe how they adapt to different changes in their environment. how do we change for the weather and seasons? how do different explorers adapt to hostile environments? - have students focus on how humans have " borrowed " adaptations from other animals. when we go in the water, how are we like a shark? ( swim fins ) when we travel to very cold climates, how are we like a polar bear? ( fur parka ) - have students create their own animorph story. have the main character travel to different environments and " morph " to fit the conditions. - have students " design a creature " that fits an unusual environment. for example, how could a creature survive on venus with its poison atmosphere and searing heat? what about in a volcano? what special adaptations would it need? - talk with your school librarian or media specialist about researching animals in the library, including books and multimedia resources. ( see " resources " section below. ) - have the class use the computer to search the web for supplementary articles on animals and their habitats and adaptations. - provide space on a classroom bulletin board for the dirtmeister ' s - using computer software such as clarisworks or microsoft works, have students create and maintain electronic science journals. encourage students to illustrate their work by using


and their habitats and adaptations. - provide space on a classroom bulletin board for the dirtmeister ' s - using computer software such as clarisworks or microsoft works, have students create and maintain electronic science journals. encourage students to illustrate their work by using the software ' s drawing or painting features. this is an excellent way of keeping notes and storing reports for future use. top of page the following scholastic supplemental materials can be used in conjunction with dirtmeister ' s science reporters : - big books : science ( grades k4 ). this book series covers a variety of topics, from bugs to wind. they are brightly illustrated and great for the classroom library. - environmental atlas of the united states, by mark mattson ( grade levels 4 and up ). the only environmental atlas for young readers that emphasizes u. s. ecological information. - be a scientist skills books ( grades 36 ). this series includes featured scientists, hands - on activities, and an emphasis on practical process skills. the series consists of three sets of three books each for grades 34, 45, and 56. - super science ( grades 36 ). super science covers science news and classroom - tested experiments for extending the learning experience of science concepts and integrates science with reading, math, language arts, and social studies objectives already in the classroom curriculum. - quick and easy learning centers : science, by lynne kepler ( grades 13 ). this professional resource book focuses on the use of everyday materials to promote independent, hands - on learning. information on how - tos, management, experiments, and reproducibles are included in this helpful book. complete descriptions of these resources and more can be found in scholastic ' s supplemental materials catalog. you can also call scholastic directly related web sites general science sites science and technology for children curriculum the natural history museum ( london ) edison national historic site endangered species program national inventors hall of fame understanding our planet through chemistry maps and references dirtmeister ' s home | animal adaptations | teacher ' s guide | kids ' sample reports


a previous post describes my jones family coding system which has served me well over the years of tree climbing. see : this coding system was also discussed in bwp ( 17 ). however, there comes a time when you will find yourself in a nest of surnames. it may be at a particular geographic area, or historical time period, or a religious group with many members. there will be multiple folks with the same names being used. how do you keep them straight? how do separate and identify which john johnson, john smith, john brown, and john jones is the path you will need to follow? the following method is a coding system i have found helpful. it is different from my family coding system, since it involves only one surname, and needs to code for multiple generations. this approach will help separate and code each individual among a large number of folks with many different surnames. it is very simple. first you label each person identified by their surname. you take the first two letters of their surname and then assign them a number. if the first name is john johnson, you would code " jo - 1 ". if you have another john johnson in the county at the same time, you would label him " jo - 2 ". now if you have a john jones living next door, you would code this " jon - 1 ", knowing that you have already used " jo = johnson ". thus, " jon = jones ". now if there was a john johns in the same neighborhood, you code him " joh - 1 ", using the next letter of the alphabet that was not used in a previous surname group. any surnames that share the same letters would take the next letter to separate and code it. thus, saul would be sa - 1, sampson would be sam - 1, and samuel would be samu - 1, etc., etc. you would then start a record of the families identified in this geographic area, coding each individual, and you would not used the same letters for a different family surname. start with a small number of folks that you are working. these often will be those around your brick wall. then start a listing for the codes you use, allowing you to keep a record of the surnames. let ' s get started!


the death of socrates okay, fine. it took only two weeks to fall off the theme - day thing. as two tribe members noted, thursday theme day flew in the face of the spontaneity that defines “ … the house … ” regardless, in short order it became a chore, self - imposed at that, and there is little reason to accept such discipline. with that bit of housekeeping completed, let ’ s talk about the death of socrates and the examined life. the examined life is a frequent theme here : “ the unexamined life is not worth living, ” said socrates. it occurs to me that perhaps you are not aware of the tradition behind this ancient saying. please allow me to tell you the story ( a bit editorialized, thank you very much. ) ( and in that spirit, this is a long post. i understand if you aren ’ t interested in spending the time on it. frankly, if i were you, i doubt i would spend that much time with me. if that ’ s the case, i invite you to scroll to the bottom for a brief summary, as well as some reading recommendations. ) ruins of the agora socrates held truth a thing to be pursued, not discovered, an idea that takes it off the mount and puts it in the streets. ( oliver wendall holmes, a pragmatist, echoed the notion when he remarked to a friend, “ all i mean by truth is the path i have to travel. ” ) and that is where he spent his time, in the streets, talking to anyone who would listen. xenophon wrote that he “ was always on public view. ” he continues, “ socrates used to go to the walkways and gymnasia, to appear in the agora as it filled up, and to be present wherever he would meet with the most people. ” * his student, plato, recorded him referring to himself, fittingly, as a gadfly. ( it is important to know that socrates left no written record. most of what we know of him was recorded by his student and younger friend, plato. plato, by the way, was the teacher of aristotle, who, in case you are not aware, was the teacher of alexander the great, alex making a cameo here at “ … the house … ” just a couple of weeks ago. ) he was well known in athens for years prior to his trial. aristophanes mentions him in his comedy the clouds, produced in 423 bc,


making a cameo here at “ … the house … ” just a couple of weeks ago. ) he was well known in athens for years prior to his trial. aristophanes mentions him in his comedy the clouds, produced in 423 bc, portraying socrates as a sophist. there is no historical evidence that socrates was associated with the sophists, his recorded sayings do not support this account. the sophists had a dicey reputation in athens at the time. the historian g. b. kerferd described the sophists of this period as : “ … a set of charlatans that appeared in greece in the fifth century, and earned ample livelihood by imposing on public credulity : professing to teach virtue, they really taught the art of fallacious discourse, and meanwhile propagated immoral practical doctrines. ” the climate at the time was tense. the year was 399 b. c. the city ( athens ) guardians were being pressed for reform and the youth were restless. so it came to be that socrates, a pain in the backside to those holding to the status quo, was arrested on charges of “ corruption of youth ” and “ impiety. ” specifically, the impious acts were : “ failing to acknowledge the gods that the city acknowledges ” and “ introducing new deities. ” ( “ could socrates have been the corrupter of youth after all? ” asks nietzsche. “ and did he deserve his hemlock? ” ) he was brought to trial. the law in athens dictated that such cases not exceed a day ’ s length and the old philosopher knew that he could not make his case in just a day. instead he began to challenge the jurors. “ some will say : yes, socrates, but you cannot you hold your tongue …. now, i have great difficulty in making you understand my socrates on trial. answer to this. for if i tell you that to do as you say would be a disobedience to the god, and therefore that i cannot hold my tongue, you will not believe that i am serious ; and if i say again that daily to discourse about virtue, and of those other things about which you hear me examining myself and others, is the greatest good of man, and that the unexamined life is not worth living, you are still less likely to believe me. yet i say what is true …. ” in essence, he claimed that the jurors ( citizens of athens selected by lottery ) could hardly


and that the unexamined life is not worth living, you are still less likely to believe me. yet i say what is true …. ” in essence, he claimed that the jurors ( citizens of athens selected by lottery ) could hardly be expected to be sympathetic, as they had little appreciation for philosophy. his tone, as recorded in plato ’ s apologia, was reprimanding and unapologetic. if plato and xenophon are to be believed, socrates sought not to persuade, but to lecture and provoke. “ and now, o men who have condemned me, i would fain prophesy to you ; for i am about to die, and in the hour of death men are gifted with prophetic power. and i prophesy to you who are my murderers, that immediately after my departure punishment far heavier than you have inflicted on me will surely await you. me you have killed because you wanted to escape the accuser, and not to give account of your lives but that will not be as you suppose : far otherwise. for i say that there will be more accusers of you than there are now ; accusers whom hitherto i have restrained : and as they are younger they will be more inconsiderate with you, and you will be more offended at them. if you think that by killing men you can prevent some one from censuring lives your evil lives, you are mistaken ; that is not a way of escape which is either possible or honourable ; the easiest and the noblest way is not to be disabling others, but to be improving yourselves. ” the law held that the guilty party had to kill himself, hence the hemlock. it was expected, and suggested by his followers, that he would flee. socrates takes the hemlock. most hold that he did not flee on moral grounds, that seeing the sentence through to completion was his moral obligation. and so it was, indeed. * fittingly, my first trip abroad, over thirty years ago, found me in athens. surprisingly, my travel journal from that trip has survived the years. the young man ( me ) wrote : “ the agora left little impression upon me ; it once housed such great thoughts as those proclaimed by plato, socrates, aristotle, yet one feels no inclination to think more profoundly because of common ground crossed. ” ( i was painfully ponderous even then. ) socrates stated that the unexamined life is not worth living. i disagree with the fundamental premiss,


, aristotle, yet one feels no inclination to think more profoundly because of common ground crossed. ” ( i was painfully ponderous even then. ) socrates stated that the unexamined life is not worth living. i disagree with the fundamental premiss, the notion of a life not worth living ; but that ’ s not the point. inverted to the positive, socrates ’ s admonition might be understood to read : the examined life is ( more ) worth ( y of ) living. he did not say, what is the meaning of life? ; rather he made a value statement on existence. he did not suggest developing a flow chart, or creating a matrix. there are no three - ring binders with tabs in this project. no powerpoint. no life coach. he exhorted, in my shorthand, simply : examine. accept nothing less than an adequate accounting. it is an open and expansive thought. conversely, drilled into us from childhood : seek and find, question and answer, open and close. those are closed equations, for lack of a better phrase. for me, the power of socrates is the open equation : examine. although i ’ ve not read it, i understand that i. f. stone ’ s the trial of socrates, is an excellent read if you ’ re interested in the history. if you are curious to read the thoughts of a working philosopher on the matter of living fully the examined life, i suggest the late robert nozick ‘ s ( 1938 - 2002 ), the examined life, philosophical meditations. along similar lines, but more historical, you might enjoy james miller ’ s examined lives, from socrates to nietzsche. it was a 2011 new york times notable book and is imminently readable. lastly, if you wish to wade deep into these waters, consider nozick ’ s philosophical explanations, specifically the last chapter, “ philosophy and the meaning of life. ” thanks for reading. i hope you found it interesting.


“ prior ” to the creation of the material universe ex nihilo there was no space or time. because there was no time we conclude that god existed atemporally ( timelessly ). what about the absence of space? would this not mean god existed non - spatially without creation? yes it would. how does that conclusion square with the biblical teaching that god is omnipresent? how can a being that is spaceless in nature be omnipresent? is the bible contradicting itself in its description of god ’ s nature? what exactly is the nature of god ’ s omnipresence? has he always been omnipresent? these questions ought to cause us to think more clearly about what it means to say god is “ omnipresent. ” to be all - present requires that there be a “ here ” and a “ there ” to be present at. without the existence of spatial location the notion of omnipresence is meaningless. seeing that there was no space “ prior ” to creation it follows that god was not omnipresent prior to creation. omnipresence, then, is not an essential attribute of god ’ s nature ; spacelessness is essential to god ’ s nature. “ god existing alone without creation is spaceless. ” god became omnipresent concurrent with creation in virtue of the creation of space. omnipresence emerged as a contingent relation between god and the spatial universe. what is the nature of god ’ s omnipresence? while we have determined that god is spaceless without creation and omnipresent subsequent to creation, this does not tell us anything about the nature of his omnipresence. what does it mean to say god is omnipresent? does it mean he is spatially located within and extended throughout the universe such that he is present at every point, or does it mean he is cognizant of and causally active at every point in the universe though he is neither spatially located in, nor spatially extended throughout it? while we have typically conceived of omnipresence in the first sense i would argue that god ’ s omnipresence is more aptly described by the second. at a minimum god ’ s omnipresence means he is not localized anywhere within space, and that he lacks both shape and size. but if omnipresence refers to god ’ s extension through space he would have both shape and size because the universe has both shape and size. god


of, and causal activity at every point in the universe then god ’ s omnipresence would not encroach on his essential spaceless nature. mental cognizance and causal activity do not require spatial presence. additionally, there is nothing intrinsic to the act of creation that would require god to be drawn into space ( spatialized ). creation was not a spatial act, therefore, we have no compelling reason to believe god surrendered his divine spacelessness and began to exist spatially subsequent to the act of creation. it stands to reason that god remained spaceless even subsequent to creation. if god remained spaceless his omnipresence must mean he is simply “ cognizant of and causally active at every point of space ”. god ’ s omnipresence is an example of analogous language in which those incomprehensible aspects of god ’ s nature are described in terms finite humans can comprehend. we run into problems, however, when we take this use of language and apply it to god in literal terms. god is not spatially extended throughout the finite universe, but is cognizant of and causally active in each and every part of it as a non - spatial being. because god is mentally cognizant of, rather than personally located at every point in the universe he can be both here and there, and know the difference between the two.


news > more storm misery threatens australia two tropical storm systems are threatening northern australia today, and are so close to each other they were caught in the same satellite view. one has grown enough in strength to be given a name – tropical cyclone lua – while the second, still known as system 96p, is still growing. it is this second storm system which is currently the more immediate threat though, being close enough to the coast to warrant warnings of high seas. nasa ’ s aqua satellite passed over the area at 05 : 39 gmt on 13th march and was able to capture both storms in a single image. lua appears to the left of the image in the southern indian ocean, with system 96p to the right, above the southern pacific ocean. lua formed about 240 miles west - northwest of port hedland, australia, attaining maximum winds of about 40mph. forecasters at the joint typhoon warning centre ( jtwc ) expect lua to meander for a couple of days, strengthening significantly and then making landfall in the pilbara region of western australia on about 16th march. system 96p is located about 170 nautical miles west of darwin and 115 nautical miles northwest of port keats and is heading in a southerly direction. the atmospheric infrared sounder ( airs ) instrument aboard the nasa satellite showed that deep convection – the rising air that forms the thunderstorm making up a tropical cyclone – is growing in size around the system ’ s circulation centre. according to the jtwc, the system is becoming more organised and it is anticipated that it will become a tropical depression before curving towards the southeast and making landfall. local residents have been advised to monitor the progress of both storms as they have the potential to cause severe damage and disruption. it is more bad news for a nation that is still dealing with the after - effects of several storm and flooding events which have hit the country in recent months.


over 8, 000 websites created by students around the world who have participated in a thinkquest competition. compete | faq | contact us space monkeys in training nasa ’ s most recent venture into space will involve the study of one of the most fascinating, yet mysterious features of the solar system — - the sun. ironically, mankind has lived for millennia under the sun ’ s vigilance, yet we still remain oblivious to most of its undiscovered sciences. you ’ d think that after thousands of years of scientific observation, we would have unveiled more information about this age - old star than we have, but two tiny details have complicated our efforts - - the sun is too bright and hot to study directly, and too far away to study closely. so how is nasa going to examine the sun if their equipment can ’ t get past the intensity of heat and light? the answer lies in an old form of technology, exploited for the purposes of modern science. invented more than 450 years ago, galileo ’ s telescope has inspired nasa ’ s hessi telescope, which will scope the sun ’ s solar flares to collect data about their particle acceleration and energy release. our goal in developing this informative website is to help students better understand the purpose of the hessi telescope. we also wish to provide teachers with resources appropriate for their classroom lesson plans. jennya schmahl science workshop, san jose, ca, united states stevena schmahl science workshop, san jose, ca, united states williama schmahl science workshop, san jose, ca, united states 19 & under abe megahedhypercosm inc., madison, wi, united states social sciences & culture > education > homework & study guides science & technology > technology


assalam - o - aleykum wa rehmatullahi wa barakatuh الســـلام عليكم و رحمة الله و بركاته it was a monsoon friday! do you know what monsoons are? these are torrential rains that come in july. in the indo - pak subcontinent, life depends very much on the timely arrival of these rains. in the mountains and the valleys and the vast plains of this sub - continent where more than a billion people strive to keep body and soul together, two seasons bring a great shortage of water. in winter, the rivers have very little flow, the mountains keep the snow, and the springs dry up. occasional rainfall and then the spring rains keep life from being extinguished altogether. immediately after spring, comes the dry season. the land, the wells, the springs, the rivers, the dams, and the lakes do not only lose water, they are so parched you would think they have not seen water for centuries. all over the land, people look to the skies, and pray for the rains to arrive in time. the monsoons come from the arabian sea, crossing south india, then over the bay of bengal into bangladesh and assam. traveling along the north touching the himalayas, they saturate the thirsty land of the ganges and the jumna, and then they arrive in pakistan, fifteen days after they have hit eastern india. every day until the rains come, the farmers, and the thirsty humans and animals wait anxiously. if there is delay, many will die of thirst, there will invariably be a famine, and many more will then die of hunger. so, monsoons are welcome. when they come, the land is full of water, the rivers become mighty seas, floods are common, and there is such an excess of water you would not think there ever was a shortage. dams have been built to keep the excess water, but these dams silt up, and new dams take a lot of money, and you have to take into account dislocation of populations whose land new dams affect. there is another downside as well. across the land, the poor build mud houses near the streams or depressions, so as to be closer to water sources. and when there are floods ….. the dam water is released to protect the dam and surrounding humanity ….. sometimes whole villages downstream that have not had warning, get swept away ….. and there is


as to be closer to water sources. and when there are floods ….. the dam water is released to protect the dam and surrounding humanity ….. sometimes whole villages downstream that have not had warning, get swept away ….. and there is no one to mourn their loss ….. but this is not what the story is about, although this has happened in the past. it was a monsoon friday! it had been raining the last four days and nights ; the sky having cleared only in the early morning was again covered with threatening dark grey clouds. my friend and i walked to the mosque for our friday prayers and felt a few drops fall on our faces, so we increased our pace – i no longer liked getting wet in rain. as we entered the mosque, i saw some women outside the mosque, near the place shoes are taken off. these were of varying ages, in the weather - beaten rags that only the poor know how to wrap around themselves so as to pass for clothes. my friend stopped and called to them : “ sisters, come inside, it is about to rain, and if you want, you can say your prayers, too. ” if you knew this part of the world, you would have noticed two challenges to the status quo here. one, in the muslim community of the indo - pak sub - continent generally you do not find women inside the mosque. some groups do allow women to have a separate portion for prayers, but not most of the afghan - indo - pak society. the second is that begging is not allowed inside the mosques, and these women were obviously there for begging. the other people in the mosque looked annoyed but said nothing because we were considered rather respectable members of this posh locality we lived in. the women were hesitant, but when thicker drops started falling, they saw wisdom in coming inside, and then shyly, one went for performing ablution ( wudu – cleaning with water ), and one by one they all did, and lined up behind the men for the jum3a prayers. the khutba ( sermon ) and the prayers over, we started to come out of the mosque, when one of the older women said : “ please sirs, listen and help us ”. at this my friend stopped again, and asked in a soft voice : “ yes sister, what is your problem ”? one gentleman, very well known, very rich through selling government land, very active in the community here, spoke up to my friend in his authoritative voice : “


, and asked in a soft voice : “ yes sister, what is your problem ”? one gentleman, very well known, very rich through selling government land, very active in the community here, spoke up to my friend in his authoritative voice : “ you are wasting you time with them sir, they are professional beggars. just leave them alone ”. the woman who had asked for help suddenly got angry and said : “ respected sir, how dare you call me a beggar? i come from the mountains, and we work to provide food for ourselves, but this is the rainy season and there is no work, and my son has been ill with fever for the last three days, and we haven ’ t eaten for that time, and my house is leaking. you come with me, and i will show you ”. she was shaking with rage, but her voice was still composed, and you could see that she had been hurt deeply. my friend said : “ yes, respected sir, let us go and see if she is telling the truth ”. the gentleman sensed a waste of time, and sought a retreat. “ i am sorry, here take this hundred rupee note ”, but the woman would not take the money. she insisted that the man who had called her a professional beggar accompany her to see for himself that she was not one, and that her condition was indeed as she had described. she had been grossly insulted, and she wanted her pride restored. my friend encouraged her. he loved such confrontations. all his life he had been working to restore to the downtrodden their right to live with dignity. the gentleman was upset, as the raindrops had become bigger, and they would eventually bring in a rainstorm, for monsoons are nothing but water pouring from the skies. to tell you the truth, i also wanted to get back to my cozy home. i have been through quite a few uncomfortable times, and i did not want to expose myself to the elements any more ; but here was my friend, and i could not possibly leave his side now. so, we all squeezed together in his old diesel mercedes, and drove to the locality of the women. when we arrived, it was a bigger mess than we thought. in the centre ran a hilly stream, which becomes violently uncrossable if it rains heavily upstream. we would have to cross quite a few hundred yards of muddy and slippery terrain on foot with rain now falling over us. the gentleman took a look, offered his deep


ran a hilly stream, which becomes violently uncrossable if it rains heavily upstream. we would have to cross quite a few hundred yards of muddy and slippery terrain on foot with rain now falling over us. the gentleman took a look, offered his deep apologies, and increased his offer to two hundred, and then five hundred rupees, but the woman still refused. she no longer wanted help ; she just wanted to show the objector that he was wrong. you can rest assured that this was a substantial amount, as my salary at that time as a middle class professional was around three thousand rupees, and so the five hundred rupees would have been sufficient for that woman and her son for one to two months. we grudgingly trudged on, with our shoes heavy with mud, fearing slips and falls, and i most of all fearing my wife who would demand to know why i had, at my age, gone to play in the mud. as we reached the “ house ”, we saw how true the woman ’ s words were. her “ house ” consisted of one room, made of mud, with a thatched roof also covered with mud, which had dissolved now with rain, and the water was pouring in. inside on a bed made of jute ropes ( we call it charpoy ), lay a young man about 18 - 22, and he did had fever. we had not stopped at our houses to take a thermometer, but he felt hot to touch. we gave some money to the women who had accompanied us, and came back, and that weekend we convened a meeting to decide what we could do. we formed an organization called “ idarae huqool ul ibaad ” which means in english “ society for the rights of mankind ”, and put some money from our salary in. the next day at office we asked our colleagues to chip in with a regular contribution, and so we managed to collect three thousand rupees per month from our salaries this way. thus we, who were physical engineers, started our experiments in social engineering. we went to that locality to look at its problems and to discuss and analyze with the residents. the money came a little later. with that and a grant from zakat ( from a pakistani living in saudi arabia ), we built a school, and persuaded the government to get a teacher for it. we built snother school - cum - training center - cum community hall for them, and a mosque, and improved their well ’ s


living in saudi arabia ), we built a school, and persuaded the government to get a teacher for it. we built snother school - cum - training center - cum community hall for them, and a mosque, and improved their well ’ s safety. gave some of them employment, hope, education for their children and the adults. we devised a new technique for fast literacy. made the residents think for themselves and work on a self - help basis. opened a vocational training center for the girls. hired a sewing master and his help. we also helped the residents build their own local dispute - settling mechanism, and dislodged the state repressive police from that locality. our activities were not without notice in this tiny elite town. the police lived by making the lower classes fight with each other, and collecting bribes from both sides. when the residents formed their own local dispute - solving system, the police and its stooges were deprived of a steady and substantial income. we estimated that the police were raking in rupees two thousand every day from that locality. when that money stopped leaking out, it was spent by the residents on their households and the environment, and the living standard or rather the quality of life improved. naturally this caused resentment, and not just at low levels. the police chief called us, and tried to convince us that we should concentrate on teaching the clientele good manners and how to pray. we politely declined to toe his line. then came the summons from the deputy commissioner. we knew what it meant. he is the guy with the entire federal administration for the district in his hands. he tried to reason with us : “ look, what are you doing? ” we gave blank looks. so he explained : “ you are from our class. if you educate this lowly class, from where will we get our servants? you are betraying your own class. ” we just smiled. this would have meant a lot of trouble, but somehow our education, our background, and our prestigious jobs, gave the federal administration an idea that we must have some influential backing, so nothing happened to us. then the local authority stepped in, because the shantytown was built on municipal land. here the law was not on our side, but the ground realities were. these people were needed as low - paid workers. if they were thrown out, where will the laborers and the low - paid staff come from? so that gave us some breathing space. we had anticipated this and built our centre with baked bricks


were. these people were needed as low - paid workers. if they were thrown out, where will the laborers and the low - paid staff come from? so that gave us some breathing space. we had anticipated this and built our centre with baked bricks joined with very weak concrete to assure the local authorities that this was a temporary construction, and would be dismantled on their instruction. our methods gave our clients such confidence that our girls were in demand for official functions as well. when our girls went back “ home ” to their villages, occasionally we would get enthusiastic letters from our “ graduates ” that they were applying what they had learnt from us to educate their sisters in their villages. so we went to the office in the morning, came back in the evenings and occupied ourselves with community work, which lasted late into the night, as we had to fight on several fronts. eventually, i fell ill, and had to be in and out of hospital for severe asthma, so i gradually gave up my active social work. then my friend suffered a series of heart attacks. we looked for younger people to take over, but there were no takers. the municipal authorities finally struck, bulldozed that shantytown, and threw the residents further away. we continued to provide help, but the community had been destroyed, and we were no longer up to the task of visiting there new environment regularly. the united nations representatives came to us, wanting to learn from us the secret of our success in transforming the attitudes and lives of these people. we told them of our methods, of our determination from the beginning that any help must be in the locality, and that the residents should not have to come to a bureaucratic setup in posh offices. this is what we believe intimidates them. but that is all we could do. our health did not permit active participation in any schemes the un would evolve. the stream quietly flows down the same route, roaring during the monsoons again. all that is left as a reminder of our efforts is the mosque, the multi - purpose building, and the improved well – all by the side of the hilly stream. perhaps the school is also there, but it was quite far upstream, and i haven ’ t visited it, so i cannot say for sure. the residents, unfortunately, are no longer there. and scattered throughout pakistan, in the tiny villages are young and adult women we educated, and trained, and some of them are carrying the torch. my friend too, is no more. he died nearly four years ago


a century ago this week robert peary and frederick cook locked horns in the “ the north pole controversy, ” an epic media battle that dominated news on both sides of the atlantic for months. for readers it became a scandalous and impossibly compelling story, a post - victorian jon vs. kate with furs and dogs. john tierney took up the story in the new york times yesterday morning. to tierney ’ s credit, he avoids the temptation to spend his entire column regaling the reader with evidence of peary or cook ’ s rightful attainment of the pole. ( he does take a position : neither man made it ). instead he takes an interesting behavioral, rather than historical, approach to the question : why do the supporters of both explorers defend their man against all reasonable arguments? the answer, he argues, is that they become psychologically ( perhaps neurochemically ) committed to their candidate in a manner that is hard to alter. the use of the word “ candidate ” here is intentional since tierney reports that this phenomenon is well measured in people supporting politicians and political parties. also reported yesterday was the discovery of a “ lost world ” in papau new guinea. a team of scientists ( big discoveries always follow sentences that begin with ” a team of scientists … ” ) discovered a unique, pristine ecosystem in the crater of mount bosavi. the team found more than forty new species, including the world ’ s smallest parrot, the world ’ s largest rat, and a herd of grazing brontosauruses. ( i ’ m making up the rat part ). the use of ‘ lost world ’ is an interesting way to describe this ecosystem not simply because it conjures images of jurassic park, arthur conan doyle ’ s 1912 novel of the same name, and a whole genre of early twentieth - century adventure books, but because it ’ s not an obvious ( and therefore not an unconscious ) description of mount bosavi. accounts of the volcano, its geographical and biogeographical riches, have been appearing for forty years in academic journal ( see for example records of the south australian museum 15 ( 1965 ) : 695 - 6 ; mammals of new guinea ( 1990 ) : 236 ) and even further back in popular literature. jack hides and other australians were writing about the mount bosavi in the 1930s. but “ lost world ” sounds better than “ relatively unknown ecosystem ” especially if it ’ s timed to coincide with a 3 - part bbc special on the expedition ( titled “ lost land of the volcano ” ). perhaps


this paper craft flip book lets kids create their own collection of kooky characters. what you ' ll need : - 2 sheets of white paper ( 8 - 1 / 2x11 inches ) - light cardboard - crayons or markers how to make match - up books : step 1 : cut each sheet of paper into 3 equal - size rectangles. ( cut across the short side of the paper. ) this will give you 6 rectangles. step 2 : cut a piece of light cardboard the same size as the rectangles. stack the 6 paper rectangles on top of each other. fold them down twice, dividing the papers into 3 sections. step 3 : unfold the rectangles and draw a different person, family member, animal, or monster on each page. draw the head in the top square, the body in the middle square, and the legs at the bottom. ( note : the drawings should all be about the same size, and the heads, bodies, and legs should all line up in the same place. this way the head of one figure will line up with the body on every other drawing. ) step 4 : after you finish drawing, put the piece of cardboard on the bottom of the stack. then staple the left side of your drawings together to make a book. step 5 : carefully cut across the papers along the folds, stopping before you get to the left side. ( don ' t cut the cardboard! ) your book is done. flip through your book, turning different flaps at a time, to see what silly characters you can create! paper crafts are great fun, and they also make great gifts. your kids will learn how to make a special book just for mom in the next section.


rugby, settled in northern morgan county in 1880, began as an unusual combination of commercial venture and utopian ideal. a group of boston capitalists seeking to develop a large tract of land in east tennessee combined with the english author and social reformer thomas hughes to create a model community. hughes had achieved considerable fame in the united states for his 1857 novel tom brown ' s school days, a semi - autobiographical story about rugby, an english school for boys. hughes ' s vision for rugby in tennessee was a place where young elite english men could work together with americans, free from the traditional british upper class stigma against labor. the resulting village of rugby became home to approximately 450 residents at its zenith in the early 1880s. homes, a library, a school, recreational facilities, and a church were constructed for residents, as well as an elaborate hotel, the tabard inn, for guests. by the early 1890s, however, most of the community ' s momentum had dissipated. crops such as tomatoes failed to produce enough profit to sustain the economy. poor planning and weak real estate sales further soured the commitment of the american and english investors. hughes, who only visited rugby once a year and never actually lived there, was unable to sustain the enthusiasm that had enticed so many to settle ten years before. rugby today has become a revitalized community. efforts by local residents to restore the existing buildings have made rugby an important tourist attraction, where the remains of hughes ' s utopian dreams survive in the victorian architecture and pastoral setting. for information on visiting rugby, go to : http : / / www. historicrugby. org / for more information on its history, also see : http : / / tennesseeencyclopedia. net / entry. php? rec = 1158


moderate - intensity physical activity. we ’ ve used this phrase throughout the stand up & eat blog. why? current recommendations for adults are to do at least 150 minutes per week of moderate - intensity physical activity or 75 minutes of vigorous - intensity physical activity per week ( or some combo of the two ). just what does moderate - intensity feel like? well, if you ’ re an exercise physiologist, moderate - intensity is equal to 3. 0 to 5. 9 mets. a met is a way of describing the amount of energy ( calories ) the body is burning relative to energy burned at complete rest. so 1 met is rest, 2 mets means the body is burning calories at twice the rate of rest, 3 mets is three times, and so on. ok, that doesn ’ t help the average person much. another way to know if you are exercising at the recommended moderate - intensity level is by rating how hard you think you ’ re working. called the “ rating of perceived exertion ( rpe ), ” you simply estimate on a scale of 0 ( not at all hard ) to 10 ( extremely hard ) what number best matches your effort while exercising. if you rate your physical activity intensity at 5 - 6, then you are likely doing moderate - intensity exercise. if you rate yourself lower than 5, you would need to pick up the pace a bit. a similar self - rating strategy is the “ talk test. ” it goes like this. if you are doing a physical activity and you can sing a song at the same time, you are at a light - intensity level. if you can ’ t sing but you can still talk fairly comfortably, you are in the moderate - intensity zone. if you are so breathless that you can ’ t sing or talk, you ’ re doing a high - intensity physical activity. the newest method for helping people judge their exercise intensity requires a step counter and a watch. we have blogged previously about the great benefits of using a step counter to get and stay physically active. but one downside to using step counters is that a step is a step whether done at a stroll or a full - bore run. so you may be reaching your daily step number goal but you don ’ t know if you are attaining the recommended moderate - intensity goal. new studies1, 2 now suggest that if you walk at a pace where you are doing about 1, 000 steps in 10 minutes ( 100 steps a minute ), you will be burning calories at the 3 met, 5


moderate - intensity goal. new studies1, 2 now suggest that if you walk at a pace where you are doing about 1, 000 steps in 10 minutes ( 100 steps a minute ), you will be burning calories at the 3 met, 5 - 6 rpe, or “ talk but not sing ” levels. that is, you ’ re at the moderate - intensity level that is recommended to get health and fitness benefits. yes, it is a rather crude way to estimate exercise intensity, but scientists believe that it ’ s practicality outweighs it ’ s imprecision. so the next time you go for a walk, check the number of steps on your pedometer and the time on your watch before you head out. when you ’ re done, divide the number of steps you walked by 100. if this number matches or is more than the number of minutes you walked, then you likely were walking at a moderate ( or higher ) intensity. pay attention to how you felt during your walk and aim to do most of your daily physical activities at that same intensity level. 1. marshall sj, et al. translating physical activity recommendations into pedometer - based step goal : 3, 000 steps in 30 minutes. american journal of preventive medicine. 2009 ; 36 ( 5 ) : 410 - 415. 2. tudor - locke, ce et al. redometer - based step count guidelines for classifying intensity in a young ostensibly health population. canadian journal of applied physiology. 2005 ; 30 : 666 - 676.


since it looks like america and its attempt at freedom and other nouns is coming to an end, i wonder what the history books would have looked like if it had never quite started. something as simple as a lack of french support could have doomed our attempted revolution. with no navy and inferior land troops, what could the colonies have done? on one hand, the end of the british empire may have been inevitable. but i don ' t think it was inevitable at the time. the world wars ended the empires of france, germany, and britain ( and some other places that are too lame to name ), far after the american revolution. and who knows what a captive american colony could have done during that time to change future history. can you imagine a world war i with germany knowing that america would be against it? only in hind sight does an american - british alliance seem anything close to inevitable. earlier american intervention might have made a difference. or, continued control of american resources might have made britain powerful enough to prevent war in the first place. but this assumes a lot. it assumes that america would have been quite as badass under the crown rather than against it. i suspect this is not the case. rebellion, and weakness, fuel innovation. we were a weak nation, something which we cannot quite grasp today, but the war of 1812 certainly proves my point. so we had to do more, and faster, than any other country, just to survive. somehow we carried that a bit further and became the most powerful nation in the world. i do think that britain with control of the american colonies, or whatever we ' d be by then, would still be the most powerful country in the world, but not by so much. beyond national psychology, there is politics and diplomacy. would the louisiana purchase have happened under british rule? while the crown may have been eager to buy the land, would france have sold it? almost certainly not! the sale was a great deal for france and america, giving is needed land, giving them money, and as a bonus for france, strengthening a potential rival of britain. maybe a britain that didn ' t lose the colonies could have conquered the land instead, but i suspect the sale was a lot cheaper. such a war may have cost both sides too much, leading to an even stronger prussian / german state, which could have contested french continental supremacy, and next thing you know all of european history is completely re - written, though i predict it would still end with a failed invasion of russia. but maybe being


leading to an even stronger prussian / german state, which could have contested french continental supremacy, and next thing you know all of european history is completely re - written, though i predict it would still end with a failed invasion of russia. but maybe being unable to sell louisiana would have forced france into peace sooner, preventing the invasion of russia, and depriving hitler of that important historical lesson which he ignored anyway because he was an arrogant racist ( redundant? ), so really nothing changes. on a side note, i do not believe that anyone has successfully invaded russia or canada. obviously this should make us worried about a potentially invincible axis of cold places. to make it even worse, neither country speaks english. without the louisiana purchase, or with it at a high military cost, would the americans ( with all the alternative history, and my lack of time travel, i ' ve decided to go with the third person ) have been able to beat up mexico repeatedly for land? and without that land, would america have had enough worthless desert to send natives to starve to death before inventing gambling? the entire presidency of andrew jackson could have been nullified. what would a stronger mexico have done? my guess is, been marginally less horrible, but it would not have been the savior and / or destroyer of the world. it would have been a scarier soviet union growing out of russia, still in control of alaska. would canada have fallen? i do not know, but know this, any history in which canada is not free to be canadian is not a history that i want to see. and sarah palin would have been a communist and had a totally hot russian accent, unlike whatever the hell that is. i do hope that by the time this post goes up our representatives will have worked out something. my vote is for a all the sane people to lock the tea party members in a basement storage room, hold the votes, and then let them out when we ' re done governing and can go back to screaming incoherently at each other. if not, well then there ' s one day before life gets more interesting than i ' d like. launch fever detachment 1 hour ago


unions have done some good in the early days of our country, gaining workers higher wages so they could buy the products they were producing, although workers flocked to detroit for the $ 5 / day wage long before unions. nowadays they can be useful in developing countries to improve working conditions and have even played a part in bringing down communist governments ( poland comes to mind ). in general they are extra overhead, with part of the workers ’ wages going to pay union dues and lobby for political causes not all workers agree with. progressive non - union companies can attract workers at higher pay without the extra layer of bureaucracy. companies with better safety records can attract workers – safety sells. for these reasons, private sector union membership has declined, and work has fled to right - to - work states. my home state of indiana just became the 23rd right to work state. sometimes non - union wages are lower, but not always. auto transplant and supplier wages are comparable in union and non - union plants. non - union workers in the local economy often resent the unionized workers for their higher pay which drives up the cost of living. the main purpose of collective bargaining units is to get higher than market wages and benefits for their members, not to serve the customers better. this is fine in the private sector where there are competitive pressures and real customers, because if the workers are overpriced it will drive the company out of business. ( poor management and poor quality products will sink companies too. ) public sector union membership has increased private sector union membership peaked in the 1950s and has declined since then. fifty - two percent of u. s. union members now work for a government. government workers are much better insulated from the end - use customer ( or parents of the students ), so the level of bureaucracy is not as noticeable without competitive pressures. the union dues of public sector unions go to elect liberal democratic politicians, who make promises they know will break the budgets of their state and local governments. and we all know the federal budget is out of control. it ’ s also too bad for conservative teachers, who are forced to subsidize social causes they don ’ t believe in. divisive strikes in the 1970s my hometown of highland, indiana, had a teacher ’ s strike when i was in seventh grade. the kids were off school for several weeks while the teachers walked the picket line. it was part of the indiana teacher ’ s union ’ s master strike plan to get higher wages statewide. the outside influences nearly tore our town